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Journal articles on the topic "Howe Military School"
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Pransky, Joanne. "Geoff Howe, senior vice president, Howe and Howe, Inc., a subsidiary of Textron Systems; co-pioneer of robotic firefighting technologies, including Thermite™ firefighting robots." Industrial Robot: the international journal of robotics research and application 48, no. 2 (June 19, 2021): 169–73. http://dx.doi.org/10.1108/ir-12-2020-0266.
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Purpose The purpose of this paper is to provide a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business and personal experience of a prominent, industry engineer-turned entrepreneur regarding his pioneering efforts in bringing a robotic invention to market. This paper aims to discuss these issues. Design/methodology/approach The interviewee is Geoff Howe, Senior Vice President of Howe & Howe, Inc., a subsidiary of Textron Systems and a leader in advanced robotic platform solutions and applications built and proven for the most extreme conditions in the world. Geoff and Michael Howe founded Howe & Howe Technologies in 2001 and was acquired by Textron Systems in 2018. In 2010, Howe and Howe developed one of the world’s first robotic fire-fighting solutions. Geoff Howe describes the evolution of the Thermite robotic firefighter’s commercial development, along with the challenges of breaking ground in this new industry. Findings Geoff and his identical twin brother, Michael Howe, are inventors, military contractors, actors and entrepreneurial businessmen famous for their philanthropic drive to give back to their community. When Geoff and Mike were just six years old, they were known as “Howe and Howe Construction.” At the age of eight, Mike and Geoff built their own one room log cabin with the power tools their mom had given them for their birthday. At 16 years old, they started tinkering with vehicles before they even had their drivers’ licenses. They both graduated from Maine high school and colleges with honors. The company’s portfolio includes the RIPSAW® , Thermite, the Badger, Subterranean Rover and other extreme vehicles used for numerous applications. In 2010, Howe and Howe completed three new vehicles. First was the Thermite™ which entered the unmanned ground vehicle (UGV) market as the USA’s first firefighting UGV. The second vehicle was Ripchair™, the development of an off-road wheelchair for those that have become disabled and are unable to walk. The third vehicle was Riptide, the amphibious version of the RIPSAW. Year 2015 saw the commercial development of the Big Dog Extreme 4x4 fire truck and the Thermite RS1 and RS3 firefighting robots. The Big Dog is an off-road truck and also serves as an all-terrain multi-use firetruck. The Thermite provides firefighters and first responders immediate eyes inside the fire as well the ability to safely attack industrial, chemical and HAZMAT fires from their core. The Thermite robot provides safety and inside access on containing and defeating fires of any magnitude. Originality/value Howe & Howe Technologies first gained notoriety in 2001, with the development of the world’s fastest tank, the RIPSAW. Successful demonstrations soon followed, which eventually allowed the Howes, at the age of 31, to be named among the youngest in history to ever receive a multi-million dollar military contract from the USA. Soon after, in 2010, Howe & Howe received a Guinness World Record for developing the world’s smallest armored vehicle, the Badger. By the time the Howes were 36, they had one world record, multiple patents pending for their product developments, as well as military contracts. The Howes also had their own reality television show on a major US network. In 2010, they completed the Thermite, Fire Fighting Unmanned Ground Vehicle. In 2012, the Howes founded “Outdoors Again,” a nonprofit 501c3 organization that holds outdoor events and social activities for those who require the use of a wheelchair.
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Lindsay, Robert, H. Roger Grant, Marsha L. Frey, John T. Reilly, James F. Marran, Victoria L. Enders, Benjamin Tate, et al. "Book Reviews." Teaching History: A Journal of Methods 14, no. 1 (May 5, 1989): 36–56. http://dx.doi.org/10.33043/th.14.1.36-56.
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Martin K. Sorge. The Other Price of Hitler's War. German Military and Civilian Losses Resulting from World War II. Westport, CT: Greenwood Press, 1986. Pp. xx, 175. Cloth, $32.95; M. K. Dziewanowski. War At Any Price: World War II in Europe, 1939-1945. Englewood Cliffs, NJ: Prentice-Hall, 1987. Pp. xiv, 386. Paper, $25.67. Review by Lawrence S. Rines of Quincy Community College. David Goldfield. Promised Land: The South Since 1945. Arlington Heights, IL: Harlan Davidson, Inc., 1987. Pp. xiii, 262. Cloth, $19.95, Paper, $9.95; Alexander P. Lamis. The Two Party South. New York: Oxford University Press, 1984. Pp. x, 317. Cloth, $25.00; Paper, $8.95. Review by Ann W. Ellis of Kennesaw College. Walter J. Fraser, Jr., R. Frank Saunders, Jr., and Jon L. Wakelyn, eds. The Web of Southern Social Relations: Women, Family, and Education. Athens: University of Georgia Press, 1985. Pp. XVII, 257. Paper, $12.95. Review by Thomas F. Armstrong of Georgia College. William H. Pease and Jane H. Pease. The Web of Progress: Private Values and Public Styles in Boston and Charleston, 1828-1842. New York and Oxford: Oxford University Press, 1985. Pp. xiv, 334. Paper, $12.95. Review by Peter Gregg Slater of Mercy College. Stephen J. Lee. The European Dictatorships, 1918-1945. London and New York: Methuen, 1987. Pp. xv, 343. Cloth, $47.50; Paper, $15.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Todd Gitlin. The Sixties: Days of Hope, Days of Rage. New York: Bantam, 1987. Pp. 483. Cloth, $19.95; Maurice Isserman. IF I HAD A HAMMER... : The Death of the Old Left and the Birth of the New Left. New York: Basic Books, 1987. Pp. xx, 244. Cloth, $18.95. Review by Charles T. Banner-Haley of Martin Luther King, Jr. Center for Nonviolent Social Change, Inc. Donald Alexander Downs. Nazis in Skokie: Freedom, Community, and the First Amendment. Notre Dame IN: Notre Dame Press, 1985. Pp. 227. Paper, $9.95. Review by Benjamin Tate of Macon Junior College. Paul Preston, The Triumph of Democracy in Spain. London and New York: Methuen, 1986. Pp. 227. Cloth, $32.00. Review by Victoria L. Enders of Northern Arizona University. Robert B. Downs. Images of America: Travelers from Abroad in the New World. Urbana and Chicago: University of Illinois Press, 1987. Pp. 232. Cloth, $24.95. Review by James F. Marran of New Trier Township High School, Winnetka, IL. Joel H. Silbey. The Partisan Imperative: The Dynamics of American Politics Before the Civil War. New York and Oxford: Oxford University Press, 1985. Pp. viii, 234. Paper, $8.95. Review by John T. Reilly of Mount Saint Mary College. Barbara J. Howe, Dolores A. Fleming, Emory L. Kemp, and Ruth Ann Overbeck. Houses and Homes: Exploring Their History. Nashville: The American Association for State and Local History, 1987. Pp. xii, 168. Paper, $13.95; $11.95 to AASLH members. Review by Marsha L. Frey of Kansas State University. Thomas C. Cochran. Challenges to American Values: Society, Business and Religion. New York and Oxford: Oxford University Press, 1987. Pp. 147. Paper, $6.95. Review by H. Roger Grant of University of Akron. M.S. Anderson. Europe in the Eighteenth Century, 1713-1783. London and New York: Longman, 1987. Third Edition. Pp. xii, 539. Cloth, $34.95. Review by Robert Lindsay of the University of Montana.
