The Age of Enlightenment and Education

The Enlightenment was an intellectual movement that took place in Europe in the 18th century, whose main characteristic was criticism. For the Enlightenment theorists, it was assumed that the idea of reason should be the basis of all actions taken in every sphere of social life. The aim of the present study is to investigate the entanglement between Enlightenment and education. In order to do so, we first resort to Kant’s thought. Kant characterizes the Enlightenment as man’s emergence from his own immaturity, defining immaturity as the inability to use one’s own understanding. One can say that the Enlightenment has an intrinsic pedagogical dimension. The enterprise of Diderot’s Encyclopedia consisted of a project that could be regarded as pedagogical, since it aimed at spreading the new breakthroughs of knowledge in all fields to an increasing number of people. The belief of the Enlightenment was that progress in science and technology did not only depend on advances in accumulated knowledge. The achievements of science would also—beyond the new discoveries in the various fields of knowledge—be furthered through the irradiation of that knowledge. The expansion of access to the achievements of science for an increasing number of people was one of the main objectives of the Enlightenment theorists, and particularly of the Encyclopedia. It should be noted that these pedagogical projects were based on the thesis that the schooling of society was a strategy with which to secure and consolidate the path of reason, and to protect it against dogmas and prejudices against it. For this reason, the Enlightenment consisted of organization of the intellectual world, whereby the activity of thought effectively became a struggle in favor of freedom of reasoning and freedom of belief. In the Enlightenment ideas of education as set out in Diderot’s Plan of a University or of a Public Education in All Sciences, written while he was under state guard, one can see how the idea of instruction is linked to the concept of civilization. It was believed that, through education, the nation could be enlightened, and the people would also be better prepared to live as good citizens. In addition, it was believed that school education would give people the opportunity to develop the talents nature had endowed them with. The idea was that allowing everyone to have free access to the instruments of rationality and freedom of judgment would bring about the possibility of a fairer, more egalitarian society in which distinctions between its citizens were based on merit rather than inequalities of fortune. Finally, Condorcet’s proposal for the organization of the public education undoubtedly constitutes the matrix of our contemporary idea of the state school. To develop reason presupposes, from the point of view of the Enlightenment, using the instruments of that reason so it can be expressed. This implied the formation of public opinion, which was, per se, a pedagogical task. Also, and most importantly, this implied the necessity of the creation of schools.

Circular training as a means for improving physical skills in future security specialists in higher education institutions of Ukraine

Background and Study Aim. The battle training of military students is ineffective when limited to the knowledge of military equipment and ability to use it. The research theoretically and experimentally justifies how circular training can improve physical skills in future security specialists in HEIs of Ukraine. Material and Methods. The experiment involved a group of 7 respondents (aged between 21 and 23) of the Institute of the Department of State Guard of Ukraine. The methods of circular training were used to improve physical skills in future security specialists in HEIs of Ukraine. Results. The system of CrossFit training improves physical fitness of students and strengthens their motivation towards physical education and sport. Also it familiarizes them with modern approaches to organizing independent physical training. Circular training, in turn, contributes to the kinetic and emotional density of training, making it more diverse and engaging. Moreover, it enhances individual initiative and, therefore, increases motivation towards physical education. Conclusions . Circular training gives positive results and successfully improves general physical fitness of military students.

Criminal and legal protection of the authority of department of state guard of Ukraine: to the question

The article deals with the issues of the modern criminal and legal protection of the authority of the Department of State Guard of Ukraine (DSGU). The analysis of modern scientific works on related issues allowed us to conclude about another subject of their research (issues of administrative and legal regulation of the DSGU activity, criminal and legal protection of state security activities, criminal and legal protection of the law enforcement officers in general). It is stated that the criminal and legal standards that ensure the protection of servicemen of the DSGU from criminal encroachments have not been the subject of separate scientific researches. The purpose of the article is to identify the main problematic issues that arise in the regulation of criminal and legal protection of the authority of the DSGU. The article substantiates that the criminal and legal protection of the authority of the DSGU is achieved through the criminal and legal protection of the rights and freedoms of servicemen and employees of the DSGU in connection with the implementation of state protection. The following provisions are based on the following hypotheses: 1) it is impossible to limit in criminal and legal protection only general constitutional rights and freedoms (for example, life or health) of servicemen and employees of the DSGU; 2) criminal and legal protection of the authority of DSGU is carried out precisely in connection with the performance of certain official duties by the employees and servicemen of the DSGU; 3) special victim of crime is not only a serviceman but also an employee of the DSGU; 4) separate place is occupied by crimes committed by the servicemen of the DSGU against the same persons. This category of criminal offenses against the procedure established by law for servicemen or passing military service is classified in another legal category of «military crimes». Based on the foregoing, the following conclusions are proposed: 1) requires a modern scientific research of modern criminal and legal protection of the authority of the DSGU; 2) criminal and legal protection of the authority of the DSGU is achieved through the criminal and legal protection of the rights and freedoms of servicemen and employees of the DSGU in connection with the implementation of state protection; 3) all crimes committed against the rights and freedoms of servicemen and employees of the DSGU should be divided according to such objective and subjective elements (signs) as the generic object of the crimes, the purpose, motive and the subject of the crime; 4) considering the organic unity of such forms of committing crime, such as the threat of destruction or damage to property and the immediate destruction or damage of property, it is proposed to provide for criminal liability for such a threat in Part 1 of Art. 347 of the Criminal Code of Ukraine (effective Part 1 of Art. 347 of the Criminal Code of Ukraine to provide in Part 2, and Part 2 – in Part 3).

