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The article discusses problems of socialization that are particularly significant in adolescence, when a adolescent attempts to find his / her place and establish him / herself in the adult world. The conducted research is based on longitudinal studies and focuses on highlighting some factors that affect the process of socialization in the families of adolescents and non-formal school education.
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The article presents the results of the longitudinal research on school maturity of pre-primary children with visual impairments, which was conducted from 2003 to 2013. Following the results of this longitudinal research, the problems of education of pre-primary children with visual disorders, which were determined by visual impairments and insufficient attention of educators, were identified. The article makes attempts to reveal the content of school maturity and, on the basis of the acquired research results, to prove the necessity to carry out research on school maturity of pre-primary children attending educational institutions twice a year, preparing individual recommendations after the first research.
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Multidimensionality and complexity of the world of a contemporary human is constituted by processes of defragmentation and deconstruction it involves, but on the other hand engages globalization and integration acknowledged within social and cultural orders. Hence, such new circumstances manifested particularly in cultural borderlands require changes in the process of socialisation, which introduces the young generation to such reality. It must be remember, that everyday life of such generation is dynamised by cultural differences of national provenance, which appear due to the national diversity of families, as well as residing in a nationally diverse environment. These two factors significantly influence the process of shaping identity which is a specific“ <…> location in a world only within which it can be subjectively assimilated, <…> Identification always takes place within a given social world, <…> subjective assimilation of the identity as well as subjective assimilation of the social world are various aspects of the same process of internalisation, where the significant Others mediate (Berger & Luckman, 2001). Therefore, the individual identity is shaped “ <…> in a given group under the influence of a given culture. A human has no other way but to construct the image and concept of own self, or to belong to, and indentify with other(s) only when the group of reference is established, i.e. those important for own self and the cultural heritage.” (Nikitorowicz, 2005). As a result, the identity is located within the necessity and the choice (Budakowska, 2005), hence within and beyond borders, between this, what is inherited, and this, where one currently is (Chambers, 1994). Thus particular attention drawn to the quality of the socialisation process taking place in a culturally diverse family environment, where national diversity creates the axiology of a national and cultural self-identification of the youth, shaping their national identity, often of dual (double) nature. Such phenomenon occurs due to the fact that the world internalised in the course of primary (family) socialisation is entrenched in the awareness of the young individuals (Berger & Luckman, 2001). Therefore, the above reflections were made by the author a point of reference for the research exploration on axiology of the family socialisation in the context of national duality, occurring in nationally diverse families that have been also living in a nationally diverse environment for generations.
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The article presents counselling as an activity that supports socialisation processes. Lifelong career counselling helps young people prepare for vocational and life-related roles and aims to assist an individual in developing competencies one needs to function effectively on the labour market. One of such competencies is professional mobility, which is a typical marker of contemporary biographies called boundaryless career.
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The article focuses on topical issues and problems encountered while developing ethnic culture in Lithuania in accordance with the Law on the Principles of State Protection of Ethnic Culture and the Law on Products of the National Heritage adopted by the Seimas of the Republic of Lithuania. The possibilities of ethnic culture to develop national self-awareness and citizenship are analysed. The theoretical assumptions how these activities may contribute to primary and secondary socialisation of children and youth, enhancement of family and community relations, are highlighted.
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After the First World War educational and social activists joined in the work for the Vilnius voivodship community. Certain problems left over from the times of the Russian occupation were noticed in, among others, care and material support for various social groups as well as upbringing and education. The number of diverse issues of economic, social, and educational nature was increasing, and it was necessary for private individuals, organisations, and associations to participate in providing care, upbringing, and education to solve the problems. In the present paper the questions of organising institutions for children, youth, and adults: participants of the interactions in care and education are presented on the basis of the source materials stored in National Archive of Lithuania and the National Historical Archive in Wilno.
