Juozas Blažys (1890–1939) – the first chief of the Department of Nerve and Psychiatric Illnesses and Vice Rector of Lithuanian Vytautas Magnus University in the interwar period. In 2004 we commemorated the 65th anniversary of his death. He was a highly prominent personality of enormous erudition and productive scientist. He wrote a coursebook "Introduction to psychiatry", monograph-study "Tolerance, as a basis of culture", published around 100 articles in "Medicina" and various journals of that period. His ideas about psychiatry are relevant nowadays too. Professor was interested in the causes of psychosis origin, analyzed alcoholic, somatogenic psychosis, was interested and working in the fields of forensic psychiatry, military expertise, heredity and is contradictory evaluated in the field of eugenics till now. Juozas Blažys was born in Šiauliai. In 1914 he graduated Petersburg Academy of Military Medicine, worked at the various hospitals of Russian military. In 1918 he returned to Lithuania and started to work at the psychiatric hospital in Tauragė at first as a chief of department, and later as director, at the same time working as a physician of Tauragė district. In 1920–1921 Juozas Blažys lectured the course of psychiatry at Higher Courses of Study in Kaunas. In 1924, after the establishment of the University of Kaunas, he was elected as a chief of the department of Nerve and Psychiatric Illnesses. In 1935 he was granted the degree of professor, in 1938 – appointed as. [to full text]
This paper analyzes the possibilities of generating creative tools for Social Practice Art (SPA) to be used at Migrating Academy. The research focuses on the concept of social practice art in the international context, analyses creative forms and their potential development. The goals and objectives of the activity are clearly defined, and the possibilities to generate new forms of art and education at Migrating Academy are presented. The aim of the research is to analyse the possibilities of generating creative tools for social practice art. To achieve this aim, the following objectives have been set: to analyse the concept of social practice art, its origin and development, to define different forms of social practice art and their future prospects, to discuss the peculiarities of their generation at Migrating Academy and to investigate the possibilities to generate creative tools of social practice art by carrying out a qualitative research. The hypothesis in the thesis is that the generation of creative tools for social practice art through the development and implementation of social and education policy at Migrating Academy as a social and institutional process opens opportunities for social, cultural and political changes in society. In order to analyse the possibilities of generating creative tools for art of social practice at Migrating Academy, a research was carried out by using a qualitative research strategy as well as the interview method. The survey included 9 informants-experts from nine countries (Lithuania, Italy, the UK, Bangladesh, Indonesia, the USA, Canada, Nigeria and Mexico): 5 females and 3 males. The selected age group was from 30 to 65 years. The respondents from Italy, Mexico, and Nigeria are experts who have PhD degrees in Arts, are working in higher education and create works in the sphere of SPA. The Bangladesh-UK respondent is a PhD student who is studying in the UK and working for the Bangladesh Ministry of Education. The respondents from Lithuania, Indonesia, Canada, the USA are artists or activists in the SPA area. The traditional method of qualitative content analysis was used for the analysis of the research data. The analysis of scientific literature and documents confirmed that both social practice art and Migrating Academy have a significant impact on the generation of creative tools for social practice art in the international context, on the expansion of artistic views and horizons going beyond the usual perception and covering all possible areas from politics, economics to fast-growing technological advances and neuroscience achievements. The results of the research showed that Migrating Academy may offer significant opportunities to generate tools for social practice art and education. This is clearly proved by the experts' opinions which have been collected and processed by qualitative research tools, and they provide strong arguments that: - the boundary separating social practice from social practice art is dynamic so the opportunities to participate in SPA activities will increase in the future. This would depend on the artists' creativity and their ability to develop the scope of their creative activities and their outcomes through the variety of organized projects; - the United States of America with its neighbouring countries on the continent remains the epicentre of SPA. A great variety of SPA projects is also noticeable in the countries with high class exclusion and multinational culture, as well as in the countries where the state funding is provided for project implementation; - by promoting the active involvement of social groups and solving their problems, artists and groups of artists can become leaders who will offer their innovative ideas and problem-solving techniques; - innovative, sometimes unconventional but clearly defined methods are required to establish contacts between artists and communities or social groups, to deal with difficult situations and build mutual trust; - most artists use the principles of traditional pedagogy to create SPA, however, they intuitively feel that it is not enough for their projects. Consequently, they start to create innovative forms. The pedagogical principles of SPA projects are developing and changing, because the form of this art itself is very dynamic and flexible, dependent on the environment and its problems; - SPA activities are gradually eliminating the boundaries between disciplines, leading to the development of a new form of art that is not oriented to the production of artistic products, but to the social process which stimulates social changes through art. This process is only possible through unique forms of expression, including pedagogical ones, because pedagogy which is affected radically by SPA has to develop new forms and completely new quality; - social practice art itself includes great opportunities which allow artists to generate new skills, knowledge and art forms. New project opportunities allow to create innovative creative spaces and new thinking strategy. The stereotypical perception of art and its academic model are changing; - migrating academy is becoming a continually pulsating and changing world culture that makes information accessible to everybody and provides opportunities to perform not only online but also in real life with real people. Migrating academy can provide its students with work and creative tools that will be impossible if only traditional models of perception of art and creativity are used. The respondents' statements investigated by the means of qualitative research confirmed the hypothesis that the generation of creative tools for social practice art through the development and implementation of social and education policy at migrating academy as a social and institutional process opens opportunities for social, cultural and political changes in society.
