Jaunųjų mokslininkų darbai / Journal of Young Scientists https://www.journals.vu.lt/jaunuju-mokslininku-darbai <p>Founded in 2002. Designed for publishing papers on research projects carried out by junior academic staff: junior researchers, PhDs, university teachers, PhD students, students in a Master’s degree programs.</p> Vilniaus universiteto leidykla / Vilnius University Press en-US Jaunųjų mokslininkų darbai / Journal of Young Scientists 1648-8776 Meaning of Mentoring in the Professional Activities of Newly Qualified Music Teachers https://www.journals.vu.lt/jaunuju-mokslininku-darbai/article/view/23046 <p>Newly qualified music teachers, when they start their professional career, face challenges and need help from experienced teachers, mentors. Mentoring is defined as collaboration based on a pre-arranged plan that meets personal development needs. The process involves experiential learning in shaping the mentee’s attitude towards pedagogical work, responsibilities and duties. The mentor’s activities are very diverse, so he/she needs to possess a wide range of competences, knowledge, 7 values, personal qualities and abilities. The mentor’s competences are based not only on professional, pedagogical, personal, but also on management, adult education, counselling and administrative skills.<br>The aim of this qualitative research was to identify challenges and difficulties newly qualified music teachers face and measures that would help them integrate into the professional labour market. Scientific and methodological literature was analysed and a standardised open-ended interview with 8 newly qualified music teachers was carried out in April, 2020.<br>This qualitative research revealed that the majority of newly qualified music teachers face challenges during the adaptation period. An assigned experienced teacher, a mentor, can help a newly qualified teacher overcome professional challenges: a lack of a teaching experience and of classroom management skills, unfriendly attitudes of fellow teachers, negative emotions. A newly qualified music teacher needs assistance in three areas: professional (pedagogy and subject teaching), getting to know students, active engagement in school activities. Willingness to communicate and cooperate, an ability to motivate, a positive outlook, commitment and reliability are the mentor’s characteristics that positively affect career success of a newly qualified music teacher.</p> Eglė Bušmaitė Angelė Kavaliauskienė Copyright (c) 2020 Jaunųjų mokslininkų darbai 2021-03-24 2021-03-24 50 2 8 14 Attitudes of Future Music Teachers to the Opportunities of Reflective Teaching/Learning https://www.journals.vu.lt/jaunuju-mokslininku-darbai/article/view/23045 <p>The article analyses reflective learning, discusses the levels of reflective teaching/learning and its methods. The purpose of the study &nbsp;̶&nbsp; to reveal the attitudes of future music teachers to the opportunities of applying reflective teaching/learning. The following tasks were set to achieve the objective of the investigation: 1) define the concept of reflective teaching/learning; 2) discuss the methods of reflective teaching/learning; 3) empirically explore the attitudes of future music educators to the opportunities of applying reflective teaching/learning. Research methods: analysis of scientific literature, analysis of the results of a questionnaire survey. The study, carried out in April 2019, involved 37 future music teachers. A questionnaire survey was intended to reveal attitudes of future music teachers to the relevance of reflection in their professional development, views on the most effective reflection methods and the opportunities of applying reflective pracices in music education.<br>Analysis of scientific literature suggests that reflective teaching is a process where experience is transformed into learning. Practicing reflective learning, you can monitor your personal growth and find ways to improve the learning to learn process. The study revealed that the most successful solutions can be found practicing reflection, analysing teaching experiences. Reflection methods used in training and developing future teachers ensure process personalization and assessment of personal progress. The most successful methods of reflecting professional experiences are writing a diary, free associations and structured discussions. An empirical study revealed that future music teachers