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Journal articles on the topic 'Education and defense'

Author: Grafiati

Published: 29 July 2024

Last updated: 31 July 2024

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1

d’Andurain, Jean, and Alan G. Stolberg. "Defense Education Enhancement Program: The NATO Functional Clearing-House on Defense Education." Connections: The Quarterly Journal 11, no. 4 (2012): 53–58. http://dx.doi.org/10.11610/connections.11.4.06.

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2

Barrett, Jim. "Modern Developments in Defense Education." Connections: The Quarterly Journal 08, no. 2 (2009): 1–6. http://dx.doi.org/10.11610/connections.08.2.01.

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3

Banks, Aaron. "Self-Defense Education." Journal of Physical Education, Recreation & Dance 81, no. 6 (August 2010): 13–25. http://dx.doi.org/10.1080/07303084.2010.10598486.

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Berry, John. "Defense Education Enhancement Program: The Consortium Perspective." Connections: The Quarterly Journal 11, no. 4 (2012): 27–33. http://dx.doi.org/10.11610/connections.11.4.03.

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Stolberg, Alan G. "Defense Education Enhancement Program: The Kazakhstan Experience." Connections: The Quarterly Journal 11, no. 4 (2012): 108–13. http://dx.doi.org/10.11610/connections.11.4.12.

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6

Egan, Erin A. "Bioterrorism Defense Education: Prioritizing Public Health Education." American Journal of Bioethics 5, no. 4 (July 2005): 47–48. http://dx.doi.org/10.1080/15265160500193859.

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Yunita, Yunita, and Nastiti Mufidah. "National Defense Education as Students’ Character Education." International Journal of Education and Humanities 2, no. 4 (November 22, 2022): 147–56. http://dx.doi.org/10.58557/ijeh.v2i4.124.

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Global society is entering a new stage of development called the Fourth Industrial Revolution (Industry 4.0). The rapid and massive development of digital technology has pushed the world into a new industrial order. The new industrial order presents opportunities as well as challenges for young generation. Character education, a value education involving knowledge (cognitive aspect), feeling, and action, is projected to be able to prepare young generation to face Industry 4.0. The purpose of this study was to describe the implementation of National Defense Education as a medium for developing student character at Siliwangi University (UNSIL) specially defending the state value. This is qualitative research using a case study design. The research subjects in this study were the parties involved in the National Defense Education held by Siliwangi University. The research results suggest that the National Defense Education was a tentative semi-military education. This activity is generally aimed at character building, especially to build students’ awareness of the nation, discipline, kinship, and independence.

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Jolicoeur, Pierre. "Defense Education Enhancement Program in Ukraine: The Limits of NATO’s Education Program." Connections: The Quarterly Journal 17, no. 3 (2018): 109–19. http://dx.doi.org/10.11610/connections.17.3.08.

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Chiovatto, Milene. "In Defense of Museum Education." ICOFOM Study Series, no. 48-2 (December 15, 2020): 70–84. http://dx.doi.org/10.4000/iss.2337.

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Shafirov, V. M. "In defense of law education." Russian justice 2 (February 18, 2021): 39–42. http://dx.doi.org/10.18572/0131-6761-2021-2-39-42.

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Nowadays legal education experiences real challenges, in particular: occupational prestige in the society is being reduced, this profession is not being regarded as the most important one, information about overproduction of legal experts is being distributed, the number of state-financed openings in law schools is being on the decline, the proportion of fundamental academic training is becoming smaller, the idea of substitution of lawyers by robotic devices is being promoted, etc. The article proves that this is largely facilitated by the dominance of positive (very often narrow-standard) law understanding in training. The conclusion about the necessity of changing the paradigm of higher legal education is made. It must be based on constitutional (human oriented) legal consciousness.

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Failla, Paul J. "In Defense of Medical Education." Chest 148, no. 2 (August 2015): e59. http://dx.doi.org/10.1378/chest.15-0716.

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Ramey, Craig T., and Sharon Landesman Ramey. "In defense of special education." American Psychologist 53, no. 10 (1998): 1159–60. http://dx.doi.org/10.1037/0003-066x.53.10.1159.

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Chen, Gong, and Liu Liu. "Perceptions of students on college self-defense education." Journal of Kinesiology & Wellness 7, no. 1 (November 1, 2018): 109–19. http://dx.doi.org/10.56980/jkw.v7i1.13.

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This research was designed to study perceptions of students on their self-defense education in university self-defense classes. Serial surveys were conducted in one university’s self-defense class to examine student perceptions on (a) mental self-defense from nine perspectives, (b) physical self-defense from nine perspectives, (c) overall experience of learning self-defense after one semester from eight perspectives, and (d) changes in self-confidence on personal self-defense ability and benefits of taking self-defense classes. The results indicated that college self-defense education benefits college students in terms of mental self-defense, physical self-defense, self-confidence, and safe lifestyle. The results of the study provided feedback from students on class content and effectiveness of teaching and learning based on hands-on experience at the conclusion of the course. Student perceptions can help self-defense instructors better understand the needs of students in self-defense education and improve self-defense curriculum and teaching effectiveness.

