That permits to continue the discourse on the universality of human rights. In Christian ethics and doctrine the essence of human being is fully revealed only in a relation with God and with another human being. Therefore, a Christian concept of human rights is adequately balanced with the concept of public rights and interests. Utilitarianism, as an ethical doctrine, is accepted by the Western legal systems and is rooted in current legal and political discourse. It has linkages with Christian ethics, but can only be considered partially as a criterion for human rights and moral decision-making. Utilitarianism is based on subjective evaluation of the principles of human behavior, which leads to compromise in every situation. Thus it may lead into a situation where new human right breaches already recognized individual or group human rights. In the case of the formation of new human rights we must recognize certain features of the differences arising from the historical era and the prevailing moral and legal consciousness. However, while there are no universally accepted doctrine of objective ethics, the Institute of Human Rights have no solid ground for the discourse on universality of human rights – both basic and new – because the concept of human rights becomes a victim of compromises in unequal struggle against economic and political interests.
That permits to continue the discourse on the universality of human rights. In Christian ethics and doctrine the essence of human being is fully revealed only in a relation with God and with another human being. Therefore, a Christian concept of human rights is adequately balanced with the concept of public rights and interests. Utilitarianism, as an ethical doctrine, is accepted by the Western legal systems and is rooted in current legal and political discourse. It has linkages with Christian ethics, but can only be considered partially as a criterion for human rights and moral decision-making. Utilitarianism is based on subjective evaluation of the principles of human behavior, which leads to compromise in every situation. Thus it may lead into a situation where new human right breaches already recognized individual or group human rights. In the case of the formation of new human rights we must recognize certain features of the differences arising from the historical era and the prevailing moral and legal consciousness. However, while there are no universally accepted doctrine of objective ethics, the Institute of Human Rights have no solid ground for the discourse on universality of human rights – both basic and new – because the concept of human rights becomes a victim of compromises in unequal struggle against economic and political interests.
Human behavior is regulated by many factors. Among them we identify religion, traditions, laws, courts, state institutions, influential individuals, emotions, mind, heart, conscience. Legal regulation of a society, however, is one of the most important legal theory categories. The reasons for legal regulation are different in different systems. For example, in a state dominated by a classical system, the behavior of people is regulated by legal means that pursue to standardize the aggression of one social group against other social groups. On the contrary, in a democratic state, the legal regulation seeks to coordinate the interests of the opposing groups, thereby maintaining social cohesion in the society. As practice shows, the democratic form of legal regulation is more effective when legal means are aimed at regulating human relations to make them fair and consolidating the rights of all social groups. This means that legal regulation can be called the socialization of human behavior for the protection of the society and development of resistance to domination and enslavement. The regulation of human behavior is related to human consciousness – it is driven by conscious processes and especially with regard that not only the law affects the behavior of a person, but also other social norms, economic or other benefits, fear, conscience, etc. However, although these other factors may legally be significant, legal regulation rests only on legal mechanisms that control human consciousness and behavior. Before becoming legal categories, they closely interact with the more general philosophical categories. These categories are considered in the article.
Human behavior is regulated by many factors. Among them we identify religion, traditions, laws, courts, state institutions, influential individuals, emotions, mind, heart, conscience. Legal regulation of a society, however, is one of the most important legal theory categories. The reasons for legal regulation are different in different systems. For example, in a state dominated by a classical system, the behavior of people is regulated by legal means that pursue to standardize the aggression of one social group against other social groups. On the contrary, in a democratic state, the legal regulation seeks to coordinate the interests of the opposing groups, thereby maintaining social cohesion in the society. As practice shows, the democratic form of legal regulation is more effective when legal means are aimed at regulating human relations to make them fair and consolidating the rights of all social groups. This means that legal regulation can be called the socialization of human behavior for the protection of the society and development of resistance to domination and enslavement. The regulation of human behavior is related to human consciousness – it is driven by conscious processes and especially with regard that not only the law affects the behavior of a person, but also other social norms, economic or other benefits, fear, conscience, etc. However, although these other factors may legally be significant, legal regulation rests only on legal mechanisms that control human consciousness and behavior. Before becoming legal categories, they closely interact with the more general philosophical categories. These categories are considered in the article.
This article analyzes Immanuel Kant's concept of radical evil within the broader corpus of Kant's practical works in order to ascertain whether suicidal terrorism can be interpreted using his philosophical framework. Said analysis establishes the dynamic between radical evil and other characteristics of Kantian human nature – unsocial-sociability and propensity towards humanity, whilst focusing on the political implications of said dynamic. When analyzed utilizing the established framework of politics of radical evil, suicidal terrorism reveals the extremities of human behavior as well as potential flaws of Kantian philosophy.
