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Ingthorsson, Agust Hjortur. "In defense of democracy." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5154.
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Bohler, Jeffrey Allan Hall Dianne. "Education technology impact on Department of Defense financial manager continuing education programs." Auburn, Ala, 2009. http://hdl.handle.net/10415/1821.
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Pleshakova, Victoria. "The Importance of Teaching Humanities in Higher Education Institutions: in Defense of Liberal Arts Education." ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/182.
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The humanities have always been under attack in the higher education of the United States of America. Corporate culture of the university requires the most money distributed towards research and specialization, while making employability of the graduates the main goal of education. With two thirds of all majors being in business and finance, humanities don’t seem to play a big role in higher education overall. This work makes an attempt in defense of liberal arts education to our students, and the importance of teaching the subjects like English, Literature and Philosophy independent of a student’s major concentration. Even in our age of specialized and corporatized education, these courses are of great importance. These subjects can help young people find their way in this confusing web of life weaved out of pressure, expectations, failures, problems, fears. What other fields of study can teach them about history of cultures and languages, people who made history; who made contribution to the world in art, literature and science; what young people can learn from them. But most importantly, how to raise questions about life in general and search for answers, how to find meaning, how to know what’s important to them. In general, teaching them how to think. I would like to take different approaches in looking at teaching humanities to college students in this country, drawing from my own experiences in both Russia and US, my graduate courses at UVM, as well as works of those in the academia concerned with the same matter. I will look at how corporate culture of the university and research-driven education dictate the curricula in colleges and universities; how multiculturalism and political correctness that saturated higher education these days can influence the way humanities are presented, and explore the influence of humanities in our students’ making meaning of their lives.
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Epps, Susan Bramlett, and Steve Robinson. "Legal Self-Defense for the Academic Advisor." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2574.
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Mafumo, Thinavhudzulo Norman. "Managing racial integration in South African public schools : in defense of democratic action." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5141.
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Thesis (PhD (Education Policy Studies))--University of StellenboschBibliography
ENGLISH ABSTRACT: This dissertation explores the lack of racial integration in public schools in South Africa. The main argument of this study defends a deliberative conception of racial integration that builds on previous, more limited, conceptions such as assimilation, integration, multicultural education and antiracist education. In this work I further narrate my story in relation to encounters with issues of race, thereby contextualising the topic. I argue that philosophy of education can be used as a tool to explore and illuminate the educational dimensions of a major philosophical problem, that is, racial integration. I further offer a historical account of racial integration, mapping three interrelated phases of such integration in South African public schools, namely the colonial/apartheid period, the democratic period and the post-democratic period. The dissertation also offers a conceptual account of the major theoretical understandings that constitute racial integration. It furthermore investigates racial integration as it is currently unfolding in South African public schools and simultaneously points out the limitations of this project. I argue how and why the lack of effective and genuine racial integration results in social injustice. Moreover, I advance an argument for deliberative racial integration in South African public schools; a notion that, it is hoped, could address some of the weaknesses associated with the present form of racial integration in South African public schools. The study also identifies the implications of deliberative racial integration for school governance, management, leadership, and teaching and learning.
AFRIKAANSE OPSOMMING: Hierdie proefskrif behels 'n ondersoek na die gebrek aan rasse-integrasie in openbare skole in Suid-Afrika. Die hoofargument in die studie is 'n verdediging van .n beraadslagende begrip van rasse-integrasie wat op vorige, meer beperkte, begrippe soos assimilasie, integrasie, multikulturalistiese onderwys en anti-rassistiese onderwys voortbou. Ek konseptualiseer die onderwerp aan die hand van 'n narratief van my eie ervaring ten opsigte van aangeleenthede wat met ras verband hou. Ek argumenteer dat filosofie van die onderwys aangewend kan word om die onderwysdimensies van 'n beduidende filosofiese probleem, naamlik rasse-integrasie, te ondersoek en te belig. Ek bied verder 'n historiese oorsig van rasse-integrasie deur te verwys na die koloniale/apartheidstydperk, die demokratiese tydperk en die postdemokratiese tydperk. Die proefskrif bied ook 'n konseptuele verslag van die vernaamste teoretiese beskouinge wat rasse-integrasie uitmaak. Die studie behels voorts 'n ondersoek van rasse-integrasie soos dit tans in Suid-Afrikaanse openbare skole ontvou en dui terselfdertyd op die beperkinge van die projek. Ek argumenteer hoe en waarom die gebrek aan doeltreffende en ware rasse-integrasie sosiale ongeregtigheid in die hand werk. Verder ontwikkel ek 'n argument vir beraadslagende rasse-integrasie in Suid-Afrikaanse openbare skole; 'n idee waarmee, so word gehoop, die gebreke wat met die huidige vorm van rasse-integrasie in Suid-Afrikaanse openbare skole geassosieer word, die hoof gebied kan word. Die studie identifiseer ook die implikasies van beraadslagende rasse-integrasie vir beheer van skole, bestuur, leierskap en onderrig en leer.
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Matthews, Stephen W. Miller Kenneth H. "An open architecture for defense virtual environment training systems /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FMatthews.pdf.
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Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2003.Thesis advisor(s): Rudolph P. Darken, Joseph A. Sullivan. Includes bibliographical references (p. 131-134). Also available online.
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Wells, Rita Lappin. "Postsecondary education as a predictor of adult learners' grades in professional continuing education courses in defense contract management /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676261010538.
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Radford, Crystal Joesell. "In Defense of Rap Music: Not Just Beats, Rhymes, Sex, and Violence." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306255326.
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Ween, David Anders. "Epistocracy’s Competence Problem: An Instrumentalist Defense of Democracy." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627993424084938.
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Puaca, Laura Micheletti Hall Jacquelyn Dowd. "A new national defense feminism, education, and the quest for scientific brainpower, 1940-1965 /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1432.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.Title from electronic title page (viewed Apr. 25, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History." Discipline: History; Department/School: History.
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Church, Kristi K. "Enhancing unity of effort in homeland defense, homeland security, and civil support through interdisciplinary education." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Mar/10Mar%5FChurch.pdf.
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Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, March 2010.Thesis Advisor(s): Supinski, Stanley. Second Reader: Bach, Robert. "March 2010." Description based on title screen as viewed on April 28, 2010. Author(s) subject terms: Unity of effort, interdisciplinary education, collaborative capacity, shared learning environments, national security professional education, Center For Homeland Defense And Security. Includes bibliographical references (p. 75-82). Also available in print.
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Petraglia, Jonathan. "Defense mechanisms in psychotheraphy: an examination of the therapeutic techniques employed by therapists in-session." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122971.
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Psychodynamic psychotherapy emphasizes the unconscious aspects of experience in the therapeutic process. Within this theoretical framework lie unconscious mental processes that aim to protect an individual from unwanted thoughts, emotions, and anxiety referred to as defense mechanisms. Research has shown that defense mechanisms are both an empirically robust and clinically meaningful construct (e.g., Hentschel, Smith, Draguns, & Ehlers, 2004). This thesis presents research that aims to study the intersection of therapeutic technique and defense mechanisms in psychodynamic psychotherapy. The thesis is divided into 5 chapters and includes three manuscripts. The first manuscript reviews and synthesizes the body of work pertaining to defense mechanisms in the psychodynamic literature with an emphasis on how these sources can subsequently inform the direction of empirical research studies in psychodynamic research. Consensus meetings with other researchers were used to organize, reorder, and integrate findings; this resulted in the construction of a table of "principles" that represent the conclusions of the first study. Psychoanalytic thinkers consistently identified one of these principles, defense interpretation depth, as an important clinical axiom. In Manuscripts 2 and 3, two empirical investigations that examined this principle are presented. The first empirical study compared low-alliance and high-alliance sessions for a sample of patients seen in short-term psychodynamic psychotherapy (40 sessions). The results indicated that while overall defensive functioning (ODF) was similar in the two alliance groups, therapists tended to make "deeper" defense interpretations in those sessions identified as low-alliance sessions. The second empirical study also examined defense interpretation depth; however, in this case the moment-to-moment therapist-patient interactions were examined using lag sequential analysis. Results indicated that defense interpretation depth followed a predictable pattern in low-alliance sessions. These results are discussed and implications for future research and practice are explored.La psychothérapie psychodynamique met l'accent sur les aspects inconscients de l'expérience dans le processus thérapeutique. Dans ce cadre théorique, se trouvent des processus mentaux inconscients qui visent à protéger l'individu des pensées indésirables, des émotions et l'anxiété, appelés mécanismes de défense. La recherche a montré que les mécanismes de défense sont à la fois une construction empirique robuste et cliniquement significative (Hentschel, Smith, Draguns, & Ehlers, 2004). Cette thèse présente une recherche qui vise à étudier l'intersection de la technique thérapeutique et des mécanismes de défense en psychothérapie psychodynamique. La thèse est divisée en cinq chapitres. Le premier chapitre examine et synthétise l'ensemble des travaux portant sur les mécanismes de défense de la littérature psychodynamique avec un accent sur la façon dont ces sources peuvent ensuite influencer la direction des études empiriques dans la recherche psychodynamique. Des réunions de consensus avec d'autres chercheurs ont été utilisées pour organiser, réorganiser et intégrer les résultats. Celà permit la construction d'un tableau de «principes» qui présente les conclusions de la première étude. Les experts psychanalytiques identifient systématiquement l'un de ces principes, la profondeur de l'interprétation de la défense, comme un axiome clinique importante. La prochaine étape, chapitres deux et trois, comprend deux études empiriques qui ont examiné ce principe. La première étude empirique a comparé des séances « d'alliance faible » et de « grande alliance » pour un échantillon de patients vus en psychothérapie psychodynamique à court terme (40 séances). Les résultats ont indiqué que, bien que le fonctionnement défensif global (ODF) fût similaire dans les deux groupes de l'alliance, les thérapeutes ont tendance à «approfondir» les interprétations de la défense de ces séances identifiées comme séances « alliance faible ». La deuxième étude empirique a également examiné la profondeur de l'interprétation de la défense, mais dans ce cas, les interactions patient-thérapeute d'un moment à l'autre ont été examinées en utilisant une analyse séquentielle. De même pour l'autre étude, les résultats ont indiqué que la profondeur d'interprétation de la défense a suivi une tendance prévisible dans les séances « alliance faible ». Ces résultats sont discutés et les implications pour la recherche et la pratique future sont explorées.
