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This resource book for students introduces the main concepts of multilingualism and provides a wide range of definitions revealing the complex nature of the phenomenon. It also provides knowledge on historical developments, linguistic and cultural changes and emphasizes the historical relevance to the present situation in Europe. The documentation on the EU policy on multilingualism is critically evaluated while placing policy issues in the context of national and institutional perspectives. The resource book for students explores the economic value of languages and the impact of global English as well as the role of other "big" languages in Europe and the world. The case studies of different European countries/ cities provide deeper knowledge and develop understanding of political, educational, economic and socio-cultural aspects of multilingualism. These aspects are highlighted by examining cultural and socio-political factors that may influence or even determine minority/ migrant language loss, their development or maintenance. Finally, it provides an analysis of challenges for the educational sector and the schooling of multilingual children.

This resource book for students introduces the main concepts of multilingualism and provides a wide range of definitions revealing the complex nature of the phenomenon. It also provides knowledge on historical developments, linguistic and cultural changes and emphasizes the historical relevance to the present situation in Europe. The documentation on the EU policy on multilingualism is critically evaluated while placing policy issues in the context of national and institutional perspectives. The resource book for students explores the economic value of languages and the impact of global English as well as the role of other "big" languages in Europe and the world. The case studies of different European countries/ cities provide deeper knowledge and develop understanding of political, educational, economic and socio-cultural aspects of multilingualism. These aspects are highlighted by examining cultural and socio-political factors that may influence or even determine minority/ migrant language loss, their development or maintenance. Finally, it provides an analysis of challenges for the educational sector and the schooling of multilingual children.

This resource book for students introduces the main concepts of multilingualism and provides a wide range of definitions revealing the complex nature of the phenomenon. It also provides knowledge on historical developments, linguistic and cultural changes and emphasizes the historical relevance to the present situation in Europe. The documentation on the EU policy on multilingualism is critically evaluated while placing policy issues in the context of national and institutional perspectives. The resource book for students explores the economic value of languages and the impact of global English as well as the role of other "big" languages in Europe and the world. The case studies of different European countries/ cities provide deeper knowledge and develop understanding of political, educational, economic and socio-cultural aspects of multilingualism. These aspects are highlighted by examining cultural and socio-political factors that may influence or even determine minority/ migrant language loss, their development or maintenance. Finally, it provides an analysis of challenges for the educational sector and the schooling of multilingual children.

With the enlargement of the European Union, Europe is experiencing profound changes. All European nation states are going to face growing cultural and linguistic diversity. Therefore, considerable efforts to understand, respect, and sustain the very contrasts that make Europe so rich and complex will be required from all EU citizens. A specific feature of European cultural life is the ability to engage effectively with diversity. This engagement is linked to its basis in tradition and new developments.

With the enlargement of the European Union, Europe is experiencing profound changes. All European nation states are going to face growing cultural and linguistic diversity. Therefore, considerable efforts to understand, respect, and sustain the very contrasts that make Europe so rich and complex will be required from all EU citizens. A specific feature of European cultural life is the ability to engage effectively with diversity. This engagement is linked to its basis in tradition and new developments.

With the enlargement of the European Union, Europe is experiencing profound changes. All European nation states are going to face growing cultural and linguistic diversity. Therefore, considerable efforts to understand, respect, and sustain the very contrasts that make Europe so rich and complex will be required from all EU citizens. A specific feature of European cultural life is the ability to engage effectively with diversity. This engagement is linked to its basis in tradition and new developments.

Leadership in education is a reform of the education system that boosts creativity, promotes innovation and solidarity in pursuit of a common objective. A great emphasis on leadership in general education schools is placed not only in Western European countries but also Lithuania. Although one has to admit that here this phenomenon had not been investigated conclusively. Seeing that signs of innovation and leadership can already be perceived in general education schools, various theories and practices of leadership are still being researched and tested. In order to reach concrete and clear results, it is reasonable to analyse and underline the features of leadership in general education school through already available results on the prevailing directions. This communication, therefore, provides an overview of types of leadership (transformative, distributed and servant) in general education school and search for specific features of it. The aim – to set the direction of leadership in general education school. The object – leadership in general education school. The tasks: 1. Examine the scientific literature and documents on leadership in general education school and identify the main theoretical leadership directions. 2. Set the direction of leadership in the general education school of Lithuania. 3. Formulate recommendations on the development of leadership in a general education school of Lithuania. Methods: 1. The analysis of scientific literature and analysis of the national legislation with respect to the features of leadership. 2. Comparative analysis. 3. Quantitative analysis. Theoretical research showed that the leadership direction itself dominates in the basic legal acts governing the education system. Based on the analysis of the documents, it can be concluded, that transformative and distributed leaderships are the most pronounced in the general education school. They are characterized through collaboration and initiation and deployment of innovations. Empirical research showed that the prevailing directions of leadership are all: transformation, distributed and servant leadership.

