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Tytuł:
CRISIS MANAGEMENT AT NATIONAL LEVEL - ORGANIZATION AND FUNCTIONING
Autorzy:
Dawid, Czarnecki,
Powiązania:
https://bibliotekanauki.pl/articles/891124.pdf
Data publikacji:
2018-08-17
Wydawca:
Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Tematy:
crisis management
crisis situation
crisis
government
the government’s crisis management team
government security center
Opis:
This article aims to present reflections on the organization and functioning of crisis management in the event of an emergency at the national level. It is also presented to show the correct operation of one of the levels of crisis management system of the Republic of Poland indicating the tasks and powers of the Prime Minister and Council of Ministers in the structure of crisis management and to present public administration activities in the event of an emergency.
Źródło:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje; 2015, 20; 144-163
2299-4033
Pojawia się w:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
USE AND EXPLOITATION OF THE POLISH ARMED FORCES IN CRISIS MANAGEMENT
Autorzy:
Jarosław, Cylkowski,
Powiązania:
https://bibliotekanauki.pl/articles/891122.pdf
Data publikacji:
2018-08-17
Wydawca:
Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Tematy:
security
armed forces
crisis management
crisis situation
army
Opis:
This publication deals with the contemporary possibilities of using resources and the Polish Armed Forces in the process of crisis management. Newer threats and rapidly changing environment requires a new perspective on the role that should meet the Polish Armed Forces in ensuring the security of the country. New challenges require not only the creation of legislation that will provide capacity for action in the formal aspect, but also upgrading units and sub-dislocation of military units in order to effectively carry out the tasks of crisis management.
Źródło:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje; 2015, 20; 107-126
2299-4033
Pojawia się w:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Białoruskie doświadczenia w zakresie zarządzania kryzysowego
Crisis management in the Republic of Belarus
Autorzy:
Szwajca, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/473008.pdf
Data publikacji:
2016-01-01
Wydawca:
Collegium Witelona Uczelnia Państwowa
Tematy:
zarządzanie kryzysowe
sytuacja kryzysowa
zagrożenie
katastrofa
crisis management
crisis situation
threat
disaster
Opis:
Bezpieczeństwo Republiki Białorusi chronione jest przez organy państwowe przed zagrożeniami wewnętrznymi i zewnętrznymi. Białoruś jest państwem położonym w Europie Wschodniej, przynależącym do organizacji międzynarodowych i regionalnych. W związku ze swoim położeniem geograficznym oraz przebytymi transformacjami jest szczególnie narażone na szereg zagrożeń, zwłaszcza tych związanych ze zorganizowaną przestępczością, handlem ludźmi, narkotykami, bronią itp. Ponadto w dalszym ciągu zmaga się ze skutkami jednej z największych katastrof, jaką był wybuch reaktora jądrowego w elektrowni w ukraińskim Czarnobylu (1986), który spowodował skażenie dużej części Białorusi. Zarządzanie kryzysowe na obszarze Republiki Białorusi sprawuje Ministerstwo Sytuacji Nadzwyczajnych Republiki Białorusi (MES), które jest właściwym organem rządowym do spraw regulacji i kontroli w zakresie zapobiegania i likwidacji sytuacji nadzwyczajnych katastrof naturalnych i antropogenicznych oraz obrony cywilnej, ochrony przeciwpożarowej, przemysłowej, bezpieczeństwa jądrowego i radiacyjnego, likwidacji skutków katastrofy w Czarnobylu, tworzenia i utrzymywanie rezerw państwowych i mobilizacji materiału. Organizację działań organów państwowych i obywateli reguluje ustawa z dnia 5 maja 1998 N-141-W o ochronie ludności i terytorium w sytuacji kryzysowej, regularnie zmieniana i dostosowywana do obecnych realiów. Białoruski system zarządzania kryzysowego funkcjonuje na wszystkich szczeblach administracyjnych państwa, zwracając uwagę na monitorowanie zagrożeń, edukację społeczeństwa oraz rzetelną politykę informacyjną. O pojawieniu się sytuacji kryzysowej informowany jest organ państwowy, który decyduje o uruchomieniu konkretnych procedur, a co za tym idzie – właściwych sił i środków potrzebnych do opanowania zaistniałego zdarzenia oraz późniejszej odbudowy.
