Journal articles: 'Students and war'

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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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Tezer, Murat, and Gizem Öneri Uzun. "Student Perceptions on War Topics and War Anxiety in History Classes." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 256. http://dx.doi.org/10.18662/rrem/109.

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The consequences of wars are not affecting only the humanity that existed in the period of war, but also the generations that lived afterward. These results are passed on to the students through history classes. Determining the change in students’ anxiety levels based on this is the main purpose of the research. The scale developed in the context of this goal is applied to 365 university students. The topics of war and war anxiety in history classes have been evaluated regarding gender, age, origin, the success of history lesson, family members participated in the war, and the idea of "war can come out any time”. While there is a significant difference between variables; gender, the success of history lesson, and the idea of "war can come out anytime," there is no significant difference in variables; age, origin, and having family members participated in the war.

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Bisri, Khasan. "STRATEGI GURU SEJARAH KEBUDAYAAN ISLAM DALAM MEREKONSTRUKSI MATERI TENTANG PEPERANGAN DALAM PERADABAN ISLAM DI MA ALI MAKSUM KRAPYAK YOGYAKARTA." Jurnal Pendidikan Agama Islam 13, no. 2 (April 24, 2017): 157–70. http://dx.doi.org/10.14421/jpai.2016.132-03.

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In the writing of Islamic cultural history, there are almost all the books write about war. The lessonbooks of Islamic cultural history in the school also not inseparable from material about war. Thismatter if not addressed properly by the teachers and students there was great potential false perceptioneven erroneous, so there needs the right strategy for the students so that has not wrong perceptionabout war in Islam. This research has purposes for knowing Islamic cultural history teacher strategyin reconstruction the material about war and its impact to the students. Data collection was done byinterview, observation, documentation, and checking data validation with triangulation. The teachermethod to reconstruct war material in Islamic civilization by explaining to the students the jihad anddakwah concept firstly, then the background of war happening, value / ibrah / moral value that canbe taken from the war occurrence, and also explains various phenomenon or actual issues that washappening recently, and then connected with that war material. The impact for the students is whenthe teacher conveys the war material attractively and fun can be divided into two, cognitive impact andattitude impact.Keywords : Islamic Cultural History Strategy, Material Construction, War.

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Shillony, Ben-Ami. "Universities and Students in Wartime Japan." Journal of Asian Studies 45, no. 4 (August 1986): 769–87. http://dx.doi.org/10.2307/2056086.

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Japan possessed a sophisticated network of institutions of higher education before World War II. There was repression on the campuses of colleges and universities, but it was less severe than that in the totalitarian countries of the time. The war placed great demands on higher education and forced it to change. New universities, colleges, and research institutes were established; more students were enrolled; and more women entered colleges. The war also spurred a great shift toward science and technology, which was to be instrumental in Japan's economic recovery in the postwar era.Mobilization for military duty or for work made the students feel that they were responsible for the fate of their country. However, their youthful outburst of patriotism came to an end with Japan's defeat. Feelings of betrayal and disillusionment nurtured the extreme patriotism and militancy of the postwar student movement.

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Burns Terry, J. "Searching for Peace: Exploring Issues of War with Young Children." Language Arts 86, no. 6 (July 1, 2009): 421–30. http://dx.doi.org/10.58680/la20097178.

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Using a framework grounded in critical literacy, the author describes her 1st-grade students’ responses to works of literature that portray the impact of war. When given opportunities to read works of literature that address social justice issues, such as the consequences of war, her primary-age students’ written, drawn, and spoken responses were meaningful and empathetic. Her students’ responses addressed four areas of emphasis: discovering links between war-related concepts and students’ lives, expressing empathy for those impacted by war, searching for explanations or justifications for war, and cultivating new visions and possibilities for our world.

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NIKOLENKO, O., M. ZUYENKO, M. GRYNOVA, I. KOHUT, and K. NIKOLENKO. "ART THERAPY FOR IMPROVING THE PSYCHOLOGICAL WELLBEING OF STUDENTS TRAUMATIZED DURING THE WAR." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 31 (August 7, 2023): 156–66. http://dx.doi.org/10.33989/2075-146x.2023.31.283380.

