Suchergebnisse

Depuis 1991, les centres d'instruction aux techniques élémentaires de réanimation de l'avant (CITERA) forment les personnels militaires de santé aux soins d'urgence. Nous avons étudié la qualité de la formation dispensée au CITERA de Metz grâce à l'analyse du taux de bonnes réponses à un questionnaire de 20 questions remis en début puis à la fin de deux des stages proposés. L'ensemble des participants aux stages a été inclus, il s'agit donc d'études descriptives. Le stage de formation à l'urgence individuelle, dont l'objectif est de former les participants à l'urgence médicale et traumatique en temps de paix, regroupe 359 personnes sur une période allant de décembre 2004 à mai 2009. Le stage de formation à l'urgence collective regroupe 51 personnes sur une période allant de février 2008 à juin 2009 et sert à former les participants à l'urgence en temps de guerre, c'est-à-dire à l'afflux massif et à l'urgence traumatologique. Nous avons également étudié le profil, la préparation et la pratique de la médecine d'urgence des médecins participants au travers d'une fiche d'information remise à l'ensemble des médecins participants. Il apparait que les sujets abordés au cours des stages correspondent aux situations rencontrées par les médecins en unité et en OPEX. La progression globale des participants est de 15,95% au cours du stage de formation à l'urgence individuelle contre 6,4% au cours du stage de formation à l'urgence collective du fait d'un niveau initial supérieur. Pour le stage de formation à l'urgence individuelle, les taux de progression sont de 18% pour l'urgence médicale, de 14,55% pour l'urgence traumatique et de 17% pour la thérapeutique. Pour le stage de formation à l'urgence collective, les taux de progression sont de 6% pour l'urgence médicale, de 7,07% pour l'urgence traumatique et de 3,33% pour la thérapeutique

Law Number 1 of 2004 concerning State Treasury regulates the President as the President of Government and regulates the Government's Internal Control System in Indonesia. In 2008, the Government of Indonesia issued Government Regulation Number 60 of 2008 concerning the Government's Internal Control System. The Government Internal Control System (SPIP) implemented in Indonesia was adopted from the internal Control model made by COSO in 1992. SPIP consists of five elements, namely: (1) Control Environment, (2) Strengthening Assessment, (3) Climate Control, (4) Information and communication and (5) Monitoring. Government Regulation Number 60 of 2008 has been approved for 10 years, the regulation applies. However, the policy contained in Government Regulation Number 60 of 2008 has not been implemented in governance in Indonesia. This can be seen from the evaluation of the government's internal control system carried out by the Financial and Development Supervisory Agency until March 2018 which shows the maturity level of the Government Internal Control System which is still far from the target with the development of Institutions still below level 3 or far from level 5 (optimum level) and weaknesses of the Government's Internal Control System found by the Supreme Audit Agency in the 2015-2017 audit.

The 1997 Indonesian financial crisis resulted in severe economic dislocation and political upheaval. Previous studies have established the detrimental consequences for economic welfare, physical health, and child education. The crisis also affected the psychological well-being of the Indonesian people. Comparing responses of the same individuals interviewed before and after the crisis, this study documents substantial increases in several dimensions of psychological distress among men and women across the age distribution. It shows larger impacts of the economic crisis on the more vulnerable groups, including those with low education, the rural landless, urban residents, and those in provinces most affected by the crisis. Elevated psychological distress persists even after the economy returns to precrisis levels, suggesting that the deleterious effects of the crisis may persist longer on the psychological well-being of the Indonesian population than on standard measures of economic well-being.

Global financial integration has been associated with divergent patterns of real convergence and the current account in emerging markets. While countries in emerging Asia have been running sizeable current account surpluses, countries in emerging Europe have been facing large current account deficits. In this paper we test for the relevance of financial market characteristics in explaining this divergence in the catching-up process in Europe and Asia. We assume that the two regions constitute distinct convergence clubs, with the euro area and the United States respectively at their core. In line with the theoretical literature, we find that better developed and more integrated financial markets increase emerging markets' ability to borrow abroad. Moreover, the degree of financial integration within the convergence clubs - as opposed to the state of financial integration in the global economy - and the extent of reserve accumulation are significant factors in explaining the divergent patterns of real convergence and the current account in the regions under review.

