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The origin of the term švietimas may be found at the turn of the 18th century in the Age of Enlightenment. Most of society lived in hardship, poverty, and oppression with no political rights, lacking even a rudimentary education. In other words, society was in darkness and needed illumination. It is no wonder the era was called the Age of Enlightenment (the Lithuanian term švietimasis based on the word for light). It should be noted that the term enlightenment was used only figuratively to describe the age, while basic pedagogical terms in most of Europe emanated from the Latin word educare. Possibly the most salient event of the Age of Enlightenment in Lithuania was the establishment of the Commission for National Education in 1773. As in other European countries during the Age of Enlightenment, the term education was adopted. But in 1795 most of Lithuania was occupied by Tsarist Russia and Russian laws came into force. In 1802 Ministerstvo narodnogo prosveščenija (Enlightenment Ministry) was established in Russia using the term enlightenment instead of education, which was then copied in Lithuanian. This was a time of intense Russification, and the term švietimas became fixed, pushing out the word edukacija. We might agree with B. Bitinas (2011, 5), that the Tsarist occupation cut short the efforts to solidify the educare concept that was prevalent in Western Europe. More than a century later Lithuania declared its independence and the issue of basic Lithuanian terminology became very relevant. In 1935 S. Šalkauskis first used the word ugdymas as the equivalent of education/erziehung to describe the object of the science of pedagogy. Later, when Lithuania was again occupied and isolated from Western Europe by the iron curtain of the USSR, the use of the term ugdymas as the equivalent of education/erziehung was used more often. . This term became fixed in the 1981 textbook "Pedagogika" by B. Bitinas, V. Rajeckas, J. Vaitkevičius, and Z. Bajoriūnas. At the same time, as in all of the USSR, švietimas (prosveshchenije in Russian) was used as an administrative term. The situation changed in 1990 when Lithuania regained its independence. Although the term ugdymas was considered the equivalent of education/erziehung, this stance faltered in 2009 when TESE (The thesaurus for education systems in Europe) officially fixed the term švietimas as the translation of the English term education. From that time the term švietimas is used for education/erziehung when translating documents of the European Union. It should also be noted that in the last few decades the term edukacija is returning to the Lithuanian scholarly lexicon. This term is the most lucid equivalent of education/erziehung, which was formally anchored in Lithuania in 1773, but forgotten due to Russification. With it the concept of educare returns to Lithuania. Maybe the time has come to return to edukacija as the Lithuanian equivalent of education/erziehung and the object of educational science? The Ministry might be called Edukacijos ir Mokslo ministerija, and the term švietimas could retain its figurative meaning.

The origin of the term švietimas may be found at the turn of the 18th century in the Age of Enlightenment. Most of society lived in hardship, poverty, and oppression with no political rights, lacking even a rudimentary education. In other words, society was in darkness and needed illumination. It is no wonder the era was called the Age of Enlightenment (the Lithuanian term švietimasis based on the word for light). It should be noted that the term enlightenment was used only figuratively to describe the age, while basic pedagogical terms in most of Europe emanated from the Latin word educare. Possibly the most salient event of the Age of Enlightenment in Lithuania was the establishment of the Commission for National Education in 1773. As in other European countries during the Age of Enlightenment, the term education was adopted. But in 1795 most of Lithuania was occupied by Tsarist Russia and Russian laws came into force. In 1802 Ministerstvo narodnogo prosveščenija (Enlightenment Ministry) was established in Russia using the term enlightenment instead of education, which was then copied in Lithuanian. This was a time of intense Russification, and the term švietimas became fixed, pushing out the word edukacija. We might agree with B. Bitinas (2011, 5), that the Tsarist occupation cut short the efforts to solidify the educare concept that was prevalent in Western Europe. More than a century later Lithuania declared its independence and the issue of basic Lithuanian terminology became very relevant. In 1935 S. Šalkauskis first used the word ugdymas as the equivalent of education/erziehung to describe the object of the science of pedagogy. Later, when Lithuania was again occupied and isolated from Western Europe by the iron curtain of the USSR, the use of the term ugdymas as the equivalent of education/erziehung was used more often. . This term became fixed in the 1981 textbook "Pedagogika" by B. Bitinas, V. Rajeckas, J. Vaitkevičius, and Z. Bajoriūnas. At the same time, as in all of the USSR, švietimas (prosveshchenije in Russian) was used as an administrative term. The situation changed in 1990 when Lithuania regained its independence. Although the term ugdymas was considered the equivalent of education/erziehung, this stance faltered in 2009 when TESE (The thesaurus for education systems in Europe) officially fixed the term švietimas as the translation of the English term education. From that time the term švietimas is used for education/erziehung when translating documents of the European Union. It should also be noted that in the last few decades the term edukacija is returning to the Lithuanian scholarly lexicon. This term is the most lucid equivalent of education/erziehung, which was formally anchored in Lithuania in 1773, but forgotten due to Russification. With it the concept of educare returns to Lithuania. Maybe the time has come to return to edukacija as the Lithuanian equivalent of education/erziehung and the object of educational science? The Ministry might be called Edukacijos ir Mokslo ministerija, and the term švietimas could retain its figurative meaning.

