Suchergebnisse

V tomto textu nejprve vymezíme dilemata a popíšeme proces jejich vzniku. Budeme se věnovat popisu dilemat v historii a to prostřednictvím šesti hodnotových a etických směrů. Nastíníme etická dilemata neboli problémy sociálních pracovníků tak, jak jsou pojímány v Etickém kodexu Společnosti sociálních pracovníků České republiky. V další části se budeme věnovat dilematům současné sociální práce. Zvlášť pak ve zkratce popíšeme dilema mezi právem a etikou. Celkem vymezíme osmnáct dilemat a ke každému uvedeme, jak se eventuálně mohou promítnout do práce s romským etnikem. Jedná o osobní zkušenosti autora a také o zkušenosti sociálních pracovníků. Také zde navrhneme možnosti, jak s těmito dilematy pracovat.

Dylematy pracowników socjalnych związane z pracą z romską grupą etniczną

W tym tekście w pierwszej kolejności zdefiniujemy dylematy oraz opiszemy proces ich powstawania. Skoncentrujemy się na opisie dylematów w historii za pośrednictwem sześciu wartości i kierunków etycznych. Zarysujemy dylematy etyczne oraz problemy pracowników socjalnych tak jak są ujęte w Kodeksie Etyki Pracowników Socjalnych Republiki Czeskiej. W części dalszej zajmiemy się dylematem współczesnej pracy socjalnej. Zdefiniujemy osiemnaście dylematów i podamy jak każdy z nich może rzutować na pracę z romską grupą etniczną. Przedstawione zostaną osobiste doświadczenia Autora jak i doświadczenia pracowników socjalnych. W tej pracy sugerujemy różne możliwości radzenia sobie z dylematami.

Dilemmas of social workers with regard to work with the Roma ethnic group

In this paper we will first define the dilemmas and describe the process of their their formation. We will describe dilemmas in history through six ethical value and ethical orientations. We will outline the ethical problems of social workers as they are included in the Code of Ethics of the Society of Social Workers oft he Czech Republic. In the next part of we will deal with the dilemmas of contemporary social work. We will define eighteen dilemmas and statefore each of them how they may eventually be reflected in work with the Roma ethnic group. The author's personal experiences as well as the experiences of social workers will be presented. In this paper we suggest different options for dealing with dilemmas.

The requirements of the modern world pose new and difficult challenges to a modern man.This man finds himself or herself in the middle of changes in the social, economic and political situation. These circumstances have a huge impact on the whole system of education, therefore, educational institutions responsible for upbringing and supporting children have to face new challenges, tasks and goals. Nowadays, one of the conditions of the social successis to have adequate education and relevant skills. These include finance management skills. This trainingis to prepare students foractive and responsible participation in the financial market, sothat in the future people knew how to manage their money, properly configure personal and family budget, and recognize new financial products or properly communicate with financial institutions. This paper provides definitions of such concepts as "financial ability", "basic funding"in relation to primary education and present show these were incorporated in the curricular of selected countries. This image is enriched by discussion on policies that promoteraising the levelof education in the field of finance. ; Labor et Educatio

The authors carried out a long-term research on knowledge of providing premedical first aid amongst elementary school teachers in the past years. The research results showed, among the others, that more than 45% of accidents at schools happen during vocational training. On this basis, the authors decided to carry out a long-term (2019–2021) research verifying the level of selected pre-medical first aid competencies amongst educational professionals providing vocational education and practical training. The study aimed at finding out whether and to what extent the vocational education and practical training teachers are competent in providing layman's first aid, to understand possible gaps in these competencies, and to establish corresponding training needs. At this moment, the study sample includes 325 teachers of vocational education and practical training at vocational schools, secondary vocational schools, or secondary and higher technical schools, with a varying level of teaching experience. A quantitative method was used (questionnaire) in the research. The respondents completed a questionnaire consisting of two parts. The first part focused on selected attitudes, opinions and experience in providing pre-medical first aid, and the second part contained a knowledge test. The results show that the highest number of respondents failed questions on how to stop bleeding and treat wounds. The respondents believe that these are the most frequent injuries during vocational education and practical training. Many respondents also failed questions on what to do in case of a knocked-out tooth (only 42% of correct answers), how to provide first aid in case of epileptic seizure (42% of correct answers), and how to provide first aid in case of hypoglycaemia (31% of correct answers) and asthma (35%). It is clear that the failures stated above might have been influenced by not being familiar with updated international recommended first aid procedures, which are updated every five years, and 53% of respondents do not receive a pre-medical first aid training where they could gain this information. Taking into account the sample size and continuation of the research, it is certainly not possible to draw any general conclusions on the presented research. The respondents themselves state that they feel quite uncertain about their knowledge and skills related to providing layman's first aid. However, this situation can lead to a serious threat or damage to health and lives of students. The authors of this study realize that it is necessary to take very seriously every sign of incompetency, and that they can only be eliminated by systematic education based, in particular, on regular practical training sessions (acquiring practical skills) in small groups and a development of interactive materials on first aid. An annual training session within the OHS (occupational health and safety) system is evidently insufficient.

The Czechs have given the world many important personalities, including pedagogues. In addition to the well-known Jan Amos Komenský (1592 – 1670), we can also name Gustav Adolf Lindner (1828 – 1887). But for a long time another important pedagogue personality of the 20th century, Přemysl Pitter, remained unknown to the world. In today's world of intolerance it's worthwhile to pay attention to the activities of a man who cherished the values by which he lived his life: "Without love, without human compassion with one another, nothing will stand" (Pitter 1974). These are the words of the humanist Přemysl Pitter, a Czech Protestant-oriented thinker, educator, writer, publicist, radical pacifist, and social worker. He founded the famous Prague educational institute "Milíč Houseˮ during the Second World War, and despite strict prohibitions, he visited and supplied the Jews during that time. After the war, he applied for confiscated castles around Prague, where he took care of impoverished German, Jewish, Polish, Czech, and other children. There was no word of him for many years. But why was his birth declared a UNESCO anniversary? Why did he receive one of the highest state awards of the Czech Republic from President Václav Havel? This text addresses such questions.