Considers the impact of 1980s-1990s transformations in global financial markets on capitalist diversity. Financial markets are described as a central mechanism through which diverse market processes are brought together in a single web. Currently, financial markets are undergoing a transformation in which they are being integrated at a global level. This process has reduced the ability of national political structures to regulate & stabilize their markets. It has also seriously eroded capitalist diversity. While the proper solution to this situation may be the development of international-level regulatory solutions, these have not been developed because of political difficulties. Better forms of regulation will require a strong international coalition, considerable political & legal autonomy on the part of the negotiators, a narrow technical focus, & that it be enforceable. Without the institution of transnational regulation, it is likely that the transnational financial structure will be run by a private regime located in the financial markets themselves. D. Ryfe

City Governments engaged in climate change mitigation and adaptation face the multiple challenge of self-commitment, the need to involve their communities and stakeholders, and top-down and multi-scalar processes out of their control dictating options and the evolution in their concrete realities. Even so, the Green City concept has emerged, reflecting the expertise achieved by cities and towns in sustainable development twenty years after the Rio Earth Summit. With the EU 2020 Strategy, the Covenant of Mayors and the Mexico City Pact, a rapidly growing number of Local Authorities are moving into low-carbon development. Based on in-depth case studies, this research aims at understanding how and why 6 cities, in a wide variety of settings, stand in regards to the green development paradigm. ; Els governs locals implicats en la mitigació i adaptació del canvi climàtic afronten el múltiple repte d'assumir compromisos, la necessitat d'involucrar llurs comunitats i agents socieconòmics, i processos mutiescalars i top-down fora del seu control dictant les opcions i l'evolució de les seves realitats concretes. Malgrat tot, ha emergit el concepte de la Ciutat Verda, reflecting l'expertesa assolida per part de ciutats i pobles en el camp del desenvolupament sostenible 20 anys després de la Cimera de la Terra de Rio'92. Amb l'Estratègia Europea 2020, el Pacte d'Alcaldes i el Mexico City Pact, un creixent nombre d'autoritats locals s'incorporen al desenvolupament baix en carboni. Basant-se en l'estudi de casos de profunditat, aquesta recerca vol comprendre com i per què 6 ciutats, en una àmplia varietat de contextos, se situen en relació al paradigma del desenvolupament verd.

City Governments engaged in climate change mitigation and adaptation face the multiple challenge of self-commitment, the need to involve their communities and stakeholders, and top-down and multi-scalar processes out of their control dictating options and the evolution in their concrete realities. Even so, the Green City concept has emerged, reflecting the expertise achieved by cities and towns in sustainable development twenty years after the Rio Earth Summit. With the EU 2020 Strategy, the Covenant of Mayors and the Mexico City Pact, a rapidly growing number of Local Authorities are moving into low-carbon development. Based on in-depth case studies, this research aims at understanding how and why 6 cities, in a wide variety of settings, stand in regards to the green development paradigm. ; Els governs locals implicats en la mitigació i adaptació del canvi climàtic afronten el múltiple repte d'assumir compromisos, la necessitat d'involucrar llurs comunitats i agents socieconòmics, i processos mutiescalars i top-down fora del seu control dictant les opcions i l'evolució de les seves realitats concretes. Malgrat tot, ha emergit el concepte de la Ciutat Verda, reflecting l'expertesa assolida per part de ciutats i pobles en el camp del desenvolupament sostenible 20 anys després de la Cimera de la Terra de Rio'92. Amb l'Estratègia Europea 2020, el Pacte d'Alcaldes i el Mexico City Pact, un creixent nombre d'autoritats locals s'incorporen al desenvolupament baix en carboni. Basant-se en l'estudi de casos de profunditat, aquesta recerca vol comprendre com i per què 6 ciutats, en una àmplia varietat de contextos, se situen en relació al paradigma del desenvolupament verd.