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Tanner, Fred. "Deficiencies in Global Governance and Implications for Defense Education." Connections: The Quarterly Journal 11, no. 4 (2012): 1–9. http://dx.doi.org/10.11610/connections.11.4.01.

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15

Kuhlenschmidt, Sally L. "Teaching Students to Manage the Oral Defense." Teaching of Psychology 19, no. 2 (April 1992): 86–90. http://dx.doi.org/10.1207/s15328023top1902_5.

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Graduate students rarely receive formal preparation for oral defenses as part of their educational experience. This article describes the content of a class on oral examinations. In the class, students learn to cope with anxiety about the oral defense and to understand and manage the defense meeting. Topics include self-management, the format and process of the meeting, and ways to handle questions.

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16

Chen, Gong. "Rationale of Self-defense Education in American Schools." Sport Science Review 20, no. 1-2 (April 1, 2011): 65–76. http://dx.doi.org/10.2478/v10237-011-0047-2.

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Rationale of Self-defense Education in American Schools The purpose of this article is to examine the critical roles and benefits of self-defense and self-defense education for students in American middle and high schools. The article will analyze crime trends and the self-defense education status in America, and discuss rationale of self-defense and self-defense education from both the theoretical and practical perspectives. This article tried to provide a comprehensive view on theories and practice of self-defense education for American school students. Self-defense instructors can consider the ideas presented herein to persuade their school administrators to initiate or strengthen their self-defense education programs, convince parents of the need, and obtain their support and cooperation. Ideas we presented can also be useful in motivating students to learn self-defense while helping instructors develop a comprehensive understanding of self-defense education.

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Ren, Li Ying, and Jin Liang Shi. "A Discussion on the Incorporation of National Defense Education Factors into College Physical Education." Applied Mechanics and Materials 66-68 (July 2011): 1976–81. http://dx.doi.org/10.4028/www.scientific.net/amm.66-68.1976.

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Based on the author’s research, this article suggests that incorporating national defense factors into the teaching of college P.E. courses is beneficial to raise college students’ awareness of the importance of national defense, can help lay a solid foundation for the building of national defense reserve force and refine and standardize college students’ social behavior as well. It also advances utilizing drills of parade and procession march in order to reinforce and reap the good results from military trainings, improve and enrich the trainings through physical exercises, sports games and extracurricular competitions in which the concept of national defense education should be included and emphasized. In the process of cultural development regarding P.E. systems, a few pieces of advice are offered here to introduce and integrate elements of national defense education.

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18

Gilead, Tal. "Justifying the teaching of the humanities: A new economic approach." Policy Futures in Education 15, no. 3 (April 2017): 346–59. http://dx.doi.org/10.1177/1478210317715793.

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In recent years much has been written about the declining status of the humanities and the effect this has had on teaching and the curriculum. This article begins by examining some key defenses for teaching and studying the humanities that have been offered in the literature and points to their limitations. It is argued that in a policymaking environment dominated by economic thinking, the justifications for teaching the humanities that are based on identifying its intrinsic and social values are bound to have little appeal for policymakers. It is also maintained that the attempt to justify teaching the humanities based on their possible contribution to increasing production is unconvincing. The article then proposes a new defense for teaching the humanities that stems from recent developments in economic thinking and public policy-making. It is proposed that teaching the humanities can be defended on the basis of its potential contribution to altering consumption patterns and offering ways to convert wealth into happiness more effectively. The article does not suggest that the defense proposed here is the only or best way to defend the humanities, but rather that it can have an important instrumental value in persuading policymakers to invest more in teaching the humanities.

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Pakhomov, Sergey I., Igor M. Matskevich, Valery A. Gurtov, Natalia V. Melekh, and Ekaterina I. Zaugolnikova. "Efficiency of Organizations Entitled to Award Academic Degrees." Integration of Education 24, no. 1 (March 31, 2020): 111–43. http://dx.doi.org/10.15507/1991-9468.098.024.202001.111-143.

