(in English) The presented thesis is dealing with the ethics of work in the world as described by ancient Greek poet Hesiod in his famous didactic epos Works and Days. In the first part of the thesis (chapters 1 and 2), it is assumed that Hesiod's ethics are anchored in a particular situation, in which he, as a Boeotian farmer, found himself due to his dispute with his brother Perses. In the next part, firstly three major myths in the Works and Days are analyzed and the importance of work is set in a wider context of Hesiod's religious and ideological beliefs (chapter 3); subsequently our analysis is supplemented by a broader reflection of work, exertion, recreation, good and evil (chapter 4). In conclusion we finally try to answer the question of the place of work in the world order as determined by Zeus' will.

This study investigated the role of selected variables on organizational commitment in selected organizations in a North Texas metropolitan area. The selected (independent) variables were orientation attendance, unit size, educational level, gender, age, and length of service. Organizational commitment score was the dependent variable. The Organizational Commitment Questionnaire and a demographic questionnaire were administered to 1,055 employees. The Organizational Commitment Questionnaire contained fifteen statements which measured employees' feelings about their organization. Multiple regression was used to determine the relationship between organizational commitment and the selected variables at the .001 level of significance. It was determined that gender and length of service showed the strongest significant relationship on organizational commitment. This model shows that the six independent variables account for only 3 percent of the variance in the relationship between organizational commitment and the selected variables. Therefore, approximately 97 percent of the unexplained variance is accountable for the organizational commitment of the employees at the selected organizations used in this study. Studies using the Organizational Commitment Questionnaire to show the relationship between organizational commitment and other antecedents of organizational commitment are recommended. A follow-up study should also be conducted using the Organizational Commitment Questionnaire to show the relationship between organizational commitment and race. A follow-up study should be conducted using this questionnaire and a work ethic questionnaire to determine the relationship between organizational commitment and work ethics. An orientation attendance questionnaire should be developed and used with the Organizational Commitment Questionnaire to show the relationship between organizational commitment and orientation attendance. Additional research is necessary in other organizations and cultural settings before this study can be generalized to a greater number of employees. Recommendation is made that future researchers administer questionnaires to subjects due to the low reading and comprehension skills of many respondents.

<p>Social work is a social phenomenon, existing in most societies, that has given rise to a multitude of special organizations and professions. For that reason social work is dealing with a complex identity. The purpose of this study is to illustrate how social workers and the scientific discourse interpret the concept of social work. In addition to that the study intends to show similarities and differencies. The research process containes two studies, one based on qualitative interviews with five social workers and the other consisting a surway of academic litterature. To enable a comparison of the results the studies start out of some, deliberatly choosen, themes. These are “definitions of social work”, “socialworkers”, “society, law and organization” and “ethics”.</p><p>In summary, the results, reviled a surprising unity in the interpretations of social work. Social workers, as well as the scientific discourse, manifest social work as a profession that promotes social change and problem solving in human relationships. The differencies concern social work beeing interpret normative by the social workers and more descriptive by the scientific discourse.</p>

The European Values Education (EVE) project is a large-scale, cross-national, and longitudinal survey research program on basic human values. The main topic of its first stage was "work" in Europe. Student teachers of several universities in Europe worked together in multicultural exchange groups. Their results are presented in this issue.

Social work is a social phenomenon, existing in most societies, that has given rise to a multitude of special organizations and professions. For that reason social work is dealing with a complex identity. The purpose of this study is to illustrate how social workers and the scientific discourse interpret the concept of social work. In addition to that the study intends to show similarities and differencies. The research process containes two studies, one based on qualitative interviews with five social workers and the other consisting a surway of academic litterature. To enable a comparison of the results the studies start out of some, deliberatly choosen, themes. These are “definitions of social work”, “socialworkers”, “society, law and organization” and “ethics”. In summary, the results, reviled a surprising unity in the interpretations of social work. Social workers, as well as the scientific discourse, manifest social work as a profession that promotes social change and problem solving in human relationships. The differencies concern social work beeing interpret normative by the social workers and more descriptive by the scientific discourse.

