Dimensions

In pursuit of new ideas, questions and insights, this article explores undergraduate students’ career learning. It is based on the assumption that there is a need for new ideas and innovation in career development theory and practice, especially in times of rapid changes in the world and constant challenges. Performing diffractive analysis – in the sense of reading the ‘data’ (non-representational conversations with two undergraduate students) and poststructuralist as well as new materialist philosophical texts, career theories into and through one another, allow free movement of thought to explore beyond the normalized discourses of the field. It is wandering as well as wondering while being ‘of the world’ instead of observing from the outside, going further than universalisms. Philosophy of immanence and agential realism enacted here encourage to ask: what can be thought of students’ career learning? How does undergraduate students’ career learning emerge through entanglements with the human and non-human? The article is rhizomatic in its structure, it is also an attempt to break the rules and escape the enclosure of traditional empiricism in the field of educational research. Theory and practice are considered inseparable in Karen Barad’s agential realist framework; therefore, the theoretical and practical parts are intertwined. The results, or illuminations bring forward the ideas and concepts, that intensify and glow while diffractively reading the ‘data’, philosophical materials and career theories: thinking about career learning as life; attending to desire as the productive force in career learning; thinking about encounters and chance events as well as the non-human in career learning; drawing attention to how big narratives are created and disseminated. The article contains emergent thoughts, that appear in the process of thinking, they are noted in a different font, and I re-turn to them at the end of the work. I use ‘re-turn’ with reference to Barad’s idea of transformative process, the past that is with us.

Introduction – Previous studies have shown that children’s exposure to potentially traumatic events and their trauma−related symptoms may not always be consistently identified. This study aims to examine differences in trauma exposure and related psychological outcomes between clinical and non−clinical Lithuanian children. Methods – This cross-sectional study included 10–17−year−old children and adolescents recruited from a clinical inpatient setting (Vilnius University Hospital Santaros Klinikos) and general−education schools in Vilnius and nearby districts. After parental consent and child assent, participants completed a secure mobile assessment covering exposure to potentially traumatic events (CATS), dissociation (A−DES), mood and feeling (SMFQ), post−traumatic cognitions (CPTCI), PTSD symptoms (CATS; PCL−5 for convergent validation), and perceived social support (CASSS). Data were collected in 2023–2024. Group differences were examined using Welch’s t−tests (with Mann–Whitney U as robustness checks), and associations were assessed using Pearson correlations. Results – In the clinical sample over 40% of children experienced physical violence, while in the non−clinical sample 82.9% children reported exposure to multiple traumatic events. The clinical sample showed significantly higher dissociation, negative mood, and PTSD symptoms compared to the non−clinical sample. However, among children exposed to more than one traumatic event, differences in dissociation, PTSD symptoms, and close−friend support were not significant. Across both samples, exposure to potentially traumatic events was strongly associated with PTSD symptoms, dissociation, and post−traumatic cognitions, and moderately associated with mood symptoms. In the non−clinical sample, parental support showed moderate negative associations with dissociation, mood symptoms, post−traumatic cognitions, and PTSD symptoms. Discussion – This study identified between−sample differences in exposure to potentially traumatic events and trauma−related psychological outcomes among Lithuanian children in inpatient and community settings, highlighting the need for trauma−informed assessment and attention to social support within child mental health and welfare services.

Straipsnyje analizuojamas įrodymų leistinumo ribojimų (ne) suderinamumas su teisingu civilinio ginčo išsprendimu. Įstatyme įtvirtinti įrodymų leistinumo ribojimai ir draudimai atlieka dvejopą paskirtį: viena vertus, jie apsaugo proceso dalyvius nuo neteisėtų ar netinkamai gautų įrodinėjimo priemonių panaudojimo, kita vertus, neleidžia teismui remtis informacija, kuri, nors ir galėtų prisidėti prie faktinės tiesos nustatymo, būtų įgyta pažeidžiant esminius teisės principus ar įstatymo saugomas vertybes. Tokiu būdu užtikrinama tiesos siekio ir teisėto, sąžiningo proceso, saugant tiek individualius, tiek viešuosius interesus, pusiausvyra. Todėl įrodymų leistinumo ribojimai civiliniame procese suvoktini kaip būtina garantija, leidžianti teismui sprendimą grįsti tik teisėtais, patikimais ir procedūriškai tinkamai gautais duomenimis.