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Silva, Carlos Carvalho da. "“CHAPA BRANCA” NA BEIJA-FLOR, O GRANDE DECÊNIO NA AVENIDA EM 1975 / “White Plate” in Beija-Flor, the great decene on the avenue in 1975." arte e ensaios 26, no. 40 (December 2, 2020): 217–31. http://dx.doi.org/10.37235/ae.n40.15.
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O artigo tem como objetivo analisar o enredo carnavalesco do G.R.E.S. Beija-Flor de Nilópolis no ano de 1975 intitulado “O grande decênio”, desenvolvido pelo jornalista e professor Manuel Antônio Barroso. Buscamos aproximar, através da materialidade criada com o desdobramento do enredo textual para o enredo visual, com as fantasias carnavalescas como ferramenta de propagação do ideário militar durante o período do “milagre brasileiro”. Os enredos patrióticos desse período, conhecidos nos dias de hoje como “chapa-branca”, proporcionaram às agremiações alinhadas à ideologia militar o estigma de escola patriótica ou ainda como “unidos da arena”. A escola de samba de Nilópolis carregou esse fardo pesado, mesmo após a contratação do carnavalesco Joãozinho Trinta, com o enredo “Sonhar com rei dá leão”, em 1976, que conquistou o campeonato daquele ano. Sendo assim, o carnavalesco e a agremiação foram, ainda assim, criticados e julgados pelas marcas de um passado não distante: o ano de 1975 – o grande decênio.Palavras-chave: Carnaval, Chapa-branca, Beija-Flor, Militar, Fantasia.AbstractThe article aims to analyze the carnival story of G.R.E.S. Beija-Flor of Nilópolis in the year of 1975 titled "The great decade". We seek to approach, through materiality created with unfolding of textual plot for the visual, carnival fantasies as a tool for propagating the military ideology during the period of the "Brazilian miracle". The patriotic plots of this period, known nowadays as the "white plate", have given the military-aligned groups the patriotic school stigma. The Nilópolis samba school carried this heavy burden, even after the signing of the carnival Joãozinho Trinta, with the plot "Dreaming of a King of the Lion" in 1976, which won the championship that year. Thus, the carnivalesco and the association were nevertheless criticized and judged by the marks of a not distant past: the year of 1975.Keywords: Carnival, White Plate, Beija-Flor, Military, Fantasy.
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Cole, Rebekah F. "Supporting Students in Military Families during Times of Transition: A Call for Awareness and Action." Professional School Counseling 20, no. 1 (January 2016): 1096–2409. http://dx.doi.org/10.5330/1096-2409-20.1.36.
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Throughout their time in school, students in military families face many challenging periods of transition, which include deployments, relocations, and the family's separation from the military. During these transitions, students in military families may be especially susceptible to social, emotional, and academic challenges both in their home lives and in their school lives. As advocates for all students, school counselors are called to actively support this population in these times of transition. Examples of support that aligns with these students' needs include performing academic interventions, creating partnerships with family and community members, accessing appropriate resources, facilitating peer support, referring students to outside mental health providers, and providing professional development training to equip other school personnel on best practices for working with this population. Overall, school counselors should be aware of best practices for intervening and should actively carry out these interventions to help students in military families overcome the challenges they face in the midst of their families' transitions.
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Sportsman, Michel, and Lisa Thomas. "Coming Home to School: Challenges and Strategies for Effective Teaching with Military Veterans." InSight: A Journal of Scholarly Teaching 10 (August 1, 2015): 43–55. http://dx.doi.org/10.46504/10201504sp.
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Cousley, Alex, Peter Siminski, and Simon Ville. "The Effects of World War II Military Service: Evidence from Australia." Journal of Economic History 77, no. 3 (August 21, 2017): 838–65. http://dx.doi.org/10.1017/s0022050717000717.
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Outside of the United States, few studies have estimated the effects of World War II service. In Australia, general war-time conscription and minimal involvement in the Korean War led to large cohort differences in military service rates, which we use for identification. We find a small, temporary negative effect on employment and a substantial positive effect on post-school qualifications, but not at the university level. While service increased home ownership slightly, it greatly reduced outright home ownership, consistent with the incentives provided by veterans' housing benefits. We also find a positive effect on marriage, but only from 1971.
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Calcan, Gheorghe. "Lieutenant-Colonel Constantin Apostol, From Glory To Unfair Humiliation." International conference KNOWLEDGE-BASED ORGANIZATION 25, no. 2 (June 1, 2019): 230–33. http://dx.doi.org/10.2478/kbo-2019-0086.
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Abstract Constantin Apostol (1903-1995) was a prominent representative of the interwar Romanian horse riding [1]. He was born in Săgeata, Buzău County [2], attended primary school in his home town, high school in Buzău and military studies in Târgovişte and Sibiu. As far as his military career is concerned, C. Apostol advanced up to the rank of a lieutenant-colonel. He participated in various international competitions, winning many awards, including the first prize, in countries, such as: England, Austria, Belgium, Czechoslovakia, Yugoslavia, Germany, France, Italy, Poland. He took part in the military operations of World War II, both in the East and in the West, being decorated for his actions on both war fields. After the establishment of the communist regime, Constantin Apostol was continuosly humiliated, and finally imprisoned. In our work, the author aims to present, for the first time ever, precisely this final stage of his life.
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Scharpf, Adam. "Why Governments Have Their Troops Trained Abroad: Evidence from Latin America." International Studies Quarterly 64, no. 3 (July 4, 2020): 734–47. http://dx.doi.org/10.1093/isq/sqaa043.
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Abstract Why do governments send their soldiers abroad for military training? Governments frequently expose their troops to training offered by other countries, although this may undermine military control and even lead to coups. Focusing on the demand side of security assistance, I argue that governments accept these costs to achieve diplomatic and military goals. Governments first send some soldiers abroad to substantiate their cooperation with the host country. Once this diplomatic commitment is made, governments increase training rates to counter threats using military skills unavailable at home. I test both arguments by studying training patterns at the most notorious US training facility: the School of the Americas. Using original data based on more than 60,700 course attendance records between 1946 and 2004, I find support for the proposed diplomatic and military logics of foreign training. Governments were more likely to send soldiers to the school after they had aligned their foreign policy with that of the United States, and only increased training in response to insurgent attacks. The findings demonstrate why and when governments are willing to cede significant parts of their political power to foreign-trained soldiers and other states. This has important implications for understanding military effectiveness and security cooperation.
