Lithuanian Data Archive
Not a member yet
589 research outputs found
Sort by
Impact of COVID-19 on Human Security (IV): Lithuanian Population Survey, November - December 2020
No full textThe purpose of the study: to explore the views of the Lithuanian population on the social consequences of the COVID-19 pandemic and quarantine with a particular focus on everyday life practices.
Major investigated questions: respondents who are working were asked how safe they currently feel in general. Given the block of questions, they had to assess how the quarantine has affected their daily routine in general in various areas (financial situation, work - 7 choices in total). The survey was about the most important positive and negative effects on a personal level, and whether one had to study remotely in autumn (2020) (school, college, university etc.). Those who had to were asked to rate a block of statements related to participation in remote learning or studying (I have the right conditions at home for remote learning/studies, I have the necessary technical means for remote learning/studies - 6 choices in total). Next, all respondents were asked whether they agree that in the future in Lithuania (irrespective of the pandemic) the opportunities for students to study remotely should continue to be expanded as much as possible. There was a question about the number of children in the household under the age of 18 (inclusive) (including adopted and fostered children). Those respondents who have such children were asked to indicate their age. The survey was about whether any of these children were currently attending school and whether the school-age children living in the respondents' household had had any remote learning this autumn. Given the block of questions, the respondents had to assess the statements related to remote learning for school-age children living in a household (a child has suitable household conditions for remote learning, a child has the necessary technical tools for remote learning - 6 choices in total). They were asked whether they would agree to further have remote learning opportunities expanded for older children in Lithuania (irrespective of the pandemic), and how attendance at sports, art or other leisure activities has changed this autumn. For those who attended classes remotely, there was a block of statements provided, related to attending sport, art or other leisure activities remotely (I have suitable household conditions for remote leisure activities, I have the necessary technical tools for remote leisure activities - 6 choices in total). Next, all Lithuanian respondents were asked whether they would agree that in the future in Lithuania (regardless of the pandemic), the possibilities to participate in leisure activities remotely would continue to be expanded as much as possible and whether they know at least one person who has been diagnosed with a COVID-19 virus (coronavirus infection). Those respondents who had experienced fever, cough, sore throat or difficulty breathing were asked what had they done about it and whether they had been able to contact the coronavirus hotline and clinic. All respondents were asked if they had to stay in self-isolation for a while and if they would have the facilities to isolate themselves if necessary. After listing a few subjects, they were asked to indicate whether they felt anxious (you will contract COVID-19 virus, you will not receive proper treatment if you contract COVID-19 virus - 5 choices in total). The opinions on who is more responsible for controlling the pandemic, respondents or the government, were analysed. The survey went on the intention to get vaccinated once the coronavirus vaccine becomes available and the state of purpose. The opinions on when the coronavirus pandemic will end and whether it will be possible to travel abroad as easily next summer (2021) as it was possible before the coronavirus pandemic started were analysed. Respondents were asked to indicate what they envisioned as their holiday destination for the next summer and where they had travelled before the pandemic. They were asked whether they felt anxious about leaving the house and being in public spaces with people. Later, the survey about the Lithuanian population went on about having ever received unpaid help from anyone who was not a relative during the quarantine period, and if they had ever received unpaid help from anyone who was not related. Given the block of statements about various experiences, respondents were asked whether these statements relate to their current experiences (there are enough people I can turn to in times of trouble - 6 choices in total). At the end of the survey, they were asked whether they had needed to see a doctor at all over the last month.
Socio-demographic characteristics: health, average monthly family/household income, employment, gender, size of place, age, marital status, education, household size, size of apartment in which one lives in square metres, nationality
Preparing for Higher Education Studies: Survey of Schoolchildren, April - May, 2017
No full textThe purpose of the study: to investigate schoolchildren' attitudes towards preparation for higher education and to identify the factors that influence the quality of preparation.