The State organs of the Republic of Belarus protect security of the Republic against internal and external threats. Belarus is a country in Eastern Europe and belongs to international and regional organizations. Due to its geographical location and past transformations, Belarus is particularly exposed to risks, especially those associated with organized crime, human trafficking, drugs, weapons, etc. Furthermore, it is still struggling with the effects of one of the biggest disasters, which was the nuclear reactor explosion at a power plant at the Ukrainian Chernobyl (1986), causing contamination of a large part of Belarus. Crisis management in the Republic of Belarus is in charge of the Ministry of Emergency Situations of the Republic of Belarus (MES). It is the appropriate governmental body responsible for: regulating and monitoring in the field of prevention and elimination of emergency situations of natural and man-made disasters and civil defense, fire protection, industrial, nuclear safety and radiation, liquidation of consequences of the Chernobyl disaster, the creation and maintenance of state reserves and mobilization of the material. Organizing activities of state bodies and citizens is regulated by the Act of May 5, 1998 N 141-W on the protection of the population and territory in a crisis situation, regularly changed and adapted to current situation. Belarusian crisis management system operates at all levels of the state administration, paying attention to the monitoring of risks, public education and reliable information policy. The state organ is being informed on appearing crisis situation. Then it decides to launch specific procedures and thus the appropriate forces and resources needed to manage an event occurring and the subsequent reconstruction.
Źródło:
Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy; 2016, 1, 18
1896-8333
Pojawia się w:
Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education as a breaker of poverty: a critical perspective
Autorzy:
Phan, Thị Tuyết Vân,
Powiązania:
https://bibliotekanauki.pl/articles/892986.pdf
Data publikacji:
2018-01-20
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
poverty
education
crisis
social pedagogy
Opis:
This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.
Źródło:
Papers of Social Pedagogy; 2017, 7(2); 30-41
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Crisis in the human life
Autorzy:
Katarzyna, Sygulska,
Marta, Krupska,
Powiązania:
https://bibliotekanauki.pl/articles/893332.pdf
Data publikacji:
2020-02-24
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
crisis
development
life experiences
developmental potential of human person
normative dimension of the crisis
Opis:
The main object of the article is the meaning of crisis in the human life. It is focused on developmental and normative insight in the crisis experience. The considerations on the development potential of the crisis include analysis of symptoms, factors, reasons, stages and ways to deal with and to overcome the crisis. The arguments presented in the article indicate value of care about reflection on deep humanistic and existential dimension of our human experience.
Źródło:
Praca Socjalna; 2019, 34(6); 93-108
0860-3480
Pojawia się w:
Praca Socjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Measure For Regional Resilience To Economic Crisis
Autorzy:
Markowska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/465679.pdf
Data publikacji:
2015
Wydawca:
Główny Urząd Statystyczny
Tematy:
economic crisis
aggregate measure
NUTS 2
Opis:
The purpose of the study (presented in this article) was to develop a measure of resilience to crisis, one that may be applied to regional data. In principle, such measure can take either positive or negative values. A positive value confirms resilience to crisis, whereas a negative one confirms the absence of resilience (sensitivity/vulnerability). The measure uses growth rates referred to the previous year under the assumption that crisis results in a slowdown in growth, or even in a decline in values of important economic indicators. Growth rates are standardized by dividing values of original change rates by medians specified based on spatio-temporal data modules. Such division results in each characteristic being brought to equal validity. Simultaneously, the original character is maintained and variables are not “flattened” by the outliers. Changing destimulants into stimulants occurs during growth rates calculation. The measure of resilience to crisis is calculated as an arithmetic mean of the values of characteristics brought to comparability. The measure of resilience can be converted into the measure of sensitivity by multiplying it by (-1). The application of the proposed measure to assessing the resilience to crisis in the period 2006-2011 is presented for regions meant as the European Union NUTS2 units. The measure is based on comparable data, which allowed for using only six variables measuring changes in GDP, salaries, investments, household income, employment and unemployment.
