Search

In the paper, the authors propose a variant of the mathematical model for justifying the optimal ratio of researchers of different categories to conduct scientific research of the highest possible quality in conditions of limited resources. The discrepancy is formulated between the quality of scientific research and the restriction on financial resources, that is, the problem of resource allocation is solved. The relationship between the quality of scientific research and the number of researchers is proposed to be reflected by the canonical parabola equation. A mathematical model is formulated that reflects the essence of the question under study. The problem is solved using the method of Lagrange multipliers. The results of the study are confirmed by a numerical experiment. Resource constraints have always existed. This is especially true now for the development of the Armed Forces of Ukraine and increasing their combat and mobilisation readiness, which result in the country's defence capability as a whole. Limited funding also takes place in military science. It is very difficult to introduce new full-time positions and divisions. Previously, the number of researchers was justified following regulatory documents when creating scientific institutions and divisions, or by analogy with similar scientific institutions. In other words, the problem was solved empirically or situationally. This scientific study concerns substantiating the number of scientific personnel in conditions of limited resources, taking into account the work that is now performed and will be performed in the future.

This article problematises Initial Teacher Education (ITE) and assessment practices to contribute to the ongoing work of decolonising higher education. It critiques the entanglement of military imaginaries and ITE via a diffractive reading of ITE discourse and policy in the Australian context through military imaginaries in academic and SF literature. In military imaginaries there exists an imperative to enact warfare as 'target processing'; that is, the essence of warfare is understood to be the operationalisation of a continuous cycle of identification of targets, selection and implementation of pre-determined methodologies to match these targets, followed by measurement of the outcomes of the process. This article considers how current ITE expectations prioritise a similar continuous cycle of selection and implementation of standardised methodologies and measurement of effects; effectively an ideology of 'teaching as processing'. It examines how this expectation assists in creating certain concerning expectations and disappearances within teaching and education.

The article considers one of the new social phenomena that have arisen in society, and is currently changing everyday social practices, which are one of the integral parts of the new media - computer games. The problem of the study is conditioned by the fact that computer games are gaining popularity, while increasingly influencing players, changing their established way of life, behaviors, forming new styles of communication and attitude to the surrounding reality. The activation of interest in the process of everyday social practices arose due to the shift of value orientations in the structure of students' lifestyle. The aim of the study is to analyze the impact of computer games on everyday social practices of students-gamers. The leading methods for the study of this problem is the interview method, which allows revealing more fully and multifaceted impact of computer games on everyday social practices of students-gamers. It was found that the main characteristics of the gamer are: the ability to appreciate the game; the ability to play a lot of fun, not to chase the game awards; to see in the games something of great importance; to know a lot about different games; to be able to play well and understand the game. It is shown that computer games do not generate subcultures, but only try to unite people and teach them to work together in a team. Gamers arrange events for any particular game they play. Such meetings are most often of a competitive nature. Students-gamers note the following skills that they acquire through the games: meeting new people; learning English; improving communication skills; interesting stories; historical moments; military Affairs (weapons, equipment, military battles, etc.); myths and legends of different world cultures. The practical significance lies in the fact that the data obtained in the work can be used in social psychology, age psychology, psychology of work, sociology, as well as for further theoretical development of this issue.

This chapter focuses on the Reserve Officer Training Corps (ROTC) and how military science programs develop leaders for service in the military profession.

Information integration is great for military operations because the range of pertinent information sources is significantly distinct and dynamic. This article develops an intelligent knowledge treasure comprised of military resource ontology and procedures, as a learning model for better interoperability of heterogeneous resources of the Indian military. This model can interpret and learn the context of military information automatically, thereby facilitating the military commanders with decision making in several operations, such as command and control, teaching and training, military coalition, situation awareness and many more. To design the military resource ontology, this article specifies the core concepts of the ontology based on terms derived from heterogeneous resources. WWW standard ontology language, OWL has been used to codify the ontology. This article develops an intelligent tool--"QueryOnto"--as an interface to the military resource ontology that provides a commander decision support service and demonstrates how to apply the military ontology in practice. The developed ontology has been verified and validated with the best known approaches and metrics available. The presented model is helpful for military commanders to train their juniors in a systematic way and will provide an efficient web-based learning of different military tasks in future.

