Suchergebnisse

On the macro level, the ethics infrastructure is reinforced by business/professional ethics scientific research centres, national and international associations or business ethics professional networks, national institutes of ombudsmen. With regard to the implementation of ethics infrastructure in the academic realm of Lithuania, it is observable that the available data of monitoring display a symptomatic situation, providing evidence of obvious resistance to these processes. Both the institutions of higher education and academic community at large lack managerial understanding of issues of gender equality. To some extent, it may also be explained by the fact of methodologically incorrect comprehension of the introduction of ethics infrastructure elements regarding the issues of male and female equality. These methods of social engineering are widely used in management and are nowadays (depending on the occurrence of practical application of knowledge of social science) applicable to ensure all social changes on both meso and macro levels. In order to be successful, GEP is presumed to be integrated into the improvement of SEI management system. Otherwise, it may cause deterioration of the performance quality of any actions, impairing the dynamics of desired changes, and respective complications in reaching outstanding goals. Furthermore, the realisation of GEP is expected to use some elements of the ethics infrastructure such as ethics codes, ethics commissions, social auditing, hot lines, etc., partly created in universities. Such elements promote monitoring and assessment procedures and help creating and managing mechanisms and orders, which are favourable per se for the development of male and female equal opportunities. Therefore, the application of the integrity model to the realm of academia can directly contribute to gender equality and equal opportunities in Lithuanian SEI.

On the macro level, the ethics infrastructure is reinforced by business/professional ethics scientific research centres, national and international associations or business ethics professional networks, national institutes of ombudsmen. With regard to the implementation of ethics infrastructure in the academic realm of Lithuania, it is observable that the available data of monitoring display a symptomatic situation, providing evidence of obvious resistance to these processes. Both the institutions of higher education and academic community at large lack managerial understanding of issues of gender equality. To some extent, it may also be explained by the fact of methodologically incorrect comprehension of the introduction of ethics infrastructure elements regarding the issues of male and female equality. These methods of social engineering are widely used in management and are nowadays (depending on the occurrence of practical application of knowledge of social science) applicable to ensure all social changes on both meso and macro levels. In order to be successful, GEP is presumed to be integrated into the improvement of SEI management system. Otherwise, it may cause deterioration of the performance quality of any actions, impairing the dynamics of desired changes, and respective complications in reaching outstanding goals. Furthermore, the realisation of GEP is expected to use some elements of the ethics infrastructure such as ethics codes, ethics commissions, social auditing, hot lines, etc., partly created in universities. Such elements promote monitoring and assessment procedures and help creating and managing mechanisms and orders, which are favourable per se for the development of male and female equal opportunities. Therefore, the application of the integrity model to the realm of academia can directly contribute to gender equality and equal opportunities in Lithuanian SEI.

The study examines the development of higher-order thinking skills of grade 4 students in the context of social and natural science and real-life. The review of scientific literature has defined what context-based learning is and highlighted the conditions for developing a higher order thinking skills. In the empirical part, according to the criteria selected in the course of the analysis of the scientific literature, the national achievement tasks of the social and natural science for grade 4 were analyzed. It has been determined that the context of the analyzed tasks is related to real-life situations. Tasks are close to the child with their content, and their context is brought closer to the child's living environment. There were no tasks that would involve a more global life context: political issues, international relationship, environmental issues, etc. It has been investigated that most of the students in grade 4 are required to analyze the situation and draw conclusions about it. More rarely applied argumentation skills and answers to complex quastions. There were no tasks focused on creating graphs, models or redefining submitted models.

The article analyses the European studies in Lithuania since the reestablishment of independence in 1990. It discusses the main issues researched and their dynamics. First, what factors have been behind the changing subjects of European studies in Lithuania & how do they compare with the European studies in Western academia. Second, what have been the dominant subjects of European studies in Lithuania since 1990 & how do they relate to political developments between the EU and Lithuania as well as the nature of academic community in Lithuania. Third, taking into account the experience with European studies so far, to suggest possible future developments of this academic field in Lithuania, in such a way providing a map of potential subject of future research. Adapted from the source document.

Under evolving economic, political and social situation, education paradigm is also undergoing changes. It establishes new education possibilities, which are actively propagated. However, most frequently they fail to answer expectations since they are focused on separate factors that reflect the spirit of the time, disregarding or even critically evaluating achievements of the previous paradigms. Pursuing to find answers to the most urgent questions of education and development, especially, when life-long learning is becoming a common objective of all the European countries and when education problems are emerging in countries of various levels of economic and social development, there is a need to search for fundamental ideas that exceed the borders of one paradigm. Therefore, the aim of this article is to highlight fundamental education ideas, to reveal possibilities for their expression, which transcend the frames of any education system. The article is based on the methods of scientific literature analysis and generalisation of pedagogical experience. Fundamental education ideas are based on and education, which integrate external and internal factors and, thus, form preconditions for stability without impediment of changes. Considering a human nature to be a subordinate unity of three (psychical, physical and spiritual) dimensions, where a particular role is played by a spiritual one ensuring individual's readiness and power for self-possession and self-control, the first fundamental education and development idea may be pointed out: only individual himself can change own personality. This idea allows for understanding, why a learner, as a person, acquires status of the key object of pedagogical action, irrespective of whether educative or developmental goals are being pursued. An important factor in ensuring learner's self-development is environment because natural powers are only of potential level.

