Suchergebnisse

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.

Nowadays an active search for new methods and techniques of teaching foreign languages is taking place very intensively. That meets the current state of methodological science and the rapid development of the world community as a whole. Intensive technologization and computerization of all spheres of human life, which led to creation of a firm habit of young people to perceive information from the screen, led to the active penetration of audiovisual means of learning in the system of education at schools and universities. Authentic video and various videos created by methodologists specifically for educational purposes are used more and more frequently in the process of foreign language teaching. The use of video clips at the foreign language lessons perfectly suits to the tasks which foreign language teachers face in the context of the development of active multilingualism in the Lithuanian society. The article highlights the use of audiovisual method in teaching the second foreign languages at the Military Academy of Lithuania. The analysis of the advantages and disadvantages of this method is also produced as well as the requirements for authentic audiovisual materials which can be used for educational purposes and the technology of methodological development of authentic video material for its use in foreign language course. The authors emphasize that this method allows economizing learning time and intensifying the educational process

Nowadays an active search for new methods and techniques of teaching foreign languages is taking place very intensively. That meets the current state of methodological science and the rapid development of the world community as a whole. Intensive technologization and computerization of all spheres of human life, which led to creation of a firm habit of young people to perceive information from the screen, led to the active penetration of audiovisual means of learning in the system of education at schools and universities. Authentic video and various videos created by methodologists specifically for educational purposes are used more and more frequently in the process of foreign language teaching. The use of video clips at the foreign language lessons perfectly suits to the tasks which foreign language teachers face in the context of the development of active multilingualism in the Lithuanian society. The article highlights the use of audiovisual method in teaching the second foreign languages at the Military Academy of Lithuania. The analysis of the advantages and disadvantages of this method is also produced as well as the requirements for authentic audiovisual materials which can be used for educational purposes and the technology of methodological development of authentic video material for its use in foreign language course. The authors emphasize that this method allows economizing learning time and intensifying the educational process

Nowadays an active search for new methods and techniques of teaching foreign languages is taking place very intensively. That meets the current state of methodological science and the rapid development of the world community as a whole. Intensive technologization and computerization of all spheres of human life, which led to creation of a firm habit of young people to perceive information from the screen, led to the active penetration of audiovisual means of learning in the system of education at schools and universities. Authentic video and various videos created by methodologists specifically for educational purposes are used more and more frequently in the process of foreign language teaching. The use of video clips at the foreign language lessons perfectly suits to the tasks which foreign language teachers face in the context of the development of active multilingualism in the Lithuanian society. The article highlights the use of audiovisual method in teaching the second foreign languages at the Military Academy of Lithuania. The analysis of the advantages and disadvantages of this method is also produced as well as the requirements for authentic audiovisual materials which can be used for educational purposes and the technology of methodological development of authentic video material for its use in foreign language course. The authors emphasize that this method allows economizing learning time and intensifying the educational process

Nowadays an active search for new methods and techniques of teaching foreign languages is taking place very intensively. That meets the current state of methodological science and the rapid development of the world community as a whole. Intensive technologization and computerization of all spheres of human life, which led to creation of a firm habit of young people to perceive information from the screen, led to the active penetration of audiovisual means of learning in the system of education at schools and universities. Authentic video and various videos created by methodologists specifically for educational purposes are used more and more frequently in the process of foreign language teaching. The use of video clips at the foreign language lessons perfectly suits to the tasks which foreign language teachers face in the context of the development of active multilingualism in the Lithuanian society. The article highlights the use of audiovisual method in teaching the second foreign languages at the Military Academy of Lithuania. The analysis of the advantages and disadvantages of this method is also produced as well as the requirements for authentic audiovisual materials which can be used for educational purposes and the technology of methodological development of authentic video material for its use in foreign language course. The authors emphasize that this method allows economizing learning time and intensifying the educational process