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The article is aimed at the study and development of art methods for restoring the stability of students who suffered during the war. The research was divided into the following stages: a survey on the perception of war and own "war experience" among secondary school students; fixation of "pain points" (problematic) and "support points" (useful knowledge, skills) in students' answers; development of an effective method of art therapy in the conditions of war for students to overcome losses and gain a new life and spiritual perspective.

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DIAKOVA, Vera V., Ekaterina V. KARGOPOLOVA, and Uliya A. Davydova. "STUDENTS ABOUT THE GREAT PATRIOTIC WAR (BASED ON A SURVEY RESULTS OF STUDENTS AT UNIVERSITIES IN MOSCOW AND ASTRAKHAN)." Tyumen State University Herald. Social, Economic, and Law Research 6, no. 3 (2020): 29–45. http://dx.doi.org/10.21684/2411-7897-2020-6-3-29-45.

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2020 is marked by the celebration of the 75th anniversary of the Great Victory. This event is significant both for individual citizens, whose families include (or included) veterans of the war and home front, and for the state as a whole, since patriotism is an important factor in ensuring the stable development of the country, the continuity of generations, and the consolidation of the population. That is why the relevance of this topic is beyond doubt. The Russian Society of Sociologists initiated the next wave of the monitoring project “Modern Russian Students on the Great Patriotic War” (the method of collecting information — online questionnaires on Google Forms, N = 10 065; the results were processed using the Vortex software package), the results of which will not only allow studying the opinions of young people on this topic, but can also be used to analyze the value orientations of young people over the past 15 years and make forecasts. This article describes some of the results of this project, obtained in Moscow and Astrakhan. Students’ opinions are analyzed according to a number of indicators: memory of the war, sources of knowledge about the war, family relations with the war participants, personal and family involvement in understanding the events of the 1941-1945 war, participation in festive events and their assessment. The characteristic is given to the value attitudes and orientations of students, which emphasize the importance of the memory of the Victory over fascism as a form of upbringing of patriotism and family tradition. The authors have compared the students’ opinions in universities of the two cities through the prism of “capital — region (province)”, which resulted in the conclusion about greater personal and family involvement in festive events for the Victory Day of the students of Astrakhan.

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Hansen, Will. "War and Pieces." Mathematics Teacher 98, no. 2 (September 2004): 70–73. http://dx.doi.org/10.5951/mt.98.2.0070.

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Tolstoy's analogy of the correct interpretation of history as similar to following the laws of math and physics. Provides lesson plans and alternatives for calculus students studying intervals and integration. An interdisciplinary approach to integrals.

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Bureeva, Elena, and Natalya Mukhinova. "Smart training technology in the teaching of history at Kazan State University of Architecture and Engineering." E3S Web of Conferences 274 (2021): 09012. http://dx.doi.org/10.1051/e3sconf/202127409012.

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The smart training technologies include several parts. Their joint use allows making students of technical higher educational institutions interested in studying history. This article describes the experience of involving students of a construction university in research activities in history classes, when studying the topic of the Great Patriotic War. The first stage of the work involves the study of the student’s historical memory, the students’ perceptions of this war through direct communication of the professor with students, the integrated use of sociological, linguistic, pedagogical, psychological methods. In the framework of a continuous survey of 346 students, an expressed emotional coloring of the image of war in the student consciousness and solidarity of students in the need to preserve the memory of the war were revealed. Students classified the written and oral stories of the contemporaries, primarily their relatives, as the most reliable sources on the history of the war. Given the influence of the family war memory, professors form students' interest in research activities. At the next stage, an individual strategy for writing a family history of wartime is developed for each student; recommendations are given on working with databases, information available on the Internet, family and state archives, libraries.

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Choe, Myong Sang. "Korean War and the International Relations (Focusing on the Origins of the War as related to U.S. and Soviet Union`s Foreign Policy)." Korean Journal of Policy Studies 9 (December 31, 1994): 153–69. http://dx.doi.org/10.52372/kjps09010.

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I believe the most important patriotic duty of Korean is to continue lasting peace in Korea and reunify the Korean peninsula while promoting growth and prosperity. Although it has been almost fifty years since the outbreak of the Korean War, we have yet to accurately examined the origins of the war. With the recent death of Kim, Il-Sung, who might have had an intimate knowledge of the facts, the effort to uncover truth of the origins of the Korean War seem even more distant. With the truth behind veils, some Korean college students still have believed the North Korean view that the Korean War was a war of national liberation and the unification of the fatherland. These students even proclaim that the South initiated the war.

