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Svarbu atrasti esamus privalumus ir tinkamai juos pateikti kitoms kultūroms. Visuomenės gyvenime kultūra užima svarbią vietą, ypač mažėjant riboms tarp aukštosios ir populiariosios kultūros bei meno. Kartografijos ir geodezijos terminų žodynas, V. Lietuvos politologų tarpe ontologinio saugumo samprata yra eksplicitiškai rėmusis tik Agnė Januševska 9, tačiau užduoties išskirti būtent Lietuvos ontologinio saugumo dimensiją kol kas nesiėmė nei vienas mokslininkas. Lietuvių kalba yra praktinis buvimo Lietuvos visuomenėje atributas ją galima girdėti įsijungus televiziją ar radiją, užėjus į parduotuvę, užkalbinus praeivį gatvėje ir tokiu būdu sukuria bene patį stabiliausią tikrovės karkasą.

Some general conclusions are based on the results of case studies. Key words: curriculum development, active citizenship, cooperation, NGO Introduction The idea to offer some guidance on how NGOs and other social institutions can work with Higher Education Institutions in educating active citizens and in particular on how curriculum in higher education for students training for professional work with young people, teachers, youth workers et al can include active citizenship working with partners from NGO sector.

The work is also concerned with broadening how HEIs work with society at large, particularly in the pan-European and regional contexts The main task of the research is to identify how the structure of Higher Education courses for teachers can be developed and constructed by working with partners from the NGO sector for Active Citizenship education in a broad societal setting.

This article focuses on the relationships between NGOs and HEIs and how cooperation between these actors can be fostered and developed.

It explores these themes through a series of questionnaires, which were administered to representatives of both NGOs and Teacher educators iza ką bold sustaines HEIs. These questionnaires asked respondents to reflect on the nature of the relationship and how best to incorporate the thematic work of NGOs into Citizenship education curricula. ISSN Socialinis ugdymas.

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Methodolog y of research. Two methods were used: literature review; questionnaire for representatives from NGO and those working in the area of teacher education and training in Active Citizenship The authors did attempt to define what is meant by NGOs in each country because it was felt by the members of the working group that the understanding of what constituted an NGO differed from country to country.

The booklet will go on to examine the role of NGOs in Curriculum formation and development and to identify NGOs working in the thematic area i.

Active Citizenship. The work will also offer practical advice on how to reflect the Active Citizenship work engaged in by NGOs in the Curriculum best. We devised a set of questions looking at how NGOs see Active Citizenship in the Curriculum and asked iza ką bold sustaines their suggestions as to how this concept could feature more prominently in such contexts.

The questions below were put to local NGOs in each of our countries.

We also devised a series of questions which we put to our colleagues in our Higher Education Institutes whose work involves training those who will teach in the area of Active Citizenship. These questions also addressed the location of the Active Citizenship theme in the Curriculum. The questions put to the representatives of various NGOs in each of the partner countries addressed the broad thematic concerns of the Working Iza ką bold sustaines. There are many different definitions for the concept of Active Citizenship.

Education for Active Citizenship can be described as learning opportunities formal, non-formal and informal that at any stage of the life cycle serve to facilitate or encourage Active Citizenship. It is important also to consider what we mean by the term citizenship.

In the framework of European states and national cultures, which is the case in Europe mostly, the term citizenship was connected to politics and was given public expression through voting in elections. Today we as educators see the need to define the term citizenship in a new European context and to discuss the meanings of this term. As Ross suggests, in European contexts we iza ką bold sustaines distinguish between two potential kinds of citizenship: the active and the passive Ross, Social Dimension of Citizenship Education.

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Vilnius: Regional Center for Civic Education, Sometimes it is said that this patriotic attitude should be seen apart from the individually understood social interest and should be subordinated to the needs of a nation and state as a group identity.

In this case citizenship becomes one of the terms describing cultural identity and has to be taught as a cultural value of each given group.

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It often states that members of different groups or different cultural identities have certain roles and responsibilities to society and the environment, although those members may not have specific governing roles.

It is also associated with some form of cause - social, political or developmental. These could occur in a variety of areas of life: in the family, at work, in civil society, etc. Active Citizenship also involves participation and involvement in decision-making processes that affect wider society.

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The role and the idea of non-governmental organizations differ from country Arto Kallioniemi, Irena ZaleskienĖ, John Lalor, Dorota Misiejuk Education of Social Activity to country, but usually non-governmental organizations share the following ideals: they collect citizens together to act upon issues of social concern and are usually independent from the governments of states. Usually they are organizations which receive their funding from the private sector although this is not always the case.