The origin of the term švietimas may be found at the turn of the 18th century in the Age of Enlightenment. Most of society lived in hardship, poverty, and oppression with no political rights, lacking even a rudimentary education. In other words, society was in darkness and needed illumination. It is no wonder the era was called the Age of Enlightenment (the Lithuanian term švietimasis based on the word for light). It should be noted that the term enlightenment was used only figuratively to describe the age, while basic pedagogical terms in most of Europe emanated from the Latin word educare. Possibly the most salient event of the Age of Enlightenment in Lithuania was the establishment of the Commission for National Education in 1773. As in other European countries during the Age of Enlightenment, the term education was adopted. But in 1795 most of Lithuania was occupied by Tsarist Russia and Russian laws came into force. In 1802 Ministerstvo narodnogo prosveščenija (Enlightenment Ministry) was established in Russia using the term enlightenment instead of education, which was then copied in Lithuanian. This was a time of intense Russification, and the term švietimas became fixed, pushing out the word edukacija. We might agree with B. Bitinas (2011, 5), that the Tsarist occupation cut short the efforts to solidify the educare concept that was prevalent in Western Europe. More than a century later Lithuania declared its independence and the issue of basic Lithuanian terminology became very relevant. In 1935 S. Šalkauskis first used the word ugdymas as the equivalent of education/erziehung to describe the object of the science of pedagogy. Later, when Lithuania was again occupied and isolated from Western Europe by the iron curtain of the USSR, the use of the term ugdymas as the equivalent of education/erziehung was used more often. . This term became fixed in the 1981 textbook "Pedagogika" by B. Bitinas, V. Rajeckas, J. Vaitkevičius, and Z. Bajoriūnas. At the same time, as in all of the USSR, švietimas (prosveshchenije in Russian) was used as an administrative term. The situation changed in 1990 when Lithuania regained its independence. Although the term ugdymas was considered the equivalent of education/erziehung, this stance faltered in 2009 when TESE (The thesaurus for education systems in Europe) officially fixed the term švietimas as the translation of the English term education. From that time the term švietimas is used for education/erziehung when translating documents of the European Union. It should also be noted that in the last few decades the term edukacija is returning to the Lithuanian scholarly lexicon. This term is the most lucid equivalent of education/erziehung, which was formally anchored in Lithuania in 1773, but forgotten due to Russification. With it the concept of educare returns to Lithuania. Maybe the time has come to return to edukacija as the Lithuanian equivalent of education/erziehung and the object of educational science? The Ministry might be called Edukacijos ir Mokslo ministerija, and the term švietimas could retain its figurative meaning.

