bluuebunny/crossref_metadata_2025_split huggingface dataset:
Some key moments in developing technical playing skills
Authors: Gricius A. 
Published: January 2019

The prevailing attitude in music pedagogy, that a singer-instrumentalist can be prepared in two stages, one technical and another artistic, separately, is false. Regardless of the type of technical skill developed at a given moment, it cannot be abstracted from how it sounds, from the quality of it.
The student/performer absolutely must be tough holistically in order to achieve harmony between technical and musical ability. Before beginning any type of technical work, and clear and powerful sound design must already exist in your mind.
In most cases the inner ear, or what you're hearing in your head, lacks two very important components for the performer/instrumentalist, i.e. timbre and rhythm. There have also been a number of cases when vocal motility (soundless throat, tongue, and lip movement) is used to cause a sound image. In this case the sound image typically has a range of personal voice qualities that is limited by the performer's imagination. Although the method may be appropriate in the first stage of learning when the musician/performer must first and foremost learn accurate intonation, later it is not: next, and play what you're hearing in your head mode commences, including agility, specific timbre of a given instrument, inner hearing, and vocal-based motility.
Images are closely related to actual impressions. Therefore, to develop the inner ear, you have to listen to as much audio as possible, both live and recorded—practice listening to the sound impressions. In addition, there are ways to develop the right internal auditory characteristics based on primary visual memory and the so-called "mixed inner ear" (the ability to continue a tune hearing only the start).
If at first, while training a technical skill, you can focus on one or another detail of movement of movement analysis (remembering always the musical task), later any attention diverted to these will cut short the automation and synthesis of skills. The teacher's task is to direct the student's attention in a specific way at the correct moment.
Some questions for learning about the environment and interpretative reading in Lithuanian schools (1918–1925)
Authors: Karčiauskienė M. 
Published: January 2019

During the proletarian revolution (1918-1919 years) a fight took place between bourgeois training and scholasticism, for education and life relationships in Lithuanian schools. The native language has become important in primary education.
Together with that, priority was given to the integrated teaching system: the native language was not the most important thing in school; the education policy surrounding environment of knowledge extraction out of the native language. The value of reading lessons that relate to environmental knowledge, wasn't sufficiently assessed.
This methodical direction also prevailed during the bourgeois dictatorship, but ideological familiarization with the surrounding environment fundamentals were different—bourgeois.
As a result, in bourgeois Lithuania environmental knowledge issues were dissociated from the native language lessons system, and although some methodological advice received the attention, they generally did not constitute systems.
Methodological interpretative reading guidelines have poorly addressed the question of reading lessons and environmental communications knowledge. Interpretative reading was little used in expanding children's horizons.
One method to define the concepts of physical quantities of derivatives
Authors: Kulviecas L. 
Published: January 2019

The paper examines one of the methods of defining physical quantities of derivatives (known as the 1st definition method), which is widely used in physics and technical literature. This definition method clearly proved to be wrong, leading for false conclusions. In physics, the attitudes of calculation of physical quantities, namely, in terms of adopted unit systems in physics and technology, defining physical quantities of derivative using the 1st method is contrary to the known laws of mathematical logic and rules: to the law of contraposition, implications of transitivity laws, the implications of the matrix of equity value properties. Defining physical quantities of derivative using the 1st method means equiparation of two dimensional vector spaces composed above the real number of the body (isomorphic), which consist of physical elements with regard to non-identical i.e., physical sizes. Such impermissible equiparation of the isomorphic vector spaces leads to various contradictions. Derivative size reveals the physical meaning of one-dimensional vector space to which it belongs, can be isomorphically displayed in another, different (one-dimensional) the vector space whose elements are physical quantities determined in a special way. The latter vector space can be chosen by more than one method.
Some of the developmental features of professional interests in students of Pedagogical Institute
Authors: Kregždė S. 
Published: January 2019