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Zhihaylo, Natalia, Oleksii Sheviakov, Iryna Burlakova, Nazar Lozynskyy, Roksolana Karpinska, Yanina Slavska, Igor Ostapenko, and Oleksandr Gerasimchuk. "PEDAGOGICAL METHODS OF SUPPORTING PSYCHOLOGICAL STABILITY OF STUDENTS DURING THE WAR." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 4 (December 30, 2022): 51–65. http://dx.doi.org/10.36690/2733-2039-2022-4-51.

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The article examines the problem of ensuring the psychological stability of students during the war. The level of psychological stability of the student in connection with his visit was analyzed. A study was conducted using a survey of students of several universities in Ukraine. The developed questionnaire made it possible to outline that most students feel anxiety and fear. The influence of the psycho-emotional state during the war on the educational performance of students was determined. There are ways to reduce the feeling of anxiety, tension, fear and directions of adjustment of the psychological climate in the context of resistance to stressful situations. The object of this study is the psychological stability of students during university studies and studies under martial law. The subject of the study is the peculiarities of the formation of psychological stability in students and the means of its formation. The purpose of the study is to determine the psychological conditions for the formation of students' psychological stability. Factors of stressogenicity and psychological stability of students in war conditions were studied. The research revealed the psychological essence of stress resistance and psychological resilience. On the basis of the survey, the mental state of students of higher education institutions during the war was analyzed. The methods of increasing the level of psychological stability of students while studying during the war are considered. Practical recommendations on the formation of stress resistance and psychological stability of students of higher education institutions during the war are presented.

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Meshko, Halyna M., Oleksandr I. Meshko, and Nataliia V. Habrusieva. "The Impact of the War in Ukraine on the Emotional well-being of Students in the Learning Process." Journal of Intellectual Disability - Diagnosis and Treatment 11, no. 1 (February 21, 2023): 55–65. http://dx.doi.org/10.6000/2292-2598.2023.11.01.7.

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Background: The research is devoted to the current problem – the emotional well-being of students in learning in the war conditions in Ukraine. Objective: To study the state of the emotional well-being of students in the process of learning during the war, to identify the factors of emotional well-being in the learning process, and to determine the ways to ensure it in the conditions of war. Methods: А questionnaire developed by the authors of the article and a method of assessing mental activation, interest, emotional tone, tension, and comfort (L. Kurgansky T. Nemchyn). The study's results made it possible to find out the impact of the war on the emotional well-being of students and compare the state of the emotional well-being of students during education in peacetime and during the war. Indicators of interest in learning and comfort decreased, and indicators of emotional tension and mental activation increased in students. It is established that the emotional well-being of students in the learning process depends on the nature of the pedagogical interaction, the ability of the teacher to create a situation of success for each student, the level of anxiety of students in the process of including them in educational activities, and the characteristics of the relationship with classmates. Conclusions: The observed negative trends in the emotional well-being of students during the war became the basis for determining the methods of correctional work in order to help children cope with the experience of war.

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Pryamikova, Elena V., and Oksana A. Kurenbina. "THE GREAT PATRIOTIC WAR IN MEMORY STUDENTS USPU." Voprosy vseobshchei istorii, no. 23 (2020): 371–79. http://dx.doi.org/10.26170/vvi20-01-32.

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MATTHIAS, April D. "Resilience of nursing students during World War II." Health Emergency and Disaster Nursing 5, no. 1 (2018): 32–39. http://dx.doi.org/10.24298/hedn.2016-0007.

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Srichawla, Bahadar Singh, Mohammad Amin Khazeei Tabari, Mihnea-Alexandru Găman, Alejandro Muñoz-Valencia, and Francisco J. Bonilla-Escobar. "War on Ukraine: Impact on Ukrainian Medical Students." International Journal of Medical Students 10, no. 1 (April 5, 2022): 15–17. http://dx.doi.org/10.5195/ijms.2022.1468.

