Suchergebnisse

This work deals with women's approach to career planning development change. As a 30 years ago woman had planned a career and how a young woman today is planning her careers. The aim of the study is to set woman attitudes change in career development opportunities. Therefore the following goals have been set: 1. Describe women's career and career planning concepts. 2. Describe the concept of career women in influencing the social context of 30 years ago and now. 3. Identify women's approach to career development opportunities 30 years ago and now. The paper starts with the theoretical background to identify woman's career conception. Describe how in non-fiction different authors write about woman's career, what career models of release. Also describe career planning concept, models, which is the best to talk about woman's career. In this part of the work is delineating social context which influence women's attitude in career planning 30 years ago and now. The present study presents the results of the interview with women's to which 30 years ago was 20 -30 years and with women's to which now is 20 -30 years. After empirical investigation was identify that elder women and young women understand career similarly, because exclude similar elements which helps to identify career concepts. The same way in the interview attended women understand and career planning. But how they understand career depends on social politic and economic politic, which dominate 30 years ago and which is now. It means that women's career is different from each other, but women understand it similar.

This work deals with women's approach to career planning development change. As a 30 years ago woman had planned a career and how a young woman today is planning her careers. The aim of the study is to set woman attitudes change in career development opportunities. Therefore the following goals have been set: 1. Describe women's career and career planning concepts. 2. Describe the concept of career women in influencing the social context of 30 years ago and now. 3. Identify women's approach to career development opportunities 30 years ago and now. The paper starts with the theoretical background to identify woman's career conception. Describe how in non-fiction different authors write about woman's career, what career models of release. Also describe career planning concept, models, which is the best to talk about woman's career. In this part of the work is delineating social context which influence women's attitude in career planning 30 years ago and now. The present study presents the results of the interview with women's to which 30 years ago was 20 -30 years and with women's to which now is 20 -30 years. After empirical investigation was identify that elder women and young women understand career similarly, because exclude similar elements which helps to identify career concepts. The same way in the interview attended women understand and career planning. But how they understand career depends on social politic and economic politic, which dominate 30 years ago and which is now. It means that women's career is different from each other, but women understand it similar.

This work deals with women's approach to career planning development change. As a 30 years ago woman had planned a career and how a young woman today is planning her careers. The aim of the study is to set woman attitudes change in career development opportunities. Therefore the following goals have been set: 1. Describe women's career and career planning concepts. 2. Describe the concept of career women in influencing the social context of 30 years ago and now. 3. Identify women's approach to career development opportunities 30 years ago and now. The paper starts with the theoretical background to identify woman's career conception. Describe how in non-fiction different authors write about woman's career, what career models of release. Also describe career planning concept, models, which is the best to talk about woman's career. In this part of the work is delineating social context which influence women's attitude in career planning 30 years ago and now. The present study presents the results of the interview with women's to which 30 years ago was 20 -30 years and with women's to which now is 20 -30 years. After empirical investigation was identify that elder women and young women understand career similarly, because exclude similar elements which helps to identify career concepts. The same way in the interview attended women understand and career planning. But how they understand career depends on social politic and economic politic, which dominate 30 years ago and which is now. It means that women's career is different from each other, but women understand it similar.

The present article discusses the issue of national identity under the circumstances of globalization. We view globalization as a double-sided phenomenon: as a positive phenomenon that opens wide perspectives for political, economic and cultural communication co-operation, and - as a negative phenomenon - that may cause threat to the identity of separate persons, communities and cultures by weakening or even destroying that identity. The article also considers the possibility of viewing national identity from different perspectives. In terms of personal self-identification, national identity is most commonly treated as person's existence and survival within the context of the same ethnical group, this existence being accompanied by the feeling of belonging to the nation and Motherland. In this case, it is necessary to establish the measure of value for one's own nation against the background of other surrounding nations, as well as to dearly visualize the specific expectations for the future of the nation and one's own further existence within the national context. In our study of senior school learners' national identity, the starting point was the respondents' attitudes towards one's own national state and national security that underlies the freedom and independence of the nation as well as the recognition of the nation by others. The obtained results manifest a tendency in senior school learners' attitudes towards lower evaluations of one's own nation (in comparison with. [to full text]