The article speaks about trickster's archetype, schemes of understanding, examplesmodels of behaviour and their cultural manifestations in myths, literature, carnivals, theatre and politics. The aim of the article is to analyse and demonstrate the development of tricksters' typology in culture and politics. Therfore, political activities are explained, not only as independent and unique but also as dependent on variations of archetypes, types, schemes, models and examples. Mythological and literal, historical analysis of archetypes, schemes of thinking, prototypes and models help to understand some social, cultural and political processes and model them. The methodology of analysis of cultural types follows by ideas of comparative typology of Vytautas Kavolis, analytical anthropology of Valerij Podoroga, and the comparative history of cultural models of Piter Sloterdijk. In addition, attention in the article is also devoted to the relations between literature and politics, which was discovered in the books of Yves Guchet and Leonidas Donskis. Trickster is interpreted according to structural anthropology and studies in mythology as a transitional figure: between beast and over-human, natural and civilized, pre-structural and ordered. How the transitional position transforms into carnival figure and becomes attractive for people's carnivals and theatre. The article interprets theories of Trickster of P. Radin, J. Campbell and G. Jung based of phenomenon of tricksking in. [to full text]
The article speaks about trickster's archetype, schemes of understanding, examplesmodels of behaviour and their cultural manifestations in myths, literature, carnivals, theatre and politics. The aim of the article is to analyse and demonstrate the development of tricksters' typology in culture and politics. Therfore, political activities are explained, not only as independent and unique but also as dependent on variations of archetypes, types, schemes, models and examples. Mythological and literal, historical analysis of archetypes, schemes of thinking, prototypes and models help to understand some social, cultural and political processes and model them. The methodology of analysis of cultural types follows by ideas of comparative typology of Vytautas Kavolis, analytical anthropology of Valerij Podoroga, and the comparative history of cultural models of Piter Sloterdijk. In addition, attention in the article is also devoted to the relations between literature and politics, which was discovered in the books of Yves Guchet and Leonidas Donskis. Trickster is interpreted according to structural anthropology and studies in mythology as a transitional figure: between beast and over-human, natural and civilized, pre-structural and ordered. How the transitional position transforms into carnival figure and becomes attractive for people's carnivals and theatre. The article interprets theories of Trickster of P. Radin, J. Campbell and G. Jung based of phenomenon of tricksking in. [to full text]
The article speaks about trickster's archetype, schemes of understanding, examplesmodels of behaviour and their cultural manifestations in myths, literature, carnivals, theatre and politics. The aim of the article is to analyse and demonstrate the development of tricksters' typology in culture and politics. Therfore, political activities are explained, not only as independent and unique but also as dependent on variations of archetypes, types, schemes, models and examples. Mythological and literal, historical analysis of archetypes, schemes of thinking, prototypes and models help to understand some social, cultural and political processes and model them. The methodology of analysis of cultural types follows by ideas of comparative typology of Vytautas Kavolis, analytical anthropology of Valerij Podoroga, and the comparative history of cultural models of Piter Sloterdijk. In addition, attention in the article is also devoted to the relations between literature and politics, which was discovered in the books of Yves Guchet and Leonidas Donskis. Trickster is interpreted according to structural anthropology and studies in mythology as a transitional figure: between beast and over-human, natural and civilized, pre-structural and ordered. How the transitional position transforms into carnival figure and becomes attractive for people's carnivals and theatre. The article interprets theories of Trickster of P. Radin, J. Campbell and G. Jung based of phenomenon of tricksking in. [to full text]
In Bene Factum, the Court of Justice of the European Union ruled that cosmetic products should be exempt from excise duty on alcoholic beverages if they contain ethyl alcohol regardless the actual use of the product (consumer behavior). In order to assess the prerequisites for the proper application of EU law in the field of excise duty, the article assesses the mechanism of determining product competition at the EU and International Trade Law levels, which is important for the classification of products for tax purposes, including the extent to which cosmetic products compete with alcoholic beverages, how private business is limited by consumer habits, and possible governmental intervention in this context.
In Bene Factum, the Court of Justice of the European Union ruled that cosmetic products should be exempt from excise duty on alcoholic beverages if they contain ethyl alcohol regardless the actual use of the product (consumer behavior). In order to assess the prerequisites for the proper application of EU law in the field of excise duty, the article assesses the mechanism of determining product competition at the EU and International Trade Law levels, which is important for the classification of products for tax purposes, including the extent to which cosmetic products compete with alcoholic beverages, how private business is limited by consumer habits, and possible governmental intervention in this context.