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The ongoing Russian invasion of Ukraine has taken a tremendous toll on the physical and mental wellbeing of the Ukrainian people. Accordingly, medical trainees and institutions must adapt to a high degree of uncertainty and turmoil. In 2022, Ukraine has 23 medical institutions filled with not only Ukrainian nationals but medical students from around the world. It is estimated that approximately 18,000 students from India alone study in Ukraine, many of whom are medical learners. Many of these national and foreign medical students are now displaced refugees looking to escape to Western Europe or their country of origin. Even by escaping the ongoing conflict, the question remains as to how many of these students will complete their medical education and cope with the trauma of political unrest. This is the first time that the International Journal of Medical Students Editorial Team has commented on a political conflict. We have learned in our tenure that medical students and their education worldwide is affected by many factors, including global warming and conflict. We have raised our voice before for actions to prevent climate change. We are adding our voice of support to those suffering from political unrest and acts of violence globally, with specific focus on the Ukraine. The path of war and vengeance is an easy one when compared to political dialogue and collaboration. We, the new generation of scientists of the world, claim for the use of reason over emotions to keep us all safe and promote progress worldwide.

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Klymenko, D., A. Lypovenko, K. Nedohoda, D. Yarova, and V. V. Kostytskyi. "ASSESSMENT BY STUDENTS OF THE RUSSIAN-UKRAINIAN WAR." SOCIOLOGY OF LAW, no. 1-2 (2022): 29–33. http://dx.doi.org/10.37687/2413-6433.2022-1-2.6.

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Vasianovych, Yevheniia. "PEACE AND WAR ASSOCIATIONS OF UKRAINIAN HUMANITIES STUDENTS." Polonia University Scientific Journal 38, no. 1-2 (2020): 110–16. http://dx.doi.org/10.23856/3855.

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Braatz, Timothy. "Teaching Peace, Not War, to U.S. History Students." Peace Review 30, no. 3 (July 3, 2018): 339–47. http://dx.doi.org/10.1080/10402659.2018.1495864.

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Mayton II, Daniel M. "Spontaneous concern About Nuclear War by College Students." Basic and Applied Social Psychology 7, no. 3 (September 1986): 185–93. http://dx.doi.org/10.1207/s15324834basp0703_2.

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Saad, Anas M., Ahmad Kunbaz, and Muneer J. Al-Husseini. "Perspective of Middle Eastern war-displaced medical students." Lancet 392, no. 10160 (November 2018): 2168. http://dx.doi.org/10.1016/s0140-6736(18)32431-0.

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Pronkevych, Oleksandr, and Olga Shestopal. "Ukrainian Students in Spain after World War II." Kyiv-Mohyla Humanities Journal, no. 5 (December 10, 2018): 117–32. http://dx.doi.org/10.18523/kmhj150391.2018-5.117-132.

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Stermac, Lana, Susan Elgie, Allyson Clarke, and Hester Dunlap. "Academic experiences of war-zone students in Canada." Journal of Youth Studies 15, no. 3 (May 2012): 311–28. http://dx.doi.org/10.1080/13676261.2011.643235.

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Arif, Abu, Juanita Hennessey, Sonja Knutson, and Lynn Walsh. "Putin’s War: Supporting International Students During Global Crises." Critical Internationalization Studies Review 2, no. 1 (December 12, 2022): 45–48. http://dx.doi.org/10.32674/cisr.v2i1.5362.

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At a moment when the members of education communities around the world are working to find a way to live with COVID-19, internationalization of higher education (IHE) communities have also been challenged by Russian President Vladimir Putin’s decision to wage a war against Ukraine. When it is expected from international educators to reimagine international education in a way that is equitable and inclusive (de Wit & Jones, 2018), anti-racist (Buckner et al. 2021), anti-colonial (Beck & Pidgeon, 2020), and sustainable (Shields, 2019), Mr. Putin’s war is unnecessarily taking IHE communities away from these critical conversations. This situation forces international educators to think about a) what will be the world order due to this invasion, and b) how IHE communities will adjust to the new global political realities? In Canada, we are also thinking about how we best show up for international students from Ukraine and Russia, and what are the ways we can support refugees who are being deprived of a post-secondary education due to Putin’s invasion.