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Introduction. As part of the Bologna process since September 1, 2016, the Russian government has granted the right to award academic degrees to leading educational and scientific organizations on par with Dissertation Defense Councils under Higher Attestation Commission, modeled after the system adopted at OECD member-states and universities. Currently, 27 educational and scientific organizations are exercising this right. However, the problematic issue is the assessment of their efficiency. The purpose of this research is to analyze the efficiency of Dissertation Councils of the above-mentioned scientific and educational organizations by comparing them in terms of efficiency with classical Dissertation Defense Councils established by the decree of the Ministry of Education and Scie nce of Russia. Materials and Methods. The research objects are Dissertation Councils of scientific and educational organizations of higher education (hereinafter referred to as pilot organizations) that have the right of independent award of academic degrees according to the Federal Law No. 148 issued on May 23, 2016 “On Amendments to Article 4 of the Federal Law ‘On research and state scientific and technological policy’”. Dissertation Councils efficiency analysis is made using following indicators: Dissertation Councils members’ compliance with the Higher Attestation Commission requirements, structure of candidate and doctoral defenses, Dissertation Councils members’ publications and publication activity of degree seekers. Statistical data analysis methods were applied including mean comparison me thods, clustering, factor analysis. Results. There are 337 pilot Dissertation Defense Councils and 374 classical Dissertation Defense Councils. In 2016, 24% of defenses were reviewed by pilot councils of the total number of defenses in classical Dissertation Councils of the entire network. In 2018 70 doctoral and 591 candidate defenses in “pilot” councils were held, amounting to 7% of the total number of defe nses in classical Dissertation Councils. Discussion and Conclusion. The article will be useful to the heads of federal authorities making management decisions in the field of training and certification of highly qualified scientific personnel, to the chairmen and scientific secretaries of dissertation councils, as well as to scientific and pedagogical workers carrying out analytical studies in this subject area.

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Fruman, Norman. "The best defense." Academic Questions 15, no. 3 (September 2002): 81–84. http://dx.doi.org/10.1007/s12129-002-1013-3.

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21

Midhio, I. Wayan, and Juniawan Priyono. "EDUCATION AND RESEARCH AS COMPONENTS OF INDONESIA DEFENSE DIPLOMACY." Jurnal Pertahanan 5, no. 1 (April 17, 2019): 61. http://dx.doi.org/10.33172/jp.v5i1.487.

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<p>Defense diplomacy seeks to build partnerships through the use of defense-related programs. The Government of Indonesia develops practical cooperation among regional and extra-regional defense establishments on areas of mutual concern in education and research. Indonesia assigns Indonesia Defense University (IDU) to provide professional graduate education in defense studies with strong practical and area emphasis, conduct relevant research in defense strategy and management, national security and defense technology. Heads of Defense Universities/Colleges/Institutions Meeting (HDUCIM) serves the exchange of information concerning curriculum, defense concepts, and state defense development; it is also possible to conduct cooperation on research. In promoting regional security, defense diplomacy through education and research could play an important role in posing the stability of interstate relations by illustrating the relations between Indonesia-Cambodia and Indonesia-Philippines. </p><p class="MsoNormal" style="text-indent: 0in; line-height: 106%;"> </p>

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22

Kreija - Gaikšte, Sandra, and Irēna Katane. "IMPLEMENTATION OF THE NATIONAL DEFENSE TRAINING IN LATVIAN SCHOOLS AS THE TOPICALITY OF NOWADAYS EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 304–17. http://dx.doi.org/10.17770/sie2021vol2.6436.

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Continuous changes in the global geopolitical space are highlighting our national interests in security matters, when thinking about the sustainability of our society and country. Both civic readiness to act in crisis situations and civic participation in strengthening national security are important. Therefore, following the introduction of a comprehensive National defense conception in Latvia, the acquisition of the subject of National defence training in secondary education programs will be compulsory from the academic year 2024/2025. The aim of the research was to substantiate the implementation of National defense traning in Latvian schools as a topicality of modern education. The new curriculum is included in the following areas of study: Health, Safety and Physical Activity and Social and Civic Learning. Nowadays, in the framework of pilot project, the new curriculum in the field of national defense is already being experimentally tested in 69 educational institutions: secondary schools, gymnasiums, vocational schools, colleges. The results of the research allow to conclude that: 1) the concept of comprehensive national defense has four dimensions (military, informative, psychological and civic dimensions); 2) all these dimensions were respected in the development of the National Defense Training curriculum. The content of education in the field of national defense will serve as a means of patriotic upbringing, but the training process itself will have an upbringing function. The implementation of National defense training must also be based on an ecological approach in providing an appropriate educational environment, paying attention to the contexts of indoor and outdoor environments.

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23

Wijayanto J., Rahmat, and Marzuki Marzuki. "PENDIDIKAN BELA NEGARA SEBAGAI TONGGAK PERADABAN JIWA PATRIOTISME GENERASI MUDA." Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan 3, no. 2 (December 26, 2018): 186. http://dx.doi.org/10.17977/um019v3i2p186-191.

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The purpose of this study was to provide an overview of state defense education carried out in Titian Teras H. Abdurrahman Sayoeti Jambi Senior High School through civic education and special curriculum. State defense education that is implemented in the school is carried out to shape the spirit and spirit of patriotime of students or young people in the face of the times and globaliza- tion. This study uses a qualitative approach. Data was obtained through interviews, and observa- tions of teachers and students from Titian Teras H. Abdurrahaman Sayoeti Jambi Senior High School. The results showed that the state defense education implemented in Titian Teras H. Abdurrahman Sayoeti Jambi Senior High School had a function in growing and strengthening the values of patrotism in students. Education defends the country teaches about love for the homeland, the spirit of struggle, nationalism, patriotism and excellent physical endurance. The material provided in- cludes insight into nationalism, line marching, time discipline, long march and leadership. Thus education in defense of the state has a positive contribution in shaping students who have a spirit of patriotism from an early age.

