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Informatics Lesson Plans. Area A. Lesson Plans and Tasks for Grades 7–8
No full textThis dataset contains lesson plans and tasks for grades 7–8 in Area A (Digital content creation) from the teaching guide "Informatics Lesson Plans: Ideas and Scenarios for Grades 5–12".
Authors of lesson plans and tasks: Lina Dargužienė, Mindaugas Požėla, Inga Kublickienė, Jūratė Šukelienė, Arnas Stonys, Ina Liniova.
Area A. Lesson plans and tasks for grades 7–8 provide consistent and thematically relevant education in digital content creation, focusing on the development of practical skills, the integration of problem solving, and the strengthening of financial, critical, and technological literacy. The topics are arranged in such a way that students not only learn how to use technology, but also reflect on its impact on their personal and social lives.
Lesson plans and tasks
Technology in the Cloud (Lina Dargužienė)
Applied programs (Lina Dargužienė)
Mobile phone: friend or enemy in your pocket? (Lina Dargužienė)
Digital technology integration and convergence (Mindaugas Požėla)
Cloud technologies (Mindaugas Požėla)
Source selection, reliability (Mindaugas Požėla)
Introduction to the Excel spreadsheet (Inga Kublickienė)
Calculations using formulas (Jūratė Šukelienė)
Calculations using functions (Jūratė Šukelienė)
Create tables and functions using software "Microsoft Excel" (Arnas Stonys)
Calculation of interest rates in order to save the desired amount to implement the needs (Inga Kublickienė)
Introduction to VAT and discount calculation (Inga Kublickienė)
Solving real-life problems using a calculator (Ina Liniova)
All lesson plans and tasks for Area A
Lesson plans and tasks were prepared as a part of the project "Digital Transformation of Education ("EdTech") (No. 10-004-P-0001)", implemented under the Economic Recovery and Resilience Plan "Next Generation Lithuania", funded by the European Union's Economic Recovery and Resilience Instrument "NextGenerationEU".</p
Informatics Lesson Plans. Area F. Lesson Plans and Tasks for Grades 5–6
No full textThis dataset contains lesson plans and tasks for grades 5–6 in Area F (Safe Behavior in the Digital Space) from the teaching guide "Informatics Lesson Plans: Ideas and Scenarios for Grades 5–12".
Authors of lesson plans and tasks: Sandra Larionova, Dovilė Milisevičiūtė, Ignas Bacevičius.
Area F. The lesson plans and tasks for grades 5–6 represent a comprehensive approach to student information security and ethical behavior in the digital environment. These lessons cover both aspects of technological literacy, such as the use of email or cloud technology, and deeper social and ethical aspects, such as the recognition of cyber threats, digital ethics, and responsibility in virtual space. The variety of topics allows for the development of not only technical skills, but also social awareness.
Lesson plans and tasks
How to use a computer correctly (Sandra Larionova)
The impact of digital technologies on the environment (Sandra Larionova)
Safe communication in virtual space (Sandra Larionova)
Cyber security threats, Lesson 1 (Sandra Larionova)
Cyber security threats, Lesson 2 (Sandra Larionova)
Safe behavior in virtual/cyberspace (Dovilė Milisevičiūtė)
Email program, structure, advantages (Ignas Bacevičius)
Comparisons of different email programs, creating a scenario for using an email program (Ignas Bacevičius)
The rules of safe and orderly communication, the norms of communication ethics (Ignas Bacevičius)
Cloud technologies, Google Drive (Ignas Bacevičius)
All lesson plans and tasks for Area F
Lesson plans and tasks were prepared as a part of the project "Digital Transformation of Education ("EdTech") (No. 10-004-P-0001)", implemented under the Economic Recovery and Resilience Plan "Next Generation Lithuania", funded by the European Union's Economic Recovery and Resilience Instrument "NextGenerationEU".</p
Informatics Lesson Plans. Area D. Lesson Plans and Tasks for Grade III Gymnasium Class
No full textThis dataset contains lesson plans and tasks for grade III gymnasium class in Area D (Technological Problem Solving) from the teaching guide "Informatics Lesson Plans: Ideas and Scenarios for Grades 5–12".
