Suchergebnisse

This paper presents the instruments of internationa lization of enterprises operating within the Eurasian Economic Union. Research contai ns answers of 108 enterprises exporters located in the Republic of Kazakhstan. The purpose of the p aper is to show the main forms of the internationalization of enterprises in Kazakhstan. The paper also presents the following instruments o f enterprises' internationalization including: indire ct export, direct export, cooperative export, assem bly operations, management contracts, turnkey operation s, contract manufacturing, licensing, franchising, international alliances cooperation, foreign branch es and companies. We analyzed these forms of participation in international business enterprises from the Republic of Kazakhstan. The degree of internationalization of the Kazakh enterprises in r elation to the Polish was compared. The basic factors of comparison taken into consideration: the directi ons of international expansion, dividing them into the countries included in the Eurasian Economic Union, the countries of Central and Eastern Europe, the countries of the European Union and others.

This paper presents the instruments of internationa lization of enterprises operating within the Eurasian Economic Union. Research contai ns answers of 108 enterprises exporters located in the Republic of Kazakhstan. The purpose of the p aper is to show the main forms of the internationalization of enterprises in Kazakhstan. The paper also presents the following instruments o f enterprises' internationalization including: indire ct export, direct export, cooperative export, assem bly operations, management contracts, turnkey operation s, contract manufacturing, licensing, franchising, international alliances cooperation, foreign branch es and companies. We analyzed these forms of participation in international business enterprises from the Republic of Kazakhstan. The degree of internationalization of the Kazakh enterprises in r elation to the Polish was compared. The basic factors of comparison taken into consideration: the directi ons of international expansion, dividing them into the countries included in the Eurasian Economic Union, the countries of Central and Eastern Europe, the countries of the European Union and others.

Modern armies are no longer operating conventional wars. Military personal gain operational experience on the fields of unconventional or so-called asymmetric warfare. These asymmetric operations such as PSO, PRT, etc. when military personnel is acting under the flags of NATO, UN, OSCE are widely described by military sociologists Kaldar (1999) Leech (2002) Wagemaker (2009) Soeter, Fenema, Beeres (2010), Caforio (2013), etc. The content analysis of literature on asymmetric warfare operations allowed identifying the list (18) of specific traits of asymmetric warfare (Kaminskaite, 2018; 2019). On this circumstances useless to mention that changing environment of military actions requires new or so called other professional skills of military personnel. The role of military officers and commanders is undertaking changes as well. Distinct level of military commanders requires distinct expertise in order to apply unconventional measures and to make unconventional decisions. What asymmetric leader's competencies have be learned? Where it have to be train? The research study (Kaminskaite, 2018) done on this field identified that only 7 out of 18 competencies requested from leaders operating in asymmetric environment were developed during the pre-deployment training. Noncommissioned officers with the field experience in Afghanistan noted that most leader's competencies requested in the asymmetric war was train not during predeployment, but developed during the everyday military routine and excessing. The results suggested further research questions about asymmetric warfare leadership training especially at the military academies. Graduated from the military academy young officers has the lieutenant military rank and the knowledge to lead platoon. During first two years of military service, majority of them are deploy abroad and getting asymmetric warfare field experience as platoon commanders. Does acquired platoon leader competencies according to leadership curriculum at military academy are congruous with requested platoon leader competencies in asymmetric warfare. Is leadership curriculum good enough for platoon officer training or needs a revision for so to speak a new future leader? That is important because modern theories of leadership emphasize that decisions of lower level leaders recently became veryimportant (Robbins, S. 2007) and it is true for asymmetric leadership. Platoon commanders more often than higher-level leaders are the subject of asymmetric battlefield and their decisions has vital significance. Conference paper seeks to answer questions above and focuses on the research data extracted from content analyses of leadership curriculum at Lithuania military academy as well as from feedback interviews of the graduated officers.

