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Conceptions, concepts and categories of the new institutional economic theory which founder O. Williamson was awarded the Nobel Prize in economics in 2009 are presented. The aim of the work is presenting the method of quantitative analysis and forecasting which has been worked out for application in students’ scientific papers.Theoretical concepts and methods of the efficiency assessment used in neoclassical and institutional economy presented in the economic literature are the materials for the critical assessment in the paper. The article reveals new methods of planning and forecasting of possible consequences from mplementation of institutional projects which can be used while making decisions on the necessity of their introduction. Possibilities of combining sociological and economic tools of the analysis for studying the object of institutional character by researchers-beginners have been considered. The assessment of institutional efficiency and elasticity with the use of institutional theories requires the development of adequate techniques and quantitative tools and measures.
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Experiences of a Slovak PhD pioneer

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It has all started 10 years ago, at my first WON CA Europe conference in Istanbul in 2008, where I became amazed by so many general practitioners, who performed and presented their scientific work there. However it took me 7 years since the idea to start my PhD studies until it´s final completion in 2017. My PhD journey wasn´t straight, but rather twisty, with 2 interruptions. In 2011 I started to earn my basic research skills at 2 courses. The first one was the European General Practice Research Network (EGPRN) course in Nice and the second University of Crete´s research workshop in Slovakia lead by Professor Christos Lionis. The easiest part of my PhD studies was the clinical one – administering questionnaire and performing spirometry with my patients at my rural general practice. I also enjoyed teaching medical students at undergraduate as well as postgraduate level. I gave lectures at national conferences and published articles about general medicine in Slovak scientific journals, focusing on prevention, patient safety and respiratory diseases, especially COPD. I also contributed to two medical text books. My research was presented as posters or oral presentations at 3 WONCA Europe conferences, where I found a great space for sharing research ideas and results. Final results of my PhD thesis are going to be presented at Krakow conference. Even though I was a fruitful author of publications, reaching the goal of an international publication was the most difficult part for me, not achievable without a help of experienced colleague, Austrian general practitioner, Professor Gustav Kamenski.
Since the early 1970s, it has been clear that there is neither a single, universal method of foreign language teaching/learning nor a single, unified set of techniques that could guarantee all learners’ successful accomplishment of the complex task of language learning. Learners are different and, therefore, even the most thoroughly planned and well designed syllabuses or learning agendas cannot prove fully effective if we ignore the crucial issue of individual learner differences. Apart from the age factor, which determines human cognitive, linguistic, social, and emotional development, there are many other individual variables which seem to influence the learning process and its outcomes. These comprise the learner’s cognitive/leam- ing styles and personality traits as well as his/her repertoire of strategies for language learning and use. In this series of three articles, the author presents an overview of research studies which show correlations between selected cognitive as well as affective factors and the learner’s individual choice and use of learning strategies. She also discusses implications for foreign language teaching/learning, focusing on the idea of learner strategy training.
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