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Khomenko, Ye H. "PSYCHOLOGICAL WELL-BEING OF STUDENTS IN WAR TIME." Habitus, no. 51 (2023): 121–25. http://dx.doi.org/10.32782/2663-5208.2023.51.20.

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Joury, Easter, Imad Barngkgei, Ola B. Al-Batayneh, Maha El Tantawi, Bahaa Aldin MHD Alhaffar, Fadi Alshalabi, Nourhan M. Aly, et al. "Impact of Protracted War Crisis on Dental Students: A Comparative Multicountry Cross-sectional Study." Education for Health 36, no. 3 (2023): 123–30. http://dx.doi.org/10.4103/efh.efh_127_23.

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ABSTRACT Background: The impact of conflict and war crisis on dental students is poorly understood. Given the prolonged conflicts and political instability in the Arabic-speaking countries, it is crucial to investigate the effect of these conditions on dental students. This study aimed to assess the impact of protracted war on dental students by comparing the personal, university, and wider context challenges they face across war-affected and unaffected countries. Methods: A cross-sectional study was conducted including a convenience sample of dental students from 13 universities in 12 Arabic-speaking countries. Respondents were those at entry and exit points of their undergraduate dental training. A self-administered paper questionnaire collected anonymized data on sociodemographics, and personal, university, and wider context challenges that students were facing. Multivariable Poisson regression analyses were carried out. Results: The overall response rate was 64.8%. The mean age was 21.2 (standard deviation = 2.1) years, with 68% of participants being female. After adjusting for age and sex, dental students in Arabic-speaking countries affected by protracted war crisis were significantly more likely to report wider context challenges compared to their counterparts in unaffected countries (n = 2448; beta = 1.12; 95% confidence interval: 1.10–1.13; P < 0.001). Discussion: Dental students in Arabic-speaking countries affected by protracted war crisis were more likely to suffer from wider context challenges such as difficulties in attendance due to the deterioration of security and lack of flexibility of teaching time to accommodate the different circumstances induced by the war crisis. Supporting dental students in areas affected by protracted war crises is needed and may include developing online dental education programs.

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Lebedev, Sergey D. "Great Patriotic War 1941- 1945 as Historical Memory Phenomenon of Contemporary Russian Students." International Journal of Early Childhood Special Education 12, no. 1 (June 30, 2020): 594–98. http://dx.doi.org/10.9756/int-jecse/v12i1.201042.

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Shchotka, Oksana, and Yaroslava Andrieieva. "Directions of personal growth of higher education students under chronic war stress." Організаційна психологія Економічна психологія 4, no. 30 (December 6, 2023): 47–55. http://dx.doi.org/10.31108/2.2023.4.30.5.

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Introduction. Effective coping with chronic war stress requires monitoring of personal changes, as well as the creation and running of social and psychological support programs for higher education students. Aim: to empirically investigate the directions of personal growth of higher education students under the chronic war stress. Methods. A comparative research with the time factor as an independent variable was used. The empirical study used the following qualitative and quantitative methods: narrative interview "The Impact of War Stress on My Life, Personality, and Activity" (topics: events, consequences, methods of coping); "Post-traumatic Growth Scale" (Tedeschi & Calhoun). The collected qualitative material was subject to content analysis according to predetermined criteria. Quantitative data were compared in percentage terms. Results. The war had a deep transformative effect on almost on every third higher education students. Especially intensive changes in students' identity occurred at the beginning of the war. Challenges of war activated various positive reinterpretations of personal experience: attitude to life and spirituality, opening of new opportunities, increasing value of relationships. The most problematic, from the point of view of positive reinterpretation, was the area of "personal strength." Conclusions. Social and psychological support for the personal growth of higher education students in times of war can be successful if it is rendered at the organizational, interpersonal, and personal levels. Effective interventions can include psychoeducation, coping skills development as well as resourcing.

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Sorokina, N. D. "What Influences the Historical Memory of Modern Students?" Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 10 (October 15, 2020): 144–52. http://dx.doi.org/10.31992/0869-3617-2020-29-10-144-152.

