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Notice Inviting Quotation
Sealed quotations are invited from the bonafide & experienced willing agencies as per particulars given below:
Name of work:
Software Support maintenance Contract (SSMC) for existing Training Software for WBMDFC.
Scope of Work:
- Management and maintenance of existing Training Software.
Software development technology:
Programming Language - PHP, Database- MySQL, OS- Cross platform.
Documents to be submitted:
a. Photo copy of valid Trade license/Certificate of incorporation
b. Photo copy of PAN Card
c. Photo copy of GST registration certificate, if any.
d. Declaration of non-blacklisting of agency.
Eligibility Criteria: The Agency must have
a. Proven working experience in designing, developing of web portal with the experience of similar nature for Govt./Semi Govt./Organization jobs.
b. Must have familiarity of various programming language, software developing knowledge, and web technologies and database server.
c. An undertaking to be furnished that the agency not has been blacklisted by any Court/State Govt./Govt. undertaking, etc.
d. The bidder should have an office at West Bengal.
Last date for submission of Quotation:
29.07.2022 at 12.00 noon at AMBER: DD-27/E, Sector-I, Salt Lake City, Kolkata- 700064.
Opening date of Quotation:
29.07.2022 at 2.00 PM at AMBER: DD-27/E, Sector-I, Salt Lake City, Kolkata- 700064.
Mode of payment:
i. No advance payment will be made. Payment will be made on quarterly basis.
ii. The successful bidder shall submit necessary bank details for bill payment at the time of signing the contract.
Period of contract:
The contract period with this Corporation would be initially for 1 (one) year and will be further extended, based on the requirement of the Corporation on quarterly/half yearly/yearly basis as per same rate, unless it will stand cancel on expiry of contract or on written notice within thirty days.
The agreed price would be applicable throughout the contract period. No hike in price would be admissible; however, if the prices are reduced on any account, benefit of the same should be passed on to Corporation.
General Terms & Conditions
1. The willing agencies will have to quote their rate in their letter pad and rate is to be quoted both in words and in figures. Rate should be inclusive of GST.
2. Optional Services: The bidder shall indicate the charges for the services listed below as optional. However this will not considered for price evaluation and bidder selection.
| Sl No. | Item Description | Per Mandays Rate (Rs.) inclusive all taxes |
|--------|------------------------------------------------------|--------------------------------------------|
| 1. | Modification/ New module development charges into the existing Software | |
3. All corrections are to be initialled.
4. The bidder should have an office at West Bengal.
5. All the aforesaid documents to be self-attested.
6. Original documents are to be checked before issue of work order.
7. WBMDFC reserves the right to reject any quotation or all quotations without assigning any reason.
8. Statutory deducted shall be made as per rule.
9. Validity of quotation 10(ten) days from the date of submission.
10. All agencies are requested to be present at the time of the opening of sealed quotation.
11. The successful agency has to undertake that all types of data should be preserved with proper security & safety and should not be shared with anybody.
12. If there is any breach of contract the terms with the successful bidder will be cancelled forthwith and legal action will be taken as deem fit & proper.
13. The successful agency should maintain of the software of the Corporation. Any data should be updated or deleted from database will be done in consultation with the Corporation.
14. Minor changes/modifications will be covered under the AMC. In case of development of new modules in existing software will be done in consultation with the Corporation and it is chargeable separately.
15. The administrative password of the portal should be kept confidential and not to share others without consulting with the Corporation.
16. The successful agency needs to support the Corporation with required software installation, server configuration, in whatever nature, database restore/migration, hosting the application, performance tuning, etc. at Corporation provided server.
17. The successful agency should have to provide latest complete source code (not compiled code) on weekly basis and database structure of the modules in form of soft copy to the Corporation. The source code is to be run at WBMDFC office server by representative of your agency.
18. Conditional/Incomplete quotation will not be accepted.
19. During scrutiny, if it comes to the notice of the Quotation inviting authority that the credentials or any other documents is incorrect/manufactured/fabricated, that quotation will be out rightly rejected without any prejudice.
20. Before issuance of work order, the quotation inviting authority may verify the original credential and other documents of the lowest quotation if found necessary. In case, if it is found that the documents submitted by the lowest quotation either manufactured or false; the work order shall automatically stand cancelled and legal action as per prevailing rules shall be taken by Corporation (WBMDFC).
21. The successful agency shall have to provide documentation/user manual of the modules in the form of soft copy. Also provide knowledge transfer plan, configuration management documentation, software requirement specification and functional requirement specification.
22. In case of urgency, the successful agency needs to support on Saturday/Sunday/any other holidays.
23. The Corporation reserves the right to terminate the work order with a 15(fifteen) days’ notice.
24. The contract of service/support may be terminated by issuing 1(one) month prior notice from agency side.
Managing Director
Head Office: Amber, DD-27E, Sector-1, Salt Lake City, Kolkata - 700 064
Phone: 033-2334-2893/4004-7469, Toll Free No.: 1800-120-2130, Web: www.wbmdfc.org
e-mail: firstname.lastname@example.org
Copy forwarded for information & wide circulation to the:
i. PA to Chairman, WBMDFC
ii. Directorate of Madrasah Education
iii. Spl. Secretary, MA& ME Deptt., Govt. of West Bengal.
iv. Secretary, Urdu Academy
v. General Manager (Admin), WBMDFC
vi. Chief Accounts Officer, WBMDFC
vii. Manager Training, WBMDFC
viii. Manager System, WBMDFC
ix. Office Notice Board
Managing Director
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RESTORATION THROUGH SINCERITY EZEKIEL 33:30-33
INTRODUCTION:
1. The scribes and Pharisees were called hypocrites because they "say and do not do." (Matt. 23.3)
2. In Ezekiel 33,34, we have the very heart of God on display.
a) God did not want to see the destruction of His people, but begged and pleaded for them to repent. (Ezek. 33.11)
b) Today, God pleads with us to turn from our sins and be restored to Him. (2 Pet. 3.9; 2 Cor. 5.20)
3. If I want to be restored to God, I need to turn to Him with a heart of sincerity.
I. THE HYPOCRISY OF ISRAEL
A. Israel turned to God expressing their love for His word.
1. EZEKIEL 33.30: "Please come and hear what the word is that comes from the LORD.'"
2. EZEKIEL 33.31: "they sit before you as My people, and they hear your words"
B. Israel turned to God, but not in sincerity.
1. EZEKIEL 33.31: "but they do not do them"
2. EZEKIEL 33.31: "with their mouth they show much love, but their hearts pursue their own gain." (cf. Isa. 28.13)
3. EZEKIEL 33.32: "for they hear your words, but they do not do them. God calls this hypocrisy. (Jer. 42.21,22)
II. RESTORATION REQUIRES A HEART OF SINCERITY
A. Jesus ends the Sermon on the Mount by emphasizing sincere obedience. (Matt. 7.21-23)
1. MATTHEW 7.21-23: Reference is made to those who give lip service, but do not obey the word.
2. Contextually, we are reading about the scribes and Pharisees. (Matt. 5.20; 15.8,9)
B. Jesus has something to say to those who hear and obey.
1. MATTHEW 7.24: "whoever hears these sayings of mine and does them." (v. 25)
2. MATTHEW 7.26: "whoever hears these sayings of mind and does not do them." (v. 27)
3. Consequences of not obeying. (Ezek. 31.33; Matt. 7.27)
CONCLUSION:
To repent, you must obey sincerely.
NORTHSIDE CHURCH OF CHRIST
2424 McCarran St. North Las Vegas, NV 89030
Phone: (702) 642-3141 Email: email@example.com
Be sure to watch us live atwww.nlvchurchofchrist.com
"Go into all the world and preach the gospel to every creature" -Mark 16.15
August 15, 2021
MEETING TIMES:
SUNDAY MORNING BIBLE CLASS : 9:00 AM
SUNDAY MORNING WORSHIP: 9:50 AM
SUNDAY EVENING WORSHIP: 6:00PM
WEDNESDAY EVENING BIBLE CLASS 7:30 PM
"ARISE AND BE BAPTIZED"
One of the greatest examples of baptism comes from a man known as Paul. His conversion is recorded three times in the Bible (Acts 9,22,26). Let's take a brief look at the account in Acts 22.
ACTS 22.1-5: Paul recounts how he persecuted the church in every city. He then received authorization to go to Damascus and bring Christians into custody (cf. Acts 26.9-12).
ACTS 22.6-10: As Paul was on the road to Damascus, Jesus appeared to him. Paul asked, "What shall I do, Lord?" (v. 10; cf. Acts 9.3-6). Jesus said to go to Damascus where he would be told what to do (Acts 22.10).
ACTS 22.11-15: He goes to Damascus and is told that he will be "the voice of His mouth" (v. 14). Paul had been chosen to preach the gospel to Jews and Gentiles (Acts 9.15). Before he could do that, he still had to do something, but he had not yet been told what he was to do.
ACTS 22.16: "And now why are you waiting? Arise and be baptized, and wash away your sins, calling on the name of the Lord." Jesus told him to go to Damascus where he would be told what he must do. In Damascus, Ananias tells him what he must do: "arise and be baptized". He then tell him why he must do it: "and wash away your sins" Baptism is immersion for the purpose of washing away sins. CLP
HAVING A HEART LIKE JESUS MARK 5:36
INTRODUCTION:
1. The Bible concept of the heart is the spiritual part of man.
a) The heart refers to our intellect. (Matt. 9.4)
b) The heart refers to our emotions. (1 Pet. 1.22)
c) The heart refers to our will. (Rom. 6.17)
2. Mart 5.21ff gives us insight into the heart of Jesus, a heart we are to imitate in the way we think, feel, and act. (1 Cor. 11.1)
I. THE HEART OF JESUS
A. Jesus had a heart that was impartial.
1. The people that Jesus helped were different in their gender. (Mark 5.21,22,25; Gal. 3.28)
2. The people that Jesus helped were different in their social status. (Mark 5.22; Acts 13.15)
3. To whom did Jesus give His attention? (Mark 5.21,24)
B. Jesus had a heart that was helpful.
1. Jesus made time and gave His attention to Jairus to help his daughter. (Mark 5.22-24)
2. Jesus made time and gave His attention to the woman with a flow of blood. (Mark 5.25-27,34)
C. Jesus had a heart of humility.
1. MARK 5.43: "But He commanded them strictly that no one should know it"
2. Why did Jesus want this kept secret? (Matt. 12.16-20)
II. DO YOU HAVE THE HEART OF JESUS?
A. There is to be no difference in the way we see people.
1. JAMES 2.1: "My brethren, do not hold the faith of our Lord Jesus Christ, the Lord of glory, with partiality."
2. JAMES 2.8: Impartiality is equated with love. (Phil. 2.2)
3. JAMES 2.9: Partiality is equated with sin.
B. There is to be no indifference in the way we see people.
1. Jesus was interested in helping both Jairus and the woman in their needs. (Mark 5.33-36)
2. EPHESIANS 4.28: We work so that we can "have something to give him who has need."
CONCLUSION: Do you have the heart of Jesus?
ENDURING TEMPTATION
After giving us a number of examples of individuals who gave into temptation, we are told that "no temptation has overtaken you except that which is common to man" (1 Cor. 10.13). There is nothing you have faced that has not been faced before.
He then goes on to say that "God is faithful, who will not allow you to be tempted beyond what you are able, but with the temptation will also make the way of escape, that you may be able to bear it." Every temptation that the devil places in our path is a temptation we have the ability to endure. But how can we endure temptation? We can find the answer in James 1.12.
In James 1.12, we are told, "Blessed is the man who endures temptation" Literally, the one who is happy is the one who remains faithful when he is tempted. The passage then offers us three different ways that we can endure temptation.
First, we can endure temptation by seeking God's approval. James 1.12 says, "for when he has been approved" The one who endures temptation is happy because He has received the approval of God. In 2 Timothy 2.15, the approval of God is connected with our "rightly dividing the word of truth." If I seek to understand the Bible in context and use it to guide my life, I will have God's approval. Seeking God's approval will encourage me to live by the scriptures rather than by my own desires (Ps. 119.11)
Second, we can endure temptation by seeking the crown of life. James 1.12 goes on to say, "he will receive the crown of life which the Lord has promised" Paul spent his life seeking the crown of life. He wrote, "I press on toward the goal of the upward prize of God in Christ Jesus" (Phil. 3.14). At the end of his life, he was confidence that he will receive it (2 Tim. 4.8). Seeking the crown of life will encourage me to say no to the things I desire and yes to the things God desires.
Third, we can endure temptation by loving God. James 1.12 concludes by telling us that the crown of life is reserved for "those who love Him." The greatest commandment is to love God (Matt. 22.37). Jesus tells us that, "if you love Me, keep My commandments" (John 14.15). When I give into temptation and sin, it hurts God. When I love God, I am encouraged to resist temptation because I do not want to hurt Him.
Resisting temptation can seem hard if not impossible. But God gives always gives us a way of escape. We just need to see it. CLP
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SEC Form 3
FORM 3
OMB APPROVAL
OMB Number:
3235-0104
Estimated average burden
hours per response:
0.5
UNITED STATES SECURITIES AND EXCHANGE COMMISSION Washington, D.C. 20549
INITIAL STATEMENT OF BENEFICIAL OWNERSHIP OF SECURITIES
Filed pursuant to Section 16(a) of the Securities Exchange Act of 1934 or Section 30(h) of the Investment Company Act of 1940
ALDEBORGH JOHN E
(Last)
108 CHERRY HILL DRIVE
(Street)
BEVERLY
(City)
1. Title of Security (Instr. 4)
Common Stock
1. Title of Derivative Security (Instr. 4)
Stock option (right to buy)
1. Name and Address of Reporting Person
*
(First)
(Middle)
MA
01915
(State)
(Zip)
2. Date of Event Requiring Statement (Month/Day/Year) 02/13/2013
3. Issuer NameandTicker or Trading Symbol
AXCELIS TECHNOLOGIES INC[ ACLS]
4. Relationship of Reporting Person(s) to Issuer
(Check all applicable)
Director
10% Owner
X
Officer (give title below)
Other (specify below)
EVP, Customer Operations
5. If Amendment, Date of Original Filed (Month/Day/Year)
6. Individual or Joint/Group Filing (Check Applicable Line)
X
Form filed by One Reporting Person
Form filed by More than One Reporting Person
Table I - Non-Derivative Securities Beneficially Owned
2. Amount of Securities Beneficially Owned
(Instr. 4)
3. Ownership Form: Direct
(D) or Indirect (I) (Instr. 5)
4. Nature of Indirect Beneficial Ownership (Instr. 5)
0
D
Table II - Derivative Securities Beneficially Owned (e.g., puts, calls, warrants, options, convertible securities)
2. Date Exercisable and
Expiration Date (Month/Day/Year)
3. Title and Amount of Securities Underlying Derivative Security
(Instr. 4)
4. Conversion or
Exercise Price of Derivative
Security
5. Ownership Form: Direct (D) or Indirect (I) (Instr. 5)
6. Nature of Indirect Beneficial
Ownership (Instr. 5)
Date
Exercisable
Expiration
Date
Title
Amount or
Number of
Shares
01/15/2017
(1)
01/15/2020
Common Stock
200,000
1.27
D
Explanation of Responses:
1. To become exercisable as to 25% of the shares granted on each of 1/15/2014, 1/15/2015, 1/15/2016 and 1/15/2017.
Reminder: Report on a separate line for each class of securities beneficially owned directly or indirectly.
* If the form is filed by more than one reporting person, see
Instruction 5 (b)(v).
** Intentional misstatements or omissions of facts constitute Federal Criminal ViolationsSee18 U.S.C. 1001 and 15 U.S.C. 78ff(a).
Note: File three copies of this Form, one of which must be manually signed. If space is insufficient, see
Instruction 6 for procedure.
Persons who respond to the collection of information contained in this form are not required to respond unless the form displays a currently valid OMB Number.
Lynnette C. Fallon, as attorney in fact for John
E. Aldeborgh
** Signature of Reporting Person
02/13/2013
Date
POWER OF ATTORNEY
For Executing Reports under Section 16(a)
with respect to securities of
AXCELIS TECHNOLOGIES INC.
(1)
(2)
The undersigned hereby constitutes and appoints each of Mary G. Puma, Lynnette C. Fallon, Matthew C. Dallett and Stanley Keller, each acting singly, the unde execute, for and on behalf of the undersigned, Forms 3, 4 and 5 with respect to securities of Axcelis Technologies, Inc. in accordance with Section 16(a) of do and perform any and all acts, for and on behalf of the undersigned, that may be necessary or desirable to complete the execution of any such Form 3, 4 or The undersigned hereby grants to each such attorney-in-fact full power and authority to do and perform all and every act and thing whatsoever requisite, nece IN WITNESS WHEREOF, the undersigned has caused this Power of Attorney to be executed this 16th day of January, 2013.
/s/ John E. Aldeborgh___________________
John E. Aldeborgh
Conformed Copy
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Prepared for presentation to City Council, September 19, 2011, regarding agenda item DC-1 Resolution to Approve Agreement for the Sale of Strip of Land to the Ann Arbor Transportation Authority and Appropriate Funds (portion of 350 S. Fifth Ave.) ($90,000.00) (8 Votes Required)
Tonight, you are being asked to vote on a resolution to sell a small strip of city property to the AATA. I'm pleased to see that the property, which measures six feet by 132 feet, and is located on the north side of the old YMCA lot, was appraised as required by city code, and that the fair market value of $90,000, or $114 per square foot of land, is what the AATA will be asked to pay. I am not familiar with the specifics of what the AATA plans to do with the land. What I see appears to be an open, public discussion of the transfer of public land, in this case, to another public agency.
I saw that the plan is enter the $90,000 into the General Fund. It would be good to know how the funds resulting from the sale will ultimately be used for our common good. I consider the appraisal and your vote to indicate that you will be acting as elected decision-making stewards of the land. The resolution for this sale indicates that the city is managing at least this particular strip of land in a business-like fashion.
I am here tonight to ask for consistency. Why not use the same approach for Fuller Road Park? Show us, the public, the business plan for the parking structure project that addresses the risks, costs and potential benefits of the project. Get an updated appraisal of the land, and propose its sale to the University, followed by the public vote on sale of park land that is required by our city charter.
We know that the parking structure is designed to last 75 years. We know that the University plans to use a minimum of 78% of the nearly 1000 parking spots. Access to the remaining 22% of the parking spaces has been only vaguely described. Use of our park land for 75 years essentially amounts to sale of the land. The public should decide whether that is what we collectively want to do with our park land.
We do not know where the city will come up with $10 million for our share of construction costs, or the additional expenses related to infrastructure changes required to support a complicated project. We have seen no plan to address the value of the park land. Why would we avoid the opportunity to obtain fair market value for the land, as you are asking in the sale of land to the AATA? What is the gain for the city to spend $10 million on yet another parking structure? We currently have over 200 spaces available to the public in the very same space. Why would we spend $10 million, with the outcome of access to the same number of parking spaces?
Your plan to avoid excessive debt on the part of the city has yet to be revealed. Be open about your plan, as you appear to be with the sale of land to the AATA.
Reference:
Chapter 14 - PURCHASING, CONTRACTING AND SELLING PROCEDURE [6]
1:321. - Real estate appraisals.
The City shall not purchase, sell or lease any real estate or any interest therein unless the City Council first receives an appraisal report concerning the fair market value of the real estate interest transferred. The appraisal report must be prepared by a qualified, independent real estate appraiser in accordance with instructions given by the City.
The qualifications of the appraiser shall include an appropriate designation from a recognized professional appraiser organization such as: "The Society of Real Estate Appraisers" and "The Institute of Real Estate Appraisers."
An appraisal report shall not be required for the following real estate transactions:
(1)
Leases requiring the City to pay a total of less than $50,000.00.
(2)
Donations of real estate interests to the City.
(3)
Acquisition of any real estate interest by the City where all of the City's costs are less than $10,000.00 for a single parcel of $50,000.00 for a series of contiguous interests including easements, rights-of-way or partial takings.
The acquisition or disposal of any interest in real estate for which the Administrator gives a recommendation that there be no appraisal and the Council adopt a resolution specifying the reasons why an appraisal is unnecessary.
(4) (Ord. No. 07-61, § 2, 1-22-08)
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Het bijgevoegde formulier heeft als doel een tariferingsaanvraag in te dienen bij het, door art. 9 bis van de wet van 21.11.1989, daartoe opgerichte Bureau.
Het formulier dient naar het volgende adres verstuurd te worden:
« TARIFERINGSBUREAU BA AUTO »
P/A GEMEENSCHAPPELIJK MOTORWAARBORGFONDS
Liefdadigheidstraat 33 Bus 1
1210 BRUSSEL
NIEUWE ZAAK
Wanneer mag U zich richten tot het Tariferingsbureau?
Wanneer tenminste 3 verzekeringsondernemingen BA-motorrijtuigen, die U raadpleegde, geweigerd hebben U in BA auto te verzekeren.
Een voorstel van premie of een vrijstelling hoger dan de door de Koning bepaalde drempel wordt met een weigering gelijkgesteld (de verzekeringsonderneming moet U informeren over het feit dat U zich in deze situatie bevindt).
Hoe dient U uw aanvraag bij het Tariferingsbureau in?
U vult het hierbij gevoegde document “Tariferingsaanvraag” in. Zorg ervoor dat U al de gevraagde inlichtingen doorgeeft. Indien een punt niet van toepassing is, gelieve “nihil” te schrijven.
Daarna stuurt U deze aanvraag, behoorlijk ingevuld en ondertekend, naar het Tariferingsbureau, vergezeld van de documenten vermeld op pagina 7.
Zodra het secretariaat van het Tariferingsbureau in het bezit is van uw volledige en ondertekende aanvraag en van de bijlagen, zal uw dossier aan het Tariferingsbureau worden doorgegeven. Het Bureau beschikt dan over één maand om een tariferingsvoorstel te doen. Duur van het contract: 1 jaar.
HERNIEUWING
Indien U zich in de volgende omstandigheden bevindt:
- U bent thans via het Tariferingsbureau verzekerd,
- U hebt een opzeggingsbrief ontvangen van de verzekeraarsmaatschappij die uw contract beheert,
- U slaagt er niet in een nieuwe verzekeraar te vinden,
dan mag U een nieuwe aanvraag bij het Tariferingsbureau indienen. Het Bureau zal U een nieuw voorstel overmaken voor een nieuw contract voor een duur van een jaar. Dit contract zal ingaan op de dag volgend op de vervaldatum van uw huidig contract, vermeld in de opzeggingsbrief (op voorwaarde dat de volledige betaling voor die datum ontvangen werd).
Dit kan gebeuren door het invullen van de nieuwe tariferingsaanvraag die U in de bijlage kan vinden en de voorlegging van een kopie van de volgende documenten:
- de opzeggingsbrief verstrekt door de verzekeraar-beheerder,
- het attest schadeverleden verstrekt door de verzekeraar-beheerder,
- het rijgeschiktheidsattest verleend door het CARA indien U, bij het onderschrijven van het contract, uitgenodigd werd u tot deze instelling te richten
In het overzicht van de schadegevallen (bijlage 1 van de aanvraag) dient U enkel het laatste dekkingsjaar in te vullen.
Indien U een volledig dossier terugstuurt naar het Tariferingsbureau ten laatste vijf weken vóór de vervaldatum van uw contract, dan wordt U niet verplicht het bewijs van drie weigeringen of van voorstellen die aan een weigering gelijkgesteld zijn bij de tariferingsaanvraag te voegen.
Buiten die termijn zal uw dossier als een nieuwe aanvraag worden beschouwd en die documenten zullen aan uw dossier moeten worden gevoegd.
In alle gevallen, indien U een beroep doet op een verzekeringstussenpersoon, raden wij U aan terug contact op te nemen met hem.
Terug te sturen document:
- per fax op het nummer 02/287.18.04
- per e-mail: email@example.com
per post naar:
TARIFERINGSBUREAU BA AUTO
P/A GEMEENSCHAPPELIJK MOTORWAARBORGFONDS
Liefdadigheidstraat 33 bus 1
1210 BRUSSEL
Voorbehouden aan de dienst
GAAT HET OM EEN EERSTE AANVRAAG BIJ HET TARIFERINGSBUREAU OP NAAM VAN DE VERZEKERINGSNEMER: □ ja □ neen
I. VERZEKERINGSNEMER
Natuurlijke persoon:
Naam: ____________________________ Voornaam: ____________________________
Geboortedatum (dd/mm/jjjj): _______ _______ _______ Geslacht: □ mannelijk □ vrouwelijk Nationaliteit: ____________________________
Sociaal statuut: □ 1. bediende/arbeider □ 3. zelfstandige □ 5. gepensioneerde
□ 2. werkzoekende □ 4. student □ 6. andere
Indien ‘Andere’, preciseren: _______________________________________________________
Beroep: _______________________________________________________________________
Rechtspersoon:
Sociale benaming: ____________________________ Juridische vorm: ____________________________
Activiteit: _______________________________________________________________________
Naam van de contactpersoon: ____________________________ Voornaam: ____________________________
□ Mevrouw □ Mijnheer
Adres:
Straat: ____________________________ Nummer: _______ Bus: _______
Postcode: _______ Gemeente: ____________________________ Land: ____________________________
Tel.: ____________________________ Fax: ____________________________ E-mail: ____________________________
Bankrekeningnummer van de verzekeringsnemer: _______ - _______ _______ - _______
IBAN _______ - _______ - _______ - _______ BIC _______ _______
Vorige verzekeraars tijdens de laatste 5 jaar: ____________________________ Aantal: _______
Indien “0”, reden voor de weigeringen: _________________________________________________
Exacte reden voor de beëindiging van het laatste contract:
□ Einde van verzekeringcontract. Reden: ________________________________________________
□ Einde van het contract van het Tariferingsbureau op de vervaldag.
□ Einde van het contract van het Tariferingsbureau voor de vervaldag.
Reden: ____________________________________________________________________________
II. GEBRUIKELIJKE BESTUURDERS
(Gegevens te verstrekken voor alle gebruikelijke bestuurders, ook voor de verzekeringsnemer indien hij gebruikelijke bestuurder is – blz. te fotokopiëren indien er meer dan 2 bestuurders zijn).
| 1. Naam en voornaam: | .......................................................... ................................................ |
|----------------------|-------------------------------------------------|
| Geboren op (dd/mm/jjjj) - Geslacht: | __ __ __ __ __ __ __ __ |
| Nationaliteit: | ........................................................................................................... |
| Sociaal statuut: | ........................................................................................................... |
☐ 1. bediende/arbeider ☐ 3. zelfstandige ☐ 5. gepensioneerde
☐ 2. werkzoekende ☐ 4. student ☐ 6. andere
| 2. Rijbewijs: |
|-----------------|
| Type – datum van uitreiking: | ............... __ __ __ __ __ __ __ |
| Verval(-len) van het recht tot sturen tijdens de afgelopen 3 jaar, preciseren: | Aantal verval(-len) __ __ |
| Reden(en): | ................................................................. |
| Totale duur van de vervallen: | .............................................. week(-eken) |
| 3. Schadegevallen tijdens de afgelopen 5 jaar |
|-----------------------------------------------|
| Gelieve het 5 jaar omvattend overzicht in te vullen (zie bijlage) |
| 4. Zijn er omstandigheden die het rijden beïnvloeden (ziekte, gebruik van medicatie, handicap)? |
|-----------------------------------------------------------------------------------------------|
| Indien ja: |
| a) gelieve een apart blad bij te voegen waarop U aangeeft dat U geschikt bent tot het rijden (na raadpleging van uw arts) en dit document te ondertekenen |
| b) Werd het gebruikte voertuig hieraan aangepast? |
| ☐ ja ☐ neen |
| 1. Naam en voornaam: | .......................................................... ................................................ |
|----------------------|-------------------------------------------------|
| Geboren op (dd/mm/jjjj) - Geslacht: | __ __ __ __ __ __ __ __ |
| Nationaliteit: | ........................................................................................................... |
| Sociaal statuut: | ........................................................................................................... |
☐ 1. bediende/arbeider ☐ 3. zelfstandige ☐ 5. gepensioneerde
☐ 2. werkzoekende ☐ 4. student ☐ 6. andere
| 2. Rijbewijs: |
|-----------------|
| Type – datum van uitreiking: | ............... __ __ __ __ __ __ __ |
| Verval(-len) van het recht tot sturen tijdens de afgelopen 3 jaar, preciseren: | Aantal verval(-len) __ __ |
| Reden(en): | ................................................................. |
| Totale duur van de vervallen: | .............................................. week(-eken) |
| 3. Schadegevallen tijdens de afgelopen 5 jaar |
|-----------------------------------------------|
| Gelieve het 5 jaar omvattend overzicht in te vullen (zie bijlage) |
| 4. Zijn er omstandigheden die het rijden beïnvloeden (ziekte, gebruik van medicatie, handicap)? |
|-----------------------------------------------------------------------------------------------|
| Indien ja: |
| a) gelieve een apart blad bij te voegen waarop U aangeeft dat U geschikt bent tot het rijden (na raadpleging van uw arts) en dit document te ondertekenen |
| b) Werd het gebruikte voertuig hieraan aangepast? |
| ☐ ja ☐ neen |
III. TE VERZEKEREN VOERTUIG(EN) :
Beschrijving van het voertuig
Is het voertuig ingeschreven ? [ ] ja [ ] neen
Is het voertuig nieuw? [ ] ja [ ] neen
Is het voertuig afkomstig van het buitenland? [ ] ja [ ] neen
Merk : ____________________________________________________________
Model : ________________________________ Type : _______________________
Indien voertuig > 3,5 T.,
kan het ertoe gebracht worden een aanhangwagen te trekken? [ ] ja [ ] neen
Onderstelnummer : ____________________________________________________
Cilinderinhoud : ___________________ Vermogen KW
(niet int te vullen indien motorfiets) __________
Indien het voertuig ingeschreven is, plaatnummer: _______________________
Indien categorie = vervoer van zaken (zie bijlage 2), maximaal toegelaten massa __________ kg
Het betreft GEEN huurvoertuig
Het betreft een huurvoertuig met bestuurder
Het betreft een huurvoertuig op korte termijn
Jaar van eerste inverkeerstelling __________ Aantal zitplaatsen, uitgezonderd bestuurder
(behalve voor tweewielers en gelijkgestelde) _____
Brandstof : [ ] 1. benzine [ ] 2. diesel [ ] 3. LPG [ ] 4. elektriciteit [ ] 5. andere
Vragen inzake de categorie en het gebruik van het voertuig
Door middel van de tabel in bijlage 2, gelieve de code van de categorie waaraan het voertuig toebehoort alsook de code inzake zijn gebruik hieronder te willen vermelden. Beide codes moeten in dezelfde voertuigklasse (A, B, C, D of E) worden gekozen.
Bijvoorbeeld: U heeft een wagen van het type “break”. U kiest de categorie 01 (toerisme & zaken) en de code “gebruik” 51 (privé-gebruik en op weg van/naar het werk), beide in de voertuigklasse A.
Code categorie van het voertuig _____
Indien code categorie 04 of 12, preciseren : ..................................................
Code gebruik van het voertuig _____
Indien code gebruik 77 of 82, preciseren: .......................................................
De aanvraag mag voor meerdere voertuigen worden ingediend. De dekkingsperiodes zullen identiek zijn (dezelfde aanvangsdatum). U mag dit blad fotokopiëren in zoveel exemplaren dat er voertuigen zijn.
Indien volgens U aanvullende opmerkingen noodzakelijk zijn voor de tarifering, mag U deze op een apart blad papier toevoegen.
Kenmerken van de aanhangwagen indien > 500 kg
Gaat het om een caravan ? □ ja □ neen
Is de aanhangwagen ingeschreven ? □ ja □ neen
Merk :
______________________________
Model : ________________________ Type : ________________________
Onderstelnummer : _______________________
Indien de aanhangwagen ingeschreven is, nummerplaat : _____________
Maximaal toegelaten massa Kg _______________________
Jaar van eerste inverkeerstelling : _____________
Voor aanhangwagens van bussen of taxi’s, inhoud □ bagages □ goederen
Code gebruik van de aanhangwagen __________
Indien code gebruik 77 of 82, preciseren: ..................................................
De aanvraag mag voor meerdere voertuigen worden ingediend. De dekkingsperiodes zullen identiek zijn (dezelfde aanvangsdatum). U mag dit blad fotokopiëren in zoveel exemplaren dat er voertuigen zijn.
Indien volgens U aanvullende opmerkingen noodzakelijk zijn voor de tarifering, mag U deze op een apart blad papier toevoegen.
VI. AAN DIT FORMULIER TOE TE VOEGEN DOCUMENTEN :
NIEUWE ZAAK
Voor de verzekeringsnemer :
1. 3 weigeringen en/of daarmee gelijkgestelde documenten (voorstel van een premie of vrijstelling hoger dan de legale drempel), **minder dan 2 maanden oud**, van de geraadpleegde verzekeraars BA-motorrijtuigen. Een opzegbrief **mag niet** worden beschouwd als een weigering.
Voor **elke** gebruikelijke bestuurder :
2. het attest schadeverleden en/of bonus-malus verstrekt door de onderneming(en) die het risico tijdens **de laatste 5 jaar** hebben gedekt (behalve voor de nieuwe bestuurders).
3. een afdruk **recto/verso** van zijn rijbewijs.
4. ingeval U positief antwoordde op de vraag 4 van afdeling II «Gebruikelijke bestuurders», uw bevestiging van rijgeschiktheid, op een apart blad, door U ondertekend na raadpleging van uw arts.
HERNIEUWING
Voor de verzekeringsnemer :
1. de opzeggingsbrief van de onderneming die het risico gedurende het **laatste jaar** gedekt heeft.
Voor **elke** gebruikelijke bestuurder :
2. het attest schadeverleden van de onderneming die het risico gedurende het **laatste jaar** gedekt heeft.
3. indien U uitgenodigd werd om U tot het CARA te richten, het attest van geschiktheid voor het besturen afgeleverd door deze instelling.
Opgelet
- Gelieve het 5 jaar omvattende overzicht van de schadegevallen voor alle bestuurders in te vullen hierin inbegrepen de verzekeringsnemer (bijlage 1, pagina 8). In geval van een hernieuwing, slechts het laatste jaar vervolledigen. In de 2 gevallen moet het omvattende overzicht vervolledigd zijn en vergezeld zijn van het (de) attest(en) schadeverleden van de onderneming.
- Indien **een bestuurder** niet verzekerd was in het te hernieuwen contract via het TB, moet hij de aanvraag invullen zoals in het geval van een nieuwe zaak (zie hierboven).
- Indien het volledige dossier niet in ons bezit is **ten laatste 5 weken** voor de datum van de vervaldag van het contract, dan zal dit dossier beschouwd worden als een nieuwe zaak.
BIJLAGE 2
TABEL CATEGORIE EN GEBRUIK VAN HET VOERTUIG
De codes « categorie » en « gebruik » van het voertuig moeten in dezelfde voertuigklasse worden gekozen (A, B, C, D of E).
| Klasse | Code « categorie » van het voertuig | Code « gebruik » van het voertuig |
|--------|-------------------------------------|----------------------------------|
| A | 01 toerisme en zaken | 51 privé-gebruik en op weg naar/van het werk (of daarmee gelijkgesteld) |
| | 02 tweewieler : bromfiets | 52 beroeps- en privé-gebruik |
| | 03 tweewieler : motorfiets | 53 koerierdienst voor eigen rekening |
| | 04 gelijkgesteld aan een tweewieler (quads,...) | 54 koerierdienst voor rekening van derden |
| B | Transport van zaken/goederen : | 55 voor eigen rekening |
| | 05 MTM<of = 3,5 T. (*) | 56 voor eigen rekening, koerierdienst |
| | 06 MTM> 3,5 T. (*), nationaal vervoer, vrachtwagen | 57 voor eigen rekening, vervoer van gevaarlijke producten : categorie 1 |
| | 07 MTM> 3,5 T. (*), nationaal vervoer, trekker | 58 voor eigen rekening, vervoer van gevaarlijke producten : categorie 2 |
| | 08 MTM> 3,5 T. (*), internationaal vervoer, vrachtwagen | 59 voor eigen rekening, vervoer van gevaarlijke producten : categorie 3 |
| | 09 MTM> 3,5 T. (*), internationaal vervoer, trekker | 60 voor eigen rekening, gratis vervoer van meer dan twee personen op weg naar/van het werk (*) |
| | (*) MTM = maximaal toegelaten massa | 61 voor eigen rekening, gratis vervoer van meer dan twee personen tijdens de werkturen en voor de behoeften van de dienst (***) |
| | | 62 voor rekening van derden |
| | | 63 voor rekening van derden, koerierdienst |
| | | 64 voor rekening van derden, vervoer van gevaarlijke producten : categorie 1 |
| | | 65 voor rekening van derden, vervoer van gevaarlijke producten : categorie 2 |
| | | 66 voor rekening van derden, vervoer van gevaarlijke producten : categorie 3 |
| | | 67 voor rekening van derden, gratis vervoer van meer dan twee personen op weg naar/van het werk (*) |
| | | 68 voor rekening van derden, gratis vervoer van meer dan twee personen tijdens de werkturen en voor de behoeften van de dienst (***) |
| | (*) Het aantal gratis vervoerde personen, per vrachtwagen, overschrijdt TWEE, zonder de bestuurder, en het gaat om het vervoer van arbeiders of werknemers op weg naar/van het werk, verricht door de werkgever in de beperkingen toegelaten door de wetgeving. |
| | (**) Het aantal gratis vervoerde personen, per vrachtwagen, overschrijdt TWEE, zonder de bestuurder, en het gaat om het vervoer van arbeiders of werknemers, tijdens de werkturen en voor de behoeften van de dienst verricht door de werkgever. |
| C | 10 Vervoer van personen | 69 taxi |
| | | 70 autobus (openbare dienst) |
| | | 71 werkgeversdienst |
| | | 72 verhuur met chauffeur |
| | | 73 autocar |
| | | 74 hoteldienst |
| | | 75 ziekenwagen |
| | | 76 verhuur op korte termijn |
| | | 77 ander transport |
| D | 11 Landbouwvoertuig | 78 voor eigen rekening zonder levering |
| | | 79 voor eigen rekening met levering |
| | | 80 voor rekening van derden zonder levering |
| | | 81 voor rekening van derden met levering |
| E | 12 Andere | 82 Andere |
|
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Scritto da Adelaide Lelli
Giovedì 19 Settembre 2019 18:00
Un graditissimo ritorno in famiglia, dopo la stagione 2012/2013, quello di Glauco Rossetti.
La Nuova Ottrano '98, società tra le più storiche del c5 marchigiano, dà il bentornato al suo mister, pronto a guidare la formazione ootranese, appartenente al girone B, nel campionato di serie C2.
Mr Rossetti è partito col piede giusto: passaggio al turno successivo in Coppa per i suoi ragazzi, dopo aver eliminato l'Ostrense, formazione di C1.
Oggi Glauco ci racconterà il suo ritorno in famiglia, cosa si aspetta da questa stagione e da questa rinomata formazione della Nuova Ottrano.
Il tuo è un ritorno alla Nuova Ottrano. Che cosa ti ha spinto a tornare?
"La chiamata dell'Ottrano è stata del tutto inaspettata. La voglia di mettermi in gioco e di tornare dopo qualche anno in un campionato difficile come la C2 sono stati fondamentali nella mia scelta… e poi al Presidente (Simone Moretti, ndr) non potevo mica dire di no!"
1 / 4
Scritto da Adelaide Lelli
Giovedì 19 Settembre 2019 18:00
Dopo tanti anni, sai dirmi che tipo di squadra hai ritrovato?
"Ho ritrovato una squadra molto più giovane e con tanta voglia di imparare...
L'approccio è stato più che positivo, i ragazzi si sono messi a disposizione con umiltà e sacrificio."
Un primo successo per te e la formazione è stato il passaggio al turno successivo della Coppa Marche dove avete eliminato l'Ostrense. Quali sono le prime impressioni ereditate dalla Coppa?
"Il doppio confronto è andato bene, ma siamo consapevoli che la strada è lunga e piena di insidie.
Comunque il risultato ottenuto ci permette di lavorare con tranquillità. Partire bene non fa mai male…"
Nel tuo girone ci sono delle neopromosse come il Borgorosso Tolentino ed il Montecassiano (prima sfida di campionato, venerdì 20 settembre), reduci la prima da un esordio in serie D e promossa subito in C2 e l'altra reduce da un double, promozione in C2 e Coppa Marche.
2 / 4
Scritto da Adelaide Lelli
Giovedì 19 Settembre 2019 18:00
"Sono realtà che conosco bene per averci giocato contro l'anno scorso.
Sono squadre molto ostiche e ben organizzate, sarà davvero dura affrontarle."
Come vedi le formazioni di quest'anno? Secondo te chi potrebbero essere le più favorite e sfavorite?
"In generale credo che sarà un torneo molto equilibrato dove i piccoli particolari faranno la differenza."
Quali sono gli obiettivi/ambizioni per questa nuova stagione?
3 / 4
Scritto da Adelaide Lelli
Giovedì 19 Settembre 2019 18:00
"Noi non ci poniamo limiti, ma sarà solo il tempo a dire dove possiamo arrivare."
Adelaide Lelli
4 / 4
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finepdfs
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Press release for the 2 nd quarter of 2019
(*) Consolidated customer deposits + assets under management + bancassurance assets
During the second quarter of 2019, Attijariwafa bank group's positive commercial trends allowed a healthy improvement of its business and a positive financial performance.
At the parent company level, loans and deposits amounted to MAD 241.0 billion and MAD 234.9 billion respectively, up 10.0% and 5.5%. Net banking income grew by 12.8% to MAD 3.5 billion.
On a consolidated basis, total savings and total loans increased by 3.1% to MAD 462.9 billion and 8.9% to MAD 317.6 billion respectively.
Consolidated net banking income amounted to MAD 5.8 billion, up nearly 3% supported by most business lines and goegraphies.
,
The figures for the 2 nd quarter of 2019 are unaudited. The audited H1-19 financial statements will be released as soon as they are approved by the Board of Directors.
Attijariwafa bank, a limited company with a capital of MAD 2,098,596.790. Head office : 2, boulevard Moulay Youssef, Casablanca. Approved as a credit institution by order of the Minister of Finance and Privatization n° 2269-03 of the 22 December 2003 as amended and supplemented. Trade Register n° 333.
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Aftale om ferieoverførsel
Virksomhed
Medarbejder
1 Overført ferie
1.1 Parterne har i overensstemmelse med nedenstående regler aftalt, at feriedage overføres til senere ferieår.
1.2 Der kan aftales overførsel af 5 feriedage pr. ferieår. Der kan dog højst overføres 10 feriedage, og senest i 2. ferieår efter overførslen af ferie, skal al ferie afholdes. Feriedage, som medarbejderen er forhindret i at afvikle på grund af egen sygdom, barselsorlov, orlov til adoption eller andet fravær på grund af orlov, kan overføres uanset antallet af overførte feriedage i øvrigt.
2 Afvikling af overført ferie
Parterne har aftalt følgende om afvikling af den overførte ferie (sæt kryds)
2.1
Ferien holdes i forlængelse af hovedferien i ferieåret 20
2.2
Ferien holdes i perioden
/
-20 til
/ -20
2.3 Anden aftale (anføres her)
2.4 Hvis der ikke er enighed om lægning af overført ferie, placeres ferien efter samme retningslinier som lægning af restferie.
3 Øvrige bestemmelser
3.1 Aftaler om ferieoverførsel skal indgås inden ferieårets udløb den 30. april.
3.2 Overført ferie skal holdes forud for anden ferie.
3.3 Fratræder medarbejderen inden den overførte ferie er afholdt, udbetales feriegodtgørelsen for feriedage ud over 25 feriedage i forbindelse med fratrædelsen.
3.4 Aftale om afvikling af overført ferie kan kun ændres ved indgåelse af en ny aftale.
3.5 Feriegodtgørelse svarende til overnævnte feriedage for medarbejderen udgør kr.: . Beløbet udbetales ved ferieafholdelse eller i forbindelse med arbejdsforholdets ophør i virksomheden.
Dato:
Virksomhedens underskrift
Medarbejderens underskrift
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Titolo: Novecento e altre storie
Autore: M. Teresa Antonarelli
Editore: Start Press
Anno edizione: 2015
EAN: 9788899125127
Novecento e altre storie.pdf [PDF] •
Novecento e altre storie.epub [ePUB] •
Novecento e altre storie è un libro dagli incastri perfetti, quasi chirurgici. Esistenze che si sfiorano o si fondono, ma comunque inscindibili. Storie che si dispiegano nello spazio temporale di un secolo e più: il Novecento. Maria Teresa Antonarelli, forte di una grande abilità espressiva e abile nel costruire intrecci, disegna dei percorsi di vita genuini e autentici. Grazie ai suoi personaggi, estremamente umani e quindi fragili e fortissimi, eclettici e originali, ci parla anche di un Paese, il nostro, che ha visto migrazioni, ritorni e nuovi approdi. C'è umanità nelle sue parole, ci sono i sogni vivi e infranti di chi partecipa alla vita. Che sia da perdenti o meno. Rivista dell'Istituto Nazionale Ferruccio Parri. Storia della Repubblica Italiana in sette mappe. Uno strumento per la programmazione didattica Acquista il libro Novecento di Alessandro Baricco in offerta; lo trovi online a prezzi scontati su La Feltrinelli. di Stefano Brugnolo, Davide Colussi, Sergio Zatti, Emanuele Zinato [È uscito da poco La scrittura e il mondo. Teorie letterarie del Novecento (Carocci) di Stefano. le fantasie di mia moglie ( 10-04-2017 ) Avevo 20 anni e ero fidanzato con una bellissima ragazza di 18 anni che gestiva un albergo assieme alla famiglia un un paese. Pro Forma memoria. PRO FORMA è attiva nell'ambito della promozione culturale e didattica a servizio di enti pubblici e istituzioni private che intendano promuovere e. Giovanni Papini: l'anima più lacerata del cattolicesimo italiano del Novecento Arianna Editrice pubblica Libri, Ebook per favorire la trasformazione personale e. Fabrizio Silei sarà ospite al Festivaletteratura Mantova negli incontri del: 04/09/2014 - 15:30, Istituto Carlo d´Arco e Isabella d´Este Aula Magna, € 4.00 di Arrigo Stara [Pubblichiamo il saggio conclusivo del volume Le attese, a cura di Elisabetta Abignente ed Emanuele Canzaniello, uscito in questi giorni per Ad est. Il racconto è una narrazione in prosa di contenuto fantastico o realistico, di maggiore ampiezza rispetto alla novella e di minore estensione rispetto al romanzo. Sasso Marconi Foto é un sito informativo, turistico, non a scopo di lucro il cui obiettivo è la valorizzazione del territorio del Comune di Sasso Marconi. Novecento e altre storie è un libro di M. Teresa Antonarelli pubblicato da Start Press nella collana Up&Start: acquista su IBS a 11.88€! I n "Novecento e altre storie " di Maria Teresa Antonarelli si fa un tuffo nel passato, ci si immerge nel presente e si conclude nel futuro,
M. Teresa Antonarelli
p
g p
esattamente nel 2053 ... Read Novecento e altre Storie by Antonarelli Maria Teresa with Kobo. Novecento e altre storie è un libro dagli incastri perfetti, quasi chirurgici.
Esistenze che si ... The NOOK Book (eBook) of the Novecento e altre Storie by Antonarelli Maria Teresa at Barnes & Noble. FREE Shipping on $25 or more! Altre Storie. gennaio 23, 2007. Novecento in stile operaista Filed under: Marxiani, Mercurio, Operaismo — blasco @ 12:52 pm . ... NOVECENTO IN STILE OPERAISTA Compra Ebook Novecento e altre Storie di Antonarelli Maria Teresa edito da Start Press nella collana su OmniaBuk 24.02.2015 · Buy Novecento e altre Storie (Italian Edition): Read Kindle Store Reviews - Amazon.com Altre Storie. gennaio 23, 2007. Novecento in stile operaista.
Filed under: Marxiani, Mercurio, Operaismo — blasco @ 12:52 pm . ... NOVECENTO IN STILE OPERAISTA No se requiere dispositivo Kindle. Descarga una de las aplicaciones gratuitas de Kindle para comenzar a leer libros de Kindle en tu smartphone, tableta y equipo. Post su Novecento e altre storie scritti da mendesbiondo. Vai al contenuto. RAMINGO! la cultura come non te l'aspettavi. Menu. Home; AutoFocus. Furio Detti; Chi siamo?
Rivista dell'Istituto Nazionale Ferruccio Parri ... Storia della Repubblica Italiana in sette mappe. Uno strumento per la programmazione didattica Acquista il libro Novecento di Alessandro Baricco in offerta; lo trovi online a prezzi scontati su La Feltrinelli.
di Stefano Brugnolo, Davide Colussi, Sergio Zatti, Emanuele Zinato [È uscito da poco La scrittura e il mondo. Teorie letterarie del Novecento (Carocci) di Stefano ... Pro Forma memoria. PRO FORMA è attiva nell'ambito della promozione culturale e didattica a servizio di enti pubblici e istituzioni private che intendano promuovere e ... Perché ti ha cambiato la vita? La risposta che più ci è piaciuta è stata 'Questo romanzo parla della difficoltà e dell'importanza di scegliere. Giovanni Papini: l'anima più lacerata del cattolicesimo italiano del Novecento Arianna Editrice pubblica Libri, Ebook per favorire la trasformazione personale e ... Fabrizio Silei sarà ospite al Festivaletteratura Mantova negli incontri del: 04/09/2014 - 15:30, Istituto Carlo d´Arco e Isabella d´Este - Aula Magna, € 4.00 di Arrigo Stara [Pubblichiamo il saggio conclusivo del volume Le attese, a cura di Elisabetta Abignente ed Emanuele Canzaniello, uscito in questi giorni per Ad est ...
Il racconto è una narrazione in prosa di contenuto fantastico o realistico, di maggiore ampiezza rispetto alla novella e di minore estensione rispetto al romanzo. Sasso Marconi Foto é un sito informativo, turistico, non a scopo di lucro il cui obiettivo è la valorizzazione del territorio del Comune di Sasso Marconi.
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IMPROVING SPECIAL EDUCATION SERVICES
In the
Detroit Public Schools Community District
Submitted to the Board of Education
of the
Detroit Public Schools Community District
by the
Strategic Support Team
of the
Council of the Great City Schools
Summer 2018
# Table of Contents
**Acknowledgements** .......................................................................................................................... 1
**Chapter 1. Purpose and Origin of the Project** .................................................................................. 2
The Work of the Strategic Support Team ................................................................................................. 2
Methodology and Organization of Findings ............................................................................................... 3
**Chapter 2. Background and Overview** .............................................................................................. 5
State Oversight of Detroit Public Schools ................................................................................................. 5
- State Funding ........................................................................................................................................ 6
- Education Achievement Authority (EAA) ............................................................................................. 6
- School Choice ....................................................................................................................................... 7
- Personnel Shortages ............................................................................................................................ 8
Detroit Public Schools Community District ............................................................................................. 8
**Chapter 3. Executive Summary** ........................................................................................................ 10
**Chapter 4. Findings and Recommendations** ................................................................................... 12
I. **Multi-Tiered Systems of Support** .................................................................................................. 12
Michigan Guidance for MTSS .................................................................................................................. 13
- *Top 10 in 10 Strategic Plan* ............................................................................................................. 14
- State (Special Education) Systemic Improvement Plan (SSIP) ......................................................... 14
- Michigan’s Integrated Behavior and Learning Support Initiative ..................................................... 14
- Response to Intervention and Positive Behavior Intervention and Supports (PBIS) ....................... 15
- Wayne RESA Guidance ...................................................................................................................... 15
Detroit Public Schools Prior Guidance and Practices ........................................................................... 16
- RtI Handbook ..................................................................................................................................... 16
- RtI Tool Kit ......................................................................................................................................... 17
- Focus Group Feedback ....................................................................................................................... 18
- Blueprint 2020 .................................................................................................................................... 19
AREAS OF STRENGTH ......................................................................................................................... 21
OPPORTUNITIES FOR IMPROVEMENT ............................................................................................. 22
RECOMMENDATIONS ......................................................................................................................... 23
II. **Disability Prevalence Rates and 2016-17 Evaluation Outcomes** .................................................. 27
District Prevalence Rates ......................................................................................................................... 27
- Comparison of DPSCD, Urban Districts, National, and State Special Education Rates .................... 27
- Rates by Disability Areas for District, State and Nation ..................................................................... 28
- DPSCD and Detroit Charter School Enrollment and Special Education Demographics ..................... 28
- DPSCD Disability Rates by Grade ...................................................................................................... 32
- English Learners by Grade .................................................................................................................. 34
- DPSCD Disability Incidence by Race/Ethnicity .................................................................................. 35
Special Education Eligibility and Timeliness .......................................................................................... 37
- Timeliness of Evaluations ................................................................................................................... 38
AREAS OF STRENGTH ......................................................................................................................... 38
OPPORTUNITIES FOR IMPROVEMENT ............................................................................................. 38
RECOMMENDATIONS ......................................................................................................................... 39
III. **Teaching and Learning for Students with Disabilities** ................................................................. 42
Education of Young Children Ages Three to Five Years ................................................................. 43
Achievement Outcomes for Children with IEPs (Three to Five Years of Age).................................. 43
Educational Settings of Young Children Three to Five Years of Age ........................................... 44
Student Achievement on the NAEP and Statewide Assessments for Grades 3-12 .......................... 45
NAEP Achievement Rates for Fourth, Eighth, and Twelfth Grade Students with IEPs .................. 45
Statewide Assessments .................................................................................................................. 48
Educational Settings for Students with Disabilities ....................................................................... 49
Comparison of Rates for District, State, and Nation ................................................................. 50
Educational Setting Rates by Grade ............................................................................................ 51
Educational Setting Rates by Disability Areas .......................................................................... 52
Educational Setting Rates by Race/Ethnicity ........................................................................... 53
Suspension and Expulsion Rates .................................................................................................. 55
Out-of-School Suspensions ......................................................................................................... 55
Academic Instruction, Intervention, and Supports ....................................................................... 57
Instruction and Specialized Support for Students in General Education Classes ...................... 59
Instruction for Students in Specialized Programs ....................................................................... 61
Configuration of DPSCD Specialized Programs ......................................................................... 61
Specialized Programs in Regular Schools .................................................................................. 62
Number of Specialized Classes by Regular School Grade Level ............................................... 62
Number of Specialized Programs by Type of Program ............................................................. 63
Students in Specialized Programs from Other Districts ............................................................ 64
Specialized Programs by School Types ...................................................................................... 64
Percentage of Students with IEPs by School Type ..................................................................... 65
Percentage of Students with IEPs Enrolled in Examination and Application Schools ............... 66
Focus Group Participant Feedback ............................................................................................ 67
Instruction for Students in Specialized Schools ......................................................................... 68
Percentage of Students by Specialized Program in Separate Schools ....................................... 68
Students from Other Districts ...................................................................................................... 69
Focus Group Participant Feedback ............................................................................................ 69
Placement Center ....................................................................................................................... 70
Overall Observation of DPSCD’s Configuration of Special Education ..................................... 71
Secondary Transition Services and Support .................................................................................. 72
Dropout Rates ............................................................................................................................. 73
IEP Compliance and Post School Experience ............................................................................ 74
Importance of Community-Based Work Experiences for Students with Disabilities ............ 75
Professional Learning .................................................................................................................... 77
Professional Learning in DPSCD ................................................................................................. 77
Parent and Community Involvement .............................................................................................. 78
AREAS OF STRENGTH .................................................................................................................. 79
OPPORTUNITIES FOR IMPROVEMENT ..................................................................................... 81
RECOMMENDATIONS .................................................................................................................. 85
IV. Support for Teaching and Learning for Students with Disabilities ........................................ 93
Interdepartmental Communication and Collaboration ............................................................... 93
Administration and Operation of Special Education ................................................................. 94
Special Education Organizational Structure ........................................................................... 94
Focus Group Feedback about Special Education Department Operation ............................. 95
School-based Support for Special Education Management and Operation .......................... 97
| Section | Page |
|------------------------------------------------------------------------|------|
| Special Education Related Staffing Ratios and Information | 98 |
| Special Educators | 99 |
| Paraeducators | 100 |
| Related Services | 101 |
| Overall School District Rankings | 102 |
| Personnel Shortages | 103 |
| Focus Group Feedback About Shortages | 103 |
| Recruitment & Incentives | 103 |
| Compliance Issues | 104 |
| Written Guidance | 104 |
| Special Education | 104 |
| Section 504 | 104 |
| Due Process | 104 |
| State Complaints | 105 |
| Overdue IEPs | 105 |
| IEP System | 105 |
| Fiscal Issues | 106 |
| Proportional Funding Sources | 106 |
| Comparison of DPS/CD and Charter Schools for Total Per Pupil Special Education Costs | 106 |
| Focus Group Participant Feedback on Fiscal Issues | 107 |
| Accountability | 108 |
| Focus Group Participant Feedback | 108 |
| AREAS OF STRENGTH | 109 |
| OPPORTUNITIES FOR IMPROVEMENT | 110 |
| RECOMMENDATIONS | 114 |
| Chapter 5. Summary of Recommendations | 122 |
| Recommendation Matrix | 122 |
| List of Recommendations | 130 |
| Appendices | 148 |
| Appendix B. Data and Documents Reviewed | 155 |
| Appendix C. Draft Working Agenda | 157 |
| Appendix E. Strategic Support Team | 165 |
| Appendix F. About the Council and History of Strategic Support Teams | 168 |
The Council of the Great City Schools (Council) thanks the many individuals who contributed to this review of special education programs in the Detroit Public Schools Community District (DPSCD). Their efforts were critical to our ability to present the district with the best possible proposals for improving special education and related-services in the school system.
First, we thank Dr. Nikolai Vitti, the school district’s superintendent. It is not easy to ask one’s colleagues for the kind of reviews conducted by the Council’s teams. Typically, our reports are very tough. It takes courage and openness to request them and a real desire for change and improvement. Dr. Vitti has these in abundance.
Second, we thank the DPSCD school board, which approved and supported this review. We hope this report meets your expectations and will help improve special education services across the school system.
Third, we thank district staff members who contributed to this effort, particularly Iranetta Wright, deputy superintendent of schools, and Michelle DeJaeger, senior executive director of specialized student services. They arranged the interviews and provided the detailed data and documents requested by the team. The time and effort required to organize a review such as this are extraordinary, and their work and support of all the staff was much appreciated.
Fourth, the Council thanks the many individuals who met with us, including central office administrators and personnel, principals, general and special educators, paraprofessionals and aides, related-services personnel, parents, and representatives from the Detroit Federation of Teachers and the Detroit Organization of School Administrators and Supervisors. They work passionately to support children with disabilities and ensure the school district serves these students in the best possible manner. District staff we met with were clearly dedicated to their students and showed a strong desire to improve student achievement.
Fifth, the Council thanks Dr. Gregory Roberson, chief of exceptional children with the Dayton Public Schools, and we thank his school system for allowing him to participate in this project. We also thank Dr. Judy Elliott, former chief academic officer for the Los Angeles Unified School District, who volunteered her time to participate in the site visit. Their contributions to this review were enormous, and their enthusiasm and generosity serve as further examples of how the nation’s urban public-school systems are banding together to help each other improve outcomes for all urban students.
Finally, I thank Julie Wright Halbert, the Council’s legislative counsel, who facilitated the work of the team prior to and during the team’s site visit, and Sue Gamm, a nationally recognized expert in special education and a long-time consultant to the Council, who worked diligently with Ms. Halbert to prepare the final report. Their work was outstanding, as always, and critical to the success of this effort. Thank you.
Michael Casserly, Executive Director
Council of the Great City Schools
Dr. Nikolai Vitti asked the Council to review DPSCD’s services for students with disabilities and provide recommendations to support the teaching and learning of these students. It was clear to the Council’s team that the superintendent and his staff have a strong desire to improve student outcomes. This report is designed to help DPSCD and its leaders achieve their goal and maximize the district’s capacity to educate all students effectively.
**The Work of the Strategic Support Team**
To conduct its work, the Council assembled a team of experts who have successfully administered and operated special education programs in other major urban school districts across the country. These individuals also have firsthand expertise with the Individuals with Disabilities Education Act (IDEA) and are well versed in best practices in the administration and operation of special education programming.
The Council’s Strategic Support Team (Council team) visited the district on January 8–10, 2018. During this period, the Council team conducted interviews and focus groups with district staff members and Michigan Department of Education personnel, Wayne County Regional Education Service Agency (RESA), parents and parent representatives, the Detroit Federation of Teachers, the Detroit Organization of School Administrators and Supervisors, and many others. (A list of those interviewed is presented in the appendices of this report.) In addition, the team reviewed numerous documents and reports, analyzed data, and developed initial recommendations and proposals before finalizing this report. (See the appendices for a list of documents reviewed.) On the final afternoon of its site visit, the team briefed the superintendent and deputy superintendent on the team’s observations and preliminary recommendations.
This approach of providing technical assistance to urban school districts by using senior managers from other urban school systems is unique to the Council and its members. The organization finds it to be an effective approach for several reasons.
*First*, it allows the superintendent and staff members to work with a diverse set of talented, successful practitioners from around the country. The teams provide a pool of expertise that superintendents and staff can call on for advice as they implement the recommendations, face new challenges, and develop alternative solutions.
*Second*, the recommendations from urban school peers have power because the individuals who develop them have faced many of the same challenges encountered by the district requesting the review. No one can say that these individuals do not know what working in an urban school system is like or that their proposals have not been tested under the most rigorous conditions.
*Third*, using senior urban school managers from other urban school communities is less expensive than retaining large management consulting firms that may have little to no programmatic experience. The learning curve is rapid, and it would be difficult for any school system to buy on the open market the level of expertise offered by the Council’s teams.
Members of the Strategic Support Team for this project included:
Methodology and Organization of Findings
The findings in this report are based on information from multiple sources, including documents provided by DPSCD and other organizations; electronic student data provided by DPSCD; group and individual interviews; documents; and legal sources, including federal and state requirements and guidance documents. No one is personally referred to or quoted in the report, although school district position titles are referenced when necessary for contextual purposes.
Chapter 2 of this report provides background information on the district. Chapter 3 presents an executive summary of the report. Chapter 4 is the Council team’s findings and recommendations. These findings and recommendations focus specifically on areas that the superintendent and district leadership asked the Council’s team to address. These include expanding equitable choices for students with disabilities, increasing their educational opportunities, improving appropriate identification, enhancing teaching and learning, and bolstering supports.
The findings and recommendations sections of the report, Chapter 4, contain a summary of relevant information, along with descriptions of the district’s strengths, opportunities for improvement, and recommendations for change. The chapter is divided into four broad sections:
a) Multi-tiered System of Supports
b) Disability Demographics and Referral/Identification of Disability
c) Achievement of Students with Disabilities
d) Support for Teaching and Learning for Students with Disabilities
Chapter 5 lists all recommendations in one place for easy reference, and provides a matrix showing various components or features of the recommendations.
The appendices include the following information:
- Appendix A compares special education student incidence rates and staffing ratios in 75 major school systems across the country.
- Appendix B lists documents reviewed by the team
- Appendix C presents the team’s working agenda for its site visit.
- Appendix D lists individuals the team interviewed individually or in groups.
• Appendix E presents brief biographical sketches of team members.
• Appendix F presents a description of the Council of the Great City Schools and a list of Strategic Support Teams that the organization has fielded over the last 20 years.
As the largest school district\(^1\) in Michigan, measuring more than 1,390 square miles, the Detroit Public Schools Community District (DPSCD) enrolls 54,963 students, of which 9,980 (16.3 percent) have a disability. In addition, some 6,430 (12 percent) of the district’s students are English learners (ELs). Of the EL students, 646 (10 percent) have a disability.
DPSCD students attend 108 schools, including 27 application schools, 6 schools attended solely by students with disabilities, and 7 career/technical centers and adult education schools.
It is not possible to describe the school district of today without taking into account the system’s history and state oversight. In 1966, the enrollment of the Detroit Public Schools’ (DPS) was at its peak with some 300,000 students. The district had expanded for nearly 125 years until the mid-to-late 1960s, but it began to decline precipitously when the city’s automobile industry went into decline, court-mandated busing lead to substantial “white flight” to the suburbs, racial unrest ensued, the population declined, and public trust was eroded with reports of misspending of taxpayer dollars.
The spiral downward in enrollment and public confidence led, as it did in other cities at the time, to reduced school funding and disinvestment.\(^2\) Finally, a series of reports, including by the Council of the Great City Schools, led to state intervention.
**State Oversight of Detroit Public Schools**
From 1999 through May 2017, the State of Michigan exercised control over DPS in all but about three years. During this period, there were four state appointed chief executive officers, four emergency managers, and one transition manager, none of whom were able to completely stabilize the school district or its finances.
**Appointed School Board**
In 1999, the Michigan legislature replaced DPS’s elected school board with a seven-member “reform” board having six members appointed by the mayor and one selected by the state superintendent of public instruction. It also selected a new superintendent to manage the district. At the time of the reform board’s installation, DPS had a modestly increasing enrollment, a $100 million positive fund balance, and $1.2 billion remaining from a series of bonds that voters approved five years earlier. By 2004, the surplus turned into a $200 million deficit, student achievement had improved somewhat, and voters by a two-to-one margin won back the right to have an elected school board.\(^3\)
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\(^1\) 2018 Largest School Districts in Michigan, retrieved from https://www.niche.com/k12/search/largest-school-districts/us/michigan/.
\(^2\) Unless otherwise stated, information in this section was based on A School District in Crisis, Detroit’s Public Schools (1842-2015), retrieved from https://makeloveland.com/reports/schools.
\(^3\) The vote was authorized by a sunset clause in the state law, *After six years and four state-appointed managers, A Detroit Public Schools’ debt has grown even deeper*. Curt Guyette, Feb 25-March 3, 2015, retrieved from https://www.metrotimes.com/detroit/after-six-years-and-four-state-appointed-managers-detroit-public-schools-debt-is-deeper-than-ever/Content?oid=2302010
Emergency Financial Management
The newly elected school board retained a new superintendent, but leadership was unable to turnaround the district’s fortunes and audits showed the district’s finances and operations in poor condition. Some three years later, in January 2009, the governor appointed the first emergency financial manager for DPS. At that point, an appointed board of education was reinstalled with little authority over the selection of a superintendent or the direction of district resources. Through five successive managers over a period of eight years, the district’s enrollment plummeted further, and more than 60 schools were shuttered while the district's financial circumstance deteriorated. For students and district personnel at all levels, these circumstances created a climate of uncertainty and discontent, further undermining public confidence.
The following data track some of the most recent circumstances.
- When in March 2009 the first emergency financial manager took office, DPS had 172 schools, 85,000 students, and a $219 million deficit.\(^4\)
- By the end of the manager’s two-year term, the deficit had grown to over $284 million dollars, 59 schools had closed, and the district had lost over 20,000 students.\(^5\)
- By the end of 2013-14, DPS’s deficit had increased by almost $550 million to $763.7 million.
- By January 2016, DPS’s total debt topped $3.5 billion (from $1.5 billion in 2007-08).\(^6\)
- By 2015, DPS enrollment had fallen from March 2009 by nearly 43 percent to 48,900 students.\(^7\)
Exacerbating the district’s circumstances were changes in state funding; the initiation of the Education Achievement Authority; the growth of school choice (charter schools and schools of choice outside of DPS); and fiscal shortfalls related to personnel shortages.
State Funding
In 1994, there was a statewide referendum that shifted Michigan’s educational funding from its primary reliance on local property taxes to a “per pupil” foundation grant provided by the state. The loss of student enrollment and lower school funding for the city school system resulted in lost revenue that would no longer be available to pay for DPS’s recent construction and modernization activities.
Education Achievement Authority (EEA)
In September 2011, the state’s new EEA took over 15 DPS schools that enrolled some 11,000 students. By 2016, just under 6,000 students were enrolled in EEA schools, which served a smaller proportion of students with disabilities than did DPS. EAA teachers were not unionized,
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\(^4\) After six years and four state-appointed managers, Detroit Public Schools’ debt has grown even deeper. *Ibid.*
\(^5\) A School District in Crisis, Detroit’s Public Schools (1842-2015), retrieved from https://makeloveland.com/reports/schools.
\(^6\) *Metro Times*, February 25, 2015: Detroit Free Press, retrieved from https://www.freep.com/story/news/local/michigan/detroit/2016/01/06/dps-debt/78314708/.
\(^7\) After six years and four state-appointed managers, Detroit Public Schools’ debt has grown even deeper. *Ibid.*
they received higher salaries than DPS teachers, and they did not pay into the state’s school employee retirement system. When the EAA was disbanded in Detroit, 12 schools transferred back to the district’s control and three converted into charter schools.\(^8\)
**School Choice**
In addition to attending DPS, Detroit students have the choice of attending a charter school in the city, or a charter or other public school outside the city.
**Charter Schools**
Beginning in 1994, with Michigan’s authorization of charter schools, charter growth in Detroit aligned with DPS’s decline in district public schools.\(^9\) The initiative began with 14 charter schools in 1995 and six years later over 19,000 students attended charter schools in Detroit. The city’s charter sector expanded rapidly under DPS’s first emergency financial manager,\(^{10}\) and charter operators began to expand offerings to attract DPS students, advertising heavily in areas where district schools had closed. Between 2010 and 2013, 32 new charter schools opened, representing a 42 percent increase in just three years and bringing the total number of charter schools to 109. Nearly half (47) of Detroit’s charter schools are now located in former DPS buildings, all of which were sold or leased between 2000 and 2015. With more than 51,000 students, charter school enrollment in Detroit is about the same as the district’s current 54,000 student enrollment.
**DPS Authorization of Charter Schools**
As the oldest authorizer in Michigan, DPS chartered its first schools in 1995 and currently authorizes 13 academies on 18 sites, educating about 4,200 students. The district monitors these schools to ensure they are financially sound, meet their academic goals, and follow state and federal requirements.
**Schools of Choice**
Michigan was also at the forefront of school choice efforts during this period, passing legislation that allowed students to attend school districts outside of the one in which they resided. These ‘receiving schools’ garnered the originating district’s per-pupil funding. In 2011 alone (the second year of emergency financial management), DPS lost 7,856 students or about 10 percent of its total enrollment to other school districts. By 2015, more than 25,000 students attended public and charter schools in locations outside of Detroit.
**Implications for Students Receiving Special Education**
Students with disabilities were significantly less likely than their typically developing peers to take advantage of school choice options and were more likely to attend Detroit’s traditional
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\(^8\) *A School District in Crisis*, *Ibid.*
\(^9\) Unless otherwise stated, the information in this section is based on *A School District in Crisis, Detroit’s Public Schools*. *Ibid.*
\(^{10}\) *The Robert Bobb Legacy: Detroit schools still struggling as emergency manager exits.* Retrieved from http://www.mlive.com/news/detroit/index.ssf/2011/03/robert_bobb_s_legacy_detroit_sc.html.
public schools. In 2015, 18 percent of DPS students had an individualized education program (IEP), compared to 10 percent of charter school students. This disparity has been explained as a function of Detroit’s charter schools not having the special education supports in place to serve these students.\textsuperscript{11}
\textit{Charter Coordination in Detroit}
As measured by percentage of total enrollment, Detroit has the third-largest charter sector in the country after New Orleans and Washington, D.C.\textsuperscript{12} However, the number of charters and the diversity of authorizers has not resulted in a coherent educational system for the city, according to some. “Contributing to Detroit’s problems is a tangled web of a dozen authorizers that determine where charter schools can open or close. Many of those authorizers are public universities and community colleges that often don’t work together to plan comprehensively, which can create chaotic situations in some neighborhoods.”\textsuperscript{13} Adding to this fragmentation is the frequent opening and closing of schools. Reportedly, 80 percent of DPS’s public and charter schools have opened or closed between 2010 and 2016.
\textbf{Personnel Shortages}
Because of DPS’s severe financial circumstances and to avoid personnel layoffs proposed by the emergency financial manager in 2010, the Detroit Federation of Teachers (DFT) agreed that teachers would loan some $9,000 each to the district, which would be repaid at the time they left the district. Two years later, teachers received a 10 percent wage cut and were required to begin paying for 20 percent of their health care benefits. Retirements, job uncertainties, budget cuts, stagnant and noncompetitive wages, and personnel layoffs fueled significant teacher shortages, leaving some schools understaffed.
\textbf{Detroit Public Schools Community District}
In July 2016, the state terminated the district’s emergency financial management and the Education Achievement Authority and created the Detroit Public Schools Community District (DPSCD) that would be governed by an elected school board working with the state-appointed Detroit Financial Review Commission. DPSCD avoided insolvency with a $617 million legislative package that resolved the district’s debt. The legacy district—DPS—remained as a revenue-collection entity to pay down the system’s $515 million in operating debt and DPSCD was instituted to operate the district and serve the city’s children. The new DPSCD board of education was off to a fresh start and hired district superintendent Nikolai Vitti in May 2017, who had a strong track record of improving student outcomes in the Duval County (FL) school system. Still, the new superintendent had to inform the school board in December 2017 that the district would not receive $6.5 million in state funds to reduce old debt, because district officials had failed to submit required paperwork by an August 15\textsuperscript{th} deadline.
\textsuperscript{11} \textit{Fixing Detroit’s Broken School System}, Education Next. Robin J. Lake, Ashley Jochim and Michael DeArmond. Winter 2015. retrieved from http://educationnext.org/fixing-detroits-broken-school-system/.
\textsuperscript{12} \textit{Drawing Detroit, Michigan’s charter schools concentrated in Detroit}, July 13, 2015. retrieved from http://www.drawingdetroit.com/michigans-charter-schools-concentrated-in-detroit/
\textsuperscript{13} \textit{Inside Detroit’s Radical Experiment to Save Its Public Schools}. Josh Sanburn. September 6, 2016. retrieved from http://time.com/4390000/detroit-public-schools-charters-debt/.
Personnel shortages, as well, continued to plague the new DPSCD, especially as the new system acquired the 12 EAA schools. Only about 50 percent of the EAA teachers reapplied for positions with DPSCD, as many of them had received higher salaries than DPS offered. In August 2017, 340 teacher vacancies existed, compared to 200 in August 2016. Of these 340 vacant positions, 85 were in former EAA schools.\(^{14}\) Furthermore, 97 of the vacancies were among special education teachers. In July 2017, the district and DFT agreed to a seven percent salary increase over two years. However, health insurance options continued to have high deductibles and there was a longer length of time necessary to reach the top of the salary schedule. Still, teachers received a $1,750 bonus at the beginning of 2017-18 school year to help stabilize the system.
**Hope for the Future**
Despite the many challenges facing the district, there are now many signs of promise for a brighter future.
- The Council team was impressed by the many focus group participants who spoke about opportunities they have to work and receive higher salaries in neighboring school districts, but who have chosen to remain with DPSCD because of their loyalty to their students and the community. We salute these individuals for their commitment and perseverance.
- The new superintendent has a strong appreciation of the challenges facing students with disabilities and he recognizes that he is their first and foremost advocate. Parents and community advocates appreciated the August 2017 town hall meeting, which focused on special education and included the superintendent and his wife, Rachel Vitti.
- The deputy superintendent of schools has an understanding of instruction and the academic implications of special education.
- The executive director of curriculum and instruction has a strong vision of multi-tiered systems of supports and the alignment of core curriculum to high standards.
- Parents remarked that principals and the new special education senior executive director have been more responsive than personnel in the past.
- The special education senior executive director has a strong vision of special education, the need for inclusivity, and the need for a paradigm shift to support instruction and supports for students.
- The involvement of Dr. Eleanor Harris, former state official and Education Achievement Authority special education director, is an invaluable resource to the district as a consultant to the senior executive director.
- There is strong parental and community commitment to being valuable partners in the change process.
\(^{14}\) Teacher shortage looms over Detroit. Jennifer Chambers and Mark Hicks. *Detroit News*. August 21, 2017. Retrieved from http://www.detroitnews.com/story/news/local/detroit-city/2017/08/21/detroit-schools-faces-teacher-shortage/104838298/.
The Detroit Public Schools Community District asked the Council of the Great City Schools to review the district’s special education programs and to make recommendations on how to improve services for students with disabilities. To conduct its work, the Council assembled a team of special education experts with strong reputations for improving services in their own districts. The Council team visited Detroit in January, conducted numerous interviews, reviewed documents, and analyzed data. At the end of the visit, the team formulated and presented preliminary observations and recommendations.
The Council has reviewed numerous special education programs in big city schools across the country, and the organization is not always able to point out positive features of each school district’s work with students with disabilities. In this case, however, the DPSCD has several things it can be proud of and assets it can use to build more effective services for students with disabilities going forward. For instance, the district has a strong new superintendent who is determined to improve the school system after years of state control.
In addition, the district completes some 99.8 percent of its initial evaluations on time and most IEPs are completed in a timely fashion. There are problems implementing the IEPs, but the district can complete them on time. Also, the district’s resource coordinating teams (RCTs) are a good model and are used for collaborative problem solving. They are unevenly used from school-to-school, but the model is an excellent one if it can be used more universally.
Moreover, the district has a relatively high special education identification rate, but there were no substantial areas of disproportionality by race alone. There were circumstances, however, where one race or another had higher identification rates depending on disability area. For instance, African American students appeared to be at higher risk of being identified for a cognitive impairment and white students appeared at higher risk of being identified for an emotional impairment. In addition, there did not appear to be substantial disproportionality in the suspension of students with disabilities, although it was not always clear that suspension data were accurate.
Even though students systemwide have very low scores on the National Assessment of Educational Progress (NAEP), there was some evidence that students with disabilities in Detroit had made progress over the last several years. In addition, there was solid evidence that the dropout rate among students with disabilities had declined appreciably, 14.9 percent to 7.7 percent.
The district also has more time for professional development than the Council’s team sometimes sees in other urban school systems it reviews. The time is often judged as inadequate by staff given the level of need in the district, but the system has more such time than most. There is also evidence of the use of RTI and PBIS programs in the district, although they are very unevenly implemented. Moreover, the district claims some $6.0 in Medicaid reimbursements, although the amount could be higher if its claiming system were automated. The system is also working on a stronger accountability system. And the school district has strong and committed parents who want to see the system get better and are willing to do everything they can for its students with disabilities.
At the same time, the district has substantial problems. It does have a higher rate of students identified for special education services, but it appears that part of this problem is attributable to the differing rates at which charter schools serve students with disabilities depending on the severity of the need. There are also substantial data problems that the Council team encountered. These were particularly prominent in assessing progress among early childhood pupils and gauging the prevalence of out-of-school suspensions.
The instructional system also reflected challenges. Overall, the Tier I instructional system was weak. The new superintendent has placed new emphasis on strengthening it, but there is still considerable work to do. Moreover, the school district’s interventions were poorly defined, were not regularly used, and training on them was uneven. There was no written MTSS framework and no general use of UDL principles to guide the instructional work. In addition, there was no systemic use of co-teaching as an instructional approach with students with disabilities. And once English learners were placed in special education, their language acquisition needs were largely unaddressed. The combination of these factors alone are more than enough to explain the low proficiency rates among students with disabilities in the district.
Information gathered by the Council team also pointed to the fact that students with disabilities were educated outside of the general education setting at much higher rates than was the case in Wayne RESA, the state, or the nation. Students with disabilities were more segregated from their non-disabled peers than is typically the case. Furthermore, uneven distribution of programs for these students from school-to-school disproportionately impacts schools with high disability rates.
The district was also having problems with staff shortages, partly due to untimely hiring practices, and numerous vacancies that had to be filled sometimes at the last minute with staff who were not fully qualified. Professional development was not well-defined around special education issues for either general education teachers or others. And the organizational structure of the special education unit and some lingering problems with staff relations added to the challenges that the district was facing. Finally, the district has several compliance issues that it will need to attend to.
The Council has put forward numerous recommendations to begin addressing the issues the district faces in serving students with disabilities. The district does not have to address all of them in the way presented in this report, but the team is most eager to point DCPSD officials to other big city school systems who have successfully addressed some of the same issues. The Council knows that the area of special education is only one of several challenges that the school district is facing. It has been a considerable length of time since the district has turned its attention to solving programmatic problems as it was sorting out its financial ones. The public should know that it is going to take the district’s leadership some time to handle all the unmet needs that the city’s children have. But the Council of the Great City Schools stands ready to help the district and its leadership in any way the district thinks constructive.
CHAPTER 4. FINDINGS AND RECOMMENDATIONS
This chapter presents the Council team’s findings in four areas described in Chapter 1: multi-tiered systems of support, demographics and identification, academic achievement among students with disabilities, and teaching and learning. Each section includes a summary of the team’s findings and concludes with overall strengths, opportunities for improvement, and recommendations.
I. Multi-Tiered Systems of Support
A multi-tiered system of supports (MTSS) involves the systematic use of multi-source assessment data to efficiently allocate resources and improve learning for all students through a series of integrated academic and behavioral supports.\(^{15}\) As described in the Council of the Great City Schools’ report, *Common Core State Standards and Diverse Urban Students*,\(^{16}\) MTSS is designed to improve educational outcomes for all students. It focuses on prevention and early identification of students who might benefit from instructional or behavioral interventions. The framework is a merger of response to intervention (RTI), which typically focuses on academic achievement, and systems to improve positive student behavior. When the term MTSS is used in this report, it includes RTI, Positive Behavior Intervention and Supports (PBIS), or other systems for supporting positive student behavior. It also applies to gifted students.
As described in the CGCS report, the essential components of an MTSS framework include:
- Well-defined district- and school-based leadership and organizational structure;
- District policies and practices that align with and support a multi-tiered system;
- Technology sufficient to support instructional decision making and implementation of instruction (e.g., Universal Design for Learning or UDL);
- Robust and valid core or Tier I instruction delivered to all students;
- Assessment of expected rates of progress;
- The use of three tiers of increasingly intensive (time and focus of instruction) instructional supports and strategies;
- Professional development to ensure fidelity of implementation of MTSS methodology and the Common Core State Standards;
- An evaluation process that monitors both implementation and outcomes; and
- The engagement of parents and caregivers.
In a functioning MTSS framework, schools have systems in place to identify the needs of all students and monitor and evaluate progress throughout the school year, using multiple data
\(^{15}\) Florida’s Multi-tiered System of Supports, retrieved from http://florida-rti.org/floridaMTSS/mtf.htm.
\(^{16}\) Retrieved from https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/8777--Achievement%20Task%20Force--RTI%20White%20Paper-Final.pdf.
measures (e.g., district assessments, attendance, suspensions, grades, numbers of office referrals, etc.). Data are analyzed, and differentiated instruction and intervention are delivered based on results. Teachers and leaders regularly review and monitor student progress to determine trends and identify instructional adjustments needed for remediation, intervention, and acceleration.
When a student fails to make adequate progress when robust core or Tier I instruction has been delivered, then instructional interventions are put into place and their effects are tracked. Without this monitoring system in place, it is unlikely that schools will have the documentation needed to determine whether underachievement is due to ineffective core instruction and interventions or something else that might trigger a special education referral. Nevertheless, when teachers and parents observe students who are struggling to learn and behave appropriately, there is a predictable desire to seek legally protected special education services.
To make this system work, it is imperative that districts and schools have processes in place to help educators determine why a student is not performing or when they might need acceleration. When implemented as intended, an MTSS framework focuses on rigorous core instruction and provides strategic and targeted interventions without regard to disability status. In addition, MTSS can lead to better student engagement and lowered disciplinary referrals—and fewer students requiring special education services. It can also help reduce disproportionate placements of students from various racial/ethnic groups and those with developing levels of English proficiency who might otherwise fall into the ranks of those needing special education services.
In fact, MTSS is recognized in the *Every Student Succeeds Act* (ESSA)\(^{17}\) as an appropriate framework for supporting student achievement and positive behavior, and it is a permissible use of federal Title I funds. The Act defines MTSS as “a comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decision-making.”
The subsections below describe the Michigan Department of Education’s (MDE) and Wayne Regional Education Service Agency’s (RESA) support for and guidance on MTSS. They also address the extent to which DPSCD has implemented this framework to support student achievement/positive student behaviors and guide strategies, including referrals for special education, when student progress is not evident.
**Michigan Guidance for MTSS**
According to MDE, schools that have implemented tiered models of instruction have higher proficiency rates than those that do not. In addition, schools that have implemented tiered intervention with fidelity have a higher percentage of students who are academically proficient than schools that do not implement it well. In fact, the performance gap widened over the three-year period encompassing MDE’s analysis of schools implementing MTSS with and without fidelity.\(^{18}\)
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\(^{17}\) The Elementary and Secondary Education Act was reauthorized in 2015 as the Every Student Succeeds Act (ESSA).
\(^{18}\) Fidelity, based on the Planning and Evaluation Tool for Effective Schoolwide Reading Programs-revised (PET-R). The PET-R is used by a school's leadership team to rate their school's current reading program implementation and to identify reading goals and priorities. This self-assessment tool addresses seven elements of an effective
MTSS is the cornerstone of MDE’s ‘Top 10 in 10 Strategic Plan,’ and its special education State Systemic Improvement Plan. This work builds on MDE’s earlier backing for response to intervention (RtI), positive behavior supports (PBIS), and Michigan’s Integrated Behavior and Learning Support Initiative.
**Top 10 in 10 Strategic Plan**
MDE’s Top 10 in 10 Strategic Plan\(^{19}\) (top 10 state in education in 10 years) uses MTSS as its driver for better student outcomes. Accordingly, MDE has aligned all state and federal plans to lift student achievement. In interviews with the Council team, the department indicated that it selected MTSS to frame MDE activities because it sees the positive effects of the approach and because the field is using many versions of the practice. Furthermore, MDE believes that utilizing the MTSS framework will support effective implementation of the Top 10 in 10 Strategic Plan, particularly those components contained in the Learner Centered Supports Focus Area. MDE has pursued stakeholder feedback and tested usability during the 2017-18 school year in collaboration with school districts in the state’s Transformation Zone, which does not include DPSCD. The state reports promising results.
**State (Special Education) Systemic Improvement Plan (SSIP)**
As part of its results-driven accountability system for special education, the U.S. Department of Education requires that each state develop and implement by 2018-19 a State Systemic Improvement Plan (SSIP) to improve educational outcomes for students with disabilities. MDE has embedded MTSS into its SSIP process, viewing this strategy as an opportunity for the state to reorient its work around supporting local capacity to improve outcomes for *all* students. Although SSIP is a special education requirement, MDE is embedding it into its Top 10 in 10 Focus Area Framework. This enables MDE to use the SSIP framework to articulate a comprehensive, six-year plan for coordinating resources and aligning initiatives across the department to focus improvement at all levels of the system.\(^{20}\)
**Michigan’s Integrated Behavior and Learning Support Initiative**
The state is also building on the Michigan Integrated Behavior and Learning Support Initiative (MIBLSI) that was funded by an IDEA grant to MDE.\(^{21}\) MIBLSI was designed to help intermediate and local school districts implement and sustain MTSS to improve student outcomes in behavior and learning. The MIBLSI webpage offers a plethora of high quality information and training resources on:
- **MTSS practices** and related supports for reading and behavior at the three tiers of support.
- **Data-based decision making** using data collected at the district, school, and student levels,
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\(^{19}\) Retrieved from http://www.michigan.gov/mde/0,4615,7-140-28753_65803-322534--,00.html.
\(^{20}\) Retrieved from apr-2013b-mi-indicator17-compiled-with-appendices-biblio-bkmrks-phase1.pdf.
\(^{21}\) Retrieved from https://miblsi.org/.
including a MIBLSI data base with dashboards and reports.
- **Student assessments** to determine which students need additional supports and when schoolwide supports need to be adjusted, including universal screening, progress monitoring, diagnostic and summative assessments, and early warning indicators. Also, included are:
- A student risk screening scale;
- A school climate survey, and a schoolwide information system for screening and monitoring student behavior;
- Fidelity assessments for MTSS practices related to behavior and reading;
- Capacity assessments to determine if the district can effectively support schools.
- Reach assessments to identify implementation stages on--
- How many schools are implementing MTSS to support students.
- How far along schools are in providing supports to students.
- Data analyses to help school teams problem solve by understanding what the data mean and how to use it to positively impact students.
- **Teams and roles** for cross-functional teams.
Twenty-two DPS schools engaged with the MIBLSI initiative during the 2012-13 school year. Various focus group participants reported that their schools continued to be engaged with MIPLSI practices, including using universal screening and progress monitoring tools.
**Response to Intervention and Positive Behavior Intervention and Supports (PBIS)**
The state’s approach to MTSS is likely to continue building on its prior guidance and resources for response to intervention (RtI) and positive behavior intervention and supports (PBIS). In September 8, 2011, MDE provided RtI guidance materials to local and intermediate school district (ISD) superintendents and principals.\(^{22}\) The documents provided a description of essential components of Michigan’s RtI framework and indicated that additional guidance materials and resource-based links would be forthcoming. The agency’s support for PBIS appears to be considerably more developed now as evidenced by its webpage and related links.\(^{23}\) There, multiple topics are addressed, including an overview of PBIS, implementation activities, research, and resources.
**Wayne RESA Guidance**
Wayne RESA also has a webpage devoted to MTSS/RtI and to PBIS.\(^{24}\) The MTSS Quick Guide provides worthwhile information on district, building, and classroom practices; working with data; and coordinating and planning activities. It also contains field guides on Tier II and III literacy interventions, as well as guidance on mathematics.\(^{25}\) The PBIS webpage describes
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\(^{22}\) Retrieved from https://www.michigan.gov/documents/mde/Response_to_Intervention_362712_7.pdf.
\(^{23}\) Retrieved from http://www.michigan.gov/mde/0,4615,7-140-74638_72831_72833-361319--00.html#one.
\(^{24}\) MTSS/RtI retrieved from http://www.resa.net/specialeducation/rti/ and PBIS is retrieved from http://www.resa.net/curriculum/schoolwide-positive-behavioral-interventions-supports/.
\(^{25}\) Retrieved from http://www.resa.net/curriculum/curriculum/math/mtss-mathematics/.
administrative supports at the building and district levels, and information on engaging parents. It also includes training opportunities on interventions at each tier and alternatives to suspension, along with Wayne RESA resources, videos, links, PBIS presentations, and forums for 2017-18.
**Detroit Public Schools\textsuperscript{26} Prior Guidance and Practices**
The Detroit Public Schools (DPS) initiated multi-tiered interventions of support for academics and behavior in 2009 with its excellent RtI Handbook and RtI Toolkit.\textsuperscript{27} While the district provided to the Council team an electronic copy of the RtI Handbook, we found the RtI Tool Kit through a general Google search. However, it does not appear that practices reflected in these two documents have been widespread throughout the district, according to those interviewed by the team. Both tools are worth re-examining.
**RtI Handbook**
The RtI Handbook, which was developed by DPS’s school psychologists, describes the problem-solving model for reviewing and analyzing student data. It also looks at the provision of interventions at each of three tiered levels. Moreover, the document proposed a plan for DPS’s implementation of RtI with parameters at each of the intervention levels. Also included were:
- Student case studies; and
- Sample forms and parent information letters, including a sample Tier II intervention monitoring log; CBM/progress monitoring data recording sheets; a psychological report template using RtI data to determine specific learning disabilities; a classroom observation form; qualitative and quantifiable data; and information on English language learners.
**Resource Coordinating Team**
The RtI Handbook also described a resource coordinating team (RCT) model, a researched-based student support program developed by the University of California at Los Angeles (UCLA) School Mental Health Project. As a problem-solving team, an RCT is meant to coordinate services in order to remove learning and achievement barriers at the school, classroom, and student levels. When implemented as intended, the RCT operates and functions easily within an RtI framework.
According to information DPSCD provided to the Council team, the RCTs, which are still used in the district:
- Coordinate, and integrate services and programs that address underlying problems and barriers to learning, and facilitate understanding, prevention, and correction;
- Assist in structuring individual and school-based intervention plans that respond to student,
\textsuperscript{26} The district’s name as the “Detroit Public Schools” refers to DPS prior to the 2017-18 school year when it was reconstituted as DPSCD.
\textsuperscript{27} The RtI Handbook was retrieved from \url{http://detroitk12.org/admin/academic_affairs/special_education/clinical_prevention_intervention_services/docs/RtIHandbook.pdf}; and the RtI Toolkit was retrieved from \url{http://detroitk12.org/admin/academic_affairs/special_education/clinical_prevention_intervention_services/docs/InterventionToolkit.pdf}.
staff and family needs; and
- Advocate for proactive involvement and timely responses to staff, students, parents/families, community, and others
Individuals in the school community (i.e., teachers, administrators, parents, and students) may refer students to the RCT by completing an RCT referral form or parents may contact a school administrator to request an RCT meeting. Members of the RCT may include principals/designees, classroom teachers, and support personnel (psychologists, social workers, speech/language impaired teachers, nurses, guidance counselor, attendance agent, etc.).
The RCT process is based on three levels of problem solving that align with the three tiers of increasingly intensive interventions described in the MTSS literature. During the most intensive level of interventions (i.e., Tier III), if it is determined that students are not progressing, and additional resources and services are needed, the RCT may consider referring the student for an evaluation under either Section 504 or special education.
**RtI Tool Kit**
In addition to the RtI Handbook, DPSCD’s psychological services published an Intervention Tool Kit for School Psychologists (Working Within the RtI Framework). Its goals were to provide school psychologists with a list of interventions to assist them in the appropriate selection, implementation, and monitoring of intervention services for students who need them. The document is intended as a guide for translating the RtI model into a workable framework for DPSCD use.
The RtI Tool Kit provides a sample of research-based and teacher-applied techniques to increase student achievement and enhance positive behaviors. In addition, it describes how to collect, analyze, and interpret data on making special education eligibility recommendations within the RtI model. Interventions are provided to address:
- Fluency (letter naming, word study, oral reading);
- Vocabulary and reading comprehension;
- Math computation and concepts;
- Spelling and written expression;
- Behavior;
- Autism spectrum disorder (ASD); and
- Attention deficit/hyperactivity disorder (ADHD).
The RtI Tool Kit provides samples of the following: (a) psychological reports for intensive interventions and special education eligibility using RtI; (b) DIBELS oral-reading fluency materials; (c) a problem-identification interview form; (c) a procedure for self-monitoring behavioral interventions; (d) discrete trials with beginning, middle, and end; (e) question and response chart on the function of objects for ASD diagnosis; (f) social stories/pictures for social skills instruction for ASD; (g) guidance on transforming negative to positive statements to help
increase positive interactions; (h) a weekly organizational chart of interventions for students with ADHD; and (i) an intervention for teaching desired behaviors to students with ADHD.
The Tool Kit is a good foundation for school psychologists, but it would benefit from additional information on specific elementary, middle, and high school grade levels. It also provides a good foundation for school staff members other than school psychologists.
**Focus Group Feedback**
Focus group participants provided the following feedback on their use of a multi-tiered system of supports in the district.
- **Leadership.** The senior executive director for curriculum and instruction is knowledgeable and experienced in implementing MTSS and understands what needs to be done to develop a framework for the 2018–19 school year, according to interviewees.
- **Familiarity with Tiered Supports/Instruction.** While many focus group participants were not familiar with the term “MTSS,” they were more familiar with the terms RtI, PBIS, and MIBLSI. Generally, it appears that some schools have received professional development and support from Wayne RESA on PBIS or MIBLSI. However, the district lacked an operational and comprehensive MTSS framework.
- **Improving Core Curriculum Instruction.** There is a new emphasis in the district on supporting teachers in improving the quality of “first teaching” (i.e., Tier I). Master scheduling guidelines for teachers is now in development, and principals are engaging in “data chats.” Still, there are no plans to embed universal design for learning (UDL) practices in the curriculum framework or its implementation.\(^{28}\)
- **Master Teacher Initiative.** Intensive training will be provided to 52 teachers (26 math and 26 ELA) to support school-based instruction. Although student behavior is frequently cited as interfering with instruction, there was not systemwide professional development on this issue that interviewees knew about. With only three behavioral interventionists in the district, it is necessary for many more individuals to develop their own expertise to support positive student behaviors and social/emotional development. The team noted that the district’s master teacher initiative had not been designed to include special educators, bilingual teachers, or teachers of gifted students.
- **IReady/MiBLSi.** IReady, an adaptive reading and math diagnostic data tool with reports and instructional supports, is in place for grades kindergarten through three and will expand next year to grade eight. MIBLSI’s data collection and reporting system also continues to be used by some schools. Overall, data are inconsistently used by school personnel to drive discussions about instruction.
- **Intervention.** Few interviewees described the use of specific interventions even though the
\(^{28}\) UDL is defined as “a scientifically valid framework for guiding educational practice that (a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (b) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.” by Higher Education Opportunity Act (PL 110-135). See the National Center on Universal Design for Learning at [http://www.udlcenter.org/](http://www.udlcenter.org/).
team was told that elementary-level students who have not reached reading proficiency have a reading plan. Other than Voyager, which is used for students in some special education programs, participants did not mention any other intervention universally in place across the district.
- **Wayne RESA Support.** The number of schools working with Wayne RESA grew from 9 to 42 between 2011-12 and 2016-17. This school year, the PBIS initiative associated with Wayne RESA and MIBLSI is no longer under the special education department but is supported by the department’s four behavioral specialists. The Culture and Climate unit, which now houses the PBIS initiative, does not employ behavioral specialists or other coaches and there is concern about access to personnel with sufficient expertise to continue supporting schools. In the past behavioral specialists were available to coach teachers, support data analysis, and facilitate school reviews of PBIS practices using a School-Wide Evaluation Tool (SET). This school year, interviewees reported that communications between Wayne RESA and schools engaged in PBIS had diminished.
- **Use of RCT Process.** There is no written requirement in the district that each school have an RCT with practices consistent with the RtI Handbook. Although the process is available to initiate a Section 504 or special education evaluation, every school does not consistently use RCTs for problem-solving or for following up on a student’s low achievement or challenging behaviors. Interviewees reported that the RCT process is more successful when the school principal actively participates and sets expectations for school personnel. When principals are uninvolved, the process is not likely to be effective. Because of personnel vacancies and other reasons, some schools reported having as many as 25 students waiting for RCT review.
- **English Learners.** There was a desire among interviewees to have more information on and resources to better support English learners through an MTSS framework.
- **Age Six School Enrollment.** Michigan students are not required by law to enroll in school for the first time until they are six years of age. There were concerns by focus-group participants that skill deficits related to late enrollment may be leading to special education referrals without interventions that might otherwise address their achievement gaps.
**Blueprint 2020**
Blueprint 2020 is DPSCD’s new strategic plan for rebuilding Detroit’s public schools and fulfilling the district’s mission to educate and empower every student, in every community, every day, to build a stronger Detroit.\(^{29}\) The district’s vision is for all students to have the knowledge, skills, and confidence necessary to thrive in the city, nation, and world. A “students first” focus in the blueprint is designed to drive decisions that are in students’ best interests, and to use resources strategically to meet individual student needs.
The strategic plan’s priorities and commitments are described below. Blueprint 2020 is an excellent plan, but it does not mention the development and use of an MTSS framework as a
\(^{29}\) Retrieved from http://detroit.k12.mi.us/admin/communications/strategic_plan/docs/Blueprint_2020_Strategies_Only.pdf
component of its approach. However, as noted in the italicized text below, the framework is sufficiently inclusive to be incorporated into the plan’s components.\(^{30}\)
- **Outstanding Achievement.** Dramatically improve the academic experience of all students to ensure they are college and career ready by –
- Adopting and implementing a highly aligned, consistent instructional curriculum reflecting demands of Michigan’s core content standards PreK through 12, as well as the pedagogical shifts in instruction required to support students in meeting these high standards.
- Ensuring every student has access to a rigorous course progression that aligns with their college, career and life goals while being culturally relevant.
- Updating data and assessment systems to ensure all stakeholders have an accurate picture of each student’s progress toward grade level expectations and on time graduation.
- Revamping special education services to meet the individual needs of each student.
- Providing intensive support to improve the achievement of our students attending Partnership Schools.
- **Transformative Culture.** Transform the culture so students, families, community members, and staff feel safe, respected and connected by –
- Gathering, sharing and acting on feedback from students, staff, and families on the culture of schools and district.
- Establishing and consistently implementing a code of conduct that encourages positive behavior, maximizes instructional time for all students, and allows for restorative justice.
- Cultivating a school-going culture that dramatically reduces chronic absenteeism.
- Developing and providing, in partnership with community allies, comprehensive supports and resources that empower students’ families.
- Building and implementing shared decision-making structures to ensure work of schools and district meets needs of constituents.
- Implementing consistent communication channels to keep all stakeholders informed about district operations, strategic direction, programs and opportunities, and progress.
- **Whole Child Commitment.** Champion a whole child approach that unlocks students’ full potential by –
- Based on students’ individual needs, facilitating and aligning appropriate academic, cultural, and leadership experiences, as well as social-emotional and health services, to promote holistic well-being and development of students.
- Ensuring all students have access to robust programming in non-core subject areas, including visual arts, music, dance, theater, physical education, world language, technology and health, as well as service-based learning opportunities.
\(^{30}\) As noted earlier in this report, MTSS is a component of MDE’s strategic plan to become a “Top 10 state in education in 10 years.”
– Expanding access to and participation in high-quality activities outside of the school day, including before and after school programs and summer experiences.
– Supporting students’ health, development, and learning by providing high-quality, nutritious meals at schools.
• **Talent.** Build an excellent team of dedicated staff to serve DPSCD students by –
– Overhauling human capital policies/practices to make recruitment, hiring and onboarding more efficient and effective.
– Pursuing innovative partnerships/programs that strengthen talent pipelines into open school/district positions.
– Ensuring all staff have the professional development they need to support students and maximize the efficiency and effectiveness of the district.
– Developing/implementing educator and staff evaluation, and succession planning systems that support individual growth, allow top employees to pursue advancement within the organization, and improve candidate pools for leadership vacancies.
• **Responsible Stewardship.** Manage/deploy resources responsibly, transparently, and equitably to support student success by –
– Overhauling district/school budgeting processes to ensure a balanced budget that is aligned to district strategic priorities.
– Developing/implementing a facilities management and technology infrastructure plan that accounts for current/future needs and identifies funding strategies to support maintenance and improvement.
– Establishing and consistently implementing a clear set of standard operating procedures and routines across schools and district departments that exemplify our values, maximize resources and efficiency.
– Aligning district, community, philanthropic and city partnerships to ensure coherent programming and smart development.
– Ensuring systematic research/evaluation plans for all major initiatives so investments can be made based on program effectiveness.
**AREAS OF STRENGTH**
The following are areas of strength related to the district’s support for teaching and learning for students with disabilities and others.
• **Leadership.** The senior executive director for curriculum and instruction has knowledge of and experience in implementing MTSS and understands what needs to be done to develop a framework for the 2018-19 school year.
• **Resource Foundation.** Wayne RESA’s webpage includes field guides and training that support MTSS framework, and the district’s RtI Handbook and Toolkit and its Psychological Services webpage can be useful to DPSCD as it develops local procedures and training activities.
• **RCT Model.** DPSCD has a resource coordinating-team (RCI) model for collaborative problem-solving, which is in use – although inconsistently – across the district.
• **First Teaching.** There is a new emphasis in the district on supporting teachers to provide high quality “first teaching” or Tier I instruction.
• **Master Teacher Initiative.** Intensive training will be provided to 52 teachers (26 in math and 26 in ELA) to support school-based instruction.
• **MIBLSI, RtI, and PBIS.** Various schools across the district are implemented elements of MIBLSI, RtI, and PBIS, providing a good foundation for improved practices.
**OPPORTUNITIES FOR IMPROVEMENT**
The following areas provide opportunities to improve teaching and learning for students with disabilities and others in DPSCD.
• **MTSS Framework.** DPSCD does not have a written MTSS framework in place for all students, including English learners and/or students with IEPs, that would define processes and expectations for school practices and training across the school system. Such a framework would support underperforming students who do not enroll in school until the age of six years. While Blueprint 2020 does not mention the development and use of an MTSS framework as one of its components or priorities, the framework could include many of the plan’s components.
• **UDL.** There are no plans in place to embed universal design for learning (UDL) principles into the curriculum development and implementation process.\(^{31}\)
• **Master Teacher Initiative.** The master teacher initiative does not include professional development on supporting positive behavior of students. Also, the master teacher initiative is not designed to include special educators, bilingual teachers, and teachers of gifted students.
• **Use of RCT Process.** There is no written requirements or expectations that each school have an RCT and actively use its processes for data review and problem-solving.
• **IReady/MIBLSI.** IReady and MIBLSI provide tools to support instruction and data-based decision making for students, but they are not consistently used across the district. In addition, use of the two systems makes it difficult to review trends across schools, grades, and groups of students.
• **Interventions.** Increasingly intensive interventions are not consistently defined, available, or supported by the district.
• **PBIS Initiative.** With no behavior specialists or coaches involved in an PBIS initiative, there
\(^{31}\) UDL is defined as “a scientifically valid framework for guiding educational practice that (a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (b) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.” by Higher Education Opportunity Act (PL 110-135). See the National Center on Universal Design for Learning at [http://www.udlcenter.org/](http://www.udlcenter.org/).
were concerns about ongoing supports to schools and school-based monitoring with the School-Wide Evaluation Tool (SET). There were also concerns about communications with Wayne RESA.
**RECOMMENDATIONS**
1. **Systemwide MTSS Framework, Implementation Plan, and Oversight.** Embed MTSS into the district’s Blueprint 2020, making explicit how the strategic plan’s provisions fit into the MTSS framework and vice versa. Make clear that the framework includes all students, including students with disabilities, English learners, and accelerated learners.
a. **District, Network and School Leadership Teams.** Establish leadership teams at the district, cohort, and school levels to support MTSS planning and oversee implementation activities.
- **District MTSS Leadership Team.** Have the deputy superintendent and senior executive director of C/I share responsibility for the development and implementation of MTSS across the system, utilizing a team of stakeholders, e.g., cohort leaders, central office personnel, principals, and school-based personnel. When completed, schedule a two-day overview for staff and monthly meetings with the MTSS leadership team to ensure use of a common language, effective implementation, and effective resource allocations.
- **Cohort MTSS Leadership Teams.** Have each cohort establish an MTSS leadership team with principals and a diverse group of school personnel who would be responsible for implementation.
- **School-Based Leadership Teams.** Based on the district’s MTSS-implementation plan (Recommendation 1b below), establish school-based leadership teams (SBLT) at each site to provide training and guidance on activities that could be incorporated into each school’s academic achievement plan. The SBLT should lead each school’s MTSS work to ensure a common understanding of the framework. The SBLTs should also have defined responsibilities, such as learning/applying/modeling the problem-solving process, providing professional development and technical assistance, monitoring implementation and supports, and conducting school-based data days.
- **Resource Coordinating Teams.** Establish written parameters for RCTs, including evidence-based guidelines and expectation that RCTs be implemented as designed at every school. Send a common message that RCTs are designed for problem-solving purposes, and they are not a pipeline for special education.
b. **Implementation Plan.** Develop a multi-year MTSS implementation plan that includes regular updates for the board of education. Have the district’s leadership team evaluate its current methodologies and tools as it develops the district’s MTSS framework and plan, including universal screeners, formative assessments, standard protocols for interventions/supports, curricular materials, supplemental and intensive resources, data platforms, use of data, professional learning, budget allocations, etc. In addition, include the following components—
- **Framework Design.** Review information from MIBLSI, Wayne RESA, and the DPI RtI Handbook and Tool Kit, and supplement them based on current best practices,
including information for elementary, middle, and high school grade levels.
- **UDL.** Embed universal design for learning (UDL) principles into the MTSS framework, and incorporate items discussed below.
- **Department Alignment.** Require each department to realign staff and priorities to support the MTSS plan’s implementation. Ensure department deliverables are collaboratively developed and do not produce competing priorities across schools.
- **Social Emotional Learning.** Establish goals and expectations that schools would provide social emotional learning (SEL) as part of its MTSS work, including the use of a SEL curriculum, community wraparound services, etc.
- **Progress Monitoring.** Include benchmark and other regular districtwide and school-based progress-monitoring tools in the evaluation of MTSS implementation. Consider whether to continue using both IReady and MIBLSI or have one set of data systemwide.
- **Early School Enrollment.** Consider a citywide campaign designed to educate parents about the value of enrolling their children in early childhood programs and in kindergarten. Communicate resources to help parents access these programs.
- **Master Teacher Program.** Add components to the Master Teacher Program to support positive student social/emotional wellbeing and behavior. Ensure that participants are knowledgeable about teaching and learning with students with disabilities, students who are twice exceptional, English learners and those with disabilities, and gifted students.
- **School Walk Throughs.** Include in current walk-through protocols any elements of MTSS that current tools do not contain. Follow-up walkthrough results to identify trends, strengths, and action items. Walkthroughs should be non-evaluative, but results should be aggregated in a way that would inform central office strategies.
- **Exemplary Implementation Models.** Provide a forum where schools can highlight and share best practices, lessons learned, victories, and challenges in implementing MTSS for all student groups. Identify and encourage staff to visit exemplary schools and set aside time for that to happen.
- **District Website.** Develop a highly visible, well-informed, and interactive web page highlighting the district’s MTSS framework. Include links to other local and national sites. Highlight schools in the district that are showing results with the approach and share stories and data on the impact of MTSS on student outcomes.
**Communication.** When finalized, prominently post the MTSS implementation plan on the district’s website, along with relevant links to district information and publicly available resources. Communicate widely with all internal and external stakeholders, including parents who are English learners, and share the purposes and expected outcomes of the plan.
c. **Map Resources and Analyze/Address Gaps.** As part of the MTSS planning process, assess current human resources and instructional materials provided by the district and funded by schools to ascertain their effectiveness and return-on-investment in terms of improved student outcomes. Compare the value of resources and materials currently in use in the district with other evidence-based resources in the marketplace and replace low-value
resources currently being used. Establish a menu of increasingly intensive interventions and resources, which should be vetted against current evidence on effectiveness and alignment. Ensure that the menu of interventions differentiates levels of intensity, criteria for use, and contains strategies that are linguistically and culturally appropriate for a diverse student population. Consider how federal Title I resources could enhance, supplement, or pay for more effective interventions. If necessary, phase in new interventions over a reasonably few number of years.
d. **Written Expectations.** Establish a school board policy\(^{32}\) in support of the district’s MTSS framework (for academics and social/emotional learning/restorative practices). Charge the administration with developing and implementing an MTSS framework and roll-out plan. Include expectations that the framework will be used, and that it include all grades and students and supports linguistically appropriate and culturally competent instruction. Modify the plan as the district gains experience with it. Use information and resources that district personnel, Wayne RESA, and MIBLSI have developed to inform this work.
e. **Differentiated Professional Learning.** Based on the MTSS framework, district goals and expectations, and implementation plan, develop and put into place a professional development program to support it. Target it on critical audiences, e.g., general/special educators, related-services personnel, paraprofessionals, and parents. Provide at least four to five days of training each year, if possible, for school-based MTSS leadership teams over the next two years. Base training on the Learning Forward Standards for Professional Learning.\(^{33}\) Consider how training will be funded, e.g., through stipends, funds for substitute coverage, incentives for after-school and Saturday training, or summer training. Also, consider how training will be differentiated and sustained. In addition –
- **Access to Differentiated Learning.** Ensure that professional learning is engaging and differentiated based on individual skills, experience, and need. Have professional learning and technical assistance continue for new personnel and those needing additional support.
- **Multiple Formats.** Use multiple formats (e.g., videos, webinars, and narrative text) and presentation approaches (e.g., school-based, small groups) to provide professional development on MTSS.
- **Coaching/Modeling.** Develop a plan to provide coaching and technical assistance to principals and school-based leadership teams on practices covered in training sessions and materials.
- **Cross-Functional Teams.** Cross-train individuals from all departments working with schools to ensure a common language and understanding of MTSS. This will help align and support schools as they work on implementation. Provide direct support, mentoring, coaching, and technical assistance to principals and teachers on implementation.
- **High-Quality Trainers.** Identify staff members at all levels who are knowledgeable about and experienced in the components of MTSS and deploy them as professional
\(^{32}\) For example, see the Providence of Education policy, retrieved from [http://pesh.ppsd.org/Attachments/3ae90fc9-1936-439a-ab7f-1ebf78ade2e2.docx](http://pesh.ppsd.org/Attachments/3ae90fc9-1936-439a-ab7f-1ebf78ade2e2.docx)
\(^{33}\) Retrieved from [http://www.learningforward.org/standards](http://www.learningforward.org/standards)
developers. As necessary, supplement these staff members with experts from outside the school district.
f. **Data Analysis and Reports.** Review current data collection, analyses, and reports and supplement them with indicators or metrics that would be useful in determining whether schools use MTSS practices and their relationship to student achievement, e.g., growth based on appropriate instruction and intensive interventions.
g. **Monitoring and Accountability.** Evaluate the implementation, effectiveness, and results of MTSS, and include the following as part of the assessments—
- **Baseline Data and Fidelity Assessments.** Use the Self-Assessment of MTSS (SAM)\(^{34}\) or other protocols for schools to self-assess their MTSS practices. Have network and districtwide leadership teams periodically review these self-assessments for validity. Incorporate SAM results into the school review process to assess fidelity to the framework.
- **Data Checks.** Using data and reports proposed in Recommendation 1f, have the superintendent, deputy superintendent, and senior executive director for C/I host regular data conversations with departments, network leaders, and principals to discuss results, anomalies, needed supports, follow-up activities, and outcomes.
- **Timely Communication and Feedback.** Assign responsibility for communicating the MTSS work to stakeholders through multiple channels, e.g., website, television, radio, social media, etc. Design feedback loops involving central office, school personnel, parents, and the community to assess problems and successes on the ground. Use this feedback to provide regular and timely feedback to the district MTSS leadership team on where and how schools require additional assistance.
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\(^{34}\) Retrieved from http://www.floridarti.usf.edu/resources/presentations/2016/nasp/eval/SAM%20Packet_October%202015.pdf
II. Disability Prevalence Rates and 2016-17 Evaluation Outcomes
This section presents demographic data on DPSCD students with disabilities who have individualized education programs (IEPs).\(^{35}\) When available, DPSCD data are compared with students at state and national levels and with other urban school districts across the country.
In addition, data are analyzed by grade, race/ethnicity, and English learner (ELs) status, so readers can fully understand the context in which DPSCD services are provided. This section also provides information about special education evaluations and the timeliness of IEPs and placements.
**District Prevalence Rates**
In this subsection, the percentages of DPSCD students receiving special education services are compared to urban school districts across the country and to the nation. Also, incidence data are disaggregated for early childhood and kindergarten children, and school-age students by disability area, grade, race/ethnicity, and English learner status.\(^{36}\)
**Comparison of DPSCD, Urban Districts, National, and State Special Education Rates**
DPSCD enrolls 8,731 students with IEPs who are three through 26 years of age, including those in separate schools (in and outside the district). This number comprises 16.1 percent of all students enrolled in the school district. This figure is higher than the average of 13.1 percent across 75 urban school districts on which we have data.\(^{37}\) Among these urban districts, DPSCD ranks 55\(^{th}\) in the percentage of students with IEPs, which ranged from 8 percent to 21 percent.\(^{38}\)
The district’s 16.1 percent special education rate is also higher than the 13.0 percent state rate and the 13.1 percent national figure, which has decreased since 2004-05 when it was 13.8 percent.\(^{39}\) (See exhibit 2a.)
As discussed below, DPSCD’s relatively high incidence rate is driven in part by the lower number of students with IEPs attending Detroit’s charter schools. Furthermore, when excluding students with IEPs from outside of Detroit attending DPSCD schools pursuant to school choice requirements or the Wayne RESA plan, the percentage is 15.5 percent.
---
\(^{35}\) Students with disabilities who have IEPs and receive special education services are also referred to as students with IEPs. These data are limited to students with a disability under the IDEA and does not include students with Section 504 plans.
\(^{36}\) Unless otherwise stated, all DPSCD data were provided by the district to the Council team and are for the 2017-18 school year.
\(^{37}\) Most data were provided by school districts that responded to a survey conducted by the Urban Special Education Leadership Collaborative; the Council team or a member of the team obtained the remaining data during district reviews. The rates by district are provided in Appendix A. Incidence Rates and Staffing Survey Results.
\(^{38}\) The data cover several years, but in most cases, ratios do not change dramatically from year to year.
\(^{39}\) U.S. Department of Education, National Center for Education Statistics. (2015). *Digest of Education Statistics*. The rates are based on 2011-12 data based on students 3 through 21 years of age. [http://nces.ed.gov/fastfacts/display.asp?id=64](http://nces.ed.gov/fastfacts/display.asp?id=64).
Exhibit 2a. Special Education Percentages for the District, Surveyed Districts, Nation, and State
Rates by Disability Areas for District, State and Nation
Data in exhibit 2b show the percentage of students in the district, state, and nation by the most common disability areas. These disability areas include the autism spectrum disorder (ASD), cognitive impairment (CI), emotional impairment (EI), other health impairment (OHI), specific learning disability (SLD), speech/language impairment (SLI), and developmental disability (DD).
DPSCD students with IEPs are identified as having a disability at rates like those at the state level in the areas of autism and EI. The district’s percentages significantly exceed state and national rates in the areas of CI (18 percent, 9 percent, and 6 percent, respectively).
The nation has larger percentages than DPSCD in the areas of OHI (14 percent and 10 percent, respectively) and SLD (35 percent and 27 percent, respectively). In the area of SLI, the state’s 25 percent figure exceeds DPSCD’s by six points.
Exhibit 2b. Percentage of Students with IEPs by District, State, and Nation\(^{40}\)
DPSCD and Detroit Charter School Enrollment and Special Education Demographics
To compare the special education demographics of district and charter schools, it is important to compare total enrollment data over time. The data in exhibit 2c show that between 2012-13 and 2016-17, DPS(CD)\(^{41}\) enrollment decreased by 20,575 students (66,132 to 45,557, or
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\(^{40}\) National and state data are based on the U.S. Department of Education’s 2014 IDEA Part B Child Count and Educational Environment database, retrieved from 2014-15 USDE IDEA Section 618 State Level Data Files, retrieved at [http://www2.ed.gov/programs/ospeidea/618-data/state-level-data-files/index.html#bccee](http://www2.ed.gov/programs/ospeidea/618-data/state-level-data-files/index.html#bccee). Unless otherwise stated, all DPSCD data were provided by the district to the Council’s team.
\(^{41}\) DPS(CD) is used to refer to the district in years that include either DPS or DPSCD.
31.10 percent), while charter school enrollment increased by 4,169 students (36,989 to 41,158, or 11.3 percent). These figures indicate that DPS(CD)’s percentage of all public-school students in Detroit dropped from 64.1 percent to 52.5 percent, while the total school enrollment dropped from 103,121 students to 86,715 in those five years (enrollment at DPS(CD) and Charters).
**Exhibit 2c. DPS(CD) and Charter School Student Enrollment Over Time**
| Year | DPS(CD) | Charters |
|----------|---------|----------|
| 2012-13 | 66,132 | 36,989 |
| 2013-14 | 49,168 | 38,350 |
| 2014-15 | 48,147 | 40,507 |
| 2015-16 | 46,524 | 41,107 |
| 2016-17 | 45,557 | 41,158 |
**Disability Rates for District and Charter Schools Over Time**
Data in exhibit 2d show changes in the numbers and percentages of students with IEPs in DPS and DPSCD [DPS(CD)] and Detroit’s charters between 2012-13 and 2016-17. During this period, the district’s percentage of students with IEPs increased from 18.1 percent to 19.0 percent while the percentage in charter schools remained about the same (8.8 percent to 8.7 percent). The special education rate gap between the district and charters grew from 9.2 percentage points to 10.3 percentage points, even though charter school enrollment increased by 4,169 students (or 11.3 percent) and the district enrollment decreased by 20,575 students (or -31.1 percent).\(^{42}\) Using a risk ratio methodology, students in DPS(CD) are twice as likely as charter school students to have an IEP.
**Exhibit 2d. DPS(CD) and Charter School Number/Percent of Students with IEPs**
| Year | DPS(CD) # | Charter # | DPS(CD) % | Charter % |
|----------|-----------|-----------|-----------|-----------|
| 2012-13 | 11,957 | 3,268 | 18.1% | 8.8% |
| 2013-14 | 8,804 | 3,104 | 17.9% | 8.1% |
| 2014-15 | 8,953 | 3,403 | 18.6% | 8.4% |
| 2015-16 | 8,733 | 3,372 | 18.8% | 8.2% |
| 2016-17 | 8,658 | 3,565 | 19.0% | 8.7% |
\(^{42}\) Data for district and charter school comparisons here and below are based on a May 2017 document that DPSCD provided, which is based on mischooldata.org. Charter data were not provided for 2016-17.
**SLD and SLI Rates by DPS(CD) and Charters**
In the most common disability areas of specific learning disabilities and speech/language impairment, charter schools have higher percentages than does DPS(CD). (See exhibit 2e.)
- **SLD.** In 2012-13, the area of SLD constituted 47.9 percent of charter school students with IEPs, compared to the district’s 40.0 percent. By 2015-16, the gap grew by 14.8 percentage points (29.1 percent to 43.9 percent, respectively). The district’s rate fell in 2016-17 to 28.3 percent.
- **SLI.** In 2012-13, the area of SLI constituted 21.4 percent of charter school students with IEPs, compared to the district’s 13.6 percent. By 2015-16, the gap between charter and district percentages narrowed to 2.9 percentage points (21.3 percent to 18.4 percent, respectively). The district’s rate fell slightly to 18.3 percent in 2016-17.
**Exhibit 2e. Percentage of Students with SLD and SLI by District and Charter Schools**
| Year | SLD DPS(CD) | SLI DPS(CD) | SLD Charter | SLI Charter |
|------------|-------------|-------------|-------------|-------------|
| 2012-13 | 40.0% | 13.6% | 47.9% | 21.4% |
| 2013-14 | 32.9% | 16.0% | 46.6% | 21.4% |
| 2014-15 | 30.9% | 17.8% | 45.4% | 21.8% |
| 2015-16 | 29.1% | 18.4% | 43.9% | 21.3% |
| 2016-17 | 28.3% | | | |
**ASD, CI, and EI Rates by DPS(CD) and Charter Schools**
Students with autism spectrum disorder, cognitive impairment, and emotional impairment typically have conditions that require more intensive supports and they are placed in more restrictive and separate classes and school environments more frequently than students with SLD and SLI. Data in exhibit 2f show that the percentages of DPS(CD) students with IEPs in any one of these three disability areas are substantially higher than the percentages of these students in charter schools. The following comparisons are on district data from 2012-13 to 2016-17 and charter school data from 2012-13 to 2015-16, the last year on which DPSCD provided data.
- **ASD.** The district’s rate increased from 6.7 percent to 10.1 percent (838 students), while the charter school rate increased from 0.5 percent to 1.0 percent (34 students).
- **CI.** The district’s rate decreased from 19.6 percent to 18.1 percent (1,589 students), while the charter schools’ rate increased from 3.0 percent to 3.7 percent (125 students).
- **EI.** The district’s rate decreased from 4.2 percent to 3.8 percent (340 students), while the charter schools’ rate increased from 0.6 percent to 1.7 percent (57 students).
Furthermore, DPSCD data show that the district enrolled 155 students with a severe multiple impairment (SXI)—with almost all attending a separate center school. Data for students with this disability were not provided on charter schools, but it is highly unlikely that these school enroll any—or very few—students with SXI.
**Disability Area Risk Ratios for DPSCD Compared to Charter Schools**
A risk ratio measurement shows the likelihood that DPSCD students have a specific disability compared to charter school students in Detroit. In the three most severe disability areas discussed above, district students have risk ratios of 22.46 for autism, 11.51 for cognitive impairment, and 5.37 for emotional impairment. Conversely, the two disability areas typically requiring relatively less-intensive special education/related services show risk ratios in DPSCD compared to charter school students with IEPs of 1.55 for specific learning disability and 2.02 for speech/language impairment. (See exhibit 2g.) The financial implications of this disproportionate responsibility for students with more significant special education needs are discussed in section IV. Support for Teaching and Learning for Students with Disabilities, Fiscal issues.
**Exhibit 2g. Likelihood of Specified Disability for DCPSD to Charter School Students**
| Disability | Risk Ratio |
|------------|------------|
| ASD | 22.46 |
| CI | 11.51 |
| EI | 5.37 |
| SLD | 1.55 |
| SLI | 2.02 |
DPSCD Disability Rates by Grade
The team also examined the percentage of all students with disabilities by grade. The results showed that some 12 percent are at the early childhood level. The percentage drops to 9 percent at kindergarten, jumps to 12 percent at first grade, and gradually increases to 19 percent and 20 percent in seventh and eighth grade, respectively. Percentages drop at the high school level, where they fluctuate between 18 percent (twelfth grade) and 16 percent (eleventh grade). (See exhibit 2h.)
Exhibit 2h. Percentages of DPSCD Students with IEPs by Grade
SLI, ASD, and DD Disabilities by Grade: Early Childhood and Kindergarten
Data in exhibit 2i show the percentages of students who are in early childhood (EC) programs and kindergarten by the three most common disability areas: speech/language impairment (SLI), autism spectrum disorder (ASD), and developmental disability (DD). These data show that SLI is the most common disability at both grade levels (38 percent for EC and 56 percent for kindergarten). The high kindergarten SLI figure eclipses ASD and DD (15 percent and 19 percent, respectively), which are lower than the EC figures of 20 percent and 24 percent, respectively.
Exhibit 2i. Percentages of DPSCD Students with IEPs by Grade (EC and Kindergarten)
SLD and SLI Disabilities by Grade (K through 12th)
Data in exhibit 2j show the percentages of all students with a specific learning disability (SLD) and all students with a speech/language impairment (SLI) by grade level. These data indicate that as the area of SLI decreases, SLD increases. SLI decreases from a high of 17 percent in first grade to a low of 1 percent in grades 10, 11, and 12, while SLD increases from a low of 0
percent in kindergarten and first grade to anywhere from 12 to 14 percent in grades 9 through 12. Both disabilities have rates of 7 percent in fifth grade.
This pattern raises a question with the team about the extent to which students with learning issues are first identified as SLI and then later identified as SLD. With the largest percentage of students with SLD educated in grades sixth and upward, one wonders if these students are being identified early enough to receive the intensive interventions necessary to increase their achievement overall.
**Exhibit 2j. Percentages of Students with SLI and SLD by Grade (Kindergarten through 12th)**
| Grade | SLI | SLD |
|-------|-------|-------|
| K | 13% | 0% |
| 1 | 17% | 0% |
| 2 | 15% | 2% |
| 3 | 11% | 4% |
| 4 | 10% | 6% |
| 5 | 7% | 7% |
| 6 | 5% | 10% |
| 7 | 4% | 10% |
| 8 | 2% | 10% |
| 9 | 2% | 14% |
| 10 | 1% | 13% |
| 11 | 1% | 12% |
| 12 | 1% | 12% |
**EI, OHI, ASD and CI Disabilities by Grade (1st through 12th)**
Data in exhibit 2k show the percentages of students by grade in the areas of emotional impairment, other health impairment, autism spectrum disorder, and cognitive impairment. These figures show the following:
- **Emotional Impairment.** A very small percentage of students with EI are identified at grades 1 and 2 (1 percent). The rate increases at grade 6 (13 percent), and again at grade 9 (16 percent) when it decreases in grade 12 (8 percent).
- **Other Health Impairment.** Beginning with smaller percentages at grades 1 and 2 (4 percent and 5 percent, respectively), the OHI rate increases to highs of 11 percent at grades 4, 5, 6, 8, and 9) and decreases to 6 percent at grade 12.
- **Autism Spectrum Disorder.** Except in grade 12, there was less variation by grade for students with ASD than there was in other disability area. For these grades, the rates ranged from 9 percent (grades 1 and 2) to 6 percent (grades 8, 10, and 11). The rate spikes in grade 12 at 21 percent.
- **Cognitive Impairment.** Given the nature of cognitive impairment, one would expect that this disability area would be relatively stable by grade. However, these rates vary from lows of 2 percent to 4 percent (grades 1, 2, and 8) to highs of 10 percent to 13 percent (grade 7 and high school). This variation may reflect the identification of students with mild (and more judgmental) impairments rather than the more significant (and less judgmental) impairments.
Exhibit 2k. Percentages of DPSCD Students with IEPs by Grade
| Grade | EI | OHI | ASD | CI |
|-------|------|------|------|------|
| 1 | 1% | 4% | 9% | 2% |
| 2 | 1% | 5% | 9% | 3% |
| 3 | 3% | 7% | 8% | 6% |
| 4 | 6% | 11% | 8% | 6% |
| 5 | 10% | 11% | 8% | 6% |
| 6 | 13% | 11% | 7% | 9% |
| 7 | 11% | 8% | 7% | 11% |
| 8 | 10% | 11% | 6% | 4% |
| 9 | 16% | 11% | 7% | 11% |
| 10 | 11% | 8% | 6% | 10% |
| 11 | 11% | 7% | 6% | 13% |
| 12 | 8% | 6% | 21% | |
English Learners by Grade
Data in exhibit 2l show the number of English learners (ELs) with IEPs by grade. Overall, a very small number of ELs are provided special education at the early childhood level. The number increases at kindergarten, nearly doubles in grade 1, and steadily decreases between grades 4 but increases again in grades 9 and 10 before dropping in grades 11 and 12. Very few students are identified as English learners after grade 12.
Exhibit 2l. Number of DPSCD English Learners with IEPs by Grade
| Grade | Number ELs with IEPs |
|-------|----------------------|
| EC | 5 |
| K | 33 |
| 1 | 60 |
| 4 | 61 |
| 5 | 56 |
| 6 | 52 |
| 7 | 51 |
| 8 | 38 |
| 9 | 53 |
| 10 | 51 |
| 11 | 39 |
| 12 | 36 |
| 14 | 2 |
ELs by Disability and by Grade
Data in exhibit 2m show the number of ELs in seven disability areas by grade. More ELs are classified as having a speech/language impairment in kindergarten through grade 1 than any other disability area. This trend changes in grades 4 through 12 when more students are identified with a specific learning disability. The switch from SLI to SLD for all students with disabilities occurs later in grade 6. ELs are not identified as having a cognitive impairment until grade 4 and the highest number is at grade 9. Furthermore, only five students were identified as having a disability at the early childhood level and post grade 12. Although it is difficult to determine if a student’s learning difficulties are related to the acquisition of English or to a disability, these patterns raise questions about the district’s ‘child find’ and identification processes, and postsecondary transition outreach to parents and students.
DPSCD Disability Incidence by Race/Ethnicity
This subsection covers the extent to which DPSCD students from each of the most common racial/ethnic groups are proportionate to each other. According to MDE’s latest FY 2015 State Performance Plan/Annual Performance Report (SPP/APR), which was published on January 23, 2018, disproportionate representation is defined as –
A verified ratio greater than 2.5 for two consecutive years for any racial/ethnic group in one of six eligibility categories was used to identify districts for focused monitoring activities. In cases where the sum of all other students with an individualized education program (IEP) equals fewer than ten, an alternate risk ratio (ARR) was calculated for the race under consideration.
According to MDE’s SPP/MDR, the department’s Office of Special Education (OSE) will conduct an on-site visit or issue a Monitoring Activities Report on districts with risk ratios greater than 2.5 for two consecutive school years.\(^{43}\) According to MDE representatives with whom the Council team spoke, more oversight responsibility is being transferred to RESAs since they distribute IDEA funds to school districts in each of their regions.
Race/Ethnicity Percentage and Risk Ratios for All Students with IEPs
Exhibit 2n shows the percentages of students with disabilities by race/ethnicity and their related risk ratios. These figures indicate that the percentages of students with disabilities were 17 percent of all black students, 11 percent of all Hispanic; 21 percent of all white students; and 8 percent of all other students. Using MDE’s risk ratio threshold of “2.5,” the risks for identification are not disproportionate or unusually high or low in any of these racial/ethnic groups. Compared to all other racial/ethnic groups, white students had the highest risk at 1.28. Other students have the lowest risk at 0.50. Black and Hispanic students were in between.
\(^{43}\) Retrieved from https://osep.grads360.org/#/report/apr/2015B/publicView?state=MI&ispublic=true.
Exhibit 2n. By Race/Ethnicity, Percentages of All Enrolled Students and of All Students with IEPs
Race/Ethnicity Prevalence for Students with Most Common Disabilities
Exhibit 2o shows racial/ethnic risk ratios by disability area. These figures indicate risk ratios exceeding MDE’s 2.5 threshold in the following areas: black students with cognitive impairment (2.64) and white students with an emotional impairment (3.03). With a risk ratio of 2.49, black students with an emotional impairment were near the 2.5 threshold. In its FY 2015 state performance plan, MDE did not find DPCSD to have disproportionate representation.
Disparities by Language Status (EL and Non-EL)
Overall, 10 percent of all students who were ELs had an IEP, compared to 17 percent of students who are not ELs. Using a risk ratio, ELs were 0.57 times less likely than non-ELs to have an IEP. This suggests a possible under-representation.
When examined by disability area, the most notable risk for ELs was among those with a speech/language impairment who were 5.38 times more likely to be identified as non-ELs. (See exhibit 2p.) Although the disproportionality of ELs to non-ELs was not included in the state performance plan, it is an important area to address when significant disparities exist.
DPSCD also provided the Council team with data showing the numbers of students who were referred for an evaluation during the 2015-16 school year, whether they qualified for an IEP, and results by disability area.
**Evaluations Completed and Qualification for IEPs**
As data in exhibit 2q show, of 484 requests for special education evaluations, parental consents were provided for 390 students or 91 percent of requests. Reportedly, the evaluation process generally is initiated upon a parent’s written request.
There was a perception that school personnel did not always understand that the RCT process should be followed after a parent’s request to determine if there was a basis to suspect that the child would qualify for special education and then to proceed with an evaluation.
For students with parental consents, 309 (79 percent) were found eligible for special education in the following major disability areas: 50 percent for a specific learning disability; 27 percent for other health impairment, 16 percent for early childhood developmental disabilities; 3 percent for speech language impairment; and 4 percent for other disability areas.
Interestingly, these figures were considerably different from overall district rates shown in exhibit 2c, which showed 27 percent for specific learning disability; 10 percent for other health impairment, 5 percent for developmental disabilities; and 19 percent for speech language impairment.
Timeliness of Evaluations
The following information relates to various categories of disability that have time lines set by federal and state law.
**Early Intervention: Timeliness of IEPs Implemented by Third Birthday for Children**
Michigan’s latest state performance plan (SPP) indicator results for DPSCD, which shows data from 2015-16, reports the percentage of students referred from early intervention prior to age three who were found to be eligible for special education and had an IEP developed and implemented by their third birthdays.\(^{44}\) Data show that 17.4 percent of DCPSD children met this standard. The compliance standard is 100 percent.
**Timeliness of Evaluations and IEPs**
According to Michigan’s 2015–16 SPP report, 99.8 percent of initial evaluations and IEPs were completed in a timely manner by DCPSD. In addition, DCPSD had 2016-17 data from MDE showing only three overdue initial evaluations. However, according to an excel report with MISTAR data from February 2, 2018, some 281 annual IEPs, 57 initial IEPs, and 92 triennial IEPs were not completed on time. A district representative explained that many of IEPs appear to be overdue on the report because the caseload manager had not yet validated timeliness data in the system. Reportedly, delays are due in part to staffing vacancies and the pressure the timelines put on special education operations.
**AREAS OF STRENGTH**
The following are areas of strength in the district’s disability prevalence rates, evaluation outcomes, and IEP timeliness.
- **Timeliness of Initial IEPs.** According to MDE’s 2015-16 SPP report, 99.8 percent of initial evaluations and IEPs were completed in a timely manner. The district’s rate is very close to meeting the strict 100 percent compliance requirement.
- **Reliance on DPSCD for Special Education.** Charter schools relied on DPSCD to educate students with disabilities that generally required more intensive special education and related services, such as students with autism spectrum disorder, cognitive impairments, and emotional impairments. This reliance puts pressure on the district’s resources that are not fully funded by the state.
There were not significant areas of disproportionality by race alone in the identification of students for special education although there were disproportionalities by race and disability area.
**OPPORTUNITIES FOR IMPROVEMENT**
The following areas provide opportunities for improvement.
- **Comparative Incidence Rates.** Some 16.1 percent of students three through 26 years of age have an IEP, compared to 13 percent of the national average and urban school districts on
\(^{44}\) Michigan Department of Education Special Education (Part B of IDEA) Public Reports, ppublished May 2017.
which we have data. Excluding students with IEPs attending district schools pursuant to school choice or the Wayne RESA plan, the percentage was 15.5 percent.
- **Charters Compared to DPSCD.** As the district’s percentage of students with IEPs increased, the percentage in charter schools decreased. The gap between the two grew from 9.2 percentage points to 10.3 percentage points. In 2016-17, DPSCD students were twice as likely to have an IEP as charter school students. Furthermore, charter schools had higher proportions of students with less intensive needs, i.e., speech/language impairments and specific learning disabilities, than they had students with high intensive needs, e.g., autism spectrum disorder, cognitive impairments, and emotional impairments. Using a risk ratio calculation, the likelihood that DPSCD students would have one of these three disabilities compared to charter students was 22.46, 11.51, and 5.37, respectively.
- **Grade Configuration.** The overall percentage of students with IEPs increased steadily from kindergarten to seventh and eighth grade. The area of specific learning disabilities and emotional impairments reached their highest rates at ninth grade (14 percent and 16 percent, respectively). These figures suggest that students may not be identified before they have experienced academic failure when there would be more time for intensive interventions.
- **English Learners.** Almost all ELs with IEPs were classified as having a speech/language impairment in kindergarten and grade 1, and most were identified with a specific learning disability beginning at grade 4. Furthermore, only five students were identified as having a disability at the early childhood level and post grade 12. Although it is difficult to determine if a student’s learning difficulties are related to the acquisition of English or to a disability, these patterns raised questions to the team about the district’s ‘child find’ and identification process and the district’s postsecondary outreach to parents and students. ELs were 5.38 times more likely than non-ELs to have a speech/language impairment.
- **Racial/Ethnic Disproportionality.** The following categories of students exceeded MDE’s 2.5 risk ratio threshold: black students with cognitive impairment (2.64) and white students with an emotional impairment (3.03). Black students with emotional impairments (2.49) were near the 2.5 threshold. In its FY 2015 state performance plan, MDE did not find generally that the district exceeded disproportionate representation thresholds.
- **Parent Evaluation Request.** Generally, a special education request is initiated through a parent request, rather than through an RCTs determination that there was a basis for suspecting a possible disability and potential need for special education.
- **Evaluation and IEP Timeliness.** Based on MDE’s data for 2015-16, some 17.4 percent of children had an IEP in place by their third birthday when they were found to be eligible for special education. In addition, as of February 2, 2018, district data showed 281 annual IEPs, 57 initial IEPs, and 92 triennial IEPs had not been completed in a timely manner. Reportedly, many of these actions may have been because there were delays in the caseload manager’s validation of dates in the data system. Delays were attributed by interviewees to staffing vacancies.
**RECOMMENDATIONS**
2. **Demographics, Referral and Identification of Disability.** Improve the overall consistency and appropriateness of referrals, assessments, and eligibility decisions in special education.
a. **Data Review.** With a multi-disciplinary team of staff members in and outside the special education department, review exhibits 2a through 2q (along with MDE’s latest SPP results). Include representatives from C/I, English learners, principal leaders, principals, etc. Have the team develop hypotheses about patterns in the results presented in this section. For example, when examining the district’s high percentage of students identified as needing special education, investigate what the percentage might be if figures included all public-school students in Detroit or what they might be without students with an IEPs from other districts. (The Council team did not have access to these data.) Include in the data review significantly different disability rates by school and cohort; how disability patterns change by grade; and over and under representation of various student groups.
b. **Implementation Plan.** Based on these data and the staff’s hypotheses about why the patterns look like they do, embed in the MTSS implementation plan activities relevant to the RCTs, including problem-solving, guidance on how to determine whether a student’s lack of progress is due to a disability or to inadequate access to appropriate core instruction, increasingly intensive interventions, supports, and progress monitoring, etc. (Coordinate this activity with Recommendation 1b.) Also, consider using a playgroup model to assess young children.
c. **Written Expectations.** In each area identified by the multi-disciplinary team as problematic, review district processes, including referrals, assessments, and eligibility, and amend them to provide more specific guidance.
- **Standard Operating Procedures Manual.** Ensure that the district’s comprehensive standard-operating-procedures manual for special education incorporates this guidance. (Coordinate with Recommendation 7a.)
- **RCT Practices.** Require that RCTs function within an MTSS framework, and that personnel who assess students for special education consider the extent to which students might benefit from increasingly intensive interventions based on problem-solving and progress monitoring.\(^{45}\) (Coordinate this activity with Recommendation 1a.)
- **English Learners.** Incorporate in the manual information relevant to ELs., such as that included in MDE’s Guidance Handbook for Educators of English Learners with Suspected Disabilities.\(^{46}\)
- **Lack of Progress.** Provide guidance on evaluating students’ lack of progress. Have RCTs include in their procedures appropriate referrals for Section 504 services as well as for special education.
- **Referral Practices.** Make sure that written guidance and practice is included on parental requests for a special education evaluation when there is evidence of a suspected disability.
- **Exiting Special Education.** Establish guidelines for determining when and under what circumstances a student no longer needs special education to progress educationally. A
\(^{45}\) This process does not include students with “obvious” disabilities, such as those with significant cognitive disabilities, blindness, deafness, etc.
\(^{46}\) Retrieved from http://www.michigan.gov/documents/mde/ELs_with_Suspected_Disabilities_Guidance_Handbook_-_2017_558692_7.pdf.
transition to services under Section 504 may be appropriate for such children.
Recommendations relevant to the timely transition of students from Part C services, and proposals on timely IEPs are provided later in this report. (See IV. Support for Teaching and Learning for Students with Disabilities, Accountability.)
d. **Differentiated Professional Learning.** Plan for and provide all relevant district stakeholders with the professional development they need to implement the recommendations in this report. Have personnel from the special education and English language learner departments collaborate on the referral and assessment needs of EL students. (Coordinate this activity with Recommendation 1e.)
e. **Data Analysis and Reports.** Develop and provide regular user-friendly summary reports to district leadership showing data like those in exhibits 2a through 2m. Share data by cohort and by school within cohorts.
f. **Monitoring and Accountability.** Develop a process for ongoing monitoring of expected referrals, evaluations, and eligibility practices. Rather than using a traditional record-review compliance model, review data with schools so that they are aware of problems, and they are better prepared for follow-up action. Enable staff to observe best practices and receive coaching that will improve their knowledge and skills. (Coordinate this activity with Recommendation 1g.) Consider folding disability rates into cohort and school accountability systems.
III. Teaching and Learning for Students with Disabilities
The U.S. Department of Education has moved from a compliance-only posture in special education to a Results-Driven Accountability (RDA) model. This change is based on data showing that the educational outcomes of America’s children and youth with disabilities had not improved as expected, despite significant federal efforts to close achievement gaps. The accountability system that existed prior to this shift placed substantial emphasis on procedural compliance, but it often did not consider how that compliance affected the learning outcomes of students.\(^{47}\)
The Education Department’s Office of Special Education Programs’ (OSEP) vision for RDA involved having all accountability components supporting states in improving results for students with disabilities. This approach is consistent with IDEA, which requires that the primary focus of the federal program be on improving educational results and functional outcomes for students with disabilities, along with meeting IDEA requirements. RDA fulfills these requirements by focusing on both outcomes for students with disabilities and on compliance with the law.\(^{48}\)
According to its July 1, 2016 State Performance Plan (SPP)/Annual Performance Report (APR), Michigan is implementing ED’s Results Driven Accountability (RDA) priorities by using all indicators (compliance and performance) to make compliance determinations. As previously discussed, the Michigan Department of Education’s SSIP uses a multi-tiered system of supports (MTSS) framework to help coordinate resources and align initiatives across the department in order to ensure improvement at all levels of the system. MDE is also establishing state targets for the percentage of K-3 students with IEPs in participating schools who achieve benchmark status in reading as defined by a curriculum-based measurement. In addition to disaggregating results for students with IEPs, MDE will compute scores for K-3 students who are economically disadvantaged, English learners; and all students. Baselines and targets will be established and recalculated as additional data become available.\(^{49}\)
This section of the report looks at results for students with disabilities and how DPSCD is supporting the teaching and learning of students with IEPs, including young children ages three to five years. This section has the following subsections:
- Education of Young Children Ages Three to Five Years
- Student Achievement on NAEP and Statewide Assessments
- Educational Settings for Students with Disabilities
- Suspension and Expulsion Rates
- Academic Instruction, Interventions, and Supports
- Instruction for Students in SDC Programs
- Professional Learning
\(^{47}\) April 5, 2012, RDA Summary, U.S. Department of Education at www2.ed.gov/about/offices/list/osers/osep/rda-summary.doc.
\(^{48}\) Ibid.
\(^{49}\) Michigan Part B Phase III State Systemic Improvement Plan, April 2017.
Education of Young Children Ages Three to Five Years
This subsection addresses academic outcomes for children with IEPs, their educational settings, and feedback from focus group participants.
Achievement Outcomes for Children with IEPs (Three to Five Years of Age)
One indicator in MDE’s SPP relates to the achievement of young children with disabilities in three areas: appropriate behavior, acquisition and use of knowledge and skills, and positive social/emotional skills. In each of these three categories, calculations are made of the percentage of children in two areas: (1) children who entered an early childhood program below developmental expectation for their age, but who have substantially increased developmentally by age six when they exit a program, and (2) children functioning within expectations by age six or have attained those expectations by the time they exit the program. The percentages of district children meeting standards and the state’s targets on each are shown in Exhibit 3a.\(^{50}\)
Substantially Increased Skills
This area measures DPS/CD children who entered an early childhood program below developmental expectation for their age, but who substantially increased developmentally by age six when they exited the program. In each of the three categories (appropriate behavior, acquisition and use of knowledge/skills, and positive social/emotional skills), MDE’s public report for 2015-16 showed that none of DPS/CD’s children met state standards. (See exhibit 3a.) These outcomes raise questions about the accuracy of the district’s data for FY 2015.
Functioning Within Age Expectations
For children who were functioning within expectations by six years of age or had attained those expectations by the time they exited the program, 75 percent of children met state standards in all three categories. These outcomes also raise concerns about the accuracy of the data since all three categories showed identical results.
Exhibit 3a. 2014-15 Outcomes for District/State Children Three to Five Years of Age with IEPs
| | Substantially Increased | Within Age Expectations | Substantially Increased | Within Age Expectations | Substantially Increased | Within Age Expectations |
|--------------------------|-------------------------|-------------------------|-------------------------|-------------------------|-------------------------|-------------------------|
| District | 75.0% | 0.0% | 75.0% | 0.0% | 75.0% | 0.0% |
| State Target | 86.5% | 59.2% | 87.50% | 56.1% | 86.5% | 55.0% |
\(^{50}\) Retrieved from SpecialEducationPublicReporting-IndicatorReportSummary.pdf.
Educational Settings of Young Children Three to Five Years of Age
Studies have shown that when children with disabilities are included in regular classroom settings, they demonstrate higher levels of social play, are more likely to initiate activities, and show substantial gains in key skills—cognitive skills, motor skills, and self-help skills. Participating in activities with typically developing peers allows children with disabilities to learn through modeling, and this learning helps them prepare for the real world. Researchers have found that typically developing children in inclusive classrooms are also better able to accept differences, are more likely to see their classmates achieving despite their disabilities, and they are more aware of the needs of others.\(^{51}\)
The importance of inclusive settings is underscored by a federal requirement that state performance-plan indicators include the extent to which young children (three to five years of age) receive most of their services in regular early childhood programs or in separate settings.
**District Educational Setting Rates**
Data in exhibit 3b show DPSCD percentages of three to five-year old children with disabilities who were educated in various educational settings.
- **Majority of Time in Early Childhood.** Overall, 29.9 percent of all DPSCD children with IEPs were educated most of the school day in a regular early childhood class. This figure is lower than Wayne RESA’s 34.5 percent rate, the state’s 45.3 percent rate, the state’s 54.2 percent target, and the nation’s 45.2 percent rate.
- **Separate Class or School.** Some 38.7 percent of all district children were educated most of the day in separate classes/schools apart from their typical peers. This figure was lower than Wayne RESA’s 44.1 percent and the state’s 46.3 percent average. Nonetheless, DPSCD’s percentage is larger than the state’s 18.1 percent target and the nation’s 25.2 percent average.
---
\(^{51}\) Ronnie W. Jeter, *The Benefits of Inclusion in Early Childhood Programs* at http://www.turben.com/article/83/274/The-Benefits-of-Inclusion-in-Early-Childhood-Programs
Student Achievement on the NAEP and Statewide Assessments for Grades 3-12
Beginning in 2015, USDE developed a determination rating based on results defined in the accountability framework described earlier. Two matrices were used for this purpose—with 50 percent of the ratings based on results and 50 percent based on compliance. The results component is calculated using the following indicators:
- Fourth/eighth graders participating in regular statewide assessments in reading and math;
- Fourth/eighth graders scoring at or above basic levels of proficiency in reading and math on the National Assessment of Educational Progress (NAEP);
- Fourth/eighth graders included in NAEP testing in reading and math;
- Students exiting school by graduating with a regular high school diploma; and
- Students exiting school by dropping out.
This subsection presents achievement data for Detroit students on NAEP, as well as performance data for DPSCD students with disabilities on statewide assessments. In addition, graduation and dropout rates are assessed.
**NAEP Achievement Rates for Fourth, Eighth, and Twelfth Grade Students with IEPs**
In partnership with the National Assessment Governing Board and the Council of the Great City Schools, the Trial Urban District Assessment (TUDA) was created in 2002 to support improvements in student achievement in the nation’s largest urban school districts. In 2015, 21 urban school districts voluntarily participated in TUDA and can track achievement by subgroup on a single comparable assessment. Fortunately, DPSCD participates in TUDA, so district achievement rates on NAEP can be compared with state and national averages among students with disabilities and with other major city school districts.
Data in exhibits 3c through 3f show the percentage of students with disabilities in 2015 who scored basic/above in reading and math for all large city (TUDA) districts and the nation. The exhibits also show the percentage point differences between 2015 and 2009 for the TUDA districts that participated in 2009.
**Reading: Grade 4**
Fourth grade reading results for students with disabilities showed that some 23 percent scored at or above basic levels in all TUDA districts, a decrease of 1 percentage point from 2009. Nationally, some 33 percent of students with disabilities scored at this level.
---
52 For a full explanation of ED’s methodology, see How the Department Made Determinations under Section 616(d) of the Individuals with Disabilities Education Act in 2015: Part B http://www2.ed.gov/fund/data/report/idea/partbsspap/2015/2015-part-b-how-determinations-made.pdf
53 The Nation’s Report Card, retrieved from http://www.nationsreportcard.gov/.
54 TUDA scores include students who are Section 504 qualified. TUDA 2003-2013 results were retrieved from http://www.advocacyinstitute.org/blog/; and 2015 results were retrieved from http://nces.ed.gov/nationsreportcard/naepdata/.
In Detroit, 7 percent of students with disabilities scored basic/above, an increase of 1 percentage point from 2009. In 2015, TUDA averages ranged from 53 percent basic or above to 7 percent. Of the large cities, the highest averages were posted by Hillsborough County (53 percent), and Duval County (50 percent), and Miami-Dade County (47 percent). Miami-Dade County’s average increased the most, 17 points.
**Exhibit 3c. Reading Grade 4**
Some 36 percent of eighth grade students with disabilities scored at or above basic levels of proficiency in reading nationally in 2015 and some 30 percent scored at this level in TUDA districts. The nation's average fell by 1 percentage point from 2009, while TUDA districts increased their average by 5 percentage points.
In Detroit, 8 percent of students with disabilities scored at basic levels or above, an increase of 2 percentage points from 2009. In 2015, TUDA averages ranged from 53 percent to 8 percent. The highest averages were posted by Miami-Dade County (53 percent) and Duval County (49 percent). Miami-Dade County and New York City’s average scores increased the most, 14 percentage points.
**Exhibit 3d. Reading Grade 8**
**Math: Grade 4**
In fourth grade math, some 54 percent of students with disabilities scored at or above basic levels of proficiency nationally. Some 44 percent of students with disabilities scored at this level in TUDA districts. Students nationally decreased by 5 percentage points over the period, while students in TUDA districts decreased by 1 percentage point.
In Detroit, 17 percent of fourth graders with disabilities scored basic/above, an increase of 12 percentage points over 2009—the most of any city. In 2015, large city averages ranged from 75 percent to 14 percent. The highest averages were posted by Duval County (75 percent), Hillsborough County (66 percent), Austin (63 percent), and Miami-Dade County (62 percent).
**Exhibit 3e. Math Grade 4**
| City | 2015 | 2009 |
|---------------|------|------|
| ALL | 54% | 59% |
| Citrus | 44% | 45% |
| Alburquerque | 31% | 34% |
| Atlanta | 39% | 60% |
| Austin | 63% | 46% |
| Baltimore | 22% | 57% |
| Boston | 50% | 67% |
| Charlotte | 45% | 33% |
| Chicago | 25% | 24% |
| Cleveland | 29% | 5% |
| Dallas | 29% | 25% |
| Detroit | 52% | 26% |
| DC | 17% | 13% |
| Duval | 33% | 34% |
| Fresno | 75% | 19% |
| Hialeah | 17% | 13% |
| Hillsborough | 66% | 19% |
| Houston | 48% | 26% |
| Jeff KY | 45% | 12% |
| LAUSD | 30% | 13% |
| Miami | 62% | 30% |
| NYC | 46% | 28% |
| Philly | 14% | 17% |
| San Diego | 35% | 32% |
**Math: Grade 8**
In eighth grade math, some 32 percent of students with disabilities nationally and 24 percent in TUDA districts scored at basic levels or above. Since 2009, the nation’s rate fell by 4 percentage points, and TUDA’s rate remained the same.
In Detroit, 4 percent of students with disabilities scored basic/above, an increase of 1 percentage point over 2009. In 2015, large city averages ranged from 34 percent to 4 percent. Of the large cities, the highest averages were posted by Boston and Duval County (34 percent) and Miami-Dade County (33 percent). The District of Columbia increased the most, 11 percentage points.
**Exhibit 3f. Math Grade 8**
| City | 2015 | 2009 |
|---------------|------|------|
| ALL | 32% | 36% |
| Citrus | 24% | 24% |
| Alburquerque | 15% | 16% |
| Atlanta | 14% | 47% |
| Austin | 32% | 18% |
| Baltimore | 9% | 32% |
| Boston | 34% | 29% |
| Charlotte | 27% | 20% |
| Chicago | 16% | 14% |
| Cleveland | 8% | 3% |
| Dallas | 17% | 2% |
| Detroit | 4% | 13% |
| DC | 13% | 13% |
| Duval | 34% | 19% |
| Fresno | 6% | 26% |
| Hialeah | 32% | 13% |
| Hillsborough | 22% | 12% |
| Houston | 18% | 30% |
| Jeff KY | 12% | 28% |
| LAUSD | 33% | 23% |
| Miami | 23% | 16% |
| NYC | 16% | 32% |
| Philly | 22% | 17% |
| San Diego | 22% | 32% |
Statewide Assessments
MDE’s Michigan Student Test of Educational Progress, or M-STEP, is a summative assessment and is administered to students in the following grades and subjects: English language arts and mathematics in grades 3–8; science in grades 4, 7 and 11; and social studies in grades 5, 8 and 11. The Michigan Merit Examination (MME) is a general assessment for students in grade 11. The MME includes a free SAT with essay and M-STEP ELA and mathematics assessment; M-STEP science and M-STEP social studies components; and ACT WorkKeys.
Statewide English Language Arts (ELA) and Math Assessments
Exhibit 3g shows the percentages of students with disabilities who scored proficient or above on statewide ELA and math assessments from 2011-12 to 2015-16, when MDE changed its assessment.
- **English Language Arts.** In 2012-13, Detroit students with IEPs increased their rate of proficient/above scores by 7.6 percentage points from the previous year’s 33.1 percentage. This progress stopped in 2013-14 when the percentage dropped from 40.7 percent to 38.9 percent, and then dropped again in 2014-15 to 35.2 percent. Under a new assessment in 2015-16, the rate dropped to 18.7 percent.
- **Math.** Between 2011-12 and 2014-15, students with IEPs consistently increased their rate of proficient or above from 21.4 percent to 36.2 percent. The rate dropped to 18.8 percent with the new assessment in 2015-16.
Exhibit 3g. ELA and Math: Proficient/Above Percentages for DPSCD Students with IEPs
| | ELA | Math |
|-------|-------|------|
| 2015-16 | 18.7% | 18.8% |
| 2014-15 | 35.2% | 36.2% |
| 2013-14 | 38.9% | 30.0% |
| 2012-13 | 40.7% | 28.3% |
| 2011-12 | 33.1% | 21.4% |
MDE’s Alternate Assessment
I-Access is Michigan’s alternate assessment system, which consists of three assessments designed for students who have (or function as if they have) a significant cognitive impairment. For such students to participate in this system, the IEP team must determine that general assessments, even with accommodations, are not appropriate. Under the *Every Student Succeeds Act*, rather than placing a cap on alternate assessments at the district level, the law established a
---
55 Achievement data were not provided by DPSCD. Information for this section was retrieved from the CDE website. The district’s data was retrieved from [http://ayp.cde.ca.gov/reports/Acm2015/2015APRStAYPReport.aspx?cYear=&allCd=3467439&cChoice=AYP14b](http://ayp.cde.ca.gov/reports/Acm2015/2015APRStAYPReport.aspx?cYear=&allCd=3467439&cChoice=AYP14b) and state data were retrieved from [http://ayp.cde.ca.gov/reports/acm2015/2015APRStAYPReport.aspx](http://ayp.cde.ca.gov/reports/acm2015/2015APRStAYPReport.aspx).
state cap of 1.0 percent in the number of participating students. A state may not pass on this cap to LEAs and prohibit them from assessing more than 1.0 percent of its students using an alternate assessment. However, LEAs exceeding this participation rate must provide justification for this outcome, and states must publish the LEA’s justification and provide oversight to LEAs that exceed the 1.0 rate.
Based on data MDE collected from spring 2017 assessments, the current rate of Michigan students taking an alternate assessment is 2.4 percent in ELA, 2.4 percent in math, and 2.3 percent in science. As allowable under ESSA, MDE asked the U.S. Department of Education to waive the 1.0 percent cap for the state’s 2018 assessments. The waiver is required to:
- Demonstrate that Michigan has tested at least 95 percent of all students and 95 percent of students with disabilities across all summative assessments; and
- Provide assurances that LEAs contributing to the state’s exceeding the 1.0 percent cap have adhered to MDE’s participation guidelines and address any disproportionality in any sub-group of students taking the alternate assessment.
**DPSCD Practice**
MDE’s 2015-16 report for the district showed that fewer than 95 percent of students with IEPs participated in the statewide assessment in the prior school year (92.39 percent for ELA and 90.65 percent for math).\(^{56}\) Furthermore, according to data MDE provided to the Council team, the district significantly exceeded the 1.0 percent rate for students using an alternate assessment (5.8 percent in ELA, 5.7 percent in math; and 5.5 percent in science.) As a result, district IEP teams will likely be monitored to determine their adherence to MDE’s alternate assessment participation guidelines and the district may have to address any disproportionality by student subgroup. Although some students may be from other districts who attend DPSCD’s specialized programs, the number is not likely to substantially reduce the percentage of students taking an alternate assessment.
**Educational Settings for Students with Disabilities**
Research has consistently shown a positive relationship between inclusive instruction and better outcomes for students with disabilities, including higher academic performance, higher likelihood of employment, higher participation rates in postsecondary education, and greater integration into the community. The 10-year National Longitudinal Transition Study-2 (NLTS 2) described the characteristics, experiences, and outcomes of a nationally representative sample of more than 11,000 youth ages 13 through 16 who were receiving special education services in grade seven or above when the study began in 2001. The study found that, while more time spent in general education classrooms was associated with lower *grades* for students with disabilities compared to their non-disabled peers, students who spent more time in general settings were closer to grade level on standardized math and language *tests* than were students with disabilities who spent more time in separate settings.\(^{57}\) Research also shows that including students with a range of
\(^{56}\) Retrieved from MDE Special Education Public Reporting – Indicator Report Summary.
\(^{57}\) Review of Special Education in the Houston Independent School District, Thomas Hehir & Associates Boston, Massachusetts, page 25, retrieved at
disabilities in general education classes did not affect the achievement of their non-disabled peers.\textsuperscript{58}
Similar results were found in a comprehensive study of school districts in Massachusetts. There, students with disabilities who were in full-inclusion settings (80 percent or more of the school day in general education classrooms) appeared to outperform similar students who were not included to the same extent in general education classrooms with their non-disabled peers. On average, these students earned higher scores on the statewide assessment (MCAS), graduated high school at higher rates, and were more likely to remain in their local school districts longer than students who were educated in substantially separate placements 40 percent or less of the day in a general education classroom. These findings were consistent across elementary, middle, and high school years, as well as across subject areas.\textsuperscript{59}
MDE’s systemic improvement plan reinforces the importance of effective general education and supports in improving educational outcomes for students with disabilities.
[S]tudents with [IEPs] need a high-quality general education environment in order to succeed. Special education can provide effective support services; however, this is in combination with a general education environment that successfully addresses various needs of all learners through a differentiated response system.\textsuperscript{60}
The SPP tracks students educated in one of three educational settings and sets targets for each: (1) in general education 80 percent or more of the day, (2) in general education less than 40 percent of the day, i.e., in separate classes, and (3) separate schools. States are expected to collect data on a fourth educational setting (in general education between 79 percent and 40 percent of the time), but the SPP indicator does not monitor this setting.
\textbf{Comparison of Rates for District, State, and Nation}
Data in exhibit 3h show the composition of district students with IEPs in the four educational settings in 2017-18. Data compare DPSCD with Wayne RESA, Michigan, and national rates.\textsuperscript{61}
- \textbf{In General Education At least 80 Percent of the Time}. The district’s 54 percent rate for students in this setting is 8 percentage points lower than the state target, and lower than
\textsuperscript{58} See A. Kalambouka, P. Farrell, A. Dyson, & I. Kaplan. (2007, December). The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. \textit{Educational Research}, 49(4), 365–382.
\textsuperscript{59} Thomas Hehir & Associates (2014, August) Review of Special Education in the Commonwealth of Massachusetts: A Synthesis Report, Boston, Massachusetts, retrieved at http://www.doe.mass.edu/sped/hehir/2014-09synthesis.pdf
\textsuperscript{60} Retrieved from apr-2013b-mi-indicator17-compiled-with-appendices-biblio-bkmrks-phasei.pdf at page 6.
\textsuperscript{61} State, Wayne RESA, and DPSCD 2016-17 rates were retrieved from MI School Data at https://www.mischooldata.org/SpecialEducationEarlyOn2/DataPortraits/DataPortraitsSummary.aspx?Common_Locations=1,D,1078,119,0&Common_SchoolYear=18&Common_SpecEdReportCategory=EducationalSetting6to21&Common_SpecEdTestingGroup=GenEd80. National data were retrieved from 2016-17 Part B Child Count and Educational Environments (Nov. 1, 2017) at https://www2.ed.gov/programs/ospeidea/618-data/static-tables/index.html#partb-cc.
Wayne RESA, the state, and the nation (70 percent, 67 percent, and 63 percent, respectively).
- **In General Education Between 40 and 79 percent of the Time.** The district’s 7 percent rate for this setting is close to Wayne RESA and lower than the state and nation (15 percent and 18 percent, respectively). There is no state target for this environment.
- **In General Education Less than 40 Percent of the Time.** Generally considered to be a self-contained special education class setting, the district’s 27 percent rate is 17 percentage points higher than the state target, Wayne RESA, the state average, and the national average (14.3 percent, 10.9 percent, and 13.4 percent, respectively). When excluding students from other districts who attend DPCSD, DPCSD’s rate increases slightly to 28 percent.
- **Separate Schools.** The district’s 12 percent of students with disabilities who attended separate schools is 8 percentage points higher than the state level, and higher than Wayne RESA, the state, and the national average (18 percent, 13 percent, and 3 percent, respectively). Excluding students from other districts, DPSCD’s rate decreases to 9 percent.
**Exhibit 3h. Percentage of Students by Educational Setting (2016-17)**
| | At Least 80% of Time | 40% to 79% of Time | Less than 40% of Time | Separate Schols |
|------------------|----------------------|--------------------|-----------------------|----------------|
| DPSCD | 54% | 7% | 27% | 12% |
| Wayne RESA | 70% | 8% | 14% | 6% |
| State | 67% | 15% | 11% | 5% |
| State Target | 62% | | 10% | 4% |
| Nation | 63% | 18% | 13% | 3% |
Based on 2016-17 data, MDE notified the district in a May 15, 2017 letter that the district’s percentages of students in various educational settings did not meet state thresholds. Although the state did not require any immediate action, the letter indicated that the district’s data for the 2017-18 school would be reviewed. If DPSCD continues to have data that does not meet established state targets, MDE indicated that the district may be scheduled for a monitoring visit later. State representatives indicated that MDE was expecting RESA to become more active in executing its oversight responsibilities in monitoring school districts receiving IDEA and state funds through the intermediate school district.
**Educational Setting Rates by Grade**
Data in exhibit 3i show that the percentage of secondary grade students educated in separate classes (in general education less than 40 percent of the time) decreases from 37 percent (grade 8) to 21 percent (grade 12). The percentage of students in separate center schools increases from 6 percent (grade 8) to 19 percent (grade 12). A relatively small percentage of students are educated in general education classes between 40 percent and 79 percent of the time. As shown in exhibit 3j, one would expect that a higher proportion of students would be served in the 40 to 79 percent
setting compared to state and national rates. No discernable pattern exists in the least restrictive environment (general education at least 80 percent of the time), which has higher percentages at both lower and upper grades.
- **General Education At least 80 Percent of the Time.** Rates begin to decrease from first grade’s 67 percent to 48 percent in grade 8. The rates then increase at the secondary grade level from 55 percent (grade 9) to 69 percent (grade 11).
- **General Education Between 40 and 79 percent of the Time.** Rates increase from first grade’s 2 percent to 19 percent in grade 8. At the secondary grade level, the rates decrease from 8 percent (grade 9) to 3 percent (grade 12).
- **General Education Less than 40 Percent of the Time.** Rates increase from 29 percent (grades 1 and 2) to 37 percent (grade 8). At the secondary grade level, the rates decrease from 25 percent (grade 9) to 21 percent (grade 12).
- **Separate Schools.** Rates increase through the elementary school grades, from 2 percent (kindergarten) to 6 percent (grade 8). The rate jumps to 12 percent (grade 9) and to 19 percent (grade 12, which includes students remaining in school for secondary transition services).
**Exhibit 3j. Percentage of Students by Grade and by Educational Setting**
| Grade | Separate Schools | GenEd < 40% | GenEd 40%-79% | GenEd > 79% |
|-------|------------------|-------------|---------------|-------------|
| 1 | 2% | 29% | 2% | 67% |
| 2 | 3% | 29% | 6% | 62% |
| 3 | 5% | 33% | 7% | 55% |
| 4 | 4% | 30% | 10% | 57% |
| 5 | 4% | 35% | 10% | 50% |
| 6 | 7% | 34% | 10% | 49% |
| 7 | 6% | 36% | 8% | 50% |
| 8 | 6% | 37% | 10% | 48% |
| 9 | 12% | 25% | 8% | 55% |
| 10 | 7% | 21% | 5% | 67% |
| 11 | 11% | 17% | 3% | 69% |
| 12 | 19% | 21% | 3% | 57% |
**Educational Setting Rates by Disability Areas**
Data in exhibit 3j show the percentages of district students with IEPs in six major disability areas and severe multiple impairments (SXI) by educational setting. In the area of speech/language impairments, 99 percent of students were educated in general education classes at least 80 percent of the time. Only two other disability areas, specific learning disabilities and other health impairments, show more students educated inclusively in this setting (76 percent and 75 percent, respectively). Students with autism, cognitive impairment, and severe multiple impairment are educated outside of general education most of the school day.
- **General Education At least 80 Percent of the Time.** Students with a specific learning disability and other health impairment spend the most time in this setting (76 percent and 75 percent,
respectively). They are followed by students with an emotional impairment (45 percent). Rates for students with autism, cognitive impairments, and severe multiple impairments are 17 percent, 9 percent, and 0 percent, respectively.
- **General Education Between 40 and 79 percent of the Time.** Small percentages of students spend their time in this environment, ranging from 12 percent (specific learning disability) to 0 percent (and severe multiple impairment).
- **General Education Less than 40 Percent of the Time.** Disability categories with the largest rates of students with IEPs educated in separate classes are autism and cognitive impairment (63 percent and 62 percent, respectively). Emotional impairment has the next highest rate (47 percent). Students with a specific learning disability, other health impairment, or severe multiple impairment have the smallest rates (12 percent, 15 percent, and 3 percent, respectively).
- **Separate Schools.** With a rate of 97 percent, almost all students with severe multiple impairments are educated in separate schools or centers. Other students educated in this restrictive setting are those with autism and cognitive impairments (6 percent and 14 percent, respectively). Note that while some students with emotional impairments attend one of the district’s two therapeutic day schools, district data did not include numbers for these students.
**Exhibit 3j. Percentages of Students by Disability and Educational Setting**
| | SLD | OHI | EI | ASD | CI | SXI |
|-------|-----|-----|-----|-----|-----|-----|
| Sep School | 0% | 0% | 0% | 14% | 6% | 97% |
| <40% | 12% | 15% | 47% | 63% | 62% | 3% |
| 40%-79%| 12% | 9% | 8% | 5% | 3% | 0% |
| >79% | 76% | 75% | 45% | 17% | 9% | 0% |
**Educational Setting Rates by Race/Ethnicity**
Data on the four educational settings by race/ethnicity are shown below (exhibit 3k). Risk ratio data by race/ethnicity are shown in Exhibit 3l.
**By Percentages of Students**
The following summarizes the percentages of students with IEPs by race/ethnicity in each of the three SPP-measured educational settings.
- **General Education At least 80 Percent of the Time.** Compared to 54 percent of all students with IEPs, Hispanic students are educated in this setting at a higher rate (67 percent), and Arabic students at a much lower rate (14 percent).
• **General Education Less than 40 Percent of the Time.** Compared to 27 percent of all students with IEPs, Arabic students are educated in this setting at a higher rate (34 percent), and Hispanic students at a much lower rate (18 percent).
• **Separate Schools.** Compared to 12 percent for all students with IEPs, Arabic students are educated in this setting at a much higher rate (51 percent), and Hispanic students at a much lower rate (5 percent).
**Exhibit 3k. DPSCD Educational Settings by Percentages of Students by Race/Ethnicity**
| | Gen Ed At Least 80% | Gen Ed 40%-79% | Gen Ed <80% | Special School |
|----------------|---------------------|----------------|-------------|----------------|
| Black | 53% | 6% | 29% | 12% |
| White | 44% | 8% | 29% | 19% |
| Hispanic | 67% | 10% | 18% | 5% |
| Arabic | 14% | 2% | 34% | 51% |
| All | 54% | 7% | 27% | 12% |
**By Risk Ratios**
With one exception, students with IEPs from one racial/ethnic group are not more likely to be placed in any educational settings than other students with IEPs. The exception is for Arabic students, who are 4.43 times more likely than all others to receive instruction in a separate school.
**Exhibit 3l. DPSCD Educational Settings by Risk Ratios**
| | Gen Ed At Least 80% | Gen Ed 40%-79% | Gen Ed <80% | Special School |
|----------------|---------------------|----------------|-------------|----------------|
| Black | 0.88 | 0.81 | 1.27 | |
| White | 0.56 | 1.23 | 1.48 | |
| Hispanic | 1.56 | 1.05 | 0.66 | |
| Arabic | 1.16 | 1.65 | 0.16 | 4.43 |
To determine the extent to which out-of-district Arabic students affected their disproportionately high placement rates in special schools, we calculated district data without these
students. Overall, 21 of 59 Arabic students are from other districts. Among DPSCD’s Arabic students who reside in the district, 36 percent are educated in special schools; and they are 3.9 times more likely than other students with IEPs to be educated in this setting. Thus, although their risk ratio was lower than the 4.43 figure that includes these students, their placement risk continued to be high. The team understands that center-based programs attract families, so the rates may be elevated for that reason.
**Suspension and Expulsion Rates**
Another critical issue that affects the achievement of students with disabilities is time out of school due to suspensions. Indicator 4 of the state performance plan measures out-of-school suspensions for more than 10 days, as well as suspensions of students with disabilities by race/ethnicity. Under U.S. Department of Education’s regulation, which is supposed to go into effect in the 2018-19 school year (but may be postponed), significant disproportionality is to be measured (using a risk ratio and alternate risk ratio for small cell numbers) on:
- Out of school suspensions (OSS) of 1-10 days, and more than 10 days;
- In-school suspensions (ISS) of 1-10 days, and more than 10 days;
- Removals to an interim alternative education setting; and
- Removals by a hearing officer.
The information below summarizes OSSs for students with and without IEPs. The district did not provide requested data on ISSs.
**Out-of-School Suspensions**
The information below for 2017-18 describes the district’s OSSs by grade and by race/ethnicity for students with and without IEPs for periods of 1-10 days and more than 10 days. In each category, students with IEPs were suspended at rates that were higher than students without IEPs, and the rates increased significantly at seventh grade. Also, African American students with IEPs had suspension rates and risks of suspension far higher than other students with IEPs. In addition, focus group participants reported that they thought suspensions were being under-reported because some students were being sent home “unofficially” and not recorded.
**Number of OSS Days (Percentages and Disability Risk Ratios)**
Data in exhibit 3m shows the percentage of students with and without IEPs who received an OSS for 1 to 5 days, 6 to 10 days, and more than 10 days. Small percentages of both groups received an OSS for more than five school days. Compared to students without IEPs, larger percentages of students with IEPs have suspensions of 1 to 5 days (55 percent to 33 percent, respectively). Using a risk ratio, students with disabilities were not any more likely than their typical peers to receive an OSS for any number of days. The highest risk among students with disabilities (1.67) was for OSSs (consecutive or cumulative) of less than six school days.
Exhibit 3m. Percentage of OSS for Students with IEPs and without IEPs (1-10 Days)
| | 1 - 5 Days | 6 - 10 Days | More than 10 Days |
|------------------|------------|-------------|-------------------|
| % of IEP Suspended | 55% | 0.20% | 1.00% |
| % No IEP Suspended | 33% | 0.21% | 0.84% |
| Disability Risk Ratio | 1.67 | 0.73 | 1.14 |
Number of OSSs by Grade and Length
Data in exhibit 3n show the number of OSSs from 1 to 5 and over 10 school days for students with and without IEPs. Figures for OSSs of 6 to 10 days are not shown since they are small: 13 for students with IEPs – with more high school students (8) than elementary school students (5); 65 students without IEPs – with more for high school students (66) than elementary school students (23).
- **OSSs of 1 to 5 Days**
- **IEP.** OSSs increase from kindergarten to sixth grade, and then taper off through high school.
- **No IEP.** OSSs increase from kindergarten through eighth grade, and then begin to taper off in ninth grade.
- **OSS of More than 10 Days.** The pattern among students with and without IEPs is more similar for OSSs of more than 10 days. Among both groups of students, suspensions increase from kindergarten, reach their highest numbers in grade 8, and then steadily decrease through high school.
Exhibit 3n. Number of OSSs by Grade for Students With/Without IEPs
| Grade | IEP 1-5 | NO IEP 1-5 | NO IEP >10 | IEP >10 |
|-------|---------|------------|------------|---------|
| K | 33 | 221 | 1 | 0 |
| 1 | 126 | 603 | 3 | 0 |
| 2 | 195 | 1130 | 15 | 1 |
| 3 | 334 | 1434 | 18 | 1 |
| 4 | 350 | 1319 | 21 | 5 |
| 5 | 414 | 1534 | 22 | 5 |
| 6 | 541 | 1888 | 28 | 2 |
| 7 | 565 | 1540 | 44 | 9 |
| 8 | 608 | 1482 | 60 | 17 |
| 9 | 456 | 1145 | 58 | 10 |
| 10 | 367 | 826 | 46 | 12 |
| 11 | 212 | 550 | 23 | 9 |
| 12 | 139 | 506 | 21 | 4 |
OSSs by Race/Ethnicity Percentage and Risk Ratio
Data in exhibit 3o show OSSs among students with disabilities by length of suspension, race/ethnicity, and risk ratios by race/ethnicity. Cells without data had very low numbers.
With 52 percent of all black students with IEPs suspended for 1 to 10 days, these students were 2.59 times more likely than other students with IEPs to be suspended for this period. Of all black students with IEPs, 0.9 percent were suspended for more than 10 days, and they were 1.91 times more likely than others to receive an OSS for this length of time. Among all 72 OSSs in this time category, the breakdown was: 32 for 11-20 days; 28 for 21-to-30 days; 1 for 41-50 days; and 2 for 151-200 days.
Percentages and risk ratios for other student groups with OSSs of 1 to 10 days were:
- **Hispanic Students.** 45 percent suspended, with a risk ratio of 0.29
- **White Students.** 15 percent suspended with a risk ratio of 0.93
- **Other Students.** 16 percent suspended with a risk ratio of 0.32
Exhibit 3o. OSS Race/Ethnic Risk Ratios for Students with IEPs
| | Percentage 1 - 10 Days | Percentage >10 Days | Risk Ratio 1 - 10 Days | Risk Ratio >10 Days |
|----------------|------------------------|---------------------|------------------------|---------------------|
| Black | 52% | 0.9% | 2.59 | 1.91 |
| Hispanic | 45% | | 0.29 | |
| White | 15% | | 0.93 | |
| Other | 16% | | 0.32 | |
Focus Group Participant Feedback
There were numerous concerns that school personnel do not meet all procedural requirements for students who are removed from school or class for disciplinary reasons, e.g. tracking removals appropriately, tracking number of days removed, convening manifestation determination meetings, etc. Participants told the team about a promising new initiative involving 15 schools with emotional impairment programs that would support students’ social/emotional needs. The district’s two behavior specialists were assisting with this initiative.
Academic Instruction, Intervention, and Supports
A fundamental goal of the common core state standards (CCSS) was to create a culture of high expectations for all students. In a statement on the application of the common core to students with disabilities, the CCSS website includes a visionary statement that reinforces this intent:
Students with disabilities … must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including
college and/or careers.” These common standards provide historic opportunity to improve access to rigorous academic content standards for students with disabilities.\(^{62}\)
The statement underscores the supports and accommodations that students with disabilities need to meet high academic standards and fully demonstrate their conceptual and procedural knowledge and skills in ELA (reading, writing, speaking, and listening) and mathematics. These expectations for students with disabilities include the following elements:
- **Instruction and related services** designed to meet the unique needs of students with disabilities and enable them to access the general education curriculum.
- **Teachers and specialized instructional support personnel** who are prepared and qualified to deliver high-quality, evidence-based, and individualized instruction and support.
- **Instructional supports for learning** that are based on the principles of universal design for learning (UDL), which foster student engagement by presenting information in multiple ways and allowing diverse avenues of action and expression.\(^{63}\)
- **Instructional accommodations** that reflect changes in materials (e.g., assistive technology) or procedures that do not change or dilute the standards but allow students to learn within the CCSS framework.
The general education curriculum refers to the full range of courses, activities, lessons, and materials routinely used by the general population of a school. Students with disabilities have access to this curriculum when they are actively engaged in learning the content and skills that are being taught to all students. To participate with success in the general curriculum, a student with a disability may need additional services, such as instructional supports, accommodations, scaffolding, assistive technology, and other services. With a universal design for learning (UDL) approach, information is presented in varied ways, allowing multiple avenues of learning and expression.
When special educators teach students from multiple grades in a single self-contained class, it is difficult for them to focus on each grade’s content standards with any depth or effectiveness. When schools are organized in an inclusive manner, on the other hand, they are better able to support students with various disabilities and enable them to attend the school they would otherwise attend if not disabled. This model enables more students with disabilities to attend schools in their community, supports a more natural distribution of students with disabilities at each school, and reduces transportation time and costs. Still, general education instruction must be meaningful for students with disabilities, and their presence in the classroom, alone, is insufficient to make it so.
\(^{62}\) Retrieved at [http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf](http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf).
\(^{63}\) UDL is defined as “a scientifically valid framework for guiding educational practice that (a) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (b) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.” by Higher Education Opportunity Act (PL 110-135). See the National Center on Universal Design for Learning at [http://www.udlcenter.org/](http://www.udlcenter.org/).
Instruction and Specialized Support for Students in General Education Classes
The U.S. Department of Education and the states collect data on the two educational environments in which students are instructed in general education classes nearly half of the school day: at least 80 percent of the time and between 79 percent and 40 percent of the time. (See exhibits 3n and 3o, respectively). Overall, a smaller percentage of students in Detroit are educated in one of these inclusive environments than is the average across the state or nation (58.8 percent, 67.5 percent, and 82.1 percent, respectively).
**General Education At Least 80% Of The Time**
A higher percentage of district students are educated in this setting in two disability categories compared to others: specific learning disability (76 percent) and other health impairment (75 percent).\(^{64}\) In addition, a higher percentage of students with an emotional impairment are educated in this setting compared to the state and national averages (45 percent, 15 percent and 19 percent, respectively). (See exhibit 3p.)
Conversely, a lower percentage of district students who have a hearing impairment (41 percent, 70 percent, and 62 percent), autism (17 percent, 45 percent, and 40 percent, respectively), a severe multiple impairment (0 percent, 30 percent, and 48 percent), and a cognitive impairment (9 percent, 15 percent, and 17 percent, respectively) are educated inclusively compared to state and national averages.
**Exhibit 3p. General Education At Least 80 percent of the Time**
| | SLD | OHI | EI | HI | ASD | CI | SXI |
|-------|-----|-----|-----|-----|-----|-----|-----|
| DPSCD | 76% | 75% | 45% | 41% | 17% | 9% | 0% |
| State | 77% | 73% | 15% | 70% | 45% | 15% | 30% |
| Nation| 72% | 68% | 19% | 62% | 40% | 17% | 48% |
**General Education Between 79 Percent and 40 Percent of the Time**
Generally, DPSCD students are instructed in general education classes between 79 percent and 40 percent of the time at lower rates than students across the state and nation. The only exception is among students with a hearing impairment (20 percent, 13 percent, and 16 percent, respectively). (See exhibit 3q.)
\(^{64}\) Almost all students with a speech/language impairment are educated in general education classes at least 80 percent of the time.
Except for students receiving speech/language services only, students educated half the time or less outside of a specialized program generally receive resource services. Data in Exhibit 3r show the number of resource classes in schools by school grade level and in application high schools. Every school has at least one resource class and one high school has 11 classes.
- **Elementary Grades.** With 91 classes, these schools have from one to four resource classes each.
- **Elementary and Middle Grades.** With 21 classes, these schools have either one or two classes.
- **High Schools.** With 82 classes, these schools have from 1 to 11 classes each.
- **Application High Schools.** With 14 classes, two schools each have 1 class, one school has 2 classes, and one school has 10 classes.
Students from Other Districts Attending DPSCD Resource Classes
Data provided by DPSCD show that 188 (42.6 percent) students from other districts receive resource special education services in district schools. The Council team assumes that these students attend district schools under the state’s school choice program and not because their home districts’ have no appropriate services for them.\(^{65}\)
Instruction for Students in Specialized Programs
School districts that operate without an MTSS framework often organize special education by programs predicated on a theory of “specialization” that students with common characteristics can be matched to a specific program. In reality, such programs often include students with a large range of achievement and behavior, as well as students with characteristics that fall between program types. Such specialization can sometimes perpetuate the myth that student needs can be addressed fully with correct program matches based upon a prescribed set of characteristics. If a student is failing, then it is presumed to be because he or she is simply in the wrong program, so a new one is sought to provide a better fit. In such circumstances, there is pressure to create more specialized and categorical programs rather than creating a broad framework for general-education instruction and behavioral supports based on student need.
Configuration of DPSCD Specialized Programs
The district has numerous specialized programs. Programs on which the district provided data included autism spectrum disorder (ASD), emotional impairment (EI), cognitive/emotional impairment (EI/CI) dual diagnosis, hearing impairment (HI), mild cognitive impairment (MICI), moderate cognitive impairment (MOCI), physical impairment or other health impairment (POHI), physical impairment (PI), severe cognitive impairment (SCI), severe multiple impairment (SXI), specific learning disability (SLD), visual impairment (VI), and older students work skills and project search. In addition, DPSCD has a day treatment program, but the district did not report data. In addition, DCPSD operates an early intervention program for children birth through two years of age, and early childhood special education (ECSE) for children three through five years of age.
DPSCD’s categorical program delineations are based on Michigan Administrative Rules for Special Education (MARSE), which contain descriptions of these programs along with requirements for the maximum number of students per special educator and paraprofessional. Several DPSCD’s programs are operated in coordination with Wayne RESA to meet obligations under Michigan’s Act 18. These coordinated activities include ASD, day treatment, CI/EI dual diagnosis, HI, MOCI, POHI, SCI, SXI, VI, Early Intervention (birth to 3) and Work Skills. DPSCD has written descriptions of each program, along with entrance and exit criteria.
Unlike other school districts that the Council team has reviewed, Detroit’s configuration of services appears to be unduly categorical, referencing disability areas rather than common student needs. The team was told by interviewees that students with various disabilities may be educated in a program having a different disability name, but there is no state mandate requiring
\(^{65}\) The data system does not differentiate between students from other districts attending DPSCD because of choice or pursuant to Wayne RESA’s regional plan.
program labels to be categorical in nature. Any changes would require coordination with Wayne RESA.
**Impact on Transportation**
Some 40 percent of students with IEPs, or 3,398 students, are provided door-to-door transportation. This rate is affected by several factors, including the placement of specialized programs in schools that agree to host them. Also, the district has not used a protocol or decision tree to guide IEP transportation decisions on whether a student requires door-to-door service.
Students can be on a bus for 1.5 hours each way, and the team was told in focus groups that it can take one to five days—and as many as 10 days—to execute a new transportation route. There were varying reasons given for delayed transportation routes. Delays may occur because school personnel do not exit a student in a timely manner. Delays may also occur in entering student information into the transportation system. If parents are unable to transport their child to a new school before the bus route is initiated, the student remains at home. Reportedly, this process sometimes takes weeks to resolve.
**Specialized Programs in Regular Schools**
Data in exhibit 3s shows the percentages of students receiving instruction in general education classes less than 40 percent of the time. DPSCD educates a higher percentage of students in this setting compared to state and national averages in every disability category—except for severe multiple impairment (almost entirely educated in special schools) and emotional impairment (no data provided for day treatment programs.)
**Exhibit 3s. Education in General Education Classes Less Than 40 Percent of the Time**
| | ASD | CI | EI | HI | OHI | SLD | SXI |
|-------|-----|-----|-----|-----|-----|-----|-----|
| DPSCD | 63% | 62% | 47% | 35% | 15% | 12% | 3% |
| State | 27% | 44% | 68% | 10% | 7% | 3% | 1% |
| Nation| 34% | 50% | 49% | 12% | 9% | 5% | 14% |
**Number of Specialized Classes by Regular School Grade Level**
Data in exhibit 3t show the number of regular schools having between zero and 13 specialized classes by school type. Generally, having numerous specialized classes negatively affects a principal’s ability to support the provision of intensive educational/related service needs, the coordination of transportation services, and other services.
• **Elementary and Middle School Grades.** Twenty schools have no specialized classes; 7 schools have 1 class; 15 schools have 2 classes; 9 schools have 3 classes; 8 schools have 4 classes; and 5 schools have between 5 and 13 classes.
• **High Schools.** Six schools have no specialized classes; 3 have one class; 2 have two classes; 1 school has three classes; 4 schools have 4 classes; and 2 schools have 8 and 9 classes, respectively.
**Exhibit 3t. Number of Specialized Classes by Regular School Grade Level**
| | Elementary | Elementary & Middle | High School |
|-------|------------|---------------------|-------------|
| 0 | 8 | 12 | 6 |
| 1 | 1 | 6 | 3 |
| 2 | 6 | 9 | 2 |
| 3 | 1 | 8 | 1 |
| 4 | 2 | 6 | 4 |
| 5 | | | |
| 6 | | | |
| 7 | | | |
| 8 | | | |
| 9 | | | |
| 13 | | | |
**Number of Specialized Programs by Type of Program**
Data in exhibit 3u show the number of specialized programs by type. The most common programs were MICI, ASD, and SLD with 76, 70, and 61 classes, respectively. Programs with 27 to 23 classes included SXI, MOCI, EI and Work Skills. Areas with the smallest number of classes were SCI, PI, VI and Project Search--a total of 16 classes among them. The large proportion of specialized program classes for SLD is among the highest of other urban districts the Council team has reviewed.
**Exhibit 3u. Number of Specialized Programs by Type of Program**
| | Total Classes |
|-------|---------------|
| MICI | 76 |
| ASD | 70 |
| SLD | 61 |
| SXI | 27 |
| MOCI | 27 |
| EI | 24 |
| Work Skills | 23 |
| HI | 15 |
| POHI | 11 |
| SCI | 7 |
| PI | 4 |
| VI | 4 |
| Project Search | 1 |
Students from outside Detroit attend DPSCD’s specialized programs for various reasons. Some have IEPs for specialized programs that according to the Wayne RESA plan provide for placement in DPSCD. Others have parents that choose to have their students in the district under the state’s school-choice program. Reportedly, the district’s data system does not distinguish between these two reasons. Data in exhibit 3v show the number of students living out-of-district by program. These figures show that most students are educated in the following programs: moderate cognitive impairment (24 students), mild cognitive impairment (22), autism, emotional impairment and severely multiple impairment (19 each) and learning disabilities (17). Specialized programs of 10 or less include early intervention, early childhood, severe cognitive impairment, hearing impairment and physical impairment.
**Exhibit 3v. Number of Students in Specialized Programs from Other Districts**
| | Number |
|-------|--------|
| MOCI | 24 |
| MICI | 22 |
| ASD | 19 |
| EI | 19 |
| SMI | 19 |
| LD | 17 |
| EI | 10 |
| EC | 9 |
| SCI | 7 |
| HI | 9 |
| PI | 4 |
**Specialized Programs by School Types**
Data in exhibit 3w show the number of specialized programs by school type. Overall, the district operates some 300 specialized classes. The following are notable configurations.
- **SLD.** Thirty-one classes are at schools with elementary and middle school grades. Although the Council team was told that SLD classes are phased out at the high school level, data reported 15 classes at this level. According to district information, the SLD program is typically for students with high incident disabilities (SLD, EI, OHI) who require direct instruction services in all four core curricular areas.
- **EI.** This program is offered only at schools with elementary and middle school grades, and at special centers, which have 10 classes. No such classes are offered in regular high schools.
- **SXI, SCI, Work Skills, and Project Search.** These specialized programs are offered only at center schools. Although it is common for other school districts to house postsecondary transition programs for older youth in developmentally appropriate environments outside of regular high schools, it is not common that classes for severe multiple impairment and severe cognitive impairment programs be offered only in center schools.
- **PI and POHI.** There are 14 classes in this category at the elementary and middle school level, but no classes are offered at the high school level.
- **Examination Schools.** Only one specialized program class (ASD) is offered at the four high schools having an examination requirement.
Exhibit 3w. Number of Specialized Programs by School Types
| School Type | ASD | MICI | SLD | SXI | MOCI | EI | HI | POHI | SCI | PI | VI | Work Skills Search |
|------------------------------|-----|------|-----|-----|------|-----|-----|------|-----|-----|-----|-------------------|
| Elementary (N=138) | 33 | 34 | 25 | 0 | 6 | 13 | 11 | 10 | 0 | 4 | 2 | 0 |
| El & Middle (N=24) | 5 | 11 | 6 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 |
| High School (N=43) | 8 | 15 | 15 | 0 | 2 | 0 | 2 | 0 | 0 | 0 | 1 | 0 |
| MS & HS (N=2) | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Examination HS (N=1) | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Special Center (N=99) | 13 | 1 | 0 | 27 | 17 | 10 | 0 | 0 | 7 | 0 | 0 | 23 |
Percentage of Students with IEPs by School Type
Large variations in specialized classes produce large variances in percentages by school in students with IEPs. As data show in exhibit 3x, the percentage of students with IEPs by school varies from 1 percent to 56 percent.
- **Overall Percentage of Students with IEPs.** Schools with only middle grades have the highest percentages of students with IEPs (25 percent), followed by high schools (20 percent), elementary/middle grades (14 percent), and elementary grades (13 percent).
- **Percentage Ranges.** High schools have the widest range of percentages, ranging from 3 percent to 56 percent. Schools with elementary grades and elementary/middle school grades have comparable rates, ranging from 7 percent to 26 percent, and 5 percent to 28 percent, respectively. The range among schools with only middle grades and examination high schools is also wide. There are four schools with middle grades, two having rates of 3 percent and 4 percent, and two schools with rates of 25 percent and 29 percent. Similarly, two of four examination high schools have rates of only 1 percent each, and two have rates of 12 percent and 15 percent. As mentioned above, high disability rates have an impact on students with IEPs and the school community at large.
Exhibit 3x. Number of Schools by Type, and by School Type: Percentage of Students with IEPs, High Percentage and Low Percentage
| School Type | Number Schools | % IEPs | High % | Low % |
|-------------|----------------|--------|--------|-------|
| EL | 17 | 13% | 26% | 7% |
| El-MS | 49 | 14% | 28% | 5% |
| MS | 4 | 25% | 29% | 3% |
| HS | 19 | 20% | 56% | 3% |
| Examination | 4 | 4% | 17% | 1% |
| Special | 7 | 100% | | |
Percentage of Students with IEPs Enrolled in Examination and Application Schools
Examination high schools and application schools generally have disproportionately low percentages of students with IEPs and specialized programs. This means that most students having IEPs are placed into a specialized program and are unable to access these schools, making their options very limited.
As previously mentioned, two examination schools (Cass Technical and Renaissance) have only 1 percent of their students with IEPs. The two others (King and Southeastern) have rates of 17 percent and 13 percent. King has only one specialized program (ASD).
Data in exhibit 3y on the district’s 18 application schools show the percentages of students with IEPs and the numbers of specialized programs in each school. These figures show IEP rates that generally range from 3 percent to 16 percent.\(^{66}\) Two schools have rates of 25 percent. However, one of these schools (Ludington Magnet) has an honor’s program with only 4 percent students with IEPs while the Ludington magnet school’s rate is 29 percent. Although all the schools have resource services, 11 (61 percent) have no specialized programs. The remaining 7 schools have a total of 16 specialized programs (1 for SLD, 5 for ASD, 4 for MICI, 1 for MOCI, 2 for POHI, 2 for HI, and 1 for VI). One school has 1 class; three have 2 classes; and two each have 3 and 4 classes.
**Exhibit 3y. Percentage of Students with IEPs for Application Schools**
![Graph showing percentage of students with IEPs and number of specialized programs for each application school.]
**Case Study**
As a case study, the school with the largest percentage of students with IEPs is the Detroit Institute of Technology at Cody, which is one of three small schools at the facility. Overall, 56 percent of the school’s students have IEPs, which includes attendance in one of five specialized classes for students with cognitive impairments. When examining rates in grades 9, 10, 11, and 12, one sees that the figures are even more disproportionate (59 percent, 55 percent, 45 percent, and 62 percent). Rates in the 12\(^{\text{th}}\) grade include students participating in postsecondary transition
\(^{66}\) Data was not available for the number and percent of students with IEPs at Randolph High School CTC.
services and activities. By comparison, the other Cody high schools have high but somewhat smaller rates. Cody Medicine/Community Health school’s overall rate is 29 percent, but by grade is 19 percent, 40 percent, 29 percent, and 28 percent; the Cody Public Leadership school’s overall rate is 26 percent, and by grade is 26 percent, 31 percent, 11 percent, and 28 percent. Focus group feedback suggests that this inequitable enrollment of students with IEPs at Cody could be addressed in a reasonable way.
As the only high school in the far southwest region of the district, Cody is the “default” choice for students living in this area. Yet, the high number of specialized program classes have led to a disproportionately high enrollment of students at the Detroit Institute of Technology. Some relief could be achieved by considering the three schools as one for the purposes of special education.
**Focus Group Participant Feedback**
Compared to other special education reviews conducted by the Council’s team, there was less discussion in Detroit about the way special educators collaborated with and supported general educators in supporting students served by both. Very few examples were shared of co-teaching, structured time for collaboration and discussion, or professional development involving both general and special educators. Many interviewees expressed the need for stronger relationships between general and special education teachers, more support of students with IEPs in general education classes, and clarity of personnel roles.
Other focus-group comments included the following.
- **Assistive Technology.** All students with IEPs are considered for assistive technology. Parents and teachers have access to the district’s impressive assistive technology information center’s (ATTIC) lending library. The Lending Library has thousands of pieces of assistive technology, books, hardware, software, switch-activated toys, and more. There were concerns that students who would benefit from these services do not have them, especially students who are nonverbal.
- **School Cultures.** Some principals indicated that their schools have open and welcoming environments for students with disabilities. Other participants indicated that some principals resist having specialized programs at their buildings and others do not provide leadership for inclusive practices.
- **Literacy Acceleration.** There are insufficient resources to accelerate literacy skills among poor readers with disabilities. The district has begun to implement Voyager-Sopris Passport Journeys in the SLD and the mild cognitive impairment programs. Approximately 15 buildings are currently using the program.
- **Resource Service Model.** Typically, students are educated using a traditional ‘resource’ service model. This involves students leaving the general education class to receive education that may or may not be relevant to or support instruction based on core curricular standards.
- **Substituting for Absent Teachers.** A common theme among focus-group participants was that special educators are sometimes asked to substitute for absent general education teachers, taking them away from their own caseloads.
• **Large Class Sizes.** Maximum state class-size requirements are not consistently followed in the district, which negatively affects instruction. This circumstance is exacerbated by teacher shortages and teachers without the experience and training necessary to be effective. Large class sizes make it difficult to educate students with IEPs in general education. This factor may account for the relatively small percentage of students educated between 79 percent and 40 percent in general education classes. Although teachers are paid for “oversize” classes, participants believed that class sizes need to be reasonable before increasing general education inclusivity.
• **Prep Periods.** Some teachers in specialized program take advantage of their prep period only when a general educator or other teacher “takes their students,” according to interviewees. This is less an issue at the high school level where students have scheduled classes.
• **English Learners.** Once ELs are identified as needing special education, there is little support provided to address their language acquisition needs, unless the student is in a school specializing in bilingual education. Although special education teachers address students’ language needs, not all special educators have received training on the acquisition of a second language. Also, there are few curricular materials for ELs, including those with disabilities.
**Instruction for Students in Specialized Schools**
With a maximum state performance plan target of 4 percent for students attending a separate school, DPSCD’s rate is 12 percent. It is also higher than the 6 percent rate in Wayne RESA, 5 percent in the state, and 3 percent nationally. Some 922 of the district’s students with IEPs attend such schools. Together, the schools house 99 of the specialized program classes, including 23 in Work Study and 1 in Project Search. The largest number of classes are designed for severe multiple impairments (27), followed by autism spectrum disorder (13), moderate cognitive impairment (17), emotional impairment (10), severe cognitive impairment (7), and mild cognitive impairment (1). (See exhibit 3z.)
**Exhibit 3z. Number of Classes Per Specialized Program**
| | SXI | ASD | MOCI | EI | SCI | MICI |
|-------|-----|-----|------|-----|-----|------|
| Special Center | 27 | 13 | 17 | 10 | 7 | 1 |
**Percentage of Students by Specialized Program in Separate Schools**
As data show in exhibit 3aa, DPSCD’s rates for students receiving instruction in special centers are lower than the state and nation in the areas of cognitive impairment and emotional impairment. However, while figures show that no students with emotional impairments are educated in this setting, district data show there are 10 EI specialized program classes at center schools. District rates are the same as the state for students with hearing impairments. It is also important to note that almost all students with a severe multiple disability (97 percent) are educated in this setting, compared to 67 percent at the state and national levels.
Exhibit 3aa. Special Schools
| | SXI | ASD | CI | HI | EI |
|-------|-----|-----|-----|-----|-----|
| DPSCD | 97% | 14% | 6% | 4% | 0% |
| State | 67% | 11% | 17% | 4% | 10% |
| Nation| 67% | 11% | 17% | 8% | 10% |
**Students from Other Districts**
Of the 684 students educated in DPCSD’s special schools, 57 (8 percent) are from other districts, because of parent choice or pursuant to the Wayne RESA regional plan and the IEP stipulates the need for a separate facility.
**Focus Group Participant Feedback**
Some of the most serious concerns expressed to the Council team by interviewees concerned the operation of the district’s day treatment program at the two schools hosting Turning Point. Concerns included--
- **Diploma Track.** Reportedly, students who should be on a diploma track are issued a certificate of completion, because teachers certified to teach credit-bearing classes based on the core curriculum necessary for graduation are not available and because other required courses are unavailable.
- **Support for Behavior.** Student’s emotional/social and behavioral issues overwhelm instruction, and suspensions or expulsions are sometimes given in lieu of appropriate behavioral supports.
- **Procedural Issues.** Numerous procedural issues lead to due process hearings and state complaints.
- **Resources.** Instructional materials, including books, are insufficient and inadequate.
Additional concerns related to the district’s adherence to the Wayne RESA Plan for the Delivery of Special Education, the Act 18 Agreement, the Act 18 Budget process, and center program procedures. It was clear that DPCSD needs to clarify roles and responsibilities of administrators and staff members with respect to these requirements.
Generally, interviewees reported that appropriate materials and resources are available for students in other specialized programs. For example, it was reported that assistive technology was available for students. However, there were serious concerns about the operation of special school budgets, which are funded by Wayne RESA, and delays associated with schools’ timely access to budgeted funds to purchase materials. This issue is discussed further below in subsection IV under fiscal issues, Support for Teaching and Learning for Students with Disabilities.
Placement Center
The district relies on a single centralized placement center to provide various functions for new students with IEPs and students who are moving from one residence to another within the district. According to its webpage, the center’s specialists assist parents/guardians in enrolling their children in appropriate classrooms, including students with IEPs returning or coming to DPSCD from other school districts.\(^{67}\) Changes in placements will usually be ready for pick-up in 24 to 48 hours depending on the number of parents who seek service. For former DPSCD students with a current IEP, simple changes can be completed at a local school by fax. The center:
- Assists with placement of students based on their individualized education program.
- Assists with changing addresses and placements when students move.
- Monitors class sizes to ensure maintenance of compliance.
- Assists with assigning students to the appropriate teacher based on student program.
- Investigates compliance complaints and resolves them.
- Provides professional development to staff on changes in the IEP process.
In the past, the placement center had two administrators, half-time placement and half-time compliance personnel, and five clerical staff members. Currently, the center is staffed by one administrator, three clerical staff, and four IEP compliance specialists who assist when available. Generally, placement personnel match the student’s IEP to schools with a specialized program that is located closest to the student’s residence. When difficulties occur because classes have students above state numerical caps, special education supervisors are used to resolve the problem.
Placement Timeliness
According to DPSCD, as of February 2\(^{nd}\) there were 13 students waiting for initial placements, and 13 were waiting for changes in placements because of seat availability. A high proportion of these students have autism spectrum disorder. Some of these students have been at home for several months. Reportedly, homebound services are not being provided because the service is not medically necessary. Placement difficulties are exacerbated by the categorical nature and configuration of services for these students. As data in exhibit 3bb show, DPSCD students with ASD receive instruction at disproportionately higher rates in more restrictive environments compared to state and national figures.
- **General Education At Least 40 Percent of Time.** Only 5 percent of ASD students in the district are educated in this setting, compared to much higher rates at the state (18 percent) and national levels (16 percent).
- **General Education Less Than 40% of Time.** Some 63 percent of district students with ASD are educated in specialized classes, compared to much lower rates at the state (27 percent) and national levels (34 percent).
- **Separate Schools.** Some 14 percent of district students with ASD are educated in schools attended solely by students with disabilities compared to 11 percent of students at the state and
\(^{67}\) Retrieved from [http://detroitk12.org/admin/academic_affairs/special_education/placement_centers/](http://detroitk12.org/admin/academic_affairs/special_education/placement_centers/).
Exhibit 3bb. DPSCD Percentage of Students with ASD by Environment Compared to State/Nation
| | At Least 80% of Time | 40% to 79% of Time | Less than 40% of Time | Separate Schols |
|------------------|----------------------|--------------------|-----------------------|-----------------|
| DPSCD | 17% | 5% | 63% | 14% |
| State | 45% | 18% | 27% | 11% |
| Nation | 40% | 16% | 34% | 11% |
**Focus Group Participant Feedback**
The placement center and its processes generated considerable discussion during focus group sessions. The most notable concerns included--
- **Phone Line.** The use of one phone line at the center substantially restricts placement center access.
- **Reception.** Parents have been seen waiting for help with no person to greet them.
- **Incorrect Information.** Parents are sometimes told by school personnel that the school does not have the “correct” services for the student and to return to the placement center for another school option.
- **Transfer Notice.** School personnel are frustrated when not informed about a transfer-in student, and when the student arrives without required paperwork.
- **School-based Enrollment.** Various principals were open to the possibility of enrolling all new students at the school level, with support for appropriate student placements.
- **Temporary Placements.** There was confusion about whether “C-placements” or temporary placements continue to be an available option for students.
- **Caseload Review.** With small numbers of staff, it is difficult to complete the annual “close out process” where lead teachers from each school meet with center personnel to review caseloads.
**Overall Observation of DPSCD’s Configuration of Special Education**
The district’s configuration of special education services is based on an outdated model of categorical specialized programs and limited opportunities for education in general education classes, leading to long transportation times and inequitable enrollment by school of students with disabilities.
Since the 1980s, the nation’s school districts have been moving away from educating students in separate schools, which offer weaker instructional opportunities and lesser interaction with nondisabled peers. Under the influence of the federal Office for Civil Rights, state monitoring, and independent actions, there are many examples in Council member districts of effective instruction in regular schools for students who have characteristics like those in DPSCD rather
than in specialized programs or center schools. Personnel in Detroit do not seem well-versed in these models or the impact they have on students with IEPs. The team was very concerned that the senior executive director for special education had been given the charge of establishing new separate schools for students with autism, dyslexia, and deaf/blind for the 2019-20 school year. Furthermore, it appears that the district is taking steps to establish alternative schools for teenage mothers/fathers, students engaged in disruptive behavior, overage students, and chronically absent students. It is important that district leaders consider how students with IEPs will be affected, how they would be supported in such settings, or whether more proactive interventions in the regular schools could be used to avoid more segregated educational structures than what the district has already.
Furthermore, DPSCD needs to review schools with disproportionately high and low enrollments of students with IEPs to determine alternative approaches and more equitable placement of specialized programs, and to support effective instruction for more students in general education.
**Secondary Transition Services and Support**
In Michigan, school districts are to begin transition-planning for students with IEPs when each student is 16 years old. The planning process includes age-appropriate transition assessments, transition services, courses of study that will reasonably enable students to meet postsecondary goals, and annual IEP goals related to students’ transitional needs. Transition services and supports prepare students for employment and independent living through coordinated activities that promote movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and community participation.
The state performance plan (SPP) for special education includes four indicators on postsecondary transitions for youth with IEPs:
*Indicator 1.* Percentage graduating from high school with a regular diploma
*Indicator 2.* Percentage of students with IEPs dropping out of high school
*Indicator 13.* Percentage of students with IEPs with all required transition components
*Indicator 14.* Percentage of youth with IEPs who were within one year of leaving high school:
- Enrolled in higher education;
- Same as above or competitively employed; and
- Same as above or in other postsecondary education or training program.
The sections below summarize DPSCD’s progress on each of these indicators and the district’s support for postsecondary transitional activities and services, including community-based work experiences.
**Graduation Rates**
Data in exhibit 3cc show five years (2011-12 to 2015-16) worth of data on the percentages of students with IEPs who *graduated* from school after four and six years, and the percentage point
gaps with all students.\textsuperscript{68} The data show that students with disabilities’ four-year graduation rates increased 1 percentage point from 47 percent to 48 percent. However, the six-year rates during this period decreased from 64 percent to 54 percent. The percentage point gaps between students with disabilities and all students were smaller when looking at the six-year rates than the four-year rates, although the gaps increased for both during the five-year period. Along with the performance of students with disabilities in credit-bearing classes, these low rates may reflect the relatively low percentage of students accessing these classes.
\textbf{Exhibit 3cc. Four and Six Year Graduation Rates: Students with IEPs}
\begin{tabular}{|c|c|c|c|c|}
\hline
& 2015-16 & 2014-15 & 2013-14 & 2012-13 & 2011-12 \\
\hline
4 Years - Disability & 48% & 48% & 47% & 41% & 47% \\
6 Years - Disability & 54% & 50% & 62% & 57% & 64% \\
4 Years - Point Gap: All Students & 31 & 30 & 25 & 24 & 17 \\
6 Years - Point Gap: All Students & 24 & 22 & 11 & 14 & 14 \\
\hline
\end{tabular}
\textbf{Dropout Rates}
Data in exhibit 3dd show five years (2011-12 to 2015-16) worth of data on the percentages of students with IEPs who \textit{dropped out} of school after four and six years, and the percentage point gaps with all students. These figures indicate that students with disabilities’ four-year dropout rates decreased by almost half from 14.49 percent to 7.7 percent. Similarly, five-year rates decreased by 6 percentage points from 28.6 percent to 22.5 percent. Furthermore, when looking at 4-year rates, the percentage point gap between students with disabilities and all students fell from 4.9 points to 1.0 points. The results are even better for 6-year dropout rates, which in 2015-16 were 4.1 percentage points lower than all student rates. This progress is exemplary.
\textsuperscript{68} DPCSD indicated that MDE has not released graduation and dropout figures for 2016-17.
IEP Compliance and Post School Experience
Two additional indicators measure postsecondary transitions. The first concerns IEP requirements, and the second measures postsecondary activities one year after high school.
**IEP Compliance**
MDE data show that DPSCD’s 2015-16 rate was 85 percent\(^{69}\) on SPP indicator 13. The state compliance requirement on this indicator is 100 percent. This indicator measures IEP compliance with the:
- Percent of youth aged 16 and above with IEPs having appropriate and measurable postsecondary goals, which are annually updated and based on an age-appropriate transition assessment.
- Transition services, including courses of study, that will reasonably enable the student to meet their postsecondary goals.
- Annual IEP goals related to student transition service needs. There also must be documentation that students are invited to IEP team meetings where transition services will be discussed; and documentation that, if appropriate, a representative of a participating agency was invited to the IEP team meeting with prior consent of the parent or student who has reached majority age.
**Activities One Year After Leaving High School**
SPP indicator 14 has targets for the percentage of students with IEPs engaged in three activities within one year of leaving high school. Exhibit 3ee shows DPSCD performance and targets on these activities.
- **Enrolled in Higher** Education. Some 28.6 percent of former district students with IEPs met
---
\(^{69}\) Source of data for IEP compliance rate and exhibit 3w: Michigan Department of Education Special Education (Part B of IDEA) Public Reports School Year 2015-2016, Published May 2017.
this indicator, compared to the 33.2 percent SPP target.
- **Enrolled in Higher** Education or Competitively Employed. Some 57.1 percent of former district students with IEPs met this indicator, compared to the state’s 60.0 percent SPP target.
- **Enrolled in Higher Education, Competitively Employed, or Engaged in Other Postsecondary Education or Training Program.** Some 64.3 percent of former district students with IEPs met this indicator, compared to the state’s 72.5 percent SPP target.
While district rates are not far below state targets, there is room for improvement to ensure students are engaged in meaningful work or education after they leave high school.
**Exhibit 3ee. Percent of Students Engaged in Various Activities One Year after Leaving High School**
| | A. Enrolled in higher education within one year of leaving high school | B. Same as A or competitively employed | C. Same as B or in some other postsecondary education or training program |
|------------------|------------------------------------------------------------------------|---------------------------------------|-------------------------------------------------------------------------|
| District | 28.6% | 57.1% | 64.3% |
| SPP Targets | 33.2% | 60.0% | 72.5% |
**Importance of Community-Based Work Experiences for Students with Disabilities**
Based on data from the National Longitudinal Transition Study-2, students with IEPs often have poor postsecondary outcomes in employment, education, and independent living. For instance, based on data from 2009 (the most recent available), 60 percent of survey respondents across disability groups indicated that they were currently in a paid job and 15 percent indicated that they were attending postsecondary education. Large numbers of students with disabilities who are able either to work or participate in higher education do not participate in these post-school activities.\(^{70}\) According to an American Institutes for Research study:
> Previous studies have demonstrated that students with disabilities who have work experiences while in high school are more likely to be employed after high school.\(^{71}\) Often the work experience in which they were enrolled led directly to a postsecondary job for a student. For these students, it is important to have occupationally specific CTE programs, with appropriate instructional and adaptive support services and accommodations, available in high school.\(^{72}\)
The National Collaboration on Workforce and Disability affirmed this finding by reporting that “[w]hile work experiences are beneficial to all youth, they are particularly valuable for youth
\(^{70}\) National Longitudinal Transition Study-2. Retrieved from http://www.nlts2.org/
\(^{71}\) National Collaborative on Workforce and Disability for Youth, 2011.
\(^{72}\) Improving College and Career Readiness for Students with Disabilities American Institutes for Research http://www.cerscenter.org/sites/default/files/Improving%20College%20and%20Career%20Readiness%20for%20Students%20with%20Disabilities.pdf
with disabilities. For youth with disabilities, one of the most important research findings shows that work experience during high school (paid or unpaid) helps them get jobs at higher wages after they graduate.\textsuperscript{73} The National Collaboration research showed that quality, work-based learning experiences have the following features:
- Experiences provide exposure to a wide range of work sites to help youth make informed choices about career selections.
- Experiences are age and stage appropriate, ranging from site visits and tours to job shadowing, internships (unpaid and paid), and paid work experience.
- Work-site learning is structured and links back to classroom instruction.
- A trained mentor helps structure the learning at the worksite.
- Periodic assessment and feedback is built into the training.
- Youth are fully involved in choosing and structuring their experiences.
- Outcomes are clear and measurable.
Based on focus group feedback to the team, there appeared to be limited opportunities for students with disabilities to engage in work experiences, such as those offered at the Drew Transition Center for students 18 years and older. Currently there is not a working relationship between external partners and special education to support the linkage of students with disabilities with community-based internships.
**Focus Group Participants**
Focus group participants provided feedback on ways in which students with disabilities have been provided with experiences to prepare for postsecondary living.
- **Transition Center.** The Drew Transition Center provides students with IEPs from 18 to 26 years of age opportunities to work at community-based sites. While students are not paid, they gain experience at such sites as: Marriott, Chili’s, TJ Max, TJ Max, etc. Several students transitioned to competitive employment after they left secondary school.
- **Career Technical Centers (CTC).** The Randolph Career Technical Center offers half day programming to prepare for various construction trades; marketing; heating, ventilation and air conditioning; etc. Some 83 students with IEPs (27 percent) participate. In prior years the school had three resource teachers, but now they have only one who rotates across the 7 programs. With a special grant, the school now has a teacher who focuses on integrating reading instruction into the broader academic program. Other instructors support students who are homeless, parenting, and limited English proficient, as well as students with disabilities.
- **Support for Students.** There are insufficient resources at the CTCs to support students with disabilities in highly technical career courses.
- **Areas of Study.** There is a need to improve the projection of CTC areas of study so more students make wise decisions and can succeed.
\textsuperscript{73} \url{http://www.ncwd-youth.info/work-based-learning}
• **Work Skills.** Work skills classes are provided within several specialized programs.
### Professional Learning
The professional learning association, Learning Forward, has developed its third version of its *Standards for Professional Learning*, outlining features of professional learning that result in effective teaching practices, supportive leadership, and improved student results. The standards are based on seven elements listed in exhibit 3ff.\(^{74}\)
**Exhibit 3ff. Standards for Professional Learning**
| Standards for Professional Learning |
|-------------------------------------|
| **Learning Communities.** Occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. |
| **Resources.** Requires prioritizing, monitoring, and coordinating resources for educator learning. |
| **Learning Designs.** Integrates theories, research, and models of human learning to achieve its intended outcomes. |
| **Outcomes.** Aligns its outcomes with educator performance and student curriculum standards. |
| **Leadership.** Requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. |
| **Data.** Uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. |
| **Implementation.** Applies research on change and sustains support for implementation of professional learning for long-term change. |
### Professional Learning in DPSCD
Based on information provided by district staff, the following describes the time available for professional learning in DPSCD.
- **Before Beginning of School Year.** Two full days of districtwide mandatory training is provided prior to the beginning of the school year. Training for special educators is provided during this time.
- **Elementary Schools.** Grades K–8 dismiss one hour early every Wednesday to hold professional learning communities. Once each month, this meeting extends an hour to provide additional professional development opportunities.
- **Special Education.** Special education personnel are developing a professional learning plan to provide both voluntary and additional mandated training in areas of need and interest. The plan will include less large-group “sit-and-get” sessions and more smaller group discussions where professional growth may be broader and deeper. Content is being determined based on interest and need. Given multiple areas of noncompliance with MDE standards, the special education
\(^{74}\) As a trainee, however, students may meet state requirements and be paid less than the minimum wage. Retrieved from [https://www.learningforward.org/standards#UMvVD7Yt0kU](https://www.learningforward.org/standards#UMvVD7Yt0kU).
department is seeking to raise expectations, and provide content, coaching, and support to school staff. In collaboration with Wayne RESA and various community agencies, training opportunities will expand in a variety of venues. For example, a calendar for regional after school training opportunities is in development.
- **Ancillary Staff.** Personnel meet monthly in their area of service, e.g., speech/language pathologists, psychologists, etc.
**Focus Group Participant Feedback**
Across focus groups, participants indicated that more professional learning was necessary, especially for principals and general and special educators at the school level. Interviewees also indicated that more training was needed on providing accommodations, collaboration between general and special educators, co-teaching, and the like. Other topics of need included IEP development, procedural safeguards related to the removal of students from class and school, dyslexia, and Section 504 requirements. A common theme heard by the team was the lack of time available for training. Staff indicated that the district was exploring more on-line modular training, but the team saw no evidence that this was available yet. Other concerns by interviewees included:
- Special educators using the Voyager program receive training from the publisher, which was considered insufficient.
- Center schools provide their own professional development and facilitate training for their paraeducators as well. Sometimes program supervisors help to identify training resources.
- There was a need for teachers to focus on how to prepare students to take the SAT.
- While IEP training was provided every year, quality and compliance issues persist.
**Parent and Community Involvement**
A large body of research demonstrates the positive effects of parent-professional collaboration on outcomes for students with disabilities.\(^{75}\) Effective collaboration is often grounded in a strong staff-parent relationship and the combined expertise of parents and professionals in helping students with disabilities meet their goals. Many parents want to fully participate in planning for their child(ren) and supporting changes in services. Nonetheless, collaboration tends to be more difficult when parents are new to the country, when language differences present barriers, and when parents come from poor or low socioeconomic environments.
SPP indicator 8 measures the percentage of parents with a child receiving special education services who report that schools facilitated parental involvement as a means of improving services and results for children with disabilities. Data published by MDE for 2015-16 showed that 21.62
\(^{75}\) A.T. Henderson, & K. L. Mapp, (2002). *A new wave of evidence: The impact of school, family, and community connections on student achievement*. Southwest Education Development Laboratory. Cited in Fostering Parent and Professional Collaboration Research Brief, Technical Assistance ALLIANCE for Parent Centers, National Parent Technical Assistance Center at http://wsm.ezsitedesigner.com/share/scrapbook/47/472535/1.7_Fostering_Parent_and_Professional_Collaboration.pdf.
percent of parents made such a report, which was somewhat below the state’s relatively low 25.6 percent target.
**Focus Group Participants**
During its site visit, the Council team met with a strong group of parents and community representatives who expressed interest and desire to support DPSCD in the future. They also expressed the desire to form a parent organization to formalize their collaboration with the district. Moreover, the group voiced a variety of issues and concerns, which included–
- **Town Hall Meeting.** Parents appreciated the superintendent and his wife’s participation in a Town Hall meeting held earlier this school year, which also included board members and some 400 people.
- **Working Relationship.** A positive relationship has developed between parent representatives and the senior executive director for special education. Although a variety of parents reported that principals are more responsive with the new special education leadership, others indicated that there had been no movement on their concerns, such as the implementation of IEP accommodations in advanced classes. Following our meeting, a group of parents with concerns met with the senior executive director for special education to share issues for follow-up action.
- **Respect.** Some parents believed that principals act as if they do not want children to be educated at their schools, and parents find they are being disrespected.
- **Resolving Concerns.** Currently, there is no structured protocol for parents to report special education concerns.
- **School-Based Knowledge and Implementation.** School-based personnel need more information about various aspects of disability and related instructional needs, Section 504, special education procedures, medical accommodations, behavior intervention plans, etc. Also, consistent implementation of IEP-required services was a concern.
- **Removals from School.** Numerous reports were heard by the team about “unofficial” student removals from school because of disciplinary infractions, even though behavior intervention plans were not followed, and PBIS and restorative practices were not being implemented.
**AREAS OF STRENGTH**
The following are areas of strength related to the district’s support for teaching and learning for students with disabilities.
- **NAEP Reading.** At grade four, seven percent of students scored basic/above, an increase of one percentage point. At grade eight, eight percent of students met this standard (an increase of two percentage points). The national average for large cities at both grades decreased by one percentage point. Although the district’s percentages for reading and math (below) were quite low, the increase is a positive sign for DPSCD especially considering the nation’s decline in scores.
- **NAEP Math.** At grade 4, 17 percent of students with IEPs scored basic/above, an increase of 12 percentage points while the large city rate decreased by 1 percentage point. At grade 8, 4 percent of district met this standard, an increase of 1 percentage point as large city rates
remained the same.
- **Dropout Rates.** Between 2011-12 and 2015-16, the four-year dropout rates for students with IEPs decreased by almost half (14.49% to 7.7 percent), and five-year rates decreased by 6 percentage points (28.6 percent to 22.5 percent). Furthermore, for 4-year rates, the percentage point gap between students with IEPs and all students fell from 4.9 points to 1.0 points, and the 6-year IEP dropout gap in 2015-16 was 4.1 percentage points lower than the all-student rates. This progress is exemplary.
- **Out-of-School Suspensions.** Students with IEPs are not much more likely than other students to be suspended for 1 to 5 days, 6 to 10 days, or for more than 10 school days. No students with IEPs from any race/ethnicity group is more likely to be suspended compared to students from other racial/ethnic groups.
- **Behavior Specialist Support.** The district’s two behavior specialists are supporting a new promising initiative involving 15 schools with emotional impairment programs.
- **Assistive Technology.** Parents and teachers have access to the district’s assistive technology information center’s (ATTIC) lending library. The Lending Library has thousands of pieces of assistive technology equipment, books, hardware, software, switch-activated toys, and more, available to borrow.
- **Interventions.** The district has begun to implement Voyager-Sopris Passport Journeys in the specific learning disability and mild cognitive impairment programs. However, if the program is being used in a balanced-literacy type setting, it may need to be augmented with additional foundational reading materials.
- **Center Program Resources.** Generally, center school programs have sufficient and appropriate material and resources, including assistive technology.
- **Randolph Career Technical Center.** The CTC offers half-day programming to prepare students for various construction trades; marketing; heating, ventilation and air conditioning. Some 83 students with IEPs (27 percent) participate.
- **Drew Transition Center.** The center provides students with IEPs from 18 to 26 years of age with the opportunity to work at community-based sites. Although students are not paid, they gain experience at such businesses as: Marriott, Chili’s, TJ Max, etc. Several students transitioned to competitive employment after they left secondary school.
- **Professional Learning.** Compared to other urban districts where Council team has conducted reviews, DPSCD has set aside more time for professional learning, including before the school year begins, weekly opportunities for schools with elementary/middle grades, regular sessions for center school personnel, and monthly meetings for related services personnel. Plans are being made to improve the quality of training for special education personnel. On-line modular training is reportedly being explored.
- **Parent and Community Involvement.** DPSCD has a strong group of parents and community representatives who expressed interest, and desire to support DPSCD in the future. They would like to form a parent organization to formalize their collaboration with the district. With the new administration, there has been more timely responses by principals and new special education leadership. Parents appreciated the superintendent and his wife’s participation in the
town hall meeting held earlier this school year, which included board members and some 400 people. A positive relationship has developed between several parent representatives and the senior executive director for special education.
**OPPORTUNITIES FOR IMPROVEMENT**
The following provide opportunities to improve teaching and learning for students with disabilities.
**Early Childhood**
- **Early Childhood Achievement Outcome Reporting.** The district’s report on early childhood SPP indicators showing that no students who entered the program below expectation had substantially increased developmentally upon exiting in all three areas measured, and similar data on children meeting age expectations by the time they exited the program raises questions about data and reporting accuracy.
- **Educational Environments.** Lower percentages of district students with IEPs were educated in regular preschool settings and higher percentages in separate settings compared to Wayne RESA, the state, and the nation.
**State Assessments for Students with IEPs**
- **ELA.** Some 18.7 percent of students scored proficient/above in English language arts in 2015-16, down from a high of 40.7 percent in 2012-13. The decline may be related to changes in the assessment.
- **Math.** Similarly, 18.8 percent of students scored proficient/above on math in 2015-16, down from the high of 36.2 percent in 2012-13.
- **Alternate Assessment.** The percentage of students with significant cognitive disabilities taking alternate assessments was 5.8 percent in ELA, 5.7 percent in math, and 5.5 in science. This exceeds the 1.0 percent benchmark set under ESSA, and consequently MDE will require DPSCD to justify the high alternate assessment rates and will monitor IEP alternate assessment decisions. The district will have to address the participation rates of students with IEPs in statewide assessments since they are below the 95 percent threshold.
**Educational Environments**
- **Generally.** District students with IEPs receive instruction in general education environments most of the time at much lower rates than Wayne RESA, the state, or the nation; and in more restrictive environments (separate classrooms and center schools) at much higher rates. The district rate remains about the same when excluding students living outside of Detroit. For instruction in general education classes at least 80 percent of the time, rates are highest in grades 1, 10, and 11. In separate classes, rates are highest in grades 7 and 8. Center school rates are highest in 9th and 11th grades.
- **Disability Disparities.** Arabic students are 4.43 times more likely than other students with IEPs to attend a center school. Excluding Arabic students living outside the district, the risk ratio decreases somewhat to 3.9.
Out of School Suspensions
- **Informal Removals from School.** Reportedly, all out-of-school suspensions are not being recorded properly, and instead students are being sent home “unofficially.”
- **Eighth Grade.** The highest number of suspensions for both students with and without IEPs is at the eighth grade.
General Support for Students
- **Inclusive Instructional Support.** During focus group discussions, little emphasis was given by interviewees on co-teaching, structured time for collaboration and discussion, or joint professional development for general and special educators to support inclusive instruction. Participants indicated the need for stronger collaboration between general and special education teachers, more support of students with IEPs in general education classes, and clearer roles.
- **Interventions.** Relatively few intensive interventions are available to accelerate literacy. Students in resource classes do not always receive education to support instruction based on core curricular standards or to accelerate achievement.
- **English Learners.** Once ELs are identified as needing special education, there is little support to address their language acquisition needs, unless the student is in a school specializing in bilingual education.
- **Assistive Technology.** There were concerns that students who would benefit from assistive technology sometimes do not receive it, especially among students who are nonverbal.
- **Staff Shortages.** Significant special education teacher shortages affect class sizes and contribute to students having teachers without the experience and training necessary to be effective.
Configuration and Impact of Specialized Programs
- **Schools Hosting Specialized Programs.** Schools vary significantly in having specialized program classes, with 26 schools having no classes, 1 high school having 9 classes, and 1 school with elementary and middle school grades having 13 classes. Hosting large numbers of specialized classes affects the ability of principals to support inclusive educational opportunities, intensive interventions, and transportation services.
- **Percentage of Students with IEPs by School.** Discrepancies by school in the numbers of specialized classes produce large variations in school percentages of students with IEPs. The percentage of students with IEPs varies from 1 percent to 56 percent. One school, which is one of three small high schools in one building, has the highest IEP percentage. Only one specialized program class (ASD) is offered at the four high schools having an examination requirement.
- **Specialized Program Variety.** DPSCD has 14 different specialized programs for school-aged students. The programs mirror the description of specialized programs in Michigan’s Administrative Rules for Special Education and Wayne RESA regional plan, which sets maximum student-to-personnel class ratios. There were significant concerns that many classes exceeded these ratios. In addition, unlike many other school districts visited by the Council’s team, DPSCD’s configuration of services appears to be unduly categorical. The team was
informed that MDE does not require use of programs with these categorical names.
- **Notable Specialized Program Configurations.** The following are notable specialized program configurations—
- **SLD Program.** DPSCD educates 12 percent of students with SLD less than 40 percent of the time in general education classes, compared to 3 percent in the state and 5 percent nationally. Although most students with specific learning disabilities typically receive instruction on core academic standards, SLD programs have 31 classes at schools with elementary and middle grades and 15 classes at the high school level. This program is meant for students with high incident disability areas of SLD, emotional impairment, or other health impairment who require direct instruction in all four core curricular areas. The proportion of specialized program classes for SLD is higher than most other districts the Council team has visited.
The age span of students in these classes may not be more than the age span of students without disabilities in the building, and in elementary buildings the age span may not be more than six years—whichever is less. Considering the rigor of academic standards that students must master, instruction can be challenging in classes with such large age differences. The area of SLD has the third largest number of specialized classes (46) in the district, followed by autism spectrum disorder and mild cognitive impairment (62 and 61, respectively).
- **SXI, SCI, Work Skills, and Project Search Programs.** These specialized programs are offered only at center schools. Although it is common for other school districts to house postsecondary transition programs for older youth in developmentally appropriate environments outside of regular high schools, it is not common that classes for severe multiple impairment and severe cognitive impairment programs be offered only in center schools.
- **PI and POHI Programs.** With 14 classes at the elementary and middle school level, no classes were offered at the high school level.
- **EI Program.** No EI classes are offered in regular high schools. However, while figures show that no students with emotional impairments are educated in separate schools (exhibit 3j), other district data show 10 EI specialized program classes at center schools (exhibit 3z).
- **Transportation.** Some 40 percent of students with IEPs are provided door-to-door transportation. Contributing to this rate is the disparate placement of specialized programs in schools based on school-by-school agreements to host such programs, the absence of a master plan for establishing programs, and the lack of an effective protocol to guide IEP transportation decisions. Transportation is also affected by long travel times and delays in data entry. Also, when school personnel do not exit students, new schools cannot enroll them and initiate new transportation routes. Students remain at home until the situation is resolved when parents are unable to provide transportation themselves.
**Center Schools**
- **Placement Rate.** With a maximum Michigan state performance plan target of 4 percent for students with IEPs attending a separate school, the DPSCD rate is 12 percent compared to 6
percent in Wayne RESA, 5 percent for the state, and 3 percent nationally. The opening of ANY new center schools will increase the district’s already disproportionately high rate and result in more restrictive educational environments for students currently attending regular schools.
- **Turning Point Schools.** The district’s two programs for day treatment have moved from separate buildings to regular schools, but they operate as separate schools. Reportedly, students who should be on a diploma track are issued a certificate of completion because teachers who are certified to teach core curriculum classes are not available and some required courses are not offered. Also, instruction is impacted by student behavior, procedural safeguards are reported as not consistently followed for suspensions, and instructional materials are insufficient.
- **Wayne RESA Plan.** The district needs to clarify roles and responsibilities of administration and staff members for meeting requirements on the Wayne RESA Plan for the Delivery of Special Education, the Act 18 Agreement, the Act 18 Budget process, and center program procedures.
**Placement Center**
- **Centralized Placement.** Students with IEPs who are new to the district or who have moved from one residence to another are not able to (re)enroll in a new school (like students without IEPs) and must go through the district’s centralized placement center for a new school.
- **Students Waiting for Placement.** Because of staff shortages and little to no space available in some specialized programs, there are students at home awaiting placement. Homebound services are not provided because the service is not medically necessary.
- **Concerns.** Focus groups expressed concerns about the placement center’s use of one phone line; wait-times for center staff assistance; rejection of students referred by the placement center at schools claiming they lack appropriate services; insufficient paper work provided to serving school; insufficient staff to perform caseload “close out processes;” and confusion about temporary placements.
**Secondary Transition and Activities**
- **Graduation Rate.** Between 2011-12 and 2015-16, the four-year graduation rates for students with IEPs increased 1 percentage point from 47 percent to 48 percent, and the six-year rates decreased from 64 percent to 54 percent. While a slight improvement, these rates are very low.
- **IEP Goals.** With a 100 percent compliance requirement, 85 percent of students had IEPs with required transition components.
- **Career Technical Centers.** There are insufficient resources to support all students with IEPs in highly technical CTC courses, and students need to be better prepared to make decisions about what to study.
- **On-Site Job Training.** There are limited opportunities for students with IEPs to engage in work experiences, such as those offered at the Drew Transition Center for students 18 years and older. Currently there is not a strong collaboration between external partnerships and special education to support students with disabilities and community-based internships.
- **Activities One Year After Leaving High School.** Among former DPSCD students with IEPs within one year of leaving high school, rates were somewhat below state targets in their: a)
enrollment in higher education (28.6 percent with 33.2 percent target); b) category “a” plus competitively employed (57.1 percent with 60.0 percent target); and c) categories “a and b” and other postsecondary education or training programs (64.3 percent with 72.5 percent target). Attaining higher local targets could be achievable with focused activities.
**Professional Learning**
- **Need.** There is considerable need for joint professional development for general and special educators at the school level, especially among principals, to support more inclusive and effective instruction.
- **Types of Training.** Training is needed in areas such as general education accommodations, collaboration between general and special educators, supplemental intensive interventions, co-teaching, and the like. Other areas where more professional development is needed include IEP development, procedural safeguards related to the removal of students from class and school, dyslexia, and Section 504 requirements. There was a perception among interviewees that there was insufficient time available for professional learning.
**Parent and Community Involvement**
- **Concerns.** Concerns raised by parents included implementation of IEP accommodations in advanced classes and IEPs in general. Parents also raised issues around behavior intervention plans; disrespect by some principals; lack of a structured process for parents to report concerns; knowledge of school-based personnel; “unofficial” student removals in lieu of formal suspensions; and implementation of PBIS and restorative practices.
**RECOMMENDATIONS**
3. **Review of Data Related to Teaching and Learning.** Assemble a multidisciplinary team and review achievement data (exhibits 3a, 3c-g, and 3d-d-ee); suspension data (3m-o); educational environments (3g-l); special program configurations (3p-u, 3w, 3z, and 3b-b), students from other districts (3v); percentages of students with IEPs by school (3x); and other relevant data. Develop hypotheses around the patterns of results found and set goals for improvement as the district implements the Council team’s recommendations and other proposals. Build strategies around each improvement goal, especially Recommendation 4 that is intended to improve inclusive and high-quality teaching and learning. Assess the resources and supports needed to implement each strategy.
4. **Expansion of Inclusive Education and Provision of High Quality Instruction and Supports.** Begin the process of providing special education services in more inclusive educational settings to students with disabilities to ensure more equitable access to school choice and high-quality instruction. To build a culture and climate for this purpose, consider using an experienced consultant who has had successful outcomes in this area to help facilitate planning and implementation.\(^{76}\)
\(^{76}\) The suggested activities are not intended to be a blueprint or to be exclusive. They are provided for discussion purposes and further development.
a. **Inclusive Education Vision.** Establish a school board policy\(^{77}\) stating a clear and defined vision for DPSCD on the value of inclusivity and that reinforces the district’s commitment to improving academic achievement and social/emotional well-being for students with disabilities.\(^{78}\) Highlight the importance of central office support and principal leadership for providing students with IEPs with the differentiated and scaffolded instruction they need to learn in general education settings. State that a student’s needs - not their disability label - should drive the type or location of services. Expect that students will receive rigorous core instruction that is linguistically appropriate and culturally relevant. These expectations should be within greater reach when school personnel are provided the resources and supports they need, and as teachers become more familiar with and base their instruction on the principles of UDL. At the same time, the district’s vision should underscore the importance of evidence-based academic and positive behavior interventions/supports. Furthermore, once students are receiving special education instruction, the intensity of interventions should be stronger than (not less than) interventions otherwise available to students without IEPs.\(^{79}\)
b. **Implementation Plan.** With the multidisciplinary team assembled pursuant to Recommendation 3, develop a written multi-year action plan that calls for written expectations, professional learning, data analytics, and accountability. To the extent reasonable, embed components in the MTSS implementation plan referenced in Recommendation 1b. Consider the data review referenced in Recommendation 3. Once the plan is completed, establish a way for school-based teams to embed local implementation activities into their strategic school designs and school improvement plans.
As part of this process, identify a cadre of schools that volunteer to take the lead in planning and implementing inclusive service designs. Phase in this process over about four years to include all schools. Also, identify general and special education personnel that schools can contact to support their implementation efforts to better meet the needs of students with IEPs.
**Communication.** When finalized, prominently post the implementation plan on the district’s website, along with relevant links to district information and publicly available resources. Communicate the plan widely to all internal and external stakeholders, including parents who are English learners, and share the purpose and expected outcomes of the plan.
**Consultant.** Hire a consultant who has experience with and positive outcomes in reducing the restrictiveness of educational environments of students, implementing interventions for students with dyslexia, autism, vision/hearing impairments, and improving achievement and positive student behavior generally. This action will expedite effective planning and implementation and serve as a sounding board for DPSCD staff.
\(^{77}\) See, for example, one district’s inclusion policy and related documents, retrieved from [https://www.district65.net/Page/812](https://www.district65.net/Page/812)
\(^{78}\) Language from the Common Core State Standards website may be helpful for this purpose. Retrieved at [http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf](http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf).
\(^{79}\) Board policy shall EXCLUDE the creation of separate school sites for autism, hearing or vision impaired or for dyslexia. Council team does not support any further segregation of SwD in DPSCD.
Components. When developing the implementation plan, include the following components—
- **Early Childhood.** Increase the number of children educated inclusively in regular preschool classes—with no more than 50 percent and close to 30 percent of classes composed of children with disabilities. The Council team can provide DPSCD with names of other school districts that have done so effectively. When more children are successful in inclusive classrooms, there will be higher expectations that these opportunities will continue in kindergarten, enhance equitable school choices, and spur high-quality education for students with disabilities.
- **Differentiated Instruction.** Provide linguistically appropriate and culturally competent instruction aligned with core standards, differentiated for students with reading and math performance significantly below those of their classroom peers.
- **Effective Instruction Based on Core Curricular Standards.** Improve instruction aligned to core curricular standards and expand increasingly intensive interventions, especially in literacy and math, to reinforce standards-based instruction. Consider augmenting the commercial reading and programs with additional foundational materials that would address alignment issues.\(^{80}\) Specify interventions in English language arts and math that are evidence-based and can fill instructional gaps for students with IEPs who are behind academically. Provide for flexible groupings of students when there is a need for common interventions, and adjust the groupings based on changing student needs.
- **Planned Collaboration.** Expect collaboration among general and special educators, paraprofessionals, and related-services personnel in providing instruction and interventions for students they have in common.
- **Positive Support for Behavior.** Enhance the knowledge of and supports for teachers who work with students with challenging behavior to reinforce time engaged in teaching and learning. Plan for the expansion and identification of personnel available for observing classrooms, modeling effective practices, and coaching in schools with no other internal expertise. Also, undertake activities needed to support the development of meaningful functional behavior assessments and behavior intervention plans.
- **Elimination of “Voluntary” Out-of-school Suspension.** Explicitly prohibit sending students home “voluntarily” in lieu of a formal suspension with documentation and notice to parents.
- **English Learners with IEPs.** Bring together personnel from the English learner and special education departments, along with others with instructional expertise, to articulate necessary interventions for ELs with IEPs. Based on a review of current models, identify best practices in the systemic implementation of special education and language acquisition strategies.\(^{81}\)
\(^{80}\) See the analysis of materials conducted by Student Achievement Partners.
\(^{81}\) See, for example, “Background and Resources for the English Language Learners – Students with Disabilities Guidance,” retrieved from http://www.p12.nysed.gov/specialed/lawsregs/documents/regulations-part-200-201-oct• **Advanced Classes.** Review gaps in the provision of IEP-accommodations for students taking advanced classes to identify necessary steps to meet student needs.
• **Specific Learning Disabilities Program.** Review the SLD program to determine how more students could receive core instruction in general education classes, supplemented by evidence-based intensive interventions designed to accelerate literacy. Address the large proportion of students with IEPs who have poor reading skills, and the high percentage of those students likely to have dyslexia.\(^{82}\) School districts with which we are familiar have established clustered programs with evidence-based intensive interventions. They often find that centralized approaches reach *some but not every* student who would benefit from such interventions. Having all such students attend a centralized program is neither realistic nor advisable. A combined menu of intensive interventions designed to address various reading, writing and other needs – along with professional development for general and special education personnel to deliver the interventions – is necessary to reach a larger number of students with need.
• **Support for Students with Vision/Hearing Impairments.** Identify service gaps and school districts that have high outcomes among students with these disabilities when educated in regular schools. The Council can offer examples of such school districts.
• **Flexible Service Delivery Models.** Define effective models for supporting students in general education classes using a flexible service model. Such models should 1) improve teaching/learning of students in general education classes using a flexible service delivery model; 2) expand options for students who would otherwise attend specialized programs to receive more effective instruction in general education classes; 3) support English learners with IEPs to address their language acquisition needs as well as their instructional needs related to their disabilities;\(^{83}\) 4) schedule common planning time for special and general educators who work with the same students; and 5) increase the proportionate share of students with IEPs at schools with low percentages.
• **Special Program Configuration.** Review DPSCD’s special program configuration and investigate with Wayne RESA other special program configurations in other RESAs that enable schools to offer clustered instruction based on student needs rather than categorical disability areas. Plan to modify the current program configuration to put more emphasis on common learning needs rather than disability characteristics. Ensure that each specialized program is available at all grade levels and that all programs, including those for students with severe cognitive impairments and severe multiple impairments, have classes available in regular schools.
• **Master Plan.** Develop a master plan for the equitable placement of specialized programs across the district. Include facilities and transportation personnel in these discussions.
\(^{82}\) See, for example, Statistics on Dyslexia, retrieved from https://www.dyslexiacenterofutah.org/dyslexia/statistics/.
\(^{83}\) Engage personnel from schools with dual language and bilingual programs, along with other central office personnel and Wayne RESA. .
• **Emotional Impairment Program.** Review the emotional impairment and day treatment programs. Ensure that by next school year there are sufficient supports for students who need high intensity interventions at the high school level in regular schools, and that students in day-treatment programs have access to courses leading to a high school diploma.
• **Reliance on Center Schools.** Determine the types of instruction, services, and physical and material resources necessary to effectively educate in regular schools those students who would otherwise be placed in center schools. Collaborate with Wayne RESA on this. Include visits to other school districts in Michigan and elsewhere to observe regular schools successfully educating these students.
• **Parent Communication.** Outline how information can be better shared with parents about options for their children to be educated effectively in more inclusive settings. Collaborate and communicate with parents more effectively.
• **Disproportionate Special Education Enrollments.** Review schools with enrollments having disproportionately high and low SPED enrollments and address the proximate causes of these disparities. Reduce the high proportion of students with IEPs at Detroit Institute of Technology at Cody.
• **Transportation Protocol.** Develop a protocol for IEP teams to determine student need for door-to-door transportation, specialized equipment, etc. Include transportation personnel and other stakeholders in the protocol’s development.
• **Postsecondary Transition Planning.** Determine how IEP teams can be provided with practice and feedback on written parameters used for state monitoring of postsecondary transition expectations. Collaborate with Wayne RESA in this process.
• **Path to Graduation.** Based on data and focus group feedback, identify and act on the most common reasons students with IEPs do not graduate with a diploma, e.g., access to courses necessary for graduation, failing grades, absences, etc.
• **Training for Careers.** Identify the gap between students needing career training and options available, the resources necessary to support their training needs at career technical centers, and activities needed to fill gaps.
• **Community-based Job Training.** Expand opportunities for students who would benefit from community-based job training, including students in regular high schools. Use the resources and expertise of external partners to assist with planning and execution.
• **Placement Center.** Take steps to implement a school-based enrollment process for schools of various types that would be inclusive of all students with IEPs, including:
– **Records.** Obtaining records from prior schools and school districts;
– **Interim Services.** Determining how interim services could be provided at local schools if it is ascertained that the school does not have the resources currently available to meet a student’s IEP-identified needs.
– **Communication.** Processes for communicating with receiving schools and with parents.
– **Immediate Concerns.** Address immediate placement center concerns, e.g.,
increasing the number of phone lines, reception of parents, etc.
- **Time Frame**. Specify the maximum time frame (not to exceed 10 days) for identifying optional schools for students when necessary, arranging for transportation, and facilitating student transfers.
- **Immediate Instruction and Service Delivery**. Eliminate the need for students to be home waiting for placement.
- **IEP Decision Making**. Establish worksheets for IEP teams when they are considering—
- **General Education Classes**. Students’ education in general education classes and supports needed for core instruction and evidence-based interventions.
- **Special Programs**. Students’ learning levels in specialized education programs. Clarify that low grades (without an examination of appropriate instruction, interventions, and supports provided) should not drive placement.
- **Assistive Technology**. Consider resource gaps with students who would benefit from assistive technology, especially those who are nonverbal, and how to expand their access to devices and services.
- **Wayne RESA Plan**. Clarify for all relevant administrators and staff members their roles and responsibilities regarding the Wayne RESA Plan for the Delivery of Special Education, the Act 18 Agreement, the Act 18 Budget process, and center program procedures. Build this into the implementation plan.
- **Parent Concerns**. Collaborate with parents on the creation of a special education advisory council for each cohort, and possibly a districtwide advisory council. Also, consider structured ways that parents could voice their concerns on a regular basis, beginning at the school level and continuing through the cohort level. Determine how special education department personnel would support this process. Consider how concerns will be documented and addressed within a reasonable time frame.
**Feedback**. Collect feedback on the draft improvement plan from stakeholders at varying grade levels, and among special/general education administrators, principals, general/special education teachers, related-service providers, teacher assistants, parents, and community-based organizations. Continue this feedback loop as the plan is implemented to identify and address concerns.
c. **Written Expectations**. As part of the implementation plan described in Recommendation 4b, develop written expectations on each plan component. (Coordinate with Recommendation 2c.)
d. **Differentiated Professional Learning and Parent Training**. Embed in the professional development curriculum (Recommendation 1e) content needed to carry out Recommendation 4. Embed into current walk-through protocols indicators associated with implementation plan components that the district expects to be in place within a specified time-frame.
In addition, consider –
- How training will be provided using a multidisciplinary and interdepartmental approach, so that professional learning to promote inclusive education is not viewed
incorrectly as a “special education” initiative;
- How and when all personnel will be trained in each critical area;
- How key information will be communicated effectively, including the use of on-line training for compliance issues that are more rote in nature;
- How information will be used;
- How all stakeholder groups will be included, e.g., principals, general and special educators, clinicians, paraprofessionals, etc.
- What additional coaching and supports may be needed;
- Principal leadership training necessary to maximize and leverage inclusive and high-quality instruction and supports, including training on flexible uses of school-based budgets to expand inclusive education; and
- Engaging Wayne RESA and stakeholders on expanding training opportunities for parents.
e. **Data Analysis and Reports.** In addition to activities proposed in Recommendation 1e, embed in school performance and planning frameworks--
- **Data Reporting.** The types of data needed to better target patterns and areas of concern.
- **Risk Ratios.** Report disparities using a risk ratio to better understand district practices and their effects.
f. **Monitoring and Accountability.** Expect all principals to be responsible for overseeing special education in their buildings and hold them explicitly accountable for such. Articulate how cohort principal leaders will work with their principals and how they will exercise their responsibilities to ensure principals are serving students with disabilities. Embed the following activities into the monitoring and accountability systems described in Recommendation 1g. and 2f.
- **Data Checks.** Include information on students with disabilities in data discussions to inform follow-up actions and track outcomes. Ensure that data includes all SPP indicators.
- **Fidelity Assessments and Walk-Throughs.** Review walk-through tools used to support instruction and interventions in general education classes, resource classes, and special programs to see how students are being taught. Initiate technical assistance, professional development, coaching, and mentoring to improve practices.
- **Timely Communication and Feedback.** Establish a process for timely feedback to the district’s MTSS leadership team on barriers to inclusive education.
- **Monitor.** Monitor and follow up on –
- **Informal School Removals.** Students who are sent home without documenting out-of-school suspensions.
- **Placement.** Extent to which students receive placements within expected time frames.
- **Waiting for placement.** Students at home while waiting for placement.
Too High Caseloads. How special education teacher caseloads can be monitored on a continuing basis using electronic data that is gathered at the school level.
IV. Support for Teaching and Learning for Students with Disabilities
This section summarizes DPSCD’s supports for teaching and learning for students with disabilities. The section covers interdepartmental collaboration, administration and operation of special education, compliance issues, fiscal issues, and accountability.
Interdepartmental Communication and Collaboration
Given concerns about student achievement and social/emotional wellness generally, and issues surrounding the high costs and legal implications of special education, it is essential that central office staff and school leadership collaborate effectively to leverage their collective management and operational resources.
The Council team heard repeated concerns from all focus groups about the lack of communications of the district’s organizational changes, shifts in roles and responsibilities, direction, and vision. There were similar concerns about communications with the Michigan Department of Education. In its systemic state improvement plan for special education (SSIP), MDE acknowledged that it has traditionally functioned as a regulatory agency with limited cross-office collaboration. This lack of state-level alignment has resulted in a lack of coherence and conflicting expectations, systems, and improvement activities in the state’s local districts. According to the SSIP implementation plan, MDE is expected to improve their collaboration and approach to district improvement in a systemic way, leveraging resources with a tiered model that will help build capacity of local districts to improve outcomes. It appears from the Council team’s interviews that some of DPSCD’s organizational issues mirrored challenges MDE is addressing in its SSIP.
Interview and Focus Group Participant Feedback
Interviewees voiced the following issues and concerns about the interaction and collaboration across various central office departments and other entities to strategize and problem solve around common issues involving special education.
- **Cabinet Meetings.** The superintendent meets with his cabinet weekly.
- **Special Education Director Involvement.** The senior executive director (director) for special education does not participate in cabinet meetings. In her absence, the deputy superintendent (deputy) represents special education. The deputy also represents other areas under her supervision, and the issues involving special education have been in existence for years, are persistent, significantly affect schools and students, and are costly.
- **Academic Leadership.** A strong collaborative relationship appears to exist between the deputy and senior executive director for curriculum and instruction (C/I) who reports directly to the superintendent. The deputy and C/I senior executive director are jointly leading academics in the absence of a chief academic officer. The two leaders meet weekly with each other, and sometimes with others of their teams to discuss their respective work.
- **Regular Communication.** According to interviewees, regularly scheduled communications appear not to be occurring between C/I and the deputy’s academic-related leaders, including principal leaders, special education, English language learners, etc. As a result, information is not being adequately shared on upcoming plans around such areas as MTSS development;
curriculum framework development and adoption; organizational structures; special education roles and responsibilities; and how various institutional components can be leveraged and coordinated.
- **Principal Leaders.** Principal leaders meet with the deputy weekly. Except for the cohort five principal leader (who reports directly to another deputy), the leaders have not been explicitly authorized to meet with their respective principals. Currently, all principal leaders meet as a group with the deputy. The special education senior executive director does not attend these meetings, and the deputy addresses any special education issues. The Council team was told that it would be helpful if the principal leaders could meet with their respective principals and with the special education director on a regular basis to address and resolve school-based special education issues. They also indicated that they have a general idea of C/I planning, but more in-depth information would be helpful.
- **Special Education Liaisons.** Although a special education liaison is assigned to each cohort, they have not had an opportunity to establish an ongoing working relationship with their respective principal leaders. Not all principals and principal leaders know about the special education liaison or have met with their respective special education liaisons.
- **Collaborative Relationships.** Strong individual relationships have been established between special education office personnel and others, such as the district’s compliance lawyer, general counsel attorneys, and staff members from English language learners and transportation departments.
**Administration and Operation of Special Education**
With new DPSYD leadership beginning in May 2017 and the appointment of a new special education director at the beginning of the school year, there have been many changes in staffing and organization. This section addresses the special education department’s current organizational structure and focus group issues about organizational changes.
**Special Education Organizational Structure**
The special education department is organized around units of individuals defined by the five cohorts, compliance, and ancillary personnel. Each unit, however, does not have a formal “leader” as such. Instead, at least on paper, there are some 22 supervisors, including five vacant positions and 3 directors who report directly to the senior executive director. Informally, one individual has assumed the lead in some units. Although staff members are striving to make this structure work, it was not clear to the team how it could translate into supervisory accountability.
- **Cohort 1.** In addition to supporting schools in cohort 1, personnel in this cohort include nine supervisors in the following programmatic areas: developmental disabilities, physical and other health impairments, dual diagnosis (CI and EI), autism spectrum disorder, severe multiple impairment, severe cognitive impairment, physical impairment, moderate cognitive impairment, emotional impairment, visual impairment, work skills, Project Search, and orientation/mobility. In addition, 20 teacher consultants and 2 specialists support various functions.
- **Cohort 2.** One supervisor is assigned to cohort 2.
• **Cohort 3.** One supervisor is assigned to cohort 3, along with a director for foster care and early childhood special education programs.
• **Cohort 4.** One supervisor is assigned to cohort 4.
• **Cohort 5.** Two supervisors are assigned to cohort 5--one for occupational and physical therapy and the second for postsecondary transition, who is assisted by two transition specialists.
• **Compliance.** With three supervisors, this unit is responsible for compliance and complaints (assisted by five IEP specialists); placement; and Medicaid.
• **Ancillary.** This unit has one director, one interim deputy executive director, and eight supervisors. Each one is responsible for psychologists and Project Find; social workers and interns; health and physical education; speech/language pathologists; audiologists and Section 504; social workers; early intervention and limited licensed social workers; and nonpublic, assistive technology, and limited-licensed psychologists. Eight additional staff members support various other functions. The supervisors evaluate their respective personnel, but the personnel are not assigned by cohort.
The team would anticipate that a special education liaison would support the schools in each cohort under the guidance of a principal leader. This would be a preferred organizational structure to support schools, but it has not been realized because cohort personnel continue to have supervisory responsibility in addition to many schools to support. As a result, supervisors have little time to meet with principals or their leaders. The liaisons’ small bandwidth and large scope of responsibilities makes the current structure untenable, and the structure is not reasonably calculated to maximize support to schools. The combination of new personnel, uneven roles and responsibilities, and little time to meet with principals is not an optimal organizational arrangement.
The special education leadership team meets with the senior executive director on a weekly basis, but the special education department has not yet met together. Staff members want to be more collaborative and proactive than reactive, but they are not there yet.
**Focus Group Feedback about Special Education Department Operation**
Several themes emerged from interviews about the management and operation of special education, including the authority of the senior executive director, the reorganization of department personnel, and coordination with Wayne RESA.
**Senior Executive Director Authority**
There was a widespread perception among interviewees that the deputy superintendent for schools has taken on the leadership role for special education and the executive director now lacks the authority to direct, supervise, and make necessary decisions within the department. In other words, she has not been given the standing that a typical special education leader would have to carry out her responsibilities, including communications with principals. These circumstances, in part, may be due to the superintendent’s and deputy’s long-standing working relationship from their prior school district, the deputy’s experience with special education, and the significant and complex issues that special education presents. However, a by-product of the deputy’s tight oversight (on top of her expansive responsibilities in other areas) has been an uneven flow of
information that has affected special education service delivery and operations. An example involved the senior executive director’s not being invited to the oral debriefing on this project with the superintendent and deputy, even though one of her responsibilities was to “complete the special education audit with the [Council of the Great City Schools].” As this report was drafted in April 2018, the senior executive director had still not been formally debriefed by the deputy superintendent.
Other issues impacting the management and operation of special education emerged as well. One involved a concern that the senior executive director was “spread too thin,” which was not surprising based on the number of her direct reports. Some interviewees believed, however, that delays in decision-making reflected “control” or “oversight” issues rather than span of control problems.
**Reorganization of Special Education Personnel**
The 2017-18 school year began with all but 3 of 22 supervisors having new positions and roles. Upper level leadership believed that the current structure required immediate attention. And it acted on them expeditiously. These changes, however, raised concerns among both school personnel, parents, and other stakeholders that staff expertise and voice were not taken into account. There was a view among some that new leadership essentially dismantled special education. Feeding this perception were personnel cuts and a decision at the beginning of the school year to redeploy special education department staff with teaching credentials to fill teacher vacancies as substitutes. Reportedly, these personnel received one day’s notice before they were to report to their assigned classes. Staff were concerned about the undefined length of time these teachers were to be deployed and how their prior responsibilities would be covered. Not surprisingly, personnel morale was reported to be low and willingness to voice concerns was tentative for fear of retribution. In some respects, the team was not surprised that staff felt disrespected on the heels of the state’s long-term “takeover” of the district when a lot of people believed that their voices were not heard.
Personnel changes in special education have also created some confusion in the field about who to contact on various special education issues.\(^{84}\) Several focus group members indicated that now was the time for “overcommunication” among all stakeholders.
Another complicating factor is the impact of Detroit’s Organization of School Administrators and Supervisors (OSAS). Unlike most other urban school districts, when administrative positions in Detroit are eliminated remaining administrators may use their seniority to bump or automatically claim open positions for which they are qualified. Interviewees, however, frequently raised concerns about whether positions were being filled with individuals who were truly qualified.
**Coordination of Wayne RESA**
Act 18 services for students with moderate to severe disabilities are funded by Wayne RESA. These services include special education/related services in center schools and approved individual student aides. According to Wayne RESA staff, they have developed positive
\(^{84}\) There is also confusion about who to call in other departments because of reorganized personnel.
relationships with DPSCD special education leadership; are communicating regularly about issues of concern; and see progress. Also, RESA reported that the director was developing a positive presence in the community and with principals. The Council team generally saw hard working and dedicated staff in the special education department itself. Nevertheless, staff shared outstanding issues about the department’s organizational structure and communications. These issues have been shared by the Council with both the deputy of schools and senior executive director.
To address outstanding issues, Wayne RESA staff have recommended that the district:
- Have the senior executive director participate in cabinet meetings;
- Assign supervisors and staff with proper credentials and approvals;
- Clarify the role of the Act 18 to supervisors and building principals;
- Develop a communication plan that is comprehensive and seamless; and
- Ensure supervisors consistently attend Coordinating Council/Region meetings.
The Council team supports these recommendations.
**School-based Support for Special Education Management and Operation**
The delivery of special education and related services is a shared responsibility between building administrators and central office supervisors. Principals, lead teachers, and special educators have important roles in this process.
**Principals**
Principal leadership varies by school, with some leaders who are very involved with the operation of special education; and others who are not as engaged and exercise little oversight authority over either special education or bilingual education. However, there was nearly universal recognition that most principals had not received the training they needed to be effective in these two areas or to be held accountable for effective operations and better results. Generally, principals welcomed the opportunity to receive more training on special education compliance and on how they could improve their ability to produce better results. This is not likely, however, unless DPSCD gives principal training in this area higher priority. Nonetheless, one positive development now is the regular participation of principals in school walkthroughs that include special education classes. To be effective, however, principals need clearer protocols to guide meaningful classroom observations.
**Lead Teachers**
It is expected that each school will have a lead teacher who acts as a liaison with the special education department, but this expectation is not consistently implemented. Lead teachers are a valuable school resource and have important coordinating roles that involve monitoring timely special education meetings; reporting student counts and caseloads; and supporting compliant practices.
According to interviewees, there were several concerns about the lead teacher role and their ability to carry out their responsibilities. Some of these concerns included--
• **Problem-Solving.** When lead teachers have a problem that they or their principals cannot resolve, neither one is clear about who in the special education department to contact for help. This problem is exacerbated when either the lead teacher or principal is not very knowledgeable about specific special education procedures and requirements.
• **Scope of Responsibility.** Compliance is difficult to manage when a school has one lead teacher and many programs, such as 13 in one school.
• **Protocol.** There is no well-known protocol to support lead teachers in carrying out their role and responsibilities.
• **Training.** Lead teachers are expected to attend training sessions to learn about new special education requirements, and in turn provide training to school-based special educators and others. These meetings are not consistently attended by all lead teachers.
• **Volunteerism.** Lead teachers do not receive a stipend or have a reduced case-load. As a result, some principals are unable to find a special educator willing to carry out this voluntary role. In such cases, no lead teacher is available to go to training sessions, leading to more compliance issues.
**Case Management**
Special education teachers carry out case management responsibilities for students on their caseloads. In this capacity, they are required to schedule all special education-related meetings with parents, including coordinating with and sending notices to all meeting participants. They, along with related-service providers, are expected to monitor their due dates for reevaluations, and annual IEP meetings. The case managers are supported by special education department-initiated reports on upcoming due dates and coaching by IEP specialists. According to focus group participants, it is difficult for special educators to carry out their case management responsibilities because of their many other competing priorities (e.g., teaching), finding coverage for their classes, getting required participants to attend meetings, and fitting meetings into their block of prep time when the allowable time frame is too small.
**Special Education Related Staffing Ratios and Information**
This subsection presents data on staff-to-student ratios in special education, i.e., special educators, paraprofessionals, speech/language pathologists, psychologists, nurses, occupational therapists (OTs), and physical therapists (PTs). DPSCD ratios are compared to other urban school districts on which we have data.\(^{85}\) (All districts did not report data in each area.) These data are based on full time equivalent (FTE) staff members and not on the number of positions *per se*. Also, the Council team presumes that FTE data included vacant positions.
*The data do not give precise comparisons, so results need to be used with caution.* District data are not consistently reported (e.g., some districts include contractual personnel and others exclude them) and data are sometimes affected by varying placement types used by school districts. The data may count all students with IEPs, including those placed in charters, agencies,
\(^{85}\) Much of the data were provided by the school districts that responded to a survey conducted by the Urban Special Education Leadership Collaborative; the Council team or members of the team collected the remaining data during district reviews.
and nonpublic schools, while other districts do not count these students. Still, these data are the best available and are useful as a rough guide to staffing ratios. Appendix A has detailed data on each school district.
**Special Educators**
The following are data on special education teacher ratios and other information provided by the district along with focus group feedback.
**Special Education Teacher Staffing Ratios**
Exhibit 4a shows the district’s student-to-special-education teacher ratios, compared to 75 other urban school districts. With 535.8 full-time-equivalent (FTE) special educators, DPSCD has an average of 16 students with IEPs (including those with speech/language impairments) for every special educator.\(^{86}\) This ratio is higher than the 14.4 teacher-student average among all districts on which we have data and ranks DPSCD as 50\(^{th}\) among 75 reporting districts. In other words, DPSCD has fewer such staff than the other districts.
**Exhibit 4a. Average Number Students for Each Special Educator**
| Areas of Comparison | Special Education Teachers |
|--------------------------------------|----------------------------|
| Number of DPSCD Staff FTE | 535.8 |
| DPSCD Student w/IEP-to-Staff Ratios | 16:1 |
| All District Average Ratios | 14.4:1 |
| Range of All District Ratios | 7–37:1 |
| DPSCD Ranking Among Districts\(^{87}\) | 50\(^{th}\) of 75 districts |
**Vacant Special Education Teacher Positions**
Special education teacher shortages have been an historic issue in the district. According to district representatives, there were 37 positions being filled by long-term substitutes, 6 by TCs, and 1 by a behavioral specialist. Another 11 positions were vacant. These shortages were a common concern among focus group participants.
**Allocation of Positions and Hiring**
The following information was provided by the district on how special educator positions were filled, allocated to schools, and supervised.
- **Allocation.** To determine the number of special education teachers each school requires, the district reviews the previous school year’s special education enrollment, and staffing is determined by various special education qualifiers.
- **Hiring/Supervision.** In the past, the special education department made hiring decisions for
---
\(^{86}\) Although special educators for the most part do not instruct students with a speech/language impairment only, as SLPs are the primary providers, these students were included as students with IEPs among all surveyed districts.
\(^{87}\) Ranking begins with districts having a low average number of students to one staff person.
special educators meeting state criteria. School principals are making these decisions now. School-based special education teachers are supervised by principals and special education supervisors may provide input.
**Paraeducators**
The following is information about paraeducator\(^{88}\) ratios and feedback from focus group participants.
**Paraeducators Staffing Ratios**
Exhibit 4b shows the district’s student-to-paraeducator ratios, compared to 75 other urban school districts. With 458 FTE paraeducators, DPSCD has an average of 19 students with IEPs for every paraeducator.\(^{89}\) This ratio is higher than the 15.7 paraeducator-student average among all districts on which we have data and ranks DPSCD as 60\(^{th}\) among 75 reporting districts. In other words, DPSCD has fewer such staff than other districts.
| Areas of Comparison | Paraeducators |
|--------------------------------------|---------------|
| Number of DPSCD Staff FTE | 458 |
| DPSCD IEPs-to-Staff Ratios | 19:1 |
| All District Average Ratios | 15.7:1 |
| Range of All District Ratios | 4.3–56:1 |
| DPSCD Ranking Among Districts\(^{90}\) | 60\(^{th}\) of 75 districts |
**Paraeducator Vacancies**
When the team made its site visit, DPSCD had 30 vacant paraeducator positions, including six in one school. Some vacancies were due to program growth.
**Allocation of Positions, Hiring, and Supervision**
The district provided the following on how paraprofessional positions were filled, allocated to schools, and supervised.
- **Allocation.** Paraprofessionals are allocated to schools based on state criteria and IEP decisions on individual students. An evaluation of student need includes standardized tests, parent input, classroom observations, teacher input, and student classwork.
- **Hiring/Supervision.** Paraprofessionals meeting established criteria are hired by the district. In the future, principals will make hiring decisions on paraprofessionals. The school principal is responsible for monitoring paraprofessionals’ work performance.
---
\(^{88}\) The term paraeducator is used generically.
\(^{89}\) Although special educators for the most part do not instruct students with a speech/language impairment only, as SLPs are the primary providers, these students were included as students with IEPs among all surveyed districts.
\(^{90}\) Ranking begins with districts having a low average number of students to one staff person.
Related Services
Staffing ratios for related-services personnel are summarized below and shown in Exhibit 4c.
- **Psychologists.** With 40 FTE psychologists, there was one psychologist for every 218 students with IEPs, compared to the district average of 178 students. DPSCD ranked 51st of 67 reporting districts in its number of psychologists. Some 4 FTE contractual personnel are filling psychologist positions. According to district staff, there was a desire to hire 21 more psychologists.
- **Speech/Language Pathologist (SLP).** With 98 FTE speech/language pathologists (SLPs), there was one SLP for every 89 students with IEPs in DPSCD, compared with the district average of 127:1 students. DPSCD ranked 31st of 73 districts reporting SLP data. Some 53.5 FTE contractual personnel are filling SPL positions.
- **Social Workers.** With 76 FTE social workers, there was one social worker for every 115 students with IEPs in DPSCD, compared with the district average of 295:1 students. DPSCD ranked 18th of 47 districts reporting social worker data.91 Some 12 FTE contractual personnel are filling social work positions. According to district representatives, there was a desire to hire 117 social workers, including those funded under Title 1.
- **Nurses.** With 38 FTE nurses, there was one nurse for every 230 students with IEPs in DPSCD, compared with the district average of 163:1 students. DPSCD ranked 51st of 60 districts reporting data on nurses.92 Some 38 FTE contractual personnel (including 18 dedicated for students with IEPs) were filling nursing positions.
- **OTs.** With 31.6 FTE occupational therapists (OTs), there was one OT for every 276 students with IEPs in DPSCD, compared with the district average of 353:1 students. DPSCD ranked 29th of 71 districts reporting OT data. Some 22 FTE contractual personnel are filling OT positions.
- **PTs.** With 10 FTE occupational therapists (PTs), there was one PT for every 873 students with IEPs in DPSCD, compared with the district average of 997 students. DPSCD ranked 38th of 71 districts reporting OT data. Some 7 FTE contractual personnel are filling PT positions.
### Exhibit 4c. Average Number Students for Each Speech/Language Pathologist and Psychologist
| Related-Services Areas | Psychologists | SLPs | Social Worker | Nurses | OT | PT |
|------------------------|---------------|------|---------------|--------|----|----|
| Number of DPSCD Staff FTE | 40 | 98 | 76 | 38 | 31.6 | 10 |
| DPSCD Students w/IEPs-to-Staff | 218:1 | 89:1 | 115:1 | 230:1 | 276:1 | 873:1 |
| All District Average Ratio | 178:1 | 127:1 | 295:1 | 163:1 | 353:1 | 997:1 |
| Range of All District Ratios | 26–596:1 | 31–396:1 | 26–705:1 | 58–834:1 | 64–1685:1 | 128–2941:1 |
| DPSCD Ranking | 51st of 67 | 31st of 73 | 18th of 47 | 51st of 60 | 29th of 71 | 38th of 71 |
---
91 There are 85.5 FTE social workers dedicated to students with IEPs. All figures reflect total numbers of social workers regardless of whether they have restrictions on service.
92 There are 15 FTE nurses dedicated to students with IEPs.
For service providers with maximum caseload limits, staffing is typically calculated at 80 percent of the cap with consideration given to service time required for students on each caseload. Additionally, the type of service provided (e.g., small group or individual) to students is taken into account. For school psychologists, administrators consider school needs, like initial evaluation numbers, active RCT processes, and use of psychologists for interventions. Unlike other districts in which principals supervise and evaluate related services personnel at their schools, special education supervisors perform this function in DCPSD.
**Overall School District Rankings**
Exhibit 4d shows DPSCD’s rankings compared to other responding districts in each of the personnel areas. These figures must be viewed with caution and should not be used to make personnel decisions.
- **Special Educators.** Of 75 responding districts, 50 districts (67 percent) had smaller student-to-personnel ratios.
- **Paraprofessionals.** Of 75 responding districts, 59 (79 percent) had smaller student-to-personnel ratios.
- **Speech/Language Pathologists.** Of 73 responding districts, 30 (41 percent) had smaller student-to-personnel ratios.
- **Psychologists.** Of 67 responding districts, 50 (75 percent) had smaller student-to-personnel ratios.
- **Social Workers.** Of 47 responding districts, 17 (36 percent) had smaller student-to-personnel ratios.
- **Nurses.** Of 60 responding districts, 51 (85 percent) had smaller student-to-personnel ratios.
- **OTs.** Of 71 responding districts, 28 (39 percent) had smaller student-to-personnel ratios.
- **PTs.** Of 71 responding districts, 37 (52 percent) had smaller student-to-personnel ratios.
**Exhibit 4d. DPSCD Ranking and Number of District Survey Respondents**
| Personnel Type | Total Districts | No. Districts with Smaller Student-to-Personnel Ratios |
|----------------|-----------------|------------------------------------------------------|
| Special Educators | 75 | 50 |
| Paraeducators | 75 | 59 |
| SLPs | 73 | 30 |
| Psychologists | 67 | 50 |
| Social Workers | 47 | 17 |
| Nurses | 60 | 51 |
| OTs | 71 | 28 |
| PTs | 71 | 37 |
Personnel Shortages
According to district staff, DPCSD has severe shortages of personnel in the areas of special educators, paraprofessionals, nurses and psychologists. The shortages are affecting service delivery, referrals, and timely evaluations. Furthermore, in some circumstances staff members are filling positions for which they are not qualified. Although the number of vacancies has declined since September 2017, there remained seven special education department staff members who were not carrying out their required responsibilities because they were acting as substitutes in classrooms without an assigned special educator. According to focus group participants, even when principals could identify personnel to fill a vacant position, the hiring process did not take place in a reasonable period. As a result, potential hires were lost to other districts.
Focus Group Feedback About Shortages
The following concerns were raised by focus group participants about personnel shortages.
- **Psychologists.** A relatively large number of psychologists are leaving DPSCD to retire or work for other districts. Four schools had no assigned psychologist. This was impacting the RCT process and students whose parents who may otherwise have been asked to consent to an evaluation.
- **Speech Language Pathologists.** These personnel have a large turnover rate, and maintaining current personnel is challenging because DPSCD’s salary and benefits structure is lower than surrounding districts.
- **Nurses.** Reportedly, some schools were noncompliant with state requirements because two people had not been trained to use EPI pens.
- **Contractual Personnel.** The district relies on numerous contractual staff due in part to difficulty recruiting and hiring potential employees. Private agencies on which the district relies to supplement nursing services are also having difficulty recruiting nurses. Several principals of charter schools shared with the team that they use agencies successfully to fill their special education staffing needs.
Recruitment & Incentives
Interviewees described several recruitment activities and incentives that the district was discussing to reduce personnel shortages in special education, including--
- **Recruitment Plan.** A plan has been presented to the board of education to address recruitment beyond Michigan, with a focus on special education.
- **Hiring Events.** Active recruitment from universities is ongoing with 38 events scheduled at colleges and universities, including Gallaudet University, which educates college students who are deaf and have hearing impairments.
- **Incentives.** Incentives are under review or have been initiated, including--
- Salary incentives, bonuses, salary schedule advancements, etc.;
- Support to paraprofessionals and general educators to continue their education and become certified in special education; and
City of Detroit initiative for city employees, including school personnel, to receive loans to rehabilitate newly purchased homes.
The district is exploring recruitment incentives for external partners.
**Compliance Issues**
There is inconsistent knowledge and understanding among staff of special education requirements and procedures mandated under state and federal special education laws. The result, along with inconsistent implementation issues, can mean compliance problems for the district. Other issues that affect compliance are reliable data; an effective IEP system; training; and implementation difficulties stemming from staff shortages.
**Written Guidance**
DPSCF’s written guidance materials on the management and operation of special education and Section 504 of the Rehabilitation Act are described below.
**Special Education**
The district’s 2011 special education operating procedures manual was updated in 2017. The manual is currently being reviewed for accuracy and timeliness. Although the team was told that the manual was on-line, it was not updated on the special education department webpage or readily available to stakeholders. The manual is in pdf format and does not contain links to additional information or other publicly available resources. It is our understanding that new procedures are currently being written.
**Section 504**
DCPSD has a policy on Section 504 that addresses all areas of the law, such as employment and students. These policies are posted on the district’s website. Reportedly, the district has a Section 504 manual. District attorneys are working with staff members from the U.S. Department of Education’s Office for Civil Rights (OCR), which monitors Section 504 (as well as the Americans with Disabilities Act) to develop a comprehensive document.
Focus group participants reported that Section 504 was not well coordinated at the school level in DCPSD, and there was little knowledge about its requirements because of the lack of training. There was also concern about the low number (36) of students having a Section 504 plan. The following are promising activities that staff described to the team for better coordination and implementation: leadership of DPSCD’s attorney who has been involved with this initiative since December 2017; training available from Wayne RESA; and district training being planned for school staff.
**Due Process**
Law department attorneys meet with the senior executive director and relevant staff members twice each month to discuss due process filings and OCR complaints. The number of filings for due process hearings remained constant between 2015-16 and 2016-17, with six to seven cases filed each year. As of the team’s site visit, only one matter (later withdrawn) had been filed.
State Complaints
The number of complaints filed with MDE against the district held constant from 2015-16 to 2016-17 (34 and 35, respectively). Some 18 complaints had been filed during the current school year (as of the team’s January 2018 visit). At that point, there were 13 complaints still active. Most complaints involved the timeliness of evaluations, the timeliness of annual IEPs, child find obligations, IEPs individualized to meet students’ unique needs, IEP implementation, and placement decisions.
The consultant who is assisting the senior executive director is working to resolve the district’s outstanding complaints. Once under control, she will help address issues that most frequently trigger complaints, such as training for principals and other school personnel on procedural safeguards required for school removals, prior written notice, IEP implementation, and other issues.
Overdue IEPs
A major compliance issue facing the district involves the timeliness of IEP meetings. One reason for delays has been personnel shortages. There is little guidance for principals on how to develop IEPs and hold meetings when a certified special education teacher is not available. The special education department’s IEP compliance specialists asked to complete IEPs sometimes lack appropriate space to conduct meetings or paperwork necessary to support the process.
Historically, DCPSD’s IEPs are completed in the spring and by the October child count rather than throughout the school year, which is typical in most other school districts. Another issue is that IEP specialists have been informed that they cannot send out group emails to principals, so more time is required to collect or provide information one-to-one. Furthermore, principals do not consistently follow up on requested information in a timely manner.
IEP System
Focus group participants voiced numerous concerns about the district’s IEP system.
- **User-friendly Reports for Schools.** The system does not produce user-friendly reports, which are color-coded to support compliance, and that are simple to read and search to address issues in a proactive manner. School personnel must rely instead on special education department personnel to submit reports to schools, rather than enabling them to have a menu of real-time reports they could easily access. Other school districts with which we are familiar use such easy-to-access IEP systems and reports.
- **Data Analysis.** The special education department relied on Wayne RESA to issue various data reports for the Council’s team. These reports were reports that other school districts have been able to produce independently. The data in them were of a type that the special education department should be able to routinely run on its own and drive district decision-making.
- **IEP System Effectiveness.** There was a belief among interviewees that the current IEP system no longer meets DPSCD’s needs, e.g. enabling teacher names and caseloads to be entered to facilitate real-time monitoring.
- **Notice of IEP System Changes & Training.** IEP form changes may occur mid-year but there
is no advanced notice about changes unless one attends a meeting or workshop, e.g., elimination of dropdown menus. In addition, more training on the IEP system is needed because of school-based staffing changes.
**Fiscal Issues**
DPSCD spends a relatively large percentage of its local funds to support special education, and charter schools can fund special education at a much higher level than the district because of differences in student need. This information is explained in more detail below.
**Proportional Funding Sources**
Data in exhibit 4d show the percentages of district revenue in 2014-15 through 2016-17 that was directed to special education from state, federal and local sources. While the percentage of federal revenue (IDEA and Medicaid) increased from 11 percent to 13 percent of the district’s budget (some $2+ million) over this period, the percentage of state funding decreased from 59 percent to 56 percent (some $8 million). Local funding remained at about 30 percent of the budget, even with a net decrease of some $5 million. These figures may have changed in 2017-18 with the establishment of DPSCD. In the experience of the Council team, the district’s 30 percent local share is disproportionately high compared to other urban school districts.
**Exhibit 4d. Percentage of Special Education Funds from Local, State, and Federal Sources**
| | 2014-15 | 2015-16 | 2016-17 |
|-------|---------|---------|---------|
| Fed | 11% | 9% | 13% |
| State | 59% | 58% | 56% |
| Local | 30% | 33% | 30% |
**Comparison of DPSCD and Charter Schools for Total Per Pupil Special Education Costs**
Dollar costs for special education per FTE are shown in exhibit 4e. District staff reported to the Council team that despite having a smaller percentage of resource-intensive pupils and a larger percentage of resource-light pupils, charter schools incurred 52 percent more in total costs per pupil on an FTE basis than DPSCD. This discrepancy helps explain why DPSCD would have to allocate a higher proportion of its general education funds towards special education.
MDE directly funds DPSCD charters based on FTE students with IEPs, in addition to providing federal aid. As previously shown in exhibits 2e and 2f, charter schools enroll higher percentages of students with lower-cost disabilities such as specific learning disabilities and speech/language impairment compared to DPSCD, and lower percentages of students requiring more intensive supports, such as autism spectrum disorder, cognitive impairment, and emotional impairment.
Focus group participants voiced concerns that a disproportionate number of students who returned to DCPSD from charter schools had IEPs, and that those IEPs had fewer than expected services. Documenting these occurrences are steps that the district’s board of education may want to take as they renew or terminate DPSCD-authorized charter schools.
**Focus Group Participant Feedback on Fiscal Issues**
Various fiscal issues were also brought up by interviewees. These included--
- **Special Center Budgets.** Although Wayne RESA provides funds for their Act 18 special centers in the spring, the district’s slow processes prevent the centers from implementing budgeted activities, e.g., hiring and purchasing, until late the following school year – if at all. This may explain the substantial amount of funds that must be returned to Wayne RESA because they were not used as intended.
- **Vendor System.** In the past, it was reported that when compensatory services required the use of an outside evaluator, it has taken six months to a year for the evaluator to obtain a vendor number.
- **Transportation.** Special education pupil transportation costs in FY 2018 was budgeted at $199,669. This cost included 40 percent of students with IEPs—or 3,398 students—with door-to-door services. This high rate is based on several factors, including the uneven placement of specialized programs. These placements generally depend on schools having the space and willingness to host the program. Also, the district does not have a protocol or decision tree to guide its IEP transportation decisions on whether a student requires door-to-door service.
- **Medicaid Revenue.** DPSCD receives close to $6 million in Medicaid revenue for services the district provides for Medicaid-eligible students. Currently, the district does not track service
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93 Data from school State Aid Reports, April 2017
delivery electronically and relies on paper documentation and submissions. Based on experience in other school districts, potential reimbursements are likely being lost because of the paper-based process that the district is using.
**Accountability**
In the fall of 2011, the Council of the Great City Schools published its report *Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress*.\(^{94}\) The report summarized research the Council conducted with the American Institutes for Research (AIR) on characteristics of urban school districts that made the greatest academic improvements and had the highest overall performance on the National Assessment of Educational Progress (NAEP). The first characteristic involved a district’s clear statement of goals and districtwide accountability for results. These factors help create a culture of shared responsibility for student achievement.
Other research has found similar results and has clarified barriers to effective teaching and learning.\(^{95}\) School districts that effectively support school leadership often demonstrate the ability to facilitate learning, address barriers, and govern and manage the district in ways that prioritize good instruction. In pursuing these goals, districts showing improvement have mechanisms for systemic planning, program implementation, evaluation, and accountability.
District staff provided several ways in which DPSCD is bolstering accountability for student achievement.
- DPSCD’s research and assessment office has developed a data collection system, which has enabled the district to publish data consistent with annual education report requirements.
- The frequent monitoring of the implementation of the district’s strategic plan will be conducted through school diagnostic visits, review of benchmark assessments, use of a teacher evaluation tool, and adherence to the pacing calendar.
- Schools are developing goals to strategically monitor student performance on the M-Step, NWEA, and iReady.
- The district is developing new metrics to track student growth and student proficiency benchmarks and skills.
- Students are given report cards and progress reports quarterly to demonstrate academic progress on each specific content area as aligned to MDE graduation requirements.
**Focus Group Participant Feedback**
Focus group participants provided several comments around accountability.
\(^{94}\) Available at http://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/4/Pieces%20of%20the%20Puzzle_FullReport.pdf
\(^{95}\) Toward a School District Infrastructure that More Effectively Addresses Barriers to Learning and Teaching. A Center Policy & Practice Brief, Center for Mental Health in Schools at UCLA. November 2011, at http://smhp.psych.ucla.edu/pdfdocs/briefs/toward%20a%20school%20district%20infrastructure.pdf.
Strategic Plan. As the district monitors implementation of the strategic plan, indicators need to be developed specifically for students with IEPs. These indicators should take into account evidence-based practices to drive systemic and school-based improvements.
Student Growth. Metrics to track student growth and proficiency should address the varied circumstances of students with disabilities.
Protocol for Required Activities. There is no protocol or procedure in place to resolve differences when special education department personnel provide guidance to schools on compliance or performance and there is either disagreement or lack of follow-up.
AREAS OF STRENGTH
The following are areas of strength in the district’s support for teaching and learning for students with disabilities.
Interdepartmental Communication and Collaboration
Collaborative Relationships. The deputy and senior executive director for curriculum and instruction have a strong working relationship. There is also strong collaboration between special education department personnel and representatives from other departments.
Special Education Department Operation
Consultant Support. Although delayed from the beginning of the school year, a highly respected consultant has been hired to support the special education department.
Wayne RESA. Wayne RESA staff are communicating regularly with the senior executive director for special education and her staff about various issues of concern.
Special Education Staff. The district’s special education department has hard working and dedicated staff.
School-based Support for Special Education Management and Operation
Students Outside of DPSCD. DPSCD has opened its doors to students with IEPs from other districts to receive special education services.
Principal Leadership. Generally, principals welcome the opportunity to receive information on program compliance and improve their ability to carry out their roles and responsibilities. Principals participate in school walkthroughs that include special education classes.
Hiring Decisions. School principals are making hiring decisions for special educators, and they will be making hiring decisions in the future for paraprofessionals.
Recruitment and Incentive. Various recruitment activities and incentives are being discussed to reduce personnel shortages in special education, e.g., improved salary and benefit schedules, support for continuing education, home loan arrangements, etc.
Compliance Support
Written Operating Procedures. The 2011 special education operating procedures manual was updated in 2017 and is being reviewed for accuracy and timeliness. District attorneys are working with the federal Office for Civil Rights to develop a comprehensive Section 504 document. With training being planned for school staff, there appears to be a foundation for
improving Section 504 activities in the future.
- **Oversight of Due Process and OCR Complaints.** Law department attorneys meet with the senior executive director and relevant staff members twice each month to coordinate due process filings and OCR complaints. Relatively few requests for due process are filed by parents for a district this size.
- **MDE Complaints.** The district’s special education consultant is helping to resolve outstanding complaints and is planning to address the most frequent triggering issues, such as training for principals and other issues related to procedural safeguards, school removals, prior written notice, IEP implementation, etc.
**Fiscal Issues**
- **Medicaid Revenue.** DPSCD receives close to $6 million in Medicaid revenue for services it provides to Medicaid-eligible students.
**Accountability**
- **Initiatives.** DPSCD is moving to bolster its accountability for student achievement by publishing data consistent with annual education report requirements; monitoring the district’s strategic plan implementation; having school-based goals to strategically gauge student performance; developing metrics to track student growth and proficiency on specified benchmarks and skills; and using quarterly report cards and progress reports on content aligned to MDE graduation requirements.
**OPPORTUNITIES FOR IMPROVEMENT**
The following areas provide opportunities for improvement for students with disabilities.
- **Regular Communication.** Regularly scheduled communications are not always occurring between curriculum/instruction personnel and the deputy’s academic-related leaders. As a result, information is not being sufficiently shared with respect to upcoming plans.
- **Special Education Director Involvement.** The senior executive director (director) for special education does not participate in cabinet meetings. In her absence, the deputy superintendent (deputy) represents special education. The deputy also represents other areas under her supervision, and issues involving special education have been challenging, are persistent, have significant impact on schools and students, and are costly—and need special attention.
- **Cohort Principals and Leaders.** Cohort principal leaders and principals meet as a group with the deputy superintendent. During these meetings, the deputy also represents special education. Except for the cohort-five principal leader who directly reports to another deputy, the leaders have not been authorized explicitly to meet with their respective principals to address issues in their schools.
- **Special Education Liaisons.** Although a special education liaison is assigned to each of the cohorts, they have not had an opportunity to establish an ongoing working relationship with their respective principal leaders.
**Administration and Operation of Special Education**
- **Authority of Senior Executive Director.** There is a widespread belief among staff that the
deputy superintendent of schools has taken on the leadership role for special education, and, as a result, the executive director lacks the authority to direct, supervise, and make necessary decisions in the department. This has led some to perceive the senior executive director has not moved quickly enough to resolve some issues or answer questions.
- **Internal Department Meetings.** The special education leadership team meets with the senior executive director on a weekly basis, but at the time of our visit the special education department had not yet met as a group.
- **Overall Special Education Organization.** The special education department is organized around seven units: five for the cohorts, one for compliance, and one for ancillary personnel. On paper, there are 22 supervisors, including five vacant positions, and 3 directors that report directly to the senior executive director. The organizational structure is unwieldy.
- **Special Education Liaisons to Cohorts.** The team anticipated that a special education liaison in each cohort would support schools aligned to each principal leader. This arrangement, however, has not been realized because cohort personnel continue to have program supervisory responsibility in addition to numerous schools they are assigned to. The liaisons’ small bandwidth and large span of responsibilities makes the current structure untenable, and the organization configuration is not reasonably calculated to provide maximum support to schools.
- **Reorganization.** The 2017-18 school year began with 19 of 22 new supervisors. There is clearly a need for immediate attention to the department’s organization, but these expedited changes raised concerns among school personnel, parents, and other stakeholders. Along with personnel cuts, special education department personnel were given very short notice to report to schools to cover classes without certified teachers. It was unclear how long these teachers will continue this deployment. The reorganization of the special education department has become complicated by administrator seniority rights. The result has been some positions being filled by personnel without the knowledge and background necessary to be effective.
- **Wayne RESA Recommendations.** During meetings with the deputy superintendent and senior executive director, Wayne RESA made several thoughtful recommendations involving including the senior executive director in cabinet meetings; assigning supervisors and staff with proper credentials and approvals; clarifying the role of Act 18 supervisors and building principals; developing a communication plan that was comprehensive and seamless; and ensuring supervisors consistently attend Wayne RESA Coordinating Council/Region meetings. The Council team agreed with these suggestions.
**School-based Support for Special Education Management and Operation: Central Office**
- **Principal Leadership.** Principal leadership varies by school. Some principals actively oversee special education and interact with parents on the program, and others are not as engaged. It was also clear that all principals have not received the training they need to be effective and accountable. Unlike other districts having principals supervising and evaluating related-services personnel at their schools, DPSCD special education supervisors perform this function.
- **School Walk Throughs.** Principals need more explicit classroom observations protocols on special education.
• **Lead Teachers.** Not every school has a lead teacher acting as a liaison between the school and special education department personnel. The absence of a stipend or reduced caseload makes it difficult for some principals to find a special educator willing to carry on the lead teacher role. Issues that affect the effectiveness of lead teachers include: who to call with specific problems; coordination with different program supervisors; lack of protocols for roles and responsibilities; and mandatory and differentiated training.
• **Case Management.** It is difficult for special educators to carry out their case management responsibilities because of competing priorities (e.g., teaching). Also, prep time is sometimes too short to complete meetings, and securing required participant attendance at meetings is sometimes difficult.
**Special Education Related Staffing Ratios and Information**
• **Personnel Ratios.** Some staffing ratios are much higher than most other respondent school districts; others are much lower. The personnel ratios, on their own, do not support personnel decisions or changes, although many of the findings support the district’s own analysis of personnel configurations.
• **Personnel Shortages.** There are substantial shortages of personnel in the areas of special educators, paraprofessionals, psychologists, and nurses. These shortages affect instruction, service delivery, timely evaluations, and compliance. Also, numerous positions are being filled by contractual staff, and current special education personnel are leaving for other districts because of salary and benefits. When principals identify personnel to hire for vacant positions, delays in the employment process has sometimes resulted in potential hires taking positions in other districts.
**Compliance Issues**
There is inconsistent knowledge and understanding of the requirements and procedures in state and federal special education laws, which may be leading to both compliance and implementation problems. Specifically, there is a lack of data availability, an effective IEP system and IEP development processes, and inadequate training. Some of this is also due to staff shortages. The following are additional compliance issues.
• **Special Education Procedures.** The special education operating manual is not readily available to all stakeholders on the special education department webpage. Using a pdf format, the current manual does not allow for links to more information or publicly available resources.
• **Section 504 Operations.** Section 504 is not well coordinated at the school level, and there is little knowledge about its requirements. Only 36 students in the district are reported to have a Section 504 plan.
• **MDE Complaints.** Over the last two years, some 35 complaints against the district were filed with MDE. Common complaints include issues of the timeliness of evaluations and annual IEPs, child find obligations, developing and implementing IEPs, and placement decisions. District personnel are acting to resolve complaints to avoid corrective action.
• **Timely IEP Meetings.** Holding timely IEP meetings is a compliance issue in the district. Various reasons were given for delays, including problems with the scheduling of meetings during the spring and fall rather than throughout the school year. Also, delays were attributed
to special education teacher shortages and the lack of written guidance to principals about how to conduct IEP meetings when a certified special education teacher was unavailable. IEP compliance specialists who are asked to help schools with IEP development have sometimes found no appropriate space to conduct meetings or paperwork to support the process. IEP consultants have been informed they cannot send out group emails to principals, so communication is more time consuming.
**Fiscal Issues**
- **Local Support for Special Education.** DPSCD spends a relatively large 30 percent of its local funds to support special education.
- **Charter School Support for Special Education.** Despite having a smaller percentage of resource-intensive students (e.g., severe multiple impairment) and a larger percentage of resource-light pupils (e.g., severe multiple impairments), charter schools have 52 percent more to spend per pupil than DPSCD. Reportedly, a number of students who return to DCPSD from charter schools have IEPs, and their IEPs have fewer than expected services. Documentation of these situations are things the board of education may want to consider as they renew or terminate DPSCD-authorized charter schools.
- **Center School Budgets.** Although Wayne RESA provides center schools with their Act 18-funded budgets in the spring, the district’s slow processes prevent personnel from spending their funds in a timely manner. Activities like hiring personnel and purchasing material may not occur until late in the following school year – if at all.
- **Vendor System.** Historically, when compensatory services require the use of an outside evaluator, it has taken six months to a year for some to obtain a vendor number.
- **Transportation.** High costs apply to 40 percent of students with IEPs who are transported, including those who are provided door-to-door transportation. Factors that contribute to these costs include the uneven placement of specialized programs because of space considerations and principal willingness to host programs; the absence of protocols for placing programs or to guide IEP transportation decisions.
- **Medicaid Reimbursement.** District personnel do not track their service delivery electronically, relying instead on paper submissions. Potential Medicaid reimbursements may be lost because it is more difficult to document, submit, and monitor paper-based services.
**Accountability**
- **Strategic Plan.** As the district monitors implementation of its strategic plan, indicators need to be developed on students with IEPs. These indicators should take into consideration evidence-based practices that would drive systemic and school-based improvements.
- **Student Growth Metrics** to track student growth and proficiency need to include students with IEPs, taking into account their unique circumstances.
- **Protocol for Required Activities.** There is no protocol in place to help resolve differences or require action when special education department personnel provide compliance or programmatic guidance to schools and there is either disagreement or lack of follow-up. Furthermore, there is little if any school-based accountability for compliance. Such circumstances include following procedures for out-of-school suspensions; entering timely
transportation data; holding timely IEP meetings; exiting students from school to facilitate a transfer or initiate a transportation route; and implementing IEPs as written.
- **Data Collection and Reporting.** Various issues cited throughout this report relate to problems with reporting student data accurately. These include providing data in a user-friendly and easy-to-access manner. Specific issues include--
- **Early Childhood SPP Indicators.** The district’s report showed no students entered early childhood below expectations and had substantially improved developmentally upon exiting. In addition, reports showed identical rates for children meeting age expectations by the time they exited the program. Both areas related to appropriate behavior, acquisition and use of knowledge and skills, and positive social/emotional skills.
- **Data Reports.** The special education department had to rely on Wayne RESA to provide various reports for the Council’s special education review team. For example, one report involved students from other districts attending DPSCD schools. In general, these reports that Wayne RESA had to provide were typical of reports that other school districts can produce on their own. Moreover, the special education department should be able to prepare these reports to analyze district services and drive decision-making. Also, reports produced by the district for the Council team were not easy to analyze and required extensive manipulation.
- **IEP System.** The IEP system no longer meets district needs. For example, it does not allow the district to track special education teacher caseloads; provide notices to school personnel when the IEP system is modified; and code Turning Point as a special school attended solely by students with IEPs. Continual training is necessary for the constant influx of new staff.
**RECOMMENDATIONS**
The following recommendations are offered to improve supports for teaching and learning for students with disabilities.
5. **Department, Cohort, and Special Education Support for Schools.** Specifically charge senior staff in all central office departments with collaborating with each other to support teaching and learning for students with disabilities. In addition--
a. **Superintendent’s Cabinet.** Include the special education senior executive director in cabinet meetings to ensure the director receives direct information about district initiatives and can contribute to discussions.
b. **Collaborative/Inclusive Discussions and Deliverables.** Ensure all central office, cohort, and school discussions affecting teaching and learning include special education personnel and others knowledgeable about students with disabilities. Have department representatives from special education and English language learners meet regularly to address mutual responsibilities for English learners who have disabilities, and charge staff with developing and implementing models of effective instruction and supports for English learners with IEPs. (Coordinate with Recommendation 4b.)
As part of this collaboration, identify personnel in other departments having interactions with schools who can be aligned to one or more cohorts to build the capacity of principal leaders and principals to support their schools.
b. **Principal Leaders.** Expect principal leaders and their respective special education cohort leaders (see Recommendation 6a below) to meet at least biweekly to –
- **Review School Data** on issues delineated in this report and other areas relevant to teaching and learning.
- **Strategic Planning.** Develop strategic actions based on data with principals having common issues and individual principals having unique issues.
- **Professional Learning.** Develop professional learning for cohort personnel based on Recommendation 4d and other areas of need.
- **Monitoring.** Establish monitoring protocols for cohorts based on Recommendation 4f.
c. **Cross-Functional Training.** Establish a structure for cross-training of personnel from different departments to provide essential information for all principals, leadership teams, and teachers. More personnel should be available to support schools and teachers. In addition, use personnel with specialized expertise beyond what most teachers are expected to know.
6. **Special Education Department Organization.** The following recommendations are designed to enable special education department personnel to more effectively assist principal leaders, and school personnel to support teaching and learning. The senior executive director should be able to carry out her roles and responsibilities and should have the authority to do so. This includes the ability to make day-to-day decisions on activities within her control. To facilitate relationships between the senior executive director, principal leaders, and principals, she needs to attend principal meetings and have a standing agenda item at those meetings.
a. **Special Education Department Organization and Support for Schools.** This recommendation is meant to create a more streamlined and cohesive special education organizational structure. It also includes components on major areas of work.\(^{96}\) The recommendation is based on the department’s having eight leaders, including five supporting cohorts, reporting directly to the senior executive director. These leaders, along with the senior executive director, would constitute the core strategic planning and high level problem-solving team for the department. (See exhibit 4f for a graphic illustration for this recommended organization.)
- **Direct Report to Senior Executive Director.** Have the following positions report directly to the special education director:
- Expert leader
- Five cohort leaders\(^{97}\)
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\(^{96}\) Some activities, such as responsibility for nonpublic school placements, are judgmental in terms of organizational placement and are not specifically addressed. These activities should be embedded in the appropriate unit as the organization is developed.
\(^{97}\) Generic terms are used to provide DPSCD with the flexibility to determine the appropriate administrative level(s) for each position.
Related services leader
- **Expert Unit.** Currently, 16 supervisors\(^{98}\) are assigned to five cohorts in varying numbers and each has specialized programs they oversee, e.g., ASD, EI, SCI/SXI, etc. Under the supervision of one expert leader identify the expertise necessary for personnel to support cohort leaders and personnel under their supervision. Collectively, expert unit personnel should have the knowledge, experience, and skills to:
- Accelerate literacy for struggling readers, including those with dyslexia;
- Accelerate math achievement;
- Improve instruction aligned with alternate assessments and standards;
- Improve positive behavior for students with the most challenging social/emotional and behavioral needs;
- Improve postsecondary transition activities and supports, including community-based training
These individuals would not supervise “programs” per se. Instead, they would gather the most current evidence- and research-based information; provide leadership on the development of standards of practice and monitoring guidance; provide professional development to other units and schools; and support cohort personnel when they need additional expertise to address issues at schools. In addition to obtaining feedback from cohort and auxiliary personnel, the experts should visit schools periodically to observe and obtain a better understanding of teaching/learning challenges.
To free up a sufficient number of personnel for each cohort, this unit should be as small as possible – yet have a sufficient number of personnel to carry out expectations for their collective practice.
- **Cohort Unit.** With five leaders (one for each cohort), free up as many current slots as possible and establish new administrative positions (at least two) for each cohort leader. These personnel, with support from the expert leaders, should have the knowledge, skills, and experience to help teachers support the academic and social/emotional needs of their students.
The goal would to provide each cohort administrator with a reasonable number of schools to carry out his or her expected roles and responsibilities. In collaboration with the senior executive director, and relevant cohort and principal leaders, consider having one staff member be responsible for compliance and the other for teaching/learning. Have each cohort staff member and leader (with a fewer number of schools) be responsible for collaborating with their respective principals and supporting all special education teachers in their schools. In this way, each staff member can assist in developing a more flexible special education delivery system, solve problems, and support placements.
- **Related Services Unit.** This unit currently has one interim deputy executive director, one director, eight supervisors, and one coordinator. Reduce the number of supervisors
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\(^{98}\) Based on the December 6, 2017 organizational chart provided to the Council team. Several of these positions are vacant.
and assign lead personnel to support the supervisor in areas with large numbers of staff. At a minimum, have one supervisor each for psychology, social workers, and teachers. Provide lead personnel with a reduced caseload and stipends.
**Exhibit 4f. Recommended Special Education Department Organization Graphic Illustration**
- **Senior Executive Director**
- **Expert Unit Leader**
- **Cohort Unit, 5 Leaders (1 for each cohort)**
- **Related Services Unit Leader**
**b. Special Education Department Management**
- **Evaluation of Related Services Personnel.** Consider having principals evaluate related services personnel who work in their schools. The Council team can provide the names of other large urban districts that operate in this manner.
- **Special Education Department Meetings.** With feedback from special education department personnel, identify the most effective communication processes and frequency with which meetings should be held.
- **Clerical Staff/Administrative Assistants.** To the maximum extent possible, use clerical staff and administrative assistants to carry out activities that can be delegated to them to free up administrators for work in areas requiring their expertise.
- **Consultation with Wayne RESA.** During the reorganization process, consult with Wayne RESA to ensure that new positions are developed in the most flexible manner while meeting state requirements. If necessary, ask Wayne RESA to consider an amendment to its plan to provide state-approved flexibility that would be helpful but is not currently available. Also, identify how the special education department will ensure consistent attendance at Wayne RESA meetings and provide feedback to other department personnel, principal leaders, principals, and school personnel.
- **Feedback/Communication.** Obtain the input of principal leaders, and a representative group of principals and specialized program teachers to explain the draft organization and obtain feedback. Once the reorganization is finalized, communicate it broadly to stakeholders, and post on the district’s website. With parent groups, develop and execute a communication plan for parents.
- **Functional Directory.** On the district’s website and through other venues distribute broadly to stakeholders a functional directory with the new organization that clearly describes who to call for information based on subject areas of interest or need. Base the directory on a pyramid of support, starting at the school level, moving to the school
cohort administrator, cohort leader, etc.
- **Language Translation for Parents.** Translate the new organizational directory into the most common languages used by parents who have limited English proficiency.
- **Group Emails to Principals.** When special education personnel are coordinating information with principals and it is the same across principals, enable special education personnel to send emails when authorized by the special education senior executive director.
c. **Lead Teachers.** Expect that every school will have a lead teacher assigned to the school to liaison with the cohort administrator. With a representative group of principals and lead teachers, determine how lead teachers will be able to fulfill his/her roles and responsibilities. Consider reducing caseloads, providing stipends, and other incentives. Provide differentiated mandatory training to lead teachers.
d. **Student-Staff Ratios.** Have the deputy superintendent, senior special education executive director, and finance personnel review staffing ratios summarized in this report (see Appendix A) and other caseload data. NOTE: Relatively low or high student-to-personnel ratios in Appendix A do not necessarily mean that an area is staffed inappropriately; however, the ratios should prompt further review. Review caseloads to ensure that adequate numbers of special education and related-services personnel are at each school to carry out their expected responsibilities. Based on a full review, consider the changes needed short and long term.
e. **Vacant Positions.** Create a sense of urgency around filling remaining vacant special education and related positions, and to the extent possible replace contractual personnel with DCPSD employees as quickly as feasible.
- **Vacancy Status.** Validate vacant positions with principals. Have human resources report monthly to the deputy and the superintendent on how many positions have been filled and the number remaining by personnel area. If current strategies are unlikely to fill remaining positions for the beginning of the 2018-19 school year, problem-solve new approaches that are likely to succeed. One approach would be to contact charter school operates to identify contract agencies they use to fill vacant positions.
- **Expedite Hiring.** Provide the superintendent and deputy with information on the range of days necessary to establish a start date for new personnel. If unreasonable, identify measures for shortening the process so personnel are not lost to other districts.
7. **Compliance Support, and Data and Fiscal issues.** Consider the following actions to improve compliance; address data issues; and enhance revenue.
a. **Compliance Support.** Special education department personnel, alone, cannot improve special education compliance. This requires the collaboration of principal leaders, principals, and accountability staff.
- **Special Education and Section 504 Standard Operating Procedures Manuals.** Expedite completion of manuals on special education and Section 504. Supplement the documents with written expectations proposed in Recommendations 2c and 4c. Establish the two manuals as webpages that have links to more extensive information and public resources. Collaborate with stakeholders, including parents, to identify
useful resources and links. Ensure staff members are available to update information regularly. Provide training to stakeholders and parents to boost their understanding of core elements of special education and Section 504, and how to use the webpages. Ensure training is accessible to parents with diverse linguistic needs and sensory limitations.
- **Section 504 Operations.** As part of Section 504 training, include information on students with health plans to determine whether they are eligible for Section 504 services. Also determine how current information could be used to make more appropriate eligibility determinations. In addition, ensure that students having a health plan are also reviewed for the need for Section 504 safeguards.
- **Professional Learning.** Embed in Recommendation 4b and 4d professional learning to address compliance issues most frequently related to MDE complaints, due process, and OCR complaints, e.g., procedural safeguards for suspended students, prior written notices, and IEP implementation.
- **Dispute Resolution.** Expect that every principal and their respective principal leaders will collaborate with the cohort administrator to resolve complaints when resolution is within the principal’s control.
- **IEP System Changes.** Establish a process for notifying IEP system users of changes to the system so they can execute them effectively.
- **Timely IEP Meetings.** Develop a plan for holding timely IEP team meetings, including—
- **Master Schedule.** Having each school develop a master schedule for 2018-19 that would forecast annual IEP meetings and triennial evaluations/IEP meetings held throughout the school year rather than during only a few months. To do so, schedule triennial and annual IEP meetings earlier than usual to ensure a less concentrated yearly schedule.
- **Vacant Special Educator Positions.** Develop a protocol for principals on developing IEPs and how to include a special educator when the position is not filled by a certified person.
- **Supporting Case Managers.** Develop a protocol for case managers on facilitating participation of IEP team members, and free up case managers to attend meetings.
**b. Fiscal Issues.** Pursue the following activities to enhance revenue and shift more funds to activities that would boost high-quality education in inclusive and separate classes.
- **Charter Schools.** Join with other school districts to use data like that highlighted in this report to bring attention to the legislature the inequitable funding of special education for school districts compared to charters. As part of the district’s data collection for this purpose, track students returning to DPSCD from charters, the reasons for their return, and a comparison of IEP services provided by charters and those deemed appropriate by DPSCD.
- **Center School Budgets.** Immediately, have DPSCD’s senior special education executive director, relevant fiscal, human resources, purchasing personnel, and center school principals meet (with Wayne RESA personnel if helpful) to resolve the
purchasing and hiring issues center school principals face when trying to execute their approved Wayne RESA budgets in a timely manner. Have DPSCD personnel share with the deputy superintendent the steps that will be taken and how they will periodically report the status of those steps.
- **Vendor System.** Expedite approval of vendor numbers for outside providers or evaluators when necessary to provide compensatory services.
- **Transportation.** Develop a protocol to guide decision-making for transportation services. See Recommendation 4b.
- **Medicaid Reimbursement.** Develop an RFP for Medicaid software to enable DPSCD personnel to easily document electronically service provision for *all* Medicaid-eligible students. Cast a wide net to find the most user-friendly software that will migrate data from and to the district’s IEP system. The Council can help identify software used in other districts. This process should enable special education personnel to have valuable information on all students receiving services, provide for retroactive billing for students newly found to be Medicaid eligible, and support the submission of Medicaid claims.
**c. Data Collection and Reporting.** In addition to Recommendations 1f, 2e, and 4e –
- **Timely IEPs.** Develop user-friendly reports by cohort, school, and case manager on the percentage of timely IEPs each year, along with a backlog report showing students who have not received an IEP by the due date and the number of days waiting for an IEP. Have the report available electronically for lead principals, principals, and cohort leaders/administrators. Sort percentages and backlogged IEPs by school, so principals and cohort leaders can quickly identify schools in need. Have cohort leaders work with fellow administrators to identify personnel who can be temporarily deployed to neighboring schools to handle overdue IEPs and evaluations and those that are about to be overdue.
- **Early Childhood SPP 7 Indicator.** Ensure that data are entered correctly on early childhood SPP Indicator 7--the numbers of students entering the program below expectation and substantially increased developmentally upon exiting, and numbers meeting age expectations by the time they exit.
- **Data Reports.** Have staff who are expert in data reporting review the types of data and charts produced in this report, how these and other relevant information can be reported by school and cohort levels. Determine the extent to which the district’s current IEP or other data system can provide similar data. DPSCD should be able to produce such reports without relying on Wayne RESA.
- **IEP System.** Have the district review IEP systems available in the market place to compare their current system on whether they are sufficiently advanced in terms of usability, data reporting, ability to migrate with the student information system, and potential migration of current data into a new system. Use this information to determine if the benefits of a new system outweigh keeping the current system.
**d. Monitoring and Accountability.** In addition to Recommendations 1g, 2f, and 4f--
- **Strategic Plan.** Ensure that the district’s monitoring of its strategic plan includes
indicators on students with IEPs, and that improvement activities take into account evidence-based practices that could inform systemic and school-based improvements.
- **Student Growth.** Ensure that metrics tracking student growth address the various circumstances of students with disabilities, especially those receiving instruction based on alternate standards. To the extent that the district is using NWEA data to gauge growth, have the research and assessment staff determine whether the test’s growth norms allow students to make adequate progress on state standards.
- **Accountability Protocol.** Establish protocols or procedures for resolving disagreements between school personnel and special education personnel. Components should include but not be limited to procedures on school suspensions, the timely entry of transportation data, exiting students, facilitating transfers and new transportation routes, implementing IEPs, securing lead teachers, etc.
- **Performance Evaluations.** Embed in performance evaluations relevant indicators on each personnel area’s role in carrying out core special education activities under their control.
8. **Internal Project Manager.** Have a project manager assigned to the superintendent report regularly on progress in implementing leadership’s plans and initiatives, including following up recommendations in this report. Have the project manager report on relevant data, the status of implementation, and barriers to execution that require interdepartmental collaboration, and the need for adjustments to the plan.
CHAPTER 5. SUMMARY OF RECOMMENDATIONS
This chapter summarizes the recommendations made in Chapter 3 in two ways. The first way lists the recommendations from the previous chapter and the functional categories into which each one falls. The categories include accountability, planning, criteria/process, training, data/reports, and cross-references. The second way lists all recommendations, so the reader can see them in one place.
Recommendation Matrix
The exhibit below lists the recommendations from the previous chapter in table form corresponding to their functional categories.
| Recommendations | Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|---------------------------------------------------------------------------------|----------|----------------------|----------|--------------|----------------|
| **Multi-tiered System of Supports** | | | | | |
| **1. Systemwide MTSS Framework, Implementation Plan, and Oversight.** Embed MTSS into the district’s Blueprint 2020, making explicit how the strategic plan’s provisions fit into the MTSS framework and vice versa. Make clear that the framework includes all students, including students with disabilities, English learners, and accelerated learners. | | | | | |
| **a. District, Network and School Leadership Teams.** Establish the following leadership teams at the district, cohort, and school levels to support MTSS planning and oversee implementation activities: District MTSS Leadership Team; Cohort MTSS Leadership Teams; School-Based Leadership Teams; and Resource Coordinating Teams. | X | | | | |
| **b. Implementation Plan** Develop a multi-year MTSS implementation plan that includes regular updates for the board of education. Have the district’s leadership team evaluate the its current methodologies and tools as it develops the district’s MTSS framework and plan, including universal screeners, formative assessments, standard protocols for interventions/supports, curricular materials, supplemental and intensive resources, data platforms, use of data, professional learning, budget allocations, etc. In addition, include the following components—framework design; universal design for learning principles; department alignment of staff and priorities to support MTSS plan implementation; social emotional learning goals and expectations; progress monitoring benchmark and other regular districtwide and school-based progress-monitoring tools in the evaluation of MTSS implementation; early school enrollment campaign; master teacher program; school walk throughs; exemplary implementation models; and district website. When finalized, prominently post the MTSS implementation plan on the district’s website, along with relevant links to district information and publicly available resources. Communicate widely. | X | | | | |
| **c. Map Resources and Analyze/Address Gaps.** As part of the MTSS planning process, assess current human resources and instructional materials provided by the district and funded by schools to ascertain their effectiveness and return-on-investment in terms of improved student outcomes. Compare the value of resources and materials currently in use in the district with other evidence-based resources in the marketplace and replace low-value resources currently being used. Establish a menu of increasingly intensive interventions and resources, which should be vetted against current evidence on effectiveness and alignment. Ensure that the menu of interventions differentiates levels of intensity, criteria for use, and contains strategies that are | X | | | X | |
linguistically and culturally appropriate for a diverse student population. Consider how federal Title I resources could enhance, supplement, or pay for more effective interventions. If necessary, phase in new interventions over a reasonably few number of years.