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Okwelum, C. O. "Resource Curse Thesis: Nigerian Experience of Oil Theft." African Journal of Law, Political Research and Administration 4, no. 1 (May 25, 2021): 70–84. http://dx.doi.org/10.52589/ajlpra-fd6heq0t.
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The emergence of the crime of oil theft and illegal refineries is not sudden but the realization of its negative economic impact on the national economy and the business of multinational oil companies have taken the State and the companies by storm shortly after the Presidential proclamation of amnesty in 2009 was configured to fob-off militancy in the Niger Delta of Nigeria. This paper attempts to address the resource curse of oil theft and illegal refineries in the region from a legal theoretical framework running through the various socio-legal theories through which the crime can be viewed and explained. It panders to the critical theoretical school which attributes the causes mainly to State and multinational oil company failures in infrastructural development and social responsibility commitments to the indigenous minority ethnic communities of the Niger Delta region of Nigeria rather than the orthodox school which blames the militants for ‘greed not grievance’ instincts. It employs the analytical, historical and doctrinal methods in presenting and analyzing its research data and in drawing its conclusions. The paper finds that two major and mutually repugnant tendencies in the explanation of the crime crop up from the research records. The one pursued by State actors which is anti-recognition and vehemently opposed to oil theft and local refineries and which calls for their bombardments and annihilation through the instrumentality of military strike force, JTF, and the other which is purveyed by non-State actors which is pro-oil theft that believes that the best approach ought to be condonation, legal regulation and mainstreaming of the phenomenon as part of an indigenous building block of development. This latter perspective discountenances the employment of brute force in the confrontation of the phenomenon and is thus recommended in this paper.
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Wick, David P. "The Lyceum in Twilight: Athens’ “Second School” and its Struggle to Re-Invent Itself and Survive in the Last Years of the Roman Republic." Athens Journal of History 8, no. 2 (February 28, 2022): 99–108. http://dx.doi.org/10.30958/ajhis.8-2-1.
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After the Athenian crisis of the early 80’s, which saw the ancient city held hostage between an Anatolian military expedition (whose leader at least claimed some intellectual credentials from Athenian schools including the Lyceum) and a renegade Roman with only the most cynical interest in heritage or culture, the schools of Athens – in particular the “peripatetic” school which dated back to Aristotle – faced challenges of identity, recruiting students, and in holding its own, perhaps too “peripatetic,” faculty. In early post-classical and Hellenistic times the second and third generation Lyceum had been successful, even when it had lost intellectual “stars” like Theophrastus, and (worse) its original library, to rivals like Pergamum – but as the other schools attracted career-minded students from the west, Aristotle’s foundation of a broad-minded liberal arts approach to learning in the Lyceum grove was in danger. The Lyceum seems actually to have failed for a time, or at least to have limped through the middle first century with faculty borrowed from the Akademe, in spite of a reputation for teaching practical politics which neither the Epicureans nor the Stoics could substitute for very well. Experts of the Aristotelian sort found either too-attractive employment in an Italy closer to the centers of power, or too strong a lure toward traveling consulting positions with neophyte Romans trying to learn the eastern Mediterranean “on their jobs.” At its Athenian home, it moved a significant part of its teaching into the city and melded it into the ephebeia or “civic school” for young Athenian citizens (but in the new Athens, those included a more and more multi-cultural mix of foreign youth as the Republic’s business class and students arrived in town). And then, it also attracted those in retirement from the turmoil of the disintegrating Republic, who valued the Lyceum more as a refuge than as a provider of power-skills for “players,” the sort of thing the Akademe or the Epicurean ‘Garden’ did. The solution itself endangered Aristotle’s idea for the school. As the Republic died, the “Peripatetic” school’s greatest teachers were more often on the road with its “players” than home. What it kept at its home, though, it re-invested in the educational life of its own city. The Lyceum, like the Stoa, found its new Athenian home “downtown” in more ways than one, and faced challenges quite familiar both in modern “peripatetic” and in “career-direct” higher education.
Books on the topic "Howe Military School"
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Sorrells, Nancy T. Hope reborn of war: The story of a World War II military hospital, a world famous rehabilitation center, and a unique educational community in Fishersville, Va. Staunton, Virginia: [Augusta County Historical Society], 2016.
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(Japan), Kokuritsu Kokkai Toshokan. Kokuritsu Kokkai Toshokan shozō Meijiki kankō tosho maikuro-ban shūsei: Hōritsu : Chihō reikishū, BBD. Tōkyō: Maruzen, 1991.
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(Japan), Kokuritsu Kokkai Toshokan. Kokuritsu Kokkai Toshokan shozō Meijiki kankō tosho maikuro-ban shūsei: Sōki : Ippan ronbunshū, kōenshū, EAF. Tōkyō: Maruzen, 1991.
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(Japan), Kokuritsu Kokkai Toshokan. Kokuritsu Kokkai Toshokan shozō Meijiki kankō tosho maikuro-ban shūsei: Jidō tosho : Shōsetsu, otogibanashi, honʼyaku dōwa, EBD. Tōkyō: Maruzen, 1991.
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Kokuritsu Kokkai Toshokan shozō Meijiki kankō tosho maikuro-ban shūsei: Bungaku : Bungaku, DBA. Tōkyō: Maruzen, 1991.
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(Japan), Kokuritsu Kokkai Toshokan. Kokuritsu Kokkai Toshokan shozō Meijiki kankō tosho maikuro-ban shūsei: Tetsugaku : Tetsugaku, rinri, shinri, EDA. Tōkyō: Maruzen, 1991.
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(Japan), Kokuritsu Kokkai Toshokan. Kokuritsu Kokkai Toshokan shozō Meijiki kankō tosho maikuro-ban shūsei: Sōki : Zuihitsu, zassho, EAG. Tōkyō: Maruzen, 1991.
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(Japan), Kokuritsu Kokkai Toshokan. Kokuritsu Kokkai Toshokan shozō Meijiki kankō tosho maikuro-ban shūsei: Hōritsu : Zaiseihō, Kaikeihō, BBI. Tōkyō: Maruzen, 1991.
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(Japan), Kokuritsu Kokkai Toshokan. Kokuritsu Kokkai Toshokan shozō Meijiki kankō tosho maikuro-ban shūsei: Sōki : Hyakka jiten, EAE. Tōkyō: Maruzen, 1991.
