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Relevant bibliographies by topics / Students and war

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Academic literature on the topic 'Students and war'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Students and war"

1

Zweigenhaft, Richard L. "Students surveyed about nuclear war." Bulletin of the Atomic Scientists 41, no. 2 (February 1985): 26–27. http://dx.doi.org/10.1080/00963402.1985.11455908.

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Potts, Anthony, and Nina Maadad. "Teaching Primary Students about War." Australian Journal of Teacher Education 44, no. 8 (August 2019): 1–14. http://dx.doi.org/10.14221/ajte.2019v44n8.1.

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Young, John. "War and cold war." Review of International Studies 13, no. 4 (October 1987): 321–29. http://dx.doi.org/10.1017/s0260210500113555.

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Over recent years the birth of the post-war world—of the East—West divide in Germany and Europe; the Soviet preponderance in the East; and the Atlantic alliance—has come to exert an enormous attraction over academics and students, and as the archives have been opened in Britain, America and elsewhere, the year 1945 has ceased to be a 'barrier' for historical studies.

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Oweini, Ahmad A. "How Students Coped with the War." Journal of Higher Education 69, no. 4 (July 1998): 406–23. http://dx.doi.org/10.1080/00221546.1998.11775142.

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Mazokha, I. S. "PROCRASTINATION CHARACTERISTICS AMONG STUDENTS DURING WAR." Habitus, no. 58 (2024): 162–66. http://dx.doi.org/10.32782/2663-5208.2024.58.26.

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Huszti, Ilona, Erzsébet Bárány, and Márta Fábián. "Students’ Attitudes towards the War in Ukraine." Educational Challenges 29, no. 1 (April 18, 2024): 85–98. http://dx.doi.org/10.34142/2709-7986.2024.29.1.06.

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Purpose. Our research has been conducted in a region of Ukraine where no direct military operations have occurred since 24 February 2022. However, we have been living in the shadow of the horrible ongoing war; regular air raid alarms have had negative impacts on people who feel mental constraints: uncertainty, anxiety, anger, despair, disillusionment, and often hopelessness. Thus, the primary aim of our survey was to get deeper insights into the feelings and attitudes of our students towards the war in order to help them process the situation they have been living in. Methodology. We have applied the quantitative research method in our study. We designed an online questionnaire using Google Forms with sixteen 16 Likert-scale-type questions. It was administered online to college students aged 17–24, having 17 different majors. Altogether 194 questionnaires were completed and returned during February and April 2023. Descriptive statistics were calculated with the objective of providing a clear and concise summary of the data that would allow us to gain insights into the main topic under consideration, as well as to understand patterns emerging within the data. Results. The findings suggested that students were mostly worried about the outcomes of the war. Students were rather informed about the happenings of the war, although about a third of the respondents claimed they did not follow the daily news from the front. A large majority of research participants were optimistic about the fast and positive ending of the war in spring 2023. In contrast, only approximately a third of the students were absolutely positive about the future of their native land after the end of the war. Conclusions. Overall, it can be stated that the students’ attitudes towards the war were rather optimistic. It is two years now that the war has been going on. The initial optimism of our students concerning the outcomes of the war must have changed during this time. Therefore, as a further research direction, a cross-sectional study is due to be performed in which we trace the shift in attitudes of our students towards the war in Ukraine and compare and contrast them with previous results.

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Pacifico, Corinne, and David Lester. "Attitudes toward War in Adolescents." Psychological Reports 75, no. 1 (August 1994): 394. http://dx.doi.org/10.2466/pr0.1994.75.1.394.

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Kreuzer, Terese Loeb. "The Bidding War for Top Black Students." Journal of Blacks in Higher Education, no. 2 (1993): 114. http://dx.doi.org/10.2307/2962582.

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Huijgen, Tim, Paul Holthuis, Carla van Boxtel, Wim van De Grift, and Cor Suhre. "Students’ historical contextualization and the cold war." British Journal of Educational Studies 67, no. 4 (September 25, 2018): 439–68. http://dx.doi.org/10.1080/00071005.2018.1518512.

