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Our professional military education still lags in the attention it gives to contemporary deterrence problems. We try to provide a comprehensive framework for officer education across the strategic, operational, and tactical domains but curiously fails to highlight the need to teach deterrence in the professional military education classrooms. In this respect, we have to prepare our students for deterrence and escalation issues. It is critical to adapt their core curricula to include vital content on deterrence, escalation, cross-domain conflict, and crisis management under the nuclear shadow. Deterrence is not completely neglected in our core curricula, same individual academic or research faculty offer electives, even first-rate elective classes but still for a small number of students.

According to national and Union terminology, a concept is understood to mean "a concept or formulation of an idea expressing how something can be done or accomplished to bring about an acceptable way of action".On this basis, concepts can be considered as a set of three mutually agreed or balanced bindings -objectives, ways and means. Military concepts usually describe how to use certain military capabilities to achieve a goal or the way to solve a particular problem, and this can lead to changes in doctrines, organization, procedures, training, armament requirements, combat equipment, equipment, equipment and others.Goals determine the desired end state. They can vary in a wide range -from national targets to a single task. In the military field, goals are set in strategies, planning national or operational documents, and orders to individual formations.The mode of action is a description of the ways to achieve the ultimate goals or the ultimate state by using the appropriate forms, methods, methods and tactics. These are the actions with the available or planned means to achieve the goals. The essence of the concept is the description of these ways, including sequence or In the military field the means are an expression of the military power of the armed forces at a certain point in their development. Depending on the usability of the armed forces and the level of command as a means, the Armed Forces as a whole, the Joint Operational Forces, the type of armed forces and tactical formations can be considered to achieve the lowest level of ability -separate elements (the Armament System).The development of ideas in approaches and applicable modes of action requires the fitting of appropriate means (military capabilities) that are likely to achieve the goals set. Goals set the meaning of the follow-up, and the resources determine what resources to be set. Defining how to act is the essence of the concept. Their role is to link goals to resources. From this follows the conclusion that military concepts basically describe how an idea can be realized.

Background Digital addictions and their influence on mental health are being intensively studied nowadays but scientific data about Bulgaria is still scarce. The study is focused on the prevalence of nomophobia among medical students, its relationship with anxiety and motivation for seeking professional help. Methods The cross-sectional study included 369 medical students, age 19-34 (mean 23) years. We analyzed the whole group and subgroups of Bulgarian/foreign students and second-/sixth-year students. Data were collected by a self-administered questionnaire including smartphone addiction scale (SAS) with a 4-point Lickert scale, a 7-item generalized anxiety disorder scale and socio-demographic questions. Results The prevalence of mild smartphone addiction was 55% and of moderate one 30%. The dependency score was higher in the groups with a moderate and severe level of anxiety (P < 0.001). There was no difference in dependency score by age and gender but it was higher among foreign students compared to Bulgarian students and lower in the sixth-year group compared to the second- year one. The anxiety score was higher in females compared to males and among second-year students compared to the sixth-year (P < 0.001). Only 40% of males and 50% of females reported motivation to look for professional help. Conclusions The prevalence of smartphone addiction is high among both Bulgarian and foreign medical students. Our results reveal co-morbidity of smartphone addiction and generalized anxiety disorder. The low motivation to consult a specialist points out underestimation of the problem. Implementation of educational programmes, individual and group therapy can help young people to curb smartphone use. Key messages Smartphone addiction is related to increased anxiety level and affects adversely mental health. The establishment of a healthy relationship between young people and technologies has to be considered as part of health promotion.