Institutional Repository of Klaipėda University
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John of Salisbury’s “Policraticus” or “On the frivolities of courtiers and the footprints of philosophers”.
No full textDescription of the Border of the Grand Duchy of Lithuania and Livonia in 1529.
No full textThis article is the first to publish, translate to Lithuanian, and analyse the description of border between the Grand Duchy of Lithuania and Confederation of Livonia dated on January 12th, 1529. This paper establishes previously unknown locations of some of the toponyms mentioned. It also investigates the circumstances of creating and archiving this document. A hypothesis is raised that the document had been drafted by Alexander (Olechno) Krivec and was later transferred to chancellor Albertas Goštautas (pol. Olbracht Gasztołd; bel. Альбрэхт Гаштольд; rus. Ольбрахт (Альберт) Гаштольд)) for storage
The Ponto-Caspian quagga mussel, Dreissena rostriformis bugensis Andrusov, 1897, is established in Ireland /
No full textThe quagga mussel Dreissena rostriformis bugensis was identified in a horizon scan of species likely to arrive in Ireland. We report on the first records of this dreissenid from two lakes, a reservoir and interconnecting navigable river sections on Ireland’s largest river, the Shannon, during July 2021. The abundance in Lough Ree was greater than in the larger downstream lake of Lough Derg. Specimens occurred to depths of 24 m and 32 m in each of these lakes respectively. Highest densities were in the southern region of Lough Ree attached to piles supporting floating pontoons and quay walls. Here D. r. bugensis outnumbered the D. polymorpha present. It was present at lower densities downstream to Lough Derg and the Parteen Reservoir. This species has a wide range of colour morphs from a pale yellow to dark concentric or longitudinal banding
The oretical provisions of the factors infuencing the succes of electronic commerce platforms.
No full textThe rapid development of digitisation, the introduction of new technologies, and the restrictions on business activities in various countries during the Covid-19 pandemic have stimulated the growth of e-commerce. The article examines factors influencing the success of e-commerce platforms, using comparative analysis, systematisation and the generalisation of scientific literature. The study aims to determine what factors determine the success of e-commerce platforms. The abundance of e-commerce projects is associated with the benefits of developing these projects. According to T. Adelaar (2004), retailers have an advantage in e-commerce, because they are available 24/7 and can sell more goods, without geographical restrictions. In addition, it enables companies to contact the end-user directly, especially in cases where companies use mainly indirect distribution channels because they cannot obtain real-time data on customer purchasing behaviour (Belvedere et al., 2021). V. Kumar and A. G. Ogunmola (2021) emphasise that the customer’s purchase price in e-retail is significantly higher than in traditional channels, which can be related to the greater competitiveness of the industry. B. CuellarFernandez et al. (2021) argue that e-commerce has become a fast-growing industry, attracting more and more entrepreneurs. However, survival in the industry is lower than in others. In addition, entrepreneurs have to make many strategic decisions that significantly impact the success of e-commerce. [...]
The formation of sustainable development skills in educational institutions.