This paper analyzes the possibilities of generating creative tools for Social Practice Art (SPA) to be used at Migrating Academy. The research focuses on the concept of social practice art in the international context, analyses creative forms and their potential development. The goals and objectives of the activity are clearly defined, and the possibilities to generate new forms of art and education at Migrating Academy are presented. The aim of the research is to analyse the possibilities of generating creative tools for social practice art. To achieve this aim, the following objectives have been set: to analyse the concept of social practice art, its origin and development, to define different forms of social practice art and their future prospects, to discuss the peculiarities of their generation at Migrating Academy and to investigate the possibilities to generate creative tools of social practice art by carrying out a qualitative research. The hypothesis in the thesis is that the generation of creative tools for social practice art through the development and implementation of social and education policy at Migrating Academy as a social and institutional process opens opportunities for social, cultural and political changes in society. In order to analyse the possibilities of generating creative tools for art of social practice at Migrating Academy, a research was carried out by using a qualitative research strategy as well as the interview method. The survey included 9 informants-experts from nine countries (Lithuania, Italy, the UK, Bangladesh, Indonesia, the USA, Canada, Nigeria and Mexico): 5 females and 3 males. The selected age group was from 30 to 65 years. The respondents from Italy, Mexico, and Nigeria are experts who have PhD degrees in Arts, are working in higher education and create works in the sphere of SPA. The Bangladesh-UK respondent is a PhD student who is studying in the UK and working for the Bangladesh Ministry of Education. The respondents from Lithuania, Indonesia, Canada, the USA are artists or activists in the SPA area. The traditional method of qualitative content analysis was used for the analysis of the research data. The analysis of scientific literature and documents confirmed that both social practice art and Migrating Academy have a significant impact on the generation of creative tools for social practice art in the international context, on the expansion of artistic views and horizons going beyond the usual perception and covering all possible areas from politics, economics to fast-growing technological advances and neuroscience achievements. The results of the research showed that Migrating Academy may offer significant opportunities to generate tools for social practice art and education. This is clearly proved by the experts' opinions which have been collected and processed by qualitative research tools, and they provide strong arguments that: - the boundary separating social practice from social practice art is dynamic so the opportunities to participate in SPA activities will increase in the future. This would depend on the artists' creativity and their ability to develop the scope of their creative activities and their outcomes through the variety of organized projects; - the United States of America with its neighbouring countries on the continent remains the epicentre of SPA. A great variety of SPA projects is also noticeable in the countries with high class exclusion and multinational culture, as well as in the countries where the state funding is provided for project implementation; - by promoting the active involvement of social groups and solving their problems, artists and groups of artists can become leaders who will offer their innovative ideas and problem-solving techniques; - innovative, sometimes unconventional but clearly defined methods are required to establish contacts between artists and communities or social groups, to deal with difficult situations and build mutual trust; - most artists use the principles of traditional pedagogy to create SPA, however, they intuitively feel that it is not enough for their projects. Consequently, they start to create innovative forms. The pedagogical principles of SPA projects are developing and changing, because the form of this art itself is very dynamic and flexible, dependent on the environment and its problems; - SPA activities are gradually eliminating the boundaries between disciplines, leading to the development of a new form of art that is not oriented to the production of artistic products, but to the social process which stimulates social changes through art. This process is only possible through unique forms of expression, including pedagogical ones, because pedagogy which is affected radically by SPA has to develop new forms and completely new quality; - social practice art itself includes great opportunities which allow artists to generate new skills, knowledge and art forms. New project opportunities allow to create innovative creative spaces and new thinking strategy. The stereotypical perception of art and its academic model are changing; - migrating academy is becoming a continually pulsating and changing world culture that makes information accessible to everybody and provides opportunities to perform not only online but also in real life with real people. Migrating academy can provide its students with work and creative tools that will be impossible if only traditional models of perception of art and creativity are used. The respondents' statements investigated by the means of qualitative research confirmed the hypothesis that the generation of creative tools for social practice art through the development and implementation of social and education policy at migrating academy as a social and institutional process opens opportunities for social, cultural and political changes in society.