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(Japan), Kokuritsu Kokkai Toshokan. Kokuritsu Kokkai Toshokan shozō Meijiki kankō tosho maikuro-ban shūsei: Gogaku : Tōyō shogo, DAG. Tōkyō: Maruzen, 1991.
Find full textBook chapters on the topic "Howe Military School"
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Rietjens, Sebastiaan. "Intelligence in Military Missions: Between Theory and Practice." In Handbook of Military Sciences, 1–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-02866-4_96-1.
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AbstractIntelligence is the primary mechanism that military organizations use to generate understanding and its main purpose is to provide information to decision-makers such as commanders that may help illuminate their decision options. This chapter assesses the role of intelligence in military missions, more specifically the counterinsurgency and stabilizations missions that took place in, for example, former Yugoslavia, Iraq, Afghanistan, and Mali.The chapter starts by addressing the changing and increasingly complex nature of many of the conflicts from the 1990s onwards. It explores how this has influenced the use of intelligence and presents two distinct schools of thought. The first school of thought, referred to as Jominian intelligence, tries to unravel the operational environment in a systematic way and regards the intelligence challenges as a series of problems with definite solutions. The second school of thought, referred to as Clausewitzian intelligence, argues that the goal of intelligence is to assess uncertainty and reach a deliberate judgment.The main body of the chapter then analyzes the intelligence process and identifies several of the main intelligence issues within military missions. The intelligence process starts with the direction phase in which policy makers, military commanders, or planners state their needs, often referred to as information requirements. Several issues complicate such direction, including (1) the comprehensive focus of many current military missions, (2) their abstract and ambiguous strategic objectives and expectations, and (3) the military’s unfamiliarity with the area of operations.In the second phase of the intelligence process, the necessary information is collected. In addition to consulting their archives and databases, military units often have a plethora of means, both technical and human, available to collect information. Cross-cultural competencies are of crucial importance, in particular, during the collection phase.The third phase of the intelligence process, labeled processing, turns raw data into intelligence. During the processing phase, the data are analyzed in order to gain understanding or insight. This exceeds the registration of events, but includes understanding the meaning of these events as well as their importance.The fourth and final phase is dissemination of intelligence. Here, the relationship between the producers and consumers of intelligence during military missions is explored. This includes the reasons why consumers sometimes do not fully accept the intelligence they receive.The chapter concludes with an agenda for research on military intelligence. It calls, for example, for a more eclectic author base; multidisciplinary as well as comparative research; increased attention to oversight, ethics, and open source intelligence; and more emphasis on intelligence within the navy, special forces, and constabulary forces.
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Bauer, Georg F. "Salutogenesis in Health Promoting Settings: A Synthesis Across Organizations, Communities, and Environments." In The Handbook of Salutogenesis, 277–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_27.
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AbstractSettings are defined by the World Health Organization (1998) as “the place or social context in which people engage in daily activities in which environmental, organizational, and personal factors interact to affect health and well-being.” Such settings range from small-scale home/family to (international) organizations and large cities and thus differ in size, in their degree of formalized organization and their relationships to society.The chapters in Part V review how salutogenesis has been applied to health promotion research and practice in a broad range of settings: organizations in general, schools, higher education, workplace, military settings, neighborhood/communities, cities, and restorative environments. The following synthesis demonstrates that applying salutogenesis to various settings and linking salutogenesis with other models established in these settings has the great potential to generate ideas on how to advance the general salutogenic model.
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Buscemi, Francesco. "Feeling Political in Public Administration: French Bureaucracy between Militancy and Sens de l’État, 1789–2019." In Feeling Political, 27–57. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89858-8_2.
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AbstractThis chapter looks at French bureaucracy since its establishment in 1789, given that public administration is a major element of modern political institutions. Contrary to current opinion—and perhaps counter-intuitively—it is heavily imbued with emotions. In post-revolutionary France, civil servants were encouraged to develop particular kinds of feelings in order to be considered good republicans and loyal servants to the sovereign state. The design and goals of two different National Schools of Administration, one founded in 1848 and one in 1945, show how different regimes nurtured the political emotions that were considered a requirement for bureaucratic service. The introduction and the conclusion evoke how the emotional template is still a matter of heated political confrontation.
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Ekmekçioğlu, Lerna. "Cohabitating in Captivity: Vartouhie Calantar Nalbandian (Zarevand) at the Women’s Section of Istanbul’s Central Prison (1915–1918)." In Documenting the Armenian Genocide, 39–71. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36753-3_4.
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AbstractVartouhie Calantar Nalbandian (1893–1978), the only Armenian woman known to have been arrested by the Ottoman Turkish authorities in Istanbul in the spring of 1915, was born in Bursa to a Russian Armenian father and an Ottoman Armenian mother. One of the first generation of Armenian girls who received a European university education, Vartouhie sent letters home from Lausanne that would change the course of her life. In 1915, the Ottoman police raided the family home as Tavit Kalantar had been a high-level educator in Armenian schools. They found Vartouhie’s letters to her parents and her father’s papers, which they claimed included incriminating evidence. In August 1915, a military tribunal convicted Vartouhie and her father of propagating Armenian separatist ideology. They served two-and-a-half years in Constantinople’s Central Prison and, thanks to their Russian citizenship, were released after the Bolsheviks signed the Brest-Litovsk Treaty with the Central Powers, requiring “prisoners of war” to be freed.Vartouhie published her prison memoirs in 16 installments in the feminist journal Hay Gin (Armenian Woman), the first prison memoir by a woman in the Middle East and one of the very few for the Ottoman Empire. In 1921, Vartouhie emigrated to the US, where she married Zaven Nalbandian, a high-level Armenian Revolutionary Federation member who participated in Operation Nemesis. In 1926, they published an important book in Armenian on the pan-Turkic movement under the penname Zarevand. In 1971, the newly minted sociology professor Vahakn Dadrian translated their book into English as United and Independent Turania: Aims and Designs of the Turks. Their historical and political analysis, the first study of the Armenian Genocide in the United States, argues that Turkish irredentism had been a real threat for Armenians who stood in the way of the unification of Turkic peoples under one state. This chapter writes a hitherto unknown feminist and historian into Armenian, Turkish, and Ottoman historiographies as well as genocide and prison studies.
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Eriksen, Thomas Hylland, and Martina Visentin. "Threats to Diversity in a Overheated World." In Acceleration and Cultural Change, 27–45. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33099-5_3.