No full textEducation is one of the key factors in forming the future of environmentalists, because it focuses on changes to knowledge, attitudes and behaviour. Environmental learning and teaching help a person to get practical experience and direct access to ecological processes, and to acquire the skills needed to explore the environment, taking necessary action to solve its actual problems. One way to educate and enhance environmental knowledge is to explore and experience nature directly, in the field or the forest, or bodies of water. Environmental values are strengthened by increasing identification with nature, i.e. the more people feel that nature needs to be protected and conserved, the more often they class themselves as environmentally friendly. To promote ecological behaviour patterns, it is important to predict specific measures that allow people to achieve them. Schools develop values, attitudes and habits to protect the environment; therefore, it is favourable to develop environmental and sustainable development skills. The article investigates the problems of forming sustainable development skills in educational institutions in Lithuania. The research study was performed within the framework of sustainability school programmes which have been organised since 2015 to encourage interest in problems of environmental protection and to develop skills in sustainable development. This programme won the Swedish Business Awards corporate social responsibility initiative of 2015. Various educational institutions, from kindergarten to primary, secondary and professional non-formal educational centres, have participated in the programme. Sustainable development skills have been developed through the implementation of practical activities for reducing the ecological footprint of institutions. The object of the research is formative activities for sustainable development skills. The aim of the research is to analyse sustainable development skills in educational institutions, providing knowledge and skills for the creation of sustainable communities that are capable of managing and using resources, while combining environmental, social and economic aspects. The research methods include the analysis and synthesis of scientific literature and documents, and the expert assessment of the data collected about sustainable and environmental awareness activities. The ecological footprint method was used for the assessment of the environmental impact of institutions. A total of 59 educational institutions participated in our research between 2019 and 2021, including 25 colleges, 16 secondary schools, three primary schools, three professional training centres, and 17 kindergartens. In total, around 25,072 participants participated in the sustainable school programme, including 18,110 students, 1,703 teachers, 194 administrative staff, 4,923 parents, and 142 social partners. Sustainable development skills were assessed in 11 categories: food, water, electricity, heating, waste, material consumption, education for sustainable development, biodiversity, healthy educational environments, sustainable mobility, sustainable school communities, and supplementary activities. For the collection of the research data, an expert valuation questionnaire was developed, which was evaluated by six experts. Expert evaluation was conducted for each category of sustainable skill, and they were assessed on a scale from zero to ten points. The maximum points were given to activities initiated that were the best and most efficiently managed. Additional initiated activities received extra points. However, the total number of investigated educational institutions, students and teachers was only 6% of the total number of potential participants. The results show that the activity rate of institutions is quite low. It varied from 12% to 74%. It shows that educational activities alone are not enough to solve environmental problems. Although students have environmental knowledge, they do not use it in practice. Therefore, additional, diverse and perhaps more interactive tools are needed to initiate practical activities. This would attract more participants from different social groups. The research drew on one of the strategies for the formation of sustainable development skills, and showed that communities which involve more stakeholders and various social partners in activities are more active in the programme. The formation of sustainable development skills has made it possible to involve participants of all ages and groups in environmental education activities. The environmental education measures implemented facilitated greater involvement in environmental projects, and a better understanding of the consequences of environmental impacts. It was noted that participants valued nature more responsibly and were more resource-efficient
Some research issues in landscape architecture.
No full textAfter systematizing the development of harmonious and sustainable landscape architecture, problems in the world and the situation in Lithuania in the period of 1991-2021, it has been established that practical projects of landscape formation are less and less supported by research results and recommendations. This inevitably avoids the primitiveness of solutions, functional unreasonableness, and the opportunity to create objects of higher artistic value and ecologically based green infrastructure. The authors of this article have independently conducted research in various sectors of landscape architecture. This article aims to take a broader look at some aspects of landscape research issues in Lithuania and to present priorities for research needs. It is noteworthy that the topicality of research is reviewed by the various experiences of content researchers. If P. Grecevičius’ experience is already 45 years old, then V. Vaikutė Eidimtienė is just finishing her doctoral dissertation. This allows the authors to more accurately evaluate the many years of research experience, to take into account the latest global trends in the field of landscape architecture research
Bullying and health related quality of life among adolescents – a systematic review /
No full textHealth-related quality of life is among global health goals not only in adulthood but also in childhood and adolescence. Being a multi-component construct, health-related quality of life covers various domains, such as physical and psychological wellbeing and social and environmental areas. Bullying might significantly influence those domains especially in adolescence, a period of life when numerous personal and interpersonal transformations are experienced. Therefore, the aim of the current systematic review was to provide a comprehensive overview of the relationship of bullying with the health-related quality of adolescents’ lives. An electronic literature search was performed using PubMed, Embase, and Cochrane Library, and 3621 full-text articles were identified. After a selection process, 12 studies covering diagnosis, prevention and treatment for each of the three sections “adolescents”, “health related quality of life” and “bullying” were reviewed. An overall reduction in health-related quality of life in regard to bullying appeared from the studies analyzed, as well as a decline in adolescent mental health. Different bullying types were identified as causing harm to various adolescents‘ health-related quality of life domains. These findings may contribute to effective bullying management in schools and/or societal settings, and inform intervention strategies for maintaining the quality of life of adolescents being bullied
Changes in pre-school education in the implementation of sustainable development: the case of Kretinga district.
