The paper expounds the results of a theoretical and practical research on the significance of presence of emotional intelligence in the manager's professiogram. The research aim is to ascertain the role of emotional intelligence in the manager's professiogram in the 21st century. To foster economic development and global competiveness in Latvia, it is necessary to promote quantitative and qualitative growth of innovative enterprises. To make an innovative enterprise perform successfully, the modern management theory and practice have set forth new requirements for enterprise managers - to develop an ability to be a manager-leader themselves. The manager-leader professiogram has to include competencies forming emotional intelligence. The results of a pilot research revealed that students studying the speciality of management and business (at Latvia University of Agriculture) have a quite low self-evaluation for several competencies of their emotional intelligence; besides, an even lower evaluation is awarded by study fellows and group members. Along with studying theoretical aspects of communication, self-cognition, and self-management, the study process for new specialists of management and business has to be arranged in a way that it promotes practical development and use of EI competencies.

Informatics is profoundly reshaping social relations and changing pupils’ education. A goal was set to offer the pupils an integrated informatics learning content, orientated to develop an emotionally and intellectually equilibrated and harmonic personality. The aim of the paper is to characterize the integration in the content of the subject of informatics and research the realisation of integrated learning material in educational practice. Subjects in the school curricula provide concrete guidelines on knowledge, skills and attitudes that should be taught and what goals and purposes their education program follows. To establish the understanding of pupils on development of taste in integrated informatics subject, an educational experimentation was conducted. The data are obtained by using a pretest-post-test design and analysis of teaching-learning informatics in classroom. Pupils at Lielvarde secondary school were asked to involve for learning a new integrated informatics material for developing their understanding of taste. The method of analysis of aesthetic and pedagogical literature and data processing and analysis by Wilcoxon signed-rank Test and Chi-square test are used. Pupils undertook independent practical tasks at the computer with the aim of developing their knowledge and cognitive skills (understanding, selection, reflection). Learning integrated informatics material is a pedagogical condition for fostering the development of pupils’ understanding of taste. Learning integrated informatics material executed diverse practical tasks with choice of color match, ethnographic characters and making a portfolio which enriched pupils' experience of taste and effectuated as acquisition of their cognitive skills.

Placing emphasis on high level of responsibility, professionalism and tendency for improvement is expected from medical students. A continuous flow of information puts medical students in front of a choice between the already known and the new. It is therefore necessary to think flexibly and to be ready to verify information and admit mistakes – it is necessary to be able to think critically. While studying chemistry in Riga Stadiņš University, students have an opportunity to use critical thinking methods for certain purposes – investigation of laws of nature. Development of critical thinking therefore is an integral component rather than the goal of medical education. A complex education method with linked didactic methods was developed – the goals are development of critical thinking during practical work, development of study process organization skills, and critical analysis of information, situation modelling, self-assessment and self-dependence. In order for used didactic methods to work, levels of student qualification were taken in consideration and students were offered an opportunity to evaluate their work themselves. By adapting different forms of studying to each topic of theoretic course and practical work, it was possible to find the most effective as proven by student questionnaires. As research shows, the most effective didactic methods are: 1) special assignments where students have to verify given facts; 2) situations where students are directed towards intensified analysis of conditions of assignment; 3) mastering of science-based research principles which include promotion of theories, practical testing, result analysis, and conclusion drawing.