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Bychkova, S., T. Korol, and O. Ikkert. "Psychophysiological state of students under the war." Visnyk of Lviv University. Biological series, no. 91 (June 7, 2024): 73–85. http://dx.doi.org/10.30970/vlubs.2024.91.08.

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The war in Ukraine has an impact on the psychophysiological state of citizens, whether they are direct participants in the conflict or reside far from the front line. Considering this, studying the psychophysiological state of students continuing their education in a country at war is a relevant issue. Understanding this state can aid in developing effective strategies for preserving the psychological health of youth. The limbic system, which regulates emotions, directly influences the cardiovascular system. Therefore, the research aimed to establish the connection between the frequency of heartbeats (heart rate) during air alarms and mental states (depression, anxiety, stress) of students, as well as components of their emotional intelligence (self-motivation, managing one’s own emotions and the emotions of others, empathy). In the study, 62 second-year students from the Biological Faculty Ivan Franko National University of Lviv participated. Students assessed their psychoemotional state using the «Global Emotional Intelligence Test» and «DASS21» questionnaires. Heart rate (HR) was monitored using smartwatches in combination with corresponding smartphone applications. The average daily heart rate of students was 78.12±0.74 beats/min (n=62), while during air alarms, it increased to 91.21±2.54 beats/min (p≤0.001, n=21). Individuals with additional physical activities showed a tendency toward higher HR during air alarms compared to those who did not engage in exercises. It was found that 50 % of students experienced anxiety, 20 % reported high and extremely high stress levels, and 10 % had a high level of depression. A moderate negative correlation was established between the level of depression and HR during air alarms (r=-0.55, p≤0.05, n=13). A high level of emotional intelligence indicators was observed in the following percentages of students: managing the emotions of others – 27 %, empathy – 24 %, self-motivation – 23 %, managing one’s own emotions – 8 %, and integrative emotional intelligence – 2 %. Positive correlations of moderate strength (p≤0.05) were identified between HR during air alarms and the psychological and emotional states of students: r=0.51 (n=11) with anxiety, r=0.59 (n=13) with the level of integrative emotional intelligence, r=0.62 (n=13) with self-motivation, and r=0.63 (n=13) with managing the emotions of others. Therefore, war has an impact on the psychophysiological state of students, resulting in an increased level of anxiety. This is evident in the rise of heart rate (HR) during air alarms, which is considered a normal response of the body to a stress factor. However, the more depressive a person is, the lower the HR during air alarms. Thus, there is a correlation between HR during air alarms and psychophysiological state of students.

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Dissertations / Theses on the topic "Students and war"

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Collins, Kimberly. "The comparative similarities of the psychocultural roots of genocide and war /." Read thesis online, 2007. http://library.uco.edu/UCOthesis/CollinsK2007.pdf.

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Mujic, Julie A. "Between Campus and War: Students, Patriotism, and Education at Midwestern Universities during the American Civil War." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334456927.

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Bahou, Lena. "Student (dis)-engagement in post-war Lebanon : barriers and pathways in school learning." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708584.

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Patton, Leslie. "The students for a democratic society : revolution and vanguardism 1960 - 1970." Thesis, University of Ulster, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329497.

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King, Rebecca Celia Maria. "Education under enemy occupation : experiences of selected Dutch students during World War II /." ProQuest subscription required:, 2006. http://proquest.umi.com/pqdweb?did=1445032811&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Alhayek, Pascal Gabi. "Israel-Hizballah July 2006 war : comparative analysis of the perspective of U.S. college students as opposed to the perspective of U.S. officials on the war /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000531/02/1980FT.htm.

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Thesis (M.S.) -- Central Connecticut State University, 2008.
Thesis advisor: Ghassan El-Eid. "... in partial fulfillment of the requirements for the degree of Master of Science in International Studies." Includes bibliographical references (leaves 80-83). Also available via the World Wide Web.

