Genesis of the suvorovsk education or where is the state man prepared today?

the review article presents a historical and pedagogical retrospective of Suvorov military education in educational organizations of the Ministry of Internal Affairs of Russia from the 40s of the XX century to the present, identifies problems and trends in the training of pupils of the Suvorov military schools of the Ministry of Internal Affairs of Russia, defines the essence of professional orientation of graduates-Suvorov service in the internal affairs bodies of the Russian Federation. The genesis of Suvorov education from the depths of cadet training and upbringing, the state and social nature of Suvorov education: the preparation of a statesman and the care of orphans of the dead servicemen and employees of internal affairs bodies. It has been determined that the Suvv military schools exercise the individual's right to choose an individual educational trajectory, on the one hand, and are obliged to fulfill the state order for training personnel for the activities of the internal affairs bodies of the Russian Federation, on the other. Such dualism gives rise to the contradictory interpretation of constitutional norms associated with the right of a citizen to choose not only the direction of education, but also the direction of professional activity.

Safety of Multiple Vaccinations and Durability of Vaccine-Induced Antibodies in an Italian Military Cohort 5 Years after Immunization

We previously examined the safety and immunogenicity of multiple vaccines administered to a military cohort, divided into two groups, the first composed of students at military schools, thus operating inside the national borders for at least 3 years, and the other formed of soldiers periodically engaged in a 9-month-long mission abroad (Lebanon). In the current study, we analyzed 112 individuals of this cohort, 50 pertaining to the first group and 62 to the second group, in order to examine the possible late appearance of side effects and to calculate the half-life of the induced antibodies. Moreover, the possible involvement of B-cell polyclonal activation as a pathogenetic mechanism for long term antibody persistence has even been explored. No late side effects, as far as autoimmunity and/or lymphoproliferation appearance, have been noticed. The long duration of the vaccine induced anti-HAV antibodies has been confirmed, whereas the antibodies induced by tetravalent meningococcal polysaccharide vaccine have been found to persist above the threshold for putative protection for a longer time, and anti-tetanus, diphtheria, and polio 1 and 3 for a shorter time than previously estimated. No signs of polyclonal B-cell activation have been found, as a possible mechanism to understand the long antibody persistence.

The Essence, Content and Structure of Cadets’ Readiness to Make a Conscious Choice of a Military Career

В статье рассматривается актуальная проблема формирования готовности кадет к осознанному выбору военной профессии в условиях кадетского образования. Анализ отчетов о результатах самообследования федеральных государственных казенных общеобразовательных учреждений кадетского типа за 2019 и 2020 годы показал, что количество кадет-выпускников, поступивших в военные вузы, невысоко, а оставшихся после первого года обучения в военном вузе — с каждым годом снижается по причине их низкой адаптации и самоопределенности в дальнейшей военной службе. Все это актуализирует проблему формирования готовности кадет к осознанному выбору военной профессии в условиях кадетского образования. В статье приводятся результаты анализа психолого-педагогической литературы, позволившего авторам выявить сущность, содержание и структуру готовности к деятельности в целом и готовности кадет к осознанному выбору военной профессии в частности. Дается авторское определение готовности кадет к осознанному выбору военной профессии как интегративного качества личности, которое включает в себя положительную установку, целостную систему ценностно-ориентированных, когнитивных, эмоционально-волевых, операционно-поведенческих характеристик личности, способствующих осознанному выбору военной профессии. Описываются педагогические условия формирования данной готовности, критерии и показатели ее сформированности с учетом специфики подготовки кадет в образовательных учреждениях кадетского типа. По мнению авторов, обобщенные результаты данного исследования могут послужить некоторыми ориентирами в организации индивидуализированной и дифференцированной профориентационной работы с кадетами. The article treats a relevant issue of ensuring cadets’ readiness to make a conscious choice of a military career. The analysis of cadets’ self-assessment that was held in federal military schools in 2019-2020 shows that the number of cadets who apply to military universities is rather low and the number of students who drop out of a military university after their first year is constantly increasing, which can be explained by cadets’ low readiness to make a conscious choice of a military career. The article defines cadets’ readiness to make a conscious choice of a military career as the entirety of personality traits and positive guidelines, a comprehensive system of values, and a comprehensive system of cognitive, emotional, volitional and behavioural characteristics which enable one to make a conscious choice of a military career. The article describes educational conditions that serve as a prerequisite for the formation of cadets’ readiness to make such a choice. It analyzes criteria that can be used to assess whether cadets are ready to make a conscious choice. The authors believe that the results of the research can be used as guidelines for individual and differentiated instruction of cadets.

city and war

And two thousand years of war.The war without any special cause.“The star called the Sun” (band Kino)Throughout its history, humanity has been fighting almost constantly. Cities were designed either as fortresses capable to hold the fort, or as permeable structures, which can be quickly restored after destruction. People, whose profession is meant for war, have always been a special caste and evoked a special attitude. We are witnessing an unprecedented process: the war changes its character, becomes undeclared, invisible, hybrid. How will a city, its appearance and functions respond to the new concepts of the war? How should we preserve, study and comprehend the military experience of the previous eras, the experience of educating “people of war” embodied in architecture of military schools?Not so long ago, historic Irkutsk lost the complex of Red Barracks related to the history of Port Arthur. The place is troubled again. While there is no problem with the building of the military school (the Ministry of Defense took it under their wing and is transforming it into the Suvorov School), there is a real war for preservation of exactly the same building of the cadet corps, which is fought in courts and public structures. As usual, we don't try to take these issues off the table or to hide away from inconvenient topics, but start discussing them in a series of articles.