believe that mostly reflection helps them analyse their own learning, develops critical thinking and promotes academic and professional growth. In the respondents’ opinion, the most relevant reflection method to be used in both the education process and in future music teacher training is a structured discussion. The respondents pointed out that reflection used in music education enables the teacher to identify and assess his/her mistakes, teaches children to assess their own musical abilities, and draws on the teacher’s creativity. The study showed that reflective practices are one of the most important factors, that help the teacher, a life-long learner, consistently innovate, rethink his/her practices and contributes to personal growth.</p> Justina Šiupinytė Angelė Kavaliauskienė Copyright (c) 2020 Jaunųjų mokslininkų darbai 2021-03-24 2021-03-24 50 2 16 22 Preschool and Pre-Primary Age Child’s Self-Assessment of His / Her Own Actions: Pedagogues’ Insights https://www.journals.vu.lt/jaunuju-mokslininku-darbai/article/view/23624 <p style="text-align: justify;">A preschool and pre-primary age child’s self-assessment of his/her own actions is an important but insufficiently studied phenomenon. Therefore, the purpose of this work was to reveal pre-school teachers’ attitudes to a pre-school and pre-primary age child’s self-assessment of his/her own actions. 8 pre-school pedagogues from Kaunas city and Kaišiadorys district preschool education institutions were interviewed. Qualitative content analysis was performed.<br>According to the respondents, the self-assessment process can be defined by highlighting the self-assessment concept, its objectives, skills to be developed and methods for developing those skills. They pointed out that the main objectives of selfassessment are building self-esteem, developing the ability to take responsibility for own learning and raising self-awareness in children. Self-assessment skills include four skills: assess own actions following certain rules, think about consequences, enjoy results and monitor own progress.<br>The present qualitative study showed that various formal and informal self-assessment methods used in early childhood education can lead to success in children education. The respondents said that self-assessment boosts self-confidence, responsibility and self-awareness, builds foundation for critical and reflective thinking and enhances motivation to learn.</p> Sonata Lažauninkienė Copyright (c) 2020 Journal of Young Scientists http://creativecommons.org/licenses/by/4.0 2020-12-07 2020-12-07 50 2 24 31 10.21277/jmd.v50i2.295 Representation of Islam and Muslims in Cinematography: Case Studies of The Kite Runner and Submission https://www.journals.vu.lt/jaunuju-mokslininku-darbai/article/view/23625 <p style="text-align: justify;">This article provides a textual and visual analysis of Hirsi Ali and van Gogh’s controversial short film <em>Submission </em>(2004) and Marc Forster’s <em>The Kite Runner</em> (2007). Emphasis is placed on rhetorical and plot strategies aimed at reinforcing unproductive Orientalist stereotypes of Islam and Muslims. The goal of this analysis is to find out how Muslims and Islam are presented in <em>Submission</em> and <em>The Kite Runner</em>, based on E. Said’s work <em>Orientalism</em> (1978) and to <em>identify</em> the role of cinematography in creating stereotypes in different cultural environments. Theo van Gogh’s assassination influenced public attitudes towards Muslims. The following tasks were set: to analyze the concept of Orientalism and stereotypes, connections with the media and the influence of popular culture on their expression; to find out the role of the Muslim minority in the process of constructing social reality (stereotypes); to analyze how Muslims and Islam are presented in the films <em>Submission</em> and <em>The Kite Runner</em>.<br>Summarizing the analysis of the film <em>Submission</em>, it should be noted that the main character is supposedly portrayed as being oppressed by Islamic culture, who lived in complete isolation, thus reinforcing negative attitudes and stereotypes in society towards Muslims, especially women. However, the subject of <em>Submission</em>, feminism or the oppression of women, was never the main subject of discussion, on the contrary, it was Islamic radicalism, extremism and terrorism. Meanwhile, after analyzing the film <em>The Kite Runner</em>, it should be noted that the plot reveals stereotypes about Islam and Muslims that exist in both Western and Eastern societies. Oriental characters are portrayed in the film as much lower in morality and values than, for example, Westerners. The film’s episodes emphasize fanatical consequences of both terrorism and Islamism, and the relationship between the main characters reflects the orientalist culture of Afghanistan.