### Recommendations
| | Planning Standards/Procedures | Training | Data/Reports | Accountability |
|---|-------------------------------|----------|--------------|----------------|
| d. **Written Expectations.** Establish a school board policy in support of the district’s MTSS framework (for academics and social/emotional learning/restorative practices). Charge the administration with developing and implementing an MTSS framework and roll-out plan. Include expectations that the framework will be used, and that it include all grades and students and supports linguistically appropriate and culturally competent instruction. Modify the plan as the district gains experience with it. Use information and resources that district personnel, Wayne RESA, and MBLSI have developed to inform this work. | X | | | |
| e. **Differentiated Professional Learning.** Based on the MTSS framework, district goals and expectations, and implementation plan, develop and put into place a professional development program to support it. Target it on critical audiences, e.g., general/special educators, related-services personnel, paraprofessionals, and parents. Provide at least four to five days of training each year, if possible, for school-based MTSS leadership teams over the next two years. Base training on the Learning Forward Standards for Professional Learning. Consider how training will be funded, e.g., through stipends, funds for substitute coverage, incentives for after-school and Saturday training, or summer training. Also, consider how training will be differentiated and sustained. In addition address: provide access to differentiated learning; use multiple formats; and use coaching/modeling strategies and cross-functional teams; and high quality trainers. | | X | | |
| f. **Data Analysis and Reports.** Review current data collection, analyses, and reports and supplement them with indicators or metrics that would be useful in determining whether schools use MTSS practices and their relationship to student achievement, e.g., growth based on appropriate instruction and intensive interventions. | | | X | |
| g. **Monitoring and Accountability.** Evaluate the implementation, effectiveness, and results of MTSS, and include the following as part of the assessments: baseline data and fidelity assessments; data checks; and timely communication and feedback. | | | | X |
### Demographic & Outcome Data
2. **Demographics, Referral and Identification of Disability.** Improve the overall consistency and appropriateness of referrals, assessments, and eligibility decisions in special education.
| | Planning Standards/Procedures | Training | Data/Reports | Accountability |
|---|-------------------------------|----------|--------------|----------------|
| a. **Data Review.** With a multi-disciplinary team of staff members in and outside the special education department, review exhibits 2a through 2q (along with MDE’s latest SPP results. Include representatives from C/I, English learners, principal leaders, principals, etc. Have the team develop hypotheses about patterns in the results presented in this section. For example, when examining the district’s high percentage of students identified as needing special education, investigate what the percentage might be if figures included all public-school students in Detroit or what they might be without students with an IEPs from other districts. (The Council team did not have access to these data.) Include in the data review significantly different disability rates by school and cohort; how disability patterns change by grade; and over and under representation of various student groups. | | | | X |
| b. **Implementation Plan.** Based on these data and the staff’s hypotheses about why the patterns look like they do, embed in the MTSS implementation plan activities relevant to the RCTs, including problem-solving, guidance on how to determine whether a student’s lack of progress | X | | | |
is due to a disability or to inadequate access to appropriate core instruction, increasingly intensive interventions, supports, and progress monitoring, etc. (Coordinate this activity with Recommendation 1b.) Also, consider using a playgroup model to assess young children.
### Recommendations
| | Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|---|----------|----------------------|----------|--------------|----------------|
| c. **Written Expectations.** In each area identified by the multi-disciplinary team as problematic, review district processes, including referrals, assessments, and eligibility, and amend them to provide more specific guidance. Develop: Standard Operating Procedures Manual (Coordinate with Recommendation 7a); RCT Practices (coordinate with Recommendation 1a); Incorporate relevant to ELs, such as that included in MDE’s Guidance Handbook for Educators of English Learners with Suspected Disabilities; and guidance on evaluating students’ lack of progress and relationship to Section 504 and special education evaluations; establish guidelines for determining when and under what circumstances a student no longer needs special education to progress educationally. | X | | | | |
| d. **Differentiated Professional Learning.** Plan for and provide all relevant district stakeholders with the professional development they need to implement the recommendations in this report. Have personnel from the special education and English language learner departments collaborate on the referral and assessment needs of EL students. (Coordinate this activity with Recommendation 1e.) | | | X | | |
| e. **Data Analysis and Reports.** Develop and provide regular user-friendly summary reports to district leadership showing data like those in exhibits 2a through 2m. Share data by cohort and by school within cohorts. | | | | X | |
| f. **Monitoring and Accountability.** Develop a process for ongoing monitoring of expected referrals, evaluations, and eligibility practices. Rather than using a traditional record-review compliance model, review data with schools so that they are aware of problems, and they are better prepared for follow-up action. Enable staff to observe best practices and receive coaching that will improve their knowledge and skills. (Coordinate this activity with Recommendation 1g.) Consider folding disability rates into cohort and school accountability systems. | | | | | X |
| g. **Timely Evaluation and Annual Review Work Group.** Convene a group of multi-disciplinary personnel, including representatives from PEC, principals and other school staff members. | X | | | | |
3. **Review of Data Related to Teaching and Learning.** Assemble a multidisciplinary team and review achievement data (exhibits 3a, 3c-g, and 3d-d-ee); suspension data (3m-o); educational environments (3g-l); special program configurations (3p-u, 3w, 3z, and 3bb), students from other districts (3v); percentages of students with IEPs by school (3x); and other relevant data. Develop hypotheses around the patterns of results found and set goals for improvement as the district implements the Council team’s recommendations and other proposals. Build strategies around each improvement goal, especially Recommendation 4 that is intended to improve inclusive and high-quality teaching and learning. Assess the resources and supports needed to implement each strategy.
| | Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|---|----------|----------------------|----------|--------------|----------------|
| | | | | X | |
### Improving Instruction & Supports
4. **Expansion of Inclusive Education and Provision of High Quality Instruction and Supports.** Begin the process of providing special education services in more inclusive educational settings to students with disabilities to ensure more equitable access to school choice and high-quality instruction. To build a culture and climate for this purpose, consider using an experienced consultant who has had successful outcomes in this area to help facilitate planning and implementation.
### Recommendations
**a. Inclusive Education Vision.** Establish a school board policy stating a clear and defined vision for DPSCD on the value of inclusivity and that reinforces the district’s commitment to improving academic achievement and social/emotional well-being for students with disabilities.
| Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|----------|----------------------|----------|--------------|----------------|
| X | | | | |
**b. Implementation Plan.** With the multidisciplinary team assembled pursuant to Recommendation 3, develop a written multi-year action plan that calls for written expectations, professional learning, data analytics, and accountability. To the extent reasonable, embed components in the MTSS implementation plan referenced in Recommendation 1b. Consider the data review referenced in Recommendation 3. Once the plan is completed, establish a way for school-based teams to embed local implementation activities into their strategic school designs and school improvement plans. As part of this process, identify a cadre of schools that volunteer to take the lead in planning and implementing inclusive service designs. Phase in this process over about four years to include all schools. Also, identify general and special education personnel that schools can contact to support their implementation efforts to better meet the needs of students with IEPs.
*Communication.* When finalized, prominently post the implementation plan on the district’s website, along with relevant links to district information and publicly available resources. Communicate the plan widely to all internal and external stakeholders, including parents who are English learners, and share the purpose and expected outcomes of the plan.
*Consultant.* Hire a consultant who has experience with and positive outcomes in reducing the restrictiveness of educational environments of students, implementing interventions for students with dyslexia, autism, vision/hearing impairments, and improving achievement and positive student behavior generally. This action will expedite effective planning and implementation and serve as a sounding board for DPSCD staff.
*Components.* When developing the implementation plan, include the following components—increased inclusivity of regular preschool classes; differentiated instruction; effective instruction based on core curricular standards; planned collaboration; positive support for behavior; elimination of “voluntary” out-of-school suspension; instruction of ELs with IEPs; support for students with IEPs taking advanced classes; SLD program evaluation to accelerate literacy; support for students with vision/hearing impairments; provide instruction through flexible service delivery models; with Wayne RESA review and address special program configurations to reduce categorical placements and increase inclusivity; develop a master plan for the equitable placement of specialized programs across the district; ensure sufficient supports available for emotional impairment program; review center schools to consider provision of effective services within regular schools; review and adjust for equitable school disability enrollment and address Detroit Institute of Technology at Cody disproportionality; develop transportation protocol for door-to-door service; address postsecondary transition, path to graduation, community job training, and training for career gaps; review and address placement center issues; develop IEP team decision making worksheets; address assistive technology gaps; clarify roles and responsibilities under Wayne RESA plan; collaborate with parents and obtain feedback from stakeholders throughout this process.
**c. Written Expectations.** As part of the implementation plan described in Recommendation 4b, develop written expectations on each plan component. (Coordinate with Recommendation 2c.)
### Recommendations
**d. Differentiated Professional Learning and Parent Training.** Embed in the professional development curriculum (Recommendation 1e) content needed to carry out Recommendation 4. Embed into current walk-through protocols indicators associated with implementation plan components that the district expects to be in place within a specified time-frame.
| Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|----------|----------------------|----------|--------------|----------------|
| | | X | | |
**e. Data Analysis and Reports.** In addition to activities proposed in Recommendation 1e, embed in school performance and planning frameworks data reporting and use of risk ratio measure to report disproportionality da
| Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|----------|----------------------|----------|--------------|----------------|
| | | X | X | |
**f. Monitoring and Accountability.** Expect all principals to be responsible for overseeing special education in their buildings and hold them explicitly accountable for such. Articulate how cohort principal leaders will work with their principals and how they will exercise their responsibilities to ensure principals are serving students with disabilities. Embed the following activities into the monitoring and accountability systems described in Recommendation 1g. and 2f. Establish data checks; fidelity assessments and walk-throughs that include special education indicators; obtain timely feedback on inclusive education barriers; and monitor informal school removals, timely placements, home placements, and too high caseloads.
| Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|----------|----------------------|----------|--------------|----------------|
| | | | | X |
### Organizational Support
5. **Department, Cohort, and Special Education Support for Schools.** Specifically charge senior staff in all central office departments with collaborating with each other to support teaching and learning for students with disabilities. In addition--
**a. Superintendent’s Cabinet.** Include the special education senior executive director in cabinet meetings to ensure the director receives direct information about district initiatives and can contribute to discussions.
| Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|----------|----------------------|----------|--------------|----------------|
| X | | | | |
**b. Collaborative/Inclusive Discussions and Deliverables.** Ensure all central office, cohort, and school discussions affecting teaching and learning include special education personnel and others knowledgeable about students with disabilities. Have department representatives from special education and English language learners meet regularly to address mutual responsibilities for English learners who have disabilities, and charge staff with developing and implementing models of effective instruction and supports for English learners with IEPs. (Coordinate with Recommendation 4b.) As part of this collaboration, identify personnel in other departments having interactions with schools who can be aligned to one or more cohorts to build the capacity of principal leaders and principals to support their schools.
| Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|----------|----------------------|----------|--------------|----------------|
| X | | | | X |
**c. Principal Leaders.** Expect principal leaders and their respective special education cohort leaders (see Recommendation 6a below) to meet at least biweekly to review school data; develop strategic actions based on data with principals having common issues and individual principals having unique issues; develop professional learning for cohort personnel based on Recommendation 4d and other areas of need; and establish monitoring protocols for cohorts based on Recommendation 4f.
| Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|----------|----------------------|----------|--------------|----------------|
| X | | | | X |
**d. Cross-Functional Training.** Establish a structure for cross-training of personnel from different departments to provide essential information for all principals, leadership teams, and teachers. More personnel should be available to support schools and teachers. In addition, use personnel with specialized expertise beyond what most teachers are expected to know.
| Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|----------|----------------------|----------|--------------|----------------|
| X | | X | | |
6. **Special Education Department Organization.** The following recommendations are designed to enable special education department personnel to more effectively assist principal leaders, and school personnel to support teaching and learning. The senior executive director should be able to carry out her roles and responsibilities and should have the authority to do so. This includes the ability to make day-to-day decisions on activities within her control. To facilitate relationships between the senior executive director, principal leaders, and principals, she needs to attend principal meetings and have a standing agenda item at those meetings.
| Recommendations | Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|---------------------------------------------------------------------------------|----------|----------------------|----------|--------------|----------------|
| **a. Direct Report to Senior Executive Director.** Have the following positions report directly to the special education director: | | | | | |
| **Expert Unit.** Ensure personnel collectively have the knowledge, experience, and skills to: accelerate literacy for struggling readers, including those with dyslexia; accelerate math achievement; improve instruction aligned with alternate assessments and standards; improve positive behavior for students with the most challenging social/emotional and behavioral needs; and improve postsecondary transition activities and supports, including community-based training. Expert personnel gather the most current evidence- and research-based information; provide leadership on the development of standards of practice and monitoring guidance; provide professional development to other units and schools; and support cohort personnel when they need additional expertise to address issues at schools. In addition to obtaining feedback from cohort and auxiliary personnel, the experts should visit schools periodically to observe and obtain a better understanding of teaching/learning challenges. | X | | | | |
| **Cohort Unit.** With five leaders (one for each cohort), free up as many current slots as possible and establish new administrative positions (at least two) for each cohort leader. These personnel, with support from the expert leaders, should have the knowledge, skills, and experience to help teachers support the academic and social/emotional needs of their students. Provide each cohort administrator with a reasonable number of schools to carry out his or her expected roles and responsibilities. In collaboration with the senior executive director, and relevant cohort and principal leaders, consider having one staff member be responsible for compliance and the other for teaching/learning. Have each cohort staff member and leader (with a fewer number of schools) be responsible for collaborating with their respective principals and supporting all special education teachers in their schools. In this way, each staff member can assist in developing a more flexible special education delivery system, solve problems, and support placements. | | | | | |
| **Related Services Unit.** Reduce the number of supervisors and assign lead personnel to support the supervisor in areas with large numbers of staff. At a minimum, have one supervisor each for psychology, social workers, and teachers. Provide lead personnel with a reduced caseload and stipends. | | | | | |
| **b. Special Education Department Management.** Address: evaluation of related services personnel; improved special education department meetings; use of clerical staff and administrative assistants; consultation with Wayne RESA to coordinate reorganization process; obtain principal leaders and stakeholder feedback throughout reorganization process; functional directory of staff support; translation of information for parents; and simplify communication to principals through email. | X | | | | |
| **c. Lead Teachers.** Expect that every school will have a lead teacher assigned to the school to liaison with the cohort administrator. With a representative group of principals and lead teachers, determine how lead teachers will be able to fulfill his/her roles and responsibilities. | X | | X | | |
Consider reducing caseloads, providing stipends, and other incentives. Provide differentiated mandatory training to lead teachers.
### Recommendations
| | Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|---|----------|----------------------|----------|--------------|---------------|
| d. **Student-Staff Ratios**. Have the deputy superintendent, senior special education executive director, and finance personnel review staffing ratios summarized in this report (see Appendix A) and other caseload data. NOTE: Relatively low or high student-to-personnel ratios in Appendix A do not necessarily mean that an area is staffed inappropriately; however, the ratios should prompt further review. Review caseloads to ensure that adequate numbers of special education and related-services personnel are at each school to carry out their expected responsibilities. Based on a full review, consider the changes needed short and long term. | X | | | X | |
| e. **Vacant Positions**. Create a sense of urgency around filling remaining vacant special education and related positions, and to the extent possible replace contractual personnel with DCPSD employees as quickly as feasible. Validate vacant positions with principals and have human resources report monthly vacancies to deputy and superintendent; review hiring process to and expedite hires. | X | X | | | X |
### Compliance Support, Fiscal Issues & Accountability
7. **Compliance Support, Data and Fiscal issues.**
| | Planning | Standards/Procedures | Training | Data/Reports | Accountability |
|---|----------|----------------------|----------|--------------|---------------|
| a. **Compliance Support**. Through collaboration of principal leaders, principals, and accountability staff: develop Special Education and Section 504 Standard Operating Procedures Manuals; consider eligibility of students on health plans for Section 504; embed in Recommendation 4b and 4d professional learning to address compliance issues most frequently related to MDE complaints, due process, and OCR complaints; expect that every principal and their respective principal leaders will collaborate with the cohort administrator to resolve complaints when resolution is within the principal’s control; and establish process for notifying users of IEP system changes. Develop a plan to support timely IEP meetings and include: master schedule requirements; vacant special educator position protocol; and support for case managers to ensure they and required IEP team participants attend meetings. | X | X | X | X | X |
| b. **Fiscal Issues**. Pursue the following activities to enhance revenue and shift more funds to activities that would boost high-quality education in inclusive and separate classes. Address issues related to charter schools; center school budgets; vendor system for outside compensatory education providers; and issue an RFP for effective Medicaid software to facilitate easy service tracking. | X | X | | | |
| c. **Data Collection and Reporting**. In addition to Recommendations 1f, 2e, and 4e – report data for, monitor and support timely IEPs; correct data for SPP indicator 7 related to early childhood outcomes; reproduce data provided in this report for district and school-based use without relying on Wayne RESA; review IEP systems available in the market place to compare their current system on whether they are sufficiently advanced in terms of usability, data reporting, ability to migrate with the student information system, and potential migration of current data into a new system. Use this information to determine if the benefits of a new system outweigh keeping the current system. | X | | X | | |
| d. **Monitoring and Accountability**. In addition to Recommendations 1g, 2f, and 4f—ensure the district’s monitoring of its strategic plan includes indicators on students with IEPs, and that improvement activities take into account evidence-based practices that could inform systemic and school-based improvements. Include student growth metrics, protocols or procedures for | | | | X | X |
resolving disagreements between school personnel and special education personnel. Components should include but not be limited to procedures on school suspensions, the timely entry of transportation data, exiting students, facilitating transfers and new transportation routes, implementing IEPs, securing lead teachers, etc. Embed in performance evaluations relevant indicators on each personnel area’s role in carrying out core special education activities under their control.
### Recommendations
8. **Internal Project Manager.** Have a project manager assigned to the superintendent report regularly on progress in implementing leadership’s plans and initiatives, including following up recommendations in this report. Have the project manager report on relevant data, the status of implementation, and barriers to execution that require interdepartmental collaboration, and the need for adjustments to the plan.
List of Recommendations
1. **Systemwide MTSS Framework, Implementation Plan, and Oversight.** Embed MTSS into the district’s Blueprint 2020, making explicit how the strategic plan’s provisions fit into the MTSS framework and vice versa. Make clear that the framework includes all students, including students with disabilities, English learners, and accelerated learners.
a. **District, Network and School Leadership Teams.** Establish leadership teams at the district, cohort, and school levels to support MTSS planning and oversee implementation activities.
- **District MTSS Leadership Team.** Have the deputy superintendent and senior executive director of C/I share responsibility for the development and implementation of MTSS across the system, utilizing a team of stakeholders, e.g., cohort leaders, central office personnel, principals, and school-based personnel. When completed, schedule a two-day overview for staff and monthly meetings with the MTSS leadership team to ensure use of a common language, effective implementation, and effective resource allocations.
- **Cohort MTSS Leadership Teams.** Have each cohort establish an MTSS leadership team with principals and a diverse group of school personnel who would be responsible for implementation.
- **School-Based Leadership Teams.** Based on the district’s MTSS-implementation plan (Recommendation 1b below), establish school-based leadership teams (SBLT) at each site to provide training and guidance on activities that could be incorporated into each school’s academic achievement plan. The SBLT should lead each school’s MTSS work to ensure a common understanding of the framework. The SBLTs should also have defined responsibilities, such as learning/applying/modeling the problem-solving process, providing professional development and technical assistance, monitoring implementation and supports, and conducting school-based data days.
- **Resource Coordinating Teams.** Establish written parameters for RCTs, including evidence-based guidelines and expectation that RCTs be implemented as designed at every school. Send a common message that RCTs are designed for problem-solving purposes, and they are not a pipeline for special education.
b. **Implementation Plan.** Develop a multi-year MTSS implementation plan that includes regular updates for the board of education. Have the district’s leadership team evaluate the its current methodologies and tools as it develops the district’s MTSS framework and plan, including universal screeners, formative assessments, standard protocols for interventions/supports, curricular materials, supplemental and intensive resources, data platforms, use of data, professional learning, budget allocations, etc. In addition, include the following components—
- **Framework Design.** Review information from MIBLSI, Wayne RESA, and the DPI RtI Handbook and Tool Kit, and supplement them based on current best practices, including information for elementary, middle, and high school grade levels.
- **UDL.** Embed universal design for learning (UDL) principles into the MTSS framework, and incorporate items discussed below.
• **Department Alignment.** Require each department to realign staff and priorities to support the MTSS plan’s implementation. Ensure department deliverables are collaboratively developed and do not produce competing priorities across schools.
• **Social Emotional Learning.** Establish goals and expectations that schools would provide social emotional learning (SEL) as part of its MTSS work, including the use of a SEL curriculum, community wraparound services, etc.
• **Progress Monitoring.** Include benchmark and other regular districtwide and school-based progress-monitoring tools in the evaluation of MTSS implementation. Consider whether to continue using both IReady and MIBLSI or have one set of data systemwide.
• **Early School Enrollment.** Consider a citywide campaign designed to educate parents about the value of enrolling their children in early childhood programs and in kindergarten. Communicate resources to help parents access these programs.
• **Master Teacher Program.** Add components to the Master Teacher Program to support positive student social/emotional wellbeing and behavior. Ensure that participants are knowledgeable about teaching and learning with students with disabilities, students who are twice exceptional, English learners and those with disabilities, and gifted students.
• **School Walk Throughs.** Include in current walk-through protocols any elements of MTSS that current tools do not contain. Follow-up walkthrough results to identify trends, strengths, and action items. Walkthroughs should be non-evaluative, but results should be aggregated in a way that would inform central office strategies.
• **Exemplary Implementation Models.** Provide a forum where schools can highlight and share best practices, lessons learned, victories, and challenges in implementing MTSS for all student groups. Identify and encourage staff to visit exemplary schools and set aside time for that to happen.
• **District Website.** Develop a highly visible, well-informed, and interactive web page highlighting the district’s MTSS framework. Include links to other local and national sites. Highlight schools in the district that are showing results with the approach and share stories and data on the impact of MTSS on student outcomes.
**Communication.** When finalized, prominently post the MTSS implementation plan on the district’s website, along with relevant links to district information and publicly available resources. Communicate widely with all internal and external stakeholders, including parents who are English learners, and share the purposes and expected outcomes of the plan.
c. **Map Resources and Analyze/Address Gaps.** As part of the MTSS planning process, assess current human resources and instructional materials provided by the district and funded by schools to ascertain their effectiveness and return-on-investment in terms of improved student outcomes. Compare the value of resources and materials currently in use in the district with other evidence-based resources in the marketplace and replace low-value resources currently being used. Establish a menu of increasingly intensive interventions and resources, which should be vetted against current evidence on effectiveness and alignment. Ensure that the menu of interventions differentiates levels of intensity, criteria for use, and contains strategies that are linguistically and culturally appropriate for a
diverse student population. Consider how federal Title I resources could enhance, supplement, or pay for more effective interventions. If necessary, phase in new interventions over a reasonably few number of years.
d. **Written Expectations.** Establish a school board policy in support of the district’s MTSS framework (for academics and social/emotional learning/restorative practices). Charge the administration with developing and implementing an MTSS framework and roll-out plan. Include expectations that the framework will be used, and that it include all grades and students and supports linguistically appropriate and culturally competent instruction. Modify the plan as the district gains experience with it. Use information and resources that district personnel, Wayne RESA, and MIBLSI have developed to inform this work.
e. **Differentiated Professional Learning.** Based on the MTSS framework, district goals and expectations, and implementation plan, develop and put into place a professional development program to support it. Target it on critical audiences, e.g., general/special educators, related-services personnel, paraprofessionals, and parents. Provide at least four to five days of training each year, if possible, for school-based MTSS leadership teams over the next two years. Base training on the Learning Forward Standards for Professional Learning. Consider how training will be funded, e.g., through stipends, funds for substitute coverage, incentives for after-school and Saturday training, or summer training. Also, consider how training will be differentiated and sustained. In addition –
- **Access to Differentiated Learning.** Ensure that professional learning is engaging and differentiated based on individual skills, experience, and need. Have professional learning and technical assistance continue for new personnel and those needing additional support.
- **Multiple Formats.** Use multiple formats (e.g., videos, webinars, and narrative text) and presentation approaches (e.g., school-based, small groups) to provide professional development on MTSS.
- **Coaching/Modeling.** Develop a plan to provide coaching and technical assistance to principals and school-based leadership teams on practices covered in training sessions and materials.
- **Cross-Functional Teams.** Cross-train individuals from all departments working with schools to ensure a common language and understanding of MTSS. This will help align and support schools as they work on implementation. Provide direct support, mentoring, coaching, and technical assistance to principals and teachers on implementation.
- **High-Quality Trainers.** Identify staff members at all levels who are knowledgeable about and experienced in the components of MTSS and deploy them as professional developers. As necessary, supplement these staff members with experts from outside the school district.
f. **Data Analysis and Reports.** Review current data collection, analyses, and reports and supplement them with indicators or metrics that would be useful in determining whether schools use MTSS practices and their relationship to student achievement, e.g., growth based on appropriate instruction and intensive interventions.
g. **Monitoring and Accountability.** Evaluate the implementation, effectiveness, and results of MTSS, and include the following as part of the assessments—
- **Baseline Data and Fidelity Assessments.** Use the Self-Assessment of MTSS (SAM) or other protocols for schools to self-assess their MTSS practices. Have network and districtwide leadership teams periodically review these self-assessments for validity. Incorporate SAM results into the school review process to assess fidelity to the framework.
- **Data Checks.** Using data and reports proposed in Recommendation 1f, have the superintendent, deputy superintendent, and senior executive director for C/I host regular data conversations with departments, network leaders, and principals to discuss results, anomalies, needed supports, follow-up activities, and outcomes.
- **Timely Communication and Feedback.** Assign responsibility for communicating the MTSS work to stakeholders through multiple channels, e.g., website, television, radio, social media, etc. Design feedback loops involving central office, school personnel, parents, and the community to assess problems and successes on the ground. Use this feedback to provide regular and timely feedback to the district MTSS leadership team on where and how schools require additional assistance.
2. **Demographics, Referral and Identification of Disability.** Improve the overall consistency and appropriateness of referrals, assessments, and eligibility decisions in special education.
a. **Data Review.** With a multi-disciplinary team of staff members in and outside the special education department, review exhibits 2a through 2q (along with MDE’s latest SPP results). Include representatives from C/I, English learners, principal leaders, principals, etc. Have the team develop hypotheses about patterns in the results presented in this section. For example, when examining the district’s high percentage of students identified as needing special education, investigate what the percentage might be if figures included all public-school students in Detroit or what they might be without students with an IEPs from other districts. (The Council team did not have access to these data.) Include in the data review significantly different disability rates by school and cohort; how disability patterns change by grade; and over and under representation of various student groups.
b. **Implementation Plan.** Based on these data and the staff’s hypotheses about why the patterns look like they do, embed in the MTSS implementation plan activities relevant to the RCTs, including problem-solving, guidance on how to determine whether a student’s lack of progress is due to a disability or to inadequate access to appropriate core instruction, increasingly intensive interventions, supports, and progress monitoring, etc. (Coordinate this activity with Recommendation 1b.) Also, consider using a playgroup model to assess young children.
c. **Written Expectations.** In each area identified by the multi-disciplinary team as problematic, review district processes, including referrals, assessments, and eligibility, and amend them to provide more specific guidance.
- **Standard Operating Procedures Manual.** Ensure that the district’s comprehensive standard-operating-procedures manual for special education incorporates this guidance. (Coordinate with Recommendation 7a.)
• **RCT Practices.** Require that RCTs function within an MTSS framework, and that personnel who assess students for special education consider the extent to which students might benefit from increasingly intensive interventions based on problem-solving and progress monitoring. (Coordinate this activity with Recommendation 1a.)
• **English Learners.** Incorporate in the manual information relevant to ELs, such as that included in MDE’s Guidance Handbook for Educators of English Learners with Suspected Disabilities.
• **Lack of Progress.** Provide guidance on evaluating students’ lack of progress. Have RCTs include in their procedures appropriate referrals for Section 504 services as well as for special education.
• **Referral Practices.** Make sure that written guidance and practice is included on parental requests for a special education evaluation when there is evidence of a suspected disability.
• **Exiting Special Education.** Establish guidelines for determining when and under what circumstances a student no longer needs special education to progress educationally. A transition to services under Section 504 may be appropriate for such children.
Recommendations relevant to the timely transition of students from Part C services, and proposals on timely IEPs are provided later in this report. (See IV. Support for Teaching and Learning for Students with Disabilities, Accountability.)
d. **Differentiated Professional Learning.** Plan for and provide all relevant district stakeholders with the professional development they need to implement the recommendations in this report. Have personnel from the special education and English language learner departments collaborate on the referral and assessment needs of EL students. (Coordinate this activity with Recommendation 1e.)
e. **Data Analysis and Reports.** Develop and provide regular user-friendly summary reports to district leadership showing data like those in exhibits 2a through 2m. Share data by cohort and by school within cohorts.
f. **Monitoring and Accountability.** Develop a process for ongoing monitoring of expected referrals, evaluations, and eligibility practices. Rather than using a traditional record-review compliance model, review data with schools so that they are aware of problems, and they are better prepared for follow-up action. Enable staff to observe best practices and receive coaching that will improve their knowledge and skills. (Coordinate this activity with Recommendation 1g.) Consider folding disability rates into cohort and school accountability systems.
3. **Review of Data Related to Teaching and Learning.** Assemble a multidisciplinary team and review achievement data (exhibits 3a, 3c-g, and 3dd-e); suspension data (3m-o); educational environments (3g-l); special program configurations (3p-u, 3w, 3z, and 3bb), students from other districts (3v); percentages of students with IEPs by school (3x); and other relevant data. Develop hypotheses around the patterns of results found and set goals for improvement as the district implements the Council team’s recommendations and other proposals. Build strategies around each improvement goal, especially Recommendation 4 that is intended to improve
inclusive and high-quality teaching and learning. Assess the resources and supports needed to implement each strategy.
4. **Expansion of Inclusive Education and Provision of High Quality Instruction and Supports.** Begin the process of providing special education services in more inclusive educational settings to students with disabilities to ensure more equitable access to school choice and high-quality instruction. To build a culture and climate for this purpose, consider using an experienced consultant who has had successful outcomes in this area to help facilitate planning and implementation.
a. **Inclusive Education Vision.** Establish a school board policy stating a clear and defined vision for DPSCD on the value of inclusivity and that reinforces the district’s commitment to improving academic achievement and social/emotional well-being for students with disabilities. Highlight the importance of central office support and principal leadership for providing students with IEPs with the differentiated and scaffolded instruction they need to learn in general education settings. State that a student’s needs - not their disability label - should drive the type or location of services. Expect that students will receive rigorous core instruction that is linguistically appropriate and culturally relevant. These expectations should be within greater reach when school personnel are provided the resources and supports they need, and as teachers become more familiar with and base their instruction on the principles of UDL. At the same time, the district’s vision should underscore the importance of evidence-based academic and positive behavior interventions/supports. Furthermore, once students are receiving special education instruction, the intensity of interventions should be stronger than (not less than) interventions otherwise available to students without IEPs.
b. **Implementation Plan.** With the multidisciplinary team assembled pursuant to Recommendation 3, develop a written multi-year action plan that calls for written expectations, professional learning, data analytics, and accountability. To the extent reasonable, embed components in the MTSS implementation plan referenced in Recommendation 1b. Consider the data review referenced in Recommendation 3. Once the plan is completed, establish a way for school-based teams to embed local implementation activities into their strategic school designs and school improvement plans.
As part of this process, identify a cadre of schools that volunteer to take the lead in planning and implementing inclusive service designs. Phase in this process over about four years to include all schools. Also, identify general and special education personnel that schools can contact to support their implementation efforts to better meet the needs of students with IEPs.
**Communication.** When finalized, prominently post the implementation plan on the district’s website, along with relevant links to district information and publicly available resources. Communicate the plan widely to all internal and external stakeholders, including parents who are English learners, and share the purpose and expected outcomes of the plan.
**Consultant.** Hire a consultant who has experience with and positive outcomes in reducing the restrictiveness of educational environments of students, implementing interventions for students with dyslexia, autism, vision/hearing impairments, and improving achievement
and positive student behavior generally. This action will expedite effective planning and implementation and serve as a sounding board for DPSCD staff.
**Components.** When developing the implementation plan, include the following components—
- **Early Childhood.** Increase the number of children educated inclusively in regular preschool classes—with no more than 50 percent and close to 30 percent of classes composed of children with disabilities. The Council team can provide DPSCD with names of other school districts that have done so effectively. When more children are successful in inclusive classrooms, there will be higher expectations that these opportunities will continue in kindergarten, enhance equitable school choices, and spur high-quality education for students with disabilities.
- **Differentiated Instruction.** Provide linguistically appropriate and culturally competent instruction aligned with core standards, differentiated for students with reading and math performance significantly below those of their classroom peers.
- **Effective Instruction Based on Core Curricular Standards.** Improve instruction aligned to core curricular standards and expand increasingly intensive interventions, especially in literacy and math, to reinforce standards-based instruction. Consider augmenting the commercial reading and programs with additional foundational materials that would address alignment issues. Specify interventions in English language arts and math that are evidence-based and can fill instructional gaps for students with IEPs who are behind academically. Provide for flexible groupings of students when there is a need for common interventions, and adjust the groupings based on changing student needs.
- **Planned Collaboration.** Expect collaboration among general and special educators, paraprofessionals, and related-services personnel in providing instruction and interventions for students they have in common.
- **Positive Support for Behavior.** Enhance the knowledge of and supports for teachers who work with students with challenging behavior to reinforce time engaged in teaching and learning. Plan for the expansion and identification of personnel available for observing classrooms, modeling effective practices, and coaching in schools with no other internal expertise. Also, undertake activities needed to support the development of meaningful functional behavior assessments and behavior intervention plans.
- **Elimination of “Voluntary” Out-of-school Suspension.** Explicitly prohibit sending students home “voluntarily” in lieu of a formal suspension with documentation and notice to parents.
- **English Learners with IEPs.** Bring together personnel from the English learner and special education departments, along with others with instructional expertise, to articulate necessary interventions for ELs with IEPs. Based on a review of current models, identify best practices in the systemic implementation of special education and language acquisition strategies.
- **Advanced Classes.** Review gaps in the provision of IEP-accommodations for students taking advanced classes to identify necessary steps to meet student needs.
• **Specific Learning Disabilities Program.** Review the SLD program to determine how more students could receive core instruction in general education classes, supplemented by evidence-based intensive interventions designed to accelerate literacy. Address the large proportion of students with IEPs who have poor reading skills, and the high percentage of those students likely to have dyslexia. School districts with which we are familiar have established clustered programs with evidence-based intensive interventions. They often find that centralized approaches reach *some but not every* student who would benefit from such interventions. Having all such students attend a centralized program is neither realistic nor advisable. A combined menu of intensive interventions designed to address various reading, writing and other needs – along with professional development for general and special education personnel to deliver the interventions – is necessary to reach a larger number of students with need.
• **Support for Students with Vision/Hearing Impairments.** Identify service gaps and school districts that have high outcomes among students with these disabilities when educated in regular schools. The Council can offer examples of such school districts.
• **Flexible Service Delivery Models.** Define effective models for supporting students in general education classes using a flexible service model. Such models should 1) improve teaching/learning of students in general education classes using a flexible service delivery model; 2) expand options for students who would otherwise attend specialized programs to receive more effective instruction in general education classes; 3) support English learners with IEPs to address their language acquisition needs as well as their instructional needs related to their disabilities; 4) schedule common planning time for special and general educators who work with the same students; and 5) increase the proportionate share of students with IEPs at schools with low percentages.
• **Special Program Configuration.** Review DPSCD’s special program configuration and investigate with Wayne RESA other special program configurations in other RESAs that enable schools to offer clustered instruction based on student needs rather than categorical disability areas. Plan to modify the current program configuration to put more emphasis on common learning needs rather than disability characteristics. Ensure that each specialized program is available at all grade levels and that all programs, including those for students with severe cognitive impairments and severe multiple impairments, have classes available in regular schools.
• **Master Plan.** Develop a master plan for the equitable placement of specialized programs across the district. Include facilities and transportation personnel in these discussions.
• **Emotional Impairment Program.** Review the emotional impairment and day treatment programs. Ensure that by next school year there are sufficient supports for students who need high intensity interventions at the high school level in regular schools, and that students in day-treatment programs have access to courses leading to a high school diploma.
• **Reliance on Center Schools.** Determine the types of instruction, services, and physical and material resources necessary to effectively educate in regular schools those students who would otherwise be placed in center schools. Collaborate with Wayne
RESA on this. Include visits to other school districts in Michigan and elsewhere to observe regular schools successfully educating these students.
- **Parent Communication.** Outline how information can be better shared with parents about options for their children to be educated effectively in more inclusive settings. Collaborate and communicate with parents more effectively.
- **Disproportionate Special Education Enrollments.** Review schools with enrollments having disproportionately high and low SPED enrollments and address the proximate causes of these disparities. Reduce the high proportion of students with IEPs at Detroit Institute of Technology at Cody.
- **Transportation Protocol.** Develop a protocol for IEP teams to determine student need for door-to-door transportation, specialized equipment, etc. Include transportation personnel and other stakeholders in the protocol’s development.
- **Postsecondary Transition Planning.** Determine how IEP teams can be provided with practice and feedback on written parameters used for state monitoring of postsecondary transition expectations. Collaborate with Wayne RESA in this process.
- **Path to Graduation.** Based on data and focus group feedback, identify and act on the most common reasons students with IEPs do not graduate with a diploma, e.g., access to courses necessary for graduation, failing grades, absences, etc.
- **Training for Careers.** Identify the gap between students needing career training and options available, the resources necessary to support their training needs at career technical centers, and activities needed to fill gaps.
- **Community-based Job Training.** Expand opportunities for students who would benefit from community-based job training, including students in regular high schools. Use the resources and expertise of external partners to assist with planning and execution.
- **Placement Center.** Take steps to implement a school-based enrollment process for schools of various types that would be inclusive of all students with IEPs, including:
- **Records.** Obtaining records from prior schools and school districts;
- **Interim Services.** Determining how interim services could be provided at local schools if it is ascertained that the school does not have the resources currently available to meet a student’s IEP-identified needs.
- **Communication.** Processes for communicating with receiving schools and with parents.
- **Immediate Concerns.** Address immediate placement center concerns, e.g., increasing the number of phone lines, reception of parents, etc.
- **Time Frame.** Specify the maximum time frame (not to exceed 10 days) for identifying optional schools for students when necessary, arranging for transportation, and facilitating student transfers.
- **Immediate Instruction and Service Delivery.** Eliminate the need for students to be home waiting for placement.
- **IEP Decision Making.** Establish worksheets for IEP teams when they are considering– **General Education Classes.** Students’ education in general education classes and supports needed for core instruction and evidence-based interventions.
– **Special Programs.** Students’ learning levels in specialized education programs. Clarify that low grades (without an examination of appropriate instruction, interventions, and supports provided) should not drive placement.
- **Assistive Technology.** Consider resource gaps with students who would benefit from assistive technology, especially those who are nonverbal, and how to expand their access to devices and services.
- **Wayne RESA Plan.** Clarify for all relevant administrators and staff members their roles and responsibilities regarding the Wayne RESA Plan for the Delivery of Special Education, the Act 18 Agreement, the Act 18 Budget process, and center program procedures. Build this into the implementation plan.
- **Parent Concerns.** Collaborate with parents on the creation of a special education advisory council for each cohort, and possibly a districtwide advisory council. Also, consider structured ways that parents could voice their concerns on a regular basis, beginning at the school level and continuing through the cohort level. Determine how special education department personnel would support this process. Consider how concerns will be documented and addressed within a reasonable time frame.
**Feedback.** Collect feedback on the draft improvement plan from stakeholders at varying grade levels, and among special/general education administrators, principals, general/special education teachers, related-service providers, teacher assistants, parents, and community-based organizations. Continue this feedback loop as the plan is implemented to identify and address concerns.
c. **Written Expectations.** As part of the implementation plan described in Recommendation 4b, develop written expectations on each plan component. (Coordinate with Recommendation 2c.)
d. **Differentiated Professional Learning and Parent Training.** Embed in the professional development curriculum (Recommendation 1e) content needed to carry out Recommendation 4. Embed into current walk-through protocols indicators associated with implementation plan components that the district expects to be in place within a specified time-frame.
In addition, consider –
- How training will be provided using a multidisciplinary and interdepartmental approach, so that professional learning to promote inclusive education is not viewed *incorrectly* as a “special education” initiative;
- How and when all personnel will be trained in each critical area;
- How key information will be communicated effectively, including the use of on-line training for compliance issues that are more rote in nature;
- How information will be used;
- How all stakeholder groups will be included, e.g., principals, general and special educators, clinicians, paraprofessionals, etc.
• What additional coaching and supports may be needed;
• Principal leadership training necessary to maximize and leverage inclusive and high-quality instruction and supports, including training on flexible uses of school-based budgets to expand inclusive education; and
• Engaging Wayne RESA and stakeholders on expanding training opportunities for parents.
e. **Data Analysis and Reports.** In addition to activities proposed in Recommendation 1e, embed in school performance and planning frameworks--
- **Data Reporting.** The types of data needed to better target patterns and areas of concern.
- **Risk Ratios.** Report disparities using a risk ratio to better understand district practices and their effects.
f. **Monitoring and Accountability.** Expect all principals to be responsible for overseeing special education in their buildings and hold them explicitly accountable for such. Articulate how cohort principal leaders will work with their principals and how they will exercise their responsibilities to ensure principals are serving students with disabilities. Embed the following activities into the monitoring and accountability systems described in Recommendation 1g. and 2f.
- **Data Checks.** Include information on students with disabilities in data discussions to inform follow-up actions and track outcomes. Ensure that data includes all SPP indicators.
- **Fidelity Assessments and Walk-Throughs.** Review walk-through tools used to support instruction and interventions in general education classes, resource classes, and special programs to see how students are being taught. Initiate technical assistance, professional development, coaching, and mentoring to improve practices.
- **Timely Communication and Feedback.** Establish a process for timely feedback to the district’s MTSS leadership team on barriers to inclusive education.
- **Monitor.** Monitor and follow up on –
- **Informal School Removals.** Students who are sent home without documenting out-of-school suspensions.
- **Placement.** Extent to which students receive placements within expected time frames.
- **Waiting for placement.** Students at home while waiting for placement.
- **Too High Caseloads.** How special education teacher caseloads can be monitored on a continuing basis using electronic data that is gathered at the school level.
5. **Department, Cohort, and Special Education Support for Schools.** Specifically charge senior staff in all central office departments with collaborating with each other to support teaching and learning for students with disabilities. In addition--
a. **Superintendent’s Cabinet.** Include the special education senior executive director in cabinet meetings to ensure the director receives direct information about district initiatives and can contribute to discussions.
b. **Collaborative/Inclusive Discussions and Deliverables.** Ensure all central office, cohort, and school discussions affecting teaching and learning include special education personnel and others knowledgeable about students with disabilities. Have department representatives from special education and English language learners meet regularly to address mutual responsibilities for English learners who have disabilities, and charge staff with developing and implementing models of effective instruction and supports for English learners with IEPs. (Coordinate with Recommendation 4b.)
As part of this collaboration, identify personnel in other departments having interactions with schools who can be aligned to one or more cohorts to build the capacity of principal leaders and principals to support their schools.
c. **Principal Leaders.** Expect principal leaders and their respective special education cohort leaders (see Recommendation 6a below) to meet at least biweekly to –
- **Review School Data** on issues delineated in this report and other areas relevant to teaching and learning.
- **Strategic Planning.** Develop strategic actions based on data with principals having common issues and individual principals having unique issues.
- **Professional Learning.** Develop professional learning for cohort personnel based on Recommendation 4d and other areas of need.
- **Monitoring.** Establish monitoring protocols for cohorts based on Recommendation 4f.
d. **Cross-Functional Training.** Establish a structure for cross-training of personnel from different departments to provide essential information for all principals, leadership teams, and teachers. More personnel should be available to support schools and teachers. In addition, use personnel with specialized expertise beyond what most teachers are expected to know.
6. **Special Education Department Organization.** The following recommendations are designed to enable special education department personnel to more effectively assist principal leaders, and school personnel to support teaching and learning. The senior executive director should be able to carry out her roles and responsibilities and should have the authority to do so. This includes the ability to make day-to-day decisions on activities within her control. To facilitate relationships between the senior executive director, principal leaders, and principals, she needs to attend principal meetings and have a standing agenda item at those meetings. (See exhibit 1 for a graphic illustration for this recommended organization.)
a. **Direct Report to Senior Executive Director.** Have the following positions report directly to the special education director:
- Expert leader
Five cohort leaders\textsuperscript{99}
Related services leader
**Expert Unit.** Currently, 16 supervisors\textsuperscript{100} are assigned to five cohorts in varying numbers and each has specialized programs they oversee, e.g., ASD, EI, SCI/SXI, etc. Under the supervision of one expert leader identify the expertise necessary for personnel to support cohort leaders and personnel under their supervision. Collectively, expert unit personnel should have the knowledge, experience, and skills to:
- Accelerate literacy for struggling readers, including those with dyslexia;
- Accelerate math achievement;
- Improve instruction aligned with alternate assessments and standards;
- Improve positive behavior for students with the most challenging social/emotional and behavioral needs;
- Improve postsecondary transition activities and supports, including community-based training
These individuals would not supervise “programs” per se. Instead, they would gather the most current evidence- and research-based information; provide leadership on the development of standards of practice and monitoring guidance; provide professional development to other units and schools; and support cohort personnel when they need additional expertise to address issues at schools. In addition to obtaining feedback from cohort and auxiliary personnel, the experts should visit schools periodically to observe and obtain a better understanding of teaching/learning challenges.
To free up a sufficient number of personnel for each cohort, this unit should be as small as possible – yet have a sufficient number of personnel to carry out expectations for their collective practice.
**Cohort Unit.** With five leaders (one for each cohort), free up as many current slots as possible and establish new administrative positions (at least two) for each cohort leader. These personnel, with support from the expert leaders, should have the knowledge, skills, and experience to help teachers support the academic and social/emotional needs of their students.
The goal would to provide each cohort administrator with a reasonable number of schools to carry out his or her expected roles and responsibilities. In collaboration with the senior executive director, and relevant cohort and principal leaders, consider having one staff member be responsible for compliance and the other for teaching/learning. Have each cohort staff member and leader (with a fewer number of schools) be responsible for collaborating with their respective principals and supporting all special education teachers in their schools. In this way, each staff member can assist in developing a more flexible special education delivery system, solve problems, and
\textsuperscript{99} Generic terms are used to provide DPSCD with the flexibility to determine the appropriate administrative level(s) for each position.
\textsuperscript{100} Based on the December 6, 2017 organizational chart provided to the Council team. Several of these positions are vacant.
support placements.
- **Related Services Unit.** This unit currently has one interim deputy executive director, one director, eight supervisors, and one coordinator. Reduce the number of supervisors and assign lead personnel to support the supervisor in areas with large numbers of staff. At a minimum, have one supervisor each for psychology, social workers, and teachers. Provide lead personnel with a reduced caseload and stipends.
**Exhibit 1. Recommended Special Education Department Organization Graphic Illustration**
```
Senior Executive Director
Expert Unit Leader
Cohort Unit, 5 Leaders (1 for each cohort)
Related Services Unit Leader
```
b. **Special Education Department Management**
- **Evaluation of Related Services Personnel.** Consider having principals evaluate related services personnel who work in their schools. The Council team can provide the names of other large urban districts that operate in this manner.
- **Special Education Department Meetings.** With feedback from special education department personnel, identify the most effective communication processes and frequency with which meetings should be held.
- **Clerical Staff/Administrative Assistants.** To the maximum extent possible, use clerical staff and administrative assistants to carry out activities that can be delegated to them to free up administrators for work in areas requiring their expertise.
- **Consultation with Wayne RESA.** During the reorganization process, consult with Wayne RESA to ensure that new positions are developed in the most flexible manner while meeting state requirements. If necessary, ask Wayne RESA to consider an amendment to its plan to provide state-approved flexibility that would be helpful but is not currently available. Also, identify how the special education department will ensure consistent attendance at Wayne RESA meetings and provide feedback to other department personnel, principal leaders, principals, and school personnel.
- **Feedback/Communication.** Obtain the input of principal leaders, and a representative group of principals and specialized program teachers to explain the draft organization and obtain feedback. Once the reorganization is finalized, communicate it broadly to stakeholders, and post on the district’s website. With parent groups, develop and execute a communication plan for parents.
- **Functional Directory.** On the district’s website and through other venues distribute
broadly to stakeholders a functional directory with the new organization that clearly describes who to call for information based on subject areas of interest or need. Base the directory on a pyramid of support, starting at the school level, moving to the school cohort administrator, cohort leader, etc.
- **Language Translation for Parents.** Translate the new organizational directory into the most common languages used by parents who have limited English proficiency.
- **Group Emails to Principals.** When special education personnel are coordinating information with principals and it is the same across principals, enable special education personnel to send emails when authorized by the special education senior executive director.
c. **Lead Teachers.** Expect that every school will have a lead teacher assigned to the school to liaison with the cohort administrator. With a representative group of principals and lead teachers, determine how lead teachers will be able to fulfill his/her roles and responsibilities. Consider reducing caseloads, providing stipends, and other incentives. Provide differentiated mandatory training to lead teachers.
d. **Student-Staff Ratios.** Have the deputy superintendent, senior special education executive director, and finance personnel review staffing ratios summarized in this report (see Appendix A) and other caseload data. NOTE: Relatively low or high student-to-personnel ratios in Appendix A do not necessarily mean that an area is staffed inappropriately; however, the ratios should prompt further review. Review caseloads to ensure that adequate numbers of special education and related-services personnel are at each school to carry out their expected responsibilities. Based on a full review, consider the changes needed short and long term.
e. **Vacant Positions.** Create a sense of urgency around filling remaining vacant special education and related positions, and to the extent possible replace contractual personnel with DCPSD employees as quickly as feasible.
- **Vacancy Status.** Validate vacant positions with principals. Have human resources report monthly to the deputy and the superintendent on how many positions have been filled and the number remaining by personnel area. If current strategies are unlikely to fill remaining positions for the beginning of the 2018-19 school year, problem-solve new approaches that are likely to succeed. One approach would be to contact charter school operates to identify contract agencies they use to fill vacant positions.
- **Expedite Hiring.** Provide the superintendent and deputy with information on the range of days necessary to establish a start date for new personnel. If unreasonable, identify measures for shortening the process so personnel are not lost to other districts.
7. **Compliance Support, and Data and Fiscal issues.** Consider the following actions to improve compliance; address data issues; and enhance revenue.
a. **Compliance Support.** Special education department personnel, alone, cannot improve special education compliance. This requires the collaboration of principal leaders, principals, and accountability staff.
- **Special Education and Section 504 Standard Operating Procedures Manuals.** Expedite completion of manuals on special education and Section 504. Supplement the
documents with written expectations proposed in Recommendations 2c and 4c. Establish the two manuals as webpages that have links to more extensive information and public resources. Collaborate with stakeholders, including parents, to identify useful resources and links. Ensure staff members are available to update information regularly. Provide training to stakeholders and parents to boost their understanding of core elements of special education and Section 504, and how to use the webpages. Ensure training is accessible to parents with diverse linguistic needs and sensory limitations.
- **Section 504 Operations.** As part of Section 504 training, include information on students with health plans to determine whether they are eligible for Section 504 services. Also determine how current information could be used to make more appropriate eligibility determinations. In addition, ensure that students having a health plan are also reviewed for the need for Section 504 safeguards.
- **Professional Learning.** Embed in Recommendation 4b and 4d professional learning to address compliance issues most frequently related to MDE complaints, due process, and OCR complaints, e.g., procedural safeguards for suspended students, prior written notices, and IEP implementation.
- **Dispute Resolution.** Expect that every principal and their respective principal leaders will collaborate with the cohort administrator to resolve complaints when resolution is within the principal’s control.
- **IEP System Changes.** Establish a process for notifying IEP system users of changes to the system so they can execute them effectively.
- **Timely IEP Meetings.** Develop a plan for holding timely IEP team meetings, including—
- **Master Schedule.** Having each school develop a master schedule for 2018-19 that would forecast annual IEP meetings and triennial evaluations/IEP meetings held throughout the school year rather than during only a few months. To do so, schedule triennial and annual IEP meetings earlier than usual to ensure a less concentrated yearly schedule.
- **Vacant Special Educator Positions.** Develop a protocol for principals on developing IEPs and how to include a special educator when the position is not filled by a certified person.
- **Supporting Case Managers.** Develop a protocol for case managers on facilitating participation of IEP team members, and free up case managers to attend meetings.
**b. Fiscal Issues.** Pursue the following activities to enhance revenue and shift more funds to activities that would boost high-quality education in inclusive and separate classes.
- **Charter Schools.** Join with other school districts to use data like that highlighted in this report to bring attention to the legislature the inequitable funding of special education for school districts compared to charters. As part of the district’s data collection for this purpose, track students returning to DPS/CD from charters, the reasons for their return, and a comparison of IEP services provided by charters and those deemed appropriate by DPS/CD.
• **Center School Budgets.** Immediately, have DPSCD’s senior special education executive director, relevant fiscal, human resources, purchasing personnel, and center school principals meet (with Wayne RESA personnel if helpful) to resolve the purchasing and hiring issues center school principals face when trying to execute their approved Wayne RESA budgets in a timely manner. Have DPSCD personnel share with the deputy superintendent the steps that will be taken and how they will periodically report the status of those steps.
• **Vendor System.** Expedite approval of vendor numbers for outside providers or evaluators when necessary to provide compensatory services.
• **Transportation.** Develop a protocol to guide decision-making for transportation services. See Recommendation 4b.
• **Medicaid Reimbursement.** Develop an RFP for Medicaid software to enable DPSCD personnel to easily document electronically service provision for *all* Medicaid-eligible students. Cast a wide net to find the most user-friendly software that will migrate data from and to the district’s IEP system. The Council can help identify software used in other districts. This process should enable special education personnel to have valuable information on all students receiving services, provide for retroactive billing for students newly found to be Medicaid eligible, and support the submission of Medicaid claims.
c. **Data Collection and Reporting.** In addition to Recommendations 1f, 2e, and 4e –
• **Timely IEPs.** Develop user-friendly reports by cohort, school, and case manager on the percentage of timely IEPs each year, along with a backlog report showing students who have not received an IEP by the due date and the number of days waiting for an IEP. Have the report available electronically for lead principals, principals, and cohort leaders/administrators. Sort percentages and backlogged IEPs by school, so principals and cohort leaders can quickly identify schools in need. Have cohort leaders work with fellow administrators to identify personnel who can be temporarily deployed to neighboring schools to handle overdue IEPs and evaluations and those that are about to be overdue.
• **Early Childhood SPP 7 Indicator.** Ensure that data are entered correctly on early childhood SPP Indicator 7--the numbers of students entering the program below expectation and substantially increased developmentally upon exiting, and numbers meeting age expectations by the time they exit.
• **Data Reports.** Have staff who are expert in data reporting review the types of data and charts produced in this report, how these and other relevant information can be reported by school and cohort levels. Determine the extent to which the district’s current IEP or other data system can provide similar data. DPSCD should be able to produce such reports without relying on Wayne RESA.
• **IEP System.** Have the district review IEP systems available in the market place to compare their current system on whether they are sufficiently advanced in terms of usability, data reporting, ability to migrate with the student information system, and potential migration of current data into a new system. Use this information to determine if the benefits of a new system outweigh keeping the current system.
d. Monitoring and Accountability. In addition to Recommendations 1g, 2f, and 4f--
- **Strategic Plan.** Ensure that the district’s monitoring of its strategic plan includes indicators on students with IEPs, and that improvement activities take into account evidence-based practices that could inform systemic and school-based improvements.
- **Student Growth.** Ensure that metrics tracking student growth address the various circumstances of students with disabilities, especially those receiving instruction based on alternate standards. To the extent that the district is using NWEA data to gauge growth, have the research and assessment staff determine whether the test’s growth norms allow students to make adequate progress on state standards.
- **Accountability Protocol.** Establish protocols or procedures for resolving disagreements between school personnel and special education personnel. Components should include but not be limited to procedures on school suspensions, the timely entry of transportation data, exiting students, facilitating transfers and new transportation routes, implementing IEPs, securing lead teachers, etc.
- **Performance Evaluations.** Embed in performance evaluations relevant indicators on each personnel area’s role in carrying out core special education activities under their control.
8. **Internal Project Manager.** Have a project manager assigned to the superintendent report regularly on progress in implementing leadership’s plans and initiatives, including following up recommendations in this report. Have the project manager report on relevant data, the status of implementation, and barriers to execution that require interdepartmental collaboration, and the need for adjustments to the plan.
APPENDICES
## Incidence of Students with IEPs and Personnel Staffing Ratios (May 2017)*
| District | Total Enrollment | % Special Ed | Sp Ed Enr | Number | Ratio To: | Paraeducator | Speech/Lang | Psychologist |
|-----------------------------------------------|------------------|--------------|-----------|--------|-----------|--------------|-------------|--------------|
| | | | | | | | | |
| Memphis City | 110,863 | 15% | 16,637 | 911 | 19 | 122 | 655 | 26 |
| Miami-Dade | 376,264 | 11% | 40,012 | 2,500 | 17 | 151 | 1,226 | 33 |
| Milwaukee | 78,533 | 20.9% | 16,406 | 1281 | 13 | 61 | 988 | 16.6 |
| Montgomery Cty Sch | 146,812 | 12% | 17,226 | 1,588 | 11 | 93 | 1,398 | 13 |
| Naperville IL 203 | 18,031 | 11% | 1978 | 150 | 13 | 120 | 237 | 8 |
| Nashville | 82,260 | 12.3% | 10,141 | 680.5 | 14.9 | 121 | 594 | 17.1 |
| New Bedford | 12,692 | 21% | 2,655 | 204 | 14 | 63 | 205 | 13 |
| Oak Park Sch Dist 97 | 5,400 | 16% | 875 | 78 | 12 | 70 | 90 | 10 |
| N Chicago IL (in Dist.) | 39,933 | 16% | 634 | 18 | 15.7 | 27 | 227 | 22.7 |
| Oakland Unified SD | 33312 | 15.4% | 5,401 | 404 | 13.4 | 82.5 | 175 | 31 |
| Pittsburgh Pub Schools | 23,276 | 18.1% | 4,210 | 308 | 13.7 | 76 | 263 | 16 |
| Portland Public Schools | 46,596 | 14% | 6,513 | 355 | 19 | 132 | 535 | 13 |
| Providence, RI | 23,695 | 18.8% | 4460 | 340 | 13 | 70 | 339 | 13 |
| Renton, WA | 14,343 | 14.7% | 2,108 | 129 | 16.3 | 111 | 294 | 7 |
| Rochester, NY | 27,552 | 20% | 5,472 | 559.2 | 9.8 | 49 | 428 | 12.8 |
| Rockford IL Pub S | 28,973 | 14% | 4,065 | 336 | 12 | 86 | 334 | 12 |
| Round Rock | 43,000 | 8% | 3,313 | 369 | 9 | 117 | 171 | 20 |
| Sacramento | 46,843 | 13.9% | 6,510 | 288.1 | 22.6 | 167 | 246.2 | 26.5 |
| San Bernardino Unified SD | 133,503 | 15% | 16,500 | 1,100 | 10 | 121 | 1,300 | 102 |
| Saugus, MA | 3,012 | 15% | 462 | 28 | 17 | 108 | 29 | 16 |
| Sch Dist of Philadelphia | 168,181 | 20% | 33,686 | 1,535 | 22 | 110 | 610 | 56 |
| Scottsdale, AZ | 26,544 | 10.9% | 2,891 | 246 | 11.8 | 108 | 230 | 12.6 |
| Shelby County (Memphis) | 114,760 | 12.7% | 14,556 | 852 | 17.1 | 135 | 768 | 19.0 |
| St. Paul, MN | 38,086 | 18.8% | 7,152 | 523 | 13.7 | 73 | 536 | 13.3 |
| Sun Prairie Area S Dist | 6,656 | 10% | 697 | 62 | 12 | 108 | 93 | 8 |
| Tacoma Pub Sch WA | 32,412 | 12% | 3,894 | 172.5 | 23 | 188 | 223 | 17 |
| Tucson Unified SD | 56,008 | 14% | 8,092 | 400 | 20 | 137 | 419 | 20 |
| Washoe County Pub Dist., NV | 63,110 | 14% | 8,511 | 472 | 19 | 93 | 925 | 21 |
| Williamson Cty Schl | 31,292 | 9% | 2,824 | 213 | 13 | 147 | 400 | 7 |
| West Aurora, IL SD | 12,725 | 13% | 1688 | 120 | 14 | 106 | 101 | 17 |
| Worcester, Ma | 24,825 | 21% | 5,172 | 254 | 21 | 98 | 366 | 15 |
| **Averages** | **13.7%** | **14.4** | **105** | **15.7**| **115** | **127** | **926** | **178** |
*Data from the Council of the Great City Schools (CGCS) 2017-18 School Year Data Collection.
| District | Total Student Enrollment | Total Special Ed | Social Worker | Nursing (School/RN, etc.) | Occupational Therapy | Physical Therapy |
|---------------------------------|--------------------------|------------------|---------------|----------------------------|----------------------|-----------------|
| | Number | Ratio To: | Number | Ratio To: | Number | Ratio |
| | | SpEd | All | SpEd | All | SpEd |
| Renton, WA | 14,343 | 2,108 | 0 | NA | 17 | 15 |
| Rockford IL Pub S | 27,552 | 5,472 | 26 | 135 | 32 | 12.5 |
| Rochester, NY | 28,973 | 4,065 | 89 | 61.5 | 55.5 | 12.5 |
| Round Rock | 43,000 | 3,313 | NA | NA | 1 | 10 |
| Sacramento | 46,843 | 6,519 | 8 | NA | 5* | 2 |
| San Diego Unified SD | 132,500 | 16,300 | NA | NA | 129 | 40 |
| Saugus, MA | 3,012 | 462 | 4 | 116 | 5 | 2 |
| Schi Dist of Philadelphia | 168,181 | 33,686 | NA | NA | 280 | 20 |
| Scottsdale, AZ | 26,514 | 2,891 | NA | NA | 31 | 20 |
| Shelby County (Memphis) | 12,4760 | 1,766 | 66 | 121 | 13.4 | 25 |
| St. Paul Pub Schools | 38,086 | 7,152 | 92 | 78 | 33 | 36 |
| Sun Prairie Area S Dist | 6,656 | 697 | 8 | 88 | 1 | 5 |
| Tacoma Pub Sch (WA) | 32,412 | 3,894 | NA | NA | 1.2 | 19 |
| Tucson Unified SD | 56,000 | 8,092 | 26 | 312 | 53 | 10 |
| Washoe Cty Sc Dist | 63,310 | 8,551 | NA | NA | 35 | 12 |
| West Aurora SD, IL | 31,292 | 2,824 | 19 | 89 | 7 | 11 |
| Williamson Cty Schl | 12,725 | 1688 | NA | NA | 37 | 12 |
| Worcester | 24,825 | 5,172 | NA | NA | NA | 12 |
| **Averages** | **295** | **2155** | **163** | **1188** | **353** | **997** |
Council of the Great City Schools
| Rank | % IEPs | Special Educators | Paraeducators | Speech/Lang Pathologists | Psychologists | Social Workers | Nurses | Occupational Therapists | Physical Therapists |
|------|--------|------------------|--------------|--------------------------|--------------|---------------|--------|------------------------|-------------------|
| 1 | 8% | 4.3 | 26 | 31 | 26 | 58 | 64 | 128 | |
| 2 | 8% | 7 | 5.26 | 37 | 55 | 40 | 60 | 73 | 171 |
| 3 | 9% | 8.6 | 6.3 | 44 | 64 | 56 | 62 | 103 | 219 |
| 4 | 9% | 9 | 7 | 44 | 77.7 | 61 | 64 | 112 | 241 |
| 5 | 9% | 9 | 7 | 47 | 85.5 | 67 | 67 | 140 | 283 |
| 6 | 9% | 9.1 | 7 | 50 | 79 | 69 | 68 | 141 | 293 |
| 7 | 10% | 9.5 | 7 | 58 | 90 | 73 | 75 | 142 | 349 |
| 8 | 10% | 9.8 | 7 | 59 | 94 | 73 | 82 | 147 | 350 |
| 9 | 10% | 9.8 | 8 | 59 | 100 | 75 | 83 | 154 | 354 |
| 10 | 10% | 10 | 8 | 60 | 100 | 78 | 85 | 154 | 367 |
| 11 | 10.3% | 10 | 8 | 63 | 102 | 82 | 89 | 163 | 384 |
| 12 | 11% | 10 | 8.3 | 65 | 104 | 86 | 89 | 171 | 449 |
| 13 | 11% | 10.3 | 8.5 | 68 | 110 | 88 | 89 | 172 | 462 |
| 14 | 11% | 10.9 | 8.6 | 71 | 110 | 89 | 93 | 174 | 492 |
| 15 | 11% | 11 | 9.7 | 71 | 111 | 95 | 93 | 180 | 498 |
| 16 | 11.2% | 11 | 9.7 | 73 | 111 | 96 | 94 | 186 | 523 |
| 17 | 11.3% | 11 | 10 | 73 | 112 | 105 | 96 | 187 | 526 |
| 18 | 11.4% | 11 | 10 | 74 | 113 | 115 | 98 | 18 | 538 |
| 19 | 12% | 11.4 | 10 | 74 | 115 | 116 | 98.6 | 199 | 556 |
| 20 | 12% | 11.7 | 11 | 76 | 117 | 124 | 100 | 205 | 596 |
| 21 | 12% | 12 | 11 | 77 | 121 | 126 | 104 | 210 | 599 |
| 22 | 12% | 12 | 11.1 | 78 | 123 | 127 | 110 | 211 | 615 |
| 23 | 12% | 12 | 12 | 79 | 124 | 134 | 111 | 216 | 620 |
| 24 | 12% | 12 | 12 | 80 | 125 | 135 | 113 | 219 | 639 |
| 25 | 12% | 12 | 12.6 | 80 | 127 | 140 | 114 | 225 | 659 |
| 26 | 12.3% | 12 | 12.8 | 80 | 128 | 142 | 115 | 231 | 663 |
| 27 | 12.69% | 12.5 | 12.9 | 81 | 129 | 153 | 119 | 240 | 676 |
| 28 | 12.7% | 13 | 13 | 83 | 130 | 158 | 119 | 242 | 680 |
| 29 | 12.7% | 13 | 13 | 84 | 134 | 160 | 120 | 276 | 703 |
| 30 | 13% | 13 | 13 | 85 | 138 | 165 | 121 | 265 | 724 |
| 31 | 13.1% | 13 | 13 | 89.1 | 140 | 188 | 124 | 285 | 761 |
| 32 | 13.7% | 13 | 13 | 93 | 142 | 197 | 126 | 300 | 762 |
| 33 | 13.9% | 13 | 13 | 95 | 144 | 221 | 127 | 309 | 772 |
| 34 | 14% | 13.4 | 13 | 95 | 150 | 249 | 127 | 325 | 819 |
| 35 | 14% | 13.7 | 13 | 96 | 151 | 284 | 129 | 326 | 823 |
| 36 | 14% | 14 | 13 | 96.5 | 154 | 300 | 133 | 332 | 864 |
| 37 | 14% | 14 | 13.5 | 98 | 155 | 300 | 142 | 332 | 869 |
| 38 | 14% | 14 | 14 | 100 | 155 | 303 | 144 | 344 | 873 |
| 39 | 14% | 14 | 14 | 103 | 159 | 312 | 148 | 366 | 875 |
| 40 | 14% | 14 | 14 | 104 | 166 | 334 | 153 | 367 | 885 |
| 41 | 14% | 14 | 14 | 105 | 169 | 384 | 155 | 374 | 900 |
| 42 | 14% | 14 | 15 | 105 | 178 | 487 | 162 | 384 | 903 |
| 43 | 14% | 14.9 | 15 | 106 | 178 | 495 | 163 | 388 | 925 |
| 44 | 14.1% | 15 | 15 | 108 | 179 | 625 | 165 | 408 | 991 |
| 45 | 14.1% | 15 | 16 | 111 | 195 | 652 | 175 | 413 | 1011 |
| 46 | 14.7% | 15 | 16 | 111 | 198 | 673 | 178 | 417 | 1079 |
| 47 | 15% | 15 | 16 | 112 | 199 | 705 | 184 | 424 | 1035 |
| 48 | 15% | 15.2 | 16.4 | 112 | 208 | 186 | 431 | 1100 | |
| 49 | 15% | 15.7 | 16.6 | 112 | 210 | 195 | 450 | 1100 | |
| 50 | 15.3% | 16.0 | 16.6 | 114 | 213 | 217 | 470 | 1105 | |
| 51 | 15.4% | 16.3 | 17 | 115 | 218 | 230 | 473 | 1134 | |
| 52 | 16% | 16.3 | 17 | 116 | 219 | 220 | 474 | 1222 | |
| 53 | 16% | 17 | 17.1 | 117 | 223 | 241 | 477 | 1262 | |
| 54 | 16% | 17 | 17.6 | 121 | 225 | 245 | 494 | 1309 | |
| 55 | 16.1% | 17 | 18 | 127 | 232 | 248 | 498 | 1326 | |
| 56 | 16.2% | 17.1 | 18 | 128.3 | 233 | 266 | 518 | 1488 | |
| 57 | 17% | 18 | 18.4 | 130 | 240 | 386 | 525 | 1532 | |
| 58 | 17.4% | 19 | 19 | 133 | 243 | 398 | 547 | 1553 | |
| Rank | % IEPs | Special Educators | Paraeducators | Speech/Lang Pathologists | Psychologists | Social Workers | Nurses | Occupational Therapists | Physical Therapists |
|------|---------|-------------------|---------------|--------------------------|--------------|---------------|--------|------------------------|---------------------|
| 59 | 17.7% | 19 | 19 | 135 | 263 | | 700 | 550 | 1630 |
| 60 | 18% | 19 | **19.1** | 136 | 265 | | 834 | 601 | 1650 |
| 61 | 18% | 19 | 20 | 137 | 287 | | | 616 | 1685 |
| 62 | 18% | 19.5 | 20 | 139 | 295 | | | 644 | 1690 |
| 63 | 18% | 20 | 20 | 140 | 300 | | | 693 | 1740 |
| 64 | 18.1% | 20.3 | 21 | 144 | 319 | | | 702 | 1786 |
| 65 | 19% | 20.6 | 21 | 158 | 337 | | | 713 | 1849 |
| 66 | 19% | 21 | 22 | 172 | 376 | | | 772 | 2023 |
| 67 | 19.3% | 21 | 22 | 192 | 396 | | | 810 | 2187 |
| 68 | 20% | 21 | 24 | 218 | | | | 1029 | 2574 |
| 69 | 20% | 22 | 25 | 263 | | | | 1125 | 2574 |
| 70 | 20% | 22.6 | 26 | 265 | | | | 1513 | 2701 |
| 71 | 20.5% | 23 | 26 | 314 | | | | 1685 | 2941 |
| 72 | 20.9% | 23.5 | 27 | 341 | | | | | |
| 73 | 21% | 24 | 31 | 596 | | | | | |
| 74 | 21% | 24 | 33 | | | | | | |
| 75 | 21% | 37 | 56 | | | | | | |
| **Avg.** | **13.7%** | **14.4** | **15.7** | **127** | **178** | **295** | **163** | **353** | **997** |
Appendix B. Data and Documents Reviewed
- CGCS Data Request
- ASD Center Program Procedures
- Catamaran Data Report Due Dates 2017-2018
- Copy of AUDIT Q#13 SE Configuration of Services
- DD Program Procedures June 2014
- Detroit Public Schools Community Schools District (B-Reports 2017)
- DPSCD Complaint Log
- Discussion Document Special Education Detail
- DPSCD - Special Education (FY 2013-2018B1)[3].
- DPSCD Center Students not at DPSCD
- DPSCD Part B 2017 Strand Report
- DPS RTI Toolkit
- DPS Special Education Handbook
- DPSCD Initiatives
- Dropout rates 2016
- DT Program Procedures June 2014
- Early Intervention Center Program Procedures June 2014
- Graduation rates 2016
- Hearing Impairment Program Procedures June 2014
- MoCI Program Procedures
- Indicator B-5 Educational Environment State Department of Michigan
- Michigan Department of Education (MDE) Annual Performance Report (2015-16)
- MDE IDEA Determination Letter (May 2017 and May 2018)
- MDE Warning Letter for LRE (May 2017 and May 2018)
- MDE Webpage: MTSS
- Monitoring Activities Report May 2017
- NAEP data (2003-15)
- Organization Chart for District
- Organization Chart for Special Education
- Parent Organizations (List of Parent Organizations and Contacts)
- Parent Training Example (Sample Autism Family Night)
- Part B Determination History Report
- POHI Program Procedures June 2014
- Principal Reports-Support (2017-18 School Organization Structure)
- Program Descriptors - Resource - LD
- RTI Handbook
- SCI Program Procedures June 2014
- Section 504 Handbook
- Special Education Budget Memo
- Special Education Placement Procedures
- State Performance Plan for DPS (2015-16)
- SXI (Severe Multiple Impairment) Center Program Procedures June 2014
• Transition Services Supporting Documentation
• VI (Visual Impairment) Center Program Procedures June 2014
• Workskills Center Program Procedures June 2014
## Appendix C. Draft Working Agenda
### January 7, 2018
**Dinner:** Council Team and Iranetta Wright, Deputy Superintendent
### January 8, 2018
| Time | Activity |
|--------------------|--------------------------------------------------------------------------|
| 8:00 a.m.-9:00 a.m.| Michelle DeJaeger, Senior Executive Director of Office of Specialized Student Services |
| 9:00 a.m.-10:00 a.m.| **Superintendent (rescheduled)** |
| 10:00 a.m.-10:30 a.m.| **Senior Administrators**
Luis Solano- Chief Operating Officer (HR/Talent)
Alycia Meriweather, Deputy Superintendent External Partnerships, Enrollment & Innovation
Jeremy Vidito, Chief Financial Officer
Sharlonda Buckman- Senior Executive Director Family & Community Engagement |
| 10:30a.m.-11:15 a.m.| **Curriculum Executive Directors**
April Imperio, Deputy Executive Director, Literacy
Ellen Gilchrist, Deputy Executive Director, Social Studies
Kristie Ford, Deputy Executive Director, Science
Tony Hawk, Deputy Executive Director, Mathematics |
| 11:15a.m.-12:15 p.m.| **Principal Leaders**
Nidia Ashby, Cohort 1
Leenet Campbell-Williams, Cohort 2
Ricky Fountain, Cohort 3
Rebecca Luna, Cohort 4
Brenda Belcher, Career & Technical Centers |
| 12:45 p.m.-1:30 p.m.| **Special Education Instruction, Compliance, and Behavior**
Gina Alexander, Compliance (oversee specialist)
Tammora Green, IEP Specialist
Anne Gendregkske, IEP Specialist
Alecia Hill-Williams, IEP Specialist
Tanya McClue-Clark, IEP Specialist
Kristen Howard, Compliance |
| 1:30 p.m.-2:30 p.m.| **Related Services/Program Managers K-12/Cohort Liaison**
Marsha Irvin, Psychological Services
Pamela Joy, Health and Physical Education
Donna Payne, Speech & Language
Gregory Jacoby, Audiologists & 504 Coordinator
Shealah Treece, School Social Workers
Justine Travick, EI Programs
Richard Gregory, Act 18 POHI
Tyra Butler, Supervisor
Ninetta Jordan, Early Intervention
Marlene Hunter-Armstrong- Occupational Therapy & Physical Therapy Supervisor
Sally Denoyer, School Psychologist |
---
103 Draft agenda, participants, and times changed during the review process. This agenda is the working document that the team used at the beginning of the process, but not all sessions were held at the times scheduled and some individuals on the agenda were not able to attend.
| Time | Topic | Names |
|--------------|--------------------------------------------|----------------------------------------------------------------------|
| 2:30 p.m.-3:15 p.m. | Intervention Specialist, Homeless and Climate and Culture, Title IX | Tonya Nelson, Williams, Behavior Specialist
Dwight Jones, Executive Director, School Climate and Culture
Thomas Mason, Attendance Agent
Faith Groves, Attendance Agent
Stephen Bland, Attendance Agent |
| 3:30 p.m.-4:30p.m. | General Education Teachers | Alycia Jenrette - Breithaupt
Dorian Roberts, Bagley Elem
George Reece - EEVPA
Gregory Edwards, Golightly
Janeen Montgomery, Noble
Lauren Bayles, CMA HS
Lorna Skocelas, Bennett
Mark Ragis, Clippert
Marla Williams, Burns
Penelope Johnson, Hutchinson
Quan Neloms - FDA
Rosheen Travis, Edison Elem
Sandy Carothers, Mackenzie
Simona Pentecost, Greenfield Union
Sylvia Johnson, Bow
Syndeara Jackson, Schulze Elementary
Tammy Porter, Blackwell
Tiffany Anderson, Neinas |
| 4:30 p.m.-5:30p.m. | Special Education Teachers | Avyonne Manning, Munger
Caroline Anyanetu, Carstens
Carrie Igwe, Moses Field
Deborah Perry, Cody Inst. Technology
Dee Savage, Henderson
Diamond Johnson, Detroit International Academy
Doreen Odem, Priest
Evelyn Madu, DCP
Felicia Whitted, Diann Banks
Jeanette Pettaway, Cass Tech
Josephine Mejai, Keidan
Julie Julien, Bunche
Karla Jackson, Munger
Melanie Hughes, East English Village
Valerie Sanders, Fisher Lower |
| 5:30 p.m.-6:30p.m. | Parents, Advocates and Community Partners | Joann Goree, Wayne County Parent Advisory Committee, RESA
Daryl Williams |
| Time | Topic | Speakers |
|--------------|--------------------------------------------|--------------------------------------------------------------------------|
| 6:30-8:00 p.m.| Meeting and dinner with Superintendent Vitti | Tatiana Clayton
Cornella Johnson
Desiree Foster
Latoya Williams
Shantonia Neal
Kristy Murphy |
| January 9, 2018 | | |
| 7:45a.m.-8:30a.m.| Office of Charter Schools (District approved charters) | Dr. Jendayi Gardner, Senior Deputy Executive Director of Charter Schools
Sean Townsin, Principal, Escuela Avancemos Academy
Lindsie Boykin, Principal, MacDowell Prep Academy
Cha-Ronda Edgerson, Principal, Timbuktu Academy |
| 8:30 a.m.-9:00 a.m.| Michigan Department of Education or (RESA) | Patti Silveri, Special Education Administrator
Chris McEvoy, Special Education Administrator
Karen Howey, Executive Director, Special Education & Early Intervention Services |
| 9:00 a.m.-9:45 a.m.| Bilingual Education | Juan Patino, Parent Engagement
Tina Villareal-Hernández, Translation Coordinator
Joseph Schwartz, Data Analyst/WIDA |
| 9:45 a.m.-10:45 a.m.| Transportation, Finance, Talent | Aaron Walter, Executive Director
Cassandra Washington, Executive Director, Division of Human Resources
Nicole Erb, Talent Program Supervisor
Brianna Watson, Talent Manager
Jeremy Vidito, Chief Financial Officer
Michael Romanowski, Program Director, SPED Finance
Charles Bruce, Director, Office of Title I & Section 31a
Aaron Walter, Assistant Director (Transportation)
Felicia Venable, Senior Executive Director (Facilities) |
| 10:45 a.m.-11:15 a.m.| Enrollment | Debbie Louis-Ake, Placement Supervisor |
| 11:15 a.m.-NOON | Union | Ivy Bailey, DFT, President
Terrence Martin, DFT, Executive Vice President
Marcus Walton, DFT, Executive Board Member
Debbie Louis-Ake, OSAS, President |
| 12:30 p.m.-1 p.m.| Legal | Jenice Mitchell Ford, Lead Counsel
Phyllis Hurks-Hill-Senior Legal Counsel
Marquita Sylvia
Rebecca Shaw Hicks |
| 1:00 p.m.-1:45 p.m.| | Eleanor Harris, Former SPED Director for Michigan Department of Education |
| 1:45 p.m.-2:15 p.m.| Preschool Leaders | Anita Totty, Director of Foundation for Early Learners
Ninetta Jordan, Early Intervention
Paulette White, Preschool, SPED |
| 2:30 p.m.-3:30 p.m.| Center School Principals | Robert Avedisian, Charles R. Drew Transition Center |
| Time | Name and School |
|--------------|---------------------------------------------------------------------------------|
| 3:45p.m.–4:45p.m. | Krista McKinney, Randolph Career Tech Center
Letanya Dandridge, Moses Field
Roslyn Fluker, Diann Banks-Williamson Educational Center
Renee Kraus, Turning point Academy at Fleming |
| | **K-8 Principals** |
| | Nicholas Brown, Academy of the Americas
Alisanda Woods, Bethune Elementary
Darhonda Evans, Bow
Laura Jawor, Charles Wright Academy of Arts and Science
Wendy Shirley, Chrysler Elementary
Melissa Scott, Coleman A. Young
Kurtis Brown, Dossin Elementary/Middle School
Latoyia Webb-Harris, Durfee Elementary/Middle School
Donnell Burroughs, Munger Elementary/Middle School
Desheil Echols, Pulaski Elementary/Middle School
Maria Hernandez-Martinez, Roberto Clemente |
| 4:45p.m.–5:45p.m. | **High School Principals** |
| | Charles Todd, Benjamin Carson High School/Crockett CTC
Johnathon Mathews, Cody Academy of Public Leadership
Neal Morrison, Davis Aerospace/Golightly CTC
Tanisha Manningham, Denby High School
Pamela Askew, Detroit international Academy for Young Women
Delois Spryszak, Detroit School of Arts
Michael Mokdad, Henry Ford High School
Pashawn Johnson, Osborn High School
Shirley Brown, Pershing High School
Krista McKinney, Randolph Career Tech Center
Anita Williams, Renaissance High School
Latoya Hall-King, Cody DIT |
| January 10, 2018 | Debriefing with Superintendent/Deputy of Schools |
| 12:45p.m.–2:15p.m. | Paraprofessional teleconference: Drew: LC Bulger; Sandra Lewis; Deborah Oates; Linzell Rice; Tonya Rice Early Intervention Diagnostic Center; Yvette Ayer. Chrysler (Elementary): Brittany Wilborn Westside Academy (High School): Betty Ross |
Appendix D. Focus Group Participants
- Iranetta Wright
- Michelle DeJaeger
- Jeremy Vidito
- Alycia Meriweather
- Luis Solano
- Beth Gonzalez
- April Imperio
- Ellen Gilchrist
- Kristie Ford
- Tony Hawk
- Nidia Ashby
- Leenet Campbell-Williams
- Ricky Fountain
- Rebeca Luna
- Brenda Belcher
- Gina Alexander
- Tammora Green
- Anne Gendregske
- Alecia Hill-Willims
- Tanya McClue-Clark
- Kristen Howard
- Marsha Irvin
- Anita Totty
- Ninetta Jordan
- Paulette White
- Pamela Joy
- Donna Payne
- Gregory Jacoby
- Shealah Treece
- Justine Travick
- Richard Gregory
- Tyra Butler
- Marlene Hunter-Armstrong
- Sally Denoyer
- Trina Mason
- Michelle Johnson
- Dan’elle Nelson
- Chris Skoglund
104 This list was developed from sign-in sheets at each interview session. Not all signatures were legible and the result may be names that are misspelled on this list.
• Derrick Graves
• George Eason
• Tonya Nelson
• Thomas Mason
• Faith Groves
• Stephen Bland
• Alycia Jenrette
• Dorian Roberts
• George Reece
• Gregory Edwards
• Janeen Montgomery
• Lauren Bayles
• Lorna Skocelas,
• Mark Rags
• Marla Williams
• Penelope Johnson
• Rosheena Travis
• Sandy Carothers
• Simona Pentecost,
• Sylvia Johnson
• Syndeara Jackson
• Tammy Porter
• Tiffany Anderson
• Avyonne Manning
• Caroline Anyanetu
• Carrie Igwe
• Deborah Perry
• Dee Savage
• Diamond Johnson
• Doreen Odem
• Evelyn Madu,
• Felicia Whitted
• Jeanette Pettaway
• Josephine Mejai
• Julie Julien
• Karla Jackson
• Melanie Hughes
• Valerie Sanders
• Daryl Williams
• Tatiana Clayton
• Dorothea Nicholson
• Greg Harris
• Latoya Williams
• Shantonia Neal
• Kristy Murphy
• Superintendent Nikolai Vitti
• Dr. Jendayi Gardner
• Sean Townsin
• Lindsie Boykin
• Cha-Ronda Edgerson
• Patti Silveri
• Chris McEvoy
• Karen Howey
• Juan Patiño
• Tina Villareal-Hernández
• Joseph Schwartz
• Aaron Walter
• Cassandra Washington
• Nicole Erb
• Brianna Watson
• Jeremy Vidito
• Michael Romanowski
• Charles Bruce
• Aaron Walter
• Felicia Venable
• Debbie Louis-Ake
• Ivy Bailey
• Terrence Martin
• Marcus Walton
• Deborah Louis-Ake
• Jenice Mitchell Ford
• Phyllis Hurks-Hill
• Marquita Sylvia
• Rebecca Shaw Hicks
• Eleanor Harris
• Roquesha O’Neal
• Shroniquus Kemp
• Tia Ervin
• T. Larkins
• Nealmetria Lopez
• Justin Payne
• Charlidine Q. Bowens
• Joann Goree
• Aulga Caudle
• D.R.
• Verna Brocks
• Paulette White
• Robert Avedisian
• Krista McKinney-King
• Letanya Dandridge
• Roslyn Fluker
• Renee Kraus
• Jerry L. White
• Gary Daylor
• L. Young
• L. Cary
• Darhonda Evans
• Alisanda Woods
• Laura Jawor
• Wendy Shirley
• Melissa Scott
• Kurtis Brown
• Latoyia Webb-Harris
• Donnell Burroughs
• Desheil Echols
• Maria Hernandez-Martinez
• Nicholas Brown
• Neal Morrison
• Charles Todd
• Johnathon Matthews
• Neal Morrison
• Tanisha Manningham
• Pamela Askew
• Delois Spryszak
• Michael Mokdad
• Pashawn Johnson
• Shirley Brown
• Latoya Hall-King
• Krista McKinney
• Anita Williams
• Drew: LC Bulger
• Sandra Lewis
• Deborah Oates
• Linzell Rice
• Tonya Rice
• Yvette Ayer
Appendix E. Strategic Support Team
The following were members of the Council’s Strategic Support Team on special education who conducted this project for the Sacramento Unified School District.
Sue Gamm, Esq.
Sue Gamm, Esq., is a special educator and attorney who has spent more than 40 years specializing in the study and understanding of evidence-based practices, policies, and procedures that support a systemic and effective education of students with disabilities and those with academic and social/emotional challenges. Ms. Gamm has blended her unique legal and special education programmatic expertise with her experiences as the chief specialized services officer for the Chicago Public Schools, attorney and division director for the Office for Civil Rights (US Department of Education) and special educator to become a highly regarded national expert as an author, consultant, presenter, and evaluator. Since her retirement from the Chicago Public Schools in 2003, has been engaged in 30 states and the District of Columbia with more than 50 school districts and five state educational agencies working to improve the instruction and support provided to students with disabilities. Twenty-one of these reviews were conducted through the auspices of the Council of the Great City Schools. Ms. Gamm has written standard operating procedure manuals for special education practices and multi-tiered systems of support (MTSS) for more than 10 school districts, and has shared her knowledge of the IDEA, Section 504 of the Rehabilitation Act, the Americans with Disabilities Act and related issues at more than 70 national, state and local conferences. Ms. Gamm has authored/co-authored numerous periodicals and publications, including those focused on MTSS, disproportionality for special education, responding to OCR investigations, and assessment. She also testified before Congressional and Illinois legislative committees. Ms. Gamm has served as a consulting attorney on several of the Council’s amicus briefs focusing on special education that were submitted to the U.S. Supreme Court. Further, she consults with the Public Consulting Group and numerous school districts and state educational agencies and provides training at national, state, and local conferences on special education matters, particularly in the area of special education disproportionality. Ms. Gamm has also been recognized for her legal expertise in the area of special education through her engagement as an expert witness or consultant involving nine special education federal class action or systemic cases. She is admitted to practice before the Illinois Bar, the Federal Bar, and the U.S. Supreme Court Bar.
Julie Wright Halbert, Esq.
Julie Halbert has been legislative counsel for the Council of the Great City Schools for over 22 years. In that capacity, she has served as a national education legal and policy specialist, with emphasis on special education. She worked extensively on the reauthorizations of the Individuals with Disabilities Education Act (IDEA) in 1997 and 2004. Ms. Halbert is responsible for drafting numerous technical provisions to the IDEA and providing technical assistance to Congress and the U. S. Department of Education. In 1997 and again in 2005, she testified before the U.S. Department of Education on its proposed regulations on IDEA 2004. Ms. Halbert has directed each of the Council’s special education strategic review teams, including special education reviews in the Anchorage, Austin, Boston, Chicago, Charleston, Cincinnati, Des Moines, District of Columbia, Guilford County (NC), Memphis, New York City, Richmond, Philadelphia, Pittsburgh, Providence and St. Louis. Working with national experts Sue Gamm and Judy Elliott, she has
published a Council national white paper on the implementation and development of MTSS, Multi-Tiered Systems of Supports for our nation’s urban school districts. Ms. Halbert most recently, January 2017, took the lead working with our cities in the development of the Council’s amicus brief to the Supreme Court of the United States in *Endrews v. Douglas County School District*, on determining the educational benefit standard due by our districts to students with disabilities when implementing their IEPs. This case is certain to be one of the most important cases since *Rowley* decided over thirty years ago. She was also the counsel of record for the Council of the Great City Schools’ *amicus* briefs in the Supreme Court of the United States in (a) *Board of Education of the City School District of the City of New York v. Tom F.*, *On Behalf of Gilbert F.*, A Minor Child* (2007); (b) *Jacob Winkelman, a Minor By and Through His Parents and Legal Guardians, Jeff and Sander Winkelman, et al., v. Parma City School District* (2007); (c) *Brian Schaffer v. Jerry Weast, Superintendent of Montgomery County Public Schools, et al.*, (2005); (d) *Parents Involved in Community Schools v. Seattle School District*, and *Meredith v. Jefferson County Board of Education* (2007) and *Forest Grove School District v. T.A.* (2009). Ms. Halbert graduated with honors from the University of Maryland and the University of Miami School of Law. She is admitted to practice in the Federal Bar, the U.S. Supreme Court Bar, and the Florida and Pennsylvania Bars. Additionally, for the past year, together with Husch Blackwell partner John Borkowski, Ms. Halbert is assisting to develop and implement national legal webinars for urban district’s counsel and key staff on emerging legal issues for the Council’s districts. They include, Civil Rights Priorities at the End of One Administration and Beginning of Another, Hate Speech, Micro-aggressions and Student First Amendment Rights,
*Judy Elliott, Ph.D.*
Judy Elliott is formerly the Chief Academic Officer of the Los Angeles Unified School District where she was responsible for curriculum and instruction Early Childhood through adult, professional development, innovation, accountability, assessment afterschool programs, state and federal programs, health and human services, magnet program, language acquisition for both English and Standard English learners, parent outreach, and intervention programs for all students. Before that she was the Chief of Teaching and Learning in the Portland Oregon Public Schools and prior to that an Assistant Superintendent of Long Beach Unified School District in CA. Judy also was a Senior Researcher at the National Center on Educational Outcomes at the University of Minnesota. She started her career as a classroom teacher and then school psychologist. Judy continues to assist districts, national organizations, state and federal departments of education in their efforts to update and realign curriculum frameworks, instruction, and assessment, and accountability that include all students. Most recently she was appointed by the Education Commissioner of New York State to be the Distinguished Educator for the Buffalo City School District. Her research interests focus on systems change and reform, effective instruction for all students, and data-based decision making for accountability and accelerated student achievement. She has trained thousands of staff, teachers, and administrators in the U.S. and abroad in areas of integrated service delivery systems, leadership, effective use of data, inclusive schooling that include linking assessment to classroom intervention, strategies and tactics for effective instruction, curriculum adaptation, collaborative teaching and behavior management. She has published over 51 articles, book chapters, technical/research reports and books. She sits on editorial boards for professional journals and is active in many professional organizations. She is nationally known for her work in Response to Instruction and Intervention and has led many successful initiatives and projects around that effort.
Upon graduation from high school, Dr. Gregory Roberson enlisted in the United States Air Force where he served for 22 years before retiring in 2003 as a Senior Master Sergeant. He spent 11 years overseas while serving his country, and his last deployment was in September 2001 after the attacks of 9/11 as a member of Central Air Forces Combat Operations team for Operation Enduring Freedom. In preparation for retirement and transition into the civilian world, he utilized the troops to teachers program to earn his special education teaching credentials at Xavier University in Cincinnati, Ohio. Dr. Roberson was an intervention specialist before leaving the classroom at his superintendent’s request to become an administrator. He rose through the ranks from special education coordinator, director, and then a student services executive director. Dr. Roberson has experience in all areas of special education, gifted, ELL, and related services. His work in reducing expulsion rates while serving as the district’s expulsion officer is especially noteworthy. Dr. Roberson is currently the exceptional children chief officer Dayton Public Schools where he oversees one of the largest departments in the district and a $40 million budget. His research interests are in the areas of co-teaching, creating inclusive schools, and social emotional supports for students with severe behavioral disorders.
Appendix F. About the Council and History of Strategic Support Teams
The Council of the Great City Schools is a coalition of 70 of the nation’s largest urban public-school systems.\(^{105}\) The organization’s Board of Directors is composed of the superintendent, CEO, or chancellor of schools and one school board member from each member city. An executive committee of 24 individuals, equally divided in number between superintendents and school board members, provides regular oversight of the 501(c)(3) organization. The composition of the organization makes it the only independent national group representing the governing and administrative leadership of urban education and the only association whose sole purpose revolves around urban schooling.
The mission of the Council is to advocate for urban public education and to assist its members in to improve and reform. The Council provides services to its members in the areas of legislation, research, communications, curriculum and instruction, and management. The group also convenes two major conferences each year; conducts studies of urban school conditions and trends; and operates ongoing networks of senior school district managers with responsibilities for areas such as federal programs, operations, finance, personnel, communications, instruction, research, and technology. Finally, the organization informs the nation’s policymakers, the media, and the public of the successes and challenges of schools in the nation’s Great Cities. Urban school leaders from across the country use the organization as a source of information and an umbrella for their joint activities and concerns.
The Council was founded in 1956 and incorporated in 1961 and has its headquarters in Washington, DC. Since the organization’s founding, geographic, ethnic, language, and cultural diversity has typified the Council’s membership and staff.
\(^{105}\) Albuquerque, Anchorage, Atlanta, Austin, Baltimore, Birmingham, Boston, Broward County (Ft. Lauderdale), Buffalo, Caddo Parish (Shreveport), Charleston County, Charlotte-Mecklenburg, Chicago, Buffalo, Clark County (Las Vegas), Cleveland, Columbus, Dallas, Dayton, Denver, Des Moines, Detroit, Duval County (Jacksonville), East Baton Rouge, Fort Worth, Fresno, Guilford County (Greensboro, N.C.), Hillsborough County (Tampa), Houston, Indianapolis, Jackson, Jefferson County (Louisville), Kansas City, Little Rock School District, Long Beach, Los Angeles, Memphis, Miami-Dade County, Milwaukee, Minneapolis, Nashville, Newark, New Orleans, New York City, Norfolk, Sacramento, Oklahoma City, Omaha, Orange County (Orlando), Palm Beach County, Philadelphia, Pittsburgh, Portland, Providence, Richmond, Rochester, Sacramento, Salt Lake City, San Diego, San Francisco, Seattle, St. Louis, St. Paul, Toledo, Washington, D.C., and Wichita
History of Strategic Support Teams of the Council of the Great City Schools
The following is a history of the Strategic Support Teams provided by the Council of the Great City Schools to its member urban school districts over the last 18 years.
| City | Area | Year |
|---------------|-----------------------------|------|
| Albuquerque | Facilities and Roofing | 2003 |
| | Human Resources | 2003 |
| | Information Technology | 2003 |
| | Special Education | 2005 |
| | Legal Services | 2005 |
| | Safety and Security | 2007 |
| | Research | 2013 |
| | Human Resources | 2016 |
| Anchorage | Finance | 2004 |
| | Communications | 2008 |
| | Math Instruction | 2010 |
| | Food Services | 2011 |
| | Organizational Structure | 2012 |
| | Facilities Operations | 2015 |
| | Special Education | 2015 |
| | Human Resources | 2016 |
| Atlanta | Facilities | 2009 |
| | Transportation | 2010 |
| Austin | Special Education | 2010 |
| Baltimore | Information Technology | 2011 |
| Birmingham | Organizational Structure | 2007 |
| | Operations | 2008 |
| | Facilities | 2010 |
| | Human Resources | 2014 |
| | Financial Operations | 2015 |
| Boston | Special Education | 2009 |
| | Curriculum & Instruction | 2014 |
| | Food Service | 2014 |
| | Facilities | 2016 |
| Bridgeport | Transportation | 2012 |
| Broward County (FL) | Information Technology | 2000 |
| District | Category | Year(s) |
|--------------------------|---------------------------------|---------------|
| Buffalo | Food Services | 2009 |
| | Transportation | 2009 |
| | Information Technology | 2012 |
| | Information Technology | 2018 |
| Buffalo | Superintendent Support | 2000 |
| | Organizational Structure | 2000 |
| | Curriculum and Instruction | 2000 |
| | Personnel | 2000 |
| | Facilities and Operations | 2000 |
| | Communications | 2000 |
| | Finance | 2000 |
| | Finance II | 2003 |
| | Bilingual Education | 2009 |
| | Special Education | 2014 |
| Caddo Parish (LA) | Facilities | 2004 |
| Charleston | Special Education | 2005 |
| | Transportation | 2014 |
| Charlotte-Mecklenburg | Human Resources | 2007 |
| | Organizational Structure | 2012 |
| | Transportation | 2013 |
| Cincinnati | Curriculum and Instruction | 2004 |
| | Curriculum and Instruction | 2009 |
| | Special Education | 2013 |
| Chicago | Warehouse Operations | 2010 |
| | Special Education I | 2011 |
| | Special Education II | 2012 |
| | Bilingual Education | 2014 |
| Christina (DE) | Curriculum and Instruction | 2007 |
| Cleveland | Student Assignments | 1999, 2000 |
| | Transportation | 2000 |
| | Safety and Security | 2000 |
| | Facilities Financing | 2000 |
| | Facilities Operations | 2000 |
| | Transportation | 2004 |
| | Curriculum and Instruction | 2005 |
| | Safety and Security | 2007 |
| | Safety and Security | 2008 |
| City | Theme Schools | 2009 | Special Education | 2017 |
|----------|---------------|------|-------------------|------|
| Columbus | | | | |
| | Superintendent Support | 2001 | | |
| | Human Resources | 2001 | | |
| | Facilities Financing | 2002 | | |
| | Finance and Treasury | 2003 | | |
| | Budget | 2003 | | |
| | Curriculum and Instruction | 2005 | | |
| | Information Technology | 2007 | | |
| | Food Services | 2007 | | |
| | Transportation | 2009 | | |
| Dallas | | | | |
| | Procurement | 2007 | | |
| | Staffing Levels | 2009 | | |
| | Staffing Levels | 2016 | | |
| Dayton | | | | |
| | Superintendent Support | 2001 | | |
| | Curriculum and Instruction | 2001 | | |
| | Finance | 2001 | | |
| | Communications | 2002 | | |
| | Curriculum and Instruction | 2005 | | |
| | Budget | 2005 | | |
| | Curriculum and Instruction | 2008 | | |
| | Organizational Structure | 2017 | | |
| Denver | | | | |
| | Superintendent Support | 2001 | | |
| | Personnel | 2001 | | |
| | Curriculum and Instruction | 2005 | | |
| | Bilingual Education | 2006 | | |
| | Curriculum and Instruction | 2008 | | |
| | Common Core Implementation | 2014 | | |
| Des Moines | | | | |
| | Budget and Finance | 2003 | | |
| | Staffing Levels | 2012 | | |
| | Human Resources | 2012 | | |
| | Special Education | 2015 | | |
| | Bilingual Education | 2015 | | |
| Detroit | | | | |
| | Curriculum and Instruction | 2002 | | |
| | Assessment | 2002 | | |
| | Communications | 2002 | | |
| | Curriculum and Assessment | 2003 | | |
| | Communications | 2003 | | |
| | Textbook Procurement | 2004 | | |
| Location | Category | Year |
|---------------|---------------------------------|------|
| Detroit | Food Services | 2007 |
| | Curriculum and Instruction | 2008 |
| | Facilities | 2008 |
| | Finance and Budget | 2008 |
| | Information Technology | 2008 |
| | Stimulus planning | 2009 |
| | Human Resources | 2009 |
| | Special Education | 2018 |
| Fresno | Curriculum and Instruction | 2012 |
| | Special Education | 2018 |
| Guilford County| Bilingual Education | 2002 |
| | Information Technology | 2003 |
| | Special Education | 2003 |
| | Facilities | 2004 |
| | Human Resources | 2007 |
| | Transportation | 2017 |
| Hillsborough County| Transportation | 2005 |
| | Procurement | 2005 |
| | Special Education | 2012 |
| | Transportation | 2015 |
| Houston | Facilities Operations | 2010 |
| | Capitol Program | 2010 |
| | Information Technology | 2011 |
| | Procurement | 2011 |
| Indianapolis | Transportation | 2007 |
| | Information Technology | 2010 |
| | Finance and Budget | 2013 |
| Jackson (MS) | Bond Referendum | 2006 |
| | Communications | 2009 |
| | Curriculum and Instruction | 2017 |
| Jacksonville | Organization and Management | 2002 |
| | Operations | 2002 |
| | Human Resources | 2002 |
| | Finance | 2002 |
| | Information Technology | 2002 |
| | Finance | 2006 |
| | Facilities operations | 2015 |
| | Budget and finance | 2015 |
| City | Category | Year |
|--------------|---------------------------------|------|
| Kansas City | Human Resources | 2005 |
| | Information Technology | 2005 |
| | Finance | 2005 |
| | Operations | 2005 |
| | Purchasing | 2006 |
| | Curriculum and Instruction | 2006 |
| | Program Implementation | 2007 |
| | Stimulus Planning | 2009 |
| | Human Resources | 2016 |
| | Transportation | 2016 |
| | Finance | 2016 |
| | Facilities | 2016 |
| | Curriculum and Instruction | 2016 |
| Little Rock | Curriculum and Instruction | 2010 |
| Los Angeles | Budget and Finance | 2002 |
| | Organizational Structure | 2005 |
| | Finance | 2005 |
| | Information Technology | 2005 |
| | Human Resources | 2005 |
| | Business Services | 2005 |
| Louisville | Management Information | 2005 |
| | Staffing Levels | 2009 |
| | Organizational Structure | 2018 |
| Memphis | Information Technology | 2007 |
| | Special Education | 2015 |
| | Food Services | 2016 |
| | Procurement | 2016 |
| Miami-Dade County | Construction Management | 2003 |
| | Food Services | 2009 |
| | Transportation | 2009 |
| | Maintenance & Operations | 2009 |
| | Capital Projects | 2009 |
| | Information Technology | 2013 |
| Milwaukee | Research and Testing | 1999 |
| | Safety and Security | 2000 |
| | School Board Support | 1999 |
| | Curriculum and Instruction | 2006 |
| | Alternative Education | 2007 |
| City | Category | Year |
|--------------|---------------------------------|------|
| | Human Resources | 2009 |
| | Human Resources | 2013 |
| | Information Technology | 2013 |
| Minneapolis | Curriculum and Instruction | 2004 |
| | Finance | 2004 |
| | Federal Programs | 2004 |
| | Transportation | 2016 |
| | Organizational Structure | 2016 |
| Nashville | Food Service | 2010 |
| | Bilingual Education | 2014 |
| | Curriculum and Instruction | 2016 |
| Newark | Curriculum and Instruction | 2007 |
| | Food Service | 2008 |
| New Orleans | Personnel | 2001 |
| | Transportation | 2002 |
| | Information Technology | 2003 |
| | Hurricane Damage Assessment | 2005 |
| | Curriculum and Instruction | 2006 |
| New York City| Special Education | 2008 |
| Norfolk | Testing and Assessment | 2003 |
| | Curriculum and Instruction | 2012 |
| | Transportation | 2018 |
| | Finance | 2018 |
| | Facilities Operations | 2018 |
| Omaha | Buildings and Grounds Operations| 2015 |
| | Transportation | 2016 |
| Orange County| Information Technology | 2010 |
| Palm Beach County | Transportation | 2015 |
| | Safety & Security | 2018 |
| Philadelphia | Curriculum and Instruction | 2003 |
| | Federal Programs | 2003 |
| | Food Service | 2003 |
| | Facilities | 2003 |
| | Transportation | 2003 |
| | Human Resources | 2004 |
| Location | Category | Year |
|-------------------|---------------------------------|------|
| Detroit | Budget | 2008 |
| | Human Resource | 2009 |
| | Special Education | 2009 |
| | Transportation | 2014 |
| Pittsburgh | Curriculum and Instruction | 2005 |
| | Technology | 2006 |
| | Finance | 2006 |
| | Special Education | 2009 |
| | Organizational Structure | 2016 |
| | Business Services and Finance | 2016 |
| | Curriculum and Instruction | 2016 |
| | Research | 2016 |
| | Human Resources | 2018 |
| | Information Technology | 2018 |
| | Facilities Operations | 2018 |
| Portland | Finance and Budget | 2010 |
| | Procurement | 2010 |
| | Operations | 2010 |
| Prince George’s County | Transportation | 2012 |
| Providence | Business Operations | 2001 |
| | MIS and Technology | 2001 |
| | Personnel | 2001 |
| | Human Resources | 2007 |
| | Special Education | 2011 |
| | Bilingual Education | 2011 |
| Puerto Rico | Hurricane Damage Assessment | 2017 |
| Reno | Facilities Management | 2013 |
| | Food Services | 2013 |
| | Purchasing | 2013 |
| | School Police | 2013 |
| | Transportation | 2013 |
| | Information Technology | 2013 |
| Richmond | Transportation | 2003 |
| | Curriculum and Instruction | 2003 |
| | Federal Programs | 2003 |
| | Special Education | 2003 |
| | Human Resources | 2014 |
| | Financial Operations | 2018 |
| City | Category | Year |
|--------------|---------------------------------|------|
| Rochester | Finance and Technology | 2003 |
| | Transportation | 2004 |
| | Food Services | 2004 |
| | Special Education | 2008 |
| Sacramento | Special Education | 2016 |
| San Antonio | Facilities Operations | 2017 |
| | IT Operations | 2017 |
| | Transportation | 2017 |
| | Food Services | 2017 |
| | Human Resource | 2018 |
| San Diego | Finance | 2006 |
| | Food Service | 2006 |
| | Transportation | 2007 |
| | Procurement | 2007 |
| San Francisco| Technology | 2001 |
| St. Louis | Special Education | 2003 |
| | Curriculum and Instruction | 2004 |
| | Federal Programs | 2004 |
| | Textbook Procurement | 2004 |
| | Human Resources | 2005 |
| St. Paul | Special Education | 2011 |
| | Transportation | 2011 |
| | Organizational Structure | 2017 |
| Seattle | Human Resources | 2008 |
| | Budget and Finance | 2008 |
| | Information Technology | 2008 |
| | Bilingual Education | 2008 |
| | Transportation | 2008 |
| | Capital Projects | 2008 |
| | Maintenance and Operations | 2008 |
| | Procurement | 2008 |
| | Food Services | 2008 |
| | Capital Projects | 2013 |
| Toledo | Curriculum and Instruction | 2005 |
| Washington, D.C.| Finance and Procurement | 1998 |
| Category | Subcategory | Year |
|--------------------------------|------------------------------|------|
| Personnel | | 1998 |
| Communications | | 1998 |
| Transportation | | 1998 |
| Facilities Management | | 1998 |
| Special Education | | 1998 |
| Legal and General Counsel | | 1998 |
| MIS and Technology | | 1998 |
| Curriculum and Instruction | | 2003 |
| Budget and Finance | | 2005 |
| Transportation | | 2005 |
| Curriculum and Instruction | | 2007 |
| Common Core Implementation | | 2011 |
| Wichita | | |
| Transportation | | 2009 |
| Information Technology | | 2017 |
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Traffic Management for DSPs (Inventory Exclusion) FAQ
What is the Traffic Management
How does a user access Traffic for DSPs (Inventory Exclusion)?
Management for DSPs
This document provides the frequently asked questions about the Traffic Management for DSPs in the Media Buyer Console (MBC). To enable this feature in your account, please c ontact your account manager.
(Inventory Exclusion)?
filter inventory?
Which criteria can a user use to
How does a user find out about new sites added to the PubMatic platform?
What is the difference between the Visible and Select All check boxes?
Why is the Select All check box in a disabled state?
How does a user exclude traffic to meet QPS limitations?
need to be specified to exclude
Why does an exclusion reason traffic?
When will exclusion settings be applied to a campaign? Why are there additional tabs in a disabled state next to Inventory Exclusion? When will those tabs become enabled?
Can a user exclude sites based on different filters in a single operation?
How does a user view the list of all sites excluded from a campaign?
Refer to to learn more about using the Inventory Traffic Management for DSPs Exclusion tool.
What is the Traffic Management for DSPs (Inventory Exclusion)?
The Traffic Management for DSPs provides a self-serve UI to DSPs so that they don't have to depend solely on their PubMatic account managers and operations team to exclude traffic from certain sites. DSPs can directly access this exclusion tool through the Media Buyer Console (MBC UI) to exclude sites or apps with undesired traffic coming from PubMatic. There may be multiple reasons for DSPs to exclude certain traffic such as, sites with high QPS, fraudulent traffic, low performance, etc.
Since DSPs can use this exclusion tool themselves, they can exclude such traffic immediately without any delays. This also allows DSPs to restrict the traffic upstream on PubMatic's end instead of controlling this traffic at their end.
How does a user access Traffic Management for DSPs (Inventory Exclusion)?
The Traffic Management for DSPs (exclusion) isavailable in the MBC UI under the tab. Campaigns Once a DSP user clicks the tab, the listing UI displays a list of all Campaigns Campaigns campaigns associated with that DSP's account. The UI displays campaigns either in the Active, Paused or Scheduled state. It also displays the spend and paid impressions for the last seven days of each campaign.
To view the Inventory Exclusion interface, the user needs to click the button corresponding Modify to a campaign. The Inventory Exclusion tab displays the list of sites currently applicable for that specific campaign along with a set of filters to find specific sites. Using a combination of these filters, DSPs can locate the sites that they want to exclude from this campaign and select their check boxes to exclude that traffic. The sites with deselected check boxes represent traffic that is being sent to the DSP while the sites with selected check boxes represent traffic that is not being sent to the DSP.
Which criteria can a user use to filter inventory?
DSPs can filter the list of sites by using one or more combinations of the following criteria:
Searching for a specific text in the site or app URL.
Platform of the sites: Web, Mobile Web, Mobile App iOS, and Mobile App Android.
Publishers associated with the sites.
IAB categories associated with the sites.
Sites newly created in the PubMatic platform since the campaign was last modified for excluding inventory.
How does a user find out about new sites added to the PubMatic platform?
Suppose a DSP modifies a campaign to exclude current inventory but a publisher creates new sites in the PubMatic platform the next day. The DSP won't be aware of new inventory as it becomes available. In such cases, if a DSP wants to know which new sites have been added since it last modified a campaign, then it can use the toggle filter to enable a list of sites which have New been added to the platform after that campaign's last modification date.
Once the filter is enabled, the site listing table displays a list of all new sites added and New highlights them with the label next to the Site ID. New
Why is the Select All check box in a disabled state?
By default, the check box is in a disabled state. The reason being, if it is enabled by Select All default, and a user accidentally selects it, then all the traffic being sent to the DSP for that campaign will be excluded. To prevent this, this check box is disabled by default.
To enable it, the user needs to select at least one value in any one of the filters (Search, Publisher, Platform, IAB Categories, or New). This allows the DSP to select all sites matching a specific filtered criteria.
What is the difference between the Visible and Select All check boxes?
The check box allows a user to select all sites currently displayed on the screen while the Visible S check box allows a user to select all sites matching the filtered criteria (which may not all elect All be displayed on the current page).
How does a user exclude traffic to meet QPS limitations?
The site listing table in the Inventory Exclusion tab also displays the average Queries Per Second (QPS) of each site calculated over the last seven days. Using this data, DSPs can analyze the QPS that they need to reduce, select the sites to be excluded and sum up their average QPS values to meet the required QPS number.
Why does an exclusion reason need to be specified to exclude traffic?
It is mandatory to specify an exclusion reason while excluding one or more sites in the Inventory Exclusion tab. This reason has been mandated so that a DSP can make an informed decision about which traffic to exclude in future cases.
If a user selects multiple sites using the or check box, then the UI initially Visible Select All prompts for the exclusion reason. This reason is then stored as the common reason for all sites selected in that operation.
Can a user exclude sites based on different filters in a single operation?
Yes, Inventory Exclusion allows a user to select sites based on some filters, then select more sites based on another set of filters and save the entire selection in the end. It also allows users to deselect some sites and select other sites in the same operation and then save them together. However, if a user plans to select and deselect (toggle the check box for) the same site in the same operation, then it is recommended that the user separate Select and Deselect into two separate save operations.
When will exclusion settings be applied to a campaign?
Once a user modifies the exclusion list for a campaign using Inventory Exclusion, then the PubMatic system may take up to one hour to enforce those changes.
Why are there additional tabs in a disabled state next to Inventory Exclusion? When will those tabs become enabled?
In addition to the Inventory Exclusion tab , PubMatic is also planning to provide DSPs with additional self-serve tools such as, inventory inclusion, geo targeting, video targeting, mobile targeting, and much more in the near future. As each of these tools get released, PubMatic will inform DSPs accordingly.
How does a user view the list of all sites excluded from a campaign?
If a user wants to view all sites excluded from a specific campaign, then they can generate a downloadable file containing the full exclusion list for that campaign by clicking the Download button at the top right corner of the site listing table.
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The Downturn in Indian Automotive Industry: A Worrying Subject-matter
Nowadays, automobile companies in India aren't having the best of days at work. Customer footfall at the showrooms through which different Indian organizations sell their vehicles has fallen tremendously in recent times. Declining footsteps and poor sales at showrooms for the past four quarters have undoubtedly shaken the automotive industry.
It is no secret that the Indian automobile sector, which holds the world's fourthlargest position, is witnessing the worst slowdown after over a decade of high growth. For instance – According to the May report, sales of passenger vehicles in the country fell near about twenty percent in the past few years. As per the Society of Indian Automobile Manufacturers (SIAM), it was the steepest drop observed in the past 18 years. Although the overall quarterly production of the automobiles grew from 5.6 million in June 2014 to around 7.21 million in June 2019, weak consumer demands for all automobile segments resulted in a remarkable decline in quarterly registrations year-by-year. Noticeably, domestic auto sales of production have dropped to 84.35 % in 2019 from 85.27% in 2014.
What led to the slowdown?
India's automobile industry came to this sorry state because of a host of reasons, which are as follows:
1. A slump in demand: A considerable decline in the interest of both rural and urban people for the purchasing of new automobiles is the foremost factor responsible for the 20 % downturn of the total slowdown in the auto industry.
2. Increase in acquisition costs: Due to insurance, safety, and emission norms that pertain to compliance expenses, vehicle costs have seen a hike in 2019 and are expected to continue in 2021. High insurance costs and the introduction of GST that have increased the acquisition costs by 2-5 percent are responsible for a 10 percent slowdown.
3. New norms: In July 2018, the Indian government aimed to bring the logistics costs down, and had officially up surged the maximum load-carrying capacity of large vehicles by around 20 percent. The specific decision had negatively
influenced the purchase of automobiles, especially commercial vehicles, and is believed to bring a 10 percent decline in the automotive industry sales.
4. Other factors: Because of comparatively lower prices of second-hand vehicles, people prefer buying pre-owned cars instead of the new ones. The continuously expanding pre-owned car market, which enabled the effortless buying and selling of second-hand cars, also affected the purchase and sale of new ones. Furthermore, the enhanced accessibility of automobile rentals makes consumers to rent vehicles rather than buying them. The lack of apt migration policies in regards to Electric Vehicles (EV) raises confusion among buyers, thus contributing towards a decrease in auto sales.
Hope for the better future
Though worrying yet these weak sales are thought to be a passing phase. For instance, managers of several companies like Maruti Suzuki and others, have notions that the primary reason why consumers are losing interest in buying new vehicles is the lack of festive flavour in the past few months. They expect that the upcoming wedding season will bring the consumers back to the showrooms.
New launches
The hope that auto sales will soon get upturned has proposed some carmakers to come up with new models.
The slump in the automobile industry has affected almost all segments of this sector. As the downturn in auto sales has affected the demand for automotive parts and production of materials like rubber, steel, plastic, glass, electronics, paint, and others, it is clear that the automobile industry has a robust linkage with the overall economic growth of the nation. So, growth in the automotive sector is crucial for the economic growth of the country.
|
<urn:uuid:05bd63df-060a-43ab-8e43-4fa60e2c25b6>
|
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
|
finepdfs
|
eng_Latn
| 3,868
|
VISTO:
El Expediente Nro. 231/SH/84 y la Ordenanza Nro. /061 Sancionada por este Honorable Concejo Deliberante, y ;
CONSIDERANDO:
Que dicho expediente fue recepcionado nuevamente en el Honorable Concejo Deliberante.
Que según pautas del Ministerio de Gobierno falta/ban adjuntar comprobantes para constatar dicha rendición.
POR CUANTO:
EL HONORABLE CONCEJO DELIBERANTE EN SESION DE FECHA /09 DE NOVIEMBRE DE 1984 - SANCIONA CON FUERZA DE :
ORDENANZA
Art. 1°).- Derógase en todas sus partes la Ordenanza N° 061/84 aprobada en Sesión Extraordinaria del Honorable Concejo Deliberante de fecha 04 de Julio la Rendición que origina el Decreto Provincial Nro. 886/84.
Art. 2°).- Tomen Conocimiento : Secretarías de Bloques. Pase al Departamento Ejecutivo Municipal y Demás Dependencias que correspondan. Dése a Boletín Municipal y cumplido con las comunicaciones de práctica ARCHIVESE.
MONICA LUCIA S. DE AYALA
SECRETARIA GENERAL
HONORABLE CONCEJO DELIBERANTE
ZELMAR GUERRERO
PRESIDENTE
HONORABLE CONCEJO DELIBERANTE
POR CUANTO:
Téngase por Ordenanza Municipal Nro. 093/84. Comuníquese. Dése a Boletín Municipal y cumplido ARCHIVESE.
|
<urn:uuid:d5ca1552-def8-47a3-8850-f27ea8813668>
|
HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
|
finepdfs
|
spa_Latn
| 1,140
|
This Board Microcontroller is used as 24-BIT INPUT/OUTPUT in order to connect ETHERNET LAN; MCU of Board has already provided Firmware Command. If user requires using this Board to be INPUT/OUTPUT via LAN System, it only uses and send the Command to Board in the format of TCP/IP; so, it is more convenient to use and it reduces much difficulty in developing program.
- Connect and communicate with Board via TCP/IP through ETHERNET LAN 10-BASE T/100-BASE TX, Connector RJ45 with LED
- Main MCU is ARM 32BIT CORTEX-M3, 128 KBYTE FLASH, 64-LQFP TYPE with internal Program Firmware of ETT
- Use ETHERNET CONTROLLER No.WS100 from WIZNET that has TCP/IP STACK inside
- Have HARDWARE MAC ADDRESS standard EUI-48 that has unique code, it is useful to write program in order to protect against COPY
- Have 24 BIT GPIO TTL LOGIC 3.3V
- Can setup function of each BIT to be INPUT/OUTPUT independently
- Can drive OUTPUT LOGIC as LOGIC 3.3V/20mA
- Can setup POWER-ON OUTPUT LOGIC of each OUTPUT
- Can receive INPUT LOGIC in the range of 0-5V
- Firmware contains Instruction Set that ETT wrote and provided, it performs in the format of ASCII COMMAND via TCP/IP Network
- Can setup IP ADDRESS, SUBNET MASK, TCP PORT, USER NAME, PASSWORD
- Support Mode WEB SERVER CONTROL and Mode TCP SERVER CONTROL
- Have DIP-SW to choose Operation Mode and RESTORE CONFIGURATION DEFAULT
- Have 3 of Connector 10PIN ET-BUS I/O and 6 of new Connector RJ11
- Have 1-CH UASRT RS232 in Connector 4PIN RJ9 (reserved for communicating with new ETT devices “ET-RS232/1-WIRE”, it can connect with Temperature SENSOR No.DS1820/S20/B20)
- Have 1-CH SPI LOGIC TTL 3.3V Connector RJ11 (reserved, it is unused in the Firmware)
- Have 4 of LED to display the operating status of Board
- Have Connector BUZZER 2PIN 12VDC (be compatible with ET-BUZZER 12V TYPE B)
- Be compatible with Power Supply DC 8-12VDC/500mA; use Connector 2PIN PLUG-IN TERMINAL BLOCK (can modify Cable POWER DC of ET-SWITCHING ADAPTER 12V 0.5A TYPE J by cutting Jack off)
- Board ET-REMOTE LAN can be connected with I/O BOARD of ETT such as ET-OPTO AC-IN4, ET-OPTO DC-IN4, ET-OPTO AC-OUT4, ET-OPTO DC-OUT4, ET-OPTO RELAY4 and etc
- Board size: 800x10.00cm. with metal Stand 1.10CM. in height
OPTION
| ET-SWITCHING ADAPTER 12V 0.5A TYPE J (A-AP-A-00057) | ET-BUZZER 12V TYPE B (P-ET-A-00508) | สาย LAN CROSS 2M (P-CB-A-00027) | สาย LAN DIRECT 2M (P-CB-A-00028) |
|-----------------------------------------------------|------------------------------------|---------------------------------|----------------------------------|
| INPUT:100 - 240VAC | | | |
| OUTPUT:12VDC 0.5A Female Jack 2.5 mm. | | | |
Example of modifying and connecting with Boards ET-OPTO I/O 4.
ET-iLED 8x8-RGB (P-ET-A-00510)
WS2812B LED RGB
24 BIT COLOR (16,777,216 COLOR)
ET-iLED 8x8-RGB is RGB LED Display Board that includes 64 DOT(8x8) of RGB LED by using 64 DOT of IC LED No.WS2812B as CASCADE Connection. Each LED can display high resolution of RGB up to 24 BIT COLOR or 16 million colors and light of this LED is highly bright.
Specifications of ET-iLED 8x8-RGB
- Use 5VDC to supply circuit (use 3.84A Current at the maximum)
- Only use single Cable CONTROL or 1 BIT for SERIAL NZR Communication to control Display Circuit of all 64 LED; the CASCADE Connection is more convenient to connect and control the operation.
- INPUT can be connected with TTL 5V or 3.3V by using IC 74LVC1G17 as SCHMITT-TRIGGER BUFFER
- Use IC LED No.WS2812B 5.0 x 5.0mm. 4 PIN; this IC LED includes DRIVE Circuit, LED RGB Controlling Circuit, ELECTRIC RESET Circuit, POWER LOSE RESET Circuit
- This WS2812B includes 3-color RGB LED, it can display color resolution as 24 BIT COLOR (16,777,216 colors) with 256 shades of brightness, and scanning frequency not less than 400 Hz/S
- Can connect a maximum of 16 Boards ET-iLED 8x8-RGB together (NOTE: It requires high speed CPU such as AVR, ARM, and etc. For CPU MCS51 and general PIC, it cannot be used with this Board ET-iLED 8x8-RGB)
- Light of this LED is highly consistent and it remain in the state of LATE until there is incoming DATA.
- It can connect with Board of Arduino with example program
- PCB size: 8.15 x 8.15cm. (3200 x 3200 mil.)
- Use 4 of 3-PIN PIN HEADER 2.54 mm. under PCB
- ET-iLED 8x8-RGB includes...
1. Board ET-iLED 8x8-RGB
2. CD-ROM Manual and Example Program
ET-iLED-RGB (P-ET-A-00509)
Its specification is the same as ET-iLED 8x8-RGB but this product has only one LED WS2812B.
- Use 5VDC to supply circuit (use 60mA Current at the maximum)
- Use TTL 5V INPUT
- Can connect Boards ET-iLED-RGB together not greater than 1024 Boards
- PCB size: 1.75 x 1.75cm. (700 x 700 mil.)
- Use 2 of 3-PIN PIN HEADER 2.54 mm. under PCB
ET-iLED-RGB includes...
1. Board ET-iLED-RGB
2. Paper and circuit (can download Manual and Example Program from website: www.etteam.com)
**ET-TFT43-EVE** (P-ET-A-00504)
TFT LCD 4.3 INCH WQVGA / 480 x 272 PIXEL / 262K COLOR / RESISTIVE TOUCH / LED BACKLIGHT
CHIP FT800 # GRAPHIC CONTROL, AUDIO PROCESSING & RESISTIVE TOUCH CONTROLLER
---
**ET-TFT43-EVE** is Board TFT LCD 4.3 Inch that works with CHIP FT800, it is easy to use TFT LCD. It is SPI Interface and supports both 3.3V I/O and 5V I/O. It can interface with both 3.3V MCU and 5V MCU, but, the Power Supply of board must be 5V only.
**FT800** is an intermediate IC between user and TFT LCD in order to control the operation. It includes the functions of DISPLAY LCD, AUDIO and TOUCH together in the single CHIP of FT800, including GRAPHIC CONTROLLER; so, user does not need to write or create anything by self.
---
**Specifications of Board ET-TFT43-EVE**
- Use TFT LCD Display with 4.3 inch WQVGA + RESITIVE TOUCH SCREEN, DISPLAY SIZE W x H x D = 105.60 x 67.3 x 4.0 mm., Screen Definition = 480 x 272 PIXEL, 262K COLOR, 18 BIT COLOR INTERFACE, LED BACKLIGHT
- Use SINGLE CHIP to control LCD No. **FT800** that includes FUNCTIONS of GRAPHIC CONTROL, AUDIO PROCESSING and RESISTIVE TOUCH CONTROLLER together in the single CHIP. So, user can use and command the operation by the created and provided COMMANDS.
- Support 2 AUDIO SOURCES to play audio file as follows;
1. From SOUND SYNTHESIZER: There is 58 SOUND EFFECTS that have already created in the FT800 and provided for users such as BELL
2. From AUDIO PLAYBACK: It plays MONO AUDIO FILE in the format of 8-BIT PCM, 8-BIT ULAW or 4-BIT IMA-ADPCM. It has to send FILE from MCU and stores in the MEMORY RAM of FT800 first.
- Control and adjust VOLUME by program through REGISTER
- Can adjust the brightness of LED BACKLIGHT by program through REGISTER
- Can INTERFACE with external MCU in the format of SPI (4-Wire), it supports both 3.3V TTL and 5V TTL with the maximum CLOCK Speed of 30MHz
- Have SOCKET to insert MICRO SD CARD to use with FILES by using external MCU to control the operation
- Have POWER AMP 1W ON BOARD with Connector Speaker 2PIN (2.50mm.) *(OPTION)*: It is used with Speaker 8 OHM, it is "ET-SP TYPE B (P-ET-A-00505)
- Use Connector 10PIN HEADER ETT for using Board ET—TFT43 EVE and it uses POWER SUPPLY +5VDC from this Connector 10PIN ET
- Board Size: 8.40 x 13.00 cm.
**ET-TFT43-EVE** includes...
1. Board
2. CD-ROM User’s Manual and Example Programs
---
**ET-SP TYPE B** (P-ET-A-00505)
- Speaker 8 OHM
- Interface with Connector Speaker 2PIN of ET-TFT43-EVE
---
Tel : 02-7121120 Fax : 02-3917216
e-mail : firstname.lastname@example.org
www.ettteam.com
Company reserves the right to change the detail and price of any product without any prior notice.
**STM32 Discover / Regulator**
**NUCLEO-F401RE**
(C-YA-A-00185)
This is STM32 Development Kit from ST that uses MCU in the family of STM32F4; there are parts of **DOWNLOAD** and **DEBUG** on board, including MCU. It is low price.
**MCU #**
STM32F401RET6
512-KBYTE
32 BIT MCU
- Part of **DOWNLOAD** and **DEBUG**, it is ST-LINK V2.-1 to **DOWNLOAD** program and **DEBUG** via PORT USB MINI. Moreover, there is Connector SWD to **DOWNLOAD/DEBUG** MCU from external board.
- Part of Board
- Use MCU No.STM32F401RET6, 32BIT ARM CORTEX M4, 512 KBYTE FLASH, 96 KBYTE RAM, LQFP64 TYPE
- There are 2 types of Connector I/O:
- Arduino UNO 32 PIN
- STMICRO MORPHO is 2 of PIN HEADER 19 x 2; there are PIN HEADER on both sides of PCB.
- Use POWER SUPPLY from Connector USB; or, choose the external Power Sources in the range of 3.5V, 5V, 7-12VDC
- 3 LED, 2 SW, and RESET
- Have Connector USB MINI to connect with computer (OPTION: It does not include Cable USB in set, customer needs to additionally purchase if there is no any CABLE USB TO 5P MINI (A-CB-A-00044))
*** This product is imported product, there is no any warranty. ***
**STM32F429I DISCOVERY**
(C-YA-A-00184)
This is one of low price development kits for 32 BIT MICROCONTROLLER from ST in the family of STM32F429/439. There is a part of ST-LINK V2 on board that is ready to develop. There are 2 parts of board as follows;
1. **Part of ST-LINK V2.** it **DOWNLOAD** and **DEBUG** to MCU STM32F429ZIT6 on board; it uses ST-LINK via PORT USB; and Connector USB on Board is as MINI-B (CABLE USB TYPE A TO B MINI is not included in the set, customer needs to additionally purchase OPTION).
- Connector 6 PIN SWD is externally connected to **DEBUG** and **PROGRAM** for external board
2. **Part of Board,** it uses STM32F429
- Use MCU No.STM32F429ZIT6 32 BIT ARM CORTEX-M4F, 2 MB FLASH MEMORY, 256 KB RAM, LQFP144
- Use +5VDC from Connector USB for board, or from external POWER 5V or 3V
- Use 2.4” QVGA TFT LCD with the part of TOUCH SCREEN on board
- SD RAM 64 MBITS
- SENSOR 3-AXIS DIGITAL OUTPUT No.L3GD20
- 6 LED, 2 SW, and RESET
- USB OTG (MICRO-AB Header)
- Under PCB has 2 of PIN HEADER 2.54mm. MALE 32x2 for external connection
*** STM32F429 DISCOVERY is the imported product, there is no any warranty. ***
**ET-MINI PWR5/ADJ-3A**
(P-ET-A-00506)
It is 2 of POWER SUPPLY STEP-DOWN VOLTAGE REGULATOR, there is Circuit +5VDC/3A and Adjustable VOLTAGE 1.23-35V/3A (It depends on incoming INPUT VOLTAGE).
- INPUT DC POWER 7-35VDC
- +5VDC/3A OUTPUT uses LM2576T-05
- Adjustable VOLT 1.23-35V/3A OUTPUT uses LM2576T-ADJ by using Adjustable VR
- Connector INPUT DC 2PIN PCB TERMINAL SCREW TYPE
- Connector OUTPUT DC 2PIN PCB TERMINAL SCREW TYPE
- Board size(WxDxD): 5.60 x 4.30 x 2.20cm. with metal stand 1.10cm. in height
Company reserves the right to change the detail and price of any product without any prior notice.
|
<urn:uuid:cdff8a90-a26e-420f-827d-67862717fabc>
|
HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
|
finepdfs
|
eng_Latn
| 10,685
|
OMVK Jász-Nagykun-Szolnok Megyei Területi Szervezete
Jász-Nagykun-Szolnok Megyei Vadász Szövetség
5000 Szolnok, Petőfi út 13.
e-mail:
email@example.com http:
//www.omvk-szolnok.hu/
Tel: 56/514-180 Fax: 56/421-401
Ikt:14/2013/K-SZ
MEGHÍVÓ
Tisztelt Vadász Hölgyek/Urak!
Az OMVK JN-Szolnok Megyei Területi Szervezete, a JN-Szolnok Megyei Vadász Szövetség és a Vadászati Kulturális Egyesület közösen ismét megrendezi a hagyományos
„Vadászati Szabadegyetem Szolnokon"
című rendezvénysorozatát.
A megye vadgazdálkodóit, vadászait leginkább érdeklő témakörök:
1.) Vadelütések megelőzése, vadriasztás lehetőségei közutak, főútvonalak, autópályák mentén, vad távoltartása mezőgazdasági és erdészeti területektől.
Előadó: dr. Farkas János
2013. február 5. /kedd/ 17.00 h.
2.)
3.)
Elvek és szempontok a Vadászati törvény módosítására.
Vadászati törvény tervezett módosításai
Előadó:dr. Székely István
2013. február 12. /kedd/ 17.00 h.
A sörétlövés és a golyólövés ballisztikájának egyes kérdései, tanácsok nemcsak a sörétes fegyverrel történő vadászatokhoz, és a különböző típusú
fegyverek kiválasztásához.
Előadó: Szajkó István
2012. évi fegyvertartásra vonatkozó jogszabályváltozások
Előadó: Purkald Csaba
2013. február19. /kedd/ 17.00 h.
4.) A Safari Club International Magyarországi Szervezetének (SCI), és a Világjáró Vadászok Klubjának (VVK) története Előadó: dr.Gergely Imre 2013. február 26. /kedd/ 17.00 h.
Helyszín: Jász-Nagykun-Szolnok Megyei Vadász Szövetség székháza Szolnok, Petőfi S. u. 13.
Minden vadgazdálkodást folytató, vadászatot kedvelőt, és érdeklődőt szeretettel várunk!
Szolnok, 2013. január 21.
Vadászüdvözlettel:
Szekeres István VKE alelnöke
|
<urn:uuid:01ab8b46-17b0-47f1-b281-bd19a27f4828>
|
HuggingFaceFW/finepdfs/tree/main/data/hun_Latn/train
|
finepdfs
|
hun_Latn
| 1,696
|
FORSKRIFT OM FOLKEVALGTES RETT TIL GODTGJØRING OG VELFERDSGODER I SUNNDAL KOMMUNE
Gjelder fra og med 1. januar 2021 til og med kommunestyreperioden 2019 – 2023
Vedtatt av kommunestyret XX.XX.XXXX (K.sak XX/20)
Innhold
§1. Formål
Formålet med forskriften er å sikre folkevalgte godtgjøring og utgiftsdekning i forbindelse med sine kommunale tillitsverv, og legge til rette for bred rekruttering til kommunale tillitsverv gjennom økonomiske ordninger som gjør det mulig for alle å delta i lokalpolitikken.
§2. Møteplikt og rett til fri
Medlemmer av kommunalt folkevalgte organ har møteplikt og rett til permisjon fra sitt arbeid:
Kommuneloven § 8-1
Medlemmer at et kommunalt organ eller fylkeskommunalt folkevalgt organ plikter å delta i organets møter hvis de ikke har gyldig forfall.
Kommuneloven § 8-2
Arbeidstakere har krav på fri fra sitt arbeid når det er nødvendig på grunn av møteplikt i kommunale eller fylkeskommunale folkevalgte organer.
Arbeidstakere som har et kommunalt eller fylkeskommunalt verv på heltid eller deltid, har også rett til permisjon fra sitt arbeid i fire år eller for resten av valgperioden.
Med folkevalgt organ menes både de organer som er sammensatt ved direkte valg, samt utvalg, styrer, nemnder, råd og komiteer som er oppnevnt i medhold av kommuneloven eller andre lover.
§3. Møtegodtgjøring m.v.
3.1 Lovgrunnlag
Alle som har et kommunalt tillitsverv har krav på godtgjørelse for sitt arbeid:
Kommuneloven § 8-4:
Den som har et kommunalt eller fylkeskommunalt tillitsverv, har krav på godtgjøring for sitt arbeid. Kommunestyret eller fylkestinget gir selv forskrift for slik godtgjøring.
Møtegodtgjørelsen er en kompensasjon for det arbeidet som utføres i vervet som kommunalt tillitsvalgt. Godtgjørelsen gis for møtevirksomhet inkludert eventuell befaring, samt det forarbeidet som gjøres i forbindelse med møter. Kurs/konferanse regnes normalt ikke som møte.
Kommunestyret og bare det fastsetter godtgjørelser for kommunale verv/ombud. Kommunestyret kan når som helst ta opp spørsmålet om godtgjørelsens størrelse og eventuelt endre disse.
Kommunestyret er i henhold til kommuneloven habil til å fastsette alle godtgjørelser for kommunalt tillitsvalgte.
Høringsdokument: Frist 20.11.2020
3.2 Godtgjøring m.v. for ordfører, varaordfører og gruppeledere
3.2.1 Ordfører
Ordførerens godtgjørelse settes til 9 G (grunnbeløpet i folketrygden).
Ordføreren får ingen annen godtgjøring for møter i kommunestyret, politiske utvalg i kommunen og andre kommunale tillitsverv.
Ordføreren skal ha pensjonsavtale.
Politikergodtgjøringene dekker sykepenger for ordfører, og sikrer ordfører rett til full lønn under sykdom på like vilkår som ellers gjelder for arbeidstakere i kommunen, og som ellers ivaretas av nasjonale ordninger.
Politikergodtgjøringen dekker lønn under foreldrepermisjon for ordfører, og sikrer ordfører rett til full lønn under foreldrepermisjon på like vilkår som ellers gjelder for arbeidstakere i kommunen.
Formannskapet gis fullmakt til å innvilge ordføreren permisjon. Se forøvrig § 5 om permisjoner.
En ordfører som ikke fortsetter etter kommunestyrevalg gis 1,5 månedsgodtgjørelse ut over valgperioden. Dette gjelder også om han/hun går over i lønnet arbeide eller mottar pensjon. Den som ikke har lønns-/næringsinntekt eller pensjon gis godtgjørelsen som ordfører i 3 måneder ut over valgperioden såfremt funksjonstiden som ordfører har vært en kommunestyreperiode. Ved en funksjonstid på to kommunestyreperioder eller mer gis godtgjørelse som ordfører i 6 måneder.
Se forøvrig punkt 3.2.4 om ettergodtgjøring.
Utbetaling
Godtgjøring til ordfører utbetales hver måned.
3.2.2 Varaordfører
Varaordførerens godtgjørelse settes til 20 % av ordførerens godtgjørelse per år.
Varaordføreren gis i tillegg godtgjørelse for møter i utvalg på linje med andre medlemmer.
Politikergodtgjøringene dekker sykepenger for varaordfører, og sikrer varaordfører rett til full lønn under sykdom på like vilkår som ellers gjelder for arbeidstakere i kommunen, og som ellers ivaretas av nasjonale ordninger.
Politikergodtgjøringen dekker lønn under foreldrepermisjon for varaordfører, og sikrer varaordfører rett til full lønn under foreldrepermisjon på like vilkår som ellers gjelder for arbeidstakere i kommunen.
Høringsdokument: Frist 20.11.2020
Varaordfører skal ha en arbeidsdag pr. uke på rådhuset. En arbeidsdag i måneden legges til varaordførers hovedutvalgsmøte. Varaordføreren mottar ingen møtegodtgjøring ut over vanlig godtgjøring for disse møtene.
I den tiden ordføreren gis permisjon settes godtgjørelsen til varaordføreren til 100 % av ordførerens godtgjørelse.
Når varaordfører går inn i ordførervervet utbetales godtgjørelse som ordfører etter 1 ukes sammenhengende tjeneste. Dette gjelder ikke ved ferieavvikling.
Når det er på det rene at vervet som ordfører vil bli stående ledig ut over 1 måned på grunn av sykdom, permisjon eller lignende skal som hovedregel konstituering foretas i vervet. Formannskapet er konstituerende myndighet. Ved konstituering utbetales godtgjørelse som ordfører fra 1. dag.
Utbetaling
Godtgjøring til varaordfører utbetales hver måned. Godtgjøring for møter i utvalg utbetales hvert kvartal.
3.2.3 Partigruppeleder
Leder for en partigruppe gis følgende godtgjøring:
Partigruppeledere får en godtgjøring bestående av et grunnbeløp tilsvarende 5,9 ‰ av ordfører godtgjøring pr. år, samt et variabelt beløp tilsvarende 3,9 ‰ av ordførers godtgjøring for hvert kommunestyremedlem de er gruppeleder for pr. år.
Gruppeledere gis i tillegg godtgjørelse for møter i utvalg på linje med andre medlemmer.
Utbetaling
Godtgjøring til partigruppeledere utbetales hvert kvartal.
3.2.4 Ettergodtgjøring
Folkevalgte som har et tillitsverv som sin hovedbeskjeftigelse, har etter søknad rett til ettergodtgjøring i inntil 6 måneder når de fratrer vervet. En søknad om ettergodtgjøring avgjøres av formannskapet. Retten til ettergodtgjøring avkortes mot annen inntekt etter reglene i kommuneloven § 8-6 andre og tredje ledd.
3.3 Gruppe 1
| | Godtgjøring | Sats i forhold til ordførers godtgjøring |
|---|---|---|
| Utvalgsleder | Årlig | 2,16 % |
| | Pr. møte | 1,8 ‰ |
| Utvalgsmedlem | Pr. møte | 1,8 ‰ |
Varamedlemmer som møter i enkeltsaker, eksempelvis ved inhabilitet, gis full møtegodtgjørelse.
Den som er kommunalt tillitsvalgt og deltar på kommunale møter i ferien har rett på godtgjørelse i samsvar med satsene for ikke legitimert tap i arbeidsforhold.
Utbetaling
Godtgjøring per møte utbetales hvert kvartal.
Årlig godtgjøring som utvalgsleder utbetales hvert halvår.
3.4 Gruppe 2
| | Godtgjøring |
|---|---|
| Leder | Pr. møte |
Varamedlemmer som møter i enkeltsaker, eksempelvis ved inhabilitet, gis full møtegodtgjørelse.
Den som er kommunalt tillitsvalgt og deltar på kommunale møter i ferien har rett på godtgjørelse i samsvar med satsene for ikke legitimert tap i arbeidsforhold.
Utbetaling
Godtgjøring per møte utbetales hvert kvartal.
§4. Rett til dekning av utgifter og økonomiske tap
Den som har et tillitsverv i Sunndal kommune har krav på
a) erstatning for tapt inntekt som følge av vervet.
b) skyss-, kost- og overnattingsgodtgjøring for reiser i forbindelse med vervet
c) dekning av utgifter som følge av vervet, også utgifter til andre for å utføre nødvendige arbeidsoppgaver, barnepass og andre omsorgsoppgaver man i forbindelse med utførelsen av vervet ikke selv kan utføre
Krav skal fremsettes for politisk sekretariat så snart som mulig og senest 1 år etter at kravet oppstod. Kravet skal dokumenteres. Krav etter bokstav a eller c som ikke kan dokumenteres, dekkes likevel dersom utgiftene eller tapet er sannsynliggjort på annen måte.
4.1 Dekning av tap i arbeidsinntekt
4.1.1 Legitimert tap
Arbeidstakere
Arbeidstakere får dekt tap etter attest fra arbeidsgiver. Tapet gjelder den tid som er medgått til møte inklusiv gruppemøte i direkte tilknytning til møtet. Inkludert i tapet er feriepenger og arbeidsgiveravgift som også skal dekkes.
Alternativt kan arbeidsgiver utbetale lønn til arbeidstaker og sende refusjonskrav til kommunen for å dekke tapet.
Gjelder ikke ansatte i Sunndal kommune.
Selvstendig næringsdrivende
Selvstendig næringsdrivende skal legge fram attest fra likningskontoret over personinntekt siste år. Inntekten blir dividert med et årsverkstall på 1800 timer som gir timesats for utrekning av erstatning på grunnlag av den tid som er medgått til møte, inklusiv gruppemøte i direkte tilknytning til møtet. En arbeidsdag regnes som 8 timer. Alternativt dekkes dokumenterte utgifter til vikar. Avbrudd i arbeidet for den næringsdrivende regnes inn i begrepet medgått tid til møte.
Utbetaling
Godtgjørelse for legitimert tap i arbeidsinntekt må kreves av den enkelte, med attestasjon fra arbeidsgiver. Krav må leveres innen 1 år og vil bli utbetalt fortløpende.
4.1.2 Ikke-legitimert tap
Ikke-legitimert tap i arbeidsinntekt gjelder for politikere som ikke er i ordinært lønnet arbeidsforhold (eksempelvis hjemmearbeidende, deltidsansatte, trygdede, bønder, pensjonister og studenter) dersom de har arbeidsinntekt/tar på seg lønnet arbeid av kortere eller lengre varighet (tilkallingsvikar el.lign.) og må si nei til et slikt arbeid grunnet et politisk møte.
Godtgjøringen per møte er 1,8 ‰ av ordførers godtgjøring.
Selvstendig næringsdrivende kan få godtgjøring etter dette punkt dersom de ikke får godtgjøring etter reglene for legitimert tap.
Kommunalt tillitsvalgt som både er arbeidstaker og selvstendig næringsdrivende kan få dekket tapt arbeidsinntekt både som arbeidstaker og som selvstendig næringsdrivende, men ikke ut over det som tilsvarer hel stilling som arbeidstaker.
Ved representasjon i kommunalt ærend hvor det forventes at den den folkevalgte deltar med partner, gis erstatning for tapt arbeidsinntekt til partneren etter samme regler som for den kommunalt tillitsvalgte selv.
Deltakelse på kommunale møter i ferier gis etter satsene for ikke-legitimert tap i arbeidsinntekt.
Utbetaling
Godtgjørelse for ikke-legitimert tap i arbeidsinntekt må kreves av den kommunalt tillitsvalgte. Krav må leveres innen 1 år og vil bli utbetalt fortløpende.
4.2 Utgiftsdekning
4.2.1 Dekning av utgifter
Alle som har et kommunalt tillitsverv har krav på dekning av utgifter.
Kommuneloven § 8-3:
Den som har et kommunalt eller fylkeskommunalt tillitsverv, har krav på skyss-, kostog overnattingsgodtgjøring for reiser i forbindelse med vervet. Kommunestyret eller fylkestinget gir selv forskrift om slik godtgjøring.
Den som blir påført utgifter som følge av et kommunalt eller fylkeskommunalt tillitsverv, har krav på å få dekket utgiftene opp til et visst beløp pr. dag. Kommunestyret eller fylkestinget gir selv forskrift om dekning av slike utgifter.
Den som taper inntekt fordi han eller hun har et kommunalt eller fylkeskommunalt tillitsverv, har krav på erstatning opp til et visst beløp pr. dag. Kommunestyret eller fylkestinget gir selv forskrift om slik erstatning. Det skal fastsettes ulike satser for dokumenterte og ikke-dokumenterte tap.
Den som har kommunalt tillitsverv gis reisegodtgjøring for reiser i kommunalt ærend på over 8 kilometer etter kommunens gjeldende reiseregulativ.
Ved representasjon i kommunalt ærend hvor det forventes at den som har kommunalt tillitsverv reiser med partner, gis også skyss-, kost- og overnattingsgodtgjørelse til partneren etter samme regler som for den kommunalt tillitsvalgte selv.
Kommunalt tillitsvalgt som har omsorg for barn, syke, eldre og funksjonshemmede, får etter regning dekt utgifter til tilsyn og pleie i den tiden vedkommende er fraværende for å ivareta kommunale tillitsverv.
Vederlaget begrenses oppad tilsvarende det den kommunalt tillitsvalgte kunne ha fått som vederlag for ikke legitimert tapt arbeidsfortjeneste.
Utbetaling
Reisegodtgjøring må kreves av den kommunalt tillitsvalgte og dokumentasjon vedlegges kravet. Utgiftsdekning for omsorgsoppgaver kreves av den som har gitt omsorgen. Krav må leveres innen 1 år og vil bli utbetalt fortløpende.
4.2.2 PC-godtgjøring
Medlemmer og første vararepresentanter i kommunestyret, hovedutvalgene, administrasjons- og arbeidsmiljøutvalget og kontrollutvalget kan for hele kommunestyreperioden velge mellom:
a) gratis nettbrett eller
b) et engangsbeløp på kr 4 000 til kjøp/bruk av egen PC/nettbrett
I hver kommunestyreperiode skal det inngås en egen avtale mellom Sunndal kommune og de kommunalt tillitsvalgte hvor det skal velges ett av alternativene. Dersom den kommunalt tillitsvalgte trer ut av vervet i løpet av perioden, kan mottatt utstyr kreves tilbakelevert eller engangsbeløpet bli avkortet.
4.3 Generelle bestemmelser
Den kommunalt tillitsvalgte som krever dekning av utgifter til politisk virksomhet er selv ansvarlig for at kravet er riktig.
Den kommunalt tillitsvalgte skal levere sine regninger fortløpende og senest innen 1 år etter møter, reiser m.v.
Regninger levert før den 15. i måneden blir utbetalt den 12. påfølgende måned.
Godtgjøring etter reglementets punkt 3.2.3, 3.3 og 3.4 besørges av politisk sekretariat med unntak av verv i selskaper mv. som har ansvaret for utbetaling av godtgjøringen selv.
Møtegodtgjøring (punkt 3.3 og 3.4) og godtgjøring for partigruppeledere (punkt 3.2.3) utbetales hvert kvartal i april, juli, oktober og desember. Avvik fra dette kan forekomme for utvalg hvor politisk sekretariat ikke deltar.
Godtgjøring til utvalgsledere i gruppe 1 (punkt 3.3) utbetales hvert halvår i juli og desember.
Høringsdokument: Frist 20.11.2020
§5. Permisjoner
Folkevalgte som har et tillitsverv som sin hovedbeskjeftigelse, har etter søknad rett til permisjon i samsvar med arbeidsmiljøloven §§ 12-1 til 12-10, 12-12 og 12-15. Søknad om permisjon avgjøres av formannskapet.
§6. Ikrafttredelse
Forskriften trer i kraft 1. januar 2021.
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THE DIFFERENTIAL EQUATION $Q = 0$ IN WHICH
$Q$ IS A QUADRATIC FORM IN $y''$, $y'$, $y$
HAVING MEROMORPHIC COEFFICIENTS
ROGER CHALKLEY
(Communicated by Charles C. Pugh)
ABSTRACT. A simple necessary and sufficient condition is given for the solutions of $Q = 0$ to be free of movable branch points. And, when the condition is satisfied, all the solutions of $Q = 0$ can be obtained by solving linear differential equations of order $\leq 2$. There are four mutually exclusive cases. We shall relate Case 4 to less convenient conditions P. Appell had introduced. We shall also show how Cases 3 and 4 together motivated our discovery of an identity that is essential for a satisfactory theory of relative invariants for homogeneous linear differential equations.
1. INTRODUCTION
Throughout, we suppose the coefficients $a(z), \ldots, f(z)$ of
$$a(z)y''^2 + b(z)y''y' + c(z)y''y + d(z)y'^2 + e(z)y'y + f(z)y^2 = 0$$
are meromorphic functions of a complex variable $z$ on a region $\Omega$ of the complex plane such that at least one of $a(z), \ldots, f(z)$ is not identically zero. For later reference, we introduce
$$\Delta \equiv \begin{vmatrix} a & b/2 & c/2 \\ b/2 & d & e/2 \\ c/2 & e/2 & f \end{vmatrix},$$
$$A_2 \equiv 4ad - b^2, \quad A_3 \equiv 4ae - 2bc, \quad A_4 \equiv 4af - c^2,$$
and $D \equiv (A_3)^2 - 4A_2A_4 \equiv -2^6a\Delta$ on $\Omega$.
Theorem 1.1. The solutions of (1.1) are free of movable branch points in the precise sense of [5, pp. 91, 112; 10, p. 133] if and only if either
$$\Delta(z) \equiv 0$$
or
$$a(z) \equiv b(z) \equiv 0 \neq c(z) \quad \text{and} \quad d(z) \equiv -c(z)$$
Received by the editors March 7, 1991.
1991 Mathematics Subject Classification. Primary 34A05, 34A08; Secondary 34A20.
or
\begin{equation}
a(z) \equiv b(z) \equiv 0 \not\equiv c(z) \quad \text{and} \quad d(z) \equiv \left[ \frac{1-m}{m} \right] c(z),
\end{equation}
for some integer \( m \neq 0, 1 \), or the conditions
\begin{equation}
A_2(z)D(z) \not\equiv 0
\end{equation}
and
\begin{equation}
b(z) \equiv \left[ \frac{2A'_2(z) + 2A_3(z)}{A_2(z)} - \frac{D'(z)}{D(z)} \right] a(z)
\end{equation}
and
\begin{equation}
c(z) \equiv \left[ \frac{A'_3(z) + 2A_4(z)}{A_2(z)} - \frac{A_3(z)D'(z)}{2A_2(z)D(z)} \right] a(z)
\end{equation}
are satisfied. (Of course, (1.5) requires \( a(z) \not\equiv 0 \).)
**Proof.** This is a restatement of [10, Theorem 3.1] included here to conveniently introduce four mutually exclusive classes of differential equations (1.1) to be considered next.
Case 1. Suppose (1.2) is satisfied. Regarding the left member \( Q \) of (1.1) as a quadratic form in \( y'' \), \( y' \), \( y \), we see that \( \Delta \) is its determinant. And, due to (1.2), \( Q \) is expressible as a product of two nonzero homogeneous linear polynomials in \( y'' \), \( y' \), \( y \) having meromorphic coefficients on some subregion \( U \) of \( \Omega \).
Case 2. Suppose (1.3) is satisfied. Then, the substitution \( y' = yw \), \( y'' = y(w' + w^2) \) given for [17, p. 38, (6)] relates the nonzero solutions \( y(z) \) of (1.1) to the solutions \( w(z) \) of
\[
w' + \left[ \frac{e(z)}{c(z)} \right] w + \left[ \frac{f(z)}{c(z)} \right] = 0.
\]
Case 3. Suppose (1.4) is satisfied for some integer \( m \neq 0, 1 \). Then, the substitution \( y = u^m \) given for [17, p. 35, (1)] relates the nonzero solutions \( y(z) \) of (1.1) to the nonzero solutions \( u(z) \) of
\begin{equation}
u'' + \left[ \frac{e(z)}{c(z)} \right] u' + \left[ \frac{f(z)}{(mc(z))} \right] u = 0.
\end{equation}
And, in terms of linearly independent solutions \( \phi(z) \), \( \psi(z) \) of (1.8) on a subregion \( U \) of \( \Omega \), the nonzero solutions of (1.1) on \( U \) are given by
\begin{equation}
y(z) \equiv [C_1 \phi(z) + C_2 \psi(z)]^m,
\end{equation}
for constants \( C_1 \), \( C_2 \) not both zero.
Case 4. Suppose (1.5), (1.6), and (1.7) are satisfied. Then, Theorem 2.1 provides a convenient method to obtain the solutions of (1.1) by solving linear differential equations of order \( \leq 2 \).
In view of Theorem 1.1, Cases 1, 2, 3, and 4 yield the following result.
Theorem 1.2. If the solutions of (1.1) are free of movable branch points, then all the solutions of (1.1) can be found by solving linear differential equations of order $\leq 2$.
During the years 1887–1889, Appell introduced in [1–4] the condition that the left member $Q$ of (1.1) satisfy $a(z)\Delta(z)A_2(z) \neq 0$ and
$$Q' + \lambda(z)Q \equiv S(z, y, y', y'')T(z, y, y', y'', y'''),$$
for some meromorphic function $\lambda(z)$ on $\Omega$ and some homogeneous linear polynomials $S$ in $y''$, $y'$, $y$ and $T$ in $y''', y''$, $y'$, $y$ having meromorphic coefficients on $\Omega$. And, when (1.1) satisfies his condition, he showed how its nonsingular solutions could be deduced from those of the third-order homogeneous linear differential equation $T = 0$. In [8] of 1960, we developed a transformation for any (1.1) subject to $a(z)\Delta(z) \neq 0$. And, our results showed that: if (1.1) satisfies $a(z)\Delta(z) \neq 0$ and possesses a pair of linearly independent singular solutions, then the solutions of (1.1) can be obtained by solving a Riccati differential equation and first-order homogeneous linear differential equations. In view of [9, Theorem 3.5, Proposition 3.6], (1.1) satisfies $a(z)\Delta(z) \neq 0$ and possesses a pair of linearly independent singular solutions if and only if (1.1) satisfies Appell’s condition. Due to [9, Theorems 2.2 and 2.3], (1.1) satisfies Appell’s condition if and only if (1.1) satisfies the conditions (1.5), (1.6), and (1.7) of Case 4. Thus, all the equations (1.1) that satisfy Appell’s condition are obtained parametrically in the equivalent form
$$[2a(z)y'' + b(z)y' + c(z)y]^2 + A_2(z)y'^2 + A_3(z)y'y + A_4(z)y^2 = 0$$
by selecting $a(z)$, $A_2(z)$, $A_3(z)$, $D(z)$ as any meromorphic functions on $\Omega$ such that $a(z)A_2(z)D(z) \neq 0$ and defining $A_4(z)$, $b(z)$, $c(z)$ in terms of them through
$$A_4(z) \equiv \frac{[(A_3(z))^2 - D(z)]}{4A_2(z)},$$
(1.6), and (1.7). Of course, an expansion of (1.11) and a division by $4a(z)$ yields (1.1).
Various nonlinear differential equations whose solutions can be found by solving linear differential equations were cited in [18, 21, 15, 14, 19, 20, 16]. However, each of these papers overlooked the equations (1.1) that satisfy Appell’s condition.
An important equation (1.1) that satisfies Appell’s condition is given by [11, p. 1509, (10.10)]. It plays an essential role in Cosgrove’s axisymmetric solutions of Einstein’s field equations. Transformations for it and any other (1.1) satisfying Appell’s condition are described in [12, pp. 2402–2403]. Other results about (1.1) can be found in [23; 13; 6; 7; 22, pp. 629–631].
2. Solutions of (1.1) for Case 4
Theorem 2.1. Suppose (1.1) satisfies (1.5), (1.6), and (1.7). Let $\tau$, $\eta$, $\phi$, $\psi$ be meromorphic functions on a subregion $U$ of $\Omega$ such that:
$$[\tau(z)]^2 \equiv \frac{D(z)}{4[A_2(z)]^2};$$
$$\eta'(z) + \left\{\frac{A'_2(z)}{A_2(z)} + \frac{A_3(z)}{2A_2(z)} - \tau(z)\right\}\eta(z) \equiv 0;$$
\[ \eta(z) \neq 0; \text{ and } \phi(z), \psi(z) \text{ are linearly independent solutions on } U \text{ of} \]
\[(2.3) \quad w'' + \left\{ \frac{a'(z)}{a(z)} - \frac{A_2'(z)}{2A_2(z)} + \tau(z) \right\} w' + \left\{ \frac{A_2(z)}{16[a(z)]^2} \right\} w = 0.\]
Then, the nonsingular solutions on \( U \) of (1.1) are given by
\[(2.4) \quad y(z) \equiv A_2(z)\eta(z)[C_1\phi(z) + C_2\psi(z)]^2\]
\[+ 16[a(z)]^2\eta(z)[C_1\phi'(z) + C_2\psi'(z)]^2,\]
where \( C_1, C_2 \) are constants not both zero. And, when (2.4) is written as
\[(2.5) \quad y(z) \equiv C_1^2v_1(z) + C_1C_2v_2(z) + C_2^2v_3(z),\]
the meromorphic functions \( v_1, v_2, v_3 \) on \( U \) are linearly independent and satisfy
\[(2.6) \quad [v_2(z)]^2 - 4v_1(z)v_3(z) \neq 0.\]
Moreover, in terms of
\[r_1(z) \equiv -\frac{A_3(z)}{2A_2(z)} + \tau(z) \quad \text{and} \quad r_2(z) \equiv -\frac{A_3(z)}{2A_2(z)} - \tau(z),\]
the solutions of
\[(2.7) \quad y' - r_1(z)y = 0 \quad \text{or} \quad y' - r_2(z)y = 0\]
are the singular solutions of (1.1) relative to \( U \).
**Proof.** Equations having the same solutions as (1.1) include (1.11) and
\[(2.8) \quad [S(z, y, y', y'')]^2 + A_2(z)[y' - r_1(z)y][y' - r_2(z)y] = 0,\]
where \( S \equiv 2ay'' + by' + cy \) is the formal partial derivative with respect to \( y'' \) of the left member \( Q \) of (1.1). Using (1.5), (1.6), (1.7), and (2.8), we apply the results in [9, pp. 86–87, 93–94] to see that the solutions of (2.7) are the solutions of both \( S = 0 \) and \( Q = 0 \). Therefore, the singular solutions of (1.1) relative to \( U \) are the solutions of (2.7).
There are meromorphic functions \( \rho, \theta \) on a subregion \( U_0 \) of \( U \) such that:
\[(2.9) \quad [\rho(z)]^2 \equiv \frac{-A_2(z)}{16[a(z)]^2} \quad \text{on } U_0;\]
\[(2.10) \quad 2A_2(z)\theta'(z) + A_3(z)\theta(z) \equiv 0 \quad \text{on } U_0;\]
and \( \theta(z) \neq 0 \). Using (2.9) and (1.5), we deduce \( \rho(z) \neq 0 \) and
\[(2.11) \quad \frac{\rho'(z)}{\rho(z)} \equiv \frac{A_2'(z)}{2A_2(z)} - \frac{a'(z)}{a(z)}\]
on \( U_0 \) so that (2.3) is given on \( U_0 \) by
\[(2.12) \quad w'' + \left\{ \tau(z) - \frac{\rho'(z)}{\rho(z)} \right\} w' - [\rho(z)]^2w = 0.\]
Under the substitution \( w'/w = \rho t, \ w''/w = \rho t' + \rho't + \rho^2t^2 \), (2.12) is transformed into
\[(2.13) \quad t' + \rho(z)t^2 + \tau(z)t - \rho(z) = 0 \quad \text{on } U_0.\]
Moreover, three distinct solutions on $U_0$ of (2.13) are given by
\begin{equation}
t_1 \equiv \frac{\phi'}{\rho \phi}, \quad t_2 \equiv \frac{\psi'}{\rho \psi}, \quad t_3 \equiv \frac{(\phi + \psi')}{\rho (\phi + \psi)}.
\end{equation}
We set $\omega(z) \equiv \phi(z)\psi'(z) - \phi'(z)\psi(z)$ on $U$. Since $\phi(z), \psi(z)$ are linearly independent solutions on $U$ of (2.3), we obtain $\omega(z) \neq 0$ and
\begin{equation}
\omega'(z) + \left\{ \frac{a'(z)}{a(z)} - \frac{A'_2(z)}{2A_2(z)} + \tau(z) \right\} \omega(z) \equiv 0
\end{equation}
on $U$. Applying [9, Theorem 4.8] with $m = n = 1$ by writing (2.14) as
\[ t_1 \equiv t_p, \quad t_2 \equiv t_p + \frac{1}{u_p}, \quad t_3 \equiv t_p + \frac{1}{u_p + v_p}, \]
for $t_p \equiv \phi' / (\rho \phi), u_p \equiv \rho \phi \psi / \omega$, and $v_p \equiv \rho \phi^2 / \omega$, we find the nonsingular solutions of (1.1) are given on $U_0$ by
\begin{equation}
y(z) \equiv K_1^2 u_1(z) + K_1 K_2 u_2(z) + K_2^2 u_3(z),
\end{equation}
where
\begin{align*}
u_1 &\equiv \theta v_p [t_p^2 - 1] \equiv \left[ \frac{\theta}{(\rho \omega)} \right] [\phi'^2 - \rho^2 \phi^2], \\
u_2 &\equiv 2\theta [t_p^2 u_p + t_p - u_p] \equiv \left[ \frac{\theta}{(\rho \omega)} \right] [2\phi'\psi' - 2\rho^2 \phi \psi], \\
u_3 &\equiv \left[ \frac{\theta}{v_p} \right] [(t_p u_p + 1)^2 - u_p^2] \equiv \left[ \frac{\theta}{(\rho \omega)} \right] [\psi'^2 - \rho^2 \psi^2],
\end{align*}
and $K_1, K_2$ are constants not both zero. We apply (2.11), (2.15), (2.2), and (2.10) to deduce
\[
\frac{[a^2 \rho \omega \eta / \theta]'}{[a^2 \rho \omega \eta / \theta]} \equiv \frac{2a'}{a} + \frac{\rho'}{\rho} + \frac{\omega'}{\omega} + \frac{\eta'}{\eta} - \frac{\theta'}{\theta} \equiv 0.
\]
Therefore, there is a nonzero constant $K_0$ such that
\begin{equation}
\frac{\theta}{(\rho \omega)} \equiv 16K_0^2 a^2 \eta \quad \text{on } U_0.
\end{equation}
Setting $C_1 = K_0 K_1$ and $C_2 = K_0 K_2$, we use (2.9) and (2.17) to rewrite (2.16) as (2.4). And, the character of (2.4) as a solution of (1.1) on $U_0$ extends to $U$. Due to [9, Theorem 4.8], $u_1, u_2, u_3$ are linearly independent and satisfy $u_2^2 - 4u_1 u_3 \neq 0$. Therefore, $v_1, v_2, v_3$ for (2.5) are linearly independent and satisfy (2.6). This completes the proof.
**Example 2.2.** Let (1.1) be the differential equation
\begin{equation}
3z^2 y''^2 + 12zy''y' - 8z^2 y''y \\
+ (z^2 + 12)y'^2 - 14zy'y + (4z^2 + 1)y^2 = 0,
\end{equation}
where $\Omega$ is the complex plane. In terms of
\begin{align*}
A_2(z) &\equiv 12z^4, \quad A_3(z) \equiv 24z^3, \\
A_4(z) &\equiv -16z^4 + 12z^2, \quad D(z) \equiv 768z^8,
\end{align*}
we find (1.5), (1.6), and (1.7) are satisfied. Selecting $\tau(z) \equiv 2/\sqrt{3}$, we have $r_1(z) \equiv (2/\sqrt{3}) - (1/z)$ and $r_2(z) \equiv (-2/\sqrt{3}) - (1/z)$. Thus, the singular solutions of (2.18) are
$$y = C \left[ \frac{1}{z} \right] \exp \left( \left( \frac{2}{\sqrt{3}} \right) z \right) \quad \text{and} \quad y = C \left[ \frac{1}{z} \right] \exp \left( \left( \frac{-2}{\sqrt{3}} \right) z \right),$$
where $C$ is any constant. We select $\eta(z) \equiv [1/z]^5 \exp((2/\sqrt{3})z)$ to satisfy (2.2). Since (2.3) is $w'' + (2/\sqrt{3})w' + (1/12)w = 0$, we select
$$\phi(z) \equiv \exp \left[ \left( \frac{1}{2} - \frac{1}{\sqrt{3}} \right) z \right] \quad \text{and} \quad \psi(z) \equiv \exp \left[ \left( -\frac{1}{2} - \frac{1}{\sqrt{3}} \right) z \right].$$
Then, for the nonsingular solutions of (2.18), (2.4) yields
$$y(z) \equiv \left[ \frac{48}{z} \right] \left[ C_1^2 (2 - \sqrt{3}) \exp(z) + C_1 C_2 + C_2^2 (2 + \sqrt{3}) \exp(-z) \right],$$
where $C_1$, $C_2$ are constants not both zero. Selecting
$$K_1 = [48(2 - \sqrt{3})]^{1/2} C_1 \quad \text{and} \quad K_2 = [48(2 + \sqrt{3})]^{1/2} C_2,$$
we see that the nonsingular solutions of (2.18) are given by
$$y(z) \equiv K_1^2 \left( \frac{e^z}{z} \right) + K_1 K_2 \left( \frac{1}{z} \right) + K_2^2 \left( \frac{e^{-z}}{z} \right),$$
where $K_1$, $K_2$ are constants not both zero.
### 3. Identities for Case 3 analogous to (1.10)
Let $v_1(z)$, $v_2(z)$, $v_3(z)$ be linearly independent meromorphic functions on a region $U$ and let $W(z)$ be their Wronskian. Of course, we have $W(z) \neq 0$. To obtain a differential equation (1.1) satisfied by
$$(3.1) \quad y(z) \equiv C_1^2 v_1(z) + C_1 C_2 v_2(z) + C_2^2 v_3(z),$$
for any constants $C_1$, $C_2$, we differentiate (3.1) two times and then substitute the expressions obtained for $W(z)C_1^2$, $W(z)C_1 C_2$, $W(z)C_2^2$ by means of Cramer’s rule into $[W(z)C_1 C_2]^2 - [W(z)C_1^2][W(z)C_2^2] \equiv 0$. This shows that (3.1) is a solution of the differential equation (1.1) having
$$(3.2) \quad a \equiv (\alpha_{13})^2 - \alpha_{12}\alpha_{23}, \quad b \equiv -a',$$
$$(3.3) \quad c \equiv 2\alpha_{13}\gamma_{13} - \alpha_{12}\gamma_{23} - \alpha_{23}\gamma_{12}, \quad d \equiv (\beta_{13})^2 - \beta_{12}\beta_{23},$$
$$(3.4) \quad e \equiv -2\beta_{13}\gamma_{13} + \beta_{12}\gamma_{23} + \beta_{23}\gamma_{12}, \quad f \equiv (\gamma_{13})^2 - \gamma_{12}\gamma_{23},$$
where, for $1 \leq i < j \leq 3$,
$$(3.5) \quad \alpha_{ij} \equiv v_i v_j' - v_i' v_j, \quad \beta_{ij} \equiv \alpha_{ij}', \quad \gamma_{ij} \equiv v_i' v_j'' - v_i'' v_j'.$$
**Proposition 3.1.** The left member $Q$ of the differential equation (1.1) specified by (3.2) through (3.5) satisfies
$$(3.6) \quad Q' + \lambda(z)Q \equiv [2a(z)y'' + b(z)y' + c(z)y][y''' + M],$$
where $\lambda(z) \equiv -2W'(z)/W(z)$ and where $M$ is a homogeneous linear polynomial in $y''$, $y'$, $y$ having meromorphic coefficients on $U$. Moreover, when
$v_2^2 - 4v_1v_3 \neq 0$, conditions (1.5), (1.6), and (1.7) of Case 4 are satisfied. And, when $v_2^2 - 4v_1v_3 \equiv 0$, condition (1.4) of Case 3 is satisfied for $m = 2$.
**Proof.** Suppose $v_2^2 - 4v_1v_3 \equiv 0$. Then, there are meromorphic functions $\phi(z)$, $\psi(z)$ on a subregion $U_0$ of $U$ such that
\begin{equation}
v_1(z) \equiv [\phi(z)]^2, \quad v_2(z) \equiv 2\phi(z)\psi(z), \quad v_3(z) \equiv [\psi(z)]^2.
\end{equation}
Setting $\omega(z) \equiv \phi(z)\psi'(z) - \phi'(z)\psi(z)$, we have $W(z) \equiv 4[\omega(z)]^3$ and $\omega(z) \neq 0$. Using (3.2) through (3.5), we obtain $a \equiv 0$, $b \equiv 0$, $c \equiv -8\omega^4$, $d \equiv 4\omega^4$, $e \equiv 8\omega^3\omega'$, and $f \equiv 16\omega^3(\phi''\psi' - \phi'\psi'')$. Thus, (1.4) is satisfied for $m = 2$. We apply [10, Proposition 3.6] to deduce (3.6) for
\[
\lambda(z) \equiv \frac{-c'(z) + 2e(z)}{c(z)} \equiv \frac{-6\omega'(z)}{\omega(z)} \equiv \frac{-2W'(z)}{W(z)}.
\]
Suppose $v_2^2 - 4v_1v_3 \neq 0$. We apply (3.2) through (3.5) to deduce
\[A_2 \equiv [4v_1v_3 - v_2^2]W^2, \quad A_3 \equiv [v_2^2 - 4v_1v_3]'W^2, \quad A_4 \equiv [4v_1'v_3' - v_2'^2]W^2,\]
and $D \equiv A_3^2 - 4A_2A_4 \equiv 16aW^4$. This yields $4ad - b^2 \equiv A_2 \neq 0$ and, therefore, $a \neq 0$ because $b \equiv -a'$. Thus, (1.5) is satisfied. Using these expressions for $A_2$, $A_3$, $A_4$, and $D$, we find the right member of (1.6) reduces to $[-a'/a]a \equiv b$. Thus, (1.6) is satisfied. And, in terms of
\[
\Gamma \equiv [2v_2v_2'' - 4v_1'v_3 - 4v_1v_3'']a - [v_2v_2' - 2v_1'v_3 - 2v_1v_3']a',
\]
we find the right member of (1.7) is equal to $\Gamma/[4v_1v_3 - v_2^2]$. We apply the identity $\Gamma \equiv [4v_1v_3 - v_2^2]c$ to see that (1.7) is satisfied. Finally, we use [9, Theorem 3.5, (2.23)] to obtain (3.6) for
\[
\lambda(z) \equiv \left[\frac{a'(z) + b(z)}{a(z)}\right] - \left[\frac{A_2'(z) + A_3(z)}{A_2(z)}\right] \equiv \frac{-2W'(z)}{W(z)}.
\]
This completes the proof.
Of course, when (3.7) is satisfied, (3.1) can be rewritten as (1.9) for $m = 2$. Restricting Case 3 to $m \geq 2$ and $c(z) \equiv 1$, we see that for any meromorphic functions $\alpha(z)$, $\beta(z)$ on $\Omega$, the transformation $y = u^m$ relates the solutions $u(z)$ of
\begin{equation}
u'' + \alpha(z)u' + \beta(z)u = 0
\end{equation}
to the solutions $y(z)$ of $Q_m = 0$, where
\[
Q_m \equiv y''y + \left[\frac{1-m}{m}\right]y^2 + \alpha(z)y'y + m\beta(z)y^2.
\]
Recalling (3.6) for the situation $v_2^2 - 4v_1v_3 \equiv 0$, we find that
\[
[Q_2]' + 2\alpha Q_2 \equiv y[y'' + 3\alpha y'' + (\alpha' + 2\alpha^2 + 4\beta)y' + (2\beta' + 4\alpha\beta)y].
\]
It is natural to inquire whether $Q_m$ may satisfy an analogous identity when $m \geq 3$.
For any integer \( m \geq 2 \) and any meromorphic functions \( \alpha(z), \beta(z) \) on \( \Omega \), the algorithms presented in [10, Theorem 4.1 and its proof] specify meromorphic functions \( a_{m,i}(z) \) on \( \Omega \) and polynomials \( P_{m,j} \) in \( y, y', \ldots, y^{(m-1)} \) having meromorphic coefficients on \( \Omega \) such that \( Q_m \) satisfies
\[
\sum_{j=0}^{m-1} [P_{m,j}][Q_m^{(j)}] \equiv [y^m][L_m],
\]
where
\[
L_m \equiv y^{(m+1)} + \sum_{i=0}^{m} a_{m,i}(z)y^{(i)}.
\]
The identity (3.9) shows that the \( m \)th power of each local solution of (3.8) is a local solution of \( L_m = 0 \). As a consequence of this, we have proved that if \( \{\phi(z), \psi(z)\} \) is a fundamental system of solutions for (3.8) on a subregion \( U \) of \( \Omega \), then
\[
\{[\phi(z)]^{m-k}[\psi(z)]^k : \text{for } k = 0, 1, 2, \ldots, m\}
\]
is a fundamental system of solutions for \( L_m = 0 \) on \( U \). In particular, \( L_m \) in the monic form (3.10) is uniquely specified by (3.8). As explained in [10], information provided by (3.9) is essential for a satisfactory theory of relative invariants of homogeneous linear differential equations.
**References**
1. P. Appell, *Sur les équations différentielles algébriques et homogènes par rapport à la fonction inconnue et à ses dérivées*, C. R. Acad. Sci. Paris **104** (1887), 1776–1779.
2. ——, *Sur une classe d'équations réductibles aux équations linéaires*, C. R. Acad. Sci. Paris **107** (1888), 776–778.
3. ——, *Équations différentielles homogènes du second ordre à coefficients constants*, Ann. Fac. Sci. Toulouse Math. (1) **3** (1889), K1–K12.
4. ——, *Sur les invariants de quelques équations différentielles*, J. Math. Pures Appl. (4) **5** (1889), 361–423.
5. L. Bieberbach, *Theorie der gewöhnlichen Differentialgleichungen auf funktionentheoretischer Grundlage dargestellt*, 2nd ed., Springer-Verlag, Berlin, 1965.
6. D. Caligo, *Sopra una classe di equazioni differenziali non lineari*, Mem. Accad. Sci. Torino Cl. Sci. Fis. Mat. Natur. (3) **1** (1952), 1–24.
7. ——, *Sulla integrazione delle equazioni differenziali del secondo ordine a riferimento razionale*, Rend. Mat. Appl. (5) **11** (1952), 299–314.
8. R. Chalkley, *On the second-order homogeneous quadratic differential equation*, Math. Ann. **141** (1960), 87–98.
9. ——, *New contributions to the related work of Paul Appell, Lazarus Fuchs, Georg Hamel, and Paul Painlevé on nonlinear differential equations whose solutions are free of movable branch points*, J. Differential Equations **68** (1987), 72–117.
10. ——, *Relative invariants for homogeneous linear differential equations*, J. Differential Equations **80** (1989), 107–153.
11. C. M. Cosgrove, *New family of exact stationary axisymmetric gravitational fields generalizing the Tomimatsu-Sato solutions*, J. Phys. A **10** (1977), 1481–1524.
12. ——, *A new formulation of the field equations for the stationary axisymmetric vacuum gravitational field I. General theory*, J. Phys. A **11** (1978), 2389–2404.
13. D. R. Curtiss, *On the invariants of a homogeneous quadratic differential equation of the second order*, Amer. J. Math. **25** (1903), 365–382.
14. J. J. Gergen and F. G. Dressel, *Second-order linear and nonlinear differential equations*, Proc. Amer. Math. Soc. **16** (1965), 767–773.
15. R. T. Herbst, *The equivalence of linear and nonlinear differential equations*, Proc. Amer. Math. Soc. **7** (1956), 95–97.
16. M. S. Klamkin and J. L. Reid, *Nonlinear differential equations equivalent to solvable nonlinear equations*, SIAM J. Math. Anal. **7** (1976), 305–310.
17. P. Painlevé, *Sur les équations différentielles du second ordre et d’ordre supérieur dont l’intégral générale est uniforme*, Acta Math. **25** (1902), 1–86.
18. E. Pinney, *The nonlinear differential equation $y'' + p(x)y + cy^{-3} = 0$*, Proc. Amer. Math. Soc. **1** (1950), 681.
19. J. L. Reid, *An exact solution of the nonlinear differential equation $\ddot{y} + p(t)y = q_m(t)/y^{2m-1}$*, Proc. Amer. Math. Soc. **27** (1971), 61–62.
20. ———, *Homogeneous solution of a nonlinear differential equation*, Proc. Amer. Math. Soc. **38** (1973), 532–536.
21. J. M. Thomas, *Equations equivalent to a linear differential equation*, Proc. Amer. Math. Soc. **3** (1952), 899–903.
22. P. R. Vein and P. Dale, *Determinants, their derivatives and nonlinear differential equations*, J. Math. Anal. Appl. **74** (1980), 599–634.
23. G. Wallenberg, *Ueber nichtlinear homogene Differentialgleichungen zweiter Ordnung*, J. Reine Angew. Math. **119** (1898), 87–113.
*Department of Mathematical Sciences, University of Cincinnati, Cincinnati, Ohio 45221-0025*
*E-mail address*: firstname.lastname@example.org
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M EN EN G A G E I B ER I A
Agenda feminista sobre homes i masculinitats
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L'A G EN D A FEM IN IST A SO BR E H OM ES I M A SC U LIN IT AT S ÉS U N PR OJ ECT E DE PA R TIC IPA C IÓ SO C IA L A SSUM IT PER LA XA R XA M EN EN G A G E IB ER IA , M EM BR E D E L'A LIA NÇ A G LO B A L M EN EN G A G E
L'aliança global MenEngage està formada per desenes de xarxes repartides en moltes regions del món, centenars d'organitzacions no governamentals i entitats associades a l'ONU. Les dones i homes de MenEngage treballem col·lectiva i individualment per:
* Promoure la justícia de gènere, els drets humans i la justícia social.
* Proporcionar una veu col·lectiva sobre la necessitat d'involucrar homes i nens en la igualtat de gènere.
* Construir i millorar, a nivell dels fets i les accions pràctiques, la participació dels homes en l'assoliment de la justícia de gènere.
* Promocionar aquestes qüestions davant dels qui legislen a nivell local, nacional, regional i internacional.
El projecte consisteix en la celebració d'un seguit de trobades i entrevistes amb un ventall de persones expertes i activistes de diferents sectors i de diverses condicions que se senten part dels feminismes i estan interessades en la transformació igualitària dels homes i les masculinitats.
Les trobades seran promogudes per MenEngage Iberia en els diferents territoris del seu àmbit (inicialment Andalusia, Euskadi, Madrid, Catalunya, Comunitat Valenciana, Múrcia, Castella-la Manxa, Canàries, Extremadura i Portugal) i serviran també per presentar públicament MenEngage Iberia i convidar a les entitats participants a incorporar-s'hi.
Aquestes trobades serviran per consensuar propostes sobre les estratègies per incorporar els homes a la justícia de gènere. L'objectiu és reflexionar sobre una metodologia més que no pas produir una llista tancada de propostes.
Aquest procés culminarà en una Trobada Europea per a una Agenda Feminista sobre Homes i Masculinitats, on hi participaran entitats de MenEngage Europa com a part de la iniciativa #21oct21 d'Homes per la Igualtat, que tindrà lloc el proper octubre de 2021 a Sevilla.
El projecte està dinamitzat per la Fundació Iniciativa Social i organitzat per MenEngage Iberia com un procés col·laboratiu obert a ser replicat en altres territoris i sectors.
¿Per què és necessària aquesta agenda?
La necessitat d'incorporar els homes a la construcció d'una societat lliure de desigualtats i violències de gènere és un objectiu del moviment feminista global des d'almenys la IV Conferència Mundial sobre la Dona celebrada a Beijing el 1995. A la 12a resolució "s'encoratja els homes a que participin plenament en totes les accions encaminades a garantir la igualtat de dones i homes ".
De s d'a qu e s t 1 9 95 el s o r g a n is m e s i nt e r n ac i o n al s h a n efe ct u at n o m b r o s e s r es o l u ci o n s i re c o m a n a c i o n s e n el m at eix se ntit , en tre le s qu al s c al d e st a c ar el C o n ve ni del Co n s ell E uro p eu so br e pre v e nci ó i lluita co ntr a la violè n cia c on tra la do n a i la viol èn ci a d o mè s tic a ( C on v e ni d 'I s ta n bul; 20 1 4) qu e t a mb é int er pel·la s obr e el pa p er d els ho m e s: " le s par t s h a n d e pr en dre le s m e sur e s ne c e s sàri e s p er a a ni mar a t ot s el s m e mbr e s de la s o cie ta t, en p arti cular el s h o me s i els ne n s, a c o ntrib uir a cti va m e nt a la pre v e n ció d e t ot e s l e s for m e s d e violè n cia in cl o se s e n l'à mbit d 'apli ca ci ó d el pre s e nt C on v eni. "
P er la s e v a ba n da le s s u c ce s si v e s Es tr at è gi e s p er a l a I g u altat d e G è n e re d e la U ni ó E u r o p e a ha n a n at i n c l o e nt o b j ecti u s es p e cífi c s a m b h o m e s i n e n s c o m ara el fr a cà s e s col ar (2 0 06 - 2 01 0), l a c on cilia ció i els p er mis o s p are nt als (20 1 0-2 0 15) , el pa per del s h o me s e n el de s m a nt ellam e n t del s e st ere oti p s de gèn er e, o l a pr e v en ci ó d e l a viol èn ci a c en tra d a e n els ho m e s, els ne n s i le s ma s c ulinita t s, co m e s pla nt eja e n la vi gent pl anifi c a ció e str at è gi c a ( 20 2 0-2 02 5).
A qu e st e s re c o m an a cio n s, pla n s i pro po s te s , p erò , n o s' h a n tra d u ït p r o u e n a c ci o n s i p r o g r a m e s q u e le s c o n ve rt ei xi n e n o bj e cti u si ste m à ti c d e l e s p o líti q u e s p ú b l i q u es d' i g u a ltat. L a c re ix e nt f o rt al es a d el s fe m i n i s m e s i l a c o n s e q ü e nt r ea c ci ó n e o m a s cl ist a , qu e h a p olitit za t la de fe n s a de ma s c ulinit at s he ge m ò ni que s , f a n n e c es s ar i i p o s si b le a ss u m i r a q u e st a ur g e n t tas c a e n a q u e st m o m e nt .
Objectius
* Dissenyar una metodologia participativa dirigida a entitats, professionals, responsables públics i activistes interessades en el treball amb homes i masculinitats.
* Organitzar fòrums de trobada, reflexió i debats en els quals es puguin intercanviar experiències, així com definir i consensuar mesures, programes i polítiques d'Igualtat sobre masculinitats amb homes.
* Definir els temes, posicions i propostes rellevants per elaborar una estratègia d'implicació d'homes en els feminismes i les polítiques d'Igualtat.
* Convertir l'Agenda Feminista sobre Homes en referent públic d'un programa de polítiques d'igualtat específicament dirigides a homes i masculinitats.
* Presentar MenEngage i contribuir a la construcció de MenEngage Iberia incorporant nous membres mitjança nt una activitat pràctica que mostri les finalitats de la Xarxa.
Un projecte obert i col·laboratiu
Un procés basat en una metodologia d'Investigació-AccióParticipació obert a una participació plural i diversa, amb l'objectiu de sumar veus, opinions i esforços mitjançant un ventall d'expertes i activistes seleccionades amb criteris de mostreig estructural.
* Moviments socials: Activistes d'organitzacions i col·lectius feministes, membres de grups, associacions i xarxes d'homes per la Igualtat, (pro -) / (trans) feministes o antipatriarcals.
* ONG´s: Professionals, tècniques, expertes en gènere i justícia social, que treballen en entitats que tinguin la Igualtat de Gènere entre els seus objectius.
* Acadèmia: Investigadores, docents, especialistes en l'estudi de les masculinitats i persones interessades en la seva transformació igualitària.
* Institucions Públiques: Responsables públics i professionals dels sistemes de protecció i promoció social. Militants de partits polítics i organitzacions cíviques.
La participació en el procés es realitza a nivell individual. No es pretén involucrar als col·lectius com a tals.
Dirigit a:
Metodologia i organització
EL PROCÉS COMPTARÀ AMB EL SUPORT METODOLÒGIC I ORGANITZATIU OFERT PER ENTITATS DE MENENGAGE IBERIA I COL·LABORADORS DE FIS.
Grup d'Organització
Grup metodològic
Es constituiran grups motors d'organització a nivell territorial que posin en marxa el projecte en els diferents territoris. Es comptarà amb persones referents en cada territori que s'encarregaran de: realitzar els contactes amb la xarxa de persones que pugui implicar-se en el projecte, fer la seva presentació i divulgació, preparar tant l'organització com la realització dels espais de reflexió i debat. Aquest grup s'encarregarà de recollir la informació i retornar-la a el grup de seguiment, perquè aquest pugui dur a terme la recollida dels treballs realitzats en els diferents territoris.
TREBALL DE CAMP: FÒRUMS I TROBADES
* Aquest projecte planteja generar trobades territorials abans de l'estiu i una trobada a nivell general a Sevilla el mes d'octubre.
* Les circumstàncies que envolten la implementació d'aquest projecte com la crisi de l'COVID-19, condicionen en gran mesura les tècniques i els procediments que s'utilitzaran.
* Les trobades combinaran la participació telemàtica i la presencial en la mesura del que sigui possible.
El grup de seguiment metodològic realitzarà un acompanyament en la formació dels grups de treball (grups motors), portant a terme un assessorament en la posada en marxa d'aquesta formació, així com l'ajuda en el procés d'execució, un acompanyament presencial en els diferents espais de reflexió que es duran a terme, i una recollida i anàlisi de les dades i els resultats.
FIS oferirà el suport del seu servei digital de suport a la participació per facilitar la realització dels Fòrums i Trobades.
METODOLOGIA OPEN SPACE
La proposta per realitzar els Fòrums i Trobades participatives està basada en la metodologia Open Space, o Espai Obert. Es tracta d'una tècnica de caràcter col·laboratiu on totes les veus són escoltades i col·laboren per establir uns plans d'acció.
El seu objectiu és fomentar l'exposició de les diferents percepcions sobre un tema, en una situació d'expressió lliure i ambient de confiança, i la seva posterior recollida per poder fixar les conclusions i les línies d'acció a desenvolupar.
Calendari del projecte
FASE 03
FÒRUM INTERNACIONAL "AGENDES FEMINISTES SOBRE HOMES I MASCULINITATS"
SETEMBRE DE 2021
El projecte acabarà l'octubre de 2021 amb el Fòrum Internacional "Agendes Feministes sobre Homes i Masculinitats" que reunirà a entitats, professionals, responsables públics, moviments socials i a aquelles persones interessades en el treball amb homes i masculinitats.
OCTUBRE DE 2021
El 21 d'octubre és la data en la qual es commemora la primera manifestació d'homes contra la violència masclista celebrada a Sevilla el 2006, seguint una crida de José Saramago. Des de llavors la data ha servit per agrupar els homes contra la violència masclista a tot l'estat espanyol.
El Fòrum acollirà la celebració d'una Trobada Europea on es posin en comú les diferents experiències i treballs dels diferents territoris amb l'objectiu de definir les bases de les agendes feministes de treball adreçades a homes.
Amb motiu d'aquest aniversari el Fòrum d'Homes per la Igualtat ha tornat a convocar una Manifestació d'Homes contra les Violències Masclistes a Sevilla el 21 d'octubre de 2021.
Les dues convocatòries s'inscriuen dins de la Iniciativa #21oct21.
No t'ho perdis!!!
fundacioniniciativasocial.es/agenda-feminista-hombres-y-masculinidades/
Com participar-hi?
ACTUALMENT ESTEM CONTACTANT PERSONES INTERESSADES EN PARTICIPAR EN EL PROCÉS DE CONSTRUCCIÓ DE L'AGENDA FEMINISTA SOBRE HOMES I MASCULINITATS.
BUSQUEM PERSONES QUE PERTANYIN A ALGUNS DELS SEGÜENTS COL·LECTIUS QUE, TÍTOL INDIVIDUAL, VULGUIN PARTICIPAR EN AQUESTA INVESTIGACIÓ-ACCIÓ.
A
Moviments socials: Activistes d'organitzacions i col·lectius feministes, membres de grups, associacions i xarxes d'homes per la Igualtat, (pro -) / (trans) feministes o antipatriarcals.
ONG´s: Professionals, tècniques, expertes en gènere i justícia social, que treballen en entitats que tinguin la Igualtat de Gènere entre els seus objectius.
Acadèmia: Investigadores, docents, especialistes en l'estudi de les masculinitats i persones interessades en la seva transformació igualitària.
Institucions Públiques: Responsables públics i professionals dels sistemes de protecció i promoció social. Militants de partits polítics i organitzacions cíviques.
SI COMPARTEIXES LA DEFENSA DE LA IGUALTAT DE GÈNERE QUE PROMOUEN ELS FEMINISMES I T'INTERESSA LA TRANSFORMACIÓ IGUALITÀRIA DELS HOMES I LES MASCULINITATS, OMPLE AQUEST FORMULARI PER A PARTICIPAR-HI:
https://forms.gle/kcVov2cMbqtintzy9
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<urn:uuid:b0997539-3ca2-4ca8-9a49-2f9f9885349b>
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HuggingFaceFW/finepdfs/tree/main/data/cat_Latn/train
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TOMASZ KAMIŃSKI
Ukraina
w Europejskiej Polityce Sąsiedztwa
akończony w 2004 r. proces rozszerzenia Unii Europejskiej stworzył konieczność wypracowania nowej koncepcji politycznej dla krajów sąsiadujących z poszerzoną Unią. Kraje te można podzielić na trzy grupy. Pierwszą stanowią te spełniające kryteria członkostwa ale nim nie zainteresowane, takie jak Szwajcaria czy Norwegia, drugą grupą są kraje bałkańskie rozpatrywane jako potencjalni kandydaci, ale niespełniające kryteriów (np. Serbia, Macedonia, Czarnogóra). Na trzecią grupę składają się kraje, które nie są obecnie rozpatrywane jako przyszli członkowie Unii, czyli między innymi Ukraina. Do tej właśnie grupy państw adresowana jest Europejska Polityka Sąsiedztwa (EPS). 1 Z
Zasadniczym celem analizy jest przedstawienie dotychczasowego rozwoju Europejskiej Polityki Sąsiedztwa wobec Ukrainy, co pozwoli odpowiedzieć na następujące pytania:
Jak rozwijają się relacje wzajemne w ramach EPS i które z założeń polityki sąsiedztwa udało się zrealizować w przypadku Ukrainy?
Jak wyglądają perspektywy rozwoju stosunków ukraińsko-unijnych w ramach EPS? Jakie zadania stoją przed Polską, jeśli pragnie ona nadal wspierać proces integracji
Ukrainy z Unią Europejską?
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1. EUROPEJSKA POLITYKA SĄSIEDZTWA – GŁÓWNE ZAŁOŻENIA
Głównym celem EPS jest wzmacnianie bezpieczeństwa, stabilności i dobrobytu UE oraz jej sąsiadów, a także zapobieganie tworzeniu linii podziałów w Europie. Jej koncepcja została wyrażona w Dokumencie Strategicznym Europejskiej Polityki Sąsiedztwa, zatwierdzonym przez Radę UE w czerwcu 2004 r. 2
Rozwój współpracy politycznej i ekonomicznej ma bazować na tzw. Planach Działania (Action Plans), tworzonych odrębnie dla każdego kraju na okres od 3 do 5 lat, które wskazują priorytetowe obszary współpracy pomiędzy Unią a danym krajem w okresie obowiązywania planu. Należy podkreślić, że dokumenty te mają charakter dosyć ogólnikowy i stanowią raczej polityczną deklarację zamiarów obu stron niż „Plan Działania" w potocznym rozumieniu tego terminu.
Obecnie działania podejmowane w ramach EPS oparte są na instrumentach finansowych dostępnych w bieżącym okresie budżetowym Unii (2000-2006), czyli głównie na programie TACIS, MEDA oraz kilku pomniejszych. Od roku 2007 realizację EPS wspierać ma Europejski Instrument Sąsiedztwa i Partnerstwa (European Neighbourhood and Partnership Instrument, ENPI), który zastąpi dotychczasowe fundusze pomocowe dla państw sąsiadujących z Unią. Jego całkowity budżet na lata 2007-2013 wyniesie 14,93 mld. euro. 3
Podział środków pomiędzy kraje objęte programem nie został jeszcze ustalony. Będzie on uzależniony od "ich potrzeb, zdolności absorpcyjnych oraz wdrożenia ustalonych reform". 4
Zasady korzystania ze środków ENPI są dosyć elastyczne. Dopuszcza się na przykład realizację projektów w krajach, które nie podpiszą z Unią Planu Działania, co dla Polski jest o tyle istotne, że otwiera drogę do korzystania z funduszy także dla tak specyficznego sąsiada, jak rządzona przez Łukaszenkę Białoruś. 5
Fundusz będzie finansował bardzo różne inicjatywy – od projektów wspomagających rozwój społeczeństwa obywatelskiego, poprzez wspieranie przedsiębiorczości, aż do projektów poprawiających stan środowiska naturalnego. Zakres i kierunki wsparcia będą określone w tzw. krajowych dokumentach programowych (Country Strategy Paper, CSP) przygotowanych osobno dla każdego kraju na okres 7 lat. Uszczegółowieniem tego dokumentu będą „wieloletnie programy indykatywne" (MultiAnnual Indicative Programmes, MIPs) przygotowywane na okres 3 lat oraz szczegółowe programy
roczne. Oczywiście wszystkie powyższe dokumenty muszą być spójne z Planem Działania przyjętym dla danego kraju.
2. PRAKTYKA REALIZACJI EUROPEJSKIEJ POLITYKI SĄSIEDZTWA WOBEC UKRAINY
Jak zauważa K. Pełczyńska-Nałęcz intensywność relacji dwustronnych pomiędzy Unią a jej wschodnimi sąsiadami oraz postępy w uruchamianiu mechanizmów EPS zależą od dwóch czynników: gotowości UE do pogłębiania współpracy z danym krajem oraz od realnych możliwości i chęci danego kraju. 6 W przypadku ukraińskim wydaje się, że największy wpływ na rozwój współpracy w ramach EPS miały zmiany sytuacji politycznej na Ukrainie. Łatwo wskazać ścisłą korelację pomiędzy zmieniającą się sytuacją wewnętrzną w tym państwie a intensywnością realizacji polityki sąsiedztwa.
Prace nad Planem Działania dla Ukrainy zostały zakończone we wrześniu 2004 r. 7 , w grudniu zatwierdziła go Rada Europejska 8 , a 21 lutego 2005 r. został on ostatecznie zaakceptowany przez Radę Współpracy UE-Ukraina. Plan został przyjęty na okres trzyletni.
Dokument identyfikuje bardzo szeroki wachlarz celów i priorytetowych obszarów współpracy. Realizacja planu ma m.in. przyczynić się do dostosowania ukraińskiego prawa do norm i standardów europejskich, zbudowania solidnych fundamentów współpracy ekonomicznej, które umożliwią Ukrainie wstąpienie do WTO, a potem stworzenie strefy wolnego handlu z Unią. Ponadto celem współdziałania ma być wzmocnienia instytucji gwarantujących rządy prawa i funkcjonowanie demokracji na Ukrainie, a także zacieśnienie współpracy w zakresie bezpieczeństwa (np. wspólne akcje na rzecz rozwiązania problemu Naddniestrza). 9
Lista problemów, do rozwiązania których ma się przyczynić Plan Działania stanowi lwią część tego 28-stronicowego dokumentu, niewiele jest w nim natomiast konkretnych zobowiązań obydwu stron. Plan Działania ma więc wybitnie „strategiczny" charakter i określa jedynie ramy współpracy, nie przesądzając faktycznego kształtu podejmowanych działań. Należy tu jednak zaznaczyć, że nie różni się on pod tym względem wiele od Planów Działań, przyjętych dla innych krajów objętych EPS. 10
Kilka tygodni po zakończeniu prac nad pierwotną wersją Planu Działania doszło do zasadniczej zmiany sytuacji politycznej Ukrainy. „Pomarańczowa rewolucja" wyniosła
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na fotel prezydenta Wiktora Juszczenkę, który zadeklarował zdecydowany zwrot polityki ukraińskiej ku integracji z Unią, a jednocześnie była widocznym świadectwem przywiązania dużej części społeczeństwa ukraińskiego do wartości demokratycznych.
Upadek reżimu Leonida Kuczmy, do którego przyczyniła się także Unia, poprzez udział Javiera Solany - Wysokiego Przedstawiciela ds. Wspólnej Polityki Zagranicznej i Bezpieczeństwa w negocjacjach pomiędzy stronami konfliktu, stworzył niezwykle korzystny klimat dla współpracy unijno-ukraińskiej. Heroiczna postawa Ukraińców, masowo protestujących przeciwko fałszerstwom wyborczym, skupiła uwagę europejskich mediów i wywołała bezprecedensowe zainteresowanie kwestią ukraińską w krajach UE.
Owocem tego zainteresowania było uzupełnienie Planu Działania o 10-punktowy aneks, zawierający pakiet propozycji zacieśniających współpracę unijno-ukraińską, który został zaakceptowany 21 lutego 2005 r. przez Radę UE oraz wszedł w skład Planu Działań przyjętego przez Radę Współpracy UE-Ukraina. 11 Treść większości punktów sprowadza się do potwierdzenia woli zwiększenia zaangażowania Unii we współpracę w niektórych obszarach objętych Planem (np. współpraca w dziedzinie bezpieczeństwa, pogłębienie związków handlowych i gospodarczych, uelastycznienie systemu wizowego, itp.). Spośród konkretnych deklaracji wymienić należy przede wszystkim zapowiedź przyspieszenia prac nad nową umową, która miałaby zastąpić Porozumienie o Partnerstwie i Współpracy z 1994 r., a także zwiększenie dostępu Ukrainy do funduszy Europejskiego Banku Inwestycyjnego (EBI). Zadecydowano, że Ukrainie przypadnie 250 milionów euro, czyli aż połowa środków EBI przeznaczonych do wykorzystania przez wschodnich sąsiadów Unii, w tym przez Rosję.
Plan Działania, w swojej ostatecznie przyjętej wersji, nie wspomina ani słowem o przyszłej akcesji Ukrainy do Unii. Wpisuje się więc w konsekwentnie do tej pory realizowaną przez UE politykę unikania takich deklaracji. 12
Przyjęcie Planu Działania w połączeniu z objęciem władzy w Kijowie przez proeuropejsko nastawione siły „pomarańczowej koalicji" otworzyło drogę do realizacji założeń Europejskiej Polityki Sąsiedztwa.
Pierwszych kilka miesięcy jakie minęły od przyjęcia Planu Działania to bardzo dobry okres we wzajemnych relacjach. Był to na Ukrainie czas „głębokiego oddechu" po rządach Kuczmy, przede wszystkim dla mediów i organizacji społecznych, których działalność przestała być krępowana przez władze. Rządy „pomarańczowych", choć burzliwe i niewolne od kryzysów, były bardzo dobrze odbierane w Brukseli, co stworzyło korzystny klimat do kontaktów pomiędzy stronami.
Podsumowaniem tego okresu był szczyt Unia-Ukraina, który odbył się w Kijowie 1 grudnia 2005 r. – było to pierwsze tego typu spotkanie po objęciu urzędu przez prezydenta Juszczenkę.
W ciągu tych kilku miesięcy udało się podpisać dwie ważne umowy – o współpracy w prowadzonych przez Unię operacjach zarządzania kryzysami, a także o wymianie informacji niejawnych. UE wsparła Ukrainę w procesie niszczenia broni konwencjonalnej, a 16 listopada ukraiński parlament ratyfikował protokół dodatkowy do umowy z Międzynarodową Agencją Energii Atomowej, wprowadzający dodatkowe środki bezpieczeństwa związane z nieproliferacją broni masowego rażenia. 13
Kolejnym istotnym elementem współpracy w ramach EPS jest EU Border Assistance Mission (BAM), czyli misja wspierająca straż graniczną i służby celne Ukrainy i Mołdawii. Operacja ta, prowadzona pod dowództwem węgierskiego generała Ferenca Banfi, jest odpowiedzią na prośbę wystosowaną wspólnie przez prezydentów Ukrainy i Mołdawii o pomoc w rozwiązaniu niezwykle skomplikowanej sytuacji, jaka istnieje na granicy obu państw. Jest ona w znaczącej mierze spowodowana przez istnienie Naddniestrza, tworu państwowego nie uznawanego przez społeczność międzynarodową i znajdującego się pod faktycznym protektoratem Moskwy. Na granicach Naddniestrza kwitnie przemyt ludzi, broni, narkotyków, a skala kontrabandy jest bardzo znaczna i trudna do powstrzymania.
Misja rozpoczęła swoją działalność 30 czerwca 2005 r. na oficjalnej uroczystości w Odessie, z udziałem Javiera Solany oraz Komisarz ds. stosunków zewnętrznych i Europejskiej Polityki Sąsiedztwa Benity Ferrero-Waldner. Jej mandat jest ustalony na dwa lata, a koszt szacowany na około 8 mln euro. W skład misji wchodzi 120 osób, w tym 69 ekspertów z krajów członkowskich UE. 14 Jej zadaniem jest udzielenie pomocy doradczeji szkoleniowej mołdawskim i ukraińskim pogranicznikom, co ma doprowadzić do poprawy efektywności kontroli granicy.
Sukcesem zakończyły się również rozmowy ukraińskie z Europejskim Bankiem Inwestycyjnym. 15 czerwca 2005 r. szef EBI Philippe Maystadt oraz ukraiński wicepremier Oleh Rybaczuk podpisali porozumienie ramowe otwierające Ukrainie możliwość korzystania z obiecanych pieniędzy Banku. Jako cel priorytetowy wsparcia udzielanego Ukrainie przez EBI wskazano inwestycje w szlaki komunikacyjne wchodzące w skład sieci transeuropejskich korytarzy transportowych (Trans-European Network, TEN). 15
Pierwszym projektem, który ma być finansowany przez EBI jest remont 427kilometrowego odcinka drogi M-06 Kijów-Brody. Całkowity koszt projektu ma wynieść 368 mln euro, natomiast pożyczka z EBI – 150 mln. 16
Według prezydenta Juszczenki największym sukcesem we wzajemnych relacjach było podjęcie przez Unię decyzji o przyznaniu Ukrainie statusu „państwa z gospodarką rynkową", co zostało potwierdzone we wspólnym oświadczeniu wydanym podczas szczytu. Decyzja ta pozwoli ograniczyć koszty ukraińskiego eksportu takich produktów jak rury stalowe i produkty chemiczne, które były do tej pory obłożone cłami antydumpingowymi, co powodowało po
Status państwa
z gospodarką rynkową ułatwi Ukrainie także utworzenie strefy wolnego handlu z UE.
stronie ukraińskiej straty szacowane na 200 - 300 mln euro rocznie. 17
Status państwa z gospodarką rynkową ułatwi Ukrainie także utworzenie strefy wolnego handlu z UE. Strona unijna podkreśliła również gotowość do szybkiego rozpoczęcia rozmów na temat utworzenia strefy wolnego handlu, które będą mogły się rozpocząć bezpośrednio po przyjęciu Ukrainy do WTO.
Godnym odnotowania rezultatem szczytu było także podpisanie trzech ważnych dokumentów: „Memorandum o wzajemnej współpracy między Ukrainą a UE w sferze energetyki", umowy o współpracy w zakresie lotnictwa cywilnego oraz umowy o współpracy w ramach europejskiego programu "Galileo".
Dialog polityczny pomiędzy Ukrainą i Unią był kontynuowany podczas spotkania europejskiej Trojki z władzami ukraińskimi, które odbyło się w Kijowie 3 marca 2006 r. Trudno jednak wskazać jakiekolwiek konkretne osiągnięcia tego spotkania. Był to bowiem okres, w którym cała energia polityczna Kijowa była już skoncentrowana na nadchodzących wyborach parlamentarnych. Strona unijna natomiast przyjęła postawę wyczekującą, jednoznacznie wskazując na wagę jaką ma przebieg i wynik wyborów dla przyszłości stosunków z Brukselą. Komisarz Ferrero-Waldner oświadczyła wprost, że dalsze zbliżenie między Ukrainą i UE będzie zależeć od przebiegu wyborów parlamentarnych. „Wybory te będą decydujące m.in. dlatego, iż można będzie stwierdzić
na ile szybko były osiągnięte polityczne priorytety z Planu Działań Ukraina-UE. Jeśli pozytywnie ocenimy osiągnięcia tych celów, to będziemy mogli wówczas przystąpić do przygotowania nowego, rozszerzonego porozumienia między Ukrainą i UE" 18
Wybory na Ukrainie odbyły się bez większych incydentów, w zgodzie ze standardami demokratycznymi. Niestety długotrwały konflikt wewnętrzny, który rozgorzał w wyniku skomplikowanej sytuacji po wyborach, zablokował w zasadzie wszelki dialog polityczny z Unią.
Jego ożywienie będzie w dużej mierze zależne od polityki realizowanej przez rząd Wiktora Janukowycza. Teoretycznie proeuropejski kurs Ukrainy powinien być zapewniony przez szerokie, gwarantowane konstytucją kompetencje prezydenta Juszczenki w zakresie prowadzenia polityki zagranicznej, a także zachowanie Borysa Tarasiuka na fotelu ministra spraw zagranicznych. Jednakże, część ukraińskich analityków z niepokojem zwróciła uwagę na fakt likwidacji rządowego komitetu do spraw integracji europejskiej i euroatlantyckiej na czele, którego stał minister spraw zagranicznych i przekazania jego uprawnień komitetowi do spraw polityki prawnej, obrony i integracji europejskiej, którego szefem został sam premier. Oznacza to osłabienie pozycji MSZ (czynnika prezydenckiego) w rządzie oraz utrudnienie kontroli ministerstwa nad wykonywaniem przez rząd zobowiązań międzynarodowych 19 co może w negatywny sposób wpłynąć na tempo integracji ze strukturami euroatlantyckimi.
Poważnym testem dla europejskiej polityki nowego rządu będzie jesienny szczyt Ukraina-UE w Helsinkach.
Po stronie unijnej pozytywnym znakiem znamionującym chęć intensyfikacji dialogu z Ukrainą są sygnały wysyłane przez niemiecki MSZ, przygotowujący się do przejęcia przewodnictwa w Unii. Według deklaracji sekretarza stanu w Auswärtiges Amt Gernota Erlera, współpraca z krajami Europy Wschodniej będzie jednym z priorytetów niemieckiej prezydencji. 20
3. PERSPEKTYWY
Wykorzystanie przez Ukrainę możliwości, jakie stwarza jej Europejska Polityka Sąsiedztwa Unii Europejskiej będzie dla niej bardzo wymagającym zadaniem. Lista wyzwań, jakie stoją przed tym krajem w kontekście zacieśniania współpracy z Unią jest niezwykle długa. Trzeba też jasno powiedzieć, że EPS jest narzuconą przez Unię konstrukcją polityczną tworzącą jej ramy współpracy z Ukrainą i Kijów musi tę decyzję
akceptować. Ewentualna zmiana statusu Ukrainy w jej kontaktach z Brukselą będzie możliwa tylko i wyłącznie pod warunkiem dokonania przez nią tak dużych postępów na drodze do integracji z Unią, że konstrukcja EPS stanie się dla niej zbyt ciasna. Trudno przypuszczać, żeby taki stan rzeczy mógł szybko nastąpić z uwagi na fakt, iż formuła EPS jest niezwykle elastyczna i nie przesądza definitywnie o skali zaangażowania UE, które może w jej ramach znacząco się zwiększyć. Poza tym dotychczasowe, wolne tempo prointegracyjnych działań Kijowa może się utrzymać, jeśli nie zostanie osiągnięty szeroki konsensus sił politycznych w kwestii europejskich ambicji Ukrainy – co wydaje się być dość trudne.
Ewentualna zmiana statusu Ukrainy w jej kontaktach z Brukselą będzie możliwa tylko i wyłącznie pod warunkiem dokonania przez nią tak dużych postępów na drodze do integracji z Unią, że konstrukcja EPS stanie się dla niej zbyt ciasna.
Warto w tym miejscu wskazać kilka najważniejszych zadań, jakie powinny być wykonane przez Kijów w celu wykorzystania możliwości jakie stwarza EPS:
1. Ukraina musi zdecydowanie przyspieszyć tempo dostosowywania swojego prawa do standardów unijnych. W tym celu powinna wdrożyć odpowiednie procedury i stworzyć instytucje, które jej to umożliwią. Bardzo przydatne mogą tu być doświadczenia polskie. Polska już w 1991 r., a więc na samym początku procesu integracji z Unią, stworzyła Biuro Pełnomocnika Rządu ds. Integracji Europejskiej i Pomocy Zagranicznej, odpowiedzialne za harmonizację prawa polskiego z unijnym. Ponadto w 1994 r. został wprowadzona procedura sprawdzania każdej składanej przez rząd propozycji legislacyjnej pod kątem jej zgodności z prawem unijnym. 21 Wprowadzenie i systematyczne stosowanie podobnych mechanizmów znakomicie by przyspieszyło proces dostosowawczy, a także podniosło jakość stanowionego na Ukrainie prawa.
W tym celu należy wykorzystać również mechanizmy pomocy technicznej, takie jak „twinning" i TAIEX (Technical Assistance and Information Exchange). Oba z nich
mają na celu poprawę zdolności instytucjonalnych do wdrożenia acquis, z tym że projekty twinningowe zakładają długotrwałą współpracę instytucji ukraińskich z przedstawicielami instytucji rządowych lub samorządowych państw członkowskich, a projekty w ramach TAIEX mają charakter typowej, z reguły krótkookresowej pomocy doradczej lub szkoleniowej. Oba te mechanizmy były bardzo pomocne w procesie przygotowania do akcesji Polski i innych krajów chcących wstąpić do Unii, a obecnie są dostępne również dla wszystkich państw objętych EPS.
Dwa pierwsze projekty twinningowe na Ukrainie (będące w ogóle dwoma pierwszymi finansowanymi z TACIS) wystartowały 18 maja 2006 r., a przygotowywanych jest kilka kolejnych. 22
2. Ukraina powinna przygotować się do efektywnego wykorzystywania środków unijnych z ENPI, które będą dla niej dostępne w latach 2007-13.
Osiągnięcie tego celu wiąże się z koniecznością realizacji kilku zadań. Po pierwsze, do wynegocjowania możliwie największej ilości środków w ramach ENPI. Po drugie, staranne przygotowanie planu wykorzystania tych środków zarówno pod kątem podziału funduszy, jak i procedur ich wydatkowania. 23 Pierwszym krokiem będzie zakończenie przeciągających się prac nad CSP (Country Strategy Paper) na lata 2007-13 (miały zakończyć się wiosną 2006). Po trzecie wreszcie, przygotowanie przyszłych beneficjentów (w tym jednostek samorządowych i organizacji pozarządowych) do korzystania z tych środków, co wymaga wdrożenia odpowiedniej akcji informacyjnej i szkoleniowej.
3. Ukraina powinna dołożyć wszelkich starań by jak najszybciej zakończyć proces akcesji do WTO.
Wejście Ukrainy do Światowej Organizacji Handlu przyniesie jej nie tylko obiektywne korzyści ekonomiczne wynikające z członkostwa w tej organizacji, ale również znaczne podniesienie pozycji międzynarodowej państwa poprzez możliwość współdecydowania na najważniejszym światowym forum handlowym.
Szybka akcesja do WTO jest dla Ukrainy ważna także z dwóch innych powodów. Po pierwsze, jeśli Ukraina wejdzie do WTO przed Rosją, będzie miała w ręku ważne polityczne narzędzie – możliwość blokowania akcesji Moskwy. Kraj wstępujący do organizacji musi bowiem uzyskać zgodę wszystkich jej członków. Możliwość użycia takiego narzędzia jest trudna do przecenienia w obliczu bardzo trudnych negocjacji z Rosją
na przykład w kwestiach energetycznych. Nic więc dziwnego, że mamy obecnie do czynienia z prawdziwym wyścigiem między obydwoma krajami.
Ukraina ma spore szanse, żeby go wygrać, gdyż uzgodniła już warunki akcesji z prawie wszystkimi istotnymi graczami, w tym z Unią Europejską (jeszcze w 2003) i z USA (marzec 2006) – zostały jej jeszcze rozmowy z Chinami i Australią. 24 Rosja natomiast wciąż nie zakończyła negocjacji ze Stanami Zjednoczonymi 25 oraz z Mołdawią, dla której jest to istotna karta przetargowa w jej sporach z Moskwą.
Po drugie, wejście do WTO pozwoli rozpocząć proces tworzenia strefy wolnego handlu z Unią Europejską. Zgodnie z deklaracjami politycznymi decydentów unijnych może się on zacząć niezwłocznie po uzyskaniu przez Ukrainę statusu członka WTO. Utworzenie strefy wolnego handlu będzie oczywiście bardzo poważnym krokiem na drodze integracji z UE.
4. Rozpocząć szeroką akcję informacyjno-edukacyjną podnoszącą świadomość obywateli ukraińskich na temat zasad funkcjonowania Unii Europejskiej.
Społeczeństwo ukraińskie, jak pokazują badania przeprowadzone przez Ośrodek Studiów Wschodnich, o Unii wie niewiele. Jedna trzecia Ukraińców pytana o preferowany kierunek integracji kraju (Rosja lub Unia) wskazuje jednocześnie obie, wykluczające się przecież, opcje. Co ciekawe, poziom poparcia dla Unii nie jest skorelowany z poziomem wiedzy o niej, który we wszystkich regionach jest bardzo niski. 26
Niski poziom świadomości społecznej powoduje, że Ukraińcy w swoich wyborach kierują się raczej emocjami i stereotypowymi przekonaniami ukształtowanymi przez propagandę, co sprawia, iż partie polityczne mogą z łatwością manipulować opinią publiczną. Utrudnia to osiągnięcie politycznego konsensusu w kwestii „proeuropejskiego" kierunku polityki kraju. Osiągnięcie takiego porozumienia wydaje się być niezbędne do zintensyfikowania działań integracyjnych z Unią, ale w warunkach ukraińskich będzie trudne do uzyskania bez przemyślanej i szeroko zakrojonej akcji informacyjnej skierowanej do różnych grup społecznych.
4. WNIOSKI DLA POLSKI
Większość zadań jakie stoją na drodze do integracji Ukrainy z Unią muszą wykonać sami Ukraińcy. Jak to określił szef MSZ Niemiec Frank Walter Steinmeier: „Bez do- www.natolin.edu.pl
konania przeobrażeń obejmujących, obok transformacji gospodarczej, również reformy prawne, nie można mówić o kwestii członkostwa, ani o statusie kandydackim. Tempo zbliżenia Ukrainy do UE jest określane przez samą Ukrainę." 27 Zadaniem Polski jest uświadamianie tego faktu partnerom ukraińskim, a także wskazywanie, że członkostwo w Unii to tylko finał długotrwałego procesu integracji, który sam w sobie jest dla kraju korzystny, oznacza bowiem dokonywanie zasadniczych reform gospodarczych, społecznych i politycznych.
Polska powinna
Jednocześnie wydaje się, że Polska powinna większą uwagę skupiać na wspieraniu konkretnych posunięć pogłębiających integrację Ukrainy z Unią, takich jak utworzenie strefy wolnego handlu, niż na wymuszaniu na politykach zachodnich deklaracji w sprawie potencjalnego terminu akcesji naszego sąsiada.
Do innych zadań, jakie stoją przed Polską w kontekście wspierania proeuropejskich dążeń Ukrainy należą:
1. Udzielenie Ukrainie pomocy doradczej w kwestii do- dołożyć wszelkich starań, żeby przekonać unijnych partnerów do wprowadzenia łagodnego reżimu wizowego, który nie będzie wprowadzał barier (np. finansowych) blokujących de facto możliwość wjazdu na teren Unii dla większości Ukraińców.
stosowywania prawa do przepisów unijnych, a także korzystania ze środków pomocowych, jakie będą dostępne dla Ukrainy w następnych latach. Zaangażowanie to powinno przybrać formę aktywnego udziału polskich ekspertów (również rządowych) w projektach pomocy technicznej (Technical Assistance) finansowanych ze środków TACIS, a po roku 2007 z ENPI. Warto również rozważyć stworzenie osobnego, polsko-ukraińskiego mechanizmu współpracy, w ramach którego będzie udzielana taka pomoc.
2. Aktywne wsparcie Ukraińców w ich zabiegach o korzystny dla nich podział środków w ramach Europejskiego Instrumentu Sąsiedztwa i Partnerstwa (ENPI) na lata 2007-2013.
Alokacja środków dla poszczególnych krajów uczestniczących w Europejskiej Polityce Sąsiedztwa nie została jeszcze dokonana. Polska powinna w miarę swoich możliwości postarać się, aby jak największa część budżetu programu była przeznaczona dla naszych wschodnich sąsiadów – Ukrainy i Białorusi.
3. Przygotowanie programów współpracy transgranicznej z Ukrainą na lata 2007-2013 gwarantując na to odpowiednie środki finansowe w ramach Europejskiego Funduszu Rozwoju Regionalnego.
Duża część środków w ramach ENPI jakie otrzyma Ukraina przeznaczona będzie na wsparcie projektów współpracy transgranicznej z krajami członkowskimi Unii, w tym oczywiście z Polską. Projekty te będą po stronie polskiej finansowane z Europejskiego Funduszu Rozwoju Regionalnego. Obecnie trwa w Polsce proces programowania funduszy strukturalnych na lata 2007-13, w którym musimy zaplanować zarówno kierunki współpracy transgranicznej, jak i wielkość środków, jakie chcemy przeznaczyć na ten cel. Wydaje się, że kierunek ukraiński powinien być uznany za priorytetowy przy rozdziale tych funduszy.
4. Wsparcie Ukrainy w negocjacjach z Unią dotyczących wiz dla obywateli ukraińskich.
Polska powinna dołożyć wszelkich starań, żeby przekonać unijnych partnerów do wprowadzenia łagodnego reżimu wizowego, który nie będzie wprowadzał barier (np. finansowych) blokujących de facto możliwość wjazdu na teren Unii dla większości Ukraińców. 28
(sierpień 2006)
Tomasz Kamiński: doktorant w Zakładzie Azji Wschodniej Wydziału Studiów Międzynarodowych i Politologicznych Uniwersytetu Łódzkiego. Współpracuje z Centrum Europejskim w Natolinie.
1 Poza Ukrainą do krajów objętych EPS należą również inne państwa Europy Wschodniej (Białoruś, Mołdawia, Rosja, choć status tej ostatniej jest nieco inny niż pozostałych krajów), basenu Morza Śródziemnego (Izrael, Jordania, Maroko, Algieria, Egipt, Liban, Libia, Syria, Tunezja i Autonomia Palestyńska) oraz Kaukazu Południowego (Gruzja, Armenia, Azerbejdżan). Patrz: K. Pełczyńska-Nałęcz, EPS w praktyce – Unia Europejska wobec Rosji, Ukrainy, Białorusi i Mołdawio rok po publikacji Dokumentu Strategicznego, http://www.osw.waw.pl/pub/punkt/arc_punkt.htm
2
http://ec.europa.eu/world/enp/pdf/strategy/strategy_paper_en.pdf
3 W latach 2000-2006, czyli w obecnym okresie budżetowym, wielkość środków pomocowych dostępnych dla krajów objętych EPS wyniosła 8,4 mld. euro (5,3 mld w ramach MEDA i 3,1 mld w ramach TACIS). Dodatkowo kraje te mogły liczyć na 2,5 mld. euro ze środków Europejskiego Banku Inwestycyjnego.
4
http://ec.europa.eu/world/enp/funding_en.htm
5
Trudno jednak liczyć na współpracę Unii z administracją reżimu Łukaszenki, a realizacja unijnych projektów na Białorusi, nawet poprzez bezpośrednią współpracę z organizacjami pozarządowymi w tym
www.natolin.edu.pl
kraju, nie będzie się mogła odbywać bez choćby milczącej zgody władz w Mińsku. Ponieważ jej uzyskanie wydaje się być nierealne, trudno więc w środkach unijnych upatrywać istotnego czynnika, mogącego stanowić realne wsparcie przemian w tym kraju.
6 K. Pełczyńska-Nałęcz, op. cit., s. 10
7
EU/Ukraine Action Plan, dokument dostępny na http://ec.europa.eu/world/enp/pdf/action_plans/ukraine_enp_ap_final_en.pdf
8 Presidency Conclusions European Council in Brussel 16-17 December 2004, dostępne na stronie
http://ec.europa.eu/comm/external_relations/gac/pres_concl/december_2004.pdf#ukraine
9
EU/Ukraine Action Plan, op. cit., s. 2-3
10
Przyjęte Plany Działania można znaleźć na stronie:
http://ec.europa.eu/world/enp/documents_en.htm
11
Treść dokumentu znalazła się w konkluzjach Rady UE z 21 lutego 2005 ro- ku.http://ec.europa.eu/comm/external_relations/gac/date/2005/02_210205.pdf#ukraine. Wersja polska dokumentu patrz: 10 punktów dla Ukrainy – Javier Solana (Wysoki Przedstawiciel do Spraw Wspólnej Polityki Bezpieczeństwa i Zagranicznej) i Benita Ferrero-Waldner (Komisja Europejska), Międzynarodowy Przegląd Polityczny, nr 11, 2005, http://www.mpp.org.pl/11/11_5.html
12 Jedynym w zasadzie odstępstwem od tej polityki była rezolucja Parlamentu Europejskiego z 13 stycznia 2005 roku, w której PE „zwraca się do Komisji, Rady oraz Krajów Członkowskich, aby rozważyły inne formy stowarzyszenia z Ukrainą poza możliwościami, jakie stwarza PD oraz EPS, dające jasne europejskie perspektywy temu krajowi". Patrz:
http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//TEXT+TA+P6-TA-20050009+0+DOC+XML+V0//EN
13 Joint statement EU-Ukraine Summit, Kiev, 1 December 2005, http://europa.eu/rapid/pressReleasesAction.do?reference=PRES/05/337&format=HTML&aged=0&la nguage=EN&guiLanguage=en
14 Krajami, które biorą udział w misji są: Austria, Czechy, Estonia, Finlandia, Niemcy, Grecja, Węgry, Wlochy, Łotwa, Litwa, Holandia, Polska, Portugalia, Słowacja, Szwecja i Wielka Brytania. Patrz: http://europa.eu.int/rapid/pressReleasesAction.do?reference=IP/05/1488&format=HTML&aged=0&l anguage=EN&guiLanguage=fr
15 http://www.eib.europa.eu/news/press/press.asp?press=2944
16 http://www.eib.europa.eu/projects/pipeline/project.asp?pipe=1492
17 A. Miseliuk, D.Gryńkow, R. Bryl, Ukraina przyszła do Europy po status, "Deło", 02.12.2005, cyt. za Biuletyn MSZ Unia Europejska – Europa w mediach światowych (na podstawie informacji placówek MSZ) Rok: VI Numer: 231/1263 Data: 2005-12-05
18 Streszczenie relacji ze spotkania zamieszczonego w gazecie „Kommiersant-Ukraina" z dn. 06.03.2006, cyt. za Biuletyn MSZ Unia Europejska – Europa w mediach światowych (na podstawie informacji placówek MSZ) Rok: VII Numer: 48/1329 Data: 2006-03-08. Patrz też: Informacja dla prasy z dn. 02.02.2006, IP/06/255, http://europa.eu.int/rapid/pressReleasesAction.do?reference=IP/06/255&format=HTML&aged=0&la nguage=EN&guiLanguage=en
19
O. Suszko,
Mgliste horyzonty polityki zagranicznej rządu Janukowycza
, "Dzerkało Tyżnia",
21.08.2006, cyt. za Biuletyn MSZ Unia Europejska – Europa w mediach światowych (na podstawie informacji placówek MSZ) Rok: XV Numer: 160/1441 Data: 2006-08-23
20 Planowane jest przeznaczenie dodatkowych środków finansowych dla krajów sąsiedzkich UE, np. włączając do współpracy Bank Światowy czy Europejski Bank Odbudowy i Rozwoju. Kraje te powinny też mieć możliwość udziału we Wspólnej Polityce Zagranicznej i Bezpieczeństwa, a w układach dwustronnych należy mieć na uwadze stworzenie strefy wolnego handlu. Patrz: Nils Kreimeier, Rząd federalny stawia na Europę Wschodnią, "FTD", 01.08.2006, cyt. za Biuletyn MSZ Unia Europejska – Europa w mediach światowych (na podstawie informacji placówek MSZ) Rok: XV Numer: 147/1428 Data: 2006-08-03
21 Szerzej na temat możliwości wykorzystania doświadczeń polskich w tym zakresie patrz: A. Graś, Poland's Approach to Approximation of Institutions and Law to the Acquis Commuanutaire – an Experience Interesting for Ukraine, wystąpienie na konferencji "Approximation of the Ukrainian legislation on regional development to European norms and standards using the framework of the Council of Europe's Charter of Local Self-Government", 13 April 2006, organizowanej w ramach projektu "Assistance to Regional Development in Ukraine",
http://www.regdev.org/Polands_approach_to_approximation_eng.pdf
22 Pierwszy z nich dotyczy dostosowania prawa ukraińskiego w zakresie lotnictwa cywilnego, a drugi regulacji w zakresie elektryczności. Patrz:
http://www.delukr.ec.europa.eu/press_releases.html?y=2006&m=5
23 Ukraina powinna dołożyć wszelkich starań aby uniknąć doskonale znanego w naszym kraju problemu „przeregulowania" sposobu wydatkowania środków – tzn. stworzenia krajowych procedur surowszych niż wymogi unijne, co prowadzi do znacznych opóźnień w procesie wykorzystywania dostępnych funduszy.
24 A. Tierechow, Juszczence podarowano instrument nacisku na sąsiada - Kijów może zablokować Moskwie drogę do WTO, „Niezawisimaja Gazieta", 10.03.2006, cyt. za: „Biuletyn MSZ Unia Europejska – Europa w mediach światowych" (na podstawie informacji placówek MSZ), R. VII, Nr 51/1332, 2006-03-13 25 Rosja miała nadzieję na zakończenie negocjacji w lipcu 2006 roku podczas wizyty Busha związanej ze szczytem G8 w Petersburgu. Amerykanie jednak nie wyrazili na to zgody, sugerując, że rozmowy potrwają jeszcze co najmniej kilka miesięcy, a może i dłużej.
Rosjanie jako jeden z elementów nacisku na Amerykanów stosuje przeciąganie wyboru zagranicznego partnera do olbrzymiego projektu gazowego na Morzu Barentsa, którym zainteresowane są dwie amerykańskie firmy. Patrz: Russia and the Wto. The joining type, after all., "The Economist", 8th July 2006, s.70
26 J. Konieczna, Ukraina po pomarańczowej rewolucji - co zmieniło się w postawach i wartościach społeczeństwa, raport OSW, kwiecień 2004, s. 20-25, http://www.osw.waw.pl/pub/raport/Ukraina_Raport_spoleczny.htm
27 Zalecam świadomą skromność, wywiad szefa MSZ dla Frankfurter Allgemeine Zeitung, 6.03.2006, cyt. za „Biuletyn MSZ Unia Europejska – Europa w mediach światowych" (na podstawie informacji placówek MSZ), R. VII, Nr 48/1329, 2006-03-08.
28 Obecnie Ukraińcy otrzymują zdecydowanie więcej odmów wydania wizy do krajów UE niż na przykład Rosjanie. Średnio 14% ukraińskich wniosków jest odrzucanych, przy tylko 2% odmów w przypadku wniosków rosyjskich. Patrz: W. Żluktenko, Zawizowana dyskryminacja, „Ekonomiczeskije Izwestija", 2006.07.04., cyt. za „Biuletyn MSZ Unia Europejska – Europa w mediach światowych" (na podstawie informacji placówek MSZ), R. VII, Nr 127/1408, 2006-07-06
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STANOVISKO
K POSOUZENÍ VLIVŮ PROVEDENÍ ZÁMĚRU NA ŽIVOTNÍ PROSTŘEDÍ
podle § 10 zákona č. 100/2001 Sb., o posuzování vlivů na životní prostředí, ve znění pozdějších předpisů (dále jen „zákon“)
I. IDENTIFIKAČNÍ ÚDAJE
Název záměru: Lanové dráhy - Udatný v Horní Rokytnici nad Jizerou a Rokytnu
Kapacita (rozsah) záměru:
Záměr zahrnuje vybudování dvou čtyřsedlačkových lanových drah, přiléhajících sjezdových tratí, parkoviště u nástupní stanice LD „B“ o kapacitě 143 míst (1700 m²), dvou akumulačních nádrží vody pro zasněžování o celkovém objemu 12.000 m³, rozvodů technického zasněžování včetně odběrných míst na Hutškém a Černém potoce, osvětlení LD „B“, přemostění Černého potoka a kabelové připojky VN. Lanová dráha „A“ je navržena ve třech územních variantách.
Umístění záměru:
kraj: Liberecký
obec: Rokytnice nad Jizerou
kat. území: Horní Rokytnice nad Jizerou, Rokytno v Krkonoších
Obchodní firma oznamovatele: SKI SERVIS UDATNÝ
Petr Udatný
Horní 640, 512 45 Rokytnice nad Jizerou
IČ oznamovatele: 42190967
Sídlo (bydliště) oznamovatele: Horní Rokytnice 640, 512 45 Rokytnice nad Jizerou
Oprávněný zástupce oznamovatele: Petr Udatný
II. PRŮBĚH POSUZOVÁNÍ
Zpracovatel oznámení: Ing. Karel Kolář
Nad Sokolovnou 874, 463 12 Liberec
Číslo osvědčení odborné způsobilosti:
18522/1806/OPVŽP/95
Č.j. rozhodnutí o prodloužení autorizace:
32047/ENV/06; 22380/ENV/11
Datum předložení oznámení: 2/2010
Zpracovatel dokumentace: Ing. Karel Kolář
Nad Sokolovnou 874, 463 12 Liberec
Číslo osvědčení odborné způsobilosti:
18522/1806/OPVŽP/95
Č.j. rozhodnutí o prodloužení autorizace:
32047/ENV/06; 22380/ENV/11
Datum předložení dokumentace: 8/2011
Zpracovatel přepracované dokumentace: Ecological Consulting a.s.
Na Střelnici 48, 779 00 Olomouc
RNDr. Bc. Jaroslav Bosák, MBA
Číslo osvědčení odborné způsobilosti
14563/1610/OPVŽP/97
Č.j. rozhodnutí o prodloužení autorizace:
36817/ENV/06, 104550/ENV/10
Datum předložení přepracované dokumentace: 6/2013
Zpracovatel posudku: Ing. Aleš Calábek, MBA
Dolany 570, 783 16 Dolany
Číslo osvědčení odborné způsobilosti 8939/1302/OPVŽP/96
Č.j. rozhodnutí o prodloužení autorizace:
47582/ENV/06; 47266/ENV/11
Datum předložení posudku: 9/2013
Místo konání veřejné projednání: Jídelna ZŠ v Rokytnici nad Jizerou, Dolní náměstí,
Rokytnice nad Jizerou
Datum konání veřejného projednání: 15. 10. 2013 od 15.00 do 15:40 hodin
Celkové hodnocení procesu posuzování včetně účasti veřejnosti:
Výše uvedený záměr výstavby Lanové dráhy – Udatný v Horní Rokytnici nad Jizerou a Rokytnu podléhá procesu podle zákona o posuzování vlivů na životní prostředí. Dle § 7 zákona bylo provedeno zjišťovací řízení, jehož cílem bylo zjištění, zda záměr může mít významný vliv na životní prostředí a veřejné zdraví a zda bude nutné jej dále posuzovat dle uvedeného zákona. Krajský úřad Libereckého kraje, jako příslušný úřad posuzování vlivů na životní prostředí (dále jen „krajský úřad“) dospěl k závěru, že předložené oznámení záměru zpracované v rozsahu přílohy č. 3 zákona je nutné dopracovat, a že záměr bude dále posuzován podle citovaného zákona. Viz závěr zjišťovacího řízení (zn. OŽPZ/150/2010, KULK/12183/2010).
Ing. Karel Kolář, Liberec, dále zpracoval dokumentaci záměru v rozsahu přílohy č. 4 zákona. Tato dokumentace byla 19. 8. 2011 zveřejněna. Následně byla dokumentace dne 20. 10. 2011 krajským úřadem vrácena k přepracování (zn. KULK 73293/2011, OŽPZ 150/2010).
Dokumentace byla přepracována společností Ecological Consulting, a.s. a předložena KÚ LK a následně zveřejněna podle zákona.
Zpracováním posudku byla pověřena autorizovaná osoba Ing. Aleš Calábek, MBA, Dolany.
Oznámení záměru, dokumentace, doplnění dokumentace i posudek byly zveřejněny a předloženy dotčeným správním úřadům a dotčeným územním samosprávným celkům, v souladu s požadavky zákona.
Zpracovaný posudek byl řádně zveřejněn dopisem ze dne 16. 9. 2013 zn. KULK 59802/2013 a zainteresované subjekty a veřejnost byla vyzvána k podávání připomínek v zákonné lhůtě.
Veřejné projednání dokumentace a posudku se konalo 15. 10. 2013 v Rokytnici nad Jizerou v jídelně ZŠ v Rokytnici nad Jizerou, Dolní nám. za účasti oznamovatele záměru a odborně způsobilých osob, které zpracovaly přepracovanou dokumentaci a posudek. Podrobně jsou výsledky veřejného projednání specifikovány v zápisé z veřejného projednání č.j.: KULK73887/2013 ze dne 24.10.2013.
Veřejnost se v průběhu posuzování vyjádřila ke zveřejněným dokumentům písemnou formou a účastí na veřejném projednání a přímým dotazem k projednávanému záměru.
Vlivy záměru „Lanové dráhy – Udatný v Horní Rokytnici nad Jizerou a Rokytnu“ na životní prostředí byly posouzeny ze všech podstatných hledisek.
Seznam subjektů, jejichž vyjádření jsou ve stanovisku zčásti nebo zcela zahrnuta
1. Krajský úřad Libereckého kraje, Odbor územního plánování a stavebního řádu
Vnitřní sdělení, 10. 06. 2013
2. Česká inspekce životního prostředí, Oblastní inspektoraát Liberec
Č.j.: ČIZP/51/IPP/1308530.001/11/LZG, 19. 06. 2013
3. Krajský úřad Libereckého kraje, Odbor zdravotnictví
Vnitřní sdělení, 20. 06. 2013
4. Česká inspekce životního prostředí, Oblastní inspektoraát Hradec Králové
Č.j.: ČIZP/45/OOP/1302811.004/13/KRY/264, 21. 6. 2013
5. Krajská hygienická stanice Libereckého kraje se sídlem v Liberci
Č.j.: KHSLB 13968/2013, 28. 6. 2013
6. Správa Krkonošského národního parku, Vrchlabí
Č.j.: KRNAP 04104/2013, 2. 7. 2013
7. Krajský úřad Libereckého kraje, Odbor dopravy
Vnitřní sdělení, 2. 7. 2013
8. Krajský úřad Libereckého kraje, Odbor životního prostředí a zemědělství
Vnitřní sdělení, 3. 7. 2013
9. Krajský úřad Libereckého kraje, Odbor kultury, památkové péče a cestovního ruchu
Vnitřní sdělení, 3. 7. 2013
10. Martin Langer, Petr Langer, Rokytnice nad Jizerou
9. 7. 2013
11. Městský úřad Jilemnice, Odbor životního prostředí
Č.j.: MUJI 2180/13/ŽP, 8. 7. 2013
12. Petr Paulík (praxe na KÚ LK)
9. 7. 2013
13. Město Rokytnice nad Jizerou, Úsek rozvoje města a investic
10. 7. 2013
14. Město Rokytnice nad Jizerou, Stavební úřad
12. 7. 2013
III. HODNOCENÍ ZÁMĚRU
Souhrnná charakteristika předpokládaných vlivů záměru na životní prostředí z hlediska jejich velikosti a významnosti
Záměr výstavby Lanové dráhy - Udatný může znamenat negativní, nicméně akceptovatelný vliv na flóru především z důvodu provádění stavební činnosti během výstavby, kdy dojde k narušení až likvidaci vegetace v místech výkopů pro jednotlivé prvky lanových dráh a parkoviště. Během výstavby nedojde k zásahu do populací zvláště chráněných druhů. Při stavebních pracích nesmí být dotčeny botanické lokality v území. Variantní řešení záměru jsou ve vlivu na flóru obdobná, varianta I protíná luční okraj botanické lokality V303B. Do této lokality však stavebně zasahováno nebude, neboť podpěry lanové dráhy jsou umístěny mimo tuto lokalitu a rovněž kabelové vedení povede mimo území botanické lokality.
Ve fázi provozu lanových dráh a sjezdových tratí lze očekávat ovlivnění flóry pozměněnou výškou, délkou trvání a fyzikálními charakteristikami sněhové pokrývky. Při nedostatečné vrstvě sněhové pokrývky lze očekávat mechanická narušení vegetace používáním sněžné techniky (rolby) a samotnými lyžaři. Vliv na následný růst vegetace však lze vyloučit.
V rámci realizace posuzovaného záměru bude nutné provést rovněž kácení dřevin rostoucích mimo les, zejména ve spodních částech lanových dráh.
Vliv realizace stavebního záměru na faunu bude z hlediska variantního řešení velmi obdobný. Z hlediska výskytu bezobratlých byl průzkum zaměřen na střevlíky (Carabidae), pavouky (Araneae) a vodní bezobratlé. Při dodržení minimálních dovolených průtoků v Huťském a Černém potocce nebudou společenstva vodních bezobratlých dotčena. V zájmovém území byl zaznamenán výskyt čmeláků (Bombus sp.).
Negativní vliv na obojživelníky a plazy není předpokládán v případě, že výstavba lyžařského areálu bude načasována mimo období jejich rozmnožování.
Významné bylo vyhodnocení vlivu realizace stavebního záměru na ornitofaunu. Během ornitologického průzkumu byly v posuzovaném území zaznamenány tři zvláště chráněné druhy – ohrožení řuhýk obecný (Lanius collurio) a vlaštovka obecná (Hirundo rustica) a silně ohrožený chřástal polní (Crex crex). Kapitoly D.I.7 a D.IV dokumentace řeší harmonogram jednotlivých částí
výstavby záměru tak, aby tento ohrožený druh nebyl dotčen. Vliv záměru během provozu na chřástala není předpokládán, neboť provoz bude pouze zimní.
Negativní vliv na savce není předpokládán.
Z hlediska hodnocení vlivu stavebního záměru na ekosystémy je možné konstatovat, že v období realizace (etapa výstavby) dojde k zásahům do vodních toků Huťského a Černého potoka a jejich břehových porostů, do lučních porostů a pastvin a menších porostů dřevin. Zásahy do těchto stanovišť budou přijatelné a nebudu mít významný vliv na jednotlivé ekosystémy. Rizika lze minimalizovat vhodnými pracovními postupy.
V období provozu se předpokládají vlivy spojené zejména s odběrem vod z Huťského a Černého potoka. Z tohoto důvodu je třeba dodržet minimální povolený zůstatek průtoku vod v Huťském a Černém potoce. Dále lze očekávat vlivy související se zasnežováním sjezdových tratí, změnami výšky a fyzikálních vlastností a prodloužením trvání sněhové pokryvky. I tyto vlivy lze považovat za akceptovatelné.
Na základě hodnocení vlivu stavebního záměru na krajinný ráz lze konstatovat, že navrhovaný záměr představuje částečně rušivý zásah do zákonných kritérií a do znaků jednotlivých charakteristik krajinného rázu, přičemž tento zásah je hodnocen jako slabý až středně silný. Z hodnocení vyplývá, že posuzovaný záměr neovlivní podstatným způsobem krajinná panorama a nebude ani zasahovat do cenných dílčích scenérií a je vyhodnocen jako akceptovatelný. Vlivy jednotlivých variant budou obdobné.
Problematika vlivů na biotu, hlukové poměry, povrchové vody a vodní ekosystémy je v území nejvýznamnější. Z důvodu optimalizace těchto vlivů není doporučena k realizaci varianta č. 3.
**Hodnocení technického řešení záměru s ohledem na dosažený stupeň poznání pokud jde o znečištěování životního prostředí**
V současném stavu rozpracovanosti projektové dokumentace nebyly shledány nedostatky, či rozpory s příslušnými zákony, vyhláškami, normami a předpisy. Navržené koncepční, technické a technologické řešení stavby odpovídá současnému stavu technického pokroku a neliší se od standardů srovnatelných se stavbami podobného typu nejen na území České republiky, ale i v ostatních členských zemích Evropské unie.
**Návrh opatření k prevenci, vyloučení, snížení, popřípadě kompenzaci nepříznivých vlivů záměru na životní prostředí a podmíněk pro sledování a rozbor vlivů na životní prostředí**
Návrh opatření k prevenci, vyloučení, snížení, popřípadě kompenzaci nepříznivých vlivů záměru na životní prostředí uvedený v dokumentaci je považován za přiměřený očekávaným vlivům záměru na životní prostředí. Tato část byla zpracovatelem posudku EIA doplněna na základě vlastních šetření a oprávněných vyjádření účastníků procesu posuzování vlivů a byla součástí návrhu podmínek pro udělení souhlasného stanoviska uvedených v posudku.
Konečná opatření k ochraně životního prostředí a zdraví obyvatelstva vyplývající z procesu posuzování vlivů na životní prostředí jsou specifikována jako podmínky tohoto stanoviska k posouzení vlivů provedení záměru na životní prostředí pro fázi přípravy, výstavby a provozu záměru. Za zásadní opatření je třeba považovat opatření vyplývající z procesu posuzování podle
zákoná o posuzování vlivů na životní prostředí, zejména pak opatření v oblasti vlivů na jednotlivé složky životního prostředí s tím, že opatření vyplývající z obecně závazných právních předpisů musí oznamovatel respektovat bez ohledu na proces posuzování vlivů na ŽP.
**Pořadí variant z hlediska vlivů na životní prostředí**
Problematika vlivů na biotu, hlukové poměry, povrchové vody a vodní ekosystémy je v území nejvýznamnější, z důvodu optimalizace těchto vlivů není doporučena k realizaci varianta č. 3.
Dokumentace byla posouzena podle požadavků § 9 zákona a po zvážení všech výše uvedených skutečností je doporučeno realizovat záměr výstavby Lanové dráhy – Udatný v Horní Rokytnici nad Jizerou a Rokytnu dle variant č. 1 a č. 2.
**Vypořádání vyjádření k dokumentaci**
Vyjádření k dokumentaci vlivů záměru „Lanové dráhy – Udatný v Horní Rokytnici nad Jizerou a Rokytnu“ na životní prostředí jsou předmětem řešení posudku o vlivech uvedeného záměru na životní prostředí.
1) **Krajský úřad Libereckého kraje**, odbor kultury, památkové péče a cestovního ruchu – upozorňuje, že předmětné území je územím s archeologickými nálezy. Před začátkem prací je třeba postupovat v souladu s § 22 odst. 2 zákona č. 20/1987 Sb., o státní památkové péči v platném znění, tj. má-li se provádět stavební činnost na území s archeologickými nálezy, jsou stavebníci již od doby přípravy stavby povinni tento záměr oznámit Archeologickému ústavu AV ČR, Praha, v. v. i. (Letenská 4, 118 01 Praha 1) a umožnit jemu nebo oprávněné organizaci provést na dotčeném území záchranný archeologický výzkum. Obdobně se postupuje, má-li se na takovém území provádět jiná činnost, kterou by mohlo být ohroženo provádění archeologických výzkumů. K předloženému oznámení záměru nemáme za cestovní ruch připomínky. Vypořádání: Výše uvedená připomínka orgánu státní památkové péče je zapracována v podmínkách stanoviska.
2) **Krajský úřad Libereckého kraje**, odbor územního plánování a stavebního řádu – bez připomínek.
3) **Krajský úřad Libereckého kraje**, odbor dopravy – doporučuje z důvodu křížení sjezdové tratě s komunikací vedoucí na Dvořačky realizovat variantu zásobování pásovými vozidly (str. 43, kap. B.II.4, Doprava v období provozu) v zimním období vedením po staré polní cestě, která odbouruje východním směrem od navrhovaného parkoviště u LD „B“ (mimo sjezdovou trať) a na původní trasu se napojuje severně od navrhované výstupní stanice LD „A“. Vypořádání: Doporučení Odboru dopravy je řešitelné v rámci projektové dokumentace, resp. organizace provozu lyžařského areálu.
4) **Krajský úřad Libereckého kraje**, odbor zdravotnictví – bez zásadních připomínek.
5) **Krajský úřad Libereckého kraje**, odbor životního prostředí a zemědělství – z hlediska ochrany zemědělského půdního fondu: KÚ LK jako orgán ochrany ZPF posoudil soulad záměru s platnou územně plánovací dokumentací Města Rokytnice nad Jizerou. Jako příslušný orgán státní správy k uplatnění stanoviska z hlediska ochrany ZPF k územním plánům obcí v rozsahu § 17a zákona o ochraně ZPF konstatuje, že je třeba dát záměr do souladu se schváleným Územním plánem Rokytnice nad Jizerou. Jako nejméně vhodná je v dokumentaci vyhodnocena trasa vleku LDA vyznačená ve schváleném územním plánu (III. varianta). Umístění nádrží na vodu je navrženo stejně pro všechny varianty tras vleků, a to na plochách zemědělských – Z. Orgán ochrany ZPF má ale pohyblivosti o tom, že podle územního plánu je v plochách Z umístění nádrží možné.
Před podáním žádosti příslušnému orgánu ochrany ZPF o souhlas s odnětím půdy ze ZPF pro daný záměr bude třeba všechny uvedené skutečnosti prověřit a případné nesrovnalosti odstranit. Krajský
úřad upozorňuje, že předmětem odnětí (trvalého, dočasného) musejí být veškeré plochy, na kterých budou prováděny terénní úpravy vyžadující skrývky kulturních vrstev půdy (kromě případů uvedených v § 9 odst. 2 zákona o ochraně ZPF). Vypořádání: Pro posuzovaný záměr Lanové dráhy – Udatný v Horní Rokytnici nad Jizerou a Rokytnu je nutno provést opatření pro uvedení do souladu s územním plánem Rokytnice nad Jizerou, tato podmínka je zapracována v podmínkách stanoviska.
6) Krajská hygienická stanice Libereckého kraje se sídlem v Liberci - s dokumentací vlivů záměru „Lanové dráhy – Udatný, Horní Rokytnice nad Jizerou a Rokytno“ na životní prostředí souhlasí. V rámci stavebního řízení bude doložena aktualizovaná akustická studie vlivu navrhovaného provozu lanových druh A a B (včetně provozu technologie, zasnéžování, úpravy svahů a provoz na parkovišti) na nejbližší chráněné prostory definované v § 30 odst. 3 zák. č. 258/2000 Sb., o ochraně veřejného zdraví, ve znění pozdějších předpisů. Vypořádání: Požadavek předložení aktualizované akustické studie je zapracován v podmínkách stanoviska.
7) Správa Krkonošského národního parku, Vrchlabí – problematické body původního oznámení jeho zpracovatel i oznamovatel v průběhu vypracovávání předložené přepracované verze opakovaně konzultoval se Správou KRNAP. Dle názoru Správy KRNAP byly všechny závažné připomínky Správy KRNAP v předkládané přepracované verzi akceptovány. Správa KRNAP nemá k předložené přepracované verzi závažnějších připomínek.
8) Česká inspekce životního prostředí, oblastní inspektorát OI Liberec vyjádření z hlediska ochrany lesa: Realizací záměru nebude přímo dotčeny pozemky určené k plnění funkci lesa. Případné omezení plnění funkci lesa dotčením jeho ochranného pásma je podle ČÍZP zanedbatelné. Vyjádření z hlediska ochrany přírody: Z hlediska ochrany přírody je příslušný OI Hradec Králové. Vyjádření z hlediska ochrany vod: Za předpokladu dodržení všech zásad vylučujících ohrožení povrchových a podzemních vod během výstavby, dodržování uloženého minimálního zůstatkového průtoku pod odběrnými místy, při vyloučení ohrožení odběrného místa podzemních vod SČVTK Teplice - Rokytnice n. J. – Horní Rokytnice (ID 430 235) z parkovací plochy (F-1747m2) pod dolní nástupní stanicí LD „B“ a při požadavku na včasné vypracování a schválení havarijního plánu pro samotnou stavbu (i umístění zařízení staveniště), nemáme více předloženému záměru závažnějších připomínek. Vyjádření z hlediska odpadového hospodářství: Z hlediska nakládání odpady nemá ČÍZP žádné závažné připomínky. Vyjádření z hlediska ochrany ovzduší: Z hlediska ochrany ovzduší nejsou k záměru žádné připomínky. Vypořádání: Připomínky z hlediska ochrany vod jsou standardně řešitelné v rámci jednotlivých stupňů projektové dokumentace. Budou zapracovány do dokumentace pro územní rozhodnutí, které se bude povolovat územním souhlasem, resp. územním rozhodnutím dle § 92,96 zákona č. 183/2006 Sb., stavební zákon. Podmínky pro dodržení zásad ochrany povrchových vod jsou obsaženy v podmínkách stanoviska.
9) Česká inspekce životního prostředí, oblastní inspektorát OI Hradec Králové - vyjádření z hlediska ochrany přírody: 1) V důsledku realizace záměru výstavby LD „B“ má dojít ke kácení vyšších desítek vzrostlých dřevin, rostoucích mimo les, přičemž ne nevyznamně těchto často solitérně rostoucích stromů svým obvodem výrazně přesahuje 200 cm. ČÍZP proto požaduje vypracování variantního řešení pro výstavbu LD „B“, které by respektovalo zájem ochrany přírody spočívající v ponechání maximálního možného počtu dřevin jejich přirozenému růstu. Při zpracování takového varianty ČÍZP považuje za vhodné zároveň zohlednit další zájmy ochrany přírody (např. minimalizovat zakrytí vodních toků, byť by toto zakrytí bylo řešeno krátkodobým způsobem, tj. pouze překrytí deskami v zimním období). Vzhledem k nově uvedené potřebě provedení rozsáhlého kácení mimolesní zeleně v případě realizace stávajícího návrhu LD „B“ ČÍZP za stávajícího stavu (tj. za stavu bez jiné aktivní varianty) upřednostňuje mulovou variantu, která je pro ochranu přírody a krajiny v ochranném pásmu KRNAP nepochybně příznivější. 2) V případě realizace výstavby LD „A“ byly v dokumentaci navrženy tři varianty. S ohledem na zájmy ochrany přírody a krajiny ČÍZP z uvedených variant připouští realizaci varianty II, při které nebude zasaženo do žádné z evidovaných botanických lokalit a při níž
zejména dojde k nejmenším negativnímu zásahu do nelesní zeleně. Varianty I a III ČÍŽP považuje za nevhodné zejména z důvodu možného negativního ovlivnění evidované botanické lokality V303B, resp. z důvodu nutnosti provedení rozsáhlého kácení dřevin rostoucích mimo les. I přes právě deklarovanou připustnost varianty II však ČÍŽP doporučuje přepracování tohoto návrhu tak, aby v důsledku jeho realizace nedošlo k trvalému překrytí vodního toku Černého potoku, zejména aby nedošlo k jeho překrytí v období jara až podzimu. Zakrytí je v předložené dokumentaci plánováno v blízkosti dolní stanice LD „A“ formou Benešových rámů. 3) S ohledem na ochranu VKP vodní tok ČÍŽP zároveň požaduje, aby případný odběr vody užívané k zasněžování byl technicky řešen způsobem, kdy při poklesu průtoku v předmětných vodotečích pod Q330 nebude možno odběr vody vůbec provést. Pouhou kvantifikaci odběru (nadto stanovenou výpočtem vycházejícím z předpokládaného průtoku Q v době odběru) formou povolení maximálního objemu odebrané vody v definovaném čase ČÍŽP považuje za opatření nedostatečující k ochraně ekologicko-stabilizační funkce odběrem dotčených vodních toků. 4) ČÍŽP požaduje, aby případné osvětlení kterékoliv z uvedených LD bylo realizováno výhradně v souladu s platným Plánem péče KRNAP, tj. zejména za podmínky, že v předmětném rekreačním centru nebude provozováno umělé osvětlení jiného lyžařského areálu. 5) Vzhledem k vlivu předkládaného na dřeviny rostoucí mimo les ČÍŽP zároveň upozorňuje na zákonnou ochranu dřevin danou ust. § 7 zákona č. 114/1992 Sb. ČÍŽP závěrem konstatuje, že se zototožňuje s ostatními navrženými opatřeními k prevenci, vyloučení, snížení, popřípadě kompenzaci nepříznivých vlivů záměru na životní prostředí uvedenými v předložené dokumentaci. Vypořádání: Realizace záměru Lanové dráhy - Udatný vyžaduje i kácení dřevin rostoucích mimo les, zejména ve spodních částech obou lanových druh a v okolí enklávy „V Tajchách“. Podrobně je výčet dřevin navržených ke kácení popsán v dokumentaci v kap. C.II.5., kapitola D.I.7. dokumentace řeší vlivy posuzovaného záměru na faunu, flóru a ekosystémy. Zde je rovněž popsáno kácení dřevin rostoucích mimo les. V podmínkách stanoviska je uveden požadavek, aby projektová dokumentace areálu obsahovala podrobný dendrologický průzkum lokality s popisem dřevin nezbytně určených ke kácení a návrhem kompenzačních opatření. Tato projektová dokumentace musí být odsouhlasena s příslušným orgánem ochrany přírody. Kácení dřevin rostoucích mimo les bude možno provést pouze na základě povolení dle §8 zákona č. 114/1992 Sb., o ochraně přírody a krajiny, ve znění pozdějších předpisů. Z hlediska minimalizace potřeby kácení dřevin rostoucích mimo les není doporučeno realizovat záměr ve variantě č. III. Záměr uváže se zatrubněním max. 40 m délky Černého potoka. Oproti dřívějším návrhům je v dokumentaci navrženo zatrubnění rozdělit na úseky 2 x 20 m s minimálním odstupem 10 m. Použití zatrubnění rámovými prvky Beneš, za předpokladu jejich vhodného provedení, nebude mít významný negativní vliv na přírodní charakteristiky toku a život v něm. Rozdělení zatrubnění na úseky s min. odstupem 10 m bude minimalizovat vliv na zhoršení světelných podmínek pro život živočichů. Rovněž v podmínkách stanoviska je zapracován požadavek na provedení drsnosti dna rámových prvků použitím pevně vsazených větších kamenů a rozvrstvení materiálu obdobného přilehlým úsečkům toku. Návrh lanové dráhy A ve variantách představuje pouze posunutí dolní stanice a tím pádem i drobnou úpravu trasy. Největší negativní vliv bude mít varianta č. III především nutností kácení největšího rozsahu mimolesní zeleně. Vliv trasy dle varianty I na evidovanou botanickou lokalitu V303B bude, z důvodu umístění stožárů lanové dráhy mimo toto území, zcela minimální. Problematika odběru vody k zasněžování včetně vyhodnocení vlivů záměru na povrchové vody je řešena v dokumentaci velmi podrobně. Z důvodu minimalizace kumulativních vlivů na vodní režim povrchových vod je doporučeno řešení dohodou zúčastněných subjektů s vytvořením časového a množstevního harmonogramu odběrů povrchových vod. Požadavek uvedený ve stanovisku ČÍŽP, aby případný odběr vody užívané k zasněžování byl technicky řešen způsobem, kdy při poklesu průtoku v předmětných vodotečích pod Q330 nebude možno odběr vody vůbec provést je logický a tato podmínka může sloužit jako „pojistka“ pro případ nedodržení, případě nevytvoření dohody o odběru povrchových vod (popsáno v dokumentaci). V podmínkách stanoviska je uvedeno opatření ve fázi přípravy: projektová dokumentace bude řešit odběrný objekt vody užívané k zasněžování tak, aby při poklesu průtoku v předmětných vodotečích pod Q330 nebylo možno odběr vody provést. A dále je zapracován požadavek, aby osvětlení
kterékoliv lanových druh bylo realizováno výhradně v souladu s platným Plánem péče KRNAP.
10) **Městský úřad Jilemnice, odbor životního prostředí** - **Státní správa lesů**: zdejší orgán st. správy lesů neuplatňoval připomínky k původní dokumentaci, z hlediska zájmů chráněných zákonem č. 289/1995 Sb. o lesích, ve znění pozdějších předpisů, nepožadujeme doplnění dokumentace. Záměr je situován mimo pozemky určené k plnění funkcí lesa ve vzdálenosti do 50 m od okraje lesa, ani jedna z řešených variant nepožaduje odstranění stromů v lese ani zábor PUPFL. Bez připomínek. **Ochrana přírody a krajiny**: příslušným orgánem veřejné správy oprávněným k uplatnění stanoviska je Správa Krkonošského národního parku, Dobrovského 3, Vrchlabí. **Ochrana zemědělského půdního fondu**: k předložené dokumentaci nemáme připomínky. **Odpadové hospodářství**: k předložené dokumentaci nemáme připomínky. **Ochrana ovzduší**: k předložené dokumentaci nemáme připomínky.
11) **Město Rokytnice nad Jizerou, úsek rozvoje města a investic** – k předložené dokumentaci uplatňuje tyto připomínky: Záměr výstavby lanové dráhy LD B považujeme z hlediska zájmů města za nekonfliktní. Záměr výstavby lanové dráhy LD 1A a LD 2A je v rozporu se schváleným územním plánem Rokytnice nad Jizerou. Nadále není dořešena problematika křížení lanové dráhy LD A, resp. její sjezdové tratí, která bude součástí záměru, s místní komunikací parc. č. 1019 (MK 17 c Starý Mlýn – Dvoráčky). **Vypořádání**: Pro posuzovaný záměr Lanové dráhy – Udatný v Horní Rokytnici nad Jizerou a Rokytnu je nutno provést opatření pro uvedení do souladu s územním plánem Rokytnice nad Jizerou. Schválený územní plán se zapracováním záměrem výstavby lanových druh je nutnou podmínkou pro další schvalovací procesy záměru – vydání územního rozhodnutí dle zák. č. 183/2006 Sb. stavební zákon a dalších. Tato podmínka je zapracována do podmínek stanoviska, opatření ve fázi přípravy. Problematiku křížení lanové dráhy s místní komunikací popisuje dokumentace na str. 43 – Doprava v období provozu. Z hlediska vlivů na životní prostředí je možno, za přijetí příslušných opatření, realizovat dle obou popsaných možností. V podmínkách stanoviska je uloženo doložit rozhodnutí o povolení křížení sjezdové tratě a komunikace od příslušného správního úřadu.
12) **Město Rokytnice nad Jizerou, stavební úřad** - umístění dvou akumulačních nádrží na vodu (zasněžování) opravdu není v souladu s územně plánovací dokumentací Rokytnice nad Jizerou. Naše stanovisko ze dne 18. 8. 2009, které uvádělo, že je stavba v souladu s ÚP, se nádržemi nezaobíralo, neboť v situaci, která byla předložena k žádosti, tyto nádrže nebyly vůbec zakresleny. Jednalo se jen o lanové dráhy. K tomu bylo nad rámec přičleněno parkoviště u lanové dráhy B. **Vypořádání**: Je nutné provést opatření pro uvedení do souladu s územním plánem Rokytnice nad Jizerou.
13) **Martin a Petr Langerovi, Rokytnice nad Jizerou** – jako níže podepsaní majitelé lyžařského areálu U Modré Hvězdy v k.ú. Horní Rokytnice, jsme se seznámili s obsahem stavebního záměru „Lanové dráhy – Udatný v Horní Rokytnici“, zejm. s dokumentací EIA zpracovanou Ecological Consulting a.s., která se nás dotýká pokud jde o odběr vody z Hušského potoka za účelem zasněžování (viz. str. 102 a 107). Vzhledem k tomu, že i my jsme odběrateli vody z Hušského potoka, což máme povolené rozhodnutím MÚ Jilemnice, odbor životního prostředí ze dne 16.10.2006, č.j.: PDMUJI 9751/2006 (viz příloha), nemáme z obsahu dosud zpracované dokumentace jistotu, že při novém odběru vody pro zasněžování „Lanovou dráhou – Udatný v Horní Rokytnici“, bude zachován průtok v množství nám vydaného povolení (nejm. 138l/s, z něhož je 81 pro nás), když tento odběr bude realizován nad námi prováděným odběrem. Jde o to, že v zimních měsících, když lze zasněžovat při minusových teplotách, dochází k vymrzání vodního toku, v němž bývá průtok i poloviční výše uvedeného množství. Není proto přílehlavý závěr Dokumentace EIA na str. 107, že „se nepředpokládají současné odběry z vodních toků u všech subjektů zároveň“, neboť zasněžování je přímo odvislé od teploty a je proto prováděno právě v době, kdy to podmínky dovolují a nelze proto rozumně předpokládat, že majitelé však takovou možnost nevyužijí současně. Protože uvažovanou výstavbou „Lanové dráhy – Udatný v Horní Rokytnici“ jsme přímo dotčeni, pokud jde o zaručené množství vody pro zasněžování pro nás
lyžařský areál Modrá hvězda, včetně povinnosti zachovat minimální sanační průtok, dovolujeme se tímto připomenout, aby v dalším řízení byl zohledněn náš zájem na zachování stávajícího průtoku a nedošlo k příp. ohrožení provozu našeho lyžařského areálu, pokud jde o možnost udržovat provozní podmínky v požadavkách zasnéžování. Vypořádání: Problematika odběru vody k zasnéžování včetně vyhodnocení vlivů záměru na povrchové vody je řešena v dokumentaci velmi podrobně. Z důvodu minimalizace kumulativních vlivů na vodní režim povrchových vod je doporučeno řešení dohodou zúčastněných subjektů s vytvořením časového a množstevního harmonogramu odběrů povrchových vod. Práva daná stávajícími platnými povolenými odběry povrchových vod nesmí být omezena případně povolenými novými odběry. Záměr Lanové dráhy – Udatný má problematiku zasnéžování a akumulace vody oproti původnímu návrhu přepracovanou – jsou sníženy současně prováděné odběry vody, byla snížena plocha, u které je nutno provádět umělé zasnéžování a významně se zvýšil objem akumulace vody pro zasnéžování. V podmínkách stanoviska je uvedeno opatření ve fázi přípravy: projektová dokumentace bude řešit odběrný objekt vody užívané k zasnéžování tak, aby při poklesu průtoku v předmětných vodotečích pod Q 330 nebylo možno odběr vody provést. Povolení k nakládání s povrchovými vodami bude povolovat na základě §8 zák. č. 254/2001 Sb., vodní zákon, ve znění pozdějších předpisů, včetně a místně příslušný vodoprávní úřad.
14) Petr Paulík, Česká Lípa (praxe KÚLK) – připomínky k vlivu zasnéžování na biotop chřástala (připomínka S KRNAP Vrchlabí) nebyl vypořádán – viz. text str. 116, zatrubnění Červeného potoka – 2 x 20 m Benešovy rámy – není vhodné pro plošťenky a pošvatky – str. 114. V přepracované dokumentaci nebylo nalezeno vypořádání připomínky S KRNAP Vrchlabí ze dne 12. 9. 2011 k zdůvodnění potřeby parkoviště a jeho kapacity u dol. stanice dráhy B. Nebyly vypořádány připomínky pana Civína k přesunu hmot. Hlukové expertizy – údaje o hlukovém zatížení v noci – dráha A na hraně nočních limitů. Nebyl dostatečně zhodnocen vliv zasnéžování a provozu rolby na lokalitu V303 A – chybí navržená opatření. Vypořádání: Na straně 116 dokumentace jsou popsány vlivy umělého zasnéžování na vegetaci, tedy i na přírodní stanoviště chřástala polního. Problematice vlivů na chřástaly je v dokumentaci věnována značná pozornost, jsou popsány zásahy do stanoviště, hluk a vyrůšování, je řešen i podrobný harmonogram výstavby záměru ve vztahu k chřástalovi polnímu. S údaji uvedenými v dokumentaci zpracovatel posudku souhlasí, podmínky pro minimalizaci, resp. předcházení vlivů jsou zapracovány do podmínek stanoviska. Problematika zatrubnění toku je popisována v komentáři ke stanovisku České inspekce životního prostředí, nevhodnost použití Benešových rámů pro plošťenky a pošvatky nemá odborný podklad. Dokumentace hodnotí parkoviště u nástupní stanice v rámci celého záměru Lanové dráhy – Udatný. Vlivy z provozu parkoviště jsou vyhodnoceny po stránce hlukové zatíže, vlivů na imisní situaci území, zábor ZPF, povrchové a podzemní vody. Přesun hmot je popsán v kontextu detailního popisu posuzovaného záměru, především v dokumentaci v kapitole B.I.6 Popis technického a technologického záměru. Ze zpracovaných hlukových studií vyplývá, že hluk z dopravy i ze stacionárních zdrojů výrazně neovlivní okolí ani chráněné prostory. Hladiny hluku související s realizací stavebního záměru budou všechny pod limitní hygienickou hladinou hluku dle nařízení vlády č. 272/2011 Sb. Hluk z dopravy i ze stacionárních zdrojů výrazně neovlivní okolí ani chráněné prostory. Do stanoviska jsou zapracovány podmínky pro dodržení platných předpisů při dalších povolovacích procesech záměru, včetně následné kontroly. Do lokality V303A nebude záměr zasahovat, lokalita V303A pouze sousedí s okrajem sjezdové tratě.
Vypořádání vyjádření k posudku
K posudku se s věcnými připomínkami vyjádřila ČIŽP, OI Hradec Králové a Město Rokytnice nad Jizerou. Veřejnost se písemně nevyjádřila. Na ústním jednání byla podána jedna připomínka pana Šmardy, Rokytnice nad Jizerou, týkající se ochrany jeho prameniště a zdroje pitné vody, na místě
bylo vysvětleno, že projednávaný a posuzovaný záměr prameniště neovlivní, jedná se o jinou lokalitu. Vyjádření k posudku byla vypořádána jeho zpracovatelem po veřejném projednání.
1) Česká inspekce životního prostředí, OI Hradec Králové
Otázky použití Benešových rámů byly řešeny již v dokumentaci a posudku. Oproti původnímu návrhu byly provedeny některé úpravy, jako např. úprava dna a rozdělení úseku na dva kratší z důvodu zlepšení světelných podmínek uvnitř úseků. Problematika byla rovněž opakovaně konzultována s odborníkem na herpetofaunu RNDr. Mertou, Ph.D. s výsledkem, že navržená opatření v dokumentaci jsou adekvátní a dostatečná. Rovněž SKRNAP ke způsobu řešení nevznáší další požadavky. Provedení sezónního zakrytí by rovněž znamenalo nároky na uskladnění zákrytového materiálu mimo lyžařskou sezónu a manipulaci a provádění zakrytování před a po lyžařské sezóně, což by v místě znamenalo rovněž zásah do prostředí.
Realizace záměru Lanové dráhy - Udatný vyžaduje i kácení dřevin rostoucích mimo les, zejména ve spodních částech obou lanových drah a v okolí enklávy „V Tajchách“. Podrobně je výčet dřevin navržených ke kácení popsán v dokumentaci v kap. C.II.5., kapitola D.I.7. dokumentace řeší vlivy posuzovaného záměru na faunu, flóru a ekosystémy. Zde je rovněž popsáno kácení dřevin rostoucích mimo les. Ve stanovisku je podmínka, aby projektová dokumentace areálu obsahovala podrobný dendrologický průzkum lokality s popisem dřevin nezbytně určených ke kácení a návrhem kompenzačních opatření. Tato projektová dokumentace musí být odsouhlasena s příslušným orgánem ochrany přírody. Kácení dřevin rostoucích mimo les bude možno provést pouze na základě povolení dle §8 zákona č. 114/1992 Sb., o ochraně přírody a krajiny, ve znění pozdějších předpisů. Z hlediska minimalizace potřeby kácení dřevin rostoucích mimo les je doporučeno nerealizovat záměr ve variantě č. III.
Požadované variantní řešení LD „B“: I opakovaná pochůzka prostředím umístění lanové dráhy „B“ potvrdila, že řešení umístění této lanové dráhy je navrženo dle stávající konfigurace terénu a neumožňuje variantu, která by významně změnila rozsah kácení dřevin rostoucích mimo les především ve spodní části lanové dráhy „B“. Investor v každém případě musí požádat o povolení kácení dřevin rostoucích mimo les podle §8 zákona č. 114/1992 Sb., o ochraně přírody a krajiny, v platném znění.
2) Město Rokytnice nad Jizerou, úsek rozvoje města a investic
Problematika křížení lanové dráhy – sjezdové trati LD A s místní komunikací musí být dořešena před vydáním stavebního povolení pro posuzovaný záměr Lanové dráhy – Udatný, tzn. musí být doloženo rozhodnutí o povolení křížení sjezdové tratě a komunikace od příslušného silničního správního úřadu.
Řešení problematiky křížení sjezdové trati s místní komunikací se nabízí několik – od dohody investora s vlastníky nemovitostí, kteří místní komunikaci užívají, dále např. organizační opatření na sjezdové trati s omezením zasířování v době, kdy ještě není taková vrstva přírodního sněhu, která by znemožnila dopravní obsluhu po místní komunikaci, až po vybudování náhradní komunikace.
Posudek hodnotil dokumentaci o posouzení vlivů na životní prostředí v rozsahu, v jakém byla předložena, tedy bez referentkou úseku rozvoje zmiňovaného mimoúrovňového křížení s místní komunikací. Mimoúrovňové křížení by bylo obtížné proveditelné z důvodu nutnosti velkých terénních úprav a pravděpodobně nedostatečného spádu sjezdové trati pro vytvoření mimoúrovňového křížení. Rovněž se dá předpokládat, že řešení s mimoúrovňovým křížením by znamenalo významný zásah do krajinního rázu.
V případě, že by křižení bylo řešeno vybudováním náhradní komunikace umožňující přístup ke stávajícím nemovitostem v současném rozsahu, nemuselo by takové řešení podléhat posouzení vlivů na životní prostředí. Záměr Lanové dráhy – Udatný je posuzován na základě přílohy I., kategorie II., bodu 10.7 a bodu 10.6 zákona, posuzuje se tedy problematika sjezdových tratí, lyžařských vleků a parkovišť. Samozřejmě, že záměr je posuzován jako celek, avšak v případě změny záměru, pokud změnou záměru nebude významně zvýšena kapacita a rozsah záměru nebo pokud se významně nemění jeho technologie, řízení provozu nebo způsob užívání (řešila by se náhradní cesta pro stávající provoz), není třeba posuzování vlivů na životní prostředí provádět (viz §4, odst. 1 zákona).
Všechna obdržená vyjádření jsou archivována na Krajském úřadu Libereckého kraje, odboru životního prostředí a zemědělství.
Stanovisko příslušného úřadu z hlediska přijatelnosti vlivů záměru na životní prostředí s uvedením podmínek pro realizaci záměru, popřípadě zdůvodnění nepřijatelnosti záměru
Krajský úřad Libereckého kraje, odbor životního prostředí a zemědělství jako příslušný úřad podle ust. § 22 písm. a) zákona na základě dokumentace, posudku a uplatněných vyjádření a výsledků veřejného projednání vydává podle §10 odst. 1 zákona, z hlediska přijatelnosti vlivů záměru na životní prostředí
SOUHLASNÉ STANOVISKO
k posouzení vlivů záměru
„Lanové dráhy – Udatný v Horní Rokytnici nad Jizerou a Rokytnu“,
a to dle navržených variant č. 1 a č. 2 v rozsahu posouzeném v dokumentaci a v posudku, s tím, že při realizaci je třeba respektovat níže uvedené podmínky, které vycházejí z výsledků hodnocení vlivů záměru na životní prostředí uvedených v dokumentaci a závěrech posudku a musí být zahrnuty do podmínek navazujících správních rozhodnutí.:
Opatření ve fázi přípravy:
1. Bude zpracován harmonogram výstavby tak, aby v maximální možné míře eliminoval nepříznivé dopady na veřejné zdraví obyvatelstva a jednotlivé složky životního prostředí.
2. Bude vypracován systém nakládání s odpady vznikajícími v průběhu stavby, který bude zaměřen na jejich třídění, oddělené shromažďování a následné využití či odstranění.
3. V průběhu přípravných prací bude důsledně dbáno na likvidaci neoindigenofytů na plochách zařízení staveniště a deponiích zemin.
4. Před výstavbou bude zpracován havarijní plán tak, aby byly co nejvíce eliminovány možná rizika znečištění vody či půdy v okolí stavebního záměru.
5. Před zahájením stavebních prací budou viditelně označeny botanické lokality V303A, V303B a V303C tak, aby nedošlo ke vjezdu stavební techniky na tato území.
6. Provést výsadbu náhradních křovin (nejlépe růže šípkové) jako kompenzační opatření pro tuhýka obecného.
7. Projektová dokumentace areálu bude obsahovat podrobný dendrologický průzkum lokality s popisem dřevin nezbytně určených ke kácení a návrhem kompenzačních opatření. Tato projektová dokumentace musí být odsouhlasena s příslušným orgánem ochrany přírody.
8. Projektová dokumentace bude řešit odběrný objekt vody užívané k zasnéžování tak, aby při poklesu průtoku v předmětných vodotečích pod Q330 nebylo možno odběr vody provést.
9. V rámci stavebního řízení bude doložena aktualizovaná akustická studie vlivu navrhovaného provozu lanových druh A a B (včetně provozu technologie, zasnéžování, úpravy svahů a provoz na parkovišti) na nejbližší chráněné prostory definované v § 30 odst. 3 zák. č. 258/2000 Sb., o ochraně veřejného zdraví, ve znění pozdějších přepisů.
10. Pro posuzovaný záměr Lanové dráhy – Udatný v Horní Rokytnici nad Jizerou a Rokytnu je nutno provést opatření pro uvedení do souladu s územním plánem Rokytnice nad Jizerou.
11. Problematika křížení lanové dráhy – sjezdové trati LD A s místní komunikací musí být dořešena před vydáním stavebního povolení pro posuzovaný záměr Lanové dráhy - Udatný, tzn. musí být doloženo rozhodnutí o povolení křížení sjezdové tratě a komunikace od příslušného silničního správního úřadu.
**Opatření ve fázi realizace:**
12. Během stavby budou dodržovány podmínky na ochranu životního prostředí a jeho jednotlivých složek, bezpečnosti práce, požárního zabezpečení a ochrany zdraví a zdravých životních podmínek při výstavbě, dle platných právních předpisů, směrnic a platných technických norem.
13. Dodavatel stavby bude zodpovědný za zajištění řádné údržby a sjízdnosti všech jím využívaných přístupových cest po celou dobu probíhajících stavebních prací.
14. Na zařízení staveniště budou minimalizovány zásoby sypkých stavebních materiálů a ostatních potenciálních zdrojů prašnosti; vlastní zemní práce budou prováděny po etapách vždy v rozsahu nezbytně nutném.
15. Zařízení staveniště bude situováno na zpevněné plochy stávajících parkovišť.
16. Bude minimalizován pojízdn stavební techniky v lokalitě, zejména v okolí botanických lokalit.
17. Areál staveniště a příjezdové komunikace je třeba pravidelně zkrápět, aby bylo zamezeno zvýšené prašnosti. Příjezdové komunikace je nutné pravidelně uklízet.
18. Při výkopových pracích souvisejících s umístěním systému zasnéžování minimalizovat riziko eroze použitím lehké výkopové techniky a následným řádným zhuntňením výkopu, zejména v okoli prameniště bezejmenného vodního toku v lokalitě V Rybníčkách.
19. Vozidla přepravující sypké materiály musí být zaplachtována.
20. Vozidla přepravující stavební materiál je nutné pravidelně čistit, aby nedocházelo ke znečišťování veřejných komunikací. Případné znečištění veřejných komunikací musí být ihned odstraněno.
21. Místa nakládky materiálu na přepravní vozidla by měla být buď zpevněná, nebo budou pravidelně zkrápěna a uklízena tak, aby nedocházelo vlivem pojízdu k vření prachových částic.
22. Případné mezideponie výkopových zemin budou udržovány v bezplevelném stavu.
23. Přebytečná výkopová zemina bude z místa odstraněna, nebude docházet k rozhrnování nadbytečné zeminy po plochách sjezdových tratí.
24. Je nutné minimalizovat zásahy do jednotlivých společenstev v okolí stavebních výkopů.
25. Zatrubnění Černého potoka provést na délce maximálně 40 m, toto zatrubnění rozdělit na úseky 2 x 20 m s minimálním odstupem 10 m.
26. Při zatrubnění použít Benešovy rámy a zachovat přirozenému stavu blízký charakter dna Černého potoka použitím pevně vsazených větších kamenů a rozvrstvení materiálu obdobného přilehlým úsečkům toku.
27. Pro minimalizaci vlivů výkopů pro pokládku kabelů a rozvodů zasnéžování nejprve území oddrnovat a posléze opět drnů uložit, aby bylo sníženo riziko eroze.
28. Kabelové vedení v trase LD „A“ vést mimo území botanické lokality V303B.
29. Možnému znečišťení půd je třeba předejít uložením látek škodlivých půdám a vodám v k tomuto účelu vyhrazených prostorách.
30. Je třeba zabránit znečišťení půdy případně vody jakýmkoli stavebním materiálem – případný uniklý materiál bude okamžitě uklizen. Je třeba zabránit splavování případného uniklého stavebního materiálu ze svalu do vodních recipienců.
31. Při stavebních činnostech by měla být věnována maximální pozornost prevenci jakékoli havárie (např. úniku ropných látek z mechanizace).
32. Na zařízení staveniště bude k dispozici dostatečné množství sanačního materiálu, který bude bezodkladně použit v případě havárie.
33. Na staveništi nebude prováděna údržba mechanismů.
34. Z důvodu prevence ruderalizace území budou v rámci konečných terénních úprav rekultivovány všechny plochy zasažené stavebními pracemi. Při využití osévání ploch následně po výkopových pracích a terénních úpravách využívat k osetí osivo místní provenience, případně využít přísunu semen transportem sena z přilehlých porostů.
35. Na místech, na kterých dojde k narušení povrchu půdy, a/nebo budou realizovány dílčí stavební objekty, je nutno monitorovat nástup nepůvodních druhů rostlin (neoindigenofytů) a po konzultaci s příslušným orgánem ochrany přírody (Správa KRNAP) bude přistoupeno v souladu s plánem managementových opatření k jejich likvidaci.
36. Budou použity stavební materiály nezávadné a šetrné k životnímu prostředí. Doporučujeme při výběrovém řízení upřednostnit dodavatele stavby, který má zkušenosti se stavebními pracemi v chráněných územích.
37. Kácení bude provedeno v období mimo vegetační sezónu (od října do dubna).
38. Podpěry lanových druh budou umístěny ve vzdálenosti min 10 m od nejbližší obytné zástavby.
39. Podpěry lanových druh budou umístěny mimo vlastní tělesa antropogenních tvarů reliéfu.
40. Realizace části stavebního záměru, konkrétně podpěr lanové dráhy „B“ P2 – P9, podpěr lanové dráhy „A“ P6 – P9 a výstupních stanic obou lanových druh provádět až od poloviny srpna s ohledem na přítomnost a období rozmněžování a vývádění mláďat chřástala polního (Crex crex).
41. Stavební činnost nebude probíhat za umělého osvětlení.
42. Při stavbě je třeba dodržet opatření na ochranu dřevin vycházející z normy ČSN 83 9061. K ochraně před mechanickým poškozením dřevin je nutné stromy chránit plotem, který by měl obklopovat celou kořenovou zónu, ve výjimečných případech opatřit kmen pomocí vypolštářovaného bednění z fošen vysokým nejméně 2 m. Při zásahu do kořenové zóny stromu (např. hloubení jam, výkopu) bude výkop proveden ručně. Dále je nutné zabránit tomu, aby v blízkosti dřevin nebyla půda zhuňována např. pojezdy stavební techniky nebo výkopovým materiálem. Je třeba zabránit jakýmkoli mechanickým, příp. chemickým poškozením dřevin a půdního prostoru.
43. Dojde-li v průběhu stavebních prací k poranění kořenových náběhů, kmene či větví, je nutné provést adekvátní ošetření stromu.
44. Při realizaci stavebních prací doporučujeme ustanovení funkce ekologického dozoru, který bude dohlížet na řádné plnění podmínek na ochranu životního prostředí vzešlých z jednotlivých fází legislativního procesu schválení stavebního záměru.
45. Předmětné území je územím s archeologickými nálezy. Před zahájením prací je třeba postupovat v souladu s § 22 odst. 2 zákona č. 20/1987 Sb., o státní památkové péči v platném znění, tj. má-li se provádět stavební činnost na území s archeologickými nálezy, jsou stavebníci již od doby přípravy stavby povinni tento záměr oznámit Archeologickému ústavu AV ČR, Praha a umožnit jemu nebo oprávněné organizaci provést na dotčeném území záchranný archeologický výzkum. V případě archeologického nálezu je třeba oznámit
tuto skutečnost příslušnému Památkovému ústavu a zajistit záchranný archeologický výzkum.
Opatření ve fázi provozu:
46. Pro ověření predikovaných ekvivalentních hladin akustického tlaku bude ve zkoušebním provozu Lanové dráhy - Udatný provedeno, u nejbližší obytné zástavby vybrané ve spolupráci s příslušným orgánem ochrany veřejného zdraví, kontrolní měření hluku, které bude sloužit k prokázání souladu reálného stavu lanových drah s příslušnými hygienickými limity stanovenými v nařízení vlády č. 272/2011 Sb., o ochraně zdraví před nepříznivými účinky hluku a vibrací. V případě překročení těchto limitů budou s KHS odsouhlasena nápravná opatření, která musí být realizována.
47. Na místech, na kterých dojde k narušení povrchu půdy, a nebo budou realizovány dílčí stavební objekty, je nutno monitorovat nástup nepůvodních druhů rostlin (neoindigenofytů) a po konzultaci s příslušným orgánem ochrany přírody (Správa KRNAP) přistoupit v souladu s plánem managementových opatření k jejich likvidaci.
48. Odběry vod z Huřského a Černého potoka musí respektovat minimální zůstatkový průtok.
49. Je nutné sledovat zanášení akumulačních nádrží naplaveným materiálem a provádět jejich čištění. Při rozvoji vláknitých řas v nádržích je nutné je odstraňovat mechanicky, v žádném případě nepoužívat chemických prostředků.
50. Zachovávat nevyčerpatelný objem vodních nádrží v zimním i letním období do cca 5 % jejich objemu.
51. V rámci systému zasněžování nepoužívat chemické přípravky, které by mohly zvýšit eutrofizaci území.
52. Nevyužívat sjezdových tratí a lanových drah pro letní aktivity. Pokračovat dále v obhospodařování lokality formou pastvy dobytka.
53. Provoz lanových drah bude pouze v zimním období.
54. Udržovací práce lanové dráhy „B“ budou probíhat mimo období rozmnožování chřástala polního.
55. Pro udržovací práce nebude využíváno osvětlení sjezdové trati v letním období.
56. Zamezit vyjíždění lyžařů mimo sjezdové trati do lesního porostu v severní části posuzovaného území, např. instalací plátků.
57. Osvětlení lanových drah bude realizováno výhradně v souladu s platným plánem péče KRNAP.
58. Při osvětlení sjezdové dráhy „B“ využívat nízké, ale postačující intenzity osvětlení, ke směrování osvětlení používat clonících a směrových prvků tak, aby bylo minimalizováno světelné znečištění v širším okolí.
59. Umístění sněhových děl a souběžný provoz sněhových děl volit tak, aby nedošlo k překročení limitních hodnot hluku u nejbližších objektů hygienické ochrany.
60. Je třeba provádět pravidelný biomonitoring živých složek prostředí se zaměřením na předměty ochrany lokalit soustavy Natura 2000 s cílem vyhodnotit vliv realizovaného záměru na dané předměty ochrany (zde chřástal polní).
Zdůvodnění:
Vzhledem k charakteru záměru a jeho lokalizaci a při respektování opatření k ochraně životního prostředí a veřejného zdraví vycházejících z procesu posuzování vlivů na životní prostředí podle zákona č. 100/2001 Sb., o posuzování vlivů na žP v platném znění lze konstatovat, že
realizace záměru ve variantách č.1 nebo č. 2 je možná za dodržení kompenzačních a minimalizačních opatření.
Závěrem lze konstatovat, že navrhovaný záměr včetně kompenzačních opatření se svým rozsahem pohybuje v mezích ekologické únosnosti dotčeného území.
POUČENÍ
Stanovisko není rozhodnutím podle zákona č.500/2004 Sb., správní řád, ve znění pozdějších předpisů, nenahrazuje vyjádření dotčených správních úřadů ani příslušná povolení podle zvláštních předpisů a nelze se proti němu odvolat.
Platnost stanoviska je 5 let ode dne jeho vydání a může být na žádost oznamovatele prodloužena o 5 let, a to i opakovaně, pokud oznamovatel písemně prokáže, že nedošlo k podstatným změnám realizace záměru, podmínek v dotčeném území, k novým znalostem souvisejícím s věcným obsahem dokumentace a vývoji nových technologií využitelných v záměru. Tato lhůta se přerušuje, pokud bylo zahájeno navazující řízení podle zvláštních právních předpisů.
Město Rokytnice nad Jizerou (jako dotčený územní samosprávný celek) žádáme ve smyslu § 16 odst. 3 zákona o zveřejnění stanoviska na úřední desce. Doba zveřejnění této informace je minimálně 15 dnů. Zároveň Město Rokytnice nad Jizerou žádáme, aby nám zaslalo písemné potvrzení o vyvěšení této informace na úřední desce.
Se stanoviskem se lze seznámit na internetových stránkách http://www.cenia.cz/eia kód záměru je LBK404 a http://www.kraj-lbc.cz nebo na úřední desce krajského úřadu.
S pozdravem
Ing. Jaroslava Janečková
vedoucí odboru životního prostředí a zemědělství
Rozdělovník k č.j.: OŽPZ 150/2010
KULK 82577/2013
Dotčené územní samosprávné celky:
1. Liberecký kraj – zde – interním sdělením
2. Město Rokytnice nad Jizerou
Horní Rokytnice 197, 512 44 Rokytnice n. J.
Dotčené správní úřady:
1. Česká inspekce životního prostředí, OI
Tř. 1. máje 26, 460 01 Liberec
2. Česká inspekce životního prostředí, OI
Resslova 1229, 500 02 Hradec Králové
3. Krajská hygienická stanice Libereckého kraje
Územní pracoviště Semily
Ke Stadionu 204, 513 01 Semily
4. Městský úřad Jilemnice
Odbor životního prostředí
Masarykovo nám. 82, 514 01 Jilemnice
5. Správa KRNAP
Dobrovského 3, 543 01 Vrchlabí
Oznamovatel:
Petr Udatný, Horní Rokytnice 640, 512 45 Rokytnice nad Jizerou
Na vědomí:
Ing. Aleš Calábek, MBA GEO-HYDRO-CONSULT
Dolany 570, 783 16 Dolany u Olomouce
RNDr. BC. Jaroslav Bosák, MBA
Ecological Consulting
Na Střelnici 48, 799 00 Olomouc
Ověřovací doložka konverze do dokumentu obsaženého v datové zprávě
Ověřuji pod pořadovým číslem 54689023-21291-131204134853, že tento dokument, který vznikl převedením vstupu v listinné podobě do podoby elektronické, skládající se z 17 listů, se doslovně shoduje s obsahem vstupu.
Zajišťovací prvek: bez zajišťovacího prvku
Ověřující osoba: Věra Jirků
Vystavil: Liberecký kraj
V Liberci dne 04.12.2013
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L'OPERA IN VETRO DI MURANO DI SIMONE CENEDESE.
Opera artistica realizzata a mono secondo le più antiche tecniche Muranese con la tecnica del "sommerso" . Sovrapposizion e intern e d i color e realizzat e soffian do sottilissi mi stra ti di color e; il pez zo è caratterizza to de lla presenza di bollicine d'aria regolari, ottenute con la tec nica del "balo ton" somme rso . Il t utto illumi nat o da una fonte luminosa LED posta alla base come supporto.
L'opera è stata realizzata da Simone Cenedese.
Simone Cenedese Murano - Calle Bertolini 6, 30141 Murano (VE)
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Préambule
Ce document est une proposition de correction d'épreuve du CAPES externe de physiquechimie. Il ne doit pas être considéré comme un modèle de copie à rendre mais plutôt comme une aide à la correction.
Il est possible que quelques erreurs se soient glissées dans cette version. Si vous pensez en avoir trouvé une, merci de me contacter via l'adresse p email@example.com ou en flashant le QRcode suivant ;
Si vous appréciez la qualité de ce document vous pouvez me soutenir en effectuant un don en cliquant ICI ou en flashant le QR-code ci-dessous :
Ce document est mis à disposition gratuitement selon les termes de la Licence Creative Commons : Attribution – Pas d'utilisation commerciale – Partage dans les mêmes conditions 4.0 International.
Table des matières
2015 – EXPLOITATION D'UN DOSSIER DOCUMENTAIRE : ART ET SCIENCES PHYSIQUES
Partie I : La couleur
1.1. Perception de la couleur (Annexes 3.1 et 3.2)
1.
2.
C
La structure d'une imine est :
R'
R
NO O
L'opsine doit donc contenir un groupe amine.
3. Le rétinal et le néorétinal sont des diastéréoisomères. Ces deux molécules sont bien différentes car la rotation autours de la double liaison C=C est impossible et pour passer de l'une à l'autre il faut casser des liaisons.
4. Après avoir défini la notion de « système de liaisons conjuguées » les élèves auront à réfléchir à la question suivante : « Pourquoi le rétinal est-il une molécule colorée ? Entoure la partie de cette molécule qui permet de justifier ta réponse. »
1.2. Synthèse additive et synthèse soustractive des couleurs
5. Proposition d'explication : la lumière blanche est composée de lumières colorées. La synthèse soustractive permet d'obtenir de nouvelles couleurs en absorbant certaines de ces couleurs à
l'aide de pigments ou de colorants. La synthèse additive consiste à former de nouvelles couleurs en superposant plusieurs de ces couleurs en utilisant des sources de lumière colorée.
6. En observant le tableau de loin, les lumières diffusées par ces points voisins se superposent au niveau de la rétine et par synthèse additive forment de nouvelles couleurs. La couleur perçue est alors la somme de toutes les couleurs primaires de la synthèse additives qui n'ont pas été absorbées par les pigments.
7. Les questions 1 et 2 ne semblent pas présenter de difficultés aux élèves.
* Question 3 : Les élèves ont des difficultés pour identifier les procédés de séparation liquide-liquide et solide-liquide. Le mot homogène semble mal compris.
* Question 4 : Les élèves font la confusion entre les couleurs primaires de la synthèse additive et celle de la synthèse soustractive.
* Question 5 : Le mécanisme d'absorption-diffusion (synthèse soustractive) à l'œuvre lorsque la lumière initiale atteint la tenture est mal compris.
8. Proposition de remédiation :
* Faire des exercices sur les méthodes de séparation, pour chaque méthode de séparation, associer un schéma avec le texte explicatif qui correspond.
* Construction d'un tableau bilan par les élèves, organisés en groupes de 4, sur les synthèses additives et soustractives (schématisation, couleurs primaires, exemples d'utilisation).
9. Deux explications possibles :
* Si on se fit au cercle chromatique, le jaune et le bleu ne sont pas des couleurs complémentaires. Leur addition ne donne pas du blanc mais du vert.
* Les longueurs d'onde des radiations absorbées ne correspondent pas exactement au violet et l'orange et les intensités lumineuses des deux couleurs transmises (le jaune et le bleu) ne sont pas nécessairement égales. L'addition de ces deux couleurs transmises ne conduit pas nécessairement à du blanc.
10. Le cercle chromatique permet de trouver la couleur issue d'une synthèse additive ou soustractive. Dans les deux cas, la couleur résultant de la synthèse de deux couleurs A et B non contigus correspond à la couleur C qui les sépare. Si les deux couleurs A et B sont opposées sur le cercle alors elles sont complémentaires et leur addition/soustraction donne du blanc/noir.
Partie II : Chimie et art
2.1. Analyse documentaire sur la synthèse de la laurionite (khôl égyptien)
11. Z(Pb) = 82. La structure électronique correspondante est obtenue grâce à la règle de Klechkowski : 1s 2 2s 2 2p 6 3s 2 3p 6 4s 2 3d 10 4p 6 5s 2 4d 10 5p 6 4f 14 5d 10 6s 2 6p 2 Les 2+2 électrons des couches 6s et 6p peuvent être facilement arrachés. Les deux états d'oxydation courants du plomb sont le plomb II Pb 2+ et le plomb IV Pb 4+ .
12. L'équation de la réaction décrite par Dioscoride est :
L'élimination de l'eau permet d'extraire la soude qui y est dissoute et ainsi de déplacer l'équilibre de la réaction de la question 12 vers la production de la laurionite d'après le principe de Le Châtelier qui stipule que « lorsqu'un système chimique en équilibre subit une perturbation alors celui-ci évolue vers un nouvel état d'équilibre, l'évolution s'opposant à la perturbation ».
14. Il faut étudier les équilibres entre :
* la laurionite PbOHCl et les ions Pb 2+ → droite n°1
* les ions Pb 2+ et la blixite Pb8O5(OH)2Cl4 → droite n°2
* la blixite Pb8O5(OH)2Cl4 et la laurionite PbOHCl → droite n°3
Droite n°1 :
Droite n°2 :
Droite n°3 :
Il faut établir l'équation de la réaction qui régit l'équilibre entre la blixite et la laurionite.
En combinant les équations (1) et (2) de l'énoncé, on obtient :
L'intersection des 3 droites se fait pour un pH tel que :
Soit pour pH=5,35 ce qui correspond à log[Cl - ]=−2,15 .
pH
15. La masse de chlorure de sodium contenue dans un litre de sérum physiologique est : m (NaCl)=ρ×d×%m =1000×1,00×0,009=9 g
16.
Soit n (NaCl)= m ( NaCl ) M (NaCl) = 9 23+35,5 = 0,154 mol et [ Cl ⁻ ]=0,154 mol.L−1 .
Le point correspondant au sérum physiologique aura pour coordonnées :
La laurionite n'est pas stable dans la liquide lacrymale (elle se transforme en blixite). À la fin de la « recette », l'élimination de l'eau (et de la soude qu'elle contient) permet d'abaisser le pH de la préparation et ainsi d'assurer la stabilité de la laurionite.
L'ordre de chaque fragment fixé sur le carbone asymétrique (marqué par une *) est défini par les règles de Cahn-Ingold-Pregold (CIP). La configuration absolue de ce carbone est S.
H2N NH2 1234
La lettre L fait référence à la position du groupe amine NH2 fixé sur le dernier carbone asymétrique en représentation de Fischer (voir ci-contre). Ici, il est à gauche, la molécule est dite L.
17. Les 4 formes possibles de la L-arginine sont :
N
NN3NNN3NN N3
Le diagramme de prédominance correspondant est :
N H
C
NH
2
NH
Le pH intracellulaire est de l'ordre de 7 la forme de la L-arginine qui prédomine est bien la forme n°2 qui est représentée sur l'énoncé.
En simplifiant par 3H + et en divisant les nombres stœchiométriques par 2 on obtient :
Soit : a=3/2 b=1/2 c=2 d=3/2
18. Difficultés potentielles pour un élève de seconde :
* pour compter les atomes de part et d'autre de l'équation de réaction.
* pour compter correctement les charges des entités chimiques
* pour choisir quel est le nombre stœchiométrique à ajuster en premier.
19. Les ions Pb 2+ et Ca 2 + possèdent la même charge électrique et des rayons ioniques proches.
2. 2. Q e lques a s p ects de la photographie argentique
u
20. Q+ 2H + +2 e - → H2Q
21. L'hydroquinone possède deux fonctions hydroxyle dont le caractère acide est renforcé par la stabilisation par résonance de sa dibase conjuguée.
Les équations de réactions chimiques utiles par la suite sont :
État initial :
1 ère réaction : réaction entre les ions hydroxyde OH - et l'hydroquinone H2Q
La constante de cette réaction est très supérieure à 1, elle est totale.
2 ème réaction : réaction entre les ions hydroxyde OH - et les ions HQ
-
La constante de cette réaction est très supérieure à 1, elle est totale.
État final :
* nf (H2 Q)=0 mol
Dans l'état final, la concentration en ions hydroxyde vaut :
1
À ce pH, c'est bien la forme Q 2- de l'hydroquinone prédomine.
22. La véritable demi-équation électronique est : Q+ 2e - →Q 2-
D'après le loi de Hess : Δr Gd 0 =Δr Ga 0 +Δr Gb 0 +Δr Gc 0 .
23. La demi-équation électronique étudiée est : AgBr+e - →Ag+ Br -
24. 2 AgBr+Q 2- →2 Ag+2 Br - +Q
25. Données :
Hypothèses :
* La vitesse de la réaction de révélation est proportionnelle à une constante notée k.
* Cette constante k vérifie la loi empirique d'Arrhénius :
k= A ×e− Ea /(R T)
* L'énergie d'activation Ea ne dépend pas de la température T
* Le temps de réaction t est inversement proportionnel à la constante de réaction k.
1 ère étape : calcul de l'énergie d'activation
Comme t est inversement proportionnel à k :
2 ème étape : calcul du temps de réaction à 15°C
En utilisant un raisonnement analogue au précédent :
A 15°C le temps de révélation sera de 10 min et 19 s.
26. L'opération de révélation doit être limitée dans le temps pour éviter d'obtenir une image trop contrastée.
Le bain d'arrêt est un liquide acide (pH~4) qui transforme la totalité de l'hydroquinone basique (Q 2- ) en hydroquinine acide (H2Q). Ainsi le potentiel oxydoréduction du nouveau couple en jeu (Q/H2Q) est plus élevé et la réduction des ions Ag + par l'hydroquinone ne se fait plus.
27.
28.
29.
La molécule de thiosulfate (S2O3 2-) est de type AX4 elle a donc une géométrie tétraédrique.
On obtient : k2 0 =ks×β2=10−12 ×10 13,5 =31≫1
m
−3
tot
( AgBr)=2000×120.10 =240 g
La quantité de thiosulfate à utiliser est : n ( Na2 S2 O3)=2×n ( AgBr)=2,56 mol
Ce qui correspond à une masse :
30. Proposition d'activité : Prise d'une photographie argentique et traitement.
Les élèves ont à leur disposition différents produits (hydroquinone, acide acétique, thiosulfate de sodium). En travaillant par groupes de 4, ils doivent proposer et mettre en œuvre un protocole pour préparer les solutions qui seront utilisées lors du développement de la photographie. Une fois ces solutions prêtes, chaque élève photographie une scène de son choix puis la développe en chambre noire (en respectant les conditions de sécurité).
Pour aller plus loin, on peut leur demander d'écrire les équations des réactions qui correspondent à chaque étape du traitement (révélation, arrêt, fixation).
0
31.
32.
33.
2.3. Quand la chimie rime avec poésie : le chant du styrène
H H
H
H
+ H
H
H H
H
H
H
Pour un élève de terminale S, il s'agit d'une réaction d'élimination (avec catalyse hétérogène).
L'enthalpie libre standard de réaction est donnée par :
Dans l'approximation d'Ellingham l'enthalpie standard de réaction et l'entropie standard de réaction sont indépendants de la température T et on a :
De la première relation on déduit :
L'enthalpie standard de réaction est positive, la réaction est endothermique, elle est favorisée par une augmentation de la température en vertu des lois de modération de Le Chatelier.
34.
L'entropie standard de réaction est positive, la réaction produit de la matière gazeuse, elle est favorisée par une diminution de la pression en vertu des lois de modération de Le Chatelier.
1. Chauffe-ballon
2. Résine de styrax + solvant
3. Colonne vigreux
4. Thermomètre
5. Circulation d'eau
6. Réfrigérant à eau
7. Éprouvette graduée
8. Distillat (styrène)
35. Le styrène est obtenu par polymérisation de molécules de styrène. La polymérisation consiste à former des liaisons entre de petites molécules appelées monomères (le styrène) pour obtenir une grosse molécule appelée polymère (le polystyrène). Cette dernière, composée de nombreux atomes, a une masse molaire élevée.
36. Pour un solvant donné, un pigment est une espèce colorée non soluble dans ce solvant. À l'inverse, un colorant y sera soluble.
37. Pistes de questionnement :
* Dans le poème, identifie les deux méthodes qui permettent d'obtenir du styrène.
* À partir de la phrase suivante, propose une définition pour le terme matériau artificiel. « Le styrène est un matériau qui peut-être de synthèse ou d'origine naturelle. En revanche, le polystyrène est un matériau artificiel. »
Partie III : Analyse d'œuvres d'art
3.1. La méthode PIXE (annexe 3.6)
38. Proton :
1 proton + 0 neutron → charge +e
Deutéron : 1 proton + 1 neutron → charge +e
Alpha :
2 protons + 2 neutrons → charge +2e
39. Les ions subissent une force ⃗ F=q . ⃗ E avec q> 0C . Ils se déplacent donc vers la droite.
40. Lion formé à l'issue de l'étape n°1 n'est pas dans son état fondamental, car il contient une couche électronique interne, de basse énergie, incomplète, il est donc instable.
41. La désexcitation d'un électron au sein d'un atome va émettre un photon. L'énergie de ce photon est quantifiée et sera égale à la différence d'énergie entre le niveau électronique de départ et celui d'arrivée. L'énergie de chacun de ces niveaux est caractéristique d'un atome.
42. Problématique :
* Le manuscrit analysé est-il réellement un manuscrit copte ?
Données :
* un document sur les encres métallo-gallique
* un document sur la méthode PIXE
* le diagramme d'énergie de l'élément fer (gradué en keV)
* le spectre X du manuscrit obtenu par la méthode PIXE (l'axe des abscisses sera modifié pour faire apparaître les fréquences)
* la formule Δ E=h×ν
Dif cultés possibles :
fi
* pour calculer les énergies de chacune des transitions électroniques du fer à l'aide du diagramme d'énergie.
* pour utiliser la formule Δ E=h×ν notamment au niveau des unités.
Compétences mises en jeu :
* Interpréter les échanges d'énergie entre lumière et matière
* Utiliser la relation Δ E=h×ν pour exploiter un diagramme de niveaux d'énergie
3.2. À propos du synchrotron SOLEIL (annexe 3.7)
43. L'électron n'est soumis qu'à la seule force magnétique : ⃗ F m =q . ⃗ v∧ ⃗ B avec q=−e .
Le travail de cette force est : W(⃗ F
m
)=(q . ⃗ v∧⃗ B). (⃗ v .dt)=0 J
D'après le théorème de l'énergie cinétique :
44. Dans le repère de Frenet, la vitesse vaut : ⃗ v=v. ⃗ u T .
L'accélération vaut : ⃗ a =a
T
⃗
u
T
+a
N
⃗
u
N
avec a
T
=dv/ dtet a
N
=v
2
/ρ
La force magnétique vaut : ⃗ F
m
=−e. ⃗ v∧⃗ B=e. v
T
.B
0
. ⃗ u
N.
La deuxième loi de Newton appliquée à l'électron donne : m e .⃗ a= ⃗ F m
En projection sur ⃗ u N et sur ⃗ u T on obtient :
D'après (C), le mouvement est contenu dans le plan Oxy. D'après (A) on sait que v= constante =v 0 . Donc dans (B), le rayon de courbure ρ est nécessairement constant, c'est le rayon du cercle décrit par l'électron et il vaut :
45. D'après le texte, les électrons entrent dans l'anneau de stockage avec une énergie de 2 750 MeV. Pour calculer la valeur de γ on utilise la relation de l'énoncé :
L'étude précédente, classique, ne peut s'appliquer pour ces électrons relativistes.
En revanche l'étude reste similaire, il suffit de faire la modification suivante : m e →γ . m e et v 0 → c (car γ≫1 ).
46. Non, l'émission d'un rayonnement électromagnétique doit se traduire par une perte d'énergie cinétique.
47. Estimons la vitesse v des électrons :
$$À l’entrée dans le booster : γ= E m.c 2 = 100.10 6 511.10 3 = 196 ≫ 1 donc v i ≈ c$$
$$À la sortie du booster : γ= E m.c 2 = 2750.10 6 511.10 3 = 5,38.10 3 ≫ 1 donc v f ≈ c$$
Lorsque les électrons sont dans le booster, les électrons se déplacent à une vitesse très proche de celle de la lumière.
D'après le schéma du synchrotron SOLEIL, le rayon du booster est égal à environ la moitié de celui de l'anneau de stockage.
Le nombre de tours de booster parcourus par l'électron vaut :
48. Coups de pouce :
* Pour calculer la distance parcourue par un électron il faut calculer sa vitesse.
* La vitesse d'un électron peut-être calculée à partir du coefficient γ .
* Le facteur γ peut-être calculé à partir de l'énergie de l'électron.
* La vitesse d'un électron varie-t-elle sensiblement entre l'instant où il rentre dans le booster et l'instant où il le quitte ?
* Le schéma du synchrotron pourrait être utile pour déterminer le périmètre du booster.
49. Dans le cadre de la relativité restreinte, la mesure des longueurs et des durées dépend du référentiel (galiléen) d'étude. Toute cette théorie découle d'un postulat initial « la vitesse de la lumière dans le vide est indépendante du référentiel d'étude ».
50. Il faut donner l'unité de la permittivité diélectrique du vide ϵ 0 aux élèves (C 2 .s 2 .kg -1 .m -3 ). Ils peuvent aussi rencontrer des difficultés pour déterminer l'unité de la puissance P. Dans ce cas il faut rappeler les relations P =E /Δ t et Ec=1 / 2.m. v 2 , deux formules en lien avec le programme de Terminale S.
51. La cartographie d'un tableau pour un élément chimique consiste à détecter, par radiographie X ou par une autre méthode, la présence de cet élément dans chacune des zones du tableau. Sa présence permettra d'attester de l'utilisation d'au moins un pigment qui contient cet élément. En croisant la cartographie de plusieurs éléments, on peut identifier les pigments utilisés, en déduire la couleur des zones cartographiées et ainsi reconstruire une image cachée.
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Kuwait
Information included in the following section is based on Kuwait's Laws and Legislations.
Domestic violence & Gender-based Violence
Are there laws recognising domestic violence in Kuwait?
Kuwait has recently adopted Law No. 16 of 2020 concerning the protection from domestic violence, which recognizes and criminalizes 'domestic violence' defined as: every form of physical, psychological, sexual or financial treatment, whether it is an act, omission or a threat thereof, committed by a family member against one or more of them bypassing his legal responsibility, according to the acts or crimes stipulated.
The Penal Code recognizes general prohibitions that are applicable to domestic violence. For instance:
- Article 182 of the Penal Code (1960) exempts rapists from punishment where they marry their victim.
- Article 31 of the Penal Code (1960) maintains no person shall be subjected to torture or to ignominious treatment.
- Article 88 of the Personal Status Act (1984) it is prohibited to force a women to obey her husband.
Sexual Assault
Is Rape and Sexual Assault criminalized in Kuwait?
- Articles 191 and 192 of the Penal Code (1960) specifies a prison sentence of up to 10 years, or up to 15 years for sexual harassment, where the offence was committed with hate, threat or deception.
- Article (186) of the Criminal Code (1960) criminalises rape and indecent assault.
- Article 153 of the Penal Code allows a reduced sentence for honor crimes.
- The article states men who commit a violent act, including murder, upon finding their immediate female kin in the event of adultery shall be punished with imprisonment for a period not exceeding three years and a fine not exceeding three thousand dinars or one of these two.
- Article 182 of the Penal Code (1960) exempts rapists and or kidnappers from punishment if they marry their victim with the permission of her guardian.
What is the age of consent to sexual activity in Kuwait?
The law does not specify the age of consent, and considers all sexual activity outside of marriage illegal.
Violence in the workplace
What are the laws protecting from workplace harassment in Kuwait?
- Article 135 of the Penal Code provides, whoever assaults a public employee, or resists him by force or violence, during the performance of his office or because of its performance, he shall be punished with imprisonment for a period not exceeding one year and a fine.
- Article 134 of the Penal Code states, whoever insults an employee by word or gesture while performing his job, or because of his performance of it, shall be punished with imprisonment and or a fine.
Marriage
What is the minimum age of marriage?
The law does not specify a minimum age for marriage.
However, in accordance with Article 24 and 26 of Personal Status Law (1984), it may be interpreted that, it is 15 years old for females and 17 years old for males.
- Article 24 of the Personal Status Law (1984) requires that both parties have reached puberty for a marriage to be valid.
- A court may not hear a marriage case if the wife was below 15 or husband was below 17 at the time of bringing the case.
- Article 26 of the Personal Status Law (1984) stipulates the ages at which a marriage contract can be officially registered, which is 15 for girls and 17 for boys.
Can a women be forced into marriage?
- Article 8 of the Personal Status Law (1984) provides that a marriage is concluded following the proposal to the guardian of the woman and the acceptance of the woman.
Is consent of a marital guardian (wali) required?
Articles 8, 29-30 of the Personal Status Law (1984) declares that, women require the consent of a marital guardian (wali) regardless of her age.
- Article 29 of the Personal Status Law (1984) allows a judge to act as a guardian in the absence of male relatives.
- Article 37 of the Personal Status Law (1984) specifies that the guardian must be male.
- Further, Article 31 of the Personal Status Law (1984) provides that, if the guardian opposes the marriage, a women may seek the authorisation of a judge to get married.
Divorce
What are the laws on Divorce under the Kuwaiti Personal Status Law?
For men, the right to divorce his wife is absolute and effective immediately. However, women's right to divorce is limited.
For Sunni men, there is no requirement of witnesses to divorce. For Shi'i men, there is a requirement of two witnesses to exercise the right to divorce.
In the circumstances where the women's husband refuses to divorce her, two options are available. She can get a judicial divorce or Khul.
Article 120-148 of the Personal Status Law (1984) justifies seeking judicial divorce based on the following circumstances and conditions:
- Husband's prolonged absence or imprisonment
- Husband's failure to provide to provide financial maintenance;
- Husband's serious chronic illness
- Husband's apostasy
A wife may also seek divorce due to damage inflicted verbally or physically by the husband, subject to proving that the relationship is irreconcilable.
- Article 133 requires two male witnesses, or a male witness and two female witnesses to prove harm was inflicted. A wife's testimony is insufficient on its own.
- The court will first attempt to reconcile the couple where the harm inflicted. A judge will assign family members or capable individuals to reconcile the couple.
- If the wife is, a divorce will be ordered and the amount of the 'mahr' or other financial compensation must be paid by the wife to the husband
- Where the dispute is determined as irreconcilable, the ruling depends on who is at fault. If the husband, a divorce will be ordered and the wife will fully be entitled to all her marital and divorce rights.
- If both, a divorce will be ordered without compensation or with compensation calculated based on the fault attributed to each of the party.
What is Khul and what are the processes?
'Khul' is the process whereby the woman is required to pay her husband a sum of money to annul the marriage.
- Further, Article 118 maintains that, a husband cannot force a mother to give up custody of her children as part of a khul' compensation.
- Article 111-119 governs the khul process.
Family planning
What are the laws on abortions?
- However, Article 175 of the Penal Code allows abortion to save the life of the woman, preserve her physical health, preserve her mental health, and if there is fetal impairment.
- Article 174 and 176 of the Penal Code strictly prohibits abortion.
Child Custody
According to Article 189 of the Personal Status Law (1984), both Sunni and Shias mothers have priority right over the guardianship of their children.
- Article 194 refers to Sunni A mother has priority until the daughter gets married and consummate her marriages and her son until he reaches puberty.
- For Shi'is, a mother has priority right to the children until they are seven years old.
Article 190-191 considers factors that may cause a mother to lose custody of her child, such as if:
- She is not an adult
Copyright © Shamsaha 2020, All Rights Reserved.
- She is deemed to be insane, untrustworthy, or incapable of raising her children;
- If she marries a man who is not a close blood relative, or "mahram" of a child.
Alimony under the Sharia
What are the women's financial entitlements after divorce?
Articles 157, 160, 162 of the Personal Status Law (1984) governs the area of financial entitlements after divorce.
- Article 165 of the Personal Status Law (1984) provides that a woman may be entitled to a consolatory compensation, known as mut'ah, for a period of time that does not exceed one year.
- A woman may be entitled to financial maintenance during the waiting period, known as 'iddah', after the divorce.
- The amount of maintenance is based on the husband's financial means, unless mutually agreed otherwise. It is to be paid to it in monthly installments.
- Article 165 of the Personal Status Law (1984) also states that no compensation will be owed in the follow circumstances:
- If the divorce was initiated by the wife
- Death of the husband
- If the divorce occurred with her consent
- If the divorce was her fault
- Articles 118, 186-187, 197-198, 202-203 of the Personal Status Law (1984) maintains, that the father is responsible for the financial maintenance of his children.
