Suchergebnisse

Archivists have been educated at the Faculty of Communication for fourteen years. The content of the study programme is being constantly modified, and this helps to improve the education. A permanent analysis of archival study programmes at foreign universities allows us to understand the study programme from multiple perspectives. Graduates of the archival study programme acquire skills in the organization and management of information in different cultural, scientific, business, governmental and media institutions as well as in special information services. They learn how to provide information to communites, create and implement information policy, carry out information and communication research. The goal of the programme is to provide the basic education of archivistics on the university level, knowledge of information and communication needed for professional activity in knowledge management and communicating with the professional environment and society from within archives of different types. The study options are implemented using the experience of lecturers at the Faculty of Communication and other departments, acquired in teaching the subjecs of documentary communication, history, humanitarian culture, foreign languages, etc. Contacts with state archives have been established, the cooperation with institutions in public and business sectors is going on. Agreements regarding the teaching of several courses on the basis of their activities have been reached, and professionals are providing specific teaching modules. There are advanced quality ensurance and environmental scanning systems implemented in the study programme. They should be improved using criteria accepted on the international level.

Archivists have been educated at the Faculty of Communication for fourteen years. The content of the study programme is being constantly modified, and this helps to improve the education. A permanent analysis of archival study programmes at foreign universities allows us to understand the study programme from multiple perspectives. Graduates of the archival study programme acquire skills in the organization and management of information in different cultural, scientific, business, governmental and media institutions as well as in special information services. They learn how to provide information to communites, create and implement information policy, carry out information and communication research. The goal of the programme is to provide the basic education of archivistics on the university level, knowledge of information and communication needed for professional activity in knowledge management and communicating with the professional environment and society from within archives of different types. The study options are implemented using the experience of lecturers at the Faculty of Communication and other departments, acquired in teaching the subjecs of documentary communication, history, humanitarian culture, foreign languages, etc. Contacts with state archives have been established, the cooperation with institutions in public and business sectors is going on. Agreements regarding the teaching of several courses on the basis of their activities have been reached, and professionals are providing specific teaching modules. There are advanced quality ensurance and environmental scanning systems implemented in the study programme. They should be improved using criteria accepted on the international level.

Archivists have been educated at the Faculty of Communication for fourteen years. The content of the study programme is being constantly modified, and this helps to improve the education. A permanent analysis of archival study programmes at foreign universities allows us to understand the study programme from multiple perspectives. Graduates of the archival study programme acquire skills in the organization and management of information in different cultural, scientific, business, governmental and media institutions as well as in special information services. They learn how to provide information to communites, create and implement information policy, carry out information and communication research. The goal of the programme is to provide the basic education of archivistics on the university level, knowledge of information and communication needed for professional activity in knowledge management and communicating with the professional environment and society from within archives of different types. The study options are implemented using the experience of lecturers at the Faculty of Communication and other departments, acquired in teaching the subjecs of documentary communication, history, humanitarian culture, foreign languages, etc. Contacts with state archives have been established, the cooperation with institutions in public and business sectors is going on. Agreements regarding the teaching of several courses on the basis of their activities have been reached, and professionals are providing specific teaching modules. There are advanced quality ensurance and environmental scanning systems implemented in the study programme. They should be improved using criteria accepted on the international level.

This article examines the impact of political cleavages existing in the host state on the receptivity of the political system toward minority claims, its proneness to accommodation and inclusivity toward minority political participation. Applying the theoretical framework of Political Opportunity Structure, the nation-wide political spectrum is regarded an as important element of the structure of political opportunities available to minority communities. By bringing together the cases of Russians in Estonia and Hungarians in Serbia, the article hypothesizes that in post-socialist nation-states, a higher degree of polarization of the political spectrum is more likely to expand the political opportunity structure for ethnic minorities in terms of inclusivity toward minority claims, compared to a political environment characterized by a consensus on the main directions of the country's development. The structure of established political conflicts in Estonia and Serbia are analyzed from the point of view of ethnic minority politics, assessing the effect of nation-wide cleavages on the patterns of cooperation with ethnic minority political forces and concrete impact on minority-related policies.

This article examines the impact of political cleavages existing in the host state on the receptivity of the political system toward minority claims, its proneness to accommodation and inclusivity toward minority political participation. Applying the theoretical framework of Political Opportunity Structure, the nation-wide political spectrum is regarded an as important element of the structure of political opportunities available to minority communities. By bringing together the cases of Russians in Estonia and Hungarians in Serbia, the article hypothesizes that in post-socialist nation-states, a higher degree of polarization of the political spectrum is more likely to expand the political opportunity structure for ethnic minorities in terms of inclusivity toward minority claims, compared to a political environment characterized by a consensus on the main directions of the country's development. The structure of established political conflicts in Estonia and Serbia are analyzed from the point of view of ethnic minority politics, assessing the effect of nation-wide cleavages on the patterns of cooperation with ethnic minority political forces and concrete impact on minority-related policies.

This article examines the impact of political cleavages existing in the host state on the receptivity of the political system toward minority claims, its proneness to accommodation and inclusivity toward minority political participation. Applying the theoretical framework of Political Opportunity Structure, the nation-wide political spectrum is regarded an as important element of the structure of political opportunities available to minority communities. By bringing together the cases of Russians in Estonia and Hungarians in Serbia, the article hypothesizes that in post-socialist nation-states, a higher degree of polarization of the political spectrum is more likely to expand the political opportunity structure for ethnic minorities in terms of inclusivity toward minority claims, compared to a political environment characterized by a consensus on the main directions of the country's development. The structure of established political conflicts in Estonia and Serbia are analyzed from the point of view of ethnic minority politics, assessing the effect of nation-wide cleavages on the patterns of cooperation with ethnic minority political forces and concrete impact on minority-related policies.

