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Dawn of the Restored Latvian National Armed Forces
No full text The decision on the formation of the Latvian National Guard (Zemessardze) was made in August 1991. Men who were not Latvian citizens were also invited to join the Zemessardze at first, as the Citizenship Act had not yet been passed and the Supreme Council of Latvia wanted to involve loyal non-citizens in national defence. In December 1991 there were ca 10,000 men in the 34 battalions of the Zemessardze. The Compulsory Military Service Act was adopted in September 1991 and the Ministry of Defence was formed in November. The Latvian Defence Forces were formed in November 1992. The position of the Commander of the Defence Forces was established with the National Defence Act of 1994 and a single management structure was also developed to reduce unwanted competition between the Zemessardze and the Defence Forces.
The Intelligence Assault Battalion was formed in spring 1992. In 1994, Latvia joined the PfP programme and men who participated in international cooperation projects (BALTBAT) were trained in the battalion. The battalion was reorganised in 1998 and became the Latvian Peace Enforcing Battalion. The Intelligence Assault Battalion established a foundation for training Latvian soldiers who take part in foreign missions
Towards sophisticated writing [Teel arenenud kirjaoskuse poole]
No full textLoomulike eesti keele kasutusmudelite käsitluses (vt Kerge, Uusen, Põlda 2014, Pajupuu, Kerge, Meister, Asu, Alp 2010) ei peeta ideaaliks normitud keelekasutust, nagu seda valdavad peamiselt keeletoimetajad, vaid tavalist haritud standardkeelt, nagu seda asjalikes olukohastes žanrites kasutavad haritud mittefiloloogid – nimetagem sellist haritud keelt etaloniks, mille poole püüelda. Et parandada nii kirjutamise õpetamist kui ka kirjutusoskuse hindamist, on artiklis jälgitud, kuidas saavutavad haritud täiskasvanule omase sõnavara eesti (emakeelsed) õpilased ja eesti keelt omandavad muu emakeelega täiskasvanud.
Õpilaste L1 sõnavara on uuritud 5., 7., 9. ja 11. klassi õpilaste katsekirjutistes, teise keele omandajate sõnavara aga tasemeeksamite sellistes kirjutistes, mis on hinnatud taotletava A2-, B1-, B2-, and C1-taseme vääriliseks. Kõigi rühmade kirjutiste üldise ja keeruka sõnavara ulatust ja variatiivsust on võrreldud haritlaskirjutiste korpuse näitajatega, kasutades kahe valimi t-testi. Tulemused näitavad, et kirjaliku emakeele sõnavaras saavutatakse haritlastele statistiliselt lähedane tase hiljemalt 11. klassis, mis näitab noorte valmisolekut edasi õppida või töötada jõukohastes ametites. Teise keele kirjalik sõnavara on täiskasvanud eksaminandide suuremale üld- ja keelekogemusele vaatamata ka veel tasemel C1 statistiliselt olulisel määral vaesem kui haritud emakeelekõnelejal, ehkki selle taseme eksameid sooritavad kõrgharidust nõudvate ametite taotlejad. Selline olukord võib alandada teise keele omandajate konkurentsivõimet Eesti tööturul. Ilmne on vajadus tegelda keeleõppes mitmekesisema tekstivalikuga, mis tagab avarama ainekäsitluse toel ka suurema sõnavara
Eesti keele kui emakeele õppija tekstikorpus EMMA [The Estonian native-speaking students’text corpus EMMA]
No full textEMMA1, the Estonian language learners’ text corpus being developed at the Institute of Estonian and General Linguistics of Tartu University, is an environment that gathers texts connected with study processes of students learning Estonian as a native language. The article gives an overview ofthe basis of compiling the EMMA corpus, its character, annotation, analysis and research opportunities.The corpus texts fall into four categories: examination and level test papers, student research papers, essays sent to writing contests, and other texts. The student text corpus will include texts from two school levels: highschool (grades 11 and 12) and middle school (grades 8 and 9).During the first phase of corpus creation in 2013–2016, the focus of the Estonian native-speaking students’ text corpus EMMA is on examination papers and level tests. Graduation essays of high school students have been collected in Estonia since 1997, when the compulsory Estonian language exam given at the end of high school started to be graded nationally. During the period 1997–2014, all high school graduates (approx. 7,000–10,00012th graders per year) wrote 400–600 word argumentative essays as anational examination. In order to build the corpus, samples from 1999, 2002,2005, 2008, 2011 and 2014 were selected, and texts were scanned, typed in,entered into the EMMA environment, and the fi rst annotation was added,i.e. mistakes marked by the nationally selected graders. By 2016, it is planned to enter at least 6,000 texts, including 3,000national examination essays (approx. 600 words per essay) and 3,000 level tests (approx. 200 words), as well as making the corpus accessible to researchers through the EMMA environment.1 htt ps://korpused.keeleressursid.ee/emma/227So far, there are no electronic text corpora for analysing the languageuse of Estonian native-speaking students that enable quick searches anduse of contemporary research methods. Therefore, creating a corpus ofEstonian native-language learners’ texts is an important step in providingresearchers of students’ papers and other researchers with trustworthy primary material and in creating more analysis opportunities. Hopefully,the language learners’ text corpus EMMA will fulfil its goals, contribute to researching texts written by Estonian native-language students and, through research outcomes, contribute to the quality of native language teaching and teaching materials
Individual and state morality: what if they do not overlap
No full textIn the past six months, STSS has undergone two major changes. First, our long-time managing editor Riina Tõugu has moved to another position. We thank her for her invaluable work, her enthusiasm and all the good innovations that she has brought to the journal. However, now we have been lucky enough to find a worthy successor in Marianna Drozdova. Marianna took over in March 2014 and will now follow all the managing processes for the next issues. Second, we have secured a book review editor. Dr Filippo Menga, who recently graduated with a PhD on water politics in Central Asia from the University of Cagliari, has confirmed his availability to identify valuable books and secure at least one review per issue for the next years’ issues.