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Historical memory is an object of informational conflict. This is why it is so important to study this phenomenon. Using the example of a survey of students in relation to important historical events in our country, including the Great Patriotic War, it is shown that while there is no radical transformation of the role of the past in the formation of personality, in the minds of most young people, historical memory is still a good form of patriotism education. The most effective mechanisms for preserving the memory of historical events are social institutions of education and family. At the same time, there is a “fading” of such a traditional and effective mechanism for preserving the memory of the Great Patriotic War as personal meetings with war veterans, personal communication with relatives who passed the war. It can be replaced by a mechanism for preserving memory, such as memoir literature of war participants, which is not yet popular among students. However, there is a problem: personal historical memory sometimes goes against the official interpretation of historical events. It can also serve as a mirror image of the social divide in society. In addition to traditional social institutions, civil society institutions can play an important role in shaping shared historical memory. If the latter are supported by the state, it is possible to avoid a conflict between cultural memory, which is closely related to traditions, and communicative memory. If these channels operate separately, or if, say, ideology tries to suppress other channels, historical memory is devalued and distorted. If all these channels work synchronously, they provide a huge effect. Different types of memory perform an important function – education of a citizen who would be responsible to past generations and to descendants.

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Blavt, Oksana. "FORMATION OF AN INCLUSIVE MODEL OF PHYSICAL EDUCATION FOR STUDENTS WITH DISABILITIES WHO ARE WAR VETERANS IN HIGHER EDUCATION INSTITUTIONS." Mountain School of Ukrainian Carpaty, no. 28 (April 25, 2023): 5–10. http://dx.doi.org/10.15330/msuc.2023.28.5-10.

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The relevance of the study is determined by the urgent need of the educational community to provide a full opportunity to receive higher education for participants in hostilities, and above all for war veterans, among whom there are many students with disabilities. The purpose of the work is to identify the key foundations of the formation of an inclusive physical education model for war veteran students in higher education institutions. Research methods: theoretical analysis, systematization, comparison of different views on the investigated problem, generalization of data from scientific and methodological, and special literature. It was investigated that the challenges related to the implementation of inclusive education, which faced the education system of Ukraine, are identical to European systems. The implementation of foreign experience in the domestic educational process is a creative combination of key components of corrective development and the interaction of participants in the educational process (teachers and students with disabilities, war veterans) in the course of inclusive physical education aimed at overcoming the effects of the war to eliminate violations in their health. It was found that efforts should be directed to the justification and creation of effective models of inclusive physical education, organized based on modern innovative general scientific and special technologies, theory, methods and practice of physical culture, which would ensure a high level of physical activity of students with disabilities who are war veterans in the process of their their adaptation in the environment of the educational institution would contribute to their health and achievement of the predicted results in the course of their higher education. The directions of implantation of progressive ideas in the process of formation of an inclusive model of physical education for students with disabilities who are war veterans in higher education institutions are singled out. These include training physical education specialists who fully possess inclusive competence; updating the content of methods in the field of inclusive physical education; targeted educational and informational work to develop the need for physical self-improvement and health care among students with disabilities who are war veterans; development of motivation to engage in physical education of students with disabilities who are war veterans; support of the organization of students with disabilities who are war veterans in their physical education on an equal basis with all participants in the educational process; creation of centers of physical culture and sports orientation for students with disabilities who are war veterans in institutions of higher education.

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Kaiser, David. "Cold War requisitions, scientific manpower, and the production of American physicists after World War II." Historical Studies in the Physical and Biological Sciences 33, no. 1 (2002): 131–59. http://dx.doi.org/10.1525/hsps.2002.33.1.131.

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Beginning most explicitly with the American involvement in the Korean War, and continuing unabated until 1970, the demand for Ph.D.-trained physicists in the United States followed a particular Cold War logic of "manpower" and requisitions. This logic, rehearsed by senior physicists, university administrators, government commissions, individual senators, and newspaper reporters from across the country argued that young graduate students in physics constituted the nation's most precious resource. The purported need to train ever-larger numbers of physics graduate students was often used to justify the structural rearrangements associated with "big science," from huge federally-subsidized budgets to factory-sized equipment. The exigencies of training roomfuls of graduate students, rather than mentoring handfuls of disciples, reinforced the prevailing American pragmatic, instrumentalist approach to theory.

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Kapsa, Izabela, Natasza Lubik-Reczek, and Jaroslav Ušiak. "War in Ukraine from the Perspective of Polish and Slovak University Students." Athenaeum Polskie Studia Politologiczne 75, no. 3 (2022): 270–87. http://dx.doi.org/10.15804/athena.2022.75.16.

