Suchergebnisse

In this paper it is reviewed and evaluated the implemented EU' assistance administration system in Turkey Republic. By using neo-functionalism, intergovernmental cooperation and multi-level governance theories is tried to explain Turkey's integration in EU. The beginning of Turkey – EU relations is 1963, when it was made EU – Turkey association treatment, by now to Turkey is given a candidate country status. After declared Turkey as candidate country, EU engaged to provide a financial assistance to Turkey during preparation to the EU membership process. EU provides financial assistance not only to announced candidate countries, but also to potential candidate countries for supporting non-member states to become member to EU, to become more democratic countries which respect and implement human rights, power of law, by providing financial assistance also is trying to solve social-economic problems, to promote development of countries and promote economic market. The financial assistance to candidate and potential candidate countries is provided under Instrument for pre-accession assistance (IPA). From the IPA establishment, the implementation of instrument was gradually decentralized by delegating more and more responsibilities to beneficial countries in this way promoting institutional capacity building. In the candidate countries the assistance is administrated by decentralized implementation method. Only based on subsidiarity and partnership principles EU assistance source reclamation might be effective and to ensure that set goals will be implemented. In this paper is analyzed Turkey government system by seeking to understand better the assistance administration system features. Turkey is described as strongly centralized country where still exist the Ottoman Empire legacy. Central government has strong powers in regard to local government and mostly decisions are made at central administration level. The same features are seen in assistance administration system. Although Turkey created the institution architecture by EU requirements, but the system is evaluated as very centralized, in the system is lack of partnership weak role of regional level institutions. According to made semi-structural interview in the end of paper there is made more detailed evaluation of EU' assistance administration system in Turkey.

Civil-military relations in Lithuania have serious deficiencies, which have appeared because of the simulation of a recommended Western model of civilian control. After regaining Independence, Lithuania had the difficult task of creating its armed forces and system of national defence following the Western model. At the same time we had to implement two political programs: to create functio-ning armed forces and a institutional-legal system of democratic civil-military control. However, this control is not only proper laws and functioning institutions. Equally, an important role must be given to intellectual reflection, which enables the posing of questions such as: what is war; how is the character of war changing; how does this affect Lithuanian defence policies and the perception of threats? Raising such questions inside the armed forces and in wider political and civil society is an essential condition for having effective and flexible civilian control over the military.

Civil-military relations in Lithuania have serious deficiencies, which have appeared because of the simulation of a recommended Western model of civilian control. After regaining Independence, Lithuania had the difficult task of creating its armed forces and system of national defence following the Western model. At the same time we had to implement two political programs: to create functio-ning armed forces and a institutional-legal system of democratic civil-military control. However, this control is not only proper laws and functioning institutions. Equally, an important role must be given to intellectual reflection, which enables the posing of questions such as: what is war; how is the character of war changing; how does this affect Lithuanian defence policies and the perception of threats? Raising such questions inside the armed forces and in wider political and civil society is an essential condition for having effective and flexible civilian control over the military.

Civil-military relations in Lithuania have serious deficiencies, which have appeared because of the simulation of a recommended Western model of civilian control. After regaining Independence, Lithuania had the difficult task of creating its armed forces and system of national defence following the Western model. At the same time we had to implement two political programs: to create functio-ning armed forces and a institutional-legal system of democratic civil-military control. However, this control is not only proper laws and functioning institutions. Equally, an important role must be given to intellectual reflection, which enables the posing of questions such as: what is war; how is the character of war changing; how does this affect Lithuanian defence policies and the perception of threats? Raising such questions inside the armed forces and in wider political and civil society is an essential condition for having effective and flexible civilian control over the military.

Civil-military relations in Lithuania have serious deficiencies, which have appeared because of the simulation of a recommended Western model of civilian control. After regaining Independence, Lithuania had the difficult task of creating its armed forces and system of national defence following the Western model. At the same time we had to implement two political programs: to create functio-ning armed forces and a institutional-legal system of democratic civil-military control. However, this control is not only proper laws and functioning institutions. Equally, an important role must be given to intellectual reflection, which enables the posing of questions such as: what is war; how is the character of war changing; how does this affect Lithuanian defence policies and the perception of threats? Raising such questions inside the armed forces and in wider political and civil society is an essential condition for having effective and flexible civilian control over the military.

