Army Education Research Articles

Laser Safety in Army Education

Abstract Studies have been made on the development of military science and it has been established that for the modernization of the army and the defense industry it is necessary to develop and search for new innovative technological solutions in the field of laser technology and photonics. According to the trends in the use of laser technologies for military applications, the need to acquire knowledge in the field of “Laser Safety” has also been proven. The report substantiates the need to train cadets and students in a military university. A curriculum on “Laser Safety” is proposed and what knowledge and skills future officers should acquire are indicated.

Interoperabilitas antar matra dalam skema perang berlarut

<span lang="EN-US">The discourse on the development of the military strategy nowdays is inseparable from the globalization. Defense experts are faced with an increasing trend of international system instability and it is increasingly difficult to predict. The presence of new technology also influences the characteristics of modern conflicts where future wars are becoming increasingly complex. In general, wars are planned by the aggressor for a short period of time in order to achieve victory quickly, however, the little ones force long-lasting wars as protracted wars. This study uses a qualitative method with a descriptive design. The purpose of this study is to analyze how far the interopability between the branches of the land arm in the protracted war scheme in Indonesia is. The research was carried out at the Army Headquarters and the Army Education and Training Command. The research data were analyzed in four steps, namely data reduction, presenting data, integrating data and drawing conclusions. The results of the study indicate that it requires strengthening of interopability between dimensions in the protracted war scheme in Indonesia. The conclusion is that in modern warfare, interoperability is absolutely necessary in military operations. Suggestions for the need for further research on interoperability between branches in the Army Forces in a protracted war scheme are more specific in one large island defense area. </span>

ПОЛИТИЧЕСКАЯ РАБОТА В КРАСНЫХ ВОЙСКАХ ВОСТОЧНОГО ФРОНТА В ГОДЫ ГРАЖДАНСКОЙ ВОЙНЫ (ИСТОРИОГРАФИЯ 1920-х- ПЕРВОЙ ПОЛОВИНЫ 1930-Х ГОДОВ)

The author reveals historical roots of the theoretical and methodological innovations established in contemporary thematical historiography, characterizes the conditions for the formation of Soviet historiography of the civil war in the 1920s – the first half of the 1930s, characterizes the main historiographical developments related to the problem of political education in the Red Army in 1918–1922.

Working Mother Issue: The Effect of Family Emotional Support on Work-Family Conflict

The increase in gender equality, women finally have the same opportunities as men in various aspects, including employment. Therefore, the demands experienced by working mothers are increasing, both from work and family. The difficulty of meeting all these demands can lead to work-family conflict, and one factor that can reduce work-family conflict is family emotional support. This study aimed to determine the effect of family emotional support on work-family conflict in mothers who worked as civil servants in the Indonesian Army Education Training and Doctrine Command. Using a non-experimental quantitative design with simple random sampling, this study was conducted in 2021 with 68 female participants who were married and had children. Participants were requested to fill out a questionnaire for 5-10 minutes. Using regression analysis, the result showed no significant effect of family emotional support on work-family conflict in mothers who worked as civil servants in the Indonesian Army Education Training and Doctrine Command. Thus, it can be concluded that participants most likely need other forms of support, such as instrumental support and other sources of support, such as support provided in the workplace or a combination of various forms and sources of social support.

A Study on the Development Direction for Innovative Transformation of the ROK Army Education and Training

Purpose: This study was carried out to derive the implementation direction of education and training to foster individuals and units that will surely win when fighting the enemy by further leaping up the level of education and training for the army in an uncertain security environment and various threats. Method: This study was conducted through literature analysis on education and training of the ROK and US military, and through interviews and discussions with education technology experts, human resource development experts, army headquarters, education command practitioners, commanders, and staff of field units, and school unit instructors. Results: For the army s education and training to take off, we need to expand the scope of education and training, and establish a philosophy and foundation for education and training based on the developed educational theory (learning science). Moreover, we need to implement four directions: developing educational human resources, establishing a scientific learning system, creating a learning-based environment, and optimizing unit and individual learning. Conclusion: The four implementation directions for the leap forward in army education and training are the development of educational human resources, the establishment of a scientific learning system, the creation of a learning-based environment, and the optimization of the unit and individual learning. First, educational human resource development includes development of all members competency , performance of instructor s role as a learning facilitator , expansion of awareness that a leader is an educator , management of education experts , and professional enhancement through increasing civil-military compatibility . Second, the establishment of a scientific learning system consists of applying learning science , designing an optimal education and training course , learning based on advanced science and technol, inducing learning motivation , and establishing a systematic evaluation concept . Third, the creation of a learning-based environment consists of providing a practical education and training environment , supporting modern education and training , and development of a learning management system . Fourth, optimizing unit and individual learning is education and training for adaptability development , Self-development , school education , and unit training .