There is a lack of research analyzing how teachers themselves define violence and what patterns of behavior they personally consider to be violent. It is precisely this subjective perception of violence that may explain why some situations remain invisible at the institutional level: they are not named and reported, or they are normalized as part of a teacher’s job, even though, in the long run, they can negatively affect a teacher’s professional identity and well-being. A phenomenographic perspective was applied in this research. It has been found that teachers understand violence in the workplace as pressure to obey, aggressive behavior, insults, public humiliation, and non-transparent decisions, which are characterized by verbal, physical, written, and visual expressions. The scope of the research results shows that the teachers’ perception of violence is not limited to incidents but is revealed as a process of constructing meaning that combines the form of violence, structural features, and orientation toward the teacher as a professional or as a person. The study broadens not only the concept of violence in the school environment but also the field of analysis of the teacher as an object of violence, and it reveals that the teachers’ understanding of violence is more related to administrative power practices.

The article examines, at the theoretical level, the self-governance of mediators, assessing the question of the sufficiency of its legal regulation. The aim of this article is to assess the legal and practical issues related to the self-governance of mediators, and the legal and/or organizational, administrational problems that may arise from this. The assessment was carried out by analysing three key aspects: providing an overview of the situation of mediators' self-governance in Lithuania, analysing the factors that may have a negative impact on the institution of mediators' self-governance, and identifying the legal basis for the functioning of mediators' self-governance representatives in joint entities, their sufficiency and factors for their development. The article reveals the concept of mediators ’ self-governance, examines the structure of self-governance, the relationship between the different organisations and their members, and the role they play in shaping mediation policy. For this reason, the article uses in parallel theoretical, legal and practical evaluative criteria, such as the structure of self-governance, the distribution of competences of the bodies of self-governance, as well as the practical activities of the mediators’ self-governance bodies/representatives (defined and/or implied) and their influence on the mediators. Furthermore, the article looks at the profession of mediation and the duality of its members’ membership in the mediators’ self-governance in relation to their other classical legal professions and the resulting membership of other self-governance bodies, which creates potential legal and practical problems. It draws conclusions on the sufficiency and effectiveness of the legal regulation and current practical functioning of the organisational system of mediators’ self-governance in Lithuania and on the status of the organisational framework of mediators’ self-governance.

We analyze the spatio-temporal dynamics of sand relocation for beach nourishment in the low-energy coastal segment north of the Port of Klaip & edot;da, eastern Baltic Sea, under mild wave conditions, with significant wave heights below 0.9 m and water level variations from -30 to 44 cm with respect to the long-term average. In summer 2022, about 180 000 m3 of sand was added approximately 120 m from the shore at water depths of 2-3.5 m to form a 750 m long underwater bar. Sand relocation is evaluated based on repeated water depth measurements along 114 cross-shore coastal profiles. Some sand was rapidly transported to greater depths, down to about 6 m, even though wave conditions were particularly mild. The predominant sand motion was directed offshore, and characteristically for the area, wave-driven sediment transport was directed to the north. The analysis confirms that even very mild wave conditions can substantially relocate large volumes of deposited sand in shallow water, both offshore and onshore, from its original location during the initial adjustment phase following nourishment.