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Ability to read information from human face is compelling for social communication as it enables to understand emotions experienced by other persons, their intentions and needs, what in turn can allow to predict their behaviour, hence it is one of the first stages of developing knowledge on other people. As the research and observations prove, from very early stage of growth the infants realise that a human face is an object of crucial meaning. While entering face-to-face interaction and establishing eye contact they learn convictions of mental and social lives of others. Problems with social communication of children with autism, particularly in terms of eye contact and looking at the partner of an interaction, allow to distinguish children with autism from their peers with other developmental disorders. Children with autism observe people less, and if they do, they do not concentrate on their faces. Moreover, they are not interested in what others express while establishing eye contact, hence not reading their facial expression nor recognising emotions noticeable from face. On top of that, they do not react, or react with delay to the stimuli, avoiding direct eye contact. Therefore, they are unable to read the intention of the direction or expression of the eye contact as a tip useful in interpreting others’ behaviour, and since children with autism do not understand the meaning of information contained within facial expression and eye contact, their range of social experiences during conversation is significantly limited. It profoundly affects their social communication with other people, particularly as far as initiating and maintaining interactions are concerned.
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The article analyzes reflection of life quality in secondary socialization with reference to the experience of learners’ parents. The research has revealed that every second respondent is satisfied with his / her life achievements; every third respondent has achieved everything he / she could in life; learners’ parents tend to link their life quality primarily with health, financial status, successful marriage, profession, relationships with relatives and children’s achievements.
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Upon starting to attend school, a homeless child frequently faces the problem of stigmatization, lacks a wish for learning, as well as fails to learn and establish relationships with school community. Therefore, a child feels the situation of homelessness even more acutely. Homeless children that have difficulties in adapting at school, acquire no knowledge and skills, which would help them to overcome poverty and homelessness.
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Relating the process of professional socialisation to professional adaptability and age, the hypothesis is raised that professional adaptability of young adults is lower than that of mature adults. The survey of 44 part-time students of different age from Lithuanian University of Educational Sciences applying the Career Adapt-Abilities Scale (CAAS) (Savickas, Porfeli, 2012) revealed that professional adaptability of young adults is statistically significantly lower than that of mature adults.
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The article theoretically substantiates the purpose of programmes of early prevention to develop children’s social and coping skills, presents the concept of coping with challenges, strategies for overcoming difficulties, which are applied by children, as well as structure, which predetermines efficiency of early prevention programmes. Seeking the analysis of the impact of the programme ‘Zippy’s Friends’ on self-development of children’s social competence and creation of safe emotional environment in educational institutions, the research of several stages is presented: a) content analysis of the Lithuanian Pre-primary Education Curriculum and the programme ‘Zippy’s Friends’, which highlighted the specific contribution of the latter programme to children’s social competence; b) generalisation of the results of the research in the impact of the programme ‘Zippy’s Friends’ on development of children’s social competence; c) identification of the impact of the programme ‘Zippy’s Friends’ on creation of safe emotional environment in an educational institution.
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Author analyses some perspectives and interpretations of relations between schooland parents in the past. He points out how they were developing in the Middle Ages and in thetime of Reformation. In that time cooperation of parents and a school was understood essentiallydifferent as today. In the Middle Ages the relation between parents and a school was clear andmostly non-problematic, at least regarding the contents, methods and objectives of education.Relations inside the school were an image of relations inside the family. In the time of Reformationstatus was not essentially different, still educators as Johannes Sturm began more intensively tothink about meaning of cooperation between a school and a family
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The last decades of the twentieth century brought several twists and turns in anthropological practice and theory. New constellations of geo-political and social circumstances on a global scale have also reshaped the terrain landscapes traditionally visited by anthropologists of the classical epoch, exploring distant, other, and different cultures. Bringing anthropology home, by shifting the focus of interest from traditional to contemporary societies and cultures, has opened new terrains which can also be digital. Marked as places where meaningful human activities take place, with consequences and responses to them, we can move through digital environments, we can spend time wandering or exploring, talking, getting to know each other, loving and being, experiencing them as an integral part of our world. With that in mind, in this paper, I will present the development of the idea of places in the digital environment as the terrain of contemporary anthropological research. By defining key concepts and contextualizing them, I will seek to outline the landscape and features of the new(er) media universe, which the internet and social media are a part of, and which make up the digital environment. Then I will present the path of (de)colonizing the digital, reflected in its becoming a real anthropological terrain, which can be explored by multi-sited ethnography, and the settlement of the digital environment, i.e. by designating them a social space.