Leadership in education is a reform of the education system that boosts creativity, promotes innovation and solidarity in pursuit of a common objective. A great emphasis on leadership in general education schools is placed not only in Western European countries but also Lithuania. Although one has to admit that here this phenomenon had not been investigated conclusively. Seeing that signs of innovation and leadership can already be perceived in general education schools, various theories and practices of leadership are still being researched and tested. In order to reach concrete and clear results, it is reasonable to analyse and underline the features of leadership in general education school through already available results on the prevailing directions. This communication, therefore, provides an overview of types of leadership (transformative, distributed and servant) in general education school and search for specific features of it. The aim – to set the direction of leadership in general education school. The object – leadership in general education school. The tasks: 1. Examine the scientific literature and documents on leadership in general education school and identify the main theoretical leadership directions. 2. Set the direction of leadership in the general education school of Lithuania. 3. Formulate recommendations on the development of leadership in a general education school of Lithuania. Methods: 1. The analysis of scientific literature and analysis of the national legislation with respect to the features of leadership. 2. Comparative analysis. 3. Quantitative analysis. Theoretical research showed that the leadership direction itself dominates in the basic legal acts governing the education system. Based on the analysis of the documents, it can be concluded, that transformative and distributed leaderships are the most pronounced in the general education school. They are characterized through collaboration and initiation and deployment of innovations. Empirical research showed that the prevailing directions of leadership are all: transformation, distributed and servant leadership.

Lithuanian authors have challenges to study Russia's politics of history. The analysis is complicated because of a few factors. Diplomatic disputes and informative wars between Lithuania and Russia concerning historical questions have encouraged researches by historians but not by political scientists. In Lithuania, the questions of who and how is forming the history politics of Russia, what is its content and the function it accomplishes, remain unexamined. The analysis is further complicated by disagreement among Russian political scientists, historians, journalists, and politicians over the existence of such politics. The present analysis demonstrates that post-soviet Russia perceives the importance of historical memory, i.e. it understands that historical memory and its forms depend on the states' politics. Russia's political history genesis testifies that trends of such politics depend on the geopolitical orientation of its government. The end of the Cold War did not manage to conceal the fundamental differences between Europe and Russia. The wave of liberalism and democracy, which spread over Central and Eastern Europe as well as Russian Federation, has caused tension in Russia ruled by B. Yeltsin. Yeltsin's Russia was not able to tackle this problem by using measures of history politics in order to lessen the distance between Russia and the West. V. Putin undertook to find the solution to this situation, and he did. By using changes of international politics, he builds the image of Russia as a great power. Politics of history are subordinated to build this image; also, it is used as an instrument in domestic politics. The history politics of Russia has taken the shape of a manipulative form and serves the interests of V. Putins's power.

Lithuanian authors have challenges to study Russia's politics of history. The analysis is complicated because of a few factors. Diplomatic disputes and informative wars between Lithuania and Russia concerning historical questions have encouraged researches by historians but not by political scientists. In Lithuania, the questions of who and how is forming the history politics of Russia, what is its content and the function it accomplishes, remain unexamined. The analysis is further complicated by disagreement among Russian political scientists, historians, journalists, and politicians over the existence of such politics. The present analysis demonstrates that post-soviet Russia perceives the importance of historical memory, i.e. it understands that historical memory and its forms depend on the states' politics. Russia's political history genesis testifies that trends of such politics depend on the geopolitical orientation of its government. The end of the Cold War did not manage to conceal the fundamental differences between Europe and Russia. The wave of liberalism and democracy, which spread over Central and Eastern Europe as well as Russian Federation, has caused tension in Russia ruled by B. Yeltsin. Yeltsin's Russia was not able to tackle this problem by using measures of history politics in order to lessen the distance between Russia and the West. V. Putin undertook to find the solution to this situation, and he did. By using changes of international politics, he builds the image of Russia as a great power. Politics of history are subordinated to build this image; also, it is used as an instrument in domestic politics. The history politics of Russia has taken the shape of a manipulative form and serves the interests of V. Putins's power.

