scholarly journals The readiness of the future Navy officer of the Armed Forces as an integrative result of their professional training

2020 ◽  
Vol 7 ◽  
pp. 129-136
Author(s):  
Ruslan Shevchenko ◽  
◽  
Keyword(s):  
Professional Training ◽  
Armed Forces ◽  
The Future

scholarly journals Professional Training Of Future Logistics Officers At National Military University Of Bulgaria

2015 ◽  
Vol 21 (1) ◽  
pp. 253-257 ◽  
Author(s):  
Nikolay Nichev ◽  
Elitsa Petrova
Keyword(s):  
Military Service ◽  
Professional Training ◽  
Military Training ◽  
Armed Forces ◽  
Business Logistics ◽  
Organization And Management ◽  
The Future ◽  
The Republic ◽  
The Military

Abstract The specific of the officer’s military management activities lies in its functional responsibilities. The obligations and requirements determine them. The specifics of the military management activities of logistics officer are designated by the statute of military service in the Armed Forces of the Republic of Bulgaria. This article represents the proficiency of the future logistics officers at Vasil Levski National Military University, which is achieved through training in two specialties: military training in “Organization and management of tactical units for logistics” and civil training in “Business Logistics”. In the both, cadets acquire the educational and qualification degree “Bachelor”.

scholarly journals Traducción e Interpretación en Zonas de Conflicto en Colaboración con las Fuerzas Armadas

2020 ◽  
Vol 7 (1) ◽  
pp. 191-204
Author(s):  
Paula Asensi
Keyword(s):  
Empirical Study ◽  
Armed Conflict ◽  
Professional Training ◽  
Armed Forces ◽  
External Factors ◽  
Negative Consequences ◽  
Conflict Zones ◽  
Codes Of Practice ◽  
The Future ◽  
The Military

Resumen: La motivación y finalidad principal de este proyecto comprende dar más visibilidad a la figura del traductor o intérprete de guerra en zonas de conflicto armado, principalmente en el territorio de África del Norte y Asia Menor. Se trata de una figura no solo útil sino imprescindible en zonas lingüística y culturalmente dispares de la española, en este caso. Gracias al sustento de un trabajo empírico detallado, mediante entrevistas a intérpretes, cuestionarios a militares y encuestas a estudiantes de Traducción, se han analizado los distintos tipos de perfil según los requisitos de la misión, los cuales se analizan y comentan en este trabajo; así como la perspectiva de las Fuerzas Armadas Españolas en cuanto a la figura del intérprete y su relevancia en el contexto de mediación. También se tiene en cuenta la ética del intérprete y cómo esta se ve afectada por factores externos, pudiendo dar lugar a errores de interpretación que resultan negativos para la misión. Mediante todo este análisis, se busca recalcar la necesidad de invertir en una formación de calidad para los intérpretes de guerra, de establecer un sistema de reservas de intérpretes con experiencia dispuestos a acompañar a contingentes españoles al extranjero, y de ampliar el contenido de los códigos deontológicos para que estos sean más específicos y contemplen una mayor cantidad de situaciones y enfoques, con el fin de proporcionar al intérprete un apoyo institucional a la hora de resolver una situación sin verse desamparado. Por último, se realizan propuestas con el único fin de buscar mejoras en la situación de los estudiantes interesados en los perfiles de traductores e intérpretes de guerra de cara al futuro.Abstract: The motivation and aim behind this project is to give more visibility to the figure of the war translator or interpreter (T/I) in armed conflict zones, especially in Northern African territory and Middle Asia. The presence of the war T/I is not only useful but indispensable in areas linguistically and culturally distant from the Spanish one, in our case. We supported the entire project on a detailed empirical study comprising interviews to linguists, questionnaires to members of the military, and a survey conducted on Translation students; thanks to all of which we were able to clarify the diverse profiles of T/Is according to the requirements of the mission; as well as the perspective of the Armed Forces on the presence and relevance of T/Is in these peculiar contexts as mediators. We also considered the ethics of the T/I and how it can be influenced by external factors, thus resulting in misinterpretations with negative consequences for the mission. Through this entire analysis we wish to stress the need of investing in a good quality academic and professional training for war T/Is, as well as the establishment of an official pool of interpreters to travel with the Spanish contingent overseas, and finally, to broaden the content of codes of practice in order to comprise possible scenarios and give specific guidelines to interpreters in need of settling a situation without being distraught. Finally, we venture into several proposals addressed to those Translation students who may be interested in the figure of the war T/I in the future.

