Suchergebnisse

While the department of social pedagogics was participating in the international TEMPUS project from 1995 to 1998, the experiments related to the need of social teachers and possibilities of professional functions and questions of professional preparation were held in Klaipėda region. The results of these experiments led to such the following conclusions: 1. All teachers need knowledge and experience of social work. Social teacher who is totally prepared and has obtained practical work experience is significantly needed not only for child care organizations but also for secondary education schools. Similarities and differences of class teacher's and social teacher's activities were observed during the experiments and the possibilities of social teachers successful activities at secondary schools were analysed. 2. While preparing social teachers for educational and child care institutions, specialization is essential as well as specification of their meetings with different educational and care organizations. Special formation of the skills of social activities is essential for future social workers. Work practice, non-formal students' activities and volunteers' work could help to establish this process. Course in the social work for preparation of social workers for educational institutions have to be closely related with practice. 3. It is necessary to evaluate norms of government social and educational institutions. (Extremely formal contacts between these institutions, with only occasional communications, as well as no interest or no care about further child's fortune were identified). 4. Until now, little attention has been given to family problems in Lithuania. It is necessary to develop the initiatives and enthusiasm of future teachers. They need to be able fundamentally to help the child and the family, to reduce and eliminate the reasons for problems occurring. Future teachers need to take initiative and responsibility while creating social projects and implementing them. It is essential to develop the process of selection for future professionals in social pedagogics. Future social teachers need to have clear features of honesty, social skills and work experience. Therefore when accepting students to the social worker's profession, not only the marks of their secondary school diploma should be considered but also personal characteristics and experience.

While the department of social pedagogics was participating in the international TEMPUS project from 1995 to 1998, the experiments related to the need of social teachers and possibilities of professional functions and questions of professional preparation were held in Klaipėda region. The results of these experiments led to such the following conclusions: 1. All teachers need knowledge and experience of social work. Social teacher who is totally prepared and has obtained practical work experience is significantly needed not only for child care organizations but also for secondary education schools. Similarities and differences of class teacher's and social teacher's activities were observed during the experiments and the possibilities of social teachers successful activities at secondary schools were analysed. 2. While preparing social teachers for educational and child care institutions, specialization is essential as well as specification of their meetings with different educational and care organizations. Special formation of the skills of social activities is essential for future social workers. Work practice, non-formal students' activities and volunteers' work could help to establish this process. Course in the social work for preparation of social workers for educational institutions have to be closely related with practice. 3. It is necessary to evaluate norms of government social and educational institutions. (Extremely formal contacts between these institutions, with only occasional communications, as well as no interest or no care about further child's fortune were identified). 4. Until now, little attention has been given to family problems in Lithuania. It is necessary to develop the initiatives and enthusiasm of future teachers. They need to be able fundamentally to help the child and the family, to reduce and eliminate the reasons for problems occurring. Future teachers need to take initiative and responsibility while creating social projects and implementing them. It is essential to develop the process of selection for future professionals in social pedagogics. Future social teachers need to have clear features of honesty, social skills and work experience. Therefore when accepting students to the social worker's profession, not only the marks of their secondary school diploma should be considered but also personal characteristics and experience.

Humour is part of human communication and can serve as an effective means for making contact, finding a way out of an embarrassing situation, or mitigating different political and social tensions. However, not all humans are born capable of generating and processing humour and it remains an open question whether it is possible to learn and develop this ability. Therefore, a sense of humour, but not an *ability of humour, would be a frequent collocation in many languages. Cognitive linguists claim that collocations are not accidental as combinability patterns point to certain conceptualisation processes in the expression of meaning. The cognitive linguistic viewpoint that humour is based on a mismatch, or incongruity, between ideas, otherwise referred to as frame shifting, is adopted as a prerequisite for producing humour in this paper. The focus of this paper is the expression of verbal humour dealing with the introduction of the euro in Lithuania in 2015. Verbal humour is created by employing different linguistic resources: sounds, spelling, word building models, homonymy and polysemy, word combinations and other syntactic structures and larger chunks of texts or discourse. The investigation is based on the main theories of humour: the Semantic Script Theory and the Superiority Theory developed by Attardo (1994) and Raskin (1985). The empirical material consists of 89 cases of verbal humour found in posts and comments in personal profiles and pages on Facebook and in reader comments following different articles in popular news portals written from September 2014 to February 2015. The paper attempts to describe linguistic means contributing to the construction of humour as well as to identify the shifts between frames involved in generating the humorous effect. The results of the investigation suggest that most humorous comments bear content-related political implications, shifting between the frames of the loss of national currency perceived either as the loss of stability or as the loss of national identity and the frame of positive expectations due to the greater integration into the EU. The techniques used to construct humour include wordplay based on sound combinations, similar spelling, non-standard spelling, and code-switching involving English and Russian. An especially productive technique was the construction of existing or non-existing words by code-mixing and the use of metaphor and metonymy. Larger chunks of text also employ intertextuality, parody, switching between registers and different types of echoing.