Civil-military relations in Lithuania have serious deficiencies, which have appeared because of the simulation of a recommended Western model of civilian control. After regaining Independence, Lithuania had the difficult task of creating its armed forces and system of national defence following the Western model. At the same time we had to implement two political programs: to create functio-ning armed forces and a institutional-legal system of democratic civil-military control. However, this control is not only proper laws and functioning institutions. Equally, an important role must be given to intellectual reflection, which enables the posing of questions such as: what is war; how is the character of war changing; how does this affect Lithuanian defence policies and the perception of threats? Raising such questions inside the armed forces and in wider political and civil society is an essential condition for having effective and flexible civilian control over the military.

Civil-military relations in Lithuania have serious deficiencies, which have appeared because of the simulation of a recommended Western model of civilian control. After regaining Independence, Lithuania had the difficult task of creating its armed forces and system of national defence following the Western model. At the same time we had to implement two political programs: to create functio-ning armed forces and a institutional-legal system of democratic civil-military control. However, this control is not only proper laws and functioning institutions. Equally, an important role must be given to intellectual reflection, which enables the posing of questions such as: what is war; how is the character of war changing; how does this affect Lithuanian defence policies and the perception of threats? Raising such questions inside the armed forces and in wider political and civil society is an essential condition for having effective and flexible civilian control over the military.

The dissertation seeks to modify, update and bring back the tradition of political theory which based its understanding of political in the state and the society mainly on the perspective of the military dimension. The dissertation argues this forgetfulness creates serious obstacles when trying to understand contemporary military changes and their wider implications. Historical turn of political science is seen as a way to make this update real. Historical notion of Military revolution is seen as specific conceptual "tool" that will make this turn. Using historiographical analysis development of military revolution, changing character of war, transformation of armed forces and development of American civil-military, military and police relations are discussed. American case is analysed because by being the most militarily advanced Western state this country had to felt first the effect of changes in state and society caused by military transformation.

The dissertation seeks to modify, update and bring back the tradition of political theory which based its understanding of political in the state and the society mainly on the perspective of the military dimension. The dissertation argues this forgetfulness creates serious obstacles when trying to understand contemporary military changes and their wider implications. Historical turn of political science is seen as a way to make this update real. Historical notion of Military revolution is seen as specific conceptual "tool" that will make this turn. Using historiographical analysis development of military revolution, changing character of war, transformation of armed forces and development of American civil-military, military and police relations are discussed. American case is analysed because by being the most militarily advanced Western state this country had to felt first the effect of changes in state and society caused by military transformation.

The dissertation seeks to modify, update and bring back the tradition of political theory which based its understanding of political in the state and the society mainly on the perspective of the military dimension. The dissertation argues this forgetfulness creates serious obstacles when trying to understand contemporary military changes and their wider implications. Historical turn of political science is seen as a way to make this update real. Historical notion of Military revolution is seen as specific conceptual "tool" that will make this turn. Using historiographical analysis development of military revolution, changing character of war, transformation of armed forces and development of American civil-military, military and police relations are discussed. American case is analysed because by being the most militarily advanced Western state this country had to felt first the effect of changes in state and society caused by military transformation.

The dissertation seeks to modify, update and bring back the tradition of political theory which based its understanding of political in the state and the society mainly on the perspective of the military dimension. The dissertation argues this forgetfulness creates serious obstacles when trying to understand contemporary military changes and their wider implications. Historical turn of political science is seen as a way to make this update real. Historical notion of Military revolution is seen as specific conceptual "tool" that will make this turn. Using historiographical analysis development of military revolution, changing character of war, transformation of armed forces and development of American civil-military, military and police relations are discussed. American case is analysed because by being the most militarily advanced Western state this country had to felt first the effect of changes in state and society caused by military transformation.

