This paper is to present results from the empirical research conducted in a financial institution in Poland. The study was to confront the proposed theoretical model with real employees' behaviours and to explore complex issues connected with corporate social capital. The aim of the research was to investigate the influence of bonding and bridging social capital on employees' and teams' performance, moderated by type of the tasks. Additionally, possible interaction between two types of social capital was taken under the study. Main findings of the research were to support some of the thesis, but there are further researches required in order to verify the theoretical model proposed.

In this article I propose that the resources of social capital in an enterprise can significantly influence the patterns of worker's participation. This influence is analyzed with regard to different theories in the field of enterprise studies: neoclassical, behavioral, as well as transaction cost approach, property rights approach and the principal-agent theory; I also will draw on empirical research.

The paper gives the characteristics of social entrepreneurship of the "old" social economy (born on the turn of XIX and XX centuries), and of the "new" social economy (developing on the turn of XX and XXI centuries) as well as social enterprises of different kinds. The main important, taking into account its function in building social capital and strengthening social bonds, is a distinction between social enterprises (SE) focused on reintegration of individuals excluded from the labor market because of their personal deficits, called WISE (work integration social enterprises) and social enterprises used as vehicles for economic development of marginalized communities (social enterprises locally embedded - SELE). The general tendency brings for WISE to involve vertical ties in reintegration programs, and SELE to built networks of stakeholders based on horizontal ties. The author argues that in current Poland the chance for surviving and development have social enterprises of a hybrid type, which combine two kind of social mission: reintegration of individuals excluded from the labor market and empowering marginalized local communities.

Conflicts between NGO's and public administration, and inside of the III sector, we should treat as something obvious. This phenomena we can much more understand if we abandon the language of analysis, in which the crucial role plays the civic society idea. Local conflicts are, first of all, the result of endeavours aiming to maximization particular interests, both NGO's and public administration. The care for particular interests not necessarily to be opposite to common interest. Both side of the negotiation process should make agree the cooperation area take into account the main aims, as well as vehicles, which they handle.

The aim of this paper is to verify the methodology of measuring social capital in the research conducted by the representatives of territorial self-governments in the Wielkopolska region. The research was conducted in six intentionally selected powiats (administrative districts) of this Voivodeship; five compared and one comparative accepted as a model. The aim of this paper was achieved using the direct interview questionnaire method. Empirical data was compared using the statistical methods (correlation, classification, principal components) and comparative profiles and visualizations. The results of this analysis made it possible to confirm the usefulness of those methods in reaching the goal of this paper and to verify the working hypotheses. The implemented methods made it possible to: measure the level and structure of social capital; identify the size of social capital's gap and identify the key attributes of social capital.

This article analyzes the relationships between school-based social capital and the average test scores of 9th grade students in Polish middle schools. School-based social capital is understood in terms of supportive communities, and measured on the basis of the youngsters' positive perceptions of the school atmosphere and interpersonal relationships, the support they received from teachers and/or classmates, as well as their assessment of student participation in classroom discussions. Hierarchical linear regression models, estimated on a sample of 63 classes in twenty purposively selected middle schools, found a strong positive relationship between this form of social capital and the average mathematics and science test score.

In the article, "social capital" is understood as the ability to cooperate, involvement on behalf of the common good. In the Polish society, lack of skills in this regard is a significant social problem. Could the school prepare students to cooperate, to assume common responsibility? The Polish school culture substantially hinders the development of skills of this type. The barrier encountered is the tradition based on traditional instruction methods, the ways of motivating students to work through competition and individual assessment and a visible distance between teachers and students, which makes it difficult to establish communication between teachers and students . A teacher does not serve as a model of a social worker, either, since in most cases, teachers neither like nor are able to engage in social works. A change in the attitudes and habits at school is a difficult and time-consuming; however, it is possible. We can expect that the attempts made, such as civic education lessons conducted using the active learning methods, as well as activity of various civic associations and foundations will have a positive result in the future.

Book reviews
Information

CORPORATE SOCIAL CAPITAL - Beata Łopaciuk-Gonczaryk
SOCIAL CAPITAL, EMPLOYERS PARTICIPATION AND THE COMPANY DEVELOPMENT - Marek Bednarski
THE ROLE OF SOCIAL ENTERPRISES IN SHAPING SOCIAL BONDS - Marek Rymsza
LOCAL ORGANISATIONS, CONFLICTS AND DIALOGUE - DARIUSZ ZALEWSKI
MEASUREMENT OF SOCIAL CAPITAL - THE VERIFICATION OF METHODICAL PRESUMPTIONS THROUGH EMPIRICAL STUDIES IN WIELKOPOLSKA REGION - Eulalia Skawińska, Romuald Zalewski, Tomasz Brzęczek
SCHOOLS AS A COMMUNITIES? SCHOOL-BASED SOCIAL CAPITAL AND EDUCATIONAL ACHIEVEMENT - Anna Kiersztyn
SOCIAL CAPITAL IN SCHOOL - Marta Zahorska

NEW SOCIAL MINIMA - DECEMBER 2010 - Piotr Kurowski
NEW SOCIAL MINIMA AND NEW SUBSISTANCE MINIMA 2010 - Piotr Kurowski
POLISH POVERTY. CONFERENCE IN CRACOW - Beata Kaczyńska