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Lane, Callie M. "Exploring the contributing factors of success in department of defense schools : a literature review." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1282.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Elementary Education
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Usan, Abdullah Utoglu Mustafa. "The effect of graduate education on the job performance of civilian departments of defense employees /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA370761.
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Thesis (M.S. in Management) Naval Postgraduate School, September 1999."September 1999". Thesis advisor(s): Stephen L. Mehay, Julie Filizetti. Includes bibliographical references (p. 119-120). Also Available online.
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Usan, Abdullah, and Mustafa Utoglu. "The effect of graduate education on the job performance of civilian departments of defense employees." Thesis, Monterey, California: Naval Postgraduate School, 1999. http://hdl.handle.net/10945/13730.
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The purpose of this thesis is to investigate the effects of graduate education on the job performance of Department of Defense (DoD) civilian employees. The data used in this thesis were drawn from the Department of Defense Civilian Personnel Data File, which was provided by the Defense Manpower Data Center. The raw data were restricted to employees who possess at least a Bachelor's degree and are paid under General Schedule (GS) or General Management (GM) pay systems. Four performance measures were developed to investigate the effect of graduate education on job performance: salary level, promotion, retention, and performance rating. Four multivariate models were constructed for these performance measures. Ordinary least square (OLS) techniques were used to estimate the salary model. Logistic regression was used to estimate the promotion, retention, and performance rating models. The results found that the effect of having a Master's degree was positive in the salary, promotion, and performance ratings models. The effect of a Master's was negative in the retention model. All these findings were consistent with basic human capital investment theory. The thesis recommends that future research develop alternative job performance indicators and focus on specific occupations and functional areas.
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Alfieri, Paul Allen III. "Stages of Concern of Defense Systems Management College Faculty about Technology-Based Education and Training." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30593.
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The Defense Systems Management College (DSMC) is beginning a major transition from its traditional classroom training methods to technology-based education and training. Conventional classroom courses will be rewritten and restructured to a computer-based format and be delivered on-line. According to the Concerns-Based Adoption Model, the faculty will experience concerns during the process of adopting this innovation. Identification of these concerns can assist in selecting appropriate interventions to minimize problems and to ease the adoption process.
This study had two purposes. The first was to identify the Stages of Concern of the DSMC faculty toward the use of technology-based education and training by measuring faculty responses to the Stages of Concern (SoC) Questionnaire. The second was to determine appropriate interventions to assist the faculty through the change process.
The study accomplished both purposes. All teaching faculty (N=135) received the questionnaire about their concerns and issues with this innovation, and 126 responses were returned (93% response rate). A total of eighty-one respondents (64%) reported no experience with technology-based courses, and the composite faculty SoC profile correspondingly reflected the "nonuser" category. No significant differences in Stages of Concern were found between groups of faculty when divided by common demographic criteria such as years of teaching experience, civilian or military status, and experience with educational technology.
Quantitative methods of analysis included SoC profile comparison, High Stage Score and Second High Stage Score analysis, analysis-of variance (ANOVA), and multivariate analysis of variance (MANOVA). Qualitative methods were also used to analyze responses to an open-ended question on the survey instrument. Results reflected a general lack of knowledge and awareness about the innovation from the faculty and strong personal concerns about what impact it will have on them. The faculty clearly displayed a negative attitude toward this innovation and seemed unconvinced that it was the optimal solution. Written responses to the open-ended question provided key insight into faculty attitudes. The majority of concerns identified were educational issues, particularly dealing with the effectiveness of a computer-based format when teaching highly-interactive management courses.
Based on these results, recommended intervention strategies for DSMC were generated. These strategies focus on the need for better information dissemination about educational technology and for a realistic implementation plan. More importantly, interventions were recommended to provide incentives for faculty to increase proficiency with educational technology and the use of technology in their courses.Ed. D.
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Gragen, Michael M. "Department of Defense financial management education and training programs a survey of quality assurance methods /." Thesis, Monterey, Calif. : Naval Postgraduate School, 1992. http://handle.dtic.mil/100.2/ADA256211.
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Thesis (M.S. in Management)--Naval Postgraduate School, June 1992.Thesis Advisors: Euske, Kenneth J. ; Jones, L.R. "June 1992." Description based on title screen as viewed on March 4, 2009. Includes bibliographical references (p. 117-118). Also available in print.
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Chen, Shuhua. "Making sense of the public PhD dissertation defense: a qualitative multi-case study of education students' experiences." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114288.
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A public oral defense of the written dissertation is mandatory for completion of the doctorate in most North American universities, yet how students experience it has rarely been documented. This study examined how a group of Canadian education PhD candidates experienced and made sense of their dissertation defenses. Employing an identity lens, it focused on how these students viewed themselves, performed, and were viewed by others as researchers before, during and after the defense. The perspective on identity was principally drawn from the communities of practice (COP) theory. Accordingly, doctoral candidates' researcher identities were defined by memberships (being members in the community of researchers in certain fields/areas of research), meanings (making sense of defense experiences) and trajectories (ways in which the defense connects doctoral candidates' past, present, and future). The participants were 11 PhD candidates (six women and five men) from three departments in a faculty of education at a Canadian research-intensive university. Each of them was interviewed before the defense about his/her preparation experience and after the defense about his/her defense experience. Through observation, questions from the 11 defense committees and the candidates' answers were recorded. Data also included the participants' background information and institutional documents regarding the conduct of the PhD dissertation defense. Over 20 other defenses were observed to understand the Faculty practices associated with the defense. Case-specific findings pointed to how doctoral candidates performed as researchers during the defense by balancing knowing and not-knowing in answering defense committees' questions. The candidates navigated across research areas, methodological and epistemological borders, and drew on various sources of knowledge to demonstrate knowing; and they evaluated the significance and relevance of questions and provided provisional and hedged answers to negotiate not-knowing. Cross-case findings indicated that the defense confirmed most candidates' researcher identities and played a role in weaving together their past, present and future in terms of their researcher identity development. The study concluded with implications for interpreting doctoral candidates' defense experiences and for understanding the functions of the public PhD dissertation defense.Une soutenance orale publique de la thèse écrite est obligatoire pour l'achèvement du doctorat dans la plupart des universités nord-américaines, mais comment les élèves la vivent a rarement été documenté. Cette étude a examiné comment un groupe de candidats au doctorat canadiens en éducation ont vécu leurs soutenances de thèse. Employant une lentille d'identité, elle se concentre sur la façon dont les candidats au doctorat se considèrent comme des chercheurs, performent comme des chercheurs et sont considérés par les autres comme des chercheurs, avant, pendant et après la soutenance. Le point de vue sur l'identité a été principalement tirée de la théorie «communities of practice» (COP). En conséquence, l'identité des doctorants chercheurs ont été définis par les membres (dans la communauté des chercheurs dans certains domaines / zones de recherche), le sens (donner un sens à l'expérience de la soutenance) et les trajectoires (de quelle manière la soutenance de thèse des doctorants relie le passé, le présent et l'avenir).Les participants étaient 11 candidats au doctorat (six femmes et cinq hommes) de trois départements d'une faculté d'éducation dans une université canadienne axée sur la recherche. Chacun a été interrogé avant la soutenance sur l'expérience de la préparation et après la soutenance sur l'expérience de la soutenance. Des questions des 11 comités de la soutenance et les réponses des candidats ont été recueillies, ainsi que les informations générales des participants et les documents institutionnels en ce qui concerne le déroulement de la soutenance de thèse de doctorat. Plus de 20 autres soutenances ont été observées pour comprendre les pratiques de la Faculté associés à la soutenance. Conclusions sur des cas spécifiques révèlent la façon dont les candidats au doctorat performent en tant que chercheurs au cours de la soutenance de l'équilibrage de savoir et non-savoir à répondre aux questions des comités de soutenance. Les candidats ont navigué dans des domaines de recherche, méthodologiques, les frontières épistémologiques et s'est appuyé sur diverses sources de connaissances afin de démontrer le savoir, et d'évaluer l'importance et la pertinence des questions et a fourni des réponses provisoires pour négocier le non-savoir. L'ensemble des résultats ont indiqué que la soutenance a confirmé la plupart des candidats en tant que chercheurs et a joué un rôle dans le tissage de leur passé, présent et futur en termes de développement de leur identité de chercheur. L'étude a conclu avec des implications pour l'interprétation des expériences de soutenance des doctorants et pour comprendre les fonctions de la soutenance publique de thèse.