Under evolving economic, political and social situation, education paradigm is also undergoing changes. It establishes new education possibilities, which are actively propagated. However, most frequently they fail to answer expectations since they are focused on separate factors that reflect the spirit of the time, disregarding or even critically evaluating achievements of the previous paradigms. Pursuing to find answers to the most urgent questions of education and development, especially, when life-long learning is becoming a common objective of all the European countries and when education problems are emerging in countries of various levels of economic and social development, there is a need to search for fundamental ideas that exceed the borders of one paradigm. Therefore, the aim of this article is to highlight fundamental education ideas, to reveal possibilities for their expression, which transcend the frames of any education system. The article is based on the methods of scientific literature analysis and generalisation of pedagogical experience. Fundamental education ideas are based on and education, which integrate external and internal factors and, thus, form preconditions for stability without impediment of changes. Considering a human nature to be a subordinate unity of three (psychical, physical and spiritual) dimensions, where a particular role is played by a spiritual one ensuring individual's readiness and power for self-possession and self-control, the first fundamental education and development idea may be pointed out: only individual himself can change own personality. This idea allows for understanding, why a learner, as a person, acquires status of the key object of pedagogical action, irrespective of whether educative or developmental goals are being pursued. An important factor in ensuring learner's self-development is environment because natural powers are only of potential level.

Interest in social cohesion phenomenon in Lithuania is connected with common European Union's policy, the main aim of which is to reduce social – economic inequality between member states of the European Union and in the member states itself. Cohesion policy is tending to be presented by fiscal indexes: Gross domestic product, revenues and employment. For implementing cohesion are choosed financial resources – structural assistance from European Union's funds. In the societies where the social coherence is to be taken interest as science's object exist two analytical traditions. The first one is derived from the discipline of academic social sciences, sociology, and exceptionally from social psychology. The specialists of strategic policy explicated the second one, which takes more influence. There are no separate researches of social coherence as phenomenon made in Lithuania and self-phenomenon is realized to narrow. In this paper is discussed conception of social coherence phenomenon, is reviewed various explanations of coherence and inclusive factors, their impact to social order and it's development. In the empirical part of the paper, using comparative principal, is analyzed 2000 and 2004 parliamentary election programs of four traditional Lithuanian political parties (Lithuanian Social Democrats, Homeland Union, Liberal and Central Union, Lithuanian Christian Democrats) in field of social coherence, it's inclusive factors and the provisions of representatives of above mentioned political parties. By implementing comparative research of programs in this paper is using MRG method's principle, which is matching with kontent analysis method. During narrative interview the provisions of questioned representatives of political parties is analyzed by using the methods of qualitative researches. Every interview is transcribed, paraphrased, conceptualized, categorized and interpreted. During the research was found out – traditional political parties almost are not paying direct attention to phenomenon of social coherence but for inclusive factors their paying the huge attention, which is impacted by time topical, ideology and political situation. There was also found out that political parties separate social problems are tend to resolve sporadically, there are lack systematical and complex point of view, which is the most wanted seeking to increase social coherence in society. The most consistent provisions were identified in electoral programs of Christian Democrats. Namely the provisions of Christian Democrats are more oriented in values than in time topicality. Provisions more oriented to the practical operation (time topicality) are identified in those political party's programs which political parties participating in the executive branch prepared. During qualitative interview showed up the problems of social coherence's definition and conception, the lack of systemic point of view, tend of political parties to the electoral rhetoric. Seeking to get comprehensive research of social coherence it would be valuable to analyze provisions and analysis of practical policy of political parties. Unfortunately due to lack of this paper size it was not possible to do.

