Since projects ceased to constitute merely a supplementary element within the area of enterprises and their activities, while becoming the actual driving force for many companies, the need to analyze the very ways of their effective implementation has increased significantly over the last years. Even though one might assume that projects have become something natural for entrepreneurs, they still do remain a considerable challenge for many business people. We are constantly faced with shortages of analysis and lack of reports on various problems concerning project implementation, especially when it comes to the issue of managing a project team, which simply indicates that this area is still known merely superficially.
Ethics of sexuality is an exceptional field within the realm of ethics, due to its close connection with extra-ethical concepts, mainly religious ones. This fact differentiates sexual ethics from other ethical disciplines, such as ethics of business or eco-ethics. This is because, however one can talk about Christian or non-Christian (e.g. utilitarian) concepts within those ethics, there is no way one could talk about utilitarian ethics of sexuality: such ethics as a separate discipline simply do not exist. In my article I would like to formulate and justify values and principles relating to sexual relations. In order to do so, one has on one hand to consider the values formulated by Christian ethics, as well as the principles built on them – and, on the other hand, to look at arguments for including the sphere of sexuality within “lay” ethical reflexion. In my considerations as main research problem I pose the thesis: should sexual drive and the behaviours immediately resulting therefrom undergo ethical evaluation, or as a private sphere, they should remain outside the scope of interest of ethics.
In the present section will describe briefly the most important ethical concepts of European philosophy. Narrowing this issue to the European philosophy seems to be deliberate, because European ethical reflection has some common features, which distinguish it from non- European ethical systems.
The definition of ethics reveals a number of problems associated with determining the identity of ethics and demarcation separating it from other disciplines. Choosing definition There is essential question: each definition introduces some new concepts that are most often prove to be far less clear than the defined concepts and leading to the said difficulties.
The freedom of media can be understood in different ways. One can speak of the freedom of media as an institution, connoting that there is an absence of any dependence of media on the legal and economic pressures. Secondly, the freedom of media can be understood as belonging to individual entities participating in media as such, their relationships and dependencies, and above all, the scope of their respective independence. Thirdly, the freedom of media can be understood as a rejection of any restrictions of ideological, philosophical, religious or moral character. In the last case, the discussion about the freedom of media is closely associated with the general, philosophical discussion about the limits and criteria of freedoms. Fourthly and finally, the freedom of media can be discussed in the context of various risks that the abuse of this freedom might create not only for an individual, but also for the society. In this article, I am going to discuss the freedom of media as it is understood under the last three definitions given above.
In the Polish so-called In the mainstream media, the issue of children in times of the COVID-19 pandemic is described in the categories of social roles, from an economic perspective or using the rule of substitution, through adults. This testifies to the denial of the minors‘ own subjectivity. The aim of this work was to verify whether there is a gap between psychologists in the perception of the new situation of the child and his needs. It was accepted that the image of the minor – as a subject threatened by the consequences of the COVID-19 pandemic – should definitely be expressed in the recommendations of psychological associations, as well as in selected current scientific works. Such a distinction is based on two concepts: compliance and evidence based psychology. After analyzing the recommendations and selected publications, it was concluded: 1. In contrast to the SARS and MERS epidemic, the issue of the child‘s mental condition during the COVID-19 pandemic is given much more space in the thinking of researchers and therapists; 2. The recommendations of the most important psychological associations, including Polish, European and American, were developed taking into account child subjectivity, holistically and practically. 3. There is a growing body of knowledge about the implications of COVID-19 among children, although work on long-term implications is still not available; 4. The promotion of recommendations and scientific knowledge among the general public is problematic, especially unprofessional, and here again it is necessary to point out the shortcomings of media coverage.
The following article consists of two parts. In the first part, I am going to discuss the critical attitude of media employees when it comes to professional ethics, trying to identify the main reasons for such an approach. I am then going to point out to those areas of media activity which are in general either not covered by the codes of ethics or are treated insufficiently and inadequately, particularly when the modern conditions of the functioning of media are taken into account. In the second part, I am going to discuss a few examples of ethical codes, expressing at the same time certain criticism with regard to some general concepts of the ethics of media.
Ethics of sexuality is an exceptional field within the realm of ethics, due to its close connection with extra-ethical concepts, mainly religious ones. This fact differentiates sexual ethics from other ethical disciplines, such as ethics of business or eco-ethics. This is because, however one can talk about Christian or non-Christian (e.g. utilitarian) concepts within those ethics, there is no way one could talk about utilitarian ethics of sexuality: such ethics as a separate discipline simply do not exist. In my article I would like to formulate and justify values and principles relating to sexual relations. In order to do so, one has on one hand to consider the values formulated by Christian ethics, as well as the principles built on them – and, on the other hand, to look at arguments for including the sphere of sexuality within “lay” ethical reflexion. In my considerations as main research problem I pose the thesis: should sexual drive and the behaviours immediately resulting therefrom undergo ethical evaluation, or as a private sphere, they should remain outside the scope of interest of ethics.
