Suchergebnisse

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

Regardless of the popular wisdom to make predictions in negotiations as if they always reflect the right according to the Bible -- that "to every one who has will more be given" -- this article starts with observation that weaker parties can & do sometimes successfully negotiate with stronger parties. Naturally this provokes questions: "Why can weak parties successfully negotiate with the stronger parties in asymmetric negotiations? How to explain this structural paradox?". The article argues that these questions would be old & answered if not for the long lasting tendency in the international relations discipline to analyze international negotiations from the point of view of the traditional power understanding, as well as systemic international relations theories. On another hand, difficulties objectively arise due to the fact that analysis of the structural paradox is connected to the problem of power -- one of the most complex & difficult to define categories of the social science. And although much has been done recently in the social science to improve our understanding of the concept of power, it is still unclear what is the best way to conceptualize it. Detaching the notion of power from resources, in this article power is associated to the structure of negotiation, comprising of number of parties, interests, resisting points & possible zone of agreements, thus leaving the concept of power open to much more detail & accurate analysis. Having said that the structural analysis does not renounce the importance of resources all in all since every negotiation begins with a certain distribution of actor characteristics that are given. However, important are only the issue related characteristics. Moreover, as the structural model of analysis demonstrates, power is not a constant. The structural characteristics can be "photographed" at the beginning but may change during the process. In addition, the structure may be manipulated that in turn indicates that power is also a matter of perception. Perception mediates objective negotiating structure, although reality imposes certain limits on the implication of perceptions. The structural model of analysis permits to make the following propositions about power. The lower value that a party to a negotiation assigns to its resistance point, the less power it will have, because: The more it will perceive a negotiated agreement primary in terms of the gains it offers over the non-agreement alternative as well as other factors that shape the resistance point; The more risk averse it will be to achieve those gains; The more willing it will be to make concessions. Conversely, the higher value that a party to a negotiation assigns to its resistance point, the more power it will have, because: The more it will perceive a negotiated agreement primary in terms of the loss it entails as compared to the non-agreement alternative and other factors that shape the resistance point; The more risk seeking it will be to avoid those losses; The more it will be to withhold concessions. Adapted from the source document.

Regardless of the popular wisdom to make predictions in negotiations as if they always reflect the right according to the Bible– that "to every one who has will more be given" – this article starts with observation that weaker parties can and do sometimes successfully negotiate with stronger parties. Naturally this provokes questions: "Why can weak parties successfully negotiate with the stronger parties in asymmetric negotiations? How to explain this structural paradox?". The article argues that these questions would be old and answered if not for the long lasting tendency in the international relations discipline to analyze international negotiations from the point of view of the traditional power understanding, as well as systemic international relations theories. On another hand, difficulties objectively arise due to the fact that analysis of the structural paradox is connected to the problem of power – one of the most complex and difficult to define categories of the social science. And although much has been done recently in the social science to improve our understanding of the concept of power, it is still unclear what is the best way to conceptualise it.

Regardless of the popular wisdom to make predictions in negotiations as if they always reflect the right according to the Bible– that "to every one who has will more be given" – this article starts with observation that weaker parties can and do sometimes successfully negotiate with stronger parties. Naturally this provokes questions: "Why can weak parties successfully negotiate with the stronger parties in asymmetric negotiations? How to explain this structural paradox?". The article argues that these questions would be old and answered if not for the long lasting tendency in the international relations discipline to analyze international negotiations from the point of view of the traditional power understanding, as well as systemic international relations theories. On another hand, difficulties objectively arise due to the fact that analysis of the structural paradox is connected to the problem of power – one of the most complex and difficult to define categories of the social science. And although much has been done recently in the social science to improve our understanding of the concept of power, it is still unclear what is the best way to conceptualise it.

Regardless of the popular wisdom to make predictions in negotiations as if they always reflect the right according to the Bible– that "to every one who has will more be given" – this article starts with observation that weaker parties can and do sometimes successfully negotiate with stronger parties. Naturally this provokes questions: "Why can weak parties successfully negotiate with the stronger parties in asymmetric negotiations? How to explain this structural paradox?". The article argues that these questions would be old and answered if not for the long lasting tendency in the international relations discipline to analyze international negotiations from the point of view of the traditional power understanding, as well as systemic international relations theories. On another hand, difficulties objectively arise due to the fact that analysis of the structural paradox is connected to the problem of power – one of the most complex and difficult to define categories of the social science. And although much has been done recently in the social science to improve our understanding of the concept of power, it is still unclear what is the best way to conceptualise it.

