Income inequality has received widespread attention in the scientific literature. Income inequality has a significant impact on the health and education levels of the population, as well as increases social tension and crime rates, however there is less research on the impact of income inequality on people`s overall life satisfaction. In Lithuania and Latvia, income inequality expressed by the Gini index of disposable income is among the highest in the EU, whereas in Estonia, income inequality is slightly higher than the average in the EU. Similar results are also found for the Lithuania and Latvia regarding overall life satisfaction, which is among the lowest in the EU, while overall life satisfaction in Estonia is somewhat lower than the average in the EU. The aim of the research is to assess whether income inequality has a negative impact on people`s overall life satisfaction and to evaluate how fiscal policy has affected income inequality and overall life satisfaction in the Baltic States. The results of the research show that income inequality and life satisfaction are negatively correlated, and that fiscal policy has reduced income inequality in the Baltic States, expressed by the Gini index based on market income, on average by 30%.

No abstract

The place of well-being has been the focus of arts pedagogy and research and practice of lifelong learning for some time. This is because arts education itself is seen as a challenge today, as it is included in performance-oriented curricula. They are based on the contradiction between organizing and maintaining high-quality learning experiences and achievements through a well-being perspective. Within the framework of this research, one of the sub-branches of art pedagogy – dance pedagogy – has been studied. Dance pedagogy has been chosen because, firstly, it still has implications of authoritarian pedagogy in its particular cultural environment, and secondly, dance pedagogy as a component of quality of life and healthy ageing in the context of lifelong learning is beginning to significantly strengthen its place. The purpose of this publication is to identify the components of well-being formation in an adult dance class from the teacher’s point of view. This choice of focus was determined by the results of the previous research stage, where one of the criteria of well-being was identified in the dancers’ interviews: the personality and professional mastery of the teacher, as well as the still current idea that the vital aspect of art pedagogy is how the teacher conceptualizes the pedagogical process. The respondents were selected during the nomination process, i.e., the candidates were nominated by the dancers and industry professionals themselves. Data were analysed using the qualitative data processing program NVivo 12.0. As a result, the dance teachers’ vision of the pedagogical process was identified, which promotes the dancer’s well-being, where the following criteria are established as an essential part of the pedagogical process: the student’s personality understanding, involvement and preparedness, and psychological knowledge. The results of this research will serve as a basis for the creation of a professional development program for art teachers.

The article covers the possibilities to diversify the choir rehearsals and concerts in order to improve the student's emotional intelligence, without the decrease in artistic quality. In this study the authors objective is to create methods for working with the choir, that alongside with the current activity also includes the synchronous, authentic, scenic movement and drama elements for choir rehearsals and concerts. The result of this is the enhancement of the interest in the subject, creation of inspiring working conditions, possibility to socialize, therefore leading to fulfillment of the main objective – the improvement of emotional intelligence.  Based on the opinions of theoreticians and industry experts, it concluded that emotional intelligence is a crucial factor for success in all areas of life. Developing one's emotional intelligence is important for anyone, but especially – the teenagers during the period of personality formation. The conclusions of this study can be used in the work with any choir collective. They are equally adaptable to youth, women's and men's choirs.