In Bene Factum, the Court of Justice of the European Union ruled that cosmetic products should be exempt from excise duty on alcoholic beverages if they contain ethyl alcohol regardless the actual use of the product (consumer behavior). In order to assess the prerequisites for the proper application of EU law in the field of excise duty, the article assesses the mechanism of determining product competition at the EU and International Trade Law levels, which is important for the classification of products for tax purposes, including the extent to which cosmetic products compete with alcoholic beverages, how private business is limited by consumer habits, and possible governmental intervention in this context.
In Bene Factum, the Court of Justice of the European Union ruled that cosmetic products should be exempt from excise duty on alcoholic beverages if they contain ethyl alcohol regardless the actual use of the product (consumer behavior). In order to assess the prerequisites for the proper application of EU law in the field of excise duty, the article assesses the mechanism of determining product competition at the EU and International Trade Law levels, which is important for the classification of products for tax purposes, including the extent to which cosmetic products compete with alcoholic beverages, how private business is limited by consumer habits, and possible governmental intervention in this context.
For two decades, Lithuania is on the way a democratic state, in keeping with the global information space, involvement in the processes of globalization. It promises greater economic, political, socio-cultural and even moral norms and rules, unification, the transition to a new, comprehensive system of values. Professor J. Vaitkevicius (1995) claimed that Lithuanian revival is directly linked to the school and the teacher's renaissance. Values change pasulyje play a major role in the cycle of art subjects, including dance. Pupils' willingness to learn dance strongly influenced by the personality of the teacher - learner psychological characteristics, the subject of dance knowledge and ability to creatively use a variety of teaching methods that encourage students to act. Dance dance teacher's role in student motivation for learning is one of the most important. Teacher's responsibility - not only impart knowledge, to develop capacity and skills, but also to create an environment that promotes intellectual and emotional expression of students. This creative environment depends on the creation of dance teacher's personality, dance teacher teaching abilities, professional competence and communication with students. In other words, the same dance teacher's personality can be seen as a dance student learning motivation factor. It is difficult to separate the personality from the profession, particularly in the areas of fuel requires constant interaction with other people. The persipynimas obvious case of a teacher. In order to reveal pinavertės and mature personality traits can be based on psychological literature. Psychology, understanding the structure of a single personality nėra.Todėl to reveal the most important personality characteristics, it is to answer three questions: what the personality and where it is, what it can, what it is (Butkienė A. Kepalaitė 1996). Based on these issues suggests that the psychological structure of personality can be divided into the following: the orientation of the intentions, needs, interests, value attitudes, worldview and beliefs, temperament, character, ability, emotion and will. (Butkienė, Kepalaitė, 1996 ) Educational theory and educational practice is important not only for personal research but nothing is more important, and reason in principle and Diversity awareness and knowledge. However, the reasons are not static: they occur, evolve, and, depending on the situation, may enhance or weaken. Some reasons - short-term, others long-term stimulation of human activity. Grounds of origin and dynamics of matter is very important teachers who care about learning effectiveness and motivation of its determinants. Psychology and Educational Sciences reasons dynamics of recognition is very important paving the way for search performance. Reasons creates a single mindedness to learn, and the target depends on what the specific learning factors. The reasons are varied in its depth, the level of aggregation: one which derives from the needs of other interests, the fear of life of goodwill. The authors stress that the reasons arising from the needs of very effective, because the needs of expressing the necessary, vital body and the spiritual life of the contacts with external conditions, which can overcome the shortcomings. The value of the various motives vary: some considerations to keep learning more, others less, one must be more motivated reasoning powers of the younger school age, the other - the older. Learning is enhanced by all types of reasons for the development of social, moral and personal activity of working. For the same reasons of diversity is recognized, it is impossible to create a single, universal theory of motivation, which could explain both animal and human behavior, the reasoning problems of different approaches and different interpretations of the theory. They can be divided conditionally into certain groups: 1st theory of human behavior in reaction to highlight some of the pressure. 2nd theory, which recognizes that human behavior is determined not only the external or internal pressure. 3rd theory explaining human behavior in the inner disposition It can be argued that all discussed various aspects of the theory helps explain individual's behavior and can help teachers, as well as dance teachers seeking to stimulate students' learning motivation. Adapted for the practice of each of these theories can improve educational reality. Reasoning creates a general disposition to learn, but depends on the objectives, what is the specific learning activities.
