Meklēšana

%); -Environmental policy implementation and evaluation of the results (30%). In the end of the course a student has to develop a case study: - Selecting environmental problem and the possible solutions; - Characterising existing policies and legal framework; - Analysing the gaps of the environmental policy related to this problem; - Preparing the proposals to resolve these gaps. Course delivered in English.

%); -Environmental policy implementation and evaluation of the results (30%). In the end of the course a student has to develop a case study: - Selecting environmental problem and the possible solutions; - Characterising existing policies and legal framework; - Analysing the gaps of the environmental policy related to this problem; - Preparing the proposals to resolve these gaps. Course delivered in English.

The aim of the course is to provide students with the opportunity to learn to speak standard Korean fluently on simple topics, continuing to learn grammar, as well as practicing listening, reading and writing skills in accordance with A2 language level, looking at the linguistic peculiarities of Korean compared to the Indo-European languages and taking into account the most important features of verbal and non-verbal communication in Korean culture. The objectives of the course are: 1) to continue to learn Korean phonetics and spelling; 2) to continue to get acquainted with the simplest grammatical structures of the standard Korean language; 3) to supplement the Korean language word (at least 400 words) and phrase collection (on the mentioned topics), with words which are the most necessary in everyday communication; 4) to continue to get acquainted with the most important features of Korean phonetics, morphology, syntax and pronunciation compared to the Indo-European languages; 5

The aim of the course is to provide students with the opportunity to learn to speak Korean fluently on a variety of topics, continuing to learn grammar, and to develop listening, reading and writing skills up to B1-1, taking into account the key features of verbal and non-verbal communication in Korean culture and linguistic peculiarities in comparison with the Indo-European languages. The objectives of the course are: 1) to continue to learn Korean phonetics, pronunciation and spelling; 2) to continue to get acquainted with the morphology and syntax of standard Korean; 3) to supplement the collection of the Korean language words (at least 500 words) and phrases (on the mentioned topics) which are the most necessary in everyday communication; 4) to continue to get acquainted with the norms of polite verbal and non-verbal communication in various communicative situations in the context of the Korean cultural environment; 5) to get acquainted with the perception of the Korean world

Course aim: to provide opportunities for students to gain an in-depth understanding of humanist texts rooted in the Western European Renaissance written in the Baltic region; on the basis of theoretical settings, to acquaint with the most important humanist poetic texts, the peculiarities of their content and form, as well as with peculiar Latin prose texts, which provide an idea of the intellectual life in the Baltics in the respective period. In lectures and readings of texts, the encomiastic and didactic poetry and texts of occasional poetry are examined in depth (read, translated and analyzed), as well as the peculiarities of academic dissertations in literary, linguistic and cultural-historical discourse are acquainted. Tasks: 1) to provide knowledge about the continuation and specifics of the humanist literary tradition based on the Western European Renaissance in the Baltic region, creating an understanding of its cultural and historical significance and revealing

Course aim: to provide opportunities for students to gain an in-depth understanding of humanist texts rooted in the Western European Renaissance written in the Baltic region; on the basis of theoretical settings, to acquaint with the most important humanist poetic texts, the peculiarities of their content and form, as well as with peculiar Latin prose texts, which provide an idea of the intellectual life in the Baltics in the respective period. In lectures and readings of texts, the encomiastic and didactic poetry and texts of occasional poetry are examined in depth (read, translated and analyzed), as well as the peculiarities of academic dissertations in literary, linguistic and cultural-historical discourse are acquainted. Tasks: 1) to provide knowledge about the continuation and specifics of the humanist literary tradition based on the Western European Renaissance in the Baltic region, creating an understanding of its cultural and historical significance and revealing

for the characterization of nanocomposite materials. Students are actively involved in scientific work, promoting their personal growth and Latvia's scientific capacity in general. What problems could the project solve in the future? To increase the luminescence efficiency of oxyfluoride glass-ceramic materials by applying the results of optical and magnetic resonance research methods. What's new in this project? The focus of the project is on quantitative characterization of a new perspective material class – oxyfluoride glass-ceramics – to evaluate the efficiency and repeatability of luminescence characteristics of the developed materials. Project implementation (time period 03.09.2018. – 31.03.2020.) Research results have been presented in 2 international conferences and in the form of 4 scientific publications, as well as in a public seminar. The main scientific achievements: A literature survey of oxyfluoride glass ceramics investigations, where electron paramagnetic resonance spectroscopy

-service teachers can try out and analyze the latest technologies, such as 3D printers and different types of interactive whiteboards. Image: exploring the work of the Department of Education Innovation of the University of Tartu (photo by I.Margeviča-Grinberga) On the second day (in Narva) the project participants joined classes in Käoke kindergarten where children were using iPhone apps, Bee-Bot robots, and outdoor mobile robots. Many tasks involved reading QR codes and following instructions. The children were especially interested in “sound boxes” (Sound-Recording Pegs, EZSound Box) where they could hear various animals. Image: classes in Käoke kindergarten (photo by I.Margeviča-Grinberga) After classes in the preschool, the project team went to Narva College of the University of Tartu to discuss the questionnaires for teachers and parents that had been developed within the DigiKids project. The discussion was followed by a question-and-answer session with the graduates, students

In Student's Shoes Open Door Day