Plemićka vojna akademija u Bečkom Novom Mjestu otvorena je 1752. o državnom trošku, a cilj habsburških vlasti bio je da bude komplementarna viteškoj akademiji Terezijanumu (osnovan 1746. pod isusovačkom upravom). Naime, ondje su se školovali mladi plemići za rad u civilnoj službi, dok je Bečko Novo Mjesto bilo namijenjeno obrazovanju časnika. Marija Terezija osigurala je stipendije za četristotinjak kadeta iz siromašnijih plemićkih obitelji, kao i za sinove zaslužnih časnika koji su dokazali lojalnost u vojnoj službi. Prije Plemićke akademije dječaci mlađi od 14 godina pohađali su tzv. Pripremnu vojnu školu u Beču. Obje ustanove spojene su 1769. u c. i k. Terezijansku vojnu akademiju. Učiteljski kadar, koji je isprva bio samo svjetovni, tj. časnički, nastavljao je tradiciju humanističkih i baroknih viteških akademija te usvajanja "viteških vještina i vojnih vrlina" koje su bile usmjerene više na fizičku spremnost nego na stjecanje suvremenih znanja o ratovanju koja su bila potrebna za profesionalizaciju vojske. U radu se prikazuju reforme i promjene koje su se provodile na Akademiji za vrijeme Marije Terezije i Josipa II. u nastojanju da se osuvremeni časničko obrazovanje i da se uz pomoć prosvjetiteljskih načela razvije nadnacionalni "austrijski patriotizam" koji bi bio glavni temelj lojalnosti budućih časnika. Ta nastojanja kulminirala su za vrijeme uprave prosvijetljenog pedagoškog pisca, austrijskog generala i češkog grofa Franza Josepha Kinskog (1779.-1805.), čiji su odgajateljski koncepti i djelovanje opširnije predstavljeni. ; The Noble Military Academy at Wiener Neustadt was opened in 1752 at state expense, and the aim of the Habsburg authorities was to make it a counterpart of the Theresianum Knight Academy (founded in 1746 under the Jesuit administration). Young noblemen were trained there for work in civil service, while the academy at Wiener Neustadt was intended for officer education. Maria Theresa secured scholarships for ca. four hundred cadets from poorer noble families, as well as for sons of deserving senior officers. Boys under the age of 14 attended the so-called Preparatory Military School in Vienna before being admitted at the Wiener Neustadt Noble Military Academy. Both institutions were merged in 1769 into one Imperial and Royal Theresian Military Academy. Teachers, who were at first only secular, that is, coming from the officer class, continued the tradition of humanist and baroque knight academies and the adoption of "knightly skills and military virtues," aimed at the acquisition of physical readiness rather than the contemporary knowledge of warfare needed to professionalize the army. This paper presents the reforms and changes that took place at the Theresian Military Academy during the reign of Maria Theresa and Joseph II with the intention of modernizing officer education and developing the supra-national "Austrian patriotism" based on the Enlightenment principles as the main foundation of the future officers' loyalty. These efforts culminated during the command of the enlightened pedagogical writer, the Austrian general and Bohemian aristocrat, Franz Joseph Kinsky (1779-1755), whose educational concepts and actions are here extensively presented.

The Copernicus is a European Programme designed to establish a European capacity for the Earth Observation. It consists of a series of complex systems that collect data from multiple sources: satellites for Earth observation and sensors placed on the ground, in the air and in the sea. The goal of the program is to ensure regular monitoring and supervision of the atmosphere, ocean and land surface.The celebration titled "Copernicus Goes Local – Implementing the Space Strategy for Europe" was held in the European Parliament and gathered around 300 participants. The event was attended by numerous Commissioners of the European Commission, participants of the European Earth Observation Programme, and industry representatives from all over Europe. The main motive of this event was the establishment of Copernicus at the local level. ; Program Copernicus europski je program namijenjen uspostavi europ­­­skog kapaciteta za promatranje Zemlje. Sastoji se od niza složenih sustava koji prikupljaju podatke iz više izvora: satelita namijenjenih promatranju Zemlje i senzora smještenih na zemlji, u zraku i u moru. Cilj je programa osigurati redovito praćenje i nadzor atmosfere, oceana i kopnenih površina.Svečanost pod nazivom "Copernicus ide na lokalnu razinu – provedba Svemirske strategije za Europu" (engl. Copernicus Goes Local – Implementing the Space Strategy for Europe) održana je u Europskom parla­men­tu i okupila je oko 300 sudionika. Događaj su svojom prisutnošću podržali brojni povjerenici Europske komisije, sudionici europskog programa za promatranje Zemlje, te predstavnici in­dus­tri­je iz cijele Europe. Glavni motiv tog događaja bio je uspostavljanje Copernicusa na lokalnoj razini.