Staff qualities are largely determined by their professional purposefulness. It is important to know their consistent patterns in the development of their professional interests, in order to improve the teacher training. Thus, in 1960-1964 in VPI, 400 students from different departments and of different study years were examined by using the questionnaire, interviews with students and their friends and an experiment in order to determine their professional interests and their developmental features. The results showed that professional interests could divide all students into two groups: a) students who choose the teacher specialty while during the admission to the institute, and b) students, who are admitted to a corresponding specialty and agree to study it at any institution of higher education without considering features of work after graduating from the institute. Developmental differences in professional interests is also characteristic to these groups.
Practical conclusions:
1. It is important to improve the professional purposefulness of all the subjects that are taught and at the institute and educational links.
2. It is key to employ profession orientation and profession consultation in secondary school according to the needs of economy, and begin to form active professional interests in teenage years.
Development of psychology in Soviet Lithuania
Authors: Jacikevičius A. 
Published: January 2019

The article is dedicated to commemorating the twenty years of restitution of Soviet power in Lithuania. It discloses some reactionary traits of the idealistic psychology in bourgeois Lithuania and reviews the development of materialist psychology during the first years of the Soviet rule (1940-1941).
The post-war period in the development of psychology is subdivided into two stages: 1) the stage of improvement of psychology teaching and improvement of training of psychology professionals (1945-1955); 2) the stage of the research and development of psychology (1956-1965).
Fast increase of research in the psychology field in Soviet Lithuania became possible because having restituted the Soviet power, psychology was liberated from various ideological fallacy; second, it was developing as a constituent part of qualitatively new Soviet psychology; third, it was facilitated by the works of numerous outstanding psychologists of the whole Soviet Union; and fourth, it retained the experimental psychology traditions characteristic to it which were formed as early as at the beginning of the 20th century and consolidated in the Soviet years by scientific research and management attempts of the most outstanding figures in Lithuanian psychology J. Vabalas-Gudaitis and A. Gučas.
On the development of volitional activity in mentally deficient pupils
Authors: Laužikas J. 
Published: January 2019

Soviet psychology pays much attention to issues associated with the development of the human psyche. The research works by A. Leontyev, L. Bozhovich, D. Elkonin, A. Liublinskaya and other soviet psychologists disclose important issues of the psychic development of children. It is maintained in their works that psychic progress is better determined by the influence of diverse activities rather than by innate natural qualities. L. Zankov, G. Kostyuk, N. Menchinskaya and other psychologists demonstrated the interaction between the learning and development.
Soviet psychology regards the purposeful activity and work of a person as the key factor for human development. Numerous research works on psychic development bring mental activities to the forefront, whereas volitional activity is either subjugated to the mental processes or remains ignored. However, any conscious processes are associated with willful attempts and their regulation. Volitional activity has not been properly investigated yet.
To explain the development of mentally deficient children, cognitive processes have been mostly examined. On the other hand, passiveness and deficiency of relations with the outer world weaken activities and psychic development of mentally retarded children.
Without active engagement, mental abilities and self-will are devoid of proper development.
We have decided to explore the development of volitional activity and efficiency qualities of junior students. To this end, students’ day-to-day activities and learning have been monitored, psychological experiments have been performed and certain regulatory methods of upbringing, activity and behavior have been applied.
For purposes of cultivation of willpower in students, the following principles have been applied: l) activity and work, 2) courage and confidence, 3) expedience and perspective, 4) individual approach and individualization, 5) appropriateness and consistency, 6) uniform requirements and impact. These principles have been observed by both teachers and mentors. According to the type of high nervous activity, two groups of children have been distinguished: active or excitable, and passive or suppressive children. The attempts to regulate the activeness of the excitable children have been made by training their self-control and self-command skills, while the suppressive children have been boosted and encouraged. The examined students have been closely watched in various circumstances. The data of monitoring and a-year-after control experiments have clearly established that the willful activity in the examined students has developed more than in students of the control group. It has been also established that activated qualities of self-will have been developing faster than self-control and regulatory qualities. Apparently, self-command and endurance require more willpower than activeness. The development of self-will in students has also affected their mental processes and learning efficiency, behavior and interrelations.
The experience of Poland on organising pupils' professional orientation and counseling
Authors: Galkytė H. 
Published: January 2019