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Takáčová, Ivana. "Latent TB positive in the U.S. war on tuberculosis: manufacturing the international student as a public health threat." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5859.

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This dissertation investigates the institutional practice of screening newly-arrived international students for tuberculosis on U.S. college and university campuses from the 1980s through 2015. It is a critical analysis of this public health measure from the point of view of U.S.-American cultural studies and includes a sample of 21 interviews with international students who underwent this compulsory, on-campus, TB screening procedure. As such, this dissertation contributes to social scientific and cultural studies of racialized practices and discourses in U.S. public health as well as to scholarly literature on the experience of international students in the U.S. In the mid-to-late 1980s, U.S. public health authorities declared a "war on TB" in response to rising TB incidence in the country. The intensified measures of TB control conceptualized the category of the "foreign-born" as invariably "high-risk:" Foreign nationals in the U.S. were to be skin tested for latent TB infection and preventively treated by isoniazid (INH) - even as the U.S. medical community was aware that INH potentially had toxic side effects and that the TB skin test as a diagnostic tool for latent TB was imprecise. The liabilities of the skin test are especially marked in persons inoculated against tuberculosis by the BCG vaccine because the skin test does not distinguish between residues of BCG and actual human TB infection. Yet, despite the fact that, according to the World Health Organization, around 90 per cent of the world population is BCG-vaccinated, the U.S. public health authorities opted to deploy the TB skin test. I argue that, given the difficulties of TB skin test interpretation in BCG-vaccinated individuals, the system of TB skin testing the foreign-born erased the medical history of TB prophylaxis of foreign nationals vaccinated for TB even as the CDC publications and peer-reviewed literature clearly demonstrate that U.S. medical community was aware of the impact of TB prophylaxis on the TB skin test. Citing peer-reviewed articles, CDC and campus orientation documents, this dissertation demonstrates that the erasures amounted to declaring up to fifty per cent of TB skin tested foreign nationals as latent TB positive, thus misdiagnosing latent TB infection on the scale of 76 to 90 per cent. By giving a voice to international students who were subjected to the procedure, this dissertation considers the larger cultural imperatives of such epidemiology. Written by an international student who completed 9-month INH treatment for a non-existent diagnosis and contracted neurological side effects, this dissertation is also a meditation on (self-)forgiveness.

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Hooks, Stephanie L. "Victims, Victors, or Bystanders? African American College Students' Perceptions of African American Agency During the Civil War." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5503.

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This dissertation examines African American students’ perspectives of African American agency during the Civil War. It also seeks to understand where their knowledge of African Americans during the Civil War comes from. The topic fits within the Critical Race Theory framework and utilized a mixed methods approach to understand the study findings. The methodology included an online survey completed by forty-two participants at a Historically Black university and 3 semi-structured interviews using the interview protocol. Descriptive statistical demographic data, open-ended responses and interview transcripts were analyzed using the agency rubric developed by the researcher. The themes that emerged from the study included the limited agency of African Americans during the Civil War, silenced voices of African American women, students’ limited knowledge of ancestors’ emancipation and emancipation narratives, and little specific knowledge of African Americans involvement in the Civil War

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Millar, Anne. "Wartime Training at Canadian Universities during the Second World War." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33146.

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This dissertation provides an account of the contributions of Canadian universities to the Second World War. It examines the deliberations and negotiations of university, government, and military officials on how best to utilize and direct the resources of Canadian institutions of higher learning towards the prosecution of the war and postwar reconstruction. During the Second World War, university leaders worked with the Dominion Government and high-ranking military officials to establish comprehensive training programs on campuses across the country. These programs were designed to produce service personnel, provide skilled labour for essential war and civilian industries, impart specialized and technical knowledge to enlisted service members, and educate returning veterans. University administrators actively participated in the formation and expansion of these training initiatives and lobbied the government for adequate funding to ensure the success of their efforts. This study shows that university heads, deans, and prominent faculty members eagerly collaborated with both the government and the military to ensure that their institutions’ material and human resources were best directed in support of the war effort and that, in contrast to the First World War, skilled graduates would not be heedlessly wasted. At the center of these negotiations was the National Conference of Canadian Universities, a body consisting of heads of universities and colleges from across the country. This organization maintained an active presence in all major deliberations and exercised substantial influence over the policies affecting the mobilization of university resources.