Źródło:
Statistics in Transition new series; 2015, 16, 2; 293-308
1234-7655
Pojawia się w:
Statistics in Transition new series
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Finansjalizacja gospodarki: wymiary dyskusji
Financialization: dimensions of discussion
Autorzy:
Ratajczak, Marek
Powiązania:
https://bibliotekanauki.pl/articles/485216.pdf
Data publikacji:
2017
Wydawca:
Bankowy Fundusz Gwarancyjny
Tematy:
finansjalizacja
gospodarka
kryzys
financialization
economy,
crisis
Opis:
Celem artykułu jest próba przestawienia najistotniejszych, zdaniem autora, możliwych wymiarów dyskusji o finansjalizacji. W opracowaniu, w którym w pierwszej części zawarto krótką charakterystykę tego, co można określić mianem dojrzałej finansjalizacji, zaprezentowano siedem zasadniczych obszarów dyskusji o finansjalizacji. Pierwszy to mające wymiar lokalny kwestie semantyczne związane z tłumaczeniem na język polski angielskiego terminu financialization. Kolejne wymiary czy też obszary dyskusji o finansjalizacji wyróżnione w artykule mają wymiar uniwersalny i dotyczą takich kwestii, jak: definicja finansjalizacji i określanie jej zakresu, zakres historyczny dyskusji o finansjalizacji, wymiar geograficzno-kulturowy finansjalizacji oraz wymiary doktrynalny i ustrojowy tego zjawiska. W ramach dyskusji o finansjalizacji wskazano także szczególnie istotne obszary badań wymagające dalszych pogłębionych studiów, a w tym prób empirycznej weryfikacji formułowanych w literaturze hipotez.
Paper’s main goal is to present the most important elements of discussion on financialization. Paper starts with a short characteristic of mature finacialization. Next, seven fundamental elements of discussion on financialization have been presented. First one has semantic and local character and it concerns polish translation of English term. Other elements are: definition and interpretation of financialization, historic dimension of financialization, geographical and cultural scope of financialization, and doctrinal foundation of discussion on financialization. Main elements of future studies needed on financialization are also presented.
Źródło:
Bezpieczny Bank; 2017, 3 (68); 7-22
1429-2939
Pojawia się w:
Bezpieczny Bank
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Altmanʼs Model as an Instrument for the Evaluation of the Financial Situation of the Alma Market S.A.
Autorzy:
Jakubczyk, Beata
Lewandowska, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/653445.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
bankruptcy
crisis
discrimination analysis
model Altman
Opis:
Using a set of standard financial statements, you can designate a large number of economic and financial indicators that show the condition of the company. A large number of indicators gives a lot of opportunities to assess the health of the company. However, there is a risk of introduction of information chaos, which instead help in the assessment of the economic and social situation of the firm may make it harder for making analyses. Comes with the help of LDA, which is becoming more and more popular method to synthetic evaluation of the financial health of enterprises on the basis of the available financial statements. It not only allows for the simultaneous and consistent use, at least a couple of economic and financial information, but also takes into account the ability of certain indicators of financial and economic bankruptcy predictor. The essence of this method involves applying a discriminatory function linear, often called discriminatory model. The calculated value to the total health assessment by subject classification of it to one of two groups, businesses operating without any visible signs of problems in the economic sphere or at risk of bankruptcy. The main objective of the article was reached to Alma Market S.A. not threatened bankruptcy in the test for years to come. The article has been following the research hypothesis: An Alma Market S.A. does not run the risk of bankruptcy in all the years of the period considered. This hypothesis is confirmed, because throughout the period, the level of this indicator was higher than Altmanʼs equation, and therefore we can bankruptcy 2,60 except in accordance with the theory of Altman.
Źródło:
Finanse i Prawo Finansowe; 2015, 2, 1
2391-6478
2353-5601
Pojawia się w:
Finanse i Prawo Finansowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Overcoming the crisis in the Economic and Monetary Union
Autorzy:
Grzegorz, Grosse, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/894588.pdf
Data publikacji:
2020-03-21
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
Eurozone crisis
asymmetric confederation
political segmentation
Opis:
The purpose of the article is to assess the extent to which it has been possible to overcome the crisis situation in the economic and political/systemic dimension in Europe. The events of the crisis in the Eurozone mobilised the national and European elites to respond above all with respect to the economic situation. But in part, the changes concerned also the political dimension or precipitated consequences of a systemic character (related to the mechanisms of European integration). Some ideas were only discussed and did not gain practical implementation due to differing opinions and interests among the leading political actors, above all the EU member states. As a result, the crisis was overcome to a partial or incomplete extent both in the economic and political respect.