City Governments engaged in climate change mitigation and adaptation face the multiple challenge of self-commitment, the need to involve their communities and stakeholders, and top-down and multi-scalar processes out of their control dictating options and the evolution in their concrete realities. Even so, the Green City concept has emerged, reflecting the expertise achieved by cities and towns in sustainable development twenty years after the Rio Earth Summit. With the EU 2020 Strategy, the Covenant of Mayors and the Mexico City Pact, a rapidly growing number of Local Authorities are moving into low-carbon development. Based on in-depth case studies, this research aims at understanding how and why 6 cities, in a wide variety of settings, stand in regards to the green development paradigm. ; Els governs locals implicats en la mitigació i adaptació del canvi climàtic afronten el múltiple repte d'assumir compromisos, la necessitat d'involucrar llurs comunitats i agents socieconòmics, i processos mutiescalars i top-down fora del seu control dictant les opcions i l'evolució de les seves realitats concretes. Malgrat tot, ha emergit el concepte de la Ciutat Verda, reflecting l'expertesa assolida per part de ciutats i pobles en el camp del desenvolupament sostenible 20 anys després de la Cimera de la Terra de Rio'92. Amb l'Estratègia Europea 2020, el Pacte d'Alcaldes i el Mexico City Pact, un creixent nombre d'autoritats locals s'incorporen al desenvolupament baix en carboni. Basant-se en l'estudi de casos de profunditat, aquesta recerca vol comprendre com i per què 6 ciutats, en una àmplia varietat de contextos, se situen en relació al paradigma del desenvolupament verd.

The beginning of the twenty-first century signified a series of unprecedented transformations in the different orders of existence. Particularly in the area of education, there appears to be a reality of multiple convergences that exceeds the specific glance of a typical schooling of certain versions of modern pedagogies. As the second decade of the third millennium progresses, the multidimensionality of social panorama that education faces has become clearer than ever, at least in four key problems presented in this article: politics is confronted with the transformation of power and political systems based on functional hierarchy due to a renewed role of civil participation to strengthen social movements; the invigorated force of the capital-centered economy (subjugation of capital) after the global financial crisis of 2008; the constitution of an "informational citizenship" defined as a new mode of being derived from cyber links, networks and the technologization of societies; and, for the Colombian case, the effective democratic infeasibility because of the war degradation, institutions and even, of the civic consciousness in the face of the public.In this sense, the humanist understanding of education is not comprehended here in a generic way from either the ideal values of the metaphysical man (humanist-classical) or from absolute assumptions of rationalist anthropology (humanist-enlightenment), but rather from the relational and integrative capacity required by living, the human and nonhuman condition in front of the pressing challenges of the millennium. Thus, this approach to education called "Humanist complex" is defined from three categories (biocentrism, complexity and decoloniality) from which, a conversation with the great tenets of the medieval thinker Thomas Aquinas is proposed, not only to corroborate its current validity, but also as an attempt to extend its comprehensive framework in front of a contemporary social science landscape. ; El avance del siglo XXI ha implicado una serie de inéditas transformaciones en los distintos órdenes de la existencia. En particular, el ámbito de la educación aparece como una realidad de múltiples convergencias que supera la mirada específica de la escolarización típica de ciertas versiones de las pedagogías modernas. En la medida que avanza la segunda década del tercer milenio, se hace explícita la multidimensionalidad del panorama social al cual se enfrenta la educación, por lo menos en cuatro problemas dominantes que recoge el presente artículo: la política frente a la transformación del poder y los sistemas basados en la jerarquía funcional a partir de un renovado rol de la participación civil para el fortalecimientode los movimientos sociales; la fuerza revitalizada de la economía centrada en el capital (restablecimiento de los capitales) tras la crisis financiera global de 2008; la constitución de una "ciudadanía informacional" definida como un nuevo modo de ser derivado de los vínculos cibernéticos, las redes y la tecnologización de las sociedades; y, para elcaso colombiano, la inviabilidad democrática efectiva por cuenta de la degradación de la guerra, de las instituciones e incluso de las conciencias ciudadanas ante lo público.De esta manera, la comprensión humanista de la educación no se entiende aquí de una forma genérica, ni desde los valores ideales del hombre metafísico (humanista-clásica), ni desde los supuestos absolutos de una antropología racionalista (humanista-ilustrada), sino desde la capacidad relacional e integrativa que exige la condición viviente, humana y no-humana, ante los desafíos apremiantes del milenio. Así pues, este enfoque de la educación llamado "Humanista complejo" se define a partir de tres categorías: Biocentrismo, Complejidad y Decolonialidad, desde las cuales se propone la conversación con los grandes postulados del pensador medieval Tomás de Aquino, no tanto para pretender corroborar su vigencia sino como un intento de extender su marco comprensivo ante el panorama de la ciencia social contemporánea.