Research problem, relevance and novelty. You can hear quite often complaining enterpreneurs about bad training of the young specialists for labour market. They are complaining about higher schools and vocational schools, as well. If you need to reach good results you have to renew your resources. However, you have to have enought money for this. And that is the task for the head master of the school. We describe the leadership culture of vocational schools in the constantly changing surroundings in this work. When independence of Lithuania has been rebilted the head master's job charcter changed and we got needs for the new researches. It is hard to adapt the general management theory to some school in reality. That is why it is the research on leadership culture at the vocational schools still. The head master's point of view about leaderschip culture is compared with the point of view of his staff in this research. Aim of this research – to analyse theoretical basis of leadership culture; to find out the available situation about leadership culture at the vocational schools; to present recomendations about the organizations' activities improvement. Research hypotheses: 1. The older head masters make the negative influence to leadership culture; 2. The democratic style of head master's leadership does not make any negative influence to leadership culture of vacatinal schools; 3. The vocational schools' head masters devote a little money for their profesional competences' improvement; 4. The vocational schools' financial resources are formed by the means of the budget of the Republic of Lithuania. And that is the reason why the vocational schools are short in them to renew the material and technical base. Research methods – scientific and publicist literature sources analysis, statistical data analysis, sociological quantitative research – questionnaire survey, logical abstraction method, graphic representation method and other methods. Research main inferences. The leadership culture is under the influence of the school culture. Vocational schools are contervative education organizations because they have the same leaders for a long time. If only the leaders have been changed as politicians every 5 or 10 years, the vocational school's culture 78 would renew quite often. The leader of vocational school should not be appointed by higher institution but elected by local community. The first research hypothesis was not confirmed. Most of the respondents support the process of the changes and they are on good terms with their staff. Most of the staff's respondents pointed out that the lader should bee 46-60 years old. Therefore, the staff trusts in that leader which has much more experience. The second research hypothesis was confirmed. Most of the respondents pointed that the vocational school's leader has democratic leadership style and accentuated just positive moments of the leadership culture in the research. The third research hypothesis was confirmed. It has been found out that three quarters of the leaders' qualification are improved on the free seminars. The biggest part of qualification improvement which is payed by personal leaders' resources makes just one quarter. The fourth research hypothesis was confirmed. The vocational schools are short in financial resources to renew the material and technical base. However, they are looking for other opportunities how to get more money. It is EU SF resources, 2 per cent support resources and social partners' recources. The vocational schools should have close collaboration with the business (enterpreneurs) organizations to get know enterpreneurs' requirements to competence for young specialists. Also they should have close collaboration with higher schools, as well, fo the purpose to prepare young specialists according between fixed programs. If we have good prepared specialists, we could speed up the growth our country's economic structure and bee happy with higher quality of our living.
