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Video has been used in educational settings for several years by means of videotapes. However, the use of digital video is not very common in schools and training institutions. Moreover, the literature reports not much about using online video in teacher training purposes. This current study presents an online video-based pre-service teacher training environment, offering online video cases for teacher training purposes. The first purpose is to develop an online video-based training system for teacher training. The online teacher training system includes online video cases on various topics in teacher training. The second aim of this study is to understand what student teachers think about the video cases in the online training environment. The first phase of the study was implemented as a pilot study, and the main study included two cycles of action research. The subjects of the study were students of the Faculty of Education at Middle East Technical University who were enrolled to the CEIT321 - Foundations of Distance Education course. The evaluation of video based training questionnaire was administered to the participants and individual interviews were conducted with a selected group of students according to questionnaire scores. The results of the questionnaire proposed that the students had positive attitudes for the online video cases included in the study. In the interviews, the participants indicated their comments and proposed some improvements regarding the technical aspects and the content of video cases. Participants&#039 / reflections about the video cases and course web server logs also provided parallel findings supporting the interviews and the questionnaire.

What I dub the “worst-result” principle is a criterion that identifies civil war and tyranny as the worst evils that could befall a state, and prescribes their prevention. In this thesis, I attempt to define the worst-result principle’s concrete prescriptions and institutional arrangements to meet these. To do so, I explore different understandings of the worst-result principle, that each contributes to the general argument. Montesquieu’s crucial insight concerns the separation of powers to prevent the state from collapsing into despotism. Judith Shklar shows that ‘damage control’ needs to be constantly performed so as to minimize chances of governmental brutality. Roberto Unger points at the importance of encouraging citizens’ involvement in the political process to safeguard freedom. I finally argue, in the light of historical evidence, that it would be unreasonable to think that the task of preventing tyranny can be effectively performed in the absence of courts entrusted with checking powers.

Administrative appeal, as a critical part of the administrative remedy system, refers to a civil remedy action against any illegal or improper administrative act implemented by all levels of government, as well as any passive act that hinders fulfillment of their obligations. Administrative appeal is a basic right of citizens in a democratic country under the rule of law. Through the appeal procedures, regulations may remain accurate and adequate, and legalization of administrative measures may be ensured. In recent years, due to the rapid boom in commercial activities and advancement of technology, the social structure has drastically changed, and the amount of public affairs concerning economy, society, labor, transportation, and environmental pollution has gradually increased, resulting in a closer and more complicate relationship between government and people. As administrative actions by the government occur more frequently, it becomes difficult to ensure that every action is legal or proper. Furthermore, with higher levels of education and increased awareness of their rights, most citizens understand how to follow legal procedures to seek remedies when they refuse to accept the administrative acts implemented by government agencies. Hence, a solid administrative remedy system and its enforcement are essential to democratic countries under the rule of law. This study targets the administrative appeal cases filed to Kaohsiung City Government, and explores the influence of relevant regulations and procedures for administrative appeals on appeal practice following the enforcement of the new Administrative Appeal Act. It also discusses the increase and distribution of administrative appeal cases, as well as the reasons for administrative litigations, in order to make comparisons with the appeal conditions in Taipei City Government. It aims to understand the actual situations concerning appeal practice and the difficulties that appellants may encounter, draw up a corresponding improvement plan, and provide suggestions on policy adjustment and regulation revision, in the hope of eliminating the source of disputes and maximizing the function of policy feedback. This study consists of seven chapters, including: foreword, introduction to the administrative appeal system in Taiwan, administrative appeal procedures, Comprehensive analysis of administrative appeal cases filed to Kaohsiung City Government and its business, as well as the review and analysis of concrete administrative appeals filed to Kaohsiung City Government, concrete implementation plans for improving administrative appeal business, and conclusions and suggestions. It is hoped that the findings can help effectively resolve all of the problems exist in appeal practice, enhance the quality and accuracy of appeal case processing, refine administrative appeal business performance, and safeguard legitimate interests of appellants.

The general purpose of this dissertation is to explore casuistry--case-based reasoning--as a discredited, rehabilitated, and, most importantly, persistent form of moral reasoning. Casuistry offers a much needed corrective to principle-based approaches. I offer a defense of a "principle-modest" casuistry and explore the epistemology of casuistry, describing the prerequisite knowledge required for casuistry. I conclude by arguing that casuistry is best understood as a neo-premodernist approach to moral reasoning.