The beginning of the twenty-first century signified a series of unprecedented transformations in the different orders of existence. Particularly in the area of education, there appears to be a reality of multiple convergences that exceeds the specific glance of a typical schooling of certain versions of modern pedagogies. As the second decade of the third millennium progresses, the multidimensionality of social panorama that education faces has become clearer than ever, at least in four key problems presented in this article: politics is confronted with the transformation of power and political systems based on functional hierarchy due to a renewed role of civil participation to strengthen social movements; the invigorated force of the capital-centered economy (subjugation of capital) after the global financial crisis of 2008; the constitution of an "informational citizenship" defined as a new mode of being derived from cyber links, networks and the technologization of societies; and, for the Colombian case, the effective democratic infeasibility because of the war degradation, institutions and even, of the civic consciousness in the face of the public.In this sense, the humanist understanding of education is not comprehended here in a generic way from either the ideal values of the metaphysical man (humanist-classical) or from absolute assumptions of rationalist anthropology (humanist-enlightenment), but rather from the relational and integrative capacity required by living, the human and nonhuman condition in front of the pressing challenges of the millennium. Thus, this approach to education called "Humanist complex" is defined from three categories (biocentrism, complexity and decoloniality) from which, a conversation with the great tenets of the medieval thinker Thomas Aquinas is proposed, not only to corroborate its current validity, but also as an attempt to extend its comprehensive framework in front of a contemporary social science landscape. ; El avance del siglo XXI ha implicado una serie de inéditas transformaciones en los distintos órdenes de la existencia. En particular, el ámbito de la educación aparece como una realidad de múltiples convergencias que supera la mirada específica de la escolarización típica de ciertas versiones de las pedagogías modernas. En la medida que avanza la segunda década del tercer milenio, se hace explícita la multidimensionalidad del panorama social al cual se enfrenta la educación, por lo menos en cuatro problemas dominantes que recoge el presente artículo: la política frente a la transformación del poder y los sistemas basados en la jerarquía funcional a partir de un renovado rol de la participación civil para el fortalecimientode los movimientos sociales; la fuerza revitalizada de la economía centrada en el capital (restablecimiento de los capitales) tras la crisis financiera global de 2008; la constitución de una "ciudadanía informacional" definida como un nuevo modo de ser derivado de los vínculos cibernéticos, las redes y la tecnologización de las sociedades; y, para elcaso colombiano, la inviabilidad democrática efectiva por cuenta de la degradación de la guerra, de las instituciones e incluso de las conciencias ciudadanas ante lo público.De esta manera, la comprensión humanista de la educación no se entiende aquí de una forma genérica, ni desde los valores ideales del hombre metafísico (humanista-clásica), ni desde los supuestos absolutos de una antropología racionalista (humanista-ilustrada), sino desde la capacidad relacional e integrativa que exige la condición viviente, humana y no-humana, ante los desafíos apremiantes del milenio. Así pues, este enfoque de la educación llamado "Humanista complejo" se define a partir de tres categorías: Biocentrismo, Complejidad y Decolonialidad, desde las cuales se propone la conversación con los grandes postulados del pensador medieval Tomás de Aquino, no tanto para pretender corroborar su vigencia sino como un intento de extender su marco comprensivo ante el panorama de la ciencia social contemporánea.