Modern armies are no longer operating conventional wars. Military personal gain operational experience on the fields of unconventional or so-called asymmetric warfare. These asymmetric operations such as PSO, PRT, etc. when military personnel is acting under the flags of NATO, UN, OSCE are widely described by military sociologists Kaldar (1999) Leech (2002) Wagemaker (2009) Soeter, Fenema, Beeres (2010), Caforio (2013), etc. The content analysis of literature on asymmetric warfare operations allowed identifying the list (18) of specific traits of asymmetric warfare (Kaminskaite, 2018; 2019). On this circumstances useless to mention that changing environment of military actions requires new or so called other professional skills of military personnel. The role of military officers and commanders is undertaking changes as well. Distinct level of military commanders requires distinct expertise in order to apply unconventional measures and to make unconventional decisions. What asymmetric leader's competencies have be learned? Where it have to be train? The research study (Kaminskaite, 2018) done on this field identified that only 7 out of 18 competencies requested from leaders operating in asymmetric environment were developed during the pre-deployment training. Noncommissioned officers with the field experience in Afghanistan noted that most leader's competencies requested in the asymmetric war was train not during predeployment, but developed during the everyday military routine and excessing. The results suggested further research questions about asymmetric warfare leadership training especially at the military academies. Graduated from the military academy young officers has the lieutenant military rank and the knowledge to lead platoon. During first two years of military service, majority of them are deploy abroad and getting asymmetric warfare field experience as platoon commanders. Does acquired platoon leader competencies according to leadership curriculum at military academy are congruous with requested platoon leader competencies in asymmetric warfare. Is leadership curriculum good enough for platoon officer training or needs a revision for so to speak a new future leader? That is important because modern theories of leadership emphasize that decisions of lower level leaders recently became veryimportant (Robbins, S. 2007) and it is true for asymmetric leadership. Platoon commanders more often than higher-level leaders are the subject of asymmetric battlefield and their decisions has vital significance. Conference paper seeks to answer questions above and focuses on the research data extracted from content analyses of leadership curriculum at Lithuania military academy as well as from feedback interviews of the graduated officers.

Modern armies are no longer operating conventional wars. Military personal gain operational experience on the fields of unconventional or so-called asymmetric warfare. These asymmetric operations such as PSO, PRT, etc. when military personnel is acting under the flags of NATO, UN, OSCE are widely described by military sociologists Kaldar (1999) Leech (2002) Wagemaker (2009) Soeter, Fenema, Beeres (2010), Caforio (2013), etc. The content analysis of literature on asymmetric warfare operations allowed identifying the list (18) of specific traits of asymmetric warfare (Kaminskaite, 2018; 2019). On this circumstances useless to mention that changing environment of military actions requires new or so called other professional skills of military personnel. The role of military officers and commanders is undertaking changes as well. Distinct level of military commanders requires distinct expertise in order to apply unconventional measures and to make unconventional decisions. What asymmetric leader's competencies have be learned? Where it have to be train? The research study (Kaminskaite, 2018) done on this field identified that only 7 out of 18 competencies requested from leaders operating in asymmetric environment were developed during the pre-deployment training. Noncommissioned officers with the field experience in Afghanistan noted that most leader's competencies requested in the asymmetric war was train not during predeployment, but developed during the everyday military routine and excessing. The results suggested further research questions about asymmetric warfare leadership training especially at the military academies. Graduated from the military academy young officers has the lieutenant military rank and the knowledge to lead platoon. During first two years of military service, majority of them are deploy abroad and getting asymmetric warfare field experience as platoon commanders. Does acquired platoon leader competencies according to leadership curriculum at military academy are congruous with requested platoon leader competencies in asymmetric warfare. Is leadership curriculum good enough for platoon officer training or needs a revision for so to speak a new future leader? That is important because modern theories of leadership emphasize that decisions of lower level leaders recently became veryimportant (Robbins, S. 2007) and it is true for asymmetric leadership. Platoon commanders more often than higher-level leaders are the subject of asymmetric battlefield and their decisions has vital significance. Conference paper seeks to answer questions above and focuses on the research data extracted from content analyses of leadership curriculum at Lithuania military academy as well as from feedback interviews of the graduated officers.