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Khalaf, Roseanne Saad. "Creative writing, identity and change : a case study of American University of Beirut students in post-war Lebanon." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/28797.

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The thesis explores connections between diaspora, exile and the re-entry of displaced youth into a post-war society. The study is based on a sample of sixty creative writing students at the American University of Beirut (AUB). Questionnaires were administered, interactive interviews conducted and autobiographical narratives analyzed to isolate and examine the themes that foreground their texts. Some of the significant findings reveal that the sample of returnees under study are hybrids, cosmopolitan travellers who are everywhere but nowhere at home. Their position of "suspended inbetweenness" situates them in the margins of whatever society they happen to be in. Yet paradoxically, it is the experiences of multiplicity that hold immense possibilities. For when channelled into creative expression, and reinforced by the formation of spaces where silent and muted voices can speak, they enable this marginalized group to serve as vectors for forging new cultural identities and fostering change. In parts of my thesis I inevitably utilize the more conventional form of academic writing that locates the work in its appropriate theoretical context. Overall however, it assumes the shape of an experimental, narrative ethnography. The mode of ethnographic writing captures, in my view, the evocative elements inherent in "life as lived" by the sample of returnees as well as myself. To achieve this, a reflexive approach, which places my work in an interpretive perspective seemed most appropriate. Among other things, it fuses the humanities with the social sciences, the personal with the professional, and my lived experience with my research. Accordingly, my research narrative is interspersed with personal vignettes that run parallel to the texts and conversations of the students. I have also applied a number of methodologies to meet the multi-layered and shifting demands of the study. Given the sampling frame and exploratory nature of the study, a set of assertive or unequivocal conclusions would be of questionable validity. Instead, I think it more consistent with the spirit and nature of the study, to extract a few relevant inferences about the role of creative writing students in a post-war setting. First, creative writing classes have allowed students to take up identity positionings not available to them in other areas of social life. This was made possible by becoming part of the process of establishing a community of writers with shared goals. Second, I have come to view emotional narrative engagement as much more than a powerful tool for communicating defiance and nonconformity. It creates the conditions whereby students’ private discourse is transformed into something akin to a public realm, a “third space”, where negotiation occurs in ways that, I believe, will eventually unsettle fixed positions of identity and behavior. It is my premise that in these spaces, perceptions of the “other” can be altered to serve as venues for genuine openness and civility in a post-war society desperately in need of multiplicity and creative alternatives.

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Books on the topic "Students and war"

1

1880-1942, Witkop Philipp, and Wedd A. F, eds. German students' war letters. Philadelphia: Pine St. Books, 2002.

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Kotek, Jöel. Students and the Cold War. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4.

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Kotek, Joel. Students and the Cold War. Basingstoke: Macmillan, 1996.

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Leithauser, Brad. The Art Student's War. New York: Knopf Doubleday Publishing Group, 2009.

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A, Ito Leslie, ed. Storied lives: Japanese American students and World War II. Seattle: University of Washington Press, 1999.

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McGill Centennial Endowment Campaign. Publicity Committee., ed. McGill and the war. [Montréal?: s.n., 1996.

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G, Schwartz Eugene, and United States National Student Association., eds. American students organize: Founding the National Student Association after World War II : an anthology and sourcebook. [Westport, Conn.]: American Council on Education/Praeger, 2006.

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G, Schwartz Eugene, and United States National Student Association, eds. American students organize: Founding the National Student Association after World War II : an anthology and sourcebook. [Westport, Conn.]: American Council on Education/Praeger, 2006.

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Maureen, Shettle, and University of Surrey, eds. Students at war: The lost generation of Battersea Polytechnic, 1914-1918. Guildford: University of Surrey, 2011.

