Suchergebnisse

For decades women/s organizations and government/s institutions in many countries have worked against family violence. Because of their efforts, violence against children and women has recently been recognised as a legitimate human rights issue by the United Nations and by European Union.

For decades women/s organizations and government/s institutions in many countries have worked against family violence. Because of their efforts, violence against children and women has recently been recognised as a legitimate human rights issue by the United Nations and by European Union.

There is a lack of tolerance in post-Soviet Lithuania and it manifest itself in various spheres of social life. Tolerance is a humanistic value, closely related to the democracy, respect of the human person, human rights and freedom. The analysis of tolerance understanding of outstanding Lithuanian philosophers and pedagogues helps to reveal main elements and the structure of this important value. The urge to teach tolerance in secondary schools is evident. Some factors, important in teaching tolerance, like family, school life, and various youth organisations are discussed.

There is a lack of tolerance in post-Soviet Lithuania and it manifest itself in various spheres of social life. Tolerance is a humanistic value, closely related to the democracy, respect of the human person, human rights and freedom. The analysis of tolerance understanding of outstanding Lithuanian philosophers and pedagogues helps to reveal main elements and the structure of this important value. The urge to teach tolerance in secondary schools is evident. Some factors, important in teaching tolerance, like family, school life, and various youth organisations are discussed.

There is a lack of tolerance in post-Soviet Lithuania and it manifest itself in various spheres of social life. Tolerance is a humanistic value, closely related to the democracy, respect of the human person, human rights and freedom. The analysis of tolerance understanding of outstanding Lithuanian philosophers and pedagogues helps to reveal main elements and the structure of this important value. The urge to teach tolerance in secondary schools is evident. Some factors, important in teaching tolerance, like family, school life, and various youth organisations are discussed.

There is a lack of tolerance in post-Soviet Lithuania and it manifest itself in various spheres of social life. Tolerance is a humanistic value, closely related to the democracy, respect of the human person, human rights and freedom. The analysis of tolerance understanding of outstanding Lithuanian philosophers and pedagogues helps to reveal main elements and the structure of this important value. The urge to teach tolerance in secondary schools is evident. Some factors, important in teaching tolerance, like family, school life, and various youth organisations are discussed.

The problems of socialization and social integration of the contemporary young generation are analysed in the article. Insufficient learning motivation, dissatisfaction in current school life and refusing to go to school, inability to make rational plans for future (learning, career, family, etc.), finding ways how to realize them, and finding ways of socially acceptable living are the topics which are of high importance in many modern countries and in Lithuania too. The aim of the research was to enclose the main methodological premises enabling to optimize current development of human resources in many societies of today. The role of the educational system in the process of socialization is under discussion: could it be in action in future as before, and if the answer is "yes", how it should be developed for more efficient performance? It is decided that we do not have enough personal and social courage and methods for creation of absolutely new system of education up to now. In such case we discuss only about some innovative ways of thinking and restructuring of the existing educational system. The main conclusions of the presented research are the following: permanent changes in societies call for making new goals and content of the socialization process. The countries under political, economical, cultural and educational transition (as Lithuania is) must find new ways creating closer social cooperation between local, national and global levels and different institutions of education. The system of education should be integrated with the social partners and society's institutions in much more extent. Closer ties should be developed among basic education and vocational education, and school, family, local community and the world of work are expected to form new and more efficient connections. Making new strategies for young generation socialization knowledge of various social and humanitarian sciences should be united in much more extent than it used to be, and contribution of economists and politicians is necessary. There is clear need for youth's socialization research and creating of new social structures based on systematic approach in Lithuania. Forms of international cooperation in establishing new models of youth social mobility and employment are mentioned as potentially productive also.

The problems of socialization and social integration of the contemporary young generation are analysed in the article. Insufficient learning motivation, dissatisfaction in current school life and refusing to go to school, inability to make rational plans for future (learning, career, family, etc.), finding ways how to realize them, and finding ways of socially acceptable living are the topics which are of high importance in many modern countries and in Lithuania too. The aim of the research was to enclose the main methodological premises enabling to optimize current development of human resources in many societies of today. The role of the educational system in the process of socialization is under discussion: could it be in action in future as before, and if the answer is "yes", how it should be developed for more efficient performance? It is decided that we do not have enough personal and social courage and methods for creation of absolutely new system of education up to now. In such case we discuss only about some innovative ways of thinking and restructuring of the existing educational system. The main conclusions of the presented research are the following: permanent changes in societies call for making new goals and content of the socialization process. The countries under political, economical, cultural and educational transition (as Lithuania is) must find new ways creating closer social cooperation between local, national and global levels and different institutions of education. The system of education should be integrated with the social partners and society's institutions in much more extent. Closer ties should be developed among basic education and vocational education, and school, family, local community and the world of work are expected to form new and more efficient connections. Making new strategies for young generation socialization knowledge of various social and humanitarian sciences should be united in much more extent than it used to be, and contribution of economists and politicians is necessary. There is clear need for youth's socialization research and creating of new social structures based on systematic approach in Lithuania. Forms of international cooperation in establishing new models of youth social mobility and employment are mentioned as potentially productive also.