The applicability of AI in everyday life, including professional life, is not just a theoretical paradigm. Artificial intelligence can now be used both as a tool to help professionals in their work and as an autonomous tool that can make its own decisions, provide answers to questions, create videos, presentations, etc. without human help. The aim of this article is to assess the legal framework and the problematic aspects that may arise in relation to the practical use of artificial intelligence in mediation and the legal and/or ethical problems that may arise from this. The assessment was carried out by analysing three key aspects: the concept/definition of artificial intelligence, the possible use of artificial intelligence in mediation, and the aspects of legal liability and the ethical criterion in the event that a mediation process fails or causes damage to the participants or otherwise undermines the process due to the use of artificial intelligence. The methods used in the preparation of article are data analysis, comparative, linguistic, systematic, logical and generalisation. The data analysis showed that the concept of what constitutes artificial intelligence varies from one source to another, which may also lead to differences in the assessment of its applicability in practice (including in mediation). However, the differences between AI, particularly the criterion of AI’s autonomy, allow us to assess its potential applicability in mediation. In this context, a parallel assessment should be made of the regulatory aspect of the liability of the mediator who has used artificial intelligence in the mediation process, in addition to the moral aspect linked to the client’s expectation of a confidential and professional mediation process.

The purpose of this study was to explore the links between the perceived importance of critical thinking skills, self-reported critical thinking skills, and work engagement. The study applied a cross-sectional design, and the sample consisted of 2012 employees; the mean age was 41.93 (SD=11.42). To analyse the links between the constructs, three instruments were used: The Work Engagement Scale (UWES), The Perceived Importance of the Critical Thinking Skills Scale (PICTS), and The self-reported Critical Thinking Skills Scale (CTS). For the statistical analyses, SPSS v.26.0, AMOS v.26.0, JASP v.18, and JAMOVI v.2.2.1 software was applied. Confirmatory factor analyses showed the acceptable model fit and validity of the scales in the Lithuanian population. The structural equation modelling results revealed the complex model of the links between the perceived importance of critical thinking skills, the self-reported critical thinking skills, and the elements of work engagement, namely, vigour, dedication, and absorption. The findings revealed that both self-reported critical thinking and the perceived importance of critical thinking skills positively contributed to work engagement, thus indicating the need to foster critical thinking in organizations so that to ensure their flourishing and efficacy.

The present study analyzes the types of interrogative, such as yes/no questions, wh-questions, or alternative questions, and their semantic and pragmatic functions in a multilingual parallel corpus of spoken monologues extracted from the TED Talks transcripts in five languages: English, European Portuguese, Lithuanian, Bulgarian, and Hebrew. The corpus was developed with English as the pivot language, and the examples are aligned in all five languages based on the occurrence of an interrogative. To conduct this study, we designed an annotation scheme that harmonizes two parts of ISO 24617 – Part 8: Semantic relations and Part 2: Dialogue acts. This framework enabled us to determine the discourse relations that questions establish with the segments to which they are connected and that precede them and their communicative function. In our analysis, we observed that, despite the monologic nature of the corpus, interrogatives are very frequent and diversified across the five languages. Our findings also reveal that the questions are mostly used with a pragmatic function and that the range of discourse relations is less varied. Additionally, the analysis disclosed some pertinent differences between the five languages concerning the translation choices.

Straipsnyje nagrinėjamos prieš šimtmetį Vlado Mačio knygoje „Civilinio proceso paskaitos“ pateiktos idėjos apie civilinio proceso teisę. Taip pat vertinama, kokį civilinio proceso modelį siūlė Vladas Mačys, kokios jo pagrindinės kryptys, kaip buvo siūloma užtikrinti teisingą ir teisėtą civilinį procesą. Nagrinėjama, kokia yra knygos „Civilinio proceso paskaitos“ struktūra, kaip moksliškai buvo vertinamas civilinis procesas. Straipsnyje atskleidžiama, kad Vladas Mačys civilinio proceso tikslus siejo su socialinės taikos (harmonijos) tarp ginčo šalių kuo operatyvesniu atkūrimu. Taip pat analizuojama, kokios Vlado Mačio idėjos liko reikšmingos šiuolaikinio civilinio proceso teisei bei teisei į teisingą teismą užtikrinti civilinės bylose.