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Glinfort, Elo K. Friendly foreigners: Adventures of two Danish students in post-war Europe. Punta Gorda, Florida: The Elkoha Press, 1995.

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Book chapters on the topic "Students and war"

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Perraton, Hilary. "Warm Welcome in the Cold War: The Competition for Students." In International Students 1860–2010, 195–224. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49946-4_8.

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Perraton, Hilary. "Origins: Student Travel before the First World War." In International Students 1860–2010, 15–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49946-4_2.

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Kotek, Jöel. "Communism and Youth: A Strategy of Enticement (1907 to 1934)." In Students and the Cold War, 1–9. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_1.

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Kotek, Jöel. "The International Student Conference." In Students and the Cold War, 174–88. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_10.

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Kotek, Jöel. "The World Youth Festival of Berlin, 1951." In Students and the Cold War, 189–99. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_11.

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Kotek, Jöel. "The Great American Counteroffensive." In Students and the Cold War, 200–209. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_12.

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Kotek, Jöel. "Conclusion: A Bipolar System of Equilibrium." In Students and the Cold War, 210–24. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_13.

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Kotek, Jöel. "The Young Communists and the Popular Front, 1935–39." In Students and the Cold War, 10–24. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_2.

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Kotek, Jöel. "The Young Communists and the Nazi-Soviet Pact, 1939–41." In Students and the Cold War, 25–43. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_3.

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Kotek, Jöel. "The Grand Anti-Fascist Alliance, 1941 to 1945." In Students and the Cold War, 44–61. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-24838-4_4.

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Conference papers on the topic "Students and war"

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Gibbs, Brian. "Students on Just War and How to End War." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890623.

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Sivenkov, D. A. "Russian-American military-political rivalry 166 in the Syrian Civil War." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair T. A. Akhmedov. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-182.

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Barabanskii, S. A. "Comparative analysis of the military uniform of Russia before the first world war and modern army." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair V. S. Akimova. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-161.

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Sokolova, Marina. "The Great Patriotic War In The Historical Memory Of Students." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.397.

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Chadnenko, L. S., and A. V. Ivanov. "The work of preschool educational institutions during the Great Patriotic War (1941–1945)." In XXV REGIONAL SCIENTIFIC CONFERENCE STUDENTS, APPLICANTS AND YOUNG RESEARCHERS. Знание-М, 2020. http://dx.doi.org/10.38006/907345-63-8.2020.60.68.

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The history of preschool education during the Great Patriotic War (1941– 1945) is analyzed in the article. The peculiarities of the formulation of educational tasks in preschool institutions during wartime period is considered. When conducting the research, the following methods were used: analysis of pedagogical, literary and archival sources, including periodicals, generalization of data. The classification of the main social institutions implementing pre-school education in the wartime period, including in Kolyma, is carried out based on the analysis of pedagogical, literary and archival sources and generalization of the data.

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Zulyar, Yuri. "Irkutsk Universities During the Great Patriotic War." In Irkutsk Historical and Economic Yearbook 2020. Baikal State University, 2020. http://dx.doi.org/10.17150/978-5-7253-3017-5.02.

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The events and processes that took place in the higher education system of Irkutsk are considered. The city, remote from the world war fronts, became a significant center of the active army’s logistics system. The article analyzes one fragment of this status — the participation of the city’s universities in solving tasks that are important for the country and difficult to perform. Irkutsk turned into a University center, where already existing universities increased the output of highly qualified specialists and hosted a number of evacuated universities, providing them with premises, equipment, places to live for teachers and students, and the necessary resources for work and life. At the same time, a small number of University premises were also transferred to hospitals and defense enterprises, and students and teachers took on a significant part of the work on the treatment and maintenance of wounded soldiers.

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Matagova, Khatmat. "Teachers And Students Of The History Department Of Cigpi - War Veterans." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.93.

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Magnaghi-Delfino, Paola, and Tullia Norando. ""Tug of war" Maths&Sport Project." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7927.

