Lithuanian Data Archive
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Volume and Value of Crop Production in Lithuania, 1919-1939
No full textThis dataset contains data on volume and value of crop production in Lithuania in 1919-1939.
Dataset "Volume and Value of Crop Production 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
Yield of Barley in Estonia, 1919-1939
No full textThis dataset contains data on the yield of barley in Estonia in 1919-1939.
Dataset "Yield of Barley 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
Preparing for Higher Education Studies: Survey of Bachelor Level Students, January - May, 2017
No full textThe purpose of the study: to investigate the attitude of bachelor students towards higher education maturity and to identify the factors influencing the quality of higher education maturity in Lithuania.
Major investigated questions: respondents were asked in which degree program they were currently studying and entered the current degree program by which choice. The reasons for choosing higher education were asked. Respondents were asked what form of degree they were studying and why they chose that form of degree. Respondents were asked if they had entered higher education immediately after leaving school. Those who took a break were asked to give reasons why. All respondents were then asked if it was easy to choose a course, how much they wanted to study it and how they felt when they found out they had taken up the course. After a block of questions, wanted to find out what was important in their choice of degree. It was asked if they had thought about choosing one of the engineering or technical courses when they entered university. Those respondents who had not thought about such a study option were asked to indicate the reasons for such a decision. All respondents were asked what was most important in their final decision about where and what to study. Further, they were asked what type of school they finished secondary education in and where they finished it. It was clarified whether he had participated in at least one Olympiad in the 11th to 12th grade of secondary school, vocational school or in the 3rd to 4th grade of high school. It was also asked whether he had ever repeated a school course (left for a second year) and how many subjects were taken at a higher level in the last school year. It was further asked how much time was spent on average doing homework each day and how many books the respondent's family had at home during the school year. It was asked what language of instruction the school used, whether any siblings were studying, and whether the family was receiving assistance from the city welfare office at the time of entry into secondary school. It was asked whether the schools had at least one tutor in the last school year to help prepare for the exams. Respondents were asked two sets of questions to assess the learning environment in the completed school and their efforts in preparing for studies. It was explained what was the approximate yearly average grade in school and what are the most important components of study preparation in order to study in a university. After a block of questions, they were asked to assess their own college readiness and that of the group students and how they felt they were ready for college compared to the group students. The aim was to find out whether it was important to study with very good grades and whether they felt "in their own sled" when studying in their current course. After a block of questions, they were asked what they would do differently to be better prepared for university. They were asked how they filled in the application in the system LAMA BPO and whether they 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 at VNF places can apply for. They were asked what financial difficulties they would have faced if the respondent had accepted the VNF place. It was clarified whether he had taken out a student loan to study. Those who had not taken out a loan were asked to answer for what reasons they did not plan to do so. Looking ahead, all respondents were asked if they planned to continue studying after graduation, and if so, they were asked to indicate their degree, field of study, and college education. After a block of questions, respondents were asked to explain why they wanted to continue their studies at master's level, and they were asked to rate their readiness for this study in general. Furthermore, respondents assessed the current situation in general education and higher education and expressed their opinion on current and planned changes in higher education. It was asked whether the motivation of first-year students should be assessed when entering a higher education institution and how it should be assessed. The aim was to find out if respondents' motivation is assessed when they enter their current course of study and whether this helps to select the most motivated students. Furthermore, the aim was to clarify how admission to a humanities degree should be made and what the minimum score for a state matriculation examination should be in order for graduates to be admitted to a university. Finally, it was asked who should receive public funding for the degree.
Socio-demographic characteristics: age, gender, education, living in dormitory, average of last session ratings, travel abroad while studying, work status, number of hours worked per week, reason for working, work-study affiliations, parental (guardian) education, parental (guardian) financial situation in last year of school, income, legal status of college, city where college is located.
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)
Societal Wellbeing I, January - February 2013
No full textThe purpose of the study: to ascertain Lithuanian residents opinion about quality of life and possibilities, material welfare of society and economic security.
