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Rita Remeikiene, Ligita Gaspareniene and Gintare Grigaliune

finansiniams rodikliams analizė. Jaunųjų mokslininkų darbai, 1(17), 138-149. Lamminmaki, D., & Leitch, P. (2011). Refining Measures to Improve Performance Measurement of the Accounts Receivable Collection Function. JAMAR, 9(2), 1-20. Lithuanian Department of Statistics (2016). Statistinių rodiklių analizė. Accessed [15.01.2016]. Available from Internet: Liu, Y., & Rosenberg, C. B. (2013). Legal and European Department; Dealing with private debt distress in the wake of the European financial crisis. IMF

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Vaiva Zuzevičiūtė and Monika Miliušienė

. (1992). Summary of school development program effects. New Haven, CT: Yale Child Study Center. Goverment of the Republic of Lithuania. (2003). Lietuvos Respublikos nacionalinė darnaus vystymosi strategija [Lithuania's National Sustainable Development Strategy], Vilnius. Retrieved January 6, 2009, from Gudynas, P. (2003). Education and social inclusion in Lithuania. Prospects , 33(1), 63-76. DOI: 10.1023/A: 1022612331408

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Journal of Teacher Education for Sustainability

The Journal of UNESCO Chair on the Interplay of Tradition and Innovation in Education for Sustainable Development (ESD) at Daugavpils University, Latvia

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Studies for the Learning Society

The Journal of Tallinn University, Department of Adult Education and Baltic Region Association for Research in Adult Education (BARAE)

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Birute Baneviciutė

. (2009). Šokis meninio ugdymo kaitos kontekste: menas, dalykas, metodas [Dance in the context of changes in artistic education: Art, subject and method]. Pedagogika [Pedagogy] , 95 , 160-166. Brūzgelevičienė, R. (2006). Darnaus vystymosi švietimo ir Lietuvos švietimo reformos idėjų sąsajos [Correlation between ideas of sustainable development and principles of Lithuanian education reform]. Pedagogika [Pedagogy] , 84 , 7-14. Brūzgelevičienė, R., & Ţadeikaitė, L. (2008). Ugdymo paradigmų kaita XX-XXI a. Sandūroje - unikalus Lietuvos

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Brigita Kairiene and Andrius Sprindziunas

Ombudsperson for Children’s Rights of the Republic of Lithuania for the Report of the Republic of Lithuania on the Implementation of the United Nations Convention on the Rights of the Child in Lithuania in 2004-2008. Retrieved May 20, 2016, from Communication from the Commission. EUROPE 2020. A strategy for smart, sustainable and inclusive growth. Brussels, 3.3.2010.COM (2010) 2020. Retrieved May 23, 2016, from Constantine, D. (2015). Lunch Lines. Inequitable cafeteria

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Daiva Andriušaitienė

References Andriušaitienė, D., Gurskienė, O., Laužackas, R., Pukelis, K, Spūdytė, I., & Tūtlys, V. (2008a). Lietuvos kvalifikacijų sistemos metodologija: monografija [Methodology of Lithuanian Qualifications System: Monograph]. Vilnius: Agora, p. 239. Andriušaitienė, D., Navickas, A., & Tūtlys, V. (2008b). Nacionalinių profesinių standartų kvalifikacijų aprobavimas veiklos ir profesinio rengimo sistemose [Approval of qualifications of national occupational standards in activity and vocational education and training systems]. Lietuvos darbo rinkos

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Gediminas Valantiejus

-293/97 and T-147/99 Kaufring and Others v Commission, 2001 E.C.R. II-01337. Law of the Republic of Lithuania on the ratification of Agreement founding World Trade Organization and its Annexes (2001). Official Gazette, 46 (1620). Law of the Republic of Lithuania on the ratification of Harmonized Commodity Description and Coding System Convention (2001). Official Gazette, 61 (2772). Law on Customs of the Republic of Lithuania (2004). Official Gazette, 73 (2517). Leal-Arcas, R. (2008). Theory and Practice

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Mara Allodi Westling and Tamara Zappaterra

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Tuula Keinonen, Yli-Panula Yli-Panula, Maria Svens, Rytis Vilkonis, Christel Persson and Irmeli Palmberg


The media, as a source of information, is supposed to have a significant role in effecting peopleís environmental knowledge and attitudes. The purpose of this study was to find studentsí perceptions of environmental issues as presented in the media and how students in Finland, Lithuania and Sweden used these media sources in the matters related to environmental issues. The most important source of environmental knowledge was found to be the Internet, followed by newspapers, television, school and education. In their own lives, students discussed environmental issues every day and, to some extent, in social media, discussion forums and blogs. In Finland, newspapers represented the most important source of environmental knowledge; in Lithuania, environmental organisations were the most prevalent, and, in Sweden, it was in a school or educational context. Based on these results, it was concluded that, in order to reach both genders of students in different countries and to more greatly benefit from all sources of information, a variety of media should be used in education for sustainability.