While the department of social pedagogics was participating in the international TEMPUS project from 1995 to 1998, the experiments related to the need of social teachers and possibilities of professional functions and questions of professional preparation were held in Klaipėda region. The results of these experiments led to such the following conclusions: 1. All teachers need knowledge and experience of social work. Social teacher who is totally prepared and has obtained practical work experience is significantly needed not only for child care organizations but also for secondary education schools. Similarities and differences of class teacher's and social teacher's activities were observed during the experiments and the possibilities of social teachers successful activities at secondary schools were analysed. 2. While preparing social teachers for educational and child care institutions, specialization is essential as well as specification of their meetings with different educational and care organizations. Special formation of the skills of social activities is essential for future social workers. Work practice, non-formal students' activities and volunteers' work could help to establish this process. Course in the social work for preparation of social workers for educational institutions have to be closely related with practice. 3. It is necessary to evaluate norms of government social and educational institutions. (Extremely formal contacts between these institutions, with only occasional communications, as well as no interest or no care about further child's fortune were identified). 4. Until now, little attention has been given to family problems in Lithuania. It is necessary to develop the initiatives and enthusiasm of future teachers. They need to be able fundamentally to help the child and the family, to reduce and eliminate the reasons for problems occurring. Future teachers need to take initiative and responsibility while creating social projects and implementing them. It is essential to develop the process of selection for future professionals in social pedagogics. Future social teachers need to have clear features of honesty, social skills and work experience. Therefore when accepting students to the social worker's profession, not only the marks of their secondary school diploma should be considered but also personal characteristics and experience.

While the department of social pedagogics was participating in the international TEMPUS project from 1995 to 1998, the experiments related to the need of social teachers and possibilities of professional functions and questions of professional preparation were held in Klaipėda region. The results of these experiments led to such the following conclusions: 1. All teachers need knowledge and experience of social work. Social teacher who is totally prepared and has obtained practical work experience is significantly needed not only for child care organizations but also for secondary education schools. Similarities and differences of class teacher's and social teacher's activities were observed during the experiments and the possibilities of social teachers successful activities at secondary schools were analysed. 2. While preparing social teachers for educational and child care institutions, specialization is essential as well as specification of their meetings with different educational and care organizations. Special formation of the skills of social activities is essential for future social workers. Work practice, non-formal students' activities and volunteers' work could help to establish this process. Course in the social work for preparation of social workers for educational institutions have to be closely related with practice. 3. It is necessary to evaluate norms of government social and educational institutions. (Extremely formal contacts between these institutions, with only occasional communications, as well as no interest or no care about further child's fortune were identified). 4. Until now, little attention has been given to family problems in Lithuania. It is necessary to develop the initiatives and enthusiasm of future teachers. They need to be able fundamentally to help the child and the family, to reduce and eliminate the reasons for problems occurring. Future teachers need to take initiative and responsibility while creating social projects and implementing them. It is essential to develop the process of selection for future professionals in social pedagogics. Future social teachers need to have clear features of honesty, social skills and work experience. Therefore when accepting students to the social worker's profession, not only the marks of their secondary school diploma should be considered but also personal characteristics and experience.