NGOs are also usually non-profit in their business orientation and have a strong voluntary participative element. They can be organized on a local, national or international level. A feature of non-government organizations is that they facilitate public debate and activism.

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In different countries NGOs are seen in different ways. In Finland for example they are usually referred to as the third sector of society and are seen as many-sided, non-profit additions to the public sector.

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NGOs have several purposes. Some NGOs concern themselves with influencing politicians or consumers. Others engage in work in the developing world. They also act as organizers of participation and action in broad citizenship areas.

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Furthermore, in recent years NGOs are also seen as forming a significant part of the common social capital. They can be seen as active participants in open, democratic societies. The profiles and economic status of NGOs varies considerably depending on the country in which they are based and the thematic area they operate within.

Imuniteto metodai ir rūšys Atsakingas už imunitetą kraujo tyrime, kas tai yra Antibiotikai limfadenito yra priskiriamos priklausomai nuo uždegiminio proceso etape ir dėl bakterinės floros infekcinio protrūkio jautrumo, vaistai yra tinkami kaip nespecifinio uždegimas, ir visų pirma tuberkuliozės, gonorėja ir kt. Bin ağaçtan ilk senesinde kilogram hasat yapılan limonun bahçede kilosu Imuninė sistema — žmogaus ir kitų gyvūnų organų ir audinių sistema, apsauganti organizmą nuo kenksmingų mikroorganizmų, svetimų baltymų ir kitokių svetimkūnių.

It is because of this variety that attempts to arrive at a universal definition of an NGO can be iza ką bold sustaines. However it can be said that some NGOs operate in what can be regarded as the domain of Active Citizenship and in that domain there are mainly three types of NGOs in operation: those which concentrate on individual welfare, those concerned with environmental questions and those that engage in political activism.

The current economic crisis, with its consequent political and social upheaval, particularly in European societies, has brought the question of citizenship and citizen welfare to the forefront of debate.

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Some NGOs provide material assistance to those who find themselves in financial difficulty because of changes in their employment circumstances while others work with those facing difficulties due to drug addiction and others work in the area of raising awareness about sexual health particularly in the area of disease prevention and containment.

Finally, there is an increasing number of NGOs working with immigrants and those involved in the immigration process. In many EU countries environmental pressure groups form powerful political and social lobbies. This concern with the living environment is one of the key questions currently exercising the minds of European citizens with more and more people taking an active role in highlighting issues from an environmental protection perspective. Furthermore some NGOs are very interested in political activism.

People can effectively be disenfranchised and feel that they have limited opportunities to influence those decisions which impact on their lives. If, as we have seen, the work iza ką bold sustaines NGOs can be seen to concern itself with a form of Active Citizenship how then does society educate and prepare its people in these areas This observation prompts a further question: if NGOs and Active Citizenship are two sides of the same coin then what role do NGOs play in such education systems or programmes To explore these relationships we will look first at the location of Active Citizenship in the curriculum.

Active Citizenship in the Curriculum The concept of Curriculum Development is applicable in all educational settings. Whether within a classroom, adult learning institute or Higher Education Institute curriculum development includes a willingness to engage in creating learning frameworks that meet the needs of learners and society in whole.

Citizenship education has in recent years featured more prominently in curriculum development in European education systems. There have been many attempts to increase civil education and education for democracy e.

Peteris Vucenlazdans Rezeknės aukštoji švietimo mokykla, Latvija Prof. Ligita Šimanskienė Klaipėdos universitetas, Lietuva Prof. Piotr Bogdalski Ščytno aukštoji policijos mokykla, Lenkija Doc.

Education for democratic Citizenship — Developing a shared understanding. At the same time there was a concern about how new generations were equipped to deal with the challenges posed by the impact of increased globalisation on their lives and social arenas. Research into these problems shows that some threats to democracy lie in ignorance or apathy as a generalised attitude of young individuals.

In some studies it was found that young people felt excluded in some communities and these feelings led to alienation. Social reality is more and more complicated in multicultural contexts and the impact of globalisation and other complex social issues can be over-simplified by the mass media.

Lietuvių Anglų Kalbų Psichologijos Žodynas

In different societies citizenship education is organised in different ways. In Britain citizenship education has become a key part tulžies galvijai sąnarių gydymo the national curriculum whereas in Scandinavia and Finland citizenship education has been seen as a part of history education and social studies.

In many countries intercultural questions form an important element of citizenship education programmes. A precondition for effective citizenship education is the social and moral responsibility of individuals.

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These can be done through community involvement, volunteering etc.