This article will present some forecasts and postulates regarding the development of social pedagogy in the near future. Social pedagogy is both a theoretical and practical discipline, so if we reflect on its future, then we should discuss these two aspects separately. Obviously, working on the development of theories in disciplines such as social pedagogy makes sense only on the condition that these theories can be then implemented in practice, but it must be also borne in mind that the possibility of influencing the practice by the theory (e.g. social policy or social work) depends on a number of factors on which social pedagogy has no factual impact. Hence, in the context of a discussion on the future of social pedagogy, the distinction between theory and practical needs as well as possibilities of its implementation seems very much justified, because there is always the possibility that an intense development of theory might not be accompanied by equally intense activities in the area of practice.
In this article I will analyze the problems associated with the diagnosis of social pedagogy. It should be noted, however, that in the social pedagogy diagnostic methods used in other pedagogical sub-disciplines, because there is no strict distinction between pedagogical diagnostics as such and the diagnosis in social pedagogy.
This paper deals with theoretical basis of risk as risk management, risk analysis and propose measures to eliminate risks. Work focuses also on the definition of risk, risk classification, describes crisis management and operation of the company, propose a method for monitoring and managing risks.
Both electronic and printed media, in addition to various functions that they serve, as mentioned in the previous chapters, are also companies that should be profitable. Although it is often argued that media are primarily companies and so, therefore, all the functions that they perform should be subordinate to some business objectives1, this opinion seems too unilateral, as evidenced by, among others, ethical codes approved also by commercial media. And even if we had to agree with the above proposition in relation to commercial media, then again we have public media (and other non-commercial media) in relation to which the claim of absolute profit primacy does not apply. It is worth pointing out, first and foremost, that according to a popular belief, economic dependence of media (from advertisers, corporations also operating in other than media markets, and finally politicians deciding on the allocation of funds to public media) connotes limiting their independence. This belief does not appear to be justified. Financial success here does not always mean limiting one’s independence by subordinating media content to the ‘demands’ of the recipient. Financially stable media (or rather publishers and media owners) are generally much more resistant to the pressure from politicians, thus maintaining a greater degree of independence than media with weaker financial backing (e.g.: local media). The very advertising revenue, though undoubtedly it may entail the risk of limiting media independence, can actually become a weapon in the fight against other types of threats to this independence, such as the pressure exerted by the politicians at various levels or the vulnerability of some journalists to corruption, etc.
The following article analyzes the relationship between social pedagogy, social policy and the system of care and social assistance. The term “system of care and social assistance” should be understood here as widely as possible. It is therefore not only of direct support and assistance in the form of social work, social care homes, etc., but with all the services provided by the state forms of support, ranging from different types of activation in areas of poverty and exclusion, by solving the problems of addiction, to the organization of assistance to the sick or old. Therefore it is not only to reduce this system to social assistance. Thus understood, the welfare system is an area of practical activity, intended to produce specific social change.
In this article the theory of social work will be discussed more specifically. By “theory of social work” I mean the field of science, the subject of which is the practice of social work. The primary aim of this article is to present it as the science and not only describe various theories developed in the context of this doctrine.
In this article the author focuses on the theory of social work as a science. The term has two main meanings: (1) a system of statements that can be verified, (2) a particular area, which aims to study the professional assistance activities.
Speaking of the media, I mean the whole of the press (newspapers and magazines), radio, television, and in recent years the Internet (or at least so-called Internet portals). This demonstrative definition of media also appeared in a number of studies on media and media ethics. This definition does not include, however, the complexity of the media, says nothing about the overt and covert mechanisms linking media with its social, economic and political surroundings, and finally does not indicate the purpose of the media, which seem to be essential both to differentiate what media really stands for and what does not, as well as to evaluate ethically the behaviour of the media. Therefore, in this article first I will describe the basic objectives of the media, then I will draw attention to their formal and informal structure and will discuss the basic requirements, which should be met by the media ethics.
Social pedagogy constitutes a part of general pedagogy, so, in order to understand what this particular branch of pedagogy is, one ought first of all to clarify the meaning of the notion “pedagogy”. The concept has two basic meanings: “theoretical” one and “practical” one. In the “theoretical” sense, it means the theory of upbringing and thus the science of education, whose purpose is understanding the process of upbringing as well as the factors which influence that process. In the “practical” sense, what we understand by “pedagogy” is to sum total of all the educative activities employed for the purpose of steering the process of education in the desired direction. Speak- ing about pedagogical activities, we do not, of course, deal with activities from the field of education theory, as that would be contradiction in terms, but with the body of practical skills employed in everyday work by practical pedagogues.
The object of social work are both the individuals and social groups (families or more extended communities). Depending on which groups of people require help, social work arouses various requirements which from the point of view of the social workers’ education create the need for specialisation. One can distinguish several specific groups of the clients of social work: children, the old age people (gerontological nursing), ill and disabled individuals and local communities. Special problems and challenges appear when a child is its object. It happens that because in the case of children separating interim help or long-term financial assistance from the pedagogic influence is impossible, and thus from responsibility for charges’ future. Social workers do not bear full responsibility for the state of child’s future, because they share this responsibility with different subjects, it does not mean, however, that they do not bear it at all. One can distinguish two extreme positions among the theoreticians of social work: according to one of them, represented among others by H. Radlińska, social welfare institutions totally take over the responsibility for the child’s future, what is connected with the limitation of freedom, and according to the latter, such a responsibility, in practice, is not possible.
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.