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Aim. Research to date acknowledges the learning, instructional and assessment advantages of self-assessment used in different fields of study in higher education contexts, yet little known research has focused on its use for learning and raising learner awareness while studying English for Specific Purposes (ESP). To this end, the present small-scale study examines the use of self-assessment of philology students’ ESP oral performance at a university in Lithuania. Method. The data for this research was collected from undergraduate students’ written reports on their project presentations on the chosen ESP topics. To analyse the data, qualitative methodology of inductive content analysis was used. Results. The study resulted in the identification of five major dimensions covering problem areas in the students’ ESP oral performance. The findings indicate that self-assessment enabled the students not only to identify some gaps and difficulties in their ESP oral performance that call for action but also to establish the reasons which caused them, foresee how the gaps can be closed or the difficulties coped with. Furthermore, it allowed the students to make decisions that reached far beyond the self-assessment task. The results also demonstrate that self-assessment raised the students’ awareness of themselves as learners by giving them direction on how to perform better in the future. Conclusion. Self-assessment, as used in the present research, proves to be a valuable tool both for the students of ESP and their teachers as it reveals areas in the students’ performance that call for improvement, which enables ESP teachers to support their students to achieve better results in the future.

Having no internal borders, what is a border for the European Union (EU)? Which criteria does this powerful organization pursue in its decision-making on further expansion: geographical, political, cultural, economic or all of these? What is the profi t of the Union in advancing its external borders to the east? And why to the east and not the south or west across the Atlantic? Does it still mean that there is the reason for enlarging eastward based on the geographical belonging to Europe? This paper discusses the expansion of the European Union to the east with the main focus on its political and economic aspects of integration. The fi rst part includes introduction to the concept of Europe, historic background about the formation of the united Europe in terms of geography, culture, politics and economy, juxtaposing opinions and viewpoints of different experts and political scientists on “what is Europe?” and what are the core issues of its enlargement. The second and third parts are dedicated to the advantages and disadvantages of European Integration for both parties concerned – the EU and the candidate/member state, in the case of the former having its own “demarcation policy” towards certain regions of the continent when it comes to unifi cation. And the fourth part is about the communication and miscommunication of the informative bodies of the European Union that are responsible for public awareness on any process that goes on within the European family. The lack of information results in the ignorance of citizens of European and partner countries, which, of course, refl ects on the further processes of expansion on the political level and cultural perception and mentality on the social level. The conclusion sums up the research, and the bibliography lists the books, articles, monographs and Internet sources used in the course of the study.

The article focuses on relationship between time perspective and place of residence. Five hundred and eleven Ukrainian participants completed the Zimbardo Time Perspective Inventory [Ukrainian language version by Oksana Senyk (Senyk, 2012)] and a questionnaire that included the question about participants’ current place of residence and their place of residence in childhood. Answers to the questionnaire made it possible to consider in the research respondents’ change of residential place and its relation to the formation of different time orientations. The results have shown that the individual’s time perspective is influenced not by the specific life situation represented by his past or current place of residence, but upon his whole life story that includes changing different residential settlements. The research has also indicated that among all types of settlements rural settlements most significantly contribute to the development of time orientation towards a positive past.

Aim. The main goal of the article is to generalise and describe the aspects revealed during the ethnographic research conducted in 2018 that are related to the gender of Roma girls, as representatives of ethnic group, which have influence on the process of education in the context of school community. Concept. During the ethnographic research conducted in one of the schools in Lithuania in 2018, the fragments of Romani customary law were revealed, which are directly related to the female gender and show how belonging to a certain gender can have impact on the process of education at school. The Roma students were observed in their daily learning and communication environment, i.e. at school. The ethnographic research helped to reveal the ways a Roma school student thinks (interview method) and behaves (observation method) in a basic school. The present research was based on anthropological methodology (Okely, 2002; Bhopal & Myers, 2008; Durst, 2010) and mainly focused on one case-study. Conclusion. The Roma girls in the research acknowledged that life of Roma men is easier and that a heavy burden is placed on the shoulders of girls, what often hinders their successful learning. The burden mentioned by the Roma girls is related to responsibilities in housework and family. She is accompanied by the pressure of community to start a family early: to get married and to give birth to children and, thus, to emphasise and confirm own belonging to this ethnic group and continuation of traditions. The situation is exacerbated by the stereotypes in society and the Roma community, which in most cases are ruthless towards Roma girls and women. Cognitive value. The patriarchate, as the basis of Romani culture, and the unwritten customary law accompanying it frequently become a source of ambiguity. The Roma people, as an ethic group, draw a very distinct boundary between the understanding of "we" and "they", i.e. "the Roma people" and "gadje". Being a non-Roma researcher, i.e. gadje, one faces a difficult challenge - not to make mistakes interpreting various aspects of Romani culture, especially such sensitive ones as gender, gender roles and inequality. However, it becomes easier evaluating indisputable facts: the Romani customary law has influence on the process of their children's education. Roma children (girls in particular) still abandon the system of education too early (from our, gadje, perspective). EU documents (European Union Agency for Fundamental Rights [FRA], 2014) indicate that more Roma girls than boys indicate the fact of marriage or pregnancy to be the reason for early school leaving. The academic discourse, feminist anthropology allows for particularly critical evaluation of processes.

