Youth’s interest in gambling games and means of involvement

Straipsnyje pateikti „sniego gniūžtės“ metodu atrinkti ir giluminio interviu būdu surinkti bei tematinės analizės metodu išanalizuoti jaunimo, įsitraukusio į azartinius lošimus, tyrimo rezultatai. Siekta atskleisti jaunimo, įsitraukusio į azartinius lošimus, patirtį ir atkreipti dėmesį į vis didėjančią visuomenės ir pačių lošėjų problemą. Norėta išsiaiškinti, kada interviu dalyviai pradėjo domėtis azartiniais lošimais, kokios aplinkybės paskatino juos įsitraukti į šią veiklą ir kuo azartinis lošimas pranašesnis palyginti su kitomis pramogomis. Paaiškėjo, kad tyrimo dalyviai, lygindami azartinius lošimus su kitomis pramogomis, išskiria daugybę privalumų, kurie, sprendžiant tik iš konteksto, tartum maskuoja probleminius dalykus ir turi perkeltinę prasmę. Labiau įsitraukusiems į šią veiklą, azartiniai lošimai tampa gyvenimo dalimiThe article presents the results of the survey, concerning the youth immersed in gambling games, which were received applying Snowball Sampling Method and Depth Interview, and analyzed by the method of Thematic Analysis. The aim of the research has been to disclose the youth’s, involved in gambling games, experience and give attention to the increasing society’s and gamblers’ problem. It was ascertained when the interviewees took an interest in gambling, what were the circumstances that stimulated the involvement into gambling and what advantages it has in comparison to other kinds of entertainment. It was observed that the youth, previously in childhood and adolescence, got interested in the activity of gambling, whereas the process of involvement into it was gradual and impermanent. The research identified that the interest of interviewees in gambling had been influenced by indirect factors such as illegal gambling as well as legitimating of gambling games. This attraction was highly impelled by advertisements during massive events, in shopping centers, on television, the internet and other means of mass media. The youth’s engagement into gambling was also influenced by watching and taking part in sporting events, likewise gambling during trips, journeys to foreign countries. An extensive impact on gamblers’ interest and involvement had business partners, family members, relatives and friends that had already been gambling. Gambling games are interrelated with people‘s free time and multifarious entertainment, this is the reason for youth to equalize gambling with other types of activities, in which incidental features to gambling might be envisaged. One part of the respondents associate gambling with sports games such as football, volleyball, basketball, chess, checkers, windsurfing, motoring, bobsleigh, while the others think that gambling does not differ from other types of entertainment. [...]Vytauto Didžiojo universitetasŠvietimo akademij

The reasons why youth are interested in gambling

The purpose of my work was to reveal (discover) the reason why youth are interested in gambling. One of the reasons I decided to choose this subject because I find it very interesting and just recently gambling became legal in Lithuania. With the exception of some newspapers reviews, gambling as a social problem haven’t been researched in Lithuania and in particularly gambling problems among youth. In the theory part of my work I explain the meaning of gambling, review the history and development of gambling, also the classification of games and gamblers, review the scale how gambling is spread world wide and in Lithuania, I point out the specific of the youth gamblers. In the last part of my work I analyzed the reason why youth are interested in gambling. I also present my interviews with a gamblers and the reason why they are interested and drawn into gambling. I compare gambling to other form of entertainment; discuss the levels of involvement in gambling, the problems it create and how to prevent. The methods used in my work are: the analysis of scientific literature, historical-comparison, statistic and qualitative analysis interview. I use a snowball selection; the results were used based on individual interviews with individual gamblers and in various places. All interviews were done by asking questions, which I prepared in advance and all discussion was recorded. I strongly believe that my work will be useful and will help to prevent the spread of gambling problem and serve as an educational tool.Švietimo akademijaVytauto Didžiojo universiteta

Verslumo kompetencijos ugdymo taikant mokomosios mokinių bendrovės modelį veiksmingumas