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AbstractMost of Eriksen’s research over the years has somehow or other dealt with the local implications of globalization. He has looked at ethnic dynamics, the challenges of forging national identities, creolization and cosmopolitanism, the legacies of plantation societies and, more recently, climate change in the era of ‘accelerated acceleration’. Here we want to talk not just about cultural diversity and not just look at biological diversity, but both, because he believes that there are some important pattern resemblances between biological and cultural diversity. And many of the same forces militate against that and threaten to create a flattened world with less diversity, less difference. And, obviously, there is a concern for the future. We need to have an open ended future with different options, maximum flexibility and the current situation with more homogenization. We live in a time when there are important events taking place, too, from climate change to environmental destruction, and we need to do something about that. In order to show options and possibilities for the future, we have to focus on diversity because complex problems need diverse answers.Martina: I would like to start with a passion of mine to get into one of your main research themes: diversity. I’m a Marvel fan and, what is emerging, is a reduction of what Marvel has always been about: diversity in comics. There seems to be a standardization that reduces the specificity of each superhero and so it seems that everyone is the same in a kind of indifference of difference. So in this hyper-diversity, I think there is also a reduction of diversity. Do you see something similar in your studies as well?Thomas: It’s a great example, and it could be useful to look briefly at the history of thought about diversity and the way in which it’s suddenly come onto the agenda in a huge way. If you take a look at the number of journal articles about diversity and related concepts, the result is stunning. Before 1990, the concept was not much used. In the last 30 years or so, it’s positively exploded. You now find massive research on biodiversity, cultural diversity, agro-biodiversity, biocultural diversity, indigenous diversity and so on. You’ll also notice that the growth curve has this ‘overheating shape’ indicating exponential growth in the use of the terms. And why is this? Well, I think this has something to do with what Hegel described when he said that ‘the owl of Minerva flies at dusk,’ which is to say that it is only when a phenomenon is being threatened or even gone that it catches widespread attention. Regarding diversity, we may be witnessing this mechanism. The extreme interest in diversity talk since around 1990 is largely a result of its loss which became increasingly noticeable since the beginning of the overheating years in the early 1990s. So many things happened at the same time, more or less. I was just reminded yesterday of the fact that Nelson Mandela was released almost exactly a year after the fall of the Berlin Wall. There were many major events taking place, seemingly independently of each other, in different parts of the world. This has something to do with what you’re talking about, because yes, I think you’re right, there has been a reduction of many kinds of diversity.So when we speak of superdiversity, which we do sometimes in migration studies (Vertovec, 2023), we’re really mainly talking about people who are diverse in the same ways, or rather people who are diverse in compatible ways. They all fit into the template of modernity. So the big paradox here of identity politics is that it expresses similarity more than difference. It’s not really about cultural difference because they rely on a shared language for talking about cultural difference. So in other words, in order to show how different you are from everybody else, you first have to become quite similar. Otherwise, there is a real risk that we’d end up like Ludwig Wittgenstein’s lion. In Philosophical Investigations (Wittgenstein, 1983), he remarks that if a lion could talk, we wouldn’t understand what it was saying. Lévi-Strauss actually says something similar in Tristes Tropiques (Lévi-Strauss, 1976) where he describes meeting an Amazonian people, I think it was the Nambikwara, who are so close that he could touch them, and yet it is as though there were a glass wall between them. That’s real diversity. It’s different in a way that makes translation difficult. And it’s another world. It’s a different ontology.These days, I’m reading a book by Leslie Bank and Nellie Sharpley about the Coronavirus pandemic in South Africa (Bank & Sharpley, 2022), and there are rural communities in the Eastern Cape which don’t trust biomedicine, so many refuse vaccinations. They resist it. They don’t trust it. Perhaps they trust traditional remedies slightly more. This was and is the situation with HIV-AIDS as well. This is a kind of diversity which is understandable and translateable, yet fundamental. You know, there are really different ways in which we see the Cosmos and the universe. So if you take the Marvel films, they’ve really sort of renovated and renewed the superhero phenomenon, which was almost dead when they began to revive it. As a kid around 1970, I was an avid reader of Superman and Batman. I also read a lot of Donald Duck and incidentally, a passion for i paperi and the Donald/Paperino universe is one curious commonality between Italy and Norway. Anyway, with the superheroes, everybody was very white. They represented a the white, conservative version of America. In the renewed Marvel universe, there are lots of literally very strong women, who are independent agents and not just pretty appendages to the men as they had often been in the past. You also had people with different cultural and racial identities. The Black Panther of Wakanda and all the mythology which went with it are very popular in many African countries. It’s huge in Nigeria, for example, and seems to add to the existing diversity. But then again, as we were saying and as you observed, these characters are diverse in comparable within a uniform framework, a pretty rigid cultural grammar which presupposes individualism: there are no very deep cultural differences in the way they see the world. So that’s the new kind of diversity, which really consists more of talking about diversity than being diverse. I should add that the superdiversity perspective is very useful, and I have often drawn on it myself in research on cultural complexity. But it remains framed within the language of modernity.Martina: What you just said makes me think of contradictory dimensions that are, however, held together by the same gaze. How is it that your approach helps hold together processes that nevertheless tell us the same thing about the concept of diversity?Thomas: When we talk about diversity, it may be fruitful to look at it from a different angle. We could look at traditional knowledge and bodily skills among indigenous peoples, for example, and ideas about nature and the afterlife. Typically, some would immediately object that this is wrong and we are right and they should learn science and should go to school, period. But that’s not the point when we approach them as scholars, because then we try to understand their worlds from within and you realize that this world is experienced and perceived in ways which are quite different from ours. One of the big debates in anthropology for a number of years now has concerned the relationship between culture and nature after Lévi-Strauss, the greatest anthropological theorist of the last century. His view was that all cultures have a clear distinction between culture and nature, which is allegedly a universal way of creating order. This view has been challenged by people who have done serious ethnographic work on the issue, from my Oslo colleague Signe Howell’s work in Malaysia to studies in Melanesia, but perhaps mainly in the Amazon, where anthropologists argue that there are many ways of conceptualising the relationship between humans and everything else. Many of these world-views are quite ecological in character. They see us as participants in the same universe as other animals, plants and even rocks and rivers, and might point out that ‘the land does not belong to us – we belong to the land’. That makes for a very different relationship to nature than the predatory, exploitative form typical of capitalist modernity. In other words, in these cultural worlds, there is no clear boundary between us humans and non-humans. If you go in that direction, you will discover that in fact, cultural diversity is about much more than giving rights to minorities and celebrating National Day in different ethnic costumes, or even establishing religious tolerance. That way of talking about diversity is useful, but it should not detract attention from deeper and older forms of diversity.
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"Education and the University of North Carolina Pre-Flight School." In Home Front, edited by Julian M. Pleasants. University Press of Florida, 2017. http://dx.doi.org/10.5744/florida/9780813054254.003.0008.