In the contemporary global world the various models of making and distributing science are cultivated. The particular model of institutionalized science can significantly determine the quality of working both as a scientist and as a student. Research upon science environment in the meaning of investigation the framework of science influences for example the system of communication between different actors engaged in science, good practices, possibilities offered by particular context of science and facilities of acquiring the scientific knowledge etc. It this view the presented paper finds its justification directing analysis towards the quality of making science. Hence the paradigm of sociological science policy is strongly needed. The paper is going to reconstruct the key models which recognize contexts of making science and its numerous dimensions. The research is based on the set of literature founded through the digital key words searching process. The chosen literature recalls the most significant research based on science policy. Consequently the described models tend towards the most globalized and open models of making science to show the path of required changes into still founded coercive science structures mostly institutionalized by long-lasting tradition. The final conclusion states that more concrete steps in reformulating the science policy are required to obtain the desirable model of open science and at the same time to develop the high standing scientific priorities.

This article highlights the research findings of the peculiarities of using secular and religious coping strategies by women of different age groups (from age 19 to 70). Focusing on describing age dynamics in coping strategies, it shows that the tendency to use one or other methods of coping with difficulties is age-related. The research revealed the differences with regard to the object of control in problematic situations and resource origin between two age groups: early and late adulthood. Additionally, it is assumed that women’s subjective resource of overcoming difficulties includes emotional self-control, while their objective resource--educational level and employment.

In every given period one can observe different attitudes towards old age, death and the elderly, which are shown through varied stances and ideas about this specific period of human life. The reality of the XXI century often regarded as “vision-centric” is dominated by the cult of beauty and youth which creates increasingly demanding requirements, related mainly to the attractiveness of appearance, of the body – especially the one belonging to the elderly. The increase in the number of senior citizens compared to the rest of the society that can be witnessed nowadays leads to the elderly being a more carefully examined social group. Mediated by the media discourse the images of the elderly are becoming more common and therefore the author’s attempt at reconstructing the postmodern strategy of the rendering of late adulthood seems to be an interesting and important topic to consider

My paper examines the figures of speech in English translations of Ady’s poem. The main organizers in Ady’s texts are repetition, parallelism, antithesis and other figures. The connection between these figures is an important component of his style. I examine whether the translations are showing these figures, and if so, what their function is. The paper mostly concentrates on repetition in the translations. An analysis of one poem by Ady is presented through the translated texts.

The half year of the Polish Presidency on the one hand was a great challenge but from the other hand a tremendous chance to promote the country and society. Activities were taken up in many different areas – using new technologies was an important part of the project, including new media which by the creation of the Polish Presidency Facebook Profile turned out to be an integral part of Presidency. Using the possibility of providing a two-way communication proved that the potential of Facebook was understood. Running the fan page also showed a new face of diplomacy putting it in the area of public diplomacy.

This article examines the issues of soundscape construction and reception and states that a city is a construction built from private sonic narrations that both shape and are shaped by spatial structures. The analysis of three audio-visual practices: Playtime, a film by Jacques Tati; Infrasonic Soundscape, an interactive online artwork by Hidekazu Minami; and Dialtones (A Telesymphony) by Golan Levin, a concert performance whose sounds were produced by the audience’s mobile phones reveals the polyphonic character of space. These examples necessitate verifying the way one perceives the understanding of the concepts of sound and space as well as their interactions. The phenomenon of soundscapes requires transgressing the dichotomies of space/place, seeing/listening (sound/image), and listener (recipient)/creative subject (sender of a specific message), in favour of the intermediate categories. The core of the interspace which arises on this ground constitutes a dialog anyone might enter if they afford a gesture addressed to the other (various forms of space embodiment).