MLA

The article assesses the legal possibilities of protecting teachers from violence in Lithuanian educational institutions. It analyses how the legal framework ensures the right of teachers to protection from violence at work and to assistance. It is concluded that the concept of violence against teachers is not clearly defined in legislation, the legal framework does not sufficiently protect teachers from violence and is more oriented towards the protection of pupils.

The process of teaching and learning is characterized by the usage of prior knowledge schemas in the procedure. The research aims to explore the meaning of initial knowledge in the process of teaching and learning a foreign language at more advanced levels while developing and using discourse-annotated corpora. The research reveals two essential dimensions-organizational and personal, which structurally represent the experience of the research participants.

This paper contributes to the question of how discourse relations are realised in TED talks. Drawing on an annotated, multilingual discourse corpus of TED talk transcripts, we examine discourse relations in English and Lithuanian, Portuguese and Turkish translations by concentrating on three aspects: the degree of explicitness in discourse relations, the extent to which explicit and implicit relations are encoded inter- or intra-sententially, and whether top-level discourse relation senses employed in English differ in the target languages. The study shows that while the target languages differ from English in the first two dimensions, they do not display considerable differences in the third dimension. The paper thus reveals variations in the realisation of discourse relations in translated transcripts of a spoken genre in three languages and offers some methodological insights for dealing with the issues surrounding discourse relations.

Many countries, namely, Malaysia, Lithuania, and Spain, shifted to online assessment during the COVID-19 pandemic. This qualitative case study, which involved 18 undergraduate students from the three countries, was conducted to probe insights into their online assessment experience. Data were interpreted from the perspective of the expectancy-value theory of motivation, which focuses on intrinsic attainment, utility, and cost values. The findings revealed that students were motivated to complete their assessment since they experienced flexibility besides having effective assessment guidelines. The positive experiences were related to intrinsic and attainment values; however, the students were also demotivated when stressed, indicating the high-cost value. Utility value was found to overlap with cost value in this study because students were dissatisfied with the online assessment and expressed less preference for this approach in future. This contributes to our understanding that educators must consider utility values when preparing online assessments. The pedagogical implications of this study revolve around the importance of a checklist, mock exams, alternative assessment (Plan B), and video demos for an effective assessment.

Despite being bio-epidemiological phenomena, the causes and effects of pandemics are culturally influenced in ways that go beyond national boundaries. However, they are often studied in isolated pockets, and this fact makes it difficult to parse the unique influence of specific cultural psychologies. To help fill in this gap, the present study applies existing cultural theories via linear mixed modeling to test the influence of unique cultural factors in a multi-national sample (that moves beyond Western nations) on the effects of age, biological sex, and political beliefs on pandemic outcomes that include adverse financial impacts, adverse resource impacts, adverse psychological impacts, and the health impacts of COVID. Our study spanned 19 nations (participant N = 14,133) and involved translations into 9 languages. Linear mixed models revealed similarities across cultures, with both young persons and women reporting worse outcomes from COVID across the multi-national sample. However, these effects were generally qualified by culture-specific variance, and overall more evidence emerged for effects unique to each culture than effects similar across cultures. Followup analyses suggested this cultural variability was consistent with models of pre-existing inequalities and socioecological stressors exacerbating the effects of the pandemic. Collectively, this evidence highlights the importance of developing culturally flexible models for understanding the cross-cultural nature of pandemic psychology beyond typical WEIRD approaches.

The article presents the results of a qualitative study revealing preconditions for the successful education of children with autism spectrum disorder (hereinafter referred to as ASD) at a primary general school based on the experiences of their parents. The study revealed that preconditions for the successful education of children with ASD at a primary school are linked to parental acceptance of their child’s disability and their openness, having their child diagnosed with ASD, the preparedness of the school to accept children with ASD, the child’s preparedness to attend school, parent-school cooperation, the focus on the adaptation of the child at school and the creation of a favourable educational environment in the classroom.

Increased interest in positive changes in the aftermath of traumatic events led researchers to examine assumptions about the process of posttraumatic growth (PTG). However, existing studies often use samples from mixed trauma survivors and investigate separate factors and their associations with growth. Therefore, the purpose of the current study was to examine the path from centrality of event to PTG involving intrusive and deliberate rumination and self-blame as a coping strategy in women survivors of intimate partner violence (IPV). The study sample consisted of 200 women with a history of IPV (ages 18–69, M = 44.79, SD = 12.94). Results of the path analysis indicated that higher centrality of event was related to higher levels of intrusive rumination which was positively related to self-blame and deliberate rumination eventually leading to PTG. Indirect effects from centrality of event to PTG through intrusive and deliberate rumination, and from intrusive to deliberate rumination through self-blame were examined. This study gave support to some theoretical assumptions of the process of PTG and pointed out problematic areas of investigation of coping strategies in this process.

Straipsnyje pateikiami kokybinio tyrimo rezultatai, atskleidžiantys autizmo spektro sutrikimą (toliau ASS) turinčių vaikų tėvų patirtis rengiantis vaikui pradėti lankyti pra-dinę bendrojo ugdymo mokyklą. Tyrime išryškėjo keturi svarbūs ASS turinčių vaikų rengimosi mokyklai aspektai: mokyklos pasirinkimo dilemos ir kriterijai, bendradarbiaujančio santykio su mokykla užmezgimas prieš pradedant vaikui lankyti mokyklą bei vaiko pasirengimas mokyklai.

Straipsnyje, naudojant klausimyną Bendravimo šeimoje apie lytiškumą koeficientas (The Family Sex Communication Quotient, FSCQ), siekiama atskleisti paauglių bendravimo su tėvais lytiškumo temomis aspektus ir kaip tai susiję su paauglių suvokiamu komfortu, informacijos ir tėvų vaidmens svarbos suvokimu. Nustatyta, kad paauglių bendravimo su tėvais lytiškumo temomis lygis yra vidutiniškas ir kad paaugliai labiau linkę šiais klausimais bendrauti su motinomis.