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In the aftermath of the Russia’s annexation of Crimea and the outburst of conflict in the eastern part of Ukraine in 2014, thousands of Ukrainian migrants came to Poland. Many of them settled down and found jobs. On the onset of war in 2022, Ukrainian students were the most populous group among foreigners at Polish universities. The war in their home country had an impact on their families and friends. Young Poles, who made friends with Ukrainian students, take the war personally. Due to its unique nature, the perception of the conflict among young people has attracted the authors’ research interest. Additionally, it seems to be an added value when we compare attitudes of Polish students with those of Slovakian ones, as the latter do not share the same experience. The main goal of this article is to analyse opinions about the war in Ukraine among students studying in Poland and Slovakia, and their attitudes and behaviours towards refugees expressed online and offline. Results presented in the article have been taken from a questionnaire survey involving a group of 459 students. The survey took place in Spring 2022. The quantitative analysis of data is designed to provide answers to the following research questions: What sources of information about the war do young people use? What do young people think about the war in Ukraine, its causes and consequences? What forms of refugee-oriented activity do young people resort to? Have students encountered any form of resentment towards particular nationality groups in connection with the outbreak of the war?

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Voza, Luann. "Winning the “Hundred Years' War”." Teaching Children Mathematics 18, no. 1 (August 2011): 32–37. http://dx.doi.org/10.5951/teacchilmath.18.1.0032.

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Kuszak, Kinga. "Językowy obraz wojny według uczniów klas IV-VII szkoły podstawowej." Studia Edukacyjne, no. 56 (March 15, 2020): 39–56. http://dx.doi.org/10.14746/se.2020.56.3.

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Kuszak Kinga, Językowy obraz wojny według uczniów klas IV-VII szkoły podstawowej [Linguistic Image of War According to Students of Years 4-7 of Primary School]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 39-56. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.3The article discusses the linguistic image of war as an element of the linguistic worldview, based onstatements made by students of years 4-7. The author follows Jerzy Bartmiński’s assumption that a linguisticworldview is a linguistic interpretation of reality, which can be defined as a set of judgements about the world. These judgements may be fixed in the language itself, in its grammatical forms, lexicon, clichéd texts (e.g. proverbs), or as implied linguistic forms and texts. Language is a means of interpreting the world and the words used not so much to “render a photographic reproduction of things” as to “portray” them mentally. The author, inspired by Franciszek Hinczer’s research on war conducted in 1919 among students aged 8-14, asked students of two primary schools (302 people in total) about their opinions on the same topic. The students taking part in the research, conducted a hundred years after the study was published in the Szkoła Powszechna journal, answered the following questions: What do they think a war is? What do people do during a war? What do adults do during a war and what do children do? The students’ statements were analyzed and categorized. Each selected category was illustrated with sample answers from the respondents. The presentation of the results was preceded by an analysis of the notion and image of war in selected dictionaries of the Polish language.

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Fountain, Aaron G. "The War in the Schools." California History 92, no. 2 (2015): 22–41. http://dx.doi.org/10.1525/ch.2015.92.2.22.

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This article examines the experiences of high school students, teachers, and administrators in the San Francisco Bay area during the antiwar movement of the Vietnam era. From 1965 to 1973, a vocal minority of high school students mounted a vigorous campaign of antiwar activism that demanded an immediate response from school officials. They constructed a unique interpretation of antiwar activity and the intensity of their activism generally reflected the movement at large. Drawing mostly from local dailies, high school newspapers, school district documents, and interviews, this article reveals that high schools in the San Francisco Bay area were politically contested battlegrounds during the antiwar movement.

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Shahrabani, Shosh, Uri Benzion, Mosi Rosenboim, and Tal Shavit. "Does moving from war zone change emotions and risk perceptions? A field study of Israeli students." Judgment and Decision Making 7, no. 5 (September 2012): 669–78. http://dx.doi.org/10.1017/s1930297500006380.