Helping professionals help people to achieve optimal functionality and fulfillment in the physical, psychological, emotional and intellectual domains. Well-defined ethical standards for practitioners are crucial to such a vital endeavor. This study analyzes the official codes of ethics produced by the professional organizations of five of the helping professions: librarianship, psychology, social work, nursing, and education. In the ethics codes is sought interpretation of four moral principles—respect for autonomy, justice, beneficence, and non-maleficence—and four professional responsibilities—fidelity, veracity, privacy, and confidentiality. These are grounded, respectively, in the “common morality” or the core norms exercised by all morally serious people, and the “professional morality,” or the core norms exercised by all moral professionals. How do the professions define, interpret, and express the principles and responsibilities? This interdisciplinary study clarifies and allows comparison of the expressed values of each profession. It is a critical examination of professional codes of ethics, and an argument for their explicit grounding in a larger morality. / text

The aim of this study was to investigate the effectiveness of the teaching practice in grade 12 Biblical Studies in private Christian schools in the Limpopo Province in South Africa during 2003, with the specific objective to make recommendations towards possible improvements. Although but a few private Christian schools in the Limpopo Province participated in the study, while the title implies that all the South African schools were involved, the findings are assumed to be a cross section of the general situation of grade 12 Biblical Studies teaching in South Africa, as teaching is more or less subjected to similar conditions in all the Provinces. This study consists of a theoretical section wherein literature regarding the variables of the study are discussed, as well as an empirical section wherein the results of the research are reported and interpreted with the aim of reaching certain conclusions regarding the typical profile of Biblical Studies teaching practice in the Limpopo Province. The theoretical basis is grounded in the didactical foundations of teaching as discussed in Chapter 2. This is followed by the empirical study (described in Chapter 3) grounded in the results obtained from classroom observations, questionnaires, interviews and the November 1996-2002 Biblical Studies grade 12 final examination of the four participating schools. Chapters 4 and 5 respectively evaluate and consolidate the findings from the classroom observations, the responses from the interviews and questionnaires, and the November 1996-2002 grade 12 Biblical Studies examination results. The main thesis on which this study rests is that the teaching practice of grade 12 Biblical Studies in private Christian schools during 2003 was unsatisfactory because of, inter alia, lack of work ethics, negative attitudes of both teachers and learners, lack of or insufficient application of didactical principles, teaching methods and teaching aids, low morale and insufficient or improper training of Biblical Studies teachers. The study revealed that the teaching of grade 12 Biblical Studies in private Christian schools during 2003 was indeed unsatisfactory because of lack of work ethics, negative attitude of both teachers and learners, lack of and insufficient application of didactical principles and a variety of teaching methods, low morale and improper training of some Biblical Studies teachers. The most aggravating factor was that teachers often did not even show up for Biblical Studies classes. Conclusively, it is therefore recommended that heads of departments and principals regularly monitor and evaluate the quality and quantity of Biblical Studies teaching in schools. The inspectors of schools may also support these forms of control by more regular inspection of schools, and more specifically, of the Biblical Studies classroom. Incentives and recognition of performance by both teachers and learners in the Biblical Studies classroom may be incorporated into these recommendations. / Thesis (M.A.)--North-West University, Potchefstroom Campus, 2004.

The aim of this study was to investigate the effectiveness of the teaching practice in grade 12 Biblical Studies in private Christian schools in the Limpopo Province in South Africa during 2003, with the specific objective to make recommendations towards possible improvements. Although but a few private Christian schools in the Limpopo Province participated in the study, while the title implies that all the South African schools were involved, the findings are assumed to be a cross section of the general situation of grade 12 Biblical Studies teaching in South Africa, as teaching is more or less subjected to similar conditions in all the Provinces. This study consists of a theoretical section wherein literature regarding the variables of the study are discussed, as well as an empirical section wherein the results of the research are reported and interpreted with the aim of reaching certain conclusions regarding the typical profile of Biblical Studies teaching practice in the Limpopo Province. The theoretical basis is grounded in the didactical foundations of teaching as discussed in Chapter 2. This is followed by the empirical study (described in Chapter 3) grounded in the results obtained from classroom observations, questionnaires, interviews and the November 1996-2002 Biblical Studies grade 12 final examination of the four participating schools. Chapters 4 and 5 respectively evaluate and consolidate the findings from the classroom observations, the responses from the interviews and questionnaires, and the November 1996-2002 grade 12 Biblical Studies examination results. The main thesis on which this study rests is that the teaching practice of grade 12 Biblical Studies in private Christian schools during 2003 was unsatisfactory because of, inter alia, lack of work ethics, negative attitudes of both teachers and learners, lack of or insufficient application of didactical principles, teaching methods and teaching aids, low morale and insufficient or improper training of Biblical Studies teachers. The study revealed that the teaching of grade 12 Biblical Studies in private Christian schools during 2003 was indeed unsatisfactory because of lack of work ethics, negative attitude of both teachers and learners, lack of and insufficient application of didactical principles and a variety of teaching methods, low morale and improper training of some Biblical Studies teachers. The most aggravating factor was that teachers often did not even show up for Biblical Studies classes. Conclusively, it is therefore recommended that heads of departments and principals regularly monitor and evaluate the quality and quantity of Biblical Studies teaching in schools. The inspectors of schools may also support these forms of control by more regular inspection of schools, and more specifically, of the Biblical Studies classroom. Incentives and recognition of performance by both teachers and learners in the Biblical Studies classroom may be incorporated into these recommendations. / Thesis (M.A.)--North-West University, Potchefstroom Campus, 2004.

