Suchergebnisse

Media impart information on political, social, economic, cultural events of social life. In this way media form the human conception of everyday world. In Lithuania there is analyzed the presentation of migration in press and internet portals. However in Lithuania there are no researches made on presentation of emigration on television. In this Master's thesis it is aimed to reveal the dynamics of presenting emigration in broadcasts of Lithuanian television (2006-2010) and the peculiarities of creation of broadcasts on emigration. In the Master's thesis J. Baudrillard's simulation conception is being followed, which denies the idea of "real" world. The analysis of the Italian, Swedish, Indian, Japanese, German television experience revealed the national migration representation features. In the Master's thesis TV broadcasts are analyzed as visual texts. There are applied procedures of U. Flick, Norman K. Denzin, H. Herman, W.Jahn and B.Hildenbran. For the analysis of emigration from the point of view of family stress R.Hill's model ABC-X has been chosen. For the research of activity of broadcast authors there was applied the Map method (Irene Levin). The research of dynamics of emigration presentation in broadcasts of Lithuanian television revealed that until 2009 there was dominating a multidimensional representation of emigration phenomenon, since 2009 fragmented phenomenon analysis. The authors of broadcasts try to create the illusion of "reality" and apply the procedure for creating "reality": talk to witnesses, experts. Since 2009 beside neutral sayings the rhetoric expressing evaluative position appears in speeches of broadcast participants, experts and presenters, conveyed experiences related not only with stress, despair, big joy but with uncertainty situation as well, broadcast is finished not only using generalizing sayings of the broadcast presenters in the beginning and end of broadcast but also giving rhetorical questions, appeared rhetoric justifying the emigration. The analysis of presenting emigration in TV broadcasts from the point of view of family stress revealed that the families of emigrants and families with parents abroad experience stress. In order to overcome inner stress evoked by the stressor the families of emigrants use psychological and social resources, families with parents abroad use resources in Lithuania and abroad. In purposive broadcasts families with parents abroad experience traumatic, mobilizing, concealed, dipolar stress. In specialized broadcasts represented families with parents abroad experience traumatic and mobilizing stress. During research of the activity of the authors of broadcasts "Emigrants" and "How are you?" there have been distinguished five models of authors of broadcasts describing emigration: existential model (emigration as the choice of life values); instrumental-cyclic model (emigration as operacionalisation); emotional model (emigration as disappointment); critical model (review of the concept of emigration in the context of global migration); alerting model (emigration as the entirety of dangers). The peculiarity of broadcast creation is revealed by the motives of creation and the four activities of the authors: selection of team, participants and topic; coordination of representation of positive and negative experiences; coordination of verbal and non-verbal representation; pattern of TV broadcast and the possibility of corrective intrusion. It was found that in TV shows on emigration there was developed the concept of families with parents abroad. The authors of broadcasts pointed out that direct communication with families affected that families with parents abroad were listed as a separate group, characterized by family characteristics. The authors of broadcasts "Emigrants" and "How are you?" are ready to continue the programs and does not alter the structure of their programs, because they realized the concept of the phenomenon of emigration.