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Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Sophistication of Taiwan High School Military Training and Education System of Teacher Education Research." Advanced Materials Research 393-395 (November 2011): 288–91. http://dx.doi.org/10.4028/www.scientific.net/amr.393-395.288.

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This study sought to resolve the current imbalance of demand and supply of the military instructors on the campus in Taiwan. Having witnessed the importance of a sustainable supply of certified military instructors to support the all-people-defense-education, the study first reviewed two versions of teacher training programs carried out by the Ministry of Defense and normative colleges. After exposing the weaknesses of these two versions of selection practice, this study continued with its recommendation. It is hoped that with its suggested concept of building partnership via outsourcing, professional identity of the military instructors can be elevated and ascertained. Specific contributions of this study are: the National Defense Education Division made sophisticated system of teacher education and teacher key capabilities. Project commissioned by the National Defense Education recruitment agency approach teacher education ideas

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Nugroho, Wisnu Setiadi. "IN DEFENSE OF A LIBERAL EDUCATION." Journal of Indonesian Economy and Business 31, no. 2 (May 30, 2016): 243. http://dx.doi.org/10.22146/jieb.23562.

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A book review dealing with the liberal arts' importance and the critiques made on the discipline taught in academic curriculum. The followings are the data about the book:Keyword:Education, Liberal Arts, American Education SystemPublisher:W.W. Norton & Company. Inc. 2015. New YorkLength:200 pagesPrice:$23.95 (hardcover)Reading rating:8 (1 = very difficult; 10 = very easy)Overall rating:3 (1 = average; 4 = outstanding)

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Candelaria, Nathaniel P. "In defense of a liberal education." Philippine Political Science Journal 38, no. 2 (May 4, 2017): 150–52. http://dx.doi.org/10.1080/01154451.2017.1356017.

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Mayo, Peter. "In defense of a liberal education." International Review of Education 62, no. 2 (January 27, 2016): 243–45. http://dx.doi.org/10.1007/s11159-016-9532-2.

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28

Foster, Susan D. "Education, The Best Defense Against AIDS." MCN, The American Journal of Maternal/Child Nursing 12, no. 5 (September 1987): 311. http://dx.doi.org/10.1097/00005721-198709000-00005.

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29

Balzano, Gennaro. "Education and defense of the human." Sociology International Journal 7, no. 3 (June 28, 2023): 150–52. http://dx.doi.org/10.15406/sij.2023.07.00337.

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The defense of the human is a central theme in education, aimed, in the debate, at delineating what is not human in the first place. It is an anthropological problem that finds fertile ground in education, where dialogue, intentionality and, in a broad sense, relationship call the territory of the human to the exercise of its ontological characteristic. Man's characterizing traits are beyond the limits and possibility of naturalness, in the sphere of intentionality, meaning, value and freedom. Recognizing that modifications of human nature, for the benefit of technology, could be degrading is not just a hypothesis.

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Pradana, Yudha, and Andriyana Andriyana. "Increasing the Spirit of Defending the Country through Citizenship Education in Higher Education." Pancasila: Jurnal Keindonesiaan 2, no. 2 (October 4, 2022): 216–26. http://dx.doi.org/10.52738/pjk.v2i2.97.

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Defending the state is the right as well as the obligation of citizens. Nevertheless, defending the state is often simplified as militaristic, but it can also be done through formal educational means. Civic Education (PKn) is one medium to develop the spirit of defending the state. This article attempts to examine the mapping of the linear values of state defense with Civic Education (PKn) subject in university. This research uses a qualitative approach with literature study and documentation study. The results show that the value of state defense in Civic Education (PKn) is the value of love of the homeland which is learned through the material of national identity and the insight of the archipelago; the values of national and state consciousness which are learned through the obligations and rights of the state and citizens, the constitutional values and norms of the 1945 Constitution of the Republic of Indonesia, and the democracy of Indonesia; loyalty to Pancasila as state ideology is learned through the material of Pancasila; and the value of sacrificing for the nation and state are taught through law enforcement materials that are just and national defense and state defense. While learning is designed to actualize the values of state defense through cooperative learning, inquiry, and contextual learning.

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Zhang, Chuanhui, Dongliang Guo, and Yuhan Liu. "Research on the Coordinated Development of National Defense Education and Ideological and Political Education in the New Era." Journal of Research in Social Science and Humanities 2, no. 12 (December 2023): 6–11. http://dx.doi.org/10.56397/jrssh.2023.12.02.