- Where the mother is the custodian, the financial obligation remains. The father is obligated to pay maintenance to cover the expenses of his children, including payment for rent of the residence. Both daughters and sons are entitled to maintenance until they are financially capable to maintain themselves.
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TABLE OF CONTENTS ~ PEDESTRIAN FACILITIES
5.8.2 Pedestrian facilities
188.8.131.52 General
184.108.40.206.1 Policy overview
In general sidewalks and similar pedestrian facilities such as trails, shared use paths, and bicycle lanes are covered in other parts of this manual and in the Design Bureau's Design Manual [DB DM Chapter 12]. Pedestrian facilities on a bridge need to be coordinated with facilities off the bridge, and there are differences in policy depending on whether the bridge also carries highway lanes.
The first design decision is whether the pedestrian facility is to be a separate bridge or part of a highway bridge. That decision typically is a joint decision between the Design Bureau and the Preliminary Bridge Design Unit but may involve District and other Bureaus. For a separate bridge, a path under a bridge, or a path through an embankment, decision guidelines are given in the Preliminary Design section of this manual [BDM 3.2.5]. Decision guidelines for a pedestrian facility on a highway bridge are given in a separate article [BDM 220.127.116.11.2].
After the decision regarding the type of pedestrian facility is made, designers will need to consider the following.
* The facility must meet the Americans with Disabilities Act (ADA). The ADA and Iowa DOT policy include requirements for width, cross slope, grade, surface, discontinuities, and separation barriers [BDM 1.5].
* For a separate facility, considerations beyond ADA include width, drainage and snow removal, vertical clearance, fencing, hydraulic forces (if applicable), shy distance, and lighting [BDM 3.2.5].
* For a facility on a highway bridge, considerations beyond ADA include width, raise, and inspection and maintenance [BDM 18.104.22.168.2].
* Depending on the type of pedestrian facility the final designer will need to consider guidelines for a pedestrian railing [BDM 22.214.171.124.2], bicycle railing [BDM 126.96.36.199.3], and/or separation railing [BDM 188.8.131.52.4].
* Allowance for the load of a future wearing surface may need to be included with the sidewalk dead load [BDM 184.108.40.206].
* Live loads for a sidewalk [BDM 220.127.116.11] may need to be supplemented with a load for a maintenance vehicle in some pedestrian facility conditions. For a facility on a bridge live loads are to be considered along with vehicular loads [BDM 18.104.22.168.2, 22.214.171.124.2, and 126.96.36.199.2].
* For highway bridges with pedestrian facilities the final designer shall include in the plans a staking diagram [BDM 2.7.4] and a sidewalk approach slab detail sheet (or similar sheet for other pedestrian facilities) [BDM 188.8.131.52].
All structural design for pedestrian facilities shall be conducted using load and resistance factor design (LRFD).
184.108.40.206.2 Design information
For the final designer the basic decisions for the pedestrian facility will be included on the type, size, and location plan (TS&L). If additional information is needed the final designer shall consult with the preliminary designer and/or Design Bureau.
220.127.116.11.3 Definitions
Reserved.
18.104.22.168.4 Abbreviations and notation
ADA, Americans with Disabilities Act LRFD, load and resistance factor design TS&L, type, size, and location
22.214.171.124.5 References
Reserved.
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Системи за избор на съдебни заседатели и непрофесионални съдии
I. ФЕДЕРАЛНА РЕПУБЛИКА ГЕРМАНИЯ
1. Встъпителни бележки:
Във Федерална Република Германия по наказателни дела участват така наречените непрофесионални съдии (lay judges). Институтът на непрофесионалните съдии е приет в държавите, в които няма съдебни заседатели. Редът и начинът за подбор на непрофесионалните съдии е уреден в немския Устройствен правилник на съдилищата – чл. 28 и следващите. Според закона съдилищата с непрофесионални съдии са местните съдилища (районен съд, първа инстанция). Задачата на непрофесионалните съдии е да участват в наказателното производство, при което имат решаваща роля за изхода на делото. Съдебният състав се състои от един съдия и двама непрофесионални съдии. По искане на прокуратурата поради съществена фактическа и правна сложност на делото към съдебния състав може да бъде включен още един професионален съдия. Непрофесионалните съдии участват в съдебните заседания наравно с районния съдия - те участват във взимането на решенията относно наказателното производство и имат същите права като съдията, освен ако не е предвидено друго в закон.
2. Критерии за селекция:
Съгласно нормативната уредба само немски гражданин може да бъде „непрофесионален съдия". Не може да бъде „непрофесионален съдия" лице, което е осъдено за извършването на умишлено престъпление или е лишено от правото да заема публична длъжност. Също така забрана за заемане на тази длъжност имат и лицата, срещу които се води досъдебно производство. Минималната изискуема възраст е 25 години, а максималната 70 години. Лице, което не е жител на района на районния съд, няма право да бъде назначавано като „непрофесионален съдия". Немският законодател ограничава и лицата, страдащи от тежка болест, лица, които не говорят добре немски или лица, които са поставени под запрещение. Не могат да заемат длъжността на „непрофесионален съдия" и президентът, членове на правителството, някои държавни служители, съдии, адвокати, прокурори, нотариуси, лица, които са били съдебни заседатели два последователни мандата.
3. Процедурата по номиниране и избор:
Веднъж на всеки пет години общината е длъжна да състави списък с лица от нейната територия, които отговарят на изискванията за заемане на длъжността на непрофесионален съдия. Този списък се одобрява от Общинския съвет с мнозинство не по-малко от 2/3 от присъстващите, като за да е валидно взето решението, на събранието на Общинския съвет трябва да присъстват не по – малко от 50/100 от членовете в Общинския съвет. Датата на гласуване на списъка се обявява публично. Необходимият брой непрофесионални съдии се определя пропорционално на броя на населението в конкретната община. Списъкът с евентуалните непрофесионални трябва да съдържа минимум два пъти повече лица, отколкото ще бъдат избрани. В списъка населението трябва да бъде представено равностойно и адекватно на основание пол, възраст, професия и социален статус. Списъкът включва трите имена на лицата, дата и място на раждане, постоянен адрес и професия на лицата. Същият следва да бъде поставен на видно място и да бъде обявен публично, а гражданите след като се запознаят с него, могат в едноседмичен срок да подадат своите възражения. Списъците с непрофесионалните съдии и подадените възражения се изпращат от председателя на Общинския съвет в съответния районен съд. В случай, че след изпращането му в районния съд, се наложи извършването на определени корекции в списъка, то председателят на Общинския съвет информира за това председателя на районния съд. След получаването на списъка в районния съд председателят на съда проверява дали е била спазена процедурата по обществено обсъждане, както и основателността на писмените възражения. В случай, че не са констатирани нередности при провеждане на процедурата, се свиква комисия в следния състав: председателят на районния съд, представител на общината, определен от местния парламент, както и седем почетни граждани като асоциирани членове. Асоциираните членове се избират на заседание на Общинския съвет с мнозинство най – малко 2/3, като за да бъде валидно решението, трябва да присъстват минимум 50/100 от общинските съветници. За да има кворум, на събранието по обсъждане на списъците с непрофесионални съдии, трябва да присъстват председателят на районния съд, представителят на общината и трима от асоциираните членове. Присъстващите обсъждат възраженията, направени срещу кандидатите и решенията се вземат с обикновено мнозинство. В случай, че има равен брой гласове по даден въпрос, взема се предвид гласът на председателя на районния съд. По време на заседанията се изготвя и звуков запис. След провеждане на обсъжданията комисията взема следните решения:
1) Относно необходимия брой непрофесионални съдии;
2) Относно резервните непрофесионални съдии;
3) Относно това дали е спазен принципът за адекватно представителство на всички групи (с оглед пол, възраст, професия и социален статус).
След като бъдат избрани за непрофесионални съдии, имената на лицата се вписват към списъци на районните съдилища. Непрофесионалните съдии трябва да бъдат заети за не повече от 12 съдебни заседания, като датите на съдебните заседания, на които ще присъстват (които ще се проведат) се определят в началото на годината и са уточнени за една година напред. След като бъдат определени датите на съдебните заседания, в самото съдебно заседание се тегли жребий относно това кои съдии в кои заседания ще участват. Жребият се тегли от съдия от състава на районния съд. Списъкът с непрофесионални съдии се води от лице от състава на съда, което е определено предварително. Списъкът се изготвя по време на теглене на жребия, като непосредствено след това се уведомява заседателят, указва му се кога са неговите съдебни заседания, както и какви са санкциите от неявяването му на определените дати. Същата процедура се налага и за резервните непрофесионални съдии. Ако дейността на съда изисква провеждане на допълнителни заседания, на които е задължително присъствието на непрофесионални съдии, съдът избира чрез жребий заседатели от списъка на резервните. Ако основен непрофесионален съдия е в невъзможност да присъства, то съдията разпорежда да бъде назначен нов от списъка с резервните. Резервните непрофесионални съдии се извикват по реда, по който са подредени в списъка. Ако един резервен непрофесионален съдия бъде призован за съдебно заседание, то той не може да бъде призоваван отново, освен ако всички резервни непрофесионални съдии не са призовани преди него.
Ако непрофесионален съдия извърши грубо нарушение на правилата, то той се заличава от списъците незабавно. Отстраняването се извършва с акт на окръжния съд, наказателна колегия, по молба на съдия от районния съд. В производството участва и прокурор, като решението за отстраняване не подлежи на обжалване. Преди да излезе решението на окръжния съд районният съд може да разпореди, непрофесионалният съдия, срещу когото се води производството, да не участва в съдебни заседания, като това решение не подлежи на обжалване.
Ако броят на резервните непрофесионални съдии е намалял наполовина от първоначално избраните, то се избират нови до попълване на списъка. Изборът се прави от предложените в първоначалния списък лица, като процедурата по тяхното одобрение е същата, а комитетът по одобрение е този, който е одобрил и първоначалните непрофесионални съдии.
Непрофесионален съдия във Федерална Република Германия се счита за почетна длъжност, за дълг към страната. Длъжността не е заплатена. На лицата, ангажирани да бъдат непрофесионални съдии се заплащат направените разходи за транспорт, храна, хотел (ако не са от районния град, където е съдът). Освен тези средства те имат право да им бъдат възстановени "пропуснатите печалби", т.е. да им бъде заплатената сумата, която биха получили от работодателя си в този ден, в който те са натоварени с изпълнението на дълга си към държавата. Работодателят им издава удостоверителна бележка (удостоверителен документ), който доказва какво биха били получили, ако същият ден са изпълнявали своите трудови задължения. Също така е длъжен да ги пусне в отпуск за времето на заседанията. Изборът за непрофесионален съдия става от Общинския съвет чрез нарочен акт и всяко лице, което бъде упоменато в списъците на непрофесионалните съдии, е длъжно да изпълнява тази роля, ако бъде призовано. Немският законодател изрично предвижда само няколко случая, в които едно лице може да откаже да заеме тази длъжност, а именно:
1. Членове на Парламента (Бундестаг), Втора камара на Парламента (Бундесрат), Европейския парламент, членове на местния парламент;
2. Лица, които са били съдебни заседатели за един мандат и им се е наложило да участват в съдебни заседания повече от нормативно определените;
3. Лекари, стоматолози, медицински сестри, санитари, педиатри;
4. Собственици на аптеки, които не са наели персонал;
5. Лица, които докажат, че трябва да се грижат за семейството си и ангажиментите към публичната служба биха затруднили полагането на грижи за семейството;
6. Лица, които са навършили 65 години;
7. Лица, които докажат, че изпълнението на публичната служба ще затрудни сериозно тях или трето лице.
Преди самото съдебно заседание лицата са получили около три часа разяснения от съдията относно техните права и задължения и какво да не правят, за да не бъдат отстранени от делото:
1. Да не правят собствени разследвания;
2. Да не разговарят извън съда с прокурора или защитника на подсъдимия;
3. Да нямат поведение, което би ги дискредитирало като безпристрастни;
4. Какви финансови претенции (компенсации) имат.
Относно "правната" част в делото, непрофесионалните съдии се допитват до съдията в почивките. Към съда има сдружение на непрофесионалните съдии. Те предлагат допълнително обучение (незадължително) и специализирана литература само за непрофесионалните съдии, които желаят да прочетат повече материали или да се възползват от това допълнително обучение.
II. ВЕЛИКОБРИТАНИЯ
1. Встъпителни бележки:
В Обединеното Кралство е предвидено участието на съдебни заседатели по наказателни дела и по някои граждански дела. Процедурата по избор на съдебни заседатели е уредена в "Juries Act 1974". Съдебните заседатели участват най-често в заседанията на Кралския съд, като тяхното присъствие е задължително и трае около 10 дни според продължителността на заседанията.
2. Критерии за селекция:
Лицата, които се призовават за съдебни заседатели трябва да бъдат между 18 и 70 годишна възраст, както и да са живели през последните 5 години на територията на Обединеното Кралство.
Когато едно лице е призовано да бъде съдебен заседател, то може да откаже длъжностат в случаите, когато е:
1. лице, навършило 65 годишна възраст;
2. член на Камарата на лордовете;
3. член на Камарата на общините;
4. служител на Камарата на лордовете или общините;
5. член на Европейския парламент;
6. военен (военна служба);
7. член на религиозна група;
8. лекар, зъболекар, медицинска сестра;
3. Процедура по номиниране и избор:
Самият избор се осъществява чрез компютър на случаен принцип от лицата, регистрирани в избирателните списъци. Министърът на правосъдието е натоварен с отговорността съдебните заседатели да бъдат призовани и да бъде осигурено тяхното присъствие. При призоваването на гражданите се съобразява и удобството на съдебните заседатели, преценява се кой е най-близкият за тях съдебен район. Избраните за съдебни заседатели лица не преминават предварително обучение. Те получават се призовават като съдебни заседатели по пощата или им се връчва лично призовка от служител на полицията. Когато призовката се връчва от служител на полицията, призованото лице може да направи възражения, че то не отговаря на изискванията да бъде съдебен заседател или друга причина възпрепятства неговото участие в съдебни заседания. С цел изясняване на конкретния случай, полицейският служител може веднага да разпита лицето с цел установяването на твърдените от него факти. Ако се окаже, че явяването на съдебен заседател е станало ненужно или датата на съдебното заседание е променена, то той се уведомява за тези промени по същата процедура.
В "Juries Act 1974" е упоменато, че се създават списъци, в които са изброени имената на призованите за участие в съдебни заседания лица. Този списък може да бъде поставен на място така, че избраните за съдебни заседатели лица да могат да правят справки.
Ако в деня на заседанието, по някаква причина не се явят достатъчно съдебни заседатели, съдът може да призове всеки, който се намира в или около съда да бъде съдебен заседател, след като се увери, че лицето отговаря на изискванията да бъде такъв. След като бъде призован нов съдебен заседател без писмено предизвестие, неговото име се добавя в списъка на заседатели.
В Обединеното Кралство длъжността на съдебните заседатели е неплатена. Съдебните заседатели имат право да им бъдат възстановени направените разходи за храна, както и пътни разходи. Когато получи призовка, лицето има право в срок до една седмица да възрази срещу призоваването му за съдебен заседател. Когато неговото участие бъде потвърдено, то лицето следва да се яви в определената му дата. В противен случай може да му бъде наложена административна санкция – глоба в размер на 1 000 паунда. Задълженията на съдебния заседател са с продължителност около 10 дни. В случаите, когато първото дело е било с продължителност 2 - 3 дни, то лицето може да бъде призовано допълнително и по други дела.
III.КРАЛСТВО БЕЛГИЯ
1. Встъпителни бележки:
В Кралство Белгия съдебни заседатели участват при разглеждането на наказателни дела, а също и при разглеждането на търговски дела. Изборът на съдебни заседатели в Кралство Белгия е уреден в Гражданския процесуален кодекс в членове от 217 до 253.
2. Участие на съдебни заседатели по наказателни дела
2.1 Критерии за селекция:
Съдебните заседатели се избират от регистрираните граждани в избирателните списъци. Това свидетелства, че те притежават граждански и политически права.
Гражданите трябва да бъдат между 30 и 60 годишна възраст и да бъдат грамотни (да могат да четат и пишат). Не могат да бъдат съдебни заседатели лицата, които са военни, полицаи или магистрати и други лица, заемащи длъжности, свързани с наказателното преследване. Няма нормативно изискване съдебните заседатели да притежават специални знания или да са преминали специално обучение за това.
2.2. Процедура по номиниране и избор:
На всеки четири години през месец януари във всяка община се тегли жребии – две двуцифрени числа, след което всички лица от избирателните списъци, чийто номер завършва на някое от тези числа се добавя в списък на съдебните заседатели. От този списък се изключват лицата, които не отговарят на критериите за заемане на длъжността. До 1-ви юни всяка община изпраща списъците до председателя на районния съд. От своя страна председателят на районния съд е отговорен за създаването на окончателния списък, като взема предвид и образователната степен на лицата. Списъкът трябва да бъде изготвен до 1-ви ноември, като избраните по този списък съдебни заседатели могат да изпълняват задълженията си след 1-ви януари на следващата година.
Поне месец преди първото заседание по делото председателят на районният съд тегли жребии и избира 30 души от окончателния списък със съдебни заседатели. В първото открито съдебно заседание по делото се явяват 30 призовани съдебни заседатели. В това заседание те имат право да изкажат своите доводи, съответно възражения защо трябва да останат или да бъдат освободени от длъжността. След като съдът изслуша всички доводи и възражения, се прочитат имената на лицата, които трябва да останат. Прокурорът има право да оспори присъствието на шест от съдебните заседатели. Съдебното заседание започва, когато съдебните заседатели бъдат сведени до 12 на брой. Съдебните заседатели са лица, които не притежават специални познания или не преминават специално обучение за това.
3. Участие на съдебни заседатели по търговски дела - освен по наказателни дела в Кралство Белгия съдебните заседатели участват и при решаването на търговски спорове.
3.1 Критерии за селекция:
За да бъде едно лице съдебен заседател по търговски дела, то трябва да е навършило 30-годишна възраст. Също така лицето трябва да е участвало в управлението на търговско дружество минимум 5 години или да има поне 5-годишен опит в управлението на бизнес проекти или счетоводна дейност. Кандидатите могат да бъдат независими или да бъдат номинирани от търговска организация. Когато едно лице бъде избрано за съдебен заседател, неговият мандат е 5 годишен, като същият може да бъде продължен за период от още пет години.
3.2. Процедура по номиниране и избор:
Свободните места за съдебен заседател по търговски дела се обявяват в Държавен вестник. В срок до един месец от обявяването в Държавен вестник кандидатите изпращат молбите си до Министерството на правосъдието за заемане на длъжност на съдебен заседател. Към заявлението до Министерството на правосъдието кандидатът трябва да приложи автобиография, доказателство за трудов стаж и професионален опит, диплома за завършено образование, сертификати за преминати обучения и придобити квалификации и други, които прецени, че са от значение за избора му. След като кандидатите бъдат селектирани по документи, се провеждат лични срещи с тях, по време на които се проверяват професионалната подготовка на лицата, опита и мотивацията им. По време на провеждането на личните събеседвания (между председателя и кандидата) присъства и консултант, който понякога провежда и отделно самостоятелно интервю с кандидата. Консултантът е "кралски консултант" поради това, че съдебните заседатели се назначават от Краля.
В самия съд има определен списък, в който е посочено какви са нужните изискванията към тях, както и в каква сфера трябва да бъдат техните компетенции.
IV.РЕПУБЛИКА ИТАЛИЯ
1. Встъпителни бележки:
В италианската съдебна система функционират няколко вида съдилища. Компетентни като първа инстанция са едновременно магистратският съд (Pretura), трибуналът (обикновен първоинстанционен съд - Tribunale) и съдът с непрофесионални съдии (Corte di Assise). Разграничението между тези три първоинстанционни съдилища се състои в делата, които са им подсъдни, както и в състава, в който заседават. Магистратският съд е винаги едноличен орган, трибуналът по правило е колективен орган и се състои от трима съдии, а съдът с непрофесионални съдии действа винаги като колективен орган в състав от двама съдии и шестима непрофесионални съдии. Освен съдилища с обща компетентност в Италия функционират и съдилища със специална компетентност. Към тази група спадат съдилищата с непрофесионални съдии (Corte di Assise) и апелативният съд с непрофесионални съдии (Corte d'assise d'appello). Съдилищата с непрофесионални съдии разглеждат дела за тежки престъпления, като съдебният състав в тях се състои от двама съдии и шестима непрофесионални съдии. Апелативният съд с непрофесионални съдии разглежда като въззивна инстанция първоинстанционните решения/присъди на съда с непрофесионални съдии. Апелативният съд с непрофесионални съдии също заседава в състав от двама съдии и шестима непрофесионални съдии.
2. Критерии за селекция:
За да бъде едно лице непрофесионален съдия, то трябва да е на възраст между 30 и 65 години. Също така, за да участва в съдебни заседания на първата инстанция, лицето трябва да има завършено основно образование (завършен осми клас), а за втората инстанция изискването е лицето да има диплома за завършено средно образование. Непрофесионален съдия не може да бъде съдия или член на съдебната система, служител във въоръжените сили или полицията, ръководител на религиозни сдружения или организации.
3. Процедура по номиниране и избор:
Във всяка община комисия, сформирана от кмета на общината и двама общински съветници, изготвя списък с всички граждани, отговарящи на изискванията за заемане на длъжност на непрофесионален съдия и го предава на председателя на съда. В случай, че комисията в горепосочения състав не изготви списъка, то председателят на районния съд може да постанови изготвянето му. След като списъкът бъде изготвен, той се публикува и гражданите могат в 15-дневен срок да направят своите възражения. Списъкът с непрофесионалните съдии се обновява на всеки две години.
Непрофесионалните съдии не преминават предварително специално обучение. Изборът на непрофесионален съдия става чрез теглене на жребии в открито заседание от председателя на районния съд, едва когато има вече образувано съдебно производство. Това съставлява съществена разлика с процедурата по избор на непрофесионални съдии или съдебни заседатели в други страни, където на непрофесионалните съдии/съдебните заседатели се определят предварителни дати на съдебните заседания за цялата година, в които следва да вземат участие. Лицата, избрани за непрофесионални съдии полагат клетва след като са избрани за длъжността. Те остават на разположение на съда за период от три месеца, през който те се считат за държавни служители и им се заплаща всеки изработен ден. Когато непрофесионалните съдии участват в съдебни заседания, те носят лента с националния флаг.
В Република Италия непрофесионалните съдии не са точно съдебни заседатели. Те са приравнени на съдиите, като тяхното отсъствие може да бъде извинено само в случаите, предвидени и за професионален съдия. Също така италианската дума за съдия "Giudice" се отнася както до всички осем съдии като колективен орган, така и за всеки един поотделно.
V. КРАЛСТВО ШВЕЦИЯ
1. Встъпителни бележки:
В Кралство Швеция районните съдилища са основните първоинстанционни съдилища. Техните съдебни райони и административен капацитет варират значително. В някои районни съдилища има не повече от един или двама съдии, а в Стокхолмския районен съд работят повече от 80 районни съдии. Във всеки районен съд има определен брой непрофесионални съдии. Те се избират за период от четири години от общинските съвети на общините, които влизат в съдебния район на съответния районен съд. Непрофесионалните съдии участват в съдебния състав по определени дела при произнасянето по фактическата и по правната страна на разглеждания казус. Понастоящем непрофесионалните съдии към районните съдилища в Швеция са близо 5000, а районните съдии са около 500. Техните рангове са главен съдия (lagman), старши съдия (chefsradman), съдия (radman) и помощник-съдия (tingsfiskaler). Главният съдия е административен ръководител на районния съд. Обикновено съдебният състав се изгражда по следния начин:
* По наказателни дела, разглеждани от първоинстанционния районен съд, съдебният състав се състои от един професионален съдия и трима непрофесионални. Дела относно извършени престъпления, за които най-тежкото предвидено наказание е глоба или лишаване от свобода до 6 месеца, се разглеждат от един съдия.
* По граждански дела съдебният състав включва трима професионални съдии, освен ако в закон не е предвидено друго. Ако страните са съгласни или ако делото не е сложно от правна и фактическа гледна точка, то може да бъде разгледано в състав от един съдия. По брачни спорове съдът заседава в състав от един съдия и трима непрофесионални съдии. Ако на първа инстанция делото се разглежда от един съдия и трима непрофесионални съдии, съдебният състав в апелативния съд се състои от трима съдии и двама непрофесионални съдии. При едноличен състав на съда на първа инстанция апелативният съд заседава в състав от трима съдии, а при трима съдии на първа инстанция – разглеждането на делото на въззивна инстанция е от четирима съдии.
Окръжните административни съдилища са първоинстанционните административни съдилища. Те заседават в състав от един професионален съдия и трима непрофесионални съдии.
2. Критерии за селекция:
Всеки, който е навършил 18 години може да бъде избиран за непрофесионален съдия. Законодателят е поставил изискване непрофесионалните съдии да бъдат представителна (пропорционална на всички) извадка на обществото, но към ден днешен прави впечатление, че непрофесионалните съдии са хора на по – голяма възраст (средната им възраст е 58 г.), добре образовани и с висок стандарт на живот. За своята служба те получават по 40 долара на ден, както и имат право на компенсации до 120 долара на ден.
3. Процедура по номиниране и избор:
Интересен факт за Кралство Швеция е обстоятелството, че непрофесионалните съдии се избират от политическите партии според представянето на тези партии в местните парламенти. Мандатът на непрофесионалните съдии е 4 годишен. Съдебните заседатели се избират предварително за всеки административен окръг и са разделени в две групи от по 16 и 8 души. За региона на Стокхолм съответно бройките са 24 и 12. Гражданите от втората група са или са били непрофесионални съдии.
В Кралство Швеция по делата относно „Свобода на словото" участват съдебни заседатели (а не непрофесионални съдии). Те участват в производствата относно това дали публикуваният материал е извън допустимите рамки на закона. Съдебните заседатели са девет души, като ако и двете страни са съгласни, заседанието може да бъде и без съдебни заседатели. Това заседание е предшестващо евентуално заседание пред „истински съд". За да бъде оправдано едно лице е нужно шестима съдебни заседатели да го определят за невиновен. Ако съдебният състав счете, че има извършено нарушение, то делото се разглежда от съда. Когато разгледа делото, съдът може да оправдае лицето или да наложи по-леко наказание от определеното му от съдебните заседатели в първото дело.
VI.КРАЛСТВО ДАНИЯ
1. Встъпителни бележки
До 2007 г. в Кралство Дания системата на непрофесионалните съдии е била както в Нова Зеландия – те са се оттегляли и са заседавали сами. След 2007 г. тази система е заменена с модела, възприет от повечето европейски страни.
Когато първоинстанционният съд разглежда наказателно дело за престъпление, за което се предвижда наказание лишаване от свобода за четири или повече години, в процеса участват трима професионални съдии и шест непрофесионални съдии, а на втора инстанция – шест съдии и девет непрофесионални съдии. На практика за защитата е налице правната възможност да се откаже от непрофесионални съдии, но подобни случаи са рядкост.
Когато първоинстанционният съд разглежда наказателно дело за престъпление, за което се предвижда наказание лишаване от свобода под четири години, тогава защитата има право на процес пред един съдия и двама непрофесионални съдии.
2. Критерии за селекция. Процедура по номиниране и избор.
Лицата, които желаят да бъдат избрани за непрофесионални съдии (или съдебни заседатели в High Court, когато заседава като 1ва инстанция), подават молба да бъдат назначени за такива. На практика много от тях са лица, избрани от листите на политическите партии, с изключение на лица, които са активно в политическата дейност. Правителството прави опити да разшири този селективен начин, защото към момента се счита, че обществото не е адекватно представено. Правят се опити да бъдат наети за съдебни заседатели лица от малцинствен произход. Освен това се забелязва, че преобладаващата част от непрофесионалните съдии/съдебните заседатели са държавни служители.
Те се наемат за срок от четири години. Участват в четири съдебни заседания на година, за което получават възнаграждение в размер на около 250 долара на ден.
Преди да започнат да изпълняват задълженията си преминават кратко обучение, което се провежда от съдиите към съответния съд. По време на обучението им се обяснява накратко каква е тяхната роля и какви са техните задължения като съдебни заседатели. Обучението не е задължително.
По време на процеса съдиите и съдебните заседатели се срещат единствено в рамките на процеса, като нямат право на други лични срещи.
3. Участие на съдебни заседатели и журито в различните инстанции.
В Дания като първа инстанция заседават „Country Courts". По наказателни дела, когато подсъдимият се признава за виновен по всички обвинения повдигнати срещу него или прокурорът е повдигнал обвинение, за което се предвижда глоба, без лишаване от свобода, съдът заседава в състав от един съдия. Когато подсъдимият пледира невиновен – съдът заседава в състав от един съдия и двама непрофесионални съдии. Когато съдът заседава с един съдия и двама непрофесионални съдии – решенията се вземат с просто мнозинство.
„High Courts" са въззивните съдилища, пред които се обжалват решенията, постановени от „Country courts". Също така, „High Courts" действат като първа инстанция по определени със закон дела. В случаите, когато, „High Court" действа като втора инстанция по наказателни дела, съставът е от трима съдии и трима непрофесионални съдии. Когато съдът действа като първа инстанция по наказателни дела и за конкретното престъпление е предвидено наказание „лишаване от свобода" четири или повече години, съдът заседава в състав трима съдии и дванадесет съдебни заседатели. Съдебните заседатели решават само и единствено въпросът за вината. За да бъде признато едно лице за виновно то една трета от съдебните заседатели трябва да гласува „виновен" (8 души).
Като последна, трета инстанция в Дания заседава „Supreme Court". Той не обсъжда въпросите относно вината. Там се разглеждат единствено въпроси относно приложение на правото. Дали е приложен точно законът и дали е приложен правилният закон.
VII. ПОЛША
1. Встъпителни бележки:
Правният режим на непрофесионалните съдии в Полша е уреден в чл. 182 от Конституцията. Непрофесионалните съдии в Полша са сериозен социален фактор в правораздавателната система на страната.
В Полша по граждански дела вземат участие двама непрофесионални съдии, а по трудови дела и брачни дела участва един. В наказателния процес пред районния съд участват един съдия и двама непрофесионални съдии, а за престъпления, за които е предвидено наказание доживотен затвор – двама съдии и трима непрофесионални съдии. В случай, че делото е от особена фактическа и правна сложност при разглеждането му пред първоинстанционния съд, може да участват и трима съдии (чл. 28 от ГПК според правния статут след 28.07.2007 г.). Непрофесионалните съдии участват при извършването на очни ставки само при разглеждане на делата в първата инстанция.
Непрофесионалните съдии имат повечето от правомощията на съдиите: те са независими, ръководят се само от правомощията и задълженията, вменени им със закона, и гласът им по време на съдебните заседания и при гласуването на съдебното решение има същата тежест както и гласа на професионален съдия. Непрофесионален съдия обаче не може да председателства съдебния състав и не трябва да се обосновава в случай, че има особено мнение.
2. Критерии за селекция:
Непрофесионален съдия може да бъде лице, което:
- има полско гражданство и не е поставено под запрещение;
- е навършило поне 30 годишна възраст и не повече от 70 годишна възраст;
- притежава средно образование;
- отличава се с безупречни морални качества;
- чието здравословно състояние позволява да бъде непрофесионален съдия.
Непрофесионални съдии не могат да бъдат:
- Служители в гражданските съдилища и други съдилища, и прокуратурата;
- Полицейски служители и други лица, заемащи длъжности, свързани с наказателното преследване;
- адвокати и стажант-адвокати;
- духовници;
- войници на активна военна служба;
- служители на затворите;
- общински съветници, народни представители.
На следващо място не е допустимо едно лице да бъде непрофесионален съдия в две различни съдилища едновременно.
3. Процедура по номиниране и избор:
Непрофесионалните съдии се избират за мандат от четири години. За да бъде избрано едно лице за непрофесионален съдия по трудови дела, то това лице трябва да притежава специални знания в дадената област. Непрофесионалните съдии на всеки съд избират председател на Съвет на непрофесионалните съдии и негови заместници. Няма данни дали непрофесионалните съдии подлежат на задължително обучение, но задачите на Съвета на непрофесионалните съдии са свързани с подобряване на работата им, представителството им в съда, със стимулиране на образователна дейност, повишаване на квалификацията и др.
Непрофесионалните съдии за районните съдилища се избират с тайно гласуване. Изборът се провежда от общинските съвети измежду кандидатите, предложени от председателя на съда, на работодателите, на сдружения, синдикати, социални организации и съюзи, регистрирани по закон (с изключение на политическите партии), и поне 50 граждани, които пребивават постоянно в района на съответния районен съд. Всички изброени, които участват в избора, следва да имат активно избирателно право.
Работодателят е длъжен да освободи избрания за непрофесионален съдия от работа за времето, през което трае разглеждането на делото в съда. За отсъствието си от работа той има право на обезщетения, произтичащи от трудовото му правоотношение, с изключение на правото на възнаграждение. На непрофесионален съдия се заплаща обезщетение в размер, определен със закон. В случай че непрофесионалните съдии не са от района на действие на съответния районен съд, то те имат право да им бъдат възстановени разходите, направени за пътуване, храна и евентуално разходи за хотел и др.
VIII. СЛОВЕНИЯ
1. Встъпителни бележки:
В Словения непрофесионалните съдии участват при разглеждането на трудови дела.
2. Процедура по номиниране и избор:
Непрофесионалните съдии се избират от Народното събрание, като конкурсът се обявява от председателя на Народното събрание. Браншовите и синдикалните организации изготвят списък с кандидатите за непрофесионални съдии, като броят на кандидатите е съответен на броя на служителите в тези организации.
Непрофесионалните съдии се избират за мандат от 5 години. Непрофесионалните съдии може да освободят длъжността по свое желание или да бъдат отстранени в случай, че нарушават законовите разпоредбите, регулиращи дейността на непрофесионалните съдии.
В Словения няма изискване лицата да са преминали или да преминат специално обучение, за да заемат длъжността непрофесионален съдия по трудови дела. Въпреки това, в повечето случаи съдебни заседатели са лица с опит и познания по трудови дела. Целта на непрофесионалните съдии е да „съдят" заедно с професионалните съдии. Без значение дали са избрани от квотата на работодателите или служителите, те са длъжни да се ръководят от закона. Много често непрофесионалните съдии са хора с богат опит и знания в своята професия, което допринася за правилното решаване на спора.
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Întocmit de Comisia de soluționare a contestațiilor – Drept procesual civil, cu privire la contestațiile la baremul de notare și evaluare, formulate de candidații menționați în anexa atașată la prezentul, în temeiul art. 19 din Regulamentul privind concursul de admitere și examenul de absolvire a Institutului Național al Magistraturii, referitoare la baremul stabilit pentru testul-grilă de verificare a cunoștințelor juridice la materia: Drept procesual civil.
Au fost formulate contestații de către 25 de candidați, cu privire la următoarele întrebări:
Întrebarea 28 G1 (45-G2; 44-G3; 30-G4) - contestată de un candidat
Întrebarea 30 G1 (48-G2; 28-G3; 27-G4) - contestată de un candidat
Întrebarea 31 G1 (29-G2; 38-G3; 50-G4) - contestată de 3 candidați.
Întrebarea 33 G1 (34-G2; 45-G3; 43-G4) - contestată de un candidat
Întrebarea 36 G1 (39-G2; 34-G3; 34-G4) - contestată de un candidat
Întrebarea 37 G1 (49-G2; 29-G3; 38-G4) - contestată de un candidat
Întrebarea 38 G1 (46-G2; 27-G3; 44-G4) - contestată de 2 candidați.
Întrebarea 40 G1 (26-G2; 50-G3; 29-G4) - contestată de un candidat
Întrebarea 43 G1 (50-G2; 32-G3; 45-G4) - contestată de 2 candidați.
Întrebarea 45 G1 (33-G2; 42-G3; 47-G4) - contestată de un candidat
Întrebarea 46 G1 (47-G2; 35-G3; 31-G4) - contestată de 4 candidați.
Întrebarea 47 G1 (30-G2; 40-G3; 33-G4) - contestată de 6 candidați.
Întrebarea 48 G1 (41-G2; 33-G3; 35-G4) - contestată de 3 candidați.
Întrebarea 49 G1 (43-G2; 46-G3; 42-G4) - contestată de 4 candidați.
Întrebarea 50 G1 (28-G2; 47-G3; 28-G4) - contestată de 7 candidați.
Comisia de contestații, în unanimitate, a decis respingerea ca neîntemeiate a tuturor contestațiilor. Motivele care au condus la această soluție sunt următoarele:
În ceea ce privește întrebarea 28 G1 (45-G2, 44-G3, 30-G4), grila și baremul sunt corecte.
Varianta a) este corectă și conformă cu art. 160 alin. 3 NCPC.
Varianta b) este corectă, având în vedere dispozițiile art. 160 alin. 1 raportat la alin. 2 NCPC.
Varianta c) este greșită prin raportare la art. 160 alin. 3 NCPC.
Grila de la varianta b) vizează orice viciu cu privire la procedura de citare. În cazul în care partea nelegal citată se prezintă, se acoperă viciu de citare, însă partea poate solicita amânarea judecării cauzei. Enunțul grilei nu vizează sancțiunea nelegalei citării, ci cine poate invoca această neregularitate.
Se respinge contestația ca neîntemeiată.
În ceea ce privește întrebarea 30 G1 (48-G2, 28-G3, 27-G4), grila și baremul sunt corecte.
Varianta a) este corectă prin raportare la valoarea litigiului de 500.000 de lei și a calității de consumator a reclamantului, cu aplicarea art. 94 NCPC raportat la 95 NCPC și art. 113 pct. 3 NCPC.
Varianta b) este corectă prin aplicarea art. 94-95 NCPC (criteriul valoric) și art. 113 pct. 3 NCPC.
Varianta c) este greșită deoarece valoarea de 500.000 de lei depășește pragul de 200.000 de lei prevăzut la art. 94 NCPC
Cererea având ca obiect plata unor daune-interese pentru încălcarea unor obligații contractuale este o cerere în executarea unui contract.
Se respinge contestația ca neîntemeiată.
În ceea ce privește întrebarea 31 G1 (29-G2, 38-G3, 30-G4), grila și baremul sunt corecte.
Varianta a) este corectă deoarece în conformitate cu art. 200 NCPC nu se poate anula cererea de chemare în judecată pentru neindicarea probelor și motivelor de drept.
Varianta b) nu este corectă. Lipsurile trebuie complinite în termenul acordat de instanță (10 zile) și nu odată cu cererea de reexaminare – art. 200 alin. 4 NCPC. În consecință, în enunțul grilei nu se respectă termenul.
Varianta c) nu este corectă deoarece în cererea de reexaminare se pot invoca numai motive care au condus la anularea cererii, conform procedurii regularizării potrivit art. 200 alin. 5 și 8 NCPC. Enunțul de la varianta c) se referă la un motiv invocat în cererea de reexaminare și nu la un motiv inserat în cererea introductivă.
Se resping contestațiile ca neîntemeiate.
Întrebarea 33 G1 (34-G2, 45-G3, 43-G4), grila și baremul sunt corecte.
Varianta a) nu este corectă având în vedere că în procedura evacuării nu este admisibilă cererea reconvențională – art. 1043 NCPC.
Varianta b) nu este corectă prin raportare la art. 917 NCPC. Până la începerea dezbatelor în fond se pot invoca motive apărute după primul termen de judecată.
Varianta c) este corectă având în vedere art. 209 alin. 4 NCPC.
Redactarea variantei c) este completă și corespunde art. 209 alin. 4 NCPC, chiar dacă formularea este diferită față de textul legal. Întâmpinarea este obligatorie dacă legea nu prevede altfel – art. 208 NCPC.
Se respinge contestația ca neîntemeiată.
În ceea ce privește întrebarea întrebarea 36 G1 (39-G2, 34-G3, 34-G4), grila și baremul sunt corecte.
Varianta a) nu este corectă deoarece în privința ordonanței președințiale reclamantul poate transforma cererea de ordonanță în acțiune de drept comun până la închiderea dezbatelor în primă instanță (art. 1001 NCPC).
Varianta b) este corectă având în vedere că modificarea domiciliului nu a fost adusă la cunoștința instanței conform art. 172 NCPC, iar nerespectarea termenului de apel atrage decăderea. Nu se impun a fi aduse alte completări sau ipoteze suplimentare la enunțul grilei.
Varianta c) este corectă prin raportare la art. 254 alin. 4 pct. a NCPC.
Se respinge contestația ca neîntemeiată.
În ceea ce privește întrebarea întrebarea 37 G1 (49-G2, 29-G3, 38-G4), grila și baremul sunt corecte.
Varianta a) este corectă având în vedere art. 361 alin. 2 NCPC
Varianta b) este greșită. Încheierea prin care se admite cererea de repunere pe rol nu se poate ataca pe toată perioada suspendării deoarece efectul acestei este continuarea judecării cauzei, nemaieixând suspendare – art. 414 alin. 2 NCPC)
Varianta c) este greșită prin raportare la art. 406 alin. 6 NCPC, hotărârea fiind definitivă.
Se respinge contestația ca neîntemeiată.
În ceea ce privește întrebarea întrebarea 38 G1 (46-G2, 27-G3, 44-G4), grila și baremul sunt corecte.
Varianta a) este greșită, hotărârea fiind definitivă – art. 483 alin. 2 NCPC.
Varianta b) este corectă corectă conform art. 483 alin. 2 NCPC.
Varianta c) este corectă deoarece vizează o contestație la executare propriu-zisă care face aplicabil art. 718 alin. 1 NCPC.
Conform tematicii aplicabile prezentului concurs de admitere în magistratură, în ceea ce privește legislația incidentă, este precizat expres nou Cod de procedură civilă și nu vechiul Cod. În consecință, toate răspunsurile la grile trebuie să fie conforme cu noul Cod de procedură civilă.
Se resping contestațiile ca neîntemeiate.
În ceea ce privește întrebarea întrebarea 40 G1 (26-G2, 50-G3, 29-G4), grila și baremul sunt corecte.
Varianta a) este corectă prin raportare la art. 425 alin. 2 NCPC.
Varianta b) este corectă având în vedere dispozițiile art. 402 NCPC. Enunțul grilei vizează regula aplicabilă pentru hotărârile judecătorescă, respectiv modalitatea de pronunțare a acestora.
Varianta c) nu este corectă. Data hotărârii este aceea la care minuta este pronunțată (art. 403 NCPC) și nu data indicată în enunțul grilei.
Se respinge contestația ca neîntemeiată.
În ceea ce privește întrebarea 43 G1 (50 G2, 32 G3, 45 G4), unul dintre candidați a susținut caracterul incorect al variantei c) de răspuns, încrucișat ar fi ambiguă, în sensul că prin noțiunea de „direct”, utilizată în cuprinsul variantei c), nu se poate înțelege pentru „prima dată”, formulare utilizată în cuprinsul dispoziției cuprinse în art.82 alin.2 c.pr.civ. Contestația este neîntemeiată, căci formularea „invocarea pentru prima dată în calea de atac” este echivalentă cu „invocarea direct în calea de atac”, ambele variante fiind unanim acceptat.
Nici contestație ce a vizat varianta b) de răspuns nu este întemeiată. Prin motivele contestației s-a susținut caracterul controversat al caracterului exceptiei lipsei dovezii calității de reprezentant, în sensul că nu toți autorii susțin caracterul absolut al exceptiei. Din verificarea doctrinei de specialitate, comisia de contestații a constatat că opinia doctrinară invocată de contestator este una izolată, restul doctrinei de specialitate (prin aceasta înțelegându-se cel puțin trei lucrări de specialitate de anvergură) reținând caracterul de normă de ordine publică a dispoziției cuprinse în art. 82 c.pr.civ., cu consecința calificării exceptiei lipsei dovezii calității de reprezentant ca fiind una absolută. Prin urmare, exceptia poate fi invocată de instanță, din oficiu, astfel încât și varianta b) de răspuns a grilei este corectă.
În ceea ce privește întrebarea 45 G1 (33 G2, 42 G3, 47 G4.), motivul contestației a vizat tematica concursului, în sensul că varianta a de răspuns excede tematicii, căci aceasta cuprindea, în legătură cu recursul, numai obiectul și termenul recursului, nu și motivele de casare.
Contestația este neîntemeiată, căci varianta a) de răspuns presupune analiza obiectului cererii de revizuire. Or, potrivit tematicii de concurs, revizuirea se regăsește la punctul 7, ultima liniuță; cum nu sunt date alte detalieri, candidatul trebuia să presupună că aceasta vizează întreaga problematică a cererii de revizire, inclusiv obiectul acestea.
În ceea ce privește întrebarea 46 G1 (47 G2, 35 G3, 31 G4.), trei dintre contestații vizează varianta a) de răspuns, susținându-se că și aceasta este corectă, punând problema admisibilității cererii de chemare în judecată a altor persoane care ar putea pretinde aceleași dreptul ca intervenientul, cerere formulată de reclamant.
Varianta de răspuns a) a fost menționată corect în barem ca fiind greșită. Comisia arată că varianta de răspuns nu a pus problema admisibilității cererii de chemare în judecată a altor persoane care ar putea pretinde aceleași drepturi ca și intervenientul, formulată de reclamant, ci problema termenului de formulare a acestei cereri. Candidații trebuiau să observe că, în cadrul cererii de intervenție voluntară principală prin care s-a pretins un drept strâns legat de cel din cererea de chemare în judecată, admisă în principiu, reclamantul din proces are, în raport cu intervenientul, calitatea de părăt. Prin urmare, devenea aplicabil art. 68 alin.3 c.pr.civ., potrivit cu care cererea formulată de părăt se depune în termenul prevăzut pentru depunerea întâmpinării, iar dacă întâmpinarea nu este obligatorie, cel mai târziu la primul
termen de judecată. Cum varianta a) de răspuns avea în conținut că termenul de formulare a cererii este până la terminarea procesului înaintea primei instanțe, varianta a) de răspuns nu este corectă.
Una dintre contestații a vizat varianta c) de răspuns, susținându-se că și aceasta este corectă. Varianta c) nu este corectă, întrucât potrivit art.65 alin.2 c.pr.civ. intervenientul va prelua procedura în starea în care se află în momentul admiterii intervenției, dar va putea solicita administrarea de probe prin cererea de intervenție sau cel mai târziu până la primul termen de judecată ulterior admiterii cererii de intervenție, iar actele de procedură ulterioare vor fi îndeplinite și față de el. Per a contrario, înscrisurile deja administrate anterior admiterii în principiu a cererii, nu vor fi comunicate intervenientului, acesta luând procedura în starea în care se află.
În ceea ce privește întrebarea 47 G1 (30 G2, 40 G3, 33 G4), unul dintre contestatori a susținut că varianta b) indicată ca fiind corectă este, în realitate, greșită. Contestația este neîntemeiată, căci baremul indică variantele corecte ca fiind a și c, candidatul fiind, astfel, în eroare cu privire la baremul afișat. De asemenea, printr-o altă contestație se susține că, în mod greșit, în barem a fost indicată ca fiind corectă numai varianta c), în condițiile în care și varianta a) este corectă. Pentru motivele anterior expuse, contestația este neîntemeiată, baremul indicând ca variante corecte a) și c).
Trei candidați au susținut că varianta a) nu este corectă, întrucât, din interpretarea dispozițiilor art.1034, 1039 și 1045 c.pr.civ., ar rezulta că ocupantul poate beneficia de suspendarea executării hotărârii chiar și pe calea contestației la executare, dacă consemnează în numerar la dispoziția creditorului și sumele de bani exigibile.
Contestația este neîntemeiată, întrucât potrivit dispozițiilor art.1045 alin.1 teza I c.pr.civ. executarea hotărârii de evacuare nu va putea fi suspendată. Teza a II-a din același alineat reglementează, cu caracter de excepție și în condițiile limitativ prevăzute de lege, o ipoteză în care se va putea dispune suspendarea executării, aceasta fiind cea în care evacuarea s-a dispus pentru neplata chiriei sau arenzii. Prin urmare, situația premisă a excepției reglementate este cea în care s-a solicitat evacuarea unui locatar, astfel cum acesta este definit de art. 1034 lit.b c.pr.civ., categorie în care se încadrează chiriașul sau arendașul. Or, varianta de răspuns a) viza ipoteza în care hotărârea de evacuare îl privește pe ocupant, în acceptiunea dată acestuia de dispozițiile art.1034 lit.e c.pr.civ. Cum excepția este de strictă de interpretare, rezultă că în cazul în care hotărârea de evacuare privește un ocupant, devine aplicabilă regula prevăzută de art. 1045 alin.1 teza I c.pr.civ, potrivit cu care hotărârea de evacuare nu poate fi suspendată, astfel încât varianta a) este corectă.
Unul dintre candidați a contestat varianta c) de răspuns, susținând că aceasta este incorectă, întrucât hotărârea de expedient poate fi atacată cu recurs, în temeiul dispozițiilor art.436 alin. 2 c.pr.civ., iar procedura specială a ordonanței de plată nu prevede vreo excepție de la regula enunțată. Contestația este neîntemeiată întrucât în cuprinsul art.1020 alin.2 c.pr.civ. se prevede că atunci când creditorul și debitorul ajung la o înțelegere asupra plății,
instanța ia act de aceasta, pronunțând o hotărâre de expedient potrivit art.438 c.pr.civ. Totodată, potrivit art.1020 alin.3 c.pr.civ. hotărârea pronunțată în condițiile alineatului anterior menționat, este definitivă și constituie titlu executoriu. Prin urmare, varianta c) de răspuns este corectă.
În ceea ce privește întrebarea 48 G1 (41G2, 33G3, 35G4), unul dintre candidați a contestat varianta b) de răspuns, considerând-o incorectă. Contestația este neîntemeiată, căci potrivit dispozițiilor art.286 alin.3 c.pr.civ. dacă este imposibil să fie prezentat originalul sau duplicatul înscrisului autentic ori originalul înscrisului sub semnătură privată, copia legalizată de pe acestea constituie un început de dovdă scrisă.
Doi candidați au susținut caracterul neclar al enunțului variantei c) de răspuns, unul dintre candidați solicitând punctarea unui barem alternativ cu considerarea variantei b) ca fiind incorectă, iar celălalt candidat solicitând să se rețină caracterul incorect al acestei variante de răspuns.
Potrivit art. 310 alin.1 c.pr.civ. est socotit început de dovdă scrisă orice scriere, chiar nesemnată și nedatată, care provine de la o persoană căreia acea scriere i se opune ori de la cel al cărui succesor în drepturi este acea persoană, dacă scrierea face credibil faptul pretins. Prin urmare, ca regulă, de esența începutului de dovdă scrisă este scrierea acesteia de persoana careia i se opune ori care provine de la succesorul celui din urmă. Cu caracter de excepție, este apreciat ca fiind început de dovdă scrisă, în condițiile art.310 alin.2 c.pr.civ., chiar și un înscriș care nu cuprinde o scriere, în sensul alineatului 1, ci este un înscriș întocmit în fața unui funcționar competent care atestă că declarațiile cuprinse în înscriș sunt conforme celor făcute de acea persoană. Față de cele expuse, se impune concluzia că pentru a fi apreciată ca început de dovdă scrisă, scrierea nu trebuie semnată de partea căreia i se opune, nefiind de esența ei, ceea e conduce atât la concluzia caracterului clar al enunțului variantei de răspuns contestat cât și la concluzia caracterului corect al variantei c) de răspuns.
În ceea ce privește întrebarea 49 G1 (43 G2, 46 G3, 42 G4), doi dintre candidați au susținut caracterul incorect al variantei c) de răspuns, întrucât acesta ar fi fost corect doar în cazul amânării unei cauze care nu este în stare de judecată, existând dispoziții legale, cum sunt cele cuprinse în art. 221 și 222 c.pr.civ. care nu prevăd posibilitatea amânării cauzei de un singur judecător, în situația completelor colegiale.
Contestația este neîntemeiată, întrucât varianta de răspuns pleacă de la premisa unei amânări a judecății care nu provoacă dezbateri. Or, o astfel de ipoteză este reglementată numai de art.220 c.pr.civ., care prevede că poate fi dispusă amânarea cauzei de către un singur judecător, în cazul completelor colegiale, atunci când cauza nu este în stare de judecată, iar cererea de amânare nu provoacă dezbateri. În plus, cazurile de amânare a judecății reglementate de art.221 și art. 222 c.pr.civ., presupun analiza îndeplinirii condițiilor în care poate fi dispusă amânarea judecății, ceea ce presupune dezbateri, astfel încât ele nu sunt
incluse în categoria cererilor reglementate de art.220 c.pr.civ. și, prin urmare, nu pot fi dispuse de un singur judecător, în caz de complet colegial.
O altă contestație vizează varianta b) de răspuns, susținându-se că nu rezultă din enunț dacă i s-a pus în vedere contestatorului să semneze contestația la executare. Contestația este neîntemeiată. În acest sens, comisia constată că motivul contestației pleacă de la o premisă greșită. Astfel cum rezultă cu claritate din enunț, ipoteza variantei de răspuns era cea în care se constată neregularitatea constând în lipsa semnăturii contestației la acel termen de judecată. Or, având în vedere această ipoteză, varianta de răspuns b) este corectă, în acest sens fiind dispozițiile art. 196 alin. 2 teza a II-a c.pr.civ.
Pentru aceleași motive este neîntemeiată și contestația candidatului care a susținut că varianta b) de răspuns nu este corectă, încrutăt contestația la executare ar fi trebuit respinsă, ca urmare a inaplicabilității dispozițiilor art.200 c.pr.civ.
În ceea ce privește întrebarea 50 G1 ( 28 G2, 47 G3, 28 G4.), unul dintre candidați a susținut caracterul incorect al variantei b) de răspuns. În esență, s-a susținut că, în cazul suspendării de drept, cum ar fi și cazul suspendării în temeiul dispozițiilor ar.520 alin.2 c.pr.civ., potrivit art.418 alin.2 c.pr.civ. efectele acestiei durează, ca regulă, timp de o lună și doar dacă faptele care au determinat suspendarea judecății s-au petrecut în ultimele 3 luni ale termenului de perimare.
Contestația este neîntemeiată. În primul rând enunțul variantei de răspuns a vizat atât cazul de suspendare reglementat de dispozițiile art. 520 alin.2 c.pr.civ. cât și pe cel prevăzut de art.520 alin.4 c.pr.civ. În al doilea rând, în aceste ipoteze, efectele suspendării judecății asupra cursului perimării sunt reglementate de art.418 alin.1 c.pr.civ., iar nu de art.418 alin.2 c.pr.civ., cum greșit susține contestatorul. Or, art.418 alin.1 c.pr.civ. prevede că suspendarea judecății are ca efect suspendarea cursului perimării, dacă suspendarea nu este cauzată de lipsa de stăruință a părților. Cum în aceste două ipoteze, potrivit art. 415 pct. 3 c.pr.civ. reluarea judecății procesului se realizează din oficiu, este exclusă ipoteza lipsei de stăruință a părților, situație în care suspendarea judecății are ca efect suspendarea curgerii termenului de perimare, în acest sens fiind și varainta de răspuns b).
Neîntemeiată este și contestația care susține caracterul incorect al variantei b) de răspuns prin prisma posibilității curgerii termenului de perimare dacă părțile nu stăruie în continuarea judecății, ulterior reluării judecății în condițiile art.415 pct.3 c.pr.civ. În acest sens, comisia arată că varianta de răspuns viza efectele suspendării judecății asupra curgerii termenului de perimare, evident, până la reluarea judecății în condițiile art.415 pct. 3 c.pr.civ., iar nu și pentru alte ipoteze invocate de candidat.
Un alt candidat a susținut că și varianta de răspuns a) este corectă, un terț ce formulaează o cerere de intervenție principală având interesul să întrerupă termenul de primare. Contestația este neîntemeiată întrucât, potrivit art. 417 c.pr.civ., actele de procedură susceptibile să producă efectul întreruptiv al termenului de perimare trebuie să provină de la
una dintre părțile în proces. Or, potrivit art. 65 alin.1 c.pr.civ., titularul cererii de intervenție principală devine parte numai din momentul admiterii în principiu a cererii sale, astfel încât formularea cererii de intervenție principală nu are caracter întreruptiv al termenului de perimare.
Cu privire la varianta a) de răspuns, un alt candidat a susținut aceleași motive cu cele anterior menționate, adăugând o trimitere la o lucrare de specialitate în sprijinul motivelor deja expuse. Verificând trimiterile la doctrină invocate de contestator, comisia constată că în lucrarea la care s-a făcut referire, în nota de subsol indicată s-a intenționat analiza actelor de procedură îndeplinite de intervențieni, apte să întrețină termenul de perimare, distingând după cum intervenientul este unul accesoriu, în interesul uneia dintre părți, sau este un intervenient principal, cu concluzia că numai cel din urmă poate îndeplini acte de procedură apte să producă efectul întreruptiv, în vreme ce primul are o situație particularizată la partea pentru care a intervenit în proces. Deși comisia a constatat că nota de subsol invocată ar lăsa impresia că însăși cererea de intervenție ar putea fi considerată ca un act întreruptiv, având în vedere contextul în care a fost exprimată opinia, astfel cum acesta a fost anterior expus, concluzia este în sensul că referirea s-a făcut la intervențient-parte în proces, iar nu la formularea cererii de intervenție. Oricum, și în cazul în care opinia exprimată ar fi analizată în afara contextului în care fost realizată, în sensul că însăși cererea de intervenție ar avea caracter întreruptiv, comisia constată că suntem în prezența unei opinii izolate, restul doctrinei relevante considerând contrariul.
În ceea ce privește varianta de răspuns b), contestată de același candidat, comisia constată caracterul neîntemeiat al contestației. Astfel cum s-a arătat anterior, reluarea judecății are loc, din oficiu, în condițiile art.415 pct.3 c.pr.civ., după pronunțarea hotărârii de către Înalta Curte de Casație și Justiție. Cum suspendarea își produce efectele până la reluarea judecății, aceasta produce efecte și în intervalul de timp situat între momentul pronunțării hotărârii de către Înalta Curte de Casație și Justiție și cel al reluării judecății, inclusiv cel referitor la suspendarea termenului de perimare.
O contestație a vizat tematica de concurs, susținându-se că în cadrul acestaia nu se regăsește și sesizarea Înaltei Curți de Casație și Justiție în vedere pronunțării unei hotărâri prealabile pentru dezlegarea unor chestiuni de drept.
Varianta de răspuns a vizat perimarea și suspendarea procesului, ambele instituții fiind regăsite în tematica de concurs publicată (a se vedea pct. 6 linia 5). De asemenea, se constată că trimiterile la art.520 alin.2 și 4 c.pr.civ. se regăsesc în art.415 pct.3 c.pr.civ. (Cartea a II-a, Titlul I- procedura în fața primei instanțe, capitolul III, secțiunea a III-a – Suspendare procesului), de asemenea cuprinse în tematica de concurs.
Comisia de contestații,
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Országos Szakiskolai Közismereti Tanulmányi Verseny
2009/2010
IRODALOM – MAGYAR NYELV ÉS HELYESÍRÁS
II. (regionális) forduló
2010. február 26.
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Rendező intézmény bélyegzője
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Javító tanár
Bizottság elnöke
Kedves Versenyző!
A feladatok megoldására 90 perc áll rendelkezésére. A feladatok megoldásához segédeszköz nem használható. A feladatokat tetszés szerinti sorrendben oldhatja meg. Kérjük, ügyeljen az idő beosztására!
Sikeres feladatmegoldást kívánunk!
EGY KIS ÍRÁSTÖRTÉNET
1. feladat
(5 pont)
Párosítsa az írásemlékeket helyes magyarázatukkal! A harmadik oszlop betűjeleit írja be az első oszlopban a megfelelő meghatározás elé! (Segítségül megadtuk a tárgyak képét.)
a) tulajdonjegy
A) Értékek nyilvántartására használt botszerű eszköz.
b) rováspálca c) barlangrajzok
d) piktogram e) betű
B) Természethű, konkrét tárgyak leegyszerűsített képe; jelentése szó vagy mondat; bármely nyelven olvasható.
C) Ismeretátadás rituálék formájában.
D)
A jel csak egy hangértéket képvisel; nyelvhez kötött.
E) A jószágok megjelölésére használt jel, „billog".
2. feladat Illessze be a felsorolt szavakat a szövegbe!
(8 pont)
a) nyomtatványként
b) cenzor
c) szerző
d) korrektor
e) nyomdász
f) gépíró
g) tördelőszerkesztő
h) szerkesztő
A kész írás sorsa
Az írás a ………………………… munkája. A legtöbb szerző célja az írás kiadatása, megjelentetése. Az írást sok esetben a leíró vagy ………………………… önti végső formába, hibáit (például: stílus, helyesírás) a ………………………… javítja, a szöveget a ………………………… módosítja vagy átírja, míg a ………………………… sajátos szempontjai szerint meghúzza, megcsonkítja. Ezután a szöveget a ………………………… vagy a ………………………… kiadásra előkészíti, és az írás már nem kéziratként (manuscript), hanem ………………………… jelenik meg, kerül a nyilvánosság elé, hogy azután mások elolvassák, és szükség szerint hivatkozhassanak rá.
(Wikipédia)
3. feladat Írja le a képek alatti idegen szavak magyar megfelelőjét (fordítását)!
(6 pont)
a) illusztráció
b) graffiti
c) sztenográfia
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d) karikatúra
e) hieroglifák
f) kalligráfia
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Irodalom – Magyar nyelv és helyesírás
II. (regionális) forduló
A 4–10. feladatok az Ismét tavasz c. szöveghez kapcsolódnak.
4. feladat
(5 pont)
Az eufemizmus egy olyan nyelvi eszköz, amely enyhíti, megszépíti a valóság tényeit. Erre talál példákat a feladatban. Mit jelentenek az egyes idézetek?
a) „Dalos Eszter csak nem jött ki
Temetőbe költözött ki." (Arany János)
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b) „Élete gyertyáját soknak eloltátok,
Küldök én örökös éjszakát tirátok." (Petőfi Sándor)
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c) „Kendermagos szegény cica Nyavalyába esvén, Fölvette a néhai nevet Egy szép őszi estvén." (Arany János)
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d) „Ami még lopható S egyáltalán mi még elemelhető vala: Magas elődeid már mind elemelék." (Illyés Gyula)
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e) „Méltó azt megírni, krónikába tenni. Befordult ő egyszer valahová csenni." (Arany János)
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5. feladat
(1 pont)
Mi a jelentése a néhai kifejezésnek?
Példák a szövegből: „néhai Justh Zsiga mondása", „fölvette a néhai nevet"
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6. feladat
(6 pont)
Írjon 2-2 szinonimát a dőlt betűvel kiemelt kifejezésekre!
a) nekikeseredett emberiség:
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b) az időjárás mindenkit pesszimistává tett:
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c) a népes korzó a legtarkább képet mutatta:
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II. (regionális) forduló
2010. február 26.
napilap
bulvárlap
7. feladat
(5 pont)
A hírlap naponta megjelenő újságfajta volt és az ma is. Ha ilyen lapot készíthetne, milyen sajtóműfajokat szerepeltetne benne? Nevezzen meg ötöt!
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8. feladat Milyen különbség van egy közéleti napilap és egy szenzációújság (bulvárlap) műfajai és témái kö-
(10 pont)
zött? Csoportosítsa a megadott kifejezéseket betűjelük beírásával a halmazábrába!
a) kritika
b) oknyomozó/tényfeltáró riport
c) sztárinterjú
d) horoszkóp
e) időjárás-jelentés
f) reklámok közlemények
g) politikai hírek
h) gazdasági hírek
i) filmajánló
j) tudósítás
9. feladat Olvassa el figyelmesen az alábbi állításokat, s írja a vonalra, hogy igazak (I) vagy hamisak (H)!
(6 pont)
a) a) A Pesti Hírlapot Kossuth Lajos indította.
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b) A 19. századi divatlapok fő témája a divat volt.
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c) Ady Endre munkatársa volt a Debreceni Hírlapnak.
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d) A kritika véleményközlő sajtóműfaj.
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e) A kommentár rövid riport.
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f) A jó újsághír aktuális.
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napilap
bulvárlap
II. (regionális) forduló
2010. február 26.
10.
feladat
(6 pont)
Készítsen személyes hangvételű 4-5 mondatos jelentést az aktuális, napi időjárásról! Az írása legyen összefüggő, lényegre törő!
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ELŐFIZETÉSI FELHÍVÁS
Egy kis kötetnyi verset akarok kiadni. Nem a nagyközönség számára, hiszen annak az enyéimnél jobb versek sem kellenek; csak ismerőseimnek, csak azoknak, akik azon kis helyen laknak, hova képzeletem bárhonnan visszatért, amely éppen úgy szülőföldem, mint legszentebb illúzióim testet öltött képe. Az irodalmi stréberek példáját nem követtem; ha volt olyan dalom, melyről azt hihettem, hogy amint az én szívemet megvérezte az az érzés, melyből formálódott, melyből fölfakadt, úgy fog talán egy szenvedő szívnek a rokonérzés erejével megnyugvást adni - azt a dalt is ismerősnek, jó barátnak szántam, mert ezeket szeretem, mert a szeretet diktálta minden soromat. Még ott is, ahol talán az ifjú szív emésztő lángjával eszményt, tekintélyt próbálok égetni, még ott is a szeretet, az Igazság szeretete vezetett. Nem hívom ki, nem is várom a kritikát. Szívem még küzdő helye az ifjúi zavaros tárgyakat kereső érzések csatáinak. Az én verseim még csak keresik azt, mely különben is csak törekvés marad, s legfennebb iránya változik: az igazságot. Azt sem ígérem, hogy a könyvemre teendő esetleges kritika reám hatással fog lenni: nem, mert a szerénység affektálása több a szerénytelenségnél, s nem főleg azért, mert kritikus nem tanított meg senkit verset írni. Az első kötet az a poétának, ami a kisdiáknak az első - legtöbbször félkrajcáros - cigaretta. Az ismerősöket, a közönséget kérem: ne engedjék, hogy a füstje a torkomon akadjon. A kötet augusztus közepén fog megjelenni. Előfizetési ára 60 kr, mely címemre legkésőbb f. hó 25-dikéig elküldendő.
Szil 1898. július 3.
A 11-15. feladatok az Előfizetési felhívás című szöveghez kapcsolódnak.
11. feladat
(2 pont)
Kiknek ajánlja kötetét Ady Endre? Írjon két példát!
.............................................................................................................................................
.............................................................................................................................................
12. feladat Húzza alá a szövegben azt a mondatrészt, amely kifejezi, hogy pontosan mi ihlette a verseket?
(2 pont)
6
II. (regionális) forduló
2010. február 26.
13. feladat
(2 pont)
Mi a szerepe a nagy kezdőbetűs, dőlt betűs írásmódnak az „Igazság szeretete vezetett" kifejezés esetében?
.............................................................................................................................................
.............................................................................................................................................
14. feladat
(6 pont)
Reagáljon az író felhívására 4-5 mondatos olvasói levélben!
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
15. feladat
(3 pont)
Az alábbi gondolatot az író nem szó szerinti jelentésében használja: „Az ismerősöket, a közönséget kérem: ne engedjék, hogy a füstje a torkomon akadjon."
Értelmezze a szólás szövegbeli, másodlagos jelentését!
.............................................................................................................................................
.............................................................................................................................................
A NŐK JOGA (részlet)
„… Egy előkelő pesti úriember egy magános szakaszban ült. A katasztrófa után azt kívánták tőle, hogy helyét a megroncsolt kocsikból kiszorult hölgyeknek engedje át.
Az én úriemberemnek persze több esze volt, s helyét nem volt hajlandó átadni. Erre egy fiatalember - hasonló a debreceni aranyifjúságunk sok üresfejű alakjához - egész gavallérosan a fejéhez vert egy poharat, s társaival együtt kidobta megfizetett szakaszából az illető urat.
Meg vagyok róla győződve, hogy a debreceni hölgyek egy része szívéből tapsol ennek a snájdig gavallérosságnak, de én, ki már annyiszor helyeztem magam szembe minden korlátolt felfogással, minden erőmből tiltakozom most is a gavallérosságnak ilyetén való megnyilatkozása ellen.
Tiltakozom pedig a legprimitívebb igazság alapján. Az az úr megfizette a helyét, s nincs olyan körülmény, mely az ő akarata ellenére, mások kedvéért, helye elhagyására kényszerítse.
Mi látjuk – még az Európától hátramaradt Debrecenben is – azt a hatalmas áramlatot, mely az asszonynépség egyenjogosításáért küzd.
A feministáknak igazuk van. A nőben felfrissítőt, erős támaszt fog nyerni az emberiség, s csak évezredes korlátoltság nézhette nyugodtan azt a lekötött erőt, mely a nőben elveszett.
De ha igaza van a mai modern kor minden tálentumos harcosának – mire való a középkor őrült, romantikus lovagiassága mellett lándzsát törni? … Mire való a nőnek kiváltságokat osztogatni,
mikor azokhoz a jogot már akkor eljátszotta, mikor az első emancipácionális törekvésének tanújelét adta? …
Valóban, csakis elmaradt, korlátolt, a mienkhez hasonló nevetséges társadalmi élet tarthatta fenn azt az abszurd teóriát, mely magát lovagiasságnak nevezi, de tulajdonképpen vérig sértő vélekedés a mi erős, öntudatos asszonyainkról! …"
Debreczen 1899. május 16.
16. feladat
(3 pont)
Ha 1899-ben lehetőség lett volna a hírlapokban az olvasói SMS-eket megjeleníteni, hogyan reagált volna a fenti írásra? Írja le hozzászólását max. 10 szóval!
.............................................................................................................................................
.............................................................................................................................................
17. feladat
(5 pont)
Soroljon fel öt jelzőt, amelyek az emancipált nőkre jellemzők! Válogathat ilyeneket a fenti cikkből, de egészítse ki saját példákkal is!
.............................................................................................................................................
.............................................................................................................................................
18. feladat
(3 pont)
Keressen a szövegben három egyszerű mondatot, és írja le!
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
HUMOROS KIS MAGYAR NYELVTAN
19.
feladat
(7 pont)
Fejtse meg a rejtvényt az alábbi táblázatban! Egy olyan összetett szó a megfejtés, amelyet egybe és külön is lehet írni. Melyik ez a szó? (A 2., 3. oszlopban bekarikázott betűket kell összeolvasni.)
Megfejtés: ...........................................................................................................................
20. feladat
(8 pont)
Fejezze be a következő összetett szavakat! Határozza meg az összetételek szófaját!
a) izeg .................................................
szófaja: ...................................................................
b)
csitteg .............................................
szófaja: ...................................................................
c)
fidres ...............................................
szófaja: ...................................................................
d)
retye ................................................
szófaja: ...................................................................
21. feladat
(10 pont)
Melyik a kakukktojás az alábbi szósorokban? Húzza alá, és indokolja választását!
a) patak, asztal, béke, lemez, egysejtű, város
Indoklás: .............................................................................................................................
b) Eszter, Kati, Károly, Bükk, Márton, Márti
Indoklás: .............................................................................................................................
c) tanya, lámpa, kutyák, Visegrád, étel, füzet
Indoklás: .............................................................................................................................
d) boldogság, szerelem, barátság, vita, csésze, világosság
Indoklás: .............................................................................................................................
e) vas, réz, nyáj, cukor, bor, tej, kávé
Indoklás: .............................................................................................................................
22. feladat
(12 pont)
Fejezze ki egy-egy határozószóval a következő jelentéseket!
a) háton fekve
=
....................................................................................
b)
titokban =
....................................................................................
c) az elmúlt évben =
....................................................................................
d) nem járművön =
....................................................................................
e) abban a pillanatban
=
....................................................................................
f) tökéletesen =
....................................................................................
23. feladat
(4 pont)
Húzza alá a párbeszédben a mondatértékű módosítószókat!
- Valószínű holnap esni fog. Mégis el kell mennünk a kajaktúrára?
- Biztosan.
- A többiek tényleg elutaztak a hegyekbe?
- Alighanem.
2010. február 26.
24. feladat
(6 pont)
Helyettesítse szólással vagy közmondással a következő kifejezéseket!
a) nem találta ott
.......................................................................................................
b) hiába fáradt
.......................................................................................................
c) mindenben hibát talál
.......................................................................................................
Írjon egy-egy szóláshasonlatot a meghatározásokra!
d) esetlenül ugrándozik
.......................................................................................................
e) jól él
.......................................................................................................
f) mosolyog
.......................................................................................................
25. feladat
(7 pont)
Humoros: Kösse össze a meghatározásokat a megoldásokkal!
köhécselők lakosztálya
régi korok vidám férfiruhája
gondolatok elsüllyesztése az agyban
iszákos feleség dala
Grönlandra jutott japán nő ruhája
a politikai plakát hűsége élete párját vesztett kémikus
kacagány özvegyész oldalbordal
kuc-kuckó eszkimonó emlék
falragaszkodás
26. feladat
(12 pont)
Arany János képrejtvénye. Valahogy így olvasták a szóírást. Megfejtése egy egyszerű mondat. Írja le!
Megfejtés: ...........................................................................................................................
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<urn:uuid:bb2cabac-8bfa-4624-b117-4f20741aaa6e>
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HuggingFaceFW/finepdfs/tree/main/data/hun_Latn/train
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finepdfs
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hun_Latn
| 19,019
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Formulaire
Questionnaire de satisfaction Service ambulatoire
MQR-FO-005
V6
Application : Mars.2022
Page 1/2
Madame, Mademoiselle, Monsieur,
Votre prise en charge à l'Hôpital Privé du Val d'Yerres se termine. Dans un souci permanent d'amélioration de nos prestations, la Direction et les Professionnels de santé vous sont reconnaissants de remplir ce questionnaire lors de votre sortie. Nous vous remercions par avance de le déposer dans la(les) boîte(s) identifiée(s) à cet effet dans le hall d'accueil ou dans le service de soins, afin de respecter la confidentialité des informations recueillies.
Nous vous remercions pour votre collaboration
Votre nom et prénom (facultatifs) : ___________________________________________ Chambre__________
Date de votre hospitalisation en Ambulatoire : ____/_____/______ Nom du praticien : ___________________
Vous a-on remis le passeport ambulatoire ?
OUI NON
Merci de nous faire part de votre appréciation en cochant la case de votre choix
Comment jugez-vous ?
Avant votre hospitalisation en Ambulatoire
NC
La clarté des documents reçus pour vous aider à vous préparer à votre intervention : passeport
ambulatoire, préparation locale et préparations spécifiques
La facilité de stationnement
L'accès au service ambulatoire depuis l'accueil
L'accueil principal de l'établissement
Durant votre hospitalisation en Ambulatoire
➔ L'accueil
NC
L'accueil dans le service Ambulatoire
L'accueil au bloc opératoire
➔ La prise en charge
La qualité des contacts avec les professionnels rencontrés (amabilité, disponibilité, écoute,
confidentialité)
Le transport par le brancardier
La prise en charge de la douleur
➔ L'attente
Le délai d'attente pour votre prise en charge à l'arrivée
Le délai d'attente entre votre arrivée et votre passage au bloc
Les conditions d'attente
➔ L'information
La clarté des informations sur les éventuels soins à réaliser la veille de l'opération
La clarté des informations données à votre entourage
La confidentialité des informations vous concernant
➔ Confort et propreté
La propreté du service et de votre chambre
Le confort et les prestations de votre chambre (coffre/TV)
La qualité des produits servis lors de la collation
Le respect de votre intimité
Votre participation en tant que co-acteur de votre prise en charge
Par quel moyen le brancardier vous a-t-il accompagné du service au bloc opératoire ?
En brancard En fauteuil A pied (*)
(*)Si à pied
La prise en charge du patient debout
NC
Ressenti sur l'accompagnement debout au bloc
Formulaire
MQR-FO-005 V6
Questionnaire de satisfaction Service ambulatoire
Application : Mars.2022
Page 1/2
➔ L'organisation de votre sortie du service
NC
Le temps d'attente avant votre sortie
Les informations sur les traitements et soins à poursuivre
Une lettre de liaison détaillant votre prise en charge vous a-t-elle été remise ?
OuiNon
NC
➔ Votre appréciation générale
Prise en charge globale en ambulatoire
Avez-vous des commentaires ou suggestions à apporter pour améliorer la qualité de nos prestations ?
Les questionnaires seront analysés par le service qualité, les résultats seront présentés en commission, communiqués aux professionnels et affichés dans la clinique. BON RETABLISSEMENT.
Autorisez-vous Merci Docteur à vous envoyer une enquête de satisfaction via votre mail pour le compte de l'établissement ?
NON
OUI
Si vous êtes hospitalisés, autorisiez-vous l'établissement à transmettre votre mail à la HAS dans le cadre de l'enquête nationale ESatis ?
NON
OUI
Si oui, Votre e-mail : ____________________________________________________________
Fait, le ________________________, à ____________________________ Signature :
Concernant Merci Docteur l'enquête E-Satis de la HAS, vous pouvez exercer ces droits en vous adressant au délégué à la protection des données par e-mail à l'adresse email@example.com ou firstname.lastname@example.org
Concernant l'enquête E-Satis de la HAS, vous pouvez exercer ces droits en vous adressant au délégué à la protection des données par e-mail à l'adresse email@example.com
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<urn:uuid:4ea65070-9fd6-4f00-bfb7-0dd2cd82e795>
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HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
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finepdfs
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fra_Latn
| 4,291
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PROYECTO DE RESOLUCIÓN
La Honorable Cámara de Diputados de la Nación
RESUELVE
Solicitar al Poder Ejecutivo Nacional que, a través del Ministerio de Economía de la Nación, con relación al actual estado y desarrollo de los proyectos llevados adelante por la Comisión Nacional de Energía Atómica (CNEA), informe detallada y pormenorizadamente sobre los siguientes puntos:
1) Presupuesto destinado para la CNEA durante el 2024.
2) Listado de transferencias de fondos efectuadas a la CNEA desde el inicio del año y su propósito. De existir retrasos de movimientos que ya se deberían haber efectuado explicar el porqué de los mismos.
3) Servicios prestados por proveedores, cumplimiento o no de los mismos a la fecha, y concreción de pagos por parte del organismo.
4) Avance y situación actual de la construcción de la Central Argentina de Elementos Modulares (CAREM). Cumplimiento de lo pautado con empresas subcontratistas en las obras.
5) Avance y situación actual de la construcción del Reactor Argentino Multipropósito RA-10. Cumplimiento de lo pautado con empresas subcontratistas en las obras.
6) Despidos o renovaciones de contratos que no se hayan realizado desde el 10 de diciembre de 2023 a la actualidad y sus motivos, ya sea por parte de la CNEA o por empresas subcontratistas que estén cumpliendo tareas en proyectos u obras del organismo.
7) Situación actual en instalaciones de centros atómicos, complejos tecnológicos y regionales, y en laboratorios de la CNEA para cumplimentar diariamente con su operatividad sin incumplir requerimientos regulatorios ni de seguridad.
Dip. EDUARDO TONIOLLI
Dip. GERMÁN MARTÍNEZ
Dip. MICAELA MORAN
Dip. GUSTAVO CARLOS MIGUEL GONZÁLEZ
Dip. MARÍA EUGENIA ALIANIELLO
Dip. JULIO PEREYRA
Dip. PABLO RAUL YEDLIN
Dip. RICARDO HERRERA
Dip. HILDA AGUIRRE
Dip. JORGE ANTONIO ROMERO
Dip. JORGE NERI ARAUJO HERNÁNDEZ
Dip. PABLO TODERO
Dip. GABRIELA PEDRALI
Dip. ADOLFO BERMEJO
Dip. ANDREA FREITES
FUNDAMENTOS
Sr. Presidente:
En 1950 mediante el Decreto del Poder Ejecutivo Nacional Nº 10936/50 se creó la Comisión Nacional de Energía Atómica (CNEA) que investiga y desarrolla los usos pacíficos de la energía nuclear en nuestro país. Entre otras líneas de trabajo, busca la generación de energía nucleoeléctrica a gran escala, la investigación básica y aplicada en sectores estratégicos, la aplicación de la tecnología nuclear a la salud y la transferencia tecnológica al entramado productivo y el sistema de ciencia y técnica.
Actualmente, Argentina produce alrededor del 10% de su energía eléctrica a través de sus 3 reactores nucleares operacionales, posee 5 reactores de investigación y es exportadora de tecnología atómica al mundo. Incluso desde 2019 el Dr Rafael Grossi, diplomático oriundo de nuestro país, ocupa el cargo de Director General de la Agencia Internacional de la Energía Atómica.
El miércoles 27 de marzo tomó público conocimiento un comunicado de los gerentes de área de la CNEA en el que expusieron la situación presupuestaria del organismo. En el escrito se habla de una asignación de $26.337.326.448 (excluyendo salarios y becas) a devengar para gastos hasta el 31 de marzo del presente año, de los cuales con mucho esfuerzo se hizo uso de sólo $18.778.781.559. El problema radica es que a la fecha sólo se transfirieron a la institución gubernamental $3.077.859.234.
Esto ha traído distintos efectos negativos para los proyectos y obras en marcha. Adriana Serquis, presidenta de la CNEA, ha afirmado en medios periodísticos que envió un escrito al secretario de Energía, Eduardo Rodríguez Chirillo, informándole que hubo que decidir el corte de obra en el CAREM y el RA-10 desde este lunes 25 de marzo por la situación financiera del organismo.
El CAREM es el primer reactor nuclear de potencia íntegramente desarrollado y construido en el país, y es el primer reactor modular de baja y media potencia del mundo en estar oficialmente en construcción. El RA-10 es el reactor multipropósito más moderno del mundo y permitirá cuadruplicar la producción de radioisótopos de uso médico para estudios funcionales, podría ubicar al país como un jugador importante en el mercado de esos productos y lo pondría en un puesto de avanzada en la investigación con haces de neutrones, un área crítica para la producción, testeado y estudio de materiales.
A esto se suman otras dificultades que se advierten en el comunicado de los gerentes de área de la CNEA como el de los prestadores que han dejado de prestar sus servicios ante la falta de pagos, o la imposibilidad de garantizar cuestiones básicas que hacen a la operatividad y funcionamiento de centros atómicos, complejos y laboratorios en condiciones seguras y cumpliendo los requerimientos regulatorios.
Por todo lo expuesto solicito a mis pares la aprobación del presente proyecto de resolución.
Dip. EDUARDO TONIOLLI
Dip. GERMÁN MARTÍNEZ
Dip. MICAELA MORAN
Dip. GUSTAVO CARLOS MIGUEL GONZÁLEZ
Dip. MARÍA EUGENIA ALIANIELLO
Dip. JULIO PEREYRA
Dip. PABLO RAUL YEDLIN
Dip. RICARDO HERRERA
Dip. HILDA AGUIRRE
Dip. JORGE ANTONIO ROMERO
Dip. JORGE NERI ARAUJO HERNÁNDEZ
Dip. PABLO TODERO
Dip. GABRIELA PEDRALI
Dip. ADOLFO BERMEJO
Dip. ANDREA FREITES
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<urn:uuid:7260d60c-ad4b-4283-823e-d9d4ccd1b3ea>
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HuggingFaceFW/finepdfs/tree/main/data/spa_Latn/train
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finepdfs
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spa_Latn
| 5,193
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Cari Colleghi, nella seduta amministrativa straordinaria del 22 gennaio 2011 il Consiglio Nazionale Forense, considerato la novità del Regolamento della Formazione Permanente per il triennio formativo 2008-2010;
considerate le difficoltà organizzative incontrate da alcuni ordini forensi per offrire eventi formativi;
ha deliberato di concedere ai colleghi soggetti all'obbligo formativo per l'intero triennio 2008-2010 ( 50 crediti di cui 6 nelle materie obbligatorie) la possibilità di recupero di un massimo di 15 crediti formativi.
Il recupero dovrà avvenire entro e non oltre il 31/07/2011 fermo restando l'obbligo formativo per il triennio corrente.
Il Consiglio dell'Ordine di Monza ha espresso al Consiglio Nazionale Forense il proprio dissenso nei confronti di siffatta decisione che svilisce l'impegno e la serietà dei Coa che, come il nostro, hanno affrontato la programmazione e l'organizzazione dell'offerta formativa assumendosi oneri non indifferenti in termini di risorse economiche ed umane.
Parimenti siffatta decisione offende e frustra tutti quegli iscritti che nel rispetto del Regolamento hanno coscienziosamente assolto all'obbligo formativo.
Vi invitiamo a prendere atto della delibera del Consiglio Nazionale Forense e a coloro che dovessero risultare debitori sino a 15 crediti formativi di provvedere nei termini indicati dalla delibera sopracitata.
Cordiali saluti
Fondazione Forense di Monza Il Presidente Avv. Gabriele Tossani
Fondazione Forense di Monza
Piazza Garibaldi, 10 - 20900 Monza
Tel. 039.38.24.81 - Fax. 039.38.21.07
firstname.lastname@example.org
Ordine degli Avvocati di Monza Il Presidente Avv. Francesca Sorbi
Ordine degli Avvocati di Monza
Piazza Garibaldi, 10 - 20900 Monza
Tel. 039.38.24.81 - Fax. 039.38.21.07
email@example.com
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<urn:uuid:46f8546e-ab72-400e-9367-56d5c3b37849>
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HuggingFaceFW/finepdfs/tree/main/data/ita_Latn/train
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finepdfs
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ita_Latn
| 1,793
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ABCDEGHJKLMPRSTVWZ
Kern August
Années de naissance et de décès
1902-1996
Biographie
August Kern est né à Laufon (Bâle). Avant de devenir réalisateur et producteur, il effectue des études techniques, et notamment en chimie au Technicum à Berthoud (canton de Berne). Durant cette période, il s'engage dans un volontariat d'opérateur chez Eagle Film à Berne.
Il participe à la fondation du Cinéma scolaire et populaire en 1921, où il occupe diverses fonctions jusqu'en 1932 (dont chef de la production cinématographique). Pendant ces années-là il réalise plus de cinquante petits films.
Délégué de la Croix-Rouge suisse en Russie entre 1922 et 1923, il réalise le reportage Die Geheimnisse der Karrmuckensteppe qui lui vaut un Prix international du film à Berlin en 1924.
Par l'intermédiaire de son poste de secrétaire à la GEFI
(Genossenschaft Filmdienst), section du Cinéma scolaire et populaire, en 1932, il produit et écrit le scénario du premier film sonore suisse réalisé en Valais : Les grenadiers du Bon Dieu (Die Herrgotts Grenadiere). Ce film connaît un succès significatif à l'étranger, avec comme tête d'affiche Gustav Diessl. Il met en lumière les paysages et les scènes typiques associés au Lötschental, telles que la procession de la Fête-Dieu.
Durant la Seconde Guerre mondiale, August Kern réalise des films de propagande religieuse : Marguerite et les soldats et Al canto del cucù. Entre 1948 et 1977, entant que directeur des productions KernFilm à Bâle, il réalise de nombreux documentaires didactiques, dont Valais, pays des contrastes (1964) qui dessine un Valais entre traditions et modernité et Le secret de la vie (Geheimnis Leben) en 1966 qui reçoit de nombreux prix.
Prix
Prix cinématographique de Bâle-Campagne, 1988, pour Geheimnis Leben
Prix culturel de la ville de Bâle, 1988, pour Geheimnis Leben
Prix international du film à Berlin, 1924, pour reportage Die Geheimnisse der Karrmuckensteppe
Filmographie
Un aperçu de ses productions et écritures :
Les grenadiers du Bon Dieu (Die Herrgotts Grenadiere), de Anton Kutter, 100', 1932, GEFI, fiction drame
Un aperçu de ses réalisations :
Le secret de la vie (Geheimnis Leben), 86', 1967, production KernFilm, documentaire.
Valais, pays des contrastes , 20', 1964.
Al canto del cucù, 101', 1941-1942, film propagande de « défense religieuse »
Marguerite et les soldats (Margritli und d'Soldate), 105', 1941, film propagande de « défense religieuse ».
Le foehn dans les Alpes (Alpenfoehn), 16', 1939, production KernFilm, court métrage
Découvrez et empruntez les œuvres d'Auguste Kern disponibles à la Médiathèque Valais
A collaboré à
Eagle Film
Cinéma scolaire et populaire
Croix-Rouge
GEFI, Genossenschaft Filmdienst Bern
Productions Kern-Film
Pour en savoir plus
Hervé Dumont, « Schweizer-Bergfibel = Abécédaire des montagnes suisses, 1938, réalisateur August Kern », in Histoire du cinéma suisse, Hervé Dumont, Lausanne, 1987, p. 222.
Heinz Schwab, « Filmgold : un âge d'or pour la Suisse (August Kern und Anton Kutter : Herrgottsgrenadiere, 1933 ; Charles F. Vaucher und Max Haufler : Farinet ou la fausse monnaie, 1939) », in Schweiz. Offizielle Reisezeitschrift, 47, 1974, 12, p. 33-38.
Source
Dictionnaire historique de la Suisse
Lien de la Cinémathèque suisse
Filmographie imdb
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Kenosha County Executive Jim Kreuser
Household Hazardous Waste, E-waste & Refrigerant Collection Event
announces a
Household hazardous waste items include:
Household cleaning items, aerosol cans, bug sprays, vehicle related fluids, oil-based paints, paint removal products, fluorescent bulbs, pool chemicals and garden/outdoor related products.
E-waste (electronic waste) items include:
Computers, laptops, fax machines, keyboards, mice, stereos, scanners, iPods, TVs, VCRs, DVD, CD and MP3 players, printers, phones, copiers, power tools, toner cartridges and electronic toys.
Refrigerant waste (containing freon) items include:
Refrigerators, water coolers, freezers, air conditioners, water heaters, dehumidifiers, microwaves and other household appliances.
Do NOT bring the following materials:
Latex paint, tires, infectious or biological waste, compressed gas cylinders, explosives, radioactive waste, medical and pharmaceutical waste and commercial or business waste. These materials will NOT be accepted.
Bring your items to the
Kenosha County Center 19600 75th Street, Bristol, WI 53104
on Saturday, July 25, 2020
from 8:00 AM to 1:00 PM
For more information, please visit the Kenosha County website at www.kenoshacounty.org or contact the Extension Kenosha County Office at 262-857-1945.
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RESOLUÇÃO CBFS Nº07/2016
Reconhece a extinção da equipe Blu/Muffatão/Nutry/Cascavel e dá outras providências.
O Presidente da Confederação Brasileira de Futebol de Salão – CBFS, no uso das atribuições que lhe são conferidas pelo art. 32, I, e art. 33, I do Estatuto da CBFS.
Considerando o teor do parecer da assessoria jurídica datado de 11 de agosto de 2016, o qual trata sobre a situação jurídica do clube acima.
Resolve:
Art. 1º. Ficam cancelados todos os jogos vindouros da equipe Blu/Muffatão/Nutry/Cascavel, aplicando analogicamente, para as competições que já estejam em curso, o disposto no art. 48 do Regulamento dos Certames Nacionais 2016, concedendo, portanto, aos clubes adversários a vitória fácil pelo escore de 1x0.
Art. 2º. Fica determinado que o setor competente desta Confederação deverá proceder a devida liberação dos atletas a fim de que possam firmar vínculo desportivo com outras equipes.
Art. 3º. Os resultados já obtidos em jogos anteriores à esta resolução envolvendo o clube citado ficam mantidos, em homenagem ao princípio pro competitione.
Art. 4º. Esta Resolução entra em vigor na data de sua publicação, revogando-se todas as disposições em contrário.
Registre-se, publique-se e cumpra-se.
Fortaleza, 11 de agosto de 2016.
Marcos Antônio Madeira
Presidente
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GERENCIA MUNICIPAL DE URBANISMO GP
Fecha Obtención
2020
(ANTEPROYECTO)
PRESUPUESTO DE GASTOS
PRESUPUESTO:
INI - Fase Inicial Eelaboración
FASE:
00004 - Ppto. 2020 del O.A.de Gerencia Municipal de Urbanismo
RESUMEN POR ÁREA GASTO Y POLÍTICA
ÁREA PRESUPUESTARIA: 07 PLANIFICACIÓN DEL TERRITORIO Y MEDIOAMBIENTE
05/02/2020
Pág.
12:42:57
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"We will not only use BIM to do production calculations and quantity take-offs, but also when we physically mark teledata in the project. We will let the designers use a specially designed software that will allow us to save about 1,000 hours of double work. All thanks to BIM."
Andreas Udd
Project Manager, Skanska Installation
BIM in Building Projects
New Karolinska Solna
Solna, Sweden
The NKS Project is the first Skanska project in Sweden to have BIM requirements in the contract. This means that Skanska has been contracted to work in BIM and to deliver an object-oriented BIM model with information that is linked to the model through appendices or related databases. This BIM model will provide the client all information needed for FM services and future reconstruction.
Having a contractual delivery on BIM, a thorough basis for BIM usage throughout the project has been created. Even though the project has just recently got under way, BIMs position as a common tool is already winning grounds within the organization.
provides functions such as procurement and planners with detailed and efficient information takeoffs, and as a result time has been freed up to optimize and evaluate options and work with value-added tasks.
to register service errands and extract technical documentation and manuals on the spot.
Intelligent 3-D design is a requirement in today's construction business. In the NKS project, every designer is allowed to use the software of their choice as long as export formats are compatible with other designer software. Project members use a central server to exchange model files weekly and Skanska chairs bi-weekly model coordination meetings where hard and soft clashes as well as better solutions are discussed. The models are also used to simulate movement of medical equipment and to assess accessibility of facilities management services.
The intelligence of the models is used to support the work of the project team across all phases. It
Working in close collaboration with Skanska UK, the team has now started to implement production progress tracking using the model. Combining experiences from the UK with new ideas of how to work with the tool, Skanska is now able to utilize it at an earlier stage. Working this way provides everyone involved in the project with a good visual tool of how work is progressing.
Using the model as a basis for facility management requires a clever way of locating objects; therefore an asset code was developed and is continuously implemented by designers as the design progresses. The asset code specifies location, function and product and can be, for example, electronically read by service technicians in the field to enable them
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Receptionist
VACANCY
Reference: PPSA 03/09/2022
Location: Kwa-Zulu Natal, Durban
Remuneration: R176, 310.00 per annum plus benefits
Requirements:
A 3 year National Diploma in Public Administration/Public Management/ Business Management/Office Management/Management Assistant/Secretarial Services or any 3 year administration related qualification • A minimum of 1 year relevant experience in Office Administration and Customer Care environment • Previous proven experience as Receptionist or Switchboard Operator would be advantageous • Proficiency in Microsoft Office is essential.
Competencies and Skills:
Excellent interpersonal and communication (both written and oral) skills, demonstrating outstanding ability to correspond with colleagues, internal and external customers
* Reliable and hardworking • Accuracy. Ethical conduct • Attention to detail • Ability to maintain a high level of confidentiality • Professionalism • Good customer service skills
* Ability to meet deadlines and work under pressure • Ability to maintain a high level of confidentiality. Computer literacy (Ms Word, email, internet) • Ability to operate a switchboard
* Good telephone etiquettes • Customer orientation • High level of professionalism.
Key responsibilities and duties:
Handling of receptionist duties i.e. professionally handling of front office queries • Welcome visitors, guests and clients • Respond to relevant personal, telephone, email and written enquiries and requests • Ensuring front office is clean • Answering all incoming calls • Handling incoming and outgoing calls • Accurately record messages and distribute to relevant personnel and Business Units • Compile and update internal/ external telephone directory • Supply basic information to clients about the functions of the office • Records management, receiving of documents at front office and distributing to relevant staff.
Enquiries: Ms S Zulu, at tel: (031) 307 5250/5300
Note: All appointments will be done in terms of the Public Protector Act and a 12 month probation period which may be extended to 18 months will be applicable. The successful candidates will be expected to sign the secrecy declaration form and a performance agreement within 2 months of accepting the position.
All successful candidates will have to undergo security clearance and vetting.
The Public Protector South Africa reserves the right not to fill the vacancies.
Applications must be accompanied by a covering letter with a detailed CV, 3 contactable references, recently certified (within 6 months) copies of qualifications (matric certificates, certificates of qualifications), a valid Driver's License(where required) and ID document.
Applications not complying with the above will be disqualified.
Correspondences will be limited to the short-listed candidates. Should you not be contacted within 2 months, please consider your application to be unsuccessful.
The Public Protector South Africa is an equal opportunity, affirmative action employer and is committed to the achievement and maintenance of representivity (race, gender and disability).
Preference will be given to the candidates whose appointment or promotion meets the requirements for Employment Equity representivity in the Institution and who resides in the province the position is in.
Please direct your application, stating the relevant reference number as follows:
For the attention of
Ms S Zulu by email to
firstname.lastname@example.org
Please also quote the position and reference number on the email subject line when applying.
CLOSING DATE: 30 September 2022 AT 16:30
www.pprotect.org
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STORIA
Prova d'esame 2
Storia nazionale
Sabato, 27 agosto 2022 / 90 minuti
Materiali e sussidi consentiti:
Al candidato è consentito l'uso della penna stilografica o della penna a sfera.
La prova d'esame comprende un allegato a colori.
INDICAZIONI PER I CANDIDATI
Leggete con attenzione le seguenti indicazioni.
Non aprite la prova d'esame e non iniziate a svolgerla prima del via dell'insegnante preposto.
Incollate o scrivete il vostro numero di codice negli spazi appositi su questa pagina in alto a destra.
La prova d'esame si compone di 25 quesiti, risolvendo correttamente i quali potete conseguire fino a un massimo di 60 punti. Il punteggio conseguitibile in ciascun quesito viene di volta in volta espressamente indicato.
Scrivete le vostre risposte all'interno della prova, nei riquadri appositamente previsti, utilizzando la penna stilografica o la penna a sfera. Scrivete in modo leggibile; in caso di errore, tracciate un segno sulla risposta scorretta e scrivete accanto ad essa quella corretta. Alle risposte e alle correzioni scritte in modo illeggibile verranno assegnati 0 punti.
Abbiate fiducia in voi stessi e nelle vostre capacità. Vi auguriamo buon lavoro.
La prova si compone di 16 pagine (1–16), di cui 3 vuote. L'allegato a colori si compone di 4 pagine (17–20).
Non scrivete nel campo grigio. Non scrivete nel campo grigio. Non scrivete nel campo grigio.
Pagina vuota
VOLTATE IL FOGLIO.
1. L’insediamento degli Slavi nelle Alpi Orientali si verificò tra il VI e il IX secolo.
Sichario disse: “Non è possibile che i servi del Dio cristiano possano stringere amicizia con i cani.” Di contro, Samo disse: “Se voi siete i servi di Dio, e noi siamo i cani di Dio, mentre voi agite ininterrottamente contro di lui, noi abbiamo avuto il permesso di lacerarvi con morsi.” E così Sichario fu allontanato dal cospetto di Samo.
(Fonte: http://www.thelatinilibrary.com/fredegarius.html. Data di consultazione: 21. 11. 2020.)
1.1. Spiegate perché gli Slavi scelsero proprio il territorio delle Alpi Orientali per il loro insediamento.
1.2. Come si chiamava la prima formazione statale slava, di cui facevano parte anche gli Slavi delle Alpi Orientali?
(2 punti)
2. Dopo lo scioglimento della prima formazione statale slava, sul territorio dell’attuale Austria nacque un principato slavo indipendente.
Anche se il termine Carantanum non fa parte dell’epoca descritta da Paolo, bensì del periodo (la fine dell’VIII secolo) in cui Paolo scriveva la sua Storia dei Longobardi, si tratta della più antica testimonianza del nome carantano. Il dotto autore rispettava – come la maggior parte degli scrittori del periodo – la tradizione etnografica e denominava i concetti nuovi con i termini antichi.
(Fonte: http://www.sistory.si/publikacije/pdf/zgodovina/Slovenska-zgodovina-SLO.pdf. Data di consultazione: 5. 11. 2020.)
2.1. Come si chiamava il principato menzionato nel testo soprastante?
2.2. Dove si trovava il suo centro?
3. Una particolarità della società carantana era rappresentata dalla classe dei kosezi (agricoltori-guerrieri).
Figura 1
(Fonte: Burra, A., et al., 2018: Storia degli Sloveni, p. 18. ZRSS, Lubiana)
3.1. Elencate le caratteristiche che contraddistinsero i kosezi.
3.2. Quale sorte fu riservata a questa classe dopo il crollo della Carantania?
(2 punti)
4. Nell'VIII secolo i Carantani persero la loro indipendenza e dovettero riconoscere la supremazia franca. Il nuovo governo portò molti cambiamenti.
Cerchiate le lettere davanti alle tre affermazioni corrette.
A I Carantani persero immediatamente la possibilità di scegliere il proprio principe.
B L'attività missionaria di Modesto fu ben accolta in quanto usava il metodo irlandese.
C Fino alla fine dell'VIII secolo il proselitismo sul territorio sloveno fu condotto dall'arcivescovado di Salisburgo.
D I Franchi erano tolleranti nei confronti di coloro che praticavano il paganesimo.
E Le autorità francesi introdussero il feudalesimo sul territorio sloveno appena nel XII secolo.
F I monasteri svolsero un ruolo importante nella diffusione del cristianesimo tra gli sloveni.
5. Sul territorio dell’attuale Slovenia si affermarono molte famiglie nobili, tra cui quelle dei conti di Gorizia e dei conti di Celje. Rispondete aiutandovi con la figura 4 dell’Allegato a colori.
Cerchiate la lettera davanti alla famiglia nobile scelta.
A CONTI DI GORIZIA
B CONTI DI CELJE
5.1. In quale regione storica slovena si trovava il centro da cui questa famiglia amministrava i propri possedimenti?
5.2. Quale fu il massimo titolo, ottenuto da questa famiglia nel corso della propria storia?
5.3. Elencate tre territori su cui questa famiglia esercitò il proprio controllo.
5.4. Descrivete la fine di questa dinastia.
(4 punti)
6. A partire dal XII secolo, l’attività culturale sul territorio dell’odierna Slovenia si risvegliò anche grazie ai monasteri.
Subito dopo la fondazione del monastero cistercense di Stična, a metà del XII secolo, fu inaugurata anche la sua biblioteca. Sotto l’abate Folknand, il numero dei manoscritti aumentò grazie all’opera di copisti e scrivani, sia monaci sia laici, provenienti dal territorio tedesco. /.../
(Fonte: Frantar, Š., et al., 2019: Zgodovina 2, p. 177. Mladinska knjiga. Lubiana)
6.1. Elencate gli ordini monastici che operavano sul territorio dell’attuale Slovenia.
6.2. Spiegate come i monaci contribuirono a innalzare la cultura nell’epoca medievale.
7. Sul territorio sloveno, il XV secolo fu all’insegna delle incursioni turche.
Cerchiate le lettere davanti alle tre affermazioni corrette.
A Il periodo di maggiore intensità delle incursioni va dal 1469 al 1483.
B Le dure misure degli Asburgo riuscirono a frenare fin da subito le scorrerie degli Ottomani.
C Nei tabor trovarono rifugio soprattutto i borghesi, abbandonati a se stessi.
D L’aumento delle spese per la difesa andò a gravare sui contadini sotto forma di nuove tasse.
E L’ossatura degli uscocchi era costituita da popolazioni fuggite di fronte ai turchi.
F L’esercito nero era costituito di forze speciali aristocratiche.
(3 punti)
8. Grazie a Primož Trubar il periodo del protestantesimo assunse un rilevante significato culturale e linguistico per il popolo sloveno.
Figura 2
(Fonte: Burra, A., et al., 2018: Storia degli Sloveni, p. 62. ZRSŠ. Lubiana)
8.1. Perché Trubar viene considerato padre della lingua letteraria slovena?
8.2. Quale ecclesiastico istriano fu il suo mecenate?
9. Nel corso del Trecento, in Italia la crisi dei Comuni divenne irreversibile e i signori riuscirono a farsi assegnare il potere a vita. Scegliete una delle signorie e rispondete alle domande, aiutandovi con il testo e la figura 5 dell’Allegato a colori.
Ludovico intento alla gloria, Leonardo ai meccanismi del corpo umano, della natura, alla voglia di volare, di offrire all’uomo una quarta dimensione. Più che dialogare con la Corte, Leonardo iniziò il suo soggiorno milanese dialogando con la città, centro di attrazione per artisti, matematici, ingegneri. Leonardo e Bramante, negli ultimi due decenni del Quattrocento, lavorarono in Milano, sicuramente in rapporto tra loro. Erano presenti insieme nei cantieri del Castello Sforzesco, di Santa Maria delle Grazie e a Vigevano.
(Fonte: https://sites.google.com/site/leonardoebramanteamilano/ludovico-il-moro-e-gli-sforza/. Data di consultazione: 7.11.2020.)
Lorenzo il Magnifico era un uomo brillante, che metteva il nascente volgare in luce, dandogli spazio e forma sul piano culturale. Dette forza all’Accademia neoplatonica di Careggi. Rammodernò Palazzo Vecchio, patrocinò la costruzione del quartiere di San Giovanni, intorno al Battistero. Organizzò il Bando per la facciata di Santa Maria del Fiore. Ma soprattutto patrocinò artisti come il Pollaiolo, Filippino Lippi, Sandro Botticelli, Andrea del Verrocchio.
(Fonte: http://www.storico.org/umanesimo_rinascimento/lorenzo_magnifico2.html. Data di consultazione: 7.11.2020.)
Cerchiate la lettera davanti alla signoria scelta.
A GLI SFORZA
B I DE’ MEDICI
Sotto forma di breve testo espositivo, descrivete la signoria includendo i seguenti elementi: scrivete in quale città governava la famiglia, i nomi di due personaggi della famiglia che detennero il titolo di signore, due caratteristiche (di diversa natura) della politica della signoria, i territori verso i quali essa si espanse, la sua posizione verso la Pace di Lodi (furono firmatari oppure no).
10. La Repubblica di Venezia era una delle repubbliche marinare più ricche e influenti del Mediterraneo. Rispondete aiutandovi con il testo e la figura 6 dell’Allegato a colori.
/…./ approvando per l’appunto il provvedimento della “serrata”, ovvero della chiusura ai nuovi membri di recente ricchezza rendendo ereditaria la carica di consigliere. Vennero così resi membri di diritto tutti coloro che ne avevano fatto parte nei quattro anni precedenti /…../.
(Fonte: http://www.leganordbl.org/provinciale/index.php/identita-veneta/382-la-serrata-del-maggior-consiglio.html.
Data di consultazione: 11. 11. 2020.)
10.1. Come si chiamava il supremo magistrato della Serenissima?
10.2. Spiegate in che modo nel 1279 le famiglie patrizie si impadronirono del Maggior Consiglio.
10.3. Elencate i territori (fuori della penisola italiana) sui quali Venezia estese il suo controllo.
(3 punti)
11. Tra il XIV e il XVI secolo l’Italia divenne il faro culturale e artistico d’Europa, dando vita alla stagione dell’Umanesimo e del Rinascimento.
Abbinate gli esponenti dell’epoca con la rispettiva opera, scrivendo la lettera corretta della colonna di destra su ciascuna riga vuota della colonna di sinistra.
______ Michelangelo Buonarroti A L’Ultima cena
______ Leonardo da Vinci B Il Principe
______ Niccolò Machiavelli C La creazione di Adamo
______ Lorenzo Valla D I Canti carnascialeschi
______ Lorenzo il Magnifico E La Scuola di Atene
______ Raffaello Sanzio F Sulla Donazione di Costantino falsamente attribuita e falsificata
12. Nel periodo del Romanticismo, il termine sloveno si affermò definitivamente come espressione d'appartenenza alla stessa comunità nazionale. Il merito va soprattutto agli intellettuali dell'epoca. Abbinate i nomi dei due intellettuali con le espressioni, scrivendo la lettera corretta negli spazi vuoti della colonna di sinistra.
______ Kranjska čbelica
______ Kmetijske in rokodelske novice
______ Slovenska matica
______ Abecedna vojna
A France Prešeren
B Janez Bleiweis
(2 punti)
13. Grazie alla maggiore libertà di stampa, nell'aprile del 1848 venne realizzata la petizione "Kaj Slovenci terjamo?" che promosse l'idea di unificare tutti i territori sloveni.
/.../ affinché ognuno possa vivere a casa sua come gli pare e piace; il tedesco alla tedesca, l'italiano all'italiana … ma affinché anche a noi sia concesso di vivere a casa nostra alla nostra maniera: gli sloveni alla slovena.
(Fonte: Burra, A., et al., 2018: Storia degli Sloveni, p. 89. ZRSS. Lubiana)
13.1. Chi fu l'autore di questa petizione?
13.2. Spiegate che impatto ebbe la petizione sugli intellettuali sloveni.
(2 punti)
14. Dopo il 1848, le autorità austriache proibirono tutte le organizzazioni politiche e tutti i giornali, fondati nell'anno rivoluzionario.
Come viene chiamato il periodo che si affermò nell'Impero austriaco dopo la rivoluzione di marzo? Cerchiate la lettera davanti all'affermazione corretta.
A Assolutismo di Bach
B Assolutismo di Metternich
C Assolutismo di Giuseppe
(1 punto)
15. Nella seconda metà del XIX secolo, i tabori e le čitalnice svolsero un ruolo di fondamentale importanza nella formazione della coscienza nazionale slovena. Rispondete con l’aiuto della figura 7 dell’Allegato a colori.
15.1. Quale parte dell’attuale Slovenia ospitava il maggior numero di sale di lettura (čitalnice)?
15.2. Quali attività venivano organizzate dalle sale di lettura (čitalnice)?
15.3. Elencate i raduni (tabori), svoltisi nella parte occidentale dell’attuale Slovenia.
(3 punti)
16. Dopo la fine della Concordia, sul territorio sloveno nacquero i primi partiti politici.
16.1. Elencate i partiti che a cavallo tra l’Ottocento e il Novecento dominarono la scena politica slovena.
16.2. Come cambiò il diritto di voto nella Monarchia austro-ungarica nel 1907?
(2 punti)
17. La costruzione della Ferrovia Meridionale contribuì allo sviluppo industriale del territorio sloveno. Rispondete aiutandovi con la figura 8 dell’Allegato a colori.
A Trieste, nella parte settentrionale della città e adiacente al mare, fu realizzata una stazione dotata di ampi magazzini, all’epoca una delle maggiori d’Europa, funzionalmente collegata alle strutture portuali per garantire l’agevole trasferimento delle merci tra navi e treni.
(Fonte: https://triestecampomarzio.com/le-nostre-ferrovie/meridionale/. Data di consultazione: 21. 11. 2020.)
17.1. In che modo la Ferrovia Meridionale contribuì ad accrescere il settore economico sloveno?
17.2. Quali due importanti città dell’Impero austriaco furono collegate da questa ferrovia?
17.3. Che impatto ebbe la ferrovia sulla vita delle città che rimasero escluse dal suo passaggio?
18. Il duro regime, instaurato dai governi della Restaurazione, impediva ai loro avversari di esprimersi liberamente. L'unica forma possibile era la lotta clandestina, portata avanti dalle società segrete.
Proprio il segreto, d'altronde, costituiva il primo impegno sancito dal giuramento di affiliazione. "Prometto sopra gli Statuti dell'Ordine e su questo ferro punitore dei spergiuri di custodire scrupolosamente segreti della Rispettabile Carboneria".
(Fonte: Bresciani, M., et al., 2019: Storie 2, p. 258. Treccani. Firenze)
18.1. Spiegate gli obiettivi di queste associazioni segrete.
18.2. Elencate tre società segrete che operavano sul territorio italiano.
(2 punti)
19. Dopo il fallimento dei moti degli anni Venti e Trenta, l'Italia fu attraversata da un dibattito molto acceso sui modi per raggiungere l'unità nazionale.
Cerchiate le lettere davanti alle due affermazioni corrette.
A Secondo Mazzini, la repubblica era l'unico sistema legittimo di governo.
B La Giovine Italia era un'associazione politica con scopi pacifici.
C Gioberti proponeva una confederazione di stati presieduta dai Savoia.
D Cattaneo pensava a una federazione di repubbliche italiane autonome.
(2 punti)
20. Nel marzo del 1848 il re Carlo Alberto concesse una carta costituzionale che ebbe grande importanza nella storia italiana.
Come si chiamava questo documento?
(1 punto)
21. Le guerre d’indipendenza italiana costituiscono una fase fondamentale del percorso risorgimentale. Rispondete aiutandovi con le figure 9 e 10 dell’Allegato a colori.
21.1. Elencate tre battaglie della prima guerra d’indipendenza.
21.2. Quali territori riuscì ad annettere il Regno di Sardegna alla fine della seconda guerra d’indipendenza?
(2 punti)
22. Grazie all’impresa di Garibaldi, l’Italia poté proclamare l’unificazione il 17 marzo 1861.
Se gli alfabeti erano fino al 70% in Piemonte e Lombardia ma il 10% in alcune aree del mezzogiorno, e con notevoli differenze fra uomini e donne, gli scolarizzati erano davvero pochi /.../ e spesso non terminavano nemmeno il primo ciclo d’istruzione obbligatoria. È invece più difficile stimare gli italofoni. /.../ anche chi stima molto ottimisticamente gli italofoni in circa il 20% della popolazione …
(Fonte: Bresciani, M., et al., 2019: Storie 2, p. 433. Treccani. Firenze)
22.1. Spiegate tre problematiche che lo stato italiano dovette affrontare dopo l’unificazione.
22.2. Quali due città furono le prime capitali d’Italia?
(2 punti)
23. L’Italia fu guidata dapprima dalla Destra e poi dalla Sinistra storica.
Abbinate lo schieramento politico con le espressioni della colonna di sinistra, scrivendo la lettera corretta negli spazi vuoti.
______ tassa sul macinato
______ Legge Coppino
______ Legge Casati
______ adesione alla Triplice Alleanza
A Destra storica
B Sinistra storica
24. In Istria, l'Ottocento fu il secolo all'insegna dello sviluppo della viabilità terrestre, che rendeva più dinamico il quadro della mobilità.
Figura 3
(Fonte: https://www.istrianet.org/istria/illustri/cherini/works/capodistria-navigazione.htm. Data di consultazione: 21. 11. 2020.)
24.1. Dove si svolgeva la maggior parte dei trasporti di persone e di merci?
24.2. Come si chiamava la ferrovia, inaugurata nel 1902, che partiva da Trieste ed era diretta verso l'Istria?
(2 punti)
25. Inserite l'anno in cui si svolse ciascuno degli eventi sottostanti, scegliendo tra i seguenti: 1857, 1866, 1870, 1874, 1896, 1900.
_________ Non expedit
_________ attentato a Umberto I
_________ Breccia di Porta Pia
_________ Terza guerra d'indipendenza italiana
_________ fine della costruzione della Ferrovia Meridionale
_________ battaglia di Adua
Pagina vuota
Pagina vuota
Non scrivete nel campo grigio. Non scrivete nel campo grigio. Non scrivete nel campo grigio.
Figura 4: Possedimenti divisi tra famiglie nobili
(Fonte: Burra, A., et al., 2018: Storia degli Sloveni, p. 33. ZRSS. Lubiana)
Figura 5: Stati regionali sulla penisola italiana
(Fonte: https://www.hubscuola.it/cdi/lab_cartografia/v1/15_italia_signorie/index.html. Data di consultazione: 21. 11. 2020.)
Figura 6: Espansione della Serenissima
(Fonte: https://dizionariplu.zanichelli.it/storiadigitale/p/mappastorica/100/venezia-al-massimo-della-sua-espansione. Data di consultazione: 21. 11. 2020.)
Figura 7: Sale di lettura e raduni
(Fonte: Burra, A., et al., 2018: Storia degli Sloveni, p. 102. ZRSŠ. Lubiana)
Figura 8: Ferrovia meridionale
(Fonte: Burra, A., et al., 2018: Storia degli Sloveni, p. 102. ZRSS. Lubiana)
Figura 9: Prima guerra d’indipendenza
(Fonte: https://dizionariopiu.zanichelli.it/storiadigitale/p/mappastorica/160/la-prima-guerra-d-indipendenza. Data di consultazione: 21. 11. 2020.)
Figura 10: Seconda guerra d’indipendenza
(Fonte: https://dizionario.piu.zanichelli.it/storiadigitale/p/mappastorica/164/la-seconda-guerra-d-indipendenza. Data di consultazione: 21. 11. 2020.)
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BRÜCKENBOTE
In: Pfarrbriefservice.de
Bild: Thomas Lazar
St. Joseph | Neurhede
Liebe Gemeinden,
St. Bernhard | Brual mit St. Hedwig | Brual-Siedlung
Nikolaus | St. Bernhard | Brual Nikolaus | Rhede Rhede mit St. Anna | Borsum schen Jesus sehen sollen, dann zieht Jesus heute nicht umjubelt in Jerusalem ein, dann zieht er verunsichert und traumatisiert umher und versucht ein ruhiges und friedliches Leben zu finden.
St. Amandus | Aschendo St. Amandus | Aschendorf mit Herz Mariä | mit Herz Mariä | T Tun unxd xd./Nennd. ./Nennd.
Herz Jesu | L Herz Jesu | Lehe ehe
Maria Maria vom He vom Herzrzen Jesu | Neulehe en Jesu | Neulehe
Wer sind wir heute in dieser Geschichte, oder wer möchten wir sein? Ich hoffe, dass wir alle diejenigen sind, die offen sind. Das wir diejenigen sind die Jesus willkommen heißen, die ihn dorthin tragen wo es friedlich ist, dass wir helfen, wo es nötig ist. Niemand möchte gerne Esel genannt werden, aber dann bin ich gerne der Esel, der geduldig das für Jesus, für unsere Mitmenschen tut, was nötig ist.
Ich wünsche uns einen neuen Blick auf Palmsonntag. Lasst uns Jesus den Sohn Gottes zujubeln und nicht emotionslos am Rand stehen. Wir brauchen seine Nähe ganz besonders heute. Hosianna! Einen guten Palmsonntag, eine gute Karwoche und ein friedliches Osterfest wünscht Ihnen und Euch
Diakon Martin Hagedorn
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Jesus schickt seine Jünger los, um ein junges Fohlen zu holen mit dem er dann in Jerusalem einziehen möchte. Die Menschen jubeln ihm beim Einzug zu und sind total begeistert. Wenn wir uns einmal diese Geschichte von Palmsonntag heute vorstellen, dann frage ich mich manchmal welche Rolle habe ich in dieser Geschichte? Bin ich einer der vielen Jubelnden, die große Hoffnung in Jesus setzen? Oder ein Pharisäer, der sich alles argwöhnisch anschaut und sogar dazu auffordert das Jubeln zu unterlassen? Oder bin ich das junge Fohlen, das geduldig und unbeeindruckt den Sohn Gottes trägt, weil es seine Aufgabe ist? Oder bin ich einfach nur ein unberührter Zuschauer, der alles emotionslos ansieht und geschehen lässt?
Die österliche Bußzeit lädt uns ein innezuhalten, um unsere eigene Rolle, unsere eigene Position zu Jesus zu klären.
Wenn wir in jedem unserer Mitmen2
GOTTESDIENSTORDNUNG VOM 09.04. - 18.04.2022
GOTTESDIENSTORDNUNG VOM 09.04. - 18.04.2022
Mittwoch, 13. April
Lehe
09:00 Uhr
Heilige Messe
3
PFARREIENGEMEINSCHAFT ASCHENDORF-RHEDE
Aus der Redaktion
Der nächste Brückenbote erscheint für drei Wochen (Zeitraum 16.04.06.05.2022). Per Email können Texte bis zum 10.04.2022 eingereicht werden.
Hinweise zur Feier des Palmsonntags in unseren Gemeinden
Für viele Menschen in unseren Gemeinden – insbesondere für Familien – ist die Feier des Palmsonntages ein besonderer Höhepunkt im Kirchenjahr.
Um diese Feier auch unter den Vorgaben der derzeitigen Hygiene- und Abstandsregelungen größerer Gruppen zu ermöglichen, werden in unserer Pfarreiengemeinschaft an vielen Orten kurze Wortgottesdienste stattfinden, in denen Palmzweige und Palmstöcke gesegnet werden.
Die Gottesdienste finden zeitgleich am Samstag, 09.04.2022 um 16:00 Uhr statt und werden etwa eine Viertelstunde dauern.
Kurzfristige Veränderungen erfragen Sie bitte vor Ort. Weiterhin ist die Palmweihe jedoch Bestandteil der Liturgie des Palmsonntages und findet in allen Messen (einschließlich der Vorabendmessen) statt.
Fernsehgottesdienst für unsere Pfarreiengemeinschaft und interessierte am Ostersonntag
Am Ostersonntag werden wir um 10:30 Uhr einen Pfarreiengemeinschaftsgottesdienst aus Rhede übertragen. Der Link für unseren Kanal lautet: https://youtube.com/c/ PGAschendorfRhede/live
Sicher gibt es in unseren Gemeinden viele Menschen, die keinen Zugang zu den digitalen Medien haben. Daher unsere Bitte, machen Sie Werbung für unser Angebot in der Familie, in der Verwandtschaft und Ihren Nachbarschaften.
Bringen Sie auch bitte gerne den jeweils neuen Brückenboten gerade zu den älteren und kranken Menschen in
4
unseren Gemeinden.
AKTUELLE CORONA-REGELN
Liebe Gemeinde, seit dem 03.04.2022 entfallen offiziell nahezu alle Corona-Hygieneregeln. Dennoch gibt es seitens des Bistums Empfehlungen, die wir auch in unseren Gemeinden berücksichtigen wollen. Die Pandemie wird uns auch weiterhin beschäftigen, sodass wir in den Gottesdiensten mit Blick auf unsere Gesundheit und auf Rücksicht auf die Gesundheit anderer Mitfeiernder folgende Regelungen beibehalten möchten:
- Abstandsregelung (1,5 m); dazu gehört auch weiterhin die „Einbahn-Regelung" bei der Kommunionausteilung (keine Mundkommunion)
- Medizinische Maske tragen bis zum Sitzplatz und auch beim Kommuniongang
- Hände desinfizieren
Vielen Dank für Ihr Verständnis und Ihre Mithilfe. Bleiben Sie gesund!
Friedenskerzen
Selig, die Frieden stiften; / denn sie werden Kinder Gottes genannt werden. (Mt 5,9) In einigen unserer Kirchen sind nach unseren Friedens-Andachten Friedenskerzen gestaltet und aufgestellt worden. Diese sollen uns daran erinnern, wie zerbrechlich der Frieden ist. Sie laden uns ein zum persönlichen Gebet für den Frieden. Die Kraft des Gebetes wird hoffentlich bald zu Frieden in allen Kriegs- und Krisengebieten führen. Lasst uns in unseren Gebeten auch für alle beten, die auf der Flucht sind, ihre Heimat verloren haben und Frieden suchen, auch bei uns.
Neurhede | In den Gottesdiensten wollen wir die Kerze anzünden und um Frieden für alle beten.
Brual | Die Kerze steht in der Kirche, die beim Friedensgebet immer dabei ist. Sie wird zu den Gottesdiensten entzündet.
Brual-Siedlung | Die Osterkerze aus dem letzten Jahr wird als Friedenskerze in St. Hedwig aufgestellt.
Rhede | In Rhede steht die Friedenskerze im Altarraum.
Aschendorf | An Palmsonntag wird in unserer Kirche eine Friedenskerze gesegnet und aufgestellt. Diese Kerze lädt uns ein zum persönlichen Gebet. Uns bleibt neben den vielen ganz praktischen Hilfen, die es schon gibt, das Gebet für den Frieden. Diese Kerze ist eine Osterkerze der vergangenen Jahre, sie ist das Zeichen der Auferstehung Jesu und seines Friedens. Der Gemeindeausschuss lädt alle Gruppen, Vereine, Verbände und Einzelpersonen ein, diese Kerze, die mit einer Friedenstaube gestaltet ist, weiter zu gestalten. Bringen sie gerne Bilder/Namen ihres Verbandes, ihrer Gruppe oder ihres Vereins als Zeichen der Solidarität und des Friedens an diese Kerze an. So kann diese Kerze unser aller Gebet für den Frieden sein. (Unser Friedensgebet gilt der ganzen Welt, daher bitte keine Nationalitätskennzeichen anbringen).
Tunxdorf/Nenndorf | Die Friedenskerze steht neben der Marienstatue im Turm. Ein aufgestellter Text lädt zum Mitbeten ein. Außerdem gibt es an der Pinwand, sowie in der Grünen Kirche weitere Impulse.
Neulehe | Bei der Friedenskerze findet man Gebete zum Frieden und kann auch selbst eine Kerze anzünden.
Lehe | Noch immer dauern die Kämpfe in der Ukraine an. Viele Menschen müssen um ihr Leben fürchten und aus ihrer Heimat flüchten. Wir stehen diesem hilflos gegenüber. Aber wir können um Frieden beten. Deshalb hat der Gemeindeausschuss Lehe in der Herz Jesus Kirche eine Friedenskerze aufgestellt. Wir laden dazu ein, in der Kirche zu verweilen und zu beten. Es liegen Gebetszettel zum Mitnehmen aus.
Feier der Versöhnung - Aussprache - Beichte | Papenburger Beichttag
Am Mittwoch, 13.04.2022 findet in St. Antonius, Papenburg der Beichttag vor dem Fest von 09:00 Uhr bis 19:00 Uhr statt. Die Einzelheiten entnehmen Sie bitte den ausgehängten Plakaten. Das Einhalten der Abstands- und Hygieneregeln wird garantiert! Herzliche Einladung!
NACHRICHTEN & TERMINE
Dekanat Emsland Nord | Tag der Diakonin
Die Wort-Gottes-Feier zum diesjährigen Tag der Diakonin findet am 27.04.2022 um 19:00 Uhr in der St. Vitus Kirche in Dörpen statt. Anschließend Imbisss und Vortrag. Thema: Frauen auf dem Weg; Referentin Katharina Abeln, Synodale und Vorsitzende des Katholikenrates. Herzliche Einladung.
wird gegen 20:00 Uhr auf dem Platz gegenüber der Kirche gesegnet und anschließend entzündet. Für das leibliche Wohl wird natürlich gesorgt. Wir bitten um Einhaltung der geltenden Coronaregelungen.
Rhede | Wir bitten um vorherige Anmeldung bis 21.04.2022 bei Anita Kalkofen, Tel. 04964 / 24 74 14.
Lehe | Anmeldungen bis zum 22.04.2022 bei Beate Wilken, Tel. 04962/62 66.
Neulehe | Anmeldungen bis zum 22.04.2022 bei Bina Olliges, Tel. 04968/ 91 41 15.
Entdeckungspfad in Rhede, Brual und Neurhede
Der Pfarrgemeinderat Rhede-BrualNeurhede hat für die Fastenzeit in den Pfarrkirchen Rhede, Brual und Neurhede Impulse zum Hungertuch vorbereitet. In den Kapellengemeinden BrualSiedlung und Borsum haben wir einen „Entdeckungspfad der Zukunft" vorbereitet. Herzliche Einladung!
Bilder für die Ukraine | Aktion des Sozialen Kaufhauses/SKFM
Gib jedem Rahmen ein Gesicht - ist die Bilderrahmenaktion für die Ukraine. Ab sofort kann ein Bilderrahmen im Sozialen Kaufhaus an der Poststraße 9 in Aschendorf erworben werden und nach Belieben gestaltet werden. Sie können malen, schreiben kleben, drucken oder ..... Die gerahmten Bilder können Sie dann während der Öffnungszeiten des Sozialen Kaufhauses abgeben. Dort werden die Kunstwerke ausgestellt und zum Kauf angeboten. Der Erlös wird für die Ukraine gespendet.
ST. JOSEPH NEURHEDE
ST. JOSEPH -
Osterfeuer
Wir möchten die ganze Dorfgemeinschaft herzlich zu unserem Osterfeuer am Ostersonntag einladen. Das Feuer
Am Karsamstag wollen wir wieder in Neurhede Sträucher fahren. Anmeldungen nimmt Erik Zülow, Tel. 0157 52 03 06 04 täglich von 17:00 bis 20:00 Uhr entgegen. Die Kosten belaufen sich auf 10,- € pro Wagen. Größere Wurzeln sollten vorab entfernt werden. Wir freuen uns auf ein tolles Osterfeuer mit Euch allen. KLJB-NEURHEDE
ST. BERNHARD - BRUAL & ST. HEDWIG - BRUAL-SIEDLUNG
Senioren Brual
Am Dienstag, 12.04.2022 treffen wir uns wieder zu einem gemütlichen Beisammensein um 14:30 Uhr im Gemeinschaftsraum. Der Frühling ist gekommen! Lasst Euch überraschen! Wir freuen uns auf Euch. Der Seniorentreff
kfd Brual
Osterkorb Spendenaktion | Für eine Spende mit mindestens 10,00 € liefern wir Euch einen liebevoll zusammengestellten Osterkorb für das Osterfrühstück. Das Geld kommt Kindern aus der Ukraine zu Gute. Der Korb beinhaltet ein Brot, gefärbte Ostereier und selbstgemachte Marmelade. Er wird am Ostersamstagnachmittag geliefert. Bestellungen bis 12.04.2022 bei Elisabeth Lübbers, Tel. 1425.
Mai-Andacht | Wir haben am Mittwoch, 04.05.2022 unsere Mai-Andacht um 19:00 Uhr in St. Hedwig. Anschl. fahren wir zum Spargelessen. Anmeldung bis 27.04.2022 bei Elisabeth Lübbers, Tel. 1425. Frohe Ostern wünscht Eure kfd Brual!
Pfarrbüro Brual
Das Pfarrbüro ist von Mittwoch, 13.04. 20.04.2022 geschlossen. Am Mittwoch, 27.04.2022 ist es wieder geöffnet.
GLÜCK- & SEGENSWÜNSCHE
NEURHEDE
FÜR DEN FRIEDEN BETEN
Tunxdorf-Nenndorf | Wer das in frischer Luft mit Hilfe einiger Impulse tun möchte, ist herzlich eingeladen, die Grüne Kirche hinter der Kapelle in Tunxdorf-Nenndorf zu besuchen.
Brual | Am Palmsonntag, 10.04.2022 findet anstelle des Friedensgebets eine Kreuzweg-Andacht um 19:00 Uhr in St. Bernhard, Brual statt. Herzliche Einladung!
5
Bücherei Brual
Wir sind wieder für Euch da. Es gelten FFP-2 Maskenpflicht und die vor Ort angegebenen Hygieneregeln. Euer Büchereiteam Brual
ST. NIKOLAUS - RHEDE & ST. ANNA - BORSUM
kfd Rhede
DAS KREUZ DES LEBENS MITTRAGEN
Wir treffen uns am Montag, 11.04.2022 im Meditationraum des Alten Pfarrhauses Rhede um 19:00 Uhr, um eine Kreuzwegandacht an sieben Stationen abzuhalten.
Frauenkundgebung | Waldbühne Ahmsen mit Schauspiel „Die Passion". Am Donnerstag, den 23. Juni 2022 um 15.00 Uhr fahren wir gemeinschaftlich mit Bus zur Frauenkundgebung auf der Waldbühne Ahmsen. Auf der Rückfahrt planen wir einzukehren zu einem kl. Imbiss. Anmeldungen sind bis Ostern 2022 möglich telefonisch bei Margret Assies Tel 1466 oder per Email an email@example.com Die kfd macht für dich für alle!!
Pfarrbüro Rhede
Das Pfarrbüro ist von Dienstag, 12.04. 21.04.2022 geschlossen. Am Dienstag, 26.04.2022 ist es wieder geöffnet.
Angebote für Familien in der Karwoche
- Andacht zur Palmweihe und Aufstellung der Osterkrippe am 09.04.2022 um 15:00 Uhr in St. Nikolaus. Anschließend Palmweihe auf dem Parkplatz SuS Rhede.
- Eigene Osterkerze gestalten am Dienstag, 12.04.2022 von 15:00 bis 17:00 Uhr im Alten Pfarrhaus.
- Gottesdienst zum Gründonnerstag am 14.04.2022 um 16:00 Uhr in der St. Nikolauskirche, anschl. Stockbrot grillen an der Feuerschale.
- Kinderkreuzweg am Karfreitag um 10:00 Uhr bei der Nikolauskirche.
- Familienmesse am Ostermontag um 10:30 Uhr in St. Nikolaus. Anschließend Ostereiersuche rund ums Pfarrhaus. Herzliche Einladung!
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Klappern
Rhede | Am Karfreitag und Karsamstag läuten keine Glocken, da wir des Todes Jesu gedenken. Statt der Glocken rufen uns die hölzernen „Klappern" zum Gebet auf. In St. Nikolaus, Rhede wird am Karfreitag um 09:00 Uhr und um 12:00 Uhr geklappert, am Karsamstag um 09:00 Uhr. Wir treffen uns 10 Minuten vorher beim Alten Pfarrhaus.
Borsum | In St. Anna, Borsum wird am Karfreitag und Karsamstag um 08:00, um 12:00 und um 18:00 Uhr von den Schulkindern geklappert.
Zeltlager
Zeltlagerfans aufgepasst! Die Gruppenleiter haben mit der Planung des diesjährigen Zeltlagers begonnen.
Es wird vom 30.07. bis zum 06.08.2022 stattfinden. Bis zu 100 Kinder, welche momentan die 4. – 8. Klasse besuchen, dürfen dabei sein.
Die Anmeldungen werden bis Ostern veröffentlicht. Wir halten Euch auf dem Laufenden, folgt auch gerne unseren Social-Media-Kanälen auf Facebook und Instagram.
Bücherei
Die Bücherei ist seit dem 01.03.22 wieder zu den gewohnten Zeiten geöffnet (Karfreitag und Ostersonntag allerdings geschlossen). Es gelten FFP2Maskenpflicht und die vor Ort angegebenen Hygieneregeln. Aktuelle Infos finden Sie jederzeit auch auf unserer Internetseite (www.bibkat.de/rhede).
ST. AMANDUS - ASCHENDORF & HERZ MARIÄ - TUNXD./NENND
Frühjahrsputz in der Kirche
Am Samstag, 09.04.2022 von 09:00 Uhr bis 12:00 Uhr werden wieder viele Helferinnen und Helfer gebraucht, die sich an der einmal im Jahr stattfindenden Putzaktion beteiligen! Es wäre gut, wenn Besen, Eimer und Putztücher (keine Putzmittel) mitgebracht werden können. Für das leibliche Wohl ist wie immer gesorgt! Schon jetzt ganz herzlichen Dank für die Unterstützung.
Familienkreuzweg
Das Kinderkirchen-Team lädt zum Familienkreuzweg am Karfreitag um 11:00 Uhr rund um die Kirche ein.
Pflege der Priestergräber
Der Kirchenvorstand bittet um Unterstützung bei der Pflege der Priestergräber auf dem Friedhof an der Waldseestraße am 21.04.2022 um 17.00 Uhr. Gartengeräte wie Heckenschere und Hacken sollten mitgebracht werden. Für eine kleine Stärkung wird gesorgt. Schon jetzt ganz herzlichen Dank für die Unterstützung!
Gesegnete Osterkerzen
Ab dem 09.04.2022 bieten wir gesegnete Osterkerzen in verschiedenen Größen und Preisen zum Kauf an.
Frauenbund
Mitfahrerinnen nach Osnabrück zum Tag der Diakonin am Freitag, 29.04.2022 melden sich bitte schon bis Sonntag, 10.04.2022 bei Hildegard Gerdes, Tel. 1733 an.
HERZ JESU LEHE
Abendmahlfeier für Familien
Der Familienmesskreis Lehe lädt alle Familien mit Kindern und besonders auch die Erstkommunionfamilien am Gründonnerstag, 14.04.2022 um 10:00 Uhr zu einer Abendmahlfeier in den Pfarrgarten ein. Bitte bringt eine Picknickdecke und pro Person einen Becher und Teller mit!
Bücherei
Im April haben wir am 24.04.2022 von 10:00-11:00 Uhr geöffnet. Wir freuen uns auf Euren Besuch! Euer Büchereiteam
Pfarrbüro
Das Pfarrbüro in Lehe ist am Mittwoch, 13.04.2022 geschlossen.
MARIA VOM HERZEN JESU NEULEHE
Die Kath. Kirchengemeinde Maria vom Herzen Jesu Neulehe sucht zum 01.06.2022 für das Kirchengebäude
Stellenausschreibung
einen/e Raumpfleger/in m/w/d mit 3 Std./Woche.
Sie suchen eine geringfügige Nebenbeschäftigung, dann senden Sie Ihre aussagekräftige Bewerbung bis zum 25.04.2022 an die
Pfarrbüro, B 70 Nr. 5, 26892 Lehe.
Kath. Kirchengemeinde Maria vom Herzen Jesu,
Gerne auch per E-Mail an:
firstname.lastname@example.org
Kirchenvorstandssitzung
Die nächste Kirchenvorstandssitzung findet statt am Dienstag, 12.04.2022 um 20:00 Uhr im Gemeindezentrum.
Kfd Neulehe
Donnerstag, 28.04.2022 Besuch und Führung im Bestattungswald „Spahner Südholz". Anschließend Vesper/ Abendbrot im „Werpeloher Hof". Abfahrt: 14:30 Uhr beim GZ. Anmeldung bis Mittwoch 20.4.22 bei Bina Olliges, Tel. 04968/914115.
Kinderkreuzweg
Der Familienmesskreis Neulehe lädt alle Familien und besonders auch die Erstkommunionfamilien am Karfreitag, 15.04.2022 um 10:00 Uhr zum Kinderkreuzweg bei der Kirche ein!
Bücherei
Lesestart 1-2-3 | Kostenloses Bilderbuch und Informationsbroschüre in einer tollen Baumwolltasche für alle 2-5 jährigen Kinder aus Neulehe liegen in der Bücherei aus. Außerdem haben wir wieder einige neue Medien für euch angeschafft sowie unsere Osterbücher zum Durchstöbern ausgestellt. Kommt vorbei, wir freuen uns auf euch!
WEITERE INFORMATIONEN & ANGEBOTE
Das Thema „Demenz" im Zentrum der ökumenischen Woche für das Leben 2022
Die Woche für das Leben vom 30. April bis 7. Mai 2022 steht in diesem Jahr unter dem Thema „Mittendrin. Leben mit Demenz".
Kath. Erwachsenenbildung
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Die Online-Fortbildung „Im Leben bleiben. Schritte zur demenzsensiblen Kirchengemeinde" findet am Mittwoch, 27.04.2022 von 13:30 – 17:30 Uhr statt. Info und Anmeldung: https://www. keb-os.de/programm/im-leben-bleiben-604-C-1883125
Segenswunsch
Ich wünsche dir, dass dir Menschen begegnen,
die wie ein Sonnenstrahl sind, der den Frühlingsboden durchdringt
und Krokusse und Schneeglöckchen hervorlockt.
Ich wünsche dir Menschen, die behutsam und herzenswarm dich ermutigen. Damit du das, was in dir ruht, entfalten kannst und das, was blühen will, sich strecken und dehnen kann ins Licht.
Der liebende Gott wird deine Wege begleiten, dich immer mit offenen Armen empfangen, und dir zusagen:
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Du bist von mir geliebt!
(Tina Willms)
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Aus dem Liturgieausschuss
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7
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```
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St. Amandus | Aschendorf mit Herz Mariä | Tunxdorf/Nenndorf
```
Pfarrbüro | Postanschrift: Kolpingstraße 7 | 26871 Aschendorf 04962 747 firstname.lastname@example.org Öffnungszeiten: Mo., Mi. & Do.: 09:00 - 12:30 Uhr, Di. 11-12 Uhr, 16:00-17:30 Uhr Haus für Kinder und Familien St. Amandus: Schulstr. 31 | 26871 Aschendorf 04962 700 | email@example.com KÖB Amandusbücherei: Öffnungszeiten: Di. 16:00 – 18:00 Uhr, So. 10:00 – 12:00 Uhr Soziales Kaufhaus Aschendorf:Poststr. 9,|26871 Aschendorf, 04962/9073661 Öffnungszeiten: Di. 09:00 - 12:00 Uhr, 14:30 - 17:00 Uhr, Mi. u. Do. 14:30 - 17:00 Uhr; Jeden 2. Samstag im Monat 09:00 -13:00 Uhr
```
Herz Jesu | Lehe
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Sonstige Kontakte
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Redaktionsschluss
10.04.2022 firstname.lastname@example.org
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Годишник 2021
година десета
ГОДИШНИК НА ДЕПАРТАМЕНТ „ПРАВО“
НА НОВ БЪЛГАРСКИ УНИВЕРСИТЕТ
2021
YEARBOOK OF THE LAW DEPARTMENT
OF NEW BULGARIAN UNIVERSITY
2021
ГОДИШНИК НА ДЕПАРТAMENT „ПРАВО“
НА НОВ БЪЛГАРСКИ УНИВЕРСИТЕТ
2021
YEARBOOK OF THE LAW DEPARTMENT
OF NEW BULGARIAN UNIVERSITY
2021
Редакционна колегия на Годишника
проф. д-р Екатерина Михайлова ръководител на департамент „Право“
проф. д-р Благой Видин ръководител на секция „Публичноправни науки“
проф. д-р Веселин Вучков ръководител на секция „Наказателноправни науки“
проф. д-р Веселина Манева ръководител на секция „Гражданскоправни науки“
доц. д-р Катерина Йочева съставител, отговорен редактор,
дизайн и оформление, редактор
и/или автор на преводите
от и на английски език
Департамент „Право“
НБУ, корпус 1, стаи 410 и 412
ул. „Монтевидео“ 21
София 1618
В Годишника е отразена действащата правна уредба към 31.12.2021 г.
© Екатерина Матеева, Малина Новкиришка-Стоянова, Веселина Манева,
Екатерина Михайлова, Деяна Марчева, Катерина Йочева, Петя Неделева,
Силвия Цонева, Тодор Коларов, Ивайло Малинов, Мария Чочова,
Четин Казак – автори
© Нов български университет, 2022
ISSN 1314-8087
ISSN 2682-969X (онлайн)
Не се допуска възпроизвеждане в цялост или на части от статиите,
публикувани в Годишника, без изричното съгласие на носителите на
авторското право и без посочване на източника и името на автора.
© МТ Студио – предпечатна подготовка
Рецензенти:
проф. д-р Благой Видин
доц. д-р Ивайло Стайков
Годишник 2021
година десета
София, 2022
Съдържание
Списък на съкрращения ................................................................................. 9
Екатерина Матеева
Анализ на практиката на Конституционния съд
по въпросите на обратното действие на закона ........................................... 10
Малина Новкиришка-Стоянова
Римската и съвременната емфитеза ............................................................. 62
Веселина Манева
Единната патентна система –
очаквания и перспективи за обединена Европа ....................................... 96
Екатерина Михайлова
Парламентарният правилник
на шестото Велико народно събрание .................................................... 112
Деяна Марчева
Правна защита на уязвимите лица .............................................................. 132
Катерина Йочева
Практика на Съда на ЕС във връзка
с европейската гражданска инициатива .................................................. 152
Петя Неделева
По въпроса за българските национални празници .................................. 166
Силвия Цонева
Висящата и относителната недействителност
в три тълкувателни решения на ВКС ........................................... 180
Тодор Коларов
Процесуален субституент ли е синдикът? ........................................ 198
Ивайло Малинов
Реалното получаване на облаги от вещта
и предполагаемото обединяване на обеднелия
в хипотезите на неоснователно обогатяване
чрез използване на чужда вещ по смисъла на чл. 59 ЗЗД ............... 210
Мария Чочова
Някои въпроси относно основанията
и реда за обявяване на недействителност
на колективен трудов договор ...................................................... 224
Четин Казак
Присъединяването на ЕС към ЕКПЧ –
уравнение с много неизвестни ......................................................... 236
Contents
List of Abbreviations ................................................................. 9
Ekaterina Mateeva
A Critical Analysis of the Case-Law of the Bulgarian Constitutional Court Concerning Legislative Retroactivity ........................................... 10
Malina Novkirishka-Stoyanova
Roman and Modern Emphyteusis .................................................. 62
Veselina Maneva
The Unified Patent System – Expectation and Prospects for a United Europe ................................................................. 96
Ekaterina Mihaylova
The Parliamentary Rules of Procedure of the Sixth Grand National Assembly ................................................................. 112
Deyana Marcheva
Legal Protection of Vulnerable Persons ............................................. 132
Katerina Yocheva
Case-law of the Court of Justice of the European Union with regard to the European Citizen’s Initiative ............................................. 152
Petya Nedeleva
On the Issue of Bulgarian Public Holidays ........................................ 166
Silvia Tsoneva
The Pending and Relative Ineffectiveness in Three Interpretive Decisions of the Supreme Cassation Court .......................... 180
Todor Kolarov
Whether the Bankruptcy Receiver is a Procedural Substitute? ......................................................... 198
Ivaylo Malinov
The Actual Benefit Gaining and Presumptive Impoverishment of the Impoverished Person in the Hypothesis of Usage of Another’s Property in the Meaning of Article 59 of the Obligations and Contracts Act ........................................... 210
Maria Chochova
Some Questions Regarding the Grounds and Procedure for Declaring the Invalidity of a Collective Employment Agreement ...................................................... 224
Tchetin Kazak
EU Accession to the ECHR – an Equation with Many Unknowns ....................................................... 236
| Съкращение | Означение |
|------------|-----------|
| ал. | алинея |
| АПК | Административнопроцесуален кодекс |
| арг. | аргумент |
| в. | век |
| ВАС | Върховен административен съд |
| вж. | виж |
| ВКС | Върховен касационен съд |
| ВНС | Велико народно събрание |
| г. | година |
| ДВ | Държавен вестник |
| ДФЕС | Договор за функционирането на Европейския съюз |
| ЕГИ | европейска гражданска инициатива |
| ЕС | Европейски съюз |
| ЕКПЧ | Европейска конвенция за правата на човека |
| ЕСПЧ | Европейски съд по правата на човека |
| доп. | допълнен |
| др. | други |
| ЗБН | Закон за банковата несъстоятелност |
| ЗЗД | Закон за задълженията и договорите |
| ЗИД | Закон за изменение и допълнение |
| ЗН | Закон за наследството |
| ЗНА | Закон за нормативните актове |
| ЗСВ | Закон за съдебната власт |
| изм. | изменен |
| изр. | изречение |
| и сл./et sq.| и следващи |
| к. д. | конституционно дело |
| КС | Конституционен съд |
| КТ | Кодекс на труда |
| КТД | колективен трудов договор |
| обн. | обнародван/а |
| ОВ | Официален вестник на Европейския съюз |
| ОНС | Обикновено народно събрание |
| отм. | отменен |
| пр. | прочие |
| пр. Хр. | преди Христа |
| с./р./S. | страница |
| СЕС | Съд на ЕС |
| СК | Семеен кодекс |
| сл. Хр. | след Христа |
| срв. | сравни |
| ТЗ | Търговски закон |
| т. е. | тоест |
| цит. съч./ор. сйт. | цитираното съчинение |
| чл. | член |
| ЮФ | юридически факултет |
A Critical Analysis of the Case-Law of the Bulgarian Constitutional Court Concerning Legislative Retroactivity
This study focuses on the concept of retroactive application of the new law within the meaning of established case-law of the Bulgarian Constitutional Court (the Court). It is emphasized upon the circumstance that the Bulgarian Constitution does not contain a general prohibition on attributing a retroactive effect of the law, in the absence of an explicit legislative guidance to the contrary (e.g. sec. 5, para 3 of the Constitution). The Court finds that the principle stating that laws should have prospective effect should be derived from the rule of law as a constitutional principle (art. 4, para 1 of the Constitution). The present study examines the cases in which the Court finds that the prohibition of the retroactive effect of the law is applicable in cases of retroactivity ‘stricto sensu’, where the trust in the stability of the legal system, legal certainty and acquired substantive rights are violated. According to the recent Court’s case-law the retroactive effect of the law is incompatible with the rule of law under specific conditions. The Court has adopted the view that according to the principle of protection of legitimate expectations, related to legal certainty, legislative changes that are sudden, unexpected and disproportionate to constitutional standards must not be allowed.
https://doi.org/10.33919/yldnbu.21.10.1
Екатерина Матеева
Анализ на практиката на Конституционния съд по въпросите на обратното действие на закона
Студията анализира понятието „обратно действие на закона“ в смисъла, в който то се схваща в константната практика на Конституционния съд (КС) на Република България. Предмет на анализ са условията и граничите за допустимост на обратното действие на закона, които КС обсъжда в светлината на принципа за правовата държава (чл. 4, ал. 1 КРБ). КС изхожда от разбирането, че правилото за действие на закона за в бъдеще (ex pinoe) произтича от върховенството на правото (правовата държава) като конституционен принцип. Правилото за неретроактивността се схваща като елемент от правната сигурност и като важна гаранция за предвидимост на правовия ред. Според постоянната практика на КС забраната за обратно действие на закона се прилага в случаите на обратно действие stricto sensu, когато са нарушени доверието в стабилността на правната система, правната сигурност и придобитите материални права. Съгласно новата съдебна практика на Конституционния съд обратното действие на закона е несъвместимо с принципа на правовата държава, когато то: (а) нарушава правната сигурност и предвидимостта на правната рамка като основна характеристика на правовата държава; (б) нарушава или отнема права, които вече са правно придобити или създава задължения и по принцип, (в) засяга легитимните очаквания на лицата и правните образувания, като променя предварително съществуващи правни разпоредби, като обръща техните последици към първоначалната дата на създаването на правните отношения, произтичащи съгласно предходни правни разпоредби. Конституционният съд възприема становището, че съгласно принципа на защита на легитимните очаквания, свързани с правната сигурност, законодателни промени, които са внезапни, неочаквани и непропорционални спрямо конституционните стандарти, не трябва да се допускат.
I. Няколко предварителни думи
През изминалите три десетилетия нашият Конституционен съд (КС) имаше различни поводи да се произнася относно юридическите признания на обратното действие на закона и предпоставките за неговата допустимост. Особено в последните години въпросът за ретроакцията на закона и нейните предели се настани трайно в практиката на конституционната юрисдикция и присъства в редица нейни решения, най-новите от които са Решение № 3 от 24 февруари 2022 г. по к. д. № 16/2021 г.; Решение № 11 от 28 юли 2022 г. по к. д. № 3/2022 г. и др. И в това няма нищо чудно, защото колкото по-чувствително става обществото към спазването на принципа на правовата държава по чл. 4, ал. 1 от Конституцията (КРБ), толкова по-често във фокуса на вниманието попада проблемът допустимо ли е отклонение от правилото за действието на закона в бъдеще. От зората на Просвещението до наши дни в модерните правни системи се утвърждава принципът, че законът има действие за в бъдеще (*ex nunc*), т. е. че урежда юридически факти, проявили се след влизането му в сила и понякога не действа спрямо факти от миналото, освен ако с изрична разпоредба му е придалено обратно действие или има незабавно действие върху висящи правоотношения. Изхожда се от разбирането, че проблемът за темпоралното действие на закона е неразрывно свързан с идеите за обезпечаване на правната сигурност на гражданския оборот, закрила на интереса на доверието на субектите в стабилността и предвидимостта на правовия ред, на който са подчинени подлежащите на регулиране техни отношения, и в крайна сметка – със зачитането и защитата на субективните права, които са надлежно придобити при действието на стария (отменения) закон.
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1 Обн., ДВ, бр. 18 от 4.3.2022 г.
2 Всъщност още Юстиниановият *Codex legum* (529 г. сл. Хр.) е предвиждал, че законът действа за в бъдеще (1.14.7. Cod. De leg. „Imperatores Theodosius, Valentinianus. Leges et constitutiones futuris certum est dare formam negotiis, non ad facta praeterita revocari, nisi nominatim etiam de praeterito tempore adhuc pendentibus negotiis cautum sit“). Обаче същинското си развитие учението за действието на гражданския закон във времето и допустимостта на ретроакция на закона получава в зората на Просвещението, най-вече в трудовете на естественоправнниците, стъпващи върху „правото на разума“ (‘loi de la raison’, ‘Vernunftrecht’, ‘law of reason’) от периода 1600–1800 г. По-подробно Vogel, K. Rechtssicherheit und Rückwirkung zwischen Vernunftrecht und Verfassungsrecht. – Juristenzeitung 1988, Nr. 18, 833–884. За развитието на естественоправните идеи и съотношението им с позитивното право от Античността насам вж. общо Brand, J. & Hattenhauer, H. Der Europäische Rechtsstaat. 200 Zeugnisse seiner Geschichte. C.F. Müller Juristischer Verlag, Heidelberg, 1994, S. XVI ff.
3 Kirste, S. Die Rule of Law in der Deutschen Rechtsstaatstheorie des 19. Jahrhunderts. – In: Jahrbuch für Recht und Ethik, volume 21, Duncker & Humblot GmbH, 2013, S. 23 ff. (достъпно на адрес http://www.jstor.org/stable/43593998); Koziol, H. & Welser, R. Bürgerliches Recht. Band I. Allgemeiner Teil. Sachenrecht. Familienrecht. Bearbeitet von Andreas Kletecka. 13. Aufl. Manzsche Verlags- und Universitätsbuchhandlung, Wien, 2006, 38–39.
(ius naturale)\(^4\) като основание и върховен извор на правовия ред\(^5\), стоят в центъра на просвещенските правофилософски схващания, отричащи църковно-феодалната идеология, религиозната догматика, схоластичните методи на мислене и утвърждаващи възгледа за човека като носител на автономен разум в един подвластен на природните закони, рационален и физически обяснен свят, в който човекът е титуляр на неотменими, основни човешки права (leges fundamentales)\(^6\). Концепцията на естественоправниците за човешката личност като логически център на заобика-
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\(^4\) В европейската правна доктрина се изтъква, че доколкото философите – теоретици на правото и учени енциклопедисти, които определяме като последователи на модерната школа на естественото право, търсят извора на позитивното право чрез рационално изучаване на човека и неговия разум, по-прецисно би било да говорим за „право на разума“ ("law of reason", "Vernunftrecht", "loi de la raison"), вместо за „естествено право“, защото последното понятие има по-различна конотация. Вж. R. C. van Caenegem. An Historical Introduction to Private Law. Cambridge University Press, Cambridge, 1992, p. 118.
\(^5\) Изразът е на проф. Ганев, В. Курс по обща теория на правото. Увод Методология на правото. Фототипно издание. Издателско-полиграфическа къща „7М график“, С., 1993, с. 74 и е отглас на схващанията на видния нидерландски представител на школата на естественото право Hugo Grotius (1583–1645), който в труда си “De Jure Belli ac Pacis. Libri tres. In quibus ius naturae & Gentium: item iuris publici precipiae explicantur. Parisiis: Apud Nicolaum Buon, M DC XXV” от 1625 г. (достъпен на адрес https://gallica.bnf.fr/ark:/12148/btv1b86069579/f11.image), посветен на правото на войната и мира, посочва като „последно основание и върховен формален, рационален извор на правото“ не Бог и божественото право (ius divinum), а само човешката природа и способността на човека да взръпяма и осмисля съдържанието на общи правила за поведение (normи) в обществото и да действа съобразно тяхното съдържание. Като логическо продължение и доразвитие на тази доктрина няколко десетилетия по-късно немският юрист-естественоправник, философ, историк и икономист Samuel Freiherr von Pufendorf (1632–1694) ще изведе по пътя на дедукцията правните абстракции и понятията за субект на правото и за субективните права и ще утвърди разбирането, че само човек е надарен с разум, за да може да предвиди последиците от своите действия и само той е надарен с воля, за да може да изпълнява правните предписания. Вж. Ганев, В. Цит. съч., 75–76. На свой ред ученикът на Pufendorf Christian Thomasius (1655–1728) продължава линията на своя учител, като в труда си “Fundamenta iuris naturae et gentium: ex sensu communi deducta”, публикуван през 1705 г. и преиздаден за пореден път неотдавна в превод на италиански под заглавието „Fundamenta Iuris Naturae Et Gentium: Ex Sensu Communi Deducta – Primary Source Edition“, Nabu Press, 2013, обосновава идеята за създаване на така нареченото „сексуализирано“, рационално естествено право, опряно на връзката му с правото на народите (ius gentium) и изчистено от схоластичното мислене на средновековната западноевропейска теология, а също и освободено от абсолютния авторитет и влияние на римското право. Christian Thomasius утвърждава възгледа, че човек е разумно същество (“homo animal rationale est”) и че основните принципи на естественото право произтичат от човешкия разум, поради което „чистото“ естествено право започва с човека и той е негов първоизточник и първооснова. По такъв начин Christian Thomasius отрича методологическите възгледи на Hugo Grotius за „неразделното цяло“, което образуват божественото право (ius divinum) и естественото право (ius naturale). Вж. по-подробно Аннерс, Э. История европейского права. (Превод от шведски). Наука, Москва, 1999, 222–227; R.C. van Caenegem, op. cit., p. 119.
\(^6\) По-подробно за правофилософските идеи на Просвещението вж. Schlosser, H. Grundzüge der Neuen Privatrechtsgeschichte. Rechtsentwicklungen im europäischen Kontext. 9. völlig neu bearb. und erwiterte Aufl., C.F. Müller, Heidelberg, 2001, S. 85 ff.; Аннерс, Э. История европейского права. Цит. съч., с. 222 и сл.; R.C. van Caenegem (1992), op. cit. p. 115 et sq.; Brand, J. & Hattenhauer, H. (1994), op. cit., S. XXX ff.
лящата ни действителност и за природата като машаб и обект на човешко изучаване утвърждават схващането, че не старите догми на теолозите, а само естественият човешки разум (ratio) е меродавен за определяне на съдържанието на правните предписания и справедливостта\(^7\). Именно тези възгледи създават благоприятна почва за затвърждаване на максимата, че новият закон няма по правило обратно действие и я превръщат в част от правната традиция на модерните времена.
Следвайки тази идейна линия, в редица свои решения, постановени на основание чл. 149, ал. 1, точка 2 КРБ по искане за установяване на противоконституционност на различни законодателни актове на Народното събрание, КС обоснова възгледа за съществуването на два вида ретроактивност на закона: същинска (stricto sensu) и несъщинска\(^8\), и даде израз на различното си отношение към тяхната допустимост и условията за това. Съобразяването на това официално тълкуване предпоставя изясняване на възприятия от КС критерий за разграничение между тези два вида обратно действие на закона, а това, на свой ред, налага да бъдат проследени, макар и в най-едри щрихи, правните възгледи, под чието влияние се прокарва тезата за същинската и несъщинска ретроактивност на закона. Поради широчината на темата и необходимостта от съобразяване с изискванията относно обема на материала, тук се обсъждат само някои важни положения и тълкувателни изводи относно ретроакцията на закона и незабавното му действие върху висящи, неприключени правоотношения, възприети в богатата практика на конституционната ни юрисдикция към 20 август 2022 г., а проследяването на позитивноправните разрешения и теоретични възгледи, повлияли върху концепцията на КС за двата вида ретроактивност на закона и различните предпоставки за тяхната допустимост в условията на правовата държава заслужава да бъде предмет на отделно изследване.
**II. Основни положения в практиката на КС относно темпоралното действие на нормативните актове според установения от Конституцията правопорядък**
Като изходна позиция КС приема, че поначало законът действа за в бъдеще и се прилага по отношение на факти и обстоятелства, които възникват след влизането му в сила. Правилото за действието на закона
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\(^7\) Schlosser, H. (2001), op. cit., S. 85.
\(^8\) Вж. най-общ преглед на практиката на КС по този въпрос у Шуманов, В. Основни аспекти на принципа на правовата държава, относими към изискванията за съдържанието и действието на законовите разпоредби, според юриспруденцията на Конституционния съд на Република България. Точка XVII, 2019 (достъпна на http://gramada.org, 1.10.2019 г.).
за в бъдеще КС извежда от принципа за правовата държава (върховенство на правото)\(^9\) по смисъла на преамбулата и на чл. 4, ал. 1 КРБ, а също и с аргумент от противното от разпоредбата на чл. 14, ал. 1 от Закона за нормативните актове (ЗНА), който допуска обратна сила да бъде придавана на правна норма само по изключение и само изрично. Правилото за действието на закона за в бъдеще е в съответствие и с разпоредбата на чл. 5, ал. 5 КРБ, според което всички нормативни актове се публикуват и влизат в сила три дни след обнародването им, освен когато в тях е определен друг срок\(^{10}\). Повелят я, че законовите норми действат запанапред, се схваща като важна юридическа гаранция за предвидимостта на правния ред и като елемент от правната сигурност в качеството им на съществена характеристика на понятието за правовата държава\(^{11}\). От систематичното място в глава първа „Основни начала“ на КРБ, което конституционният законодател е изbral за забраната за обратно действие на наказателния закон\(^{12}\) (чл. 5, ал. 3 КРБ) и за разпоредбата на чл. 5, ал. 5 КРБ, КС прави извод, че в основополагащо принципно положение е въздиgната необходимостта адресатите на правните норми да съобразяват поведението си с предписанията на закона като гаранция, че държавата, към която
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\(^9\) Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г. (обн., ДВ бр. 101 от 28.12.2010 г.). Това гледище е потвърдено и в най-новата практика на КС, но освен за „правова държава“, в него се говори за върховенство на правото като конституционен принцип по чл. 4, ал. 1 КРБ – Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
\(^{10}\) Вж. точка IV от мотивите на Решение № 4 от 11 март 2014 г. на КС по к. д. № 12/2013 г. (обн., ДВ, бр. 27 от 25.3.2014 г.). С Определение № 93 от 12.3.2021 г. по ч. адм. д. № 56/2021 г. на Административен съд – Видин е прието, че е налице обратно действие на нормативния акт (наредба, приета от общинския съвет на основание чл. 8 ЗНА във връзка с чл. 21, ал. 2 ЗМСМА) в хипотезата, при която общинският съвет е допуснал „предварително изпълнение на решението си за приемане на наредбата“, т. е. допуснал е по същество тя да произвежда регулативно действие преди да е влязла в сила според правилата на КРБ. ЗНА и др. Струва ми се, че решаващият съдебен състав не е съобразил, че под обратно действие на нормативния акт не се разбира той да поражда регулативно действие още докато тече нормотворческият процес, т. е. още докато нормативният акт е в процес на приемане, преди изобщо да е обнародван по предвидения за това законов ред. Доктрината е изяснила, че „не се касае за обратно действие в смисъл, че законът се счита влязъл в сила не най-рано в деня на своето обнародване, а от един момент, който предшества неговото обнародване“. Вж. Фаденхехт, Й. Българско гражданско право. Обща част. Отдел I: Обективно право. С., 1929, фототипно издание 1992, с. 140.
\(^{11}\) Решение № 8 от 27 май 2021 по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.). За съдържанието на понятието „правова държава“ според тълкуването, възприето в практиката на нашия КС, вж. Друмева, Е. За правовата държава в практиката на Конституционния съд. – Правна мисъл, 2/2005, 3–8.
\(^{12}\) В Решение № 12 от 13 октомври 2016 г. по к. д. № 13/2015 г. (обн., ДВ, бр. 83 от 21.10.2016 г.) КС е имал повод да изтъкне, че в областта на наказателното право правната сигурност означава и относителна стабилност и последователност в законодателната уредба на наказателната репресия. Обратното затруднява субектите на правото да открят валидното правило към даден момент и спрямо това да осмишлят своето поведение.
принадлежат, е правова. Щом правовата държава означава еднакво подчиняване на всички субекти на действащия правопорядък\textsuperscript{13}, то законът със съдържащите се в него правни предписания трябва да може да ръководи поведението на всеки правен субект.\textsuperscript{14}
В практиката си КС изхожда от разбирането, че с КРБ не е въведена обща и с принципен характер забрана за придаване на обратно действие на новия закон във всички области на правото\textsuperscript{15}. Това принципно положение намира потвърждение и в най-новата практика на КС, обективирана в Решение № 3 от 24 февруари 2022 г. по к. д. № 16/2021 г.; Решение № 11 от 28 юли 2022 г. по к. д. № 3/2022 г. и др. Законодателят е компетентен по преценка за законодателна целесъобразност да изменя правната уредба с оглед на настъпили съществени изменения в обществените отношения, стига преходът да е плавен и да не засяга придобити субективни права\textsuperscript{17}. Придаването на ретроактивен ефект на закона може да бъде обосновано със съображения за публичен интерес, особено ако става дума за правни норми, приети в процес на трансформиране на ценностния фундамент
\textsuperscript{13} В този дух вж. Решение № 12 от 13 октомври 2016 г. по к. д. № 13/2015 г. (обн., ДВ, бр. 83 от 21.10.2016 г.).
\textsuperscript{14} Решение № 8 от 27 май 2021 по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
\textsuperscript{15} Така изрично в мотивите на Решение № 8 от 27 май 2021 по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.). Обаче в Решение № 11 от 9 юли 1996 г. по к. д. № 10 от 1996 г. (обн., ДВ, бр. 61 от 19.7.1996 г., попр. ДВ. бр. 87 от 15.10.1996 г.) КС е изразил едно по-различно виждане, а именно, че понякога в българското право забраната за обратно действие на законите е общи принцип, който се извлича от понятието за правова държава (арг. от преамбула и чл. 4, ал. 1 КРБ). В разпоредбата на чл. 5, ал. 3 КРБ този принцип е изразен изрично само за наказателните закони. По отношение на другите закони изрична конституционна норма няма, но това не означава, че принципът е изключен за тях. Въпреки че той не е деклариран позитивно, както това е сторено например в чл. 2 от френския Граждански кодекс (ГК), неговото съдържание може да се извлече с аргумент за противното от чл. 14, ал. 1 ЗНА – „Обратна сила на нормативен акт може да се даде само по изключение, и то с изрична разпоредба“. Тази норма на ЗНА има характер на обществен ред и следва да се прилага служебно от правоприлагашите органи. Общо правило за автоматично обратно действие на новоприети правни норми няма. Обратното действие на правна норма може да бъде въведено само по изключение и само изрично. Обратното действие не може да се въведе по тълкувателен път, тъй като това би означавало намеса на правоприлагащ орган в правомощията на законодателя. Само последният е компетентен да каже дали новата уредба засяга факти и правоотношения, възникнали и приключили осъществяването си преди нейното влизане в сила.
\textsuperscript{16} Обн., ДВ, бр. 18 от 4.3.2022 г.
\textsuperscript{17} Решение № 8 от 27 юни 2017 г. по к. д. № 1/2017 г. (обн., ДВ., бр.56 от 11.7.2017 г.). В същото време КС изрично е имал повод да подчертая, че няма как да бъде спазен принципът на върховенство на правото, ако законът може да бъде пренаписван според обстоятелствата, без да бъдат съобразени конституционно установените принципи и ценности, с които е обвързано обществото по негова собствена воля – така Решение № 12 от 13 октомври 2016 г. по к. д. № 13/2015 г. (обн., ДВ, бр. 83 от 21.10.2016 г.).
на обществото\textsuperscript{18}. Законодателят е властен да определи свободно въпроса за границите на действие на законите във времето и по отношение на правоотношенията, които са възникнали при действието на отменения закон, но ще бъдат решени при действието на новия закон\textsuperscript{19}. За да действа новият материален граждански закон спрямо възникналите и приключили преди влизането му в сила материалноправни отношения, е необходимо законодателят изрично да им придае обратна сила (арг. от чл. 14, ал. 1 ЗНА)\textsuperscript{20}.
КС е имал случай да изтъкне, че принципът за правната сигурност не обуславя съществуването на забрана за изменение на нормативната уредба изобщо. Правомощието по приемане, изменение и отмяна на законите се включва в компетентността на законодателния ни орган, според чл. 84, точка 1 КРБ и той разполага при упражняването му с определена дискреционна власт\textsuperscript{21}, стига в съответствие с принципа за защита на оправданите правни очаквания и правната сигурност да не се стига
\textsuperscript{18} Така Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г. (Обн., ДВ, бр. 40 от 19.5.2017 г.). Вж. и Решение № 3 от 24 февруари 2022 по к. д. № 16/2021 г. (обн., ДВ, бр. 18 от 4.3.2022 г.) относно прогласената противоконституционност на разпоредбата на § 2 ЗР на ЗИЗС, с която законодателят е придал обратно действие на последното по време удължаване на срока за спиране на давността за придобиване на имоти – частна държавна или общинска собственост, прието с § 1 ЗИ ЗС (обн., ДВ, бр. 7 от 2018 г.). КС е изтъкнал, че въпреки сочения в мотивите към закона обществен интерес от даването на време, специална правна закрила на частната държавна и общинска собственост чрез въвеждане на процесия мораториум върху течението на придобивна давност за тези имоти, принципът за неретроактивност трябва да се прилага във всички случаи, при които новите правни норми засягат субективни права или създават задължения за минало време. Дори тогава, когато се приема, че материалният граждански закон по изключение може да има обратна сила, това не следва да се приложи за основните конституционни права, каквото е правото на собственост. В този смисъл вж. и Решение на КС № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г. (обн., ДВ, бр. 91 от 19.11.2010 г.). Когато със закон е предоставена възможност на частноправните субекти да придобият по давност правото на собственост върху определена категория вещи, не може с последващ закон да се прогласи неприложимост на тази давност при установяването на правото на собственост върху тях.
\textsuperscript{19} Точка IV от мотивите на Решение № 4 от 11 март 2014 г. на КС по к. д. № 12/2013 г.
\textsuperscript{20} Трайната съдебна практика приема, че изменението на закона не води до автоматично преуредяване на заварените правоотношения, нито има автоматично обратно действие, което е изключение и съобразно разпоредбата на чл. 14, ал. 1 от ЗНА следва да е изрично посочено – в този смисъл Решение № 700/11.4.2017 г., постановено по търг. д. № 692/2017 г. по описа на СГС; Решение № 16/19.1.2017 г., постановено по т. д. № 22/2017 г. на Бургаски окръжен съд; Решение № 199 от 16.6.2017 г. по т. д. № 151/2017 г. на Окръжен съд – Стара Загора и др.
\textsuperscript{21} Вж. Решение № 9 от 1 юни 2010 г. по к. д. № 4/2010 г. (обн., ДВ, бр. 44 от 11.6.2010 г.); Решение № 9 от 16 юни 1999 г. по к. д. № 8/1999 г. (обн., ДВ, бр. 57 от 25 юни 1999 г.); Решение № 3 от 10 април 2003 г. по к. д. № 22/2002 г. (обн., ДВ, бр. 36 от 18 април 2003 г.); Решение № 3 от 22 февруари 2010 г. по к. д. № 18/2009 г. (обн., ДВ, бр. 36 от 18 април 2003 г.); Решение № 6 от 27 април 2010 г. по к. д. № 16/2009 г. (обн., ДВ, бр. 35 от 11.5.2010 г.); Решение № 15 от 19 декември 2013 г. по к. д. № 19 от 2013 г. (обн., ДВ, бр. 1 от 3.1.2014 г.).
до внезапни, непредвидими и непропорционални на конституционните стандарти законодателни промени\textsuperscript{22}. Посочената граница не бива да бъде прекрачвана, тъй като предвидимостта на правното регулиране е признак на правната сигурност, а оттук и на самото понятие за правовата държава\textsuperscript{23}. Необходимостта от предвидимост и стабилност на правната уредба се схваща в смисъла, който произтича от практиката на Европейския съд по правата на човека (ЕСПЧ), като присъщата на върховенството на закона необходимост да се поддържа основателно доверие на гражданите в държавата и в създавания от нея правопорядък\textsuperscript{24}.
Когато се приема нов закон или се изменя и допълва действащ нормативен акт, възможно е за в бъдеще да се променят обхватът и условията за упражняване на законово регламентирани права и свободи; възможно е те да отпаднат и вместо тях или заедно с тях да се предвидят нови субективни права и правни задължения. Законодателят не може да бъде ограничен завинаги да не променя законоустановени права и свободи, защото в противен случай не би могъл да адаптира обективния правопорядък към изменящите се обществени отношения. С оглед на това, на Народното събрание, когато действа в рамките на конституционно определената му законодателна компетентност, следва да се признае възможността чрез изменение на действащото законодателство да преследва определена политическа и икономическа целесъобразност, наложена от променените
\textsuperscript{22} Вж. така Решение № 8 от 27 юни 2017 г. по к. д. № 1/2017 г. (обн., ДВ., бр. 56 от 11.7.2017 г.). В практиката си КС е имал нееднократно повод да се произнесе, че принципът на пропорционалността като мерило за конституционно допустима намеса на държавата в материята на конституционните права, допуска тяхното ограничаване, но само за защита на друга конституционна ценност или конституционно оправдана цел – така Решение № 20 от 14 юли 1998 г. по к. д. № 16/1998 г. (обн., ДВ., бр. 83 от 21.7.1998 г.); Решение № 1 от 26 март 2002 г. по к. д. № 17/2001 г. (обн., ДВ., бр. 35 от 5.4.2002 г.); Решение № 15 от 21.12.2010 г. по к. д. № 9/2010 г. (обн., ДВ., бр. 5 от 14.1.2011 г.); Решение № 2 от 31 март 2011 г. по к. д. № 2/2011 г. (обн., ДВ., бр. 32 от 19.4.2011 г.); Решение № 14 от 4 ноември 2014 г. по к. д. № 12/2014 г. (обн., ДВ., бр. 95 от 18.11.2014 г.); Решение № 2 от 12 март 2015 г. по к. д. № 8/2014 г. (обн., ДВ., бр. 23 от 27.3.2015 г.); Решение № 7 от 17 септември 2019 г. по к. д. № 7/2019 г. (обн., ДВ., бр. 75 от 24.9.2019 г.).
\textsuperscript{23} Решение № 10 от 13 септември 2012 г. по к. д. № 15/2011 г. (обн., ДВ., бр. 73 от 25.9.2012 г.).
\textsuperscript{24} Вж. Решение от 22 юни 2004 г. на ЕСПЧ по дело Broniowski v Poland (жалба № 31443/96). В § 147 от мотивите решаващият състав е изтъкнал още, че принципът на законността предполага също така приложимите разпоредби на вътрешното право да бъдат достатъчно достъпни, точни и предвидими в прилагането им. В сходен смисъл относно повелята за предвидимост на правната уредба вж. също Решение от 30 май 2000 г. на ЕСПЧ по дело Carbonara and Ventura v Italy (жалба № 24638/94); Решение от 24 юни 2014 г. на ЕСПЧ по дело Azienda Agricola Silverfunghi S.A.S. and Others v. Italy (жалби № 48357/07, № 52677/07, № 52687/07).
социално-икономически условия в обществото в условията на преход, и те сами по себе си не подлежат на контрол за конституционосъобразност\textsuperscript{25}.
Следвайки тази линия, КС е имал случай изрично да се произнесе, че обратното действие на закона, с изключение на забраната по чл. 5, ал. 3 КРБ за търсене на наказателна отговорност за деяние, което не е било обявено за престъпление към момента на извършването му, не е изцяло несъвместимо с принципа на правовата държава, освен когато нарушава правната сигурност и предвидимостта на нормативната уредба като основни характеристики на правовата държава, когато накърнява или отнема вече правомерно придобити субективни права, съответно – когато създава правни задължения и изобщо, когато води до неблагоприятни последици за заварени случаи\textsuperscript{26}. Извън тези хипотези придаването на обратно действие на закона не нарушава Конституцията и поначало нейните разпоредби не изключват правомощието на Народното събрание да приема правни норми с обратна сила\textsuperscript{27}. Макар това да е сравнително по-рядко и принципно нежелателно явление\textsuperscript{28}, доколкото е от естество да
\textsuperscript{25} В този смисъл Решение № 3 от 10 април 2003 г. по к. д. № 22/2002 г. (обн., ДВ, бр. 36 от 18.4.2003 г.); Решение № 9 от 16 юни 1999 г. по к. д. № 8/1999 г. (обн., ДВ, бр.57 от 25.6.1999 г.); Решение № 15 от 19 декември 2013 г. по к. д. № 19/2013 г. (обн., ДВ, бр. 1 от 3.1.2014 г.); Решение № 3 от 23 февруари 2010 г. по к. д. № 18/2009 г. (обн., ДВ, бр. 18 от 5.3.2010 г.); Решение № 9 от 1 юни 2010 г. по к. д. № 4/2010 г. (обн., ДВ, бр. 44 от 11.6.2010 г.); Решение № 11 от 30 април 1998 г. по к. д. № 10/1998 г. (обн., ДВ, бр. 52 от 8.5.1998 г.); Решение № 6 от 27 април 2010 г. по к. д. № 16/2009 г. (обн., ДВ, бр. 35 от 11.5.2010 г.) и др.
\textsuperscript{26} Решение № 7 от 29 септември 2009 г. по к. д. № 11/2009 г. (обн., ДВ, бр. 80 от 9.10.2009 г.); Решение № 11 от 5 октомври 2010 г. по к. д. № 13/2010 г. (обн., ДВ, бр. 81 от 15.10.2010 г.); Решение № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г. (обн., ДВ, бр. 91 от 19.11.2010 г.); Решение № 4 от 11 март 2014 г. на КС по к. д. № 12/2013 г. (обн., ДВ, бр. 27 от 25.3.2014 г.); Решение № 8 от 27 май 2021 по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
\textsuperscript{27} Вж. точка IV от мотивите на Решение № 9 от 20 юни 1996 г. на КС по к. д. № 9/1996 г.; точка IV от мотивите на Решение № 10 от 15 ноември 2011 г. на КС по к. д. № 6/2011 г. (обн., ДВ, бр. 93 от 25.11.2011 г.).
\textsuperscript{28} В производството по допускане на касационно обжалване на въззвишно решение по чл. 288 ГПК нееднократно е бил повдиган въпрос допустимо ли е ВКС по пътя на тълкуването да придава обратно действие на материалноправна норма, създавайки практика по реда на чл. 290 ГПК, след като законодателят по силата на императивната правна норма на чл. 14, ал. 1 ЗНА не й е придал такова действие. С Определение № 388 от 13.6.2014 г. по гр. д. № 2922/2014 г., Г. К., I г. о. на ВКС е отказано да се допусне исканото касационно обжалване по този въпрос с аргумента, че „предмет на обжалване не е решение на ВКС, в което да е било изразено подобно становище. Освен това само ОСТГК, респ. ОСТГК на ВКС разполагат с правомощието да преценяват правилността на изразено по реда на чл. 290 ГПК от триченлен състав на ВКС становище по приложението на материалноправна или процесуалноправна норма, включително и досега даденото по този ред тълкуване“. По аналогични въпроси вж. Определение № 318 от 26.5.2014 г. по гр. д. № 2557/2014 г., Г. К., I г. о. на ВКС; Определение № 365 от 9.6.2014 г. по гр. д. № 1384/2014 г., Г. К., I г. о. на ВКС; Определение № 389 от 13.6.2014 Г. по гр. д. № 2870/2014 г., Г. К., I г. о. на ВКС; Определение № 612 от 17.11.2014 г. по гр. д. № 5762/2014 г., Г. К., I г. о. на ВКС и др. Заслужава да се отбележи,
засегне сигурността на оборота, все пак възможността да се преуреджат отношенията със закон с обратна сила не може да бъде отречена, защото понякога КРБ не изключва правомощието на законодателния орган да приема норми с обратна сила\textsuperscript{29}. С оглед на това разпоредбата на чл. 14, ал. 1 ЗНА допуска възможността по изключение да се придае обратна сила на нормативен акт, като това трябва да стане с изрична норма\textsuperscript{30}; а обратна сила на нормативен акт, издаден въз основа на друг нормативен акт, може да се даде само ако такава сила има актът, въз основа на който той е издаден (чл. 14, ал. 2 ЗНА)\textsuperscript{31}. Конституцията, наред с провеждането на правилото за действието на нормативните актове за в бъдеще, допуска възможността това положение да търпи изключения в случаите, при които законодателят счита, че трябва да се определи друг срок за влизане в сила
\textsuperscript{29} В този смисъл се е произнесъл КС в Решение № 7 от 2001 г. по к. д. № 1 от 2001 г., Решение № 9 от 1992 г. по к. д. № 4 от 1992 г., Решение № 18 от 1997 г. по к. д. № 12/1997 г., Решение № 10 от 15.11. 2011 г. на КС по к. д. № 6/2011 г. и др.
\textsuperscript{30} Съдебната практика се придържа стриктно към принципа, че обратна сила на нормативен акт може да се даде само по изключение, и то с изрична разпоредба. С Решение № 6744 от 16.5.2011 г. по адм. д. № 15819/2010 г., III отд. на ВАС решаващият състав е констатирал, че нормативна разпоредба, придаваща изрично обратно действие на приетата през 2009 г. Наредба за условията и реда за установяване на жилищна нужда, в частта относно спазване на условията за настаняване, не е наличие във вида, в който е приложена от административния орган. Поради това неправилно са преценявани и приложени правни последствия спрямо извършени от жалбоподателя разпоредителни действия с недвижими имоти през 1997 г. и 2004 г., предхождащи приемането на посочената наредба. По-долустоящата съдебна инстанция не е отчела, че административният орган е приложил действието и уредбата на подзаконов нормативен акт, спрямо факти, настъпили преди неговото издаване и е издад административен акт в нарушение на материалния закон. По друг повод с Определение № 3302 от 4.10.2016 г. по ч. гр. д. № 4222/2016 г. на Апелативен съд – София е прието, че тъй като застрахователният договор е включен преди влизане в сила на Кодекса на застраховането (КЗ) от 2016 г., то разглеждането на претенциите във връзка с този договор следва да се осъществи по реда на чл. 226 от отм. КЗ, намиращ се в „Част четвърта“ на отм. КЗ. Аргументът е, че на нормата на чл. 498, ал. 3 от действащия КЗ от 2016 г. не е придалено с изрична разпоредба обратно действие съобразно изискването на чл. 14, ал. 1 ЗНА. По тълкуването на чл. 14, ал. 1 ЗНА вж. също Решение № 40 от 31.3.2021 г. по адм. д. № 422/2020 г. на Административен съд – Ловеч.
\textsuperscript{31} С Решение № 10363 от 13.10.2008 г. по адм. д. № 8368/2008 г., 5 чл. с-в на ВАС решаващият състав е приел правилно, че оспорената разпоредба от подзаконов нормативен акт (§ 11 от ПМС № 49 от 5 март 2007 г. за изменение и допълнение на Наредбата за таксите за използване на летищата за обществено ползване и за аеронавигационно обслужване в Република България, приета с ПМС № 280 от 1998 г. обн.-ДВ, бр. 2 от 1999 г.), издаден по делегация на чл. 122 от Закона за гражданското въздухоплаване (ЗГВ), няма обратно действие, тъй като посочената законова разпоредба, въз основа на която подзаконовият акт е издаден, няма обратна сила. Съгласно чл. 14, ал. 2 ЗНА обратна сила на нормативен акт, издаден въз основа на друг нормативен акт, може да се даде само ако такава сила има актът, въз основа на който той е издаден.
на закона или на отделни негови разпоредби, след тридневния срок от обнародването или преди този срок (арг. от чл. 5, ал. 5 КРБ) \textsuperscript{32}. Доколкото de lege lata в нашия правопорядък съществува изрична, императивна забрана за придаване на обратно действие на закона, тя е установена само в отделни разпоредби на КРБ и действащото законодателство и е обвързана с отрасловоправната специфика на подлежащите на регулиране отношения \textsuperscript{33}. С разпоредбата на чл. 5, ал. 3 КРБ изрична забрана с отраслово ограничено приложно поле е въведена само за материалните наказателноправни норми, които предвиждат нови или по-тежки санкции в сравнение с отменените \textsuperscript{34}. Имат се предвид случаи, при които с новия наказателен закон бъдат инкриминирани определени деяния, които не са били въздигнати в престъпление от наказателния закон, в сила към момента на извършването им \textsuperscript{35}, както и установяването на по-тежки по вид и/или размер санкции за деянietо в сравнение с тези по стария закон \textsuperscript{36}. Целта е да не се влошава положението на наказателноотговорните лица \textsuperscript{37}. В духа на същата логика императивната разпоредба на чл. 14, ал. 3 ЗНА не допуска да се дава обратна сила на разпоредби, които предвиждат санкции, освен ако те са по-леки от отменените \textsuperscript{38}. От забраната се обхваща
\textsuperscript{32} Вж. точка IV от мотивите на Решение № 10 от 15.11.2011 г. на КС по к. д. № 6/2011 г. (обн., ДВ, бр. 93 от 25.11.2011 г.).
\textsuperscript{33} Вж. и Шуманов, В. (2019), цит. съч., т. XVII.
\textsuperscript{34} Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г. (обн., ДВ, бр. 40 от 19.5.2017 г.). В Решение № 12 от 13 октомври 2016 г. по к. д. № 13 от 2015 г. (обн., ДВ., бр. 83 от 21.10.2016 г.) КС е изтъкнал, че разпоредбата на чл. 5, ал. 3 КРБ въвежда принципа на законоустановеност на престъплението. В българското право няма престъпления извън тези, които са уредени в НК. Това се отнася и до престъпленията против човечеството. Няма правна пречка НК да бъде допълнен с нови състави на престъпленията против човечеството, създадени по модела на Римския статут, но те не могат да имат обратно действие съгласно чл. 5, ал. 3 КРБ. Относно принципа на чл. 5, ал. 3 КРБ ‘nullum crimen nulla poena sine lege previa’ като едно от основните положения на правовата държава по чл. 4, ал. 1 КРБ вж. Решение № 3 от 23.2.2010 г. по к. д. № 18 от 2009 г. (обн., ДВ., бр. 18 от 5.3.2010 г.). Относно принципа на законоустановеност на престъплението и неговата наказуемост, прогласен в разпоредбата на чл. 5, ал. 3 КРБ, вж. и ТР № 2 от 18.6.1999 г. по тълк. н. д. № 2/1998 г., ОСНК на ВКС.
\textsuperscript{35} Така Решение № 8 от 27 май 2021 по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.). Съдебната практика е имала повод да се произнесе, че всеки наказателен закон действа западрец и никой не може да бъде осъден за деяние, което не е било обявено за престъпление по време на осъществяването му (арг. от чл. 5, ал. 3 КРБ) – така Решение № 312 от 16.5.2003 г. по н. д. № 88/2003 г., II н. о. на ВКС.
\textsuperscript{36} Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г. (обн., ДВ, бр. 40 от 19.5.2017 г.). Вж. и Решение № 10 от 15.11.2011 г. на КС по к. д. № 6/2011 г. (обн., ДВ, бр. 93 от 25.11.2011 г.).
\textsuperscript{37} Решение № 4 от 11 март 2014 г. на КС по к. д. № 12/2013 г.
\textsuperscript{38} В Решение № 4588 от 3.4.2014 г. по адм. д. № 10317/2013 г., V отд. на ВАС решаващият състав е съобразил, че атакуваната норма е със санкционен характер, поради което съгласно чл. 14, ал. 3 ЗНА обратно действие за нея не може да бъде предвидено, тъй като липсва по-неблагоприятна предходна санкционна норма от този вид, която да е отменена. Вж. и Решение № 2054 от 12.2.2013 г.
придаването на обратна сила на норми, въвеждащи санкционни последици за действия/бездействия, които според закона към момента на тяхното извършване не са могли да бъдат квалифицирани като противоправни, съответно предвиждането на по-тежки по вид, размер и други характеристики юридически санкции в сравнение с предвидени за съответното деяние според закона към момента на извършването му.
Наред с това КС е имал повод да обоснове по тълкувателен път и недопустимостта на обратното действие на законови разпоредби с друга отрасловоправна принадлежност, които уреждат публичноправни отношения, в частност на новите материали данъчноправни норми\(^{39}\), както и на законови норми, които обявяват за държавни вземания, които не са имали такава правна квалификация въз основа на закона, при действието на който са възникнали\(^{40}\). Още преди десетилетия, в Решение № 9 от 20 юни 1996 г. по к. д. № 9/1996 г.\(^{41}\) КС е изтъкнал, че данъчният закон действа *ex tunc*, от влизането му в сила запазен, което означава, че нормите, с които се въвеждат данъчни задължения или данъчни утежнения, трябва да бъдат създадени и влезли в сила преди времето, за което се отнасят. С аргумент от чл. 60, ал. 1 КРБ КС приема, че трябва да се плащат данъци, които са вече установени, т. е. определена е цялата данъчна уредба във време, което предхожда съответния данъчен период – месец, година
\(^{39}\) Вж. Стоилов, Я. Правните принципи – теория и приложение. С.: Сиби, 2018, 247–248.
\(^{40}\) Вж. Решение № 22 от 10 декември 1996 г. по к. д. № 24/96 г. (обн., ДВ, бр. 1 от 3 януари 1997 г.). Относно действието във времето на нормите на финансовото право вж. Пенов, С. Финансово право. Обща част. Учебен курс, С.: УИ „Св. Кл. Охридски“, 2021, с. 68 и сл., 78 и сл.
\(^{41}\) Обн., ДВ, бр. 58 от 9.7.1996 г. Делото е образувано по искане за обявяване на противоконституционност на чл. 2, буква „а“ от Закона за местните данъци и такси; чл. 6, ал. 1 от Приложение № 1, създадено с § 4 от Закона за изменение и допълнение на Закона за местните данъци и такси, и § 14 от същия закон.
и т. н. Правилото за неретроактивност на данъчната норма се разглежда като проява на конституционните принципи за законността и правовата държава в областта на данъчното право\(^{42}\), а те повеляват, че данъчно задължените лица трябва да знаят предварително, преди настъпването на финансовата година, видовете данъци и техния размер, които следва да плащат. Принципното положение, че материалният данъчен закон не може да има обратно действие, намира недвусмислено потвърждение и в по-новата практика на КС (Решение № 10 на КС от 24.10.2013 г. по к. д. № 8/2013 г.\(^{43}\)). КС е имал случай да подчертае, че правилото за неретроактивност на правните норми трябва да се прилага във всички случаи, когато се цели с новите правни норми ограничаване на субективни права или създаване на задължения за минало време, но то не важи за случаите, когато от новите нормативни актове се придобиват права\(^{44}\). В този дух е и задължителната тълкувателна практика на Върховния административен съд (ВАС). В ТР № 1 от 18 май 2016 г. по тълк. д. № 3/2015 г., Общото събрание на съдиите от I и II колегии на ВАС е имало случай да се произнесе, че новата финансовоправна разпоредба (чл. 124а ДОПК, въведена със ЗИД на ДОПК\(^{45}\), в сила от 15 февруари 2011 г.), уреждаща определянето на задължителни осигурителни вноски при осъществен данъчно-осигурителен контрол чрез ревизии при особени случаи, е неприложима за установяването на задължителни осигурителни вноски за периоди преди влизането й в сила. Касае се за материалноправна законова норма, която има действие за в бъдеще, доколкото изрично не й е придадено обратно действие в ЗИД на ДОПК, с която е въведена\(^{46}\).
Що се отнася до обявяването с обратна сила за „държавни“ на вземания, които не са имали такава правна квалификация въз основа на закона, при действието на който са възникнали, КС е имал случай да прогласи за противоконституционен Закона за изменение и допълнение на Закона за държавния бюджет за 1996 г., обявяваш за държавни всички вземания от продажбата на природен газ по определени от Министерския съвет цени, доставени по търговски договори, разрешени по съответен ред, както и по международни договори и спогодби за периода на действието им, по които страна е Република България чрез овластения представител „Бул-
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\(^{42}\) Вж. точка III от мотивите на Решение № 9 от 20 юни 1996 г. на КС по к. д. № 9/1996 г.
\(^{43}\) Обн., ДВ, бр. 95 от 1.11.2013 г.
\(^{44}\) Решение № 10 от 15 ноември 2011 г. на КС по к. д. № 6/2011 г. (обн., ДВ, бр. 93 от 25.11.2011 г.).
\(^{45}\) Обн., ДВ, бр. 14/2011 г.
\(^{46}\) Вж. по-подробно Пенов, С. (2021), цит. съч., 82–83.
гаргаз“ ЕАД\textsuperscript{47}. КС е приел, че целта и ефектът на оспорения закон – да обяви за държавни вземания, които не са били третирани като такива до приемането му – разкрива противоречието на този законодателен акт с основното конституционно начало за правовата държава, заложено в разпоредбата на чл. 4, ал.1 КРБ. Принципът на правовата държава означава, че основите на правопорядъкa, заложени в Конституцията, се отнасят в еднаква степен и за органите на законодателната, изпълнителната и съдебната власти, както и за всички правни субекти. Естествена последица от този принцип е изискването за предварителна законоустановеност на държавните вземания. С още по-голямо основание това се отнася за третирането на дадено вземане в приходната част на държавния бюджет: то трябва предварително да е определено по законов път като „държавно“. КС приема, че оспореният закон е от естество да породи правни последици, които надхвърлят конституционно установените и допустими граници на държавна намеса в частноправната сфера. За юридическите лица частната собственост е условие за тяхната икономическа стабилност, за осъществяване на тяхната дейност и за постигане на целите, за които те са създадени\textsuperscript{48}. Частната собственост и на юридическите лица е неприкосновена (арг. от чл. 17, ал. 3 КРБ). С оглед на това конституционно положение едно частноправно вземане, каквито са вземанията по § 1, ал. 1 от Закона за изменение и допълнение на Закона за държавния бюджет за 1996 г., не може да бъде обявено за държавно. То може да бъде принудително отчуждено, но само при условията на чл. 17, ал. 5 КРБ, при наличие на държавни нужди, които не могат да бъдат задоволени по друг начин и след предварително и равностойно обезщетение.
Сред законовите норми, по отношение на които КС счита за недопустимо каквото и да било отклонение от принципа за действие на закона за в бъдеще, са нормите с устройствен и организационноправен характер\textsuperscript{49}. В началото на 90-те години на ХХ в. КС намери повод да изтъкне, че с оглед съдържанието им и правните отношения, които регулират, устройствените закони могат да имат действие само запазпред във времето\textsuperscript{50} и да се прилагат спрямо отношения, които възникват от осъществили се след влизането им в сила фактически състави. Тогава, обявявайки за противо-
\textsuperscript{47} Решение № 22 от 10 декември 1996 г. по к. д. № 24/96 г. (обн., ДВ, бр. 1 от 3 януари 1997 г.).
\textsuperscript{48} Така Решение № 19 от 21 декември 1993 г. по к. д. № 11/93 г. (обн., ДВ, бр. 4 от 14.1.1994 г.).
\textsuperscript{49} Така изрично Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г. (обн., ДВ, бр. 101 от 28.12.2010 г.).
\textsuperscript{50} Решение № 8 от 15 септември 1994 г. по к. д. № 9/1994 г. (обн., ДВ, бр. 78 от 27.9.1994 г.).
конституционни разпоредбите на § 8 от ПЗР на отм. Закон за съдебната власт (ЗСВ)\(^{51}\), КС постанови, че незабавното прилагане спрямо заварени правоотношения на нововъведените законови изисквания относно продължителността на юридическия стаж, необходим за назначаване на съдии и прокурори, представлява по същество незачитане на придобитата по чл. 129, ал. 3 КРБ несменяемост на тези заварени съдии и прокурори, които не отговарят на установените в ЗСВ нови изисквания за продължителност на обичния и специален юридически стаж. Решаващитият аргумент в подкрепа на извода за противоконституционност на оспорената разпоредба КС черпи от обстоятелството, че най-важната правна гаранция за независимостта на съдийте, прокурорите и следователите е тяхната несменяемост. Това тяхно специално правно качество ги прави независими от другите държавни органи при осъществяване на техните правомощия. Несменяемостта на съдийте, прокурорите и следователите представлява публичноправно качество, което се придобива и изгубва при определени от КРБ условия. При определяне със закон на условията и реда за назначаване и освобождаване от длъжност на съдийте, прокурорите и следователите съобразно чл. 133 КРБ, законодателят е бил длъжен да се съобрази с конституционно установената гаранция за независимост в чл. 129, ал. 3 КРБ. Като не е сторил това, законодателят е приел една противоконституционна норма – тази на § 8 от ПЗР на отм. ЗСВ. Що се отнася до аргументите за обявяване на противоконституционност на оспорения § 11 от ПЗР на отм. ЗСВ, КС е изтъкнал, че доколкото прилагането му предпоставя прекратяване на дейността на досегашния ВСС, а разпоредбите на чл. 22 от отм. ЗСВ не предвиждат основание за предсрочно прекратяване на мандата на всички членове на ВСС, то нововъведеното изискване за пет години специален юридически стаж за член на ВСС не би могло да бъде основание за прекратяване на органа или на мандата за изборните му членове. Тази норма е от устройствен характер и има действие само напред във времето. Недопустимо е с преходна разпоредба да се нарушава императивно определен мандат\(^{52}\).
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\(^{51}\) Обн., ДВ, бр. 59/1994 г. Съгласно оспорения § 8 от ПЗР на отм. ЗСВ от 1994 г. съдийте и прокурорите, които не отговарят на изискванията за заманата от тях длъжност, се освобождават от нея с влизането на този закон в сила, а според § 11 с. з. членовете на Висшия съдебен съвет (ВСС) се избират в едномесечен срок от влизането на закона в сила, като определянето на срок за избиране на членовете на ВСС предполагаше прекратяване на дейността на досегашния ВСС, въпреки че това не беше изрично постановено.
\(^{52}\) Решение № 8 от 15 септември 1994 г. по к. д. № 9/1994 г. (обн., ДВ, бр. 78 от 27.9.1994 г.), точка III от мотивите.
И в по-ново време КС е имал възможност да потвърди разбирането си, че законите с устройствен характер могат да имат действие само за в бъдеще. В Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г. КС е обявил за противоконституционна нормата на § 16 от ПЗР на ЗИД на Закона за националния архивен фонд (ЗНАФ), съдържащ правила с устройствен характер, които внасят изменения в организационната структура, устройството и органите за управление (правомощията на председателя) на Държавна агенция „Архиви“. Проектозаконът е приет от Народното събрание на 21 юли 2010 г. и е обнародван в „Държавен вестник“, бр. 59 от 31 юли 2010 г., а оспорената пред КС разпоредба на § 16 от ПЗР на ЗИД на ЗНАФ предвижда той да влезе в сила на 12 юни 2010 г., т. е. 48 дни преди обнародването му съобразно правилата на чл. 5, ал. 5 КРБ. КС е намерил, че е конституционно недопустимо тези норми да внасят изменения в организационната структура, устройството и управлението на правен субект (в случая – юридическо лице на публичното право) преди момента на обнародването на нормативния акт по установения ред. Извън това фактически невъзможно е създаването, реорганизирането, съществуването или осъществяването на правомощия от такава институция или неин орган на управление преди датата на обнародването на съответния нормативен акт. Възможността по изключение и с изрична норма да бъде придалена обратна сила на закон (чл. 14, ал. 1 ЗНА) означава, според КС, че законът ще се приложи по отношение на факти, които са настъпили преди влизането му в сила, независимо дали до този момент са били уреждани от друг закон или новият закон ще ги въздигне в юридически факти. При обратното действие новият закон, образно казано, се „връща назад във времето“, за да признае ново право действие на факти (събития, обществени отношения), станали преди неговото влизане в сила. В процесния случай обаче КС е отхвърлил тезата, че с оспорения § 16 от ПЗР се придава ретроактивно действие на
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53 Обн., ДВ, бр. 101 от 28.12.2010 г.
54 Обн., ДВ, бр. 59 от 31.7.2010 г.
55 Заслужава да се уточни, че с Решение № 8 от 27.5.2010 г. по к. д. № 2/2010 г. (обн., ДВ, бр. 43 от 8.6.2010 г., в сила от 12.6.2010 г.) КС е обявил ЗИД на ЗНАФ изцяло за противоконституционен, намирайки, че оспореният законодателен акт е приет при наличие на нарушения на законодателната процедура (с арг. от чл. 4, ал. 1 и чл. 11, ал. 1 във връзка с чл. 88, ал. 1, изр. второ КРБ). На 14.6.2010 г. група народни представители внасят нов законопроект вх. № 054-01-55 за изменение на ЗНАФ. Законопроектът, с изключение на § 16 (предмет на к. д. № 2/2010 г.), засягащ момента на влизане в сила на изменението, повтаря изцяло съдържанието на изменението на ЗНАФ (ДВ, бр. 103/2009), обявено за противоконституционно с Решение № 8 от 27.5.2010 г. на КС. Проектозаконът е приет от Народното събрание на 21.7.2010 г. и обнародван в ДВ, бр. 59 от 31.7.2010 г.
56 Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г.
нормите на ЗИД на ЗНАФ, тъй като не може да има обратно действие, независимо от основанията за това, в случайте, когато се обявява дата на влизане в сила на закон, предхождаща приемането и обнародването му, с който следва да се създадат нови юридически факти\textsuperscript{57}. КС е приел с основание, че при обсъжданата разпоредба на § 16 става въпрос за противоречащо на конституционните повели (чл. 4, ал. 1, чл. 5, ал. 5 и др. КРБ) действие на законодателния орган, „с цел да се легализират за минало време структурни промени, извършени в изпълнение на обявения за противоконституционен ЗИД на ЗНАФ\textsuperscript{58} с Решение № 8 от 27.5.2010 г. по к. д. № 2/2010 г.\textsuperscript{59}, в сила от 12.6.2010 г.“, с оглед на което е прогласил нейната противоконституционност.
Основното приложно поле на обратното действие на закона КС вижда в сферата на гражданското законодателство, като изтъква, че два вида гражданскоправни норми имат винаги обратно действие\textsuperscript{60}. На първо място се сочетат \textit{тълкувателните норми}\textsuperscript{61}. Според КС, на тях е присъщ винаги ретроактивен ефект, тъй като те разкриват точния смисъл и съдържание, вложени от законодателя в тълкуваната разпоредба от момента на приемането ѝ\textsuperscript{62}. Пример в това отношение би могъл да бъде Законът за тълкуване на чл. 47 от Закона за чужденците в Република България, който е в сила от 27.12.1998 г.\textsuperscript{63}, съгласно параграф единствен от неговите
\textsuperscript{57} В този смисъл вж. и Фаленхехт, Й. (1929), цит. съч., с. 140.
\textsuperscript{58} Обн., ДВ, бр. 103/2009 г.
\textsuperscript{59} Обн., ДВ, бр. 43 от 8.6.2010 г.
\textsuperscript{60} Вж. Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г. (обн., ДВ, бр. 101 от 28.12.2010 г.).
\textsuperscript{61} Относно компетентността на Народното събрание да тълкува със закон разпоредбите на приети от самия него закони КС е имал повод да изтъкне, че в глава III от КРБ, посветена на Народното събрание, липсва конституционна норма, която изрично да разрешава или забранява на законодателния орган да тълкува законите. От това, както и от формулираните в чл. 84, т. 1 КРБ законодателни компетенции, между които да приема, изменя, допълва и отменя законите следва, че Народното събрание може и да ги тълкува. Последващото посъянаване и преизписване на формулировката на законова норма чрез тълкуване така, че ясно да се разбират вложените в нея още при първоначалното ѝ създаване смисъл, обхват и предназначение е възможност, от която няма конституционни причини Народното събрание да бъде лишено. За да се придае еднаква сила и значимост на тълкувателния акт с тези на тълкуване, необходимо е формата на двата акта да е една и съща – така Решение № 13 от 29 май 2001 г. по к. д. № 2/2001 г. (обн., ДВ, бр. 51 от 5.6.2001 г.). Относно теоретичния спор по въпроса имат ли тълкувателните норми обратно действие, вж. Русчев, И. Нормативните актове източник на частното право. С.: Албатрос, 2008, с. 286 и цитираните там автори. Авторът поддържа, че тълкувателните норми не са същински норми, а разпоредби, които не представляват правила за поведение на правните субекти, тъй като не внасят нищо ново в разпоредбите, които тълкуват. С оглед на това, в случай се касае не за обратно, а за нормално действие на тълкуваната разпоредба, което тя притежава още от момента на влизането си в сила.
\textsuperscript{62} Така Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г. (обн., ДВ, бр. 101 от 28.12.2010 г.).
\textsuperscript{63} Обн., ДВ, бр. 153 от 1998 г. В Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г. КС е изтъкнал, че разпоредбата на чл. 47 от Закона за чужденците в Република България, предвижвала
Заключителни разпоредби този закон за тълкуване има действие от влизане в сила на Закона за чужденците в Република България, макар самият закон за тълкуване да е обнародван в „Държавен вестник“ едва в края на 2000 г. (ДВ, бр. 108 от 29.12.2000 г.\(^{64}\)).
Вторият вид правни норми, които КС сочи като такива, на които винаги е присъщо обратно действие, са гражданско-процесуалните норми\(^{65}\). Съображението на конституционната ни юрисдикция е, че те се прилагат не само по делата, които тегърва ще се образуват след влизането им в сила, но и незабавно по вече образувани и висящи спорове\(^{66}\). Особеността в темпоралното действие на процесуалните норми се изразява в предимството на новия процесуален закон пред стария и се обяснява с презумпцията, че тези изменения са израз на стремежа да се осигури по-добро правосъдие в сравнение с това, осигурявано от досегашната уредба\(^{67}\). Струва ми се, че
\(^{64}\) Изм., ДВ., бр. 51 от 5.6.2001 г.
\(^{65}\) Вж. мотивите на Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г. (обн., ДВ, бр. 101 от 28.12.2010 г.).
\(^{66}\) Пак там.
\(^{67}\) Вж. Силяновски, Д., Ж. Сталев. Граждански процес. Том I. С.: Държавно издателство „Наука и изкуство“, 1958, 17–19; Бъров, Б. Учебник по гражданско право с увод в правото. Свищов: Книгоиздателство на фонда „Научни цели“ при ВУССН, 1948, с. 61.
в случая КС смесва обратното действие на закона с действието на новия закон върху висящи (заварени) правоотношения (вж. чл. 34 от Указ № 883 за прилагане на ЗНА)\(^{68}\). Обстоятелството, че новият процесуален закон намира незабавно приложение към всички производства, които са заварени от него като неприключили, висящи към момента на влизането му в сила, не означава, че той има обратно действие\(^{69}\). Така е, защото новият процесуален закон се прилага не по отношение на минали, приключили осъществяването си факти, а само към настоящи факти в рамките на наличния, висящ правен спор и по отношение на процесуалноправните действия в рамките на образуваното вече производство, които се извършват след влизане в сила на новия закон. При процесуалноправните норми говорим за незабавно действие, тъй като то се проявява по отношение на неприключили до влизането им в сила производства, при които юридически факти са възникнали в миналото, но още не са настъпили и завършили правните им последици, когато влиза в сила новият закон (Решение № 4 от 11 март 2014 г. на КС по к. д. № 12/2013 г.). Че не е наличие обратно действие на новия процесуален закон спрямо висящи дела показва и обстоятелството, че той не намира приложение по отношение на извършените при действието на стария (отменения) процесуален закон процесуални действия/бездействия и породените от тях правни последици, които са приключени до влизане в сила на новия закон. Правната им сила ще се преценява единствено съобразно закона, при действието на който те са били извършени. Новият процесуален закон не се прилага спрямо минали свършени факти, т. е. такива, които са приключили своето осъществяване и вече са породили присъщите им правни последици съобразно стария закон, но започнатите по стария процесуален закон производства се довършват по новия\(^{70}\). Впрочем в мотивите към точка 2 от Решение № 3 от 28 април 2020 г. по к. д. № 5/2019 г.\(^{71}\) по повод тълкувателния въпрос
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\(^{68}\) За разграничението между тях вж. Фаденхехт, Й. (1929), цит. съч., с. 140 и сл., 171 и сл.; Бъров, Б. (1948), цит. съч., с. 58 и сл.; Василев, Л. Гражданско право на Народна република България. Обща част. Трето преработено и допълнено издание. С.: Наука и изкуство, 1956, с. 61 и сл.; Таджер, В. Гражданско право на НРБ. Обща част. Дял I. Второ издание. С.: Софи-Р, 2001, с. 204 и сл.; Павлова, М. Гражданско право. Обща част. Второ преработено и допълнено издание. С.: Софи-Р, 2002, с. 100 и сл.; Русчев, И. (2008), цит. съч., с. 272 и сл., 276 и сл., 280 и сл.; Ташев, Р. Обща теория на правото. Основни правни понятия. Четвърто преработено и допълнено издание. С.: Сиби, 2010, 165–167; Колев, Т. Теория на правото. С.: Сиела, 2015, с. 238 и сл.; Вълчев, Д. Лекции по общата теория на правото. Първа част. С.: Сиела, 2016, 204–205 и др.
\(^{69}\) Фаденхехт, Й. (1929), цит. съч., с. 189; Силяновски, Д., Ж. Сталев. (1958), цит. съч., с. 17 и сл. също изтъкват, че е неточно да се каже, че процесуалният закон има обратно действие.
\(^{70}\) Силяновски, Д., Ж. Сталев. (1958), цит. съч., с. 19.
\(^{71}\) Обн., ДВ, бр. 42 от 12.5.2020 г.
„какво е действието на решението на Конституционния съд, с което се обявява противоконституционност на закон, по отношение на заварени правоотношения и висящи съдебни производства, с оглед разпоредбата на чл. 151, ал. 2, изр. трето КРБ“ КС е изразил виждането си за понятието действие спрямо заварени правоотношения на решението за обявяване на един закон за несъответен на Конституцията. Прието е, че понеже такъв закон губи своето действие за в бъдеще, се запазват възникналите от прилагането му правни последици в рамките на правоотношения, приключили до влизане в сила на решението на КС\(^{72}\). Действието на това решение на КС не може да се разпростре върху вече уредените по окончателен начин от обявения за противоконституционен закон правоотношения. Те не се засягат пряко от акта на конституционната юрисдикция, за да се гарантира правната сигурност. За разлика от приключените при действието на противоконституционния закон правоотношения, спрямо заварените, неприключени правоотношения, които са възникнали при действието на обявения за противоконституционен закон, но по отношение на които той не е произвел по окончателен начин регулативния си ефект, решението на КС действа занапред, *ex nunc*, като отнема регулативната способност на обявения за противоконституционен закон и така въздейства незабавно върху правния резултат\(^{73}\). Вижда се, че КС е дал ясен израз на разбирането си за различата между обратното действие на един юридически акт и действието му върху висящи правоотношения, които са възникнали преди влизането в сила на акта, но не са неприключили осъществяването си и не са били ликвидирани вече към този момент.
Измененията в процесуалните закони предизвикват редица усложнения при висящите производства, свързани нерядко с промяна на правила относно родовата или функционалната подсъдност, видовете допустими доказателствени средства, реда за събиране на доказателствата, изчисляването на срокове за обжалване и др.\(^{74}\). Така е, защото процесуалните действия, които трябва да бъдат извършени след влизане в сила на новия процесуален закон, ще следва да се извършат съобразно правилата, предписани от новия, а не от стария закон, при който самото производство е образувано. Именно, за да избегне такива усложнения, законодателят
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\(^{72}\) Необходимо е уточнението, че Народното събрание може да постанови друго по реда на чл. 22, ал. 4 от Закона за Конституционния съд (ЗКС).
\(^{73}\) Вж. мотивите към точка 2 от Решение № 3 от 28 април 2020 г. по к. д. № 5/2019 г. (обн., ДВ, бр. 42 от 12.5.2020 г.).
\(^{74}\) За тях вж. по-подробно Силяновски, Д., Ж. Сталев. (1958), цит. съч., 18–19.
традиционно изключва присъщото на процесуалноправните норми незабавно действие върху висящи правоотношения, като във всички процесуални закони предвижда в преходните и заключителните им разпоредби правила, според които производството по делата, образувани по искови молби/жалби/касационни жалби, постъпили до влизане в сила на новия процесуален закон, се разглеждат от същите съдилища по досегашния ред за разглеждане на делата (арг. от § 1а, § 2 ПЗР на ГПК\(^{75}\); § 4, § 7 ПЗР на АПК\(^{76}\); § 5, ал. 2 и 3 и др. ПЗР на ДОПК\(^{77}\); § 3 ПЗР на НПК). Незабавното действие на новия процесуален закон следва да бъде изключено с изрична законова норма, поради което, ако такава липсва в него, нормите му проявяват незабавното си регулативно действие по отношение на всички неприключили при влизането му в сила производства, попадащи в неговия предмет на регулиране\(^{78}\).
Извън горните хипотези, с аргумент от противното от разпоредбата на чл. 5, ал. 3 КРБ КС приема в постоянната си практика\(^{79}\), включително в най-новото Решение № 11 от 28 юли 2022 г. по к. д. № 3/2022 г.\(^{80}\), че
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\(^{75}\) Определение № 495 от 30.12.2008 г. по гр. д. № 2309/2008 г., III г. о. на ВКС; Определение № 561 от 11.12.2008 г. по гр. д. № 4173/2007 г., Г. К., I г. о. на ВКС; Определение № 157 от 26.3.2018 г. по гр. д. № 1115/2017 г., Г. К., II г. о. на ВКС; Решение № 370 от 24.4.2009 г. по гр. д. № 1394/2008 г., Г. К., IV г. о. на ВКС; Решение № 198 от 13.3.2009 г. по гр. д. № 6482/2007 г., Г. К., I г. о. на ВКС и др.
\(^{76}\) С разпоредбите на § 4, ал. 3 ПЗР на АПК се предвиди новосъздадените административни съдилища да започнат да образуват дела, считано от 1 март 2007 г. Съгласно § 4, ал. 1 и 2 ПЗР на АПК висящите административни дела в районните и окръжните съдилища, образувани преди датата на влизане в сила на АПК на 12 юли 2006 г., както и административните дела, образувани в същите съдилища от влизане в сила на АПК (12 юли 2006 г.) до 1 март 2007 г. следваше да бъдат довършени по действиця до влизане в сила на АПК ред. Тъй като правило в този смисъл не беше предвидено за образуваните, но незавършени към 12 юли 2006 г. административни производства, съдебната практика приеме, че те следва да бъдат довършени по правилата на новия АПК, съобразно принципа за незабавното действие на процесуалните норми върху висящи правоотношения – Определение № 1467 от 4.2.2010 г. по адм. д. № 9446/2009 г. на IV отдъл на ВАС. Вж. по-подробно Еленков, А., А. Ангелов, А., Долгорев, А., Дишева, Л., Панов, М., Казанджиева, С., Янкулова, Т., Николова, Ю. Ковачева. Административнопроцесуален кодекс. Систематичен коментар. С.: ИК „Труд и право“, 2013. 41–42.
\(^{77}\) За действието на новите процесуалноправни норми спрямо заварени (висящи) производства по ДОПК вж. Пенов, С. Финансово право. Цит. съч., с. 83.
\(^{78}\) Вж. бележка под линия № 71.
\(^{79}\) Вж. Решение № 7 от 10 април 2001 г. по к. д. № 1/2001 г.; Решение № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г.; Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г.; Решение № 4 от 20 Април 2021 г. по к. д. № 1/2021 г. и др.
\(^{80}\) С него КС отхвърля искането на омбудсмана на Република България за установяване на противоконституционност на § 5 от Преходните разпоредби на Закона за изменение и допълнение на Семейния кодекс (ПР на ЗИДСК, обв., ДВ., бр. 103 от 2020 г.) с аргумента, че установеното с атакуваната разпоредба правило преружда запанред (от датата на влизането на закона в сила) правните последици от настъпил в миналото факт – узнаването от презумптивния и от претендирация да е биологичен баща на релевантните факти, поради което е наличие несъщинско обратно действие.
ретроактивното действие на правна норма, която урежда материални гражданско правоотношения, по принцип не е забранено от Конституцията\(^{81}\), но това не отменя нуждата от провеждане на ясно разграничение между същинското обратно действие на правна норма, която преурежда факти, осъществили се преди влизането ѝ в сила, като правните последици от тях се считат за породени от момента на осъществяване на факта, и обратното действие на правна норма, която преурежда от влизането си в сила правните последици на факти, настъпили преди влизането ѝ в сила. Първата група случаи КС квалифицира като „ретроактивност stricto sensu“ (действие на закона ex tunc), а втората обозначава като „привидна, несъщинска ретроактивност“ (interferentio in juris vinculo) и с оглед на това разграничение преценява в производствата по чл. 149, ал. 1, точка 2 КРБ съответствието на оспорената законова норма с конституционните принципи и разпоредби. От конституционноправна гледна точка изборът на конкретния модел за действие във времето на стария и на новия закон не е плод на случайност или произволно решение, а е въпрос на претегляне на конкуриращи се ценности през призмата на принципа за пропорционалността (Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.; Решение № 11 от 28 юли 2022 г. по к. д. № 3/2022 г. и др.).
### III. Ретроактивност ‘stricto sensu’ и така наречената несъщинска ретроактивност според практиката на КС
В практиката си КС изхожда от едно широко понятие за обратно действие на закона, в което вмества два вида ретроактивност: а) ретроактивност ‘stricto sensu’, изразяваща се в обратно действие на закона – когато същият преурежда юридическите факти от момента на тяхното проявление до завършен фактически състав, с който е приключило правоотношението, и б) несъщинска (привидна) ретроактивност, каквато е наличие в случаите, когато нововъведен правен режим се прилага незабавно, преуреждайки за в бъдеще заварени правоотношения, които не са приключили\(^{82}\). Макар формално да подвежда тези два вида ретро-
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\(^{81}\) КС черпи аргумент от противното от разпоредбата на чл. 5, ал. 3 от Конституцията. Принципното положение, че ретроактивното действие на правна норма, която урежда материални гражданско правоотношения, по принцип не е забранено от Конституцията, е намерило потвърждение и в Решение № 7 от 10 април 2001 г. по к. д. №1/2001 г.; Решение № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г.; Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г.; Решение № 4 от 20 април 2021 г. по к. д. №1/2021 г. и др.
\(^{82}\) Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г. (Обн., ДВ, бр. 40 от 19.5.2017 г.); Решение № 8 от 27 май 2021 по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
активност под едно общо родово понятие за обратно действие на закона, в практиката си КС провежда разграничение между тях, приемайки, че хипотезата на прилагане на новия закон към заварено правоотношение не е равнозначна на обратно действие на новия закон.
Като същинско обратно действие на закона КС квалифицира хипотезите, при които „законът преуреджа юридическите факти от момента на тяхното проявление до завършен фактически състав, с който приключва едно правоотношение“. Когато новият закон преуреджа вече настъпили правни последици от юридическите факти, е налице хипотеза на обратно действие на закона. В духа на изложеното разбиране КС е имал повод да изтъкне, по-конкретно, че сме изправени пред обратно действие на закона, когато се прави нова правна преценка на последиците по едно вече възникнало при различна правна уредба субективно право. При това се нарушава общ принцип – забраната за обратно действие на законите, което води до отмяна на права, особено когато за заварените случаи ще настъпят неблагоприятни последици. В други случаи КС е квалифицирал като същинско обратно действие само хипотезите, при които новият закон засяга придобити права или погасени задължения. В този ред на мисли КС се е произнасял, че Конституцията не допуска ретроактивно действие на закона само когато същото е насочено към ограничаване на придобити права или създаване на правни задължения за минало време, но не и когато се предоставят нови права или се намаляват съществували юридически санкции или тежести.
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83 Решение № 9 от 20. юни 1996 г. на КС по к. д. № 9/1996 г.; Решение № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г. (обн., ДВ, бр. 91 от 19.11.2010 г.); Решение № 10 от 15 ноември 2011 г. на КС по к. д. № 6/2011 г. (обн., ДВ, бр. 93 от 25.11.2011 г.).
84 Решение № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г. (обн., ДВ, бр. 91 от 19.11.2010 г.).
85 В аналогичен дух съдебната практика, обективирана в Решение № 9206 от 27.7.2016 г. по адм. д. № 3461/2016 г., VI О. на ВАС, е застъпила схващането, че последващото въздигане на факт, с който в момента на настъпването му законът не е свързвал правни последици, в юридически такъв, и привързването към него на определени правни последици означава придаване на обратно действие на закона за факти, осъществили се преди неговото приемане.
86 Решение № 8 от 12 май 1999 г. по к. д. № 4 от 1999 г. (обн., ДВ, бр. бр. 47 от 21.5.1999 г.).
87 Решение № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г.
88 Решение № 4 на КС от 11 март 2014 г. на КС по к. д. № 12/2013 г.; Решение № 8 от 2017 г. на КС по к. д. № 1/2017 г.
89 Така Решение № 4 от 11 март 2014 г. на КС по к. д. № 12/2013 г. Във връзка с хипотезата, при която чрез обратното действие на закона се предоставят нови субективни права на правните субекти, съдебната практика, обективирана в Решение № 834 от 6.8.2004 г. по гр. д. № 1787/2002 г., III г. о. на ВКС, е имала повод да приеме, че новата уредба на пенсионните отношения, която е елемент от фактическия състав на правото по чл. 222, ал. 3 КТ, се прилага за всички случаи след 1.1.2000 г. Придаленото от законодателя обратно действие на подзаконовия нормативен акт, с което се цели синхронизиране на датата на приложението му с този на основния закон,
КС е имал също така повод да изтъкне, че разпоредбата, съгласно която се прекратяват висящите производства, образувани по вече подадени жалби, противоречи на изискванията на правовата държава за зачитане на придобити права, за правна сигурност и предвидимост. Като предоставя на засегнатите лица право на защита на техните права по исков ред, самият законодател предпоставя, че неправомерно са засегнати техни придобити права чрез обратната сила, с която се прекратяват производствата по вече подадени от тях жалби срещу засягащи ги административни актове, вместо забраната за обжалване на съответната категория административни актове да важи занапред, както изискват принципите на правовата държава.
И в по-новата си практика, обективирана в Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г., постановено по повод искане за установяване на противоконституционност на няколко групи разпоредби от ЗИД на Закона за банковата несъстоятелност (ЗБН), засягащи главно извършени правни действия по попълване на масата на несъстоятелността и осребряването на имуществото на обявена в несъстоятелност търговска банка, КС е потвърдил разбирането си, че същинско обратно действие има законът, който преуреджа определени юридически факти от момента на тяхното проявление до завършен фактически състав, заличавайки или променяйки вече настъпили правни последици съобразно закона, действал при възникване на фактите. Такъв ретроактивен ефект stricto sensu КС е констатирал, например, при тълкуването на оспорените разпоредби на
се разпростира върху всички области на правото, които имат отношение към него. С обратното действие, придалено на подзаконовия нормативен акт спрямо основния нормативен акт, е създадена една нова правна фикция, която приравнява правата, възникващи по силата на неговата уредба, като че ли са съществували по-рано – считано от 1.1.2000 г. Това е познат и разрешен похват в гражданското ни право, с който се запълват празнини в обществения регламент или се създава нов, който е по-благоприятен за ползвашите се правни субекти (арг. от чл. 14, ал. 3 ЗНА). Няма оправдание уредбата на чл. 68 КЗОО, доразвита с Наредбата за пенсиите (НП), която е елемент от фактическия състав на правото по чл. 222, ал. 3 КТ, да не бъде приложена в процесния казус, при положение че действа към датата на разглеждане на делото.
Решение № 8 от 12 май 1999 г. по к. д. № 4 от 1999 г. (обн., ДВ, бр.бр.47 от 21.5.1999 г.).
Обн., ДВ, бр. 48 от 8.6.2021 г.
По-специално предмет на искането за установяване на противоконституционност са § 5, ал. 1–4, § 6, ал. 1 и 2, § 7 и § 8 от ПЗР на ЗИД на ЗБН (обн., ДВ, бр. 22 от 2018 г., доп. ДВ, бр. 33 от 2019 г., в сила от 19.4.2019 г.), чл. 60а, ал. 1 ЗБН (обн., ДВ, бр. 22 от 2015 г., доп. ДВ, бр. 33 от 2019 г., в сила от 19.4.2019 г.), § 1, т. 7 от ДР на ЗБН (обн., ДВ, бр. 22 от 2015 г., в сила от 24.3.2015 г.), § 16 от ЗИД на ЗБН (обн., ДВ, бр. 61 от 2015 г., в сила от 11.8.2015 г.), чл. 60б, ал. 1, 2 и 3 от ЗБН (обн., ДВ, бр. 22 от 2018 г., в сила от 16.3.2018 г.) и § 1, т. 9 от ДР на ЗБН (обн., ДВ, бр. 22 от 2018 г., в сила от 16.3.2018 г.).
В този дух вж. също Решение № 12 от 11.11.2010 г. по к. д. № 15 от 2010 г.; Решение № 14 от 21.12.2010 г. по к. д. № 17 от 2010 г.; Решение № 10 от 15.11.2011 г. по к. д. № 6 от 2011 г.; Решение № 5 от 11.5.2017 г. по к. д. № 12 от 2016 г.
§ 6 от ПЗР на ЗИД на ЗБН, предвиждащи относителна недействителност на вече извършени прехвърляния или поредица от прехвърляния на акции и/или дялове от търговски дружества, извършени от дължници на търговската банка в несъстоятелност след поставяне на банката под особен надзор; на правилото на § 5 от ПЗР на ЗИД на ЗБН, който възстановява в полза на търговската банка в несъстоятелност вече заличени обезпечения в нейна полза в периода от поставянето ѝ под особен надзор до датата на откриване на процедурата по осребряване на имуществото на банката\textsuperscript{94}; на § 16 от ПЗР на ЗИД на ЗБН\textsuperscript{95} и § 7 от ПЗР на ЗИД на ЗБН\textsuperscript{96}, според които
\textsuperscript{94} КС правилно е съобразил, че обявените с обратна сила за недействителни действия по заличаване на учредени в полза на банката в несъстоятелност обезпечения са били извършени правомерно от лица с публичноправни функции и длъжностни лица (квестори, временни и постоянни синдикц на търговската банка), които по дефиниция са назначени да бранят обществения интерес. С оглед на това, несъвместимо с правната сигурност е обявяването с обратна сила на извършените от тези длъжностни лица правни действия за заличаване на учредени в полза на банката обезпечения и обосноваването на обратното действие на закона със защита на обществения интерес. Такава обосновка е изтъкната в мотивите към Законопроект № 457-01-75/26.10.2017 г., с който е приет атакуваният § 5. Там се посочва, че „предлаганите изменения в Закона за банковата несъстоятелност са продиктувани от обществения интерес“. Наред с това КС с основание е констатирал, че самата редакция на разпоредбата на § 5 относно възстановяването с обратна сила на обезпеченото главно вземане, както впрочем и тази на § 60б, ал. 2 ЗБН, е дотолкова неясна, че е по същество нерафираме и нейната неясност не може да бъде преодоляна от правоприлагащия орган по тълкувателен път. Това прави посочените разпоредби негодни да проявят регулативната им функция в материята, до която се отнасят, а именно попълването на масата на несъстоятелността на търговската банка. Вж. още мотивите на Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.). Следва да се подчертае, че несъвместимо с принципа на правовата държава е в законите да се формулират разпоредби, „предварително ампутирани в юридически план и с неясно предназначение“ – така Решение № 11 от 5 октомври 2010 г. по к. д. № 13/2010 г. (обн., ДВ, бр. 81 от 15.10.2010 г.). В постоянната си практика КС винаги е указвал на необходимостта законовите разпоредби в условията на правовата държава да са ясни, точни, непротиворечиви, разбирами, прецизни, недвусмислени и взаимосъвързани, за да могат правните субекти да изведат от тях предписанния модел на поведение – така Решение № 9 от 30 септември 1994 г. по к. д. № 11/1994 г. (обн., ДВ, бр. 87 от 25.10.1994 г.); Решение № 5 от 26 септември 2002 г. по к. д. № 5/2002 г. (обн., ДВ, бр. 95 от 8.10.2002 г.); Решение № 3 от 21 март 2012 г. по к. д. № 12/2011 г. (обн., ДВ, бр. 26 от 30.3.2012 г.); Решение № 5 от 19 април 2019 г. по к. д. № 12/2018 г. (обн., ДВ, бр. 36 от 3.5.2019 г.). Освен това КС е взел предвид, че разпоредбата на § 5 от ПЗР на ЗИД на ЗБН възстановява обезпеченията, учредени в полза на обявената в несъстоятелност банка, без да е необходимо провеждане на искове за обявяване недействителността на извършените прихващания и други действия за погасяване на вземането. Ефектът от разпоредбата е, че третите лица – приобретатели на съответното имущество се оказват обвързани от този резултат, без да разполагат с каквото и да е възможност за защита. Отчетено е също, че по правната си природа обезпечението има несамостоятелен, акцесорен характер, тъй като се явява функция на друг, главен дълг, а освенорената разпоредба не урежда изрично възстановяване на главното задължение, което я прави неясна и така я превръща в източник на правна несигурност. Най-сетне, КС е приел, че правилото на § 5 накърнява собственитеците права на лица, които вече не са длъжници на банката, както и на трети лица– частни правоприемници на длъжници, които са поставени в положение да търсят принудително изпълнение върху имуществото си, без да имат задължения към банката.
\textsuperscript{95} Обн., ДВ, бр. 61 от 2015 г.
\textsuperscript{96} Обн., ДВ, бр. 22 от 2018 г.
разпоредбите на съответните закони за изменение и допълнение на ЗБН се отнасят и до откритите до датата на влизането им в сила производства по несъстоятелност, т. е. на практика до това на КТБ, тъй като при действието на този закон други търговски банки не са обявени в несъстоятелност; на § 8 от ПЗР на ЗИД на ЗБН\(^{97}\), според който разпоредбите на чл. 59, ал. 5, 6 и 7 ЗБН, с които се въвеждат нови основания за относителна недействителност на вече извършени прихващания от банката или от неяни кредитор след началната дата на неплатежоспособността, се прилагат, считано от 20 юни 2014 г., като кредиторите се вписват служебно в първоначалния списък на приетите от синдика вземания\(^{98}\) и т. н. За да постанови про-
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\(^{97}\) КС е констатирал, че разпоредбите на § 5 и на § 8 ПЗР ЗИД на ЗБН са функционално свързани в смисъл, че правилото на § 5 „възкресява“ учредени в полза на търговската банка в несъстоятелност обезпечения, заличени в резултат на валидно извършени прихващания (в този смисъл ал. 2 предвижда, че правилото на ал. 1 не се прилага в случаите, при които обезпеченото вземане на банката е погасено чрез парично плащане), които § 8 преуреджа с обратна сила, давайки възможност да се водят искове за тяхната относителна недействителност на основания, които законът не е предвиждал при тяхното извършване. По този начин се заличават вече настъпили правни последици, които са били съобразени със закона, действал при настъпването им (според първоначалната редакция на чл. 59, ал. 5 ЗБН, „недействително по отношение на кредиторите на несъстоятелността освен за частта, която кредиторът би получил при разпределението на осребреното имущество, е прихващането, извършено от дължника след началната дата на неплатежоспособността, независимо от това кога са възникнали двата настъпили вземания“). Съобразено е също, че преуредените по този начин правоотношения засягат вече придобити права от частноправни субекти – както дължници на банката в несъстоятелност, които са се освободили от задълженията си чрез прихващане със свои настъпили вземания към банката, така и трети лица, придобили от тях права върху свободно от обезпечения имущество, впоследствие по силата на закона оказало се обременено с обратна сила с обезпечения в полза на банката, при което ал. 4 на § 5 изрично предвижда, че тези обезпечения са противопоставими на всяко трето лице независимо от начина на придобиване на имуществото. Вж. мотивите на Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
\(^{98}\) КС е заключил с основание, че като придава обратно действие на уредените в чл. 59, ал. 5 ЗБН основания за относителна недействителност на извършени от банката или от нейни кредитори прихващания, разпоредбата на § 8 от ПЗР на ЗИД на ЗБН накърнява доверието не само в правната уредба, но и в действията на държавните органи, овластени и натоварени с поддържане на доверието във финансовата стабилност на банките като част от стабилността на държавата. На практика, с разпоредбата на § 8 се дава с обратна сила нова правна преценка на юридическите актове на банковия регулатор (Решение № 104 от 15 август 2014 г. на Управителния съвет на БНБ) и предприетите въз основа на тях правни действия на квесторите на БНБ по извършване на платежни операции с цел погасяване на банкови заеми към поставената под специален надзор търговска банка, като при пълно погасяване на вземане по банков заем предприемат необходимите действия по заличаване на обезпеченията по кредита. В тези актове на банковия регулатор липсват ограничения относно вида на платежните операции за погасяване на задълженията към банката и такива не произтичат от действвалото към момента законодателство. С оглед на това към този момент не е съществувала нормативна пречка квесторите на банката да приемат изявления на дължници на банката за прихващане на задълженията им по кредити с настъпили вземания, които са придобили от вложители в банката. Тези актове на банковия регулатор в рамките на неговата компетентност са създали оправдани правни очаквания за лицата, които в изпълнение на решението й са предприели законосъобразни правни действия за погасяване на задълженията си, които очаквания са пренебрегнати по конституционно недопустим начин от приетия по-късно
тивоконституционността на оспорените разпоредби на § 5, ал. 1–4, § 6, ал. 1 и 2, § 7 и § 8 от ПЗР на ЗИД на ЗБН, на чл. 60а, ал. 1 ЗБН, § 16 ЗИД на ЗБН и чл. 60б, ал. 1, 2 и 3 ЗБН, КС е констатирал, че преуредждането на посочените в тях юридически факти чрез заличаване или изменение на вече породените и финализирани според принципа ‘tempus regit actum’ техни правни последици води до накърняване по един конституционно нетърпим начин на имуществената сфера на множество засегнати правни субекти – дългънци на обявената в несъстоятелност търговска банка, но също и трети лица, явяващи се техни частни правоприемници. От гледна точка на правните си последици атакуваните пред КС разпоредби на чл. 60а, ал. 1 и чл. 60б, ал. 1, 2 и 3 ЗБН постигат по същество правния ефект на абсолютната нищожност. Това е счетено от КС за несъвместима, непропорционална и явно надхвърляща конституционно допустимата мера на навлизане в чужда правна сфера за попълване на масата на несъстоятелността, доколкото в общата уредба на несъстоятелността тази цел се постига преобладаващо посредством института на непротивопоставимостта на действия и сделки, проявящ ефект спрямо кредиторите на масата на несъстоятелността (членове 646–649 от Търговския закон (ТЗ)).
Възприемайки този извод, КС дава ясен израз на разбирането, че закон. Обявяването на тези действия с обратна сила за недействителни противоречи на принципа за правна сигурност и предвидимост на правните последици от юридическите актове, извършени правомерно, съобразно действащото към съответния момент законодателство. Вж. допълнителни съображения в мотивите на Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
Вж. по-подробно Григоров, Г. Несъстоятелност. С.: Сиби, 2017, с. 293 и сл., 300; Стефанов, С., Р. Тогчиева, Д. Митева, Б. Николова. Актуални въпроси на производството по несъстоятелност. Второ преработено и допълнено издание. С.: ИК „Труд и право“, 2015, с. 284 и сл., 308 и сл., 333 и сл., 382 и сл., 386 и сл.
Новата съдебна практика, обективирана в Решение № 11 от 22.6.2021 г. на ВКС по гр. д. № 977/2020 г., II г. о., е имала повод да постанови, че спецификите на относителния характер на недействителността (непротивопоставимостта) по чл. 646 и чл. 647 ТЗ се крият преди всичко в особеностите на юридическия факт, който я поражда (откриване на производство по несъстоятелност), както и в кръга на лицата, които могат да се позовават на нея – синдикът, а при доказаното му бездействие – всеки кредитор на масата на несъстоятелността. Касае се понякъде за валидни сделки, които обвързват страните по тях до момента на влизане в сила на решение, с което е уважен иск по чл. 646 или по чл. 647 ТЗ. Влязлото в сила решение, с което се уважава иск по чл. 646 или по чл. 647 ТЗ, поражда правни последици на две правни плоскости. От една страна, в отношенията между кредиторите на масата на несъстоятелността и дългънка се приема (фингира), че материалноправното положение е такова, каквото е съществувало отпреди сключване на сделката, респективно извършване на действието, което ги уврежда или застрашава удовлетворяване на вземанията им. От друга страна, законът брани интересите на договарялото с несъстоятелния дългънк трето лице срещу възникналото неоснователно разместване на имуществени блага, като урежда изрично ред за възстановяване на правното положение, такова каквото то е било преди сключване на сделката. В хипотезата на превърлено вещно право по сделката същото се връща в патримониума на третото лице по силата на решението по чл. 646 или чл. 647 ТЗ. Когато
принципът на правната сигурност, повеляващ стабилност на правните сделки и предвидимост на правните последици от различните юридически факти, налага още при сключване на сделките да са известни на страните предпоставките за обявяването им за нищожни или за относително недействителни\(^{101}\). Предвид това КС е счел с основание за несъвместимо с правната сигурност заличаването с обратна сила на правните последици от законосъобразно извършени прихващания съобразно закона, който е бил в сила към момента на извършването им (членове 103–105 ЗЗД) и който никога не е бил изменян в тази му част от неговото влизане в сила през 1951 г. Също такова недопустимо противоречие с правната сигурност КС е видял в обременяването по силата на закона с противопоставими на трети лица тежести на имущества, придобити от тях свободни от обезпечения преди влизане на атакувания закон в сила. Противоречие с повелята за правна сигурност КС е съзрял и в неограничената по период от време и брой прехранявания възможност за предявяване на искове срещу трети лица, които нямат и не са имали правоотношения с банката, насочени към връщане в масата на несъстоятелността на придобито от тях имущество; също и в предвиждането с обратна сила на основания за относителна недействителност на сделки, при чието извършване лицата са се доверили на действащото към този момент законодателство, което тогава не е предвиждало такива правни последици и др. Защитата на конкуриращ частен интерес, каквото е този на вложителите и на останалите кредитори на обявена в несъстоятелност търговска банка, не може да бъде легитимно основание за ограничаване или отнемане на конституционни права на други частноправни субекти. В този смисъл КС е намерил, че оспорените законови разпоредби накърняват по конституционно нетърпим начин гарантираниято от КРБ право на собственост в широкия смисъл на това понятие, схванато като притежание на имущество изобщо, и в частност на вземания\(^{102}\). По изложените съображения КС е постановил,
\(^{101}\) Вж. и Решение № 4 от 11 март 2014 г. по к. д. № 12/2013 г. (обн., ДВ, бр. 27 от 25.3.2014 г.).
\(^{102}\) Вж. Решение № 22 от 12 октомври 1996 г. по к. д. № 24/1996 г. (обн., ДВ, бр. 1 от 3.1.1997 г.);
Решение № 17 от 16 декември 1999 г. по к. д. № 14/1999 г. (обн., ДВ, бр. 113 от 28.12.1999 г);
че оспорените законови разпоредби противоречат на установения в чл. 4, ал. 1 КРБ принцип на правовата държава\textsuperscript{103}.
Според КС не съществува пречка да бъде придалено обратно действие на законова норма, щом тя не засяга придобити субективни права, стабилността на правовия ред и закона и не създава нови санкции или не увеличава (утежнява) съществуващи санкции, още повече, когато предвидената от закона ретроакция на новата норма е обусловена от извънредни обстоятелства и е мотивирана с полза от по-висш обществен интерес\textsuperscript{104}.
Що се отнася до \textbf{несъщинското обратно действие на закона}, КС приема, че „всеки нов граждански закон заварва и възникнали при действието на отменения закон юридически факти, които не са погасени, и в тези случаи се поставя въпросът за обратното действие на новия граждански закон“\textsuperscript{105}. Несъщинското обратно действие е налице, когато „нов граждански закон заварва възникнали при действието на отменения закон юридически факти, които не са погасени“\textsuperscript{106}. При несъщинското обратно действие, според схващанията на КС, на новия закон се придава действие спрямо възникнали и съществуващи правоотношения, които са „заварени“ (Решение № 4 от 11 март 2014 г. по к. д. № 12/2013 г.). Несъщинска ретроактивност има, когато възникнали в миналото, преди влизане в сила на новия закон правоотношения продължават да се осъществяват и при действието на новия закон\textsuperscript{107}. Новият граждански закон, с придаването му на незабавно действие спрямо заварените производства, може да преуряди по нов начин породените преди влизането му в сила юридически факти и правоотношения, като ги измени за в бъдеще съобразно неговите разпоредби, но това винаги ще е обусловено от съображения за справедливост и целесъобразност\textsuperscript{108}. В някои свои решения КС дава ясен знак, че макар да говори за „несъщинско обратно действие“ (курсивът мой, Е. М.), той провежда ясно разграничение между действието на новия закон спрямо заварено правоотношение и ретроакцията на закона. Така в Решение № 10 от 24 октомври 2013 г. по к. д. № 8/2013 г.\textsuperscript{109} КС е изтъкнал, че хипотезата
\textsuperscript{103} Решение № 7 от 10 април 2001 г. по к. д. № 1/2001 г. (обн., ДВ, бр. 38 от 17.4.2001 г.); Решение № 7 от 29 септември 2009 г. по к. д. № 11/2009 г. (обн., ДВ, бр. 80 от 9.10.2009 г.).
\textsuperscript{104} Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
\textsuperscript{105} Решение № 10 от 15.11.2011 г. по к. д. № 6 от 2011 г. (обн., ДВ, бр. 93 от 25.11.2011 г.).
\textsuperscript{106} Точка IV от мотивите на Решение № 4 от 11 март 2014 г. на КС по к. д. № 12/2013 г.
\textsuperscript{107} Пак там.
\textsuperscript{108} Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г. (обн., ДВ бр. 40 от 19.5.2017 г.).
\textsuperscript{109} Точка IV от мотивите на Решение № 4 от 11 март 2014 г. на КС по к. д. № 12/2013 г.
\textsuperscript{110} Обн., ДВ, бр. 95 от 1.11.2013 г.
на приложение на новия закон към заварено правоотношение не е равнозначна на обратно действие на новия закон. В тази част се прави ясното разграничение между хипотезата на обратно действие на закона, когато той преуреджа юридическите факти от момента на тяхното проявление до завършен фактически състав, с който приключва едно правоотношение, и хипотезата, при която новият императивен правен данъчен режим урежда за в бъдеще завареното правоотношение, което не е приключило. В аналогичен дух КС е препотвърдил необходимостта от отчитане на различията между обратното действие на закона и незабавното действие на новия закон върху заварени правоотношения в точка IV от мотивите на Решение № 4 от 11 март 2014 г. по к. д. № 12/2013 г., а също и в Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.\(^{110}\). В него изрично е подчертано, че ретроактивността *stricto sensu* следва да се различава от незабавното действие на новата законова норма върху заварени правоотношения, когато юридическите факти, които са настъпили до влизането й в сила, не са завършили действието си и тези правоотношения продължават да се развиват. Конституционният съд, опрян и на практиката на Съда на Европейския съюз (СЕС)\(^{111}\), отбелязва, че „позицията на законодателя относно това как да разреши конфликта за времевото действие на стария и новия закон, от конституционноправна гледна точка, не е въпрос на случайност или произволно решение, а такъв на претегляне на конкуриращи се ценности. Законодателните разрешения от такъв тип трябва да са резултат от преценка за конфликта на ценностите през призмата на пропорционалността. За преценката на законодателното разрешение относно хронологичния конфликт на законите, значение имат и такива обстоятелства каквито са обществената потребност от въвеждането на нови законодателни решения в дадена материя“.
Различията между обратното действие на закона и незабавното му действие спрямо висящи правоотношение са откроени отчетливо и в най-новото Решение № 11 от 28 юли 2022 г. по к. д. № 3/2022 г., с което се отхвърля искането на омбудсмана на Република България за установяване
\(^{110}\) Обн., ДВ бр. 40 от 19.5.2017 г.
\(^{111}\) Вж. решение от 13 юли 1989 по дело № 5/1988, Hubert Wachauf v Bundesamt für Ernährung und Forstwirtschaft, [1989] ECR 2609, EU:C:1989:321. В § 18 от мотивите СЕС е изтъкнал, че основните права, признати от Съда, не са обаче абсолютни, а трябва да бъдат схвашани във връзка с тяхната социална функция. От това следва, че упражняването на тези права може да бъде ограничено, по-специално в рамките и в контекста на една обща организация на пазара, доколкото тези ограничения действително отговарят на преследваните от Общността цели от общ интерес и не съставляват непропорционална на преследваната цел намеса, която да накърнява съдържанието на тези права.
на противоконституционност на § 5 от Преходните разпоредби (ПР) на Закона за изменение и допълнение на Семейния кодекс (ЗИДСК)\textsuperscript{112}. За да възприеме това решение, КС е квалифицирал действието на разпоредбата на § 5 като „несъщинско обратно действие“ по отношение на субективните права на презумптивния баща и на мъжа, претендиращ да е биологичен баща на детето и с оглед на това е приел, че посоченото действие на атакувания § 5 не е самото по себе си конституционно незърпимо. Процесното незабавно действие върху висящи семейноправни отношения, произтичащи от претендирания или отричан произход, не засяга конституционните ценности – децата и семейството, и свързаните с тях право на личен и семейен живот на засегнатите лица и не нарушава гарантиранията им от Конституцията засилена защита. Като предвижда, че за лицата, за които обстоятелствата, обуславящи правото на иск по чл. 62, ал. 1, изречение трето и ал. 5, изречение първо, са били налице преди влизането в сила на този закон, сроковете за предявяване на съответните искове текат от влизането в сила на закона, установеното в разпоредбата на § 5 ПР на ЗИДСК правило определя единствено темпоралното измерение в действието на други правила, пряко регулиращи поведението на правните субекти и уредени в други разпоредби. С разпоредбата на чл. 62, ал. 1, изр. 3 СК, към която препраща § 5 ПР на ЗИДСК, законодателят е създал нов срок за упражняване на правото на съпруга на майката да оспори бащинството. Освен съществуващото до изменението, с което е приета и оспорената разпоредба\textsuperscript{113}, право на съпруга на майката в рамките на една година от узнаване на раждането да оспори, че е баща на детето, като докаже, че то не е могло да бъде заченато от него, след изменението той вече може да оспори бащинството и до една година от узнаване на обстоятелствата, които опровергават бащинството, ако узнаването е станало по-късно по независещи от него причини, но не по-късно от навършване на пълнолетие на детето. Що се отнася до другата разпоредба, към която § 5 ПР на ЗИДСК препраща, а именно тази на чл. 62, ал. 5 СК\textsuperscript{114}, с нея се разширява кръгът на лицата, легитимирали да оспорят бащинството, основано на брачния произход, като се обхваща и всяко трето лице, което претендира да е биологичен баща на детето. Условие, обуславящо съществуването на правото на иск на третото лице, освен неговото твърдение, че е биологичен баща, е предявяването на иск за установяване на бащинство.
\textsuperscript{112} Обн., ДВ, бр. 103 от 2020 г.
\textsuperscript{113} Пак там.
\textsuperscript{114} Въведена със ЗИДСК (обн., ДВ, бр. 103 от 2020 г.).
Срокът за упражняване на това право, установен в изречение първо, е една година от узнаването на раждането, като няма посочен краен срок. КС намира, че с атакуваната разпоредба на § 5 ПР на ЗИДСК законодателят е целял само да промени установения в чл. 62, ал. 1, изр. 3 и ал. 5, изр. 1 СК начален момент на течење на срока, в който съпругът на майката и претендирацият да е биологичен баща могат да оспорят презумтивното бащинство. И това не е моментът на узнаване на обстоятелствата, които опровергават бащинството, съответно моментът на узнаване на раждането, както е предвидено в чл. 62, ал. 1, изр. 3 и ал. 5, изр. 1 СК, а срокът се брои от влизањето в сила на Закона за изменение и допълнение на Семеен кодекс – 8.12.2020 г., при запазване на продължителността на срока от една година. Ако правилото на § 5 ПР на ЗИДСК не съществуваше, съпругът на майката и претендирацият да е биологичен баща, които в периода до 8.12.2019 г. са узнали релевантните за предявяване на иска по чл. 62, ал. 1 и 5 СК факти и обстоятелства, не биха могли да упражнят създаденото с новия закон право поради изтеклия преди влизањето му в сила едногодишен срок за упражняване на правото. Това навежда КС на извода, че атакувањето § 5 ПР на ЗИДСК има отношение единствено към настъпили преди влизањето на закона в сила факти, но преурежда само от влизањето си в сила правните им последици занапред. За да отхвърлят искането на омбудсмана за прогласяване на противоконституционността на § 5 ПР на ЗИДСК, мнозинството от членовете на КС държат сметка за различата между обратното действие на закона и незабавното му действие върху заварени, висящи правоотношения. В процесния случай те приемат, че се касае не до същинско обратно действие (ретроактивност stricto sensu) на правна норма, която преурежда факти, осъществили се преди влизањето ѝ в сила, като правните последици от тях се считат за породени от момента на осъществяване на факта, а че става дума за така наречената несъщинска, привидна ретроактивност на законова норма, която преурежда от влизањето си в сила правните последици на факти, настъпили преди влизањето ѝ в сила (interferentio in juris vinculo). С оглед на това разграничение КС е извършил преценка за съответствието на атакуваната разпоредба на § 5 ПР на ЗИДСК с принципите и нормите на КРБ. При това, преценявайки конституционната допустимост на незабавното действие на тази правна норма, КС, верен на постоянната си практика\(^{115}\), е съобразил също обективната необходимост от това действие и неговото
\(^{115}\) Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.
съответствие и съразмерност с целите на въведеното ново правило, както и степента на засягане на интересите на съответните субектки (детето\textsuperscript{116}, презумптивния баща-съпруг на майката и третото лице, оспорващо презумпцията за бащинство и претендиращо то да е бащата на детето). Въз основа на тази комплексна по характера си преценка мнозинството от конституционните съдили приема, че чрез правилото, установено в § 5 ПР на ЗИДСК, законодателят създава правна възможност за упражняване на уреденото с разпоредбите, към които препраща, субективно право на съпруга на майката и на третото лице и че от гледна точка на изискването за правна сигурност правилото на § 5 не е противоконституционно, защото не създава само по себе си неблагоприятни правни последици за адресатите на субективното право и не им отнема пряко придобити права. Анализът на разпоредбите на чл. 62, ал. 1, изр. 3 и ал. 5, изр. 1 СК, към които атакуваният § 5 ПР на ЗИДСК препраща, е довел КС до извода, че приложимостта на § 5 ПР на ЗИДСК е в съответствие с целите и логиката на законовите норми, чието темпорално действие той урежда, с оглед на което не са нарушени конституционните изисквания за правна сигурност и предвидимост. Освен това, за да отхвърли искането за пропласяване на противоконституционността на § 5 ПР на ЗИДСК, КС се е мотивирал и с това, че установеното незабавно действие на посочената разпоредба е в съответствие с принципа на легитимните правни очаквания\textsuperscript{117}, както и с изискването за предвидимост като проявление на принципа на правовата държава. С оглед на горното КС заключва, че установеното в разпоредбата на § 5 ПР на ЗИДСК несъщинско обратно действие по отношение на субективни права на презумптивния и на претендиращия да е биологичен баща не е само по себе си противоконституционно и не засяга интересите на децата и семейството като конституционно защитени ценности и свързаните с тях право на личен и семеен живот на засегнатите лица, както и не нарушава гарантирания им от КРБ засилена защита.
\textsuperscript{116} Вж. чл. 62, ал. 1, изр. последно и ал. 5, изр. последно от СК във връзка с § 1, точка 5 от Допълнителните разпоредби (ДР) на Закона за закрила на детето (ЗакрД).
\textsuperscript{117} Мнозинството от конституционните съдили са съобразили, че и до влизане на нормата на § 5 ПР на ЗИДСК в сила субектите по чл. 62, ал. 1, изр. 3 и ал. 5, изр. 1 СК обективно са били носители на установеното с тези разпоредби субективно право по силата на КРБ и на предимството, което членове 6 и 8 от ЕКПЧ имат по отношение на вътрешното право с оглед на чл. 5, ал. 4 КРБ. Нещо повече – правени са опити да бъде упражнено това право, но липсата на установен правен ред във вътрешното право е лишило негови титуляри от тази възможност и е дало основание да бъде потвърсена съдебна защита от Европейския съд по правата на човека. Следователно въведеното с разпоредбата на § 5 ПР на ЗИДСК времево измерение на упражняването на правата по чл. 62, ал. 1, изр. 3 и ал. 5, изр. 1 СК е по-скоро правно очаквано и не е в несъответствие с изискването за предвидимост като проявление на принципа на правовата държава.
В практиката си КС е имал повод да проведе разграничение между обратното действие на закона и фигурата на така нареченото от него „преобразуване на правоотношение“\textsuperscript{118}. Според възприетото от КС разбиране при тази фигура е налице „преуреждане на съществуващи правоотношения в случаите, когато се променят страниите по тях поради структурни промени или когато обществена потребност изисква нови правоотношения със заварени от промените служители (на МВР) да възникнат бързо и при облекчени условия. В тези хипотези законодателят предвижда по изключение да промени характера на съществуващи правоотношения на група служители на МВР, като сведе до минимум изискванията към тях при създаване на новите правоотношения и максимално да намали времето за назначаването им за държавни служители или за сключване на трудови договори, за да не се затрудни нормалното функциониране на определени структури на МВР и оттам да се създаде опасност от засягане на конституционни права на други граждани“\textsuperscript{119}. Целта на анализираната правна конструкция КС вижда в това да се гарантират правата на заварените от законодателните промени служители, като по такъв начин се елиминира хипотетичната опасност съществуващото правоотношение да бъде прекратено \textit{ex lege}, а ново да не бъде създадено по редица причини от обективен или субективен характер\textsuperscript{120}. Техниката на „преобразуване на правоотношение“, според КС, се прилага от законодателя с цел съобразяване на статуса на служителите със задължителните общи изисквания по Закона за администрацията и Закона за държавния служител, относими към всички държавни служители и служители в държавната администрация, без да се налага освобождаване от длъжност на съответните държавни служители, адресати на атакуваните пред КС разпоредби, или без да се ограничават техни права\textsuperscript{121}. Внесените със закона за изменение и допълнение промени в заварената правна регламентация имат незабавно действие и засягат само занапред правата и задълженията на служителите с преобразувани
\textsuperscript{118} Решение № 8 от 27 юни 2017 г. по к. д. № 1/2017 г. (обн., ДВ, бр. 56 от 11.7.2017 г.).
\textsuperscript{119} Пак там.
\textsuperscript{120} Пак там. Във връзка с това КС е подчертал, че всеки нов закон по правило крие известна опасност от създаване на правна несигурност, той трябва да не е в разрез с принципа на защита на оправданияте правни очаквания. Обаче и когато е в разрез с принципа на защита на оправданияте правни очаквания, новият закон трябва да бъде съобразен с принципа на пропорционалността при преобразуване на правоотношения с оглед на отнети привилегии (да не води до загуба на работа и да запазва достигнатите рангове и възнаграждения; да не въвежда нови изисквания към заварените от законовите изменения служители, което би било в разрез с принципа на защита на оправданияте правни очаквания).
\textsuperscript{121} Решение № 8 от 27 юни 2017 г. по к. д. № 1/2017 г.
правоотношения, като законодателят се е стремил да съхрани придобития „социален пакет“ права и да уреди правните последици от възникване на правоотношенията по Закона за държавния служител и по Кодекса на труда за попадащите в обхвата на измененията държавни служители на МВР съобразно принципа на материална справедливост като елемент на правовата държава\textsuperscript{122}. С това КС утвърждава принципното положение, че във всички случаи преуреждането на заварени правоотношения от новия (изменящия) закон може и трябва да става по начин, който да не засяга придобити права\textsuperscript{123}.
**IV. Практическо значение на разграничението между същинското и несъщинското обратно действие на закона според практиката на КС**
Практическото значение на разграничението между същинско и несъщинско обратно действие на закона КС вижда в това, че забраната за обратно действие на правните норми се отнася за същинската ретроакция на закона, доколкото тя се допуска само по изключение\textsuperscript{124} и при спазване на повелята за изричното й постановяване от правна норма (вж. и чл. 14, ал. 1 ЗНА). Макар КРБ да не съдържа обща и принципна забрана за обратно действие на правните норми във всички области на правното регулиране, КС е имал нееднократно възможност да изтъкне, че такава забрана „произтича от върховенството на правото като конституционен принцип по чл. 4, ал. 1 КРБ и е приложима към хипотезите на ретроактивност \textit{stricto sensu}, когато се нарушава доверието в правната система, правната сигурност и придобитите права“\textsuperscript{125}. КС намира, че Конституцията не допуска същинско ретроактивно действие на закона, когато то е насочено към ограничаване на придобити права или създаване на задължения за минало време, но не и когато се предоставят нови права (Решение № 4 от 11 март 2014 г. по к. д. № 12/2013 г.)\textsuperscript{126}. И по друг повод КС се е възползвал от възможността да отрече допустимостта на същинското обратно действие, когато се засяга доверието в правната система, когато се нарушава правната сигурност и когато се нарушават придобити субективни права (Решение № 5 от 2017 г. по к. д. № 12/2016 г.). Отношението си към същинското обратно действие
\textsuperscript{122} Решение № 8 от 27 юни 2017 г. по к. д. № 1/2017 г.
\textsuperscript{123} Решение № 11 от 5 октомври 2010 г. по к. д. № 13/2010г. (обн., ДВ, бр. 81 от 15.10.2010 г.).
\textsuperscript{124} Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г. (обн., ДВ бр. 40 от 19.5.2017 г.).
\textsuperscript{125} Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.
\textsuperscript{126} Обн., ДВ, бр. 27 от 25.3.2014 г.
на закона КС препотвърди и неотдавна с Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г., в което отрече неговата допустимост, когато се на-
кърняват или отнемат правомерно придобити субективни права, когато се
създават правни задължения за субектите и изобщо, когато ретроакцията
на закона води до неблагоприятни последици за заварени случаи.
Що се отнася до несъщинската ретроактивност на закона, същата
е счетена от КС за принципно допустима и възможна, когато „законода-
телните цели не могат да бъдат надхвърлени от интереса на индивида
в продължаващото действие на предишния закон“. В мотивите на
Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г. КС е подчертал,
че докато ретроактивност stricto sensu е допустима само по изключение,
то несъщинска ретроактивност е по правило възможна, когато законода-
телните цели не могат да бъдат надхвърлени от интереса на индивида в
продължаващото действие на предишния закон. Незабавното прилагане
на закона е съвместимо с принципа на закрила на правната сигурност,
когато е подходящо и необходимо, за да бъде постигната преследваната от
закона цел, и се остане в границите на разумно приемливото, при цялост-
но балансиране на „изльганото доверие“ и значимостта и спешността на
основанията за законодателните промени. Несъщинската ретроактивност
на новия закон ще надхвърли конституционно допустимата граница само
тогава, когато актът на законодателя не е подходящ или не е необходим
за постигане на целите на промяната, или ако интересът на засегнатите
субекти има тежест, по-голяма от тази на основанията на законодателя
да извърши промените.
За хипотезите, оставящи извън изрично прогласената от чл. 5, ал. 3
КРБ и отделни норми на действащото законодателство императивна
забрана за обратно действие на закона, принципната недопустимост на
същинската (stricto sensu) ретроактивност на закона КС извежда по тълку-
вателен път от върховенството на правото като конституционен принцип
(чл. 4, ал. 1 КРБ), повеляващ изискванията за правна сигурност, пред-
видимост, стабилност и последователност на законовите норми. Тях КС
свършва като тези от най-важните елементи на богатото и многопластово
съдържание на понятието за правовата държава по чл. 4, ал. 1 КРБ,
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127 Обн., ДВ, бр. 48 от 8.6.2021 г.
128 Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.
129 Обн., ДВ, бр. 40 от 19.5.2017 г.
130 Вж. чл. 14, ал. 3 ЗНА.
131 Решение № 8 от 27 май 2021 по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
132 В точка I от мотивите на Решение № 1 от 27 януари 2005 г. по к. д. № 8/2004 г. (обн., ДВ, бр. 13
от 8.2.2005 г.) е изтъкнато, че принципът за правовата държава като водещо начало в съвременната
конституционна държава има исторически оформило се съдържание и динамичен, стойностно
които имат значение и за обосноваване на забраната за ретроакцията на закона. КС е дал израз на схващането си за съдържанието на понятието „правова държава“, като е приел, че в „материален смисъл“ правовата държава е държава на справедливостта, а във „формален смисъл“ тя е държава на правната сигурност, където съдържанието на правния ред е ясно и недвусмислено определено\(^{133}\). И в новата си практика, изразена в Решение № 3 от 24 февруари 2022 г. по к. д. № 16/2021 г.\(^{134}\), КС намери повод да препотвърди своето схващане, че класически компонент на правовата държава е изискването за пропорционалност като част от разбирането за справедливост. Това КС схваща като „материалното измерение на правовата държава“. Принципът на пропорционалност е утвърден като необходим ориентир и мяра за съразмерност за балансиране на правната уредба, когато се отнася за ограничаване на основни права. Изискването за съразмерност присъства осезаемо в практиката на българския Конституционен съд с последователно развивано съдържание, като мерило за границите на търпима намеса на държавата в сфера на основните
\(^{133}\) Решение № 4 на КС от 11 март 2014 г. на КС по к. д. № 12/2013. В същия дух вж. и Решение № 3 от 28 април 2020 г. по к. д. № 5/2019 г. (обн., ДВ, бр. 42 от 12.5.2020 г.).
\(^{134}\) Обн., ДВ, бр. 18 от 4.3.2022 г.
права (Решение № 20 от 1998 г. по к. д. № 16 от 1998 г.; Решение № 1 от 2002 г. по к. д. № 17/2001 г.; Решение № 15 от 2010 г. по к. д. № 9/2010 г.; Решение № 2 от 2011 г. по к. д. № 2/2011 г.; Решение № 14 от 2014 г. по к. д. № 12/2014 г.; Решение № 2 от 2015 г. по к. д. № 8/2014 г. Решение № 7/2019 г. по к. д. № 7/2019 г. и др.). Що се отнася до правовата държава във формален смисъл, КС схваща това понятие като държава на правната сигурност, което налага законите да са ясни, точни и непротиворечиви\textsuperscript{135}. Това означава, че нормотворческата дейност в условията на правовата държава следва да се осъществява така, че законовите разпоредби да са правно-логически съгласувани и да не съдържат взаимноизключващи се правни предписания, които да предвиждат неразбираеми и неясни правни положения, тъй като това сериозно би затруднило и препятствало правоприлагането и изпълнението на закона\textsuperscript{136}. Тезата на КС за принципа на правовата държава като проявление на върховенството на правото и като един от основните конституционни принципи\textsuperscript{137}, намира своето доразвитие и в новото Решение № 11 от 28 юли 2022 г. по к. д. № 3/2022 г., с което КС отхвърли искането на омбудсмана на Република България за установяване на противоконституционност на § 5 от Преходните разпоредби (ПР) на Закона за изменение и допълнение на Семейния кодекс (ЗИД СК)\textsuperscript{138}. В него е препотвърдено схващането, че с оглед на комплексния характер на този принцип той обединява правовата държава във формален и материален смисъл като изисквания за законност и за справедливост. Като основен елемент на правовата държава във формален смисъл КС определя принципа на законност, с който са свързани изискванията за правна сигурност и предвидимост (чл. 4, ал. 1, изр. 2 КРБ). Според константната си практика\textsuperscript{139}, когато преценява съответствието с Конституцията на гражданскоправна норма, на която е придалено обратно действие, КС провежда от гледна точка на правовата държава във формален смисъл спазено ли е изискването за правна сигурност като гаранция за възможността на
\textsuperscript{135} Решение № 7 от 16 юни 2005 г. по к. д. № 1/2005 г. (обн., ДВ, бр. 52 от 24.6.2005 г.); Решение № 1 от 27 януари 2005 г. по к. д. № 8/2004 г. (обн., ДВ, бр. 13 от 8.2.2005 г.); Решение № 4 от 11 март 2014 г. по к. д. № 12/2013 г. (обн., ДВ, бр. 27 от 25.3.2014 г.).
\textsuperscript{136} Решение № 9 от 30 септември 1994 г. по к. д. № 11/1994 г. (обн., ДВ, бр. 87 от 25.10.1994 г.); Решение № 5 от 29 юни 2000 г. по к. д. № 4/2000 г. (обн., ДВ, бр. 55 от 7.7.2000 г.); Решение № 8 от 4 юли 2012 г. по к. д. № 16/2011 г. (обн., ДВ, бр. 53 от 13.7.2012 г.); Решение № 3 от 6 март 2014 г. по к. д. № 10/2013 г. (обн., ДВ, бр. 24 от 18.3.2014 г.).
\textsuperscript{137} Вж. също Решение № 24 от 12 декември 1995 г. по к. д. № 30/1995 г.; Решение № 12 от 13 октомври 2016 г. по к. д. № 13/2015 г. и др.
\textsuperscript{138} Обн., ДВ, бр. 103 от 2020 г.
\textsuperscript{139} Решение № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г.; Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г.; Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.; Решение № 3 от 7 март 2019 г. по к. д. № 16/2018 г.; Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г.; Решение № 11 от 28 юли 2022 г. по к. д. № 3/2022 г. и др.
гражданите да планират своите действия в съответствие с изискванията на закона и да постигат целите си с разрешени от закона средства. Това включва и преценката дали при обратното действие се отнемат придобити права или възникват други неблагоприятни правни последици за правните субекти\textsuperscript{140}. Що се отнася до правовата държава в материален смисъл, тя включва, според КС, основните права, тяхното гарантиране, ефективно упражняване и справедливо балансиране\textsuperscript{141}.
Именно от повелята за правна сигурност и стабилност на правопорядъка като характеристики на правовата държава, изискващи „трайно и последователно като концепция законодателно регулиране на обществените отношения“\textsuperscript{142}, се извежда принципната недопустимост на обратното действие на закона, доколкото същото е от естество да накърни правната сигурност\textsuperscript{143}. В частност, произнасяйки се относно действието във времето
\textsuperscript{140} Именно през тази призма КС е приел в мотивите на Решение № 11 от 28 юли 2022 г. по к. д. № 3/2022 г., че чрез правилото, установено в атакувания от омбудсмана § 5 ПР на ЗИДСК, законодателят създава правна възможност за упражняване на уреденото с разпоредбите, към които препраща, субективно право на съпруга на майката и на третото лице (става дума за създаване с чл. 62, ал. 1, изр. трето СК на нов срок за упражняване на правото на съпруга на майката – презумптивен баща, да оспори бащинството. Освен съществуващото до изменението, с което е приета и оспорената разпоредба (ДВ, бр. 103 от 2020 г.), право на съпруга на майката в рамките на една година от узнаване на раждането да оспори, че е баща на детето, като доказе, че то не е могло да бъде заченато от него, след изменението той вече може да оспори бащинството и до една година от узнаване на обстоятелствата, които опровергават бащинството, ако узнаването е станало по-късно по независими от него причини, но не по-късно от навършване на пълнолетие на детето. А с разпоредбата на чл. 62, ал. 5 СК, която е нова, приета с посоченото изменение – ДВ, бр. 103 от 2020 г., и към които също препраща § 5 ПР на ЗИДСК, кръгът на лицата, легитимирани да оспорят бащинството, основано на брачния произход, е разширен и включва всяко трето лице, което претендира да е биологичен баща на детето. Условие, обуславящо съществуването на правото на иск на третото лице, освен неговото твърдение, че е биологичен баща, е предявяването на иск за установяване на бащинство. Срокът за упражняване на това право, установен в изречение първо, е една година от узнаването на раждането, като няма посочен краен срок). От гледна точка на изискването за правна сигурност КС е приел, че правилото на § 5 5 ПР на ЗИДСК не е противоконституционно, тъй като не създава само по себе си неблагоприятни правни последици за адресатите на субективното право и не им отнема пряко придобити права.
\textsuperscript{141} Вж. Решение № 1 от 27 януари 2005 г. по к. д. № 8/2004 г.; Решение № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г.; Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г.; Решение № 4 от 11 март 2014 г. по к. д. № 12/2013 г.; Решение № 12 от 13 октомври 2016 г. по к. д. № 13/2015 г.; Решение № 8 от 27 юни 2017 г. по к. д. № 1/2017 г.; Решение № 8 от 15 ноември 2019 г. по к. д. № 4/2019 г.; Решение № 3 от 28 април 2020 г. по к. д. № 5/2019 г.; Решение № 13 от 5 октомври 2021 г. по конст. д. № 12/2021 г.; Решение № 4 от 22 април 2022 г. по к. д. № 14/2021 г.
\textsuperscript{142} Вж. Решение № 3 от 8 юли 2008 г. по к. д. № 3/2008 г. (обн., ДВ, бр. 63 от 15.7.2008 г.).
\textsuperscript{143} Прави впечатление, че в точка IV от мотивите на Решение № 4 на КС от 11 март 2014 г. на КС по к. д. № 12/2013 г. правната сигурност и стабилност са посочени веднъж като „характеристики на правовата държава“, а малко по-надолу в текста принципът на правната сигурност, принципът за забрана на същностното обратно действие на закона и принципът за закрила на законно придобитите права са квалифицирани като „производни от принципа на правовата държава“ (същото е възприето и в Решение № 10 от 29 септември 2016 г. по к. д. № 3/2016 г.; Решение № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г.; Решение № 7 от 29 септември 2009 г. по к. д. № 11/2009 г.;
на новия материален данъчен закон по отношение на осъществили се в миналото правопораждащи юридически факти, които са породили правни последици (възникнали правни отношения, приети/издадени правни актове), КС е имал случай да подчертая, че правилото за неретроактивност на данъчноправната норма е именно проява на конституционния принцип за правовата държава и законността в областта на данъчното право\textsuperscript{144}.
Все с принципа на правовата държава, и по-специално с изискването за предвидимост и стабилност на правната уредба, КС е обосноввал изискването „за предварителна законоустановеност на държавните вземания“ в Решение № 22 от 10 декември 1996 г. по к. д. № 24/1996 г.\textsuperscript{145}. Тълкувайки разпоредбите на § 1 от Закона за изменение и допълнение (ЗИД) на Закона за държавния бюджет за 1996 г., с които се обявяват за държавни „всички вземания към юридически лица и еднолични търговци от продажби на природен газ по определени от Министерския съвет вътрешни цени, доставени по търговски договори, разрешени по съответния ред, както и по международни договори и спогодби, включително и по Ямбургската спогодба, за периода на действието им, по които страна е Република България, чрез овластения представител – „Булгаргаз“ ЕАД“, КС е приел, че целта и ефектът на закона – да обяви за държавни вземания, които не са били третирани като такива до приемането му (курсивът мой, Е. М.), – разкрива противоречието на атакувания закон (ЗИД) с основното конституционно начало на правовата държава по чл. 4, ал. 1 КРБ. КС е дал израз на схващането си, че принципът на правовата държава налага органите на законодателната власт да зачитат изискването за предварителна законоустановеност на държавните вземания, в смисъл че „когато се касае за третирането на дадено вземане в приходната част на държавния бюджет, то трябва предварително да е определено по законов
\textsuperscript{144} Вж. Решение № 11 от 9 юни 1996 г. по к. д. № 10 от 1996 г. (обн., ДВ. бр. 61 от 19.7.1996 г., попр. ДВ. бр. 87 от 15.10.1996 г.).
\textsuperscript{145} Обн., ДВ, бр. 1 от 3.1.1997 г. По повод на Решение № 22 от 10 декември 1996 г. по к. д. № 24/1996 г. в доктрината е повдигнат основателният въпрос трябва ли това изискване за предварителна законоустановеност на държавните вземания, обосновано от КС с принципа за правовата държава, да се схваща като безусловно, или трябва да подлежи на конкретна преценка при осъщаване пред КС на всяка подобна норма? Поставяйки този въпрос, модерната ни доктрина в лицето на Стоилов, Я. (2018), цит. съч., с. 248, изтъква, че за предпочитане е да се търси баланс между правата на данъкоплатците и общото осигуряване на правата на гражданите чрез по-гъвкаво упражняване на фискалната политика от изпълнителната и законодателната власт.
път като държавно вземане”. С оглед на това КС постановява, че оспореният нов закон (ЗИД) е свързан с пораждането на правни последици, които надхвърлят конституционно установените и допустими граници на държавна намеса в свободната стопанска инициатива на частноправните субекти (чл. 19, ал. 1 КРБ). Така е, защото този ЗИД въвежда нова правна уредба на заварени гражданско правоотношения, като обявява възникнали преди влизането му в сила частноправни вземания за държавни, предизвиквайки по такъв начин правни последици с характер на принудително одържавяване, но без спазване на установените от чл. 17, ал. 5 КРБ и закона условия за това. Законосъобразността на държавните дейности, включително нормотворчеството, е и изискване за тяхната стабилност и предвидимост, на което правната сигурност е последица (Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.). Правната сигурност и стабилността на уредбата са характеристики на правовата държава, която изисква трайно и последователно в концептуално отношение законово регулиране на обществените отношения\textsuperscript{146}.
Обсъждайки закрилата срещу ретроакцията на закона в контекста на принципа на правовата държава\textsuperscript{147}, КС изтъква недопустимостта на засягане с новия закон на вече придобити субективни права\textsuperscript{148}, като постановява, че свободното усмотрение при отнемане на придобити граждански субективни права е несъвместимо с правовата държава; в противен случай в областта на частноправните отношения биха се създали непредвидимост и непредсказуемост, несъвместими с пазарното стопанство, което Конституцията въвежда (вж. чл. 19 КРБ)\textsuperscript{149}. По повод искане за прогласяване на противоконституционността на § 127 от ПЗР на ЗИД на Закона за лекарствените средства и аптеките в хуманната медицина\textsuperscript{150}, предвиждаща, че в срок от три месеца от влизане в сила на изменението на закона аптеките, открити от събирателни и командитни дружества и от кооперации на фармацевти, преустановят дейността си и се закриват, КС е приел, че: (1) постановеното закриване на аптеки представлява посегателство върху притежаваното от търговеца предприятие и в широк смисъл на думата е посягане върху правото на собственост по чл. 17 КРБ, както и че (2) става дума за сфера на международноправно и конституционно
\textsuperscript{146} Така точка IV от мотивите на Решение № 4 на КС от 11 март 2014 г. на КС по к. д. № 12/2013 г. с позоваване и на Решение № 3 от 2008 г. по к. д. № 3/2008 г. (обн., ДВ, бр. 63 от 15.7.2008 г.); вж. също Решение № 10 от 15 ноември 2011 г. по к. д. № 6/2011 г. (обн., ДВ, бр. 93 от 25.11.2011 г.).
\textsuperscript{147} Вж. Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.
\textsuperscript{148} Вж. Решение № 3 от 8 юли 2008 г. по к. д. № 3/2008 г. (обн., ДВ, бр. 63 от 15.7.2008 г.).
\textsuperscript{149} Вж. точка 2 от мотивите на Решение № 3 от 27 април 2000 г. по к. д. № 3/2000 г. (обн., ДВ, бр. 37 от 5.5.2000 г.).
\textsuperscript{150} Обн., ДВ, бр. 10 от 4.2.2000 г.
защитени субективни права, които съгласно чл. 57, ал. 1 КРБ не могат да бъдат отнемани с последващ законодателен акт.
И по друг повод с Решение № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г.\(^{151}\) КС е прогласил противовконституционност на законова разпоредба, с която се отменят придобити субективни права, по съображения, че се нарушава общ принцип – забраната за обратно действие на закони, от които за заварените случаи ще последват неблагоприятни правни последици (отнемане на придобити права). КС специално е подчертал, че „дори тогава, когато се приема, че материалният граждански закон по изключение може да има обратна сила, това не следва да се приложи за основните конституционни права, каквото е правото на отпуск по чл. 48, ал. 5 КРБ. Когато възникнало основно право на гражданите не може да породи правни последици, предвидени в закона, действащ към момента на възникване, а с обратно действие на правна норма се предвидят неблагоприятни за титуляра на субективното право последици, се нарушават правната сигурност и предвидимост, а те са задължителни елементи от съдържанието на правовата държава, гарантиращи правата на личността и свободното развитие на човека.
Като изгражда последователно възгледа си за пределите на допустимост на обратното действие на закона в условията на правовата държава, КС е имал не един и два повода да се позове на правото на ЕС, изтъквайки, че закрилата срещу обратната сила на правните норми е елемент от принципа на правната сигурност, изведен от Съда на Европейския съюз (СЕС) като фундаментален принцип на общинния правопорядък\(^{152}\). От практиката на СЕС нашият КС черпи допълнителни аргументи в подкрепа на извода си, че ретроакцията на закона е от естество да накърни доверието на засегнатите частноправни субекти в стабилността на правното положение\(^{153}\). Като се позовава на редица решения на СЕС\(^{154}\), КС споделя по същество изводите му\(^{155}\) относно недопустимост на такива правни мерки с ретроактивен ефект, които накърняват общественото доверие в стабилитета на обезпеченото от институциите на ЕС правно положение на засегнатите лица, освен, когато „целта, която трябва да бъде постигната,
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\(^{151}\) Обн., ДВ, бр. 91 от 19.11.2010 г.
\(^{152}\) Вж. Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.; Решение № 8 от 27 май 2021 по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
\(^{153}\) Вж. Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.; Решение № 8 от 27 май 2021 по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
\(^{154}\) Вж. решение от 3.5.1978 г. по дело August Töpfer & Co. GmbH v Commission of the European Communities, Case 112/77, ECR (1978) 1019, EU:C:1978:94; решение от 14.5.1975 г. по дело Comptoir national technique agricole (CNTA) SA v Commission of the European Communities, Case 74-74, ECR (1975) 533, EU:C:1975:59 и др.
\(^{155}\) Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.
го изисква и когато легитимните интереси на засегнатите са съобразени по подходящ начин\textsuperscript{156}. На тази основа КС приема, че конституционно нетьрпимо като нарушаващо принципа на правовата държава е законът да предвиди с обратно действие неблагоприятни правни последици за лицата, чието поведение е било съобразено с действащата към съответния момент нормативна уредба; в противен случай правните субектни не биха могли да имат доверие в установения от законите правопорядък, а това би ги лишило от мотивация и интерес да подчиняват поведението си на установените правила\textsuperscript{157}. КС се ръководи от принципното положение, че правната сигурност и стабилност са характеристики на правовата държава, която изисква трайно и последователно законодателно регулиране на обществените отношения\textsuperscript{158}.
Все с оглед изискванията на принципа на правовата държава за зачитане на законно придобити права на субектите, за правна сигурност и предвидимост е била прогласена и противоконституционността на разпоредба, по силата на която се прекратяват висящи производства, образувани по подадени преди влизане в сила на новия закон жалби\textsuperscript{159}. По-конкретно КС е приел, че разпоредбата на § 17 от ПЗР на ЗИД на Закона за преобразуване и приватизация на държавните и общински
\textsuperscript{156} КС се е позовал също на решение от 25.1.1979 г. по дело A. Racke v Hauptzollamt Mainz, Case 98/78, ECR (1979) 69, § 20, EU:C:1979:14, в което се посочва, че „выреки, че принципът за правна сигурност съставлява пречка за действието на обществна правна марка преди момента на обнародването на акта за нейното приемане, възможно е все пак това да се допусне по изключение, ако целта, която трябва да бъде постигната, изисква това и легитимните интереси на засегнатите лица са надлежно съобразени“. Посочено е също решение от 4.10.2001 г. по делото Stichting „Goed Wonen“ v Staatssecretaris van Financiën, Case C-326/99, ECR (2001) I-6831, §§ 32-34, EU:C:2001:506, относящо се до темпоралното действие на материални данъчноправни норми, предвиждащи облагане с ДДС.
\textsuperscript{157} Така Решение № 8 от 27 май 2021 по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
\textsuperscript{158} Решение № 1 от 27 януари 2005 г. по к. д. № 8/2004 г. (обн., ДВ, бр. 13 от 8 февруари 2005 г.); Решение № 4 от 8 юли 2008 г. по к. д. № 3/2008 г. (обн., ДВ, бр. 63 от 15.7.2008 г.). Вж. също Решение № 3 от 23 февруари 2017 г. по к. д. № 11/2016 г. (обн., ДВ, бр. 20 от 7.3. 2017 г.), в което КС е потвърдил трайно установената си практика относно същността на правовата държава, в смисъл, че правовата държава в материален смисъл е държава на справедливостта, а във формален смисъл тя е държава на правната сигурност, където съдържанието на правния ред е ясно и недвусмислено определено. Законосъобразността на държавното управление е конституционно изискване, което го прави предвидимо, а това е предпоставка за правната сигурност. Правната сигурност и стабилност са характеристики на правовата държава, която изисква трайно и последователно законодателно регулиране на обществените отношения. Израз на законността в правовата държава е спазването на Конституцията, която е върховен закон и останалите закони не могат да ги противоречат. Държавата е правова, когато се управлява според Конституцията и законите, а те от своя страна трябва да са ясни, точни и непротиворечиви на Конституцията – така Решение № 5 от 26 септември 2002 г. по к. д. № 5/2002 г. (обн., ДВ, бр. 95 от 8.10.2002 г.); Решение № 8 от 4 юли 2012 г. по к. д. № 16/2011 г. (обн., ДВ, бр. 53 от 13.7.2012 г.).
\textsuperscript{159} Решение № 8 от 12 май 1999 г. по к. д. № 4/1999 г. (обн., ДВ, бр. бр. 47 от 21.5.1999 г.).
предприятия\textsuperscript{160}, съгласно които се прекратяват висящите производства, образувани по вече подадени жалби, противоречи на изискванията на правовата държава за зачитане на придобити права, за правна сигурност и предвидимост. Като предоставя на засегнатите лица право на защита на техните права по исков ред, самият законодател предпоставя, че неправомерно са засегнати техни придобити права чрез обратната сила, с която се прекратяват производствата по вече подадени от тях жалби срещу засягащи ги административни актове, вместо забраната за обжалване на съответната категория административни актове да важи занапред, както изискват принципите на правовата държава\textsuperscript{161}.
Все през призмата на повелята за зачитане на законно придобити права на субектите, за правна сигурност и предвидимост в нормотворчеството при условията на правовата държава, с Решение № 3 от 24 февруари 2022 по к. д. № 16/2021 г.\textsuperscript{162} КС е имал случай да се произнесе относно противоконституционността на разпоредбата на § 2 от Заключителните разпоредби (ЗР) на Закона за изменение на Закона за собствеността (ЗИЗС), с която законодателят е придал обратно действие на последното по време удължаване на срока за спиране на давността\textsuperscript{163} за придобиване на имоти – частна държавна или общинска собственост, прието с § 1 ЗИЗС\textsuperscript{164}. Отчетено е обстоятелството, че разпоредбата на § 1 ЗИЗС е обнародвана в ДВ, бр. 7 от 19 януари 2018 г., а според § 2 ЗР на ЗИЗС влиза в сила, считано от 31 декември 2017 г. и по този начин с обратна сила се отнема вещноправното действие на давностното владение, осъществено в периода от 31 декември 2017 г. до 19 януари 2018 г. Макар възприетото нормативно решение е било мотивирано от законодателя с грижата по запазване на имотите в патримониума на държавата, респективно общината и осуетяване на възможността за придобиването им от други
\textsuperscript{160} Обн., ДВ, бр. 12 от 1999 г.
\textsuperscript{161} Решение № 8 от 12 май 1999 г. по к. д. № 4/1999 г.
\textsuperscript{162} Обн., ДВ, бр. 18 от 4.3.2022 г.
\textsuperscript{163} Мораториумът върху придобиването по давност на недвижими имоти частна държавна и частна общинска собственост е въведен за първи път със ЗД ЗС (обн., ДВ, бр. 46 от 6.6.2006 г., в сила от 1 юни 2006 г.) първоначално временно за 7 месеца. С § 3 ЗР на Закона за изменение и допълнение на Закона за държавната собственост (обн., ДВ, бр. 105 от 2006 г.) срокът е удължен за втори път с една година – до 31 декември 2007 г. С § 1 ЗИД ЗС (обн., ДВ, бр. 113 от 2007 г., в сила от 31.12.2007 г.) е предвидено трето продължение с още една година – до 31 декември 2008 г. Четвъртото удължаване е въведено със ЗИ ЗС (обн., ДВ, бр. 109 от 2008 г.) и е със срок до 31 декември 2011 г. Петото удължаване е въведено със ЗИ ЗС (обн., ДВ, бр. 105 от 2011 г., в сила от 31.12.2011 г.), като срокът е удължен до 31 декември 2014 г. Със ЗИД ЗС (обн., ДВ, бр. 107 от 2014 г., в сила от 31.12.2014 г.) срокът е удължен за шести път, като е предвидено да изтече на 31 декември 2017 г. Последното, седмо по ред удължаване на забраната за придобиването по давност на имоти – частна държавна и общинска собственост е със срок на действие до 31 декември 2022 г.
\textsuperscript{164} Обн., ДВ, бр. 7 от 2018 г.
правни субекти (физически или юридически лица), за да могат тези имоти да се ползват в интерес на гражданите и обществото, респективно в интерес на териториалната общност в съответната община (арг. от чл. 18, ал. 6 и чл. 140 КРБ)\(^{165}\), КС е изтъкнал, че принципът за действието на гражданския закон за в бъдеще трябва да се прилага във всички случаи, при които новите правни норми засягат субективни права или създават задължения за минало време. Дори тогава, когато се приема, че материалият граждански закон по изключение може да има обратна сила, това не следва да се приложи за основните конституционни права, каквото е правото на собственост\(^{166}\). Когато със закон е предоставена възможност на частноправните субекти да придобият по давност правото на собственост върху определена категория вещи, не може с последващ закон да се прогласи неприложимост на тази давност при установяването на правото на собственост върху тях. В духа на постоянната си практика\(^{167}\) КС е подчертал, че подобен законодателен подход накърнява правната сигурност и предвидимостта на нормативната уредба като основни характеристики на правовата държава. Оспорената норма на § 2 ЗР на ЗИЗС противоречи на чл. 4, ал. 1 и на чл. 17, ал. 1 и ал. 3 от Конституцията, тъй като засяга вече придобити права – в случая правото на собственост, основаващо се на изтекла в периода от 31 декември 2017 г. до 19 януари 2018 г. придобиваща давност.
Пак по повод на искане за прогласяване на противоконституционност на законови норми, чието същинско обратно действие е от естество да накърни принципа за правна сигурност в условията на правовата държава по чл. 4 КРБ, КС е имал не един и два случая да изрази разбирането си за понятията „правна предвидимост и сигурност“. В своите актове той ги схваща като „измерения на правовата държава, в съответствие с които е конституционно недопустимо законодателят впоследствие да налага неблагоприятни последици за правните субекти“\(^{168}\), които са действали точно в съответствие с действащата към онзи момент правна уредба. С оглед на това КС е изтъкнал, че да се отнемат придобити права с обратна
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\(^{165}\) Вж. мотивите към проекта на Закона за допълнение на ЗС № 602-01-40 от 29.5.2006 г. В тях е посочено, че целта е да се предотврати съществуваща реална опасност от нанасяне на огромна щета на държавата и общините чрез придобиване по давност на тяхна собственост от други лица. Сред основните съображения се сочи и обстоятелството, че недвижимите имоти-собственост на държавата и на общините, в преобладаващата си част не са идентифицирани и актувани съгласно законовите изисквания и са изложени на риск от завземане от частноправни субекти и въвличане на държавата в многообройни спорове за правото на собственост.
\(^{166}\) В този смисъл вж. и Решение на КС № 12 от 11 ноември 2010 г. по к. д. № 15/2010 г. (обн., ДВ, бр. 91 от 19.11.2010 г.).
\(^{167}\) Решение № 7 от 2009 г. по к. д. № 11/2009 г.
\(^{168}\) Така Решение № 7 от 29 септември 2009 г. по к. д. № 11/2009 г. (обн., ДВ, бр. 80 от 9.10.2009 г.).
сила е противно на повелята за предвидимост и сигурност в условията на правовата държава по чл. 4 КРБ\textsuperscript{169}. Във връзка с това КС е направил важното уточнение, че предвидимостта е изискване към формирането и осъществяването на законодателната политика, без обаче този признак да бъде абсолютизиран\textsuperscript{170} и да се фетишизира. В периода на преход или на кризи\textsuperscript{171} законодателната политика в определени области, например социалната сфера, преживява не само плавни и предвидими изменения, а може да се стигне до „конкуренция между справедливостта и стабилността на социалната закрила“\textsuperscript{172}.
Все във връзка с действието на закона във времето и зачитането на конституционно оправданите очаквания, КС изхожда от разбирането, че никъде в КРБ не се въвежда изискване за неизменяемост на законодателството, следователно „не може да има и конституционно легитимирано очакване, че когато отпаднат обективните основания за дадено предимство, законодателят няма да промени своята преценка“\textsuperscript{173}. В практиката на КС „легитимните очаквания“ се свързват с правната предвидимост и сигурност и предполагат определени конституционни или законово предвидени предпоставки, когато основният закон препраща към законо-
\textsuperscript{169} Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.
\textsuperscript{170} В сходен дух, че изискването за стабилност и предвидимост чрез позоваване на принципа на правовата държава не бива да е безусловно, вж. Стоилов, Я. (2018), цит. съч., с. 248.
\textsuperscript{171} Вж. например Закон за мерките и действията по време на извънредното положение, обявено с решение на Народното събрание от 13 март 2020 г. и за преодоляване на последиците (загл. доп. – ДВ, бр. 44 от 2020 г., в сила от 14.5.2020 г., обн., ДВ., бр. 28 от 24.3.2020г., последно доп. ДВ., бр. 77 от 16.9.2021 г.), който е обнародван в ДВ на 24 март 2020 г. а влиза в сила със задна дата – на 13 март 2020 г. Основанието за това отклонение от конституционно установените принципи положения относно влизането на закона в сила (чл. 5, ал. 5 КРБ) е, че посоченият законодателен акт урежда мерките и действията по време на извънредното положение на територията на Република България и за преодоляване на последиците след отмяната на извънредното положение (арг. от чл. 1). За особеното действие на този закон върху частноправните отношения вж. Голева, П. Въпроси на частното право в условията на извънредно положение. – Търговско и облигационно право, 4–5/2020 г., ЕПИ онлайн; Василева, Ц. Обществените поръчки в условията на пандемията и предприятиета законодателни промени. – Търговско и облигационно право, 4–5/2020, ЕПИ онлайн; Георгиев, А. Новите законодателни мерки за преодоляване на последиците след края на извънредното положение. – Собственост и право, 6/2020, ЕПИ онлайн; Бакалова, В. Спиране и удължаване на сроковете в производствата по ЗУТ по време на извънредното положение и след неговата отмяна. – Собственост и право, 6/2020, ЕПИ онлайн; Петров, Д. Изменение на договори в условията на икономическа криза – способы и предизвикателства. – Търговско и облигационно право, 7/2020, ЕПИ онлайн; Хорозов, Г. Договорните отношения в условията на пандемията. – Търговско и облигационно право, 1/2021, ЕПИ онлайн; Хорозов, Г. Недействителност на споразуменията за изменение или прекратяване на договори в резултат от извънредно положение или извънредна епидемична обстановка. – Търговско и облигационно право, 4/2021, ЕПИ онлайн и др.
\textsuperscript{172} Вж. Решение № 10 от 13 септември 2012 г. по к. д. № 15/ 2011 г. (обн., ДВ, бр. 73 от 25.9.2012 г.); Решение № 1 от 27 януари 2005 г. по к. д. № 8/2004 г. (обн., ДВ, бр. 13 от 8.2.2005 г.).
\textsuperscript{173} Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.
дателна уредба на дадена материя\textsuperscript{174}. Разбирането си за съдържанието на понятието „конституционно оправдани очаквания“ КС е имал възможност да разкрие в светлината на въпълнения в чл. 19 КРБ принцип за равенство на частноправните субекти по отношение на правото на свободна стопанска инициатива и осъществяването на стопанска дейност при условията на възприетия у нас пазарен икономически модел\textsuperscript{175}. От разпоредбите на чл. 19, ал. 2 и 3 КРБ, предписващи, че законът създава и гарантира на всички граждани и юридически лица еднакви правни условия за стопанска дейност, като предотвратява злоупотребата с монополизма, нелоялната конкуренция и защитава потребителя и че инвестициите и стопанска дейност на български и чуждестранни граждани се закрилят от закона, КС е обосновал тълкувателния извод, че свободният пазар и конкуренцията изискват равнопоставеност на всички правни субекти\textsuperscript{176}. С оглед на това законодателят следва да гарантира еднакви правни условия на стопанските субекти за осъществяване на икономическа дейност. Конституционно закрепеният принцип за равенство на частноправните субекти по отношение на правото им на свободна стопанска инициатива е основата, от която в практиката на КС се извежда правото на стопанските субекти легитимно да очакват законът да им предоставя и гарантира еднакви правни условия за стопанска дейност\textsuperscript{177}. Това схващане на КС за конституционно оправданиите очаквания отразява възприетото от СЕС разбиране, че закрилата на легитимните очаквания на субектите\textsuperscript{178} е свързана с принципа на правна сигурност, който изисква стабилност и предвидимост на правната уредба\textsuperscript{179}.
В очергания дух КС приеме и напоследък, че когато компетентен орган с публични властнически правомощия създаде със свои юридически актове оправдани правни очаквания за правните субекти, които в изпълнение на актовете на този орган са предприели законосъобразни правни действия за погасяване на задълженията си и след това с приетия по-късно закон
\textsuperscript{174} Пак там.
\textsuperscript{175} Решение № 13 от 31 юли 2014 г. по к. д. № 1/2014 г. (обн., ДВ, бр. 65 от 6.8.2014 г.).
\textsuperscript{176} В мотивите на цитираното решение КС е изтъкнал, по-специално, че „свободният пазар и конкуренцията изискват равнопоставеност на всички субекти – физически и юридически лица, в това число и организираните от държавата. Конституцията в чл. 19, ал. 2 предписва на държавата да изгради система на правно регулиране на стопанската дейност, която да гарантира на всички граждани и юридически лица еднакви правни условия, както когато започват стопанска дейност, така и по отношение на нейното организиране и осъществяване“.
\textsuperscript{177} Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.
\textsuperscript{178} Вж. решение от 24 март 2011 г. по дело ISD Polska and others v Commission, C-369/09 P, ECR (2011) I-2011, EU:C:2011:175; също и решение от 5 май 1981 г. по дело Dürbeck v Hauptzollamt Frankfurt a. M. 112/80, ECR (1981) 1095, EU:C:1981:94.
\textsuperscript{179} Вж. решение от 15 февруари 1996 г. по дело Duff and others v Minister for Agriculture and Food, C-63/93, ECR (1996) I-569, EU:C:1996:51.
тези действия бъдат обявени с обратна сила за недействителни, налице е пренебрегване на легитимните правни очаквания на субектите по един конституционно недопустим начин\textsuperscript{180}. Този извод на КС е в съзвучие с разбирането на СЕС, че „всеки правен субект, у когото административен орган е създал основателни очаквания с конкретни уверения, които му е дал, има право да се позове на принципа за оправданите правни очаквания“\textsuperscript{181}. В конкретния случай КС е съобразил правилно, че придаленото по силата на оспорената законова норма\textsuperscript{182} обратно действие на основанията за относителна недействителност\textsuperscript{183} на извършените от търговска банка или от нейни кредитори прихващания настъпва повече от три години след като разпоредбите, съобразно които са извършени прихващанията, са влезли в сила и са произвели вече правните си последици\textsuperscript{184}. С оглед на това КС е квалифицирал като конституционно недопустимо придаването на обратно действие на закон, независимо от основанията за това, когато се обявява начална дата на действие на закона, предхождаща приемането и обнародването му в „Държавен вестник“\textsuperscript{185}. Такова законодателно решение е в противоречие с императивната повеля на чл. 5, ал. 5 КРБ, според която всички нормативни актове се публикуват и влизат в сила след обнародването им. С оглед на това, следвайки и утвърдената практика на СЕС, КС е постановил\textsuperscript{186}, че допускането с обратна сила да се изменя темпоралното действие на един вече приложен закон с цел преуредждане на вече приключени правоотношения, възникнали въз основа на същия този закон, води до накърняване по конституционно нетвърдим начин на принципите на правна сигурност и на защитата на оправданите правни очаквания на субектите\textsuperscript{187}.
\textsuperscript{180} Така Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г. (обн., ДВ, бр. 48 от 8.6.2021 г.).
\textsuperscript{181} Вж. решение от 5 март 2015 г. по дело Europäisch-Iranische Handelsbank v Council, C-585/13 P, EU:C:2015:145.
\textsuperscript{182} Става дума за § 8 от ПЗР на ЗИД на Закона за банковата несъстоятелност (обн., ДВ бр. 22 от 2018 г., доп., ДВ бр. 33 от 2019 г., в сила от 19.4.2019 г.).
\textsuperscript{183} Вж. чл. 59, ал. 5, 6 и 7 ЗВН.
\textsuperscript{184} В Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г. КС е съобразил, че оспорената разпоредба на § 8 относно момента на прилагане на чл. 59, ал. 5, 6 и 7 ЗВН – считано от 20 юни 2014 г. (датата на поставяне на търговската банка под особен надзор) е приета повече от три години след като тези разпоредби са влезли в сила съобразно правилото на чл. 5, ал. 5 КРБ и са произвели действие западре.
\textsuperscript{185} Доктрината в лицето на Фаденхехт, Й. (1929), цит. съч., с. 140, отдавна е изяснила, че понятието „ретроактивност на закона“ не може да се разбира в смисъл, че законът се счита влязъл в сила от един момент, който предшества неговото обнародване, защото това е правен абсурд, забранен от Конституцията. Вж. и Решение № 14 от 21 декември 2010 г. по к. д. № 17/2010 г. (обн., ДВ, бр.101 от 28.12.2010 г.).
\textsuperscript{186} Решение № 8 от 27 май 2021 г. по к. д. № 9/2020 г.
\textsuperscript{187} Този извод на КС е опрян на константната практика на СЕС, обективирана в решение от 29 април 2004 г. по дело Gemeente Leusden and Holin Groep, съединени дела C-487/01 и C-7/02, ECR 2004, I-5337, EU:C:2004:263; решение от 26 април 2005 г. по дело Goed Wonen, C-376/02, ECR
Обаче, опрян отново на постоянната практика на СЕС\(^{188}\), КС приема, че принципът на правна сигурност и закрила на легитимните очаквания не означава, че икономически активните субекти следва да възприемат всяка промяна в нормативната уредба като произволна и неоправдана и да черпят легитимността на своите очаквания за стабилност на уредбата от обстоятелството, че са били третирани с предимство на пазара към даден момент и да се надяват, че това положение ще се запази и за във бъдеще\(^{189}\). КС споделя тълкувателния извод от практиката на СЕС, че ако един добросъвестен и внимателен субект, осъществяващ стопанска дейност, може да предвиди приемането на определена мярка от дадена институция на ЕС, която ще засегне неговите интереси, то той не би могъл да се позовава на принципа за закрила на легитимните очаквания, ако мярката бъде приета\(^{190}\). На тази основа, като отчита обстоятелството, че принципът за легитимните правни очаквания има различно проявление в отделните стопански сектори\(^{191}\) КС заключава, че това, което прави очакванията оправдани, е тяхната обоснованост. Те трябва да се основават на индивидуализирано обвързване от страна на публичната власт, а не на общата законодателна рамка и следва да бъдат формирани от субектите добросъвестно, с дължимото внимание и при полагане на дължимата грижа. Следователно „очакването, че законът ще изисква или разрешава нещо утре, основано единствено на факта, че то се изисква или разрешава днес, е напълно лишено от основание“\(^{192}\).
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\(^{188}\) Вж. решение от 27 септември 1979 г., Eridania v Minister of Agriculture and Forestry, 230/1978, ECR (1979) 2749, §§ 21–22 (EL1979:I/00340 SVIV/00513 FIIV/00547 ES1979/01353) EU:C:1979:216; решение от 16 май 1979 г., Ditta Angelo Tomadini Snc v Amministrazione delle finanze dello Stato, 84/1978, ECR (1979) 1801, § 21 (EL1979:I/00903 ES1979/00945) EU:C:1979:129; решение от 28 октомври 1982 г. по дело Werner Faust v Commission, 52/1981, ECR (1982) 3745, §§ 26–27, EU:C:1982:369 и др.
\(^{189}\) Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.
\(^{190}\) Вж. решение от 11 март 1987 г. по дело Van den Bergh en Jurgens v Commission, 265/1985, ECR (1987) 1155, § 44, EU:C:1987:121; решение от 5 август 2003 г. по съединени дела T-116/01 и T-118/01 P & O European Ferries (Vizcaya), SA and Diputación Foral de Vizcaya v Commission of the European Communities, EU:T:2003:217.
\(^{191}\) По-специално КС е подчертал в мотивите на Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г., че изключително трудно е да се обосноват легитимни правни очаквания в сектори, които по принцип са подложени на чести законови промени, какъвто несъмнено е сектор енергия от възобновяеми източници.
\(^{192}\) Така Решение № 5 от 11 май 2017 г. по к. д. № 12/2016 г.
V. Няколко заключителни думи
Направеният аналитичен преглед дава основание да се заключи, че винаги когато бъде поставен в практиката на КС, проблемът за обратното действие на закона и условията и границите на неговата допустимост се обсъжда в светлината на принципа за правовата държава (чл. 4, ал. 1 КРБ), и по-специално с оглед повелята за правна сигурност, зачитане на придобитите права, защита на оправданияте правни очаквания, предвидимост и стабилност на уредбата в условията на установения от Конституцията и законите правопорядък. КС изхожда от разбирането, че правилото за действие на закона за в бъдеще (*ex nunc*) произтича от върховенството на правото (правовата държава) като конституционен принцип. Правилото за неретроактивността се схваща като елемент от правната сигурност и като важна гаранция за предвидимост на правовия ред.
КС провежда разграничение между обратно действие на закона (наречено от него „същинско обратно действие“ или „ретроактивност *stricto sensu*“), каквото е налице при преуредждане на осъществили се в миналото юридически факти, които са породили и приключили окончателно правните си последици преди влизане в сила на новия закон, и действието на новия закон върху висящи правоотношения (наречено „несъщинска, привидна ретроактивност“, *interferentio in juris vinculo*), при което нововъведена правна уредба преуреджа незабавно, от влизането си в сила, но само за в бъдеще едно заварено от нея правоотношение, което е възникнало от осъществил се при действието на отменен закон юридически факт, но още не е приключено при влизането в сила на новата уредба и попада занапред под нейното регулативно действие. Практическото значение на това разграничение намира израз в различното отношение на КС към допустимостта на всеки от тези два вида действие на закона по време и предпоставките за това. По различни поводи КС е имал възможност да потвърди виждането си, че КРБ не съдържа обща, с принципен характер забрана за обратно действие на правните норми и че с изключение на изрично предвидените в Конституцията и закона случаи (например чл. 5, ал. 3 КРБ, чл. 14, ал. 3 ЗНА), придаването на обратно действие на нормативен акт, стига да е постановено с изрична законова норма\(^{193}\), понякога не е несъвместимо с правовата държава, освен когато нарушава правната сигурност, предвидимостта на нормативната уредба и доверието в правната система като основни характеристики на правовата държава, а също и когато накърнява или отнема надлежно придобити субективни права, съответно – създава с ретроактивен ефект нови правни задължения, каквито не са били предвидени по закона, при действието
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\(^{193}\) Арг. от чл. 14, ал. 1 ЗНА.
на който се е осъществил правопораждащият юридически факт и са се породили и приключили окончателно неговите правни последици. Тези принципни положения КС привързва към същинското обратно действие на закона („ретроактивност stricto sensu“), т. е. към случаите, при които новият закон преуражда юридически факти, проявили се при действието на стария (отменения) закон и предизвикали своите правни последици, които са вече приключени преди влизане в сила на новия закон. Докато същинското обратно действие на закона се счита допустимо само по изключение, по силата на изрична законова норма (чл. 14, ал. 1 ЗНА) и при спазване на посочените по-горе ограничители, произтичащи от многопластовото съдържание на принципа за правовата държава (върховенството на правото), то незабавното действие на новия закон по отношение на висящи, неприключени правоотношения, означавано в практиката на КС като „несъщинско обратно действие“, се счита по правило за съвместимо с принципа за закрила на правната сигурност, когато е необходимо за постигане на преследваната от законодателя цел и уредбата остане в границите на разумно приемливото, при осигурен баланс между доверието в стабилността на уредбата – от една страна, и значимостта и спешността на законовите промени – от друга. По такъв начин КС възприема повелята за подходящо и балансирano съобразяване на легитимните интереси на субектите от практиката на СЕС, която извежда идеята за закрила срещу ретроактивното действие на правните норми от общия за правоопорядъците на държавните членки и правото на ЕС принцип на правна сигурност.
The study examines a specific form of concession or lease of land associated with obligations to cultivate and ameliorate. It is divided into two parts – for the Roman and for the modern emphyteusis. In Part I they present the theories of the origin of emphyteusis in Roman law, as well as the characteristics of emphyteutic law (ius emphyteuticarium), which appears to be very specific (sui generis, ius tertium) and different from the traditionally defined ius in rem and ius in personam. It is the result of the development of the Roman legal concept of public property and its management since the archaic period, it has its design in the so-called duplex dominium during the time of the Republic and the Empire and passed into medieval law in the system of divided ownership (dominium divisum). The concept of emphyteusis as a legal form of dominium utile and directly related to the feudal regime was one of the reasons for its denial in the age of Revolutions, but its dogmatic and functional usefulness necessitated its preservation in a number of civil codifications and agrarian laws even today.
https://doi.org/10.33919/yldnbu.21.10.2
Римската и съвременната емфитеза
Студията е посветена на една специфична форма на концесия или аренда на земя, свързана със задължения за обработване и подобрения. Тя е разделена на две части – за римската и за съвременната емфитеза. В част I се представят накратко теориите за произхода на емфитезата в римското право, както и същността и характеристиката на емфитевното право (ius emphyteuticarium), което се явява твърде специфично (sui generis, ius tertium) и различно от традиционно определените ius in rem и ius in personam. То е резултат от развитието на римскоправната концепция за публичната собственост и нейното стопанизване още от архаичния период, има своето проектиране в т. нар. duplex dominium по времето на Републиката и Империята и преминава в средновековното право в уредбата на разделната собственост (dominium divisum). Възприемането на емфитезата като правна форма на dominium utile и пряко свързана с феодалния режим е една от причините за отричането ѝ в епохата на Революциите, но нейната догматична и функционална полезност като вид инвестиционна аренда налагат запазването ѝ в редица граждански кодификации и аграрни закони и в наши дни.
ПРОБЛЕМЪТ И ИНТЕРЕСЪТ КЪМ НЕГО
Терминът „емфитеза“ и понятието за този правен институт в България са познати предимно във връзка с изучаването и изследването на римското право и дългосрочните поземлени аренди. Остава се с впечатлението, че за емфитезата обикновено не се говори много, въпреки че е уредена в някои от съвременните граждански кодификации и закони, свързани с поземлените отношения. Над този институт, въпреки очевидната му utilitas publica, все още тегне сянката на феодалната собственост, за която се счита, че е изградена и по модела на емфитевната практика в Късната античност. Напълно незаслужено се приема, че тя е ретроградна форма за облагодетелстване на собствениците на земя, която предоставят
за стопанисване от емфитевти срещу заплащане на рента. Така се акцентира на известен елемент на експлоатация от страна на собственика, без да се отчитат и интересите и полезността на този вид аренда и за емфите-вта, както и широките възможности за защита на неговите интереси при направени подобрения, неоснователно отнемане на земята и пр.
Присъствието на емфитевзата в съвременното законодателство на много европейски държави е доста противоречиво – приемано или отричано, с различна тежест на съдебната практика и изследванията на доктрината. Твърде много се акцентира на нейния архаичен характер и се твърди липсата на реална необходимост от прилагането ѝ. Така в учебниците по гражданско право тя присъства доста изолирано, считана за маргинална конструкция, която не се използва в практиката. Отбелязва се в исторически план, че се различава емфитевзата – концесия на публична, муниципална или църковна собственост на земеделски производители с тенденция за изкупуване на земята, и договорната емфитевза, при която се изискват или предполагат подобрения и която се прилага за градски имоти, като при нея също има опция за изкупуване на земята. Във втората хипотеза обикновено се правят разграничения от суперфициацията, като се изтъква преимуществата на последната\(^1\).
Редица по-нови изследвания – както на римската, така и на съвременната емфитевза, поставят въпроса за римкоправната традиция на института по нов начин. В тях емфитевзата в резултат на вековното развитие в съвременните условия вече не е една изключително аграрна практика, свързана с осигуряване на стопанисването на земята, осигуряването на прехраната на селкото население и плащането на поземлените данъци, а е по-скоро с акцент върху вложения труд от емфитевта и върху задължителния характер на подобренията\(^2\). Тя се утвърждава основно в частноправен аспект и всъщност представлява едно реално пълно притежание
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\(^1\) В този смисъл са и определенията в съвременните правни енциклопедии, където емфитевзата се разглежда и в исторически (относно римкоправната уредба), и в догматичен план. Вж. Vitucci, P. v. „Enfiteusi“: – In: Digesto delle Discipline privatistiche. Sezione civile, volume VII, Torino, Giapichelli, 1991, 462–468.
\(^2\) Вж. изследването на Salvatore Pugliatti, който определя емфитевзата като „непълна собственост“ (proprietas minus plena) или единство между собственост и труд („proprietà-lavoro“), каквото тя се утвърждава от началото на ХХ в. – вж. S. Pugliatti, La proprietà e le proprietà, con riguardo particolare alla proprietà terriera. – In: Atti del terzo Congresso nazionale di Diritto agrario, Palermo, 19–23 ottobre 1952, a cura di S. Orlando Cascio. Milano, Giuffrè, 1954, p. 141 ss. Срв. и Grossi, P. La proprietà e le proprietà nell’officina dello storico. – In: Il dominio e le cose: percezioni medievali e moderne dei diritti reali, Milano, Giuffrè, 1992, p. 603 ss.; Marinelli, F. Un’altra proprietà: l’enfiteusi. – In: Rassegna di Diritto civile, 3 (2007), p. 634 ss.; Suárez Blázquez, G. Enfiteusis: negocio jurídico de fomento. Valencia, Tirant lo Blanch, 2016, 12–13.
на емфитевзни имот спрямо голата собственост на концедента, с широка възможност за придобиване в собственост и на имота, и на подобренията, или получаване на обезщетение по пазарни цени за тези подобрения след прекратяването на договора.
Емфитевзата често се анализира от позицията на социално-политическото развитие от началото на ХХ в. насетне и предимно след Втората световна война, за да се разкрият нейните съвременни измерения. В този историко-догматичен аспект обикновено се подчертава, че правните институти не следват едно линейно развитие, че намеренията на законодателя не винаги се реализират на практика, а интерпретацията на нормативната уредба в съдебната практика и в доктрината често се разминават и пр. И ако в случая поемам едно предизвикателство – да представя, макар и в най-общи линии, развитието на една правна конструкция, съществуваща повече от две хилядолетия, то би следвало да направя анализ не само в обективен план, достигнала до нас от древните източници, но и на спецификата на правосъзнанието и на социалните рефлексии на дадена политическа и икономическа реалност.
Разглеждането на проблематиката относно емфитевзата е част от големия проблем за собствеността и възможностите за упражняване на нейните правомощия от различни субекти, както и развитието на концепцията за правото на собственост в съвременната епоха. Редица автори изследват доколко римската собственост – dominium ex iure Quiritium е схващана като монолитна форма и дали не става въпрос за един мит, създадено по времето на Ренесанса, възпроизведен по време на буржоазните революции, включен във Френския Code civil и постепенно преодоляван в наши дни с т. нар. „разделност“ и „относителност“ на собствеността\(^3\). Ограниченияте вещни права и облигационните права, свързани с притежание и предоставяне на ползване в различен обем върху вещи, се разглеждат именно от този аспект. Така римските поземлени концесии и аренди
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\(^3\) Във връзка с това има значителна литература, на която няма да се позовавам, доколкото излиза извън предмета на настоящото изследване. Вж. напр. статията на Comby, J. L'impossible propriété absolu. – In: Un droit inviolable et sacré la propriété, A.D.E.F., 1991, p. 9 на https://www.foncier-developpement.fr/wp-content/uploads/Comby_impossible-propriete-absolue.pdf, както и дисертациите с многообразна литература на Derruppe, J. La nature juridique du droit du preneur à bail et la distinction des droits réels et personnels (thèse Toulouse) Paris: Dalloz, 1952, p. 295 s.; Zenati, F. Essai sur le concept juridique de propriété, Contribution à la théorie du droit subjectif (thèse Lyon), 1981, Lotti, B. Le droit de disposer du bien d'autrui pour son propre compte, Contribution à la distinction de la propriété et des droits réels (thèse Paris XI, 1999), цитирани у Eeckhoudt, M. la decomposition du droit de propriete sous l'effet du contrat (thèse Lille 2), 2005 на https://hal.univ-lille.fr
имат своето място именно в проследяването на историческата еволюция на правото на собственост, а от друга страна дават основа за обяснението на универсалността по-специално на емфитевзата в съвременното право.
Преди да разгледам първообраза на емфитевзата, както е прието той да се отнася до следкласическото римско право, когато в императорското заонодателство започва да се използва съответната терминология, бих искала само да направя някои терминологични уточнения. Позволявам си да използвам съвременната терминология за концесии и аренди, макар че в античните източници се споменават, при това с голямо разнообразие, наемни отношения. В този смисъл е и римскоправната терминология, макар че според мен се прави разлика между предоставянето на публични или муниципални земи, определяно като *conductio*, т. е. с акцент върху едностранния характер на волеизявленето, което представлява своеобразно концедиране, и договорните отношения за наемане на земя, т. е. за аренда, уреждана от частното право иозначавана в римската юриспруденция като *locatio-conductio*. Обикновено в едно родово организирано общество, с ограничен обмен и в период на формиране на частна обственост първичен се явва концесионния режим, докато частноправните отношения се развиват по-късно, но с по-детайлната им уредба те влияят върху някои неурядени изрично аспекти на концесиите\(^4\).
Трябва да отбележа също, че в исторически план и в законодателството и теорията на различните езици на страните, които са споменати в настоящото изложение, също има големи различия, поради кето си позволявам да използвам общо двете категории за концесии и аренди.
**ЧАСТ I. РИМСКАТА ЕМФИТЕВЗА**
1.1. Терминът и понятието за емфитевзата
Обяснението на континуитета при емфитевзата може да се търси във връзка с изследване на произхода на поземлената собственост и преминаването от колективно към индивидуално притежание и ползване на земите. Поземлените концесии и аренди на публични земи\(^5\) с цел обработване не
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\(^4\) В този смисъл е употребена терминологията в монографията на Pérez-Gómez, S. C. *Régimen jurídico de las concesiones administrativas en el derecho romano*. Madrid, Dykinson, 1996 и цитираната там литература, в която предимно се използва тази терминология, както и в студията на Suarez Blazquez, G. *Concesiones administrativas demaniales agrarias de fomento: enfiteusis*. – In: RGDR 18 (2012) на https://www.iustel.com/v2/revistas/detalle_revista.asp?id_noticia=412188
\(^5\) Тук е необходимо още едно уточнение относно използването на понятието за публична собственост, публична земя и пр., което е в смисъла, използван в съвременната наука. В Рим *ager publicus*
се схващат като спонтанно възникнали форми на експлоатация на земите, нито като резултат на примитивни правни възгледи, колкото и отдалечени във времето да са сведенията за техните първи прояви. Аналогични правни конструкции съществуват в почти всички антични държави. Те първоначално се свързват с родовата организация, при която собствеността е колективна и се разпределя между родовете и патриархалните фамилии, съставени само от членовете на общността\(^6\). По-късно, с развитието на класовото общество, се изгражда т. нар. патrimonиално-теологичната концепция за публичната власт, която в областта на поземлените отношения се проявява в пълното и неограничено притежание на земите от монарха като син или представител на божественото начало\(^7\). В правосъзнанието на хората от Античността формите на размяната, концедирането на земи и плащането на рентата под формата на централизиран поземлен данък са строги и се осъществяват чрез обобщени правни актове, които са единствено достъпни за възприемане от тях в своето стабилно и елементарно равновесие\(^8\).