For two decades, Lithuania is on the way a democratic state, in keeping with the global information space, involvement in the processes of globalization. It promises greater economic, political, socio-cultural and even moral norms and rules, unification, the transition to a new, comprehensive system of values. Professor J. Vaitkevicius (1995) claimed that Lithuanian revival is directly linked to the school and the teacher's renaissance. Values change pasulyje play a major role in the cycle of art subjects, including dance. Pupils' willingness to learn dance strongly influenced by the personality of the teacher - learner psychological characteristics, the subject of dance knowledge and ability to creatively use a variety of teaching methods that encourage students to act. Dance dance teacher's role in student motivation for learning is one of the most important. Teacher's responsibility - not only impart knowledge, to develop capacity and skills, but also to create an environment that promotes intellectual and emotional expression of students. This creative environment depends on the creation of dance teacher's personality, dance teacher teaching abilities, professional competence and communication with students. In other words, the same dance teacher's personality can be seen as a dance student learning motivation factor. It is difficult to separate the personality from the profession, particularly in the areas of fuel requires constant interaction with other people. The persipynimas obvious case of a teacher. In order to reveal pinavertės and mature personality traits can be based on psychological literature. Psychology, understanding the structure of a single personality nėra.Todėl to reveal the most important personality characteristics, it is to answer three questions: what the personality and where it is, what it can, what it is (Butkienė A. Kepalaitė 1996). Based on these issues suggests that the psychological structure of personality can be divided into the following: the orientation of the intentions, needs, interests, value attitudes, worldview and beliefs, temperament, character, ability, emotion and will. (Butkienė, Kepalaitė, 1996 ) Educational theory and educational practice is important not only for personal research but nothing is more important, and reason in principle and Diversity awareness and knowledge. However, the reasons are not static: they occur, evolve, and, depending on the situation, may enhance or weaken. Some reasons - short-term, others long-term stimulation of human activity. Grounds of origin and dynamics of matter is very important teachers who care about learning effectiveness and motivation of its determinants. Psychology and Educational Sciences reasons dynamics of recognition is very important paving the way for search performance. Reasons creates a single mindedness to learn, and the target depends on what the specific learning factors. The reasons are varied in its depth, the level of aggregation: one which derives from the needs of other interests, the fear of life of goodwill. The authors stress that the reasons arising from the needs of very effective, because the needs of expressing the necessary, vital body and the spiritual life of the contacts with external conditions, which can overcome the shortcomings. The value of the various motives vary: some considerations to keep learning more, others less, one must be more motivated reasoning powers of the younger school age, the other - the older. Learning is enhanced by all types of reasons for the development of social, moral and personal activity of working. For the same reasons of diversity is recognized, it is impossible to create a single, universal theory of motivation, which could explain both animal and human behavior, the reasoning problems of different approaches and different interpretations of the theory. They can be divided conditionally into certain groups: 1st theory of human behavior in reaction to highlight some of the pressure. 2nd theory, which recognizes that human behavior is determined not only the external or internal pressure. 3rd theory explaining human behavior in the inner disposition It can be argued that all discussed various aspects of the theory helps explain individual's behavior and can help teachers, as well as dance teachers seeking to stimulate students' learning motivation. Adapted for the practice of each of these theories can improve educational reality. Reasoning creates a general disposition to learn, but depends on the objectives, what is the specific learning activities.
As the number of pupils, which run into different socialization problems, is increasing, helping them becomes particularly relevant. That it would be properly organized, it is important to know the attitude of school's administration and teacher's team that is helping pupils towards this preserve, set the necessity of help, analyze forms of help that are offered and evaluate the quality of help. According to this research was made in Raseiniai district local governments' educational institutional. Its object is, helping a pupil having trouble in socializing. The aim of the research is to set harmony of demand, supply and quality for pupil having trouble in socializing, while revealing schools leaderships' and helping teams' realization peculiarity of surplus function. The basis of methodological research is kept: the theory of psychoanalysis ( K. Horni, H. Salivanas, E. Fromas}: personality is the reflection of interpersonal relationship; the theory of evolution of psychosocial personality {E. Ericson}: specific behavior of particular pupil depends on his earlier experience, cultural environment and even on the history of community; the theory of social learning {A. Bandura): learning result is humans' behavior and psycho processes. Behavior mostly depends not only on one factor or on separate model of behavior, but their interplay. The methods of research: theoretical – scientific literature, the analysis of law documents; empirical – quantitative standardize written interrogatory method was practiced examining schools' leadership, schools' helping team members and pupils of higher classes; statistical – written interrogatory statistical fact analysis was practiced according expositive statistic methods, correlation analysis and counting in term of percentage. In research participated 18 comprehensive schools of Raseiniai district: 2 gymnasiums, 6 secondary schools ir10 basic schools. 409 pupils compound the grip (14,6 % of 8-12 classes pupils still are studying}, 11 of 18 school headmasters and 108 members of schools preventive working group. In account, 528 respondents were questioned. Comprehensive schools of Raseiniai district give great attention to negative social expression of preventive and child's wealth. Different factors of inside and outside school community life determine efficiency of preventive means, witch now is not sufficient. Results of the research approved hypothesis that helping for pupils' means efficiency that is organized in school determine to harmony of demand, supply and quality.