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Landguth, David C. "Public health specializations and education needs to support homeland security." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Mar%5FLandguth.pdf.
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Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, March 2006.Thesis Advisor(s): Anke Richter. "March 2006." Includes bibliographical references (p.175-178). Also available online.
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Burusphat, Surapong. "The National Defense College of Thailand and Its Alumni in the Context of Thai Politics." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331582/.
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This study deals with the National Defense College of Thailand and its alumni, who are senior military and civil service officers of the government of Thailand. The study examines the proposition that the political attitudes of military and civil service officers in developing countries are likely to be similar and negative. The second proposition examined in this study is that the attitudes of government officials toward the people are likely to be similar and negative. The study also attempts to examine the official attitudes on the basis of cluster. Each of the three clusters consists of seven classes of the National Defense College. It is argued that the political contexts of each cluster were different and that these differences may result in the different attitudes of officials in each cluster. The study found that military and civil service officers in Thailand hold similar attitudes toward politics and that the attitudes are predominantly negative. Official attitudes were similarly negative. Attitudes toward politics vary, depending upon the time in which the officials were in government service. Officers who worked within the environment of the military government are the most distrustful of politics while officials who worked under a more relaxed, more democratic political system are not as distrustful of politics. Attitudes toward the people are not significantly different among officers from different political environments. It was found that the number of alumni of the National Defense College who were able to reach the three highest ministerial positions in the Thai government has declined over the years. These positions are minister, deputy minister, and undersecretary. One cause of this decline is the increasing politicization of the country or the decreasing role, activity, and involvement of the military in politics. The second cause is the relatively stable number oi the members of each class of the National Defense College. As the overall number of government officers of the country has steadily increased over the years, this stable number has put these officials at a disadvantage.
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Christensen, R. Bryan. "Paying for language skills| The Department of Defense Foreign Language Incentive Program." Thesis, University of Colorado at Colorado Springs, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563610.
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Many organizations have a great need for people conversant in foreign languages and cultures. The U.S. Department of Defense operates globally and is always in need of people who can communicate across cultural and linguistic divides, and the gap between what is needed and the personnel who can meet those needs is often considerable. To address this deficit the DOD implemented an incentive pay in the mid 1980s to reward those servicemembers who could prove proficiency in a foreign language. The Foreign Language Proficiency Bonus (FLPB) has gone through numerous changes over the years and this study sought to answer the basic questions, what has been the effect and is it working? How much of an effect does the bonus have on members' actual behavior regarding FL acquisition? This mixed-methods approach analyzed the evolution of policy, conducted a statistical analysis of member testing data, and conducted interviews with 22 current and former recipients of FLPB to see what impact FLPB has had or could have in meeting the DOD goal of increasing FL proficiency within the force. This study focused on the Air Force implementation of the FLPB program, though findings are likely applicable across the military services. Key findings include the rapidly changing nature of FLPB policy, which has caused frustration for many AF members. Further, with numerous stakeholders involved, some points of policy and programs could potentially be working at cross-purposes with overall goals. Statistical analysis found several significant trends; however, many findings do not support FLPB as an effective program in its current form. Many AF members indicated a high desire to use their language skills but are frustrated at the infrequent ability to do so in any official capacity. Several suggestions are offered for how the AF could modify existing policy to achieve its goals for FL proficiency, as well as to maximize scarce financial resources to maximum effect.
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Ahn, Misook. "Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course| The Case Study of Defense Language Institute Foreign Language Center." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10683956.
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The blended learning model, which combines the traditional face-to-face learning method with an online application such as a learning management system (LMS), became popular and more practical for both teachers and learners in foreign and second language education because of its effective methodology for course delivery and socialization opportunities with technology-enhanced learning activities in both online and offline environments. Although the effectiveness of blended language learning models and benefits of student achievement and autonomous learning with an LMS have been explored, prior research resulted in conflicting data on blended instruction identifying the inconsistent findings in student achievement. Some researchers found that students in blended learning improved their language skills and had higher achievement than participants in exclusively face-to-face or online learning, while some researchers found there to be no statistically important differences in achievement when the blended model was used compared to a face-to-face setting. The specific problem is that the low language achievement of students seems to be related to lack of autonomous language learning skills, but their perceptions of the blended language courses regarding language achievement and autonomous learning skill have not been previously identified and analyzed. The purpose of this qualitative case study is to investigate student perceptions of course effectiveness factors for language proficiency as well as learner autonomy in a blended Korean language course to improve language achievement, especially in listening and reading comprehension skills. American students who attended intermediate and advanced blended Korean language courses applied with the LMS, SAKAI in 2014, 2015, and 2016 at the Osan Language Training Detachment (LTD), Defense Language Institute Foreign Language Center (DLIFLC) in Korea, were invited to participate in the anonymous, open-ended online survey. Data from 10 of the participants were analyzed and evaluated. This study found the blended Korean language course was effective for language learning and achievement, but only 50% of participants stated it was effective for the improvement of autonomous learning skills. The other responses said those skills were dependent on various elements of the blended course such as activities, curriculum, teacher, and student’s motivation and learning styles. The factors students found to be effective and ineffective as well as suggestions offered to improve the blended language course were discussed. Although the focus was on one Osan LTD teaching Korean language courses at DLIFLC, the findings could be able to improve language achievement and autonomous learning for future learner success as well as curriculum design in other foreign language courses in DLIFLC or other institutions.
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Yang, Ju-Ming, and 楊如明. "A Study on the Heritage of National Defense in College National Defense Education." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/52461439420184111173.
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碩士元智大學
資訊傳播學系
96
Abstract A Study on the Heritage of National Defense in College National Defense Education The college national defense education is linked together by the All-out Defense Education Law with elementary school, junior high school, senior high school, social, and governmental (in profession) education. The heritage of national defense makes use of the cultural asset to improve people’s psychological defense, be advantage of mental mobilization, and carry out the PSYOP strategy of total operations. Keeping all kinds of military ruins, museums, memorial halls, and other cultural locations with the All-out Defense Education function under good control, and enhancing the gathering, studying, explaining, and protecting works of heritage of national defense, will be benefit to reach the goal of “practicing usually, teaching diversely” in college national defense education. This thesis focuses on the heritage of national defense, and also be related with college national defense education’s five cores, international situation, national policy, all-out defense education , national defense mobilization, national defense technology, as well as the five study fields, national security, national defense technology, military capability, military tactics, war history. Through the interview with professional, this thesis attempts to understand and study the subject of heritage of national defense in college national defense education. The conclusions are as follow: 1. The heritage of national defense is closely related to the college national defense education. 2. There are plenty of heritage of national defense and diversity of their usage. 3. To review and examine the heritage of national defense positively is advantage of college national defense education. 4. The marketing of museum is advantage of college national defense education. 5. Combination community to build the responsibility in the National defense. 6. Strengthens the digital application to constructs the virtual practical in heritage of national defense. Furthermore, this thesis suggests that “the review, examine, and education of the heritage of national defense ought to be with imagination and ingenuity”, “the Armed Force Museum ought to extend to a military warfare museum”, and “the disused military armament exhibition park ought to become a assistant education location”. Also, it attempts to “make a plan of the combination of the heritage of national defense as well as sightseeing” in order to give a reference for practical application of the heritage of national defense in college national defense education.
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Laio, Shun-Chuan, and 廖順權. "A Study of e-Learning on Defense Education." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/75337219091286591830.
