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The question of military-provided training and its transferability to civilian employment has received much media attention lately. Using data from the National Longitudinal Surveys-Youth Cohort, this paper documents sizable amounts of skill transfer and compares the transferability of military-provided training to that of nonmilitary-provided postschool occupational training. When other factors are controlled, the probability of transferring military-provided training does not differ significantly from that of non-military training obtained from providers such as proprietary business colleges and vocational/technical schools. On the other hand, the probability of skill transfer for military-provided training is found to be significantly lower than that of apprenticeship and employer-provided training for both sexes, and of nursing and beauty-school training for females; however, these differences can be attributed to institutional linkages between training provider and employer along internal labor-market lines.

Based on data from the youth cohort of the National Longitudinal Surveys of Labor Market Experience, 1979-84. Skills transfer to civilian employment; comparison with the transferability of postschool occupational training.

This quantitative study examined the influence of teacher-educators' use of assertive classroom management strategies on English as a foreign language (EFL) student-teacher generic-education and language-teaching skills. Concerns have been voiced that many teachers fail to communicate target skills and information to their students though they possess abundant subject-content and pedagogical-content knowledge. Traditionally, teacher-educators have been concerned with assisting students to grasp a defined body of knowledge through information transmission. Currently, teacher educators face the challenge of assisting student-teachers to learn how to learn so that they can face political, social and economic uncertainties and to become independent lifelong learners. This demanded new ways of educating student-teachers who, too, have to handle the very task (Shawer, 2010; Shawer, Gilmore & Banks-Joseph, 2008). Some key skills student-teachers need to develop involve their use of effective classroom management strategies (Shawer, 2006).

An examination of military-provided training & its transferability to civilian employment, using data on a sample (N = 874) drawn from the National Longitudinal Surveys-Youth Cohort. Sizable amounts of skill transfer are documented, & the transferability of military-provided training is compared to that of nonmilitary-provided postschool occupational training. When other factors are controlled, the probability of transferring military-provided training does not differ significantly from that of nonmilitary training obtained from providers such as proprietary business Colls & vocational/technical schools. On the other hand, the probability of skill transfer for military-provided training is found to be significantly lower than that of apprenticeship & employer-provided training for both sexes, & of nursing & beauty-school training for Fs; however, these differences can be attributed to institutional linkages between training provider & employer along internal labor-market lines. 4 Tables. HA

The most important condition for the construction of a modern Armed Forces and their combat readiness is the effective and quality preparation of conscripts for military service. The issue of fulfilling the orders of the Armed Forces and the training of conscripts has always been in the center of attention of researchers, but it was not a priority. Its seriousness was offset by the size of the contingent, which allowed for the careful selection of candidates for military accounting specialties that required basic training, as well as sufficient time to train and educate servicemen from scratch

This quantitative study examined the influence of teacher-educators' use of assertive classroommanagement strategies on English as a foreign language (EFL) student-teacher generic-educationand language-teaching skills. Concerns have been voiced that many teachers fail to communicatetarget skills and information to their students though they possess abundant subject-content andpedagogical-content knowledge. Traditionally, teacher-educators have been concerned with assistingstudents to grasp a defined body of knowledge through information transmission. Currently, teacher educatorsface the challenge of assisting student-teachers to learn how to learn so that they can facepolitical, social and economic uncertainties and to become independent lifelong learners. Thisdemanded new ways of educating student-teachers who, too, have to handle the very task (Shawer,2010; Shawer, Gilmore & Banks-Joseph, 2008). Some key skills student-teachers need to developinvolve their use of effective classroom management strategies (Shawer, 2006).

"B12861-MS." ; "Jan 84." ; Cover title. ; Mode of access: Internet.

ABSTRACT
Political science instructors have started to make use of the "staff ride"—that is, the combined study of a military campaign, structured visits to related sites, and after-action analysis. Our study is the first examination of the potential utility of this pedagogical tool in civilian political science programs. Although the specific knowledge and skills that any given staff ride promotes depend on its content and structure, the potential benefits include four student learning outcomes: (1) staff rides show students how we might draw lessons from the past and apply them to present or future problems; (2) students may derive an enhanced ability to empathize with military and civilian decision makers; (3) staff rides can highlight the normative stakes in politics; and (4) they can foster connections among the participants. This article describes potential benefits of a staff ride, provides detailed instructional models based on the Battle of Gettysburg and the Tet Offensive, and considers ways to replicate these experiences in more accessible formats.

Studies have shown that visual skills can be subjected to exertion during exercise, thus implying that entrainment of vision is possible through interaction with the environment. It has been established that by simply participating in physical activity, one naturally improves visual awareness as well as visual processing skills and visual-motor integration. The purpose of the present study was to examine the changes in various visual skills during a 20-week military basic training programme. The training included cardio-respiratory endurance, fitness, muscular strength (upper body and abdominal), muscular endurance, speed, power, agility and flexibility. The participants (n=234) consisted of both male and female recruits who were enrolled for basic training at the South African National Defence Force (SANDF). Only those recruits who complied with the inclusion criteria and were willing to give informed consent participated in the study. The data collection occurred before the onset of the basic training programme and again after 12 and 20 weeks of intensive training. This schedule was proposed in order to ensure the specific requirements demanded by the various tests, and to observe the rate at which the visual skills and physiological parameters changed. The improvement of various visual skills observed in this research provides evidence that physical exercise, along with an enhanced state of physical fitness, does have a positive effect on visual proficiency. These findings could be elucidated by an alteration in the neuronal architecture, which subsequently leads to faster decision making, as well as a quicker and more efficient motor response. ; http://www.omicsonline.org/scientifi c-reports.php

THE WORLD OF POLITICS, SOCIETY, GEOGRAPHY Year I, Issye 1, August 2016 ; In the beginning of the XXI century it became obvious that the process of development of a human being as a bearer of professional functions accumulated by generations throughout the history of civilization hides the colossal profession genetic potential that is not used completely in a number of its aspects. The professional genetic analysis of the historical facts can open the infinite amount of information about the special area of knowledge the essence of which is the history of professional development of the mankind as a continuum of educational processes, tendencies, systems, ideas, concepts, the history of establishments of education, individual experiences etc. The evolution of a person's sustained movement in the direction of professional development discovers much interesting in individual professional genetic experience of famous people. Their roads to professional success, cause-and-effect relation of major achievements should be scrutinize thoroughly to find out the innovative ideas and peculiar features of effective self-management. The phenomenon of A. S. Makarenko, as the fundamentally pedagogical one, naturally gives rise to the numerous attempts of categorising it, of finding and describing in details, contents, and manifestations of the professionalism, pedagogical skills, and peculiarities of self-management of an outstanding teacher. Such pragmatism is justified by the necessity of use Makarenko's ideas for solution of urgent pedagogical tasks.