Major investigated questions: respondents were asked whether it was important for them to achieve the best results in their learning. After a block of questions, it was asked to describe their school. Respondents were also asked to describe their free time. It was clarified for which students teachers’ pay more attention to. Communication with classmates, the classroom teacher, teachers, school administration staff, and parents (guardians) was assessed. It was asked if bullying was prevalent in the school. Further, it was asked whether respondent plans to take at least one school examination. Those respondents who plan were asked in which subjects they plan to take school readiness exams and what grades they expect to get. Those who plan to take at least one school readiness exam were asked in which subjects they plan to take school readiness exams and what scores they expect to get. The aim was to find out how the respondents' teachers might teach their subject. They were asked to describe their learning and to rate their classmates' attitudes towards learning. Respondents were given the opportunity to name what they would like to change first in their school. They were asked if additional support was needed from tutors to help them prepare for exams. Respondents were asked how they felt about students hiring tutors or taking classes to prepare for exams. Respondents were asked what proportion of students in the class were engaged in additional learning and whether they had engaged in additional learning with tutors or attended classes to prepare for the matriculation examinations this academic year. Those who did not study were additionally asked to indicate the reasons why they did not do so. Those who did study in addition were asked what the most important reason was. It was explained that respondent had studied for several different subjects in addition to the tutors and which subjects respondent had studied in addition. Next, it was asked what grade would be used to evaluate respondents college readiness. The key components of college readiness were explained and they were asked to rate their college readiness. After answering the block of questions, efforts to prepare for college were assessed. Further, knowledge about the study process and courses was assessed. The extent to which the school pays attention to the career orientation of the students and on which learning outcomes it depends more was explained. Respondents were given the opportunity to rank the areas of secondary education with the most problems in order of importance. Asked if respondent ever planned to attend secondary school in the future. If not planned, please give reasons. Planners had the opportunity to answer when they plan to enter high school and why they plan to study. It was explained what degree, type of degree and field of study they plan to choose. After a block of questions, it was clarified what is important in choosing a course of study. It was asked if they had already decided what course they would like to study and how confident they were that they would take their desired course. They were asked if they planned to choose one of the engineering or technical courses. They wanted to know if they had already decided which university they wanted to study at and what was most important to them when making their final decision about where and what to study. They were asked how to fill in the application in the LAMA BPO system and whether they had heard about the possibility of receiving state support (scholarship, loan, grant, compensation, etc.) for students studying in non-state funded places (VNF) in Lithuanian HEIs. Those who know about such a possibility were asked what kind of state support students studying in VNF places can apply for. They were asked whether the motivation of first-year students should be assessed when entering a higher education institution and how it should be assessed. Respondents also assessed the current situation in general education and higher education and expressed their views on current and planned changes in higher education. It was clarified how graduates should be admitted to study humanities and how many state matriculation examinations should be passed to enter a university. The goal was to find out what the minimum score for a state matriculation exam should be in order for graduates to be admitted to a college. Finally, it asked who should receive public funding for college.
Socio-demographic characteristics: age, gender, place of residence, or participation in at least one Olympiad in the last two years, number of subjects studied at A level, average of the last semester, time spent on homework, number of books at home, brothers, sisters studying, occupation of mother (guardian) and father (guardian), time spent communicating with parents (guardian), financial situation of the family, college they would like to study at.
This survey was conducted at the initiative of the Research and Higher Education Monitoring and Analysis Centre (MOSTA). On January 1, 2019, MOSTA was reorganized into the Government Strategic Analysis Center (STRATA)
Yield of Winter and Summer Wheat in Latvia, 1919-1939
No full textThis dataset contains data on the yield of winter and summer wheat in Latvia in 1919-1939.
Dataset "Yield of Winter and Summer Wheat in Latvia, 1919-1939" was published implementing project "Historical Sociology of Modern Restorations: a Cross-Time Comparative Study of Post-Communist Transformation in the Baltic States" from 2018 to 2022. Project leader is prof. Zenonas Norkus. Project is funded by the European Social Fund according to the activity "Improvement of researchers' qualification by implementing world-class R&D projects' of Measure No. 09.3.3-LMT-K-712".</p
Number of Cattle in Estonia, 1919-1939
No full textThis dataset contains data on number of cattle in Estonia in 1919-1939.
Dataset "Number of Cattle in Estonia, 1919-1939" was published implementing project "Historical Sociology of Modern Restorations: a Cross-Time Comparative Study of Post-Communist Transformation in the Baltic States" from 2018 to 2022. Project leader is prof. Zenonas Norkus. Project is funded by the European Social Fund according to the activity "Improvement of researchers' qualification by implementing world-class R&D projects' of Measure No. 09.3.3-LMT-K-712".</p
Scientific and Business Cooperation in the Field of R&D: Business Representatives Survey, May - August, 2017
No full textThe purpose of the study: to find out the opinion of business representatives about the obstacles to collaboration between science and business in R&D and the factors that promote it.