Interest in social cohesion phenomenon in Lithuania is connected with common European Union's policy, the main aim of which is to reduce social – economic inequality between member states of the European Union and in the member states itself. Cohesion policy is tending to be presented by fiscal indexes: Gross domestic product, revenues and employment. For implementing cohesion are choosed financial resources – structural assistance from European Union's funds. In the societies where the social coherence is to be taken interest as science's object exist two analytical traditions. The first one is derived from the discipline of academic social sciences, sociology, and exceptionally from social psychology. The specialists of strategic policy explicated the second one, which takes more influence. There are no separate researches of social coherence as phenomenon made in Lithuania and self-phenomenon is realized to narrow. In this paper is discussed conception of social coherence phenomenon, is reviewed various explanations of coherence and inclusive factors, their impact to social order and it's development. In the empirical part of the paper, using comparative principal, is analyzed 2000 and 2004 parliamentary election programs of four traditional Lithuanian political parties (Lithuanian Social Democrats, Homeland Union, Liberal and Central Union, Lithuanian Christian Democrats) in field of social coherence, it's inclusive factors and the provisions of representatives of above mentioned political parties. By implementing comparative research of programs in this paper is using MRG method's principle, which is matching with kontent analysis method. During narrative interview the provisions of questioned representatives of political parties is analyzed by using the methods of qualitative researches. Every interview is transcribed, paraphrased, conceptualized, categorized and interpreted. During the research was found out – traditional political parties almost are not paying direct attention to phenomenon of social coherence but for inclusive factors their paying the huge attention, which is impacted by time topical, ideology and political situation. There was also found out that political parties separate social problems are tend to resolve sporadically, there are lack systematical and complex point of view, which is the most wanted seeking to increase social coherence in society. The most consistent provisions were identified in electoral programs of Christian Democrats. Namely the provisions of Christian Democrats are more oriented in values than in time topicality. Provisions more oriented to the practical operation (time topicality) are identified in those political party's programs which political parties participating in the executive branch prepared. During qualitative interview showed up the problems of social coherence's definition and conception, the lack of systemic point of view, tend of political parties to the electoral rhetoric. Seeking to get comprehensive research of social coherence it would be valuable to analyze provisions and analysis of practical policy of political parties. Unfortunately due to lack of this paper size it was not possible to do.

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.

Galios savoka yra viena is pagrindiniu, taciau taip pat ir viena is labiausiai gincijamu savoku politikos moksle bei gimininguose socialiniuose moksluose. Straipsnyje apzvelgiami teoriniai debatai del galios savokos reiksmes tarp sociologu ir politologu, prasideje XX amziaus septintajame desimtmetyje - vadinamieji 'galios veidu debatai' - bei galios santykis su giminingomis autoriteto (teisetos valdzios) ir prievartos savokomis. Straipsnio tikslas yra sudaryti 'tarpparadigmine' savokos taksonomija ir isskirti konceptualias 'galios' ribas. 'Galios' savokos ribozenkliais pasirenkamos butent 'autoriteto' ir 'prievartos' savokos, pirmaja is ju tapatinant su galios maksimumu, o antraja - su visisku galios eliminavimu, kai ja pakeicia fizine kontrole. Tai nera vienintele politologiniame diskurse aptinkama galios samprata, nes kai kurie politikos mokslu atstovai, ypac tarptautiniu santykiu tyrinetojai, galia tapatina butent su fizine jega. Vis delto dauguma sociologu ir politikos teoretiku palaiko pozicija (jai atstovaujama ir straipsnyje), jog galia baigiasi ten, kur prasideda prievarta Power is one of the basic, but at the same time one of the most disputed concepts in political science, as well as other social sciences contiguous to it. The article starts by reviewing an ongoing debate between political scientists and sociologists which started around 1960s - the so-called 'faces of power debate' - and moves on to evaluate the conceptual relation between power, on the one hand, and authority and coercion on the other. The somewhat modest goal of this endeavour is to design a taxonomy of, as well as to mark the limits of the concept in question. 'Authority' and 'coercion' (meaning 'physical force') are thus chosen as conceptual markers, the former corresponding to the maximum power with minimum opposition and the latter denoting the complete loss of power in exchange for sheer physical control over outcomes. This is not the only perception of power typical to the political science discourse; some political scientists, namely scholars of international relations, identify the exercise of power precisely with physical coercion by which certain object of value is secured. However, most of the more sophisticated accounts of power in social and political theory favour the conceptual limits proposed in this article. Adapted from the source document.

The statistics presented in the article show that both in the university and the non-university sectors the entrants prefered to choose popular programs of universities in big cities, mainly in the fields of humanities and social sciences. As a result, regional universities and colleges as well as study programs related to science and technologies lost substantial numbers of students. These losses were partially compensated by enrolling larger numbers of full-fee-paying students.

The statistics presented in the article show that both in the university and the non-university sectors the entrants prefered to choose popular programs of universities in big cities, mainly in the fields of humanities and social sciences. As a result, regional universities and colleges as well as study programs related to science and technologies lost substantial numbers of students. These losses were partially compensated by enrolling larger numbers of full-fee-paying students.

The statistics presented in the article show that both in the university and the non-university sectors the entrants prefered to choose popular programs of universities in big cities, mainly in the fields of humanities and social sciences. As a result, regional universities and colleges as well as study programs related to science and technologies lost substantial numbers of students. These losses were partially compensated by enrolling larger numbers of full-fee-paying students.

The statistics presented in the article show that both in the university and the non-university sectors the entrants prefered to choose popular programs of universities in big cities, mainly in the fields of humanities and social sciences. As a result, regional universities and colleges as well as study programs related to science and technologies lost substantial numbers of students. These losses were partially compensated by enrolling larger numbers of full-fee-paying students.