Modern armies are no longer operating conventional wars. Military personal gain operational experience on the fields of unconventional or so-called asymmetric warfare. These asymmetric operations such as PSO, PRT, etc. when military personnel is acting under the flags of NATO, UN, OSCE are widely described by military sociologists Kaldar (1999) Leech (2002) Wagemaker (2009) Soeter, Fenema, Beeres (2010), Caforio (2013), etc. The content analysis of literature on asymmetric warfare operations allowed identifying the list (18) of specific traits of asymmetric warfare (Kaminskaite, 2018; 2019). On this circumstances useless to mention that changing environment of military actions requires new or so called other professional skills of military personnel. The role of military officers and commanders is undertaking changes as well. Distinct level of military commanders requires distinct expertise in order to apply unconventional measures and to make unconventional decisions. What asymmetric leader's competencies have be learned? Where it have to be train? The research study (Kaminskaite, 2018) done on this field identified that only 7 out of 18 competencies requested from leaders operating in asymmetric environment were developed during the pre-deployment training. Noncommissioned officers with the field experience in Afghanistan noted that most leader's competencies requested in the asymmetric war was train not during predeployment, but developed during the everyday military routine and excessing. The results suggested further research questions about asymmetric warfare leadership training especially at the military academies. Graduated from the military academy young officers has the lieutenant military rank and the knowledge to lead platoon. During first two years of military service, majority of them are deploy abroad and getting asymmetric warfare field experience as platoon commanders. Does acquired platoon leader competencies according to leadership curriculum at military academy are congruous with requested platoon leader competencies in asymmetric warfare. Is leadership curriculum good enough for platoon officer training or needs a revision for so to speak a new future leader? That is important because modern theories of leadership emphasize that decisions of lower level leaders recently became veryimportant (Robbins, S. 2007) and it is true for asymmetric leadership. Platoon commanders more often than higher-level leaders are the subject of asymmetric battlefield and their decisions has vital significance. Conference paper seeks to answer questions above and focuses on the research data extracted from content analyses of leadership curriculum at Lithuania military academy as well as from feedback interviews of the graduated officers.

Thesis analyses imaging of women in the Cairo graffiti field that emerged after 2011 January 25 revolution. Author raises and argument that Cairo graffiti is not only a romanticized and heroic space created as genre of freedom of expression and used as a struggle against changing political systems in Egypt, but rather a pluralistic public sphere where different opinions, ideas and arguments are emerging. Thesis distinguishes major archetypes used as predominant images of women, it analyses what features are used in constructing the "correct" role of woman.

In the MA the direct foreign incvestment in Lithuania and the factors influencing them will be analysed. The MA consists of introduction, three chapters including the sub-chapters, conclusion and recommendations. The first chapter includes explicit direct foreign investment investigation (DFI). Following the resources of Lithuanian and foreign scientific writings, the theoretical part of the work, the analyses and discussion of the direct foregn ivestment, its concept and classification is being presented as well as strategies of DFI. The factors of the direct foreign investment into the country are being theoretically proven. The second chapter deals with the applied aspect of the DFI methodology as being presented, and supported. The aspects of the factors of attractiveness to the investors in Lithuania are being analysed. Based on the data of the Department of Statistics of the Republic of Lithuania the direct foreign investment analyses from the retrospective is being presented. The absoliute, percentage index increase and reduce and relative changes are being calculated. Applying the correlation-regressive analyses the link between the direct foreign investment and the gross NATIONAL product (GDP), inflation, scientific research and expremental developement (SRED), the level of unimployment, costs, qualified work labour and economic freesom index is being etablished. The strongest correlation link is being estabshished among the DFI and GDP, costs between the SRED and GDP opness index. The increse in the GDP indicates the growth of the economics in the country which is the key element to repsent the county. The DFI is being involved creating the new job places and increase of the level of the standart of living, the increase of the GDP attracts the higher investment of the DFI. The scientific sources innumerate the SRED as one of the preconditions of the correlation of the analyses of the product and the DFI supports the hypothesis and the conclusion that the more the country invests into the scientific research and develoment of the tecnological background, the better, thus, it is very possible to increase the direct foreign investment (DFI). The calculations being made supports the idea of the importance of the openess of the trade. The index of Lithuanian foreign trade openess has a significant influence on the flows of of DFI in the state and the close links between the direct foreign investment and the index of openess has been established. The third part discusses the economic indicators with the strongest correlation with the direct foreign investment, predicted evaluations and future perspectives. The conclusions are presented at the end of the work.

