Suchergebnisse

The majority of new state programmes and strategies focus on major goals – a prosperous, democratic state. The guarantee of every democratic, strong and public-spirited state are active, competent, right-and-duty aware citizens. Thus, the organisation of primary education with an integrated legal education is very important. The goal of the thesis: to reveal the possibilities of ICT application while implementing legal education in primary classroom. Objectives: 1. To analyse the situation of legal education in primary education. 2. To discuss the peculiarities of ICT application in primary education. 3. To research the experience of primary teachers in legal education and applying ICT. Methods: the analysis and generalisation of scientific and methodological literature on the master's topic. Semi-structured interview. The analysis and generalisation of the data using a qualitative content analysis method. Main conclusions: ICT is very important in primary education. A primary teacher should mainly focus on the opportunities that ICT provides. Educational software enables the application of various methods, lead to the individualisation and differentiation of the teaching process and allows the important and complicated material to be presented in an easier and more attractive way. The analysis of the interview of the primary teachers revealed that the teachers are in favour of legal education at school. However, the curriculum does not contain law as a separate subject. As the teachers noted, legal education in primary classroom is implemented by integrating it with other subjects: moral education, languages, science, physical education. It is also combined with extra-curricular activities such as self-government, different clubs, class meetings. After the analysis of legal literature accessibility in primary classroom, it is clear that the textbooks do not contain enough legal material, thus, teachers have to find additional material themselves and adapt it to children's age, goals and objectives of the lesson.

The majority of new state programmes and strategies focus on major goals – a prosperous, democratic state. The guarantee of every democratic, strong and public-spirited state are active, competent, right-and-duty aware citizens. Thus, the organisation of primary education with an integrated legal education is very important. The goal of the thesis: to reveal the possibilities of ICT application while implementing legal education in primary classroom. Objectives: 1. To analyse the situation of legal education in primary education. 2. To discuss the peculiarities of ICT application in primary education. 3. To research the experience of primary teachers in legal education and applying ICT. Methods: the analysis and generalisation of scientific and methodological literature on the master's topic. Semi-structured interview. The analysis and generalisation of the data using a qualitative content analysis method. Main conclusions: ICT is very important in primary education. A primary teacher should mainly focus on the opportunities that ICT provides. Educational software enables the application of various methods, lead to the individualisation and differentiation of the teaching process and allows the important and complicated material to be presented in an easier and more attractive way. The analysis of the interview of the primary teachers revealed that the teachers are in favour of legal education at school. However, the curriculum does not contain law as a separate subject. As the teachers noted, legal education in primary classroom is implemented by integrating it with other subjects: moral education, languages, science, physical education. It is also combined with extra-curricular activities such as self-government, different clubs, class meetings. After the analysis of legal literature accessibility in primary classroom, it is clear that the textbooks do not contain enough legal material, thus, teachers have to find additional material themselves and adapt it to children's age, goals and objectives of the lesson.

This paper investigates theoretical and practical aspects of tax morale and tax payments in euro area countries. Taxes are the foremost important income source for modern governments however unwillingness to pay taxes is common phenomenon. This paper provides insights into the 'tax payment gap' – the difference between tax actually collected and the tax that should be collected – and argues that it is close to 840 billion euro annually across the euro area. In order to close the tax payment gap, conventional measures like changing the tax rate and taxation base are not very effective and demand for additional measures rises. Households' tax payment morale is assessed quantitatively by employing a dichotomous logit-probit regression analysis. The research is based on household level data for all euro area countries. The results suggest that the main issues behind weak tax morale are corruption and a lack of national pride. Additionally, tax morale is significantly affected by factors such as age, gender, religiousness, income and education. Given the sensitivity of tax income to changes in tax morale - an increase of the share of households willing to pay taxes by 1 percentage point results in tax income growth by 21 billion per year in all euro area countries - by influencing these attributes, one could anticipate changes in tax morale and tax income for the government.

This paper investigates theoretical and practical aspects of tax morale and tax payments in euro area countries. Taxes are the foremost important income source for modern governments however unwillingness to pay taxes is common phenomenon. This paper provides insights into the 'tax payment gap' – the difference between tax actually collected and the tax that should be collected – and argues that it is close to 840 billion euro annually across the euro area. In order to close the tax payment gap, conventional measures like changing the tax rate and taxation base are not very effective and demand for additional measures rises. Households' tax payment morale is assessed quantitatively by employing a dichotomous logit-probit regression analysis. The research is based on household level data for all euro area countries. The results suggest that the main issues behind weak tax morale are corruption and a lack of national pride. Additionally, tax morale is significantly affected by factors such as age, gender, religiousness, income and education. Given the sensitivity of tax income to changes in tax morale - an increase of the share of households willing to pay taxes by 1 percentage point results in tax income growth by 21 billion per year in all euro area countries - by influencing these attributes, one could anticipate changes in tax morale and tax income for the government.

