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Seimas of the Republic of Lithuania Resolution No Xiv
SEIMAS OF THE REPUBLIC OF LITHUANIA RESOLUTION NO XIV-72 ON THE PROGRAMME OF THE EIGHTEENTH GOVERNMENT OF THE REPUBLIC OF LITHUANIA 11 December 2020 Vilnius In pursuance of Articles 67(7) and 92(5) of the Constitution of the Republic of Lithuania and having considered the Programme of the Eighteenth Government of the Republic of Lithuania, the Seimas of the Republic of Lithuania, has resolved: Article 1. To approve the programme of the eighteenth Government of the Republic of Lithuania presented by Prime Minister of the Republic of Lithuania Ingrida Šimonytė (as appended). SPEAKER OF THE SEIMAS Viktorija Čmilytė-Nielsen APPROVED by Resolution No XIV-72 of the Seimas of the Republic of Lithuania of 11 December 2020 PROGRAMME OF THE EIGHTEENTH GOVERNMENT OF THE REPUBLIC OF LITHUANIA CHAPTER I INTRODUCTION 1. As a result of the world-wide pandemic, climate change, globalisation, ageing population and technological advance, Lithuania and the entire world have been changing faster than ever before. However, these global changes have led not only to uncertainty and anxiety about the future but also to a greater sense of togetherness and growing trust in each other and in the state, thus offering hope for a better future. 2. This year, we have celebrated the thirtieth anniversary of the restoration of Lithuania’s independence. The state that we have all longed for and taken part in its rebuilding has reached its maturity. The time has come for mature political culture and mature decisions too. The time has come for securing what the Lithuanian society has always held high: openness, responsibility, equal treatment and respect for all. -
Country Report Lithuania
COUNTRY REPORT LITHUANIA The Ministry of Education and Science of the Republic of Lithuania, Vilnius Language Education Policy Profile 2003/2004 PART I : Strategy of teaching Lithuanian language at general education school (2004œ2009) The strategy was prepared by the following work group established under the Order of Minister of Education and Science: Dr. Rima Bacevići#t$, Regina Dilien$, Dr. Laima Grumadien$, Raimonda Jarien$, Irena Kaniłauskait$, Danut$ Kolesnikova, Laimutis Laušikas, Henrika Prosniakova, Dr. Meilut$ Ramonien$, Audron$ Razmantien$, Dr. Regina Rinkauskien$, Dr. Vilija Salien$, Antanas Smetona, Dr. Irena Smetonien$, Dr. Jolanta Zabarskait$. 1. Introduction......................................................................................................................... 5 2. Strategy objectives and goals.............................................................................................. 5 3. Position and evaluation of the Lithuanian language as a study subject .............................. 6 3.1. Favourable factors ..................................................................................................... 7 3.2. Unfavourable factors ................................................................................................. 7 4. Improvement trends of Lithuanian language teaching at school of general education....... 8 4.1. The use and importance of know-how society provided possibilities....................... 8 4.2. Topic of forming national identity under conditions of globalization...................... -
Download.Xsp/WDU20170001591/O/D20171591.Pdf (Accessed on 17 December 2020)
sustainability Article Teachers Supporting Students in Collaborative Ways—An Analysis of Collaborative Work Creating Supportive Learning Environments for Every Student in a School: Cases from Austria, Finland, Lithuania, and Poland Suvi Lakkala 1,* , Alvyra Galkiene˙ 2 , Julita Navaitiene˙ 2 , Tamara Cierpiałowska 3 , Susanne Tomecek 4 and Satu Uusiautti 1 1 Faculty of Education, University of Lapland, 96300 Rovaniemi, Finland; satu.uusiautti@ulapland.fi 2 Educational Academy, Vytautas Magnus University, 44248 Kaunas, Lithuania; [email protected] (A.G.); [email protected] (J.N.) 3 Institute of Special Education, Pedagogical University of Krakow, 30-060 Krakow, Poland; [email protected] 4 Institut für übergreifende Bildungsschwerpunkte, University College of Teacher Education Vienna, 1100 Vienna, Austria; [email protected] * Correspondence: suvi.lakkala@ulapland.fi Abstract: Many studies have highlighted the importance of community and cooperation in inclusive education. However, traditionally, teachers are trained to manage their classes alone. Along with Citation: Lakkala, S.; Galkiene,˙ A.; the aspirations of inclusive education, there is high pressure to develop school cultures that are Navaitiene,˙ J.; Cierpiałowska, T.; more communal and to reorient school personnel’s work, making it more collaborative, in order to Tomecek, S.; Uusiautti, S. Teachers meet the diverse needs of all students. In this research, we explored and compared the collaborative Supporting Students in Collaborative ways in which teachers supported their students in four schools in Austria, Finland, Lithuania, and Ways—An Analysis of Collaborative Poland. As a conceptual framework, the research utilized theories of interprofessional teamwork. The Work Creating Supportive Learning researchers applied a theory-led thematic analysis to the research data. -