Entrepreneurship competency has been investigated from various perspectives by foreign and Lithuanian researchers, which emphasise the importance of entrepreneurship education programmes and practical methods of development of entrepreneurship competency and that of participation in activities of training companies, in particular, comprehensive studies have not been conducted. The efficiency of development of entrepreneurship education applying the model of student mini-company (SMC) has not been developed from the scientific perspective. It is necessary to point out that universal criteria for assessment of efficiency of entrepreneurship competency development are not available. A big number of authors sugest that efficiency should be assessed considering whether the goals of the educational programme have been achieved, taking into account the impact of the programme on its participants, which is determined according to the level of result achievement. Seeking to substantiate the efficiency of school students’participation in SMC activities in development of the entrepreneurship competency, has designed the hierarchical model of structure of entrepreneurship competency, which identifies the main components and sub-components of entrepreneurship competency developed according to Lithuanian General Curriculum of General Education. The relevance of the areas of content of the programme Economics and Entrepreneurship as well as its components and sub-components in development of entrepreneurship education has been evaluated applying the multiple criteria methods. Multivariate methods and models of mathematical statistics have been employed for assessment of entrepreneurship competency of school learners involved in SMC activities and the efficiency of the model of SMC has been substantiated after separate evaluation of structural components and sub-components divided into certain groups: personal traits, general competencies, entrepreneurial abilities and value orientations. The data of the research on entrepreneurship competency of school learners involved in SMC activities disclose that its level is sufficiently high and substantiate the theoretical propositions about the efficiency of SMC in development of entrepreneurship competency in general education schools.Verslumo kompetencija įvairiais aspektais analizuojama daugelyje užsienio ir Lietuvos mokslininkų darbų, kuriuose akcentuojama veiksmingų ugdymo programų ir praktinių metodų, ypač mokinių dalyvavimo mokomųjų įmonių veikloje, svarba ugdant verslumo kompetenciją, tačiau išsamių verslumo kompetencijos ugdymo bendrojo ugdymo mokyklose mokslinių tyrimų nėra atlikta. Moksliniu požiūriu visiškai neanalizuotas verslumo kompetencijos ugdymo taikant mokomosios mokinių bendrovės (MMB) modelį veiksmingumas. Universalaus kriterijaus verslumo kompetencijos ugdymo veiksmingumui įvertinti nėra. Daugelis mokslininkų siūlo jį vertinti atsižvelgiant į tai, ar buvo pasiekti ugdymo programos tikslai, ir į programos bei taikytų metodų poveikį jos dalyviams, kuris nustatomas pagal pasiektų rezultatų lygį. Siekiant pagrįsti verslumo kompetencijos ugdymo taikant MMB modelį veiksmingumą, buvo sudarytas hierarchinis verslumo kompetencijos struktūros modelis, identifikuojantis pagal Lietuvos bendrojo ugdymo programą ugdomos verslumo kompetencijos pagrindinius komponentus ir subkomponentus, ir daugiakriteriais metodais įvertintas Ekonomikos ir verslumo programos turinio sričių ir jų komponentų bei subkomponentų reikšmingumas ugdant verslumo kompetenciją. Taip pat, remiantis MMB veikloje dalyvaujančių mokinių anketinės apklausos duomenimis ir taikant daugiamačius matematinės statistikos metodus bei modelius, atliktas verslumo kompetencijos struktūrinių komponentų – asmeninių savybių, bendrųjų gebėjimų, verslumo gebėjimų, vertybinių nuostatų išsiugdymo vertinimas. Gauti vertinimo rezultatai rodo pakankamai aukštą mokinių verslumo kompetencijos išsiugdymo lygį ir pagrindžia MMB veiksmingumą verslumo kompetencijos ugdymui bendrojo ugdymo mokyklose.Švietimo akademijaVytauto Didžiojo universiteta

Viešojo intereso sampratos interpretacijos viešojo intereso gynimas

Vytauto Didžiojo universitetasŠvietimo akademij

Jargon as an expression factor of the youth's social identity

Straipsnyje aptariamas žargonas kaip jaunimo socialinio tapatumo raiškos veiksnys socializacijos procese. Analizuojamos kalbos bei žargono sąsajos. Remiantis G. H. Meado simboline-interakcine paradigma, įvairiuose socializacijos etapuose išryškėja individo tapatumo formavimas kartu su kalbos internalizavimu. G. H. Meado idėją papildo H. Blumeris, individo elgesiui apibrėžti jis vartoja kolektyvinio elgesio sampratą, aptariamą per vieną socialinių judėjimų — madą. Fenomenologinės ir žinojimo sociologijos atstovų P. L. Bergeno ir T. Luckmano teigimu, kalba atsiranda kasdieniniame individų gyvenime ir atspindi socialinę tikrovę, kurią individas suvokia sąmoningai: kalba yra lanksti, atvira, tipizuoja individo patirtį. Individo ekspresinę išraišką per kalbą įvairiose socialinėse situacijose pateikia E. Goffmanas. Jo teigimu - individo kalba kontroliuojama valios pastangomis ir yra orientuota į lūkesčius. Refleksyviosios sociologijos atstovų P. Bourrdieu ir L. J. D. Wacquant'o nuomone, kalbos santykiai yra simbolinės galios santykiai. Antrojoje straipsnio dalyje pristatoma empirinio tyrimo, atlikto 2004 m., rezultatų analizėThe article deals with a jargon as an expression factor of social identity in the process of socialization. The first part of the article is theoretical. It reveals the connection of the language and a jargon. According to G.H.Mead's symbolic-interaction paradigm, the formation of individual's identity together with the language internalization is seen in different stages of socialization. H.Blumer uses the notion of collective behavior to determine the individual's behavior — fashion. According to P.L.Berger and T.Luckman, language appears in daily life of the individuals and reflects social reality, which an individual perceives consciously: language is flexible, open and characterizes an individual's experience. E.Goffman presents an expressive expression of an individual through the language in different social situations. He maintains that individual's language is controlled by the will and is oriented to expectations. According to the representatives of the reflexive sociology P. Bourrdieu and LJ.D.Wacquant, the relations of language are the relations of symbolic power. The second part contains the empiric research analysis, made in 2004Vytauto Didžiojo universitetasŠvietimo akademij