The Bioethical Problems in Applying the Defense Production Act to Pharmaceuticals

The Bioethical Problems in Applying the Defense Production Act to Pharmaceuticals

Jeremy Montagu (1927–2020)

There can be no doubting that Jeremy Montagu was a towering figure in the field of Organology, both concerning Western and ethnological instruments. He may not have aspired to either a professorship or even a doctorate, but in different circumstances would surely have merited both. Jeremy was born in London to Ewen and Iris Montagu. His father was a barrister. He was educated at Gordonstoun during the period in World War II when the school was evacuated to mid-Wales, spending only one term at their permanent site near Elgin. While there his interest in music began. He learned first the baritone and then the horn. Not long after leaving Gordonstoun he was called up for national service. Initially serving in the Royal Artillery, he later transferred to the Royal Army Education Corps—eventually being posted to Egypt, where his interest in ethnomusicology was first aroused. On being demobbed he went up...

‘Planning Your Neighbourhood’: modernism on manoeuvres

In the summer of 1945, Ernö Goldfinger produced a twenty-sheet exhibition entitled ‘Planning Your Neighbourhood’ (PYN) for the Army Bureau of Current Affairs (ABCA) [1]. It shows how Goldfinger continued to promote a vision of modern architecture that had evolved in the 1930s, by adapting it to planning for postwar urban reconstruction. The reach of PYN went beyond that of a public exhibition because of its role in Army education; for the majority of its audience it wasn’t a matter of choice – the sheets were brought to them. This article examines the strategies he adopted to communicate the validity of modernism in Britain. It will show how wartime circumstances provided Goldfinger with a remarkable opportunity to present modern architecture to a mass audience.

Army And Military Education In The Republic Of Bukhara (1920-1924)

The Republic of Uzbekistan has a rich history. The contribution of our brave and courageous ancestors in the military sphere is significant in achieving the level of the most important partner of the state and the army in all spheres, as well as strengthening equal diplomatic and political relations with the developed countries of the world. Therefore, this article provides information on the development of the army and military education in the Republic of Bukhara in 1920-1924.

Gains in the Education of Mathematics and Science: A Summer Program Designed to Address Systemic Inequities and Barriers to STEM Pathways

Educational inequity is widely prevalent in United States (U.S.) public schools and creates barriers to STEM education for underserved and underrepresented populations, including racial minority, low-income, and first-generation college students. Scientists at the Walter Reed Army Institute of Research (WRAIR) recognized the need in its community, the greater Washington, DC metropolitan area, to improve STEM education by increasing opportunities for STEM experiential learning. By 1995, WRAIR scientists began investigating how to bring science-enthusiastic but novice high school (HS) students into their laboratories where they could be mentored, along with providing a stipend to mitigate financial barriers; importantly, this process was funded by two Science Education Partnership Awards from 2001-2006. WRAIR’s Gains in the Education of Mathematics and Science (GEMS) program now guides local middle and HS students to take part in hands-on, inquiry-based STEM laboratory investigations led by undergraduate “near peer mentors” (NPMs), so named due to their close age to participants. GEMS is now sustained at 14 sites nationwide through the U.S. Army Educational Outreach Program. Recent evaluations of the program explore service to underrepresented groups in STEM and growth of the local program. Further evaluation of the nationwide programs reveals positive student feedback, especially regarding working with NPMs and hands-on learning.

