Elements of Professional Military Culture-oriented linguistics in Teaching Foreign languages in the Military High School

2018 ◽  
pp. 75-84
Author(s):  
Natalia Andreevna Gulyaeva ◽  
Olga Nikolaevna Protsenko
Keyword(s):  
High School ◽  
Military Culture ◽  
Foreign Languages ◽  
The Military

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

MILITARY TERMS IN THE WORK OF«BABURNAME»

2020 ◽  
Vol 1 (3) ◽  
pp. 136-142
Author(s):  
Anvar Kurganov ◽  
Keyword(s):  
English Translation ◽  
Foreign Languages ◽  
Literary Value ◽  
Original Language ◽  
Artistic Works ◽  
The Military

Today, military terms can be found not only in literature, documents and codes or dictionaries, but in copies of scientific, historical and artistic works written by our ancestors in foreign languages, especially in English as well. The encyclopedic work of Zakhiriddin Muhammad Babur “Baburname”, which at one time was considered a real chronicle and still has not lost its scientific and literary value and was translated into English. Including John Leydne (1826), F.G. Talbot (1909), William Erskine, Annette Suzanne Bevridge (1921) were among them. The article compares the military terms used in the English translation by BaburnameWheeler Thaxton and Salman Rudzhi with those in the original language.

Civil–Military Relations and Russia’s Post-Soviet Military Culture: A Belief System Analysis

2021 ◽  
pp. 0095327X2110629
Author(s):  
Kirill Shamiev
Keyword(s):  
Soviet Union ◽  
System Analysis ◽  
Belief System ◽  
Armed Forces ◽  
Military Culture ◽  
Institutional Autonomy ◽  
Civil Military Relations ◽  
The Government ◽  
Military Relations ◽  
The Military

This article studies the role of military culture in defense policymaking. It focuses on Russia’s post-Soviet civil–military relations and military reform attempts. After the fall of the Soviet Union, Russia’s armed forces were in a state of despair. Despite having relative institutional autonomy, the military neither made itself more effective before minister Serdyukov nor tried to overthrow the government. The paper uses the advocacy coalition framework’s belief system approach to analyze data from military memoirs, parliamentary speeches, and 15 interviews. The research shows that the military’s support for institutional autonomy, combined with its elites’ self-serving bias, critically contributed to what I term an “imperfect equilibrium” in Russian civil–military relations: the military could not reform itself and fought back against radical, though necessary, changes imposed by civilian leadership.

scholarly journals Across the Threshold: A Comparative Analysis of Communitas and Rites of Passage in Sport Hazing and Initiations

2011 ◽  
Vol 36 (3) ◽  
pp. 199-228 ◽  
Author(s):  
Jay Johnson
Keyword(s):  
High School ◽  
Comparative Analysis ◽  
Private Schools ◽  
Student Athletes ◽  
Rites Of Passage ◽  
Stage Model ◽  
Potential Harm ◽  
Stepping Stone ◽  
The Military ◽  
Group Member

Hazing rituals and ceremonies have been described in traditional, historical world cultures, junior and high school, the military, private schools, paramilitary organizations, fraternities and sororities as well as sport (Allan and Madden, 2008; Bryshun and Young, 1999; Campos, Poulos and Sipple, 2005; Fields, Collins, and Comstock, 2010; Linhares de Albuquerque and Paes-Machado 2004; Nuwer 1999; Winslow 1999; Zacharda 2009). Despite the often humiliating and abusive nature of hazing practices the hazing ritual is often perceived to be a necessary stepping stone in the movement from outsider to insider. Student-athletes often endure hazing practices with 80% of NCAA athletes having reported being initiated in some way (Hoover 1999) in exchange for membership affiliation. This paper uses Van Gennep’s three stage model (1960) of transition as basis of comparison and deviation between contemporary initiations and historical traditions defining both the importance of cultures to establish “Rites of Passage” membership gateways and metamorphous from non-member to group member (irrespective of potential harm frequently inherent in sport initiations).