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Primary and secondary schools were hard hit by the war, with a dearth of supplies and trained teachers. Many colleges and universities, vacated by men off to war, would have had to close were it not for the U.S. military training units at the schools. Each institution in the state had some sort of government activity on their campuses, but the preeminent center was the Navy Pre-Fight School at UNC-Chapel Hill, where two future presidents of the United States, George H. W. Bush and Gerald Ford trained.
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Fisher, Emily S., and Kelly S. Kennedy. "Counseling Students in Military Families." In Counseling Special Populations in Schools, 134–50. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199355785.003.0009.
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This chapter reviews strategies for working with students who are from military families. During peacetime, military children are nearly identical to civilian children in terms of well-being and academic achievement. When families face deployment, however, social, emotional, academic, and behavioral problems can occur. The chapter reviews risks and stressors faced by students and parents with military involvement; these include financial stress, familial changes related to stages of deployment, and reactions to the injury or loss of a family member. Counseling strategies to support students through relocation, deployment, loss, or injury to a parent are presented and include building coping skills, grief counseling, and group counseling. The chapter also covers how counselors can help schools to establish school-wide supports for their students from military families.
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Mathisen, Erik. "Schools of Citizenship." In The Loyal Republic, 64–86. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636320.003.0004.
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Conceived in war, the Confederate States of America was a nation-state built around its military. As this chapter argues, military service quickly became fused with ideas about Confederate citizenship, and the military became a site where faith in the national cause melded effortlessly with religion and where white southern men were schooled in how to become soldiers and citizens, all at once.
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Garcia, Raul. "Effects of Military Environment on Students' Emotional Intelligence Development." In Advances in Educational Marketing, Administration, and Leadership, 146–63. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch007.
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There are 65 military schools in the United States with many sharing the same goals and objectives, which are to develop and prepare students for leadership roles and for post-secondary academic success. Other than anecdotal claims by their alumni, these schools lack the evidence of how this is achieved. This study aims at providing such evidence by assessing the effects of a school's military environment on the students' development of emotional intelligence (IE) as measured by the Trait Emotional Intelligence Questionnaire-Short-Form. EI has been associated with academic success and higher leadership effectiveness. This exploratory analysis finds a positive correlation between leadership education level and students' EI scores (r= .28, <; .05), and a regression analysis (F(1, 51)= 4.20, p< .05) predicts and EI score increase of 17% for each year of exposure to the school's military environment. This study suggests that the school's military environment inherently fosters social emotional learning, which in turn positively influences the development of the students' EI.
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Jordan, Kelly C. "How Military Schools Reconcile Compliance, Authority, and Authenticity in Adolescent Leadership." In Advances in Educational Marketing, Administration, and Leadership, 193–217. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch009.
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Adults and adolescents are different, as are adolescent girls and teenage boys, but it is unclear if or how these differences impact their ideas about leadership. Adults prioritize compliance, obedience, and conformity, while adolescents advocate autonomy, independence, and ingenuity. Adolescent girls prefer a relational, inclusive, collaborative leadership style with a spiritual generative culture that values consensus, while teenage boys prefer an action-oriented and hierarchical leadership style with an empowered dynamic culture that rewards initiative and innovation. Authentic leadership is effective at accommodating the expectations and needs of adults, adolescent girls, and teenage boys, and it generates its own unique empowered generative culture that benefits all constituencies. Military school objectives, adolescents' preferred leadership characteristics, and authentic leadership are quite congruent with one another, and this potent combination makes military schools particularly effective in their main purpose of developing effective authentic adolescent leaders.
Conference papers on the topic "Howe Military School"
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Captari, Ionut. "Evoluția educației digitale în învățământul preuniversitar militar. Studiu de caz: colegiile militare naționale în România." In International Scientific-Practical Conference "Economic growth in the conditions of globalization". National Institute for Economic Research, 2023. http://dx.doi.org/10.36004/nier.cecg.iii.2023.17.35.
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This article examines the evolution of digital education in military pre-university learning environments, how it is regulated, implemented, and measured, how decision-making actors are involved in the process, and how the whole system will benefit from it. Also, comments from various relevant actors such as students, professors, and specialists involved in military pre-university education in Romania will be compared, with the goal of emphasizing the effectiveness of students staying up to speed with current technological developments and being taught in this manner. Considering this presentation as part of an on-going PhD thesis, this article will only briefly present the current status regarding digital transformation of education in military high schools, the approach methodology, conclusions, and future activities to be further researched.
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Roman, Gigi, and Tanja Geiss. "BUILDING COMMUNITIES OF PRACTICE THROUGH COLLABORATIVE LEARNING AT NATO SCHOOL." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-158.
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In 2013 NATO School, Oberammergau, is celebrating its 60th Anniversary. Within the last 60 years NATO School established to be the global leader in multinational military education and individual training. In addition to the resident programme and the mobile training teams NATO School offers, the Advanced Distributed Learning (ADL) Office developed for the last decade a solid online programme enhancing the NATO School's academic curricula. NATO School's Advanced Distributed Learning (ADL) Office is not only enriching NATO School's course offers, it supports NATO/PfP ADL efforts through a online collaborative platform and two learning management systems(LMS). Currently NATO School has over 37 ADL courses online, which are supporting various resident courses. The idea is the offer NATO School students a basic information about the course topic to allow them to inform themselves prior attending a NATO School course. ADL for pre-learning purposes, as used at NATO School, can be a very useful tool in support of the resident courses. This allows the course director and the lectures to presume certain knowledge on each course topic and address the audience on more detailed issues of the topic. In addition to that ADL must not be seen as a strict pre-learning tool, ADL offers a widespread possibility in individual training and learning, e.g. instructor lead course preparation, e-readings and the building of communities of practise. By using ADL in different ways the Course Director can focus on the specials needs of his audience and tailor not only the ADL course, but especially the resident course to the needs and wishes of the students. Besides the pre-learning ADL courses, NATO School's ADL Office produced also courses of broader interest, which give students supplementary information on current NATO topics, such as e.g. Terrorism, Trafficking in Human Beings, Rules of Engagement, Procurement and Contracting. ADL at NATO School proved to be not only an additional learning tool which is offered to students it managed to prove that collaborative learning is possible within a NATO / PfP training and education environment. By linking the different efforts, the learner gets most out of the NATO School experience and gets best possibly prepared for the the every day tasks. This article will discuss how NATO School's ADL Office managed to establish the idea of collaborative learning at NATO School and how the curricula of a institution can be enhanced through various e-Learning tools. The power of global collaboration, which finds it start at the ADL Office at NATO School Oberammergau, proves that within a world of rapid changing threats and challenges on different levels and through different acteurs time and place independent training and teaching is inevitable. The idea of the knowledge community e-NATO, which has its beginnings in the ADL collaboration through the PfP Consortium, will drive future developments within that area and will continue to enhance and drive the training, tailored to the needs of each individual soldier, seaman of airman.