No full textPreschools operate in an unstable, ever-changing environment. Change has become very dynamic and intense, with the pace of change in institutions being much more intense than ever before. In order to survive and ensure the successful implementation of sustainable development in preschool education institutions, they face the challenges of change management in dynamic conditions. Without wanting to lose a competitive position in the market preschools cannot ignore the importance of change and the importance of managing it. However, it is not clear whether the integration of sustainable development into preschool education institutions is progressing well, what changes are needed for preschool education institutions to successfully realize sustainable development. Thus, the problem of work is formulating the question: what changes are needed in the organization of preschool education in order to successfully achieve sustainable development? The work consists of three structural parts. The first part presents the concept of sustainable development, the benefits of sustainable development for society and the steps for the realization of sustainable development - education, learning, planning. The second part presents the possibilities of the educational organization in the implementation of sustainable development, reviews the Lithuanian education system, regulation and planning of changes in sustainable development in Lithuanian preschool education institutions, as well the importance of the head of the organization. The third part of the work is devoted to empirical research, which reveals what changes are needed for the successful implementation of sustainable development in preschool education institutions in Kretinga district. An empirical study using content and a semi-structured interview method revealed the possible changes in preschool education in realizing sustainable development. Empirical research has shown that changes in sustainable development in preschool education institutions are too slow, no attention is paid to education for sustainable development, and the heads and teachers of preschool education institutions are not provided with the necessary knowledge and skills to implement sustainable development
The need to improve social emotional competences in the training of future teachers: students' attitudes /
No full textToday, scholars raise the need for the development/self-development of social emotional competences in schools and emphasize the importance of its development for successful socialization of children. Scientific articles emphasize the importance of improving teachers' social emotional competences for social emotional education of children. The need to improve social emotional competences is underlined in Lithuanian and European Union documents that point to the importance of high-quality social emotional education and the need to improve teachers' competences. Recently, researches have been focusing mainly on the peculiarities of children's social emotional education, yet the problem of improving social emotional competences of pedagogues is left aside. The article reveals the attitude of students of the Childhood pedagogy study programme towards the existing social emotional competences and substantiates the need for its improvement in the education of future pedagogues. Findings of qualitative research (individual interview with the students) are presented. The results of the study have revealed that students do not always succeed in recognizing and managing the feelings that emerge, especially they lack knowledge and skills to control stressful situations. The analysis of students' perspective highlighted the need for the improvement of social emotional competences in the education of future pedagogues
Experiences of expressing social justice in non-formal adult education /
No full textSocial justice in education is a research area aimed at providing equal opportunities for everybody to participate in the educational system. Research in the field of social justice rather focuses on formal education, in which the perception of the social justice concept depends on the attitude framed by the state – it is inseparable from the form of governance, the set of basic principles prevailing in society, as well as from the historical and cultural context. On the contrary, non-formal adult education, as a relatively convenient and most accessible form of adult education to upgrade or acquire new skills, involves occasional studies of these service providers in terms of social justice. It is also limited to the generalised perception of this phenomenon and, usually, to the contexts of its expression that are not always regulated by the state. Therefore, it is not clear how non-formal adult education addresses the problem of perceiving and expressing the concept of social justice, what role the state might play in ensuring social justice for adults in lifelong development and acquisition of new skills. The article raises the following problematic questions: How do adults perceive and experience social justice when participating in and engaging in non-formal adult education? How and in what ways does social justice exist in non-formal adult education? The aim of the article is to show the authentic experiences of study participants, by identifying the concept of social justice and expressions thereof in non-formal adult education. The results of the study demonstrate the controversy of the concept of social justice. This helped to confirm that there is no single definition of social justice that would be acceptable in all contexts of education. The following key forms of expression of social justice were pointed out by the study participants: equal opportunities, access, non-compliance of non-formal adult education services with participants’ learning needs, goals, and objectives. This has revealed a partial aspect of implementing social justice in non-formal adult education