This paper addresses the curriculum overlap and gap between LIS education and intelligence education by analyzing the content of the websites of the intelligence education programs and courses in 27 representative intelligence education universities in the United States, and the intelligence-related programs and courses in the 56 LIS programs in the United States and Canada. The curriculum overlap lies in computer skills for information collection management, geographic information systems, data mining, knowledge discovery, competitive intelligence and information security, whereas the major curriculum gap lies in most intelligence analysis domain areas (such as military intelligence, political intelligence, science and technology intelligence) and many intelligence tradecraft areas (such as structured analytic techniques, intelligence theory and methods, intelligence policy and organization, intelligence operations, counterintelligence, intelligence writing and briefing). By filling some curriculum gaps based on the overlap, LIS education can extend to open source intelligence analysis in some domain areas.

This study examined similarities and differences in study approaches reported by general chemistry students performing at different achievement levels. The study population consisted of freshmen enrolled in a required year-long general chemistry course at the U.S. Naval Academy. Students in the first and second semesters of the course were surveyed using a modified version of the published Approaches and Study Skills Inventory for Students (ASSIST) referred to as the M-ASSIST (Modified Approaches and Study Skills Inventory). Responses to items associated with using deep or surface approaches to studying were examined for students of three achievement levels (A/B, C, and D/F course grades) using both ANOVA and Structured Means Modeling to look for differences in study approaches between achievement levels. Results show that, with only 12 items, the M-ASSIST can be used to measure differences in reported use of deep and surface approaches by students in different achievement groups; that Structured Means Modeling can uncover significant differences that are not apparent with an ANOVA analysis of the same data; and that A/B and D/F students can be classified as reporting using either using primarily deep (A/B students) or primarily surface (D/F) study approaches. C students reported study approaches characteristic of both the A/B and D/F groups, leading to the interpretation that C students may be in an intermediate and possibly transitional state between the higher- and lower-grade groups. These results suggest a new understanding of C students as those who may not fully implement deep approaches to studying but, in general, demonstrate less reliance on surface approaches than lower-achieving students.

Radar is a technology that can be used to detect distant objects not visible to the human eye. A predecessor of radar, called the telemobiloscope, was first used to detect ships in the fog in 1904 off the German coast. Many scientists have worked on the development and refinement of radar (Hertz with electromagnetic waves; Popov with determining the distance of lightening strikes; Hulsmeyer with detection of metallic objects). During World War II, radar was further developed by several nations (including the U.K. and U.S.) to detect planes and ships that were entering into a nation's coastal zones. This early warning system allowed time for military forces to prepare to defend themselves (position troops with antiaircraft guns and artillery and to get aircraft squadrons into the air) and for civilians to seek shelter (air-raid shelters and basements). A U.S. Navy radar technician supposedly identified incoming Japanese planes in the attack on Pearl Harbor in 1941, but the reporting officer did not trust the findings with the new technology, since it was so unreliable at that time. Consequently, no warnings were issued prior to the attack, and many U.S. naval ships and aircraft were destroyed and countless lives were lost. This information resource will explain the concept of radar technology. It will review how a radar system works and some applications where it is used every day. Activities for learning more about radar will be presented.

What gives legitimacy to the numbers that constitute the measurement techniques of the audit culture? We argue that the audit culture's blind application of numbers to people as if there was no moral or ethical dimension to the calculation rests on a military discourse resident in mathematics. This argument is based on the genealogy presented in this paper, which uncovers a regime of measurement-by-number, sedimented as legitimate through an association with military power. We claim that this military measurement-by-number is a dubious technique of government on which the audit culture relies for its highly questionable authority.