Major investigated questions: respondents were asked how satisfied are they with their life as a whole nowadays. It was questioned if the things respondents do in their lives are worthwhile. Respondents were asked if they felt happy yesterday and if they felt anxious. Respondents were asked to describe the quality of life in Lithuania compared to the average of the European Union countries, to 12 months ago and to indicate their expectations for the next 12 months. It was analysed if the life of those who are children today will be easier, more difficult or about the same as the life of those from respondents generation. Respondents were asked to assess if Lithuania is a good place or not a good place to live for racial and ethnic minorities, gay or lesbian people and immigrants from other countries. It was questioned if respondents had the opportunity, would they like to move permanently to another country, or would they prefer not to move permanently to another country. Respondents were asked if most people can be trusted, or that they can’t be too careful in dealing with people and if most people would try to take advantage of respondents if they got the chance, or would they try to be fair. It was questioned if most of the time people try to be helpful or that they are mostly looking out for themselves. Respondents attitude towards people who run the country and towards society was analysed. It was questioned if differences in income in Lithuania are too large. Respondents were asked how important coming from a wealthy family is for getting ahead in life. It was analysed how much respondents trust in the Seimas, the legal system, the police, the press and political parties. It was questioned how efficient the system of health care and education in Lithuania is. Respondents were asked if doctors and nurses, teachers and professors give special advantages to certain people. Tension between different social groups in Lithuania was assessed. It was questioned how satisfied respondents are with the kind of society we live in. Respondents were asked how satisfied they are with the present state of the economy, work of present government and with the way democracy works in Lithuania. At the end, respondents were asked what they think about the state of education and health services, and state of pension provision in Lithuania nowadays.
Socio-demographic characteristics: gender, age, duration of education, education, employment status of the respondent and his / her husband / wife / permanent partner, profession (occupation), respondent's trade union membership, religion, participation in religious rites, political views, political and social activism, voting in the last Seimas elections, nationality, household size, respondent's average and total average monthly household income, marital status, place of residence, satisfaction with quality of life, change in living conditions, received social benefits, received financial support from abroad living relatives
Number of Secondary Schools in Estonia, 1919-1939
No full textThis dataset contains data on number of secondary schools in Estonia in 1919-1939.
Dataset "Number of Secondary 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
Annual Salary of Industrial Workers in Courland, Estonia, Kaunas, Livonia, Suwalki, Vilnius, Vitebsk Provinces (Belarus, Estonia, Latvia, Lithuania, Poland and Russia), 1897-1914
No full textThis dataset contains data on annual salary of industrial workers in Courland Province (within the current borders Latvia), Estonia Province (within the current borders Estonia), Kaunas Province (within the current borders Belarus, Latvia and Lithuania), Livonia Province (within the current borders of Estonia and Latvia), Suwalki Province (within the current borders of Lithuania and Poland), Vilnius Province (within the current borders Belarus and Lithuania), Vitebsk Province (within the current borders Belarus, Latvia and Russia) in 1897-1914.
Dataset "Annual Salary of Industrial Workers in Courland, Estonia, Kaunas, Livonia, Suwalki, Vilnius, Vitebsk Provinces, (Belarus, Estonia, Latvia, Lithuania, Poland and Russia), 1897-1914" 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
Estonia Imports, 1919-1939
No full textThis dataset contains data on Estonia imports by import categories (Estonian kroon, EEK) and Estonia import structure by import categories (%) in 1919-1939.
Dataset "Estonia Imports, 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
Central Government General Debt in Estonia, 1919-1939
No full textThis dataset contains data on Estonian central government general debt in 1919-1939.
Dataset "Central Government General Debt 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
IntUne Mass Survey Wave 2, April - June 2009
No full textThe purpose of the study: to explore the scope, nature and characteristics of citizenship that result from the process of the deepening and enlargement of the EU.
The mass survey was conducted in 2009 in the sixteen EU member states (Austria, Belgium, Bulgaria, Denmark, Estonia, France, Germany, Greece, Hungary, Italy, Poland, Portugal, Slovakia, Slovenia, Spain, United Kingdom) and in one non-EU state (Serbia).
Socio-demographic characteristics: age, gender, size of household, level of education, occupation, social class, marital status, religion, trade union membership in household, country of birth
Virtual Social Networks III, January - February 2013
No full textThe purpose of the study: to analyse Lithuanian residents attitude towards virtual social networks, behaviour and intensity of involvement in networks.
Major investigated questions: respondents were asked if they often use the internet and with who and how often when using the internet they interact with their family members, friends (people they know), colleagues (co-workers) and other people. Respondents were asked if they belong to any like-minded group, organization or community that mainly interacts via internet. After a list of different means of internet use was presented, respondents were asked how often they use internet for those purposes. Respondents who visits electronic social networks were asked which social network they visit mostly. When providing question block, respondents attitude towards electronic social networks was analysed. Further, it was analysed in what kink of activity they engage when visiting that electronic social network. It was analysed what personal information respondents publish in electronic social networks. It was questioned if they use privacy settings in electronic social networks that they visits mostly and who can see the information that respondents publishes in that social network.
Socio-demographic characteristics: gender, age, duration of education, education, employment status of the respondent and his / her husband / wife / permanent partner, profession (occupation), respondent's trade union membership, religion, participation in religious rites, political views, political and social activism, voting in the last Seimas elections, nationality, household size, respondent's average and total average monthly household income, marital status, place of residence, satisfaction with quality of life, change in living conditions, received social benefits, received financial support from abroad living relatives