Full textAbstract:
碩士大同大學
資訊經營學系(所)
96
The Taiwanese Government has been making parallel effort to promote both the “defense education” and digital technology in recent years. On the one hand, the Defense education have been put into practice at higher education levels—universities and high schools as well as a timetable has also been set with 2009 as the initial phase for the government to promote an overall scale of the “defense education”. To deal with this rather novel innovation in education, we apparently need a plural perspective. This includes the transition of social condition, patterns of juvenile learning, and both features and e-learning of the effort of “defense education”. As a pilot study, this research explores current Taiwanese students’ expectation and need of an e-form “defense education” courses with a view to effectively promoting an e-learning model among the audience. When it comes to defense education that used to be strongly characterized by conventionally one-way communication modes in class, defense education is to be launched in e-learning environment and will be welcome effort with forthcoming effective teaching/learning results. With 1150 respondents across four schools but limiting the targets within North Taiwan only, the result, however positive, can hardly be reassuring. To convince policymakers dealing with defense education in Taiwan, more research effort definitely has to be done. Indeed, enlarging the targeted groups and adopting a theoretical framework are the starting point of the paper to address the above concern. After the pilot study, it was methodologically to create a broader sampling base to answer a set of questionnaires and randomly chose 2500 respondents coming from 12 schools across whole Taiwan including one on an off-shore islet. This study also found Keller’s ARCS (attention, relevance, confidence, satisfaction) model as its theoretical assistance to start with as it based the reasoning that ARCS has long been considered an appropriate model suited for learners without age discrimination. There exist much similarly positive results pointing to a successful marriage between e-learning as a vehicle and defense education in Taiwan as contents. This study separated all the respondents into four groups -- Active learning group, Extensive learning group, Develop learning group and Explorative learning group -- through cluster analysis method and turned out the result that the students belonging to the exploring group are seriously interrupted by the digital appliance, even though these students have strong willing and motive to learn and also have positive interaction with the knowledge. Conclusively, due to the lack of the digital appliance, it is sure to have negative impact to the learning effectiveness for students in the exploring group. Based on the research results, came to the remark that the uses and familiarity of digital appliance in the process of learning and teaching can significantly improve learning efficiency. For the consideration of environment factor, the design of teaching materials and curriculum arrangement can also improve their acceptance of e-learning model for learning the knowledge of defense education and interests of the contents in digital materials. However, personal factor is the key element affecting the learning performance, also critical factors that promote motives, expectation, knowledge, skills and interaction. With the well developed infrastructure of education system and information environment in Taiwan, defense education not only has the advantage to develop its unique education model of advertising the ideas of national defense, but also promotes the learning performance through the advanced multi-digital appliance and the well organized-knowledge content provider.
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Schwartz, David T. "Subsidizing the arts: A democratic defense." Thesis, 1997. http://hdl.handle.net/1911/19207.
Full textAbstract:
This dissertation defends state support of the arts as an educational public good. It begins with a critique of the traditional justification for subsidy, the appeal to cultural perfection. By challenging the perfectionist position from two distinct perspectives--political and aesthetic--this critique reveals the potential value of constructing a plausible, nonperfectionist alternative. The dissertation then works to develop such an alternative by appealing to the instrumental potential of art as an educational public good. Unlike the perfectionist approach based on the intrinsic value of art, this justification is founded on a general commitment to democratic self-rule. After defending a particular account of this commitment and its implications for educational policy, the dissertation works to show how art can serve as a valuable component in an overall scheme of democratic education.
The positive argument for art's democratic value consists of three distinct elements. The first draws on Aristotle, Kant, and Hannah Arendt in explicating several structural similarities that exist between aesthetic and political judgments. The second element describes how interpretation is essential to both engaging art and participating in politics. Taken together, these first two elements of the argument describe how art and politics both engage--and thus practice--many of the same skills and abilities. The third element of the argument explores the potential political value (and political risks) of the state's encouraging citizens to engage a diversity of cultural expressions.
The dissertation concludes by describing several policy implications of the democratically-based justification of subsidy (e.g., increased local control over subsidy decisions), and by evaluating the justification in light of the best arguments against subsidy. These include a libertarian argument from self-ownership, Joel Feinberg's argument based on the Benefit Principle, an objection from moral offense, and several objections from state neutrality.
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Lin, Chien-Li, and 林建利. "The Action Research of Service Learning Integrated Vocational High Schools with National Defense Education - Defense Mobilization." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/26021480230416501591.
Full textAbstract:
碩士慈濟大學
教育研究所
103
Abstract This research is aimed at exploring how vocational high school students perform under disaster prevention and protection after service learning blends into All-out Defense Military Education. The purpose of this research are as follow: 1. To understand how All-out Defense Military Education- Defense Mobilization was applied in vocational high school. 2. To organize the curriculum of service learning blending into All-out Defense Military Education- Defense Mobilization. 3. To explore the process, and solutions when encountering problems as the curriculum of service learning blending into All-out Defense Military Education- Defense Mobilization begins. 4. To analyze the performances of vocational high school as well as elementary students in Defense Mobilization Disaster Prevention Service Learning after service learning blending into All-out Defense Military Education- Defense Mobilization puts into practice. 5．To research the growth of the researcher after service learning blending into All-out Defense Military Education- Defense Mobilization carries out. This research adopts action research. The subjects were 20 students in a practical skill class in researcher’s vocational high school. The ones that received the service learning course were 16 students in the fifth grade. The research tools include the curriculum of service learning blending into All-out Defense Military Education- Defense Mobilization, interview scripts, notes and journals, educational videos, class records, students’ work sheets, etc. The materials were collected, coded, analyzed and writen. The following were the concluded results: 1. The advantages of service learning blending into All-out Defense Military Education- Defense Mobilization are suitable teaching progress, direct statements of key points, and making good use of indoor as well as outdoor space. However, the disadvantages are failure to fulfill the idea of student centered teaching, unable to cultivate students’ oral expressions, lack of ability to communicate to solve problems, and make use of traditional paper examination. 2. The characters of service learning blending into All-out Defense Military Education- Defense Mobilization include using blending curriculum to process service learning, cultivate students system of value to care about the society, applying All-out Defense Military Education in service learning, motivating students through practice, broadening the service range from school to community elementary schools, and gaining experiences through the records of service learning. 3. To observe how students’ attitude changed from lack of confidence through cooperating to accomplish the tasks. 4. The average scores of post-test were higher than that of pre-test by 12.25 in the cognition of service learning test, which showed the progress of students. Moreover, the satisfaction scale of elementary school students after the service learning class were an average of 4.6, which showed their satisfaction toward service learning. 5. Researcher found that after service learning blending into All-out Defense Military Education-Defense Mobilization puts into practice, service learning curriculum can guide students to develop disaster protection skills as well as increase the confidence of vocational high school students.
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Lin, Jia-shiung, and 林家雄. "Indicator of the All-Out Defense Education Implementation, R.O.C." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/47289216387525249587.
Full textAbstract:
碩士國防管理學院
國防決策科學研究所
96
In order to fulfill All-out Defense ideals, Taiwan drafted an All-out Defense education law on February 2, 2005 and enacted it on February 1, 2006 ,hoping to make people in Taiwan broaden their knowledge and will of national defense, identify themselves mentally with it, support and participate national defense to promote and ensure its development and Taiwan’s security. This research discovers that although there is high common consensus in All-out Defense education in Taiwan, in terms of enforcement, we need to construct an evaluation pattern of implementing performance to promote its enforcement more effectively and carry out All-out Defense ideals in the long run. According to five elements of management in enterprise: operation management, marketing management, human resource management, research and development management, and financial management, this research’s contribution is to construct an evaluation index of implementing performance of All-out Defense education in Taiwan. Due to the need of specialist’s and scholar’s opinions to complete these evaluation indexes, we take Delphi method as a research method to collect 14 specialists’ opinions from the Executive Yuan, the Ministry of Education, the Ministry of National Defense and the academia to draft an evaluation index of All-out Defense education performance. After the two rounds of surveys, we draw up 8 main indexes and 30 factor indexes about evaluation, which has high common consensus among specialists and scholars, and they are worth of reference in the theory as well as practice to construct such evaluation pattern. This pattern can also provide All-out Defense education units and later researchers with an index to review this education’s effect so that we can better All-out Defense education. Key words: All-out Defense education, index of implementing policy, Delphi Method
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Chen, Ming-Ching, and 陳明清. "The Effects Evaluation of All-Out Defense Education Execution." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/92166408228466920609.