This theses is focused on ethical dilemmas, which can appear during the work with people with disabilities. This work is divided into five main parts. In the first part I describe specifics of the target group and the negative impacts of disabilities which can appear. The second part is focused on social work with this target group. The third part deals with ethics and ethical dilemmas. Here I describe ethics in general view and also in the context of social work. Then I define ethical dilemmas and I describe possible solution, all based on literature. The fourth part is about ethical dilemmas in practice. Namely dilemmas, which were mentioned during research probe under which I have conducted interviews with social workers. The last part concerns the analysis of the ethical dilemma according to three ethical theories.

Drawing on the theoretical influences of Mad and Disability Studies; philosophical conceptualizations of epistemic injustice (Fricker, 2007), ethical loneliness (Stauffer, 2015), and psycho-emotional disablism (Reeve, 2012; Thomas, 1999; 2007); disability/service user/feminist ethics; a decade of Mad Movement community organizing; as well as autobiographical illustrations and empirical data from two collaborative research projects, this thesis describes my efforts to live a Mad politics in the community, academy, and social work education. Central to this politics, and to the overall contribution of the thesis, is its focus on (1) the recognition and redress of affective-epistemic harms that are often ignored by legislative/social welfare approaches to in/justice; and (2) the generation and refinement of Mad knowledge/ways of knowing that respond to our own priorities as Mad people, rather than those of mental health systems. It contributes to these areas of Mad Studies theory in several ways: First, by recognizing and politicizing the often ignored affective-epistemic effects of abandonment and neglect Mad people experience from society, including loneliness, anger, resentment, distrust, low expectations of others and lack of confidence. Second, by seeking new conceptualizations (such as epistemic loneliness) and contributing to existing ones (like expectations of just treatment, psycho-emotional disablism) in order to more adequately interpret and attest to these harms and call for their redress. Third, by affirming emergent Mad moral and epistemological frameworks, especially those that manifest in the aftermath of harm and account for ontologies of knowing. Fourth, by developing Survivor/Service User Research approaches to analysis (listening for resonance, everyday forms of service user resistance, and ‘quiet’ data) that value affective engagements with data and perceive and respond to Mad onto-ethico-epistemologies in and on their own terms. Ultimately, this work calls for greater relational justice, and an expansion of what we owe each other. / Thesis / Doctor of Philosophy (PhD) / This thesis contributes to Mad theory by recording some of the things I learned while trying to survive in the world, community organizing, the academy, and social work education as a Mad person. To do so, I reflect on the existential and ethical questions I brought to my doctoral studies, the people, texts, and concepts that I found particularly good company during this time, and my Mad methods of living/doing/knowing. Three separate but interconnected articles then follow. These are about (1) moving with loneliness as a Mad student; (2) resisting unmet expectations as service user ethics, and (3) how pedagogical partnerships between students and faculty/staff can cultivate marginalized students’ confidence in their knowledge. The thesis ends with a discussion of its overall contributions to how we conceptualize the psycho-emotional harms produced through sanism/disablism and the ways we understand what Mad knowledge is and how it is generated.