Estimation of Students’ Physical Preparedness for Military Training in the University

2017 ◽  
pp. 63-69
Author(s):  
V. G. Korolev ◽  
◽  
V. V. Bardushkin ◽  

Primary and secondary schools were hard hit by the war, with a dearth of supplies and trained teachers. Many colleges and universities, vacated by men off to war, would have had to close were it not for the U.S. military training units at the schools. Each institution in the state had some sort of government activity on their campuses, but the preeminent center was the Navy Pre-Fight School at UNC-Chapel Hill, where two future presidents of the United States, George H. W. Bush and Gerald Ford trained.


2020 ◽  
Vol 9 (3) ◽  
pp. 1009
Author(s):  
Aydin I. RYSKULBEKOV ◽  
Zufar R. BURNAYEV ◽  
Kharis Sh. VAFIN ◽  
Manasbay KOZHANULY ◽  
Askar K. BORASHEV

In modern conditions, at the stage of professionalization of the Armed Forces of Kazakhstan, it is necessary to reorient to own forces, to concentrate the intellectual and financial potential on the further development of the domestic system of military education and military science. The aim of this study is to consider the development trends of the training of reserve officers and military personnel in different countries, as well as highlight on the basis of the obtained data the main effective ways to improve the qualifications and improve military-patriotic education of military personnel. As a result, stages of the implementation of ways to improve the military-patriotic education of student youth are proposed, and it also presents what development prospects this brings in terms of improving the Kazakh army, as well as open opportunities for improving the teaching of military training in higher educational institutions.


2016 ◽  
Vol 2 (1) ◽  
pp. 1-36 ◽  
Author(s):  
Lucy Suchman

This paper draws on archival materials to read two demonstrations of FlatWorld, an immersive military training simulation developed between 2001 and 2007 at the University of Southern California’s Institute for Creative Technologies. The first demonstration is a video recording of a guided tour of the system, staged by its designers in 2005. The second is a documentary created by the US Public Broadcasting Service as part of their “embedded” media coverage of the system while it was installed at California’s Camp Pendleton in 2007. I critically attend to the imaginaries that are realized in the simulation’s figurations of places and (raced, gendered) bodies, as well as its storylines. This is part of a wider project of understanding how distinctions between the real and the virtual are effectively elided in technoscientific military discourses, in the interest of recognizing real/virtual entanglements while also reclaiming the differences that matter.


Prawo ◽  
2018 ◽  
Vol 325 ◽  
pp. 177-188
Author(s):  
Józef Koredczuk

The Vilnius period in Iwo Jaworski’s lifeThe Vilnius period in Iwo Jaworski’s life, from 1922 until 1939, was one of the most important periods in his life. It began when he became Chair of History of Law in Western Europe at the Stefan Batory University in 1922. It was also associated with the formation of the Faculty of Law and Social Sciences at the University. In 1927 Iwo Jaworski obtained his post-doctoral degree habilitation and in 1932 he was made professor. In his research he focused on political and legal questions connected with the French Revolution as well as legal questions concerning the Grand Duchy of Lithuania. In addition to conducting research, he was also active in popularising science, and was an outstanding teacher, whose lectures and seminars were very popular among students. That he was trusted by those around him is evidenced by his participation in several collegiate bodies at the university and the fact that he supervised several student organisations. The Vilnius period was also extremely important in his private life. It was in Vilnius that he started a family and despite the fact that he moved several times, his home was a place of social gatherings of many of his friends including people who, like himself, found themselves in Wrocław after the war. Interludes in his life in Vilnius were provided by military training courses which he was called to attend. Die Vilniusser Zeit im Leben von Iwo JaworskiDie Vilniusser Zeit im Leben von Iwo Jaworski, also die Jahre 1922-1939, gehört zu den wichtigsten Perioden seines Lebens. Diese begann, als er im Jahre 1922 auf den Lehrstuhl für Geschichte des Rechts in Westeuropa an der Stefan-Batory-Universität berufen wurde. Sie war auch mit der Errichtung der Fakultät für Recht und Sozialwissenschaften an dieser Universität verbunden. In diesem Zeitraum, im Jahre 1927, habilitierte sich Iwo Jaworski und im Jahre 1932 erwarb er den Professorentitel. Den Schwerpunkt seines wissenschaftlichen Werkes bildeten die verfassungsrechtlichen Fragen bezogen auf die Französische Revolution und die rechtliche Problematik betreffend das Großfürstentum Litauen. Neben der Arbeit als Wissenschaftler beschäftigte sich Iwo Jaworski auch aktiv mit der Förderung der Wissenschaft. Er war dabei ein ausgezeichneter Didaktiker und seine Vorträge und Seminare erfreuten sich großer Beliebtheit bei den Studenten. Ein Zeichen des Vertrauens ihm gegenüber war seine Beteiligung an kollegialen Organen der Universität und sachliche Leitung einiger Studentenorganisationen. Die Zeit in Vilnius war auch für sein privates Leben wichtig. Dort hat Iwo Jaworski seine Familie gegründet und seine Wohnung, trotz einiger Umzüge, diente stets als ein Treffpunkt für viele mit ihm befreundete Personen darunter diejenige, die, ähnlich wie er, nach dem Zweiten Weltkrieg nach Wrocław kamen. Die Vilniusser Zeit unterbrachen gelegentliche militärische Schulungen, die er zu absolvieren hatte. 