scholarly journals THE PROBLEM OF INFORMATION AND ANALYTICAL COMPETENCE IN PROFESSIONAL PREPARATION OF FUTURE OFFICERS OF THE ARMED FORCES OF UKRAINE: SCIENTIFIC AND PEDAGOGICAL ASPECTS

2019 ◽  
pp. 89-97
Author(s):  
S. M. Marchenkov
Keyword(s):  
Professional Training ◽  
Armed Forces ◽  
Professional Preparation ◽  
Educational Process ◽  
Educational Institutions ◽  
Education Management ◽  
Education Environment ◽  
The Future ◽  
Cultural Sphere ◽  
The Military

In this article explains needs of preparation the information and analytic competence for the future officers in the Ukraine Armed Forces during their study in the military high educational institutes. Information function realizes by the future officer as information and analytic competence. Professional level of analytic and project activities of the future officers provides their education content. Modern officer should be ready for professional, social and pedagogic, culture and education, management, physical-training and special activities. Analytic competence means logic: methods of rational thinking, arguments, ideas analysis. According theoretical analysis of the preparation and development professional competences: there is large difference between level of professional skills and requirements for the capabilities. The current methodology of education and professional training of the military specialist is not perfect because there is so difficult to create require full list of capabilities during all term of education. The leading criteria for assessing the training of future military specialists to carry out tasks and responsibilities in the direction of professional training are identified. Also was analyzed the basic requirements for the formation of information and analytical competence of future officers, lists and defines the main methodological approaches and principles of organization of information and analytical activities. There was indicated pedagogical conditions for formation information and analytic competences in the military education environment. The structural components of information and analytical competences and leading aspects regarding its formation and development was determined. In solving the problems of the formation of informational and analytical competence of future officers of the Armed Forces of Ukraine, the urgent issues are the introduction of the technology of forming this competence in the educational process of higher military educational institutions. The introduction of practical teaching methods in the educational process of training specialists in the socio-cultural sphere will contribute to the fact that after graduation, graduates at a sufficient level will be able to form their own conclusions, ideas and informed choices based on certain information, master the techniques and methods of information analytics, be able to practically apply, will be ready to conduct information and analytical activities in the structural units of the Armed Forces Ukraine.

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE OFFICERS OF LAW ENFORCEMENT ACTIVITIES OF THE ARMED FORCES OF UKRAINE IN THE CONDITIONS OF UNDERGRADUATE

2021 ◽  
pp. 5-9
Author(s):  
V. Blyzniuk
Keyword(s):  
Law Enforcement ◽  
Professional Training ◽  
Law Enforcement Officers ◽  
Armed Forces ◽  
Educational Process ◽  
Professional Activity ◽  
Leadership Qualities ◽  
Professional Skills ◽  
The Future ◽  
Level Of Training

The article substantiates the psychological and pedagogical features of the process of professional training of future law enforcement officers of the Armed Forces of Ukraine in a bachelor's degree. It is established that the professional training of future law enforcement officers is gradually moving to the readiness of the future officer to perform professional tasks. It is specified that the educational process in military institutions of higher education takes place in conditions of contradictions between new constantly growing requirements to the modern level of training of future officers and insufficient traditional level of training, between creative level of teaching and reproductive character of training which can be solved by introduction of new innovative technologies. and teaching methods. It has been determined that the process of formation of knowledge, skills and professional skills of future law enforcement officers should be based on two main stages: problem-subject, during which there is a primary perception and understanding of the content and experience of further professional activity; value-regulatory, according to which the formation of team skills and professional skills of the future officer, the development of creative style, the formation of motives, values, leadership qualities, etc. Psychological components that affect the training of future officers are identified: motivation to learn, emotional and volitional personality traits of the future officer, intellectual readiness to solve professional tasks, formed skills and abilities to perform professional tasks, a set of personal and professional qualities of the future officer, reflex. It is determined that the level of professional training of future law enforcement officers is determined by the degree of their activity as a subject, features and opportunities to independently organize their actions, behavior, activities in general on the basis of intellectual readiness and awareness of personal and professional tasks, including professional tasks. Including the ones on a tactical level.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Specialist infantry and defence engagement