For more than forty years, parents, teachers, veterans, and community activists have engaged in grassroots resistance to the military's presence in schools. The historical study of campaigns against militarism in schools remains underdeveloped. This is a glaring omission, given the breadth and history of this activism. Militarism in the educational sphere is what happens when the presence of military recruiters on school campuses becomes a matter of routine, or when "military science" is taught alongside the three R's. In the United States context, the militarization of education sparked widespread debate following World War I. Since counter-recruiters depend on access to schools to do their work, it is significant that starting in 1982, a series of legal challenges established that activists had constitutional rights to the same level of school access given to military recruiters. One of the landmark cases in this fight over "equal access" was "Clergy and Laity Concerned vs. Chicago Board of Education" (1984). This article makes a much-needed contribution to the literature on this subject. After demonstrating how the dawning of an all-volunteer force in 1973 introduced new levels of militarism into public high schools, the author outlines a brief history of counter-recruitment. The article introduces the key actors in "Clergy and Laity Concerned" and shows how their legal battle for equal access helped make possible a national movement to demilitarize schools.

Most adult education practitioners will understand the special requirements educators should attend to when educating adults. While Malcolm Knowles's adult education principles might not meet the strictest definition of principles, their universal adoption and acceptance by adult educators affords them the same weight as principles. So, as Knowles refined and espoused, learning for adults is enhanced when facilitators assume that their learners: (1) will demonstrate self-directing behavior; (2) have a multitude of experiences to leverage; (3) want to integrate their learning with what they do daily; (4) want learning that helps with problem solving; (5) need to know why they should learn something; and (6) are experienced responding to external motivations but realize that learning is more effective when there is an internal motivation to learn. From a military perspective, these adult education principles are particularly useful for the design of military learning. This article explores the imperative for change in the military training and education paradigm. Contemporary opponents that leverage capability gaps force this change as do realizations of formerly unquestioned assumptions about preparing military personnel for success in the 21st century.

The purpose of this study was to investigate novices learning to use a mission planning system. Novice participants received one training session, followed by three test sessions. This was compared to expert performance. During the test sessions, all participants were required to "think aloud", based on Ericsson and Simon's (Ericsson, K.A. and Simon, H.A., 1993. "Protocol analysis: verbal reports as data." Revised ed. Cambridge, MA: The MIT Press) description of the technique. Objective measures of time to complete the task, number of errors made, mouse travel and number of mouse clicks were also recorded. It was hypothesised that error, time and mouse data would reflect the acquisition of skill and improved problem-solving abilities. The verbal data were analysed in an exploratory fashion to see what changes individuals experienced. The results of the study showed that participants acquired a level of skill across sessions, and that the cognitive processes reflected in the verbal protocols changed as a function of this skill acquisition. These changes in cognitive processing mirrored a number of the differences between novices and experts. (Contains 2 figures and 5 tables.)

Military patriotic upbringing is a component of the educational process. One would think that there is nothing to be argued about in this regard. However, a number of textbooks and school handbooks on the history of Russia that have been recommended by the Ministry of Science and Education of Russia cannot stand up to any criticism in this regard. In a number of such publications, for example, the Great War for the Motherland is mentioned as an episode of little importance, and other events that are just as significant are treated by the authors dismissively. Unworthy actions by the country's leaders are highlighted, and episodes taken out of historical context are accompanied by negative commentary. These authors describe atrocities committed under Ivan the Terrible, Stalinist repressions, and similar deeds, but skim over such events in other countries or make statements that do not correspond to reality. Also missing from history textbooks is a description of atrocities committed by foreign leaders during World War II, such as the forcible resettlement of tens of thousands of Japanese-American citizens in camps in the United States, the annihilation of a hundred thousand peaceful inhabitants of Dresden by American and British bombing raids, the use of the atomic bomb (without any military need whatsoever) and the slaughter of hundreds of thousands of people in Hiroshima and Nagasaki in 1945, and so on. And yet when it comes to cruel acts by Stalin, these are portrayed in every detail. In this article, the author argues that young Russians are being given a distorted view of Russian history and Russia's place in world affairs. The author further contends that it will not be possible to teach students patriotism unless pedagogical innovations are made in the content of curricula, textbooks, and school handbooks. [This article was translated by Kim Braithwaite.]