Research problem, relevance and novelty. You can hear quite often complaining enterpreneurs about bad training of the young specialists for labour market. They are complaining about higher schools and vocational schools, as well. If you need to reach good results you have to renew your resources. However, you have to have enought money for this. And that is the task for the head master of the school. We describe the leadership culture of vocational schools in the constantly changing surroundings in this work. When independence of Lithuania has been rebilted the head master's job charcter changed and we got needs for the new researches. It is hard to adapt the general management theory to some school in reality. That is why it is the research on leadership culture at the vocational schools still. The head master's point of view about leaderschip culture is compared with the point of view of his staff in this research. Aim of this research – to analyse theoretical basis of leadership culture; to find out the available situation about leadership culture at the vocational schools; to present recomendations about the organizations' activities improvement. Research hypotheses: 1. The older head masters make the negative influence to leadership culture; 2. The democratic style of head master's leadership does not make any negative influence to leadership culture of vacatinal schools; 3. The vocational schools' head masters devote a little money for their profesional competences' improvement; 4. The vocational schools' financial resources are formed by the means of the budget of the Republic of Lithuania. And that is the reason why the vocational schools are short in them to renew the material and technical base. Research methods – scientific and publicist literature sources analysis, statistical data analysis, sociological quantitative research – questionnaire survey, logical abstraction method, graphic representation method and other methods. Research main inferences. The leadership culture is under the influence of the school culture. Vocational schools are contervative education organizations because they have the same leaders for a long time. If only the leaders have been changed as politicians every 5 or 10 years, the vocational school's culture 78 would renew quite often. The leader of vocational school should not be appointed by higher institution but elected by local community. The first research hypothesis was not confirmed. Most of the respondents support the process of the changes and they are on good terms with their staff. Most of the staff's respondents pointed out that the lader should bee 46-60 years old. Therefore, the staff trusts in that leader which has much more experience. The second research hypothesis was confirmed. Most of the respondents pointed that the vocational school's leader has democratic leadership style and accentuated just positive moments of the leadership culture in the research. The third research hypothesis was confirmed. It has been found out that three quarters of the leaders' qualification are improved on the free seminars. The biggest part of qualification improvement which is payed by personal leaders' resources makes just one quarter. The fourth research hypothesis was confirmed. The vocational schools are short in financial resources to renew the material and technical base. However, they are looking for other opportunities how to get more money. It is EU SF resources, 2 per cent support resources and social partners' recources. The vocational schools should have close collaboration with the business (enterpreneurs) organizations to get know enterpreneurs' requirements to competence for young specialists. Also they should have close collaboration with higher schools, as well, fo the purpose to prepare young specialists according between fixed programs. If we have good prepared specialists, we could speed up the growth our country's economic structure and bee happy with higher quality of our living.
The analysis of political, legal, economic, social, and managerial aspects of the soviet party resolutions, legal acts, research findings and numerous media materials of the kolkhoz times was carried out to verify the main methodological approach of the monography: "the authorities of the Soviet Union created institutions that were subordinated and controlled by them and were supposed to depict their representative nature in fact ruled the occupied territory of Lithuania through them under repressive structures" (please refer to the chapter Methodological approach). The research in soviet times was difficult due to the soviet reality: one was thought (ideas of the party dictatorship), the second was declared (legal acts, censored press or radio) and the third was implemented (actual handling of the lives of village people). This apocalyptic triad strongly oppressed the villages of occupied Lithuania. In Russia, kolkhozes were established under different circumstances. It was mainly determined by the community tradition obshchina that was characteristic to Russia of the second half of the 20th century. The reform of P. Stolypin which was intended to create European style farms ruled by land owners and not by communities collapsed. After 1917 October revolution Lenin signed a decree that land belongs to the ones who work it which had provoked the civil war and destroyed farming. Nationalization of the land and compulsory expropriation of food had led to unprecedented famine in Russia. The destruction of land ownership in Russia led to forced collectivization by Stalin which ended in 1937 resulting in assignment of 93 percent of villagers and 99 percent of all cultivated land to kolkhozes. The peasants and rustics who hoped for land from bolsheviks were painfully deceived – they became kolkhozers with no land and rights. After the Declaration of Independence of Lithuania in 1918, the land reform became the most important goal of the state. During the first three years of Independence 40 thousand hectares of land were distributed to war volunteers and their families. In 1923-1926 the land reform accelerated. By the end of 1937 10.642 war volunteers were granted land. The success of the land reform was mainly due to the prelate Mykolas Krupavičius. Cooperatives were well developed in Independent Lithuania and farmers were significantly supported by such cooperatives as Lietūkis, Pienocentras, Maistas, later by Linas and Sodyba. During 20 years of Independence Lithuania became the 3rd butter exporter in Europe and 5th in the world. At that time Lithuania was also the main exporter of meat (bacon), linseed and linen. In 1919–1939, 159 118 farmsteads were set up in Lithuania. It was convenient, economical and practical to have a homestead and fields on the same land plot. About 300 000 farmsteads were established during this time. Village communities were established. During 20 years of Independent Lithuania, such institutions as Vytautas Magnus University in Kaunas, Agricultural Academy in Dotnuva, Veterinary Academy in Kaunas, and 6 other higher education institutions of agriculture were launched. The monograph presents the overview of the challenges the occupied Lithuanian villages faced according in different times of kolkhoz development.