This paper investigates theoretical and practical aspects of tax morale and tax payments in euro area countries. Taxes are the foremost important income source for modern governments however unwillingness to pay taxes is common phenomenon. This paper provides insights into the 'tax payment gap' – the difference between tax actually collected and the tax that should be collected – and argues that it is close to 840 billion euro annually across the euro area. In order to close the tax payment gap, conventional measures like changing the tax rate and taxation base are not very effective and demand for additional measures rises. Households' tax payment morale is assessed quantitatively by employing a dichotomous logit-probit regression analysis. The research is based on household level data for all euro area countries. The results suggest that the main issues behind weak tax morale are corruption and a lack of national pride. Additionally, tax morale is significantly affected by factors such as age, gender, religiousness, income and education. Given the sensitivity of tax income to changes in tax morale - an increase of the share of households willing to pay taxes by 1 percentage point results in tax income growth by 21 billion per year in all euro area countries - by influencing these attributes, one could anticipate changes in tax morale and tax income for the government.

This paper investigates theoretical and practical aspects of tax morale and tax payments in euro area countries. Taxes are the foremost important income source for modern governments however unwillingness to pay taxes is common phenomenon. This paper provides insights into the 'tax payment gap' – the difference between tax actually collected and the tax that should be collected – and argues that it is close to 840 billion euro annually across the euro area. In order to close the tax payment gap, conventional measures like changing the tax rate and taxation base are not very effective and demand for additional measures rises. Households' tax payment morale is assessed quantitatively by employing a dichotomous logit-probit regression analysis. The research is based on household level data for all euro area countries. The results suggest that the main issues behind weak tax morale are corruption and a lack of national pride. Additionally, tax morale is significantly affected by factors such as age, gender, religiousness, income and education. Given the sensitivity of tax income to changes in tax morale - an increase of the share of households willing to pay taxes by 1 percentage point results in tax income growth by 21 billion per year in all euro area countries - by influencing these attributes, one could anticipate changes in tax morale and tax income for the government.

This essay introduces a short analysis of the actuality that is designed to the research of reality of the virtuous education. The essay is dedicated to the educational reality and theoretical urgency of this area. The tendencies appearing in the society are not only due to the social and economic life; they also depend on education in the society, especially on the programs of sexual education applied in educational institutions (schools). In Lithuania after regaining of independence in 1990, more and more destructive social problems, such as spread of sex before marriage, trying to change marriage into cohabitation, cultivating early sexual life can be noticed. The consequences of these destructions are obvious in Lithuania: during ten years period the number of marriages has reduced twice in a year, the number of children born not in a marriage has become four times bigger. "A strong" move towards a limited reproduction has become obvious. In the meantime, moral education in schools, especially its form - sexual education, has become simply impossible. Thus, parents and teachers, as educators are being replaced by other subjects: TV and radio journalists, showmen of discos and other mass events, "heroes" of yards and streets, even the representatives of "shadow" narco and porno business. This article broadly analyzes the urgent problem: evaluation of the USA experience of "Comprehensive Sex Education" and other pedagogic (etiologic) approaches are postulated. It is stated that more social control from government and non-government organizations is needed. It is necessary to apply other educational programs orientated towards cultivating high spirituality and chastity at schools. The problem under discussion is presented in wider social economic context (not only Lithuanian). This kind of phenomenon has a tendency to spread out as social tectonic wave, and its neutralization, similar to prevention of terrorism, gains a global character.

This essay introduces a short analysis of the actuality that is designed to the research of reality of the virtuous education. The essay is dedicated to the educational reality and theoretical urgency of this area. The tendencies appearing in the society are not only due to the social and economic life; they also depend on education in the society, especially on the programs of sexual education applied in educational institutions (schools). In Lithuania after regaining of independence in 1990, more and more destructive social problems, such as spread of sex before marriage, trying to change marriage into cohabitation, cultivating early sexual life can be noticed. The consequences of these destructions are obvious in Lithuania: during ten years period the number of marriages has reduced twice in a year, the number of children born not in a marriage has become four times bigger. "A strong" move towards a limited reproduction has become obvious. In the meantime, moral education in schools, especially its form - sexual education, has become simply impossible. Thus, parents and teachers, as educators are being replaced by other subjects: TV and radio journalists, showmen of discos and other mass events, "heroes" of yards and streets, even the representatives of "shadow" narco and porno business. This article broadly analyzes the urgent problem: evaluation of the USA experience of "Comprehensive Sex Education" and other pedagogic (etiologic) approaches are postulated. It is stated that more social control from government and non-government organizations is needed. It is necessary to apply other educational programs orientated towards cultivating high spirituality and chastity at schools. The problem under discussion is presented in wider social economic context (not only Lithuanian). This kind of phenomenon has a tendency to spread out as social tectonic wave, and its neutralization, similar to prevention of terrorism, gains a global character.