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AbstractThe current field study uses data collected after the 2009 war between Israel and the Hamas militias in the Gaza Strip ended. The study compares recalled emotions and perceived risks among two groups of students, all of whom were exposed to rocket attacks. Individuals in the “left the war zone” group left the region under attack as a precautionary action, while the “stayed in the war zone” group remained in the region during war. The results indicate no significant differences in the levels of recalled fear and anger between the two groups, while the perceived self-risk from terror was higher among the “stayed in the war zone” group. Yet, a higher level of recalled fear was found among those who left the war zone and whose parents resided in the war zone, compared to those who left the war zone and whose parents resided outside the war zone. In addition, fearful people became more pessimistic about their level of personal risk from terror, but not about the routine risks. We conclude that civilians need attention even if they leave the war zone since leaving the attacked region as a precautionary action may mitigate perceived self-risk from terror but does not seem to eliminate the high level of negative emotions evoked by the terror attacks.

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Morowski, Deborah, and Theresa McCormick. "NCSS Notable Trade Book Lesson Plan Irena Sendler and the Children of the Warsaw Ghetto Written by Susan Goldman Rubin." Social Studies Research and Practice 9, no. 3 (November 1, 2014): 169–74. http://dx.doi.org/10.1108/ssrp-03-2014-b0012.

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This lesson uses Irena Sendler and the Children of the Warsaw Ghetto to introduce students to a true story of a Catholic, Polish social worker who saved the lives of thousands of Jewish children during World War II by relocating them. Students are asked to consider Irena’s actions and her motives. Students then are introduced to the Kindertransport, a series of rescue missions of Jewish children from Nazi Germany, by reading the stories of children who were involved in the event. To help students understand the relocation of children during World War II was not an isolated incident in history, students examine the Pedro Pan Airlift of 1959-1960 in order to compare and contrast the event to the Kindertransport of World War II.

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Bourque, Stephen. "Zieger, America's Great War - World War I And The American Experience." Teaching History: A Journal of Methods 30, no. 1 (April 1, 2005): 51–52. http://dx.doi.org/10.33043/th.30.1.51-52.

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It is difficult to capture the complex nature of a large-scale conflict, such as World War I, in the classroom. Sophisticated instruction requires an examination of the conflict's battles, leaders, and weapons, but issues of nationalism, commerce, manufacturing, and labor are important as well. Students in the best classes investigate some of the more troubling elements of the conflict, including its true purpose, race relations, and political manipulation.

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Leyberov, Andrey. "Students of the Mining Institute during the First World War." OOO "Zhurnal "Voprosy Istorii" 2022, no. 1-1 (January 1, 2022): 147–55. http://dx.doi.org/10.31166/voprosyistorii202201statyi24.

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The article based on archival materials describes the social status of students of the Mining Institute and other higher educational institutions of St. Petersburg before and during the First World War. Analyzed are the political sympathies, financial situation, and the mood of the student youth. The information about the protest actions of students, the actions of their political and public organizations, and the reaction of the students of Petrograd and its political groups to important events in Russia are considered.

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Alliano, Mindy, and David Lester. "Attitudes toward War in Veterans." Psychological Reports 75, no. 1 (August 1994): 314. http://dx.doi.org/10.2466/pr0.1994.75.1.314.

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Mayton, Daniel M., and Mary C. Delamater. "Indirect Assessment of Concern about Nuclear War." Psychological Reports 59, no. 2 (October 1986): 709–10. http://dx.doi.org/10.2466/pr0.1986.59.2.709.

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Of 127 lower division college students who expressed concern about their future indirectly using incomplete sentences 18% mentioned nuclear war directly. Statistically significant differences were noted between this study and a similar study completed in the early 1960s. Concern about nuclear war among American college students has increased over the past 20 years.

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Shipp, Adria E., and Elysia V. Clemens. "Counseling Adolescent Students Affected by the War in Iraq: Using History as a Guide." Professional School Counseling 9, no. 4 (January 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900418.

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The schemes of war of today's generation of adolescents might be heavily influenced by the War in Iraq because it is the first war this generation is likely to remember living through. Although the War in Iraq has produced a unique set of circumstances and concerns for adolescents who have experienced it, there is much to be learned from past wars about the types of counseling that would be helpful and appropriate. Considering developmental theories and information gleaned from previous wars is helpful in establishing best practice methods for counseling adolescents during times of current and future international conflict.

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Journal articles on the topic 'Students and war'

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