Authors of lesson plans and tasks: Viktorija Sadovnikovaitė, Agnė Beresnevičienė, Sonata Laurinaitienė.
Area D. The lesson plans and assignments for grade III gymnasium class are related to connecting computers and smart devices to a network, the Internet, and using them. The lessons will introduce students to computer networks, their concept, advantages, and disadvantages, ways of connecting computers to a network, network services, and protocols. Through practical activities, students will learn how to prepare a computer and a smart device for use on a network. This strengthens students' ability to use computers and smart devices on the network and the internet.
Lesson plans and tasks
Computer networks, their advantages and disadvantages (Viktorija Sadovnikovaitė)
Local and external computer networks (Viktorija Sadovnikovaitė)
Methods of connecting computers to a network (Viktorija Sadovnikovaitė)
How does a smart device connect to the Internet? (Agnė Beresnevičienė)
Network services and protocols (Sonata Laurinaitienė)
The TCP/IP protocol. Types of IP addresses (Sonata Laurinaitienė)
The concept of domains and URL (Sonata Laurinaitienė)
All lesson plans and tasks for Area D
Lesson plans and tasks were prepared as a part of the project "Digital Transformation of Education ("EdTech") (No. 10-004-P-0001)", implemented under the Economic Recovery and Resilience Plan "Next Generation Lithuania", funded by the European Union's Economic Recovery and Resilience Instrument "NextGenerationEU".</p
Informatics Lesson Plans. Area F. Lesson Plans and Tasks for Grade IV Gymnasium Class
No full textThis dataset contains lesson plans and tasks for grade IV gymnasium class in Area F (Safe Behavior in the Digital Space) from the teaching guide "Informatics Lesson Plans: Ideas and Scenarios for Grades 5–12".
Authors of lesson plans and tasks: Ingrida Ivanauskaitė, Iryna Korb.
Area F. The lesson plans and tasks for grade IV gymnasium class reveal a consistent thematic direction focused on preparing upper-grade students to act consciously and responsibly in the digital space. The lessons focus on topics such as the legal use of personal data, electronic signatures, data encryption, the application of legislation, and practical skills related to digital security and privacy. This content direction is closely aligned with the goals of the general computer science program - to educate critically thinking digital citizens who understand legal and ethical boundaries.
Lesson plans and tasks
Legal use of personal data. Introduction lesson (Ingrida Ivanauskaitė)
Legal use of personal data. Creation of presentations (Ingrida Ivanauskaitė)
Legal use of personal data (Ingrida Ivanauskaitė)
Electronic signature and electronic time stamp (Iryna Korbut)
Digital signatures: qualified and unqualified (Iryna Korbut)
Data and message encryption (Iryna Korbut)
All lesson plans and tasks for Area F
Lesson plans and tasks were prepared as a part of the project "Digital Transformation of Education ("EdTech") (No. 10-004-P-0001)", implemented under the Economic Recovery and Resilience Plan "Next Generation Lithuania", funded by the European Union's Economic Recovery and Resilience Instrument "NextGenerationEU".</p
Informatics Lesson Plans. Area E. Lesson Plans and Tasks for Grades 7–8
No full textThis dataset contains lesson plans and tasks for grades 7–8 in Area E (Virtual Communication and Collaboration) from the teaching guide "Informatics Lesson Plans: Ideas and Scenarios for Grades 5–12".
Author of lesson plans and tasks: Rimanta Kairaitytė.
Area E. The lesson plans and tasks for grades 7–8 reveal a consistent development of topics, focused on developing students' digital communication, collaboration, and critical thinking skills. The lesson plans not only respond to the objectives of Area E of the general program, but also lay the foundation for a deeper understanding of digital communication culture, technological awareness, and collaboration skills among students. They help to develop the competencies needed in a digital society, such as communication skills, critical thinking, and digital security.