The results of the U. S Census provide evidence that our population is becoming more varied and that diversity is most salient in our schools. This demographic shift will continue to have a significant impact on the curriculum, students, teachers, and other aspects of education as we have historically known it. One of the most challenging aspect is that while our students are becoming more diverse, our teacher population is not. Eighty to ninety percent of the teaching population is White, heterosexual, middle class females, with little experiences with people from diverse backgrounds. (Lowenstein, 2009; Sleeter, 2001). The academic achievement gap continues to widen between culturally diverse students and their White peers. This disparity in achievement along demographic lines indicates a clear and present need to more fully prepare teachers on how to educate children of diverse backgrounds--a crucial component of developing a culturally responsive pedagogy. "As our society changes, so must our teacher education practices" (Lee, Summers, & Garza, 2009, p.1). This mixed method study was developed around the hypothesis that teaching cases and student-written postcard narratives using an empathetic identity (Wiseman, 1978) should be used in a literacy course to foster a culturally responsive literacy pedagogy. This study took place over one semester at a four year college, in a preservice education literacy course. Five teaching cases were written or modified to be aligned with this particular course’s content. I examined 20 preservice teachers (n=20) and a professor as they engaged in case-based instruction. Immediately following the teaching case discussion, the preservice teachers engaged in a writing exercise where they used an empathetic identity to imagine having the person in the teaching case’s experience (Wiseman, 1978).  This study employed a mixed method design. Interviews with the professor, a professor’s journal, a researcher reflective journal, a pre and post teaching case, nonparticipant observation notes, preservice teacher written narratives, and the statistically significant results from the CDAI (Henry, 1991) at the alpha .05 level demonstrated that teaching cases effectively influenced preservice teacher’s perceptions and insights leading to a culturally responsive literacy pedagogy. Three major conclusions were drawn from this study. First, the implementation of teaching cases that feature diversity and literacy issues made an impact on the professor of this literacy course. The professor found that using teaching cases motivated her students, fostered a deeper discussion of the weekly topics, and created more transfer power of important topics to the classroom discussion than reading scholarly articles. Secondly, teaching cases that feature diversity and literacy issues influenced many of the preservice teachers’ insights and perceptions related to a culturally responsive pedagogy. The contextualization and alignment with the course content made them powerful tools to motivate and foster an entrance for preservice teachers to engage into a critical inquiry about culturally responsive teaching practices. Finally, the third conclusion drawn from this study is that utilizing activities which allow preservice teachers to use an empathetic lens can be a very powerful experience that may lead to developing a culturally responsive literacy pedagogy.  Three recommendations to teacher education are suggested based on the conclusions drawn from the data. First, teacher education curriculum should include experiences that can foster a culturally responsive pedagogy. The use of teaching cases featuring diversity and literacy issues is strongly suggested, as well as cultivating experiences that allow the preservice teachers to use an empathetic identity. Secondly, these experiences should be viewed as valuable tools for professors in higher education, as the teaching population of higher education mirrors that of our teaching population (Lowenstien, 2009; Sleeter, 2001). During the case-based discussion the professor and preservice teachers can draw upon their shared knowledge of theoretical, cultural, cognitive, and experiential knowledge of teaching children from diverse backgrounds (Nordoff & Kleinfeld, 1992) as a conduit for a culturally responsive literacy pedagogy.  Finally, teacher education has a responsibility to the well-being of their preservice teachers when purposely creating cathartic experiences. Culminating discussions should be designed to balance these emotional experiences (Ellis, 1995; Shulman, 1992). Several areas were identified for future research, encompassing the implementation of teaching cases and preservice teacher curriculum.

Social work practice requires that graduates be prepared to deal with complex, multifaceted problems which cannot be defined completely, do not have absolute, correct answers and can be approached from multiple perspectives. This study evaluated the influence of case-based instruction on MSW students' reflective judgment, an aspect of critical thinking associated with the ability to reason through ill-structured problems. (King, Wood, & Mines, 1990). The Reflective Judgment Model, which describes a developmental continuum based upon epistemic assumptions regarding the source and justification of knowledge claims, served as the theoretical framework for the assessment of reflective thinking in this mixed methods study. A quasi-experimental pre-post nonequivalent control group design was utilized to explore whether students who participated in a case method course demonstrated greater increases in reflective judgment than those who did not. MSW students enrolled in a case-based capstone course at a major metropolitan university in the southeast served as the intervention group, while foundation year students enrolled in a research methodology course served as the comparison group. Both groups completed the Reasoning about Current Issues Test (RCI), which is an online, standardized measure that has been widely used to assess reflective judgment (Wood, Kitchener, & Jensen, 2002) at pre and posttest. Content analysis procedures were used to facilitate assessment of students' initial and final case analysis papers for evidence of changes in the reflective thinking skills and problem-solving approaches utilized on initial and final case analysis papers. The case method participants' mean RCI scores remained unchanged between pre and posttest, while RCI posttest scores of participants in the control group decreased significantly. Pre and posttest comparison of students' case analysis papers using a customized rubric based on Wolcott's Steps for Better Thinking (2006) similarly indicated no mean changes in problem-solving approaches between pre and posttest. However, students who began the course using strategies associated with pre-reflective judgment increased their scores on the rubric significantly while those who exhibited higher levels of quasi-reflective judgment at pretest decreased at posttest. Strategies for designing a developmental curriculum to target the reflective judgment levels of MSW students are proposed.