The Only Man in the Army That Was Whipped

Deals with the inability of Ben McCulloch, commander of the Confederate army in Arkansas, and Sterling Price, commander of the Missouri State Guard, to agree on a strategy for operations in the region, Missouri’s formal secession, the appointment of Earl Van Dorn as commander of all Confederate forces in the trans-Mississippi, and the decisive Federal victory at Pea Ridge in 1862.

I Will Gladly Give My Life for a Victory

Narrates the decisive split between secessionist and Unionist Missourians in 1861, the early battles between the pro-Confederate Missouri State Guard and Federal forces for control of the state, the intervention of Confederate forces, and the battle of Wilson’s Creek.

Paramilitary Provision of Adequate Disaster Response and Advancement of Public Health: The Case of the Texas State Guard and Operation Lone Star

ObjectiveThis article reports on State Defense Forces (SDFs) as tools for providing coordinated, disciplined, trained, and uniformed volunteers to augment civilian disaster response and advance public health.MethodsThis report draws on and describes the example of the Texas State Guard’s Medical Brigade and its Operation Lone Star.ResultsAlthough SDFs have downsides, since they are largely self-sufficient, they are far less expensive and burdensome yet nonetheless effective alternatives.ConclusionsFuture avenues for further inquiry are suggested. (Disaster Med Public Health Preparedness. 2017;11:412–416)

Law enforcers recognition level emerging threats based on physical appearance and behavior signs the enemy

Purpose: examine the effectiveness of the training method of differential approach to the choice of means of influence on the action of law enforcers opponent with different levels of aggressiveness. Material : the experiment involved 15 students of the Kyiv National Academy of Internal Affairs and the 15 employees of the State Guard of Ukraine. Results : presented curriculum for special physical and tactical training. The program details the conceptual apparatus of THREATS and DANGERS manifestations of different levels of aggressiveness opponent (case analysis of its motor behavior). The study participants underwent 7 day course focused training. The basis of the course is an advanced theoretical base. The base is aimed at developing knowledge and skills of employees in determining the level of danger. Including threats from testing and modeling episodes of extreme situations the options cadets. Conclusions : In the simulated collision situations with aggressive opponent to the students significantly improved the adequacy of the response to the threat of execution time and within the legal grounds. Recognition was determined by the level of aggressiveness manifest manners enemy, his emotions, motivation, motor behavior, positional arrangement for 2 - 3 seconds. The program contributed to the development of qualities: attention, orientation, perception, motor lead.

Una solución a la pobreza: el establecimiento de las escuelas de artes y oficios en México durante el siglo XIX. El caso jalisciense

Este artículo explica el desarrollo de la instrucción en las artes y los oficios en México durante el siglo XIX. Así, se intentará demostrar que las escuelas de artes y oficios fueron responsabilizadas de la formación de futuros trabajadores y ciudadanos industriosos. Sin embargo, los planes en torno a tales planteles tuvieron limitado éxito en su tarea. Este último razonamiento se observará a través del ejemplo jalisciense. Ya que se verán las dificultades por las que pasó la Escuela de Artes y Oficios de Jalisco. Para demostrar esta situación, se recurrirán a fuentes de primera mano: las cartas de solicitud y salida de los educandos del plantel, así como las declaraciones escritas de los funcionarios escolares y gubernamentales. De tal forma, se mostrará los actores principales de esta trama: el estado protector y los sujetos destinados a convertirse en hombres de bien.Palabras clave: instrucción, pobreza, artes y oficios, ciudadano, estado. A Solution to Poverty: the Establishment of the Schools of Arts and Crafts in Mexico During the Nineteenth Century. The Case of JaliscoAbstractThis article explains the development of academic instruction in the arts and crafts in Mexico during the nineteenth century. Thus, we seek to demonstrate that schools of arts and crafts were blamed for the training of future workers and citizens industrious. However, such plans around schools had limited success in their task. This last argument will be seen through the example of Jalisco. As will be difficulties he went through the “Escuela de Artes y Oficios de Jalisco”. To demonstrate this situation, resort to primary sources: letters of application and departure of students on campus, as well as written statements from school officials and government. Thus, it will display the main actors in this plot: the state guard and subjects destined to become good men.Keywords: instruction, poverty, arts and crafts, citizen, state.