Suchergebnisse

The article analyses the plans of Germany to seize Klaipėda Region in 1938, the political circumstances of the German ultimatum issued to Lithuania on 20 March 1939, the response of the Lithuanian Government to the German demands, the organisation of the retreat of Lithuanian military units and state institutions from Klaipėda, its process, and the dynamics of German units marching into Klaipėda Region. ;In spring 1938, after the Austrian Anschluss, the situation of Eastern Europe and the German politics with regard to Klaipėda essentially changed. The tension reached its peak in 1939, when the Germans occupied Czechoslovakia and focused on the occupation of Danzig. Although the Lithuanian Government started contemplating on the possible military occupation of Klaipėda Region at the beginning of March 1939, the evacuation which took place on 21–22 March 1939 from Klaipėda Region was chaotic and non-organised. Before any official documents on the ceding of the territory had been signed, the Lithuanian Government gave the first orders to start secret military evacuation from Klaipėda Region. No clear evacuation order were received from Lithuanian governing authorities, and the export of private and state property was implemented without any organised transportation. Belated information about the ceding of Klaipėda Region to Germany impeded effective implementation of evacuation plans by Lithuanian institutions and military units. The plans worked out for the Riflemen Union failed. On 22 March 1939, Lithuanian institutions no longer controlled the situation either in the city or the region of Klaipėda.

The article analyses the plans of Germany to seize Klaipėda Region in 1938, the political circumstances of the German ultimatum issued to Lithuania on 20 March 1939, the response of the Lithuanian Government to the German demands, the organisation of the retreat of Lithuanian military units and state institutions from Klaipėda, its process, and the dynamics of German units marching into Klaipėda Region. ;In spring 1938, after the Austrian Anschluss, the situation of Eastern Europe and the German politics with regard to Klaipėda essentially changed. The tension reached its peak in 1939, when the Germans occupied Czechoslovakia and focused on the occupation of Danzig. Although the Lithuanian Government started contemplating on the possible military occupation of Klaipėda Region at the beginning of March 1939, the evacuation which took place on 21–22 March 1939 from Klaipėda Region was chaotic and non-organised. Before any official documents on the ceding of the territory had been signed, the Lithuanian Government gave the first orders to start secret military evacuation from Klaipėda Region. No clear evacuation order were received from Lithuanian governing authorities, and the export of private and state property was implemented without any organised transportation. Belated information about the ceding of Klaipėda Region to Germany impeded effective implementation of evacuation plans by Lithuanian institutions and military units. The plans worked out for the Riflemen Union failed. On 22 March 1939, Lithuanian institutions no longer controlled the situation either in the city or the region of Klaipėda.

In addition, it is noted that a legally advantaged position with the help of Article 20 of the Regulation cannot be secured to the parent abductor.T.

In addition, it is noted that a legally advantaged position with the help of Article 20 of the Regulation cannot be secured to the parent abductor.T.

In addition, it is noted that a legally advantaged position with the help of Article 20 of the Regulation cannot be secured to the parent abductor.T.

In addition, it is noted that a legally advantaged position with the help of Article 20 of the Regulation cannot be secured to the parent abductor.T.

The dissertation seeks to explain, why different skills formation systems have emerged in Central and Eastern Europe over the past 20 years. More specifically, it investigates, why the labor force acquires general skills in the Baltic States, Poland and Hungary, while specific skills are of utmost importance in the Czech and Slovak Republics and Slovenia? The dissertation argues that these differences can be explained by the labor market, economic and political institutions. Strong employers' associations, high employment security, generous unemployment benefits, proportional electoral system and government stability are necessary for emergence of specific skills formation systems, while absence of these institutions is sufficient for the emergence of general skills formation systems. The dissertation employs fuzzy set techniques and robust regression to test the hypotheses empirically.

The dissertation seeks to explain, why different skills formation systems have emerged in Central and Eastern Europe over the past 20 years. More specifically, it investigates, why the labor force acquires general skills in the Baltic States, Poland and Hungary, while specific skills are of utmost importance in the Czech and Slovak Republics and Slovenia? The dissertation argues that these differences can be explained by the labor market, economic and political institutions. Strong employers' associations, high employment security, generous unemployment benefits, proportional electoral system and government stability are necessary for emergence of specific skills formation systems, while absence of these institutions is sufficient for the emergence of general skills formation systems. The dissertation employs fuzzy set techniques and robust regression to test the hypotheses empirically.

The dissertation seeks to explain, why different skills formation systems have emerged in Central and Eastern Europe over the past 20 years. More specifically, it investigates, why the labor force acquires general skills in the Baltic States, Poland and Hungary, while specific skills are of utmost importance in the Czech and Slovak Republics and Slovenia? The dissertation argues that these differences can be explained by the labor market, economic and political institutions. Strong employers' associations, high employment security, generous unemployment benefits, proportional electoral system and government stability are necessary for emergence of specific skills formation systems, while absence of these institutions is sufficient for the emergence of general skills formation systems. The dissertation employs fuzzy set techniques and robust regression to test the hypotheses empirically.

The dissertation seeks to explain, why different skills formation systems have emerged in Central and Eastern Europe over the past 20 years. More specifically, it investigates, why the labor force acquires general skills in the Baltic States, Poland and Hungary, while specific skills are of utmost importance in the Czech and Slovak Republics and Slovenia? The dissertation argues that these differences can be explained by the labor market, economic and political institutions. Strong employers' associations, high employment security, generous unemployment benefits, proportional electoral system and government stability are necessary for emergence of specific skills formation systems, while absence of these institutions is sufficient for the emergence of general skills formation systems. The dissertation employs fuzzy set techniques and robust regression to test the hypotheses empirically.

The dissertation seeks to explain, why different skills formation systems have emerged in Central and Eastern Europe over the past 20 years. More specifically, it investigates, why the labor force acquires general skills in the Baltic States, Poland and Hungary, while specific skills are of utmost importance in the Czech and Slovak Republics and Slovenia? The dissertation argues that these differences can be explained by the labor market, economic and political institutions. Strong employers' associations, high employment security, generous unemployment benefits, proportional electoral system and government stability are necessary for emergence of specific skills formation systems, while absence of these institutions is sufficient for the emergence of general skills formation systems. The dissertation employs fuzzy set techniques and robust regression to test the hypotheses empirically.

The dissertation seeks to explain, why different skills formation systems have emerged in Central and Eastern Europe over the past 20 years. More specifically, it investigates, why the labor force acquires general skills in the Baltic States, Poland and Hungary, while specific skills are of utmost importance in the Czech and Slovak Republics and Slovenia? The dissertation argues that these differences can be explained by the labor market, economic and political institutions. Strong employers' associations, high employment security, generous unemployment benefits, proportional electoral system and government stability are necessary for emergence of specific skills formation systems, while absence of these institutions is sufficient for the emergence of general skills formation systems. The dissertation employs fuzzy set techniques and robust regression to test the hypotheses empirically.