Media impart information on political, social, economic, cultural events of social life. In this way media form the human conception of everyday world. In Lithuania there is analyzed the presentation of migration in press and internet portals. However in Lithuania there are no researches made on presentation of emigration on television. In this Master's thesis it is aimed to reveal the dynamics of presenting emigration in broadcasts of Lithuanian television (2006-2010) and the peculiarities of creation of broadcasts on emigration. In the Master's thesis J. Baudrillard's simulation conception is being followed, which denies the idea of "real" world. The analysis of the Italian, Swedish, Indian, Japanese, German television experience revealed the national migration representation features. In the Master's thesis TV broadcasts are analyzed as visual texts. There are applied procedures of U. Flick, Norman K. Denzin, H. Herman, W.Jahn and B.Hildenbran. For the analysis of emigration from the point of view of family stress R.Hill's model ABC-X has been chosen. For the research of activity of broadcast authors there was applied the Map method (Irene Levin). The research of dynamics of emigration presentation in broadcasts of Lithuanian television revealed that until 2009 there was dominating a multidimensional representation of emigration phenomenon, since 2009 fragmented phenomenon analysis. The authors of broadcasts try to create the illusion of "reality" and apply the procedure for creating "reality": talk to witnesses, experts. Since 2009 beside neutral sayings the rhetoric expressing evaluative position appears in speeches of broadcast participants, experts and presenters, conveyed experiences related not only with stress, despair, big joy but with uncertainty situation as well, broadcast is finished not only using generalizing sayings of the broadcast presenters in the beginning and end of broadcast but also giving rhetorical questions, appeared rhetoric justifying the emigration. The analysis of presenting emigration in TV broadcasts from the point of view of family stress revealed that the families of emigrants and families with parents abroad experience stress. In order to overcome inner stress evoked by the stressor the families of emigrants use psychological and social resources, families with parents abroad use resources in Lithuania and abroad. In purposive broadcasts families with parents abroad experience traumatic, mobilizing, concealed, dipolar stress. In specialized broadcasts represented families with parents abroad experience traumatic and mobilizing stress. During research of the activity of the authors of broadcasts "Emigrants" and "How are you?" there have been distinguished five models of authors of broadcasts describing emigration: existential model (emigration as the choice of life values); instrumental-cyclic model (emigration as operacionalisation); emotional model (emigration as disappointment); critical model (review of the concept of emigration in the context of global migration); alerting model (emigration as the entirety of dangers). The peculiarity of broadcast creation is revealed by the motives of creation and the four activities of the authors: selection of team, participants and topic; coordination of representation of positive and negative experiences; coordination of verbal and non-verbal representation; pattern of TV broadcast and the possibility of corrective intrusion. It was found that in TV shows on emigration there was developed the concept of families with parents abroad. The authors of broadcasts pointed out that direct communication with families affected that families with parents abroad were listed as a separate group, characterized by family characteristics. The authors of broadcasts "Emigrants" and "How are you?" are ready to continue the programs and does not alter the structure of their programs, because they realized the concept of the phenomenon of emigration.

War has been an integral part of human history. The economical, political, social and technological advancement of society, has transformed primitive, tribal type wars into state waged wars that are highly organized and deadly. At the same time war appears to be taking new face. Today both states and non states wage war. Still ongoing insurgencies in Iraq and Afghanistan, remind us that not all wars are fought among nation-states. Majority of wars in past three decades were not interstate, when at least in one fighting side it was something other than a military force, organized and operating under the control of national government. Almost all of these conflicts had the external intervention by other states. War against terrorism has showed that state owned armed forces meet new type of enemy in battle field. Not only armies and navies, but also local warlords, nets of terrorist groups and criminal gangs are the force that state militaries have to deal with. So the aim of this paper is to find out, how new warfare affects the international system and answer the questions what are the implications of the new warfare for the Armed Forces, nation states and international system. This study consists of five parts. In the first part the three concepts, competing for the position of leading theory of conflict in the twenty first century are analyzed: realpolitik approach, Transformation theory, and Forth Generation Warfare theory. Main focus is on the later. Works of the leading proponents of 4GW theory are discussed in this part: M. Creveld's theoretical thoughts about decentralization of warfare and its 'decoupleation' from the state; W. S. Lind's Forth Generation model and main driving factors simulating generational shift; and T. X. Hammes's ideas about political, social and economic factors as a true drivers of generational change. The aim of this analysis was to derive characteristics of the New Warfare. This enabled to identify the most dominant, specific features of this type of war fighting: new actors, new space and asymmetry. The second part of the paper is devoted for substance of the identified features elaboration. Today new participants of the new warfare could be divided at least into two groups: state and non-state actors, while within each of the aforementioned groups possible all other divisions according certain criteria. This paper focuses on civilian and military sectors including private dimension in both. Space where new warfare is taking place could be viewed through two different levels: micro and macro. While talking about the third feature - asymmetry, here this issue is discussed in terms of ways and means. In each of the other three parts of the paper the implications of new warfare for Armed Forces, States an International System are discussed. Results of the research show the need for adaptation for armed forces in terms of cooperation with private sector and more military focused civilian institutions. Concerning the states, results of the analysis show the necessity of deeper cooperation and integration with "friendly" international actors and possibility of "isolation" concerning non friendly ones. In general research shows the need for international cooperation in order to find new tools required in new war fighting; and the effect of it – the loss of states monopoly over warfare, by transferring part of their sovereignty to private sector and international institutions. New non-state actors appear in international system willing and able to shape international security issues. This affects international system, which needs to adapt to new changes in this sphere. Not only international legal base concerning war and military conflicts has to be reconsidered, but also international tools of power projection should be re-examined in terms of their relevance and effectiveness.