Full textAbstract:
碩士義守大學
管理學院碩士班
98
In view of our country currently having the special environment of national security, the Ministry of National Defense (MND) established All-Out Defense Education Law in February, 2005. Under this law, all the citizens are expected through education to have deep understanding of the core value of national security and adapt to the possible rapid changes in the future in order to ensure national security. The education should be implemented by means of the careful and objective performance evaluation which can help control the effectiveness in using the resources and understand the follow-on key points and directions of the improvements. This research adopts “Data Envelopment Analysis” (DEA) applied to reviewing the performance of “All-Out Defense Education” which is promoted by municipal city government and county government in order to establish objective and scientific evaluation logics. During the research, the traditional method is used by the Ministry of National Defense (MND) to evaluate the performance of the All-Out Defense Education conducted by the above-mentioned local government. According to the data result, According to the outcome of the performance evaluation, all the grades are quantified into “five-point Likert scale” so that they are convenient to calculate. In addition, the output-oriented ”CCR Models” can verify the differences in the performance evaluation between the traditional method and the “DEA modeling”. It is expected to find out the performance evaluation models that can be easily accepted and regarded as the objective models by all the DMUs. The final results of the research reveal that the grades using these two performance evaluations show the relevant co-efficient is 0.943. Both of the performance evaluations have high similarities. But the research also finds that the weight values in all the evaluation indicators are obviously different because all the DMUs are influenced by the factors - different locations, organizations and resources. However, the traditional performance evaluation neglects the phenomenon – the rating of the scaled scores. It leads to subjective cognition and to some extent lacks objective standard. Besides, in the traditional performance evaluation, the evaluation outcome can only be displayed according to the grade ranking and cannot make the DMUs clearly identify which areas are required for improvement and how much weight value are suggested for adjustment. However, the Data Envelopment Analysis can provide the solutions for the above-mentioned problems. It can not only accept the repetitive data but also verify the data on objective and scientific basis. It is recommended to be used as a reference by the institutions which are engaged in the performance evaluation.
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Huang, Minchuan, and 黃民權. "The Study Of The Practice Of National Defense Education." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/92137479202345616188.
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博士義守大學
資訊工程學系
100
This study collected related literature regarding practical experiences of implementing courses such as military training, general military studies, and national defense education in Taiwan to analyze the results of national defense education courses in public and private universities as well as senior high and vocational high schools. Subjects were students in their first year in senior high and vocational high schools that had completed required courses for national defense education. The purpose is to identify problems and offer concrete suggestions to reform and serve as a reference for revising national defense education courses in Taiwan in the future. The results indicated that male students in their first year at senior high and vocational high schools showed a higher preference for national defense education in terms of “national defense policy”, “defense mobilization”, and “concept of national defense technology”. In elective courses, students had a high level of willingness for outdoor survival. The majority of the results of backgrounds and willingness towards elective courses had significant differences. The teaching result of incorporating national defense education and knowledge management in courses in universities was significant. It is suggested to use this method for promotional needs. In terms of university teachers hiring assistant professors with PhDs, senior high and vocational high schools should hire only qualified teachers immediately to improve the quality of teachers and teaching. Fuzzy theory was adopted to choose national defense education textbooks used in senior high and vocational high schools with textbooks published by You Shi coming on top. In terms of the national defense education at selected universities, senior high schools, vocational high schools, junior high schools, and elementary schools, it is suggested to establish Kinmen military museums, community university courses, national defense campsites, and summer military camps to encourage citizens nationwide to participate in studying in these general education courses. It is also suggested that official credits be given to enhance consensus for national defense education in Taiwan.
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Hung, Shu Chin, and 洪淑瑾. "The Development of the General Education in National Defense from the National Defense Strategy of the People." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/52337281025742394885.
Full textAbstract:
碩士國立政治大學
外交學系戰略與國際事務碩士在職專班
96
“National Defense for All the People” is not only a strategy, a kind of civic education, but also one which requires the participation and defense of all the people. The promotion of national defense concept is what matters the most from the conformity of national security recognition to the establishment of strategic culture. The implementation of national defense in our country has three cores on the execution construction: the constitutional construction as the foundation, the economic development as the backup, and the psychological construction as the power. In addition, there are five characteristics in our country’s national defense: 1.From "the people" – It does not have the difference between soldiers and non-soldiers. 2.From "the matter" – It does not have the difference between war and non-war. 3.From "the time" – It does not have the difference between wartime and non-wartime. 4.From "the place" – It does not have the difference between battlefield and non-battlefield. 5.From "the object" – It does not have the difference between weapon and non-weapon. If we combine the three cores and the characteristics of our national defense, we can construct the national defense consciousness among all people. As a general education in national defense based on national security, in the face of international circumstance vicissitude and Chinese Communist Party's threat in force, it inevitably will need some new appearance to be presented. The general education in national defense in terms of national defense strategy level is to cultivate the “National Defense People,” who possess both national defense recognition and national defense knowledge in addition to uniting the academic development in the schools, coordinating every need of national security, fulfilling the capability in national defense, and completing the ideal of national defense for all people. From the dimensions of constructing general education in national defense with national security, total mobilization of all the people, construction of the national defense human resources, and national defense science and technology, we realize the importance of general education in national defense in terms of our national overall strategy. The role and function of the general education in national defense performed in "national defense for all the people" are not hard to find among the realization of the general education for all the people, the cultivation of school students’ moral education and character guidance, along with the promotion and execution of “Service and Mobilization of the Youth.”
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Kuo, Chung-yung, and 郭中庸. "Application and Development of School Education in All-out Defense." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/18855679218732180147.
Full textAbstract:
碩士國防大學
戰略研究所
98
Abstract “Military Training Education” and “Defense General Education” is a part of “All-out National Defense Education. All of them are equally important. Now the transformation of the field uses an appropriate denomination—All-out Defense Education—in line with the needs of the times, its historical background, and the existing value and function, to achieve the objective of national security, but also to carry out the education idea of being master of both the civilian and the military. The national defense education should not just be a science teaching, passing on the door of the military training education. Military training instructors had become the All-out Defense Education best teaching staff. The existence of military training instructors in campus should not be squeezed out of ideology, but the existence of the military training instructors should be recognized their function and value in the campus. The Ministry of Education should understand the needs of schools. In addition, military training instructor should give full play to their original function in line with the All-out national defense education to fit the schools and society's expectations, and become a mentor of students. The improvement of legislation for all-out defense education is essential for the sake of national interests and national security. The related government departments should work together to achieve this goal. National security should be superior to everything. According to the All-out Defense Education Act, legislative decree stipulates to promote the national defense education, defense knowledge, and defense national consciousness for citizens to develop and to ensure national security. The college students are also citizens, and they have no right to refuse to follow the All-out Defense Education Act, they are main audience of related education. The implementation of all-out defense education in schools is not static, and the lecture is not the only teaching method. Military training instructors can design dynamic lively curriculum for the all-out defense education to meet the expectation of the parties in schools.
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Chi, Huang Shao, and 黃少奇. "Our country all the people defense education connotation research -from national defense cultural relics preservation, guidance andeducation discussion." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/92625600103482257181.
Full textAbstract:
碩士開南大學
公共事務管理學系
96
Abstract Historical heritages and cultural relics are the important inheritance of human being. They are the structuralized remains of our development. They are the witness of the past and the tracks of cultural evolve. Thus, reserving these historical heritages and cultures had already been highly focus by all human being. Therefore, through investigating the connotation of all-out defence, one can prompt and educate the aspect of cultural reserve to all citizens and government organizations deeply in heart, in order to enhance the reserving historical heritages and cultural relics. This thesis analyses references, compares the analytic outcomes and contrasts among case studies, in order to collect all relevant references, books and all sort of data which are about all-out defence, all-out defensive education, cultural heritage, and defensive relics, regardless domestic or international resources. Furthermore, this thesis arranges, generalizes and analyses the researched references to investigate the management mechanism, advantages and disadvantages, and features of educating on cultural heritage reserve in US and Japan. In addition, collecting the current guideline on reserving cultural heritages national wide through promotion and education, and recent investigated reports on progressive status. At last, this thesis organizes the analytic results to develop the course of action for all-out defence education. This thesis concludes and suggests the followings： 1. Setting an administration with specific duty for overall planning, management and census. 2. Raising the level of defensive relics, through various activities and marketing manner to educate people inductively. 3. Combining local resources, to organize proper places for educational aid purpose. Expecting this thesis, which rely on reserving, educating and promoting defensive relics, will provide more cognition to citizens about cultural heritage reserve, further to advance and popularize the idea of all-out defence. Key word：all-out defence, all-out defensive education, cultural heritage, defensive relics
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Hsiang, Lu-Chao, and 呂兆祥. "The Effect of National Defense Education on Senior High School Students’ National Defense Consciousness：A Case Study in Tainan City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/80400179446390948475.
Full textAbstract:
碩士國立中正大學
戰略暨國際事務研究所
101
The purpose of the study is to examine relationships among the impact of national defense education on high school students’ national defense consciousness. By the ministry of education’s national defense mandatory courses syllabus, the author designed “national defense education” and “national defense consciousness ”scales as a research tool, then used survey research method to investigate and take statistical analysis in Tainan city’s high school students educated about national defense education classes. The objects of the research are based on high school students and their parents in Tainan city. Of the 1,200 questionnaires, a total of 1,017 usable responses were completed and returned for a response rate of 85%.The investigation is conducted by descriptive statistics, t-Test, one-way analysis of variance and Pearson product-moment correlation. The result showed that it partially substantiated between different background variables and learning status of national defense education, and between different variables and learning status of national defense consciousness, but there was a significant positive relationship in high school students between "national defense education" and "national defense consciousness” in high school students. The study shows that there was lower consciousness in the issues about reforming military service system and streamlining national defense force, so the instructor should make full use of network teaching to know defense policy report, combin with the course progress in the classroom teaching students to cultivate awareness of macro national security; another ordinary high school students in cognitive aspects of national defense had higher consciousness than occupational class in lively, so teaching mode should be designed according to student characteristics, combined with diversified activities and network resources into the national defense education programs to enhance the professional class students in learning.