The origin of the term švietimas may be found at the turn of the 18th century in the Age of Enlightenment. Most of society lived in hardship, poverty, and oppression with no political rights, lacking even a rudimentary education. In other words, society was in darkness and needed illumination. It is no wonder the era was called the Age of Enlightenment (the Lithuanian term švietimasis based on the word for light). It should be noted that the term enlightenment was used only figuratively to describe the age, while basic pedagogical terms in most of Europe emanated from the Latin word educare. Possibly the most salient event of the Age of Enlightenment in Lithuania was the establishment of the Commission for National Education in 1773. As in other European countries during the Age of Enlightenment, the term education was adopted. But in 1795 most of Lithuania was occupied by Tsarist Russia and Russian laws came into force. In 1802 Ministerstvo narodnogo prosveščenija (Enlightenment Ministry) was established in Russia using the term enlightenment instead of education, which was then copied in Lithuanian. This was a time of intense Russification, and the term švietimas became fixed, pushing out the word edukacija. We might agree with B. Bitinas (2011, 5), that the Tsarist occupation cut short the efforts to solidify the educare concept that was prevalent in Western Europe. More than a century later Lithuania declared its independence and the issue of basic Lithuanian terminology became very relevant. In 1935 S. Šalkauskis first used the word ugdymas as the equivalent of education/erziehung to describe the object of the science of pedagogy. Later, when Lithuania was again occupied and isolated from Western Europe by the iron curtain of the USSR, the use of the term ugdymas as the equivalent of education/erziehung was used more often. . This term became fixed in the 1981 textbook "Pedagogika" by B. Bitinas, V. Rajeckas, J. Vaitkevičius, and Z. Bajoriūnas. At the same time, as in all of the USSR, švietimas (prosveshchenije in Russian) was used as an administrative term. The situation changed in 1990 when Lithuania regained its independence. Although the term ugdymas was considered the equivalent of education/erziehung, this stance faltered in 2009 when TESE (The thesaurus for education systems in Europe) officially fixed the term švietimas as the translation of the English term education. From that time the term švietimas is used for education/erziehung when translating documents of the European Union. It should also be noted that in the last few decades the term edukacija is returning to the Lithuanian scholarly lexicon. This term is the most lucid equivalent of education/erziehung, which was formally anchored in Lithuania in 1773, but forgotten due to Russification. With it the concept of educare returns to Lithuania. Maybe the time has come to return to edukacija as the Lithuanian equivalent of education/erziehung and the object of educational science? The Ministry might be called Edukacijos ir Mokslo ministerija, and the term švietimas could retain its figurative meaning.

This paper examines possibility to use fantasy movies in education of tolerance. Tolerance problem is very relevant nowadays, especially when it is being considered in relationship with latter political and social events. Also it is very inportant to find an appropriate tool for increasing tolerance of contemporary young people. This paper connects relevance of tolerance and attracness of hipotetical teaching tool – fantasy movies. It was determined that fantasy movies can be used to teach tolerance, also the list of appropriate for teaching tolerance fantasy moviesi is given.

This paper examines possibility to use fantasy movies in education of tolerance. Tolerance problem is very relevant nowadays, especially when it is being considered in relationship with latter political and social events. Also it is very inportant to find an appropriate tool for increasing tolerance of contemporary young people. This paper connects relevance of tolerance and attracness of hipotetical teaching tool – fantasy movies. It was determined that fantasy movies can be used to teach tolerance, also the list of appropriate for teaching tolerance fantasy moviesi is given.

The government creates social politics by which the social standing becomes the core in the society. In the highest degree of education this aspect guarantees the equal opportunities in the pursuit of higher education where your sex, age, race, financial standing and other differences do not matter. The higher eucation is regulated by the acts of law, educational study and the educational systems laws, which do focus on the social standing. In the acts of law it is stated on how it is supposed to develop in the higher education schools. To figure out the social existense in the higher levels of educational schools the need of analyzing, creating and seeing in which forms it does appear in these higher educational schools. In the pursuit of the social rightness well being in the higher levels of education the focus of and the priority is the actual ability to be able to study in higher levels of education. Without being judged by your sex, race, age, social group or where you live at.

The government creates social politics by which the social standing becomes the core in the society. In the highest degree of education this aspect guarantees the equal opportunities in the pursuit of higher education where your sex, age, race, financial standing and other differences do not matter. The higher eucation is regulated by the acts of law, educational study and the educational systems laws, which do focus on the social standing. In the acts of law it is stated on how it is supposed to develop in the higher education schools. To figure out the social existense in the higher levels of educational schools the need of analyzing, creating and seeing in which forms it does appear in these higher educational schools. In the pursuit of the social rightness well being in the higher levels of education the focus of and the priority is the actual ability to be able to study in higher levels of education. Without being judged by your sex, race, age, social group or where you live at.

The government creates social politics by which the social standing becomes the core in the society. In the highest degree of education this aspect guarantees the equal opportunities in the pursuit of higher education where your sex, age, race, financial standing and other differences do not matter. The higher eucation is regulated by the acts of law, educational study and the educational systems laws, which do focus on the social standing. In the acts of law it is stated on how it is supposed to develop in the higher education schools. To figure out the social existense in the higher levels of educational schools the need of analyzing, creating and seeing in which forms it does appear in these higher educational schools. In the pursuit of the social rightness well being in the higher levels of education the focus of and the priority is the actual ability to be able to study in higher levels of education. Without being judged by your sex, race, age, social group or where you live at.

