Inaug. diss.--Leipzig (Vol. 1). / Lebensslauf. Bibliography: [v. 1], p. [5]-12.

Thesis (Ph. D.)--Princeton University, 1928. / Biographical sketch. "Reprint of Language dissertation no. 7, published by the Linguistic Society of America, December, 1930." Bibliography: p. 7-10.

The main aim of investigation was to examine the maturity of public between professional and national service soldiers in the Lithuanian Army. Methods used during investigation: questionnaires given for professional and national service soldiers in the Lithuanian Army. 100 professional service soldiers and 100 national service soldiers from various sevice places. According to investigation’s results was established the maturity of public between professional and national service soldiers in the Lithuanian Army and factors, which influence it. The investigation showed that it is showed high attention for training of nurture public. The investigation let to set tendentions of valuables and Weltanshauung by soldier. The values opinion majority’s of soldiers is the same as majority’s stereotypes in the society.

Inaug.-diss.--Königsberg i. Pr. / Vita. "Abkürzungen": p. [1]-2.

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Darbo tikslas: Išsiaiškinti kaip vyksta Punsko kovo 11-osios licejaus lietuviškumo ugdymas. Lietuviškumo ugdymas ypatingai svarbus tautinėms mažumoms. Lietuviškumo ugdymas – sunkus darbas, reikalaujantis nuolatinio dėmesio ir pastangų. Tam tikra prasme tai – kaip ir vertybių ugdymas. Tyrimo problema: Nagrinėjant tautinio tapatumo kūrimo ir savikūros procesus, ypač svarbi problema tampa nūdienos svetur gyvenančių lietuvių bendruomenių – lietuviškumo ugdymas mokyklose. Kaip puoselėti lietuviškumą svetur? Šis klausimas aktualus ne tik Lenkijos lietuviams, bet visoms lietuviškoms mokykloms veikiančioms už Lietuvos valstybės ribų. Pasirinkta tema yra mažai tyrinėta, o tai ir nulemia temos naujumą ir išskirtinumą. Tyrimo uždaviniai: 1. Išnagrinėti teorines tautos, tautiškumo, nacionalizmo sampratas, tautinio tapatumo ir lietuviškumo ugdymo prielaidas. 2. Išanalizuoti tautinių mažumų švietimo gimtąja kalba galimybes Lenkijos Respublikoje. 3. Ištirti Punsko Kovo 11-osios licėjaus moksleivių nuomonę apie lietuvių savybes, jų tautinio tapatumo charakteristiką. 4. Išanalizuoti ir palyginti mokinių ir mokytojų pažiūrį į lietuviškumo ugdymą Punsko Kovo 11- oios licėjuje. Tyrimo hipotezės: 1. Kalba yra pagrindinis tautiškumą nusakantis požymis, todėl Punsko Kovo 11–osios licejuje stipriai puoselėjama gimtoji kalba ir jos ugdymas. 2. Mokinių ir mokytojų požiūris į lietuviškumo ugdymą yra panašus. 3. Mokytojai tautiškumo ir lietuviškumo sąvokas apibrėžią vartojant tradiciškumo... [toliau žr. visą tekstą] / Lithuanian education is especially important for lithuanian national minority. Lithuanian education – very hard work requiring constant effort and attention. In a sense – it is valor development. Analyzing startups and self-building processes in ethnical identity, an important issue for Lithuanian communities living outside of Lithuania becomes an education in schools. How to keep Lithuanian roots, language, culture alive while living outside the country? This question is relevant not only to the Lithuanian minority in Poland, but to all existing Lithuanian schools outside Lithuania. Study challenges: 1. Examine the theoretical concepts of nation, nationalism. Examine the ethnic identity assumptions. 2. Analyze the opportunities for ethnic minorities to education in their native language. 3. Study Punsko Kovo 11 High school student’s opinion about properties of their national identity characteristics. 4. Analyze and comprise pupils and teachers view on Lithuanian education in Punsko Kovo 11 High School. The study hypotheses: 1. Language is the main defining feature of the nation, so therefore Punsko Kovo 11 HighSchool is putting strong empathies on teaching Lithuanian language and keep using it. 2. Pupils and teachers approach to the Lithuanian education is similar. 3. Teachers express Lithuanian identity using the concepts of culture, ethnicity, ethnical holidays and language. Reasearch data shows that the language is the main factor defining nationality... [to full text]

