International Journal of Social and Educational Innovation

8

Authors: Galyna Fesun;Tetyana Fedirchyk;Maria Oliynyk

The author analyzes the image of leader as a symbolic product of political and social communications.Study of the image requires examination of individual in the system of social and political relations, where many dependencies exist between participants in the struggle for power, groups and institutions.

10

Authors: Florent Rrahmani

The constitutional changes of 1989 in Kosovo, in addition to physical, political and psychological pressure, exerted social pressure through job dismissals. Job dismissals became a “normal” process, becoming a common way of exercising social pressure. In all these impossibilities in front of which a whole society is placed, self-organization or opposition through self-acting is expressed. In this course, the collapsed life on every sphere, and precisely this collapse burdened even more the daily life of these citizens, imposing reflection on these inabilities.While the repressive state was exclusive, degrading, and denigrating for a category of the society, precisely this category got self-integrated through resistance, which can not be called otherwise but self-organization.In this flow, many subsequent developments came to the fore, such as the comprehensive mobilization of the society, so that individual tasks became selfvoluntary collective duties and obligations. To this society, faced with such a situation, Solidarity was undoubtedly imposed in every area of life, having the course from similarities, and “solidarity that comes from similarities is at its maximum when the collective conscience completely wraps up all our conscience and complies with it on all points” (Durkheim, 2004).

12

Authors: Ionel Vovciuc

Apart from the violence covered by the press by informative broadcasts at peak audience hours, we found it was extremely important to debate this topic in the pre-university environment, especially in high school classes, where students are easily trained in the education for life. A first argument to debate this topic is the one provided by television channels, radio shows and articles written in newspapers by non-professionals. In order to protect them from the aggressive media exposure to school-based conflicts, we thought to provide pictures or movies with a strong social and emotional impact to raise awareness of the bad actions in the everyday life of students. A second argument is that we have tried to see the causes of class conflicts, to find solutions in diagnosing the occurrence of conflicts between classes, then to put into practice methods and techniques for solving conflicts in the form of a game, for the students to finally realize that some conflicts can be quenched from the beginning by treating indifferently gestures that can be tolerated and accepted at the same time.