Although Lithuania by now has been a member of the international antiterrorist coalition with all the issuing consequences (including its international commitments and new threats for its safety) for more than three years, studies of and research on terrorism in it remain in the embryonic phase. There are practically no contributors writing about the terrorism phenomenon in the Lithuanian language. As a result, there is no discourse about this sphere of studies. This means that so far no well defined terminology and standing conventions of academic parlance have been introduced, which would enable to go deeper into not only the nature of terrorism as a phenomenon (this is being done for at least forty years in the world) but also the perception of terrorism here, in Lithuania. Reasons which stimulate terrorism, the motivation and goals of terrorists, the perception of the reality of threats as well as readiness to deal with them on both political and social levels – these are the subjects of this article. Though the objective of this article is not to carry out a comparable analysis with the situation and practice of other states, the particular case of Lithuania is conceptualized in the perspective of the international terrorism and global antiterrorist drive. A peculiar pattern for this article was a recent (published in the spring of 2004) study "International Terrorism and Finland" by Toby Archer, where the threats of terrorism to Finland are analyzed.

Although Lithuania by now has been a member of the international antiterrorist coalition with all the issuing consequences (including its international commitments and new threats for its safety) for more than three years, studies of and research on terrorism in it remain in the embryonic phase. There are practically no contributors writing about the terrorism phenomenon in the Lithuanian language. As a result, there is no discourse about this sphere of studies. This means that so far no well defined terminology and standing conventions of academic parlance have been introduced, which would enable to go deeper into not only the nature of terrorism as a phenomenon (this is being done for at least forty years in the world) but also the perception of terrorism here, in Lithuania. Reasons which stimulate terrorism, the motivation and goals of terrorists, the perception of the reality of threats as well as readiness to deal with them on both political and social levels – these are the subjects of this article. Though the objective of this article is not to carry out a comparable analysis with the situation and practice of other states, the particular case of Lithuania is conceptualized in the perspective of the international terrorism and global antiterrorist drive. A peculiar pattern for this article was a recent (published in the spring of 2004) study "International Terrorism and Finland" by Toby Archer, where the threats of terrorism to Finland are analyzed.

Although Lithuania by now has been a member of the international antiterrorist coalition with all the issuing consequences (including its international commitments and new threats for its safety) for more than three years, studies of and research on terrorism in it remain in the embryonic phase. There are practically no contributors writing about the terrorism phenomenon in the Lithuanian language. As a result, there is no discourse about this sphere of studies. This means that so far no well defined terminology and standing conventions of academic parlance have been introduced, which would enable to go deeper into not only the nature of terrorism as a phenomenon (this is being done for at least forty years in the world) but also the perception of terrorism here, in Lithuania. Reasons which stimulate terrorism, the motivation and goals of terrorists, the perception of the reality of threats as well as readiness to deal with them on both political and social levels – these are the subjects of this article. Though the objective of this article is not to carry out a comparable analysis with the situation and practice of other states, the particular case of Lithuania is conceptualized in the perspective of the international terrorism and global antiterrorist drive. A peculiar pattern for this article was a recent (published in the spring of 2004) study "International Terrorism and Finland" by Toby Archer, where the threats of terrorism to Finland are analyzed.

Although Lithuania by now has been a member of the international antiterrorist coalition with all the issuing consequences (including its international commitments and new threats for its safety) for more than three years, studies of and research on terrorism in it remain in the embryonic phase. There are practically no contributors writing about the terrorism phenomenon in the Lithuanian language. As a result, there is no discourse about this sphere of studies. This means that so far no well defined terminology and standing conventions of academic parlance have been introduced, which would enable to go deeper into not only the nature of terrorism as a phenomenon (this is being done for at least forty years in the world) but also the perception of terrorism here, in Lithuania. Reasons which stimulate terrorism, the motivation and goals of terrorists, the perception of the reality of threats as well as readiness to deal with them on both political and social levels – these are the subjects of this article. Though the objective of this article is not to carry out a comparable analysis with the situation and practice of other states, the particular case of Lithuania is conceptualized in the perspective of the international terrorism and global antiterrorist drive. A peculiar pattern for this article was a recent (published in the spring of 2004) study "International Terrorism and Finland" by Toby Archer, where the threats of terrorism to Finland are analyzed.

Although Lithuania by now has been a member of the international antiterrorist coalition with all the issuing consequences (including its international commitments and new threats for its safety) for more than three years, studies of and research on terrorism in it remain in the embryonic phase. There are practically no contributors writing about the terrorism phenomenon in the Lithuanian language. As a result, there is no discourse about this sphere of studies. This means that so far no well defined terminology and standing conventions of academic parlance have been introduced, which would enable to go deeper into not only the nature of terrorism as a phenomenon (this is being done for at least forty years in the world) but also the perception of terrorism here, in Lithuania. Reasons which stimulate terrorism, the motivation and goals of terrorists, the perception of the reality of threats as well as readiness to deal with them on both political and social levels – these are the subjects of this article. Though the objective of this article is not to carry out a comparable analysis with the situation and practice of other states, the particular case of Lithuania is conceptualized in the perspective of the international terrorism and global antiterrorist drive. A peculiar pattern for this article was a recent (published in the spring of 2004) study "International Terrorism and Finland" by Toby Archer, where the threats of terrorism to Finland are analyzed.