Lesson plans and tasks
Choosing different communication and collaboration tools (Rimanta Kairaitytė)
Comparison and analysis of different communication and collaboration tools (Rimanta Kairaitytė)
Ethics of communication (Rimanta Kairaitytė)
Communication and collaboration tool - mind map (Rimanta Kairaitytė)
Cyber threats. Am I protected? (Rimanta Kairaitytė)
All lesson plans and tasks for Area E
Lesson plans and tasks were prepared as a part of the project "Digital Transformation of Education ("EdTech") (No. 10-004-P-0001)", implemented under the Economic Recovery and Resilience Plan "Next Generation Lithuania", funded by the European Union's Economic Recovery and Resilience Instrument "NextGenerationEU".</p
Transportation of Grain and Flour by Railway Transport in Lithuania, 1940–1991
No full textThis dataset contains data on transportation of grain and flour by railway transport in Lithuania in 1940–1991.
Temporary accessibility restrictions apply for this dataset. Data will be made available without restrictions from 2026-07-01.</b
Import of Oil, Oil Products and Gas to Lithuania, 1990–2023
No full textThis dataset contains data on oil, oil products and gas imports to Lithuania in 1990–2023.
Temporary accessibility restrictions apply for this dataset. Data will be made available without restrictions from 2026-07-01.</b
Human Rights in Lithuania, November 2004
No full textThe purpose of the study: to identify the situation of human rights in Lithuania and to assess the human rights protection system.
Major investigated questions: Respondents answered questions about abuses of human rights in Lithuania and extent of these abuses. Respondents provided assessment of protection of various human rights in Lithuania: right to get fair pay for work; right to work and free choice of employment; right to just trial; rights of victims of crimes; rights of pregnant women and women bringing up juveniles; protection of women from family violence; assurance of equal opportunities to men and women; right to inviolable property; right to a proper living standard; child's right to get appropriate state support to ensure his right to education; right to social security; free speech right; freedom of faith and religion; child's right to be protected from economic exploitation; state protection of children who are deprived of family support; child's right not to suffer from violence and compulsion; right to get information at state and municipal institutions; right to receive well-timed and adequate medical aid; rights of sexual minorities; rights of national minorities; rights of convicts; right to the inviolability of private life; elderly people's right to social security.
Respondents were queried if their / theirs people and acquaintances human rights were abused during the last year and if the rights were abused, to what institutions respondents complained of (court, police, public prosecutor's department, Parliamentary controllers, Parliament, other state institutions, non-governmental organizations, institutions for protection of consumer rights); if one did not complain of human rights abuse, what was the reason of reconciliation.
Respondents made assessment of sufficiency of information on human rights and assessment of effectiveness of human rights protection system in Lithuania.
Respondents were asked to assess attention given to human rights issues (right to private life protection; right to information; right to take part in state ruling; right to work; right to health care; consumer's rights; child's rights; rights of the disabled; rights of victims of crimes; rights of persons charged with crime and incarcerated persons; rights of migrants; rights of refugees; rights of national minorities; rights of sexual minorities; human trafficking prevention; women's rights) in Lithuania.
As well respondents made assessment of institutions ensuring human rights in Lithuania (Presidency, Parliament, Government, courts, mass media, non-governmental organizations, municipalities) and knowledge of institutions where to complain of human rights abuse.
Respondents were also asked whether their rights were abused and if so, what rights were the objects of complaint, what abuse was investigated and what abused rights were rehabilitated. Main sources of information on the situation of human rights were named by respondents. The assessment of human rights policy in Lithuania and human rights protection in Lithuania after joining the EU were made.
Socio-demographic characteristics:gender, age, education, occupation, nationality, monthly income per family member, place of residence, region.
The survey data were collected at the request of the Commission for the Implementation of the National Action Plan for the Promotion and Protection of Human Rights in the Republic of Lithuania under the Human Rights Committee of the Seimas of the Republic of Lithuania.</i
Victimological Survey, March 2006
No full textThe purpose of the study: to identify which criminal offenses Lithuanian residents were affected by in 2005.