Това първоначално разпределение на колективния поземлен фонд се осъществява било безвъзмездно, било при заплащане на определена рента или в замяна на осъществяване на определени публични функции. За това се издава специален акт на публичната власт с определяне на условията на ползване, при спазването на които в повечето случаи се гарантира дългосрочността и наследимостта на установените поземлени отношения. В ограничени случаи се предприема преразпределение на земите, но когато
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\(^5\) е собственост на римския народ и определението „publicus“ не се отнася до собствеността на муниципии, храмове, религиозни организации, дори не и до армията и императора. Вж. в този смисъл Burdese, A. Studi sull’ager publicus. Torino, 1952, p. 10 ss.; Hajje, Etudes sur les locations a long terme et perpetuelles dans le monde romain (thèse pour le doctorat des sciences juridiques), Paris-St. Brienne 1926, p. 3 s.; Grossi, P. L’organizzazione dello spazio pubblico e privato. – In: Storia di Roma. Volume II: L’impero mediterraneo. Parte I: La Repubblica imperiale. Torino, 1990, 133–142; Capogrossi-Colognesi, L. Ager publicus e ager privatus dall’età arcaica al compromesso patrizio-plebeo. – In: Mélanges J. Iglesias. Estudios en homenaje al profesor Juan Iglesias. Madrid, 1988, 639–649. Вж. и моята статия „Публичната собственост и римскоправните аспекти на нейното регулиране“ – В: Пролетни правни дни. Сборник с доклади от конференцията, организирана от ЮФ на ПУ „Панайот Хилендарски“, 27.3.2020 г., Пловдив, 2021 г. 11–37 и цитираната там литература.
\(^6\) Вж. по-подробно в по-старата литература De Laveleye, E. La propriété et ses formes collectives, 4e éd., Paris, Alcan, 1891; Viollet, P. Caractère collectif des premières propriétés immobilières. – In: Bibliothèque de l’Ecole des Chartes, t. 33(1872); Dubois, P. M., De l’inaliénabilité primitive des terres, Caen 1891.
\(^7\) Срв. Владикин, Л. Общо учение за държавата, С. 1992 г., 140–144. Срв. и Garsonnet, E. Histoire des locations perpétuelles et des baux à longue durée. Paris, L. Larose, 1879, 9–10.
\(^8\) Подробно по тези въпроси вж. Hajje, А., op.cit., p. 1.
то не е при предварително определени условия, обикновено се стига до
сериозни социални конфликти и дори гражданска война.
Развитието на индивидуалната собственост винаги съдържа в себе си
белеzите на коцесията, от която се поражда. Оттам при повечето антични
народи съществува традиция за приписване на първото разпределение на
земите от една легендарна или анонимна личност начало на колектива,
което обвързва възникването на частната собственост с политическото
развитие на обществото и с неговата религия.
При поземлените концесии е налице значителна устойчивост на
правната конструкция, свързана с континуитета на идеята за номинал-
ното запазване на правото на собственост за определен публичноправен
субект при осъществяване на непосредственото стопанисване на имотите
от други правни субекти с определен статус. Заплашането на централи-
зирана рента, определяна в някои случаи и като поземлен данък, както и
стопанисването при определени от публичната власт условия, се схващат
като израз на рекогнитивност по отношение на правото на собственост
на концедента.
Тази форма на стопанисване на земите е в основата на развитието
на арендните отношения в частното право и се аргументира теорията за
т. нар. публичноправен произход на поземлените аренди. Те се обособяват
в един по-късен исторически период и обикновено се свързват с установя-
ване на господството на частната собственост върху земята. Този процес
обаче у различните антични държави протича с различен интензитет и
е пряко свързан с политическите и правни възгledи за държавата и соб-
ствеността\(^9\). Реминисценции от формите на стопанисването на публичната
собственост, схващана като изключително право на определена социална
общност или на нейните върховни представители, се запазват и същест-
вуват паралелно с развитието на поземлените аренди между частни лица.
От тази гледна точка поземлените концесии исторически предшестват
появата на поземлените аренди, но не се трансформират изцяло в тях.
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\(^9\) Вж. Вебер, М. Аграрная история древнего мира. Москва, Канон-Прес-Ц, 2001, с. 341 и сл. Срв.
и Синайский, В. Очерки из истории землевладения и права в Древнем Риме. Юрьев, Типография
к. Маттисена, 1913, с. 50 и сл.; Андреев, М. Недвижимата собственост в Рим преди Дванадесетте
таблици, в: ГСУ ЮФ, т. 45 (1952); ID. Поземлената собственост в най-древното римско право,
сл. „Правна мисъл“ 4 (1959); ID. Съдържание на правото на собственост в най-древното Римско
право, сл. „Правна мисъл“, 4 (1972); Garsonnet, E. Op. cit., р. 10 и цитираните там автори.
При концесиите доминира публичноправния елемент на позволение, отстъпване\(^{10}\), изразяващ се в акт на компетентния за стопанисването на земята орган на власт (монарх, народни събрания, сенати, съвети и пр.) и приемането от частните ползуватели на условията за стопанисване на земята, определени в този акт. Концесиите по принцип се считат за дългосрочни и наследими, но и с известна прекарност, доколкото могат да бъдат прекратени при неспазването на условията на концедиране. Те обаче са един от начините за ползване на публична поземлена собственост, когато се преценява, че трябва тя да се съхраня в единен фонд и държавата да има контрол върху предоставените терени. Наред с това съществуват и краткосрочни аренди, при които дори да се предоставя публична земя, то има елемент на договаряне и частноправни отношения във връзка със защитата, правата и задълженията, разпределението на риска и пр. На трето място, предвид на конкретните политически, икономически и социални условия публичната власт може да вземе решение за трайно предоставяне на собственост на частните лица – т. нар. асигнации и дедукции на земи, при което връзката с генетичния публичен характер на предоставените имоти остава само в задълженията за плащане на поземлени данъци и такси.
Тези процеси на запазване на публичната собственост и обособяването на частна собственост върху земите могат да се проследят в цялата история на Древния Рим, но също и у другите антични народи. Те имат своето развитие и в епохата на феодализма, а също и в наши дни, когато публичната собственост съществува по силата на определена икономическа и социална логика, но се поставя въпрос за нейното рационално стопанисване, при съвместяване на публичния и частния интерес\(^{11}\). Именно те са от значение и за обяснението на съществуването на емфитевзата, условно прието от началото на IV в. сл. Хр. до наши дни, макар че, както ще обобщя по-долу, нейният произход е много по-назад във времето.
По повод на историческото развитие на поземлените концесии трябва да се отбележат и три други обстоятелства. От една страна, те се
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\(^{10}\) Това е и смисълът, произтичащ от етимологията на термина „концесия“, макар че той не съществува в римското право в субстантивизирана форма. За сметка на това глаголът cessio, обвързан с представката com-, изразява точно този елемент на даване на отстъпване на права, които обаче се запазват в определен обем у концедента и е наличие своеобразно съвместно ползване на концедираната вещ. Вж. Ernout, A., Meillet, A. Dictionnaire étymologique de la langue latine. Histoire des mots. Paris, Klincksieck, 2001, p. 109. Срв. и https://www.cnrtl.fr/etymologie/concession
\(^{11}\) Най-обобщено по този въпрос срв. Simoncelli, V. Indole economica del contratto d’enfiteusi del Codice civile italiano. – In: AG 40 (1888), fasc.1–2.
предоставят само на представители на общността, народа, чиито представители осъществяват и публичната власт – концесии на чужденци са изключително рядко явление. Наред с това в много случаи концесиите създават определена зависимост в икономически, а отчасти и в персонален план, с оглед трайно осигуряване на стопанистването на земите, съответно и на постоянна работна ръка за това\(^{12}\). На трето място в най-древните общества съществува т. нар. бенефициален вариант на концесиите те имат военен или послужебен характер и предоставянето на земята е с оглед обезпечаване на средства за издръжка и като възнаграждение за осъществяване на държавна служба от страна на концесионера, като при това към земята се прикрепват и роби, добитък или зависими селяни. Това е честа практика както в Древния Изток (Египет, Месопотамия, Персия, Асирия, Индия, Китай) но и в някои от гръцките полиси с монархично управление\(^{13}\). Приемственост в този аспект е налице и в Ранното Средновековие.
Предоставянето на земя в древността е с цел осигуряване прехраната на населението, чийто основен поминък е земеделие и скотовъдство. Има обаче и особени хипотези, при които „оземляването“ е свързано било със заселване на даден етнос на определена територия, било преодоляване на икономическа криза, свързана с изоставяне на земи поради природни бедствия, войни и пр. Генезисът на концесиите, от които се счита, че произлиза емфитезата, може да се търси и далеч преди сведенията от класическа Гърция от V–IV в. пр. Хр. Така в Библията се съдържа един епизод, анализиран като част от земеделската политика на Йосиф в Египет. В трудните времена на безплодие и глад фараонът изкупува земите на израиляните и формира единен поземлен фонд. От него той им ги връща за стопанистване при условие за засяване и обработване, като установява рента в размер на 1/5 от реколтата, а повелява другите 4/5 да се ползват не само за прехрана, но и за ново засяване и обработка
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\(^{12}\) За различните форми на зависимото земевладение в античните държави вж. Recueils de la société Jean Bodin, v. II., Le servage, Bruxelles, Editions de la Librairie encyclopedique, 1959; v. III., La tenure, Bruxelles, Editions de la Librairie encyclopedique, 1938. Zelin, K. Principes de classification morphologique des formes de dépendence. – In: Recherches internationales a la lumière de marxisme. Revue trimestrielle, VIe année; 84–3 (1975), 45–77; Зельин, К., Трофимова М. Формы зависимости в Восточном Средиземномории в эллинистической эпохе. Москва, Наука, 1969; Annequin, J., Claval-Lévèque, M., Favory, F. Formes d’exploitation du travail et rapports sociaux dans l’Antiquité classique. – In: Recherches internationales a la lumière de marxisme. Revue trimestrielle, VIe année; 84–3(1975), 3–44.
\(^{13}\) За този тип аренди вж. Kamps, W. L’emphythéose en Droit Grec et sa réception en Driot Romain. – In: Recueils de la société Jean Bodin, v. III, La tenure, Bruxelles, Editions de la Librairie encyclopedique, 1937, 68–70; Lesquier, J. Les institutions militaires de l’Egypte sous les Lagides, Paris, Ernest Leroux, 1911, 162–174.
(Бит. 47:18-27)\textsuperscript{14}. Този размер на рентата очевидно се установява за постоянно за всички поземлени концесии от този тип и в сравнение с други арендни отношения в Античността и по-късно, това е рента, която е достатъчно изгодна, за да стимулира селяните да произвеждат повече, така че да им остава повече продукция. Наред с претенциите за лоялност, заслужава да се обрне внимание на края на текста, който гласи, че това е благоприятна, успешна политика, с постоянна сила на закон, в резултат на което се появява просперитет, спокоен живот и увеличаване на населението.
Описаните отношения в никакъв случай не са няшо характерно само за Египет в XVI–XV в. пр. Хр. При по-детайлно изследване на източниците могат да се открят отделни фрагменти, отнасящи се до подобни отношения и в другите антични държави. Обаче именно поради употребата на термина емфитезва, който се счита с гръцки произход, вниманието на учените е било насочено основно към Древна Гърция от класическия и елинистичния период, за да се обоснове съществуването на такава практика в източните провинции на Римската империя, на която римляните само придават законна форма. Произходът и развитието на емфитезвата обаче съвсем не могат да се симплифицират по такъв начин, макар и за краткост в учебните курсове по римско частно право да се твърди точно това\textsuperscript{15}.
\textsuperscript{14} Бит. 47:18. „И като се измина оная година, дойдоха при него и другата година и му казаха: Няма да скрием от господаря си, че всичките ни пари се свършиха; и добитъкът стана на господаря ни; не остана друго пред господаря ни освен телата ни и земята ни. 19. Защо да измеря пред очите ти и земята ни да запустее? Купи ни и земята ни за хляб, и ние ще бъдем слуги на Фараона, и земята ни за него ще ражда. Дай ни и семе, за да останем живи да не умрем, и да не запустее земята. 20. И тъй, Йосиф закупи за Фараона цялата Египетска земя, защото египтяните продаваха всеки нивата си, понеже гладът се засилваше над тях; така земята стана Фараонова. 21. И той пресели населението в градовете от единия край до другия край на египетските предели. 22. Само земята на жреците не закупи, защото жреците имаха определен от Фараон дял и се прекранваха от дела, който Фараон им дале; затова не продадоха земята си. 23. Тогава Йосиф каза на людете: Ето, днес закупих вас и земята ви за Фараона; на ви семе та засейте земята. 24. Затова, във време на берибата ще давате петата част на Фараона, а четирите части ще бъдат за вас да засете нивите, и за храна за вас и за домашните ви, и за храна на децата ви. 25 И те рекоха: Ти опази живота ни; нека придобием благоволението на господаря си, и ще бъдем слуги на Фараона. 26. И Йосиф поставил това за повеление в Египетската земя, както е и до днес, да се дава петата част на Фараона; само земята на жреците единствено не стана Фараонова. 27. И тъй, Израил се засели в Египетската земя, в Гесенската страна, където придобиваха имена, наподобяваха се, и твърде се размножаваха.“ Цитирането е по Свещено писание, издание на Светия Синод на Българската църква на https://www.pravoslavieto.com/bible/sz/gen.htm#47
\textsuperscript{15} Вж. най-общо Андреев, М. Римско частно право. С.: Наука и изкуство, 1975, с. 269. В същия смисъл могат да се цитират и десетки учебни курсове, включително и публикувани в последните години.
Във връзка с това всяко изследване на емфитевзата започва от етимологията на термина, свързана с гръцката лексема ἐμφυτεύω, което в превод означава „посаждам, засаждам“\textsuperscript{16}. Господстващото мнение в доктрината е, че терминът е указание и отражение за съществуването на такава практика в Древна Гърция, съответно в провинциите на Римската империя, в които основен език е гръцкият, макар и твърде различен от класическия му вариант\textsuperscript{17}.
Могат обаче да се направят две уточнения.
В гръцката поземлена практика такъв термин не съществува, той дори не е използван в правни източници в смисъл на концесия, аренда и пр., макар че отношения, сходни с римската емфитевза има още в V–IV в. пр. Хр. в някои от гръцките полиси\textsuperscript{18}.
На второ място и в римското право няма субстантивизирана форма, която да означава емфитевза. От IV в. насетне в правните източници се използва латинизирания термин с гръцка етимологическа характеристика „emphyteusis“ в различни лексикали съчетания: “ius emphyteutic(ari) cus”\textsuperscript{19}, “fundus iuris emphyteutici”\textsuperscript{20}, “fundus emphyteuticus”\textsuperscript{21}, “fundus emphyteuticarium”\textsuperscript{22}, “emphyteuticarus”\textsuperscript{23}, “praedium emphyteuticum”\textsuperscript{24}, “confinus emphyteuticus”\textsuperscript{25} и пр. Колебанията при формирането на прилагателната форма се обясняват с отклоненията на лаическата терминология от римските класически граматически правила, която от своя страна постепенно се налага в юридическия език на императорското законодателство\textsuperscript{26}.
\textsuperscript{16} Срв. Greek-English Lexicon, compiled by H. G. Liddell, R. Scott, H. S. Jones. Oxford 1990 ad h. l. на https://www.lexilogos.com/english/greek_ancient_dictionary.htm. Твърде осъвремен е преводът, че това означава „ условие за владеене на земята, докато тя се обработва“ вероятно под влияние на римската лексика.
\textsuperscript{17} Относно терминологията вж. Guiraud, P. Emphyteusis en Grèce. – In: DA, v. II, p. 605 ss. Вж. считаната за основа на по-новите изследвания относно произхода на емфитевзата монография на Mitteis, L. Zur Geschichte der Erbpacht in Altertum. – In: ASGW 20.4., Leipzig 1901, reed. Nabu Press, 2014.
\textsuperscript{18} Вж. Guiraud, P. La propriété foncière en Grèce jusqu’à la conquette romaine, Paris, Imprimerie Nationale: Librairie Hachette, 1894, p. 426 ss.; Beauchet, E. Histoire du droit privé de la République Athénienne, v. III, Paris, Chevalier-Marescq, 1897, p. 309 ss.; François, E. Essai sur l’emphyléose (thèse), Grenoble, Breynat, 1883, 11–22; garsonnet, E. Histoire des locations perpétuelles et des baux à longue durée, Paris, Larose, 1879, 27–30.
\textsuperscript{19} Срв. CTh 5. 14.33 (393); 11. 5.2 (416); CJ 4.66.
\textsuperscript{20} Срв. CTh 10.3; 15.18 (368? 370? 373?); 5. 15.19 (365? 368?).
\textsuperscript{21} Срв. CTh 5.13(15); CJI XI,62.(61); CTh 5. 12.; 5. 15.16 (364); 5. 15.17 (364); 5. 15.20 [= 5.13.20 Н.] (366); 5. 15.21 (368–370); 11. 16.2 (323); 11. 7.19 (412); 11. 16.17 (385); 11. 19.
\textsuperscript{22} Срв. CJ 11.63 (62).
\textsuperscript{23} Срв. CTh 11.19; CJ 11.65(64).
\textsuperscript{24} Срв. CJ 5.71.13. (293); CTh 4.12.3 (320); CTh 5.15.15 (364); 11. 28.14 (423).
\textsuperscript{25} Срв. CJ 11.64 (63).
\textsuperscript{26} В учебната литература и изследванията на български и руски език има разнородна употреба на определението за правото, което се създава в полза на емфитевта – емфитетвно или емфитезно.
Най-ранното използване на терминологията, свързана с емфитевзата, е в Дигестите в един текст на Улпиян от коментара му към преторския едикт, в който за първи път в римските юридически източници се споменава за съществуването на емфитевтно право с гръцко изписване на определението (ius ἐμφυτευτικόν) и пояснение, макар и дадено като алтернатива, че то е и наследимо (ius ἐμβατευτικόν)\(^{27}\). Ако се приеме автентичността на улпияновия текст, то могат най-общо да се направят изводи, че към началото на III в. такава практика е съществувала, но тя все още не е имала такова значение и масов характер, за да присъства трайно в становищата на юристите. Към този момент режимът на вектигалните аренди и на провинциалната собственост е достатъчно известен и стабилен, за да се прилага по аналогия, а отношенията в императорските домени и прилагането на т. нар. ius collendi и пр., които ще спомена по-долу, се уреждат с отделни императорски конституции.
1.2. Произходът на емфитевзата и особеностите в гръцката и римската поземлена практика
Насочването на изследването към гръцкия произход на емфитевзата не е само въз основа на термина, но и субстанциално, в търсене на подобни поземлени отношения в класическия период. Наред с етимологическите
\(^{27}\) D. 27. 9. 3. 4 (Ulpianus libro 35 ad edictum) Si ius ἐμφυτευτικόν vel ἐμβατευτικόν <ἐμβαλευτικόν> habeat pupillus, videamus, an distrahi hoc a tutoribus possit. Et magis est non posse, quamvis ius predii potius sit. Предполага се интерполяция на ἐμβαλευτικόν, което означава същото като ἐμφυτευτικόν, но в пасивна форма (даване на земя при условие за засаждане) с ἐμβατευτικόν (предавано по наследство) и това е обект на оживена дискусия и в наши дни, предимно относно съществуването на емфитевзата в началото на III в., когато е създаден текстът. Несъмнено обаче акцента̀т върху наследствения характер на предоставеното право върху поземлен имот е засвидетелствано по косвен начин и от факта, че интерпретацията на нормите на едикта от Улпиян касае пупила, т. е. непълнолетния, който очевидно сам не би могъл да получи концесия на емфитевтно право, а я придобива при наследяване. Другите споменавания в Дигестите са безспорни интерполяции на Юстиниановите юристи. Относно текста вж. по-подробно Bavièra, G. Il fr. 3 §4 D.XXXVII, 9 e la sua interpolatione. Contributo alla storia dell’emfiteusi. – In: Scritti giuridici, v. I, Palermo, 1909, p. 19 lss.; Bojarski, WL. Emfiteuza wedlug prawa rzimskiego, Torun, TNOiK, 1970, 61–62 и цитираните от него автори, както и моята статия Ius emphyteuticarium ius tertium sit. – В: Ius Romanum, 1 (2022), с. 310 и сл. на https://iusromanum.info/wp-content/uploads/2022/11/I-2022-DOMINIUM-25.11.2022.pdf
аргументи се привеждат примери от епиграфските източници за концесии на полисни и храмови земи от периода VI–IV в. пр. Хр., които по своята същност се доближават до римската емфитезва. В тях се съдържат някои описателно отразени сведения за наследственото предоставяне на земята за вечно ползване и на целта – усвояване на необработвани земи, пресушаване на блатисти места, обработване и застрояване, поправка на сгради и пр.\(^{28}\). Концедирането от полисните власти е изключително на граждани на полиса, а по изключение – на съсловно зависими лица\(^{29}\). Стопанизването на земите се осъществява на основата на предварително определен общ статут, като в редки хипотези в отделен акт се конкретизират правата и задълженията на земеделците по отношение на собственика на земята\(^{30}\).
Рентата с оглед на необходимостта от влагане на труд и средства е редуцирана в сравнение с тази за обработваеми земи, с възможен гратисен период, както и частично изоставяне на земите без санкционни последици.
Една от целите на тези концесии е разработването на пустеещите земи и стимулирането на производството на селскостопанска продукция, а в полисите с развита търговия и производство на стоки и с рационализирано земеделие – стимулиране на заселването на земеделци в отдалечените от градските центрове райони, в които обаче условията за развитие на селскостопанска дейност са благоприятни. Това е съчетавано и с други мерки на публичната власт да насърчава земеделието, пряко свързано с изхранването на населението и снабдяването с продукти на неплодородната част на островите, в която се намират занаятчийските и търговски центрове\(^{31}\).
Има сведения и за използване на тези концесии за други икономически цели – например предоставянето на сгради със стопанско или жи-
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\(^{28}\) Вж. по-подробно в статията ми „За гръцкия произход на римската емфитезва“, в: сп. Съвременно право, 3/2000 и цитираната там литература, както и Rizakis, A. D. L’emphytéose sous l’Empire en pays grecs. – In: L’hellénisme d’époque romaine. Nouveaux documents, nouvelles approches (Ier s. a.c.–IIIe s. p.c.). Actes du colloque international a la memoire de Louis Robert, Paris, 7–8 juillet 2000, Paris, De Boccard, 2004, 55–76. Основно за гръцките поземлени аренди се използва особено подробното изследване на Guiraud, P. Op. cit., р. 426 ss.
\(^{29}\) Срв. Kamps, W. Op. cit., р. 67, който счита, че съществуват три основни аспекта на наследствено земеползване от трети лица: “la bénéficialité, le servage et l’emphythéose”.
\(^{30}\) Срв. Kamps, W. Op. cit., 71–72.
\(^{31}\) Вж. надписа от Аморгос в: Dareste, R. Haussoullier, B., Reinach. T. (eds) Recueil des Inscriptions Juridiques Grecques (RIJG), Paris, Leroux, 1891–1904, 504–508, както и тълкуването на Delamarre, R. La location du domaine sacré de Zeus Théménites. – In: Revue de Philosophie, Histoire et Littérature ancienne, Paris, 1901, v. 25.
лишно предназначение в градовете при условие за тяхното стопанисване и ремонтиране\textsuperscript{32}.
В елинските полиси паралелно с дългосрочните концесии на земи се създават и разнообразни договорни конструкции, при които от съвременна гледна точка може да се говори за поземлени аренди. Едно от най-често срещаните приложения на арендите е по отношение на стопанисването на имотите на многобройните храмове. Инспирирани от религиозна щедрост или в търсене на протекция, отделни собственици или цели общини даряват земи на храмовете, като си запазват тяхното пожизнено или вечно и наследимо ползване при заплащане на определена минимална рента, третирана като жертвоприношение към боговете, както и да поддържат светилищата и олтарите. Практиката още от времето на гръко-персийските войни (499–449 г. пр. Хр.) е запазена и през II–I в. пр. Хр. вече в римската провинция Ахея.
Няма категорични сведения тази практика да е възприета в елинистичните държави, в които се използват локалните поземлени практики, основани предимно на зависимото и послужебното земевладение във връзка с концепцията за пълната власт на монарха върху земята, който я концедира на храмове и частни лица. В някои случаи се споменават поземлени концесии с привилегиран режим и освобождаване от рента при предоставяне на необработваеми земи, както и когато се налага построяването на иригационни съоръжения\textsuperscript{33}.
Развитието на египетската поземлена практика, допълнена от картагенските обичаи и норми в земевладението, се проявява в специфичните концесионни отношения в Северна Африка в началото на Принципата, при които се усвояват необработваеми земи при привилегиран режим.
В периода на римското управление на провинциите Ахея и Македония възприемането на съществуващата местна поземлена практика\textsuperscript{34}
\textsuperscript{32} Срв. надписа от Атина в RIJG, 240–243. Подробен коментар вж. у Caillemer, E. Le contrat de louage a Athènes, Paris, A. Durand, 1869.
\textsuperscript{33} Вж. Menu, B. Fondations et concessions royales de terres en Égypte ancienne. – In: Dialogues d’histoire ancienne, 21–1 (1995), 11–55; ID. Le régime juridique des terres en Egypte pharaonique: Moyen Empire et Nouvel Empire. – In: RHDPE 49.4 (1971), 555–585.
\textsuperscript{34} Вж. по-подробно изследванията на поземлената собственост в провинциите Ахея и Македония у Rizakis, A. D. Statut foncier, habitat rural et pratiques agricoles en Grèce sous l’Empire – In: Lerouxel, F., Pont, A. V. (eds.), Propriétaires et citoyens dans l’Orient romain, Bordeaux, Ausonia, 2016, 51–67; ID. Rural structures and agrarian strategies in Greece under the Roman Empire. – In: Villae rusticate. Family and market-oriented farms in Greece under Roman rule. Proceedings of an International congress held at Patrai, 23–24 April 2010. Athens, Institute of Historical Research, 2013, 20–51; ID. Grands domaines et petites propriétés dans le Péloponnèse sous l’Empire. – In: Du Latifundium au Latifondo.
се съчетава с използването на моделите за насърчаване на северноафриканските провинции, наричана *ius collendi, potestas occupandi, consuetudo Manciana*.\(^{35}\) Така дългосрочните, съответно и вечни концесии и аренди на земи, наречени по-късно емфитевза, се явяват средство за консолидиране на селското население и насърчаване на земеделието и производството в една епоха, в която проблемът за пустеещите земи става все по-остър. Вечната аренда, т. е. без определен срок (*locatio perpetua*), която е в основата на емфитевзата, с преференциалния и минимален размер на дължимата рента, се явява по-подходящо средство за заинтересованост както на средните, така и на едрите земевладелци от другите форми за насърчаване на земеделието-предоставянето на земи в собственост на дребни стопани или на ветерани срещу символично заплащане.\(^{36}\)
Някои автори считат, че възприемането на гръцката поземлена практика, макар и без съответно название и доста по-късно определена като емфитевза, е свързана и с традиционно по-приемливото както за гърците, така и за римляните, прилагане на арендите като по-сигурно средство за осигуряване на финансови постъпления за държавата, общините, религиозните организации или дори едрите поземлени собственици, отколкото практикуваните безвъзмездни концесии на земи в Египет и азиатските провинции.\(^{37}\) Подчинена на тази философия, може да се отчете известна приемственост, но не и рецепция на някакъв определен правен институт от елинистичните държави. Очевидно постепенно се налага както един общ модел-синтез на различните практики, така и термин, който достатъчно ясно да отразява основната същност на концесията – задължението за обработване.
В сведенията от кодификациите относно емфитевзата никъде не се посочва, че тя е прилагана само в източните провинции на империята.
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\(^{35}\) Un héritage de Rome, une création médiévale ou moderne? Actes de la Table ronde internationale du CNRS organisée à l’Université Michel de Montaigne – Bordeaux III, les 17–19 Décembre 1992. Paris, De Boccard, 1995, 219–238.
\(^{36}\) Вж. Rizakis, A. D. Ор. сът., р. 59 ss., който разглежда предложенията на оратора Дион Хрисостом за концидиране на публични земи с гратисен период от 10 години и минимална рента както на бедни, така и на богати граждани на провинцията или на чужденци с основната цел – обработване и производство на селскостопанска продукция, както и някои епиграфски сведения за концесии на публични земи от типа на емфитевзата в провинция Македония – р. 65 ss.
\(^{37}\) Вж. Osborne, R. Social and Economic Implications of the Leasing of Land and Property in Classical and Hellenistic Greece. In: Chiron, 18 (1988), 279–323 на http://nbn-resolving.de/urn:nbn:de:0048-chiron-1988-18-p279-324-v5547.2; Brunet, M., Rougemont, G., Roussel, D. Les contrats agraires en Grèce antique. Bilan historiographique illustré par quatre exemples. – In: Histoire et sociétés rurales, 9 (1998), 211–245 на https://hal.archives-ouvertes.fr/hal-01728115 и цитираната там библиография.
Самият факт, че тя се запазва като практика на Запад и след краха на Западната Римска империя и образуването на варварските държави на нейната територия, че е използвана в продължение на столетия за стопанисване на имотите на римо-католическата църква, е аргумент в полза на повсеместното разпространение на този вид концесия или аренда и нейния адаптивен характер за различни икономически условия.
Наред с това трябва да се отбележи, че една и съща правна конструкция може да се модифицира с оглед нуждите на аграрната политика и икономическото и социално развитие през вековете. Поземлените практики взаимно си влияят и променят и трудно може да се определи генетичния тип, особено когато е наличие разнообразие на природни условия и икономическо развитие, традиции и практики у различни народи и държави, обединени макар в обща политическа власт, както е в Римската империя. Същността на всяка от тях може да се дефинира към даден исторически момент и място, но понякога измененията са такива, че водят до значително отдалечаване от първоначално регулираните отношения.
Това особено ясно личи при емфитезвата, като обяснението с научна точност на същността и значението ѝ в римското право, както и на нейното по-нататъшно развитие във феодалното и съвременното право, е свързано с изучаването на отделните фази на формирането на правния институт – от първите сведения за съществуването му до регламентацията в Юстиниановата компиляция. При този хронологически преглед той може да бъде оценен както от икономическа, така и от юридическа гледна точка\(^{38}\).
Подобно на другите антични държави в тяхното първоначално развитие, и в Рим се извършва разпределение на *ager publicus*, приписвано още на първия римски рекс Ромул\(^{39}\). По-късно се развиват т. нар. вект-
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\(^{38}\) Особено внимание на тази проблематика обръща Simoncelli, който съчетава икономическия, сравнителноправния и догматичен подход за изследването на емфитезвата в своите значителни по обем съчинения, посветени на развитието ѝ в Италия и нейните съвременни измерения. Вж. Simoncelli, V. Le costruzioni giuridiche dell’enfiteusi e le moderne leggi d’affrancamento, in: AG 40 (1888), fasc. 5–6, 429–479; 41(1988), fasc. 1–2, 3–36; ID., Dell’enfiteusi, Napoli, E. Marghieri, 1910; ID., L’enfiteusi nel diritto ecclesiastico e le prime riforme nell’evo moderno. – In: Simoncelli V., Scritti giuridici, v. II, Roma, Società Editrice del Foro Italiano, 1938, 523–662; ID., Indole economica del contratto d’enfiteusi del Codice civile italiano, in: AG 40(1888), fasc. 1–2.
\(^{39}\) Традицията приписва на Ромул първото разделение на поземления фонд на римския народ (*populus Romanus Quirites*) на три части – земи, предназначени за царското и храмово стопанство, за ползване от всички членове на общината и за ползване от отделните фамилии начело с patres familiarum – вж. Burdese, A. Op. cit., p. 10 ss.; ID. Le vicende delle forme di appartenenza e di sfruttamento della terra nelle loro implicazioni politiche tra IV e III secolo a. C. – In: BIDR 87 (1985),
гални концесии, при които публичната земя се предоставя срещу предаване (предимно в натура) в полза на държавата на особен вид поземлена рента – *vectigal*⁴⁰. Неговата генетична форма на вид поземлен данък не се променя през следващите столетия, доколкото се касае за дългосрочни концесии на *ager publicus*, а има и аналогичната форма на публична рента, когато се концедират муниципални земи⁴¹.
С оглед осигуряването на издръжката на населението, но и възходящото икономическо развитие и стопанисването на земята, която трябва да остане в публичния патrimonиум като завоювана от римския народ, са асигнациите на земи, практикувани по времето на Републиката и обект на ожесточени социални конфликти по т. нар. аграрен въпрос⁴², както и цензорските аренди, които в повечето случаи се идентифицират с вектигалните, макар че като критерий за разграничение е тяхната крат-
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39–72; Hajje, A. Op. cit., p. 3 s.; Bove, L. Ricerche sugli „agri vectigales“. Napoli, 1960, p. 1 ss.; De Ruggiero, E. Ager publicus-privatus. – In: Enciclopedia Giuridica Italiana, Milano: Società Editrice Libraria, 2010, 592–708. Вж. и съответните рубрики относно „ager publicus“, „ager privatus“, „ager vectigalis“ – In: DA, v. I, p. 138 ss.
⁴⁰ Този извод обикновено следва от етимологията на термина, произведен от глагола „vehere“, което означава преместване с телега или бутане, превозване, което се свързва със задължението за първоначалното изпълнение на вектигала в натура и доставката му в публичните складове и хамбари. Режимът на *agri vectigales* от царския период е съвършено различен от т. нар. вектигални концесии на земи от края на Републиката, които се считат за дългосрочни аренди. Срв. Lattes, E. Studi storici sopra il contratto di enfeiteusi nelle sue relazioni col colonato, Torino 1868, p. 9 s.; Hajje, op.cit., p. 3 n. 3, Cascio, S.-O., Studi sull’ enfeiteusi, in: AUPA, 22 (1951), p. 7. Вж. и De Martino, F. Ager privatus vectigalisque. – In: Studi De Franciscis, volume I, Milano, Giuffrè, 1956, 555–579; Maganzani, L. Agri publici vectigalibus subiecti: organizzazione territoriale, regime giuridico. – In: Iuris Antiqui Historia, 3 (2011), 165–180.
⁴¹ За концесиите на муниципални земи, които по-точно се определят като дългосрочни аренди предвид на факта, че тези земи според Римското право не са публични вж. D. 50.16.15 (Ulpianus libro decimo ad edictum) Bona civitas abusive „publica“ dicta sunt: sola enim ea publica sunt, quae populi Romani sunt; както и у Гай, който изрично определя постъпленията от вектигала за държавната казна: D. 50.16.16 (Gaius libro tertio ad edictum provinciale) Eum qui vectigal populi Romani conductum habet, „publicanum“ appellamus. Nam „publica“ appellatio in compluribus causis ad populum Romanum respicit: civitates enim privatorum loco habentur и във връзка с това цитира пък муниципалната практика в IG.3.145 Вж. подробно и в монографията на Longo, S. Locare „in perpetuum“. Le concessioni in godimento di ager municipalis. Torino, Giappichelli, 2012.
⁴² Към цитираните по-горе съчинения може да се добавят и някои по-нови изследвания относно концедирането и ползването на *ager publicus* – вж. монографията на Roselaar, S. T. Public land in the Roman Republic. A social and economic history of *ager publicus* in Italy, 369–89 BC. Oxford, Oxford University Press, 2010, както и Rathbone, D. W. The control and exploitation of *ager publicus* in Italy under the Roman Republic. – In: Tâches publiques et entreprise privée dans le monde romain. Genève, Droz, 2003, 135–178; burdese, A. Le vicende delle forme di appartenenza e sfruttamento della terra nelle loro implicazioni politiche tra IV e III secolo A. C. – In: BIDR 88 (1985), 39–72.
косрочност\textsuperscript{43}. Към тях могат да се добавят и разпределенията на земи в Италия и в провинциите при дедукциите на колонии\textsuperscript{44}.
По-особена е концепцията за провинциалната собственост, която се счита притежание на римския народ или императора (в зависимост от това дали провинцията е сенатска или императорска според разделението от края на I в. пр. Хр.), но реалното ползване в неговата пълнота принадлежи на жителите или на живущите римски граждани в провинцията срещу заплащането на \textit{stipendum} или \textit{tributum}\textsuperscript{45}, определяни в някои случаи и като \textit{vectigal} или \textit{vectigalia}\textsuperscript{46}. В този случай концесията може да се счита \textit{ex lege}, макар че в някои случаи, особено във връзка с юрисдикционните
\begin{footnotesize}
\textsuperscript{43} Относно асигнаните вж. основно Kaser, M. Die Typen der römischen Bodenrechte in der späteren Republic. – In: ZSS 62 (1942), p. 1 ss. За цензорските аренди вж. Bresolin Zoppelli, D. Censors and Public Lands: The Failure of Governance of a Common? – In: Global Jurist 21. 3 (2021), 525–536. https://doi.org/10.1515/gj-2021-0078
\textsuperscript{44} Относно поземления режим при създаването на колонии в провинциите вж. Garsonnet, E. Op. cit., p. 100 ss., Beaudoin, E. La limitation des fonds de terre dans ses rapports avec droit propriété. Etude sur le droit romain de propriété. – In: NRH 17(1893), 397–684, 18 (1894), 157–222, 309–365. Вж. по-новите изследвания на Christol, M. Ressources des colonies, ressources de l’Etat. – In: Colons et colonies dans le monde romain. Etudes reunies par S. Demougin et J. Scheid. Roma, Ecole française de Rome, 2012, 65–86; Dubouloz, J. Terres, territoire et juridiction dans les cites de l’Occident Romain. Le regard des arpenteurs. – In: Faire la preuve de la propriété. Droits et savoirs en Mediterranée. Etudes reunies par J. Dubouloz et A. Ingold. Roma, École Française de Rome, 2012, 79–128; Lanfranchi, T. Répartition des terres, colonisation et legislation tribunicienne au début de la République romaine. –In: Hypotheses, 2010, 207–218. За създаването на колонии в провинциите в Испания, за които има и значителен епиграфски материал с правно съдържание, вж. напр. González Román, C. Las deducciones de colonias y la „Lex Ursonensis“. – In: Studia historica. Historia antigua, 15 (1997), 153–170 file://C:/Users/USER/Downloads/oca.+6342-22087-1-CE.pdf; Ortiz Córdoba, J. Las colonias romanas de Hispania y los movimientos de población (siglos I-II d.C.). Tesis doctoral. Universidad de Granada, 2019 http://hdl.handle.net/10481/55494
\textsuperscript{45} Относно провинциалната собственост вж. Kantor, G. Property in Land in Roman Provinces. – In: Kantor, G., Lambert, T., Skoda, H. (eds). Legalism: Property and Ownership. Oxford, Oxford Academic Edition, 2017, 55–74 https://doi.org/10.1093/osoj/9780198813415.003.0003; Biundo, R. Agri ex alienis territorii sumpti. Terre in provincia di colonie e municipi in Italia. – In: MEF, 116.1. (2004), 371–436; Luzzato, G. I. “Tributum.” In NnDI, Torino, UTET. 1957, T. XIX, 851–853. Вж. и относно управлението на собствеността Frank, T. ‘Dominium in Solo Provinciali,’ and ‘Ager Publicus’. – In: JRS, 17 (1927), 141–161 https://www.jstor.org/stable/296130; Jones, A. H. M. “In eo Solo Dominivm Popvli Romani est vel Caesaris” – In: JRS 31 (1941), 26–31 https://www.jstor.org/stable/297101. Срв. и Carlsen, J. Public land in the Western provinces of the Roman Empire. – In: Tâches publiques et entreprise privée dans le monde romain. Genève, Gloz, 2003, 179–192.
\textsuperscript{46} Вж. общо за този вид данъци монографията на Camacho de los Rios, M. Vectigalia: contribución al estudio de los impuestos en Roma. Granada, Universidad de Granada, 1995, както и статитите на Torrent Ruiz, A. J. Anulación por el senado de „locationes censoriae de vectigalia y ultro tributa“ en el 184 a.C. (LIV. 39.44.7–8). – In: Teoria e storia del diritto privato, 7 (2014) http://www.teoriaestoriadeldirittoprivato.com/media/rivista/2014/contributi/2014_Contributi_Torrent.pdf; Martinez De Morentin Llamas, M. L. The vectigalia income in western Roman cities. A particular assumption. – In: Signs of weakness and crisis in the Western cities of the Roman Empire (c. II—III AD). Stuttgart, Franz Steiner Verlag, 2019, 47–57 https://biblioscout.net/book/99.140005/9783515124089
\end{footnotesize}
правомощия на провинциалните управители да се припомня публичния характер на земите и частното ползване, определяно като фактическа собственост (in bonis) чрез правомощията uti frui habere licere или т. нар. в изворите „ius possidendi ac fruendi hereditique suo reliquendi“\textsuperscript{47}. В изследванията относно емфитевзата се акцентира основно на възприемането на поземлената практика от провинциите в Северна Африка (Мавритания Цезарейска, Нумидия, Проконсулска Афика и Кирена) и по-специално в императорските домени\textsuperscript{48}. Те се обуславят от изключителното икономическо значение на региона за снабдяването на Италия със зърно, маслини и маслиново масло\textsuperscript{49}. Обаче римляните избягват да се намесват радикално в съществуващата система на земевладение и земеползване, съдържаща множество елементи от регламентацията на поземлените отношения от времето на Карthagен и модифицирана под влияние на елинистичните поземлени обичаи. Те „встъпват“ в местната аграрна практика, като се създават обширни поземлени комплекси, които са под контрола на императорите (saltus), които не се третират като ager publicus\textsuperscript{50}.
\textsuperscript{47} Vacca, L. Il c.d. duplex dominium e l’actio Publiciana. – In: Vendita e trasferimento della proprietà nella prospettiva storico-comparatistica, Materiali per un corso di diritto romano, Torino, Giappichelli, 1997, p. 107 ss; ID. Dominium, in bonis e proprietà provinciale. – In: Città, territorio, diritto privato nei primi due secoli dell’Impero. RENDE: Edizioni Scientifiche Calabresi, 2004. Вж. общо за определението на собствеността чрез правомощията, включително и в този случай на т. нар. фактическа собственост или собственост in bonis Földi, A. Historic and dogmatic aspects of the triad of proprietary rights. – In: Scritti in onore di Generoso Melillo, Napoli, Jovene, 2009, volume I, 353–402 (в сравнение със съвременната уредба в ГК на Унгария).
\textsuperscript{48} Според Найе, оп. сит., р. 59 ss, емфитевзата се изгражда изцяло по този модел, но той от своя страна е синтез на източна, етиопска, карthagенска и римска правна уредба. В основни линии тези се поддържа и от kamps, W. Op.cit., р. 99; Cascio, S. A. Op. cit, Bojarski, W L. Op. cit., р. 44. Вж. от по-новите изследвания – монографията на Kehoe, D. P. The economics of agriculture on Roman imperial estates in North Africa. Goettingen, Vandenhoeck & Ruprecht, 1988 и цитираната там литература, както и статиите на Carlsen, J. Estate management in Roman North Africa. Transformation or continuity? – In: L’Africa romana. Atti dell’ VIII Convegno di studio Cagliari, 14–16 dicembre 1990. Sassari, 1991, 625–637 ; Jacques, F. Propriétés impériales et cités de Numidie méridionale. – In: Cahiers du Centre Gustave Glotz, 3 (1992), 123–139 ; Kolendo, J. Sur la législation relative aux grands domaines de l’Afrique romaine. – In: Revue des Études Anciennes (REA), 65 (1963), 80–103. De Ligt, L. Studies in Legal and Agrarian History IV: Roman Africa in 111 B.C. – In: Mnemosyne, 54. 2 (2001), 182–217 на https://www.jstor.org/stable/4433198
\textsuperscript{49} За икономическото развитие на североафриканските с Le Bohec, Y. L’Afrique romaine (146 avant J.-C. – 439 après J.-C.), Paris, Picard, 2005. Вж. и Vera, D. Terra e lavoro nell’Africa romana. – In: Studi Storici, 29.4. (1988), 967–992; Mastino, A. Economia e società nel Nord Africa ed in Sardegna in età imperiale: continuità e trasformazioni. – In: Mastino, A. (ed.), L’Africa romana VIII (Cagliari, 14–16 dicembre 1990), Sassari, Gallizzi, 1991, 35–48 и цитираната там литература за поземлението отношения.
\textsuperscript{50} Вж. Crawford, D. J. Imperial estates. Studies in roman property. Cambridge, 1976, 35–70; Macmullen, R. Two notes on imperial properties. – In: Athenaeum, 54 (1976), 19–36 ; Capogrossi-Colognesi, L. Dalla villa al saltus: continuità e trasformazioni du latifundium au latifondo. Un heritage de Rome, une création
Сведенията за особените поземлени отношения в Северна Африка от края на I–началото на II в. от н. е. се съдържат в една серия от надписи, наричани в романистиката *Lex Manciana* и *Lex Hadriana*\(^{51}\). В случая не става въпрос за комициални закони, а за административни статути (*lex saltus*) с приложение за всички земи под контрола на императорските прокуратори\(^{52}\) извън тези под муниципално управление\(^{53}\). Предполага се, че те са имали действие във всички провинции в Северна Африка, а вероятно подобни статути са създавани и за други провинции предимно в западната час на Империята.
Императорските земи нито по времето на Принципата, нито на Домината са считани за публична собственост в традиционния смисъл на *dominium populi Romani*, но и частноправният им характер не е напълно идентичен с този на едрите поземлени собственици по времето на Империята. За тях още от I в. сл. Хр. се създава специален режим, разпростиран по-късно върху *res privata principis* (*Caesaris*)\(^{54}\). В този смисъл е и въз-
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\(^{51}\) Надписите, открити на територията на съвременен Тунис и Алжир в периода 1892–1906 г. в Хеншир-Метих, Аин-ел Джемала и Аин-Уасел, са датирани от епохата на управление на императорите Траян (98–118 г.), Хадриан (117–138 г.) и Септимий Север (193–211 г.). На тях е посветена значителна литература – от съвременните на откриването им съчинения на Beaudoin, E. Op. cit.; Cuq, M. Le colonat partiaire dans l’Afrique romaine d’après L’Inscription d’Henchir-Mettich, in: NRHDFE 23(1898), 622–652; Mispolet, J.-B. L’inscription d’Ain-el Djemala, in: NRHDFE 31(1907), 5–48; ID. L’inscription d’Ain-Ouassel, ibid., 16(1892), 117–124. Вж. и обобщенията у Nostrand J. Van, The Imperial domains of Africa Proconsularis (An Epygraphyical Study), Berkeley, University of California press, 1925 и по-специално текстовете на надписите на с. 17–65. Срв. и Hajje, A. Op. cit., p. 47 ss.; Claussing, R. The Roman Colonate. The theories of its origin, Roma, L’Erma di Bretschneider, 1965, 138–201; Kolendo, J., Kolonat w Africe Rzymskiej w I–II w. i ego genesa. Warszawa, Państwowe Wydawnictwo Naukowe, 1962, p. 66 ss.
\(^{52}\) Вж. Hajje, AP Op.cit., p. 48 ss.; Bojarski, WL. Op. cit., p. 40. Споменати са и отношения с други поземлени собственици освен принципата, т. е. вероятно това е общ статут за всички поземлени комплекси от даден регион в Северна Африка независимо от вида собственост върху земите. За управлението на земите в Северна Африка вж. по-общо у Nostrand J. Van, Op. cit., The Imperial domains of Africa Proconsularis (An Epygraphyical Study), Berkeley 1925, p. 12 ss.; Kotula, T., Rozwój terytorialny i organisazija latifundow w rzymskiej Afrike w okresie wozesnego cesarstwa. – In: Eos 46 (1952-3), 113–139.
\(^{53}\) Относно взаимоотношенията между императорските функционери и местното (муниципално) управление вж. Cordovana, O. D. Local administration and imperial government in North African cities. – In: Africa romana. Transformazione dei paesaggi del potere nell’Africa Settentrionale fino alla fine del mondo antico, volume I. Atti del XIX convegno di studio. Sassari, 16–19 dic. 2010, Roma, Carocci editore, 2012, 269–294. В цитирания сборник се съдържат множество изследвания относно Северна Африка, включително и на поземления режим.
\(^{54}\) Относно *res privata principis* като синоним на *fiscus Caesaris* и *patrimonium Caesaris* (Principis) вж. основно монографията на Delmaire, R. Largesses sacrées et res privata. L’aerarium imperial et son administration du IVe au VIe siècle. Roma, Ecole Française de Rome, 1989. p. 759; Lo Cascio, E. Patrimonium, ratio privata, res privata. – In: Il princeps e il suo impero. Studi di storia amministrativa e
приета терминологията за *conductores* на публични земи, които в случая са концесионери или арендатори на големи части от именията – римски граждани и представители на местната поземлена върхушка, докато непосредственото стопанисване е предоставено на вилици и колони в качеството им на субарендатори на отделни поземлени парцели.
Връзката на тези поземлени отношения с емфитетвзата, както и паралелен режим с този в Древна Гърция, повечето автори виждат в допустимото завземане на прилежащите на арендуваните участъци земи, наречени *subcesiva*, *agri rudes*, *agri inculti*\(^{55}\). Това са необработваеми (гористи и блатисти места) и прокураторите дават разрешение за усвояването им при условие за засаждане с и прилежащи на парцелираните участъци на арендуваните земи при условие те да се засадят с лозя и маслинови дървета или зърнени култури и да се осигури непрекъснатото им стопанисване, респ. обработване\(^{56}\). Правата, придобити върху тези земи, са определени като „*ius possidendi ac fruendi heredique suo reliquendi“* или „*usus proprius“*. В *Lex Hadriana* се споменава за първи път в запазените римскоправни източници привилегирован режим с освобождаване от плащането на рента на притежателите на *subcesiva*, *agri rudes* и *agri inculti* за срок от 7 до 10 години според вида насаждения, направени върху тези земи и необходимото време за достигане на нормалната им плодоносност. Рентата е определяна винаги в натура, но не се третира като плащане към хазната (подобно на вектигала от този период), а е дължима към *conductores*, които контактуват с императорските прокуратори, независимо от това, че те могат да се сменят за различни периоди\(^{57}\). Ако салтусът остане без *conductor*, рентата се заплаща директно на прокураторите.
Основните особености на тези отношения са както в многостепен-ната структура на концесии, аренди и субаренди, така и на създаването на особена извънсъдебна процедура по отнемане на земите при 2-годишно неизползване на земята (*non usus*) и неплащане на рентата, която е обвързана с реколтата. Земите обявяват свободни за нова окупация, като
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\(^{55}\) Вж. за режима на *subcesiva* Hajje, A. Op.cit., p. 49 s.
\(^{56}\) Вж. съответните текстове от надписите в този смисъл във FIRA 100, I.25; 101, III.; 102, III.3.
\(^{57}\) По този начин *conductores* са заинтересовани да съдействуват за завземането на пустещите земи и да спазват стриктно създадената и в тяхен интерес правна уредба. Срв. подробно у Hajje, A. Op. cit., 117–118.
предпочитание се отдава на съседите, а в някои случаи се създават за тях и принудителни концесии от типа на епиболе\(^{58}\).
Поради прикрепването на непосредствено стопанисващите арендатори към предоставената им земя, от която не могат да бъдат изгонени, докато плащат редовно дължимата рента, според някои автори се касае за регламентиране изцяло на колонатни отношения от типа на тези, съществуващи в IV–VI в. в Римската империя и чийто генезис може да се открие в Северна Африка още към края на I в. сл. Хр.\(^{59}\). Преобладават обаче становищата, според които в цитираните текстове се касае и за отразяване на съществуването в Северна Африка от края на I в. до началото на III в. сл. Хр. на подобни на емфитетевзата отношения, макар и да не е използван такъв термин и те още да нямат точно определена правна характеристика\(^{60}\). Това е и пътят на възприемането по аналогия на режима за концесиите на публични земи в провинциите в аренди с частноправен характер, който преминава през императорската собственост\(^{61}\). Външност емфитетевзата от IV в. насетне се прилага основно в императорското земевладение\(^{62}\).
Трудно може да се определи дали все пак нормите относно завземането на пустеещи и необработваеми земи в Северна Африка са гене-
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\(^{58}\) Срв. Fira, op. cit., 100 col.IV, 18–19: „denuntiet superficiem cultam coloni denuntiationem denuntiatur textibus esse rogatis testando“; вж. Hajje, A. Op.cit., p. 54.
\(^{59}\) Тази идея е застъпвана още от Fustel De Coulanges, N. D. Le colonat romain, in: Recherches sur quelques problemes d’histoire. Paris, Librairie Hachette, 1894, l–186; вж. и Colendo, J. Op. cit., 66–86 и цитираните там автори. По-особена е тезата на Claussing, R. Op. cit., p. 200, която счита че колонатните отношения от Северна Африка имат „предимно мелиоративен аспект“.
\(^{60}\) Monier, R. Manuel élémentaire de Droit Romain, Paris, Domat Montchrestien, 1947 v. I, p. 446 приема, че емфитетевзата се възприема от Египет и картагенската поземлена практика и чрез Leges Manciana et Hadriana се утвърждава от римското провинциално право, но само по отношение на Северна Африка. Според CUQ, E. Le colonat partiaire..., cit., p. 28 ss. и Brissaud, J. Le régime de la terre dans la société étatiste du Bas-Empire. Paris, De Boccard, 1927, p. 77 n. 1) произхождат на емфитетевзата в следклассическото римско право и свързан с римската регламентация на отношенията от Северна Африка и в него няма чуждо влияние. Macchioro, V. Contributi alla storia dell’enfiteusi. – In: AG, 75(1905), p. 148) възражава, че споменатите два закона не могат да се считат като първи нормативни актове относно емфитетевзата, тъй като уредбата в тях се различава съществено от тази в Теодосиевия кодекс и Юстиниановата компиляция, а освен това не е с обич за цялата империя характер. Редица други автори (Beaudoin, Les limitations..., cit., p. 269; Kamps. Op. cit., p. 99 ss.) приемат, че в надписите се споменава за съществуването на аналогична на елинистичните дългосрочни аренди със задължение за обработване практика, която е различна от тази в римското право и поради това се налага специална регламентация само за провинциите, в които тя е разпространена.
\(^{61}\) Върху този възгled са изградени изследванията на емфитетевзата у Cicogna, G. Dei possedimenti denominati „sultus“. – In: AG 75 (1905), p. 79 s.; Cornil, G. Droit romain. Apperçu historique, Bruxelles, Imprimerie médicale et scientifique, 1921, p. 617 s.; Bassanelli, E. La colonia perpetua, Roma, Foro italiano, 1933, p. 46.
\(^{62}\) Вж. в този смисъл монографията на Burdeau, F. Les domaines impériaux au Bas-Empire. Paris, Ed. du Cerf, 1966.
рализирани за цялата империя. В източниците от края на II в. до средата на IV в. се споменава специфично право за обработване на пустеещи земи, наричано *ius collendi*, което обаче към края на периода съществува паралелно с емфитевзата\(^{63}\). В конституция на император Константин (СJ 11.63.1) от 319 г., издадена в Карthagен, се разпределят правомощията между емфитевти, кондуктори и колони, осъществяващи *ius collendi* върху необработваеми земи. Конституцията свидетелства, че въпреки обособяването на емфитевзата към IV в. процесът на окупация продължава при условията на *Lex Hadriana*. Арендите по нея към този момент се различават от тези на емфитевзните концесии.
Привилегираният режим на *ius collendi* се разпростира по отношение на ветераните, които получават земи, както и паричен аванс, добитък и посевен материал във връзка с обработването им и се освобождават от поземлени данъци\(^{64}\). Към края на IV в. се споменава и правото да се завземат императорски земи (*fundi patrimoniales*) с цел обработването им и да се наследяват при редовно плащане на установена рента, като върху тях се предоставя специфично вещно право: *ius privatum salvo canone*. Императорската власт гарантира притежаването на такива земи и дава правна защита, аналогична на тази на собственика срещу поsegателства върху тях. Режимът не е новосъздаден, а вероятно е правно обобщение на неопределеното и емпирично регламентирано *ius collendi*\(^{65}\).
Постепенно се възприема правилото за завземане не само на съседни изоставени имоти, а на всякакви земи, независимо от собствеността върху тях и местоположението им, стига да е предприето и да продължава непрекъснато тяхното обработване\(^{66}\). Регламентацията на *ius collendi* в следкласическото право е основана предимно на съображения за икономическа целесъобразност и защита на фискалните интереси. По тази причина
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\(^{63}\) Херодиан споменава, че в 193 г. император Пергинакс промулигира закон за цялата империя, съгласно който в Италия и в провинциите може да се завзема неограничено количество пустеещи земи и да се обработват като свои при освобождаване от поземлени данъци за 10 години. Срв. цитирания текст у Найје, А. Ор. сит., р. 130.
\(^{64}\) Срв. CTh 7.20.3 (320) *Veterani iuxta nostrum praeceptum vacantes terras accipiant easque perpetuo habeant immunes et ad emenda ruri necessaria pecuniae in nummo viginti quinquemillia follium consequantur, boum quoque par et frigum promisseua rum modius centum...* Вж. и конституциите от 364 г. (CTh 6.20.8) и от 365–368 г. (CTh 7.20.11), като в последната изрично се споменава, че могат да се завземат и чужди пустеещи земи и техният собственик не може да се противопоставя на това или да изисква някаква рента. Срв. по-подробно у Найје, А. Ор. сит., р. 131.
\(^{65}\) Вж. Найје, А. Ор. сит., р. 129.
\(^{66}\) Още в *Lex Hadriana* отпада изискването за завземане само на съседни земи (subcesiva), като се позволява окупация на всички земи, които са изоставени и в продължение на 10 години не са обработвани. По-подробно по тези въпроси срв. Cascio, S. O. Ор. сит., р. 26.
се овластват фискалните служители, след изтичане на 6-месечен срок от отправено предупреждение до собствениците, изоставили земите си и неплатили поземлените данъци, да ги завземат и предоставят на всеки желаещ да ги обработва и да поеме същите данъчни задължения.
Така в края на IV и началото на V в. всъщност се извършва двойна трансформация: на частната в публична собственост и след това предоставянето й на частни лица в наследствено владение при облекчени първоначални условия и задължение за плащане на поземлените данъци. Същият режим е установен и по отношение на ветераните и на войниците от пограничните войски (limitanei), като в случая ius collendi е свързан с фаворизиране на военните с предоставяне на освободени от всякакви данъци имоти при задължение да ги обработват и да осигурят наследствена военна служба.
Ius collendi продължава да съществува по времето на Домината първоначално паралелно с емфитевзния режим, който е основан не на окупация на пустеещи земи и валидирането ѝ ex lege, а на концесия на публични и императорски, а по-късно и частни необработваеми земи. Постепенно двата режима се сливат в посока на емфитевтния модел.
Наред с елементите, които по-късно оформят задължение за обработване при емфитевзата, още от I в. започва оформянето на перпетуиран режим на земеползването. От една страна той е основан на принципа на вектигалните концесии, съответно и арендите на муниципални земи от времето на Републиката и на ius collendi, които съществуват, докато conductores заплащат редовно рентата. Като развитие на вектигалния режим, на провинциалната собственост и на някои автори приемат създаването на особено право за притежание на земи, наречено ius perpetuum, което също в определен период от време съществува паралелно с емфитевзата. Има хипотези, че емфитевзата се учредява върху
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67 Вж. Beaudoin, Les limitations..., cit., in: NRHDFE 1893, 397–469; 1894, 157–222, 307–365; Attolico, B. Di alcuni requisiti essenziali alla enfeiteusi antica, in: Studi giuridici in onore di Carlo Fadda, Roma, 6 (1906), p. 239 ss.; Simoncelli, V. Le costruzioni giuridiche dell’enfeiteusi e le moderneleggi d’affrancazione, in: AG 40 (1888), p. 449 ss.; Albertario, Il possesso..., cit., p. 389 ss.; срв. и становищата на Fustel de Coulanges, Wiart, His, Schulten, цитирани у Cannata, op. cit., p. 161 Детайлина разработка на режима на ius perpetuum вж. у Cicogna, G. Dei possedimenti denominati „saltus“ in: AG 75 (1905), 59–86; Levy, E. West Roman Vulgar Law: The Law of Property. Philadelphia, American Philosophical Society, 1951, p. 44 ss.
68 Това е видно от източниците, в които се разглеждат заедно отношенията на ius perpetuum, fini emphyteutici и fundi patrimoniales: NVal. 26 pr. „iuat itaque iuris perpetui emphyteutici patrimonialis iuris rei publicae“; CTh. 1.11.1 ...perpetuarii hoc est emphyteuticarii...; CJ. 1.33.2-ad palatinorum curam et rationalium officia, fmniium rerum nostrarum et totius perpetuarii, hoc est emphyteuticarii iuris exatio
земи, които са частна собственост на императора (fundi patrimoniales), а ius perpetuum – върху земи на короната (fundi rei privatae)\(^{69}\). Обяснението на това разпределение се свързва с основната теза на Mitteis, според който вечния характер на ius perpetuum се противопоставя на временнния, макар и дългосрочен, характер на емфитеzwата, схвашана като вид аренда\(^{70}\). Той счита fundi patrimoniales като частна собственост на императора, които би трябвало да се запазят за династията на всяка цена и това определя гъвкавостта при концедрането им и възможността за ревокация.
В IV в. обаче подобен род грижи за императорското имущество не са били необходими. На преден план се е поставяла по-скоро необходимостта от постоянни приходи в императорската хазна, отколкото имущественото обезпечаване на династията. Следователно разграничението между двата института не би следвало да се търси в тази насока.
При ius perpetuum основното задължение също е за заплащане на определената рента, която според някои автори е с функциите на поземлен данък. Обаче перпетуариусът по своето положение е по-близо до собственика на един поземлен имот, тъй като неговото притежание не е ограничено с никакви други задължения. Ако се приеме, че при емфитеzwата едно от съществените задължения е концедираният имот да се превърне в обработваем, като вероятно се е определял и начина на стопанисването му, различната става очевидна. А когато основното задължение на емфитеzwата е станало само да заплаща канона, тогава са се създали и условията за сливането на двата института.
Следователно с постепеното отпадане на различната между fundi patrimoniales и fundi rei privatae и перпетуирането на самото емфитеzwно правоотношение в императорските конституции се изгражда еднакъв режим, но той остава на плоскостта на концесионните отношения, а не на
\(^{69}\) Вж. подробно по този въпрос изследването на текстовете у Bojarski, op. cit., p. 56. Вж. относно паралелното съществуване на този режим с емфитеzwата у Cascio, op. cit., p. 14, 27; Cannata, op. cit., p. 160, n. 41; Bojarski, op. cit., p. 55 ss.; Burdeau, F. Le ius perpetuum et le régime fiscal des res privata et des fonds patrimoniaux, in: IURA 23.1.(1972), p. 5 ss., 17 ss. и по-новото изследване на Laquerriere-Lacroix, A. Les droits des particuliers sur les domaines impériaux. Réflexions à partir du Code Theodosien. – In: Societe, économie, administration dans le Code Theodosien, Lille, Presses universitaires du Septentrion, 2012, 311–328.
\(^{70}\) Срв. различния режим на тези земи у Beaudoin, op. cit., p. 250 ss.; Garsonnet, op. cit., p. 150 ss.; Wiart, R. Le régime des terres du fisc au Bas Empire, Paris 1894; Brissaud, op. cit., p. 17 ss.; Bojarski, op. cit., p. 58 n. 355. Изрично тази разлика е подчертана в СJ 11.66.3 (376), 11.71.1 (380–383), 11.71.5 (Th., Val.).
\(^{70}\) Срв. Mitteis. Op. cit., p. 41 ss.
арендните\textsuperscript{71}. По тази причина и правната уредба на \textit{ius perpetuum} е доста противоречива: отделни конституции в Теодосиевия и Юстииниановия кодекс са посветени изцяло на него\textsuperscript{72}, в други се споменава за паралелното съществуване заедно с емфитевзата\textsuperscript{73}, а в трети са внесени интерполации с оглед последвалото сливане на двете концесии\textsuperscript{74}.
При този анализ би могло да се поддържа една дуалистична позиция, която изглежда по-съответна на запазените сведения, според която емфитевзата синтезира както гръцка, така и египетска, картагенска и римска уредба на поземлените отношения и нейното изследване би следвало да се съсредоточи не толкова в търсене на първообраза ѝ, който няма как да е един и единствен, колкото на умелото съчетаване на политики и практики с оглед на постигането на определена цел – концедирането или предоставянето в аренда на публични и частни земи за осигуряване на икономическото развитие, преодоляването на проблема с пустеещите и необработвани земи и регулярното постъпление на приходи в държавната хазна, както и издръжката на императора, църквата и муниципиите.
\textbf{1.3. Характеристика на емфитевзата в следкласическото римско право и основания за нейната приемственост в следващите исторически епохи}
Изследванията за римската емфитевза пространно анализират запазените сведения в източниците, които се обособяват в три големи групи: относно емфитевзата – концесия на публични и императорски земи, относно договора за емфитевза, който се прилага по отношение на частните земи и особените правила за емфитевзата на църковни земи, които подобно на императорските заемат междинно положение между публичната и частната собственост.
\textsuperscript{71} Тази основна постановка на проблема е в основата на съответните рубрики в учебните курсове и общите монографии. Срв. напр. Perozzi, S. Istituzioni di diritto romano, 2e ed., Roma, Athenaеum, 1928, p. 801; Girard, P. F. Manuel élémentaire de droit romain, 8e ed., Paris, Arthyr Rousseau, 1929, p. 414, n. 1; Bonfante, P. Corso di diritto romano, V. III, Milano, Giuffrè, 1963, p. 126; Betti, E. Istituzioni di diritto romano, 2e ed., Milano, Giuffrè, 1942, p. 121 ss.; Levy, E. Op. cit., p. 45 ss.; Cascio, S. O. Op. cit., p. 31; Arangio-Ruiz, V. Istituzioni di diritto romano, 14 e ed., Milano, Giuffrè, 1960, p. 255 ss.; Cannata, op. cit., p. 160; De Martino, F. Storia della costituzione romana. T. V, Napoli, Jovene, p. 382; Savagnone, F. G. Le terre del fisco nell’impero romano, Palermo, Stab Tip. Virzi, 1902, p. 199.
\textsuperscript{72} Срв. NVal. 26.4.
\textsuperscript{73} Срв. NVal. 26 pr. ...iuvat itaque iuris perpetui emphyteutici patrimonialis iuris rei publicae...
\textsuperscript{74} Срв. CTh 1.11.1 ...perpetuarii hoc est emphyteuticarii...; CJ 1.33.2-ad palatinorum curam et rationalium officia, finium rerum nostrarum et totius perpetuarii, hoc est emphyteuticarii iuris exatio revertatur. Вж. подробно по този въпрос Bojarski, op. cit., p. 56.
В императорските конституции трудно може да се определи момента на преминаване на емфитезата от институтите на публичното в тези на частното право, както и на обратното навлизане на частноправни разрешения в публичната легламентация на емфитезата. Процесът е продължителен и противоречив, като двете конструкции съществуват паралелно и в периода от края на V – началото на VI в. На това основание романистите разграничават няколко разновидности на емфитезата в следкласическото и Юстиниановото право\(^{75}\).
На първо място се отбелязва емфитезата по нормите на публичното право или т. нар емфитеза-концесия. Нейните характерни черти са:
1. Учредяването се осъществява с административен акт, издаден често в резултат на търг от компетентен императорски или фискален служител. На основата на *licitatio* емфитезата се слива с *ius perpetuum*.
2. Създава се вечно и наследимо право за емфитевта\(^{76}\).
3. Емфитевтното право по принцип е неотчуждимо, а когато това се допуска\(^{77}\), за разлика от *ius in agro vectigali* и *ius perpetuum*, за това е необходимо разрешение на съдебния магистрат във връзка с гарантиране на платежоспособността на новия емфитевт\(^{78}\).
4. Емфитевтното право е с вещен характер, като основно доказателство за това е въвеждането на интерполации с оглед на използването по аналогия на вещния иск при вектигалните аренди\(^{79}\). Според косвени сведения от конституции от IV–V в. може да се предполага и съществуването на интердиктна защита във връзка със специалния обект на концесиите-публично имущество\(^{80}\).
5. Емфитевтното право е особено вещно право, което съществува под ризолутивно условие – докато се плаща определеният канон. То може да бъде отнето, респ. концесията да бъде прекратена при неизпълнение на задълженията на емфитевта\(^{81}\):
а) На първо място това е задължението да се превърне пустеещата земя в обработваема и да се направят насаждения. Въпреки дискусията
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\(^{75}\) Срв. Hajje. Op. cit., p. 136 ss. и цитираните там автори.
\(^{76}\) Срв. CJ 11.62.3-4, id.11-12.
\(^{77}\) Срв. CJ 11.59.2.
\(^{78}\) Срв. CJ 11.62.1.
\(^{79}\) Срв. D.6.3; Hajje, op. cit., p. 138.
\(^{80}\) Вж. CJ 11.62.4; 11.62.5; 11.61.3.
\(^{81}\) Вж. CTh 5.13-16.
в романистиката относно наличието на такова задължение\(^{82}\), запазването на термина „емфитевза“ вероятно е свързано с неговото имплицитно съществуване\(^{83}\). *Ius emphyteutic(ari)um* обаче не е трансформиране на задължението за обработване в право, нито аналог на *ius collendi*, а комплекс от правомощия на концесионера при условията на емфитевза\(^{84}\). В потвърждение на съществуването на това задължение са сведенията за икономическото състояние на Римската империя във връзка с нормите за задържане на колоните и робите в земите, които обработват, строгото санкциониране на изставянето на обработваеми имоти, привилегиите за окупантите на пустеещи земи и пр.\(^{85}\).
б) Свърzano с предходното е и задължението да не се влошава състоянието на концедирания имот. То също не е изрично фиксирано, но следва логически от признаването на емфитевта за арендатор. Той не разполага с правомощието за разпореждане с имота, следователно *per argumentum a fortiori* за него се прилагат нормите относно плодоползувателя и наемателя. Наред с изискването за добросъвестност са се поставяли и условия за поддържане в добро състояние на имота и осъществяване на необходимите поправки или подобрения.
в) В източниците специално е посочено задължението за плащане на канона. В случая той е с характер на поземлен данък, защото концесията е вечна, а плащането се извършва към хазната. Освен канона не се възлагат други данъци и повинности на емфитевта, което е елемент от привилегириования режим\(^{86}\).
6. Основно основание за прекратяването на емфитевзата за отнемане на имота от емфитевта е неизпълнението на задължението за канон в продължение на две години, но няма пречка и преди изтичането на този срок да се търсят средства за принудително събиране на сумата\(^{87}\). Някои автори приемат и съществуването като ризолутивна предпоставка на несъгласието на емфитевта с увеличаването на канона. Неговата неизменност е въведена едва в 364 г.
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\(^{82}\) Началото на тази дискусия е още от времето на гласаторите – вж. Hajje, op. cit., p. 140 s., който разглежда становището на Куюций.
\(^{83}\) Срв. CJ 11.59.17(444), CTh 11.15.30.
\(^{84}\) Срв. Bassanelli, op. cit., 53–54; Cascio, op. cit., p. 32.
\(^{85}\) Срв. CJ 11.62; Hajje, op. cit., p. 141. Идеята за подобрения се развива и по отношение на градските имоти. Срв. NJ 7.2.3 in fine; Bas. 55.2-13; 56.14–15.
\(^{86}\) Няма освобождаване от задълженията, свързани с anonna – CJ 11.16.5, 11.65. 1–2.
\(^{87}\) Вж. CJ 11.65.4.
7. Емфитевтното право по широтата на съдържанието си заема междинно място между правото на собственост и личните сервитути. С оглед на възприемането на режима на вектигалните аренди емфитевтът придобива в собственост плодовете от имота от момента на тяхното отделяне\(^{88}\), може да учредява върху емфитевтния имот поземлени сервитути и да го ипотекира\(^{89}\).
8. Приема се, че емфитевтно право върху публични имоти може да се придобие с 40-годишна прескрипция, но ако редовно е заплащен канон\(^{90}\). Тази прескрипция обаче е неприложима за придобиване на правото на собственост върху емфитевтния имот.
Емфитевзата като частноправен институт или т. нар. емфитевза-договор е ясно очертана в конституцията на Зенон и следващите я закони от времето на Юстииниан.
1. Тя се създава по модела на емфитевзата-концесия върху публични земи, чиито норми се прилагат субсидиарно, ако няма специална уредба и нищо не е уговорено между страните\(^{91}\).
2. Регламентирана е широка свобода на договаряне както по отношение на разпределението на рисковете от погиването на реколтата, така и на клаузите за прекратяване на арендата.
3. Чрез внасянето на интерполации както в класическите текстове относно *conductio agri vectigali*\(^{92}\), така и в конституциите относно *ius perpetuum*, който се явява негов следкласически вариант се оформя системата от колизионни норми, прилагани в хипотезите, когато не е създадена специфична регламентация само за емфитевзата\(^{93}\).
3. Емфитевзата в частното право е учредявана със *sui generis* договор, за който се споменава в Институциите на Юстииниан и в конституцията на Зенон. Относно характеристиката на този договор дискусията все още продължава, като преобладава становището, че е налице особен, пети вид
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\(^{88}\) Вж. Accarias, C. *Précis, de droit romain*, v. I, Paris, A. Cotillon et C°, p. 283 s.
\(^{89}\) Вж. D.18.104.22.168 (itp.).
\(^{90}\) Вж. CJ 11.62.14 (490).
\(^{91}\) Срв. Най-је, А. Ор. сит., р. 144 приема, че в началото се е запазил вектигалният модел, а по-късно се е въвела специалната уредба за избягване на шиканата на частни лица, които имитират публичните концесии и привилегиите им.
\(^{92}\) Вж. D.22.214.171.124.; 15.1; Cascio, op. cit., р. 23 n. 50.
\(^{93}\) Срв. CTh 126.96.36.199.11.1, CJ 188.8.131.52.3.2.
консенсуален договор\(^{94}\). Основание за това дава и систематичното място на фрагментите, което в повечето случаи е наред с наемните правоотношения.
4. Създаденото от договора право според повечето романисти е с вещноправен характер и по отношение на него се прилага по аналогия *actio in rem vectigalis*\(^{95}\) и режимът на емфитевзата-концесия.
5. Емфитевзнатата аренда може да е вечна, а може да е ограничена със срок, което зависи от волята на страните при широката свобода на договаряне\(^{96}\). По-точно е да се говори за създаването на особено наследимо право, което съществува, докато се плаща канона и поземлените данъци.
6. Емфитевтното право е отчуждимо. Специалната конституция по този въпрос (CJ 4.66.3) открива възможност за договаряне, а нейните норми се прилагат субсидиарно. Създадена е особена процедура за уведомяване на собственика на имота и реализиране на неговите права на предпочително изкупуване и обезщетяване. Няма сведения дали това се е отнасяло само до продажбата на емфитевтното право и подобренятия, или и до други възмездни и безвъзмездни сделки.
7. Емфитевтното правоотношение е наследимо по закон и по завещание. Дискусционен е въпросът дали е допустима делба между сънаследници и обособяване на отделни емфитевтни права върху отделни участъци от емфитевтния имот\(^{97}\). Според принципите на римското право собственикът не е длъжен да приеме реалното раздробяване на емфитевтния имот и на задължението заплащането на канона\(^{98}\).
8. Допустимо е придобиването на емфитевтно право по давност, ако се е заплащал канонът по аналогия с придобиването на *usus fructus* с прескрипция\(^{99}\).
9. Емфитевзнатата аренда между частни лица може да бъде прекратена при неизпълнение на задълженията на емфитевта. Разликата от ем-
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\(^{94}\) Според постпосаторите (Донелиус и др.) емфитевзния договор е литерален, щом в конституциите от CJ 4.66 се изисква писмена форма. Според съвременните романисти се касае по-скоро за възприемане на елинистичните традиции за съставяне на писмени документи по отношение на сделките с недвижимите имоти и водене на поземлен регистър във връзка със събирането на данъците. Срв. Hajje, A. Op. cit., 145–146. Вж. и Beaudoin, Les grands domaines, cit. p. 260 s.; CUQ, Manuel ..., cit., 357–361; Cascio, op. cit., p. 33 ss.
\(^{95}\) Вж. D.6.3; Hajje, A. Op. cit., 146–147.
\(^{96}\) Срв. Hajje, A. Op. cit., p. 147.
\(^{97}\) Вж. становището на Arangio-Ruiz, op. cit., p. 460, който допуска прилагането на исковете за делба. Обосноваване на противното становище вж. у Hajje, A. Op. cit., p. 149; Bove, L. Op. cit., 173–174.
\(^{98}\) Срв. D.10.2.10, 10.3.7.pr.
\(^{99}\) Вж. CJ 184.108.40.206; Hajje, A. Op. cit., 150–151.
фитевзата върху публични имоти е във връзка с разделението на канона, дължим към концедента и публичните данъци, плащани към фиска и удостоверявани с квитанции (apocha).
а) В цитираната конституция на Юстиниан от 529 г. (СJ 4.66.2) се регламентира възможността страните по договора сами да определят ризолутивните klaузи и срока, след който емфитевзното правоотношение се прекратява. При липса на такива се въвежда обши срок, който е 3-годишен и вероятно замения прилагания по модела на публичните емфитевзи 2-годишен период, с изтичането на който собственикът може да отнеме имота.
б) Нов елемент е дискреционната преценка на собственика за прекратяването на договора, което в случай не настъпва ipso iure. Предполага се, че все по това време Юстиниан въвежда и принципа “Dies interpellat pro homine”, като в случай се регламентира отклонение от него\(^{100}\). При отказ на собственика да приеме канона той се предлага пред свидетели и се влага при условията, определени в конституциите\(^{101}\).
в) Като ризолутивно условие по закон при липса на klaузи в договора се възприема и неспазването на изискванията при отчуждаването на емфитевното право или подобренятията да бъде предложено на собственика да ги изкупи предпочитително или с изтичането на 2-месечен срок да му се предостави 2% от продажната цена\(^{102}\).
Специалната регламентация по отношение на правото на собственост на църковното имущество се отразява и върху създаването на особени норми за емфитевзите върху земи – собственост на църковни институции. Предполага се, че преди края на V и началото на VI в. тя е била рядко практикувана както на Изток, така и на Запад, тъй като няма сведения за нея в конституциите от Теодосиевия кодекс, нито във варварските кодификации и каноническите документи\(^{103}\).
1. От Константин насетне императорите създават привилегирован фискален режим за църковните емфитевза. Те постановяват, че само по изключение данъци могат да се сбират от църковните земи. Това обяснява и високия размер на канона. По-късно емфитевтът наред с канона е плащал само такива данъци, които се дължат от самата църква.
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\(^{100}\) Срв. Najje, A. Op. cit., 152–154.
\(^{101}\) Вж. СJ 220.127.116.11, 4.66.4; срв. и Bas. 20.2.4.
\(^{102}\) Вж. СJ 4.66.3.
\(^{103}\) Освен в конституциите на Юстиниан емфитевзата се споменава в писмата на Григорий Велики дипломатическата кореспонденция на Марини и харти на италианската църква от началото на VI в. Вж. Beaudoin, op. cit., 697–718; Cascio, op. cit., p. 37 n. 74; Bojarski, op. cit., s.75.
2. В тези рамки се е ограничавала свободата на договаряне на страни-
те, като се има предвид, че Църквата *de facto* е действала като юридическо
лице на публичното право.
3. Забранено е получаването на църковно имущество в емфитезва
от неговите управители, както и от еретици\(^{104}\).
4. В новела 7 на Юстиниан от 535 г. се забранява учредяването на
вечна емфитезва, което е продължение на серия от забрани на църковните
събори още от началото на V в. да се отчуждава църковно имущество\(^{105}\).
Очевидно по това си разрешение юриспруденцията третира църковната
емфитезва като разновидност на публичната емфитезва и на *ius perpetuum*,
които се схващат като отчуждителни актове. Емфитезната аренда върху
църковни земи може да е само пожизнена и ако е съставен писмен акт
и е изрично уговорено, да премине към два последователни низходящи
наследника на емфитетвта или към преживялата съпруга\(^{106}\).
В новела 55 от 537 г. забраната за вечна и наследствена емфитезва
се прилага само по отношение на имотите на патриархалната църква в
Константинопол, стига учредените емфитезви да не са в полза на светски
лица. Това последно условие се премахва с новела 120 от 544 г.
5. Възприема се 2-годишния срок на допустима забава на плащането
на канона, който в случая е твърде висок и липсва привилегирован режим
за първите години след концедирането на имота. Това се налага от факта,
че се концедират обработваеми земи и се ползват фискалните облекчения
за всички имоти на Църквата и по отношение на тях.
6. В новела 120 от 544 г. се въвеждат строги изисквания по отноше-
ние на канона, който е равен на естествената реколта от имота. Допуска се
създаването на вечни емфитезви, когато при липса на достатъчно средства
за ремонт на сградите те се концедират на частно лице при условие то да
ги поправи и поддържа в добро състояние. Канонът е 1/3, респ. 1/2 от при-
хода от сградите, ако емфитезвата се учреди преди, респ. след започването
на ремонта. Ясно се очертава прилагането на съществуващата в Гърция
практика на емфитезна концесия на градски имоти със задължение за
подобряния на съществуващите в тях сгради\(^{107}\).
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\(^{104}\) Срв. NJ 120.5.1, създадена по модела на забраните емфитетви да бъдат управителите на пу-
бличното имущество.
\(^{105}\) Срв. NJ 7.praef.; 1.23-26; NJ 21, 25; CJ 1.2.24-25; 18.104.22.168-3, в които се съдържат забраните за
разпореждане с църковно имущество. Вж. и коментара на Forchielli, *cit.*, р. 419.
\(^{106}\) Срв. NJ 7.1.23.
\(^{107}\) Срв. NJ 120.1.2. За аналогиите вж. договорът от Атина, вж. Cascio, *op. cit.*, р. 38.
7. Необходим е писмен договор с изрично отклонение от общия режим за пожизнени емфитевзни аренди\(^{108}\). При липса на такъв е допустимо доказването на съществуването на договора със свидетели под клетва.
8. По модела на публичните емфитевзи се допуска 2-годишна забава на плащането на канона, след което концесията се прекратява *ipso iure*.
Отрицателното отношение към вечните емфитевзи се запазва в източниците на каноническото право през цялото Средновековие, като се повтаря забраната, съдържаща се в новела 7 на Юстиниан, без да се отчита фактът, че тя е отменена от следващите я новели 55 и 120 и съществува в *Corpus iuris civilis* само по отношение на имотите на Константинополската църква. Запазени са обаче много сведения за създаването на вечни емфитевзи върху църковни земи, вероятно с разрешения *ad hoc* от страна на папата, а по-късно и на епископите\(^{109}\).
При така очертания режим на емфитевзата в къснокласическото римско право могат да се направят няколко извода относно нейната привъмственост във феодалната епоха и в съвременността.
На първо място емфитевзата се явява подходяща форма за разделяне на собствеността от ползването и плодоприбирането тогава, когато от една страна трябва да се запази характерът на собствеността (публична или частна), а от друга – когато е целесъобразно и в интерес и на двата субекта-участници в правоотношението, предоставеното ползване да е с голяма пълнота и обхват. Рекогнитивният характер на плащането на канона (независимо от размера му) е основанието за запазване на тази „разделност“. Римската теория за *duplex dominium*, която е развита предимно във връзка с притежанието на *res in bonis*, когато не могат да се изпълнят предпоставките за придобиване на квиритска собственост, съответно защитата на т. нар. преторска (бонитарна) собственост чрез *actio Publiciana*\(^{110}\), намира своето развитие в следкласическата епоха при
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\(^{108}\) По тази причина са запазени предимно папируси, в които се документира създаването на църковна емфитевза. Срв. Arangio-Ruiz, op. cit., 442–443; Cascio, op. cit., p. 136.
\(^{109}\) Вж. Cascio, op. cit., p. 39 n. 79.
\(^{110}\) Appleton, C. Histoire de la propriété prétorienne et de l’action publicienne, 2 vol. Paris 1889, reed. London, Forgotten Books, 2017–2018; Bonfante, P. Sul cosidetto dominio bonitario e in particolare la denominazione “in bonis habere”. – In: Scritti giuridici varii, T. II Torino 1918, p. 370 ss; Di Marzo, Il duplex dominium di Gaio. – In: BIDR 42(1936); La Rosa, F. In tema di duplex dominium. – In: Annali dell’Univrrsità di Catania, 3 (1949); Solazzi, S. In tema di duplex dominium. – In: SDHI 16 (1950); Kaser, M. In bonis esse. – In: ZSS RA, 78 (1961). Вж. обобщението у Fuenteseca Degeneffe, M. Op. cit., p. 82 ss.
емфитевзата и оттам е основа на концепцията за феодалната разделна собственост през Средновековието\textsuperscript{111}.
На второ място обвързването на емфитевзата с режима на \textit{ius in agro vectigali} би могло да е разглежда не само от гледна точка на римската генетична връзка между двета режима, а също и с оглед на определянето на правото на емфитеята като вещно право на ползване по модела на вектигалното и на суперфицията, при което се запазва правото на собственост на концедента, но се създава владелеческа защита, а по-късно и специален иск за защита на вектигалиста, респ. на суперфициаря. По модела на тази посесорна и петиторна защита се оформя и защитата на емфитеята, за което юстиниановите компилатори просто разширяват по аналогия режима на \textit{actio in rem vectigalis}\textsuperscript{112}. Следователно емфитеятното право се явва едновременно и с облигационна, и с вещноправна характеристика, което се възприема и в съвременната доктрина, а е видно и от систематичното му място в законодателната уредба.
На трето място римската юриспруденция ни дава една особено гъвкава конструкция, при която за емфитевзата се въвеждат елементите на договаряне със спецификата им при концедирането на публични, императорски, респ. църковни и частни имоти. При нея има преливане на уредба в зависимост от конкретната нужда и политика в даден исторически момент, като се запазва основното – обособяването на всеобхватно право на ползване на недвижим имот при запазване на собствеността на концедента, респ. арендодателя. И докато в Средновековието доминират концесиите на земи, при което емфитевзата е една от многобройните форми, в съвременните емфитези имаме предоставяне както на публично, така и на частно имущество, т. е. съвместно използване на уредба на административни и облигационни правоотношения.
\textsuperscript{111} Вж. основно Meynial, E. Notes sur la formation du domaine divisé (Domaine direct et domaine utile) du XIIe au XIVe siècle dans les romanistes. Etude de dogmatique juridique. In: Mélanges Fitting, Monpellier, 1908, 409–461. Срв. и Solidoro Maruotti, L. ‘Proprietà assoluta’ e ‘proprietà relativa’ nella storia giuridica europea, in \textit{Ius Antiquum} № 14, 2004, 7–50.
\textsuperscript{112} Lanfranchi, F. Studi sull’ager vectigalis. Vol. I. La classicità dell’actio in rem vectigalis. Faenza, Fratelli Lega, 1938 и цитираната там литература. Вж. обобщението у Fuenteseca Degeneffe, M. Op. cit., p. 67 ss.
The Unified Patent System – Expectation and Prospects for a United Europe
The present study brings to the reader’s attention an extremely important fact for the European patent system – the beginning of the work of the Unified Patent Court. On January 19, 2022, the Protocol for the Preliminary Implementation of the Agreement on the Unified Patent Court entered into force, and it is expected to start functioning by the end of 2022 and the beginning of the following year. The article examines in historical order the creation and development of the European patent system, as well as the adopted legal acts outlining the new patent system of the European Union. The structure, competence and way of functioning of the Unified Patent Court have been clarified. Emphasis is placed on the advantages resulting from the introduction of the unified patent system, and above all on the role of the Unified Patent Court in unifying judicial practice in various patent disputes. The aim is to establish greater legal certainty in protecting the rights of patent holders. The opportunities and some of the problems that arise for Bulgarian enterprises since the introduction of the new patent system are indicated.
https://doi.org/10.33919/yldnbu.21.10.3
Единната патентна система – очаквания и перспективи за обединена Европа
Настоящото изследване поставя на вниманието на читателя един изключително важен за европейската патентна система факт – началото на работата на Единния патентен съд. На 19 януари 2022 г. влезе в сила Протоколът за предварително изпълнение на Споразумението за Единния патентен съд, като очакванията са той да започне да функционира до края на 2022 г. и началото на следващата година. В статията са разгледани в исторически порядък създаването и развитието на европейската патентна система, както и приетите нормативни актове, очертаващи новата патентна система на Европейския съюз. Изяснени са структурата, компетентността и начина на функциониране на Единния патентен съд. Акцентира се върху предимствата, произтичащи от въвеждането на единната патентна система, и преди всичко на ролята на Единния патентен съд за унифициране на съдебната практика при различните патентни спорове. Целта е установяване на по-голяма правна сигурност при защита правата на патентоприемателите. Посочени са възможностите и някои от проблемите, които възникват за българските предприятия от въвеждането на новата патентна система.
Възникването на европейската патентна система вероятно се крие в самата идея за създаването на Европейския съюз. Тя се възприема като средство, чрез което се цели да се постигне икономически силна, конкурентна и независима система, противопоставима на световните пазари. Усъвършенстването на тази система чрез приемането на Споразумението за създаване на Единния патентен съд през 2013 г., предшествано от Регламент № 1257/2012 на Европейския парламент и на Съвета за единната патентна закрила и на Регламент № 1260/2012 на Съвета на приложимите
правила за превод\(^1\), има за цел да установи единна закрила и да осигури защита на изобретенията на територията на целия Съюз. Идеята за това решение се формира от патентната теория и практика в продължение на десетилетия. В частност няма единство в мнението може ли тази система да се разглежда като алтернатива на съществуващите на този етап национални и регионална (европейска патентна) системи. Като продължение на извършените промени на 19 януари 2022 г. влезе в сила Протоколът за предварително изпълнение на Споразумението за Единния патентен съд\(^2\), като очакванията са съдът да започне да функционира в края на настоящата и началото на 2023 г., а до края на тази година да бъде подадена първата заявка за единен патент на Европейския съюз. Този факт поставя редица въпроси и предизвикателства пред европейската патентна система и цялостната иновационна политика на Европейския съюз (ЕС).
**Исторически бележки**
Възникването на Европейската патентна система се основава на промените, настъпили в Европа след Втората световна война, на икономическата интеграция и на създаването на Общия пазар. Един от основните фактори, определящ развитието на индустрията и нейната конкурентоспособност, е иновационната активност – създаването и пазарната реализация на изобретенията. В същото време териториалното действие на издадените национални патенти и различните национални законодателства се явяват пречка за формирането на Общия пазар. Ето защо още през 1947 г. в Хага е сключено Споразумението за създаване на Международния патентен институт, чиято дейност е насочена към извършване на патентни проучвания. През 1949 г. Съветът на Европа одобрява проект за създаване на Европейска патентна система, чрез ко-то да се преодолеят съществуващите различия. Най-трудният въпрос, който се поставя, е свързан с изработването на споразумение, което да унифицира материалноправните разпоредби и процедури в патентното право. В същото време, с влизането в сила на Римския договор на 1 януари 1958 г., се създава Европейската икономическа общност (ЕИО)\(^3\). С него
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\(^1\) Agreement on the Unified Patent Court//OJ C 175, 20.6.2013; Regulation № 1257/2012//OJ EPO 2013, 111; Regulation № 1260/2012//OJ EPO 2013, 132, формиращи в цялост тъй наречения „пакет за патентите“.
\(^2\) Закон за ратифициране на Протокола за предварително изпълнение на Споразумението за Единния патентен съд, ДВ, бр. 50 от 15.6.2018 г.
\(^3\) Договор за създаване на Европейската икономическа общност, подписан в Рим на 25 март 1957 г.
се въвеждат основните принципи на европейската интеграция, свързани с изграждането на Общ пазар – свободно движение на стоки, услуги, хора и капитали, както и насищаване на конкуренцията в рамките на Съюза. Израз на тези идеи е създаването на „патент на Общия пазар“, намерило решение в приетата на 15 декември 1975 г. Люксембургска конвенция. Този първи по рода си договор има за образец създаденото през 1968 г. единно патентно законодателство на Скандинавски страни (Дания, Норвегия и Швеция). Но поради различни главно политически и икономически причини тази конвенция не е ратифицирана от необходимия брой страни и не влиза в сила. Следващото решение е на Комисията на Европейската икономическа общност, която счита, че следва да се търсят решения на общинство равнище относно закрилата на изобретенията. През 1959 г. тя предлага на Съвета на министрите на шестте държави членки: Франция, Италия, Германия, Нидерландия, Белгия и Люксембург, да се започне работа по хармонизирането на законодателството в областта на индустриалната собственост. Създаването на действително работещ Общ пазар е невъзможно без сближаване на законодателствата в областта на индустриалната собственост и предлага изработването и приемането на конвенция, чийто предмет е издаване на патент на Общността и създаване на регионална за Европа патентна система.
Европейска патентна конвенция (ЕПК)
Създаването на регионални патентни системи като Европейската, Евразийската, Африканско-Малгашката система се позовава на разпоредбите на Парижката конвенция за закрила на промишлената собственост от 1883 г. и на Договора за патентно коопериране, подписан във Вашингтон през 1970 г.⁴. Конвенцията предоставя възможност на договарящите се страни да сключват специални съглашения за закрила на промишлената собственост и да установяват задължителни минимальни стандарти, свързани с патентоване на изобретенията. В същото време в Договора е регламентирана възможност за сключване на регионални договори и издаване на регионални патенти. Целта на тези системи е издаване на единен патент, действащ на територията на обединените държави. Основна задача на регионалните съглашения е чрез този патент да се създаде единен
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⁴ Парижка конвенция за закрила на индустриалната собственост от 20.3.1883 г. България се присъединява към конвенцията на 13.6.1921 г. Ратифицирана с Указ № 4 от 1970 г. в Стокхолмската редакция; Договор за патентно коопериране, подписан във Вашингтон на 19.6.1970 г. Ратифициран с Указ № 2933 от 1983 г., ДВ, бр. 77 от 1983 г., в сила за България от 21.5.1984 г.
пазар, съгласуване на икономическата политика и ускорено промишлено развитие на държавите-участници.
Исторически първата регионална патентна система е Европейската патентна система. Тя възниква с подписаната на 5 октомври 1973 г. в Мюнхен, Европейска патентна конвенция (ЕПК)\(^5\). Страните учредителки са Белгия, Нидерландия, Люксембург, Федерална република Германия, Великобритания, Франция и Швейцария. С нея се създава унифицирана система на заявяване, проучване и експертиза на заявките за изобретения. Това не е наднационална патентна система, тъй като издаденият европейски патент представлява комплекс от патентите, които заявителят получава в посочените от него страни и с него не могат да се преследват нарушителите. Издаденият патент следва да бъде валидиран, т. е. да бъдат заплатени съответните такси и да бъде направен превод на езика на посочената държава. Европейската патентна система обединява 38 европейски държави, като в нея участват както страни членки, така и други държави като Великобритания, Македония, Албания, Сърбия, Турция, Швейцария. Характеризира се със своята структура и система от нормативни актове, които регулират нейната дейност. На основание чл. 4 от ЕПК се създава Европейската патентна организация (ЕПО) и нейният изпълнителен орган – Европейското патентно ведомство (ЕПВ). Първият европейски патент е издаден през 1980 г. Централното управление е в Мюнхен, а клоновете му – в Хага и Берлин. ЕПО е международна междуправителствена организация на страните-участници в ЕПК. Към ЕПВ е създадена двустепенна структура за разрешаване на спорове: състави по спорове – отдели по възражения и колегии по жалби, и разширен апелативен съвет, чиито решения са окончателни и не подлежат на съдебен контрол.
Предимствата на системата за издаване на европейски патент се състоят във възможността заявителят да получи закрила на изобретението си на територията на една или повече страни членки на ЕПО чрез подаване само на една заявка, по отношение на която се извършва проучване и експертиза от един орган – ЕПВ, при единна процедура и заплащане на една такса. Системата гарантира опростена процедура, най-високо качество на извършеното проучване и експертиза и висока степен на сигурност на издадения патент.
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\(^5\) Конвенция за издаване на европейски патент, ратифицирана от България на 31.1.2002, обнародвана в ДВ, бр. 71 от 2002 г., в сила от 1.7.2002 г.
Въпреки посочените положителни страни на Европейската патентна система остават нерешени редица въпроси като фрагментацията на системата, характеризираща се със скъпото и рисково съдопроизводство, което се води в различните национални съдилища и често завършва с противоречаващи решения. В много случаи в патентните спорове възникват сложни технически въпроси, които без специална техническа подготовка на съдиите, както и на специализирани съвети или съдилища, не получават търсеното разрешаване. Различна е и продължителността на разглеждане на делата в различните страни в рамките на ЕС. Така напр. съдилищата в Германия се отличават с бързината на производството, като се има предвид, че споровете за патентно нарушение и за обявяване на недействителност на издаден патент се разглеждат от различни съдилища, съответно от общия и от патентния съд. В други страни, като Франция и Великобритания, производството е по-бавно, независимо от това, че спорът за нарушение и този за недействителност на патента се разглеждат и решават от един и същи съд.
Посочените особености извеждат един основен проблем за европейския патент: разнопосочното разрешаване по същество на делата в различните страни, което води до липса на правна сигурност. Още повече, че обемът на правна закрила, предоставен от европейския патент, се определя от националните съдилища, изходът от възникнал съдебен спор може да бъде различен, в зависимост от съда на държавата, който го разглежда. Например по известното дело „Epilady“, когато патентоприетелят на европейски патент EP 0101656 е предявил иск за нарушение в седем държави – членки на ЕС, три национални съдилища – Германия, Италия и Белгия са се произнесли с решение, потвърждаващо нарушение на патентните права, то в същото време националните съдилища на Нидерландия, Великобритания, Австрия и Франция са отказали да уважат предявения иск\(^6\). Поради отсъствието на Единен патентен съд патентоприетелите обикновено отстояват правата си в тези държави, в които те считат националните съдилища за компетентни в областта на патентното право\(^7\).
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\(^6\) Decisions IIC, volume 18, № 6/1987, 785–799; volume 21, № 4/1990, 557–590; volume 30, № 4/1999, 443–447; volume 24, № 6/1993, 833–837.
\(^7\) Така например повече от 50 % от патентните спорове в ЕС се разглеждат в съдилищата в Германия, а 90 % изобщо от споровете за нарушения на правата се решават основно в шест страни: Германия, Франция, Великобритания, Италия, Нидерландия и Испания.
Нови перспективи
През март 2000 г. бе проведена срещата на министър-председателите и държавните глави на държавите членки (Европейския съвет) в Лисабон, на която се обсъжда възможността за създаване на патент на Общността. Събитието е под надслов „Създаване на Европейско пространство за научни изследвания и иновации“. Проектът за регламент относно патента на Общността е представен на 5 юли същата година. През следващите години държавните членки обсъждат много и различни варианти относно създаването на новия режим на патентна закрила в Общността.
Разрешението на поставените проблеми се съдържа в разпоредбата на член 20 от Договора за функционирането на ЕС, приет през 2007 г.\(^8\). С влизането му в сила ЕС придобива юридическа индивидуализация като самостоятелен правен субект и компетентност, произтичаща от по-ранното право на Европейската общност. Правото на Общността се трансформира в право на ЕС, а терминът „патент на Общността“ се променя в „патент на ЕСЕ“. Член 118 от Договора предвижда мерки, свързани с приемане на документи, целящи обезпечаване на единна закрила на правата на интелектуална собственост. В същото време се въвежда режим, позволяващ централизирано налагане на санкции при нарушение, координация и контрол на наднационално ниво. В посочената разпоредба обаче не се уточнява по какъв начин следва да бъде организирана тази единна закрила. Решението е залегнало и в Стратегията „Европа 2020“, където е формулирано подробно въвеждането на института на единния европейски патент и създаване на специализиран патентен съд като условие за развитие на иновациите.
Като пример за единно действие на закрилата се сочат марката и дизайна на Съюза, чието действие на регистрацията се разпростира автоматично върху цялата територия на Европейския съюз. В същото време решенията на Службата на Европейския съюз за интелектуална собственост (СЕСИС) в град Аликанте подлежат на съдебен контрол пред Съда на ЕС.
Остава неразрешен въпросът за езиковия режим на бъдещата патентна система: на какъв език ще се подават заявките за патент, на какъв език ще бъде издаван патентът и съответно кой ще бъде приложимият език при съдебните спорове. Предлага се официалните езици на СЕСИС
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\(^8\) Treaty on the Functioning of the European Union// OJ I 115, 9.5.2008. Договорът за функционирането на ЕС произтича от Договора от Лисабон, подписан на 13 декември 2007 г., в сила от 1 януари 2009 г., с който се реформират Договора за създаване на Европейската икономическа общност, 1957 г., Договора от Мaaстрихт от 1992 г., в сила от 1 ноември 1993 г., за създаване на Европейския съюз и Договора от Ница от 2001 г.
да станат официални и за Европейското патентно ведомство по отношение на единния патент: английски, френски, немски, а под влиянието на Испания и Италия да се включат италиански или испански език. Съветът на ЕС предлага разпоредбите относно превода на документацията на бъдещия патент на ЕС да се уредят в отделен регламент. Целта на това предложение е да се отложат във времето дискусиите и противоречията относно езиковия режим.
През декември 2012 г. бяха приети Регламент № 1257/2012 на Европейския парламент и на Съвета за осъществяване на засилено сътрудничество в областта на създаването на единна патентна закрила и Регламент № 1260/2012 на Съвета на ЕС за осъществяване на засилено сътрудничество в областта на създаването на единна патентна закрила по отношение на приложимите правила за превод, което все още не е в сила. През следващата година – на 19 февруари 2013 г. на заседание на Съвета на Европейския съюз двадесет и четири страни членки подписаха Споразумението за създаването на Единен патентен съд с изключение на Хърватия, Испания и Полша. България подписа Споразумението на 5 март 2013 г. Създаден в изпълнение на приоритетите от Стратегията „Европа 2020“, Единният патентен съд е вторият стълб на проекта за единна патентна система на ЕС наред с единната патентна закрила и правилата за превод, утвърдени с посочените регламенти.
Очаквания и предизвикателства пред Европейската патентна система
Чрез приетите в ЕС документи се установява нова правна система, по-ефективна и устойчива в сравнение със съществуващата фрагментирана патентна система. Чрез тях се цели хармонизиране както на системата на правораздаване, така също и на материалното патентно право.
Приетият Регламент № 1257 предвижда подаване на заявка за издаване на единен патент от ЕПВ съгласно разпоредбите на Европейската патентна конвенция. Той ще предоставя единна закрила и ще има еднаква юридическа сила на територията на всички страни – членки на Съюза. Патентопритежателят ще може да забрани на всяко трето лице да извършва действия, които нарушават изключителното му право, както и да търси съдебна защита по отношение на цялата единна територия на Съюза. Освен това се предвижда възможност за получаване на такъв патент и въз основа на искане за разпространение на действието на издадени до този момент класически европейски патенти в страните членки на Европейската патентна конвенция. Единният патент обаче ще обхваща
всички страни членки, които са ратифицирали Споразумението за единния патентен съд. Единният патент може да бъде ограничен, прехвърлен, анулиран или действието му да бъде прекратено по отношение на всички страни на ЕС. Може да бъде предоставена лицензия по отношение на цялата територия на Съюза или на част от нея. Тези действия, свързани с правната закрила и правния статус на единния патент, ще бъдат вписвани в създавания нов регистър към ЕПВ. Таксите за поддържане на действието на патента ще се заплащат централизирано в ЕПВ. Регламент № 1257 приравнява действието на единния европейски патент към националния патент на съответната държава. Важно е да се отбележи, че единният патент ще действа едновременно не само с националните патенти, но и с издадените и действащи до този момент европейски патенти. Всеки един от тези патенти ще има своето териториално действие, но всички те ще съществуват едновременно, като по този начин те биха създали труден избор за заявителите. В тази хипотеза водещо значение ще има промишлената и търговска реализация на изобретението.
За да се избегне създаването на нова европейска институция в областта на патентите, компетентността по издаване на единния патент е предоставена на ЕПВ. Предварителната фаза (проучване, решерш), както и експертизното производство по издаване на единния патент остават идентични на досегашната процедура за патента на ЕС. Издаденият европейски патент на основание ЕПК следователно ще служи за база за придобиване на единен патент. Следователно от влизане в сила на новите разпоредби единният патент няма да измести възможността за подаване на заявки както за национален, така и за досегашния патент на Съюза, като и трите патента ще съществуват като възможност за една комплексна закрила.
Споровете относно издадените единни патенти ще са от компетентността на единния патентен съд.
**Система и начин на функциониране на Единния патентен съд**
С подписване на Споразумението за създаване на Единния патентен съд през 2013 г. се установява едина съдебна система за разглеждане и решаване на спорове в областта на патентите, чиито актове имат единно действие за цялата територия на Съюза. По този ред подлежат на разглеждане спорове относно: единни европейски патенти; европейски патенти, чието действие не е изтекло към датата на влизане в сила на настоящото Споразумение или европейски патенти, издадени след тази дата; подадени заявки за издаване на европейски патент, както и сертификати за допълнителна закрила на такива патенти.
Съдът ще осъществява своята дейност в съответствие с правото на Съюза и ще зачита неговото върховенство.
Предвижда се Споразумението да влезе в сила след като тринадесет държави депозират документи за ратификация, но задължително сред тях трябва да са държавите с най-голям брой действащи европейски патенти – Франция, Германия и Великобритания. На 29 януари 2020 г. обаче Обединеното кралство напусна Европейския съюз, а на 20 юни същата година беше депозирано неговото официално оттеглянето от Споразумението и Протокола за единния патентен съд. По-късно, едва през месец септември 2021 г., Конституционният съд на Германия се произнесе с положително становище за ратифициране на Споразумението.
Системата на съда е децентрализирана. Съдопроизводството е двуинстанционно и включва Първоинстанционен, Апелативен съд и Канцелария. Първоинстанционният съд се състои от централно отделение и местни и регионални отделения. Седалището на централното отделение е в Париж, като първоначално се предвиждаше той да има подразделения в Лондон и Мюнхен (чл. 7, ал. 2). Поради настъпилия „Врехит“ на Обединеното кралство от Съюза предвидените дела ще се разглеждат от съда в Париж и от подразделението в Мюнхен, като в бъдеще може да бъде определено допълнително подразделение. Подсъдността на делата в Централното отделение се определя в зависимост от областта, за която се отнасят патентите, групирани съгласно Международната патентна класификация\(^9\). Тъй като патентните дела са със специфичен характер, а при решаването им съдиите трябва да имат специални технически познания, в Споразумението е предвидено, че в Централното отделение двама от съдиите следва да са с юридическа правоспособност, граждани
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\(^9\) Делата в централното отделение ще бъдат разпределени по следния начин: на централното отделение в Париж са подсъдни делата в областта на: клас B (технологични процеси, транспорт); клас D (текстил и хартия); E (строителство, строително инженерство и минно дело); G (физика) и H(електричество). На централното отделение в Мюнхен са подсъдни делата от клас F (механика, осветление, отопление, оръжие, взрывни работи). Делата в класове A (човешки потребности) и C (химия, металургия) следваще да се разглеждат в подразделението в Лондон с оглед водещото значение на Обединеното кралство особено в областта на химическата промишленост и на фармацията. Класификацията в 8 раздела (A–H) се основава на Страсбургската спогодба относно Международната патентна класификация, приета на 24.3.1971 г., ратифицирана от България през 2000 г., обн., ДВ, бр. 65 от 2001 г.
на различни държави, а третият – с техническа квалификация и опит в съответната област на техниката.
Местните отделения, съгласно чл. 7, ал. 3, се установяват по искане на съответните договарящи държави на тяхната територия, като допълнително местно отделение (ал. 4) може да се създаде, когато в съответната държава са образувани повече от сто патентни дела за календарна година в продължение на три последователни години преди или след влизането в сила на Споразумението. Броят на тези отделения в една държава членка не може да надхвърля четири. Пример за такова оптимално решение е Германия (местните отделения ща са със седалище в Дюселдорф, Майнхайм, Хамбург и Мюнхен), докато други като Франция, Нидерландия, Белгия и Малта засега са с едно отделение\(^{10}\). Още повече, в зависимост от броя на патентните дела, образувани в съответната държава, се определя и националността на съдийския състав. Когато патентните дела са по-малко от петдесет за календарна година – само един съдия от състава е местен, а другите двама са с друга националност. И съответно, когато заведените дела са повече от петдесет, съдийският състав на местното отделение се състои от двама съдии – гражданин на съответната държава и един от друга държава. Този начин на формиране на съставите е гаранция за безпристрастност и еднаквост на решаването на патентните спорове.
Регионалните отделения се създават по искане на две или повече договарящи държави членки, които определят и неговото седалище (чл. 7, ал. 5). Съдебният състав се състои от двама съдии – граждани на съответните регионални държави и съдия, който не е гражданин на тези държави. Предвижда се създаване на такова регионално отделение за Швеция, Дания и Финландия, за Франция и Португалия, както и за България, Румъния, Гърция и Кипър\(^{11}\).
Страните по спора могат да се споразумеят в кое отделение на първоинстанционния съд – местно, регионално или централно, може да бъде предявен искът.
Решенията на първоинстанционния съд подлежат на обжалване в двумесечен срок от съобщаването им пред Апелативния съд. Той е със седалище в Люксембург, като неговите състави също са многонационални
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\(^{10}\) Pezard, A. La reception judiciaire des nouveaux usages du brevet, in Les nouveaux usages du brevet d’invention. Réflexion théoriques et incidences pratiques, Tome 2, Presses Universitaires d’Aix-Marseille, 2016, p. 79.
\(^{11}\) Пак там.
и се състоят от петима съдии – трима от които са с юридическа правоспособност и двама с техническа квалификация (чл. 9). Обжалването на решението, съгласно чл. 74, ал. 1, не спира неговото изпълнение, освен ако Апелативният съд не реши друго, но обжалването на решението по искове или насрещни искове за обявяване на недействителност, съгласно чл. 74, ал. 2, винаги спира изпълнението на решението.
Съдиите, назначавани в Единния патентен съд, отговарят на най-високите стандарти на компетентност, имат доказан опит в областта на патентните спорове, независими са и се ползват с имунитет срещу съдебно преследване.
Език на производството в местно или регионално отделение е официалният език на държавата членка, в която се намира съответното отделение, или официалният език, посочен от договарящите държави членки в регионалното отделение. Страните имат право също да изберат за език на производството езика, на който е издаден патентът, след одобрение на централното отделение. В същото време езикът на производството в Централното отделение е езикът, на който е издаден съответният патент. Езикът на производството в апелативния съд е езикът на производството в Първоинстанционния съд.
Съдът има изключителна компетентност ratione materiae, съгласно чл. 32, чл. 1, да решава спорове, свързани с искове за действително нарушение или опасност от нарушение на патенти и сертификати за допълнителна закрила; насрещни искове за лицензии както и искове за установяване на липса на нарушение на патент; искове за вреди или за обезщетение, произтичащи от временната закрила, предоставяна от публикувана заявка за европейски патент; искове, свързани с използване на изобретението до издаване на патента или с правото на преждеползване; както и искове за обявяване недействителност на патенти и съответно насрещни искове за обявяване недействителност на патенти и на сертификати за допълнителна закрила; както и насрещни искове за обявяване недействителност на нарушавания патент. Компетентността на отделенията на Първоинстанционния съд ratione loci е уредена в чл. 33. Важно е да се обележи, че националните съдилища на държавите членки запазват компетентността си при искове, свързани с патенти и сертификати за допълнителна закрила, които не попадат в изключителната компетентност на Единния патентен съд (чл. 32, ал. 1). При европейски патенти решенията на съда обхващат територията на онези държави членки, за които патентът има действие.
Заседанията на съда са публични и с оглед на международния характер на делата са допустими електронни процедури (чл. 44 и сл.). Страните могат да се представляват както от адвокати, които имат юридическа правоспособност в страна членка по Споразумението, така и от европейски патентни представители и притежават подходяща квалификация, напр. Европейски сертификат за водене на патентни спорове (чл. 40). Страните имат възможност да представят становищата и доказателствата в електронна форма, като е предвидена и конферентна видеовръзка.
Съдът може да разпореди налагането на временни и предпазни мерки, като напр. изземване на движимо и недвижимо имущество на предполагаемия нарушител, включително запориране на банковите му сметки и други активи (чл. 62, ал. 3).
Съдебното производство пред първоинстанционния съд преминава през три основни фази: писмена, предварителна и устна, като се допуска възможността за постигане на споразумение чрез посредничество и/или арбитраж. Устната фаза не е задължителна и тя може да се изключи със съгласие на страните. Допустими са всички писмени и устни доказателства, огледи, експеримент, писмени клетвени декларации. Споразумението предвижда създаване на Център за патентно посредничество и арбитраж със седалище Любляна и Лисабон (чл. 35). Тук следва да се посочи едно важно изключение, per argumentum a contrario, че при спор за обявяване на недействителност или при ограничаване действието на патента не се допуска разрешаване на спора със споразумение.
Предвидена е възможност, в изключителни случаи, Апелативният съд да допусне искане за преразглеждане на делото след постановено окончателно решение. Това са случаяте, в които е открит факт, който не е бил известен на страната и той е решаващ за изхода на делото, или в случаяте, в които с решение на национален съд е установено, че деянието съставлява престъпление, както и когато е установено, че е допуснато съществено процесуално нарушение. Давностният срок за подаването на това искане е десет години от уведомлението за решението, но не по-късно от два месеца след датата на откриване на новия факт или на процесуалното нарушение. Направеното искане за преразглеждане на решението не спира неговото изпълнение, освен ако съдът не реши друго.
Решенията на апелативния съд са окончателни и подлежат на изпълнение във всяка договаряща държава членка съгласно нейното право\(^{12}\). В случаите на конфликт между нормите на Регламента и Статута на единния патентен съд (Приложение 1 към Споразумението) превес ще имат тези на Регламента.
Следва да се отбележи, че след датата на влизане в сила на Споразумението, наред с новата едина процедура, съгласно чл. 83, ал. 1, се запазва и досегашния национален ред за разглеждане на споровете за нарушение и за обявяване на недействителност на европейски патент и на сертификат за допълнителна закрила.
След влизане на Споразумението в сила започва да тече 7-годишен преходен период, който може да бъде удължен с още 7 години с решение на Административния комитет.
Странните членки се задължават през този преходен период да заплащат съответните вноски, като прогнозите са, че след това Патентният съд ще е в състояние да поеме изцяло собствената си издръжка. Таксата за всяка страна се определя въз основа на броя на европейските патенти, които имат действие на територията на страната и броя на европейските патенти, за които са предявени искове за нарушение или за обявяване на недействителност през последните три години преди влизане в сила на споразумението.
По отношение на разходите, свързани с образуването и водене на делата, не е изключено значително да се увеличат в сравнение с обичайните разходи в националните производства с оглед на високото ниво на съда и сложността на производството, като тук следва да се имат предвид и допълнителните разходи за превод.
След завършване на необходимата подготовка по организацията и структуриране на Съда на ЕС, на 19 януари тази година, както беше посочено по-горе, влезе в сила Протокола за предварително изпълнение на Споразумението за Единния патентен съд. Това е началото на подготовките за стартиране на работата на съда, която ще продължи осем месеца. През този период ще се проведат учредителните заседания на ръководните органи на съда: Административен, Консултативен и Бюджетен комитет и ще се извърши подборът на съдиите.
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\(^{12}\) За повече детайли относно различните искови производства вж. Règlement de procédure de la juridiction unifiée du brevet, version provisoire № 18, 19 octobre 2015.
Безспорно чрез системата на единния патентен съд се създава по-
голяма правна сигурност за всички субекти на патентните правоотноше-
ния, унифицирана съдебна практика и както се предвижда – намаление
на разходите за патентното съдопроизводство.
**Какви са перспективите за България като част от Европейската
патентна система и какви са ползите за българските предприятия
от Единната патентна система?**
Въвеждането на единната патентна система създава редица пре-
димства, които вече бяха посочени. Въпросът обаче, който възниква пред
българските изобретатели, патентопритежатели и предприятията, е как и
доколко те биха се възползвали от нея?
За разлика от някои водещи в областта на патентното право държави,
в българската съдебна система няма патентен съд, нито специализирано
отделение в областта на интелектуалната собственост. Споровете за на-
рушение на патентните права се разглеждат по общия исков ред, като е
предвидена специална подсъдност на Софийския градски съд – търговско
отделение, а производството по обявяване на недействителност на издаде-
ния патент е от компетентност на Патентното ведомство. Постановените
решения подлежат на съдебен контрол по административен ред, което
отнема понякога 5–7 години. Това е една бавна и несигурна система за
защита на правата на патентопритежателите. В същото време броят на
подадените национални и съответно заявки за европейски патент нама-
ляват. Например за периода 2016–2017 г. в България има 5415 действащи
европейски патенти и същевременно няма данни за предявени искове за
нарушение на патентни права. За 2020 г. подадените национални заявки
са 246, а за европейски патент – 18, за 2021 г. – националните заявки са
171 и 14 за европейски патент. За сравнение, в Европейското патентно
ведомство за последната година те са 188 000. Най-много са заявките в
областта на цифровите комуникации, електроника, машиностроене, хи-
мия, фармация и биотехнологии\(^{13}\).
Създаването на силна и устойчива национална иновационна екоси-
стема „от идеята до пазара“ изисква преди всичко развита промишленост,
финсови инвестиции и човешки потенциал. Така патентнованите български
изобретения, внедрени и реализирани на пазара, наистина биха улеснили
развитието на индустрията и селското стопанство, биха разрешили редица
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\(^{13}\) Данните са достъпни на сайта на Българското патентно ведомство bpo.bg към май 2022 г.
климатични проблеми и проблеми в дигиталните технологии (климатични и дигитални трансформации, системи за зелена енергия). Целта е да се достигне синергия между изобретатели и изследователи, от една страна, и индустрията, от друга. В България техническите постижения се създават преди всичко в научни институти, изследователски центрове и лаборатории. Всяко предприятие иска да създава нови технически решения, които осигуряват успех на пазара, но това е тежка и непосилна задача за повечето от тях, още повече, че българската индустрия се базира предимно на средните и малки предприятия. Финансовите въпроси винаги са били изключително трудни за разрешаване, а при новата патентна система, за повечето изобретатели и патентопритежатели заплащането на таксите, свързани с процедурите по издаване и поддържане на единния европейски патент ще бъдат непосилни въпреки прогнозата за намаляване на разходите.
Тук следва да се посочи и фактът, че на територията на България няма да има местно отделение на Първоинстанционния съд, а в региона няма предпоставки за създаване и на регионално отделение. Съгласно чл. 33, ал. 1 от Споразумението: „Ако съответната договаряща държава членка няма местно отделение и не участва в регионално отделение, исковете се предявяват пред Централното отделение“. След изтичане на 7-годишния преходен период за българския патентопритежател възниква още един финансов проблем, свързан с воденето на скъпоструващи съдебни дела за нарушения и обявяване на недействителност на издадения единен патент, които ще бъдат подсъдни на Централното отделение в Париж или в подразделението му в Мюнхен. Колко измежду тях могат да си позволят тези финансови средства?
В заключение следва да се посочи, че единната патентна система чрез своите инструменти – единния патент и единния патентен съд ще допринесе за по-голяма конкурентоспособност на единния европейски пазар, както и по-голяма сигурност за чуждестранните инвеститори. Единният патент ще осигури единна защита срещу нарушенията, както и в борбата с фалшифицирането и пиратството.
Въпреки изтъкнатите положителни страни тревожни остават неразрешените въпроси, свързани с превода, с продължителността на предвидения преходен период от 7 години за трансформацията на европейския патент в единен патент на Съюза, с начините за събиране на доказателства и разглеждане на споровете за нарушенията на патента, установени на територията на различните страни членки, както и възможностите за достъп до тази система за българския изобретател.
The Parliamentary Rules of Procedure of the Sixth Grand National Assembly
Under consideration in the article are the debates and the adopted provisions in the Rules of Procedure of the VI\textsuperscript{th} Grand National Assembly. A special emphasis is placed on the typical and characteristic features of the Rules of Procedure as well as on the particularities that it reveals, as being adopted for a parliament that is bound to adopt entirely new Constitution. There are some provisions in the Rules of Procedure that are relevant both to the constituent power and to the constituted power. Under analysis are the adopted provisions that are contrary to the provisions in force at the time of the 1879 Tarnovo Constitution, as well as the rule of law principles.
https://doi.org/10.33919/yldnbu.21.10.4
Екатерина Михайлова
Парламентарният правилник на шестото Велико народно събрание
В статията се разглеждат дебатите и приетите норми в парламентарния правилник на VI ВНС. Отбелязани са типичните и характерни черти на парламентарния правилник и особеностите, които има той, тъй като е направен за парламент, който ще приеме изцяло нова конституция. В Правилника има разпоредби, които се отнасят както за учредителната, така и за учредените власти. Разгледани са и приетите норми, които са в разрез с действащите към онзи момент норми на Търновската конституция, както и принципите на правовата държава.
Великите народни събрания (ВНС) при действието на Търновската конституция (ТК) са свиквани по различен повод – две от тях за избор на държавен глава, две – за изменение и допълнение на ТК, едно за предоставянето на извънредни правомощия на княза и последното – шестото, за приемането на нова конституция. Това води до различия в правната регламентация на правилиниците с оглед на целите, заради които е свикано събранието, а разбира се и в контекста на събитията, които предхождат и съпътстват ВНС.
Особеността на правилата, по които функционират ВНС, са, че този вид парламент се свиква за определена цел, не се занимава с обичайните дейности на събранието, но в същото време част от процедурите при тях възпроизвеждат основните изисквания за работата на един представителен орган.
На първо място следва да напомня кога и защо се свиква ВНС според ТК. Според чл. 85 от конституцията представителството бива два вида – Обикновено и Велико народно събрание. В чл. 141 от ТК се посочват случаите, в които се свиква ВНС, а именно: монархът може да го свика
за да обсъжда въпроси, за отстъпване или разменяне на някоя част от територията на държавата; за да се измени или прегледа Конституцията; да се произнесе за това монархът да бъде същевременно управител и на друга държава. ВНС може да бъде свикано и от Регентството, но само за да обсъди въпроси за отстъпване или разменяне на някоя част от територията на държавата. Министерският съвет също може да свика ВНС, но само в следните случаи: избирането на нов монарх, в случай че той се е поминал, без да е оставил наследство; за избирането на регенти, когато наследникът на монарха е непълнолетен\(^1\).
Бих искала да обобщи първите стъпки при създаването на парламентарни правила при действието на III ВНС, IV ВНС и V ВНС (първото и второто ВНС нямат приети правилници). Безспорно правилниците на тези ВНС кореспондират с нормите на ТК и в голяма степен отговарят на основните принципи, които следва да бъдат заложени в този вид актове. Специално внимание искам да насоча към търсенния баланс в тях между мнозинството и малцинството в събранietо. В по-голямата си част разпоредбите на правилниците са успели да намерят равновесие между интересите на представителите и правителството, макар и да има тежения, при които се дава превес на позициите на правителството и правителственото мнозинство – относно определянето на дневния ред, последователността на поставянето на предложенията на гласуване, налагане на нормите в процедурните правила и др. Обаче приетите правилници в никакъв случай не са такива, които да доведат до тирания на мнозинството и лишаване от всякаква възможност на права и изяви на малцинството.
Тези първи процедурни правила поставят началото на парламентарните процедури у нас. В тях може да се констатират заложени демократични принципи като: правото на парламентарна автономия, правото на информираност, правото на включване в разискванията, правото на глас, публичност, правото на изразяване на мнение. Приети са и правила за организацията на събранietо, които са станали традиционни за българското парламентарно право – избор на ръководство, фигурата на председател на събранietо, участието на членовете на правителството в заседанията, приемане на три гласувания на изменението и допълнението на конституция, изразяването на мнение на представителя да става само от трибуната на събранietо и то само когато се предостави този възможност, спазването
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\(^1\) Търновска конституция, приета на 16.4.1879 г.; изм. на 15.5.1893 г. и 11.7.1911 г.; отменена с Конституция на НРБ, приета от ВНС на 4.12.1947 г., ДВ, бр. 284 от 6.12.1947 г.
на благоприлиchie и др. С действията си и приетите актове учредителите на българската държава са положили едно добро начало на българския парламентаризъм.
Правилникът на VI ВНС се различава от останалите, тъй като излиза извън, нещо повече, нарушава норми на ТК. След настъпилите събития на 9 септември 1944 г., в което време макар и формално да не е отменена ТК, управлението и правната доктрина приемат, че конституционно регламентираните власти не могат да се „поберат в тясната обвивка на съществуващата конституционна форма“, поради което се създават нови форми и „революционни преобразувания в държавното право“\(^2\). Нещо повече, този правилник съчетава в един акт правила за работа както на ВНС, така и на ОНС. Това е така, защото особеността му е, че „освен важната задача, свързана с изработването на Конституция, то осъществява и обикновена законодателна дейност“\(^3\). Следва да отбележа, че дебатите по приемането на този правилник, приет на две четения в събранието, са изпълнени с остро противопоставяне на политическите групи за това какъв път ще поеме страната ни в бъдеще. В парламентарните дебати може да се види сблъсъкът на различните разбирания – за върховенството на конституцията срещу политическата целесъобразност и неглижирането на действащия към момента основен закон.
Дължна съм да напомня накратко историческия контекст, в който се стига до идеята за нова конституция на страната ни и първите стъпки за приемането.
На 9 септември 1944 г. след нахлуването на Червената армия в 6 часа и 25 минути по Радио София е съобщено, че България има ново правителство. В същия ден парламентът е разпуснат, правителството и репентството са сменени, като тези действия са квалифицирани като „революционен акт“\(^4\). Така се слага началото на радикални промени в политическата система, икономиката, в конституционния строй, в правната и съдебната система. Със завземането на политическата власт от
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\(^2\) Спасов, Б. Развитие на държавното право. В: Развитие на социалистическото право в България, С., 1984, 61–62.
\(^3\) Георгиева, Л. Конституционният въпрос в България 1946–1947, С., 2013, с. 190.
\(^4\) Спасов, Б., Я. Радев. Развитие на държавното право на Народна република България. В: 15 години народнодемократична държава и право 9.9.1944 – 9.9.1959, С., 1959, с. 68.
Отечествения фронт (ОФ)\(^5\) започва сложен процес на разрушаване на заварените държавни учреждения и създаването на нови.
ТК продължава да е в сила до 1947 г., когато се приема новата конституция на страната. През 1946 г. се пристъпва към подготовката ѝ, като началото се поставя по инициатива на Политбюро на ЦК на БКП, чийто проект за конституция е внесен в Националния комитет на ОФ, който да го предложи за разглеждане в парламента\(^6\). Според ТК държавният глава е този, който може да свика ВНС за приемането на нова конституция. Тъй като монархът е непълнолетен, пътят, които предприема новата власт, е провеждането на референдум, който да даде отговор на промяната на формата на държавно управление от монархия в република. Това става чрез приемането от XXVI НС на Закон за допитване до народа за премахване на Монархията и провъзгласяване на Народна Република и за свикване на Велико народно събрание\(^7\). Още в мотивите към законопроекта е заявено, че произнасянето по въпроса „за премахване на монархията и за учредяване на народна демократична република, както и избирането на ВНС, са с цел да се изработи нова конституция на България"\(^8\). В самия закон място намира и въпросът за парламентарния правилник, по който ще работи VI ВНС като в чл. 11 е записано, че „ВНС ще си изработи правилник за вътрешния ред. То е единствено компетентно да се произнесе върху законността на изборите и властно да утвърди мандата на народните представители"\(^9\). Още на този етап може да се направи изводът, че в парламентарния правилник ще се предвидят норми, които ще надскочат типичните му компетенции и дори ще се създадат такива, които са в разрез с конституционните изисквания на ТК. В този период от време, макар ТК да е в сила, правната доктрина приема, че конституционно регламентираниите власти не могат да се „поберат в тясната обвивка на съществуващата конституционна форма“, поради което се създават нови форми и „революционни преобразувания в държавното право"\(^{10}\). ТК не
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\(^5\) Отечествения фронт влиза в Българския земеделски народен съюз, Политическият кръг „Звено“, Българската работническа социалдемократическа партия и група независими интелектуалици. Доминираща роля в тази коалиция играе комунистическата партия, която към този момент е под името Българска работническа партия (к). Коалицията е създадена през 1942 г. по време на войната за борба срещу стария режим.
\(^6\) Спасов, Б., А. Ангелов. Държавно право на Народна Република България. С., 1968, с. 52.
\(^7\) ДВ, бр. 174 от 2 август 1946 г.
\(^8\) Стенографски дневник, ХХVI-то ОНС, 84 з., 25 юли 1946 г.
\(^9\) ДВ, бр. 174 от 2 август 1946 г.
\(^10\) Спасов, Б. Развитие на държавното право. В: Развитие на социалистическото право в България. С., 1984, 61–62.
се възприема като основен закон, тъй като тя е „буржоазно-монархическа конституция. Поради това само някои нейни разпоредби, доколкото бяха приспособими към нуждите на социалистическата власт в момента, бяха използвани“\textsuperscript{11}. Практиката да се нарушава ТК съществува целия период от 9 септември 1944 г. до приемането на конституцията през 1947 г. Обяснението е, че съществува една писана конституция и една друга „фактическа“ конституция. Теорията за „фактическата“ конституция не изисква да се управлява чрез закрепените юридически норми. На основата на тази теория изследователите при социализма оправдават нарушаването и неспазването на ТК\textsuperscript{12}.
Основната задача на VI ВНС е да изработи новата конституция. Правилникът за вътрешния ред (Правилникът) е приет през месец ноември 1946 г. Правилникът на VI ВНС се различава от тези, които преди това са приемани при ВНС при действието на ТК. Описаните разбирания за „фактическата“ конституция са заложени и в него. Приемат се норми, които драстично нарушават ТК и се явяват в противоречие с възприетите принципи на правовата държава, в която действа върховенство на правото и йерархичност на нормативните актове\textsuperscript{13}.
VI ВНС се отличава от предшестващите го ВНС. Както вече отбелязах, според ТК законодателната власт се разделя между ОНС, което има правомощията да извършва законодателната дейност, и ВНС, което се занимава с точно определени въпроси, изрично изброени в Конституцията, които се извършват и по особен, подробно описан ред. VI ВНС е, от една страна, обикновен законодател, а от друга, е такъв, който ще създаде новия основен закон на държавата. В този смисъл VI ВНС действа и като учредителна власт, и като учредена власт. Правомощията си да извършва подобен вид действия събранието черпи от чл. 13 от Закона за допитване до народа за премахване на монархията и провъзгласяване на Народна Република и за свикване на Велико народно събрание\textsuperscript{14}. Този текст постановява, че с конституирането на ВНС се прекратява по право мандатът на XXVI ОНС и неговите функции до избирането на друго народно събрание преминават изцяло върху избраното ВНС.
\textsuperscript{11} Спасов, Б., Г. Желев. Държавно право на Народна Република България. Ч. I. С., 1979, с. 41.
\textsuperscript{12} Желев, Г. Изграждането на Народното събрание след девети септември като върховен орган на държавна власт. В: 15 години народнодемократична държава и право 9.9.1944 – 9.9.1959, С., 1959, с. 100.
\textsuperscript{13} Михайлова, Е. Тоталитарната държава и право в България 1944–1989, С., 2016, с. 22.
\textsuperscript{14} ДВ, бр. 174 от 2.8.1946 г.
Правилникът е гласуван на две четения. В пленарните заседания на 12 и 13 ноември 1946 г.\textsuperscript{15} се докладва и разисква на първо четене парламентарният правилник, т. е. – по принцип, а на 15 и 19 ноември 1946 г. се разискват и приемат разпоредбите текст по текст\textsuperscript{16}. При представянето на проекта за правилник от името на комисията, която го е подготвила, се заявява, че той е подготвен на основата на предходни парламентарни правилници, поради което „проекто-правилникът съдържа постановления, които са плод на дългогодишна парламентарна дейност, практика и опит“\textsuperscript{17}. Правилникът е озаглавен по следния начин – Правилник за вътрешния ред на Великото народно събрание, като не се прави конкретизация за кое точно ВНС се отнася, тъй като тогавашното управление възприема, че се слага началото на нов етап от развитието на страната и се отрича действието на ТК. В правната доктрина от този период също има подобно разбиране.
Пак от доклада на комисията се очертават и основните различия, които имат мнозинството и опозицията в VI ВНС, а те са свързани с времето, предвидено за парламентарните дебати; кворума; начинът на гласуване; мнозинството, с което ще се приеме новата конституция; парламентарният имунитет. Посочените основни начала в проекта на правилник са дефинирани от докладчика на комисията по следния начин: „първо, да се гарантира на Събранietо, щото работата му да бъде експедитивна, делова и творческа; второ, да се гарантира на всеки народен представител свободно да може да изкаже мнениета си и, трето, да се пресече пътят на злоумишлени спънки и препятствия, които биха могли да бъдат създадени в творческия път на ВНС“\textsuperscript{18}.
\textsuperscript{15} Стенографски дневник, VI ВНС, 2 з., 12 ноември 1946 г. и 3 з., 13 ноември 1946 г.
\textsuperscript{16} Стенографски дневник, VI ВНС, 4 з., 15 ноември 1946 г. и 5 з., 19 ноември 1946 г.
\textsuperscript{17} Стенографски дневник, VI ВНС, 2 з., 12 ноември 1946 г.
\textsuperscript{18} Стенографски дневник, VI ВНС, 2 з., 12 ноември 1946 г.
Докладчик д-р Иван Пашов (к): (От трибуната) Г-жи и г-да народни представители! На 27 октомври българският народ избра Велико народно събрание, което има за главна задача да изработи конституция – основния закон на Народната република България. Нашият народ очаква час по-скоро да види основния закон, по който ще бъде управляван. Налага се, следователно, ВНС да бъде експедитивно, делово и творческо. Много естествено е, че за да може да разреши поставената пред него задача, Събранietо трябва да има свой вътрешен закон – правилник за вътрешния ред – в рамките на който ще се придържа в работата си, за да бъде тя ползотворна и планова.
Както е известно, в първото заседание Събранietо избра комисия, която да изработи проекто-правилник за неговия вътрешен ред. Комисията изработи такъв правилник, който е представен за обсъждане от вас.
Дължа да отбележа, че членовете на комисията бяха проникнати от съзнанието за важността на работата, с която бяха натоварени от Събранietо. Комисията бе делова. Трябва да се подчертае
Правилникът на VI ВНС е съставен от две части:
– едната засяга начина, по който ще бъде изработена и гласувана конституцията на новата република;
– другата се отнася до обикновената законодателна дейност на Великото народно събрание.
Правилникът започва с обичайното – как се конституира парламентът и как се избират ръководството и органите, които подпомагат дейността на депутатите. Избирането на ръководството на парламента става с тайно гласуване и избраниите заемат съответните позиции за целия период от работата на ВНС. Предвидено е, че ако председателствящият вземе участие в някое разискване, то той не може да продължи да води заседанието преди да бъде гласуван и решен въпросът, предмет на разиск-
също, че проекто-правилникът бе приет от комисията почти единодушно, с малки изключения, които аз съм длъжен да съобщи на почитаемото Събрание.
Представителите на опозицията останаха на особено мнение по чл. 15 от правилника, глава II – „Изработване и приемане на конституцията“ – а именно по въпроса за времетраенето на говоренето от всеки народен представител, когато е взел думата по някой въпрос. Комисията присе, че времето за говорене час и половинка за всеки народен представител, който е взел думата е достатъчно, обаче господата от опозицията останаха на своето становище – да бъде това време два часа.
Друг член, по който ние се разделихме с тях, е чл. 17. Комисията присе, че на първо четене проекто-конституцията може да се счита за приета, ако са гласували за нея повече от половината народни представители. Касае се за цялото Народно събрание, за всички избрани. Обаче представителите на опозицията останаха на своето становище: да се счита приета проекто-конституцията, ако са гласували за нея 2/3 от народните представители, в какъвто смисъл бяха направили предложение. И последният пункт, по който ние се различихме, беше чл. 23. Когато става гласуването изцяло на проекто-конституцията, комисията присе това гласуване да бъде поименно, а представителите на опозицията останаха на своето становище – гласуването да бъде тайно.
Оттук нататък, г-жи и г-да народни представители, до края на проекто-правилата комисията беше съвршено единодушна при приемане на всички постановления в него.
Никола Петков (зНП): Не е напълно точно. По членове 99 и 100 има различия между опозицията и представителите на правителството.
Председател: Васил Коларов: (Звъни)
Докладчик д-р Иван Пашов (к): Правилникът съдържа две части: едната засяга начина, по който ще бъде изработена и приета, гласувана конституцията на новата република България; другата се отнася до обикновената законодателна дейност на ВНС.
Дължа да подчертая, че в проекто-правилника са легнали следните основни начала: първо, да се гарантира на Събранietо, щото работата му да бъде експедитивна, делова и творческа; второ, да се гарантира на всеки народен представител свободно да може да изкаже мненията си и, трето, да се пресече пътят на злоумишлени спънки и препятствия, които биха могли да бъдат създадени в творческия път на ВНС.
Комисията смята, че тези задачи могат да бъдат разрешени с предложения проекто-правилник. Като се има пред вид, че за основа на проекто-правилника е послужил правилникът на миналото Народно събрание, а пък за основа на него са послужили правилниците на минавалите Народни събрания, трябва да се смята, че проекто-правилникът съдържа постановления, които са плод на дългогодишна парламентарна дейност, практика и опит.
ването. По този начин се създава гаранция да не се влияе при вземането на решение по определен въпрос. Този принцип е действащ и в настоящите парламентарни правилници в България.
В глава втора, озаглавена „изработване и приемане на конституцията“ е описан редът, по който това ще се случи. Предвидено е създаването на конституционна комисия, която да изработи проект, като се вземат предвид „по възможност“ всички „предложения, изказвания, мнения и препоръки на партийните, обществените и професионалните организации“. Този проект заедно с мотивите се представя на председателя на събранието, който го разпространява сред всичките народни представители\(^{19}\). От тези разпоредби не е трудно да се направи изводът, че други проекти за конституция няма да бъдат разглеждани освен този, който е изработен от ОФ и потвърден от мнозинството в комисията. Във всъщност проекти за конституция са изработени не само от Националния комитет на ОФ, но и от опозиционните Демократическа партия и БЗНС-Никола Петков. Разработва свой проект и проф. Венелин Ганев от името на Българската лига за защита на правата на човека и гражданите. Опозиционните проекти биват окакчествени като „писания и проекти на някои реакционни буржоазни идеолози“, които се характеризирали с „ненаучност и реакционност“, поради което били бързо разкрити и разобличени от дейците на БКП\(^{20}\).
Проектът на конституция според Правилника трябва в срок от 20 дни от избирането на комисията да се изработи и представи на председателя на парламента, който се разпорежда да се раздае на депутатите. Според чл. 13 разискванията по проекта не могат да започнат по-рано от 3 дни след раздаването му – с този срок се цели да се даде възможност на народните представители да се запознаят с изработения проект и да се подготвят за обсъждането му.
Правилникът предвижда проектът на конституция да се приеме на три четения, като предложението се счита за прието на първо гласуване, ако за него са гласували мнозинството от народните представители във ВНС. Второто гласуване на проекта на конституция се разглежда член по член, а при третото се разискват само постъпилите писмено предложения за отмянене, изменяне или допълване на проекта, и то само ако са подписани от 25 членове на комисията. Накрая проектът се гласува изцяло\(^{21}\).
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\(^{19}\) Стенографски дневник, VI ВНС, 2 з., 12 ноември 1946 г.
\(^{20}\) Цонев, В. Петнадесет години развитие на народната демокрация у нас. В: 15 години народно-демократична държава и право 9.9.1944 – 9.9.1959, С., 1959, с. 50.
\(^{21}\) Стенографски дневник, VI ВНС, 2 з., 12 ноември 1946 г.
Обичайно спорен е въпросът за времетраенето на изказванията на всеки народен представител, когато му е дадена думата по някой въпрос. В чл. 15 е предвидено при първото четене на законопроекта времето за говорене да е час и половинка за всеки народен представител, което обаче се оспорва от опозицията, която настоява то да е два часа\(^{22}\). При второто четене на Правилника предложението на опозицията ще бъде прието\(^{23}\). От дистанция на времето и познавайки настоящите правила за провеждането на парламентарните дебати, които могат да бъдат прочетени в ПОДНС\(^{24}\), предоставеното време за изказвания е разточително.
Прекратяването на дебатите при първото четене на проекта за конституция може да бъде поставено на гласуване само ако са се изказали най-малко 20 оратори. Ако обаче предложение за прекратяване на дебатите се приеме, но има парламентарна група, която не се е изказала, то председателят на събранието е длъжен да даде думата на по двама оратори от всяка група – чл. 16. С тези правила се продължава традицията да не се използват процедурите за недопускане въобще на алтернативни изказвания в парламентарния дебат.
След приключване на разискванията проектът на конституция се поставя на гласуване на първо четене, като предложената и приета по-късно разпоредба в Правилника е това да става с обикновено мнозинството. Посоченото решение е в ярко противоречие с ТК, в чийто чл. 168 е предвидено, че измененията на Конституцията се правят с мнозинство от две трети от всички народни представители. Изискването на ТК за квалифицирано мнозинство, при това не от присъстващите, а от всичките народни представители, не е случайно заложена норма. По този начин се цели да не може едно партийно мнозинство да налага своите виждания за основния закон на държавата. Освен това изискването квалифицираното
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\(^{22}\) Стенографски дневник VI ВНС, 2 з., 12 ноември 1946 г.
\(^{23}\) Стенографски дневник, VI ВНС, 4 з., 15 ноември 1946 г.
\(^{24}\) Правилник за организацията и дейността на Народното събрание, обн., ДВ, бр. 109 от 21 декември 2021 г.
Чл. 52. (1) Председателят определя времето за обсъждане на всяка точка от дневния ред. Времето за обсъждане се разпределя между парламентарните групи в зависимост от тяхната численост, като за най-малката от тях не може да бъде по-малко от 10 минути, а за най-голямата от тях – 30 минути. Общо времето за изказване на народните представители, нечленувани в парламентарна група, е до 10 минути, а на отделните народни представители, нечленувани в парламентарна група – до 5 минути.
(2) Всяка парламентарна група може да поисква удължаване на предварително определеното й по ал. 1 време, но с не повече от една трета. Останалите парламентарни групи имат право на съответно пропорционално удължаване на предвиденото за тях време.
мнозинство да е от „всички“ депутати се предвижда с цел да се предотврати злоупотреба от страна на мнозинството, което може да се възползва от момент, в който има отсъстващи депутати и да се свали кворума и мнозинството на гласувалите. Промяната, която се извършва с Правилника на VI ВНС, очевидно цели съществуващото обикновено мнозинство на комунистическата партия в парламента да може да приеме новата конституция. Така тази партия ще си гарантира прокарването на проекта на конституция, изработен от нея. Възраженията от страна на опозицията за приемането на тези разпоредби са в посока на това, че ТК се нарушава; че се игнорират принципите, чрез които се гласува основният закон, който ще бъде в сила за десетки години; че авторитетни конституционалисти предвиждат за приемането на конституция квалифицирани мнозинства; че така тя е „гласувана с колкото е възможно по-голяма большинство и тя да стане пътта и кръв от кръвта на всеки гражданин; че с квалифицирани мнозинства се приемат почти навсякъде конституциите в демократичните страни“\textsuperscript{25}. Мнозинството обаче не взрприема всички тези предложения и аргументи и чрез процедурни действия поставя на гласуване първо предло-
\textsuperscript{25} Стенографски дневник, VI ВНС, 4 з., 15 ноември 1946 г.
По чл. 17
Постъпило е предложение от н. пр. Петко Търпанов...
Председател В. Коларов: ... с което се иска чл. 17 да придобие следната редакция „След приключване на разискванията председателят поставя на гласуване проекта по начало. Проектът се счита за приет на първо четене, ако за него са гласували 2/3 от народните представители от ВНС...“.
Петко Търпанов (сЛ): Може и от тук да говоря! Предлагам чл. 17 да добие следната редакция...
Тази редакция предлагаме, защото имаме съзнание, че се гласува основният закон на България, който ще бъде в сила за десетки години, а не един обикновен закон, който може през всяко време да бъде отменяван и изменяван.
Съображенията, които някои от народните представители в миналото заседание изнесоха пред вас, че тези от народните представители, които настояват, че основния закон на България да бъде гласуван с квалифицирано большинство, имат желанието, че то малцинството да се наложи на большинството, са несъстоятелни. Защото, г-да народни представители – няма нужда от много обяснения – колкото повече гласове събере едно предложение, толкова повече се приближаваме към началата на демокрацията. Ако е вярно това, което от другата страна в много случаи се сочеше, че българският народ в 75–80 % е гласувал, следователно това е доказателство, че той е дал своя глас при една свобода и ние имаме установено началото на демокрацията, защо да не приемем сега, когато се гласува основният закон за България, да бъде гласуван той с 2/3 квалифицирано большинство? От там (сочи мнозинството) се казва: „Не, ние желаем да видим тук – при другия текст, който ще разглеждаме по-нататък – кой ще гласува открито и кой ще гласува скрито; нас не ни интересува, дали ще бъдат 2/3 тези, които ще гласуват, или ще бъдат большинство“. Ако вие държите наистина на това демократично начало, не може да излизате с това възражение, което прави председателят на комисията по правилника, че ако се допуснело да се гласува конституцията с 2/3, нарушавал се принципът на демокрацията...
Димитър Цветков (ЗНП): ...Трябва да отбележа преди всичко, че така, както е дадена редакцията на чл. 17 от проекто-правилника за гласуване на конституцията с обикновено мнозинство, тя е в противоречие с чл. 169 от конституцията... Аз се учудвам на куража на тези, които си позволяват
женнето на комисията и не допуска дори до гласуване алтернативните или допълващи предложения, които са в синхрон с нормите на ТК, прокарва вземането на решенията да е с обикновено мнозинство.
Правната доктрина от социализма обяснява това постановление на Правилника по следния начин: „Защото колкото по-високо се издига границата на квалифицираното мнозинство, толкова повече се повдигда поддържат, че търновската конституция била отменена или както се изразиха някои, беля дерогирана (възражения от мнозинството).
Уважаеми народни представители! Търновската конституция наистина на 8 септември 1946 г. бе отменена, шо се отнася до монаршеския институт. Обаче да поддържате тук, че с делото на 9 септември 1944 г. е била виртуално или по друг начин отменена търновската конституция, това е погрешно.
От мнозинството: Остаряла е.
Димитър Цветков (ЗНП): В платформата на правителството на ОФ от 17 септември 1944 г. високо беше провъзгласено „Възстановяване на Търновската конституция (ръкоплясканя от опозицията!)
Цола Драгойчева (К) Това не е истина, това не е истина…
Пререкания…
Димитър Цветков (ЗНП): Второ съображение… е необходимо да гласува едно большинство от 2/3 от числото на народните представители във ВНС, е следното. Уважаваният професор по конституционно право Баламезов, с когото вие се съвещавахте по отечественофронтовска линия, що се отнася до конституционните текстове, пише в своя проект за конституция от 1936 г. – четете чл.13 от неговия проект – „Заседанията на ВНС се откриват, ако присъстват ¾ от всички народни представители, а решения Събранието взема с большинство ¾“. Вие се вслушвате в съветите на уважавания професор Баламезов – вслушайте се най-после и в това, което той е писал като професор по конституционно право!
Уважаеми г-да народни представители! Не само това. Туй предложение го правим не за да саботираме. Ние се движим токе от една държавническа мисъл, каквата вие претендирате да имате; ние се движим също от една народностна идея, каквата и вие претендирате да имате. Ние бихме желали, уважаеми г-да народни представители, конституцията на република България да бъде гласувана с колкото е възможно по-голяма большинство и тя да стане плътта и кръв от кръвта на всеки гражданин. Стига в тая страна са налагани закони против волята на българските граждани! (Ръкоплясканя от опозицията) Възражения от мнозинството) Българските граждани имат най-после право също с едно грамадно мнозинство да създават един основен закон, който да стане тяхна втора същина. Само тогава, уважаеми г-да народни представители, когато всеки гражданин чувства, че участва във властта, в изпълнителната власт, в управлението, само тогава ние можем да претендираме, че имаме самочувствие…
Вземете чешката републиканска конституция, вземете полската републиканска конституция, вземете най-после австрийската републиканска конституция …
Аз не говоря за Хитлеровата, а говоря за австрийската републиканска конституция. Да не говорим за конституциите на тъй наречените конституционни монархии. Уважаеми г-да народни представители, в конституцията на полската република от 18 март 1921 г изрично е казано… че тя се приема с мнозинство 3/5 от гласуващите. Навсякъде, особено при създаването на основен закон, на конституцията, се изисква едно квалифицирано мнозинство…
Председател Васил Коларов: Поставям на гласуване чл. 17 така както бе докладван от докладчика на комисията.
Моля г-да народните представители, които са съгласни с така докладвания чл. 17, да вдигнат ръка. Мнозинство. Събранието приема.
га парламентарното значение на опозицията и едновременно с това се увеличават възможностите на малцинството постоянно да заплашва с блам мнозинството”\textsuperscript{26}. Заради това се приема да се осъществи „едно чисто парламентарно въстание“, което създава възможност да се приеме Конституцията и да възпрепятства част от депутатите да наложат своето вето над закона\textsuperscript{27}.
Причината за приемането на тази постановка, а именно промяната на мнозинството за приемане на проект на конституция на първо четене, може да бъде обяснена и със следното обстоятелство – според Избирателния закон от 1946 г. броят на избраниите депутати е 465 души, като от тях броят на избраниите народни представители от коалицията ОФ е 366, което означава, че те имат обикновено мнозинство, но не и квалифицираното мнозинство от 2/3 от всички народни представители, каквото е изискването на ТК\textsuperscript{28}.
За второто четене на законопроекта Правилникът допуска да се правят „поправки и добавки“, които се разглеждат от създадената за целта конституционна комисия и се докладват решенията ѝ пред всички народни представители. При второто четене на проекта в пленарния състав на парламента всеки от орагорите разполага с 20 минути за представяне на становището си. На трето четене проектът може да бъде поставлен на разискване и приемане едва след изтичане на три дни от приемането му на второ четене – чл. 21. При третото четене се поставят на разискване и приемане само ония текстове от проекта, по които има постъпили предложения, които трябва да са подписани от най-малко 25 народни представители. След приемането на проекта на трето четене проектът се подлага на гласуване изцяло, като това се прави поименно. Именно това предложение се превръща в една от спорните теми между ОФ властта и опозицията, която предлага последното гласуване на конституцията да е с тайно гласуване. От разразилия се спор и аргументите, които се привеждат от депутатите, може да се направи извод, че той е предизвикан от проведените преди това избори и извършени изборни манипулации и измами. Един класически дебат за това дали да се проведе едно важно гласуване явно или тайно в случая добива чисто политически аспект и е придрожен
\textsuperscript{26} Радев, Я. Държавни представителни органи в България (1944–1047), С., 1965, с. 118.
\textsuperscript{27} Спасов, Б., Я. Радев. Развитие на държавното право на Народна република България. В: 15 години народнодемократична държава и право 9.9.1944 – 9.9.1959, С., 1959, с. 79.
\textsuperscript{28} Огнянов, Л. Държавно-политическата система на България 1944–1948 г., С., 2006, 135–149.
с обиди и заплахи. ОФ коалицията не само поддържа явното гласуване, но и предлага това гласуване да стане чрез саморъчно записване на имената.
Проведената дискусия между депутатите красноречиво показва политическите аспекти на нормите, които се залагат в парламентарните правилници. Ето част от аргументите им: тези, които са „за“ явното гласуване, го определят като „най-важният, най-отличителният белег на демокрацията, на народовластието“, а тези, които са „против“ – като „най-отличителният белег на диктатурата“\(^{29}\).
Приема се последното гласуване на проекта на конституция да става с явно гласуване, поименно и чрез саморъчно записване на имената. Това правило ще бъде пренесено и в Правилника на VII ВНС при приемането на конституцията от 1991 г.\(^{30}\).
Както отбелязах по-горе, Правилникът на VI ВНС се състои от две части – едната се отнася до правилата, по които ще се приеме конституцията, а другата част е за дейността на парламента като обикновен законодател и осъществяващ парламентарен контрол. И в тази втора част
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\(^{29}\) Стенографски дневници, VI ВНС, 4 з., 15 ноември 1946 г.
Докладчик д-р Иван Пашов (к): В чл. 23 има изменение на текста относно гласуването на конституцията. Тук съм длъжен да дам известни пояснения. Представителите на опозицията поддържаха, че това гласуване трябва да стане тайно; съвестта на депутатите щяла да бъде изнудена, ако излязат явно, открито да гласуват. Обаче комисията смята, че българският народ и историята трябва да знаят, когато се извършва един такъв важен акт, когато става гласуването на основния закон – конституцията, кой за какво е бил. Добра ли ще бъде конституцията, която ние ще изработим, лоша ли ще бъде, българският народ трябва да знае, кой е гласувал „за“ и кой е гласувал „против“. Комисията счете, че не само че трябва да се каже „поименно“, но това трябва да бъде засилено, като всеки, който гласува „за“ или „против“, но трябва да се разпише в съответния за това списък. (Ръкопляскания от мнозинството)
Старата редакция на чл. 23 гласи:
„чл. 23. След приемането на проекта на трето четене, председателят го подлага на гласуване изцяло. Това гласуване става поименно“.
Новата редакция на чл. 23 гласи:
„чл. 23. След приемането на проекта на трето четене, председателят го подлага на гласуване изцяло. Това гласуване става поименно и чрез саморъчно записване на имената си“.
Председател В. Коларов: По чл. 23 народният представител Спас Найденов е направил предложение: „Последната дума от последното изречение – „поименно“ – да се премахне, като вместо нея се прибави думата „Тайно“.
…Спас Найденов (з): Затова защото тайното гласуване е най-важният, най-отличителният белег на демокрацията, на народовластието. (Ръкопляскания от опозицията)
… Явното гласуване е най-отличителният белег на диктатурата. С машиниците, с които си послужихте в току що произведените избори, за да превиете свободната воля на българския народ… Явното гласуване на основния закон ще бъде притискане на волята и съвестта на народния представител… Белег на диктатурата, това са парадните задушавания на свободната воля, това са заповяданите митинги, които имат за задача да задушат народната воля.
\(^{30}\) ДВ, бр. 102 от 21 декември 1990 г., изм. ДВ, бр. 42 от 28 май 1991 г.
на Правилника присъстват споровете за времетраенето на изказванията. Предложението на мнозинството, което се приема, е народният представител да не може да говори повече от един път върху един и същи въпрос, освен за лично обяснение, което е до 5 минути. Освен това говоренето по първото четене да не е повече от един час, а при второ четене – не повече от 15 минути. Дискутира се и чл. 35, който е свързан с прекратяването на разискванията, което да не може да се направи, докато предварително не са говорили 8 души, както и ако има парламентарни групи, които не са се изказали по въпроса, да се дава думата на по един оратор на всяка от тези групи. Опасенията на опозицията са, че чрез този текст ще се задейства „парламентарната гилотина“ и ще се лишат от възможност да изкажат мненията си, тъй като председателят на събранието може да даде думата основно на управляващите депутати\(^{31}\).
Бих желала да отбележа, че в парламентарния правилник под формата на Забележка се регламентира понятието какво е парламентарна група. Според нея всяка парламентарна група трябва да има най-малко трима члена. Своят състав и бюрото, което ръководи работата ѝ, се съобщават при конституирането ѝ на председателството.
Спорове предизвиква разпоредбата на чл. 40, която се отнася до състава на комисиите. В проекта е предвидено комисиите да се избират по предложение от председателството на събранието с явно гласуване и при „избора им се пази да бъдат представени всички парламентарни групи, по възможност пропорционално“. Възражението на опозицията е, че чрез изразът „по възможност пропорционално“ се дава субективното право на председателството малките парламентарни групи да не бъдат представени в комисиите. Направено е предложение от представител на опозицията съставът на комисиите да се формира „чрез представители, посочени от тях“, което се обосновава с това, „че не било допустимо за парламентарната етика, щото представителите на дадена парламентарна група да бъдат, тъй да се каже, назначавани от большинството“, че това е принцип, който е усвоен от демократичните парламенти\(^{32}\). Въпреки тези основателни опасения, възражения и предложения, приема се текстът на вносителите и се остава на преценката на мнозинството какъв да е съставът – числов и персонален, на комисиите. Едно такова решение е изключително опасно. То създава комфорт за управляващите, но безспорно
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\(^{31}\) Стенографски дневници, VI ВНС, 4 з., 15 ноември 1946 г.
\(^{32}\) Пак там.
представлява ограничаване на политическия плурализъм и принципите на демокрацията при парламентарното управление. За съжаление тази лоша практика мнозинството да си позволява да моделира персоналия състав на парламентарните комисии може да се срещне и в настоящата ни парламентарна практика.
В глава VI от Правилника е регламентирано внасянето и разглеждането на законопроекти. От текстовете в нея, сравнявайки ги с тези от първите парламентарни правилници, категорично може да се направи констатацията, че вече на основата на натрупания опит е подобрена регламентацията на законодателния процес. В чл. 52 от Правилника е записано, че законопроектите се приемат на две четения, за разлика от одобренietо на укази, постановления на Министерски съвет, договори, международни съглашения и други такива, които се гласуват на едно четене. От тези текстове може да се стигне до извод за аналогичен подход относно приемането на актовете на парламента и при действащата в момента конституция, а именно, че законопроектите се гласуват на две четения, а останалите актове на събранието – на едно. При първото гласуване събранието се произнася върху законопроекта, като се разглеждат неговите основни положения (чл. 54), а при второто четене – разглежда се законопроектът член по член. Разбира се, в тази глава е отбелязана и ролята на парламентарните комисии, които разглеждат и на първо, и на второ четене внесените законопроекти. В синхрон с конституционните разпоредби в Правилника е предвидена възможността правителството да може да оттегли внесен от него законопроект, като по този начин се подчертава ролята му при изработването и приемането на законодателството, което всъщност е съществена част от едно управление.
Тъй като VI ВНС съчетава дейност както на учредителната, така и на учредената власт, място в него намират и постановленията за начина, по който ще се провежда парламентарният контрол. Глава VIII е озаглавена „Запитвания и питания“. Предвижда се всеки народен представител, който иска да направи запитване (интерпелация), да го внесе пред председателя на събранието, който веднага го съобщава, след което правителството до една седмица следва да определи дата за отговора. Заслужава си да се спра на дебатите около чл. 78, тъй като те доразвиват конституционни въпроси и влизаат в същината на парламентарния контрол като форма за търсене на политическа отговорност на правителството от депутатите.
Предложеният текст на комисията е със следната редакция на чл. 78: „Питания от народни представители могат да се отправят към министрите и към бюрото на ВНС само в писмена форма. Председателят уведомява Събранието за съдържанието на постъпилите питания при започване на заседанието. На питането се отговаря в същото или в едно от следващите заседания.
Четенето на писменото питане не може да трае повече от ¼ час.
Министърът може да заяви, че не намира за уместно да отговори на някое питание.
Народният представител, който е отправил питането има правото да заяви пред Събранието, че е доволен или не от дадения му отговор“.
По тези текстове са направени две предложения за изменение, като се иска и отпадането на разпоредбата, която дава свобода на министъра да реши дали да отговаря или не на зададения към него въпрос. И тук наново се навлиза в конституционна материя, а именно, че в чл. 107 от ТК, който урежда въпроса за парламентарния контрол, изразът, който е използван е, че „надлежните министри са длъжни да отговарят на тия за-питвания“. Освен това се посочва, че в правилниците от 1901 г., от 1909 г., от 1926 г. и много други стои постановлението на института, което говори за задължение. Отстъпление от това правило е направено в правилника от 1938 г. и по-късно в този на ХХVI НС. Народният представител Ангел Държански (ЗНП) правилно посочва, че тази, последната постановка е съвършено неудачна, тъй като тогава са се позвовали на „чл. 92 от Конституция, който третира съвършено друга материя. Там се уреждат случайте, когато НС, респективно отделните членове на Събранието имат право да отправят известни питания досежно конкретно сложен въпрос по някой законопроект, например, по някое междудържавно съглашение и т. н., и когато е дадено право на министър, ако той намери, че отговорът му евентуално би повредил на държавните интереси, да замълчи отговорът на едно такова питание“. След подкрепа от страна на председателя на събранието на направено предложение за отпадането на текста на алинея трета, това очевидно противоконституционно предложение не се приема\textsuperscript{33}.
Много остри дискусии се разгарят по предложението на комисията в глава XIII „Неприкосновеност на народните представители“ относно предложението да се създаде текст, според който „Народните представи-
\textsuperscript{33} Стенографски дневник, VI ВНС, 5 з., 19.11.1946 г.
тели не могат да бъдат задържани под стража, нито съдени 5 дни преди откриването и през всичкото време, докато траят заседанията в НС, освен по решение на Събранието и то ако се обвиняват в престъпления, за които законите в страната предвиждат най-тежки наказания“.
Въвънност спорът е дали с този текст, който не възпроизвежда конституционния запис на чл. 96 от ТК\(^{34}\), не се преследват чисто политически цели от страна на мнозинството с цел да се разправят наказателно с представители на опозицията, които са народни представители.
Опозицията, не без основание, предлага промяна в текста на комисията, според който народните представители да се ползват с имунитет, освен ако се обвиняват в престъпления по общия наказателен закон, за които се предвиждат най-тежки наказания“\(^{35}\). Управляващите застъпват тезата и поддържат редакцията на комисията, според която депутатът е неприкосновен, освен в случайите, когато е извършил такова престъпно деяние, за което всички закони предвиждат най-тежко наказание\(^{35}\). Аргументите на опозиционните депутати срещу предложения текст са, „че другите наказателни състави, освен тия по общия наказателен закон, са били политически деяния и като такива те трябвало да бъдат изключени от проекто-правилника“. Наново в този дебат се развиват тезите за това е ли ТК още действаща, или след 9 септември 1944 г. имаме и друга правна реалност и тя, конституцията, е действаща само в отделни нейни разпоредби. В крайна сметка управляващото мнозинство приема, че като не могат да се позоват на „отменената ТК и няма още новата републиканска конституция, то трябва правилникът за вътрешния ред на ВНС да
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\(^{34}\) Член 96 от ТК „Членовете на Народното Събрание пет дена до отварянето и през всичкото време доколе траят заседанията, не могат да бъдат затваряни и съдими, освен в случайите, когато они се обвиняват за престъпления, за които се налагат по криминалният закон най-тежки наказания. В тия случае за затварянето трябва незабавно да се яви на Народното събрание, само с разрешението на което може да стане теленето на съд.
\(^{35}\) Б. а. В този период вече са приети и се прилагат поредица актове, които предвиждат извънредно законодателство, което е в разрез с и ТК, и с Наказателния закон. Такива са Наредбата-закон за съдение от Народен съд виновниците за въвличане България в световната война срещу съюзните народи и за злодеянятията, свързани с нея, Наредбата-закон за защита на народната власт и др. Във всички тях са предвидени тежки наказания, в това число и постановяването на смъртни присъди. Самата ТК в чл. 73, ал. 2 според изменението от 1911 г. гласи: „Не могат да се създават изключителни съдилища или следствени комисии под никакъв предлог и под какво и да е наименование“. Въпреки това след 9 септември 1944 г. такива съдилища се създават и на основата на извънредното законодателство се издават и привеждат в изпълнение хиляди присъди, с които се санкционират несъгласните с режима на ОФ.
предвиди материалния текст, който да уреди въпроса, кога и при какви случаи отпада неприкосновеността на н. пр. \textsuperscript{36}.
На основа на посоченото по-горе се стига до решения, които се вземат от депутатите, според които на разпоредбите на парламентарния правилник се дава правна сила, която надхвърля както разпоредбите на закон, така и на конституцията.
Така от средите на Работническата партия (комунисти) се предлага да се допълни текстът на комисията, като се заменят думите „докато траят заседанията на НС“ с „докато трае ВНС“, предложение, което не е съобразено с конституционните разпоредби. По този начин се създава възможността задържането и съденето на депутатите да е и във времето между заседанията на парламента, нещо, което ТК не допуска. Наново аргументите за приемането на противоконституционен текст са в посока на тезата на мнозинството, че ТК е „отменена“ с „акта на 9 септември“.
Остават без последствие аргументите на опозиционните депутати, които дават примери с уредбата на имунитета в различни страни – Франция, Великобритания, САЩ, Швейцария, Австрия, Дания и др., както и че това, „което се цели с имунитета на н. пр., това е той да бъде защитен срещу произвола на изпълнителната власт. Защото във времена на страстни борби; във времена, когато политическите борби се водят не с мъдрост, а със страст; тогава, когато личността на политическия противник следва да бъде очернена…“, трябва да има защита от такъв произвол. В крайна сметка след проведено гласуване мнозинството приема текста на комисията с допълнението, направено от групата на комунистите\textsuperscript{37}.
Приетият текст в парламентарния правилник е изцяло в разрез и с духа, и с буквата на ТК. Създаването му е политически акт, чрез който впоследствие парламентарното мнозинство ще свали парламентарния имунитет на опозиционни депутати и така ще ги предаде за търсене на наказателна отговорност, като някои от тях ще намерят впоследствие и смъртта си. Така например на 5 юни 1947 г. е внесено искане за разрешение за задържането на народния представител и водач на опозиционния БЗНС Никола Петков, като се иска и разрешение за привличането му под следствие и съд. Аргументите за предприемането на това действие са, че Никола Петков е създал организация с цел събарянето на установената на 9 септември 1944 г. власт – престъпление според Наредбата-закон за
\textsuperscript{36} Стенографски дневник, VI ВНС, 5 з., 19.11.1946 г.
\textsuperscript{37} Пак там.
защита на народната власт. Разрешението е дадено след бурни дебати и заплахи за разправа с инакомислещите. Изтъкнат е аргументът, че за да може съдебната власт да привлече под следствие и съд това лице, при положение че то е народен представител и че ВНС е в сесия, необходимо е, съгласно членове 99 и 100 от правилника за вътрешния ред на ВНС, разрешение. Мнозинството в събранietо уважава искането за снемане на депутатската неприкосновеност на народния представител Никола Д. Петков и разрешава той да бъде задържан под стража и съден съгласно писмото на прокурора\textsuperscript{38}. Впоследствие Никола Д. Петков е убит.
Все пак един от текстовете, предложени от опозицията, намира място в парламентарния правилник, а това е разпоредбата на чл. 101, която гласи: „За мнения и твърдения, изказани в НС, народните представители не могат да бъдат държани отговорни никога“. Първоначално тази класическа разпоредба, свързана с неотговорността на представителите, не се възприема, но след намесата на Г. Димитров текстът се приема\textsuperscript{39}.
В останалата си част Правилникът разглежда въпросите, свързани с прошенията и жалбите; дисциплината и наказанията за депутатите; стенографските протоколи и дневници на събранietо; отпуските и отсъствията, охраната на парламента; администрацията, библиотеката. Последната глава е посветена на начина, по който може да се измени и допълни парламентарният правилник, и това става по инициатива на \( \frac{1}{4} \) от народните представители. С последното се подчертава идеята за парламентарната автономия на парламента, като не се дава право на правителството, а само на депутатите законодателната инициатива за това действие.
В заключение Правилникът на VI ВНС ни разкрива, от една страна, че парламентарните процедури, които се практикуват при действието на ТК, вече са във висока степен усъвършенствани, но от друга страна, с оглед на налагането на тоталитарна държава се прибягва и до прийоми, които са противоконституционни и откревено репресивни към опозицията. Началата на правовата държава, изискванията за баланс между правата на управляващите и опозицията са радикално нарушени.
\textsuperscript{38} Стенографски дневник, VI ВНС, 80 з. 5 юни 1947 г.
\textsuperscript{39} Пак там.
In this article I discuss the issue how the law should define the vulnerable persons and whether the approach should be categorial or contextual. I argue that it is impossible in advance to make a list of all categories of vulnerable persons or groups in all possible legal contexts and for this reason the theory of vulnerable subject should not be ignored. The principles of rule of law, equality and human rights protection require for considering the specific situation of vulnerable persons in all administrative and court procedures so that they will benefit from more extensive and reinforced procedural protection of their rights. Such a procedural standard needs to be applied everywhere whether or not the legal framework provides for special statute of the persons from vulnerable groups, as in the Asylum and Refugees Act.
https://doi.org/10.33919/yldnbu.21.10.5
Деяна Марчева
Правна защита
на уязвимите лица
В тази статия обсъждам въпроса как правото следва да определя уязвимите лица и дали подходът следва да е категориален или контекстуален. Обосновавам виждането, че е невъзможно отначало да се избоят всички категории уязвими лица или групи във всички възможни юридически контексти, поради което не може да се игнорира теорията за уязвим субект. Принципите на правова държава, равенство и защита на човешките права изискват да се отчита особеното положение на уязвимите лица във всички административни и съдебни процедури, така че те да се ползват от засилена и допълнителна процесуална защита на техните права. Този процесуален стандарт следва да се прилага навсякъде, независимо дали съответната нормативна уредба предвижда особено процесуален статут на лицата от уязвими групи по подобие на Закона за убежището и бежанците.
Увод
Българските закони и правни актове боравят с понятието „уязвима група“ и „лице от уязвима група“, което поставя редица трудности и предизвикателства по отношение на неговото прилагане в контекста на защитата на правата на човека. Настоящото изследване има за цел да адресира проблема с дефинирането на уязвимите лица, да представи теорията за „уязвими субекти“ и да обоснове необходимостта от тяхната засилена процесуална защита във всички административни и съдебни процедури, които засягат техните права. Ще развя тук своята аргументация по две основни линии – от една страна, ще се опирам на юриспруденцията на ЕСПЧ, и от друга страна, ще илюстрирам необходимостта от контекстуален подход към уязвимите лица във връзка с техния достъп до правосъдие при съдебните заседания с видеоконференция.
Понятие за „увязвимо лице“
През 2015 г. при транспониране на Директивата 2013/33/ЕС на Европейския парламент и на Съвета от 26 юни 2013 година за определяне на стандарти относно приемането на кандидати за международна закрила българският законодател дава легална дефиниция на „лица от уязвима група“ в Закон за убежището и бежанците, ДР, § 1, т. 17: „Лица от уязвима група“ са малолетните и непълнолетните, непридружените малолетни и непълнолетни, хората с увреждания, възрастните хора, бременните жени, самотните родители с ненавършили пълнолетие деца, жертвите на трафик на хора, лицата с тежки здравословни проблеми, лицата с психични разстройства и лицата, които са понесли изтезание, изнасиливане или други тежки форми на психическо, физическо или сексуално насилие“.
В член 21 от Директивата 2013/33/ЕС е въведен „общ принцип“ за отчитане на „специфичното положение на уязвимите лица“ сред бежанците, по отношение на които са приведени някои типични примери\(^1\). Разпоредбата е експлицитно озаглавена „общ принцип“, използвано е генерализиращото понятие „увязвими лица“ и след съюза „като“ в изречението безспорно следва примерно изброяване. Българският законодател обаче възпроизвежда същия този списък в Закон за убежището и бежанците, ДР, § 1, т. 17, но без да запази логиката на директивата, а чрез легална дефиниция на „лица от уязвими групи“, които са изчерпателно изброени категории.
Защо в българския юридически контекст понятието за „лица от уязвими групи“ навлиза не като общо, а като лимитирано до точно определени категории? Едно от възможните обяснения е това, че у нас се избягва предоставянето на дискреция на правоприлагащите органи, за да се предотврати произвол. Това може и прилича на гаранция за принципа на правовата държава, но само в среда на изначално недоверие към органите на публичната власт. Основният проблем тук е невъзможността за автентично приложение на т. нар. „подход, основан на правата на човека“
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\(^1\) Директива 2013/33/ЕС, член 21. Общ принцип. Държавните членки отчитат в националното право за прилагане на настоящата директива специфичното положение на уязвимите лица, като (курсив мой – Д. М.) ненавършилите пълнолетие, непридружените ненавършили пълнолетие, хората с увреждания, възрастните хора, бременните жени, самотните родители с ненавършили пълнолетие деца, жертвите на трафик на хора, лицата с тежки здравословни проблеми, лицата с психични разстройства и лицата, които са понесли мъчения, изнасиливания или други тежки форми на психологическо, физическо или сексуално насилие, например жените – жертва на генитално осакатяване, в националното право за прилагане на настоящата директива.
(human rights-based approach)\(^2\), който стои в основата на зачитането на особеното положение на уязвимите лица. Когато е налице съмнение дали едно лице е „уязвимо“, именно върховенството на правото (rule of law) с неговото изискване да се осигурят ефективни средства за защита на основните права изисква или да се признае специален процесуален статут на „лице от уязвима група“, или да се осигури по друг начин допълнителна процесуална защита според контекста. Въпросът е дали такава една засилена защита трябва да се разглежда като „привилегия“, несъвместима с принципа на юридическо равенство, или точно обратното – като условие, без което не може да се осигури прилагането на същия този принцип.
С тези питания стартирам изследването на понятието за „уязвимо лице“ или „лице от уязвима група“ в българското право, в което ключовият въпрос е какъв да бъде подходът към тях. Възможни са два метода за определяне на „уязвимите лица“ – посочване на категории уязвими групи в населението отначред (категориален подход) и признаване на статут на уязвимо лице в зависимост от контекста (контекстуален подход)\(^3\). Класически и безспорно към категориите уязвими лица се причисляват децата, хората с увреждания, възрастните хора. В правото обаче не е достатъчно да се посочат определени категории „уязвими лица“, защото контекстите не могат да бъдат отначред изчерпателно дефинирани, а уязвимостите на едно лице зависят от контекста. Чрез категориалния подход не могат да се адресират лицата с множество уязвимости, нито да се отчете различната степен на уязвимост в самата група в зависимост от индивидуалните характеристики. С него се класифицират определени лица като уязвими вместо да се идентифицират ситуациите, в които са уязвими. Контекстуалният подход винаги позволява далеч по-нюансирано разбиране за природата на уязвимостта и в този смисъл е далеч по-адекватен, когато става дума за осъществяване на защита на уязвимите лица.
Принципите на равенство и защита на човешките права изискват да се отчита особеното положение на уязвимите лица във всички административни и съдебни процедури, така че те да се ползват със засилена процесуална защита на техните права. И този процесуален стандарт следва да се прилага навсякъде, независимо дали съответната нормативна уредба
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\(^2\) Този подход отдавна експlicitното е формулиран от ЕС. Вж. Заключения на Съвета относно плана за действие относно правата на човека и демокрацията за периода 2015–2019 г., Брюксел, 20 юли 2015 г.
\(^3\) Обозначението на подходите е заимствано от Gordon, Bruce. Vulnerability in Research: Basic Ethical Concepts and General Approach to Review, Ochsner Journal 2020, volume 20, Issue 1, 34–38.
предвижда особен процесуален статут по подобие на Закона за убежището и бежанците\(^4\). Дори и да е налице пропуск в нормативната уредба да се предвиди задължение за административните и съдебните органи да отчитат особеното положение на уязвимите лице, това задължение произтича от конституционния принцип на правова държава.
Конституционните конвенции признават особеното положение на определени категории лица, които се нуждаят от засилена защита. Конституцията от 1991 г. предвижда „особена закрила“ за „жената майка“ (чл. 47, ал. 2 КРБ), „децата, останали без грижата на близките си“ (чл. 47, ал. 4 КРБ), „старите хора, които нямат близки и не могат да се издържат от своето имущество, както и лицата с физически и психически увреждания“ (чл. 51, ал. 3 КРБ). Концепцията за „особена закрила“ на тези групи лица е израз на имплицитното разбиране за тяхната уязвимост и съответно – необходимост от нейното компенсиране чрез засилена защита.
Защитата на правата на човека през последните тридесет години започва да поставя фокус върху различни уязвимости на много повече категории лица от тези, които българският конституционен законодател в началото на 90-те години извежда. И това едва ли има нужда от доказване предвид дългият примерен списък на „уязвими лица“ в член 21 от Директива 2013/33/ЕС.
В други контексти (като образованието) се предвижда специално внимание на т. нар. уязвими групи – например, педагогическият съвет в училището приема програма за предоставяне на равни възможности и за приобщаване на децата и учениците от уязвимите групи (чл. 263, ал. 1, т. 9 от Закона за предучилищното и училишното образование\(^5\)), за работата, с която държавните и общинските детски градини и училища получават допълнително финансиране (чл. 282, ал. 14, т. 1 от Закона за предучилищното и училишното образование). Следователно в рамките на една изначално уязвима група, каквато са децата, образователните политики идентифицират и адресират конкретни и допълнителни уязвимости на лицата. Законодателят в образователния закон не конкретизира какво разбира под „деца и ученици от уязвимите групи“. Същевременно
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\(^4\) Закон за убежището и бежанците, чл. 30а, (1) При установяване принадлежността на чужденец, търсещ международна закрила, към уязвима група или със специални потребности се извършва идентификация и оценка на потребностите, като при необходимост се изготва план за подкрепа. Изготвените документи се прилагат към личното дело на чужденеца. (2) За целите на производството се отчитат особеното положение на чужденеца от уязвима група или специалните потребности, независимо на кой етап са установени.
\(^5\) Обн., ДВ, бр. 79 от 13.10.2015 г., в сила от 1.8.2016 г.
в Националната стратегия за детето 2008–2018 г., приета с Решение на НС от 31.1.2008 г., на основание чл. 1, ал. 3 от Закона за закрила на детето, в контекста на политиките се посочват примери на т. нар. „уязвими семейства“ – „като самотните родители, родители и деца с увреждания, многочленните семейства, семействата с безработни родители и други“ (т. 1.1 от част втора). В аналитичната част на стратегията се говори за необходимост от подкрепа на децата от „уязвимите етнически малцинства, в частност турската и ромската“, а също и за „децата на улицата“ като „една от най-уязвимите групи на деца в риск“. Следователно от юридическа гледна точка уязвимостите на едно лице или група винаги се определят контекстуално, в зависимост от ситуацията, дори и за онези лица, които в конституцията на обществото се признава, че се нуждаят от особена закрила. Това е така, защото различните контексти създават различни рискове, на които са изложени лицата, и различна е степента на тяхната способност или неспособност да се справят с предизвикателствата на тяхната защита. Затова и според утвърдения „подход, основан на правата на човека“ в политиките на ЕС, по отношение на уязвимите лица се предвиждат „хуманитарна помощ“ и допълнителни мерки за подкрепа и защита на тези лица в обществото.
**Правна теория за „уязвим субект“**
Теоретици от различни области на хуманитарното познание смятат, че терминът „уязвимост“ е „неясен“, „объркващ и сложен“. В неговия общаоупотребим смисъл то е двусмислено и според Марта Файнман, ко-
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6 De Groeve T, Poljansek K, Vernaccini L. Index for Risk Management – InfoRM: Concept and Methodology. EUR 26528. Ispra (Italy): Publications Office of the European Union; 2014. https://publications.jrc.ec.europa.eu/repository/bitstream/JRC87617/lbna26528enn.pdf (Достъп на 25.8.2022 г.).
7 Ruof, M. Vulnerability, Vulnerable Populations, and Policy, Kennedy Institute of Ethics Journal. 2004, volume 14, Issue 4, 411–425, p. 411.
8 Solbakk, J. Vulnerability: A Futile or Useful Principle in Healthcare Ethics? In: The SAGE Handbook of Health Care Ethics, Ruth Chadwick, Henk ten Have & Eric M. Meslin eds., 2011, 228–238, p. 229.
9 Марта Файнман е американска правна теоретичка, която работи последователно в Columbia Law School (1900–1999), Cornell Law School (1999–2004) и Emory University School of Law (2004–). Тя работи в областта на критическата правна теория и феминистката правна теория. През 1984 г. основава проект „Феминизъм и правна теория“, който ръководи дълги години като научната й работа в този период се фокусира върху правното регулиране на семейството и личния живот. По-късно тя разширява обхвата на своите теоретични изследвания върху универсалните категории „зависимост“ и „уязвимост“. През 2008 г. стартира инициатива „Уязвимост и човешка ситуация“ в правното училище на Емъри, в рамките на която се канят гост-лектори и провеждат различни форуми, на които се обсъждат концепциите за „уязвимост“, „отгивчива държава“ (responsive state) и др.
ято формулира теория за уязвимостта и „уязвим субект“, като обосновава защо равенството трябва да бъде „закотвено“ в човешката ситуация\textsuperscript{10}.
Уязвимите типично се асоциират с това, че са лишени, зависими, често стават жертви или са свързани с някаква патология\textsuperscript{11}. В социологическите дискурси за общественото здраве като „уязвимо население“ се сочат лицата, заразени с ХИВ или СПИН. При този подход на рисковите фактори, относими към отделни групи население, включително деца, възрастни хора, бедни, затворници и т. н., уязвимите неизбежно се ограничават до специфични категории\textsuperscript{12}. Марта Файнман от своя страна смята, че подходът трябва да е различен, защото с термина „уязвим“ може да се опише „един универсален, неизбежен, траен аспект на човешката ситуация, който следва да стои в сърцето на нашето разбиране за социална отговорност и отговорност на държавата"\textsuperscript{13}. Така уязвимостта се освобождава от ограничени и негативни асоциации и представлява „мощно концептуално средство с потенциал да дефинира едно задължение за държавата да осигури повече и по-здрави гаранции за равенство в сравнение с това, което допуска понастоящем модел за защита на равноправието"\textsuperscript{14}. Преосмислена по този начин, концепцията за уязвимост има евристичен потенциал да ни насочи да изследваме скрити предразсъдъци, които са оформили изначални социални и културни значения, така че да конструираме критически перспективи към съществуващите политически и обществени институции, включително към правото\textsuperscript{15}. Оттук понятието за уязвимост повдига какви ли не множество въпроси и проблеми и същевременно отваря нови пътища за тяхното критическо изследване.
Най-общо човешката уязвимост се свързва с ранимостта на всеки един човек, с възможността той да бъде увреден независимо дали целенасочено или случайно. Индивидите могат да се опитат да намалят рисковете от това или да облекчат последиците, но не и да елиминират възможността
\textsuperscript{10} Fineman, M. The Vulnerable Subject: Anchoring Equality in the Human Condition, Yale Journal of Law & Feminism, 2008, volume 20, No. 1, Emory Public Law Research Paper No. 8–40, https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID1140358_code685174.pdf?abstractid=1131407&mirid=1
\textsuperscript{11} Пак там, р. 8.
\textsuperscript{12} Shi, L., Stevens, G. Vulnerable Populations in the United States, Jossey-Bass, Wiley Imprint, 2005.
\textsuperscript{13} Fineman, M. The Vulnerable Subject: Anchoring Equality in the Human Condition, цит. съч., 8–9.
\textsuperscript{14} Пак там, с. 9. Марта Файнман обяснява още, че този подход към уязвимостта допълва и разширява нейна по-ранна работа, свързана с теоретизиране на зависимостта (dependency). Техниката е свързана с фокусиране върху общоопотребим термин или понятие, което не е достатъчно теоретизирано, и поради това остава двусмислено. Дори когато терминът е натоварен с негативни асоциации, двусмислеността дава възможност да започне да се изследва и задълбава в неизказани и сложни отношения, които са вътрешно присъщи, но латентни в термина. Вж. още Fineman, M. The Autonomy Myth. A Theory of Dependency. New Press, 2004.
\textsuperscript{15} Fineman, M. The Vulnerable Subject: Anchoring Equality in the Human Condition, р. 9.
за това. Разбирането на уязвимостта започва с осъзнаването на това, че в крайна сметка действията или събитията, които могат да увредят един човек, стоят отвъд човешкия контрол. Тъй като хората са позиционирани по различен начин в мрежите от междучовешки и институционални отношения, и уязвимостите се проявяват с различен мащаб и потенциал на равнището на отделния индивид. Оттук Марта Файнман обобщава:
„Безспорно универсална, човешката уязвимост е също така и партикулярна – тя се преживява по уникален начин от всеки един от нас и този опит е в голяма степен повлиян от качеството и количеството ресурси, които притежаваме или можем да управляваме. Най-вече осъзнаването, че нито един индивид не може да избегне напълно уязвимостта, ни подтиква да изследваме институциите за помощ в обществото. Разбира се, обществото също не може да заличи нашата уязвимост. Обществото обаче може и действително посредничи, компенсира и намалява нашата уязвимост чрез програми, институции и структури. Оттук, тъй като нашият личен и социален живот е маркиран и оформен от уязвимост, анализът на уязвимостта трябва да има както индивидуални, така и институционални компоненти“\(^{16}\).
По тази логическа линия се стига до идеята, че уязвимостта е универсална и константна като човешко преживяване и не може да бъде игнорирана от политика, етика и право, които трябва да отговарят на потребностите на реалния живот.
Теоретичната конструкция на „уязвимите субекти“ започва с критика на традиционното либерално разбиране за автономен правен субект, което стои в основата на съвременните икономически, правни и политически принципи, но се оказва едноизмерно\(^{18}\). С анализа на уязвимостта на
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\(^{16}\) Понятието „институции“ тук се ползва широко и обхваща структури, органи, процедури и др. от публичното и частното пространство.
\(^{17}\) Fineman, M. The Vulnerable Subject: Anchoring Equality in the Human Condition, p. 10.
\(^{18}\) Пак там. Файнман подробно обяснява, че доминиращите политически и правни теории са изградени около идеята за универсален човешки субект, дефиниран в либералната традиция. Тези теории презумират субекта като компетентен социален участник, който играе едновременно множество роли в обществото – гражданин, данъкоплатец, съпруг, родител, потребител, производител, служител, работодател и т. н. Именно тази идея стои в „преобладаващите идеологии за автономията, самодостатчността и личната отговорност, чрез които обществото се възприема като съставено от егоистични индивиди, способни да манипулират и управляват своите независими придобити и припокриващи се ресурси“. Файнман изтъква, че юридическата метафора, която обхваща тази визия за обществената организация е „договор“. Тези „либерални субекти“ имат способността да договарят условията на договора, като оценяват своите възможности и правят рационални избори. Те дават своето съгласие и сключват такива договори, като същевременно осъществяват изискването на обществото да поемат лична отговорност за самите себе си и за онези, за които полагат грижа и зависят от тях (т. нар. зависими). Марта Файнман обяснява, че принципите за
човешките същества и въвеждането на универсалната фигура на т. нар. „увязим субект“ по-точно и пълно могат да се обосноват социалните политики в съвременните държави, а също и стандартите за защита на човешките права. Отношението между „увязимост“ и „права на човека“ не е безспорно, като ключовият въпрос е дали уязвимостта стои в основата на правата на човека\textsuperscript{19}. Макар повечето автори да дават утвърдителен отговор, нещата не са съвсем еднозначни предвид факта, че в парадигмата на Всеобщата декларация за правата на човека се съдържат два противоречиви импулса\textsuperscript{20}. От една страна, цялата система на човешки права е основана върху грижата за изначалната „въплътена уязвимост“ на човека и това е видимо още от тяхната генеалогията, реконструирана от XVIII в. до Втората световна война\textsuperscript{21}. От друга страна обаче, либералният правен субект е внедрен в структурата на правата на човека, като архетипно това е рационалистичен субект, който в много отношения се възприема като „неувязим“ и това води до редица обезпокоителни изключения\textsuperscript{22}.
Перспективата на уязвимостта е не само критическа\textsuperscript{23}, но и с повече потенциал от модела, в който част от правните субекти се разглеждат като „зависими“ в различна степен и в различни периоди от време\textsuperscript{24}. Историч-
\begin{itemize}
\item лична неприкосновеност и личен живот (privacy), които не позволяват на държавата и институциите да се намесват в правото на автономия и свобода на либералните субекти, зависят от същата тази презюмирана компетентност и способност (в българския правен контекст – „дееспособност“).
\end{itemize}
\textsuperscript{19} По този въпрос вж. Turner, B. Vulnerability and Human Rights. Penn State University Press, 2010; Gear, A. Redirecting Human Rights: Facing the Challenge of Corporate Legal Humanity. Palgrave Macmillan, 2010; Audrey R. Chapman, A., Carbonetti, B. Human Rights Protections for Vulnerable and Disadvantaged Groups: The Contributions of the UN Committee on Economic, Social and Cultural Rights. Human Rights Quarterly, 2011, volume 33, No. 3, 682–732; Andorno, R. Is Vulnerability the Foundation of Human Rights? – In: Masferrer, A., Sanchez, G. (ed.) Human Dignity of the Vulnerable in the Age of Rights. Interdisciplinary Perspectives. ch.11. Springer, 2016, 257–272.
\textsuperscript{20} Gear, A. Redirecting Human Rights: Facing the Challenge of Corporate Legal Humanity, цит. съч., p. 217.
\textsuperscript{21} Пак там.
\textsuperscript{22} Пак там, 96–113. Според Гръйр в либералния архетип не се включват редица важни групи като жени, безимотни, цветнокожи, бежанци.
\textsuperscript{23} Има множество критики на либералната правна теория за субекти, повечето от които се фокусират върху проблема за автономията. Например феминистката теория изследва и критикува начина, по който доминиращият дискурс и популярната политика идеализира иденте за независимост, автономия и самодостатчност, и емпирически доказва, че са нереалистични и необъществими. В своята критика на либералния модел от гледна точка на уязвимостта Марта Файнман стъпва върху предходните теории, които критикуват либералния модел и изтъква, че обществото представлява мрежа от преплетени отношения и взаимозависимости, но тя се стреми да разработи едно по-всебхватно понятие, което би трябвало да има повече политически потенциал от понятието за „зависимост“ (dependency). Вж. по-горе бележка 370.
\textsuperscript{24} Марта Файнман подчертава, че не става дума да се заменя един модел с друг, защото и двете концепции разкриват важни аспекти на проблематиката. Т. нар. модел на „зависимост“, според терминологията на американската юристка, в голяма степен се припокрива с проблематиката на „ограничената дееспособност“ и „недееспособност“ в българския правен контекст. Същевречески обществото се „справя“ със „зависимите“, като възлага грижата за тях на семейството, което е разположено в зоната на личния живот (privacy), в която държавата рядко се намесва. Така вън от публичният фокус остават голяма част от техните проблеми – пренебрегване, злоупотреби, насилие, именно защото се смята, че това са проблеми от частно естество\(^{25}\). Според Марта Файнман така „зависимите“ стават в голяма степен „невидими“ за обществото и този модел удобно, но погрешно се приема за адекватен от повечето хора. От друга страна, разбирана като „състояние на постоянна възможност човек да бъде наранен“, уязвимостта не може да остане скрита\(^{26}\). Нещо повече, дори и институции като семейството да могат да осигурят известен „подслон“ и защита, те не могат да елиминират индивидуалната уязвимост и сами по себе си са уязвими структури, податливи на увреждане и промяна. Тъй като уязвимостта винаги съществува, като индивидуална и институционална, тя се оказва мощен теоретичен инструмент за разбулване на неадекватността на модела на „либералния субект“ в правото, като анахроничен и изключващ значителна част от човешкия опит, в който човек не е възрастен, разумен и автономен. Марта Файнман подчертава, че подходът на „уязвимия субект“ прави това, което традиционният подход не успява, а именно да съобрази факта, че човешката реалност обхваща широк спектър от различни или взаимозависими способности в рамките на един човешки живот.
През призмата на уязвимостта се признава, че индивидите в началото и към края на своя живот са неизбежно белязани от зависимост и липса на някои способности. Междувременно поради заболяване или увреждания те могат да загубят свои способности и да станат зависими временно или
---
\(^{25}\) Вж. още за границите между публично и частно в правната проблематика: Fineman, M. The Public Nature of Private Violence: The Discovery of Domestic Abuse. Routledge, 1994.
\(^{26}\) Fineman, M. The Vulnerable Subject: Anchoring Equality in the Human Condition, p. 11.
постоянно. В този смисъл индивидуалната уязвимост е и постоянна, и про-
менлива в хода на човешкия живот и „обхваща не само увреждане, което
вече е настъпило в миналото или би могло да настъпи в далечно бъдеще, но
също така и възможността от непосредствено засягане“\textsuperscript{27}. Марта Файнман
акцентира върху това, че хората са същества, които живеят с постоянната
възможност техните потребности и обстоятелства да се променят. На ин-
дивидуално равнище концепцията за уязвимост обхваща съществуващия
потенциал по отношение на всеки човек да се окаже в позиция на „зависим“
и нуждаещ се от засилена защита. Затова и подходът към уязвимите лица
в правото във всички случаи трябва да е контекстуален. А това от своя
страна предполага „отзивчива държава“ според терминологията на Марта
Файнман. Теоретичното конструиране на такава „активна“ държава е труд-
но, най-вече заради подозрението, че може да се стигне до несъвършенна
държавна намеса в частния живот. Въпросът тук е дали изваждането на
способния и отговорен възрастен човек от центъра на социалната и поли-
тическата теория няма да доведе неизбежно до по-малко демократични
форми на управление и до повече авторитарна държава. Отговорите до-
някъде се намират в историята и развитието на демокрацията и нейните
институции. Според Файнман „настоящата ни система е изградена върху
митове за автономия и независимост и така пропуска да отчете уязвимата
и зависима природа на човешката ситуация“ и това води до практически
проблеми, които подкопават стремежа към равенство и демокрация\textsuperscript{28}. Затова
и не става дума за избор между активна и неактивна държава сама по себе
си, а за конструкция на държава с институции и механизми, които прилагат
цялостен и справедлив режим на равенство\textsuperscript{29}.
Тук е мястото да се отбележи, че без концепция за „уязвимост“ на
правните субекти държавата рядко отива отвъд модела на формалното ра-
венство и не успява да адресира редица същностни или т. нар. субстантивни
неравенства, които институциите произвеждат. В такава една рамка се раз-
гръщат всевъзможни битки на политики на идентичност, в които победите
на различни групи, основани на идентичност (пол, раса, религия, социално
положение и т. н.), се превръщат в оправдание за изоставяне на стремежа
към субстантивно равенство\textsuperscript{30}. Освен това, когато един индивид или група
печели, други индивиди и групи често започват да възприемат себе си като
губещи и тази парадигма ги противопоставя и отвлича вниманието от де-
\textsuperscript{27} Ibid., p. 12.
\textsuperscript{28} Ibid., p. 19.
\textsuperscript{29} Ibid.
\textsuperscript{30} Ibid.
фектите в институциите, които не адресират и поддържат неравностойното положение на различни хора и групи\(^{31}\). Марта Файнман разграничава своя подход към уязвимостта на правните субекти от антидискриминационния подход, който също е ориентиран към постигане на равенство и осигуряване на защита, но по различен начин и с различен фокус. Анализът на уязвимостта изисква от държавата да призная и отчита споделената уязвимост между всички индивиди и така да премине отвъд старите идентичностни категории, чрез които се ограничава ролята на държавата до това да създава механизми за защита от дискриминация. Концепцията за уязвимостта на правните субекти започва с преоценка на начина, по който държавата отговоря на проблемите в обществото и оформя, създава или съкрашава своите институции, и дали и доколко ги решава\(^{32}\). Важно е да се анализира и оцени, доколко тези институции действительно създават и поддържат силен и жизнеспособен режим за осигуряване на равнопоставеност, в който индивидите имат реални възможности не само за защита срещу нарушения, но и за превенция, овластване и изграждане на капацитет като щитове, които да повишават устойчивостта на уязвимите срещу злоупотреби и увреждане\(^{33}\). Файнман изтъква, че всичко това неизбежно е свързано с преориентация на политическата култура и с приспособяване на правните институции (вкл. юридическите процедури – бележка моя, Д. М.).
Основните очаквания са насочени към законодателството, което следва да бъде по-чувствително към уязвимата природа на правните субекти и като минимум да предвижда по-високи процесуални стандарти за тяхната защита според контекста.
Същевременно и всички правоприлагащи органи следва да си дават сметка за универсалния и партикуларния характер на уязвимостта на правните субекти. Затова и те следва не само да признават особеното положение на т. нар. лица от уязвими групи, но и да отчитат риска във всеки един момент в хода на производството всеки един индивид участник да се окаже в контекстуална позиция на уязвимост, която да не му позволява самостоятелно да се защити адекватно, и в този смисъл да се нуждае от допълнително съдействие, помощ и процесуална защита\(^{34}\). Парадигмата на уязвимостта изисква от съдилищата да вникват в особеностите на всяка
---
\(^{31}\) Ibid.
\(^{32}\) Ibid., p. 20.
\(^{33}\) Ibid.
\(^{34}\) Тази идея имплицитно се съдържа в такива институти на българското законодателство, каквато е безплатната правна помощ за определени категории лица. Същевременно обаче тук става дума не само за отделни специални институти или норми, а за въвеждането на принцип, който да позволи и да задължи правоприложния орган гъвкаво и според обстоятелствата да отреагира и осигури
отделна човешка ситуация и да погледнат отвъд идентичностните категории, заложени в антидискриминационния модел, когато преценяват дали едно лице е в неравностойно положение\textsuperscript{35}. За постигане на равнопоставеност по смисъла на конституцията не е достатъчна защитата от дискриминация, а е необходимо да бъдат преодолени системните проблеми в структурите и институции в държавата, които създават, поддържат и възпроизвеждат неравенства. Марта Файнман се надява, че с възприемане на идеята за уязвимия субект, ще се постигне повече позитивно равенство\textsuperscript{36} и смело обобщава:
„Равенството трябва да избяга от границите, които са му наложени от юриспруденцията в областта на идентичността и дискриминацията […] Обещанието за равенство не трябва да бъде обусловено от принадлежност към някаква идентичностна категория, нито да бъде затваряно до определени пространства и институции, били те публични или частни. Равенството трябва да бъде универсален източник, радикална гаранция от полза за всички. Трябва да започнем да мислим, че ангажиментът на държавата да осигурява равенство води началото си от едно дълбоко разбиране за уязвимост и зависимост на човека, така че автономията не е естествено проявяваща се характеристика на човешката ситуация, а е продукт на социална политика“.
Как и доколко идеи от този порядък са приложими на практика? В правната литература, която борави с концепцията за уязвимите лица, и до днес е видимо напрежението\textsuperscript{37} между двата подхода към уязвимостта като универсална черта на правните субекти и като особена, партикулярна характеристика на определени групи.
„Уязвимите групи“ в практиката на ЕСПЧ
В правото по Европейската конвенция за правата на човека терминът „уязвими групи“ започва да се използва в началото на ХХІ в., за първи път в делото \textit{D. H. и други срещу Република Чехия}\textsuperscript{38}, което касае права на лица от ромски малцинства. Според съда „в резултат на своето турбулентна история ромите се превръщат в специфичен тип уязвимо малцинство в неравнос-
\textsuperscript{35} Fineman, M. The Vulnerable Subject: Anchoring Equality in the Human Condition, p. 21.
\textsuperscript{36} Ibid., p. 22.
\textsuperscript{37} Това напрежение се изтъква и в Lourdes, P., Timmer, A. Vulnerable Groups: An Emerging Concept in European Human Rights Convention Law, International Journal of Constitutional Law, volume 11, Issue 4, October 2013, 1056–1085, p. 1060.
\textsuperscript{38} Решение от 13.11.2007 г. по дело Д. Н. и други срещу Чешка република, ЕСПЧ (Голяма камара), Жалба № 57325/00.
тойно положение“, което се нуждае от специална защита\textsuperscript{39}. В следващите години терминът „увязима група“ набира скорост\textsuperscript{40} в практиката на ЕСПЧ най-вече по отношение на правата на хората с психични увреждания, признати за „особено уязвима група в обществото, претърпяла значителна дискриминация в миналото“\textsuperscript{41}. В последващата си практика Съдът обозначава като уязвими групи лицата, търсещи убежище\textsuperscript{42}, както и хората с ХИВ\textsuperscript{43}.
В делото \textit{Kiyutin срещу Русия} ЕСПЧ обобщава своето разбиране за „увязима група“ в контекста на дискриминацията. Съдът изтъква, че е съществено стеснена дискрецията на държавите да налагат ограничение на основни права, приложими към конкретна уязвима социална група, която в миналото е подлага на не дискриминация\textsuperscript{44}. Причината за това е фактът, че „такива групи исторически са били обект на предразсъдъци
\textsuperscript{39} Пак там, § 182.
\textsuperscript{40} Lourdes, P., Timmer, A. Vulnerable Groups: An Emerging Concept in European Human Rights Convention Law, цит. съч.
\textsuperscript{41} Решение от 20.5.2010 г. по дело \textit{Alajos Kiss срещу Унгария}, ЕСПЧ, Жалба № 38832/06, § 42.
\textsuperscript{42} Решение от 21.1.2011 г. по дело M. S. S. срещу Белгия и Гърция, ЕСПЧ (Голяма камара), Жалба № 30696/09, § 251: „Съдът отдава значителна важност на статуса на жалобоподателя като търсещ убежище и като такъв, член на една особено неравностойна и уязвима група от населението, която се нуждае от специална защита […] Съдът отбелязва съществуването на широк консенсус на международно и европейско равнище относно тази необходимост от специална защита, както е видно от Женевската конвенция, правомощията и дейността на Върховния комисар на ООН за бежанците и стандартите в Директивата за приемането“.
\textsuperscript{43} Решение от 10.3.2011 г. по дело \textit{Kiyutin срещу Русия}, ЕСПЧ, Жалба № 2700/10, § 64: „От началото на епидемията през 80-те, хората с ХИВ/СПИН са засегнати от широко разпространени стигма и социално изключване, включително в страните от Съвета на Европа (вж. по-конкретно Препоръка 1116 (1989) за СПИН и правата на човека и т. 9.2 от Резолюция 1536 (2007), [...] В първите години на епидемията, когато диагнозата ХИВ/СПИН почти винаги е била свързвана с летален изход и се е знаело много малко за риска от предаване, хората са се страхували от заразяване при контакт с вирусоносителите. Незнанието за това как се разпространява болестта е насадило предразсъдъци, които на свой ред са стигматизирали и маргинализирали заразените хора. С натрупването на информацията за начините на предаването, заразяването с ХИВ било проследено назад до поведения – като еднополови сношения, инжектиране с наркотици, проституция или безразборните връзки – които вече са били заклеймени в много общества и така се е създала невярната връзка между заразяването и личната безотговорност и са се засилили други форми на стигма и дискриминация, като расизъм, ксенофобия или омраза към жените. В по-ново време, въпреки значителния напредък в предотвратяването на ХИВ и подобряния достъп до лечението му, стигмата и свързаната с нея дискриминация срещу хората с ХИВ/СПИН остават предмет на сериозно безпокойство на всички международни организации, активни в сферата ХИВ/СПИН. В декларацията на ООН за ангажираност с проблема ХИВ/СПИН се подчертава, че стигмата „увеличава разпространението на епидемията сред отделни лица, семейства, общности и нации“ […], а [генералният] секретар на ООН, г-н Бан Ки-мун признава, че „до голяма или по-малка степен, почти навсякъде по света дискриминацията остава[ла] факт от ежедневието на хората с ХИВ“ (6 август 2008 г.). Съдът следователно намира, че хората с ХИВ са уязвима група с история на предразсъдъци и стигматизация и че държавата разполага с ограниченна дискреция при избора си на мерки, които отличават отношението към тази група по признак ХИВ статуса им“.
\textsuperscript{44} Пак там, § 64.
с дълготрайни последици и това е довело до социалното им изключване\textsuperscript{45}. Такива предразсъдъци могат да са причина за законодателни стереотипи, които забраняват индивидуализираната оценка на техните възможности и нужди\textsuperscript{46}. В своята юриспруденция ЕСПЧ е идентифицирал редица такива уязвими групи, които са страдали от различно третиране, основано на техния пол\textsuperscript{47}, сексуална ориентация\textsuperscript{48}, раса или етническа принадлежност\textsuperscript{49}, психически способности\textsuperscript{50} или увреждане\textsuperscript{51}. И тук е особено видима контекстуалността на разбирането за уязвимост в правото. ЕСПЧ откроява „уязвими групи“ в контекста на дискриминацията.
ЕСПЧ въвежда термина „уязвими групи“ не с цел някаква реторична окраска на своите решения, а за да може да адресира различни аспекти на неравенството по същество, онова реално неравенство, което може да е факт независимо от това какви са формалните правила. Лурдес и Тимър критически изследват именно тази употреба на понятието „уязвими групи“ в практиката на ЕСПЧ, която отваря редица възможности за придвижване на юриспруденцията към по-силия и устойчиви идея за равенство, включително т. нар. материално или субстантивно равенство (substantive equality)\textsuperscript{52}. Същевременно не следва да се пренебрегват трудностите при употреба на понятието „уязвими групи“, които са видими и в практиката на ЕСПЧ, а също и уловките, които трябва да се избягват\textsuperscript{53}.
\textsuperscript{45} Пак там.
\textsuperscript{46} Решение от 20.5.2010 г. по дело Alajos Kiss срещу Унгария, ЕСПЧ, Жалба № 38832/06, § 42.
\textsuperscript{47} Решение от 28.5.1985 г. по дело Abdulaziz, Cabales и Balkandali срещу Обединеното кралство, ЕСПЧ, Жалби № 9214/80; 9473/81; 9474/81; Решение от 22.2.1994 г. по дело Burghartz срещу Швейцария, ЕСПЧ, Жалба № 16213/90.
\textsuperscript{48} Решение от 27.9.1999 г. по дело Smith and Grady срещу Обединеното кралство, ЕСПЧ, Жалби № 33985/96, № 33986/96; Решение от 24.6.2010 г. по дело Schalk и Kopf срещу Австрия, ЕСПЧ, Жалба № 30141/04.
\textsuperscript{49} Решение от 13.11.2007 г. по дело Д. Н. и други срещу Чешка република, ЕСПЧ (Голяма камара), Жалба № 57325/00; Решение от 13.12.2005 г. по дело Timishev срещу Русия, ЕСПЧ, Жалби № 55762/00, № 55974/00.
\textsuperscript{50} Решение от 20.5.2010 г. по дело Alajos Kiss срещу Унгария, ЕСПЧ, Жалба № 38832/06.
\textsuperscript{51} Решение от 30.4.2009 г. по дело Glor срещу Швейцария, ЕСПЧ, Жалба № 13444/04, § 84.
\textsuperscript{52} Понятието е утвърдено в англоезичната правна литература, но няма утвърден единен превод на български език. С Преводът „реално, материално или субстантивно равенство“ се среща в Маркова, П. Равенството в нормотворческата практика на Международната организация на труда, онлайн публикация от 24.7.2016, https://obuch.info/ravenstvoto-v-normotvorcheskata-praktika-na-mejdunarodnata-org.html (Достъпът на 25.8.2022 г.).
Следва да се има предвид, че има класификации, които разграничават от друга методологична гледна точка: формално, субстанционално и реално равенство. Вж. Йонкова, Н. За равенство. Известия, Икономически университет Варна, 2018, № 3, 212–227, с. 215.
\textsuperscript{53} Lourdes, P., Timmer, A. Vulnerable Groups: An Emerging Concept in European Human Rights Convention Law, p. 1057.
Аргументацията на ЕСПЧ през призмата на „увязвимите групи“ се фокусира върху потенциала на концепцията на уязвимостта да обхване не универсалното (по тезата на Марта Файнман)54, а особеното. Това е логично предвид парадигмата на забраната за дискриминация по член 14 ЕКПЧ, прилагана от съда. Лурдес и Тимър обаче подчертават своето виждане, че и двата подхода са съвместими, тъй като самото понятие за уязвимост парадоксално ги свързва в едно. Когато интервюират съдия от Страсбург за аргументация на съда във връзка с това, те получават следния отговор: „Всички жалбоподатели са уязвими, но някои са по-увязвими от други“55. Това е показателно за мисленето на съдията, което смесва универсалния и партикуларния подход към уязвимостта на лицата. Такова смесване е видимо и в практиката на ЕСПЧ, който разглежда хората като различно уязвими, като частно конструира тяхната уязвимост в зависимост от икономически, политически и социални процеси на включване и изключване от обществото56. Същевременно обаче е необходимо по- внимателно да се използва концепцията за уязвимостта на лицата като критически инструмент, за да не се попада в капаните, които неговото използване носи със себе си (за които и самата Марта Файнман предупреждава).
Според Лурдес и Тимър наред с останалото понятието „увязвими групи“ носи и потенциален риск от поддържане на същото това изключване и неравенство, които цели да предотврати, или срещу които се търси защита57. Ето защо, за да се запази концепцията за „увязвими групи“ и нейното сила при защитата на равенството, следва да се имат предвид и избягват някои „рискове от стигматизиране, есенциализиране и стереотипизиране“58, свързани с използването ѝ.
Достъпът до правосъдие на уязвимите лица
Академичната литература изследва въпроса как се засяга принципът на справедлив процес, и по специално достъпа до правосъдие на уязвимите лица при т. нар. отдалечени изслушвания59. Този въпрос е особено
54 Ibid., p. 1060.
55 Ibid., 1060–1061.
56 Ibid.
57 Ibid.
58 Ibid.
59 Съдебни заседания с аудио-визуална връзка, или „видеоконференция“. Насоките за видеоконференциите в съдебното производство“, приети от Европейската комисия за ефикасност на правосъдието в рамките на Съвета на Европа, дефинират две взаимосвързани и огледали основни понятия: от една страна, „видеоконференция“ – система, която позволява за двупосочна и едновременна комуникация на образ и звук, която дава възможност за визуална, аудио и вербална интеракция по време на отдалечено открито заседание; от друга страна, „отдалечено изслушване“ (remote hearing) – заседание, което се провежда чрез видеоконференция.
актуален предвид това, че в отговор на пандемията от COVID-19 през 2020 г. в световен машаб съдилищата масово преминават към съдебни заседания с видеоконференция, най-вече с цел да се осигури достъп до правосъдие в условията на физическа и социална изолация.
На 36-то пленарно заседание от 16–17 юни 2021 г. на Европейската комисия за ефикасност на правосъдието в рамките на Съвета на Европа са приети „Насоки за видеоконференциите в съдебното производство“, публикувани през декември 2021 г. Те имат за цел да очертаят една рамка, която да елиминира рисковете от нарушаване на правата на страните по време на отдалечените изслушвания и посочва няколко ключови мерки, чрез които държавите – членки на Съвета на Европа и съдилищата трябва да гарантират правото на справедлив процес по член 6 ЕКПЧ. Наред с останалите гаранции за правото на ефективно участие Насоките експлицитно изискват от съда да „отчете ситуацията и предизвикателствата пред лицата в уязвими позиции като деца, мигранти или лица с увреждания при решението да проведе отдалечено изслушване и неговите условия“. Става дума за проблемите, които тези лица вероятно ще имат във връзка със самотестването и тестването на качеството на видеоконферентната връзка и работата с платформата, реакцията при технически инцидент, ограниченията на невербалната комуникация с др. С подчертана чувствителност съдът следва да се отнася и към защитата на личната неприкосновеност на участниците в отдалеченото изслушване, като взема „всички необходими мерки, за да се елиминира риск“ от нейното нарушаване.
Основният въпрос в правната литература при оценка на заседанията с аудиовизуална връзка е дали се засяга процедурната справедливост, която включва възможността да се представят и оспорват доказателства, да се развиват и оспорват аргументи „за“ или „срещу“ интересите на една от страните в процес. Процедурната справедливост е от съществено значение за правовата държава и за поддържане на публичното доверие в правната и съдебната система. В своята лекция от 7 октомври 2010 г. под надслова на реторичния въпрос „Процедурната справедливост – не-заменима за правосъдието“ главният съдия на Австралия Робърт Френч
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60 https://rm.coe.int/cepej-2021-4-guidelines-videoconference-en/1680a2c2f4 (Достъп на 25.8.2022 г.).
61 Пак там, р. 12.
62 Пак там, 12–13.
63 Legg, M., Song, A. The Courts, the Remote Hearing and the Pandemic: From Action to Reflection, University of New South Wales Law Journal, 2021, volume 44, No. 1, 126–166, p. 137.
64 Chief Justice Robert French. Procedural Fairness – Indispensable to Justice? (Sir Anthony Mason Lecture, The University of Melbourne Law School, 7 October 2010), p. 1. https://www.hcourt.gov.au/assets/publications/speeches/current-justices/frenchcj/frenchcj07oct10.pdf (Достъп на 25.8.2022 г.).
извежда следните аспекти на процедурната справедливост, която „стои в сърцето на съдебната функция“:
(i) инструментална, т. е. подпомага доброто решаване;
(ii) поддържа принципа на rule of law, като утвърждава публично доверие в официалните решения;
(iii) „има реторична или либертарианска обосновка като първи принцип на справедливостта, принцип на конституционализма“;
(iv) надлежно зачита достойността на индивидите;
(v) представява демократична гаранция за възможността на всички да играят своята роля в политическия процес\(^{65}\).
Същевременно обаче процедурната справедливост „няма неизменно фиксирано съдържание“ и може да варира в зависимост от специфичните обстоятелства на отделните дела, като целта е да се избягва практическа несправедливост\(^{66}\).
В академичната литература има множество критики срещу използването на видеоконференция в съдебните заседания основно с аргументи за засягане на справедливостта от различни гледни точки. В изследването „Да разберем съдилищата“ от 2019 г. на британската организация „Justice“ се подчертава, че участниците чрез видеоконферентна връзка могат да „имат по-големи затруднения да се включат активно в производството и да се чувстват по-отчуждени, стресирани и изморени“\(^{67}\). В проучвания още от началото на ХХI в. се анализира как аудиовизуалната връзка премахва невербални ориентири и изкривява жестовете и това води до по-слаб стандарт на комуникация, който потенциално води до по-малка достоверност на доказателствата\(^{68}\). По отношение на затворниците „бланкетното използване“ на аудиовизуална връзка се критикува най-вече във
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\(^{65}\) Ibid., 1–2.
\(^{66}\) Legg, M., Song, A. The Courts, the Remote Hearing and the Pandemic: From Action to Reflection, p. 137.
\(^{67}\) Justice. Understanding Courts (Research Report, 2019) 54 [2.75] https://files.justice.org.uk/wp-content/uploads/2019/01/06170235/Understanding-Courts.pdf (Достъп на 25.8.2022 г.).
\(^{68}\) Poulin, A. Criminal Justice and Video Conferencing Technology: The Remote Defendant, Tulane Law Review, 2004, volume 78, Issue 4, 1089.
\(^{69}\) Затворниците също се разглеждат като „узвима група“ от гледна точка на защитата на техните човешки права. Те имат по-малка комуникация с външния свят и са изложени на повече рискове техните права да бъдат нарушени. Поради това и тази група и проверките в затворите са във фокуса на работата на Омбудсмана по Националния превантивен механизъм по смисъла на глава 4а от Закона за омбудсмана.
връзка с правото за ефективен достъп до правна помощ и защита заради отдалечената комуникация между затворниците и техните адвокати\textsuperscript{70}.
Редица проучвания демонстрират, че изслушванията с аудиовизуална връзка са „най-общо неподходящи за страни […] с идентифицирани уязвимости“\textsuperscript{71}. Например за лица, които страдат от аутизъм, е доказано, че липсата на физическо присъствие в съд може значително да обърка или разстрои тяхното разбиране за слушащото се в производството\textsuperscript{72}. Д-р Мари Тидбол от Университета на Оксфорд заключава, че видеоконферентната връзка при отдалечените изслушвания води до „атрофирание“ на способността на хора от аутистичния спектър да участват в производството\textsuperscript{73}. Те не могат да прехвърлят наученото от един вид свое преживяване и опит към друг сценарий, така че по време на видеовръзка те не могат да се свържат да участват в делото. След като не са физически в пространството на съдебна зала, за тях липсва комуникативния аспект на това пространство, за да разберат значимостта на слушащото се и това, което им се казва.
Има изследвания, които стигат до извода, че аудио-визуалната връзка може да ограничи възможността на съдицата да установи някои уязвимости или увреждания на участника в производството\textsuperscript{74}, а също и случаите, в които лицето се затруднява да разбере какво се случва и/или какво го питат, или дали няма нужда от почивка. Например в производства по предоставяне на убежище участието чрез видеоконференция намалява взаимното доверие и разбиране и възпрепятства възможността на бежа-
\textsuperscript{70} McKay, C. The Pixelated Prisoner. Prison Video Links, Court ‘Appearance’ and the Justice Matrix, Routledge, 2018 157–60. Няма съмнение, че комуникацията между страната в процеса и нейния адвокат значително се затруднява в контекста на отдалечените изслушвания, и то не само по отношение на възможността за съветване и реагиране навреме и т. н. Същевременно се смята, че няма достатъчно емпирични доказателства, които да подкрепят или отхвърлят тезата, че отдалечената правна помощ не може да се осъществява в съответствие с адекватни стандарти. Вж. още Donoghue, J. The Rise of Digital Justice: Courtroom Technology, Public Participation and Access to Justice, The Modern Law Review, volume 80, Issue 6, 995–1025, 1014–1015.
\textsuperscript{71} Legg, M., Song, A. The Courts, the Remote Hearing and the Pandemic: From Action to Reflection, p. 138.
Такъв извод може да се направи от редица проучвания сред заинтересованите участници, например: Magistrates Association. Magistrates Association Response to Judicial Ways of Working 2022: Crime (Consultation Response, 14 June 2018), p. 5. https://www.magistrates-association.org.uk/Portals/0/21%20Judicial%20Ways%20of%20Working%20CRIME%20response%20June%20202018.pdf (Достъп на 25.8.2022 г.).
\textsuperscript{72} Gibbs, P. Defendants on Video: Conveyor Belt Justice or a Revolution in Access? (Research Report, Transform Justice, October 2017), p. 23.
\textsuperscript{73} Tidball, M. The governance of adult defendants with autism through English criminal justice policy and criminal court practice, DPhil Criminology, University of Oxford, Oxford: United Kingdom, 2016, p. 224.
\textsuperscript{74} Justice. Understanding Courts, 56 [2.77].
неца да предаде своята история\textsuperscript{75}. Анализ на имигрантските производства в САЩ заключава, че при т. нар. теле-видео изслушвания е по-голяма вероятността за депортиране на лицето, именно заради по-малката възможност активно да участва и да се защити по време на изслушването\textsuperscript{76}.
Следователно усложненията в комуникацията по време на отдалечени изслушвания чрез видеоконферентна връзка въобще създават такива затруднения и допълнителни бариери за комуникацията на лицата. По отношение на лицата от идентифицирани уязвимите групи – лица с психически увреждания, деца, мигранти и др., се поставя под въпрос дали въобще е приемливо провеждането на отдалечено изслушване и дали така опосредената комуникация на лицето със съда изначално не накърнява правото на защита и неговото ефективно упражняване. В този контекст базисната ценност за защита на основните права предпоставя възможно най-висок стандарт на процесуални гаранции за тяхното активно участие без допълнители усложнения, защото те изначално са затруднени да комуникират своята позиция и история. Това важи най-вече за производствата, които имат за предмет ограничаване или по друг начин засягане на права на човека.
\textbf{Заключение}
Принципът за защита на правата на човека неизбежно извежда на преден план уязвимостта като човешка характеристика. Независимо дали тя ще бъде призната като групова, както е в практиката на ЕСПЧ, или като универсална черта на правните субекти, както радикално се претендира в теорията, уязвимостта се утвърждава като незаобиколима в юриспруденцията на човешките права. Анализът на уязвимостите неизбежно отваря пътя за по-малко формализъм и повече отзивчивост във всички юридически институти и процедури. Чрез него и процедурната справедливост, и субстантивното равенство имат шанс за повече реализация и жизнеспособност в правото.
\textsuperscript{75} Haas, A. Videoconferencing in Immigration Proceedings, Pierce Law Review, 2006, volume 5, Issue 1, 59–90, p. 75.
\textsuperscript{76} Eagly, I. Remote Adjudication in Immigration, Northwestern University Law Review, 2014, volume 109, Issue 4, 933–1020, p. 937.
Case-law of the Court of Justice of the European Union with regard to the European Citizen’s Initiative
Under consideration in the present article is the case-law of the Court of Justice of the European Union (General court and Court of Justice) in the period 2012–2022 with regard to the European Citizen’s Initiative (ECI). On the first hand under consideration is the relevant case-law of the General court regarding cases about ECI, and on the second hand there is consideration of the respective Court of Justice’s case-law with regard to judgments of the General court that have been appealed before that higher jurisdiction.
Assoc. Prof. Katerina Yocheva, Ph.D.
Member of the Law Department of New Bulgarian University,
e-mail: email@example.com
Associate Professor and Lecturer of Public International Law and EU Law.
Areas of specialization:
Public international law, EU law, International trade law, Comparative law, International relations, legal linguistics.
Author of monographs and articles in professional periodicals in Bulgaria and abroad.
Катерина Йочева
Практика на Съда на ЕС
във връзка с европейската
гражданска инициатива
В статията се разглежда практиката на Съда на ЕС (Общ съд и Съд)
в периода 2012–2022 г. във връзка с европейски граждански инициативи
(ЕГИ). Последователно се разглежда релевантната практика на Общия
съд по дела във връзка с ЕГИ, както и на следващо място – практика-
та на Съда във връзка с обжалвани пред тази юрисдикция решения на
Общия съд.
Въведение
Европейската гражданска инициатива (ЕГИ)\(^1\) е едно от основните
нововъведения на Договора от Лисабон\(^2\) и има за цел да привлече гражда-
ните на Европейския съюз (ЕС) към по-активно участие в определянето
на дневния ред от въпроси, които се разглеждат на равнище ЕС.
Европейската гражданска инициатива е инструмент, свързан с демо-
кратичните принципи и гражданството на ЕС, позволяващ на гражданите
на ЕС при определени условия да приканят Европейската комисия да пред-
стави предложение за юридически акт на Съюза за целите на прилагането
на Договорите. Тя е средство за определяне на дневния ред и за участие в
демократичния живот на Съюза. Правилата, чрез които се урежда евро-
пейската гражданска инициатива, се основават освен на разпоредбите на
Договора от Лисабон и на тези, установени първоначално в Регламента
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\(^1\) Подробно за ЕГИ вж. Йочева, К. Европейската гражданска инициатива, В: Годишник 2016 на
департамент Право, София: НБУ, 2017, 222–233 и Йочева, К. Правна уредба на европейската
гражданска инициатива, Годишник 2019 на департамент Право, София: НБУ, 2020, 244–251.
\(^2\) Член 11, параграф 4 от Договора за Европейския съюз и член 24 от Договора за функционирането
на Европейския съюз, който се отнася до гражданството на Съюза.
относно гражданската инициатива, който се прилага от 1 април 2012 г.\(^3\), а впоследствие – в Регламента относно ЕГИ, в сила от 1 януари 2020 г.\(^4\).
В настоящата статия се разглежда практиката на Съда на ЕС във връзка с ЕГИ в периода от влизањето в сила на правната уредба относно ЕГИ (април 2012 г.) до септември 2022 г.
1. Преглед на практиката на Съда на ЕС във връзка с европейската гражданска инициатива
През изминалите повече от десет години от началото на „живота“ на ЕГИ на равнище ЕС Съдът на ЕС е имал многократно повода да разгледа жалби във връзка с ЕГИ.
Още в самото начало следва да се посочи, че Съдът на ЕС, чието седалище е в Люксембург, към септември 2022 г. се състои от две юрисдикции: Съд и Общ съд (създаден през 1988 г. като Първоинстанционен съд)\(^5\), като през годините и двете юрисдикции на ЕС са били сезирани по различни поводи по въпроси във връзка с ЕГИ\(^6\).
Процесът, свързан с европейската гражданска инициатива, включва редица стъпки. За да стартират дадена ЕГИ, организаторите трябва да създадат „граждански комитет“ съгласно Регламент (ЕС) № 211/2011 или „група на организаторите“ съгласно действащия за ЕГИ Регламент (ЕС) 2019/788. Преди те да започнат да събират изявления за подкрепа от поддръжниците, трябва предложената гражданска инициатива да се регистрира от Комисията, което е задължителен етап от жизнения цикъл на една ЕГИ\(^7\). След потвърждаване на регистрацията организаторите разполагат с една година, за да съберат подкрепата, необходима за достигане на определените прагове.
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\(^3\) Регламент (ЕС) № 211/2011 на Европейския парламент и на Съвета от 16 февруари 2011 година относно гражданска инициатива, ОВ L 65, 11.3.2011 г., 1–22.
\(^4\) Регламент (ЕС) 2019/788 на Европейския парламент и на Съвета от 17 април 2019 година относно европейска гражданска инициатива (Текст от значение за ЕИП), ОВ L 130, 17.5.2019 г., 55–81.
\(^5\) Вж. член 19 от ДЕС „Съдът на Европейския съюз се състои от Съд, Общ съд и специализирани съдилища. Той осигурява спазването на правото при тълкуването и прилагането на Договорите“, Консолидиран текст на Договора за Европейския съюз, ОВ C 202, 7.6.2016 г., с. 1.
\(^6\) Всички позовавания на практиката на Съда на ЕС по-нататък са въз основа на текстовете на актове на Съда на ЕС, публикувани в раздела InfoCuria, Съдебна практика, на официалната интернет страница на Съда на ЕС https://curia.europa.eu/juris/recherche.jsf?language=bg
\(^7\) Вж. член 4, озаглавен „Регистрация на предложена гражданска инициатива“ на Регламент (ЕС) № 211/2011 и респективно член 6 Регистрация на Регламент (ЕС) 2019/788.
От април 2012 г. насам Комисията е получила 116 искания за регистриране на предложения за ЕГИ, като 93 от тях са регистрирани. Към септември 2022 г. Комисията е направила 23 отказа за регистрация, всички на общо основание: „Предложената гражданска инициатива попада явно извън обхвата на правомощията на Комисията да представи предложение за правен акт на Съюза за целите на прилагането на Договорите“\(^8\). Три от първоначално получилите отказ на регистрация на посоченото основание ЕГИ впоследствие са регистрирани от Комисията след обжалване пред Съда на ЕС, практиката във връзка с което се разглежда в последващото изложение.
1.1. Практика на Общия съд във връзка с европейската гражданска инициатива
Първо, трябва да се отбележи, че Общият съд е сезиран с жалба във връзка с ЕГИ още през първата година на действие на правната уредба относно ЕГИ – т. е. още през 2012 г. (Дело T-450/12). От онзи момент досега практиката на Общия съд постоянно се обогатява с нови дела във връзка с ЕГИ.
Практиката на Общия съд може да се обобщи в няколко насоки:
– Дела пред Общия съд с искане за отмяна на решение на Европейската комисия (Комисията), с което е отхвърлено искане за регистрация на ЕГИ,
– Дела пред Общия съд с искане за отмяна на регистрация на ЕГИ,
– Други дела във връзка с резултати от проведена ЕГИ.
Дела пред Общия съд с искане за отмяна на решение на Европейската комисия, с което е отхвърлено искане за регистрация на ЕГИ
До 2015 г., когато е публикуван първият Доклад относно прилагането на Регламент (ЕС) № 211/2011 относно гражданска инициатива\(^9\), шест граждански комитета са взели решение да внесат иск пред Общия съд
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\(^8\) Член 4, параграф 2, буква б) от Регламент (ЕС) № 211/2011 във връзка с член 4, параграф 3 от Регламент (ЕС) № 211/2011, член 6, параграф 3, буква в) от Регламент (ЕС) 2019/788 във връзка с член 6, параграф 4 от Регламент (ЕС) 2019/788.
\(^9\) Доклад на Комисията до Европейския парламент и Съвета, Доклад относно прилагането на Регламент (ЕС) № 211/2011 относно гражданска инициатива, Брюксел, 31.3.2015 г., COM(2015) 145 final.
срещу решенията на Комисията за отказ на регистрацията на предложена от тях инициатива\textsuperscript{10}.
Първото от поредицата идентични дела е дело T-450/12. Жалбоподателят по него иска от Общия съд да отмени решението на Европейската комисия от 6 септември 2012 г., с което се отхвърля заявлението за регистрация на гражданска инициатива под надслов\textsuperscript{11} „ЕДИН МИЛИОН ПОДПИСИ ЗА СОЛИДАРНА ЕВРОПА“\textsuperscript{12}.
По дело T-646/13 жалбоподателите искат от Общия съд да отмени Решение на Комисията C (2013)5969 окончателен от 13 септември 2013 г., нотифицирано на 16 септември 2013 г., с което Комисията отказва да регистрира предложение за гражданска инициатива („Minority SafePack – one million signatures for diversity in Europe“).
По дело T-529/13 жалбоподателите искат от Общия съд да отмени Решение на Европейската комисия от 25 юли 2013 г. (C (2013) 4975, окончателен), с което се отхвърля искането за регистриране на предложение за гражданска инициатива, наречена „политика на сближаване за равенство на регионите и за запазване на регионалните култури“.
По дело T-44/14 жалбоподателите искат от Общия съд да отмени решението на Европейската комисия от 5 ноември 2013 г., с което се отказва регистрацията на Citizens’ Initiative (гражданска инициатива) „Right to Lifelong Care: Leading a life of dignity and independence is a fundamental right!“.
По дело T-361/14 жалбоподателите искат от Общия съд да отмени решението на Европейската комисия от 26 март 2014 г., с което е отказана регистрация на планираната гражданска инициатива под надслов „Ethics for Animals and Kids“.
По дело T-754/14 жалбоподателите искат от Общия съд да отмени решение на Комисията да не регистрира европейската гражданска инициатива „STOP TTIP“\textsuperscript{13} от 10 септември 2014 г. – C (2014)6501.
Неотдавна практиката по тази точка се обогати с още две дела, както следва:
\textsuperscript{10} Дела T-450/12, T-529/13, T-646/13, T-44/14, T-361/14 и T-754/14.
\textsuperscript{11} В практиката на Съда на ЕС не съвсем коректно се използват и двете дублетни форми на думата — надслов и наслов, цитатите са запазени според източника. Вж. за дублетната форма https://kaksepishe.com/naslov/
\textsuperscript{12} Навсякъде изписването на наименованието на ЕГИ е според източника.
\textsuperscript{13} Transatlantic Trade and Investment Partnership (Трансатлантическо партньорство за търговия и инвестиции).
По дело T-611/19 жалбоподателят моли Общия съд да отмени Решение 2019/1182 на Комисията от 3 юли 2019 г., с което се отказва регистрация на гражданска инициатива „Derecho de la UE, derechos de las minorías y democratización de las instituciones españolas“ („Правото на ЕС, правата на малцинствата и демократизацията на испанските институции“).
По дело T-789/19 жалбоподателят моли Общия съд да отмени обжалваното решение (решение C(2019) 6390 окончателен на Комисията от 4 септември 2019 г., с което се отказва да бъде регистрирана предложната гражданска инициатива под надслов „Осигуряване на съответствие на общата търговска политика с Договорите на ЕС и с международното право“ (ОВ 2019, L 241, с. 12).
Трябва да се отбележи, че всички споменати по-горе дела са за откази на регистрация съгласно правилата на Регламент (ЕС) № 211/2011.
По четири от първите разгледани по-горе шест дела Общият съд отхвърля жалбите\(^{14}\), като потвърждава решенията за отказ, т. е. по същество оставя в сила решенията на Комисията, с които тя отказва да регистрира предложените ЕГИ.
Две от тези четири решения на Общия съд впоследствие са обжалвани пред Съда\(^{15}\). Тези дела пред Съда ще бъдат разгледани в съответната точка по-долу.
По останалите две дела (Minority SafePack и „Да спрем ТПТИ“)\(^{16}\) Комисията регистрира инициативите в изпълнение на решенията на Общия съд на ЕС, постановени през 2017 г., с първото от които\(^{17}\) Общият съд „[о]тменя решение на Комисията C(2013) 5969 окончателен от 13 септември 2013 г., с което е отхвърлено искането за регистрация на предложението за европейска гражданска инициатива с наслов „Minority SafePack — one million signatures for diversity in Europe“, а с второто\(^{18}\) Общият съд съответно „[о]тменя Решение C(2014) 6501 окончателен на Комисията от 10 септември 2014 г., с което се отхвърля искането за регистрация на предложението за европейска гражданска инициатива, озаглавена „Stop TTIP“.
Относно двете по-скорошни дела – T-611/19 и T-789/19 практиката на Общия съд сочи следното.
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\(^{14}\) Дела T-450/12, T-44/14, T-529/13 и T-361/14.
\(^{15}\) Дела C-589/15 P и C-420/16 P.
\(^{16}\) Дела T-646/13 и T-754/14.
\(^{17}\) Съответно решение от 12 септември 2017 г., Anagnostakis/Комисия, T-646/13, EU:C:2017:663.
\(^{18}\) Съответно решение от 10 май 2017 г., Efler и др./Комисия, T-754/14, EU:T:2017:323.
По дело T-611/19 Общият съд с решение\(^{19}\) отхвърля жалбата.
По дело T-789/19 Общият съд с решение\(^{20}\) отменя Решение (ЕС) 2019/1567 на Комисията от 4 септември 2019 година относно предложена гражданска инициатива под надслов „Осигуряване на съответствие на общата търговска политика с Договорите на ЕС и с международното право“. Така Комисията отново е задължена да регистрира оспорваната по това дело ЕГИ. Това става с Решение за изпълнение на Комисията от 8.9.2021 година относно искането за регистрация на европейската гражданска инициатива под надслов „Осигуряване на съответствие на общата търговска политика с Договорите на ЕС и с международното право“ съгласно Регламент (ЕС) 2019/788 на Европейския парламент и на Съвета\(^{21}\). Така новата регистрация на тази ЕГИ вече е съгласно новия и действащ Регламент (ЕС) 2019/788, макар че първоначалният отказ на регистрация е съгласно Регламент (ЕС) № 211/2011.
Изводът от посоченото по-горе е, че от обжалваните досега 8 отказа на регистрация от Комисията на предложени ЕГИ три са успешни, а останалите пет са неуспешни.
По този начин три от получилите първоначално отказ за регистрация от Комисията ЕГИ впоследствие, след решенията на Общия съд, са регистрирани от нея. Това са:
– STOP TTIP (Да спрем ТПТИ), отказана регистрация на 11.9.2014 г., регистрирана на 10.7.2017 г. и в крайна сметка оттеглена на 9.7.2018 г.,
– Minority SafePack – един миллион подписа за многообразието в Европа, отказана регистрация на 16.9.2013 г., регистрирана на 3.4.2017 г., получи отговор инициатива на 14.1.2021 г.,
– Осигуряване на съответствие на общата търговска политика с Договорите на ЕС и с международното право, отказана регистрация на 4.9.2019 г., регистрирана на 8.9.2021 г., текущо събиране на подкрепа към септември 2022 г.
Видно от посоченото по-горе е, че към септември 2022 г. една от първоначално получилите отказ на регистрация ЕГИ, а именно Minority
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\(^{19}\) Решение от 9 юни 2021 г., Iniciativa „Derecho de la UE, derechos de las minorías y democratización de las instituciones españolas“/Комисия, T-611/19, EU:T:2021:340.
\(^{20}\) Решение от 12 май 2021 г., Moerenhout и др./Комисия, T-789/19, EU:T:2021:260.
\(^{21}\) Брюксел, 8.9.2021 г., C(2021) 6607 final, https://parliament.bg/pub/ECD/4524941_BG_ACT_part1_v2.pdf
SafePack – един милион подписа за многообразието в Европа е приключила успешно целия жизнен цикъл на една ЕГИ съгласно правото на ЕС и така е една сред общо шестте успешни ЕГИ към септември 2022 г.\(^{22}\).
**Дела пред Общия съд с искане за отмяна на регистрация на ЕГИ**
До септември 2022 г. пред Общия съд са заведени четири дела от държави членки срещу Комисията с идентично искане – отмяна на регистрацията на ЕГИ. Тук следва да се припомни, че регистрацията на една ЕГИ, която извършва Европейската комисия, съгласно правната уредба е един от ключовите етапи от жизнения цикъл на ЕГИ и се подчинява на изискванията на член 4 от Регламент (ЕС) № 211/2011 и член 6 от Регламент (ЕС) 2019/788.
Така по дело T-50/16 жалбоподателят Унгария иска от Общия съд да отмени решението на Европейската комисия, прието на 24 декември 2015 г., за регистрацията на европейската гражданска инициатива с най-меноването „Wake Up Europe! Agir pour préserver le projet démocratique européen“\(^{23}\).
Също така по дело T-391/17 жалбоподателят Румъния иска от Общия съд да отмени решението (ЕС) на Комисията от 29 март 2017 година относно предложението за Европейска гражданска инициатива с наслов „Minority SafePack – one million signatures for diversity in Europe“\(^{24}\).
Освен това по дело T-306/18 жалбоподателят Унгария иска от Общия съд да отмени Решение (ЕС) 2018/262 на Комисията от 14 февруари 2018 година относно предложената гражданска инициатива, озаглавена „We are a welcoming Europe, let us help!“\(^{25},^{26}\).
Накрая, по дело T-495/19 жалбоподателят Румъния моли Общия съд да отмени Решение (ЕС) 2019/721 на Комисията от 30 април 2019 г. относно предложение за гражданска инициатива, озаглавена „Политиката
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\(^{22}\) Това са ЕГИ End the Cage Age (Край на клетките), Minority SafePack – един милион подписа за многообразието в Европа, Забрана на използването на глифозат и защита на хората и околната среда от токични пестициди, Stop vivisection, Водата и санитарно-хигиенните условия са човешко право! Водата е обществено благо, а не стока! и Един от нас.
\(^{23}\) Wake up Europe! Да действаме, за да съхраним европейския демократичен проект, регистрационен номер в Комисията: ECI(2015)000005.
\(^{24}\) Minority SafePack – един милион подписа за многообразието в Европа, регистрационен номер: ECI(2017)000004.
\(^{25}\) OB L 49, 2018 г., с. 64.
\(^{26}\) Ние сме гостоприемна Европа, искаме да помогнем!, регистрационен номер: ECI(2018)000001.
на сближаване в полза на равенството между регионите и на устойчивостта на регионалните култури\textsuperscript{27,28}.
Какъв е изходът от тези производства?
По първото от споменатите дела с Определение на Общия съд от 21 октомври 2016 г. председателят на втори състав разпорежда делото да бъде заличено от регистъра.
По второто дело от споменатите по-горе (T-391/17) Общият съд с решение\textsuperscript{29} отхвърля жалбата на Румъния. По това дело има две обжалвания на решението на Общия съд пред Съда\textsuperscript{30}.
И третото от споменатите по-горе дела от тази група (T-306/18) отново приключва със заличаване, по-конкретно по силата на Определение на Общия съд от 20 септември 2019 г., с което председателят на втори състав разпорежда делото да бъде заличено от регистъра.
По последното от споменатите в тази група дела (T-495/19) Общият съд с решение\textsuperscript{31} отхвърля жалбата на Румъния. И по това дело има обжалване на решението на Общия съд пред Съда\textsuperscript{32}.
Дела пред Общия съд във връзка с успешни ЕГИ
В тази група попадат дела пред Общия съд, които не са свързани с етапа на регистрацията на ЕГИ от Комисията, а засягат други аспекти във връзка с живота на ЕГИ.
Така по дело T-561/14 с жалба, подадена на 25 юли 2014 г., жалбоподателите искат от Общия съд да отмени Съобщение на Комисията COM(2014)355 от 28 май 2014 г. относно европейската инициатива „Uno di noi“ (Един от нас). С решение\textsuperscript{33} Общият съд отхвърля жалбата. Това е поредното дело, решението по което е обжалвано пред Съда\textsuperscript{34}.
За изчерпателност на изложеното в тази група следва да се спомене още едно дело, а именно дело T-125/18. С жалба, подадена на 28 февруари 2018 г., жалбоподателят иска от Общия съд да отмени Регламент за
\textsuperscript{27} OB L 122, 2019 г., с. 55.
\textsuperscript{28} Регистрационен номер: ECI(2019)000007.
\textsuperscript{29} Решение от 24 септември 2019 г., Румъния/Комисия, T-391/17, EU:T:2019:672.
\textsuperscript{30} Жалба: дело пред Съда C-899/19 P и жалба: дело пред Съда C-717/17 P(I).
\textsuperscript{31} Решение от 10 ноември 2011 г., Румъния/Комисия, T-495/19, EU:T:2021:781.
\textsuperscript{32} Жалба: дело пред Съда C-54/22 P.
\textsuperscript{33} Решение от 23 април 2018 г., One of Us и др./Комисия, T-561/14, EU:T:2018:210.
\textsuperscript{34} Жалба: дело пред Съда C-418/18 P.
изпълнение (ЕС) 2017/2324 на Комисията от 12 декември 2017 година, публикуван в Официален вестник на Европейския съюз от 15 декември 2017 г., за подновяване на одобренietо на активното вещество глифозат в съответствие с Регламент (ЕО) № 1107/2009 на Европейския парламент и на Съвета относно пускането на пазара на продукти за растителна защита и за изменение на приложението към Регламент за изпълнение (ЕС) № 540/2011. В определението\(^{35}\) си по това дело Общият съд се позовава на една от успешните ЕГИ, а именно „Забрана на използването на глифозат и защита на хората и околната среда от токсични пестициди“:
„На 6 октомври 2017 г. Комисията официално получава европейска гражданска инициатива, една от трите цели на която се отнася конкретно до глифозата, с проверени подписи от най-малко един милион европейски граждани от най-малко седем държави членки.
На 23 октомври 2017 г. Комисията отговаря на европейската гражданска инициатива, като посочва, че „[п]о отношение на първата цел, а именно забрана на хербицидите въз основата на глифозат, […] смята, че няма основания от научно или правно естество за забрана на глифозата, и не възнамерява да прави законодателно предложение в този смисъл“. Тя посочва още, че „[п]о-конкретно, научните доказателства не позволяват да се заключи, че глифозатът може да предизвика рак“ и че „[п]оради това взетото […] решение за подновяване на одобренietо на глифозата (за срок от пет години) е напълно обосновано“\(^{36}\).
### 1.1. Практика на Съда във връзка с европейската гражданска инициатива
Съгласно действащата към септември 2022 г. правна уредба Съдът може да бъде сезиран с жалби срещу решенията и определенията на Общия съд, но само по правни въпроси\(^{37}\). Ако жалбата е допустима и основателна, Съдът отменя решението на Общия съд. Съдът може да реши делото по същество, ако стадият на производството го позволява. В противен случай той следва да върне делото на Общия съд, който е
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\(^{35}\) Определение от 14 февруари 2019 г., Associazione GranoSalus/Комисия, T-125/18, EU:T:2019:92.
\(^{36}\) Определение от 14 февруари 2019 г., Associazione GranoSalus/Комисия, T-125/18, EU:T:2019:92, т. 24 и 25.
\(^{37}\) Член 256 от ДФЕС (предишен член 225 от ДЕО) „1. […] Решенията на Общия съд по силата на настоящия параграф подлежат на обжалване само по правни въпроси пред Съда, съгласно предвидените в Статута условия и ограничения“. Консолидиран текст на Договора за функционирането на Европейския съюз, ОВ С 202, 7.6.2016 г., с. 47.
обвързан от решението на Съда в производството по обжалване. Към септември 2022 г. делата пред Съда във връзка с ЕГИ могат да бъдат обособени в три групи:
– Жалби пред Съда срещу актове на Общия съд, с които се отказва да се уважи искане за отмяна на Решения на Комисията за отказ на регистрация,
– Жалби пред Съда срещу актове на Общия съд, с които се отхвърлят жалби на държави членки срещу регистрацията от Комисията на ЕГИ,
– Жалби пред Съда срещу актове на Общия съд, с които се отхвърлят жалби срещу актове на Комисията във връзка с успешни ЕГИ.
Всяка от тези групи дела се разглежда в последващото изложение.
Жалби пред Съда срещу актове на Общия съд, с които се отказва да се уважи искане за отмяна на Решения на Комисията за отказ на регистрация
С жалба, подадена на 13 ноември 2015 г. (дело C-589/15) срещу решението, постановено от Общия съд на 30 септември 2015 г. по дело T-450/12, жалбоподателят иска да се отмени изцяло решението, постановено по дело T-450/12 по жалбата от 11 октомври 2012 г. срещу решението на Европейската комисия от 6 септември 2012 година, с което е отхвърлено искането за регистрация на европейската гражданска инициатива „Един миллион подписи за солидарна Европа“.
В заключението\(^{38}\) си по дело C-589/15 генералният адвокат P. Mengozzi отбелязва, че „[т]ова дело за първи път дава на Съда повод да разгледа правния режим на гражданска инициатива“.
На 12 септември 2017 г. Съдът отхвърля жалбата по това дело и потвърждава решението на Общия съд, както и решението на Комисията да откаже регистрацията на предложена инициатива\(^{39}\).
В основата на дело C-420/16 P е жалба, подадена на 28 юли 2016 г. срещу решението, постановено от Общия съд на 10 май 2016 г. по дело T-529/13. Жалбоподателите искат от Съда да отмени решението на Общия
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\(^{38}\) Заключение на генералния адвокат P. Mengozzi от 7 март 2017 г., Anagnostakis/Комисия, C-589/15 P, EU:C:2017:175.
\(^{39}\) Решение от 12 септември 2017 г., Anagnostakis/Комисия, C-589/15 P, EU:C:2017:663.
съд, постановено на 10 май 2016 г. по дело T-529/13\(^{40}\), и на основание 61 от Статута на Съда на Европейския съюз, като главно искане, да отмени Решение C (2013) 4975 окончателен на Европейската комисия от 25 юли 2013 г., с което е отказана регистрацията на спорното предложение и чиято отмяна искат жалбоподателите с първоначалната си жалба, и да постанови окончателно решение по спора.
С решението\(^{41}\) си Съдът уважава жалбата, като отменя решение на Общия съд на Европейския съюз от 10 май 2016 г., Izsák и Dabis/Комисия (T-529/13, EU:T:2016:282) и отменя Решение C (2013) 4975 окончателен на Комисията от 25 юли 2013 година относно искането за регистрация на европейската гражданска инициатива „Политика на сближаване за равенството на регионите и запазването на регионалните култури“. Така ЕГИ, чиято регистрация е отказана първоначално от Комисията на 26.7.2013 г., отново е регистрирана от Комисията на 7 май 2019 г., като към септември 2022 г. актуалният й статус е текуща проверка (16.7.2021 г.).
**Жалби пред Съда срещу актове на Общия съд, с които се отхвърлят жалби на държави членки срещу регистрацията от Комисията на ЕГИ**
По дело пред Общия съд T-391/17 се внесени две жалби пред Съда.
Първата жалба е във връзка с встъпване по дело T-391/17 (дело C-899/19 P). Тази жалба е отхвърлена от Съда с определение на заместник-председателя на Съда от 5 септември 2018 г.\(^{42}\).
С втората си жалба (дело C-54/22 P), подадена на 27 януари 2022 г. от Румъния, срещу решението, постановено от Общия съд (десети състав) на 10 ноември 2021 г. по дело T-495/19, Румъния/Комисия, жалбоподателят Румъния моли Съда да обяви жалбата за допустима, да отмени решението на Общия съд по дело T-495/19 в частта му относно разглеждането на основанието, свързано с нарушението на член 4, параграф 2, буква б) от Регламент № 211/2011, и да се произнесе по дело T-495/19, като уважи
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\(^{40}\) С което Общият съд отхвърля жалбата им за отмяна на Решение C(2013) 4975 окончателен на Комисията от 25 юли 2013 година относно искането за регистрация на европейската гражданска инициатива „Политика на сближаване за равенството на регионите и запазването на регионалните култури“, внесено в Комисията на 18 юни 2013 г.
\(^{41}\) Решение от 7 март 2019 г., Izsák и Dabis/Комисия, C-420/16 P, EU:C:2019:177.
\(^{42}\) Определение от 5 септември 2018 г., Minority SafePack – one million signatures for diversity in Europe/Румъния и Комисия, C-717/17 P(I), EU:C:2018:691.
искането за отмяна на Решение (ЕС) 2019/721 на Комисията. Това производство все още е висящо пред Съда към септември 2022 г.
Жалби пред Съда срещу актове на Общия съд, с които се отхвърлят жалби срещу актове на Комисията във връзка с успешни ЕГИ
По дело C-418/18 P с жалба, подадена на 26 юни 2018 г. от European Citizens’ Initiative One of Us срещу решението на Общия съд по дело T-561/14, жалбоподателят моли Съда да отмени решението на Общия съд от 23 април 2018 г. по дело T-561/14 и да отмени Съобщение COM(2014) 355 окончателен на Комисията от 28 май 2014 г.
Както отбелязва в заключението си по дело C-418/18 P43 генералният адвокат М. Bobek, „[н]овостта на настоящия случай се дължи на факта, че това е първото дело пред този съд във връзка с последващите действия на Комисията в случай на „успешна ЕГИ“ (в смисъл на достигнала изисквания праг). Действително „Един от нас“ е една от само четири ЕГИ, които към настоящия момент са успели да съберат необходимия брой подписи“44.
По това дело C-418/18 P Съдът се произнася с решение45 на своя голям състав, което свидетелства за особената сложност или значимост на разглежданото дело46. С решението си Съдът отхвърля жалбата и остава в сила първоначалното решение на Общия съд по дело T-561/14.
Заключение
От направения по-горе преглед на досегашната практика на Съда на ЕС във връзка с ЕГИ може да се направи извод, че въпроси, породени от практиката на ЕГИ през последните десет години, присъстват трайно в дневния ред на въпросите, с които е сезиран Съдът на ЕС. Може да се обобщи, че в резултат на практиката си Съдът на ЕС оказва все по-
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43 Заключение на генералния адвокат М. Bobek от 29 юли 2019 г., Puppinck и др./Комисия, C-418/18 P, EU:C:2019:640.
44 Останалите три успешни ЕГИ към [2019 г.] са: Right2Water, Stop vivisection и Ban glyphosate.
45 Решение от 19 декември 2019 г., Puppinck и др./Комисия, C-418/18 P, EU:C:2019:1113.
46 Съгласно член 16 от Статута на Съда на ЕС „Големият състав се състои от петнадесет съдии“. Съгласно член 60, параграф 1 от Процедурния правилник на Съда „Съдът разпределя всяко обръщано пред него дело на съставите от петима или от трима съдии, освен ако сложността или значението на делото, или особени обстоятелства не изискват то да бъде разпределено на голям състав“.
чимо влияние върху развитието на този инструмент на пряка демокрация на равнище ЕС. Бъдещото развитие на тази съдебна практика ще има все по-осезаемо значение при преценката относно успеха на тези инициативи в рамките на ЕС.
Приложение
Отказани искания за регистрация на ЕГИ, които впоследствие са регистрирани от Комисията след успешно обжалване пред Съда на ЕС
| № | Наименование на ЕГИ | Настоящ статус |
|---|--------------------------------------------------------|--------------------------------------------------------------------------------|
| 1.| STOP TTIP (Да спрем ТПТИ) | Отказана регистрация 11.9.2014 г., регистрирана 10.7.2017 г., оттеглена 9.7.2018 г. |
| 2.| Minority SafePack – един милион подписа за многообразието в Европа | Отказана регистрация 16.9.2013 г., регистрирана 3.4.2017 г., получила отговор инициатива 14.1.2021 г. |
| 3.| Осигуряване на съответствие на общата търговска политика с Договорите на ЕС и с международното право | Отказана регистрация 4.9.2019 г., регистрирана на 8.9.2021 г., текущо събиране на подкрепа към септември 2022 г. |
The festive calendar is a reflection of the understandings, values and history of a people and country, a sign to the next generations about the difficulties and victories of the past, an example of what they should value, what they should not forget and what they should learn from. Until the establishment of the Third Bulgarian State, the holiday calendar of the Bulgarian society consisted primarily of religious and traditional holidays, which were preserved as a main component of the holiday calendar even after the Liberation.
To them are added holidays related to the monarchical institution, as well as important historical events for the Bulgarian people. Generally, public holidays are the designated important dates and non-working days in our annual national calendar, and the national holiday should be the most important day among them. Such an occasion is undoubtedly the adoption of the first democratic Bulgarian Constitution on April 16, 1879, which should not just be a day in Bulgarian history, but a national holiday of the Bulgarian state. If we respect the Bulgarian institutions, statehood and independence, we must give due importance and respect to this date.
https://doi.org/10.33919/yldnbu.21.10.7
По въпроса за българските официални празници
Празничният календар е отражение на разбиранятията, ценностите и историята на един народ и държава, знак към следващите поколения за трудностите и победите от миналото, пример какво трябва да ценят, какво да не забравят и от какво да се учат. До създаването на Третата българска държава в празничния календар на българското общество присъстват преди всичко религиозни и традиционни празници, които се запазват като основна съставна част от празничния календар и след Освобождението. Към тях се добавят празници, свързани с монархическата институция, както и с важни за българския народ исторически събития. Най-общо официалните празници са определените като важни дати и неработни дни в годишния ни национален календар, а националният празник трябва да бъде най-важният ден сред тях. Такъв повод без съмнение е приемането на първата демократична българска Конституция на 16 април 1879 г., който не трябва да е просто ден от българската история, а национален празник на българската държава. Ако уважаваме българските институции, държавност и самостоятелност трябва да отдадем нужното значение и уважение на тази дата.
Празничният календар е отражение на разбиранятията, ценностите и историята на един народ и държава, знак към следващите поколения за трудностите и победите от миналото, пример какво трябва да ценят, какво да не забравят и от какво да се учат. Значимите исторически дати, които са имали важно значение за развитието на държавата, отразили са се върху общественото, стопанското и културно развитие и са оказали сериозно влияние върху правото, обикновено стават част от националния празначен календар. Кои са събитията, отбелязани в българския празначен
календар и дали е време да преосмислим тяхната роля като официални и национални празници?
До създаването на Третата българска държава в празничния календар на българското общество присъстват преди всичко религиозни и традиционни празници, които се запазват като основна съставна част от празничния календар и след Освобождението\(^1\).
Различните мнения и противоречия в обществото по отношение на българските официални празници след Освобождението са отразени в дебатите на Народното събрание (НС). В настоящото проучване са про-следени интересни моменти от дебатите в НС, свързани с официалните празниците, с фокус върху фактите, които представляват интерес за народните представители, взетите решения по предложените текстове при обсъждането на официалните и национални празници и приетите промени в нормативната уредба.
В българското законодателство няма ясна дефиниция и категорично разграничение на понятията официален и национален празник. Най-общо официалните празници са определените като важни дати и неработни дни в годишния ни национален календар, а националният празник трябва да бъде най-важният ден сред тях, като според европейската практика това обикновено е събитие, свързано с националната независимост или обединение на национални територии в обща държава (вероятно това е аргумент българският законодател да определи именно 3 март за национален празник). Като понятия за обозначаване на официалните празници са използвани и термините „държавни“, „народни“ празници.
И докато традиционните празници са ясно определени и времево установени, то решението кое събитие ще се включи в националния празничен календар изисква обществена дискусия и национално обединение на обществото около определени дати и събития. За определянето на българските официални празници обаче няма национално допитване до обществото, като българският национален празничен календар се запълва с нови дати с укази на държавния глава на Княжество България. В тези укази се използва неопределилният термин „празник“.
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\(^1\) По време на дебатите в Народното събрание на първия Закон за празничните дни в Княжеството през януари 1900 г. депутатът Никола Габровски много точно отбелязва, че религиозните празници са дълбоко вкоренени в „мирозвързението на населението, в неговите традиции и ако даже бихме ги заличили, народът дълго време ще ги празнува“. Стенографски дневници на Х ОНС, с. 2842.
Първият указ, който определя празниците и неприсъствените дни, е от 1880 г.\(^2\). По предложение на вътрешния министър генерал Паренсов се приема списък на неприсъствените дни в България, като списъкът е утвърден с Указ № 5 на княз Фердинанд и обнародван в Държавен вестник на 12 януари 1880 г. Според текста на Указа за „празници и високо-тържествените дни“ в Княжеството са определени 91 дни от годината, сред които са неделните дни (52 на брой), както и дни, свързани с църковни празници (39 дни). Изрично е упоменат броят на празничните дни. В Указа се указва, че в определените за празнични дни „войската и военно-учебните заведения се освобождават от занятия“, т. е. първият указ за празничните дни е приет с цел да се определят дните, в които войската и военните училища ще имат неприсъствени дни. Освен традиционните църковни празници, в този списък правят впечатление празниците на братята Кирил и Методий (11 май) и денят на възкачването на престола на Александър II и сключването на Санстефанския мирен договор (в една дата, 19 февруари).
Следващите промени в списъка, с който се регламентират празничните дни в българския национален празничен календар, са извършени отново през 1880 г. С Решение № 213 на Министерски съвет се допълва уредбата на празничните дни, приета през същата година\(^3\). Предвижда се неприсъствените дни да са задължителни вече за всички „правителствени учреждения“. От празничния календар са премахнати някои празници като именният ден на императрица Мария Александровна, отбелязван през юли, празникът Покров Богородичен, отбелязван на 1 октомври, празникът на Св. Йоан Рилски, отбелязван на 19 октомври, които присъстват в списъка на първия указ от януари 1880 г. В решението вече не се упоменава точният брой празнични дни през годината.
В следващия Указ № 766 от 1882 г. е утвърден „списък на неприсъствените дни“\(^4\). Освен конкретните дни, посочени за неприсъствени, в текста има правила за работата на дюкяни, кръчми, магазини, аптеки, кафенета и други места. Интерес представлява фактът, че правилата за работа на тези места са заложени в две бележки в края на указа. Предвижда се на празничните дни въпросните места да остават затворени до
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\(^2\) ДВ, бр. 22 от 19.1.1880 г.
\(^3\) ДВ, бр. 62 от 6.8.1880 г.
\(^4\) ДВ, бр. 130 от 13.11.1882 г.
10 ч. сутринта, когато приключва църковната служба, което е отразено в Бележка I. С втората бележка се въвежда празнично работно време и се въвежда правилото магазините и дюкяните да остават затворени в неделните дни и на определени празници целодневно, а за други празници като Нова година, Коледа и Богоявление – да отварят след 10 ч.
На 12 януари 1888 г. с Указ № 78 на монарха е утвърден списък на неприсъствените дни в България\(^5\). Предложението за празничните дни е направено от министъра на външните работи и изповеданията като част от тези църковни празници са с точно определена дата в календара като Богоявление (6 януари), Сретение Господне (4 февруари), Благовещение (25 март), Св. Георги (23 април), Св. Кирил и Методий (11 май), Петровден (29 юни), Илинден (20 юли), Преображение Господне (6 август), Кръстовден (14 септември), Димитровден (26 октомври), Архангеловден (8 ноември), Рождество Христово (25–27 декември). Други църковни празници, включени в националния празничен календар, са подвижни и са определени само като брой неприсъствени дни – такива са три дни в периода на Страстната седмица, три дни за Възкресение Христово, както и други празници от църковния календар. Втора група неприсъствени дни, утвърдени с Указ № 78, са свързани с княжеското семейство и са знак за уважение към монархическия институт – такива са именният ден на българския владетел (18 май) и възкачването на престола на българския княз (2 август). В списъка на неприсъствените дни присъства 19 февруари, определен като Ден на освобождението на България и формиращ трета група неприсъствени дни.
Първият закон, регламентиращ празничните дни в България, е приет през 1900 г.\(^6\). Законът е утвърден с Указ № 9 на княз Фердинанд и обнародван в Държавен вестник\(^7\). В закона има нови моменти, като са въведени нови понятия, предвидени са подробно разписани правила за работата на дюкяни и заведения през празничните дни, допълнени са нови официални празници.
Понятието „неприсъствени дни“, използвано до този момент, се заменя с понятието „празнични дни“, без ясно да се дефинира в рамките на закона. Празничните дни като вид и брой не показват съществено
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\(^5\) ДВ, бр. 4 от 12.1.1888 г.
\(^6\) Закон за празничните дни в Княжеството. С.: Държавна печатница, 1900.
\(^7\) ДВ, бр. 35 от 16.2.1900 г.
отклонение в сравнение със списъка на неприсъствените дни от 1888 г.
Извършена е промяна, в резултат на която са пропуснати някои празници
от църковния календар като Илинден и Въведение в храма на Богородица,
което е отбелязано и от народните представители по време на дебатите
в парламента. Едновременно с това се включват нови дати, свързани с
княжеското семейство, като именния ден на престолонаследника, който
се чества на 2 май. Нов празник в националния празничен календар е
Съединението на Северна и Южна България, отбелязано като празник на
6 септември, като тази дата остава същата и до днес. Денят на Съедине-
нието не е предвиден в началния текст на законопроекта. Предложен е от
народния представител Стефан Кьойбашиев с аргумента, че населението
приема този ден като всенароден и официален празник. Предложението е
прието с мнозинство от народните представители по време на гласуването
му в Народното събрание.
Законът за празничните дни в Княжеството е приет на първо четене
без сериозни разисквания в Народното събрание, като проектопредложе-
нието е подписано от „министъра на външните работи и исповеданията“
Тодор Иванчов. В мотивите към законопроекта се посочва належащата
необходимост от уредба на законодателно ниво на празничните дни в
държавата, както и определен от закона ред за затварянето на дюкянни,
магазини, ханища и други места по време на празничните дни. В чл. 2 се
предвижда през празничните дни магазините, работилниците и дюкяните
да останат затворени през целия ден. Изключение се предвижда за дните
четвъртък, петък и събота на страстната седмица, когато това ограниче-
ние отпада. В следващите текстове на закона са предвидени поредица
от изключения, които позволяват работата на кафенета, сладкарници и
кръчми в определени часове (чл. 3), възможността през всички празнични
дни да работят аптеки, хотели и ханища (чл. 4) и работата на магазини за
хранителни продукти (чл. 5).
Съдържанието на Закона за празничните дни от 1900 г. показва
толерантно отношение към представителите на други вероизповедания.
Така например в мюсюлманските общини се позволява да бъдат отворе-
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8 Стенографски дневници на Х ОНС, I PC, LIX заседание, 23 януари 1900, с. 2842.
9 Стенографски дневници на Х ОНС, I PC, LIX заседание, 23 януари 1900, с. 2838.
10 Стенографски дневници на Х ОНС, I PC, LIX заседание, 23 януари 1900, с. 1889.
11 Закон за празничните дни в Княжеството, с. 4.
12 Закон за празничните дни в Княжеството, 4–5.
ни цял ден дюкяните и кафенетата по време на изброените празници с изключение на дните, в които се отбелязват празниците на княжеското семейство\(^{13}\).
По време на дебатите в Народното събрание по законопроекта се обсъжда въпросът за ограничаване на броя на официалните празнични дни, както и тяхното разграничение от църковните празници в българския национален празничен календар. Народният представител Тодор Шипков предлага определянето само на един празник, който да бъде отбелязван с особена тържественост, като дава подобни примери от Румъния и Франция. Предложението не е прието. Народният представител обръща внимание и на факта, че официалният празничен календар включва твърде много дати, като се аргументира с точна статистика, според която неделите, определени за празници в рамките на годината, са 52, към тях прибавят празничните дни, заложени в обсъждания законопроект, които са 23, което общо означава 75 задължителни празнични дни за населението, които ограничават възможността за работа\(^{14}\). Предложениета и коментарите на народния представител не предизвикват дискусия на първо четене и законопроектът е приет. Поради „спешност на закона“ на същата сесия той се обсъжда и на второ четене, по време на който се развива по-активен дебат по отделни текстове на законопроекта за празничните дни. Изразени са становища за намаляване на броя на празнични дни. Споделя се мнение, че те няма да бъдат приемани от населението като неработни, като това се отнася особено за селското население. В някои от изказванията на народните представители е засегнат и въпросът за празниците, свързани с княжеското семейство, и дали те са необходими, свързани ли са с католически празници, нужно ли е да бъдат толкова много на брой, каква е практиката в други европейски страни и др. Въвеждането на празник, свързан с рожденя ден на княз (14 февруари), също предизвиква изказвания, като се изразява мнение, че в България няма традиция да се празнуват рожден дни, а само именни дни.
По време на дискусиите при обсъждане на законопроекта се правят и нестандартни предложения в националния празничен календар да се включат празници като Еньовден, Бабинден и др.\(^{15}\). Дават се примери от
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\(^{13}\) Закон за празничните дни в Княжеството, чл. 9, с. 5.
\(^{14}\) Стенографски дневници на Х ОНС, I редовна сесия, 23.1.1900 г., 2340.
\(^{15}\) Стенографски дневници на Х ОНС, с. 2342.
римската история, като се защитава тезата, че по отношение на официално отбелязаните празници всяко време има особености – Калигула поискал населението да изразява уважението си към почитания от него самия кон, а Марк Аврелий превърнал в официален празник ден, свързан с неговата починаяла съпруга\textsuperscript{16}.
Един от спорните въпроси по време на дебатите в Народното събрание е свързан с работата на кръчмите по време на празници, което провокира няколко противоречиви изказвания във връзка с тази идея. В крайна сметка текстът на чл. 2 е приет, както е предложен от вносителя на законопроекта.
Следващ закон, който регламентира празничните дни в държавата, е приет през 1911 г. с наименованието Закон за празниците и неделната почивка\textsuperscript{17}. В този закон е предвидена вече много по-пълна и детайлна уредба на празничните дни, които са разделени на „господски, светски и официални празници“. За първи път в законопроекта официално се използва терминът „неделна почивка“, като неделният ден също се приема за празначен ден според чл. 1 от закона, който гласи, че „Празници в България са всички неделни дни“. Освен неделните дни, се запазват различните групи празници: църковни, които са свързани с монарха и неговото семейство, както и посветени на важни събития от българската история. Прави впечатление, че празниците, свързани с монархическия институт, в общия календар са ограничени до един – възкачването на престола на българския монарх (2 август). В чл. 2 от закона е предвидено въвеждането на още неприсъствени дни за държавните, окръжните и общинските служители, свързани с монархическия институт и с други църковни празници, като именният ден на царицата, допълнителен ден за Коледа и Нова година, още дни за Великден. В празничния календар не присъстват религиозни празници като Сретение Господне, Преображение Господне, Кръстовден и др. От познатите от предходната уредба празници в закона присъства денят на Кирил и Методий (11 май), Освобождението на България (19 февруари) и Независимостта на България (22 септември). Денят на Съединението, отбелязван на 6 септември, не присъства сред приетите празнични дни в този закон.
\textsuperscript{16} Стенографски дневници, с. 2344.
\textsuperscript{17} ДВ, бр. 36 от 17.2.1911 г.
В Закона за празниците и неделната почивка от 1911 г. е разписана подробна уредба относно работата на магазини, кафенета, ханове, аптеки и др. заведения по време на празничните и неделните дни, т. е. празнично работно време. Забранено е организиране и провеждане на театрални представления и публични увеселения по време на страстната седмица на Великия пост, като тази забрана не се отнася за мюсюлманските села\(^{18}\).
Българският законодател отново прави жест към другите религии, като допуска в мюсюлманските селища да се отбелязват като празници единствено дните 19 февруари, 2 август и 22 септември.
За първи път в Закона за празниците и неделната почивка от 1911 г. са предвидени текстове, съсредоточени в края на закона, които предвиждат санкции за еднократно и многократно нарушаване на установените правила, както и компетентните органи, които установяват нарушенията. Предвидените наказания са под формата на глоби в различен размер, превеждани в полза на общините. За целта се издават административни актове, а производствата са подсъдни на мировите съдии по общия ред на наказателното съдопроизводство.
Упоменаване на официалните празници в българската държава се посочва и в други закони, които нямат пряко отношение към регламентацията на този въпрос. През 1916 г. със закон е въведено Григорианското летоброене. В Закона за въвеждане Григорианския календар\(^{19}\) освен правилата за установяването на новия календар и преместване на датите с 14 дни напред, се посочват и точните нови дати, когато ще се празнуват „държавните и народните празници, както и ония на царския дом“, които са приоритетно свързани с важни дати от живота на царското семейство, а именно: рожденият ден на престолонаследника (30 януари), именният ден на царицата (21 февруари), рожденият ден на царя (27 февруари), възпването на престола на царя (14 август), денят на победите (27 ноември).
Съвременната нормативна уредба на официалните празници в България се намира в чл. 84, ал. 1 КРБ от 1991 г.\(^{20}\). Текстът предвижда Обикновеното народно събрание да приема и изменя закони, приема и отчита държавния бюджет, избира и освобождава министър-председател и предложения от него кабинет, обявява война, дава амнистия и др., а в
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\(^{18}\) Закон за празниците и неделната почивка, чл. 10.
\(^{19}\) ДВ, бр. 65 от 21.3.1916 г.
\(^{20}\) ДВ, бр. 56 от 13.7.1991 г., чл. 84, ал. 1.
т. 15 като правомощие на ОНС се вменява определянето на официалните празници\(^{21}\). За изпълнение на правомощията, определени в чл. 84 КРБ, в чл. 86 (1) КРБ се посочва, че Народното събрание приема закони, решения, декларации и обръщения. Според ал. 2 на същия член от Конституцията законите и решенията на Народното събрание са задължителни за всички държавни органи, организациите и гражданите.
Определянето на официалните празници от НС показва значимостта, на този въпрос и неговото решаване. Липсата на регламентация, свързана с националния празник, може да бъде тълкувана и като последица от 45 годишния период на социализма, през който до голяма степен губим своята национална идентичност и идеализираме дати, с които се налага и внушава ролята на определени исторически факти и събития за българската държава и общество. Вероятно това може да бъде и обяснението на факта, че сме готови да приемем датата на един прелиминарен, т. е. временен договор като повод за национален празник (а и национална гордост), но приемането на първата ни конституция, довела до толкова съществени промени в законодателството, управлението, стопанството на страната, правата на човека, очевидно не е достатъчно значим повод за определянето на датата поне сред важните, нормативно отразени празници в националния ни празничен календар. Това вероятно отразява и народопсихологията на българското общество, което предпочита да живее в неосъществените мечти вместо с действително значимите достижения в историята на българската държава и право, каквото безспорен факт е приемането на първата българска конституция, известна като Търновска.
В изпълнение на своите задължения ОНС определя официалните празници в Кодекса на труда\(^{22}\) и по-специално в чл. 154, претърпял над десет изменения и допълнения от 1990 г. до настоящия момент. Този факт отново показва колко нееднозначно се приемат определени дати като значими за българското общество през различни периоди и правителства, управлявали българската държава. Последната промяна в чл. 154 от КТ е от 2020 г.
При приемането на КТ през 1986 г. в чл. 154, ал. 1 са включени следните празници: 1 януари – Нова година; 1 и 2 май – Ден на труда и на международната работническа солидарност; 24 май – Ден на българската
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\(^{21}\) ДВ. бр. 56 от 13.7.1991 г. – чл. 84, ал. 1, т. 15.
\(^{22}\) ДВ. бр. 26 от 1.4.1986 г.
просвета и култура и на славянската писменост; 9 и 10 септември – Ден на свободата; 7 ноември – Ден на Октомврийската социалистическа революция\textsuperscript{23}. При първите „демократични“ промени в КТ от април 1990 г. при изброяването на официалните празници в чл. 154, ал. 1 са посочени следните: 1 януари – Нова година; 3 март – Ден на Освобождението на България от османско иго – национален празник; 1 май – Ден на труда и на международната работническа солидарност; 24 май – Ден на българската просвета и култура и на славянската писменост; 9 септември – Ден на свободата; 25 декември – Коледа; Великден – денят, който в съответната година е определен за празнуването му. До датата 3 март е записано кратко допълнение „национален празник“, което показва, че така е определен и националният ни празник.
Интерес представлява фактът, че определянето на 3 март за национален празник се извършва с указ на председателя на Държавния съвет съгласно разпоредбите на Конституцията от 1971 г. и по-конкретно на чл. 97, т. 7, според който Председателят (Президентът) на Републиката в изпълнение на своите правомощия издава укази и решения, които нямат нормативен характер\textsuperscript{24}. Можем да направим извода, че официалните празници в Република България в момента са определени със закон, а националният ни празник – с указ, приет въз основа на разпоредбите на социалистическата ни конституция от 1971 г. За да утвърди идеята за 3 март като национален празник, на 5 март 1990 г. Х ОНС гласува решение\textsuperscript{25}. Според стенографските дневници на Х ОНС след гласуването на дневен ред и утвърждаване на членове на МС (избор на другаря Александър Александров за министър на околната среда и другаря Кръстьо Анков за министър на културата), председателят на НС Станко Тодоров прочита предложение на Държавния съвет за утвърждаване на приет от него Указ № 236 от 27 февруари 1990 г. 3 март да бъде обявен за „дения на Освобождението на България от османско иго“ и български национален празник\textsuperscript{26}. Важно е да се отбележи, че не са записани дебати и решението е прието единодушно от членовете на Народното събрание, дори с ръкопляскане, ако се доверим на записаното в стенографските дневници (в залата присъстват 340 народни представители). В същото заседание,
\textsuperscript{23} Пак там.
\textsuperscript{24} ДВ, бр. 39 от 18.5.1971 г.
\textsuperscript{25} Стенографски дневници на Х ОНС, 5.3.1990 г., първо заседание, с. 6.
\textsuperscript{26} Пак там.
но на по-късен етап, е обсъдено и гласувано предложение за промяна в Закона за колективните трудови спорове в Кодекса на труда, Закон за собствеността на гражданите, Законопроект за имената на българските граждани, Законопроект за бюджета, промени в Кодекса на труда и др., по които текат спорове и има сериозни дебати сред народните представители. Дневния ред на заседанието на Народното събрание от 5 март 1990 г. показва желание за включване в началото на работата на ОНС на въпроси, които са обединяващи, безспорни, консенсусни за народните представители. Друга гледна точка е връщането към противопоставянето и заостряне на вниманието към османското владичество с оглед обсъждането през този период на въпроса, свързан с имената на българските турци, който в този период е в своята кулминация. В мотивите, които съпътстват законопроекта, се отбелязва, че официалните празници са свързани с важни дати от историческото развитие на българската държава и традициите на народа. Дотогава официални празници са 1 януари, 3 март, 1 и 2 май, 24 май, 9 и 10 септември и 7 ноември. С аргумента за „бързото развитие на демократичните процеси и факта, че трябва да се откликне на желанията на широката общественост, се предлага да бъдат възстановени като официални празници Коледа и Великден“. Любопитни са аргументите за премахване от официалния празничен календар на дните 2 май, 10 септември и 7 ноември. Аргументите са, че в кризисният момент, в който се намира българската икономика през този период, националното работно време има изключително важно значение и с него не трябва да се злоупотребява. Във връзка с това като целесъобразно решение се предлага да отпаднат като официални празници посочените дни (2 май, 10 септември и 7 ноември). Обаче и народните представители от това време не са лишени от въображение и предлагат идеи от местно значение като национални. Като пример може да се посочи предложението на народен представител от Панагюрище в националния празничен календар да се включи 3 май, свързан с избухването на Априлското въстанието в града.
В същото заседание от 5 март 1990 г. се поставя на първо обсъждане и приема и предложение за промяна в чл. 154 от КТ, в който са посочени официалните празници в българската държава. При повторното обсъ-
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27 Стенографски дневници на Х ОНС, заседание от 30.3.2022 г., с. 173.
дане и без особени дискусии проектът е приет на второ четене на 30 март 1990 г. с един против и двама въздържали се народни представители\(^{28}\).
Освен официалните празници и националния празник, който е ден с особено значение за държавата и нейното население, в празничния календар има религиозни празници, които са свързани със спецификите на определена религия или, както е в България, на християнството, което има историческо значение за българския народ. Отбелязват се и професионални празници, за какъвто е определен 16 април, Ден не само на конституцията, но и на юриста и съдебните служители (от 2010 г.).
Определянето на 16 април за Ден на конституцията и юриста става факт с Решение на МС от 12.3.1991 г., публикувано в ДВ, бр. 21/1991 г., с което се определя следното: датата 16 април официално е обявена за Ден на юриста, като е отбелязано, че това е денят, в който е приета Търновската конституция; Денят на конституцията е определен за професионален празник на българските юристи; със заключителните разпоредби се отменя друго решение на МС от 1979 г., с което за Ден на конституцията е определен 4 декември, когато е приета Димитровската конституция от VI ВНС.
През 2010 г. решението на МС от 1991 г. относно празника 16 април се допълва с нов текст, според който Денят на конституцията е обявен за професионален празник на съдебните служители (Българската адвокатура празнува своя допълнителен празник на 22 ноември, като го свързва с първия приет Закон за адвокатурата от 22 ноември 1888 г.).
Денят на Конституцията (16 април) притежава всички качества, за да бъде обявен за национален празник, който да обединява българското население, свързан със събитие, причина за национална гордост, ясен пример за обществена смелост, единство, смелост с цел постигане на национален интерес. Тази дата, заедно с датата 1 ноември са исторически безспорни, полезни за поддържане на националната гордост и пример за успешно изпълнен национален проект.
В заключение е необходимо да се изтъкне, че официалните празници и особено националният празник дават ясен знак за това кое събитие от своята история една държава е натоварила с особено значение, смята за важно, а оттук и какви са нейните устои и ценности. Националният праз-
\(^{28}\) Пак там, с. 173, 174.
ник трябва да отговаря на определени изисквания – да не буди съмнение
значимостта на събитието, да обединява и да е повод за гордост, да е част
от националния идеал, да дава ясен знак на следващите поколения за зна-
чимото и ценното от нашата история, не само като част от миналото, но
и с оглед на настоящото битие. Такъв повод без съмнение е приемането
на първата демократична българска Конституция на 16 април 1879 г.,
който не трябва да е просто ден от българската история, а национален
празник на българската държава. Ако уважаваме българските институции,
държавност и самостоятелност, трябва да отдадем нужното значение и
уважение на тази дата.
The article examines pending and relative ineffectiveness of contracts in the case of Art. 76 of the Inheritance Act, Art. 26 of the Family Code and Art. 42 of the Obligations and Contracts Act as treated in interpretative decisions No. 1 of 19.5.2004, No. 5 of 29.12.2014 and No. 5 of 12.12.2016 of the Supreme Cassation Court. The concept and types of ineffectiveness are analyzed, as well as the specific issues of the situations discussed. It is concluded that Art. 76 IA provides for a resolutive condition combined with relative ineffectiveness, Art. 24, para. 4 and Art. 26 FC – contestability, which is different from relative ineffectiveness, and Art. 42 of the Obligations and Contracts Act – pending ineffectiveness, but in the absence of confirmation the possibility the contract to become effective is finally lost, and any interested person can invoke it.
https://doi.org/10.33919/yldnbu.21.10.8
Силвия Цонева
Висящата и относителната недействителност в три тълкувателни решения на ВКС
Статията разглежда въпросите на висящата и относителната недействителност на договорите в хипотезите на чл. 76 ЗН, чл. 26 СК и чл. 42 ЗЗД съобразно приетото за тях в тълкувателни решения № 1 от 19.5.2004 г., № 5 от 29.12.2014 г. и № 5 от 12.12.2016 г. на ВКС. Анализирани са общото понятие и видовете недействителност, както и специфичните въпроси на конкретно разглежданите хипотези. Достига се до извод, че чл. 76 ЗН урежда прекратително условие на правото, съчетано с относителна недействителност, чл. 24, ал. 4 и чл. 26 СК – оспоримост, която е различна от относителната недействителност, а чл. 42 ЗЗД урежда хипотеза на висяща недействителност, като при липса на потвърждаване окончателно отпада възможността договорът да породи действие и на това може да се позове всяко заинтересовано лице.
В своята практика по тълкувателни дела ВКС пряко поставя на разглеждане въпроса за вида недействителност на определени сделки. По едно от тези дела на фокус е видът недействителност на актовете на разпореждане на сънаследник с отделни наследствени предмети, ако тези предмети не се паднат в негов дял при делба (чл. 76 ЗН). В друго се изследва каква е сделката на разпореждане със семейното жилище – лична собственост на единия съпруг, извършена от него без съгласие на другия съпруг и без разрешение на районния съд (чл. 26 СК). Трето тълкувателно решение анализира въпроса какъв е видът недействителност на договор, склучен от пълномощник без представителна власт, при липса на потвърждаване от лицето, от името на което е склучен договорът (чл. 42 ЗЗД). По първите две дела ВКС приема наличие на относителна недействителност, а по третото – наличие на висяща недействителност, която при липса на
потвърждаване от страна на лицето, от името на което е склучен договорът, става окончателна. Настоящата статия разглежда характеристиките на висящата и относителната недействителност според тези три решения на ВКС и изследва тяхното специфично проявление в дадените хипотези.
I. Тълкувателните решения
1. Тълкувателно решение № 1 от 19.5.2004 г. по гр. д. № 1/2004 г. се произнася по въпроса абсолютна или относителна е недействителността по чл. 76 ЗН. Преди да отговори на този въпрос ТР дава дефиниции за нищожност, висяща и относителна недействителност. Според тях нищожността е винаги начална; не може да се заздрави; всеки може да се позове на нея; сделката не поражда желаниета от страните правни последици. При висяща недействителност сделката е недействителна като несъобразена с определени изисквания на закона, но може да породи желаното право действие при осъществяване на даден допълнителен юридически факт. При относителната недействителност сделката е действителна, поражда желаниета и целени правни последици, но по силата на закона няма действие спрямо едно или няколко лица.
С оглед на горните дефиниции ВКС приема, че в хипотезата на чл. 76 ЗН актът на разпореждане на сънаследник с отделна наследствена вещ е относително недействителен. Предвид на това ново разбиране ВКС обяви за загубило действияето си предходно ТР № 72 от 9.4.1986 г. по гр. д. № 36/1985 г. ОСГК на ВС в частта, в която се приема, че в разглежданата хипотеза актовете са абсолютно недействителни, но тази нищожност може да бъде заздравена, ако при делбата вещта се падне в дял на извършилия разпореждането наследник. Именно тук ВКС открива правнологическо противоречие – абсолютна недействителност, която в същото време може да бъде заздравена. По тази причина променя парадигмата и постановява, че сделката с отделна наследствена вещ е валидно склучена, обвързва страните по нея, поражда желаниета и целени от тях правни последици, има действие спрямо третите лица, но спрямо неразпоредилите се сънаследници е относително недействителна по право и само те могат да се позоват на тази недействителност. Единствено неразпоредилите се сънаследници имат право при ликвидиране на съсобствеността върху сънаследствените имущества да поискат незачитане на извършеното от техен сънаследник разпореждане с отделни наследствени предмети. Това може да стане с инцидентен, преюдициален и обуславящ, установителен
иск или чрез възражение. Ако при делбата съответната вещ не се падне в дял на разпоредилия се сънаследник, актът на разпореждане, макар и действителен в отношенията между прехвърлител и приобретател, не може да прехвърли права.
ТР от 2004 г. обосновава тезата за относителна недействителност със защита на интереса на сънаследниците от запазване на сънаследствените вещи в общата делбена маса, като едновременно с това се обезпечи и действието на сделката за страните и третите лица от момента на склучването ѝ. Залага се на защитния характер на нормата на чл. 76 ЗН, която се разглежда не като императивно правило, установено в защита на публичния ред, а като норма, насочена към охрана на интереса на ограничен кръг конкретни лица. Промененият подход към чл. 76 ЗН се приветства от доктрината като уловил духа на закона и времето¹.
Разликата в подходите към чл. 76 ЗН на ТР от 1986 г. и ТР от 2004 г. не е само по отношение на вида недействителност – абсолютна или относителна, но и в разбирането дали разпоредбата съдържа условие на правото и какво е неговото действие. В ТР от 1986 г. разпределянето на съответната наследствена вещ в дял на разпоредилия се с няя сънаследник се разглежда като допълнителен юридически факт, отлагателно условие на закона (conditio iuris), с оглед на което е била склучена сделката между разпоредилия се сънаследник и третото лице. ТР от 2004 г. отхвърля тази постановка с аргумент, че разпределянето на вещта в дял на разпоредилия се сънаследник няма характеристиката на юридически факт (conditio iuris) като срок, допълнително волеизявление и др., а е предвидено в самия закон условие за валидиране на акта на разпореждане.
2. Тълкувателно решение № 5 от 29.12.2014 г. по тълк. д. № 5/2013 г. на ОСГТК на ВКС приема, че сделката на разпореждане със семейното жилище лична собственост на единия съпруг, извършена от него без съгласие на другия съпруг и без разрешение на районния съд, е относително недействителна. То стъпва върху определението за относителна недействителност, дадено в ТР №1/19.4.2004 г. на ОСГК на ВКС, и като изхожда най-вече от защитния характер на нормата, приема, че сделката поражда действие между страните, които са я сключили, но няма действие за съпруга-несобственик, който не е дал съгласие за нея. Само този съпруг
¹ Александров, В. Чл. 76 от Закона за наследството – право-историческа бележка в светлината на Тълкувателно решение № 1 от 19.5.2004 г. на ВКС по гр. д. № 1/2004 г., ОСГК. Електронен правен сайт „Грамада“, 15.9.2016 г., ISSN/online/: 2682-9703.
може да оспори сделката с иск за обявяване на недействителността ѝ, без това право да е ограничено със срок. Относителната недействителност в случая възниква по силата на закона и може да бъде заздравена, ако сделката не бъде оспорена от съпруга-несобственик или той я потвърди. Смята се, че подобно решение отчита интереса както на съпруга-несобственик, така и на третото лице-приобретател, и съответства на изискването за сигурност на гражданския оборот.
Един от аргументите да се приеме, че чл. 26 СК не урежда нищожност, а относителна недействителност, е че чл. 24, ал. 4 СК, уреждащ разпореждането на съпруг с общ за съпрузите недвижим имот, предвижда по-лека санкция, а именно относителна и временна недействителност, наричана още своебобразна оспоримост.
Под влияние на тълкувателното решение в практиката по чл. 26 СК съдилищата прогласяват сделката на разпореждане със семейното жилище – собственост на единия съпруг, извършена без съгласието на другия съпруг и без разрешение на съда, за недействителна по отношение на другия съпруг\(^2\). По същия начин, и в случайите на разпореждане с обща недвижима вещ, извършено само от единия съпруг, съдилищата прогласяват сделката за недействителна на основание чл. 24, ал. 4 СК по отношение на другия съпруг\(^3\). Само неучаствалят съпруг може да оспори разпоредителната сделка и да иска обявяване на недействителността ѝ\(^4\).
3. Тълкувателно решение № 5 от 12.12.2016 г. на ВКС по тълк. д. № 5/2014 г. определя договора, сключен от лице без представителна власт, за висящо недействителен. На конкретно поставения въпрос какъв е видът недействителност на договора при липса на потвърждаване от лицето, от името на което е склучен договорът, се отговаря, че недействителността от висяща става окончателна, като окончателно отпада възможността договорът да бъде потвърден и да породи правни последици. От склучването на договора до потвърждаването му или до отказа от потвърждаването
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\(^2\) Решение № 124 от 29.3.2018 г. по гр. д. № 1452/2016 г. на Районен съд – Горна Оряховица; Решение № 298 от 25.4.2017 г. по гр. д. № 3151/2016 г. на Районен съд – Пазарджик; Решение № 75 от 18.1.2022 г. по в. гр. д. № 2799/2021 г. на Апелативен съд – София.
\(^3\) Решение № 262618 от 4.8.2022 г. по гр. д. № 1118/2020 г. на Софийски градски съд; Решение № 265522 от 26.8.2021 г. по гр. д. № 12554/2018 г. на Софийски градски съд; Решение № 3680 от 23.6.2020 г. по гр. д. № 9942/2016 г. на Софийски градски съд.
\(^4\) Решение № 216 от 30.10.2019 г. по гр. д. № 959/2019 г., IV г. о. на ВКС. Ако това не бъде направено в 6-месечен срок от узнаването, действието на сделката се стабилизира и тя не може да бъде оспорвана на основание неучастие на един от съпрузите при извършването на отчуждителното волеизявление Вж. Решение № 287/13.3.3011 г. по гр. д. № 272/2010 г. на ВКС.
му сделката е във висячо положение и не поражда действие. Отбелязва се също така, че щом договорът не поражда правни последици за едната страна – мнимо представлявания, той не поражда такива и за другата страна до момента на потвърждаване на договора.
ВКС отхвърля конструкцията на нищожност в хипотезата на чл. 42 ЗЗД по няколко съображения. От една страна, нищожността се смята за неприемлива заради нейните последици – окончателни и непоправими, а чл. 42, ал. 2 ЗЗД изрично установява възможност сделката да бъде потвърдена и с обратна сила да породи действие. Ако се приеме, че сделката, склучена без представителна власт, е нищожна, това би означавало също така на нищожността да може да се позове настрешната страна по договора, както и всяко друго трето лице, и това би осуетило законово установената възможност за мнимо представлявания да потвърди договора. От друга страна, сделка, склучена без представителна власт, не е нищожна поради липса на съгласие на основание чл. 26, ал. 2, пр. 2 ЗЗД. Изтъква се, че липса на съгласие означава съзнавано несъгласие, т. е. съгласието да е изтръгнато с насилие, да е дадено без намерение за обвързване като шега, учебен пример и т. н., което не е наличие при договора, сключен от лице без представителна власт, тъй като мнимият представител по правило е формирал и изявил валидна воля от името на мнимо представлявания и засегнато се явява само вътрешното правоотношение между представител и представляван.
След като отхвърля идеята за нищожност на сделката по чл. 42 ЗЗД, ВКС отхвърля и конструкцията за относителна недействителност, тъй като тя е правно средство за защита не на страните по договора, а на трети за договора лица, увредени от неговото действие. Доколкото мнимо представляваният е страна по договора, договорът не може да бъде относително недействителен спрямо него.
Тълкувателното решение изтъква, че ако висящата недействителност се трансформира в окончателна, окончателно отпада възможността договорът да бъде потвърден и да породи целените с него правни последици – няма да възникнат настрешни права и задължения за страните по него, няма да се прояви транслативния ефект на договора по чл. 24, ал. 1 ЗЗД и всяка от страните ще дължи на другата връщане на даденото по договора на основание чл. 55, ал. 1 ЗЗД. Ако няма потвърждаване, на недействителността може да се позове само лицето, от името на което е склучен договорът или неговите универсални наследници. Единствено то може да
потвърди сделката и само то може да релевира недействителността ѝ при липса на потвърждение. Това може да стане както извънсъдебно, така и съдебно чрез предявяване на установителен иск с правна квалификация чл. 42, ал. 2 ЗЗД или чрез възражение.
II. Уточнения относно понятието и видовете недействителност
Във връзка с изследване на понятията висяща и относителна недействителност в разглежданите хипотези трябва да се направят някои предварителни бележки и уточнения относно използваните термини и правни категории.
1. Една част от затрудненията, свързани с изграждане на образа на висящата и относителната недействителност за целите на изследваните тук хипотези, произтичат терминологично от самото понятие „недействителност“ и от различията във възгледите относно класификацията на видовете недействителност. Думата „недействителност“ е легален термин, заглавие на част II, 2, „В“ на ЗЗД, където са уредени само нищожността и унищожаемостта на договорите. Лексикално, „недействителност“ насочва към действието на договора и по-скоро към хипотези, при които договорът не проявява действието си, било защото изначално не може, било защото е налице условие за действието му, било защото поражда действие, но то последващо може да отпадне или пък поражда действие, но не спрямо всички. От тази гледна точка недействителността далеч не се изчерпва с нищожност и унищожаемост, а предпоставя към тях да се добавят и случайите на сделки, склучени под условие, на относителна недействителност, на висяща недействителност, на разваляне на договора, на оспоримост, на отмяна на договора и др. ЗЗД обаче свежда недействителността само до нищожност и унищожаемост. По този начин тя смислово, по съдържанието си, е тъждествена с невалидността на договора под формата на нищожност и унищожаемост. При нея проблемът с действието на договора се дължи на неговото невалидно сключване по причина на недостатък или порок от изрично изброените в членове 26–33 ЗЗД. Терминът „недействителност“ в ЗЗД (отм.) съответства на nullità от италианския Граждански кодекс от 1865 г., който противостоят на validità. Несъответствието между наименование и съдържание при термина „недействителност“ обяснява търсенето у нас на допълнителни понятия като
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5 Член 1104 и сл. от Италианския граждански кодекс от 1865 г.
„правна ефективност“\(^6\) или „неефикасност“ на договора\(^7\), с които да се обяснят хипотези, при които договорът не проявява действието си, и които са различни от нищожност и унищожаемост. Предлага се неефикасните сделки да се разглеждат като самостоятелна и отделна категория, отнасяща се до сделки, при които са спазени условията за валидност, но които не произвеждат действие поради външна причина\(^8\). Ползването у нас на един общ термин „недействителност“, който по законовото си съдържание съответства на „невалидност“, но с който се означават и други особени случаи на действието на договора, размива единното понятие за недействителност и затруднява изясняването на отделните й видове. С оглед на термините „невалидност“ и „неефикасност“, понятията „нищожност“ и „унищожаемост“ са преди всичко видове невалидност на договора, докато „висяща“ и „относителна“ недействителност са категории неефикасност на договора. Някои правни системи, като италианската например, добре разграничават случаите на invalidità, при които договорът е невалидно склучен (нищожност и унищожаемост) и l’inefficacia, при които договорът не поражда действие. Неефикасността се разглежда от тях в широк и в тесен смисъл. В широк смисъл тя обхваща всички хипотези, при които договорът няма действие, а в тесен смисъл – всички хипотези, различни от невалидност/„невалидност“, като това може да се проследи и при използването на термина „потвърждаване“ за унищожаемите сделки по чл. 35 ЗЗД и за сделките, склучени от лице без представителна власт по чл. 42, ал. 2 ЗЗД. С използването в ЗЗД на един и същ термин „потвърждаване“ не може да се улови нюанса, че в случая на унищожаемата сделка то значи валидирането ѝ, а в случая на сделка, склучена без представителна власт, значи одобряване на действията, извършени от друг. В други правни системи тези нюанси са много по-осезаеми поради използването на различни термини – потвърждаването на унищожаеми сделки се означава с „валидиране“\(^9\), а потвърждаването на действията, извършени от мним представител, с „ратифициране“\(^10\).
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\(^6\) Петров, В. Кадуциране на актове на разпореждане на сънаследник с отделен предмет от наследството преди делбата (чл. 76 ЗН), 17.2.2019 г. Достъпно на https://www.challengingthelaw.com/semeino-i-nasledstveno-pravo/kaducirane-chlen-76-zn/
\(^7\) Русчев, И. Действия на разпореждане с чужди права. Правна същност и признаци. ГСУЮФ, т. 85, 1992. С.: УИ „Св. Кл. Охридски“, 1996, с. 145.
\(^8\) Русчев, И. Цит. съч., с. 145.
\(^9\) Италианският граждansки кодекс (чл. 1444) използва термина „convalida“.
\(^10\) Принципите на европейското договорно право използват за първото думата „потвърждаване“ (confirmation) (член 4:114), но уредбата е поместена в главата за валидност на договора (validity),
2. Проекция на различията при обособяване на невалидността на договор от други хипотези на непораждане или отпадане на действието на договора са и различията в използванния класификационен критерий за определяне на видовете недействителност. Една част от доктрината използва като критерий правното действие на недействителността по отношение на сделката и по-точно как тя се отразява на желаните от страните правни последици\(^{11}\). Според този критерий недействителността бива 4 вида – нищожност, унищожаемост, относителна и висяща недействителност. Друга част от доктрината добавя към правните последици от недействителността и изискване тези последици да са следствие на някои от недостатъците, посочени в членове 26–33 ЗЗД. Според тях недействителността бива само 2 вида – нищожност и унищожаемост, а висящата и относителната недействителност са правни явления, различни от недействителността\(^{12}\). С оглед на това, че недействителността по ЗЗД е равнозначна по същността си на невалидност, дължаща се на някой от изрично и изчерпателно посочените в членове 26–33 ЗЗД недостатъци, следва да се приеме, че недействителността бива само нищожност и унищожаемост, а разработените от теорията висяща и относителна недействителност са случаи, при които проблемът с действието на договора е различен от невалидността и при които договорът не поражда действие до настъпването на допълнителен юридически факт или не поражда действие спрямо определени лица.
3. На следващо място, различни критерии и подходи са възможни към проявението на относителността при недействителните сделки, което създава опасност от смесване на категории. Едното разбиране за относителна недействителност е посочено в ТР №1 от 19.5.2004 г., според което тя предполага действителна правна сделка, която поражда действие за страните по нея, но няма действие спрямо едно или няколко лица. Според друго разбиране относителност е налице, когато недействителността е установена единствено в интерес на определени лица и само те могат да се позоват на нея. Такъв критерий за относителност може да се открее в особеното мнение към ТР № 5 от 12.12.2016 г.
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\(^{11}\) Таджер, В. Гражданско право на НРБ. Обща част. Дял II. С.: Софи-Р, 2001, с. 467.
\(^{12}\) Павлова, М. Гражданско право – обща част, С.: Софи-Р, 2002, с. 511.
Българското право познава деление с оглед на това дали се защитава обществения интерес, при което всеки може да се позвое на недействителността, или се защитава интереса само на определени лица, при което само тези лица могат да я релевират. Това деление е познато на правната теория при разграничаване на нищожността от унищожаемостта. Именно този критерий се използва в някои правни системи за разграничаване на нищожността и унищожаемостта като видове невалидност на договора и те съответно се наричат абсолютна и относителна невалидност\(^{13}\). Българското право използва понятието абсолютна недействителност, за да обозначи нищожността, но не ползва кореспондиращото му понятие относителна недействителност за случаите на унищожаемост, а за съвсем отделна категория хипотези, при които договорът е непротивопоставим на определени лица и която има отношение не към валидността на договора, а към неговото действие. Проблемът произтича от това, че българското право използва общ термин „недействителност“ без да разграничива невалидност от неефикасност на сделките и съответно без да разграничи критериите и хипотезите на относителна невалидност и на относителна неефикасност на сделките.
От горното става ясно, че относителността при недействителността, разбирана като невалидност на сделката, съответства на критерия за защита на интереса само на определени лица, които могат да се позвоват на нея и се проявява при унищожаемостта. Относителността при недействителността, разбирана като хипотези, при които сделката е валидна, но не проявява правното си действие, съответства на критерия дали сделката не поражда действие единствено спрямо едно или няколко лица, чийто интерес се защитава. Първият случай касае валидността на сделката и лицата, които могат да релевират недостатъка, който прави сделката унищожаема. Вторият случай касае действието на сделката и лицата, единствено спрямо които тя няма действие.
Относителната недействителност не е вид недействителност и за нея критерият да е установена само в полза на определено лице не е
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\(^{13}\) Абсолютна и относителна недействителност (nullité absolue/nullité relative) са законови термини вж. член 1178 от Френския граждански кодекс. И двата вида се свързват с недостатък или неизпълнено законово изискване за скъпочване на договора. Terré, F., Simler, Ph., Lequette, Y., Chénédé, F. Droit civil: les obligations, Paris, Dalloz, 12e édition, 2018, p. 169 ss. Съгласно законовите определения, ако нормата, която се нарушава, е призвана да защити обществения интерес и всеки може да се позвове на съответния недостатък при скъпочване на договора, е налице абсолютна недействителност. Ако нормата има за цел защита на частен интерес, и само лицето, чийто интерес се защитава, може да се позвове на съответния порок, е налице относителна недействителност.
достатъчен. В допълнение това лице трябва да не е страна по договора и най-вече договорът трябва да няма действие единствено спрямо него. Липсата на симетрия в използваните понятия и означаването на непротивопоставимостта на сделката с термина „относителна недействителност“ създава допълнително опасност от смесване на категории.
Допълнително, когато критерият е кой може да се позове на недействителността, трябва да се прави разлика между това кой може да се позове на унищожаемостта на договора, на неговата висящност и непротивопоставимост и кой може да се позове на вече унищожения договор, на вече отпадналата висящност, на вече реализираната непротивопоставимост.
4. Известни различия във връзка с хипотезите на недействителност могат да се открият и по повод на понятието за висящност. Висящото положение на сделката означава несигурност по отношение на нейното действие, произтичаща от уговорено от страните или изрично посочено от закона условие, от осъществяването на което зависи пораждането или прекратяването на действието ѝ. Договорените от страните условия са фалклативна и незадължителна клауза в договора (condicio fatti), за разлика от условията на правото, които са постоянно и неизменно законово изискване за действието му (condicio iuris). Условията на правото са законови предпоставки, допълнителни юридически факти, от осъществяването на които зависи произвеждането, респ. запазването на правното действие на сделката\(^{14}\). От тази гледна точка условията на правото представляват ограничения на свободата на договаряне. Що се отнася до действието им, събдването на condicio fatti има обратно действие (чл. 25, ал. 2 ЗЗД). Това правило обаче не се прилага за condicio iuris и тяхното действие зависи от съдържанието на правните норми и може да бъде както обратно, така и занапред\(^{15}\).
Условието (condicio) бива отлагателно или прекратително и докато то не се събудне, сделката е във висящо положение (pendente condizione). Неясно защо обаче висящото положение понякога се свързва само с
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\(^{14}\) Русев, И. Условие и условни задължения в гражданското право. Видове условни задължения. Електронен правен сайт „Грамада“, 21.8.2019, ISSN/online/. Като пример за първото се сочи чл. 76 ЗН, а за второто – чл. 24, ал. 4 СК.
\(^{15}\) Русев, И. Пак там. Смята се, че условията на правото по правило нямат обратно действие – Таджер, В. Цит. съч., с. 438; Павлова, М. Цит. съч., с. 498; Тасев, С., М. Марков. Гражданско право, Modus studendi, С., 2013, с. 203.
отлагателното условие и само с пораждане действие на сделката\textsuperscript{16}. Разбирането, което свързва висящността единствено с отлагателно условие, намира проекция и в това, че правната теория работи само с категорията „висяща недействителност“ и не познава категория „висяща действителност“.
Съществените различия във вижданията спрямо условията на правото касаят това дали тези условия имат отношение към действието на сделката\textsuperscript{17} или към нейната действителност\textsuperscript{18}. Това намира отражение и в подходите към висящата недействителност, при която е наличие законово установено условие и висящост на сделката до осъществяване на съответния допълнителен юридически факт. Едини разглеждат висящата недействителност през призмата на недействителността, по-точно като начална висяща нищожност, която може да се трансформира в действителност или от висяща да се превърне в окончателна\textsuperscript{19}. Според други неосъществяването на условието преустановява състоянието на висящост и сделката остава окончателно лишена от последици\textsuperscript{20}. Според това второ виждане не недействителността, т. е. нищожността е висяща, а действието на сделката е във висяще, несигурно положение. Това второ виждане правилно свързва условието на правото с правните последици на договора, не и с неговата действителност.
Налице е известна неяснота също така дали законовото условие има отношение „общо, за цялостното действие на сделката“\textsuperscript{21} или е възможно то да се ограничи само до вещното действие на договора\textsuperscript{22}. При липса на общи правила относно условията на правото, второто становище може да бъде аргументирано и подкрепено.
\begin{footnotesize}
\begin{enumerate}
\item Тасев, С., М. Марков. Цит. съч., с. 204; Павлова, М. Цит. съч., с. 500.
\item Павлова, М. Цит. съч., с. 500 и сл.
\item Таджер, В. Цит. съч., с. 437.
\item Таджер, В. Цит. съч., с. 474; Тасев, С., М. Марков. Цит. съч., с. 211. Приема се, че сделката е нищожна и не поражда правни последица при сключването, но за разлика от общия режим може да бъде санирана.
\item Павлова, М. Цит. съч., с. 522.
\item Марков, М. Разпореждане с наследствен имот преди делбата. Сп. Собственост и право, 3/2001.
\item Русичев, И. Разпореждане с ..., с. 161. Сочи condicio juris при поемането на задължение за dare, когато сделката при сключването си произвежда само облигаторно, но не и вещно действие. В подкрепа на едно подобно разбиране вж. Петров, В. Цит. съч., бел. 21.
\end{enumerate}
\end{footnotesize}
III. Видове недействителност в хипотезите на чл. 76 ЗН, чл. 26 СК и чл. 42 ЗЗД
След направените уточнения остава да видим как изглеждат видовете недействителност по чл. 42 ЗЗД, чл. 26 СК и чл. 76 ЗН и постановеното в тълкувателните решения за тях. Тук се възприема разбирането, че терминът „недействителност“ е изпълнен със съдържание на невалидно сключен договор поради недостатък, посочен в членове 26–33 ЗЗД. Хипотезите на висяща и относителна недействителност, противно на наименованието им, не са свързани с недействителност, разбирана като невалидност на договора. Те имат отношение единствено към проявението на правното действие и последиците на договора – в единия случай до настъпване/ненастъпване на определено законово условие, а в другия – по отношение на определени от закона лица.
1. Становищата в теорията за същността на чл. 76 ЗН са многообразни – висяща недействителност\(^{23}\), сделка с отлагателно условие, сделка с прекратително условие, относителна недействителност, кадуцитет\(^{24}\). ТР № 1 от 19.5.2004 г. приема, че актът на разпореждане на сънаследник с отделна наследствена вещ е относително недействителен и на тази недействителност могат да се позоват само неразпоредилите се сънаследници.
Като правилни трябва да се посочат тези виждания, които отнасят въпроса не към недействителността на договора, а към неговото действие и правните му последици, както и тези, които преодоляват ограничението да се избере само една от няколко предварително зададени категории, кое-то изключва възможността да се търси тяхното комбинирано проявление.
Тълкувателното решение правилно отхвърля конструкцията на висяща недействителност, защото сделката, склучена от разпоредилия се сънаследник с третото лице, поражда облигационно, а по отношение на идеалната част на този сънаследник, и вещно действие. Правилно също така се изхожда от защитния характер на нормата на чл. 76 ЗН и се установява относителна недействителност, доколкото склучената от разпоредилия се сънаследник сделка с отделен наследствен предмет поражда действие за страните по нея и третите лица, но няма действие.
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\(^{23}\) Таджер, В. Цит. съч., с. 473; Павлова, М. Цит. съч. с. 521.
\(^{24}\) За всички тях подробно Петров, В. Цит. съч. Кадуцитетът се обяснява като последващо обезсиливане (загуба на правната ефективност) на правната сделка поради настъпването на предвиден в закона юридически факт. В хипотезата на чл. 76 ЗН кадуцирането е отпадане по право на вещнопревърхрителното действие на разпоредителния акт на сънаследника върху идеална част от неделения сънаследствен имот.
само за неразпоредилите се сънаследници, които единствено могат да се
позоват на тази недействителност.
Неправилно е обаче разбирането, че разпоредбата на чл. 76 ЗН не
съдържа „юридически факт (conditio iuris)“. По тази причина същността
на нормата остава неразкрита в пълнота, тъй като в нея преди всичко има
установено прекратително законово условие, свързано с отпадане на вещ-
ното действие на договора. Сделката, склучена от сънаследник с отделни
наследствени предмети, е във висящо положение, докато не стане ясно
ще се събудне или не посоченото от закона условие – ще се паднат ли тези
предмети в негов дял при делба, в която и той участва. Висящостта се
отнася само до вещното, а не и до облигационното действие на сделката.
Член 76 ЗН пряко установява прекратително условие на правото,
съчетано с непряко установена от закона относителна недействител-
ност. Относителната недействителност се извежда от поставеното в
разпоредбата законово условие, което предполага да може да се извърши
делба, в която да участва не приобретателят по разпоредителната сделка,
а разпоредилият се сънаследник. А за да може това да се случи и за да
може сънаследниците да поискат в делбата да участва разпоредилият
се сънаследник, а не третото лице – приобретател, сключената между
разпоредилия се сънаследник и третото лице сделка по необходимост
трябва да няма действие спрямо тези сънаследници. Член 76 ЗН урежда
прекратително условие на правото, което предпоставя относителна не-
действителност на сделката. Тази недействителност дава възможност на
съответните лица да упражнят правата си на сънаследници спрямо общата
делбена маса. Ако при упражняването на тези права и осъществяване на
делбата, вещта не се падне в дял на разпоредилия се сънаследник, ще
се осъществи поставеното от закона прекратително условие, което ще
рефлектира върху вещното действие на сделката с третото лице.
2. Съгласно ТР № 5 от 29.12.2014 г. сделката на разпореждане със
семейното жилище – лична собственост на единия съпруг без съгласието
на другия и без разрешение на съда е относително недействителна спрямо
съпруга-несобственик, който има възможност да иска прогласяване на
недействителността на извършеното разпореждане.
ТР разглежда като относително недействително и едноличното раз-
пореждане на съпруг с общ недвижим имот, което може да бъде оспорено
от другия съпруг по исков ред в сроковете по чл. 24, ал. 4 СК. За част от правната доктрина това разпореждане води до висяща недействителност\(^{25}\). Друго виждане пък определя случая като висяща действителност, при която сделката поражда правни последици за съпрузите и третото лице, но от датата на извършването ѝ за съпруга, който не е дал съгласие, възниква потестативно право да заведе конститутивен иск срещу другия съпруг и третото лице и да иска отмяна на разпореждането с имота\(^{26}\).
Разпореждането, извършено в нарушение на чл. 24, ал. 4 СК, не се намира в положение на висяща недействителност, защото сделката между разпоредилия се съпруг и третото лице поражда действие – облигационно и вещно. Тя обаче е оспорима. Ако не бъде оспорена, правото на неучаствалия в нея съпруг се погасява, а действието на сделката се запазва\(^{27}\) и окончателно се стабилизира. Член 26 СК не предвижда такова право на оспорване за съпруга, който не е дал съгласие за разпореждане със семейното жилище – лична собственост на другия съпруг, за което липсва и разрешение от районния съд. Въпреки това ТР № 5 от 29.12.2014 г. признава право на съпруга-несобственик да оспори сделката с иск за обявяване на недействителността ѝ. Относителната недействителност на разпореждането по чл. 26 СК се обосновава с разпоредбата на чл. 24, ал. 4 СК, която за по-тежко нарушение изключва нищожността и предвижда относителна недействителност, „наричана още своеобразна оспоримост“\(^{28}\). Така ТР залага главно на аргумент на по-силено основание, за да обоснове приложимостта на последиците по чл. 24, ал. 4 СК към хипотезата на нарушения на чл. 26 СК\(^{28}\). От това, че сделката поражда незабавно действие за страните по нея, но няма действие за съпруга-несобственик, се заключава, че е относително недействителна спрямо него. Обаче правото да се оспори разпореждането, извършено от съпруг в нарушение на чл. 24,
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\(^{25}\) Така е при действието на чл. 13, ал. 3 СК от 1968 отм. (Таджер, В. Цит. съч., с. 473) и на чл. 22, ал. 3 СК от 1985 отм. (Павлова, М. Цит. съч., с. 521) Изказано е и виждане, което определя неоспорването на сделката в срока по чл. 24, ал. 4 СК като условие на правото за пораждане на облигационно действие на разпоредителната сделка спрямо неучаствалия съпруг и за вещно действие на сделката. Матеева, Е. Семейно право на Република България. ВСУ Черноризец Храбър, 2010, с. 137. Съществуват и други виждания за едноличното разпореждане на съпруг с общи недвижими имот – за тях вж. Матеева, Е. Цит. съч., с. 136.
\(^{26}\) Василев, И. Относно нормата на чл. 24, ал. 4 СК. Електронен правен сайт „Грамада“, 15.10.2018, ISSN/online/: 2682-9703.
\(^{27}\) Ако няма оспорване, действието на сделката се запазва (санира се) и за двамата съпрузи, а при оспорване вещното действие отпада с обратна сила изцяло, а облигационното – за неучаствалия съпруг. Марков, М. Семейно и наследствено право, поредица Modus Studendi, C.; Сиби, 2014, с. 60.
\(^{28}\) В литературата този аргумент е допълнен от аргумент за аналогия на закона. Вж. Марков, М. Разпореждане със семейното жилище – собственост на единия от съпрузите. Сп. Собственост и право, 2/2010. Против прилагането по аналогия в случая вж. Матеева, Е. Цит. съч., с. 143.
ал. 4 и 26 СК, не съответства на относителна недействителност. Вярно е, че защитният характер на двете разпоредби налага да се признаяе право само на засегнатия съпруг да релевира неучастието му, съответно липсата на негово съгласие за извършеното от другия съпруг разпореждане\textsuperscript{29}. Този критерий за относителност обаче не е достатъчен за относителната недействителност, така както тя е определена в ТР № 1 от 19.5.2004 г. Относителната недействителност по същността си е непротивопоставимост на една сделка на конкретни лица, които не са страна по нея, по начин да направи възможно за тях да упражнят определени права, които те без тази непротивопоставимост нямаше да могат да упражнят – да насочат принудително изпълнение към вещта, предмет на разпоредителната сделка на техния дължник; да поискат извършване на делба с участие на сънаследник, който се е разпоредил с отделна наследствена вещ и т. н. Едва при упражняването на тези права, и то като последица, а не като пряко търсен ефект, може да отпадне вещно-прехвърлителното действие на извършената сделка. Различно е положението в хипотезата на чл. 24, ал. 4 и чл. 26 СК, където се дава право на засегнатия съпруг да оспори самата сделка и пряко да атакува действието й и то не само спрямо него самия, но и за страните по нея. Целта на тези разпоредби не е да създават възможност за засегнатия съпруг да упражни някакви свои права по отношение на общата вещ или семейното жилище, а да му дадат право да оспори извършеното разпореждане и да обезсили с обратна сила вещното му действие. В духа и целта на чл. 24, ал. 4 и 26 СК е съответните сделки да се разглеждат и назовават оспорими, а не относително недействителни или непротивопоставими. Затова е неправилна практиката на съдилищата, която обявява сделките, склучени от единия съпруг в нарушение на чл. 24, ал. 4 и чл. 26 СК, за недействителни по отношение на другия съпруг.
