Analyzing the Integrated Teaching of Theory and Practice in Communication Technology Based on the Cognitive Process

This study analyzes the cognitive characteristics of students in communication courses in military colleges and the impact of integrated teaching of theory and practice on students’ cognitive process as well as proposes the information processing model of students’ cognitive process in the integrated teaching of theory and practice. Combining the cognitive characteristics of the students from Communication Technology, on the one hand, this study analyzes the five factors that affect the teaching effect of integrating theory and practice; on the other hand, it proposes improvement measures for the integration of theory and practice from the structure of the teaching content, teaching organization and management, modern education technology, and the ability of teachers.

Recent Trends of Metabolic Syndrome and Its Components in Military Recruits from Saudi Arabia

Metabolic syndrome (Met-S) constitutes the risk factors and abnormalities that markedly increase the probability of developing diabetes and coronary heart disease. An early detection of Met-S, its components and risk factors can be of great help in preventing or controlling its adverse consequences. The aim of the study was to determine the prevalence of cardio-metabolic risk factors in young army recruits from Saudi Arabia. A total of 2010 Saudis aged 18–30 years were randomly selected from groups who had applied to military colleges. In addition to designed questionnaire, anthropometric measurements and blood samples were collected to measure Met-S components according to the International Diabetes Federation (IDF) criteria. Met-S prevalence was 24.3% and it was higher in older subjects than the younger ones. There were significant associations between Met-S and age, education level and marital status. The most common Met-S components were high fasting blood sugar (63.6%) followed by high blood pressure (systolic and diastolic, 63.3% and 37.3% respectively) and high body mass index (57.5%). The prevalence of pre-diabetes and diabetes were found to be 55.2% and 8.4%, respectively. Hypertriglyceridemia was found in 19.3% and low levels of high-density lipoproteins (HDL) in 11.7% of subjects. In conclusion, there is a high prevalence of Met-S in young adults of Saudi Arabia. There is a need for regular monitoring of Met-S in young populations to keep them healthy and fit for nation building. It is also important to design and launch community-based programs for educating people about the importance of physical activity, cessation of smoking and eating healthy diet in prevention of chronic diseases.

Resilience-based curriculum for Canadian Military Colleges: An environmental scan and literature review

LAY SUMMARY There is a growing need to recognize resilience as an acquired skill for graduates in higher education, such as universities and colleges, particularly for those entering demanding occupations like the military. To help the administrators of Canada’s Military Colleges (CMCs) make decisions about the development and implementation of resilience programs, the authors carried out a review of current resilience education programs within Ontario universities and the U.S. Federal Service Agencies (U.S. FSAs). Findings showed that only seven Ontario Universities and two U.S. FSAs offered resilience education, with none of these programs having any published scientific reports of their effectiveness (how well they work to improve resilience). This article offers recommendations for CMC administrators to use to build resilience education for Canadian officer and naval cadets.

Shaping Masculine Identity in Military Education Institutions of Post-reform Russia (based on the memoirs of noblemen)

В статье на основе мемуаров дворян — выпускников кадетских корпусов и военных училищ, исследуются способы и возможности формирования мужественности в военных учебных заведениях дореволюционной России. События Крымской войны продемонстрировали необходимость реформирования российской армии. Среди комплекса военных реформ 1860–1870-х годов значительное место занимали перемены в сфере военного образования. Вместе с тем изменение системы и структуры обучения не должно было затронуть главную составляющую образа офицера — его мужественность, под которой понимался комплекс качеств, характерных для сильного физически, умственно подготовленного и достойного воина. Обучение в военных заведениях было нацелено на формирование мужественности путем серьезной физической подготовки, а также воспитания смелости и доблести. The article analyzes memoirs of noblemen, graduates of cadet schools and military colleges to investigate the process of masculine identity shaping in military education institutions in pre-revolutionary Russia. The events of the Crimean war highlighted the necessity of military reforms in the Russian Army. Military education reforms constituted an essential part of the Great Reforms of the 1860s-1870s. It was crucial that military education reforms should not affect the major characteristic of an officer, i.e. an officer’s masculinity which was treated as a complex of physical, mental and moral traits and qualities. Military education was aimed at the shaping of masculine identity via extensive physical training, the development of courage and valour.