</p> Rūta Sutkutė Copyright (c) 2020 Journal of Young Scientists http://creativecommons.org/licenses/by/4.0 2020-12-07 2020-12-07 50 2 32 44 10.21277/jmd.v50i2.293 Discrete Universality of the Derivatives of L-Functions of Elliptic Curves https://www.journals.vu.lt/jaunuju-mokslininku-darbai/article/view/23644 <p style="text-align: justify;">In the paper, we prove the discrete universality theorem in the sense of the weak convergence of probability measures in the space of analytic functions for the derivatives of <em>L</em>-functions of elliptic curves. We consider an approximation of analytic functions by translations <em>L</em>‘<sub>E</sub> (<em>s</em> + <em>imh</em>), where <em>h</em> &gt; 0 is a fixed number, the translations of the imaginary part of the complex variable take values from some arithmetical progression. We suppose that the number <em>h</em> &gt; 0 is choosen so that exp{2πk/<em>h</em>} is an irrational number for all <em>k ∈ <strong>Z</strong></em> \{0}. The proof of discrete universality of the derivative <em>L</em>-functions of elliptic curves is based on a limit theorem in the sense of weak convergence of probability measures in the space of analytic functions.</p> Daina Baravykienė Antanas Garbaliauskas Virginija Garbaliauskienė Copyright (c) 2020 Journal of Young Scientists http://creativecommons.org/licenses/by/4.0 2020-12-07 2020-12-07 50 2 46 50 10.21277/jmd.v50i2.296 Mixed Joint Universality for L-Functions from Selberg’s Class and Periodic Hurwitz Zeta-Functions https://www.journals.vu.lt/jaunuju-mokslininku-darbai/article/view/23652 <p style="text-align: justify;">The so-called mixed joint universality was initiated by H. Mishou who in 2007 obtained the joint universality for the Riemann and Hurwitz zeta functions. In a wide sense, the mixed joint universality is understood as a joint universality for zeta and <em>L</em>-functions having and having no Euler product.<br>In the paper, the investigation on the universality question for the collections of some zeta and <em>L</em>-functions is continued. More precisely, a new result on mixed joint universality property for <em>L</em>-functions from the Selberg class (functions defined by Dirichlet series and satisfying certain specific hypotheses (including the Euler product)) and periodic Hurwitz zeta functions (that have no Euler product) is given. The result of mixed universality can be used to prove a functional independence properties of these functions.<br>The paper has been prepared on the basis of M. Jasas’ Master Thesis [4].</p> Mindaugas Jasas Renata Macaitienė Copyright (c) 2020 Journal of Young Scientists http://creativecommons.org/licenses/by/4.0 2020-12-07 2020-12-07 50 2 51 59 10.21277/jmd.v50i2.308 The Influence of the Structure Parameters on the Extensibility of Woven Fabrics https://www.journals.vu.lt/jaunuju-mokslininku-darbai/article/view/23661 <p style="text-align: justify;">Fabric deformation properties considerably depend on its structure. Garment elasticity is an important factor that allows a garment wearer to move freely. Fabric deformation depends on the structure parameters of yarrn and fabric. It has been known that elongation at break of fabric with elastane yarn is higher than of ordinary fabric. The aim of this work was to analyse elongation at break parameters of the and warp and weft yarn in fabrics. Ten commercially produced samples of woven fabrics were used in the experiment. Some samples were with elastan yarn in the warp and weft directions or only in the weft direction. Elongation at break was measured applying a standard method. The results showed that elongation at break of the main elastic component or another component may occur simultaneously when an elastic component or elastane yarn may reach fabric ultimate elongation.</p> Ramune Klevaityte Virginija Sacevičienė Vitalija Masteikaitė Virginijus Urbelis Copyright (c) 2020 Journal of Young Scientists http://creativecommons.org/licenses/by/4.0 2020-12-07 2020-12-07 50 2 62 70 10.21277/jmd.v50i2.312