The analysis of political, legal, economic, social, and managerial aspects of the soviet party resolutions, legal acts, research findings and numerous media materials of the kolkhoz times was carried out to verify the main methodological approach of the monography: "the authorities of the Soviet Union created institutions that were subordinated and controlled by them and were supposed to depict their representative nature in fact ruled the occupied territory of Lithuania through them under repressive structures" (please refer to the chapter Methodological approach). The research in soviet times was difficult due to the soviet reality: one was thought (ideas of the party dictatorship), the second was declared (legal acts, censored press or radio) and the third was implemented (actual handling of the lives of village people). This apocalyptic triad strongly oppressed the villages of occupied Lithuania. In Russia, kolkhozes were established under different circumstances. It was mainly determined by the community tradition obshchina that was characteristic to Russia of the second half of the 20th century. The reform of P. Stolypin which was intended to create European style farms ruled by land owners and not by communities collapsed. After 1917 October revolution Lenin signed a decree that land belongs to the ones who work it which had provoked the civil war and destroyed farming. Nationalization of the land and compulsory expropriation of food had led to unprecedented famine in Russia. The destruction of land ownership in Russia led to forced collectivization by Stalin which ended in 1937 resulting in assignment of 93 percent of villagers and 99 percent of all cultivated land to kolkhozes. The peasants and rustics who hoped for land from bolsheviks were painfully deceived – they became kolkhozers with no land and rights. After the Declaration of Independence of Lithuania in 1918, the land reform became the most important goal of the state. During the first three years of Independence 40 thousand hectares of land were distributed to war volunteers and their families. In 1923-1926 the land reform accelerated. By the end of 1937 10.642 war volunteers were granted land. The success of the land reform was mainly due to the prelate Mykolas Krupavičius. Cooperatives were well developed in Independent Lithuania and farmers were significantly supported by such cooperatives as Lietūkis, Pienocentras, Maistas, later by Linas and Sodyba. During 20 years of Independence Lithuania became the 3rd butter exporter in Europe and 5th in the world. At that time Lithuania was also the main exporter of meat (bacon), linseed and linen. In 1919–1939, 159 118 farmsteads were set up in Lithuania. It was convenient, economical and practical to have a homestead and fields on the same land plot. About 300 000 farmsteads were established during this time. Village communities were established. During 20 years of Independent Lithuania, such institutions as Vytautas Magnus University in Kaunas, Agricultural Academy in Dotnuva, Veterinary Academy in Kaunas, and 6 other higher education institutions of agriculture were launched. The monograph presents the overview of the challenges the occupied Lithuanian villages faced according in different times of kolkhoz development.
The analysis of political, legal, economic, social, and managerial aspects of the soviet party resolutions, legal acts, research findings and numerous media materials of the kolkhoz times was carried out to verify the main methodological approach of the monography: "the authorities of the Soviet Union created institutions that were subordinated and controlled by them and were supposed to depict their representative nature in fact ruled the occupied territory of Lithuania through them under repressive structures" (please refer to the chapter Methodological approach). The research in soviet times was difficult due to the soviet reality: one was thought (ideas of the party dictatorship), the second was declared (legal acts, censored press or radio) and the third was implemented (actual handling of the lives of village people). This apocalyptic triad strongly oppressed the villages of occupied Lithuania. In Russia, kolkhozes were established under different circumstances. It was mainly determined by the community tradition obshchina that was characteristic to Russia of the second half of the 20th century. The reform of P. Stolypin which was intended to create European style farms ruled by land owners and not by communities collapsed. After 1917 October revolution Lenin signed a decree that land belongs to the ones who work it which had provoked the civil war and destroyed farming. Nationalization of the land and compulsory expropriation of food had led to unprecedented famine in Russia. The destruction of land ownership in Russia led to forced collectivization by Stalin which ended in 1937 resulting in assignment of 93 percent of villagers and 99 percent of all cultivated land to kolkhozes. The peasants and rustics who hoped for land from bolsheviks were painfully deceived – they became kolkhozers with no land and rights. After the Declaration of Independence of Lithuania in 1918, the land reform became the most important goal of the state. During the first three years of Independence 40 thousand hectares of land were distributed to war volunteers and their families. In 1923-1926 the land reform accelerated. By the end of 1937 10.642 war volunteers were granted land. The success of the land reform was mainly due to the prelate Mykolas Krupavičius. Cooperatives were well developed in Independent Lithuania and farmers were significantly supported by such cooperatives as Lietūkis, Pienocentras, Maistas, later by Linas and Sodyba. During 20 years of Independence Lithuania became the 3rd butter exporter in Europe and 5th in the world. At that time Lithuania was also the main exporter of meat (bacon), linseed and linen. In 1919–1939, 159 118 farmsteads were set up in Lithuania. It was convenient, economical and practical to have a homestead and fields on the same land plot. About 300 000 farmsteads were established during this time. Village communities were established. During 20 years of Independent Lithuania, such institutions as Vytautas Magnus University in Kaunas, Agricultural Academy in Dotnuva, Veterinary Academy in Kaunas, and 6 other higher education institutions of agriculture were launched. The monograph presents the overview of the challenges the occupied Lithuanian villages faced according in different times of kolkhoz development.