Major investigated questions: respondents were asked about their company's R&D cooperation with universities and research institutes and with whom the company had joint projects, after which it carried out R&D activities or purchased services in the last 5 years. The role of the respondents in joint R&D projects with universities and research institutes was explained. Asked to indicate the total R&D projects with universities or research institutes in which the respondent company has participated in the last 5 years and when it last participated. Respondents were asked if their company conducts R&D projects directly with the help of staff from universities and / or research institutes, not through research and study institutions. Respondents were asked whether they would like to carry out joint R&D projects with universities or research institutes and what the main reasons were for doing so. Those who do not were asked to answer what are the main reasons why their company has not conducted R&D projects with universities or research institutes so far, and those who do not - why they do not want to participate in joint projects. It was asked what would encourage the implementation of joint R&D projects with universities or research institutes. It was further asked why the respondent company conducts or has conducted joint R&D projects with universities or research institutes and with what resources. After listing the intermediaries, respondents were asked which of them are involved in joint R&D projects with universities or research institutes. Respondents were asked to answer the general barriers to carrying out projects with universities and research institutes and to indicate whether their company had carried out publicly funded R&D projects with universities and research institutes in the period 2007-2013 or later. Questions were asked about the main administrative obstacles to the smooth running of publicly funded R&D activities. Furthermore, it was clarified whether the respondents are satisfied with the results of R&D projects with universities or research institutes so far and how they evaluate the relationship between the effort spent on R&D projects so far and the benefits. It was asked how the respondents' company benefits from joint R&D projects with universities or research institutes and how the results of joint R&D projects are used to achieve financial benefits. It was asked whether it intends to carry out R&D projects jointly with universities, research institutes in the future and to what extent it is likely to carry out joint R&D projects with former and / or current partners (universities, research institutes) in the future.
Socio-demographic characteristics: legal form of the company, capital of the company, age of the company, number of employees, annual income of the company, in which county it is registered, narrowest smart specialization priority for R&D activities, gender, age, work in a university, research institute in a company, education.
This survey was conducted at the initiative of the Research and Higher Education Monitoring and Analysis Centre (MOSTA). On January 1, 2019, MOSTA was reorganized into the Government Strategic Analysis Center (STRATA)
Number of Pupils in Secondary Schools in Lithuania, 1919-1939
No full textThis dataset contains data on number of pupils in secondary schools in Lithuania in 1919-1939.
Dataset "Number of Pupils in Secondary Schools in Lithuania, 1919-1939" was published implementing project "Historical Sociology of Modern Restorations: a Cross-Time Comparative Study of Post-Communist Transformation in the Baltic States" from 2018 to 2022. Project leader is prof. Zenonas Norkus. Project is funded by the European Social Fund according to the activity "Improvement of researchers' qualification by implementing world-class R&D projects' of Measure No. 09.3.3-LMT-K-712".</p
Wellbeing of Older People: Estonian Population Survey, October - November 2019
No full textThe purpose of the study: to study the well-being of older people (50 years and older) in Estonia and their participation in the labour market and social life.
Major investigated questions: respondents were asked how they would describe their health status. In a block of questions, they were asked about the difficulties they have in the activities due to health problems (difficulties in seeing, even if they wear glasses, in hearing, even if they use a hearing aid, etc.; a total of 6 questions). They were asked if they had any chronic physical or mental health problems, diseases, or disabilities. They were also asked if there were any activities that the respondents were unable to perform independently and without assistance in the past month. Those who were unable to do so were asked who helped them with these activities. Next, respondents were asked to rate the financial situation of the household. They were asked how safe or unsafe they felt in the area where they lived. Respondents' trust in various groups of people (family, neighbours, personal acquaintances, etc.; a total of 6 groups) was measured. Professionals and retirees were asked how often they had personally experienced poor physical working conditions, excessive work intensity, etc. at their current/last job (a total of 5 questions). Respondents were asked if they intended to stop working immediately upon retirement. This was followed by a block of statements that allowed respondents to assess the working conditions that would or would not encourage them to continue working after retirement (a total of 7 statements). Respondents were asked whether they had participated in higher education, vocational or general education in the last 12 months, and whether they had attended courses, workshops, theoretical seminars, etc., or received on-the-job training. They were asked if they had helped anyone in the last month who was not a relative of the respondent without financial compensation. A block of questions asked how often they had participated in social activities in the last 12 months (a total of 8 activities). With regard to the past 6 months, respondents were asked to describe their relationship with others living in the household. Respondents were asked if there was at least one person in their household with whom they could talk openly about important issues. All respondents rated the frequency and type of communication they had with people (a total of 6 types) not living in the household with them in the past 12 months. Next, respondents rated statements about various experiences (a total of 6 statements) and a sense of need (by family, people in the neighbourhood, etc.; a total of 3). They were asked how often they use the Internet. Those who use the Internet were asked to indicate on which topics they used the Internet at least once (independently). They were then asked if they voted in the national election, if they followed their country's news on the listed channels in the last 7 days (a total of 4 channels), and if they participated in social and political activities (a total of 8 forms). Respondents were asked how often they had experienced negative situations in the past 12 months in public places or institutions because of their age (a total of 3 situations). Those who had experienced such situations were asked to be more specific about where they had encountered negative attitudes toward older people. Satisfaction with the accessibility and quality of public health services was also assessed. It was asked whether respondents or people close to them had used long-term care services (a total of 4 types). It also examined what benefits respondents or people living in the household had received at least once in the past 12 months. They were asked if they had provided material support to at least one of their parents (or that of their spouse/partner) and children in the past 6 months. On the contrary, respondents were asked whether they themselves had received support from the listed individuals. A block of questions asked how often respondents engaged in activities outside of paid work (a total of 5 questions). In a block of questions at the end of the survey, respondents were asked to rate their satisfaction with various areas of life (living conditions, financial situation, etc.; a total of 13 questions).