Trust and Verify: the Real Keys to School Improvement an International Examination of Trust and Distrust in Education in Seven Countries
Trust and Verify: The real keys to school improvement An international examination of trust and distrust in education in seven countries Edited by Dean Fink First published in 2016 by the UCL Institute of Education Press, University College London, 20 Bedford Way, London WC1H 0AL ioepress.co.uk © Dean Fink 2016 British Library Cataloguing in Publication Data: A catalogue record for this publication is available from the British Library ISBNs 978-1-78277-147-0 (paperback) 978-1-78277-148-7 (PDF) 978-1-78277-149-4 (ePub) 978-1-78277-150-0 (Kindle) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Every effort has been made to trace copyright holders and to obtain their permission for the use of copyright material. The publisher apologizes for any errors or omissions and would be grateful if notified of any corrections that should be incorporated in future reprints or editions of this book. The opinions expressed in this publication are those of the author and do not necessarily reflect the views of the UCL Institute of Education, University College London. Typeset by Quadrant Infotech (India) Pvt Ltd Printed by CPI Group (UK) Ltd, Croydon, CR0 4YY Contents List of tables viii List of figures ix Acknowledgements xi Notes on contributors xii Introduction 1 Dean Fink 1 Trust and mistrust: Competing models of policy and practice 11 Dean Fink -
Lithuania; World Data on Education, 2010/11
World Data on Education Données mondiales de l’éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2011/CP/WDE/LI World Data on Education. 7th edition, 2010/11 Lithuania Revised version, October 2011. Principles and general objectives of education In terms of the Law on Education of 1991 (as last amended on 13 June 2006), education is an activity intended to provide an individual with a basis for a worthy independent life and to assist him/her in the continuous cultivation of abilities. Every person has an inherent right to learn. Education is a means of shaping the future of the person, the society and the State. It is based on the acknowledgement of the indisputable value of the individual, his/her right of free choice and moral responsibility, as well as on democratic relationships and the country’s cultural traditions. Education protects and creates national identity. It guarantees continuity of the values that make a person’s life meaningful, that grant social life coherence and solidarity, and that promote development and security of the State. Education serves its purpose best when its advancement leads the overall development of society. Therefore education is a priority area of societal development that receives State support. The amended Law on Education stipulates that the general goals of education are to: • develop a young person’s values enabling him/her to become an honest, knowledge-seeking, independent, responsible and patriotically-minded person; to cultivate the communication skills important in contemporary -
Lithuanian Papers
Lit�ua.nian Papers Volume 8 - 1994 ANNUAL JOURNAL OF THE LITHUANIAN STUDIES SOCIETY AT THE UNIVERSITY OF TASMANIA • Making Crosses In Ltthuanla (Story, Page 37). Illustration by Edward Radclyffe. Telecom: The company through which you can be connected to the world 24 hours a day. When in Sydney, visit the LITHUANIAN CLUB 16 - 18 East Terrace, BANKSTOWN, N.S.W. Telephone (02) 7081414 Meals - Library - Entertainment Visitors Welcome Don't miss out on the best sourceof news,analysis and commentfrom the BalticStates! r- T/ie One-year (51 issues) subscription rates � ftpv� IND TT\ENT to Australia onlyfor -'-r;?"- ----..::::...12.d.;::_:.:=�LJ - � =-.:..::::- e 102AUD Ondividuals) 156 AUD (companies) Evay week, we bring youthe latest litical • po an, Telecom is a company that serves Whether your telephone needs economicand cultural news in the region, Fill out the box belowand send it to: are private or commercial, Telecom presented in crisp, well-written English. TB! TheBaltic Independent, you 24 hours a day and is your link Business seclion keepsyou i n touchwith the PO Box 45, TallinnE E0090,Estonia with the world. is the company that knows your latest newson the busBaltic inessfront Phone +(372 2)683073, 683 074 needs and one you can trust. Telecom Australia provides a �--·········-·········· ···········································- ' : Pleasesend me a one- N;;;; , Telecom's services are for ever Address complete telephone service and most : year subscripti.onto ---------------- . : TheBaltic importantly, all of its profits work 1mprovmg. : INDEPENDENI forAustralia. That is wb we. trust Telecom [TCOM TI:L MEM IJMll1T 1 ISSN1031-3958 Lithuanian Papers ANNUAL JOURNAL OF THE LITHUANIAN STUDIES SOCIETY AT THE UNIVERSITY OF TASMANIA Volume 8 1994 EDITOR: AlgimantasP.TA �KUNAS, O.A.M PUBLISHER: Tasmania University Union Lithuanian Studies Society. -
NONVIOLENT RESISTANCE in LITHUANIA a Story of Peaceful Liberation