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It seems that getting students involved in classroom activities is more and more difficult, nowadays. After interacting with hundreds of teachers and examining some relevant publications in this area of classroom engagement, we have come up with some basic rules that can help teacher activate their pupils.
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Over the past 10 years The Open University has embedded an institutional approach to Learning Design, with use of the approach mandated as part of the curriculum design process.This paper will explore how that approach has developed over time, as practitioners have learnt from and developed the offering, and as requirements on the institution and on curriculum production have changed. This evolution has seen the approach develop into an end-to-end process of design and evaluation and brought to bear the power of learning analytics into curriculum design.The paper will also explore the various internal and external research outputs, synthesising these into some key lessons that have been learnt over the past ten years. Finally, the paper will look ahead, to see how the next ten years might look and how the role of Learning Design may adapt over this time.
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This compendium was created by the consortium members of the CEE Prevent Net initiative. Its development is the result of a robust exchange of good practice methods among various organizations and civil society actors in the areas of youth work and (non-formal) education aimed at preventing intolerance, discrimination, and right-wing populism and extremism in the region of Central and Eastern Europe. Initially, this volume was supposed to present 10 good practices for working with young people directly; however, the CEE Prevent Net network decided to expand this initial enterprise gratuitously. This additional section provides youth workers, educators, and other civic actors with recommendations and advocacy strategies for youth work that fosters tolerance, facilitates dialogue, and prevents discrimination and far right ideologies.
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The University of Economics – Varna was founded on May 14, 1920 and this year it celebrates its 100th anniversary. Already in the first university curricula very serious attention was paid to the foreign language training of the future economists, and the number of foreign language classes exceeded the number of classes in any other subject. Prominent philologists who had graduated abroad were recruited to teach foreign languages, and foreign nationals were regularly invited to deliver lectures at the University. Two of the foreign language professors were elected rectors of the University. The purpose of this article is to outline the role of languages in the first university curricula (1920 – 1940 г.) and to promote the names and work of the first language teachers at the University of Economics – Varna.
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The study seeks an answer to the current problem of the deepening global crisis of classic media business models in the digital age and the need to seek sustainable new forms of financing. This state of the journalistic media, resp. of quality journalism is the result of competition from the Internet and major online platforms, but also from acute financial crises, the most recent one caused by Covid-19. They hit the two market foundations of the media company the hardest – advertising and sales. Financially afflicted media repel citizens and are a direct threat to democracy. Weakened, they fall under external dependence, and cannot control the politicians and those in power; neither can they oppose the viral spread of misinformation and fake news on social media. The main research question is “Is it possible – and in what way – to save the media financially in the digital age?” 13 current media-financing models with an emphasis on digital media have been studied - beyond advertising, classified ads etc., which until recently ensured the well-being of the press and television. Two different media business models were also considered: taz – a successful German left-wing alternative newspaper based on cooperative ownership and a solidary model of attracting readers, and “Capital” – a Bulgarian business-oriented medium that successfully applies new forms of financing. Both editions focus on digital transition. The elements of comparison show that for several reasons the “taz model”, which provides a much more direct and emotional connection with the readership, is not applicable to Bulgaria in the medium term. The main conclusion of the study is that in order to survive in the digital age, journalistic media must have a flexible pluralistic funding model. Depending on the nature of the media, its target groups and the specifics of society, it may contain only part or a wider range of the following main sources of funding: market; state / public funding; structures of civil society and citizens.
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Televised political advertising appears in very different national political communication contexts. Sweden is an interesting case study. For many years, political ads on TV were not allowed at all. However, with the transition from analog to digital terrestrial television the public service obligations of the “hybrid” channel TV4 were dismantled. In the 2010 national election campaign, all Swedish parliamentary parties bought advertising time on TV4. This article intends to shed new light on political TV ads as a new campaign feature in a rapidly transforming political communication environment. The study relates to the concept of hybridization of election campaigns and intends to increase knowledge about hybridization processes by focusing on a critical case where one of the most adopted campaign practices worldwide is finally implemented within a specific national context and deviating political culture.
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