El avance del siglo XXI ha implicado una serie de inéditas transformaciones en los distintos órdenes de la existencia. En particular, el ámbito de la educación aparece como una realidad de múltiples convergencias que supera la mirada específica de la escolarización típica de ciertas versiones de las pedagogías modernas. En la medida que avanza la segunda década del tercer milenio, se hace explícita la multidimensionalidad del panorama social al cual se enfrenta la educación, por lo menos en cuatro problemas dominantes que recoge el presente artículo: la política frente a la transformación del poder y los sistemas basados en la jerarquía funcional a partir de un renovado rol de la participación civil para el fortalecimientode los movimientos sociales; la fuerza revitalizada de la economía centrada en el capital (restablecimiento de los capitales) tras la crisis financiera global de 2008; la constitución de una "ciudadanía informacional" definida como un nuevo modo de ser derivado de los vínculos cibernéticos, las redes y la tecnologización de las sociedades; y, para elcaso colombiano, la inviabilidad democrática efectiva por cuenta de la degradación de la guerra, de las instituciones e incluso de las conciencias ciudadanas ante lo público.De esta manera, la comprensión humanista de la educación no se entiende aquí de una forma genérica, ni desde los valores ideales del hombre metafísico (humanista-clásica), ni desde los supuestos absolutos de una antropología racionalista (humanista-ilustrada), sino desde la capacidad relacional e integrativa que exige la condición viviente, humana y no-humana, ante los desafíos apremiantes del milenio. Así pues, este enfoque de la educación llamado "Humanista complejo" se define a partir de tres categorías: Biocentrismo, Complejidad y Decolonialidad, desde las cuales se propone la conversación con los grandes postulados del pensador medieval Tomás de Aquino, no tanto para pretender corroborar su vigencia sino como un intento de extender su marco comprensivo ante el panorama de la ciencia social contemporánea. ; The beginning of the twenty-first century signified a series of unprecedented transformations in the different orders of existence. Particularly in the area of education, there appears to be a reality of multiple convergences that exceeds the specific glance of a typical schooling of certain versions of modern pedagogies. As the second decade of the third millennium progresses, the multidimensionality of social panorama that education faces has become clearer than ever, at least in four key problems presented in this article: politics is confronted with the transformation of power and political systems based on functional hierarchy due to a renewed role of civil participation to strengthen social movements; the invigorated force of the capital-centered economy (subjugation of capital) after the global financial crisis of 2008; the constitution of an "informational citizenship" defined as a new mode of being derived from cyber links, networks and the technologization of societies; and, for the Colombian case, the effective democratic infeasibility because of the war degradation, institutions and even, of the civic consciousness in the face of the public.In this sense, the humanist understanding of education is not comprehended here in a generic way from either the ideal values of the metaphysical man (humanist-classical) or from absolute assumptions of rationalist anthropology (humanist-enlightenment), but rather from the relational and integrative capacity required by living, the human and nonhuman condition in front of the pressing challenges of the millennium. Thus, this approach to education called "Humanist complex" is defined from three categories (biocentrism, complexity and decoloniality) from which, a conversation with the great tenets of the medieval thinker Thomas Aquinas is proposed, not only to corroborate its current validity, but also as an attempt to extend its comprehensive framework in front of a contemporary social science landscape.