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Colleges and universities, as the highest educational institution and “cradle” of talent cultivation, assume broader responsibilities, with sacred missions. Facing the complicated and changeable world pattern and challenges, we should organically combine national defense education with ideological and political education, give full play to the role of ideological and political education, improve students’ awareness of national defense security and ideology and politics, face the realistic difficulties during the coordinated development of national defense education and ideological and political education in the new era, conduct a comprehensive analysis, provide solutions, and explore the integration of national defense education and ideological and political education, thus promoting the deep integration and development of national defense education and ideological and political education.

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Susanti, Atika, Panut Setiono, Astri Cornelia Putri, Firda Puspita, Rani Syafitri, and Nerliana Aprilianti. "AKTUALISASI PENDIDIKAN BELA NEGARA PESERTA DIDIK SD IT GENERASI RABBANI KOTA BENGKULU." JS (JURNAL SEKOLAH) 6, no. 1 (December 20, 2021): 11. http://dx.doi.org/10.24114/js.v6i1.29843.

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Abstract: Actualization of State Defense Education for SD IT Generasi Rabbani Students in Bengkulu City. This study aims to describe the actualization of state defense education SD IT Generasi Rabbani Students, Bengkulu City. The research method used is a case study. Data collection techniques were carried out through interviews and documentation. The actualization of state defense education is carried out through habituation through the implementation of rules, learning Islamic Religious Education and Civic Education, as well as Scouting activities. The teacher's role is carried out based on the role of educators, mentors, and role models. State defense developed in five values: nationalism, the nation and state awareness, loyalty to Pancasila, sacrifice willingness and responsibility.Keywords: Education; State Defence; Civic Education; ScoutAbstrak: Aktualisasi Pendidikan Bela Negara Peserta Didik SD IT Generasi Rabbani Kota Bengkulu. Penelitian ini bertujuan untuk mendeskripsikan aktualisasi pendidikan bela negara peserta didik SD IT Generasi Rabbani Kota Bengkulu. Metode penelitian yang digunakan adalah kualitatif studi kasus. Teknik pengumpulan data dilakukan melalui wawancara dan dokumentasi. Aktualisasi pendidikan bela negara dilaksanakan melalui pembiasaan di lingkungan sekolah melalui pelaksanaan tata tertib, pembelajaran Pendidikan Agama Islam dan Pendidikan Kewarganegaraan, serta kegiatan Pramuka. Peran guru dalam aktualisasi pendidikan bela negara dilakukan berdasarkan peran sebagai pendidik, pembimbing, dan model atau teladan. Pendidikan bela negara yang dikembangkan dalam lima nilai: cinta tanah air, sikap sadar akan bangsa dan negara, setia kepada Pancasila, rela berkorban dan tanggung jawab. Kata kunci: Pendidikan; Bela Negara; Pendidikan Kewarganegaran, Pramuka

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33

Prus, Robert. "Defending Education and Scholarship in the Classical Greek Era: Pragmatist Motifs in the Works of Plato (c420-348BCE) and Isocrates (c436-338BCE)." Qualitative Sociology Review 7, no. 1 (April 30, 2011): 1–35. http://dx.doi.org/10.18778/1733-8077.07.1.01.

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As a broader realm of human endeavor and communication, education seems as fundamental as human group life itself. However, liberal education and scholarly ventures are much more problematic and fragile features of community life. Still, a liberal education is not the same as scholarship and some important distinctions are made between these two realms of activity prior to considering the ways in which they are envisioned and defended by two classical Greek authors Plato and Isocrates. Although both Plato (c420-348BCE) and Isocrates (c436-338BCE) were students of Socrates (c469-399BCE) and share an emphasis on the importance of knowing, their approaches to human knowing and acting are notably different.Clearly, Plato's depictions of the education and scholarship are considerably more extensive and are philosophically as well as theologically more engaging. Likewise, Plato has had vastly more impact on Western social thought than has Isocrates. Still, Isocrates addresses education and scholarship in distinctively more pluralist and humanly engaged terms. Following an examination of Plato's analysis of education and his defense of scholarship as these are addressed in Republic, Laws, and Charmides, attention is given to Isocrates’ defense of educational ventures. Notably, Isocrates defends education and scholarship from the positions that Plato and (his principal spokesperson) Socrates promote, and – as well, – from the ignorance and disregard of the community at large.

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Bibace, Roger, David Marcus, Debra Thomason, and E. Anne Litt. "Teaching Psychological Defenses: An Interactive Computerized Program." Teaching of Psychology 14, no. 1 (February 1987): 35–37. http://dx.doi.org/10.1207/s15328023top1401_9.

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An interactive computerized teaching program with which students learn to analyze behaviors as examples of psychological defense is described. Students are presented with a short paragraph describing a fictional situation in which a defensive behavior is enacted. These behaviors are analyzed in terms of actor-action-object propositions. The transformations in these three terms generate psychological defenses such as projection and reaction formation. Students' satisfaction with the program and their subsequent performance in identifying defense mechanisms indicated that it was useful for developing analytic skills.