Mokomosios mokinių bendrovės veiksmingumas ugdant asmenines savybes

Remiantis mokslinės literatūros analize, straipsnyje aptariami mokinių mokomųjų bendrovių (MMB) veikloje labiausiai ugdomų asmeninių savybių struktūriniai komponentai. Mokinių anketinės apklausos statistinių duomenų analizė atlikta ir sudarytų asmeninių savybių parametrai vertinti taikant IBM® SPSS® Statistics for Windows 22.0 (SPSS) specializuotą statistinę programą. Tiriamoji faktorinė analizė (angl. Exploratory Factor Analysis, EFA) taikyta MMB veikloje ugdomų asmeninių savybių struktūrinių komponentų tarpusavio ryšiams nustatyti ir, remiantis tais ryšiais, klasifikuoti juos pagal tam tikrus požymius į atitinkamus latentinius faktorius. Mokinių asmeninių savybių, ugdomų vykdant MMB veiklą, tyrimui, buvo atrinkta ir analizuojama 18 asmeninių savybių. Taikant EFA atliktas MMB veikloje dalyvavusių mokinių asmeninių savybių vertinimas ir pagrįstas MMB veiksmingumas atskirai įvertinus asmeninių savybių struktūrinius komponentus, suskirstytus į atitinkamas struktūrines grupes: Pasitikėjimo savimi, motyvacijos ir veiklumo, Lyderio, Vadybines ir Asmens saviraiškos savybes. Tyrimo rezultatai atskleidė, jog dalyvavimas MMB veikloje daro didelį poveikį mokinių asmeninių savybių ugdymui(si). Asmeninių savybių ugdymo vykdant MMB veiklą EFA rezultatai parodė, kad iš keturių išskirtų asmeninių savybių grupių mokiniai geriausiai išsiugdę Pasitikėjimo savimi, motyvacijos ir veiklumo savybes. Didžiausi faktoriniai svoriai rodo, kad iš Pasitikėjimo savimi, motyvacijos ir veiklumo savybių mokiniai geriausiai išsiugdę veiklumą, iš Lyderio savybių – ambicingumą, iš Vadybinių savybių gerai išsiugdę iniciatyvumą, savarankiškumą ir aktyvumą, iš Asmens saviraiškos savybių – išradingumą. Silpniausiai iš visų vertintų asmeninių savybių mokiniai yra išsiugdę kritinį ir analitinį mąstymąOn the basis of scholarly literature analysis, the article discusses the structural components of personal qualities that are developed most participating in activities of student mini-company (hereinafter – SMC). Applying the exploratory factor analysis (EFA), the evaluation of personal qualities of school learners, who participated in SMC activities, was conducted and the efficiency of SMC was substantiated separately evaluating structural components of personal qualities divided into relevant structural groups: Qualities of self-confidence, motivation and activity, Leadership qualities, Managerial qualities and Personal self-expression qualities. The results showed that participation in the activities of SMC has a considerable influence on development of school learners’ personal qualities. The EFA results of development of personal qualities through SMC activities disclosed that out of the four distinguished groups of personal qualities the school learners developed the qualities of self-confidence, motivation and activity best. The evaluation of 18 personal qualities revealed that diligence, ambitiousness, initiative, independence, activity and resourcefullness were developed best, whereas critical-analytical thinking was developed leastVytauto Didžiojo universitetasŠvietimo akademij

Youth’s interest in gambling games and means of involvement

The article presents the results of the survey, concerning the youth immersed in gambling games, which were received applying Snowball Sampling Method and Depth Interview, and analyzed by the method of Thematic Analysis. The aim of the research has been to disclose the youth’s, involved in gambling games, experience and give attention to the increasing society’s and gamblers’ problem. It was ascertained when the interviewees took an interest in gambling, what were the circumstances that stimulated the involvement into gambling and what advantages it has in comparison to other kinds of entertainment. It was observed that the youth, previously in childhood and adolescence, got interested in the activity of gambling, whereas the process of involvement into it was gradual and impermanent. The research identified that the interest of interviewees in gambling had been influenced by indirect factors such as illegal gambling as well as legitimating of gambling games. This attraction was highly impelled by advertisements during massive events, in shopping centers, on television, the internet and other means of mass media. The youth’s engagement into gambling was also influenced by watching and taking part in sporting events, likewise gambling during trips, journeys to foreign countries. An extensive impact on gamblers’ interest and involvement had business partners, family members, relatives and friends that had already been gambling. Gambling games are interrelated with people‘s free time and multifarious entertainment, this is the reason for youth to equalize gambling with other types of activities, in which incidental features to gambling might be envisaged. One part of the respondents associate gambling with sports games such as football, volleyball, basketball, chess, checkers, windsurfing, motoring, bobsleigh, while the others think that gambling does not differ from other types of entertainment.The interviewees distinguish many advantages while comparing gambling games with other forms of entertainment which, assuming from the context, dissemble problematic subjects and have got figurative meaning. For those who are substantially engaged in the following activity, it becomes a part of their life