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Plashakova, Victoria. "The importance of teaching humanities in higher education institutions : in defense of liberal arts education /." 2009. http://library.uvm.edu/dspace/bitstream/123456789/230/1/Pleshakova%20Thesis.pdf.
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Tseng, Sheng-Pin, and 曾聖斌. "The Learning Effects of Participation in Adventure Education Experience Activities on All-Out Defense Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/y924f6.
Full textAbstract:
碩士義守大學
資訊管理學系
107
The purpose of this study is to explore the impact of "exploration education" on the effectiveness of national defense education for high school students. The three principles of "mutual cooperation and cooperation", "group relationship" and "team trust" are used to explore the curriculum design of national defense education. Kaohsiung City has set up a Discovery Education School in Shoushan National Middle School in Gushan District. The Discovery School is located in the Shoushan National Natural Park. It is rich in natural resources and is ideally suited for exploring experiential learning fields. It is also combined with Kaohsiung City''s special Shanhaihe Port. In order to let students learn about the national defense education related knowledge, the research will use the relevant facilities design activities of the exploration school and integrate it into the teaching of national defense education. Finally, Exploring the effectiveness of students'' learning, compared with the traditional teaching methods, is it because of the above three curriculum design principles, so as to provide relevant suggestions to the educators who teach national defense education as a reference for future design courses. In this study, 300 students who participated in the exploration of educational experience activities in this years (2019) were selected as research subjects, and the research data were collected through questionnaires. The data obtained were statistically analyzed by SPSS software, and the main results were obtained to understand high school. Students experience the impact of the national defense education after the exploration of educational activities. According to the findings and findings of this study, the integration of educational activities into the implementation of the national defense education of the whole people does have certain effects. Of course, there is still room for improvement and improvement. Education is a long road to study the interests of various learners. Motivation is the goal of the future teaching staff to continue to work hard, do their own meager strength, through the process of education, spread the seeds of the national defense concept, and look forward to the day when the seeds sprout.
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Chen, Shih-Wei, and 陳世偉. "Research on the Strategy of All-Out Defense Education Marketing Promotion." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3me4uj.
Full textAbstract:
碩士環球科技大學
中小企業經營策略管理研究所
105
This study adopted the qualitative research method to investigate the marketing and promotion strategies of All-out defense education policy marketing in Yunlin County and analyzed the current status of the coping strategies of All-out defense education. Moreover, it also aimed for examining the All-out defense education policy under the situation of people’s lacking crisis-consciousness and the military threat from Mainland China. The researcher reviewed relevant literature and conducted in-depth interviews with some members relating to All-out defense education policy marketing in Yunlin County to collect data. The findings of this study are: (1) People in Taiwan lacked crisis-consciousness and had to get acquaintance with the threat from Mainland China. (2) The military image in Taiwan was not good enough, and the government had to rebuild the military prestige. (3) Credentialism prevailed so that All-out defense education was supposed to be integrated into school education. (4) The authorities concerned had to promote All-out defense education continuously. (5) The authorities concerned had to emphasize on the education and promotion of All-out defense cultural relics. (6) The military training instructors were to exit the campus so that the authorities concerned had to cultivate diversified teachers for All-out defense education. All-out defense education policy is one of the most important policies in Taiwan, and its guideline should move with the times. For the future development of all-out defense education and as references for future related policies, this research provided the following suggestions: amend related provisions continually, execute military course integrated into school education, cultivate professional teachers for all-out defense, enrich all-out defense knowledge in teaching, establish all-out defense autonomy, and value all-out defense technology, etc. Furthermore, the researcher expects that the will to bring the entire nation to arms can be aroused when our country confronts threats, the concept of all-out defense can be rooted deeply, and effectively put all-out defense education policy into practice.
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溫欣屏. "A Study of Multicultural Issues Integrated into All-out Defense Education." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/55923998709867155189.
Full textAbstract:
碩士國立彰化師範大學
公共事務與公民教育學系
102
Many years ago I was touched by the movie Warriors of the Rainbow, which reminded me of the importance of multi-culture awareness. Ever since the ancient times, national wars are usually caused by ethnic conflicts. Now that we’re in a globalized era, each individual should learn more about the different cultures in society so that they can respect each other. However, to appreciate other cultures, we must be familiar with our own local cultures. By integrating multi-culture education into high schools’ all-out defense education curriculum, through the cyclical process of introspection, critique, emancipation and reconstruction of experience, it enables students to recognize and reconsider the importance of the country, and arouse their responsive chord in the all-out defense education program. This paper aims to explore the way to integrate the five major topics related to all-out defense education (i.e. international situation, defense policy, all-out defense, defense mobilization and defense-related science and technology) with the existing multicultural curriculum in Book 1 of Citizen's Education and Social Curricula in high schools. The research subjects were junior students majoring in catering and junior students majoring in international trade. The experimental group is trained via experience-based teaching methods by the researchers personally, which serves as the reference for curriculum design; while the control group is trained by normal teaching patterns. Research diaries are kept during the period of study. The diaries are sorted, systemized and analyzed based on the research items. There are benefits for students such as enabling them to have comprehensive defense knowledge and utilize a multicultural vision, so they can positively affirm themselves and identify the whole ethnic group, and strengthen their country defense ideals. Through this, the students’ ability to adapt to the social environment can be improved. From the information analysis and collection, it finds that: (1) the concepts of policies for high schools to implement all-out defense education curriculum are influenced by the dimensions of the school’s development features, philosophy as well as the students’ qualities; (2) curriculum design for all-out defense education may be effected by the existing value of military training instructors in the school; (3) the effectiveness of the implementation of all-out defense education may be affected by aspects such as teaching hours, students’ quality and learning attitudes. Based on the research findings, it the conclusion includes the following suggestions: (1) that high schools have optional courses and value the importance of all-out defense education; (2) that the military training instructors strengthen the multicultural education activities and policy promulgation, design the all-out defense curriculum in multiple ways and promote its teaching; (3) further studies be conducted on all-out defense curriculum after the implementation of the 12-year National Education program.
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Tsai, I.-Pin, and 蔡貽品. "A study on the function and value of「All-out defense education」." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/tsan93.
Full textAbstract:
碩士銘傳大學
社會科學院國家發展與兩岸關係碩士在職專班
96
Abstract The "All-out National Defense" idea has been promoting by the ROC government for long period. The task of "All-out National Defense" is to motivate the conscious of protect its national security, to consolidate the brief that all the citizen are in the same boat, and to maintain its national interests. This study start form the beginning of "All-out National Defense Act", and discuss the implement by other nations, such as American, Switzerland and PRC. In the final chapter of this essay we found three conclusions and advanced five suggestions. 1.Keep on the promoting of "All-out National Defense Education" to consolidate the brief from citizen to protect its nation. 2.Set up the consultation system to earn the identity by the social elites and opinion leader. 3.Keep on amending the Act to popularize the idea to each citizen, and utilize the media well to maximize the effect of All-out National Defense Education" . 4.Keep on strengthening civil defense system and making the mobilization practicable. 5.Keep on integrating the resources of nation and set up the "Self-determined defense ability".
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Hu, Shou-Yung, and 胡壽勇. "A Study of Multimedia Application in the Field of National Defense Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/f4xgts.
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碩士義守大學
資訊管理學系
105
National Defense Education is a lesson to let students to realize how important National security. However, teaching skill, and method are a critical point, because traditional way of lecture usually can’t trigger students’ interest and motivations. As time progresses, education with technology has been evolved a variety of ways to let students deeply understand the technology of weapons, and consequences of brutal war, such as method, content, audio, video, graphic, photo, virtual scenario, etc. Finally, the purpose of the study is that traditional teaching class compared with multimedia learning. Few researches have been taken efforts on investigation, and discussion about shooting course which accompanied with multimedia teaching course to evaluate students’ learning performance, and attitude have been improved or not. The research of object is first grade students in municipal high school in Kaohsiung, and experiment period of time is six weeks. The study of method is that multimedia learning compared with traditional way to evaluate students’ learning performance, and attitudes. The result of research has found that the outcomes of using multi-media learning is better than traditional ones, including learning attitude, the level of satisfaction, and shooting scores. Therefore, the research result has recommend that shooting class in the future can be introduced the multimedia learning to help students’ improvements on studying performance, and learning attitudes.
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Yen, Chang-Hao, and 顏章豪. "Political and Economic Analysis of Total Defense Education in Taiwan，1949~2005." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/90243015393908696989.