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35

Ermolova, E. O., and S. A. Chaganova. "Features of the use of adaptive and maladaptive defense mechanisms by a person with various types of sensitivity to justice." Professional education in the modern world 13, no. 1 (June 18, 2023): 152–61. http://dx.doi.org/10.20913/2618-7515-2023-1-18.

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Introduction. The concept of sensitivity to justice, in psychological science, is studied in conjunction with personal characteristics. The multiplicity of affective reactions associated with the experience of injustice forces us to raise the question of the features of the use of psychological defense mechanisms from the position of their adaptability for the individual. Thus, there is a need to describe the similarities and differences in the use of different groups of psychological defenses by a person from the position of their adaptive function.Purpose setting. The main objective of the study is to identify differences in the use of adaptive and maladaptive defense mechanisms by individuals with a predominance of various types of sensitivity to justice.Methodology and methods of the study. The empirical study was carried out by testing the following methods: «Questionnaire of sensitivity to justice» (authors A. A. Adamyan, S. K. Nartova-Bochaver, M. Schmitt), and «Method of measuring psychological protection» (authors R. F. Suleymanov, E. R. Pilyugina), then – by methods of mathematical statistics: cluster (the method of complete-linkage and K-means clustering) and comparative analysis (the H criterion of Kruskal-Wallis).Results. Differences in the use of groups of psychological defense mechanisms by persons with various types of sensitivity to justice were identified and described.Conclusions. Based on the results of the study, it is concluded that there are groups of people with a predominance of one particular type of sensitivity to justice. Differences were found in the manifestation of groups of psychological defense mechanisms in individuals with various types of sensitivity to justice, differing in their adaptability for the individual. The most adaptive defenses are used by persons with a predominance of sensitivity to the justice of the offender, the least adaptive – with sensitivity to the justice of the victim; individuals with sensitivity to the justice of the beneficiary and witness tend to use neurotic defenses.

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36

Swanty, G. Sivakumar. "Defense signaling in plants." Resonance 5, no. 8 (August 2000): 43–53. http://dx.doi.org/10.1007/bf02837936.

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37

Margolin, A. M., and R. M. Mel’nikov. "Ways to Improve the Efficiency of Doctoral Education." Higher Education in Russia 27, no. 12 (January 18, 2019): 9–19. http://dx.doi.org/10.31992/0869-3617-2018-27-12-9-19.

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The current process of doctoral education, as well as its results, remain the target of severe criticism despite the adoption of a system of measures aimed at improving the quality of dissertation review including ubiquitous plagiarism checks, reduction of the number of defenses of substandard dissertations and a stricter code of practice for dissertation committees. The article identifies potential ways to improve dissertation quality, drawing on an analysis of the dynamics of indicators pertaining to the training of contemporary Russian doctoral students and the activity of their academic supervisors. The authors give special consideration to justified recommendations concerning the following issues: improvement of the quality of doctoral student body; increase in scholarship provision in conjunction with the creation of financial incentives for dissertation completion and defense; development of mechanisms to improve the performance of academic supervisors; refinement of the procedure of dissertation results examination in each of three interconnected stages: student performance review, dissertation defense and dissertation review by the expert board of the State Commissions for Academic Degrees and Titles.

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Muhtar, Zainal, Yosal Iriantara, and Sri Handayani. "Education Management of Republic Indonesia Defense University Towards World Class Defense University." Pedagonal : Jurnal Ilmiah Pendidikan 6, no. 1 (April 30, 2022): 79–88. http://dx.doi.org/10.55215/pedagonal.v6i1.4718.

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Republic Indonesia Defense University (RIDU) was established by The Minister of Education Letter Number: 29/MPN/OT/2009 dated March 6, 2009 concerning the Establishment of a Defense University and inaugurated by President Susilo Bambang Yudhoyono on March 11, 2009. RIDU develops defense science to meet the needs of the National Defense System. This research discusses the educational management RIDU towards the world class defense university based on Planning, Organization, Actuating, and Controlling (POAC). The method used is a descriptive qualitative method. The results showed that RIDU has moved forward towards the World Class Defense University.

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Moreira, Felipe G. A. "Capitalism as religion: a bolstered defense." O que nos faz pensar 29, no. 48 (June 30, 2021): 256. http://dx.doi.org/10.32334/oqnfp.2021n48a788.

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Under the influence of Max Weber, Walter Benjamin and Giorgio Agamben argue for (CiR): the claim that capitalism is identical to a religion. Yet, these defenses of (CiR) seem quite easily refutable. This is insofar as it is not clear whether they:(i) rely on a plausible use of the terms “capitalism” and “religion”; (ii) spell out the justificatory resource that backs up belief in (CiR); and (iii) show the pertinence of revising ordinary use of language in calling “religious people”, apparently non-religious people who supposedly would follow the religion of capitalism. It is this essay’s aim, then, to bolster Benjamin’s and Agamben’s defense of (CiR) by articulating a new defense of this claim that accomplishes (i) to (iii) and reads Donald Trump as a “reverend” of the religion of capitalism.

