Visose Europos šalyse didėja dėmesys vaikų ankstyvajam socialiniam patyrimui. Vaiko ugdymo kokybę ikimokykliniame ugdyme gali užtikrinti tik nuolatinė šeimos ir darželio sąveika, nes tuomet geriausiai lavėja socialiniai ir pažintiniai vaiko gebėjimai. Tėvai ir kiti šeimos nariai, dalyvaudami vaiko ugdyme, sudaro palankias sąlygas vaikui savarankiškai ir aktyviai pažinti pasaulį. Problema. Nemažai vaikų pradeda lankyti mokyklą neįgiję reikiamos socialinės kompetencijos. Šeima ir ikimokyklinės įstaigos neskiria pakankamai dėmesio socialinės kompetencijos ugdymui ir kartu neieško naujų socialinės kompetencijos ugdymo galimybių. Darbo tikslas – teoriškai ir empiriškai pagrįsti šeimos ir darželio bendravimo ir bendradarbiavimo reikšmę, ugdant ikimokyklinio amžiaus vaikų socialinę kompetenciją. Tyrimo objektas - šeimos ir darželio bendravimo ir bendradarbiavimo reikšmė, ugdant ikimokyklinio amžiaus vaikų socialinę kompetenciją. Empirinio tyrimo įgyvendinimui buvo pasirinkta kiekybinių tyrimų metodologija. Darbo uždaviniai:  Apibrėžti vaiko socialinės kompetencijos ugdymo sampratą, sėkmingos socializacijos prielaidas;  Išryškinti socialinės kompetencijos reikšmę dabartinėje visuomenėje, bei švietimo sistemos vaidmenį ugdant vaikų socialinę kompetenciją.  Atskleisti darželio ir šeimos – kaip ugdymo partnerių – bendravimo ir bendradarbiavimo tikslus, uždavinius ir principus, bei sėkmingo bendradarbiavimo prielaidas.  Išanalizuoti tėvų ir pedagogų galimus bendravimo ir... [toliau žr. visą tekstą] / European countries pay great attention to a child’s early social experience. The quality of a child’s education in the preschool can be assured only by the constant interaction of a family and a kindergarten because it is the best way to develop a child’s social and cognitive abilities. Parents and other members of the family actively taking part in a child’s education capacitate to know the world independently and actively. The problem – a great number of children start going to school without having a necessary social competence. A family and preschool institutions do not pay enough attention to the development of social education and they do not search for new possibilities of education of competence. The purpose of the thesis – theoretically and empirically justify the importance of a family and kindergarten’s communication and cooperation while educating a child’s social competence. The object of the thesis – the importance of a family and kindergarten’s communication while educating a child’s social competence. In realizing the empirical investigation the author has chosen the methodology of quantitative investigation. The goals of the investigation: 1. To define the concept of a child’s social competence development, the assumptions of successful socialization. 2. To define the essence of social competence in nowadays community and the role of education system while developing a child’s social competence. 3. To reveal the aims of a family and a kindergarten’s... [to full text]

Sėkminga karjera dažnai yra laikoma gyvenimo sėkmės pagrindu, todėl tiek daug mokomės ir dirbame, kad padarytume karjerą, kuria galėtume didžiuotis ir kuri leistų mums pasinaudoti visomis gyvenimo galimybėmis. Karjera – tai darbo ir mokymosi patirtis. Darbą būtų galima suprasti kaip sau ir kitiems vertingos veiklos atlikimą. Vieną iš svarbiausių poreikių – savirealizacijos poreikį - individas dažniausiai patenkina įsiliedamas į darbinę veiklą. Šiuolaikiniam žmogui darbas neabejotinai yra svarbi vertybė, įtakojanti įvairias jo gyvenimo sferas. Efektyvaus įsiliejimo į darbo rinką, patinkančios darbinės veiklos, atitinkančio asmens poreikius, polinkius, interesus ir gabumus procesas yra ilgas ir sudėtingas: nuo savęs pažinimo, profesijų pasaulio pažinimo iki profesijos pasirinkimo, profesinės kvalifikacijos įgijimo ir darbo paieškos. Neradusiems savo kelio arba pasirinkusiems jį neteisingai, gresia būti paliktiems darbo rinkos užribyje be galimybės sugrįžti į ją. Todėl neatskiriama žmogaus gyvenimo dalimi tampa profesinės karjeros planavimo procesas. Didėjant darbo rinkos poreikiams, žmonėms vis dažniau tenka keisti veiklos pobūdį. Svarbu tampa ne tik išlikti darbo rinkoje, išsaugoti darbo vietą, bet ir sėkmingai kovoti konkurencinėje kovoje. Dirbdama su jaunuoliais, kuriems reikia profesinio konsultavimo ir orientavimo, susidomėjau priežastimis, skatinančiomis vienaip ar kitaip planuoti savo profesinę karjerą. Žinoma, priežasčių yra daug ir įvairių. Tai ir prigimtis, ir... [toliau žr. visą tekstą] / The subject of this paper is the influence of social factors for the results of career planning. Career is very important in one’s life. It is not only the choice of profession but it is also lifelong perfection, gaining experience. Scientists claim that career shows the quality of person’s life. Very often the way of seeking the career is influenced by environment. Thus the problem of this paper: how social factors determine youth career planning results. The object: social factors that influence youth career planning results. This paper was aiming to show importance of social factors for career planning results. The question: which social factors influence career planning results the most. Goals of investigation: 1. to describe the results of career planning by analyzing the conception of career planning theories 2. to reveal interaction between social factors and results of career planning 3. to investigate the influence of social factors for the results of career planning, according to students’ point of view. There was applied the empirical quantitative evaluation in this research. The data was obtained executing written questionnaires and applying the method of sources and documentation. Methods of the research: • Analysis of scientific literature sources • Analysis of documents • Questionnaires • Statistical analysis of data Sample of research. 93 schoolchildren and students participated in the research. In summary, research revealed strong interaction between... [to full text]