Res­arch topicality and problematicalness. In the end of the 20th century rural places of the European Union (EU) countries experienced similar difficulties as the current Lithuania – great disjuncture between city and countryside, ageing of rural places' residents and the decline of the rural places. In 1991 the Eu­ropean Commission a­nounced LEADER initiative, which was aimed at the involvement of all interested in rural place's welfare partners (business and local government representatives) into the rural development process. In 2004 when Lithuania became the EU member, possibilities open ed to use the EU structural funds' support for countryside development and together with other members of the EU to seek for one of the most important EU aims – economic and social cohesion. LEADER+ nature means methodology is meant for preparation and implementation of countryside development strategies. In Lithuania in order to implement this means, from 2001-2009 51 local activity groups were formed (henceforth – LAG). Most LAGs encompass particular districts' territories of municipalities rural places and towns and join most particular districts' rural places' communities. In order to quicken the countryside development and implement LEADER+ mean s' aims and tasks, trial integrated strategy of rural places' development for 2004-2006 was set up in 2004 by Radviliskis district LAG "Radviliskis Leader". Currently, this LAG implements the improved strategy "Life Quality Improvement in Radviliskis District Rural Places" for 2007-2013. In Lithuanian scientific literature, LAG activity is frequently researched only in the LEADER+ programme's implementation Lithuanian context. [.]

Res­arch topicality and problematicalness. In the end of the 20th century rural places of the European Union (EU) countries experienced similar difficulties as the current Lithuania – great disjuncture between city and countryside, ageing of rural places' residents and the decline of the rural places. In 1991 the Eu­ropean Commission a­nounced LEADER initiative, which was aimed at the involvement of all interested in rural place's welfare partners (business and local government representatives) into the rural development process. In 2004 when Lithuania became the EU member, possibilities open ed to use the EU structural funds' support for countryside development and together with other members of the EU to seek for one of the most important EU aims – economic and social cohesion. LEADER+ nature means methodology is meant for preparation and implementation of countryside development strategies. In Lithuania in order to implement this means, from 2001-2009 51 local activity groups were formed (henceforth – LAG). Most LAGs encompass particular districts' territories of municipalities rural places and towns and join most particular districts' rural places' communities. In order to quicken the countryside development and implement LEADER+ mean s' aims and tasks, trial integrated strategy of rural places' development for 2004-2006 was set up in 2004 by Radviliskis district LAG "Radviliskis Leader". Currently, this LAG implements the improved strategy "Life Quality Improvement in Radviliskis District Rural Places" for 2007-2013. In Lithuanian scientific literature, LAG activity is frequently researched only in the LEADER+ programme's implementation Lithuanian context. [.]

Migration processes are one of the main features of nowadays society. It is very important to integrate immigrants into working places (organizations) successfully. There are discussed migration theories, analyzed intercultural interaction and cultural shock and explored the model of immigrants integration in the first part of this Thesis. There are examined immigration tendencies in European Union, emigration tendencies in Lithuania and juridical regulation of migration in the second part of Thesis. There are discussed the methodology of the research, compared foreigners' juridical position's in Lithuania and France juridical regulation, explored the factors of immigrants integration in Lithuania and France in the third part of Thesis. The research accomplished in Master's Thesis helped to identify the factors, which relieve and (or) destroy integration in organizations of Lithuania and France. There are given conclusions and suggestions in the end of Thesis

Migration processes are one of the main features of nowadays society. It is very important to integrate immigrants into working places (organizations) successfully. There are discussed migration theories, analyzed intercultural interaction and cultural shock and explored the model of immigrants integration in the first part of this Thesis. There are examined immigration tendencies in European Union, emigration tendencies in Lithuania and juridical regulation of migration in the second part of Thesis. There are discussed the methodology of the research, compared foreigners' juridical position's in Lithuania and France juridical regulation, explored the factors of immigrants integration in Lithuania and France in the third part of Thesis. The research accomplished in Master's Thesis helped to identify the factors, which relieve and (or) destroy integration in organizations of Lithuania and France. There are given conclusions and suggestions in the end of Thesis