During an incentive conversation, the promoter seeks to achieve a certain response during verbal communication. The promoter uses a certain entirety of socially accepted linguistic means (lexical, grammatical, syntactical, intonation) as a means, i.e. uses one of the incentives in a relevant language (order, command, request, suggestion, etc.).
Application of one or other incentive is determined by a number of communication conditions. One of such conditions is the anticipated response of the addressed person to a certain linguistic effect. The response of the addressed person depends on a number of factors, some of them are briefly reviewed: l) motivation, involving action to be performed by the addressed person, into activity characterized by a certain motive; 2) contradiction (or its absence) between what is necessary for the performance of a certain action and what can be possibly done by the motivated person (assessment from the point of view of the addressed person); 3) congruity of the produced incentive with the anticipated response from the point of view of notional, linguistic, physical expression, and perception qualities.
Denominations of possible responses of the stimulated person to a linguistic impact can be found in linguistic (particularly, in lexical) material, because language reflects all social-historical experience of a certain linguistic community. The entirety of possible denominations of responses produced by the addressed person can be hypothetically classified according to the degree of resistance by the addressed person, into four groups (expressions of disobedience, abstinence, submission and initiative). Degree of change in the response of the motivated person, influencing the action of the promoter, shall be established by means of experiment.
Visual information reception effectiveness under different signal integrity
Authors: Gučas A. , Penkauskas A. 
Published: January 2019

This article discusses the layout integrity characteristics of the stimuli.
It is concluded that there is insufficient stimuli layout integrity to consider only the most minimal distance, characterized by angular units between the nearest adjacent stimuli; rather, what we also need to enter the statistical average stimuli layout integrity characteristics that reflect the visual information signal parameters in relation to the visual field area.
Visual information reception effectiveness examined the following conditions according to the above integrity characteristics: 1) The calculation of the unambiguous light signals chaotically set out in the field of vision, 2) searching for certain geometric figures when given an identification task, and 3) addressing a specific task in the mnemoschematic according to a pre-mastered algorithm.
Based on experimental data, the optimal stimuli layout integrity characteristics are presented.
The Lithuanian SSR students' practical activity and knowledge of the field of environmental protection
Authors: Šalkauskas A. 
Published: January 2019

Lithuanian SSR school students do plenty to preserve national wildlife. Many schools organize various extracurricular and after school actives for this purpose. An increasing number of students takes part in the national Natural Care competition and achieves better results.
Materials analysis showed that the 7th grade students' knowledge of nature conservation issues is shallow, fragmented, and not linked to their practical activities. Only 2.4% of students answered the question about what kind of institutions and organizations contribute to wildlife protection in our republic correctly and completely; 87.4% answered correctly, but incompletely, giving just one agency or organization. Only 6% of students answered the question about how birds are useful for farms correctly and completely; 94% answered correctly, but incompletely. Only a few students reported that birds catch mice, voles, and ground squirrels (11 questionnaires of 400) that they distribute seeds (4 questionnaires), and that the birds eat a significant amount of weeds (1 questionnaire).
Students are only introduced to a little of the republic's fauna and its protection. In response to the question about industrial fish, not a single student could name inland industrial fish like roach, bleak, vendace. Only 6% of students identified bream as an industrial fishing of the republic, 4% vimba vimba, and so on.
The students are ignorant of the republic's rules on reserves, sanctuaries, hunting, and fishing.
Therefore, biology teachers aren't using enough lesson time as a basis for instruction on the topic of environmentalism. The students' practical activity is directed to theoretical knowledge; students are insufficiently introduced to local fauna.
Life-threatening experiences, posttraumatic stress disorder, and adaptation in Lithuanian men 17 years after military service in Afghanistan and the USSR
Authors: Domanskaitė-Gota Vėjūnė , Gailienė Danutė , Kazlauskas Evaldas 
Published: January 2019

A sample of 268 Lithuanian men who served in the Soviet Army in 1979–1989 was investigated on the
average 17 years after the service; the questionnaire was completed focusing on life-threatening expe-
rience, posttraumatic stress reactions, and adaptation variables. The prevalence of posttraumatic stress
disorder was 30% in the group of the men who served in Afghanistan and 2% in the group of the men
who served in various places of the USSR. Lithuanian Afghanistan war veterans experienced significantly
more service-related and non-service-related traumatic events and conditions, and their adaptation after
the service and nowadays were poorer than in the men who served in the USSR. Life-threatening expe-
rience, PTSD and adaptation were correlated in both groups.
Relation between traumatic experience and post-traumatic symptomatics in Lithuanian Afganistan war veterans with post-traumatic stress disorder
Authors: Domanskaitė-Gota Vėjūnė , Gailienė Danutė , Kazlauskas Evaldas 
Published: January 2019