Švietimas, išsimokslinimas pagreitina žmogaus socializaciją, padeda koreguoti esamus visuomenės, valstybės santykius, tiksliau apibrėžia kiekvieno visuomenės nario, piliečio ir jų grupės vietą visuomenėje bei visuomenės funkcijas. Todėl valstybė, visuomenė kuria švietimo sistemas, vadovaudamasi ekonominiais išskaičiavimais. Suaugusiųjų švietimo plėtra pastaraisiais metais susiduria su naujais kokybinio ir kiekybinio pobūdžio iššūkiais. Pavyzdžiui, didėja švietimo kokybės poreikis, o tuo pat metu ir jo pasiūlos (formaliajame ir pirmiausia neformaliajame suaugusiųjų švietime) didinimo būtinybė. Viena iš svarbiausių pozityvių finansinio pobūdžio aplinkybių yra pastaraisiais metais suaugusiųjų švietimui didėjantis finansavimas, daugiausiai iš ES struktūrinių fondų. Šie ir kiti veiksniai reikalauja adekvačios švietimo politikos ir vadybos. Keletas ankstesnių tyrimų parodė, kad vienas iš svarbiausių ir kartu probleminių suaugusiųjų švietimo plėtros veiksnių yra suaugusiųjų švietimo organizavimo kokybė vietos savivaldos lygiu. Tačiau ankstesnių tyrimų duomenys tik netiesiogiai ir neišsamiai nušvietė suaugusiųjų švietimo organizavimo savivaldybėse elementus. Šio darbo tikslas išanalizuoti suaugusiųjų švietimo organizavimo būklę savivaldybėse. Renkant pirminius empirinius duomenis buvo panaudota kiekybinis metodas. Anketinėse apklausose dalyvavo 51 savivaldybių švietimo skyrių atstovas (iš bendro 60-ies savivaldybių skaičiaus) bei 48 suaugusiųjų mokymo centrų vadovai (iš bendro 53... [toliau žr. visą tekstą] / Education accelerates a person’s socialization, helps to improve present public and state relations and better specifies functions of every society member, citizen, their group as well as society. Due to this the state and the society develop education systems following economic calculations. Recently the adult education development has been facing new quality and quantity challenges. Thus for instance a demand for education quality grows together with a necessity to increase its supply (in formal and above all informal adult education). One of the most important positive financial circumstances is lately increasing financing of adult education mostly from the EU Structural funds. These and other factors require an adequate education policy and management. Some previous researches showed that one of the most important as well as problematic factors in the adult education development is the quality of adult education organisation in the self-government level. On the other hand, previous researches only indirectly and briefly elucidated elements of adult education organisation in municipalities. The paper aims at analyzing the situation of adult education organisation in municipalities. To collect primary empirical data the quantitative method has been employed. Representatives of education departments from 51 municipalities (out of 60 municipalities) and 48 heads of adult education centres (out of 53) have taken part in a questionnaire based survey. The paper consists of the... [to full text]

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The post graduate of Pedagogical University, the Faculty of Psyshology and Pedagogy, Departement of Social Pedagogy Sigita Šimonienė has preseented a thesis about links between the culture of gymnasium and pupils socialization, under the supervision of professor Vilija Targamadzė. The these have been in Vilnius in 2004. The volume is 77 pages. The objectives of the research are: To anlyse the concept of the culture of gymnasium. To analyse The stages of pupil's socialization, to point out the major factors. To present and substantiate the methodology of the research in links between the culture of gymnasium and pupils socialization. To research links between the culture of gymnasium and pupils socialization in Juozas Balčikonis and Vytautas Žemkalnis Gymnasium in Panev��žys.