В тези случаи не е налице и хипотеза на поставено от закона прекратително условие, тъй като при него действияето на сделката отпада като последица от реализиране на условието, а в случая самото „условие“ – оспорването, обхваща в себе си и отпадане на действияето на сделката при уважаване на иска.
Член 24, ал. 4 и чл. 26 СК не уреждат хипотези на недействителност, разбирана като невалидност на сделката, а на отпадане на действияето на договора. Макар да е налице сходство с механизма на унищожаемостта,
\textsuperscript{29} Френското право разглежда сделката на разпореждане със семейното жилище, извършено от единия съпруг, като относително недействителна, но критерият, който се използва, е защитният обхват на нормата и правото единствено другият съпруг да иска аннулиране на сделката (чл. 215, ал. 3 ФГК). Cour de cassation, arrêt n° 3278 3278 du 23 janvier 2014.
оспоримостта е отделна категория, при която въпросът с действието на договора не е свързан с порок на волята при сключване на сделката по смисъла на членове 26–33 ЗЗД. Това, че само определени лица могат да се позоват на съответния недостатък или нарушено законово изискване, не означава, че договорът има действие между страните, но няма действие спрямо тези лица. Само ако тези лица са външни за договора би могло да се говори за относителна недействителност, при която едва при последващото упражняване от тези лица на други права би могло да се стигне до отпадане на действието на съответната сделка. При оспоримостта лицата, в полза на които тя е установена, могат да атакуват самата сделка, при което да отпадне нейното действие.
3. Тълкувателно решение № 5 от 12.12.2016 г. приема, че договорът, сключен от лице без представителна власт, е висящо недействителен. Ако не бъде потвърден от лицето, от името на което е сключен, окончателно отпада възможността договорът да породи целените правни последици. Подобна формулировка правилно избяга стилистиката на недействителността, и по-точно на нищожността, и поставя въпроса изцяло в полето на правното действие на договора, на възникването на правата и задълженията по него, на настъпване на правните му последици. Висящата недействителност не е нищожност, унищожаемост или друг отделен вид невалидност на договора, не е и случай на непълен фактически състав, а хипотеза, свързана с невъзможност договорът да породи правното си действие до настъпване на предвиденото от закона условие. При неосъществяване на условието – позоваване на недействителността от страна на мнимо представлявания, договорът окончателно се превръща в необвързващ за него\(^{30}\), а недействителността се превръща от висяща в окончателна.
Това, че само мнимо представляваният може да се позове на липсата на представителна власт у мнимия представител\(^{31}\), създава известна отно-
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\(^{30}\) Таков, К. За правните последици на договор, сключен от мним представител и на договор, сключен при увреждане на представлявания (чл. 40 и чл. 42 ЗЗД). Електронен правен сайт „Грамада“, 18.2.2016, ISSN/online/.
\(^{31}\) Кунчев, К. Закон за задълженията и договорите. Задължителна съдебна практика. Част II, С.: Сиби, 2015, 426–428. Съвсем точно отбелязва, че висящото състояние на сделката засяга и третото лице и няма основание да го лишим от правна защита. Адекватната му защита би могла да дойде по линия на това и на него да се признае право да се позове на липсата на представителна власт (изтъква се, че правилото, че само мнимият представител може да се позове на висящата недействителност на сделката, не намира основание в закона – няма изрична разпоредба както при унищожаването и няма задължително изискване за недобросъвестност у третото лице, страна по договора) или de lege ferenda да се предвиди, че третото лице може да поисква от представляваното лице да заяви потвърждава ли сделката или не, или да се установи, че мнимият представител може да потвърди сделката в разумен срок след узнаването й, а ако не го направи, губи това право. Вж. и Таков, К. Доброволното представителство. С.: Сиби, 2008, 459–460.
сителност, но не води до относителна недействителност, тъй като мнимо представляваният не е външно за договора лице и освен това договорът не поражда действие не само за него, но и за насрещната страна. Налице е само ограничение на активната легитимация за позоваване на висящата недействителност\textsuperscript{32}.
Самото ТР дефинира „при липса на потвърждаване“ като положение, обхващащо както периода, през който сделката е във висяще състояние, така и този след отказа за потвърждаване, когато недействителността от висяща става окончателна. Предвид това разбиране крайният извод, че при липса на потвърждаване на недействителността може да се позове само лицето, от името на което е сключен договорът или неговите универсални правоприемници, не е изцяло правилен. Той е верен само за времето, през което договорът е във висяще положение. След това, при липса на потвърждаване, всяко заинтересовано лице може да се позове на окончателната невъзможност договорът да породи действие. Подобно заключение съответства и на изведените в самото тълкувателно решение последици от липсата на потвърждаване, сред които и връщане на даденото по договора по чл. 55, ал. 1 ЗЗД\textsuperscript{33}.
\textbf{Заключение}
Разгледаните тълкувателни решения на ВКС по чл. 76 ЗН, чл. 26 СК и чл. 42 ЗЗД провокират към разглеждане на висящата и относителната недействителност в съотношение с общото понятие за недействителност и нейните видове. Те не са подкатегории на недействителността, разбирана като невалидност на договора на основанията, посочени в членове 26–33 ЗЗД, а хипотези на т. нар. неефикасност на договора, които са свързани с действието на договора. Към тях трябва да се отнесе и оспоримостта като самостоятелна категория. Предвид на това може да се приеме, че чл. 76 ЗН урежда прекратително условие на правото, съчетано с относителна недействителност, чл. 24, ал. 4 и чл. 26 СК – оспоримост, която е различна от относителна недействителност, а чл. 42 ЗЗД урежда хипотеза на висяща недействителност, като при липса на потвърждаване окончателно отпада възможността договорът да породи действие и на това може да се позове всяко заинтересовано лице.
\textsuperscript{32} Таков, К. За правните последици …, Електронен правен сайт „Грамада“, 18.2.2016, ISSN/online/.
\textsuperscript{33} Подобно е положението при унищожения договор. Правото да иска унищожаване на договора по правило принадлежи на лицата, чиято воля е опорочена, но унищоженият договор е равен по последици на нищожния и на него може да се позове всяко заинтересовано лице.
Whether the Bankruptcy Receiver is a Procedural Substitute?
The article discourses whether the bankruptcy receiver is a procedural substitute. Upon discussing different scholarly opinions, the supported opinion is that the receiver does not have the characteristics of a procedural substitute of the creditors or the debtor.
Assoc. Prof. Todor Kolarov, Dr. habil.
Member of the Law Department of New Bulgarian University,
e-mail: firstname.lastname@example.org
Associate Professor and Lecturer of Civil Litigation.
Areas of specialization:
In Rem asset confiscation and EU Law.
Author of monographs and articles in professional periodicals in Bulgaria and abroad.
https://doi.org/10.33919/yldnbu.21.10.9
Тодор Коларов
Процесуален субституент ли е синдикът?
Статията разглежда въпроса дали синдикът в или по повод производството по несъстоятелност е процесуален субституент. Като разглежда различните мения в доктрината по въпроса, в изложението се споделя позицията, че квалификацията на синдик като процесуален субституент, било на дължника или на кредиторите, не е обосновано.
Въпросът за това дали синдикът е процесуален субституент в производството по несъстоятелност се поставя в правната доктрина от самото начало на възприемане на института на процесуалната субституция у нас. Както отбелязва проф. Силяновски, още тогава е имало автори, които са считали, че синдикът е законен представител на дължника в производство по несъстоятелност. Според други той е законен представител на кредиторите. Трети са го охарактеризирали едновременно като законен представител на дължника и на кредиторите. Синдикът е бил окачествяван и като представител на масата на несъстоятелността. Налице е бил и възгледът, че синдикът е орган на съда\(^1\). Може да се каже, че това изобилие на гледни точки не е преодоляно и до днес.
В това изложение се прави опит да се акцентира върху въпроса дали синдикът действа в качеството на процесуален субституент. Тъй като в доктрината и практиката са визирани хипотези, в които той е процесуален субституент на дължника, както и такива според които той, в определени случаи, е процесуален субституент на кредиторите, фокусът е върху тях. Всичко пак, за да бъде обосновано подкрепеното в това изложение становище, са дискутираны накратко всички споменати вече гледни точки.
По отношение на позицията, според която синдикът е представител на масата на несъстоятелността, проф. Силяновски не навежда нарочни аргументи против, но това, струва ми се, не е и нужно. Синдикът няма
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\(^1\) Силяновски. Д. Гражданско съдопроизводство. Том първи. 4-то издание. С.: Университетска печатница, 1948, 140–141.
как да е представител на масата на несъстоятелността в производството по несъстоятелност, тъй като за да е налице процесуално представителство, то трябва да се отнася до субект на правото. Очевидно е, че масата на несъстоятелността не е субект на правото\(^2\).
Що се отнася до възгледа, че синдикът е представител на кредиторите, тук аргументът не се струва убедителен на проф. Силяновски, когато иде реч за законно представителство. Той правилно сочи, че в някои хипотези синдикът действа срещу кредиторите, като атакува по исков ред техни сделки, които са в ущърб на масата на несъстоятелността. В този смисъл неудачно е да се счита, че е законен представител на кредиторите. Друг проблем, който може да бъде идентифициран, е чл. 649, ал. 3 ТЗ. Всеки кредитор може сам да предава исковете по чл. 649, ал. 3 ТЗ. Както сочи проф. Мингова, ако кредиторът сам може да упражни правата си, не може да говорим за законно процесуално представителство, тъй като кредиторите не са нито недееспособни, нито обективно възпрепятствани да участват в процеса\(^3\).
Ако се продължат тези разсъждения, може ли да се твърди, че е налице доброволно представителство. Вероятно това мнение може да се обоснове с това, че синдикът се избира от кредиторите. Обаче такава теза се сблъска с разпоредбата на чл. 649, ал. 3 ТЗ, според която синдикът се конституира служебно като страна, ако искът е предявен от кредитор. Тази разпоредба очевидно няма как да бъде помирена с допускането, че синдикът е представител на кредиторите.
Гледиште, според което синдикът действа като законен представител на дължника, също има своите привърженици\(^4\). В съдебната практика също се подкрепя подобно мнение. Така в ТР № 2 от 13.7.2020 г. по т. д. № 2/2018 г. на ОСТК на ВКС се отбелязва, че при висящите производства\(^5\) и при хипотези на специалните искове по чл. 649, ал. 1 ТЗ за попълване на масата на несъстоятелност, предявявани от синдика, той действа като представител на дължника. Тук трябва да се отчете, че производствата по чл. 649, ал. 1 ТЗ са отделни, специални производства, които не са част от производството по несъстоятелност\(^6\), макар че са неразрывно свързани с него. Съдът намира опора на тази своя теза и в чл. 658, ал. 1, т. 7, предл. 2 ТЗ, според който синдикът „завежда от негово име (б. а. от името на дължника) дела“. В процесуалната доктрина имаше мнение, че когато
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\(^2\) В този смисъл Кацаров, К. Систематичен курс по българско търговско право. С.: 1990. с. 888.
\(^3\) Мингова, А. За правното положение на синдика в исковия процес. Търговско право. 3/1995, с. 46.
\(^4\) Владимиров, И. Търговско право. С.: Ромина. 2008.
\(^5\) Такова мнение по отношение на висящите производства изразява в доктрината и Григоров, Г. Несъстоятелност. С.: Сиби. 2017.
\(^6\) В този смисъл и ТР № 2 от 13.7.2020 г. по тълк. д. № 2/2018 г. на ОСТК на ВКС.
синдикът участва в производствата по делата на предприятието на дължника и предявява от негово име искове по реда на чл. 658, ал. 1 т. 7 ТЗ, той действа в защита на правата на дължника и е считан за процесуален представител на дължника\textsuperscript{7}.
Струва ми се, че част от проблема и даденото от ОСТК тълкуване за синдика като процесуален представител на дължника е свързано със спорната редакция на чл. 62 ал. 3 Закона за банковата несъстоятелност (ЗБН) въведена с ДВ 33/2019, изрично предвиждаща, че в делата по иск с правооснование чл. 59 ал. 3 ЗБН, както и исковете по чл. 60, по чл. 60а ЗБН и по чл. 135 от ЗЗД синдикът на банката осъществява процесуално представителство на същата. Тази разпоредба кара ВКС в ТР № 1 от 20.12.2019 г. по т. д. № 1/2019 г. на ВКС, ОСТК да търси разрешение на въпроса за процесуалната легитимация на ответника по тези искове и да заключи, че ответник следва да е само кредиторът. В мотивите си ОСТК на ВКС отбелязва „в уредбата на исковете по чл. 649 ТЗ липсва норма аналогична на чл. 62, ал. 3 ЗБН (в ред. ДВ бр. 33/2019 в сила от 14.4.2019 г.), изрично предвиждаща, че в делата по иск с правооснование чл. 59, ал. 3 или 5 ЗБН, както и исковете по чл. 60, по чл. 60а ЗБН и по чл. 135 от Закона за задълженията и договорите синдикът на банката осъществява процесуално представителство на същата. Той не може да участва в две различни процесуални качества на двете насрещни страни в рамките на един процес. Ето защо на страната на ответника в производствата по иск с правооснование чл. 59, ал. 3 и ал. 5 ЗБН следва да участва само другата страна по оспореното материално правоотношение – извършилият прихващане кредитор“. Тоест ВКС по соломоновски прави опит да се справи с това законодателно предизвикателство, като посочва само кредитора за пасивно процесуално легитимиран. Обаче самото ТР сочи, че „предвид [...] принципи и цели на специалното производство по банкова несъстоятелност, прокламирани общо в чл. 2 от ЗБН, може да се направи извод, че законодателят урежда несъстоятелната банка единствено като управлявана от синдика маса на несъстоятелността“. Ако това е така, поставя се въпросът може ли да има процесуално представителство на маса на несъстоятелността, която не е правен субект.
Възраженията на проф. Силяновски срещу схващанията, че синдикът е представител на дължника в производство по несъстоятелност, трябва да бъдат подкрепени. Особено внимание заслужава аргументът му, че дължникът в производство по несъстоятелност понякога е лишен от възможността да управлява масата на несъстоятелността. И понастоящем „с откриване на производството по несъстоятелност органите на дължника
\textsuperscript{7} Проф. Попова в Сталев, Ж. … Българско гражданско процесуално право. 9-то изд. 2012, 394–395.
изгубват процесуалната си представителна власт спрямо всички съдебни производства, с изключение на очертаните в разпоредбата на чл. 635, ал. 3 ТЗ, уреждаща ограничени представителни правомощия на дължника, [...] „да извършват лично или чрез упълномощено от тях лице всички процесуални действия, които не са предоставени изрично на синдика“\(^8\). Тоест няма как от дължника в производство по несъстоятелност да произтича властта на синдика да управлява имуществото му, тъй като дължникът в производство по несъстоятелност е лишен от това право.
В доктрината се сочи, освен това, че синдикът не може да се счита за представител на дължника, тъй като липсват елементи на законно или договорно представителство. Синдикът не е упълномощен от дължника, а се избира от събранietо на кредиторите, назначава се и се освобождава от съда. Синдикът действа под контрола на съда, като държи сметка за интересите на кредиторите. Неслучайно, синдикът носи лична отговорност пред кредиторите при неизпълнение на задълженията си, а такава отговорност към кредиторите е несъвместима с извършване на тези правни действия от страна на синдика като представител на дължника\(^9\). Именно последното дава основание на твърденията, че синдикът следва да следи за интересите на кредиторите, а оттам и възгледът, че е представител на кредиторите. Като се има предвид, че синдикът държи сметка и бранi интересите на кредиторите, няма как да се приеме, че той е и законен особен представител на дължника.
Все пак трябва да се отчете, че в някои случаи доктрината и съдебната практика, включително и цитираното ТР, визират само специалните отменителни и преферентни искове, при които се твърди, че синдикът е представител на дължника. Струва ми се, че в тези случаи прекалено голямо значение се отдва на формулировката „от негово име“, която обосновава извод за действие в качеството на процесуален представител. По този повод проф. Мингова обосновава становището, че изразът изразява процесуалния ефект от десезирането\(^10\). По мое мнение формулировката в закона е очевидно неудачна и заслужава да се помисли за преформулирането на текста на тази разпоредба. Споделям мнението на проф. Мингова, именно по отношение на тези искове, че уредбата в останалата си част не дава основания да се направи безпротиворечиво заключение за действие като представител на дължника от страна на синдика\(^11\).
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\(^8\) Решение № 64 от 1.2.2021 г. по търг. д. № 186/2019 г. на ВКС, 1-во ТО.
\(^9\) Григоров, Г. Ор. сит. с. 137 и сл.
\(^10\) Мингова, А. За правното положение на синдика в исковия процес. Търговско право. 3/1995, с. 45.
\(^11\) Ibid. с. 43.
Не намирам за убедително, че при предявени искове по членове 645–647 синдикът е представител на дължника. Ако тези искове са предявени от синдика, това означава, че дължникът вече няма правната възможност да упражни сам правото на иск\(^{12}\). Дори да възприемем синдика като особен законен представител на дължника, предизвикателствата не са преодолени. При тези искове се атакуват сделки на дължника. Тоест това е противоречие с условието, че синдикът в тези хипотези е представител на дължника, действащ в негов интерес. Синдикът, и когато упражнява правото си на иск в горепосочените хипотези, действа за защита на интересите по чл. 607 ТЗ. Както посочва проф. Мингова, интересът, от който се води синдикът, е справедливото удовлетворяване на кредиторите и възможност за оздравяване на предприятието на дължника.
В съдебната практика и доктрина се открива и становището, че синдикът може да действа като процесуален субституент на дължника. В съдебната практика се застъпва мнението, че „с изменението на разпоредбата на чл. 649 ал. 2 от ТЗ с ДВ бр.20/2013 г. [...] се предвижда, че при предявяването на исковете по чл. 645, 646 и 647 от ТЗ или чл. 135 от ЗЗД синдикът, съответно кредиторът може да предяви и обусловените от тези искове осъдителни искове за попълване на масата на несъстоятелността. По силата на тази разпоредба не се отнема правото на иск от дължника – носител на материалното право, а се установява една допълнителна възможност за синдика и кредиторите да упражнят правата на дължника, тоест да действат като негови процесуални субституенти“\(^{13}\). Очевидно тук отново се визира разпоредбата на чл. 635, ал. 3 ТЗ, според която в производството по чл. 649 дължникът може да извършва всички процесуални действия, които не са изрично предоставени на синдика.
Тази аргументация в съдебната практика не може да бъде подкрепена. С оглед на разпоредбата на чл. 635, ал. 3 ТЗ между дължника и синдика няма конкуренция. Искове по чл. 649, ал. 1 ТЗ може да предяви или дължникът, или синдикът. Веднъж предоставени тези права на синдика, водят до невъзможност да бъдат упражнени от дължника. Дължникът вече няма право на иск по отменителните и преферентните искове, а това право е възникнало за синдика. Тук не е наличие допълнителна възможност, а преминаване на правото на иск у синдика. Тоест не може да бъде споделено, че правото на иск на дължника по тези искове не се отнема. Все пак, ако се приеме, че по тези искове синдикът е процесуален субституент на дължника, то тогава от уредбата на чл. 649, ал. 3 ТЗ следва, че кредиторът, предявил тези искове при бездействие на синдика,
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\(^{12}\) Така и Мингова. Ibid. с. 43.
\(^{13}\) Решение № 177 от 25.3.2015 г. по търг. д. № 3707/2013 г. на ВКС.
се явява процесуален субституент на процесуалния субституент (синдик) на носителя на материалното право (дължник). Няма как да не се постави въпросът за допустимостта на такава конструкция, тъй като интересите на дължника и кредиторите са различни.
Горното се извежда по следния път. От уредбата на чл. 649, ал. 1 ТЗ е безспорно, че синдикът е активно процесуално легитимиран да предявя въпросните искове. Внимание заслужава тази разпоредба в частта й, която постановява, че всеки кредитор може да предявя правата по чл. 649, ал. 1 ТЗ при бездействие на синдика. Не е изрично визирана обаче хипотеза на предявяване на иска при бездействие на дължника, който може да упражни тези права с оглед на предвидената възможност в чл. 635, ал. 3 ТЗ. Оказва се, че ако синдикът бездейства, кредитор може да предявя отменителен или преферентен иск като процесуален субституент на синдика. Процесуалната субституция се извежда от законовата разпоредба, според която синдикът трябва да бъде конституиран служебно като същещ, тоест като необходим другар. Правният интерес на кредитора е наличие, а последиците няма да настъпят пряко за кредитора. Очевидно при предявен иск от кредитор на масата на несъстоятелността поради бездействие на синдика е наличие процесуална субституция във формата на процесуално застъпничество. Тази конструкция е съвсем ясна, като демонстрира сходства с тази от чл. 134 ЗЗД. Разбира се, сходството с чл. 134 ЗЗД е под условие. Най-малкото „при отменителните искове по чл. 647 ТЗ е наличие имуществено увреждане на кредиторите на масата на несъстоятелността, изразяващо се в намаляване на нейното съдържание като пряка последица от разпоредителни сделки и действия от страна на дължника с негово имущество или създаване на опасност от такова увреждане“\(^{14}\). По-различна е обаче ситуацията при искове в отделните хипотези на чл. 646, ал. 2 ТЗ. „законодателят не е включил като обща предпоставка изобщо имуществено увреждане на кредиторите на масата на несъстоятелността, изразяваща се в намаляване на съдържанието на последната, а се цели преодоляване само на т. н. преферентен ефект на уредените там сделки и действия на дължника. Точно липсата на реално увреждане е основание, при преферентните искове, законодателят да е предвидил по-висока степен на защита на сделките и действията в хипотезите на чл. 646, ал. 2 ТЗ, като е въздигнал в допълнителна обща предпоставка за атакуемостта им още и те да бъдат извършени, съответно склучени, след началната дата на неплатежоспособност“\(^{15}\).
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\(^{14}\) Решение № 11 от 27.2.2020 г. по т. д. № 2529/2018 г. на ВКС, 1-во търг. отделение.
\(^{15}\) Решение № 140 от 27.5.2020 г. по т. д. № 3106/2018 г. на ВКС, 1-во търг. отделение.
Според друго становище в доктрината синдикът наистина е процесуален субституент, но на кредиторите. Като такъв той действа, когато предявява искове по членове 645–647 ГПК. Посочва се, че в тези случаи той е процесуален субституент във формата на процесуална суброгация\(^{16}\).
Въпроси могат да се поставят защо синдикът се определя като процесуален субституент на кредиторите, с оглед на това, че при уважаване на отменителните и преферентните искове имуществото ще допълни масата на несъстоятелността. Наистина, тя служи за удовлетворяване на кредиторите, но не е част от тяхната правна сфера. Най-малкото възможно е след удовлетворяване на кредиторите да остане имущество. Ако все пак възприемем това разбиране за целите на дискусията, а именно че синдикът е процесуален субституент на кредиторите в хипотезите на членове 645–647 ГПК, отново се изправяме пред невъзможна логическа конструкция. От една страна твърдим, че синдикът е процесуален субституент – при условията на процесуална суброгация – на кредиторите. От друга страна, с оглед разпоредбата на чл. 649, ал. 1 ТЗ, кредиторите са процесуални субституенти на бездействащия синдик (при условията на процесуално застъпничество). Ако това е така, би следвало да приемем, че титулярството на материалното право мигрира между синдика и кредиторите с оглед на това дали синдикът е зает активна позиция. Според тази конструкция синдикът е процесуален субституент на кредиторите, които са титуляри на материалното право. Обаче, ако синдикът бездейства, кредиторите могат да предявят иска като процесуални субституенти на синдика. Изрично трябва да се уточни, че не може да се твърди също така, че кредиторите, които са предявили иска в този случай, са процесуални субституенти на всички кредитори на масата на несъстоятелността. Такова обяснение не дава отговор на въпроса защо законът изисква конституиране на синдика като необходим другар по правилата на процесуалното застъпничество.
Към тези предизвикателство пред тезата, че синдикът е процесуален субституент било на дължника, било на кредиторите, се добавя и разпоредбата на чл. 649, ал. 6 ТЗ и чл. 620, ал. 7 ТЗ. Според тях, ако въпросните искове бъдат отхвърлени, държавните такси и разноските се събират от масата на несъстоятелността. Тоест синдикът не отговаря за държавните такси и разноски, а това е една от характеристиките на процесуалната субституция – отговорността за таксите и разноските. Във връзка с това внимание заслужава разпоредбата на специалния закон – чл. 60а ЗБН – който предвижда, че правото на иск може да бъде упражнено от Фонда за гарантиране на влоговете при бездействие на синдика. Заслужава си
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\(^{16}\) Така проф. Попова в Сталев, Ж. …Българско гражданско процесуално право. С.: Сиела. 2020, с. 384 и 391, Григоров, Г. Ор. сіл. 310–311.
да се обрне особено внимание на един, само на пръв поглед, малозначителен нюанс в уредбата на ТЗ и ЗБН по отношение на държавната такса. В чл. 649, ал. 6 ТЗ се сочи, че по предявените искове по ал. 1 (тоест предявени от синдика) държавна такса не се внася, а ако искът бъде отхвърлен, държавните такси се събират от масата на несъстоятелността. Разпоредбата на ал. 6 не визира кредитор, който предяви иск при бездействащ синдик. Проф. Попова обръща внимание по този пункт, но твърди, че и кредиторът следва да е освободен от държавна такса\textsuperscript{17}. Законът обаче изрично гласи друго. В този смисъл, като във всички случаи на процесуална субституция, законът възлага държавната такса за сметка на процесуалния субституент\textsuperscript{18}.
Освен това синдикът получава възнаграждение, което очевидно е характеристика, трудно съвместима с процесуалната субституция. Процесуалната легитимация на процесуалния субституент е базирана на признатия от закона негов правен интерес, който се нуждае от защита. В този смисъл получаваното от синдика възнаграждение предполага изпълнение на вменени на синдика функции, а не упражняване на право на иск за косвена защита на негов правен интерес, посредством защитата на частния интерес на субституирания.
Именно на този пункт, по мое мнение, представените становища, според които в определени хипотези синдикът е процесуален субституент, не отделят достатъчно внимание. Както се посочи в това изложение, процесуалният субституент е процесуално легитимиран, защото има правен интерес (като абсолютна процесуална предпоставка) да предприеме действия за защита на частния интерес на носителя на материалното право. Именно поради признанието на този негов правен интерес законът му дава, по изключение, процесуална легитимация, въпреки че не е носител на материалното право. Според проф. Сталев, този интерес може да произтича от материалноправните правомощия на процесуалния субституент
\textsuperscript{17} Попова, В Събрани съчинения, т. II. С.: Сиела. 2014, с. 442.
\textsuperscript{18} Уредбата на чл. 60, ал. 4 ЗБН и чл. 60а, ал. 2 ЗБН обаче не прави разграничение дали искът се предявява от синдика или от Фонда за гарантиране на влоговете в банките. На какво се дължи това различно законодателно решение? Отговорът трябва да се търси във функцията на Фонда за гарантиране на влоговете в банките, която предполага освобождаването му от заплащане на държавна такса в светлината на целите на ЗБН. Тази цел е различна от целта по чл. 607 ТЗ, според която се търси защита на интересите на кредиторите, дължника и работниците. Член 2, ал. 2 ЗБН обаче си поставя по-различни цели, като освен интересите на вложителите и на останалите кредитори, се държи сметка и за „обществения интерес, свързан със стабилността и доверието в банковата система“. Именно поради нужда от защита на обществения интерес да се гарантира стабилност и доверие в банковата система, фондът е освободен от държавна такса. На него, като държавен орган, му е възложена обществена функция и правомощия. Той действа в обществен интерес, а според мен при защита на обществения интерес не може да бъде наличие процесуална субституция.
да се разпорежда с материалното право, от материалноправно правомощие на процесуалния субституент да упражнява материалното право предмет на процеса или от наличието на отделно материално правоотношение между страната по материалното правоотношение предмет на защитата и процесуалния субституент без последният да има материалноправни правомощия да упражнява правото предмет на процеса\(^{19}\). Смятам, че този интерес може да произтича и от наличието на правно очакване с имуществен характер в полза на процесуалния субституент\(^{20}\) или наличието на колектив/група, от които процесуалният субституент е част\(^{21}\).
Синдикът и дължникът не са страни по материално правоотношение, което да е предмет на защита. Също така синдикът няма материалноправно правомощие да се разпорежда с материалното право. Може обаче да се твърди, че синдикът има материалноправно правомощие да упражнява материалното право предмет на процеса. Наистина той прави това в изпълнение на възложените му функции, а не с правен интерес за защита на негови собствени права по косвен път, чрез защита на частния интерес на носителя на материалното право. Съгласно чл. 659, ал. 2 ТЗ
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\(^{19}\) Сталев, Ж. Сила на пресъдено нещо в гражданския процес. С.: Сиела, 2007, с. 300.
\(^{20}\) Защита и на правно очакване от имуществен характер, което все още не възникнало като пълноценно право, от което произтича интереса на процесуалния субституент е формулировка инспирирана от мотивите на Тълкувателно решение 5/2014 по тълк. д. 5 по описа за 2014 г. на ОСГК, ВКС. Според мотивите „правното очакване, ако е от имуществен характер, се включва в имуществото на правния субект“. Нещо повече, според ВКС, възможно е законодателят изрично да е предвидил съдебна защита за това правно очакване още преди да е прераснало в право. От тези мотиви на ВКС може да се направи извода, че през междинния времеви диапазон, от разпределението на обектите в ЖСК на член кооператорите и преди снабдяването им с нотариални актове, е наличие нещо повече от хипотезата на наличието на отделно материално правоотношение между страната по материалното правоотношение предмет на защитата и процесуалния субституент без последният да има материалноправни правомощия да упражнява правото предмет на процеса. Именно такава хипотеза визира чл. 38а ЗЖСК, в която собственик на отделните обекти в сградата все още е ЖСК, но член-кооператорите имат правомощието ползване, като съставна част от бъдещото им право на собственост върху обектите. Според тази формулировка правомощието ползване, като елемент от правото на собственост, възниква преди самото право поради легитимното правно очакване с имуществен характер на бъдещия собственик, което обосновава техните легитимни правни очаквания. При предявяване на иска по чл. 38а ЗЖСК, ищецът защитава правото на собственост на бездейстияция титуляр на материалното право. ЖСК, като правната му интерес е обусловен не просто от гражданско му правоотношение с ЖСК, а правното му очакване за придобиване на собственост. Едва при наличието на такова правно очакване след изготвяне на разпределението, ще възникне за бъдещия собственик, тъй като той вече ще има правомощието ползване като елемент от правото на собственост.
\(^{21}\) Принадлежността на ФЛ или ЮЛ към групата/колектива също може да обуслови процесуална субституция. Наличието на колективен/групов интерес, който се защитава, когато процесуалният субституент е част от тази група/колектив е хипотеза, която е сравнително нова за българското право. Тя е резултат от въвеждането у нас на колективните искове, който, от своя страна, не са присъщи на континенталното право. Процесуална субституция може да се обоснове в една отделна хипотеза на участие на лица, които са част от колектива и предявяват колективен иска за защита на колективния интерес, а не на своите частни интереси.
за своите действия той дължи отчет на съда и комитета на кредиторите. В този смисъл неговият правен интерес е свързан с изпълнение на неговите функции.
Предизвикателството е налице, когато се вземе предвид и следващият критерий, който смятам за необходим при процесуалната субституция, а именно чуждият интерес, който се браня да е личен\(^{22}\). Както посочва и проф. Мингова, действията на синдика не са подчинени на интересите на лицата, а пряко на закона\(^{23}\). Контрастът по този пункт е ярък при сравнение с упражняването на процесуалните права по чл. 649, ал. 1 ТЗ от кредитор при бездействие на синдика. Няма проблем да бъде идентифициран правният интерес на този процесуален субституент, а именно – да се удовлетвори вземането му от масата на несъстоятелността, което минава през оптимизирането й.
Може да се обобщи, че в доктрината се правят опити многоликата същност на синдика да бъде представена чрез познатите правни институти. В процесуалната доктрина се обосновава становището, че синдикът е орган на съда, но е и процесуален субституент, като може да действа като такъв на кредиторите или на дължника, като изпълнява функция характерна за държавен орган без да е такъв\(^{24}\). Другаде синдикът се представя едновременно като орган на съда, представител на дължника (хипотезите на чл. 658, ал. 1, т. 1 и т. 7 ТЗ), процесуален субституент на кредиторите (при предявяване на искове по чл. 649, ал. 1 ТЗ) и дължностно лице при съвкупните му правомощия (по чл. 649, ал. 1 ТЗ)\(^{25}\). Трети говорят за дуалистична природа на синдика в производството по несъстоятелност по Търговския закон. Така, от една страна, той е охарактеризиран като частно лице, на което е възложено осъществяване на публична функция по администриране на производството по несъстоятелност и по универсално принудително изпълнение върху имуществото на несъстоятелния дължник, а от друга, като лице, на което срещу заплащане е възложено управление на чуждо предприятие, но когато предявява искове по чл. 649, ал. 1 ТЗ се разглежда като процесуален субституент на дължника\(^{26}\). Правното положение на синдика се очертава като включващо характеристиките на представител на дължника, представител на кредиторите и *sui generis*.
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\(^{22}\) Повече в Копаров, Т. Същност на процесуалната субституция и разграничаването й от други институти на гражданския процес. Юридически свят. 1/2021, 54–56.
\(^{23}\) Мингова, А. За правното положение на синдика в исковия процес. Търговско право. 3/1995, с. 47.
\(^{24}\) Пак там.
\(^{25}\) Стефанов, С. Р. Топчева, Д. Митева, Б. Николова. Актуални въпроси на производството по несъстоятелност. С.: ИК „Труд и право“. 2015, 76–77.
\(^{26}\) Маданска, Н. Синдикът в производство по несъстоятелност по Търговския закон. С.: Сиела, 2016, 58–68, 278.
дължностно лице\textsuperscript{27}. В доктрината се среща и становището, че при ис-
кове по членове 645–647 ТЗ синдикът не е процесуален субституент на
дължника, но когато предявява искове по дела на предприятието на
дължника, действа като процесуален субституент. Прави се разграничение
между случаите, в които синдикът встъпва по дела на предприятието на
дължника, и тези, в които сам инициира производствата. В първия слу-
чай е възприеман като представител на дължника, а във втория случай
се възприема като процесуален субституент на дължника. Твърди се, че
тогава той е процесуален застъпник на дължника\textsuperscript{28}. В съдебната практика,
като изключим цитираните ТР, по-често се избояват правомощията на
синдика, като така се очертава процесуалната му легитимация.
Намирам преобладаващият подход в съдебната практика за обо-
снован. Струва ми се неубедително да се квалифицира синдикът като
процесуален субституент в горепосочените хипотези. Смяtam, че и в
наши дни той следва да се разглежда единствено като орган на съда.
Тази негова функция има различни проявления. В този смисъл синдикът
действа като орган на съда по несъстоятелността и това намирам за на-
пълно достатъчно, за да се формулира правното му положение. Така както
в процесуалната доктрина се отрича необходимостта от допълнително
уточнение на процесуалното положение на синдика в производството по
несъстоятелност, така, струва ми се, не е нужно да се търси и по-различно
процесуално положение на синдика при предявени искове по чл. 649, ал. 1
ТЗ. Наистина по-особено е положението при исковете по чл. 649 ТЗ, но
макар и тълкувателната практика да ги определя като такива, които не са
част от производството по несъстоятелност, те са пряко свързани с него.
Няма как синдикът да ги предава без никаква връзка с производство по
несъстоятелност и респективно при предявяването им да действа в друго
процесуално качество. Нещо повече, и при предявяването им правният
интерес на синдика се определя единствено от изпълнение на възложе-
ната му обществена функция. По тази обществена функция няма спор
в доктрината при обосновката на правото на иск на синдика. Тя произ-
тича от целите на производството по несъстоятелността, формулирани
в чл. 607 ТЗ, и обществената му цел. Целите на несъстоятелността имат
важно значение за определяне на процесуалното качество, в което действа
синдикът. В този смисъл смяtam, че синдикът не може да се разглежда
като процесуален субституент нито на дължника, нито на кредиторите.
\textsuperscript{27} Стефанов, Г. Търговска несъстоятелност. В. Т.: Абагар. 2014, с. 147 и сл. Формулировката за
синдика като \textit{sui generis} дължностно лице е позната в нашата доктрина от проф. Кацаров. (Ка-
царов, К. Ор. сит.).
\textsuperscript{28} Григоров, Г. Ор. сит. 139–140.
The Actual Benefit Gaining and Presumptive Impoverishment of the Impoverished Person in the Hypothesis of Usage of Another’s Property in the Meaning of Article 59 of the Obligations and Contracts Act
The present article examines the problems arising in one of the specific hypotheses of the general claim for unjust enrichment within the meaning of Art. 59 of the Obligations and Contracts Act. In the predominant part of the practice, the courts do not examine in detail the question of whether the impoverished plaintiffs had the intention at all and whether they would objectively receive the property benefits appropriated by the unauthorized person using the foreign item. In this way the practice literally creates an “objective” unjustified enrichment in the presence of usage of someone else’s property without legal grounds and an established right of ownership of the plaintiff. Further developing this scenario leads to a situation in which the court does not examine whether the plaintiff actually suffered impoverishment, despite the explicit requirement of the norm of Art. 59, para. 1 of the Obligations and Contracts Act for the presence of such as part of the elements of the factual composition of the norm. The indicated tendency of the judicial practice will be the examined subject of analysis in the following article.
https://doi.org/10.33919/yldnbu.21.10.10
Ивайло Малинов
Реалното получаване на облاغи от вещта и предполагаемото обединяване на обеднелите в хипотезите на неоснователно обогатяване чрез използване на чужда вещ по смисъла на чл. 59 ЗЗД
Настоящата статия изследва проблемите, възникващи при едно от специфичните проявления на общия иск за неоснователно обогатяване по смисъла на чл. 59 ЗЗД. В преобладаващата част от практиката съдилищата не изследват подробно въпросът дали обеднелите лица-ищци изобщо са имали намерението и дали обективно са щели да получат присвоените от нерегламентирано използващото вещта лице имуществени облажи. По този начин на практика се създава едно „обективно“ неоснователно обогатяване при наличие на ползване на чужда вещ без основание и установено право на собственост у лицето-ищец. Доразвивайки тази постановка, се стига до положение, в което съдът не изследва дали у ищеща реално е настъпило обединяване, въпреки експлицитното изискване на нормата на чл. 59, ал. 1 ЗЗД за наличието на такова като част от елементите на фактическия състав на нормата. Посоченият уклон на съдебната практика ще бъде предмет на анализ в следващото изложение.
1. В практиката най-често в хипотезите по приложението на правилото на чл. 59, ал. 1 ЗЗД попадат случаите, в които се осъществява фактическа власт и ползване от страна на лице несобственик, чието основание за ползване и служене с чуждо благо или не е възникнало валидно, или впоследствие е отпаднало с обратна сила\(^1\). Искът за сумите, претендирани като нереализирана полза, от която собственикът бива лишен от лице, упражняващо фактическа власт върху негова вещ, извън хипотезите на
\(^1\) Вж. Митев, К. Неоснователно обогатяване по чл. 55–58 ЗЗД, С.: Сиби, 2014, с. 24.
владение, е този по чл. 59 ЗЗД – т. е. общата хипотеза на неоснователното обогатяване. Мотивите, с които съдът уважава такива претенции, се основават главно на твърдението, че ползването на чужд недвижим имот е без правно основание и това препятства собственика да го ползва съобразно неговото функционално предназначение в обема на правата, които последният притежава, тъй като се отнема възможността собственикът лично да го ползва или да реализира от него имуществена облaga по друг начин\(^2\). В съдебната практика се допълва още, че ако се установи, че ответникът ползва имота без правно основание, то отговорността му да обезщети собственика се изразява в спестен от него наем, който би плащал за ползване на същия имот, като обединяването на собственика е в същия размер – пазарният наем за процесния имот, който последният би получил за спорния период\(^3\). Посочените положения ще бъдат предмет на анализ в настоящата разработка.
2. По- внимателното изследване на съдебната практика показва, че в масовият брой съдебни решения съдът буквально конструира едно „обективно“ неоснователно обогатяване, тъй като в мотивите не се изследва
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\(^2\) Следва да се посочи, че в някои решения на ВКС в хипотезите на уважени претенции по чл. 59 ЗЗД спестяването на разходи под формата на ползване на чужд недвижим имот, като форма на обогатяване, е наречена от съдебните състави „нереализирана полза“ по отношение на обединили се – вж. например Решение № 587 от 1.11.2010 г. на ВКС по гр. д. № 941/2009 г., IV г. о., ГК. В Решение № 719 от 27.12.2010 г. по гр. д. № 532/2010 г. на ВКС в мотивите си постановява, че „пропуснатата полза, изразяваща се в реализираната от другото лице имуществена облaga следва да бъде присъдена на собственика на вещта“. Следва да се настои, че в тези случаи можем да отчетем едно припокриване между двата категории – спестените разходи като форма на обединяване и пропуснатите ползи като форма на вреда по смисъла на чл. 51, ал. 1 ЗЗД, в института на непозволеното увреждане. Сходството, считаме, че е само терминологично. В посочения случай извлечените ползи не следва да се разглеждат като пропуснати ползи по смисъла на чл. 82 ЗЗД, тъй като според теорията тяхната правна същност е сигурната възможност от осъществяването им, която обаче е останала нереализирана, т. е. в латентно състояние, тя е щяла да се случи. В същия дух с ТР № 3 от 12.12.2012 г. по т. д. № 3/2012 г. на ОСТК на ВКС се приема, че наличието на пропуснати ползи се предпоставя от съществуването на сигурност за увеличение на имуществото на кредитора, която сигурност не се предполага. В описаната по-горе хипотеза извлечените от заемателя ползи са реализирани от него, но същите са за сметка на собственика на вещта, защото произтичат от ползването на същата (от един и същи факт). Тоеест тези нереализирани ползи са реалните доходи, които заемодателят е пропуснал, но и които заемателят е присвоил, същите не му се следват, а същевременно те са осъществени неоснователно и затова той се е обогатил с тях, за сметка на заемодателя. Считаме, че именно настоящата хипотеза следва да бъде разглеждана като форма на обединяване, представляваща нереализирана полза, а не като форма на вреда, в проявението й на пропусната полза.
\(^3\) Вж. например Решение № 587 от 1.11.2010 г. на ВКС по гр. д. № 941/2009 г., IV г. о., ГК; Решение № 267 от 20.1.2014 г. на ВКС по гр. д. № 13/2013 г., III г. о., ГК; Решение № 251 от 24.3.2010 г. на ВКС по гр. д. № 366/2009 г., III г. о., ГК.
въпросът дали присъденото възнаграждение, равняващо се на предполагаемата наемна цена, изобщо е щяло да бъде събрано или дали изобщо собственикът на имота е имал намерение да отдава същото\(^4\), т. е. не се изследва подробно дали обедняване实在 е настъпило. Традиционно в практиката се приема единствено, че когато даден собственик на имот е лишен от неговото ползване, доколкото същият се държи и ползва от друго лице несобственик, обедняването на собственика се изразява в пропуснатите от него наемоподобни доходи\(^5\), които би получавал при отдаването под наем на имота, а неоснователното обогатяване на лицето, което държи имота, се изразява в облагодетелстването му със спестения от него наем, който би плащал за ползване на имота през този период\(^6\). Съдът мотивира горното предимно бланкетно с аргумента, че „обстоятелството, че ответникът не е развивал дейност и не е реализирал приходи съгласно неговото счетоводство е правно ирелевантен, доколкото е установено, че ответникът е владял и ползвал без право основание целия процесен имот“\(^7\). Освен това, съставите на ВКС приемат, че при наличието на останалите предпоставки на иска по чл. 59 ЗЗД, притежаването на правото на собственост от субекта, претендиращ обезщетението, се явява обобщаващият претенцията юридически факт\(^8\). Това на практика води до отпадане на изискването за изследване на наличието на обедняване в сферата на лицето, което претендира обезщетение. В нашата литература тази позиция на съда е била предмет на дискусия и критика\(^9\).
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\(^4\) Вж. Решение № 398 от 6.8.2014 г. по гр. д. № 1933/2013 г., ВКС, IV г. о.
\(^5\) В Решение № 476 от 26.6.2014 г. по гр. д. № 1515/2011 г., г. к., IV г. о. на ВКС се приема, че „Искат, чрез който се твърси обезщетение, когато собственикът е лишен от ползването на имота си, а друго лице го ползва без основание е по чл. 59, ал. 1 ЗЗД (извън иска за гражданско плодове, други добиви от вещта или обезщетение за причинени вреди). Претенцията по чл. 59 ЗЗД не е за периодично задължение и е различна по характер от иска за гражданско плодове. [...] Претенцията за получаване на наемите от вещта, собственост на ищеща, отдавана под наем от ответника, който по този начин я държи без основание, е за гражданските добиви от нея и е по чл. 93 ЗС“. Разпределбата на чл. 93 ЗС гласи, че „Добивът от вещта, като плодове, прираст от добитък, наем и други такива, принадлежи на собственика й“. С претенцията по чл. 93 ЗС собственикът на вещта може да иска получаване на гражданските плодове (наема) от нея – т. е., когато лице е получило тези доходи, отдавайки под наем веща на трето лице, а не обезщетение за пропуснатите ползи, поради използването на вещта. Вж. и Решение № 234 от 27.12.2013 г. по т. д. № 1181/2013 г., ВКС, II т. о.
\(^6\) Вж. Решение № 267 от 20.1.2014 г. по гр. д. № 13/2013 г., ВКС, III г. о.; Решение № 262 от 22.2.2013 г. по гр. д. № 1480/2011 г., ВКС, III г. о.; Решение № 398 от 6.8.2014 г. по гр. д. № 1933/2013 г., ВКС, IV г. о.; Решение № 248 от 29.7.2013 г. на ВКС по гр. д. № 1062/2012 г., IV г. о.
\(^7\) Вж. Решение № 42 от 10.7.2009 г. по т. д. № 587/2008 г., ВКС, I г. о.
\(^8\) Вж. Решение № 130 от 11.2.2011 г. по т. д. № 776/2009 г., ВКС, I г. о.
\(^9\) Вж. Митев, К. Неоснователно обогатяване без обедняване? (Случаят с използване на чужди блага без основание). София, сп. Правна мисъл, 4/2009 г., с. 5; Богданова, И. Критичен преглед върху
На практика съдът при наличието на доказано право на собственост и липсата на правно основание за ползването му от друго лице присъждда на собственика на вещта „цената“ на неговото обединяване, без да изследва въпросът дали тази цена е щяла да бъде实在 получена иначе\textsuperscript{10}. Приема се още, че „правото на собственика да получи обезщетение за ползите, от които е бил лишен, не може да бъде поставено в зависимост от волята на това лице дали да реализира или не доходи от държаната без основание чужда вещ“\textsuperscript{11}, както и, „чe e без значение дали имотът реално e ползван от ответника по иска и какви приходи са реализирани от него, след като e наличие потенциална възможност за това“\textsuperscript{12}. Още по-категорични са мотивите, изложени в Решение № 42 от 10.7.2009 г. по т. д. № 587/2008 г. на ВКС, I т. о., според които „лицето, което държи без правно основание чужда вещ, по силата на чл. 59, ал. 1 ЗЗД всякога дължи на собственика й обезщетение за ползите, от които го е лишил, като правно ирелевантно за пораждане на извъндоговорното му задължение е обстоятелството дали вещта реално е била ползвана и получени ли са от това приходи“. Тоест последователно практиката е склонна да санкционира упражняването на неправомерно ползване на чужда вещ без основание, без оглед на факта, дали собственикът й обективно е щял да извлече конкретно ползите, които друг си е присвоил.
Считаме, че това разрешение следва да бъде подкрепено, тъй като стъпва на плоскостта на добросъвестното упражняване на гражданските права и се явява като косвена защита на упражняването на правото на собственост. На практика вмешателството в чужда правна сфера стои на границата с деликта и в този смисъл претенцията за обезщетение за нерегламентирано ползване на чужда вещ защитава лицата срещу неправомерно посегателство на благата им, които са обект на закрила от абсолютни субективни права. В категорията на нерегламентирано ползване на чужди вещи по смисъла на чл. 59 ЗЗД основната категория субекти вмешатели в чужда правна сфера са именно неправомерно ползвашите\textsuperscript{13}. Тяхното неправомерно поведение не следва да бъде толерирано, а напротив – следва да бъде санкционирано от закона.
\textsuperscript{10} приложимостта на иска по чл. 59 ЗЗД при ползване на чужди имуществени блага без основание. В: Търговско право, 3/2016, 78–84.
\textsuperscript{11} Вж. Решение № 587 от 1.11.2010 г. на ВКС по гр. д. № 941/2009 г., IV г. о.
\textsuperscript{12} Вж. Определение № 181 от 12.3.2021 г. на ВКС по гр. д. № 3774/2020 г., III г. о., ГК.
\textsuperscript{13} По въпроса за понятието неправомерно ползваши вж. Малинов, И. Владение, държане, търпими действия и неправомерно ползване. В: Адвокатски преглед, 8/2022.
В хипотезите на неправомерно ползване традиционно размерът на присъдданото възнаграждение бива присъддан като средносрочния пазарен наем, главно с мотивите че „като е упражнявал фактическа власт върху имота, без да има основание за това, с което е спестил свои разходи за заплащане на реалната средна цена, на която такъв имот се отдава под наем, ответникът се е обогатил до размера на тази сума, от получаването на която ищецът-собственик на веща е обеднял, бидейки лишен от този доход“\(^{14}\). Допълва се още и, че разпоредбата на чл. 59 от ЗЗД дава право на собственика да претендира обезщетение за ползването на определена вещ, от който е бил лишен по причина, че е налице неоснователно обогатяване на ползваштото вещта лице за сметка на нейния собственик, който би могъл, ако вещта се намираше в негово държане, да извлеча ползи от нея било лично, било като я отдава под наем\(^{15}\). Според съдебните състави на ВКС в посочените хипотези от едни и същи факти – от ползването без правно основание от ответника, несобственик на имота или вещта, произтича обедняването на ищеща, която се изразява в лишаването му от възможността да ползва сам собствения си недвижим имот или вещ или да го отдава под наем на другого за процесния период от време, както и обогатяването на ответника, изразяващо се в спестяването на разходи за наем за ползване на недвижимия имот или вещта за процесния период\(^{16}\). Важно уточнение, което трябва да се направи, е, че когато между собственика на вещта и ползваштото същата вещ лице има сключен валиден договор, то ползването на имота не е без основание по смисъла на чл. 59 ЗЗД\(^{17}\). В този случай ползването на имота и неговото възмездяване са установени и се регулират от постигнатите от страните уговорки.
2.1. Устойчивата практика в посочените хипотези да се присъждда като обезщетение за неоснователното ползване на имота средният пазарен наем за същия или подобен имот разкрива интересна тенденция. В тези случаи съдът не само не изследва потенциалната възможност за реалното извлечане на облагите, но и не извършва съпоставка на размера на обогатяването с размера на обедняването, защото използва един обективен критерий – присъждда се сумата, която обикновено се плаща за имот с подобни характеристики. Според разрешенията в практиката критериите
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\(^{14}\) Вж. например Решение № 18 от 4.2.2016 г. по т. д. № 32/2015 г., ВКС, II т. о.
\(^{15}\) Вж. Решение № 251 от 24.3.2010 г. на ВКС по гр. д. № 366/2009 г., III г. о., ГК.
\(^{16}\) Вж. Решение № 55 от 3.4.2014 г. по гр. д. № 5712/2013 г., ВКС, III г. о.
\(^{17}\) Вж. Решение № 51 от 28.3.2013 г. по гр. д. № 365/2012 г., ВКС, IV г. о.
от значение за определяне на дължимото обезщетение по чл. 59 ЗЗД в размер на средния пазарен наем произтичат от индивидуалните особености на конкретния имот и са: предназначението на имота (за търговска дейност, за обществени нужди или др.); местоположението му; регуляционният му статут; установеният начин на ползване, както досежно вида на ползването за съответна дейност, така и досежно обстоятелството дали ползването обхваща целия имот или част от него\(^{18}\). Тоест, освен че в тези хипотези съдът се отклонява от буквата на закона и не изследва сигурността за реализирането на нереализираната полза, по подобен начин не се извършва и редукция до по-малката suma на размера на реституционното обезщетение. Считаме, че това е едно важно проявление на близостта на неоснователното обогатяване за чужда сметка, извършено чрез неправомерно действие до гражданската отговорност за вреди, т. е. до хипотезите на непозволено увреждане.
2.2. Посоченият уклон на трайната съдебна практика е критикуван и оспорван в нашата литература\(^{19}\). Стриктно погледнато, с оглед настоящата редакция на текста на чл. 59 ЗЗД, критиката се явява състоятелна и оправдана, тъй като буквата на закона изрично предпоставя наличието на обединяване\(^{20}\). Основно възраженията на авторите се свързвани с необходимостта съдът да изследва дали спестените разходи са щели да бъдат извършени и дали нереализираните ползи са щели иначе да бъдат реализирани. Обаче, отчитайки духа на закона и едно от предназначенията на чл. 59 ЗЗД да брани правото на собственост от поsegателства чрез неправомерното извлечане на ползи от чужди блага, считаме, че посоченото разрешение се намира в синхрон със заложения в разпоредбата смисъл. Не откриваме правна и житейска логика правата на неправомерно извличащият облагите да бъдат предпочетени пред тези на обединялото лице, само защото то не е имало намерение непременно да придобие същите облаги. От двете категории лица – тези, които извличат неследващи им се облаги и тези, които изгубват и пропускат облаги, които произтичат от тяхно субективно материално право, несъмнено втората категория лица заслужава засилена правна закрила.
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\(^{18}\) Вж. Решение № 185 от 4.1.2018 г. на ВКС по гр. д. № 937/2017 г., III г. о., ГК.
\(^{19}\) Вж. Богданова, И. Бележки върху „сигурния пропуск за увеличаване на актива“ и „спестения разход“ като релевантни форми на обединяване и обогатяване при иска по чл. 59 ЗЗД, публ. в http://gramada.org
\(^{20}\) Вж. Богданова, И. Критичен преглед върху приложимостта […], 78–85.
Като допълнителен аргумент на посочената тенденция може да бъдат посочени разрешенията в практиката досежно извличането на облاغи чрез ползването само от един съсобственик на съсобствен имот, в условията на т. нар. „лично ползване“. Хипотезата е уредена в чл. 31, ал. 2 ЗС\(^{21}\). Проблемът възниква от момента, в който един или няколко от съсобствениците започнат да използват лично цялата вещ за себе си, като по този начин изключат за останалите съсобственици възможността да си служат с общата вещ съобразно правата си върху нея. В полза на съсобствениците, лишиени от възможността да използват общата вещ, законът в чл. 31, ал. 2 ЗС е предвидил субективното право да претендират обезщетение за ползата, от която са лишени, считано от деня на писменото поискуване.
Фактическият състав на чл. 31, ал. 2 ЗС включва няколко елемента:
1) само някой от съсобствениците да си служи с вещта;
2) съсобственикът или съсобствениците, които не си служат с вещта, са отправили писмена покана до този, или тези, които я ползват, в която са поискали да им бъде заплатено обезщетението за това, че са лишени от възможността за лично служене;
3) съсобственикът, до когото е адресирана поканата, не предоставя възможност за лично служене с вещта\(^{22}\).
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\(^{21}\) В практиката последователно се провежда разграничение между иска за обезщетение при лично ползване на общата вещ само от един от съсобствениците по чл. 31, ал. 2 ЗС и иска за получаване на дял от ползите от общата вещ по чл. 30, ал. 3, предп. 1 ЗС. Практическото значение на това разграничение идва от обстоятелството, че по чл. 31, ал. 2 ЗС съсобственикът дължи обезщетение за ползата, от която е лишил останалите съсобственици, едва от момента на писменото поискуване запазен, докато ползите по чл. 30, ал. 3 ЗС се дължат от момента на генерираното им (арг. от чл. 93 ЗС). Казано иначе, с иска по чл. 31, ал. 2 ЗС се претендира обезщетение не за целия период на еднолично ползване на общата вещ, а само за периода от предявяване на писмената покана, а по чл. 30, ал. 3 ЗС се претендира обезщетение в размер на доходите от общата вещ, които се следват на ищеща по чл. 93 ЗС от момента на самото им генериране. Приложното поле на хипотезата на чл. 31, ал. 2 ЗС се отнася до случаите, при които съсобственикът лично си служи с вещта за задоволяване на собствени нужди или нужди на семейството си, а не когато е получавал плодове от нея, като я е отделял под наем или си е служил с нея като средство за производство или стока – в такива случаи останалите съсобственици могат да търсят полагащите им се дялове от плодовете по реда на чл. 30, ал. 3 ЗС, считано от момента на събирането им, без да е необходимо писмено поискуване (Решение № 3114 от 23.12.1964 г., I г. о. на ВС; Решение № 1369 от 18.4.1983 г., I г. о. на ВС; Решение № 512 от от 15.9.1987 г., I г. о. на ВС; Определение № 333 от 25.3.2004 г., IV г. о. на ВКС). Когато съсобственик е получавал добиви от общата земеделска земя или общите животини, отношенията му с останалите съсобственици на общо основание се уреждат съобразно правилото на чл. 30, ал. 3 ЗС, а не на чл. 31, ал. 2 ЗС, независимо че съсобственикът е консумирал събранныте плодове, а не ги е реализирал на пазара (Решение № 512 от 15.9.1987 г., I г. о. на ВС). Вж. Таргов, Т. Искове между съсобствениците, публ. на https://www.challengingthelaw.com/
\(^{22}\) Вж. Ставру, С. Съсобственост. Правни аспекти, С.: Сиби, 2010, с. 78.
Лично ползване по смисъла на тази разпоредба се осъществява от ползвания съсобственик чрез непосредствени негови действия, чрез действия, осъществени от член на неговото семейство, или чрез трето лице, на което той безвъзмездно е предоставил общата вещ\(^{23}\), т. е. осъществява се ползване по начин, който надхвърля участието на съсобственика в рамките на съсобствеността. Забраната да не се пречи на другите съсобственици също както чл. 59 ЗЗД е израз на общото правило за добросъвестно упражняване на притежаваното право на собственост. СТР № 7 от 2.11.2012 г. по тълк. д. № 7/2012 г., ВКС, ОСГК, е прието, че „задължението за заплащане на обезщетение от страна на ползвания съсобственик възниква с получаване на писмено поискване от съсобственика, лишен от възможността да ползва общата вещ. Писменото поискване по чл. 31, ал. 2 ЗС е едностранно волеизявление за заплащане на обезщетение, на което законодателят е регламентирал единствено формата, но не и съдържанието. Равнозначно е на поканата по чл. 84, ал. 2 ЗЗД и след получаването му съсобственикът изпада в забава. От този момент той дължи обезщетение и от този момент започва да тече срокът на общата петгодишна погасителна давност. Веднъж отправено, писменото поискване се разпростира неограничено във времето, докато трае съсобствеността или се прекрати ползването от съсобственика“. В поканата по чл. 31, ал. 2 ЗС изрично трябва да бъде направено искане за заплащане на обезщетение, без да е необходимо да се посочва размерът на това обезщетение\(^{24}\).
2.3. За пълнота следва да посочим, че в практиката се приема, че писмено искане за заплащане на обезщетение по чл. 31, ал. 2 ЗС следва да е наличие само когато съсобствената вещ се ползва пряко и лично от някой от съсобствениците. Ако трето лице, включително роднини по права и сребрена линия и съпруг, ползва общата вещ под претекст, че им е отстъпено ползването от определен съсобственик, лишеният от ползването съсобственик не е нужно да отправя спрямо тях покана за изплащане на обезщетение, тъй като те ще отговарят спрямо него не по реда на чл. 31, ал. 2 ЗС, а по правилата на неоснователното обогатяване\(^{25}\). Важното в случая е, че присъждането на обезщетение за извлечение на облاغи от
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\(^{23}\) Вж. Решение № 179 от 23.7.2015 г. по гр. д. № 3104/2013 г., ВКС, IV г. о.
\(^{24}\) Вж. Ставру, С. Съсобственост […], с. 84.
\(^{25}\) Вж. Решение № 344 от 17.5.1976 г., III г. о. на ВС; Решение 405 от 29.6.1977 г., III г. о. на ВС.
ползването на съсобствена вещ само от един съсобственик също не е предпоставено от доказането на реално настъпило обединяване, нито дори на осъществено обогатяване – по този иск е без правно значение дали използваният съсобственик, който не е предоставил достъп, след поканата е извлякъл някаква полза. Той дължи обезщетение за пропуснатите ползи, дори да не се е обогатил никак от общата вещ\(^{26}\). Фактическият състав на обезщетението по чл. 31, ал. 2 ЗС също не изисква ищещът да е заявил намерение за реално ползване на общата вещ (разрешение, което е в синхрон и с решенията в практиката досежно ползването на чужда вещ от несобственик по смисъла на чл. 59 ЗЗД). Достатъчно е ищещът да е отправил надлежна писмена покана за обезщетение. Така изрично постановява II т. 2 от Тълкувателно решение № 5 от 25.6.2016 г. по т. д. № 5/2014 г. ВКС, ОСГК. Самото ползване на вещта, изразяващо се във фактическо господство, което препятства другите съсобственици да ползват, след отправянето на поканата, обосновава *ipso facto* присъждането на обезщетение. Аналогично, тенденцията в практиката показва, че единствено ползването без основание на чуждата вещ обосновава присъждането на реституция и по смисъла на чл. 59 ЗЗД. Наред с това според тълкувателната практика на ВС пропуснатата полза по смисъла чл. 31, ал. 2 ЗС представлява *нереализиран доход*, който обхваща прякото служене с вещта чрез непосредственото използване на нейните качества за задоволяване на определени потребности\(^{27}\). Считаме, че аналогията с достигнатия по-горе извод за същността на *нереализираната полза* при извличане на облажи от чужда вещ по смисъла на чл. 59 ЗЗД се явява задоволителна (вж. по-горе бележка под линия № 570).
2.4. Разбира се, може да бъде направено възражение, че правното положение на съсобственика е различно от това на **неправомерно ползвация**, който в обшия случай ще бъде ответник по иска по чл. 59 ЗЗД, защото съсобственикът притежава титул за собственост и осъществява ползването именно на това правно основание, съответно по арг. от чл. 31, ал. ЗС има право сам да си служи с общата вещ, за разлика от **неправомерно ползваният**, който извлича облажи от ползването именно без наличие на валидно основание и няма право да ползва вещта – арг. от чл. 59, ал. 1 ЗЗД. Обаче след отпращане на писмената покана съсобственикът, който
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\(^{26}\) Вж. Решение № 212 от 10.9.2012 г. по гр. д. № 338/2011 г., ВСК, IV г. о.
\(^{27}\) Вж. т. 1 и т. 2 от Тълкувателно решение № 129/1986 г., ОСГК на ВС.
осъществява лично ползване на цялата вещ, също се превръща в неправомерно ползваш спрямо останалата част от общата вещ, а законодателят санкционира това неправомерно поведение, като дава възможност за присъждане на обезщетение, заместващо реалното изпълнение на правото на лично служене (чл. 31, ал. 1 ЗС), без да налага изискването за изследване на факта дали реално са извлечени неследващите се ползи\(^{28}\). Член 31, ал. 1 ЗЗД е регламентирано като средство за защита на лишените от възможност пряко да си служат с общата вещ съобразно притежавания дял съсобственици и е компенсация срещу неправомерното ползване от един от съсобствениците\(^{29}\). Не е установено като изискване това ползване да е довело до прираст за имуществото на ползвация вещта, т. е. до извличане на реален доход, респективно спестяване на разходи, които ползвацият вещта съсобственик би направил, ако ползваше друга вещ от същия вид. Правото на обезщетение на неползвация вещта съсобственик е пряко свързано с непосредственото й използване от другия съсобственик за задоволяване на определени потребности. Тоест прякото ползване на вещта от единия съсобственик само по себе си представлява извличането на полза и доколкото именно от тази полза другият съсобственик е бил лишен, той разполага с възможността да претендира заплашане на съответното обезщетение\(^{30}\). Обезщетението по чл. 31, ал. 2 ЗС на практика представлява ползата, от която е лишен собственикът на съсобствената
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\(^{28}\) В литературата са направени възражения относно разглеждането на чл. 31, ал. 2 ЗС като случай на неоснователно обогатяване. Посочва се, че вземането по чл. 31, ал. 2 ЗС има за свое основание специфичните вътрешни отношения между съсобствениците, тъй като не е необходимо наличието на неоснователно обогатяване в полза на служещия си с общата вещ съсобственик, съответно обединяване на останалите съсобственици – вж. Ставру, С. Съсобственост […], 90–91. Обратно, в практиката на ВКС се приема, че нормата на чл. 31, ал. 2 ЗС се явява частен случай на общата забрана (чл. 59 ЗЗД) едно лице да се облагодетелства за сметка на друго лице, като препятства – макар и по силата на едно правомерно от гледна точка на закона поведение – възможността да се упражнява едно субективно материално право – правото на съсобственика да ползва своята част от имота – вж. Решение № 516 от 11.1.2011 г. по гр. д. № 1385/2009 г., ВКС, III г. о.; Решение № 116 от 8.10.2015 г. по гр. д. № 2677/2015 г., ВКС, II г. о. Това е така, защото обезщетението по чл. 31, ал. 2 ЗС на практика представлява ползата, от която е лишен собственика на съсобствената вещ, поради използването й от страна на съсобственика-ответник в обем, по-голям от притежаваният от него дял в съсобствеността. Липсата на изискване за наличие на обогатяване, респективно обединяване се обяснява с противоправния характер на ползването на вещта, след отправяне на писмената покана. Противоправността в поведението на съсобственика, който продължава да си служи със съсобствената вещ лично след получаване на писмената покана, се изчерпва с акта на незакитане на чуждите (на останалите съсобственици) права – вж. Решение № 187 от 4.11.2016 г. по гр. д. № 1562/2016 г., ВКС, I г. о.
\(^{29}\) Така и Богданова, И. Съставлява ли осъществяваното владение релевантна форма на неоснователно обогатяване при action de in rem verso, В: Търговско право, 2/2016, с. 53.
\(^{30}\) Вж. Решение № 119 от 11.3.2010 г. по гр. д. № 3204/2008 г., ВКС, II г. о.
вещ, поради използването ѝ от страна на съсобственика-ответник в обем, по-голям от притежаваният от него дял в съсобствеността. Основание за присъждане на обезщетение по чл. 31, ал. 2 ЗС (в чиято основа традиционно се приема, че стои принципната забрана за неоснователно обогатяване по чл. 59 ЗЗД), е не обогатяването на един от собствениците чрез извлечане на полезните й свойства, а осъществяване на самото фактическо господство по начин, препятстващ другите собственици да ползват вещта. Затова в практиката често се посочва и, че нормата на чл. 31, ал. 2 ЗС се явява частен случай на общата забрана по чл. 59 ЗЗД едно лице да се облагодетелства за сметка на друго лице\(^{31}\). В някои решения дори се стига до още по- крайното мнение, че липсата на изискване за наличие на обогатяване, респективно обедняване се обяснява с противоправния характер на ползването на вещта, след отправяне на писмената покана. Сочи се, че противоправността в поведението на съсобственика, който продължава да си служи със съсобствената вещ лично след получаване на писмената покана, се изчерпва с акта на незачитане на чуждите (на останалите съсобственици) права – вж. Решение № 187 от 4.11.2016 г. по гр. д. № 1562/2016 г., ВКС, I г. о.
Считаме, че между гореописаните правни качества неправомерно ползваш и неправомерно ползваш съсобственик има достатъчно сходства, за да се оправдае и подобният правен режим спрямо изискванията за присъждане на обезщетение за ползването на чуждата, респективно съсобствената вещ. И при двете групи хипотези се стига до извода, че източник на вземането е едно фактическо положение – реалното ползване на чуждата вещ или чуждите квоти на общата вещ, което само по себе си обуславя неоснователно разместване на имуществени блага между правните субекти. Като допълнителен аргумент можем да посочим, че и при неправомерното лично ползване от съсобственик размерът на обезщетението по чл. 31, ал. 2 ЗС също се изчислява въз основа на средния пазарен наем за ползването на съответния вид вещ, съразмерно с притежаваната идеална част на ищеца\(^{32}\). Тоест според разрешенията в практиката и при двете описани хипотези на неправомерно служене с вещ или с чужди идеални части от съсобствена вещ, размерът на обезщетението се явява един и същ, разбира се при отчитане на спецификата, че
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\(^{31}\) Вж. Решение № 116 от 8.10.2015 г. по гр. д. № 2677/2015 г., ВКС, II г. о.; Решение № 516 от 11.1.2011 г. по гр. д. № 1385/2009 г., ВКС, III г. о.
\(^{32}\) Вж. Ставру, С. Съсобственост […], с. 92. Подробно за начина на изчисляване на размера на обезщетението по чл. 31, ал. 2 ЗС вж. Тълкувателно решение № 129/1986 г. на ОСГК на ВС.
ползващият съсобственик притежава идеална част от вещта, която част следва да се приспадне при изчисляване на сумата.
3. За пълнота следва да посочим, че в някои други случаи в практиката с оглед на приложението на нормата на чл. 59 ЗЗД, във фактическият състав на която изрично се изисква наличието на обединяване у ищеща, съдът изследва поведението на страните в случайте, при които обединелят е заявил желанието си сам да ползва имота и да извлече доходи от него. Така в някои по-стари решения се приема, че „с неоснователния отказ на ответника да заплаща наем за ползването на процесното съоръжение ищещът е лишен от получаването на една сигурна имуществена облага, т. е. наличие е обединяване на същия по смисъла на чл. 59 ЗЗД, което е довело до съответно обогатяване на ответник, изразяващо се в спестяване на необходимите разходи“\(^{33}\). С цитираното решение съставът на ВКС се съобразява с буквата на закона, която недвусмислено изисква наличието на обединяване у ищеща, което в конкретния случай се изразява в предполагаемия наем, който собственикът на вещта е имал намерение и желание сам да извлече и събира. В още по-старата практика на ВКС можем да намерим мотиви, които категорично застъпват същата позиция: в Решение № 1820 от 1995 г., IV г. о. ВКС се приема, че „за да се ангажира отговорността на ответника по чл. 59 ЗЗД за ползване на чужд имот без законно основание, ищщите са длъжни да докажат, че ако не бяха възпрепятствани да ползват имота, биха реализирали конкретен доход“. Тоест в по-старата практика на ВКС съдът заема принципната позиция, че за уважаване на иска по чл. 59 ЗЗД е необходимо да бъде доказано наличието на обединяване, а не само да бъде констатирана латентната възможност за пропускането на определена полза.
Можем обаче да обобщим, че тази практика е изоставена, тъй като масово в по-новите решения се приема именно обратното разрешение – не се изследва потенциалната възможност собственикът на неоснователно ползваната вещ да извлече облаги от нея, а директно се уважава претенцията при констатирано ползване на чуждата вещ и установяване на собствеността върху нея. Устойчива е тенденцията, в голям брой случаи в съдебните решения, които разглеждат подобни хипотези, да се посочва само, че когато лице несобственик ползва недвижим имот (вещ) без право основание препятства собственика да го ползва съобразно него-
\(^{33}\) Вж. Решение № 131 от 12.7.2010 г. по т. д. № 798/2009 г., ВКС, II т. о.
вото функционално предназначение в обема на правата, които има, и да реализира имуществена облага\textsuperscript{34}. Затова дори при ползването на обект в сграда, която не е въведена в експлоатация съгласно изискванията на ЗУТ, и в този смисъл се явява незавършен строеж и реално не може да бъде използвана по предназначение, се наблюдава хипотеза на неоснователно обогатяване за чужда сметка\textsuperscript{35}.
Следователно, обобщавайки резултатите от практиката, се очертава тенденцията за пълна обезчетимост на потърпевшите носители на правото на собственост от вмешателство в правната им сфера чрез нерегламентираното ползване на тяхна вещ от страна на трети лица. Считаме, че това разрешение следва да бъде подкрепено, тъй като в тези хипотези по-скоро се стига до нарушаване на принципа на добросъвестното упражняване на субективни права и изобщо става въпрос за добросъвестността в поведението на субектите на частното право. Защитавайки правомощието ползване на носителите на вещното право на собственост, искът по чл. 59 ЗЗД се превръща в гаранция срещу недобросъвестното вмешателство на трети лица в чужда правна сфера. Въпреки това разрешението, посочено по-горе, следва да се прилага стриктно и не следва да прераства до обобщаващ извод отпадането на обединяването като част от елементите на фактическия състав на претенцията по чл. 59 ЗЗД. Вмешателството в чужда правна сфера чрез използване на чужда вещ считаме, че е само едно от проявленията на \textbf{неоснователното обогатяване чрез неправомерно действие}. Друга подобна хипотеза е например извършването на подобреня в чужд имот при липса на одобрение или дори противопоставянето на собственика на вещта. Направеното обособяване се налага поради очертаващия се деликтоподобен характер на посочените претенции, както и необходимостта от преосмисляне на съотношението им с изискването за извършването на редукция на сумата, подлежаща на реституция – чл. 59, ал. 1 \textit{in fine} ЗЗД.
\textsuperscript{34} Вж. Решение № 398 от 6.8.2014 г. по гр. д. № 1933/2013 г., ВКС, IV г. о.
\textsuperscript{35} Вж. Решение № 349 от 16.11.2012 г. по гр. д. № 307/2012 г., ВКС, IV г. о.
Some Questions Regarding the Grounds and Procedure for Declaring the Invalidity of a Collective Employment Agreement
The exhibition addresses some issues regarding the procedure for declaring a collective agreement invalid. A comparison has been made between the claims for invalidity and those that can be filed in cases of non-performance of a collective labour agreement. Relevant case-law is analyzed.
Maria Chochova, Ph.D.
Lecturer in the Law Department of New Bulgarian University,
e-mail: email@example.com
Areas of interest: Labour Law, Social Security Law, Social Assistance Law, Civil Law, Civil Procedural Law, Administrative Law and Administrative Proceedings.
Lawyer.
https://doi.org/10.33919/yldnbu.21.10.11
Мария Чочова
Някои въпроси
относно основанията и
реда за обявяване на недействителност
на колективен трудов договор
В изложението са разгледани някои въпроси относно основанията и реда за обявяване на недействителност на колективен трудов договор. Направена е съпоставка между исковете за недействителност и тези, които могат да бъдат предявени в случаи на неизпълнение на колективен трудов договор. Анализирана е релевантната съдебна практика.
Институтът „колективен трудов договор“, редът за осъществяването на колективното трудово преговаряне, възможностите да бъде предявен иск за недействителност на договора и иск за изпълнение в действащото законодателство, са регламентирани в разпоредбите на членове 50–60 Кодекса на труда (КТ). В правната теория колективното трудово преговаряне и колективният трудов договор (КТД) нееднократно са подлагани на задълбочени правни изследвания¹.
Всяка от страните по колективния трудов договор, както и всеки работник или служител, спрямо когото колективният трудов договор се прилага, имат право да предявят иск пред съда за обявяване на недействителност на колективния трудов договор или на отделни негови клаузи, ако противоречат на закона или го заобикалят (чл. 60 КТ).
¹ За действащата правна уредба на колективния трудов договор вж. Василев, А. Трудово право. 1. изд. Бургас: Бургаски свободен университет, 1997, 92–111; Мръчков, В. Трудово право. 10. изд. С.: Сиби, 2018, 816–860; Средкова, К. Трудово право. Специална част. Дял II. Колективно трудово право. С.: УИ „Св. Климент Охридски“, 2019, 61–72; Мръчков, В. – В: Мръчков, В., К. Средкова, А. Василев. Коментар на Кодекса на труда. 12. изд. С.: Сиби, 2016, 134–186; Мръчков, В. Договорът в трудовото право. С.: Сиби, 2010, 207–235; Филипова, Т. Право на присъединяване към колективен трудов договор. – Юридически свят, 2/2008, 58–80, както и цялостното монографично изследване на Йосифов, Н. Колективният трудов договор в България. С.: Албатрос, 2005.
Недействителността е „основният термин, който се използва в законодателството ни за обозначаване на сделките с недостатъци“\(^2\). Като родово понятие недействителността се отнася до всички сделки, засегнати от пороците на членове 26–33 ЗЗД. В правната доктрина безспорно е прието, че колективният трудов договор има характера на нормативно съглашение\(^3\) и поради това приложението на общите правила, установяващи института недействителност в гражданското право, е в някаква степен ограничено. Ето защо само съдът, след като е сезиран от някоя от процесуално легитимираните страни, може да се произнесе относно недействителността на колективен трудов договор или на отделни негови klaузи. Анализът на разпоредбата насочва към разбирането, че позоваването на недействителността на колективен трудов договор изисква тя да бъде обявена от съда. В последното се открива приликата между институтите на недействителността по трудовото право (недействителност на основанието за възникване на трудово правоотношение по чл. 74, ал. 1 КТ) и на унищожаемостта на правните сделки като институт от гражданското право. Този въпрос е анализиран в правната теория по повод на липсата на изрична правна уредба, отнасяща се до момента, в който страните по договора могат да се позовават на недействителността му. Прието е, че правилото, установено в чл. 74, ал. 5 КТ по отношение на недействителността на основанието за възникване на трудово правоотношение, следва да се приложи и при недействителност на klaузи от или на целия колективен трудов договор, защото „изразява една обща правна идея: промяната, която се извършва [...] трябва да бъде сигурно, окончателно извършена по предвидения в закона съдебен ред и да бъде известна на страните“\(^4\).
В теорията на гражданското право е възприето, че „недействителност означава, че има сделка, изявена е воля, но поради определен неин недостатък тя не може да произведе исканото действие“\(^5\). От друга страна, една сделка следва да бъде обявена от съда за унищожаема, за да се счита за такава. Така и правото да се иска обявяването на недействителност на основанието за възникване на трудово правоотношение представлява потестативно право, което може да бъде упражнено само по съдебен ред. С разпоредбата на чл. 60 КТ е очертан кръгът на процесуално легитимираните лица, които могат да предявят иск за обявяване на недействителност на колективен трудов договор или на отделни klaузи на колективен трудов договор – това са всяка от страните по колективния
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\(^2\) Таджер, В. Гражданско право на НРБ. Обща част. Дял II. С.: Софи-Р, 2001, с. 457.
\(^3\) Василев, А. Трудово право, с. 97; Мръчков, В. Трудово право, 2018, с. 821; Средкова, К. Трудово право. Специална част. Дял II. Колективно трудово право, с. 72.
\(^4\) Мръчков, В. – В: Мръчков, В., К. Средкова, А. Василев. Коментар на..., с. 185.
\(^5\) Таджер, В. Гражданско право на НРБ, с. 455.
трудов договор, както и всеки работник или служител, спрямо когото колективният трудов договор се прилага. В съдебната практика е прието, че активна легитимация за предявяване на исковете за недействителност на колективния трудов договор или на отделни негови klaузи по чл. 60 КТ има само синдикалната организация, която е страна по него, а не всяка синдикална организация в предприятието\(^6\).
В обичия случай съдът следва да бъде сезиран с иск, за да се произнесе по въпроса за недействителността на колективен трудов договор или на отделни klaузи на колективен трудов договор. Споровете са подведомствени на гражданския съд, а родово компетентен да ги разгледа ще бъде районният съд – по седалище на ответника/ответниците. В правната теория са излагани подробни аргументи за необходимостта от създаване на специализирани съдилища за трудови спорове или специализирани състави или отделения по трудови дела в районните и окръжните съдилища\(^7\). Част от тези аргументи са отчетливото обособяване на предмета на тези спорове, обособената правна уредба, необходимостта от участието на представителите по професионалните интереси на работниците и служителите и на работодателите\(^8\).
Съгласно Определение № 430/09 г. по ч. гр. д. № 282/09 г. на третото г. о. на Върховния касационен съд по отношение на иска с правооснование чл. 60 КТ е прието: качеството страна в процеса има работникът или служителят, спрямо когото колективният трудов договор се прилага поради факта на присъединяване по заявление и същият е упражнил право на иск, а на ответната страна са страните по атакувания колективен трудов договор – синдикат и работодател. Останалите присъединили се работници са в положението на лица, които могат да предявят иск, но не и необходими участници в това производство, тъй като упражняване на правото на иск не може да се изисква служебно. В случай на обявяване на недействителност решението на съда ще има правоустановителни последици по отношение на тази категория лица включително. С цитирания съдебен акт прецизно са определени страните в един спор относно недействителността на колективния трудов договор, както и необходимо пасивно другарство на синдикалната организация и работодателя в процеса, когато искът е предявен от работник или служител, по отношение на когото колективния трудов договор се прилага\(^9\).
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\(^6\) Вж. Мръчков, В. Критичен преглед на практиката на Върховния касационен съд по трудови спорове през 2006 г. – В: Юридически свят, С.: Сиби, 2007, с. 138.
\(^7\) Мръчков, В. Трудово право..., 722–723.
\(^8\) Пак там.
\(^9\) По въпроса за другарството в гражданския процес вж. Сталев, Ж., А. Мингова, О. Стамболиев, В. Попова, Р. Иванова. Българско гражданско процесуално право, С.: Сиби, 2012, 384–385.
В съдебната практика е обсъждан въпросът относно допустимостта на това съдът да постанови с решението си отделна клауза или целия колективен трудов договор за недействителен само по направено възражение по делото от ответната страна, без да е воден отделен иск по чл. 60 КТ. Върховният касационен съд отговаря утвърдително, като изводът произтича на първо място от разпоредбата на чл. 133, във връзка с чл. 131, ал. 2, т. 5 ГПК. Разпоредбата на чл. 60 КТ предвижда, че на посочените в правната норма правни субекти е признато правото на иск досежно обявяване на недействителност на КТД или на отделни негови клаузи. Липсва обаче законова забрана защититата на ответника да се осъществи посредством възражение (Решение № 56 от 22.2.2018 г. по гр. д. № 2372/2017 г. на Върховен касационен съд, 4-то гр. отделение и Определение № 553 от 11.4.2011 г. по гр. д. № 310/2011 г. на Върховен касационен съд, 4-то гр. отделение). С други думи съдът може да е сезиран с иск от страна на работника или служителя, с който претендира от работодателя дължими, но не изплатени трудови възнаграждения или обезщетения, определени в колективен трудов договор, като в този случай работодателят, в качеството му на ответник в производството по разглеждане на трудово правния спор, да възрази по основателността на иска, като наведе възражения за недействителност на съответната клауза или на целия КТД.
Въз основа на разпоредбата на чл. 60 КТ приемаме, че недействителността на колективен трудов договор може да бъде пълна и частична. Колективният трудов договор ще бъде обявен за изцяло недействителен, когато порокът, от който страда, е съществен и се отразява върху валидността на цялото му съдържание. Пример за такива случаи могат да бъдат, когато липсва съгласие за сключването на колективен трудов от някоя от страните, или когато страните по договора не са тези, които законът установява. Така в хипотезата на чл. 51а, ал. 3 КТ, регламентираща случайте, при които синдикалните организации не могат да представят общ проект, работодателят сключва колективен трудов договор със синдикалната организация, чийто проект е бил приет от общото събрание на работниците и служителите (събрание на пълномощниците) с мнозинство повече от половината от неговите членове. Обаче ако работодателят пренебрегне установеното в закона и сключи колективен трудов договор със синдикалната организация, чийто проект не е бил приет по реда на цитираната разпоредба, този колективен трудов договор би бил изцяло недействителен поради противоречието му със закона.
За частичната недействителност, проявяща се в недействителност на отделни клаузи, съществува сравнително богата съдебна практика. Например, разглеждайки клауза на колективен трудов договор, предвиждаща закрила при уволнение по смисъла на чл. 333, ал. 4 КТ, съдът приема, че
всички разпоредби относно уволнението и закрилата по чл. 333 КТ са императивни\(^{10}\). Следователно касае се повелителна разпоредба на закона, която следва да бъде съобразена при колективното преговаряне по силата на чл. 50, ал. 1 КТ. След като законодателят е предвидил в императивна разпоредба закрилата в случая да се изразява само в предварително съгласие на компетентния синдикален орган, то е недопустимо страните по КТД да уговорят допълнителни изисквания относно автономната воля на преценка, предоставена на синдикалната организация. Върховният касационен съд приема, че съобразно общия принцип клаузите от договора, включително и от КТД в разглеждания случай, с които е уговорено нещо различно (независимо дали е по-благоприятно за служителя или не), са нищожни, поради противоречие със закона – чл. 60 КТ и чл. 26, ал. 1 ЗЗД. Нищожността на част от отделната клауза не води до нищожност на целия договор по аргумент на чл. 60 КТ и чл. 26, ал. 4 ЗЗД (Решение № 449 от 17.6.2010 г. по гр. д. № 113/2009 г. на Върховен касационен съд).
В цитирания съдебен акт Върховният касационен съд приема следното: „Според едни съдебни решения страните са свободни с КТД да уговорят допълнителни изисквания за мотивиране на предварителното съгласие на съответния синдикален орган и обвързването на това съгласие с определен срок. Според други – всички разпоредби относно уволнението и закрилата по чл. 333 КТ са императивни. Разпоредбата на чл. 333, ал. 4 КТ установява предварителна закрила при уволнение, ако такава е предвидена в КТД. Това означава, че съобразно чл. 333, ал. 4 КТ закрилата се прилага само при уволнение на две основания: съкращаване в шата и намаляване на обема на работата. Изразява се в необходимост от предварително съгласие
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\(^{10}\) По въпроса за предварителната закрила при уволнение по чл. 333, ал. 4 КТ вж. Стайков, И. Предварителната закрила при уволнение по чл. 333, ал. 4 от Кодекса на труда (становище относно тълкувателно дело № 4 от 2013 г. на ОСГК на ВКС). – Норма, 7/2013, 43–56; Банова, Е. Предварителна закрила при уволнение, предвидена в колективен трудов договор. – Труд и право, XX, 11/2011, 27–29; Банова, Е. Предварителна закрила при уволнение на синдикални дейци. – В: Трудови отношения 2012. Книга-годишник. Ред. В. Мръчков. София: ИК „Труд и право“, 2012, 449–453; Мръчков, В. Предварителна закрила при уволнение с колективен трудов договор. – Труд и право, VIII, 1/1999, 26–31; Мръчков, В. Относно Тълкувателно решение № 4 от 17.12.2013 г. на ОСГК на ВКС по прилагането на предварителната закрила при уволнение по чл. 333, ал. 4 от КТ. – Труд и право, XXIII, 8/2014, 5–9; Първанов, М. Предварителна закрила при уволнение по чл. 333, ал. 4 от Кодекса на труда. – Труд и право, XX, 5/2011, 21–27; Първанов, М. За предварителната закрила при уволнение по чл. 333, ал. 4 от Кодекса на труда. Коментар на Тълкувателно решение № 4/2013 г. от 17.12.2013 г. по тълк. д. № 4/2013 г. на ВКС. – Труд и право, XXIII, 1/2014, 19–26; Сербезова, С. Предварителна закрила при уволнение на синдикални дейци. – В: Трудови отношения 2012. Книга-годишник. Ред. В. Мръчков. София: ИК „Труд и право“, 2012, 449–453; Сербезова, С. Предварителна закрила при уволнение на член на синдикалното ръководство. – Труд и право, XXVII, 5/2018, 26–34, както и 11/2019, 26–34; Чочова, М. Относно предварителната закрила при уволнение на членове на синдикално ръководство. – В: Актуални проблеми на частното право. Благоевград: Университетско издателство „Неофит Рилски“, 2015, 161–168.
на компетентния синдикален орган. От изричния и изчерпателен начин на изброяване на основанията за уволнение и същността на закрилата следва, че тя нито може да се приложи при други основания за уволнение, нито може да се изразява в нещо различно от „предварително съгласие на компетентния синдикален орган“. Правилно е второто разрешение. Поначало в разпоредбата на чл. 50, ал. 1 КТ законодателят е определил кръга от въпроси, които могат да се уреждат с КТД. Това са въпроси на трудовите и осигурителни отношения на работниците и служителите, които не са уредени с повелителни разпоредби на закона. Не са императивни разпоредбите, с които се дава възможност на страните да се отклоняват от тях. Повелителни са тези законови разпоредби, в които точно и изчерпателно са определени обемът и съдържанието на съответните права и задължения на страните по трудовото правоотношение и те не могат да се отклоняват от тях. Всички разпоредби относно уволнението и закрилата по чл. 333 КТ са императивни. Следователно отнася се до повелителна разпоредба на закона, която следва да бъде съобразена при колективното договаряне по силата на чл. 50, ал. 1 КТ. След като законодателят е предвидил в императивна разпоредба закрилата в случая да се изразява само в предварително съгласие на компетентния синдикален орган, то е недопустимо страните по КТД да уговорят допълнителни изисквания относно автономната воля на преценка, предоставена на синдикалната организация. Съобразно общия принцип клаузите от договора, включително и от КТД в разглеждания случай, с които е уговорено нещо различно (независимо дали по-благоприятно за служителя или не), са нищожни, поради противоречие със закона – чл. 60 КТ и чл. 26, ал. 1 ЗЗД. Нищожността на отделната клауза не води до нищожност на целия договор по аргумент от чл. 60 КТ и чл. 26, ал. 4 ЗЗД“.
Други примери за основания, при наличието на които клаузи от колективен трудов договор ще бъдат обявени за недействителни поради противоречието им със закона, е когато чрез тях са уговорени различни от законоустановените процедури и основания за прекратяване на трудовите правоотношения, тъй като разпоредбите имат повелителен характер, а това означава, че е недопустимо нито с КТД, нито при съгласие на страните по трудовите договори отклоняване от съдържащите се в тези норми точно и изчерпателно определени техни права и задължения (Решение № 127 от 10.5.2010 г. по гр. д. № 213/2009 г. на Върховен касационен съд). Така например с колективен трудов договор на работодателя не могат да се възлагат различни от изрично предвидените в закона ограничения при уволнение по чл. 328 от КТ, както и че в КТД не може да бъде уговоряна закрила при уволнение извън тези основания, към които правилото на чл. 333, ал. 4 от КТ изрично препраща и ако такава е предвидена, в тази
част КТД е недействителен поради противоречието му с Кодекса на труда (Решение № 127/10.5.2010 г. по гр. д. № 213/2009 г. и Определение № 553 от 11.4.2011 г. по гр. д. № 310/2011 г. на Върховен касационен съд, 4-то гр. отделение).
Също така в своята практика Върховният касационен съд е приел, че предвидената в колективен трудов договор и браншови колективен трудов договор забрана да се закриват работни места след започване на учебната година е в противоречие с повелителната разпоредба на чл. 328 от КТ, даваща право на работодателя по собствена инициатива и по всяко време да прекрати с предизвестие трудовите правоотношения с работници (служители) при наличие на изчерпателно посочените в Кодекса на труда хипотези. С оглед на разпоредбата на чл. 50, ал. 1 от КТ с КТД не може да се създават нови ограничения за работодателя при уволнение по чл. 328 от КТ (Решение № 127 от 10.5.2010 г. по гр. д. № 213/2009 г. на Върховен касационен съд).
Срокът на действие на колективния трудов договор се определя от страните по него, но ако страните не са го уговорили, то съгласно разпоредбата на чл. 54, ал. 2 КТ колективният трудов договор се смята за склучен за срок от една година, но за не повече от две години. Клауза, предвиждаща срок на колективния трудов договор по-дълъг от две години, би била недействителна. Върховният касационен съд в своята практика приема, че възможните отклонения, договаряни от страни по КТД, може да са само в рамките на закона – при съобразяване с разпоредбите на членове 53 и 54 КТ. Това важи и при изменение на КТД съгласно чл. 56, ал. 2 КТ. Клаузите, съдържащи договорени отклонения, несъобразени с горепосочените разпоредби, са недействителни като противоречащи на императивна правна норма (Решение № 56 от 22.2.2018 г. по гр. д. № 2372/2017 г. на Върховен касационен съд, 4-то гр. отделение).
Когато е уговорен клауза за срок, противоречащ на установената в закона негова продължителност, вместо тази клауза относно ще се приложи разпоредбата на закона, установяваща максималната продължителност, за която би могъл да действа един колективен трудов договор – по аналогия на установеното в чл. 74, ал. 4 КТ, която разпоредба макар и да се отнася до недействителност на клауза на трудов договор, би следвало да се приложи и в случай на недействителност на клауза на КТД. Освен това съгласно Кодекса на труда колективният трудов договор влиза в сила от деня на склучването му, доколкото в него не е уговорено друго. Възможността да бъде уговорено нещо друго обаче няма предвид придяване на обратно действие на нови или изменения негови разпоредби, с които се преуреждат вече уредени въпроси и отношения, а отлагане на действието на договора (Решение № 919 от 8.12.2009 г. по гр. д. № 5128/2008 г. на Върховен касационен съд). Максималният срок на действие на КТД съгласно чл. 54, ал. 2 КТ е две години и разпоредбата е императивна. Предвид това не може да бъде уговорян срок с продължителност над две години. Възможните отклонения, договаряни от страни по КТД, може да са само в рамките на закона – при съобразяване с разпоредбите на членове 53 и 54 КТ. Това важи и при изменение на КТД съгласно чл. 56, ал. 2 КТ. Клаузите, съдържащи договорени отклонения, несъобразени с горепосочените разпоредби, са недействителни като противоречащи на императивна правна норма.
В хипотезата на чл. 51а, ал. 3 КТ, когато синдикалните организации не могат да представят общ проект, работодателят сключва колективен трудов договор със синдикалната организация, чийто проект е бил приет от общото събрание на работниците и служителите (събрание на пълномощниците) с мнозинство повече от половината от неговите членове. В съдебната практика съществува случай, при който съдът приема, че следва да се съберат доказателства, че всеки от синдикатите, действащ на територията на работодателя, е бил уведомен, че предстои изготвяне на нов КТД. Липсата на доказателства в тази насока води до извода, че към изготвяне на нов КТД са били поканени да участват само определени синдикални организации, но не и всички, действащи на територията на съответния работодател, което според решаващия съд е нарушение на процедурата по чл. 51а от КТ, а колективният трудов договор е приет в противоречие на реда, определен от закона, което обуславя извода за неговата недействителност – Решение № 3758 от 15.11.2010 г. по гр. д. № 9929/2008 г. на Районен съд – Варна. Решението е обжалвано, като възвизваният съд се е произнесъл с Решение № 992 от 21.7.2011 г. по възз. гр. д. № 302/2011 г. на Окръжен съд – Варна, в което е прието, че недействителността по смисъла на чл. 60 КТ е материалноправен въпрос и затова е без значение процедурата, по която е било проведено общото събрание на пълномощниците за приемането на проекта на нов КТД. Окръжният съд приема, че инициативата за приемането на КТД следва да изхожда от синдикалните организации в предприятието, а не от работодателя съобразно разпоредбите на чл. 51а, ал. 2 и ал. 3 КТ и затова не може да се вменява във вина на последния неспазването на процедурата при провеждането на събранията за избиране на представители. Съдът също така е приел, че за „основателността на иска за недействителност е необходимо да се установи наличието на една от двете алтернативно изискваеми предпоставки: противоречие със закона или заобикалянето му“. Освен това възвизваният съд счита, че „разпоредбата лимитативно определя основанията за недействителност в сравнение с общите разпоредби на
чл. 26–34 ЗЗД по следните съображения: нормата е по-нова и е уредена в специален закон; освен това, по отношение на юридическите лица не може да става реч за пороци на волята. Под „противоречие със закона“ по смисъла на чл. 60 КТ следва да се разбира противоречие с императивни разпоредби на закона в широкия смисъл на думата – както законови, така и подзаконови нормативни актове“. Решението не е допуснато до касационно обжалване. С Определение № 813 от 6.7.2012 г. по касационно гр. д. № 1751/2011 г. Върховен касационен съд се е произнесъл, като е приел, че не е обуславящ изхода на спора и въпросът съставлява ли недействителност по смисъла на чл. 60 КТ нарушението на процедурните правила при сключване на КТД. Върховният касационен съд, произнасяйки се във връзка с допустимостта на обжалването по поставения пред него въпрос, приема, че колективният трудов договор е вид договор и спрямо него се прилагат общите правила за договорите, регламентирани в ЗЗД. Съгласно общите правила за недействителност на договорите страната може да се позовава на недействителност, когато цели да се освободи от обвързаността на договора, когато договорът я обвързва или накърнява правната й сфера. В конкретния случай страните, които искат от съда да обяви недействителност на колективния трудов договор, не са негови субекти, поради което не разполагат с правото да искат обявяването й.
От теоретична и практическа гледна точка е интересен и въпросът за правните последици от обявяването на недействителност на колективен трудов договор или на негови клуази. Когато е оспорена валидността на целия договор, следва да се има предвид характера на колективния трудов договор като нормативно съглашение. Не следва да се пренебрегват и принципите и целите на трудовото законодателство. Спецификите на колективния трудов договор и на трудовото право като отделен правен отрасъл в повечето случаи изключват приложението на чл. 28, ал. 3 ЗЗД, съгласно който страната, която иска унищожението, е длъжна да обезщети другата страна за вредите, които са й причинени от сключването на унищожения договор, освен ако докаже, че няма вина за изпадането си в грешка или че другата страна е знаела за грешката. И ако при недействителността на основанието за възникване на трудово правоотношение правните последици от обявяване на недействителност са установени в Кодекса на труда, поради тази причина претенция от такъв характер би била недопустима, то обезщетенията, които страните си дължат една на друга, поради това че се намират или пък са се намирали в правоотношение, възникнало въз основа на сключения колективен трудов договор, който е обявен за недействителен, не са установени в Кодекса на труда. Това е валидно само по отношение на насрещните престатии на страните (например поетите задължения от страна на работодателя да осигури
конкретно материално-техническо обезпечаване на синдикалната организация), но не и относно по-благоприятните условия, изразяващи се в конкретни права, които работниците и служителите придобиват въз основа на приложението на колективния трудов договор.
Следва да бъде направено разграничение между иска за обявяване на недействителност и иска за изпълнение на колективен трудов договор посредством тяхната съпоставка.
Съгласно чл. 59 КТ при неизпълнение на задълженията по колективния трудов договор искове пред съда могат да предявят страните по него, както и всеки работник или служител, спрямо когото колективният трудов договор се прилага. Процесуална легитимация и при двата иска имат страните по колективния трудов договор, както и всеки работник или служител, спрямо когото той се прилага. По своята правна природа споровете по чл. 59 КТ и по чл. 60 КТ са трудовоправни спорове по смисъла на чл. 357 КТ. А самите искове за неизпълнение и за обявяване на недействителност на колективен трудов договор съответно са осъдителни и конститутивни. С иск по чл. 59 КТ може да се иска от съда да осъди неизправната страна по договора да извърши определено действие, представляващо нейно задължение по договора. Така например и съгласно релевантната съдебна практика с иск по чл. 59 КТ могат да се предявят претенции за заплащане на уговорено в колективния трудов договор трудово възнаграждение. В този случай правото на иск принадлежи на отделния работник или служител когато неизпълнението на колективния трудов договор е спрямо него. Също така Върховният касационен съд приема, че в случаите на неизпълнение на колективен трудов договор от страна на работодателя спорът може да се реши и чрез споразумение между синдикатите и работодателя – страните по договора (Решение № 363 от 21.4.1999 г. по гр. д. № 356/98 г., III г. о. на Върховен касационен съд). Последното е невъзможно в случай на недействителност на колективен трудов договор или на отделни негови клauзи поради изключителната законова компетентност на съда да се произнесе по този въпрос.
На следващо място, неизпълнението на колективен трудов договор може да бъде забавено, неточно или частично, във всички случаи обаче то трябва да бъде виновно със съответната форма на вината – умисъл или непредпазливост\(^{11}\).
Разпоредбата на чл. 59 КТ ще намери приложение при случаи на неизпълнение на колективен трудов договор независимо от равнището, на което е сключен. Според разрешенията в съдебната практика „под
\(^{11}\) Мръчков, В. – В: Мръчков, В., К. Средкова, А. Василев. Коментар на..., 179–180.
„неизпълнение на КТД“ по смисъла на чл. 59 КТ следва да се разбира неизпълнение на поети с КТД задължения на страна по КТД, най-често от страна на работодателя. Неизпълнението на КТД от страна на работодателя може да се прояви в различни форми – пълно неизпълнение на поети задължения, частично неизпълнение, неточно изпълнение, забавено изпълнение и пр. С исковете по чл. 59 КТ се претендира实在но изпълнение на поети от работодателя по КТД задължения и се търси отговорност за причинени вреди. Фактическото основание и размерът на иска във всеки отделен случай е от неизпълнение на такива задължения, за които може да се претендира实在но изпълнение на поети задължения. Такива случаи са например неизплащане на определени в КТД възнаграждения или обезщетения по трудовото правоотношение, неосъществяване на конкретно определени в КТД мерки за подобряване на здравословни и безопасни условия на труд, неизпълнение на предвидени в КТД задължения по осигуряване на социално-битовото и културно обслужване на работниците и служителите, претенции за осигуряване на безплатно работно и униформено облекло, за предоставяне на платен годишен отпуск в размер, предвиден в КТД и др. Синдикалната организация може да предяви иска по чл. 59 КТ, когато неизпълнението на КТД е по отношение на всички или на голяма група работници и служители” (Решение № 2121 от 14.7.2003 г. по гр. д. № 2476/2001 г., III гр. о. на ВКС). В този смисъл и страната, инициирала производството с предявяването на иск по чл. 59 КТ, може да иска от съда да задължи ответната страна да извърши实在но изпълнение на задължението или да претендира обезщетение, а не изпълнение на задължението. Може също така, редом с искането за实在но изпълнение, да бъде предявено и искане за присъаждане на обезщетение за забава, както и при липса на интерес от изпълнението – и обезщетение за неизпълнението\(^{12}\).
В правната доктрина също е прието, че синдикалната организация може да предяви иска по чл. 59 от КТ, когато неизпълнението на КТД е по отношение на всички или на голяма група работници/служители\(^{13}\). По отношение на иска по чл. 60 КТ синдикалната организация не е поставена под такова своеобразно ограничение предвид на съдържанието на самата разпоредба, установяваща правото на страната по договора да предяви иск за обявяване на недействителност.
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\(^{12}\) Вж. Василев, А. Трудово право, с. 111.
\(^{13}\) Вж. Мръчков, В. – В: Мръчков, В., К. Средкова, А. Василев. Коментар на..., с. 180; Средкова, К. Трудово право. Специална част. Колективно..., с. 82; Йосифов, Н. Колективният трудов договор ..., с. 222.
EU Accession to the ECHR – an Equation with Many Unknowns
This article aims to present the status of the accession project eight years after the CJEU’s opinion: the long way it has come, what has been done since then, the possible obstacles that remain, starting with the long procedure of ratification of the accession agreement, including by countries outside the European Union. The vicissitudes that this project has gone through, as well as the challenges that continue to face it, turn its realization into an equation with many unknowns, for which solutions are still being sought and will be sought.
Tchetin Kazak, Ph.D.
Lecturer in the Law Department of New Bulgarian University,
e-mail: firstname.lastname@example.org
Areas of interest EU law, Public international law, Legal French studies.
Attorney-at-Law.
Arbiter at the International Arbitration Court at the Legal Interaction Alliance.
Former Member of the National Assembly (2001–2017).
Former Observer-member and Member of the European Parliament (2005–2007).
https://doi.org/10.33919/yldnbu.21.10.12
Присъединяването на ЕС към ЕКПЧ – уравнение с много неизвестни
Настоящата статия цели да представи статута на проекта за присъединяване след изтичането на осем години от становището на Съда на ЕС: извървяният дълг път отмогава, това, което е било свършено, останалите възможни пречки, които започват още от дългата процедура на ратификация на споразумението за присъединяване, включително от държави, които не членуват в ЕС. Перипетиите, през които премина този проект, както и предизвикателствата, пред които все още е изправен, го превръща в уравнение с много неизвестни, за което все още се търсят и ще се търсят и зanапред решения.
Повече от тринадесет години след влизането в сила на Договора от Лисабон на 1 декември 2009 г. някои от разпоредбите, които той предвижда, все още не са в сила. Такъв е случайят с присъединяването на Европейския съюз (ЕС) към Европейската конвенция за правата на човека. Договорът от Лисабон трябваше да направи възможно най-накрая постигането на тази цел след повече от тридесет години дебат, като я закрепи политически и й даде правно основание. Въпреки това едно становище на Съда на Европейския съюз (СЕС)\(^1\) през декември 2014 г. отложи за неопределено време прилагането й.
Когато Съдът на Европейския съюз даде своето становище, доктрината заговори за „умишлено политическо“ позициониране на Съда\(^2\), а обвинението за „управление от съдиите от Люксембург“ отново беше повдигнато.
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\(^1\) Подробно за становищата на СЕО/СЕС вж. Yocheva, K. Specific Acts of the Court of Justice of the European Union – Opinions of the Court of Justice. В Acta Universitatis Danubius. Juridica, volume 7, No 1 (2011), 81–91.
\(^2\) Лабайлов, А. Войната на съдиите няма да се състои. Толкова по-добре? Безплатни забележки относно Становище 2/13 на Съда на Европейските общности относно присъединяването на Съюза към ЕКПЧ, 22 декември 2014 г., ELSJ Research Group.
Въпреки това следва да се отбележи, че двата съда, СЕС в Люксембург и Европейският съд по правата на човека (ЕСПЧ) в Страсбург, поддържат добри отношения. Работните посещения са чести и магистратите от Люксембург и Страсбург се информират внимателно за съответната съдебна практика.
Двета съда не се конкурират, а търсят взаимно допълване и сближаване. Освен това член 52, параграф 3 от Хартата на основните права на Европейския съюз предвижда механизъм за координаране на двета правни реда: „Доколкото настоящата Харта съдържа права, съответстващи на права, гарантирани от Европейската конвенция за защита на правата на човека и основните свободи, техният смисъл и обхват са същите като дадените им в посочената Конвенция. Тази разпоредба не пречи правото на Съюза да предоставя по-широката защита“. Решението по Bosphorus Airways, прието от Голям състав, е илюстрация на това търсене на сближаване: Европейският съд по правата на човека допуска за първи път да разгледа по същество жалба относно национални мерки за прилагането на регламент на Общността, приети без право на преценка от държава членка. Що се отнася до СЕС, той също е призван да взема решения по въпроси на основните права, например относно зачитането на върховенството на закона в Полша в момент, в който тази държава членка е под т. нар. „процедура по член 7“ – която може да продължи дотолкова, че да се стигне до отнемането на правото на глас в Съвета на държава членка, ако се установи, че тя „сериозно и упорито“ нарушава европейските ценности – в продължение на няколко години.
Независимо от това, както показа становището на СЕС от декември 2014 г. относно споразумението за присъединяване или неговата неотдавнаша реакция на решението на Конституционния съд на Карлсруе от 5 май 2020 г., СЕС е много привързан към гарантирането на автономията на правото на Европейския съюз.
Съдебната практика на двета съда допринася за утвърждаването на феномена на „нарастваща роля на съда“ в живота на европейските общества, наблюдаван от много години, както и за все по-голямата значимост, която се отдава на въпроса за зачитането на основните права. Основните
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3 Подробно за правната сила на Хартата вж. Йочева, К. Хартата на основните права на Европейския съюз в съдебната практика на Съда на ЕС (2009–2012 г.). Сборник доклади от Годишна научна конференция 2012 г. на ЮФ на УНСС „Европейското бъдеще на България. Правни аспекти“, София: УНСС, 2013, 89–98.
4 ЕСПЧ, Решение Bosphorus Airways с/у Ирландия (п° 45036/98) от 30 юни 2005 г.
5 Съдът на ЕС, съобщение за медните № 58/20, 8 май 2020 г.
права наистина са част от европейската идентичност, дори ако европей-
ският проект не може да бъде сведен до тяхната защита.
Познанията на европейските граждани за основните права обаче са
относително ограничени. Така в своя Годишен доклад за 2018 г. относно
прилагането на Хартата на основните права на Европейския съюз\(^6\) Ко-
мисията отбелязва, че „Хартата все още не се използва толкова, колкото
би могла да бъде и остава слабо известна“. Според специален доклад
на Евробарометър за познаване на Хартата\(^7\) „ситуацията със сигурност
се е подобрила от 2012 г., но само 42 % от анкетираните са чували за
Хартата, а само 12 % наистина знаят какво представлява. С други думи,
88 % не са запознати със съдържанието ѝ“. Разпоредбите на Хартата
обаче се прилагат все по-често от съдилищата на държавите членки.
Според същия доклад на Комисията от 2018 г. СЕС се позовава на Хар-
тата в 356 дела в сравнение с 27 през 2010 г. Когато отправят запитвания
към СЕС по преходициалното производство, националните съдилища се
позовават на Хартата все по-често, т. е. 84 пъти през 2018 г. спрямо 19
през 2010 г.
Също така присъединяването на Европейския съюз към Европей-
ската конвенция за правата на човека ще увенчае с успех процеса на
насърчаването и защитата на основните права в ЕС, като приеме този
външен контрол на Съда в Страсбург. Въпреки че не трябва да се прене-
брегва риска, че дадена държава може да намери политически интерес
да види Европейския съюз осъден от Съда в Страсбург за незачитане на
правата на човека, следва да се приеме, че този риск се поема от всички
подписали ЕКПЧ и представлява нейната полезност.
Настоящата статия има за цел да представи състоянието на проекта
за присъединяване осем години след становището на СЕС: изминалят
дълъг път, свършеното оттогава досега, възможните пречки, които остават,
като се започне с дългата процедура за ратификация на споразумението
за присъединяване, включително от държави извън Европейския съюз.
Перипетиите, през които е преминал този проект, както и предизвика-
телствата, които продължават до стоят пред него, превръщат неговата
реализация в уравнение с много неизвестни, на което тепърва се търсят
и ще се търсят решения.
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\(^6\) Доклад, COM(2019)257 от 5.6.2019 г.
\(^7\) Eurobarometre special 487b, март 2019 г.
I. Присъединяване на Европейския съюз към Европейската конвенция за правата на човека – дългогодишна цел
А. Проект, датиращ от 70-те години на ХХ в.
1. Нарастваща загриженост за защитата на основните права
Първоначално тази загриженост е юриспруденциална конструкция на Съда на Европейските общности (СЕО), който през 1970 г. признава, че основните права са неразделна част от общите принципи на правото на Общностите\(^8\). Така Съдът дава началото на процес на сближаване с международните инструменти за защита на правата на човека. „Общите принципи на правото могат да бъдат въдхновени, в допълнение към конституционните традиции, общи за държавите членки, от международни инструменти за защита на правата на човека, към които държавите членки са се придържали или са се присъединили\(^9\), включително Конвенцията за защита на правата на човека и основни свободи (ЕКПЧ), което е от особено значение“\(^{10}\).
По това време от своя страна държавите членки и институциите на Общностите също заемат позиция в полза на отчитането в по-голяма степен на защитата на правата на човека.
Приета в Копенхаген през 1973 г., Декларацията на деветте за европейската идентичност посочва по-специално, че те „възнамеряват да защитават принципите на представителната демокрация\(^{11}\), върховенството на закона, социалната справедливост – цел на икономическия прогрес – и зачитането на правата на човека, които представляват основни елементи на европейската идентичност“. Тези елементи се превърнаха в определящи критерии за членство. Така по време на Европейския съвет от 8 април 1978 г. държавните и правителствените ръководители декларират, че „зачитането и поддържането на представителната демокрация и правата на човека във всяка от държавите членки представляват съществени елементи на „членството в Европейските общности“.
Същевременно на 5 април 1977 г. Европейският парламент, Съветът и Комисията приемат съвместна декларация относно необходимостта от гарантиране на зачитането на основните права. След като отново потвърждава, че Общностните договори се основават на принципа на зачитане на правото, тази декларация подчертава важното значение на зачитането на
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\(^8\) Решение от 17 декември 1970, Internationale Handelsgesellschaft, C-11/70, EU:C:1970:114.
\(^9\) Решение от 14 май 1974, Nold KG/Commission, C-4/73, EU:C:1974:51.
\(^10\) Решения от 15 май 1986, Johnston, C-222/84, EU:C:1986:206 и от 18 юни 1991, ERT, C-260/89, EU:C:1991:254.
\(^11\) Относно представителната демокрация на равнище ЕС вж. Йочева, К. Европейската гражданска инициатива. София: Авангард Прима, 2022, с. 24 и 35–36.
основните права, утвърдени по-специално от конституциите на държавите членки и от ЕКПЧ, ратифицирана от всички държави членки.
Липсата на писмен каталог на основните права на ЕО обаче кара някои национални конституционни съдилища, по-специално на Германия и Италия, да се позовават на своите конституции, като по този начин поставят под въпрос монопола на контрола, упражняван от Съда на Европейските общности върху европейското право, както и принципа на върховенство на общинството право. Така в решение от 29 май 1974 г.\(^{12}\) Конституционният съд от Карлсруе посочва, че си запазва възможността за преценка на съответствието спрямо основните права, залегнали в немската Конституция, на актовете на Общността, които Съдът на ЕО би обявил за законни. Това решение представлява отговор на гореспоменатото решение на CEO от 1970 г., което потвърждава, че върховенството на правото на Общността се упражнява дори по отношение на конституционните правила на държавите членки\(^{13}\).
В този контекст идеята за присъединяване на Европейската общност към ЕКПЧ бива лансирана на различни нива, по-специално от Европейския парламент, по повод на кръгла маса, организирана от него във Флоренция през 1978 г., както и в Резолюция от 27 април 1979 г., в която Европейският парламент се обявява в подкрепа на едно такова присъединяване и приканва Съвета и Комисията, в тясно сътрудничество с Европейския парламент, да се подготвят за това присъединяване без допълнително отлагане. Вследствие на това на 2 май 1979 г. Комисията изпраща на Съвета меморандум с предложение за присъединяване към ЕКПЧ. Според ЕК това присъединяване не предполага разширяване на компетентността на Общността в областта на защитата на основните права. Впоследствие тя повторно отправя предложението си за членство през 1990 г. и отново през 1993 г.
2. Становището на CEO от 28 март 1996 г.:
Европейската общност не е компетентна
да се присъедини към ЕКПЧ
На 28 март 1996 г. Съдът на Европейските общности се произнася с отрицателно становище относно възможността за присъединяване на Общността към ЕКПЧ\(^{14}\).
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\(^{12}\) Решение, известно като So Lange I.
\(^{13}\) Самото това решение следва важното решение от 15 юли 1964 г., Flaminio Costa срещу E.N.E.L., C-6/64, с което Съдът на Европейските общности установява принципа на абсолютен примат на общинството право над националното право.
\(^{14}\) Становище 2/94 от 28 март 1996 г.
Съдът е сезиран от Съвета по два въпроса: първият относно компетентността на Общността да сключи споразумението за присъединяване, а вторият относно съвместимостта на предложеното споразумение за присъединяване с разпоредбите на Договора, по-специално тези, свързани с юрисдикцията на CEO. При липсата на конкретен проект на споразумение за присъединяване и на достатъчно информация относно процедурите, по силата на които Общността възнамерява да се подчини на механизмите за съдебен контрол, установени от ЕСПЧ, Съдът счита, че не е в състояние да даде становище по втория въпрос. Затова неговото становище 2/94 се отнася само до компетентността на Общността да се присъедини към ЕКПЧ.
Първо, Съдът припомня, че общинностния правен ред се основава на принципа на предоставените правомощия, като международното действие на Общността може да произтича само от специфични разпоредби на Договора или да бъде изведено имплицитно от такива разпоредби. Той също така отбелязва, че нито една разпоредба от Договора не предоставя на институциите на Общността правомощието да приемат правила в областта на правата на човека или да сключват международни договори в тази област. Второ, той уточнява, че член 235 от Договора за създаване на Европейската общност, който позволява да се преодолее липсата на изрични или импlicitни правомощия за действие на институциите на Общността, ако тези правомощия все пак изглеждат необходими, за да може Общността да упражнява своите функции с оглед постигане на една от целите, определени в Договора, не позволява обхвътът на правомощията на Общността да бъде разширен извън общата рамка, определена от Договора, по-специално за задачите и действията на Общността. Накрая, Съдът отбелязва, че ако зачитането на правата на човека представлява условие за законност на актовете на Общността, присъединяването към ЕКПЧ би представлявало съществена промяна от конституционен порядък на системата на Общността за защита на правата на човека, по-специално чрез включването на Общността в отделна международна институционална система и интегрирането на всички разпоредби на Конвенцията в правния ред на Общността. В крайна сметка Съдът заключава, че само изменение на Договора би позволило на Общността да се присъедини към ЕКПЧ.
3. Последващи действия на ЕО и на ЕС
Четири години по-късно приемането на Хартата на основните права на 7 декември 2000 г. по време на Европейския съвет в Ница представлява решителна стъпка напред: за първи път тя закрепва основните права в
европейските текстове. Нейната обвързваща сила обаче бива потвърдена едва от Договора от Лисабон, който също така предвижда присъединяването на Европейския съюз към ЕКПЧ.
И накрая, Меморандумът за разбирателство между Съвета на Европа и Европейския съюз, приет на 10 май 2007 г. в отговор на искането, отправено на срещата на върха на държавите – членки на Съвета на Европа през 2005 г. във Варшава, предвижда, че „Европейският съюз възприема Съвета на Европа като общоевропейски първоизточник в областта на правата на човека. В този контекст съответните стандарти на Съвета на Европа ще бъдат цитирани като референция в документите на Европейския съюз. Решенията и заключенията на неговите механизми за наблюдение ще бъдат взети предвид от институциите на Европейския съюз, когато е уместно“. По отношение на присъединяването към ЕКПЧ в този меморандум се посочва, че „бързото присъединяване на Европейския съюз към Конвенцията за защита на правата на човека и основните свободи би насърчило значително съгласуваността в областта на правата на човека в Европа. Съветът на Европа и Европейският съюз ще проучат допълнително този въпрос“. Именно в тази рамка Съветът на Европа и различните му органи, по-специално Венецианската комисия и ГРЕКО\(^{15}\), предоставят правен експертен опит, който Европейският съюз използва в своята работа, например относно зачитането на основните права в Полша и Унгария.
**Б. Очаквани предимства от членството**
Присъединяването на Европейския съюз към ЕКПЧ има политическо измерение: потвърждаване на ангажимента на Европейския съюз в полза на защитата на основните права и укрепване на връзките и съгласуваността между Съюза и Съвета на Европа.
От правна гледна точка присъединяването следва да направи възможно гарантирането на по-голяма съдебна защита на основните права на индивида в правния ред на Съюза. По този начин както европейските граждани, така и граждани на трети държави, пребиваващи на територията на Съюза, които твърдят, че са жертви на нарушение на ЕКПЧ от институция, орган или агенция на Съюза, биха могли да подадат жалба срещу Съюза пред Европейския съд по правата на човека при същите условия, които се прилагат за жалби, подадени срещу държави членки.
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\(^{15}\) Групата на държавите, борещи се срещу корупцията (GRECO) (на английски: Group of States against Corruption (GRECO) към Съвета на Европа е антикорупционна мониторингова организация със седалище в Страсбург, Франция, учредена на 1 май 1999 г.
Това присъединяване ще доведе до това, че по отношение на спазването на основните стандарти в областта на основните права самият Съюз ще бъде обект на външен контрол.
Това понятие за външен контрол е основно в диспозитивната част на Конвенцията, както е замислено: не може да има ефективна защита на основните права без този външен контрол. Правото на контрол на другите държави членки относно начина, по който се прилагат разпоредбите на Конвенцията, е от съществено значение; това е въпрос от общ интерес, който може, ако е необходимо, да оправдае намеса, за да се избегнат злоупотреби. Присъединяването цели да подложи Европейския съюз на такъв външен контрол.
В специален документ от 1 юни 2010 г. Генералният секретариат на Съвета на Европа представя предимствата, които се очакват от присъединяването на ЕС към ЕКПЧ: „Съюзът ще се окаже в ситуация, подобна на тази на държавите членки, всяка една от които има свой собствен каталог на основните права, като същевременно са страни по ЕКПЧ; присъединяването ще запълни празнините в правната защита, като предостави на европейските граждани същата защита по отношение на актовете на Съюза, каквато понастоящем ползват спрямо всички държави – членки на ЕС; чрез присъединяването всички европейски правни системи ще бъдат обект на същия контрол по отношение на защитата на правата на човека; присъединяването ще успокои гражданите, като им покаже, че Съюзът, подобно на неговите държави членки, не е „над закона“, когато става въпрос за правата на човека“.
Присъединяването на Съюза също има за цел да гарантира съгласуваността на системите за защита на основните права в Европа и хармоничното развитие на съдебната практика на СЕС и Европейския съд по правата на човека в областта на основните права.
И накрая, членството трябва да даде възможност за отстраняване на определени трудности, наблюдавани днес. Това би допринесло за:
– избягване на известна тромавост на правото на Европейския съюз в случай на нарушаване на основните права, ограничавайки сезирането на СЕС до случаите, определени от договорите. С присъединяването едно ново средство за защита срещу нарушаване на основните права ще бъде пряко достъпно за физически и юридически лица по отношение на правни актове на Съюза, при условията, предвидени от ЕКПЧ, а не само чрез оспорване на техните актове за изпълнение от държавите членки;
– отстраняване на трудностите, произтичащи от неучастието на Съюза в съдебната система на ЕКПЧ, когато Европейският съд по правата на човека бъде призован да се произнесе косвено относно правото на Съюза, без последният да може да се защити или да разчита на съдия, който е експерт по право на ЕС;
– разширяване на защитата, предоставена от Хартата на основните права: въпреки че приемането на Хартата през 2000 г. представлява голяма стъпка напред и Договорът от Лисабон ѝ придаде правно обвързваща сила в края на 2009 г., текстът е обвързващ за европейските институции само при упражняване на техните правомощия.
II. Задължение за присъединяване съгласно Договора от Лисабон
Извличайки поуки от Становище 2/94 от 28 март 1996 г. на CEO, Договорът от Лисабон изрично предвижда присъединяването на Европейския съюз към ЕКПЧ. Така член 6, параграф 2 от Договора за Европейския съюз постановява, че „Съюзът се присъединява към Европейската конвенция за защита на правата на човека и основните свободи. Това присъединяване не променя областите на компетентност на Съюза, така както са определени в Договорите“. Параграф 3 уточнява, че „Основните права, както са гарантирани от Европейската конвенция за защита на правата на човека и основните свободи и както произтичат от общите конституционни традиции на държавите членки, са част от правото на Съюза в качеството им на общи принципи“.
В изпълнение на този член 6, параграф 2 е приет Протокол № 8, приложен към Договорите, който определя условията за това присъединяване. Член 1 от Протокола предвижда, че „Споразумението относно предвиденото в член 6, параграф 2 от Договора за Европейския съюз присъединяване на Съюза към Европейската конвенция за защита на правата на човека и основните свободи [...] трябва да отразява необходимостта от запазване на специфичните особености на Съюза и на правото на Съюза, по-специално що се отнася до: а) специфичните условия за евентуално участие на Съюза в kontrolните органи на Европейската конвенция; б) необходимите механизми, за да се гарантира, че образуваните от държави, които не са членки на Съюза, искове и исковете на частни лица са правилно насочени срещу държавите членки и/или срещу Съюза, в зависимост от случая“. Неговият член 2 посочва по-специално, че това споразумение „трябва да гарантира, че присъединяването на Съюза не засяга нито областите на
компетентност на Съюза, нито правомощията, предоставени на неговите институции“. По същия начин трябва да се вземе предвид конкретното положение на държавите членки по отношение на ЕКПЧ, например ако те са въвели резерви. В член 3 се добавя, че нищо в Споразумението за присъединяване не трябва да засяга член 344 от Договора за функционирането на Европейския съюз (ДФЕС), според който държавите членки се задължават да не отнасят спор, свързан с тълкуването или прилагането на договорите, на метод на уреждане, различни от предвидените в него.
А. След дълги преговори – проект на споразумение
Въз основа на разпоредбите на Договора от Лисабон, на 4 юни 2010 г. Съветът изпраща до Европейската комисия Указания за водене на преговори за сключване на споразумение за присъединяване\(^{16}\). Това решение:
- разрешава започване на преговори с оглед на присъединяването на Европейския съюз към ЕКПЧ с договарящите се страни по нея;
- назначава Комисията за преговарящ от страна на Съюза;
- назначава групата FREMP\(^{17}\) като специален комитет, предвиден в член 218, параграф 4 от ДФЕС, и изисква от Комисията да докладва редовно на тази група и да ѝ изпраща незабавно всички документи за преговори;
- подчертава конкретната ситуация, произтичаща от факта, че всички държави членки също са договарящи страни по Конвенцията и призовава за зачитане на принципа на лоялно сътрудничество.
На ниво Съвет на Европа Комитетът на министрите приема на 26 май 2010 г. *ad hoc* мандат, като упълномощава Управителния комитет по правата на човека (CDDH) да изготви, в сътрудничество с Европейския съюз, правен инструмент, установяващ условия за присъединяване на Съюза към ЕКПЧ. В съответствие с този мандат CDDH решава на своето 70-то заседание от 15 до 18 юни 2010 г. да възложи изработването на проекта на споразумение за присъединяване на неформална група, CDDH-UE, от 14 членове (7 от държави – членки на ЕС и 7 от трети страни).
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\(^{16}\) В съответствие с процедурата, предвидена в член 218 от ДФЕС.
\(^{17}\) Работна група „Основни права, гражданска права и свободно движение на хора“.
Планирани са и редовни срещи между двете съдилища – Съдът на Европейския съюз и Европейският съд по правата на човека\(^{18}\).
Между юли 2010 г. и юни 2011 г. се провеждат осем работни срещи на преговарящите. След това CDDH-UE финализира проект на споразумение за присъединяване и го представя на държавите членки и на Европейския съюз за разглеждане.
По време на срещата на COREPER\(^{19}\) от 6 октомври 2011 г. много делегации одобряват проекта на споразумение за присъединяване, но френската и британската делегации изразяват резерви относно съдържанието на този текст, по-специално относно: юрисдикцията на Съда в Страсбург по отношение на предполагаеми нарушения, свързани с актове, приети от Съюза в рамките на Общата външна политика и политика на сигурност (ОВППС), обхвата на механизма за съ-ответника, обхвата на предварителното произнасяне на СЕС, условията, при които Съюзът и неговите държави членки могат да упражняват правото си на глас в рамките на Комитета на министрите на Съвета на Европа, когато последният трябва да наблюдава изпълнението на решение, постановено срещу Съюза, самостоятелно или като съ-ответник.
От своя страна на 13 юни 2012 г. Комитетът на министрите на Съвета на Европа дава нов мандат на CDDH с оглед на провеждане на преговори с Европейския съюз в рамките на *ad hoc* група „47+1“.
На 5 април 2013 г. преговарящите изготвят окончателен проект на споразумение за присъединяване на Европейския съюз към ЕКПЧ, както и към Протоколи № 1 и № 6, единствените протоколи, ратифицирани от всички държави членки. Въпреки това представителят на Европейския съюз посочва, че подписването на споразумението за присъединяване от Съюза е обусловено от поредица от политически и процедурни стъпки, вътрешни за Съюза, включително искане за становище от Съда на ЕС\(^{20}\) и единодушно решение на Съвета, разрешаващо подписването на споразумението за присъединяване.
На 4 юли 2013 г. Комисията отправя искане за становище до Съда на Европейския съюз относно съвместимостта на проекта на споразумение за присъединяване с Договорите. В случай на отрицателно становище от
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\(^{18}\) На 17 януари 2011 г. председателите на двете европейски съдилища представят съвместно комюнике, обобщаващо резултатите от дискусиите между тях и съдържащо опорни точки и насоки за преговори.
\(^{19}\) Относно COREPER вж. Йочева, К. Европейската гражданска инициатива. София: Авангард Прима, 2022, с. 89 и бележка под линия 256.
\(^{20}\) Каквата възможност изрично е предвидена в член 218, параграф 11 от ДФЕС.
Съда предвиденото споразумение не може да влезе в сила, освен ако не бъде изменено или договорите преразгледани. Освен това Съветът, Европейският парламент и 24 държави-членки встъпват в тази процедура, за да подкрепят искането на проверка за съвместимост.
Б. Становище 2/13 от 18.12.2014 г. на СЕС – блокиране на присъединяването
Съдът на ЕС, в своето Становище 2/13, представено на пленум на 18 декември 2014 г., постановява, че проектоспоразумението за присъединяване не е съвместимо с правото на Европейския съюз.
Следва да се отбележи, че в писменото си становище, представено на 13 юни 2014 г., генералният адвокат, г-жа Juliane Kokott, от своя страна смята, че проектоспоразумението е съвместимо с Договорите, добавяйки към бележките си редица тълкувателни резерви\(^{21}\).
Това решение води до фактическо блокиране на процеса на присъединяване на Европейския съюз към Европейската конвенция за защита на правата на човека, който вече беше продължил пет години – според някои автори с това становище на СЕС „сагата с присъединяването на ЕС към ЕКПЧ все повече заприличава на лабиринт, чийто изход остава илюзорен“\(^{22}\). Това е още по-забележително, тъй като разпоредбите, позволяващи това присъединяване, бяха въведени в Договора от Лисабон, както се изисква от становището на Съда от 1996 г.
Според проф. Атанас Семов „констатирайки, че Проектът на споразумение не разрешава много от съществуващите проблеми, Съдът на ЕС всъщност ни постави пред нов проблем: как ще функционират занапред двете системи – съюзната и страсбургската – без необходимата пряка връзка между тях, каквата трябваше да се изгради чрез присъединяването на ЕС към ЕКПЧ?“\(^{23}\).
В своето становище 2/13 СЕС идентифицира седем основания за несъвместимост на проекта на споразумение за присъединяване с правото на ЕС.
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\(^{21}\) § 278. При проверката на проекта на споразумение въз основа на правните критерии, посочени в член 6, параграф 2 ДЕС и Протокол № 8, както и с оглед на Декларация № 2, не се установяват обстоятелства, които да поставят сериозно под въпрос съвместимостта на предвиденото присъединяване на Съюза към ЕКПЧ с Договорите. Проектът на споразумение се нуждае единствено от някои незначителни изменения или допълнения, които могат да се направят без особени усилия.
\(^{22}\) Попова, Ж., А. Корнезов. Присъединяването на ЕС към ЕКПЧ – между трезвия правен анализ и популизма. В: Европейски правен преглед, 2/2015.
\(^{23}\) Семов, А. Права на гражданите на ЕС, том III, С.: УИ „Св. Климент Охридски“, 2017.
1. Съдът отбелязва, че проектоспоразумението не осигурява координация между член 53 от ЕКПЧ и член 53 от Хартата на основните права на Европейския съюз, които разрешават стандарти на националните закони за защита на основните права, по-високи от предвидените
Съдът счита, че върховенството, единството и ефективността на правото на Съюза биха могли да ограничат способността на държавите членки да предвидят национални стандарти за защита на основните права, по-високи от тези на Хартата, така че е необходима координация между прилагането на тези две разпоредби в случай на конфликт между двете нива на защита. Докато Европейският съд по правата на човека допуска в определени случаи една държава да проверява спазването на основните права от друга държава\(^{24}\), СЕС се стреми да избегне риска от неутрализиране на своята съдебна практика *Mellom*\(^{25}\), според която нивото на защитата на основните права, гарантирани от вътрешното право на държава членка, не трябва да бъде по-висока от тази, гарантирана от правото на Съюза.
2. СЕС счита, че проектоспоразумението не предвижда механизъм за отстраняване на риска от накърняване на принципа на взаимното доверие между държавите – членки на ЕС
Според Съда принципът на взаимно доверие между държавите членки е от основно значение в Европейския съюз. Този принцип изключва възможността държава членка, по-специално по отношение на пространството на свобода, сигурност и право̀съдие, да проверява зачитането на основните права от друга държава членка. А проектът на споразумение за присъединяване не взема предвид тази специфика на правния ред на Съюза.
3. СЕС счита, че проектоспоразумението не гарантира, че преюдициалното производство няма да бъде заобикаляно
Съдът изразява опасението си, че Протокол № 16 към ЕКПЧ, който позволява на висшите съдилища на държавите членки да отправят искания за консултативно становище до Европейския съд по правата на човека, може да накара тези съдилища да предпочетат Съда в Страсбург, вместо да се обърнат към Съда в Люксембург чрез класическата процедура за преюдициално запитване, предвидена в член 267 от ДФЕС, дори когато
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\(^{24}\) ЕСПЧ, решение Tarakhel от 4 ноември 2014 г. (№ 29217/12), свърzano с прилагането на Дъблинския регламент.
\(^{25}\) Съд на ЕС, решение Melloni от 26 февруари 2013 г. (дело C-399/11, EU:C:2013:107).
техните въпроси са свързани с правото на Съюза. При липсата на връзка между разпоредбите на Протокол № 16 и тези на член 267, СЕС отхвърля риска от заобикаляне на преюдициалното запитване.
4. СЕС счита, че проектоспоразумението нарушава изричното изискване на член 344 от ДФЕС всеки спор между държави членки, свързан с Правото на ЕС, да се решава само и единствено от Съда в Люксембург
Според Съда проектоспоразумението за присъединяване нарушава член 344 от ДФЕС, който забранява на държавите членки да разрешават споровете си, свързани с правото на Съюза, пред други международни юрисдикции, различни от нея. Въз основа на проектоспоразумението за присъединяване не изключва възможността две държави – членки на Съюза да отнесат спор, свързан с правото на Съюза, пред Европейския съд по правата на човека. Следователно СЕС се стреми да запази изключителната си юрисдикция по въпроса. Той счита, че член 33 от ЕКПЧ би позволил държава – членка на Европейския съюз да съди друга държава членка пред Европейския съд по правата на човека за неизпълнение на задължение, свързано с правото на Съюза, прикривайки го като въпрос за прилагане на ЕКПЧ.
5. Проектоспоразумението нарушава изключителната компетентност на СЕС да се произнася по разпределението на компетентностите между Съюза и държавите членки
Съдът на ЕС счита, че създаденият с проекта на споразумение т. нар. механизмъм на съ-ответника, позволяващ по-специално на Съюза да действа и като ответник по спор, заведен срещу държава членка и засягащ правото на Съюза, може да доведе до възможността Съдът в Страсбург да се произнася относно разделението на компетенциите между Съюза и неговите държави членки. От една страна, проектоспоразумението за присъединяване предоставя на Европейския съд по правата на човека възможността да провери „правдоподобността“ на аргументите, наведени в подкрепа на твърдението, че правото на Съюза е приложимо. От друга страна, ако по принцип ЕСПЧ разполага с правомощието да осъди солидарно Съюза и въпросната държава членка, проектоспоразумението за присъединяване позволява на Съда в Страсбург да реши, че само един от тях носи отговорност за нарушението. За СЕС Съдът в Страсбург не може да се произнася вместо него по въпрос, попадащ в неговата изключителна юрисдикция.
6. Така нар. „механизъм за предварително произнасяне“ трябва да бъде разширен
СЕС счита, че механизъмът на така нар. „предварително произнасяне“, който му позволява, когато все още не е имал възможност да се произнесе относно съвместимостта на разпоредба от правото на ЕС с ЕКПЧ, да го стори, преди Европейският съд по правата на човека да се произнесе по спора, трябва да бъде разширен. От една страна, проектът на споразумение за присъединяване не изключва възможността самият Съд в Страсбург да тълкува практиката на Съда на Люксембург, за да прецени дали последният вече се е произнесъл относно съвместимостта на въпросната разпоредба на правото на Съюза с основните права и следователно дали е уместно да се използва механизъмът на „предварително произнасяне“. От друга страна, докато проектът на споразумение за присъединяване предвижда сезиране на Съда на ЕС чрез процедурата на предварително произнасяне, така че да се произнесе по въпрос за валидност на вторичното право или тълкуване на Договорите на Съюза, той не предвижда такова сезиране, за да се произнесе по въпрос за тълкуване на вторичното право. В крайна сметка СЕС изисква автоматично уведомяване за всяко такова висящо дело пред Европейския съд по правата на човека, за да може да прецени дали вече се е произнесъл по същия въпрос.
7. Неправомерно и неоправдано предоставяне на неограничена компетентност на ЕСПЧ да се произнася по въпроси, свързани с ОВППС
И накрая СЕС счита, че проектоспоразумението за присъединяване ще даде право на Европейския съд по правата на човека, който е орган извън Съюза, да наблюдава спазването на основните права в рамките на цялата ОВППС, включително действия и поведение, които попадат извън юрисдикцията на СЕС съгласно Договорите. Съдът смята, че това би означавало предоставяне на изключителен контрол на Съда в Страсбург в областта на ОВППС.
В крайна сметка в своето становище 2/13 СЕС изтъква двадесетина пъти автономията на правото на Европейския съюз, която би била подкопана от проекта на споразумение за присъединяване и която Съдът на ЕС се стреми да запази.
Тези основания за несъвместимост бяха подробно коментирани и критикувани от юристи, които отбелязаха защитния характер на становището на СЕС, квалифицирано като „голямо разочарование“ от Съда в
Страсбург. Например някои автори говорят за „обсебен от контрола“\textsuperscript{26}. Защото „зад дългия списък от забележки, отправени от Съда към проекта на Комисията, изглежда се крие дълбоко отвращение към идеята за отстъпване на най-малко късче юрисдикционен суверенитет над правото на Съюза“\textsuperscript{27}. Други упрекнаха Съда за „буржоазификация, самодоволство или липса на смелост“\textsuperscript{28} Според проф. Атанас Семов „През декември 2014 г. Съдът на ЕС направи присъединяването временно невъзможно, а според (моя...) по-задълбочен прочит на неговото становище: практически невъзможно“\textsuperscript{29}.
Въпреки това становище 2/13 посочва как проектът на споразумение за присъединяване трябва да бъде изменен, за да се премахнат тези основания за несъвместимост. Следователно той представлява референтната рамка за подновяване на процеса на присъединяване. „Приемам, че Становище 2/13 е историческо и правилно решение! Наложително е да отчетем както неговите странности (слабости?), така и огромнния му принос. И максимално обективно да определим звученето му“\textsuperscript{30}. Обаче също така подчертава важни трудности, които трябва да се преодолеят, по-специално по отношение на механизма на съ-ответника и ОВППС.
III. Възобновяване на преговорите – процес с отворен край
A. Нов мандат за преговори
По време на заседанието си от 8 и 9 октомври 2015 г. Съвет по правосъдие и вътрешни работи потвърждава отново своя ангажимент за присъединяването на Европейския съюз към ЕКПЧ и приканва Комисията да работи върху анализ на правните въпроси, повдигнати от СЕС в неговото становище 2/13.
В отговор на това между октомври 2015 г. и октомври 2018 г. Комисията представя три писмени коментара, обсъдени в групата FREMP, целящи да дадат отговори на възраженията на СЕС.
\textsuperscript{26} Никола Петит, професор, и Жоел Пилорге-Вранкен, асистент, Юридически факултет, политически науки и криминология, университет на Лисеж, Становище 2/13 на Съда на ЕС: обсебен от контрола?, R.A.E. – L.E.A. 2014/4.
\textsuperscript{27} Лабайд, А. Войната на съдиите няма да се състои. Толкова по-добре? Безплатни забележки относно Становище 2/13 на Съда на Европейските общности относно присъединяването на Съюза към ЕКПЧ, 22 декември 2014 г., ELSJ Research Group.
\textsuperscript{28} Жаке, Ж. П. Не на присъединяването към Европейската конвенция за правата на човека?, 23 декември 2014 г., www.droit-union-europeenne.be
\textsuperscript{29} Семов, А. Права на гражданите на ЕС, том II, УИ „Св. Климент Охридски“, 2016.
\textsuperscript{30} Семов, А. Ibid.
Финландското председателство успява да постигне съгласие в рамките на Съвета относно преговорна позиция на Съюза. Така на 25 септември 2019 г. в COREPER е валидиран консолидиран документ, като в него се вземат предвид коментарите на държавните членки. Даден е мандат на групата RELEX\(^{31}\), с която е свързана групата FREMP, за работата по вътрешните правила, отнасящи се до актове, попадащи в обхвата на ОВППС.
На 7 октомври 2019 г. Съветът по правосъдие и вътрешни работи изразява своя ангажимент за бързо възобновяване на преговорите със Съвета на Европа за присъединяване на Европейския съюз към ЕКПЧ.
На това заседание на Съвета Комисията прави декларация, в която припомня по-специално условията на член 218, параграф 11 от ДФЕС, който позволява на всяка държава членка, Европейския парламент, Съвета или Комисията да отнесе въпроси до СЕС с искане за становище. С това ЕК счита, че е от съществено значение да се гарантира съвместимостта на новото споразумение за присъединяване с правото на Европейския съюз.
На тази основа е подготвено възобновяването на преговорите между Комисията и Съвета на Европа.
**Б. Финализиране на процеса – политически и правни условности**
На 31 октомври 2019 г. председателят на Комисията г-н Жан-Клод Юнкер и първият заместник-председател г-н Франс Тимерманс информират генералния секретар на Съвета на Европа, че Европейският съюз е готов да възобнови преговорите за присъединяването си към ЕКПЧ. В същото време групите FREMP и RELEX на Съвета продължават да работят за създаване на проект за вътрешни правила.
На 13 ноември 2019 г. генералният секретар информира заместниците на министрите за желанието на Комисията да възобнови преговорите и посочва, че ще им направи предложения за формата, в който могат да се водят тези преговори. На своето 92-ро заседание, от 26 до 29 ноември същата година, CDDH предлага набор от разпоредби за продължаване на преговорите в рамките на *ad hoc* група, съставена от 47-те държави – членки на Съвета на Европа и представител на Европейския съюз („47+1“).
На 15 януари 2020 г. делегатите на министрите одобряват продължаването на *ad hoc* мандата на CDDH.
На 16 март 2022 г. Комитетът на министрите решава, че „съгласно член 8 от Статута на Съвета на Европа Руската федерация ще престане да бъде член на Съвета на Европа с незабавно действие. Поради това
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\(^{31}\) Работна група на съветниците по външни отношения (RELEX).
Руската федерация вече няма да участва в работата на Управителния комитет по правата на човека и неговите подчинени органи, включително *ad hoc* групата за преговори на CDDH относно присъединяването на ЕС към ЕКПЧ. Тази група вече ще продължи преговорите във формат „46+1“.
Вече са проведени 16 срещи от *ad hoc* преговорната група на Съвета на Европа. Последната среща се провежда от 22 до 24 ноември 2022 г. Обаче перспективата за скорошно приключване на работата на преговорната група 46+1" и представянето на готов проект на споразумение за присъединяване изглежда към днешна дата илюзорна.
Следва да се отбележи, че специфичната същност на ЕС, установяващ уникален наднационален правопорядък *sui generis*, по естествен начин въпрекитства простото му присъединяване към ЕКПЧ, по която страни до момента са само и единствено държави.
Да предположим, че все пак настъпи дългоочакваният ден и проектът е готов.
Ако СЕС даде положително становище, може да се обмисли подписването и сключването на споразумението за присъединяване. Вътрешните правила, както и решенията, разрешаващи подписването и сключването на споразумението за присъединяване, ще трябва да бъдат приети от Съвета с единодушие в съответствие с член 218, параграф 8 от ДФЕС.
Освен това решението за сключването на споразумението ще трябва да бъде ратифицирано от всички държави членки в съответствие с техните конституционни правила. Тази стъпка може да е дълга. Споразумението за присъединяване наистина ще трябва да бъде ратифицирано не само от Европейския парламент, но и от националните парламенти на 47-те (сега 46) държави, страни по ЕКПЧ. Органите на Съвета на Европа също ще трябва да го одобрят.
Не е изключено след преодоляване на правните проблеми процесът на присъединяване да се сблъска с нов проблем, този път от политически характер.
По време на текущите понастоящем нови преговори се внимава да не се създаде впечатление у 20-те държави – членки на Съвета на Европа, които не са членки на Европейския съюз, че държавите – членки на ЕС се стремят да получат привилегирован статут в рамките на конвенционалната система, имайки предвид че възраженията, отправени от страна на СЕС, целят единствено да откроят и извлекат специфики за Съюза. Това е един от основните въпроси на тези нови преговори: докъде може да стигне Европейският съюз, за да защити автономията на своя правен ред.
и докъде може да стигне Съветът на Европа, от своя страна, за да гарантира равенството на страните по ЕКПЧ и целостта на функционирането на съда в Страсбург?
Може ли да се намери тази балансова точка? Ако в рамките на Комитета на министрите на Съвета на Европа 27-те държави – членки на Европейския съюз разработят политика на съгласувани действия – каквато в момента не съществува според различни наблюдатели – те ще бъдат мнозинството в Комитета, в противовес на 20-те други държави, страни по ЕКПЧ, които винаги са били подозрителни към риска от „двойни стандарти“. Следователно политическият баланс в рамките на Комитета на министрите може да бъде променен. Това може да има последици, по-специално по време на процедурата за наблюдение на изпълнението на решенията на Съда в Страсбург. Член 46 от Конвенцията предоставя обвързваща сила на решенията на ЕСПЧ и организира наблюдението на тяхното изпълнение от страна на Комитета на министрите, който би могъл с мнозинство от две трети да инициира процедура за неизпълнение въз основа на член 46, параграф 4.
Когато Европейският съюз се присъедини към ЕКПЧ, Европейският парламент ще трябва да номинира делегация в Парламентарната асамблея на Съвета на Европа (ПАСЕ), вероятно от осемнадесет членове като най-населените държави – членки на Съвета на Европа, за да може да участва при избора на съдия, представляващ Европейския съюз в Европейския съд по правата на човека. Тази делегация обаче трябва да може да участва в избора на 48-те съдии. Във всичност в момента всички национални делегации в ПАСЕ участват в избора на 47-те съдии. Извън този въпрос изглежда вероятно – освен това би било и легитимно – членовете на Европейския парламент, които ще заседават в ПАСЕ, да се стремят да участват и в дебатите на всяка от четирите ежегодни пленарни сесии на тази Асамблея. В по-широк план Европейският съюз ще участва и в механизмите за наблюдение на изпълнението на решенията на Европейския съд по правата на човека, което е една от компетенциите на Комитета на министрите на Съвета на Европа.
Намирането на финално решение на това своеобразно уравнение с много неизвестни, каквото представлява по съществото си процесът на присъединяване на Европейския съюз към ЕКПЧ, явно ще продължи да бъде дълъг и сложен процес с отворен край, но пък, както се казва „целта си заслужава усилията“.
ISSN 1314-8087 (print)
ISSN 2682-969X (online)
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Environments Living Thermostat Manual
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The best place for a thermostat is approximately 1,5 meter above the ground. Never place the thermostat near a radiator or other heat emitting equipment or in direct sunlight. Choose a room that is used often. In most cases this is the living room. This manual was originally published by BTicino.
Menu Settings Press button to turn on/off the thermostat. When thermostat is turned off, the LCD will only display "OFF". Now press and hold button for 3 seconds to bring up a configuration menu.
The best place for a thermostat is approximately 1.5 meter above the ground. Never place the thermostat near a radiator or other heat emitting equipment or in direct sunlight. Choose a room that is used often. In most cases this is the living room.
temperature manually set by the user. In Auto mode, the thermostat executes the preprogrammed schedules. Below easy steps, To adjust these schedules, follow the easy steps below, Step 1. Press the button once and the time will flash Program your thermostat Step 2. Use up or down button to change the time (Hold down by 15 minutes each time.)
The benefits of a green home for both builders and homebuyers. Environments for Living is the leading, national, turn-key program to assist builders in constructing energy efficient homes. Homes that are healthier, safer, more comfortable, and more durable. Environments for Living Certified Green is the flagship level.
thermostat. To enter installation mode: 1. Press until M is displayed. 2. Press to withdraw the spindle. M flashes. 3. Reinstall the thermostat on the valve. 4. Press for approx. 3 seconds to fix the thermostat. If the thermostat is moved to another room, make sure to make the necessary changes in the controller. Factory
reset
Quick Guide living connect® Z, Electronic Radiator Thermostat
The best place for a thermostat is approximately 1,5 meter above the ground. Never place the thermostat near a radiator or other heat emitting equipment or in direct sunlight. Choose a room that is used often. In most cases this is the living room.
Manual - Tado Smart Thermostat
Download 301 Danfoss Thermostat PDF manuals. User manuals, Danfoss Thermostat Operating guides and Service manuals.
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FanCycler® methods are incorporated into the attractive, surface mounted thermostat which has a large, easy-to-read, display. The ERV-24-HC11 thermostat with FanCycler® has enhanced features to compliment controlled mechanical ventilation systems. These features were configured by your installing technician. A brief summary description follows:
SCI USA: ERV-24-HC11 Thermostat With FanCycler
The best place for a thermostat is approximately 1,5 meter above the ground. Never place the thermostat near a radiator or other heat emitting equipment or in direct sunlight. Choose a room that is used often. In most cases this is the living room.
View and Download Honeywell Evohome user manual online. evohome thermostat pdf manual download. ... Page 14 Living with evohome Living with evohome I want to turn the heating down while I am away from home for ... to be charged Please help place the evohome Controller back on a to protect the powered Table Stand or Wall Bracket. environment If ...
HONEYWELL EVOHOME USER MANUAL Pdf Download | ManualsLib
View and download Thermostat manuals for free. TH8110U1003 - VisionPro Thermostat instructions manual.
Otherwise, the Environments For Living® Program guarantees to you, the original homeowner, that the temperature at the location of the thermostat in your home will not vary more than 3 degrees from the temperature at the center of any conditioned room within that thermostat zone.
Getting started with living eco® 2.1 Thermostat display The black dashed circle on the display shows a 24-hour dial. The black segments represent periods of comfort temperature, 21°C (default setting), and the [empty] segments represent setback periods, where the temperature is 17°C (default setting).
This programme is without automatic temperature reduction. It will maintain the temperature at a constant comfort level all day and night. The default comfort temperature is 21 °C, but can be adjusted to any level between 6 and 28 °C.
The latest i8 Wi-Fi Thermostat, unlike other Wi-Fi units, does not require an expensive hub for Wi-Fi connectivity. The new i8 thermostat links directly to your phone or tablet etc. and is controlled over Wi-Fi or Internet Connection, so removing the need for any additional equipment or complication.
The underfloor heating controller or D600 digital thermostats. Are programmable controllers with both air and floor sensors, equipped with a large 3.1" blue LCD screen and with smart heating control features found in most modern thermostats. However, they still remain easy to use with all underfloor heating systems found in the Living Heat store.
Danfoss Room Thermostats (4 products) A market leading manufacturer of heating products, our danfoss thermostat range is compatible with most types of central heating systems and will help keep your home at the temperature you want. Our range includes danfoss stats that allow you to program your heating way in advance so you can set your ...
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Eduskunnan vastausEV 48/2015 vp─ HE 33/2015 vp
Eduskunta
Hallituksen esitys eduskunnalle laeiksi autoverolain ja ajoneuvoverolain muuttamisesta
HE 33/2015 vpVaVM 5/2015 vp
Asia
Hallituksen esitys eduskunnalle laeiksi autoverolain ja ajoneuvoverolain muuttamisesta (HE 33/2015 vp).
Valiokuntakäsittely
Valiokunnan mietintö: Valtiovarainvaliokunta (VaVM 5/2015 vp).
Päätös
Eduskunta on hyväksynyt seuraavat lait:
Laki
autoverolain muuttamisesta
Eduskunnan päätöksen mukaisesti kumotaan autoverolain (1482/1994) 9 §:n 2 momentti, sellaisena kuin se on laissa 266/2003, muutetaan 6 ja 7 § sekä liitteen verotaulukko 1, sellaisina kuin ne ovat, 6 § laeissa 5/2009 ja 1316/2011, 7 § laissa 5/2009 ja liitteen verotaulukko 1 laissa 1316/2011, sekä lisätään lakiin uusi 8 a § seuraavasti:
6 §
Jos 1 momentin mukaiset edellytykset täyttävää tietoa hiilidioksidipäästöstä ei ole, veroprosentti määräytyy verotaulukon 1 mukaan auton kokonaismassaa ja käyttövoimaa vastaavan laskennallisen hiilidioksidipäästön perusteella. Jos auton kilowatteina ilmaistun tehon ja kilogrammoina ilmaistun kokonaismassan osamäärä on 0,15 tai tätä suurempi, laskennallista hiilidioksidipäästöä korotetaan kertomalla se luvulla 1,5. Hiilidioksidipäästön määrä pyöristetään täysiin grammoihin.
Uudesta henkilöautosta ja pakettiautosta suoritettava vero on liitteen verotaulukon 1 mukainen prosenttimäärä auton verotusarvosta, jollei 8 §:ssä toisin säädetä. Veroprosentti määräytyy auton yhdistettyä kulutusta vastaavan hiilidioksidipäästön perusteella, joka on määritelty auton verotuksen tai ensimmäisen käyttöönoton ajankohtana voimassa olleessa Euroopan unionin lainsäädännössä säädettyjen vaatimusten mukaisesti.
Jos 1 momentissa tarkoitetun ajoneuvon käyttövoima on yksinomaan sähkö, veron osuus on liitteen verotaulukon 1 pienin veron osuus.
VaVM 5/2015 vp
5.0
Eduskunnan vastaus EV 48/2015 vp ─ HE 33/2015 vp
7 §
Uuden moottoripyörän ja muun verollisen L-luokan ajoneuvon vero on moottorin iskutilavuuden tai käyttövoiman mukaan seuraava prosenttimäärä ajoneuvon verotusarvosta:
Uudesta linja-autosta, jonka oma massa on alle 1 875 kilogrammaa, suoritettava vero on 31,7 prosenttia auton verotusarvosta.
8 a §
Suomessa käytettynä verotettavan ajoneuvon autovero on se pienin määrä, joka autoveroa on jäljellä 11 c ja 11 d §:ssä tarkoitetut seikat huomioon ottaen samanlaisena pidettävässä Suomessa rekisteröidyssä ajoneuvossa.
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Tämä laki tulee voimaan päivänä kuuta 20.
Käytettynä ennen tämän lain voimaantuloa maahantuodun ajoneuvon verotus voidaan hakemuksesta oikaista tämän lain mukaiseksi, jos verotus on toimitettu 1 päivänä tammikuuta 2012 tai sen jälkeen. Hakemuksen veron oikaisemiseksi voi tehdä se, joka on verovelvollisena suorittanut ajoneuvosta veron. Määräaika oikaisuvaatimuksen tekemiselle on kolme vuotta veron määräämistä seuranneen kalenterivuoden alusta, kuitenkin vähintään 31 päivään joulukuuta 2016.
Uusiin ajoneuvoihin, joiden ensimmäinen veron määräytymispäivä on ollut ennen tämän lain voimaantuloa, sovelletaan tämän lain voimaan tullessa voimassa olleita säännöksiä.
——————
Liite
Laki
ajoneuvoverolain muuttamisesta
Eduskunnan päätöksen mukaisesti
muutetaan ajoneuvoverolain (1281/2003) 58 §:n 1 momentti ja liite, sellaisina kuin ne ovat, 58 §:n 1 momentti laissa 1317/2011 ja liite laissa 1065/2014, seuraavasti:
58 §
Käyttökielto
Ellei veroa tai sen erääntynyttä osaa ole suoritettu määräajassa, ajoneuvoa ei saa käyttää liikenteessä (käyttökielto). Ajoneuvoa ei saa käyttää liikenteessä siinäkään tapauksessa, että ajoneuvon omistus tai hallinta on siirretty muulle kuin verovelvolliselle. Valvova viranomainen voi ottaa käyttökiellossa olevan ajoneuvon rekisterikilvet ja rekisteröintitodistuksen haltuunsa. Poliisi-, tulli- tai rajavartioviranomaisen kirjallisella luvalla ajoneuvon saa kuitenkin kuljettaa luvassa määrättyyn paikkaan säilytettäväksi. Ajoneuvon käyttö voidaan estää myös, jos ajoneuvosta on maksuunpantava 47 a §:ssä tarkoitettua lisäveroa.
— — — — — — — — — — — — — — — — — — — — — — — — — —
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Tämä laki tulee voimaan päivänä kuuta 20.
Päivää kohden kannettavan veron määrä lasketaan lain voimaan tullessa voimassa olleiden säännösten mukaisesti 31 päivään joulukuuta 2016.
——————
VEROTAULUKKO 1
Ajoneuvon hiilidioksidipäästön
määrä
27
Eduskunnan vastaus EV 48/2015 vp
Veron määrä
31,60
115,34
Liite
VEROTAULUKKO 2
Helsingissä 20.11.2015
Eduskunnan puolesta
puhemies
pääsihteeri
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Summary of Digital Platforms Inquiry Journalists Forum
On 15 August 2018, the ACCC held a forum for current and former journalists in Sydney. The purpose of the forum was to provide creators of news and journalistic content an opportunity to communicate with ACCC Commissioners about their views on the impact of digital platforms on journalism in Australia.
In attendance were ACCC Chair Rod Sims, Deputy Chair Delia Rickard, Commissioner Roger Featherston, as well as General Manager of the Digital Platforms Inquiry Kate Reader. The forum was facilitated by ACCC General Manager of Strategic Communications Elise Davidson. The forum agenda is Attachment A.
The following is a summary of the issues discussed at the stakeholder forum.
Impact digital platforms have had on journalism in Australia
Stakeholders discussed a range of benefits and detriments associated with the impact of digital platforms on journalism.
Some stakeholders discussed the positive impacts, including increased plurality of views and the use of digital platforms and social media as a news gathering tool. It was also suggested that digital platforms allowed for more honest communication between readers and journalists about readers' interests.
However, other stakeholders maintained there was a causal link between the decline in journalistic employment (including beat reporters) and the transfer of advertising revenue from legacy media to digital platforms. Some stakeholders also suggested that new digital journalistic offerings are not alternatives to legacy media or a substitute for the decline in large scale print journalism. In this regard, some stakeholders expressed frustration at the inability of content creators to adequately monetise original works on digital platforms.
Market power
A number of stakeholders expressed the view that regulatory imbalances between broadcasters, publishers and digital platforms entrench the market power of digital platforms. Particular reference was made to uneven playing fields in advertising and verification of audiences, defamation law and copyright infringement.
Some stakeholders expressed frustration that the factors and variables search engines used to rank information and prioritise stories changed without consultation, impacting referrals and the ability of businesses to plan growth. In addition, some suggested the scale of digital platforms, combined with vertical integration of various companies, made negotiations between journalistic content creators and digital platforms uneven. Issues in relation to 'First click free' policies and Accelerated Mobile Pages (AMP) were discussed in this context.
Some suggested digital platforms had become skilled in leveraging dominance in one market to exercise unjustified power in another market.
Some stakeholders expressed frustration at a perceived lack of transparency with regard to digital platforms returns for publishers. Some also suggested that digital platforms had led to the demise of journalism as a career path as revenue from advertising for legacy media shifted online.
Impact on newsrooms
Stakeholders indicated there was a range of positive and negative impacts on newsrooms associated with the rise of digital platforms. Some stakeholders expressed the view that the potential reach of digital platforms made the dissemination of news easier. However, other stakeholders suggested that platforms made point of origin differentiation more difficult with some organisations losing direct contact with readers.
The requirement to repurpose all original content individually, to display on different digital platforms, was discussed in the context of impacting the quality of original content.
Some stakeholders suggested that chasing an online audience over pursuing quality investigative journalism was negatively impacting the role of journalism as the 'fourth estate'. While the benefits of a broader audience brought by digital platforms was noted by some, concerns were also expressed by some stakeholders that the quality of content being disseminated more broadly was reduced.
The impact of a contracting journalism industry on new graduates was also noted, with some stakeholders addressing the job prospects of recent graduates. Long intern periods and a necessity to work without payment to build a body of published work were discussed in this context.
Some stakeholders also outlined several concerns regarding the opaque nature of news aggregation listings. In this regard, some expressed frustration that the factors and variables search engines used to rank information and prioritise stories changed without consultation and, in their view, impacted referrals.
Impact on news quality
Stakeholders expressed varied views on the impact of digital platforms on news quality.
Some stakeholders outlined several concerns regarding the conduct of digital platforms with regard to the distribution of content. Fake news was discussed in this context. It was further suggested by some stakeholders that digital platforms should be responsible and have legal liability for the content on their platforms. Some stakeholders also suggested the tension between digital platforms acting as publishers in some instances but not in others reinforced the ability of fake news to proliferate.
However, some stakeholders drew attention to the positive impacts of the internet and digital platforms on journalism. Particular reference was made to the plurality of views consumers can now get on demand and others noted that technological advances have lowered barriers to entry for individuals wishing to publish news and journalistic content. Australia's concentrated media market, and the cost of printing as a barrier to new players before the rise of digital platforms, were discussed in this context.
Using digital platforms for your job
Stakeholders discussed a range of benefits and detriments associated with the use of digital platforms. Some stakeholders suggested that, in some newsrooms, chasing greater
distribution through digital platforms and social media was now a key performance indicator as opposed to public benefit. Some also expressed frustration that original content was not prioritised in rankings and questioned the impact of relying on digital platforms for distribution given the 'unpredictable' nature of the relationship.
However, some stakeholders drew attention to the positive impacts of the internet and digital platforms in connecting journalists with readers and as a news and information gathering tool.
Where to from here?
Some stakeholders expressed the view that there had been some successes with a philanthropy model in the United States to address issues with funding journalism, which could be useful to consider in Australia. Others suggested that overseas business models do not translate in Australia due to a lack of scale.
A number of stakeholders suggested that a better resourced public broadcaster was necessary as a sustainable online journalism model was developing and others suggested that funding by the Australian Government could assist continuing quality journalism.
Some suggested that greater regulation and enforcement of existing laws were needed to ensure media companies could continue to supply news and journalism. In this context, some expressed frustration that some digital platform ranking and indexing formulas changed without notice, leading to a detrimental impact for businesses who relied on consistency for growth. International approaches to regulation of algorithm changes were discussed in this context as some stakeholders saw regulation in this area as necessary. Others suggested that these issues could be addressed by pursuing action under the Competition and Consumer Act 2010.
Attachment A: Journalists forum agenda
ACCC Digital Platforms Inquiry
6.00pm – 8.00pm | Wednesday 15 August 2018| Sydney
Aerial UTS Function Centre, 235 Jones Street, Ultimo
Agenda
Agenda item
Impact digital platforms have had on journalism in Australia
- What have been the fundamental changes to journalism in Australia since the increase in popularity of digital platforms?
- What impacts, positive and negative, are digital platforms having on journalists and journalism in Australia?
- Have platforms, overall, been a positive or negative for journalists and journalism in Australia?
Impact on newsrooms
- Are digital platforms exercising market power in commercial dealings with creators of journalistic content?
- Are digital platforms impacting the availability of jobs in journalism in Australia? Or are the jobs simply shifting away from traditional to more modern media?
- What impact is the competitive effect of digital platforms having on newsrooms and what flow-on effects is this having to jobs and the types of news covered?
Impact on news quality
- Are digital platforms impacting the choice and diversity of voices in Australian journalism? If so, what are the long-term impacts of this?
- What are the positive and negative impacts that digital platforms are having on the choice and quality of news?
- How significant an issue is 'fake news' or misleading information and how does this impact your job and journalism in Australia more broadly?
Using digital platforms for your job
- As a journalist how do you use digital platforms?
- Have digital platforms added value to how you go about your job (i.e. making it easier to connect with the public)?
- What are the advantages and disadvantages for journalists using digital platforms to publish or distribute their content?
Where to from here?
- Is government intervention needed to support quality journalism in Australia? If so, what initiatives or measures could government (or others) consider to support the provision of quality journalism in Australia?
- What is your view on the future of journalism in Australia in a digital marketplace?
- Do you think alternative distribution channels will develop beyond digital platforms (i.e. social media and search) for news and journalism in future?
- What changes, if any, would you like to see in relation to the interaction between digital platforms and journalism?
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UN NUEVO MUNDO EN DESCANSO
MAS DE 40 AÑOS DE HISTORIA
MORE THAN 40 YEARS OF HISTORY
Mas de 40 años de historia han otorgado a Magister su estatus actual. Un camino de aprendizaje continuo, de exigencias adquiridas y desafíos superados.
Una trayectoria basada en el vínculo por el descanso, en el arte de dormir y también en el arte de vivir.
Una manera de hacer artesana, donde el talento y el amor por lo bien hecho siempre han sido nuestra constante.
La pasión y la exigencia nos mueven a enlazar lo viejo con lo nuevo, tradición con innovación, así es el espíritu de Magister y así es la impronta que transmitimos en todas y cada una de nuestras creaciones.
More than 40 years of history have given Magister its current status. It has been a path of continuous learning, acquired demands and overcome challenges.
A career path based on everything related to rest, on the art of sleeping and living.
A traditional way of manufacturing, where talent and love for what is well done have always been our constant.
Passion and demand lead us to link old trends with new ones, tradition with innovation. This is the spirit of Magister and this is the mark that we convey in each of our creations.
UN NUEVO MUNDO
EN EQUIPOS DE DESCANSO
New Concept reúne los mejores materiales, las últimas tecnologías y un exigente y escrupuloso cuidado por el medio ambiente, para presentar su colección más innovadora en descanso. Una colección capaz de aunar lo último del mercado con la tradición del buen hacer de nuestros maestros en descanso. La tradición que marca la experiencia de más de 40 años en la fabricación de equipos de descanso y la evolución producto del espíritu innovador que Magister siempre ha tenido en su ADN.
A NEW WORLD
IN REST EQUIPMENT
To present its most innovative collection at rest, New Concept brings together the best materials the latest technologies and a demanding and scrupulous care for the environment. It is a collection capable of combining the latest trends on the market with the know how tradition of our masters at rest, a tradition that marks our experience. We have spent more than 40 years dedicating ourselves to the manufacture of rest equipment and the evolution of the innovative spirit that Magister has always shown in its DNA.
FIBRAS NATURALES
La naturaleza nos proporciona excelentes materiales, perfectos para el descanso ideal. Suaves, acogedores, frescos, transpirables, sostenibles...el mejor I+D del mundo natural.
NATURAL FIBERS
Nature provides us with excellent materials, which are perfect for a great rest. Soft, cosy, fresh, breathable, sustainable... the best R & D in the natural world.
LANA
Morfología: La lana es una fibra de origen animal proveniente del pelo de la cabra o de oveja. Esta fibra genera tejidos muy suaves, firmes y con propiedades aislantes.
Resistencia: Una de las características más destacable del mohair es su gran resistencia, también es una de las fibras naturales con mayor elasticidad y menor tendencia a las arrugas.
Aislante e higroscópica: La lana entre sus muchas características está la de ser un poderoso aislante térmico. Gracias a la cantidad de aire entre las fibras puede aislar del frío y del calor. Puede absorber hasta un 40% de su peso en agua sin transmitir sensación de humedad. Y también retener hasta un 15% de agua para mantener cierta humedad ambiental beneficiosa para la salud y el descanso.
Resiliencia: Muy resiliente y duradera, otorga resistencia y firmeza sin elongaciones ni arrugas.
Naturaleza: Ignífuga por naturaleza, antiácaros e hipoalergénica, es ideal por sus aplicaciones en el mundo del descanso.
YUTE
Natural y 100% biodegradable.
Soporte excepcional: Propiedades aislantes y antiestáticas, como también baja conductividad térmica y baja retención de humedad. El yute tiene alta resistencia a la tensión y baja extensibilidad lo que permite ser un soporte estructural inmejorable siendo además un excelente aislante acústico. Asegura una óptima transpiración de los tejidos y no genera irritación de la piel. El yute es en definitiva una fibra muy versátil.
WOOL
Morphology: Wool is a fibre which comes from animals. This fibre generates very soft and solid fabrics with insulating properties.
Resistance: One of the most outstanding features of wool is its great resistance. It is also one of the natural fibres with greater elasticity and less tendency to creases.
Insulating and hygroscopic: Among its many features, wool is a powerful thermal insulator. Thanks to the amount of air between the fibres, it can isolate from cold and heat. Mohair also absorbs up to 40% of its weight in water without transmitting moistness. In addition, it retains up to 15% water to keep certain environmental humidity, which is beneficial for health and rest.
Resilience: It is very resilient and durable and, thanks to its long and smooth fibres, Mohair wool provides resistance and firmness without elongations or creases.
Nature: Mohair is a naturally fireproof, anti-mite and hypoallergenic material. It is ideal for its applications in the world of rest.
JUTE
Natural and 100% biodegradable
Exceptional support: Jute has insulating and antistatic properties, as well as low thermal conductivity and low moisture retention. It has high tensile strength and low extensibility, which makes it an unbeatable structural support and also an excellent acoustic insulator. It ensures an optimum breathability of the fabric and does not cause skin irritation. Jute is, definitely, a very versatile fibre.
ALGODÓN
Un complemento indispensable en el descanso.
Morfología: El algodón procede de la fibra de las semillas del algodonero. Las mejores calidades se aprecian por su finura, pureza, brillo, y en especial, su longitud de la fibra.
Protector y sensible: Es un tejido dermatológicamente testado, que atenúa y ayuda a prevenir los riesgos de irritaciones, picores, infecciones y alergias. De tacto suave y agradable, proporciona una máxima protección a la piel que se encuentra en contacto con él.
Resistente y antiestático: Se trata de un tejido flexible que no acumula electricidad estática. Además, el algodón posee una alta resistencia al rasgado y al frote y un gran poder absorbente. Los tejidos de algodón no se apelmazan.
Transpirabilidad por excelencia: Transpirable y fresco, mantiene el lecho seco y libre de humedad. Es una fibra muy porosa y gracias a ello consigue una aireación idónea para el uso en descanso.
COTTON
An essential complement to rest.
Morphology: Cotton comes from the fibre of the cotton plant seed. The best qualities are appreciated for its fineness, purity, shine, and especially, its fibre length.
Protective and sensitive: It is a dermatologically tested fabric, which mitigates and helps prevent the risks of irritations, itching, infections and allergies. Its soft and pleasant touch provides maximum protection to the skin that is in contact with it.
Durable and antistatic: It is a flexible fabric that does not accumulate static electricity. In addition, cotton has a high resistance to tearing and rubbing and a great absorbent power.
Cotton fabrics do not weigh down.
Breathability par excellence: Breathable and fresh, it keeps the bed dry and free of moisture. It is a very porous fibre and, thanks to this, it is used to achieve an ideal airing for resting.
LÁTEX NATURAL
El látex natural se obtiene a partir de la savia extraída del árbol *Hevea brasiliensis* o árbol del caucho. El látex natural de Magister es 100% natural y posee una densidad de 80km³ lo que le garantiza una durabilidad extrema con sus capacidades y características intactas.
**Firme y adaptable:** Gran elasticidad y gran firmeza que se traducen en una buenísima adaptabilidad. Un soporte firme pero flexible, que permite adaptarse al cuerpo dejando que toda la musculatura posterior de la espalda tenga una superficie de contacto y apoyo lo que favorece su distensión y evita crear zonas de presión sobre el durmiente ó depresiones que perjudiquen la postura corporal adecuada.
**Antialérgico y saludable:** Propiedades antibacterianas y anti fúngicas naturales ya que no es un sustrato apto para el crecimiento de estos organismos. No produce alergias debido a su vulcanización y posterior lavado.
**Transpirabilidad:** El látex natural permite una buena transpiración mejorada aún más gracias a la microperforación de las planchas que Magister usa en sus colchones.
NATURAL LATEX
Natural latex is obtained from the sap extracted from the *Hevea brasiliensis* or rubber tree. The natural latex that makes up Magister Excelsior is 100% natural. It has a density of 80km³, which guarantees extreme durability of its capabilities and features. Firm and adaptable It has a great elasticity and a great firmness, which is translated into a very good adaptability. It is a firm but flexible support. It adapts to your body and allows the entire posterior back muscles to have a contact and support surface. This favours its distension and avoids creating pressure areas on the sleeper, or pressures that impair proper body position.
Antiallergic and healthy It has natural antibacterial and antifungal properties, since it is not a suitable substrate for the growth of these organisms. Natural latex does not cause allergies due to its vulcanization and subsequent washing. Breathability Natural latex allows good breathability that is further improved thanks to the micro-drilling of the plates that Magister uses on its mattresses.
SU SATISFACCIÓN ESTA
GARANTIZADA
EN MAGISTER
Cada colchón Magister refleja nuestra mayor exigencia y compromiso con las personas que disfrutan de ellos.
YOUR SATISFACTION
IS GUARANTEED
AT MAGISTER
Each Magister mattress reflects our highest demand and commitment to the people who enjoy them.
MAGISTER NEW CONCEPT
CUATRO SERIES
SERIE INNOVA
Un producto híbrido es aquel que se compone de elementos de distinta naturaleza con el fin de obtener un resultante mejor que el que se conseguiría por separado.
SERIE INTEMPO
SERIE FUTURE
SERIE COMMODITY
MAGISTER NEW CONCEPT
FOUR LINES
LINE INNOVA
A hybrid product is made up of different kindof elements in order to obtain a better result than that achieved separately.
LINE INTEMPO
LINE FUTURE
LINE COMMODITY
SERIE INNOVA
Innova representa todo nuestro I+D en descanso. Una estudiada combinación, dentro de los núcleos de nuestros colchones, de micromuelles embolsados, diferentes viscoelásticas técnicas y espumaciones de ultimísima generación. Todo para ofrecer un nuevo mundo en descanso.
INNOVA line
Innova represents our entire R & D at rest. It is a thoughtful combination, within the cores of our mattresses, of pocket micro-springs, different technical memory foams and state of the art foams. All this offers a new world at rest.
UN NUEVO MUNDO EN DESCANSO
HIBRIDO TOPACIO
TORACO
acqua infinito
Tejido: Stretch de diseño y alto gramaje.
Platabanda: Coordinada en stretch y terciopelo de diseño personalizado.
Altura 31 cm (+/- 1 cm)
Fabric: stretch design and high weight.
Finish: coordinated in stretch and customised velvet fabric.
Height 31 cm (+/- 1 cm)
HIBRIDO TOPACIO
La perfecta combinación de suave acogida y máxima ergonomía. Déjate llevar por su acogedor abrazo y siente como se adapta todo tu cuerpo a la perfección, sin presiones ni hundimientos. Por fin comprobarás lo que es realmente "estar en las nubes".
Topacio propone la perfecta combinación de lo mejor de las dos tecnologías en descanso: multimuñecos embolsados 1.8 y 2.0 con encapsulado especial de HR multiperforado y de 5 zonas de confort con HR RESILEN® perfilada y viscoelástica NEUFOAM® atérmica de última generación.
Un colchón que tiene un comportamiento suave y que proporciona una adaptación y ergonomía excepcional. Acolchado con POLARGEL® para evitar la acumulación de calor en el lecho y aumentar la sensación de máximo confort.
1 - POLARGEL 2 - FIBRA (300) 3 - NEUFOM 4 - HR RESILEN FIRME PERFILADA 5 - CARCASA 5Z 6 - YUTE 7 - YUTE 8 - SUPERSUAVE
| FIRME | MENOS | CÁLIDA |
|-------|-------|--------|
| SUAVE | MÁS | FRESCA |
CONFORT
ADAPTABILIDAD
SENSACIÓN TÉRMICA
It is the perfect combination of smooth reception and maximum ergonomics. Let yourself get swept up in a cozy hug and feel how your whole body adapts perfectly, without pressure or sinking. You will finally see what "to be in the clouds" means.
The perfect combination of the best of the two technologies at rest: pocket multi-spring 1.8 and 2.0 mm with 5 comfort zones with multi-drilled HR perimeter box and HR RESILEN® 50kg profiled and lastest generation memory foam NEUFOAM® totally athermal. A mattress that has a smooth behavior and provides exceptional adaptation and ergonomics. Padded with POLARGEL® to prevent heat build-up in the bed and increase the feeling of maximum comfort.
MUELLES EMBOLSADOS
Resortes de acero especialmente templado, embolsados individualmente, con más o menos espirales, variando tamaños y grosores para conseguir diferentes zonas ergonómicas para el descanso.
Nuestros micromuelles otorgan un soporte y confort únicos.
POCKET MICRO-SPRINGS
These are specially tempered steel springs, individually wrapped, with more or less spirals. They vary in sizes and thicknesses to achieve different ergonomic areas for rest.
Our micro-spring give you unique support and comfort.
NANOMUELLES
Son muelles ensacados de menor tamaño, más cortos, cuya función fundamental es de confort. Estos pequeños resortes aportan una gran acogida amortiguando el peso que se ejerce sobre ellos sin apenas transmitir presión. Trabajan independientemente y de la misma manera que sus hermanos mayores, van ensacados individualmente, evitando cualquier tipo de ruidos y roces entre ellos. Gracias a su acción mecánica y resiliente siempre procuran una importante capa de aire allá donde se ubiquen, con lo que favorecen la transpiración y aireación entre las diferentes capas de materiales que conformen el colchón. El confort que producen también facilita el movimiento y la recuperación, como pequeños amortiguadores en continuo funcionamiento evitando el apelmazamiento de las fibras y materiales naturales que se posicionan encima de ellos. La calidad de nuestros nanomuelles garantizan su perfecto funcionamiento así como una durabilidad excepcional a pleno rendimiento.
NANO-SPRINGS
Are smaller, shorter, pocket springs. Their main function is comfort. These small springs provide a great reception by cushioning the weight that is put on them without transmitting pressure. They work independently and in the same way as their older brothers. They are individually pocketed, avoiding any type of noise and friction between them. Thanks to its mechanical and resilient action, they always provide an important layer of air wherever they are placed, which favours sweating and airing between the different layers that make up the mattress. The comfort they produce facilitates movement and recovery, such as small shock absorbers operating constantly. Nano-springs also avoid that the fibres and natural materials that are positioned on top of them become compacted. The quality of our nano-springs guarantees its perfect operation, as well as exceptional durability in full performance.
The mattress is made up of 1000 individually wrapped memory foam pillows, which are designed to provide a comfortable and supportive sleep surface. The pillows are arranged in a grid pattern, with each pillow measuring 2 inches by 2 inches. The mattress is covered with a soft, breathable fabric that helps to wick away moisture and keep the mattress cool. The mattress is also equipped with a built-in air pump, which allows you to adjust the firmness of the mattress to your liking. The mattress is available in a variety of sizes, including twin, full, queen, king, and California king.
MICROMUELLES
El soporte más adaptable y equilibrado Lo que hace que el sistema de micromuelles de Magister sea excelente no reside simplemente en el número de muelles, sino los distintos tipos que utilizamos, su distribución y combinación con las capas de fibras naturales, látex, espumas técnicas y otros muelles. Es el tamaño del muelle, la altura, el grosor del cable de acero templado y el número de vueltas o espirales, lo que determina la calidad, propiedades y funcionalidad de nuestros muelles ensacados.
Nuestro exclusivo sistema permite ubicar, en algunos modelos de colchones, dos lechos totalmente independientes al llevar dos carcasas individuales en cada colchón*. Este hecho garantiza que ningún movimiento de un usuario se haga notar o interfiera en el descanso de su compañero.
En síntesis sería como tener dos colchones dentro de uno solo exteriormente.
Todos nuestros sistemas lo componen micromuelles ensacados individualmente que combinados entre si obtienen diferentes zonas de descanso respetando la ergonomía natural del cuerpo y procurando un descanso perfecto.
La excelencia en soporte y confort
Todos los micromuelles ensacados de Magister poseen el certificado LGA alemán.
Un riguroso certificado que no solo acredita la más alta calidad en resortes de acero templado, garantizando la máxima durabilidad a pleno rendimiento, sino que además certifica el respeto al medio ambiente y la menor huella de carbono en su proceso de fabricación.
MICRO-SPRING
The most adaptable and balanced support
What makes the Magister micro-spring system excellent is not the number of springs, but the different types we use, their distribution and combination with the layers of natural fibres, latex, technical foams and other springs. The size of the spring, its height, the thickness of the tempered steel cable and the number of turns or spirals determine the quality, properties and functionality of our pocket springs.
Our exclusive system allows us to place two totally independent beds, by having two individual cases in each mattress. This fact guarantees that no movement of a sleeper is noticed or interferes with the rest of another sleeper. In short, it would be like having two mattresses within a big one.
All our systems are made up of individually pocked micro-springs and, combined with each other, different resting areas are obtained. Our systems respect the natural ergonomics of the body and ensure a perfect rest.
Excellence in support and comfort.
All Magister pocket micro-springs are German LGA certified. This is a rigorous certificate that recognises the highest quality in tempered steel springs and guarantees maximum durability in full performance. In addition, it certifies respect for the environment and the lowest carbon footprint in its production process.
The best pillow for your neck and back
Emplear las mejores materias primas y combinarlas con el talento de nuestros maestros artesanos nos permite asegurar que sus noches serán una experiencia única y placentera.
Use the best raw materials and combine them with the talent of our master craftsmen allows us ensure that your nights will be a unique experience and pleasant.
The Earth at night, with lights from cities visible in Europe and North America.
MAGISTER NEW CONCEPT
CUATRO SERIES
SERIE INNOVA
SERIE INTEMPO
Nuestros colchones Intempo, son imperecederos, como las recetas magistrales
Todos con un corazón en acero templado como sus micromuelles ensacados
SERIE FUTURE
SERIE COMMODITY
MAGISTER NEW CONCEPT
FOUR LINES
SERIE INNOVA
SERIE INTEMPO
Our Intempo mattresses are everlasting, like master recipes All mattresses
have a tempered steel heartlike their pocket micro-springs
SERIE FUTURE
SERIE COMMODITY
SERIE INTEMPO
Nuestros colchones Intempo, son imperecederos, como las recetas magistrales. Todos con un corazón en acero templado como sus mieromuelles ensacados. Resortes con 5 zonas diferenciadas de descanso para obtener una ergonomía perfecta. Multiples soluciones, diferentes firmezas y estéticas siempre cuidadas, Intempo es el estandarte que marca la diferencia en Magister.
INTEMPO LINE
Our Intempo mattresses are everlasting, like master recipes. All mattresses have a tempered steel heart like their pocket micro-springs. They take springs with 5 defined rest areas to obtain perfect ergonomics. Multiple solutions, different firmness and exquisite aesthetics. Intempo is the banner that makes the difference in Magister.
UN NUEVO MUNDO EN DESCANSO
MARFIL PLUS
MARFIL plus
Tejido: Jacquard alta calidad con componentes en algodón y viscosa 100%.
Platabanda: A juego acolchada en salto.
Altura 29 cm (+/- 1 cm)
Fabric: High quality jacquard in 100% viscose / cotton.
Finish: matching finish, cushioned and wavy.
Height 29 cm (+/- 1 cm)
MARFIL PLUS
Nuestro modelo más emblemático, que cada año incorpora nuevas virtudes pero siempre con nuestra exclusiva doble carcasa de micromuelles de 5 zonas, perfecto para independizar lechos en los colchones de pareja. No importa cuáles sean tus preferencias para dormir, Marfil te permitirá personalizar cada lecho según tus necesidades y las de tu pareja.
Marfil incorpora una exclusiva doble carcasa de multimuelles ensacados 1.8 y 1.6 con encapsulado especial de HR multiperforado y de 5 zonas, proporcionando la mejor independencia de lechos. Además permite poder elegir entre dos grados de firmeza según las preferencias de los usuarios. La perfecta combinación de muelles y HR de alta densidad y una cuidada confección hacen que Marfil sea la elección ideal para los usuarios más exigentes. Acolchado con AIRSOFT para obtener una agradable tumbada.
La opción Marfil Plus lleva un topper integrado acolchado con airsoft que le proporciona un punto más suave y acogedor para aquellos que buscan precisamente un plus en la comodidad del colchón.
Our Intempo mattresses are everlasting, like master recipes. All mattresses have a tempered steel heart like their pocket micro-springs. They take springs with 5 defined rest areas to obtain perfect ergonomics. Multiple solutions, different firmness and exquisite aesthetics, Intempo is the banner that makes the difference in Magister.
Marfil incorporates a unique dual 1.6 and 1.8 mm pocket multi-spring with 5 comfort zones with multi-drilled HR perimeter box and 5 rest zones, providing the best independence of beds. It also allows you to choose between two degrees of firmness according to the preferences of the users. The perfect combination of pocket springs with HR and careful making make Marfil the ideal choice for the most demanding users. Padded with AIRSOFT to get a nice lying down.
The Marfil Plus option has an integrated topper padded with AIRSOFT that gives it a softer and more welcoming point for those looking precisely for a plus in the comfort of the mattress.
Tejido: Jacquard alta calidad con componentes en algodón y viscosa 100%.
Platabanda: A juego acolchada en salto.
Altura 29 cm (+/- 1 cm)
Fabric: High quality jacquard in 100% viscose / cotton.
Finish: matching finish, cushioned and wavy.
Height 29 cm (+/- 1 cm)
MARFIL
Nuestro modelo más emblemático, que cada año incorpora nuevas virtudes pero siempre con nuestra exclusiva doble carcasa de micromuelles de 5 zonas, perfecto para independizar lechos en los colchones de pareja. No importa cuáles sean tus preferencias para dormir, Marfil te permitirá personalizar cada lecho según tus necesidades y las de tu pareja.
Marfil incorpora una exclusiva doble carcasa de multimuelles ensacados 1.8 y 1.6 con encapsulado especial de HR multiperforado y de 5 zonas, proporcionando la mejor independencia de lechos. Además permite poder elegir entre dos grados de firmeza según las preferencias de los usuarios. La perfecta combinación de muelles y HR de alta densidad y una cuidada confección hacen que Marfil sea la elección ideal para los usuarios más exigentes. Acolchado con AIRSOFT para obtener una agradable tumbada.
Our Intempo mattresses are everlasting, like master recipes. All mattresses have a tempered steel heart like their pocket micro-springs. They take springs with 5 defined rest areas to obtain perfect ergonomics. Multiple solutions, different firmness and exquisite aesthetics, Intempo is the banner that makes the difference in Magister.
Marfil incorporates a unique dual 1.6 and 1.8 mm pocket multi-spring with 5 comfort zones with multi-drilled HR perimeter box and 5 rest zones, providing the best independence of beds. It also allows you to choose between two degrees of firmness according to the preferences of the users. The perfect combination of pocket springs with HR and careful making make Marfil the ideal choice for the most demanding users. Padded with AIRSOFT to get a nice lying down.
Tejido: Pique de diseño en relieve, algodón / viscosa.
Platabanda: Acolchada en tejido Eco Life, algodón / viscosa.
Ecosostenible con el medio ambiente.
Altura 29 cm (+/-1 cm)
Fabric: embossed design, cotton / viscose piqué.
Finish: cushioned, Eco Life, cotton / viscose fabric.
It is environmentally-friendly.
Height 29 cm (+/- 1 cm)
Renovado y mejorado, el Coral ofrece un equilibrio entre un suave confort y una firmeza adaptativa que lo hace apto para todos los públicos. Su cuidada estética le otorga un carácter natural y artesano, perfecto para el mejor descanso.
Coral combina en su núcleo la carcasa de multimuelles ensacados 1.8 y 2.0 con encapsulado especial de HR multiperforado y de 5 zonas de descanso con una capa de 6 cm viscoelástica IKON® 50K con aceites de soja, consiguiendo una gran adaptabilidad y una firmeza apta para todos los públicos.
Acolchado con doble carga de airsoft para mantener una agradable acogida y una optima temperatura en el lecho
La opción Coral Plus lleva un topper integrado acolchado con AIRSOFT que le proporciona un punto más suave y acogedor para aquellos que buscan precisamente un plus en la comodidad del colchón.
Renewed and improved, Coral offers a balance between soft comfort and adaptive firmness that makes it suitable for everybody. Its exquisite aesthetics gives it a natural and craft character, which is perfect for the best rest.
Coral combines in its core a 1.8 and 2.0 mm pocket multi-spring with 5 comfort zones with multi-drilled HR perimeter box and 5 rest zones with 6 cm of memory foam IKON® 50K with soybean oils, achieving great adaptability and firmness suitable for all audiences.
Padding with double AIRSOFT load to maintain a pleasant reception and optimal temperature in the bed. The Coral Plus option has an integrated topper padded with airsoft that gives it a softer and more welcoming point for those looking precisely for a plusin the comfort of the mattress.
Tejido: Pique de diseño en relieve, algodón / viscosa.
Platabanda: Acolchada en tejido Eco Life, algodón / viscosa.
Ecosostenible con el medio ambiente.
Altura 29 cm (+/-1 cm)
Fabric: embossed design, cotton / viscose piqué.
Finish: cushioned, Eco Life, cotton / viscose fabric.
It is environmentally-friendly.
Height 29 cm (+/- 1 cm)
Renovado y mejorado, el Coral ofrece un equilibrio entre un suave confort y una firmeza adaptativa que lo hace apto para todos los públicos. Su cuidada estética le otorga un carácter natural y artesano, perfecto para el mejor descanso.
Coral combina en su núcleo la carcasa de multimuelles ensacados 1.8 y 2.0 con encapsulado especial de HR multiperforado y de 5 zonas de descanso con una capa de 6 cm viscoelástica IKON® 50K con aceites de soja, consiguiendo una gran adaptabilidad y una firmeza apta para todos los públicos.
Acolchado con doble carga de airsoft para mantener una agradable acogida y una óptima temperatura en el lecho.
Renewed and improved, Coral offers a balance between soft comfort and adaptive firmness that makes it suitable for everybody. Its exquisite aesthetics gives it a natural and craft character, which is perfect for the best rest.
Coral combines in its core a 1.8 and 2.0 mm pocket multi-spring with 5 comfort zones with multi-drilled HR perimeter box and 5 rest zones with 6 cm of memory foam IKON® 50K with soybean oils, achieving great adaptability and firmness suitable for all audiences.
Padding with double AIRSOFT load to maintain a pleasant reception and optimal temperature in the bed.
Tejido: Stretch de diseño y alto gramaje.
Platabanda: Coordinada en stretch y terciopelo de diseño personalizado.
Altura 28 cm (+/-1 cm)
Fabric: stretch design and high weight.
Finish: coordinated in stretch and customised velvet fabric.
Height 28 cm (+/- 1 cm)
VENUS
Venus es el colchón para quienes buscan ante todo soporte y firmeza. Sus micromuelles se ven reforzados por capas de HR para conseguir un lecho ergonómicamente firme.
Núcleo formado por la carcasa de micromuelles 1.8 y 2.0 con encapsulado especial de HR multiperforado de 5 zonas de descanso, una capa de yute natural para dotar de mayor firmeza al colechón y una capa de HR 30k en cada cara del colchón. Acolchado en ambas caras con viscoelástica SENSOThERMIC de 50k para eliminar los puntos de presión durante el descanso.
1 - VISCO SENSOThERMIC 2 - SUPERSUAVE 3 - HR CONFORT 4 - YUTE
5 - CARCASA 5Z 6 - YUTE 7 - HR CONFORT 8 - SUPERSUAVE 9 - VISCO SENSOThERMIC
Is the mattress for those who seek support and firmness. Its micro-springs are reinforced by HR layers to achieve an ergonomically firm bed.
Core formed by 1.8 and 2.0 mm pocket multi-spring with 5 comfort zones with multi-drilled HR perimeter box and 5 rest zones, a layer of natural jute to give more firmness to the mattress and a layer of HR 30k on each side of the mattress. Padding on both sides with memory foam 50k SENSOThERMIC to eliminate pressure points during rest.
Magister offers a new rest world, a world of well-being that is much healthier and comforting.
Magister trae un nuevo mundo en descanso, un mundo de bienestar mucho más saludable y reparador.
ESPUMACIONES TÉCNICAS
La tecnología y la innovación al servicio del mejor descanso. Mejor respuesta, total ergonomía, máxima durabilidad, mucho más ecológicas y respetuosas con el medio ambiente. Así son espumaciones técnicas de Magister.
TECHNICAL FOAMS
Technology and innovation at the service of the best rest. Best answer total ergonomics. Maximum durability, much more ecological and environmentally friendly. These are Magister technical foams.
NEROPUR® 60 K
El soporte elástico, sedante y ligeramente hipnótico.
Neropur es el soporte de alta durabilidad que mejor cuida de su descanso, proporcionándole energía para un nuevo gran día. Diseñado por y para el buen dormir, esta espumación de altaresiliencia y alta densidad (60km3) es un perfecto aliado para los casos de tensión nerviosa, insomnio y preocupación excesiva. Desarrollado en combinación con el aceite esencial de neroli que se extrae de la flor de azahar, ayuda a conciliar el sueño con mayor rapidez y evita en gran medida los despertares nocturnos. Su fresco y dulce perfume ayuda a levantar el ánimo. Lo presentamos en diseño con perfilación técnica efecto muelle y diferenciando las distintas zonas de descanso para conseguir maximizar las propiedades inherentes de esta espumación. Neropur es un soporte poderoso, muy elástico, transpirable y resiliente que solo o en combinación con otros materiales le convierten en una de las mejores soluciones en descanso del mercado.
NEUFOM®
Una innovadora viscoelástica híbrida.
Neufom proporciona un efecto cuna perfecto, acoge pero sostiene. Su excepcional cremosidad se ve mejorada por un tacto afelpado y muy suave. Una viscoelástica mejorada en todos los sentidos que se presenta en planchas microperforadas, para favorecer su aireación y aumentar su sensación de soporte acolchado. Neufom es el resultado de la hibridación de espumaciones resilientes con esponjas viscoelásticas obteniendo un producto atérnico. Al no ser sensible a los cambios de temperatura funciona a la perfección en un amplio rango térmico. Apoyo anatómico y perfecto complemento como capa de transición tanto en núcleos de HR como en muelles ensacados. Favorece la acogida pero facilita el movimiento en el lecho.
HR 30 K SUPERSOFT - CONFORT - FIRME
Nuestra espumación de alta densidad y alta resiliencia más versátil. Perfecta para su utilización más diversa dentro de los núcleos de nuestros colchones. Según su grado de firmeza, utilizando sola o combinada obtenemos múltiples resultados para satisfacer las diferentes necesidades y preferencias de cada persona. Sus buenas prestaciones y alta durabilidad hacen de nuestra HR estándar un componente indispensable en nuestros colchones New Concept.
AIRSOFT
La supersoft por excelencia.
Esta espumación de tacto super suave pero lo suficientemente resiliente como para garantizar su indeformabilidad, es uno de los materiales por excelencia en nuestros acolchados. Otorga una agradable acogida, mantiene los volúmenes del acolchado y ayuda a regular una temperatura optima para el descanso en el lecho del colchón.
HR 30 K SUPERSOFT - COMFORT - FIRM
This is our most versatile, high-density and high-resilience foam. It is perfect for different purposes within our mattresses core. Depending on its firmness degree, if we use it alone or combined we obtain multiple results to satisfy the different needs and preferences of each person. Its good features and high durability make our standard HR an essential component in our mattresses New Concept.
AIRSOFT
The supersoft par excellence
Airsoft is a super soft touch foam. It is also resilient enough to ensure it does not deform. In addition, it is one of the materials par excellence in our padding. It is cosy and it keeps padding volumes. It also helps to regulate an ideal temperature for rest in your part of the bed.
SENSOTHERMIC 50 K
Viscoelástica de confort
Un material excelente que no ejerce presión sobre el cuerpo y que lo hace idóneo para utilizarlo en nuestros cuidados acolchados y para formar parte del núcleo del colchón. Su alta densidad, por encima de la media estándar que se suele emplear, permite una acción prolongada en el tiempo y una durabilidad excelente.
SENSOTHERMIC 70/80 K
Viscoelástica de acción lenta
Sensothermic 70/80k es una viscoelástica técnica de alta densidad que proporciona un descanso reparador. De acción lenta, evita los puntos de presión en el cuerpo, adaptándose al cuerpo y favoreciendo la eliminación de la tensión muscular. Es una viscoelástica sensible a la temperatura, de alto rendimiento y gran durabilidad. Su gran capacidad para amoldarse anatómicamente asegura un descanso excelente firme pero sin presiones. Su estructura celular de poro abierto ayuda a conseguir una transpirabilidad mayor que con las viscoelásticas estándar.
RESILÉN® 50 K
Firmeza ergonómica y adaptativa.
Tecnología y confort se unen para crear esta espumación técnica de última generación. Elasticidad y alta durabilidad garantizada a lo largo de todo su uso sin mermar en ninguna de sus propiedades. Su alta densidad y su estructura celular abierta le confieren una perfecta transpiración y comportamiento elástico según sus diferentes firmezas. Se presenta con perfilación técnica efecto muelle y diferentes zonas de descanso, para reforzar más aún su acción mecánica.
RESILÉN® 40 K SOJA
Firmeza, elasticidad y adaptabilidad.
Esta innovadora espumación de alta resiliencia, elevada elasticidad y una gran adaptabilidad, es perfecta para el descanso cuando hay que soportar grandes pesos sin perder ninguna prestación en confort y ergonomía. Su componente de aceite de soja mejora su condición ecológica. Su riguroso proceso de fabricación le proporciona una estructura celular abierta que asegura su transpirabilidad y una mecánica flexible y muy adaptable. Su alta densidad y su técnica constructiva aseguran el mejor comportamiento durante toda la vida del colchón sin merma mecánica alguna. Un núcleo en HR excelente para un soporte de altas prestaciones.
RESILEN® 50 K
Ergonomic and adaptive firmness Technology and comfort come together to create this state-of-the-art technical foam. Elasticity and high durability are guaranteed throughout its use without diminishing any of its properties. Its high density and open cells structure give it a perfect breathability and elastic behaviour according to its different firmness. It is presented with technical profiling spring effect and different rest areas, to further strengthen its mechanical action.
RESILÉN® 40 K SOYA
Firmness, elasticity and adaptability. It is an innovative foam with high resilience, high elasticity and great adaptability. This foam is perfect for rest when it comes to supporting heavy weights without losing any benefit in comfort and ergonomics. It is composed by soybean oil which improves its ecological condition. Its rigorous manufacturing process provides it with an open cellular structure that ensures breathability, as well as flexible and adaptable mechanics. Its high density and production technique ensure the best behaviour throughout the mattress life without any mechanical loss. It is an excellent HR core for a high performance support.
POLARGELFOAM®
La solución más suave y fresca
Es un material diseñado para mejorar el confort termofisiológico, reduciendo la acumulación de calor y humedad en los colchones y almohadas. Gracias a su estructura celular basada en células abiertas, Polargelfoam tiene una excelente capacidad de permeabilidad al vapor de agua, consiguiendo la disipación de la acumulación natural del calor y la humedad producida por el cuerpo humano.
Combinando elasticidad y suavidad, permite una óptima distribución de la presión sobre el cuerpo, estimulando el riego sanguíneo y garantizando así una elevada calidad del sueño y el descanso. Realizado con material no tóxico y libre de sustancias volátiles y plastificantes, su estructura tridimensional alargada facilita la circulación del aire, consiguiendo el máximo confort para el descanso más saludable.
VISCO IKON® 50 K SOJA
Suave, sensible y sin presiones
Innovadora viscoelástica con soja, con un alto grado de transpirabilidad y tacto suave. Se adapta al cuerpo distribuyendo el peso del cuerpo uniformemente para proporcionar un gran descanso. Su formulación con aceites vegetales de soja, permite que esta espumación tenga carácter ecológico y mejora por su estructura de poro abierto, la circulación de aire. Sensible a la temperatura para mejorar su rendimiento durante toda la noche.
POLARGELFOAM®
The softest and freshest solution It is a material designed to improve thermo-physiological comfort by reducing the accumulation of heat and moisture in mattresses and pillows. Thanks to its structure, which is based on open cells, Polar gelfoam has an excellent capacity for water vapour permeability. In fact, it achieves the dissipation of the natural accumulation of heat and moisture produced by the human body. If we combine elasticity and softness, an ideal distribution of pressure on the body can be achieved, stimulating blood supply and, in this way, guaranteeing a high quality of sleep and rest. Polar gelfoam is made with non-toxic material, free of volatile and plasticising substances. Its long three-dimensional structure makes air circulation easier, achieving maximum comfort for a healthier rest.
VISCO IKON® 50 K SOYA
Soft, sensitive and pressure free It is an innovative memory foam with soya, with a high degree of breathability and a soft touch. It adapts to your body by distributing its weight evenly to provide a great rest. It is produced with soybean vegetable oils, which allows this foam to have an ecological character. Due to its open pore structure, air circulation improves. This foam is temperature-sensitive to improve its performance throughout the night.
MAGISTER NEW CONCEPT
CUATRO SERIES
SERIE INNOVA
SERIE INTEMPO
SERIE FUTURE
Representa una colección innovadora, donde el común denominador son los potentes núcleos de HR combinados con diferentes tecnologías de espumaciones y viscoelásticas de última generación
SERIE COMMODITY
MAGISTER NEW CONCEPT
FOUR LINES
SERIE INNOVA
SERIE INTEMPO
SERIE FUTURE
Represents an innovative collection, where the powerful HR cores combined with different state-of-the-art foams and memory foam technologies are the common denominator
SERIE COMMODITY
SERIE FUTURE
Future representa una colección innovadora, donde el común denominador son los potentes núcleos de HR combinados con diferentes tecnologías de espumaciones y viscoelásticas de última generación. Altas densidades, perfilaciones técnicas, nuevos materiales que aportan equilibrios térmicos, altos rendimientos, ergonomías excepcionales,... estos son los ingredientes del mejor descanso en Future.
FUTURE LINE
Future represents an innovative collection, where the powerful HR cores combined with different state-of-the-art foams and memory foam technologies are the common denominator. High density, technical profiles, new materials that provide thermal balances, high performance, exceptional ergonomics are the ingredients of the best rest in Future.
AGISTER
New concept
Tejido: Strech de muy alto ramaje. Diseño italiano en poliéster / algodón.
Platabanda: De diseño en terciopelo y jacquard.
Altura 31 cm (+/-1 cm)
Fabric: stretch design and very high weight. Italian design in polyester / cotton.
Finish: velvet and jacquard design.
Height 31 cm (+/- 1 cm)
BRILLANTE
Un clásico renovado en Magister, Brillante es como su nombre indica un excepcional colchón que aporta firmeza y confort a partes iguales. Su principal característica es la diferenciación de confort en cada lecho. Poder elegir el grado de firmeza te garantiza acertar de lleno en tu descanso y bienestar.
Un núcleo en HR 30k de alta resiliencia y de dos firmezas diferentes a elegir en función de las preferencias de cada usuario combinando una gruesa capa de 8 cm de viscoelástica SENSOOTHERMIC 70/80K de acción mecánica lenta. Una tumbada progresiva que elimina los puntos de presión sobre el cuerpo dándole un soporte cómodo y equilibrado. Acolchado con doble carga de AIRSOFT para obtener una buena recepción en la tumbada.
Brillante is, as its name suggests, an exceptional mattress that provides firmness and comfort in equal parts, a renovated classic at Magister. Its main feature is the differentiation of comfort in each part of the bed. Being able to choose the degree of firmness guarantees to be right in your rest and well-being.
A high-resilience HR 30k core with two different firmnesses to choose from in the function of each user's preferences combining a thick layer of 8 cm of SENSOOTHERMIC 70/80K viscoelastic slow mechanical action... A progressive lying that eliminates the pressure points on the body giving it a well balanced and balanced support. AIRSOFT double load padding for a good reception on the lying.
Tejido: Strech de muy alto ramaje. Diseño italiano en poliéster / algodón.
Platabanda: A juego acolchada en salto.
Altura 28 cm (+/-1 cm)
Fabric: stretch design and very high weight. Italian design in polyester / cotton.
Finish: matching cushioned finish.
Height 28 cm (+/- 1 cm)
ÁMBAR
Un nuevo colchón suave en maneras, termorregulado, muy adaptable y profundamente cómodo. Su corazón firme pero elástico aporta ergonomía y sus capas de confort garantizan una sensación cremosa e ingravida.
Núcleo en HR 30K, elástico y resiliente. Un soporte ergonómico y resistente combinado con viscoelástica de última generación, NEUFOAM® microperforada que produce un efecto amortiguador casi perfecto sin ejercer presión alguna en el cuerpo. Acolchado con doble carga de airsoft para mantener una agradable acogida y una óptima temperatura en el lecho.
This is a new, soft, thermoregulated, highly adaptable and deeply comfortable mattress. Its firm but elastic heart provides ergonomics. Also, its comfort layers guarantee a creamy and weightless sensation.
Core with HR 30K, elastic and resilient. An ergonomic and resistant support combined with last generation memory foam, NEUFOAM® micro-drilled that produces an almost perfect damping effect without exerting any pressure on the body. Padding with double AIRSOFT load to maintain a pleasant reception and optimal temperature in the bed.
Tejido: Stretch de diseño, muy elástico y adaptable.
Platabanda: En tela tapicera acolchada a cuadros.
Altura 29 cm (+/-1 cm)
Fabric: stretch design, very elastic and adaptable
Finish: upholstery, cushioned, checkered fabric.
Height 29 cm (+/- 1 cm)
Firme en todos los sentidos, para aquellos que persiguen un soporte eficaz y duradero sin renunciar a una buena acogida y una ergonomía correcta.
Núcleo en HR confort en combinación con la viscoelástica IKON 50k de soja. Acolchado con doble capa de AIRSOFT para obtener un tacto agradable y fresco. Un resultado firme pero evitando puntos de presión para conseguir un buen descanso.
Is firm in every sense. For those who seek an effective and long-lasting support without sacrificing good reception and correct ergonomics, this is a perfect choice.
Core in HR comfort in combination with our memory foam IKON 50k de soja. AIRSOFT double layer padding for a pleasant and fresh feel. A firm result but avoiding pressure points to get a good rest.
MAGISTER NEW CONCEPT
CUATRO SERIES
SERIE INNOVA
SERIE INTEMPO
SERIE FUTURE
SERIE COMMODITY
Los clásicos en el descanso, imperecederos, confortables, firmes y totalmente fiables, así son los colchones de la línea Commodity
MAGISTER NEW CONCEPT
FOUR LINES
SERIE INNOVA
SERIE INTEMPO
SERIE FUTURE
SERIE COMMODITY
The classic at rest, everlasting, comfortable, firm and totally reliable, these are the mattresses of Commodity line
SERIE COMMODITY
Los clásicos en el descanso, imperecederos, confortables, firmes y totalmente fiables, así son los colchones de la línea Commodity. Con su poderoso núcleo de muelle bicónico, garantizan un equipo de descanso duradero, eficaz y con una firmeza adaptable. Commodity son equipos de toda la vida y para toda la vida.
COMMODITY LINE
The classic at rest, everlasting, comfortable, firm and totally reliable, these are the mattresses of Commodity line. With their powerful biconical spring core, they guarantee durable, effective and adaptable firmness rest equipment.
Sleeping on your side can help reduce snoring and improve your sleep quality. It also helps to keep your airway open, which can prevent sleep apnea. Additionally, sleeping on your side can help to reduce acid reflux and heartburn by keeping your stomach in a more upright position.
UN NUEVO MUNDO EN DESCANSO
DIAMANTE
Tejido: Jacquard de diseño.
Platabanda: Coordinada, acolchada en salto.
Altura 30 cm (+/-1 cm)
Fabric: jacquard design.
Finish: coordinated, cushioned, wavy finish.
Height 30 cm (+/- 1 cm)
Un Diamante es para siempre... Renovado y mejorado, este clásico de Magister continua aportando firmeza, acogida y durabilidad gracias a la calidad de sus componentes y al aporte de sus capas de fibras naturales.
Carcasa de muelle independiente entrelazado de 2.3mm y encapsulada en box perimetral en HR multiperforado y una capa de yute natural en cada cara del colchón para una mayor firmeza y aislamiento mas una plancha de HR firme para mejorar el resultado. En el acolechado se utiliza la viscoelástica SENSOThERMIC de 50k y combinamos fibras naturales, algodón y lana según sea la cara de invierno o la de verano. Un confort firme y una calidez y transpirabilidad excepcionales.
1 - VISCO SENSOThERMIC 2 - SUPERSUAVE 3 - ALGODÓN 4 - HR FIRME 5 - YUTE 6 - CARCASA BICÓNICA ENCAPSULADA EN HR DE ALTA DENSIDAD 7 - YUTE 8 - HR FIRME 9 - LANA 10 - SUPERSUAVE 11 - VISCO SENSOThERMIC
A Diamante is forever... Renovated and improved, this Magister classic continues to provide firmness, warmth and durability thanks to the quality of its components and the contribution of its layers of natural fibres.
2.3mm interlaced independent spring housing and encapsulated in multi-drill HR perimeter box and a natural jute layer on each side of the mattress for greater firmness and insulation plus a firm HR plate to enhance the result. The padding uses the 50k SENSOThERMIC viscoelastic and combines natural fibers, Cotton and wool according to the winter or summer face. A firm comfort and exceptional warmth and breathability.
Tejido: Stretch de diseño
Platabanda: Coordinada, acolchada en salto.
Altura 30 cm (+/-1 cm)
Fabric: jacquard design.
Finish: coordinated, cushioned, wavy finish.
Height 30 cm (+/- 1 cm)
ÓPALO
De la combinación de firmeza y adaptabilidad nace el Ópalo, un colchón equilibrado que se amolda a la natural curvatura de la espalda sin perder la gran capacidad de soporte del núcleo encapsulado de muelle bicónico.
Carcasa de muelle independiente entrelazado de 2.3mm y encapsulada en box perimetral en HR multiperforado combinado con una capa de yute natural y una plancha de HR firme para conseguir una firmeza equilibrada. El acolchado con viscoelástica SENSOThERMIC de 50k para conseguir un lecho suave y adaptativo.
1 - VISCO SENSOThERMIC 2 - SUPERSUAVE 3 - HR FIRME 4 - YUTE 5 - CARCASA BICÓNICA ENCAPSULADA EN HR DE ALTA DENSIDAD 6 - YUTE 7 - HR FIRME 8 - SUPERSUAVE 9 - VISCO SENSOThERMIC
Ópalo is born from the combination of firmness and adaptability. It is a balanced mattress that adapts to the natural curvature of your back, without losing the great support capacity of the biconical spring encapsulated core.
2.3mm interlaced independent spring housing and encapsulated in multi-drilled HR perimeter box with a natural jute layer and a firm HR plate for balanced firmness. Memory foam SENSOThERMIC 50k padding for adaptive bed.
Tejido: Stretch de diseño
Platabanda: Coordinada, acolchada en salto.
Altura 28 cm (+/-1 cm)
Fabric: stretch design, very elastic and adaptable.
Finish: upholstery, cushioned fabric.
Height 28 cm (+/- 1 cm)
Firmeza, soporte, durabilidad, transpirable, así es Esmeralda. En pocas palabras, un colchón eficaz que permite un descanso firme y saludable.
Carcasa de muelle independiente entrelazado de 2.3mm y encapsulada en box perimetral en HR multiperforado. Sobre los muelles colocamos una capa de yute natural para una mayor firmeza y aislamiento, y una plancha de HR firme para reforzar el resultado. Acolchado en supersoft y fibras hipoalergicas para una mayor transpirabilidad.
1 - MICROFIBRAS HIPOALERGÉNICAS 2 - SUPERSUAVE 3 - HR FIRME 4 - YUTE 5 - CARCASA BICÓNICA ENCAPSULADA EN HR DE ALTA DENSIDAD 6 - YUTE 7 - HR FIRME 8 - SUPERSUAVE 9 - MICROFIBRAS HIPOALERGÉNICAS
Firm, support, durability, breathable, that is Esmeralda. In short, an effective mattress that allows a firm and healthy rest.
2.3mm interlaced independent spring housing and encapsulated in multi-drill HR perimeter box. On the springs we place a layer of natural jute for greater firmness and insulation and a firm HR plate to reinforce the result. Supersoft padding and hypoallergic fibers for greater breathability.
CERTIFICACIONES
En Magister fiel a nuestro compromiso con la calidad y la sostenibilidad medioambiental trabajamos solo con materiales que cumplan con las normativas vigentes nacionales e internacionales. Esta exigencia se refleja en la excelencia de nuestros proveedores de materia prima que acreditan con las más rigurosas certificaciones todos los componentes con los que fabricamos nuestros equipos de descanso.
CERTIFICATION
We are true to our commitment to quality and environmental sustainability. We only work with materials that obey current national and international regulations. This requirement is reflected in the excellence of our raw material suppliers, who prove, with the most rigorous certifications, all the components with which our rest equipment are manufactured.
MAGISTER ES MIEMBRO DE ASOCAMA
(ASOCIACIÓN ESPAÑOLA DE FABRICANTES DE EQUIPOS DE DESCANSO)
MAGISTER IS A MEMBER OF ASOCAMA
(REST SYSTEMS MANUFACTURERS SPANISH ASSOCIATION)
Magister se reserva el derecho de modificar o eliminar sin previo aviso cualquiera de los productos de este catálogo en el caso de que lo considere necesario.
Queda prohibida la reproducción total o parcial de este catálogo sin la previa autorización por escrito de Magister.
Producto fabricado en España.
Magister reserves the right to modify or eliminate without prior notice any of the products in this catalog in the event of that deems it necessary.
The total or partial reproduction of this catalog is prohibited without the prior written authorization of Magister.
Product made in Spain.
www.magisternewconcept.com
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The Development of Psychogeriatric Services in Hong Kong
C L Lam
Department of Psychiatry, North District Hospital
S W Li
Helen F K Chiu
Department of Old Age Psychiatry Castle Peak Hospital
Department of Psychiatry The Chinese University of Hong Kong
Abstract
Psychogeriatrics is one of the youngest subspecialties in psychiatry. The development of local psychogeriatric services followed the British model. In 1991, the first communityoriented and multidisciplinary psychogeriatric service was established by the Department of Psychiatry of the Chinese University of Hong Kong. Nowadays, a wide range of specialized psychogeriatric services are provided by seven psychogeriatric teams in Hong Kong. The Elderly Suicide Prevention Program and the Community Outreach Service to the private care homes are important "developmental milestones" of local psychogeriatric services. This article describes the origin, history of development and challenges of local psychogeriatric services.
Keywords: Psychogeriatric services, development, Hong Kong
Introduction
The word "Psychogeriatrics" appeared in the history of Psychiatry without a trace. In the 1950s, "psycho-geriatric" had an implicit meaning that psychiatrists and geriatricians worked together to examine older adults (Hilton, 2008). Nowadays, Psychogeriatrics (or Old Age Psychiatry in the United Kingdom) is a subspecialty in Psychiatry in which the comprehensive assessment and multidisciplinary interventions in managing older adults with mental illnesses are emphasized (Chiu et al., 1996a; Hilton, 2005). Psychogeriatrics is one of the youngest subspecialties. It was formally recognized in the United Kingdom and in Hong Kong in 1989 and 1994 respectively (Chiu et al., 1996a; Chiu et al., 1997; Hilton, 2005; Lo, 2003).
The Origin of Psychogeriatrics in Hong Kong
The development of modern psychiatry in Hong Kong was marked by the first qualified psychiatrist, Dr. P.M. Yap, who returned from the United Kingdom and became the medical
Correspondence concerning this article should be addressed to Professor Helen Chiu, Chairman, Department of Psychiatry, Chinese University of Hong Kong, G/F, Multi-centre, Tai Po Hospital, Tai Po, N.T., Hong Kong. Email: firstname.lastname@example.org
The Development of Psychogeriatric Services in Hong Kong
superintendent of the Victoria Mental Hospital in 1948 (Lo, 2003; Yip, 1998). Thereafter, the development of local psychiatry has been following the "British model" in terms of its legal framework, guiding theoretical principles, diagnosis and management of psychiatric disorders and the types of service delivery as most of the local psychiatrists have been trained in the United Kingdom (Chiu et al., 1996a; Lo, 2003; Ungvari and Chiu, 2004).
In the past, older adults in Hong Kong could only receive hospital-based psychiatric services (Chiu et al., 1996a; Lo, 2003). The psychiatric services as a whole and the psychogeriatric service in particular were under-recognized and under-developed. In the late 1970s, there were two psychogeriatric wards in Kowloon Hospital designated for older adults with chronic mental illnesses in Hong Kong. It was not until 1981 when three psychogeriatric wards were opened in Kwai Chung Hospital (Chiu et al., 1996a). Kwai Chung Hospital was the base for specialized psychiatric treatments for local older adults at that time as community psychiatric service for older adults was very limited. The psychiatric service for older adults was in the form of weekly outpatient clinic established through the collaboration between the Department of Psychiatry of the University of Hong Kong and the St. James Settlement in the 1980s (Chiu et al., 1996a).
The Development of Modern Psychogeriatric Services
The demand for the establishment of a specialized psychogeriatric service persisted since the 1970s (Lo, 2003). In 1974, the White Paper "Further Development of Medical and Health Services in Hong Kong" stated that more specialized psychiatric services should be provided. However, a number of socio-political factors deferred the further development of local psychiatric services (Yip, 1998). Over the past 35 years (1971-2005), the life expectancy in Hong Kong has increased from 67.8 years to 78.8 years for men and from 75.3 years to 84.5 years for women (Census and Statistics Department, 2006). In November 1990, the Medical Development Advisory Committee made recommendations to the Hong Kong government so that a specialized psychiatric service was funded for the growing older adult's population in the subsequent few years. The first community-oriented and multidisciplinary psychogeriatric service was established by the Department of Psychiatry of the Chinese University of Hong Kong in 1991 (Chiu et al., 1996a; Chiu et al., 1996b). The service model was described to be "a Western model in the East" and was widely supported by scientific evidence for its effectiveness (Chiu et al., 1996b; Chiu et al., 1997; Draper and Low, 2004).
Recent Service Development
Nowadays, the psychogeriatric services are provided by seven psychogeriatric teams working under the seven administrative clusters of the Hospital Authority of Hong Kong (Chiu et al., 1997). Each psychogeriatric team has its own characteristics and modifications in its staff composition and service provision. They are coordinated by the Psychogeriatric Working Group at the hospital level and provide high-quality services to older adults aged 65 or above. Older adults aged 65 or above comprise of 12.8% (approximately 895,000) of the total Hong Kong populations in 2008 (Census and Statistics Department, 2009).
The psychogeriatric teams provide a wide range of specialized psychogeriatric services, including inpatient, outpatient, day patient, outreach and consultation-liaison service to the older adults with mental illnesses. They are responsible for promoting interest and research and providing undergraduate and postgraduate training in the field of psychogeriatrics. Members of the psychogeriatric teams are active in both local and international academic activities. Moreover, the psychogeriatric teams have different levels of collaboration with the medical sector and social service in the community (Chiu et al., 1997).
5
C L Lam, S W Li and Helen F K Chiu
Innovative Service Model for Elderly Suicide
Suicide rate of the older adults in Hong Kong was high compared to the rest of the world. From 1981 to 1995, the elderly suicide rate was around 30 to over 40 per 100,000. The suicide rate rises with advancing age, for example, it was 50 per 100,000 for age 75 or above and was four to five times higher than the general population (Chiu et al., 2004). Around 70% of the older adults had expressed suicidal ideas to their families and 40% of them had consulted their medical practitioners before death (Chiu, 2009). Elderly suicide has become a public health issue in Hong Kong (Chiu et al., 2001). In 2003, the government funded the two-tier Elderly Suicide Prevention Program (ESPP) to combat against elderly suicide. Gatekeeper training, enhanced access to psychogeriatric service, fast track psychogeriatric clinic and case management model are the key elements in the service. The ESPP was a new model for collaborative service delivery which demonstrates close collaboration between psychogeriatirc teams, primary care and social sectors with promising results (Chiu, 2009).
Hong Kong Psychogeriatric Association
The Hong Kong Psychogeriatric Association (HKPGA) was established by a group of mental health professionals working in the field of psychogeriatrics in June 1998. HKPGA is the only professional organization focusing on the mental health care of local older adults and has close collaboration with local and overseas professional organizations. Members of the HKPGA are multidisciplinary across health and social sectors. Members share the vision of promoting elderly mental health in Hong Kong and are active in participating regular training and educational activities. HKPGA thus serves as an important platform for local workers to exchange their knowledge and experiences in the field. The HKPGA Council has been responding to policies of the government for issues related to the mental health care of older adults (Hong Kong Psychogeriatric Association, 2009).
With its unique position and multidisciplinary nature, HKPGA has a pivotal role in the development of the Life Clinic and the ESPP service in Hong Kong. Besides, it has been promoting quality service for the older adults with dementia in the past decade. Together with Castle Peak Hospital, HKPGA has published a caregiver handbook for dementia care. Shortly after the Sichuan earthquake, HKPGA has set up the "China Mental Health Fund" and has supported a series of training activities on post-disaster psychological interventions held in Guangdong Provincial Institute of Mental Health, Chengdu and Beijing in 2008 (Hong Kong Psychogeriatric Association, 2009).
Challenges Ahead
Ageing Population
It is projected that the proportion of older adults in the populations will rise to 27% in 2033 (Census and Statistics Department, 2007). Current cohorts of older adults are under-privileged and depend heavily on public health services (Census and Statistics Department, 2006). Under the current healthcare system, Hong Kong's public health services will be overwhelmed by the agerelated chronic medical illnesses. For example, the prevalence of dementia in the community dwelling older adults aged 70 was 6.1% a decade ago (Chiu et al., 1998). In a recent epidemiological study, the prevalence of mild dementia is 8.9% (Lam et al., 2008). In fact, the majority of the community-dwelling older adults with cognitive impairment have not made contact with psychiatric services despite the fact that dementia and BPSD (Behavioural and Psychological Symptoms of Dementia) has become the main bulk of workload in the local psychogeriatric services and the residential homes for the elderly (Lam et al., 2006; Lam, 2009). It is obvious that the ageing population and the increasing healthcare expenditure have pushed the Hospital Authority to shift its resources to develop more community health services in the recent few years (Hospital Authority, 2006; Hospital Authority, 2007).
The Development of Psychogeriatric Services in Hong Kong
Nevertheless, it is not until recently that additional resources have been allocated to the psychogeriatric teams to expand the community services despite the lessons learned from the SARS outbreak (Chiu et al., 1997; Chiu et al., 2003). In 2008, psychogeriatric outreach service was extended to cover private care homes across the territory. The service is crucial in providing more psychiatric support in the community.
illnesses in the community are required. On the other hand, collaboration with different sectors and disciplines involved in elderly care are of utmost importance. Psychogeriatric teams should work closely with the community partners, Non-Governmental Organizations, primary healthcare providers and professional organizations so that contemporary communityoriented and multi-disciplinary psychogeriatric services can be delivered.
Epidemiological Study and Mental Health Policy
The development of mental health services in Hong Kong has been in a piecemeal and uncoordinated fashion (Lo, 2003). One of the reasons is the lack of a central mental health policy which can give insight for long term care planning and bring the related services in the medical and social sectors together (Chiu et al., 1996a; Hong Kong College of Psychiatrists, 2007). This central mental health policy is of particular importance for the elderly mental health and social welfare service providers because of the characteristics and the increasing needs of the local older adults (Chiu et al., 1996a). It is also complimentary to the long standing government policy "ageing in place" (Chiu et al., 1996a). On the other hand, the administrators and service providers need to base on comprehensive epidemiological data to plan for the future and allocate resources for the public services. It is a pity that the epidemiological studies on mental disorders of older adults in Hong Kong and in South East Asia are relatively scarce (Chiu et al., 1997). This is an area that should be developed in the near future.
Future Development
The development of local psychogeriatric services is very rapid and there is a lot of expertise in the multidisciplinary psychogeriatric teams. However, due to the limited resources, there are still a lot of unmet needs in the local elderly population. In particular, more resources and research to streamline early detection and interventions for major mental
摘要
老齡精神科服務在香港的發展
老齡精神科是精神病學中最稚齡的次專科 領域。本區老齡精神科服務是仿傚英國的 模式。香港中文大學精神科在一九九一年 建立了第一所以社區導向的跨科老齡精神 科服務。目前大部份的老齡精神科專科服 務都是由香港老齡精神科的七支醫療隊伍 提供。老人自殺速治計劃及社區實踐服務 是本區家居護廷伸老齡精神科服務發展非 常重要的里程碑。這篇文章描述本區老齡 精神科服務的發展起源，精神科服務的歷 史背景及所面對的挑戰。
References
Census and Statistics Department (2006). Thematic Report: Older Persons, 2006 Population ByCensus, Hong Kong SAR, Census and Statistics Department.
Census and Statistics Department (2007). Hong Kong Population Projections, 2007-2036, Hong Kong SAR, Census and Statistics Department.
Census and Statistics Department (2009). Hong Kong Statistics [on-line]. Retrieved on July 23, 2009, from: http://www.censtatd.gov.hk/ hong_kong_statistics/statistical_tables/index. jsp?charsetID=1&tableID=002
Chiu, H.F.K. (2009, September). Suicide prevention in older people: An Asian perspective. Paper presented at the IPA 14th International Congress, Montreal, Canada.
7
C L Lam, S W Li and Helen F K Chiu
Chiu, H.F.K., Pang, A.H.T., and Lam, L.C.W. (1996a). Letter from Hong Kong. International Journal of Geriatric Psychiatry, 11, 711-713.
line]. Retrieved on July 23, 2009, from: http:// www.hkcpsych.org.hk/index.php?option=com_ docman&Itemid=103
Chiu, H.F.K., Lam, L.C.W., Ng, J., and Pang, A.H.T. (1996b). Psychogeriatric service development in Hong Kong- a Western model in the East. In: Hospital Authority Convention 1996, May 1996, Hong Kong. Available from the database of Hospital Authority (Hong Kong Medical On-line).
Chiu, H.F.K., Ng, L.L., Nivataphand, R., Au Young, K.C., Lengkong Y., Buenaventura, R.D., et al. (1997). Psychogeriatrics in South East Asia. International Journal of Geriatric Psychiatry, 12, 989-994.
Chiu, H.F.K., Chan, S.S.M., and Lam, L.C.W. (2001). Suicide in the elderly. Current Opinion in Psychiatry, 14, 395-399.
Chiu, H.F.K., Lam, L.C.W., and Chiu, E. (2003). SARS and psychogeriatrics: perspective and lessons from Hong Kong. International Journal of Geriatric Psychiatry, 18, 871-873.
Chiu, H.F.K., Yip, P.S.F., Chi, I., Chan, S., Tsoh, J., Kwan, C.W., et al. (2004). Elderly suicide in Hong Kong: a case-controlled psychological autopsy study. Acta Psychiatrica Scandinavica, 109, 299-305.
Draper B, Low L (2004). What is the effectiveness of old-age mental health services? Copenhagen, WHO Regional Office for Europe, Health Evidence Network report; Retrevied on July 23, 2009, from: http://www.euro.who.int/document/E83685.pdf.
Hilton, C. (2005). The origins of old age psychiatry in Britain in the 1940s. History of Psychiatry, 16(3), 267-289.
Hilton, C. (2008). The provision of mental health services in England for people over 65 of age, 1970-78. History of Psychiatry, 19(3), 297-320.
Hong Kong College of Psychiatrists (2007). Submission of the Hong Kong College of Psychiatrists to the Food and Health Bureau on mental health policy in Hong Kong [on-
Hong Kong Psychogeriatric Association (2009). HKPGA official website [on-line]. Retrieved on July 23, 2009, from: http://www.hkpg.org.
Hospital Authority (2006). Hospital Authority Annual Report 2005-2006. Hong Kong: Hospital Authority, Hong Kong Special Administrative Region Government.
Hospital Authority (2007). Hospital Authority Annual Plan 2006/07. Hong Kong: Hospital Authority, Hong Kong Special Administrative Region Government.
Lam, C.L., Chan, W.C., Mok, C.C.M., Li, S.W., and Lam, L.C.W. (2006). Validation of the Chinese Challenging Behaviour Scale: clinical correlates of challenging behaviours in nursing home residents with dementia. International Journal of Geriatric Psychiatry, 21(8), 792-799.
Lam, L.C.W. (2009, September). Management of dementia in a Chinese Community: Perspectives from Hong Kong SAR PR China. Paper presented at the IPA 14th International Congress, Montreal, Canada.
Lam, L.C.W., Tam, C.W.C., Lui, V.W.C., Chan, W.C., Chan, S.S.M., Wong, S., et al. (2008). Prevalence of very mild and mild dementia in community dwelling older Chinese people in Hong Kong. International Psychogeriatrics, 20(1), 135-148.
Lo, W.H. (2003). A century (1885 to 1985) of development of psychiatric services in Hong Kong — with special reference to personal experience. Hong Kong Journal of Psychiatry, 13(4), 21-29.
Ungvari, G.S., and Chiu, H.F.K. (2004). The state of psychiatry in Hong Kong: a bird's eye view. International Journal of Social Psychiatry, 50(1), 5–9.
Yip, K.S. (1998). A historical review of mental health services in Hong Kong (1841-1995). International Journal of Social Psychiatry, 44(1), 46-55.
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Integration of Geoidal Models into PointMan
Altitude Referencing
Synopsis of Issue
The survey and engineering worlds have various methods of determining the height of a point on the ground surface. In the same manner as horizontal coordinates having different datums so do vertical coordinates. There are three surfaces we are concerned with in this case (Figure 1) Topographic surfaces are what we ordinarily see as the ground and it is that surface that wish to have the elevation of a point on. The two others (Geoid and Ellipsoid) are the base or the datum from which we are measuring the height from. We need a consistent and industry standard way of referencing the topographic height value. To that we need to be able to have as our datum the surface shown as the Geoid, an elevation measured from this geoid datum or surface is also known as the Orthometric height or Mean Sea Level (MSL). Technically there are many different Geoid surfaces, the Geoid surface we are interested in is defined by actual sea level stations, survey level stations and more predominantly gravity measurements. These inputs are combined and adjusted to create a Geoid surface. This Geoid surface is not static, as better gravity measurements arise, the Geoid surface is updated This is done by government agencies; in the US case by US National Geodetic Survey (NGS); but it is usually several years between updates to the surfaces, The Geoid surface is also called a geoidal model as it is not truly a physical surface all the time, MSL means something physical on the coast but it varies physically from the actual mean sea level in the mountains where gravity measurements vary. Several presently used geoid models are called Geoid12, Geoid18, and EGM96, the number indicates the year that it was finalized and published by the relevant agencies.
Technical Description
Reference : Natural Resources Canada - Retrieved Sept 30, 2019
Orthometric height (H), often referred as Mean Sea Level Height, can be obtained by subtracting the geoid height (N) which we obtained from the Geoid model (i.e. Geoid18) from the GNSS ellipsoidal height (h): H = h – N. A geoid height (N) is positive (+) when the geoid is above the ellipsoid and negative (-) when it is below (as shown on the right and left sides of Figure 1)
Hybrid geoid models such as Geoid12b/18, EGM96 etc. are created by constraining a gravimetric geoid model to published heights which used GNSS observations on leveled benchmarks. The Geoid 12b, and Geoid18 hybrid models are used in the US, the CGVD28, CGVD2013, CGVD2013a model are used in Canada and a model called EGM96 is used as a global reference if the localized models are unavailable.
The North American-Pacific Geopotential Datum of 2022 (NAPGD2022) is scheduled to replace both the Canadian and US models in 2022 which will replace all existing US and Canadian geoid models at that time
The relationship between horizontal and vertical GNSS parameters is that WGS84 parameters approximate the Earth by an ellipsoid, basically a flattened deformed sphere. EGM96 is a complex model based on the gravitational force of the Earth (which is not constant) that defines what "sea level" or up and down means, this is a smooth but irregular shape called the "geoid". WGS84 is the ellipsoid that best fits that EGM96 geoid, and this fit has been updated as more accurate measurements of the geoid have been carried out over the years. It is the EGM geoid that has re/defined the WGS84 ellipsoid over the years. In a similar manner the local to North America NAD83 parameters are used in conjunction with the localized Geoid12b,18, CGVDxxxx Geoid models. To get the correct geoidal undulation values from the various Geoid models you must have the horizontal coordinates in the correct NAD83 datum. The correct horizontal datum coordinates are required as the geoidal model files are gridded in those specific horizontal datums.
GEOID18 is intended for use with coordinates in the North American Datum of 1983 (2011). NAD 83 (2011) is from epoch 2010.00. It provides orthometric heights consistent with the North American Vertical Datum of 1988 (NAVD 88).
The Canadian models can be referenced to NAD83(CSRS) epochs (1997.0, 2002.0, 2010.0), depending on which Geoidal model you use. Even though the CGVD2013a geoid model is now associated to an epoch (2011.0), Natural Resources Canada (NRCan) considered the current geoid model as static. The epoch of 2011.0 is selected as it represents approximately the middle of the gravity measurements time span used in CGG2013a.
The use of epochs is done to ensure that tectonic plate movements and similar temporal displacements are accounted for. If needed to ensure very high precision measurements that are between epochs a velocity grid is available. This is needed to ensure the correct horizontal position and epoch to get correct highly precise geoid model. In most cases unless a very high accuracy is need the use of standard NAD83 (CSRS) for Canada, NAD83 (2011) for US or WGS84 for EGM96 are enough.
Proposed Solutions
PointMan uses the output CGGA portion of NMEA string (NMEA-0183 messages: Overview) as the data input, in that data string there are two height values, one is the orthometric height (H) and the other is the Geoidal height (N), while this may seem to solve our problem - finding the orthometric height, the problem lies in that this orthometric height is not generally based on an accurate geoidal model. In the Bluestar GPS the geoidal height and thus the orthometric height is based on a generic inclined plane, essentially a low resolution approximation that is of limited use for surveying. The correct procedure is to revert that NMEA orthometric height to the GNSS Ellipsoidal height (h) by adding the NMEA geoidal height (N) to the NMEA orthometric height. This results in an Ellipsoidal height; from this point we subtract the correct accurate geoidal height (N) that we derive from one of the appropriate hybrid geoidal surfaces (i.e. Geoid18) to get a final accurate Orthometric height (H).
The essential problem is to find the Geoidal height (N) from the appropriate Geoidal model. The geoidal models are freely available from the various government agencies (links below). There are various formats and some files are available from proprietary sources (Trimble GGF files). In all cases the solution is to convert to a common format (BIN from the Geoid18 models) and load this surface in the program. We may need to subdivide the Geoidal grid if it becomes too unwieldy to load and search the full set. The next process is to convert the GPS (from NMEA string) horizontal coordinates to the appropriate horizontal datum temporarily (see explanation above) and search with the hybrid geoid model at those horizontal coordinates for the corresponding geoidal height (N). This is the value we are looking for.
The problem arises in that the hybrid geoidal model is not a continuous surface, it only has values at regular grid points, these points can be spaced up to 100 km apart in the case of the EGM96 model. An interpolation scheme must be used to get the correct geoidal value, something like a bi or tri-cubic interpolation is normally used. Other schemes that may need to be considered in future work would be to use the GDAL libraries to rasterize the Geoidal surfaces, that way a continuous surface is created which solves the interpolation problem. This also transfers the processing needed for interpolation to a onetime process done on the initial back end load off of the local computer.
Links
Further Explanation – Geoid models https://geodesy.noaa.gov/GEOID/
United States Geoid Models (Geoid18)
https://www.ngs.noaa.gov/GEOID/GEOID18/geoid18_tech_details.shtml
Canadian Geoid Models https://webapp.geod.nrcan.gc.ca/geod/data-donnees/ge oi d . php? l ocal e= en
EGM 96 models https://earth-info.nga.mil/GandG/wgs84/gravitymod/egm 96/eg m96. ht ml
EGM 96 and EGM 2008
https://www.usna.edu/Users/oceano/pguth/md_help/html/egm96.htm
Proprietary Geoid Models – useful for Second phase loading of GGF Models https://www.trimble.com/globalTRLTAB.asp?Nav=Collecti on -7 1
Link to test results for Canadian Geoid models http://webapp.geod.nrcan.gc.ca/geod/tools-outils/gpsh.php? l ocal e= en
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News Updates
Happy Birthday Landcare! It's been 25 years since a joint submission from the National Farmers Federation (NFF) and the Australian Conservation Foundation (ACF) to the Federal Government resulted in the launch of Landcare as a National program with bipartisan support.
Share your vision for our Region
Create the future you want!
The updated Plan is part of a long term vision for our region's health and productivity and will reflect local and state government priorities too.
How will the Plan be used?
The Condamine Catchment Natural Resource Management Plan is being updated and you're invited to be involved. Our region's natural resources are our community's greatest asset. That's why we need a thoughtful plan that guides how we look after and use these resources now and in the future.
So, what's the plan…
The Condamine Catchment Natural Resource Management Plan (the Plan) describes our community's plan for our catchment's future. It identifies the priorities and targets for the region's natural resources focused on four central themes: People, Water, Land and Wildlife.
Why is it being updated?
Our lifestyles, businesses and health depend on the condition of our natural resources. Every five years we update the Plan to make sure it is relevant, reasonable and responsible, to manage and protect our natural resources in the best way possible. The challenges and opportunities for our natural resources are always changing. As a living document, the Plan will account for these and include the latest scientific knowledge and community aspirations.
The updated Plan will encourage local action in priority areas to manage and protect our natural resources. It will inform local and state government planning and help private landholders and industry make important resource decisions. It will also provide a framework for the Australian Government to distribute regional investment.
Who should be involved?
Everyone benefits from a healthy environment so we all have a stake in how our region's natural resources are managed. The good news is that every day more and more people are becoming aware of the importance of these resources and what we can do to protect them. This is an opportunity for you to have a say on our region's future. Your vision is important and we want to know your values and ideas for managing our natural resources in the best way possible.
http://www.condaminealliance.com.au/NRMplan2015 Email:email@example.com
Coming Events
Notice Board
"Spray Safe" Chemical Accreditation Training. Graham Matthews has been conducting chemical training courses since 1992. Norco Rural Customers receive a 10% discount. Couse dates Toowoomba 19th June and Quinalow 26th June. To book and for more information. Call: 1800 872 462 or 02 68952102 or Email: firstname.lastname@example.org For more information contact your local Norco Rural Store
2014 -THE INTERNATIONAL YEAR OF FAMILY FARMING
The 2014International Year of Family Farming
Drought Assistance Information Sessions to assist producers
(IYFF) aims to raise the profile of family farming and smallholder farming by focusing world attention on its significant role in eradicating hunger and poverty, providing food security and nutrition, improving livelihoods, managing natural resources, protecting the environment, and achieving sustainable development, in particular in rural areas.
Thurs 17 April, 9.30am - 1pm, Western Downs Regional Council Corporate Office Dalby
Wed 23 April, 9.30am - 1pm, All Seasons Function Centre Toowoomba
Topics to be covered:
WHAT IS FAMILY FARMING? Family farming includes all family-based agricultural activities, and it is linked to several areas of rural development. Family farming is a means of organising agricultural, forestry, fisheries, pastoral and aquaculture production which is managed and operated by a family and predominantly reliant on family labour, including both women's and men's. Both in developing and developed countries, family farming is the predominant form of agriculture in the food production sector.
* Drought Relief Assistance Scheme - DAFF
* Financial counselling - RFCS
* State and Federal loan schemes – QRAA
* Farm Household Allowance - Centrelink
* QMDC - Energy audit for primary producers
Other service providers in attendance:
Lifeline
RSVP for catering purposes to
DAFF Toowoomba 4688 1231 or
email@example.com
Clean up Australia Day NED was invited to host a Clean Up Australia Day breakfast on Saturday 1st March at Bowenville Park. The breakfast was attended by Hon. Andrew Powell, Minister for Environment and Heritage Protection and Cr. John Gouldson Chair of the Water and Waste Committee, Toowoomba Regional Council. Minister Powell was assisted in picking up roadside rubbish by members of the local community, Queensland Murray Darling Committee and NED members.
MANAGEMENT COMMITTEE
Chair:
Vice Chair:
Secretary:
Treasurer:
Members:
Graham Cooke
Ashley Volz
Glenys Bowtell
Kimberley Lange
David Lange, Desley Spies, Cheryl Vonhoff
Community Support Officer—Owena Reimers
Email: firstname.lastname@example.org
Phone: 07 4691 1499 Mobile: 0409 058 538
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ENA hors les murs
Décembre 2011
Jazz lyrique
NTONIO
A
PLACER
EAN
J
-M
ARIE
MACHADO
Republicalma
(Réf. : SARDCD00018 – Sard'Music – L'autre distribution –
Novembre 2011)
On ne présente plus Antonio PLACER 1 . Ténor galicien exilé en France, il est le parfait « artiste complet ». Musicien, poète, auteur, compositeur, il écrit musiques et chansons au gré des cultures qu'il croise au fur et à mesure de son parcours. « Atlantiterranéen » de cœur, « annartiste » d'esprit, il s'amuse des mots, des sons et des langues, chantant aussi bien en espagnol, galicien ou français que dans des esperantos de son imagination. Approfondissant sans cesse son univers singulier, il poursuit la quête d'une langue et d'une musique intime, miroirs de son intérieur, partant du particulier pour aller vers l'universel. Tour à tour et tout à la fois aède ou barde, troubadour ou trouvère, il n'est jamais seulement chanteur. Encore moins chansonnier, il se veut avant tout faiseur de lien social et de lien mondial !
Pour ce nouvel album, Republicalma, Antonio PLACER partage la scène avec le pianiste Jean-Marie MACHADO, qu'on ne présente plus ici non plus 2 . D'origine portugaise et italo-espagnole, aux inspirations méditerranéennes constamment renouvelées, fondateur d'un trio emblématique mais s'étant « commis » dans tout type de formation, il collectionne les œuvres et compositions originales où le jazz se mélange avec les musiques du monde… à moins que ce ne soit le contraire ! C'est dire si leur association était inscrite dans l'histoire, la voix d'Antonio, tragique, émouvante, parfois fiévreuse, venant se marier harmonieusement avec les notes aériennes de Jean-Marie pour une œuvre à mi-chemin entre jazz et musique lyrique.
Premier volet d'un triptyque baptisé Republicanto consacré à l'exil et la migration, enregistré par Gérard de HARO au studio La Buissonne, Republicalma constitue un véritable dialogue de deux virtuoses, osant sortir des chemins battus, hors de toute mode et de tout style connus. Antonio chante comme il aime et aime comme il
1 Nous avons en effet chroniqué ses précédents albums dans cette rubrique : Pan de Harapo Banda, sorti en avril 2004 (ENA Hors les Murs, juillet-août 2004) ; Siria en mai 2005 (ENA Hors les Murs, juillet-août 2005) et Cancionista publié en janvier 2007 (ENA Hors les Murs, mars 2007).
2 Cf. ENA Hors les Murs, mars 2005 – Jean-Marie MACHADO, Andaloucia, mars 2005 (avec Andy SHEPPARD, saxophones, Gary VALENTE, trombone, Claus STOTTER, trompette, Jacques MAHIEUX, batterie et Bart de NOLF, contrebasse).
chante. Avec une félicité empreinte de fragilité. Comme si c'était toujours la première fois. Jean-Marie joue comme il parle et parle comme il joue. Avec volubilité. Comme s'il devait tout donner à chaque fois. Mieux que quiconque, nos deux complices savent ainsi nous faire toucher de l'oreille l'infime, l'indicible, l'invisible, tout ce qui se trouve finalement si près de nous et que nous ne sentons pas, que nous n'écoutons pas, que nous ne voyons pas. Ou plus !… Ils nous offrent ici le témoignage de deux artistes nomades venus s'ancrer dans ce territoire, soulignant la solitude que connaît le migrant dans son exil, avant de former une nouvelle famille et de s'apparenter ensuite à un fleuve universel.
Œuvre avant tout lyrique, Republicalma débute par une déclamation – déclaration ?! – initiale intitulée Aquelas que non fan máis que pasar, inspirée d'un poème d'Antonio POL, sur une musique de Georges BRASSENS. Le titre éponyme de l'album suit tout de suite, chanté dans une langue faite d'onomatopées et selon un tempo incroyablement véloce ! Poème d'Aragon, chanté sur une musique de Jean FERRAT, Que serais-je sans toi ? nous plonge dans une nostalgie heureuse, avant de narrer l'indicible (Contando lo indecible) pour « nouer la Lune au Soleil » et « tresser des airs, une vibration avec des tiges de l'instant, troubadour qui met au monde des cantiques en fleur ». Le titre qui suit, Volver, est un poème d'Alfredo LE PERA, Jean-Marie et Antonio ayant adapté la musique de Carlos GARDEL. De même pour Negra Sombra, de la poète Rosalia DE CASTRO, interprété sur une musique de Xoàn MONTES CAPON qui offre un contexte plus contemporain, le piano jouant de ses entrailles. Puis Mabel chante la destinée de cette femme, « complice des éléments » et pour laquelle « Dieu est resté bouche bée en composant [sa] vérité ». Cette atmosphère se poursuivra avec Tan Precioso, magnifique poème d'Antonio : « este instante es tan precisio, un gemindo de dolor, en donde anida consciente, toda la esencia de Dios, este ahora que perfuma el recodo de pasión tienne sus brazos abiertos, este rato silencioso ciega el eco y cada son, recoge sobrio en su cesta lo que no sabe ni el Sol » 3 . Les trois derniers titres continuent de nous combler, notamment Je refuse de m'occuper du temps du passe !, hymne au temps présent pour ne ni vivre dans le passé ni attendre tout de l'avenir.
Tel des démiurges – « avec les farines de Dieu et du Diable, je fais le pain de mes chansons » aime rappeler le Galicien du Dauphiné –, Jean-Marie MACHADO et Antonio PLACER nous offrent une musique et des chants d'une rare sensibilité. Mais laissons conclure Antonio, dont la poésie des mots sait si bien rendre compte de sa musique. « Depuis l'aube de mes jours, l'exil a été ma marque de fabrique et mon maître intérieur. Il m'a appris le chemin de mon âme, ma voie, mon chant, mon indécelable. Aujourd'hui, grâce à ses enseignements, j'ai retrouvé ma force vitale la plus profonde. Mon cheminement est incompréhensible et puissant. Je suis un cheval sauvage qui ne sait que chevaucher au service du féminin, de la vie et de l'instant
3 « Cet instant si précieux est un gémissement de douleur, où niche en toute conscience l'essence de Dieu, ce maintenant qui parfume les recoins de passion accueille la folie les bras grands ouverts, cet instant silencieux aveugle tout écho et chaque musique recueille sobrement en son panier ce que même le Soleil ignore… »
présent. Il faut se reléguer, s'expatrier, s'éloigner pour devenir l'instrument d'un monde invisible qui souffle, chante, frappe à l'intérieur de nos entrailles. En s'exilant, on met son âme à l'abri… ». Eblouissant !
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2016 PARADUXX NAPA VALLEY ROSÉ
90
POINTS
XCELLENT
E;
HIGHLY RECOMMENDED
"Pretty pink in color, this wine is inviting in aromatics, offering a depth of fresh strawberry and watermelon atop a substantial mouthfeel of body and weight. It finishes balanced and dry."
-Virginie Boone, Wine Enthusiast September 2017
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Na temelju članka 7. Zakona o akademskim i stručnim nazivima i akademskom stupnju i članka 1. Zakona o izmjenama i dopunama Zakona o akademskim i stručnim nazivima i akademskom stupnju (»Narodne novine« br. 107/2007 i 118/2012) Rektorski zbor Republike Hrvatske donosi
IZMJENE I DOPUNE
POPISA AKADEMSKIH NAZIVA, AKADEMSKIH STUPNJEVA I NJIHOVIH KRATIC
| Izvodač | Naziv studijskog programa | Vrsta studijskog programa | ECTS | Trajanje | Stečeni naziv | Kratica |
|----------------------------------------------|---------------------------|---------------------------|------|----------|--------------------------------------------------------------------------------|--------------------------|
| **1. PRIRODNE ZNANOSTI** | | | | | | |
| **1.01. Matematika** | | | | | | |
| Sveučilište u Splitu, Prirodoslovno-matematički fakultet | Matematika i informatika; smjer: nastavnički | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) edukacije matematike i informatike | univ. bacc. educ. math. et inf. |
| Sveučilište J. J. Strossmayera u Osijeku, Odjel za matematiku | Matematika i računarstvo | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) matematike i računarstva | univ. bacc. math. et inf. |
| **1.02. Fizika** | | | | | | |
| Sveučilište u Rijeci, Odjel za fiziku | Fizika | poslijediplomski sveučilišni studij | 180 | 3 | doktor/doktorica znanosti, područje prirodnih znanosti, polje fizika | dr. sc. |
| **1.04. Kemija** | | | | | | |
| Sveučilište J. J. Strossmayera u Osijeku, Odjel za kemiju | Kemija; istraživački smjer | diplomski sveučilišni studij | 120 | 2 | magistar/magistra kemije | mag. chem. |
| **1.05. Biologija** | | | | | | |
| Sveučilište u Splitu, Sveučilišni odjel za studije mora | Ekologija i zaštita mora | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ekologije i zaštite mora | univ. bacc. oecol. et prot. mar. |
| Sveučilište u Splitu, Sveučilišni odjel za studije mora | Ekologija i zaštita mora | diplomski sveučilišni studij | 120 | 2 | magistar/magistra ekologije i zaštite mora | mag. oecol. et prot. mar. |
| **2. TEHNIČKE ZNANOSTI** | | | | | | |
| **2.01. Arhitektura i urbanizam** | | | | | | |
| Sveučilište u Splitu, Fakultet građevinarstva, arhitekture i geodezije | Arhitektura i urbanizam | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) inženjer/inženjerka arhitekture i urbanizma | univ. bacc. ing. arch. |
| Sveučilište u Splitu, Fakultet građevinarstva, arhitekture i geodezije | Arhitektura i urbanizam | diplomski sveučilišni studij | 120 | 2 | magistar/magistra inženjer/inženjerka arhitekture i urbanizma | mag. ing. arch. |
| **2.02. Brodogradnja** | | | | | | |
| Sveučilište u Splitu, Fakultet elektrotehnike, strojarstva i brodogradnje | Brodogradnja | diplomski sveučilišni studij | 120 | 2 | magistar/magistra inženjer/inženjerka brodogradnje | mag. ing. nav. arch. |
| **2.03. Elektrotehnika** | | | | | | |
| Sveučilište Josipa Jurja Strossmayera u Osijeku, Fakultet elektrotehnike, računarstva i informacijskih tehnologija Osijek | Elektrotehnika i informacijska tehnologija | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) inženjer/inženjerka elektrotehnike i informacijske tehnologije | univ. bacc. ing. el. et techn. ing. |
| **2.07. Kemijsko inženjerstvo** | | | | | | |
| Sveučilište u Zagrebu, Fakultet kemijskog inženjerstva i tehnologije | Naftno-petrokemijsko inženjerstvo | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a specijalist/specijalistica naftno-petrokemijskog inženjerstva | univ. spec. cheming. |
|---------------------------------------------------------------|----------------------------------|----------------------------------------|-----|---|---------------------------------------------------------------------------------|----------------------|
| **2.09. Računarstvo** | | | | | | |
| Sveučilište Josipa Jurja Strossmayera u Osijeku, Fakultet elektrotehnike, računarstva i informacijskih tehnologija Osijek | Automobilsko računarstvo i komunikacije | diplomski sveučilišni studij | 120 | 2 | magistar/magistra inženjer/inženjerka automobilskog računarstva i komunikacija | mag. ing. comp. |
| Sveučilište u Zagrebu, Fakultet elektrotehnike i računarstva | Upravljanje projektima | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni specijalist upravljanja projektima | univ. spec. comp. |
| Sveučilište u Rijeci, Tehnički fakultet | Poslijediplomski sveučilišni (doktorski) studij iz znanstvenog područja Tehničkih znanosti, znanstvenog polja Računarstvo | poslijediplomski sveučilišni studij | 180 | 3 | doktor/doktorka znanosti, područje tehničkih znanosti, polje računarstvo | dr. sc. |
**2.16. Interdisciplinarne tehničke znanosti**
| Sveučilište u Zagrebu, Fakultet elektrotehnike i računarstva i Fakultet strojarstva i brodogradnje | Energetska učinkovitost i obnovljivi izvori | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni prvostupnik/prvostupnica (baccalaureus/baccalaurea) inženjer/inženjerka energetske učinkovitosti i obnovljivih izvora | univ. bacc. ing. energ. |
**3. BIOMEDICINA I ZDRAVSTVO**
**3.02. Kliničke medicinske znanosti**
| Sveučilište u Zagrebu, Medicinski fakultet | Fizioterapija | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni prvostupnik/prvostupnica (baccalaureus/baccalaurea) fizioterapije | univ. bacc. physioth. |
|------------------------------------------|---------------|---------------------------------|-----|---|---------------------------------------------------------------------------------|----------------------|
| Sveučilište u Rijeci, Fakultet za menadžment u turizmu i ugostiteljstvu Opatija, Fakultet zdravstvenih studija, Filozofski fakultet u Rijeci, Medicinski fakultet | Klinički nutricionizam | diplomski sveučilišni studij | 120 | 2 | magistar/magistra kliničkog nutricionizma | mag. nutr. clin. |
| Sveučilište u Zagrebu, Medicinski fakultet | Abdominalna kirurgija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra abdominalne kirurgije | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Alergologija i klinička imunologija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra alergologije i kliničke imunologije | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Endokrinologija i dijabetologija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra endokrinologije i dijabetologije | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Ginekologija i opstetricija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra ginekologije i opstetricije | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Hematologija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra hematologije | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Internistička onkologija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra internističke onkologije | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Kardiologija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra kardiologije | univ. mag. med. |
| Sveučilište u Rijeci, Medicinski fakultet | Klinička farmakologija s toksikologijom: ispitivanje i primjena lijekova | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra farmakoterapije i ispitivanja lijekova | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Maksilofacialna kirurgija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra maksilofacialne kirurgije | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Nefrologija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra nefrologije | univ. mag. med. |
| Sveučilište | Odjel | Specijalnost | Obrazovanje | Vrijednost | Broj godina | Naziv diplomiranog | Nivo obrazovanja |
|------------|-------|-------------|-------------|------------|-------------|------------------|-----------------|
| Sveučilište u Zagrebu, Medicinski fakultet | Onkologija i radioterapija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra onkologije i radioterapije | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Opća interna medicina | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra opće interne medicine | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Patologija i citologija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra patologije i citologije | univ. mag. med. |
| Sveučilište J. J. Strossmayera, Medicinski fakultet | Psihiatrija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra psihiatrije | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Pulmologija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra pulmologije | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Sudska medicina | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra sudске medicine | univ. mag. med. |
| Sveučilište u Zagrebu, Medicinski fakultet | Vaskularna kirurgija | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a magistar/magistra vaskularne kirurgije | univ. mag. med. |
### 3.05. Dentalna medicina
| Sveučilište | Odjel | Specijalnost | Obrazovanje | Vrijednost | Broj godina | Naziv diplomiranog | Nivo obrazovanja |
|------------|-------|-------------|-------------|------------|-------------|------------------|-----------------|
| Sveučilište u Rijeci, Medicinski fakultet | Dentalna higijena | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni prvostupnik/prvostupnica dentalne higijene | univ. bacc. dent. hig. |
### 3.06. Farmacija
| Sveučilište | Odjel | Specijalnost | Obrazovanje | Vrijednost | Broj godina | Naziv diplomiranog | Nivo obrazovanja |
|------------|-------|-------------|-------------|------------|-------------|------------------|-----------------|
| Sveučilište u Splitu, Medicinski fakultet i Kemijsko-tehnološki fakultet | Farmacija | integrirani preddiplomski i diplomski sveučilišni studij | 300 | 5 | magistar/magistra farmacije | mag. pharm. |
### 4. BIOTEHNIČKE ZNANOSTI
#### 4.01. Poljoprivreda (agronomija)
| Sveučilište | Odjel | Specijalnost | Obrazovanje | Vrijednost | Broj godina | Naziv diplomiranog | Nivo obrazovanja |
|------------|-------|-------------|-------------|------------|-------------|------------------|-----------------|
| Sveučilište u Splitu, Sveučilišni odjel za studije mora | Biologija i tehnologija mora | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni prvostupnik/prvostupnica (baccalaureus/baccalaurea) inženjer/inženjerka biologije i tehnologije mora | univ. bacc. ing. biol. et techn. mar. |
### 5. DRUŠTVENE ZNANOSTI
#### 5.01. Ekonomija
| Sveučilište | Odjel | Specijalnost | Obrazovanje | Vrijednost | Broj godina | Naziv diplomiranog | Nivo obrazovanja |
|------------|-------|-------------|-------------|------------|-------------|------------------|-----------------|
| Sveučilište u Zagrebu, Ekonomski fakultet | Ekonomija na engleskom jeziku | preddiplomski sveučilišni studij | 240 | 4 | sveučilišni prvostupnik/prvostupnica (baccalaureus/baccalaurea) ekonomije | univ. bacc. oec. |
| Sveučilište u Zagrebu, Ekonomski fakultet | Ekonomija na engleskom jeziku | diplomski sveučilišni studij | 60 | 1 | magistar/magistra ekonomije | mag. oec. |
| Sveučilište u Rijeci, Ekonomski fakultet | Poslovna ekonomija; smjerovi: Financije i bankarstvo, Poduzetništvo, Menadžment, Financije i računovodstvo, Marketing, Međunarodno poslovanje, Informaticko poslovanje, Međunarodno poslovanje na engleskom jeziku | diplomski sveučilišni studij | 120 | 2 | magistar/magistra ekonomije | mag. oec. |
| Sveučilište J. J. Strossmayera u Osijeku, Ekonomski fakultet | Poslovna ekonomija; smjerovi: Trgovina i logistika, Menadžment, Poslovna informatika | diplomski sveučilišni studij | 120 | 2 | magistar/magistra ekonomije | mag. oec. |
| Libertas međunarodno sveučilište | Poslovna ekonomija i globalizacija | diplomski sveučilišni studij | 120 | 2 | magistar/magistra ekonomije | mag. oec. |
| Sveučilište J. Dobrile u Puli | Marketing usluga | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a specialist/specijalistica marketinga usluga | univ. spec. oec. |
| Sveučilište J. J. Strossmayera u Osijeku, Ekonomski fakultet | Računovodstvo, revizija i analiza | poslijediplomski specijalistički studij | 90 | 1,5 | sveučilišni/a specijalist/specijalistica računovodstva, revizije i analize | univ. spec. oec. |
|----------------------------------------------------------|----------------------------------|----------------------------------------|-----|-----|-----------------------------------------------------------------|----------------|
| Sveučilište J. Dobrile u Puli, Fakultet ekonomije i turizma »Dr. Mijo Mirković«; Sveučilište Šever; University of West Hungary, Sopron; University of Economics, Bratislava | Međunarodni ekonomski odnosi i menadžment | poslijediplomski sveučilišni (doktorski) studij | 180 | 3 | doktor/doktorica znanosti, područje društvene znanosti, polje ekonomija | dr. sc. |
| Sveučilište u Rijeci, Ekonomski fakultet; Sveučilište u Ljubljani, Fakultet za upravu | Združeni doktorski studijski program Upravljanje i ekonomika javnog sektora | poslijediplomski sveučilišni (doktorski) studij | 180 | 3 | doktor/doktorica znanosti, područje društvene znanosti, polje ekonomija | dr. sc. |
### 5.07. Pedagogija
| Sveučilište J. Dobrile u Puli | Nove paradigme obrazovanja | poslijediplomski sveučilišni (doktorski) studij | 180 | 3 | doktor/doktorica znanosti, područje društvenih znanosti, polje pedagogija | dr. sc. |
### 5.12. Socijalne djelatnosti
| Sveučilište Josipa Jurja Strossmayera u Osijeku, Pravni fakultet | Socijalni rad | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni prvostupnik/prvostupnica (baccalaureus/baccalaurea) socijalnog rada | univ. bacc. act. soc. |
### 6.03. Filologija
| Sveučilište u Splitu, Filozofski fakultet | Njemački jezik i književnost | preddiplomski sveučilišni studij | 180 | 3 | sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) njemačkoga jezika i književnosti | univ. bacc. philol. germ. |
| Sveučilište u Zadru | Hrvatski jezik i književnost (jednopredmetni); smjer: nastavnici | diplomski sveučilišni studij | 120 | 2 | magistar/magistra edukacije hrvatskog jezika i književnosti | mag. educ. philol. croat. |
| Sveučilište u Zadru | Grčki jezik i književnost (dvopredmetni); smjer: nastavnici | diplomski sveučilišni studij | 60 | 2 | magistar/magistra edukacije grčkog jezika i književnosti | mag. educ. philol. graec. |
| Sveučilište u Zadru | Latinski jezik i rimska književnost (dvopredmetni), smjer: nastavnici | diplomski sveučilišni studij | 60 | 2 | magistar/magistra edukacije latinskog jezika i književnosti | mag. educ. philol. lat. |
| Sveučilište Jurja Dobrile u Puli | Latinski jezik i rimska književnost (dvopredmetni) | diplomski sveučilišni studij | 60 | 2 | magistar/magistra latinskog jezika i književnosti | mag. philol. lat. |
| Sveučilište u Zadru | Suvremena talijanska filologija (jednopredmetni); smjer: nastavnici | diplomski sveučilišni studij | 120 | 2 | magistar/magistra edukacije talijanske filologije | mag. educ. philol. ital. |
| Sveučilište u Zadru | Suvremena talijanska filologija (dvopredmetni); smjer: nastavnici | diplomski sveučilišni studij | 60 | 2 | magistar/magistra edukacije talijanske filologije | mag. educ. philol. ital. |
| Sveučilište u Zagrebu, Filozofski fakultet | Primijenjena kroatistika | poslijediplomski specijalistički studij | 60 | 1 | sveučilišni/a specijalist/specijalistica primijenjene kroatistike | univ. spec. philol. croat. |
### 6.04. Povijest
| Sveučilište Jurja Dobrile u Puli, Filozofski fakultet | Povijest (dvopredmetni); smjer: nastavnici | diplomski sveučilišni studij | 60 | 2 | magistar/magistra povijesti | mag. hist. |
| Sveučilište u Zadru | Povijest (jednopredmetni); smjer: nastavnici | diplomski sveučilišni studij | 120 | 2 | magistar/magistra edukacije povijesti | mag. educ. hist. |
| Sveučilište u Zadru | Povijest (dvopredmetni); smjer: nastavnici | diplomski sveučilišni studij | 60 | 2 | magistar/magistra edukacije povijesti | mag. educ. hist. |
### 7. UMJETNIČKO PODRUČJE
#### 7.01. Kazališna umjetnost (scenske i medijske umjetnosti)
| Sveučilište u Rijeci, Akademija primijenjenih umjetnosti | Gluma | diplomski sveučilišni studij | 120 | 2 | magistar/magistra glume | mag. art. |
| Sveučilište Josipa Jurja Strossmayera u Osijeku, Umjetnička akademija | Oblikovanje i tehnologija lutke (jednopredmetni) | diplomski sveučilišni studij | 120 | 2 | magistar/magistra lutkarstva | mag. art. |
| Sveučilište Josipa Jurja Strossmayera u Osijeku, Umjetnička akademija | Oblikovanje i tehnologija lutke (dvopredmetni) | diplomski sveučilišni studij | 60 | 2 | magistar/magistra lutkarstva | mag. art. |
|---------------------------------------------------------------------|-------------------------------------------------|-----------------------------|----|---|-------------------------------|---------|
| **7.09. Interdisciplinarno umjetničko polje** | | | | | | |
| Umjetnička akademija, Osijek u suradnji s Medicinskim fakultetom, Osijek | Kreativne terapije; smjerovi: Art terapija, Terapija pokretom i plesom, Muzikoterapija, Dramaterapija | poslijediplomski specijalistički studij | 120 | 2 | sveučilišni/a specijalist/specijalistica kreativne terapije | univ. spec. art. |
| **8.00. INTERDISCIPLINARNA PODRUČJA ZNANOSTI** | | | | | | |
| **8.02. Geografija** | | | | | | |
| Sveučilište u Zagrebu, Prirodoslovno-matematički fakultet | Geografija; smjer: istraživački | diplomski sveučilišni studij | 120 | 2 | magistar/magistra geografije | mag. geogr. |
Klasa: 602-04/18-05/7
Urbroj: 380-230/071-18-4
Osijek, 9. svibnja 2018.
Predsjednik
Rektorskoga zbora Republike Hrvatske
Rektor Sveučilišta J. J. Strossmayera u Osijeku
prof. dr. sc. Vlado Guberac, v. r.
|
<urn:uuid:81b7be91-f0e4-4371-8387-17616b468f41>
|
HuggingFaceFW/finepdfs/tree/main/data/hrv_Latn/train
|
finepdfs
|
hrv_Latn
| 21,594
|
DESCRIPTION
AUTOMATIC REGULATOR FOR PUMPS
Smart Press is an automatic electronic device, designed to regulate pump operation, without using autoclave tanks. Smart Press performs the following operations:
l) Controls pump operation, automatically and without interruption, with constant pressure and delivery during supply from one or more distribution points.
The pump starts when the pressure of the system is less than the fixed pressure (std 1.5 bar). Il stops when Smart Press no longer detects an appreciable outlet flow (see point 2).
2) Keeps the pump operating for a brief period (approximately 5 seconds) after supply has stopped at the tap closing.
3) If there is no water at the suction point, it blocks the pump, without using level probes or float switches. Or it releases automatically when a pressure above the one required to start the motor-driven pump is injected in the delivery line.
One version of system is identified as Smart Press WG (where WG is for Water Guardian). In case of block due to lack of water, this system effects some tries of automatic random, as equal as pressing the pushbutton of manual reset, every 30 Min.
4) It is supplied with a flow sensor, manufactured with a geometry which reduces the loading losses even with very high flows.
5) Lights indicate the various operation phases:
green LED on: present power supply
yellow LED on: pump working
red LED on: blocked due to lack of water at supply point
OPERATING CONDITIONS
INSTALLATION
Warning!
During installation, as well as during any maintenance operations, the electrical power supply must be disconnected by removing the cord or using the switch. The electrical connection must be made by a trained individual following the safety regulations in force.
a) Normally the Smart Press is mounted directly on the delivery point of a surface pump: the device is connected with a l" male, however it can be mounted at any point on the delivery piping (even on a submerged pump) in a vertical or horizontal position. Avoid applying check valves to the downstream, on recommend the application to the upstream.
b) The Smart Press delivery should be connected to the water supply (1 ¼" female) on recommend to use a flexible hose to prevent damage from tightening and /or vibration.
c) The standard model of Smart Press works correctly if the highest point of use doesn't overcome 15 meters highs. Change this value using the setting screw (dowel) on the front side of the Smart Press.
Turn the screw clockwise to increase the ignition value. Turn counterclockwise to reduce the ignition value.
d) Make sure that the pump primes perfectly by filling the body of the pump and suction hose with water. If the pump is going to be used with supply from a low level (well) always install a foot valve.
e) Perform electric connection observing the serigraphy on the electronic card located in front of the clamps.
TROUBLESHOOTING
THE PUMP JAMS: (red LED on) reset the priming and eliminate the cause of the failure to prime (suction leak, malfunctioning foot valve, tank without water, etc.). Then press the manual reset button being careful not to run the pump with no water to prevent damaging the seal and hydraulic part. THE PUMP GOES ON AND OFF CONTINUOUSLY: find the leak in the delivery system and eliminate it. THE EQUIPMENT IS COMPLETELY OFF (NO LlGHT ON) AND WILL NOT START AGAIN: Check the power supply. If the board has been removed for replacement or for easier wiring, check if the flux sensor located in the rear part of the board, is properly located in its housing in the main body, while carefully avoiding to crush the feet which cause the board to stop completely.
|
<urn:uuid:fcdfa65f-3edb-4fb2-a5c5-662a809892dd>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
|
finepdfs
|
eng_Latn
| 3,688
|
EQUIPEMENTS DE PROXIMITÉ Crédits régionaux 2022
TYPES D'ÉQUIPEMENTS ÉLIGIBLES
Les projets éligibles sont des projets individuels (un seul équipement de proximité) ou multiples (plusieurs équipements de proximité pouvant être de nature différente) concernant une seule région.
LES INSTALLATIONS ÉLIGIBLES :
o Dojos « solidaires « et salles d'arts martiaux, de boxe ou de danse (aménagés dans des locaux en pieds d'immeubles réalisés par des bailleurs sociaux),
o Plateaux multisports avec ou sans piste d'athlétisme et plateaux de fitness,
o Terrains de basket 3x3, terrains de hand 4x4, terrains de foot 5x5, terrains de badminton, terrains de tennis, terrains de padel, terrains de squash, mini terrains de baseball, mini terrains de hockey sur gazon, les terrains de beach (sous certaines conditions à vérifier auprés de la DRAJES),
o Tables de tennis de table extérieures, tables de teqball extérieures,
o Skate-parks, street workout, pump tracks,
o Blocs d'escalade,
o Bassins mobiles d'apprentissage de la natation,
o Salles autonomes connectées et parcours de sport-santé connectés.
NATURE DES TRAVAUX ÉLIGIBLES
o La création d'équipements sportifs de proximité neufs extérieurs ; les rénovations d'équipements de proximité ne sont pas éligibles,
o La requalification de local en pied d'immeubles résidentiels réalisés par des bailleurs sociaux ou d'équipements sportifs existants non entretenus et non utilisés, en équipements sportifs de proximité de nature différente,
o L'acquisition d'équipements sportifs de proximité mobiles neufs,
o La couverture d'un équipement sportif de proximité existant non couvert,
o L'éclairage d'un équipement sportif de proximité existant non éclairé.
1
TERRITOIRES ÉLIGIBLES
o En territoire urbain : dans les quartiers de la politique de la ville (QPV) ou leurs environs immédiats ;
o En territoire rural :
o dans les zones de revitalisation rurale (ZRR),
o dans un bassin de vie comprenant au moins 50 % de la population en ZRR,
o dans une commune appartenant à une intercommunalité couverte par un nouveau contrat de ruralité 2021-2026. Sont éligibles les collectivités porteuses de projets situés dans un territoire pour lequel un CRRTE ou un CRTE, comprenant un volet ruralité dans le prolongement du contrat de ruralité 20162020 arrivé à terme, a été conclu. Ce document pour être valable doit être signé et joint au dossier.
Les projets relatifs à l'acquisition d'équipements mobiles devront justifier le déploiement de ces équipements dans des territoires carencés.
CONVENTIONNEMENT RELATIF À L'UTILISATION ET À L'ANIMATION
Une convention d'utilisation et d'animation de l'équipement sportif devra être signée par le porteur de projet et le(s) utilisateur(s) du(des) équipement(s) (collectivités, clubs, établissements scolaires, entreprises…) et/ou le propriétaire foncier précisant les créneaux prévisionnels qui seront réservés aux utilisateurs signataires et les créneaux en accès libre. La convention devra en effet garantir des créneaux en accès libre pour le grand public.
En ce qui concerne les créneaux « encadrés » par une association sportive, le propriétaire de l'équipement devra s'assurer de la conformité aux lois et règlements en vigueur en matière d'encadrement sportif, les encadrants devront disposer d'un diplôme dans le domaine d'activité concerné.
FINANCEMENT
o TAUX DE SUBVENTIONNEMENT : entre 50 % et 80 % maximum du montant subventionnable.
10 000 €
o SEUIL MINIMAL DE DEMANDE DE SUBVENTION :
o PLAFOND DE SUBVENTION : 500 000 €
o APPORT MINIMAL DU PORTEUR DE PROJET : 20 % minimum du coût total de l'opération, les apports privés pouvant être inclus dans la participation du porteur de projet.
MODALITÉS DE DÉPÔT DES DOSSIERS DE DEMANDE DE SUBVENTION
Seuls peuvent être présentés les projets n'ayant donné lieu à aucun commencement d'exécution au moment du dépôt de la demande.
→ Dépôt des dossiers en 2 exemplaires papier (documents originaux) auprès de la DRAJES (pièces à fournir en annexe page 3)
Délégation régionale académique à la jeunesse, à l'engagement et aux sports A l'attention d'Olivier MORIN 2, place Jean Nouzille - CS 35033 14050 Caen CEDEX 4
Date limite de dépôt des dossiers : 27 mai 2022
LES PORTEURS DE PROJETS DOIVENT PRENDRE L'ATTACHE DE LA DRAJES AVANT DE CONSTITUER LEUR DEMANDE DE SUBVENTION.
Contact : DRAJES de la région académique Normandie : Olivier MORIN – firstname.lastname@example.org / 02.31.52.73.51 / 06.49.81.62.48
2
ANNEXE
Pièces obligatoires constitutives du dossier de demande de subvention à fournir par le porteur de projet
Lettre signée en signature manuscrite originale du porteur de projet demandant une subvention à l'Agence nationale du Sport.
Formulaire de demande de subvention dûment complété en version papier et Excel.
Attestation de propriété en signature manuscrite originale et/ou copie du titre d'occupation du terrain ou des bâtiments pour une durée minimale variant en fonction du type d'équipement.
Plan de financement prévisionnel sur papier à en-tête et signé du représentant légal en signature manuscrite originale à présenter en hors taxe pour les collectivités territoriales et en TTC pour les associations (fournir une copie des décisions de subventions déjà attribuées).
Attestation de non commencement d'exécution de l'opération (travaux, acquisition, etc.) en signature manuscrite originale.
Délibération de l'organe compétent du porteur de projet, approuvant le projet, précisant le coût prévisionnel de l'équipement et demandant une subvention à l'Agence nationale du Sport.
Devis estimatif détaillé de l'opération (par lot pour les salles connectées autonomes). Les devis établis par les maîtres d'ouvrage sont fournis sur papier à en-tête et signés du représentant légal en signature manuscrite originale.
Uniquement pour la construction de salles connectées autonomes : dossier technique au stade de l'avant-projet détaillé (APD) et comportant les plans des ouvrages projetés.
Note d'opportunité décrivant le projet et l'intérêt de l'équipement pour le développement de la pratique sportive organisée par les associations et les clubs agréés, son caractère innovant, les démarches écoresponsables mises en œuvre et toutes mesures permettant de garantir la pratique féminine le cas échéant ainsi que les plans du projet.
Justification de la situation de carence. Le porteur de projet, en relation avec la DRAJES , devra apporter les éléments justifiant que l'équipement sportif considéré est situé en territoire carencé :
- dans les communes en zones de revitalisation rurale (ZRR) ; dans une commune appartenant à une intercommunalité couverte par un nouveau contrat de ruralité 2021-2026, ou dans un bassin de vie comprenant au moins 50 % de population en ZRR.
- dans les quartiers de la politique de la ville (QPV) ou leurs environs immédiats,
Convention relative à l'utilisation et à l'animation des équipements sportifs de proximité et ses annexes signée entre le porteur de projet et le(s) utilisateur(s) du(des) équipement(s) (collectivités, clubs, établissements scolaires, entreprises…) et/ou le cas échéant le propriétaire foncier précisant les créneaux prévisionnels qui seront réservés aux utilisateurs signataires et les créneaux en accès libre pour le grand public. Les équipements de proximité créés dans les locaux en pieds d'immeubles réalisés par des bailleurs sociaux ainsi que les bassins de natation mobiles ne sont pas soumis à cette obligation. Pour les projets d'équipements de proximité mobiles, il s'agira de fournir simplement une planification prévisionnelle de l'activité sportive envisagée.
Outre les documents mentionnés ci-avant, le porteur devra fournir les documents suivants
Cas des mandataires : convention liant le mandataire et le mandant.
Cas des associations :
- Statuts de l'association et liste des membres du Conseil d'administration et du bureau,
- Copie de la publication au Journal Officiel OU copie du récépissé de la déclaration en Préfecture de la création de l'association,
- Bilans comptables des deux dernières années signés du représentant légal,
- Attestation certifiant que l'association est en règle au regard des obligations fiscales et sociales ainsi que des cotisations et paiements correspondants.
NB 1 : Pour simplifier la procédure en cas d'obtention d'une subvention, il est recommandé de fournir également un Relevé d'Identité Bancaire (RIB).
3
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HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
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Bill Moore & Co., Inc.
Bareroot Liriope & Daylilies
Daylilies
| Name | Bib Price | Quantity |
|--------------------|-----------|----------|
| Aztec Evergreen | $0.415 | 500 |
| Aztec Gold | $0.415 | 500 |
| Barbary Corsair | $0.425 | 400 |
| Black Eyed Stella | $0.425 | 400 |
| Butterscotch Ruffles| $0.415 | 500 |
| Cranberry Baby | $0.425 | 400 |
| Gertrude Condon | $0.613 | 400 |
| Grape Ripples | $0.620 | 350 |
| Happy Returns | $0.29 | 500 |
| | $0.44 | 500 |
| Daylily Name | Bib Price | Clump Price | Quantity |
|-------------------|-----------|-------------|----------|
| Joan Senior | $0.603 | | 500 |
| Little Business | $0.478 | $1.29 | 500 |
| Little Wart | $0.488 | | 400 |
| Ming Toy | $0.425 | | 400 |
| Siloam Double Classic | $0.863 | | 400 |
| Stella Bella | $0.425 | | 400 |
| Stella D’ Oro | $0.29 | $0.44 | 500 |
| Strawberry Candy | $0.863 | | 400 |
| Wilson’s Yellow | $0.425 | | 400 |
| Variety | HEIGHT | BLOOM | SIZE | SEASON | REBLOOM | COLOR | FRAGANT | FOLIAGE |
|----------------------|--------|-------|------|------------|---------|--------------------------------------------|---------|---------|
| AZTEC EVERGREEN | 24" | 3" | Mid | Yes | Yellow Gold | No | Ev |
| AZTEC GOLD | 18" | 3" | Early-Mid | Yes | Gold | No | Dor |
| BARBARY CORSAIR | 30" | 5" | Mid | Yes | Violet-Plum Self/Green throat | No | |
| BLACK EYED STELLA | 18" | 3" | Very Early | Yes | Yellow/Red Eye | No | Dor |
| BUTTERSCOTCH RUFFLES| 24" | 3" | Early | Yes | Yellow-Peach Blend | No | Ev |
| CRAMBERRY BABY | 12" | 2.4" | Early | Yes | Cranberry/Lemon-Green throat | No | Dor |
| GERTRUDES CONDON | 22" | 5" | Early-Mid | Yes | Bright Orange | No | Ev |
| GRAPES RIPPLES | 22" | 5" | Early | Yes | Purple Green throat | Yes | Sev |
| HAPPY RETURNS | 18" | 3" | Early | Yes | Lemon Yellow | Yes | Dor |
| JOAN SENIOR | 25" | 6" | Early-Mid | Yes | Near White/Lime Green throat | No | Ev |
| LITTLE BUSINESS | 15" | 3" | Mid | Yes | Strawberry Red | No | Sev |
| LITTLE WART | 24" | 3.25" | Mid | Yes | Lavander Self/Green throat | No | Dor |
| MING TOY | 20" | 4" | Early | Yes | Bright Red/Yellow throat | No | Dor |
| SILOAM DOBLE CLASSIC | 16" | 5" | Early-Mid | Yes | Pink/Green throat | Yes | Dor |
| STELLA BELLA | 15" | 3" | Early | Yes | Gold (Yellow-Orange) | Yes | Dor |
| STELLA DE ORO | 12" | 2.5" | Early | Yes | Gold Yellow | | Dor / Dip |
| STRAWBERRY CANDY | 24" | 4.25" | Early-Mid | Yes | Strawberry Pink/Blen Rose Red | No | Sev |
| WILSON YELLOW | 20" | 5" | Mid | No | Yellow w/Maroon Eye | No | Ev |
| YANGTZE | 16" | 4" | Very Early | Yes | Bright Yellow | Yes | Dor |
D- Dormant
Sev- Semi Evergreen
Ev- Evergreen
| Variety | Bib Price | Case Quantity |
|-------------------------|-----------|---------------|
| Liriope Variegated ‘Aztec’ | $0.165 | 1400 |
| | $0.44 | 500 |
| Liriope ‘Big Blue’ | $0.165 | 1400 |
| | $0.39 | 500 |
| Liriope ‘Evergreen Giant’ | $0.25 | 800 |
| Liriope ‘Isabella’® | $0.603 | 500 |
| | $0.59 | 750 |
| Liriope Variegated ‘Silver Dragon’ | $0.185 | 2000 |
| Liriope ‘Silvery Sunproof’ | $0.358 | 1000 |
| Liriope ‘Spicata’ | $0.129 | 2000 |
| | $0.39 | 500 |
| Liriope ‘Super Blue’ | $0.22 | 1000 |
| | $0.483 | 350 |
| | $0.465 | 500 |
Additional Plants
Bulbine frutescens
B/R $.183 1000/case
Dianella tasmanica variegata
B/R $.275 400/case
Ophiopogon japonicus
Bib $.083 3000/case
Ophiopogon japonicas nana
Bib $.105 4000/case
Society Garlic ‘Green’
Bib $.195 1000/case
Society Garlic ‘Variegated’
Bib $.22 1000/case
Quantity discounts apply for most items in the catalog
What is a clump?
A clump is a group of bibs. These will take off faster than the bibs once in a pot. An 18 week lead time is required for orders of clumps. They can be cut back or the foliage can be left intact. For the Liriope ‘Isabella’ we don’t recommend ordering them as cut as they are a more compact variety.
When should I order the Daylilies?
The Daylilies can be shipped year round, as with all the plants we offer from Costa Rica. The supplier recommends receiving them in Fall for late Spring and Summer sales or receiving them in Spring for late Fall and early Spring sales.
Shipping Information
Orders are cut, cleaned and packed on Mondays and Tuesdays of the week prior to the requested ship date. They are then received by the freight forwarder in Miami over the weekend and shipped out to you as soon as possible!
FOB: Miami, FL
Give us a call for all your Daylily and Liriope needs!!
Bill Moore & Co., Inc.
PO Box 1587
Brandon, FL 33509
800.237.7794 Toll Free
813.689.6706
813.684.5856 Fax
www.billmooreco.com
firstname.lastname@example.org
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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WiTel HANDSET FORM
Please complete the following in full and send this form with the handset and Product Authorization Key, i.e., handset license, to UBC IT at the following address:
UBC Information Technology
Room 420, Leonard S. Klinck Building
6356 Agricultural Road
Zone 2
If this is replacing a UBC IT WiFi handset, please return the handset and accessories at time of pick up. UBC IT will make a best effort to return telephones to customers in the same condition that they arrived in. This can be accommodated if telephones are brought in secure, closable boxes. Original packaging is preferred. Telephones brought to UBC IT in loose packaging, or without packaging, cannot be guaranteed to be returned in the same condition they were dropped off in.
__________________________________________________________
SUBSCRIBER NAME _______________________________ WORK REQUEST # _______________
DEPARTMENT ______________________________________ MAGIC TICKET # _______________
EMAIL ADDRESS ____________________________________ SUBSCRIBER PHONE # ___________
HANDSET INFORMATION (Required to configure handset)
MAC ADDRESS _______________________________________
(12-digit hexadecimal found on the back of the handset. Cisco handsets begin with 0021A0)
PRODUCT AUTHORIZATION KEY _________________________
(Found with original packaging - present original at time of drop off)
or
☐ Purchase Product Authorization Key from UBC IT
(approximately $132 including taxes)
☐ Reprovisioning (provide MAGIC Trouble Ticket # above)
__________________________________________________________
By signing below, I am confirming that I have read, understood, and accept both the Acceptable Use Policy and the UBC WiTel 911 Terms of Service.
Subscriber Signature*: _______________________________ Date: _________________________
* The Subscriber to the service, i.e., the person using the phone, must sign this form (and not the DVA).
OFFICE USE ONLY
| Date Received | Received By | Pickup Date | Printed Name of Pickup | Signature of Pickup |
|---------------|-------------|-------------|------------------------|---------------------|
| | | | | |
Notes on 911 Terms of Service
The information below is provided as a reminder only. Please refer to the *911 Terms of Service* for complete details.
- Due to the mobile nature of the WiTel service, the physical location associated with the WiTel handset that is forwarded to 911 may not reflect the actual location of the 911 caller. The location reported will be the service location recorded in the UBC IT *Pinnacle Portal*.
- In most instances, if you call 911 through the WiTel Service, you will have to provide phone number and address information verbally.
- Outages or disruptions of the data network service will disrupt the WiTel Service 911 capabilities; these may include for example: power failure or disruption or network electronics failure or disruption, suspension or termination.
- At all times, standard phone services or mobile phones should be used for 911 Service instead of the WiTel Service wherever possible.
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Volume 40 Issue 1
University of Arkansas at Little Rock Law Review
Article 3
2017
Juror Assessment of Certainty About Firearms Identification Evidence
Sarah L. Cooper
Paraic Scanlon
Follow this and additional works at: https://lawrepository.ualr.edu/lawreview
Part of the Criminal Law Commons, and the Evidence Commons
Recommended Citation
Sarah L. Cooper and Paraic Scanlon, Juror Assessment of Certainty About Firearms Identification Evidence, 40 U. ARK. LITTLE ROCK L. REV. 95 (2017).
Available at: https://lawrepository.ualr.edu/lawreview/vol40/iss1/3
This Essay is brought to you for free and open access by Bowen Law Repository: Scholarship & Archives. It has been accepted for inclusion in University of Arkansas at Little Rock Law Review by an authorized editor of Bowen Law Repository: Scholarship & Archives. For more information, please contact firstname.lastname@example.org.
JUROR ASSESSMENT OF CERTAINTY ABOUT FIREARMS IDENTIFICATION EVIDENCE
Dr. Sarah L. Cooper* & Dr. Páraic Scanlon**
I. INTRODUCTION
Many firearms examiners believe they can reliably engage in individualization, i.e., conclude that a particular gun fired a particular bullet to the "exclusion of all other[s] . . . ." 1 Over the last century, to aid the determination of criminal liability, such conclusions have been routinely admitted into American courtrooms as expert evidence. 2
However, criticism about the ability of crime-solving forensic disciplines, including firearms/tool-mark identification, to engage in reliable individualization has grown throughout the 1990s and new millennium. 3 This is largely due to the increasing sophistication and ability of DNA technology to identify both criminals and persons wrongly convicted. 4 In particular, the National Academy of Sciences ("NAS") in its landmark 2009 report – Strengthening Forensic Science in the United States: A Path Forward ("Strengthening") - concluded that "no forensic method [including firearms identification] has been rigorously shown to have the capacity to consistently, and with a high degree of certainty, demonstrate a connection between evidence and a specific individual or source" 5 except for DNA analysis. 6
* Reader in Law; Director, Centre for Law, Science and Policy at Birmingham City University, School of Law, UK.
** Lecturer in Developmental Psychology, Birmingham City University, School of Social Sciences, Department of Psychology, UK.
The authors would like to thank undergraduate psychology student, Lily Edwards, for her excellent research assistance.
1. Adina Schwartz, Challenging Firearms and Toolmark Identification—Part One, 32 CHAMPION 14, Oct. 2008.
2. Paul C. Giannelli, Edward J. Imwinkelried, & Joseph L. Peterson, Reference Guide on Forensic Identification Expertise, in REFERENCE MANUAL ON SCIENTIFIC EVIDENCE 55, 91 (3rd ed. 2011). ("The technique subsequently [after the 1920's] gained widespread judicial acceptance and was not seriously challenged until recently.").
3. Eadaoin O'Brien et al., Science in the Court: Pitfalls, Challenges and Solutions, 370 Philosophical Transactions of the Royal Society B: Biological Sciences 1674, 1 (2015).
4. COMM. ON IDENTIFYING THE NEEDS OF THE FORENSIC SCI. CMTY., NAT'L RESEARCH COUNCIL OF THE NAT'L ACADEMIES, STRENGTHENING FORENSIC SCIENCE IN THE UNITED STATES: A PATH FORWARD 8 (2009) [hereinafter STRENGTHENING].
5. Id. at 7.
6. Id.
Although challenged by some stakeholders, 7 concerns raised in Strengthening have been respectively echoed and followed up by the President's Council of Advisors on Science and Technology 8 ("PCAST") and the National Commission on Forensic Science ("NCFS"). 9
Some American courts have acknowledged the existence of scientific uncertainty in the context of firearms individualization evidence since 2005. 10 To address this uncertainty, these courts have restricted expert testimony; instructing experts to not testify in absolute terms, such as "there is an exact match," but rather in allegedly more diluted terms, such as a match can be made "more likely than not" and "to a reasonable degree of certainty." 11 Jurors must determine the weight of such evidence in criminal trials. 12 Research indicates various challenges can arise when jurors assess scientific evidence, including that jurors often lack scientific expertise; find comfort in alleged expert certainty; and can be confused by phrases such as "to a reasonable degree of certainty." 13
It is therefore important to further investigate the levels of certainty jurors attach to common expert phrases. To do this, the authors conducted a study examining the effect of twelve expert statements of certainty on potential jurors. 14 Results from a sample of 107 participants found a significant main effect for certainty, suggesting that participant certainty was influenced by expert testimony. 15 There was a general trend of significant findings, with increased expert certainty leading to increased participant certainty, with some notable exceptions. 16
7. See infra Part I(B).
8. See generally PRESIDENT'S COUNCIL OF ADVISORS ON SCIENCE AND TECHNOLOGY, FORENSIC SCIENCE IN CRIMINAL COURTS: ENSURING SCIENTIFIC VALIDITY OF FEATURECOMPARISON METHODS (2016) [hereinafter PCAST REPORT].
9. See generally National Commission on Forensic Science, U.S. DEP'T OF JUST., http://www.justice.gov/ncfs (last visited May 17, 2017). Note the NCFS' charter expired on April 23, 2017.
10. See, e.g., United States v. Green, 405 F. Supp. 2d 104 (D. Mass. 2005); United States v. Glynn, 578 F. Supp. 2d 567 (S.D.N.Y. 2008); United States v. Monteiro, 407 F. Supp. 2d. 351 (2006).
11. See infra Part I(C).
12. Sarah Lucy Cooper, Forensic Identification Evidence: Tensions Between Law and Science, 16 J. PHIL. SCI. & L. 1, 21 (2016), http://jpsl.org/files/7814/6014/5245/ForensicScie nceIdentification.pdf. ("Jurors play a pivotal role in assessing the reliability and weight of scientific evidence.").
13. Id. at 13–14. See also Bonnie Lanigan, Firearms Identification: The Need for a Critical Approach to, and Possible Guidelines for, the Admissibility of "Ballistics" Evidence, 17 SUFFOLK J. TRIAL & APP. ADVOC. 54, 71 (2012).
14. See infra Appendix A for t-tests data.
15. Id.
16. Id.
This article contextualizes and presents the method and findings of our study in order to contribute to multi-disciplinary efforts nationwide to generate more knowledge about juror interpretation of expert forensic science evidence. Part II provides an overview of the process of firearms identification; debates concerning its validity; and court approaches to addressing scientific uncertainty in the discipline. 17 Part III explores current literature concerning juror interpretation of expert evidence. 18 Part IV discusses the methods and findings of the authors' study; comments on how the study's findings might inform current judicial approaches; and outlines the authors' recommendations for furthering this research topic. 19
II. CONTEXTUALIZING THE AUTHORS' STUDY
This section sets out the process of firearms identification, recent debates about the validity of the discipline, and court approaches to legal challenges to the admissibility of firearms identification evidence.
A. The Process of Firearms Identification
When the hard metal of an internal part of a firearm connects with the softer metal of the ammunition, it makes a tool-mark on the ammunition. 20 Two distinct types of tool-marks may be created: striations and impressions. 21 Striations are similar to small scratches, and are most often produced on the bullet as it passes through the gun barrel. 22 Impressions usually resemble dimples or craters, and are typically produced on the cartridge as it comes into contact with the various internal parts of the firing chamber (e.g. the firing pin, breach face, extractor, and ejector). 23 Tool-marks can be divided into class, subclass, and individual characteristics. 24 Class characteristics result from design factors and are determined prior to manufacture, 25 which means they are "distinctively designed features" and will be present on every tool in that class. 26 By contrast, individual characteristics are unique to a particular tool and consist of purportedly random, microscopic imperfections and irregularities present on the tool's surface. 27 Subclass
17. See infra Part II.
18. See infra Part III.
19. See infra Part IV.
20. Schwartz, supra note 1, at 10, 12.
21. Id. at 12.
22. Id.
23. Id.
24. Id.
25. Id.
26. Schwartz, supra note 1, at 12.
27. Id.
characteristics straddle the line between class and individual characteristics. 28 Subclass characteristics arise when manufacturing processes create batches of tools that are similar to each other but distinct from other tools of the same class. 29
To evaluate whether a suspect firearm fired suspect ammunition, examiners visually compare tool-marks present on suspect ammunition to those present on test ammunition fired by the suspect weapon. 30 For more than eighty years, examiners have primarily used the comparison microscope to undertake this evaluation. 31 Nowadays, their work can also be supported by ballistics imaging technology and national databases, such as the National Integrated Ballistic Information Network ("NIBIN"). 32
Through applying these methods many examiners believe they can make reliable conclusions about identification, including individualization. In 1998, the Association of Firearms and Tool Mark Examiners ("AFTE"), the leading professional organization in this field, developed a protocol ("AFTE Protocol") detailing when an examiner may reach a certain conclusion. 33 Under the AFTE Protocol, an examiner may make one of four conclusions: (1) identification; (2) inconclusive; (3) elimination; or (4) unsuitable for comparison. 34
To make an "identification" (i.e., a "match"), there must be "sufficient agreement" between the tool-marks subject to examination. 35 Under AFTE's Theory of Identification, which was adopted in 1992, "sufficient agreement" relates "to the significant duplication of random toolmarks" 36 as evidenced by "the correspondence of a pattern or combination of patterns of surface contours." 37 An agreement is considered significant "when the agreement in individual characteristics exceeds the best agreement demonstrated between toolmarks known to have been produced by different tools and is consistent
28. See Id. (stating that subclass characteristics differ from individual characteristics because they are shared by more than one tool, but they cannot fall under class characteristics because every tool in that class does not share them).
29. Id.
30. STRENGTHENING, supra note 4, at 152–53.
31. ROBERT M. THOMPSON, FIREARMS IDENTIFICATION IN THE FORENSIC SCIENCE LABORATORY 8 (2010), http://ndaa.org/pdf/Firearms_identity_NDAAsm.pdf.
32. Id. at 29–30 (summarizing NIBIN). See generally National Integrated Ballistic Information Network (NIBIN), BUREAU OF ALCOHOL, TOBACCO, FIREARMS, AND EXPLOSIVES, https://www.atf.gov/firearms/national-integrated-ballistic-information-network-nibin (last visited Apr. 15, 2018).
33. Ass'n of Firearms & Tool Mark Exam'rs, Theory of Identification as It Relates to Toolmarks, 30(1) ASS'N FIREARMS & TOOL MARK EXAM'RS J., 86 (1998).
34. Id. at 86–87.
35. AFTE Theory of Identification, ASS'N OF FIREARMS & TOOL MARK EXAM'RS, https://afte.org/about-us/what-is-afte/afte-theory-of-identification (last visited May 17, 2017).
36. Id.
37
. Id.
with agreement demonstrated by toolmarks known to have been produced by the same tool." 38 A conclusion that there is "sufficient agreement" between two toolmarks "means that the agreement of individual characteristics is of a quantity and quality that the likelihood another tool could have made the mark is so remote as to be considered a practical impossibility." 39 The theory states that the interpretation of identifications is subjective but "founded on scientific principles and based on the examiner's training and experience." 40
B. Current Debates About Validity
Over the last three decades in particular, forensic disciplines such as firearms identification have been subject to growing criticism. 41 Unreliable forensic science evidence is now a proven cause of wrongful conviction, with nearly half of the wrongful convictions associated with all 356 postconviction DNA exonerations being attributable, in some way, to such evidence. 42 These cases have underscored criticism that "little systematic research has been conducted to validate the [forensic science] field's basic premises and techniques. . . ." 43
Such criticism has underpinned national level concern about firearms identification evidence. In 2008, the National Research Council of the National Academies published its Ballistic Imaging Report, 44 and although the report was not intended to be an overall assessment of the firearms identification discipline, the report found the validity of the fundamental assumptions of uniqueness and reproducibility of firearms-related tool-marks had not yet been fully demonstrated. 45 The Committee took the view that a significant amount of research would be needed to scientifically determine the degree to which firearms-related tool-marks are unique, or even to qualitatively characterize the probability of uniqueness. 46
Strengthening, which examined past, current, and the future use of forensic science in the United States, further cemented these views in 2009.
38. Id.
39. Id.
40. Id.
41. See, e.g., O'Brien et al., supra note 3.
42. See Misapplication of Forensic Science, INNOCENCE PROJECT, https:// www.innocenceproject.org/causes/misapplication-forensic-science/ (last visited May 04, 2018).
43. Paul C. Giannelli, Commentary, Scientific Evidence in Civil and Criminal Cases, 33 ARIZ. ST. L.J. 103, 112 (2001).
44. NAT'L RESEARCH COUNCIL, BALLISTIC IMAGING 3 (Daniel L. Cork et al. eds., 2008).
45. See United States v. Taylor, 663 F. Supp. 2d 1170, 1175–1176 (D.N.M. 2009) (discussing the focus and scope of Ballistic Imaging).
46
. Id.
Strengthening concluded that class characteristics can be "helpful in narrowing the pool of tools that may have left a distinctive mark" 47 and that individual characteristics "might, in some cases, be distinctive enough to suggest one particular source." 48 It also commented, however, that the AFTE Protocol was not defined in a sufficiently precise way for examiners to follow, particularly in relation to when an examiner can conclude a "match." 49 The AFTE Protocol was limited because it "does not even consider, let alone address, questions regarding variability, reliability, repeatability, or the number of correlations needed to achieve a given degree of confidence." 50 Overall, Strengthening concluded "the scientific knowledge base for toolmark and firearms analysis is fairly limited," 51 and in order to make the process of individualization more precise and repeatable "additional studies should be performed." 52 Strengthening did not comment specifically on the admissibility of such evidence.
In 2016, President Obama's PCAST published a report, Forensic Science in Criminal Courts: Ensuring Scientific Validity of FeatureComparison Methods, in response to questions raised by President Obama post-Strengthening. President Obama wanted to know if additional steps remained to be taken to help "ensure the validity of forensic evidence used in the Nation's legal system." 53 PCAST concluded that two important gaps remain, namely (1) a need for clarity about the scientific standards for the validity and reliability of forensic methods and (2) a need to evaluate specific forensic methods (including firearms identification) to determine whether their validity and reliability has been scientifically established. 54 With regard to firearms identification, PCAST stated its conclusions were "consistent" with those in Strengthening, 55 and that only one appropriate black box study had been undertaken. 56 On the question of admissibility, PCAST stated that the decision "belongs to the courts," 57 but "[i]f firearms analysis is allowed in court, the scientific criteria for validity as applied should be understood to require clearly reporting the error rates seen in the one appropriately designed black-box study. Claims of higher accuracy are not scientifically
47. STRENGTHENING, supra note 4, at 154. 48. Id. 49. Id. 50. Id. at 155. 51. Id. 52. Id. at 154. 53. PCAST REPORT, supra note 8, at 1. 54. Id. 55. Id. at 11. 56. Id. (showing estimated error-rates could be as high as 1 in 46). 57. Id at 12.
justified at present." 58 PCAST made a number of recommendations to judges in this vein. 59
Although stakeholders largely share the vision that there is a need to continually enhance forensic science, they do not equally share concerns about the validity of firearms identification evidence. For example, in 2009, post-Strengthening, FBI employees specializing in firearms and tool-marks published views that the discipline is both "highly valuable and highly reliable in its traditional methods." 60 Other groups have challenged the findings in Strengthening, including AFTE. 61 More recently, AFTE has responded critically to the PCAST Report, expressing its "disappointment" that the report ignored research indicating "firearm and toolmark identification is scientifically valid," 62 and that if the AFTE Theory is applied properly, "examiners are able to conduct quality, accurate analysis." 63 Indeed, a number of studies have highlighted reliability in the field. 64 The FBI, Department of Justice, and the Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) have also expressed "disappointment" with the PCAST Report. 65 They strongly disagree with the report's recommendations "regarding the admission of forensic evidence in criminal trials, particularly with respect to firmly established firearm and tool mark forensic evidence." 66 ATF summarized,
58. Id.
59. PCAST REPORT, supra note 8, at 19.
60. See Stephen G. Bunch et al., Is a Match Really a Match? A Primer on the Procedures and Validity of Firearm and Toolmark Identification, FBI (July 2009), https://archives.fbi.gov/archives/about-us/lab/forensic-sciencecommunications/fsc/july2009/review/2009_07_review01.htm.
61. See AFTE Committee for the Advancement of the Science of Firearm and Tool Mark Identification, The Response of the Association of Firearm and Tool Mark Examiners to the February 2009 National Academy of Science Report "Strengthening Forensic Science in the United States: A Path Forward," 41 ASS'N FIREARMS & TOOL MARK EXAM'RS J. 204, 205 (2009), https://afte.org/uploads/documents/position-nas-2009.pdf ("There is an extensive body of research, extending back over one hundred years, which establishes the accuracy, reliability, and validity of conclusions rendered in the field of firearm and toolmark identification.").
62. See Response to the PCAST Report on Forensic Science, ASS'N OF FIREARMS & TOOL MARK EXAM'RS (Oct. 31, 2016), https://afte.org/uploads/documents/AFTE-PCASTResponse.pdf.
63. Id.
64. See generally studies referred to in Sarah Lucy Cooper, Firearms Identification Evidence: Emerging Themes from Recent Criticism, Research and Case Law, in FORENSIC REFORM: PROTECTING THE INNOCENT 174 (Wendy J. Kohen & C. Michael Bowers eds., 2017).
65. See ATF's Response to the President's Council of Advisors on Science and Technology Report, INT'L ASS'N FOR IDENTIFICATION 1 (Sept. 21, 2016), https://www.theiai.org/president/20160921_ATF_PCAST_Response.pdf.
66. Id.
With respect to PCAST's recommendation that courts should restrict the admission of firearm and tool mark evidence, ATF strongly agrees with the DOJ decision not to adopt that recommendation as the existing legal standards regarding the admissibility of firearm and tool mark evidence are based on sound science and sound legal reasoning. Decades of legal precedent—and the underlying scientific research on which the courts have relied—establish that forensic firearm and tool mark evidence is both reliable and of substantial value to juries in determining the facts. Firearm and tool mark evidence not only aids prosecutors and defense attorneys in the courtroom, it also enhances public safety and protects the innocent by providing law enforcement with science-based tools to focus scarce investigative resources on actual perpetrators. 67
Notably, the NCFS, established in 2013 following recommendations in Strengthening, has adopted a number of recommendations related to advancing scientific inquiry and research across forensic science, including how forensic science evidence is reported and testified about in court. 68 The Department of Justice is also in the process of developing guidance documents governing the testimony and reports of its forensic experts. 69 To date, no uniform testimony guidelines have been provided in relation to firearms identification. 70
C. Court Responses
The disagreement amongst stakeholders described in Part II(B) naturally demonstrates that a level of uncertainty exists about firearms identification evidence. Although firearms identification evidence has routinely satisfied the leading legal standards for admissibility in America for nearly a century, 71 lawyers have recently used this uncertainty to challenge the admissibility of firearms identification evidence in criminal cases. 72 This section presents a cohort of such cases from which the authors selected expert statements to use in their study.
In response, some courts have restricted expert testimony to account for the alleged uncertainty. These courts have taken various approaches. Some courts have required examiners to describe their observations. For example, in United States v. Green, 73 the state sought to admit expert testi-
67. Id.
68. See Reporting and Testimony, U.S. DEP'T OF JUST., https://www.justice.gov/ncfs/ reporting-and-testimony (last updated Nov. 6, 2017).
69. See Forensic Science, U.S. DEP'T OF JUST., https://www.justice.gov/archives/dag/ forensic-science (last visited May 17, 2017).
70. Id.
71. See generally Cooper, supra note 64.
72. Id.
73. United States v. Green, 405 F. Supp. 2d 104 (D. Mass. 2005).
mony that Green's pistol could be matched, "to the exclusion of every other firearm in the world." 74 The court prevented this conclusion, permitting the examiner to only "describe and explain the ways in which the earlier casings are similar to the shell casings test-fired from the . . . pistol." 75
Other courts have required examiners to testify to degrees of certainty. In United States v. Diaz, 76 the court allowed the firearms examiner to testify to "a reasonable degree of ballistic certainty." 77 This language was also permitted in Commonwealth v. Pytou Heang. 78 Similarly, in United States v. Taylor, 79 the court restricted the examiner to testifying that the ammunition came from Taylor's rifle to within a "reasonable degree of certainty in the firearms examination field." 80 In United States v. Otero, 81 the court found testimony to a "reasonable degree of professional certainty" was permissible. 82 A slightly different approach emerged in United States v. Glynn, 83 where the court limited the examiner, inter alia, to testifying that "a firearms match was 'more likely than not.'" 84
On the other hand, some courts have continued to allow testimony that conveys absolute conclusions. For instance, in United States v. Natson, 85 a court sanctioned testimony from a firearms examiner that the tool-marks present on a suspect cartridge "was fired" by Natson's gun. In United States v. Melcher, 86 the trial court ordered that the expert should not testify that he was "one hundred percent" sure, but the expert did, in fact, state that the "'chances of another firearm creating [the] exact same pattern are so remote to be considered practically impossible.'" 87 The appellate court acknowledged that the expert had come "close to the line" of expressing one hundred percent certainty, but nonetheless rejected the appeal. 88 In United States v. Mouzone, 89 the expert was ordered not to testify that it was a practical impossibility for different firearms to have fired the suspect casings or that he
74. Id. at 107. 75. Id. at 108–09. 76. United States v. Diaz, No. CR 05-00167 WHA, 2007 WL 485967 at *11–14. 77. Id. at *11. 78. Commonwealth v. Pytou Heang, 458 Mass. 827, 848–851, 942 N.E.2d 927, 945–948 (Mass. 2011). 79. United States v. Taylor, 663 F. Supp. 2d 1170, 1180 (D.N.M. 2009). 80. Id. 81. United States v. Otero, 849 F. Supp. 2d 425, 429 (D.N.J. 2012). 82. Id. 83. United States v. Glynn, 578 F. Supp. 2d 567 (S.D.N.Y. 2008). 84. Id. at 575. 85. United States v. Natson, 469 F. Supp. 2d 1253 (M.D. Ga. 2007). 86. United States v. Melcher, No. 12-0544 WHO (PR), 2014 WL 31359, at *12 (N.D. Cal. Jan. 3, 2014). 87. Id. at *12. 88. Id. at *13. 89. United States v. Mouzone, 687 F.3d 207, 216 (4th Cir. 2012).
was certain about his conclusions. 90 At trial, however, the expert repeatedly testified that the casings found at two different murder scenes were "'fired from the same firearm.'" 91 Mouzone appealed on this point. 92 Like in Melcher, however, the appellate court rejected the appeal. 93
The authors used these cases (and the AFTE Theory of Identification) to generate and select expert statements for their study. The practical impact of such statements in a courtroom is important to investigate. This is because jurors must determine the weight of such evidence in criminal trials, and research indicates that various challenges can arise when jurors assess scientific evidence. Part III discusses associated literature and the authors' study.
III. EXPERT TESTIMONY AND JUROR ASSESSMENT OF CERTAINTY: EXISTING LITERATURE AND RATIONALE FOR THE STUDY
Jurors in criminal cases can encounter various obstacles, both of a personal and institutional nature, when assessing scientific evidence. 94 Given the crucial role jurors and forensic science evidence play in the criminal justice system, research examining this issue is important. As the NAS stated in Strengthening,
Jurors' use and comprehension of forensic evidence is not well studied. Better understanding is needed in this area, and recommendations are needed for programs or methods that will better prepare juries in appropriate, unbiased ways for trials in which scientific evidence is expected to play a large or pivotal role. 95
This section explores existing literature on this topic and presents the method and findings of the authors' study against this backdrop.
A. Existing Literature
Examining juror certainty based on expert testimony is a complex process because of the context-dependant nature of the field. 96 Participant assessment of the credibility of experts has been extensively studied, both
90. Id.
91. Id.
92. Id.
93. Id. at 217.
94. See generally Cooper, supra note 12; Cooper, supra note 64.
95. STRENGTHENING, supra note 4, at 237.
96. Saks, M.J., Risinger, D.M., Rosenthal, R. & Thompson, W.C., Context Effects in Forensic Science: A Review and Application of the Science of Science to Crime Laboratory Practice in the United States, SCI. & JUST., 43, 77–90 (2003).
generally 97 and specifically in courtrooms. 98 Recent studies continue to reflect the complexity of the area. In 2015, Blackwell and Seymour concluded that jurors rank relevant professional experience, lack of bias, and clarity of evidence in order of importance. 99 Confidence, eye-contact and academic qualifications are ranked as less important. 100 In 2015, Thompson and Newman found that perceptions of both DNA and shoeprint evidence are modified by prior expectation and belief as well as the content of the evidence itself. 101 Studies have also shown that some expert witnesses are prepared for testimony by trial consultants, to increase the credibility and believability of their evidence. 102 This level of context makes examining the content of any expert statements, including statements about firearms identification evidence, challenging.
Koehler and Ritchie attempted to remove much of the context while examining expert statements (about DNA evidence) of numerical certainty using simplified experimental designs. 103 These studies suggest that exclusion percentages 104 are more likely to result in conviction than if an expert were to testify in terms of frequency ratios. 105 However, the case law described in Part II(C) shows that forensic experts, specifically firearms examiners, can and often do testify using solely linguistic or ordinal categorybased evidence. 106 Naturally, any verbal certainty judgements, made without explicit statistical information, are a balance between the meaning of a
97. See generally Chanthika Pornpitakpan, The Persuasiveness of Source Credibility: A Critical Review of Five Decades' Evidence, 34 J. APPLIED SOC. PSYCHOL. 243 (2004).
98. See generally Stanley L. Brodsky, Michael P. Griffin, & Robert J. Cramer, The Witness Credibility Scale: An Outcome Measure for Expert Witness Research, 28 BEHAV. SCI. & L., 892 (2010).
99. Suzanne Blackwell & Fred Seymour, Expert Evidence and Jurors' Views on Expert Witnesses, 22 PSYCHIATRY, PSYCHOL. & L. 673, 678 (2015).
100
. Id.
,
101. William C. Thompson & Eryn J. Newman, Lay Understanding of Forensic Statistics: Evaluation of Random Match Probabilities, Likelihood Ratios, and Verbal Equivalents 39 LAW & HUM. BEHAV. 332, 332 (2015).
102. Robert J. Cramer, et al., A Confidence-Credibility Model of Expert Witness Persuasion: Mediating Effects & Implications for Trial Consultation, CONSULTING PSYCHOL. J: PRAC. & RES. 129, 130 (2011).
103. See generally Johnathan J. Koehler, The Psychology of Numbers in the Courtroom: How to Make DNA Match Statistics Seem Impressive or Insufficient, 74 S. CAL. L. REV. 1275 (2001); see generally J. Ritchie, Probabilistic DNA Evidence: The Layperson's Interpretation, 47 AUSTL. J. FORENSIC SCI., 440 (2015).
104. For example, a statement such as "the probability that the suspect would match the blood specimen if he wasn't the source is 0.1%."
105. For example, a statement such as "the frequency that the suspect would match the blood specimen if he wasn't the source is 1 in 1000."
106. Evidence that suggests a fixed hierarchy, but the numerical difference between the categories is not fixed, for example, statements such as "likely," "very likely," and "extremely likely."
phrase given by the expert and the interpreter's own subjective understanding of the evidence. 107
The inherent problem with these ordinal statements has been the focus of some examination. Krauss and Sales 108 manipulated the type of expert testimony (clinical versus actuarial), finding that participants were more influenced by the qualitative, linguistic evidence. 109 Martire et al found that inculpatory evidence was significantly more likely to be seen as weak if it was presented in terms of linguistic descriptions than in terms of numerical likelihood. 110 Despite the Association of Forensic Science Providers guidelines suggesting forensic experts use likelihood ratios, uptake has varied between disciplines and jurisdictions. 111
In 2008, McQuiston-Surrett and Saks asked participants to rate an odontology expert's intended certainty, on a scale from zero to one hundred, from four phrases taken from American Board of Forensic Odontology (ABFO) guidelines. 112 Responses showed that participant estimates did not mirror the intended hierarchy. 113 For example, the use of the term "a match" was assumed by ABFO to mean "No expression of specificity intended; generally similar but true for large percentage of population," but was rated as the most certain statement (86/100) by participants, ahead of "consistent with" (75) another statement assumed to be uncertain, and significantly above both more certain phrases – "probable" (57) and "reasonable scientific certainty" (70). 114 The researchers concluded that expert witnesses cannot merely create a definition for a term and expect judges and juries to understand what they mean. 115
107. Thomas S. Wallsten, Samuel Fillenbaum, & James A. Cox, Base Rate Effects on the Interpretations of Probability and Frequency Expressions, J. MEMORY & LANGUAGE 571 (1986).
108. Daniel A. Kraus & Bruce D. Sales, The Effects of Clinical and Scientific Expert Testimony on Juror Decision Making in Capital Sentencing, 7 PSYCHOL., PUB. POL'Y & L. 267, 276–77 (2001).
109. Id. Clinical meaning expert testimony based on personal experience of the subject; and actuarial meaning a numerically-based risk factor taken from research on large groups of people.
110. Kristy A. Martire et al., The Expression and Interpretation of Uncertain Forensic Science Evidence: Verbal Equivalence, Evidence Strength, and the Weak Evidence Effect, 37 LAW & HUM. BEHAV. 197, 200 (2013).
111. Id.
112. Dawn McQuiston-Surrett, & Michael J. Saks, Communicating Opinion Evidence in the Forensic Identification Sciences: Accuracy and Impact, 59 HASTINGS L. J. 1159 (2008).
113. Id. at 1162–63.
114. Id.
115. Id. at 1163.
McQuiston-Surrett and Saks followed up this study with an examination of certainty statements in microscopic hair evidence. 116 They examined both potential jurors and judicial participants, including a comparison between two subjective qualitative statements – "match" and "similar in all microscopic characteristics," and three quantitative statements – "objective single-probability," "subjective probability," and "objective multiplefrequency." 117 They found that the qualitative statements were deemed significantly more certain than the subjective probability or objective multiplefrequency statements. 118 Non-judicial participants were particularly susceptible to this effect. 119 Unlike in their 2008 study, they did not find a significant difference between the two qualitative statements, with both scoring around seventy-nine on a zero to one hundred scale. 120 Based on these studies, they concluded that empirical testing of the responses to the relevant words and phrases is needed, and that a simple approach would be best. 121
Understanding more about juror interpretation of qualitative, languagebased evidence is particularly important. This is because studies suggest that expert testimony couched in absolute terms may sensitize or inure potential jury members to evidence, resulting in higher certainty judgments because such testimony is considered to clarify an otherwise 'grey' situation. 122 Jurors have been found to show a lack of skill in distinguishing between evidence-based findings and flawed science. 123 Jurors' understanding of internal validity difficulties in expert evidence, such as the robustness of methods used by experts, has also been shown to be flawed. 124 The conclusion was that there is a need to examine the effectiveness of traditional legal safeguards against unfounded, seemingly-scientific testimony. 125 In fact, in general, it has been found that participants in a range of experimental situa-
,
116. Dawn McQuiston-Surrett, & Michael J. Saks, The Testimony of Forensic Identification Science: What Expert Witnesses Say and What Factfinders Hear, 33 L. & HUM. BEHAV 436–453 (2009).