Lithuanian authors have challenges to study Russia's politics of history. The analysis is complicated because of a few factors. Diplomatic disputes and informative wars between Lithuania and Russia concerning historical questions have encouraged researches by historians but not by political scientists. In Lithuania, the questions of who and how is forming the history politics of Russia, what is its content and the function it accomplishes, remain unexamined. The analysis is further complicated by disagreement among Russian political scientists, historians, journalists, and politicians over the existence of such politics. The present analysis demonstrates that post-soviet Russia perceives the importance of historical memory, i.e. it understands that historical memory and its forms depend on the states' politics. Russia's political history genesis testifies that trends of such politics depend on the geopolitical orientation of its government. The end of the Cold War did not manage to conceal the fundamental differences between Europe and Russia. The wave of liberalism and democracy, which spread over Central and Eastern Europe as well as Russian Federation, has caused tension in Russia ruled by B. Yeltsin. Yeltsin's Russia was not able to tackle this problem by using measures of history politics in order to lessen the distance between Russia and the West. V. Putin undertook to find the solution to this situation, and he did. By using changes of international politics, he builds the image of Russia as a great power. Politics of history are subordinated to build this image; also, it is used as an instrument in domestic politics. The history politics of Russia has taken the shape of a manipulative form and serves the interests of V. Putins's power.

Lithuanian authors have challenges to study Russia's politics of history. The analysis is complicated because of a few factors. Diplomatic disputes and informative wars between Lithuania and Russia concerning historical questions have encouraged researches by historians but not by political scientists. In Lithuania, the questions of who and how is forming the history politics of Russia, what is its content and the function it accomplishes, remain unexamined. The analysis is further complicated by disagreement among Russian political scientists, historians, journalists, and politicians over the existence of such politics. The present analysis demonstrates that post-soviet Russia perceives the importance of historical memory, i.e. it understands that historical memory and its forms depend on the states' politics. Russia's political history genesis testifies that trends of such politics depend on the geopolitical orientation of its government. The end of the Cold War did not manage to conceal the fundamental differences between Europe and Russia. The wave of liberalism and democracy, which spread over Central and Eastern Europe as well as Russian Federation, has caused tension in Russia ruled by B. Yeltsin. Yeltsin's Russia was not able to tackle this problem by using measures of history politics in order to lessen the distance between Russia and the West. V. Putin undertook to find the solution to this situation, and he did. By using changes of international politics, he builds the image of Russia as a great power. Politics of history are subordinated to build this image; also, it is used as an instrument in domestic politics. The history politics of Russia has taken the shape of a manipulative form and serves the interests of V. Putins's power.

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

This thesis analyses determinants that have influence on Venture Capital (VC) activity in Europe. Majority of previous researches used Jeng and Wells (2000) model, where VC demand (Investments) and supply (Raised Fund) side were tested, this model was applied to this research as well. The panel data analysis with fixed and random effects of 22 European countries period 2008 - 2018 was used for this paper and model was improved by introducing 18 new factors together with 9 selected from previous studies. Results revealed that fixed effects model were more appropriate to use in this research. Investment model revealed 9 significant factors: positive impact with GDP, Export, Starting Business, Scientific legislation and negative with 10Y Government bonds, FDI, Internet use, Patents and Protectionism. While Fund Raised model observed 5 significant determinants: positive connection with FDI and Corruption, while negative with Science employees, Patents and Corporate Tax. In previous studies variables were categorized in three sectors: macroeconomic, entrepreneurial and technological (Prohorovs & Pavlyuk, 2013). This model was improved by combining factors into the four sectors including also institutional sector. As a result 4 hypotheses were tested. 3 hypotheses find supported: Macroeconomic, Technological and Institutional variables had an effect on VC activity in European countries. Though, 1 hypothesis was rejected: Entrepreneurial variables did not have effect on European VC activity. These results highlight the importance of Macroeconomic, Technological and Institutional variables in Europe, while selected Entrepreneurial factors did not revealed significant impact (22 486 words).