METODOLOGIAS ATIVAS DE APRENDIZAGEM: INFLUÊNCIAS NA MOTIVAÇÃO DO ALUNO PARA O ESTUDO

This article proposes to contribute to the production of knowledge and reflections on the pedagogical aspects of the training of the military in a military higher education institution of the Brazilian Army. The scope of this study is the analysis of the transformation process of the Brazilian Army's education system, with the adoption of competency teaching and the use of Active Learning Methodologies, specifically in the discipline of Psychology. Thus, it is sought to verify the impact of the Active Learning Methodologies on the motivation of the apprentices for the study. It is a quantitative and qualitative exploratory descriptive research. Finally, we present reflections on the motivation for the study in the training course of military personnel of the Brazilian Army, who can collaborate to improve the pedagogical aspects.

Making managers in the U.S. military: the case of the Army Management School, 1945-1970

ABSTRACT Under pressure to cut costs after World War II, leaders in the U.S. Department of Defense recruited managers from private industry to help them run the Cold War national security state. Management became an area of focused intervention in the Army around 1950, when leaders across the defense establishment began adopting management education programs and research for use in the military. Through the story of the Army Management School, this paper examines how management expertise became a routine and pervasive component in the training of American military officers. After the Vietnam War many military leaders expressed suspicion about ‘managerialism’ and questioned the appropriateness of invoking business management expertise in the armed forces. However, by this time management techniques and concepts had become a firmly rooted part of the Army education system. This article shows that business expertise was widely pursued in the military decades earlier than is usually acknowledged. The history of management education in the Army demonstrates the extent of authority and influence that management expertise held in non-business contexts – an important but understudied dimension of the history of business professionalization.

Art in the Process of Integrating the Don Host to the Russian State

Introduction. Studying culture and art in the formation of the Cossacks, designing its estate status is carried out in the perspective of current ideas about cultural policy contributing to more complete systemic reconstruction of the process. The novelty consists in showing the interaction of artistic and traditional household culture, the transformation of the latter. The purpose and objectives were analyzing the role of art in integrating the Cossacks into the Russian state, identifying the direction of changes in the culture; historical periodization of perception and adaptation of new art forms; establishing the specificity of the selected periods and the results achieved. Methods and materials. Research methods include the historical one, which allows considering changes in culture based on facts of social history, and cultural one, which gives approaches to studying regulation of the integration process in accordance with the principles of cultural policy. The source base consists of published official documents (letters, laws, decrees) containing reliable information, and art criticism, historical and ethnographic literature, which describes specific phenomena of culture and art. Analysis. The supreme power used effective and relevant for a particular historical period institutions and resources: religion and church (17th c.); service in the army and military education system (18th c.); reforming of social organization (incorporation into the estate structure of the state) and the control system of the Army (separation of the military and civilian system of administration) (19th c.). Results. By creating infrastructure, developing church and secular education, the government promoted systemic renewal of culture and Cossacks’ digestion of its forms that were perceived in Russia and Europe as close, identical and related (architecture, painting, choral singing and orchestra music, drama and musical theater). At the early stage of integration into the Russian state, contact forms and democratic nature of the cultural interaction process prevailed. Cultural expansion of the 18th – 19th centuries had a systemic nature and was determined by purposeful influence of the institutions (church, army, school and social elite) that contributed to renewal of culture according to the Western European model.

Mental Health Education and Human Career Development in Army

Mental Health Education and Human Career Development in Army

DEVELOPING A MODEL OF SN-PT-BASED INTERNAL ACADEMIC QUALITY ASSURANCE SYSTEM IN THE EDUCATIONAL TRAINING INSTITUTION OF THE MILITARY ACADEMY MAGELANG

Military Academy is an educational training institution in the field of defense, which implements the changes of the quality assurance system based on the ten components of the Army education to the internal academic quality assurance system that is based on the Higher Education National Standards (SN-PT). Military Academy requires strengthening to find a model of appropriate quality assurance system in order to be accreditable by the National Accreditation Board of Higher Education. This study aims to (1) analyze the current quality assurance system in the Military Academy; (2) develop an appropriate SN-PT based model of internal academic quality assurance system in the Military Academy; (3) examine the feasibility of the appropriate SN-PT based internal academic quality assurance system in the Military Academy. This study implemented a research and development approach, employing data sourced from the informants, events and documents. The data were drawn through interviews, observation, and documentation; its validity was tested by tools and resources triangulation. The data were then analyszed using interactive techniques with reduction, display, and conclusion steps. The results of the study: (1) the quality assurance system in the Military Academy is running properly but it still requires further development; (2) the SN-PT based of internal academic quality assurance system implemented in the Military Academy uses the 10 basic education components retained by elaboration, little changes, and additions, related to general quality standards of the SN-PT, including the organizational structure, standards of academic quality, mechanism of the quality assurance system, and SN-PT based internal academic quality assurance system. (3) The results of the feasibility studies indicate that the development of the SN-PT based internal academic quality assurance system model in the Military Academy Magelang is feasible and appropriate. Conclusion: Military Academy requires development in terms of organizational structure quality assurance, academic quality standards, quality assurance mechanisms, and internal academic quality assurance system based