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This comprehensive account of Anglo-Polish relations, 1788-95, re-examines official and popular British perspectives on the second partition of the Polish-Lithuanian Commonwealth, perpetrated by Russia and Prussia in 1793, and on the third. 1795. partition of Poland at Russian. Austrian, and Prussian hands, which completed a process begun in 1772. In 1793 and 1795 prominent Poles nurtured high hopes of British interference, which they assiduously, unavailingly, courted. Those dismemberments aroused widespread and genuine British interest and sympathy, and lent themselves, to a generally unrecognized degree, to partisan politicking in Britain. As well the little known pro-Polish remonstrances and activities of some British diplomats and private individuals often served multiple interests--Poland's, and perhaps support for or opposition to war against Revolutionary France, Jacobinism, or domestic Parliamentary reform. In neither the second nor third partition, however, did Britain officially intervene, despite Poland's potential value to her as a trading partner, ally, and bulwark against Russian expansion. Having, however, underestimated the extensive consequences for Britain of the Polish upheaval--critical alliances difficult to secure and maintain, moral uproar at home. even scarcity--William Pitt the Younger's ministry and the nation endured these in the 1790s as Poland disappeared from the map. The breadth of British popular support for the Polish cause then, additionally, presaged nineteenth century British Polonophilia and Russophobia. Past Anglo-Polish relations, the intricacies of the conduct of contemporary British and Polish foreign policy and diplomacy, and of British 'public opinion' as expressed mainly in Parliament and the press are noted. The 1789 French Revolution, the 1791 Ochakov affair and evolving Anglo-Russian relations, the First Coalition's French Revolutionary War (1792-7), Britain's foreign alliances and domestic politics, and Polish internal developments, in particular the 3 May 1791 Constitution, the confederation ofTargowica, and the 1794 Kosciuszko uprising, provide the context. A wide variety of primary and secondary sources, published and unpublished, in several languages, were consulted.

The object of this work is the poetry subject of the last decade of the XXth century, it‘s bodily expression. Various structuralistic and poststructuralistic litherary theory material is used about subject‘s body and being (and his anthrophomorphical form), and also it‘s conjunctions in popular culture with cult of body. We need to ascertain who connect confronting theories, which look at the essence of subject and also to authors connections to his institution. The object of analysis is texts of Lithuanian poets and the expression of corporeality in it. In this analysis we hold on the semiotical postulates – immanence and discourse, narathology and semantical level assumptions, plus lingvistical individual cathegory aspect. We come to the conclusion that popular culture in the revival period didn‘t make the substantial effect on bodily expression of Lithuanian poetry, though corporeality became one of the leading text dimesions.

Die Folge der Menschheitsentwicklung ist die Globalisierung, die im XXI Jh. der Entwicklung selbst zur Herausforderung wird, auf die man reagieren muss, und auch zum Grund,der zu einer anderen Denkweise fuhrt und die Werte anders grupieren lasst(besonders betrifft das kleine Volker). Keine Ausnahme bildet auch Litauen. So wie jede Erscheinung, der Prozess der Globalisierun hat sowohl positive, als auch negative Aspekte. Zuerst bagann man zu furchten, was es mit dem Litauischen wird, mit den litauischen Traditionen, der litauischen Kultur und der litauischen Sprache. Werden sie nicht in der Welt, die immer "kleiner" und ahnlicher wird, verschwinden? Die andere Erscheinung,vor die man Angst hat, ist die Emigration der Litauer (zum grossten Teil der Jugendlichen), die gross ist und die immer noch wachst. Diese Erscheinungen entscheiden, dass Englisch sehr intensiv in allen Bereichen in Kraft tritt, besonders in der Wissenschaft. Der positive Faktor der Welt, die sich andert, besteht darin, dass es immer mehr Moglichkeiten gibt, sich frei zu bewegen, zu kommunizieren und die Traditionen und Sprachen der anderen Lander kennenzulernen. Und das ist der Grund des Kulturaustausches. Gelingt es dem Volk seine Identitat zu bewahren, hangt das zum grossten Teil nicht von den Aussenfaktoren ab, sondern von dem nationalen Selbstbewusstsein und der richtigen Staatspolitik. In der akademischen Umgebung diskutiert man immer ofter daruber und versucht man richtige Entscheidungen zu treffen... [to full text]