The analysis of political, legal, economic, social, and managerial aspects of the soviet party resolutions, legal acts, research findings and numerous media materials of the kolkhoz times was carried out to verify the main methodological approach of the monography: "the authorities of the Soviet Union created institutions that were subordinated and controlled by them and were supposed to depict their representative nature in fact ruled the occupied territory of Lithuania through them under repressive structures" (please refer to the chapter Methodological approach). The research in soviet times was difficult due to the soviet reality: one was thought (ideas of the party dictatorship), the second was declared (legal acts, censored press or radio) and the third was implemented (actual handling of the lives of village people). This apocalyptic triad strongly oppressed the villages of occupied Lithuania. In Russia, kolkhozes were established under different circumstances. It was mainly determined by the community tradition obshchina that was characteristic to Russia of the second half of the 20th century. The reform of P. Stolypin which was intended to create European style farms ruled by land owners and not by communities collapsed. After 1917 October revolution Lenin signed a decree that land belongs to the ones who work it which had provoked the civil war and destroyed farming. Nationalization of the land and compulsory expropriation of food had led to unprecedented famine in Russia. The destruction of land ownership in Russia led to forced collectivization by Stalin which ended in 1937 resulting in assignment of 93 percent of villagers and 99 percent of all cultivated land to kolkhozes. The peasants and rustics who hoped for land from bolsheviks were painfully deceived – they became kolkhozers with no land and rights. After the Declaration of Independence of Lithuania in 1918, the land reform became the most important goal of the state. During the first three years of Independence 40 thousand hectares of land were distributed to war volunteers and their families. In 1923-1926 the land reform accelerated. By the end of 1937 10.642 war volunteers were granted land. The success of the land reform was mainly due to the prelate Mykolas Krupavičius. Cooperatives were well developed in Independent Lithuania and farmers were significantly supported by such cooperatives as Lietūkis, Pienocentras, Maistas, later by Linas and Sodyba. During 20 years of Independence Lithuania became the 3rd butter exporter in Europe and 5th in the world. At that time Lithuania was also the main exporter of meat (bacon), linseed and linen. In 1919–1939, 159 118 farmsteads were set up in Lithuania. It was convenient, economical and practical to have a homestead and fields on the same land plot. About 300 000 farmsteads were established during this time. Village communities were established. During 20 years of Independent Lithuania, such institutions as Vytautas Magnus University in Kaunas, Agricultural Academy in Dotnuva, Veterinary Academy in Kaunas, and 6 other higher education institutions of agriculture were launched. The monograph presents the overview of the challenges the occupied Lithuanian villages faced according in different times of kolkhoz development.
The final master's thesis analyses the functioning of mediation institute in the world and Lithuanian prisons, how all parties of mediation – convicts, lower and higher officers, mediators – accept and perceive mediation. The thesis surveys regulation of legal basis that uses practical application of mediation, both in the reality of the prisons in the world and Lithuania. Empiric research – interview with mediators and prison officers and questionnaire – allows to make an immediate impression how mediation, based on one's experience and expectations, is perceived and implemented by the people for whom it is a part of their direct job and communication. The Master's thesis presents the strengths and weakness of development of mediation, the conclusion of the thesis identify the perspective of more frequent and effective use of mediation at the prisons of Lithuania.