Socio-demographic characteristics: household size, family relations, average family (household) income per month, financial situation of the household, main activity, total years of service, number of children and grandchildren, gender, settlement size, age, marital status, whether born in Estonia, legal status when living in Estonia, Estonian language skills, education
Central Government External Debt in Latvia, 1919-1939
No full textThis dataset contains data on Latvian central government external debt in 1919-1939.
Dataset "Central Government External Debt in Latvia, 1919-1939" was published implementing project "Historical Sociology of Modern Restorations: a Cross-Time Comparative Study of Post-Communist Transformation in the Baltic States" from 2018 to 2022. Project leader is prof. Zenonas Norkus. Project is funded by the European Social Fund according to the activity "Improvement of researchers' qualification by implementing world-class R&D projects' of Measure No. 09.3.3-LMT-K-712".</p
Number of Primary Schools in Estonia, 1919-1939
No full textThis dataset contains data on number of primary schools in Estonia in 1919-1939.
Dataset "Number of Primary Schools in Estonia, 1919-1939" was published implementing project "Historical Sociology of Modern Restorations: a Cross-Time Comparative Study of Post-Communist Transformation in the Baltic States" from 2018 to 2022. Project leader is prof. Zenonas Norkus. Project is funded by the European Social Fund according to the activity "Improvement of researchers' qualification by implementing world-class R&D projects' of Measure No. 09.3.3-LMT-K-712".</p
ISSP 2010: Environment III, Lithuania, November 2010 - February 2011
No full textThe purpose of the study: to analyse Lithuanian residents opinion about environmental problems and its effect to society.
Major investigated questions: at first it was aimed to find out which social economic problem is the most important in Lithuania today and which is the next. Respondents opinion was asked if private enterprises are the best way to solve Lithuania's economic problems and if reducing difference in incomes between people with high income and those with low income is the government's responsibility. When providing list of socio-political things respondents opinion was analysed which thing should be the main priority in Lithuania that should be implemented. Further, it was analysed which should be the second action in Lithuania's priority list. Respondents were asked, in general, if most people can be trusted or that we can’t be too careful with people. Also, respondents were asked if most people would try to take advantage of them if they got a chance or they would try to be fair. It was analysed if most of the time we can trust that people in government do what is best and if most politicians are in politics only for their personal benefit. Respondents were asked to indicate how concern are they about environmental issues. When providing list of same environmental problems, respondents were asked to indicate which problem is the most important for Lithuania as a whole and which problem affects respondents and their families the most. It was analysed how much respondents feel they know about the causes and solutions of these environmental problems. When providing three question blocks, respondents opinion about moder science role, people's impact to environment and ratio of environment and economic growth was analysed. Respondents were questioned if they would pay much higher prices, much higher taxes and would accept cuts in their standard of living in order to protect the environment. When providing questions block respondents attitude towards solution of environmental problems was analysed. Respondents evaluated danger to the environment caused by different listed reasons. Opinion about government's duty to let businesses and ordinary people decide for themselves on how to protect the environment, even if their decisions are not always right was analysed. Respondents were asked how Lithuania is doing in protecting the world environment compared to other countries. It was analysed what would influence business, industry and people to protect the environment in Lithuania. Respondents were asked to what Lithuania should give priority in order to meet its future energy needs. When providing question block, respondents assessed ratio of economic progress and environment. Respondents were asked how often they make a special effort to sort glass, tins, plastic, newspapers or similar things for recycling. It was analysed if respondents try to buy fruit and vegetables grown without pesticides or chemicals. It was analysed if respondents refuses to drive a car, saves energy and fuel in their home, saves or re-uses water and avoids buying certain products for environmental reasons. Respondents were asked if they are members of any group whose main aim is to preserve or protect the environment. Respondents civic activity in environmental issues in the last five years was analysed. At the end, respondents knowledge about causes of climate change was assessed.
Socio-demographic characteristics: gender, age, level of education, membership in organizations, religion, marital status, nationality, political views, political participation, size of household, respondent's average personal income, place of residence, working situation of the respondent and of his/her spouse or partner