War has been an integral part of human history. The economical, political, social and technological advancement of society, has transformed primitive, tribal type wars into state waged wars that are highly organized and deadly. At the same time war appears to be taking new face. Today both states and non states wage war. Still ongoing insurgencies in Iraq and Afghanistan, remind us that not all wars are fought among nation-states. Majority of wars in past three decades were not interstate, when at least in one fighting side it was something other than a military force, organized and operating under the control of national government. Almost all of these conflicts had the external intervention by other states. War against terrorism has showed that state owned armed forces meet new type of enemy in battle field. Not only armies and navies, but also local warlords, nets of terrorist groups and criminal gangs are the force that state militaries have to deal with. So the aim of this paper is to find out, how new warfare affects the international system and answer the questions what are the implications of the new warfare for the Armed Forces, nation states and international system. This study consists of five parts. In the first part the three concepts, competing for the position of leading theory of conflict in the twenty first century are analyzed: realpolitik approach, Transformation theory, and Forth Generation Warfare theory. Main focus is on the later. Works of the leading proponents of 4GW theory are discussed in this part: M. Creveld's theoretical thoughts about decentralization of warfare and its 'decoupleation' from the state; W. S. Lind's Forth Generation model and main driving factors simulating generational shift; and T. X. Hammes's ideas about political, social and economic factors as a true drivers of generational change. The aim of this analysis was to derive characteristics of the New Warfare. This enabled to identify the most dominant, specific features of this type of war fighting: new actors, new space and asymmetry. The second part of the paper is devoted for substance of the identified features elaboration. Today new participants of the new warfare could be divided at least into two groups: state and non-state actors, while within each of the aforementioned groups possible all other divisions according certain criteria. This paper focuses on civilian and military sectors including private dimension in both. Space where new warfare is taking place could be viewed through two different levels: micro and macro. While talking about the third feature - asymmetry, here this issue is discussed in terms of ways and means. In each of the other three parts of the paper the implications of new warfare for Armed Forces, States an International System are discussed. Results of the research show the need for adaptation for armed forces in terms of cooperation with private sector and more military focused civilian institutions. Concerning the states, results of the analysis show the necessity of deeper cooperation and integration with "friendly" international actors and possibility of "isolation" concerning non friendly ones. In general research shows the need for international cooperation in order to find new tools required in new war fighting; and the effect of it – the loss of states monopoly over warfare, by transferring part of their sovereignty to private sector and international institutions. New non-state actors appear in international system willing and able to shape international security issues. This affects international system, which needs to adapt to new changes in this sphere. Not only international legal base concerning war and military conflicts has to be reconsidered, but also international tools of power projection should be re-examined in terms of their relevance and effectiveness.