Expanding the research about the old Vilnius University Library launched by L. Vladimirovas, this article discusses the fact (which has never been mentioned in historiography), about a gift to the burnt library of Åbo Academy, which then belonged to the Duchy of Finland, Russian Empire. In support action, which was organised by the supreme government of Russian Empire, lots of scientific, educational and cultural institutions took part; one of them was Vilnius University. Successful research of official documents, preserved in Lithuanian State Historical Archive (one of them The books of gifts to Vilnius University, 1820–1832), and the Activity daybook (1823–1832) of Vilnius University Library, as well as lists of donated books, preserved in the Library of Helsinki National University (Catalogus librorum qui bis extant in Bibliotheca Caesareae Universitatis Vilnensis) and in Vernadsky National Library of Ukraine (Katalog ksiąg dubletowych Biblioteki Uniwesyteckiej Wilenskiej oddanych dla zgorzaley Biblioteki Abowskiej i tamże odeslanych roku 1829 dnia 28 lutego), allowed us to specify chronology of this charity act, discover its effectors in Vilnius, and provide qualitative and quantitative parameters of donated books. It was identified, that the shipment of books delivered from Vilnius no earlier than 1829 February 28, consisted of 1481 volumes, mainly doublet books on different topics, which were deposited to the Helsinki University. Alexander Wictor Bohatkiewicz, a librarian and a bibliographer in Vilnius University Library, played a crucial role in the selection of the books. At present, the best part of the donated books is preserved in the National Library of Helsinki University. Completed research makes a premise to a historical digital reconstruction of the donated collection.

Expanding the research about the old Vilnius University Library launched by L. Vladimirovas, this article discusses the fact (which has never been mentioned in historiography), about a gift to the burnt library of Åbo Academy, which then belonged to the Duchy of Finland, Russian Empire. In support action, which was organised by the supreme government of Russian Empire, lots of scientific, educational and cultural institutions took part; one of them was Vilnius University. Successful research of official documents, preserved in Lithuanian State Historical Archive (one of them The books of gifts to Vilnius University, 1820–1832), and the Activity daybook (1823–1832) of Vilnius University Library, as well as lists of donated books, preserved in the Library of Helsinki National University (Catalogus librorum qui bis extant in Bibliotheca Caesareae Universitatis Vilnensis) and in Vernadsky National Library of Ukraine (Katalog ksiąg dubletowych Biblioteki Uniwesyteckiej Wilenskiej oddanych dla zgorzaley Biblioteki Abowskiej i tamże odeslanych roku 1829 dnia 28 lutego), allowed us to specify chronology of this charity act, discover its effectors in Vilnius, and provide qualitative and quantitative parameters of donated books. It was identified, that the shipment of books delivered from Vilnius no earlier than 1829 February 28, consisted of 1481 volumes, mainly doublet books on different topics, which were deposited to the Helsinki University. Alexander Wictor Bohatkiewicz, a librarian and a bibliographer in Vilnius University Library, played a crucial role in the selection of the books. At present, the best part of the donated books is preserved in the National Library of Helsinki University. Completed research makes a premise to a historical digital reconstruction of the donated collection.

Expanding the research about the old Vilnius University Library launched by L. Vladimirovas, this article discusses the fact (which has never been mentioned in historiography), about a gift to the burnt library of Åbo Academy, which then belonged to the Duchy of Finland, Russian Empire. In support action, which was organised by the supreme government of Russian Empire, lots of scientific, educational and cultural institutions took part; one of them was Vilnius University. Successful research of official documents, preserved in Lithuanian State Historical Archive (one of them The books of gifts to Vilnius University, 1820–1832), and the Activity daybook (1823–1832) of Vilnius University Library, as well as lists of donated books, preserved in the Library of Helsinki National University (Catalogus librorum qui bis extant in Bibliotheca Caesareae Universitatis Vilnensis) and in Vernadsky National Library of Ukraine (Katalog ksiąg dubletowych Biblioteki Uniwesyteckiej Wilenskiej oddanych dla zgorzaley Biblioteki Abowskiej i tamże odeslanych roku 1829 dnia 28 lutego), allowed us to specify chronology of this charity act, discover its effectors in Vilnius, and provide qualitative and quantitative parameters of donated books. It was identified, that the shipment of books delivered from Vilnius no earlier than 1829 February 28, consisted of 1481 volumes, mainly doublet books on different topics, which were deposited to the Helsinki University. Alexander Wictor Bohatkiewicz, a librarian and a bibliographer in Vilnius University Library, played a crucial role in the selection of the books. At present, the best part of the donated books is preserved in the National Library of Helsinki University. Completed research makes a premise to a historical digital reconstruction of the donated collection.