Simulation of business processes as an approach to entrepreneurial education

Straipsnio tikslas - aptarti verslo procesų imitavimą kaip vieną iš praktinių verslumo ugdymo metodų, pagrįstą mokymusi darant, arba patirtiniu mokymusi. Daugelyje analizuotų šaltinių verslo procesų imitavimas laikomas ypač veiksmingu ugdantis verslumą. Tyrimo duomenimis nustatyta, kad, imituodami verslo įmonės veiklą ar atskirus jos procesus virtualioje erdvėje ar realioje aplinkoje, mokiniai ne tik gilina verslo žinias, bet ir įgyja praktinių verslumo gebėjimų, ugdosi vertybines nuostatas ir asmenines savybes. Jie mokosi susieti įvairių sričių (ekonomikos, finansų, vadybos, rinkodaros, matematikos, psichologijos ir kt.) žinias ir integruotai taikyti jas priimant atitinkamus sprendimus, turi galimybę įvertinti savo sprendimų rezultatus ir mokytis iš padarytų klaidų. Pažymėtina, jog patirtiniu mokymusi pagrįstų inovatyvių (aktyvaus mokymosi) metodų taikymas verslumui ugdyti reikalauja didesnių sąnaudų ir sisteminio požiūrio. Tik sukūrus patirtiniam mokymuisi palankią aplinką ir stiprinant socialinius ryšius per bendradarbiavimą ir partnerystę, kartu su verslumo ugdymu atsiranda puiki galimybė ugdyti ir įtvirtinti bendrąsias kompetencijasThe goal of this article is to discuss simulation of business processes as one of practical methods of entrepreneurial education, based on learning by doing or experiential learning. The majority of the analysed sources accentuated that simulation is perceived as particularly efficient while developing the entrepre- neurship competency The research data confirms, that by simulating business activities of an enterprise or its separate processes in virtual space or in a real environment, students gain practical entrepreneurial skills, develop attitudes and personal qualities. They learn to associate knowledge of various areas (economics, finance, management, marketing, mathematics, psychology, etc.) and integratively use them, making appropriate decisions, have opportunity to assess the results of their decisions and learn from the made mistakes. It is noteworthy that, application of active learning methods grounded on the theory of experiential learning requires higher costs and a systemic approach. However, having established environment, which is favourable for experiential learning, and enhancing social links through collaboration and partnership, together with development of entrepreneurship competency, there appears an excellent opportunity to develop and consolidate general competenciesVytauto Didžiojo universitetasŠvietimo akademij

Development accents of the effective entrepreneurial education policy

Straipsnyje, remiantis analizuotais šaltiniais, Europos Sąjungos ir Lietuvos strateginių švietimo ir kitų dokumentų kontekste aptariama verslumo ugdymo svarba bendrojo ugdymo mokykloje ir veiksmingos verslumo ugdymo politikos plėtros sritys. Analizuojami verslumo ugdymo turinio kaitos pagrindiniai aspektai nuolat atnaujinamose bendrojo ugdymo mokyklų bendrosiose programose. Akcentuojama, kad verslumas turi būti ugdomas visais lygmenimis, nustatant aiškias įvairių švietimo lygmenų sąsajas. Drauge turi būti kuriama patirtiniam mokymuisi palanki aplinka ir stiprinami ryšiai su vietos ir regioninėmis verslo įmonėmis ir organizacijomisOn the basis of the analyzed sources, the European Union and the Republic of Lithuania strategic education and other documents discussed in the context of the importance of entrepreneurial education in secondary schools and effective entrepreneurial education policy development areas. When analyzing key aspects of entrepreneurial curriculum, change of the continuous update of the general education schools programs must be. The development of entrepreneurial education has been recognized, along with the need to foster stronger cooperation and communication amongst stakeholders. National strategies should be visionary with strategic aims and objectives covering all levels of education and having the 'buy-in' of all stakeholders. Also it is important to create an experiential learning environment. The role of regional and local authorities is highly variable but they can play key roles as promoters and facilitatorsVytauto Didžiojo universitetasŠvietimo akademij