The main objective of educational institutions is to create an environment oriented towards learners that provides possibilities to choose and to pursue their individual learning goals. The school environment is described as a socio-cultural space of educational institutions embracing an ongoing versatile process of educating children and their self-education. Many Lithuanian and foreign scholars studied the school environment and its influence on the development of children's personalities as well as direct learning results (Jensen, 2001; Jucevičienė, 2003; Zulumskytė, 2004; Petty, 2006; Arends, 2008). However, aspects of the environment of physical education in Lithuania have received only a fragmentary analysis. It has not been studied at all whether teachers and learners similarly perceive separate components of the created environment. Therefore, it was necessary to find out how the created environment is perceived by teachers and pupils and whether the environment of physical education in comprehensive schools is propitious to pursue goals of the syllabus of physical education. The object of the analysis was the educational environment during lessons of physical education in comprehensive schools of Vilnius District. The subject of the analysis was pupils of the tenth form in comprehensive schools in Vilnius district. Hypothesis – teachers and students from schools of Vilnius District understand and perceive the educational / learning environment in physical education classes in a similar way and it is conducive to implement the general physical education programs in the subject objectives. The purpose was to investigate the educational environment during lessons of physical education for pupils of the tenth form in comprehensive schools in Vilnius district. Objectives: 9. To survey peculiarities of material sports infrastructure in comprehensive schools of Vilnius district; 10. To identify the educational environment during lessons of physical education as perceived by pupils; 11. To find out whether teachers create a productive learning environment (in their own estimation); 12. To determine differences of perception of the educational environment by teachers and pupils. Analysis planning and methodology. The analysis sample constituted 23 physical education teachers of various schools in Vilnius district (52.2% from gymnasiums, 26.1% from secondary schools, and 21.7% from basic schools) and 270 pupils (46.7% from gymnasiums, 34.4% from secondary schools, and 18.9% from basic schools). The analysis included an evaluation scale of educational environment during lessons of physical education (Goudas and Biddle, 1994) as well as an abridged questionnaire for the evaluation of the environment of physical education. The questionnaire consisted of 18 statements grouped into five subscales (pupil's ability to choose; teacher's support; orientation towards performance during the lesson; a concern about mistakes; teacher's encouragement to orientate towards learning the subject). In order to evaluate the internal consistency of the scale in the questionnaire, Cronbach's alpha was used (the value of Cronbach's alpha reached 0.812; the Spearman-Brown stepped-up reliability coefficient totalled to 0.836). The statistical analysis of data was performed using the statistical data processing package SPSS 17.0. Respondents had to evaluate every statement in the questionnaire using a five-point Likert scale, choosing the answer from "Strongly disagree" (5) to "Strongly agree" (1). In order to determine peculiarities of educational environment as perceived by the subjects under analysis using the subscales, arithmetic means (X), standard deviations (S) and standard Error of the Arithmetic Mean ( ) of subscale statements were calculated. To determine reliability of differences between groups (teachers and pupils), Student's t-criterion with a significance level p<0,05 was applied to independent samples. Conclusions: 4. Basic schools, secondary schools and gymnasiums have similar material sports infrastructures which are quite well equipped with educational, work, informational and visual means. Secondary schools and gymnasiums have better installed additional premises beside gyms (changing-rooms, showers, toilets). 5. Evaluating separate components (subscales) it was determined that teachers and pupils perceive the educational environment during lessons of physical education differently. Only evaluations of orientation towards performance during the class do not differ. Furthermore, they are similar in all schools of Vilnius district – basic schools, secondary comprehensive schools and gymnasiums. 6. The data show that the environment created by teachers is mostly oriented towards learning the subject. However, most of the teachers create a possibility for pupils to choose, personally care for pupils, support them and regard pupils' mistakes as a part of learning. Pupils are not anxious about their mistakes. Similarly to teachers, pupils also perceive the environment as oriented towards learning the subject and as supporting them, but on a lower level than their teachers. Teachers consider that they create a democratic environment. However, pupils have a different opinion concerning this issue. 7. Differences in perception of the educational environment by teachers and pupils during lessons of physical education, which were determined during the analysis, might constitute the obstacle to successfully attain the objectives of general syllabuses of physical education.