Smurto atvejai mokyklose, mokinių patyčios, šiurkštus elgesys – tai dažnos šių laikų problemos, su kuriomis susiduria visuomenė. Smurtiniai atvejai, susiję su vaikų dalyvavimu smurtiniuose veiksmuose, yra tapę kasdienybe. Lietuvos dienraščiuose beveik kasdien galime išvysti publikacijų apie smurtą prieš vaikus ir tarp vaikų. Dažnai iškyla klausimas, kas turėtų rūpintis šiomis problemomis. Kadangi smurtas yra sudėtingas socialinis reiškinys, jam spręsti turi būti pasitelkiamos įvairios priemonės- socialinės, psichologinės ir kt. Be abejo, siekiant sumažinti smurto paplitimą, į šį procesą turėtų aktyviai įsitraukti ir mokykla. Mokyklai priskiriama ne tik akademinė funkcija, bet ir vaikų socialinių kompetencijų ugdymas. Vaiko teisių apsaugos kontrolierė R. Šalaševičiūtė 2006-03–10 LR Seime surengtoje spaudos konferencijoje informavo žurnalistus, kad maždaug apie 10% mokyklinio amžiaus vaikų linkę nusižengti ir nusikalsti, tačiau valstybės institucijos į grėsmingą nepilname��ių nusikalstamumo statistiką nekreipia reikiamo dėmesio. Buvo pabrėžta, kad šiandien vaikas valstybėje nėra prioritetas, o pirmiausia tenkinami kiti poreikiai (žr. http://www.vaikams.lrs.lt/informaciniai2006/spaudos%). Jungtinių Tautų Vaiko teisių deklaracijos (1959 m.) preambulėje teigiama, kad ,,žmonija privalo duoti vaikui visa, ką ji turi geriausio“. 1995 m. Lietuvos Respublikos Seimas patvirtino Jungtinių Tautų 1994 m. gegužės mėnesį 128 valstybių ratifikuotą Vaiko teisių konvenciją, nustatančią vaikų... [toliau žr. visą tekstą] / Cases of violence at schools, the cases of bullying, cruel behavior is a current problem of our society. And the question is who is in charge of solving these problems. Violence is a serious social phenomenon, that is why to solve it social, phychologiacal and other kind of helping methods should be used. The role of school should also be active in order to minimize the spread of violence. According to Republic of Lithuania Education and Science minister’s decree from the year 2004, each school should have special violence prevention groups. One of the functions of these groups is to prevent the violence. These groups solve the questions of the preventive work and provide a necessary help to pupils, parents and teachers. The specialists of the society should take to consideration the policy s of partnership while preventing the violence. Nowadays in Lithuania, many methods of preventing the violence are based on the teamwork. Very often, the art specialists are involved in the team of educational specialists. With the help of art, it is possible to get a physical and emotional relaxation, to compete in the sphere of artistic self-expression. The object of the research is the attitude of the social-help teachers to the possibilities of a teamwork modeling in order to prevent violence in basic schools. It was hypothetically assumed in the work that in real teamwork of teachers their artistic potential is not used enough while forming the ethic and social behaviour of... [to full text]