2020 ◽  
pp. bmjmilitary-2020-001455 ◽  
Author(s):  
Jonathan Blair Thomas Herron ◽  
K M Heil ◽  
D Reid
Keyword(s):  
Armed Forces ◽  
Short Term ◽  
The Future ◽  
Uk Government ◽  
The Uk ◽  
Insight Into

In 2015, the UK government published the National Strategic Defence and Security Review (SDSR) 2015, which laid out their vision for the future roles and structure of the UK Armed Forces. SDSR 2015 envisaged making broader use of the Armed Forces to support missions other than warfighting. One element of this would be to increase the scale and scope of defence engagement (DE) activities that the UK conducts overseas. DE activities traditionally involve the use of personnel and assets to help prevent conflict, build stability and gain influence with partner nations as part of a short-term training teams. This paper aimed to give an overview of the Specialist Infantry Group and its role in UK DE. It will explore the reasons why the SDSR 2015 recommended their formation as well as an insight into future tasks.

Legal Basis for United Nations Armed Forces

1962 ◽  
Vol 56 (4) ◽  
pp. 971-996 ◽  
Author(s):  
John W. Halderman
Keyword(s):  
United Nations ◽  
Armed Forces ◽  
Practical Significance ◽  
Legal Basis ◽  
The Future

The question of the legal basis for United Nations armed forces is one of immense practical significance for the future effectiveness of the organization in keeping the peace.

PSYCHOLOGICAL DYNAMICS OF FIGURATIVE CREATIVITY OF THE FUTURE TEACHER OF THE HUMANITIES

2020 ◽  
pp. 94-106
Author(s):  
Микола Саврасов ◽  
Костянтин Кисельов
Keyword(s):  
Professional Training ◽  
Evaluation Method ◽  
Educational Institution ◽  
Survey Method ◽  
Professional Activity ◽  
Self Presentation ◽  
Professional Activities ◽  
Language And Literature ◽  
The Future ◽  
Expert Evaluation Method

Aim. The purpose of the study is to establish theoretical prerequisites, identify, describe and interpret the basic psychological patterns of the dynamics of figurative creativity of future teachers of the humanities both during his/ her training in the educational environment of modern pedagogical universities and at certain stages of the didactic process. Material and methods. As the methods and tools of empirical research, the author uses the procedure of analysis of the degree of statistical validity of the differences of average values of the selected empirical indicators (t-Student's criterion), the test of figurative creativity by E.P. Torrens (modified by O.E.Tunik), a survey method, an interview method, and an expert evaluation method. The respondents were first, third, and fifth-year students specialized in «Ukrainian language and literature», «English (German) language and literature», «Ukrainian country studying» with a total of 156 people aged 18 to 30 years. The empirical basis of the study was the Faculty of Philology of the State Higher Educational Institution «Donbas State Pedagogical University». Results. It is obvious that throughout the process of growing up and gaining experience in educational and professional activities, the main specific characteristics of the creative figurative act for the representatives of the natural profile of professional training are the speed of emergence and development of creative ideas, the degree of deviation from existing prototypes, the desire to avoid a possible return to them or their modification and efforts to complete and properly design their creative product. At the same time, at the background of the previously mentioned characteristics, the dynamics of the indicator of the abstractness of the name of figurative creativity gradually recedes into the background. It means that in the process of micro-age formation of figurative creativity of the humanitarian profile subject of educational and professional activity the subject’s deep essence, not its nominal side, the outer cover, which consists in the peculiarities of verbalization of this creative process, the peculiarities of self-presentation and the presentation of the final creative product are formed. Conclusions. If we summarize the dynamics of figurative creativity of a humanitarian profile student in general, then we can depict: 1) impressive are the positive changes in this area at the end of the study, on the verge of study and professional activity, which in fact can cause such a rapid and bright dynamics; 2) particular interest is in the dynamics of creativity of humanitarian profile students at the level of such nuclear characteristics of figurative creativity as the dynamics of the creative idea, the degree of its difference from stereotypes and resistance to their emergence and motivated ability to finalize the creative product. In the future, we see promising research on the dynamics of figurative creativity of students of natural, cultural, and artistic profile and a comparative study of the dynamics of figurative creativity on the indicator of the profile of professional training in higher pedagogical education.

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