The main objective of educational institutions is to create an environment oriented towards learners that provides possibilities to choose and to pursue their individual learning goals. The school environment is described as a socio-cultural space of educational institutions embracing an ongoing versatile process of educating children and their self-education. Many Lithuanian and foreign scholars studied the school environment and its influence on the development of children's personalities as well as direct learning results (Jensen, 2001; Jucevičienė, 2003; Zulumskytė, 2004; Petty, 2006; Arends, 2008). However, aspects of the environment of physical education in Lithuania have received only a fragmentary analysis. It has not been studied at all whether teachers and learners similarly perceive separate components of the created environment. Therefore, it was necessary to find out how the created environment is perceived by teachers and pupils and whether the environment of physical education in comprehensive schools is propitious to pursue goals of the syllabus of physical education. The object of the analysis was the educational environment during lessons of physical education in comprehensive schools of Vilnius District. The subject of the analysis was pupils of the tenth form in comprehensive schools in Vilnius district. Hypothesis – teachers and students from schools of Vilnius District understand and perceive the educational / learning environment in physical education classes in a similar way and it is conducive to implement the general physical education programs in the subject objectives. The purpose was to investigate the educational environment during lessons of physical education for pupils of the tenth form in comprehensive schools in Vilnius district. Objectives: 9. To survey peculiarities of material sports infrastructure in comprehensive schools of Vilnius district; 10. To identify the educational environment during lessons of physical education as perceived by pupils; 11. To find out whether teachers create a productive learning environment (in their own estimation); 12. To determine differences of perception of the educational environment by teachers and pupils. Analysis planning and methodology. The analysis sample constituted 23 physical education teachers of various schools in Vilnius district (52.2% from gymnasiums, 26.1% from secondary schools, and 21.7% from basic schools) and 270 pupils (46.7% from gymnasiums, 34.4% from secondary schools, and 18.9% from basic schools). The analysis included an evaluation scale of educational environment during lessons of physical education (Goudas and Biddle, 1994) as well as an abridged questionnaire for the evaluation of the environment of physical education. The questionnaire consisted of 18 statements grouped into five subscales (pupil's ability to choose; teacher's support; orientation towards performance during the lesson; a concern about mistakes; teacher's encouragement to orientate towards learning the subject). In order to evaluate the internal consistency of the scale in the questionnaire, Cronbach's alpha was used (the value of Cronbach's alpha reached 0.812; the Spearman-Brown stepped-up reliability coefficient totalled to 0.836). The statistical analysis of data was performed using the statistical data processing package SPSS 17.0. Respondents had to evaluate every statement in the questionnaire using a five-point Likert scale, choosing the answer from "Strongly disagree" (5) to "Strongly agree" (1). In order to determine peculiarities of educational environment as perceived by the subjects under analysis using the subscales, arithmetic means (X), standard deviations (S) and standard Error of the Arithmetic Mean ( ) of subscale statements were calculated. To determine reliability of differences between groups (teachers and pupils), Student's t-criterion with a significance level p<0,05 was applied to independent samples. Conclusions: 4. Basic schools, secondary schools and gymnasiums have similar material sports infrastructures which are quite well equipped with educational, work, informational and visual means. Secondary schools and gymnasiums have better installed additional premises beside gyms (changing-rooms, showers, toilets). 5. Evaluating separate components (subscales) it was determined that teachers and pupils perceive the educational environment during lessons of physical education differently. Only evaluations of orientation towards performance during the class do not differ. Furthermore, they are similar in all schools of Vilnius district – basic schools, secondary comprehensive schools and gymnasiums. 6. The data show that the environment created by teachers is mostly oriented towards learning the subject. However, most of the teachers create a possibility for pupils to choose, personally care for pupils, support them and regard pupils' mistakes as a part of learning. Pupils are not anxious about their mistakes. Similarly to teachers, pupils also perceive the environment as oriented towards learning the subject and as supporting them, but on a lower level than their teachers. Teachers consider that they create a democratic environment. However, pupils have a different opinion concerning this issue. 7. Differences in perception of the educational environment by teachers and pupils during lessons of physical education, which were determined during the analysis, might constitute the obstacle to successfully attain the objectives of general syllabuses of physical education.