Indianization and the Case of the ‘Missing Academies’ of the Indian Army, c. 1900–45

The first chapter begins with a survey of the earliest form of institutional architecture that was created before the outbreak of the Great War and put on a firmer footing in its aftermath, in order to provide greater opportunities to young Indian men interested in joining the Indian Army as officers. These initial attempts at providing a platform for future commissions resulted in an inchoate network of Royal Military Colleges (the likes of Prince of Wales Royal military colleges and the King George’s military colleges and schools) and other military schools across North and North-Western India which were entrusted with the responsibility of training men in order to prepare them for officers’ commissions.

Impactful Academic Supports for Students Enrolled at Military Colleges

Military colleges have historically been respected and viewed as results-driven institutions of higher learning. These colleges have strong reputations for producing both leaders and scholars. Though gaining admission to a military college is usually somewhat more formidable than the admission process at many civilian colleges, students are accepted with varying academic abilities, skills, and backgrounds. Most of these students, however, are retained, experience academic success, and graduate. The author describes distinct military college academic support initiatives that promote scholarly success among college students, from those who struggle to pass a course to those who want to turn a satisfactory grade into a better grade. Included in those initiatives are tutoring, advising, and mentoring. A case study of the establishment of the Academic Success Center at Marion Military Institute is included, along with data markers indicating the success of the center and its programs.

Exploring the Delphi Report's Critical Thinking Framework for Military School Educationists

This chapter advances the argument that military colleges and universities should infuse and implement critical thinking in learning experiences to explore and develop values, character traits, and leadership skills in students (cadets). The chapter first surveys the literature concerning critical thinking, drawing from historical, philosophical, psychological, and educational evidence. The chapter then elucidates the Delphi Report's findings about CT and contends that military school educationists use the report as a guide for instructional strategies and educational experiences with students (cadets). By embracing the fundamentals of critical thinking through several perspectives and leveraging the elements of CT identified in the Delphi Report, military colleges and universities can initiate a renewed interest in leveraging the advantages of CT in their courses, offering students opportunities to become capable officers, productive citizens, and moral people.

The Modern American Military Education Model

This chapter describes an approach to formation at military schools for the 21st century that is both explicit and intentional, posing it for consideration as the Modern American Military Education Model (MAMEM). This chapter does not spell out the implementation of the proposed MAMEM specifically; rather, it is meant to inform the reader about the philosophy and components of the proposed MAMEM, the process of formation associated with it, and to provide examples of ways that schools associated with the Association of Military Colleges and Schools in the United States (AMCSUS) have implemented a version of it to support their varied missions and achieve their disparate educational objectives. In aggregate, the intention is to show how the proposed MAMEM provides a coherent philosophy of education by intention, atmosphere, and implication that forms, informs, and transforms cadets effectively, satisfying Chesterton's demanding criteria for qualification as an excellent form of education.

Experiences of Officer Cadets in Canadian Military Colleges and Civilian Universities: A Gender Perspective

This study examined gender differences in the experiences of 923 officer cadets attending Canadian Military Colleges and 135 officer cadets attending civilian universities who completed a survey. Overall, the findings revealed that the experience of officer cadets in civilian universities was more positive, gender neutral, and their institutions’ values and culture were a better fit for them compared to their peers in Canadian Military Colleges. For officer cadets in Canadian Military Colleges, the results revealed that women were less likely to perceive gender equality in the way they were treated, the fairness of complaint mechanisms, and being treated with respect compared to men. Men in Canadian Military Collegess were less likely to perceive gender equality in performance standards than women. There were no gender differences in experiences for officer cadets in civilian universities.