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

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.