The dissertation seeks to modify, update and bring back the tradition of political theory which based its understanding of political in the state and the society mainly on the perspective of the military dimension. The dissertation argues this forgetfulness creates serious obstacles when trying to understand contemporary military changes and their wider implications. Historical turn of political science is seen as a way to make this update real. Historical notion of Military revolution is seen as specific conceptual "tool" that will make this turn. Using historiographical analysis development of military revolution, changing character of war, transformation of armed forces and development of American civil-military, military and police relations are discussed. American case is analysed because by being the most militarily advanced Western state this country had to felt first the effect of changes in state and society caused by military transformation.

The dissertation seeks to modify, update and bring back the tradition of political theory which based its understanding of political in the state and the society mainly on the perspective of the military dimension. The dissertation argues this forgetfulness creates serious obstacles when trying to understand contemporary military changes and their wider implications. Historical turn of political science is seen as a way to make this update real. Historical notion of Military revolution is seen as specific conceptual "tool" that will make this turn. Using historiographical analysis development of military revolution, changing character of war, transformation of armed forces and development of American civil-military, military and police relations are discussed. American case is analysed because by being the most militarily advanced Western state this country had to felt first the effect of changes in state and society caused by military transformation.

Growing aggression of children, violence against peers and teachers and social exclusion are nowadays an important issue of political discussions and media reports. It is noticed that modern learning and teaching means, new learning and teaching programmes or social projects are not enough for spiritual growth and development of students and social integration. Together with these things students need attentive support from adults, their good example and assistance at difficult periods in life. Most often students face the risk of social exclusion at school although it also depends on the status of their family in the society or the relationship of their family members in the family. Often students who are absent from school or do not very well at school are from a different family than other students; they do not have particular social skills, are often given labels and can expect only exclusion and being branded. Behavioural, emotional and learning problems, peer alienation and lack of social skills are characteristic for students at risk of social exclusion. Therefore, there is an urgent need to analyse opportunities of reduction of social exclusion groups of students, provided assistance or its opportunities for students at risk of social exclusion. The aim of the research is to identify social assistance provided to students at risk of social exclusion. A qualitative research was carried out to achieve the aim. The method for data collection – a questionnaire. 105 teachers working in the gymnasium, secondary and basic schools were questioned. It was proved after the research that students at risk of social exclusion are incommunicative, unsociable, passive and shy, do not trust others, are very vulnerable, have problems learning and avoid collaborative activities. The research also confirmed analysed literature that most often students face the risk of social exclusion at school during adolescence. They usually come from families of social risk or single-parent families. The results of the research show that assistance provided at school by teachers to students at risk of social exclusion is only fragmentary in solving this problem. Further development of social skills and close cooperation of specialist working at school is necessary.

Growing aggression of children, violence against peers and teachers and social exclusion are nowadays an important issue of political discussions and media reports. It is noticed that modern learning and teaching means, new learning and teaching programmes or social projects are not enough for spiritual growth and development of students and social integration. Together with these things students need attentive support from adults, their good example and assistance at difficult periods in life. Most often students face the risk of social exclusion at school although it also depends on the status of their family in the society or the relationship of their family members in the family. Often students who are absent from school or do not very well at school are from a different family than other students; they do not have particular social skills, are often given labels and can expect only exclusion and being branded. Behavioural, emotional and learning problems, peer alienation and lack of social skills are characteristic for students at risk of social exclusion. Therefore, there is an urgent need to analyse opportunities of reduction of social exclusion groups of students, provided assistance or its opportunities for students at risk of social exclusion. The aim of the research is to identify social assistance provided to students at risk of social exclusion. A qualitative research was carried out to achieve the aim. The method for data collection – a questionnaire. 105 teachers working in the gymnasium, secondary and basic schools were questioned. It was proved after the research that students at risk of social exclusion are incommunicative, unsociable, passive and shy, do not trust others, are very vulnerable, have problems learning and avoid collaborative activities. The research also confirmed analysed literature that most often students face the risk of social exclusion at school during adolescence. They usually come from families of social risk or single-parent families. The results of the research show that assistance provided at school by teachers to students at risk of social exclusion is only fragmentary in solving this problem. Further development of social skills and close cooperation of specialist working at school is necessary.