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The paper addresses an important problem and the frequency of teaching and learning/teaching-learning in higher education/university student, generated by the incapacity to himself selectively information conveyed through alternative sources.
The theoretical approach of the course in European Union law from the dual perspective of the studies about the EU (from the perspective of Community law/EU of the European economy as well as from the perspective of the European administration, international relations and historical and cultural studies or interdisciplinary) require students to knowledge/concept related institutions entrusted with the exercise of prerogative powers in a State, who they studied/problems in previous years in fact, it is precisely this times is done or shall not become unwieldy.
And last but not least not be overlooked aspects of individual differences that influence the process of learning: the way of thinking and the preferences of both factors (teachers/students) on lifelong learning, which influences the effectiveness of the approaches in the process of instruction (or multiple types of intelligence entitled, the use of information and others).
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Research purpose. The high penetration of the Internet and increased level of use of digital devices create conditions for the development of the digital economy and society. Understanding and management of this model are essential whilst seeking to compete in the global market and to ensure a high standard of living for citizens. However, despite the opportunities presented by the digital economy, the Baltic States have not yet fully exploited the potential of digital technologies for sustainable development. The purpose of this research is to assess the progress of the Baltic States towards developing a digital economy and society and to identify areas requiring priority investments and action.
Design/Methodology/Approach. The Digital Economy and Society Index (DESI) published by the European Commission is used to explore the potential of the digital economy. It is an index measuring progress in digital performance through five components: connectivity, human capital, use of internet, integration of digital technology and digital public services. DESI is a crucial tool to reflect the performance of the Baltic States in the context of other European countries.
Findings. The survey shows the individual performance of each Baltic country and compares them amongst themselves as well as with other EU countries. Estonia has the highest DESI when compared with other Baltic countries; however, lower scores in connectivity and integration of digital technology components are observed. Lithuania scores high in the integration of digital technology, whereas the human capital component remains lower. Latvia is a leader amongst connectivity but descents to other Baltic countries in human capital and integration of digital technology components.
Originality/Value/Practical implications. The digital economy remains a widely discussed topic; however, a lack of unanimous scientific definition and detailed research on this economic model complicates understanding of digital technologies. It is essential for each government to analyse the model and focus on the improvement of the digital economy in order to ensure that the country remains digitally competitive in the world.
The concern for delinquent children’s social and emotional development in closed institutions is a significant topic in educational research. This shows the need to improve the existing re-socialisation practice. Despite the fact that school effectiveness and school improvement researches theoretically have different general purposes and value bases, educational effectiveness and improvement paradigm involves both trends, which are combined by the same aspects: scientific approach and empirical data based on educational settings; knowledge of how to improve the school practice; and use of this knowledge for social purposes. In this context, the concept of the school culture is one of the main variables that allow us to answer how to address the needs of all children and improve their academic or social outcomes. The aim of this article is to illustrate the cultural characteristics of children’s socialisation centres as specific schools and to identify the guidelines for improving their performance. The mission of children’s socialisation centres is to re-socialise delinquent behaviour of children and to help them to integrate into the society. Quantitative data for measuring the school culture is obtained from the survey that was conducted using the School Culture Inventory (Maslowski, 2001). This instrument is based on the Competing Values Framework (Cameron, Quinn, 2011) consisting of four dimensions, which are labelled by human relations, open systems, rational goal and internal process orientation. The theoretical value of the survey is the analysis of school culture in terms of successful re-socialisation. The cultural profiles of these schools showed the priorities that require practical changes.
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