Źródło:
Przegląd Europejski; 2016, 1 (39); 28-50
1641-2478
Pojawia się w:
Przegląd Europejski
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Discourse of Solidarity and the European Migrant Crisis
Autorzy:
Grosse, Tomasz Grzegorz
Hetnarowicz, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/419586.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Centrum Europejskie
Tematy:
Solidarity
European Union
Migrant crisis
Founding fathers
Opis:
This study focuses on analysis of the discourse of solidarity during the current migrant crisis, with special attention paid to the second half of 2015 and the first months of 2016. We start by looking for the sources of the concept of solidarity in the writings of the founding fathers of the European Union and in the existing EU treaties. We then try to decide to what extent the political narratives of the crisis are based on these sources and in what ways they deviate from them or use them in a superficial way. Finally, we verify our research assumptions and offer an overview of the academic debate on the subject.
Źródło:
Yearbook of Polish European Studies; 2016, 19; 35-61
1428-1503
Pojawia się w:
Yearbook of Polish European Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The ‘Christian Fortress of Hungary’ – The Anatomy of the Migration Crisis in Hungary
Autorzy:
Gield, Viktor
Pap, Norbert
Powiązania:
https://bibliotekanauki.pl/articles/419606.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Centrum Europejskie
Tematy:
Migration
Crisis
Fidesz
Jobbik
Party competition
Campaign
Opis:
This paper discusses the unique phenomenon of what role the political debate about Islam, the construction of the temporary border barrier protecting the Hungarian national borders and altering the Hungarian Constitution played in the competitive communication of the national-radical Jobbik party and the centre-right governing parties Fidesz-KDNP which typically emphasise their Christian character. Furthermore this essay follows up the elements of political campaign related to the referendum on relocation quota between the end of 2014 and November 2016.
Źródło:
Yearbook of Polish European Studies; 2016, 19; 133-150
1428-1503
Pojawia się w:
Yearbook of Polish European Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Migrácia ako možná príčina konfliktov
Autorzy:
Peter, ROZEMBERG,
Powiązania:
https://bibliotekanauki.pl/articles/890996.pdf
Data publikacji:
2018-08-09
Wydawca:
Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Tematy:
migration
problems
crisis
imigrants
mass immigration
refugees
Opis:
This article deals with the current problems connected with the migration. The first part of this article provides a brief overview of opinions of former Czech president Vaclav Klaus and his former chancellor Jiři Weigl on this topic. The second part of this article provides a brief opinions which 20 years ago published on this topic famous American professor Samuel Huntington. At the end is possible to say, that current migration from the Middle East Region to the Europe, if not to be properly solved, can cause a lots of socio-economic problems in the future.
Źródło:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje; 2018, 29; 157-180
2299-4033
Pojawia się w:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
SYSTEM ŁĄCZNOŚCI JAKO WAŻNY ELEMENT ZARZĄDZANIA KRYZYSOWEGO
Autorzy:
Tomasz, Wałek,
Powiązania:
https://bibliotekanauki.pl/articles/891757.pdf
Data publikacji:
2018-08-22
Wydawca:
Wyższa Szkoła Bezpieczeństwa Publicznego i Indywidualnego Apeiron w Krakowie
Tematy:
Safety
risk
crisis management
communication system
prevention
Opis:
Security is an important element and an important factor of the development and attractiveness of the territory. This factor is increasingly taken into account by both investors and individuals. Polish accession to the EU and NATO was a great opportunity and the possibility for development of crisis management system. Many changes took place also within the country (reforms, changes in legislation, etc.). These activities help to build a more efficient system, not only in terms of security but also in crisis management system. One of the elements of crisis management system – is a communication system - which allows us to maintain a high level of safety. The purpose of this article is to describe and characterize of the communication systems – which are used in crisis management in Poland.
Źródło:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje; 2013, 14; 225-236
2299-4033
Pojawia się w:
Kultura Bezpieczeństwa. Nauka – Praktyka – Refleksje
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Back to the Past? Social assistance and the coronavirus epidemic: preliminary analysis
Autorzy:
Krzysztof, Chaczko,
Norbert, Paprota,
Powiązania:
https://bibliotekanauki.pl/articles/893115.pdf
Data publikacji:
2020-05-19
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
social assistance
transformation
coronavirus epidemic
economic crisis
Opis:
The article intents to answer what conclusions drawn from the past experiences of the social assistance system may be useful for functioning of the system in the approaching economic crises produced by the coronavirus epidemic. Using comparative analysis, an attempt was made to compare selected elements of the social assistance system from the transformation period of the 1990s with the situation of social assistance in the last decade. Then, there are defined threats to the functioning of social assistance in case of the economic crisis.
Źródło:
Praca Socjalna; 2020, 35(2); 37-53
0860-3480
Pojawia się w:
Praca Socjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 67

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