Each fall semester, on the first day of class of his upper-level American Military History course, the author informs his students that a major part of the class consists of a wargame in which they will participate. In this article, the author describes briefly how the class will be divided into two teams, and that on a specific evening during the fourth week of class, they will engage in battle at a park on campus known as Durham Park. The only weapons that they are allowed to use are water balloons. The author also tells them that their final paper for the class "will have something to do" with the wargame, but he remains deliberately vague when pressed for details. For most, the knowledge that they will get to participate in a water balloon fight generates a good deal of excitement and enthusiasm for the course. What they do not immediately recognize is that they will be actively learning the historical method by participating in a historical event and then analyzing it afterwards. (Contains 4 notes.)

The article proceeds from the argument that war is a social institution and not a historical inevitability of human interaction, that is, war can be "unlearned." This process involves deconstructing/dismantling war as an institution in society. An important step in this process is to understand the philosophical and cultural bases on which technology is employed as "tools" of war. The article focuses on such questions as, Is technology just viewed as instruments in the hand of its human masters in war? Does technology take on an autonomous role in war? How should we assess the impact of context (political, economic, and cultural) of technology when employed in war? By exploring these points, the article hopes to provide input into the discussion on the control of war technologies and ultimately the dismantling of war as an institution in society.

The authors study conflict on multiple fronts. A defending player needs to successfully defend all fronts, and an attacker needs to win at only one. Multiple fronts result in a considerable disadvantage for the defending player, and even if there is a defense advantage at each of them, the payoff of the defending player is zero if the number of fronts is large. With some positive probability, in the equilibrium defending players surrender without expending effort. (Contains 9 notes.)

Experiences in researching the documentation of the intelligence (codename Ultra) produced by breaking Enigma at Government Code & Cypher School, Bletchley Park, 1939-45, are described. The major problems are identified and shown to lie in the obscurity of the associated processes, disguised as they were within general bureaucratic arrangements. This resulted in invisibility in both National Archives documents and publications in the field of military intelligence. This invisibility, along with difficulties in locating surviving veterans capable of illuminating such historical material as there is, demands detective work, serendipity and luck in addition to the normal skills of historical method in telling the story. (Contains 5 notes.)

The US Navy is encountering fierce resistance at home over its plans to develop a laboratory in Honolulu at the University of Hawaii-Manoa. Proponents of the proposed facility assert it will bring millions of dollars to the campus, but critics question whether universities should engage in classified research and weapons development, and fear that academic integrity would be compromised by the military's goals.

Guns, slug-throwing weapons, have evolved as humans have increased their grasp of the mechanical arts. In the near future, however, it seems likely that soldiers' rifles operating at punishing cyclic rates of fire face the limits of physics and materials science--heat and speed will cost accuracy and distance. This article considers not only the near future of the personal weapon carried by soldiers in battlespace but also the rifle's evolution as an index of alterations in 20th-and 21st-century war fighting. The arc traced by multiple-fire weapons, from the Gatling to the laser rifle, is a narrative of humans, machinery, and their co-creative symbiotic relationship. This article begins by examining some current examples of late-generation rifles and their imagined futures, continues by pursuing the linkages between guns and soldiers, and finally asks what new guns will mean for soldiers being born now. (Contains 5 figures and 3 notes.)