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Taurogińska-Stich, Agnieszka. "Adaptacja wstępna w systemie wyższej edukacji wojskowej na potrzeby." In Nové trendy profesijnej prípravy v Ozbrojených silách. Akadémia ozbrojených síl generála Milana Rastislava Štefánika, 2023. http://dx.doi.org/10.52651/ntpp.b.2023.9788080406486.130-143.
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The article presents a proposal for how to form cadet competencies in the process of initial adaptation to a military academy. A simplified model of cadet initial adaptation aimed at basic leadership competencies to achieve personal development in terms of ethics and morality, building self discipline and social relations was proposed. The need to strengthen the system of education for security and defense within military departmental universities was identified. A survey of experts' opinions and a qualitative analysis of cases of competence formation of military students in the process of initial adaptation in selected land forces academies, i.e. the Polish Academy of Land Forces named after General Kosciuszko (AWL), the United States Military Academy (USMA) of West Point, the Austrian Theresian military academy i.e. Theresia Military Academy of the Federal Ministry of Defense (TM), the Greek military academy i.e. Military School "Evelpidon" (S.S.E). Only the direction of educational activities to ensure high quality command for strengthening security and defense was indicated.
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Gubo, Stefan. "USING HANDHELD GPS RECEIVERS IN PRIMARY SCHOOL EDUCATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-145.
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The Global Positioning System (GPS), as the first fully operational global navigation satellite system, is one of the modern technologies which have been expanding in our everyday life. This system continuously provides accurate three-dimensional position (often indicated in terms of latitude, longitude and altitude) and time data to a user located on the surface of the Earth or in the air. Currently, there are millions of users of GPS receivers worldwide. Not only can these units be used for military, scientific, industrial, agricultural purposes or during outdoor free-time activities, but also in teaching certain subjects from upper primary school level to university level. Using GPS receivers and GPS-based activities gives teachers opportunities to transform their classrooms from teacher-centered environments to environments that focus on student engagement in the learning process. The main purpose of this paper is to outline the possibilities of using handheld GPS receivers in teaching mathematics at primary school level. We introduce and discuss the results of an activity conducted in primary schools in Slovakia and Hungary. The activity included a theoretical as well as a practical part, and the participants were 7th grade (12-13 year old) students. During this activity, the students have learned how to use the handheld GPS receiver, and then solved measuring tasks around the school. Data were gathered by means of observation, analysis of students' tracks, a survey and interviews with students. The results show highly motivated students, who enjoyed participating in the activity. Students indicated they learned how to determine their position, the distance between two locations and the area of polygonal plot of land using a handheld GPS receiver.
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Black, Alison. "Friends Are Like Flowers: How Military-Connected Adolescents in Civilian Schools Cultivate Social Networks." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446113.
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Bodescu, Alin. "DISRUPTING ADULT LEARNING IN MILITARY STAFF TRAINING AND EDUCATION." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-004.
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In adult education we hear less and less references to teaching/ teacher or training/ trainer and more and more to learning/ learner and learning facilitator. What does that mean? If 50 years ago the learner's education was entirely dependent on highly skilled teachers, nowadays the learner is immersed and virtually surrounded by knowledge expressed in an incredible broad array of manifestation: written, spoken, illustrated, broadcasted and virtually shared (almost) for free. The way people have connected to each other over decades made the difference. From this perspective, generation X has been an ocean of isolated social groups, going to school and waiting for the teacher to deliver a formal curriculum, leaving them few choices and chances do get it by themselves. Time has changed and generation Y, and to a larger extent generation Z, can be imagined as individuals forming up nodes in a network of networks, highly dependent on Internet-connected mobile devices, taking a lot of information they need in informal or non-formal manners. We witness an accelerated technological advance reflected in the way people communicate and access the knowledge and real life experiences. Fifty years ago, the learner had to go to the public library and spend hours to get a piece of information from books. Nowadays, anyone might get it in minutes, from the most remote place in the world by joining online a professional group on LinkedIn. The approach toward adult education has also changed and new ways of influencing learner's behaviour has been implemented by the relevant academic world. Various disruptive ways to improve learning experience and integrate new information technology and trends in communication and social interaction into andragogy have been promoted by universities around the world. Military staff training and education has an important practical dimension, yet it might be assessed as being a trainer oriented activity rather than a learner driven process. This paper investigates possible ways and options to disrupt classical learning in military staff training and education opportunities and find answers to several questions. What does it take to adjust the learning environment to the reality we live? How much "classical" training can be disrupted by the "innovative" technology and recent progress in andragogy?
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Spinello, Enrico, Marina Marchisio, Sergio Rabellino, and Gianluca Torbidone. "THE COMFOR-SA VIRTUAL LEARNING CENTRE BECOMES A SPECIAL HUB FOR GAINING NEW MODERN STANDARDS FOR THE IT-ARMY E-LEARNING PROGRAMMES." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-068.
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The Education and Training Command and School of Applied Military Studies of Turin (COMFOR-SA) - Virtual Learning Centre (VLC) owing to a solid and round experience in e-learning, and because of being a support and distance learning developer and provider for university and military courses, has received the task of organizing an ambitious program and serving as special hub for all new contents and e-learning courses for IT-Army education and training programmes. The VLC continues the strong cooperation established with University of Turin (UniTO) in the specific field of e-learning in direct support to courses. In addition, a new broad concept has recently been developed that aims at having a dedicated Portal for Self-Paced Courses combined with a Portal of Knowledge in a unique environment. In a Lifelong Learning perspective the potential target audience is composed of all categories, such as Officers, NCOs and Volunteers. Users can find, via internet or Intranet and by using all kind of devices, the right course and contents whenever and wherever required or needed. The model is specifically designed to offer a full spectrum and integrated e-learning service where all providers (teachers, instructors and Subject Matter Experts) are involved (crowdsourcing) with a Knowledge Management and Teaching procedure. It is also enriched by a User's E-portfolio where all progress can be stored and articles and paperwork can be uploaded. In this new concept a strategic role is played by teachers and support personnel and for this reason the first MOODLE Military Online Course (Mil-OC) for teachers was organized nationwide. They were trained in how to use different tools and plug-ins. More courses will be organized in the next future in order to increase the number of teachers involved in the program and to improve their e-learning knowledge and skills. This new comprehensive idea of providing E-learning is the pillar of all future projects and helps to reach another goal: developing digital skills among military personnel. The COMFOR-SA has invested a lot of effort and, thanks to the cooperation with the UniTO, is now ready to take the lead in Military E-Education.
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Pavleski, Aleksandar. "RE-THINKING SECURITY THROUGH THE PRISM OF THE SECURITY STUDIES APPROACH." In SECURITY HORIZONS. Faculty of Security- Skopje, 2022. http://dx.doi.org/10.20544/icp.3.6.22.p14.