The beginning of the twenty-first century signified a series of unprecedented transformations in the different orders of existence. Particularly in the area of education, there appears to be a reality of multiple convergences that exceeds the specific glance of a typical schooling of certain versions of modern pedagogies. As the second decade of the third millennium progresses, the multidimensionality of social panorama that education faces has become clearer than ever, at least in four key problems presented in this article: politics is confronted with the transformation of power and political systems based on functional hierarchy due to a renewed role of civil participation to strengthen social movements; the invigorated force of the capital-centered economy (subjugation of capital) after the global financial crisis of 2008; the constitution of an "informational citizenship" defined as a new mode of being derived from cyber links, networks and the technologization of societies; and, for the Colombian case, the effective democratic infeasibility because of the war degradation, institutions and even, of the civic consciousness in the face of the public.In this sense, the humanist understanding of education is not comprehended here in a generic way from either the ideal values of the metaphysical man (humanist-classical) or from absolute assumptions of rationalist anthropology (humanist-enlightenment), but rather from the relational and integrative capacity required by living, the human and nonhuman condition in front of the pressing challenges of the millennium. Thus, this approach to education called "Humanist complex" is defined from three categories (biocentrism, complexity and decoloniality) from which, a conversation with the great tenets of the medieval thinker Thomas Aquinas is proposed, not only to corroborate its current validity, but also as an attempt to extend its comprehensive framework in front of a contemporary social science landscape. ; El avance del siglo XXI ha implicado una serie de inéditas transformaciones en los distintos órdenes de la existencia. En particular, el ámbito de la educación aparece como una realidad de múltiples convergencias que supera la mirada específica de la escolarización típica de ciertas versiones de las pedagogías modernas. En la medida que avanza la segunda década del tercer milenio, se hace explícita la multidimensionalidad del panorama social al cual se enfrenta la educación, por lo menos en cuatro problemas dominantes que recoge el presente artículo: la política frente a la transformación del poder y los sistemas basados en la jerarquía funcional a partir de un renovado rol de la participación civil para el fortalecimientode los movimientos sociales; la fuerza revitalizada de la economía centrada en el capital (restablecimiento de los capitales) tras la crisis financiera global de 2008; la constitución de una "ciudadanía informacional" definida como un nuevo modo de ser derivado de los vínculos cibernéticos, las redes y la tecnologización de las sociedades; y, para elcaso colombiano, la inviabilidad democrática efectiva por cuenta de la degradación de la guerra, de las instituciones e incluso de las conciencias ciudadanas ante lo público.De esta manera, la comprensión humanista de la educación no se entiende aquí de una forma genérica, ni desde los valores ideales del hombre metafísico (humanista-clásica), ni desde los supuestos absolutos de una antropología racionalista (humanista-ilustrada), sino desde la capacidad relacional e integrativa que exige la condición viviente, humana y no-humana, ante los desafíos apremiantes del milenio. Así pues, este enfoque de la educación llamado "Humanista complejo" se define a partir de tres categorías: Biocentrismo, Complejidad y Decolonialidad, desde las cuales se propone la conversación con los grandes postulados del pensador medieval Tomás de Aquino, no tanto para pretender corroborar su vigencia sino como un intento de extender su marco comprensivo ante el panorama de la ciencia social contemporánea.

Based on a multilevel analysis of nearly 120,000 observations across 31 countries between 2001 and 2008, we provide novel insights into the moderating effects that economic inequality may have on the distinct roles that human and financial capital play on different types of entrepreneurship. As inequality increases, both forms of capital become weaker deterrents of entry into necessity entrepreneurship, whereas for opportunity entrepreneurship, only financial capital becomes a stronger predictor of entry. We also show that, regardless of inequality levels, both human and financial capital exhibit decreasing marginal returns on the likelihood of entry into necessity entrepreneurship, and that in the case of opportunity entrepreneurship, financial capital exhibits increasing marginal returns. However, inequality does impact the magnitude of marginal returns. Additionally, our statistical analysis provides quantitative support to extant literature arguing that higher levels of economic inequality foster both types of entrepreneurship albeit having a stronger impact on necessity entrepreneurship, and that human and financial capital have distinct effects on entry into necessity versus opportunity entrepreneurship. All these findings have pertinent policy implications and shed light on the under-researched role of inequality on entrepreneurship.