The present article discusses the issue of national identity under the circumstances of globalization. We view globalization as a double-sided phenomenon: as a positive phenomenon that opens wide perspectives for political, economic and cultural communication co-operation, and - as a negative phenomenon - that may cause threat to the identity of separate persons, communities and cultures by weakening or even destroying that identity. The article also considers the possibility of viewing national identity from different perspectives. In terms of personal self-identification, national identity is most commonly treated as person's existence and survival within the context of the same ethnical group, this existence being accompanied by the feeling of belonging to the nation and Motherland. In this case, it is necessary to establish the measure of value for one's own nation against the background of other surrounding nations, as well as to dearly visualize the specific expectations for the future of the nation and one's own further existence within the national context. In our study of senior school learners' national identity, the starting point was the respondents' attitudes towards one's own national state and national security that underlies the freedom and independence of the nation as well as the recognition of the nation by others. The obtained results manifest a tendency in senior school learners' attitudes towards lower evaluations of one's own nation (in comparison with. [to full text]

The present article discusses the issue of national identity under the circumstances of globalization. We view globalization as a double-sided phenomenon: as a positive phenomenon that opens wide perspectives for political, economic and cultural communication co-operation, and - as a negative phenomenon - that may cause threat to the identity of separate persons, communities and cultures by weakening or even destroying that identity. The article also considers the possibility of viewing national identity from different perspectives. In terms of personal self-identification, national identity is most commonly treated as person's existence and survival within the context of the same ethnical group, this existence being accompanied by the feeling of belonging to the nation and Motherland. In this case, it is necessary to establish the measure of value for one's own nation against the background of other surrounding nations, as well as to dearly visualize the specific expectations for the future of the nation and one's own further existence within the national context. In our study of senior school learners' national identity, the starting point was the respondents' attitudes towards one's own national state and national security that underlies the freedom and independence of the nation as well as the recognition of the nation by others. The obtained results manifest a tendency in senior school learners' attitudes towards lower evaluations of one's own nation (in comparison with. [to full text]

The present article discusses the issue of national identity under the circumstances of globalization. We view globalization as a double-sided phenomenon: as a positive phenomenon that opens wide perspectives for political, economic and cultural communication co-operation, and - as a negative phenomenon - that may cause threat to the identity of separate persons, communities and cultures by weakening or even destroying that identity. The article also considers the possibility of viewing national identity from different perspectives. In terms of personal self-identification, national identity is most commonly treated as person's existence and survival within the context of the same ethnical group, this existence being accompanied by the feeling of belonging to the nation and Motherland. In this case, it is necessary to establish the measure of value for one's own nation against the background of other surrounding nations, as well as to dearly visualize the specific expectations for the future of the nation and one's own further existence within the national context. In our study of senior school learners' national identity, the starting point was the respondents' attitudes towards one's own national state and national security that underlies the freedom and independence of the nation as well as the recognition of the nation by others. The obtained results manifest a tendency in senior school learners' attitudes towards lower evaluations of one's own nation (in comparison with. [to full text]

A survey has been conducted of teachers attitudes towards managing educational change in Lithuania. 117 responses to an opinion questionnaire were received. The survey was intended to examine teachers attitudes towards education policy of the country, evaluation of the ongoing educational reform, position towards power distribution between the Ministry of Education and Science, local educational authorities, and headteachers. The survey also explored attitudes towards teacher training and appraisal. Findings indicate that teacher attitudes towards educational reform and devolution of power are mostly neutral. Strictly negative attitude was .expressed towards the way the Parliament and the Government are solving educational problems. A strong belief that society and non-governmental organisations should play bigger role in Lithuanian education was expressed.

A survey has been conducted of teachers attitudes towards managing educational change in Lithuania. 117 responses to an opinion questionnaire were received. The survey was intended to examine teachers attitudes towards education policy of the country, evaluation of the ongoing educational reform, position towards power distribution between the Ministry of Education and Science, local educational authorities, and headteachers. The survey also explored attitudes towards teacher training and appraisal. Findings indicate that teacher attitudes towards educational reform and devolution of power are mostly neutral. Strictly negative attitude was .expressed towards the way the Parliament and the Government are solving educational problems. A strong belief that society and non-governmental organisations should play bigger role in Lithuanian education was expressed.