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Pandapotan Hutajulu, Bangun, Sutaryat Trisnamansyah, Hendi Suhendraya Muchtar, and Rita Sulastini. "State Defense Education Management Pada Ppkn Teachers To Prepare Middle School Students Who Spirit Of Patriotism At Smp Negeri Dki Jakarta." International Journal of Educational Research & Social Sciences 3, no. 4 (September 1, 2022): 1412–17. http://dx.doi.org/10.51601/ijersc.v3i4.433.

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The background of research on state defense education for PPKn teachers is because so far the implementation has not been optimal. The obstacle is the incompetent educational human resources so that special education is needed to defend the state. The general objective is to get an overview of the management of state defense education for Civics teachers to prepare students with patriotism at SMPN Jakarta. The specific objective is to find out the planning, organization, implementation, assessment, constraints, solutions and analyze state defense education for PPKn teachers in preparing patriotic-spirited students at SMPN Jakarta. Descriptive methods and techniques of observation, interviews, study documentation. Foundation: George R. Terry's Management Theory (2014), Baidowi's State Defense Theory (2016), and Bakry's Patriotism Theory (2010). Using a qualitative approach, philosophically, follow the philosophy of reconstruction. The research subjects consisted of principals, teachers, school committees, supervisors. The results of the study (a) Planning for state defense education for PPKn teachers at SMPN Jakarta by making a work plan to be implemented right. (b). Organizing state defense education for PPKn teachers can be done to facilitate the work of each section (c) Implementation of education state defense for PPKn teachers, through the process and learning outcomes of state defense education inside and outside schools through extracurricular activities with structured independent activities (d). Assessment of state defense education for PPKn teachers, through knowledge and fostering the attitude of students with a patriotic spirit (d). The obstacles to state defense education for PPKn teachers are human resources, state defense program managers, budget, infrastructure (e). The solution for state defense education for PPKn teachers requires the leadership of a visionary, responsible principal, so as to produce graduates who have a patriotic spirit, both in input, process, output and outcome. Conclusion; State defense education management to prepare patriotic junior high school students in DKI Jakarta Province has a positive impact on improving student behavior.

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d’Andurain, Jean, and Alan G. Stolberg. "Программа совершенствования образования в сфере обороны: клиринговая палата НАТО в области образования в сфере обороны." Connections: The Quarterly Journal 11, no. 4 (2012): 63–69. http://dx.doi.org/10.11610/connections.rus.11.4.06.

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Witt, Joseph C. "In defense of controversy." School Psychology Quarterly 8, no. 3 (1993): 159–61. http://dx.doi.org/10.1037/h0088319.

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盧彥丞, 盧彥丞, 陳瑞斌陳瑞斌, and 黃琬婷黃琬婷. "大學體育選項與通識教育課程開設防身自衛術的必要性之探討." 臺東大學教育學報 33, no. 2 (December 2022): 061–80. http://dx.doi.org/10.53106/102711202022123302004.

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<p>本研究目的旨在探討大學院校開設防身自衛術選項課程的必要性，並透過文獻蒐集之方法加以研究探討後，希望藉由所得結果能提供作為，各校未來規劃體育與通識課程開課之參考。防身自衛術課程頗受學生的喜愛，防身術並可以提升學生身體的健康，又可以增強學生的心理素質，起到防止他人暴力侵襲、保護學生自身安全的目的，具有一定的健身價值和實用性，因此，在大學校院體育選項和通識教育相關課程，應該推廣開設防身自衛術選項教學課程。防身自衛術是一種具有攻防含義，能夠提高防身和自衛能力的技擊性動作，也是源自於柔道和柔術、擒拿術等多種技術動作之中。而隨著防身自衛術課程的發展，漸漸地進入了大學興趣體育選課項目之中，正在逐漸的被大學生所接受。大學生學習並掌握防身自衛術，可以提高自衛防身的保護能力，當碰到突發的意外險境時，就會有足夠的膽量和氣魄來保護自身的安全，以免遭到傷害，並還能夠給不良分子以沉重的打擊。但由於學生防身術運動課程的推廣特點，應根據學生生理、心理特徵，探索合適的教學模式和教學方法，才能在校園內永續的發展。</p> <p> </p><p>The purpose of this study is to investigate the need for developing self-defense courses in universities through literature review. It is hoped that the results can be used as a reference for future development of physical education or general education program. Self-defense courses are popular among students because it can improve students’ physical health, enhance students’ psychological quality, prevent violent attacks by others, and protect students’ own safety, and has fitness value and practicality. Therefore, the development of self-defense courses should be promoted in the physical education and general education at university campuses. Self-defense is a technical action with the meaning of attack and defense, which can improve the ability of self-defense and self-defense. It is derived from judo and jiu-jitsu, grappling and other technical actions. With the development of self-defense courses, it is an elective physical education course and is gradually being welcome by college students. University students who learn and master self-defense can improve their self-defense protection ability, when encountering unexpected danger. Students will have enough courage and courage to protect their own safety, so as not to be hurt, and can also give bad people a heavy blow. However, due to the characteristics of the self-defense courses, appropriate teaching models and methods should be explored according to the physiological and psychological characteristics of students in order to develop the self-defense courses in a sustainable manner on campus.</p> <p> </p>