Purpose: This paper considers the accounting and accountability practices of the UK government response to COVID-19 for England, focussing on the first wave of the pandemic in 2020. Design/methodology/approach: Based on a close reading of the news media and official reports from government departments, Parliament select committees, and the National Audit Office, among others, this paper frames the UK government's uses of accounting and accountability in its response to COVID-19. This is by using the categories of 'apparatuses of security,' Foucault's schematic of government for economising on the uses of state power. Findings: The paper shows an important role for accounting is in the process of enabling the government to gauge the extent of the crisis and produce calculations to underpin its response, what Foucault called 'normalisation.' This role was unlike statistics and economics. The government relied most on monthly statistical reporting and budgeting flexibilities. By contrast, the multi-year Spending Review and financial reporting were not timely enough. That said, financial reporting fed into financial sustainability projections and enabled audit that could provide potential accountability regarding regularity, probity, value for money, and fairness. Our findings suggest that, conceptually, accountability should be added to the object-subject element of Foucault's apparatuses of security because of its significance for governments' ability to pursue crisis objectives that require popular assent. Practical implications: In view of the ongoing uncertainty, with the crisis extending over longer budget and financial reporting periods, a Spending Review is becoming ever more necessary for better planning, without limiting, however, the budget flexibilities that have proven so useful for rapid government responses. Moreover, the government should continue its accounting reforms post COVID-19 so that improved accountability and audit can contribute to enhanced future financial resilience. Originality/value: This is the first paper to apply Foucault's notion of apparatuses of security to an analysis of government accounting and accountability practices.

Trotz der jüngsten Beruhigung an den Finanzmärkten ist das Finanzsystem in Europa auch mehrere Jahre nach Ausbruch der Finanzkrise nicht nachhaltig krisenfest. Die Stabilität des Finanzsystems spielt aber eine zentrale Rolle für die realwirtschaftliche Entwicklung und damit für Wachstum und Wohlstand. Die Finanzkrise hat gezeigt, dass die Regulierung verschärft werden muss, um das Bankensystem stabiler und widerstandsfähiger zu machen. Außerdem wurde in den vergangenen Jahren deutlich, dass die Bankenaufsicht in Zeiten der Globalisierung international besser koordiniert werden muss. Der vorliegende Bericht analysiert in einem ersten Schritt aktuelle Entwicklungen mit Blick auf das europäische Bankensystem: Welche regulatorischen und institutionellen Änderungen gibt es seit der Krise? Wie haben sich Marktstrukturen und Stabilität des Bankensystems entwickelt? In einem zweiten Schritt werden Empfehlungen zur weiteren Förderung der Stabilität des Bankensystems abgeleitet: Die Konsolidierung des europäischen Bankensektors ist nicht abgeschlossen und muss zügig vorangetrieben werden. Eine höhere Transparenz des neuen regulatorischen und institutionellen Gefüges wäre hilfreich. Die enge Verknüpfung zwischen Banken und Staaten sollte über die bislang geplanten Neuerungen hinaus weiter reduziert werden. Darüber hinaus sollten alternative Finanzierungsquellen für Unternehmen gefördert werden. ; Despite the most recent period of calm on the financial markets, the long-term resilience of the European financial system is not yet assured, even several years after the financial crisis began. However, the stability of the financial system plays a crucial role for real economic development and consequently for growth and prosperity. The financial crisis has shown that stricter regulation is required to improve the stability and resilience of the banking system. Further, it has become evident in recent years that banking supervision requires better international coordination in this age of globalization. The present report firstly analyzes current developments with regard to the European banking system: what regulatory and institutional changes have been introduced since the crisis? How have market structures and the stability of the banking system developed? Secondly, the report proposes recommendations to further promote the stability of the banking system: The European banking sector has not been fully consolidated and this should be driven forward as a matter of urgency. The transparency of the new regulatory and institutional structure should be increased. The close ties between banks and governments must also be loosened further, beyond the adjustments planned to date, and alternative sources of financing for companies should be encouraged.