117. Id. at 437–438.
118. Id. at 444.
119. Id. at 445.
120. Id. at 443.
121. Id; McQuiston-Surrett & Saks, supra note 112, at 1163.
122. Nancy Brekke & Eugene Borgida, Expert Psychological Testimony in Rape Trials: A Social-Cognitive Analysis, 55(3) J. PERSONALITY & SOC. PSYCHOL. 372, 383 (1988); Margaret Bell Kovera et al., Does Expert Psychological Testimony Inform or Influence Juror Decision Making? A Social Cognitive Analysis, 82(1) J. APPLIED PSYCHOL. 178, 188 (1997).
123. Bradley D. McAuliff & Margaret Bell Kovera, Juror Need for Cognition and Sensitivity to Methodological Flaws in Expert Evidence, 38 J. APPLIED SOC. PSYCHOL. 385 (2008).
124. Id.
125. Bradley D. McAuliff & Tejah D. Duckworth, I Spy with My Little Eye: Jurors' Detection of Internal Validity Threats in Expert Evidence, 34(6) L. & HUM. BEHAV, 489, 499 (2010).
tions are often poor at assessing their own understanding of information and their own decision-making processes. 126
This existing literature suggests that qualitative, language-based expert testimony, including that outlined in Part II(C), 127 is poorly understood by the juror pool, but simultaneously viewed as powerful and compelling by those same participants. This is a concerning combination of findings, meaning further understanding of these statements and their hierarchies is vital moving forward. The authors' study aimed to contribute to this need in the context of firearms identification evidence. Sub-section B outlines our rationale, methods, and findings.
B. Rationale
While individualization of firearms identification evidence has the support of some scientific findings, 128 a number of studies contest whether these underpinnings amount to sufficiently powerful evidence for definitive statements of certainty by experts. 129 Some United States courts have acknowledged this issue, as outlined in Part II(C). 130 These courts have restricted expert testimony; instructing experts to not testify in absolute terms, such as "there is an exact match," but rather in allegedly more diluted terms, such as a match can be made "more likely than not" and "to a reasonable degree of certainty." The reason the authors chose to focus on firearms identification evidence is because this pattern in judicial decision-making is particularly pronounced. 131 Through such cases, an ordinal hierarchy of expert testimony has, in effect, been created, presuming that such statements would be ranked as less certain [than an exact match] by jurors. What is not known, however, are the numerical differences between these statements when jurors assess certainty. This is the area the authors' study aimed to examine further.
126. See, e.g., Timothy D. Wilson & Elizabeth W. Dunn, Self-Knowledge: Its Limits, Value, and Potential for Improvement, 55 ANN. REV. OF PSYCHOL. 493, 504 (2004).
127. See supra Part II(C).
128. See, e.g., Ronald G. Nichols, Firearm and Toolmark Identification Criteria: A Review of the Literature, Part II, 48(2) J. FORENSIC SCI. 318 (2003); Ronald G. Nichols, Defending the Scientific Foundations of the Firearms and Tool Mark Identification Discipline: Responding to Recent Challenges, 52(3) J. FORENSIC SCI. 586–93 (2007).
129. See Mark Page, Jane Taylor & Matt Blenkin, Forensic Identification Science Evidence Since Daubert: Part II - Judicial Reasoning in Decisions to Exclude Forensic Identification Evidence on Grounds of Reliability, 56(4) J. FORENSIC SCI. 913, 917 (2011).
130. See supra Part II(C).
131. See, e.g., Sarah Lucy Cooper, The Collision of Law and Science: American Court Responses to Developments in Forensic Science, 33 PACE L. REV. 234, 287 (2013); Cooper, supra note 62, at 470
IV. METHODS, RESULTS, AND FINDINGS
A. Methods
Using an online questionnaire, participants were recruited through academic, professional, and community links across the United States. In total, 107 participants were placed in the role of a juror in a criminal trial. Participants were told that a qualified firearms examiner, testifying for the state, had been asked to testify as to whether tool-marks produced on ammunition test-fired from the Defendant's gun matched tool-marks present on suspect ammunition found at the crime scene. While appreciating the wider context in which jury decision-making occurs, the authors purposely designed such a basic scenario in order to remove as much context as possible and to therefore encourage participants to focus solely on the content of the expert statements. The authors also deliberately sought participants from across the general population. The only eligibility requirement was that participants be eligible for federal jury service, which was determined by participants answering a number of closed-answer questions.
Participants were provided twelve different expert statements in pseudo-random order. They were asked to rank their level of certainty, based on each statement, on a scale of zero to one hundred. 132 The expert statements were chosen from statements referenced in case law, such as that outlined in Part II(C), 133 and with reference to the AFTE Theory. The authors ordered the statements into a generally ordinal hierarchy of certainty. Three statements were hypothesised to attract high-certainty and three low-certainty. The remaining seven statements were hypothesised to attract moderate levels of certainty.
The study simply sought to determine the statistical validity of the specific hierarchy of certainty.
B. Findings
The ordinal hierarchy was found to show a significant general trend in the expected direction. The following sub-sections present means and standard deviations for each statement; results that showed significant differences between statements; and a summary about the meaning and implications of our findings.
132. Zero being the least certain and one hundred being the most.
133. See supra Part II(C).
1. Means and Standard Deviations
Table A shows the mean certainties, standard deviations, and significant differences found for each expert statement. The Mean is the average score of certainty for each statement across participants. The Standard Deviation is the average amount each individual participant varied away from that Mean. The larger the Standard Deviation, the wider spread the participants' scores for certainty were for the relevant statement. A smaller Standard Deviation shows participants' scores for the relevant statement are more clustered together. The size of the Standard Deviation is important because it impacts 'significance' as explained in sub-section (b)2 below.
Table A: Mean Certainties, Standard Deviations, and Significant Differences
Figure A: Means and Standard Deviation Ranges
Figure A shows the Mean certainty for statements 1-12 (0-100) and the Standard Deviation range for each statement.
The information from Table A and Figure A was statistically analyzed to consider whether significant differences existed between the statements and, therefore, whether the general ordinal hierarchy was valid.
2. Significant Differences
The authors undertook a statistical analysis that examined the Mean and Standard Deviation variance and compared it between statements. In short, if the Means (for each statement) are different and the Standard Deviations (within each statement) show there is a low level of variability in scores, the statements are significantly different. The further apart the Means are between each statement, the more likely it is that a significant difference will be produced. However, as Standard Deviation increases, significance is less likely, as the scores are spread out more. A 'significant difference' means we can generalize our findings to the population our participant sample came from, in this case, the United States federal juror pool.
We used an ANOVA (statistical Analysis of Variance) to see if there was an overall significant difference between the statements and found there was. We then used t-tests 134 to compare each pair of statements separately for differences, one-on-one. This produced the results in Table B.
Table B: Significant Differences Between Expert Statements 135
134. Sixty-six t tests were used.
135. See infra Appendix A for t-tests data.
C. Summary and Implications of Findings
The results show a general trend that the statements hypothesized as being high-certainty elicit significantly higher levels of certainty than those hypothesized as moderate-certainty statements and low-certainty statements. Moderate-certainty statements elicited higher levels of certainty than lowcertainty statements. In other words, the general ordinal hierarchy was found to show a significant general trend in the expected direction.
The only exception to this trend was Statement 1 ("to the exclusion of every other firearm in the world"), which was found to elicit significantly less certainty than the other two high-certainty phrases, and no difference with all of the moderate-certainty phrases, except for Statement 9 ("more likely than not") This is interesting given that the precise language of Statement 1 suggests it was one of, if not the most, certain statement included in the study. As such, this finding warrants further investigation. Notably, Statement 3 ("practically impossible") was only found to elicit more certainty than two of the moderate-certainty statements, namely Statement 8 ("a reasonable degree of certainty in the firearms examination field) and Statement 9, and showed no significant difference with Statements 4, 5, 6, and 7. Statement 2 ("an exact match") was found to elicit the highest level of certainty from participants, suggesting such language is particularly persuasive to jurors. This finding suggests that judicial findings that the admissibility of such evidence is harmless error or is not prejudicial are overlooking juror perceptions of such evidence; a point Cooper has raised previously. 136
With regards to the moderate-certainty statements, Statements 4 ("practical certainty"), 5 ("reasonable degree of ballistic certainty"), 6 ("reasonable degree of certainty in the ballistics field"), and 7 ("a reasonable degree of professional certainty") did not show any inter-statement differences. However, these statements did elicit more certainty from participants than Statements 8 ("a reasonable degree of certainty in the firearms examination field") and 9 ("more likely than not"). This suggests that when experts convey their conclusions in terms of "practical," "professional," and "ballistic" certainty, they are seen by participants as more certainty-inducing than when they convey their conclusions in terms of "firearms-related" certainty. Notably, Statement 8 was found to induce more certainty than Statement 9. Statement 9 only elicited more certainty than the low-certainty statements. As expected, all high-certainty and moderate-certainty statements induced more certainty in participants than the low certainty statements, namely Statements 10 ("inconclusive"), 11 ("significant disagreement"), and 12 ("unsuitable for comparisons"). No significant differences were found between the three low-certainty phrases. All low-certainty statements generated some certainty in participants, including Statement 12, even though the statement conveyed that examined comparison could not take place.
The authors' findings with regard to the moderate-certainty statements are particularly important because these sorts of statements have been employed by the judiciary to address current uncertainty about firearms identification evidence. Our results suggest that the judiciary's assumption that these moderate-certainty phrases convey less certainty (and will be interpreted as such by jurors) than language akin to individualization is valid.
136. Cooper, supra note 64, at 460 ("In relation to preventing frivolous claims from flooding the system, courts often conclude that the admission of such evidence was nonprejudicial in light of other evidence against the defendant. In other words, courts are terming the legally sound or unsound admission of firearms-identification evidence as immaterial. However, this rationale arguably overlooks the high impact scientific evidence has on jurors and the difficulty they have in accurately evaluating scientific evidence.").
However, there are a few points to note. First, our study suggests that moderate-certainty statements do still attract notable certainty scores (72.5– 74.8%) – they are not immaterial. Our results suggest that moderatecertainty statements do still persuade jurors more towards determining that the relevant evidence is inculpatory. As such, stakeholders should consider that such statements will not necessarily detract jurors from findings of guilt. Again, our findings suggest that the judiciary should be mindful of rejecting challenges to firearms identification evidence on the basis that admitting such evidence (presented in moderate-certainty formats, as well as high-certainty formats) was non-prejudicial or harmless in light of other evidence against the defendant.
Second, our results show that not all moderate-certainty statements are interpreted to convey similar levels of certainty by potential jurors. Statement 8 (66.6%) and Statement 9 (56.8%) induced significantly lower levels of certainty in participants than all other moderate-certainty phrases, which attracted certainty scores of 72.5–74.8%. As such, the judiciary should be mindful not to use all moderate-certainty statements as if they are synonymous in meaning. Consider the case of Melcher, for example. In rejecting Melcher's appeal, the court commented that the difference between "practical certainty" and "considered practically impossible" versus "reasonable degree of certainty" or "more likely than not" would not tip the outcome of the case. 137 Although our results support the notion that there is no significant difference between the phrases "practical certainty," "practical impossibility," and "reasonable degree of certainty," they do suggest there is a significant difference between an expert using these three phrases and the phrase "more likely than not," which, our study suggests, is viewed as significantly less certain by jurors.
V. CONCLUSION
Criticism about the ability of crime-solving forensic disciplines, including firearms identification, to engage in valid individualization has grown throughout the 1990s and new millennium. Some American courts have acknowledged the existence of scientific uncertainty in the context of firearms individualization evidence since 2005. To address this uncertainty, these courts have restricted expert testimony; instructing experts to not testify in absolute terms, such as "there is an exact match," but rather in allegedly more diluted terms, such as a match can be made "more likely than not" and "to a reasonable degree of certainty." 138
137. United States v. Melcher, No. 12-0544 WHO (PR), 2014 WL 31359, at *13 (N.D. Cal. Jan. 3, 2014).
In criminal trials, jurors must determine the weight of expert evidence, and, thus, must assess how much certainty to attach to these various expert phrases. Given that research suggests that jurors might find this task challenging, and the existence of a particularly pronounced pattern of such judicial decision-making in firearms identification evidence cases, the authors conducted a study examining the effect of twelve expert statements of certainty, by a qualified firearms examiner, on potential jurors. Results from a sample of 107 participants found a significant main effect for certainty, suggesting that participant certainty was influenced by expert testimony in an expected direction along an ordinal hierarchy.
In the context of firearms identification evidence, the findings of the authors' study add to the body of literature that has found jurors to be influenced by qualitative, linguistic evidence, and that such evidence can elicit notable scores of certainty from jurors. Our results also affirm the findings of previous studies that expert testimony couched in absolute terms may particularly inure jurors to such evidence. In so doing, the authors' study responds to calls from researchers and national organizations to further investigate jurors' use and comprehension of certain words and phrases involved in forensic expert testimony, and the study provides some evidence with which to move forward.
On the basis of our findings, the authors echo the call for further research in this area. In particular, the authors suggest further investigation of (1) ordinal hierarchies of expert language used in relation to other forensic science disciplines subject to similar criticisms as firearms identification evidence; (2) whether a more significant ordinal hierarchy exists in relation to the moderate-certainty statements identified in the context of firearms identification evidence; (3) further examination of very high certainty phrases; (4) whether adding context influences juror interpretation of certainty, and, thus, the established hierarchy, e.g. by highlighting the alleged limitations of firearms identification evidence; and (5) on what basis jurors attach certainty to low, moderate, and high-certainty expert statements.
Appendix A
Pair 11: Statement 1 was found to elicit significantly more certainty than statement 12 (t[106] = 11.051, p = .000).
Pair 12: Statement 2 was found to elicit significantly more certainty than statement 3 (t[106] = 5.040, p = .000).
Pair 13: Statement 2 was found to elicit significantly more certainty than statement 4 (t[106] = 11.090, p = .000).
Pair 14: Statement 2 was found to elicit significantly more certainty than statement 5 (t[106] = 10.210, p = .000).
Pair 15: Statement 2 was found to elicit significantly more certainty than statement 6 (t[106] = 8.638, p = .000).
Pair 16: Statement 2 was found to elicit significantly more certainty than statement 7 (t[106] = 11.425, p = .000).
Pair 17: Statement 2 was found to elicit significantly more certainty than statement 8 (t[106] = 11.549, p = .000).
Pair 18: Statement 2 was found to elicit significantly more certainty than statement 9 (t[106] = 13.005, p = .000).
Pair 19: Statement 2 was found to elicit significantly more certainty than statement 10 (t[106] = 19.05, p = .000).
Pair 20: Statement 2 was found to elicit significantly more certainty than statement 11 (t[106] = 17.943, p = .000).
Pair 21: Statement 2 was found to elicit significantly more certainty than statement 12 t(106) = 11.051, p<.000.
Pair 26: Statement 3 was found to elicit significantly more certainty than statement 8 (t[106] = 3.528, p = .001).
Pair 27: Statement 3 was found to elicit significantly more certainty than statement 9 (t[106] = 5.669, p = .000).
Pair 28: Statement 3 was found to elicit significantly more certainty than statement 10 (t[106] = 12.870, p = .000).
Pair 29: Statement 3 was found to elicit significantly more certainty than statement 11 (t[106] = 11.770, p = .000).
Pair 30: Statement 3 was found to elicit significantly more certainty than statement 12 (t[106] = 14.091, p = .000).
Pair 34: Statement 4 was found to elicit significantly more certainty than statement 8 (t[106] = 2.610, p = .010).
Pair 35: Statement 4 was found to elicit significantly more certainty than statement 9 (t[106] = 6.099, p = .000).
Pair 36: Statement 4 was found to elicit significantly more certainty than statement 10 (t[106] = 13.200, p = .000).
Pair 37: Statement 4 was found to elicit significantly more certainty than statement 11 (t[106] = 13.179, p = .000).
Pair 38: Statement 4 was found to elicit significantly more certainty than statement 12 (t[106] = 14.875, p = .000).
Pair 41: Statement 5 was found to elicit significantly more certainty than statement 8 (t[106] = 3.271, p < 0.001).
Pair 42: Statement 5 was found to elicit significantly more certainty than statement 9 (t[106] = 6.913, p < 0.001).
Pair 43: Statement 5 was found to elicit significantly more certainty than statement 10 (t[106] = 14.296, p < 0.001).
Pair 44: Statement 5 was found to elicit significantly more certainty than statement 11 (t[106] = 13.626, p < 0.001).
Pair 45: Statement 5 was found to elicit significantly more certainty than statement 12 (t[106] = 15.641, p < 0.001).
Pair 47: Statement 6 was found to elicit significantly more certainty than statement 8 (t[106] = 3.587, p = 0.001).
Pair 48: Statement 6 was found to elicit significantly more certainty than statement 9 (t[106] = 7.873, p < 0.001).
Pair 49: Statement 6 was found to elicit significantly more certainty than statement 10 (t[106] = 16.196, p < 0.001).
Pair 50: Statement 6 was found to elicit significantly more certainty than statement 11 (t[106] = 14.793, p < 0.001).
Pair 51: Statement 6 was found to elicit significantly more certainty than statement 12 (t[106] = 17.066, p < 0.001).
Pair 52: Statement 7 was found to elicit significantly more certainty than statement 8 (t[106] = 3.279, p = 0.001).
Pair 53: Statement 7 was found to elicit significantly more certainty than statement 9 (t[106] = 6.690, p < 0.001).
Pair 54: Statement 7 was found to elicit significantly more certainty than statement 10 (t[106] = 13.740, p < 0.001).
Pair 55: Statement 7 was found to elicit significantly more certainty than statement 11 (t[106] = 13.368, p < 0.001).
Pair 56: Statement 7 was found to elicit significantly more certainty than statement 12 (t[106] = 16.138, p < 0.001).
Pair 57: Statement 8 was found to elicit significantly more certainty than statement 9 (t[106] = 3.915, p < 0.001).
Pair 58: Statement 8 was found to elicit significantly more certainty than statement 10 (t[106] = 12.609, p < 0.001).
Pair 59: Statement 8 was found to elicit significantly more certainty than statement 11 (t[106] = 10.804, p < 0.001).
Pair 60: Statement 8 was found to elicit significantly more certainty than statement 12 (t[106] = 13.724, p < 0.001).
Pair 61: Statement 9 was found to elicit significantly more certainty than statement 10 (t[106] = 10.146, p < 0.001).
Pair 62: Statement 9 was found to elicit significantly more certainty than statement 11 (t[106] = 8.346, p < 0.001).
Pair 63: Statement 9 was found to elicit significantly more certainty than statement 12 (t[106] = 10.877, p < 0.001).
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Firla
Visie op Burgerschap
/ Leer jezelf het leven door
| Inhoud | Pagina |
|----------------------------------------------------------------------|--------|
| Inleiding | 4 |
| 1 Burgerschap is deelnemen aan de samenleving | 18 |
| 2 Wat we beogen | 20 |
| 3 De cyclus | 24 |
| 4 De vijf dimensies van Burgerschap | 26 |
| 5 Zo borgen we de kwaliteit van Burgerschap | 28 |
Wat voor mens wil je zijn
Inleiding
Wat voor mens je wilt zijn is minstens zo belangrijk als het vak dat je uitoefent. Bij Firda stimuleren we studenten om hun persoonlijke ontwikkeling te verbinden met de wereld om hen heen. Een wereld die duurzamer wordt, inclusiever en meer divers, maar ook een wereld waarin polarisatie toeneemt en de nieuwe generatie zich gaandeweg meer zorgen maakt over de toekomst. Een wereld die voor velen als complex wordt ervaren, waarin kansen niet voor iedereen gelijk zijn en de vruchten van de welvaart niet evenredig zijn verdeeld. Een wereld die, naast het leren van een vak, ook om andere kennis en vaardigheden vraagt. Het onderwijs dat we aanbieden, stimuleert studenten om deel te nemen aan de samenleving en er mede vorm aan te geven door bij te dragen aan het algemeen welzijn.
Dit document vormt de basis voor ons streven naar het bevorderen van burgerschapsvorming van onze studenten. Dit visiedocument is een dynamisch instrument dat regelmatig zal worden geëvalueerd en bijgewerkt om ervoor te zorgen dat het actueel blijft en goed aansluit bij de veranderende omgeving waarin we werken. Met deze visie willen we een omgeving creëren waarin studenten zich ontwikkelen tot verantwoordelijke en betrokken burgers, die bijdragen aan een rechtvaardige en inclusieve samenleving.
Visuele uitwerking
Firda-visie op burgerschap.
Voor je ligt de visuele uitwerking van de Firda-visie op burgerschap. Deze ‘praatplaat’ helpt om de Firda-visie eenvoudig uit te leggen. De praatplaat bestaat uit tekeningen die met elkaar verbonden zijn. Je kunt de gehele poster zien als een soort drieluik. Verderop in dit document vind je de uitgeschreven visie voor meer verdieping.
Voor docenten
Voor studenten
BURGERSCHAP IS:
- ERVAREN!
- BEWEGEN IN DE DIGITALISERENDE SAMENLEVING
- TOERUSTEN OP DEELNAME MET DE JUISTE TOOLS
- BEGRIJPEN VAN DE SAMENLEVING
- INVLOED OP BESLUITVORMING
- BREDE PERSOONSVORMING
- NADENKEN OVER WAT JIJ BELANGRIJK VINDT
DEELNEMEN AAN DE SAMENLEVING
VISUALISATIE DOOR: STEFAN KRUIS
Voor docenten
160 KLOKUREN
BURGERSCHAP
HERKENBAAR
OP HET ROOSTER
DE LANDELIJKE KADERS
GEVEN VORM AAN ONS SPEELVELD
BURGERSCHAP
ONDERDEEL VAN
BSA
MAKEN
CURRICULUM
IMPLEMENTATIE
PDCA CYCLUS
MAATSCHAPPELIJKE
DIENSTTIJD
BURGERSCHAP
DOE JE SAMEN:
EXPERTISECENTRUM
STUDENT SERVICE
MINIMALE
AANSTELLING:
0.4 FTE
POST-HBO
LEERGANG
GEVOLGD
BEKWAAMHEIDSPROFIEL
DOCENTEN
WIJ RICHTEN
ONS OP
BEGELEIDE
ZELFWORDING
HET WAT EN WAAROM
HEBBEN WE AFGESTEMD.
DE HOE MAG JE ZELF
INVULLEN!
MAATWERK
VOOR DE
BBL-
STUDENTEN
VISUALISATIE DOOR: STEFAN KRUIS
Voor docenten
PROFESSIONALISERING
JAARLIJKE INSPIRATIEDAG BURGERSCHAP FIRDA BREED
EEN VAST MOMENT WAAROP DOCENTEN ELKAAR TREFFEN
WAAR DE VAKGROEP KENNIS EN VAARDIGHEDEN KAN UITWISSelen
DOCENTEN VORMEN LEERNETWERKEN
SCHOLING VOOR DOCENTEN (MET IEDEREEN KAN ZOMAAR BURGERSCHAP GEVEN)
KENNIS EN VAARDIGHEDEN
BLINDGEVEL: LASTIGE GESPREKken VOEREN
STUDENTENPANEL
PROFIELSCHETS BURGERSCHAPSDOCENT
DATABASE VAN LESSEN EN PROJECTEN
MONITORING DOEN WE HET GOEDE?
VISUALISATIE DOOR: STEFAN KRUIS
BURGERSCHAP IS:
DEELNEMEN AAN DE SAMENLEVING
ERVAREN!
BEGRIJPEN VAN DE SAMENLEVING
INVLOED OP BESLUITVORMING
BREDE PERSOONSVORMING
NADENKEN OVER WAT JIJ BELANGRIJK VINDT
TOERUSTEN OP DEELNAME
MET DE JUISTE TOOLS
BEWEGEN IN DE DIGITALISERENDE SAMENLEVING
VISUALISATIE DOOR: STEFAN KRUIS
DE CYCLUS
DOEN
ONTMOETEN
BEGRIJPEN
ERVAREN
REFLECTEREN
HET BEGINT MET EEN VEILIGE LEEROMGEVING!
Iedere student heeft een eigen instappunt
VISUALISATIE DOOR: STEFAN KRUIS
Voor studenten
EXAMINERING
HOE MAKEN WE DE LEERERVARING INZICHTELIJK?
EEN VERZAMELING VAN WAARDEVOLLE INZICHTEN
AFRONDEN AAN HET EINDE VAN DE OPLEIDING
EINDGESPREK + PORTFOLIO
PORTFOLIO
VISUALISATIE DOOR: STEFAN KRUIS
We nemen je mee in de belangrijkste elementen op deze praatplaat en leggen uit wat ze vertegenwoordigen.
**Burgerschap is…**
In het midden van de afbeelding zie je een wereldbol met daarop mensen die hand in hand staan. Dit symboliseert de kracht van een inclusieve samenleving waarin verschillende individuen en groepen samenwerken, hun achtergrond, cultuur of vaardigheden vergroten. Firda is als ontmoetingschool een onderdeel van de samenleving.
Studenten vormen zich als persoon, doordat ze bij ons verbindingen aangaan met zichzelf, de ander en met de wereld. De hoofdpersoon draagt verschillende vlaggen. Als student beweeg je je in je omgeving, zowel op lokaal niveau, zoals je directe omgeving en je school, als op regionaal niveau (streek of provincie), nationaal niveau (Nederland), Europees niveau (Europa) en zelfs op mondiaal niveau (de wereld). Dit betekent dat je als student te maken hebt met verschillende aspecten van je omgeving en dat deze verschillende niveaus van invloed zijn op jouw ervaringen en perspectieven. De Sustainable Development Goals (SDG’s) rondom de wereldbol staan voor de duurzame ontwikkelingsdoelen van UNESCO die voor het vak Burgerschap een belangrijke inspiratiebron vormen.
De verschillende kleinere afbeeldingen rondom de centrale afbeelding beschrijven de vele aspecten van burgerschap die we als Firda belangrijk vinden.
**BURGERSCHAPSONDERWIJS**
Burgerschapsonderwijs moedigt studenten aan om actief deel te nemen aan de samenleving. Het leert hen over hun rechten, plichten en verantwoordelijkheden als burgers en helpt hen de vaardigheden te ontwikkelen die nodig zijn om verschillende niveaus bij het dragen aan de samenleving.
**BEORLIJPEN VAN DE SAMENLEVING**
We beogen bij studenten de waarden en belangen van zichzelf en anderen te leren begrijpen en de vaardigheid op te doen om daarin positie te bepalen. Als gevolg hiervan kunnen ze een actieve rol spelen, anderen ondersteunen en voelen zich betrokken bij het bijdragen aan een rechtvaardige en welvarende samenleving.
**INVLOED OP BESLUITVORMING**
Als student leer je dat je niet alleen onderdeel bent van de samenleving, maar dat je er ook mede vorm aan kunt geven. ‘Hoe kun je betrokken zijn bij beslissingen voor jouw wijk of gemeente?’ Het is belangrijk dat studenten ervaren dat ze invloed te hebben op besluitvorming omdat het hen de mogelijkheid geeft om actief deel te nemen aan processen die onze samenleving vormgeven.
Burgerschapsonderwijs kan bijdragen aan brede persoonsvorming door studenten te ondersteunen bij hun persoonlijke ontwikkeling en de vormen van hun identiteit als burgers. Het moedigt studenten aan om na te denken over hun eigen waarden, overtuigingen en identiteit. Door kritische zelfreflectie te begeleiden, helpt het hen een fundamenteel begrip van zichzelf te ontwikkelen en te groeien in zelfbewustzijn.
Firda is een interlevensbeschouwelijke school. Dit wil zeggen dat iedereen vanuit een ander perspectief naar de wereld kijkt en daarmee een andere beschouwing, een andere kijk op het leven heeft. Het centrale idee is dat we leren van elkaars verschillen en diversiteit zien als een kans om te groeien. Door na te denken over wat zij belangrijk vinden, kunnen studenten hun eigen waarden en onderbouwd ontdekken en vormgeven. Dit draagt bij aan hun identiteitsvorming en zelfbegrip.
Om effectief deel te nemen aan de samenleving hebben studenten verschillende tools nodig. Denk aan; kennis, kritische denkvaardigheden, communicatieve vaardigheden, mediawijsheid, samenwerkingsvaardigheden, empathie en interculturele competenties etc. Door het ontwikkelen van deze tools kunnen studenten actief en betrokken raken aan de samenleving, hun stem laten horen en positieve veranderingen ontdekken.
Het gaat om het versterken van je eigen morele digitale kompas. In het digitale tijdperk is het belangrijk dat studenten informatie in de media betrouwbare kunnen beoordelen, nepnieuws kunnen herkennen en op verantwoorde wijze incidenten met online activiteiten. Ze moeten leren hoe ze bronnen kunnen ondersteunen, mediabias kunnen herkennen en ethisch kunnen handelen bij online interacties.
De vier themaposters
We stimuleren studenten om na te denken over wie zij zijn en hoe ze zich verhouden tot anderen en de samenleving. Dat is niet iets wat je ineens inziet of kan. Je ontwikkelt het door de samenleving in te gaan en ervaring op te doen. Om die reden richten we ons bij het vak Burgerschap op: **Doen, Begrijpen, Ontmoeten, Ervaren en Reflecteren**.
Op basis van dit geheel ontwikkel je een mening en kun je desgewenst participeren in één van de meest krachtige leeromgevingen die er is: de praktijk van alledag. Als student voer je gesprekken met mensen die anders denken dan jij, kijk je binnen op plekken waar je gewoonlijk niet komt, doe je ervaringen op die je mogelijk thuis niet hebt meegekregen om dit vervolgens bespreekbaar te maken en ertop te reflecteren: Wat heb ik gezien? Wat vind ik ervan? Wat vind ik zelf waardevol en wat geeft mij richting? En wat zou ik kunnen doen?
Voor het vak burgerschap bestaat er vanaf 2024/2025 een examenverplichting. Een instellingsexamen in de vorm van een **Burgerschapsportfolio**. Volgens de huidige kwalificatie-eisen wordt van studenten verwacht dat ze hun leerervaringen inzichtelijk maken door middel van een speciaal daarvoor ontworpen (persoonlijk) Burgerschapsportfolio. Hierin laten studenten de afgesproken inspanningen zien in de vorm van een eindpresentatie, filmpjes, verslagen, internationale stages, deelname aan activiteiten, of het behalen van een kennistoets. Het portfolio kan gezien worden als een verzameling van waardevolle inzichten, ervaringen en reflecties waarop de student in het eindgesprek een toelichting geeft. De afronding van Burgerschap vindt aan het eind van de opleiding plaats in de vorm van een eindgesprek. De verschillende mbo-colleges krijgen de ruimte om een eigen invulling te geven aan thema en vorm van het portfolio.
Het vak Burgerschap wordt op het rooster gevolgd met 160 lesuren, zodat het duidelijk herkenbaar is als apart vak. Deze lesuren kunnen ook in verbinding staan met andere onderwijsactiviteiten van -modules, zolang het voor studenten maar helder is. Dit biedt mogelijkheden voor de integratie van burgerschapsonderwijs met de beroepspraktijk en maatschappelijke ontwikkelingen, en zorgt ervoor dat meerdere docenten bij het onderwijs betrokken kunnen zijn. De leerdoelen van het vak Burgerschap zijn expliciet vastgelegd en de bekwame docent Burgerschap heeft hierin de leiding. De kwaliteit van het onderwijs wordt systematisch meegenomen in de evaluaties van het onderwijs. Daarbij wordt gekeken of de leerdoelen ook zijn behaald. Op basis van de uitkomsten worden waar nodig aanpassingen gedaan.
Het vak Burgerschap wordt gegeven door bekwame docenten. De docenten Burgerschap beschikken over een relevante opleiding of scholing (docent omgangskunde, docent maatschappijleer of post-hbo opleiding burgerschap). Om dit te bevorderen is een Firda breed aanbod gericht op deskundigheidsbevordering, zoals opleidingen, trainingen en bijeenkomsten. Voor alle burgerschapsdocenten en belangstellenden vindt jaarlijks een ‘inspiratiedag Burgerschap’ plaats.
Binnen de taak Burgerschap is ruimte en tijd voor opdoen van inspiratie, voor samenwerking, voor projecten, voor invullen van de uren op basis van actualiteit en om samen te werken met andere onderwijsteams als het gaat om Brede Vorming. Binnen Firda worden bijeenkomsten georganiseerd voor kennisuitwisseling en vormen van leernetwerken en kenniskringen. Er is een Firda-brede database voor uitwisselen van ideeën en de uitwerkingen ervan.
**Visieplaten burgerschap Firda**
Er is gewerkt naar een eindproduct in de vorm van visieplaten, met het idee dat deze gebruikt gaan worden in de communicatie naar docenten en studenten. Uitgeprint kan de visie opgehangen worden in de school, digitaal is het te gebruiken door de verschillende vakgroepen en docenten. Of bijvoorbeeld als voorkant van een burgerschapsportfolio. Deze visuele vormgegeven visie is beknopt, inspirerend en richtinggevend voor het burgerschapsonderwijs binnen Firda. Naast de visieplaten is er een geschreven visie die duiding, context en taal geeft aan de visie.
Bij Firda werken we met elkaar samen en moedigen wij studenten aan om vanuit Burgerschapsonderwijs niet alleen te leren, maar ook om actief deel te nemen aan de samenleving.
Visie op Burgerschap
Uitgeschreven
1 Burgerschap is deelnemen aan de samenleving
Ontmoetingsschool
Firda is als ontmoetingsschool een onderdeel van de samenleving. Studenten vormen zich als persoon, doordat ze bij ons verbindingen aangaan met zichzelf, de ander en met de wereld. Daarin komen ze vragen tegen als: wie ben ik? Hoe ben ik in het contact met anderen? Waar sta ik voor? En welke bijdrage zou ik willen leveren aan de samenleving? Als student leer je dat je niet alleen onderdeel bent van de samenleving, maar dat je er ook mede vorm aan kunt geven.
Firda zet in op (leren) samenleven. Studenten oefenen de dialoog, leren zelfbewust en kritisch om te gaan met verschillen op allerlei terreinen en ontdekken wat van betekenis kan zijn voor de gemeenschap. Ook de ontmoeting met vertegenwoordigers en bronnen van maatschappelijke en levensbeschouwelijke stromingen speelt hierbij een belangrijke rol.
Werkplaats
Firda is als minisamenleving een werkplaats voor Burgerschapsvorming. Een school waar gewerkt wordt aan zowel de huidige als de toekomstige samenleving. We helpen de studenten bij hun zoektocht naar hoe ze burger willen zijn. Het vak Burgerschap draagt eraan bij dat studenten voldoende kennis, vaardigheden én betrokkenheid krijgen om deel te nemen aan de samenleving. We stimuleren daarbij respect voor elkaar, voor de democratische rechtsstaat en voor de vrijheden die we daarin
hebben. Bij democratisch Burgerschap is kritisch denken een vaardigheid die we ondersteunen vanuit de gedachte dat elke nieuwe generatie de toekomst voor een deel anders wil vormgeven. Elke student brengt unieke talenten en idealen mee naar de werkplaats.
De vraag is dan: hoe kan jij als student met jouw unieke inbreng meebouwen aan een samenleving die steeds in beweging is? Binnen Firda stimuleren we studenten vrije(re) mensen te worden in de overtuiging dat je pas vrij bent als je een betekenisvolle stem hebt om samen met anderen de (politieke) gemeenschap mee te helpen vormgeven. We ondersteunen dit proces van begeleide zelfvorming met burgerschapsonderwijs dat uitdagend is en dat we samen met studenten ontwikkelen. Studenten verkennen nieuwe werelden en gaan op zoek naar mogelijkheden om op een eigen manier als wereldburger van betekenis te zijn in de wereld om hen heen. Dit zorgt voor nieuwe ervaringen waarmee studenten gaandeweg hun mening kunnen aanscherpen. Studenten leren door te doen en door ontmoetingen aan te gaan, door ervaringen op te doen en daar vervolgens op te reflecteren.
Er is zowel aandacht voor Vakmanschap als voor Brede Vorming. Anders gezegd: ‘We leiden niet alleen op voor een diploma, maar voor het leven’. Vakmanschap is belangrijk, maar minstens zoveel aandacht is nodig zodat studenten in staat zijn om zich te ontwikkelen tot veerkrachtige en zelfverzekerde mensen, die een persoonlijk antwoord geven op het appel dat op hen wordt gedaan.
Brede Vorming gaat over de vraag ‘hoe’ je als mens wilt zijn. Over hoe je omgaat met andere mensen en hoe je jezelf staande houdt in onze complexe wereld. Brede Vorming is als het ware ‘het zout in de pap’: het is er, maar je vindt het niet per se terug in een vak of op het rooster. Aandacht voor Brede Vorming is een collectieve ambitie waar alle medewerkers van Firda een rol in kunnen spelen. Het overstijgt het denken in vakken en krijgt vorm in (on)geplande ontmoetingen, projecten, activiteiten en studieperiodes in het buitenland of via deelname aan binnen- of buitenlandse activiteiten op het gebied van Kunst, Sport en allerlei vormen van Levensbeschouwing. Burgerschap daarentegen, zou je de krenten in de pap kunnen noemen. Het komt terug in het rooster en er zijn gekwalificeerde en bekwame burgerschapsdocenten die een specifieke taak hebben in de Burgerschapsvorming van studenten. Voor het vak Burgerschap gelden landelijke eindtermen.
**Brede vorming en Burgerschap**
Als student leer je bij Firda meer dan alleen een vak. Naast het opleiden voor een werkveld dat continu in beweging is, stimuleren we onze studenten te ontdekken wat ze waardevol vinden in het leven.
2 Wat we beogen
Burgerschapsvorming is een relatief open proces, waarvan de uitkomst vooraf niet te voorspellen is en zeker niet kan worden opgelegd. Als student verwerf je burgerschapscompetenties en krijg je waarden en richtinggevende ideeën aangereikt, die desgewenst gebruik kunnen worden om optimaal te kunnen en willen deelnemen aan de samenleving. We willen actief burgerschap en sociale integratie op een doelgerichte en samenhangende wijze bevorderen en stimuleren studenten om hiernaar te handelen.
We willen het inzicht dat economie niet een doel op zich is, maar een voorwaarde om vrije, kritische, deugdzame en betrokken burgers te kunnen zijn. De doorwerking die we met Burgerschapsonderwijs beogen, is dat studenten kennis en vaardigheden ontwikkelen die hen in staat stellen maatschappelijke vraagstukken te herkennen. We streven ernaar bij studenten de waarden en belangen van zichzelf en anderen te leren begrijpen en de vaardigheid op te doen om daarin positie te bepalen. Desgewenst kiezen studenten er zelf voor om een maatschappelijke bijdrage te leveren of mee te helpen aan het oplossen van maatschappelijke vraagstukken.
Doorwerking, onderzoek en ambities
Het Instituut Voor Maatschappelijke Relevantie (IVMR) onder leiding van prof. dr. Arjo Klamer, doet periodiek onderzoek naar de doorwerking van de Burgerschapsvorming bij Firda. In het onderzoek staan de bedoelingen en ambities die we hebben met het vak Burgerschap centraal:
Studenten:
• vinden het belangrijk(er) om zich met politiek bezig te houden;
• vinden kritische denkvaardigheden belangrijker;
• vinden het belangrijker om zich medeverantwoordelijk te voelen voor de samenleving;
• hebben een sterkere geloof dat ze met hun toekomstig beroep een zinvolle bijdrage kunnen leveren aan de samenleving;
• vinden het belangrijker zich in te leven in het perspectief van andersdenkenden.
Uit het eerste onderzoek wordt duidelijk dat burgerschapsonderwijs met name effectief is op de bedoelingen ‘een zinvolle bijdrage leveren aan de samenleving’ en ‘kritische denkvaardigheden’. De overige thema’s, te weten ‘Politiek’, Medeverantwoordelijkheid samenleving’ en ‘Perspectief andersdenkenden’ zijn enigszins effectief en bleven gezien de geformuleerde ambities beperkt.
Mede op basis van de hoofdbevindingen en aanbevelingen, worden doelen voor het vak Burgerschap concreter geformuleerd en ambities aangescherpt.
* Het onderzoek ‘Sterker uit de startblokken’ https://aethiqs.nl/wp-content/uploads/Sterk-uit-de-startblokken-ROC-FP.pdf
Interlevensbeschouwelijke Burgerschapsvorming
We nodigen studenten op een aansprekende manier uit om zelf actief aan de slag te gaan met zin- en betekenisgeving en (nader) op zoek te gaan naar een doorleefde vorm van eigen idealen, waarden en normen. Firda is een school met een interlevensbeschouwelijk karakter. Dit wil zeggen dat iedereen vanuit een ander perspectief naar de wereld kijkt en daarmee een andere beschouwing, een andere kijk, op het leven heeft. Daarom stimuleert Firda de ontwikkeling van ieders inlevingsvermogen en begrip voor anderen. Het centrale idee is dat we met een open blik leren van elkaars verschillen en diversiteit zien als een kans om te groeien. De wereld is in de war: dat ervaren we allemaal op onze eigen manier.
Hoe kun je in deze samenleving, die best ingewikkeld is, ontdekken wat jou houvast en richting geeft? Firda nodigt, studenten én medewerkers, uit om betekenis te geven aan hun leven én stimuleert hen een zinvolle bijdrage te leveren aan de samenleving. Bij Firda word je uitgedaagd om de zoektocht van het leven te verrijken met waarden en inspiratiebronnen. Met ieders inspiratie uit cultuur, levensbeschouwing, sport en beroep, werken we op een praktische manier aan alledaagse- én grote vragen in ons leven.
Bij Firda word je uitgedaagd om de zoektocht van het leven te verrijken met waarden en inspiratiebronnen
Democratisch burgerschap
Burgerschap bestaat voor een belangrijk deel uit het verwerven van kennis en het hebben van respect voor basiswaarden van de democratische rechtsstaat. Het is daarbij onze ambitie om bij studenten het verlangen op te wekken zich thuis te voelen in de wereld, zonder het idee te hebben dat je er aldoor zelf het centrum van bent.
We stimuleren studenten om sociale, politieke en maatschappelijke competenties te ontwikkelen, in praktijk te brengen en te ervaren. Dit kan onder andere door deel te nemen aan een vorm van Maatschappelijke Diensttijd (MDT) of gebruik te maken van de mogelijkheden die de MBO-card biedt op het gebied van kunst en cultuur. Burgerschapsvorming levert een bijdrage aan een schoolcultuur die in overeenstemming is met de democratische basiswaarden. We nodigen studenten uit om in het kader van hun opleiding te participeren in een omgeving die als veilig ervaren wordt, een omgeving waar studenten en personeel zich geaccepteerd voelen.
Het is onze ambitie om studenten te inspireren om de spelregels van een vrije en pluriforme samenleving in acht te nemen. Dit houdt in dat je als student wordt uitgedaagd om zelfstandig en kritisch te oordelen en de verantwoordelijkheid te nemen om op een open manier met diversiteit om te gaan. Bij het vak Burgerschap maken studenten kennis met maatschappelijke vraagstukken en verschillende visies op de maatschappij, met thema’s als (politieke) macht, besluitvorming en de invloed die je daarop kunt hebben, verschil en gelijkwaardigheid en met thema’s waarbij belangen kunnen botsen.
Deze ambities die we hebben voor het vak Burgerschap gelden voor al onze studenten; BOL en BBL, jong en oud. Voor BBL-onderwijs gelden dezelfde wettelijke eisen als voor het BOL-onderwijs. De vorm waarin Burgerschap aan BBL-studenten wordt aangeboden, vraagt echter wel om een aanpassing met een specifieke gerichtheid op deze doelgroep en hun situatie.
Firda stelt het maatschappelijk belang voorop
Het begrip ‘Bloeizone’ verwijst naar ‘Blue zones’: plekken op de wereld waar mensen opvallend ouder worden en opmerkelijk gelukkiger zijn dan op veel andere plaatsen. Het geheim van deze mensen is leven met een helder levensdoel, het reduceren van te veel stress, een natuurlijke en gezonde voeding, voldoende beweging en van betekenis zijn in je omgeving. Actief burgerschap, gezond wonen, gezonde leefstijl en gezonde financiën zijn enkele van de kenmerken van bloeizones. Omdat dit concept ons aanspreekt, onderzoeken we met studenten of- en op welke manier een bijdrage geleverd kan worden aan deze bloeizones. We stellen ons hierbij actief op en vervullen zo nodig de voortrekkersrol.
Duurzame ontwikkelingsdoelen
De duurzame ontwikkelingsdoelen van UNESCO, de Sustainable Development Goals (SDG’s), vormen voor het vak Burgerschap een belangrijke inspiratiebron.
| Persoonlijk | Beroep | Samenleving | Burger |
|-------------|--------|-------------|--------|
| **Identiteit en cultuur** | • Peergroup
• Levenslessen
• Meningsvorming | • Beroepscultuur
• Beroepsidentiteit
• Baan krijgen en houden | • Pluriforme samenleving
• Vrijheid van meningsuiting
• LHGBTIQ+ | • Levensbeschouwing
• Interculturele communicatie
• Werelddelen en culturen |
| **Digitaal burgerschap** | • Profileren op social media
• Privacy
• Online/offline | • Imago van het beroep in de media
• Privacy van werknemer | • Invloed van de media
• AVG en privacy
• Online veiligheid | • Algoritmes en big data
• Invloed grote Techbedrijven
• Toegankelijkheid informatie |
| **Vitaal burgerschap** | • Drank en Drugs
• Grip op je leven
• Relaties | • Werkplezier en werkdruk
• Arbo en veiligheid
• Relaties op de werknemer | • Gezondheidszorg
• Maatschappelijk welzijn
• Preventiebeleid | • WHO
• Pandemie
• Bloeizone |
| **Diversiteit en inclusie** | • Solidariteit
• Discriminatie
• Gelijkwaardigheid | • Verzekeringen
• Rechten en plichten
• Arbeidsethos | • Maatschappelijke ladder
• Kansengelijkheid (M/V/+
• Participatiesamenleving | • Mensenrechten
• Ontwikkelingssamenwerking
• Verschil tussen rijk en arm |
| **Financiën en economie** | • Ondernemend gedrag
• Eigen financiën
• Inkomsten en uitgaven | • Ondernemen in je vak
• Loondienst/eigen bedrijf
• Mobiliteit in het beroep | • Arbeidsmarkt
• Welvaart en crisis
• Belastingen | • Wereldeconomie
• Globalisering
• Economische systemen |
| **Democratische rechtsstaat** | • Politiek en stemmen
• Normen en waarden
• Vrijheid | • Vakbonden
• CAO
• Rechten in het vakgebied | • Politieke stromingen
• Grondwet en rechten
• Waarden en normen | • Staatsvormen
• Oorlog en vrede
• Vluchten |
| **Duurzaamheid** | • Consumenten
• Lifestyle en klimaat
• Stad en platteland | • Produceren
• Circulaire economie
• Verantwoord ondernemen | • Footprint
• Gebruik van ruimte
• Vergroening | • Donuteconomie
• Klimaatverandering
• Fairtrade |
De SDG’s zijn zeventien doelen om van de wereld een betere plek te maken. De doelen zijn afgesproken door alle 196 landen binnen de Verenigde Naties (VN), waaronder Nederland. De SDG’s startten in 2015, lopen nog tot 2030 en zijn een mondiaal kompas voor uitdagingen als armoede, onderwijs en de klimaatcrisis. Door inzet van studenten bij lokale initiatieven en het integreren van duurzaamheid binnen alle opleidingen levert Firda o.a. een actieve, concrete bijdrage aan de energietransitie. Door ons hybride onderwijs, waarbij grenzen tussen school, bedrijf en samenleving verder vervagen, laten we studenten al vroeg kennismaken met het bedrijfsleven en initiatieven in de samenleving.
De Inner development goals (IDG’s) stellen studenten in staat om hun bijdrage aan SDG’s beter vorm te geven. Het is een helder raamwerk waarmee studenten aan hun persoonlijke ontwikkeling kunnen werken. De IDG’s bestaan uit vijf categorieën:
**Zijn.** De relatie met jezelf. Hoe verhoud je je tot jezelf? Competenties: innerlijk kompas, integriteit en authenticiteit, zelfbewustzijn.
**Denken.** Cognitieve vaardigheden voor focus: kritisch denken, nieuwe perspectieven creëren, langetermijndenken.
**Verbinden.** Zorgen voor anderen en de wereld. Competenties: waardering, verbondenheid, empathie en medeleven.
**Samenwerken.** Sociale vaardigheden: communicatievevaardigheden, co-creatievevaardigheden, vertrouwen, interculturele vaardigheden en inclusie.
**Handelen.** Verandering sturen. Competenties: moed, creativiteit, optimisme, volharding.
Burgerschap is participeren in één van de meest krachtige leeromgevingen die er is: de praktijk van alledag.
3 De Cyclus
Doen, Begrijpen, Ontmoeten, Ervaren en Reflecteren
Als je begint bij een nieuwe werkgever of op een nieuwe BPV-plaats, zijn er in de eerste periode veel vragen en is er onbekendheid over wat je precies mag en kan doen. Je krijgt uitleg en daardoor groeit je kennis. Je gaat jouw bijdrage op die werkplek eigenlijk pas echt begrijpen, als je zelf aan de slag gaat.
Zo werkt het in zekere zin ook met Burgerschap. We stimuleren studenten om na te denken over wie zij zijn en hoe ze zich verhouden tot anderen en de samenleving. Dat is niet iets wat je ineens inziet of kan. Je ontwikkelt het door die samenleving in te gaan, zo nu en dan uit je comfortzone te stappen en ervaring op te doen. Om die reden richten we ons bij het vak Burgerschap op: Doen, Begrijpen, Ontmoeten, Ervaren en Reflecteren. Op basis van dit geheel, ontwikkel je een mening en kun je desgewenst participeren in één van de meest krachtige leeromgevingen die er is: de praktijk van alledag.
Bij Burgerschap is dit de samenleving waarin we onszelf en de ander tegenkomen. Daar bieden we het vak Burgerschap dan ook vooral aan. Daarnaast zijn er regelmatig contactmomenten tussen studenten en de docent Burgerschap voor kennisoverdracht en het aanleren van vaardigheden (kwalificatie), maar ook voor gezamenlijke reflectie. In de cyclus van Doen, Begrijpen, Ontmoeten, Ervaren en Reflecteren, werken studenten ook meteen aan 21e-eeuwse vaardigheden.
De centrale vraag bij het vak Burgerschap is: hoe kunnen we er in gesprek met studenten voor zorgen dat we de juiste leeromgeving bieden voor het stimuleren van actief Burgerschap. Hoe vinden we de juiste balans tussen de werkwoorden doen, begrijpen, ontmoeten, ervaren en reflecteren? Met een open benadering ontstaat een veilig klassenklimaat waar de student ruimte heeft en krijgt om zijn of haar eigen visie of mening vorm te geven. Als student voer je gesprekken met mensen die anders denken dan jij, kijk je binnen op plekken waar je gewoonlijk thuis niet komt, doe je ervaringen op die je mogelijk thuis niet hebt meegekregen om dit vervolgens bespreekbaar te maken en ertop te reflecteren: wat heb ik gezien? Wat vind ik ervan? Wat vind ik zelf waardevol en wat geeft mij richting? En wat zou ik kunnen doen?
Samen werken aan burgerschap
Met studenten en het onderwijsteam
Een samenleving bouw je niet alleen en in het vak Burgerschap tref je ook veel vormen van samenwerking aan. Docenten Burgerschap bedenken samen met studenten en het hele onderwijsteam hoe het vak Burgerschap kan worden vormgegeven. Het vak heeft een vaste plek in de curriculumontwikkeling. Zowel studenten als teamleden doen en denken mee bij de invulling, uitvoering en evaluatie. Steeds vanuit de gedachte hoe we het vak Burgerschap zo kunnen inrichten dat het studenten voldoende kennis, vaardigheden én zin geeft om deel te nemen aan de samenleving. Het goed benutten van de netwerken van de studenten biedt daarbij mooie kansen. Voor welk maatschappelijk doel zetten zij zich al in? Wat speelt er op de voetbalclub of in de wijk en kun je daarbij aansluiten?
Als student leer je dat je niet alleen onderdeel bent van de samenleving, maar dat je er ook mede vorm aan kunt geven.
Met externe partijen
Samen werken aan Burgerschap betekent ook het betrekken van externe partners om het doen, ontmoeten en ervaren in de praktijk mogelijk te maken. Hoe kunnen we ontwikkelingen de school binnenhalen en buiten de school een rol van betekenis spelen? Hoe laten we Burgerschap aansluiten bij een werkveld en een samenleving die onderhevig zijn aan sterke verandering? Het is sowieso krachtig als het burgerschapsonderwijs aansluit bij de beroepspraktijk en de actualiteit die daar speelt. Ook kan verbinding worden gemaakt met maatschappelijke organisaties. Maatschappelijke diensttijd (MDT) is hierbij een mooie werkvorm, concreet en tastbaar: studenten leveren een bijdrage aan de samenleving, staan daarbij open voor ontmoetingen en ervaringen waar iets van geleerd kan worden. Flexibel onderwijs biedt mooie mogelijkheden.
Steeds is het de kunst om aan te sluiten bij de actualiteit én bij de leerwensen van de studenten.
Met collega-docenten Burgerschap
Binnen de kaders van deze visie hebben teams de vrijheid om vorm te geven aan het vak. Firda zorgt voor een platform waarop ervaringen en inzichten kunnen worden gedeeld. Docenten Burgerschap ontmoeten elkaar om kennis en ervaringen uit te wisselen, elkaar te inspireren en samen te werken aan actuele maatschappelijke vraagstukken. Een goede invulling vinden vraagt creativiteit en het vermogen om het onderwijs te verbinden met de praktijk, de maatschappij en de leefwereld van onze studenten. Het vraagt ook om didactische en pedagogische kwaliteiten die maken dat het onderwijs uitdagend is maar ook veilig voelt.
4 De vijf dimensies van Burgerschap
Voor alle mbo-opleidingen gelden dezelfde wettelijke eisen voor het vak Burgerschap. Deze zijn op dit moment nog beschreven in vier dimensies waar we als Firda nog een vijfde aan toevoegen. Het is ons doel dat alle studenten zich aan het einde van hun opleiding hebben verdiept in alle vijf dimensies. Voor een eenjarige opleiding betekent dit een andere aanpak dan voor een vierjarige opleiding. De dimensies hoeven niet los van elkaar te worden gezien; in de praktijk lopen ze door elkaar.
De dimensies zijn:
• Politiek - juridische dimensie (incl. mensenrechten)
• Economische dimensie (incl. duurzaamheid)
• Sociaal - maatschappelijk dimensie (incl. diversiteit: etnisch, religieus, seksueel en gender)
• Vitaliteit burgerschap (incl. gezondheid)
• Digitaal burgerschap
Binnen deze vijf dimensies besteden we aandacht aan de vaardigheid ‘kritisch denken’ en spelen we in op de actualiteit. Bij elke dimensie staan enkele voorbeelden.
De politiek-juridische dimensie
Hier leren studenten hoe de parlementaire democratie, de rechtsstaat en het rechtssysteem werken. En hoe ze zelf kunnen deelnemen aan de politieke besluitvorming. Wat is eigenlijk de rol van de overheid en hoe worden politieke besluiten genomen? Welke politieke partijen zijn er en hoe maak je een keuze? Ga jij stemmen? Wat is de invloed van de Europese Unie op Nederland? En, hoe kun je betrokken zijn bij beslissingen voor jouw wijk of gemeente? Het is belangrijk in deze dimensie dat studenten inzicht krijgen in de onderwerpen waarover de politiek beslist. Dat ze weten welke onderwerpen ze interessant vinden en welke meningen en belangen hierbij spelen. Ook leren studenten in deze dimensie over de basiswaarden van onze samenleving, zoals mensenrechten en acceptatie van diversiteit. En hoe die basiswaarden een richtlijn zijn voor hun eigen mening en handelen.
De economische dimensie
In deze dimensie gaat het aan de ene kant om deelname aan het arbeidsproces. Hoe is dat georganiseerd in Nederland? Wat wil en kan jij daaraan bijdragen? Hoe weet je welke regels er gelden in een bedrijf? Hoe kan je opkomen voor jouw rechten als werknemer en welke plichten heb je? Wat vind je van inkomensverschillen? En hoe werkt het systeem van uitkeringen eigenlijk? Aan de andere kant gaat deze dimensie over de rol als consument. Welk verschil kan je maken met je koopgedrag? Hoe ga je om met geld? Hoe kom je aan eerlijke informatie als je iets koopt? Binnen deze dimensie hoort ook aandacht voor duurzaamheid. Hoe zit het met jouw CO2-uitstoot en hoe belangrijk vind je dat?
De sociaal-maatschappelijke dimensie
In deze dimensie gaat het om het bevorderen van een actieve deelname aan de samenleving. Hoe vind jij je weg in de samenleving? In je eigen woonomgeving, op school, op je werk en in zorgsituaties. Wat draag je bij aan het leven van anderen en de wereld in het algemeen? Het is van belang dat studenten breed geaccepteerde sociale omgangsvormen kunnen toepassen. En dat zij verschillen tussen mensen gaan kennen, accepteren en waarderen (etnisch, religieus, seksueel, gender). Dat ze in hun opvattingen en gedrag respect tonen voor culturele verscheidenheid.
Vitaal burgerschap
Binnen deze dimensie gaat het om de zorg voor je eigen vitaliteit en fitheid, als burger en als werknemer. Er is aandacht voor sporten en bewegen, maar ook voor risicogedrag zoals slechte voeding, roken, alcohol, onveilige seks en drugs. Weet jij hoe je gezond eet en of je voldoende beweegt? Wat doe je als je veel stress hebt van het leren of werken? Hoe zorg jij voor je ontspanning? Bij deze dimensie gaat het ook om de vraag waar je bij hoort. Bij vrienden waarmee je sport of muziek maakt, bij een gezin, familie of andere groepen waar mensen zich thuis voelen.
Digitaal burgerschap
Binnen deze dimensie gaat het om het versterken van je eigen morele digitale kompas, bestaand uit de onderdelen digitale veiligheid, digitale gezondheid en digitale soevereiniteit. Hoe bescherm je je eigen persoonsgegevens én die van anderen? Bijvoorbeeld van de mensen in je persoonlijke omgeving of met wie je in je beroep te maken hebt. Hoe ga je om met alle informatieprikkels van social media en de voortdurende aandacht die jouw mobiel trekt? Hoe zorg je dat je zelf de juiste informatie vindt, desinformatie kunt herkennen en je eigen mening kunt onderbouwen? Hoe houd je de balans in online en offline activiteiten? En hoe sta je tegenover de impact van digitalisering op de leefomgeving? Hoe kunnen we op een verstandige manier omgaan met de kansen en uitdagingen die voortkomen uit de ontwikkelingen rond kunstmatige intelligentie (AI)? In deze dimensie verkennen we onze digitale normen en waarden en staan we stil bij de vraag hoe je die online en offline kunt uitdragen. We gebruiken hierbij de methodiek van het digitaal moreel kompas en de begeleidingsethiek.
Herijking kwalificatie-eisen burgerschapsonderwijs mbo (2024/2025)
Het ministerie van OCW werkt aan nieuw beleid rond burgerschapsonderwijs in het mbo. Bij het uitwerken van Burgerschapsonderwijs voor de nabije toekomst, is het raadzaam om gebruik te maken van het adviesrapport ‘Burgerschapsonderwijs in een veranderende samenleving’ te vinden op de website van de Rijksoverheid.
5 Zo borgen we de kwaliteit van Burgerschap
Studenten krijgen volop de kans om bij het vak Burgerschap aandacht te besteden aan hun persoonlijke ontwikkeling. Docenten weten zich daarin ondersteund door hun naaste collega’s en de organisatie. Dat is belangrijk voor de kwaliteit van het vak Burgerschap. Om die reden is het belangrijk om met elkaar een aantal richtlijnen te bepalen en af te spreken hoe we daar invulling aan geven.
Verankerd in de Firda schoolcultuur
Zonder voor te schrijven wat studenten moeten vinden en denken, neemt Firda de verantwoordelijkheid op zich om de gehechtheid aan democratische waarden bij studenten en medewerkers te stimuleren. Het gaat dan om waarden als vrijheid, gelijkwaardigheid, solidariteit en zeggenschap.
Firda is een oefenplaats voor:
• vrijheid van meningsuiting en autonomie als uitwerking van vrijheid;
• het gelijkheidsbeginsel en het afwijzen van discriminatie als uitwerking van gelijkheid;
• verdraagzaamheid, afwijzing van onverdraagzaamheid en begrip als uitwerking van solidariteit.
Firda is voor studenten ingericht als ‘een minisamenleving’ waarbij studenten op een natuurlijke manier worden uitgedaagd om te oefenen met hun rol als burger. Dit komt op verschillende manieren tot uiting door het organiseren van activiteiten en ontmoetingen, het organiseren en garanderen van medezeggenschap door studenten te betrekken bij het ontwerpen van onderwijs. We zorgen daarbij voor een veilig schoolklimaat in de overtuiging dat deze manier van vormgeven ons burgerschapsonderwijs versterkt.
Ook in de school bieden we studenten kansen om ervaringen op te doen die belangrijk zijn om zich te verbinden met en te participeren in de samenleving.
Verankerd in het curriculum
Voorleven en stimuleren van democratische waarden krijgt binnen Firda ook vorm via het aangeboden curriculum en via het pedagogisch-didactische klimaat op de verschillende mbo-colleges. De visie op onderwijs van de teams is in lijn met de instellingsbrede visie van Firda op burgerschap. Vanuit deze visie worden in het team bewuste keuzes gemaakt voor de wijze waarop het vak Burgerschap wordt aangeboden. Burgerschap heeft een expliciete plek in de programmering en wordt als zodanig ook herkenbaar in het rooster opgenomen, zodat er vaste contactmomenten zijn met de docent Burgerschap.
Kaders
Uitgangspunt is dat Burgerschap 160 klokuren herkenbaar als vak op het rooster wordt geprogrammeerd voor een voltijd BOL-opleiding. Dit aantal uur wordt evenredig verminderd bij opleidingen van kortere duur. Programmering in verbinding met andere onderwijsactiviteiten of -modules is evengoed mogelijk, mits voor studenten sprake is van voldoende helderheid. Dit biedt nieuwe kansen voor de verbinding met de beroepspraktijk en maatschappelijke ontwikkelingen en maakt dat ook meerdere docenten betrokken kunnen zijn bij het burgerschapsonderwijs. Hierbij is het wel van belang dat de leerdoelen van Burgerschap zijn geëxpliciteerd. De docent Burgerschap behoudt hierin de regie. Het is duidelijk hoe het curriculum wordt ingevuld, wat de leerdoelen zijn en hoe die worden getoetst, hiervoor zijn criteria opgesteld. Studenten worden hierover aan het begin van het schooljaar geïnformeerd. Zo weten zij precies welke inspanning zij voor Burgerschap moeten verrichten om hun diploma te halen. De vorm waarin zij werken aan hun leerdoelen ligt deels vast, maar studenten worden ook nadrukkelijk uitgenodigd zelf met voorstellen te komen over de invulling van het onderwijs. Zo krijgt co-creatie met studenten vorm.
De kwaliteit van het onderwijs wordt systematisch meegenomen in de evaluaties van het onderwijs. Daarbij wordt gekeken of de leerdoelen ook zijn behaald. Op basis van de uitkomsten worden waar nodig aanpassingen gedaan.
**Examinering**
Voor het vak burgerschap bestaat er vanaf 2024/2025 een examenverplichting. Een instellingsexamen in de vorm van een Burgerschapsportfolio. Voor dit exameninstrument komt er een gezamenlijke set van criteria geformuleerd als basis voor portfolio toetsing. In het burgerschapsportfolio laten studenten de afgesproken inspanningen zien in de vorm van een eindpresentatie, filmpjes, verslagen, internationale stages, deelname aan activiteiten of het behalen van een kennistoets. De afronding van Burgerschap vindt aan het eind van de opleiding plaats in de vorm van een eindgesprek. Het portfolio kan gezien worden als een verzameling van waardevolle inzichten, ervaringen en reflecties waarop de student in het eindgesprek een toelichting geeft. De verschillende mbo-colleges krijgen de ruimte om een eigen invulling te geven aan thema en vorm van het portfolio. Het is van belang dat studenten op de hoogte zijn van wat er van ze wordt verwacht en welke leerdoelen daarbij gelden. De cyclus van doen, begrijpen, ontmoeten ervaren en reflecteren zal daarom ook in de leerdoelen worden geëxpliciteerd.
De volgende thema’s komen terug in de opbouw:
- **Participatie** (in termen van Doen, Ontmoeten, Ervaren)
- **Kennis** (Begrijpen, feiten, informatie en regels uit de 4 domeinen)
- **Vaardigheden** (o.a. 21e eeuwse vaardigheden)
- **Deugden / Waarden** (Reflecteren op o.a. basiswaarden van de democratische rechtsstaat)
- **Identiteit** (brede persoonsvorming / professionele- en persoonlijke identiteit)
Reflectie helpt studenten zich bewust te worden van wie ze zijn en op welke manier ze burger willen zijn. De student kan voor een deel zelf bepalen op welke wijze hij of zij aantoont te voldoen aan de gestelde leerdoelen.
Moeilijk meetbare resultaten worden geduid door studenten te laten reflecteren op wat een bepaalde activiteit of gebeurtenis voor ze betekent (in plaats van wat ze weten). Het gaat erom dat studenten de vrijheid voelen – en zich uitgenodigd weten – om deel te nemen aan de samenleving.
**Professionalisering**
Het vak Burgerschap wordt gegeven door bekwame docenten met een minimum aanstellingsomvang van 0.4 fte. De docenten Burgerschap beschikken over een relevante opleiding of scholing (docent omgangskunde, docent maatschappijleer of post-hbo opleiding burgerschap). Om dit te bevorderen is een Firda breed aanbod gericht op deskundigheidsbevordering, zoals opleidingen, trainingen en bijeenkomsten. Voor alle burgerschapsdocenten en belangstellenden vindt jaarlijks een ‘inspiratiedag Burgerschap’ plaats.
Binnen de aanstellingsomvang van docenten Burgerschap is ruimte en tijd voor opdoen van inspiratie, voor samenwerking, voor projecten, voor invullen van de uren op basis van actualiteit en om samen te werken met andere onderwijsteams als het gaat om Brede Vorming. Binnen Firda worden bijeenkomsten georganiseerd voor kennisuitwisseling en vormen van leernetwerken en kenniskringen. Er is een Firda-brede showcase/database in ontwikkeling voor uitwisselen van ideeën en de uitwerkingen ervan. Docenten burgerschap vormen per mbo-college een vakgroep/leernetwerk en hebben de beschikking over eigen middelen. De vakgroep krijgt daarbij ondersteuning van de dienst Onderwijs en Kwaliteit, een I-coach en een onderwijskundige.
Bij Firda werken we met elkaar samen en moedigen wij studenten aan om vanuit Burgerschapsonderwijs niet alleen te leren, maar ook om actief deel te nemen aan de samenleving.
Leer jezelf het leven door
© Firda 09-2023
www.firda.nl
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Avis relatif à la mise en application
18-0004
Audience
Pour de plus amples renseignements, veuillez communiquer avec les personnes-ressources ci-dessous.
Mise en application :
Elsa Renzella Vice-présidente à la mise en application 416 943-5877 email@example.com
Médias :
Andrea Zviedris Chef des relations avec les médias 416 943-6906
firstname.lastname@example.org
AFFAIRE Nicholas Karakolis – Audience de règlement
Le 3 janvier 2018 (Toronto, Ontario) – Une formation d'instruction de l'Organisme canadien de réglementation du commerce des valeurs mobilières (OCRCVM) tiendra une audience pour déterminer si elle doit accepter une entente de règlement conclue entre le personnel de l'OCRCVM et Nicholas Karakolis.
L'entente porte sur la conduite de M. Karakolis, qui n'aurait pas respecté les politiques et procédures de son employeur concernant l'ouverture de comptes de clients.
L'audience se déroulera à huis clos jusqu'à ce que la formation d'instruction accepte l'entente de règlement. Si la formation d'instruction accepte l'entente, la décision de la formation et l'entente de règlement seront publiées à www.ocrcvm.ca.
Les documents concernant les procédures de mise en application en cours de l'OCRCVM – y compris les décisions et les motifs des formations d'instruction – sont affichés sur le site Web de l'OCRCVM dès qu'ils sont accessibles. Il suffit de cliquer ici pour chercher n'importe quel document de l'OCRCVM relatif à la mise en application et y avoir accès.
Date de l'audience : Le 23 janvier 2018, à 10 h
Lieu : OCRCVM – salle Québec, 121, rue King Ouest, bureau 2000, Toronto (Ontario)
L'OCRCVM a officiellement ouvert l'enquête sur la conduite de M. Karakolis en avril 2016. La contravention aurait été commise lorsque M. Karakolis était représentant inscrit à la succursale de North York de Placements directs TD Waterhouse Inc. M. Karakolis n'est plus inscrit auprès d'une société réglementée par l'OCRCVM.
On peut consulter l'avis de demande annonçant la tenue de l'audience de règlement à http://www.ocrcvm.ca/Documents/2018/65e4dc8c-1808-4797-b852-87ccb286e496_fr.PDF
* * *
L'OCRCVM est l'organisme d'autoréglementation national qui surveille l'ensemble des courtiers en placement et l'ensemble des opérations que ceux-ci effectuent sur les marchés de titres de capitaux propres et les marchés de titres de créance au Canada. L'OCRCVM établit des normes élevées en matière de réglementation et de commerce des valeurs mobilières, assure la protection des investisseurs et renforce l'intégrité des marchés tout en favorisant des marchés financiers sains au Canada. L'OCRCVM s'acquitte de ses responsabilités de réglementation en établissant des règles régissant la compétence, les activités et la conduite financière des sociétés membres et de leurs employés inscrits et en assurant leur mise en application. Il établit des règles d'intégrité du marché régissant les opérations effectuées sur les marchés canadiens des titres de capitaux propres et des titres de créance et en assure la mise en application.
L'OCRCVM enquête sur les fautes possibles de ses sociétés membres ou des personnes physiques inscrites auprès de lui. Il peut intenter des procédures disciplinaires pouvant mener à des sanctions telles que des amendes, des suspensions, l'interdiction permanente d'inscription, l'expulsion d'un courtier membre ou la révocation des droits et des privilèges rattachés à l'inscription ou à la qualité de courtier membre.
Toute l'information au sujet des procédures disciplinaires concernant les sociétés membres actuelles et anciennes se trouve à la section Mise en application du site Internet de l'OCRCVM. On peut obtenir des renseignements sur les compétences et les antécédents disciplinaires, le cas échéant, des conseillers employés dans des sociétés réglementées par l'OCRCVM grâce au service Info-conseiller de l'OCRCVM. Pour savoir comment porter plainte au sujet d'un courtier en valeurs mobilières, d'un conseiller ou d'un marché, il suffit de composer le 1 877 442-4322.
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WEEKLY ECONOMIC COMMENTARY
The specter of inflation is once again rearing its head and garnering most of the attention in the financial markets. To be sure, it's not as if its noisy entrance came out of the blue. For months the economic community and policy makers have been warning anyone within earshot that price increases would accelerate as the economy reopens and unleashes a tidal wave of pent-up demand that overwhelms supply. Against this mighty demand backdrop, fueled by massive fiscal stimulus, companies are able to restore prices that had been deeply cut during the worst of the pandemic, and muster enough power to pass higher labor and input costs on to consumers.
Still, the magnitude of the price increases reported for April this week far exceeded expectations and briefly rattled the financial markets. For its part, the Fed remains unmoved by what it still considers a transitory spike in inflation that will recede once supply catches up with demand and bottlenecks are cleared up. The question is, how long will it take for this dynamic to play out? The longer it takes, the greater the odds that inflation expectations would increase and lead to a self-perpetuating rise in actual inflation, forcing the Fed to move sooner rather than later. From our lens, the robust economic expansion now unfolding will likely prompt the Fed to lift rates about year sooner than it predicted at its March policy meeting (starting in late 2022) but we don't see inflation or inflation expectations spiraling out of control.
Granted the headline spike in consumer prices last month was truly frightening. The overall consumer prices index surged 0.8 percent and the core CPI, which excludes volatile food and energy items, jumped 0.9 percent. You would have to go back to April 1982 to find a larger monthly increase in the core index. On a year-over-year basis, the increases are just as hair-raising. The overall CPI jumped 4.2 percent and the core rose 3.0 percent, the strongest 12-month increase since 1996. Both readings are significantly above the Fed's 2 percent inflation target, as will the Fed's key gauge it monitors – the consumer price deflator – when it is released later this month.
But a look under the hood of the April consumer price report reveals a less alarming set of details, one that is consistent with transitory forces related to a rebooting economy. Fully 40 percent of the core CPI increase, for example, came from an eye-opening 10 percent increase in used car and truck prices.
This outsized contribution is clearly a product of temporary forces related to pandemic disruptions. Rental car companies have to rebuild fleets that they sharply downsized last year when lockdown restrictions crushed travel. Meanwhile, the supply of new cars has been restrained by the shortage of semiconductor chips, which is impeding production, and used cars are being held off the market by owners who are avoiding public transit for health reasons and are driving to work. Additionally, with lockdown restrictions being lifted, Americans are starting to travel more, opting for local destinations within driving distance.
But people are also taking longer trips that involve flying and leaving their homes for vacation destinations. Hence, airfares jumped 10.2 percent and hotel and motel prices increased by a record 8.8 percent. With warmer weather, more time is being devoted to recreational activities, imparting a lift to recreational service prices and motor vehicle insurance. Despite these outsized increases, many of these service providers have not fully restored prices to levels that prevailed before the pandemic. Hotel prices are still 6 percent below their pre-pandemic level and airfares are a whopping 18 percent below where they were in February 2020. The catchup phase is just beginning; amid a strong recovery in demand and lagging supply over the balance of the year, the sectors that have been punished the most during the pandemic will be the most aggressive in raising prices to recoup lost revenues.
While this will sustain pressure on the Fed from some quarters to move before it falls too far behind the curve, we doubt it will gain traction with policymakers or the financial markets. Indeed, bond investors showed only a modest reaction to the CPI report even as they displayed a strong appetite for government securities, enthusiastically gobbling up the Treasury's $41 billion offering of 10year notes this week. Meanwhile, stocks rebounded strongly on Thursday and Friday, clawing back a chunk of the debilitating losses suffered earlier in the week, driven by rising inflation fears.
On Main Street, inflation expectations did pick up, as reflected in the preliminary University of Michigan Consumer Sentiment Index for early May. While the steepest increase was in near-term inflation expectations, household expectations for inflation out to 5-10 years jumped to above 3 percent, the highest in more than a decade.
1
The Fed pays particular attention to household inflation expectations. If they become unmoored, with households expecting to get higher wages and pay higher prices down the road, that would set in motion the self-perpetuating inflation spiral that prompts the Fed to correct. But we doubt the latest reading of the household survey is enough to sway the Fed from its current course. The spike in inflation expectations that occurred in March 2011 was also in response to a temporary surge in prices coming out of the Great Recession, which quickly faded and just as swiftly took the air out of inflation expectations. Importantly, the survey noted that households expect inflation to outpace incomes going forward, which is not a recipe that encourages a shift to a strong buy-in-advance behavior. Indeed, the spike in prices last month drove real worker earnings 3.5 percent below the year-earlier level, the steepest annual decline in more than 40 years.
If heightened inflation expectations spurs households to pull spending forward, it certainly didn't work in April. In another report that missed expectations – a familiar occurrence so far this month – consumers spent less at retail stores last month than expected. Following a stunning 10.7 percent increase in March, retail sales were essentially flat in April, a softer reading than the consensus expectation of a 1 percent gain. The control group of sales, which excludes food, autos, gasoline and building materials, that enters into the GDP calculations, fared even worse, falling by 1.5 percent. The setback reflected weaker purchases of most discretionary goods, including clothing, sporting goods and furniture; even that stalwart category, online sales, slipped 0.6 percent during the month.
That said, it's foolhardy to think that consumers are about to go into hibernation. Last month's slippage should be viewed more as a breather than a shift in behavior. Keep in mind that the spending surge in the previous month was bloated by the stimulus checks that reached household bank accounts in March. In fact, that month's increase was revised up from an original estimate of 9.8 percent to 10.7 percent, an upward adjustment that just about accounts for the 1 percent downside miss in the April retail report. Simply put, retail sales last month landed about where they were expected after the March revision is taken into account. More to the point, the seeds for a resumption of torrid spending in coming months are firmly in place.
For one, households still have plenty of firepower in reserve from the stimulus checks and other generous transfer payments. Over the past year, they have accumulated more than $2 trillion in excess savings, as pandemic restrictions severely limited spending opportunities even as most middle and high earners continued to draw paychecks. For another, the reopening process is hopping onto a speedier track as Covid cases continue to dwindle and vaccinations are reaching a broader segment of the population, including adolescents. The CDC announced a major easing of restrictions on social gatherings this week, foreshadowing an upsurge in attendance at concerts, stadiums as well as restaurants. We still expect households to deliver the strongest spending increase this year since 1946.
That said, consumers will not be dipping into an unlimited pool of funds that would sustain a supercharged pace of spending beyond the next several months. Keep in mind that wealthier households hold most of those excess savings, and it is unclear how much of it they will actually spend as opposed to building up wealth. As for those generous government transfer payments, the enhanced unemployment benefits are scheduled to expire in September and 11 states are already unilaterally opting out of the program, cutting off the $300 weekly supplement for unemployed workers in those states. The goal of these opt-out states is to incentivize workers to resume a job search, which they believe is being discouraged by the generous benefits.
Hence, after a spending binge in the summer and fall that satisfies pent-up demand, consumer-spending growth should downshift markedly by the fourth quarter and return to a trend-like pace next year. That pattern together with expectations that more supply will come online dovetails with the Fed's view that the inflation upsurge is temporary. While we agree that the economy will cool later this year and keep inflation under control, it will do so at a higher level of activity and less spare capacity than the Fed expects, prompting an earlier move to tap on the brakes than it currently envisions.
2
| INTEREST RATES | May 14 | Week Ago | Month Ago |
|---|---|---|---|
| 3-month Treasury bill | 0.01% | 0.02% | 0.02% |
| 6-month Treasury bill | 0.03 | 0.03 | 0.04 |
| 3-month LIBOR | 0.16 | 0.16 | 0.19 |
| 2-year Treasury note | 0.15 | 0.15 | 0.16 |
| 5-year Treasury note | 0.81 | 0.78 | 0.83 |
| 10-year Treasury note | 1.63 | 1.57 | 1.58 |
| 30-year Treasury bond | 2.35 | 2.28 | 2.28 |
| 30-year fixed mortgage rate | 2.94 | 2.96 | 3.04 |
| 15-year fixed mortgage rate | 2.26 | 2.30 | 2.35 |
| 5/1-year adjustable rate | 2.59 | 2.70 | 2.80 |
| STOCK MARKET | | -1.08 | 0.68 |
| Dow Jones Industrial Index | 34382.13 | | |
| S&P 500 | 4173.85 | -1.35 | -0.17 |
| NASDAQ | 13429.98 | -2.32 | -4.37 |
| COMMODITIES | | | |
| Gold ($ per troy ounce) | 1843.80 | 0.64 | 3.74 |
| Oil ($ per barrel) - Crude Futures (WTI) | 65.51 | 1.03 | 3.87 |
| ECONOMIC INDICATOR | Latest Month/Quarter | Previous Month/Quarter | Two-Months/ Quarters Ago |
| Consumer Price Index (April) - % change | 0.8 | 0.6 | 0.4 |
| Core CPI (April) - % change | 0.9 | 0.3 | 0.1 |
| Producer Price Index (April) - % change | 0.6 | 1.0 | 0.5 |
| Retail Sales (April) - % change | 0.0 | 10.7 | -2.9 |
| Industrial Production (April) % change | 0.7 | 2.4 | -3.5 |
Disclaimer: This publication contains the current opinions of the manager and should not be considered as investment advice or a recommendation of any particular security, strategy or investment product. Such opinions are subject to change without notice. This publication is distributed for education purposes only. Information contained herein has been obtained from sources believed to be reliable, but not guaranteed. Forecasts are based on proprietary research and should not be interpreted as an offer or solicitation, nor the purchase or sale of any financial instrument. No part of this publication may be reproduced in any form, or referred to in any publication, without the express written permission of Smith Affiliated Capital Corp.
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XYZ. La revue de la nouvelle
Cela se peut-il?
Célyne Fortin
Nouvelles d'une page Number 11, Fall 1987
URI:
https://id.erudit.org/iderudit/2900ac
See table of contents
Publisher(s)
Publications Gaëtan Lévesque
ISSN
0828-5608 (print) 1923-0907 (digital)
Explore this journal
Cite this article
Fortin, C. (1987). Cela se peut-il? XYZ. La revue de la nouvelle, (11), 38–38.
Tous droits réservés © Publications Gaëtan Lévesque, 1987
This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online.
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This article is disseminated and preserved by Érudit.
Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research.
https://www.erudit.org/en/
Célyne Fortin
Comment cela se fait-il? Comment cela se peut-il? Depuis treize ans, jamais elle n'a vu une telle chose. Jamais pu imaginer une telle chose. Jamais vécu cela.
Toujours sur la table il est là, blanc-bleu, opaque dans sa bouteille plus ou moins pleine. Parfois quand la pinte est à ras bord et qu'il y a déjà un bon moment qu'on l'a remplie, un beau collet d'un blanc jaunâtre, épais, crémeux, émerge. Alors avant d'ouvrir la bouteille, on brasse, on brasse en pesant bien sur le bouchon de carton (bleu, blanc, rouge, avec une belle vache dessus et c'est écrit: LAVEZ ET RETOURNEZ les bouteilles), en pesant bien pour ne pas perdre une seule goutte de ce nectar, de cette boisson des anges, ce breuvage divin, ce liquide merveilleux.
Vraiment jamais elle n'avait pensé une telle chose possible. Elle a treize ans, son père est le plus prospère laitier du village et il n'y a pas une seule goutte de lait, sur la table, ce soir, pour accompagner son gâteau au chocolat nappé de mélasse. Elle en pleurerait, elle en pleure...
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e-Boks Plus samtykke
Det er muligt at give samtykke til e-Boks Plus i forbindelse med at man åbner sin e-Boks app, eller hvis man går ind under ens profilopsætning. Der er nedenfor vist, hvad man skal gøre hvis man bliver spurgt i forbindelse med at man åbner sin app.
Der er nedenfor vist hvordan du gør det, hvis du ikke bliver spurgt i forbindelse med at du åbner appen. Du skal ind under profil og derefter scrolle ned i bunden af siden og trykke på samtykke. Inde på samtykke siden skal du sørge for at det ser ud som nedenfor.
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Die Epilepsien
Grundlagen, Klinik, Behandlung
Herausgegeben von W. Fröscher und F. Vassella
Walter de Gruyter · Berlin · New York 1994
Prof. Dr. med. W. Fröscher
Psychiatrisches Landeskrankenhaus Weissenau
(Abteilung Psychiatrie I der Universität Ulm),
Neurologische Abteilung
D-88190 Ravensburg-Weissenau
Prof. Dr. med. F. Vassella
Abteilung für Kinderneurologie
Medizinische Univ.-Kinderklinik – Inselspital
CH-3010 Bern
Dieses Buch enthält 193 Abbildungen und 94 Tabellen
Die Deutsche Bibliothek – CIP Einheitsaufnahme
Die Epilepsien: Grundlagen, Klinik, Behandlung / hrsg. von
W. Fröscher und F. Vassella. Mit Beitr. von G. Bauer ... – Berlin;
New York : de Gruyter, 1993
ISBN 3-11-012113-1
NE: Fröscher, Walter [Hrsg.]; Bauer, G.
Universitäts-
Bibliothek
München
© Copyright 1993 by Walter de Gruyter & Co.,
D-10785 Berlin
Dieses Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Verwertung außerhalb der engen Grenzen des Urheberrechtsgesetzes ist ohne Zustimmung des Verlages unzulässig und strafbar. Das gilt insbesondere für Vervielfältigungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen.
Der Verlag hat für die Wiedergabe aller in diesem Buch enthaltenen Informationen (Programme, Verfahren, Mengen, Dosierungen, Applikationen etc.) mit Autoren bzw. Herausgebern große Mühe darauf verwandt, diese Angaben genau entsprechend dem Wissensstand bei Fertigstellung des Werkes abzudrucken. Trotz sorgfältiger Manuskripterstellung und Korrektur des Satzes können Fehler nicht ganz ausgeschlossen werden. Autoren bzw. Herausgeber und Verlag übernehmen infolgedessen keine Verantwortung und keine daraus folgende oder sonstige Haftung, die auf irgendeine Art aus der Benutzung der in dem Werk enthaltenen Informationen oder Teilen davon entsteht.
Die Wiedergabe von Gebrauchsnamen, Handelsnamen, Warenbezeichnungen und dergleichen in diesem Buch berechtigt nicht zu der Annahme, daß solche Namen ohne weiteres von jedermann benutzt werden dürfen. Vielmehr handelt es sich häufig um gesetzlich geschützte, eingetragene Warenzeichen, auch wenn sie nicht eigens als solche gekennzeichnet sind.
Satz und Druck: Arthur Collignon GmbH, Berlin –
Buchbinderische Verarbeitung: Lüderitz & Bauer GmbH, Berlin – Umschlagentwurf: Rudolf Hübler, Berlin
Printed in Germany
## Inhalt
1. Meilensteine in der Geschichte der Epileptologie ........................................ 1
*K. Karbowski*
1.1 Hippokratische Aera .................................................................................. 1
1.2 Aretaeus und Galen .................................................................................... 2
1.3 Mittelalter, Paracelsus ............................................................................... 3
1.4 18. Jahrhundert, S. A. Tissot ..................................................................... 4
1.5 Epileptologie in der 1. Hälfte des 19. Jahrhunderts ................................. 5
1.6 2. Hälfte des 19. Jahrhunderts, die Sternstunden der Epileptologie .......... 7
1.7 20. Jahrhundert, Schlussbemerkungen ...................................................... 9
2. Klassifikation der Anfälle und der Epilepsien ........................................... 13
2.1 Definitionen ............................................................................................... 13
*G. Rabending*
2.1.1 Epilepsie ............................................................................................... 13
2.1.2 Monoepilepsie, Oligoepilepsie ............................................................. 13
2.1.3 Gelegenheitsanfälle, akute epileptische Anfälle (epileptische Reaktionen) 14
2.1.4 Chronische Epilepsien ......................................................................... 14
2.1.5 Residualepilepsie .................................................................................. 14
2.1.6 Prozeßepilepsie ..................................................................................... 14
2.1.7 Reflexepilepsie ..................................................................................... 14
2.1.8 Aktive Epilepsie .................................................................................... 15
2.1.9 Latente Epilepsie ................................................................................... 15
2.1.10 Maskierte Epilepsie ............................................................................. 15
2.1.11 Epileptische Äquivalente .................................................................... 15
2.2 Klassifikation der Anfallstypen ................................................................. 16
*G. Rabending*
2.2.1 Revidierte Klassifikation der ILAE ..................................................... 16
2.2.2 Vergleiche zur deutschsprachigen Nomenklatur ................................ 20
2.3 Klassifikation der Epilepsien und der epileptischen Syndrome ............. 21
*M. Egli*
2.3.1 Kriterien der Einteilung ....................................................................... 21
2.3.2 Idiopathische Epilepsien und Syndrome ............................................. 23
2.3.3 Symptomatische und kryptogene Epilepsien und Syndrome ............. 24
2.3.4 Schlussbemerkung .............................................................................. 27
2.4 Grundlagen für eine EEG-Klassifikation der Epilepsien ....................... 28
*G. Dumermuth*
2.4.1 Vorbemerkungen .................................................................................. 28
2.4.2 Iktuale und interiktuale, subiktuale und subklinische epileptische EEG-Veränderungen ................................................................. 28
2.4.3 Epileptische EEG-Aktivität .................................................. 29
2.4.4 Elektroklinische Syndrome .................................................. 38
2.4.5 EEG-Klassifikation der Epilepsien ........................................... 38
3. Epidemiologie der Epilepsien .................................................. 43
W. Greulich, U. Gerber
3.1 Einleitung .............................................................................. 43
3.2 Inzidenz und Prävalent der Epilepsien ..................................... 44
3.2.1 Definition ............................................................................ 44
3.2.2 Inzidenz ............................................................................. 44
3.2.3 Prävalenz ........................................................................... 45
3.2.4 Prävalenz der Epilepsien in den Entwicklungsländern .......... 46
3.3 Häufigkeit epileptischer Anfälle bei speziellen Erkrankungen .... 51
3.4 Epidemiologie der Fieberkrämpfe ........................................... 51
3.5 Mortalität .............................................................................. 52
4. Ätiologie der Anfälle und Epilepsien ....................................... 57
G. Groß-Selbeck
4.1 Idiopathische und symptomatische Epilepsien ......................... 57
4.2 Genetische Disposition .......................................................... 58
4.2.1 Zwillingsuntersuchungen .................................................. 58
4.2.2 Familienuntersuchungen ................................................... 58
4.2.3 EEG-Untersuchungen ....................................................... 60
4.2.4 Erbgang ............................................................................. 65
4.2.5 Genetische Beratung ......................................................... 68
4.3 Ursachen symptomatischer Epilepsien ..................................... 72
4.3.1 Symptomatische Epilepsien im Kindesalter ......................... 72
4.3.2 Symptomatische Epilepsien der Erwachsenen ...................... 78
F.-L. Glötzner
5. Pathogenese der Anfälle und Epilepsien .................................. 89
5.1 Neurophysiologische Grundlagen ........................................... 89
E.-J. Speckmann, H. Straub
5.1.1 Tierexperimentelle Modelle ................................................ 89
5.1.2 Epileptische Aktivität einzelner Neurone ............................. 93
5.1.3 Elementarprozesse der epilepsiespezifischen neuronalen Aktivität 94
5.1.4 Räumliche und zeitliche Ausdehnung epileptischer Aktivität .... 96
5.1.5 Entstehung epileptischer Entladungen in Abhängigkeit vom Erregungsniveau des Zentralnervensystems ........................................ 102
5.2 Biochemische Grundlagen .................................................... 104
L. S. Wolfe, N. M. van Gelder
5.2.1 Einleitung ............................................................................ 104
5.2.2 Gamma-Aminobuttersäure und L-Glutamat .......................... 106
5.2.3 Biochemische Folgen von Anfällen ...................................... 117
5.2.4 Mechanismen von anfallsbedingten neuronalen Schädigungen .......................... 119
5.2.5 "Frühe" Gene (immediate early genes) und Anfälle ........................................... 121
6. Pathologisch-anatomische Befunde bei Epilepsien .................................................. 127
F. Gullotta
6.1 Einleitung .................................................................................................................. 127
6.2 Allgemeiner Teil ....................................................................................................... 127
6.3 Spezieller Teil ............................................................................................................ 131
6.3.1 Temporallappen und Ammonshornsklerose ...................................................... 131
6.3.2 Altersgebundene Anfälle (West-Syndrom und Lennox-Gastaut-Syndrom) ........ 138
6.3.3 Myoklonus-Epilepsien ......................................................................................... 138
6.3.4 Iatrogene Schäden des ZNS ............................................................................... 139
6.3.5 Tod im Anfall, Mors subita .................................................................................. 141
7. Klinik der epileptischen Anfälle und der Epilepsiesyndrome .................................. 145
7.1 Symptomatik der epileptischen Anfallsformen nach dem ILAE-Schema .................. 145
7.1.1 Einfach fokale Anfälle .......................................................................................... 145
G. Bauer
7.1.2 Fokale Anfälle mit komplexer Symptomatik ..................................................... 152
G. Bauer
7.1.3 Generalisierte Anfälle .......................................................................................... 158
H. E. Boenigk
7.1.4 Nicht klassifizierbare epileptische Anfälle ....................................................... 168
H. M. Weinmann
7.2 Epilepsien und epileptische Syndrome ..................................................................... 172
7.2.1 Lokalisationsbezogene Epilepsien ......................................................................... 172
22.214.171.124 Benigne Epilepsie mit zentrotemporalen spikes ............................................. 172
R. Kruse
126.96.36.199 Symptomatische Epilepsien des Frontal-, Temporal-, Parietal- und
Okzipitallappens .................................................................................................. 177
H. G. Wieser, A. M. Siegel
7.2.2 Generalisierte Epilepsien ..................................................................................... 195
188.8.131.52 Idiopathische altersgebundene generalisierte Epilepsien ............................... 195
184.108.40.206.1 Benigne familiäre Neugeborenenkrämpfe .............................................. 195
H. M. Weinmann
220.127.116.11.2 Benigne idiopathische Neugeborenenkrämpfe ...................................... 196
H. M. Weinmann
18.104.22.168.3 Benigne myoklonische Epilepsie des Kindesalters .................................. 197
A. von Moers, D. Scheffner
22.214.171.124.4 Epilepsie mit pyknoleptischen Absencen .............................................. 198
A. von Moers, D. Scheffner
126.96.36.199.5 Juvenile Absence-Epilepsie ..................................................................... 200
A. von Moers, D. Scheffner
188.8.131.52.6 Impulsiv-Petit mal-Epilepsie ................................................................. 202
A. von Moers, D. Scheffner
184.108.40.206.7 Aufwach-Grand mal-Epilepsie .................................................. 204
A. von Moers, D. Scheffner
220.127.116.11 Generalisierte kryptogene oder symptomatische altersgebundene Epilepsien .... 207
F. Hanefeld
18.104.22.168.1 West-Syndrom ................................................................. 207
H. Schneble
22.214.171.124.2 Lennox-Gastaut-Syndrom .................................................. 213
R. Degen
126.96.36.199.3 Epilepsie mit myoklonisch-astatischen Anfällen des frühen Kindesalters .... 225
R. Degen
188.8.131.52.4 Epilepsie mit myoklonischen Absencen ............................... 230
B. Schmitt, G. Jacobi
184.108.40.206 Symptomatische Epilepsien .................................................... 233
H. M. Weinmann
7.2.3 Epilepsien mit generalisierten und fokalen Anfällen ......................... 239
M. Bureau, C. Dravet, S. Cordova, C. A. Tassinari
220.127.116.11 Neugeborenenkrämpfe ......................................................... 239
Ch. Dravet, M. Bureau, N. Giraud, R. Guerrini
18.104.22.168 Schwere myoklonische Epilepsie des Kindesalters ...................... 248
Th. Deonna
7.2.4 Epilepsien und Syndrome ohne eindeutige generalisierte oder fokale Hinweise .. 260
E. Deisenhammer
7.2.5 Spezielle Syndrome ................................................................. 263
W. Fröscher
22.214.171.124 Gelegenheitsanfälle (einschl. Auslösefaktoren epileptischer Anfälle) ........... 263
M. Egli
126.96.36.199.1 Kindesalter ................................................................. 263
M. Egli
188.8.131.52.2 Gelegenheitsanfälle im Erwachsenenalter ............................. 267
H. G. Wieser, M. Hajek
7.3 Status epilepticus und epileptische Dämmerzustände .......................... 280
G. Rabending
7.3.1 Definitionen, allgemeine Angaben ............................................. 280
7.3.2 Generalisierte Status epileptici .................................................. 281
7.3.3 Status fokaler Anfälle ............................................................. 287
7.3.4 Verwirrtheitszustände mit periodischen lateralisierten epileptiformen Entladungen (PLED) ................................................................. 294
7.3.5 Sogenannter Pseudostatus epilepticus ........................................ 294
7.4 Psychische Störungen ................................................................. 295
A. A. Möller, W. Mombour
7.4.1 Angaben zur Systematik und Häufigkeit .................................... 295
| Section | Page |
|------------------------------------------------------------------------|------|
| 7.4.2 Zuordnung zum Anfallsgeschehen | 297 |
| 7.4.3 Zuordnung nach syndromalen und ätiologischen Gesichtspunkten | 310 |
| 7.4.4 Suizide und Suizidversuche | 318 |
| 7.5 Sexualität, Fortpflanzung, Schwangerschaft | 326 |
| W. Fröscher | |
| 7.5.1 Sexualität | 326 |
| 7.5.2 Fertilität | 328 |
| 7.5.3 Kontrazeption | 329 |
| 7.5.4 Pubertät | 329 |
| 7.5.5 Katameniale Epilepsie | 330 |
| 7.5.6 Schwangerschaft | 330 |
| 7.6 Epilepsie und Schlaf | 341 |
| F. Vassella, W. Fröscher | |
| 7.6.1 Einleitung, allgemeine Angaben | 341 |
| 7.6.2 Altersgebundene Epilepsien | 342 |
| 7.6.3 Nicht altersgebundene epileptische Anfälle im Schlaf | 344 |
| 7.6.4 Epilepsie und Schlaf-Übergangsstadien | 345 |
| 7.6.5 Schlafarchitektur und Morphologie der epilepsietypischen Potentiale im Schlaf | 346 |
| 7.6.6 Schlaf und Schlafentzug in der Epilepsiediagnostik | 348 |
| 7.6.7 Antiepileptika und Schlaf | 350 |
| 8. Diagnostik | 353 |
| 8.1 Allgemeine Abklärung bei Verdacht auf Epilepsie | 353 |
| H. Klepel | |
| 8.2 Anamnese und klinischer Befund | 354 |
| H. Klepel | |
| 8.2.1 Anamnese | 354 |
| 8.2.2 Klinischer Befund | 358 |
| 8.3 Neurophysiologische Untersuchungen und Sonographie | 360 |
| 8.3.1 EEG (einschl. Provokationsmethoden, Video-SDA, Langzeit-EEG und spezieller Ableitungen) | 360 |
| G. Dumermuth | |
| 184.108.40.206 Vorbemerkung | 360 |
| 220.127.116.11 Methodik und Technik der EEG-Untersuchung | 361 |
| 18.104.22.168 Konventionelle Auswertung des EEG in der Epilepsiediagnostik | 369 |
| 22.214.171.124 Analyse und Quantifizierung des EEG | 374 |
| 126.96.36.199 Artefakte | 377 |
| 188.8.131.52 Aktivierungsverfahren | 379 |
| 184.108.40.206 Ambulante Langzeit-EEG-Registrierung | 381 |
| 220.127.116.11 Videoaufzeichnung von Anfällen und EEG | 387 |
| 8.3.2 Magnetoenzephalographie | 393 |
| J. Vieth | |
| 8.3.3 Evozierte Potentiale (EP) | 396 |
| J. Rothmeier | |
| 8.3.4 Zerebrale Sonographie | 399 |
| H. Bode | |
8.4 Röntgen und andere bildgebende Verfahren ........................................ 402
D.-K. Böker, L. Solymosi
8.4.1 Röntgennativaufnahmen .......................................................... 403
8.4.2 Zerebrale Angiographie ......................................................... 407
8.4.3 Computertomographie ............................................................ 409
8.4.4 Magnetresonanztomographie ................................................... 426
8.4.5 Single Photon Emission Computed Tomography (SPECT) ............. 430
8.4.6 Positronen-Emissions-Tomographie (PET) ................................ 435
8.5 Laboruntersuchungen ............................................................... 437
8.5.1 Routinelaboruntersuchungen .................................................. 437
H. Fichsel
8.5.2 Spezielle Laboruntersuchungen zur Anfallsdiagnostik: CPK, Prolaktin .... 439
H. Fichsel
8.5.3 Gezielte Abklärungen für Stoffwechseldefekte .......................... 440
F. Vassella
8.6 Psychologische Abklärung ....................................................... 447
8.6.1 Psychiatrisch-psychologische Abklärung im Kindesalter ................ 447
J. Martinius
8.6.2 Psychologische Abklärung im Erwachsenenalter .......................... 452
M. Regard, Th. Landis
8.7 Präoperative Diagnostik ......................................................... 459
H. G. Wieser
8.7.1 Selektionskriterien .............................................................. 459
8.7.2 Das diagnostische Armamentarium .......................................... 460
8.8 Computergestützte Diagnostik .................................................. 466
D. Graf v. Keyserlingk
8.9 Methoden zur Messung von Antiepileptika in Körperflüssigkeiten ....... 471
B. Rambeck
9. Differentialdiagnose ................................................................. 475
9.1 Besondere Manifestationen epileptischer Anfälle ............................ 475
R. Degen
9.1.1 Schmerz ................................................................................. 475
9.1.2 Autonome (vegetative) Symptome ........................................... 477
9.1.3 Angst ..................................................................................... 478
9.1.4 Aggression ............................................................................. 479
9.1.5 Lachen .................................................................................. 480
9.1.6 Nystagmus ............................................................................. 481
9.1.7 Halluzinationen ....................................................................... 481
9.1.8 Andere isolierte Auren ............................................................ 482
9.2 Nichtepileptische Anfälle ............................................................ 486
Ch. W. Hess
9.2.1 Begriffsbestimmung und grundsätzliche Anmerkungen zur Anamnese .. 486
9.2.2 Synkopale Bewußtseinstörungen .............................................. 488
| Section | Page |
|------------------------------------------------------------------------|------|
| 9.2.3 Sturzattacken | 492 |
| 9.2.4 Nichtepileptische absencenartige Bewußtseinsstörung ohne Sturz | 493 |
| 9.2.5 Apparative Diagnostik | 494 |
| 9.3 Psychogene Anfälle | 496 |
| F. Rabe | |
| 9.4 Affektkrämpfe des Kindes | 500 |
| F. Vassella | |
| 9.5 Bewußtseinsstörungen im Zusammenhang mit Migräneanfällen | 502 |
| Ch. W. Hess | |
| 9.6 Paroxysmale Choreoathetosen | 506 |
| F. Vassella | |
| 9.7 Hyperekplexie | 508 |
| F. Vassella | |
| 10. Therapie, Prophylaxe | 511 |
| 10.1 Indikationen zur Behandlung | 511 |
| W. Fröscher | |
| 10.1.1 Gelegenheitsanfälle | 511 |
| 10.1.2 Oligoepilepsien | 512 |
| 10.1.3 Chronische Epilepsie | 513 |
| 10.1.4 Latente und maskierte Epilepsie | 514 |
| 10.1.5 Prophylaktische Antiepileptikagabe | 516 |
| F. L. Glötzner | |
| 10.2 Klinische Pharmakologie der Antiepileptika | 519 |
| B. F. C. Bourgeois | |
| 10.2.1 Klassifizierung in Antiepileptika 1. und 2. Ordnung | 519 |
| 10.2.2 Antiepileptika 1. Ordnung | 519 |
| 10.2.3 Antiepileptika 2. Ordnung | 530 |
| 10.2.4 Neue Antiepileptika | 535 |
| H. Meinardi, R. J. Porter | |
| 10.2.5 Interaktionen | 545 |
| G. Krämer | |
| 10.3 Auswahl der Antiepileptika | 552 |
| 10.3.1 Allgemeine Angaben | 552 |
| W. Fröscher | |
| 10.3.2 Kindes- und Jugendalter | 552 |
| H. Fichsel | |
| 10.3.3 Jugend- und Erwachsenenalter | 566 |
| W. Fröscher | |
| 10.3.4 Status epilepticus | 574 |
| W. Fröscher | |
| 10.3.5 Antiepileptika in der Schwangerschaft, Mißbildungen, Wachstums- und Entwicklungsstörungen | 586 |
| W. Fröscher | |
| Section | Page |
|------------------------------------------------------------------------|------|
| 10.4 Spezielle Behandlungsprobleme | 596 |
| 10.4.1 Fieberkrämpfe | 596 |
| J. Penzien, F. Vassella | |
| 10.4.2 Eklamptische Anfälle | 599 |
| J. Penzien, F. Vassella | |
| 10.4.3 Interkurrente Erkrankungen und Operationen bei Epilepsiepatienten | 600 |
| E. Stenzel | |
| 10.4.4 Anfallssteigernde Medikamente | 603 |
| W. Fröscher | |
| 10.5 Behandlung psychischer Störungen | 607 |
| A. A. Möller, W. Mombour, W. Ziegglängsberger | |
| 10.6 Klinisch-psychologische Verfahren | 612 |
| B. Rockstroh | |
| 10.7 Operative Therapie | 615 |
| A. M. Siegel, H. G. Wieser | |
| 10.7.1 Kausale resektive Epilepsiechirurgie | 616 |
| 10.7.2 Palliative Operationen | 620 |
| 10.8 Weitere Therapiemaßnahmen, Lebensführung | 628 |
| W. Fröscher | |
| 10.8.1 Psychotherapie | 628 |
| 10.8.2 Zerebelläre Stimulation | 629 |
| 10.8.3 Stimulation des N. vagus | 629 |
| 10.8.4 Diät | 629 |
| 10.8.5 Außenseitermethoden | 629 |
| 10.8.6 Lebensführung | 630 |
| 10.9 Allgemeine Behandlungsrichtlinien | 633 |
| W. Fröscher | |
| 10.9.1 Diagnostische Gesichtspunkte | 633 |
| 10.9.2 Therapieziel | 634 |
| 10.9.3 Gespräch mit Patienten und Bezugspersonen | 634 |
| 10.9.4 Einstellung auf ein Antiepileptikum | 634 |
| 10.9.5 Beurteilung des Therapieerfolges und Dokumentation | 635 |
| 10.9.6 Wechsel des Antiepileptikums | 635 |
| 10.9.7 Therapieresistenz, Therapieverzicht | 635 |
| 10.9.8 Compliance | 636 |
| 10.9.9 Vorgehen während und nach einem Anfall | 636 |
| 10.10 EEG in der Therapieführung | 637 |
| R. Spatz | |
| 10.10.1 Zeitgitter der EEG-Kontrollen | 637 |
| 10.10.2 Stellenwert des mobilen Langzeit-EEG in der Therapieführung | 638 |
| 10.10.3 Beitrag des EEG zur Auswahl des Antikonvulsivums | 639 |
| 10.10.4 EEG als Indikator für Überdosierungen und Intoxikationen | 639 |
| 10.10.5 EEG und Verlaufsprognose der Epilepsien | 640 |
| 10.10.6 Aussagekraft des EEG zur Dauer und zur Beendigung der antikonvulsiven Therapie | 641 |
| Section | Page |
|------------------------------------------------------------------------|------|
| 10.11 Antiepileptikaspiegel in der Therapieführung | 643 |
| W. Fröscher | |
| 10.11.1 Aussagen und Untersuchungen zur klinischen Relevanz der Serumspiegelbestimmung | 643 |
| 10.11.2 Voraussetzungen zur Anwendung der Serumspiegelbestimmung der Antiepileptika | 644 |
| 10.11.3 Indikationen zur Serumspiegelbestimmung | 645 |
| 10.11.4 Messung des freien (nicht eiweißgebundenen) Anteils der Antiepileptika | 647 |
| 10.11.5 Grenzen und Gefahren der Serumspiegeluntersuchung | 648 |
| 10.12 Therapiebeendigung | 649 |
| E. Stenzel | |
| 10.12.1 Art der Epilepsie | 649 |
| 10.12.2 Dauer der Anfallsfreiheit unter Medikamenten | 650 |
| 10.12.3 Epilepsieverlauf | 650 |
| 10.12.4 EEG-Verlauf | 650 |
| 10.12.5 Strategie der Therapiebeendigung | 650 |
| 10.12.6 Rezidivprognose | 651 |
| 10.12.7 Psychosoziale Aspekte | 651 |
| 10.13 Pharmakoresistenz, Therapieresistenz (Ursachen) | 652 |
| G. Scollo-Lavizzari | |
| 10.13.1 Begriffsbestimmung | 652 |
| 10.13.2 Ursachen der Therapieresistenz | 653 |
| 10.13.3 Prognostische Kriterien | 654 |
| 10.13.4 Therapeutische Strategien bei Pharmakoresistenz | 655 |
| 10.14 Rehabilitation, Heilverfahren und Kuren | 656 |
| C. G. Lipinski | |
| 10.14.1 Voraussetzung zur Rehabilitation | 656 |
| 10.14.2 Berufliche Rehabilitation | 656 |
| 10.14.3 Kuren und Heilverfahren | 658 |
| 10.15 Nebenwirkungen der Antiepileptika | 660 |
| K.-H. Krause | |
| 10.15.1 Nebenwirkungen bestimmter Antiepileptika | 661 |
| 10.15.1.1 Antiepileptika 1. Ordnung | 661 |
| 10.15.1.2 Antiepileptika 2. Ordnung | 669 |
| 10.15.2 Nebenwirkungen an bestimmten Organen | 672 |
| 10.15.2.1 Nervensystem | 672 |
| 10.15.2.2 Blutbildung | 674 |
| 10.15.2.3 Gastrointestinaltrakt, Leber | 675 |
| 10.15.2.4 Haut | 676 |
| 10.15.2.5 Bindegewebe | 677 |
| 10.15.2.6 Knochen | 679 |
| 10.15.2.7 Zähne | 680 |
| 10.15.2.8 Muskeln | 680 |
| 10.15.2.9 Sonstige Organe | 681 |
| 10.15.2.10 Endokrine und neuroendokrine Veränderungen | 682 |
| 10.15.2.11 Stoffwechsel | 684 |
| 10.15.2.12 Kanzerogenität | 688 |
| 10.15.2.13 Mutagenität | 688 |
11. Prognose .................................................. 699
E. Rodin
11.1 Einleitung ............................................. 699
11.2 Neugeborenenkrämpfe ................................. 700
11.3 Infantile Blitz-Nick-Salaam-Krämpfe, Hypsarrhythmie 700
11.4 Fieberkrämpfe ....................................... 701
11.5 Andere Krampfanfälle während des ersten Lebensjahres 701
11.6 Petit mal-Absencen .................................. 702
11.7 Partielle Anfälle im Kindesalter .................... 702
11.8 Zusätzliche allgemeine Betrachtungen ................. 703
11.9 Absetzen von Antikonvulsiva ........................ 704
11.10 Weitere Bemerkungen zu Anfällen bei Erwachsenen .... 705
11.11 Prognose für das Berufsleben ....................... 706
11.12 Mortalität und plötzlicher, unerwarteter Tod ....... 707
11.13 Schlußfolgerungen ................................... 707
12. Soziale Fragen ........................................ 711
12.1 Familie, Ehe ........................................ 711
C. G. Lipinski
12.1.1 Ehe und Partnerschaft ............................ 711
12.1.2 Familie und anfallskrankes Kind .................. 711
12.2 Kindergarten ........................................ 712
C. G. Lipinski
12.2.1 Regelkindergarten ................................ 712
12.2.2 Sonderkindergarten ................................ 712
12.2.3 Schulkindergarten, Vorschule ...................... 712
12.3 Schulerziehung ...................................... 713
C. G. Lipinski
12.3.1 Fragen der Einschulung ........................... 713
12.3.2 Probleme während der Schulzeit ................... 713
12.4 Berufsvorbereitung, Berufsfindung, Berufsausbildung .. 715
C. G. Lipinski
12.5 Wehrdienst .......................................... 718
C. G. Lipinski
12.6 Sport ................................................ 719
H. Klepel
12.6.1 Sport und Unfallrisiko ............................ 719
12.6.2 Wassersport, eine besondere Gefahrensituation .... 720
12.6.3 Anfallsauslösung durch Sport ...................... 720
12.6.4 Schul- und Freizeitsport .......................... 720
12.7 Invalidität .......................................... 722
H. Pennin
12.7.1 Begriffsbestimmung, Statistik, Rentenzugang ....... 722
12.7.2 Beurteilung der Berufs- und Erwerbsfähigkeit .... 722
12.7.3 Berufs- und Erwerbsunfähigkeit bei Rentenbewerbern mit Epilepsie 722
| Section | Page |
|------------------------------------------------------------------------|------|
| 12.7.4 Invalidisierungsgründe | 724 |
| 12.7.5 Vermeidung von Frühinvalidität | 725 |
| 12.8 Heimunterbringung | 727 |
| C. G. Lipinski | |
| 12.8.1 Teilzeit-Unterbringung | 727 |
| 12.8.2 Langzeit-Unterbringung | 727 |
| 12.8.3 Kurzzeit-Unterbringung | 727 |
| 12.9 Versicherungen | 728 |
| C. G. Lipinski | |
| 12.9.1 Private Krankenversicherung | 728 |
| 12.9.2 Private Unfallversicherung | 728 |
| 12.9.3 Lebensversicherungen | 728 |
| 12.9.4 Kraftfahrzeugversicherung | 729 |
| 12.10 Kraftfahrzeugtauglichkeit | 729 |
| H. Penin | |
| 12.10.1 Anspruch auf Führerschein | 729 |
| 12.10.2 Statistik | 729 |
| 12.10.3 Bewertung der Fahrtauglichkeit | 730 |
| 12.10.4 Zulassung zum Straßenverkehr | 732 |
| 12.11 Selbsthilfegruppen | 734 |
| C. G. Lipinski | |
| 12.12 Hilfen des Gesetzgebers | 735 |
| 12.12.1 Deutschland | 735 |
| C. G. Lipinski | |
| 12.12.2 Österreich | 736 |
| M. Graf | |
| 12.12.3 Schweiz | 738 |
| V. Köppel-Köppel | |
| 12.13 Selbsthilfegruppen für Patienten mit Epilepsie aus der Sicht der Selbsthilfegruppen | 741 |
| 12.13.1 In Deutschland | 741 |
| U. Schuster, J. Spiller | |
| 12.13.2 In Österreich | 741 |
| A. Pucher, U. Pucher | |
| 12.13.3 In der Schweiz | 742 |
| V. Köppel-Köppel | |
| 13. Impfungen, Reisen | 745 |
| F. Vassella | |
| 14. Forensisch-psychiatrische Fragen | 751 |
| K. Foerster | |
| 14.1 Strafrechtliche Fragen | 751 |
| 14.2 Zivilrechtliche Fragen | 754 |
| 15. Computergestützte Dokumentation | 755 |
| G. Rabending | |
Anhang
I. Substanznamen (Freiname, generic name) der Antiepileptika und international gebräuchliche Abkürzungen ................................................................. 759
W. Fröscher
II. Antiepileptika in Deutschland, Österreich und der Schweiz
(tabellarische Übersicht) ........................................................................... 761
H. Baumhauer
III. Kontaktadressen der Selbsthilfegruppen in Deutschland, Österreich
und der Schweiz ....................................................................................... 769
Register ............................................................................................................ 775
10.15 Nebenwirkungen der Antiepileptika
K.-H. Krause
Mehrere Formen von Nebenwirkungen sind voneinander abzugrenzen. Leicht zu diagnostizieren sind in der Regel die Hypersensitivitätsreaktionen bzw. Idiosynkrasien, etwa in Form von Dermatosen, Hepatitiden, Agranulozytosen oder Lymphadenopathien, die auf einer klinisch signifikanten Antigen-Antikörper-Reaktion beruhen und sich meist akut in der Anfangsphase der Medikation manifestieren. Sie zählen zu den individuellen Medikamenteneffekten. Unter Idiosynkrasien im engeren Sinn werden vielfach ausschließlich Reaktionen verstanden, die durch selten auftretende definierte Anomalien einzelner Gene gekennzeichnet sind. Ein Beispiel für eine Idiosynkrasie gemäß dieser restriktiven Definition ist die autosomal vererbte Störung der Hydroxylierung von Phenytoin. Nebenwirkungen, die durch das Vorliegen einer zusätzlichen Krankheit unter Einnahme von Antiepileptika bedingt sind, rechnen ebenfalls zu den individuellen Reaktionen. Im Gegensatz zu den seltenen individuellen Effekten, die meist dosisunabhängig und teilweise irreversibel sind, zeichnen sich generelle Nebenwirkungen dadurch aus, daß sie bei einem größeren Teil der Patienten auftreten und meist dosisabhängig und reversibel sind. Zu den generellen Nebenwirkungen gehören somit einerseits die Erscheinungen bei Überdosierung oder bei Interaktionen aufgrund gleichzeitiger Verabreichung mehrerer Medikamente, deren freie Plasmaspiegel dann in den toxischen Bereich kommen können, andererseits Effekte, die bei therapeutischen Dosen auftreten, wenn das Medikament über lange Zeit verabreicht wird. Unter praktischen Gesichtspunkten erscheint es darüber hinaus wesentlich, zwischen akuter und chronischer Toxizität zu unterscheiden.
Phenytoin dürfte aufgrund des jahrzehntelangen Gebrauchs als insgesamt – speziell auch in Monotherapie – am häufigsten eingesetztes Antiepileptikum der ersten Wahl am besten hinsichtlich seiner Nebenwirkungen erforscht sein, so daß die Besprechung der Toxizität dieses Wirkstoffs einen breiten Raum einnehmen wird. Nach der Beschreibung der Nebenwirkungen weiterer Antiepileptika sollen dann in einer Gesamtschau die möglichen Einflüsse auf die einzelnen Organsysteme dargestellt werden. Generell werden nach neueren vergleichenden Untersuchungen die höchsten Nebenwirkungsration für Phenytoin angenommen, gefolgt von Phenobarbital, Carbamazepin und Valproat.
10.15.1 Nebenwirkungen bestimmter Antiepileptika
10.15.1.1 Antiepileptika 1. Ordnung
10.15.1.1.1 Phenytoin
Akute Toxizität
Nervensystem: Zerebelläre Störungen mit histologisch nachgewiesenen Untergang von Purkinje-Zellen wurden bei Epilepsiepatienten bereits lange vor der Einführung von Phenytoin in die Anfallsbehandlung gesehen. Andererseits ist unbestritten, daß die bei Phenytoin-Intoxikation auftretenden Kleinhirnsymptome persistieren können. Als zusätzliche Faktoren, die zu dauernder Kleinhirnschädigung führen, wurde dabei ein Status epilepticus, eine zerebrale Hypoxie, eine Enzephalitis, eine Demenz oder eine mit Elektroschock behandelte epileptische Psychose angesehen [235]. Es wird daher heute die Ansicht vertreten, daß Phenytoin in der Regel nur in Kombination mit weiteren Faktoren für die Entstehung von zerebellären Schäden verantwortlich gemacht werden kann. Abgehoben wird in diesem Zusammenhang speziell auch auf die Zahl der erlittenen Anfälle. Zu beachten ist eine erhebliche interindividuelle Variation bei der Ausprägung der klinischen Symptome, so daß Nystagmus und Doppelbilder im Einzelfall trotz vorhandener Kleinhirnschädigung fehlen können. Das Auftreten von Ataxie bei Patienten unter Phenytoin legt in jedem Fall den Verdacht auf eine toxische Wirkung nahe, wobei im Einzelfall auch andere Ursachen einer Kleinhirnschädigung (Tumor, Metastasen) auszuschließen sind. Die Einordnung zerebellärer Störungen ausschließlich als Zeichen einer akuten Toxizität erscheint problematisch, da auch bei chronischer Einnahme von Antiepileptika ohne Änderung der Medikation Ataxien beobachtet wurden, die sich dann bei Dosisreduktion besserten, aber selten vollständig verschwanden [191]. Eine exakte Zuordnung ataktischer Symptome zu bestimmten Plasmaspiegeln des Phenytoins scheitert aufgrund erheblicher interindividueller Unterschiede, wobei davon auszugehen ist, daß bei Spiegeln unter 20 µg/ml nur in Ausnahmefällen ataktische Symptome zu erwarten sind. Einen positiven Effekt von Thiamin auf die zerebelläre Ataxie teilten Botez et al. mit [33].
Extrapyramidale Störungen: Sowohl bei Kindern als auch bei Erwachsenen sind unter Phenytoin reversible Dyskinesien beschrieben, die Gesicht, Extremitäten und Rumpf betreffen können und klinisch nicht von entsprechenden Neuroleptika-Nebenwirkungen unterscheidbar sind [61]. Die Mehrzahl der Patienten stand unter Kombinationsbehandlung. Bei vielen Anfallskranken manifestierten sich die Bewegungsstörungen kurz nach Beginn der Phenytoin-Medikation, nach einer Erhöhung der Dosis oder bei
zusätzlicher Gabe weiterer Antiepileptika. Manche, aber keineswegs alle Patienten mit dieser Nebenwirkung wiesen hohe Plasmaspiegel auf. Die Dyskinesien dauerten Stunden bis Monate, verschwanden zum Teil spontan, zum Teil nach Reduktion oder Absetzen des Phenytoin. Besserungen nach oraler oder intravenöser Applikation von Diazepam wurden beobachtet. Häufig wurden vorbestehende zerebrale Schädigungen, gelegentlich auch speziell in den Basalganglien lokalisierte Läsionen, beschrieben [61].
Exazerbation der Epilepsie: Eine praktisch sehr wichtige, wenn auch seltene mögliche Folge einer akuten Phenytoin-Intoxikation ist die Exazerbation des Anfallsleidens mit Zunahme der Anfallsfrequenz bis hin zum Auftreten eines Status epilepticus [272]. In diesen Fällen führt die Korrektur der toxischen Serumwerte durch Reduktion der Phenytoin-Dosis zur Abnahme der Anfallsfrequenz.
Psychische Störungen: Bei akuter Phenytoin-Intoxikation sind mentale Störungen wie Psychose oder Enzephalopathie mit Merkfähigkeits- und Konzentrationsstörungen sowie Benommenheit und Somnolenz bis hin zu schwereren Bewußtseinssstörungen und selten sogar Koma beschrieben, wobei bei gleichzeitigem Vorliegen zerebellärer Störungen die Diagnose ohne größere Probleme gestellt werden kann [236]. Dosisreduktion oder Absetzen von Phenytoin beseitigt die Symptome, die durchaus auch bei Patienten auftreten können, die irgendwann im Rahmen einer Langzeitbehandlung vorübergehend im toxischen Bereich liegende Serumspiegel aufweisen.
Hypersensitivitätsreaktionen: Diese seltenen allergischen Reaktionen treten in den ersten Tagen und Wochen einer Behandlung mit Phenytoin, ausnahmsweise auch in den ersten Monaten auf. Am häufigsten kommt es zu Hautveränderungen, weiterhin zu Blutbildveränderungen (Leukopenie, Thrombozytopenie, Anämie, Lymphozytose mit atypischen Lymphozyten, Eosinophilie), Fieber, Hepatitis, lymphatischer Hyperplasie, Serumkrankheit, Lupus erythematoses, Albuminurie und Nierenversagen [103].
Die Hautveränderungen bestehen in makulopapulären, morbilliformen oder scharlachartigen Exanthemen, wobei über die Hälfte der betroffenen Patienten Fieber aufweist. Exfoliative Dermatitis als schwere Hautveränderung wird seltener beobachtet. Die Hauterscheinungen können begleitet sein von Hepatitis, Hepatosplenomegalie, Juckreiz, Fieber, Myalgien, Eosinophilie und Lymphadenopathie. Ebenfalls selten sind das Stevens-Johnson-Syndrom mit Erythema exsudativum multiforme, fakultativ begleitet von Konjunktivitis, Iritis, Keratitis, Stomatitis, Vulvitis, Fieber und Arthralgien, sowie die toxische epidermale Nekrolyse (Lyell-Syndrom) mit potentiell tödlichem Ausgang [238]; beim Auftreten solcher Hautveränderungen muß die Phenytoin-Gabe sofort beendet werden. Hinsichtlich der möglichen Einflüsse auf das hämatopoetische System ist das Auftreten einer aplastischen Anämie, einer Thrombozytopenie oder einer Agranulozytose äußerst selten [209]; von 11 in den USA beschriebenen Fällen mit Agranulozytose endete einer letal. Eine leichtere vorübergehende Leukopenie in den ersten Monaten der Behandlung ist dagegen häufiger. Hepatitis unter Phenytoin in Monotherapie wurde bei 32 Patienten mitgeteilt [127], wobei in der Mehrzahl der Fälle die Erkrankung innerhalb der ersten fünf Wochen nach Therapiebeginn auftrat und verbunden war mit einem Exanthem, Fieber, Lymphadenopathie, Eosinophilie und Juckreiz. Eine überwiegend zervikale Lymphadenopathie ohne Kombination mit Hepatitis in den ersten vier Monaten der Therapie ist gewöhnlich benign und bildet sich innerhalb von zwei Wochen nach Absetzen des Phenytoin zurück [231]. Es existieren zwar Mitteilungen über maligne Lymphome unter Langzeitherapie mit Phenytoin nach zwei bis 28 Jahren, der Zusammenhang mit der Phenytoin-Gabe gilt aber nicht als erwiesen [236]. Das Auftreten eines reversiblen systemischen Lupus erythematoses wurde unter Phenytoin und anderen Antiepileptika mitgeteilt, wobei der Kausalzusammenhang ebenso zweifelhaft ist wie bei gelegentlich beobachteten Dermatomyositiden, Sklerodermie und myasthenischem Syndrom [220]. Humorale und zelluläre Immunantworten können prinzipiell durch Phenytoin beeinträchtigt sein, wobei am häufigsten eine IgA-VermindeChronische Toxizität
Die Unterscheidung zwischen akuter und chronischer Toxizität des Phenytoins ist keineswegs in jedem Fall eindeutig zu treffen, wie oben etwa bei den zerebellären Störungen ausgeführt wurde. Insbesondere gilt aber für die psychischen Symptome, daß kognitive Störungen oder Verhaltensauffälligkeiten nicht nur als Zeichen einer akuten Toxizität auftreten können. Psychometrische Untersuchungen bei Normalpersonen, chronisch behandelten Anfallskranken und neudiagnostizierten Epileptikern erbrachten Hinweise darauf, daß durch Phenytoin auch in therapeutischen Dosen Gedächtnis, Konzentration und Reaktionsfähigkeit in Abhängigkeit von den Serumspiegeln beeinträchtigt sein könnten [60, 268]. Im Rahmen der Heidelberger Antiepileptika-Studie durchgeführte Untersuchungen der Konzentrationsleistung zeigten aber bei den mit Phenytoin monotherapierten 20–40jährigen Patienten im Mittel keine Erniedrigung im Aufmerksamkeits-Belastungstest [142].
Polyneuropathie: Eine reversible Verlangsamung von Nervenleitgeschwindigkeiten peripherer Nerven im Rahmen einer akuten Phenytoin-Intoxikation ist gesichert [247]. Hinsichtlich einer durch Phenytoin induzierten Polyneuropathie bei Langzeiteinnahme ist die Diskussion kontrovers; zu dieser Frage durchgeführte Studien erbrachten unterschiedliche Resultate mit einer Häufigkeit elektrophysiologisch faßbarer Anomalien zwischen 0% und 89% [142]. Im Rahmen der Heidelberger Antiepileptika-Studie konnte eine leichte generelle Verlangsamung der Nervenleitgeschwindigkeiten unter Antiepileptika bestätigt werden, wobei aber kein spezieller Einfluß von Phenytoin nachweisbar war [143], so daß der Begriff der „Hydantoin-Polyneuropathie“ sehr fragwürdig erscheint. In den weitaus meisten Fällen mit Verlangsamung der Nervenleitgeschwindigkeit handelt es sich lediglich um neurophysiologische Auffälligkeiten ohne subjektive Beschwerden oder objektiven klinischen Befund (Reflexauffälligkeiten, sensible Defizite) [145].
Gingivahyperplasie und Veränderungen des Gesichtes: Die Gingivahyperplasie ist die zuerst bekannt gewordene chronische Nebenwirkung bei Phenytoin-Gabe. Die Literaturangaben zur Häufigkeit der Gingivahyperplasie bei mit Phenytoin behandelten Anfallskranken schwanken zwischen 10% bei präpubertären Kindern [177] und 50% bei jungen hochdosiert behandelten institutionalisierten Patienten mit schlechter oraler Hygiene [9]. Einen Wert von etwa einem Drittel aller mit Phenytoin behandelten Patienten nehmen Houck et al. [117] an. Bei der Heidelberger Antiepileptika-Studie wurde eine Inzidenz von 34,5% der männlichen und 40,6% der weiblichen Anfallskranken im Alter von 20–40 Jahren gefunden [142]. Nach Beendigung der Phenytoin-Therapie bilden sich die Zahnfleischveränderungen innerhalb von drei bis sechs Monaten zurück [220]. Als weiterer Effekt auf bindegewebige Strukturen wurden Vergrößerungen der Gesichtszüge mit Vergrößerung von Lippen und Nase aufgrund einer Verdickung des subkutanen Gewebes als Folge chronischer Phenytoin-Medikation in Kombination mit anderen Antiepileptika mitgeteilt [279].
Osteopathie: Eine spezielle Beeinflussung des Knochenstoffwechsels durch Phenytoin scheint nach den bisherigen Untersuchungen nicht vorzuliegen, so daß auf Kapitel 10.15.2.6 verwiesen wird.
Einfluß auf Folsäure und andere Vitamine: Auch mögliche Einflüsse auf den Vitaminstatus sind nicht exklusiv auf Phenytoin beschränkt; prinzipiell scheinen alle Antiepileptika mit enzyminduzierter Potenz hier ähnlich zu wirken, so daß eine zusammenfassende Besprechung in Kapitel 10.15.2.1.1 erfolgen soll.
Einflüsse auf andere laborchemische Parameter: Das gleiche gilt für Einflüsse auf weitere laborchemische Parameter wie Leber- und Nierenwerte, Harnsäure, Immunglobuline, Schilddrüsen- und Sexualhormone, Insulin und Blutbild. Hier sei auf entsprechende Abschnitte von Kap. 10.15.2 verwiesen.
Mutagenität: Mögliche mutagene Einflüsse werden in Kapitel 10.15.2.13 besprochen. Die höhere Rate von Malformationen bei Kindern epileptischer Mütter ist kein spezifisches Problem der Therapie mit Phenytoin (siehe hierzu Kapitel 10.3.5).
10.15.1.1.2 Carbamazepin
Nachdem Carbamazepin als Mittel der ersten Wahl bei symptomatischen Epilepsien vielerorts inzwischen dem Phenytoin vorgezogen wird und somit insgesamt in den letzten Jahren wohl weltweit das am häufigsten eingesetzte Antiepileptikum sein dürfte, erscheint die Betrachtung möglicher Nebenwirkungen von besonderem Interesse. Generell wird Carbamazepin dem Phenytoin unter anderem wegen der geringeren Toxizität, speziell im Hinblick auf zerebelläre Störungen und Gingivahyperplasie, vorgezogen. Gleichwohl werden Nebenwirkungen unter Carbamazepin in einer Häufigkeit von einem Drittel bis zur Hälfte der Behandelten beschrieben, wobei ein Absetzen des Präparates wegen der Nebenwirkungen nur in 5% erforderlich war [109, 133].
Akute Toxizität
Die häufigsten am Nervensystem beschriebenen akuten Nebenwirkungen von Carbamazepin sind Kopfschmerzen, Übelkeit, Benommenheit und Doppeltsehen. Diese sind dosisabhängig und reversibel. Oftmals treten sie in der Anfangsphase der Therapie auf, wobei sich meist rasch eine Toleranz entwickelt, die nach vorübergehender Dosisreduktion eine Fortführung der Therapie ermöglicht. Gerade bei ambulant auf Carbamazepin einzustellenden Patienten sollte daher eine langsame Dosissteigerung auf eine mittlere Dosierung von ca. 600 mg (in Abhängigkeit vom Körpergewicht) in etwa zwei Wochen erfolgen; um Spitzen der Plasmaspiegel zu vermeiden, ist Retard-Präparaten generell der Vorzug zu geben. Bei älteren Patienten ist eher mit Nebenwirkungen auf neurologischem Gebiet zu rechnen als bei jüngeren, ebenso bei Patienten, die unter einer Polytherapie mit Antiepileptika stehen [236]. Wie beim Phenytoin wurde auch unter Carbamazepin bei Intoxikationen eine Exazerbation von Anfällen beobachtet [140].
Einflüsse des Carbamazepin auf das EEG im Sinne einer Verlangsamung der Alpha-Aktivität in einer Zunahme der Teta- und Delta-Aktivität sind bekannt [23].
Gastrointestinale Beschwerden in Form von Erbrechen, Übelkeit und Durchfall liegen anteilmäßig bei 6,5% aller unter Carbamazepin beschriebenen Nebenwirkungen [248]. Ein Verdachtsfall mit Pankreatitis wurde mitgeteilt [255], einer mit akuter Cholangitis [154].
Hypersensitivitätsreaktionen: Eine Hepatitis ist eine seltene Nebenwirkung unter Carbamazepin; in seiner Zusammenstellung von durch Antiepileptika verursachten Hepatitiden beschrieb Jeavons 18 Fälle unter Carbamazepin, davon 12 mit Monotherapie. Bei 14 der 18 Patienten waren die Symptome innerhalb des ersten Monats nach Therapiebeginn aufgetreten; 5 Patienten starben [127]. Die Hepatitis ist meist verbunden mit Fieber, Hautausschlag und Eosinophilie. Generell ist ein Exanthem von makulopapulärem, morbilliformem oder urtikariellem Typ häufiges Symptom einer Hypersensitivität, wobei die Ausprägung in der Regel milde ist und die Symptome auch bei Fortsetzung der Therapie reversibel sind [248]. Mit dem Auftreten solcher Hauterscheinungen in den ersten drei Wochen nach Therapiebeginn ist bei über 5% der Patienten zu rechnen [31]. Schwerere Hauterscheinungen mit exfoliativer Dermatitis, Stevens-Johnson-Syndrom, Lyell’s Syndrom, Fieber oder Lymphadenopathie sind dagegen selten [248]; in wenigen Fällen wurde die Induktion eines Lupus erythematodes durch Carbamazepin mitgeteilt [16, 181], wobei im Gegensatz zur frühen Manifestation sonstiger Hauterscheinungen dieses Krankheitsbild sich meist erst sechs bis zwölf Monate nach Beginn der Therapie manifestiert. Selten wurden auch Vaskulitis, Myokarditis, interstitielle Pneumonie und Nephritis als Hypersensitivitätsreaktionen unter Carbamazepin gesehen [90].
Von besonderem Interesse sind wegen ihrer Konsequenzen mit zum Teil tödlichem Ausgang die hämatotoxischen Nebenwirkungen unter Carbamazepin-Therapie. Aplastischen Anämien und Agranulozytosen manifestieren sich meist
in den ersten Wochen einer Carbamazepin-Medikation. Allerdings sind bei den insgesamt weniger als 30 mitgeteilten, zur Hälfte tödlich verlaufenden Fällen mit aplastischer Anämie Therapiedauern bis zu zwei Jahren beschrieben. Generell wird das Risiko einer aplastischen Anämie unter Carbamazepin auf zwischen $1:20\,000$ bis $1:50\,000$ [102] geschätzt, somit nicht höher als das Risiko ernsthafter idiosynkratischer Nebenwirkungen unter anderen Antiepileptika [213]. Schwere Leukopenien bzw. Agranulozytosen wurden bei weniger als 20 Patienten berichtet, davon einmal mit tödlichem Ausgang [209]. Eine nicht lebensbedrohliche vorübergehende Leukopenie ist eine häufige bei 10% der Patienten unter Carbamazepin zu beobachtende Nebenwirkung, meist zu Beginn der Behandlung mit Rückbildung innerhalb von vier Monaten. Nur bei 2% der Patienten kann eine persistierende Leukopenie ein Absetzen erforderlich machen [102], wobei die Grenze bei Werten von 2000 bis 3000 Leukozyten anzusetzen ist. Während ein leichter vorübergehender Abfall der Thrombozyten zu Beginn der Therapie häufiger auftritt, sind ausgeprägte Thrombozytopenien bei chronischer Einnahme selten [139]. Eine Eosinophilie von über 7% wurde unter Carbamazepin bei 5,5% eines großen Patientenkollektivs beschrieben [175]. Zur Beeinflussung der hämatologischen Parameter durch Carbamazepin bei Langzeitbehandlung sei im übrigen auf Kapitel 10.15.2.2 verwiesen.
**Chronische Toxizität**
Die möglichen Veränderungen der Leberenzyme sowie des Bilirubins im Plasma sollen in Kapitel 10.15.2.3 behandelt werden. Bei zwei Patienten mit noch im Normbereich liegenden Carbamazepin-Spiegeln wurde eine dosisabhängige Ammoniak-Erhöhung im Blut mit Asterixis ohne sonstige Zeichen einer hepatischen Dysfunktion beobachtet [5]. Obwohl hinsichtlich des Effektes auf ADH widersprüchliche Ergebnisse mit sowohl erhöhten als auch unveränderten und erniedrigten Werten vorliegen, ist seit vielen Jahren ein antidiuretischer Effekt mit Wasserretention und Hyponatriämie unter Carbamazepin bekannt [176]. Diese Komplikation ist jedoch selten so ausgeprägt, daß neurologische Symptome wie Kopfschmerz, Dyspnoe und Verwirrtheitszustände auftreten [139]. Meist sind dann ältere Patienten betroffen, die wegen einer Trigeminusneuralgie behandelt werden und häufig zusätzliche kardiale Probleme aufweisen. Unter Demeclocyclin wurde eine Reversibilität der Carbamazepin-induzierten Wasserretention beobachtet [224]. Bei einer Hyponatriämie unter 125 mmol/l wurde eine Zunahme der Anfallsfrequenz beschrieben [213]. Die Nierenfunktion kann unter Carbamazepin in Form von Proteinurie, Hämaturie, Oligurie bis hin zum Nierenversagen betroffen sein, wobei der antiadiuretische Effekt eine Rolle spielen könnte. Ein unter Carbamazepin beobachtetes reversibles akutes Nierenversagen beruhte vermutlich auf einer Nekrose der Nierentubuli [195]. Auf eine mögliche Beeinflussung der Elektrolyte durch Carbamazepin soll im Zusammenhang mit den anderen Antiepileptika in Kapitel 10.15.2.11 eingegangen werden, auf die Beeinflussung der Immunglobuline und Nierenwerte in Kapitel 10.15.2.9, der Schilddrüsen- und Sexualhormone in Kapitel 10.15.2.10, der Blutfette und Harnsäurewerte in Kapitel 10.15.2.11. Im Gegensatz zum Phenytoin ist unter Carbamazepin eine signifikante Erhöhung des Tryptophan-Spiegels im Serum mit Verdoppelung des ungebundenen Tryptophans beschrieben [211]. 1986 wurde eine plötzliche Visusverschlechterung bei zwei Frauen nach mehrjähriger Carbamazepin-Therapie mitgeteilt, als deren Ursache sich eine nach Absetzen des Carbamazepin reversible Schädigung des Pigmentepithels der Retina fand [196]. Hinweise auf einen hemmenden Effekt des Carbamazepins auf die Hämobiosynthese sind bekannt [139]. Tierexperimentell wurde eine starke Zunahme der Aktivität der Delta-Aminolävulinsäure-Synthetase gefunden [243], klinisch wurde eine Carbamazepin-induzierte nicht hereditäre akute Porphyrie beschrieben [287]; andere Autoren weisen dagegen auf die Einsetzbarkeit von Carbamazepin auch bei bekannter Porphyrie hin [207]. Nachdem in tierexperimentellen Studien eine Verlängerung der atrioventrikulären Überleitungszeit festgestellt wurde, überrascht es
nicht, daß speziell bei älteren Patienten entsprechende Störungen mit Bradykardie oder sogar Adams-Stokes-Anfällen unter Carbamazepin beschrieben sind [20]. Hierbei scheint eine Dosisabhängigkeit zu bestehen; festzuhalten ist, daß in keinem Fall Carbamazepin aufgrund einer Epilepsie gegeben wurde. In der Regel handelte es sich um wegen Trigeminus-Neuralgie behandelte ältere Patienten. Verschlimmerung eines Sick-Sinus-Syndroms und die Entwicklung einer kongestiven Kardiomyopathie sind unter Carbamazepin mitgeteilt [111].
10.15.1.1.3 Valproinsäure
Relativ häufige Nebenwirkungen bei Einnahme von Valproinsäure sind Übelkeit, Erbrechen und Magenbeschwerden [17, 64]. Diese Begleiterscheinungen sind bei einschleichender Therapie und Gabe nach den Mahlzeiten geringer ausgeprägt. Weitgehend abgemildert sind diese Nebenwirkungen, die bei bis zu 25% der Patienten beschrieben sind, durch die Darreichung in Form dunndarmlöslicher Kapseln. Mehrfach wurde eine Zunahme des Körpergewichtes unter Valproat beschrieben [17], die zum Teil so ausgeprägt war, daß das Präparat abgesetzt werden mußte. Aber auch Gewichtsabnahme unter Valproat-Behandlung ist bekannt [17]. Haarausfall unter Einnahme von Valproinsäure wurde öfters mitgeteilt, wobei zum Teil eine Dosisreduktion die Störungen beseitigte [17, 64]. Bei ca. 10% der mit Valproat langzeitbehandelten Patienten ist ein dosisabhängiger Tremor beschrieben [120, 131], der formal dem essentiellen Tremor gleicht. Auch ein Tremor nach Art der Asterixis wurde unter Valproat gefunden [27]. Sedierung wird bei ca. 2% der mit Valproat behandelten Patienten mitgeteilt [126]. Eine nach Absetzen des Präparates reversible Demenz beschrieben Zaret und Cohen [289]. Generell wurde unter Valproat eher ein geringerer Effekt auf kognitive Funktionen als bei anderen Antiepileptika gefunden [271, 276]. Bewußtseinstörungen bis hin zu mit bilateral synchroner Tätigkeit hoher langsamer Wellen im EEG einhergehendem Stupor oder Koma sind gleichwohl mitgeteilt [42, 281], wo bei in einigen Fällen die unter Valproinsäure beobachtete Hyperammonämie oder Interaktionen mit anderen Antiepileptika, insbesondere Phenobarbital, diese Störungen bedingt haben dürften [288]; in der Mehrzahl bleibt die Ätiologie aber unklar. Hinsichtlich metabolischer Störungen sei auf die bereits erwähnte Hyperammonämie [42] verwiesen, weiterhin auf die mehrfach beobachtete Hyperglycinämie und -urie, wobei klinisch keine Folgen zu resultieren scheinen.
Praktisch wesentlich wichtiger ist die mögliche Lebertoxizität von Valproat. Inzwischen sind mehr als 100 letale Leberintoxikationen mit einem ähnlichen histologischen Bild wie beim Reye-Syndrom unter Valproat bekannt geworden [64, 233]. Als relativ unspezifische klinische Initialsymptome wurden gastrische Beschwerden, „Bauchschmerzen“, Erbrechen, eine sich entwickelnde Abneigung gegen das Medikament sowie eine Apathie beobachtet. Weniger häufig treten unterschiedlich lokalisierte oder generalisierte Ödeme, Juckreiz oder eine Zunahme der Anfallsfrequenz auf. Die Bestimmung von Leberenzymen im Blut zur Früherkennung dieser fatalen Komplikation ist nicht hilfreich, da eine Erhöhung bei bis zu 40% aller behandelten Patienten vorliegt [264]. Bei über 90% der betroffenen Patienten entwickelt sich die Lebertoxizität in den ersten sechs Monaten der Therapie mit Schwerpunkt zwischen dem zweiten und vierten Monat [128]; dabei sind extrem selten Erwachsene [255], vielmehr ganz überwiegend Kinder unter zwei Jahren betroffen und hier besonders solche unter Kombinationsbehandlung (Risikoraten bei Kindern unter zwei Jahren mit Polytherapie 1 : 500, mit Monotherapie 1 : 7000, bei Patienten über zwei Jahren mit Polytherapie 1 : 12 000, mit Monotherapie 1 : 45 000) [65]. Hieraus ist abzuleiten, daß nur in besonderen Ausnahmefällen Valproinsäure bei Kindern unter zwei Jahren in Polytherapie eingesetzt werden sollte. Absolut kontraindiziert ist die Gabe bei bekannten Lebererkrankungen bzw. bereits vorher bestehenden Störungen der Leber- und Pankreasfunktion oder der Blutgerinnung. Die regelmäßige Überwachung des Allgemeinbefindens ist erforderlich, wobei jede Störung zur
sofortigen Kontrolle der Laborwerte Anlaß geben sollte [233]. Generell sollten bei Kindern bis zu 15 Jahren Kontrollen der Transaminasen, des Bilirubins, des Quick-Wertes, des Fibrinogens, des Gesamteiweißes und des Blutbildes einschließlich der Thrombozyten vor Beginn und nach ein, drei, fünf, sieben und neun Wochen der Behandlung erfolgen, dann in dreiwöchigen Abständen bis zum Ende des sechsten Behandlungsmonates. Bei Erwachsenen wird zu mindestens monatlichen Kontrollen im ersten Halbjahr geraten [260].
Eine akute Pankreatitis vom hämor rhagischen Typ wurde gleichfalls bei einigen Patienten mitgeteilt [227, 285]; gewöhnlich sind die Entzündungszeichen nach Absetzen reversibel, es kommen aber auch fatale Verläufe vor, so daß bei starken abdominellen Schmerzen und Erbrechen stets an diese Komplikation gedacht werden und der Amylase-Spiegel im Serum bestimmt werden sollte.
Häm atologische Nebenwirkungen unter Valproat sind in erster Linie Thrombozytopenien und Hemmung der Thrombozytenaggregation, wobei in einigen klinischen Berichten Hämatome, Epistaxis und verlängerte Blutungsneigung nach Operationen [165, 221] sowie Fibrogenenmangel [126] mitgeteilt wurden. Generell haben diese Nebenwirkungen außer bei bevorstehenden Operationen keine wesentliche klinische Bedeutung [165]. Neutropenie und Knochenmarksdepression sind unter Valproinsäure-Therapie ebenfalls bekannt geworden [165], weiterhin ein systemischer Lupus erythematoses [26].
10.15.1.1.4 Barbiturate einschließlich Primidon
Phenobarbital ist das älteste der modernen Antiepileptika, wobei ein Einsatz als Monotherapeutikum bei Erwachsenen heute nur noch relativ selten erfolgt, da meist der sedierende Effekt beim Erreichen der konvulsiv wirksamen Serumspiegel zu ausgeprägt ist; als gut einsetzbar hat sich die Kombination CHP-Phenobarbital (Maliasin) erwiesen, in der die Sedation durch die CHP-Komponente vermindert wird. Größere Erfahrungen über den Einsatz von Phenobarbital liegen bei Kindern mit Fieberkrämpfen vor, wobei die Hälfte der Kinder bei Plasmakonzentrationen von 10 bis 12 mg/l Nebenwirkungen zeigte [269]. Diese bestehen in Hyperaktivität, vermehrter Irritabilität, Störungen des Schlaf-Wach-Rhythmus, Benommenheit, Gedächtnisstörungen, Konzentrationsmangel und Exantheme. Bei Erwachsenen sind bei Spiegeln über 40 mg/l Sedation, Ataxie (gelegentlich ohne begleitenden Nystagmus), Konzentrationsstörungen sowie Appetit- und Interesselosigkeit beschrieben. Beeinträchtigungen des affektiven Verhaltens und der kognitiven Funktionen sind aber auch bereits bei therapeutischen Serumkonzentrationen von 15 bis 40 mg/l möglich [180]. Die Entwicklung einer Dupuytren’schen Kontraktur bei Langzeiteinnahme von Phenobarbital in einer Häufigkeit von 5 bis 38% mit Reversibilität nach Absetzen des Präparates ist belegt [76] (siehe hierzu Kap. 10.15.2.5); der Mechanismus ist unklar. Phenobarbital bewirkt wie Phenytoin und Carbamazepin eine Induktion mikrosomaler hepatischer Enzyme, was sich in einer Veränderung mehrerer Laborparameter niederschlägt (siehe Kap. 10.15.2.11). Der rasche Abbau anderer Arzneimittel kann im Fall oraler Kontrazeptiva, speziell bei niedrig dosierter Hormonmenge, zu einer Aufhebung der kontrazeptiven Wirkung führen [125]. Durch beschleunigte Synthese von Delta-Aminolävulinsäure können porphyrische Schübe ausgelöst werden [91]. Bezüglich der Hypersensitivitätsreaktionen kann Phenobarbital verschiedene Typen von Hautveränderungen verursachen, wobei Häufigkeiten von 1 bis 9% angegeben werden [179]. Über exfoliative Dermatitis, Erythema multiforme, Stevens-Johnson-Syndrom oder toxische epidermale Nekrolyse unter Phenobarbital ist nur sehr selten berichtet worden [179].
Primidon wird metabolisiert zu Phenobarbital und Phenyläthylmalonamid, wobei der letzteren Verbindung keine nennenswerte Rolle hinsichtlich der Toxizität von Primidon zukommen dürfte [156]; somit entsprechen also die Nebenwirkungen bei Primidon-Gabe im wesentlichen denen bei Behandlung mit Phenobarbital. Der Muttersubstanz wird lediglich für die akute Toxizität bei Behandlungsbeginn eine wesentliche Rolle zugeschrieben [157]. Diese Erscheinungen bestehen in Benommenheit, Schwächegefühl, Schlaftrigkeit, Schwindel, Übelkeit und Erbrechen ein bis zwei Stunden nach Einnahme von Primidon mit allmählichem Nachlassen innerhalb einiger Tage [86]. Das Auftreten entsprechender Störungen wurde bei 14% der Patienten zu Beginn der Behandlung beschrieben. Bei zwei Kindern wurde eine Polyradikulitis mit Ataxie nach Einmalgabe von Primidon mitgeteilt [274]. Neben der Förderung der Entstehung einer Dupuytren'schen Kontraktur wie beim Phenobarbital erscheint speziell unter Primidon-Gabe das gehäufte Auftreten einer schmerzhaften Schultersteife bemerkenswert, die in einer Häufigkeit um 5% bei Langzeiteinnahme von Phenobarbital oder Primidon beobachtet wurde [142], wobei besonders Patienten mittleren Lebensalters mit Primidon-Dosen über 1000 mg betroffen zu sein scheinen. Die Beschwerden sind unter physikalischer Therapie innerhalb einiger Monate auch ohne Absetzen des Präparates rückläufig, über den pathogenetischen Mechanismus bestehen keine gesicherten Erkenntnisse.
10.15.1.1.5 Sukzinimide
Bei den Sukzinimidien stehen hinsichtlich der akuten Toxizität ganz im Vordergrund gastrointestinale Beschwerden, Übelkeit, Appetitlosigkeit, Gewichtsabnahme, Singultus, Benommenheit und Kopfschmerzen, wobei es sich in der Regel um benigne dosisabhängige Phänomene handelt [36]. Ethosuximid gilt als das Antiepileptikum, dessen Gabe am häufigsten zum Auftreten einer alternativen Psychose mit paranoid-halluzinatorischen Symptomen führt [63]. Unklar ist, ob Ethosuximid tatsächlich das Auftreten von Grand mal-Anfällen provozieren kann, wie es in einigen Berichten vermutet wurde [58, 74]; die meisten Autoren haben keine entsprechenden Effekte beobachtet [36, 39]. An Hypersensitivitätsreaktionen unter Sukzinimidien sind wie bei den anderen Antiepileptika Hautveränderungen (Erythema multiforme, Stevens-Johnson-Syndrom) [265], Lupus erythematodes [250] und hämatotoxische Veränderungen [36, 39] beschrieben, Blutbildkontrollen in monatlichen Abständen werden daher auch unter Ethosuximid-Einnahmen empfohlen [63].
10.15.1.1.6 Benzodiazepine (Clonazepam, Diazepam, Nitrazepam, ferner Clorazepat, Clobazam, Lorazepam)
Clonazepam. Clonazepam bedingt in einem hohen Prozentsatz (im Mittel 67%) [232] Nebenwirkungen, die in 10 bis 30% zu einem Absetzen des Präparates zwingen. Am häufigsten wurden Benommenheit, Schwindel, Ataxie mit Nystagmus, Dysarthrie, psychische Störungen wie Hyperaktivität, Unruhe, Konzentrationsstörungen, vermehrte Irritabilität und aggressives Verhalten beschrieben. Seltener wurden Diplopie [68], psychotische Reaktionen [175], Zunahme von Anfällen [175], Gewichtszunahme [232], Hypersekretion und Hypersalivation bei Kindern [21] mitgeteilt. Hämatologische Nebenwirkungen sind selten, ebenso dermatologische. Hier sind Hautpigmentierung [118], vorübergehender Haarverlust [193] und Exantheme [94] zu nennen. Renale oder hepatische Komplikationen sowie die Exazerbation einer Porphyrie wurden bisher nicht beobachtet [232]. Bei intravenöser Gabe zur Behandlung eines Status epilepticus können – speziell bei vorhergehender oder gleichzeitiger Gabe von Phenobarbital – respiratorische oder kardiovaskuläre Störungen resultieren. Kürzlich wurde ein Tourette-artiges Syndrom nach Einnahme von Clonazepam beschrieben [85].
Diazepam. Bei 10 bis 40% der Patienten ist – meist in der Anfangsphase der Behandlung – unter Diazepam dosisabhängig mit Benommenheit, Ataxie, Aufmerksamkeitsstörungen, Sedation und Hypotonie zu rechnen [37]. Die gravierendsten Nebenwirkungen sind Apnoe, Hypotension oder Herzstillstand nach intravenöser Gabe wegen eines Status epilepticus; ein besonderes Risiko besteht auch hier wieder bei Kombination mit weiteren siederenden Substanzen, außerdem beim Vorliegen einer Lebererkrankung [93] bzw. einer bekannten Drogenabhängigkeit [44]. Nebenwirkungen auf hämatopoetische, renale oder hepatische Funktionen sind – wenn überhaupt vorhanden – extrem selten [237]. Es existieren zwei Berichte über Leukopenie [41, 97] sowie einer über eine akute Leberzellnekrose [52] mit fraglicher Beziehung zur Diazepam-Gabe. Hypersensitivitäts-Reaktionen sind gleichfalls extrem selten [187]. Sadjadi et al. beschrieben 1987 eine allergische interstitielle Nephritis nach oraler Diazepam-Gabe [229]. Nach Langzeitgabe wurde eine bräunliche Verfärbung der Augenlinsen mitgeteilt [203]. Hinzuweisen ist auf leichte lokale Thrombophlebitiden vor allem nach rascher intravenöser Applikation bei 3 bis 7% der Patienten [237]. Versehentliche intraarterielle Injektionen können zu schweren Nekrosen in den gefäßabhängigen Gliedmaßen führen [87].
*Nitrazepam*. Nitrazepam wird im wesentlichen als Schlafmittel eingesetzt, hat aber eine positive antiepileptische Wirksamkeit speziell bei infantilen Spasmen, myklonischen Anfällen und Lennox-Gastaut-Syndrom sowie Reflex-Epilepsien [14]. Entsprechend dem Hauptanwendungsgebiet bestehen die Nebenwirkungen bei Einsatz als Antiepileptikum vor allem in Müdigkeit. Weiterhin werden Ataxie und Gedächtnisstörungen sowie bei Kindern Hypotonie und vermehrte Speichel- und Bronchialsekretion beschrieben [186]. *Clorazepat* und *Clobazam* sowie *Lorazepam* haben ähnliche Nebenwirkungen wie die bisher besprochenen mit wiederum ganz im Vordergrund stehendem sedierendem Effekt.
### 10.15.1.1.7 ACTH
Bei einem Drittel der mit ACTH oder Kortikoiden behandelten Kinder mit BNS-Krämpfen kommt es zu unerwünschten Nebenwirkungen [223], wobei in abnehmender Häufigkeit Cushing-Syndrom, Infektionen der oberen Atemwege, Otitis media, Pneumonie, Pyodermie und Abszessbildung nach ACTH-Injektionen, Enteritis, Infektionen des Urogenitaltraktes, Elektrolytstörungen sowie gastrointestinale und cerebrale Blutungen beobachtet werden [223]. Wegen der Möglichkeit fataler septischer Infektionen sollte eine Therapie mit ACTH oder Kortikoiden bei Patienten mit bekannten schwereren bakteriellen Erkrankungen nicht begonnen werden [343].
### 10.15.1.2 Antiepileptika 2. Ordnung
#### 10.15.1.2.1 Sultiam
Unter Therapie mit Sultiam – über ein Drittel der mit dieser Substanz behandelten Patienten zeigen Nebenwirkungen – sind speziell Tachypnoe, Parästhesien und gastrointestinale Störungen mit Gewichtsverlust bekannt geworden [155]. Des weiteren sind Ataxie, Benommenheit, Hyperaktivität, Schlafrigkeit mit Störungen des Schlaf-Wach-Rhythmus, Potenzstörungen, Exantheme, vermehrte Irritabilität, gestörte Akkommodation, Verwirrtheitszustände, Depressionen und Kopfschmerzen beschrieben [236].
#### 10.15.1.2.2 Flunarizin
Unter Flunarizin sind leichte Benommenheit und Sedation in Abhängigkeit von der Dosierung in einer Häufigkeit von 8 bis 26% [24] bekannt. In ca. 3% wird Gewichtszunahme angegeben [24]. Extrapyramidale Symptome unter Langzeiteinnahme von Flunarizin wurden mitgeteilt, bisher aber bei Gabe an Anfallskranke nicht bestätigt [24].
#### 10.15.1.2.3 Paraldehyd
Die Grenze zwischen antiepileptischem und hypnotischem Effekt ist bei dieser Substanz, die gelegentlich noch zur Behandlung des Status epilepticus eingesetzt wird, schmal [164]. An ernsthaften Nebenwirkungen sind Lungenödeme nach parenteraler Gabe beschrieben, metabolische Azidose sowie Thrombosen nach Injektion in die Umbilikalarterien bei Neugeborenen [164]. Zu warnen ist vor der Gefahr von Ischadicus-Läsionen bei intramuskulärer Applikation wegen der benötigten großen Substanzmenge. Bei unsachgemäß gelagertem bzw. abgelaufenem Paraldehyd ist nach rektaler Gabe eine schwere Proktitis möglich [164].
10.15.1.2.4 Acetazolamid
Acetazolamid ist eines der am wenigsten toxisch wirkenden Antiepileptika. Abgesehen von den Hypersensitivitätsreaktionen mit im Vordergrund stehenden Hautveränderungen dürften die beobachteten Störungen auf die Inhibition der Carboanhydrase zurückzuführen sein [284]. Von besonderem Interesse ist hierbei, daß sich bei 90% der mit diesem Wirkstoff behandelten Patienten der Geschmackssinn verändert [88], wobei Kohlensäure nicht mehr als prickelnd empfunden wird. Im übrigen wurden an Nebenwirkungen Parästhesien und Pelzigkeit an Gesicht und Extremitäten, Benommenheit, Übelkeit und Hyperventilation beschrieben [284]. Bei Patienten mit Leberzirrhose können Zustände mit Desorientiertheit durch Acetazolamid hervorgerufen werden, wobei als Ursache angenommen wird, daß aus der Alkalisierung des Urins eine erhöhte Ammoniak-Konzentration im Blut resultiert [284]. Kalkablagerungen der ableitenden Harnwege mit Ureter-Koliken werden zurückgeführt auf die deutliche Reduktion des Zitrates im Urin durch Acetazolamid [284].
10.15.1.2.5 Mesuximid
Mesuximid verursacht etwa bei einem Drittel der mit dieser Substanz behandelten Patienten Nebenwirkungen [35], wobei bei Kombinationstherapie die Rate höher liegt, was dadurch erklärt wird, daß Mesuximid im Gegensatz zu Ethosuximid die Plasmakonzentrationen von Phenytoin und Phenobarbital erhöht. Als häufigste Nebenwirkung wird eine Sedation mit Benommenheitsgefühl beschrieben; gastrointestinale Symptome, die beim Ethosuximid ja dominieren, folgen erst an zweiter Stelle. Hinsichtlich idiosynkratischer Reaktionen kann es zu Exanthemen kommen [35], der einzige mitgeteilte Fall mit fataler Pancytopenie drei Monate nach Beginn einer Behandlung mit Mesuximid ist nicht sicher auf diese Medikation zurückzuführen, da die unter einem Mamma-Karzinom leidende Patientin vier weitere Medikamente einnahm [92].
10.15.1.2.6 Trimethadion
Bei 20 bis 30% der mit Trimethiadion behandelten Patienten werden Nachtblindheit und Lichtüberempfindlichkeit beobachtet mit allmählicher Adaptation, Tragen von dunklen Brillengläsern wird daher empfohlen [163]. Als weitere Nebenwirkungen sind mit geringerer Häufigkeit Sedation, Erschöpfungszustände, Konzentrationsstörungen, Benommenheit, Ataxie, selten Schlafstörungen, Unruhe, Verwirrtheit und Halluzinationen mitgeteilt [28]. Bei 4% der Patienten kommt es in der Anfangsphase zu einem später verschwindenden Singultus [236]. Hautreaktionen – zu beobachten bei etwa 3% der Patienten [236] – sind in der Regel benigne, wobei aber auch ein Erythema multiforme sowie eine exfoliative Dermatitis beschrieben wurden [28]. Mehrfach wurden hämatotoxische Nebenwirkungen mit fatalem Ausgang mitgeteilt, weiterhin die Entstehung eines nephrotischen Syndroms [236].
10.15.1.2.7 Mephenytoin
Mephenytoin ist bei gleicher antiepileptischer Wirksamkeit wie Phenytoin durch deutlich stärker ausgeprägte Nebenwirkungen gekennzeichnet, wobei insbesondere die Häufigkeitsraten einer aplastischen Anämie mit zum Teil tödlichem Ausgang von 3% die Gabe dieser Substanz heute kaum noch indiziert erscheinen läßt [236].
10.15.1.2.8 Methylphenobarbital
Die Nebenwirkungen bei Gabe von Methylphenobarbital entsprechen denen bei Phenobarbital, auch bei dieser Substanz stehen Beeinträchtigungen des ZNS mit Sedation, Konzentrationsminderung und vermehrter Irritabilität im Vordergrund [67].
10.15.1.2.9 Bromide
Als Folge einer chronischen Intoxikation mit Brom sind eine Vielzahl zentralnervöser Störungen beschrieben, wobei zunächst Müdigkeit,
Konzentrations- und Merkfähigkeitsstörungen, allgemeines Schwächegefühl und Appetitlosigkeit im Vordergrund stehen, später dann Unruhe, Kopfschmerzen, Schlaflosigkeit, Desorientiertheit, Depression, Gedächtnisstörungen bis hin zu dementiellen Zustandsbildern, gelegentlich Halluzinationen. Weiterhin resultieren Koordinationsstörungen, Abschwächung der Eigenreflexe und schließlich Verlust der Pupillenreflexe sowie vasomotorische Störungen. Hautveränderungen bestehen in erster Linie in akneförmigen Eruptionen an Gesicht und Oberkörper [62]. Aufgrund der ausgeprägten Nebenwirkungen wird Bromid heute nur noch extrem selten bei generalisierten tonisch-klonischen Anfällen eingesetzt, etwa bei Patienten mit Intoleranz für Barbiturate und Phenytoin aufgrund einer Porphyrie oder als Mittel der letzten Wahl bei antiepileptika-induzierter aplastischer Anämie [236].
10.15.1.2.10 Phenacemid
Unter Phenacemid sind in den 50er und 60er Jahren bei 1 bis 2% der Patienten hepatitisartige toxische Leberzellschäden innerhalb der ersten zehn Wochen der Behandlung beschrieben mit letalem Ausgang in mehreren Fällen [236], so daß diese Substanz heute nicht mehr gegeben werden sollte.
10.15.1.2.11 Vigabatrin
Seit 1922 ist Vigabatrin zum Einsatz bei bisher pharmakoresistenten Anfällen im Handel. Die Einführung dieses Präparates verzögerte sich, nachdem im Tievesuch in Abhängigkeit von der Dosis reversible Mikrovakuolen in der weißen Substanz des Gehirns gefunden worden waren; an menschlichen Gehirnen ließen sich jedoch keine entsprechenden Veränderungen nach Vigabatrin-Einnahme nachweisen [41a]. Beim Menschen wurden als Nebenwirkungen am häufigsten Kopfschmerzen, Depression, Schlafigkeit und Stimmungs labilität beschrieben, weiterhin Schwindel, Ataxie, Tremor, gastrointestinale Beschwerden, Übelkeit, Erbrechen, Gewichtszunahme, Mundtrockenheit, Parästhesien und Exantheme [25a, 36a, 190a, 223b], wobei sämtliche Beschwerden reversibel waren. Beim Absetzen wurden selten akute Psychosen mitgeteilt [223a]. Zu beachten sind Berichte über Psychosen mit paranoiden Wahnhinhalten und akustischen sowie visuellen Halluzinationen unter Einnahme von Vigabatrin. Sander und Mitarb. fanden bei 14 von 210 mit Vigabatrin behandelten Patienten Psychosen, meist im Zusammenhang mit dem Anfallsgeschehen, jeweils bei vier Kranken als Alternativpsychose bzw. im Anschluß an eine Anfallshäufung nach ungewohnt langem anfallsfreien Intervall, bei einem Kranken als Folge einer Überdosierung; von den verbleibenden 5 Patienten hatten zwei anamnestisch ähnliche Symptome auch ohne Vigabatrin geboten [231a]. Neben psychotischen Bildern beobachteten die Autoren bei einer größeren Anzahl von Patienten leichte Verhaltensstörungen wie aggressive Reizbarkeit, Orientierungsstörungen und Zwangsvorstellungen. Dagegen fanden McGuire und Mitarbeiter [108a] in ihrer Studie nur geringe Einflüsse der Vigabatrin-Medikation auf die zentrale kognitive Verarbeitung arithmetischer Vorlagen, im übrigen keine Beeinträchtigung weiterer kognitiver Funktionen oder der Stimmungslage.
Generell scheint nach den bisherigen Erfahrungen Vigabatrin – ähnlich wie Ethosuximid – ein höheres Risiko für die Auslösung von Psychosen zu haben als die sonstigen zur Behandlung partieller Anfälle eingesetzten Antiepileptika.
10.15.1.2.12 Lamotrigin
In den ersten 4 Wochen der Einnahme sind bei 3% aller mit Lamotrigin behandelten Anfallskranken Exantheme beschrieben, die teilweise zum Absetzen des Präparates zwangen [23b]; die Exantheme sollen bei langsam einschleichender Dosierung von Lamotrigin seltener auftreten [23]. Ein Angioödem und ein Stevens-Johnson-Syndrom wurden mitgeteilt [34a]. Bei hohen Dosen können Schwindel, Ataxie, Doppelsehen, Schlafirrigkeit und Kopfschmerzen auftreten, wobei in Doppelblindstudien nur für die Ataxie eine grenzwertige Signifikanz beim Vergleich zwischen Verum und Placebo gefunden wurde [23b]. Generell gilt Lamotrigin als sehr gut verträgliches Medikament [25a].
10.15.2 Nebenwirkungen an bestimmten Organen
10.15.2.1 Nervensystem
Enzephalopathie
Ein Enzephalopathie-Syndrom mit Verlangsamung des Grundrhythmus im EEG, Zunahme der Anfallsfrequenz und passageren neurologischen Störungen wie Pyramidenbahnzeichen, Hemiparese, Hemihypästhesie, Hyperreflexie, pathologischen Greifreflexen, Gesichtsfeldstörungen, Eiweißerhöhung und Pleozytose im Liquor, zerebellären, ophthalmologischen und neurootologischen Ausfällen oder hemiballistischen Symptomen sowie psychischen Auffälligkeiten mit Verwirrtheit bis hin zu psychotischen Zuständen sind unter Behandlung mit Phenytoin, Carbamazepin und Valproat, meist in Kombinationstherapie, beschrieben [49, 215, 230]. Weitere extrapyramidale Syndrome wie Flapping tremor, Choreoathetose, faziale Hyperkinesen und sonstige Dyskinesien sind in der Literatur vorzugsweise unter der Einnahme von Phenobarbital, Phenytoin und Carbamazepin bekannt, meist reversibel und bei hohen Serumspiegeln der Antiepileptika auftretend [4, 30, 129, 150, 245]. Anamnestische Angaben über choreoathetotische Bewegungsstörungen wurden in der Heidelberger Antiepileptika-Studie von 2,0% der Anfallskranken gemacht, bei der Untersuchung wurde aber kein Patient mit entsprechenden Symptomen gesehen, so daß es sich also stets nur um vorübergehende Störungen gehandelt hatte [142]. Bei insgesamt 10 Patienten mit orofazialen Dyskinesien ließ die Verteilung auf die einzelnen Antiepileptika keine Schlüsse hinsichtlich einer entscheidenden ätiologischen Rolle eines Antiepileptikums zu. Offenbar können sämtliche gebräuchlichen Antiepileptika selten extrapyramidalmotorische Reizerscheinungen, meist in milder Form und reversibel, verursachen.
Zerebelläre Störungen wurden bereits in Kapitel 10.15.1 bei den Nebenwirkungen des Phenytoins ausführlich behandelt. Die Ergebnisse der Heidelberger Antiepileptika-Studie belegen wiederum, daß speziell unter Phenytoin diese Nebenwirkung zu erwarten ist [142], wobei wie im oben erwähnten Kapitel ausgeführt, weitere Faktoren eine Rolle spielen dürften.
Konzentrationsstörungen
Untersuchungen zur Konzentrationsfähigkeit bei Epileptikern führte Remschmidt [216] mit Hilfe des d2-Aufmerksamkeitsbelastungstests durch; der Autor fand hierbei eine deutlich schlechtere Leistung bei den Anfallskranken, wobei er möglichen Zusammenhängen mit der Medikation nicht nachging. Dieser Aspekt wurde 10 Jahre später von Marchesi et al. untersucht, die bei den mit Phenytoin und Phenobarbital, nicht dagegen bei den mit Carbamazepin behandelten Patienten eine Verminderung der Konzentrationsfähigkeit fanden [172]. Hebenstreit beschrieb lediglich bei institutionalisierten Epileptikern, nicht dagegen bei ambulanten, eine verminderte Leistungsfähigkeit im d2-Test; Unterschiede zwischen den einzelnen Anfallstypen fand er nicht [105]. Hunger und Kleim teilten dagegen bei den von ihnen untersuchten Epilepsiepatienten Defizite vor allem beim diffusen generalisierten Anfallstyp mit [119]. Beim Kollektiv der Heidelberger Antiepileptika-Studie fand sich generell eine deutliche Erniedrigung der Testwerte für die Konzentrationsleistung [142]. Daß die Medikation hierbei wahrscheinlich ein ursächlicher Faktor ist, zeigten die deutlichen negativen Korrelationen zwischen den Ergebnissen des d2-Testes und der Gesamtmenge an eingenommenen Antiepileptika, der durchschnittlichen Tagesdosis sowie der Behandlungsdauer bei beiden Geschlechtern [142]. Zu bedenken ist hierbei, daß die Patienten mit schwereren Epilepsieformen, die in der Regel krankheitsbedingt häufiger unter psychoorganischen Leistungseinbußen leiden, auch höhere Dosierungen erhalten. Erwartungsgemäß unterschieden sich die Patienten mit idiopathischen und symptomatischen Epilepsien hinsichtlich ihrer Konzentrationsfähigkeit mit besseren Leistungen bei der ersteren Epilepsieform. Frühere Untersuchungen hatten gezeigt, daß die Beziehungen zwischen d2-Test und Medikation bei den Patienten mit idiopathischer Epilepsie wesentlich stärker ausgeprägt sind als bei denen mit symptomatischer [145]. Bei letzterer bedingt offenbar das Grundleiden selbst häufig bereits ein schlechteres Testergebnis ohne stärkere zusätzliche Beeinflussung durch die Medikation. Diese Ergebnisse stehen in einem gewissen Gegensatz zu den erwähnten Befunden von Hebenstreit [105], der allerdings nicht Epilepsie-, sondern Anfallstypen verglich. Praktisch wichtig erscheint als Ergebnis der Untersuchung der Resultate des d2-Tests bei den monotherapierten Patienten, daß für Carbamazepin, Phenytoin und Valproat die Werte über dem Durchschnitt des Gesamtkollektivs lagen und daß von den Patienten unter Monotherapie mit den beiden letztgenannten Antiepileptika praktisch normale Werte erreicht wurden. Das Ergebnis von Marchesi et al. [172] hinsichtlich eines negativen Effekts einer Phenytoin-Medikation konnte somit nicht bestätigt werden. Die mit Primidon monotherapierten Patienten lagen dagegen noch unter dem Durchschnittswert des Gesamtkollektivs der Heidelberger Antiepileptika-Studie [142]. Nicht bestätigt werden konnte in der Heidelberger Antiepileptika-Studie der Befund von Ser Quijano et al. [246], die Zusammenhänge zwischen psychologischen Störungen und Folatspiegeln bei den von ihnen retrospektiv untersuchten ambulanten Epileptikern fanden. Generelle diskrete Einflüsse auf psychomotorische Leistungen wurden in neueren Untersuchungen für Carbamazepin, Phenytoin und Valproat mitgeteilt [80, 81, 84].
**Psychotische Episoden**
Landolt beschrieb 1956 als Nebenwirkung nach Erreichen eines normalen EEG’s und Anfallskontrolle durch Gabe von Antiepileptika das Auftreten einer episodischen Psychose mit paranoiden Wahnvorstellungen oder Halluzinationen, verbunden mit Schlaflosigkeit und Angstgefühl [153]; diese Störung wurde auch als Alternativ-Psychose bezeichnet [123]. Es handelt sich hierbei meist um Patienten mit Petit mal-Anfällen im Rahmen generalisierter Epilepsien [236]. Zwischen der Höhe der Medikamenten-Dosis bzw. der Antiepileptika-Spiegel und der Entstehung der Psychose besteht kein regelhafter Zusammenhang; von den gebräuchlichen Antiepileptika verursacht Ethosuximid am häufigsten Alternativ-Psychosen, während Valproinsäure keine entsprechende Wirksamkeit zu besitzen scheint. Demnach ist beim Auftreten dieser Komplikation ein Umsetzen auf Valproat angezeigt [236]. Unter Vigabatrin wurde eine vermehrte Neigung zu psychotischen Episoden mitgeteilt [231a].
**Polyneuropathie**
Speziell für Phenytoin sind Polyneuropathien als Nebenwirkung beschrieben. Die Patienten mit chronischer Phenytoin-Einnahme wurden aber meist kombiniert mit weiteren Antiepileptika behandelt [236]. Inwieweit diese anderen Antikonvulsiva einen möglichen Einfluß auf die Leitfunktion peripherer Nerven haben, ist nach den Literaturangaben unklar; die Ergebnisse hinsichtlich einer möglichen Wirkung von Carbamazepin sind widersprüchlich [247, 274]. Für die Monotherapie mit Barbituraten wurde ein Einfluß auf die Leitgeschwindigkeit der peripheren Nerven vermutet, wobei allerdings nur 6 monotherapierte Patienten untersucht worden waren [247]. In der Heidelberger Antiepileptika-Studie fanden sich beim Vergleich der monotherapierten Patienten keine Unterschiede bei der motorischen Leitgeschwindigkeit des N. peroneus und der sensiblen des N. medianus; die motorische Leitgeschwindigkeit des N. medianus lag bei den mit Carbamazepin behandelten Patienten niedriger als bei den mit Phenytoin und Valproat therapierten [142]. Somit ist nach diesen Ergebnissen dem Phenytoin bei Langzeitbehandlung keinesfalls eine spezifische Beeinflussung der Leitfunktion peripherer Nerven im
Vergleich zu den übrigen Antiepileptika anzula-
sten. Dies bestätigt auch die Untersuchung von
Geraldini et al. [82]. Der Begriff „Hydantoin-
Polyneuropathie“ sollte somit durch „antiepilep-
tikabedingte Polyneuropathie“ ersetzt werden
[143].
10.15.2.2 Blutbildung
Hinsichtlich des Auftretens einer aplastischen
Anämie wurde besonders Mephenytoin ange-
schuldigt, aber auch Patienten unter Einnahme
von Phenytoin, Primidon, Trimethadion und
Carbamazepin zeigten speziell bei Kombina-
tionstherapien diese gefährlichen Nebenwirkun-
gen, die in der Regel als Hypersensitivitätsreak-
tion in der Anfangsphase der Therapie, in selte-
nen Fällen aber auch später – bis zu zwei Jahren
nach Behandlungsbeginn – auftreten [219].
Beim Vorliegen entsprechender Befunde ist das
jeweilige Antiepileptikum sofort gegen ein ande-
res auszutauschen. Megaloblastäre Anämien
sind in 0,15 bis 0,75% bei mit Antiepileptika
behandelten Patienten beschrieben, wobei der
Vitamin B12-Spiegel in der Regel normal, der
Folat-Spiegel dagegen vermindert ist [219]. Fol-
säure-Gabe in einer Tagesdosis von 5 bis 25 mg
wird empfohlen, das Absetzen des Präparates –
Phenytoin, Phenobarbital, Primidon, Mepheny-
toin und Suximid allein oder in Kombination
werden angeschuldigt – ist nicht unbedingt er-
forderlich [66]. Zum Einfluß der Antiepileptika-
Gabe auf den Folatstatus sei auf Kapitel
10.15.2.11 verwiesen.
Während Agranulozytosen zu Beginn einer
Behandlung als Symptom einer Hypersensitivität
für Phenytoin [259], Carbamazepin [208], Phe-
nobarbital [96] sowie weitere Antikonvulsiva
wie Trimethadion, Mesantoin und Ethosuximid
als extrem seltenes Ereignis beschrieben sind, ist
unklar, inwieweit eine chronische Therapie mit
Antiepileptika zu Veränderungen der Leukozy-
tenzahl führen kann [236]. In der Literatur ist
die Diskussion hinsichtlich einer Erniedrigung
der Lymphozytenwerte unter Phenytoin kontro-
vers [142]; für Carbamazepin wurden niedrigere
Lymphozytenwerte mitgeteilt [257]. Hinweise
auf eine manifeste Leukopenie [< 3000/mm³)
fanden sich in der Heidelberger Antiepileptika-
Studie nur bei einer Frau [142]. Generell waren
aber im Vergleich zu der Kontrollpopulation
niedrigere Leukozytenzahlen bei den Anfalls-
kranken zu konstatieren. Daß es sich hierbei
wohl um einen Einfluß der antiepileptischen Me-
dikation handelt, zeigten die negativen Korrela-
tionen zwischen Leukozytenzahl und eingenom-
menen Antiepileptika sowie Therapiedauer bei
den weiblichen Anfallskranken. Auch die nega-
tive Beziehung zwischen Phenobarbitalspiegel
und Leukozytenwerten bei den mit Primidon
monotherapierten Patienten sprechen für einen
solchen Zusammenhang. Bei den Monothera-
pierten fielen niedrigere Leukozytenzahlen bei
den mit Carbamazepin behandelten im Vergleich
zu den unter Phenytoin stehenden Patienten auf
[142].
Thrombozytopenien sind im Rahmen von
Hypersensitivitätsreaktionen unter Phenytoin,
Primidon, Phenobarbital, Valproinsäure, Clona-
zepam bzw. Carbamazepin beschrieben [236].
Ein isolierter Thrombozytenabfall wurde speziell
bei Kindern unter Valproat-Therapie beob-
achtet, wobei in der Regel keine klinischen Kon-
sequenzen resultierten (siehe Kapitel 10.15.1.1).
In der Heidelberger Antiepileptika-Studie wur-
den keine niedrigen Thrombozytenwerte bei den
mit Valproat behandelten Patienten festgestellt
[142]; somit kann an diesem langzeitbehandelten
Erwachsenenkollektiv eine spezielle Beeinflus-
sung der Thrombozytenwerte durch Valproat,
wie sie von Neophytides et al. [194] und von
Voss et al. [278] beschrieben wurden, nicht be-
stätigt werden, wie ja auch frühere Unterneh-
mungen [13] keine pathologische Thrombozyten-
erniedrigung bei valproat-therapierten Patienten
ergeben hatten. Prinzipiell sollte aber bei Epilep-
siepatienten unter Valproat vor Operationen die
Thrombozytenzahl sowie die Blutungszeit be-
stimmt werden [236].
Zusammenfassend ist festzustellen, daß das
Auftreten von Leukopenien bei Langzeitbehand-
lung ein noch wesentlich selteneres Ereignis dar-
stellt als in der Anfangsphase der Therapie; an-
dererseits kann eine solche Komplikation auch
nicht ausgeschlossen werden. Bestimmungen der
Leukozytenzahl in etwa vierteljährlichen Abständen erscheinen also sinnvoll. Bei langzeitbehandelten Anfallskranken scheint dagegen die Neigung zur Megaloblastose nicht mit Anämien einherzugehen [142], so daß eine routinemäßige Bestimmung des roten Blutbildes bei Dauertherapie unnötig sein dürfte.
10.15.2.3 Gastrointestinaltrakt, Leber
Übelkeit wurde unter Valproat-Einnahme angegeben [236], kommt aber auch bei Einnahme anderer Antiepileptika vor. Ebenso sind Erbrechen, Oberbauchbeschwerden – speziell mitgeteilt für Ethosuximid [40] –, Obstipation und Diarrhoe Symptome, die unter Einnahme fast aller Antiepileptika gelegentlich zu beobachten sind.
Magenulzera sind als Komplikation bei Gabe von ACTH oder Kortikoiden bekannt. Der unter Ethosuximid selten beschriebene Singultus ist einer Behandlung mit Biperiden zugänglich [123]. Hepatitiden durch Antiepileptika sind sehr selten und treten meist in den ersten zehn Wochen der Behandlung mit weiteren Zeichen einer Hypersensitivität auf [127]. Dies gilt speziell für Carbamazepin und Phenytoin, während die Leberschädigung durch Valproat nicht als Hypersensitivitätsreaktion angesehen wird [89]. Zur Problematik der Lebertoxizität bei Valproat-Gabe, speziell bei Säuglingen und Kleinkindern, sei auf Kapitel 10.15.1.1 verwiesen. Von den übrigen Präparaten scheint am häufigsten das kaum noch verwendete Phenacemid hepatotoxisch zu sein [294]. Eine cholestatische Leberfunktionsstörung nach jahrzehntelanger Phenytoin-Gabe beschrieben Taylor et al. [266].
Veränderungen der Leberenzyme unter Therapie mit Antiepileptika. Ein massiver Anstieg der Leberenzyme findet sich bei akutem Leberversagen, einer selten meist während der ersten 10 Wochen einer antiepileptischen Behandlung auftretenden, vor allem für Valproat bei Kindern beschriebenen, häufig fatalen Komplikation (s. Kap. 10.15.1) [65, 127, 233]. Möglicherweise durch die chronische Antiepileptikaeinnahme bedingte leichtere Leberschäden wurden in 0,6 bis 2,5% beschrieben [293]. Unabhängig davon werden unter antiepileptischer Medikation bei einer größeren Zahl von Patienten Erhöhungen der Leberenzyme beobachtet, die in der Regel keine klinische Relevanz besitzen. Dies gilt besonders für die Gammaglutamyltranspeptidase (Gamma-GT), bei der eine Erhöhung in mehreren Studien in einer Häufigkeit bis zu 90% bei Epilepsiepatienten nachgewiesen wurde [142]. Bei den Patienten der Heidelberger Antiepileptika-Studie lag die Häufigkeit einer Gamma-GT-Erhöhung bei den Männern (> 28 U/l) bei 64,5% und bei den Frauen (> 18 U/l) bei 67,9% [142]. Diese Werte entsprechen weitgehend den von Meyer-Wahl et al. [185] und Rosalki [226] mitgeteilten. Die bei beiden Geschlechtern bestehende positive Korrelation zwischen durchschnittlicher Tagesdosis sowie Gesamtmenge der Antiepileptika und Gamma-GT-Konzentration belegt die entscheidende Rolle der antiepileptischen Therapie für die Erhöhung dieses Enzyms; die Therapiedauer hat dagegen offenbar keinen nennenswerten Einfluß [142]. Daß Phenytoin eine ganz besondere Bedeutung zukommt, zeigten die Befunde bei den monotherapierten Patienten, wo die mit Phenytoin behandelten eindeutig höhere Werte aufwiesen als die unter Carbamazepin und Valproat stehenden [142]; dies deckt sich mit den Ergebnissen von Meyer-Wahl et al. [185]. Insgesamtstützen die Resultate der Heidelberger Antiepileptika-Studie die Ansicht, wonach die Gammaglutamyltranspeptidase-Erhöhung bei den Epilepsiepatienten Folge der Enzyminduktion in der Leber ist; mikrosomale Veränderungen oder ein vermehrter Abbau von Gammaglutamyltranspeptidase-hemmenden Substanzen in der Leber wurden von Richens als mögliche Ursache diskutiert [222]. Eine direkte Beziehung zum Phenytoinspiegel im Serum bei Monotherapierten fand sich nicht, wohl aber eine positive Korrelation zwischen Phenobarbital-Serumkonzentration und Gammaglutamyltranspeptidase bei den mit mit Primidon behandelten Männern und Frauen. Bei den Männern war darüber hinaus auch der Primidonspiegel mit der Gammaglutamyltranspeptidase positiv korreliert, ein weiterer Hinweis auf die wichtige Bedeutung der Therapie mit enzyminduzierenden Substanzen für die Ausbildung der Gamma-GT-Erhöhung. Generell kann somit die Gamma-GT-Erhöhung als ein Indikator für die enzyminduzierende Wirksamkeit der Antiepileptika betrachtet werden. Die Gammaglutamyltranspeptidase war in der Heidelberger Antiepileptika-Studie bei Patienten mit Dupuytren’scher Kontraktur nicht höher als bei denen ohne diese Störung [142]; dieser Befund steht im Gegensatz zu den Ergebnissen von Fröscher und Hoffmann [76], die bei ihren Patienten mit Dupuytren’scher Kontraktur eine besonders hohe Inzidenz pathologischer Gammaglutamyltranspeptidaseswerte (90%) fanden.
Erhöhungen der Alaninaminotransferase (GPT) und der Aspartataminotransferase (GOT) unter antiepileptischer Behandlung sind deutlich seltener als bei dem vorgenannten Enzym. Die Häufigkeit einer GPT-Erhöhung liegt nach der Literatur um 13%, die einer GOT-Erhöhung wird noch erheblich niedriger angegeben (um 4%) [210, 226]. Höhere Raten einer GOT-Erhöhung wurden für Behandlungen mit Valproat beschrieben [283]. Im Kollektiv der Heidelberger Antiepileptika-Studie fanden sich bei den männlichen Epilepsiepatienten Risikoraten von 18,6% hinsichtlich einer GPT-Erhöhung (> 22 U/l) und von 6,2% hinsichtlich einer GOT-Erhöhung (> 18 U/l), bei den weiblichen Risikoraten von 15,1% für GPT (> 17 U/l) und von 3,3% für GOT (> 18 U/l) [142]. Diese Werte entsprechen fast genau den von Meyer-Wahl et al. [185] gefundenen Risikoraten. Bei den Monotherapien war bemerkenswert, daß die Patienten unter Valproat höhere GOT-Werte als die unter Phenytoin, Carbamazepin und Primidon hatten, was die oben erwähnten Mitteilungen in der Literatur bestätigt. Bei der GPT bestanden bei beiden Geschlechtern als Hinweis auf die Beeinflussung durch die Medikation positive Korrelationen mit der durchschnittlichen Tagesdosis der Antiepileptika, bei den mit Primidon Monotherapierten korrelierte bei den Männern die Primidon-, bei den Frauen die Phenobarbital-Serumkonzentration positiv mit den GPT-Spiegeln. Hier war beim Vergleich der einzelnen Gruppen Monotherapiert der bemerkenswert, daß die mit Carbamazepin behandelten Patienten im Mittel deutlich niedrigere Konzentrationen aufwiesen als die mit Phenytoin, Primidon und Valproat therapierten [142]. Die in der Literatur [77, 210] mitgeteilte erhöhte Inzidenz erhöhter GPT-, zum Teil auch erhöhter GOT-Werte [77] bei Patienten mit Dupuytren’scher Kontraktur konnte am Patientenkollektiv der Heidelberger Antiepileptika-Studie nicht bestätigt werden [142].
10.15.2.4 Haut
Wie bereits bei den einzelnen Antiepileptika beschrieben, sind eine ganze Reihe dermatologischer Auffälligkeiten unter Antiepileptika-Gabe möglich: Exantheme, exfoliative Dermatitis, Stevens-Johnson-Syndrom, Lyell-Syndrom, Hypertrichose, Alopecie, Pigmentanomalien, Akne sowie rezidivierende Haut- und Schleimhautschwellungen. Die häufigsten dermatologischen Symptome unter Antiepileptika-Einnahme sind juckende makulo-papulöse, morbilliforme und scarlatiniforme Exantheme, oft von Fieber begleitet [159]. Phenytoin, Mephenytoin und Phenobarbital werden als häufigste Ursachen solcher Hautreaktionen angesehen [236]. Interessante saisonale Schwankungen hinsichtlich des Auftretens von Exanthemen nach Beginn einer Phenytoin-Therapie fanden Leppik et al., die ein Maximum bei Beginn der Gabe in den Monaten Juni bis August, dagegen keine entsprechenden Nebenwirkungen bei Beginn in den Monaten Dezember bis Februar sahen [158]. Im Gegensatz zu in der Regel harmlosen Exanthemen stellt die zwischen der ersten und vierten Woche der Medikamenten-Einnahme auftretende exfoliative Dermatitis, verbunden mit Hepatitis, Fieber, Eosinophilie, Lymphadenopathie, Muskel- und Gliederschmerzen, eine gefürchtete Komplikation dar, letale Verläufe sind beschrieben [95], das Antiepileptikum ist sofort abzusetzen. Mitgeteilt wurde das Auftreten einer exfoliativen Dermatitis unter Phenytoin, Phenobarbital, Carbamazepin und Ethosuximid [236]. Eine weitere schwere Nebenwirkung mit einer Letalität um 10% ist das ebenfalls zu Beginn der Medikamenten-Einnahme auftretende Stevens-Johnson-Syndrom, bei dem das Exanthem mit Iritis, Keratitis, Konjunktivitis (Erblindungsgefahr), Blasenbildung an der Nase, Rachen, Mund, Genitale und Anus sowie Gelenkschmerzen und Fieber vergesellschaftet ist [59]. Fälle mit Stevens-Johnson-Syndrom wurden unter Phenytoin, Mephenytoin, Phenobarbital, Primidon, Carbamazepin, Ethosuximid und Trimethadion mitgeteilt [236]. Eine foudroyant verlaufende Hauterkrankung ist die toxische epidermale Nekrolyse (Lyell-Syndrom) mit einer hohen Letalität von 30 bis 50%, wobei das Auftreten unter Phenytoin, Mephenytoin, Phenobarbital, Primidon und Carbamazepin beschrieben ist [236, 238].
Hypertrichose ist unter Phenytoin-Einnahme [159], Alopecie unter Valproat beschrieben [236]. Bei der Heidelberger Antiepileptika-Studie fanden sich insgesamt deutlich mehr Fälle mit Hypertrichose als mit Alopecie, wobei bei ersterer Anomalie naturgemäß das weibliche, bei letzterer das männliche Geschlecht dominierte [142]. Auffällig ist, daß nur 3 der 12 Patienten mit Alopecie Valproat eingenommen hatten, während bei den Patienten mit Hypertrichose die unter Phenytoin dominierten und nur von weniger als einem Drittel (in 12 von 39 Fällen) ausschließlich andere Antiepileptika eingenommen worden waren [142]; dieser Befund bestätigt die Mitteilungen in der Literatur hinsichtlich der besonderen Bedeutung von Phenytoin für die Manifestation dieser Nebenwirkung.
Pigmentstörungen im Sinne von Chloasmen wurden bei Anstaltsinsassen unter Langzeitmedikation mit Phenytoin oder Mephenytoin in einer Häufigkeit von 6,5% mitgeteilt [159]. Entsprechende Veränderungen wurden beim ambulanten Kollektiv der Heidelberger Antiepileptika-Studie nur in 2,8% gefunden [142]. Bemerkenswert erscheint, daß immerhin 7 der 17 Patienten mit Chloasmen kein Phenytoin oder Mephenytoin eingenommen hatten; bis auf eine Ausnahme waren diese Patienten mit Primidon behandelt worden [142]. Es stellt sich nach diesen Befunden die Frage, ob wirklich nur Phenytoin für die Entwicklung dieser Störung verantwortlich gemacht werden kann.
In der Literatur wird über eine Exazerbation der Akne durch Phenobarbital, Primidon und Trimethadion berichtet [273]. Bei Betrachtung der einzelnen Antiepileptika fiel bei den weiblichen Anfallskranken der Heidelberger Antiepileptika-Studie mit Akne auf, daß diejenigen unter Phenobarbital ein erhöhtes Risiko zu haben scheinen (Akne bei 40% der Frauen unter Phenobarbital); da Phenobarbital meist in Kombinationen verabreicht wurde, kann dies aber auch ein Hinweis auf die Bedeutung der Kombinationstherapie für die Ausbildung einer Akne sein [142]. Andererseits wurden aber keine Zusammenhänge mit Gesamtdosis und Tagesdosis, die bei den kombiniert behandelten Patienten im Schnitt ja höher liegen, gesehen; auch zur Therapiedauer bestand keine Beziehung. Als weiteres Medikament, das für die Ausbildung einer Akne von Bedeutung sein könnte, erschien bei beiden Geschlechtern Sultiam bei allerdings insgesamt kleiner Fallzahl [142].
### 10.15.2.5 Bindegewebe
**Gingivahyperplasie**
Die Gingivahyperplasie gilt als spezielle Nebenwirkung bei Gabe von Phenytoin. Wie in Kapitel 10.15.11 ausgeführt wurde, bestätigen die Ergebnisse der Heidelberger Antiepileptika-Studie diesen Sachverhalt [142]. Immerhin fanden sich aber unter den 170 betroffenen Patienten 24 [14,1%] ohne Einnahme von Phenytoin. Von diesen wiesen 5 eine Medikation mit Mephenytoin auf, von dem entsprechende Wirkungen gleichfalls bekannt sind [9], was bei der engen chemischen Verwandtschaft mit Phenytoin nicht überrascht; etwa die Hälfte der insgesamt wenigen Patienten mit Mephenytoin-Medikation litt unter Gingivahyperplasie, also noch mehr als bei Phenytoin [142]. Die restlichen 19 Patienten, die nicht unter Phenytoin-Medikation standen, bestätigen die Richtigkeit der Befunde von Stirrups und Inglis [262], wonach es in seltenen Fällen auch bei anderen Medikamenten als Phenytoin zur Gingivahyperplasie kommen kann, wobei offenbar speziell Primidon als auslösender Faktor anzusehen ist. Hinsichtlich der Behandlung ist regelmäßige intensive Mundpflege erforderlich, eine Gingivektomie wirkt nur für einige Monate. Falls eine Dosisreduktion nicht möglich
ist und die Zahnfleischwucherung zu sehr stört, sollte Phenytoin durch Carbamazepin ersetzt werden. Generell ist bekannt, daß die Inzidenz der Gingivahyperplasie jenseits des 45. Lebensjahres abnimmt.
**Gesichtsveränderungen**
Vergrößerte Gesichtszüge mit Verdickung des subkutanen Gewebes, wulstigen Lippen und kollbig aufgetriebener breiter Nase wurden speziell bei institutionalisierten schwer behandelbaren polytherapierten Patienten beobachtet, wobei eine spezielle Beziehung zu einem bestimmten Antiepileptikum nicht gesichert ist [69].
**Dupuytren’sche Kontraktur**
Bereits 1941 hatte Lund über das gehäufte Auftreten von Dupuytren’scher Kontraktur bei behandelter Epilepsiepatienten – bei einem Drittel bis zur Hälfte der männlichen und etwa bei einem Viertel der weiblichen Patienten – berichtet [168]. Während Fröscher und Hoffmann bei den von ihnen ausgewerteten 71 langjährig therapieresistenten Patienten eine Inzidenz hinsichtlich Dupuytren’scher Kontraktur von 20% beschrieben [77], kamen Critchley et al. in ihrer Untersuchung auf eine Häufigkeit von 56% [50]. Im Kollektiv der Heidelberger Antiepileptika-Studie fand sich eine Häufigkeit von 26,4%, wobei wie in den Literaturmitteilungen das männliche Geschlecht dominierte – 32,1% der Männer und 18,3% der Frauen waren betroffen [142]. Wie bei Critchley et al. [50] bestand keine Beziehung zwischen Auftreten der Dupuytren’schen Kontraktur und Typ der Epilepsie. Ein Einfluß der Medikamentendosis [78] und der Therapiedauer auf die Manifestation einer Dupuytren’schen Kontraktur bestätigte sich, allerdings waren die Unterschiede nicht so deutlich wie bei den zerebellären Störungen und der Gingivahyperplasie [142]. Dies zeigt sich auch bei Betrachtung des Beginns des Anfallsleidens und der Therapie bei den Epilepsiepatienten mit Dupuytren’scher Kontraktur, die sich hinsichtlich dieser Parameter nicht nennenswert vom Gesamtkollektiv unterschieden. Hinsichtlich der Art der Medikation gelten Phenobarbital und Primidon als die entscheidenden Pharmaka [50, 78], ausnahmsweise wurde das Auftreten einer Dupuytren’schen Kontraktur auch unter Phenytoin beobachtet. Prinzipiell konnte in der Heidelberger Antiepileptika-Studie bestätigt werden, daß die Medikation mit Phenobarbital, Primidon oder Barbexaclon offenbar für die Manifestation der Dupuytren’schen Kontraktur wesentlich ist. In diesem Kollektiv befanden sich andererseits aber immerhin 33 Patienten (20,5% der Epilepsiepatienten mit Dupuytren’scher Kontraktur), die weder Phenobarbital noch Primidon oder Barbexaclon eingenommen hatten [142]. Vom Gesamtkollektiv waren dies 5,4%; verglichen mit den Häufigkeitsraten der Dupuytren’schen Kontraktur in einer Normalpopulation, die mit 1–18% für Männer und 0,5–9% für Frauen angegeben wird, könnte dies durchaus noch der üblichen Erkrankungshäufigkeit entsprechen. Relativ gesehen wurde von diesen 33 Patienten ein auffallend großer Teil mit Carbamazepin behandelt [142]. Da als mögliche Ursache der Dupuytren’schen Kontraktur bei Epilepsiepatienten die hepatotoxische Wirksamkeit von Phenobarbital postuliert wurde [210], wurden in der Heidelberger Antiepileptika-Studie die Konzentrationen von Gammaglutamyltranspeptidase sowie Alanin- und Aspartataminotransferase im Plasma von Patienten mit und ohne Kontraktur verglichen, wobei sich keine signifikanten Unterschiede zeigten [142]. Somit konnte die erwähnte Hypothese ebensowenig bestätigt werden wie in der Studie von Critchley et al. [50].
Entsprechende Veränderungen wie bei der Dupuytren’schen Kontraktur an den Plantarfaszien der Füße („Ledderhose-Syndrom“) wurden unter Medikation mit Phenobarbital beobachtet [240].
**Schmerzhafte Schultersteife**
Schmerzen im Schultergelenk bei Bewegungen wurden von den Patienten der Heidelberger Antiepileptika-Studie in 5,7% angegeben [142]; dies deckt sich mit den Befunden von Janz und Piltz [124], die in der Altersklasse zwischen 30
und 39 Jahren eine Häufigkeit von 7,5%, unter 30 Jahren keine Erkrankungsfälle fanden. Ein Einfluß der Epilepsieart auf das Auftreten einer schmerzhaften Schultersteife ließ sich nicht nachweisen, und auch die Gesamtmenge sowie die durchschnittliche Tagesdosis spielten – wie bei der Untersuchung von Janz und Piltz [124] – ebensowenig eine Rolle wie die Therapiedauer. Hinsichtlich der Medikation bestätigte sich das bekannte Phänomen, daß für die Manifestation dieser Nebenwirkung die Einnahme von Phenobarbital oder Primidon entscheidend ist. 12 Männer und alle 22 betroffenen Frauen hatten Primidon, Phenobarbital oder CHP-Phenobarbital eingenommen, meist in Kombination mit anderen Medikamenten; lediglich ein Mann stand unter einer Kombinationstherapie mit Phenytoin und Carbamazepin [142].
10.15.2.6 Knochen
Seit der Erstbeschreibung einer antiepileptikabedingten Osteomalazie bei Kindern durch Kruse [151] und Schmid [234] war diese Nebenwirkung häufig Gegenstand von Untersuchungen [152]. Von Anfang an wurde ein Zusammenhang mit dem Vitamin-D-Stoffwechsel vermutet, aber die Diskussion über die Ätiologie der Osteopathia antiepileptica ist immer noch kontrovers [201]. Wurde das gehäufte Vorkommen einer Osteopathie von manchen Autoren generell bestritten [161], so ergaben doch die meisten sorgfältigen Untersuchungen entsprechende Auffälligkeiten bei langzeitbehandelten Epilepsiepatienten. Zur Frühdagnostik wurden radiologische Untersuchungsmethoden wie Röntgenaufnahmen der Wirbelsäule, des Beckens sowie der Hände und Füße, zum Teil in Weichteiltechnik [148] eingesetzt, weiterhin Photonabsorptionsmessungen [46]. Knochenbiopsien bestätigten die Störung des Knochenstoffwechsels bei Epilepsiepatienten [190]. Ätiologisch wurde eine Vitamin-D-Defizienz, verursacht durch vermehrten Abbau in der Leber aufgrund der Enzyminduktion durch Antiepileptika, ebenso angeschuldigt wie eine verminderte Calciumabsorption [141] oder eine Inhibition der Parathormonwirkung [100]. Eine Defizienz von Vitamin D wurde in den meisten entsprechenden Studien beschrieben, andere Autoren bestätigten diesen Befund aber nicht (s. Diskussion von Vitamin D). Bei Anwendung der Photonenabsorptionsmessung, die als empfindlichstes diagnostisches Instrument zur Früherkennung von Osteopathien gilt, fanden sich im Kollektiv der Heidelberger Antiepileptika-Studie im Mittel niedrigere Werte für Knochenmineralgehalt und Knochenmasse, als sie bei einem Kontrollkollektiv gleichen Alters beschrieben worden waren [142]. Niedrige Werte der Knochenmasse < 0,76 g/cm² für die Männer und < 0,68 g/cm² für die Frauen, die auf eine Osteomalazie hinweisen, wurden bei 19,3% der männlichen und 30,9% der weiblichen Anfallskranken beobachtet [142]. Sicher Beziehungen von Knochenmineralgehalt oder Knochenmasse zu Gesamtmenge und durchschnittlicher Tagesdosis der Antiepileptika ließen sich ebensowenig nachweisen wie zur Therapiedauer. Letzterer Befund steht im Gegensatz zu dem von Christiansen et al. [46], entspricht aber den Ergebnissen von Hahn et al. [98]. Die Ergebnisse der Knochendichtemessungen bei den Patienten der Heidelberger Antiepileptika-Studie mit unterschiedlicher Behandlungsdauer ohne Nachweis von Unterschieden zwischen den einzelnen Gruppen bestätigen zwar die früher aufgrund radiologischer Befunde aufgestellte Hypothese [182], wonach es bereits in den ersten beiden Jahren der Antiepileptikatherapie zu Veränderungen am Knochen kommt, zeigen aber keine besondere Gefährdung der über 10 Jahre Behandelten, wie es – in allerdings diskreter Ausprägung – bei Zugrundelegung radiologischer Kriterien geschehen worden war [148]. Hiermit stimmt überein, daß in der Heidelberger Antiepileptika-Studie ja auch keine Korrelation zwischen Knochendichte und Therapiedauer gefunden wurde [142]. Die einzelnen Antiepileptika hatten in der Heidelberger Antiepileptika-Studie keinen unterschiedlichen Einfluß auf die Knochenparameter, was überraschend ist – wurden doch bislang speziell Phenytoin und Barbiturate, nur ausnahmsweise Carbamazepin und gar nicht Valproat hinsichtlich der Auslösung einer Osteopathie als Ursache angeschuldigt. Knochenmineralgehalt und Knochenmasse korrelierten nicht mit dem Kalzium- oder Parathormonkonzentrationen im Serum,
ein wiederum überraschender Befund, der im Gegensatz steht zu früheren Resultaten der gleichen Untersucher [148]. Die 25-Hydroxy-Cholecalciferol-Spiegel im Serum zeigen starke saisonale Schwankungen; bei der getrennten Berechnung der möglichen Beziehungen zu den Knochendichtewerten für das Halbjahr mit hohen bzw. niedrigen Vitamin-D-Werten fehlte eine Korrelation zwischen Knochenmineralgehalt bzw. Knochenmasse und Vitamin D [142], was in Übereinstimmung ist mit den Befunden von Mosekilde et al. [189] und Pylypchuk et al. [212], die zwischen quantitativen morphometrischen Daten von Beckenkammbiopsien und Vitamin-D-Konzentrationen keine Beziehung fanden. Wie bei der Besprechung der Befunde für Vitamin D noch diskutiert werden soll, scheint also die Bestimmung dieses Vitamins für die Früherkennung von Osteopathien nur von zweifelhaftem Wert, ebenso wie die Parathormon- und Calciumwerte, die ebenfalls keine Beziehung zur Knochendichte erkennen ließen. Anders liegen die Verhältnisse bei der alkalischen Phosphatase, wo sich zumindest bei den Männern eine deutliche negative Korrelation zu Knochenmineralgehalt und Knochenmasse fand [142]. Demnach wäre also die alkalische Phosphatase derjenige Laborparameter, der noch am ehesten den Kalzifizierungsgrad des Skelettsystems bei langzeitbehandelten Epilepsiepatienten anzeigt. Die Bestimmung dieses Enzyms sollte bei den ambulanten Kontrollen routinemäßig erfolgen, während auf die Analytik von 25-Hydroxycalciferol, Parathormon, Calcium und anorganischem Phosphat verzichtet werden kann. Wesentlich sind radiologische Kontrollen, möglichst des Handskellettes, oder – falls verfügbar – knochendenitometrische Verfahren.
Bei erhöhter alkalischer Phosphatase ohne klinische Zeichen einer Osteopathie sollte im Winterhalbjahr eine Substitution mit 500 bis 1000 I.E. Vitamin D erfolgen, bei manifester Knochenschädigung wird eine hochdosierte von endokrinologischer Seite zu überwachende Vitamin-D-Therapie empfohlen [148, 236].
Die alkalische Phosphatase ist bei Epilepsiepatienten nach der Gammaglutamyltranspeptidase am häufigsten erhöht, in der Literatur wird meist bei Jugendlichen eine deutlicher ausgeprägte Erhöhung als bei Erwachsenen angegeben mit einer Abnahme der Häufigkeit von etwa 25% bei Patienten unter 20 bis zu 6% bei älteren Erwachsenen [12, 185, 270]. Zu bedenken ist, daß jugendliche Patienten physiologischerweise deutlich höhere Konzentrationen an alkalischer Phosphatase haben; Meyer-Wahl et al. [185], die dies bei der Festlegung ihrer Normwerte berücksichtigten, kamen für die unter Zwanzigjährigen auf einen Prozentsatz von 9,4%, bei den über zwanzigjährigen Patienten auf 24,4%. Im Kollektiv der Heidelberger Antiepileptika-Studie lag die Häufigkeit erhöhter Werte (170 U/l) mit 24,0% bei den Männern und 10,5% bei den Frauen niedriger [142]. Direkte Beziehungen zu Gesamtmenge, Tagesdosis oder Dauer der Medikation fanden sich nicht [142]. Bei den Monotherapierten lagen die Werte wiederum bei den mit Phenytin Behandelten am höchsten, die mit Valproat Monotherapierten boten im Vergleich zu den mit enzyminduzierenden Antiepileptika Behandelten niedrigere Konzentrationen, ein Hinweis auf die Bedeutung der Enzyminduktion in der Leber für die Erhöhung der alkalischen Phosphatase [142]. Erhöhungen der Knochenisoenzyme wurden bei Normalkonzentrationen der gesamten alkalischen Phosphatase mitgeteilt [226].
### 10.15.2.7 Zähne
Von Harris und Rowe waren bei Epilepsiepatienten Zahnwurzelanomalien beobachtet worden, die denen bei Hypoparathyreoidismus ähneln; eine gemeinsame Ätiologie dieser Zahnwurzelanomalien und der Gingivahyperplasie im Sinne einer Störung im Stoffwechsel von Parathormon und Vitamin D wurde von den Autoren postuliert [101].
Zur Gingivahyperplasie sei im übrigen auf Kapitel 10.15.2.5 verwiesen.
### 10.15.2.8 Muskeln
In der Literatur sind einige Fälle von reversiblen myasthenischen Syndromen unter Behandlung mit Phenytin bzw. Mesantoin [38, 188] sowie
mit Trimethadion [29] beschrieben; ebenso wurden subklinische lediglich myographisch faßbare Veränderungen unter Phenytoin-Medikation beobachtet [290]. Mit der in der Heidelberger Antiepileptika-Studie angewandten Methodik konnte der hohe Prozentsatz von abnormen Muskelbelastungstesten, den Zebrowska-Szymusik [290] mit 28,6% bei 42 untersuchten Epileptikern fand, nicht bestätigt werden; lediglich 2% des entsprechend untersuchten Kollektivs wies subklinische Hinweise auf ein myasthenisches Syndrom auf [142]. Der ganz überwiegende Teil dieser Patienten (8 von 11) nahm zum Untersuchungszeitpunkt kein Phenytoin ein, so daß die Bedeutung dieses Medikaments zumindest für die subklinischen Formen ähnlich wie bei den Polyneuropathien sehr fragwürdig erscheint; häufiger als Phenytoin war Carbamazepin [5] vertreten, genauso häufig erstaunlicherweise Barbexaclone, das im Gesamtkollektiv wesentlich seltener eingenommen wurde als Phenytoin [142]. In einigen Fällen wurden Myopathien in Kombination mit den biochemischen Zeichen eines Hypothyreoidismus oder einer Osteopathie bei Behandlung mit Kombinationen oder mit Phenytoin mitgeteilt [15, 174, 254]. Eine Dermatomyositis wurde unter Behandlung mit Phenytoin, Phenobarbital, Carbamazepin, Ehtosuximid und Trimethadion beschrieben [236]. Im Rahmen einer Hypersensitivitätsreaktion auf Phenytoin mit Hepatitis fanden Harney und Glasberg eine Myositis mit hohen CK-Werten [99].
10.15.2.9 Sonstige Organe
Herz
Auf die möglichen kardialen Folgen der Behandlung mit Carbamazepin wurde im entsprechenden Abschnitt in Kapitel 10.15.1.1 eingegangen. Das als Antiarrhythmikum eingesetzte Phenytoin kann bei rascher Infusion (250 mg in 6–7 Minuten) bei Gesunden zu Sinusbradykardie und Blutdruckabfall führen [11]. Die Infusionsgeschwindigkeit von Phenytoin sollte daher nicht mehr als 25 mg/min betragen, sie ist kontraindiziert bei sinuatrialem Block und AV-Block 2. und 3. Grades [236].
Lunge
Seltene Lungenkomplikationen unter Antiepileptika-Therapie wurden im Rahmen von antiepileptika-induziertem Lupus erythematodes, Mediastinal-Lymphomen oder Hypersensitivitätsreaktionen beschrieben [18].
Nieren
Nierenversagen ist bei Antiepileptika-induziertem Lupus erythematodes bekannt, sehr selten auch bei Hypersensitivitätsreaktionen auf Phenytoin [3] und während der Behandlung mit Sultiam oder Carbamazepin [7]. Ein nephrotisches Syndrom wurde unter Behandlung mit Mephenytoin beobachtet [253], außerdem unter Oxazolidinen [34], wobei das Intervall zwischen Therapiebeginn und Auftreten der Komplikation bei vier bis 24 Monaten lag.
Über mögliche Beeinflussungen der Kreatinin- und Harnstoffkonzentrationen im Serum durch die Langzeittherapie mit Antiepileptika existieren in der Literatur keine gesicherten Erkenntnisse [75]. In der Heidelberger Antiepileptika-Studie fanden sich niedrigere Spiegel beim Epilepsiepatienten-Kollektiv im Vergleich zu den Normalpersonen, besonders deutlich ausgeprägt beim Kreatinin [142]. Daß es sich hierbei wohl tatsächlich um einen Effekt der Antiepileptika handelt, zeigen die negativen Korrelationen, die bei den Männern zwischen Gesamtmenge sowie durchschnittlicher Tagesdosis der Antiepileptika und Kreatinin bestand. Bei der Reduktion der Nierenwerte durch die Antiepileptika erscheint fraglich, ob es sich auch hier um den Ausdruck der enzyminduzierenden Aktivität einiger Medikamente handelt; bei den Monotherapierten bestanden nämlich keine signifikanten Unterschiede zwischen Valproat und den enzyminduzierenden Antiepileptika, wenn auch die mit Valproat Behandelten beim Kreatinin und Harnstoff jeweils den höchsten Mittelwert aufwiesen [142].
Immunsystem
Bei mit Antiepileptika behandelten Anfallskranken kann die humorale und zelluläre Immunantwort gestört sein [257]. 1971 berichteten Sorrell
et al. erstmals über eine IgA-Defizienz bei antikonvulsiv behandelten Epilepsiepatienten [257]. In der Folge wurde dieser Befund von mehreren Untersuchern bestätigt [1, 2, 244, 251], die sämtlich bei mit Phenytoin behandelten Patienten eine Abnahme des IgA in einer Häufigkeit bis 25% sahen. Bei einigen Epilepsiepatienten fand Aarli [2] aber auch einen Anstieg des IgA unter Phenytoin. Unklar ist die Wirkung der anderen Antiepileptika auf IgA. Während Strandjord et al. [263] unter Carbamazepin eine IgA-Erhöhung beschrieben, teilten Sorrell und Forbes [257] eher niedrigere IgA-Spiegel bei Einnahme dieses Antikonvulsivums mit. Für IgG wurde meist ein Anstieg unter Antiepileptika gesehen, von anderen Autoren aber auch eine Erniedrigung [236, 251]. Auch für IgM sind die Mitteilungen in der Literatur kontrovers: Teils wurden erhöhte Konzentrationen unter Antiepileptika beschrieben [251], in der Mehrzahl jedoch erniedrigte oder normale [1, 244, 257].
10.15.2.10 Endokrine und neuroendokrine Veränderungen
Unter Valproat wurde ein Anstieg des γ-Aminobuttersäure-Spiegels in Liquor, Gehirn und Serum beschrieben [239], ein Zusammenhang mit dem Wirkmechanismus dieser Substanz wird vermutet. Veränderungen im Serotonin-Plasma-Spiegel unter Antiepileptika sind in ihrer Wertigkeit bislang unklar, ein Anstieg der 5-Hydroxyindolessig säure spielt möglicherweise eine Rolle bei akuten neurotoxischen Effekten der Antiepileptika [236].
Schmitz et al. berichteten 1975 über erhöhte FSH- und LH-Spiegel unter Phenytoinbehandlung [241]. Lühdorf et al. beobachteten dagegen keine Veränderungen dieser Hormone unter Phenytoin- und Carbamazepintherapie [167]. In der Heidelberger Antiepileptika-Studie wurde gleichfalls keine Erhöhung von FSH und LH gefunden [142]. FSH zeigte andererseits aber deutliche positive Korrelationen mit der Gesamtdosis und der durchschnittlichen Tagesdosis an eingenommenen Antiepileptika [142]. London et al. [166] fanden einen Anstieg der Prolaktin-Spiegel nach 7tägiger Verabreichung von Carbamazepin oder Phenytoin, Rodin et al. [225] bestätigten diesen Befund an männlichen Epilepsiepatienten. In der Untersuchung von Franceschi et al. [73] lagen bei langzeitbehandelten Frauen die Prolaktinspiegel gleichfalls höher als beim Kontrollkollektiv. Keinen Effekt von Carbamazepin auf den Prolaktin- und FSH-Spiegel, dagegen eine Erniedrigung von LH, sah Isojärvi [121]. In der Literatur sind erhöhte Testosteronwerte bei männlichen Anfallskranken beschrieben [10, 114]. Gleichzeitig wurde über Erhöhungen des sexualhormonbindenden Globulins unter Antiepileptika berichtet [10, 114, 121, 171], wobei als Ursache wiederum die Induktion steroidmetabolisierender Enzyme durch die Antiepileptika angesehen wird. Niedrigere Fraktionen des freien Testosterons wurden von Dana-Haeri et al. 1982 mitgeteilt [53]. Die bei Epilepsiepatienten beschriebene Verminderung des sexuellen Antriebs könnte hiermit erklärt werden (s. auch Kap. 7.5.1). Lühdorf et al. [167] fanden bei neu auf Antiepileptika eingestellten Epilepsiepatienten einen Testosteronanstieg unter Phenytoin, nicht dagegen unter Carbamazepin. Entsprechende Unterschiede bestanden auch in der Heidelberger Antiepileptika-Studie [142]. Da Carbamazepin ein potenter Enzyminduktor ist, erscheint somit fraglich, ob die Erhöhung des sexualhormonbindenden Globulins mit konsekutiver Vermehrung des Gesamttestosterons wirklich nur auf einer hepatischen Enzyminduktion beruht, oder ob hier nicht andere medikamentenspezifische Faktoren eine Rolle spielen.
Hinsichtlich der möglichen Beeinflussung des Schilddrüsenhormonsystems durch Antiepileptika führte Fichsel [71] bei Kindern sehr eingehende Untersuchungen durch. Die deutlichsten Veränderungen wurden gefunden bei Therapien mit Phenytoin, Carbamazepin und Primidon, wobei proteingebundenes Jod und zum Teil Trijodthyronin, besonders aber Gesamtthyroxin betroffen waren. Entsprechende Befunde bei Erwachsenen sind schon länger bekannt [112]. Beim Kollektiv der Heidelberger Antiepileptika-Studie bestätigte sich eindrucksvoll die Erniedrigung des Gesamtthyroxins, während Trijodthyronin nicht von den Werten des Kontrollkollektivs abwich [142]. Das thyroxinbindende Globulin lag bei den anfallskranken Frauen niedriger, während beim TSH in Übereinstimmung mit den Ergebnissen von Fichsel [71] sowie Gharib und Munoz [83] keine sicheren Abweichungen gefunden wurden. Deutliche Unterschiede bestehen zwischen mit enzyminduzierenden Antiepileptika und mit Valproat behandelten Patienten hinsichtlich des Gesamtthyroxinspiegels [71, 142], entsprechend werden als Ursache der Erniedrigung des Gesamtthyroxins neben einer Verdrängung aus der Bindung mit dem TBG durch Antiepileptika eine raschere Konversion und eine schnellere Metabolisierung durch das mikrosomale System in der Leber angenommen [142]. Die klinische Manifestation einer Hypothyreose unter Antiepileptikaeinnahme ist selten [235]; im Kollektiv der Heidelberger Antiepileptika-Studie nahmen nur 3,9% der Patienten Schilddrüsenhormonpräparate [142], somit nicht häufiger als eine Normalpopulation [6]. Eine Hypothyreose sollte nur angenommen werden, wenn auch eine Hypophysen-Insuffizienz, ein abnorm erhöhter TRH-Test und ein überschießender Anstieg des TSH-Spiegels oder erhöhte TSH-RIA-Werte vorliegen [43].
Die Cortisolproduktion und die 24-Stunden-Cortisolexkretionsrate wird durch Phenytoin erhöht [79]. Die endogenen Nebennierenrindensteroide werden durch Enzyminduktion vermehrt abgebaut, entsprechend sind Dexamethason und Prednison bei Therapie mit enzyminduzierenden Antiepileptika weniger wirksam [275]. Falsch negative Ergebnisse können bei niedrig dosierten Dexamethasonsuppressionstests unter Antiepileptika vorkommen [130].
Einzelbeobachtungen belegen die Möglichkeit eines hyperglykämischen Komas bei Phenytoinintoxikation [134]. Während der Nüchternblutzucker bei Epilepsiepatienten durch die Antikonvulsiva nicht beeinträchtigt zu sein scheint, wurde bei mit Phenytoin behandelten Kindern unter Glukosebelastung ein verzögerter Anstieg oder eine Verminderung der Insulinsekretion gesehen [51], so daß höhere Blutzuckeranstiege resultierten. Perry-Keene et al. fanden bei Patienten, die wegen Herzrhythmusstörungen Phenytoin erhalten hatten, die verminderte Insulinfreisetzung bei Glukosebelastung bestätigt, sahen andererseits aber keine Veränderung bei den Blutzuckerspiegeln [205]. Die Autoren folgerten, daß unter Phenytoin die verminderte Insulinsekretion mit einer erhöhten Insulinsensitivität verbunden sein könnte. In der Heidelberger Antiepileptika-Studie wurden bei den langzeitbehandelten Epilepsiepatienten niedrigere Insulinspiegel gefunden bei unauffälligen Blutzuckerspiegeln [142], was für die Richtigkeit dieser Hypothese sprechen würde.
Für Carbamazepin ist ein antidiuretischer Effekt beschrieben [206, 252, 261]; der Mechanismus ist unklar. Smith et al. [252] fanden bei ihren unter einer Wasseroxintoxikation leidenden Patienten hohe Vasopressinkonzentrationen; andererseits beobachteten Heim et al. [106] und Stephens et al. [261] einen Abfall des Plasma-Vasopressinspiegels bei gesunden Freiwilligen nach Carbamazepingabe. Sie folgerten, daß Carbamazepin die Sensitivität der Niere für ADH unter gleichzeitiger Besetzung von Osmorezeptoren erhöht. Die Resultate der Heidelberger Antiepileptika-Studie, wonach für die mit Carbamazepin monotherapierten Patienten im Mittel die niedrigsten ADH-Werte gefunden wurden, sind mit dieser Annahme in Übereinstimmung [142]. Für Phenytoin wurde beschrieben, daß es die carbamazepininduzierte Wasserintoxikation rückgängig machen kann [256], weiterhin, daß es bei hochdosierter intravenöser Gabe die Freisetzung von Vasopressin verhindert [70]. Perucca und Richens vertreten die Auffassung, daß die Rückbildung der carbamazepinbedingten Wasserintoxikation durch zusätzliche Verabreichung von Phenytoin auf die durch die Kombinationsbehandlung bedingte Reduktion der Carbamazepinplasmakonzentration zurückzuführen sei [206].
Parathormon wurde bei Epilepsiepatienten im Zusammenhang mit der Entdeckung von Osteopathien untersucht [148]. Dabei wurden in Einzelfällen erhöhte Parathormonwerte beschrieben. In einer vergleichenden Untersuchung, bei der eine Kontrollgruppe zur Verfügung stand, die unter exakt gleichen Umweltbedingungen lebte, fand Offermann bei anfallskranken Kindern und Erwachsenen jeweils eine Tendenz zu höheren Parathormonwerten, die sich aber statistisch nicht bestätigen ließ [201]. Ähnlich war der Befund bei der Heidelberger Antiepileptika-Studie, wobei ein knappes Viertel der untersuchten Epilepsiepatienten erhöhte Parathormonwerte über 40 pmol/l aufwies [142]. Der Mechanismus der möglichen Parathormonerhöhung ist unklar; diskutiert wird eine Blockierung von Parathormonrezeptoren durch Antikonvulsiva [228]. Andererseits wird aber auch eine raschere Metabolisierung des Parathormons durch antiepileptikabedingte Enzyminduktion in der Leber für möglich gehalten [249]. Überraschend war bei der Heidelberger Antiepileptika-Studie das Fehlen von Beziehungen zwischen Parathormon und Vitamin D bzw. Knochendichte, was den Wert der Parathromonbestimmung als Indikator einer Osteopathia antiepileptica in Frage stellt [142]. Dies würde auch den Befunden von Bell et al. entsprechen, die in ihrer prospektiven Studie keine statistisch zu sichernde Parathormonerhöhung fanden, dagegen eine eindeutige Erniedrigung des 25-Hydroxycalciferols [19].
10.15.2.11 Stoffwechsel
Elektrolyte
Mitteilungen in der Literatur bezüglich einer Beeinflussung der Elektrolytkonzentrationen im Serum durch Antiepileptika existieren kaum [236]. Lediglich Hyponatriämien durch Carbamazepin sind beschrieben [107], außerdem eine Beeinflussung der Kalziumabsorption durch Antiepileptika [141]. Für Kalzium fanden sich in der Heidelberger Antiepileptika-Studie negative Korrelationen zu Gesamt- und Tagesdosis der Antiepileptika sowie Behandlungsdauer [142]. Unter den Monotherapierten hatten die mit Phenytoin Behandelten im Schnitt die niedrigsten Spiegel. Mit den Knochendichtewerten korrelierte der Kalziumserumspiegel bei beiden Geschlechtern nicht. Generell ist also der Wert der Kalziumbestimmung als Suchmethode im Hinblick auf die Frage nach dem möglichen Vorliegen einer Osteopathie von zweifelhaftem Wert, sie kann aber im Einzelfall im Zusammenhang mit den anderen Parametern von Nutzen sein. Eine Beziehung zwischen Kalziumkonzentration im Plasma und Gingivahyperplasie bestand im Kollektiv der Heidelberger Antiepileptika-Studie nicht [142].
Die Natriumkonzentration im Serum lag bei den weiblichen Anfallskranken der Heidelberger Antiepileptika-Studie höher als bei weiblichen Normalpersonen, wobei aber nur 2,8% der Epilepsiepatientinnen erhöhte Natriumwerte (> 145 mmol/l) aufwiesen. Bei den Männern bestand kein Unterschied [142]. Beim Kalium wurden dagegen für beide Geschlechter niedrigere Serumspiegel bei den Epilepsiepatienten als bei Normalpersonen gefunden mit Risikoraten einer Kaliumniedrigung (< 3,5 mmol/l) von 14,2% bei den Männern und 20,5% bei den Frauen [142].
Harnsäure
In ihrer Zusammensetzung von Komplikationen bei Therapie mit Antiepileptika weisen Meinardi und Stoel auf die Möglichkeit einer Hyperurikämie unter Carbamazepin hin [184]. Krause et al. fanden bei langzeitbehandelten männlichen und weiblichen Anfallskranken jeweils deutlich niedrigere Harnsäurekonzentrationen als bei Kontrollpersonen [146]. Daß die beobachtete Erniedrigung der Harnsäure wohl tatsächlich durch die Antiepileptika-Einnahme bedingt ist, belegt die negative Korrelation zwischen Harnsäure und insgesamt zugeführter Medikamentenmenge sowie Therapiedauer bei den männlichen Anfallskranken. Bei den Monotherapierten fiel eine deutliche Reduktion der Harnsäurekonzentration bei den mit enzyminduzierenden Antiepileptika (Phenytoin, Primidon, Carbamazepin) im Vergleich zu den mit Valproat behandelten Patienten auf. Den stärksten harnsäuresenkenden Effekt hatte dabei Carbamazepin [146]. Zusammenfassend kann postuliert werden, daß die Erniedrigung der Harnsäurekonzentration Folge der enzyminduktorischen Wirkung von Antiepileptika im Sinne einer Stoffwechselsteigerung mit erhöhter Proteinsynthese sein könnte.
Bilirubin
Aus der Literatur ist bekannt, daß Phenobarbital eine Verminderung des Bilirubins im Serum bewirkt, was therapeutisch vor allem bei Hyperbilirubinämien im Kindesalter Anwendung findet [268]. Als Ursache wird eine vermehrte Konjugation des Bilirubins im Rahmen der hepatischen Enzyminduktion angenommen. So wiesen die mit enzyminduzierenden Medikamente (Phenytoin, Primidon und Carbamazepin) monotherapierten Patienten der Heidelberger Antiepileptika-Studie eindeutig niedrigere Bilirubinspiegel auf als die mit Valproat behandelten [142]. Unklar ist, ob eine erhöhte biliäre Exkretion des Bilirubins Ursache der bei Epilepsiepatienten gehäuft gefundenen Gallensteine ist [291].
**Lipide**
Durch Langzeiteinnahme von Antiepileptika bedingte Erhöhungen von Serumlipiden wurden mehrfach beschrieben [161, 170, 204, 217]. Speziell für Phenytoin und Barbiturate wurden Erhöhungen der Cholesterol- und Triglyceridkonzentrationen mitgeteilt, wobei als mögliche Ursache die Induktion hepatischer Enzyme oder eine Beeinflussung des Metabolismus der Gallensäuren postuliert wurden. Ausgehend von diesen Befunden vermuteten einige Autoren ein höheres Risiko kardiovaskulärer Erkrankungen bei langzeitbehandelten Epilepsiepatienten [204, 217]. Andererseits fanden Linden [160] und Livingston [161] eine niedrige Inzidenz von Herzinfarkten bei großen Epilepsiepatienten-Kollektiven. Bei einer kleinen Zahl antiepileptisch Behandelter beschrieben Luoma et al. [169] und Nikkilä et al. [197] erhöhte HDL-Cholesterol-Werte im Serum, womit die erwähnten Befunde erklärt werden könnten. Beim Kollektiv der Heidelberger Antiepileptika-Studie lagen die Serumwerte für Gesamcholesterol höher als bei gleichaltrigen Normalpersonen, wobei der Unterschied sich aber nur bei den Frauen statistisch sichern ließ [142]. Die gleiche Tendenz fand sich beim LDL-Cholesterol, allerdings für beide Geschlechter ohne statistische Signifikanz. Beim HDL-Cholesterol boten die anfallskranken Frauen leicht höhere Werte; überraschenderweise fanden sich für die HDL-Cholesterol-Fraktion bei den männlichen Epilepsiepatienten im Mittel aber deutlich niedrigere Werte als bei den Kontrollpersonen. Somit konnten die oben erwähnten Befunde von Nikkilä et al. [197] bei Männern nicht bestätigt werden, wohl aber die von Luoma et al. [170] bei Frauen gefundenen. Während die Triglyzeride und Phospholipide zwischen Epilepsiepatienten und Kontrollpersonen in der Heidelberger Antiepileptika-Studie nicht sicher differierten, fanden sich für Apolipoprotein A2 Hinweise auf eine Erniedrigung im Rahmen der antiepileptikabedingten Enzyminduktion [142]. Die Konstellation mit gleichzeitig erhöhten Apolipoprotein-A1-Spiegeln bei den anfallskranken Frauen weist auf erhöhte Konzentrationen der HDL2-Subklasse hin, wobei die Bedeutung dieses Befundes im Hinblick auf das Risiko einer Koronarerkrankung noch nicht geklärt ist [110]. Prinzipiell kann man nach den vorliegenden Befunden kein erniedrigtes Risiko langzeittherapeutierter Epilepsiepatienten hinsichtlich kardiovaskulärer Erkrankungen ableiten: Zum einen fanden sich keine erhöhten HDL-Cholesterol-Werte bei den Anfallskranken, zum anderen wiesen diese höhere Konzentrationen an Apolipoprotein B auf, das eine Rolle für die Ablagerung von Lipiden in den Wänden der Blutgefäße spielt. Diese Folgerung wird durch die epidemiologische Studie von Hauser et al. bestätigt, die bei Epileptikern keine erniedrigten Mortalitätsraten hinsichtlich kardiovaskulärer Erkrankungen fanden [104].
**Vitamine**
**Vitamin B₁ und B₂.** Eine hochdosierte Langzeitbehandlung mit enzyminduzierenden Antiepileptika scheint nach den Ergebnissen der Heidelberger Antiepileptika-Studie einen negativen Einfluß auf den Status der Vitamine B₁ und B₂ zu haben [142]. Über den Mechanismus kann nur spekuliert werden. So wäre etwa ein Einfluß der antiepileptikabedingten Enzyminduktion in der Leber auf den Abbau des Vitamins denkbar. Entsprechend bestanden bei beiden Geschlechtern in der Heidelberger Antiepileptika-Studie Korrelationen zwischen Gammaglutamyltranspeptidase und dem Status der Vitamine B₁ und B₂. Kein Zusammenhang fand sich mit den Nervenleitgeschwindigkeiten sowie den Resultaten des Aufmerksamkeitsbelastungstests [142]. Diese Befunde sind bemerkenswert unter dem Aspekt, daß gerade Polyneuropathien und Konzentrationsschwäche bekannte Symptome eines Thiaminmangels sind.
Bei den Männern des Kollektivs bestanden Hinweise auf Beziehungen zwischen Riboflavinstatus und rotem Blutbild, die sich in negativen Korrelationen zwischen $\alpha_{EGR}$ (Quotient der Transketolase-Aktivität mit und ohne Zugabe von Flavin-Adenin-Dinukleotid) und Erythrozytenzahl und Hämoglobin äußerten, sowie in einer positiven Korrelation zwischen $\alpha_{EGR}$ und MCH [142]; diese Befunde weisen auf die schon länger postulierte mögliche Funktion des Vitamin B$_2$ für die Erythropoese hin mit der Folge einer Anämie bei Riboflavinmangel. Möglich erscheint ein Einfluß weiterhin auf die Manifestation von Gingivahyperplasien, wo die $\alpha_{EGR}$-Werte bei den männlichen und weiblichen Anfallskranken mit diesen Symptomen jeweils höher lagen als bei den übrigen [142].
**Vitamin B$_6$**. Verschlechterungen des Vitamin-B$_6$-Status unter Einnahme von Antiepileptika sind mehrfach beschrieben [56, 214]. In der Heidelberger Antiepileptika-Studie wurden diese Befunde bei den männlichen Anfallskranken bestätigt, die für $\alpha_{EGOT}$ (Quotient der Glutamat-Oxalacetat-Transminase-Aktivität mit und ohne Zugabe von Pyridoxal-5-phosphat) höhere und für Pyridoxal-5-phosphat niedrigere Werte aufwiesen als Normalpersonen [142]. Sowohl EGOT$_0$ als auch Pyridoxal-5-phosphat lagen bei den nur mit Valproat behandelten Anfallskranken jeweils deutlich höher als bei den mit Phenytoin, Primidon oder Carbamazepin Monotherapierten, was für einen speziellen Einfluß der Enzyminduktion spricht.
**Vitamin B$_{12}$**. Die Angaben in der Literatur zum Vitamin-B$_{12}$-Status unter Antiepileptikaeinnahme sind widersprüchlich: Reynolds et al. fanden eine leichte Erniedrigung [218], in anderen Studien, die nach der Beschreibung von Megaloblastenanämien unter Antikonvulsiva durchgeführt wurden, wurde dies nicht bestätigt [136]. In der Heidelberger Antiepileptika-Studie fand sich bei den Männern eine recht deutliche Erniedrigung des Vitamin-B$_{12}$-Spiegels, die sich auch in einer höheren Risikorate einer Vitamin-B$_{12}$-Defizienz von 15% im Vergleich zu 6% bei der Kontrollgruppe ausdrückte [142]. Dagegen bestand bei den Frauen kein entsprechender Unterschied. Mögliche Ursache hierfür könnte die wesentlich häufigere Einnahme von Ovulationshemmern bei den weiblichen Normalpersonen sein; bei diesen fanden sich nämlich niedrige Vitamin-B$_{12}$-Werte unter Einnahme hormoneller Antikonzeptiva [6]. Von besonderem Interesse sind naturgemäß mögliche Beziehungen zwischen Vitamin-B$_{12}$-Status und rotem Blutbild. Hier zeigte sich in der Heidelberger Antiepileptika-Studie keinerlei Korrelation [142].
**Folat**. Während für den Vitamin-B$_{12}$-Status unter Antiepileptika in der Literatur keine eindeutigen Befunde vorliegen, sind sich die Untersucher einig, daß der Folat-Spiegel unter antikonvulsiver Therapie erniedrigt ist; die Häufigkeit einer Folaterniedrigung wird in der Literatur zwischen 27 und 91% angegeben [142]. Die Ursache der antiepileptikainduzierten Folaterniedrigung ist unklar: Diskutiert werden verminderte Zufuhr mit der Nahrung, gestörte intestinale Absorption, Interaktionen zwischen Antiepileptika und Folsäure-Koenzymen oder vermehrter Katabolismus der Folsäure durch Enzyminduktion und eine Hemmung der Enzyme, die für die intestinale Dekonjugation der Folate zuständig sind; es gibt Hinweise, daß die Konversion von Folsäure zu 5-Methyltetrahydrofolsäure gestört sein könnte [149]. Klinisch wird als Ausdruck der Folaterniedrigung die unter Antiepileptikaeinnahme beschriebene Megaloblastenanämie angesehen [132], die jedoch im Gegensatz zur Folatdepletion selten zu beobachten ist. Reynolds berichtete 1968 über Zusammenhänge zwischen Folatmangel und psychiatrischen Befunden bei behandelten Epilepsiepatienten [218], Ergebnisse, die von anderen Autoren nicht bestätigt werden konnten [199]. Weiterhin wurden noch Beziehungen zwischen Gingivahyperplasie und Folatmangel vermutet [277]. Hommes untersuchte eine mögliche Rolle der Folaterniedrigung als antiepileptisches Wirkprinzip, nachdem bereits 1960 Chanarin et al. eine krampffördernde Wirkung von Fолat gefunden hatten [45],
und stellte im Tierversuch eine Krampfschwellen-
niedrigung durch Folat fest [115]. Auch wei-
tere Autoren fanden eine Zunahme der Anfalls-
frequenz bei Gabe von Folat [198]. Die Beobach-
tungen sind kontrovers; es liegen auch Unter-
suchungsergebnisse über eine Abnahme der
Anfallshäufigkeit durch Folsäuregabe vor [74a].
In der Heidelberger Antiepileptika-Studie wurde
die Erniedrigung des Folats eindrucksvoll bestä-
tigt [142]. Bemerkenswert ist die fehlende Korre-
lation zwischen Folat und neurographischen
Werten in dieser Studie – wurden doch in frühe-
ren Untersuchungen entsprechende Zusammen-
hänge vermutet [247]. Das Fehlen einer solchen
Beziehung entspricht den von Horwitz et al.
[116] sowie von Taylor et al. [267] mitgeteilten
Befunden, wonach sich Epileptiker mit Polyneu-
ropathie in ihren Folatspiegel nicht von solchen
ohne Beeinträchtigung des peripheren Nervensy-
stems unterschieden und wonach eine Substitu-
tion mit Folat keinen Effekt auf die Polyneuropathie
hatte. Bei den Werten des Blutbildes fand
sich überraschenderweise nur eine einzige Korre-
lation, und zwar eine schwach positive Bezie-
hung zum MCHC bei den Frauen [142]. Munoz-
Garcia et al. [192] hatten dagegen Beziehungen
zwischen Folat und MCV gefunden. Hinsichtlich
zerebellärer Störungen fiel eine recht deut-
liche Erniedrigung des Folatspiegels, vor allem
bei den betroffenen Männern, auf; dieser Befund
würde gut zu Literaturangaben über zentral-
nervöse Ausfälle bei Folatmangel passen [32].
**Biotin.** Die Risikobereiche für einen Biotinman-
gel sind noch nicht klar definiert; legt man
Schätzwerte von < 250 ng/l für ein hohes und
250 bis 300 ng/l für ein mäßiges Risiko eines
Biotinmangels zugrunde, so fanden sich entspre-
chende Risikoraten bei weit über 80% der in der
Heidelberger Antiepileptika-Studie untersuchten
Epilepsiepatienten [142]. Der vermutete Zusam-
menhang mit der Medikation bestätigte sich:
Bei den Männern korrelierten die Biotinspiegel
negativ mit der durchschnittlichen Tagesdosis,
der Gesamtmenge sowie der Therapiedauer, und
bei den monotherapierten Patienten unterschie-
den sich Phenytoin-, Primidon- und Carbamaze-
pin-Behandelte deutlich von den unter Valproat
stehenden. Hypothesen hinsichtlich der Bedeutung
der Biotinerniedrigung für den Wirkmechanis-
mus von Antiepileptika sind aufgrund der
biochemischen Funktion dieses Vitamins ableit-
bar [144].
**Vitamin C.** In einem Fallbericht über ein 28
Monate altes Mädchen unter antiepileptischer
Kombinationstherapie vermuteten Klein et al.
eine Vitamin-C-Defizienz [135]. Dagegen fanden
Dawson und Duncan bei 29 antiepileptisch lang-
zeitbehandelten Kindern keine Beeinflussung der
Ascorbinsäurekonzentration in den Leukozyten
[57]. Auch in der Heidelberger Antiepileptika-
Studie bestanden bei den Vitamin-C-Spiegeln
keine nennenswerten Unterschiede zwischen den
Epilepsiepatienten und den Kontrollpersonen
[142].
**Vitamin A.** Die Daten der Heidelberger Antiepi-
leptika-Studie sprechen dafür, daß durch Anti-
epileptikaeinnahme der Vitamin-A-Status nicht
nennenswert beeinträchtigt wird [142]. Höhere
Vitamin A-Spiegel bei mit Antiepileptika behan-
delten Kindern, speziell unter Phenytoin, be-
schrieben dagegen Kozlowski et al. [138].
**Vitamin D.** Eine Störung des Vitamin-D-Meta-
bolismus unter Langzeitbehandlung mit Anti-
konvulsiva wird seit der Entdeckung der Osteo-
pathia antiepileptica durch Kruse [151] und
Schmid [234] vermutet; die meisten Autoren
beschreiben eine Erniedrigung des 25-Hydroxy-
cholecalciferol(25-OHD)-Spiegels unter Antiepi-
leptika [19, 55], wobei als Ursache der Vitamin-
D-Erniedrigung eine Induktion hepatischer En-
zyme sowie eine Stimulation der biliären Exkretion
durch die Medikamente angesehen wird.
Andere Autoren fanden dagegen keinen sicheren
Unterschied im Vitamin-D-Spiegel zwischen be-
handelten erwachsenen Epilepsiepatienten und
Kontrollpersonen [22, 202] und nehmen andere
Mechanismen für die Entstehung der Osteopa-
thie wie Hemmung der intestinalen Kalziumab-
sorption oder Inhibition der Wirkung des Para-
thormons am Knochen an. Abgehoben wird in
diesem Zusammenhang auf die Zusammensetzung
des Kontrollkollektivs, das im Idealfall die
gleichen Eß- und Lebensgewohnheiten (UV-Exposition) aufweisen sollte wie die Anfallskranken. Auch in Studien, die diese Voraussetzungen erfüllen, wurden eindeutige Erniedrigungen des Vitamin-D-Spiegels beschrieben [54] und in einer prospektiven Untersuchung mit neu auf Antiepileptika eingestellten Anfallskranken fand sich eine Erniedrigung des Vitamin-D-Spiegels [19]. Fest steht jedenfalls, daß bei Vorliegen einer antiepileptika-induzierten Osteopathie die Gabe von Vitamin D therapeutisch wirksam ist [148], wobei die Gabe von Vitamin D\textsubscript{2} möglicherweise einen günstigeren Effekt auf die Knochenmineralisation hat als die von Vitamin D\textsubscript{3} [147].
**Vitamin E.** Für Vitamin E wurde bei Kindern eine Erniedrigung unter Antiepileptika-Einnahme gefunden [113]. Kovalenko et al. beschrieben bei therapieresistenten Epilepsien Behandlungserfolge mit der Gabe von Vitamin E [137]. Bei den erwachsenen Anfallskranken der Heidelberger Antiepileptika-Studie fand sich bei den Männern eine leichte Erniedrigung, bei den Frauen dagegen eine Erhöhung der Vitamin-E-Spiegel im Vergleich zu einem Normalkollektiv [142]. Bis auf eine Patientin wies von den über 500 untersuchten Personen kein Anfallskranke ein erhöhtes Risiko einer Vitamin-E-Defizienz auf.
**Vitamin K.** Blutungen bei Neugeborenen von mit Hydantoinen, Barbituraten oder Primidon allein oder in Kombination behandelten Müttern sind bekannt [280]. Als Ursache wird eine Vitamin K-Defizienz vermutet, wobei der genaue pathogenetische Mechanismus nicht klar ist [236, 280]. (Zur Prävention von Vitamin-K-Mangel-bedingten Blutungen der Neugeborenen s. 18.104.22.168).
### 10.15.2.12 Kanzerogenität
Unter Phenytoin ist ein höheres Risiko des Auftretens von malignen Lymphomen unter Langzeittherapie beschrieben [236]. Karzinome wurden in einer eingehenden epidemiologischen Untersuchung aus Dänemark bei behandelten Anfallskranken nicht häufiger gefunden als in der Normalpopulation [47]. Ziegler beschrieb bei über 400 institutionalisierten Anfallskranken eine niedrigere Karzinomrate als bei Kontrollpersonen [292], während Schneiderman eine höhere Inzidenz von Lebertumoren beobachtete [242], ein Befund, dessen Wertigkeit nach den Ergebnissen einer Untersuchung von White et al. in Frage zu stellen ist [282]. Generell ist nach dem derzeitigen Wissensstand keine kanzerogene Wirksamkeit der Antiepileptika erwiesen [236].
### 10.15.2.13 Mutagenität
Eine erhöhte Inzidenz chromosomaler Aberrationen wurde bei Anfallskranken unter Carbamazepin, Phenytoin, Primidon, Phenobarbital und weiteren Antiepileptika vermutet [8, 108]. Später durchgeführte Kontrollen der Befunde von Herha und Obe [108] konnten die vorher gesehenen mutagenen Effekte nicht bestätigen [200], und auch In vitro-Untersuchungen zeigten keine chromosomale Schädigung durch Phenytoin [25]. Keinen Zusammenhang zwischen Chromosomen-Aberrationen und Phenobarbital- oder Primidon-Spiegeln fand Foerst [72]. Zusammenfassend kann somit eine mutagene Wirksamkeit der Antiepileptika nicht als bewiesen angesehen werden.
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[283] Willmore, L. J., B. J. Wilder, J. Bruni et al.: Effect of valproic acid on hepatic function. Neurology 28 (1979) 961 – 964.
[284] Woodbury, D. M., J. W. Kemp: Other antiepileptic drugs. Sulfonamides and derivatives: Acetazolamide. In: R. Levy, R. Mattsson, B. Meldrum et al. (Hrsg.): Antiepileptic drugs, Third edition, S. 855 – 875. Raven Press, New York 1989.
[285] Wyllie, E., R. Wyllie, R. P. Cruse et al.: Pancreatitis associated with valproic acid therapy. Am. J. Dis. Child 138 (1984) 912 – 914.
[286] Yeung, C. Y., L. S. Tam, A. Chan et al.: Phenobarbitone prophylaxis for neonatal hyperbilirubinaemia. Pediatrics 48 (1971) 372 – 376.
[287] Yeung Laiwah, A. A. C., W. G. Rapeport, G. J. A. Thompson et al.: Carbamazepine-induced non-hereditary acute porphyria. Lancet 1 (1983) 790 – 792.
[288] Zaccara, G., M. Paganini, R. Campstrini et al.: Hyperammonemia and valproate-induced alterations of the state of consciousness. Report of 8 cases. Eur. Neurol. 23 (1984) 104 – 112.
[289] Zaret, B. S., R. A. Cohen: Reversible valproic acid-induced dementia: A case report. Epilepsia 27 (1986) 234 – 240.
[290] Zebrowska-Szymusik, M.: Effect of phenytoin on peripheral motor neurons. Neurol. Neurochir. Pol. 12 (1978) 427 – 434.
[291] Ziegler, H.-K.: Epilepsie und Cholelithiasis. Z. Neurol. 198 (1970) 305 – 308.
[292] Ziegler, H.-K.: Maligne Tumoren bei Epileptikern. Z. Neurol. 198 (1970) 309 – 314.
[293] Ziegler, H.-K. Sinazadeh, M.: Antiepileptika und Leberschaden. J. Neurol. 208 (1975) 207 – 220.
[294] Zimmerman, H. J.: Hepatotoxicity. In: H. J. Zimmerman (Hrsg.): The adverse effects of drugs and other chemicals on the liver, S. 395 – 411. Appleton-Century-Crofts, New York 1979.
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finepdfs
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deu_Latn
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| Setting | | | | |
|---|---|---|---|---|
| Whole-class | Small-group | Individual | Acquisition | Fluency |
| X | X | X | X | |
Word sorts are an appropriate intervention to use with a whole class, small groups, or individual children. This intervention is intended to help with the acquisition of phonemic awareness skills. Word sorts can be used to categorize words based on common components. Words used in this intervention should have common sound or spelling patterns and should match a student's instructional level. For sound word sorts, picture cards are used and the words are verbally stated. For spelling word sorts, word cards are used and the words are read by the student.
Brief Description:
Materials:
* Picture or word cards
Procedures:
* Choose a category header from each set. Students will match other picture or word cards to this category header.
* Gather two or more sets of picture or word cards. Sets should have common sound or spelling patterns.
* Shuffle the rest of the cards.
* Have the child explain why the groups of pictures or words were sorted together.
* Have the child sort the pictures or words based on the sound or spelling patterns. For example, picture cards could be sorted by initial sounds or rhyme patterns.
Procedure can be modified to accommodate small group and whole class instruction.
Theoretical Foundations:
Word sorts are intended to help children understand that words are made of common sounds and spellings (Joseph, 2008). This intervention encourages children to examine words closely (either by listening to them or reading them) and discriminate among different patterns (Joseph, 2002a). Words sorts have been found to be effective at improving sound/word recognition and spelling skills (Joseph, 2002a). Word sorts are particularly beneficial when students are learning to discriminate initial and final sounds in words (Maslanka & Joseph, 2002).
Word sorts are an intervention that can assist with the acquisition phase of the instructional hierarchy (Joseph, 2008). In the acquisition phase, students start to learn skills and apply these skills to academic content so they can produce correct responses. In the acquisition phase, instructors can teach students how to perform certain skills though modeling, demonstrating, prompting, correcting errors, and providing feedback. Once students acquire a skill, they can apply it in other contexts outside of the intervention. For example, if students learn that a certain spelling pattern makes particular sounds through a word sort intervention, they can use that newly acquired skill to spell other words that make the same sounds.
References
Joseph, L. M. (2002b). Helping children link sound to print: Phonics procedures for small-group or whole-class settings. Intervention in School and Clinic, 37(4), 217-221.
Joseph, L. M. (2002a). Facilitating word recognition and spelling using word boxes and word sort phonic procedures. School Psychology Review, 31(1), 122.
Joseph, L. M. (2008). Best practices on interventions for students with reading problems. Best Practices in School Psychology, 4, 1163-1180.
Joseph, L. M., & Orlins, A. (2005). Multiple uses of a word study technique. Reading Improvement, 42(2), 73-79.
Joseph, L. M. & McCachran, M. (2003). Comparison of a word study phonics technique between students with moderate to mild mental retardation and struggling readers without disabilities. Education And Training In Developmental Disabilities, (2), 192.
Maslanka, P., & Joseph, L. M. (2002). A comparison of two phonological awareness techniques between samples of preschool children. Reading Psychology, 23(4), 271-88.
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<urn:uuid:ebdf1a0d-ee79-4e75-ae22-789909a92d0c>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
|
finepdfs
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eng_Latn
| 3,670
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SADRŽAJ
GODINA XXIV
SPLIT, 18. listopada 2017.
BROJ 124
ŽUPAN
557. Rješenje o imenovanju članova Školskog odbora Srednje škole Hvar, Hvar ............................................................ 1
ŽUPAN
Na temelju članka 119. Zakona o odgoju i obrazovanju u osnovnoj i srednjoj školi („Narodne novine", broj 87/08, 86/09, 92/10, 105/10, 90/11, 16/12, 86/12, 126/12-pročišćeni tekst, 94/13, 152/14 i 7/17) i članka 32. Statuta Splitsko-dalmatinske županije („Službeni glasnik Splitsko-dalmatinske županije", broj 11/09, 7/10, 10/10, 2/13 i 7/17), Župan Splitsko-dalmatinske županije 18. listopada 2017., donio je
RJEŠENJEo imenovanju članova Školskog odbora SREDNJE ŠKOLE HVAR, HVAR
Članak 1.
Za članove Školskog odbora ispred osnivača imenuju se:
- MIHAELA PETRIĆ, Ulica Marina Držića 4, 21460 Stari Grad
- MARIJO CARIĆ, Svirče 15, 21462 Vrbanj
- VINKO RAVLIĆ, Uvala pokojni dol 2, 21450 Hvar
Članak 2.
Članovi Školskog odbora „iz članka 1. ovog Rješenja"
imenuju se na vrijeme od četiri godine.
Članak 3.
Ovo Rješenje stupa na snagu prvi dan od dana objave u „Službenom glasniku Splitsko-dalmatinske županije".
KLASA: 080-01/17-03/0207
URBROJ: 2181/1-08-01/04-17-0003
Split, 18. listopada 2017.
ŽUPAN
Blaženko Boban, v.r.
- - - - - -
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HuggingFaceFW/finepdfs/tree/main/data/hrv_Latn/train
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finepdfs
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hrv_Latn
| 1,265
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Fiche produit
Mini ordinateur de bureau HP 260 G1
Petit format, grandes performances, à un prix abordable
La conception compacte du HP 260 Desktop Mini entièrement fonctionnel permet de gagner de l'espace et d'évoluer en fonction des besoins de votre entreprise. Ce dernier est doté de tous les outils essentiels dont vous avez besoin et disponible à un prix abordable.
* Windows 8.1 1
* Processeurs Intel® Core™de 4ème génération 2
Travaillez en toute confiance et à moindre coût
* Procurez-vous le Desktop Mini professionnel à un prix abordable avec les accessoires 3 et les services HP en option 3 dont vous avez besoin, ainsi que des processeurs à faible consommation d'énergie pour vous aider à réduire vos coûts.
Petit format, grande polyvalence
* La conception industrielle et compacte du Desktop Mini avec des options d'installation flexibles 3 et des accessoires en option 3 permet un grand nombre d'utilisations diverses, de l'ordinateur de bureau à l'informatique publique, en passant par l'affichage numérique.
Conçu pour des performances optimales
* Réalisez vos tâches à l'aide des processeurs Intel ® 2 de 4ème génération et de la carte graphique HD 4400, avec la possibilité d'évoluer jusqu'à la gamme Core ™i5 2 si votre charge de travail l'exige.
Prêt à évoluer avec vous
* L'offre d'accessoires et les capacités d'extension du HP 260 Desktop Mini offrent de nombreuses options au sein d'une même ligne de produits pour répondre aux besoins de votre environnement de travail spécifique.
Fonctions
* Aidez à réduire la consommation d'énergie et les coûts avec des processeurs utilisant moins de 50% de l'énergie consommée par ceux d'autres mini-ordinateurs de bureau. 4
* Profitez des accessoires extensibles et compatibles HP Mini. Augmentez vos options de stockage, 3 ajoutez des ports série avec des modules d'extension, sécurisez plus efficacement votre matériel avec des supports de sécurité 3 ou retrouvez de l'espace sur votre bureau grâce à des socles et postes de travail. 3
* Protégez votre investissement et alimentez efficacement votre mini-ordinateur de bureau directement depuis le clavier sans avoir à ouvrir de boîtier ni perdre du temps à accéder au bouton d'alimentation lorsqu'il est hors de portée.
* Tirez le meilleur parti du double affichage grâce aux ports DisplayPort 1.2 et VGA Full HD, et utilisez les 6 ports USB pour brancher tous les périphériques dont vous avez besoin.
* Choisissez le système d'exploitation qui correspond le mieux à vos besoins parmi une large gamme d'options Windows, y compris Windows 8.1 1 , Windows 7 1 et les éditions éducatives.
* Choisissez un disque dur standard ou effectuez une mise à niveau vers un disque SSD rapide et fiable. 3
* Sécurisez facilement votre système dans un lieu sûr sécurisé sans avoir besoin d'un chariot. Avec un poids inférieur à 2 livres /0,9 kg, le mini ordinateur de bureau est facile à transporter et à stocker.
Mini ordinateur de bureau HP 260 G1 Tableau de spécifications
Mini ordinateur de bureau HP 260 G1
Accessoires et services (non inclus)
Mémoire SODIMM HP 8 Go PC3-12800 (DDR3 -1600 MHz)
HP Integrated Work Center pour mini ordinateur de bureau et client léger
Câble de verrouillage ultraplat avec clé HP
Clavier USB HP pour ordinateur
Souris laser USB 1000 ppp HP
Assistance matérielle HP pour ordinateur de bureau uniquement, sur site jour ouvré suivant, 3 ans
Pour en savoir plus, consultez
www.hp.eu/hpoptions
Maximisez les performances de votre PC professionnel avec la mémoire HP. La mise à niveau de votre mémoire est un moyen économique d'améliorer les performances de votre système sans avoir à mettre à niveau votre processeur.
Référence: B4U40AA
Exploitez pleinement les petits espaces de travail grâce à un mini ordinateur de bureau/client Thin HP IWC, vous permettant de créer une solution de bureau compacte en associant un écran 1 à un mini ordinateur de bureau HP, client Thin HP ou HP Chromebox 1 et en vous offrant un accès par l'avant pratique à l'ensemble de ses entrées.
Référence: G1V61AA
Sécuriser votre PC portable ou HP Ultrabook™rapidement et facilement avec le verrou de câble à clé HP Ultraslim.
Référence: H4D73AA
Le nouveau clavier HP USB propose une conception durable impressionnante conçue pour une facilité d'utilisation et une informatique professionnelle quotidienne.
Référence: QY776AA
Obtenez la vitesse et la précision du suivi laser dans un design simple et élégant avec la souris laser USB HP 1000ppp pour les dernières nouveautés de la technologie de détection laser.
Référence: QY778AA
Bénéficiez pendant 3 ans d'une réparation sur site le jour ouvrable suivant par un technicien HP qualifié pour votre matériel informatique, si le problème ne peut être résolu à distance.
Référence: U6578E
Mini ordinateur de bureau HP 260 G1
Notes de messagerie
1 Les fonctionnalités ne sont pas toutes disponibles dans toutes les éditions ou versions de Windows. Il se peut que des systèmes requièrent une mise à niveau ou que du matériel, des pilotes ou des logiciels doivent être achetés séparément pour que vous puissiez tirer pleinement parti des fonctionnalités de Windows. Voir http://www.microsoft.com.
3
2 La technologie multi-cœur est conçue pour améliorer les performances de certains logiciels. Tous les utilisateurs et logiciels ne bénéficient pas nécessairement de cette technologie. Système informatique 64 bits requis. Les performances varient selon les configurations matérielles et les logiciels utilisés. L'échelonnement dans la dénomination des processeurs Intel ne reflète pas obligatoirement le niveau de performance.
4 cpuboss.com : Comparaison des spécifications du Core i3 4030U et du Core i3 4130T
Vendu séparément ou en tant qu'options.
Spécifications techniques disclaimers
1 Les fonctionnalités ne sont pas toutes disponibles dans toutes les éditions ou versions de Windows. Il se peut que les systèmes requièrent une mise à niveau et/ou l'achat séparé de matériel, de pilotes ou de logiciels ou bien une mise à jour BIOS pour que vous puissiez tirer pleinement parti des fonctionnalités de Windows. Windows 10 est doté d'une mise à jour automatique, qui est toujours activée. Des frais de FAI peuvent s'appliquer et des dépenses supplémentaires peuvent s'appliquer au fil du temps pour les mises à jour. Voir http://www.microsoft.com.
2
désinstaller une pour installer l'autre. Il vous faudra sauvegarder toutes vos données (fichiers, photos, etc.) avant de désinstaller et d'installer les systèmes d'exploitation afin d'éviter la perte de vos données.
Ce système est préinstallé avec le système d'exploitation Windows 7 Professionnel et est fourni avec licence et support pour Windows 8.1 Pro. Vous ne pouvez utiliser qu'une seule version de Windows à la fois. Pour changer de version, vous devrez en
3
doté d'un processeur, d'un chipset, d'un BIOS, d'un système d'exploitation, de pilotes de périphériques et d'applications optimisés pour l'architecture Intel® 64. Les processeurs ne fonctionnent pas (y compris en mode 32 bits) sans un BIOS optimisé pour
La technologie Multi-Core est conçue pour améliorer les performances de certains logiciels. Tous les utilisateurs ou logiciels ne bénéficieront pas nécessairement de cette technologie. Le traitement en mode 64 bits sur architecture Intel® nécessite un ordinateur l'architecture Intel® 64. Les performances varient selon les configurations matérielles et logicielles. La numérotation d'Intel ne constitue pas une mesure de performances plus élevées.
4
système.
La capacité mémoire maximale concerne les systèmes d'exploitation Windows 64 bits ou Linux. Pour les systèmes d'exploitation Windows 32 bits, la mémoire au-delà de 3 Go peut ne pas être entièrement disponible, en raison des ressources nécessaires au
5
6
Pour les disques durs, 1 Go = 1 milliard d'octets. To = 1 trillion d'octets. La capacité formatée réelle est inférieure. Jusqu'à 16 Go (pour Windows 7) et jusqu'à 36 Go (Windows 8) de disque système sont réservés au logiciel de récupération système.
7
8
Contenu HD nécessaire pour visualiser les images HD.
9
Le SSD M.2 est uniquement disponible lorsque le processeur Celeron est sélectionné
Options ou modules complémentaires.
10 ePrint nécessite une connexion Internet vers une imprimante HP compatible Web et l'enregistrement d'un compte HP ePrint (pour obtenir la liste des imprimantes éligibles, des documents et types d'images pris en charge et d'autres détails sur HP ePrint, visitez la page www.hp.com/go/businessmobileprinting)
La carte graphique Intel HD intégrée utilise une partie de la mémoire totale du système pour améliorer les performances graphiques. La mémoire système ainsi dédiée ne peut pas être utilisée par d'autres programmes.
11 Assistant de support HP requiert Windows 7 ou une version ultérieure et un accès Internet.
13 Homologué EPEAT® le cas échéant. L'homologation EPEAT varie selon le pays. Pour connaître les produits homologués par pays, visitez www.epeat.net. 14 HP TouchPoint Manager prend en charge les systèmes d'exploitation Android™, iOS et Windows® et les PC, ordinateurs portables, tablettes et smartphones de différents fabricants. Non disponible dans tous les pays. Pour plus d'informations sur la disponibilité, consultez le site www.hp.com/touchpoint. TouchPoint Manager nécessite l'achat d'un abonnement. La disponibilité des fonctions hors bande (exclusives HP) d'effacement, de verrouillage, de déverrouillage et de création de rapports de codes d'erreur de démarrage BIOS est prévue sur certains PC HP et nécessite une connexion Internet ainsi que la technologie et les fonctions Intel® vPro™dans les modes d'alimentation S3/Veille, S4/Veille prolongée et S5/Désactivée par logiciel. Les disques SATA sont effacés. L'effacement à distance des disques durs à cryptage automatique avec le cryptage matériel actif n'est pas pris en charge.
12 HP PageLift requiert Windows 7 ou édition supérieure.
15 Ce système est préinstallé avec Windows 7 Professionnel et est fourni avec licence et support pour Windows 10 Pro. Vous ne pouvez utiliser qu'une seule version de Windows à la fois. Pour changer de version, vous devrez en désinstaller une pour installer l'autre. Il vous faudra sauvegarder toutes vos données (fichiers, photos, etc.) avant de désinstaller et d'installer des systèmes d'exploitation afin d'éviter toute perte de données.
Pour en savoir plus, consultez
www.hp.eu/desktops
Impliquez HP Financial Services
Explorez les possibilités de paiement mensuels et des plans de renouvellement de votre parc informatique, qui peuvent vous fournir plus de flexibilité pour vous aider à atteindre vos objectifs informatiques. Pour en savoir plus, rendez-vous sur www.hp.com/go/hpfs.
Inscrivez-vous pour les mises à jour
www.hp.com/go/getupdated
Le produit peut différer des images présentées. © 2015 Hewlett-Packard Development Company, L.P. Les informations contenues dans le présent document sont sujettes à modification sans préavis. Les fonctions spécifiques peuvent varier d'un modèle à un autre. Les seules garanties applicables aux produits et services HP sont énoncées dans les déclarations de garantie expresses accompagnant ces produits et services. Aucune déclaration dans le présent document ne pourra être interprétée comme constituant une garantie supplémentaire. HP ne peut en aucun cas être tenu responsable des éventuelles erreurs ou omissions de nature technique ou rédactionnelle de ce document.
Intel, Pentium et Core sont des marques commerciales d'Intel Corporation aux Etats-Unis et dans d'autres pays. ENERGY STAR est une marque déposée de l'Agence américaine de protection de l'environnement. Bluetooth est une marque commerciale de son détenteur et est utilisée par la société Hewlett-Packard sous licence. Pour les brevets DTS, visitez la page http://patents.dts.com. Fabriqué sous licence de DTS Licensing Limited. DTS, le symbole DTS et DTS et le symbole utilisés conjointement sont des marques déposées. DTS Sound+ est une marque commerciale de DTS, Inc. © DTS, Inc. Tous droits réservés. Toutes les autres marques commerciales sont la propriété de leurs détenteurs respectifs.
4AA5-5896FRE, Juillet 2015
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<urn:uuid:2a9c2e83-0dad-4ba6-96a5-d1c22db5a591>
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HuggingFaceFW/finepdfs/tree/main/data/fra_Latn/train
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finepdfs
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fra_Latn
| 12,201
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Getting Started with Tableau
Lab#8 Replacing a Data Source
Description:
BISP is committed to provide BEST learning material to the beginners and advance learners. In the same series, we have prepared a complete end-to end Hands-on Beginner's Guide for Tableau. The document focuses on replacing data source runtime. Join our professional training program and learn from experts.
History:
Version Description Change Author
Publish Date
0.1
Initial Draft
Surbhi Sahu 21 st Aug 2013
0.1
Review#1
Amit Sharma 29 th Aug 2013
Replacing a Data Source
Replacing the data source used in a Tableau workbook allows you to point your workbook to a new data source and re-compute all your results using the new data. This method, however, works only if the new data source shares the same format as the original data source. If the format of the new data source is different than the current data source, you may see changes to custom sets, groups, and calculated fields that depend on the fields in the original data source.
For the clarification we can take a example. Here we the data model in which the SalesTax till year 2000 is charged different and after year 2000 the sales tax Increased. We are going to prepare the common report for both the data because almost we have to do the same calculations so, what will be the sense of making same report twice . For this type of purposes tableau gives the facility to replace a data source.
Step 1)Import the excel sheet product_Till2000 from the excel data source.
Step 2)Now all the fields will get imported in the worksheet.
Step 3) Then drag and drop the productname and introductiondate from measures to rows shelf.
Step 4)Now we have to calculate the selling price of the product which will be calculated by including sales tax charged on each product individually.
Step 5)Add the expression as given below
(sum(productioncost)+(sum(salestax)*sum(productioncost))/100) this will calculate the selling price and an separate field as named Selling price.
Step 7)This will add the calculation of sellingprice in the sheet.
The same procedure will done with the production cost. Click right on the productioncost and choose the option add to sheet.
Step 8)Now the table will be created which including the Productname, introductiondate, Production cost and sellingprice. Till year 2000 the company charging the sale tax on product
results this chart. From year 2000 company decrease the sales tax on the products. Here is the sheet displaying the selling price ,production cost and introduction year.
Step 9 )Now we require the data which having entry after the year 2000 which is in the data source MS SQL Server. Select the database Server test1 and select the table Product_from2000 then click ok.
Step 11)This is the data till 2000, now we have to replace this data source from the Sql Server data source containing the data from the year 2000. We use the data replacing feature of the tableau.F or replacing the data source go to the data and choose the option Replace Data Source.
Step 12) In the option, current sheet on which we had made the report of sales tax will be replaced with the report containing the data from the year 2000. This will only replace the data all the design will be similar. Then press ok.
Step 13)Now see the chart the sellingprice and year of introduction varied. This sheet is displaying the selling price with the increasing salesprice.
Step 14) If we want to see the change the variation on the selling price of the both data till year 2000 and from year 2000 you can draw a graph for both in a single sheet.
Step 15) For this firstly we have to create the Relation between the both data sources's Data.
Step 16) This will explore a window which ask for primary and secondary data source. Here Product_Till2000 will be our primary data source and Product_from2000 will be our secondary datasource. The join will be created using the productname which is same in both tables.
Step 17) Now the join will
Step 18)Drag and drop productname from measure to column shelf.
Step 19) Then create a calculate field by right click on the sheet and choose the option create calculated field.
Step 20)For selling price add the expression and give the name productioncosttill2000
(sum(productioncost)+(sum(salestax)*sum(productioncost))/100) this will calculate the selling price and an separate field as named Selling price.then apply and then ok.
Step 21) Do the same procedure with the field salestax of the product from 2000.
Step 22)The both calculated fields are created here.
Step 23) By pressing cntrl key select both and right click on the measure shelf and choose the option add to sheet.
Step 24)Now select bar chart from the show me toolbar.
Step 25)The below chats shows data taken from Excel and SQL Server, Selling price revised due to increase in Sales Tax.
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
| 4,897
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Christelijke basisschool Het Krijt Schoolstraat 29 9408 MB Assen
Telefoon: 0592-460370
E-mail:firstname.lastname@example.org
Website:www.cbshetkrijt.nl
Krijtjes
Het informatiebulletin voor de ouders/verzorgers van de leerlingen van Het Krijt. Krijtjes 29 september 2017. Schooljaar 2017-2018
Beste ouders en verzorgers,
We zijn helemaal gewend op school. De kinderen vinden hun draai al weer aardig in de groep en dat is mooi om te zien. De afgelopen week heeft u een gesprek met de leerkrachten kunnen hebben over wat uw kind nodig heeft. We vinden het van waarde om bij de start van het schooljaar de wederzijdse verwachtingen uit te spreken. In de onderbouw was het mogelijk om een informatieavond te bezoeken. Veel ouders hebben gehoor gegeven aan de uitnodigingen om naar school te komen.
De komende week staan de kranten ongetwijfeld vol met allerlei informatie over het onderwijs. Het basisonderwijs ligt op 5 oktober helemaal stil. Het ligt niet in de aard van de meeste onderwijsmensen om te staken, toch is de toestand erg nijpend. Leerkrachten van het basisonderwijs ervaren een grote werkdruk en de betaling van al die inzet is onvoldoende. Dat de werkgevers ook deze actie ondersteunen geeft aan dat er sprake is van een onhoudbare situatie. Het aantal beschikbare leerkrachten neemt af. In het Westen van het land bestaan al hele grote problemen om de groepen te bezetten. Wij merken het als leerkrachten ziek zijn en er is geen vervanging te krijgen. Volgens de prognoses zullen ook wij in de toekomst te maken krijgen met een tekort, zoals dat nu in het Westen van het land voorkomt. Al met al zien wij reden genoeg om te staken.
Op school gaan we de komende weken aan de slag met Engels en het Proces Communication Model ( zie de beschrijving die bij de algemene ouderavond staat)
Vriendelijke groeten
Yco Huizinga
Algemene ouderavond
Op 11 oktober nodigen we uit om de algemene ouderavond te bezoeken. Het belooft een hele interessante avond te worden.
Na het algemene gedeelte laten we u kiezen uit twee mogelijkheden:
*Het schoolteam gaat het komende schooljaar aan de slag met een programma dat de naam Proces Communication Model draagt. Het is een opleiding waarbij heel erg gelet wordt op de diversiteit in de groep. Waarom heb je met het ene kind meer dan het andere. Dat geldt natuurlijk ook andersom waarom klikt het met de ene leerkracht beter dan met een andere leerkracht. Soms zie je binnen één gezin dat het ene kind het prima kan vinden met een leerkracht, terwijl een ander kind uit hetzelfde gezin totaal geen klik heeft met diezelfde leerkracht. We proberen te ontdekken wat we in moeten zetten om "Elk kind' te bereiken.
Ouders hebben soms dezelfde vragen: 'We geven ze dezelfde opvoeding en toch reageert onze jongste heel anders, hoe kan dat? '
Jelte van der Kooi zal deze workshop begeleiden
*We hebben meer dan 100 I-pads op school. Maar wat doen we ermee? We willen u een aantal programma's laten zien. Programma's waar ook uw kind mee werkt. In groepjes kunt u ook zelf even ervaren hoe bepaalde programma's werken. Diverse leerkrachten helpen u daarbij en de gehele leiding wordt verzorgd door Gerjan Peeneman.
Graag het strookje onderaan de uitnodiging die u heeft ontvangen uiterlijk 6 oktober inleveren bij de leerkracht van uw kind.
Staking 5 oktober
Ouders steunen actie POFront
De staking van POFront heeft als doel de lerarensalarissen te verbeteren, om zo het beroep aantrekkelijker te maken en het lerarentekort terug te dringen. Investeren in een eerlijk salaris voor de leerkracht is een van de noodzakelijke maatregelen om de kwaliteit in het primair onderwijs te waarborgen. De VOO roept ouders én grootouders daarom op om de petitie te ondertekenen en de leerkrachten te steunen in deze actie. Eerder dit jaar steunden de VOO en OUDERS VAN WAARDE ook de werkonderbrekingsactie.
Petitie 'Investeer in onze (klein)kinderen'
De petitie en handtekeningen worden op 5 oktober in Den Haag door de VOO aangeboden aan de stakende leerkrachten en de Tweede Kamerleden.
De Vereniging Openbaar Onderwijs
De Vereniging Openbaar Onderwijs (VOO) is de grootste landelijke oudervereniging in Nederland en vertegenwoordigt via aangesloten medezeggenschapsraden en ouderraden meer dan een half miljoen ouders in het (openbaar) onderwijs.
OUDERS VAN WAARDE
OUDERS VAN WAARDE is de ouderorganisatie van het christelijk, katholieke en oecumenische onderwijs. Zij vertegenwoordigt medezeggenschapsraden, ouderraden en individuele ouders van de bij hen aangesloten scholen.
Nogmaals de staking van 5 oktober
We hebben u via het ouderportaal op de hoogte gesteld van de staking op 5 oktober. Alle scholen van Plateau en COG Drenthe gaan deze dag dicht. Ook Het Krijt staakt.
Eventuele opvang of oppas van kinderen dient u zelf te regelen.
Schoolgruiten
Ook dit schooljaar doen we mee aan het zogenaamde 'Schoolgruiten' project.
We willen gezond eten stimuleren. We krijgen vanaf 13 november wekelijks fruit en 'groentesnacks' die we samen met de kinderen gaan eten. Hoe dat precies in z'n werk gaat, zullen we u uitleggen in een volgende Krijtjes. Wilt u meer weten? Bezoek dan de volgende site: www.euschoolfruit.nl/start
Trefwoord
Samen Leven,
We kijken deze week naar dat wat mensen delen…..maar ook naar de dingen die ons juist verdelen. Niet alleen in het groot maar ook in de klas. Wat maakt ons samen een klas? Is verschillend zijn erg of juist leuk? Wat kunnen we van elkaar leren?
We leven in Nederland met weinig mensen op een kleine oppervlakte. Dat levert weleens problemen op. Soms dreigen verschillende groepen uit elkaar te groeien. Zaak is dan te zoeken naar dat wat ons met elkaar verbindt. Want we hebben best veel gemeen.
Uiteraard ontkom je bij dit thema niet aan kijken naar vluchtelingen. Dat doen we aan de hand van het verhaal van Jozua. Hij kwam met zijn volk ook als een vreemdeling in een ander land.
Een Bijbelverhaal met best wel een actueel thema.
Meester Henk en meester Bertus
Ps. In de jaarkalender is onze jaarlijkse schoolkerkdienst nog niet opgenomen. Deze datum was nog niet bekend en is dat nu wel. Op 27 mei aanstaande is de schoolkerkdienst. U krijgt daar te zijner tijd bericht over.
Regel van de week: 2-10 t/m 6-10
We luisteren om elkaar te begrijpen.
Deze regel is bedoeld om eerlijkheid te bevorderen.
De Kinderboekenweek 2017: "Gruwelijk Eng"
Aanstaande woensdag 4 oktober start ook op het Krijt de Kinderboekenweek. Op het plein zullen we met elkaar het gelijknamige lied van Kinderen voor Kinderen zingen en natuurlijk de dans dansen! Omdat het een Kinderboekenweek is, willen we de nadruk leggen op het belang van lezen. Lezen is goed en leuk! En wat zijn er een hoop leuke, spannende boeken!
Ieder kind mag tijdens de Kinderboekenweek zijn of haar lievelingsboek meenemen, het liefst een beetje spannend!
De boeken die door de Bibliotheek van Assen zijn geselecteerd voor de Kinderboekenweek van dit jaar liggen op de thematafel bij de hoofdingang van de school.
Bij alle boeken zijn lessen gemaakt in de kunstdisciplines: beeldend, dans, literatuur, media, muziek en theater. U zult er van uw kind ongetwijfeld meer over horen de komende weken!
Voor de kinderen vanaf groep 4 wordt een voorleeswedstrijd gehouden: wie kan het beste en het meest spannend voorlezen? Voor iedere bouw is er een prijs te winnen!
Van de MR
Recent heeft de MR voor het eerst in de nieuwe samenstelling vergaderd in het schooljaar 2017/2018. In de geleding van de leerkrachten heeft een verandering plaatsgevonden: Eveline Selles heeft Inge Gaasbeek (vertrek naar ander school) vervangen en Henk Flokstra vervangt tijdelijk Dorien Weegenaar (ziekte). Hen heten we welkom.
In de vergadering hebben we stil gestaan bij de voortgang van de plannen voor het IKC en de eerste ervaringen van Andere Tijden. Verder zijn ook de aanstaande stakingsdag en algemene ouderavond aan de orde geweest. Via het ouderportaal, de vorige Krijtjes en een aparte uitnodiging voor de ouderavond kunt u nadere informatie vinden over deze onderwerpen. Binnenkort zal het jaarverslag van de MR over het schooljaar 2016/2017 digitaal beschikbaar worden gesteld.
Gerben Bakker ouder
Leerlingenraad
Er begint weer een nieuw schooljaar, ook voor de leerlingenraad. We zijn al een keer bij elkaar geweest en hebben vooral kennisgemaakt met elkaar en gesproken over het volgende:
- De nieuwe schooltijden, het eten met de leerkracht in de klas
- De nieuwe taakverdeling:
- Hoe kunnen we het onderwijs nog aantrekkelijker maken
- Yorick Prijs uit groep 5/6 is nieuw in de leerlingenraad en zal notulist zijn. Stijn uit 8a wordt voorzitter, Sven uit 5/6 en Lise uit 6 zullen de volgende keer iets in de Krijtjes gaan schrijven. Keanu uit 7b zal vice voorzitter zijn, Rutger uit 7a zal de catering regelen. Silke uit 8b zal zorgen dat er de volgende keer een nieuw lid uit 8b vertegenwoordigd is en dan hopen we met een nieuw lid uit groep 5 erbij compleet te zijn! We zullen dan samen op de foto en deze foto vervolgens in de Krijtjes plaatsen en op een mooie plaats in de school hangen.
- En nog steeds hebben we een ideeënbus die staat tegenover het kantoor van George. Wanneer we vergaderen? Om de 6 weken op donderdag en/of vrijdag. Tijd: om 13:30 tot 14:30 u
- Juf Marianne zal de leerlingenraad begeleiden. We hopen op een mooi jaar met de leerlingenraad!
| Datum | Tijd |
|---|---|
| 1 oktober | |
| 4 oktober | |
| 5 oktober | |
| 13 oktober | |
| 11 oktober | 19.30 uur-21.30 uur |
|
<urn:uuid:fca427fd-0bc9-492c-9dfc-403e6554f610>
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HuggingFaceFW/finepdfs/tree/main/data/nld_Latn/train
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finepdfs
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nld_Latn
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CONSILIUL JUDEȚEAN TELEORMAN
PREȘEDINTE
DISPOZIȚIE
privind: desemnarea persoanelor care răspund de îndeplinirea atribuțiilor și responsabilităților ce revin Consiliului Județean Teleorman în cadrul activității de recensământ al circulației rutiere pe drumurile județene în anul 2020
Președintele Consiliului Județean Teleorman, Ionel Dănuț Cristescu,
Având în vedere:
- referatul nr. 3711 din 13.03.2020 întocmit de Direcția tehnică și administrarea patrimoniului privind necesitatea desemnării persoanelor care răspund de îndeplinirea atribuțiilor și responsabilităților ce revin Consiliului Județean Teleorman în cadrul activității de recensământ al circulației rutiere pe drumurile județene în anul 2020;
- prevederile art. 7 și art. 22 din O.G. nr. 43/1997 privind regimul drumurilor republicată, cu modificările și completările ulterioare;
- prevederile art. 52 lit. f), art. 56 și art. 58 din „Instrucțiunile pentru efectuarea înregistrării circulației rutiere pe drumurile publice în Anul 2020” elaborate de Compania Națională de Administrare a Infrastructurii Rutiere din România;
- prevederile art. 31 alin. (1) lit. f) din Regulamentul de organizare și funcționare a Consiliului Județean Teleorman, aprobat prin Hotărârea Consiliului Județean Teleorman nr. 142 din 30.09.2019;
- prevederile art. 191 alin. (1) lit. f) din Ordonanța de Urgență a Guvernului nr. 57/2019, privind Codul Administrativ;
În temeiul prevederilor art. 196 alin. (1) lit. b) din Ordonanța de Urgență a Guvernului nr. 57/2019 privind Codul Administrativ,
D I S P U N E:
Art. 1. Se desemnează dl. Horațiu Călin - șef Serviciu administrare și întreținere drumuri din cadrul Direcției tehnice și administrarea patrimoniului - pentru a îndeplini atribuțiile de coordonare a activității de recensământ al circulației rutiere.
Art. 2. (1) Se desemnează următoarele persoane pentru a îndeplini atribuțiile de control și verificare operativă a modului de efectuare a înregistrărilor de circulație pe zone astfel:
- Valentin Tecșor - consilier - Compartimentul autoritatea județeană de transport al Serviciului evidență patrimoniu și utilități din cadrul Direcției tehnice și administrarea patrimoniului pentru zona Alexandria - Anexa nr. 1;
- Iulian Olteanu - consilier - Serviciu administrare și întreținere drumuri din cadrul Direcției tehnice și administrarea patrimoniului pentru zona Videle - Anexa nr. 2;
- Dănuț Zamfir - consilier - Compartimentul autoritatea județeană de transport al Serviciului evidență patrimoniu și utilități din cadrul Direcției tehnice și administrarea patrimoniului pentru zona Roșiorii de Vede - Anexa nr. 3;
- Adrian Bratu - inspector - Serviciul administrare și întreținere drumuri din cadrul Direcției tehnice și administrarea patrimoniului pentru zona Turnu Mâgurele - Anexa nr. 4.
(2) Calendarul pentru înregistrarea circulației rutiere din anul 2020 este prevăzut în anexa nr. 5.
Art. 3. Anexele nr. 1, nr. 2, nr. 3 și nr. 4 și nr. 5 fac parte integrantă din prezenta dispoziție.
Art. 4. Secretarul general al județului, prin Compartimentul monitorizare proceduri administrative și relația cu consilierii județeni va comunica prezentul act administrativ Instituției Prefectului - județul Teleorman, Direcției tehnice și administrarea patrimoniului și persoanelor interesate, în termenul prevăzut de lege.
Alexandria
Nr. 277 din 03.09.2020
F-5.5-02, ed 1, rev. 0
| Nr. crt. | Denumire drum județean/comunal | Nr. post 2020 | Poziția km a sediului postului | Sediul postului pe toată durata înregistrării circulației |
|---------|---------------------------------|--------------|-------------------------------|--------------------------------------------------------|
| 1 | DC 18 | 40C18XX01 | 0+100 | Baza de recepție Com. Drăgănești Vlașca |
| 2 | DC 22 | 40C22XX01 | 0+667 | Școală Com. Vitănești, sat Schitu Poienari |
| 3 | DC 26 | 40C26XX01 | 3+400 | Magazin Com. Frumoasa, sat Frumoasa |
| 4 | DJ 504 | 40J504X01 | 43+000 | Cimitir Com. Mârzănești, sat Cernetu |
| 5 | DJ 504 | 40J504X02 | 54+200 | SC AGROTEL SRL Mun. Alexandria |
| 6 | DJ 504 | 40J504X03 | 72+800 | SC SANTE COM SRL Com. Orbeasca, sat Orbeasca de Jos |
| 7 | DJ 506 | 40J506X01 | 15+500 | Primărie Com. Cervenia, sat Cervenia |
| 8 | DJ 506 | 40J506X02 | 35+079 | Magazin Com. Vitănești, sat Purani |
| 9 | DJ 506 | 40J506X03 | 53+000 | Școală Com. Băbăița, sat Merișani |
| 10 | DJ 506 | 40J506X04 | 75+100 | Magazin Com. Talpa, sat Talpa Ogrăzile |
| 11 | DJ 612 | 40J612X03 | 38+300 | Casa loc. Zorilă Nicolae Com. Orbeasca, sat Orbeasca de Jos |
| 12 | DJ 612 | 40J612X04 | 53+200 | Poliția Com. Călinești, sat Licuriciu |
| 13 | DJ 703 | 40J703X03 | 155+300 | Primărie Com. Mavrodin, sat Mavrodin |
| 14 | DJ 504B | 40J504B02 | 22+600 | Casa loc. Anghel Petre Com. Trivalea Moșteni, sat Trivalea Moșteni |
| 15 | DJ 506A | 40J506A01 | 2+800 | Școală Com. Vitănești, sat Siliștea |
| 16 | DJ 506B | 40J506B01 | 0+500 | Casa Ologeanu Emanuel Com Ștorobâneasa, sat Beiu |
| 17 | DJ 601C | 40J601C02 | 17+405 | Casa loc. Popescu Gheorghe Com. Olteni, sat Perii Broșteni |
| Nr. crt. | Denumire drum județean/comunal | Nr. post 2020 | Poziția km a sediului postului | Sediul postului pe toată durata înregistrării circulației |
|---------|-------------------------------|--------------|-------------------------------|--------------------------------------------------------|
| 1 | DJ 503 | 40J503X01 | 51+250 | Casa loc. Gudana C. Ilie Com. Moșteni, sat Moșteni |
| 2 | DJ 503 | 40J503X02 | 70+050 | Magazin alimentar Com. Blejești, sat Baciu |
| 3 | DJ 503 | 40J503X03 | 85+300 | Școala, grădiniță Com. Poeni, sat Cătunu |
| 4 | DJ 504 | 40J504X04 | 95+040 | SC CERBUL IMPEX SRL Com. Tătărăștii de Jos, sat Lada |
| 5 | DJ 506 | 40J506X05 | 89+400 | Magazin Com. Scurtu Mare, sat Drăcești |
| 6 | DJ 601 | 40J601X01 | 53+413 | Secția drumuri județene Orăș Videle |
| 7 | DJ 611 | 40J611X01 | 8+800 | Casa loc. Bratu Remus Com Gratia, sat Gratia |
| 8 | DJ 612 | 40J612X01 | 6+800 | Primărie Com. Mereni, sat Mereni |
| 9 | DJ 612 | 40J612X02 | 23+778 | Casa loc. Roșu Oaie Com. Botoroaga, sat Stejaru |
| 10 | DJ 701 | 40J701X01 | 52+700 | Casa loc. Simion Alexandru Com Gratia, sat Drăghinești |
| 11 | DJ 701 | 40J701X02 | 73+000 | Pod beton armat Com. Scurtu Mare, sat Scurtu Slăvești |
| 12 | DJ 701 | 40J701X03 | 81+000 | Târg săptămânal Com. Tătărăștii de Jos, sat Slăveșt |
| 13 | DJ 601B | 40J601B01 | 7+000 | Parc petrolier Com. Blejești, sat Blejești |
| 14 | DJ 601B | 40J601B02 | 17+429 | Parc nr. 26 Com. Cosmești, sat Ciuperceni |
| 15 | DJ 601B | 40J601B03 | 25+559 | Pod beton armat Com. Purani, sat Puranii de Sus |
| 16 | DJ 601C | 40J601C01 | 1+500 | Primărie Com. Cosmești, sat Cosmești |
| 17 | DJ 601D | 40J601D01 | 22+714 | Magazin Com. Crevenicu, sat Rădulești |
| Nr. crt. | Denumire drum județean/comunal | Nr. post 2020 | Poziția km a sediului postului | Sediul postului pe toată durata înregistrării circulației |
|---------|---------------------------------|--------------|-------------------------------|--------------------------------------------------------|
| 0 | | | | |
| 1 | DC 45 | 40C45XX01 | 1+700 | Casa loc. Ștefan Stancu Com. Didești sat Didești |
| 2 | DJ 612 | 40J612X05 | 76+520 | Pod beton armat Com. Săceni, sat Săceni |
| 3 | DJ 701 | 40J701X04 | 94+770 | Primărie Com Zâmbreasca, sat Zâmbreasca |
| 4 | DJ 703 | 40J703X01 | 103+000 | Halta CFR Com Balaci, sat Balaci |
| 5 | DJ 703 | 40J703X02 | 122+200 | Stație autobuz Com. Necșești, sat Belciugatele |
| 6 | DJ 504B | 40J504B01 | 7+800 | Moară Com. Sfântuști, sat Sfântuști |
| 7 | DJ 601C | 40J601C03 | 40+000 | Casa loc. Tănase George Com Drăgănești de Vede, sat Drăgănești de Vede |
| 8 | DJ 601F | 40J601F01 | 4+500 | Primărie Com. Vedea, sat Vedea |
| 9 | DJ 601F | 40J601F02 | 21+000 | Primărie Com. Nenciulești, sat Nenciulești |
| 10 | DJ 679B | 40J679B01 | 6+500 | Primărie Com. Stejaru, sat Stejaru |
| 11 | DJ 679E | 40J679E01 | 20+679 | Casa loc. Fierbințeanu Gheorghe Com. Siliștea Gumești, sat Siliștea Gumești |
| 12 | DJ 612A | 40J612A01 | 5+250 | Casa loc. Istrate Eugeniu Com. Drăcșenei, sat. Satu Vechi |
| 13 | DJ 612B | 40J612B01 | 6+600 | Casa loc. Duță Vasile Com. Drăcșenei, sat Drăcșenei |
| Nr. crt. | Denumire drum județean/comunal | Nr. post 2020 | Poziția km a șediului postului | Sediul postului pe toată durata înregistrării circulației |
|---------|---------------------------------|--------------|-------------------------------|--------------------------------------------------------|
| 1 | DC 9 | 40C9XXX01 | 0+700 | Casa loc. Didileț Doru Com. Viișoara, sat Viișoara |
| 2 | DC 39 | 40C39XX01 | 0+500 | Casa loc. Puiu Vasilescu Com. Segarcea Vale, sat Segarcea Vale |
| 3 | DJ 543 | 40J543X01 | 22+850 | Casa loc. Buzală Marin Com. Lunca, sat Lunca |
| 4 | DJ 546 | 40J546X01 | 5+000 | Secția drumuri județene Com. Lița, sat Lița |
| 5 | DJ 546 | 40J546X02 | 19+700 | Casa loc. Gogoi M. Gheorghe Com. Saelele, sat Saelele |
| 6 | DJ 546 | 40J546X03 | 38+000 | Casa Popa Dumitra Com. Beciu, sat Beciu |
| 7 | DJ 642 | 40J642X01 | 61+600 | Casa loc. Chelu Dumitru Com. Islaz, sat Moldoveni |
| 8 | DJ 653 | 40J653X02 | 97+000 | Stație CFR Com. Salcia |
| 9 | DJ 653 | 40J653X03 | 108+800 | Cămin Cultural Com. Dracea, sat Florica |
| 10 | DJ 679 | 40J679X01 | 89+550 | Școală Com. Călmățuiu de Sus, sat Băcălești |
| 11 | DJ 653 | 40J653X01 | 76+100 | Primărie Com. Crângeni, sat Crângeni |
| 12 | DJ 612A | 40J612A02 | 33+449 | Baza de recepție Com. Crângeni, sat Balta Sărătă |
| 13 | DJ 612A | 40J612A03 | 36+817 | Casa loc. Rodica Marin Com. Crângeni, sat Crângeni |
| Nr. crt. | Data | Ziua săptămânii | Drumuri de interes județean și comunal |
|---------|------------|-----------------|--------------------------------------|
| | | | durata înregistrării zilnice (ore) |
| | | | intervalul orar |
| 1 | 13 aprilie | Luni | 14 |
| 2 | 28 aprilie | Marți | 14 |
| 3 | 6 mai | Miercuri | 24 |
| 4 | 9 mai | Sâmbătă | 14 |
| 5 | 26 iulie | Duminică | 14 |
| 6 | 4 august | Marți | 14 |
| 7 | 8 august | Sâmbătă | 14 |
| 8 | 2 octombrie| Vineri | 14 |
| 9 | 15 octombrie| Joi | 14 |
| 10 | 1 noiembrie| Duminică | 14 |
|
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finepdfs
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ron_Latn
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(Items not containing "Wheat, Oat, Barley or Rye" Allergens)
Please be aware that the Management Team of Bill Bateman's Bistro has not been trained on the intricacies of Celiac Disease or gluten tolerance and can't be held accountable for issues regarding this matter. Bill Bateman's Bistro is not a gluten free company and must inform the guests of potential cross-contamination with non-gluten free items. The menu listed below is recommended, but patrons are encouraged to make judgment based upon their needs and restrictions.
- BILL'S STARTERS -
- BURGER-
Crab Dip
A creamy blend of crab meat, parmesan cheese and Old Bay seasoning, served with celery sticks. 11.99
Texas Chili
A mixture of seasoned beef and beans topped with a cheese blend. 6.29
- SALADS -
- No Croutons -
Bill Bateman's Garden Salad 6.99
Caesar Salad 7.49 Small Caesar 4.49
House Salad 3.99
California Salad
Romaine lettuce tossed in a balsamic vinaigrette dressing, mixed with a medley of craisins, mandarin oranges, diced tomatoes, sunflower seeds and crumbled gorgonzola cheese then topped with grilled chicken. 10.99
- KIDS MEAL -
Grilled Chicken Breast
Fresh grilled breast served with broccoli. 4.59
- DESSERT -
Ice Cream
Fresh Certified Angus Beef® burger served with French fries.
Build Your Own "Bunless" Burger $10.99
Choice of Lettuce, Tomato, Mushrooms, Raw Onion, Sautéed Onion, Bacon, Jalapeños, Crab Dip Cheeses: American, Cheddar, Swiss, Provolone, Mozzarella, Pepper Jack or Smoked Gouda
- ENTRÉES -
Add grilled shrimp to any entree (4) $3.59
All entrées served with choice of any two sides: Mashed Potatoes • Baked Potato • Rice • Vegetable Medley Broccoli • House Salad • Chili
New York Strip Steak*
8 oz. Certified Angus Beef ® New York strip steak seasoned and cooked to your specification. 13.99
Chicken and Crab Chesapeake
Grilled chicken topped with our creamy crab dip, cheddar cheese, crab meat and Old Bay. 13.79
Grilled Chicken
Grilled chicken breast prepared with choice of any seasoning or sauce. 8.99
Tilapia Platter
Fresh tilapia filet broiled or blackened to perfection. 11.99 Topped with Lump Crab Imperial 13.99
Broiled Rockfish
Broiled to perfection. 14.99
All items have no flour related ingredients. We do our best to insure that no item is contaminated by flour surfaces, but there is flour used in other products we serve.
Vanilla or chocolate drizzled with choice of syrup and topped with a cherry. 1.99
*Consuming raw or undercooked animal foods may increase your risk of contracting a foodborne illness, especially if you have certain medical conditions.
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
|
finepdfs
|
eng_Latn
| 2,625
|
Véleményező nevelőtestületi értekezlet
Időpont: 2019. április 29. 14.00
A vélemény-nyilvánító titkos szavazás eredménye:
Kraft Béla László pályázatára 19 szavazat érkezett, melyből érvényes 19, érvénytelen: 0. Az érvényes szavazatok közül 19 fő (az érvényes szavazatok 100 %-a) támogatja Kraft Béla László pályázatát.
Véleményező alkalmazotti értekezlet
Időpont: 2019. április 29. 15.00
A vélemény-nyilvánító titkos szavazás eredménye:
Kraft Béla László személyére 23 szavazat érkezett, melyből érvényes 23, érvénytelen: 0. Az érvényes szavazatok közül 23 fő (az érvényes szavazatok 100 %-a) támogatja Kraft Béla László intézményvezetői megbízását.
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HuggingFaceFW/finepdfs/tree/main/data/hun_Latn/train
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hun_Latn
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SLOVENSKÁ TECHNICKÁ UNIVERZITA V BRATISLAVE
Ignác Chabroň, OsOS - CO - № - 0917 669 673, 0905 186 376
Bratislava dňa 20.05.2020
Opatrenia
pracovnej skupiny pre monitorovanie, vyhodnocovanie situácie a prijímanie opatrení v súvislosti s výskytom a šírením koronavírusu pri Slovenskej technickej univerzita v Bratislave
(Krízový štáb – KŠ STU)
Podľa § 2 ods. 2 zákona č. 42/1994 Z. z. poslaním civilnej ochrany je v rozsahu ustanovenom týmto zákonom chrániť život, zdravie a majetok a utvárať podmienky na prežitie pri mimoriadnych udalostiach a počas vyhlásenej mimoriadnej situácie. Toto opatrenie naďalej zostáva jedným z dôležitých nástrojov na zamedzenie šírenia ochorení COVID-19 spôsobených koronavírusom (SARS-CoV-2) v podmienkach Slovenskej technickej univerzite v Bratislave.
SLOVENSKÁ TECHNICKÁ UNIVERZITA V BRATISLAVE
Ignác Chabroň, OsOS - CO - № - 0917 669 673, 0905 186 376
Na Slovenskej technickej univerzite v Bratislave pristupujeme vzhľadom na pretrvávajúcu priaznivú epidemiologickú situáciu k výraznému uvoľňovaniu opatrení, ktoré boli zavedené pre epidémiu ochorenia COVID-19 vládou Slovenskej republiky.
Preto pracovná skupina pre monitorovanie, vyhodnocovanie situácie a prijímanie opatrení v súvislosti s výskytom a šírením koronavírusu pri STU (KŠ), ako príslušný univerzitný orgán vydáva nasledovné
všeobecné opatrenia:
- zakazuje usporadúvať hromadné podujatia športovej, kultúrnej, spoločenskej či inej povahy v počte nad 100 osôb.
- zakazuje usporadúvať akékoľvek hromadné podujatia súťažnej športovej povahy.
Pri usporadúvaní hromadných podujatí je potrebné dodržiavať nasledovné povinnosti:
- vstup a pobyt v mieste hromadného podujatia umožniť len s prekrytými hornými dýchacími cestami (napríklad rúško, šál, šatka),
- vykonávať častú dezinfekciu priestorov, hlavne dotykových plôch, kľučiek podláh a predmetov,
- zaistiť pri vstupe do budovy dávkovače na alkoholovú dezinfekciu rúk a dezinfikovať si ruky, resp. zabezpečiť iný adekvátny spôsob dezinfekcie rúk,
- zabezpečiť pri vstupe do budovy oznam o povinnosti, že v prípade vzniku akútneho respiračného ochorenia (napr. horúčka, kašeľ, nádcha, sťažené dýchanie) je osoba povinná zostať v domácej izolácii,
- zverejniť na viditeľnom mieste oznam s informáciou (piktogram):
- ak sa u osoby prejavia príznaky akútneho respiračného ochorenia, je potrebné telefonicky kontaktovať svojho ošetrujúceho lekára a opustiť miesto hromadného podujatia,
- pravidelne si umývať ruky mydlom a teplou vodou, následne ruky utierať do jednorazových papierových obrúskov,
- zákaz podávania rúk,
- pri účasti na hromadnom podujatí a pri príchode a odchode z priestorov hromadného podujatia zabezpečiť dodržiavanie rozstupov 2 m medzi osobami, to neplatí pre osoby žijúce v spoločnej domácnosti alebo pre partnerov,
- zabezpečiť dostatočné vetranie priestorov.
Športoviská - KŠ povoľuje :
- Možno využiť vonkajšie telovýchovno-športové zariadenia, bez šatní a spŕch,
- Možno využiť vnútorné telovýchovno-športové zariadenia na účely tréningov bez šatní a spŕch iba pre športové kluby (iba pre kluby!). Osoby pri výkone športu na vnútorných či vonkajších športoviskách nemusia mať prekryté dýchacie cesty, avšak po ukončení športovej aktivity, je nutné si rúško opäť nasadiť.
SLOVENSKÁ TECHNICKÁ UNIVERZITA V BRATISLAVE
Ignác Chabroň, OsOS - CO - № - 0917 669 673, 0905 186 376
Opatrenia na štátne skúšky pre akademický rok 2019/2020 realizované prezenčnou formou
V súvislosti s aktuálnou epidemiologickou situáciou a jej priaznivým vývojom, vyplynula pre Slovenskú technickú univerzitu v Bratislave adekvátna požiadavka usmerniť krízovú prevádzku fakúlt pri štátnych záverečných skúškach.
A/ študenti
- V rámci skúšok pozývať študentov do miestnosti iba po jednom, resp. v skupinách po dvoch študentoch, pri písomných testoch dodržiavať minimálne 2 metrové odstupy jednotlivých študentov medzi sebou (napr. obsadzovať každú druhu lavicu...)
- V prípade praktických častí skúšok by mali byť zabezpečené 2 metrové pre pracovné miesta, určené pre výkon praktickej skúšky, nemali by byť zadávané skupinové úlohy pre viac ako dvoch študentov,
- Každý študent musí byť chránený rúškom
- Používať vlastné písacie potreby , obmedziť osobný kontakt, vrátane podávania rúk
- Vyvarovať sa dotykov rúška a tváre rukami
- Priebežne sledovať svoj zdravotný stav – zvýšenú teplotu – pocitovo, kašeľ a pod.
V priestore a pred priestorom musia byť umiestnené dezinfekčné prostriedky na dezinfekciu rúk. Je veľmi potrebné krátkodobo a účinne vetrať miestnosť. Po celý čas konania skúšok je zakázané konzumácia stravy a nápojov.
B/ Skúšobná komisia
- Skúšky realizovať v najväčšej miestnosti (poslucháreň, učebňa, zasadacia miestnosť a pod.)
- Vzdialenosť medzi miestami skúšajúcich pedagógov musí byť minimálne 2 m ako aj od skúšaného študenta
- Každý skúšajúci musí byť chránený rúškom
- Používať vlastné písacie potreby, obmedziť osobný kontakt vrátane podávania rúk
- Priebežne sledovať svoj zdravotný stav (telesná teplota-pocitová, respiračné problémy, kašeľ a pod.)
- Vyvarovať sa dotykov tváre a rúšok rukami.
V prípade trvania skúšok viac ako 4 hodiny je potrebné vyhradiť prestávku na obed skúšobných komisii, v trvaní 30 minút. Pri konzumácii jedla je povinnosť dodržiavať 2 metrové odstupy medzi konzumujúcimi osobami v miestnosti určenej na konzumáciu jedla, pre každú skúšobnú komisiu v oddelenom čase. Pri striedaní komisii na čas obeda je potrebné miestnosť dôkladne jednorazovo vyvetrať. Vzhľadom na to, fakulty majú rôzny charakter, zameranie a spôsob štúdia a vykonávania skúšok je potrebné, aby si každá fakulta v rámci svojho krízového plánu upravila podrobnosti podľa vlastných špecifík. Je nevyhnutné, aby každá osoba svojim správaním prispela k čo možno najlepšiemu zvládnutiu tejto zložitej situácie, aby svojim konaním neprispela k šíreniu nákazy a neohrozovala zdravie iných. V tomto ponímaní je nevyhnutné prijímať a akceptovať toto Opatrenie. Týmto sa ruší Krízový plán opatrení zo dňa 05.05.2020 v celom rozsahu. Toto opatrenie vstupuje do platnosti dňom 20.05.2020. a platí až do odvolania alebo do vydania nových opatrení.
Pracovná skupina pre monitorovanie, vyhodnocovanie situácie a prijímanie opatrení v súvislosti s výskytom a šírením koronavírusu pri Slovenskej technickej univerzita v Bratislave, pod vedením predsedu krízového štábu STU Dr.h.c. prof. Dr. Ing. Olivera Moravčíka v.
r.
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A PROGRAM OF
MIX– THE NEW YORK LESBIAN &
GAY EXPERIMENTAL FILM FESTIVAL
Interviewee: Scott Wald
Interview Number: 132
Interviewer: Sarah Schulman
Date of Interview: June 1, 2012
ACT UP Oral History Project
Interview of Scott Wald
June 1, 2012
SARAH SCHULMAN: So we start – can you tell us your name, your age, today's date, and where we are.
SCOTT WALD: Okay. My name is Scott Wald. And today is June 1st; first day of June, 2012. We're in Chelsea, in Manhattan, on 21st between Ninth and 10th. I'm living here, and I'm 53.
SS: Same as me.
SW: Are you really?
SS: Yes, yes.
SW: I don't know how that happened. It did, it did. Life seems like a dream.
SS: So you didn't expect to hit 53, or because it passed so fast?
SW: Both. When I was, I explicitly remember, when I was 29 —
28 or 29 — my only hope was to live till 30. 'Cause I thought, for some reason
— it doesn't sound to my parents or anybody, it doesn't sound so young, like he died in his twenties. I thought that was a big achievement, to live till 30. And I
barely did.
SS: You got really sick at 29?
SW: No, actually it was shortly after that. It was 32, I think. Exactly 20 years ago, this summer — it's the 20th anniversary of when I was – I did almost die. I don't know if you're interested in that.
SS: I'm interested. Tell me.
SW: Okay.
SS: Yeah.
SW: Well, just to give you a little background: as far as Act Up, I
basically was not participating in Act Up anymore. And a lot of different things.
Maybe we can discuss that later, at some point. I had pneumocystis. And it was a lot worse than they thought. Lots of complications occurred, because they gave
me sulfa drugs – it's an antibiotic which I'm allergic to. And at that point, I almost died.
So I was in Cabrini Hospital, the now-defunct Cabrini Hospital, on
{JIM: I believe it was on 19th.}
SW: And all the nuns were running [UI] around. And it was the summer, and I remember just – I was so sick that I could barely see, I was on
oxygen. And all I could think about was that this wasn't supposed to happen: I
thought I'd escaped this.
It didn't seem like it was happening to me; it felt like it was happening to somebody else.
I was in the hospital for almost a month. When I did get out, I was very weak, but I got better.
SS: You came back to this apartment?
18th Street.
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3
SW: No, I hadn't moved here. I was living in the East Village. I
remember going to a bodega when I got out, and I remember Whitney Houston being on the radio. What was her big hit from Bodyguard?
SS: {SINGING!} I will always love you.
SW: Right. I remember buying something. I think it was one of
[UI] my first days out. And I remember – I'm a real sentimental person; I always remember things that, music that – and that song was on the radio in this bodega
on First Avenue and like Fourth Street. And I thought it was so beautiful. And I
just remember that. I thought it was gonna be okay. I think that's just how I left that bodega that day.
And it did; it was okay.
And then the cocktail came around.
SS: What's the consequence on you of having had an experience like that?
SW: Well – it sort of was a conclusion to a larger experience. It was part of a continuum. The promise that I thought I had of life, the hope I had,
the dreams I had; the excitement of life, was largely squashed much earlier than that, you know. The epidemic started.
And you can tell me if this – if you're not interested in this.
SS: I'm interested.
SW: Okay.
SS: Yeah.
SW: You will let me know. I grew up in Chicago. I went to college; I came back; lived in the city; came out. And I just, the world was my oyster. I mean, I just thought it was absolutely beautiful. I was surrounded by a lot of positive people. I had two cousins, my two first cousins, Chuck and Howard — one on the East Coast, one on the West Coast — and they are both gay. And they were much older than I was. And when I came out, they said, you're part of our – we sort of had an idea; it's no shock – they saw me as like a little nine-year-old gay boy. So they just had to wait. And they were both amazing. They were both very – my cousin Chuck, in San Francisco, was a big part of the gay community there. And he lived in a commune. They lived in a commune in San Francisco, where him and his lover — they used the word 'lover' {MUMBLE} — and they lived with other, like, gay women and straight couples with children, and they all took care of the children, and they all shared all the responsibilities. And they were part of – they were safe in their community, and they also were connected. So I saw a lot of promise in that.
My cousin Howard taught English to Spanish-speaking immigrants. He lived in the Village.
So they were both big influences on me. And that was very exciting.
Early on, before I moved to New York — I moved to New York in 1985 — and before that, I had that relationship with my cousins. And I also had a
5
boyfriend in Chicago, who was 12 years older than I was. Who was just the greatest guy in the world. He was just – he treated me like royalty. {GIGGLE}
I mean, we met in a leather bar. {LAUGHS} And it was just great.
We had –
SS: The Gold Coast?
SW: Touché.
SS: Oh, okay.
SW: I can tell you stories about Touché. Chicago is very, very, like, out there, as far as sexuality. Way more out there than New York, actually,
in the bars. His name was Pat, and he was a vice president of a bank, but yet very cool. We rented cars; he didn't have a car, and he would rent a car and take me
places, and make cookies for me after having great sex. He was just a great guy, all around. And he taught me how to have a gay relationship – that it wasn't just
backrooms or bookstores. Not that he was averse to some of those experiences;
but that wasn't his entire being, which I totally aspired to.
I was in the hotel business at the time. Don't even ask me how I
got there. I was a journalism major in college. But I got a job with Marriott
Hotels believe it or not [UI] – 1984, and they like slipped a piece of paper into our paste-ons before the elections – the Marriott family would greatly appreciate you
voting for Reagan-Bush.
SS: Wow.
6
SW: Yeah. That was interesting. But anyway, so I moved here.
And I left Pat. We just decided we weren't gonna hold on to each other. We loved each other, but I was gonna be here, he was there. But we were still very
close.
I should say that the year before I came to New York, my first cousin, Howard, died. And that was a time — just to backtrack a little bit — I
was in Florida, in Key West, on vacation. And still very, very green, very idealistic. I was just so excited about life. And AIDS was something we weren't
hearing in the early '80s. In Chicago you didn't hear about it very much. Howard
Brown Clinic, which is the health clinic there, was always packed. It was a party there, when I was coming out of the closet. Everyone's had STDs. I think –
there's been a lot of revisionist history of what that was like. Sure, we all had those things; but we all, like, came together – [and there were] people helping us.
We sort of wore it like a loose garment. I don't think we saw it as anything else.
My parents were down there for the winter, and they picked me up in Fort Lauderdale, and they told me that Howard had died. I didn't even know he
was sick.
SS: He had never told you.
SW: Never. He kept it secret.
SS: And they said he died of AIDS, or they just said he died.
SW: No, they said he died of AIDS.
SS: Okay. All right.
SW: And I grew up in a very – supposedly liberal family, Jewish family. But my mother was just – this was very difficult for her. Very difficult. I think it still is; my father has passed away now.
But when I came to New York, Pat died. And I think I saw, at that point – that was before Act Up.
12:10 I didn't see any hope at all. It was 1985. And then several months later, my cousin Chuck got sick, in San Francisco. And he died in '86.
So within two years, those two died.
And then my roommate died a year later.
SS: Here.
SW: Yeah. My first roommate in New York.
SS: Who was that?
SW: His name was Ron [Kwall]. That was my first apartment – just three blocks, exactly three blocks from here.
SS: So he died while you were living together?
SW: No, I had actually moved out of that apartment – SS: Um hm.
SW: –when he started getting sick. But he was old-school, like gay New York. He was older than I was, and he was into leather, and he was into opera and all that. He was a character, a real character. We actually had those in New York, right? {MUMBLE}
8
SS: There's three or four left.
SW: There's three or four left? So that was a very difficult time. I
felt very powerless. I started drinking heavily at that time, which I never did before.
SS: Did you think it was inevitable that you would get infected? Or did you already know that you were infected?
SW: Well – I started to – yes, I didn't know if it was inevitable, but I just assumed I was. And then I did know that when Pat got sick, obviously, that I was probably sick. But I was – I [never] felt sick at the time. I think that was an appropriate word, 'cause there was no – there was no hope at that time — at least I didn't have any — and I didn't think there was any way to act on it.
And then I dated. It was difficult, in those days. I didn't really like it. I went out with guys that didn't want to kiss me. Forget about having other kinds of sex.
SS: Didn't want to kiss you 'cause you were HIV-positive?
SW: Yeah.
SS: Okay.
SW: There was a lot of fear, yeah. I felt like I was a pariah. And other people that were – at that time, there wasn't really an HIV community. I mean, there was – GMHC had started, but most people were sick and dying, or they didn't know if they had the virus or not. That's how I saw it, anyways.
That's what it was like in Chelsea, was, you know, people you had seen, and a month later, hear that they were dead. That's what life was like.
Yeah.
But I went on, you know. I tried to – but it just became harder and harder. It wasn't until Act Up that I felt like I – I think I went to the March on Washington, which was in '87, and I knew about Act Up. I knew a couple people in it. I just didn't know if I – I don't remember what clicked, but I realized at that point that I had to be one of the people doing – you know, on the right side of this.
SS: Now, had you ever been politically active before?
SW: {LAUGHS} Well, in junior high school, I was recruiting people to vote for McGovern. And I was working on his campaign, even though everybody was [not] voting age. But I would try to get their parents to, in a largely Republican suburb. But that was, yeah – I had worked on campaigns all through the years. In '88, I worked for Dukakis.
I have to say, though, that I wasn't – it was here and there, at that point. I think coming out – I did think it was political. I marched in the parade in Chicago. In my own little ways, I was political. And Pat – [I just cry] to talk about him. He's one of my heroes. Because he had a lot to lose. He was an executive with a big bank in downtown Chicago. When I was working for Marriott, he came down to visit me. We actually made a couple trips. I was working in St. Louis at the time, and we took a trip to the Ozarks. They had a Marriott hotel in the Ozarks; Lake Osage. Maybe the most conservative place on
10
the face of the earth. The only thing you could buy in the souvenir shops was little Jesus figurines. Which I thought was actually sort of cute. When they asked
us to – we did this in St. Louis as well, after that. But they asked us what kind of room we wanted, and [do you want] separate rooms. We said, no. And he said,
no, we don't want two beds, we want one. 'Cause I was afraid to say it. And he was, that's the kind of person he was. ‘Cause I was afraid.
SS: Sure.
SW: Who I was working for. I thought I was gonna lose my job. I
thought that was a big possibility. And that might have actually been the reason I
left there. I wasn't getting along with people above me, and I wasn't sure what happened. But I found that – I'll always remember that – one of those situations
that I realized I could be bigger than I think I can be. Which is hard.
SS: Yeah.
SW: Today, it doesn't seem like much, but it was a big deal then.
SS: Believe me, I totally understand.
SW: You do, right?
SS: I'm exactly the same age. I remember the whole double-
SW: Yeah, we're talking, yeah.
SS: Yeah, exactly.
SW: We're talking like 1983, '84.
SS: Right.
bed crisis.
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So you said you had a couple friends who were in Act Up. Why were they?