Major investigated questions: respondents were asked how many times they personally suffered from crimes in 2005. Those who had experienced crimes were asked to specify the types of crimes and how many times they had been affected. The aim was to determine the location of the crime and the damage incurred. Respondents were asked to identify who committed the crime and describe the circumstances of the incident. They were also asked whether they reported the incident to law enforcement authorities and whether they received a decision recognizing them as a victim. The study explored the stage of the pre-trial investigation regarding the experienced criminal offense. All respondents were asked whether they feel safe from criminal offenses in Lithuania and what factors most influence their sense of (in)security.
Socio-demographic characteristics: gender, age, education, employment status, occupation, adult marital status, child marital status, ethnicity, number of family members, income per family member, place of residence, size of residence, region
Victimological Survey, October 2003
No full textThe purpose of the study: to identify victimisation experience of the Lithuanian citizens and investigate their attitude towards the criminal justice.
Major investigated questions: Respondents evaluated the human rights protection in Lithuania (i.e. fair case investigation in the courts; protection of crime victims; protection of women from domestic violence; the immunity of property; the child's right to live free from violence and compulsion; protection of convicts and immunity of private life).
Respondents were asked about anxiety when they are thinking about the personal future and future of other people (friends, relatives, acquaintances, the state); anxiety related to the loss of job, worsened health status, crime, worsened family relations, lack of income; anxiety because of the increasing aggressive behaviour of youth, prevalence of drug addiction, terrorism, HIV prevalence, corruption and increasing criminality; feeling of security or insecurity in streets, public transport, workplace/schools, shops, mass events, restaurants, in the nature, in own home; feeling of security or insecurity during day time, at night, where there are many/few people, among friends, in the company of strange people, where there are or are no police officers or security officers.
As well respondents assessed the level of risk of becoming a victim of crime in the living environment of a respondent, in Lithuania, other Baltic States, Central European countries, Western European countries, the United States, Russia and CIS countries. They were asked to identify the most insecure Lithuanian regional centres regarding primes and security/insecurity feeling during summer time in the Lithuanian resorts: Palanga, Neringa, Druskininkai, near lakes, in the gardens, forests.
It was investigated respondents' opinion about insecurity/security of crimes and criminal faults to public life (crimes against humanity and war crimes; crimes against the independence of the Lithuanian state, territorial integrity and constitutional order; against human health and life; personal life, honour and dignity; property; intellectual and industrial property; informatics; property rights and property interests; civil service and public interests, traffic safety, memory of the departed etc.) and they were asked to evaluate the work of the Government, the Seimas, President, political parties, media, Special Investigation Service (SIS), police, courts, prosecution service, imprisonment institutions and non-governmental organisations in reducing the number of crimes in Lithuania.
The efficiency of punishment / penalties in reducing crimes in society (deprivation of public rights; the right to do a certain job or engage in a certain activity; public works; fine; restriction of freedom; arrest; fixed-term deprivation of freedom; fear of death; physical punishment) was assessed and opinion on application of penalties for murder, rape, bodily injury, robbery, thefts, bribery and hooliganism was identified.
Also respondents answered following questions: have they/their relatives or neighbours become victims of crime during the recent 12 months / during the recent 5 years; the place of the experienced crime (becoming a victim) during the recent 5 years: residential area, other Lithuanian city or village, foreign country; frequency of becoming a victim of crimes (rape; bodily injury; robbery; thefts; bribery; hooliganism) personally by a respondent, relatives or neighbours during the recent 5 years; the last experienced crime during the recent 5 years (rape; bodily injury; robbery; thefts; bribery; and hooliganism), its place (residential area; other Lithuanian city or village; foreign country); the first institution respondents applied to straight after a crime (police, relatives, neighbours, media, workplace etc.); ways for applying to the police: by phone, via mediators, visit to the police Office; assistance of police officers after application to the police; behaviour of law enforcement officers who investigated a crime.
Respondents assessed the level of importance of various sources of information on crimes and criminal justice in Lithuania; evaluated their own knowledge about the National Programme for Control and Prevention of Crimes in Lithuania and expressed opinion on implementation of the National Programme for Control and Prevention of Crimes in Lithuania.
Socio-demographic characteristics: gender, age, education, occupation, nationality, type of household, monthly income per family member, place of residence, region