This essay introduces a short analysis of the actuality that is designed to the research of reality of the virtuous education. The essay is dedicated to the educational reality and theoretical urgency of this area. The tendencies appearing in the society are not only due to the social and economic life; they also depend on education in the society, especially on the programs of sexual education applied in educational institutions (schools). In Lithuania after regaining of independence in 1990, more and more destructive social problems, such as spread of sex before marriage, trying to change marriage into cohabitation, cultivating early sexual life can be noticed. The consequences of these destructions are obvious in Lithuania: during ten years period the number of marriages has reduced twice in a year, the number of children born not in a marriage has become four times bigger. "A strong" move towards a limited reproduction has become obvious. In the meantime, moral education in schools, especially its form - sexual education, has become simply impossible. Thus, parents and teachers, as educators are being replaced by other subjects: TV and radio journalists, showmen of discos and other mass events, "heroes" of yards and streets, even the representatives of "shadow" narco and porno business. This article broadly analyzes the urgent problem: evaluation of the USA experience of "Comprehensive Sex Education" and other pedagogic (etiologic) approaches are postulated. It is stated that more social control from government and non-government organizations is needed. It is necessary to apply other educational programs orientated towards cultivating high spirituality and chastity at schools. The problem under discussion is presented in wider social economic context (not only Lithuanian). This kind of phenomenon has a tendency to spread out as social tectonic wave, and its neutralization, similar to prevention of terrorism, gains a global character.

Modern society institutions are changing very rapidly and much faster than the traditional institutions of the world. Educational system, it's objectives and functions in Lithuania were changing in the late modernism and post-communist period (from 1990 on). From sociological point of view, education reform can be analyzed as educational change. Regional policy change, the transition to democracy and free markets influenced individual social and economic life. It also affected education, school and school community: parents, teachers and schoolchildren. Education policy is one of public policy areas. Changing public policy determines reforms in education system. After the restoration of independence education system was modelled, reformed and reorganized not only by nation, but also by educational concept of independent state. Because of political changes in Lithuania education took a new purpose – to deny the Soviet education system as "the only correct" ideology. Education will replace the post-soviet mentality of society, will increase its fundamental democratic values, ideals, new policy and economic literacy, cultural and moral maturity, and will become a principal factor in the evolution of society and the basis for social reforms, and will influence the general development of society.

Modern society institutions are changing very rapidly and much faster than the traditional institutions of the world. Educational system, it's objectives and functions in Lithuania were changing in the late modernism and post-communist period (from 1990 on). From sociological point of view, education reform can be analyzed as educational change. Regional policy change, the transition to democracy and free markets influenced individual social and economic life. It also affected education, school and school community: parents, teachers and schoolchildren. Education policy is one of public policy areas. Changing public policy determines reforms in education system. After the restoration of independence education system was modelled, reformed and reorganized not only by nation, but also by educational concept of independent state. Because of political changes in Lithuania education took a new purpose – to deny the Soviet education system as "the only correct" ideology. Education will replace the post-soviet mentality of society, will increase its fundamental democratic values, ideals, new policy and economic literacy, cultural and moral maturity, and will become a principal factor in the evolution of society and the basis for social reforms, and will influence the general development of society.

Modern society institutions are changing very rapidly and much faster than the traditional institutions of the world. Educational system, it's objectives and functions in Lithuania were changing in the late modernism and post-communist period (from 1990 on). From sociological point of view, education reform can be analyzed as educational change. Regional policy change, the transition to democracy and free markets influenced individual social and economic life. It also affected education, school and school community: parents, teachers and schoolchildren. Education policy is one of public policy areas. Changing public policy determines reforms in education system. After the restoration of independence education system was modelled, reformed and reorganized not only by nation, but also by educational concept of independent state. Because of political changes in Lithuania education took a new purpose – to deny the Soviet education system as "the only correct" ideology. Education will replace the post-soviet mentality of society, will increase its fundamental democratic values, ideals, new policy and economic literacy, cultural and moral maturity, and will become a principal factor in the evolution of society and the basis for social reforms, and will influence the general development of society.

Modern society institutions are changing very rapidly and much faster than the traditional institutions of the world. Educational system, it's objectives and functions in Lithuania were changing in the late modernism and post-communist period (from 1990 on). From sociological point of view, education reform can be analyzed as educational change. Regional policy change, the transition to democracy and free markets influenced individual social and economic life. It also affected education, school and school community: parents, teachers and schoolchildren. Education policy is one of public policy areas. Changing public policy determines reforms in education system. After the restoration of independence education system was modelled, reformed and reorganized not only by nation, but also by educational concept of independent state. Because of political changes in Lithuania education took a new purpose – to deny the Soviet education system as "the only correct" ideology. Education will replace the post-soviet mentality of society, will increase its fundamental democratic values, ideals, new policy and economic literacy, cultural and moral maturity, and will become a principal factor in the evolution of society and the basis for social reforms, and will influence the general development of society.