SW: {SIGH} God, I don't even remember. I don't think they were actually that involved. You know what I mean? They went to an action or something, and told me about it. I don't remember even who I went to the first meeting with anymore.
SS: When did you come to Act Up?
SW: I think it was at the end of '87, early '88.
SS: What was going on when you first got involved? Do you remember?
SW: I knew you were going to ask. I was telling Ken that my memory isn't as good as it used to be. Well, everything was going on. We were coalescing around a lot of different things. There were a million zaps going on. Which I thought were amazing. I can't underestimate, I think it's, Sarah, it's been said in the documentaries – but for me, my personal experience was – just the most beautiful experience I ever had, when I went to Act Up. It was a spiritual experience. Yeah. 'Cause I thought I lost that – like I never – wouldn't – I would never see that. When I was younger, I was sort of involved with the synagogue youth groups. I was very involved, and I was very – I would plan retreats, and put on productions of Hair. It was very hippy-dippy. We sang Simon and Garfunkel at our services. That's really a throwback; that was when I was in high school. Everybody kissed, and everybody was like really warm to each other. But when
that was over, I never found my place – I never thought I could be Jewish like that anymore, for instance. And that was – at the time, I thought that was a powerful statement, not to be involved in my religion. But I think I was fooling myself that I didn't need something like that.
SS: Right. So were you a zap queen? Did you like to do zaps?
SW: I was total zap queen! Which is amazing! I mean – gosh – I mean – I think I just destroyed your system here.
SS: No, you're fine.
X: Not yet.
SW: Okay. Let me get untangled. Yeah. I was. I remember a lot of the big demonstrations. I was at the Mall; City Hall; FDA, CDC.
SS: Let's start with the zaps.
SW: Okay.
SS: Did you plan them, or did you go – were there any where you were involved in the planning?
SW: I think I – yeah, I mean I think – somebody came up with the idea, and then we all planned on what to do. And I think it was, it was very collaborative.
SS: Is there one in particular that you loved?
SW: I remember [going] to Stephen Joseph's house.
SS: So you were one of those people who went to his house.
SW: Yeah.
Koch.
SS: Where did he live?
SW: On the Upper East Side.
SS: And can you explain who Stephen Joseph was?
SW: Stephen Joseph was the commissioner of health under Ed
SS: And why did you –
SW: He was public enemy number two, back then. And that's –
SS: And number one was?
SW: Huh? Well – well, between him and Reagan, I think it was close. But definitely it was Ed Koch, the mayor. Which was interesting for me personally, because it was the first time – I mean, I saw him before I came to New York, I sort of saw him as a folk hero.
SS: Stephen Joseph?
SW: No, Ed Koch.
SS: Oh. Why was he a folk hero?
SW: Well, just because – like during the – was it '83, or – when he
– there was a strike, a transit strike, and he was telling everybody to walk across the bridge. He just seemed like, someone like Harry Truman. Of the people. A
Jewish urban version of that.
But – I later found out that, very soon, I started to educate myself.
SS: And what was the complaint against Stephen Joseph?
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SW: What was the complaint. Well, there were budgetary concerns. We just didn't think he was bringing to the mayor the urgency of the epidemic. I'm sure there were a lot of other things he didn't do. But we saw him as someone that was sitting on his ass while people were dying.
SS: So did you have –
SW: The mayor, he was the mayor, so he had his own issues. But he was the person supposedly in charge of this epidemic in New York.
SS: Well right. But going to someone's house is fairly dramatic. Did you have any questions about doing something like that?
SW: No. I never did.
SS: So who did you go with?
SW: I was always willing – I think from the start, I was willing to put my body on the line.
SS: So who did you go with, to Stephen Joseph's house?
SW: Don't remember, Sarah. I'm sure it was my friends.
SS: And what did you guys do –
SW: I mean, I went to a lot – hm?
SS: What did you do when you got there?
SW: We probably banged on drums, or we yelled and screamed.
We made our presence known. That's how I remember a lot of these things. We're here; you can't ignore us. And what you're doing is wrong. We did that so many times. Like at the FDA. Later on, a lot of us went – that was in the
15
documentary. I was there. And we went, we broke into a hearing on the approval process of some drugs. We broke into that meeting, a lot of us. And that was, of
course, a little more – we had become very important by then, by 1990. At the beginning, I think all of us were just finding our way.
SS: Did you ever get arrested?
SW: Um hm.
SS: What was the first time you got arrested?
SW: {SIGH} I want to say City Hall. I was arrested at the FDA, the CDC; Trump Tower – which I will never forget. His goons – really beat the
crap out of me.
SS: Really?
SW: Yeah. Yeah.
SS: So what happened in all of these arrests? So they would just take you – so what happened at Trump Tower? It was Trump's guys
who beat you –
SW: We were doing a zap. That was one of those instances where we were doing a zap. And that was just – it wasn't directed at Trump as much as
it was directed at awakening the top one percent, so to speak. We didn't have that language then, but the people that –
SS: Actually – I think I was there with you.
SW: You were?
SS: I think it was about homelessness.
SW: Was it?
SS: And we all laid down on the ground –
SW: Probably.
SS: – and then threw these –
SW: Well –
SS: – leaflets from the fifth floor?
SW: That's what it was, Sarah. But I went up to the, on the escalator.
SS: Oh, okay.
SW: And that's where they grabbed me. 'Cause I think I separated from the group. And they – yeah, they brought me downstairs, they banged me on my head, like they punched me in the head before I got in the van, in the back of the van. I can [almost] see this guy's face right now.
I just thought that was shocking. Immediately I thought, like, this is a person that's the most, you know, admired people in New York, and [it's just what's], what's going on.
SS: And so when something like that happened, did you press charges, or did you just have to eat it?
SW: I ate it. I never did press charges. Maybe I should have. As bad as that was, I thought I was taking one for the team.
SS: Right. So can you tell us what it was like to be arrested with Act Up? What would happen?
16
SW: We knew what to do. We had civil disobedience training.
We became sort of experts at that. And usually — that Trump incident withstanding — we usually knew that we were – where we were going would lead us to an arrest. We were sitting in the street, and they told us, You are gonna get arrested. We knew that was gonna happen.
It was fairly orderly. I don't think we, at the time — I'll be honest with you — I don't think we appreciated the dangers or the risks completely. That's coming from a 53-year-old guy.
SS: So did you ever stay overnight in jail?
SW: No. I don't think I did. Actually, in Columbia, South Carolina, I think we were there for awhile. That was my favorite arrest.
SS: You were arrested — okay — that, you have to tell us that story, 'cause we don't know about that.
SW: You don't?
SS: No.
SW: Oh, that was the best action that we did.
SS: Okay. Start from the beginning.
SW: I mean – I'm surprised that – well, no, we – the gay community — the gay and lesbian community in South Carolina — they were fighting for their lives against this legislation that was being passed – anti-gay legislation. Pretty severe at the time. And I think the very, very – HIV laws that were unparalleled in the country. And these people were – I mean – along with
my boyfriend, Pat, these were some of the greatest people I met. They asked us to come down. I don't know how that happened, but the four activists down there and their friends, who worked in the beauty salons, and the hairdressers and people in the shadows. I know that sounds sort of – very 1965, but in this country, at the end of the '80s and beginning of the '90s, that's what gay life was like in the South, for sure. These people were very brave.
We got a bus down. I can't remember if it was one or two. I think it was one. And we drove down there, to help them, do a demonstration with them, on the steps of City Hall – excuse me, at the state capitol, you know, with the Confederate flag proudly flying.
And we got arrested there. That was scary. We were in Columbia, South Carolina. But so were these other people. I felt like they were putting themselves out there, they were demonstrating on the street with us. We went to meetings – sort of planning meetings with them. They wanted to throw us a big party – like that's, you know, Southern hospitality. It was [something of the quality of] like a dance hall – we all sort of were snobs – we're all like East Village–elitist. But we all had a really good time. And they were amazing. They were so appreciative of us coming down there. I'm surprised you haven't heard about that.
SS: No.
SW: Yeah. That was one of Act Up's big things that we did. I thought.
19
SS: So how did you end up getting arrested?
SW: Well, probably during the demonstration, I think it was, yeah.
SS: That must have been really scary, those police there are frightening.
SW: Yeah. Again, it was scary. I don't think that we – I think we sort of knew that it was pretty dangerous. But again, we were – we drove down
there on a bus, saving people's lives. That was the least of our concerns, at the time. I do feel like that was so important, because – we were getting [beyond] the
science, to people's survival. Not only from HIV, but just as – people like me, who was prancing all over the place, in New York. These people couldn't do that.
So that, for me personally; that affected me quite a bit.
SS: Did you have an affinity group?
SW: Yeah.
SS: Which one were you in?
SW: Wave 3.
SS: Okay, so who else was in Wave 3?
SW: Oh, god. Jim Eigo, Melissa Pritcher; Mark Harrington; [Pam
Ealing]. I know I'm gonna leave other people out. Mark Fisher. And there were others.
And I apologize for this, for those [who hear this] history without me mentioning their names. But when I've seen other oral histories, they've
forgotten my name.
SS: Okay.
SW: Tit for tat.
SS: So how did Wave 3 get started?
SW: I don't know. That's very interesting. I think that someone just asked – I know someone asked me to work with them. I was very close with
Mark – oh yeah, Spencer Cox was there, Ken was involved, to some degree.
Even though Ken was sort of a [UI], but –
33:41
And I think Mark probably got me involved, Mark Harrington.
Mark and I were very close. Very close.
SS: So how often did Wave 3 meet?
SW: A lot. Act Up was part of our, a year of absolute immersion in this. I'm sure it's [UI].
34:08
But there was something every night, including once a week, we met at somebody's apartment to discuss actions. And it would go on for hours
and hours. And then it sort of morphed into somewhat of a treatment and data group. Which I particularly loved, because, you know, I don't have a science
background. And I was able to have a conversation – I felt like, okay; it felt good to me. I was always a bad math student. I [didn't know] if I could have a
discussion about math, but this is something that, I was always interested in
20
science and this kinda thing, but I never really did anything with it. I wasn't really involved.
SS: Did you make your own treatment decisions based on what you learned in Act Up?
SW: Uh – well, there weren't that many decisions to be made, at the time. I think I was – on AZT, at one point – during that time.
SS: And there was a lot of discussion in Act Up about AZT.
That was hugely controversial, right? So did you – some people refused to take it.
SW: Yeah. You have to understand, back then, it was very toxic, because people were taking so much of it.
SS: Right.
SW: To seemingly no efficacy, because it was –
SS: Do you remember the dosage that you were on?
SW: {SIGH} I don't.
SS: And why did you stop?
SW: If you ask me right now all the different medications. You probably will [UI].
35:49
I can tell you what I'm on now.
SS: What are you taking now?
SW: Huh? Isentress and Truvada. I just changed from Atripla.
22
SS: Why did you change?
SW: I think – I have liver issues. So there were – I'm also Hep C–
positive. Which I don't usually talk about. But we can talk about that. I'm open to talking about that. And a lot of other people are – that's another issue
altogether.
But anyways, that was one of the reasons. And also, I knew there were more drugs that had been [UI] approved since I started Atripla.
36:37
SS: Right.
SW: I was very curious about them. And I was doing well; but not great. And I was undetectable, but my T-cells have always been very low. And they have been since the beginning. And they haven't gotten much better. So I was willing to try something else. And I heard this was easier on the body altogether, this combination.
SS: Okay, good.
SW: So that's why I switched.
SS: Good.
SW: The Atripla was very easy, it was one pill a day.
SS: So if you were in T&D, and –
SW: Yeah.
SS: – I mean, Mark Fisher died; Mark Harrington lived. Were people talking about what medical routes to take?
SW: No.
SS: That's so weird. Why was that?
SW: No, they were – {SIGH} – you know, that's interesting. We didn't think there was mu-, you know. Especially, we're talking about 1988, ‘89.
SS: Okay.
SW: You're talking about seven, eight years before – '96 was when most people went on the cocktail – ‘97. So this was quite a bit before that. And
at the time, we were not – most of us had tried AZT, and gone off of it. 'Cause it was all about quality of life. If we were on AZT, we couldn't do what we wanted
to do. And people were trying all kinds of things at the time, through the '80s.
[The '80s were] chock full of experimental drugs; cracking an egg on your head three times a day –
SS: Compound Q [UI] –
38:12
SW: I'm being facetious. But like –
SS: Yeah.
SW: – some of those were that silly.
SS: But you avoided that. You didn't take dextran sulfate, you didn't take Compound Q, you didn't –
SW: No.
SS: And how were you wise enough to do that?
SW: I always thought that as long as I was feeling good, I wanted to stick with that. I was sort of in tune with my body that way. I saw a lot of
23
people ahead of me try it, and succeed. And I didn't know my — well, that's another issue — I did not know my HIV status until 1989–
SS: Oh, okay.
SW: – '90. Yeah. I just assumed I was; I just – I didn't see a reason to get tested, at the time. But I knew I was. But there wasn't a test till '84.
SS: So why did you decide to do it?
SW: Um – I had a new doctor, and I think he just, you know, asked me if I had had one. And [after] he saw my labs, and – there was no record of that. And I said I would.
SS: So did people in Act Up – so if you didn't –
SW: I was more devastated by that, by the way, than I thought I was gonna be.
SS: Oh. That's interesting.
SW: Yeah. It hit me like a ton of bricks. The reality of it. You know – ignorance is bliss.
SS: Right. But so people in Act Up who felt that they were positive were not discussing their own treatment. And were people talking about whether – and were not talking about getting tested or not getting tested. In other words, there's a public conversation in Act Up, and then there's a private conversation.
25
SW: Yeah. I didn't know anybody was positive. I mean, early on, I just, I don't – I was friends with Vito Russo. Vito was – Vito was friends with my cousin Howard in New York. They went way back.
SS: What was Howard's last name?
SW: Solomon.
SS: Okay.
40:25 SW: Howard and Chuck Solomon. My aunt Betty, who was their mother, became – she was a judge [UI] [UI] – my uncle, her husband, was a judge, and very – very cultured and very sort of shut down. She ended up having two gay sons. And it wasn't until they were – especially when her first son died, she became totally dedicated to her son in San Francisco. And not only that, but somewhat of an activist. She dragged my mother to PFLAG at one [UI] time. She lived with him for awhile, slept in his bedroom. She became very close with all his friends.
And when he was diagnosed, and he realized he was gonna, he didn't have much longer to live; she decided that she was gonna throw him a memorial service while he was still alive. And it was amazing. 'Cause, like, why have it after you're gone? It was a huge celebration. He was involved with theater, and so there was a lot of just – exuberance there, and love, and yeah. And he had a great time.
And it was amazing. 'Cause I thought, like – and I did, that sunk in too, early on; that you have to appreciate life.
41:55
And it [always hasn't] been easy for me, but that was –
SS: Do you feel like your friends in Act Up, that your conversations with them were very honest?
SW: Hm. No. Not the way I see it now.
SS: Yeah.
SW: We were together all the time. It was extremely intense. A lot of the conversations that we had, we were like – we were at the bars, definitely we were drinking a lot.
42:37
After meetings, and after, like, [their] three groups, et cetera. And I don't think a lot of us talked, none of us talked about what was really going on inside. And I think that's an element of youth, and just sort of an element of [what a] crisis that was at hand. People were dying, you know. I had other friends that were dying as well, outside of Act Up. Vito was one person, and then – who was a super-cool person. I don't know if you –
SS: Yeah, we knew him.
SW: Yeah, yeah. I mean, he was just – you know – he lived up, you know, he lived on my block when I first moved here, on 24th Street.
A funny story was that he was, you know, he had a lot o' different – his life was fairly compartmentalized. You might know, he was an activist, he was a film historian; and just sort of a real New Yorker. And one day, I was at his apartment, and it was his birthday. And I don't know which birthday it was. He
27
was living in his walk-up, in [sort of a] crappy building on the corner of 24th and
Ninth. But it was definitely like a pilgrimage, going up there, 'cause, you know.
And I was up there, and we were just talking, having, whatever we were doing. And the doorbell rang. And the person at the door said, look outside.
And he said, we have something for you. There's a huge, huge limousine out front, on 24th Street. And – it was someone – now the name is escaping me —
one of his socialite friends — was delivering a birthday present. It was like a huge check. It was sorta like five thousand dollars, or something just crazy. And
the driver, like, came up the stairs and [got to] the door. {LAUGHING} I just thought that said a lot about him.
SS: Yeah, he crossed worlds, definitely.
SW: He crossed worlds, yeah.
SS: Yeah.
SW: He was one of my role models. It was very intense, and a lot of people – we were very serious at the time. And we didn't talk about what was
going on, and how much the anger was affecting us. I have seen that through the years, in the subsequent years, like a lot of – a lot of damage that's been derived
from that, I can see [that] now. We didn't know better. We could always [stay angry]. We were so enmeshed in crisis.
45:18
Brian Damage was [in there with us]. I don't know if you knew
Brian.
SS: Sure.
28
SW: And he was someone I became very close to. I curated an art show for him. And he was very – again, it was something I never did before.
{MUMBLE}. I do some work, but it's not enough. But anyways, he was someone who inspired me quite a bit. And he got sick, and it was really, it was
extremely difficult. There wasn't any, there was probably not much difference between his case in St. Vincent's and a lot of other people that were there. Nurses
weren't changing the bed sheets, and – going to the nurses' station with the dirt, you know, begging for new laundry – and his meds, and tension – being ignored,
and –
Yeah. And we knew it was basically was a death watch.
SS: And did he know that?
SW: Yeah.
SS: Did you guys talk about that?
SW: {SIGH} Uh – no. No. End-around, we talked about it. He would say things like – he would want something from the store, like the grocery store, like a candy bar or something. He said, there's money in the drawer. And there'd be like a twenty-dollar bill or something. And I said, well, I said, I'll bring you the change, or whatever he wanted. And he said, oh, don't bother, I'm not gonna need it. Like that kinda thing.
So he knew. That was really hard, on Mark as well. On a lot of us, though. There were a lot of people there that we weren't friends with that were suffering as well.
SS: Was there any particular campaign that you felt very, very proud of, particularly? I know you were involved in almost everything.
SW: Yeah, I was.
SS: Yeah.
SW: The only big action that I didn't go to was Stop the Church. I think probably the FDA action.
SS: What did Wave 3 do at the FDA action?
SW: Well, we wore our white lab coats, of course. I think we – we took over – I say we corrupted one of their, like, office, like research rooms, or something like that.
SS: Oh, you went into the building?
SW: Yeah, not the main building; it was [over] on the side, we got into. And I think we waited there for awhile. And we of course did everything with the group, but I think [when] no one paid attention to us, we left.
48:20 [UI] to be arrested there, but nothing happened.
That was – we had treatment-issue information we were passing out. And we had put a lot of work into that. By that point, we were all about the solution. That's what we were interested in, by that point.
SS: Did Act Up ever do anything that you really disagreed with?
SW: Hm. That's a good question. No. You know what? I really don't.
SS: What did you feel about Larry Kramer?
SW: I have wildly divergent feelings about Larry. He was someone I got to know. He was – I thought he was a performer. I never – his whole shtick – he did a lot of – I think he was all about his shtick, which really offended me. 'Cause if you got to know Larry, [UI] – 49:40
– you know – he was like, sweet and gentle, actually. If you went to his apartment – we talked about his Oscar nomination, for Women in Love. {LAUGHS} Which is one of my favorite movies, 'cause Alan Bates is delicious, and he's naked in it.
Yeah. The usual. I mean, his sort of ownership of the creation of Act Up.
SS: Where did mourning take place during that time?
SW: In the Act Up meetings.
SS: In the meetings.
SW: Yeah. We didn't take a lot o' time for that, at all. I don't remember going to – you know what? It's interesting; I remember going to – we had some memorial services. But at the time – there were many people that passed away that we either weren't allowed or we weren't encouraged to participate in – families – we had some arguments – a lot of the families came in, and they took the body, and everything was back in Cincinnati or something.
SS: Do you have any examples of that?
SW: I think, yeah, Brian was one of those people.
SS: His family took his body?
SW: Yeah, I guess so. I mean, they just, you know, there wasn't a service, and they took everything, and –
SS: What was his real name?
SW: I remember getting into – I have a couple things of his, but they basically took everything in his apartment. I mean, we were his family. And so – it was very difficult for us – to think that these strangers were coming. But they were his family. We didn't know them.
SS: What was his real name?
SW: I don't know. I used to know that. I think you could safely say his name was Damage. I think he'd appreciate that. 'Cause that was – that was his name that he took with his community. And that's what was important [to him]. That's where the love was. Family is love, right?
SS: That's the idea.
SW: Well –
SS: That's what it's supposed to be, yeah.
SW: Yeah, well, wherever you find it, you know. It doesn't have to come from your blood relatives.
SS: So how did you feel in Act Up? Did you feel respected, or did you feel –
SW: Interesting question. I probably – I mean, I felt I was respected; but not to the extent as – I think there were a few people that always
had, took all the respect. But I have to take responsibility for that. I think a lot of it was fear of really competing. I felt like I was competing with certain people.
And I didn't feel like I needed to, as well. I mean, I was – working – I felt the respect of people like Mark and – Jim. That was enough for me. These people
were very – they were very into all the science. And the fact that they appreciated my opinion, and I was able to communicate in their language, was enough for me.
And I think by putting myself out there, and getting arrested, and being at those meetings every week. That was a bigger part than most people
probably give people credit for. I think that just going there and seeing a roomful of people; that people were staying committed; that was very important to
everybody. Some of the most important people were the people that just gave the best hugs in Act Up. ‘Cause that's what we needed, too.
SS: Yeah.
SW: {SIGH} You know, Sarah, I can't – it was the most important thing in my life, to this day. And then it was over. And – I got sick, I got – life happened. And we splintered.
SS: Why did you leave –
SW: Some of us were so – why did I leave?
SS: You say you left in '92, right, before you got sick?
33
SW: Probably. Well – I think – the group was – our group [was splinter]. I mean, I think that the identity politics was – we thought was ruining
Act Up.
SS: What does that mean, by the way?
SW: Huh?
SS: What does that mean?
SW: Well – we thought it was – I mean, we thought it was invasive that, like, Hispanics were [UI] [a voice] at the table. {LAUGHS} You know. You
know what I mean? We didn't say so, but I think we did, 'cause we thought it was taking away – a lot of the issues came up. I think that there – I can't
underestimate the male – you know – white male power structure was very much intact there. You know? I thought so. And other people were allowed to, you
know, to sit in the audience, but we were on the field. And – it just makes [UI]
[UI] [UI].
55:35
[unspeak] –
SS: That's okay.
SW: In the stands, I should say. {LAUGHS} You could appreciate that, Sarah. {LAUGHS} And when people started standing up for these issues, at
first –
SS: So wait, for which issues?
SW: Well, like women's health, for instance. And all the, quote
34
56:00
– now we consider them majority issues, but – vis a vis HIV, but they were minority at the time. At least those were very silent voices. We didn't
really – you know – this may sound harsh, but I do, I felt like we – for a lot of us
– and I'll even include myself in that – we had the singleness of purpose, and it became getting drugs into bodies.
Like Queer Nation, for instance, which I was part of, around the edges. We appreciated all these things, but we felt like they were gonna, they
were breaking us up. We were so focused that anything that was divergent from our original purpose at the beginning of Act Up, we thought was gonna destroy
us. And I think it did.
SS: You're saying that when women with AIDS or Latinos with AIDS wanted to make their issues – wanted Act Up to do things that
would be more central, or that would address their needs –
SW: Um hm.
SS: – that the guys in Treatment and Data felt angry about
SW: I don't want to just single them out.
SS: Okay; some guys in Act Up felt angry about that?
SW: I think the original people in Act Up – you know, the people that were there at the beginning.
SS: Right.
that?
SW: And that included some of the women. I think I – specifically with Treatment and Data, that putting drugs into bodies was their focus, was our – it wasn't my focus. My focus was, that was part of my focus. [Mine], personally was empowering other people to know that there was hope, and change could happen, and to be a power of example. That was my major focus. And I realized it was saving my life, selfishly. Not medically, but just my spirit. And it was, it did save my life, I think –
SS: Yeah.
58:05
SW: [UI]. And there was community.
SS: You know, Scott, you're the third guy in three days –
SW: What?
SS: – to bring this up. It's really interesting.
SW: What is that exactly?
SS: In the last three days, the three people, all very nice people, that we've interviewed –
58:28 SW: [UI] included –
SS: – have said that when women with AIDS, or people of color with AIDS have different needs in order for their AIDS issues to be addressed, there was a problem. And really honestly, if you can give me insight into why. And I'm not gonna argue with you; I just really want to know.
36
SW: No, I mean – I mean, I think it's – it's on its face, what it is.
Prejudice. In the traditional sense. We all have it. And when those issues came up, we needed to deal with it. The downtown New York gay scene was very
insular. And those were the people that, you know, a lot of people came from the
– you know – either jobs on Wall Street, or the drag clubs in the East Village, or they came from Bennington, or wherever they came from. Those were all largely
very, in their own ways, very insular communities that didn't have a lot – and I
came from a family like that. We weren't allowed to say pejorative things about blacks, Negroes at the time – or anybody else, at the dinner table. We were
definitely not allowed to say the N word. We were taught that that was wrong, we should never say that. There were Humphrey Democrats, civil rights was very
important. But when it came to their neighborhood or it came to my dad's [UI] in his business; those issues came up –
60:38
– and it's there. People's security is threatened, emotionally and physically, by change. And that's –
SS: So Act Up was like the neighborhood, and it was like, not in my neighborhood.
SW: Exactly.
SS: Amazing.
SW: Huh?
SS: That's really interesting.
37
SW: Yeah. And that destroyed Act Up. I mean, it destroyed, in its original state, anyways. Once we moved to Cooper Union, as well, that – heh – that was horrible, too. 'Cause the big part – I mean – I hope that's been discussed by other people –
SS: No, go ahead.
SW: When we were at the Center, we were like, I mean – we couldn't breathe.
61:25 And [UI] [UI] the Center, you know, the Keith Haring – you know, like the big art fest, when they put all that murals –
SS: He did the bathroom, right?
SW: He did the bathroom, and the stairwells, and – which we were having sex in, by the way, during Act Up meetings. Um – {LAUGHS}. I don't know if anyone's told you that.
SS: No.
SW: No?
SS: No one.
SW: {LAUGHS}
SS: You are the hundred-and-thirtieth person I've talked to, and you're the first person who said you had sex during Act Up meetings.
SW: I hope it doesn't surprise you.
SS: It doesn't surprise me, I'm just amazed that no one else has mentioned it.
38
SW: Well, and then, you know, you were like, it was this – it was just like, great. I mean, this is our space, you know. And we did with it what we
thought we wanted to.
SS: No, [good].
SW: It wasn't nearly as institutional as – we weren't the LGBT
Center, obviously, or – you know, gay and lesbian. But [UI], I, um – I thought that when we moved to Cooper Union — back to that — people were sitting all
over the place, like 10 rows in back of other people. And people were allowed there to more align with the people that they knew; and not with the people that
were just coming in. Whereas before, we were all together, and we could talk to each other. And get to know each other, and get to know each other across –
socioeconomic lines, for instance.
And I think most of us were doing that, at first. 'Cause we weren't feeling that threatened, first of all, but – I think when we went to Cooper Union,
that gave us sort of the freedom to sit at the lunch table with who we wanted to sit with.
SS: So any kind of little bit of privilege makes people get screwed up, basically. It's only when everyone's absolutely on an equal
plane.
SW: Well, I don't know if anybody [always is].
SS: Wait; you left in '92. What was –
SW: I did. I was going through my own personal crises.
63:44 [UI] before, I got – like around '91, [UI].
And if you want me to discuss it –
SS: No, but I mean, you gave up –
SW: Yeah.
SS: – doing Act Up every single day –
SW: Yeah.
SS: – to not doing it. That's huge. That's enormous change.
SW: I had to leave.
SS: Yeah.
SW: Couldn't take it any more. We were destroying me from inside out.
SS: Because of the –
SW: –
SS: – of the dying, or because of the splitting?
SW: I couldn't maintain the – no, not splitting, I mean, not [at all].
SS: It was the [UI].
SW: I mean, I saw it going on, but I – I mean, I'm not saying I
wasn't, I didn't feel that. But I didn't think – my personal – I was destroying myself. And I saw the people doing it that I was really close to, as well.
SS: So do you think Act Up was traumatizing? It was traumatizing to be in Act Up?
SW: Yeah. I mean, I – {SIGH} – extremely traumatizing. I've seen a lot of – it's been very interesting, over the years. A lot of came – there were many, many years [where we] couldn't talk to each other. We couldn't communicate with each other. Just couldn't go back there. It was just too hard, it was just too intense. And there's so much love, and so much commitment, that – I think a lot of us were, and [in] different directions – we felt a little like we've lost something bigger than ourselves, and we didn't want to admit that to each other.
SS: So why is it now, why are we healing that now?
SW: It's interesting. I can't speak for everybody. When there was the exhibit at White Columns; I hadn't seen a lot of people for this whole time. I mean I really haven't. I went there, I was scared to death. Scared to death. That maybe people didn't like me as much as I thought they did 20 years ago. Or maybe they didn't respect me as much, or maybe they didn't think I was cuter. I had all these, like, what-ifs, you know; and none of them were coming on my side, they were all – it was all about fear, about – 'cause if anything destroyed, in my mind, what that was; I was gonna be very hurt. And as long as I could just, you know – it was in the past, in a scrapbook, no one was gonna take those pic-, no one was gonna change that scrapbook, except me. So I had a lot of fear about that.
SS: How did it go?
SW: Well, it went – I went to the, I watched the videos. I went before, [I went] before that. And it was not – a lot of it, some of it was good. I didn't remember a lot of people's names that I talked to every day, which is very embarrassing. There were a couple people that I was really afraid – I was like I saw that they weren't there yet, or they weren't there, and I was really afraid [they weren't coming]. A couple women.
I always thought that — I don't know why I thought this — I always try to get respect from women; and I've always found it difficult – including my mother. It was a mommy thing. Yeah, that was always something that I, I had to [UI] that fear.
67:35
And a couple – maybe a couple people I didn't get such a warm reaction from. But I did okay, I did okay. But that was crossing a big threshold for me; [UI] those recollections
67:52
And then, when we were at – [UI] getting acquainted, like I said, with a few people from those days. I have a couple fri-, well, Jon Nalley's a friend of mine. And I recently got reacquainted with Ken. And probably – I don't know if I – if he'll hear this or not, but I hadn't seen Mark, who I was really close to – extremely clo-, I thought. And he just – I left Act Up, and I left him, and we both left each other. The last time I saw Mark was at Mark Fisher's funeral. And then we just didn't see each other, or talk to each other again. I think that was symbolic of a lot of people. That really stood out for me. And I saw him across the room, in the lobby, at MoMA. And I said, oh my god, I don't know if I can
42
deal with this. And we both saw each other, and we gave each other a huge hug. And I remember that hug. That was like – it was just like, you know – muscle memory, or something.
SS: Hm.
SW: And it was okay. We still loved each other. And we'll see what happens, as far as that relationship. But that was important, that that happened for me.
You're probably asking, why does there need to be healing from the Act Up experience, but there does. It was – I think – and I appreciated the documentary a lot, Jim. And I – there was anger; but there was a lot of – love and loss, and there was a lot of things that we all felt. And it was the most intense experience of our lives.
SS: Yeah.
SW: All of us. [We lived it] every day. It was absolutely, it was like a tsunami of feeling every day, for us. It was amazing.
And that was gay pride, for us. That was our Stonewall, in a way. We were on the streets, we were saying we are who we are; and you're not gonna push us around anymore. So we had that, continually, day after day –
SS: Yeah.
SW: – and Stonewall lasted, like, three nights. That's how I saw it, for that generation.
SS: Right.
43
SW: But I was a little older than a lot of, some of the other people, so I had seen some things. Some people were like, a lot of them were just out of
college. And I was already like 30, I was about 30. I felt a lot younger, though.
Even at 30, I felt like I was just growing up; that I hadn't been allowed to really grow up yet. So I find myself –
But I look back on that time, when I found out my boyfriend was sick; and I realized that I was gonna die. And in that moment, I just remember
that – leaving work, and going home, and opening a bottle of wine, and standing in the kitchen, drinking the whole thing down, and crying. And thinking – all
hope is erased. For someone 25, that's very traumatic, thinking like you don't have a future. And I really think I felt that. And that's been, I have carried that
throughout my life.
SS: But now you also know you saved your own life.
SW: I do. That involvement – I do; I believe that. I believe some of the things I did –
SS: It's true.
SW: Yeah.
SS: It's a fact.
SW: Yeah.
SS: So I only have one more question.
SW: Oh my god.
SS: Do you have anything else that we need to talk about?
SW: No, I think – I hope you get to talk to people that – a lot of people – there's a lot o' stories to be told.
SS: We're trying to get to everybody. It's just taking us a long time.
SW: It is. When did you start this project?
SS: Ten years ago. But you're number 130.
SW: I remember that day at Columbia. We hadn't worked [on it] yet, but I've always loved seeing you, Sarah. I miss you.
SS: Thanks. Oh. So you ready for your last question?
SW: Yeah. I thought that was my last question.
SS: No, I saved it.
SW: Oh.
SS: So looking back, what would say is Act Up's greatest achievement, and what's its biggest disappointment?
SW: Hm. Well – our greatest achievement was ending the AIDS crisis as we knew it. As we knew it. People are living today because of what we did. And I firmly believe that. And, if I can add one [UI] 73:46
– on the side of the ledger was that we show what a community in love was about amidst hardship – they were stronger than – than the outside world thinks we are.
45
And then, on the downside, I think that it was – well, I don't know if this is Act Up's fault, but I think people's experience in Act Up – that a lot of
our lives were fractured from Act Up. How could we top that? And I think that's the experience I had, and I think a lot of people I've talked to; we can never top
that experience we had at a very young age. So – it's like we went to the moon, we came back, and now what? You know?
SS: Right.
SW: So that's what I have to say about that.
SS: Thank you, Scott.
SW: Thank you.
SS: Wow. Hooray. I feel like clapping.
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Cooperative learning strategies: Do the decrease student passivity?
Jill M. Schulte
University of Northern Iowa
Copyright ©1994 Jill M. Schulte
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Cooperative learning strategies: Do the decrease student passivity?
Abstract
There are numerous problems facing educators and students in today's schools. One problem of major concern is student passivity. Some students simply do not become actively involved in the learning process. They remain passive and withdrawn in instructional settings, and avoid contact with their teachers and peers. This is a situation that not only affects the passive student, but also the teacher and other members of the class. In researching the topic of student passivity, a possible solution presented itself. Cooperative learning is a strategy that, research suggests, enhances student involvement. While much research has been done on the topic of cooperative learning, and some research has been done on the topic of student passivity, there has been little scholarly effort devoted to connecting the two phenomena. This review does just that. A connection is made between the utilization of cooperative learning in a classroom, and the subsequent decrease of passivity among students. The recommendation of this review is that teachers should incorporate cooperative learning strategies in their classrooms in order to witness an increase in the level of involvement from all students. Further, it is recommended that educators take the necessary time to explain and implement the various aspects of cooperative learning: (a) heterogeneous groups, (b) positive interdependence, (c) group reward, (d) individual accountability, (e) success, and (f) reflection. A structured approach to the implementation of cooperative learning increases student participation and thus decreases student passivity.
Cooperative Learning Strategies: Do They Decrease Student Passivity?
A Graduate Review
Submitted to the
Division of Elementary Education
Department of Curriculum and Instruction
in Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
UNIVERSITY OF NORTHERN IOWA
by
Jill M. Schulte
June 21, 1994
This Review by: Jill M. Schulte
Titled: Cooperative Learning Strategies: Do They Decrease Student Passivity?
has been approved as meeting the research paper requirement for the Degree of Master of Arts in Education.
Marcus Yoder
Date Approved 6-14-94
Graduate Faculty Reader
Marvin Heller
Date Approved June 23, 1994
Graduate Faculty Reader
Peggy Ishler
Date Approved June 23, 1994
Head, Department of Curriculum and Instruction
# Table of Contents
| Section | Page |
|----------------------------------------------|------|
| Title Page | 1 |
| Signature Form | 2 |
| Table Of Contents | iii |
| Abstract | iv |
| Introduction | 5 |
| Methodology | 6 |
| Analysis and Discussion | 6 |
| Student Passivity | 6 |
| Passivity Versus Active Isolation | 9 |
| Children’s Reluctance To Seek Help With Schoolwork | 10 |
| Student Passivity And Cooperative Learning | 12 |
| Cooperative Learning Principles And Strategies | 13 |
| Components Of Cooperative Learning | 14 |
| Heterogeneous Groups | 15 |
| Positive Interdependence | 15 |
| Group Reward | 16 |
| Individual Accountability | 17 |
| Success | 17 |
| Reflection | 18 |
| Conclusion and Recommendations | 19 |
| References | 21 |
Abstract
There are numerous problems facing educators and students in today’s schools. One problem of major concern is student passivity. Some students simply do not become actively involved in the learning process. They remain passive and withdrawn in instructional settings, and avoid contact with their teachers and peers. This is a situation that not only affects the passive student, but also the teacher and other members of the class. In researching the topic of student passivity, a possible solution presented itself. Cooperative learning is a strategy that, research suggests, enhances student involvement. While much research has been done on the topic of cooperative learning, and some research has been done on the topic of student passivity, there has been little scholarly effort devoted to connecting the two phenomena. This review does just that. A connection is made between the utilization of cooperative learning in a classroom, and the subsequent decrease of passivity among students. The recommendation of this review is that teachers should incorporate cooperative learning strategies in their classrooms in order to witness an increase in the level of involvement from all students. Further, it is recommended that educators take the necessary time to explain and implement the various aspects of cooperative learning: (a) heterogeneous groups, (b) positive interdependence, (c) group reward, (d) individual accountability, (e) success, and (f) reflection. A structured approach to the implementation of cooperative learning increases student participation and thus decreases student passivity.
Cooperative Learning Strategies: Do They Decrease Student Passivity?
An important concern among educators is that there is a large number of children in school today that are performing below grade level. One important strategy that students can use to improve their academic achievement is to seek help from a knowledgeable classmate, parent, or teacher. Ames (1983) found that seeking help from teachers and peers is a necessary learning behavior if the student is to achieve well in school. Unfortunately, this is a support that not everyone uses.
An understanding of the relationship between school achievement and help-seeking attitudes may help explain why certain children do, and others do not, actively participate in the learning process by asking questions. It is expected that low achievement is associated with attitudes and beliefs that reflect a reluctance to seek help from others.
The purpose of this review is to find new ways to get more students actively involved in the learning process. This review examines how student passivity inhibits help-seeking by children. This review of the research literature attempts to: (a) discover the nature of passivity and how it is learned, (b) find the effect of cooperative learning strategies upon the behaviors of the group members, and (c) look for relationships and connections that indicate that cooperative group strategies increase student involvement in learning.
The problem that will be pursued in this review is: does the use of cooperative learning strategies increase student involvement in learning activities. The specific questions to be addressed in this review are:
1. What is student passivity?
2. How is it learned?
3. How do cooperative group strategies affect passive learners?
4. What elements of group involvement affect learners?
5. Do group activities affect passive students in the same way they affect actively involved students?
Methodology
In an effort to explore student passivity and to search for classroom practices which cause students to become more actively involved in the learning process, this review first analyzes the literature about student passivity and its various causes. It seeks a clear and usable understanding of the nature of passivity as it is demonstrated by elementary age children in the classroom. Secondly, this review analyzes the literature on cooperative learning to determine if there is any indication of a relationship between students' involvement in cooperative learning activities and their level of involvement in other classroom experiences. The focus of the review of the literature in both of these areas is, therefore, limited to a search for connections between the topics. Any connections and relationships that exist are considered appropriate for recommendation for classroom use.
Analysis and Discussion
Student Passivity
In the past decade, researchers have studied how teachers and students interact in the classroom and how students learn the rules of classroom participation. It is interesting to note that many professionals feel that teachers play a major role in inadvertently fostering passive behavior in students. In 1981 Good argued that, because of differential teacher feedback, some students learn to become intellectually passive in classrooms.
Eder (1981) found that students in the same class did not always experience the same environment nor were they confronted with appropriately-different educational materials. In some classrooms, students believed to be less capable were given less educational opportunity than peers judged to be more capable.
What needs to be determined is whether students begin school as passive learners, or if passivity is a concept that is taught to them. The first step in answering that question is to define what characteristics make up a passive student.
Mulryan (1992) defined student passivity in cooperative small groups as "behavior which indicates failure and unwillingness on the part of the student to engage in on-task activity and/or interaction with fellow group members during cooperative small group work, including failure to ask questions, contribute explanations, comments or suggestions, or respond to other students' questions or initiations. Passive students regularly manifest consistent withdrawal from engagement on group assignments and/or depend on other students to work on and complete assignments" (p. 292).
The definition provided by Mulryan is used in this review to identify passivity in both small group and whole class instructional situations. A passive student is defined in this paper as a student who shows consistent withdrawal from assignments, discussions, and activities regardless of the size of the group in which he/she is working.
Good, Slavings, Harel, and Emerson (1987) stated that to perform well in school, students must possess academic knowledge as well as information about how and when to display that knowledge. They found that students may begin school with different beliefs about how to participate in conversation and discussion; how they perform in a learning situation may depend on the schema they bring with them to the classroom. If students enter classrooms with differences in abilities and beliefs about class participation, some may not have adequate prior knowledge about when
and how to share information. Therefore, one could argue that it is the teacher's responsibility to not only share the needed academic knowledge with the students, but also to structure the classroom so that students learn when it is and when it is not appropriate to share information. This argument lends support to the belief that student passivity is learned.
Good (1981) suggests that certain teacher behaviors encourage passivity in low achieving students. For example, many teachers call on students perceived to be low achievers less often and wait less time for them to respond. Teachers tend to give low achieving students answers rather than trying to help them improve their responses when they answer incorrectly. Teachers are also less likely to praise low achievers' successes, and are more likely to criticize their failures. Good maintained that because low achievers are less likely to answer correctly and because their mistakes occur in public, they have to deal with higher levels of ambiguity and risk when they respond. Under the circumstances, a good strategy for them is to remain passive--not to volunteer and not to respond when called on--and possibly, to ask fewer questions and approach the teacher less often.
Good's passivity model supports the idea that student passivity is likely an outcome of teacher reaction, and thus, a behavior learned in school. Other researchers also have concluded that many students learn to be passive in school. Research on teacher expectations (Brophy 1983; Dusek 1985; Rosenthal 1985) and student expectations (Eccles and Wigfield 1985) has shown that low achieving students in some classrooms are able to perceive when their teacher shows different behavior toward high and low achievers. Because of this feedback they learn to respond as little as possible, or not at all.
A second factor that fosters passivity is peer response. Glasser (1986) has defined children's needs for belonging and acceptance as basic to their self-esteem. Children's early experiences with others color their future relationships. Students
learn to interpret other students' reactions quickly. If a question or comment is met by indifference or annoyance by other students, the speaker quickly learns to stop opening himself/herself up to similar unpleasant experiences.
Still another factor that might create passivity is the tendency for low achievers to elicit more varied teacher expectations than other students (Good, Slavings, Harel, and Emerson 1987). Students tend to conform with teacher expectations. If a teacher holds a set of expectations that are too low for a child, the student will probably not push himself/herself to achieve beyond the expectations that have been set. It is possible, therefore, that student passivity is learned because of diverse treatment and expectations. Low achievers may learn to be passive because they wait for the teacher to structure their behavior.
**Passivity Versus Active Isolation**
Several researchers have found that differences exist between passivity displayed by students, as defined earlier, and active isolation displayed by students. Rubin and Mills (1988) argued that active isolation by a peer group is indicated by a person who can't get others to listen; has trouble making friends; or is often left out. Passivity is often described as being brought on by one's self because of shyness and social anxiety. Active isolation, on the other hand, refers to isolation because of peer rejection. Younger and Daniels (1992) defined active isolation as referring to the peer group's tendency to reject the child, despite the child's possible wish to interact with others. Active isolation descriptors include behaviors associated with rejection, such as rambunctiousness, aggressiveness, disruptiveness, or immaturity, as well as direct statements of rejection. Not only are the reasons for isolation different, but also the consequences of such isolation. Social isolation that is brought about by behavior that is offensive to others is associated with long-term maladjustment, including academic difficulty, delinquency, and possibly adult psychopathology (Parker and Asher, 1987). Passivity does not predict such consequences. Instead,
passivity more likely predicts the internalization of problems such as anxiety and depression (Rubin et al, 1990; Rubin and Mills, 1988). Distinguishing between passivity and active isolation is important for assessment of maladjustment in children and the prediction of later problems.
In this paper it is contended that passivity is largely a learned behavior and can thus be greatly diminished if not eliminated, but active isolation is brought to the school by the child. Therefore, it is a behavior that is much more difficult to change. This paper deals only with passive behavior. The utilization of cooperative learning with students that experience active isolation is not examined in this paper.
**Children’s Reluctance to Seek Help With Schoolwork**
Seeking help from teachers and peers is an important behavior in school and work (Ames, 1983; Nelson-Le Gall, Gumerman, and Scott-Jones, 1983). Unfortunately, not much research has been done to determine how the various characteristics of a student’s personality influences his/her willingness to seek help from parents, teachers, or peers. Karabenick and Knapp’s (1988) study on help-seeking and the need for academic assistance identified the point at which increasing the need of the student no longer increases the likelihood of help-seeking; he found this point to be the B- to C+ range of expected academic performance. Below that range help-seeking decreased, approaching zero at an expected overall grade of approximately D. These results appear to confirm observations about students’ help-seeking tendencies; those who need help the most often are least likely to seek it. Perhaps students are fearful of the responses they will receive when they ask for assistance. Furthermore, help-seeking can be especially threatening to low achieving students because continued failure after assistance constitutes additional evidence of low ability and lower self-worth (Covington and Beery, 1976). Students would rather have the excuse that they didn’t receive help, than admit that they received help and still did not understand.
Good, Slavings, Harel, and Emerson (1987), found that the ways in which low achieving students ask questions may inadvertently lead to teacher and peer feedback that in subtle ways undermines the initiative of those students over time. Eventually, they learn that it is better to avoid responding than to risk indicating that they do not understand. Good, Slavings, Harel, and Emerson (1987) also found that low achieving students became less active participants as they moved through the grades; by the sixth grade they manifested relatively passive classroom behavior. Good’s 1981 passivity model, cited earlier, predicted this development in the whole class setting; it suggested that low achieving students’ experiences in school would cause them to become progressively more passive in the classroom environment.
Seeking help can be more beneficial than giving up prematurely, more adaptive than waiting passively, and more efficient than persisting unsuccessfully on one’s own (Nelson-Le Gall, 1985). However, despite this knowledge, many children do not actively seek help with their schoolwork when it is needed (Karabenick and Knapp, 1988).
Newman and Goldin (1990) discovered that a pattern of relations emerged among sixth graders’ achievement, perceived need for help, and reluctance to ask questions. Lower achievement scores were associated with greater perceived need for help. The lower the achievement and the greater the perceived need for help, the greater was the child’s reluctance to ask questions. Of these two variables, achievement and perceived need, it is the achievement score that best predicts reluctance. The findings suggested that low achievers know that they need help, but still are hesitant to ask for it. Newman and Goldin (1990) also discovered that children believe that asking for help from adults, in comparison with peers, is more likely to result in learning.
Newman and Goldin's (1990) research lends some credence to the notion that children need to be exposed to cooperative learning experiences. Positive experiences of children helping children might, over time, convince students to be more dependent on one another and less afraid to ask for peer assistance. Students learn, as they progress through school, not to seek help; perhaps with successful cooperative experiences they would learn that it can be advantageous to ask peers for assistance. In today's school system there are children that need assistance.
Overall, research findings indicate that, under certain conditions, cooperative small-group instruction in mathematics can enhance student achievement (Slavin, 1989) and can result in other desirable non cognitive outcomes including the development of friendships between minority students, better peer relations, and enhanced self-esteem (Blaney, Stephan, Rosenfield, Aronson and Sikes, 1977; Johnson and Johnson, 1981; Slavin and Karweit, 1981). Although those positive findings support the use of this instructional approach, questions still remain about the conditions under which cooperative small group instruction can be beneficial for all students, and if this method benefits all students to the same extent.
Good, Reys, Grouws, and Mulryan (1990), in a study of cooperative small group instruction in math, identified important cognitive and affective consequences of work. Students who worked in cooperative groups were more active learners and more motivated and enthusiastic about math than were students who did not have the opportunity to work in cooperative groups. Students were also exposed to more cognitively demanding content in the cooperative setting. The findings of this study, however, showed that students responded in different ways in cooperative groups. High achieving students tended to either dominate the group or work alone. Other students displayed passive behavior by maintaining minimal involvement in group activities.
Mulryan (1992) found that students generally had more time-on-task and significantly more high-level tasks in cooperative small groups than in whole class situations. However, it was also found that not all students benefit to the same extent from cooperative small group experiences. High achievers displayed more high-level attending behavior than did low achievers in cooperative small groups. Differences in participation were significant only in terms of the suggestions and directions provided. High achievers provided more suggestions and directions while low achievers asked more questions.
Mulryan (1992) found that passive behavior was facilitated in cooperative groups by active students because they did not attempt to involve passive students in the work. As long as students did not inhibit the goals of other group members they were left alone. Students reported that peers who withdrew from group work were not usually encouraged to become involved. Mulryan’s study showed that students were more active in their involvement and participation in the cooperative small group context than in the whole class context. Low achievers were, however, less involved in cooperative groups than their high achieving peers.
**Cooperative Learning Principles and Strategies**
One of the major problems of student passivity is the concern that students who need assistance are not asking for assistance. Mulryan (1992) suggested that although students are not taken to an equal level of participation with cooperative learning, participation does increase for both high and low achieving students when placed in a cooperative learning situation. Low achieving students display more question asking when involved in a cooperative group situation. This is a characteristic which researchers are hopeful will increase.
One way to increase student participation, and thus decrease passivity, may be to incorporate modeling as a vital part of cooperative learning. Solomon and Solomon (1987) found that certain thinking skills and social skills facilitate
cooperative learning activities, while many cooperative learning activities reinforce these same thinking and social skills. Many students already bring to the classroom those prerequisite thinking skills and social skills that facilitate cooperative learning. However, other students seem to require prior modeling of the necessary thinking and social skills. If certain students are consistently stumbling in their participation in cooperative learning, due to lack of thinking skills and social skills, they may need additional time to observe those skills modeled, to practice and refine them.
Working cooperatively can have profound effects on students' achievement and their level of reasoning. Johnson and Johnson (1989) found that cooperative learning experiences promote higher achievement than do competitive and individualistic learning. Cooperative learning appears to be one of the more popular concepts of the past two decades. Although this strategy has gained increased attention as a means to raise students' achievement, improve intergroup relations and enhance youngsters' attitudes (Glassman, 1989), cooperative learning is not a recent concept. In 1899 John Dewey was encouraging teachers to put students into groups to investigate and solve problems. There are prominent names associated with cooperative learning from Dewey's era until today; Slavin, Kagan, and Johnson to name a few. The question appears to be not when cooperative learning will make way for the next educational band wagon, but how can the stable concept of cooperative learning best be implemented in today's classroom.
**Components of Cooperative Learning**
It is important to note that cooperative learning is not a management technique. Sapon-Shevin and Schniedewind (1990) state that one of the central premises of cooperative learning is that students will understand that by working together they can be smarter and more powerful than by working alone. The modeling gives children examples of how to work appropriately together.
This information leads to the conclusion that children need to see that their
ideas and behaviors affect not only themselves, but also other group members.
Children need to be told and, more importantly, shown what types of behavior are acceptable and which are not. Because teamwork is not a familiar strategy for all children, appropriate modeling is the first brick in the foundation of a successful cooperative learning experience. According to Ellis and Whalen (1990) if students are regularly being taught how to work well with other students, they’ll acquire social skills that will enable them to work and play comfortably with a wide range of people and personalities inside the classroom and out.
Simply placing students in groups and telling them to work together does not in itself promote higher achievement and higher participation. According to Lyman and Foyle (1990), cooperative groups should have five key components. These components are: heterogeneous groups, positive interdependence, group reward, individual accountability, and success. They add further that the two most important components are: (a) positive interdependence, the involvement of all group members, and (b) individual accountability, the acquisition of the material by all group members.
**Heterogeneous Groups**
Lyman and Foyle (1990) state that the primary goal of group building is to help each child become aware of others in a positive way. Heterogeneous grouping involves pairing students with other students. The teacher does this with the goal that all students in the classroom will have the opportunity to work together in a pair at some time. Students should have the opportunity to work with every other student in class during the first week of school in at least one type of group-building activity. This allows children to encounter peers who may look or act differently or who have different ideals and viewpoints.
**Positive Interdependence**
Positive interdependence is a key element of any cooperative learning activity.
Each member of the group must be involved if the task is to be successful. There are several strategies that can be utilized when striving to increase positive interdependence in a group. An important aspect to remember is that students need to be made aware of the fact that relying on another group member can be a positive thing only if they, too, do their part.
Giving some structure to the academic and social skills tasks can assist the teacher in creating positive interdependence. Giving a group of students only one set of materials, for example, is a simple way to get students to work together. Roles can be assigned to group members. Having a role to play not only helps keep students on task; it also allows each student to practice on a particular skill. Students can be made interdependent by giving each group member a part of the group’s task to complete.
These are a few examples of the many ways to guide students toward depending on each other. Fostering interdependence decreases student passivity. In order to complete the task at hand, all group members need to be involved. Lyman and Foyle (1990) found that activities should be structured so that students are actively involved in the activity and believe that their participation is needed for the group to be successful.
**Group Reward**
This particular aspect of cooperative learning needs to be handled delicately. Sapon-Shevin and Schiedewind (1990) state that if we use cooperation only to foster a higher level of competition, then we are sending mixed messages. Do we want to teach students that there are intrinsic values to cooperation, or is it simply another way to get ahead of other people? The significance of this research is that we, as educators, need to be careful in the classroom; we should use cooperative learning as a model of what inclusive communities might look like. The satisfaction that comes from cooperative learning is derived from overcoming obstacles together. One
possible drawback of this component of cooperative learning comes when educators focus too much on the extrinsic rewards, and too little on the intrinsic rewards.
**Individual Accountability**
Although promoting interdependence is an objective of cooperative lessons, it is also important to build in strategies for making sure that each student is learning. Again there are several tactics that can be used to foster individual accountability. One way to remind students that they are accountable for their group’s work is to have them sign their names to any group product. That simple act does tell students that you expect them to take responsibility for their behavior in their group. Another way to show students that they are accountable is to call on individual students at random to discuss their group’s work. Regular quizzes, tests, and journaling can also be used to maintain individual accountability. According to Lyman and Foyle (1990) all students must be accountable for working on the task. To ensure individual accountability during group-building activities, the teacher can actively monitor the group work, encouraging reluctant students to participate. Students can also be taught to encourage their peers to participate and to praise them when they do participate. Heymsfeld (1991) states that holding everyone accountable for the material covered makes it less likely that the more able students will do all the work. It appears that students need to become convinced that cooperative groups do not take the place of learning, but rather are a device to help them learn better.
**Success**
According to Foyle (1990) success is perhaps the most crucial factor in group building activities. These activities need to be designed so that children experience success in their early efforts to cooperate with one another. When children experience success, their desire to participate in other cooperative activities is enhanced. It must again be stressed, however, that intrinsic rewards are better than extrinsic rewards.
Success with cooperative learning has been justified in research as well. Glassman (1989) found that girls in a treatment group using cooperative learning evidenced gains in mathematics while boys revealed enhanced social self-concept. A statistically significant difference was revealed favoring the treatment group in writing, specifically in ideas in writing. This study shows both sexes in a variety of academic and social areas experiencing success by using a cooperative learning approach.
**Reflection**
One aspect that Lyman and Foyle did not address in their list of components of cooperative learning is reflection by the students and the teacher. It is a valuable use of time to discuss with children which aspects of their group worked, which failed, and why each happened. Teachers generally feel pressured to emphasize the academic content of the task at hand and pay less attention to the interpersonal process. By devoting time at the end of a cooperative learning activity to reflect upon how well they worked together, teachers and students alike can increase their sensitivity to how they are affected by cooperative interaction. Sharan and Sharan (1992) suggested that time spent reflecting upon how group members worked together increases students’ self-awareness of the process of cooperative learning. It also makes students feel more in control of the process: they take part in observing their interaction and are not solely dependent on the teacher’s evaluation and comments.
It appears that cooperative learning lends itself to allowing the teacher to be a facilitator in the classroom. It also allows for more student ownership. Cooperative learning is a strategy that incorporates a strength that the business world is clamoring for--the ability to work together for the betterment of the organization. Although work management skills should not be the primary focus of our educational system, they are too important to be ignored.
The need has been clearly defined; however, students that need help, usually low achieving students, are neither asking for, nor receiving needed assistance. Something needs to change so that when assistance is needed, it is not only requested, but also given.
In this review, the conclusion reached is that student passivity is not only a behavior that is learned in a school setting, but also a behavior that is learned most often by low achieving students. The question asked at the beginning of this paper was whether or not cooperative learning strategies could increase high achieving and low achieving students' involvement in small group settings. The answer to that question appears to be a resounding yes. Yes, there is a problem with student passivity. Yes, students learn in school to become passive. Yes, the students who need help the most are not asking for assistance. Yes, students are reluctant to ask peers and teachers for help. Yes, students who work in cooperative groups are more active, motivated, and enthusiastic. Yes, time needs to be taken to set the stage for appropriate cooperative learning to be implemented. And, yes, cooperative learning does seem to decrease student passivity by fostering question asking and interdependence.
After examination of both student passivity concerns and cooperative learning strategies, it was discovered that cooperative learning tends to decrease student passivity. Given Mulryan's (1992) findings, it appears that cooperative learning is not a strategy that will end all aspects of student passivity. However, it was shown by Mulryan that utilizing cooperative learning principles does increase all student participation, even though the participation is not brought to the same level for all students. By taking the time to set the stage appropriately for cooperative learning,
passive students can be encouraged to increase their level of involvement. By incorporating the components of heterogeneous grouping, positive interdependence, group interaction, group reward, individual accountability, success, and reflection into the regular classroom setting; children learn tolerance for differences seen in themselves and others.
In light of these findings it is the recommendation of this reviewer that teachers consider utilizing cooperative learning strategies when faced with passive students. A clear connection has been made between the implementation of cooperative learning strategies and increased levels of student participation. It is further recommended that educators implement all aspects of the cooperative learning strategy. If all the components of cooperative learning are not addressed students may not achieve the highest possible benefits of decreasing passivity.
For these reasons it is recommended that cooperative learning strategies become an integral part of today's schools as a strategy for decreasing student passivity, and increasing achievement of all students.
References
Ames, R. (1983). Help-seeking and achievement orientation: Perspectives from attribution theory. In B. M. DePaulo, A. Nadler, & J. D. Fisher (Eds.), *New directions in helping* (Vol. 2): *Help-seeking* (chap. 7). New York: Academic Press.
Blaney, N. T., Stephan, S., Rosenfield, D., Aronson, E., & Sikes, J. (1977). Interdependence in the classroom: A field study. *Journal of Educational Psychology, 69* (2), 121-128.
Brophy, J. (1983). “Research on the Self-Fulfilling Prophecy in Teacher Expectations.” *Journal of Educational Psychology* 75:631-61.
Covington, M. V., & Beery, R. G. (1976). *Self-worth and school learning*. New York: Holt, Rinehart & Winston.
Dusek, J., ed. (1985). *Teacher Expectancies*. Hillsdale, NJ: Erlbaum.
Eccles, J. S., & Wigfield, A. (1985). Teacher expectations and student motivation. In J. Dusek (Ed.), *Teacher expectancies* (pp. 185-226). Hillsdale, NJ: Erlbaum.
Eder, D. (1981). Ability grouping as a self-fulfilling prophecy: A micro-analysis of teacher-student interaction. *Sociology of Education, 54*, 151-161.
Ellis, S. & Whalen, S. (1990). *Cooperative Learning: Getting Started*. 9-71.
Foyle, H., & Lyman, L., & Thies, S. (1991). *Cooperative Learning in the Early Childhood Classroom*. 9-128.
Glasser, W. (1986). *Control Theory in the Classroom*. New York: Harper & Row.
Glassman, P. (1989). A Study of Cooperative Learning in Mathematics, Writing, and Reading in the Intermediate Grades: A Focus Upon Achievement, Attitudes, and Self-esteem by Gender, Race, and Ability Group (Abstract).
Good, T. L. (1981). Teacher expectations and student perceptions: A decade of research. *Educational Leadership, 38*, 415-423.
Good, T. L., Reys, B., Grouws, D. A., & Mulryan, C. M. (1990). Using work groups in mathematics in an attempt to improve students’ understanding and social skills. *Educational Leadership, 47* (4), 56-62.
Good, T. L., Slavings, R. L., Harel, K. H., & Emerson, H. (1987). Student passivity: *A study of question asking in K-12 classrooms*. *Sociology of Education, 60*, 181-199.
Heymsfeld, C. (1991). Reciprocal teaching goes co-op. *The Reading Teacher*, 335.
Johnson, D.W., & Johnson, R. (1989). *Cooperation and competition: Theory and research*. Edina, MN: Interaction Book Company.
Johnson, R., & Johnson, D. W. (1981). Building friendships between handicapped and non handicapped students: Effects of cooperative and individualistic instruction. *American Educational Research Journal, 18*, 415-424.
Karabenick, S. A., & Knapp, J. R. (1988). Help seeking and the need for academic assistance. *Journal of Educational Psychology, 80*, 406-408.
Lyman, L. R., and Foyle, H. C. (1990). "Cooperative Grouping for Interactive Learning: Students, Teachers, Administrators. Washington, D.C.: National Education Association.
Mulryan, C. (1992). Student passivity during cooperative small groups in Mathematics. *Journal of Educational Research, 85*, 261-273.
Nelson-Le Gall, S. (1985). Help-seeking behavior in learning. In E. W. Gordon (Ed.), *Review of research in education* (Vol. 12, pp. 55-90). Washington, DC: American Educational Research Association.
Nelson-Le Gall, S., Gumerman, R. A., & Scott-Jones, D. (1983). Instrumental help-seeking and everyday problem-solving: A developmental perspective. In B. M. DePaulo, A. Nadler, & J. D. Fisher (Eds.), *New directions in helping (Vol. 2): Help-seeking* (chap. 11). New York: Academic Press.
Newman, R. & Goldin, L. (1990). Children's reluctance to seek help with school work. *Journal of Educational Psychology, 82*, 92-100.
Parker, J., & Asher, S. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? *Psychological Bulletin, 102*, 357-389.
Rosenthal, R. (1985). "From Unconscious Experimenter Bias to Teacher Expectancy Effects." 37-66.
Rubin, K., LeMare, L., & Lollis, S. (1990). Social withdrawal in childhood: Developmental pathways to peer rejection. In S. Asher & J. Coie (Eds.), *Peer rejection in childhood* (pp. 217-249). Cambridge, England: Cambridge University Press.
Rubin, K., & Mills, R. (1988). The many faces of social isolation in children. *Journal of Consulting and Clinical Psychology, 56*, 916-924.
Sapon-Shevin, M. & Schniedewind, N. (1990). Selling cooperative learning without selling it short. *Educational Leadership, 47*, 63-65.
Sharan, Y., & Sharan, S. (1992). *Expanding Cooperative Learning Through Group Investigation*. 1-193.
Slavin, R. E. (1989). Cooperative learning and student achievement. In R. E. Slavin (Ed.), *School and classroom organization*. Hillsdale, NJ: Erlbaum.
Slavin, R. & Karweit, N. (1981). Cognitive and affective outcomes of an intensive student team learning experience. *Journal of Experimental Education*, 50, 29-35.
Solomon, R. D., & Solomon, E. C. (1987). *The handbook for the fourth rII: Relationship skills for group discussion and process* (Vol. 2). Columbia, MD: National Institute for Relationship Training.
Younger, A., & Daniels, T. (1992). Children's reasons for nominating their peers as withdrawn: passive withdrawal versus active isolation. *Developmental Psychology*, 28, 955-960.
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
| 42,224
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πής ( 1 ),
συνθήκης ( 2 ),
αγορά (πρόγραμμα Fiscalis) ( 3 ) (εφεξής «πρόγραμμα 2002») στην εσωτερική αγορά (πρόγραμμα Fiscalis 2003-2007) ( 4 ) σιονομική διαχείριση ( 5 ).
( 1 ) ΕΕ C 93 της 27.4.2007, σ. 1.
( 2 ) Γνώμη του Ευρωπαϊκού Κοινοβουλίου της 20ής Ιουνίου 2007 (δεν έχει
( 3 ) ΕΕ L 126 της 28.4.1998, σ. 1.
( 4 ) ΕΕ L 341 της 17.12.2002, σ. 1. Απόφαση όπως τροποποιήθηκε τελευ-
( 5 ) ΕΕ C 139 της 14.6.2006, σ. 1.
ντων που υπόκεινται σε ειδικούς φόρους κατανάλωσης ( 6 ), εισοδημάτων από αποταμιεύσεις ( 7 ).
( 6 ) ΕΕ L 162 της 1.7.2003, σ. 5.
( 7 ) ΕΕ L 157 της 26.6.2003, σ. 38. Οδηγία όπως τροποποιήθηκε τελευταία
αρμοδιοτήτων που ανατίθενται στην Επιτροπή ( 1 ),
( 1 ) ΕΕ L 184 της 17.7.1999, σ. 23. Απόφαση όπως τροποποιήθηκε με την
92/83/ΕΟΚ ( 1 ), 95/59/ΕΚ ( 2 ) και 2003/96/ΕΚ ( 3 ) αντιστοί-
άρθρο 1, παράγραφος 2, της οδηγίας 77/799/ΕΟΚ ( 4 ),
οδηγίας 76/308/ΕΟΚ ( 5 ).
( 1 ) Οδηγία 92/83/ΕΟΚ του Συμβουλίου, της 19ης Οκτωβρίου 1992, για
( 2 ) Οδηγία 95/59/ΕΚ του Συμβουλίου, της 27ης Νοεμβρίου 1995, περί
( 3 ) Οδηγία 2003/96/ΕΚ του Συμβουλίου, της 27ης Οκτωβρίου 2003,
( 4 ) Οδηγία 77/799/ΕΟΚ του Συμβουλίου, της 19ης Δεκεμβρίου 1977, περί
( 5 ) Οδηγία 76/308/ΕΟΚ του Συμβουλίου, της 15ης Μαρτίου 1976, για γενικό προϋπολογισμό των Ευρωπαϊκών Κοινοτήτων ( 1 ) (εφεξής
( 1 ) ΕΕ L 248 της 16.9.2002, σ. 1. Κανονισμός όπως τροποποιήθηκε με τον
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HuggingFaceFW/finepdfs/tree/main/data/ell_Grek/train
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finepdfs
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ell_Grek
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December 11, 2023 - Isaiah 35:1-10, James 5:7-10, Matthew 11:2-11
Pr. Maria Anderson-Lippert "Questions in the Waiting"
First Reading: Isaiah 35:1-10
```
1The wilderness and the dry land shall be glad, the desert shall rejoice and blossom; like the crocus 2it shall blossom abundantly, and rejoice with joy and singing. The glory of Lebanon shall be given to it, the majesty of Carmel and Sharon. They shall see the glory of the Lord, the majesty of our God. 3Strengthen the weak hands, and make firm the feeble knees. 4Say to those who are of a fearful heart, "Be strong, do not fear! Here is your God. He will come with vengeance, with terrible recompense. He will come and save you." 5Then the eyes of the blind shall be opened, and the ears of the deaf unstopped; 6then the lame shall leap like a deer, and the tongue of the speechless sing for joy. For waters shall break forth in the wilderness, and streams in the desert; 7the burning sand shall become a pool, and the thirsty ground springs of water; the haunt of jackals shall become a swamp, the grass shall become reeds and rushes. 8A highway shall be there, and it shall be called the Holy Way; the unclean shall not travel on it, but it shall be for God's people; no traveler, not even fools, shall go astray. 9No lion shall be there, nor shall any ravenous beast come up on it; they shall not be found there, but the redeemed shall walk there. 10And the ransomed of the Lord shall return, and come to Zion with singing; everlasting joy shall be upon their heads; they shall obtain joy and gladness,
```
and sorrow and sighing shall flee away.
Second Reading: James 5:7-10
7Be patient, therefore, beloved, until the coming of the Lord. The farmer waits for the precious crop from the earth, being patient with it until it receives the early and the late rains. 8You also must be patient. Strengthen your hearts, for the coming of the Lord is near. 9Beloved, do not grumble against one another, so that you may not be judged. See, the Judge is standing at the doors! 10As an example of suffering and patience, beloved, take the prophets who spoke in the name of the Lord.
Gospel: Matthew 11:2-11
2When John heard in prison what the Messiah was doing, he sent word by his disciples 3and said to him, "Are you the one who is to come, or are we to wait for another?" 4Jesus answered them, "Go and tell John what you hear and see: 5the blind receive their sight, the lame walk, the lepers are cleansed, the deaf hear, the dead are raised, and the poor have good news brought to them. 6And blessed is anyone who takes no offense at me."
7As they went away, Jesus began to speak to the crowds about John: "What did you go out into the wilderness to look at? A reed shaken by the wind? 8What then did you go out to see? Someone dressed in soft robes? Look, those who wear soft robes are in royal palaces. 9What then did you go out to see? A prophet? Yes, I tell you, and more than a prophet.
10This is the one about whom it is written,
'See, I am sending my messenger ahead of you,
who will prepare your way before you.' 11Truly I tell you, among those born of women no one has arisen greater than John the Baptist; yet the least in the kingdom of heaven is greater than he."
On Friday Nat had a doctor's appointment that required him to have a ride home, so I went with him. I knew the doctor was running late, but the appointment was taking a lot longer than they said it would. Other people were being called back and coming out all while he was still back there. Now, some important context that Nat has given me permission to share: Nat does not do well in medical settings - he gets pretty squeamish around needles and blood and doesn't like coming face to face with the reality that we are mortal very often. For example, when I got an epidural during labor, he had to distract himself in another part of the room because he couldn't handle the giant needle. Or when we bring our kids to the doctor and they have to get vaccines, if there is an option, I'm the person who has to help the nurse hold them down on the table for the shots. I will say he does great with vomit, which I don't handle very well - so we make a good parenting team.
Anyway, as I sat in that waiting room, watching through the foggy glass door to see if the next person walking down the hallway might be Nat, I started to become convinced that something had gone awry. He'd fainted and they couldn't proceed or something really strange, and more serious, had happened and he wasn't okay. Which caused my thoughts to go down the worry spiral to the point where I was trying to comfort myself about how I would do an okay job raising our two kids by myself.
It sounds dramatic when I'm saying it out loud to you now because he, thankfully, ended up being just fine, and the doctor really was just running a lot later than I realized. But we all know we're not always so lucky in these situations. We all know that the test results sometimes come back as cancer or that there are medical emergencies at what are supposed to be simple doctors appointments. We all know that car accidents and falls and overdoses happen. We all know that life is precarious, that
suffering is inescapable, and things don't always go as we had hoped or imagined.
Waiting is hard. And in the absence of a response, without answers to questions we might have, our minds make up all sorts of stories about what is happening and what it all means. Waiting can often cause us to Question. Everything.
It is in this waiting place that we encounter John in our Gospel lesson for today. He has been so certain of his mission, of his place in the arc of history as the person who would prepare the way for the coming Messiah. But when he ends up face to face with the terrible realities of our world, stuck in the prison cell awaiting his own execution - alone, suffering, and definitely without immediate answers, he finds himself Questioning. Everything. Even whether Jesus is the Messiah he has been proclaiming and for whose coming he has been helping others to prepare.
Waiting is even hard for John the Baptist. Waiting, especially waiting in isolation, especially in the face of suffering and the unknown, makes even the most certain, the most zealous, the most resolved amongst us doubt our realities, what we hold dear, and ultimately ourselves.
I hope, however, that today's Gospel lesson puts you at ease a bit. First - because even John the Baptist doubted himself, his life mission, his faith and what was possible - you are most definitely not alone in any of the questions or doubts you experience. I also hope you are put at ease a bit in hearing Jesus' response to John's doubts.
Given the relationship between Jesus and John - given that John baptized Jesus - and I imagine he saw the spirit, like a dove, and heard the voice proclaiming Jesus as God's son - John should not have questioned whether Jesus is the Messiah. He's seen as
much with his very eyes! And yet when John isn't sure Jesus doesn't chastise him, instead Jesus tells the messengers to tell him what they've seen and heard. To tell him the stories of Jesus mission and ministry - stories of healing, of hope, of people restored to themselves and to community. That is how you know that Jesus is the Messiah for whom we have been waiting through healing, hope, and people restored.
Not only does Jesus not chastise John, he lifts him up. When the messengers have left to return to John, he turns to the crowd who is gathered and reminds them that John is not simply a great prophet, but more than a prophet. He praises John for being great… and yet he also teaches that in God's realm even the least are greater than John.
The reality about which Jesus preaches and teaches, the reality that is made known as Jesus has gone about his ministry of restoration and liberation is far more good and true and full of love than anything we can imagine or comprehend here and now. And yet, it is made known through the here and now.
There are some Christians who want to tell a story that there is no room for questions or doubts in the Christian faith. That if - or I might suggest when - you find yourself in a time of waiting, in a time where you're face to face with deep suffering for yourself or others, and it causes you to question everything - you just don't have enough faith. Or you're just not Christian enough. Or some other lie that simply isn't true. As writer Anne Lamott says, "The opposite of faith is not doubt, but certainty."
The world is indeed full of suffering, we cannot escape it, no matter how hard we try. We are all bound to doubt ourselves, our life mission, or our faith now and then - whether in the face of suffering or not. Today we are reminded that Jesus doesn't only praise the great prophets who doubt, he assures us that God's
realm is not dependent upon us or our faith - it is far more good and true and full of love than we can even comprehend.
God's grace for us and for the world is not grounded in our action or inaction, but in God's love and generosity alone. And when we do voice our doubts, when the ground of our faith is shaken, Jesus reminds us, like John, that we are not alone. That our life's work is not for nothing. That we can look around and testify to what we see and hear, to notice the ways - small or large - in which God's realm is being made known in spite of us.
Take, for example, the disaster of our changing climate. I imagine that many of us struggle now and then to feel like we can do much to actually change the tide, to slow things down. The forest fires, hurricanes, floods, and droughts lead many of us to a place of despair for how bad it's become - and how it might only get worse. And yet, at the same time, the way the snow sparkles against the clear blue sky after a snowstorm or a particularly cold night inspires awe. Or the animal tracks in your yard remind you of the life beyond our human sphere that continues to find a way to survive. Or the bright oranges and pinks of the afternoon sunset at 4pm catches your eye and causes you to pause for a minute in the midst of a busy season. There is immeasurable suffering and unanswered questions. We are indeed waiting for the reign of God to become a reality - and yet signs of God's presence with us, reminders of God's generous grace are everywhere.
As Pastor Jen mentioned in the Children's sermon this morning, the 3rd Sunday in Advent is often the Sunday of Joy, the Sunday in which we take a break from the Advent shadows and allow ourselves to experience the joy of what we anticipate on Christmas - the immense love of God made flesh. God with us.
Although this story doesn't seem to be one of great joy, seeing John's doubts and questions gives us the opportunity to see
ourselves in the text. Knowing that even John, who confidently proclaimed Christ's coming throughout the wilderness, who baptized him in the Jordan River and still questions who Jesus is, whether he is the Messiah about which is prophesied, when faced with suffering and waiting alone without answers in uncertain circumstances, reminds us that doubts and questions are simply a part of being a faithful person. You are not alone in questioning. everything.
Let us rest in the promise embedded in Jesus' response to John that God's grace is always and only God's to give. That signs of God's coming reign all around and within us, God's beloved, even in the hardest of times.
In that promise we find great joy. Today, may that joy be yours.
Amen.
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<urn:uuid:938c96c0-969b-4627-948a-658ee6c08ea5>
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HuggingFaceFW/finepdfs/tree/main/data/eng_Latn/train
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finepdfs
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eng_Latn
| 11,610
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Engros Biler Danmark A/S
CVR. 3462 5689
Henrik Kyst, bestyrelsesformand +45 2028 4145
email@example.com
L 223
"Vi skal gøre det nemt for dem, der følger reglerne. Og svært for dem, der ikke gør…"
(citat Karsten Lauritzen, Skatteminister)
Historie
Virksomheden
Finansielle nøgletal (2017/18)
* Stiftet 2012
* Eksporterer årligt ca. 3.500 biler svarende til ca. 10% markedsandel
* Resultat før skat 8,5 mio kr.
* Balance 58,6 mio kr.
* Soliditet 34,8
* 32 ansatte
2. halvår 2018
* 1344 eksportgodtgjort
* GNS afvigelse ved pristjek er kr. 3.657,-
* Manglende regelefterlevelse om udførsel før udbetaling af eksportgodtgørelse er 2,2%
Compliance
Aktivitetsniveau
* 35.000 biler eksporteres årligt
* 22.000 biler heraf selvanmeldes
* Engros Biler Danmark A/S eksporterer ca. 3.500 biler årligt (10% markedsandel)
Fakta L 223
Likviditetspåvirkning
* Nye gebyrer og frafald af kompensation for toldsyn kr. 8.120.000,-
* Fra 3 til 9 uger udbetalingsfrist kr. 11.380.000,-
* I alt kr. 19.500.000,-
L 223
"Vi skal gøre det nemt for dem, der følger reglerne. Og svært for dem, der ikke gør…"
(citat Karsten Lauritzen, Skatteminister)
Virksomheden
Historie
* Stiftet august 2012
* 32 ansatte
* Eksporterer årligt ca. 3.500 biler svarende til ca. 10% markedsandel
Finansielle nøgletal
* Resultat før skat 8,5 mio kr.
* Balance 58,6 mio kr.
* Soliditet 34,8
Compliance Engros Biler Danmark A/S
2. halvår 2018
* 1344 eksportgodtgjort
* GNS afvigelse ved pristjek er kr. 3.657,-
* Manglende regelefterlevelse om udførsel før udbetaling af eksportgodtgørelse er 2,2%
FAKTA L223
35.000 biler eksporteres årligt 22.000 biler heraf selvanmeldes
Engros Biler Danmark A/S eksporterer ca. 3.500 biler årligt (10% markedsandel)
Likviditetspåvirkning
* Nye gebyrer og frafald af kompensation kr. 8.120.000,-
* Fra 3 til 9 uger udbetalingsfrist kr. 11.380.000,-
* I alt kr. 19.500.000,-
Bilag
| Likviditetspåvirkning af L 223 for Engros Biler Danmark A/S | |
|---|---|
| Biler til eksport | 3 .500 |
| Værdifastsættelsesgebyr, ca. kr. 1 .900,00 Omkostningsdækkende gebyr (styrket toldsyn) kr. 20,00 Frafald af toldsynskompensation kr. 4 00,00 | |
| Direkte øgede omkostninger pr. bil | kr. 2 .320,00 |
| Likviditetseffekt på gebyrer | kr. 8.120.000,00 |
| Forlængelse af frist for udbetaling af eksportgodtgørelse fra 3 til 9 uger 6 Gennemsnitlig eksportgodtgørelse pr. bil kr. 28.178,00 | |
| Likviditetseffekt på forlængelse af frist for udbetaling | kr. 1 1.379.576,92 |
| Samlet likviditetspåvirkning "for dem, der følger reglerne" kr. 19.499.576,92 | |
Skattegabet anslås til 283 mio kr.?...
* Fejl i selvanmelders værdifastsættelser (SKATs er fejlfri må man forstå?) 60 mio. kr.
* Fejl i dokumentation (men dog stadig eksportberettigede biler?) 93 mio. kr.
* Fejl i vurdering af stand (trods tvungent toldsyn?)
130 mio. kr.
* Anslået skattegab
Værd at overveje:
- prisdannelsen på biler er flydende
- kunderne agerer frit og kan fortryde
- kan branchen holdes ansvarlig for kvaliteten i synshallerne?
Vi kan indrette regler og processer, men ikke eliminere menneskelige fejl.
283 mio. kr.
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<urn:uuid:935a8f00-42d9-43fe-a560-e5c440d4547f>
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HuggingFaceFW/finepdfs/tree/main/data/dan_Latn/train
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finepdfs
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dan_Latn
| 3,114
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Prairie Seeds Academy -- District # 4126
4:00 PM – 6:00 PM at 6200 W Broadway Avenue North, Brooklyn Park, MN 55428
Board of Director's Board Meeting
May 2, 2016
Mission
Minutes
Prairie Seeds Academy, in cooperation with families and community, provides leadership in rigorous education, to develop inquiring, knowledgeable and caring citizens who help create a better and more peaceful world through intercultural understanding and respect.
To provide leadership, set policy, and develop accountability practices that will ensure high student achievement.
Board of Directors' Purpose
Call to order 4:10
Role Call
Present: Mindy Hansen, Jeff Culp, Felicia Perry, Xee Vue
Absent: Tzianeng Vang,
Ex-Officio: Choua Yang, Ger Yang
Guests: Jeanene Miller, Dan Cooley, Katie Barrett Kramer, Greg Maus (from Booth Law Group)
I. Reports:
NA
II. Old and/or Unfinished Business:
- Policy revisions*
The policy has been adjusted and is ready for PSA. Motion was made by Mindy to accept the nepotism policy as written. Second by Jeff. All voted in favor.
- Nepotism policy
- Admissions policy
Motion was made by Mindy to approve the Admission Policy for PSA. Second by Xee.
Discussion and edits were made to the document where applicable.
All members voted approval.
- Group Health Insurance Policy The policy meets the criteria as is. Motion by Xee to approve the Group Health Insurance Policy. Felicia second. All approved.
III. New Business:
Budgeting could show an increase in technology and determine specifics to report back to the
- Financial Committee Report
- Board Survey of Resources to all staff results Mindy shared the results. Themes were highlighted. 15 staff responded. This will be a part of the strategic planning for the next couple years. Board.
The committee was looking at increasing teacher salaries, raising staff by percentages, positions to be added. Many options were discussed. Even looking at parking and costs to add more parking.
- Consultant committee recommendation* moved to the beginning of the meeting by Board Chair
The Board Committee for consultant interviews reported out. The committee met and interviewed with two groups. The committee recommends The School Leadership Project for the consultants. The School Leadership Project team was present and gave some background to the entire board. TSLP assured the board of the process and confirming the timeline with the work of ACNW and the Board. Developmental priorities mapping will come first. Meeting with the stakeholders to determine strengths and needs of the school. They can start as early as next week.
A motion was made to accept the recommendation of the Board Consulting Committee to hire The School Leadership Project by Jeff. Second by Xee. All voted in favor of the motion.
ADJOURN: 5:30 p.m.
Next regular meeting: May 11, 2016
Future agenda items:
ANNUAL MEETING May 19, 2016
Revision of by laws
School calendar 16-17
Evaluation for Administration- CEO
Board Training
Vendors
Contracts
*Items that need motions/ approval
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REGULATION TO AMEND THE SECURITIES REGULATION*
Securities Act
(R.S.Q., c. V-1.1, s. 331.1, pars. (1), (2), (3), (6), (7), (8), (9), (11), (12), (13), (15), (25), (26), (27), (29) and (34); 2008, c. 24; s. 225, 2009, c. 25, s. 45)
1. Section 1.7 of the Securities Regulation is amended by replacing the words "to which the Act" with the words "to which the Securities Act (R.S.Q., c. V-1.1)".
2. Sections 20, 24 and 25 of the Regulation are repealed.
3. Title V of the Regulation, consisting of sections 190 to 252.1, is replaced by the following:
"TITLE V
"Dealers, advisers, representatives, investment fund managers, chief compliance officer and ultimate designated person
"CHAPTER I
"Conditions and effects of registration
"190. An applicant for registration as a dealer, adviser, representative, investment fund manager, chief compliance officer or ultimate designated person must include with their application for registration the fees prescribed by Chapter II of Title VI.
"191. Registration is valid until it is revoked. It requires the annual payment of the fees prescribed by Chapter II of Title VI.
"192. Registration as a dealer or as a representative of a dealer is not required for the following:
(1) an issuer that limits its activities as a dealer to the distribution, under a prospectus exemption pursuant to section 41 of the Act, of securities of its own issue, provided that such distributions are only a secondary activity of the issuer;
(2) a bank or an authorized foreign bank listed in Schedules I, II and III to the Bank Act (Statutes of Canada 1991, c. 46), the Caisse centrale Desjardins du Québec established under the Act respecting the Mouvement Desjardins (S.Q. 1989, c. 113), a
* The Securities Regulation, enacted by Order-in-Council No. 660-83 dated March 30, 1983 (1983, G.O. 2, 1269), was last amended by the Regulation approved by Order-in-Council No. 429-2009 dated April 8, 2009. For previous amendments, refer to the "Tableau des modifications et Index sommaire," Éditeur officiel du Québec, 2009, updated to April 1, 2009.
financial services cooperative within the meaning of the Act respecting financial services cooperatives (R.S.Q., c. C-67.3) or a société d'entraide économique or federation of sociétés d'entraide économique governed by the Act respecting the sociétés d'entraide économique (R.S.Q., c. S-25.1) to the extent that it distributes or sells securities pursuant to paragraphs (1) and (2) of section 41 of the Act;
(3) a bank or a foreign bank, the Caisse centrale Desjardins du Québec or a financial services cooperative contemplated in paragraph (2) or a trust company licensed under the Act respecting trust companies and savings companies (R.S.Q., c. S-29.01) to the extent that its activities as a dealer are solely to execute on an exchange or on the over-the-counter market, through a registered dealer, orders received without solicitation or advertisement;
(4) a bank or an authorized foreign bank listed in Schedules I, II and III to the Bank Act (S.C. 1991, c. 46 [R.S.C. c. B-1.01]) or a trust company licensed under the Act respecting trust companies and savings companies (chapter S-29.01) to the extent that it transacts bonds on its premises in response to unsolicited orders, by buying or selling and carrying out the order for its own account with a registered dealer.
"193. A mutual fund or scholarship plan dealer must, while registered, maintain liability insurance that is consistent with the requirements in section 194. It must also ensure that every representative acting on its behalf without being an employee carries liability insurance that is consistent with the requirements in section 195.
"194. The insurance contract covering the professional liability insurance of a mutual fund or scholarship plan dealer must satisfy the following requirements:
(1) The coverage amount must not be less than $500,000 per claim and, for each 12-month period, not less than the following amounts:
(a) $1,000,000 for a dealer having 3 representatives or less acting on its behalf;
(b) $2,000,000 for a dealer having more than 3 representatives acting on its behalf;
(2) The insurance contract may stipulate a deductible not exceeding the following amounts:
(a) $10,000 for a dealer having 3 representatives or less acting on its behalf;
(b) $25,000 for a dealer having more than 3 representatives acting on its behalf;
(3) The insurance contract must also contain provisions relating to the following elements:
(a) coverage is provided for liability arising from the fault, errors, negligence, or omissions committed by it in pursuing activities as a dealer, or arising from the fault, errors, negligence, or omissions committed by its mandataries, its employees or the trainees of its representatives in the performance of their duties, regardless of whether or not such persons are still so engaged on the date of the claim;
(b) the coverage provided in respect of the activities of the dealer for the period during which the contract is in effect extends beyond the period of insurance provided for therein in respect of the activities contemplated by such coverage for a further term of five years from the date the dealer's registration was cancelled or suspended;
(c) the time within which an insurer must notify the Authority of its intention not to renew the contract or to cancel the contract is 30 days prior to the date of non-renewal or cancellation;
(d) the insurer must notify the Authority upon receiving notice of non-renewal or cancellation of the insurance contract;
(e) the insurer must notify the Authority of the receipt of any claim, regardless of whether or not the insurer decides to honour the claim.
The deductible amount stipulated in the insurance contract may nevertheless be greater than the amount set out in subparagraphs (a) and (b) of subparagraph (2) of the first paragraph, provided that the insured maintains at all times liquid assets at least equal to the amount stipulated in the contract. For purposes of this section, “liquid assets” means the total of cash and securities immediately convertible into cash.
"195. The insurance contract covering the professional liability of a representative acting on behalf of, but not employed by, a dealer contemplated in section 194, must satisfy the following requirements:
(1) The coverage amount must not be less than $500,000 per claim and $1,000,000 per year;
(2) No deductible amount stipulated in the contract may exceed $10,000;
(3) The insurance contract must also contain provisions relating to the following elements and to those set out in subparagraphs (c) to (e) of subparagraph (3) of section 194 to the effect that:
(a) coverage is provided for liability arising from the fault, errors, negligence, or omissions committed by him in pursuing activities as a representative, or arising from the fault, errors, negligence, or omissions committed by his mandatories, employees or trainees in the performance of their duties, regardless of whether or not such persons are still so engaged on the date of the claim;
(b) the coverage provided in respect of his activities during the period for which the contract is in effect extends beyond the period of insurance provided for therein for a further term of 5 years from the date the representative ceases to pursue activities, regardless of whether or not he is still alive.
"196. An investment dealer and, where applicable, an exempt market dealer and a restricted dealer, must participate in a contingency fund deemed acceptable to the Authority.
"CHAPTER II
"TRANSACTIONS INTENDED TO FIX OR STABILIZE THE MARKET PRICE OF A SECURITY
"197. Any transaction intended to fix or stabilize the market price of a security is prohibited except where it is made by the firm underwriter from the time of the receipt for the prospectus in its final form to the end of the distribution or by the firm purchaser during a secondary distribution for the sole purpose of facilitating the distribution or the secondary distribution, and in accordance with the following conditions:
(1) the transaction is made at a market price that is not higher than the bid price of the securities that are the object of the distribution or of the secondary distribution;
(2) the transaction is made only for the purpose of preventing or delaying a decline in the open market price of a security;
(3) the dealer who effects the transaction does not have priority over another person who wishes to buy at the same price;
(4) the transaction is not made on a security being distributed during a distribution or a secondary distribution made through the facilities of a recognized securities exchange.
"198. The requirements of section 197 do not apply in the case of transactions made through the facilities of a securities exchange recognized by the Authority in accordance with the operating rules of that exchange by a specialist acting within the scope of his function.
"199. Any transaction intended to fix or stabilize the market price of the securities proposed in exchange is prohibited during a take-over bid by way of exchange."
4. Form 2 of the Regulation is repealed.
5. Registration as an adviser is not required for a person that acts as an adviser only to accredited investors referred to in paragraph \(a, b, c, d, f, g, i, p\), in subparagraph \(i\) of paragraph \(q\) or in paragraph \(v\) of the definition of “accredited investor” provided for in section 1.1 of Regulation 45-106 respecting Prospectus and Registration Exemptions approved by Ministerial Order no. 2009-05 dated September 9, 2009 and in respect of whom the exemption provided for in section 3.3 thereof applies.
The first paragraph does not apply to a person that carries on business in respect of a trust company or trust corporation registered or authorized to carry on business in a foreign jurisdiction referred to in paragraph \(p\) of the definition of “accredited investor” or in respect of a person registered or authorized to carry on business as an adviser or the equivalent under the securities legislation of a foreign jurisdiction referred to in subparagraph \(i\) of paragraph \(q\) of this definition.
This section ceases to have any effect on December 28, 2009.
6. This Regulation comes into force on September 28, 2009.
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The World’s Easiest Equatorial Mount Instruction Manual for Reflector Telescopes
Before you get started, you’ll need to know that your telescope is a **Reflector** telescope. That means that everything you see will be upside down and backwards. No exceptions. If you are looking for a telescope to use on land based objects then you should use a **Refractor** telescope as it can erect an image and in many cases correct the right to left viewing.
Without getting fancy or technical, equatorial mounts are basically star finders. Most all of the visible stars in the sky have an address in a book called a Star Atlas (roadmap of stars) that is expressed in terms of its **Right Ascension** and then its **Declination**. Basically it’s outer space longitude and then latitude. It will look something like this:
23hr 42min 03sec, 78.3deg N
When using an equatorial mount, you can move your telescope to these settings and find the star that corresponds to that address.
You will need to have a Star Atlas to use the equatorial mount. You can purchase one at just about any bookstore on earth.
As well, you will need to be able to identify 2 stars in the sky. The first star will be the North Star. Coincidentally this star is perfectly north **EVERY** night you go out. It is generally around 25 to 45 degrees up from the horizon in North America.
The second star you will need to be able to identify in the sky is a little bit harder. The second star can really be any star in the sky other than our sun and the North Star. You can pick a star from a constellation that is in the sky and use a particular star in it. You will not only have to be able to identify it, but in Step 5 you will need to be able to center it in the telescope. Unfortunately, there is no other alternative. If you want to use your equatorial mount, you’ll need to be able to do this.
In most Star Atlas books there is a section that gives suggestions on which stars to use for the second star, I recommend using it. Also, there is a section that has the latitude setting for the North Star in certain areas. You will need this when going through Step 4.
Finally, you will need to set your telescope up to be able to use a Star Atlas. The following instructions in steps 1-7 will show you how to do this. Good Luck and Have Fun!!!!!
| Page | Section |
|-------|-------------------------------------------------------------------------|
| 1 | Introduction |
| 2 | Table of Contents |
| 3 | Listing of all the Telescope Sections |
| 4 | Fine Adjustment Cables |
| 5 | The Telescope’s Axis’s |
| 6 | The Barlow Lens and Eyepieces |
| 7 | Figuring the Magnification |
| 8 | Aligning the Finderscope |
| 9 | Aligning the Finderscope cont. |
| 10 | Aligning the Finderscope cont. |
| 11 | Step 1 – Getting the Mount at Right Angles |
| 12 | Step 2 – Facing the Telescope North |
| 13 | Step 3 – Putting in the Eyepiece |
| 14 | Step 4 – Finding the North Star |
| 15 | Step 5 – Setting the Declination Dial to 90 degrees |
| 16 | Step 6 – Finding the Second Star – Its Declination Address |
| 17 | Step 7 – Finding the Second Star – Its Right Ascension Address |
| 18 | Keeping the Telescope Aligned |
Finderscope
Open End That Faces What You Are Looking At. Generally there are 2 lens caps on this side. They normally should be both taken off. They look like this. **Never** look at the sun.
Counterweight Shaft
Counter Weight Makes Sure the Telescope Doesn’t Fall Because Of Uneven Weight
Declination Setting
Right Ascension Setting
Focusing Tube That you put the eyepieces into and bring the image into focus by turning either of the two Focusing Knobs on the sides.
Declination Lock Knob
Right Ascension Lock Knob
Latitude Adjustment Knob
Horizontal Axis Lock Knob
Horizontal Axis Setting – If there are numbers on this just ignore them. Only in step 2 will you ever turn the telescope here.
NEVER Adjust These Screws as they are preset from the factory.
Fine Adjustment Cables
The fine adjustment cables move the declination and right ascension settings in very small increments. When you are aligning the finderscope or centering a star or planet in the telescope there will be a time when only small adjustments will be necessary. That is when you’ll use these knobs. They look like the diagram below. Notice one is long and the other is short. It really doesn’t matter which one goes on the declination and which one goes on the right ascension. Generally though, they go on just like the below diagram. They connect to the telescope mount only one way so I won’t cover their attachment procedure.
If your equatorial mount is set up correctly, you can move just the Right Ascension Fine Adjustment Knob ONLY to follow any star across the sky!
This instruction manual refers to 3 axis’s in which the telescope will turn. This diagram illustrates these axis’s where the telescope can move.
When using your fine adjustment cables, you’ll be moving these two axis’s.
The Barlow Lens and Eyepieces
Here are a few things you’ll need to know and know how to do before getting started.
You should receive several different lenses for your telescope. Some you’ll use a lot and some you’ll hardly ever use. The following explains what the pieces are and in what order they should go into the telescope.
This is the **Barlow lens**. It multiplies the magnification of the image. Generally it will say something like 2X or 3X on the side of it, meaning that it multiplies the magnification by that much. Sometimes it’ll just say “Barlow Lens”. Regardless it still does the same thing.
Next will be the eyepieces. There are generally 2 different ones with a new telescope. The eyepiece along with the focal length of the telescope determines the magnification. Most the time they are 20mm and 4mm.
The eyepieces can fit directly into the focusing tube as well as into the Barlow Lens. Regardless, you must have an eyepiece in to see anything through the telescope.
Figuring the Magnification
To figure the magnification you must first know the focal length of your telescope. Many times the focal length will be 700mm to 900mm. Here is the formula to figure the magnification.
\[
\text{Magnification} = \frac{\text{Focal Length in mm}}{\text{Eyepiece in mm}} \times \text{Barlow Lens (ie 2X or 3X)}
\]
Assuming the eyepiece is 20mm and the focal length is 900mm, here are the magnifications of each set up.
\[
900 \div 20 = 45 \quad \text{Power}
\]
\[
(900 \div 20) \times 3 = 135 \quad \text{Power}
\]
Aligning the Finderscope
You will need to line up the **Finderscope** with your telescope. A finderscope acts kind of like a riflescope in that it helps you aim. To get started you should always use the highest number eyepiece (lowest power) **without** the Barlow lens. If you use too powerful of an eyepiece (low number) then it may be very hard to find an object or it will be too dark to see anything as higher powers cause light loss. Below is an example of why aligning the finderscope is important.
Without an aligned finderscope you might think you are aiming directly at a star or planet but you could actually be way off!
But with an aligned finderscope, you can find objects in the sky a lot faster and easier!
To get started, put the 20mm eyepiece in the focusing tube without the Barlow lens.
Since the finderscope has a slight magnification to it, put it on so that when viewing through it you see the magnification. If you put it in backwards, everything will appear small and far away.
(open end of the telescope)
Start with a large object about 200 yards away. You do not have to be absolutely accurate with the distance as it will not help you or hinder you if you are not exact. In this example I’ll use a house as the object.
Note: It is recommended for best viewing to not look through a window when aligning the finderscope or even when viewing things through the telescope. Ideally you should be outside with the telescope. If fogging occurs let the telescope sit outside for approximately 30 minutes to allow it to clear up.
Next, find the object in the telescope and center it in the viewing area.
Finally, get the object centered in the finderscope. If the finderscope is not the crosshair type but instead the dot kind, get the dot directly in the middle of the object then tighten the finderscope best as possible. Note: The finderscope just like the telescope turns the image upside down also.
Know that finderscopes sometimes have a red dot in them as opposed to crosshairs. Sometimes they adjust with thumbscrews on the outside of the mounting bracket and sometimes they have actual fine adjustment knobs on the finderscope itself. Regardless, you will need to determine how to adjust them yourself using common sense and if you have it, the instruction manual.
Step 1
You can generally leave the Counterweight all the way down and tighten the screw so it won’t move.
Get everything at right angles. If you’re not sure, just make it look like this picture. As well, on level ground make sure the tripod legs are fully extended or at least even as far as length.
Note: It is recommended for best viewing to not look through a window when aligning the finderscope or even when viewing things through the telescope. Ideally you should be outside with the telescope. If fogging occurs let the telescope sit outside for approximately 30 minutes to allow it to clear up.
With everything at 90-degree angles, turn the telescope scope north along its **Horizontal Axis** using a compass as reference to be completely accurate. Once facing north, tighten the **Horizontal Axis Lock Knob** and know that you will not have to touch this setting again for the rest of your observing session.
Once again, ignore these numbers.
Put the 20 mm eyepiece into the Focusing Tube. If you do not have a 20mm eyepiece, use the highest number eyepiece you do have. The eyepiece looks like this. (It will say 20mm on the top of the eyepiece.)
Many models have thumbscrews around the Focusing Tube to tighten the eyepiece down. Even if there aren’t any, they are probably not needed.
Next, you will need to elevate the telescope up to the North Star. Do this by turning the Latitude Adjustment Knob to the number on the Star Atlas that corresponds to your location. Looking through the eyepiece, find the North Star then tighten the Latitude Lock Knob. Note: when this is done you will not have to touch either of these knobs again for the rest of the night.
Once the **Declination Setting** is set you will NOT have to touch this again for the rest of the night.
There will be numbers on the **Declination Setting** and either an arrow or a pointer. Turn the DIAL ‘til the pointer or arrow is at 9 then tighten the **Declination Lock Knob**. (9 stands for 90 degrees.)
Next, you will need to find the second star I talked about earlier. See the Star Atlas and it will show you some fairly easy stars that should be bright in the sky during different times of the year. When you have identified your star, move the TELESCOPE TUBE along the Declination Axis until the pointer is on the declination address of the star according to the Star Atlas.
Even though it is not shown, the Right Ascension Setting has numbers on it.
Finally, move the tube of the telescope along the Right Ascension Axis until the star you have chosen as your second star is visible in the telescope. Then with your fingers, move the dial on the Right Ascension Setting to match what the Star Atlas’s Right Ascension Settings are for that star. Once again, there is a pointer/arrow that you’ll align the Right Ascension number up with. You are done!
Finally,
When you have centered the 2nd star, it should look something like this.
(Simulated views through your telescope)
As the earth rotates, the star will appear to move like this.
Therefore, every few minutes while you are surfing the sky with your telescope you will need to repeat Step 7.
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Eolien Le canton doit-il être sacrifié sur l'autel du dieu Eole?
A propos de la lettre de lecteur de M. Philippe Gendret intitulée «Une industrie qui progresse rapidement» (24 heures du 17 janvier 2017).
M. Gendret est donc favorable aux éoliennes. Normal pour celui qui oublie de dire qu'il est chef des énergies d'Yverdon, membre de la direction de ENM SA (projet de 12 éoliennes au Mollendruz) et membre du comité de Suisse-Eole. La planification vaudoise prévoit actuellement quelque 160 éoliennes, réparties sur le Jura et sur le Plateau tout en évitant soigneusement l'arc lémanique. Mais ce que l'on ne crie pas sur les toits, c'est que le but final serait que le canton assure en 2035 le tiers de la production éolienne suisse. C'est plus du double de ce qui est planifié actuellement. M. Gendret tente de nous rassurer: les «progrès rapides» que devrait faire l'industrie éolienne seraient susceptibles de faire la différence. Certes, la technologie permettra encore de progresser dans l'efficacité de ces machines.
En réalité, il n'y a que deux manières de doubler la production planifiée actuellement avec des machines de dernière génération: multiplier le nombre de machines et augmenter la taille des éoliennes. La question de fond demeure: vaut-il la peine d'industrialiser et défigurer le Jura et le plateau vaudois pour produire, à grands coups de subventions, quelques pour-cent de notre électricité, de manière aléatoire et intermittente? Pour nous la réponse est claire: c'est non. Le prochain débat sur la SE 2050 sera l'occasion d'en débattre en public.
Bertrand Clot, président de Paysage-Libre Vaud, Bottens
La vérité sur les éoliennes
Claude Brasseur, mathématicien et chercheur belge dans le
Courrier des lecteurs
31
vont justement bénéficier de ce beau «cadeau fiscal», qui vont se préoccuper de maintenir les places de travail chez nous! C'est le dernier de leurs soucis, les exemples de licenciements par des multinationales sont nombreux!
L'énergie éolienne ne fait pas l'unanimité. ODILE MEYLAN
domaine des énergies renouvelables, stigmatise dans un article l'industrie éolienne pour les raisons suivantes:
Des milliers d'éoliennes sont installées sur la planète pour lutter soi-disant contre le réchauffement climatique anthropique, alors qu'elles rapportent des fortunes à leurs promoteurs, lesquels n'ont aucune envie de renoncer à leur business juteux. Il compare avec raison l'escroquerie éolienne mondiale avec celle du tabac, du sucre, de l'agrochimie et des médicaments. En plus, il déplore le fait que des pays comme le Danemark et l'Allemagne accompagnent la production électrique très intermittente et surévaluée des aérogénérateurs par des centrales à charbon polluantes destinées à compenser les creux de vague éoliens. L'air de ces deux pays est de très loin le plus pollué d'Europe. N'oublions pas les problèmes de santé, les atteintes à la nature et l'exploitation de métaux rares nécessaires à la fabrication des éoliennes. En outre, dans l'aviation civile et militaire, les radars risquent de perdre de leur efficacité, à cause de la réflexion parasite des ondes sur les pales des aérogénérateurs en rotation.
En Suisse, c'est l'aveuglement total concernant la production
électrique des éoliennes! L'OFEN (Office fédéral de l'énergie) a publié un scénario du mix de production énergétique suisse pour 2050 dans lequel l'éolien ne représentera, dans le meilleur des cas, que 6% de la production électrique, ce qui représente la production de 1,5% du total de l'énergie consommée en Suisse. En conclusion, c'est une absurdité complète de détruire nos magnifiques crêtes jurassiennes et bien d'autres sites de grande valeur en installant 1800 éoliennes, selon le projet «Stratégie énergétique 2050», pour obtenir si peu! (…) Olivier Jean-Petit-Matile, Prilly
LPPPL En politique, il faut des actes
J'ai fait partie de la commission ayant élaboré la loi soumise à votation le 12 février prochain. Nous avons eu un nombre incalculable de séances avec des rebondissements inhabituels. Sous la houlette du président PLR Marc-Olivier Buffat, nous sommes arrivés, chacun mettant de l'eau dans son vin, au texte actuel. Quand gauche et droite campent sur leur position, le consensus est difficile à trouver.
Au final, l'ASLOCA a retiré son initiative et, avec elle, le spectre de l'expropriation. Une expropriation correspond à un vol, et je n'aurais jamais pu accepter un tel droit dans la loi. Par contre, le droit de préemption qui figure dans la nouvelle loi est un outil précieux pour les communes qui souhaitent promouvoir la construction de logements à prix abordable pour les jeunes, les familles et les personnes âgées. Les milieux immobiliers ont certes beaucoup construit ces dernières années, mais davantage de PPE de luxe que d'objets utiles à la plus grande partie de notre population.
préemption qui pourra être exercé par les communes et quelquefois aussi par l'Etat. Au-delà des questions de principe, ce droit de préemption est mal conçu. Son champ d'application est trop large. En effet, le droit de préemption concerne toutes les communes, grandes et petites. Seule la question de la surface des terrains construits ou non construits pouvant être préemptés fait l'objet d'une réglementation différenciée, au demeurant complexe. Un autre problème, sur lequel je suis intervenu lors des débats, c'est que le droit de préemption ne porte pas seulement sur les parcelles non bâties mais aussi sur les maisons et les immeubles. Cela a été clairement voulu ainsi, malheureusement, tant par le Conseil d'Etat que par le Grand Conseil. Je suis donc très surpris de lire dans la brochure officielle de la votation du 12 février, éditée par le Conseil d'Etat, que seuls les «terrains» et les «parcelles» seraient concernés. Cela ne correspond tout simplement pas à ce qui a été décidé au Grand Conseil.
Construire des logements destinés à la classe moyenne figure dans le programme de législature 2012-2017 du PLR. C'est donc logiquement que je voterai oui le 12 février prochain, comme l'a fait la majorité de la commission, suivie par la majorité du Grand Conseil. La politique ne se résume pas à des promesses et à des slogans, il faut des actes.
Christa Calpini, ancienne députée PLR, Puidoux
Une brochure officielle spécieuse
Lorsqu'il a examiné la LPPPL, le Grand Conseil a débattu intensément du droit de
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Dans le langage courant, lorsqu'on évoque une parcelle ou un terrain, on pense à un terrain non construit. Quel citoyen, même juriste, lorsqu'il vend sa maison, ira dire: «j'ai vendu ma parcelle»? Aucun. J'ai le sentiment que le Conseil d'Etat n'assume plus vraiment la totalité de la LPPPL… Quoi qu'il en soit, il aurait dû écrire, dans un langage compréhensible, toute la vérité dans la brochure officielle, c'est-à-dire que le droit de préemption portera non seulement sur les terrains non bâtis mais aussi les terrains bâtis, soit les maisons et les immeubles.
Philippe Jobin, député/municipal, Echichens
RIE III Injustice fiscale flagrante
Les documents en faveur de la RIE III mettent en avant l'argument de l'emploi. Tout le monde est d'accord pour que l'on fasse le maximum pour maintenir l'emploi. Mais ce ne sont pas les multinationales, qui
Les défenseurs de la RIE III ne parlent jamais des graves conséquences, en cas d'acceptation, de cette loi sur les finances publiques (Confédération, cantons et communes). Pour ces entités publiques, de très importantes pertes de recettes fiscales sont annoncées maintenant déjà. Il y aura donc, logiquement, de gros déficits publics! Et que vont faire ces entités publiques? Soit diminuer les prestations (écoles, transports, etc.), soit augmenter les impôts. D'ailleurs, plusieurs communes vaudoises se préparent déjà à augmenter leur taux d'imposition! Donc, en cas d'acceptation de la RIE III, c'est exactement cela qui nous attend: une hausse des impôts!
En résumé, la RIE III propose de faire de «cadeaux fiscaux» aux multinationales et aux actionnaires, mais, par contre, cette «pseudo-réforme» ne fait aucun cadeau à personne d'autre: ni aux actifs, ni aux retraités, ni aux étudiants, ni aux PME, etc. Et au final, c'est la classe moyenne qui va devoir payer plus d'impôts! C'est d'une injustice fiscale flagrante.
Personnellement, comme je ne veux pas être le dindon de cette grande farce où on essaie de nous tromper et de nous en cacher les véritables conséquences, je voterai résolument non. Jean-Louis Emmenegger, Lutry
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**Heroes of Wharfedale**
**Mr Earl** is a site manager. He stated that without his colleague Mr Holmes he wouldn’t be able to do his job. We asked this unseen hero what he does at Upper Wharfedale School; he said he does all repairs, breakages, anything electrical and keeps everything in order. He has done this for five years. In a typical day, the first thing he does is check the swimming pool to make sure it’s in order. He walks around the school to attend to all the small jobs to be done. We asked him if he could improve anything in school, what would he improve? He said he wishes the school had more money to spend on projects.
We found **Mrs Willets** busy working on activities weak in the sports hall with our year nine and ten boys’ sevens, where she was extremely busy and could only answer a few questions; the first question was: ‘what is your role at Upper Wharfedale School?’ And she stated that she’s the P.E teacher. She said that she has taught over 3,500 students including primary school pupils and all the students who study at Upper Wharfedale School. One of her greatest moments at this school was when she and a handful of year eleven won the White Rose Series Competition. Winning this rugby competition was ‘one of the biggest achievements’ of her career. Mrs Willets stated that she is going to miss ‘certain’ children and groups.
Next we interviewed **Mrs Stoker about her time at Upper Wharfedale…**
Q. What’s your new school called?
A. West Craven High School and Colne Primet Academy. I am Director of Learning for both.
Q. What’s your most embarrassing moment at school?
A. I fell on a pupil in drama class. I was doing body blocking and mock fighting. I accidently straddled and then fell on a pupil! It was a poor yr. 10 boy. He was never the same afterwards!
Q. Will you miss this school and why?
A. I will really miss this school. I have learned as much as I have taught at this school. It was a new experience for me, new culture, new accent, new traditions and most importantly a new friends. Before I came to this school I had never met a farmer or knew what shooting was. I hadn’t really thought about how we got food before.
Q. In leaving the school which pupils have meant the most to you and what do you wish for the future?
A. When I first came to this school I taught a group of Yr 11 boys and they were hard to control and manage. When I did it made me feel good about myself. Also I have enjoyed teaching my current Yr 8s and watching them grow with confidence and skill. I wish the school all the best for the future. However it would be good if the teachers introduced Ecosia and scrapped Google. If we let students know a bit more about it, it will be a lot better for the environment.
Q. What has boosted your career the most?
A. Probably working with children with special needs. I had never done quite so much before, so it has given me confidence & experience.
We interviewed the head teacher of Upper Wharfedale School, **Mr Taylor**, who took time out of his busy schedule to talk to us. We asked him how does he feel about the school getting outstanding in all areas and what message would he give to the students. He responded that he is delighted! He said that the school has been outstanding for a while and I know that it is difficult to show the inspectors in two days to show how good a school we are. Ofsted saw that. He stated how proud he is of his students.
The plans he has for the future of the school is that we are going to continue to focus on progress and that I want all pupils to come out as well rounded young people. We continued to ask about the changes in the near future. He said that this year we had over 180 applications and 71 new people are starting in September and if this carries on in 5 years’ time there will be an extra 60 new students. Thanks to the whole school community; we celebrate this great achievement!
The last interview was with **Mrs Baker**, who has worked at our school for twelve-thirteen years. We asked her how she feels about the school getting outstanding in the our Ofsted report and she feels proud: the school deserves it. She has had several best moments such as being a part of Activities Week and when she used to meet students in the working place.
**Answers:** 1) Nothing I have to go back tomorrow. 2) The library because it has the most stories. 3) By using a ruler. 4) Don’t look I’m about to change. 5) I wanted to be a smarter! Riddle answers: A coffin, A stamp, A candle, Paper.
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**Ofsted inspection appreciated!**
Last Month, Ofsted inspected the school and judged it Outstanding. The verdict was very positive and was made possible with the tremendous support and enthusiasm shown by the students and teachers alike.
“The head teacher, supported by governors, leaders and staff, has developed an exceptional learning culture within the school, where effort and endeavour are highly valued”
“Teachers use their excellent subject knowledge to plan learning that will challenge pupils, capture their interests and meet their differing learning needs. They use questioning skilfully to check pupils’ understanding and deepen their learning.”
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**Sad to see you go!**
In September 2019, three of our privileged teachers will be leaving us and to say farewell to them, our news team have written a few words!
**Mrs Willets:** On a trampoline, she soars like dancing birds, When we think of her, ‘patient’ and ‘calm’ are the words that spring to mind. What a teacher! - Helpful and Kind
**Mrs Baker:** Mrs Baker, Helpful and fair, Typing, Dashing, Tapping. Absolutely the best teacher.
**Mrs Stoker:** Clad in leopard print and black, A dark sense of humour that others lack, Killer heels and Essex voice, Mrs Stoker’s a brilliant choice.
After the exhausting and gossipy joint journey, the students were relaxing in their rooms and soaking up the overwhelming feeling of freedom. The weather was absolutely that was yet to come. Kicking their inclusive holiday off to a start, the students and staff didn’t waste any time in their rooms and look at the gorgeous view outside of their balcony.
“The weather has been extremely hot and our only objective is not to lose any children and to have fun!” said Miss Kidd
Students were to be seen exploring the landscape and paddling up and down the river in a kayak. The staff were in high spirits and took any opportunity to tease Mr Heaviside.
We look forward to welcoming back the staff and students in 6 days time!
A group of students from Upper Wharfedale School was drunk, he confessed his crimes to his servant. Tom Lee’s servant told the authorities everything and although the journey was wet, it was an educational one all the same. The story of Tom Lee still remains one of the lesser known legends of the Dale.
The story is that in 1766, Tom Lee was out betting in the Grassington’s welcome sign middle of the night in the near village of Kettlewell. In those days, betting was frowned upon. The bet was on cock-fighting, and Doctor Petty, who Lee was betting against, won a lot of money. He was already rich at the time from his job and earned more than he needed.
After the bet, Lee was angry and murdered Petty. He dumped the body in Grass Woods and quickly and quietly buried it.
Petty was declared missing and life went on. Later, Lee was arrested but set free because of the lack of evidence. Over a two year period, Lee got scared, so him and his wife dug up the body and threw it in the river. Unfortunately for them, the body washed up in another village, called Burnsall, and the Vicar found it.
A handful of students went for a walk to Tom Lee’s cave. As they were on their journey, they stopped and decided to stack rocks. This represented them marking their place. Some people said it was like all the different lies that have been told about Tom Lee. Others said it was like the journey of Tom Lee’s life.
Later in the day, the students went to Grassington Woods and placed a plastic tube in two different places. This was done to represent that the students were walking in Tom Lee’s footsteps.
The students also went and saw Doctor Petty’s bath. The reason this is called The Doctor’s bath because it is believed that Doctor Petty’s body had floated in this part of the river. Doctor Petty’s bath is a plunge pool; it is dangerous because that part of the river is ice cold and can send your heart into shock.
---
**High points of the year…. So far**
**Legally Blonde** - We’d like to thank everyone who took part in the latest school musical, which was the most ambitious one the school has ever done! The play was very successful and the rehearsals certainly paid off. Many thanks to all the actors involved, especially the year 11s who have left now, to Miss Kidd who made the musical possible, and all the other members of staff who gave up their free time for the musical.
**DofE** - This year some of the year 9s and 10s are getting their bronze Duke of Edinburgh award. This entails partaking in either 3 or 6 months of voluntary work, skills and physical work. After students have done these sections they go out into the local area to do a one night expedition, on which they’ll navigate, cook, walk and set up camp on their own. Good luck to any students on their expedition this month.
**Ofsted Outstanding** - A few weeks ago we successfully passed an Ofsted inspection with an outstanding review! We were reviewed on progress, presentation, teaching skills, behaviour and a few more things.
Special thanks to all the team and interviewees of the Wharfedaily Gazette.
Edited By Zoe and Sampada
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Elementary Hybrid and Virtual Teacher Stress during COVID-19
Timothy Pressley, Christopher Newport University, firstname.lastname@example.org
During the 2020-2021 school year, the COVID-19 pandemic pushed many school districts to implement alternative teaching approaches including, socially distanced classrooms with hybrid teaching schedules or all virtual instruction. This study aimed to gain insight into the impact of COVID-19 on hybrid and virtual elementary teacher stress. Specifically, the current study focused on elementary teacher stress one month into instruction. The researcher sampled 312 elementary teachers from 16 states with 104 hybrid teachers and 208 all virtual teachers using a survey design. The results suggested significant correlations and predictor variables for teacher stress. Predictor variables for teacher stress included COVID-19 anxiety, current anxiety, anxiety communicating with parents, and administrative support. Additionally, the results included short answer responses to provide teacher perspectives on the study's variables. Based on the results, teachers need support during this unprecedented time. Support might include instructional, technology, or emotional support from school administrators or districts.
Keywords: teacher stress; COVID-19; elementary teaching; virtual instruction; hybrid instruction
During the spring of 2020, the Coronavirus disease pandemic (COVID-19; Center for Disease and Prevention, 2020) drastically impacted society as a whole and moved K-12 schools to a virtual format (Wu et al., 2020). As elementary teachers returned to instruction for the 20202021 school year, many returned to drastically different learning environments, routines, and instructional approaches. Teachers faced new requirements for instruction, job expectations, and classroom environments. Districts pushed teachers to learn new virtual instruction pedagogy and platforms and made teachers the first resource for parents who had questions and concerns about district instructional technology, safety protocols, and instructional practices. With changes to instructional approaches, teachers, schools, and districts faced many challenges when providing hybrid and virtual teaching. These challenges included technology issues for students who may not have internet access or access to proper technology (Simmons, 2020), teachers incorporating new approaches to planning and instruction (Honigsfeld & Nordmeyer, 2020), and requiring teachers to learn new technology platforms (Wiggins, 2020). In addition to technology and instructional issues, teachers also struggled to get students to engage during virtual instruction and faced high absenteeism rates for students during virtual instruction periods (Leech et al., 2020). With all the new challenges and COVID-19 policies teachers faced, it is important to understand their impact on teachers who taught hybrid and virtually fall 2020.
Though the new challenges and demands may have been necessary to return to school during COVID, they added to teachers' already full workloads, which even before COVID-19 impacted teacher stress (Ferguson et al., 2012). Furthermore, with all the new demands teachers faced coming back to the classroom during the COVID-19 pandemic, they also faced the possibility of new stressors such as the threat of catching COVID-19, developing new lessons to
meet new requirements, implementing COVID-19 safety protocols, and implementing district technology requirements. With the new challenges teachers faced during the COVID-19 pandemic, it is crucial to understand how they may impact teacher stress. Thus, the purpose of this study was to gain insight into the impact of COVID-19 on hybrid and virtual elementary teacher stress one month into the 2020-2021 school year. The researcher asked the following research questions to explore elementary teacher stress and anxieties during the COVID-19 pandemic.
1) According to teachers, what factors predict teacher stress during hybrid and virtual instruction during COVID-19?
2) What are teachers' perceptions of stressors during COVID-19?
Journal of Research in Education, Volume 30, Issue 3 The researcher believed it was essential to explore these questions to gain insight into the effects on teachers' during the COVID-19 pandemic. Throughout the first month, elementary teachers had the opportunity to adjust to the new instructional requirements and district-provided technology. However, because of the ever-changing influence of COVID-19, teachers faced changes in instructional approaches and district policies. Research on the impact of COVID-19 and education has only begun and is still limited (Bintliff, 2020; Marshall et al., 2020; Pressley, 2021). Previously, Pressley (2021) found that elementary and secondary teachers, no matter the instructional approach (face-to-face, hybrid, or virtual), had a high level of stress and anxiety during COVID-19 across K-12 teachers. Additionally, the predictor variables included COVID19 anxiety, anxiety communicating with parents, anxiety teaching, and administrative support. Another article focused on the impact of COVID-19 on teachers found that teachers struggled to balance their own lives while teaching from home, which led to higher stress levels (Bintliff, 2020). Based on the previous literature, the researcher hypothesized that predictor variables of
teacher stress would include anxiety communicating with parents, COVID-19 anxiety, anxiety teaching, and administrative support. Additionally, because the sample only included hybrid and virtual elementary teachers, the researcher hypothesized that anxiety with district technology and virtual instruction would predict teacher stress.
Teacher Stress
Prior to the COVID-19 pandemic, teaching was a stressful job, with close to 8% of teachers leaving teaching (Fitchett et al., 2017; Harmsen et al., 2018; Herman et al., 2018), with 40-50% of teachers leaving teaching during the first five years (Ryan et al., 2017). Previous studies have examined a wide range of potential variables that impacted teacher stress, including the school environment, classroom factors, and instructional factors (Ryan et al., 2017; Stoeber & Rennert, 2008). Kyriacou (2001) defined teacher stress as "the experience by a teacher of unpleasant, negative emotions, such as anger, tension, frustration, or depression, resulting from some aspect of work as a teacher" (p. 28). However, he stated that other stress models also included pressure and demands, teachers' ability to cope with demands, and teacher burnout (Kyriacou, 2001; Maslach & Leiter, 2016). Therefore, it is important to understand teacher stress as it can influence teachers in several ways, including burnout or resignation from teaching altogether (Klassen & Chiu, 2010; Kyriacou, 2001).
Journal of Research in Education, Volume 30, Issue 3 Within the school environment, several factors may impact teacher stress, including required testing (Lambert et al., 2018; Nathaniel et al., 2016; Ryan et al., 2017), the student population (Bottiani et al., 2019; Herman et al., 2018), and other teachers within the building (Bottiani et al., 2019; Ferguson et al., 2012; Skaalvik & Skaalvik, 2015). Specifically, Ryan et al. (2017) found states that use test-based accountability systems as part of the teacher evaluation system was directly related to teacher stress. This stress also led to higher rates of attrition within
the teaching profession. However, if a teacher felt high amounts of pressure within the school from administrators, the researchers found a negative prediction rate with attrition (Ryan et al., 2017). Going beyond testing, school demographics, and resources provided to teachers may also impact teacher stress, with teachers teaching in lower socioeconomic schools and fewer resources having higher levels of stress (Bottiani et al., 2019; Herman et al., 2018). Finally, other teachers in the school may also impact a teacher's stress. This impact may have a negative effect on teacher stress when faced with disagreements between team members or if individual goals do not align with the grade level team. However, other teachers may positively affect teachers by creating a sense of job satisfaction and support among teachers (Bottiani et al., 2019; Skaalvik & Skaalvik, 2015).
A primary source of teacher stress within the classroom environment was student behavior (Bottiani et al., 2019; Lambert et al., 2007), with student behavior being a significant predictor of teachers leaving teaching (Ferguson et al., 2012; Skaalvik & Skaalvik, 2015). Bottiani et al. (2019) recently found that disruptive student behavior had a positive association with teacher stress and burnout; however, this association decreased with support from resources, so much so that no association existed between student behavior and stress when resources were available to teachers. Teacher stress may also impact the classroom environment, with higher stress leading to less effective classroom practice (Braun et al., 2019; Larson et al., 2018) and ineffective learning environments (McLean & Connor, 2015).
Journal of Research in Education, Volume 30, Issue 3 At an individual level, the day-to-day work requirements led to a majority of stress for teachers. Specifically, teachers felt overworked due to the implantation of new curriculums and initiatives, hectic workdays, and limited time to complete tasks such as preparing for teaching, making necessary copies, and communicating with stakeholders (Ferguson et al., 2012; Skaalvik
& Skaalvik, 2015). In particular, females reported higher stress levels and burnout than their male counterparts due to the heavy workload (Bottiani et al., 2019; Klassen & Chiu, 2010). The heavy workload led teachers to feelings of exhaustion, lower self-efficacy, and lower self-esteem (Bottiani et al., 2019; Skaalvik and Skaalvik, 2015). Teachers also felt pressure from student parents (Pelletier et al., 2002; Stoeber & Rennert, 2008). Specifically, Stoeber and Rennert (2008) found that teachers often strived for perfection because of students' parents in their class. Striving for perfection added stress and was associated with exhaustion and burnout. Similarly, Pelletier et al. (2002) found pressure from parents to contribute to teacher burnout, especially in private schools where parents may have higher demands because they pay for their child's education.
Method
This exploratory, mixed-methods study focused on teachers' stress during the 2020-2021 school year, which saw many school districts take on alternate approaches to instruction due to the COVID-19 pandemic. Specifically, the researcher used survey data to analyze predictor variables for teacher stress and qualitative data (open-ended responses) to explore stressors for teachers teaching in a hybrid or virtual format.
Participants
Journal of Research in Education, Volume 30, Issue 3 To provide insight into the impact of teaching during the COVID-19 pandemic on teacher stress, sampling included convenience and snowball (N=312) to recruit teachers across the United States (16 states) to complete the electronic survey the first week of October 2020. The researcher decided on this time frame as it allowed teachers to settle into the school year and provide insight into stressors and anxieties teachers faced beyond the first couple of week challenges (e.g., roster changes due to students enrolling late or new schedules). The Institutional
Review Board of the researcher approved the study, and the researcher followed ethical guidelines of the American Psychological Association in the completion of the research.
To qualify, teachers had to currently teach at an elementary school in the United States. For the current study, elementary teachers consisted of teachers teaching K-5. The sample included 104 (33%) hybrid teachers and 208 (67%) all virtual teachers when surveyed. Demographics of the sample included 265 (84.9%) Caucasian/white, 26 (8.3%) Hispanic, 10 (3.2%) Black, 8 (2.5%) Asian/Pacific Islander, and 3 (1%) American Indian/Alaskan Native. Teacher experience ranged from 0-33 years of teaching experience (M = 13.66, SD = 9.14). The sample included teachers who taught at a range of school locations, with 192 (61.5%) identifying their current school as suburban, 58 (18.6%) rural, and 62 (19.9%) Urban.
Survey
The electronic survey included three different scales to measure teacher stress. The first scale included was the COVID Anxiety Scale (CAS; Lee, 2020; =.90). The CAS is a fivequestion survey that asks participants to rate how often they have experienced stress and anxiety due to COVID-19 in the last two weeks. An example question includes, "I had trouble falling asleep because I was thinking about the coronavirus." Answers included a five-point scale ranging from 0 (not at all) to 4 (nearly every day). A score of ≥ 9 indicates COVID-19 related anxiety (Lee, 2020).
Journal of Research in Education, Volume 30, Issue 3 The survey also included five one-item anxiety questions (Davey et al., 2007) focused on teaching during fall 2020. Davey et al. (2007) found a one-item anxiety scale to adequately measure anxiety with associated results to the 20 question Spielberger State Trait Anxiety Inventory. In the current study, the researchers scored each question separately with answers ranging on a five-point scale from 1 (not at all anxious) to 5 (extremely anxious). To measure the
outcome variables of beginning of the year anxiety and current anxiety, the current study utilized the questions, "How did you feel at the beginning of the 2020 school year?" and "How do you currently feel about teaching?" Additionally, the current study explored predictor variables using the questions, "How do you feel using the technology provided by your district?", "How do you feel communicating with parents during the 2020 school year?" and "How do you feel communicating with administrators during the 2020 school year?"
Additionally, the survey included subscales of teacher stress (=.80) and administration support (=.84; Seidman & Zager, 1986). The teacher stress and administration support scales presented teachers with questions about their perspective on teaching with responses including a 6-point scale ranging from strongly agree to strongly disagree. Example questions included, "I find it difficult to calm down after a day of teaching," and "I believe that my efforts in the classroom are unappreciated by the administrators." Teacher stress and administration support scores ranged from 6-36, with a higher score suggesting higher stress and administration support (Seidman & Zager, 1986).
The last question of the survey provided teachers an opportunity to provide more details on their thoughts of returning to teaching during COVID-19 with the open-ended question, "What have been the biggest challenges you have faced as a teacher during fall 2020?"
Data Analysis
Journal of Research in Education, Volume 30, Issue 3 Data analysis used Pearson's correlation to determine the association between stress and the nine variables, which included teacher stress, anxiety returning to teaching during fall 2020, anxiety using district technology, anxiety providing virtual instruction, current anxiety (approximately one month into the school year), anxiety communicating with parents, anxiety communicating with administrators, teacher perception of administrator support, and COVID-19
anxiety. Additionally, the researcher conducted a hierarchical multiple regression model to determine predictor variables, controlling for ethnicity, location (rural, urban, & suburban), and years of teaching experience. Lastly, the researcher screened the data to check that the assumptions for multiple regression analyses were met. No issues were found with singularity, multicollinearity, dependence of errors, normality, linearity, or homoscedasticity of residuals (Tabachnick & Fidell, 2001).
To analyze the qualitative data of the short-response question, the researcher used opencoding to develop themes from teachers' short response answers at the end of the survey (Strauss & Corbin, 1998). The inclusion of the qualitative data provided insight into the constructs of teacher stress and shared teacher perceptions of teaching stressors during COVID-19 (Braun et al., 2020).
Results
Teacher Stress
The results suggested the teachers in the current sample had high levels of stress (M = 25.16, SD = 7.40). Additionally, a further analysis using Pearson's r discovered significant, moderate correlations with current anxiety (r = .47, p = .000), COVID-19 anxiety (r = .46, p = .000), anxiety communicating with parents (r = .40, p = .000), and anxiety communicating with administrators (r = .33, p = .000). The analysis also suggested significant, weak correlations with administrative support (r = .29, p = .000), anxiety using district technology (r = .19, p = .001), and anxiety providing virtual instruction (r = .15, p = .010). See Table 1 for full correlation table.
Table 1 Correlations and Descriptive Statistics
Note. N= 312.
* p < .05. ** p < .01.
After controlling for the variables of ethnicity, location, and teaching experiences, the regression indicated that the model explained 40% (R 2 =.40) of the variance and the model was significant, F(3, 311)= 20.11, p = .000. Specifically, four variables remained as significant predictors for teacher stress, those being COVID-19 anxiety (= .31, p = .000), current anxiety
Journal of Research in Education, Volume 30, Issue 3
(= .30, p = .000), anxiety communicating with parents (= .19, p = .002), and administrative support (= .17, p = .003). See Table 2 for predictor variables.
Table 2 Significant Predictors of Teacher Stress
Teacher Perspective of Stress
The qualitative data found 102 teachers mentioned heavy workloads and unrealistic expectations. Specifically, 53 teachers shared feeling overwhelmed with the amount of work asked of them this year. Additionally, 21 hybrid teachers felt overwhelmed because they were teaching students in person and online simultaneously. As one teacher shared, "We are being asked to work two jobs with the compensation of one. It is nearly impossible to make sure my inperson and virtual students are learning the content. It is just frustrating." A second hybrid teacher shared, "I feel like I have two full-time jobs teaching hybrid. I can't keep up, and I am totally overwhelmed."
Tying into the theme of overwhelmed teachers, a second construct leading to teacher stress included unrealistic expectations set by school administrators and districts (N = 27). Some of the expectations teachers shared focused on schools and districts putting "too much on teachers'' plates" and "not enough time to complete administrative expectations for each student." Other unrealistic expectations shared by teachers include learning a new learning
management system for providing assignments and the number of lesson plans required, especially for hybrid teachers who had to provide lesson plans for virtual and in-person groups of students. As one teacher shared, "There is absolutely no way I can meet the expectations handed down from above. I am sick and tired of hearing 'problem solve' and 'be creative' from people who have no idea what being a teacher is like these days." Because of the unrealistic expectations and overwhelming feelings, 12 teachers mentioned the lack of balance between work and life. As a hybrid teacher shared, "Work comes home every single night for hours, there is not enough time in the day to get everything done that is required." A second hybrid teacher shared similar thoughts, "I am exhausted from all the work. Last week I logged 47 hours at home after my school hours. I don't know if I can keep this up!" Virtual teachers also shared challenges regarding the lack of balance between life and work, with one stating, "I feel like I am on call for students, parents, and administrators 24/7. I am on virtual meetings all day and evening trying to take care of my kids."
The qualitative data found only 11 teachers mentioned COVID-19 in their short answer responses. Out of the responses, 8 teachers shared that they did not feel adequately protected from the virus returning to a hybrid format. For example, one hybrid teacher shared, "Teachers are expected to expose themselves without proper precautions taken by the district to ensure their safety." Additionally, 2 teachers shared fears of contracting the virus and passing it along to family members, and 1 feared other teachers and students in the school would not follow COVID-19 protocols, such as mask-wearing.
Teacher Perspective of Parents
Journal of Research in Education, Volume 30, Issue 3 The qualitative analysis found 49 teachers identified parents as a challenge they had faced through the school year's first month. Specifically, 22 teachers shared that parents were not
supportive of instruction at home, 22 teachers shared parents having unrealistic expectations/ anger towards teachers, 5 teachers shared were unable to contact parents, and 4 teachers shared frustrations with parents not knowing how to use the technology.
Regarding parent support of instruction at home, teachers specifically shared that parents did not ensure their students completed assignments or attended virtual classes. As shared by an all-virtual teacher, "I have a hard time getting ahold of parents or getting them to support their child completing work." Similarly, a hybrid teacher shared, "Parents refuse to make their kids work on virtual days." Another common theme shared by the sample of teachers about parents focused on parents' unrealistic expectations of teachers and anger toward teachers. This included parent frustration with all-virtual schools not going back to at least a hybrid schedule or parent frustration in general. One all-virtual teacher shared that she believed the perception parents had of teachers also came from the media. "The negative feedback and perception of teachers in the media and with parents are terrible. We are not lazy; we just want to be safe!" Another all-virtual teacher shared, "Dealing with parents who are not happy about their kids learning remotely has been a daily struggle."
Journal of Research in Education, Volume 30, Issue 3 Teachers have also been the first contact for teachers during the return to learning of 2020-2021, which has led to teachers receiving the blunt of parent anger with teachers sharing, "Belligerent parents have been the biggest challenge I have faced," and "Parents are blaming teachers for everything from technology not working to students not completing work." Seven additional teachers noted "angry parents" as the most significant challenge they had faced but did not provide any more detail about their interactions with parents. Furthermore, an all-virtual teacher shared that parents in her district went beyond sharing frustrations with teachers but criticized teachers on social media and at school board meetings. "Parents are stressed and don't
generally understand what teachers do. They are criticizing every decision and instructional approach on social media and at school board meetings. It's like teachers cannot do anything right!"
Discussion
The results of this exploratory study suggest that teachers who returned to the classroom in 2020-2021 during the COVID-19 pandemic felt high levels of stress approximately one month into the school year. Specifically, predictor variables for teacher stress included CAS, current teaching anxiety, anxiety communicating with parents, and administrative support. However, the variables focused on technology and virtual instruction did not predict teacher stress. The results also provide teacher perspective on stress suggesting the workload, COVID-19, and parents' strong influence on teacher stress.
With limited research available on the impact of COVID-19 on teaching, the current findings elucidate variables that are most proximal to teacher stress, and thus, what topics schools, districts, and researchers need to attend to maintain the critical teaching workforce. Additionally, the qualitative data provided insight into specific aspects that influenced teacher stress. Finally, with the changes brought on by the COVID-19 pandemic, the results suggest that teachers are facing new challenges, which are affecting teachers' stress.
Journal of Research in Education, Volume 30, Issue 3 The current results are understandable, and teachers need support during this unprecedented time (Bottiani et al., 2019; Herman et al., 2018). Support might include instructional, technology, or emotional support to ease teacher stress. During the return to learning process, teachers felt high stress levels due to several variables, including anxiety, parent communication, administrator support, and COVID-19 anxiety. Additionally, teachers shared feeling overwhelmed with the amount of work and tasks districts and administrators
asked of them. Though teacher stress stemming from day-to-day requirements is not abnormal for teachers (Ferguson et al., 2012; Skaalvik & Skaalvik, 2015), teachers faced different requirements and expectations during the COVID-19 pandemic, such as balancing in-person and virtual students and new learning management systems. District and school administrators need to provide supportive environments and instructional guidance to teachers to ease stress around instruction by guiding instructional expectations and support from the top-down. Furthermore, districts and schools may need to take a step back and determine the purpose of each task they ask teachers to complete. It may be necessary to have teachers focus on essential skills and tasks for student learning rather than adding extra communication, instruction, or administrative tasks to teachers' workload.
Districts can support teachers through several outlets, such as providing relevant professional development (PD) for instructional technology, supporting teacher communication with parents, and support teacher mental health. To support teacher mental health, districts can provide telehealth options for teachers to have an outlet outside the school to address stress teachers may have during the school year. Districts may also provide teachers a mental health day to support the greater degree of self-care needed during these stressful times. Within the school building, administrators can also provide a supportive environment by talking to teachers about their needs, resources, and expectations (Bottiani et al., 2019; Herman et al., 2018). At the district or state level, policymakers may consider removing testing requirements for the current school year (Nathaniel et al., 2016; Ryan et al., 2017) as teachers, schools, and families are working through the challenges of the COVID-19 pandemic.
Journal of Research in Education, Volume 30, Issue 3 Lastly, teaching virtually or in a hybrid setting is new for all teachers. Districts need to support teachers learning of new learning platforms and use of district technology. This includes
gathering information from teachers on relevant PD and providing accessible daily support within the school building (Bottiani et al., 2019; Herman et al., 2018). Additionally, as the primary contact for parents, teachers often receive the brunt of parents' criticisms regarding educational decisions made by the district or school. Districts and schools need to support teachers' communication with parents by providing clear communication and support to parents at the district and school levels. Though communication between teachers and parents is important, schools and districts need to support teachers, especially when communicating with parents who are quick to blame the teacher for any educational issue as this may lead to teacher burnout (Pelletier et al., 2002).
Limitations and Future Directions
The current study is one of the first to explore the potential effects of returning to teaching during fall 2020. However, the current study had some limitations that future studies should look to address. First, data collection occurred at one point in time during the fall 2020 academic school year; given the assumption that teacher perspectives may change throughout the year, a longitudinal study should examine teacher stress throughout the school year. Furthermore, a longitudinal study would allow researchers to track changes in teacher stress as many districts look to change instructional approaches, with districts transitioning from all virtual instruction to a hybrid format and eventually to all in-person.
Journal of Research in Education, Volume 30, Issue 3 Second, the current study had a limited sample size of teachers and unequal groups for all teacher subgroups. This may limit the external validity and thus, researchers should be cautious with the generalizability of the results. Future studies should include larger sample sizes and equal samples of teachers based on locations, instructional type, and demographics. Lastly, future studies could implore more robust survey instruments to measure teacher stress and more
robust qualitative data. Though the instruments used in the current study have strong validity and reliability, future research may consider alternative instruments to gain more insight into a particular construct.
In conclusion, the current study found hybrid and virtual elementary teachers faced high stress levels one month into the 2020-2021 school year. Specifically, teachers shared thoughts on feeling overwhelmed with work, unrealistic expectations, and challenging parents. The current results also suggest predictor variables that may influence teacher stress. Future research should continue to investigate the impact of COVID-19 on teachers as they are essential workers during the COVID-19 pandemic. Schools and districts need to understand the potential impact on teachers as they navigate the challenges of teaching during a pandemic.
References
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Strauss, A., & Corbin, J. (1998). Basics of qualitative research (2 nd ed.). Sage. Tabachnick, B. G., & Fidell, L. S. (2001). Chapter 4. Cleaning up your act. Using Multivariate
Statistics. 4th ed. Allyn and Bacon.
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Wiggins, A. (2020). A brave new world: A teacher's take on surviving distance learning. Educational Leadership [Special report], 77, 38-41.
Wu, J., Smith, S., Khurana, M., Siemaszko, C., & Dejesus-Banos, B. (2020, March 25). Stay-at home orders across the country: What each state is doing-or not doing-amid widespread coronavirus lockdowns. NBC News. https://www.nbcnews.com/health/health-news/here-arestay-home-orders-across-country-n1168736
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Omfattande fastighetsförsäkring och Omfattande fullvärdesförsäkring för fastighet
KI 02, försäkringsvillkor 1.1.2023
INNEHÅLL
OMFATTANDE FASTIGHETSFÖRSÄKRINGAR
Försäkringens struktur
I försäkringen ingår sakförsäkring (ES), ansvarsförsäkring (VA), ansvarsförsäkring för verkställande direktör och styrelse (TJ) och rättsskyddsförsäkring (OI) samt allmänna avtalsvillkor (YL).
ES SAKFÖRSÄKRING
ES 1 Syftet med försäkringen
1.1 Syftet med försäkringen
Pohjola Försäkring Ab (nedan försäkringsbolaget) förbin der sig att i enlighet med dessa villkor och de Allmänna avtalsvillkoren (YL) ersätta sakskador som förorsakas försäkringsobjektet och i villkoren separat nämnda övriga kostnader.
1.2 Försäkringsalternativ
Denna försäkring är i enlighet med vad som antecknats i försäkringsbrevet antingen en fullvärdesförsäkring eller en försäkring som grundar sig på försäkringsbeloppet. I fullvärdesförsäkringen är försäkringsobjektet försäkrat utan avtalad maximiersättning och premien baserar sig på den anmälda volymen för byggnaden. I en försäkring som grundar sig på försäkringsbeloppet är försäkringsobjek tet försäkrat enligt det värde som på förhand angetts för byggnaden och premien baserar sig på detta värde.
I båda försäkringsalternativen bedöms det skadebelopp som används som ersättningsgrund i enlighet med värde rings- och ersättningsbestämmelserna ES 5.
TJ Ansvarsförsäkring för verkställande direktör och
ES 2 Försäkringsobjekt
Försäkringsobjekt är nedan nämnd egendom.
2.1 Byggnad
Försäkringsobjekt är den byggnad som anges i försäk ringsbrevet.
2.1.1 Maskiner, anordningar och system som betjänar byggnaden
Till byggnaden hörande, för dess användning avsedda fast installerade
* värme-, kyl-, släcknings-, vattendistributions-, vatte navlopps-, el-, automations-, inre regnvattenavlopps-, luftkonditionerings-, övervaknings- och dataöver föringssystem. Till värme- och kylsystem hör också värmepumpar och solpaneler samt solsamlare,
* hissar, rulltrappor och lyftdörrar,
* maskiner och anordningar som avsetts för gemensam användning i privathushåll.
* av försäkringstagaren ägda eller annars på hans risk och i byggnadens bruk befintliga fasta vatten-, av lopps-, värme-, kyl-, olje-, gas- och ångledningar, elledningar, dataöverföringskablar utanför byggnaden samt maskiner och anordningar som fast anslutits till dem fram till en allmän anslutning.
2.1.2 Annan egendom
Av försäkringstagaren ägda eller annars på försäkringsta garens risk och i byggnadens bruk befintliga
* fasta sedvanliga konstruktioner utanför byggnaden,
* i anslutning till byggnadens bruk högst 40 m 2 stora byggnader av lätt konstruktion, bil-, avfalls-, lager- och andra skärmtak samt sopkärl,
* sedvanliga arbetsmaskiner och redskap för fastighetens skötsel samt bränslen,
* fast installerade laddstationer för fordon,
* inventarier i utrymmen som avsetts för gemensam användning av privathushåll och
* trädbestånd och planteringar på gårdsområde högst upp till 5 000 euro.
2.1.3 Försäkringsobjekt utgör inte
* grunden under byggnadens bottenbjälklag och grund sulor, eller armering därav,
* täckdikningssystem eller annat system för att hålla marken torr,
* externa regnvattensystem,
* bryggor och andra strandbyggnader, badbaljor och simbassänger utomhus,
* brunnar på fastighetens område med undantag för brunnar i avloppsvattensystem,
* tejpningar, ljusreklam och andra reklamer, konstruktio ner, anordningar, ledningar och rörsystem som betjänar affärsverksamhet som bedrivs i byggnaden, trots att de är fast förenade med byggnaden,
* konstruktioner som aktieägaren enligt lagen om bostadsaktiebolag är skyldig att underhålla utom lägenhetens sedvanliga, fast installerade original- eller motsvarande inventarier och ytbeläggningar,
* motorfordon, vars strukturella hastighet är över 15 kilometer i timmen,
* energi och vatten.
ES 3 Skador som ersätts, begränsningar som gäller dem och särskilda ersättningsbestämmelser
3.1 Skador som ersätts
Försäkringen ersätter direkta sakskador som förorsakas försäkringsobjektet samt i dessa villkor separat nämnda övriga kostnader, om sakskadan har förorsakats direkt under försäkringens giltighetstid av en plötslig och oför utsedd händelse. Om ett försäkringsfall är oförutsett eller inte avgörs objektivt och utgående från skadeorsaken, inte från följderna av skadan.
Ersättningen för egendomen, för respektive föremål eller egendomspost, uppgår till högst det överenskomna försäk ringsbeloppet justerat med indexet vid skadetidpunkten (se punkt Indexvillkor)
Dessutom ersätter försäkringen nödvändiga kostnader för uppbrytning och igenläggning av den försäkrade bygg nadens konstruktioner samt kostnader för grävning och fyllning av jord vid reparation av direkta sakskador eller vid återanskaffning.
3.1.1 Övriga skador och kostnader som ersätts
Avbrott i hyresinkomst
Försäkringsobjekt är en ekonomisk skada orsakad av ute bliven hyresinkomst för försäkringstagaren till följd av en enligt detta avtal ersättningsgill sakskada på en försäkrad fastighet. Vid beräkning av ersättningen avdras från hyre sinkomsten de kostnader för skötseln av fastigheten som inbesparats.
* Fullvärdesobjekt
* Till försäkringstagaren ersätts utebliven hyresin komst högst 2 euro/m 3 per månad beräknad på den skadade byggnadens volym. Ersättning betalas högst i ett år från det datum sakskadan inträffade.
* Objekt som försäkrats till ett visst belopp
* Som skadebelopp räknas högst 0,75 procent i mån aden av byggnadens värde och under högst ett års tid räknat från den dag då sakskadan har inträffat. Byggnadens värde är återanskaffnings- eller dags värdet eller första risk beroende på hur byggnaden har inkluderats i försäkringen.
Vattendrag eller havsvatten som svämmat över
Försäkringen ersätter skador som förorsakas av en plötslig och oförutsedd samt exceptionell översvämning.
Ersättning av skador som har förorsakats av att vatten drag eller havsvatten svämmat över eller skador som har förorsakats av att isen förskjutits till följd av detta, förut sätter dessutom att höjningen av vattenståndet har varit exceptionell. Med översvämning av vattendrag avses en exceptionell förhöjning av vattenståndet i älvar, åar, sjöar, diken eller bäckar, som beror på stormvind, exceptionella regn, snösmältning eller på dammar som bildats av is eller issörja.
Med översvämning av havsvatten avses en exceptionell höjning av havsvattenståndet, som beror på stormvind, va riation i lufttrycket eller strömningar i de danska sunden.
Med en exceptionell höjning av vattenståndet i ett vatten drag eller i havet avses:
* att en stormvind förorsakat en höjning av vattenstån det eller
* att vattnet är så högt att sannolikheten för att så ska ske är en gång per 50 år eller mer sällan.
En översvämning som beror på en bestående höjning av det genomsnittliga vattenståndet eller normal variation av vattenståndet eller sjögång anses inte vara exceptionell.
Nyckelskada
Försäkringen ersätter till följd av att nycklar förlorats nödvändiga kostnader för reparation av lås i den byggnad som är försäkringsobjekt. På kostnaderna görs ett årligt avdrag på 5 % för varje påbörjat bruksår från och med det andra bruksåret. Bruksåren räknas från och med början av det kalenderår som följer på installationsåret. Avdraget uträknas genom att avskrivningsprocenten multipliceras med antalet hela bruksår.
Tilläggskostnader på grund av myndighetsbestämmelse
Vid skador på byggnader ersätter försäkringen skäliga tilläggskostnader förorsakade av tvingande myndighetsbe stämmelser om reparation eller byggnad, dock högst 20 % av den direkta sakskadans belopp inklusive det samman lagda beloppet av de tilläggskostnader som avses ovan.
Om försäkringen grundar sig på ett överenskommet för säkringsbelopp enligt förstarisk, utgör detta försäkringsbe lopp den övre gränsen för den totala ersättningen.
Avvärjning av hotande skada
Förutom direkta sakskador ersätter försäkringen sådana skäliga kostnader enligt punkten Skyldighet att avvärja och begränsa en skada, dvs. räddningsplikten i de allmänna avtalsvillkoren som förorsakas av begränsning eller av värjning av en skada som har inträffat eller är omedelbart hotande och som ersätts ur försäkringen.
Skador på mark
Försäkringen ersätter sådana kostnader för undersökning, rengöring eller byte av mark samt transport och hantering av avfall som förorsakas av att marken på en fastighet, som försäkringstagaren äger eller besitter, skadas till följd av en ersättningsgill sakskada på försäkringsobjektet. Härvid förutsätts att kostnaderna gäller åtgärder på grund av en tvingande myndighetsbestämmelse och att myndig hetsbestämmelsen utfärdats senast ett år från det datum skadan observerades eller från skadefallet. Kostnader ersätts med högst 200 000 euro per skada.
3.2 Skador som inte omfattas av försäkringsområdet och andra begränsningar
3.2.1 Slitage och andra gradvisa fenomen
Försäkringen ersätter inte skador till följd av slitage, korrosion, frätning, förskämning, svampbildning, förmult ning, materialtrötthet eller annat liknande som uppstår långsamt, och inte heller det att föremålet eller någon del av det förlorar sin funktionalitet. Försäkringen ersätter inte skador som orsakas av belastning eller rörelse av is eller snö.
3.2.2 Underhållskostnader
Försäkringen ersätter inte kostnader för justerings- eller underhållsåtgärder, förhandsservice eller periodisk service, avhjälpande av funktionsstörningar och inte heller för delar som byts ut i samband med dessa.
3.2.3 Tillverkningsfel och fel i utförandet
Försäkringen ersätter inte skador som förorsakats av pla nerings-, tillverknings-, material-, bygg- eller monterings fel i egendom som utgör försäkringsobjekt eller byggande som strider mot byggbestämmelserna, bygginstruktioner na eller god byggnadssed.
Försäkringen ersätter emellertid plötsliga ovannämnda mekaniska skador som förorsakats försäkringsobjektet genom fel, handlingar eller försummelser eller skador på den övriga försäkrade egendomen till följd av dylikt fel som uppstått plötsligt.
En skada som uppstått plötsligt eller för att objektet har gått sönder ersätts endast om den försäkrade eller för säkringstagaren inte har varit, eller hen inte borde ha varit medveten om en defekt, handling eller försummelse och det inte rör sig om någon annan skada som inte omfattas av försäkringsområdet och andra begränsningar.
3.2.4 Avtal
Försäkringen ersätter inte skador eller kostnader som en leverantör eller någon annan är ansvarig för enligt avtal, garanti, serviceavtal eller annan liknande förbindelse. En skada som annars omfattas av försäkringen ersätts emellertid till den del som försäkringstagaren kan bevisa att den ansvariga parten inte kan fullgöra sin ersättnings skyldighet.
3.2.5 Förmögenhetsbrott
Försäkringen ersätter inte skador till följd av bedrägeri, förskingring eller andra därmed jämförbara brott.
3.2.6 Förkommen, kvarglömd och stulen egendom
Försäkringen ersätter inte egendom som förkommit eller kvarglömts.
Försäkringen ersätter inte heller stöld, om
* tidpunkten och platsen samt omständigheterna för händelsen inte kan fastställas eller
* om man först vid en inventering kan fastställa att något har stulits.
Stöldskador anses inte vara oförutsedda, om försäkrings tagaren inte har vidtagit skäliga skyddsåtgärder med beak tande av egendomens värde och förvaringsförhållandena.
Försäkringen ersätter inte skador till följd av en stöld som har skett ur ett fordon eller en husvagn eller annan släp vagn som är olåst.
3.2.7 Sprängningsarbeten
Försäkringen ersätter inte skador som uppstått till följd av yrkesmässigt sprängnings- eller schaktningsarbete.
En skada som annars omfattas av försäkringen ersätts emellertid till den del som försäkringstagaren kan bevi sa att den part som konstaterats vara ansvarig inte kan fullgöra sin ersättningsskyldighet.
3.2.8 Program eller filer som förstörs
Försäkringen ersätter om program eller filer i elektroniskt format förstörs endast i det fall att själva enheten eller datamediet som utgör försäkringsobjekt har drabbats av en skada som är ersättningsgill enligt dessa villkor.
Kostnader som uppstått av att ovan nämnda program eller filer återskapas ersätts högst upp till 5 000 euro.
3.2.9 Kretskort och datalagringsutrustning
Försäkringen ersätter inte om ett enskilt kretskort, datalagringsutrustning eller en motsvarande komponent upphör att fungera eller inte fungerar, om inte orsaken till detta är en av den försäkrade påvisad, komponenten utomstående, plötslig och oförutsedd händelse.
3.2.10 Grundvatten
Försäkringen ersätter inte skador som uppstått till följd av förändringar i grundvattenståndet.
3.2.11 Värdeminskning
Försäkringen ersätter inte värdeminskning och inte heller skador som inte påverkar egendomens användbarhet.
3.2.12 Översvämning
Försäkringen ersätter inte
* skador till följd av en förskjutning i isen, om inte förskjutningen har förorsakats av att vattendrag eller havsvatten svämmat över,
* skador som förorsakats av att vattendrag eller havsvat ten svämmat över eller skador på grund av förskjutning i isen till följd av detta och som förorsakats byggnad eller lösöre i den, om byggnaden har byggts utan ett
sådant tillstånd som lagen kräver eller i strid mot ett beviljat tillstånd,
* skador som ersätts ur allmänna medel,
* skador som har förorsakats av planerings-, grundlägg nings-, installations- eller byggfel.
3.2.13 Läckage i taktäckning
Försäkringen ersätter inte skador som förorsakats av läckage i taktäckningen, om det inte är fråga om en läc kageskada som förorsakats av en plötslig och oförutsedd händelse genom yttre åverkan.
3.2.14 Läckage, fukt eller kondensvatten
Försäkringen ersätter inte skador som har förorsakats
* av kondensvatten,
* av fukt som lett till röta, svampbildning, förmultning eller lukt,
* av att vätska tränger ut genom konstruktionernas vattenspärrar eller i fogarna mellan rörledningar och konstruktioner, till exempel mellan golvbrunnen och flänsringen,
* av att i punkt 2.1.3 i villkoren nämnda system för att hålla marken torr har skadats eller inte fungerat,
* av att rör eller anordning har frätts utifrån eller korro derat,
* av slitage, korrosion eller av någon annan orsak som sker småningom.
3.2.15 Skadedjur
Försäkringen ersätter inte skador som förorsakats av insekter, hardjur eller gnagare, inte heller kostnader för be kämpning och destruktion av dessa. Försäkringen ersätter dock brand- och läckageskador som förorsakats av hardjur eller gnagare genom bett.
3.2.16 Dataintrång, skadliga program och blockeringsattacker
Försäkringen ersätter inte skador som förorsakas av att en anordning inte fungerar, till följd av:
* dataintrång, med vilket avses ett obehörigt intrång i datasystemet
* skadligt program, störningar i datatrafiken eller annan motsvarande skadegörelse som riktar sig mot program, filer eller anordningar.
ES 4 Säkerhetsföreskrifter
Iakttagande av säkerhetsföreskrifter
Säkerhetsföreskrifter utgör en del av försäkringsavta let. Försäkringstagaren och den försäkrade ska iaktta de säkerhetsföreskrifter som ges i försäkringsbrevet, försäkringsvillkoren eller annars skriftligen. Om försäk ringstagaren eller den försäkrade har underlåtit att iaktta säkerhetsföreskrifterna uppsåtligen eller genom oaktsam het som inte kan anses vara ringa och underlåtenheten att iaktta säkerhetsföreskrifter har inverkat på skadans uppkomst eller dess belopp, kan ersättningen nedsättas eller krav på ersättning avslås i enlighet med de allmänna avtalsvillkoren.
Försäkringstagaren och den försäkrade ska iaktta författ ningar och myndighetsbestämmelser som gäller försäkrad egendom och verksamhet. Byggnader, maskiner, anord ningar och system ska hållas i det skick byggnadslagen, byggbestämmelserna och arbetarskyddsbestämmelserna förutsätter. Bruksanvisningar och serviceprogram för byggnader, maskiner, anordningar och system ska följas, och observerade fel och brister ska åtgärdas omedelbart.
De till försäkringsavtalet anknutna säkerhetsföreskrifterna nämns i försäkringsbrevet.
ES 5 Värderings- och ersättningsbestämmelser
Denna försäkring är i enlighet med vad som antecknats i försäkringsbrevet antingen en fullvärdesförsäkring, varvid försäkringsobjektet är försäkrat utan överenskommet för säkringsbelopp och premien grundar sig på den anmälda volymen för byggnaden, eller en försäkring som grundar sig på ett överenskommet försäkringsbelopp.
5.1 Försäkringsbelopp
Egendomen är försäkrad till ett överenskommet försäk ringsbelopp som antecknas i försäkringsbrevet separat för varje försäkringsobjekt och som justerat med det i försäk ringsbrevet antecknade indexet (se Indexvillkor) utgör den övre gränsen för ersättningen vid inträffad skada.
Försäkringsbeloppet är beräkningsgrund för försäkrings premien och utgör övre gränsen för ersättningen, men utgör däremot inte grund för skadans belopp eller värde ringen av skadan.
Det värde på vilket försäkringsbeloppet grundar sig har antecknats i försäkringsbrevet. Något av nedan angivna värden tillämpas:
5.1.1 Fullvärde
I fullvärdesförsäkringen är försäkringsobjektet försäkrat utan avtalad maximiersättning och premien baserar sig på den anmälda volymen för byggnaden. Den verkliga volymen för objektet beräknas enligt definitionen i Raken nustietosäätiös RT-kort.
5.1.2 Återanskaffningsvärde
Återanskaffningsvärdet är det belopp som behövs för att till samma plats anskaffa ny likadan eller närmast mot svarande egendom, även inkluderande kostnaderna för demontering och destruktion av den skadade egendomen. Återanskaffningsvärdet bestäms enligt de kostnader som uppstår vid användning av sedvanliga och moderna bygg arbetsmetoder och byggmaterial.
Om inte annat överenskommits med försäkringsbolaget, grundar sig försäkringsbeloppet på egendomens återan skaffningsvärde.
5.1.3 Dagsvärdet
Dagsvärdet är det belopp som fås när egendomens värdeminskning till följd av ålder, användning, föråldrad teknik, minskad användbarhet eller liknande dras av från återanskaffningsvärdet. Då dagsvärdet fastställs beaktas för byggnaders del också egendomens verkliga värde. Med verkligt värde avses det penningbelopp, som skulle ha
erhållits, om egendomen hade sålts normalt före skadan. Dagsvärdet kan inte överskrida egendomens återanskaff ningsvärde.
5.1.4 Första risk
Första risk är det i försäkringsbrevet antecknade, för för säkringsobjektet avtalade försäkringsbeloppet. I förstarisk försäkringen tillämpas inte bestämmelserna om underför säkring (se punkt 5.5.2 Underförsäkring). Till övriga delar tillämpas värderings- och ersättningsbestämmelserna.
5.2 Ersättningens omfattning
Försäkringen ersätter direkta sakskador på den försäkrade egendomen. Ersättningen för egendomen, för respektive föremål eller egendomspost, uppgår till högst det över enskomna försäkringsbeloppet justerat med indexet vid skadetidpunkten (se punkt Indexvillkor).
Dessutom ersätter försäkringen nödvändiga kostnader för uppbrytning och igenläggning av den försäkrade bygg nadens konstruktioner samt kostnader för grävning och fyllning av jord vid reparation av direkta sakskador eller vid återanskaffning.
5.3 Beräkning av egendomens värde och skadebeloppet vid sakskada
5.3.1 Skadebelopp enligt återanskaffningsvärdet
Skadebeloppet enligt återanskaffningsvärdet fås när den återstående egendomens på återanskaffningsvärdet omedelbart före skadan baserade restvärde dras av från egendomens återanskaffningsvärde samt därefter de på ålder eller bruksår baserade avdrag som nämns i försäk ringsvillkoren eller i försäkringsbrevet. (Begreppet återan skaffningsvärde har definierats i punkt 5.1.2 ovan.)
Om den skadade egendomen kan repareras, är skadebe loppet lika med reparationskostnaderna minskade med de i försäkringsvillkoren eller försäkringsbrevet nämnda på ålder eller bruksår baserade avdragen, dock högst skillna den mellan återanskaffningsvärdet och restvärdet.
Om emellertid egendomens värde minskat fram till tid punkten för skadan så att dess dagsvärde var mindre än 50 procent av återanskaffningsvärdet omedelbart före skadan, beräknas skadebeloppet enligt beräkningsgrunderna för skadebeloppet på dagsvärdet (se punkt 5.3.2). Varje skadat föremål och varje skadad konstruktion värderas skilt för sig.
5.3.2 Skadebelopp enligt dagsvärdet
Skadebeloppet enligt dagsvärdet fås när den återstående egendomens restvärde som baseras på dagsvärdet dras av från egendomens dagsvärde omedelbart före skadan samt därefter de på ålder eller bruksår baserade avdragen som nämns i försäkringsvillkoren eller i försäkringsbrevet. (Begreppet dagsvärde har definierats i punkt 5.1.3 ovan.)
Om egendomen kan repareras, är skadebeloppet lika med reparationskostnaderna minskade med de på ålder eller bruksår baserade avdragen som nämns i försäkringsvill koren eller försäkringsbrevet, dock högst dagsvärdet med avdrag för det dagsvärdebaserade restvärdet.
Om egendomen inte återuppbyggs eller repareras, kan skadebeloppet enligt dagsvärdet inte överstiga det verkliga värdet på egendomen.
5.3.3 Skadebelopp vid första risk
Skadebelopp enligt första risk beräknas med iakttagande av grunderna för fastställande av skadebelopp enligt åter anskaffningsvärdet eller dagsvärdet. (Begreppet första risk definieras i punkt 5.1.4 ovan.)
Vid beräkning av ersättning från förstariskförsäkringen tillämpas inte bestämmelserna om underförsäkring.
5.3.4 Skadebeloppet vid haveriskador på maskiner, anordningar och system som tjänar byggnaden
Vid ersättningsgilla skador på sådan egendom som nämns i punkt 2.1.1 (ES) görs från samtliga reparations- och återanskaffningskostnader, inklusive i punkt 5.2 nämn da kostnader för sakskador, ett avdrag om 5 procent per varje påbörjat bruksår från och med det femte bruksåret. Bruksåren räknas från och med början av det kalenderår som följer på ibruktagningsåret. Avdraget uträknas genom att avskrivningsprocenten multipliceras med antalet hela bruksår. Avdraget tillämpas emellertid inte på sådana skador som förorsakats egendom som nämns i punkt 2.1.2 (ES).
Avdrag görs inte, om haveriet eller skadan har förorsakats av eld som kommit lös, blixtnedslag, explosion, utlösning av släckningsanordning, stöld, skadegörelse, stormvind eller rån utanför maskinen, anordningen eller systemet.
5.3.5 Skadebelopp vid läckageskador
Om en skada uppkommit genom att vätska, ånga eller gas plötsligt och oförutsett läckt ut direkt ur en i byggnaden fast installerad:
* vatten-, avlopps-, värme- eller kylledning, ång-, gaseller oljeledningar, oljebehållare, inre regnvattenavlopp, jacuzzi-, bubbelpool- eller simbassängsrörledning som betjänar byggnaden, eller ur en maskin eller anordning som är fast ansluten till dessa, eller
* ett fast installerat förvaringskärl för ämnet.
Vid läckageskador görs ett åldersavdrag från samtliga byggnadens reparations- eller återanskaffningskostna der på basis av åldern på den ledning, det rör eller annan anordning som har läckt enligt följande tabell:
| 11–20 | 10 |
|---|---|
| 21–30 | 20 |
| 31–40 | 40 |
| 41–50 | 50 |
Åldersavdraget uppgår dock högst till 20 000 euro per skada.
Åldern på ledningen, röret eller annan anordning räknas från början av det kalenderår som följer på installations året.
5.4 Mervärdesskatt
Vid fastställande av skadans belopp iakttas bestämmelser na om mervärdesskatt. Momsandelen ersätts inte, om den är avdragsgill i ersättningstagarens beskattning.
Mervärdesskatten ersätts inte heller, om den försäkrade har återbäringsrätt på mervärdesskatten.
5.5 Ersättningsbelopp
Ersättningsbeloppet fås då självrisken dras av från skade beloppet.
5.5.1 Självrisker
Försäkringstagaren har vid varje skadefall en i försäk ringsbrevet antecknad självrisk eller en i dessa villkor fastställd självrisk. Vid beräkning av ersättningen avdras från skadebeloppet före självrisk eventuella åldersbaserade åldersavdrag.
18.104.22.168 Självrisk vid heta arbeten
Om en brandskada beror på att heta arbeten har utförts, är försäkringstagarens självrisk tio gånger den självrisk som anges i försäkringsbrevet, dock högst 20 000 euro eller ett sådant större självriskbelopp som anges i försäk ringsbrevet.
Heta arbeten är arbeten där det uppkommer gnistor eller där man använder en låga eller annan värme och som förorsakar brandfara.
Till heta arbeten hör bl.a. el- och gassvetsning, gaslödning, arbete med varmluftsblåsare, skärbränning samt slipning och kapning av metaller med rondell samt heta arbeten som anknyter till tak- och vattenisoleringsarbeten.
22.214.171.124 Självrisken vid en brandskada på ett brandsäkert soptak eller en brandsäker djupbehållare
Självrisken dras inte av, om det brandsäkra soptaket eller den brandsäkra djupbehållaren har begränsat omfattning en på den ersättningsgilla brandskadan.
126.96.36.199 Självrisk vid läckageskador som begränsats av larmdon
Självrisken dras inte av, om en läckageskada har minskat på grund av att en läckagelarmanordning på försäkrings stället har begränsat omfattningen av den ersättningsgilla läckageskadan genom sin funktion.
188.8.131.52 Självrisk vid läckageskador
Om skadan förorsakats av vätska som strömmat ut ur öppna kranar, spärrventiler eller påslagna duschanord ningar som hör till ledningsnätet, är självrisken vid varje skada 25 % av skadebeloppet, dock minst den självrisk som antecknats i försäkringsbrevet, om inte skadorna är en följd av att kranen, spärrventilen eller duschanordningen har gått sönder mekaniskt.
5.5.2 Underförsäkring
Fullvärdesförsäkring
Om den volym som anges i försäkringsbrevet är mindre än byggnadens verkliga volym, ersätter försäkringen bara en så stor del av skadebeloppet som förhållandet mellan den i försäkringsbrevet angivna volymen och den verkliga volymen utvisar. Den verkliga volymen beräknas enligt definitionen i RT-kortet.
Försäkring som grundar sig på försäkringsbelopp
Om försäkringsbeloppet är mindre än egendomens värde, är det fråga om underförsäkring.
Vid en skada på underförsäkrad egendom eller ett under försäkrat intresse ersätter försäkringen endast skadan i förhållande till försäkringsbeloppet och egendomens värde.
Vid bedömning av underförsäkring jämförs försäkrings beloppet vid uträkning av ersättning enligt återanskaff ningsvärdet med egendomens återanskaffningsvärde och vid uträkning av ersättning enligt dagsvärdet med egendo mens dagsvärde.
På förstariskförsäkring tillämpas inte bestämmelserna om underförsäkring.
5.5.3 Överförsäkring
Försäkringen ersätter inte med anledning av en skada på överförsäkrad egendom mer än vad som behövs för att täcka skadan.
Fullvärdesförsäkring
Om byggnadens verkliga volym är större än vad som an tecknats i försäkringsbrevet, rör det sig om överförsäkring.
Försäkring som grundar sig på försäkringsbelopp
Om försäkringsbeloppet är större än egendomens värde, är det fråga om överförsäkring.
5.6 Utbetalning av ersättning
Först utbetalas ersättning enligt dagsvärdet. Skillnaden mellan ersättningen enligt återanskaffningsvärdet och ersättningen enligt dagsvärdet betalas ut, när den skadade egendomen inom två år efter skadan har reparerats eller när ny egendom av samma slag och för samma användn ingsändamål har anskaffats till samma plats.
Rätt till skillnaden mellan ersättning enligt återanskaff ningsvärdet och ersättningen enligt dagsvärdet har bara försäkringstagaren eller den för vilken försäkring för tredje man har tecknats. Rätten kan inte överföras.
Om byggandet fördröjs till följd av en myndighetsåtgärd, förlängs tvåårsfristen med dröjsmålstiden.
5.7 Byggnads restvärde
5.7.1 Ersättning för minskat restvärde
Om ett byggnadsförbud eller en byggnadsbegränsning är i kraft enligt bestämmelser i byggnadslagen eller väglagen, och det därför inte är möjligt att utnyttja de byggnadsdelar som är kvar efter skadan för att återställa byggnaden i dess tidigare skick, ersätts också minskningen av restvär det.
5.7.2 Undantagslov
Försäkringstagaren ska bevisa att ett byggnadsförbud eller en byggnadsbegränsning är i kraft.
På begäran av försäkringsbolaget ska försäkringstagaren ansöka om undantagslov för att återställa byggnaden i dess tidigare skick samt, i händelse av avslag, söka ändring i beslutet. Försäkringstagaren ska på begäran av försäk ringsbolaget bemyndiga försäkringsbolaget att represente ra honom i dispensärendet.
5.8 Övriga bestämmelser gällande ersättning
5.8.1 Alternativ till ersättning i pengar
Försäkringsbolaget har rätt att låta bygga eller reparera eller att skaffa förkommen eller skadad egendom i stället för att betala ersättning i pengar.
Försäkringsbolaget har rätt att utse en byggare eller reparatör, som återbygger eller reparerar egendomen, eller utse inköpsställe, där motsvarande egendom skaffas.
5.8.2 Kostnader för utredning av skada
Försäkringsbolaget är skyldigt att ersätta endast sådana skadekartläggningar som utförts på dess order, eller andra nödvändiga utredningar som gjorts för att avgöra en skada eller för att bedöma storleken av en skada. Försäkringsbo laget är inte skyldigt att ersätta andra kartläggningar eller redogörelser, om man inte om dem överenskommit med försäkringsbolaget på förhand.
5.8.3 Inteckningsbar egendom
För egendom i vilken inteckning kan fastställas betalas ersättning till försäkringstagaren först när hen har klarlagt att egendomen inte är intecknad som säkerhet för skuld eller att inteckningshavarna gett sitt samtycke till att er sättningen betalas till försäkringstagaren.
För fastighet krävs ingen utredning om försäkringstagaren kan påvisa att
* skadan har reparerats,
* säkerhet ställts för att ersättningen används för repa ration av den skadade egendomen,
* ersättningsbeloppet är ringa i förhållande till fastighe tens värde eller
* när det annars är uppenbart att fordringsägarens möjlighet att inkassera sin fordran inte äventyras av att ersättningen lyfts.
5.8.4 Försäkringsbolagets rätt att lösa in skadad
egendom
Den försäkrade egendomen förblir hos ägaren även då den skadats. Försäkringsbolaget har emellertid rätt att lösa in återstående egendom eller en del av den. Den egendom el ler del av egendom som inlösts ersätts på samma grunder (antingen enligt återanskaffningsvärdet eller dagsvärdet) som en skada på föremålet eller egendomsposten i fråga.
5.8.5 Försäkringstagarens skyldighet att överlämna egendom som återfåtts
Om försäkringstagaren får tillbaka förlorad egendom efter det att ersättning har betalats, ska han omedelbart över lämna egendomen till försäkringsbolaget eller återbetala ersättningen till denna del.
ES 6 Indexvillkor
Försäkringen är bunden till det index som nämns i försäk ringsbrevet.
6.1 Indexjustering av premien eller försäkringsbeloppet per försäkringsperiod
Fullvärdesförsäkring
Försäkringspremien är bunden till det index som nämns i försäkringsbrevet. Premien justeras den första dagen i varje försäkringsperiod. Premien justeras då med lika många procent som justeringsindexet avviker från basin dexet.
Basindexet är byggnadskostnadsindex för augusti året före försäkringens begynnelseår.
Justeringsindexet är byggnadskostnadsindexet för augusti det kalenderår som föregår begynnelsemånaden i den försäkringsperiod som har antecknats i försäkringsbrevet.
Försäkring som grundar sig på försäkringsbelopp
Det försäkringsbelopp som anges i försäkringsbrevet justeras den första dagen i varje försäkringsperiod. För säkringsbeloppet justeras då med lika många procent som justeringsindexet avviker från basindexet. Samtidigt ökas försäkringsbeloppet med värdet av de investeringar som har gjorts och anmälts under försäkringsperioden.
Basindexet är indexet för den kalendermånad som infaller fem månader före den första försäkringsperiodens begyn nelsemånad.
Justeringsindexet är indexet för den kalendermånad som infaller fem månader före försäkringsperiodens begynnel semånad som anges i försäkringsbrevet.
Premierna ändras så att de motsvarar det justerade för säkringsbeloppet.
6.2 Försäkringsbelopp vid skadetidpunkten (gäller inte fullvärdesförsäkring)
Försäkringsbeloppet utgör vid skadetidpunkten lika många procent av det ursprungliga försäkringsbeloppet enligt försäkringsbrevet som indexet för den kalendermånad som inföll fem månader tidigare utgör av basindexet.
I försäkringsbeloppet vid skadetidpunkten beaktas dess utom de byggnads- och maskininvesteringar som under försäkringsperioden har gjorts på det aktuella försäk ringsstället innan skadan inträffade, dock med följande begränsningar
* investeringarna gäller den verksamhet i vilken den egendom som är försäkringsobjekt har använts,
* ökningen av försäkringsbeloppet till följd av indexför höjningen och investeringar för varje punkt i försäk ringsbrevet kan sammanlagt vara högst 15 % av det försäkringsbelopp som anges i försäkringsbrevet, dock högst det i försäkringsbrevet nämnda beloppet.
ES 7 Dubbelförsäkring
Om egendomen har försäkrats med flera försäkringar i händelse av samma skada, rör det sig om en dubbelför säkring. Om en sammanräkning av försäkringarna visar att egendomen är överförsäkrad, kan en ersättning som betalas från den här försäkringen inte med beaktande av ersättningar som erhållits från olika försäkringar vara större än skadebeloppet.
VA ANSVARSFÖRSÄKRING
VA 1 Syftet med försäkringen
Pohjola Försäkring Ab (nedan försäkringsbolaget) förbinder sig att enligt dessa villkor och de Allmänna avtalsvillkoren (YL) att
* ersätta i punkt VA 2.1 nämnda skador och i villkoren särskilt nämnda övriga kostnader,
* sköta utredningen av skadeersättningens grunder och belopp,
* förhandla med den som kräver ersättning, och
* sköta eller ersätta rättegången, om ersättningsfrågan går till domstolsbehandling.
VA 2 Skador som ersätts och begränsningar som gäller dem 2.1 Skador som ersätts
Försäkringen ersätter person- och sakskador som försäk ringstagaren förorsakar en annan person i egenskap av ägare av den fastighet som anges i försäkringsbrevet om en sådan skada,
* konstateras under försäkringsperioden och
* försäkringstagaren enligt gällande rätt har ersättnings ansvar för den.
Försäkringen ersätter också en rent ekonomisk skada som förorsakats någon annan på så sätt som avses i dataskyddslagen eller i EU:s dataskyddsförordning och som i den försäkrade verksamheten under försäkringens giltighetstid har förorsakats av en konstaterad lagstridig behandling av personuppgifter, och för vilka den försäkrade är ersättningsansvarig för i egenskap av personuppgifts ansvarig.
2.2 Begränsningar
2.2.1 Självförvållade skador
Försäkringen ersätter inte en skada som förorsakas för säkringstagaren eller den försäkrade själv.
2.2.2 Egendom i användning
Försäkringen ersätter inte skador på egendom som, när den handling eller försummelse som förorsakar skadan inträffar, är i den försäkrades besittning, är utlånad till den försäkrade eller som denne i övrigt utnyttjar.
Tilläggsskydd för tillfälligt lånad arbetsmaskin eller anordning
Tilläggsskyddet ersätter skador som förorsakats för en försäkrad verksamhet tillfälligt och utan ersättning lånad arbetsmaskin eller anordning.
Tilläggsskyddet täcker dock inte skador,
* som har förorsakats egendom som den försäkrade hyrt eller som på annat sätt är i den försäkrades använd ning och som kan jämställas med anläggningstillgångar,
* som uppstår på i försäkringsskyddet avsedd egendom på grund av faktorer, åtgärder eller omständigheter som har gjort att skadan var förutsägbar, eller
* som förorsakas av att egendom har försvunnit eller blivit kvarglömd.
Försäkringsbeloppet vid skador som ersätts på basis av detta tilläggsskydd är 20 000 euro för varje skada och 40 000 euro sammanlagt under en försäkringsperiod. Detta försäkringsbelopp ingår i försäkringsbeloppet i An svarsförsäkringen för verksamhet.
2.2.3 Egendom under behandling eller skötsel
Försäkringen ersätter inte skador på egendom som, när den handling eller försummelse som förorsakar skadan finns hos den försäkrade eller för dennes räkning hos någon annan
* för tillverkning, installering, reparation, behandling eller på annat sätt föremål för arbete,
* för förvaring,
* under det att det föreligger skyddsplikt eller skyldig het att avvärja skada då man beaktar arten av den försäkrades verksamhet eller den arbetsprestation som förorsakat skadan och den omedelbara inverkan på omgivningen nämnda verksamhet eller arbetspresta tion kan ha, eller
* på annat sätt under skötsel.
2.2.4 Avtalsansvar
Försäkringen ersätter inte skador till den del som ersätt ningsansvaret baserar sig på ett avtal, en garanti eller nå gon annan förbindelse som försäkringstagaren ingått eller gett, om inte ett sådant ersättningsansvar skulle föreligga utan nämnda förbindelse.
2.2.5 Miljöskador
Försäkringen ersätter inte skador som förorsakas av
* förorening av vatten, luft eller jordmån,
* rök, sot, damm, ånga, gas,
* buller, vibration, strålning, ljus, värme eller lukt, eller
* annan motsvarande störning.
Försäkringen ersätter emellertid plötsliga skador som är en följd av ett fel eller en försummelse som är slumpmäs sig eller enstaka, eller av att ett fel eller en brist vars orsak försäkringstagaren har ersättningsansvar för, plötsligt och oväntat uppstått på en byggnad, anläggning eller anord ning. Vidare förutsätts att också skadans uppkomst till följd av de orsaker som uppfyller ovan nämnda förutsättningar skett plötsligt, oväntat och fort och inte utgör resultatet av en långsam, småningom framskridande process eller fort satt handling eller försummelse eller i övrigt av händelser som upprepas.
En förutsättning för att ersättning ska betalas är dessutom att försäkringstagaren erhållit kännedom om föroreningen, utsläppet eller annan störning senast inom fjorton dagar från att den börjat och lämnat en skriftlig ansökan om ersättning till försäkringsgivaren inom sextio dagar från att föroreningen, utsläppet eller störningen började.
Om åtgärder för avvärjande av miljöskador och ersättning för de kostnader dessa förorsakar se punkt 3.4 Avvärj ningskostnader.
2.2.6 Myndighetskostnader vid miljöskador
Försäkringen ersätter inte kostnader för avvärjnings- och återställningsåtgärder som myndigheter har vidtagit enligt lagen om ersättning för miljöskador.
2.2.7 Fukt och översvämning
Försäkringen ersätter inte skador som förorsakas av
* fukt eller
* översvämning förorsakad av regnvatten, smältvatten, avloppsvatten, hav, sjöar eller vattendrag.
Försäkringen ersätter emellertid plötsliga skador som är en följd av ett fel eller en försummelse som är slumpmäs sig eller enstaka, eller av att ett fel eller en brist vars orsak försäkringstagaren har ersättningsansvar för, plötsligt och oväntat uppstått på en byggnad, anläggning eller anord ning. Vidare förutsätts att också skadans uppkomst till följd av de orsaker som uppfyller ovan nämnda förutsättningar skett plötsligt, oväntat och fort och inte utgör resultatet av en långsam, småningom framskridande process eller fort satt handling eller försummelse eller i övrigt av händelser som upprepas.
Försäkringen ersätter dock inte en skada som förorsakats av översvämning till följd av ett fel i planeringen, mätning en eller byggandet av vatten- eller avloppsrör.
2.2.8 Grundvatten
Försäkringen ersätter inte skador som förorsakas av att grundvattennivån förändras.
Försäkringen ersätter emellertid skador till följd av en tillfällig händelse eller omständighet som förorsakats av ett slumpmässigt fel och skador till följd av ett fel eller en brist som plötsligt och oväntat uppstår i byggnad eller anlägg ning.
2.2.9 Skador förorsakade av användning av fartyg och luftfarkost
Försäkringen ersätter inte skador som förorsakas av
* att ett registreringspliktigt fartyg eller en registrerings pliktig båt används, om användningen inte gäller arbete som försäkringstagaren utför för egen räkning, eller
* att en luftfarkost används i luftfart, då försäkringsta garen är ersättningsskyldig på grund av att han äger, innehar eller använder luftfarkosten, utför en uppgift i luftfarkosten eller är arbetsgivare för personer som utför sådana uppgifter.
2.2.10 Schaktnings- och sprängningsarbeten
Försäkringen ersätter inte skador till följd av schaktningseller sprängningsarbeten som utförts med främmande arbetskraft eller åt någon annan eller av att marken därvid sätter sig eller förskjuts.
2.2.11 Läkemedels- eller patientskador, olycksfall i arbetet, arbetsrelaterad exponering eller yrkessjukdom
Försäkringen ersätter inte
* patientskada som avses i patientförsäkringslagen,
* skada, som uppstått i anslutning till hälso- och sjukvård utanför Finland,
* personskada som förorsakats av läkemedel,
* skada till den del som den ersätts ur en försäkrads försäkring som avses i lagen om olycksfall i arbetet och om yrkessjukdomar och inte heller
* yrkessjukdom eller annan skada eller sjukdom som förorsakats av en arbetsrelaterad exponering.
2.2.12 Trafikskador
Försäkringen ersätter inte skador som beror på att ett motorfordon används i trafik som avses i trafikförsäk ringslagen eller motsvarande utländsk lag.
Försäkringen ersätter emellertid en i 40 § 2 mom. i trafik försäkringslagen nämnd trafikskada som inträffat i Finland och som inte ersätts ur trafikförsäkringen, och som för orsakats annan egendom som tillhör fordonets ägare eller innehavare och som inte fanns i fordonet.
Försäkringen ersätter också en i 42 § i trafikförsäkringsla gen nämnd trafikskada som inte ersätts ur trafikförsäk ringen, om skadan inträffat under lastning, lossning eller annan arbetsprestation, om den drabbar
* fordonets ägare, förare eller någon annan person som utför arbetet i fråga medan fordonet står stilla.
* egendom som är föremål för en arbetsprestation eller ett annat fordon som deltar i verksamheten i fråga.
Försäkringen ersätter emellertid inte
* skada på den försäkrades egendom som varit föremål för lyftverksamhet, bogsering eller transport.
* skada på den försäkrades egna eller i villkorspunkt 2.2.2 nämnda egendom.
* personskada till den del som den ersätts ur en försäk ring som avses i lagen om olycksfall i arbetet och om yrkessjukdomar (se punkt 2.2.11).
Om det i den stat där skadan inträffar inte finns en lag som motsvarar den finska trafikförsäkringslagen, ersätter för säkringen inte skador till följd av att motorfordon används i trafik.
2.2.13 Kemiska ämnen och andra ämnen eller produkter Försäkringen ersätter inte skador som direkt eller indirekt beror på:
* asbest
* bly eller blyfärg
* polyklorerade bifenyler (PCB)
* klorerat kolväte
* ureaformaldehyd
* dietylstilbestrol (DES)
* elektromagnetiska fält (EMF)
* gaser som uppstår vid svetsning
* kiseldioxid eller kvartsdamm
* med genteknik modifierade organismer (GMO)
* en produkts nanotekniska egenskaper
* svamp-, mögel- eller bakteriebildning i byggnader eller andra konstruktioner
* kreosot
2.2.14 Kränkning av ära eller privatliv
Försäkringen ersätter inte skador till följd av kränkning av ära eller privatliv.
2.2.15 Böter
Försäkringen ersätter inte böter eller andra liknande påföljder.
2.2.16 Känd skaderisk
Försäkringen ersätter inte skador som beror på fel, brister eller andra grunder för ersättningsansvar som försäk ringstagaren kände eller borde ha känt till då försäkringen trädde i kraft.
2.2.17 Annan ansvarsförsäkring
Försäkringen ersätter inte skador som ersätts ur någon an nan ansvarsförsäkring som försäkringstagaren har tecknat.
2.2.18 Förkommen nyckel
Försäkringen ersätter kostnader för ändring av låskombi nation eller byte av lås till följd av att nycklar till utrymmen i andra personers bruk har förkommit bara om följande förutsättningar samtidigt uppfylls,
* en arbetstagare i försäkringstagarens tjänst eller en person som är medlem av något förvaltningsorgan är genom fel eller försummelse skyldig till att nyckeln kommit bort,
* det är uppenbart att nyckeln finns hos en sådan person som inte har rätt till den och det finns därför en ome delbar risk för att den egendom som förvaras i utrym mena blir stulen och
* försäkringstagaren vore ersättningsskyldig för stöldskadan.
Se också punkt 3.9 Specialsjälvrisker
2.2.19 Tobak
Försäkringen ersätter inte skador till följd av tobak, tobaks produkter eller tobaksrök.
2.2.20 Kostnader för reparation eller återställande av skador enligt EU:s direktiv om miljöansvar
Försäkringen ersätter inte kostnader som baserar sig på EU:s miljöansvarsdirektiv (2004/35) eller motsvarande lagstiftning om att avhjälpa eller förebygga naturskador och inte heller andra kostnader eller ersättningar i anslut ning till sådana skador.
Tilläggsskydd för avhjälpande av miljöskada
Ur tilläggsskyddet ersätts dock sådana kostnader för avhjälpande enligt EU:s miljöansvarsdirektiv som föror sakas av en miljöskada som är ersättningsgill enligt punkt 2.2.5. Tilläggsskyddet gäller inom EU:s territorium. Av skador som inträffar utanför Finland ersätts högst ett kostnadsbelopp som motsvarar minimikraven enligt EU:s miljöansvarsdirektiv. Ur tilläggsskyddet ersätts kostnader na för av behörig myndighet förutsatt begränsning eller förebyggande av skada samt för primära, kompletterande och kompenserade hjälpåtgärder såsom definierade i EU:s miljöansvarsdirektiv. Kostnaderna för avhjälpande åtgärder ersätts endast om försäkringsbolaget har godkänt dem på förhand. Till övriga delar tillämpas försäkringsvillkoren VA och det som framgår av försäkringsbrevet.
Försäkringsbeloppet vid skador som ersätts på basis av detta tilläggsskydd är 500 000 euro för varje skada och sammanlagt under en försäkringsperiod. Detta försäk ringsbelopp ingår i försäkringsbeloppet i Ansvarsförsäk ringen för verksamhet.
VA 3 Ersättningsbestämmelser
3.1 Försäkringsbolagets skyldigheter
Då en skada som anmälts omfattas av försäkringen och dess belopp överstiger försäkringens självrisk, utreder försäkringsbolaget om försäkringstagaren är skyldig att ersätta skadan samt förhandlar med den som yrkar på ersättning.
Om ersättningsbeloppet och grunderna inte är uppenbart riktiga, binder det inte försäkringsbolaget att försäkrings tagaren ersätter skadan, träffar en överenskommelse om den eller godkänner ett krav.
Om försäkringsbolaget träffat en överenskommelse med den skadelidande om ersättning för skadorna och försäk ringstagaren inte samtycker till detta, är försäkringsbolaget inte längre skyldigt att ersätta kostnader som därefter för orsakas eller betala en större ersättning än bolaget skulle ha gjort på basis av ovan nämnda avtal. Försäkringsbola get är inte heller skyldigt att göra ytterligare utredningar i ärendet.
3.2 Försäkringstagarens skyldigheter
Försäkringstagaren är skyldig att
* på egen bekostnad delta i utredningen av skadan,
* lämna försäkringsbolaget de uppgifter, handlingar och annat material som försäkringstagaren har i sin besittning och som är av betydelse vid utredningen av skadan,
* skaffa eller göra nödvändiga utredningar och under sökningar som försäkringstagaren till skäliga kostnader kan få tillgång till, samt
* bereda försäkringsbolaget möjlighet att medverka till en uppgörelse i godo.
3.3 Skadestånd
Försäkringen ersätter det skadestånd som försäkringsta garen är skyldig att betala. Ersättningsbeloppet beräknas enligt de bestämmelser och den rättspraxis som gäller skadestånd.
Vid uträkning av skadebeloppet beaktas bestämmelserna i mervärdesskattelagen. Momsandelen betalas inte, om den är avdragsgill i ersättningstagarens beskattning.
Om flera personer är solidariskt ansvariga för samma skada, ersätter försäkringen bara den del av skadan som motsvarar försäkringstagarens andel av ersättningsskyld igheten. Om ingen annan grund finns, betalas ersättningen efter antalet personer.
3.4 Avvärjningskostnader
3.4.1 Kostnader för avvärjande av omedelbart hotande fara
Om ett försäkringsfall är omedelbart hotande eller har inträffat, är den försäkrade skyldig att se till att skadan avvärjs eller begränsas (se de allmänna avtalsvillkoren YL, punkt 6.2). Denna skyldighet begränsar sig till enbart de åtgärder med vilka man avlägsnar det omedelbara hotet om att förorsaka annan en ansvarsskada och omfattar inte ytterligare och mera omfattande åtgärder efter inträffad skada, om inte en separat överenskommelse träffas med
försäkringsbolaget om sådana åtgärder. Kostnaderna för de nödvändiga åtgärderna ersätts ur försäkringen.
3.4.2 Tilläggsförutsättningar för att avvärjningskostnaderna ska ersättas vid miljöskador som förorsakats försäkringstagarens egen egendom eller egendom i dennes besittning
Om försäkringstagaren förorsakar en miljöskada på sin egen egendom eller egendom i sin besittning, t.ex. på sin mark, ska utöver punkt 3.4.1 ovan följande iakttas.
Skador som förorsakats egendom som ägs av försäkrings tagaren eller som är i dennes besittning ersätts inte.
Avvärjningskostnader ersätts enbart och uteslutande i si tuationer där omedelbar fara hotar annans egendom, t.ex. då miljöförstörande ämnen sprider sig via grundvattnet eller jordmånen från egen mark till annans. Ersättningsba ra åtgärder är bara de nödvändiga åtgärder med vilka ett omedelbart hot om uppkomst av en ersättningsbar skada på annans egendom kunnat undanröjas.
Då en miljöskada inträffat, kan det utöver avvärjning av omedelbart hotande fara vara nödvändigt att vidta ytterligare åtgärder för att reda upp den situation som uppstått. Sådana åtgärder kan vara till exempel transport av förorenade jordmassor och förstöring eller neutralise ring av problemavfall. De kostnader som dessa åtgärder förorsakar ersätts inte ur ansvarsförsäkringen som avvärj ningskostnader, inte ens i det fall att åtgärderna vidtagits på grund av tvingande myndighetsbestämmelser.
3.4.3 Åtgärder vid miljöskador
Om en miljöskada (se punkt 2.2.5 Miljöskador) hotar eller har inträffat, ska försäkringstagaren omedelbart anmäla skadan till försäkringsbolaget för att få bekräftelse om vilka skadeavvärjningsåtgärder som hör till ansvarsförsäkring ens ersättningsområde (se punkterna 3.4.1 och 3.4.2).
3.5 Utrednings- och rättegångskostnader
Försäkringen ersätter utöver skadan dessutom skäliga och nödvändiga kostnader för utredning av skadan, dock inte sådana utredningskostnader som förorsakas försäkrings tagaren och som denne enligt försäkringsvillkoren själv är skyldig att betala eller om vilka ingen separat överenskom melse har ingåtts med försäkringsbolaget.
Om ett skadeståndsyrkande som till sina grunder hänför sig till en skada som kan ersättas ur försäkringen blir fö remål för domstolsprövning, ska försäkringstagaren sedan han fått kännedom om rättegången omedelbart meddela detta till försäkringsbolaget.
Om skadeståndsyrkandet till sitt belopp och sina grunder hänför sig till en skada som kan ersättas ur försäkringen, betalar försäkringsbolaget rättegångskostnaderna under förutsättning att
* skadeanmälan gjorts innan svaromålet lämnats och
* försäkringsbolaget godkänner rättegångsombudet.
Om rättegången också hänför sig till andra ärenden, ersätter försäkringen enbart den del av kostnaderna som hänför sig till det ersättningsyrkande som omfattas av försäkringen.
Försäkringsbolaget har alltid rätt att överta skötseln av rättegången.
3.6 Ersättningens maximibelopp
Det sammanlagda maximibelopp som betalas på basis av en skada, inklusive avvärjnings-, utrednings-, förhandlings-, ränte- och rättegångskostnader, är det försäkringsbelopp som anges i försäkringsbrevet. Avvärjningskostnaderna ersätts enligt punkt 6.2 i de allmänna avtalsvillkoren YL.
Vid sådana ekonomiska skador som avses i dataskyddsla gen eller i EU:s dataskyddsförordning är maximiersättning en för en skada och sammanlagt under en försäkringsperi od 50 000 euro.
I specialvillkoren kan avvikande försäkringsbelopp anges.
3.7 Serieskador
Skador till följd av en och samma händelse eller omstän dighet betraktas som en skada oberoende av om skadorna konstateras under en eller flera försäkringsperioder. Om sådana skador konstateras under olika försäkringsperioder, anses de ha uppkommit under den försäkringsperiod under vilken den första skadan konstaterats.
3.8 Självrisker
Försäkringstagaren har vid varje skada en i försäk ringsbrevet antecknad självrisk som avdras från det sammanlagda, enligt villkoren beräknade beloppet av skadeersättning, avvärjningskostnader samt utrednings-, förhandlings-, ränte- och rättegångskostnader.
3.9 Specialsjälvrisker
Vid skador som förorsakas av heta arbeten, vattenisole rings-, grävnings- och jordtransportarbeten samt av att en nyckel förkommer är försäkringstagarens självrisk 10 % av skadebeloppet, dock minst 3 000 euro och högst 20 000 euro eller ett större självriskbelopp som anges i försäk ringsbrevet.
Läckage- och översvämningsskador förorsakade av rörledningar och avlopp som betjänar vattenförsörjningen i samhället
Vid läckage- och översvämningsskada som förorsakats av vatten-, regnvattenavlopps-, avlopps- eller värmerör system eller något motsvarande rörsystem som betjänar vattenförsörjningen i samhället avdras från skadebeloppet en specialsjälvrisk enligt följande tabell
Åldern på en ledning, rörledning eller annan anordning räknas från början av det kalenderår som följer efter installations- eller förnyelseåret. Försäkringstagaren har dock vid varje skada minst den självrisk som antecknats i försäkringsbrevet.
TJ ANSVARSFÖRSÄKRING FÖR VERKSTÄLLANDE DIREKTÖR OCH STYRELSE
TJ 1 Syftet med försäkringen
Pohjola Försäkring Ab (nedan försäkringsbolaget) förbinder sig att enligt dessa villkor och de Allmänna avtalsvillkoren (YL) att
* ersätta i punkt TJ 3.1 nämnda skador och i villkoren särskilt nämnda övriga kostnader,
* sköta utredningen av skadeersättningens grunder och belopp,
* förhandla med den som kräver ersättning, och
* sköta eller ersätta rättegången, om ersättningsfrågan går till domstolsbehandling.
TJ 2 Försäkrade
Försäkrade är i försäkringsbrevet nämnda bostadsaktie bolags, fastighetsbolags eller bostadsandelslags lagenligt valda styrelseledamöter, suppleanter, ordförande för bo lagsstämman och verkställande direktör (disponenten).
TJ 3 Skador som ersätts och begränsningar som gäller dem
3.1 Skador som ersätts
Försäkringen ersätter inom den i försäkringsbrevet nämn da fastighetsförvaltningen sådana ekonomiska skador som förorsakas försäkringstagaren, en aktieägare eller någon annan person och
* som inte har samband med person- eller sakskador, och
* den försäkrade på grund av en handling eller försum melse under försäkringsperioden enligt gällande lag om aktiebolag, bostadsaktiebolag eller andelslag är ersättningsansvarig för skadan.
3.2 Begränsningar
3.2.1 Arbetsprestation enligt avtal
Försäkringen ersätter inte kostnaderna för ett arbete som utförts för att korrigera resultatet av ett arbete som åligger den försäkrade eller för att göra om ett sådant arbete, inte ens i det fall att arbetet utförs av någon annan än försäkringstagaren.
3.2.2 Person- och sakskador
Försäkringen ersätter inte person- eller sakskador, eller ekonomiska skador i samband med sådana skador.
Med sakskador avses också att bland annat kontanter, värdepapper, oanvända frimärken, kuponger, växlar, checkar eller liknande fordringsbevis förstörs, skadas eller förkommer.
3.2.3 Kostnader för ändring av låskombinationer och nya lås
Försäkringen ersätter inte kostnader för ändring av låskombinationer eller anskaffning av nya lås.
3.2.4 Avtalsansvar
Försäkringen ersätter inte skador till den del som ersätt ningsansvaret baserar sig på en bestämmelse i ett avtal som den försäkrade har ingått och den försäkrade genom denna bestämmelse har iklätt sig ett större ansvar än vad han skulle ha enligt gällande rätt utan en sådan avtalsbe stämmelse.
3.2.5 Utbetalning eller mottagning av kontanter
Försäkringen ersätter inte skador till följd av räknefel eller andra orsaker, då kontanter betalas ut eller tas emot.
3.2.6 Den försäkrades lön, arvode eller förmån
Försäkringen ersätter inte skador som förorsakas av beslut som gäller lön, arvode eller annan personlig förmån eller ersättning som betalas till den försäkrade.
3.2.7 Skatter eller böter
Försäkringen ersätter inte böter, skatter eller andra liknan de påföljder.
3.2.8 Kränkning av ära eller privatliv
Försäkringen ersätter inte skador till följd av kränkning av ära eller privatliv.
3.2.9 Ikrafthållande av försäkringar
Försäkringen ersätter inte skador som förorsakas genom den försäkrades fel eller försummelse att för försäkrings tagarens räkning teckna och hålla i kraft behövliga och tillräckliga försäkringar.
3.2.10 Aktieköp
Försäkringen ersätter inte skador som förorsakas av att den försäkrade för försäkringstagarens räkning direkt eller indirekt förvärvar aktier i det bolag som har tecknat försäkringen eller i dess moder- eller dotterbolag.
3.2.11 Arbetsavtal, arbetsavtalslagen och jämställdhetslagen
Försäkringen ersätter inte skador, om ersättningsansvaret grundar sig på ett brott mot ett arbetsavtal, arbets- eller tjänstekollektivavtal, arbetsavtalslagen eller jämställdhets lagen.
3.2.12 Känd skaderisk
Försäkringen ersätter inte skador som beror på fel, brister eller andra grunder för ersättningsansvaret som försäk ringstagaren eller den försäkrade kände eller borde ha känt till då försäkringen trädde i kraft.
3.2.13 Annan ansvarsförsäkring
Försäkringen ersätter inte skador som ersätts ur någon annan eller tidigare gällande ansvarsförsäkring som för säkringstagaren eller den försäkrade har tecknat.
3.2.14 Yrkesmässig disponentverksamhet
Försäkringen ersätter inte skador som förorsakats i yrkes mässig disponentverksamhet.
3.2.15 Självförvållade skador
Försäkringen ersätter inte skador som den försäkrade vållat sig själv.
Om den försäkrade äger över 30 % av aktierna i det bolag som har tecknat försäkringen, betraktas en skada som förorsakas det bolag som har tecknat försäkringen som en
självförvållad skada i samma proportion som den försäkra de äger aktier i bolaget.
3.2.16 Tobak
Försäkringen ersätter inte skador till följd av tobak, tobaks produkter eller tobaksrök.
3.2.17 Kemiska ämnen och andra ämnen eller produkter
Försäkringen ersätter inte skador till följd av
* asbest, kiseldioxid, kvartsdamm, kemiska ämnen och andra ämnen eller produkter,
* mögel eller av svamp- eller bakteriebildning.
3.2.18 Offentlig upphandling
Försäkringen ersätter inte skada eller gottgörelse som förorsakats av ett anbudsförfarande som avses i lagen om offentlig upphandling.
3.2.19 Inlämnande av skadeanmälan
Försäkringen ersätter inte skador till följd av att en skade anmälan inte lämnats in eller lämnats in för sent.
TJ 4 Ersättningsbestämmelser
4.1 Försäkringsbolagets skyldigheter
Då en skada som anmälts omfattas av försäkringen och dess belopp överstiger försäkringens självrisk, utreder för säkringsbolaget om den försäkrade är skyldig att ersätta skadan samt förhandlar med den som yrkar på ersättning. Om ersättningsbeloppet och grunderna inte är uppenbart riktiga, binder det inte försäkringsbolaget att försäkrings tagaren ersätter skadan, träffar en överenskommelse om den eller godkänner ett krav.
Om försäkringsbolaget träffat en överenskommelse med den skadelidande om ersättning för skadorna och för säkringstagaren eller den försäkrade inte samtycker till detta, är försäkringsbolaget inte längre skyldigt att ersätta kostnader som därefter förorsakas eller betala en stör re ersättning än bolaget skulle ha gjort på basis av ovan nämnda avtal. Försäkringsbolaget är inte heller skyldigt att göra ytterligare utredningar i ärendet.
4.2 Försäkringstagarens och de försäkrades skyldigheter
Försäkringstagaren och de försäkrade är skyldiga att
* meddela försäkringsbolaget omedelbart då de fått kän nedom om ett ersättningskrav eller en händelse eller omständighet som kan leda till ett ersättningskrav,
* på egen bekostnad delta i utredningen av skadan,
* lämna försäkringsbolaget de uppgifter, handlingar och annat material som försäkringstagaren har i sin besittning och som är av betydelse vid utredningen av skadan,
* skaffa eller göra nödvändiga utredningar och under sökningar som försäkringstagaren till skäliga kostnader kan få tillgång till, samt
* bereda försäkringsbolaget möjlighet att medverka till en uppgörelse i godo.
4.3 Skadestånd
Försäkringen ersätter det skadestånd som den försäkrade är skyldig att betala. Ersättningsbeloppet beräknas enligt de bestämmelser och den rättspraxis som gäller skade stånd.
Om flera personer är skyldiga att solidariskt ersätta sam ma skada, ersätter försäkringen bara den del av skadan som motsvarar den försäkrades andel av ersättningsskyld igheten. Om ingen annan grund finns, betalas ersättningen efter antalet personer.
4.4 Kostnader för avvärjande av omedelbart hotande fara
Om ett försäkringsfall är omedelbart hotande eller har in träffat, är försäkringstagaren och den försäkrade skyldiga att se till att skadan avvärjs eller begränsas (se Allmänna avtalsvillkor YL, punkt 6.2). Denna skyldighet begränsar sig till enbart de åtgärder med vilka man avlägsnar det ome delbara hotet om att förorsaka annan en ansvarsskada och omfattar inte ytterligare och mera omfattande åtgärder efter inträffad skada, om inte en separat överenskommel se träffas med försäkringsbolaget om sådana åtgärder. Kostnaderna för de nödvändiga åtgärderna ersätts ur försäkringen.
4.5 Utrednings- och rättegångskostnader
Försäkringen ersätter utöver skadan dessutom skäliga och nödvändiga kostnader för utredning av skadan, dock inte sådana utredningskostnader som förorsakas försäkrings tagaren och som denne enligt försäkringsvillkoren själv är skyldig att betala eller om vilka ingen separat överenskom melse har ingåtts med försäkringsbolaget.
Om ett skadeståndsyrkande som till sina grunder hänför sig till en skada som ersätts ur försäkringen blir föremål för domstolsprövning, ska försäkringstagaren eller den försäkrade efter att de fått kännedom om rättegången omedelbart meddela detta till försäkringsbolaget.
Om skadeståndsyrkandet till sitt belopp och sina grunder hänför sig till en skada som kan ersättas ur försäkringen, betalar försäkringsbolaget den försäkrades rättegångs kostnader under förutsättning att
* skadeanmälan gjorts innan svaromålet lämnats och
* försäkringsbolaget godkänner rättegångsombudet.
Om rättegången också hänför sig till andra ärenden, ersätter försäkringen enbart den del av kostnaderna som hänför sig till det ersättningsyrkande som omfattas av försäkringen.
Försäkringsbolaget har alltid rätt att överta skötseln av rättegången.
Försäkringen ersätter inte rättegångskostnader om de avser ett straffyrkande.
4.6 Ersättningens maximibelopp
Det högsta sammanlagda belopp som betalas i ersättning för skador som har förorsakats under en försäkrings period, inklusive utrednings-, förhandlings-, ränte- och rättegångskostnader, är det försäkringsbelopp som anges i försäkringsbrevet.
4.7 Serieskador
Skador till följd av en och samma händelse eller omstän dighet betraktas som en skada oberoende av om skadorna konstateras under en eller flera försäkringsperioder. Om sådana skador konstateras under olika försäkringsperioder, anses de ha uppkommit under den försäkringsperiod under vilken den första skadan har förorsakats.
4.8 Självrisk
Den försäkrade styrelseledamoten har vid varje skada en i försäkringsbrevet antecknad självrisk som avdras från det sammanlagda, enligt villkoren beräknade beloppet av skadeersättning, avvärjningskostnader samt utrednings-, förhandlings-, ränte- och rättegångskostnader.
OI RÄTTSSKYDDSFÖRSÄKRING
OI 01 Syftet med försäkringen
Pohjola Försäkring Ab (nedan försäkringsbolaget) förbinder sig att enligt dessa villkor och de allmänna avtalsvillko ren (YL) ersätta den försäkrades nödvändiga och skäliga advokat- och rättegångskostnader som förorsakas av att juridisk hjälp anlitas i tvistemål, brottmål och ansökn ingsärenden som gäller ägande, förvaltning, skötsel eller användning av den i försäkringsbrevet angivna fastigheten och där belägna byggnader och som gäller sådana försäk ringsfall som avses i punkt OI 4.
OI 02 Försäkrade
Försäkrade är
* försäkringstagaren,
* personer i försäkringstagarens tjänst, sådana oavlö nade eller tillfälliga personer som utför arbete och för vilka försäkringstagaren enligt gällande rätt har ersätt ningsansvar om de vållar skador,
* självständiga företagare som kan likställas med försäk ringstagarens arbetstagare och för vilka försäkringsta garen enligt gällande rätt har ersättningsansvar om de vållar skador.
OI 03 Domstolar och försäkringens giltighetsområde
Den försäkrade kan utnyttja sin försäkring i ärenden som kan tas upp till behandling i Finland i en tingsrätt och i dess besvärsinstanser, i ett skiljeförfarande, i försäkrings nämnden och i konsumenttvistenämnden. Om det är fråga om en tvist som biläggs utan rättegång, kan försäkringen utnyttjas i mål eller ärenden som i Finland omedelbart hade kunnat underkastas en tingsrätt för behandling. Försäkringen kan inte användas i andra domstolar eller nämnder, trots att ärendet alternativt kunde underkastas en tingsrätt eller de nämnda domstolarna eller nämnderna för behandling.
OI 04 Försäkringsfall och försäkringsfall som ersätts
4.1 Definitionen av ett försäkringsfall
I tvistemål och ansökningsärenden avses med ett försäk ringsfall uppkomsten av en tvist. En tvist har uppstått när ett yrkande som specificerats till sin grund och sitt belopp bevisligen och specificerat har bestridits till sin grund eller sitt belopp.
I brottmål avses med ett försäkringsfall
* åtal som väcks när den försäkrade är målsägande,
* åtal som en målsägande väckt eller fullföljt mot den försäkrade, när allmän åklagare beslutat att inte väcka åtal eller återkallat åtalet, eller en förundersöknings myndighet eller åklagare har beslutat att förunder sökning inte ska göras eller att den ska avbrytas eller läggas ned. Med försäkringsfall avses även en situa tion där målsäganden väcker åtal när utförandet av förundersökningsåtgärderna har senarelagts genom undersökningsledarens beslut.
Åtal har väckts när den målsägandes stämningsansö kan har anlänt till tingsrättens kansli. Åtalet har full följts när den målsägande skriftligen har meddelat att han för talan till domstol efter det att allmän åklagare har återkallat åtalet.
Det är fråga om ett och samma försäkringsfall då
* två eller flera personer som är försäkrade genom denna försäkring står på samma sida i ett tvistemål, brottmål eller ansökningsärende;
* de försäkrade är parter i flera tvistemål, brottmål och ansökningsärenden som grundar sig på samma hän delse, omständighet, rättshandling eller rättskränkning eller som grundar sig på samma yrkande eller på ett likadant yrkande även om detta har gjorts på andra grunder.
4.2 Försäkringsfall som ersätts
Försäkringen ersätter försäkringsfall som inträffar under försäkringens giltighetstid. Om emellertid försäkringen har varit i kraft under en kortare tid än två år när försäk ringsfallet inträffar, ska också de faktorer som yrkandet eller åtalet baserar sig på ha uppstått under försäkringens giltighetstid. Som försäkringens giltighetstid betraktas här den tid som denna försäkring ensam eller direkt efter och tillsammans med andra upphörda rättsskyddsförsäkringar med motsvarande innehåll fortlöpande har varit i kraft för den försäkrades del. Om försäkringstagaren när ett försäkringsfall inträffar har flera rättsskyddsförsäkringar som är i kraft, räknas emellertid bara den här försäkring ens giltighetstid.
Om ersättningsområdet för försäkringen har utvidgats och utvidgningen då försäkringsfallet inträffar har varit i kraft under en kortare tid än två år, är en förutsättning för att utvidgningen tillämpas, att de faktorer som tvisten, yrkandet, bestridandet, meddelandet om att anställnings förhållandet avslutas, åtalet eller det misstänkta brottet baserar sig på har uppstått efter det att utvidgningen har trätt i kraft. Med en utvidgning av försäkringens ersätt
ningsområde avses en förhöjning av försäkringsbeloppet, en utvidgning av giltighetsområdet för försäkringen eller att motpartens kostnader fogas till försäkringen.
OI 05 Begränsningar i samband med försäkringsfall
Ur försäkringen betalas inte ersättning för kostnader som den försäkrade förorsakas i ett mål eller ärende,
* som beror på annat än till sedvanligt underhåll hö rande byggnads-, reparations- eller rivningsarbete på fastigheten eller i byggnaderna och som inletts innan försäkringen trädde i kraft, på planeringsarbete i an slutning till sådant arbete eller på avtal, garantier eller säkerheter angående arbetet,
* som hänför sig till ett hyresförhållande,
* där de som är försäkrade genom denna försäkring är motparter; försäkringen ersätter dock försäkringstaga rens kostnader,
* där det är fråga om en fordring eller ett anspråk som har överförts på den försäkrade, om det inte då tvisten uppstår gått två år sedan fordringen eller anspråket överfördes,
* där det är fråga om ett åtal som allmän åklagare driver mot den försäkrade eller under det att ett sådant åtal är anhängigt, ett privaträttsligt anspråk som målsägan de riktar mot den försäkrade som står åtalad,
* som gäller ett privaträttsligt yrkande som har fram ställts mot den försäkrade och som grundar sig på en sådan gärning, – där de kostnader som förorsakas den försäkrade ersätts ur en ansvarsförsäkring,
* som hänför sig till konkurs,
* som hänför sig till utsökning, i lagen om utsökning avsedd exekutionstvist eller verkställande av utsökning,
* som hänför sig till skuldsanering eller företagssanering,
* där det är fråga om huruvida kostnader som förorsakas av ett försäkringsfall som har anmälts av den försäkra de ska ersättas antingen helt eller delvis ur en rättsskyddsförsäkring,
* som behandlas som grupptalan och den försäkrade är sökande eller medlem av gruppen.
OI 06 Åtgärder efter inträffat försäkringsfall
6.1 Om den försäkrade vill utnyttja försäkringen, ska han anmäla detta skriftligen till försäkringsbolaget på förhand. Försäkringsbolaget ger då den försäkrade ett skriftligt ersättningsbeslut.
6.2 Den försäkrade ska anlita som sitt utomstående ombud en advokat, ett offentligt rättsbiträde eller annan sådan jurist som enligt lagen har rätt att fungera som rättegångsombud eller rättegångsbiträde.
Begränsning
Om den försäkrade inte anlitar något utomstående ombud alls eller anlitar ett ombud som inte avlagt juris kandidat examen, juris magisterexamen eller motsvarande utländsk examen, betalas inte ersättning ur försäkringen.
6.3 Den försäkrade ska i tingsrätten i ärenden som fram skridit till huvudförhandling yrka på att motparten ersätter hans advokat- och rättegångskostnader i sin helhet. Vid ett ärende som behandlas genom medling (medling vid domstol) enligt lagen om medling i tvistemål i allmänna domstolar behöver den försäkrade dock inte yrka på betal ning av kostnaderna för medlingen.
Om ett av den försäkrade till motparten framfört yrkande på ersättning för rättegångskostnader genom beslut av domstol helt eller delvis förkastats, ska på yrkande av försäkringsbolaget besvär anföras över beslutet.
Begränsning
Om den försäkrade inte yrkar på ersättning för sina kostnader av motparten eller avstår från sitt yrkande eller om den försäkrade inte går med på att anföra besvär över domstolens beslut, kan den ersättning som ska betalas ur försäkringen nedsättas eller kravet på ersättning avslås.
6.4 Den försäkrade har inte rätt att på ett sätt som binder försäkringsbolaget medge beloppet av de kostnader som föranletts av skötseln av saken.
Begränsning
En ersättning som den försäkrade eventuellt har betalat till sitt ombud för dennes arvoden och kostnader binder inte försäkringsbolaget vid bedömningen av om rättegångs kostnaderna är nödvändiga och skäliga.
OI 07 Ersättningsbestämmelser 7.1 Försäkringsbelopp
Det försäkringsbelopp som anges i försäkringsbrevet utgör den högsta gränsen för försäkringsbolagets ersättnings skyldighet vid varje försäkringsfall.
Maximibeloppet av försäkringsgivarens ersättningsskyl dighet för kostnader som uppkommit innan en huvudbe handling i en tingsrätt, en session vid en domstolsmedling eller ett skiljeförfarande inleds och kostnader i ett mål eller ärende som har avgjorts utan rättegång är emellertid 50 procent av det försäkringsbelopp som antecknats i försäk ringsbrevet.
Om värdet av det tvistiga intresset kan uppskattas i peng ar, ersätter försäkringen vid tviste- och ansökningsären den samt då den försäkrade är målsägande i ett brottmål högst två gånger värdet av det intresse tvisten gäller. Vid uppskattning av värdet av intresset beaktas inte yrkanden på ränte-, parts-, advokat- eller rättegångskostnader. Om föremålet för tvisten är en betalning av återkommande natur, beaktas vid uppskattningen av värdet av intresset högst ett belopp som är tio gånger det tvistiga engångsbe loppet.
För försäkringsfall som inträffat under en försäkringsperi od utbetalas försäkringsbeloppet totalt högst dubbelt.
7.2 Självrisk
Från de kostnader som ska ersättas avdras den självrisk som anges i försäkringsbrevet.
OI 08 Försäkringsfall som ersätts
8.1 Anlitande av ombud, kostnader för bevisning och förlikningsmans arvode
Försäkringen ersätter den försäkrades kostnader för anlitande av ombud och bevisning, om det är fråga om ett mål eller ett ärende som har behandlats av eller som direkt kunde ha hänskjutits till prövning i en domstol och nämnd som nämns i punkt 3 (OI 03).
Om förutsättningen för att tvisten ska kunna hänskjutas till domstolsprövning är att någon rättshandling har företa gits eller att ett beslut har fattats av något organ eller vid någon förrättning, ersätts kostnaderna från det att denna förutsättning har uppfyllts.
Om målet eller ärendet har behandlats genom medling i domstol ersätter försäkringen också den försäkrades andel av arvodet och kostnaderna för medlarens eventuella biträde efter de tvistande parternas huvudtal.
Om tvistemålet mellan den försäkrade och den näringsid kare eller juridiska person som är motpart i ärendet har behandlats vid annan frivillig medling än medling vid dom stol, ersätter försäkringen också den försäkrades andel av arvodet av kostnaderna för medlaren efter de tvistande parternas huvudtal. En förutsättning för att medlarens arvode ersätts är att medlaren är en advokat eller annan jurist.
8.2 Sökande av ändring i hovrätten och i högsta domstolen
Om sökande av ändring hos hovrätten förutsätter tillstånd till handläggning eller sökande av ändring hos högsta dom stolen förutsätter besvärstillstånd, ersätts kostnaderna för sökande av ändring ur försäkringen endast om tillstånd har beviljats.
Kostnader för anlitande av extraordinära rättsmedel ersätts endast om högsta domstolen godkänner klagan, återbrytande av domen eller återställer en försutten fata lietid.
8.3 Gemensamt intresse
Om det i saken är fråga om något väsentligen annat än den försäkrades eget intresse eller om den försäkrade i försäkringsfallet har ett gemensamt intresse att bevaka tillsammans med andra som inte är försäkrade genom denna försäkring, ersätts ur försäkringen endast den del av kostnaderna som ska anses utgöra den försäkrades andel.
8.4 Ersättningens belopp och hur det uträknas samt mervärdesskatt
De advokat- och rättegångskostnader som ska ersättas ur försäkringen fastställs enligt rättsnormerna i rättegångs balken och i lagen om rättegångskostnader i brottmål.
Om domstolen inte, på grund av parternas medgivande eller av någon annan orsak, i sitt utslag har uttalat sig om advokat- eller rättegångskostnader, eller om ärendet har avgjorts efter medgivande eller genom förlikning, bestäms de kostnader som ska ersättas också med beaktande av de kostnader som vanligen döms ut eller betalas i motsvaran de ärenden. Av kostnaderna ersätts dock högst det belopp som domstolen ålagt den försäkrades motpart att betala, såvida inte domstolen på grunder som framkommit i avgö randet uttryckligen ansett att den försäkrade själv helt eller delvis ska bära sina egna kostnader.
För anlitande av ombud betalas ersättning för skäligt arvode för ombudets arbete och nödvändiga kostnader. Vid bedömningen av arvodets och kostnadernas skälig het beaktas värdet av det omtvistade intresset, ärendets svårighetsgrad och omfattning samt arbetets mängd och kvalitet. Beloppet av de kostnader som ersätts uppgår dock högst till det ersättningsyrkande som den försäkrade framställt till sin motpart.
Om den försäkrade enligt mervärdesskattelagen är berättigad till avdrag för den mervärdesskatt som ingår i advokaträkningen eller rättegångskostnaderna, avdras den moms som ingår i kostnaderna från ersättningen.
8.5 Kostnader som inte ersätts ur försäkringen
Försäkringen ersätter inte
* kostnader som förorsakats av åtgärder som vidtagits före försäkringsfallet eller av en preliminär utredning av ett ärende eller av en sådan utredning eller skötsel av ett tvistigt ärende till följd av vilken den försäkrade på motiverade grunder avstår från sina yrkanden gent emot motparten. Som ett avstående från yrkanden anses också en ersättning som erhålls genom över enskommelse och underskrider försäkringens minsta självrisk.
* motpartens rättegångskostnader som enligt dom eller överenskommelse ska betalas av den försäkrade, såvi da man inte särskilt har kommit överens om detta och antecknat det i försäkringsbrevet,
* kostnader som förorsakas av verkställigheten av dom eller beslut,
* den försäkrades tidsspillan, eget arbete, inkomst- el ler förtjänstbortfall, resor eller uppehållskostnader, tillläggskostnad på grund av byte av ombud eller av ökade eller onödiga kostnader till följd av den försäkra des eget förfarande,
* kostnader för inhämtande av juridiskt expertutlåtande,
* kostnader som förorsakas av anmälan om brott och av förundersökning i brottmål,
* kostnader som den försäkrade eller hans ombud har förorsakat genom att utebli från domstolen, genom att inte iaktta domstolens förordnanden eller genom att framföra ett påstående som de har vetat eller borde ha vetat vara grundlöst, eller genom att annars uppsåtli gen eller av oaktsamhet förlänga rättegången,
* skiljenämndens arvoden, resekostnader eller andra motsvarande kostnader,
* skiljenämndens förvaltningsavgift eller andra kostnader som förfarandet förorsakat nämnden,
* kostnader för sådana omständigheter eller sådan be visning som domstolen inte beaktar.
8.6 Ersättning för motpartens rättegångskostnader
Ur försäkringen ersätts rättegångskostnader som den försäkrade dömts att betala, ifall detta överenskommits separat och antecknats i försäkringsbrevet.
Ersättningen för rättegångskostnader som den försäkrade dömts att betala kan uppgå till högst hälften av försäkrings beloppet och vid ärenden som avses i punkt 7.1 i villkoren högst samma belopp som den försäkrades egna ersätt ningsgilla advokat- och rättegångskostnader kan uppgå till.
Ur försäkringen ersätts motpartens nödvändiga och skäli ga advokat- och rättegångskostnader som den försäkrade dömts att betala i ett ärende endast, där de advokat- och rättegångskostnader som förorsakats den försäkrade ersätts ur denna rättsskyddsförsäkring.
Begränsning
Försäkringen ersätter inte motpartens kostnader,
* om domen baserar sig på en överenskommelse om kostnaderna eller
* som har förorsakats motparten till följd av att den för säkrade eller dennes ombud har förfarit på ett sätt som ökat kostnaderna eller förorsakat onödiga kostnader.
Om domen baserar sig på ett belopp vars riktighet den för säkrade medgivit, har försäkringsbolaget rätt att fastställa de advokat- och rättegångskostnader som ska ersättas ur försäkringen enligt de rättsnormer i rättegångsbalken och lagen om rättegång i brottmål som gäller rättegångskost nader.
OI 09 Betalning av ersättning
9.1 Försäkringsbolaget betalar ersättning för den för säkrades rättegångskostnader och advokatkostnader per domstolsinstans. Den slutliga ersättningen betalas när domstolsbeslutet har vunnit laga kraft eller förlikning ingåtts.
9.2 Om den försäkrade enligt mervärdesskattelagen är be rättigad att dra av den skatt som ingår i advokatfakturan, betalar försäkringsbolaget till den försäkrade ersättning för advokat- och rättegångskostnaderna mot den faktura som den försäkrade har betalt.
9.3 En kostnadsersättning som den försäkrades motpart har ådömts eller förbundit sig att betala den försäkrade ska betraktas som en minskning av försäkringsbolagets ersättningsskyldighet, om denna kostnadsersättning har kunnat inkasseras av den betalningsskyldige.
9.4 Om motparten har dömts eller förbundit sig att betala den försäkrade sådan kostnadsersättning som är obetald när ersättning betalas ur försäkringen, är den försäkrade skyldig att på försäkringsbolaget överföra sin rätt till kost nadsersättningen intill det ersättningsbelopp som bolaget har betalat.
Om den försäkrade har varit tvungen att själv betala en del av sina kostnader på grund av att dessa överstiger den maximiersättning som anges i punkt 7.1, är den försäk rade skyldig att på försäkringsbolaget överföra den del av motpartens kostnadsersättning som överstiger den andel som den försäkrade själv har betalat.
Pohjola Försäkring Ab, FO-nummer 1458359-3
Helsingfors, Gebhardsplatsen 1, 00013 OP
Hemort: Helsingfors, huvudbransch: försäkringsverksamhet
Tillsynsmyndighet: Finansinspektionen, www.fiva.fi
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HOTĂRÂRE
privind: trecerea unor bunuri imobile din domeniul public în domeniul privat al județului Teleorman și aprobarea vânzării acestora prin licitație publică
Consiliul Județean Teleorman, întrunit în ședința ordinară, conform prevederilor art. 106 alin. (1) din Legea nr. 215/2001, modificată și completată
Având în vedere:
-expunerea de motive nr. 3467 din 31 mai 2005, a vicepreședintelui Consiliului Județean, Eugen Ovidiu Vlad și raportul comun de specialitate nr. 3466 din 31 mai 2005 al Directorilor Dezvoltare Locală și Economică Buget-Finanțe, privind necesitatea trecerii din domeniul public în domeniul privat al județului Teleorman și vânzarea acestora prin licitație publică;
-prevederile Hotărârilor Consiliului Județean Teleorman nr. 12 din 26 februarie 2005 și nr. 21 din 19 martie 2005;
-avizul Comisiei de studii și progrone economico-sociale, buget-finanțe, pentru activități științifice, activități economice, agricultură, învățământ, sănătate, cultură, culte, sport și tineret precum și pentru protecție socială și al comisiei pentru pentru administrația publică locală, juridică, apărarea ordinii publice, respectarea drepturilor și libertăților cetățenilor;
-prevederile art. 10 alin. (2) din Legea nr. 213/1998 privind proprietatea publică și regimul juridic al acesteia, modificată;
-prevederile art. 104 alin.(1) lit. (f) și (g), art. 110 raportat la art 46 alin. (2) și art. 125 din Legea nr. 215/2001, modificată și completată, și cele ale art. 47 alin. (1), lit. f și g, din Regulamentul de organizare și funcționare al Consiliului Județean Teleorman, modificat și completat.
În temeiul dispozițiilor art. 109 din Legea administrației publice locale nr. 215/2001, modificată și completată,
HOTĂRĂȘTE:
Art. 1. Se aprobă trecerea unor bunuri imobile din domeniul public în domeniul privat al județului Teleorman, identificate conform anexei, care face parte integrantă din prezenta hotărâre.
Art. 2. Se aprobă vânzarea prin licitație publică, a imobilelor din domeniul privat al județului prevăzute la art. 1, prin Bursa Română de Mărfuri.
Art. 3. Prețul minim de pornire a licitației pentru imobilele prevăzute la art. 1, stabilit de către un evaluator autorizat, selectat conform prevederilor legale, va fi supus aprobării Consiliului Județean Teleorman.
Art. 4. Președintele Consiliului Județean Teleorman prin direcțiile de specialitate, va lua măsuri de aducere la îndeplinire a prevederilor prezentei hotărâri.
Art. 5. Inventarul bunurilor care aparțin domeniului public al județului Teleorman, înșușit prin Hotărârea Consiliului Județean nr. 45 din 21 mai 2001 și atestat prin Hotărârea Guvernului nr. 1358/2001, se modifică în mod corespunzător.
Art. 6. Compartimentul Cancelarie va comunica prezentul act administrativ autorităților și persoanelor interesate în termenul prevăzut de lege.
PREȘEDINTE,
Liviu Nicolae Dragnea
Contrasemnează,
Secretar General al Județului
Jr. Rodica Vrabie
ALEXANDRIA
Nr. 57 din 10 iunie 2005
| Nr. crt. | Denumirea bunului | Elemente de identificare | Poziția din inventarul bunurilor care aparțin domeniului public al județului Teleorman aprobat prin H.G. nr. 1.358/2001 | Valoare de inventar (lei) |
|---------|------------------------|------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------|--------------------------|
| 1 | district Orbeasca de Sus | Amplasament: satul Orbeasca de Sus, comuna Orbeasca;
-Suprafața teren = 6.174,00 mp
-Suprafața construită = 62,00 mp | 103 | 2.002.500 |
| 2 | district Lada | Amplasament: satul Lada, comuna Tătărăștii de Jos;
-Suprafața teren = 1.121,00 mp
-Suprafața construită = 75,00 mp | 104 | 2.670.000 |
| 3 | district Scurtu | Amplasament: comuna Scurtu Mare;
-Suprafața teren = 1.377,00 mp
-Suprafața construită = 57,00 mp | 106 | 4.500.000 |
| 4 | district Zimbreasca | Amplasament: comuna Zimbreasca;
-Suprafața teren = 1.823,00 mp
-Suprafața construită = 62,00 mp | 107 | 12.563.187 |
PREȘEDINTE,
Liviu Nicolae Dragnea
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KOMUNITNÝ PLÁN SOCIÁLNYCH SLUŽIEB
2018 - 2022
Komunitný plán sociálnych služieb
© Mesto Rajec
Text neprešiel jazykovou úpravou
Verzia 1.0
Vážení obyvatelia,
dovoľujem si Vám predstaviť Komunitný plán sociálnych služieb Spoločného obecného úradu Rajec pre roky 2018 - 2022. Plánovanie sociálnych služieb patrí medzi jednu z hlavných úloh samosprávy v sociálnej oblasti. Správne nastavenia sociálneho systému a poskytovateľov sociálnych služieb je kľúčom k zvyšovaniu kvality života obyvateľov.
Verím, že predložený komunitný plán sociálnych služieb prispeje k poskytovaniu kvalitných sociálnych služieb všetkým občanom, ktorí ich potrebujú.
Ing. Ján Rybárík
primátor Mesta Rajec
Rajec
Čičmany Ďurčiná Fačkov Jasenové Kľače Konská Malá Čierna Rajecká Lesná Šuja Velká Čierna Zbyňov
OBSAH:
1 Príprava komunitného plánu sociálnych služieb ......................................................... 5
1.1 Prečo plánovať sociálne služby? ............................................................................. 5
1.2 Národné priority a dokumenty nadviazujúce na plánovanie sociálnych služieb ........... 8
2 Analytická časť .............................................................................................................. 9
2.1 Sociálno-demografická analýza .............................................................................. 9
2.2 Predpokladaná potreba sociálnych služieb ............................................................... 16
2.3 Potreby obyvateľov v oblasti sociálnych služieb .................................................... 18
2.4 Existujúci poskytovatelia sociálnych služieb .......................................................... 24
2.5 SWOT analýza ........................................................................................................ 25
3 Strategické ciele KPSS ............................................................................................... 26
3.1 Všeobecné priority .................................................................................................. 26
3.2 Oblasť seniori .......................................................................................................... 27
3.3 Oblasť rodina a deti ............................................................................................... 29
3.4 Oblasť sociálnej prevencie pred sociálnym vylúčením ............................................ 30
POZNÁMKY:
1 PRÍPRAVA KOMUNITNÉHO PLÁNU SOCIÁLNYCH SLUŽIEB
1.1 PREČO PLÁNOVAŤ SOCIÁLNE SLUŽBY?
Sociálne služby patria k neoddeliteľnej súčasti života v spoločnosti. Čím je spektrum sociálnych služieb v regióne komplexnejšie, tým je efektívnejšie smerom k napĺňaniu potrieb obyvateľov. Sociálne služby v obci, prípadne regióne musia rešpektovať na potreby obyvateľov prierezovo a nediskrimináčne bez ohľadu na spoločenský status, sociálno-ekonomické postavenie, vierovyznanie, rasu a i. Komunitný plán sociálnych služieb Spoločného obecného úradu Rajec (ďalej len „KPSS“) predstavuje strednodobý strategický dokument v oblasti rozvoja sociálnych služieb pre územné obvody miest a obcí Rajec, Čičmany, Šurčiná, Fačkov, Jasenové, Klače, Konská Malá Čierna, Rajecká Lesná, Šuja, Veľká Čierna a Zbyňov.
Komunitné plánovanie je jednou z metód komunitnej práce. Komunitná práca je efektívna, ak jej plánovanie odzrkadluje skutočné potreby komunity\(^1\). Pri príprave sa spolupodieľali partneri z rôznych organizácií ako napr. zástupcovia miest a obcí, NGO organizácie (Áno pre život n.o., Slovenský Červený kríž, Slovenská sieť proti chudobe). Na príprave a spracovaní KPSS sa aktívne zapájala široká laická a odborná verejnosť\(^2\).
Pracovné stretnutia KPSS sa uskutočňovali od októbra 2017 do januára 2018. Vyhodnotenie a plnenie cieľov KPSS sociálnych služieb sa bude konať každoročne za účasti partnerov komunitného plánovania i širokej verejnosti v čase a priestore im dostupnom. Aktualizácia a zmeny v KSPP sa spracovávajú priebežne počas roka Spoločným obecným úradom Rajec. Zmena a doplnenie KPSS je možná za účasti všetkých
---
\(^1\) V tomto prípade potreby obyvateľov miest a obcí. Pri definovaní komunity pre účely spracovania komunitného plánu sme vychádzali z definície komunity v zmysle zákona o sociálnych službách.
\(^2\) Informácie o príprave a procese komunitného plánovania boli uverejňované obcami bežnými a dostupnými prostriedkami (úradná tabuľa, internetová stránka obce a i.)
partnerov komunitného plánovania. Východiskový rámec KPSS tvoria dokumenty zaoberajúce sa sociálnymi službami na úrovni SR (NUTS 1), kraja (NUTS 3), ale aj na úrovni obce (LAU 2) ako aj zákony SR a to najmä:
- Národné priority rozvoja sociálnych služieb na roky 2015 – 2020
- Národný program aktívneho starnutia na roky 2014 – 2020
- Národný program rozvoja životných podmienok osôb so zdravotným postihnutím na roky 2014 – 2020
- Národný akčný plán na elimináciu a prevenciu násilia na ženách 2014 – 2019
- Spoločný program rozvoja Združenia obcí Rajecká dolina 2015 - 2020
- Program hospodárskeho a sociálneho rozvoja Žilinskeho samosprávneho kraja
- Koncepcia rozvoja sociálnych služieb Žilinskeho samosprávneho kraja
- Program hospodárskeho a sociálneho rozvoja mesta Rajec
- Zákon č. 448/2008 Z.z. o sociálnych službách a o zmene a doplnení zákona č. 455/1991 Zb. o živnostenskom podnikaní v znení neskorších predpisov
- Zákon č. 443/2010 Z.z. o dotáciách na rozvoj bývania a o sociálnom bývaní
- Zákon č. 417/2013 Z.z. o pomoci v hmotnej núdzi a o zmene a doplnení niektorých zákonov
- Zákon č. 369/1990 Zb. o obecnom zriadení v znení neskorších predpisov
- Zákon č. 305/2005 Z.z. o sociálnoprávnej ochrane detí a o sociálnej kuratele v znení neskorších predpisov
- Zákon č. 36/2005 Z. z. o rodine a o zmene a doplnení niektorých zákonov
Aktéri komunitného plánovania rozpracovali opatrenia a priority do štyroch základných oblastí. Prvá oblasť zachytáva všeobecné priority v oblasti informovanosti o sociálnych službách a problematiku dostupnosti bývania. Druhá oblasť sa zameriava na problematiku seniorov a poskytovania sociálnych služieb obyvateľom v dochodkovom veku (65+). Tretia oblasť predstavuje návrh cieľov a priorit zameraných na
podporu a sociálne služby pre rodiny a deti. Posledná oblasť je zameraná na podporu prevencie pred sociálnym vylúčením.
1.2 NÁRODNÉ PRIORITY A DOKUMENTY NADVÄZUJÚCE NA PLÁNOVANIE SOCIÁLNYCH SLUŽIEB
Komunitný plán sociálnych služieb vychádza zo všeobecne platných zákonov, vyhlášok a Národných priorit rozvoja sociálnych služieb na roky 2015 – 2020.\(^3\) Medzi národné priority patrí:
- zabezpečenie dostupnosti sociálnych služieb v súlade s potrebami komunity,
- podpora prechodu prijímateľov sociálnych služieb z inštitucionálnej starostlivosti na komunitnú starostlivosť,
- podpora rozvoja sociálnych služieb dostupných pre osoby zotravajúce v priestorovo segregovanej lokalite s prítomnosťou koncentrované a generačne reprodukované chudoby,
- zvyšovanie kvality poskytovaných sociálnych služieb.
\(^3\) bližšie: https://www.employment.gov.sk/files/slovensky/rodina-socialna-pomoc/socialne-sluzby/nprss-2015-2020.pdf
2 ANALYTICKÁ ČASŤ
2.1 SOCIÁLNO-DEMOGRAFICKÁ ANALÝZA
Sociálno-demografická analýza zachytáva vývoj obyvateľstva v základných ukazovateľoch od roku 1997 do roku 2016. Porovnávané sú údaje za okres Žilina a údaje za obce Spoločného obecného úradu Rajec. Údaje poukazujú na skutočnosť, že celkový počet obyvateľov sledovaných obcí nepatrné klesol o 2%. V roku 2016 tvorili počet osôb v predproduktnom veku 14,7 % populácie sledovaných obcí (okres Žilina 15,2%). 71,7 % populácie sledovaných obcí tvoria osoby v produktívnom veku (okres Žilina 70,5%). Z celkového počtu obyvateľov tvoria 13,6 % osoby v poproduktívnom veku (okres Žilina 14,3%).
Graf. 1 veková štruktúra – okres Žilina (zdroj: ŠÚ SR)
Graf. 2 veková štruktúra – sledované obce (zdroj: ŠÚ SR)
Štruktúra obyvateľov okresu Žilina kopíruje vekové rozloženie obyvateľstva v SR. V obciach Spoločného obecného úradu Rajec dochádza od roku 2010 k zvyšovaniu počtu obyvateľov s vyšším vekom. Nárast je možné sledovať už vo vekovej skupine 60 rokov. Vyšší vek je zaznamenaný viac u žien ako mužov. Pokles obyvateľov nastal vo vekovej škále od 12 do 24 rokov, čo sa môže negatívne prejavíť najmä v neskoršom
období a to v nižšom počte ekonomicky aktívneho obyvateľstva. V roku 2016 bol pokles osôb v produktívnom veku nižší oproti roku 2010 o 4%.
Počet obyvateľov v reprodukčnom veku (15 – 49 rokov) v sledovaných obciach klesá. V roku 2010 bolo zastúpenie osôb v danej vekovej skupine na úrovni takmer 55% z celkového počtu obyvateľov. V roku 2016 tvorili obyvatelia v reprodukčnom veku necelých 52%.
Štruktúra obyvateľstva z pohľadu najvyššieho dosiahnutého vzdelania je v porovnaní s okresom Žilina vychýlená smerom k osobám s nižším dosiahnutým vzdelaním.
Graf. 3 Vzdelanostná štruktúra obyvateľstva (zdroj: ŠU SR)
V oblasti vzdelanostnej štruktúry obyvateľstva vykazujú nadpriemerné hodnoty v sledovaných obciach osoby bez vzdelania, osoby so základným vzdelaním, učňovským bez maturity, stredným odborným vzdelaním bez maturity a úplným stredným odborným vzdelaním s maturitou.
Naopak podprieamerné hodnoty boli zaznamenané pri všetkých troch stupňoch vysokoškolského vzdelania. Pod priemerom okresu bol zaznamenaný najväčší rozdiel u obyvateľov, ktorí majú dosiahnutý II. stupeň vysokoškolského vzdelania.
Približne rovnaké hodnoty v dosiahnutom vzdelaní boli zaznamenané u osôb s ukončeným úplným stredným učňovským vzdelaním s maturitou a úplným stredným vzdelaním.
Graf. 4. Priemerný vek obyvateľstva (zdroj: ŠÚ SR)
Od roku 1997 do roku 2016 sa vo všetkých sledovaných obciach zvýšil priemerný vek obyvateľov. Najvyšší priemerný vek v roku 2016 bol v obciach Čičmany (57), Šuja (43) a Fačkov (42). Najnižší priemerný vek obyvateľov v sledovaných obciach v roku 2016 bol v obciach Ďurčiná, Zbyňov, Rajecká Lesná, Malá Čierna a Jasenové zhodne 38 rokov.
Najmenšie zvýšenie priemerného veku bolo zaznamenané v obci Klače v priemere o 1 rok. Naopak najviac sa zvýšil priemerný vek v obci Rajec a to v priemere o 8 rokov. O 5 rokov v priemere sa zvýšil vek obyvateľov v obciach Zbyňov a Šuja.
Nepriaznivý vývoj z pohľadu štruktúry obyvateľstva potvrzuje aj medián veku obyvateľstva v sledovaných obciach. Polovica obyvateľov obce Čičmany má 59 a viac rokov. Druhý najvyšší medián veku u obyvateľov je v obciach Šuja a Fačkov (42 rokov). Najnižší medián veku sme zaznamenali v obci Konská (37 rokov) a obci Malá Čierna (38). Najvyšší nárast mediánu veku obyvateľov od roku 1997 bol zaznamenaný v obci Rajec a to o 10 rokov. V súčasnosti má polovica obyvateľov 39 a viac rokov.
Graf. 5. Index ekonomického zaťaženia osôb v % (zdroj: ŠU SR)
Index ekonomického zaťaženia osôb predstavuje počet osôb v predproduktívnom (0-14 rokov) a poproduktívnom (65 rokov) veku na 100 osôb v produktívnom veku (15-64 rokov).
Index poukazuje na znižovanie podielu ekonomicky neaktívnych obyvateľov (detí a seniorov) takmer vo všetkých sledovaných obciach. Najvyššie zníženie bolo zaznamenané v obciach Rajec a Rajecká Lesná (-19%). Výnimkou sú obce (2016) Veľká Čierna (+10%) a Šuja (+5%), kde sa index ekonomického zaťaženia v porovnaní s rokom 1997 zvýšil. V oboch prípadoch z dôvodu nárastu počtu seniorov.
Graf. 6. Index ekonomickej závislosti mladých ľudí % (zdroj: ŠU SR)
Index ekonomickej závislosti mladých ľudí predstavuje počet osôb v predproduktívnom veku (0-14 rokov) na 100 osôb v produktívnom veku (15-64 rokov).
Vo významnej miere klesol sledovaný index od roku 1997 takmer vo všetkých sledovaných obciach, okrem obce Veľká Čierna. Najvyššie zníženie bolo zaznamenané v obci Rajec (23 %), Rajecká Lesná (17 %) a Malá Čierna, Konská (12 %).
Zniženie indexu ukazuje na znižený počet narodených detí v sledovaných obciach. V sledovaných obciach prišlo od roku 1997 k poklesu detí vo veku 0-14 rokov takmer o 7 %.
Graf. 7. Index ekonomickej závislosti starých ľudí % (zdroj: ŠU SR)
Index ekonomickej závislosti starých ľudí predstavuje počet osôb v poproduktívnom veku (65 a viac rokov) na 100 osôb v produktívnom veku (15-64 rokov).
Sledovaný index sa od roku 1997 znižil v 7 zo sledovaných obcí (Čičmany, Fačkov, Malá Čierna a i.). Najvýznamnejšie zvýšenie nastalo v obciach Veľká Čierna a Šuja a to o 10 %. Druhé najvýznamnejšie zvýšenie bolo zaznamenané v obciach Rajec a Jasenové (4 %).
Zvýšenie indexu ekonomickej závislosti starých ľudí súvisí so zmenou štruktúry obyvateľstva. V sledovaných obciach sa zvýšil od roku 1997 podiel osôb vo veku 65 a viac o 17 %.
Vývoj nezamestnanosti v sledovaných obciach od roku 2012 kopíruje vývoj nezamestnanosti v okrese Žilina a SR. V sledovaných obciach bol zaznamenaný klesajúci trend nezamestnanosti počas všetkých ostatných sledovaných rokov. Výnimkou bol iba rok 2014, kedy došlo k miernemu zvýšeniu nezamestnanosti.
2.2 Predpokladaná potreba sociálnych služieb
Tab. 1. Potreba sociálnych služieb na základe veku a možnej odkázanosti na sociálnu službu
| vek osôb | podiel osôb vyžadujúcich pomoc pri sebaobsluhe podľa miery závislosti |
|----------|---------------------------------------------------------------|
| | spolu | minimálna | ľahká | stredná | tažká |
| 65-69 | 21 | 10 | 10 | - | - |
| 70-74 | 31 | 13 | 9 | 9 | - |
| 75-79 | 33 | 13 | 9 | 9 | 2 |
| 80-84 | 30 | 13 | 8 | 8 | 2 |
| 85-89 | 33 | 11 | 10 | 10 | 2 |
| 90 a viac| 38 | 10 | 10 | 9 | 9 |
| spolu | 186 | 70 | 56 | 45 | 15 |
Predpoklad potreby poskytovania sociálnej služby na základe vyššieho veku a možnej odkázanosti na sociálnu službu sa týka 186 osôb starších ako 65 rokov. Osoby vo veku 65 a viac rokov tvoria v sledovaných obciach takmer 14 % z celovej populácie v sledovaných obciach (2016). Predpokladaný počet osôb s minimálnymi požiadavkami na pomoc je 70 osôb. S ľahkou miereou závislosti je predpokladaný počet 56 osôb. V sledovaných obciach je predpoklad, že 45 osôb vo veku 70 a viac rokov je odkázaná na strednú pomoc pri bežných úkonoch v dománctví. U 15 osôb sa predpokladá tažký stupeň odkázanosti.
Tab. 2. Potreba sociálnych služieb v oblasti starostlivosti o rodiny s deťmi
| sociálna skupina | odhadovaný počet osôb |
|----------------------------------------------------------------------------------|-----------------------|
| Rodiny s deťmi (0-18 rokov), ktoré potrebujú sociálno-právnu ochranu alebo inú sociálnu pomoc | 54 |
| potreba sociálnej intervencie, ktorá vznikne počas roku | |
| nepretržitá sociálna intervencia/trvalá pozornosť | 181 |
Deti, ktoré sú ohrozené syndrómom CAN
| potreba sociálnej intervencie vznikne počas roku | 13 |
| nepretržitá sociálna intervencia/trvalá pozornosť v dôsledku CAN | 228 |
Predpoklad potreby poskytovania sociálnej služby v oblasti rodina a deti je výrazne vyššia ako v oblasti seniorov. Ročne je možné predpokladať 228 detí ohrozených syndrómom CAN, u ktorých je nevyhnutná pozornosť profesionálov počas celého roku. Každoročný prírastok detí, u ktorých je predpoklad sociálnej intervencie je odhadovaný na 13 detí.
Počet detí v rodinách, ktoré potrebujú sociálno-právnu ochranu alebo inú sociálnu pomoc sa odhaduje na 181 detí. Ročný prírastok detí vyžadujúcich sociálno-právnu ochranu alebo inú sociálnu pomoc sa odhaduje na 54 detí.
Tab. 3. Potreba sociálnych služieb v oblasti sociálnej prevencie/sociálne služby – pobytové služby
| sociálna skupina | odhadovaný počet osôb |
|----------------------------------------|-----------------------|
| ľudia bez domova | 7 |
| matky s deťmi | 3 |
| osoby prepustené z výkonu väzby | 13 |
Predpokladaný počet osôb bez domova, u ktorých sa vyžaduje poskytovanie cielených sociálnych služieb (pobytové celoročné služby) sa odhaduje na 7 osôb. U rodín s deťmi je predpoklad 3 pobytových miest – bytov pre účely sociálnych služieb. Predpokladaný počet osôb prepustených z výkonu väzby je na úrovni 13 osôb.
Metodika odhadu aplikovaná pre vyššie uvedené cieľové skupiny je orientačná. Z dôvodu jej staršieho zavedenia do praxe bez následnej aktualizácie vytvára reálnu potrebu navýšenia jej výsledkov. Z dôvodu nových sociálnych rizík vyskytujúcich sa v spoločnosti ako napr. prekarizácia pracovných miest,
rozvodovosť, oslabenie rodinných väzieb, zvýšená chorobnosť u osôb nižšieho veku a i. Uvedené vytvára dostatočný predpoklad pre navýšenie kapacít plánovaných sociálnych služieb v sledovaných obciach.
2.3 POTREBY OBYVATEĽOV V OBLASTI SOCIÁLNYCH SLUŽIEB
Potreby obyvateľov sledovaných obcí bol v rámci komunitného plánovania zabezpečený prostredníctvom dotazníkového šetrenia, do ktorého sa zapojilo celkovo 197 obyvateľov. Dotazník bol distribuovaný v tlačenej podobe do každej obce. Dostupný bol tiež v digitálnej podobe pre on-line vyplnenie. Výber respondentov neboli riadený a definovaný. Zber dát trval v rozmedzí od 15.12.2017 do 15.01.2018. Pre účely vyhodnotenia boli použité metódy deskriptívnej štatistiky – miery polohy a i.
Graf č. 9. Počet dotazníkov
Do zberu dát sa v každej obci zapojilo v priemere 16 osôb. Najmenej respondentov sa zapojilo v obci Ďurčiná (5), Šuja a Malá Čierna (11). Najväčší počet respondentov bolo z mesta Rajec (32), Konská (25) a z obce Fačkov (20).
Graf č. 11. Pohlavie respondentov
Rozloženie respondentov z pohľadu pohlavia je výrazne odklonené v prospech žien. Zo 197 respondentov tvorili ženy 72,1% čo v absolútnom vyjadrení predstavuje 142 osôb. Mužov sa do dotazníkového zberu dát zapojilo 55, čo predstavuje 27,9 % z celkového počtu respondentov.
Graf č. 10. Vek respondentov (v rokoch)
Celkové rozloženie respondentov sledovaných obcí je z pohľadu veku vychýlené smerom k starším obyvateľom. Polovica opýtaných mala vek vyšší ako 54 rokov. Nižší medián ako 54 rokov bol zaznamenaný v obciach Rajec, Jasenové, Kľače, Šuja a Veľká Čierna. Najstarší respondent bol vo veku 89 rokov (Rajec, Čičmany). Najmladší respondent mal 19 rokov (Rajec, Šuja). U žien bol najvyšší vek respondentky 89 rokov a najnižší 19 rokov. Polovica opýtaných žien bola staršia ako 57 rokov. U mužov bol najvyšší vek respondenta 85 rokov a najnižší 19 rokov. Polovica respondentov u mužov bola vo veku vyššom ako 51 rokov.
Poskytovanie opatrovateľskej služby v domácnosti považuje za potrebnú 184 respondentov (93,4 %). Z toho 100 opýtaných ju považuje za veľmi potrebnú.
13 respondentov (6,6 %) považuje opatrovateľskú službu v domácnosti za nepotrebnú, z toho ju 4 považujú za veľmi nepotrebnú.
Sociálnu službu v zariadení pre seniorov považuje za potrebné poskytovať 192 respondentov identifikovalo ako potrebnú a 99 respondentov ako veľmi potrebnú.
Za nepotrebnú ju považuje 5 opýtaných (2,5 %) z toho ju 3 respondenti považujú za veľmi nepotrebnú.
Poskytovanie sociálnej služby v dennom stacionári považuje za potrebné 166 respondentov (84,3 %), z toho ju 72 opýtaných považuje ako veľmi potrebnú službu. Ako nepotrebnú ju identifikovalo 31 opýtaných (15,7 %), pričom za veľmi nepotrebnú 6 respondenti.
Sociálnu službu prostredníctvom požičiavania zdravotných pomôcok považuje za potrebnú 184 respondentov (93,4 %), z toho 88 opýtaných označilo túto službu ako veľmi potrebnú. Ako nepotrebnú službu ju identifikovalo 13 respondentov (6,6 %) z toho ju 2 považujú za veľmi nepotrebnú.
Poskytovanie prepravné sociálnej služby považuje za potrebné 188 respondentov (95,4 %) z toho ju považuje 86 opýtaných za veľmi dôležitú. Naopak, za nepotrebnú ju považuje 9 opýtaných (4,6 %), pričom 2 respondenti ju považujú za veľmi nepotrebnú.
Detské jasle považuje za potrebné 142 respondentov (72,1 %), z toho 54 opýtaných ich považuje za veľmi dôležité. 55 opýtaných (27,9 %) považuje detské jasle za nepotrebné, pričom 5 opýtaných ich považuje za veľmi nepotrebné.
Výstavbu nájomných bytov pre sociálne účely považuje za potrebnú 177 respondentov (89,8 %) z toho ako veľmi potrebnú ju identifikovalo 86 opýtaných. Za nepotrebnú ju považuje 20 opýtaných (10,2 %), z čoho 7 respondenti označili výstavbu nájomných bytov ako veľmi nepotrebnú.
Monitorovanie a signalizácia potreby pomoci považuje za potrebné 165 respondentov (83,8 %) z toho za veľmi potrebné 45 opýtaných. 32 respondentov považuje uvedenú sociálnu službu za nepotrebnú, pričom 3 respondenti ju identifikovali ako veľmi nepotrebnú.
Poskytovanie sociálnej služby prostredníctvom jedálne považuje za potrebné 173 respondentov (87,8 %) z toho 64 opýtaných ju považuje za veľmi dôležitú. 24 respondentov (12,2 %) identifikovalo sociálnu službu ako nepotrebnú, pričom za veľmi nepotrebnú ju považuje 5 opýtaných.
2.4 EXISTUJÚCI POSKYTOVATELIA SOCIÁLNÝCH SLUŽIEB
Všetky obce Spoločného obecného úradu Rajec sú registrované v Centrálnom registri poskytovateľov sociálnych služieb. Tým sú vytvorené predpoklady na poskytovanie opatrovateľskej služby v domácnosti. V roku 2017 poskytovali sledované obce opatrovateľskú službu 12 klientom, čo v priemere predstavuje 1 klienta sociálnej služby na jednu obec.
V rámci regiónu pôsobí v zriaďovateľskej pôsobnosti Mesta Rajec zariadenie pre seniorov Domov vdáky. Zariadenie poskytuje celoročný pobyt pre 26 klientov. V Domove vdáky sú poskytované aj služby denného stacionára ambulantnou formou pre 5 klientov.
Sociálnu službu prostredníctvom jedálne zabezpečuje Mesto Rajec. Ostatné sledované obce nemajú uvedenú sociálnu službu registrovanú v Centrálnom registri poskytovateľov sociálnych služieb.
V regióne poskytuje sociálne služby NGO Áno pre život, n.o. Portfólio sociálnych služieb je široké a poskytované na profesionálnej úrovni. Medzi poskytované služby patrí napr. linka pomoci pre osoby v ohrození a v krízovej situácii. Služba je poskytovaná od roku 2003. NGO prevádzkuje zariadenie núdzového bývania s kapacitou 15 klientov. Medzi ďalšie ich služby patrí komunitné centrum, centrum pomoci a chránené dielne. Sociálne služby poskytujú terénnou aj ambulantnou formou.
## 2.5 SWOT ANALÝZA
| Silné stránky | Slabé stránky |
|---------------|---------------|
| ▪ existujúce nájomné bývanie pre sociálne účely
▪ silná NGO organizácia v regióne
▪ ochota spolupracovať s ostatnými NGO
▪ záujem obcí o rozšírenie sociálnych služieb
▪ vytváranie vhodných podmienok pre rozvoj sociálnych služieb | ▪ absencia vybraných sociálnych služieb
▪ nedostatočný systém podpory seniorov, rodín v ohrození a i.
▪ nepriaznivý demografický vývoj (starnutie obyvateľov, nízky počet narodených detí a i.)
▪ nedostatočný počet zamestnancov v sociálnej oblasti
▪ nízke zastúpenie NGO v sociálnych službách
▪ nedostatočná informovanosť o poskytovaných sociálnych službách |
| Príležitosti | Ohrozenia |
|--------------|-----------|
| ▪ spustenie kontinuálnych sociálnych programov
▪ využívanie externých zdrojov financovania
▪ zvýšenie počtu nových NGO poskytovateľov sociálnych služieb v regióne
▪ sietovanie poskytovateľov sociálnych služieb | ▪ vysoká administratívna náročnosť
▪ nedostatok finančných prostriedkov
▪ nestabilné a nepravidelné financovanie sociálnych služieb
▪ absencia spolupráce s cieľovou skupinou
▪ nezáujem verejnosti o plánovanie a aplikovanie sociálnych služieb |
3 STRATEGICKÉ CIELE KPSS
3.1 VŠEOBECNÉ PRIORITY
| Priorita | Aktivita | Predpokladané náklady/zdroje financovania v € | Časový harmonogram | Realizácia/partneri |
|-------------------------------------------------------------------------|--------------------------------------------------------------------------|-----------------------------------------------|-------------------|---------------------|
| 1.1 Zvýšit informovanosť obyvateľov v oblasti poskytovania sociálnych služieb | 1.1.1 Zriadenie internetovej stránky o sociálnych službách v regióne | 1500,- | | |
| | 1.1.2 Zriadit v dostupnom priestore MÚ prezentačný stojan s informáciami o sociálnych službách pre verejnosť | 1 500,- | | |
| 1.2 Zvýšit dostupnosť cenovo prijateľného bývania | 1.2.1 Výstavba nájomného bývania pre sociálne účely (25 bytových jednotiek bežného štandardu) | 800 000,- | 2018 - 2022 | obec |
| 1.3 Zvýšit dostupnosť podpory boja proti chudobe, materiálnej deprivácii | 1.3.1 Zriadit finančný systém individuálnej podpory osôb, rodín v chudobe (napr. Nadácia a i.) | 11 000,- | | |
Medzi všeobecné priority zaraďujeme zvýšenie informovanosti o sociálnych službách v regióne. Jednou z možností je zriadenie internetovej stránky o sociálnych službách, ktorej obsah budú tvoriť podrobné informácie o poskytovaných sociálnych službách, výšky poplatkov a spôsobe administratívneho požiadania. Všetky informácie budú umiestnené aj v tlačenej podobe v priestore dostupnom verejnosti napr. priestory MÚ a i. (priorita 1.1).
V oblasti zastavania nežiaduceho demografického trendu je nevyhnutné zabezpečiť výstavbu cenovo dostupného nájomného bývania prostredníctvom štátom podporovaných nástrojov napr. výstavba nájomných bytov pre sociálne účely. Cieľom opatrenia je podpora rodín v regióne (priorita 1.2).
V oblasti zníženia dopadov chudoby a materiálnej deprivácie v rámci KPSS navrhujeme zriadenie neziskovej organizácie napr. nadácie, ktorej úlohou bude podpora a pomoc domácnostiam a jednotlivcom. Prostredníctvom nadačných programov bude môcť efektívne a adresne nastaviť pomoc. Nadácia bude využívať na predmet činnosti verejné zdroje (granty, dotácie, rozpočet obce a i.) ako aj súkromné zdroje napr. 2 % (priorita 1.3)
Financovanie aktivít v oblasti všeobecných priorít budú financované najmä z rozpočtu obce, ŠFRB, MDaV, EŠIF, granty a dotácie (nadácie, MPSVR SR).
### 3.2 OBLAST SENIORI
| Priorita | Aktivita | Predpokladané náklady/zdroje financovania v € | Časový harmonogram | Realizácia/partneri |
|----------|--------------------------------------------------------------------------|-----------------------------------------------|-------------------|---------------------|
| 2.1 | 2.1.1 Rozšírenie domácej opatrovateľskej služby (30 klientov) | 132 000,- | 2018 - 2022 | obec/NGO |
| | 2.1.2 Prepravná služba a sociálny taxík (120 klientov) | 17 000,- | 2019 | |
| | 2.1.3 Rozšíriť poskytovanie služby „jedálnička“ spolu s rozvozom obedov (150 klientov) | 22 000,- | 2018 - 2022 | obec |
| | 2.1.4 Požičiavanie zdravotných pomôcok (50 klientov) | 9 900,- | | obec/NGO |
| 2.1.5 Monitorovanie a signalizácia potreby pomoci (30 klientov) | 11 000,- | obec/NGO |
|---------------------------------------------------------------|----------|----------|
| **2.2 Zvýšiť dostupnosť sociálnych služieb v zariadeniach** | | |
| 2.2.1 Nízko kapacitné zariadenia pre seniorov (max. 20 klientov) | 150 000,- | obec/NGO |
| 2.2.2 Zvýšiť kapacitu existujúceho zariadenia pre seniorov (10 klientov) | 85 000,- | obec |
| **2.3 Zvýšiť technickú dostupnosť a bezbariérovosť budov** | | |
| 2.3.1 Zvýšiť bezbariérovosť verejných budov v sledovaných obciach (MsÚ, Obecné úrady, knižnice, kultúrne a spoločenské priestory) | 48 000,- | obec |
Hlavným cieľom v poskytovaní sociálnych služieb v oblasti „seniori“ je zotrvanie osôb odkázaných na pomoc v domácom prostredí. Uvedený cieľ sa bude napĺňať prostredníctvom rozšírenia kapacít opatrovateľskej služby v dománosti. Zvýšenie mobility u osôb odkázaných na prepravu bude zabezpečené prostredníctvom prepravnej služby. Medzi ďalšie navrhované sociálne služby patrí požičovňa zdravotníckych pomôcok a monitorovanie a signalizácia potreby pomoci, rozšírenie kapacít v podpornej službe jedáleň spolu so zabezpečením rozvozu obedov do dománosti (priorita 2.1).
Pre obyvateľov, ktorí sú odkázaní na poskytovanie sociálnych služieb v zariadení pre seniorov navrhujeme zriadenie nových nízko kapacitných zariadení pre seniorov (max. do 20 klientov). Zariadenia pre seniorov budú prerozdelené medzi jednotlivé obce s prihliadnutím na ich teritoriálnu dostupnosť (priorita 2.2).
Financovanie aktivít v oblasti priorit zacielených na seniorov budú financované najmä z rozpočtu obce, ESIF, granty a dotácie (nadácie, MPSVR SR).
### 3.3 OBLAST RODINA A DETI
| Priorita | Aktivita | Predpokladané náklady/zdroje financovania v € | Časový harmonogram | Realizácia/partneri |
|-----------------------------------------------|--------------------------------------------------------------------------|-----------------------------------------------|-------------------|---------------------|
| **3.1 Zosúladenie pracovného a rodinného života** | 3.1.1 Detské jasle (40 klientov) | 220 000,- | | obec/NGO |
| | 3.1.2 Pomoc pri osobnej starostlivosti o dieťa (5 klientov/domácnosti) | 18 700.- | | |
| **3.2 Pomoc rodine v kríze** | 3.2.1 Terénna sociálna služba krízovej intervencie (20 klientov/domácnosti) | 27 500,- | | obec/NGO |
| | 3.2.2 Podpora samostatného bývania (5 klientov/domácnosti) | 18 700.- | | |
| | 3.2.3 Špecializované sociálne poradenstvo (20 klientov/domácnosti) | 18 700,- | 2018 - 2022 | |
| | 3.2.4 Komunitné centrum (20 klientov) | 38 500,- | | |
| | 3.2.5 Nízkoprahová sociálna služba pre deti a rodinu (20 klientov) | 27 500,- | | |
V oblasti podpory rodín s deťmi považujeme za dôležité zabezpečenie detských jaslí a pomoc pri osobnej starostlivosti o dieťa v domácnosti (priorita 3.1).
Pre pomoc rodine v kríze sú navrhnuté sociálne služby poskytované terénou aj ambulantnou formou. Medzi hlavné aktivity patrí podpora samostatného bývania, komunitné centrum a nízkoprahové sociálne služby pre deti a rodinu (priorita 3.2).
Financovanie aktivít v oblasti priorit zacielených na seniorov budú financované najmä z rozpočtu obce, EŠIF, granty a dotácie (nadácie, MPSVR SR).
### 3.4 Oblasť sociálnej prevencie pred sociálnym vylúčením
| Priorita | Aktivita | Predpokladané náklady/zdroje financovania v € | Časový harmonogram | Realizácia/partneri |
|----------|----------|---------------------------------------------|-------------------|---------------------|
| 4.1 Zabezpečenie pomoci v krízových situáciách | 4.4.1 Terénna sociálna služba krízovej intervencie (50 klientov) | 27 500,- | 2018 - 2022 | obec/NGO |
| | 4.1.2 Nízkoprahové denné centrum (15 klientov) | 27 500,- | | |
| | 4.1.3 Nocľaháreň (15 klientov) | 22 000,- | | |
Pre oblasť sociálnej prevencie pred sociálnym vylúčením je prioritou zabezpečenie krízových sociálnych služieb, ktoré predchádzajú prehlbovaniu sociálneho vylúčenia. Medzi navrhované sociálne služby patria terénna sociálna služba krízovej intervencie, nízkoprahové denné centrum a nocľaháreň (priorita 4.1)
Financovanie aktivít v oblasti priorit zacielených na seniorov budú financované najmä rozpočtu obce, EŠIF, granty a dotácie (nadácie, MPSVR SR).
POZNÁMKY:
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6bc9ce90-ec77-4b62-a832-1e5898d18aac
|
HuggingFaceFW/finepdfs/tree/main/data/slk_Latn/train
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finepdfs
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slk_Latn
| 32,799
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MODERATORI E RELATORI
Rossano Angeloni
Fermo
Stefano Boffelli
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Fabiola Bologna
Roma
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Filippo Capriotti
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Luca Epifani
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Giovanni Feliziani
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Roberto Gobbato
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Pietro Infriccioli
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Antonio Lacetera
Urbino
Maria Antonietta Lupi
San Benedetto del Tronto
Simona Luzzi
Ancona
Filippo Masera
Ancona
Maria Teresa Nespeca
San Benedetto del Tronto
Cristina Paci
San Benedetto del Tronto
Mauro Passamonti
San Benedetto del Tronto
Maria Pessalaccia
Ancona
Giuseppe Pelliccioni
Ancona
Donatella Petrolina
Ascoli Piceno
Giovanna Picciotti
Ascoli Piceno
Maria Grazia Pisaciglia
Ancona
Emanuele Puca
San Benedetto del Tronto
Leandro Provinciali
Ancona
Antonia Quartaricelli
San Benedetto del Tronto
Michele Ragno
San Benedetto del Tronto
Sara Renzi
San Benedetto del Tronto
Riccardo Ricciuti
Ancona
Marina Rizzo
Palermo
Giuseppe Romanì
San Benedetto del Tronto
Sandro Sanguigni
San Benedetto del Tronto
Osvaldo Scarpino
Ascoli Piceno
Mario Sfrappini
San Benedetto del Tronto
Mari Signorino
Terme
Alberto Testa
Ascoli Piceno
Francesco Tomassini
Macerata
Sara Tiberi
San Benedetto del Tronto
Luigi Trojano
Napoli
PRESIDENTE DEL CONVEGNO
Michele Ragno
COMITATO SCIENTIFICO LOCALE
Cristina Paci
COMITATO SCIENTIFICO NAZIONALE DONNE IN
Maria Grazia Pisaciglia
Marina Rizzo
Rete stabile di dialogo tra professioniste
Le demenze costituiscono una delle sfide più importanti in ambito sanitario, sia in termini di assistenza. Nuovi sviluppi e profili di cura sono in corso di attuazione dopo il recepimento del Piano Nazionale Demenze del Giugno 2015 a livello regionale e locale. Il "burnout", cioè la presa in calcolo dei problemi, delle sofferenze e delle modificazioni cognitivo-comportamentali dell’anziano, o il “caregiver burnout” ovvero l'impatto globale sul care-giver della richiesta di cura e assistenza a livello fisico, psicologico, sociale ed economico, rappresentano elementi di fondamentale importanza e da tenere in assoluta considerazione nella gestione del paziente demente. Non sempre però viene contemplata la differenza di genere soprattutto quando si tratta delle patologie cognitive dell’anziano. E’ infatti molto importante considerare che degli uomini e delle donne affetti da malattie neurologiche, vari tipi di decadenimento cognitivo neurodegenerativo, le forme varieggiate nonché tutte le demenze che si associano alle malattie neurologiche, ad esempio sclerosi multipla o epilessia, sono da prendere in considerazione per una migliore gestione terapeutica, assistenziale e prognostica. Le differenze di genere nell’ambito delle demenze sono presenti in vari aspetti, in particolare le donne sono più colpite dalle malattie neurodegenerative rispetto agli uomini, anche solo per motivi anagrafici ma con un curto periodo mortale e sopravvivenza in modo significativamente. L’aspetto psicosociale è comunque più lo stesso rispetto agli uomini. Scopo delle due giornate è trattare le demenze (primarie e secondarie) analizzando le differenze di genere che, quando sono marcatamente rilevanti, implicano una diversa gestione e terapia. Nel primo giorno verranno approfondite tali tematiche ed nel secondo saranno trattati gli aspetti organizzativi tenendo sempre conto delle differenze di genere.
La giuria scientifica approfondiranno in maniera altamente specialistica le differenze di genere dei più frequenti tipi di demenze, porranno attenzione a progetti di intervento indirizzati a tutti gli operatori coinvolti nelle neuroscienze.
ACCREDITAMENTO ECM GIORNATA DEL 1 DICEMBRE
Il corso sarà accreditato per i 100 partecipanti per le seguenti professioni sanitarie: Laurea in Medicina e Chirurgia con specializzazione in Neurologia, Psichiatria, Neurochirurgia, Medicina interna, Medicina e chirurgia di accettazione e di urgenza, Medicina nucleare, Radiodiagnostica, Medicina legale, Geriatria, Medicina generale (medici di famiglia), Medicina fisica e riabilitazione, Igiene-epidemiologia e sanità pubblica (igiene e medicina preventiva), Medicina di comunità; laurea e specializzazione in tecnico di neurofisiopatologia, psicologo, infermiere, logopedista, assistente sanitario e fisioterapista.
ACCREDITAMENTO ECM GIORNATA DEL 2 DICEMBRE
Il corso sarà accreditato per i 100 partecipanti per le seguenti professioni sanitarie: Laurea in Medicina e Chirurgia con specializzazione in Neurologia, Psichiatria, Neurochirurgia, Medicina interna, Medicina e chirurgia di accettazione e di urgenza, Medicina nucleare, Radiodiagnostica, Medicina legale, Geriatria, Medicina generale (medici di famiglia), Medicina fisica e riabilitazione, Igiene-epidemiologia e sanità pubblica (igiene e medicina preventiva), Medicina di comunità; laurea e specializzazione in tecnico di neurofisiopatologia, psicologo, infermiere, logopedista, assistente sanitario e fisioterapista. Per entrambi con l’accertamento del corretto ECM dei singoli partecipanti è subordinata a:
1. partecipazione all’intero programma formativo 90% della durata del corso;
2. consegna del questionario qualitativo percepita debitamente compilato e firmato
3. superamento del test di valutazione dell’apprendimento con firma dei partecipanti (almeno 90% delle risposte esatte).
MODALITÀ DI ISCRIZIONE
L’iscrizione è gratuita. Collegarsi alla pagina Eventi del sito www.morecomunicazione.it e compilare l’apposito modulo di iscrizione.
La segreteria organizzativa avrà cura di dare conferma dell’avvenuta iscrizione.
### PRIMA GIORNATA
**LE DIFFERENZE DI GENERE NELLE DEMENZE**
| Time | Event |
|-------|----------------------------------------------------------------------|
| 8:30 | REGISTRAZIONE DEI PARTECIPANTI |
| 9:00 | SALUTO AUTORITÀ E APERTURA DEL CONVEGNO |
| | Fiorella De Angelis - Presidente dell’Ordine dei Medici Chirurghi di Ascoli Piceno |
| 9:15 | Presentazione della Società Si.Me.Ge.N ed Esperienza del Progetto Donne in Neuroscienze |
| | Marina Rizzo – Presidente SiMeGeN |
#### I SESSIONE
**LE DEMENZE PREVALENTI**
Moderatori: C. Paci (San Benedetto del Tronto), M. Ragno (San Benedetto del Tronto), M. A. Lupi (San Benedetto del Tronto)
| Time | Event |
|-------|----------------------------------------------------------------------|
| 9:30 | Il contributo delle neuroscienze per il futuro della medicina di genere come determinante della salute |
| | M.G. Piscaglia (Ravenna) |
| 10:00 | Apatia nelle Demenze |
| | L. Troiano (Napoli) |
| 10:20 | Demenze Primarie e Differenze di Genere |
| | A. Bruni (Lamezia Terme) |
| 10:50 | Etica e Demenze |
| | F. Bologna (Bergamo) |
| | **Caso clinico** |
| | R. Angeloni (Fermo) |
| 11:20 | PAUSA |
#### II SESSIONE
**LE DEMENZE SINTOMATICHE E I SINTOMI**
Moderatori: C. Paci (San Benedetto del Tronto), M. Ragno (San Benedetto del Tronto), T. Carboni (San Benedetto del Tronto)
| Time | Event |
|-------|----------------------------------------------------------------------|
| 12:00 | Le epilassie nelle demenze |
| | L. Bonanni (Chieti) |
| | **Caso clinico** |
| | S. Renzi (San Benedetto del Tronto) |
| 12:40 | Malattie Cerebrovascolari e differenze di genere |
| | M.V. Calloni (Legnano) |
| | **Caso clinico** |
| | E. Puca (San Benedetto del Tronto) |
| 13:10 | Discussant : L. Provinciali (Ancona) |
| 13:30 | LUNCH |
### III SESSIONE
**LE DEMENZE SINTOMATICHE E I BPSD**
Moderatori: M. Strappini (San Benedetto del Tronto), G. Pelliccioni (Ancona), S. Sanguigni (San Benedetto del Tronto)
| Time | Event |
|-------|----------------------------------------------------------------------|
| 14:30 | Esperienze centro d’incontro: un nuovo modello di assistenza |
| | P. Bruno (Napoli) |
| 15:00 | Una demenza reversibile: Idrocefalo Normoteso |
| | R. Ricciuti (Ancona) |
| | **Caso clinico** |
| | M. Pesalaccia (Ancona) |
| 15:40 | Le differenze di genere nei BPSD delle demenze |
| | S. Luzzi (Ancona) |
| 16:10 | Intestino e malattie neurodegenerative |
| | F. Di Marzio (San Benedetto del Tronto) |
| 16:35 | La riabilitazione nei pazienti con Demenza. Differenze di genere sulla compliance? |
| | B. Cicconi (San Benedetto del Tronto) |
| 17:00 | Le associazioni dei familiari: quando e come intervenire? |
| | A. Quarticelli (San Benedetto del Tronto), M. Caporaso (Marche Nord) |
| 17:45 | Discussione |
| 18:30 | CHIUSURA DEI LAVORI E QUESTIONARIO ECM |
### SECONDA GIORNATA
**LE DEMENZE E LE DIFFERENZE DI GENERE: UN NUOVO APPROCCIO SULLA PRESA IN CARICO DELLA MALATTIA**
#### APERTURA DEI LAVORI E INTRODUZIONE ALLA LETTURA MAGISTRALE:
R. Cergua (Ancona), M. Danni (Ancona), G. Cacchio (Ascoli Piceno)
#### LETTURA MAGISTRALE
| Time | Event |
|-------|----------------------------------------------------------------------|
| 8:30 | Disturbi Cognitivi e Sclerosi Multipla |
| | M. Calabrese (Verona) |
| | **Caso clinico** |
| | G. D’Andreamatteo (San Benedetto del Tronto) |
### II SESSIONE
**LA PRESA IN CARICO E LE POSSIBILI STRATEGIE**
Moderatori: F. Capriotti (San Benedetto del Tronto), R. Gobbato (San Benedetto del Tronto), D. Petritola (Ascoli Piceno)
| Time | Event |
|-------|----------------------------------------------------------------------|
| 12:00 | La donna caregiver: malato nascosto? |
| | A.R. Calazzo (San Benedetto del Tronto), S. Tiberi (San Benedetto del Tronto) |
| 12:30 | Esperienza dei centri diurni e RSA: demenza e differenze di genere |
| | L. Epifani (San Benedetto del Tronto), I. Egidi (San Benedetto del Tronto) |
| 13:00 | Esperienze dei Medici di Medicina Generale nell’approccio alle differenze di genere nelle Demenze |
| | G. Romani (San Benedetto del Tronto), P. Del Zompo (San Benedetto del Tronto) |
| 13:30 | CHIUSURA DEI LAVORI E QUESTIONARIO ECM |
|
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19
al oído
A la venta dos casas de la serie "Breaking Bad"
Una inmobiliaria puso esta semana a la venta dos de las casas en las que se rodó la exitosa serie de televisión "Breaking Bad" en Albuquerque (Nuevo México, EEUU), aunque el laboratorio de metanfetamina, advierten irónicamente en el anuncio, "no está incluido" en el trato. La más llamativa, quizás, es la casa en la que vivía Jesse Pinkman, personaje caracterizado por el actor Aaron Paul, y que adquirió durante la tercera temporada de la serie gracias al dinero obtenido junto a su socio, Walter White, de la fabricación y venta de la droga. La vivienda, que cuenta con dos pisos, 325 metros cuadrados y cuatro habitaciones, cuesta 1,6 millones de dólares.
Concurso Ribagorza de Tapas.- La sede de la Comarca de la Ribagorza de Graus acogió el pasado jueves la entrega de los premios del séptimo concurso Ribagorza de Tapas. Durante el acto oficial se repartieron nueve premios por parte de autoridades, patrocinadores, colaboradores y miembros de la organización. La convocatoria se consolida como uno de los acontecimientos del año.
El hotel Arp de Benabarre recibe el premio a Mejor Tapa Vanguardista del alcalde de Graus, José Antonio Lagüens. e.f.
Consuelo Arcas, del Hotel Lleida de Graus, recoge el premio a Mejor Tapa elaborada con Coca Cola de Jesús Ibáñez. e.f.
- Diario del AltoAragón (none) 01/08/2015. Página 75
El Hotel Cotiella de Campo recibe el premio a Mejor Tapa Digital de manos de Ramón Balaguer. e.f.
El Hotel Aneto de Benasque, Mejor Tapa con Productos Tradicionales, recibe el premio de Mariano Ciutad. e.f.
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L'interpret argentí torna a Barcelona després de l'èxitós 'Yo, Claudio', un paper pel qual va rebre el premi Max 2005 com a millor actor
Héctor Alterio entra a 'El túnel' de Sabato
Marta Moneder
BARCELONA
Paradigma del bon actor, pare d'una nissaga d'interprets (Ernesto i Malena) que fa fèredat icònica cap de cartell de l'aportació de l'escola argentina cap a aquesta banda de l'Atlàntic, Héctor Alterio (Buenos Aires, 1929) estava exultant ahir al migdia durant la presentació d'El túnel, obra que demà estrena oficialment al Romea. En realitat, no n'hi havia per menys. Feia només quatre hores que acabava de ser aví i irradiava energia per les mil i una arrugues que solquen el rostre d'aquest gran home de teatre de mirada erudita, que si bé històricament ha escamitat la seva presència a les taules barcelonines, fa dos anys ja va visitar el Festival Grec amb Yo, Claudio, pel qual rebia el premi Max 2005 al millor actor.
Per rematar-ho, ara torna a la capital catalana amb l'adaptació escènica de l'arxiconguda novel·la d'Ernesto Sabato El túnel, de la qual ja hi havia dues versions cinematogràfiques, però cap de teatral. Daniel Veronese, una de les estrelles de la direcció argentina, ha estat l'encaregat de posar fil a l'agulla i modelar un espectacle que, a més de la presència d'Alterio, compta amb Rosa Manteiga, Paco Casares i Pilar Bayona.
"Héctor Alterio, en primer terme, a l'assaig d'ahir a la tarda d'"El túnel" ■ ISABEL MARQUÉS
"Quan al ring et treuen el tamboret, estàs sol al món, i el mateix passa amb el teatre"
"Tot i que ja hem fet 14 funcions, realment tenim la sensació que a Barcelona és on estrenem l'espectacle", deia Alterio, que ha acceptat el repte d'acabar "una història de la qual tothom té la seva pròpia visió". El túnel explica com Juan Pablo Castel, un home que ha matat l'única dona que l'havia entès i que li provoca un amor esquizoide que el du al límit, recorda el seu passat després d'haver estat a la presó. Castel viu en un estat d'angoixa permanent. En lluita constant entre la raó i els sentiments. "La idea d'explicar-ho des d'una edat avançada que es correspon amb la meva -acota Alterio- va ser de Diego Cuartella, el secretari personal de Sabato, que quan aquest li recordava, com va néixer El túnel veia com l'autor s'emocionava explicant-ho".
Patró de la seva feina
Amb una trajectòria professional envejable, el protagonista de pel·lícules com La història oficial (1984), Asesinato en el comité central (1982), Mi general (1986) i Caballos salvajes (1995) es defineix, per sobre de tot, com "un home de teatre". I és que, sense minimitzar "el cinema ni la televisió" (dels dos n'ha fet a cabassos!) Alterio raona que és a l'escenari on se sent "patró" de la seva feina. Per deixar-ho clar, fa un simul del món de la boxa: "Quan ets dalt del ring i et treuen el tamboret del racó, no hi ha volta de full, llavors estàs sol al món; igual passa al teatre quan et trobes a l'escenari, cara a cara amb els espectadors".
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MOET ZELHEM OP DE SCHOP?
WAT IS UW MENING? PRAAT MEE
VKZELHEM.NL
LOCATIE 3: STATIONSPLEIN
INSPIRATIE
“Een groen omzoomd plein met een goede oplossing voor het hoogteverschil”
“Extra parkeerplekken voor het Kulturhus en zwembad op een groen parkeerterrein”
“Halfverharding om het stationsplein een informeel karakter te geven”
HOE BELEEFT U HET PLEIN NU?
HUIDIGE FUNCTIE VAN HET PLEIN?
WELKE KNELPUNTEN ERVAART U?
WELKE KANSEN ZIET U?
Scenario 1
Scenario 2
Vitale Kernen Zelhem Leefbaarheid edit by Nick Hoekman
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REVIEWS
T he Scientific Revolution through a Gendered Lens: A Review of Feminist Histories of Science
Konstantin Ivanov
Editorial note. This is an abridged English translation of a Russian review essay published in the same issue, which covers more works and discusses them in greater depth.
In this brief survey, I will concentrate on the early modern period. I will do so for two reasons. Firstly, many female historians believe that it is the changes that occurred in Western and Northern Europe during that period which excluded women from prestigious types of activity such as science and philosophy. Secondly, radical feminists believe most conclusions of traditional 1 academic work on early modern science to be false.
As early as 1977, Joan Kelly wrote in a well-known and oft-quoted paper entitled "Did Women Have a Renaissance?" that
One of the tasks of women's history is to call into question accepted schemes of periodization. To take the emancipation as a vantage point is to discover that events that further the historical development of men, liberating them from natural, social, or ideological constrains, have quite different, even opposite, effects upon women [quoted in Park 2006: 487].
Carolyn Merchant adapted this thesis to the history of science in The Death of Nature: Women, Ecology, and Scientific Revolution, published in 1980 2 . Merchant tried to trace the processes by which women were relegated to a supporting role in European societies. She links these changes with the rise of new scientific and market values that sanctioned the exploitation of nature, which had hitherto been personified in feminine terms. One of the results of this process was that women became an object of domination; another result was the unconscious eroticization of knowledge—according to radical interpretations, a sublimated form of violence (Carrol 1989).
Sandra Harding, the author of a series of books on the feminist history of science (1986; 1991; 2006), is even more categorical. Harding claims that masculine dominance, racism, class-based exploitation, as well as colonial and imperialist conquest contributed to the formation of the logic and practice of science, and scientific knowledge is therefore fundamentally illegitimate.
So what have feminist studies' critical review of history revealed? I will try to answer this question by outlining the controversy between traditional authors and gender-conscious historians of science and correlating it with social alignments in the professional field of science.
Address for correspondence: Konstantin Ivanov. Department of General and Theoretical Physics, Leo Tolstoy Pedagogical University, Prospekt Lenina 125, 300026 Tula. email@example.com.
1 I am using the term "traditional" here strictly as an antonym to "alternative" or "innovative."
2 Republished in 1989. See also the recent debate in the Focus section of Isis ("Getting Back to The Death of Nature: Rereading Carolyn Merchant," 97(3): 485–533), and Merchant's recent work (2008).
KONSTANTIN IVANOV. THE SCIENTIFIC REVOLUTION THROUGH A GENDERED LENS...
One of the standard topics implicitly or explicitly present in any feminist study is a critique of the knowing subject. Feminists argue that positivist male epistemology erroneously portrays this subject as a distanced and disinterested observer. Feminists believe that "disinterested observer," in this case, designates a white male who occupies dominant positions in the social hierarchy and is interested in objectivating the order that grants him power and recognition. This is why a range of feminist works strive to expose the supposed sexlessness of the traditional subject of knowledge. One of the ways to do this is to uncover erotic connotations in works of early modern science.
One of the most striking examples of this line of argument is Mary Campbell's Wonder & Science: Imagining Worlds in Early Modern Europe (1999). Analyzing Galileo Galilei's well-known Starry Messenger among other texts, Campbell brings to light a whole web of erotic associations usually ignored by male scholars: from "the incorporation of the pederastic language of courtly 'intercourse'" (126) (in Galileo's dedicatory letter to Cosimo de' Medici) to the pleasure he gets from examining the Moon: "It is most beautiful and pleasing to the eye to look upon the lunar body" (Galilei 1989[1610]: 35). Unveiling erotic metaphors allows Campbell to attribute phallic functions to the telescopes themselves, as instruments that allow men to derive pleasure from penetrating the depths of the universe. She also discovers shades of scopophilia in the first emotional responses to the experience of using optical instruments.
Liberating Galileo from stern academic concentration and sexual indifference, Campbell refuses to adopt a long-term perspective that would focus on the improvement of optical technology and growth of knowledge. Instead, she places his work in the context of contemporary literary genres, and argues that it fits most closely into utopian writing and "classic voyage literature" (1999: 135). Campbell finds the use of an eroticized vocabulary functionally justified, because erotic discourse is much more focused on the signified and can therefore be used to create an illusion of presence, blurring the boundary between "seeing" and "being there" 3 .
Campbell's approach closes the gap between the study of scientific ideas and the analysis of speech acts, allowing us to study the cultural, social, symbolic, and semantic transformations that led to the emergence of a scientific language. In particular, considering the specific ways in which scientific images were produced in early modern Europe, she discovers parallels between the concepts of "explicit language" and "graphic detail." Campbell interprets the evolution of scientific language (both verbal and graphic) as a process of "fetishization"; she argues that this process allowed its practitioners to pin down its meaning, dispensing with superfluous chains of signifieds that coded the objects of scientific scrutiny in "unscientific" ways.
Campbell's book exemplifies the agenda of feminist epistemology. She focuses on eroticism and visual culture. She displays an interest in utopia which, according to many female historians of science, is a central element in the self-definition of the feminist movement because utopia reflected the imaginary aspirations of women caught in a sexist society whose rigid distribution of gender roles made them unhappy (Sargisson 1996). Finally, her work is profoundly psychological, contrasting with the dispassionate subject of knowledge in "male" science.
Another way in which gender historians oppose the traditional history of science is in paying close attention to scientists' emotional experiences. One example of this approach is Emmy Spary's paper on "Codes of Passion" (1999). Spary attempts to find traces of spiritual drama in the work of yet another early modern scientist, Georges-Louis Leclerc Buffon. Spary argues that Buffon's interest in taxidermy was provoked by the psychological trauma of his wife's death.
Within the complex of images that are symbolically linked to femininity, Spary discovers an "elegant and carefree" bird 4 . Developing the psychoanalytic thesis that men are afraid of ecstatic female emotionality, Spary
3 On this point, Campbell echoes gender studies in the history of pornography (Falk 1993).
4 She is seconded by Crowther-Heyck (2003), who notes that the image of the open bird cage becomes an erotic symbol in paintings starting in the 18 th century. Wine cooling jugs carried the same meaning.
interprets the stuffing of animals as a transgressive gesture that allows a man to overcome this complex and persuade himself that gender relations can be controlled. However, Spary does not stop at this rather trivial interpretation. Like Campbell, she develops her thesis against a larger background, which includes both erotic and political allegories.
Like birds in collections, living birds in aviaries were mere simulacra of nature, reflecting the moral outcomes of domestification in their own immorality. Sickness, idleness and adultery were the lot of those who lived in luxury, whether birds or French nobles. The problem of classifying birds thus became one with the problem of classifying society [132].
Nor does Spary disregard the problem of the emergence of scientific language. Her study employs the methods of semiotics and makes frequent references to the work of Roland Barthes. "Early modern collections […] were clearly polysemic; they could support different meanings and connote different worlds" (118). However, as the epistemological status of the visual in taxidermic practices becomes problematic, scientists develop a projective imagination. They reduce the complexity of the eclectic collections assembled in their studies and build a new symbolic order that extends its influence to both natural and social relations: "In moving between text, image and specimen, a cognitive shift between memory and imagination was being operated. Imagination was 'the interior eye, and the measure of imaginations is relative to the measure of vision.'" (122).
The "imagination" is a central topic in these and many other works on the history of science from the gender studies school. To understand how the term is used in gender history, I propose to look at Ladina Bezzola Lambert's Imagining the Unimaginable: The Poetic of Early Modern Astronomy (2002). Lambert, too, focuses on Galilei's Starry Messenger. She analyzes the work by drawing stylistic parallels between Galileo's text and works by his contemporaries, scientists as well as literary writers:
I believe that his [Galileo's] imagery is fundamental to the argument of the Sidereus nuncius not only for the way it illustrates Galileo's description, but, more substantially, for fleshing out his argument in a very literal sense of this metaphor. It is to a large extent through his use of imagery, rather than argumentatively, that Galileo counters the dogma tic beliefs of the Aristotelian philosophers and tries to make his theory palatable to his audience [34].
Alan Gross, a specialist on scientific rhetoric, attacks this book with an aggressiveness that leaves me puzzled:
The title and subtitle of this monograph are seriously misleading. A book on imagining the unimaginable should concern itself with the heart of this oxymoron: though the imagination has common sensation as its only basis, it nevertheless produces something unique—namely, new knowledge. This is not Ladina Lambert's topic, however; she is concerned, as she herself says, only with the capacity of the imagination to reorder the mind's visual contents: to create satyrs out of images of men and goats or, more to the point, craters out of moon shadows. Nor is this really a book about early modern astronomy [2002: 695].
Gross finds fault with Lambert's arguments, but the main cause of his irritation seems to be her attempt to shift the boundaries of the discipline somewhat by analyzing Galileo's "scientific" work using not only scientific, but also literary categories. He continues:
True, it concerns itself with Galileo, Kepler, and Huygens. Galileo's Sidereus nuncius and his Dialogue Concerning the Two Chief World Systems, works certainly central to early modern astronomy, are the foci of a chapter. But the choices in the cases of Kepler and Huygens are eccentric indeed: Kepler's Somnium and Huygens's Kosmotheoros. It is equally odd that a book professedly about early modern astronomy should deal so extensively with Ariosto's Orlando Furioso and two novels each of Cyrano de Bergerac and Italo Calvino» [Gross 2002: 695].
KONSTANTIN IVANOV. THE SCIENTIFIC REVOLUTION THROUGH A GENDERED LENS...
Much can be said in support of Lambert. Science was only professionalized at the turn of the 19 th century, and it is therefore inappropriate, at the very least, to view Galileo's text as exclusively "scientific." The models of persuasion that Galileo was developing were aimed at an audience of courtiers, with their own peculiar ideas about culture and literary sensibility 5 . Galileo's unique optical experience was indeed difficult to articulate, and finding detailed similarities between the surfaces of the Moon and the Earth was virtually the only way to assimilate this new knowledge, which had no counterparts in either the Aristotelian scholastic narrative or empirically oriented practice (van Helden 1992; 1994; van Helden and van Gent 1999). More than anything else, Gross's review seems to me to corroborate feminist attacks on masculine interpretations of the scientific revolution more than it refutes them.
But let us return to the logic of Lambert's reasoning. The use of the imagination in the Starry Messenger, Lambert argues, serves three main objectives:
(1) to create a physical world out of visual image; (2) to establish an essential similarity between the Moon and the Earth; (3) and to translate the meaningless telescopic images into familiar images that bear significance in the reader's mind. In so doing, it addresses some peculiar epistemological problems that the telescope and the kind of visual evidence it furnished posed: for one thing, the evidence was exclusively visual; for another, it was not evident, at least not self-evident [Lambert 2002: 34].
Like Campbell, Lambert interprets Galileo's experience of examining the Moon as a new type of interaction with the world—not so much intellectual (in the spirit of Aristotelian scholasticism) as physiological. The act of looking acquires a significance of its own and becomes an intermediate operation between perception and intellectual processing. The way in which the visible is reconstructed is such that at the beginning of observation, visual experience is viewed as inseparable from rational interpretation.
Lambert shows that in order to achieve his objective ("to make his theory palatable to his audience," as quoted above), Galileo made equal use of logical argument and rhetorical devices, playing on the polysemy of the expressions he employs. Moreover, her book offers what is probably the most successful explanation of a well-known paradox in the Starry Messenger that has occupied many a scholar—the clearly exaggerated size of the crater in one of the engravings included in the treatise. "Galileo," Lambert writes, "never uses the term 'crater' ". This is a remarkable observation. Attributing to Galileo schemes of perception that appeared at later dates, historians of science sometimes disregard the original terminology used by early modern scientists. Lambert, by contrast, is initially interested in the "literary" aspects of Galileo's work and therefore focuses on his scientific terminology. The paradox is explained by a difference in attitudes between Galileo and his later interpreters. Galileo was much more interested in pointing out similarities, rather than differences, between the Moon's and the Earth's surfaces 6 . The imaginary resemblance between the two landscapes helps him articulate a new type of visual experience and at the same time serves to refute the Aristotelian idea that the sublunar and supralunar worlds are incomparable.
In describing the surface of the Moon, Galileo uses perfectly terrestrial concepts—"valleys" and "very high mountains." He seems unfazed by the strong dissimilarity between the peculiar features of the Moon's surface and terrestrial landscapes. Lambert argues that this attitude deserves particular attention. Galileo ignores these distinctions because they do not fit his program, i.e., to emphasize cognatio atque similitude inter Lunam atque Tellurem. Instead, he singles out one crater, magnifies it and compares it to the unique—but familiar—topography of Bohemia, thereby emphasizing that what looks strange on the Moon
5 A detailed analysis is offered in Biagioli 1992; 1993; 1996.
6 The concept of a "crater" appeared in the 18 th , not the 17 th century, serving a different task: to define those peculiar features of the Moon that distinguish it from the surface of the Earth.
also exists on Earth. He in fact not only argues that the crater resembles the topography of Bohemia, but even claims that it is the way the region of Bohemia would look from outer space. The crater therefore is Bohemia [Lambert 2002: 49].
Yet another alternative tendency in the history of science is the attempt to link changes in ways of explaining natural phenomena with the transformations that took place among early modern craftspeople and artists. Probably the most authoritative female historians in this field are Paula Findlen (1994; 2001), Pamela Smith (2004), and Pamela Long (2000). Outlining her main thesis in one of her articles, Smith writes:
In about 1400, northern European artists suddenly began to depict the natural and human world in a "realistic" or "naturalistic" manner. At about the same time, new ideas about how to describe nature realistically emerged among scholars investigating the natural world. Over the next two centuries, this new approach to nature (which eventually became known as "science") and the belief that it could provide a realistic depiction of nature transformed human attitudes to nature and the material world. Artisans or craftspeople were central to this transformation and thus more important than is usually recognized in forming the new attitudes that characterized the Scientific Revolution [2000: 13].
This train of thought is not limited to gender studies. Feminist and traditional historians alike have tried to place scientific ideas in a wider context that reveals the first naturalists' links with, on the one hand, craftspeople, engravers, and distributors of printed matter, and, on the other hand, the courts, although female authors are in a slight majority in this field (Jackson 2000). The same goes for the history of visual culture (Parshall 1993). These new fields of interest constitute zones of rapprochement between gender studies and other alternative tendencies in the history of science. Edited volumes on the contextual history of science therefore include papers by male authors, although they are usually much less represented than female gender historians (Smith and Findlen 2001).
Another current in gendered histories of science—and probably the most controversial one—focuses on the interpretation of purely female phenomena that are fundamentally absent from the male experience (such as the female orgasm or child-bearing). In these cases, professional contributions by men have inevitably resulted in a distorted or sometimes absolutely false understanding, which then came to be transmitted as scientific truth. Elisabeth Lloyd convincingly demonstrates this in her recent book The Case of the Female Orgasm: Bias in the Science of Evolution (2005). One by one, Lloyd scrutinizes explanations offered by men until the mid-20 th century and refutes the once-popular idea that the orgasm has a beneficial effect on female fertility; that it is a secondary result of embryonic development (such as the male nipples), and many other delusions. In doing so, she shows male biologists' bias in involuntarily attributing features of their own sexual life to the female orgasmic experience.
In a similar vein, Lianne McTavish argues in her book Childbirth and the Display of Authority in Early Modern France (2005) that the obviously implausible depictions of the fetus in 17 th century obstetric treatises document pernicious intrusions by male surgeons into obstetric practice. In addition, the book offers an interesting analysis of strategies of authority formation among obstetricians.
Two recent tendencies stand out in the gendered history of science. Firstly, male historians have increasingly come to tolerate this line of inquiry; secondly, and most remarkably, some female historians specializing in this field have begun to voice moderate criticism of radical feminist approaches (Kohlstedt 2007). Patricia Fara makes an interesting observation in her review of an edited volume entitled Figuring It Out: Science, Gender, and Visual Culture (Shteir and Lightman 2006), which discusses women's contribution to the creation of visual scientific imagery in the 19 th century:
KONSTANTIN IVANOV. THE SCIENTIFIC REVOLUTION THROUGH A GENDERED LENS...
them together under this rubric the editors implicitly reinforce the traditional dichotomy between word and image, with its associated assumptions of contrast between masculine reason and feminine superficiality, between rational language and natural unmediated impressions […] paying particular attention to female involvement in the visual construction of gendered roles. As the editors themselves point out, more research is needed on masculinity, which runs the risk of being seen as a norm for women to define themselves against rather than as a variable category under constant reconstruction [Fara 2007].
It is all the more interesting to read such comments by female gender historians since responses by male scholars to works from the gender school mostly remain querulous, even though on the whole they have become more tolerant. In his review of Susan Parrish's book American Curiosity: Cultures of Natural History in the Colonial British Atlantic World (2006), which deals with the transmission of information from recently discovered America to the Old World, William Leach writes:
Perhaps the most troubling feature of this book is its writing and tone. Highfalutin theoretical language dealing with gender, race, and nationality, the product of the last twentyfive years in the academy, continually intervenes, and valid historical points get lost in a fog of unexamined generalizations. The author's tone is often smug and condescending. In a few decades, one hopes, this kind of analysis will be incomprehensible, and real historical work— of the kind that sometimes shines forth here—will once again make its claim [Leach 2006].
Robert Nye is much more restrained in his assessment of Men, Women, and the Birthing of Modern Science (Zinsser 2005), a collection of articles on empresses' or wealthy and socially high-ranking women's attention to natural science:
It is generally agreed that before about the middle of the seventeenth century, the activities and investigations of nature that eventually became modern science were open to participation by both men and women. Though women certainly did not engage in such activities in numbers equal to men, there was nothing in culture, law, or institutions of the late medieval period that directly ruled out female practitioners of medicine, science, or philosophy. Historians of science and medicine have been gradually piecing together the ways that the new scientific institutions of the seventeenth and eighteenth centuries and the new methods employed to ascertain the truths of experimental facts operated to exclude women […]
All these essays usefully direct our attention to the social history of women's exclusion from modern science, which was—social development being so differential and uneven— partial, incomplete, and complicated by local developments [Nye 2006: 760–761].
My own research on the history of early modern science, which mainly deals with astronomy, the first results of the use of optical technology, and the technology of producing visual representations, has led me to many conclusions that are similar to those of the authors discussed here, although there are also points of divergence. Like them, I am strongly opposed to linear models in the interpretation of scientific knowledge that are reminiscent of Old Testament genealogy (Seth begat Enos, who begat Cainan, who begat Mahalaleel, etc). However, I believe that eroticism is not the only way in which the emotional component in scientific research can be expressed. Why not talk about left-right asymmetry, about the function of metaphor in scientific knowledge, or about other ways to resolve emotional conflicts generated by encounters with the unknown? Nevertheless, gender studies in the history of science undoubtedly allow us to reconsider the key stages in the history of visual culture. They add nuance to the history of scientific language and the construction of masculine models of impersonal perception, and thoroughly redefine the role and influence of utopia during the Enlightenment.
Biagioli, Mario. 1992. "Scientific Revolution, Social Bricolage, and Etiquette." Pp. 26–32 in The Scientific Revolution in National Context, edited by Roy Porter and Mikulás Teich. Cambridge: Cambridge University Press.
Biagoli, Mario. 1996. "Etiquette, Interdependence, and Sociability in Seventeenth-Century Science," Critical Inquiry. 22: 193–238.
Biagioli, Mario. 1993. Galileo, Courtier: The Practice of Science in the Culture of Absolutism. Chicago/London: University of Chicago Press.
Campbell, Mary Baine. 1999. Wonder & Science: Imagining Worlds in Early Modern Europe. Ithaca and London: Cornell University Press, 1999.
Crowther-Heyck, Kathleen. 2003. "Wonderful Secrets of Nature: Natural Knowledge and Religious Piety in Reformation Germany," Isis 94(2): 253–273.
Carrol, Margaret D. "The Erotics of Absolutism: Rubens and the Mystification of Sexual Violence," Representations 25: 3–30.
Falk, Pasi. 1993. "The Representation of Presence: Outlining the Anti-aesthetics of Pornography," Theory, Culture and Society. 10(2): 1–42.
Findlen, Paula. 1994. Possessing Nature: Museums, Collecting, and Scientific Culture in Early Modern Italy. Berkeley: University of California Press.
Fara, Patricia. 2007. [Review of Shteir and Lightman 2006.] Isis 98(4): 819–821.
Findlen, Paula. 2001. "Building the House of Knowledge: The Structures of Thought in Late Renaissance Europe," Pp. 5–51 in The Structure of Knowledge. Classifications of Science and Learning since the Renaissance, edited by Tore Frängsmyr. Berkeley: Office for History of Science and Technology.
Gross, Alan. 2002. [Review of Lambert 2002.] Isis 93(4): 695–696.
Galilei, Galileo. 1989 [written in 1610]. Sidereus nuncius, or The Sidereal Messenger. Translated with introduction, conclusion, and notes by Albert van Helden. Chicago: The University of Chicago Press.
.
Harding, Sandra G. 1986. The Science Question in Feminism. Ithaca: Cornell University Press, 1986.
Harding, Sandra G. 2006. Science and Social Inequality: Feminist and Postcolonial Issues. Urbana/Chicago: University of Illinois Press.
Harding, Sandra G. 1991. Whose Science? Whose Knowledge?: Thinking from Women's Lives. Ithaca, N.Y.: Cornell University Press.
Jackson, Myles W. 2000. Spectrum of Belief: Joseph von Fraunhofer and the Craft of Precision Optics. Cambridge/London: The MIT Press.
Kelly, Joan. 1977. "Did Women Have a Renaissance?" Pp. 137–164 in Becoming Visible: Women in European History, edited by Renate Bridenthal and Claudia Koonz. Boston: Houghton Mifflin.
Katharine, Park. 2006. "Women, Gender, and Utopia: The Death of Nature and the Historiography of Early Modern Science," Isis 97(3): 487–495.
Kohlstedt, Sally. 2007. [Review of Harding 2006.] Isis 98(1): 217–218.
Lambert, Ladina Bezzola. 2002. Imagining the Unimaginable: The Poetics of Early Modern Astronomy. Amsterdam/New York: Rodopi.
Lloyd, Elisabeth Anne. 2005. The Case of the Female Orgasm: Bias in the Science of Evolution. Cambridge, Mass.: Harvard University Press.
Leach, William. [Review of Parrish 2006.] Isis 97(4): 752–753.
Long, Pamela O. 2000. "Invention, Secrecy, and Theft: Meaning and Context in the Study of Late Medieval Technical Transmission," History of Technology 16: 223–
McTavish, Lianne. 2005. Childbirth and the Display of Authority in Early Modern France. Burlington, Vt.: Ashgate Publishing Company.
242.
Merchant, Carolyn. 1980 [second edition: 1989]. The Death of Nature: Women, Ecology, and Scientific Revolution. San Francisco: Harper & Row.
Nye, Robert A. [Review of Zinsser 2006.] Isis 97(4): 760–761.
Merchant, Carolyn. 2008. "The Violence of Impediments: Francis Bacon and the Origins of Experimentation," Isis 99(4): 731–760.
Parrish, Susan Scott. 2006. American Curiosity: Cultures of Natural History in the Colonial British Atlantic World. Chapel Hill: University of North Carolina Press.
Sargisson, Lucy. 1996. Contemporary Feminist Utopianism. London: Routledge.
Parshall, Peter. 1993. "Imago contrafacta: Images and Facts in the Northern Renaissance," Art History 16(4): 554–579.
Shteir, Anne B. and Bernard Lightman. 2006. Figuring It Out: Science, Gender, and Visual Culture. Hanover, N. H.: University Press of New England.
Smith, Pamela H: "Artists as Scientists: Nature and Realism in Early Modern Europe," Endeavour 24(1): 15–21.
Smith, Pamela H. 2004. The Body of the Artisan: Art and Experience in the Scientific Revolution. Chicago: University of Chicago Press.
Smith, Paula and Paula Findlen (eds.). 2001. Merchants and Marvels: Commerce and the Representation of Nature in Early Modern Europe. New York: Routledge.
van Helden, Albert. 1992. "Representing the Heavens: Galileo and Visual Astronomy," Isis 83(2): 195–217. van Helden, Albert. 1994. "Telescopes and Authority
Spary, Emma. 1999. "Codes of Passion: Natural History Specimens as a Polite Language in Late 18th-Century France." Pp. 105–135 in Wissenschaft als kulturelle Praxis, 1750–1900, edited by Hans Erich Bödeker, Peter H. Reill, and Jürgen Schlumbohm. Göttingen: Vandenhoeck & Ruprecht.
from Galileo to Cassini," Osiris 9: 9–29.
Zinsser, Judith (ed.) 2005. Men, Women, and the Birthing of Modern Science. DeKalb: Northern Illinois University Press.
van Helden, Anne C. and Rob H. van Gent. 1999. "The Lens Production by Christiaan and Constantijn Huygens," Annals of Science. 56: 69–79.
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DX-MB 2195 – 29. April 2020
DX Mitteilungsblatt DARC-Referat DX
Editor: Klaus Poels, DL7UXG
(E-Mail: firstname.lastname@example.org)
(http://www.darcdxhf.de)
Wöchentlich erscheinende DX-Mitteilungen des DARC DX - Referates
CE9, Antarctica.
HL, South Korea:
Vom 01. – 31. Mai wird mit den beiden Sonderstationen HL4ØGDM und D73M an den 40. Jahrestag des Gwangju-Aufstandes, bekannt als Gwangju-Demokratiebewegung, erinnert. QSL via HL4CCM (d/B), ClubLog und eQSL.
I, Italy:
Der neuen Besatzung (JARE61) der japanischen Antarktis Forschungsstation Syowa auf East Ongul Island (AN-015) gehören wieder 2 Funkamateure an: Taka/JA1AGS und Hiro/JH7JCX. Als 8J1RL wollen sie in der Freizeit auf Kurzwelle in CW und Digi-Mode aktiv sein. Sie bleiben bis Januar 2021 auf der Basis. QSL via JG2MLI (d) oder JARL Büro.
http://www.arifidenza.it/
Der „ARI Fidenza Club" (IQ4FE) bringt 2020 mehrere Sonderstationen in die Luft, um an Ereignisse und Erfolge von Guglielmo Marconi zu erinnern. Im Mai ist II4TEA aktiv und erinnert an die erste Radio-Übertragung zwischen den USA und England im Jahr 1903. Ein Sonderdiplom kann erworben werden. QSL via IQ4FE.
I, Italy:
Vom 20. April bis 10. Mai wird mit der Sonderstation II5CNPP an die Nuklearkatastrophe von Tschernobyl vor 34 Jahren erinnert. Die Station ist von 80 – 2 Meter in SSB, CW, FT8 und FT4 zu arbeiten. QSL via IZ5RHU (d/B).
I, Italy:
Vom 22.04. – 20.07. ist die Sonderstation IO6STAY auf Kurzwelle aktiv, um für die besonderen Ereignisse in Zusammenhang mit der Covid-19 Pandemie zu sensibilisieren. QSL via IK6QON (d) und ClubLog.
LZ, Bulgaria:
Die „Bulgarian Federation of Radio Amateurs" (BFRA) feiert vom 26. April bis 31. Dezember den 50. Jahrestag der Gründung mit dem Betrieb der Sonderstation LZ5ØBFRA. QSL via LZ1BJ (B).
EU, Belarus:
Aus Weißrussland sind anlässlich des 75. Jahrestages des Endes des 2. Weltkriegs und der damit verbundenen Aktion „Pobeda-75" unter anderem folgende Sonderstationen QRV: EV75B, EV75F, EV75GK, EV75K, EV75M und EV75PG.
G, England:
Mitglieder des „RSGB Contest Club" sind vom 01. – 31. Mai und vom 01. – 31. August als GB1945PE, GB1945PJ und GB75PEACE auf Kurzwelle und 6 Meter in SSB, CW und DigiMode zu arbeiten. Die Aktivitäten sind Teil der „VE Day" (Victory in Europe) und „VJ Day" (Victory in Japan) Feierlichkeiten zum Ende des 2. Weltkriegs. QSL nur via LoTW und eQSL.
G, England:
https://www.rafars.org/
Mitglieder der „Royal Air Force Amateur Radio Society" (RAFARS) funken vom 01. – 28. Mai als GB75VED auf Kurzwelle um den 75. Jahrestag des „VE Day" zu feiern. QSL via 2EØNDZ.
LZ, Bulgaria:
Im Jahr 2020 wird durch den „Bulgarian Radio Club Blagovestnik" (LZ1KCP) das Diplom „All Saints - 2020" herausgegeben. Im Mai kann man dafür die Sonderstation LZ177GL arbeiten. QSL via Büro, LZ1KCP (d). http://www.lz1kcp.com/
OE, Austria:
Alex/OE3DMA will vom 30. April bis 01. Mai seinen Urlaub nutzen, um das Sonderrufzeichen OE6ØIPA (60 Jahre „International Police Association") auf Kurzwelle in die Luft zu bringen. QSL via OE3DMA (B).
OE, Austria:
Jo/OE4VIE ist vom 01. Mai bis 30. Juni als OE5ØMHZ aktiv, um an den 30. Jahrestag der vorläufigen Freigabe des Frequenzbereiches 50-52 MHz für den Amateurfunk in Österreich zu erinnern. Funkbetrieb ist ausschließlich auf 6 Meter in den Sendearten CW, SSB und DigiMode vorgesehen. QSL via LoTW, eQSL und Büro. Über das Büro erfolgt ein automatischer Versand der QSL. Die eigene QSL wird nicht benötigt.
OZ, Denmark:
QSL via ClubLog OQRS (nach der Aktivität freigeschaltet) und OZ1ACB.
Anlässlich der Befreiung des Königreichs Dänemark am 05. Mai 1945 sind vom 01. – 10. Mai mehrere OPs als OZ75MAY/xx auf Kurzwelle aktiv. Die geplanten Aktivitäten als OZ75MAY/p fallen auf Grund von Covid-19 Pandemie leider aus. Ein Sonderdiplom kann erworben werden. Aktivitäten werden auf dem Kalender von OZ75MAY veröffentlicht.
https://oz75may.oz0j.dk/
PA, Netherlands:
Vincent/PE2V ist bis 04. April 2021 als PE75BORNE auf 10, 20, 40 und 80 sowie 2 Meter in FT4, FT8 und SSB aktiv, um das Ende des 2. Weltkriegs und die Befreiung der Stadt Borne zu feiern. QSL via PE2V.
PA, Netherlands:
http://www.ynomy.nl/
Aus Anlass von 75 Jahre Frieden seit Ende des 2. Weltkriegs werden in den Niederlanden folgende Sonderstationen vom 01. – 31. Mai aktiv sein: PA75FREE, PB75FREE, PC75FREE, PD75FREE, PE75FREE, PF75FREE, PG75FREE, PH75FREE, PA75FREEDOM und PD75FREEDOM. Ein Sonderdiplom kann erworben werden. Alle QSOs werden automatisch via Büro bestätigt. Für Direkt-Anfragen bitte ClubLog OQRS nutzen. Die Logs werden bei LoTW hochgeladen.
RA, Russia:
Vom 02. – 09. Mai wird wieder eine große Anzahl russischer Stationen mit dem Präfix RP75 (Pobeda 75) aktiv sein, um den 75. Jahrestag des Endes des 2. Weltkriegs zu würdigen. Es werden verschiedene Sonderdiplome herausgegeben (siehe QRZ.COM). Mehr Informationen sollen auf https://pobeda.srr.ru/ folgen.
SP, Poland:
Der 100. Jahrestag der Geburt von Papst Johannes Paul II. (bürgerlich Karol Wojtyła) wird im Monat Mai mit dem Betrieb der Sonderstation SN1ØØJPII gefeiert. Ein Sonderdiplom wird herausgegeben. QSL siehe QRZ.COM.
VE, Canada:
Ian/VO2IR ist vom 20. April – 20. Juni als CH2IR aktiv, um in Zusammenhang mit der Covid-19 Pandemie an die Aufforderung zu Hause zu bleiben zu erinnern.
VK, Australia:
Vom 01. Mai bis 31. August wird mit dem Sonderrufzeichen VI25ØCOOK an den 250. Jahrestag der Entdeckungsreise von Kapitän James Cook mit der HMS Endeavour entlang der Ostküste Australiens gedacht. QSL siehe QRZ.COM.
ISWL-Aktivitäten:
Im Mai 2020 ist John/GØGWK als GX4BJC/a (WAB SU37) und Alan/GIØVWU als MN1SWL/a (WAB J36) QRV. QSL via M5DIK
http://www.iswl.org.uk/
(d/B), eQSL.
STAY AT HOME-Sonderstationen:
In Zusammenhang mit der Aufforderung zu Hause zu bleiben, um die Ansteckungsgefahr mit dem Corona-Virus zu minimieren und über Funk zu kommunizieren, sind weitere Sonderstationen im Berichtszeitraum hinzugekommen (siehe auch DXMB 2192 bis 2194): 4U2STAYHOME, 5W19STAYHOME, AT2SHI, IO6STAY, OD5ØSH, OD5STAYHOME, OE1STAYHOME und OQ1HOME.