Šiame magistro darbe aptariamos Juozapo Silvestro Dovydaičio knygos „Šiaulėniškis Senelis“ (1863 m. I d.) trys linksniuojamosios kalbos dalys – būdvardis, skaitvardis ir įvardis. Tyrimo duomenimis, rasti 2378 pavyzdžiai, iš jų 355 būdvardžiai, 151 skaitvardis ir 1872 įvardžiai. Tiriant minėtas linksniuojamąsias kalbos dalis, buvo fiksuojamas jų vartojimo dažnumas. Nesigilinama į autoriaus asmenybę, biografijos faktus, nes jau yra parašytas bakalauro darbas „Juozapo Silvestro Dovydaičio knygos „Šiaulėniškis Senelis“ (1963 m. I d.) daiktavardis“ (Tamulynaitė, 2006), kuriame nuosekliai ir išsamiai pateikta J. S. Dovydaičio gyvenimo ir veiklos apžvalga. J. S. Dovydai��io „Šiaulėniškis Senelis“, kaip ir visi senieji rašytiniai darbai, yra reikšmingas liaudies šnekamosios kalbos (šiuo atveju vakarų aukštaičių šiauliškių tarmės) pažinimo šaltinis. Šis darbas bus paskatinimas tolimesniam S. J. Dovydaičio kūrybinio palikimo tyrinėjimui. / After having researched the adjectives, numerals and pronouns in J. S. Dovydaitis book “Siauleniskis Senelis” (1863 – part 1) the following conclusions can be drawn: · The most often used parts out of J. S. Dovydaitis book “Siauleniskis Senelis” are adjectives (1872 times used, i.e. 78,72 %); the least often used are numerals (151 times used, i.e. 6,35 %). · Frequently used by the author are adjectives, which belong to a (f. ā) stem (231 times used, i.e. 79,66 % of all the adjectives); almost all paradigma cases are realized; the least often used are ia (f. iā) stem (1 time used, i.e. 0,34 %). · In the researched text, as well as in “aukstaicia siauliskiu” pronunciation, adjectives have levels. There are higher, the highest, and the most highest levels. Mostly registered are the adjectives of the highest level (15 times used, i.e. 4,46 % of all adjectives); the least used are adjectives of the most highest level (3 times used, i.e. 0,89 %). · Also pronoun adjectives were found (19 times used, i.e. 5,35 % of all the quantities numerals). · Out of the adjectives used by the author the quantities ones are the most frequent (126 times used, i.e. 96,64 % of all the quantities numerals). · The biggest part of the pronouns used by the author is personal ones (834 times used, i.e. 44,55 %); out of which the most frequent are the main ones (195 times used, i.e. 80,46 %); the least used are questioning and conditional pronouns (671 times used, i.e. 10,42 %).

Šiame magistro darbe analizuojama grynai turtinių nuostolių atlyginimo problema. Grynai turtiniai nuostoliai daugumoje valstybių suvokiami kaip trečiųjų asmenų ekonominio pobūdžio nuostoliai, kurie patiriami įvykus deliktui tarp kitų asmenų. Žvelgiant lyginamuoju aspektu, valstybių teisės sistemose yra suformuotos dvi pozicijos šių nuostolių atžvilgiu: liberalioji ir griežtoji. Pirmoji pozicija, leidžianti grynai turtinių nuostolių atlyginimą, vyrauja Prancūzijoje. Tuo tarpu JAV, Anglijoje, Vokietijoje ir Austrijoje yra taikoma grynai ekonominių nuostolių atlyginimo ribojimo taisyklė. Magistro darbo autorė atlikdama lyginamąjį tyrimą, stengėsi išsiaiškinti, kokios priežastys skatina riboti grynai turinių nuostolių atlyginimą, taip pat įvertinti, kurios valstybės pozicija yra racionaliausia ir teisiškai labiausiai pagrįsta. Tiesa, pažymėtina yra tai, kad nors valstybėje vyrauja viena ar kita pozicija, tam tikrais atvejais neapsieinama be pagrindinės taisyklės išimčių. Lietuvoje šiuo klausimu kol kas dar nėra nei teismų praktikos, nei mokslinių diskusijų. Tad autorė, išanalizavusi įstatyminę bazę, pateikia išvadą, kad Lietuvai artimiausia galėtų būti Prancūzijos pozicija. Be lyginamosios valstybių teisės sistemų analizės, magistro darbe pateikiamas ir istorinis ekonominių asmens interesų apsaugos tendencijų tyrimas, siekiant išsiaiškinti, kada atsirado grynai turtinių nuostolių ribojimo taisyklė ir dėl kokių priežasčių. Taip pat paskutinėje magistro darbo dalyje lyginamuoju... [toliau žr. visą tekstą] / The thesis ‘Recovery of Pure Economic Loss: Comparative Aspects’ provides a comparative analysis of recovery possibilities of pure economic loss in six different countries, namely the USA, England, Germany, Austria, France and Lithuania, that belong to different legal families and inherit distinct tort law traditions. In most of the countries pure economic loss define economic nature loss of third parties that are experienced in the case of the tort of other persons. The objective of investigation is to evaluate legal rationality of each regulatory system and to estimate which one of them causes least practical problems. In addition, as the position of Lithuania has not yet been settled, the author of the thesis proposes possible directions of the regulation of recovery of pure economic loss by analyzing legal basis of Lithuanian laws. The research consists of three parts each of them dealing with different aspects of the problem. First of all, the concept of pure economic loss is analyzed by trying to define the archetypical features of the mentioned loss and to expose the summarized topics that are discussed in doctrine and courts. The second part of the thesis covers historical investigation of the protection of economic interests and comparative analysis of legal regulation and jurisprudence of recovery of pure economic loss in six mentioned countries. Additionally, at the end of this part the author discusses the possibilities of harmonization of the countries positions... [to full text]