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Christman, Scott, and Cole J. Kupec II. "Addressing STEM Education: The U.S. Defense Industry and Legitimate Peripheral Participation." Journal of Economics, Business and Management 4, no. 3 (2016): 243–46. http://dx.doi.org/10.7763/joebm.2016.v4.398.

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Xie, Bing. "Research on the Integration of Aviation and National Defense Culture into Ideological and Political Education in Colleges with National Defense Education Characteristics in The New Era." International Journal of Education and Humanities 11, no. 1 (October 16, 2023): 57–59. http://dx.doi.org/10.54097/ijeh.v11i1.12767.

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Colleges and universities with national defense education characteristics are an important part of the higher education system with Chinese characteristics, and the aviation and national defense culture contains a strong patriotic sentiment of serving the country, which provides strong spiritual support for the construction of a Chinese-style modernized power and the adherence to and development of socialism with Chinese characteristics in the new era. Under the new situation, exploring the integration of aviation national defense culture into the ideological and political education of colleges and universities with national defense education characteristics is conducive to better promoting aviation national defense culture, strengthening the ideological and political education of colleges and universities with national defense education characteristics, and cultivating a batch of newcomers of the times who are excellent in ideology and skills for the construction of a modern and powerful Chinese-style country.

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Liu, Zhencong, and Hui Liu. "How Is Meaning Constructed Multimodally?—A Case Study of PowerPoint Presentations in an MA Thesis Defense." Journal of Language Teaching and Research 12, no. 6 (November 2, 2021): 969–78. http://dx.doi.org/10.17507/jltr.1206.13.

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Taking the theory of multimodal analysis as the theoretical basis and 7 ppts in an MA thesis defense as the research data, this paper uses a combination of qualitative and quantitative methods to analyze the distribution and realizations of types and modalities of PPTs in this MA thesis defense. The results show that the analyzing type accounts for the highest proportion to make sure the PPT defense presentation is academic and serious. The use of connecting, persuading, and prompting types has a strong personal tendency, varying from person to person. The visualizing type takes up the lowest proportion among them, indicating that pictures are the last modality that demonstrators tend to use. The paper further explores how meanings of MA thesis defense are constructed multimodally, and investigates the characteristics of PPT as a thesis defense genre, aiming to give some suggestions and instruction on ppt presentation for thesis defenses.

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Zahira, Inayah Junika, and Mas Fierna Janvierna Lusie Putri. "State defence education among the younger generation." Academy of Social Science and Global Citizenship Journal 4, no. 1 (June 17, 2024): 30–36. http://dx.doi.org/10.47200/aossagcj.v4i1.2462.

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National defense education equips us with the knowledge and skills needed to uphold our duties as citizens in defending our country from internal and external dangers. The research method used in this research is the literature method with data collected from books, journals and other reading materials. The aim of this research is to explain the importance of national defense education for the younger generation as agents of change. Apart from that, the importance of national defense education is also outlined in a number of articles and poems which provide encouragement to those who uphold the country, are ready to defend honor and dignity, and are able to raise national pride. State defense education is a solution for national unity and unity. By cultivating a mindset of love for the country of the younger generation. This can also prevent radicalism. Radicalism can destroy the integrity of the Republic of Indonesia.

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Pawlik, Kathleen M. "In Defense of Pediatric Nursing Undergraduate Education." Journal of Nursing Education 37, no. 9 (December 1998): 418–21. http://dx.doi.org/10.3928/0148-4834-19981201-12.

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Dawson, Maurice. "National Cybersecurity Education: Bridging Defense to Offense." Land Forces Academy Review 25, no. 1 (March 1, 2020): 68–75. http://dx.doi.org/10.2478/raft-2020-0009.

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AbstractDefense Secretary Robert Gates approved the creation of a unified cyber command under the Obama Administration that was focused on cyber operations. This organization was to oversee the protection of government networks against cyber threats known and unknown. Coupled with growing attacks on national infrastructure, digital theft of intellectual property, and election meddling has the United States government actively working to develop cybersecurity talent. Some of the changes that have come as a result are more specialized degree program accreditation, technical frameworks, and policies to help usher this realization of the need to address the shortage of talent for today’s mission.

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Carleton, Nancy, and Gong Chen. "Self-Defense Through Physical Education Part I." Strategies 12, no. 5 (May 1999): 31–37. http://dx.doi.org/10.1080/08924562.1999.10591412.

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