The government creates social politics by which the social standing becomes the core in the society. In the highest degree of education this aspect guarantees the equal opportunities in the pursuit of higher education where your sex, age, race, financial standing and other differences do not matter. The higher eucation is regulated by the acts of law, educational study and the educational systems laws, which do focus on the social standing. In the acts of law it is stated on how it is supposed to develop in the higher education schools. To figure out the social existense in the higher levels of educational schools the need of analyzing, creating and seeing in which forms it does appear in these higher educational schools. In the pursuit of the social rightness well being in the higher levels of education the focus of and the priority is the actual ability to be able to study in higher levels of education. Without being judged by your sex, race, age, social group or where you live at.

Joint results of the representative surveys about trust in state institutions conducted in January-June 2016 are analysed in the paper. N=6162 respondents sample allows to get statistically reliable information on trust in state institutions in small social demographic groups. Group selection for this analysis was based on gender, age, education, ethnicity, income, social status and residence place criteria. Trust in Presidential Office, Parliament, Government, courts, prosecutor's office, military forces and police was investigated among different population groups.

Joint results of the representative surveys about trust in state institutions conducted in January-June 2016 are analysed in the paper. N=6162 respondents sample allows to get statistically reliable information on trust in state institutions in small social demographic groups. Group selection for this analysis was based on gender, age, education, ethnicity, income, social status and residence place criteria. Trust in Presidential Office, Parliament, Government, courts, prosecutor's office, military forces and police was investigated among different population groups.

During the last decade, many countries have embarked on a transformational transition into the knowledge economy. Given the increased positive influence that this economy has on the political, economic and sociocultural spheres of a globalised society, the unevenness between technologically advanced and developing countries have become more pronounced. The current rise in the global brain drain, especially in technologically challenged countries, has significantly affected the competitiveness of those countries in terms of attracting a talented workforce to their shores. This syndrome has become a significant challenge for the Baltic States, with the mass emigration of skilled professionals. Although the governments in the Baltics have embarked on nation branding strategies to differentiate and market their states on a global basis, these are more geared towards stimulating exports and attracting foreign direct investment (FDI) from multinationals and other private investors. Nation branding can improve a country's global standing, image and reputation, ultimately influencing the amount of tourism and capital investment, as well as attracting a talented workforce. However, it is apparent that in the Baltic States, proactive measures such as nation "rebranding" are still needed to retain a talented workforce for longer in the region.

During the last decade, many countries have embarked on a transformational transition into the knowledge economy. Given the increased positive influence that this economy has on the political, economic and sociocultural spheres of a globalised society, the unevenness between technologically advanced and developing countries have become more pronounced. The current rise in the global brain drain, especially in technologically challenged countries, has significantly affected the competitiveness of those countries in terms of attracting a talented workforce to their shores. This syndrome has become a significant challenge for the Baltic States, with the mass emigration of skilled professionals. Although the governments in the Baltics have embarked on nation branding strategies to differentiate and market their states on a global basis, these are more geared towards stimulating exports and attracting foreign direct investment (FDI) from multinationals and other private investors. Nation branding can improve a country's global standing, image and reputation, ultimately influencing the amount of tourism and capital investment, as well as attracting a talented workforce. However, it is apparent that in the Baltic States, proactive measures such as nation "rebranding" are still needed to retain a talented workforce for longer in the region.

This paper analizes the different authors of the democratic state and the Church's hierarchical management concept, resolved characteristic of the state of democratic and hierarchical management of the Church to describe the appropriate features. So how this is understanging in various scientists works. It also reveals a democratic state's and the Church's hierarchical management's principles, their origin, nature, historical development of the Church's and state's law. There are introduced separating and uniting features which are indicated in the legal regulation of the management of democratic state and hierarchical church, paying huge attention to relations between democratic state management institutions such as Parliament, the President, the Government of the judiciary, local government and the Church's hierarchical management institutions the Roman Pontiff, the Meeting of the Synod of Bishops, the Saint Church of Rome Cardinals, the Roman Curia, the particular Churches, ecclesiastical courts mutual relationships possible between the institutions, to identify similarities and differences.