Adolescents (N=516) in a rural Midwest high school, grades 9-12, indicated the crowds to which they belong from a list of 10 crowds specified by 4 classes in the school (e.g., Jocks, Emo, Farmers, Smart Kids/Nerds), along with the crowd to which they belong "more than any other." Most of the students (76%) claimed to belong to more than one crowd. Two-step cluster analysis was used to identify patterns of crowd membership, resulting in 8 clusters of distinct, heterogeneous composition. Students were compared on S. E. Paulson's (1994) parenting scale and on J. T. Jost and E. P. Thompson's (2000) social dominance orientation scale. SDO differed significantly among the males in the different crowd clusters, but not the females. Male members of clusters with a majority of members belonging in the Smart Kids/Nerd crowd or who considered themselves "Just Normal" had lower SDO scores than members of clusters with few or no members in the Smart Kids/Nerd crowd. Both mother's and father's responsiveness significantly predicted adolescent's SDO scores after controlling for gender, which was higher among males than females in this adolescent sample. In combination, mother's and father's responsiveness and demandingness explained 12% of the variance in SDO scores. Adolescents who perceived their parents as more responsive had lower SDO scores than adolescents with less responsive parents, but parent responsiveness and demandingness were not related to crowd cluster membership. / Department of Educational Psychology

The purpose of this study was to determine, under experimental conditions, which of two treatments (overt or covert rehearsal in conjunction with instruction, live modeling and reinforcement) would help chronic schizophrenic undifferentiated type inpatients learn new assertive behaviors (volume of speech and gaze) and transfer them to unfamiliar situations in the laboratory.The research was conducted at Dayton Mental Health Center, Dayton, Ohio. The sample population consisted of 30 subjects who were randomly divided into three groups of 10 subjects each. The groups were Treatment I (overt rehearsal), Treatment II (covert rehearsal) and No-Treatment (control). All subjects volunteered for the study. They were screened with the Wolpe-Lazarus Assertiveness Training Questionnaire; however, the results were discarded because many scored lower than the desired range. Subjects were videotaped at the end of the study.The two treatment groups were conducted twice weekly for a total of eight sessions in one month. Each session lasted about 45 minutes. Positive reinforcers such as cookies and cigarettes were provided to encourage attendance. The group leaders were two pairs of male and female psychology assistants and trainees. All were qualified for their randomly selected tasks. The treatment consisted of eight behavior situations designed by the writer based on the Behavior Assertiveness Test - Revised (BAT-R). Attendance was imperfect during the sessions as some subjects occasionally resisted groups. Following completion of the treatment, only 27 subjects accepted to be videotaped for testing; three refused to be taped.A posttest-only design was used in this study. Posttesting consisted of videotaped responses to a confederate who presented four trained and four untrained situations. Two qualified psychologists collected data by rating the subjects' behaviors on the video tape. The specific behaviors, volume of speech and gaze, were rated on the Qualitative Rating Scale for both the trained and untrained situations across all three groups. The effects of treatment were analyzed through several statistical steps:1. Three t-tests on pairs were used to analyze means between trained and untrained situations for both treatment groups and the No-Treatment group.2. Two separate one-way analyses of variance were computed on volume of speech and on gaze across all three groups. Scores of trained and untrained situations were summed for each variable.3. Four separate one-way analyses of variance were computed for volume of speech and gaze in each of the trained and untrained situations across all three groups.The results were not statistically significant at the .05 level. Thus, there were no differences between the treatment groups and the No-Treatment group with respect to untrained situations. Also, there were no differences between treatment groups and the No-Treatment group in the learning of new behaviors. These findings did not lend efficacy to the treatments or instruments used in this study. It is possible that those treatments may not succeed with lower functioning subjects such as those used in this sample.Recommendations for future research were to include longer treatment conditions and to use more sensitive training and testing instruments. Other suggestions included familiarization of subjects with videotaping prior to posttesting, inclusion of more variables and the use of pre-post measures as well as follow up measures.

This study focuses on the process that individuals who have migrated to Sweden go through when joining the Swedish Democrats (SD), a nationalistic and anti-immigration party. SDs history is filled with Racism and violence, since the parties remodelling in 1988, where the party removed its more extremist and violent grouping, SD have become the third largest political party in Sweden. Through the classic outsider theories of Elias (1999) and Becker (2006) this study is driven to explore a new theoretical view on the process of role and organizational change. By looking at what pushes the individuals away from their former organizational belonging and what pulls them towards SD, this study will try and understand the thought process and decision making of the group, immigrants in SD, around the time before and during their organizational change. As a secondary point to this paper the respondent’s sense of identity and belonging to SD will be studied. How has their change to SD affected their identity as a group and how do other groups affect them when they (SD) are trying to establish their identity. The research behind this paper is based on interviews with individuals that have migrated to Sweden and are public members of the Swedish Democrats.

A thematic analysis was conducted in order to reveal and identify central themes composing the motivational aspects of the popular Let’s Play media phenomenon. Nine informants with various connections to Let’s Plays were interviewed online through the use of a 17-item interview survey developed by the researcher. A total of five major recurring themes were discovered relating to the informants’ motivational reasons for making and viewing Let’s Plays as part of their spare time activities. Based on these discoveries, it can be assumed that the Let’s Play phenomenon contributes to modern-day need fulfillment relating to online socialization, entertainment, technological competence, commercialization and interpersonal relations between the media audience and the media personalities they follow. It was concluded that the Let’s Play phenomenon, and the communities contained within it, holds potential for the future development of videogame industry as a whole as well as being an interesting new arena for media research in general. Implications for further research within the field of Let’s Plays are therefore made in order to ensure the possibility of expanding the scientific knowledge surrounding this media phenomenon.

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