Kogukonnakeskse politsei roll politsei kujunemisel: arengud Eestis 1991-2013
No full textIn contemporary sophisticated world it is unlikely to find a single comprehensive solution to the problem of safety. At the same time most well-known models of policing are concentrating on some specific problem of safety. During times of complexity a question may rise, why should one focus on particular model of policing when simultaneous combination of many models of policing could be more appropriate? In this article I used Gary W. Cordner’s framework to observe the developments of Estonia’s police in view of community policing. The case of Estonia is particularly attractive because of the lack of conscious implementation of any model of policing. While only some conflicting trends regarding community policing principles between the philosophical and strategic level has been identified, divergence from the community in a tactical and organizational levels were obvious. In short, the article revealed that the model of community policing is not just a tool of solving particular security problem, but also as a beacon helping to stay on the path
Etniliste vähemuste esindatus ametnikkonnas: Eesti juhtum
No full textThis paper analyses representation of ethnic minorities in the bureaucracy of Estonia, based on previous research in the field. First section provides an overview of the state of affairs regarding ethnic representation in Estonian bureaucracy; second section locates the Estonian case into the context of the theory of representative bureaucracy as well as a number of other countries comparable to Estonia; third section discusses a perspective of a possible research program, which is focused on participation and representation of ethnic minorities in Estonian bureaucracy. As a point of departure of such a program, we locate the issue of participation and representation of ethnic minorities into the broader context of post-communist transformation: we presume that the main challenges Estonia is facing in its third decade after regaining independence have to do with the quality of democracy and the relationship between the society and the state as well as the issues of social justice. Participation and representation of ethnic minorities in Estonian public life, including bureaucracy, can be regarded as one of the most burning issues in this line. This is the reason why we propose launching a focused research program and outline main directions of the program
Фабула о продавшемся таланте [A Story of the Man Who Sold His Talent (Publication by Boris Orekhov and Sergei Shaulov)]
No full textThis chapter of the unpublished doctoral dissertation of an expert on Dostoyevsky and literary theory, Romen Nazirov (1934—2004), addresses the problem of how Russian 19th-century literature treated the cultural motif of a deal with the devil. The chapter is centered on an overview of the variants of this motif in the writings of Nikolai Gogol, Vladimir Odoyevsky, Ivan Goncharov, and others
Two Histories of World War II
No full textThe domineering opinion during the Cold War, especially in the domestic and foreign propaganda of the Soviet Union, was that Hitler started World War II by attacking Poland and that Germany’s attack against the USSR in summer 1941 was nothing but deceitful aggression against the peace-loving socialist nation. Although the pact made between the Soviet Union and Germany on the 23rd of August 1939 was not denied in the Soviet Union (what was denied, however, was the existence of its secret protocol), it was presented as an attempt by the Soviet Union to buy time and avoid war. The attack against Poland in 1939 was treated as reunification of the Western-Ukrainian and Belarusian nations with their compatriots. What really happened was that eastern Polish territories, which had been placed under the influence of the Soviet Union with the secret protocols to the Molotov-Ribbentrop Pact, were seized as a result of the military attack launched by the Red Army on the 17th of September 1939. Conquering the Baltic States and Bessarabia in summer 1940 was presented as domestic socialist revolutions. These countries had also been placed under the influence of the Soviet Union with the secret protocols of the same pact. The Soviet Union forced the Baltic States to surrender and Romania to give up Bessarabia by threatening military action. The Baltic States were then occupied with the support of the weapons of the Red Army and the Baltic Navy and incorporated into the Soviet Union.
The archive documents that became accessible after the collapse of the Soviet Union have helped to prove that specific plans for a preventive attack against Germany had been prepared by spring 1941. One of the reasons for the massive losses suffered by the Red Army in 1941 was the fact that Germany managed to hit it with its attack before the Red Army had completed its preparations for attack.
Book Review: From Guns to Government: The IRA in Context
No full text The IRA: The Irish Republican Army by James Dingley, 2012, Santa Barbara, CA: Praeger
‘No, Facebook isn’t distracting me, I can study at night’ ICT habits and boundary management among Estonian secondary pupils
No full textThe topic of this article is the use of information and communication technologies (computers, tablets, and mobile phones) in adolescents and boundary management between mental domains (school and home domain). More specifically, how do Estonian secondary pupils perceive and manage mental boundaries between school work and leisure activities in environments with ubiquitous access to ICT. Building on a mixed methods study consisting of a web survey with structured, closed-ended questions and of focus groups, this study shows that the pupils use ICT for leisure and school work to a great extent, both at school and at home, enabling learning outside of schools as well as leisure activities within schools. The study also shows how the pupils use ICT to integrate and segment school work and leisure activities, at home and in school; and although shifting between mental domains and different genres of participation may have positive effects on pupils’ learning lives, the pupils’ problematic experiences of navigating between domains must be addressed to understand the complexity of living and learning in the e-society