The Women, Peace, and Security (WPS) Agenda is a global framework and policy tool that guides national actions addressing gender inequalities and the drivers of conflict and its impact on women and ...girls. By fostering structural and institutional change, the WPS agenda aims to 1) prevent conflict and all forms of violence against women and girls and 2) ensure the inclusion and participation of women in peace and security decision-making processes to incorporate their specific needs in relief and recovery situations. This volume gathers together student papers from the Joint Women, Peace, and Security Academic Forum's 2021 WPS in PME Writing Award program, a best-of selection of informative and empowering work that intersects with Department of Defense equities supporting global WPS principles. Student participants in the Joint WPS Academic Forum hail from prestigious DOD academic institutions, and this monograph shows how the strategic leaders of tomorrow embrace WPS today, offering a strong indication of how WPS principles will be implemented over time and how they will influence the paradigm of peace and security and our approaches to conflict prevention and resolution.
Since the 1990s, Junior Reserve Officer Training Corps (JROTC) programs have experienced unprecedented expansion in American public schools. The program and its proliferation in poor, urban schools ...districts with large numbers of Latina/o and African American students is not without controversy. Public support is often based on the belief that the program provides much-needed discipline for "at risk" youth. Meanwhile, critics of JROTC argue that the program is a recruiting tool for the U.S. military and is yet another example of an increasingly punitive climate that disproportionately affect youth of color in American public schools.
Citizen, Student, Soldierintervenes in these debates, providing critical ethnographic attention to understanding the motivations, aspirations, and experiences of students who participate in increasing numbers in JROTC programs. These students have complex reasons for their participation, reasons that challenge the reductive idea that they are either dangerous youths who need discipline or victims being exploited by a predatory program. Rather, their participation is informed by their marginal economic position in the local political economy, as well as their desire to be regarded as full citizens, both locally and nationally. Citizenship is one of the central concerns guiding the JROTC curriculum; this book explores ethnographically how students understand and enact different visions of citizenship and grounds these understandings in local and national political economic contexts. It also highlights the ideological, social and cultural conditions of Latina/o youth and their families who both participate in and are enmeshed in vigorous debates about citizenship, obligation, social opportunity, militarism and, ultimately, the American Dream.
The rapid development, use and availability of technology is creating new opportunities in all areas of human life. The amount of data generated is enormous, followed by advances in the collection, ...processing and analysis of big data for a variety of purposes, such as various industries, science, healthcare and even education. Data science in education aims to better understand and improve learning processes through data–driven insights. Learning analytics studies how to use data mining, machine learning, natural language processing, visualisation and human– computer interaction approaches to help learners, educators and institutional leaders improve learning processes and teaching practices.
War and Education Engelmann, Sebastian; Hemetsberger, Bernhard; Jacob, Frank
01/2022, Letnik:
10
eBook
This book shows that education does not only prepare war, but defines its character for future generations. Pointing out the intricate interconnetion with the various practices of education this ...volume offers in-depth studies of war and education in several chronological and geographical contexts. Tying in with the latest state of the art the authors offer examples for education for war, education in war and education for reconciliation in the aftermath of wars from a global perspective.
Increasing the technological progress in society and the impact of digitization on educational processes, especially in the wake of the COVID-19 pandemic, has given rise to new challenges for higher ...education, including the military academia. This study explored approaches to the integration of technologies in higher education and mapped the specifics of educational processes based on the use of computer-based tools in the preparation of military students for becoming officers in the Romanian Armed Forces. To carry out this investigative approach, we used a qualitative research methodology that included a comprehensive analysis of international literature and national studies, and a screening of the environment within the Romanian higher military education system. The findings of the interpretive research highlight the trends in technology-based educational approaches and generate meanings regarding the characteristics of technology integration in the national higher military education system.
This article deals with the interconnection and conditionality of ethics and scientific research. It describes the different types and causes of unethical actions, which it classifies into groups, as ...well as the approaches to the management of unethical acts, focusing on the situation in the Slovenian scientific area. The article goes on to discuss the situation after the establishment of a National Military College in the military education system, and describes a unique way of managing ethics in a military organization and the suitability of applying the same in military education. After an analysis of the experience to date, the similarities and differences between the military and civilian education systems in the field of ethical risk management are explained.
Other People's Wars explores key US efforts involving
direct observation missions and post-conflict investigations
throughout its history. Sterling shows how initiatives to learn
from other nations' ...wars can yield significant benefits,
emphasisizing comprehensive qualitative learning to foster better
military preparedness and adaptability.
Case studies explore how to improve military adaptation
and preparedness in peacetime by investigating foreign
wars
Preparing for the next war at an unknown date against an
undetermined opponent is a difficult undertaking with extremely
high stakes. Even the most detailed exercises and wargames do not
truly simulate combat and the fog of war. Thus, outside of their
own combat, militaries have studied foreign wars as a valuable
source of battlefield information. The effectiveness of this
learning process, however, has rarely been evaluated across
different periods and contexts.
Through a series of in-depth case studies of the US Army, Navy,
and Air Force, Brent L. Sterling creates a better understanding of
the dynamics of learning from "other people's wars," determining
what types of knowledge can be gained from foreign wars,
identifying common pitfalls, and proposing solutions to maximize
the benefits for doctrine, organization, training, and
equipment.
Other People's Wars explores major US efforts involving
direct observation missions and post-conflict investigations at key
junctures for the US armed forces: the Crimean War (1854-56),
Russo-Japanese War (1904-5), Spanish Civil War (1936-39), and Yom
Kippur War (1973), which preceded the US Civil War, First and
Second World Wars, and major army and air force reforms of the
1970s, respectively. The case studies identify learning pitfalls
but also show that initiatives to learn from other nations' wars
can yield significant benefits if the right conditions are met.
Sterling puts forth a process that emphasizes comprehensive
qualitative learning to foster better military preparedness and
adaptability.
In professional military education (PME), wargames and field-training exercises are among the pedagogical tools used to teach students to be professional officers. It is generally accepted that ...wargames are important sources of insight - even if, as Peter Perla (2012, p. 157) points out, they are "not real." Notwithstanding the truism that there exists a gap between the game and reality, the wargame is a tool designed to provide the learner something to aid them in the real world. There are discussions in the literature concerning which aspects of the experience and practice of gameplaying are relevant to the player's understanding of the aspect of reality their game is about; here, Perla's discussion of the categorization of wargaming analysis is useful (2012, pp. 231-239), as is the report Wargame Pathologies (Weuve et al., 2004). While, with a few exceptions, the literature on wargaming does not engage with the fundamental epistemological questions of wargaming, there is a tendency to demarcate the relevance of wargaming for professional competence to specific aspects or domains of knowledge. In this article I argue that wargaming and field-training exercises in PME shape the future officer's understanding and professional practices in much more profound ways than commonly assumed. Starting from Wittgenstein's philosophy of language and his discussions of what learning means and how meaning arises, I will show that, as far as learning to become an officer is concerned, wargames and exercises are intrinsically educative: learning inevitably takes place, and this learning shapes, in fundamental ways, how the officer understands and responds to situations they might face as a professional practitioner. The article proceeds in three steps. First, the theoretical basis for the argument, a Wittgensteinian view of learning and of professional knowledge, is presented; second, the nature of wargames and exercises, and their nature as sources for knowledge, are discussed; and in the final section, the implications for our understanding of wargames and exercises in professional military education of the preceding two sections are suggested. Keywords: wargaming, professional military education, learning, professional knowledge, Wittgenstein
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