PERSPEKTIVE IN IZZIVI SLOVENSKEGA VOJAŠKEGA ŠOLSTVA

Vojaško izobraževanje je v Slovenski vojski organizirano znotraj Centra vojaških šol in ima že tridesetletno tradicijo. Zaradi hitrih sprememb na področju vojaštva in težnje po enakopravnem vključevanju v evropski in okvir Nata se tudi slovenski sistem vojaškega šolstva srečuje z izzivi, povezanimi z zagotavljanjem visoke kakovosti. Prizadevanja na tem področju so usmerjena predvsem v vključevanje v javni izobraževalni sistem. V zadnjem času nam je uspelo vzpostaviti Višjo vojaško strokovno šolo in akreditirati višješolski študijski program Vojaški menedžment. Posodobitev sistema izobraževanja častnikov ostaja izziv tudi zaradi omejitev trenutne nacionalne zakonodaje. Ključne besede Vojaško izobraževanje in usposabljanje, višješolsko strokovno izobraževanje, visokošolsko izobraževanje Abstract Military education in the Slovenian Armed Forces is provided by the Military Schools Centre and has a thirty-year tradition. Due to rapid changes in the military, and the desire for equal integration into the EU and NATO framework, the Slovenian military education system has been facing high quality-assurance challenges. The efforts in this area are mainly focus on the integration of military education into the public education system. Recently, we have managed to establish the Higher Military Vocational School (NCO College) and accredit the higher vocational study programme Military Management. Due to the limitations dictated by the current national legislation, the modernization of the officer education system also remains a challenge. Key words Military education and training, post-secondary vocational education, higher education

Walter in the Communist Underground

This chapter mentions the special schools for military training of revolutionaries, which were opened in the last stages of the Russian Revolution and prepped up students in the Intelligence Department (RU RKKA) of the Red Army General Staff. Between 1927 and 1931, the Comintern's military schools were administered by Tuure Lehén, the son-in-law of the Finnish communist Otto Kuusinen. It discusses Marshal Tito's stay in the Soviet Union until he first disappeared from Moscow in November 1935 and then re-emerged in early September 1936. The chapter recounts Tito's rise in the party hierarchy, which had more to do with the events on the Iberian Peninsula than with those on the Balkan Peninsula. It also refers to survivors of the armed conflict in Spain who would become the backbone of Tito's Partisan army and his Mediterranean operative command.

Military Learning and Evolutions in Warfare in the Modern Era

The way militaries learn has evolved over time, and the first two decades of the 21st century once again see military learning on the cusp of change. Since the start of the modern era in the early 18th century, military learning has evolved from a focus on technical, tactical skills relevant to specific combat branches to a generalized study of war and warfare that blends theory and practice. These changes have come about in response to developments in human capital, battlefield technology, and warfare, or how military forces fight. The early 20th century has witnessed a new shift in warfare, from networked warfare—in which information is synchronized across location, targeting, and precision guidance systems to find, fix, and destroy the enemy with deadly efficiency—to unconventional information warfare—in which non-state actors have access to many of the same information resources and, combined with cyber capabilities that rely on anonymity and occasional state support, negate many of the advantages of networked warfare. This portends a change in how militaries learn, to patterns of learning that can cope with a battlespace that is potentially omnipresent, where states must incorporate all elements of national power coherently in order to achieve success in war. These changes are evident not only on the battlefield, but also in military schools. The theories of Napoleonic warfare born at the dawn of the modern era seem increasingly inadequate for the realities of modern combat. This calls for the generation of new bodies of knowledge by military officers and other specialists in the field. The notion that war itself is politics conducted by other means is increasingly under threat. Likewise, curricula at military schools bear an increasing resemblance to curricula at academic civilian programs in security studies, leadership, and international relations, and more and more civilians are sitting side by side with military officers in the classroom. Since the end of World War II, the bounds of the battlefield have bled into the traditionally civilian space of information, so the study of war and warfare is no longer the unique province of the military officer. This process has accelerated in the 21st century, and a range of defense analysts, scholars, and policymakers have commented on how military forces prepare to fight.

Indianization and the Case of the ‘Missing Academies’ of the Indian Army, c. 1900–45

The first chapter begins with a survey of the earliest form of institutional architecture that was created before the outbreak of the Great War and put on a firmer footing in its aftermath, in order to provide greater opportunities to young Indian men interested in joining the Indian Army as officers. These initial attempts at providing a platform for future commissions resulted in an inchoate network of Royal Military Colleges (the likes of Prince of Wales Royal military colleges and the King George’s military colleges and schools) and other military schools across North and North-Western India which were entrusted with the responsibility of training men in order to prepare them for officers’ commissions.

On the issue of risk factors for the development of diseases of the skin and subcutaneous tissue in cadets of military schools

The incidence of skin and subcutaneous tissue diseases among two cohorts of cadets of the military educational institution: from the local population and visitors studying under the influence of the Baltic Sea was analyzed. It was found that the most common nosologies were pyoderma, skin abscess, furuncle and carbuncle. The incidence of skin and subcutaneous tissue diseases in visiting cadets was higher and amounted to 215.6 ± 7.5 %, in individuals from the local population 119.0 ± 16.3 % (p = 0.001). Visitors also showed a longer (in years) period of registration of diseases, a less significant decrease in indicators over the years relative to the data on the incidence of persons from the local population. The higher morbidity rate among cadets of 1–3 years of training may be due to both adaptation to the conditions of training and the conditions of organized accommodation, and the differences in morbidity in the cohorts of local and newcomers can be explained by the need to acclimatize the latter to the weather conditions of the Baltic States.