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Tug of war is a sport which originated from rituals practiced by ancient populations and now is an organized sport. In this paper we present the project that we proposed to a group of high school students, in order that they analysed the physics of tug of war and produced a model.

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Matagova, Khatmat. "Grozny Oil Institute Students, Professors Solving Defense And Economic Problems During War." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.94.

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Kikinezhdi, Oksana, Nataliya Savelyuk, and Nataliia Levchyk. "OVERCOMING STRESS BY UKRAINIAN STUDENTS IN THE CONDITIONS OF WAR THROUGH VOLUNTEERING." In THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2023. http://dx.doi.org/10.36074/logos-23.06.2023.63.

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Reports on the topic "Students and war"

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Donaghey, S., S. Berman, and N. Seja. More Than A War: Remembering 1914-1918. Unitec ePress, May 2016. http://dx.doi.org/10.34074/emed.035.

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More Than a War: Remembering 1914-1918 presents a creative juxtaposition of digital platforms—a combination of audio, video, archival images, soundscapes, and social media, among others—to tell the stories from 1914–1918 a century later. Led by Sara Donaghey, Sue Berman and Nina Seja, the transmedia project brings together staff and students from Unitec Institute of Technology’s Department of Communication Studies and Auckland Libraries to provide a unique oral contribution to recording the history of Aotearoa New Zealand in The First World War.

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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.

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Brooks, Sidney A., and Sr. The Dental Readiness of the Army War College Students Class of 1999, A Comparison study to the class of 1985. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada363356.

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Berggren, Erik, ed. Master in Ethnic & Migration Studies: Migration from Ukraine. Linköping University Electronic Press, September 2022. http://dx.doi.org/10.3384/9789179295103.

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This report is made by students at the International Master’s Programme in Ethnic and Migration Studies (EMS), Campus Norrköping, Linköping University (LiU). Every Spring we give the first-year students the task to apply their knowledge in migration and ethnic relations on a chosen topic. The report is produced during few weeks by the students themselves. This is the sixth issue of REMS – Reports from the Master of Arts program in Ethnic and Migration Studies. This year we focus on the ongoing war in Ukraine and specifically its consequences for Ukrainian refugees fleeing the war, as well as on the Swedish and European reception of refugees. We cover far from all, but some important, aspects of the ongoing catastrophe this war entails for everybody involved. Despite a feeling of powerlessness and despair when war takes over and seem to block our capacity to think and act, it is even more important that intellectuals, researchers, and students, stick to the pens and insist on trying to understand, continue to analyse and investigate what is going on.

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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.

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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical classrooms and many other essential educational items. The paper examines the effectiveness of various approaches and tools in promoting language acquisition and proficiency, as well as their impact on students’ engagement, motivation, and learning outcomes during the challenges posed by war and pandemic. The paper is an overview of the latest tools available for the implementation in the process of teaching English including online resources and activities, as well as the use of different platforms, applications, virtual reality, gamification and artificial intelligence. It is aimed at highlighting the advantages and drawbacks of these approaches which may be faced both by educators and students and providing examples of the successful implementations of these approaches in different educational environments. It may be summed up that while the implementation of the teaching methods and tools in question can boost and enhance the quality and accessibility of language education but it is next to impossible to reach successful learning outcomes without careful planning, training, and evaluation which ensure its effectiveness and sustainability.

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Danylchuk, Hanna B., and Serhiy O. Semerikov. Advances in machine learning for the innovation economy: in the shadow of war. Криворізький державний педагогічний університет, August 2023. http://dx.doi.org/10.31812/123456789/7732.