The purpose of this study was to determine the effects of various external orienting tasks on learning, learner attitudes, and en route behaviors in the use of an educational hypertext system. Thirty-one sophomore students enrolled in three honors sections of an introductory military history course at the United States Air Force Academy served as subjects in this study. During three 50-minute class periods, the participants used a hypertext database containing approximately 200 articles on airpower in World War I. Each section was given one of three orienting tasks--one in which they were asked to browse the database to learn the content (browsing condition), a second in which they were required to answer factual questions about the material in the database (searching condition), or a third in which they were required to answer conceptual questions (connecting condition). Results indicated that the connecters performed the best on conceptual understanding of the material, followed by the searchers with the browsers performing the worst. Connecters also reported the highest levels of database utility for completing their task and the posttest. These findings indicate the powerful nature of an orienting task and the positive impact of conceptual questions on learning and attitudes. (Contains 6 tables and 3 figures.)

This article is an intervention into and examination of hypermodern forms of militarization or what the author calls "hypermodern militarized knowledge factories," exemplified here by the increasingly militarized universities of North America. He specifies the important arguments of his intervention into the hypermodern militarization of higher education so as to offer a means of access into the debate and into related discussions for those not accustomed to them. He then considers and analyzes the implications of his investigation for contemporary society. He studies, in particular, how the knowledge bases, social lives, and mentalities of faculty, students, and other concerned civilians are understood by such these hypermodern militarized knowledge factories. In order to appreciate these institutions, he begins by examining the concepts of intervention, hypermodernity, militarization, and the hypermodern militarized knowledge factory. (Contains 2 figures.)

The Mechanical Engineering Section at the U.S. Coast Guard Academy has developed a comprehensive activity based course to introduce second year students to mechanical engineering design. The culminating design activity for the course requires students to design, construct and test robotic devices that complete engineering challenges. Teams of students are provided with a standard kit of parts consisting of metal hardware and fasteners, motors, connecting wires and a programmable remote control system. The teams use these materials to design and construct robotic devices that accomplish a simulated maritime mission. The kit of parts is reusable and requires no machine-shop support to create the robotic devices, thereby making this project portable and scalable. The experience is modeled on the capstone design activity and is a useful tool for introducing engineering design to a wide audience.

Purpose: To develop a biological approach to the analysis of learning organisations based on complexity theory, autopoiesis, and evolutionary epistemology. Design/methodology/approach: This paper synthesises ideas from disciplines ranging from physics, epistemology and philosophy of science to military affairs, to sketch a scientific framework in which the autopoietic status of any kind of complex system can be evaluated. The autopoietic framework also presents generic concepts of memory, learning and knowledge. The autopoietic status of human organisations is tested in relation to this framework, and some of the direct implications regarding organisational learning and adaptation are highlighted. Findings: A new definition of autopoiesis adding sustainability to key requirements is developed. Theoretical ideas of Maturana and Varela, Popper, Pattee, Boyd, and Gould are synthesised and applied to large-scale organisations to reveal their emergent, autopoietic, evolutionary (i.e. biological), and learning nature. Originality/value: Many current studies and practices in knowledge management are based on only limited views of what constitutes knowledge in the organisation and have not been conducted within any visible framework for understanding the organisation's survival imperatives, or how the knowledge and processes being studied relate to the organisation's overall strategic aims. The framework presented here will lead towards the development of a sounder theoretical basis for studying knowledge and learning in organisations.

Considers the curriculum reform movement of the 1950s as an experiment in applying innovative research and development techniques perfected by scientists during World War II, tracing the development of newer methods of scientific analysis and examining how they were imported from military research to the field of education by a select group of physicists from the Massachusetts Institute of Technology. (SM)

Describes the Marine Corps University (Virginia) Library's collections and reserves. States that the library's resources focus on military doctrine, history, arts, and sciences, and that they include Web- and CD-ROM-based specialized military databases. Describes the library's mission to serve the university community and Marine Corps patrons throughout the world. (NB)