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General presidential elections are the achievements of the democratic forces and always arouse a multitude of social excitement. The presidential campaigns in years 1990; 1995; 2000; 2005; 2010; and present in 2015 became more and more professional. The role of planning and effective campaigns also increased. After more than 25 years of independence and after successfully carrying out the transformation of a new generation of voters born, raised, and educated in a democratic country whose political decisions are not conditioned in comparison to situation, Communist Poland has grown up and voted in 2015. The expectations of this generation are attributable to a good job, the ability to travel, and actively shaping their own lives. The existing political and party system no longer reflects the new social divisions which are becoming increasingly visible in the country.

This chapter seeks to shed light on the many factors that contribute to people becoming school shooters. These factors are divided into four domains: biological, psychological, social, and cultural. At the biological level, this chapter explores the potential influence of genetics, pre- and post-natal development, and body-related issues that may affect the perpetrators' sense of self. A psychological typology is presented, consisting of psychopathic, psychotic, and traumatized school shooters. Socially, school shooters often have multiple setbacks, failures, and rejections that contribute to their distress. Finally, the cultural domain includes such factors as media violence, role models for killing, and ideologies of hatred and supremacy. Rather than attributing school shootings to a simplistic cause such as bullying, this chapter discusses a wide range of potential influences that combine to cause mass attacks at schools.

The fast-developing processes of globalization, with increased political and economic interdependence, along with competition; regionalization dynamics revealing more localized ambitions and either constraining or advancing intentions and policies; and Europeanization as a particular dynamic related to the EU role as a global actor, applied to the Polish post-communist transition, constitute our vectors of analysis. This essay aims to address the simultaneously interconnected and heterogeneous responses of Polish post-communist course of change to global and regional processes, including European integration. In this line of research, we search for answers to how the linkages among globalization, regionalization, and Europeanization work in the case of Polish post-communist transition. This will be pursued through an analysis of the democratization course, mainly regarding political, institutional and social aspects, and economic integration. Despite elements of complementarity and resistance in the working relationships among the three concepts, which are highly debatable, we find they have substantial implications on Polish policy-making. These implications include adjustment and bargaining between demands and concessions, resulting in gains and losses, though despite the negative effects associated and acknowledged, the fact of Poland pursuing the course of integration in the EU reveals an equation of cost–benefit, in favor of the EU.