Humour is part of human communication and can serve as an effective means for making contact, finding a way out of an embarrassing situation, or mitigating different political and social tensions. However, not all humans are born capable of generating and processing humour and it remains an open question whether it is possible to learn and develop this ability. Therefore, a sense of humour, but not an *ability of humour, would be a frequent collocation in many languages. Cognitive linguists claim that collocations are not accidental as combinability patterns point to certain conceptualisation processes in the expression of meaning. The cognitive linguistic viewpoint that humour is based on a mismatch, or incongruity, between ideas, otherwise referred to as frame shifting, is adopted as a prerequisite for producing humour in this paper. The focus of this paper is the expression of verbal humour dealing with the introduction of the euro in Lithuania in 2015. Verbal humour is created by employing different linguistic resources: sounds, spelling, word building models, homonymy and polysemy, word combinations and other syntactic structures and larger chunks of texts or discourse. The investigation is based on the main theories of humour: the Semantic Script Theory and the Superiority Theory developed by Attardo (1994) and Raskin (1985). The empirical material consists of 89 cases of verbal humour found in posts and comments in personal profiles and pages on Facebook and in reader comments following different articles in popular news portals written from September 2014 to February 2015. The paper attempts to describe linguistic means contributing to the construction of humour as well as to identify the shifts between frames involved in generating the humorous effect. The results of the investigation suggest that most humorous comments bear content-related political implications, shifting between the frames of the loss of national currency perceived either as the loss of stability or as the loss of national identity and the frame of positive expectations due to the greater integration into the EU. The techniques used to construct humour include wordplay based on sound combinations, similar spelling, non-standard spelling, and code-switching involving English and Russian. An especially productive technique was the construction of existing or non-existing words by code-mixing and the use of metaphor and metonymy. Larger chunks of text also employ intertextuality, parody, switching between registers and different types of echoing.

Humour is part of human communication and can serve as an effective means for making contact, finding a way out of an embarrassing situation, or mitigating different political and social tensions. However, not all humans are born capable of generating and processing humour and it remains an open question whether it is possible to learn and develop this ability. Therefore, a sense of humour, but not an *ability of humour, would be a frequent collocation in many languages. Cognitive linguists claim that collocations are not accidental as combinability patterns point to certain conceptualisation processes in the expression of meaning. The cognitive linguistic viewpoint that humour is based on a mismatch, or incongruity, between ideas, otherwise referred to as frame shifting, is adopted as a prerequisite for producing humour in this paper. The focus of this paper is the expression of verbal humour dealing with the introduction of the euro in Lithuania in 2015. Verbal humour is created by employing different linguistic resources: sounds, spelling, word building models, homonymy and polysemy, word combinations and other syntactic structures and larger chunks of texts or discourse. The investigation is based on the main theories of humour: the Semantic Script Theory and the Superiority Theory developed by Attardo (1994) and Raskin (1985). The empirical material consists of 89 cases of verbal humour found in posts and comments in personal profiles and pages on Facebook and in reader comments following different articles in popular news portals written from September 2014 to February 2015. The paper attempts to describe linguistic means contributing to the construction of humour as well as to identify the shifts between frames involved in generating the humorous effect. The results of the investigation suggest that most humorous comments bear content-related political implications, shifting between the frames of the loss of national currency perceived either as the loss of stability or as the loss of national identity and the frame of positive expectations due to the greater integration into the EU. The techniques used to construct humour include wordplay based on sound combinations, similar spelling, non-standard spelling, and code-switching involving English and Russian. An especially productive technique was the construction of existing or non-existing words by code-mixing and the use of metaphor and metonymy. Larger chunks of text also employ intertextuality, parody, switching between registers and different types of echoing.