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Security is a variable category. What makes people and states safe or feel safe depends upon two basic phenomena. The most obvious source of challenge to our security is a factor that threatens the values of the people and the values of the state. The first and most objective of these are physical threats, such as military threats. The second phenomenon is related to the interpretation of the impact of the environment on the security meaning, or how the environment influences perceptions and interpretations of security and insecurity as well. The focus of the paper analysis is on exploring different security interpretations, specifically through the prism of the four generations of security studies. Actually, such four generations of security studies provide the necessary theoretical framework for comprehensive analysis in this regard. Hence, the paper is analyzing the evolutionary nature of security understanding in a variety of historical and environmental aspects. Keywords: security, insecurity, security studies, securitization, Copenhagen School of security studies
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Pham Van, Vu. "FOSTERING HO CHI MINH'S WORKING STYLE AMONGST CADRES OF PARTY CELLS AT MILITARY SCHOOLS IN THE CURRENT CONTEXT." In International Conference on Political Theory: The International Conference on Human Resources for Sustainable Development. Bach Khoa Publishing House, 2023. http://dx.doi.org/10.51316/icpt.hust.2023.36.
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During his lifetime, President Ho Chi Minh always attached great importance to the role of cadres in the revolutionary cause. He emphasized that “cadres are the core of all tasks”, comparing them to “A tree’s roots without which the tree will get withered, a river’s headwaters without which the river will get dried”. Only with the implementation of cadres can every mission of the revolution be achieved. Also, he dubbed cadres machine lines associated with constituting parts. In case the machine line worked improperly, then the whole process would malfunction no matter how good the engine was. If the cadres were to fulfill their duties, they ought to work in a standardized and scientific manner. Furthermore, they were expected to take every task, less or more important, into careful consideration. Besides, they needed to take an objective, democratic, and realistic approach to developing plans, carrying out tasks. By studying and following Ho Chi Minh's thought, morality and style, the masses and the leadership, including cadres of party cells at military schools could enhance their capabilities and qualities.
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Alekseyev, Jesslyn, Madeline Chmielinski, Emmanuel Mallea, Jo Kurucar, Vincent Mancuso, and Robert Seater. "Fun as a Strategic Advantage: Applying Lessons in Engagement from Commercial Games to Military Logistics Training." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002399.
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Games have been identified as a potential solution to improving learning outcomes in educational settings. Game environments offer many elements to augment traditional classroom learning such as lectures and static reading assignments. They enable players to explore concepts through repeat play in a low-risk environment, and can integrate feedback into gameplay to enable students to evaluate their own performance. Commercial games leverage a number of features to engage players and hold their attention; they typically use enticing graphics and visual elements, and break game play down for new players. But do those methods have a place in instructional environments with a captive and motivated audience? Our experience and measures suggest that yes; applying lessons in engagement from commercial games can help students become more invested in their learning. Though the military may not prioritize fun, they are interested in leveraging potentially effective training methods.MIT Lincoln Laboratory worked with the Office of Naval Research Global TechSolutions (ONR Global TechSolutions), the Marine Corps University Expeditionary Warfighting School (MCU EWS), and the Marine Corps Expeditionary Energy Office (E2O) to develop an interactive, web-based serious game prototype that teaches the principles of logistics and their trade-offs. Developed from a proposal by Marine Corps Captains, the game’s overarching objective was to improve the education and training of Marine Corps University students on the topic of energy management and logistics. Throughout development, MIT LL conducted game assessments at regular intervals, both with internal personnel and Marine Corps University students to validate project goals and guide development. A final test was conducted at the conclusion of development to measure usability against earlier results to measure learning outcomes, and examine the impact of engagement on learning outcomes as well as user reported experience. The game was tested with 12 students and 4 non-student personnel, who represented a mix of operations, logistics, and other disciplines. Students were split between “engaged” (7 students) and “de-engaged” conditions (5 students), where the “de-engaged” condition replaced introductory movies with equivalent static content, and removed decorative elements. Game rules, game information, user support information, and user workflows did not change between the conditions. Though testing was conducted throughout with a relatively small sample size, qualitative and quantitative measures suggest results relevant to how game-based and digital learning tools are designed. Reported usability increased considerably throughout development with less coaching and support, including during development phases focused almost exclusively on improving engagement and applying lessons from entertainment games. In the final assessment, those in the “engaged” condition reported higher usability scores as expected, but also reported making less mistakes and finding play easier. Additionally, those in the “engaged” condition reported finding stronger connections between the principles of logistics presented, indicating that there is a connection between engaging features and learning outcomes. Though more research is needed to see if results hold up more broadly, these results indicate that the integration of engaging features can improve engagement and perception as well as potentially improving learning outcomes even with communities that may not traditionally prioritize engagement.
Reports on the topic "Howe Military School"
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Manitoba Indigenous Tuberculosis History Project (MITHP). Missing Patients Research Guide. Manitoba Indigenous Tuberculosis History Project (MITHP), Department of History, University of Winnipeg, February 2024. http://dx.doi.org/10.36939/ir.202402141551.
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This Missing Patients Research Guide contains directions for finding out more about Indigenous patients who entered tuberculosis (TB) sanatoriums and hospitals in Manitoba and never returned home. Part One of the guide presents helpful start-up information. First it explains how to gather useful details including names, dates, and locations that will help in the search as well as how to move forward with your research. Then it outlines three useful “Research Tips”: all of the various names of TB treatment hospitals in Manitoba commonly attended by Indigenous patients; instructions for undertaking database searches using keywords; and techniques for linking information between Indian Residential Schools and hospitals. Last, a “Research Case Study” demonstrates some of the techniques and challenges you may encounter when researching Vital Statistics and Indian Residential School records by looking at the lives of three TB patients, Elie Caribou, Joseph Michel, and Albert Linklater. Part Two of the guide explains how to research the location of patient burials associated with nine hospitals where Indigenous patients were treated in Manitoba, including treatment for TB: Dynevor Indian Hospital, Clearwater Lake Indian Hospital, Brandon Indian Sanatorium, Ninette Sanatorium, St. Boniface / St. Vital Sanatorium, Fort Churchill Military Hospital, Norway House Indian Hospital, Fisher River Indian Hospital and Pine Falls Indian Hospital at Fort Alexander. Some of the general research information found in Part One is repeated under the individual hospitals and sanatoriums along with the specific information that may assist in searching for missing patients at each location. At the end of the guide, in Appendix A, you will find a checklist to help you in your research. Appendix B provides contact information for the organizations mentioned in this guide so that you can reach out by phone, email, or mail. Appendix C discusses accessing the records held by The National Centre for Truth and Reconciliation.