In the Crossfire or the Crosshairs? Norms, Civilian Casualties, and U.S. Conduct in Iraq

2007 ◽  
Vol 32 (1) ◽  
pp. 7-46 ◽  
Author(s):  
Colin H. Kahl
Keyword(s):  
Organizational Culture ◽  
Vietnam War ◽  
Iraq War ◽  
Military Culture ◽  
Noncombatant Immunity ◽  
The Vietnam War ◽  
The Military ◽  
The U.S ◽  
Over Time

The belief that U.S. forces regularly violate the norm of noncombatant immunity (i.e., the notion that civilians should not be targeted or disproportionately harmed during hostilities) has been widely held since the outset of the Iraq War. Yet the evidence suggests that the U.S. military has done a better job of respecting noncombatant immunity in Iraq than is commonly thought. It also suggests that compliance has improved over time as the military has adjusted its behavior in response to real and perceived violations of the norm. This behavior is best explained by the internalization of noncombatant immunity within the U.S. military's organizational culture, especially since the Vietnam War. Contemporary U.S. military culture is characterized by an “annihilation-restraint paradox”: a commitment to the use of overwhelming but lawful force. The restraint portion of this paradox explains relatively high levels of U.S. adherence with the norm of noncombatant immunity in Iraq, while the tension between annihilation and restraint helps to account for instances of noncompliance and for why Iraqi civilian casualties from U.S. operations, although low by historical standards, have still probably been higher than was militarily necessary or inevitable.

COMMUNICATION

PEDIATRICS ◽  
1978 ◽  
Vol 61 (1) ◽  
pp. 76-76
Author(s):  
Keyword(s):  
High School ◽  
School Principal ◽  
High School Principal ◽  
Foreign Languages ◽  
Gifted Child ◽  
Learning Program ◽  
Individualized Learning ◽  
County Fairs ◽  
Objective Being ◽  
Major Emphasis

Here is . . . part of a message a Houston high school principal recently sent to the parent of a pupil: "Our school's cross-graded multi-ethnic, individualized learning program is designed to enhance the concept of an open-ended learning program with emphasis on a continuum of multi-ethnic, academically enriched learning using the identified intellectually gifted child as the agent or director of his own learning. "Major emphasis is on cross-graded, multi-ethnic learning with the main objective being to learn respect for the uniqueness of a person." The parent wrote back. "I have a college degree, speak two foreign languages and four Indian dialects, have been to a number of county fairs and three goat ropings, but I haven't th Submitted by Studente faintest idea as to what the hell you are talking about. Do you?"

European Jihadi Cells and the motivations behind them

2021 ◽  
pp. 333-354
Author(s):  
Farhad Khosrokhavar
Keyword(s):  
High School ◽  
Group Dynamics ◽  
Significant Role ◽  
Spatial Proximity ◽  
High School Sports ◽  
School Sports ◽  
Different Types ◽  
The Military ◽  
Large Groups ◽  
The Web

Chapter 7 describes the different types of jihadi cells, highlighting their differences as well as some similarities between them. Each cell has a life of its own, and the essence of each is determined by group dynamics, the origins of its leaders, the interactions between its members, and their cultural and economic homogeneity or heterogeneity. Each of these factors plays a significant role in the radicalization and in the effectiveness of the group to implement its goals. In general, cells are loosely structured, and it is very rare to find “egalitarian cells” or “leaderless” groups of friends or buddies, contrary to the claims of some researchers. Sometimes, they have more than one leader, a division of tasks occurring between them (for instance, the ideological and the military). Jihadi actors choose to belong to a group for many reasons: friendship, spatial proximity (they live in the same neighborhood), attendance at the same university, high school, sports association, or mosque, and so on These facets have been frequently studied, some researchers focusing on the horizontal relationships (a group of friends without formal hierarchy) or vertical ones (the presence of a leader and his lieutenants), their actual link with a larger network (al-Qaeda, IS) or imaginary (laying claim or making allegiance without any effective ties), the degree of their dependence on the web, or the greater or lesser scope of the group (from a solo jihadi to large groups of more than ten or fifteen people).

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