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The article is an attempt at presentation how basic notions and ferms used by sociology of organization function in other sciences dealing with problems of organization as eg. praxiology, theory of organization and «management or psychology of organization. General reflections are concentrated around various ways of understanding of the notion of "organization" and around the so-called concept of system analysis of organization. The author advocates understand of organization as a set of rules of action or rules of functioning of groups or other human communities. He represents an opinion that organization cannot be identified in sociology with institution assi there are essential differences between them. The author attempts to present a relationship between organization and institution in sociolo¬ gical aspect on the grounds of (the proposed way of interpreting the notion of organization. The article includes critical remarks on the so-called system approach in sciences on organization. It is found that in most of the oases the system approach functions only as a language formation unable to contribuite any methodological qualities but a new slang. Treating the system approach as a new methodological directive assumes a p r i o r i , that any organization is a system which does not always correspond to social reality. For there are organizations not fulfilling their statute goals because they do not function as a system. The final part of reflections is an attempt at presentation of tasks of sociology in analysing organizations and explicating those mechanisms for the sake of practice which cause organizations to function as an integrated whole, as a social system. ; Digitalizacja i deponowanie archiwalnych zeszytów RPEiS sfinansowane przez MNiSW w ramach realizacji umowy nr 541/P-DUN/2016

Growth in popularity of computer (video) games is a noticeable change in recent years. Electronic entertainment increasingly engages the wider society and reaches to new audiences by offering them satisfy of wide variety of needs and aspirations. As a mass media games not only provide entertainment, but they are also an important source of income, knowledge and social problems. Article aims to bring closer look on the common areas of games and comics. On the one hand designers and artists working on games are often inspired by comic books, as well as they create their licensed adaptations and separate "interactive issues". On the other hand more and more often we can see comics based on popular games. Study present the areas of agreement, cooperation or dependence like: technologies used to create games and comic books, use of comic books to comment events in the gaming industry and organization of exhibitions or events popularizing the works from both fields.

More and more people around the world are using computer (video) games. The development of the gaming industry means increasing of its complexity in all aspects. Not only is the content represented in games continuously differentiating, but we also see the increasing diversity among their creators, users, researchers and the public. This article aims to draw attention to the possibility of using the concept of social capital in ludologists' research as well as in improving the quality of games and of the cooperation between social environments related with games. Social capital is understood here as a potential of interactions embedded in interpersonal ties and social norms, which can bring advantages for individuals, groups and societies. The author takes a closer look on: the main features of this multi-dimensional category; significant differences between human, social and cultural capital; as well as the positive and negative influences of social capital.

Censorship has often been regarded as the archenemy of artists, thinkers and writers. But has this always been the case? This research paper proposes that censorship is not a total evil or adversarial force which thwarts and hinders twentieth-century writers, particularly those who were part of the artistic, aesthetic, philosophical and intellectual movement known as Modernism. Though the word "censor" originally means a Roman official who, in the past, had a duty to monitor access to writing, the agents of censorship – particularly those in the modern times – are not in every case overt and easy to identify. Though Modernist writers openly condemn censorship, many of them nevertheless take on the role of censors who not only condone but also undergo self--censorship or censorship of others. In many cases in Modernist literature, readership and literary production, the binary opposition of victim and victimiser, as well as of censored and censor, is questioned and challenged. This research paper offers an analysis of the ways in which Virginia Woolf (1882–1941), Allen Ginsberg (1926–1997), Czesław Miłosz (1911–2004) and Bohumil Hrabal (1914–1997) lived and wrote by negotiating with many forms of censorship ranging from state censorship, social censorship, political censorship, moral censorship to self-censorship. It is a study of the ways in which these writers problematise and render ambiguity to the seemingly clear-cut and mutually exclusive division between the oppressive censor and the oppressed writer. The selected writers not only criticise and compromise with censorship, but also thematise and translate it into their works. ; Censorship has often been regarded as the archenemy of artists, thinkers and writers. But has this always been the case? This research paper proposes that censorship is not a total evil or adversarial force which thwarts and hinders twentieth-century writers, particularly those who were part of the artistic, aesthetic, philosophical and intellectual movement known as Modernism. Though the word "censor" originally means a Roman official who, in the past, had a duty to monitor access to writing, the agents of censorship – particularly those in the modern times – are not in every case overt and easy to identify. Though Modernist writers openly condemn censorship, many of them nevertheless take on the role of censors who not only condone but also undergo self--censorship or censorship of others. In many cases in Modernist literature, readership and literary production, the binary opposition of victim and victimiser, as well as of censored and censor, is questioned and challenged. This research paper offers an analysis of the ways in which Virginia Woolf (1882–1941), Allen Ginsberg (1926–1997), Czesław Miłosz (1911–2004) and Bohumil Hrabal (1914–1997) lived and wrote by negotiating with many forms of censorship ranging from state censorship, social censorship, political censorship, moral censorship to self-censorship. It is a study of the ways in which these writers problematise and render ambiguity to the seemingly clear-cut and mutually exclusive division between the oppressive censor and the oppressed writer. The selected writers not only criticise and compromise with censorship, but also thematise and translate it into their works.