NONVIOLENT RESISTANCE IN LITHUANIA A Story of Peaceful Liberation Grazina Miniotaite The Albert Einstein Institution www.aeinstein.org 2 CONTENTS Acknowledgments Introduction Chapter 1: Nonviolent Resistance Against Russification in the Nineteenth Century The Goals of Tsarism in Lithuania The Failure of Colonization The Struggle for the Freedom of Religion The Struggle for Lithuanian Press and Education Chapter 2: Resistance to Soviet Rule, 1940–1987 An Overview Postwar Resistance The Struggle for the Freedom of Faith The Struggle for Human and National Rights The Role of Lithuanian Exiles Chapter 3: The Rebirth From Perestroika to the Independence Movement Test of Fortitude The Triumph of Sajudis Chapter 4: Towards Independence The Struggle for Constitutional Change Civil Disobedience Step by Step The Rise of Reactionary Opposition Chapter 5: The Struggle for International Recognition The Declaration of Independence Independence Buttressed: the Battle of Laws First Signs of International Recognition The Economic Blockade The January Events Nonviolent Action in the January Events International Reaction 3 Chapter 6: Towards Civilian-Based Defense Resistance to the “Creeping Occupation” Elements of Civilian-Based Defense From Nonviolent Resistance to Organized Civilian-Based Defense The Development of Security and Defense Policy in Lithuania since 1992 Concluding Remarks Appendix I Appeal to Lithuanian Youth by the Supreme Council of the Republic of Lithuania Appendix II Republic in Danger! Appendix III Appeal by the Government of the Republic -
International Law Joint Master Study Program)
MYKOLAS ROMERIS UNIVERSITY FACULTY OF LAW DEPARTMENT OF INTERNATIONAL AND EU LAW SIMONA LEONAVIČIŪTĖ (INTERNATIONAL LAW JOINT MASTER STUDY PROGRAM) DIPLOMATIC ASYLUM IN THE CONTEXT OF PUBLIC INTERNATIONAL LAW Master Thesis Supervisor: Prof. Dr. Lyra Jakulevičienė Vilnius, 2012 CONTENT Introduction ................................................................................................................................3 1. DIPLOMATIC ASYLUM................................................................................................6 1. 1. The Notion of Diplomatic Asylum ............................................................................6 1. 2. Historical Development of Diplomatic Asylum.........................................................9 1. 3. Diplomatic asylum in the development of the theories of immunity ........................15 2. DIPLOMATIC ASYLUM UNDER INTERNATIONAL TREATIES ............................17 2. 1. Diplomatic Asylum under Vienna Convention on Diplomatic Relations..................17 2. 2. Diplomatic Asylum under Vienna Convention of Consular Relations......................23 2. 3. Diplomatic Asylum under Conventions in Latin America .......................................25 3. DIPLOMATIC ASYLUM IN RELEVANT CASE LAW...............................................31 3. 1. The ICJ : Colombian-Peruvian Dispute ...................................................................31 3. 2. Decisions of National Courts in the Cases of Diplomatic Asylum ..........................36 4. DIPLOMATIC ASYLUM -
Conclusions Euromed
EUROMED REPORT Edition no 90 1 June 2005 CONCLUSIONS FOR THE VIITH EURO-MEDITERRANEAN CONFERENCE OF MINISTERS OF FOREIGN AFFAIRS (LUXEMBOURG, 30-31 MAY 2005) I. INTRODUCTION 1. The VIIth Euro-Mediterranean Conference of Ministers of Foreign Affairs in Luxembourg on 30- 31 May (‘Barcelona VII’) allowed Ministers to assess what has been achieved so far and to discuss general guidelines for the future of the Euro-Mediterranean Partnership, thus preparing the way for the Extraordinary High Level Meeting that will be held in Barcelona on 27-28 November in order to celebrate the 10th anniversary of the Partnership and define a set of actions for the future. These two events constitute the political highlights of the “Year of the Mediterranean”. The adoption of the Barcelona Declaration on November 28, 1995 marked a turning-point in relations between the European Union and its neighbours on the southern and eastern shores of the Mediterranean. A partnership was launched which is unique in its scope. The Barcelona Declaration set out medium and long-term goals to be achieved on a basis of joint ownership, dialogue and cooperation. The Hague Ministerial Meeting, which took place in November 2004, agreed that a comprehensive review of the process should be submitted to Ministers in Luxembourg for approval, which should provide the basis for decisions on the future of the process, to be adopted at the Extraordinary Meeting in Barcelona. II. REVIEW OF THE EURO-MEDITERRANEAN PARTNERSHIP 2. Senior Officials have conducted a review of the ten years of the Barcelona Process based on input from a number of different sources. -
The Issue of Occupation in Lithuanian-Russian Relations: Information Security Aspects