2020 ◽  
Vol 6 (2) ◽  
pp. 117-136
Author(s):  
Germán Geovanny Muñoz Gualán ◽  
Efrain Eduardo Zambrano Rosales

The academic performance of the aspiring soldier is the set of indicators of academic subjects, physical preparation and military attitude that he presents within the military training institute, since the product that is intended to be delivered to the Army and society is a disciplined and prepared individual academically, militarily and physically, according to the standards established in the Military Education Model of the Armed Forces and the career plan in military sciences of the University of the Armed Forces - ESPE. In addition, it is necessary to complement this training by instilling the conviction of pursuing a professional and ethical military career. Thus, the proposed objective was to establish the results of the entrance tests that predict the academic performance of aspiring second-year military soldiers, 2018-2020 class, of the Ecuadorian Army Soldiers Training School “Vencedores del Cenepa”. Therefore, this research presents a quantitative approach, with a non-experimental, cross-sectional design and a correlational scope. The averages of the entrance and academic performance tests were used for academic periods and annual cut-off of each aspiring soldier, from the file and database of the Soldiers Training School "Vencedores del Cenepa", for their tabulation in a matrix of Excel predesigned and the subsequent statistical analysis in the SPSS program. Thus, a moderate significant correlation is observed between academic and physical entrance tests with academic performance, a low correlation with the military attitude of would-be soldiers, and no correlation with student desertion. In addition, the entrance tests that moderately predict academic performance and poorly predict military attitudes of would-be soldiers are the academic and physical entrance tests.


Author(s):  
David J. Bettez

This chapters examines the role of higher education officials in supporting the war and looks at how colleges and universities prepared students for wartime roles. Three Kentucky college presidents contributed significantly to these efforts: Edgar Young Mullins of the Southern Baptist Theological Seminary, Henry Hardin Cherry of Western Kentucky State Normal School, and Frank McVey of the University of Kentucky (UK). The chapter also covers the extensive Student Army Training Corps and supplementary military training given at UK under the leadership of Captain Herbert N. Royden.


1956 ◽  
Vol 2 ◽  
pp. 256-267 ◽  

Otto Rosenheim was born at Wurzburg in Germany on 29 November in the year 1871. He married Mary Christine Tebb, a daughter of William Tebb of Rede Hall, Burstow, in July 1910, and died in his Hampstead home on 7 May 1955, his wife dying in 1953 in her 85th year. Rosenheim chose the University in his home town of Wurzburg in which to study for his degree of Doctor of Philosophy and he worked under Tafel in Emil Fischer’s laboratory. Part of the course he spent in Bonn and then returned to W urzburg to complete his degree. The title of his thesis was ‘On the oxidation of jfr-hydroxyquinoline’. His examiner was Hantzsch who had succeeded Fischer in the chair of chemistry and Rosenheim was the first student to be examined by Hantzsch. The oral examination was a difficult one, but Rosenheim came through with flying colours. A year’s military service in the horse artillery then followed, Rosenheim being excluded from taking officer rank. He then went to Geneva to work with Graebe and there met Liebermann, Pictet and Kehrmann. He was called up for a m onth’s military training in Germany but asked to be excused as he was finishing his course. He had already made up his mind to leave Germany and go to England, where a cousin had already settled, as antisemitism was abhorrent to him. He wrote to W. H. Perkin at Manchester and told him of his desire and Perkin invited him to come to work at the University. Rosenheim left Switzerland for Germany to settle his affairs and he is recorded as having entered for research in chemistry in Manchester University for the session 1894-1895. In 1896 Rosenheim joined Philip Schidrowitz in practice as analytical and consulting chemists at a laboratory in Chancery Lane in London. Dr Schidrowitz writes of Rosenheim at that time as a modest and pleasant young man much interested in his work especially in that of a scientific character; he was a remarkable craftsman, excelling in glass-blowing, photography and in manipulative procedures. His main interest was, however, in biological chemistry. This last sentence aptly summarizes Rosenheim’s outlook and career; he was a born biochemist and a deeply read student and master of the subject throughout his life.


2019 ◽  
Vol 30 (30) ◽  
pp. 42-64
Author(s):  
Janusz Gierszewski ◽  
Patryk Rutkowski

This article presents the opinions of Pomeranian Academy students about military training organized as a part of the Academic Legion and their subjective view on this training and the perspective of working in the army. In the study, special attention was paid to the strengths and weaknesses of the first edition of the theoretical program carried out at the Pomeranian University and practical carried out at the training center in Ustka. An additional motive for undertaking the study was the exploration of the university environment, especially the attempt to determine the level of preparation of students to perform roles in the army, which allowed to examine the feelings and attitudes of students to the program of the Academic Legion and develop six recommendations for its change. The research problem is the question: How do students evaluate the program of the Academic Legion? Due to the lack of research in this area, no hypothesis was adopted. The research method was a diagnostic survey conducted using a survey technique using the author’s own questionnaire.


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