The main pine natural woodland habitats (woodland key habitats -WKH) and the importance of their management and monitoring have been described in this paper. The ecological importance of lichen epiphytes in forest ecosystem has been analysed. The lichenoflora and its percental cover features have been described. The exposition of lichen species depending on the cardinal points has been analysed. The paper presents the characteristics of ecological indicators of lichen in the landscape features. The lichenoindicative evaluation and comparison of pine WKH have been carried out.

Survival, growth (height, diameter at breast height, stem volume, yield) and quality (thickest branch up to 2 meters of tree height, branchiness, and stem straightness in grades) of phenotypically selected Scots pine plus-tree progenies from different regions in Latvia at the age of 32 years have been analyzed. The material was planted in 4 tests in different forest types (Cladinoso-callunosa, Vacciniosa, Hylocomyosa, and Oxalidosa) in Kalsnava, Eastern part of Latvia. Average number of trees per family varied from 11 to 21 (survival 18-35%). Mean height for Scots pine at the age of 32 years was 14.2 -16.3 m, coefficient of variation -10-17%, diameter at breast height - 13.1-17.7 cm, 24-32%, stem volume 0.1-0.2 m**3, 49-64%, diameter of thickest branch at up to 2 meters of tree height - 1.3-1.7 cm, 23%. To secure ability for detection of significant (alpha=0.05) family differences, average number of trees number per family at evaluation age should be at least 24. Narrow sense individual tree heritability (h**2) was 0.11 for stem volume, 0.09 for diameter at breast height, and 0.07-0.11 for diameter of thickest branch up to two meters of tree height.

The ongoing globalisation and integration processes increasingly influencing the different social processes, including the situation in labour market have raised up the topicality of the necessity in education to develop competitiveness of the society in general as well as in every individual. Several documents of international and national importance provide evidence for such an assumption. Education is to become preconditions, process, result, and tool for the development of competitiveness of an individual. This promotional process should be based on scientific research as well as become a part of the duties of every educator. Therefore it is important to scientifically substantiate the conceptual notion 'competitiveness', differentiating between its structure, components, and features. The authors of the present paper have found the theoretical background: 1) theoretical substantiation of the concept of competitiveness in the researches by scientists from Western countries and Russia; 2) appropriate definitions of the concept 'competence' for research of pupils' competitiveness.

Training academic writing is proposed as a topical subject within the teachers' education study programme on graduate level at Latvia University of Agriculture. In order to promote the development of students personality self-actualization, we are called for introducing new digital technology as teaching-learning method contributing to opening up opportunities in training academic writing at University. How can we use the digital environment for developing formal academic writing technique in our students? The main argument is that digital environment is a key factor for changes in the teaching-learning process and organization of Teachers' Education study programme curricula as the traditional academic print world is changed. Students involved in the Teachers' Education study programme at University are using Web conducting their learning process. Academic writing as a part of learning process at University is based on cognition and activity. We propose to define the training of students' academic writing as a learning process transforming the student's knowledge in unity of two positions: curricular academic writing and informal academic writing. We propose three criteria towards the students' academic writing as heuristics, self-dependence and collaboration. How can we help our students to promote academic writing by using the digital environment? How can we help them differentiate between the appropriate and inappropriate use of information found on the Web and understand what plagiarism is and how is to be avoided?