This paper demonstrates the situation of the law of child's socialization, and legal education in Lithuania. The relevance of the problem of the law of child's socialization and legal education are addressed in the work of several authors: A. Maceina (1991), L. Jovaiša ( 1995, 2003), V. Šlapkauskas (2004), J. Galinaitytė (2001), A. Pekauskas, G. Grigaliūnaitė (2008), and the number of studies that reveal the state of legal education in Lithuania is very low. The problem is very relevant because all legislation only discusses the rights of children and little is suggested about the duties of children, while the legal education is based on the mutual relation of subjective rights and legal obligations. Children are not internalising moral ideas and moral principles, and the rules of law do not become their internal behaviour rules. Legal education projects in Lithuania are yet in initial stage. Lithuania has not yet developed a legal education system, which is necessary for the legal education to become a logical process. The work consists of four main parts. It describes the concept of the law of socialization and legal education. It analyzes the legislation relating the law of socialization and legal regulation of the education content and process. It demonstrates that the basis of legal education is the relation between subjective rights and legal obligations. The work presents a quantitative empirical study which purpose is to reveal how much children know and how they understand their rights and responsibilities. How much emphasis do parents and teachers give for the legal upbringing of children, what are relationships of parents, educators and children, how do parents and teachers understand children's rights and responsibilities and what difficulties they face in legal education of the younger generation. Based on the results of the survey we present recommendations for the improvement of the condition of legal education in Lithuania. The study data suggests that the condition of legal education remains a complex problem in Lithuania. Not all children are equally well aware of their rights and responsibilities. Part of adults fail to meet their obligations; do not guarantee the dignity of children, suggesting that children violate the rights of others because their rights and freedoms are not guaranteed and protected. Children know that there are no rights without duties and no responsibilities without rights, but this principle of law is not followed in the interaction with the environment. Thus, family and school provide too little attention to the formation of children's legal consciousness. The child's legal sense of responsibility is not developed. The role of teacher as the authority in the process of legal education is weakening, and this undermines the possibility of teachers to educate children, who would be guided by democratic norms of the law. The study ascertained that legal education of teachers and parents should be given more attention because they choose to inadequate tools and techniques of legal education, often themselves violate the rights of children, thereby having a negative impact on the formation of children's legal consciousness, which leads to the legal treatment of children in society.

This paper demonstrates the situation of the law of child's socialization, and legal education in Lithuania. The relevance of the problem of the law of child's socialization and legal education are addressed in the work of several authors: A. Maceina (1991), L. Jovaiša ( 1995, 2003), V. Šlapkauskas (2004), J. Galinaitytė (2001), A. Pekauskas, G. Grigaliūnaitė (2008), and the number of studies that reveal the state of legal education in Lithuania is very low. The problem is very relevant because all legislation only discusses the rights of children and little is suggested about the duties of children, while the legal education is based on the mutual relation of subjective rights and legal obligations. Children are not internalising moral ideas and moral principles, and the rules of law do not become their internal behaviour rules. Legal education projects in Lithuania are yet in initial stage. Lithuania has not yet developed a legal education system, which is necessary for the legal education to become a logical process. The work consists of four main parts. It describes the concept of the law of socialization and legal education. It analyzes the legislation relating the law of socialization and legal regulation of the education content and process. It demonstrates that the basis of legal education is the relation between subjective rights and legal obligations. The work presents a quantitative empirical study which purpose is to reveal how much children know and how they understand their rights and responsibilities. How much emphasis do parents and teachers give for the legal upbringing of children, what are relationships of parents, educators and children, how do parents and teachers understand children's rights and responsibilities and what difficulties they face in legal education of the younger generation. Based on the results of the survey we present recommendations for the improvement of the condition of legal education in Lithuania. The study data suggests that the condition of legal education remains a complex problem in Lithuania. Not all children are equally well aware of their rights and responsibilities. Part of adults fail to meet their obligations; do not guarantee the dignity of children, suggesting that children violate the rights of others because their rights and freedoms are not guaranteed and protected. Children know that there are no rights without duties and no responsibilities without rights, but this principle of law is not followed in the interaction with the environment. Thus, family and school provide too little attention to the formation of children's legal consciousness. The child's legal sense of responsibility is not developed. The role of teacher as the authority in the process of legal education is weakening, and this undermines the possibility of teachers to educate children, who would be guided by democratic norms of the law. The study ascertained that legal education of teachers and parents should be given more attention because they choose to inadequate tools and techniques of legal education, often themselves violate the rights of children, thereby having a negative impact on the formation of children's legal consciousness, which leads to the legal treatment of children in society.