Humour is part of human communication and can serve as an effective means for making contact, finding a way out of an embarrassing situation, or mitigating different political and social tensions. However, not all humans are born capable of generating and processing humour and it remains an open question whether it is possible to learn and develop this ability. Therefore, a sense of humour, but not an *ability of humour, would be a frequent collocation in many languages. Cognitive linguists claim that collocations are not accidental as combinability patterns point to certain conceptualisation processes in the expression of meaning. The cognitive linguistic viewpoint that humour is based on a mismatch, or incongruity, between ideas, otherwise referred to as frame shifting, is adopted as a prerequisite for producing humour in this paper. The focus of this paper is the expression of verbal humour dealing with the introduction of the euro in Lithuania in 2015. Verbal humour is created by employing different linguistic resources: sounds, spelling, word building models, homonymy and polysemy, word combinations and other syntactic structures and larger chunks of texts or discourse. The investigation is based on the main theories of humour: the Semantic Script Theory and the Superiority Theory developed by Attardo (1994) and Raskin (1985). The empirical material consists of 89 cases of verbal humour found in posts and comments in personal profiles and pages on Facebook and in reader comments following different articles in popular news portals written from September 2014 to February 2015. The paper attempts to describe linguistic means contributing to the construction of humour as well as to identify the shifts between frames involved in generating the humorous effect. The results of the investigation suggest that most humorous comments bear content-related political implications, shifting between the frames of the loss of national currency perceived either as the loss of stability or as the loss of national identity and the frame of positive expectations due to the greater integration into the EU. The techniques used to construct humour include wordplay based on sound combinations, similar spelling, non-standard spelling, and code-switching involving English and Russian. An especially productive technique was the construction of existing or non-existing words by code-mixing and the use of metaphor and metonymy. Larger chunks of text also employ intertextuality, parody, switching between registers and different types of echoing.

Summary The social policy experts argue that there is a need to activate the new forms of solidarity, voluntary movement and more effective comunity iniciatives. The most appropriate form is the self – development groups and their associations. The inadequate various professionals' attention for the clients' level of the stress, stigmatization, the worsened social functioning, emotionally negative feelings, the changes of the social status, the inner relationships, the disfunction of the social roles, demand the social worker to manage the highest level in the methodical competence. The methodical action in social work is the intervention to the clients' environment, aiming at the personal and the external change that would influence the succesfull future well - being. The self – development groups are one of the most promising methods of social work which helps to correct the relationships with the others, the negative attitude and the behavior models, unconscious needs and feelings. In this way the cocial work clients would be helped to adapt in the foreseeable environment and society. During this decade in Lithuania the amount of the self-development groups is increasing but despite it the society is less informed about it, the groups themselves do not collaborate, are quite closed, the professionals yet are not motivated to integrate them into the social aid for the clients. The self-development groups as the communal phenomenon is outspreaded in the various social reality fields nevertheless they are boxed up with other psycho-theraphic and training groups, that is why it is essential to acknowledge the particularity of self-development groups in forming clients' competences, new contacts for solidarity and life style creating. The self – development groups as the method to help the clients to improve the psichosocial state is not yet indoctrinated in Lithuania either presented as the service of social work to political and social levels. With the help of the research the possibilities to indoctrinate the self – developments groups, to elucidate the attitudes of the profesionals in social work who are working with the self-development groups, the growth possibilities of the groups due to the social exclusion diminishing of the clients are clarified. The research defined that social work experts iniciate the self-development groups in the organizations and outside them, evaluating the groups as the most effective and less input having method of the help for the clients and considering society and political levels' privity as their development factor for the groups as the mean for psychosocial rehabilitation in the method of social work.

Summary The social policy experts argue that there is a need to activate the new forms of solidarity, voluntary movement and more effective comunity iniciatives. The most appropriate form is the self – development groups and their associations. The inadequate various professionals' attention for the clients' level of the stress, stigmatization, the worsened social functioning, emotionally negative feelings, the changes of the social status, the inner relationships, the disfunction of the social roles, demand the social worker to manage the highest level in the methodical competence. The methodical action in social work is the intervention to the clients' environment, aiming at the personal and the external change that would influence the succesfull future well - being. The self – development groups are one of the most promising methods of social work which helps to correct the relationships with the others, the negative attitude and the behavior models, unconscious needs and feelings. In this way the cocial work clients would be helped to adapt in the foreseeable environment and society. During this decade in Lithuania the amount of the self-development groups is increasing but despite it the society is less informed about it, the groups themselves do not collaborate, are quite closed, the professionals yet are not motivated to integrate them into the social aid for the clients. The self-development groups as the communal phenomenon is outspreaded in the various social reality fields nevertheless they are boxed up with other psycho-theraphic and training groups, that is why it is essential to acknowledge the particularity of self-development groups in forming clients' competences, new contacts for solidarity and life style creating. The self – development groups as the method to help the clients to improve the psichosocial state is not yet indoctrinated in Lithuania either presented as the service of social work to political and social levels. With the help of the research the possibilities to indoctrinate the self – developments groups, to elucidate the attitudes of the profesionals in social work who are working with the self-development groups, the growth possibilities of the groups due to the social exclusion diminishing of the clients are clarified. The research defined that social work experts iniciate the self-development groups in the organizations and outside them, evaluating the groups as the most effective and less input having method of the help for the clients and considering society and political levels' privity as their development factor for the groups as the mean for psychosocial rehabilitation in the method of social work.