The aim of this paper is to assess what potential traumatic life-events and experiences are related to PTSD in the Lithuanian Afghanistan war veterans (N = 174). Data in this study were collected from a questionnaire survey with a sample of 268 Lithuanian men aged 32 to 52, who were on military duty (compulsory military service) in the Soviet army in 1979–1989. Four regions (capital cities, cities, small cities, and countryside), with the sample allocation proportionate to the distribution of Lithuanian population, geographically stratified the sample; 174 men served in Afghanistan during the Soviet Union – Afghanistan war. They were divided into two groups according to the manifestation of posttraumatic stress disorder. One group consists of 108 men without PTSD and 46 men with PTSD and sub-clinical level of PTSD (25 and 21 respectively). The following variables were investigated: demographics, traumatic life-events or conditions, PTSD and sub-clinical level of PTSD (Harvard Trauma Questionnaire, Mollica et al., 1992). The Lithuanian Afghanistan war veterans with PTSD and sub-clinical level of PTSD reported significantly more lifetime traumatic events and conditions. The average number of traumatic events per man with PTSD and sub-clinical level of PTSD was 12.4 and 10 for those without PTSD (F = 1.58, df =152, p < 0.05). The average number of direct exposure events per Lithuanian Afghanistan war veteran with PTSD and sub-clinical level of PTSD was 8 and 6 for veterans without PTSD (F = 10.2, df = 152, p < 0.002). There was a significant correlation between PTSD and the amount of direct exposure and particular traumatic experience: neglect in childhood, loss of a family member, mental illness in the family, absence of parents, violent assault, persecution, and struggle for existence.The Lithuanian Afghanistan war veterans with PTSD and without PTSD had a very similar experience of military operations and combats and the duration of their service didn’t differ. Afghanistan war veterans with PTSD and sub-clinical level of PTSD experienced more traumatic life-events and conditions than did veterans without PTSD, Veterans with PTSD and a sub-clinical level of PTSD, more often than veterans without PTSD, experienced traumatic exposure related to the family, violent assault and struggle for existence. Mental illness in the family, loss of a family member and violent assault were predictive of PTSD and sub-clinical level of PTSD in the Lithuanian Afghanistan war veterans.
Aggressive driving: The role of aggression, driving anger, and self-efficacy
Authors: Čėsnienė I. , Kašinska A. 
Published: January 2019

According to the World Health Organization (2004), road traffic accidents are one of the ten leading causes of death. Many of these fatalities involve aggressive driving. P. Ellison-Potter et al. (2001) suggest that aggressive driving is any driving behaviour that intentionally endangers others psychologically, physically, or both. Examples of aggressive driving include behaviours such as excessive speeding, tailgating, horn honking, traffic weaving, profanity, obscene gestures, headlight flashing, etc. In order to understand this phenomenon, researchers have examined aggressive driving in terms of several levels of variables such as sociocultural, situational or personal (Valleries et al., 2005). Moreover, self-assessment of driving skills is a central dimension of driving activity. The evaluation of specific skills may be conceptualized by self-efficacy. Self-efficacy refers to individuals’ belief in their ability to accomplish specific goals (Bandura, 1995).The article reports the findings concerning the relationship between aggression, anger and self-efficacy among Lithuanian drivers. The sample consisted of 196 drivers (99 males, 97 females) aged 18 to 74 years. The Buss–Perry Aggression Questionnaire (Buss and Perry, 1992), the Driving Anger Scale (Deffenbacher et al., 1994), and the Adelaide Driving Self-efficacy Scale (George et al., 2007) were used in the study. Participants were administered also a questionnaire measuring a variety of demographical characteristics and driving-related factors. The results showed that more aggressive drivers tend to express the higher levels of driving anger than do less aggressive drivers. A negative relation between driving anger and driving self-efficacy was found. Further, the driving self-efficacy was higher in males than in females. Research findings indicate that there are gender differences in aggression, i.e. male drivers are more aggressive than female drivers. There are significant age differences in driver anger. In addition, high anger and aggression were related to unsafe driving behaviours. Seat-belt wearing tends to be less frequent among male drivers than among females. Aggression was found to be a predictor of crash-related outcomes. Finally, limitations of the study are discussed.