A survey has been conducted of teachers attitudes towards managing educational change in Lithuania. 117 responses to an opinion questionnaire were received. The survey was intended to examine teachers attitudes towards education policy of the country, evaluation of the ongoing educational reform, position towards power distribution between the Ministry of Education and Science, local educational authorities, and headteachers. The survey also explored attitudes towards teacher training and appraisal. Findings indicate that teacher attitudes towards educational reform and devolution of power are mostly neutral. Strictly negative attitude was .expressed towards the way the Parliament and the Government are solving educational problems. A strong belief that society and non-governmental organisations should play bigger role in Lithuanian education was expressed.

A survey has been conducted of teachers attitudes towards managing educational change in Lithuania. 117 responses to an opinion questionnaire were received. The survey was intended to examine teachers attitudes towards education policy of the country, evaluation of the ongoing educational reform, position towards power distribution between the Ministry of Education and Science, local educational authorities, and headteachers. The survey also explored attitudes towards teacher training and appraisal. Findings indicate that teacher attitudes towards educational reform and devolution of power are mostly neutral. Strictly negative attitude was .expressed towards the way the Parliament and the Government are solving educational problems. A strong belief that society and non-governmental organisations should play bigger role in Lithuanian education was expressed.

Modern childhood research is more and more positioned towards the child, his/her abilities to perceive himself/herself and the world. In this case, the child becomes the subject of the research who has his/her own "voice". It is characteristic of the research when it is conducted in the interaction of childhood sociology and historical and cultural psychology. In such research, the introduction of the adult filter becomes especially complicated, because they are children, not adults, who represent their own world of childhood. It is attempted to start the research from the analysis of a particular child and his/her situation of being in the present. Thus the child's changed status and his/her new social roles are acknowledged. Researchers think that children have their opinion on all the issues of life: educational, cultural, political, economical ones, etc. Involving children in the research, it is suggested that they need to be interviewed individually and information need to be collected, focusing on the fact that the information might be important not only to children but also to adults. Information also helps the researcher himself/herself better understand the modern world of childhood and the child. Adults are only involved in the research when it is attempted to find out the links by which they are related to children and the role they perform in their life.

Modern childhood research is more and more positioned towards the child, his/her abilities to perceive himself/herself and the world. In this case, the child becomes the subject of the research who has his/her own "voice". It is characteristic of the research when it is conducted in the interaction of childhood sociology and historical and cultural psychology. In such research, the introduction of the adult filter becomes especially complicated, because they are children, not adults, who represent their own world of childhood. It is attempted to start the research from the analysis of a particular child and his/her situation of being in the present. Thus the child's changed status and his/her new social roles are acknowledged. Researchers think that children have their opinion on all the issues of life: educational, cultural, political, economical ones, etc. Involving children in the research, it is suggested that they need to be interviewed individually and information need to be collected, focusing on the fact that the information might be important not only to children but also to adults. Information also helps the researcher himself/herself better understand the modern world of childhood and the child. Adults are only involved in the research when it is attempted to find out the links by which they are related to children and the role they perform in their life.

Towards the end of nineteenth century and the first decades of the twentieth century, Jonas Šliūpas, as well as the majority of the Lithuanian national movement ideologists created the new principles of public self-organisation. He provided the social, economic and educational problems and envisioned the perspectives in national movement. J. Šliūpas saw the new social challenges of women in society in terms of national and social activities. Šliūpas called for equality between women and men in economic and political life, also saw the woman's civic engagement, the importance of female public life in the modern Lithuanian nation-formation process. He is probably the first Lithuanian intellectual who based an inherent idea of gender equality on women's and men's equal rights to education, advocated the belief that education leads to the equality of women in the family and society, which is allowing women to change the social challenges for new social activities and opportunities for self-expression.

Towards the end of nineteenth century and the first decades of the twentieth century, Jonas Šliūpas, as well as the majority of the Lithuanian national movement ideologists created the new principles of public self-organisation. He provided the social, economic and educational problems and envisioned the perspectives in national movement. J. Šliūpas saw the new social challenges of women in society in terms of national and social activities. Šliūpas called for equality between women and men in economic and political life, also saw the woman's civic engagement, the importance of female public life in the modern Lithuanian nation-formation process. He is probably the first Lithuanian intellectual who based an inherent idea of gender equality on women's and men's equal rights to education, advocated the belief that education leads to the equality of women in the family and society, which is allowing women to change the social challenges for new social activities and opportunities for self-expression.