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This preface introduces the selected and revised papers presented at the 10th International Conference on Monitoring, Modeling & Management of Emergent Economy (M3E2 2022), held online in Ukraine, on November 17-18, 2022. The conference aimed to bring together researchers, practitioners, and students from various fields to exchange ideas, share experiences, and discuss challenges and opportunities in applying computational intelligence and data science for the innovation economy. The innovation economy is a term that describes the emerging paradigm of economic development that is driven by knowledge, creativity, and innovation. It requires new approaches and methods for solving complex problems, discovering new opportunities, and creating value in various domains of science, business,and society. Computational intelligence and data science are two key disciplines that can provide such approaches and methods by exploiting the power of data, algorithms, models, and systems to enable intelligent decision making, learning, adaptation, optimization, and discovery. The papers in this proceedings cover a wide range of topics related to computational intelligence and data science for the innovation economy. They include theoretical foundations, novel techniques, and innovative applications. The papers were selected and revised based on the feedback from the program committe members and reviewers who ensured their high quality. We would like to thank all the authors who submitted their papers to M3E2 2022. We also appreciate the keynote speakers who shared their insights and visions on the current trends and future directions of computational intelligence and data science for the innovation economy. We acknowledge the support of our sponsors, partners, and organizers who made this conference possible despite the challenging circumstances caused by the ongoing war in Ukraine. Finally, we thank all the participants who attended the conference online and contributed to its success.

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Vescio, Talia, Courtney Walshe, and Rachel Blance-Palmer. A Wellbeing Specialist Case Management Service Providing Support to Students in a University Setting. Journal of the Australian and New Zealand Student Services Association, April 2023. http://dx.doi.org/10.30688/janzssa.2023-1-04.

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Development of the Student Wellbeing Connect (SWBC) service was a response to increased student support needs in the initial stages of the COVID-19 pandemic in 2020. Due to the government-imposed restrictions during the COVID-19 pandemic, students often faced complex psychosocial and wellbeing issues (Dodd et al., 2021). Two years on from its inception, the case management service has become a core component of La Trobe University’s Student Health, Wellbeing and Inclusion services responding to the complex and compounding factors that can impact the wellbeing and success of university students. Varying psychosocial needs can underly a student’s presentation to a counselling service; thus, the case management service complements the counsellor’s role by providing practical-based interventions. The focus of the service on practical issues has provided an alternative support model for students who do not identify as primarily requiring mental health or counselling support. This has opened service provision to a broader cohort of students. Using a multi-disciplinary, strength-based, and person-centred case management approach, students work collaboratively with Wellbeing Coordinators to identify internal and external supports to address their needs through psychosocial assessments and implementation of goal-focused planning. SWBC acts as a safety net within the university setting if/when psychosocial difficulties are impacting the student’s experience, academic performance, and wellbeing. This paper will outline the operational and service provision framework for providing case management to tertiary students.

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Spindelman, Deborah. Investing in Foundational Skills First: A Case from South Korea. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/052.

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In the aftermath of Japanese occupation and the Korean war, South Korea built a schooling system that today is consistently ranked among the top five countries worldwide for reading and mathematics, and in the top ten for science in the Programme for International Student Assessment (PISA) (OECD, 2014). Its consistent high ranking against wealthier countries, as well as the role of education in transforming Korea’s economy while retaining a relatively low (4.3 percent) level of spending as a portion of GDP (World Bank, 2022), has cemented its reputation among low- and middle-income countries as a model to emulate. As a result, South Korea has transformed itself in a few decades from one of the world’s poorest countries at independence, to the world’s fifteenth largest economy (Ministry of Education, 2015) with much of this attributed to an educational system which first prioritised a consistent, quality foundation of reading and basic maths for students regardless of gender, wealth, or region.

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Panchenko, Liubov, and Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4461.

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The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.

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Greene Nolan, Hillary, and Mai Chou Vang. Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students’ Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback. Digital Promise, August 2023. http://dx.doi.org/10.51388/20.500.12265/187.

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Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students’ growth over time generally was not explained by teachers’ (n=35) experience or self-reported instructional approaches. We also find that students’ growth increased significantly as their baseline score decreased (i.e., a student with the lowest possible baseline grew more than a student with a medium baseline). Lastly, based on an in-person convening of 16 Topeka teachers, we compared their scores and feedback to AI-generated scores and feedback on the same essays, finding that generally the AI tool was more generous, with differences likely driven by teachers’ ability to understand the whole essay’s success better than the AI tool.

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