ABSTRACT. In the presented paper assumption is being raised that ceteris paribus forecasted energy efficiency until the year 2050 reveals competitive potential, which could be reached if technological progress is ongoing and no radical changes in the energy consumption culture are observed. The research methodology is as follows. In order to clarify what trends of energy efficiency change are preconditioned by the structure of the economy, technological potential and behavioral patterns, activity level and energy intensity in the household sector are forecasted for the selected European countries -Poland, Lithuania and Germany. Lithuania and Poland represent here the countries slightly less economically developed as compared to highly developed Germany. Long-range energy forecasting software LEAP, developed by Stockholm Environment Institute is being employed for the long-term forecasting of energy use and energy intensities in the household sectors. The obtained results, as we have expected, allow verifying if consistent patterns of energy intensity change is existent for currently comparatively less developed and better countries, and if such patterns differ. Peculiarities of energy intensity change in less developed and more developed European countries are to be economically interpreted. The obtained results will allow to judge about change of competitiveness of the considered countries. Provided insights can be instrumental for devising national economic policies oriented on more efficient energy use in the long run.JEL Classification: N70, O18
This paper has aimed to explore the inter-linkages of economic growth, poverty and inequality in the context of the European Union (EU) countries during the period of 2005 -2016. Descriptive statistics analysis and econometric methods have been applied for this purpose. Research results have revealed statistically significant interrelationships between growth and poverty in half of the European Union countries. Moreover, in majority of these countries poverty has been elastic of economic growth. It should be noted, that the countries with higher level of economic development have relatively smaller share of population living below the national poverty lines. However, we cannot say the same about the growth -inequality relationships, which have varied across the EU countries. There are economically strong countries with relatively high income inequality and economically weaker countries with lower income distribution coefficients. However, in many cases poverty and income inequality tend to move in the same direction, i.e. as one increases, the other as well and vice versa. Finally, the insights of the research could be useful in developing a common strategy for smart, sustainable and inclusive growth and achieving the goals for Europe 2020.
The main idea of this paper originated from the analysis of the fundamental research of the French economist Th. Piketty «Capital in the Twenty-First Century» (2013). Based on the study of historical data he argued that in the long-term global production growth has always been relatively slow and it will slow down even more in the future, at least with regard to its demographic component. The purpose of the presented research is to investigate empirically to what extent the dynamics of world production at the beginning of the 21st century corresponds to a slow growth regime (both in its demographic and economic component) and to find out whether there is production growth inequality between the regions of the world. The theoretical part of the research methodology is based on a unified growth theory. It explains why production growth has led to a significant increase in inequality between regions of the world over the past two centuries and contributed to further division of the global economic space into «worlds-economies» with different patterns of production growth. In the empirical part of the study, the authors use the methods of panel data analysis. During the period from 1992 to 2019, there was a slowdown of global production growth only in its demographic component, while the world average increase in the economic component of production growth (and, consequently, the total production growth) is constantly accelerating. However, its structure and pace vary significantly between regions of the world. The modern world can be conditionally divided into «worlds-economies» which have different, sometimes diametrically opposite, patterns of production growth.At the beginning of the 21st century, most regions of the modern world are still far from a slow growth regime in terms of production, especially with regard to its economic component, which cannot last long without a substantial dematerialization of the produced GDP.
Generolo Jono Žemaičio Lietuvos karo akademija Doc. dr. Romas PrakapasMykolo Romerio universitetas Anotacija. Nuolatinė socialinių tinklų plėtra modernioje žinių visuomenėje kelia naujus iššūkius ir suteikia naujas galimybes. Pastaruoju metu vis daugiau dėmesio skiriama socialinių tinklų naudojimui švietime. Todėl šio straipsnio tikslas -pristatyti socialinių tinklų naudojimo švietime (tiek formaliajame, tiek neformaliajame) galimybes. Straipsnis modeliuojamas remiantis kokybinio tyrimo metodologinėmis nuostatomis. Jame pristatomo tyrimo pagrindiniai metodai -publikuotų tyrimo rezultatų metaanalizė ir kokybinė turinio analizė, leidusios atskleisti pagrindines socialinių tinklų, naudojamų švietimo poreikiams, galimybes, taip pat kai kurias galimas grėsmes. Straipsnyje pristatomi 2017 m. rugpjūčio -spalio mėn. straipsnio autorių atlikto tyrimo rezultatai, kurie leidžia teigti, kad moksliniai tyrimai, susiję su socialinių tinklų naudojimu ugdymo procese, daugiausiai sutelkti į suaugusiųjų švietimo nagrinėjimą. Socialiniai tinklai leidžia studentams tapti aktyviais bendradarbiais, kurti žinias ir keisti savo socialinę padėtį, interaktyviomis priemonėmis plečia įtraukaus mokymosi galimybes. Socialiniai tinklai griauna tradicinio mokymo nustatytas aiškias ribas tarp profesinės ir socialinės erdvės ir verčia kitaip pažvelgti į mokymo ir mokymosi procesus, remia ir palaiko interaktyvius tarpusavio santykius, komunikaciją, bendruomenę ir bendradarbiavimą, kuria edukacines erdves.
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