Interessantes
DXpedition Timor-Leste:
http://lagunaria-dx-group.org/
Auf der Webseite der „Lagunaria DX Group" wurde informiert, dass die für Oktober/November 2020 geplante DXpedition nach Timor-Leste ins Jahr 2021 verschoben wurde. Die aktuelle Situation um die Covid-19 Pandemie macht eine sichere Reiseplanung nicht möglich.
Abkürzungen:
WWFF
World Wide Flora & Fauna
Aktuelle Conteste
01.05.
AGCW-DL QRP/QRP-Party
02./03.05. ARI International DX Contest
02./03.05. DARC VHF-, UHF,
Mikrowellen-Wettbewerb
Die Ausschreibungen finden Sie ebenfalls auf http://www.darc.de/der-club/referate/conteste/ sowie mittels der Contesttermin-Tabelle in der CQ DL 05/2020 auf Seite 70.
Zusammengestellt von Andreas, DK5ON
(E-Mail: email@example.com)
Insel-Aktivitäten
IOTA-Vorzugsfrequenzen
7055 3760 kHz
CW: 28040 24920 21040 18098 14040 10114
7030 3530 kHz
SSB: 28560 28460 24950 21260 18128 14260
AS-013; 8Q, Maldive Islands: Die Aktivierung der Malediven von Kasimir/DL2SBY vom 04. bis 12. Mai als 8Q7KB fällt durch die Flugbeschränkungen, in Zusammenhang mit dem Corona Virus, zum Opfer. Da er öfters auf den Malediven ist, hoffen wir auf eine Aktivität in 2021.
EU-089; CU8/9, Western group: Antonio/ CU8AS feiert seinen 82. Geburtstag und wird aus diesem Anlass vom 01. bis 07. Mai mit dem Sonderrufzeichen CQ82AS von Flores Island aus auf Kurzwelle in CW und FT8 QRV sein. QSL via LoTW.
* = neu oder aktualisiert
.. = und andere Calls
QSL-Informationen
(L) DC9RI (d/B) DC9RI (d/B) 9A2AA (d/B) UA3DX (d/B) LY2QT YB1LZ, (L) (B) JN7GLC (B) 9A2AA (d/B) IZ4YGS (d), (L), (e) IK1MYT, (C) EC6DX, (L) 9K2OW, (L)
A35JP
AM2WARD
AM1WARD
AM3WARD
AM5WARD
AM4WARD
AM6WARD
AM8WARD
AM7WARD
AM9WARD
AN595AHA
AM95WARD
AO395BOX
AO795URI
AO795KZ
BV12ØSU
via via
via via
via via
via via
via via
via via
via
CN2ØSH
via via
via
CQ82AS
CT1STAYHOME
CR2STAYHOME
D73M
via
DA2ØØ25C
DAØDOM
via via
DF7ØDARC
via
DL25ØBEETH via
DL1ØØBKW
DL25ØBTHVN
DL3ØSHZ
DL3ØGER
DL35SDR
DL5ØNFA
DL4ØPUL
DM3ØRSV
DP7ØDARC
DXØSTAYHOME
via
DQ1ØØSL
via via
E7STAYHOME via
EM3ØUCC
EE1MGY
GB1945PE
GB4KW
GB1945PJ
GB4SAH
GB75PEACE
GB5NHS
GB75VED
GB9KW
GB8NHS
GX4BJC
HAØSTAY
H44MS
HB4ØHC
HC5TLM
HB4ØHTC
HE2JOJ
HG2ØAY
HG2ØAT
HG2ØHO
via via
via via
via via
via via
JAØRQV (B), (L), (C)
EA4URE (d/B)
EA4URE (d/B)
EA4URE (d/B)
EA4URE (d/B)
EA4URE (d/B)
EA4URE (d/B)
EA4URE (d/B)
EA4URE (d/B)
EA4URE (d/B)
EC5AHA (d)
EA4URE (d/B)
EA6B (B)
(L)
EA7KZ (B)
BU2EQ (d), (e)
(L)
RW6HS (d)
(L)
HL4CCM (d/B), (C)
CT1EEQ
(B), DL8CWA (d), (L)
DK5ON (d/B), (L), (C)
(B), (e)
(d/B), (C), (O)
(B)
DJ6SI (d/B)
(C), (O), (e)
(B)
(B), (L)
(B)
(B), DK5ON (d), (L),
(d/B)
(C)
(B)
DK5ON (d/B), (L), (C)
DX1PAR
EB1LO d/B)
E73Y
(d/B), (L)
(L), (e)
(L), (e)
(e)
(L)
G4XEX (B), (L), (e)
(L), (e)
(Q)
2EØNDZ
(e)
DL2GAC (d/B)
M5DIK (d/B), (e)
HAØDX (B)
(B)
(B)
HC5VF (d), (e)
(B), (L)
HB9HI (d/B)
(B), (L)
(B), (L)
J68HZ
via
K9HZ, (L)
(d) = direkt
(B) = Büro ok
QSL-Eingang direkt: TO7DL (GDXF)
QSL via LoTW:
EXØQP, LX8HQ, P43W,
PY7VI, TA3X, UP2L, YBØJS
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Abstract Submitted for the DPP09 Meeting of The American Physical Society
Development of drift ballooning transport model for tokamak edge plasmas T. RAFIQ, A.H. KRITZ, G. BATEMAN, A.Y. PANKIN, Lehigh U. — A model is developed for transport driven by drift resistive ballooning modes (RBMs). These modes are expected to have a significant role in the lower temperature edge regions of Ohmic and L-mode discharges. A unified theory that includes both resistive and electron inertial ballooning modes is derived using a two fluid model for electron and ion plasmas. The derivation includes finite beta and diamagnetic effects, parallel electron and ion dynamics, electron inertia, transverse particle diffusion, perpendicular gyro-viscous stress terms, electron and ion equilibrium temperature gradients and temperature perturbations. Electron trapping and impurity perturbations are ignored for simplicity. Transport coefficients driven by RBMs are computed using a quasi-linear theory. A prediction for the saturation level is obtained by balancing the resistive ballooning mode growth rate against the nonlinear E × B convection. The dependence of the modes as a function of various plasma parameters is explored. It is anticipated that transport associated with this RBM model will become a component of a multi-mode transport model for use in predictive modeling of tokamak discharges.
Glenn Bateman Lehigh U.
Date submitted: 17 Jul 2009
Electronic form version 1.4
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VI CARRERA POPULAR DE NOCHEBUENA AYUNTAMIENTO DE POLANCO VI MEMORIAL BERNARDO AYLLÓN (NARDO)
INFORMACIÓN GENERAL
- La prueba tendrá lugar el martes 24 de diciembre (día de Nochebuena) de 2024 a partir de las 10:30 h en Polanco.
- La misma está organizada por el C.D.B. Atlético Polanco y patrocinado por la Concejalía de deportes del Excmo Ayto de Polanco. Además, cuenta con la colaboración del Cuerpo de Voluntarios de Protección Civil de Polanco y del Comité de Jueces y cronometradores de la Federación Cántabra de Atletismo.
- Aunque la prueba está dentro del calendario de la F.C.A., la misma es de carácter popular, por lo tanto, podrán participar todas aquellas personas que lo deseen, tanto si están federadas como si no.
INSCRIPCIONES
- Todos/as los/as atletas deben inscribirse. Aquellos/as que estén federados/as y participen en el circuito corto (cadete, infantil, alevín, benjamín y pre-benjamín) deben hacerlo con el dorsal que utilizan a lo largo de la temporada, indicándolo en la plataforma a la hora de formalizar la inscripción. Para el resto de categorías, y en el caso de los menores no federados, se les asignará un dorsal desde la organización.
- Las inscripciones vía on-line se abrirán el 22 de noviembre y se cerrarán el viernes 20 de diciembre a las 23:59 horas.
- Para poder realizar las mismas, se debe acceder a la página web de la Federación Cántabra de Atletismo (www.fcatle.com) y pinchar en el enlace de la prueba.
- No hay cuota de inscripción.
ENTREGA DE DORSALES
- Los dorsales se podrán retirar el mismo día de la prueba a partir de las 09:00 horas en el Pabellón Polideportivo de Polanco.
CIRCUITOS, CATEGORÍAS, HORARIOS y DISTANCIAS
- Las pruebas se desarrollarán en dos circuitos. Uno corto y otro largo. El primero está destinado a las categorías menores (Sub-08 a Sub-16) y tiene una cuerda de 600 mts.
El Largo mide 3,150 km y le recorrerán el resto de categorías (Sub-18 a master).
- Los/as Sub-18 darán 1 vuelta.
- La salida y la meta están situadas frente al Ayuntamiento de Polanco.
- Categorías: SUB-8 (2017-18) – SUB-10 (2015-16) – SUB-12 (2013-14) – SUB-14 (2011-12) – SUB-16 (2009-10) – SUB-18 (2007-08) – SUB20 (2005-06) - Absoluto (del 2004 a 39 años) - V1 (40-49) - V2 (50-59) y V3 (+ de 60). Tanto para categoría masculina como femenina.
- Horarios y Distancias:
Cámara de llamadas 5 minutos antes de cada prueba
11:45/11:55 H: CÁMARA DE LLAMADAS ABSOLUTA
12:00 H: SUB-18 (M y F)
3.150 mts (1 vuelta al B)
CARRERA POPULAR (M y F)
6.300 mts (2 vueltas al B)
- Premios:
En las categorías menores (Sub-08 a Sub-16) recibirán trofeo los cinco primeros clasificados de cada categoría. En el resto de categorías los tres primeros. Además, los tres primeros absolutos, tanto en categoría masculina como femenina, serán obsequiados con una cesta de navidad. Se sorteará una cesta de navidad entre los participantes en la carrera absoluta. En el supuesto de que salga el número de algún/a atleta que se haya clasificado/a entre los/as tres primeros/as en la categoría absoluta, se volverá a sortear.
La entrega de los mismos tendrá lugar en el pabellón polideportivo de Polanco o en los alrededores del mismo, a la finalización de la prueba.
Otros datos de interés:
- La organización dispondrá de servicio médico y ambulancia, y los atletas estarán cubiertos por un seguro de accidente y responsabilidad civil.
- Queda prohibido participar acompañado de animales y el uso de cualquier aparato con ruedas (patines, patinetes, bicicletas…).
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CHAPTER 8
Reviewing the Impact of Increased Atmospheric CO$_2$ on Oceanic pH and the Marine Ecosystem
C. Turley, J.C. Blackford, S. Widdicombe, D. Lowe, P.D. Nightingale and A.P. Rees
Plymouth Marine Laboratory, Prospect Place, Plymouth
ABSTRACT: The world’s oceans contain an enormous reservoir of carbon, greater than either the terrestrial or atmospheric systems. The fluxes between these reservoirs are relatively rapid such that the oceans have taken up around 50% of the total carbon dioxide (CO$_2$) released to the atmosphere via fossil fuel emissions and other human activities in the last 200 years. Whilst this has slowed the progress of climate change, CO$_2$ ultimately results in acidification of the marine environment. Ocean pH has already fallen and will continue to do so with certainty as the oceans take up more anthropogenic CO$_2$. Acidification has only recently emerged as a serious issue and it has the potential to affect a wide range of marine biogeochemical and ecological processes. Based on theory and an emerging body of research, many of these effects may be non-linear and some potentially complex. Both positive and negative feedback mechanisms exist, making prediction of the consequences of changing CO$_2$ levels difficult. Integrating the net effect of acidification on marine processes at regional and basin scales is an outstanding challenge that must be addressed via integrated programs of experimentation and modelling. Ocean acidification is another argument, alongside that of climate change, for the mitigation of anthropogenic CO$_2$ emissions.
8.1 Introduction
The 1999 EU Energy Outlook to 2020 suggests that, despite anticipated increases in energy generation from renewable sources, up to 80% will still be accounted for by fossil fuels. On current trends, CO$_2$ emissions could easily be 50% higher by 2030. Already about 50% of anthropogenic CO$_2$ has been taken up by the oceans [1] and thus the oceans have been acting as a buffer, limiting atmospheric CO$_2$ concentrations. CO$_2$ in the atmosphere is relatively inert but when dissolved in seawater it becomes highly reactive and takes part in a range of chemical, physical, biological and geological reactions, some of which are predictable while some are more complex. Warming of the oceans will only have a small direct impact on the rate of oceanic uptake via changes in the solubility of CO$_2$. However, the oceans’ capacity to absorb more CO$_2$ decreases as they take up CO$_2$.
Of all the predicted impacts attributed to this inevitable rise in atmospheric CO$_2$ and the associated rise in temperature (e.g. large-scale melting of ice sheets, destabilisation of methane hydrates, sea level rise, slowdown in the North Atlantic thermohaline circulation) one of the most pressing is the acidification of surface waters through the absorption of atmospheric CO$_2$ and its reaction with seawater to form carbonic acid [2, 3].
Predictions of atmospheric CO$_2$ concentrations, due to the unrestricted release of fossil fuel CO$_2$, by 2100 are 700ppm [4] and by 2300 are 1900ppm [3, 5] (based on median scenarios). This would equate to a decrease in surface ocean pH of 0.3 and 0.8 pH units from pre-industrial levels respectively [2, 3]. The top-end prediction of 1000 ppm CO$_2$ by 2100 would equate to a pH decrease of 0.5 units which is equivalent to a threefold increase in the concentration of hydrogen ions [5]. While climate change has uncertainty, these geochemical changes are highly predictable. Only the timescale and thus mixing scale length are really under debate. Such dramatic changes in ocean pH have probably not been seen for millions of years of the Earth’s history [6, Figure 8.1].
8.2 Global Air–Sea Fluxes of Carbon Dioxide
There has been an increase in atmospheric carbon dioxide from 280 ppm in AD1800 to 380 ppm at the present day. This increase is due to a supply of anthropogenic CO$_2$ to the atmosphere which is currently estimated at 7 GtC yr$^{-1}$ [4]. The observed annual increase in atmospheric CO$_2$ represents 3.2 GtC yr$^{-1}$, the balance being removed from the atmosphere and taken up by the oceans and land. There is now generally good agreement that the ocean absorbs 1.7 ± 0.5 GtC yr$^{-1}$ [4]. Note that the rate-limiting step in the long-term oceanic uptake of anthropogenic CO$_2$ is not air-sea gas exchange, but the mixing of the surface waters with the deep ocean [7]. Whilst the ocean can theoretically absorb 70–80% of the projected production of anthropogenic CO$_2$, it would take many centuries to do so [8].
There is also a large natural annual flux of CO$_2$ between the ocean and the atmosphere of almost 90 GtC yr$^{-1}$ that, pre-1800, was believed to be almost in balance. This
huge influx and efflux is due to a combination of marine productivity and particle sinking (the biological pump) and ocean circulation and mixing (the solubility pump). Phytoplankton growth consumes dissolved inorganic carbon (DIC) in the surface seawater causing an undersaturation of dissolved CO$_2$ and uptake from the atmosphere. The re-equilibration time for CO$_2$ is slow (typically several months) due to the dissociation of CO$_2$ in seawater (see below). Ocean circulation also results in air-sea exchange of CO$_2$ as the solubility of CO$_2$ is temperature dependent. Warming decreases the solubility of CO$_2$ and promotes a net transfer of CO$_2$ to the atmosphere, whereas cooling results in a flux from the atmosphere to the ocean. Anthropogenic CO$_2$ modifies the flux from the solubility pump as CO$_2$ availability does not normally limit biological productivity in the world’s oceans.
However, the observation that the net oceanic uptake of anthropogenic CO$_2$ is only about 2% of the total CO$_2$ cycled annually across the air-sea interface ought to be of major concern. The significant perturbations arising from this small change in flux imply that the system is extremely sensitive. Any resulting changes in the biogeochemistry of the mixed layer could have a major impact on the magnitude (or even sign) of the total CO$_2$ flux and hence on the Earth’s climate [9].
### 8.3 The Carbonate System
The chemistry of carbon dioxide in seawater has been the subject of considerable research and has been summarized by Zeebe and Wolf-Gladrow [2]. Dissolved inorganic carbon can be present in any of 4 forms, dissolved carbon dioxide (CO$_2$), carbonic acid (H$_2$CO$_3$), bicarbonate ions (HCO$_3^-$) and carbonate ions (CO$_3^{2-}$). Addition of CO$_2$ to seawater, by air–sea gas exchange due to increasing CO$_2$ in the atmosphere, leads initially to an increase in dissolved CO$_2$ (equation 8.1). This dissolved carbon dioxide reacts with seawater to form carbonic acid (equation 8.2). Carbonic acid is not particularly stable in seawater and rapidly dissociates to form bicarbonate ions (equation 8.3), which can themselves further dissociate to form carbonate ions (equation 8.4). At a typical seawater pH of 8.1 and salinity of .35, the dominant DIC species is HCO$_3^-$ with only 1% in the form of dissolved CO$_2$. It is the relative proportions of the DIC species that control the pH of seawater on short to medium timescales.
\[
\text{CO}_2(\text{atmos}) \leftrightarrow \text{CO}_2(\text{aq}) \quad (8.1)
\]
\[
\text{CO}_2 + \text{H}_2\text{O} \leftrightarrow \text{H}_2\text{CO}_3 \quad (8.2)
\]
\[
\text{H}_2\text{CO}_3 \leftrightarrow \text{H}^+ + \text{HCO}_3^- \quad (8.3)
\]
\[
\text{HCO}_3^- \leftrightarrow \text{H}^+ + \text{CO}_3^{2-} \quad (8.4)
\]
It is also important to consider the interaction of calcium carbonate with the inorganic carbon system. Calcium carbonate (CaCO$_3$) is usually found in the environment either as calcite or less commonly aragonite. Calcium carbonate dissolves in seawater forming carbonate ions (CO$_3^{2-}$) which react with carbon dioxide as follows:
\[
\text{CaCO}_3 + \text{CO}_2 + \text{H}_2\text{O} \leftrightarrow \text{Ca}^{2+} + \text{CO}_3^{2-} + \text{CO}_2 + \text{H}_2\text{O}
\]
\[
\leftrightarrow \text{Ca}^{2+} + 2\text{HCO}_3^- \quad (8.5)
\]
This reaction represents a useful summary of what happens when anthropogenic carbon dioxide dissolves in seawater. The net effect is removal of carbonate ions and production of bicarbonate ions and a lowering in pH. This in turn will encourage the dissolution of more calcium carbonate. Indeed, the long-term sink for anthropogenic CO$_2$ is dilution in the oceans and reaction with carbonate sediments.
As can clearly be seen above, formation of calcite (the reverse of equation 8.5) actually produces CO$_2$.
Seawater at current pH levels is highly buffered with respect to carbon dioxide and has a great capacity to absorb carbon dioxide, as most of the CO$_2$ added will rapidly be converted to bicarbonate ions. It can be shown that if the atmospheric CO$_2$ levels doubled, dissolved CO$_2$ would only rise by 10%, with most of the remaining 90% being converted to bicarbonate ions. However, if bicarbonate ions increase, then the equilibrium of reaction 3 will be forced forwards and hence the pH of the seawater will be reduced. This is of great importance both for seawater chemistry and for the buffering capacity of seawater as it reduces the ability of seawater to buffer further CO$_2$ increases [2]: i.e. as the partial pressure of carbon dioxide increases the buffering capacity of seawater decreases.
The mean pH of seawater has probably changed by less than 0.1 units over the last several million years [6, Figure 8.2]. Since the start of the Industrial Revolution (circa 1800), the release of anthropogenic CO$_2$ to the atmosphere and subsequent flux into the surface oceans has already led to a decrease in the pH of oceanic surface waters of 0.1 unit [10, 5]. The same calculations show that the current rate of increase in atmospheric CO$_2$ concentration (15 ppm/decade) will cause a decrease in pH of 0.015 units/decade [11]. Globally, oceanic surface water pH varies over a range of 0.3 pH units, due to changes in temperature and seasonal CO$_2$ uptake and release by biota. However, the current surface ocean pH range is nearly distinct from that assumed for the inter-glacial period and the predicted pH for 2050 is nearly distinct from that of the pre-industrial period (Figure 8.2). In some sense therefore the marine system is accelerating its entry into uncharted territory. Whilst species shifts and adaptation of physiology and community structure might maintain the system’s gross functionality over longer timescales, the current rates of environmental change are far more rapid than previously experienced. We do not know if marine organisms and ecosystems will be able to adapt at these timescales.
### 8.4 Ecosystem Impacts
Although studies looking at ecosystem response are in their infancy, reduced pH is a potent mechanism by which high CO$_2$ could affect marine biogeochemistry [5, 12, 13]. The changes to the carbonate chemistry of the system [14, 15] may affect plankton species composition and their spatial or geographical distribution [16], principally by inhibiting calcifying organisms such as coccolithophores, pteropods, gastropods, foraminifera and corals in waters with high CO$_2$ [5]. Reduced calcification in cultures of two species of coccolithophores has been observed when grown at 750 ppm CO$_2$ [17]. Other non-calcifying organisms may grow in their place and impact the structure and processes occurring in the whole ecosystem. The main calcifiers in the ocean are the planktonic microalgae, coccolithophores [18], which secrete calcite platelets called liths. These organisms can form massive blooms, often of 100,000s km$^2$. They play an important role in the global carbon cycle through the transport of calcium carbonate to the marine sediments. Coccolithophores are also a major producer of dimethyl sulphide (DMS) which may have a role in climate regulation via the production of cloud condensation nuclei [19]. A reduction in the occurrence of the coccolithophore blooms that occur in large areas of the global oceans could lead to a reduced flux of DMS from the oceans to the atmosphere and hence further increases in global temperatures via cloud changes. International efforts to examine the impacts of high CO$_2$ in more natural enclosed seawater systems (mesocosms) with blooms of coccolithophores shows that calcification, growth rates and exudation can be affected by high CO$_2$, and this has implications on biogeochemical cycling, carbon export and food web dynamics [20, 21]. Over long timescales calcium carbonate is the major form in which carbon is buried in marine sediments, hence species composition is intimately linked to the strength of the biological pump and carbon burial in sediments [22, 23].
The effect of high CO$_2$ on tropical coral reefs has received particular attention [24, 25, 26] because calcification
rates in corals (which secrete a more thermodynamically stable form of CaCO$_3$, aragonite) decline under elevated CO$_2$ conditions. Predictions are that coral calcification rates may decrease by 21–40% over the period 1880–2065 in response to changes in atmospheric CO$_2$ concentrations [27, 28, 29]. Reduction in coral calcification can result in declining coral cover and loss of the reef environments [25]. Coral reefs are essentially oases of high productivity such that they produce 10–12% of the fish caught in the tropics and 20–25% of the fish caught by developing nations [30]. The sea contributes about 90% of the animal protein consumed by many Pacific Island countries.
Calcification rates respond not only to carbonate saturation state, but also to temperature, nutrients, and light. It has been argued that increasing temperature, at least in corals, may invoke a biological response that leads to higher calcification rates in the short term. This might offset the impact of declining carbonate ion concentrations [31]. Although there is concern over these studies [5, 25] they do show the importance of looking at the impacts synergistically.
Extensive cold water corals have been discovered in the last decade in many of the world’s oceans that may equal or even exceed the coverage of the tropical coral reefs [32]. A decrease in the depth below which aragonite dissolves, due to reduced carbonate ion concentrations, may make these ecosystems particularly vulnerable [33]. This effect will be greatest in the higher latitudes and impact calcifying organisms that live there [5]. For instance, pteropods are the dominant calcifiers in the Southern Ocean and are an important part of the Antarctic food web and ecosystem.
The availability of marine nutrients, necessary for primary production, is affected by pH. The form of both phosphorus and nitrogen, the key macro nutrients, are pH sensitive; acidification provoking a reduction in the available form of phosphate (PO$_4^{3-}$) and a decrease in ammonia (NH$_3$) with respect to ammonium (NH$_4^+$), changing the energetics of cellular acquisition. A second consequence of low pH may be the inhibition of microbial nitrification [34] with a resulting decrease in the oxidised forms of nitrogen (e.g. NO$_3^-$). As a result we may see a decrease in the NO$_3^-$ dependant denitrification process which removes nitrogen from the marine system in the form of nitrogen gas. The resulting build-up of marine nitrogen (mainly as NH$_4^+$) may trigger eutrophication effects.
The solubility (and availability) of iron, an important micro-nutrient, is likely to increase with acidification, perhaps increasing productivity in some remote ocean basins that are currently iron limited. The net effect of these processes is likely to change the nutrient availability to phytoplankton, impacting species composition and distribution and consequently the rate of carbon cycling in the marine system. Changes to the phytoplankton community structure are likely to affect the organisms that prey on phytoplankton, including economically important species [35, 36, 37].
If the environmental CO$_2$ concentration is high (equivalent to three-fold increases in atmospheric CO$_2$ relative to pre-industrial), fish and other complex animals are likely to have difficulty reducing internal CO$_2$ concentrations, resulting in accumulation of CO$_2$ and acidification of body tissues and fluids (hypercapnia) [38]. The effects of lower level, long term increases in CO$_2$ on reproduction and development of marine animals is unknown and of concern. High sensitivity to CO$_2$ is shown by squid (Cephalopods), because of their high energy and oxygen demand for jet propulsion, with a relatively small decrease in pH of 0.25 having drastic effects (reduction of c. 50%) on their oxygen carrying capacity [39].
Experiments, using CO$_2$ concentration beyond that expected to be seen in the next few hundred years, have shown that decreased motility, inhibition of feeding, reduced growth, reduced recruitment, respiratory distress, decrease in population size, increased susceptibility to infection, shell dissolution, destruction of chemosensory systems and mortality can occur in high CO$_2$/low pH waters in the small range of higher organisms tested to date, many of which are shellfish [5]. However, further experiments are required to investigate the impacts of the CO$_2$ and pH levels relevant to ocean uptake of anthropogenic CO$_2$.
Juvenile forms of shellfish may be less tolerant to changes in pH than adults. Indeed, greater than 98% of the mortality of settling marine bivalves occurs within the first few days or weeks after settling. This is thought to be in part due to their sensitivity to the carbonate saturation state at the sediment-water interface [40]. The higher seawater CO$_2$ concentrations that will occur in the future may therefore enhance shell dissolution and impact recruitment success and juvenile survival.
The average carbonate saturation state of benthic sediment pore waters could decline significantly, inducing dissolution of carbonate phases within the pore-water-sediment system [14]. Further, the benthic sediment chemistry of shallow coastal seas exhibits a delicate balance between aerobic and anaerobic activity which may be sensitive to varying pelagic CO$_2$ loads. In short, marine productivity, biodiversity and biogeochemistry may change considerably as oceanic pH is reduced through oceanic uptake of anthropogenic CO$_2$.
Changes that may occur in the same time frame as increased seawater CO$_2$ and reduced pH, include increased seawater temperature, changes in the supply of nutrients to the euphotic zone through stronger water column stratification, changes in salinity, and sea-level rise. There are likely to be synergistic impacts on marine organisms and ecosystems. There is surprisingly little research on the potential impact of a high CO$_2$ ocean on marine organisms and ecosystems let alone the impact this might have when combined with other climate-induced changes. This needs to be redressed. Whilst about 28 million people are employed in fishing and aquaculture with a global fish trade of US$53,000 million [30], the marine environment provides other valuable services [41] and its existence and
diversity is treasured. As the oceans play a key role in the Earth’s life support system, it would seem that a better understanding of the impacts of high CO$_2$ on the marine environment and consideration of mitigation and stabilization choices is worthy of substantial investment.
8.5 International Recognition
The global scientific community is increasingly concerned about the impacts of a high CO$_2$ ocean. This community includes the International Global Biosphere Programme (IGBP), the Scientific Committee on Oceanic Research (SCOR), the Commission on Atmospheric Chemistry and Global Pollution (CACGP) and the International Council for Science (ICSU). A SCOR and IOC-funded International Science Symposium held at UNESCO, Paris on 10–12 May 2004, *Symposium on the Ocean in a High-CO$_2$ World*, brought together scientists working in this area for the first time. The scientific consensus has been summarised in the report *Priorities for Research on the Ocean in a High-CO$_2$ World* [42] and the overwhelming conclusion was that there is an urgent need for more research in this area. The Royal Society formed an international working group to report on ocean acidification and published on 30 June 2005 [5]. Commissions and conventions that are policy instruments for the protection of our seas (such as the OSPAR (Oslo–Paris) Commission and the London Convention) have held workshops on the environmental impact of placement of CO$_2$ in geological structures in the maritime area and recognise the significance of ocean acidification caused by uptake of anthropogenic CO$_2$ as a strong argument, along with climate change, for global mitigation of CO$_2$ emission. A report to Defra, summarising the current knowledge of the potential impact of ocean acidification (by direct uptake or by release from sub-seabed geological sequestration) concluded that there was a need for urgent research to help inform government of the potential impact of both ocean uptake of anthropogenic CO$_2$ and its release from maritime sea bed geological structures [43].
8.6 Conclusions
This paper outlines only a few of the potential effects that higher CO$_2$ may have on the marine system. Many other processes are pH sensitive: for example, changes in pH also have the potential to disrupt metal ion uptake causing symptoms of toxicity, and intra-cellular enzymatic reactions are also pH sensitive [5]. Given continued CO$_2$ emissions, further marine acidification is inevitable and effects on the marine ecosystem are likely to be measurable. Whilst many of the effects are nominally negative, some could be considered positive. How these may balance out is unknown. The scientific community is far from being able to predict accurately the impact of acidification on the oceans and whether an appreciable decline in resource base may occur. We also need to address the key question of whether marine organisms and ecosystems have the ability to adapt to the predicted changes in CO$_2$ and pH. Ocean acidification will occur within the same time scales as other global changes associated with climate impacts. These also have much potential to alter marine biogeochemical cycling.
Modelling techniques provide an important mechanism for resolving whole system impact. Indeed, several researchers cite the need for integrated modelling studies [e.g. 35]. The problem is multi-disciplinary. We need to integrate atmosphere, hydrodynamic and ecosystem modellers, to build on experimental knowledge, and require significantly more system measurements in order to validate models. UK and international momentum is building towards this challenge and many of the required collaborations are being forged. However, the provision of manpower, computer, experimental and observational resources still needs to be addressed. Mitigation of CO$_2$ emissions will decrease the rate and extent of ocean acidification [5]. This is another powerful argument to add to that of climate change for reduction of global anthropogenic CO$_2$ emissions.
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15. Feely, R.A., Sabine, C.L., Lee, K., Berelson, W., Kleypas, J., Fabry, V.J. and Millero, F.J., 2004. Impact of anthropogenic CO₂ on the CaCO₃ system in the ocean. *Science*, **305**, 362–366.
16. Boyd, P.W. and Doney, S.C., 2002. Modelling regional responses by marine pelagic ecosystems to global climate change. *Geophysical Research Letters*, **29**, 1806, doi: 10.1029/2002GL014330.
17. Riebesell, U., Zondervan, I., Gattuso, J.-P., Tortell, P.D., Zeebe, R.E. and Morel, F.M.M., 2000. Reduced calcification of marine plankton in response to increased atmospheric CO₂. *Nature*, **407**, 364–367.
18. Holligan, P.M., Fernandez, E., Aiken, J., Balch, W.M., Boyd, P., Burkill, P.H., Finch, M., Groom, S.B., Malin, G., Muller, K., Purdie, D.A., Robinson, C., Trees, C.C., Turner, S.M. and Vanerwal, P., 1993. A Biogeochemical Study of the Coccolithophore, *Emiliania huxleyi*, in the North-Atlantic. *Global Biogeochemical Cycles*, **7**, 1–24.
19. Charlson, R.J., Lovelock, J.E., Andreae, M.O. and Warren, S.G., 1987. Oceanic phytoplankton, atmospheric sulphur, cloud albedo and climate. *Nature*, **326**, 655–661.
20. Engel, A., Zondervan, I., Aerts, K., Beaufort, L., Benthien, A., Chou, L., Delille, B., Gattuso, J.-P., Harly, J., Heemaa, C., Hoffmann, L., Jacquet, S., Meijer, J., Pizay, M.-D., Rochelle-Norwai, E.S., Schneider, J., Tabacchi, A. and Riebesell, U., 2005. Testing the direct effect of CO₂ concentration on marine phytoplankton: A mesocosm experiment with the coccolithophorid *Emiliania huxleyi*. *Limnology & Oceanography*, **50**, 493–507.
21. Delille, B., Harlay, J., Zondervan, I., Jacquet, S., Chou, L., Wollast, R., Bellier, R.G.I., Frankignoulle, M., Borges, A.V., Riebesell, U. and Gattuso, J-P., 2005. Response of primary production and calcification to changes of pCO₂ during experimental blooms of the coccolithophorid *Emiliania huxleyi*. *Global Biogeochemical Cycles*, **19**, GB2023 10.1029/2004GB002318.
22. Archer, D., 1995. Upper Ocean Physics as Relevant to Ecosystem Dynamics – a Tutorial. *Ecological Applications*, **5**, 724–739.
23. Tian, R.C., Vezina, A., Legendre, L., Ingram, R.G., Klein, B., Packard, T., Roy, S., Saenkoff, C., Silverberg, N., Theriault, J.C. and Tremblay, J.E., 2000. Effects of pelagic food-web interactions and nutrient remineralization on the biogeochemical cycling of carbon: a modeling approach. *Deep-Sea Research Part II*, **47**, 637–662.
24. Kleypas, J.A., Buddemeier, R.W., Archer, D., Gattuso, J.-P., Langdon, C. and Opdyke, B.N., 1999. Geochemical Consequences of Increased Atmospheric Carbon Dioxide on Coral Reefs. *Science*, **284**, 118–120.
25. Kleypas, J.A., Buddemeier, R.W. and Gattuso, J.-P., 2001. The future of coral reefs in an age of global change. *International Journal Earth Sciences*, **90**, 425–437.
26. Mumby, P.J. and Atkinson M.J., 1999. Effects of lowered pH and elevated nitrate on coral calcification. *Marine Ecology Progress*, **188**, 117–126.
27. Langdon, C., Takahashi, T., Marubini, F., Atkinson, M., Sweeney, C., Aceves, H., Barnett, H., Chipman, D. and Goddard, J., 2000. Effect of calcium carbonate saturation state on the calcification rate of an experimental coral reef. *Global Biogeochemical Cycles*, **14**, 639–654.
28. Langdon, C., Broecker, W.S., Hammond, D.E., Glenn, E., Fitzsimmons, K., Nelson, S.G., Peng, T.-H., Hajdas, I. and Bonani, G., 2003. Effect of elevated CO₂ on the community metabolism of an experimental coral reef. *Global Biogeochemical Cycles*, **17**, 1011, doi: 10.1029/2002GB001941.
29. Leclercq, N., Gattuso, J.-P and Jaubert, J., 2000. CO₂ partial pressure controls the calcification rate of a coral community. *Global Change Biology*, **6**, 329–334.
30. Garcia, S.M. and De Leiva Moreno, I., 2001. Global overview of marine fisheries. Report of the Conference on Responsible Fisheries in the Marine ecosystem (ftp://ftp.fao.org/fi/DOCUMENT7 Reykjavik/Draft.htm) Reykjavik, Iceland, 1–4 October 2001.
31. Lough, J.M. and Barnes, D.J., 2000. Environmental controls on growth of the massive coral porites. *Journal of Experimental Marine Biology and Ecology*, **245**, 225–243.
32. Freiwald, A., Fossa, J.H., Grehn, A., Koslow, T. and Roberts, J.M., 2004. Cold-water coral reefs: Out of sight no longer out of mind. No. 22 in Biodiversity and Conservation, WCRP, Cambridge, UK.
33. Gattuso, J.-P., Aumont, O., Key, R., Sabine, C., Plattner, G.K., Joos, F., Maier-Reimer, E., Weigert, M.F., Schäfer, R., Matear, R., Slater, R., Sarmiento, J., Doney, S., Lindsay, K., Follows, M., Yool, A., Moucheut, A., Yamanaka, Y. and Ishida, A. Aragonite undersaturation in the surface Southern Ocean by 2100. Proceedings of the symposium ‘The Ocean in a High CO₂ World’, Paris, 10–12 May 2004.
34. Huisman, M.H., Skulman, A.D. and Cresciua, E.A., 2002. The inhibition of marine nitrification by ocean disposal of carbon dioxide. *Marine Pollution Bulletin*, **44**, 142–148.
35. DeAngelis, D.L. and Cushman R.M., 1990. Potential application of models in forecasting the effects of climate changes on fisheries. *Transactions of the American Fisheries Society*, **119**, 224–239.
36. Frank, K.T., Perry, R.I. and Drinkwater, K.F., 1990. Predicted response of Northwest Atlantic invertebrate and fish stocks to CO₂-induced climate change. *Transactions of the American Fisheries Society*, **119**, 355–365.
37. Nejstgaard, J.C., Gissmervik, I. and Solberg, P.T., 1997. Feeding and reproduction by Calanus finmarchicus and microzooplankton grazing during mesocosm blooms of diatoms and the coccolithophore *Emiliania huxleyi*. *Marine Ecology Progress*, **147**, 197–217.
38. Portner, H.O., Langenbach, M. and Reipschläger, A., 2004. Biological impact of elevated ocean CO₂ concentrations: lessons from animal physiology and Earth history. *Journal of Oceanography*, **60**, 705–718.
39. Portner, H.O. and Reipschläger, A., 1996. Ocean dispersal of anthropogenic CO₂: physiological effects on tolerant and intolerant animals. In, *Ocean storage of CO₂: Environmental Impact* [Orr, B. and Angel, M., Eds.] MIT and IEA Greenhouse Gas R&D Programme, Chelsea, Mass, pp. 191–200.
40. Moore, R.L., Jones, M.E., Anderson, C.L., Moore, R.L. and Westman, B.A., 2004. Dissolution mortality of juvenile bivalvs in coastal marine deposits. *Limnology & Oceanography*, **49**, 727–734.
41. Costanza, R.R., d’Arge, R., de Groot, R., Farber, S., Grasso, M., Hannon, B., Limburg, K., Naeem, S., O’Neill, R.V., Paruelo, J., Raskin, R.G., Sutton, P. and van den Belt, M., 1997. The value of the world’s ecosystem services and natural capital. *Nature*, **387**, 253–260.
42. IOC, Intergovernmental Panel for Research on the Ocean in a High-CO₂ World. http://ioc.unesco.org/iocweb/cc2panel/Docs/Research%20Priorities %20Report-Final.pdf
43. Turley, C., Nightingale, P., Riley, N., Widdicombe, S., Joint, I., Galicenne, C., Lowe, D., Goldson, L., Beaumont, N., Mariotte, P., Groom, S., Smerdon, G., Rees, A., Blackford, J., Owens, N., West, J., Land, P. and Woodgate, R., 2004. Literature Review: Environmental impacts of a gradual or catastrophic release of CO₂ into the marine environment following carbon dioxide capture. (DEFR.A MARP 30 (ME2104) 31 March 2004.
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finepdfs
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VAD HÄNDER I TORSBY JANUARI 2009
Fre.2 ROCKKVÄLL, MAZIWA MED GÄSTER, Torsby Missionskyrka kl.20.00. Fri entré. Café.
Arr: Torsby SMU, Studieförbundet Bilda.
Lör.3 NATTCUPFOTBOLL, Västanviks AIJ:s, Mats Skog o Fritids nattcup i fotboll i Stjernehallen.
16 lag. Första match kl.11.00. Servering. Välkomna!
Lör.3-4 JaktstartsSM/Swe-cup i Skidskytte vid Valbergets skidstation. Första start kl.11.00. VÄLKOMNA!!!
Arr: Bore Biathlon
Lör.3 JULGRANDANS i Vitsands Ordenshus, kl.15.00. Välkomna!!!
Arr: NBV Vitsands IOGT-NTO
Lör.3,4,6 LABAN, VÄRLDENS SNÅLLAST SPÖKE!, Bio, Stjärnan kl.14.00.
Lör.3 RALLYBRUDAR, Bio, Stjärnan kl.17.00.
Lör.3,4,7 TWILIGHT , VÄRLDSPREMIÄR I SVERIGE, Bio, Stjärnan kl.19.00
Mån.5 Biblioteket är öppet till kl.13.00. Då biblioteket är stängt finns återlämningslåda på baksidan vid Lastbryggan.
Sön.9,11,13,14 VICKY CRISTINA BARCELONA, FILMEN HAR PREMIÄR DEN 9:e .Bio, Stjärnan kl.19.00.
Lörd.10 MK RATTEN STARTAR 50-ÅRSFIRANDET MED KLASSIKERN FINNSKOGSVALSEN.
Körs i trakterna kring Torsby. Tävlingen kommer att genomföras som en kvällstävling med första start från Gamla Torget kl. 15.00. Tävlingscentrat är på Stjerneskolan dit Ni är hjärtligt välkomna att hälsa på.
Arr: MK Ratten
Sön.11 JULGRANDANS i Fensbols Folkets Hus, kl.15.00-17.00. Gösta spelar dragspel. Välkomna!!!
Arr: Styrelsen för Fensbols Folkets Hus.
Sön.11 DIKT, SÅNG OCH GRÖTAFTON, Missionskyrkan kl.18.00. Annika Balkåsen och riksspeleman Helge Balkåsen. Eva-Lena Gustavsson. Julgröt serveras. VÄLKOMNA!!!
Sön.11 JULGRANDANS i Bastvärens Bygdegårdsförening, kl.15.00. Tomten kommer!!!. Välkomna hälsar Bastvärens BGF.
Tis.13 VI STARTAR VÅRA TISDAGSDANSER med Nils Birgers ork. kl.19.00. Inträde 20,- Servering.
Alla hjärtligt välkomna!
Arr: Oleby FHF, ABF
Fre.16 INVIGNING AV SAMVERKANSKONTORET i Sysslebäck. Öppet hus mellan 14.00-18.00. Närmare detaljer om invigningsprogrammet kommer i annonser och på kommunens webbplats.
Lör.24 AMBJÖRBY FOLKETS HUS dansar till dansbandskampens CC och Lee. kl.22.00-02.00. Välkomna!
Reservation för eventuella ändringar! För mera information hänvisas till evenemangskalendern på Torsby kommuns webbplats www.torsby.se (evenemang) och annonsering. Arrangemang för Kulturaffischen anmäls till Torsby bibliotek per telefon till Ingegärd Andersson tfn 161 10, e-post: firstname.lastname@example.org eller fax 0560-16105. Manusstopp den 20:e varje månad!Kom ihåg att också anmäla arrangemang till Turistbyrån email@example.com så att det kommer med på webbplatsen.
Kulturnämnden i Torsby.
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HuggingFaceFW/finepdfs/tree/main/data/swe_Latn/train
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finepdfs
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FONDAZIONE
"Opera Pia Domenica Pozzi Bollo"
Via Roma, 101 15020
CERRINA MONFERRATO (AL)
Tel. 0142/94130 - fax 0142/946639
C.F. 82001370061 P.IVA 01657820062
REGOLAMENTO DELLA STRUTTURA
INDICE
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E LA STRUTTURA OSPITANTE
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1. LOCALIZZAZIONE
La Fondazione Opera Pia Domenica Pozzi Bollo "R.S.A." Residenza SocioSanitaria", è ubicata in via Roma 101 a Cerrina Monferrato (AL) nel pieno centro del paese di Cerrina Monferrato
2. TIPOLOGIA E FINALITA' DELLA "R.S.A".
La Fondazione Opera Pia Domenica Pozzi Bollo è una Struttura sociosanitaria che mette al centro la persona e i suoi bisogni sanitari, sociali e di relazione, tramite l'erogazione delle prestazioni sulla base delle specifiche esigenze della persona assistita, attraverso la flessibilità degli interventi in realizzazione del Progetto Assistenziale Individualizzato.
L'erogazione di attività sociosanitarie si prevede in regime di residenzialità, in favore di persone autosufficienti e non autosufficienti, che debbano essere aiutate nell'espletamento delle funzioni della vita quotidiana e che, per essere assistite ed aiutate, necessitano di prestazioni sociosanitarie continuative, stabilmente o temporaneamente non attuabili al domicilio.
a) La R.S.A. Opera Pia Domenica Pozzi Bollo, sulla base dei provvedimenti n. 411 del 21/04/2004 , n. 1685 del 31/10/2010 e n. 2012/413 del 18/10/2012 dell'ASL di Alessandria è autorizzata al funzionamento per n. 55 ospiti di cui accreditati per n. 12 (RSA per anziani non autosufficienti)
b) I livello prestazionali sono resi nel rispetto di quanto previsto dalle vigenti normative regionali in materia, nello specifico della D.G.R.45-4248 del 30.07.2012 e s.m.i. e D.G.R 38-16335 del 29.06.1992 e s.m.i. per le prestazioni rese a favore degli ospiti autosufficienti è non:
- Alto livello incrementato
- Alta intensità
- Medio-alta intensità
- Media intensità
- Medio-bassa intensità
- Bassa intensità
c) Modello Organizzativo (ALLEGO ORGANIGRAMA).
3. MODALITA ORGANIZZATIVE
Un approccio multidisciplinare alla persona e alle sue esigenze determina risposte differenziate e articolate sulla base delle necessità e a seconda delle potenzialità e dei bisogni della stessa. Questo è possibile solamente attraverso il metodo di lavoro di équipe.
L'intervento che viene realizzato presso la Struttura nasce dai presupposti che di seguito si sintetizzano:
Centralità della persona ospite e della sua famiglia;
massimo rispetto della dignità della persona;
valorizzazione dell'autonomia della persona, perseguendone il recupero e/o stimolandone il mantenimento, e creando percorsi atti a soddisfare il bisogno di autodeterminazione;
sviluppo delle risorse/potenzialità - se pur residue - che ognuno presenta;
soddisfacimento dei reali bisogni, espressi ed inespressi, a livello bio-psicosociale dell'individuo;
prevenzione rispetto all'induzione di "bisogni da istituzionalizzazione";
coinvolgimento, della famiglia dell'Ospite;
organizzazione del lavoro efficace, efficiente e flessibile, basandosi sulle potenzialità ed i bisogni degli Ospiti;
organizzazione e gestione armonica della Struttura;
adattabilità della struttura ai bisogni della persona e non costrizione dell'individuo a subire modelli organizzativi statici;
garanzia di comfort ambientale (ambiente interno ed esterno, arredi e attrezzature) come elemento indispensabile ed armonico per il raggiungimento del concetto più ampio di stare bene e come stare bene in un determinato posto;
garanzia di realizzazione della miglior qualità di vita possibile per ogni singolo ospite;
"apertura" della struttura, in termini virtuali e concreti, dall'interno all'esterno e viceversa.
Al fine di concretizzare un lavoro di "servizio di rete", gli obiettivi di cui al punto precedente vengono realizzati attraverso:
approccio pluriprofessionale alla persona;
conoscenza dell'ospite e della sua famiglia, antecedentemente all'ingresso in struttura;
particolare attenzione all'accoglienza in struttura, sia dell'ospite sia della famiglia;
osservazione partecipe delle condizioni dell'Ospite, per rilevare e valutare potenzialità e bisogni, al fine di redigere, in équipe, il Piano Assistenziale Individuale (P.A.I.);
condivisione del P.A.I. con l'ospite, se in grado di recepire e la sua famiglia (consenso informato);
verifica ed eventuale riformulazione e/o proseguimento del P.A.I. attivato;
organizzazione delle attività per piani;
organizzazione delle attività per l'intero presidio;
non sovrapposizione alla persona, ma stimolo al mantenere e recuperare il fare da sé;
atteggiamento di tipo prettamente preventivo e fortemente riabilitativo.
La Residenza garantisce la copertura del fabbisogno complessivo di risorse tecnico-professionali, con riferimento agli standard prestazionali medi individuati dalla citata normativa e vede garantita l'erogazione dei seguenti servizi:
-Assistenza medica per ospiti R.S.A.: viene garantita attraverso i medici di medicina generale sulla base delle disposizioni previste dalla vigente normativa (D.G.R. 28-2690 del 24.04.2006 - Art. 14 e da quanto disposto dalla D.G.R. 45- 4248 del 30.07.2012 e dal vigente Accordo Collettivo Nazionale). L'ospite, preferibilmente, dovrà provvedere ad effettuare la variazione del proprio Medico di Base, scegliendone liberamente, uno tra coloro i quali operano presso la Residenza.
-Assistenza infermieristica: è garantita attraverso le figure professionali infermieristiche per i tempi medi giornalieri indicati dalla D.G.R. 45-4248 del 30.0./2012 e s.m.i., con riferimento a ciascuna fascia d'intensità e livello di complessità, afferente agli ospiti R.S.A. e con riferimento alla D.G.R. 3816335 del 29/06/1992 e s.m.i. per le prestazioni rese a favore degli ospiti autosufficienti.
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-Assistenza tutelare alla persona: garantita attraverso le figure professionali con qualifica di Operatore Socio Sanitario (OSS) per i tempi medi giornalieri indicati dalla D.G.R 45-4248 del 30.07.2012 e s.m.i. , con riferimento a ciascuna fascia d'intensità e livello di complessità, per quel che riguarda gli ospiti R.S.A., e con riferimento alla D.G.R. 38-16335 del 29/06/1992 e s.m.i. per le prestazioni rese a favore degli ospiti autosufficienti e demandata in Appalto a una Cooperativa.
-Attività di animazione: viene garantita in base alle necessità individuate nel progetto individuale, con riferimento al tempo medio indicato dalla D.G.R. 45-4248 del 30.07.2012 e s.m.i.
-Attività di riabilitazione, mantenimento psico-fisico, supporto psicologico professionale: viene garantita da figure dell'area delle professioni non mediche, con riferimento ai tempi medi indicati d.g.r. n. 45-4248 del 30.07.2012 e s.m.i., per ciascuna fascia d'intensità e livello di complessità. Gli interventi riabilitativi possono essere di tipo estensivo e/o di mantenimento e sono svolti da operatori dell'area delle professioni della riabilitazione psico-fisica e/o motoria e supporto, su necessità, psicologico professionale, in relazione alle necessità degli Ospiti definite e quantificate nell'ambito del progetto individuale e/o del relativo piano di assistenza.
-Servizi Alberghieri R.S.A.: sono garantiti i servizi di:
- Cucina,
- Pulizie,
- Lavanderia.
4. DECALOGO DEI DIRITTI DEGLI OSPITI
Seguendo il D.G.R. n. 45-4248 del 30.07.2012 e s.m.i. , la Struttura garantisce:
Diritto alla vita : ogni persona deve ricevere la tempestiva, necessaria e appropriata assistenza per il soddisfacimento dei bisogni fondamentali
per la conservazione della vita;
diritto di cura ed assistenza dell'ospite nel rispetto della sua volontà, che deve essere curata in scienza e coscienza;
diritto di prevenzione: ad ogni persona deve essere assicurato ogni strumento atto a prevenire rischi e/o danni alla salute e/o alla sua autonomia;
diritto di protezione: ogni ospite in condizioni di bisogno deve essere difesa da speculazioni e da raggiri;
diritto di parola e di ascolto: l'ospite che deve essere ascoltato e le sue richieste soddisfatte nel limite del possibile;
diritto di informazione : ogni persona deve essere informata sulle procedure e le motivazioni che sostengono gli interventi a cui viene sottoposta;
diritto di partecipazione: ogni ospite deve essere coinvolto sulle decisioni che lo riguardano;
diritto di espressione: ogni ospite deve essere considerato come individuo portatore di idee e valori ed ha il diritto di esprimere le proprie opinioni;
diritto di critica : ogni persona può dichiarare liberamente il suo pensiero e le sue valutazioni sulle attività e disposizioni che la riguardano;
diritto al rispetto ed al pudore: l'ospite deve essere chiamata con il proprio nome e cognome e deve essere rispettata la sua riservatezza ed il suo senso del pudore;
diritto di riservatezza: ogni ospite ha diritto al rispetto del segreto su notizie personali da parte di chi eroga direttamente o indirettamente l'assistenza;
diritto di pensiero e di religione: l'ospite deve poter esplicitare le sue convinzioni filosofiche, sociali e politiche nonché praticare la propria confessione religiosa.
5. MODALITÀ DI AMMISSIONE E DIMISSIONE DEL OSPITE E RELATIVA DOCUMENTAZIONE
Le fasi che portano all'ammissione di un nuovo Ospite alla Struttura avvengono in base alle seguenti modalità:
1. Richiesta del Servizio inviante (Unità di Valutazione Geriatria dell'A.S.L.) o domanda di inserimento da parte di soggetti privati. La valutazione delle condizioni di accoglienza, delle condizioni di permanenza e delle esigenze specifiche e dirette di assistenza è affidata all'équipe Multidisciplinare composta dalla Direzione della Struttura, dal medico curante, dal Coordinatore Infermieristico, dal Coordinatore OSS, dal Tutor al quale sarà affidato, dal Fisioterapista della riabilitazione motoria
2. Visita all'utente (ove possibile) presso domicilio o visita presso nostra struttura al fine di avere una conoscenza diretta dell'ospite, dei familiari e delle loro necessità;
3. Periodo di osservazione, raccolta di tutte le informazioni fornite dai vari operatori o familiari oltre che dall'osservazione diretta.
4. Visita conoscitiva della Casa di Riposo da parte dell'ospite e dei familiari;
5. Stesura del progetto assistenziale individualizzato (P.A.I./P.E.I.) e nomina del Tutor del progetto tra gli operatori del nucleo nel quale è inserito l'ospite;
8 Consegna della Carta dei Servizi e del Regolamento della Casa di Riposo all'Ospite ed ai familiari.
5.a Sottoscrizione del Contratto di Ospitalità
I documenti richiesti in quanto necessari all'ammissione sono:
-firma per accettazione Contratto di Accoglienza tra Struttura e Cliente;
-documento di Identità valido (fotocopia);
-fotocopia eventuale verbale di invalidità;
-tessera di iscrizione al Servizio Sanitario Nazionale (originale);
-certificato esenzione ticket (originale);
-documentazione sanitaria recente se in possesso (ricoveri in ospedale, esami, radiografie, ecc. che risalgono al massimo a 12 mesi precedenti);
- prescrizione e somministrazione farmacologica da parte del Medico di Medicina Generale o dal Sanitario della struttura di provenienza dell'ospite;
-dichiarazione del Medico Curante dalla quale risulti la insussistenza di malattie contagiose o situazioni pericolose e contrarie alla vita in comunità;
-indirizzo e recapito telefonico del Tutore, Amministratore di Sostegno o Delegato e, se esistente, di almeno un altro parente (fotocopia eventuale tutela – amministrazione di sostegno). Se l'ospite è soggetto a provvedimento di tutela è necessario consegnare alla struttura il verbale del Tribunale con nomina del Tutore ;
-dichiarazione sulla struttura pubblica e/o privata ove ricoverarsi se non si volesse usufruire dell'Ospedale di zona ad eccezione del caso di emergenza.
Ogni nuovo ospite viene registrato, ai sensi di legge, a cura della Direzione della Struttura sull'apposito Registro delle Persone Alloggiate.-
All'arrivo in struttura, l'ospite viene valutato circa le sue condizioni generali dal Medico Curante, gruppo infermieristico. A seguito di quanto emerge da questo
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incontro e in relazione alla tipologia di patologia riscontrata l'utente viene collocato in uno dei nuclei della Struttura e inserito in una camera.
Questa collocazione può, in seguito, variare sulla base delle condizioni di salute dell'ospite o in relazione alla necessità di salvaguardia socioassistenziale e relazionale dell'ambiente comunitario.
La Direzione della Struttura è comunque autorizzata ad effettuare variazioni di sistemazione qualora dovessero intervenire elementi di incompatibilità tra gli Ospiti della stessa camera e/o per esigenze organizzative e/o assistenziali o sanitarie debitamente motivate e segnalate nei P.A.I.
5.b Unità di Valutazione
La valutazione delle condizioni di accoglienza, delle condizioni di permanenza e delle esigenze specifiche e dirette di assistenza, è affidata all'équipe Multidisciplinare, coordinata dal staff Infermieristico e, sulla base di quanto emerge, nei tempi prescritti, viene stilato il P.A.I.
5.c Procedure e tempi di preavviso e di disdetta reciproca e modalità di dimissione o decesso degli ospiti
In caso di trasferimento, allontanamento, decesso della persona ospitata, la Residenza si impegna a rilasciare, su richiesta, alle persone indicate nel contratto di ospitalità, copia della documentazione sociosanitaria in proprio possesso e relativa all'ospite medesimo.
Il rapporto giuridico che si instaura tra la Struttura e l'Ospite è a tempo indeterminato, salvo disdetta tra le parti o accordi differenti presi al momento dell'inserimento.
Il rapporto inizia con l'accettazione e la sottoscrizione del contratto contenente la data di decorrenza e si conclude nei seguenti casi:
- per ricoveri di sollievo
- per ricoveri in Continuità Assistenziale o Alti Livelli
- per disdetta dell'Ospite indirizzata alla Direzione della Struttura
- per disdetta da parte della Direzione della Struttura inviata all'Ospite con preavviso di almeno 30 (trenta) giorni in forma scritta.
- per allontanamento dell'Ospite da parte della Direzione per causa di motivi grave ( l'allontanamento dalla struttura può essere altresì concordato dalla Direzione con i competenti Servizi sanitari qualora ciò si renda necessario a tutela della salute psicofisica dell'Ospite o della comunità di cui fa parte)
- per decesso dell'Ospite.
Al momento della dimissione sarà consegnata la seguente documentazione:
- Relazione del MMG con indicazione della terapia farmacologica attuale;
- relazione clinica dell'equipe curante;
- copia della diagnostica effettuata durante la permanenza in Struttura
- Documenti personali consegnati in originale all'ingresso .
5 d. Il Delegato
La richiesta di Accoglienza deve essere controfirmata da un famigliare, o una Persona di fiducia dell'Ospite, in seguito denominata "Delegato", che firmando contestualmente questo documento, si impegna a funzionare come tramite tra la Direzione della Struttura e l'Ospite ogni qual volta se ne presenti la necessità e, in via di urgenza, assumere in solido tutte le obbligazioni contrattualmente definite tra la Struttura e l'Ospite, oppure da Tutore o Amministratore di sostegno.
Prima dell'ingresso l'Ospite è invitato a prendere visione dei locali della Residenza (in particolare della camera), che saranno messi a sua disposizione e a concordare con la Direzione della Struttura la data di ingresso del posto.
6. PRESTAZIONI E MODALITA' DI EROGAZIONE (D.G.R 45-4248 /2012 e s.m.i)
6.a Descrizione dei Servizi (Compresi nella Retta)
Agli Ospiti viene garantita l'assistenza ai sensi della D.G.R. 45/2012 e precisamente:
-Assistenza medica
Garantita attraverso i Medici di Medicina Generale (M.M.G), sulla base delle disposizioni vigenti
Al momento dell'ingresso nella Residenza, l'Ospite è tenuto a indicare, il nominativo del Medico di Medicina Generale (M.M.G.) convenzionato con il Servizio Sanitario Nazionale (S.S.N.) e delle cui prestazioni intende avvalersi; può indicare il nominativo di un ulteriore sanitario di fiducia e la struttura sanitaria specifica ove desideri essere ricoverato in eventuale caso di necessità.
In mancanza di indicazioni precise il Medico Curante provvederà ad inviare l'Ospite nella struttura ospedaliera competente per territorio
Il servizio infermieristico o gli operatori, in caso di non reperibilità del Medico di Medicina Generale, provvederanno a far intervenire un altro Medico Curante o richiederanno l'intervento della Guardia Medica. . In caso di malattia in forma acuta, a discrezione del Medico Curante, l'Ospite riceverà le cure appropriate nella propria camera o verrà indirizzato presso le Strutture Sanitarie esterne.
In caso di ricovero ospedaliero saranno avvisati i parenti delegati o il Tutore o l'Amministrazione di Sostegno.
- Assistenza infermieristica
L' assistenza viene garantita attraverso le figure professionali infermieristiche per i tempi medi giornalieri indicati nella normativa.
Le prestazioni comprendono le normali cure di routine come: somministrazione dei farmaci prescritti, somministrazione e sorveglianza delle diete , assistenza al Medico di Medicina Generale, rilevamento delle condizioni generali del paziente, del polso, della pressione alta, della frequenza cardiaca; oltre come: effettuazione degli
esami di laboratorio più semplici , terapia iniettiva, fleboclisi, prelievi, etc., controllo delle prestazioni terapeutiche, prevenzione delle infezioni e delle cadute, individuazione precoce delle eventuali modificazioni dello stato di salute fisica e di compromissione funzionale, l'attivazione tempestiva degli interventi necessari da parte degli altri operatori competenti.
- Attività di riabilitazione
E' affidata ad un fisioterapista che svolge sia prestazioni individuali di riabilitazione e mantenimento che riabilitazione di gruppo sulla base delle indicazioni emerse dai PAI . Le attività vengono di norma svolte nella palestra attrezzata.
Attività di assistenza alla persona
Per la Struttura sono fondamentali gli interventi di protezione dell'individuo ovvero vigilanza e controllo nonché ausilio allo svolgimento delle funzioni della vita quotidiana, igiene personale, consumo dei pasti e riordino degli ambienti di vita dell'ospite.. Le attività vengono svolte da personale sociosanitario, in possesso di tutti i requisiti previsti dalla Legge, dipendenti o soci di cooperativa dio servizi.
- Attività di animazione
Tali attività sono garantite attraverso la convenzione con Associazione di volontariato o altre figure professionali inserite sulla base di un o specifico progetto. Le attività più comuni sono
- attività ludiche e creative
- laboratori di manipolazione, di pittura
- musicoterapia
- terapia occupazionale
- arte terapia
- giardinaggio
- pet terapy
- lettura individuale e di gruppo
Per lo svolgimento di queste attività all'interno della struttura vengono utilizzati saloni e spazi adatti . Durante la bella stagione vengono svolte anche in spazi all'aperto. Le attività sopramenzionate si svolgono giornalmente dal lunedì al venerdì.
La struttura garantisce altresì le seguenti prestazioni:
Conforto Religioso: E' presente una chiesetta dove viene celebrato il culto cattolico tre/quattro volta a settimana. Si può avere l'assistenza religiosa a richiesta dell'ospite anche in altri momenti
7. ALTRE PRESTAZIONI COMPRESE NELLA QUOTA SANITARIA
o La residenza provvede a fornire i farmaci per tutti gli ospiti e a rendicontare mensilmente all'utente il costo sostenuto per la somministrazione dei farmaci non esenti - fascia C - e non forniti direttamente dal S.S.R., allegando descrizione del farmaco acquistato e relativo scontrino fiscale in originale.
o Le tipologie di farmaci di fascia C ricompresi nel Prontuario Terapeutico Aziendale (PTA) sono erogati direttamente dall'A.S.L. e non sono soggetti a spese a carico dell'utente;
o La struttura integra a proprie spese la fornitura dei pannoloni forniti dal SSR mai sufficienti al bisogno.;
o La Struttura collabora con i famigliari nella stesura delle pratiche per richieste di ausili , presidi tecnici, materiale sanitario, richieste di invalidità e altre incombenze burocratiche;
o La Struttura organizza i servizi di trasferimenti in ambulanza per l'effettuazione di prestazioni diagnostiche e specialistiche e per visite di controllo. I trasporti predetti sono a carico dell'ospite e pagati direttamente a chi effettua il servizio.
8. PRESTAZIONI DI NATURA ALBERGHIERA
a - servizio ristorazione: è basato su di menù ciclico, su quattro settimane, invernale ed estivo, garantendo un servizio mensa adeguato sotto il profilo dietetico nutrizionale e della sicurezza alimentare con riferimento a tabelle dietetiche e nutrizionali prestabilite e approvate dal competente Servizio dell'A.S.L. e/o prescritte dal Medico Curante. Questo servizio comprende la somministrazione dei pasti con
modalità diverse a seconda della condizione psicofisica dell'ospite . In caso di necessità segnalata dal servizio infermieristico è previsto il pasto in camera e anche a letto e l'imboccamento alle persone che non sono in grado di provvedere autonomamente.
E' vietato l'ingresso dei parenti nei refettori per motivi di igiene e tranquillità degli ospiti.
b - servizio di Lavanderia e stireria della biancheria piana e degli indumenti degli ospiti
I personale addetto alla pulizia si occupa anche della lavanderia: viene lavata e stirata in struttura tutta la biancheria piana e i capi di abbigliamenti degli ospiti preventivamente contrassegnati a cura della famiglia in modo da essere identificabili.
c - parrucchiere: viene garantito settimanalmente il lavaggio dei capelli e mensilmente il taglio da parte degli operatori della struttura.
d - Igiene dei locali e servizio di pulizia della camera: il servizio di pulizia e riassetto della camera viene effettuato giornalmente . Il cambio della biancheria da camera e da bagno è effettuato al bisogno.
9. ALTRE ATTIVITA' ALBERGHIERE E/O DI SERVIZIO ALLA PERSONA NON INCLUSE NELLA TARIFFA RESIDENZIALE E PERTANTO A TOTALE CARICO DELL'UTENTE
Come previsto dalla normativa regionale vigente, la Struttura offre ed eroga prestazioni/attività aggiuntive ed ulteriori a quelli compresi nella retta di ospitalità rispetto a quelle previste nei Livelli Essenziali di Assistenza (L.E.A) o dai requisiti richiesti per l'accreditamento. Tali prestazioni possono essere:
espressamente richieste dall'Utente, ;
offerte dalla Struttura, senza alcun obbligo da parte dell'utente.
Essi sono riferibili alla singola persona e non alla generalità degli ospiti, sono prestazioni di natura alberghiera e/o di servizio alla persona
Rientrano tra queste attività :
> Parrucchiere: include tutte le attività ulteriori rispetto a quelle connesse con l'igiene personale, lavaggio, asciugatura, tagli, come sopra specificato. L'ospite può richiedere di usufruire del servizio di Parrucchiere quando lo desidera, su appuntamento, oltre alla prestazione mensile garantita e compresa nella retta; mensile;
> Cure estetiche: tutte le prestazioni estetiche richieste dall'utente saranno a carico dell'ospite ed effettuato da personale specializzato esterno.
> Lavanderia esterna: trattamento dei capi delicati non lavabili in lavatrice.
Non sono, inoltre, compresi nella retta di ospitalità la fornitura dei beni e dei servizi di seguito indicati:
> tutti i capi di abbigliamento personale comprese le calzature;
> oggetti e prodotti per l'igiene personale;
> piccole spese di vita quotidiana (bar ed altri generi di conforto personale);
> farmaci, ausili medici e protesici non erogati da Servizio Sanitario Nazionale (S.S.N.);
> eventuali ticket per: farmaci, visite mediche specialistiche, accertamenti ed esami;
> parcelle per consultazioni personali di professionisti e per eventuali ricoveri presso strutture che richiedano il pagamento di rette parziali o totali compreso l'accompagnamento;
> eventuali ulteriori prestazioni richieste espressamente dall'Ospite e che la Struttura si rende disponibile ad erogare.
Il costo mensile di ogni singolo supplemento viene indicato nell'apposita ricevuta che viene rilasciata all'Ospite a seguito del pagamento. Eventuali beni o servizi diversi non contemplati dal presente regolamento dovranno essere
considerati come non compresi nella retta di ospitalità e la loro fruizione e valorizzazione economica dovrà essere preventivamente concordata con la Direzione della Struttura.
10 . ATTIVITA' QUOTIDIANE
10.a Descrizione della giornata tipo all'interno della struttura
A titolo indicativo, proponiamo la descrizione di una giornata tipo all'interno della struttura. Eventuali variazioni a quanto riportato sono conseguenti alle esigenze di programmazione delle attività della Struttura ed alle necessità dei singoli Ospiti.
La giornata nella Struttura inizia con la sveglia alle ore 6,00.
L'operatore sociosanitario (O.S.S.), si occupa dell'igiene e della vestizione di ognuno. Gli infermieri provvedono alle medicazioni.
La colazione viene servita nel momento in cui l'Ospite raggiunge la sala da pranzo, tra le ore 8,00 e le ore 9,00 a.m. Dopo la colazione cominciano le varie attività di tipo riabilitativo, socializzante e sanitario sino alle ore 11.45.
Alle 11,45 il pranzo viene servito agli Ospiti che necessitano di essere imboccati, mentre per il mezzogiorno il pranzo viene servito a tutti gli Ospiti, con il supporto dell'operatore sociosanitario (O.S.S.).
Per chi lo desidera è previsto il riposo pomeridiano tra le ore 13:30 e le ore 15:00; gli altri Ospiti possono usufruire degli spazi comuni, visitare il giardino, guardare la televisione, ascoltare musica, ecc.
Alle ore 15:30 viene servito il thè o bevande varie
Dalle 15.30 alle 17.30 vengono svolte attività individuali o di gruppo.
La cena si svolge per chi necessita di essere imboccato alle ore 17:45 ed alle 18:00 per tutti gli altri Ospiti.
Il riposo notturno ha inizio non prima delle ore 20:00, salvo nei casi di esplicita richiesta dell'Ospite. Gli Ospiti possono scegliere liberamente l'orario in cui coricarsi. Vengono effettuate l'igiene e la messa a letto.
Nel corso del giorno e della notte l'operatore sociosanitario (O.S.S.) effettuano tutti gli interventi igienici ed i cambi secondo programmazione specifica o necessità;
Durante la giornata gli infermieri, oltre a provvedere alle medicazioni, somministrano le terapie farmacologiche.
Durante la mattinata e nel pomeriggio gli ospiti possono partecipare all'attività ludico-ricreative, riabilitative e motorie proposte dalla struttura;
Per un miglioramento nell'idratazione dell'Ospite, vengono offerte vari tipi di bevande durante la mattinata e durante il pomeriggio viene servita il the, alla quale seguono le attività programmate.
10.b Indicazione delle modalità per l'uscita ed il rientro in struttura
Gli Ospiti autosufficienti e con sufficiente capacità di movimento possono uscire durante il giorno dalla Struttura senza restrizioni, ricevere visite, comunicare telefonicamente con l'esterno, invitare e ricevere parenti e amici nei locali comuni.
È fatto obbligo agli Ospiti ed ai loro parenti di avvisare il personale di assistenza od infermieristico dell'uscita dalla Struttura, se tutelato, con autorizzazione scritta del tutore rispettando e indicando, l'orario di rientro.
10.c Norme di vita comunitaria
-L'Ospite ed i suoi familiari hanno il dovere di mantenere un comportamento consono ad uno stile di vita comunitario, nel rispetto degli altri ospiti e degli operatori della Struttura;
-l'Ospite, esercitando il diritto di ricevere visite ed ospitare familiari e/o amici, deve tener conto del necessario rispetto delle regole della Struttura e delle esigenze degli altri abitanti;
-l'Ospite ed i suoi familiari hanno il dovere di rispettare la dignità e la privacy degli altri abitanti e familiari nonché degli Operatori della Struttura;
-l'Ospite ed i suoi familiari hanno il dovere di osservare gli orari e le regole di convivenza concordate con gli Operatori e gli altri abitanti della Struttura;
-i familiari hanno il dovere di garantire la fornitura costante degli effetti personali del Cliente;
-i familiari hanno il dovere di saldare nei tempi previsti la retta e le eventuali spese accessorie.
-l'Ospite ed i suoi familiari sono tenuti ad avere cura di arredi ed accessori della Struttura.
Nel rispetto delle norme igieniche sanitarie in materia alimentare, nonché al fine di tutelare il regime dietetico dei singoli Ospiti, è fatto esplicito divieto agli Ospiti ed ai suoi familiari introdurre bevande o cibi (cucinati o confezionati) all'interno della Struttura. Eventuali deroghe saranno formalizzate per iscritto dalla Direzione a fronte di specifica richiesta.
All'ospite è fatto divieto di:
stendere alle finestre capi di biancheria;
tenere vasi di fiori o altri oggetti sui davanzali;
usare apparecchi rumorosi che possano arrecare disturbo agli altri ospiti;
gettare immondizia, rifiuti, ed acqua dalle finestre;
vuotare nel water, bidet, lavabo, qualsiasi materiale che possa otturare o nuocere al buon stato delle condutture.
L'ospite è tenuto a risarcire l'Amministrazione per eventuali danni causati per propria incuria o trascuratezza.
Il servizio telefonico è garantito a mezzo di impianto centralizzato, nella stanza è consentito l'uso di apparecchi audiovisivi che potranno essere collegati agli impianti d'antenna centralizzata, ove questi esistano. In tutti gli altri casi si dovrà usufruire di antenna interna.
L'ospite potrà:
nei limiti delle possibilità della Struttura scegliere i propri compagni di stanza;
sistemare i propri soprammobili con l'assenso dell'Amministrazione e degli eventuali compagni di stanza;
soggiornare liberamente nella stanza da letto ad esclusione dei periodi destinati alla pulizia del locale.
L'ospite si impegna:
ad osservare le regole d'igiene dell'ambiente non tenere nella stanza da letto cibi e bevande che possano influire sull'igiene dell'ambiente;
a non fumare all'interno della Struttura;
a rispettare il riposo dei compagni di stanza ponendo attenzione a non fare rumore e a non parlare a voce alta durante le ore considerate di riposo;
a non portare nelle camere e negli altri locali della struttura oggetti che possano costituire pericolo, ingombro o disturbo. E' assolutamente proibito usare apparecchi o strumenti per il riscaldamento;
a segnalare alla Direzione l'eventuale cattivo funzionamento degli impianti e delle apparecchiature idrauliche ed elettriche della camera;
a consentire al personale di servizio e a qualsiasi altra persona incaricata dalla Direzione di entrare nella camera e provvedere a pulizie e controlli;
a non consumare all'interno della struttura bevande alcoliche.
Rapporto con il personale
Gli Ospiti devono tenere con il Personale della Struttura rapporti di reciproco rispetto e comprensione. Sono invitati a non dare ordini al personale e a rivolgersi alla Direzione per segnalare inadempienze nel servizio o avanzare specifiche richieste. Agli Ospiti si chiede di accettare le indicazioni della Direzione o dei delegati specifici.
11 . ASSEGNAZIONE DELLE CAMERE
11.a Modalità di assegnazione delle camere.
Al momento dell'ingresso all'ospite viene assegnata una camera sulla base delle caratteristiche psicofisiche e delle preferenze manifestate. In camera, oltre al letto trova il comodino ed un armadio per le cose di sua proprietà.
L'ospite potrà, nei limiti delle possibilità della Struttura:
[x] scegliere i propri compagni di stanza;
[x] sistemare i propri soprammobili con l'assenso dell'Amministrazione e degli eventuali compagni di stanza;
[x] usare propri apparecchi radio-televisivi purché non arrechino disturbo agli ospiti;
[x] soggiornare liberamente nella stanza da letto, ad esclusione dei periodi destinati alla pulizia del locale.
10 .b Spostamenti
L'ospite può essere spostato di camera in relazione alla variazione delle proprie condizioni psicofisiche , del livello di intensità di assistenza necessaria al sostegno, per il miglioramento della convivenza e della qualità di vita dell'Ospite ovvero per esigenze organizzative della la Struttura
11.c Camera singola
Per la camera singola non è previsto un supplemento economico mensile. Le camere singole vengono destinate dalla struttura sulla base delle esigenze organizzative.
12. ORGANIZZAZIONE DEL PERSONALE FIGURE PROFESSIONALI, COMPITI E TURNI
All'interno della Struttura operano le seguenti figure professionali:
Responsabile di struttura/Direttore di comunità sociosanitaria.
Medici di medicina generale.
Infermieri professionali.
Coordinatori di Nucleo O.S.S.
Operatori addetti all'assistenza: Operatori Socio Sanitari (O.S.S.) (il numero degli operatori sono tale da garantire i turni notturni e festivi e le prestazioni
sono garantite nell'arco delle 24 ore in base ai livelli prestazionali erogati di cui al punto 1 del presente regolamento.
Fisioterapista e Tecnici della Riabilitazione motoria.
Animatori/terapisti occupazionali.
Parrucchiere/barbiere su richiesta
Personale Alberghiero: personale di pulizia, addetti lavanderia, addetti cucina.
L'organigramma del personale e l'orario di servizio degli operatori vengono portati a conoscenza degli Ospiti e familiari, attraverso l'esposizione, in locali comuni e accessibili al pubblico, di uno schema di presenza di ciascuna professionalità impegnata nella struttura.
Il numero degli operatori è tale da garantire i turni diurni, notturni, feriali e festivi. Le prestazioni sono garantite nell'arco delle 24 ore in base ai livelli prestazionali previsti dalla normativa regionale vigente.
13 . ACCESSO FAMILIARI E VISITATORI
13.a Orario di accesso alla struttura
La Residenza è accessibile ai parenti ed ai visitatori nei seguenti orari: dalle ore 09.00 alle ore 11.30 e dalle ore 15.00 alle ore 18.00, per tutti i giorni dell'anno. Si precisa che l'ufficio di Direzione è aperto secondo gli orari esposti all'interno della Struttura e comunque, sempre su appuntamento.
In caso di eventi particolari (ferie, festività, ecc.) o ricorrenze di calendario gli orari possono subire variazioni.
13.b Modalità di accesso alla struttura fuori dall'orario previsto
Eventuali accessi alla struttura fuori dall'orario previsto dovranno essere preventivamente autorizzati dalla Direzione della Residenza.
13.c Modalità per consumare il pasto in struttura da parte di parenti/conoscenti degli ospiti.
È facoltà dei parenti o conoscenti degli ospiti consumare il pasto presso la Struttura previo accordo con la Direzione e qualora, questo, non arrechi disturbo alla normale organizzazione della Struttura medesimo. Il costo del servizio verrà concordato con la direzione ed è a totale carico del cliente. La Direzione provvede ad informare anticipatamente i parenti ed i conoscenti del costo del pasto.
13.d Eventuali avvalimenti di persone
Eventuali avvalimenti di persone, estranee all'organizzazione della struttura, per compagnia dell'ospite, vanno preventivamente concordati con la Direzione della Residenza.
In ogni caso, la struttura è totalmente estranea a qualsiasi rapporto con la persona che è chiamata a prestare compagnia all'ospite.
14. ASSOCIAZIONI DI VOLONTARIATO
La Struttura persegue e favorisce la collaborazione con il volontariato, ritenuto importante per gli scopi istituzionali della Struttura. Gli interessati, pertanto, saranno adeguatamente informati sulle norme di regolamentazione interna degli ospiti e del personale.
La volontà di svolgere un'attività di volontariato deve risultare da domanda scritta indirizzata alla Direzione della Residenza. La prestazione volontaria non obbliga in alcun modo la Struttura ad assumere impegni economici.
I volontari si devono astenere da ogni azione che rechi serio pregiudizio all'organizzazione ed al funzionamento della Struttura , nonché debbono mantenere il più stretto riserbo su tutte le informazioni attinenti gli ospiti e la Struttura delle quali venissero a conoscenza nello svolgimento delle proprie attività.
Per ogni persona ammessa al servizio di volontariato deve essere garantita l'assicurazione infortuni sul lavoro con apposita polizza, stipulata dall'Associazione medesima.
Il calendario delle attività e l'orario di presenza dei volontari vengono messi a conoscenza degli ospiti e dei loro parenti, mediante affissione di comunicati all'interno della Residenza.
15. MODALITA' DI PAGAMENTO
Gli ospiti, indipendentemente, dalla loro tipologia (ospiti in convenzione senza integrazione retta da parte dei servizi socioassistenziali, ospiti in convenzione integrazione retta da parte dei servizi socioassistenziali e ospiti in forma privata) provvedono al pagamento della retta mensile, in via anticipata, entro il decimo giorno lavorativo del mese e, parimenti, provvedono al saldo delle spese sostenute dalla Struttura per conto dell'Ospite, e documentate a mezzo di fatture, ricevute e scontrini fiscali, di competenza del mese precedente.
15.a Modalità e dei tempi di mantenimento del posto in caso di ricovero ospedaliero, trasferimento in altra struttura, dimissioni, eventuali rientri in famiglia o decesso
Le assenze, anche se programmate, e la mancata fruizione, per qualsivoglia motivo, dei servizi oggetto del presente regolamento non danno origine a rimborsi o diminuzioni dei compensi . La quota della retta verrà pagata come se l'Ospite fosse presente e usufruisse di tutti i servizi. Solo nel caso di ospiti in convenzione con l'A.S.L. la quota verrà sospesa o diminuita in caso di ricovero ospedaliero, trasferimento temporaneo in altra struttura, dimissioni ed eventuali rientri in famiglia.
In caso di decesso la Struttura provvederà a custodire gli effetti della persona deceduta in un locale deposito e la retta giornaliera a carico del cittadino
utente verrà versata fino al giorno del decesso. La dimissioni volontarie da parte dell'Ospite, è tenuto a darne comunicazione alla Direzione della Struttura.
La Direzione della Struttura non si assume alcuna responsabilità di carattere civile o penale in merito ai beni di proprietà dell'Ospite non consegnati né ai fatti che possano insorgere a causa di scorretti comportamenti personali degli Ospiti o per causa di incidenti dovuti alle cose personali dello stesso. .
16. Tutela della privacy dell'Ospite e Documentazione (amministrativa, sanitaria, assistenziale)
Ai sensi del D. L.vo 196/03, ogni paziente godrà del diritto al rispetto del segreto su notizie personali da parte di chi eroga direttamente o indirettamente i Servizi all'interno della Struttura Opera Pia Domenica Pozzi Bollo "R.S.A.". Al momento dell'ingresso l'Ospite esprime il proprio consenso al trattamento dei dati personali comuni e sensibili mediante sottoscrizione dell'informativa sulla privacy allegata al contratto di ospitalità.
Per garantire questa tutela, le cartelle cliniche sono gestite, compilate e archiviate presso l'infermeria. L'accesso alle cartelle è consentito soltanto ai medici, infermieri, psicologi e fisioterapista/terapisti della riabilitazione e Direttore della Struttura.
All'interno della Struttura, relativamente ad ogni singolo Ospite, sono conservati documenti:
di prevenzione, diagnosi e cura richiesti dall'utente o in suo favore e comunque al fine di tutelare la salute della persona assistita;
di valutazione, allo scopo di migliorare i servizi offerti;
di controllo, strettamente connesso alle prestazioni erogate;
di certificazioni relative allo stato di salute;
amministrativo-contabili;
Tutta la documentazione predetta, nonché ogni informazione relativa all'Ospite viene gestita in accordo con quanto previsto dalla vigente normativa sulla Privacy.
17. Indicazione degli uffici interni e relative modalità di orario e di accesso
I livelli di responsabilità delle figure operanti all'interno della Struttura sono, identificati negli organigrammi funzionali e nominali esposti all'interno della Residenza, questo al fine di fornire all'Ospite ed ai suoi parenti i riferimenti ai quali rivolgersi per eventuali necessità o segnalazioni. A continuazione indico gli uffici interni e le relative modalità di orario e di accesso:
[x] Direzione: L'utente e/o i familiari e/o il Tutore possono rivolgersi al Direttore di Struttura per informazioni circa l'organizzazione della struttura, le necessità e per qualunque problema personale
[x] Medici di Medicina Generale per informazioni di carattere sanitario relative all'ospite.
[x] Infermieri per informazioni di carattere sanitario generali, appuntamento con medici di medicina generale, prenotazione visite specialistiche far riferimento all'infermiera presente in struttura, per informazione relative allo stato cognitivo - relazionale dell'ospite e supporto dell'ospite e/o del familiare, in particolar modo nella prima fase di inserimento, la Direzione è presente previo appuntamento presso la segreteria.
[x] Coordinatori O.S.S. dei singoli nuclei/O.S.S.: Per informazioni circa la quotidianità dell'ospite e per informazioni relative alle necessità di tipo personale (abbigliamento e vari), è bene rivolgersi al coordinatore OSS.
Terapista della riabilitazione/Fisioterapista: Fornisce informazioni relative al
[x] progetto di riabilitazione e mantenimento di tipo motorio.
[x] Amministrazione - Informazioni o necessità per:
pratiche amministrative;
versamento retta;
[x] Portineria: Rapporto con il pubblico e smistamento delle varie richieste telefoniche.
18. Rapporti tra utenti (e/o chi li rappresenta) e la struttura ospitante
Gli Ospiti, i loro tutori (o, ove previsto, i servizi sociali dei Servizi competenti) provvedono al pagamento di quanto dovuto preferibilmente a mezzo di bonifico bancario. Nello specifico provvederanno al pagamento nei tempi e nei modi indicati nel presente regolamento.
Per quanto afferente agli Ospiti convenzionati, ogni variazione dell'importo dalla tariffa complessiva (compresi gli adeguamenti al tasso inflattivo) dovrà essere preventivamente approvato dall'A.S.L. e dall'Ente gestore delle funzioni socioassistenziali di riferimento dell'Ospite medesimo ed a questo verrà data comunicazione da parte della Direzione della Struttura.
Copia del presente regolamento e del contratto di servizio di cui alla D.G.R. n. 44-12758 del 7/12/2009, vengono esposti, a cura della Direzione, in luogo accessibile all'interno della Residenza.
(Approvato dal Consiglio di Amministrazione della Fondazione nella seduta del 15/01/2020)
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MEMORANDUM
Date: May 15, 2015
To: The Honorable Members, Board of Supervisors
From: Angela Calvillo, Clerk of the Board
Subject: Food Security Task Force
Board of Supervisors Rules of Order 2.21 establishes certain criteria that must be included in legislation creating, establishing, or reauthorizing new bodies (boards/commissions/task forces/advisory bodies) and requires the Clerk of the Board to advise the Board on certain matters. In order to fulfill these requirements, the following is provided:
File No. 150349 Health Code - Extending the Food Security Task Force
The Food Security Task Force (Task Force) was established on August 12, 2005, and is set to sunset on July 1, 2015. This Ordinance amends Health Code, Section 470.2, to extend the sunset date to July 1, 2018.
- Does a current body address the same or similar subject matter?
No, there are no other bodies that address the same or similar subject matter.
- Language requiring the body to meet at least once every four months
The proposed legislation adds Section 470.1(d), which requires the Task Force to meet at least once every four months.
- Language indicating members serve at the pleasure of the appointing authority
Section 470.1(b) states that the members who are not department or School District representatives serve at the pleasure of the Board of Supervisors.
- Language establishing attendance requirements
The proposed legislation adds Section 470.1(b)(3), which establishes attendance requirements for members who represent a community-based organization and provides a process to remove a member for non-attendance.
- Number of seats and qualifications
There are a total of 15 members who are all appointed by the Board of Supervisors:
- Six (6) City Department or School District representatives from specified departments:
- Department of Human Services
- Department of Public Health, Nutrition Services
- Department of Aging and Adult Services
- Department of Public Health, Office of Food Systems
- Department of Children, Youth and Their Families
- Department of Environment Urban Agriculture
- One (1) San Francisco Unified School District representative
- Eight (8) representatives of community-based organizations that provide nutritional support and increase food security.
- Term limits (i.e., commencement date? staggered terms?)
City Department and School District representatives are assumed to serve by virtue of their office. Community-based organization representatives do not have term limits indicated because the intent is for the members to serve the life of the Task Force, which will expire on July 1, 2018.
- Administering department
Section 470.1(c) states the Department of Public Health shall provide clerical assistance and logistical support to the Task Force and its committees.
• Reporting requirements
The Task Force shall prepare an annual assessment of the state of hunger and food insecurity in San Francisco, with recommendations for funding, programs, and policy. The Task Force shall also submit bi-annual reports on the progress being made toward implementing the plan and meeting goals.
• Sunset date
The Task Force is set to sunset on July 1, 2015, and this Ordinance extends the sunset date to July 1, 2018.
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Visit West Iceland
| Village | Distance to Reykjavik | Borgarnes | Stykkishólmur |
|------------------|-----------------------|-----------|---------------|
| Akranes | 104 km | 37 km | 102 km |
| Arnarstapi | 195 km | 177 km | 87 km |
| Borgarnes | 76 km | 97 km | 98 km |
| Búðardalur | 153 km | 80 km | 86 km |
| Grundafjörður | 177 km | 103 km | 39 km |
| Húsafell | 131 km | 62 km | 156 km |
| Ólafsvík | 194 km | 121 km | 64 km |
| Reykholt | 108 km | 39 km | 137 km |
| Reykjanes | 74 km | 74 km | 172 km |
| Stykkishólmur | 172 km | 98 km | |
- Paved Road
- Gravel Road
- National Park boundaries
- Built-up areas
Scale: 1:500,000 | 1 cm = 5 km
Vesturland.is
westiceland.is
facebook.com/westiceland
#westiceland westiceland.is
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University of Kentucky
UKnowledge
Newsletter and Public Relations Committee
Committee Materials
1-17-1991
Letter to Dale Wagner providing information on SEAALL, January 17, 1991
Robin Gault
Follow this and additional works at: https://uknowledge.uky.edu/seaall_nprc
Part of the
Law Librarianship Commons
Right click to open a feedback form in a new tab to let us know how this document benefits you.
Repository Citation
Gault, Robin, "Letter to Dale Wagner providing information on SEAALL, January 17, 1991" (1991). Newsletter and Public Relations Committee. 116. https://uknowledge.uky.edu/seaall_nprc/116
This Correspondence is brought to you for free and open access by the Committee Materials at UKnowledge. It has been accepted for inclusion in Newsletter and Public Relations Committee by an authorized administrator of UKnowledge. For more information, please contact firstname.lastname@example.org.
Mr. Dale Wagner, Executive Secretary Florida Library Association 1133 w. Morse Boulevard, Suite 201 Winter Park, FL 32789
Dear Mr. Wagner:
The agenda and registration information for both the annual Southeastern Association of Law Libraries meeting and institute have been finalized, and I am enclosing that information for you.
The institute, "Copyright and Libraries: Issues for the 90's," will be held Thursday, March 14, in Tuscaloosa, Alabama. The $50 registration fee includes lunch.
The annual meeting, "Issues of the 90 's," begins Friday, March 15th and will end at noon on Saturday, March 16th. The registration fee is $95 for non-members. The program includes a wide variety of topics such as Records Management, Desk Top Publishing, Cataloging Alternatives and Paperless Technology in a Paper World. Complete agendas for both the institute and annual meeting are enclosed.
We hope you will share this information with your colleagues. SEALL welcomes your attendance at our meetings!
~
~;?. ~
Robin R. Gault Head of Public Services
January 17, 1991
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Průběh sametové revoluce v roce 1989 v divadlech ve Zlíně a v Uherském Hradišti.
Bakalářská diplomová práce
Vedoucí práce: Mgr. Libor Vodička, Ph.D.
2009
Prohlašuji, že jsem tuto práci vypracovala samostatně s využitím uvedených pramenů a literatury.
Ráda bych poděkovala vedoucímu své diplomové práce Mgr. Liboru Vodičkovi, Ph.D., který mi po celou dobu její tvorby poskytoval hodnotné a smysluplné podněty, dále Mgr. Igoru Stránskému, MgA. Michalu Stránskému, Ladislavu Kolářovi, Ivanu Kalinovi, PhDr. Karlu Pavlištíkovi, CSc., MgA. Janě Kaňkové a MgA. Rostislavu Markovi, kteří mi vyšli vstříc v rámci realizace rozhovorů a shromáždění cenných, mnohdy originálních dobových materiálů, po jejichž zpracování jsem měla možnost svoji práci sestavit.
Obsah:
1. Úvod.................................................................................................................. 5
2. Městské divadlo Zlín (tehdy Divadlo pracujících Gottwaldov).......................... 6
a. Charakter jednotlivých dní po 17. listopadu 1989........................................... 6
b. Dramaturgie divadla v roce 1989..................................................................... 25
3. Slovácké divadlo v Uherském Hradišti................................................................. 31
a. Charakter jednotlivých dní po 17. listopadu 1989........................................... 31
b. Dramaturgie divadla v roce 1989..................................................................... 49
4. Závěr.................................................................................................................. 54
5. Seznamy použitých pramenů a literatury............................................................ 56
a. Prameny.............................................................................................................. 56
b. Literatura.......................................................................................................... 57
6. Přílohy................................................................................................................ 58
1. Úvod
Koncem osmdesátých let XX. století, kdy probíhala v zemích tehdejší Varšavské smlouvy dlouholetá devastace kulturně společenské, politické i ekonomické sféry, a antipatie k vládě jedné strany v mnoha směrech stoupaly, bylo jen otázkou času, kdy se situace stane natolik neúnosnou, že dojde k převratu.
Znemožňování svobodné tvorby a umělecké kreativity, která by vybočovala z řady a k níž by lidé mohli vzhlížet, bylo tehdy denním chlebem socialismu. Přesto se lidé, toužící po projevění vlastního názoru a tvůrčí pestrosti, snažili vejit do možností režimu po svém. Mnohdy tak, například v divadelních kruzích, revoltovali proti omezeným možnostem chytrým sdělením „mezi řádky“, které poskytovalo jediný možný veřejný protest proti totalitnímu režimu, který nebyl sankciován.
To, že by mohla přijít změna, bylo možné jistým způsobem očekávat. Nikdo ale nemohl tušit, že to bude právě onoho osudného 17. listopadu 1989, kdy se z pokojné, povolené manifestace na uctění památky Jana Opletala k jejímu konci na Národní třídě v Praze vyvine neoprávněný a brutální zásah proti studentům. Chyba, které se vládnoucí strana dopustila, byla impulsem, na který se v houstnoucí atmosféře doby čekalo. Neakceptovatelné jednání zapřičinilo u studentů potlačení strachu z perzekuce, kteří den na to okamžitě vstoupili do celostátní protestní stávky, k čemuž vyzvali i ostatní občany republiky. Divadelníci byli po studentech první, kteří se ke stávce přidali a začali se spontánní, avšak promyšlenou koordinovanou činností, bojující v prvé řadě za prošetření zásahu a potrestání viníků, prosazení obnovy vlastních práv, svobody v médiích, zrušení nedotknutelnosti KSČ a osvobození vězňů svědomí. Přerušením chodu plánovaného repertoáru a poskytnutím divadelních prostor k veřejným diskusím, hromadnému informování občanů a pořádáním masových veřejných manifestací, to vše pod ustanoveným stávkových výborů divadla a později pod Občanským fórem, dostali lidé prostor k pozvednutí občanského vědomí a ztráceli ostých protestovat za právo na svoji svobodu.
Právě proto, že probíhaly veškeré snahy o svržení režimu velmi inteligentním způsobem a silou ducha, s absencí jakéhokoliv násilí, s neozbrojenými manifestujícími, provolávajícími „máme holé ruce“, dostala revoluce naprostým právem pojmenování „sametová“. A tak je převratem bez jediného mrtvého právoplatně světovým unikátem.
Neopomenutelnou a nepostradatelnou součástí změn, spějících k formování nového proevropského vývoje, byla v prvních porevolučních dnech i menší divadla mimo hlavní tepny, bez jejichž participace by progres ztrácel na kompaktnosti. Ve své práci se konkrétně zaměřuji na první polistopadové dny v Městském divadle Zlín, tehdy gottwaldovském Divadle pracujících a ve Slováckém divadle v Uherském Hradišti.
2. Městské divadlo Zlín,
tehdy Divadlo pracujících v Gottwaldově
a) Charakter jednotlivých dní po 17. listopadu 1989
Tehdejší doba plná dezinformací neumožňovala běžnému občanovi žijícímu mimo hlavní tepnu Prahy dozvědět se okamžité a pravdivé informace o nečekaně brutálním zákroku na poklidné manifestaci 17. 11. 1989 k uctění památky Jana Opletala. Na klamná média se spolehnout nedalo a přísun událostí se mimo okolí Prahy dostával v rámci aktivních iniciativ, osobních a telefonických kontaktů studentů a divadelníků.
Sobota 18.1.
Rychlý proud informací se strhl poté, co bezprostředně po zásahu na Národní třídě přiběhlo několik herců do Realistického divadla, kde právě skončila premiéra Maryši, a impulsivně seznámilo všechny přítomné s nečekanými okolnostmi. Realistické divadlo, které projevovalo koncem osmdesátých let při vystupování svým repertoárem proti režimu notnou dávku odvahy, svolalo na zítří mimořádnou schůzi, na níž se drtivá většina rozhodla nemístnému zásahu oponovat vstoupením divadla do stávky a vyzváním ostatních divadel k připojení se k ní. Divadelníci tak spolu se studenty vstoupili jako první 18. 11. 1989 do celostátní stávky.¹
Prvním hybatelem věcí v Městském divadle Zlín, za normalizace Divadlo pracujících, se stal po neoprávněném útoku proti studentům na pražské Národní třídě telefonát od tehdejší tajemnice Dagmar Barošová², která informovala domácnost Ivana Kaliny³, tehdy vedoucího Divadélka v Klubu. Jeho žena Božena Kalinová⁴ ihned přepsala text nadiktované výzvy ke vstupu do celostátní stávky, který paní Barošové nadiktovala studentka pražské DAMU. Protože se jednalo o nově vzniklou situaci a objevení podobného textu by bylo v případě jeho odhalení velmi kompromitující, vezl ho Ivan
---
¹ Černý, František, *Divadlo v bariérách normalizace (1968 - 1989)*, Praha, Divadelní ústav, 2008.
² Dagmar Barošová, tajemnice divadla v letech 1980 – 1995.
³ Ivan Kalina, v roce 1989 umělecký vedoucí Divadélka v klubu, dále v letech 1966-1990 hercem, a od r. 1990-1997 prvním porevolučním ředitelem Městského divadla Zlín.
⁴ Božena Kalinová, nyní ředitelka zlínské společnosti dobré vůle AGRO.
Kalina na odpolední představení inscenace *Sloky lásky* ve Studiu G ukrytý pod koberečkem v autě. V rychlosti telefonicky sdělil potřebné informace stranickému řediteli divadla, Jaromíru Roštinskému, který se však od přijetí jakékoli v textu navrhované stávky distancoval, odmítl uvěřit pro něj nepodloženým informacím a argumentoval nemožností okamžitého kontaktování Prahy pro ověření informací z důvodu obsazených linek. Pani Kalinová však mezitím obvolala pražská divadla, potvrdila si pravdivost provolání a získala přes Milenu Dvorskou i prohlášení divadelníků. Protože byl velký sál Divadla pracujících od června 1989 v rekonstrukci v rámci výměny sedadel a modernizace světelného parku, probíhala všechna představení v Divadelku v klubu a ve Studiu G (komorní scéna, vzniklá z bývalé zkušebny divadla). I přes konflikty s ředitelem vystoupili herci před plánovaným představením a přečetli divákům oba texty. Načež v publiku okamžitě vypukla tichá diskuse, po které se převážná většina z osmdesáti přítomných zvedla a odešla, čímž tiše vyjádřila svůj souhlas se stávkou divadel. Protože na představení přijel zájezd invalidů z Holešova, kteří prosili o sehrání představení, nakonec se podle plánu odehrálo. Herce už ale byli podle slov Ivana Kaliny z náhlé změny situace a reakce diváků v eufórii a duší někde jinde, a nedalo se tedy v tomto případě mluvit o ukázkově sehrané inscenaci.
Rozporuplně s předchozí reflexí situace Ivanem Kalinou zdokumentovalo večer v divadle místní periodikum *Naše pravda* 24. 11. 1989. Z článku „K situaci v okrese“ vyznělo, že herci sehráli představení naopak právě proto, že byli nepřijemně překvapeni reakcí bezprostředně odcházejících občanů, z čehož si následně čtenář mohl vyvodit, že byla většina diváků proti předesílané stávce. „Protože většina diváků odešla, rozhodli se herci nakonec představení odehrát.“
Na základě přečtení výzev pražských divadelníků a studentů a vytváření vlastních iniciativ se zlínské divadlo a VUT staly hlavními tepnami a centry města, které fungovaly v rámci informačních služeb, organizovaly podpisové akce, sbírky, rozmnožování a šíření tiskovin, prostor pro formování OF, výlep plakátů, osobní informování občanů i podniků a jednání s místními stranickými příslušníky.
Pražská ČTK vydala v Rovnosti den po osudné povolené demonstraci článek s názvem *Studentský pochod*. Charakter sdělení byl v převážné většině informativní do té doby, než se začalo schylovat k zásahu. Ospravedlnění zásahu bylo formou vyzdvíjení a zvětšení projevů některých
---
5 Jaromír Roštinský, ředitel DP v letech 1987 – 1989. V prosinci, 11.12 1989, vyzván uměleckým souborem k odchodu z funkce, nahrazen Ivanem Kalinou.
6 Milena Dvorská, tehdy v angažmá Divadla na Fidlovačce.
7 Osobní písemné paměti Ivana Kaliny k sametové revoluci ve Zlíně.
8 K situaci v okrese. *Naše pravda*. 1989, roč. 43, č. 92, s. 1
9 Dokument K provozní situaci v Divadle pracujících Zlín před vznikem stávky, bez data, str. 2, Archiv městského divadla Zlín.
účastníků, při čemž měly osoby „nechvalně známé svými projevy z předchozích období zneužít setkání pro své osobní ambice“ vykřikováním protisocialistických hesel, hanobením ústavních činitelů a představitelů strany a státu. Protože nepokoje trvaly i po skončení manifestace, byly pořádkové služby „nuceny sjednat pořádek.“ Střízlivostí, nikoli objektivitou, byla tedy hodnocena první zpráva, která se po 17. 11. dostala ke čtenářům ve Zlíně.
**Neděle 19.11.**
Na 10 hodin dopoledne svolal ředitel divadla schůzi části umělecké rady, na kterou si měl I. Kalina přinést oba texty výzev, přepsané na sekretariátu D. Barošové. Cílem rady byla snaha ředitele a několika dalších členů divadla vyvrátit souboru pravdivost získaných informací a zmírnit snahu realizovat stávku, zejména argumentováním nemožností ověřit pravdivost získaných materiálů a následně prosadit naplánované představení *Mordování pana Češtiny*. Diskuse byla rázně ukončena výstupem režiséra Jakuba Korčáka, který byl po svém absolvování dramaturgie a režie v roce 1984 stále v úzkém kontaktu s pražskými studenty, který se náhle dostavil s dalšími materiály, vyvracejícími jakékoli pochybnosti o autentičnosti provolání: „Tady jsou texty výzev, které jsem právě přivezl z Prahy z Národního divadla, a jestli tohle divadlo bude dnes večer hrát, dávám okamžitou výpověď.“ Na jevišti tentokrát vystoupil celý ansámbl a seznámil diváky s prozatímní změnou situace (mnozí se o zásahu dozvěděli poprvé) a o připojení se ke stávce. Konkrétně mluvili například Milena Marcilisová, výtvarník Josef Ruzselák, jehož dcera se zúčastnila demonstrace na Národní třídě, Pavel Majkus, Marcela Hudecová a každý mohl přinést ty zprávy, které se k němu donesly. Pouze jeden stůl diváků reagoval velmi rozčarovaně a dožadoval se vrácení vstupného. Jiný divák však na jejich stůl položil stokorunu (což byla tehdy cena čtyř plných vstupenek) a vyzval je k odchodu. Přes všechny snahy J. Roštinského ovlivnit diváky k tomu, aby se představení
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10 Praha čtk. Studentský pochod. *Rovnost: list sociálních demokratů českých*. 1989, roč. 104, č. 272, s. 1.
11 Jakub Korčák, režisér Divadla pracujících v letech 1987 – 1991.
12 Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlíně.
13 Milena Marcilisová (1953), v hereckém souboru Slováckého divadla od roku 1980 až dodnes.
14 Josef Ruzselák, výtvarník Slováckého divadla v letech 1957 – 1992.
15 Pavel Majkus, v hereckém souboru Slováckého divadla v letech 1985 – 2002.
16 Marcela Hudecová, v hereckém souboru Slováckého divadla v letech 1971 - 1998.
17 Tamtéž.
uskutečnilo, se koncepce večera odvíjela v novém duchu, jenž setrval po dobu následujících stávkových dní.\textsuperscript{18}
Ivan Kalina: „Pak už probíhal velmi příjemný a zajímavý večer, recitovali jsme Skácela, předčítali Hrabala, a hlavně vystupovali jednotliví členové souboru se svými názory a informacemi, co kdo věděl. Někteří diváci se nejen ptali, ale svobodně si povídali. Netušili jsme, že vchody do divadla už byly obsazeny příslušníky VB, kteří nikoho nepouštěli dovnitř a kontrolovali doklady všech odcházejících. A tak jsme se dostávali v pozdních hodinách poněkud obtížněji domů.“\textsuperscript{19}
Ti občané, kteří se zúčastnili diskusního večera v divadle a informace k nim nepronikly ani v rámci informování členy ansámlu, obcházejícími ve Zlíně osobně své známé i ostatní domácnosti s šířením zpráv o zásahu a následné stávce, mohli se o dění dozvědět z místního tisku až 24.11. Sdělení o tom, že se místní ansámbel v neděli připojil k pražským kolegům, dveře divadla zůstaly kvůli stávce zavřené a část diváků reagovala na stávku vrácením předplatného, vydal gottwaldovský list, \textit{Naše pravda}.\textsuperscript{20} Zprávy se k lidem dostaly také prostřednictvím ‘mírumilovného’ pedagogického projevu předsedy vlády, Františka Pitry, předneseným tentýž den v České televizi. Písemná zpráva projevu, uvedená ve zkráceném znění v \textit{Naší pravdě}, promlouvá ke studentům, umělcům a obecně mladým lidem s tím, že je pochopitelně ukázat touhu zapojit se, pokud jde o jejich budoucnost, ale nemělo by k tomu docházet neuváženými a zbrklými kroky, které stát nepřiblíží přestavbě. Reakce na oznámení stávky a výzev některých divadel byla v rámci jemné kritiky „rozjitřených citů“, které bychom měli držet na uzdě a měli říci NE chaosu a zmatku. Dále předseda vlády vyzval vysokoškolské studenty ke klidnému a pokojnému vývoji situace, podpory kroků vpřed k blahobytu a podobně.\textsuperscript{21}
\textbf{Pondělí 20.11.}
Vedení okresního výboru KSČ, okresního NV a OV NF se sešlo k mimořádnému zasedání, na kterém se projednávaly kroky k opatření pro zajištění klidu a pořádku v okrese. Výsledek mimořádné členské schůze KSČ Divadla pracujících přinesl souhlas s prosetřením zásahu ze 17. 11., zároveň apeloval na pokračování inscenací původního dramaturgického plánu. Tentýž večer bylo divadlo otevřeno veřejnosti k dialogu, znovu bylo čteno prohlášení z pražských divadel, recitovalo se a diskutovalo se o současné situaci a různých stanoviscích. Po schůzi se konalo veřejné setkání na
\textsuperscript{18} Dokument K provozní situaci v Divadle pracujících Zlín před vznikem stávky, bez data, str. 2, Archiv městského divadla Zlín.
\textsuperscript{19} Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlíně.
\textsuperscript{20} K situaci v okrese. \textit{Naše pravda}. 1989, roč. 92, č. 43, s. 1,
\textsuperscript{21} Vystoupení Františka Pitry v České televizi, \textit{Rovnost}, 1989, roč. 104, č. 273, s. 1.
Náměstí Míru, kde místní studenti a členové nezávislé iniciativy vyzvali přítomné občany k podpoře stávky.\textsuperscript{22} Protože ředitel Roštinský nařídil divadlo uzavřít, vydal se Ivan Kalina spolu s tehdejším výtvarníkem Petrem Dosoudilem\textsuperscript{23} včet projednat za ekonomickým náměstkem divadla Matouškem, který přislíbil znovuotevření divadla. Večer se však k překvapení ansámblu nic nezměnilo a ředitel svolil divadlo otevřít až pod tlakem, kdy se přede dveřmi shromáždila spousta lidí, kteří se dožadovali vstupu dovnitř.\textsuperscript{24} J. Roštinský omezil dobu trvání diskuse na půl hodiny.\textsuperscript{25} Ivan Kalina: „Do malého sálu se vrhnuло na 200 lidí, museli jsme vynosit židle a stoly. Aby se tam všichni vešli, sedělo se na zemi. Byli tam hlavně zástupci nezávislých iniciativ, například Petr Bartoš\textsuperscript{26} a další, a také paní Devátá, která informovala o Standovi.\textsuperscript{27} Přečetl jsem výzvy a všichni jsme řekli všechno, co jsme věděli. Po čtyřiceti minutách jsme se rozesílali s tím, že se takto budeme scházet pravidelně a třeba i na náměstí. Když jsem s několika kolegy opustil za asistence VB divadlo, připojili jsme se k hloučku na náměstí a slibili jsme si, že se pokusíme nazítří zajistit aparaturu a ozvučení.“\textsuperscript{28}
**Úterý 21.11.**
Od tohoto dne bylo divadlo až do generální stávky 27. 11. 1989 striktně veřejnosti uzavřeno na popud ředitele a veškerá setkání se odehrávala jen na náměstí Míru. Budova divadla však plně soužila organizačním potřebám zlínského OF.\textsuperscript{29} V rámci hromadných setkání herci moderovali, recitovali, tehdy měli pozitivní vliv na občany například herec Rostislav Marek\textsuperscript{30}, který dav podle slov I. Kaliny vyloženě „zapaloval“, Miroslav Zikmund, který dříve nemohl na veřejnost, i lidé, o kterých občané neměli vůbec zdání, například profesor Bobák, který psal projev, objevující se skoro na každé
\textsuperscript{22} K situaci v okrese. \textit{Naše pravda}. 1989, roč 43, č. 92, s. 1.
\textsuperscript{23} Petr Dosoudil, výtvarník divadla v letech 1983 – 1993.
\textsuperscript{24} Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlíně.
\textsuperscript{25} Dokument \textit{K provozní situaci v Divadle pracujících Zlín před vznikem stávky}, Archiv městského divadla Zlín., s. 1.
\textsuperscript{26} Petr Bartoš, Ing., ekonom, člen nezávislé organizace SPUSA (Společnost přátel USA), jedna z předních osobností zlínského OF.
\textsuperscript{27} Stanislav Devátý, JUDr., Dr. (1952), Signatář charty 77, signatář Několika vět (dokument vydaný Chartou 77 na jaře 1989, bojující za práva občanů), člen VONS (Výbor na obranu nespravedlivě stíhaných), po opakovaném věznění 20. 8. 1989 odsouzen k 20 měsícům vazby, nedostavil se k odvolacímu řízení a do revoluce 17. 11. 1989 v polské emigraci. Dostupné na: http://www.totalita.cz/vysvetlivky/o_devaty5.php.
\textsuperscript{28} Osobní písemné paměti Ivana Kaliny k Sametové revoluci 1989.
\textsuperscript{29} Dokument \textit{K provozní situaci v Divadle pracujících Zlín před vznikem stávky}, bez data., Archiv městského divadla Zlín.
\textsuperscript{30} Rostislav Marek, MgA. (1961), v hereckém souboru Městského divadla Zlín od roku 1984 dodnes., jedna z významných osobností zlínské listopadové revoluce.
manifestaci. Ivan Kalina: „Protože se na náměstí objevovaly zakázané osobnosti, byla pro mě ta hromadná setkání takovými Kulturními svátky. (...) Asi největší euforii u lidí vyvolala návštěva Tomáše Bati z počátku 90. roku, s nímž byl Zlín spjatý.“
Umělecký soubor se začal v rámci organizačních záležitostí stávkového výboru (prozatímce za něj byl prohlášen celý umělecký soubor) scházet v kanceláři bývalého dramaturga Miroslava Plešáka, později dramaturga M. Preiningera, který byl v divadle na poloviční úvazek, ale objevoval se v něm zřídka kdy. Díky pevné lince v kanceláři se zrychlila komunikace, která zaručovala přesný proud informací mezi Zlínem a Prahou. Prostory uvolněné kanceláře začaly plně fungovat k organizačním potřebám, na nástěnce se objevovaly nejnovejší zprávy, reflektující nově vzniklou situaci. Důležitým organizačním prostředkem byla listina s názvem Stávka, která svým přesným rozpisem určovala služby jednotlivým členům stávkového výboru, a ty směřovaly například k návštěvám závodů, okolních vesnic i sledování zpráv v České televizi (většina členů stávkového výboru neměla na jejich sledování z důvodů velké pracovní vytíženosti čas). Každý večer po skončení schůze musel Rostislav Marek nástěnku s vyvěšenými prohlášeními, informacemi, důležitými telefonními čísly a rozpisy pečlivě schovat, protože by jinak bylo všechno přes noc strženo osobami, stavějícími se kontra idejím stávkového výboru. Kancelář musela být vždy po ukončení pracovních aktivit ansámblu rovněž pečlivě vyklizena. V divadle byla zřízena také pokladnička pro potřeby stávkového výboru, do které lidé nosili čím dál častěji peníze na jeho podporu, z níž se kupovaly nezbytné kancelářské potřeby, a zbytek byl přenechán zlínské nemocnici. Divadlo bylo tehdy pomyslně rozděleno na dvě části, kdy v jedné sídlil ředitel a jemu věrní jedinci, a ve druhé stávkový výbor. Tajemnice, paní Dagmar Barošová, se oddělila z ekonomické části v prostorách u ředitele a připojila se ke stávce herců v jednom z prvních dnů, kdy její organizační schopnosti pomohly hladkému průběhu stávky a nedlouho na to začala do těchto funkcí zaškolovat herečky. Rekvizitárky souboru vařily, nosily cigarety.
Všichni členové uměleckého souboru se do procesu aktivně zapojovali, při čemž nebyly zanedbávány zkoušky na připravované inscenace podle původního fermanu. Ředitel divadla se na úterní manifestaci na Mírovém náměstí zavázal zapůjčením zvukové aparatury spolu se zvukařem. Ivan Kalina: „V tento den jsme pak s ředitelem definitivně přestali komunikovat, protože svůj slib nedodržel a odpoledne jsme se setkali s přísnným zákazem pro zvukaře cokoli vydát a on jej také dodržel. A tak bohužel první manifestace na náměstí, pokud si vzpomínám, byla jen s megafonem. V dalších dnech bylo ozvučení zajištěno hudebními skupinami (už si nevpomínám kým) a divadlo
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31 Rozhovor s Ivanem Kalinou, 8. dubna 2009, osobní archiv autorky.
32 Miroslav Plešák, Prof., PhDr. (1943), 1972-1989 dramaturg DP, poté MDB, od r. 1999 prorektor JAMU.
33 Michal Preininger, dramaturg DP v letech 1989-1990.
34 Rozhovor Rostislavem Markem, 8. dubna 2009, osobní archiv autorky.
zajišťovalo takzvaný bodový scénář. Jeho každodenním sestavením jsme pověřili Karla Semeráda, u kterého se pak scházely zprávy, příspěvky a lidé, kteří s nimi měli vystoupit. (...) Zatím nedošlo k bližší spolupráci se studenty, ale už k nám přicházeli lidé, nosili různé materiály, které pak zase naši lidé roznášeli, případně vylepovali ve městě. Neměli jsme zatím přístup k cyklostylu, a tak se vše přepsívalo a množilo na psacích strojích pomocí kopíráků. (...) Nepamatuji se, jestli to bylo zrovna v úterý, ale v noci k nám začala jezdit studentská auta s namnoženými materiály.
Mezi prvotní cíle OF patřila potřeba oslovit, získat podporu a důvěru mas, zdravotníků, dělníků, škol, pracovníků místního průmyslového areálu Svitu a dalších. Z toho se po přečtení prohlášení zmíněných institucí na hromadných demonstracích na náměstí u občanů odvíjely rostoucí sympatie a rozšiřování důvěry v Občanské fórum. Dále se o přízeň lidu bojovalo vylepováním plakátů a informací na divadlo, na které byli lidé zvyklí a rozuměli jim mnohdy lépe, než těm v novinách.
Deník Rovnost: list sociálních demokratů českých dopodrobna reflektoval situaci veřejných nejmasovějších vystoupení v Brně, při čemž ostatní města zůstávala v pozadí. 20. 11. se v listu objevila první zmínka o Divadle pracujících, které se v tento den rovněž účastnilo stávky. Oficiálně prohlásilo, že na dalších inscenacích poctivě pracuje a všechna představení, která byla kvůli stávce zrušena, budou nahrazena. Informoval o tom ředitel divadla, Jaromír Roštínský. Divadelníci pak svolali na 21. 11. aktiv. Rovnost podrobně informovala o demonstraci na náměstí Svobody v Brně (čtení požadavků, vystoupení Františka Derflera, čtení prohlášení studentů) a jinde v kraji právě nebyly události podobného charakteru zaznamenány. Gottwaldovské periodikum s názvem Naše pravda vydalo první výtisk po demonstraci až 24.11. Plátek byl oproti předchozím číslům celkově pestřejší, co se týče reportáží, dosavadní silná propagace KSČ a s ní spjatých aktivit oproti předchozím číslům roku 1989 mírně polevila, absentovala v něm však jakákoli zmínka o místním dění z posledních osudných dnů.
Středa 22.11.
Středeční agenda probíhala ve Zlíně ve stylu schůzí a vydávání i přijímání prohlášení. Pražské OF vyslalo k 22. 11. 1989 prohlášení o čtyřech bodech, požadující odstoupení vysoce postavených příslušníků, kteří jsou zodpovědní za devastaci společenského života a politického napětí, prošetření
35 Karel Semerád, 1968 – 1990 herec DP, od r. 1990 režie Městského divadla Zlín.
36 Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlíně.
37 Prázdná jeviště, K situaci v kraji. Rovnost. 1989, roč. 104, č. 274, s. 1.
38 Celkový přehled periodika, Naše pravda, roč. 43, 1989, č. 92, s. 1.
zásahu a viníků ze 17. 11.1989, neprodlené propuštění vězňů svědomí a svobodu tisku. Stávkový výbor a nespočet zlínských podniků prohlášení svými podpisy podpořili. Členové divadla se také připojili k veřejnému stanovisku předsednictva Svazu českých dramatických umělců ze dne 20. 11. 1989. Jejich stanovisko podporuje divadlo ve Zlíně následujících bodech: prohlášení studentů VŠ, připsání vnitropolitické krize chybným politickým rozhodnutím, podpora principu dialogu, vyjádření se k obecně zkreslenému pojetí divadelního umělce, který znemožňuje snahy k obrodě společnosti a kulturního klimatu doby a největší úraz klade na protest proti zrušení pravidelného denního diskusního pořadu směřovaného k Českému rozhlasu a České televizi.
Schůze, jejiž konání ZO KSČ předchozí den, se konala v 10 hodin ráno ve Studiu Z, (tehdy G, podle počátečního písmena bývalého názvu města), kde se sešlo podle paměti Ivana Kaliny pět nebo šest představitelů kraje. Stávkovému výboru se všichni postupně představili, hned na to je Jaroslav Čermák požádal o pozornost a pustil jim čerstvě získaný záznam na VHS ze zásahu na Národní třídě. Po zhlédnutí emotivního záznamu předstoupil Miloš Vosmanský člověk, který se po invazi sovětských vojsk v roce 1968 vzdal svého stranického průkazu, ale idejím zůstal věrný, nebál se v přítomnosti soudruhů vystoupit s ostrou kritikou toho, co se stranou její členové udělali a jako starý komunista ostře vyzval přítomné předsedy k odstoupení.
Ivan Kalina: „Pak vstal náš šéf dopravy Dlabaja a sdělil jim, že je řidič, ale že oni mají asi velcí mlhu, když nevidí, jak to u nás ve státě vypadá a co se nyní děje a že tedy on by jim žádný řidičák opravňující k řízení nevydal. Videozáznam a tato dvě kratičká vystoupení stačila k tomu, aby se funkcionáři zvedli a v podstatě bez slova odešli. Tak skončil pokus o naší převýchovu. Odpoledne jsme chystali manifestaci, také už docházelo k mnoha telefonickým kontaktům s jinými divadly a to pražskými i mimopražskými, přicházeli naši lidé i lidé z města se zprávami, co se kde děje, s informacemi možná i desinformacemi, ověřování bylo těžké. Snažili jsme se alespoň trochu ověřovat a rozumem posuzovat ty, kteří chtěli případně vystoupit na náměstí.“
V tento den se konala také schůze ROH Divadla pracujících. Zasedání bylo časově omezeno, vzešel z něho stručný zápis o třech stranách, ve kterém byl záznam zejména o neuznání přítomného předsedy ROH, R. Poláška, požadavcích na vstoupení ZV ROH do jednání s představiteli ONV, pátrání po tom, proč a kým jsou ničeny zprávy v divadelních vitrínách, snahách informování veřejnosti, četla se prohlášení všech vysokoškolských studentů ze dne 20. 11. 1989, prohlášení OF a DP.
39 Vyjádření k současné situaci, Archiv Městského divadla Zlín, vydali 22. 11. 1989 zaměstnanci DP GT (Divald apracujících Gottwaldov).
40 Jaroslav Čermák, výtvarníkem divadla od roku 1994- 2008, člen tehdejšího stávkového výboru.
41 Miloš Vosmanský, herec divadla v letech 1950 – 2002.
42 Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlíně.
Vliv OF ze dne na den rostl a do kanceláře koordinačního centra přicházely dopisy nejrůznějších podniků a institucí s prohlášením, korespondujícím s myšlenkami pražského i zlínského OF, vyjadřující podporu, a někdy se v tiskovinách objevily i vlastní nápady a požadavky na změny současné situace. Jedním z prohlášení bylo prohlášení ÚV SSM: „Nesouhlasíme s obecnými formulacemi a závěry vlád ČSSR, ČSR a SSR k událostem 17. listopadu 1989, zveřejněnými dne 21. 11. 1989, i s vystoupením vedoucích představitelů stranických a státních orgánů, které nedostatečně reagují na vzniklou situaci. Nechceme a něstaneme se nástrojem a propagátory protisocialistických tendencí. Požadujeme okamžité jednání OV KSČ, vlády a ÚV NF ČSSR a ÚV SSM a ČÚV SSM k řešení vzniklé situace ve společnosti. Požadujeme poskytování okamžitých a objektivních informací ve všech hromadných sdělovacích prostředcích. Vyzýváme všechny mladé pracovníky k zachování pracovní kázně a discipliny, žádáme o rozvahu a hodnocení současné situace uvážlivě a bez emocí.“
Prohlášení do redakce Naší pravdy přišlo 22. 11. 1989., v periodiku pak vyšlo až po generální stávce 28. 11. 1989. K zásadnímu nesouhlasu s postojem pořádkových sil při potlačení demonstrace ze 17. 11. 1989, žádosti o prošetření zásahu, navázání dialogu a požadavkem přenesení demokracie v praxi a k plné podpoře stanoviska čs. ústředí vysokoškolského SSM se vyjádřili také členové ZO KSČ Moravských tiskařských závodů v Gottwaldově v rámci svého prohlášení, které přišlo do redakce Naší pravdy 23. 11.
O dění v tehdejším Gottwaldově se lidé dozvěděli ve středečním výtisku Rovnosti, kdy se podle článku četly na veřejném shromáždění petice proti zásahu pořádkových sil v pražských ulicích 17. 11., a akce se shromáždilo asi 1000 lidí, což byla mimo Brno největší účast na území Jihomoravského kraje.
Čtvrtek 23. 11.
Ve čtvrtek začal stávkový výbor spolupracovat se studenty místní fakulty VUT. Mimo to nepřinesl čtvrtek z oblasti stávky nic výjimečného, klasicky se zkoušelo podle plánu a revolučně se úřadovalo.
Specifickým se však tento den stal pro Ivana Kalinu, kdy obdržel ‘pozvání’ k výslechu. Po krátké diskusi s kolegy, majícími bohaté zkušenosti s výslechy, doporučili zaručeně fungující odmítnutí vypovídat, která se herci během opakujícího výslechu dvakrát osvědčila. Vyslýchající v civilu ho sice obviňovali z rozvračení republiky, ale v záhlavi protokolu nakonec stál pouze přestupek proti pořádku. Pan Kalina byl obeznámen s tím, že bude spis předán prokuratuře, ale později
43 Prohlášení k událostem. Naše Pravda. 1989, roč. 43, č. 92, s. 1.
44 Tamtéž.
45 K situaci v kraji. Rovnost. 1989, roč. 104, č. 275, s. 1.
se ukázalo, že tímto gestem celý proces nadobro skončil. Mezitím se v průběhu manifestace Božena Kalinová dozvěděla o manželově zadržení, obrátila se na ing. Petra Bartoše, člena nezávislé iniciativy SPUSA (společnost přátel USA), ing. Bedřicha Koutného\textsuperscript{46} a Pavla Jungmanna\textsuperscript{47} s radou, jak manželovi pomoci. Po návratu I. Kaliny vznikla mezi výše zmíněnými idea vytvoření Občanského fóra ve Zlíně. Ráno se měli všichni sejít v bytě otce ing. Petra Bartoše, primáře psychiatrie MUDr. Jiřího Bartoše, a začít s organizací pro následující dny.\textsuperscript{48} V rámci později uskutečněné schůze se 1. Kalina rozhodl předat vedení OF zkušenému doktoru Pavlištíkovi.\textsuperscript{49}
Článek Situace v okresech vypovídá o narůstajícím počtu příznivců boje proti nespravedlivému režimu, což jasně plyne z účasti 6000 lidí na čtvrtéční demonstraci. V Rovnosti byli zmínky pouze o brněnské situaci.\textsuperscript{50}
**Pátek 24.11.**
Pátek byl dnem oficiálního ustanovení OF ve Zlíně. V průběhu následujících dní šlo Občanskému fóru pod vedením doktora Pavlištíka především o svržení starých struktur ONV, OV KSČ, prošetření zásahu na Národní třídě, které měl na starosti ing. Bedřich Koutný. Zlínské specifikum spočívalo v odstranění názvu Gottwaldov.
Ivan Kalina: „V pátek ráno jsem pospíchal do bytu primáře Bartoše, kde jsme s ním a s Petrem Bartošem sepsali oznámení o založení Občanského fóra ve Zlíně (tehdy tedy v Gottwaldově) se žádostí o přidělení kancelářských prostor. Listinu jsem podepsal spolu s primářem Bartošem, to proto, že jsme nebyli členy žádných nezávislých iniciativ, tedy z tehdejšího pohledu nekompromitování. Petr se ujal úkolu předat listinu na podatelnu MNV. (...) Domnívám se, že téhož
\textsuperscript{46} Bedřich Koutný, Ing., geodet, člen Koordinačního výboru OF ve Zlíně, člen SPUSA.
\textsuperscript{47} Pavel Jungmann, tehdy vedoucí antikvariátu, člen Koordinačního výboru OF ve Zlíně, člen SPUSA.
\textsuperscript{48} Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlíně.
\textsuperscript{49} Karel Pavlištík, PhDr., CSc., (1931), byl signatářem 2000 slov (Manifest z 6. 7. 1968, nabádající k podpoře demokratizace v zemi, upozorňující na možnosu sovětskou intervenci, Pražské jaro) na základě čehož byl v roce 1968 zkušený etnograf perzekuován výpovědí z muzea, znemožněním působení v kulturních, vědeckých, odborných oblastech, postihy na rodině, a vládnoucí strana dokonce hrozila i uvalením sankcí na osoby, výrazněji se zdržující v jeho blízkosti. Od začátku sametové revoluce mu byl znovu zpřístupněn kulturní a společenský život, což PhDr. Karel Pavlištík, CSc. Komentuje slovy: „Tehdy končilo 20 let mého nebytí.“ Po spoustě let manuálních prací a společenském vyhnanství se mohl opět vrátit do Muzea Jihovýchodní Moravy ve Zlíně. Snahy o sesazení KSČ byly obrovským krokem vpřed. Zůstávaly ale obavy z příchodu krveprolití. Z rozhovoru s PhDr. Karlem Pavlištíkem, CSc., 8. 4. 2009, osobní archiv autorky.
\textsuperscript{50} K situaci v okrese. \textit{Naše pravda}. 1989, roč. 45, č. 92, s. 2.
dne se uskutečnila v divadle na kuřárně první schůzka OF, s tím, že se večer sejdeme v kanceláři socialistů, kteří byli osloveni."51
Pavel Jungman, Bedřich Koutný, Petr Bartoš a Ivan Kalina oslovili předchozí den pana doktora Pavlištíka s prosbou o jeho participaci v nově založeném OF ve Zlíně, přesněji o jeho vedení. Po pečlivém uvážení situace, kdy chtěl doktor Pavlištík přenechat iniciativy především mladým, kteří si budou svoji budoucnost tvořit sami, se nakonec vedení OF fóra ujal.52
Ivan Kalina: „Večer jsme tedy už společně s doktorem Pavlištíkem podupávali na náměstí před sídlem Československé strany socialistické, nikdo tam ale nepřišel, aby otevřel. Byla docela zima, ale zahrála nás čerstvá zpráva, že odstoupilo kompletní předsednictvo KSČ v čele s Milošem Jakešem."53, 54
Ve Zlíně byly počátky fungování OF v duchu návaznosti na informace, přicházející z Prahy. Začalo se spolupracovat se studenty, s pracujícími z místních závodů a s řešením situace apelem na funkcionáře ONV, MNV. Organizace koordinačního výboru začala ve Zlíně okamžitě fungovat, byly sestaveny se komise a prováděly se politické konzultace s důležitými institucemi. V prvních čtrnácti dnech bylo jasným prvořadým bodem zrušení hegemonie jedné strany a prosetření zásahu 17. 11. 1989. František Bobák55 sestavil osmibodový program svržení v orgánech KSČ a dosazení lidí, schopných smysluplně plnit své poslání. Zlínské specifikum bylo ve zpětném přejmenování Gottwaldova na Zlín a v přípravách na příjezd Tomáše Bati mladšího a Václava Havla. A jak se později ukázalo, byla jejich přítomnost pro zlínské obyvatele jedním z nejsilnějších polistopadových zážitků. Doktor Pavlištík na veřejných shromážděních nevystupoval, věnoval se vnitřním organizačním záležitostem, které se konaly po pracovní době a někdy i v noci, a promlouvání k davu přenechal hercům. Karel Pavlištík: „V situaci, kdy se konaly manifestace, nikdo nevěděl, jak to dopadne, vše probíhalo v napětí. Cítili jsme obrovskou zodpovědnost, protože nebylo vyloučené, že na náměstí vtrhne kdokoli z místních fanatických milicionářů a bude zle. Sice každý hovořil o tom, že je vše koordinované z Prahy, ale my jsme se museli o chod ve vlastním městě starat sami (Měli jsme dva velké problémy, a to byly osobnosti Baťa a Čuba, který výrazně ovlivňoval místní ekonomiku a měl velký politický vliv).”56 K vysokoškolské SSM a divadelníkům se přidávalo čím dál více jednotlivců i
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51 Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlíně.
52 Rozhovor s PhDr. Karlem Pavlištíkem, CSc., 8. dubna 2009, osobní archiv autorky.
53 Miloš Jakeš (1922), generální tajemník KSČ v letech 1987 - 1989.
54 Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlíně.
55 František Bobák, pedagog českého jazyka, od r. 1960 vyloučen z funkce pro náboženské přesvědčení, v pedagogické činnosti pokračoval až v r. 1990 držitel ceny města Zlína.
56 Rozhovor s PhDr. Karlem Pavlištíkem, CSc., 8. dubna 2009, osobní archiv autorky
celých podniků, sympatizujících s požadavky na vládu a s nezbytným prošetřením zásahu na Národní třídě. Jednak přicházela spousta prohlášení do Divadla pracujících, dále se místní tisk Naše pravda čím dál méně bál otištění podobných zpráv, kterými se postupně začal zaplňovat. Objevila se v nich například dvě níže uvedená kompletní prohlášení.
Členové ZO SSM a pracovníci VD Fotografia Gottwaldov: „Dne 22. listopadu 1989 jsme se sešli, abychom vyjádřili svůj názor k událostem v Praze i jiných městech naší republiky. Byli jsme pobouřeni zásahem pohotovostních oddílů MV proti pokojné demonstraci vysokoškolské mládeže v pátek 17. listopadu 1989 v pražských ulicích. Zásadně nesouhlasíme s tímto zákrokem, který byl namířen proti mladé generaci. Stejně jako studentům a umělcům, také nám není lhostejná budoucnost naší společnosti, a proto se stavíme za jejich požadavky. Všichni se připojujeme k prohlášení pracovníků nakladatelství, které bylo v deníku Svobodné slovo uveřejněno dne 22. Listopadu 1989.“57 Vedle již uvedených členů výboru ZO KSČ Moravských tiskařských závodů podpořili snahu o řešení vzniklé situace také Pozemní stavby Gottwaldov, stavějící se za prohlášení ÚV SSM. Pracovníci polikliniky ve Valašských Kloboukách, podporující požadavky vysokoškolských studentů, podobně 99 pracovníků VÚGPT, kteří označili aktivisty jako osoby schopné zabránit realizování „neuvěřitelně podlého záměru postavit dělníky proti studentům.“58
A jaké podněty přicházely z podniků s převážně manuálními profesemi? I když článek V klidu a bez emocí pracovat studenty a umělce kárá za jejich přehnanou aktivitu, s níž navštěvují zemědělské podniky a vybízejí v nich ke stávce, z jiného úhlu pohledu se na manifestující divá předseda OV KSČ slušovického družstva, který jim vyjadřuje své sympatie. Celozávodní výbor pak vydává jednotné stanovisko k podpoře studentů, vůči kterým nemělo být zakročeno a souhlasí v této věci s potřebou napravení chyb způsobených vedením. Od tohoto aspektu se naopak odkláňí JZD, které preferuje konstantní práci za účelem zisku a dodává, že pokud by mělo být vyhověno požadavkům studentů, mohly by jejich představy být realizovány za předpokladu posunutí pracovní doby z běžných 25 hodin na 50 až 60.59
Současně vyšla v Naší pravdě výzva OV KSČ směřovaná rodičům studentů středních a vysokých škol, aby svým dětem nedávali možnost být zneužity k protispoločenským a protisocialistickým cílům. Apel byl v druhé řadě směřován i obecně k rodičům, učitelům, studentům, gottwaldovským umělcům a všem místním občanům s tím, aby pochopili složité souvislosti ve své komplexnosti, které vyžadují klid a pořádek a nenechali se vyprovokovat k rušení klidu,
57 Prohlášení k událostem. Naše pravda. 1989, roč. 45, č. 92, s. 1.
58 Tamtéž.
59 V klidu a bez emocí pracovat. Rovnost. 1989, roč. 104, 1989, č. 277, s. 2.
protispoločenským aktivitám a vyvolávání nepořádku. Zároveň byli vyzdvíženi všichni pracující, kteří se k současné situaci stavěli chladně a hleděli si pouze svých zaměstnaneckých povinností.\textsuperscript{60}
Počet demonstrujících v Gottwaldově se v pátek vyšplhal na 12 000, což byl oproti předchozímu dni dvojnásobek.\textsuperscript{61}
\textbf{Sobota 25.11. a neděle 26.11.}
V sobotu byla v Divadle pracujících ustanovena Československá Strana Zelených - Green Peace, která ve všech bodech podporovala prohlášení OF.\textsuperscript{62} Jana Kaňková: „Později se začala obrovskou rychlostí hlásit spousta lidí, nebyl čas na jejich registraci, a tak u nás strana zelených tiše zanikla.“\textsuperscript{63}
V rámci víkendu byl zaznamenán mírnější počet účastníků veřejné manifestace a to 10 000 lidí.\textsuperscript{64} Klidnější atmosféra byla podle paměti Ivana Kaliny rovněž v divadle, kde den probíhal v klasických službách pro Stávkový výbor a sledování zpráv, radia a televize, hlavně o manifestaci V Praze na Letné.\textsuperscript{65}
\textbf{Pondělí 27.11.}
Rostislav Marek: „V pondělí dopoledne jsem se po delší době dostal ve dne ven, zrovna jsem nemusel být z pracovních důvodů zavřený v divadle a věnovat se organizačním záležitostem, kupil jsem si párek v rohlíku. Najednou slyším, že troubí spousta aut, poprvé jsem si obešel dokola celé náměstí a nasával atmosféru. V tomto hektickém období, kdy bylo tolik povinností, že člověk neměl ani čas jíst (zhubl jsem 7 kilo,) to bylo nádherné uvolnění. Uvědomoval jsem si tu masu lidí a plné náměstí.“\textsuperscript{66}
\textsuperscript{60} Situace v okresech. \textit{Rovnost}. 1989, roč. 104, č. 278, s. 1.
\textsuperscript{61} Tamtéž.
\textsuperscript{62} Dokument \textit{Provolání}, archiv Městského divadla Zlín.
\textsuperscript{63} Rozhovor Rostislavem Markem, 8. dubna 2009, osobní archiv autorky.
\textsuperscript{64} Situace v okresech. \textit{Rovnost}. 1989, roč. 104, č. 279, s. 1.
\textsuperscript{65} Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlině.
\textsuperscript{66} Rozhovor s Rostislavem Markem, 8. 4. 2009, osobní archiv autorky.
Neočekávané množství pracujících z podniků závodů, studentů i jiných občanů se na náměstí Míru se s vlajkami a transparenty sešlo ve 12 hodin v poledne ke druhé generální stávce oficiálně naplánované na 27.11. Za Gottwaldovské OF vystoupil člen stávkového výboru místní technologické fakulty VUT, Jiří Devát, který manifestaci uvedl mimo jiné slovy: „Dnes jsme se sešli podpořit spravedlivé požadavky celého národa.“ Odpovědi na jeho výrok bylo jednohlasné jásání shromážděných: „Je to tak, v jednotě je síla!“ Následně zazněla státní hymna s hrdým zpěvem manifestujících, byly předneseny čtyři základní požadavky OF a byla vyslovena skutečnost, že ke dnešnímu dni ještě stále nebyly splněny. Proto budou herci a studenti pokračovat ve stávce. Dav při tom skandoval: „Ať žije fórum!“ Požadavky byly následující:
1) Požadavek důkladné očisty ve vedoucích funkcích politických i hospodářských.
2) Požadavek nezávislých odborů.
3) Přednesení myšlenek T. G. Masaryka.
4) Požadavek propuštění gottwaldovského občana J. Römera.
Karel Procházka vystoupil jako zástupce dělníků strojímny VÚGP T Gottwaldov s požadavkem důkladné očisty ve vedoucích pozicích našeho státu, Ing. Petr Bartoš požadoval zveřejnění obsahu a hlavních myšlenek Charty 77, při čemž shromáždění provolávali „Charta!“. Následně na pódiu opět vystoupil Jiří Devát s žádostí o propuštění gottwaldovského občana J. Römera, a dav reagoval souhlasným „Pustite ho!“. Předseda ZV ROH Filmového studia Gottwaldov B. Blecha s požadavkem očištění ROH od ironie a dosazení poctivých lidí na následně volné funkce. Ing. Miroslav Zikmund, který se od přítomných dočkal hned na začátku obrovského ohlasu: „Ať žije Zikmund!“ vystoupil s několika myšlenkami T. G. Masaryka, například ‘Demokracie musí být revolucí hlav a srdcí’, na co se dočkal davového: „Masaryka na stovku!“
Gottwaldovští se na manifestaci dále dozvěděli, že se centrum dění a diskusní fórum přesouvá z Náměstí míru do Divadla pracujících. První dialog v něm proběhl večer po manifestaci.
Ivan Kalina: „S rozporuplnými pocity jsem sledoval, jak z divadla na manifestaci generální stávky odcházejí téměř všichni zaměstnanci. Na jednu stranu to byl pocit ohromného uspokojení a jakéhosi částečného završení všeho, co jsme v uplynulých deseti dnech prožili, na
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67 Jiří Devát, tehdejší student technologické fakulty VUT ve Zlíně.
68 Z pondělní stávky. *Naše pravda*. 1989, roč. 43, č. 93, s. 1.
69 Z pondělní stávky. *Naše pravda*. 1989, roč. 43, č. 93, s. 1.
70 Pondělní stávka v kraji, Situace v kraji, *Rovnost*. 1989, roč. 104, č. 279, s. 1.
druhou stranu jsem si uvědomil, že všechno asi nebude tak jednoznačné, když jsem mezi stávajícími už viděl celou řadu lidí, o kterých jsem věděl, že tam v podstatě nepatří a ještě před týdnem to byli zcela jiní lidé."71
Beseda začala vystoupením celého uměleckého ansámblu v 19:05. „Mohutným potleskem a povstáním obou stran se přítomní vzájemně pozdravili. Následujících 100 minut provázela důstojná atmosféra. Večer moderoval Karel Hoffman. V podání umělce lidé vyslechli básně O. Mikuláška Zachovávé klid a citace mnoha literárních děl. Věra Nováková přečetla úryvek dopisu pražské matky čtyř dětí. Pozdrav předal účastníkům Vlastimil Redl a za občanské fórum Ing. Miroslav Zikmund." Dále se četlo prohlášení vysokoškolských studentů, dopis národní umělkyně Hermíny Týrlové72. Ustanovilo se pravidlo, že pokud se bude divákům přispěvek líbit, pozitivně ho ohodnotí zatleskání. Kdokoliv se měl v průběhu večera chuť vyjádřit k jakémukoliv tématu, přihlásil se, až na něj přišla řada, dostal mikrofon a prostor. Divadlo poctili svou návštěvou i Miroslav Táborský73 s Jaroslavou Obermaierovou74, kteří přinesli čerstvé informace z Prahy a diskutovali s publikem o Miroslavu Štěpánovi75. Přečetli dopis Pražanů, se kterým se přítomní neztotožňovali. Nastala debata o vystoupení na pražské Letenské pláni, nespokojenost s neinformovaností o místech konání místních manifestací, kdy bylo vše přesunuto do divadla a náměstí bylo nabídnoto potřebám OF. Přítomní rozebírali také důsledky fungování KSČ, jejich představitelů a otázky, do jaké míry by se měli nadále účastnit politického života. Na toto téma vystoupil například Michal Navrátil za učně: „Až se komunistická strana zařadí mezi ostatní strany, teprve můžeme posoudit, zda zůstane na svém místě, nebo ne“. Následovala modlitba Marty Kubišové v podání Heleny Čermákové76. Po modlitbě byla v 19 hodin zahájena druhá část večera, beseda s herci a členy OF.77
Soudržnost, která byla cítit z davu, znamenala pro spoustu lidí předzvěst pádu vlády jedné strany. Překvapili i ti, kteří se ještě před pár dny striktně stavěli proti aktivitám stávkového výboru. Jana Kafková: „Byl tam třeba režisér Houdek, který byl spřízněnou duší J. Roštinského.
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71 Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlíně.
72 Hermína Týrlová, režisérka, scénáristka, zakladatelka českého animovaného filmu pro děti, po listopadu 1989 se vzdala titulu národní umělkyně.
73 Miroslav Táborský, herec, absolvent DAMU z roku 1987, po té nastoupil do angažmá v Kladenském divadle, současně působí mimo filmových rolí v Divadle v Dlouhé.
74 Jaroslava Obermaierová, (před rokem 1989 členka KSČ) divadelní a filmová herečka.
75 Miroslav Štěpán, předlistopadový funkcionář. KSČ ho vsadila, jako jednoho ze svých členů, do vazby ve snaze zapůsobit manifestující dav a uklidnit ho.
76 Helena Čermáková (1957), herečka divadla od roku 1992 dodnes.
77 V Divadle pracujících besedy a diskuse. Naše Pravda. 1989, roč. 43, č. 93, s. 1.
Bylo jasné, že tehdy byla ve straně spousta lidí ze strachu a věděli jsme, že v jádru jsou dobrí. Nevšem lidem, kteří s OF chtěli po generální stávce spolupracovat, se dalo důvěřovat.“
Od 27. 11. do 2. 12. 1989 probíhaly diskuse na Velké scéně divadla, po celou dobu pod heslem „Byli jsme a budeme“, které viselo nad vchodem do divadla. S nápadem přišel Ivan Kalina, hostující režisér Aleš Kubica a dramaturg Bohuslav Lojkásek, kteří použili citaci názvu básně Josefa Václava Sládka. Zahájení se ujal Karel Hoffman, který na jevišti přivítal soubor z Uherského Hradiště a herce Kamila Pulce z Českých Budějovic. Byla přednesena Skácelova báseň Pohřeb konfidenta, citovalo se z prohlášení OF ze dne 26. 11. 1989, hovořilo se o nesplnění požadavků, o lidových milicích, o mlčení v průběhu dvaceti posledních let a možnosti nynějšího veřejného vystupování. Diskutovalo se o tom, proč se nevystoupilo již dříve a jakým iniciativám se věnovali od roku 1968 ti, co promlouvají nyní. K již uvedeným osobnostem se k výše uvedeným tématům vyjadřovali Rudolf Joška, Luděk Valenta, František Bobák, Roland Kašper, V. Sedláček, Karel Pavlištík a dramaturg Bohuslav Lojkásek. Joška vystoupil s tím, že ti, kteří hovoří nyní, dvacet let mlčeli. Doktor Pavlištík na výzvu reagoval následovně: „Chci odpovědět panu Joškovi. Dvacet let jsem nevykrikoval, ani nemlčel. I v době, kdy jsem byl člen strany. Zato jsem se šel poučit k lopatě. Nepoučil jsem se v tom, že je důstojné mlčet, kdy ostatní mlčí a kdy se nedějí dobré věci. Vratme se do historie a chovejme se tak, jak se sluší na příslušníky národa, v němž žili Jan Hus, J. A. Komenský a T. G. Masaryk.“ Beseda skončila ve 22 hodin a pokračovala opět večer 29. 11. 1989.
Po letech už diskusní pořady splývají pamětníkům dohromady, jde těžko popsat co se dělo v jednotlivých dnech, ale ty nejsilnější vzpomínky a organizace večerů zůstaly. Koncepce diskusí dopředu se vytvářel K. Semerád, sestavoval seznam osobností, mající k lidem promluvit či vystoupit s kulturní vložkou. Bylo zapotřebí zvažovat, zda pro konkrétní fejetony, básně či výstupy uzrála doba, aby diváci nebyli předčasným revoltovaním zaskočeni. R. Marek: „Vzpomínám si, že jsem v rámci některého z diskusních večerů přednesl vlasteneckou báseň „Dědictví minulosti“ od Františka Halase a lidem z toho až kapaly slzy. Protože moje sestra byla tehdy v americké emigraci, přenesl jsem se z poezie do reality nastolením otázky: Co je to vlastně vlast? Bylo to hodně emotivní. Podklady pro večerní výstupy byly pečlivě připravené, ale na základě nově přicházejících informací se proměňovaly, i diváci do toho občas vstupovali. Karel Hoffman byl tehdy moderátor ‘hybatel’, který vedl koncepci
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78 Rozhovor s Janou Katkovou, 8. dubna 2009, osobní archiv autorky
79 Dokument K provozní situaci v Divadle pracujících Zlín před vznikem stávky., Archiv městského divadla Zlín, s. 2.
80 Bohuslav Lojkásek, tehdy hostující dramaturg DP v inscenaci Albeeho Pobřeží.
81 Tamtéž.
večera a diváky chytré usměřoval.“82 Steva Marsálek (dříve propuštěn z DP) přijel na některé diskusní večery jako herecký host z Prahy, a přispěl několika tisíci Stávkovému výboru. Někdy byly z davu citit velké sympatie s uměleckým ansámblem, jindy se ovšem objevili i jedinci, kteří do hlediště vnesli naopak kritiku stávkového počínání, nebo ti, kteří se svými nebenevolentními protikomunistickými názory nekorespondovali s myšlenkami OF a mnohdy bylo k udržení plánované linky potřeba i trochu psychologického a sociologického talentu moderujících. Jana Kaňková: „S lidmi se diskutovalo, ale museli jsme si dávat velký pozor na provokatéry, kteří vykřikovali až extrémní názory, a na to, aby se jimi zbytek davu nenechal strhnout. Například zkrotit reakci jednoho z diváků, který chtěl pověsit komunisty na první kandelábr.“83 Bylo potřeba zachovat klidnou hlavu, nevyvolávat rozbroje, a zachovat důstojný, nenásilný charakter revoluce, která právě proto byla sametová.
Úterý 28.11.
Fotografie na první straně čtvrtce Naší pravdy, zachycující propagaci letáků studenty a divadelníky z předchozího týdne, je doplněna následujícím komentářem: „V této složité době se těžko do okresů dostávaly žádané deníky, a proto ve městě tisk iniciativně kolportovali.“84
V diskusi studentů s představiteli místního OV KSČ, ONV a MNV na fakultě VUT se probírala současná situace. Zástupci vládnoucí strany preferovali klid se seriózním zamyšlením v protikladu spontánnosti davu. Studenti požadovali odpovědi k otázkám zdravotnictví, zejména proč se místní porodnice staví v ‘akci Z’, když budovu KSČ staví Pozemní stavby, k ekologickým problémům, k nesmyslnosti stažení čtvrtční Mladé fronty, k uzavření Divadla pracujících a proč
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82 Rozhovor s Rostislavem Markem, 8. dubna 2009, osobní archiv autorky.
83 Rozhovor s Janou Kaňkovou, 8. dubna 2009, osobní archiv autorky.
84 Naše pravda, roč. 45, 1989, č. 92, s. 1. Příloha 4.
MNV nezajistil ozvučení při setkání občanů na náměstí Míru. Otázky se snažil zodpovědět předseda ONV František Kubiš, podle plátku byly odpovědi však předem jednoznačné a všem známé.\textsuperscript{85}
\textbf{Středa 29.11.}
Pro spoustu občanů byla středa symbolem pozitivně vyhližející budoucnosti, protože se veřejnost dozvěděla o uvolnění Miloše Jakeše z funkce, o níž požádal tehdejší president ČSSR, Gustav Husák.\textsuperscript{86}
V Divadle pracujících se ve středu besedovalo na téma demokracie a pod heslem Byli jsme a budeme. Publikum se skládalo převážně z mladé generace. Hosty se pro tentokrát stali Moravští komorní sólisté, kteří přítomným zahráli skladby Leoše Janáčka. S daným diskusním tématem byl večer směrován ke snaze odpovědět si na otázky: „Co je vlastně demokracie? Dovedeme si vybrat program a nedat se strhnout davem? Doženeme všechno?”\textsuperscript{87} Jedním z prvně skloňovaných slov na veřejnosti byl kapitalismus. Protože o tomto společenskoekonomickém systému vládly po spoustu let desinformace, vzbuzoval v mnoha lidech nejistotu a strach. Jeho zkreslováním a znevažováním se u občanů vytvořila mylná představa v rámci snahy vyvolání preferencí socialismu a lidé si najednou nebyli jisti tím, co přijde, pokud skončí dosavadní vláda jedné strany. Rostislav Marek: „Vzpominám si na větu jedné paní, která říkala: A nebude to zase jako ten kapitalismus, abychom se nedočkali toho, že si budeme za to zdraví platit?”\textsuperscript{88}
\textbf{Čtvrtek 30.11.}
Po generální stávce, na které se u veřejnosti projevila silná podpora OF, byla dosavadnímu řediteli, Jaromíru Roštinskému, pověstnému permanentními neshodami se členy souboru, vyslovena nedůvěra a bylo požadováno jeho odstoupení: „Na základě ředitelova tříletého působení v divadle a jeho postoje v těchto dnech, vyslovila drtivá většina všech zaměstnanců divadla řediteli 30. 11. 1989 písemně nedůvěru.”\textsuperscript{89}
\textsuperscript{85} K situaci v okrese. \textit{Naše pravda}. 1989, roč. 43, č. 92, s. 1.
\textsuperscript{86} Gustav Husák (1913), prezident ČSSR vládl v letech 1975, od odstranění prezidenta Ludvíka Svobody z funkce, po abdikaci po listopadové revoluci v r. 1989.
\textsuperscript{87} V divadle. \textit{Naše pravda}. 1989, roč. 43, č. 92, s. 2.
\textsuperscript{88} Rozhovor Rostislavem Markem, 8. dubna 2009, osobní archiv autorky.
\textsuperscript{89} Dokument \textit{K provozní situaci v Divadle pracujících Zlín před vznikem stávky}, Archiv městského divadla Zlín, s. 2.
V pořadí čtvrtý diskusní večer se lišil od předchozích menším počtem besedujících, kteří tentokrát zaplnili jen asi deset řad a tím, že už se lidé, kteří vystoupili se svými názory, přestali oproti předchozím zvykům představovat. Karel Hoffman vedl večer v duchu témat vlastenectví, internacionálizace a emigrace.
Pátek 1.12.
V pátek se na prknech DP představila Filharmonie Bohuslava Martinů a diváci zaplnili hlediště ze třetiny. Později, 10. 12. 1989, byla Stávkovým výborem Divadla pracujících vydaná zpráva o tom, že přebírá pravomoc v řízení divadla až do uzavření svobodných voleb. V den generální stávky byla J. Rošťinskému uměleckým souborem vyslovena prvně nedůvěra, byl vyzván k odstoupení a dne 11. 12. 1989 byl oficiálním dopisem Stávkového výboru a umělecké rady odvolán z funkce ředitele divadla. Na post dosavadního ředitele byl zvolen Ivan Kalina a stal se tak prvním porevolučním ředitelem divadla.
b) Dramaturgie:
Významnou měrou přispěl ke zkvalitnění divadla ředitel Miloš Slavík, působící v Divadle Pracujících v letech 1970 – 1986 (dříve člen zpěvohry ND v Brně), který pozvedl DP v průběhu útlumu a stagnace kultury zejména angažováním předních osobností českého divadelnictví z 60. let, jimž bylo režièem znemožněno působit v hlavních tepnách. Gradaci kvality zapříčinila především přítomnost režiséru Aloise Hajdy a Miloše Hynšta, dramaturgů Dr. Miroslava Plešáka a Lidmily Kravákové. Ředitel Slavík se v roce 1986 bránil opětovnému návrhu změny jeho funkce a přestoupení na brněnskou JAMU, a protože se nepodvolil, byl v roce 1987 z funkce odvolán. Povoleno mu zůstalo režírovat, ale v divadle dlouho po odvolání nevydržel a v listopadu 1987 zemřel. Rostislav Marek: „Miloš Slavík byl duší divadelník. Nebál se vzít do souboru téměř zakázaného Aloise Hajdu, doc. Miloše Hynšta nebo Ivana Baladu. I když věděl, že jsou lepšími režiséry, přesto se své konkurence a
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90 Tamtéž.
91 Dokument Stávkový výbor a OF DP v Gottwaldově, vydáno 11. 12. 1989. Dokumenty k sametové revoluci, Archiv Městského divadla Zlín.
92 Výzva k odstoupení ředitele J. Rošťinského, Archiv Městského divadla Zlín, vydána 11. 12. 1989. Příloha 20.
93 Dokument k převzetí chodu divadla jeho stávkovým výborem, 11. 12. 1989, Archiv Městského divadla Zlín. Příloha 21.
chtěl v divadle představit to nejlepší. To se cení. Na místo ředitele Divadla pracujících byl v roce 1987 dosazen z vedení ND Brno režisér Jaromír Roštinský, bývalý člen hereckého souboru Divadla pracujících Gottwaldov. Do jisté míry formoval tehdejší dramaturgii J. Korčák, který nebyl uměleckým šéfem, ale byl pověřen vedením. V další sezóně se repertoár pestře proměňoval a dramaturgem byl Miroslav Plešák.
V sezóně 1989 se, mimo několika titulů režirovaných Roštinským a Houdkem, objevil kvalitní repertoár s osobitým zpracováním, ať už šlo o autorskou tvorbu některých členů souboru (Mordování pana češtiny I. Kaliny, Tak trochu blues L. Randár, R. Marek), nasazením politického divadla (Jevgenij Švarc: Drak, Sofokles: Antigona), po revoluci operativním způsobem zařazením do repertoáru hry s náboženskou tematikou (Hana Burešová: Půjdem spolu do Betléma) či o režijně vyzdvihené detaily od jemných signálů mezi řádky, psychologických rozborů jedince a jeho bytí (Albeeho Pobřeží, Nestroyův Provaz o jednom konci, Strinbergova Slečna Julie), až po otevřeně kritizující poselství, zesměšňující tragiku společenskopolitické situace (opět Jevgenij Švarc: Drak).
Divadelko v klubu (DVK)
Zakladatelem divadélka byl v roce 1968 Karel Pokorný, v roce 1989 byl šéfem Ivan Kalina Divadélka v klubu. DVK bylo vůbec prvním divadélkem v republice, vzniklým vedle kamenného divadla. Dnes bychom toto divadélko mohli nazvat „alternativní scénou“, od které diváci čekají vybočení z řady. Charakteristickým prvkem byla absence předem daného dramaturgického plánu, kdy si herci a režiséři si přinášeli vlastní texty, které je zaujaly, nastudování her probíhající bez finančních prostředků a ve volném čase. Jakmile byla hra v konečném tvaru připravena k inscenování, byla předvedena řediteli a její cesta na jeviště mohla být volná. Problém s cenzurou se překvapivě nekonal. V roce 1968 vznikla v DVK Volná organizace sdružení umělců (VOSDRUM), bohužel byla i po registraci později zrušena.
Studio Z (tehdy G)
Studio G poskytovalo prostor pro experimenty, který vznikl úpravou z bývalé zkušebny divadla. První premiérou v tomto prostoru byla Strinbergova společenská kritika Slečna Julie (17. 6. 89), dalšími tituly byly dvě aktovky autorů L. Petruševské a R. Andersona s názvem Stopy lásky a politicky zaměřená Sofoklova Antigona.
Na hlavní scéně vynikly svou ideou a způsobem zpracování čtyři inscenace. Jakub Korčák si prosadil hru Provaz o jednom konci N. Nestroye, která se po úspěšné režii režisérem obdivovaného
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94 Rozhovor s Rostislavem Markem, 8. dubna 2009, osobní archiv autorky.
Otomara Krejčí (prem. 1967) a následném násilném stažení z repertoáru Divadla za branou se po třicetileté pauze objevila na prknech Divadla pracujících (prem. 11. 2. 1989). Neustálé přemýšlení některých postav o sebevraždě se v určité chvíli převrací a dochází k rozehraní situací, za nichž jsou lidé zničeni těžkými životními podmínkami, bidou či nedostatkem lásky ochotní znovu se nadechnout a začít jinde. Oběma níže zmíněným postavám něco schází, jednomu láska, druhému peníze a každý krizi prožívá po svém, i když inklinuji ke stejněmu, po té již nezvratnému řešení:
Lips (Zámecký pán): (...) Je snad život něco jiného, než ortel smrti vynesený v den zrození a odložení na neurčito!? Co tedy moudrému zbývá? Zachovat se rezignovaně jako odsouzenec, když mu dovolí, aby si naposled poručil gusta. /Křikne/ Hospodo!
(...) Faden (Provaznický mistr): I když moc dlouho nechodím po světě Mám toho právě dost Narodil jsem se na špatné planetě Jsem tu jak nezvaný host.
Kromě obecných existenčních problémů zařadil do své hry populární rakouský autor 19. století i takřka odvěkou otázkou neporozumění a nerovnoprávnosti mezi jemnějším a silnějším pohlavím. Fraška je tak na několika místech obohacena o současně velmi populární generovou tematiku, kdy ženské postavy prožívají frustraci ze zvýhodňování mužské pozice.
Velmi silnou záležitostí z humánního i politického hlediska byla ‘na oko pohádka’ Jevgenije Švarce: Drak (1962), režirovaná Milošem Hynštem (prem. 20. 2. 1989). Režisér, režimem tehdy hodně utlačovaný, mohl působit jen v UH a ve Zlíně. Představuje se nám pohádka s několika rozměry, kdy se klasický příběh snahy statečného mladíka Lancelota, obdařeného trpělivostí a čistou duší, vysvobodit překrásnou dívku zabitím krvelačného draka (zde však v lidské podobě), snoubí s obecnými lidskými i čistě politickými intrikami, manipulací s lidmi a touhou po slávě získané nekalim způsobem. Hra, napsaná J. Švarcem, v průběhu druhé světové války, byla v rámci pohádky alegorií na tehdejší situaci, kdy věvodící záladnost prohrává nad vnitřní silou a čistým srdcem. Postavy, které se k moci dostaly pomocí intrik, se při svém odhalení a neodvratných sankcích odvolávají na nutné zachování humánnosti a uplatňují princip demokracie, i když za jejich vlády byly jejich lidu oba tyto termíny naprosto cizí. Když se role obrátí a falešný vítěz boje s drakem je svržen a odváděn do vězení těmi, které věznil, je při hrozbě sankcí na jeho osobu překvapivě proti zásadám svého dosavadního jednání.
95 Johan Nepomuk Nestroy, Provaz o jednom konci, DILIA, Praha 1967.
96 Miloš Hynšt (1921), šéf Státní činohry v Brně do r. 1968, potom odsunut do ústraní, působil v UH, v DP od r. 1982-1989, pak znovu v Brně, z ND dostal ocenění za celoživotní zásluhy o brněnskou první scénu
Heinrich (syn purkmistra): Protestuji, to není humánní...
Zde se může na povrch dostávat ekvivalent s obdobím ‘vlády jedné strany’, kdy bylo slůvko demokracie používáno pouze verbálně, s absencí jeho reálného uplatnění.
Poselství bylo sice ukryto mezi řádky, při čemž velmi jasným, precizním způsobem promlouvalo k lidem obrovskou hloubkou. Že o zřetelně zaměřené kritice v masce pohádkových bytosti nebylo pochyb, dokládají i harmonizující souhlasné pamětníků: Jana Kafková: „Inscenace byla záměrně čitelným podobenstvím historie i současných politických poměrů, což diváci lehce rozšifrovali.“ Ivan Kalina: „Drak byl vyloženě obrazem toho, jak ‘revoluce požírá své děti’, dramaturgie byla vyloženě politickou záležitostí.“
Psychologicky laděné Pobřeží (1976) Edwarda Albeeho v režii hostujícího Aleše Kucivy (prem. 16. 12. 89.), bylo repertoáru zařazeno z iniciativy I. Kaliny, kterého dříve oslovila stejnojmenná inscenace v Divadle na Zábradlí. Hra moderního amerického autora nabízí v rámci sledování vztahu starého páru, který už je na vrcholu ‘pyramidy’ polemizujícího o smyslu života, o možnostech jeho naplnění a jeho využívání do poslední chvíle. Původně reálný, přítomný svět se za nevědomí postav Charlieho a Nancy (kdy se na pláži otráví zkaženou paštikou, aniž by o tom věděli) mění v nekonečno, ve kterém žijí duše zemřelých v jiném rozměru. Absurdní drama se projevuje vnitřní osamělostí a odcizením hlavních postav, dále se pak se snovými surrealisticckými prvky na hranici mezi skutečností a fikcí se naskytá mnoho filosofických otázek ohledně lidského štěstí a toho, zda evoluce dospěla k bodu, kdy je vše v rovnováze. Manželé se střetávají se zvědavými mluvicími ještěry (Leslie a Sára), které zasvěcují do tajů lidského pokroku, ale i pocitů, pramenících z lidského srdce. Hra je protkaná spekulacemi o současných prioritách jednotlivce, vedoucích ke spokojenosti a obnažování lidských psychických potřeb a jejich uplatnění v současném světě a jeho podmínkách.
Otázka vědění a žití v nevědomosti se promítá například v následující scéně, kdy se polemizuje o pokroku a o tom, zda přináší štěstí, a pokud ne, dokážeme-li si to připustit. Situace se odehrává ve chvíli, kdy si ani jeden ze čtveřice není jistý v tom, zda žije, nebo je život už jen iluze a baví se spolu pouze jejich duše:
Charlie: Říká se tomu vývoj a je to něco, co neustále probíhá, i teď, v tomhle okamžiku, v nás všech.
Sára: A je to k lepšímu?
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77 Jevgenij Švarc, Drak, 1962, Praha: Orbis, 1962.
78 Rozhovor s Janou Kafkovou, 8.4.2009, osobní archiv autorky.
79 Rozhovor s Ivanem Kalinou, 8.4.2009, osobní archiv autorky.
Charlie: K lepšímu? To nevím. Pokrok, to je jen řada předpokladů. Tam dole je krásně, je tam ticho, ryby plují všude kolem. Je tam opravdu překrásně.
Leslie: Nevěřte tomu!
Charlie: Co mi o tom chcete povídat? Že se tam vraždí a že tam nic nemá smysl? Pojďte sem nahoru a zůstaňte tady. Optimisté říkají, že všechno dopadne dobře. Pesimisté naproti tomu...
Nancy: Dopadne to dobře. Všechno.
Charlie: /si ji dobírá/ Proč?
Nancy: Protože bych se s tím jinak nemohla smířit.\textsuperscript{100}
Po revoluci do programu operativně vřazená hra Hana Burešové \textit{Půjdem spolu do Betléma}, v režii Karla Semeráda, nazkoušená v průběhu stávky vyvolala u publika nevšední ohlas. Kombinace původně středověké Vánoční a Velikonoční hry byla tehdy, po dlouholetém potlačování náboženského smýšlení, obrovským zadostiučiněním, zvláště pak ve Zlíně, jakožto v dosti křesťanský založené oblasti. Inscenace byla jasnou reflexí příchodu revoluce a zrušení cenzury, a symbolem nového počátku svobodného myšlení.
Studio Z, tehdy ještě G
Ve studiu G se objevila hra zakazovaného autora Augusta Strindberga\textsuperscript{101} \textit{Slečna Julie}, režie se chopil Jakub Korčák. Nebylo divu, že byl Strindberg stranickým příslušníkům nepohodlný. Ve svých dramatech často prezentoval i otevřenou kritiku sociálně kulturního a lidského úpadku, a modernizaci dramatické formy, ve které se náročněji založení čtenáři či diváci mohli snažit nalézt odpovědi na otázky, kladené v tehdejší době. Ve Slečně Julii uvádí na světlo tři postavy, které záměrně neobdaril charaktery a nazírá na ně pouze z pohledu polemizování o možnosti či nemožnosti nápravy sociálně zkaženého ducha. V podtextu nabádal diváky svých her k revoltě. Hmatatelný důkaz plyne z jeho následujících slov, uveřejněných v předmluvě ke své hře v časopisu \textit{Divadlo} (r. 1967):
„Avšak citlivý divák se nespokojí se soucitem (postav v tragédii, pozn. aut.), a člověk věřící v budoucnost bude možná vyžadovat pozitivní výhled, jak zlo odstranit, jinými slovy nějaký program.“ Diktováním reálných dramatických možností za vlády totalitního režimu nekorespondovaly s touhou po lišící se tvorbou. Strindberg to považoval za „nerozvinuté myšlení (...), zřejmě ustupující vývojově
\textsuperscript{100} Edward Albee, \textit{Pobřeží}, 1976, DILIA, 1982, Praha.
\textsuperscript{101} August Strindberg (1849), švédský dramatik, čerpačící převážně z naturalismu, expresionismu a symbolismu, držitel Nobelovy ceny za literaturu.
vyššímu stupni uvažování, zkoumání a zpýtování", z čehož pramení odumírající útvar divadla, (shodně se situací v náboženství), vedoucí k trvalé krizi.
Výrazným kusem byla v roce 1989 i Sofoklova: Antigona (prem. 27. 10. 89). Ač by se mohlo zdát, že se jednalo pouze o zařazení tehdy předepisované a nutné klasiky, byly zde pod režii Karla Semeráda vyzdvíženy Antigoniny politické prvky a signály o vyčleněných jedincích byly parafrázi na režimem zapřičiněnou společenskou a kulturní izolaci. Jana Kafková: „Antigona fungovala výborně, protože tam byla vyzdvížena vzpoura jedince proti zavedenému řádu. A Karlovi Semerádovi se to povedlo udělat jako moderní divadlo, kdy měl jeviště poseté pouze pískem a všechny postavy na něm po dobu představení permanentně seděly. Velmi silné, syrové představení, které na lidi hodně působilo.“
Autorské počiny herců v DVK, Luďka Randára a Rostislava Marka Tak trochu blues (prem. 28. 1. 1989) a dramatizace materiálů brněnského lingvisty, doktora Dušana Šlosara Mordování pana Češtiny (prem. 17. 4. 1989) Ivanem Kalinou, svým smyslovým posláním rozhodně nezůstávaly za výše zmíněnou dramatikou. Večery, jejichž atmosféra byla zaplněna písničkami o nesvobodě v podobě jazzu a blues, byly už od své lednové premiéry velmi oblíbený kusem. V době, kdy se nebylo možné veřejně kriticky vyjádřit o nespokojenosti se společenským systémem, fungovala divadla jako místa, kde lidé mohli své názory metaforicky ventilovat prostřednictvím sdílení revolučních myšlenek, které proudily z jeviště a například i z tohoto autorského hudebního pořadu. Politická satira Ivana Kaliny nejen o kritice mnohdy nesmyslného, zmatky vyvolávajícího používání zkratek, snaze zachování zdravého rozumu a kultury jazyka se vyznačovala následujícím specifikem: Ivan Kalina: „Mordování panny Češtiny bylo hrou zesměšňující úřední jazyk, komolení češtiny a převážně používání zkratek ve velkém, kdy postavy podporují zachování češtiny s její důstojnou tváří. Představení nevydrželo dlouho, protože po revoluci ztratilo svou aktuálnost.“
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102 Tamtéž.
103 Předmluva ke hře Slečna Julie, August Strindberg, kol. autorů, Divadlo, Praha, 1967, s. 15, 16.
104 Rozhovor s Janou Kafkovou, 8. 4. 2009, osobní archiv autorky.
105 Dušan Šlosar, PhDr. CSc. (1930), lingvista, emeritní profesor Masarykovy univerzity, v roce 1989 jednou z klíčových postav brněnské sametové revoluce.
106 Rozhovor s Ivanem Kalinou, 8. dubna 2009, osobní archiv autorky.
3. Slovácké divadlo
a) Charakter jednotlivých dní po 17. listopadu 1989
Sobota 18. 11. a neděle 19. 11.
Osudné události 17. listopadu 1989 v Praze se dostaly do uherskohradišťského divadla hned den poté, 18.11. V devět hodin večer tehdejší umělecký šéf a režisér, Igor Stránský\(^{107}\), obdržel informační telefonát od Přemysla Ruta\(^{108}\), v němž se dozvěděl stručné informace o neoprávněném policejním zásahu a vstupu divadel do stávky. Protože se prozatím jednalo o rychlé a stručné zprávy,
\(^{107}\) Igor Stránský, Mgr., (1946), 1965 – 1985 hercem souboru, od roku 1985 – 1989 navíc režisérem, 1988 – 1989 uměleckým šéfem, od 1. 1. 1990 ředitelem Slováckého divadla, jehož úroveň za svého působení značně pozvedl. Jedna z vůdčích osobností polistopadových událostí.
\(^{108}\) Přemysl Rut (1954), režisér SD v letech 1980 – 1984.
rozhodl se režisér představení nepřerušovat, ale začít vše organizovat až s chladnou hlavou po jeho skončení. O pojednání pro příští dny umělecký ansámbel Slováckého divadla debatoval celou sobotní noc i v průběhu neděle a během víkendu vzešel plán na založení akčního výboru v čele s Přemyslem Rutem, v rámci kterého by začala být koordinována činnost místních. Vznikl tak konstruktivní plán a forma, jakou byla veřejnost po následující dny informována. Jana Staňková\textsuperscript{109}, která byla v době zásahu v Praze, přivezla do Uherského Hradiště kompletní informace i materiály přímo od pramene.
Jedním z přivezených textů bylo Prohlášení českých divadelníků, vydané hned den po zásahu, 18. 11. 1989. Seznamovalo občany s faktem selhání veškerých snah o navázání dialogu, vygradovaný kriminalizováním, perzekucemi a následným neoprávněným útokem na poklidné manifestující. Tímto se pražští divadelníci připojili k výzvě studentů ze stejného dne a s následujícím apelem se obrátili na všechna československá divadla:
„Vyzýváme vás, abychom se připojili k týdenní protestní stávce studentů tím, že v tyto dny místo plánovaných představení přečteme naše stanovisko k témto událostem a nabídnete divadelní prostory k široké veřejné diskusi. Zároveň se obracíme ke všem spoluobčanům:
Zabraňme dalšímu násilí, krveprolití a politické zvlá!
Navrhujeme vyhlásit na pondělí 27. listopadu mezi 12,00 a 14,00 hod. protestní generální stávku.“\textsuperscript{110} Autorem dokumentu bylo Shromáždění českých divadelníků. Provolání začala hromadně vydávat prozatím divadla a studenti vysokých i středních škol. V sobotu, 18. 11. 1989, se k protestu připojili studenti DAMU, o dva dny později, 20. 11., Městská divadla pražská. Počet dalších divadel a škol, zapojujících do stávky velmi rychle narůstal, při čemž sdělení v jejich jednotlivých prohlášeních byla téměř totožná, zejména nesouhlasem s vývojem nejen posledních dní, vyjadřováním si vzájemné podpory a připojením se ke stávce.\textsuperscript{111}
\textsuperscript{109} Jana Staňková (1957), herečka v souboru SD v letech 1989 – 1990.
\textsuperscript{110} Dokumenty k sametové revoluci, archiv Slováckého divadla v Uherském Hradišti.
\textsuperscript{111} Tamtéž, 98, 99, NASKENOVAT, Přílohy.
Michal Stránský\textsuperscript{112}, tehdejší „programový pracovník“ místního klubu mládeže UHáčko, se první zprávy o zásahu prvně dozvěděl z Hlasu Ameriky a Svobodné Evropy také v sobotu. M. Stránský: „Tehdy jsme poslouchali rádio pravidelně a už jsme samozřejmě věděli, že se něco chystá a že v Praze bude jedna z velkých demonstrací. Ale nikdo nevěděl, že se z toho stane rozhodující okamžik. Věděli jsme, že komunisté ztrácejí kontrolu. Poslouchali jsme hlas Ameriky a Svobodnou Evropu také proto, že tu šlo už i o zcela konkrétní informace, co dělat, jak postupovat a podobně..”\textsuperscript{113}
Ke dni 19. 11. 1989 bylo Václavem Havlem\textsuperscript{114} v pražském Činoherním klubu založeno Občanské fórum, které bylo opozici tehdejšího režimu a prohlásilo, že se „cítí být způsobilé okamžitě jednat se státním vedením o kritické situaci v naší zemi, vyjadřovat aktuální požadavky naší veřejnosti a jednat o jejich řešení.”\textsuperscript{115}
**Pondělí 20.11.**
Akční výbor Slováckého divadla se rozhodl zařadit na pondělí 22. 11. 1989 první veřejné iniciativy a vystoupit před zahájením plánované inscenace Tylova \textit{Strakonického dudáka} v Městském divadle Prostějov, kde by přítomné seznámil s novými okolnostmi. Pro připojení se k ostatním českým divadelníkům byl celý ansámbel divadla, razantní nesouhlasný postoj měl pouze ředitel divadla Miroslav Kučera\textsuperscript{116} a tehdejší provozní, paní Kočendová. Přes jejich opozici se ansámbel rozhodl pokračovat v předem připraveném plánu. Rozpor s herci vyřešil ředitel kontaktováním STB, která se do Prostějova včas dostavila, aby mohla být svědkem projevu Akčního výboru. Igor Stránský
\textsuperscript{112} Michal Stránský, MgA., člen OF v UH, osobnost přispívající značnou měrou do kulturního života v UH ve druhé polovině 80. let. Jako „dramaturg“ klubu mládeže UHáčko stál za řadou koncertů a divadelních vystoupení hudebníků a divadelníků na pomezí nebo zcela mimo oficiálně protěžovanou kulturu (m.j. např. beseda Hradišťanu s hostem Janem Skácelem, multižánrový „festival otevřeného folkloru“ Buchlovská svíca a další). V programu klubu se z jeho iniciativy objevovaly diskusní pořady na tehdy tabuizovaná témata. Byl iniciátorem obnovy tradice studentských majáles v UH v roce 1988, na svou dobu nebyvale svobodného a spontánního projevu studentské samosprávy.
\textsuperscript{113} Rozhovor s Michalem Stránským, 13. listopadu 2008, osobní archiv autorky.
\textsuperscript{114} Václav Havel (1936), dramatik, disident, signatář Charty 77, Několika slov, zakladatel OF, prezident ČR 1989 – 2003.
\textsuperscript{115} OF UH, Občanské fórum, \textit{Slovácká jiskra}, roč. 39, 1989, č. 48, s. 1.
\textsuperscript{116} Miroslav Kučera (1949), ředitel SD v letech 1988 až 1989.
vystoupil na pódium a vysvětlil divákům, že herci jsou sice v kostýmech připraveni hrát, ale kvůli událostem, které se odehrály na Národní třídě, vstupuje divadlo do stávky. Vyhlášením generální stávky si režisér vysloužil od příslušníků STB zatčení. I. Stránský: „Herci dole před budovou skandovali: ‘Pusťte ho, pusťte ho!’ Byl jsem vyslýchán, ale nikoho jsem nejmenoval, ani lidi, se kterými jsem telefonoval. Jenom jsem přiznal, že jsem do toho šel vědomě, protože současný stav země je špatný. Jedna z poznámek vyslýchajícího byla, zda jsem vyzýval ke generální stávce, ne což jsem reagoval tím, že to považuji za nutné. Vyslýchající se rozhořčeně ohradil, že to je trestný čin! Mluvil jsem vždy pravdu, nic jsem si nevymýšlel. Na konci jsem souhlasil s trestním oznámením, které dosahovalo trestu odnětí svobody do tří let. Listinu jsem podepsal a propustili mne. Jakmile jsem přijel do divadla, potkal jsem u sebe v kanceláři další příslušníky STB, kteří u mě hledali kompromitující materiály. Chvíle byla krušná, ale k žádnému ataku na moji osobu, ani k žádnému pozdějšímu zatčení, nedošlo.“
Slovácké divadlo se rozhodlo občany informovat pomocí mítinků, setkání v divadle i tištěným oznámením, ve kterém upozorňovalo na stávku vyhlášenou od 20. do 27. 11. 1989. Spolu s výzvami pražských vysokoškoláků a divadelníků oslovuje SD své diváky s prosbou snahy o shovívavost v době zrušení předem daných představení a vysvětluje smysl a způsob protestu. Názory občanů, že si herci dělají volno v pracovním čase, se snaží ansábl eliminovat v rámci vyvíjení úsilí ke větší informovanosti občanů o možném přínosu generální stávky a přislíbením nahrazení inscenací. Jeden ze vzkazů místním obyvatelům zněl: „Věřte nám, že naším hlavním cílem je klid, práce, humanismus a demokracie.“ Pod dokumentem byli podepsáni pracovníci Slováckého divadla v Uherském Hradišti.
Divadlo vydalo k událostem 17. 11. 1989 oficiální provolání směřované širokému spektru obyvatelstva: dělníkům, zemědělcům, mládeži, humánní a technické inteligenci z okresu Uherské Hradiště. Občané byli jménem herců a ostatních pracovníků poučeni o důvodech a charakteru vyhlášené stávky ve Slováckém divadle. A to převážně z důvodů negativního průběhu nedávné manifestace, znepokojující ekonomické a politické situace, o jejichž urychlené řešení byly již požadány vyšší orgány. I když byla představení dosavadně přerušena, divadlo ubezpečovalo o jejich uvedení v náhradním termínu, ujišťovalo o otevření divadla k diskusím s veřejností a o pokračování práce na všech jeho úsecích:
„Vážení přátelé. Ujišťujeme vás, že naše akce není zaměřena proti socialismu. Naším cílem není narušení klidu a vyvolávat konfliktní situace. Jsme si vědomi, že kultura, která není součástí společnosti, není kulturou, ale také že společnost, jejíž součástí není kultura, nemůže být společností. Naším cílem je obhajovat dobrou věc. Vybudování společnosti, která bude zárukou jistoty nás všech –
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117 Rozhovor s Igorem Stránským, 18. prosince 2008, osobní archiv autorky.
118 Dokumenty k sametové revoluci, archiv Slováckého divadla v Uherském Hradišti.
komunistů, jinostraníků, věřících, prostě společnosti, zaručující práva a spokojenost všech jejích občanů. Abychom vás mohli o naší činnosti přesvědčit, přijďte mezi nás do Slováckého divadla a poznejme se vzájemně. Vedme dialog, těšíme se na vás.
Závodní výbor ROH Slováckého divadla.“
Samostatné prohlášení vydali také herci SD, kteří ke svému připojili výzvy pražských vysokoškoláků a oficiální cestou tak ohlásili vstoupení do protestní stávky ve dnech 20. – 27. 11. 1989, kdy mají v úmyslu stavět se za humanismus a demokracii.
Dokumentem, předcházejícím provolání divadelníků, byla koncepce následujícího týdne, jehož vyvrcholením měla být celostátní generální stávka. Výzva pro občany bez rozdílu věku, politického zaměření a společenského postavení tištěná zpráva s názvem Okupační stávka, vydaná ke dni k 21. 11. 1989. Stručná koncepce je zaznamenána následovně:
„Jak stávku vedeme: - Studenti jsou přítomni 24 hodin ve škole po celý týden včetně víkendu
- Informuji o své stávce spoluobčany
- Vyzvou pedagogy k podpoře
- Stávku vedeme na podporu prohlášení pražských studentů
Směřujme ji k celostátní generální stávce 27. 11. 1989 od 12 do 14. hodin. Zákaz konzumace alkoholu!“
Úterý 21.11.
O zrušení představení v pražských, brněnských i krajských divadlech napsala v pravidelném článku Situace v kraji jihomoravská Rovnost. O vstupu SD do celostátní stávky vyšel v periodiku článek s titulem Prázdná jeviště, kdy se ke změně situace oficiální cestou vyjádřil ředitel Miroslav Kučera. Periodikum hojně informovalo především o manifestacích v Brně, zejména na náměstí Svobody s častým doplněním o fotografie. V jiných krajských městech prý podle listu nebyly události podobného charakteru zaznamenány.
Od úterý se začaly oficiálně pořádat veřejné mítinky na Malé scéně SD a na Mariánském náměstí. Divadelníci a členové akčního výboru se s občany začali na těchto místech pravidelně potkávat každý den ve stejnou hodinu. Počet přítomných, projevujících občanskou hrdost a sympatie k organizátorům akcí k radosti „dětí revoluce“, narůstal den ode dne závratným tempem.
Protože byly některé příchozí informace sice pozitivní, ale sporadické a trochu zmatečné, rozhodl se M. Stránský jet načerpat více vědomostí o proběhnuvší akci do Brna, které bylo vždy větší tepnou informací. Tam se mimo jiné z vývěsky deníku Československé strany socialistické *Svobodné slovo* dočetl potřebné zprávy k tomu, aby si o situaci udělal podrobnější představu. M. Stránský: „Fascinovala mě to. Stál jsem v hloučku u Svobodného slova a tyto oficiální noviny najednou krotce, ale pravdivě napsaly o tom, co se stalo. To bylo neuvěřitelně!“123 Později přijel zpět do Uherského Hradiště, a přestože tam byl proud informací řídší a pomalejší, stále velmi efektivně fungovala „šepťanda“, která začala zprvu kolovat mezi umělci, studenty a jejich známými. Na základě předem určeného srazu se jedni z prvních uherskohradištíských občanů spontánně sešli u Morového sloupu na Mariánském náměstí a zpívali se zapálenými svíčkami. M. Stránský: „U Morového sloupu se sešel stohlavý dav a šel hrozit před Městský národní výbor. Sbíral jsem odvahu, ale musel jsem si před dav stoupnout a říci, že nekřičíme na správném místě. Zrovna na radnici byl předsedou (říkal si na tu dobu ne právě obvykle „starosta“) jistý soudruh Ptáček. Sice jsme ‘stáli na opačných stranách’, ale on v uplynulých měsících jednal vždy absolutně korektně a slušně. Přišlo mi tehdy nespravedlivé stěžovat si právě na jeho jméno. (...)Lidé neměli takové možnosti kontaktu jako dnes, ale pokud se řeklo, že se sejdeme na Mariánském náměstí, lidé se sešli bez většího domluvání. Jednalo se především o středoškoláky, kteří se pohybovali kolem klubu UHáčka. Setkávali jsme se ale i s lidmi z dělnických profesí, i když jsme žili v úplně jiných světech. Tehdy bylo totiž spojující hledání prostoru svobody, ne sociální vrstva.“124
**Středa 22.11.**
Občané v Uherském Hradišti stále nebyli o událostech uplynulých dní dostatečně informováni, což u spousty z nich vyvolalo kvůli zrušeným představením negativní postoj k ansámblu Slováckého divadla. Lidé považovali iniciativy divadelníků za ‘dopředu neohlášené dovolené’, protože jim připadlo nespravedlivé, že ostatní mají naordinovanou pracovní dobu pořád stejnou, stále musejí vydělávat peníze a živit rodiny, natož aby ‘vystrkovali růžky’ a vystupovali proti zaměstnavatelům. Práce tehdy byla neodmyslitelnou povinností občana, a pokud lidé neměli informace o tom, co se děje
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122 K situaci v kraji. *Rovnost*. 1989, roč. 104, č. 275, s. 2.
123 Rozhovor s Michalem Stránským, 13. listopadu 2008, osobní archiv autorky.
124 Tamtéž.
a do jaké míry si mohou dovolit proti totalitnímu režimu bez rizika vystoupit a neriskovat suspendování, vyhození dětí za škol, zestátnění majetku a znemožnění běžného sociálně kulturního vyžití, nemohli jsme se jejich zdrženlivosti divit. Znesnadněnou situaci mělo Uherské Hradiště oproti Zlínu v tom, že nemělo univerzitu, tudíž chyběla spousta aktivních studentů, v rámci jejichž iniciativ by půdvaly informace a byly by občanům osvětleny pravdivé události posledních dní. Přestože si toho byl umělecký ansámbel vědom, ve svých činnostech nepolevil, i když bylo prosazení nových podmínek a větší svobody myšlení po dvaceti letech, ještě navíc v roli desinformujících mediálních zpráv, tvrdým orfíškem. Na základě požadavku uměleckého souboru a některých dalších pracovníků byla ve SD svolána 22. 11. mimořádná schůze, vyvolující písemné stanovisko, za které se jednotně postavil celý soubor:
1) „Ve smyslu této výzvy všichni naši členové souhlasí s prošetřením zákroku pořádkových sil ministerstva vnitra proti studentům v Praze dne 17. 11. 1989.
2) Souhlasíme se stanoviskem sekretariátu ÚV SSM.¹²⁵
3) Odmítáme obvinění z laxního přístupu uměleckého souboru, který byl obsažen ve výzvě, a zároveň vyjadřujeme nespokojenost s veřejnou informovaností a podporujeme požadavky na její zlepšení.
4) Oceňujeme sjednocení uměleckého souboru a dalších pracovníků a jejich snahu o urychlené řešení současných problémů naší společnosti.
5) Jednoznačně podpoříme promyšlené a konstruktivní návrhy. K tomu je nutné, aby alespoň řediteli divadla a výboru ZO KSČ byly včas předány aktuální zprávy a informace o připravovaných akcích.
6) Jsme pro klidné a důsledné vyšetření současné situace v našem divadle, a vyzýváme zástupce uměleckého souboru našeho divadla k otevřenému dialogu za účasti státních a stranických orgánů, který naše organizace zajistí na den 23. 11. 1989, prostřednictvím předsedy ONV v Uherském Hradišti. Jsme toho názoru, že pokud najdeme rozumné a odpovědné argumenty, výsledek tohoto dialogu může vést ke sjednocení názorů, k obecnému pochopení formy protestu, a tedy i k otevření divadla pro veřejné diskuse.“¹²⁶ Toto stanovisko bylo jednomyslně schváleno ZO KSČ SD dne 22. 11. 1989.
První výtisk po masakru na Národní třídě vyšel v místním periodiku s názvem Slovácká jiskra dne 22. 11. 1989. K aktuálnímu horkému stavu se vyjadřuje článek Vlády ČSSR, ČSR a SSR k událostem 17. 11., převzatý z Rudého Páva ze dne 21. 11. 1989. Rozhořčující, avšak ne příliš
¹²⁵ Viz bod. 37, s. 10.
¹²⁶ Dokumenty k sametové revoluci, archiv Slováckého divadla v Uherském Hradišti, (101).
překvapivou zprávou bylo mimo jiné to, že „vlády se seznámily se zprávou o průběhu pátečních a následných demonstrací.“127 Ve snaze utišit neklidnou situaci se článek schovával za nezbytnou a již dlouho plánovanou přestavbu, na ocenění pro systém vhodného klidného a rozvážného postoje v manifestacích nezúčastněných občanů, zejména dělníků a uvědomování si nezbytnosti každodenní poctivé práce. Vládou byl dokonce nabízen dialog a otevřené přijímání názorů. Dále se objevila výzva k umělcům a mládeži o „nepodlehnutí iluzi o jednoduchém řešení složitých otázek“ a cíle aktivistů byly označeny za zbytečné, pobuřující a sobecké.128
Mimo jedné z hlavních zpráv si svoje místo v místních novinách vybojoval nejnepatrnější odstavec z celého čísla, zvoucí diváky do SD na připravovanou premiéru úspěšné hry Antonína Procházky Kliče na neděli.129, 130
Ve středu dostal Igor Stránský v rámci telefonického hovoru pozvání od Petra Oslzlého131 do brněnského Divadla na provázku132, kde byla hlavní koordinace Jihomoravského kraje. Zde se sešel ještě s Milenou Dvorskou a Miroslavem Zikmundem k diskusi o následných krocích. V průběhu týdne začali někteří členové Akčního výboru jezdit i do Prahy na Smichov, čerpat zprávy přímo od pramene. Jakmile přijel umělecký šéf SD zpět do UH, viděl, jak se věci dávají do pohybu. Čím více byli lidé informováni a čím větší měli divadelníci, studenti a OF u veřejnosti podporu, tím větší odvahu lidé projevovali a nebáli se aktivně vyjádřit svůj nesouhlas se současnou situací: Igor Stránský: „Z Malé scény bylo otevřené okno a viděli jsme, jak se náměstí zaplňuje lidmi, jako když se nabaluje sníh na sněhovou kouli.“133
Výborným impulsem bylo pro studenty a umělce to, že se k jejich smýšlení připojila vysoce postavená osobnost, mající vliv: Ludvík Motyčka, kandidát ÚV ČSL, člen KV a poslanec Jm KNV vydává k 22. 11. 1989 za jihomoravský krajský výbor ČSL prohlášení, v němž vyjadřuje podporu a připojení se k požadavkům studentů a dramatických umělců z 20.11. Československá strana lidová.
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127 Vlády ČSSR, ČSR a SSR k událostem 17. 11. 1989. Slovácká jiskra. 1989, roč. 39, č. 47, s. 1.
128 Tamtéž.
129 Viz. Dramaturgie Slováckého divadla 1989, s. 52.
130 Na premiéru SD. Slovácká Jiskra. 1989, roč. 39, č. 47, s. 2.
131 Petr Oslzlý (1945), dramaturg, divadelní pedagog, scénárista, herec. Od roku 1973 je vůdčí osobností Divadla Husa na provázku, V letech 1990–1992 byl poradcem prezidenta Václava Havla. Od roku 1992 působí na Divadelní fakultě JAMU, kde je proděkanem a na Ústavu divadelní vědy FF MU. Od dubna 1993 je ředitelem Centra experimentálního divadla v Brně. Dostupné na World Wide Web: http://www.vetrmemlyny.cz/rozrazil/oszlzy.html
132 Divadlo Husa na provázku, v roce 1989 Provázek, jedno z nevyprofilovanějších a nejodvážnějších divadel na konci osmdesátých let za tehdejší republiky.
133 Rozhovor s Igorem Stránským, 18. prosince 2008, osobní archiv autorky.
Zcela se distancuje od vedení ČSL, odsuzuje brutalitu osudného zákroku, neakceptuje postoje politiků, kteří vyzývali pouze k utišení situace a odmítali přiznat celospoločenskou krizi, schovávaje se za lži.\textsuperscript{134}
**Čtvrtek 23.11.**
Miroslav Kučera vydal 23. 11. 1989 k současné situaci divadla prohlášení o pěti bodech. Svým podpisem stvrdil, že umělecký soubor využívá pracovní dobu efektivně a připravuje se v rámci zkoušek na následující inscenace. SD se rozhodlo organizovat veřejné dialogy s veřejností, což vyplynulo z porady ředitelů jihomoravských divadel ze dne 20. 11., a divadlo bylo uzavřeno až do odvolání, při čemž budou zrušená představení nahrazena v náhradních termínech. V posledním odstavci ředitel vylučuje jakýkoli nátlak, natož fyzické napadení, ze strany ansámlu za účelem otevření divadla veřejnosti.\textsuperscript{135}
Úterní manifestace vypadala očima současného ředitele SD, Igora Stránského, takto: „Na setkáních se tribuna zaplnovala lidmi, kteří za režimu zaplatili, byli trestaní, vyloučení v osmašedesátém ze strany, kteří se nějakým způsobem projevovali, a bylo ji znemožněno zapojit se. Ve středu jsme jeli do Brna na Provázek. Po cestě tam i nazpátek jsem byl překvapen tím, že jezdily autobusy milicionářů. Petr Oslzlý vyzdvihoval, že musíme jednat na úrovni, abychom nevyprovokovali nějaký zbytečný masakr. Naší prioritou se stalo bojování duchem, ne silou. Od začátku vše směřovalo k demokracii a od začátku jsme si říkali, že jsme lepší jak oni. A to byl začátek té sametové revoluce. Nechtěli jsme jim dát žádnou záminku k tomu, aby mohli soudruzi zaútočit. Bylo krásné, když se lidé začali srocovat na náměstí, utvářely se z nich řetězy a teď se šlo a obcházelo se to město. Vyšlo 150 lidí a na konci nás bylo třeba 6000 lidí, to bylo nádherné! Pan předseda Ptáček tomu dal naprostou volnou ruku a mohli jsme svoje aktivity provozovat kdekoli, dál nám dokonce k dispozici budovu radnice. Byl to člověk, který byl také léta perzekuován a stal se starostou až tehdy, kdy byla ve vzduchu cítit změna.
Divadlo se stalo obecným hrdinou, lidé nám dávali k dispozici auta, herci lidí mobilizovali. Od prvních setkání se vše směřovalo k tomu, aby byla ta generální stávka a v tom byla ta obrovská síla vědět, že jsou komunisti ‘v prdeli.’ To byl základní motiv, jezdit po celém regionu. Večer už jsme se sesli v divadle u představení a následovalo povídání si o prožitém dni a rozebíralo se, co se dalo. Tehdy jsem měl dvě děti a samozřejmě jsem měl strach a měl jsem připravenou tašku s doklady a penězi pro případ, že by došlo na nejhorší.”\textsuperscript{136}
\textsuperscript{134} Dokumenty k Sametové revoluci, archiv Slováckého divadla v Uherském Hradišti, č. 75.
\textsuperscript{135} Dokumenty k Sametové revoluci, archiv Slováckého divadla v Uherském Hradišti, č. 62.
\textsuperscript{136} Rozhovor s Igorem Stránským, 18. prosince 2008, osobní archiv autorky.
Pátek 24.11.
Pátek byl brán jako oficiální den ustavení OF UH. To, že byla tato konkrétní doba plná spontánních, avšak koordinovaných a promyšlených rozhodnutí, doba plná shonu a žití „tady a teď“, dokládají reakce pamětníků, kteří se na spoustu vlastních iniciativ divají jako na impulsivní, smysluplnou, kolektivní práci, bez toho, že by si připisovali zásluhy či pozice. Tehdy bylo potřeba pomáhat, tak přispíval každý, kdo mohl, ale rozhodně se jednalo o prospěšnou činnost, z níž neměla být vytěžena žádná politická prestiž. První momenty v uherskohradištěském OF popisují pamětníci následovně:
Igor Stránský: „Já jsem nebyl politik, jednal jsem spontánně, ideologické záměry OF přicházely od Michala Stránského a doktora Ladislava Mlčáka.\(^{137}\) Tito lidé to uměli lépe informovat a my s Ladislavem Kolářem jsme podle toho jeli a táhli jsme to. Nás bylo vidět, ale nápady opravdu vznikaly na mnoha stranách. I když jsme nebyli jen vykonavatelé toho dění, nikdy jsem osobně neměl pocit, že bych musel být v čele dění a plamenným vůdcem. Podle mě to byla obrovská kolektivní práce, která se potom přenášela dále. OF se mi líbilo proto, že nebylo o individualitách, ale o lidech. V těchto lidech byla občanská síla a chuť všech. Tato forma, kdy si někdo nevydupával pozici nějakého vůdce, se mi opravdu velice líbila, a proto jsem pro OF vždy pracoval s velikou chutí. Z pozdější tužby z iniciativ Václava Klause po nezbytném politizování OF jsem radost neměl.“\(^{138}\)
O spontaneitě aktivních uherskohradištěských členů v průběhu porevolučního působení vypovídají i vzpomínky a pocity Michala Stránského. Od 24. 11. 1989 začal akční výbor, o stejných lidech jako doposud, působit pod názvem Občanské fórum. Michal Stránský: „Rozkřiklo se, že se budeme scházet vždy večer, asi v 18 hodin, u Morového sloupu na náměstí, potom se otevřelo okno z Malé scény SD a mluvilo se na Mariánském náměstí.“\(^{139}\)
Volný přístup k Občanskému fóru byl otevřen jakémukoli občanovi s jasnými cíly jednání, korespondující s myšlenkami OF (dokonce se mohl připojit i člen Komunistické strany, měl-li dobré úmysly, což ale nebylo vždy tak lehké posoudit). OF bylo volným sdružením občanů, v němž byl ustanoven systém pravidel, vyzívající k přispění všech, kteří mají chuť a možnost pomáhat. Počet členů nebyl omezen, doporučena byla pouze skupina, schopná společných schůzek. Pro jednotlivá jednání v různých oblastech a tématech (zdravotnictví, ekologie, bydlení, dopravy a tak dále, bylo vhodné zvolit si mluvčího. Jednotlivá fóra mohla spolupracovat a navzájem se doplňovat. Brněnské
\(^{137}\) Ladislav Mlčák, MUDr. (1947), jeden z nejaktivnějších členů OF v roce 1989, lékař v obci Buchlovice.
\(^{138}\) Tamtéž
\(^{139}\) Rozhovor s Michalem Stránským, 13. listopadu 2008, osobní archiv autorky.
fórum evidovalo a rozesílalo informace, nabízelo pomoc při řešení složitějších situací, přičemž toto, ani žádné jiné nebylo nadřazené ostatním fórum.\textsuperscript{140}
Manifestaci se k radosti umělců účastnilo pozvolna čím dál více lidí, právě 24.11. se jich v UH sešlo podle informací v Rovnosti na 2000.\textsuperscript{141}
\textbf{Sobota 25. 11. a neděle 26.11.}
Od 25. 11. 1989 začínají členové OF jednat se zástupcem Městského národního výboru s Ing. M. Ptáčkem a předsedou Městského výboru KSČ P. Křivánkem a dalšími, což se začíná jevit jako první krok dialogu v Uherském Hradišti.\textsuperscript{142} Členové ustaveného OF se přestěhovali na větší náměstí K. Gotwalda, před budovu radnice. Moderátory dění se stali Igor Stránský spolu s Ladislavem Kolářem.
Akční výbor, který vznikl ve SD a jemuž dal Igor Stránský prostory ve své kanceláři uměleckého šéfa, soustřeďoval spoustu lidí, kteří se na všelijakých akcích v průběhu prvních čtrnácti dní po revoluci podíleli různými způsoby. Jedni z nejstálejších členů akčního výboru byli podle vzpomínek Igora Stránského následovní: „Bývalý předseda ZV ROH, tehdy ještě ve straně, Karel Hoffmann, který do strany vstoupil v 80. letech, v té době bydlel ve Zlíně, ale na průběh listopadových událostí se přestěhoval do budovy, v níž bydlí nyní herci, dále herečka Jana Staňková, Ladislav Kolář,\textsuperscript{143} bývalý poslanec, pan Ladislav Mlčák, který byl velmi aktivní a další spousta lidí. Z iniciativ této skupiny se postupně začalo OF.”\textsuperscript{144}
Podle Rovnosti se během víkendových manifestací sešlo na náměstí pro každý den zhruba 3 500 občanů.\textsuperscript{145}
\textbf{Pondělí 27.11.}
\textsuperscript{140} Rady pro zakládání Občanského fóra, Dokumenty k sametové revoluci, archiv Slováckého divadla, v Uherském Hradišti, č. 53.
\textsuperscript{141} Situace v okresech. \textit{Rovnost}. 1989, roč. 104, č. 279, s. 3.
\textsuperscript{142} OF UH. \textit{Slovácká jiskra}. 1989, roč. 39, č. 48, s. 5.
\textsuperscript{143} Ladislav Kolář (1950), v hereckém souboru v letech 1977 – 1990, autor hudební složky v dramatech, pohádkách, muzikálech. Jedna z vůdčích osobností místního Akčního výboru a Občanského fóra. V současné době je v hereckém angažmá v Městském divadle Brno.
\textsuperscript{144} Rozhovor s Igorem Stránským, 18. prosince 2008, osobní archiv autorky.
\textsuperscript{145} Situace v okresech. \textit{Rovnost}. 1989, roč. 104, č. 275, s. 1.
Na sestavování prohlášení OF, předneseném na celostátní generální stávce\textsuperscript{146}, se podle Igora Stránského a Michala Stránského podílel zejména tento tým lidí: Jan Gogola starší, Radek Kunc, MUDr. Mlčák, Zdeněk Kup, Milan Hlůšek, MUDr. Čech, Dr. Jančař, Radek Frýza.
Článek Pondělní stávka v kraji referuje o generální stávce těmito slovy: „Lid se sešel krátce po 12. hodině na náměstí K. Gottwalda. Souhlas s manifestační stávkou přišli vyjádřit studenti i pracující. K manifestujícím promluvili zástupci výboru SD, kteří přítomné seznámili s požadavky místního OF. Vystoupil i představitel ONV Ing. Zdeněk Lapčík, který se vyjádřil o plánovaném dialogu představitelů ONV se zástupci OF. Dav se poklidně rozešel zhruba v 13:30.“\textsuperscript{147}
Jména vystoupivších osobností se podle slov ředitele Igora Stránského dají zpětně těžko určit, jelikož se jejich práce často překrývala. Prohlášení pražských umělců a studentů bylo s kolektivně vytvořeným specifikem pro Uherské Hradiště, předneseno Igorem Stránským a Ladislavem Kolářem. Na manifestaci k lidem promluvil i Miroslav Zikmund, který zapůsobil ohromným způsobem. Když se na náměstí přišel podívat předseda NV Ptaček, který akci povolil, hleděl na dav několika tisíc lidí a nestačil věřit svým očím. Pro Ladislava Koláře byla tato manifestace posledním veřejným vystoupením a také nejsilnějším zážitkem v rámci OF.
Po přečtení připravených projevů dostali prostor všichni, kteří chtěli přispět svým názorem. Z davu byla cítit především jeho jednotnost a jasný cíl. Jakmile někdo slušným způsobem zkriticizoval přístup KSČ, jednotek SNB, špatný stav zdravotnictví, školství a podobně, ozvala se z davu silná, podporující odezva. V průběhu večera se objevily i extrémně rozdílné názory, například neznámé soudružky, kritizující OF a lidi s ním sympatizující či starší občan, který prohlašoval, že by se měli všichni komunisti nahnat jednotně do plynu. Oba z uvedených názorů se setkaly s jasným nesouhlasem vypískáním a stařík s kolektivním provoláváním:
Dav manifestujících: „Nejsme jako oni!“\textsuperscript{148}
Michal Stránský: „Byli jsme překvapeni tím, jak bylo plno. Bylo to jasné gesto, že ‘nezlobí’ jen divadelníci a studenti, ale že zastoupení tu má široká veřejnost. V tu chvíli bylo jasné, že se režim hrouší. Někteří představitelé odcházejícího řízení si mysleli, že mohou ještě něco zachránit, ale jakmile se začali vyjadřovat na pódiu, byli z něj veřejnosti vypískáni.“\textsuperscript{149}
\textsuperscript{146} viz příloha 30.
\textsuperscript{147} Pondělní stávka v kraji. \textit{Rovnost}. 1989, roč. 104, č. 280, s. 4.
\textsuperscript{148} Rozhovor s Igorem Stránským, 18. prosince 2008, osobní archiv autorky.
\textsuperscript{149} Rozhovor s Michalem Stránským, 13. listopadu 2008, osobní archiv autorky.
Igor Stránský: „Úžasná byla nádherná síla pramenící z kompaktnosti několikatisícového davu, který procházel městem, držící se za ruce a bojující za stejnou myšlenku.“
Demonstraci zachycuje ve Slovácké jiskře přiložená fotografie náměstí K. Gotwalda zaplněné manifestujícími občany v Uherském Hradišti. Podle slov místního periodika se lidé zaplnivší náměstí sešli během hodiny a od dvanácté polední vyjadřovali podporu OF a nesouhlas s vážnou situací nejen posledních dní. Složení sociálních vrstev bylo pestré díky přítomnosti studentů místní SŠ, OU, pracujících z místních podniků, služeb, zemědělců z Uherského Hradiště i jeho okolí. Hovořili předseda MNV Ing. Milan Ptáček, režisér a herec Igor Stránský, který přednesl požadavky UH OF, předseda ONV Ing. Zdeněk Lapčík, který se zmínil o plánovaném dialogu představitelů okresu se členy OF (uskutečněný později ve večerních hodinách). Atmosféra proběhla v rámci otevřeného vyjadřování názorů zúčastněných a jejich necenzurované pozitivní či negativní kritiky jednotlivých vystoupivších. Po půl druhé odpoledne se početný dav na výzvu OF pokojně rozsečel.
Důležitým prvkem diskuse po generální stávce bylo držení se zásad formy dialogu OF, které měly zaručit přinejmenším adekvátní formu diskuse. Osm pravidel dialogu:
1) Tvůj oponent není nepřítelem, ale partnerem při hledání pravdy. Cílem diskuse je pravda, nikoli intelektuální soutěž.
2) Snaž se porozumět druhému. Nepochopíš-li správně názor oponenta, nemůžeš jeho tvrzení ani vyvracet, ani uznávat.
3) Tvrzení bez věcných důkazů nevydávej za argument. V takovém případě jde pouze o tvé mínění a partner mu nemusí přiznat váhu argumentu.
4) Neutíkej od tématu. Nevyhýbej se nepřijemným argumentům, nebo otázkám tím, že svedeš diskusi jinam.
5) Nesnaž se mít za každou cenu poslední slovo. Množství slov nenahradí chybějící argument. Umlčení oponenta neznamená vyvracení jeho argumentů ani popření jeho myšlenek.
6) Nesnižuj osobní důstojnost oponenta. Kdo napadá osobu protivníka, ztrácí právo účastnit se dialogu.
7) Nezapomínej, že dialog vyžaduje kázeň. Nakonec rozumem, nikoli emocemi formulujeme své tvrzení a úsudky.
---
150 Rozhovor s Igorem Stránským, 18. prosince 2008, osobní archiv autorky.
151 Snímek demonstrujících. Slovácká jiskra. 1989, roč. 39, č. 48, s. 1. byl pořízen před městským NV v UH 27. 11. 1989 krátce po jedné hodině odpoledne, zachycujíc atmosféru shromáždění. Příloha 30.
8) Nezaměňuj dialog s monologem. Všichni mají stejné právo se vyjádřit. Ohleduplnost vůči ostatním se projevuje i tím, že dokážeš šetřit časem.\(^{152}\)
Pod taktovkou výše uvedené formy plodné diskuse se projednal pražský dokument Programové zásady Občanského fóra z 26. 11.1989, z něhož vyplývá touha po změně uvedením kritiky současných stavů jasně formulovanými požadavky v sedmi bodech: Z oblasti Práva se požadovalo, aby byla Československá republika se stala „Právním demokratickým státem v duchu československé státnosti a mezinárodně platných zásad, vyjádřených především ve Všeobecné deklaraci lidských práv a Mezinárodním paktu o občanských a politických právech.“\(^{153}\) Politický systém obsahoval zejména nutnou změnu politické situace, rovnosti všech politických stran a svobodných voleb. V Zahraniční politice se objevil požadavek po tom, aby republika měla možnost zaujmout důstojné místo v Evropě a začlenit se do evropské integrace. Kritickou situací v hospodářství chtělo OF řešit rozbitím monopolních pozic tehdejších velkých podniků, vytvořením pestrého trhu a konkurence, šetrné k životnímu prostředí. Stejně šance a sociální podmínky pro rozvoj a uplatnění se všech občanů byly pak požadovány v odstavci Sociální spravedlnost, vyzývalo se k nápravě škod, navrácení původní tváře československé krajiny a zásadní změny v péči o životní prostředí a závěrečný článek o kultuře hovořil o potřebě otevření se světovému trhu, možnosti volně publikovat a otevřít se veřejnosti. Výše zmíněné požadavky byly čerpány z archivních dokumentů SD v Uherském hradišti (viz. bod 141). Požadavky byly sestaveny k tomu, aby brzy dosáhly své realizace, a dialog s mocí a jejími jednotlivými představiteli byl nejlepším řešením, jak dát do pohybu věci, které už stály na pevných základech.
29. 11. byl Slovácké divadlo navštívit redaktor Slovácké jiskry, Josef Mikuš. Provedl rozhovory s ředitelem divadla a s hercem Ladislavem Kolářem, na základě kterých vyšel v plátku 6. 12. článek s názvem Co dělají herci, když stávkují? L. Kolář hovořil o situaci posledních dní a smyslu svého počínání následovně: „Studujeme hry klíče na neděli a Smetiště, připojili jsme se středoškolskými studenty k výzvě pražských studentů a herců, (...) byli jsme iniciátory zakládání stávkových výborů a OF. Za umělecký kolektiv Slováckého divadla si dovolím tvrdit, že to byla těžká, ale nejsmysluplnější práce, kterou jsme mohli pro společnost za poslední léta udělat. (...) Jde o probuzení svobodného myšlení ve všech oborech včetně toho, ve kterém pracuji, v kultuře. Aby ve všech odvětvích pracovali lidé, kteří jsou kapacitou ve svém oboru, nehledě na politickou příslušnost. Já sám budu po dlouhé době hrdě říkat, že jsem občanem ČSSR.“\(^{154}\)
\(^{152}\) Dokumenty k Sametové revoluci, archiv Slováckého divadla v Uherském Hradišti, č. 54.
\(^{153}\) Dokumenty k Sametové revoluci, archiv Slováckého divadla v Uherském Hradišti, č. 54.
\(^{154}\) Mikuš, Josef. Co dělají herci, když stávkují? Naše zastavení ve Slováckém divadle. Slovácká jiskra. 1989, roč. 39, č. 49, s. 4.
Středa 29.11.
Jakmile už bylo jasné, že se politická situace začíná obracet k lepšímu a OF nabírá na síle, začali se o moc ucházet takoví lidé, o jejichž participaci nebylo v průběhu stávky ani zmínky a ke snadnému vítězství bez vlastní angažovanosti se snažili přidat své členství ve straně. Skutečnost, že se na schůzi v části UH ve Starém Městě objevili lidé, kteří revoluci ‘na oko tvořili’, starali, jak se odtrhnout od Hradiště, které aktivní lidi údajně omezuje, a začali se starat jen o vlastní blaho, vyvolala v Ladislavu Kolářovi odpór k politickému dění a už nechtěl být jeho součástí.\(^{155}\)
Výrazné změny ve formě otištěných zpráv se Uherské Hradiště ve Slovácké jiskře dočkalo 29. 11. 1989. Dříve byli jeho občané zvyklí převážně na zprávy z prostředí akcí, mítinků, ‘úspěchů’ a plánů KSČ. Pokud už bylo nutné zmínit se o kultuře, nešetřilo se sporadičností, a zájem byl do oblasti kultury zahrnout socialistickou tematiku tak, jak to šlo.\(^{156}\) Černobílé vidění světa jedné vládnoucí strany bylo doplňováno desinformacemi a záměrným zkreslování procentuálních ekonomických růstů všech odvětví, a po spoustě stranách prosperujícím státu.
O to větším a mohutnějším překvapením, šokující vlnou, bylo postupné uvolňování informací a jejich realisticke podávání bez cenzury, objevující se v soudruhy bezpečně střežených, pro ně legálních, oficiálních médiích. Atmosféra houstla proti spokojenosti s KSČ zvláště po událostech na masové demonstraci v rámci Palachova\(^{157}\) týdnu\(^{158}\) 16. ledna 1989. Nebylo však jasné, že to bude právě osudný 17. listopad, po kterém se dají věci do rychlého pohybu, který v naší zemi za doby temna ještě nebyl. Šokem pro KSČ byla narůstající odvaha dosud „spícího“ českého národa a jeho dosavadního laxního přístupu, který se lišil například od Polska. Z aktivního odporu lze uvést například teatrálně založený odpor vůči útlaku, série surrealistických protikomunistických happeningů konajících se od roku 1981, vygradované Pomerančovou revolucí (6. 11. 1987).\(^{159}\) Hlavním iniciátorem byl Waldemar Maria, působící pod pseudonymem Major, který efektivně bojoval proti režimu a strhával s sebou početné davy. Po počátečních událostech po 17. 11. si soudruzi snažili udržet svoji vedoucí, i když
\(^{155}\) Z rozhovoru s Ladislavem Kolářem, 1. dubna 2009, osobní archiv autorky.
\(^{156}\) Fungování kultury bylo tehdy pro stranické příslušníky dostatečně splněno, uspořádali-li (a v tisku samozřejmě dostatečně vychválili) například „bohatý” odpolední program v rámci oslav a výstav při MČSP, na kterém měli občané možnost prohlédnout si instalaci sovětského a českého letectva, besedovat na téma Co chcete vědět o československé a sovětské přestavbě, sovětská politika míru a poznáváme sovětský Kazachstán. Sovětské soubory vystoupily s písničmi a tanci ve SD 13. 11. 1989 (z článku Měsíc přátelství. Slovácká jiskra. 1989, roč. 39, č. 45, s. 2.)
\(^{157}\) Jan Palach (1948 – 1969), student historie a politické ekonomie pražské UK, který se 16. ledna 1969 upálil na protest proti okupaci ČSR vojsky Varšavské smlouvy.
\(^{158}\) Palachův týden, série nepokojů od 15. do 19. ledna 1989 na Václavském náměstí k uctění památky Jana Palacha. Přes nepovolení manifestací se sešlo několik tisíc lidí, došlo při nich k potlačování zásahy policejními vodními děly, obušky, slzným plynem, a ke hromadnému zatýkání.
\(^{159}\) Kenney, Padraic. Karneval revoluce. Střední Evropa 1989. Praha: BB/art, 2005.
svojí ochabující pozici, z důvodu dalších mylných informací a degradováním schopných lidí z řad studentů, divadelníků a inteligence na pozice pouhých buřičů, stejně nepomohli. Hrozby však přestaly být jednou pro vždy efektivní, a díky neustávajícím, naopak silicím protestům výše zmíněných aktivistů a k nim se přidávajícím občanům, se začala KSČ ‘rozpadat pevná půda pod nohama’. Její stále klesající autorita byla impulsem k začátku zveřejňování necenzurovaných informací v médiích, která do té doby hrála vždy jen v její prospěch. Aktivisty rozdávané novinové výtisky z iniciativ Občanských fór a studentů a vylepované plakáty všude ve městech a později i vesnicích soudruzi ještě mohli očernit, ale pokud už se odhodlali k tomu, aby zveřejnili oficiální informace a požadavky s kritikou systému Občanských fór, byla to jejich jasná prohra. Konečně došlo ke zveřejnění odsouzení fašistické vychvalovaného systému. Vzrůstající počet protestujících a odhalování rozkrádání a devastace republiky v mnoha spektech, bylo nezvráceným bodem, spějícím ke krachu vlády jedné strany.
S výše uvedenými zprávami dokonale korespondovala právě i Slovácká jiskra. Uveden je dobový dokument a originál Prohlášení divadelníků Jihomoravského kraje vystupuje s prohlášením a požadavky v oficiálním periodiku UH v následujících pěti bodech:
1) „Vyjadřuji nedůvěru Jihomoravskému krajskému národnímu výboru jako orgánu zodpovědnému za řízení divadel
2) Vyjadřuji nedůvěru všem funkcionářům JMKNV působícím ve sféře řízení kultury – zejména s. Abrahámkové a Dvořákové a žádají jejich odstoupení pro ztrátu důvěry.
3) Požaduji odstoupení rady Jm KNV.
4) Požaduji, aby byl formulován vztah státních orgánů a divadel a dávaji v tomto smyslu mandát stávkovým výborem Občanského fóra jednotlivých souborů a divadel k jednání.
5) Požaduji prověřit referendum důvěru šéfů a ředitelů, v případě vyslovení nedůvěry navrhuji pověřit prozatímním vedením souboru zvoleného zástupce “\(^{160}\)
Výše uvedené prohlášení vydali Divadelníci Jihomoravského kraje, a to Státní divadlo Brno (soubor opery, činohry, zpěvohry, baletu), Divadlo na provázku (nyní Husa na provázku), Hadivadlo, Divadlo bratří Mrštíků (nyní Městské divadlo Brno), Divadlo Večerní Brno\(^{161}\), Loutkové divadlo
\(^{160}\) Prohlášení divadelníků Jihomoravského kraje. Dokumenty k Sametové revoluci, archiv Slováckého divadla v Uherském Hradišti.
\(^{161}\) Divadlo Večerní Brno, působilo v letech 1959-1992, od r. 1990 1.4. 1990 do 7.10 1990 pod názvem Divadlo u Jakuba. Ze zdroje Smejkal, Zdeněk, Bylo nebylo Večerní Brno, Brno: I.D.E.A., 1999.
Radost, Divadlo pracujících Gotwaldov (nyní Městské divadlo Zlín), Horácké divadlo Jihlava a Slovácké divadlo Uherské Hradiště.\(^{162}\)
Stručná a přehledná byla vydaná dokumentace Událostí uplynulého týdne, z čehož byla plodná oznámení o následujících pochincech:
- Herci SD se přidávají k pražským
- Na veřejnosti se veřejně diskutuje o 17. listopadu
- ZO přijímá 21. 11. základní stanovisko k tehdejší situaci v Praze
- 21. 11. se uherskohradištěští středoškoláci připojují k pražským vysokoškolákům v demonstraci za jejich požadavky na náměstí Rudé armády
- 23. 11. se uskutečnila schůze ONV a pracovníků odboru kultury se členy uměleckého souboru SD, jehož cílem bylo zabezpečit fungování národních výborů
- Již každý večer probíhají na náměstí Rudé armády u Morového sloupu shromáždění občanů, vyjadřujících svoje názory
- 25. 11. byl pořádán mimořádný stranický aktiv informující o průběhu zasedání ÚV KSČ
- Poprvé 27. 11. bylo v UH shromáždění na náměstí K. Gotwalda před budovou MNV oficiálně organizované členy místního OF. Opět byly vyřčeny požadavky na urychlení společenských přeměn a zásadních změn v politickém systému.
- 27. listopad proběhl v duchu národní stávky.\(^{163}\)
Významným bodem bylo vyjádření podpory stávce vedenou OF a nesouhlasu s KSČ jako vedoucí stranou ve státě ze strany 90% pracujících dělníků, protože právě na dělnickou třídu se strana spoléhala, jako na své podpůrce. Piše o tom článek Pracující hovoří.\(^{164}\)
Článek Ocitnutí se na osudové křižovatce dějin se vyjadřuje k revoluci jejím odsouzením a přináší realitu kádrových změn. Tím, že „vláda neunesla vnášení chaosu a emocí do spořádaného systému“, nabízí svá křesla k dispozici. Od této chvíle se mohli lidé, kteří tvrdě pracovali na formování nové budoucnosti, začít radovat.
\(^{162}\) Prohlášení divadelníků Jihomoravského, originál, Dokumenty k sametové revoluci, archiv Slováckého divadla v Uherském Hradišti, č. 23.
\(^{163}\) Události uplynulého týdne. Slovácká jiskra. 1989, roč. 39, č. 48, s. 1.
\(^{164}\) Nováková, E. Pracující hovoří, Slovácká jiskra. 1989, roč. 39, č. 48, s. 1.
Čtvrtek 30.11.
Poslední listopadová schůze ve Slováckém divadle se uskutečnila 30.11. Přítomni byli členové OF, kteří v rámci slibeného dialogu debatovali s předními představiteli ONV, MNV, a OV KSČ. Přítomní obou ‘břehů’ viz. bod.¹⁶⁵ Záznam z diskuse vypovídal o jasně vedoucí pozici Občanského fóra, jehož probírané požadavky (přednesené Radovanem Kuncem) přislíbil ONV realizovat, s navržením začátku využívání od 6. 12. 1989. Mezi nejdůležitějšími body bylo zajistit místnost pro členy OF, přístup i do větších prostor, přístup k telefonu, přístup k rozmnožovacím zařízením, k publikování ve Slovácké jiskře, přístup do zpravodajce UH, přidělení uzamykatelných vývěsních skříněk pro potřeby OF. Řešením konkrétních bodů byl pověřen ing. Ptáček. JUDr. Raja nabídl odborníky v daných profesích obsazení volných míst v komisích životního prostředí, místním hospodářství, obchodu, dopravy, výstavby, lesním vodním hospodářství a zemědělství, školství, zdravotnictví atd. Jan Gogoly se vyjádřil k faktu, pracovníci NV jistě vložili mnoho energie do řešení konkrétních problému, ale zřejmě nevypracovali systém, který by umožnil dosahovat lepších výsledků. Igor Stránský požadoval, aby SD bylo řízeno ministerstvem kultury. Lapčík souhlasil s veřejným dialogem na 3. 12. 1989, a s vysláním požadavků delegací na ONV. Zápis z jednání provedl Michal Stránský.¹⁶⁶
V dalších dnech fungoval program OF nadále, ve snaze dotáhnout rozpracované plány do konce. Po celém Uherském Hradišti byly rozdávány a vylepovány plakáty informující o akci chystané na 20. 12., s názvem Vánoce s Fórem¹⁶⁷. Na shromáždění pořádaném od 18 hodin před budovou Sdruženého klubu pracujících si občané měli podle instrukcí přinést zvonečky a svíčky, se kterými za přítomnosti uměleckého ansáblu zpívali koledy, a četla se prohlášení pražských studentů. Po skončení události leták vybízel k nezbytnému setkání zástupců všech OF z okresu UH po dvou zástupech. Dobový dokument s titulem Rádi se mějme, dáry si dejme nabádal občany města čtyřmi body k
¹⁶⁵ Za ONV, Ing. Zdeněk Lapčík, předseda ONV, Ing. Pavel Kržížka, místopředseda ONV, Ing. Jolanka Nečasová, místopředsedkyně ONV, Františka Halinová, místopředsedkyně ONV, JUDr. Alois Rajn, tajemník ONV, JUDr. Antonín Blašek, předseda VLK ONV, Bohuslav Bilavčík, člen rady ONV a tajemník OV ČSL, Zdeněk Kadlček, čelní rady ONV, Anežka Jankových, členka rady ONV, Milan Čajo, poslanec České národní rady. Za MNV Ing. Milan Ptáček, předseda MNV, Za OV NV, Josef Kompa. Za OV KSČ, RSDr. Antonín Bacháň, vedoucí tajemník OV KSČ, RSDr. Bohumil Tomášů, tajemník OV KSČ. Za OF: Jan Gogola, MUDr. Vladimír Čech, Igor Stránský, RNDr. Radovan Kunc, MUDr. Jaroslav Mláčak, Antonín Hnátek, Michal Stránský., Za Slováckou Jiskru, Anna Hájková, Eva Nováková.
¹⁶⁶ Dokumenty k sametové revoluci, archiv Slováckého divadla v Uherském Hradišti.
¹⁶⁷ Dokumenty k sametové revoluci, archiv Slováckého divadla v Uherském Hradišti. Příloha 33.
opatření si dárků, zdravení všech lidí po cestě na sraz, následné zpívání koled a po jejich doznění ke konečné nadílce. V hlavičce pozvánky byli občané motivováni pozvánkou: „Vánoční akce je určena pro všechny věkové kategorie. Jejím cíle je začít bourat hráze městského odcizení a alespoň ve chvíli zrušit věkové bariéry, uvědomit si, že nežijeme v naší zemi mezi cizími lidmi, ale že jsem jeden národ, jedna rodina.“
b) Dramaturgie SD
V repertoáru Slováckého divadla roku 1989 se objevovala kvalitní klasika, původní texty současných českých autorů, takéť klasičtí i moderní ruští autoři. Vše bylo ale vybráno velmi citlivě a promyšleně tak, aby byl divákům nabídnut poměrně hodnotný program, který se snažil chytře a přitom nepodlézavě vejít do možností režimu. Dramaturgický plán musel být prvně schválen místním KSČ, následně OV KSC a KNV, kde se určila definitivní podoba, a udělily se poslední korektury budoucí inscenace. Repertoár byl opatrnější, než jak tomu bylo v hlavních tepnách, například v brněnském Provázku. Proto uherskohradišťské divadlo bylo převážně střední generace, mladí lidé jezdili za ostrější kritikou režimu do Brna. Hledaly se dramata s poselstvím mezi řádky, ale dodatečně, záměrně dramaturgické vyhrocení do politické formy účelem nebylo a text se využíval převážně původní. Silnou osobností, která z velké míry udávala směr tehdejšího SD, byl Vojtěch Vacke, ač pracoval oficiálně jako kulisák, protože byl režimu nepohodlný, a skrytě, zato výtečným způsobem formoval tehdejší dramaturgií. Dalšími výraznými osobnostmi, silnými hybateli Slováckého divadla byli režisér Miloš Hynšt, který odešel do Zlína kolem roku 1984, a Přemysl Rut, Karel Hoffmann.
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168 Dokumenty k sametové revoluci, archiv Slováckého divadla v Uherském Hradišti.
169 Vojtěch Vacke (1940), dramaturg SD 1971 – 1990.
170 Miroslav Hynšt (1921), v roli režiséra SD v letech 1971 – 1981.
171 Přemysl Rut, (1954), režisér SD v letech 1980 – 1984.
172 Karel Hoffmann (1948), herec souboru SD v letech 1977 – 89 a 1992 – 2000, kdy založil vlastní Hoffmannovo divadlo v UH.
Dříve, v letech 1979 – 1984, se ve Slováckém divadle dělaly politické kabarety bez cenzury, které vznikly z iniciativy ředitele Svatopluka Bimky\textsuperscript{173} a herečky Jany Šedové.\textsuperscript{174} Kabarety, které byly silnou revoltou, se podle slov I. Stránského, staly inspirací i pražským hercům.
Igor Stránský: „Celá 80. léta, když už se ‘trošku něco mohlo’, byla o tom, že divák hrozně rád chodil do divadla a četl to, co bylo mezi těmi řádky. To bylo parádní. Tam se čekalo na ty jinotaje, na ty repliky, to lidí nějakým způsobem burcovalo. Hledaly se takové tituly, aby prošly, ale aby zároveň měly svoji vnitřní sílu, která by zapůsobila na lidi. To byl ten účel dramaturgie. A ten Vojtěch byl geniální v tom, že tyto věci opravdu uměl.“\textsuperscript{175}
Ladislav Kolář: „Trochu nám chyběly ty západní, americké hry, které se v té době nesměly hrát. Ale ta klasika byla úžasná. Ty role, které jsem si zahrál tam, jsem si už nikdy nezahrál. Některé inscenace byly úžasné, například když jsem hrál Cholstoméra v Příběhu koně\textsuperscript{176}, to byla výborná role.“\textsuperscript{177}
Tehdejší čtyři nejsilnější hry, v charakteru politických agitek, stagnaci a úpadku ze kulturních či sociálních sfér, pojednávání o boji proti nesvobodě, útlaku a úpadku společnosti byly v roce 1989, Herkules a Augiášův chliv (prem. 24. 4. 1989) Friedricha Dürrenmatta v režii K. Hoffmanna, V půli cesty na strom Petra Ustinova, Klíče na neděli zakazovaného Antonína Procházky (prem. 12. 12. 1989), a Dudarevovo A byl večer a bylo jutro, den první (prem. 16. 12. 1989).
Odvážné bylo uvedení dramatu, Friedricha Dürrenmatta\textsuperscript{178} (1921 - 1990), původem švýcarského autora tvůrce ‘kritického divadla pro kritickou demokracii’. Dramatik byl proslulý pro svou neskrývanou kritiku společnosti, odsouzením totalitního režimu v rámci znemožňování uvádění
\textsuperscript{173} Svatopluk Bimka, PhDr. (1936), ředitel Slováckého divadla v letech 1974 – 1980.
\textsuperscript{174} Jana Šedová (1920), herečka Slováckého divadla v letech 1963 – 1983.
\textsuperscript{175} Rozhovor s Igorem Stránským, 18. prosince 2008, osobní archiv autorky.
\textsuperscript{176} Příběh koně od L. N. Tolstého v režii I. Stránského (prem. 29. 10. 1988) vyhrál v roce koncem srpna 1989 divadelní festival Aktuality. Silný příběh Cholstoméra s čistou duší, dobrým srdcem a líšicím se grosováním vycházel ze světa zvířecího a propletal se se světem lidským, kde společenské vyčlenění způsobené předsudky není nicím výjimečným. Neuspokojená touha po šťastné prožitím životě a sdílení všech potěšení, kterých se přirozeným způsobem dostává ostatním (společné hry, přátelství, lásku, úcta …), je symbolicky převedena do ponuré scény, na níž se střetávají drsné charaktery lidí i koní, které jsou si v mnohém podobné, při čemž je na lidské duši navíc očerněna chamtivost, pokrytectví, majetnictví a bezcitnost. Významným prvkem je neustálá dynamika inscenace, která je udržována fyzickou akcí koní, jejichž představitelé kombinují animální pohyby s baletními. V dramatu exceluje hlavní protagonist, Ladislav Kolář, který kuhající postavě ve starých hadrech znázorňujících prašivinu propůjčil takového ducha, jenž svým nterním krásnem a čistotou nezkažené, upřímné duše pomyslně prosvětluje černě stylizované jeviště a propůjčuje mu sílu ducha, jejíž sílu nelze zničit.
\textsuperscript{177} Rozhovor s Ladislavem Kolářem, 1. dubna 2009, osobní archiv autorky.
\textsuperscript{178} Friedrich Dürrenmatt (1921 - 1990), švýcarský dramatik, proslulý neskrývanou kritikou politicko-kuturně sociálního úpadku.
tvorby obsahující svobodné myšlenky, dále prolínáním stylistických možností, kterým propůjčil i v politicky laděném dramatu specifickou míru divadelnosti a humoru. F. Dürrenmatt: „Diktovat tu z kulturně politických, nebo esteticky ideologických důvodů a pokoušet se přepisovat divadlu formy, vede k západnímu kulturnímu stalinismu, který odpovídá pseudomarxistu, jenž se dnes hlásá. Divadlo kritické doby je bytostně kritické, nekáže nová dogmata, nýbrž uvědomuje se především jako nové divadlo, je si naprosto vědomo podstaty dramatické výpovědi. Nemá-li divadlo už co říci jako divadlo, neobsahuje-li už výpověď, kterou je schopno vysovit pouze divadlo, bude-li jen ilustrací nějaké politiky, nebo nějaké filosofie, pak se musí jako divadlo vzdát. K tomu však kritické divadlo nemá žádný důvod.“179 V Dürrenmattových představách byl svět nenapravitelně zkažený. Vypovídá o tom i Herkules a Augiášův chléb (1954), kde se dramatik v komedii a grotesce zaměřuje na lidský úpadek, který je zde zpodobněn hnojem, zaplavujícím antickou Eliud a její historické, kulturní poklady. I přes všechny snahy hlavní postavy, skutečného bájněho hrdiny, Herkula, troskotá možné odhnojení a uzdravení města na neschopnosti zbytečného počtu nesmyslných komisi, které problém neřeší, ale odvolávají se jedna na druhou, jak jsme na to v politice mnohdy zvyklí.
Poslanci z Elidy:
První: Cosi smradlavého v naší zemi, až to k vydržení není.
Druhý: Hnůj sahá tak vysoko, že je vidět už jen hnůj.
(...) Čtvrtý: Prý jsou ještě země, kde není hnůj tak vysoko.
(...) Devátý: Zato jsme nejstarší demokracie v Řecku.
Ostatní: Ale přesto jsme zahnojení.180
V prvotním dojmu neškodného tragikomické inspirace z řeckých báji se naskýtá možnost spojení se socialistickým režimem, který své nedostatky a mnohé politické selhání marně schovává za falešnou snahu o přestavbu. Hnůj je zde dokonale vykreslenou metaforou lidského úpadku, který stejně zamořil vlast, zničil klasickou kulturu a nedal žádné jiné alternativy, nabídl pouze sám sebe, pouze ‘hnůj’, který je všudypřítomný. Tomu, že fraška může být plodnou parafrází na socialistický
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179 Melchinger, Siegfried Jak psát zle, když se nám dobře žije? Rozhovor Siegfried Melchinger s Friedrichem Dürrenmattem, Divadlo, 1968, Svaz československých dramatických umělců, Praha, s. 65, 66.
180 Dürrenmatt, Friedrich, Herkules a Augiášův chléb, Praha: Dilia, 1963, s. ?.
režim, potvrzuje i dramatikovo tvrzení, že „Hra se proměňuje se svým publikem.“ Ladislav Kolář: „Hra je aforismem, politickou hrou. To co dělá Dürrenmatt, je skoro všechno politické divadlo.“
Groteskou z rodinného prostředí ke konci šedesátých let, která odhaluje zkaženost dnešní společnosti a která se jen stěží napraví, generace kontrasty v pohledu na svět a v jeho vnímání, pátrání po smyslu života, po významu revolty a jejím přínosu, je do repertoáru zařazená komedie Petra Ustinova V půli cesty na strom (1966). Podobně jako Dürrenmatt se ani tento Angličan nebál veřejného odsouzení a zesměšnění lidských nedostatků, své drama zařadil však do současné doby. Velmi blízkým tématem jednoho problému za socialismu byl veřejný protest postavy dospívajícího syna proti válce ve Vietnamu, a za vyslovení nesouhlasu s tímto krokem na veřejné školní akci v kostele byl vyloučen z university.
Robert: No… A já během bohoslužby vykřiknul „Zakažte bombu! Mír Vietnamu!“
Lady: /trpí/ Ach Roberte!
Generál: A proto tě vyhodili? Směšně!
Hra, uvedená ve SD premiérově 17. 6. 1989, se snaží reflektovat odpor k politickým a společenským konvencím lidí různého věku. Otec, již vysloužilý generál, synem zprvu odmítaný, v očích zbytku rodiny hrající roli ‘konvencemi svázанého a stereotypního’ člověka, se vyšvihuje na pozici obdivovaného a respektovaného jedince tím, že v obou svých dětech vzbudí vůli zamyslet se nad vlastními činůmi a uvědomění si smyslu a váhy svých činů, které mají být vždy smysluplné a mají s rozvahou bojovat za své ideály naplno a dotáhnout je do cíle.
Procházkova slavná satira Klíče na neděli nás zavádí do dvou klasických, nevyčnívajících českých domáností, kde se pod slupkou komedie plnou humorních scén řeší zásadní, nitemné problémy individualit, nesouhlasících se svojí úlohou pod vládou KSČ. Jen jakoby namátkou vedle hlavního děje, plánované záměny dvou manželských párů, ze které vychází řada peripetií, vystupuje komplex ze stereotypu a neschopnosti realizovat vlastní představy, i když zkušenosti aktérů dalece přesahují jejich současné podřadné zaměstnanecké pozice.
Jindřich: Nechtěla by sis něco přečíst? Vypracoval jsem takovej ekonomickej model, jmeneje se to – Jak urychlit hospodářský zázrak v Československu.
_____________________
181 Melchinger, Siegfried Jak psát zle, když se nám dobře žije? Rozhovor Siegfried Melchinger s Friedrichem Dürrenmattem, Divadlo, 1968, Svaz československých dramatických umělců, Praha, s. 65, 66.
182 Rozhovor s Ladislavem Kolářem, 1. dubna 2009, osobní archiv autorky.
183 Petr Ustinov (1921- 2004), anglický dramatik.
184 Nestroy, Johan Nepomuk, Provaz o jednom konci, Praha: Dilia, 1967, s. 17.
Dana: Proč to nepublikuješ?
Jindřich: Byl jsem s tím v redakci ekonomických rozhledů. Souhlasně pokývali hlavou a vyhodili mě.\textsuperscript{185}
Ve SD byla divácky velice úspěšná, a podle Ladislava Koláře snad jedna z nejsilnějších inscenací roku 1989 (prem. 14.12.1989).
V neposlední řadě, na sklonku roku (prem. 16.12.1989) inscenovaný kus Alexeje Dudareva, \textit{A byl večer a bylo jutro, den první (Smetiště)}. Hra byla uvedena ještě před premiérou v UH v Rusku za Perestrojky a byla obžalobou vojenské mise v Avgánistánu, čímž byla jasnou a ostrou politickou kritikou. Plán uvedení hry vznikl ještě před revolucí, byl jasným prvkom provokace. Proto si Igor Stránský na realizaci pozval ruské tvůrce, aby hra mohla vůbec přijít na jeviště. Režíroval Alexandr Miřkin, tehdejší režisér SSSR, a výtvarníkem byl J. Ceglov. Pokud by došlo k uvedení ještě před 17. listopadem, zřejmě by inscenace u diváků vzbudila obrovský ohlas. Po polovině prosince už nebyl takový příliv diváků jako v předchozím období, kdy lidé považovali kritiku mezi řádky za svůj tichý boj proti vládnoucí straně a z důvodu opadávání jejího vlivu byly reakce na počiny podobného typu obecně laxnější. Hra se v divadle zkoušela v průběhu revoluce a oba Rusové měli s narůstajícím vítězstvím českého lidu čím dál větší strach, protože znali z Ruska způsob tamější tvrdé represe. Igor Stránský: „\textit{Když viděli, jak to naruštá, byli jak v nebi. Jen pozorovali okolí, psali si věci. (...) Pro ně to byl doslova zázrak. My jsme tím žili a pro ně to bylo fantastické. To se nám líbilo, protože to ti kovaní Rusáci najednou prožívali a cítili se jako Alenky v říši divů.}\textsuperscript{186}
\textsuperscript{185} Procházka, Antonín, \textit{Klíče na neděli}, Praha: Dilia, 1989, s. 17.
\textsuperscript{186} Rozhovor s Igorem Stránským, 18. prosince 2008, osobní archiv autorky.
4.) Závěr
Shromáždění důležitých, mnohdy originálních dobových dokumentů, provedení intervií s pamětníky, nastudování související literatury, více či méně objektivních dobových periodik, a her, zařazených do dramaturgického plánu roku 1989, napomohlo k mé představě o tehdejší pohnuté době, kterou jsem sumarizací výše zmíněných zdrojů promítla ve své historicko - politicko - teatrální reflexi.
Ač se okresní města nemohla vyrovnat iniciativám velkých, řídících center, jakými byli Praha a Brno, přesto byla nezbytnou součástí komplexního dění a utváření novodobé historie. Obě divadla se stala revolučními středisky svých měst, kde se řešily jak interní záležitosti, tak byla zároveň rozvíjena spolupráce s ostatními divadelníky, studenty a Občanskými fóry republiky. Vytvořila se kompaktní síť koordinovaných center se zvyšující se spoluúčastí obyvatel, což po tvrdé, precizní a vytvrzalé práci dosáhlo svého zaslouženého výsledku, kdy se český národ vzepřel dlouholetému útlaku a otevřel si tak bez újmy na životech cestu svobodnější budoucnosti.
Summary:
In my graduation thesis I reflect position and contribution in provincial theatres after so called „velvet revolution“, in the concrete Městské divadlo in Zlín (at that time Divadlo pracujících Gottwaldov) and Slovácké divadlo in Uherské Hradiště and theirs dramaturgy of the year 1989. This essay is focusing principally on particular days after fateful attack on leisurely manifested citizens at the 17. of November 1989 in Prague, which were the most important moments for formation new anti-administration initiatives, created by students and artists. A short time after was by artists established an institution called Občanské fórum whose choosed for the revolution intellingent and thoughtfull steps which subsequently developed into overthrowing communism without violence and dead people. This all makes from „velvet revolution“ in then ČSSR universal unique.
5.) Seznam použitých pramenů a literatury
a) Prameny
Dokumenty k KOOC OF 1989, Moravský zemský archiv. 1989.
Dokument k sametové revoluci, Archiv Městského divadla Zlín.
Dokumenty k sametové revoluci, Archiv Slováckého divadla v Uherském Hradišti.
Melchinger, Siegfried. Rozhovor Siegfrieda Melchingera s Friedrichem Dürrenmattem: Jak psát zle, když se nám dobře žije? Přel. Eva Balvínová. *Divadlo*. 19, 1968, č. 10, prosinec, s. 65 - 69.
*Naše pravda*, Deník zlínského kraje, Krajský výbor KSČ v Gottwaldově. roč. 43..
Osobní písemné paměti Ivana Kaliny k Sametové revoluci ve Zlíně.
Rozhovor s Igorem Stránským, Mgr., 18. prosince 2008, osobní archiv autorky.
Rozhovor s Ivanem Kalinou, 8. dubna 2009, osobní archiv autorky.
Rozhovor s Janou Kafkovou, MgA., 8. dubna 2009, osobní archiv autorky.
Rozhovor s Karlem Pavlištíkem, PhDr., CSc., 8. dubna 2009, osobní archiv autorky.
Rozhovor s Ladislavem Kolářem, 1. dubna 2009, osobní archiv autorky.
Rozhovor s Michalem Stránským, MgA, 13. listopadu 2008, osobní archiv autorky.
Rozhovor s Rostislavem Markem, MgA, 8. dubna 2009, osobní archiv autorky.
*Rovnost: list sociálních demokratů českých*. Deník jihomoravského Krajského výboru KSČ. roč. 104.
*Slovácká jiskra*, Okresní národní výbor Uherské Hradiště. roč. 39.
Strindberg, August: *Předmluva ke hře Slečna Julie*. Přel. Josef Vohryzek. *Divadlo*. 1, 1967, č. 4, duben, s. 15 – 22.
Záznam inscenace Slováckého divadla *Příběh koně* L. N. Tolstého v režii Igora Stránského, osobní videotéka Ladislava Koláře. [DVD]. 1989.
**b) Literatura**
Albee, Edward, *Pobřeží*, 1976, Praha: Dilia 1982,
Černý, František *Divadlo v bariérách normalizace (1968 - 1989)*, Praha: Divadelní ústav, 2008.
Goldoni, Carlo, *Benátská Vdovička*, Praha: Dilia, 1962.
Hrubý, Jan, *Bylo nebylo Večerní Brno*, Brno: I.DE.A., 1999.
Hubač, Jiří, *Stará dobrá kapela*, Praha: Dilia, 1984.
Dürrenmatt, Friedrich, *Herkules a Augiášův chlév*, Praha: Dilia, 1963.
Maupassant, Guy de, *Miláček*, Praha: Dilia, 1984.
Nestroy, Johan Nepomuk, *Provaz o jednom konci*, Praha: Dilia, 1967.
Kenney, Padraic. *Karneval revoluce. Střední Evropa 1989*. Praha: BB/art, 2005.
kol. autorů. *Semafor ve stávce*. Praha: Státní pedagogické nakladatelství, 1990.
Kraváková, Lidmila. *Městské divadlo Zlín 1946-1996*: [publikace k 50. výročí profesionálního divadla ve Zlíně]. Zlín: Městské divadlo Zlín, 1997.
Procházka, Antonín, *Kliče na neděli*, Praha: Dilia, 1989.
Přikrylová, Miroslava, Knopp, František. *Bibliografie časopisu Divadlo 1949 – 1970*. Praha: Divadelní ústav, 1998.
Schvajda, György, *Svatá rodina*, Bratislava: Lita, 1989.
Stránský, Igor, *Slovácké divadlo Uherské Hradiště 1945 - 1995*, Uherské Hradiště: Slovácké divadlo, 1995.
Strindberg, August, *Slečna Julie*, Moravský Krumlov: Národní knihtiskárna, 1925.
Švarc, Jevgenij, *Drak*, 1962, Praha: Orbis, 1962.
Třeštík, Michael. *Kdo je kdo: osobnosti české současnosti: 5000 životopisů*. Praha: Agentura Kdo je kdo. 2002.
Ustinov, Petr, *V půli cesty na strom*, Praha: Dilia, 1967.
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**6.) Přílohy**
**Události v Praze:**
**Příloha 1** Fotografie, zachycující manifestaci na Národní třídě ze 17. Listopadu 1989 před zásahem milicí. (Archiv Slováckého divadla v Uherském Hradišti).
**Příloha 2** Provolání českých divadelníků k občanům z 18. 11. 1989, vydané po osudných událostech z předchozího dne. (Archiv Slováckého divadla v Uherském Hradišti).
**Zlín:**
**Příloha 3** Fotografie vývěsky Technologické fakulty ve Zlíně v týdnu od 20. 11. – 26. 11. 1989. (*Naše pravda*. 1989, roč. 43, č. 92, s. 1.).
**Příloha 4** Fotografie iniciativy studentů a divadelníků – Roznos důležitého tisku v týdnu od 20. 11. – 26. 11. 1989, který se dostával do menších měst s obtížemi. (*Naše pravda*. 1989, roč. 43, č. 92, s. 1.).
**Příloha 5** Fotografie shromáždění na Náměstí míru ve Zlíně ve středu 22. 11. 1989. (*Naše pravda*. 1989, roč. 43, č. 92, s. 1.).
**Příloha 6** Vyjádření uměleckého souboru Divadla pracujících k současné situaci z 22. 11. 1989. (Dokumenty k sametové revoluci, Archiv Slováckého divadla v Uherském Hradišti).
Příloha 7 Fotografie, zachycující atmosféru diskuse studentů fakulty Technologické VUT ve Zlíně s představiteli OV KSČ, ONV, MěNV z 23. 11. 1989. (Naše pravda. 1989, roč. 43, č. 92, s. 2.).
Příloha 8 Fotografie z manifestace na Náměstí míru 22. 11. 1989. (Naše pravda, 1989, roč. 43, č. 92, s. 3).
Příloha 9 Pravděpodobné seznamy obcí, v nichž je OF. Archiv Muzea Jihovýchodní Moravy Zlín. (Dokumenty KOOC OF 1989, Moravský zemský archiv).
Příloha 10 Seznam osob z oblasti zdravotnictví a kultury vyjadřující OF podporu svým podpisem, bez data. (Dokumenty KOOC OF, 1989Moravský zemský archiv).
Příloha 11 Koordinační výbor Občanského fóra v Gottwaldově. (Archiv Městského divadla Zlín k sametové revoluci).
Příloha 12 Seznam vzniklých OF v okrese Zlín, bez data. (Dokumenty KOOC OF, 1989Moravský zemský archiv).
Příloha 13 Zasedání OF ze dne 26. 11. 1989. (Dokumenty KOOC OF, 1989Moravský zemský archiv).
Příloha 14 Zasedání OF ze dne 27. 11. 1989. (Dokumenty KOOC OF, 1989Moravský zemský archiv.)
Příloha 15 Fotografie, zachycující generální stávku 27. 11. 1989 na Náměstí míru v Gottwaldově. (Z pondělní stávky, Naše pravda. 1989, roč. 43, č. 93, s. 1).
Příloha 16 Fotografie z jedné z večerních besed v Divadle Pracujících v týdnu od 27. 11. – 3. 12. 1989 (Večerní besedy, Naše pravda. 1989, roč. 43, č. 95, s. 2).
Příloha 17 Mimořádné vydání Naší pravdy 28. 11. 1989. (Dokumenty k sametové revoluci, Archiv Slováckého divadla v Uherském hradišti).
Příloha 18 Prezenční listina stávkového výboru ze schůze s představiteli kraje, 1. 12. 1989. (Dokumenty k sametové revoluci, Archiv Městského divadla Zlín).
Příloha 19 Manifestace na podporu OF z 5. 12. 1989. (Manifestace na podporu OF, Naše pravda. 1989, roč. 43, č. 95, s. 1.)
Příloha 20 Výzva k odstoupení ředitelce J. Roštinského. (Dokumenty k sametové revoluci, Archiv Městského divadla Zlín, vydaná 11. 12. 1989).
Příloha 21 Dokument k převzetí chodu divadla jeho stávkovým výborem, 11. 12. 1989. (Dokumenty k sametové revoluci, Archiv Městského divadla Zlín).
Příloha 22 Fotografie z porevoluční návštěvy Tomáše Baťi mladšího ve Zlíně počátkem roku 1990. (Dokumenty k sametové revoluci, Archiv Městského divadla Zlín).
Příloha 23 Plánovaný listopadový repertoár Divadla pracujících v roce 1989. (Dokumenty k sametové revoluci, Archiv Městského divadla Zlín).
Příloha 24 Fotografie z inscenace *Půjdem spolu do Betléma*, operativně vřazené do repertoáru s premiérou 25. 12. 1989. (Kraváková, Lidmila. *Městské divadlo Zlín* 1946-1996: [publikace k 50. výročí profesionálního divadla ve Zlíně]. Zlín: Městské divadlo Zlín, 1997).
**Uherské Hradiště:**
Příloha 25 Prohlášení spoluobčanům Uherského Hradiště, vydané herci 20. 11. 1989. (Dokumenty k sametové revoluci, Archiv Slováckého divadla v Uherském hradišti).
Příloha 26 Prohlášení spoluobčanům Uherského Hradiště, vydané pracovníky Slováckého divadla v Uherském Hradišti 20. 11. 1989. (Dokumenty k sametové revoluci, Archiv Slováckého divadla v Uherském hradišti k sametové revoluci).
Příloha 27 Provolání dělníkům, zemědělcům, mládeži, humánní a technické inteligenci okresu Uh. Hradiště z 20. 11. 1989. (Dokumenty k sametové revoluci, Archiv Slováckého divadla v Uherském hradišti k sametové revoluci).
Příloha 28 Ředitel Slováckého divadla, Milan Kučera, vydal 23. 11. 1989 prohlášení referující o současných změnách v divadle. (Dokumenty k sametové revoluci, Archiv Slováckého divadla v Uherském hradišti).
Příloha 29 Fotografie dokumentující Náměstí rudé armády ze čtvrtna 23. 11. 1989 v Uherském Hradišti. (*Slovácká jiskra*. 1989, roč. 39, č. 48, s. 1.).
Příloha 30 Generální stávka na Náměstí K. Gottwalda v Uherském Hradišti. Snímek demonstrujících byl pořízen před Městským národním výborem v UH 27. 11. 1989 krátce po jedné hodině odpoledne. (*Slovácká jiskra*, 1989, 39, č. 48, s. 1.).
Příloha 31 Prohlášení divadelníků Jihomoravského kraje z 29. 11. 1989. (Archiv Slováckého divadla v Uherském hradišti k sametové revoluci).
Příloha 32 Dialog OF s představiteli města 30. 11. A 1. 12. 1989. (Uskutečněny dva oficiální dialogy, *Slovácká jiskra*, 1989, roč. 39, č. 49, s. 1.).
Příloha 33 Plakát, upoutávající na akci z iniciativy OF Vánoce s fórem. (Archiv Slováckého divadla v Uherském hradišti k sametové revoluci).
Příloha 34 Repertoár Slováckého divadla v roce 1989. (Stránský, Igor, *Slovácké divadlo Uherské Hradiště* 1945 - 1995, Uherské Hradiště: Slovácké divadlo, 1995).
Příloha 35 Fotografie z inscenace *Příběh koně* (pořízena 29. 10. 1988), Ladislav Kolář v roli Cholstměra a Světlana Sedláčková jako Vjazopuricha. (Stránský, Igor, *Slovácké divadlo Uherské Hradiště 1945 - 1995*, Uherské Hradiště: Slovácké divadlo, 1995, s. 64.).
Příloha 36 Fotografie z inscenace *V půli cesty na strom* (pořízena 17. 6. 1989), postavy Lady a generála v podání Hany Houbové a Jiřího Zacha. (Stránský, Igor, *Slovácké divadlo Uherské Hradiště 1945 - 1995*, Uherské Hradiště: Slovácké divadlo, 1995, s. 74.).
**Události v Praze:**
1 Fotografie, zachycující manifestaci na Národní třídě ze 17. Listopadu 1989 před zásahem milicí.
18. listopadu 1989
Vážení spoluobčané,
na veškeré pokusy občanských iniciativ o navázání konstruktivního dialogu odpovědělo vedení státu zcela jednoznačně: kriminalizováním, persekucemi a nyní už dokonce masakrem pokojné studentské demonstrace v pátek dne 17.11.1989 uspořádané k uctění památky J. Opletala.
Připojujeme se k výzvě studentů ze dne 18.11.1989, ve které vyslovili požadavek na vytvoření zvláštní vládní komise, která vyšetří tento brutální zákrok.
Jejich požadavek plně podporujeme a obracíme se na všechna československá divadla:
vyzýváme Vás, abychom se připojili k týdenní protestní stávce studentů tím, že v tyto dny místo plánovaných představení přečteme naše stanovisko k těmto událostem a nabídnete divadelní prostory k širší veřejné diskusi.
Zároveň se obracíme ke všem spoluobčanům:
Zabraňme dalšímu násilí, krveprolití a politické zvůli!
Navrhujeme vyhlásit na pondělí 27. listopadu mezi 12,00 až 14,00 hod. PROTESTNÍ GENERÁLNÍ STÁVKU.
Shromáždění českých divadelníků
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2 Provolání českých divadelníků k občanům z 18. 11. 1989, vydané po osudných událostech z předchozího dne.
Zlín:
3 Fotografie vývěsky Technologické fakulty ve Zlíně v týdnu od 20. 11. – 26. 11. 1989.
4 Fotografie iniciativy studentů a divadelníků (86) – Roznos důležitého tisku v týdnu od 20. 11. – 26. 11. 1989, který se dostával do menších měst s obtížemi.
5 Fotografie shromáždění na Náměstí míru ve Zlíně ve středu 22. 11. 1989.
Divadlo pracujících v Gottwaldově
Vyjádření k současné situaci
Divadlo pracujících v Gottwaldově přijímá za své veřejné stanovisko předsednictva SČDU a výborů všech sekce k událostem posledních dnů.
- Plně podporujeme prohlášení studentů vysokých škol, formulované na základě událostí 17. listopadu 1989 v Praze.
- Domníváme se, že vzniklá situace je okrazení společenského napětí, a že vnitropolitická krize je důsledkem politicky chybných rozhodnutí vedoucích orgánů, vrcholících brutálními zákroky pořádkových sil v posledních měsících, a cestou násilí a zvůle se neustatočujeme.
- Možnost překonání této krize vidíme v principu celospolečenského dialogu, vedoucího na platformě socialismu a v zájmu přestavby.
- K tomuto dialogu jsme připraveni. Prostory divadla jsou vhodné pro veřejnost administrativní cestou uzavřený a vícená dialog, který by mohl osvětlit naše postoje, je nám tímto způsobem komplikován. Starý mechanismus pohledu na postavení divadelního umělce ve společnosti funguje tedy dál a zdá se, že zhoršuje naše upřímné snahy o přispání k obrodu společnosti a kulturního klimatu doby.
- Za stanoviska předsednictva SČDU podtrhujeme tedy nejvíce žádost, vylovenou na Čs. ruzhlan a Čs. televizi o zavedení pra všedního denního diskusního pořadu pod patronací Československého výboru pro lidská práva a humanitární spolupráci a Občanského fóra.
V Gottwaldově dne 22.11.1989
Zaměstnanci DP GT
Schvaleno podle protokolu
6 Vyjádření uměleckého souboru Divadla pracujících k současné situaci z 22. 11. 1989.
7 Fotografie, zachycující atmosféru diskuse studentů fakulty Technologické VUT ve Zlině s představiteli OV KSCČ, ONV, MěNV z 23. 11. 1989.
8 Fotografie z manifestace na Náměstí míru z 22. 11. 1989.
9 Pravděpodobné seznamy obcí, v nichž jsou zakládána OF.
| Name | Position | Address |
|-----------------------|-----------------------------------------------|----------------------------------------------|
| ing. Zikmund Miroslav | spisovatel | Gottwaldov, Pod Hivní 3, 2994 |
| | | tel. 25831 |
| ing. Kaliss Stanislav | Centroprojeekt Gottwaldov projektant | Jelenovice Půjmenoční 6, 6220 |
| | | tel. 27537 |
| | | zam. 27241 |
| MUDr Mácalíková Marie | OÚNZ Gottw. lekařka | Gottwaldov 3v, Cesta 2, 255 |
| | | tel. 27537 |
| | | zam. 24932/334 |
| MUDr Bartoš Jiří | OÚNZ Gottw. lekař přednosta psych. odd. | Gottwaldov Revoluční č. 12 45 |
| | | tel. 25431 |
| | | zam. 2520 |
| Gogola Jan | Filmové ateliery Gott. dramaturg | Filmové studio |
| | | tel. 24034 |
| Blecha Bohuš | Filmové studio Gottwaldov animátor | Andlov, Filmová č. 328 |
| | | tel. 22301/320 |
| | | zam. 22301/338 |
| ing. Lengza Martin | Moravan Otrokovice programátor | Otrokovice, Jabůrkova č. 1425 |
| | | zam. 922041-5/653 |
| Šutera Zdeněk | výtvarník | Gottwaldov Nivy II, č. 1 |
| | | tel. 25170 |
| ing. Veselý Rudolf ČSc. | VÚGP Gott. vědecký prac. | Gottwaldov, Díly I, 4012 |
| | | zam. 601/490 |
| ing. Koutný Bedřich | Pozemní stvby Gott. geodet | Gottwaldov, k. Hasekům č. 737 |
| | | tel. 42536 |
| | | zam. 41711 |
| ing. Bartoš Petr | JZD Valašsko Vlachovice ekonom | Gottwaldov, Padělky I., č. 3644 |
| | | zam. 7636 2355 |
11 Koordinační výbor Občanského fóra v Gottwaldově. (Archiv Městského divadla Zlín k sametové revoluci).
| Jméno | Obce | Adresa |
|------------------------|---------------|---------------------------------------------|
| Petřina Šárka | Velešín | Nádraží 216 |
| Karel Jan | Velešín | Nádražní 247 |
| Jelenová Beata | Hrobice | V Hrobici 16, 765 at Služenice |
| Komňáková Zdenka | Hrobice | Hrobice 108, 763 at Hrobice |
| Rosolšil Josef | Telčnice | Telčnice 193, Zlín |
| Vinkler | Slovaj | |
| Masa Petr | Slovaj | |
| Michalová Věra | Brno-Bystrc | Brno 644 |
| Vaneček Hugo | ~ | |
| Vysák Václav | Brno | Brno 1203 |
| Ostaniková Ludmila | Koněšín | Koněšín 106 at Kapajedla |
| V Svozle Pavolav | Lhotka | Lhotka 23, 76802 2044 |
| Zahoráček Mir | Vizovice | 2. května 491 |
| Letalová Eva | Napajedla | Chodnice 853 Napajedlo |
| Klus Alfons | Napajedla | Vnitřní 22, 184 |
| Trnček Gustav | Napajedla | R.A. 455 Napajedle |
| Příhak Zdeněk | Lhotka | Lhotka č. 69 |
| Fryštácký Zdeněk | Lhotka | Lhotka č. 12 |
| Schütz Vlad. | Otrokovice | |
| Krška Jiří | Božanovice u Plzně | |
| Kvetel Tomáš | Cítovnice | |
| Zaledský Pavel | Otrokovice | |
| Houzarová Jiří | Luhačovice | |
| Krajecký Boh. | Semradice | |
| Matz Jan | Zelenovice | |
| Vlas Libuša | Drahonice | |
| Janěk M. | Drahonice | |
| Ondřej | Drahonice | |
| Stopal Karel m. | Tlumačov | |
| Dražen Karel | Myšlovice | |
| Sláva Rudolf | Myšlovice | |
12 Seznam vzniklých OF v okrese Zlín, bez data. (Dokumenty KOOC OF, 1989Moravský zemský archiv).
Zasedání Občanského fóra našeho města dne 26.11.1989 – před manifestací
- Čístecce stanoviska OV KSČ – chtějí číst na dnešní manifestaci
hlasováno – 1 hlas proti, ostatní pro – schváleno
- Občanské fórum vydalo "Stanovisko OF našeho města" – v příloze přiloženo
- Otázka – s kým se bude vést dialog ? K tomu důležito stanovisko, že nepřichází
v úvahu dialog se současnými představiteli OV KSČ, ale jen s představiteli
ONV, MNV, ale jen o požadavcích OF – vyšetření událostí v Praze
ze 17.11.1989
- propuštění politických vězňů
- odcházejících kompromitovaných představitelů z krizových let
- svoboda tisku a ostatních prostředků
- Možnost přímo vysílat přes studio Svít pro stávkující, kteří provědou generální stávku 27.11. ve svých továrnách anevidou do ulic.
Nutno projednat a zajistit!
- Po diskusi stanovena generální stávka na náměstí Míru.
- Bylo zádařněno, že je tuto stávku nutno chápat jako řekl Havel,
Kdo může, vyjít do ulic, ostatní dle svých možností na pracovištích,
nepoškodit národní hospodářství.
- Problémy s gen. stávkou v Moravanu, vedení rozhodnutí oznámí až
v pondělí v 10 hodin. Zádaří o pomoc při zařízení programu.
Na zákl. stanoviska koordinačního výboru mají herci vyjít do továren.
Potřebují však materiály jako program – jedním z nich jsou citace
T.G.Masaryka –
- Změna tiskového mluvčího – Jiří Devát VUT – stávkový výbor
- S. Tříska seznámil s otevřením divadla – velká scéna – od pondělí
27.11. pro dialog.
- Zajištění organizační praxe OF – žádost předložena na lidí, kteří
jsou již věřebodu a mohli by být k dispozici i během dne
-
Přítomni: Ing. Zikmund, ing. Kalisa, MUDr. Macalíková, P. Jungmann,
ing. Bartoš, S. Tříska, PhDr. Pavlištík, MUDr. Bartoš,
B. Koutný, J. Devát, Z. Šutera, M. Štěrba, J. Pinkava,
ing. Veselý, J. Škopák, B. Blecha, R. Dolešel, M. Pášmová,
A. Erml, Z. Srna, K. Dvorský, I. Kalina
13 Zasedání OF ze dne 26. 11. 1989. (Dokumenty KOOC OF, 1989Moravský zemský archiv).
Zasedání Občanského fóra našeho města dne 27. listopadu 1989.
Přítomni: ing. Veselý, Kučera, Logenza, Bartoš, Dr. Pavlištík, Devát, MUDr. Bartoš, Jungmann, Sutera, MUDr. Mágalíková, Jin, Neuvadba, Pašmová, ing. Kalisz, ing. Koutný, Štěrba.
- O dialog požádali prac. OV KSČ, MŠNV a ONV, /Valenta,Bartošek, Kubíš/ - vyslat reprezent. členy OF - dohodnout se na termínu & otázkách o kterých se bude diskutovat.
Diskusi mají zájem rovněž různí členové, hlasící se k OF - Zajistit t. Pan Logenzu zajistit kontakt pobošky OF Otrokovice a koord. výborem Gottwaldov.
- Po setkání centrál OF s min. předsedou a pokynů centra, zajistit všechno co bude potřeba.- trvat na požadavku zdiskr. čl. KSČ r.68 odstoupit - nesplněno
- lx v týdnu v určité den a určenou dobu pravidelně zajistit mítinky pro všechny členy OF - dohodnout místo konání, formu, zprávy do tisku, rozhlasu - informovat o, právě OF.
- Dialog - vyložit základní požadavky OF - vyhlašat odborníky, kteří mohou fundovaně hovořit o problematice - připravit se k dialogu-kulturní fronta - paní Pašmová
ekologie - zajistit Dr. Kušu ze Soc. akademie
výchova mladých - Hlaváček, Štěrba
právo - Bartoš, Jungman
náboženství - Neuvadba
ekonomika
- Místnosti pro koordinační výbor OF, telefon zaj. pan Čančík.
pesací stroj - pan Bartoš, pracovníky pro zaj. služeb OF zaj. pan Čančík
- Zajistit právníka
- Příspěvky od členů OF sjednotit a založit konto u SBJS.
- Pan Devát tiskový mluvčí OF zajistit pro pana Štěrba kontakt s redakcí Naší pravdy, kde pan Štěrba prádá dokument OF "Co chceme" a svůj článek, který v předešlých dnech nebyl přijat.
- Připomínky členů OF k manifestacím, některé momenty negativně hodnoceny - zajistit aby setkání byla velmi dobře zajištěna - vyhnout se předcházejícím chybám na manifestacích.
- Byly přečteny dopisy z dnešního dne - zaujmout stanovisko.
- Všechny signatářské listy předat panu Čančíkovi.
Zapsala 27.11.1989 : Kalinová
14 Zasedání OF ze dne 27. 11. 1989. (Dokumenty KOOC OF, 1989Moravský zemský archiv.)
15 Fotografie, zachycující generální stávku 27. 11. 1989 na Náměstí míru v Gottwaldově.
16 Fotografie z jedné z večerních besed v Divadle Pracujících v týdnu od 27. 11. – 3. 12. 1989
18 Prezenční listina stávkového výboru ze schůze s představiteli kraje, 1. 12. 1989.
19 Manifestace na podporu OF z 5. 12. 1989.
Pana Jaromíra Roštinský,
vzhledem k stávající společensko-politické situaci ve státě a k Vašemu postoji k ní, žádáme Vás, abyste okamžitě odstoupil z funkce ředitele Divadla pracujících v Gottwaldově.
Své důvody vyjádřili zaměstnanci Divadla pracujících vyslovením naděvry, které Vám bylo vysloveno dne 27.11.1989 a doručeno 1.12.1989.
Stávkový výbor
a umělecká rada
Divadla pracujících v Gottwaldově
V Gottwaldově dne 11.12.1989
20 Výzva k odstoupení ředitele J. Roštinského.
Na základě rozhodnutí Koordinačního stávkového výboru českých a moravských divadel v Praze dne 10.12.1989 přešel dnešním dnem t.j. 11.12.1989 stávkový výbor Divadla pracujících rozhodující pravomoc v řízení divadla až do uzavření svobodných voleb.
Stávkový výbor
Divadla pracujících
V Gottwaldově dne 11.12.1989
21 Dokument k převzetí chodu divadla jeho stávkovým výborem, 11. 12. 1989.
22 Fotografie z porevoluční návštěvy Tomáše Bati mladšího ve Zlíně počátkem roku 1990.
23 Plánovaný listopadový repertoár Divadla pracujících v roce 1989. Archiv Městského divadla Zlín k sametové revoluci.
24 Fotografie z inscenace *Půjdem spolu do Betléma*, operativně vřazené do repertoáru s premiérou 25. 12. 1989.
Vážení spoluobčané
Zasíláme Vám výzvy pražských vysokoškoláků a pražských divadelníků. Protože i my, herci Slováckého divadla jsme se připojili k protestní stávce, považujeme za nutné informovat Vás o způsobu našeho protestu. Ve dnech 20. 11 - 20. 11. jsme zrušili veškerá představení, která však chceme nahradit ve svém volném čase. Nádále však zkoušíme a připravujeme nové inscenace a to v prodloužené pracovní době. O to víc nás mrzí hlasy, které nás osučují že týdení flákání je velký luxus pro naší společnost a je nám doporučováno, abychom se zapojili do výroby. Vářte nám, že naším hlavním cílem je klid, práce, humanismus a demokracie.
Herci SD
25 Prohlášení spoluobčanům Uherského Hradiště, vydané herci 20. 11. 1989.
26 Prohlášení spoluobčanům Uherského Hradiště, vydané pracovníky Slováckého divadla v Uherském Hradišti 20. 11. 1989.
Vážení spoluobčané,
zasíláme Vám výzvy pražských vysokoškoláků a pražských divadelníků. Protože i my, hereci Slováckého divadla, jsme se připojili k protestní stávce, požadujeme zde úplné informovat Vás o způsobu našeho postupu. Ve dnech 20. listopadu - 24. listopadu zrušili veškeré inscenace, které vás chcešme nahradit ve svém volném čase. Haddie vás zkoušíme s připravujeme nové inscenace a to v prodlužené pracovní době. O to více nás mrzí hlasy, které nás osotují, že týde ní flákání je velký luxus pro naší společnost a je nám doporučováno abychom sespojili do výroby. Věřte nám, že naším hlavním cílem je klid, práce, humanismus a demokracie.
Pracovníci Slováckého divadla
v Uherském Hradišti.
Provolání dělníkům, zaměstnancům, mládeži, humánní a technické inteligenci okresu Uh. Hradiště
Zvěvodní výbor RÚH pověřuje ze svou povinnost informovat Vás jménem hrdců s ostatních pracovišťích o důvodech a charakteru vyhlášení stávky ve Slováckém divadle.
Celá naše společnost s velkým úsměvem a obdivem sleduje politické a ekonomické reformy v bratrských zemích socialistického tábora. Jsme to reforma, která má svou komuňi cíl kladou dosažením kvantitativně významné stupně socialismu. Je to velký nášlalí aložitý, nesoucí sebou úměrné riziky. K dosažení tohoto cíle je nutno respektovat všechny složitosti nadě objektivní zákonitosti společenského vývoje. Naše společnost pracujících všech zaměstnánků všech všech pracovišťích prohláví tyto změny velmi úspěšnými. Samozřejmě přichází k hodnocení s pozornění ekonomické a politické situace v ostatních zemích, ale s to hlavně v naší vlasti. "Kladou se otázky proší." Ne tyto je nutno odpovědět vyšší původní demokratickou formou - tj. diskusem. Velikost prostoru pro takovou diskusi se atává hodnotící síly s humáností každého společenského systému. Každý však problém kterákoli lidské činnosti na jakkoliv úrovni je nutno chápout jako následující důsledek - příčinu.
Tedy příčinou našeho kolektivního rozhodnutí byla manifestace studentů v Praze dne 1. 11. 1969, kromě k výročí surového potlačení prvního manifestace studentů vysokých škol pražských a zavření jejich kolejí po útoku policie a protiútoky fašistických okupantů. Tato manifestace je historické událostí bezprecedentní vlastenecký čin naší mládeže jako výraz určitého odporu proti okupaci ČSR fašistickým Němcem. Tento čin byl znám s je připomínán jako mezinárodní den studentstva v celém světě.
Po skončení manifestace, která byla oficiálně povolená se účastníci vydali na cestu Prahou, bez jakýchkoliv úmyslu provokovat nebo se dopustit násilí. Pokud celá akce skončila je nám všem známo v Antifašistických věznicích Prahy, kde byli podle zákona pořádkovými silami Ministerstva vnitra tvrdým brutálním zásahem. Tento zásah, který nebyl úměrný k akci studentů je jasným důkazem; a) o nedispomoci státních a střednických orgánů zarušujících ve svých vyhlášeních svobody činných ústavou ČSRR nebo b) důkazem o existenci kontrolovatelných sil v ústředních státních orgánů a státních orgánůch nezaspokojících umění vlivy na ČSR a demokratického rozvoje, které přerušují ústavní smí Ústavu ČSR s pravděpodobně snahu promyšleně diskutovat a narazovat jak práci našich vládních a střednických orgánů, tak pasivní práci lidu ČSSR.
Pověřujeme ze svou povinnost vyjádřit svůj názor nejen na tento čin dne 17. 11. 1969, ale na všechny negativní jevy, které se v naší společnosti objevily v souvislosti s ohlasem našich ústavů, ale i politiku. Zádažně jejich urychlená řešení. Tuto formu protestu považujeme za najpříjemnější. Těžit práce na našich pracovištích mohly fakticky přerušena na šádném úseku. Umělecký sbor studuje premiérové hry dále a bezpečně přerušení, tektěž dílny, ekonomický díver a ostatní pomocné provozy procházejí normálně. Představení, které se v tomto týdnu neodehrájí, umožníme všem našim divákům, kterých si nesmírně vážně zhlédnout v náhradních termínech.
Bylo zakročeno ne proti studentům, ale právě dětem našich pracujících. Proti rovnoprávným občánům našeho státu, proti nadací socialistické inteligenci. Tato mladá generace se v současné době kritizuje dnešní situáv příkladem pro nás všechny bez rozdílu starších osobních a politických příslušností. Svým uvědomělým hledací humáním a nesaludným, zatímco jiným přístupem k řešení celospolečenských problémů. Na tuto mládež musíme být pravem hrdi. Tato mládež nám starším uděluje lekci starostnosti s socialistické nesazovavosti. Jejich jednotě s rozhodnost může být pro nás všechny příkladem.
Vášení přátelé. Ujišťuji Vás, že naše skutečně nemáme proti socialismu. Naším cílem není nerušený klidu a vyvolávat konfliktní situace.
Jáme si vědomi, že kultura, která není součástí společnosti není kultura. Aby také že společnost, jejíž součástí není kultura, nemůže být společností.
Naším cílem je obhajovat dobrovědce. Vybudování společnosti, která bude zárukou jistoty nás všech - komunistů, jinostraníků, všichcích, prostředí společnosti, zaručující práva a spokojenost všech jejich občanů. Aby jsme Vás mohli o naší činnosti přesvědčit, přijde mezi nás do Slováckého divadla a poznejme se vzájemně. Vedeme dialog, těšíme se na Vás.
Královský výbor ROH
Slováckého divadla
27 Provolání dělníkům, zemědělcům, mládeži, humáním a technické inteligenci okresu Uherské Hradiště z 20. 11. 1989.
Vášení občané,
vzhledem k tomu, že se množí zkreslené a nepravdivé informace o situaci ve Slováckém divadle v souvislostech s protestní akcí uměleckého souboru a dalších pracovníků Slováckého divadla, která byla zahájena 20. listopadu jako projev nesouhlasu se zásahem ozbrojených složek ministerstva vnitra proti demonstrující mládeži a občanům v Praze dne 17. listopadu, vám sděluji následující informace:
1. umělecký soubor pracuje a využívá plně pracovní dobu tím, že na zkouškách připravuje nové inscenace pro naše obecenstvo a řádné pracují i další úseky divadla
2. záměrem umělců Slováckého divadla je místo plánovaných představení organizovat otevřený dialog s divákyní k vzniklé vnitropolitické situaci
3. v souladu se závěry mimořádné porady ředitelů jihomoravských divadel ze dne 20. listopadu jsem uzavřel Slovácké divadlo pro veřejnost až do odvolání
4. neodehraná představení budou uvedena v náhradních termínech
5. nezakládá se na pravdě informace, že bych byl kdykoliv fyzicky napaden členy uměleckého souboru nebo byl na mě činěn jiný nepřiměřený nátlak se záměrem, abych nechal otevřít divadlo pro veřejnost. Tato a další fámy vznikly špatnou informovaností a vedou k dezorientaci občanů.
V Uh. Hradišti 23. 11. 1989
Miroslav Kučera
Ředitel SD
28 Ředitel Slováckého divadla, Milan Kučera, vydal 23. 11. 1989 prohlášení referující o současných změnách v divadle.
29 Fotografie dokumentující Náměstí rudé armády ze čtvrtnka 23. 11. 1989 v Uherském Hradišti.
30 Generální stávka na Náměstí K. Gottwalda v Uherském Hradišti.
Prohlášení divadelníků Jihomoravského kraje
Divadelníci Jihomoravského kraje posoudili zodpovědné události posledních dnů ve společnosti i v českomoravské divadelní obci a s hrdli se na těchto závěrech:
1/ Vyjadřují nedůvěru Jihomoravskému krajskému národnímu výboru jako orgánu zodpovědnému za finanční divadel
2/ Vyjadřují nedůvěru všem funkcionářům ZMKV působícím ve sféře fínské kultury - zejména ss. Abrahamkové a Prošákové a žádají jejich odstoupení pro stratu diváky
3/ Požadují odstoupení rady jm KKV.
4/ Požadují, aby byl uve formulován vztah státních orgánů a divadel a děvají v tomto smyslu mandát stávkovým výborům a výborům Oránského fóra a příslušných souborů a divadel k jednání.
5/ Požadují provést referendum důvěry šéfů a ředitelů; v případě vyslovení nedůvěry navrhuji pověřit prozatímním vedením souboru zvoleného zástupce.
Státní divadlo Brno: soubor opery
soubor činohry
soubor zpěváků
soubor baletu
soubor Divadla na pravém
soubor Hadivalda
Brněnská divadla: Divadlo bratrů Mrštíků
Divadlo Velkého Dvoře
Loutkové divadlo Měst
Divadlo pracujících Gottwaldov:
Horácké divadlo Jihlava
Slavěcké divadlo Uherské Hradiště
Dne 29. listopadu 1989
Uskutečněny dva oficiální dialogy
Dne 30. 11. 1989 se uskutečnilo v budově ONV druhé jednání Občanského fóra s představiteli okresu a města Uh. Hradiště.
Byly projednány aktuální otázky vnitropolitického života v okrese. Okresní národní výbor nabídl připravnému výboru OF zástupcům členů občanského fóra v 19 komisích a útvarech ONV, které se podlejí na zajišťování komplexního a sociálního rozvoje okresu. Zástupcům OF byly předány již dříve zpracované a přijaté okresní koncepce životního prostředí a koncepce rozvoje zdravotnictví s nabídkou spolupráce, možnosti oponentury a podnětných návrhů ze strany Občanského fóra. Na základě dotazu zástupců OF bylo zdůrazněno, že plenární zasedání NV jsou veřejná a tudíž přístupná všem občanům. ONV nabídl účast zástupců OF na všech jednáních rady ONV. ONV přijal účast svých zástupců na veřejné diskusi pořádané OF v neděli dne 3. prosince 1989. Dne 1. 12. 1989 předal RNDr. Radovan Kunc tajemníkovi ONV JUDr. A. Rajovi složení koordinačního výboru OF Uh. Hradiště v následujícím složení: Jan Gogola, dramaturg Filmového studia Gottwaldov, MUDr. Vladimír Čech, zástupce primáše ARO nemocnice v Uh. Hradišti, Igor Stránský, režisér Slováckého divadla, Michal Stránský, OKM Uhláčko, Radek Fryza, pracovník s. p. Mesít, MUDr. Jaroslav Milčák, důchodce, Milan Kup, pracovník k. p. Let, RNDr. Radovan Kunc, programátor Zenitcentra. (mkř)
Představitelé Občanského fóra při prvním dialogu.
32 Dialog OF s představiteli města 30. 11. A 1. 12. 1989.
VÁNOCE S FÓREM
středa 20.12. 18:00
prostorové před SKP (Ledovec)
proč opět veřejné shromáždění?
VÁNOCE JSO SVÁTKY KLÍDU, ALE
NĚKTERÉ NAŠE OKRESNÍ ORGÁNY
MAJÍ KLÍNU POŘAD AŽ PŘÍLIŠ !!!
PROTO NEVÁHEJTE PŘIJÍT.
S ŠEBOL ZUMMEČKY A SWÍČKY.
- slibujeme vám, že budeme hodní, ALE NE NA VŠECHNY!!!
- kromě spousty kulturních zážitků /přislíbena i účast vešmi známých hostů/ zazní i mnohá zásadní vystoupení a konkrétní požadavky
+++++++++++++++++++++++++++++
PO SKONČENÍ se koná ve Slováckém divadle pracovní setkání ZÁSTUPCŮ VŠECH OF Z OKRESU UH. Z prostorových důvodů pouze po 2 zástupcích. ÚČAST JE NEZBYTNÁ.
| Date | Play | Director(s) | Actors | Reprises |
|------------|-------------------------------|------------------------------|---------------------------------------------|----------|
| 7. 1. 1989 | Guy de Maupassant | Zdeněk Kaloč | H: L. Kolář | 13 |
| | | | R: I. Stránský | |
| | | | V: J. Pitr | |
| | | | K: I. Pitrová j.h. | |
| 25. 2. 1989| J. K. Tyl | | H: J. Dvořák | 49 |
| | | | R: I. Roštínský j.h. | |
| | | | V: P. Dosoudil j.h. | |
| 15. 4. 1989| Carlo Goldoni | | H: L. Kolář | 24 |
| | | | R: I. Stránský | |
| | | | S: J. Pitr | |
| | | | K: Zd. Mannová j.h. | |
| 22. 4. 1989| Gyorgy Schwajda | | H: J. Pavlica | 19 |
| | | | R: I. Stehno | |
| | | | S: A. Babraj j.h. | |
| | | | K: O. Ředá j.h. | |
| 24. 4. 1989| Friedrich Dürrenmatt | | H: L. Kolář | 14 |
| | | | R: K. Hoffmann j.h. | |
| | | | K: S. Panáčková | |
| | | | Výtvarná spolupráce: R. Novák | |
| 3. 6. 1989 | Vladimír Čort | | H: J. Kolín – L. Kolář | |
| | | | R: J. Stehno | |
| 17. 6. 1989| Peter Ustinov | | V: O. Ředá j.h. | 31 |
| | | | R: I. Stránský | |
| | | | V: M. Melena j.h. | |
| | | | 18 reprises | |
| 14. 10. 1989| Henrik Ibsen | | Peer Gynt | |
| | | | H. E. Grieg | |
| | | | R: I. Stránský | |
| | | | V: J. Pitr | 41 |
| | | | 17 reprises | |
| 12. 12. 1989| Antonín Procházka | | Kliče na neděli | |
| | | | R: J. Schmiedl j.h. | |
| | | | V: V. Fejlek j.h. | |
| 16. 12. 1989| Alexej Dudarev | | A byl večer, a bylo jítro, den před smrtí (Smrtište) | |
| | | | R: A. Mitkán j.h. | |
| | | | V: J. Ceglov j.h. | 11 |
| 24. 3. 1990 | Dale Wasserman – Mitch Leigh | | Muž z kraje La Mancha | |
| | | | R: P. Doležal j.h. | |
| | | | S: J. Milňajt j.h. | |
| | | | K: P. Dosoudil j.h. | 22 |
| 14. 4. 1990 | Jan Kopecský | | Komedie o umučení a slavném vzkříšení Pána a Spasitele nášeho Ježíše Krista | |
| | | | H: J. Pavlica | |
| | | | R: I. Stránský | |
| | | | S: J. Pitr | |
| | | | K: I. Pitrová j.h. | 47 |
| 26. 5. 1990 | Karl Gassauer | | Casanova na duchcovském zámku | |
| 27. 5. 1990 | Josef Skvorecký | | Ze života lepší společnosti (Malá scéna) | |
| | | | R: J. Miškovský | |
| | | | K: S. Panáčková | 7 |
| 9. 6. 1990 | Helmut Korher | | Grasel | |
| | | | H: P. Krejča | |
| | | | R: I. Stránský | |
| | | | S: J. Pitr | |
| | | | K: I. Obuchová j.h. | 28 |
| 22. 6. 1990 | Branislav Nušić | | Truchlíci pozůstalí | |
| | | | R: M. Bevk j.h. | |
| | | | V: J. Pitr | 11 |
| 15. 10. 1990| Radek Balaš | | Mysákova dobrodružství | |
| | | | H: L. Kolář | |
| | | | R: R. Balaš | |
| | | | V: J. Pitr | 43 |
| 20. 10. 1990| Vlastimil Novák, Stanislav Oubram | | Pim, Alfréd a Bílá paní | |
| | | | H: P. Madel | |
| | | | R: B. Tomíček | |
| | | | V: I. Pitrová j.h. | 30 |
| 22. 12. 1990| Jan Kopecský | | Komedie o hvězdě | |
| | | | H: J. Pavlica | |
| | | | R: I. Stránský | |
| | | | V: J. Pitr | 35 |
| 2. 3. 1991 | John Pielmeier | | Agnus Dei (Agnes of God) | |
| | | | H: D. Fikejz | |
| | | | R: J. Uhrovař j.h. | |
| | | | V: M. David j.h. | 12 |
34 Repertoár Slováckého divadla v roce 1989.
35 Fotografie z inscenace *Příběh koně* (pořízena 29. 10. 1988), Ladislav Kolář v roli Cholstměra a Světlana Sedláčková jako Vjazopuricha.
36 Fotografie z inscenace *V půli cesty na strom* (pořízena 17. 6. 1989), postavy Lady a generála v podání Hany Houbové a Jiřího Zacha.
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Styrelsen Christina Holm
Ledamöter:
Företrädare för personal-
organisationerna med
närvaro- och yttranderätt:
Christer Nilsson
Gustav Ekberg
Teresa Hankala-Janiec
forskningsingenjör
1e instrumentmakare
universitetsadjunkt
Övriga:
Frånvarande:
Tord Wingren
VD
Sammanträdesdag
2004-09-09
§ 36 UTSEENDE AV JUSTERINGSPERSON
Beslut: Styrelsen beslöt utse Hedvig Hjortsberg att jämte ordförande och rektor justera dagens protokoll.
§ 37 FASTSTÄLLANDE AV DAGORDNING
Beslut: Styrelsen beslöt att godkänna föredragningslistan.
§ 38 FÖREGÅENDE SAMMANTRÄDESPROTOKOLL
SLTH:s sammanträdesprotokoll (2004-06-14): Bilaga §38.
Beslut:
Styrelsen beslöt att göra ett tillägg till §31 – "Förslag till rektor och prorektor vid LTH för tiden 2005-01-01—2007-12-31" med följande lydelse:
På grund av jäv lämnade Gunilla Jönson och Klas Malmqvist sammanträdeslokalen under denna punkt och deltog således ej i beslutet.
SLTH:s sammanträdesprotokoll lades ad acta.
§ 39 REKTORS RAPPORT
Rektors rapport (2004-08-31): Bilaga § 39.
Beslut: Rektors rapport lades ad acta.
§ 40 ANMÄLNINGAR
a) Viktigare beslut fattade under 2004 av rektor vid Lunds tekniska högskola: Bilaga §40A .
Beslut: Förteckningen lades ad acta.
b) Uppföljning av årsbokslutet 2003 (2004-08-27): Bilaga § 40B.
Per Göran Nilsson redogör för LTHs åtgärdsprogram, vilket har överlämnats till rektorn för Lunds universitet 2004-08-27.
§ 41 LTH 2005
Föredragande: Gunilla Jönson
Dnr LTH B19 1601/03
Beslut:
Styrelsen beslöt att uppdra till rektor att fortsätta beredningsarbetet av LTH 2005.
Styrelsen finner de krav som anges i PM väsentliga och uppdrar till rektor att till mötet den 15 oktober presentera förslag till enhetsindelning. I uppdraget ligger att förtydliga förutsättningar, mål och konsekvenser av enhetsindelning och institutionsorganisation.
Styrelsen beslutar att avräkning för grundutbildningen avskaffas enligt förslag i PM LTH 2005.
Styrelsen stödjer förslaget att grundutbildningen skall indelas i högst sex programgrupper med varsin utbildningsnämnd.
Styrelsen uppdrar till rektor att fatta beslut om anställningsrestriktioner.
Styrelsen uppdrar till rektor att i samråd med universitetsledningen utarbeta förslag om LTHs fortsatta verksamhet i Helsingborg för beslut den 15 oktober.
Styrelsen bekräftarmålsättningen att LTHs totala myndighetskapital inom 5 år skall vara 5 % av intäkterna på institutionsnivå och 5 % på styrelsenivå.
§ 42 BESLUT OM FÖRUTSÄTTNINGARNA FÖR ANTAGNINGEN HÖSTEN 2005
Föredragande: Per Warfvinge Dnr LTH G39 1488/04
Beslut:
Styrelsen beslöt
- att ingenjörsutbildningarna skall minskas samt
- att övriga riktlinjer för antagningen fastställs i fördelningsbeslutet för 2005.
§ 43 EV ÖVRIGT
a) LU Innovation
Gunilla Jönson informerar om LU Innovation, som är Näringslivsenhetens nya skepnad, och har som uppdrag att stödja kommersialisering av idéer och forskningsresultat från Lunds universitet.
b) Forskningssamarbete med Stanford University
Gunilla informerar om Stanford Universitys intresse för forskningssamarbete. Stanford University kommer att besöka
Lunds universitet och Chalmers i november 2004.
§ 44 SAMMANTRÄDET AVSLUTAS
Ordföranden förklarade mötet avslutat.
Vid protokollet
Justeras
Per Göran Nilsson
Anders Narvinger
Christina Holm
Gunilla Jönson
Hedvig Hjortsberg
Rektors rapport
Sedan förra styrelsemötet i juni kan följande aktiviteter redovisas.
LTH – externt
DTU
Rektor deltar vid en utvärdering av DTUs kvalitetssystem. Rapporten finns nu i en första draft.
DElab
Rektor har deltagit i ombildandet av den Stiftelse som Internationella Miljöinstitutet fått resurser från så att resurserna kan användas för forskningssamarbete med Landkrona kommun runt SME.
EU och uthållig utveckling
Material har sammanställts under sommaren och kommer att presenteras i Bryssel den 13 september under Allan Larssons ledning. Rektor har deltagit i del av planeringen.
LU och forskningsprioriteringar
Universitetet har efterfrågat förslag på möjliga internationella advisory board medlemmar för arbetet med framtida forskningsprioriteringar. LTH har bidragit med förslag från forskningsnämnderna.
Forskningsansökningar I
Ett stort antal ansökningar avseende kompetenscentra skickas in till SSF. Rektor har tagit initiativ till en ansökan som berör LTH, Naturvetenskapliga fakulteten och Medicinska fakulteten.
Forskningsansökningar II
Efter genomgång av ansökningar från LTH till SSFs Ingvarstipendiater konstateras att antalet ansökningar som ska vidarebearbetas inför den slutliga fördelningen varit positivt för LTH. Dock konstateras också att LTH/LU söker resurser i mindre utsträckning än andra universitet.
Forskningsansökningar III
ElForsk och Svenska Kraftnät har efterfrågat intresset för uppbyggnad av ett centrum för Kompetensförsörjning inom älv- och dammsäkerhet. LTH har meddelat intresse för att skapa ett centrum för vattenbyggnad och dammsäkerhet.
Forskarskola Competitive Building
Ett negativt ställningstagande i maj från industrin avseende finansiering av en fortsättning av skolan har vänts till en positiv inställning. Industrin betalar forskningsadministration och den engelske handläggaren.
Gäststudenter
LTH Stitching Foundation (baserad på Ferring) fortsätter sitt arbete och stöder nu studenter från Butan.
IKEA
IKEA är berett att medverka till en ändring av ändamålsparagrafen i den överenskommelse som finns mellan IKEA och LTH så att utbildningen får det bästa stödet. Diskussioner pågår mellan rektor, programmet och IKEA.
IMIT
Styrelsen, i vilken Rektor ingår, har diskuterat en ny inriktning och arbetssätt efter det att Christer Karlsson, som varit ledaren, lämnat Handelshögskolan i Stockholm för Köpenhamn.
KK-stiftelsen
Rektor har blivit omvald till ordförande i expertgruppen för beredning av forskningsansökningar till nya universitet och högskolor.
LU Innovation
Rektor har tagit del av LU Innovations nya organisation och diskuterar hur LTH skall hantera de ökade kraven på implementering av forskningsresultat.
Läkemedelscentrum
Samarbete mellan Medicinska och Naturvetenskapliga fakulteterna och LTH har nu igångsatts och fått en ansvarig ledare stödd av LU centralt.
STEM
STEM har meddelat att man kommer att vara mycket restriktiv i beviljandet av forskningsresurser innan energipropositionen presenterats. LTH har många projekt som är beroende av STEM.
RIFO
Rektor deltar i en diskussion med riksdagsledamöter om forskning och tillväxt arrangerat av IVA Syd.
Öresund Food Network
Rektor arbetar med danska organisationer för att bedöma forskningsbehovet inom livsmedel i Danmark och Öresund.
Öresund Science Region
Rektor deltar i diskussioner om stöd till Öresundssamarbetet. De danska myndigheterna kan förhoppningsvis snart ta ställning.
LTH – internt
Hälsning
Studenterna har hälsats välkomna av rektor.
Organisation
Förändringar av struktur, organisation och ekonomihantering har tagits fram av presidiet under sommaren och behandlats av prefekter och olika nämnder och arbetsgrupper.
Övrigt
Till detta kommer öppning av seminarier och konferenser på LTH samt det dagliga arbetet. Dessutom har det varit semester.
Fram till nästa styrelsemöte
Omorganisationen kommer att ta det mesta av rektors tid fram till nästa styrelsemöte.
Lund 2004-08-31
Gunilla Jönson
Styrelsen Christina Holm
Viktigare beslut fattade under 2004 av rektor vid Lunds tekniska högskola.
(Samtliga handlingar finns tillgängliga på LTHs kansli. För ytterligare information kontakta Christina Holm tel 046/222 7190)
Rektors kontor
2004- 08-27
Rektor Lunds universitet
Uppföljning av årsbokslutet 2003
Styrelsen för Lunds universitet har gett LTH uppdraget
att tillsammans med styrelsen för naturvetenskapliga fakulteten inkomma till rektor med redogörelse för vilka åtgärder man avser vidta för att Fysiska institutionens intäkter och kostnader blir balanserade samt att det negativa myndighetskapitalet elimineras,
att tillsammans med styrelsen för naturvetenskapliga fakulteten inkomma till rektor med förslag till översyn av Kemiska institutionens inriktning, organisation och ekonomi,
att inkomma till rektor med redogörelse för hur områdets åtgärdsprogram för att samtliga institutioner skall ha positiva myndighetskapital om fem procent av verksamhetens kostnader blir förverkligat,
att inkomma till rektor med redogörelse för hur de externa inkomsterna utvecklas.
LTHs åtgärdsprogram
1 LTHs ekonomiska läge
Delar av LTH har under de senaste åren haft svårt att bedriva verksamheten inom de ramar som funnits. Således har myndighetskapitalet på institutionsnivå minskat, vilket innebär att de resurser som är avsedda för tillfälliga avvikelser i finansieringen använts för löpande verksamhet, samtidigt som lönekostnaderna fortsatt att öka. Flera avdelningar och i vissa fall hela institutio-
1
ner har nu såväl negativ kassa som negativt resultat. LTH kräver en balanserad budget.
Det vidareutvecklade redovisningssystemet som nu används av alla institutioner ger ökade möjligheter att förtydliga hanteringen av projekt. Det har visat sig att vissa projekt resultatavräknats innan alla kostnader i projektet är slutredovisade. Detta måste ändras. Konsekvensen är att myndighetskapitalen kommer att korrigeras och att ett antal institutioner kommer att få stora reduktioner av myndighetskapitalet. Det är nödvändigt att få en redovisning som vid varje tillfälle ger en korrekt bild av situationen och därmed ger rätt underlag för beslut. LTH- Gemensamt ställer omfattande resurser till institutionernas förfogande för att hjälpa till att få en rättvisande redovisning och för att utbilda ekonomiadministratörerna på institutionerna.
Den avstämning som gjorts med utgångspunkt från halvårsbokslutet 2004 visar att den reserv LTH totalt förfogar över vid årets slut kommer att vara av storleksordningen 10 Mkr. LTH- Gemensamt har då en reserv på ca 80 Mkr. Detta innebär att det samlade myndighetskapitalet på institutionsnivå är kraftigt negativt.
2 Forskningsfinansiering
En allt större del av institutionernas forskning betalas med externa forskningsmedel. Konkurrenssituationen om forskningsmedel är mycket påtaglig på både det nationella och europeiska planet. Som en konsekvens av detta måste också LTH som högskola blir tydlig i sina strategiska satsningar. De fakultetsmedel som satsas från LTHs ledning får i sammanhanget ses som viktigt startkapital (medfinansiering) till de större forskningsanslagen. Detta ställer krav på profilering och prioritering.
Forskning och forskarutbildning utgör en allt större del av LTHs verksamhet. De gemensamma kostnader som LTH har betalas inte fullt ut av de externa anslagsgivarna. För LTHs del gäller också att balansen mellan fakultetsanslag och externa forskningsanslag är sådan att fakultetsanslaget inte räcker som riskkapital. Finansieringssystemet är sådant att externa finansiärer förväntar sig att eventuella överskott skall återbetalas medan LTH står för hela risken om ett projekt blir dyrare än planerat. En anpassning av den externa forskningsfinansieringen (kraftig reduktion) i relation till fakultetsanslaget är svår att göra i en kultur där alla strävar efter att söka mer pengar för att finansiera sin tjänst. En reduktion av forskningsfinansieringen skulle också innebära en kraftig reduktion av LTHs bidrag till universitetsgemensamma kostnader!
Under 2003 slog den dåliga konjunkturen genom framförallt på IT - institutionerna. Omfattande och snabba reduktioner i forskningsanslag innebar t.ex. att en institution som tidigare haft en mycket god ekonomi inom ett år hade förbrukat alla reserver och dessutom skapat ett avsevärt underskott i myndighetskapital. Institutionen kommer inte vara i balans förrän 2005 och kommer då vara belastat av ett negativt myndighetskapital som motsvarar ca 50 % av årsomslutningen! Det inträffade visar sårbarheten i den finansieringsform som nu gäller för forskningsverksamheten.
Forskningsfinansieringen som har stött ett antal kompetenscentra vid LTH kommer enligt plan att avslutas under de närmaste åren vilket praktiskt kommer att medföra stora förändringar av finansieringen för olika forskarlag. Detta ställer stora krav på forskarlagens framförhållning och kvalitet då tiden mellan en ansökan och eventuell beviljning kan vara upp till 2,5 år.
En konsekvens av dagens finansieringsmodeller är att LTHs ledning och ekonomikontor tillsammans med prefekter och enhetschefer utvecklar rutiner som på ett tidigt stadium fångar upp signaler om förändrade förutsättningar för verksamheten vid institutioner och enheter och ger underlag till respektive ledning för att vidta nödvändiga åtgärder.
Det låga finansieringsbidraget på bland annat EU-anslag tillsammans med att anslagen ofta utbetalas i efterskott (ibland hela år!) innebär att EU-intensiva institutioner i princip arbetar på lånade medel och med hög riskfaktor. Det är därför av stor vikt för institutioner/enheter att bygga upp en blandad finansiering från fakultetsanslag, svenska forskningsfinansiärer samt EU och övriga utländska finansiärer för forskarlagen. En aktiv diskussion om EU-anslagens finansieringsform och beräkning av finansieringsbidrag måste föras mellan LTHs och Lunds universitets ledningar.
3 Åtgärdsprogram
LTHs ledning har under de senaste fem åren tillsammans med prefekterna arbetat för att finna vägar för en ekonomi i balans. Under senvåren 2003 gick arbetet in i en ny fas och en diskussion om nya arbets- och organisationsformer startade. Under våren 2004 har samtliga institutioner utarbetat handlingsplaner för att uppnå en ekonomi i balans. Institutioner och avdelningar har dessutom lämnat förslag till ny enhetsindelning (se nedan).
Förändringar av struktur, organisation och ekonomihantering inom LTH syftar till att
- skapa förutsättningar för en ekonomi i balans
- fokusera forskningsverksamheten
- skapa hållbara enheter och institutioner
- rationalisera och säkerställa kvaliteten inom grundutbildning och forskarutbildning
- skapa möjligheter för framtida utveckling
- säkerställa kvaliteten inom administrativa stödfunktioner på alla nivåer
- gemensamma kostnader redovisas med säkerställd kvalitet
- förtydliga ansvarsfördelning och organisation inom LTH
LTH har nu förbrukat huvuddelen av sitt myndighetskapital. Eftersom det inte finns några ytterligare reserver i systemet innebär detta att det inte finns utrymme för underskott. Ett negativt myndighetskapital för LTH totalt kan innebära allvarliga inskränkningar i det egna inflytandet över LTHs utveckling. Då den försämrade ekonomin gäller för hela universitetet är förutsättningarna för riktat stöd från LU centralt minimala.
Det måste i fortsättningen vara helt klart att verksamhet som inte är finansierad inte kan bedrivas. Verksamhet som bedrivs med negativt resultat kommer förr eller senare att belasta övrig verksamhet eftersom sannolikheten för att den aktuella verksamheten skall generera vinst och därmed kunna återbetala skulden i princip är obefintlig.
4 Enheter
För att få balans i LTHs ekonomi har styrelsen beslutat att verksamheten ska organiseras i institutioner med enheter som tar ett solidariskt ansvar för en ekonomi i balans samtidigt som grundutbildning, forskarutbildning, forskning och tredje uppgiften genomförs med sedvanligt ansvar.
Indelningen i enheter syftar till att skapa enheter som har en dimensionering som klarar förändringar i medelstilldelningen inom såväl grundutbildning, fakultetsanslag som externa anslag. Viktiga förutsättningar för att få bilda enheter är solidaritet inom enheten avseende ekonomi och verksamhet, deltagande i högskolans huvudprocesser, redundans i forskarhandledning samt en hållbar ekonomi i balans. Enheterna skall skapa ett eget myndighetskapital (riskkapital) som gör att mindre svackor i finansieringen kan hanteras. Genom enheterna skapas också möjligheter för en positiv arbetsmiljö inom institutionens ram. Det är också viktigt att alla delar av en enhet är lokaliserade i samma del av en byggnad.
Mindre enheter kan undantagsvis bildas för att bygga upp nya verksamheter. En förutsättning är då att en långsiktigt hållbar ekonomi kan presenteras.
De förslag till enhetsindelning som lämnats av institutionerna kommer under hösten 2004 att utvecklas i samverkan med institutionsledningarna så att kriterierna uppfylls. LTHs styrelse kommer att fatta beslut om enhetsindelningen så att budgetarbetet för 2005 kan ske med utgångspunkt från den nya organisationen.
Åtgärderna kan skenbart ge intryck av att prefektens ansvar minskar. I själva verket kommer kravet att enheterna till prefekten skall redovisa en verksamhet och ekonomi i balans att underlätta prefektens roll att ta ett samlat ansvar för institutionen.
5 Avstämning av ekonomin
Enheternas och därigenom institutionernas ekonomi skall vara under kontroll från och med budgetåret 2005. För de enheter och institutioner som beräknas ha negativt myndighetskapital vid utgången av 2004 skall nödvändiga åtgärder vara beslutade och godkända av LTHs ledning under 2004.
Den löpande verksamhetens resultat (resultatet för ett enskilt år) för varje enhet och verksamhetsgren (grundutbildning, forskning/forskarutbildning och uppdrag) skall vara positivt.
På varje kostnadsställe skall dessutom alla verksamhetsgrenar ha positiv kassa för den löpande verksamheten! Om en institution ser att det finns risk för negativ kassa för någon enhet men att detta t.ex. beror på sen utbetalning från säker finansiär med avtal måste institutionen försäkra sig om en kredit från LTHs ledning!
Ett mål är att varje enhet skall ha ett riskkapital (myndighetskapital) på minst 4 % av årsomslutningen. Så länge enheten inte uppnått ett myndighetskapital på 5 % av årsomslutningen får myndighetskapital inte utnyttjas för enhetens finansiering såvida inte undantag beviljas av LTHs ledning efter särskild framställan.
Negativ kassa liksom negativt resultat för löpande verksamhet kommer att innebära reduktioner på kommande fakultets- och/eller grundutbildningsanslag och analys av institutionens/enhetens verksamhet med omstrukturering och eventuell avveckling som följd!
Det är institutionsledningens uppgift att bevaka verksamheten för i institutionen ingående enheter så att tendenser till havererad ekonomi hanteras i tid.
Varje institution måste löpande kvartalsvis göra prognoser per verksamhetsgren omfattande alla ingående enheter samt institutionsgemensam verksamhet för aktuellt budgetår. Ett prognostiserat negativt resultat skall omedelbart resultera i åtgärder. Detta kan innebära att institutionen ansöker om en kredit från LTHs ledning för den aktuella enhetens verksamhet. En förutsättning för kredit är att föreslagna åtgärder, av LTHs ledning, bedöms ge avsedd verkan.
LTHs ekonomikontor kommer löpande att följa upp institutionernas och enheternas resultat och kassa.
Halvårsbokslutet som LTH redovisar 2004 innebär att kostnadsökningarna måste bromsas omedelbart. Därför föreslås LTHs styrelse den 9 september att fatta beslut om totalt anställningsstopp till dess att respektive institution/avdelning redovisat förutsättningarna för en hållbar ekonomi. LTHs ledning kan bevilja undantag från anställningsstoppet.
6 Åtgärder avseende fysiska och kemiska institutionerna
Båda institutionerna omfattas fullt ut av LTHs åtgärdsprogram för en ekonomi i balans som skall genomföras under 2004.
En viktig del i arbetet med att förbättra ekonomin har varit omorganisationen av mekaniska verkstäder. Samtliga större verkstäder inom LTH och de med Naturvetenskapliga fakulteten gemensamma verkstäderna på fysik och kemi
har nu samlokaliserats till fysik och utgör en samlad organisatorisk enhet inom LTH.
6.1 Fysiska institutionen
Fysiska institutionen har till båda fakulteterna lämnat förslag till åtgärder för att få en ekonomi i balans. Institutionen har också i enlighet med uppdraget från LTH inlämnat handlingsplaner och förslag till enhetsindelning. Förslagen kommer att granskas och, om de uppfyller LTHs krav på ekonomi i balans, beslutas under hösten 2004. PM från fysiska institutionen bifogas.
6.2 Kemiska institutionen
Inför budgetåret 2003 ändrades kemicentrums organisation så att det inom LTH bildades två nya institutioner: Kemiteknik och Livsmedelsteknik. Övriga delar av kemicentrum bildar tillsammans med Naturvetenskapliga fakultetens avdelningar Kemiska institutionen.
Kemiska institutionen har också utarbetat handlingsplaner enligt uppdrag. Institutionen har dessutom startat arbetet med att utreda förutsättningarna för större samordning mellan avdelningar inom institutionen oberoende av fakultetstillhörighet. Från LTHs synpunkt är detta viktigt men får inte fördröja de omedelbara åtgärder som krävs för att få en ekonomi i balans enligt de förutsättningar som gäller för LTHs institutioner. De åtgärder som krävs för en ekonomi i balans senast budgetåret 2005 skall genomföras under 2004.
Lunds Universitet Fysiska Institutionen Lars Montelius Prefekt
Redogörelse 2004-08-25
LTH
Redogörelse från fysiska institutionen med anledning av uppdrag från LTH.
Fysiska Institutionen har fått följande uppdrag:
att till LTH inkomma med en redogörelse för vilka åtgärder man avser vidta för att Fysiska institutionens intäkter och kostnader blir balanserade samt att det negativa myndighetskapitalet elimineras,
Institutionen inleder denna redogörelse med att först diskutera om situationen i stort på institutionen och ge vissa nyckelfakta samt en beskrivning av de åtgärder som redan har företagits inom institutionen. Därefter ges en mer specificerad handlingsplan för den ekonomiska utvecklingen.
Fysiska Institutionen består av verksamheter från två fakulteter, naturvetenskapliga och tekniska fakulteten. Den sammanlagda omsättningen för de respektive fakulteterna är runt 150 MSEK för LTH och 80 MSEK för naturvetenskaplig fakultet. Av denna omsättning utgör fåkultetsmedel drygt 30MSEK respektive 24 MSEK samt grundutbildningsmedel drygt 25 MSEK resp. 13 MSEK på de olika fakulteterna. Således är andelen externa medel drygt 65% resp. 50 % av omsättningen på T- resp. N-fakultet. LTH: s andel av institutionens omsättning är c:a 64 % och N-fakultets andel är c:a 36 %. Antalet helårsstudieplatser är ungefär 300 (LTH) resp. 200 (N). Institutionen är organiserad med ett antal relativt sett stora avdelningar som själva tar eget ansvar för sin avdelnings ekonomi. Dessa avdelningar är också engagerade i såväl forskning, undervisning som tredje uppgiften. Samarbeten mellan avdelningar inom institutionen är flitiga och existerar såväl inom GU som inom FU och forskning. Inom institutionen har vi en stor gemensam kulturbas och vi enas ämnesmässigt inom forskarämnet Fysik som alla våra doktorer examineras i oavsett avdelningstillhörighet. Institutionen ledes av en prefekt (50%) samt en biträdande prefekt (25%). Gemensam personal är en ekonomisekreterare, en ekonom (50%), en institutionssekreterare, en vaktmästare samt en dator/säkerhetsansvarig samt en husintendent (50%). Dessutom finns en gemensam biblioteksfunktion som delvis delas mellan fysik, astronomi och teoretisk fysik institutionerna.
Utbildningssystemen skiljer sig åt mellan de båda fakulteterna. På N-fakultet har institutionen inte bara kursansvar utan även programutbildningsansvar för de som studerar till fysiker. På teknisk fakultet genomförs ett stort antal kurser (≈80) inom i princip alla civilingenjörsprogrammen på LTH. Denna organisation medför att institutionen säljer kurser till flera huvudmän (utbildningsnämnder) inom LTH. Därutöver har institutionen och alldeles speciellt avdelningen för fasta tillståndets fysik ett stort ansvar för det nystartade programmet Teknisk Nanovetenskap. Under 2003 genomfördes ett kvalitetssäkringsprogram samt utveckling av ett system (KEKS: Kursekonomistyrsystem) som medger att kurskostnader och åtaganden enkelt kan redovisas och följas upp. Detta gjordes bl. a. för att öka kostnadsmedvetenheten hos alla lärare. Detta ekonomiska planerings- resp
fördelningsinstrument har mottagits väl av institutionens lärare. Det samlade helhetsintrycket från kursutvärderingar är att institutionen levererar undervisning av allra högsta klass. Många pedagogiska pris och utmärkelser har under åren tilldelats institutionens lärare. I många fall har ett nyskapande av kurser och nya former av lärande och examination utvecklats.
Gemensamma kurser har på senare år utvecklats i allt högre grad och för något år sedan startades en process i syfte att samordna och rationalisera grundutbildningen. Denna process har lett till en samsyn inom institutionen och ett stort erkännande för de olika särarter som de två fakulteternas verksamheter respektive studenter har. En ny struktur för GU-organisationen inom institutionen är nu framtagen. Den nya organisationen inte bara medger utan även genomför fakultetsövergripande undervisning. Som en följd av denna process har banden inom institutionen förstärkts ytterligare. Vi står idag optimalt samlade för att utnyttja hela fysicums resurser. Intimt förknippat med denna nya organisation finns också det arbete som försiggår för att flytta in LTH-undervisning i fysicums huvudlokaler.
Forskningen som bedrivs inom institutionen är av högsta internationella klass. På avdelningarna finns det såväl i svenskt som internationellt perspektiv unika utrustningar respektive laboratorier samt kompetenser. Lärarpersonalen inom institutionen har ett flertal ledande förtroendeuppdrag inom det svenska forskningssamhället. De används flitigt vid internationella konferenser som inbjudna talare, som opponenter, betygsnämndsledamöter och i olika andra utredningsuppdrag såväl nationellt som internationellt. Exempel på särskilda utrustningar/kompetenser är (högeffekt)laserlaboratorier, förbränningsrigg, processlaboratorier samt jonacceleratorer. Det finns ett flertal tvärvetenskapliga kopplingar mellan fysiska institutionen och andra institutioner vid såväl naturvetenskaplig fakultet som vid LTH och vid medicinsk, och i vissa fall även vid filosofisk fakultet. Det förekommer flera internationella utbyten och samarbeten, i vissa fall via formaliserade utbytesprogram och i andra fall av mer informell karaktär. Ett flertal avknoppningsföretag har etablerats och i många fall existerar det goda samarbeten med såväl stora som medelstora företag. På senare år har avdelningarna inom naturvetenskaplig fakultet reformerats och mindre avdelningar har slagits samman för att åstadkomma tillräckligt starka och stora avdelningar. Denna process har initierats av institutionen och genomförts på ett mycket bra sätt och präglats av ett stort hänsynstagande och samsyn för att skapa nya optimala konstellationer. Nyligen har det inletts en process för att samordna forskningsverksamheten hos de avdelningar som arbetar inom området kondenserade materiens teori. Syftet är att skapa en ny gemensam avdelning mellan N- och T-fakultet. De processer som har ägt rum de senaste åren på fysicum har lett till att institutionen är en modern och framåtsträvande och väl fungerande institution. Vi har visat att vi inom oss själva både har förmåga och vilja att ständigt förbättra oss och våra arbetsförhållanden. Sammantaget kan vi konstatera att institutionen befinner sig, trots sin storlek, långt ifrån att vara ett "forskarhotell" med enbart en förvaltande ledning.
Ekonomisk handlingsplan:
Teknisk fakultet. Inom LTH finns fem forskningsavdelningar: Fasta Tillståndets Fysik, Atomfysik, Matematisk Fysik, Förbränningsfysik och Kärnfysik. Alla avdelningar har prognostiserade nollresultat vilket tyvärr bara bekräftades av två avdelningars halvårsbokslut. Emellertid finns det ett positivt myndighetskapital för två avdelningar medan det för den tredje avdelningen ser bekymmersamt ut. Vi undersöker nu om det är så att underskotten är verkliga driftsunderskott eller ett resultat av bokföringen. I vilket fall som helst är det ett allvarligt läge för dessa avdelningar. Vi har också för närvarande en separat GU-avdelning som uppvisar underskott baserat bl. a. på att åtaganden gentemot övningsassistenter ej gick att avbryta under VT 04. Åtgärder har inletts för att säkerställa driftsbalans totalt sett för år 2004.
Samtidigt omorganiseras hela institutionens grundutbildning så att dylika underskott ej kan inträffa framöver. I resultaten ovan ingår även amortering av det negativa myndighetskapital som finns fördelat på de olika avdelningarna resp. på institutionen gemensamt. Institutionen har klarlagt de ekonomiska förutsättningarna och accepterar inget annat än nollresultat samt amortering för de olika avdelningarna. Inom den ekonomiska förutsättningen är avdelningarna ålagda att presentera och följa upp den ekonomiska händelseutvecklingen. Institutionen kartlägger också nogsamt händelseutvecklingen och kallar avdelningarna till diskussioner om avvikelser eller oklarheter upptäcks. Detta handlingsprogram inom institutionen har lett till att den ekonomiska medvetenheten hos avdelningarna hart stärkts betydligt under senare år. Emellertid har vi fortfarande svåra problem att handskas med, det klart största är det stora negativa myndighetskapitalet som har upparbetats under en lång tid. Institutionen har nu tagit fram en handlingsplan för att inom en femårsperiod vända myndighetskapitalet till att bli positivt. Under denna femårsperiod kommer de olika avdelningarna att vid olika tidpunkter passera vändpunkten. Planen baseras på två förutsättningar: 1) Fortsatt räntefrihet så att amorteringar kan göras, 2) besparingar av medel på respektive avdelning genom naturliga samt förtida pensionsavgångar. Förtidspensionering blir således ett medel för att uppnå ekonomisk balans och baseras givetvis på frivillighet hos de individer som accepterar. Institutionens inställning till detta är att förtidspensioneringar genomförs för att flytta fram tidpunkten för överlämnandet av avdelningen till nya krafter samtidigt som det medger att denna överlämning kan genomföras under allra bästa tänkbara förhållanden med de "gamla" kvar på avdelningen för att stödja och råda. Om åtgärden 2) ej på frivillig basis kan implementeras måste motsvarande ekonomiska besparingar hämtas in via andra åtgärder. I de allra flesta fall nödgas vi då troligtvis säga upp personal.
Lund som ovan
Lars Montelius
Prefekt, Prof.
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HuggingFaceFW/finepdfs/tree/main/data/swe_Latn/train
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finepdfs
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swe_Latn
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