The aim of this publication is to outline changes that have been observed in Poland and to present the place of the Polish industry, including production, services and international trade, since the accession to the European Union. Rating highly the role of industry and proper conducting of a pro-growth policy in Poland and the European Union, one part of the study concerns the analysis of basic indicators of the Polish industry structure and the final part the realization of the Europe 2020 strategy. The analytical description in the publication was enriched with a wide set of tables, as well as a crosssectional collection of information on industry in Poland and on the European Union member states in rank order. The high dynamics observed in Poland resulted, among others, from an over double growth in the production of electrical equipment, computers, electronic and optical products as well as of metal products. The Strategy Europe 2020 is a socio-economic development programme for Poland and the EU growth. The goal of the Europe 2020 strategy is to create the economy - based on knowledge, low-emission policies promoting environmentally friendly technologies, making an efficient use of resources, and also aiming at social cohesion.

The paper gives W. Lenin's views upon the correlation of productive forces and production relations and the policy of the state. It consists of two part's. In the first one the role of economics in policy has been discussed. The problem has been handled in a historical approach. The works of W. Lenin on the capitalistic economy and the socialistic economy have been a starting point for a survey of the problem. After considering the subject, the authors of this paper came to the following conclusions: a) policy is a reflection of economics, b) policy represents basic economic class interests, c) policy generalizes economic phenomena and processes, which are reflected in the acts of the state and in the activities of social and political associations. The second part of this paper is concerned with the role of policy in relation to economics. An analysis of views proves that W. Lenin has formulated a principle that the rank of policy is higher than the rank of economics. One may state that although economics plays a decisive role in relation to policy, the latter is comparatively independent and plays an active role in relation to economics. ; Digitalizacja i deponowanie archiwalnych zeszytów RPEiS sfinansowane przez MNiSW w ramach realizacji umowy nr 541/P-DUN/2016

In recent decades, society has fundamentally changed; there are political changes affecting education and, consequently, demands on teachers' work change, as well as parents' and society's expectations of teachers. The main aim of this qualitative research is to map the changes in the conditions of teachers' work in the Czech Republic in the last thirty years according to the subjective perception of teachers-experts, i.e. respondents. The respondents are teachers who have been active in the profession for at least thirty years. All the respondents are women working as primary school teachers (Dáša, Lucie, Jana, Danka, Blanka, Dominika, Karolína).In the research we deal with the following areas: interpersonal relationships at the workplace, communication and cooperation with pupils' parents, and the teacher-pupil relationship.The most important results of this research are as follows. The respondents are aware of and perceive the decreasing authority of the teacher today. They point out that the teacher's authority has degraded in the eyes of pupils, parents, and society. The most widespread problem faced by teachers is the disruptive behavior of pupils, which may interfere with teaching.Moreover, today's teachers sometimes have to deal with parents who are completely uncritical of their children, whom they trust completely. When problems arise, these parents never see the root cause in their child but in other classmates or, most frequently, in the teacher. If a child receives a bad grade, these parents are willing to go to the teacher and try to find the error on their side rather than in their own children.

In recent decades, society has fundamentally changed; there are political changes affecting education and, consequently, demands on teachers' work change, as well as parents' and society's expectations of teachers. The main aim of this qualitative research is to map the changes in the conditions of teachers' work in the Czech Republic in the last thirty years according to the subjective perception of teachers-experts, i.e. respondents. The respondents are teachers who have been active in the profession for at least thirty years. All the respondents are women working as primary school teachers (Dáša, Lucie, Jana, Danka, Blanka, Dominika, Karolína).In the research we deal with the following areas: interpersonal relationships at the workplace, communication and cooperation with pupils' parents, and the teacher-pupil relationship.The most important results of this research are as follows. The respondents are aware of and perceive the decreasing authority of the teacher today. They point out that the teacher's authority has degraded in the eyes of pupils, parents, and society. The most widespread problem faced by teachers is the disruptive behavior of pupils, which may interfere with teaching.Moreover, today's teachers sometimes have to deal with parents who are completely uncritical of their children, whom they trust completely. When problems arise, these parents never see the root cause in their child but in other classmates or, most frequently, in the teacher. If a child receives a bad grade, these parents are willing to go to the teacher and try to find the error on their side rather than in their own children.