초급장교 양성체계 발전 방안에 대한 연구

초급장교 양성체계 발전 방안에 대한 연구

Educating soldier-citizens: conscripted teachers in Papua New Guinea 1966-1973

Between 1965 and 1972, the Australian Government undertook a scheme of National Service, selecting 20-year-old men by ballot for 2-year terms in the Australian Army. Almost 64,000 men were called up, including some 300 school teachers who were posted to the Territory of Papua and New Guinea (TPNG) with the Royal Australian Army Educational Corps, for 12-month terms. Their task was to provide a general education to indigenous troops of the 3000-strong Pacific Islands Regiment in what turned out to be the years leading up to Papua New Guinea’s self-government and independence. This article describes how this previously undocumented educational ‘scheme’ evolved as a result of a response to circumstances rather than strategic planning, identifies the key roles played by Army leaders and presents the recollections of more than 70 of those former conscripted teachers, obtained through a recent survey, about their role. The article concludes that the scheme was based on the belief that education had a significant role in developing an army loyal to the government of an emerging nation, was a unique development in Australian Army Education, especially in developing ‘soldier-citizens’, and relied on a vision within the Army leadership in TPNG that was ahead of the Australian Government.

Answering the Hottest Question In Army Education: What Is Army University?

The most common question heard by senior members of Army University is always, “What is Army University?” The newest education institution in the U.S. Army was created to unify the training and educational institutions of the Army, making the large learning organization more effective and efficient for its soldiers, bringing together 37 different institutions in 23 states, with an annual student throughput of 500,000. Encompassing two different degree-producing schools, the university seeks to improve opportunities for soldiers in credentialing and licensure, along with exploring the ability to grant a limited number of military-focused undergraduate degrees. Just as critical, the university has the responsibility to grow relationships with civilian learning partners in the educational and corporate communities to aid active Army, National Guard, and Army Reserve soldiers while in service and in thousands of cities and towns throughout the United States.

Carpentry in New Zealand: a text book for use by apprentices

The 1953 National Housing Conference explored a wide range of ways of dealing with the problems of post-WW II housing, including reducing the costs of construction. The New Zealand Master Builders' Federation in its conference proposal was clear that one way to reduce costs was by a skilled and educated workforce. They noted the need for "an authoritative text-book on carpentry and joinery, based on New Zealand building practice," and their proposal was adopted as Conference Resolution 17. A committee was formed to guide the content and form of the book, and anonymous staff from the Technical Correspondence School prepared the text. Geoffrey Nees (architect of Kelburn, Wellington) employed five draughtsmen to complete the nearly 500 illustrations. The 1948 book The Australian Carpenter by C Lloyd and the New Zealand Army Education Welfare Service (AEWS) series of five carpentry booklets formed the basis for this new book, which focused on the syllabus of the New Zealand Trade Certificate.Carpentry in New Zealand was published in June 1958 and was an immediate success with 33,600 copies printed by September 1973. A new cover and conversion to metric units occurred in 1977, with the third edition published in 1980. The final printing was in 1987.

'Send your books on active service' : the books for troops scheme during the Second World War, 1939-1945

During the Second World War, the South African Library Association coordinated the Books for Troops Scheme that distributed thousands of books and magazines to soldiers in the Union Defence Force. The scheme presented the chance to demonstrate the democratic values of books and libraries, and to improve the social standing of the library profession. This article argues that personal squabbles, regional tensions, racialism and the regulation of reading by the Army Education Services prevented the South African Library Association from making a more forceful impact on the South African public.