Constructivism is one of the best developed and one of the most popular theoretical approaches in Foreign Policy analysis. The analytical tools of constructivism with its normative elements as values, norms, national identity are of fundamental importance for the deep and thorough foreign policy analysis. Constructivism helps to merge national and international analysis levels; it provides possibility to analyze and value foreign policy dynamics and to indicate the interdependence among foreign policy and national identity. While applying social constructivism, this article looks into the change of Lithuanian foreign policy and its ties with national identity, through the development and institutionalization of certain values and norms, as well as their inclusion into/and exclusion from foreign policy agenda. Evolution of Lithuanian foreign policy is seen through the lens of four periods: sovereignty period (1990-1994), period of integration into Euro-atlantic institutions (1994-2004), period of euphoria, when crucial foreign policy goals are reached and country starts to position itself in Euro-atlantic institutions (2004-2010), and the period of pragmatism and specialization (since 2010), when mainstreams, interests and goals within regional organizations are defined, and country can bring more attention to the process of specialized interest setting (energy security, nuclear safety and security, cybersecurity, ect.) within EU and NATO, including by closer cooperation with sub-regional countries Nordic, Baltic, as well as keeping in foreign policy agenda the promotion of Eastern European integration into EU and NATO. In the context of foreign policy dynamics, the perception of "we" and "the other" is one of the most interesting for constructivist scholars. The article identifies the dynamics of "we" category and basic trend in defining "the other" in Lithuanian foreign policy.[.]

Constructivism is one of the best developed and one of the most popular theoretical approaches in Foreign Policy analysis. The analytical tools of constructivism with its normative elements as values, norms, national identity are of fundamental importance for the deep and thorough foreign policy analysis. Constructivism helps to merge national and international analysis levels; it provides possibility to analyze and value foreign policy dynamics and to indicate the interdependence among foreign policy and national identity. While applying social constructivism, this article looks into the change of Lithuanian foreign policy and its ties with national identity, through the development and institutionalization of certain values and norms, as well as their inclusion into/and exclusion from foreign policy agenda. Evolution of Lithuanian foreign policy is seen through the lens of four periods: sovereignty period (1990-1994), period of integration into Euro-atlantic institutions (1994-2004), period of euphoria, when crucial foreign policy goals are reached and country starts to position itself in Euro-atlantic institutions (2004-2010), and the period of pragmatism and specialization (since 2010), when mainstreams, interests and goals within regional organizations are defined, and country can bring more attention to the process of specialized interest setting (energy security, nuclear safety and security, cybersecurity, ect.) within EU and NATO, including by closer cooperation with sub-regional countries Nordic, Baltic, as well as keeping in foreign policy agenda the promotion of Eastern European integration into EU and NATO. In the context of foreign policy dynamics, the perception of "we" and "the other" is one of the most interesting for constructivist scholars. The article identifies the dynamics of "we" category and basic trend in defining "the other" in Lithuanian foreign policy.[.]

Constructivism is one of the best developed and one of the most popular theoretical approaches in Foreign Policy analysis. The analytical tools of constructivism with its normative elements as values, norms, national identity are of fundamental importance for the deep and thorough foreign policy analysis. Constructivism helps to merge national and international analysis levels; it provides possibility to analyze and value foreign policy dynamics and to indicate the interdependence among foreign policy and national identity. While applying social constructivism, this article looks into the change of Lithuanian foreign policy and its ties with national identity, through the development and institutionalization of certain values and norms, as well as their inclusion into/and exclusion from foreign policy agenda. Evolution of Lithuanian foreign policy is seen through the lens of four periods: sovereignty period (1990-1994), period of integration into Euro-atlantic institutions (1994-2004), period of euphoria, when crucial foreign policy goals are reached and country starts to position itself in Euro-atlantic institutions (2004-2010), and the period of pragmatism and specialization (since 2010), when mainstreams, interests and goals within regional organizations are defined, and country can bring more attention to the process of specialized interest setting (energy security, nuclear safety and security, cybersecurity, ect.) within EU and NATO, including by closer cooperation with sub-regional countries Nordic, Baltic, as well as keeping in foreign policy agenda the promotion of Eastern European integration into EU and NATO. In the context of foreign policy dynamics, the perception of "we" and "the other" is one of the most interesting for constructivist scholars. The article identifies the dynamics of "we" category and basic trend in defining "the other" in Lithuanian foreign policy.[.]

Choosing the right profession becomes more and more relevant in postmodern society where rapid social, economic and political changes are in progress. For most of people career is the most important element to express the quality of life. That is why it is important to analyze the factors and reasons for choosing dance pedagogy as a profession. Today's industrial market is very dynamic and unique requiring flexibility and adjustment, so the entrance to the world of work became more complex and hardly predictable than it was few years ago. This shows that it is not enough to finish the chosen studies but it takes much more effort and dedication to find the right job to your qualification. The problem is that after graduating from dance pedagogy studies not all students choose dance teacher's profession or find a job by their qualification, so it is important to examine and find out what are the reasons for this and what do the graduates of dance pedagogy do in reality.

Choosing the right profession becomes more and more relevant in postmodern society where rapid social, economic and political changes are in progress. For most of people career is the most important element to express the quality of life. That is why it is important to analyze the factors and reasons for choosing dance pedagogy as a profession. Today's industrial market is very dynamic and unique requiring flexibility and adjustment, so the entrance to the world of work became more complex and hardly predictable than it was few years ago. This shows that it is not enough to finish the chosen studies but it takes much more effort and dedication to find the right job to your qualification. The problem is that after graduating from dance pedagogy studies not all students choose dance teacher's profession or find a job by their qualification, so it is important to examine and find out what are the reasons for this and what do the graduates of dance pedagogy do in reality.

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.

The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.