THE ISSUE OF OCCUPATION IN LITHUANIAN-RUSSIAN RELATIONS: INFORMATION SECURITY ASPECTS Diana Jurgelevičiūtė* Introduction Competition in the information sphere is based on the aspiration of making one’s own viewpoint of a certain event or issue dominant and imposing it on others. Information security covers the protection of information and activities based on information (making decisions about the foreign, domestic, and national security issues of the state), and the protection of the idea of the state (ideology and values). Propaganda, the restriction of information, the aspiration to have influence on the opinion and behaviour of society or the authorities, forcing them to act according to a scenario that has been planned in advance, pose a threat to these reference objects of security. Concern about information pressure being exerted and hostile information campaigns being carried out is on the increase in the public sphere of Lithuania. Awareness of Russia’s aspiration to maintain Lithuania in its zone of influence by means of information power causes concern about the protection of interests, values, historical truth, and the national attitude towards and position on various issues. Information that is presented by official figures of Russia or in the media but does not correspond to facts or is an incorrect interpretation of events or history as seen by Lithuania is considered to be a threat. The position declared by Russia is often at variance with Lithuania’s official position and misleads the international community. Therefore, the importance of the information security of Lithuania and the need to understand information threats and vulnerabilities increases. Information security in Russia is perceived as the efficient presentation of the official position of the authorities on various issues to domestic and international society and the protection of national * Diana Jurgelevičiūtė – PhD student at the Institute of International Relations and Political Science, Vilnius University. -
Bibliographie Courante Partie B
BIBLIOGRAPHIE COURANTE PARTIE B THEORIE GENERALE DU DROIT DROIT COMPARE DROIT INTERNATIONAL DROITS NATIONAUX 2007 Nº 6 Liste de documents catalogués par la Bibliothèque de la Cour de justice des Communautés européennes pendant la période du 1er novembre au 31 décembre 2007 *** La reproduction, en partie ou intégrale, de cette "Bibliographie Courante" est autorisée à la condition d'en indiquer la source. *** T A B L E D E S M A T I E R E S Théorie générale du droit ..................................................................................... p. 1 Droit international ........................................... .................................................... p. 10 Droit comparé et harmonisation des législations ................................................. p. 54 Droit allemand ..................................................................................................... p. 80 Droit belge ........................................................................................................... p. 108 Droit français ....................................................................................................... p. 113 Droit italien .......................................................................................................... p. 136 Droit luxembourgeois .......................................................................................... p. 151 Droit néerlandais ............................................. .................................................... p. 152 Droit britannique ............................................ -
National and Supranational Education Policy from a Lithuanian Perspective
INTERNATIONAL JOURNAL OF CRITICAL PEDAGOGY National and Supranational Education Policy from a Lithuanian Perspective LILIJA DUOBLIENE Abstract his article deals with the problem of national education policy, which sub- Tject to the recommendations of international organizations and supranational powers that observes and control the development of democracy and social move- ments world-wide, so consequently it is perceived as a new regime. Lithuanian educational changes are discussed using scientific literature interpretation, edu- cational document analysis and meta-analysis of empirical research and apply- ing critical theory instruments for recognition of supranational and local power constructs, identifying the methods of social reproduction in Lithuanian educa- tion. The main focus is done on the analysis of contemporary Lithuanian educa- tion, which has to survive in the conditions of regimes, when new one is built on the relicts of the Soviet, the old one. Explication of the right wing direction in Lithuanian education policy declaring the progressive tasks, with a fear of the leftist position, especially critical pedagogy, is given. The value of critical peda- gogy theory from the perspective of a country experienced in the soviet regime is discussed. When discussing various problems of education, researchers use the concept of educational policy, but often put a very different meaning into it. Traditionally, education policy is understood as education strategies development and imple- mentation or as a set of principles, guidelines, and planned actions necessary to solve particular educational problems and to achieve the desired results. Quite often it is understood as the process of preparing educational documents neces- sary to ensure the efficacy of the education system (Radó, 2001; Trowler, 2003), 212 | International Journal of Critical Pedagogy | Vol.