Full textAbstract:
碩士國立臺灣大學
政治學研究所
94
ABSTRACT The content and status of national defense education in Taiwan are deeply influenced by nation-centric internal and external political and economic systems. This article attempts to analyze the implications and changes in the post-war national defense education system from the perspective of historical structuralism and in terms of globalization trends such as domestic political and economic changes, cross-strait relations and post-Cold War relations. Based on these perspectives, this study provides in-depth discussion on the development of national defense education during the Martial Law Era, the Era of Democratic Transformation, and the Era of Democratic Consolidation. The Martial Law Era refers to the period from the declaration of martial law in 1949 to its abolition in 1987. During this time, the government adopted an authoritarian party-state system, during which political power strongly intervened at all levels of political, economic and social arenas. Government organizations clearly dominated the development of societal change. At the time, factors such as historical background, time and space were catalysts that naturally led to the foundations of the “total defense” concept, which was internalized into mainstream thought. Taiwan and China were at daggers and the citizenry was already well aware of the enemy and national defense. It was a period of great hardship as people were at all times ready to sacrifice for their country. However, despite the threat of confrontation cross-straits relations remained quite stable. After the lifting of martial law in 1987 and up until the election of the DPP in 2000, power had completely transferred hands marking the Era of Democratic Transformation. In this period, state power had been relaxed as political participation was extended throughout society, and economic policy adhered to market mechanisms. During the transformation from state control to relative freedom after the end of martial law, civil society began a stage of vigorous development. The concepts of individual liberty and diversity of values were in constant collision with the previous system and standards, thereby weakening national identity and “total defense.” The period from the transfer of power in 2000 to the present is referred to as the Era of Democratic Consolidation. Taiwan’s “total defense” came about as China suddenly appeared on the horizon and the age of anti-terrorism came about in the post-911 era. International cooperation trends and the occurrence of various intimate cross-straits economic and academic exchanges resulted in a citizenry much less aware of potential security threats. This study probes the three levels of military education, social education and school education based on the political and economic changes during the above three eras, and provides in-depth discussion of the emergence of “total defense education” in Taiwan. The purpose of this research is to uncover the main political and economic trends that influence change in “total defense education,” and to reflect on the direction of national defense education. Taiwan’s “Total Defense Education Act” was promulgated in February 2005. A gradual increase in the extent of research and emphasis given to “total defense education” highlights the potential for “total defense education” to become a mainstream value of national security in the future. The conclusions and findings in this research will be provided as a reference to competent authorities responsible for “total defense education.” It is hoped that vision and innovation toward the establishment of a “total defense education” system will lend a hand in strengthening national power.
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HUANG, CHING-SUNG, and 黃清松. "Exploring Factors that Influence the Learning Effectiveness of All-Out Defense Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/29262291313926038172.
Full textAbstract:
碩士南臺科技大學
企業管理系
105
The purpose of this study is to explore the influential factors of the All-out Defense Education courses on college freshmen. This study was based on two important research methods which were Learning Motivation Scale and Learning Satisfaction Scale. A questionnaire survey was performed using students’ personal background and learning motivation as independent variables, and learning effectiveness as the dependent variable. Within the 770 research samples, 719 copies were valid questionnaires. The effective sample recovery rate was 94.4%. Statistic analyzing was carried out on the survey. The researcher concluded the important results as the following, (1) Student's genders showed a significant influence on learning outcomes; (2) Student's learning hours had significant influences on learning outcomes; (3) Student's after-class learning frequency also had a significant influence on learning outcomes; (4) Student's' learning motivations revealed significant influence on learning outcomes.
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Chang, Yu-Ching, and 張郁青. "A Study of the Factors Affecting All-out Defense Education Learning Performance." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/55370257443782806692.
Full textAbstract:
碩士育達商業科技大學
企業管理所
100
The All-out Defense Education is taken through the course of education for the purpose of implementing national defense construction and defending the country. It is important that learning theory must evolve with the time to adapt its core spirits. This study is based on Bloom (1976)’s “learning theory” to explore factors that affect the learning performance of the All-out Defense Education. The independent variables of this study include the cognitive entry behaviors, the affective entry characteristics, quality of instruction and gender, while the All-out Defense Education learning performance is used as the dependent variable. This study adopted the purposive sampling method and 694 valid questionnaires were acquired from students who are studying at National Miao-li Agricultural & Industrial Vocational School. Four findings emerged from the results: 1. Cognitive entry behaviors significantly affect the learning performance of the All-out Defense Education. 2. Affective entry characteristics have significant impact on learning performance of the All-out Defense Education. 3. Quality of instruction has a positive influence on the learning performance of All-out Defense Education. 4. No significant difference between genders was found on the learning outcomes of the All-out Defense Education. The above findings support the design and hypotheses of this study. Finally, this study proposes six suggestions based on the findings as the reference for the related agencies and schools in implementation of the All-out Defense Education.
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SUN, CHI-HUA, and 孫啟華. "To Explore the Promotion Effectiveness of National Defense Education for Board Game." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4xfc52.
Full textAbstract:
碩士東方設計大學
文化創意設計研究所
106
Taiwanese government declared National Defense Education Act since 2005. Our government did request that senior high school should add to National Defense Education in the curriculum. Besides, National Defense Education curriculum should be assimilated into junior high school and elementary school. Most of people supported national army because the government is honestly concerned about the National Defense. In recent years, Taiwan has been occurred much scandal from national army since 2015. Although the Ministry of National Defense has made great effort in National Defense Education Act for many years, Taiwanese people cannot forget stereotypical impression or image. This research is aimed to discuss how to apply the theory to board game. We hope that we can persuade people to know and support national army by board game. On the other hand, this object of works is designed for elementary students, who can realize the importance of National Defense and knowledge through board game. There are varies of board games, which consist of different types in the markets. Our mission is to apply educational board game to help elementary students increase their National Defense expertise, such as: routine training or disaster relief. Last but not least, we conclude two research conclusions as following: 1.Board game of National Defense can help elementary students to add their knowledge of National Defense Education and national army. 2. Board game of National Defense can increase huge and substantial benefit into National Defense Education.
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TE。, YANG，PEI, and 楊培德. "The Practice of the Analects-The Example form All-out Defense Education." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/zhp6fq.
Full textAbstract:
碩士華梵大學
哲學系碩士班
106
The purpose of this study is to utilize the "The Analects of Confucius" educational ideology to explore the effectiveness of differential teaching in the national defense education and the ethical education in military ideology. The Analects of Confucius is a collection of sayings and ideas attributed to the Chinese philosopher Confucius and his contemporaries. The educational ideology of Confucius has been handed down from generation to generation and has become the treasure of Chinese culture. Confucius’s educational ideology emphasizes teaching and classlessness, emphasizing teaching in accordance with one’s aptitude, emphasizing enlightenment and guidance, eternal immortality, and adapting to modern educational trends. As a national defense educator, the author hopes to strengthen the curriculum of the national defense education. The educational thoughts in the Analects of Confucius can be regarded as the cornerstone of contemporary education. This study explores how to use the "The Analects of Confucius" educational thought to carry out the national defense education that is currently declining. Thus, we adopt the method of induction and analysis. We then discuss the aforementioned topic in five chapters: Chapter 1 reviews the relevant research literature, the motivation, the purpose, the scope, the methods, and the structure of the study. The second chapter discusses the educational connotation of "The Analects of Confucius" and the current status quo of national defense education in other countries and finds out the problems existing in national defense education. The third chapter analyzes the connotation of differential education thought through literature analysis. Chapter 4 finds out the direction of modern national defense mobilization through the analysis of literature. The fifth chapter concludes that utilizing the "The Analects of Confucius" ideology in the national defense education may ease the difficulties faced by national defense education. In addition, this research establishes a clear goal for national defense education, evoking the action force of working partners engaged in military training for national defense education.
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Cheng, Jen-Te, and 鄭仁德. "Research on Integrating Multimedia Teaching into High School National Defense Education Curriculum." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/46drht.
Full textAbstract:
碩士義守大學
資訊管理學系
107
National defense is the core policy of the country. The current internationally changing situation and the constant armed conflicts between regions have extended national security from traditional military to non-military threats such as politics, economy and public order. Therefore, through education, students can understand national security, so that the concept of national participation in national defense can be deeply imprinted in the hearts of every student. Course design and teaching methods are also an important topic. In the past, teaching was traditionally told that it could not enhance the interest of learning. With the advancement of technology, the teaching methods began to change. In the era of rapid advancement of information, the use of multimedia textbooks Counseling and assistance can enhance the interest in learning and fully understand the relationship between the progress of national defense technology and national security. The study used multimedia to integrate into the national defense science and technology curriculum of the national defense, targeting a first-year high school student in Kaohsiung City. The course was about 4 weeks. The research method used traditional telling method and multimedia method to compare learning attitude and effectiveness. The study found that the use of multimedia into national defense education has higher learning motivation, effectiveness and curriculum satisfaction than traditional teaching methods. Therefore, this study suggests that in the future, when teaching national defense courses, multimedia integration methods can be used to increase students'' Learning motivation and effectiveness have significant effects.