Changes in Working Conditions at the Initiative of the Employer In the first part of the Master thesis, working conditions' conception is analysed. Working conditions' and work agreement terms are compared. The changed necessary work agreement conditions' content is overviewed. The content analysis of different types of working conditions', such as necessary work conditions, separate types of work agreements' necessary conditions, additional work conditions and other work conditions, is given. Work conditions are distributed according to their importance for the work agreement validity and the necessity of written consolidation. In the second part of the Master thesis, the procedure of changing work conditions when the process is initiated by the employer is examined. Also, the principles which can be used to explain the legal regulation for the procedure of changing the working conditions are discussed. The procedure of employer initiating the change of work conditions is analysed and separated according to where the working conditions are consolidated. The current regulation for changing work conditions is compared to the older statutory one. Various problematic aspects are given and analysed, such as: employer changing work conditions in an extreme on quarantine situations; when the work payment condition is changed; how the necessary and other, equated to them, working conditions should be changed. It is analysed that the legislator has given a protection for the work payment condition. The problematic aspects of the necessary and other, equated to them, work agreement conditions' are compared to other countries' legal regulation and court practice. In the third part of the Master thesis, disputes which come from the employer changing work conditions are overviewed and systemized. The qualification of the circumstances of work disputes' is given. The most common disputes are distinguished. The LAT made rules for tackling disputes in this area are given. Situations in which disputes have risen are overviewed and an opinion on how the disputes and negative consequences could have been avoided is given.
Changes in Working Conditions at the Initiative of the Employer In the first part of the Master thesis, working conditions' conception is analysed. Working conditions' and work agreement terms are compared. The changed necessary work agreement conditions' content is overviewed. The content analysis of different types of working conditions', such as necessary work conditions, separate types of work agreements' necessary conditions, additional work conditions and other work conditions, is given. Work conditions are distributed according to their importance for the work agreement validity and the necessity of written consolidation. In the second part of the Master thesis, the procedure of changing work conditions when the process is initiated by the employer is examined. Also, the principles which can be used to explain the legal regulation for the procedure of changing the working conditions are discussed. The procedure of employer initiating the change of work conditions is analysed and separated according to where the working conditions are consolidated. The current regulation for changing work conditions is compared to the older statutory one. Various problematic aspects are given and analysed, such as: employer changing work conditions in an extreme on quarantine situations; when the work payment condition is changed; how the necessary and other, equated to them, working conditions should be changed. It is analysed that the legislator has given a protection for the work payment condition. The problematic aspects of the necessary and other, equated to them, work agreement conditions' are compared to other countries' legal regulation and court practice. In the third part of the Master thesis, disputes which come from the employer changing work conditions are overviewed and systemized. The qualification of the circumstances of work disputes' is given. The most common disputes are distinguished. The LAT made rules for tackling disputes in this area are given. Situations in which disputes have risen are overviewed and an opinion on how the disputes and negative consequences could have been avoided is given.
Changes in Working Conditions at the Initiative of the Employer In the first part of the Master thesis, working conditions' conception is analysed. Working conditions' and work agreement terms are compared. The changed necessary work agreement conditions' content is overviewed. The content analysis of different types of working conditions', such as necessary work conditions, separate types of work agreements' necessary conditions, additional work conditions and other work conditions, is given. Work conditions are distributed according to their importance for the work agreement validity and the necessity of written consolidation. In the second part of the Master thesis, the procedure of changing work conditions when the process is initiated by the employer is examined. Also, the principles which can be used to explain the legal regulation for the procedure of changing the working conditions are discussed. The procedure of employer initiating the change of work conditions is analysed and separated according to where the working conditions are consolidated. The current regulation for changing work conditions is compared to the older statutory one. Various problematic aspects are given and analysed, such as: employer changing work conditions in an extreme on quarantine situations; when the work payment condition is changed; how the necessary and other, equated to them, working conditions should be changed. It is analysed that the legislator has given a protection for the work payment condition. The problematic aspects of the necessary and other, equated to them, work agreement conditions' are compared to other countries' legal regulation and court practice. In the third part of the Master thesis, disputes which come from the employer changing work conditions are overviewed and systemized. The qualification of the circumstances of work disputes' is given. The most common disputes are distinguished. The LAT made rules for tackling disputes in this area are given. Situations in which disputes have risen are overviewed and an opinion on how the disputes and negative consequences could have been avoided is given.