The article deals with the scientific activities of professor Eber Landau carried out in Estonia, Lithuania and Switzerland. Professor E. Landau was born November 8, 1878, in a merchant's family in Rezekne, Latvia. On leaving a classical high school in Riga, E. Landau studied at the Medical Faculty of Tartu University, graduating it in 1902. Later he improved his qualification in histology and anatomy at Villafrenk Zoology station, at the Histology Laboratory in Munich, and in St. Petersburg under the guidance of professor P. Leshaft. In 1906–1912 Landau worked as a prosector assistant at the Anatomy Institute, headed by professor A. Rauber, Tartu University. In 1912 he was elected a director of the Anthropology Institute, Tartu. On the outbreak of the First World War, E. Landau, as a Russian citizen, was called to the army and served as a neurologist and psychiatrist in Paris military hospitals. In 1918, E. Landau returned to Bern and for 5 years worked at the Anatomy Institute headed by prof. H. Strasner. In December 1, 1923, E. Landau moved to Kaunas University. Here he established the Department of Histology and Embryology and headed the Department till 1932. From 1932 till 1950 Eber Landau worked as a professor at the University of Lausanne. Professor E. Landau retired in 1950, but he still continued his research work in the field of neurohistology. Professor E. Landau died October 30, 1959. He left behind him an ample scientific heritage: 175 scientific publications and 12 doctoral theses done under his guidance.

The article deals with the scientific activities of professor Eber Landau carried out in Estonia, Lithuania and Switzerland. Professor E. Landau was born November 8, 1878, in a merchant's family in Rezekne, Latvia. On leaving a classical high school in Riga, E. Landau studied at the Medical Faculty of Tartu University, graduating it in 1902. Later he improved his qualification in histology and anatomy at Villafrenk Zoology station, at the Histology Laboratory in Munich, and in St. Petersburg under the guidance of professor P. Leshaft. In 1906–1912 Landau worked as a prosector assistant at the Anatomy Institute, headed by professor A. Rauber, Tartu University. In 1912 he was elected a director of the Anthropology Institute, Tartu. On the outbreak of the First World War, E. Landau, as a Russian citizen, was called to the army and served as a neurologist and psychiatrist in Paris military hospitals. In 1918, E. Landau returned to Bern and for 5 years worked at the Anatomy Institute headed by prof. H. Strasner. In December 1, 1923, E. Landau moved to Kaunas University. Here he established the Department of Histology and Embryology and headed the Department till 1932. From 1932 till 1950 Eber Landau worked as a professor at the University of Lausanne. Professor E. Landau retired in 1950, but he still continued his research work in the field of neurohistology. Professor E. Landau died October 30, 1959. He left behind him an ample scientific heritage: 175 scientific publications and 12 doctoral theses done under his guidance.

The transition processes in post-soviet area show the lack of knowledge and experiences in conflict resolution, when the authorities, the organisations and individuals have to solve the controversial problems as well as conflicts of interests and values. The first part of the article represents the scope of ideas and practices of conflict resolution and conciliation in international relations. The actions of the Security Council of the UNO and some agreements of the European Conference for Security and Co-operation have been surveyed as having sense of peace-keeping, peace-making and peace-building. In the process of European integration some political and legal mechanisms were approved with the mean to conciliate controversities between the members and candidates of the EU. Using them the European Community functions as a whole, and the process of joining new members is sequent and progressive. The philosophy and experience of conflict resolution and conciliation is applicable in many cases of the states internal affairs. In the next part of the article the author examines applications and development of conciliation procedures in social life of Lithuania. One of such examples is three parts roundtable between representatives of governmental bodies, employers and trade unions on issues of social politics, unemployment, payment etc. developing the rules and incentives for strengthening the culture of conflict resolution in social life serves the new democracy. The next direction in which conciliation and conflict resolution has been used is third party participation in community and family conflicts. Several projects on mediation have been accomplished in Lithuania. They were aimed to train mediators and to educate individuals in what circumstances they may be served by mediators. The author examines in which way peace-making procedures can be used in public administration. The Lithuanian laws regulate some principles of administrating to avoid or prevent disputes between the governmental bodies and the citizen and interest groups as well as (for example one-window rule in servicing the applicator). Lithuania as other post-communist countries has to develop the culture of conflict resolution and conciliation to ensure social and communal stability. ; Transformaciniuose procesuose, kuriuos mes išgyvename, išryškėjo žmonių ir organizacijų, verslo įmonių, valdžios institucijų bendravimo ir bendradarbiavimo, gebėjimo spręsti sudėtingus ir prieštaringus klausimus problemiškumas, vertybių ir interesų konfliktų prevencijos ir valdymo aktualumas. Straipsnyje pristatoma konfliktų sprendimo ir taikinamosios veiklos idėjų ir praktinio patyrimo raida pasaulyje. Apžvelgiamos tos mūsų gyvenimo sritys, kur pradeda rastis kryptinga taikinamoji veikla, svarstomos tolesnės plėtotės galimybės, ypač kreipiant dėmesį į žmogaus santykius su kitais ir į viešąjį administravimą.