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Chuang, Kun-Hui, and 莊坤輝. "Our country all the people defense education promotes the research - take the social education as an example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/26402060691623799436.
Full textAbstract:
碩士淡江大學
國際事務與戰略研究所碩士在職專班
100
The Law of All-Out Defense Education was drafted in Feb. 2, 2005 and executed from Feb.1, 2006 for the purpose of fulfill the idea of All-Out Defense. By conducting the universal national education to enhance national’s national defense knowledge and all-out defense awareness. It also encourages the national to recognize the national defense as well as to support it in person, and furthermore to sound the national defense development and ensure the national security. In the other hand, The All-Out Defense is the representation of overall combat capability. It means to utilize the whole national resources, to combine civilian with military and visible with invisible material. In the same time, to safeguard the national security by defending the invasion with integrated National power of military, civilian, material resources and spiritual power. The purposes for conducting social education are to integrate channels of local government administrative organs, social education institutions, civilian groups and enterprises, develop educational resources as well as to diversify All-Out Defense Education system. In our country, we have already been executing the social education of All-Out Defense Education for more than six years. Since the social educations relate extensive levels, I want to research & develop a brand new educational method that is more effective and suitable for individuals.
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Ting, Chih-Cheang, and 丁志強. "National defense education learning satisfaction - using Taichung area colleges students as an example." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/mk6gfx.
Full textAbstract:
碩士玄奘大學
企業管理學系碩士在職專班
101
Taiwan government has been strongly advocating the core concept of All-out Defense in recent years. After the Law of All-out Defense Education had come into force in 2005, Taiwan government has tried to educate all the civilians about the main concept by all means. This study mainly focuses on the learning satisfaction of All-out Defense Education in the military courses of college students in the Taichung area. This study is based on questionnaire-survey method and 670 questionnaires sent to the students who had taken All-out Defense Education course in the 2012 semester. Ended up with 670 returned questionnaires, including 635 valid questionnaires and 35 invalid questionnaires, the effective response rate is 94%. The survey used descriptive statistical analysis, independent T-test, one-way ANOVA, and correlation analysis. Expectable results might provide the military instructor to improve the teaching direction and put the All-out Defense Education into practice. Expectable results: 1. Students approve of All-out Defense Education. 2. For students of different genders, the satisfaction of All-out Defense Education of female students is higher than the satisfaction of All-out Defense Education of male students except for the teaching and learning of the instructor. 3. For students from different grades, the learning satisfaction of freshman students is higher than sophomore students in the learning environment aspect; the learning satisfaction of junior students is much higher than freshman and sophomore students in the learning content aspect. 4. For students from different colleges, the learning satisfaction of the national school students is much higher than the private school students in both the teaching and learning of the instructoraspect and the learning content aspect. However,the satisfaction of most private school students is much higher than the satisfaction of the national school students in the aspect of learning environment. 5. For different courses, the satisfaction of All-out Defense Education in the elective course is higher than the satisfaction of All-out Defense Education in the required courses.
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Chen, Yin-Jun, and 陳英俊. "A Study of the Implementation and Effectiveness of the National Defense Education Policy." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/73uprf.
Full textAbstract:
博士國立東華大學
教育與潛能開發學系
105
This study explored issues related to the implementation and effectiveness of the National Defense Education (NDE) policy and had the following four research objectives: 1. Examine the current status and manner of NDE policy implementation. 2. Analyze the factors influencing NDE policy implementation. 3. Examine the cost-effectiveness of NDE policy. 4. Discern problems in NDE policy implementation and propose suggestions for improvement. This study adopted literature analysis and interviews as research methods. A total of 11 experts were recruited for interview from the following list: experts and scholars, personnel from the Ministry of National Defense, case officers from the Ministry of Education who promoted NDE, school principals/presidents, and military training instructors. There are four conclusions were obtained: First, the formulation of the NDE policy is influenced by internal and external environmental factors. Although the current implementation status demonstrates effectiveness, innovations in implementation methods are warranted. Second, although the implementation goals of the NDE policy are clear, there are six influencing factors for improvement regarding: 1. Resources in possession, budget, incentive and time. 2. Communication and supervision measures between departments at all levels should be improved. 3. Improvements are warranted regarding staff shortage and the lack of a system for training instructors, as well as to the seemingly active leadership of department directors and support from local directors and various sectors. 4. External economic, sociopolitical, and financial conditions are experiencing mutual exclusion from other policies, thereby affecting NDE policy implementation. 5. The policy should be universally implemented, and support from education experts and scholars as well as the general public should be strengthened. 6. The attitude of the executive officer and the support from the Education Bureau or department heads and members of the schools at all levels is also crucial. Third, NDE policy implementation mode and effectiveness is developed from top to bottom; interactions between the higher and lower level departments should be considered during implementation, and higher level departments should coordinate and communicate more with their subordinates responsible for implementation. 2. Students prefer NDE skills, but their awareness and attitude toward NDE needs to be reinforced by the military training instructors’ continuous effort in instilling relevant concepts; there is still room for improvement regarding the effectiveness of the policy implementation. Fourth, Problems exist in NDE policy implementation and the suggestions for improve the existing policy implementation issues. 1. NDE policy still lack of teachers, teaching materials, and ignore the common consensus issues. 2. Strategies are establish goals, enrich teachers, innovative teaching, and the preparation of teaching materials. This study proposed based on the aforementioned conclusions, which may serve as a reference for the central authorities, Ministry of National Defense, educational administration offices, and local governments at all levels for future research.
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Chu, Yen-li, and 朱燕麗. "A Study of Legislation of All-Out Defense Mobilization and Education in Taiwan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/f6n33a.
Full textAbstract:
碩士國立中山大學
政治學研究所
95
The wars and national defense nowadays are not simple military actions but comprehensive ones involving national power, military strength, financial resources and spirit of people. And both outer military and inner natural and man-made threats are likely to threaten our national security. Therefore, establishing concepts of comprehensive security has become a basic notion and common sense that all citizens should be equipped with as our nation steps into the 21st century. According to history, the rise and decline of a nation is closely related to the strength of the national defense and the reinforcement of the concepts of all-out defense which depend on whether the defense education is thoroughly implemented. To construct all-out defense, first it is necessary to establish the knowledge of all-out defense and national consciousness. The national consensus should be established by means of "education" to achieve its effectiveness. The ROC''s "All-Out Defense Mobilization Act," which was legislated in 2001, shows that the government attempts to solidify the national consensus of all citizens through spirit mobilization. To promote the knowledge of all-out defense, intensify the concepts of defense mobilization and strengthen the development of defense for national security, the All-Out Defense Education Act was legislated to enforce all-out defense education and has been brought into effect since February 2, 2006, which means that all-out defense education can be enforced by law. Thus, all-out defense education is the foundation of the construction of all-out defense, while all-out defense mobilization is the means to achieve all-out defense. The study probes into the transformation and the status quo of defense education according to All-Out Defense Education Act and aims to understand the meanings of all-out defense and all-out mobilization and their relations and extent of mutual effects. The two sides across the Taiwan Strait spare no efforts to implement all-out defense education. Whether a democratic country or a communist one, it puts great emphasis on the importance of all-out defense education. Yet, what is their difference? Focusing on the organizations and their implementation of all-out defense education, the study hopes to offer proper suggestions for future reference.
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Teng, Hui-Dan, and 鄧惠丹. "An Action Research of Integrating Life Education into Defense Mobilization Curriculum for University." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/9eskwz.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
102
The research aims to study the influence of “the integration of life education into the defense mobilization curriculum for university” on freshmen university students. The researcher can know students’ learning progresses and feedbacks by closely interacting with students. The subject of this research was freshmen university students, and the research method was “Action Research.” In class, students were taught with the teaching methods associated with multimedia materials, such as PowerPoint slides, films, songs, and stories, combining with the six chapters of activities of infusion curriculum. The results of teaching were checked with the methods of comparative analysis from the results of “working sheets, class feedback sheets, interview record, record of observation, notes of educational review, and scale.” The conclusions are: 1. The effect of integrating life education into defense mobilization curriculum was significant on the four aspects of “individual and self,” “individual and others,” “individual and the environment,” and “individual and the universe”; 2. Integrating life education into defense mobilization curriculum brought positive effect on students’ life attitude. The general life attitude and the life attitude of the six aspects of “expectation,” life dominion,” “sense of existence,” love and care,” “attitude towards death,” and “life experiences” are significantly improved; 3. Integrating life education into defense mobilization curriculum for freshmen university students can energize military teaching, which can also connect military teaching and student counselling, and gives military teaching a new life. However, improvement can be made by action strategies proposed by the researcher based on the analysis of the questions which researcher had in teaching, and furthermore propose action strategies. According the conclusion above, researcher proposes suggestion based on integrating life education into defense mobilization curriculum to be the references for counsellors, and future researchers.