• Convergence Security Journal
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• v.14 no.3_1
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• pp.55-63
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• 2014

The history of mankind has been at war with the war now going on in this moment. To prepare for this war, war history has been studied and its importance can be summarized in three main points. First, to understand the predictions of war and, second, to develop doctrines to fit changing circumstances, and to hone tactics through indirect war experiences. The curriculum of war history education for noncommissioned officer's department(two-year program) must include war lessons and skills to prepare the war. By indirect experiences through training they will have the ability to perform their duties in the field. This paper focuses to review the contents and methods of war history education which is being taught and to propose the new model for war history education for the students who are commissioned as officers after graduation.

• Convergence Security Journal
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• v.13 no.2
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• pp.101-109
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• 2013

Problem Based Learning(PBL) is one of effective teaching-learning strategy for enhancing military students' motivation, comparing with the other study method. After monitoring military student classes, we conclude that PBL can enhance the effectiveness of learning in War history case study education and finds merits; PBL assists students to play a more active role in the class, induces students to solve problems independently, and makes the learning military situation real case study. The case study is common in social sciences and life sciences. Case studies may be descriptive or explanatory. It is good for War history education. The demerit of PBL is a costly method as students should spend more time and institutions should provide more manpower and materials. This study suggests that more empirical researches on alternative teaching methods, including PBL, to a lecture in War history education.

• Journal of architectural history
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• v.2 no.1 s.3
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• pp.91-112
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• 1993

This study aims to clarify a history and its external conditions of collegiate education of architecture in Korea from 1945 to 1961. To reveal the process of formation of architectural education of this period, my analysis is chiefly concerned with the organization and of its curriculum in terms of policies of Ministery of Education, especially focused in case of Dept. of Architecture in Seoul National University, I attempted to describe the complex interactions between the structural conditions and results within and without the education system and the more general social, economic, and political contexts that pertained during those years, 8.15 Emancipation, Korean War, and Post-war Rehabilitation period. We may summarize them in part by saying the reception in Korea of the American influence was done through educational ideas, policies, systems, and various aid programs. The social raison d'etre of architectural education in Korea has been to produce technologically skilled man in the sense of engineer.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.11-18
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• 2022

Linking Ukraine's education system with the trends of global digitalization is mandatory to ensure the sustainable, long-term development of the country, as well as to increase the sustainability of the education system and the economy as a whole during the crisis period. Now the main problems of the education system in Ukraine are manifested in a complex context caused by Russian armed aggression. In the context of war, problems include differences in adaptation to online learning among educational institutions, limited access to education for vulnerable groups in the zone of active hostilities, the lack of digital educational resources suitable for online learning, and the lack of basic digital skills and competencies among students and teachers necessary to properly conduct online classes. Some of the problems of online learning were solved in the pandemic, but in the context of war Ukrainian society needs a new vision of education and continuous efforts of all social structures in the public and private environment. In the context of war, concerted action is needed to keep education on track and restore it in active zones, adapting to the needs of a dynamic society and an increasingly digitized economy. Among the urgent needs of the education system are a change in the teaching-learning paradigm, which is based on content presentation, memorization, and reproduction, and the adoption of a new, hybrid educational model that will encourage the development of necessary skills and abilities for students and learners in a digitized society and enable citizens close to war zones to learn.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.174-180
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• 2022

It is meaningful in that it can be used as valuable data in modern nursing by exploring the meaning and essence of the experiences experienced as women and nurses in the special situation of war to understand their experiences. To find the role of nurses in the war, the research was classified into primary data and secondary data. Among the many data, only those with high external and internal evaluations were selected and analyzed. However subjective opinions were not included. At a time when women's social advancement was difficult, the nurse faithfully fulfilled the role of a nurse on the battlefield, and as a result, it became a new channel for women's social advancement. Nurses performed various roles, such as nursing for soldiers wounded in the Korean War, as well as midwifery and health education for the general public. In this way, during the Korean War, both inside and outside the battlefield, nurses performed all the roles they could in their respective positions. Nursing activities on the battlefield have taken their true value in line with the characteristics of nursing education based on holistic nursing, integrated thinking, love for humanity, and dedication. Recently, disasters and war zones are increasing worldwide, and the number of nurses required in these fields is also increasing. Based on the research results of past nurses' activities, there is a need for interest and research on the new roles of nurses needed in the present and future society. In addition, while not forgetting the sacrifices of nurses in the past, this spirit must be continued and developed.

• The Journal of Korean Medical History
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• v.29 no.2
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• pp.1-16
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• 2016

The purpose of this study is to analyze how medical texts in Joseon Dynasty have changed in time and to understand their characteristics. Medical texts that reflect the medical standards of the time were enable us to look into how medical bureaucrats were trained and education policies related to the training. Chinese medicine influenced Joseon Dynasty's medicine in different ways at different times. Before the Imjin War, Joseon dynasty's medicine was largely under the influence of the Song dynasty's medicine. After the war, the four noted physicians of Jin-Yuan era had increasingly more significant influence, along with the introduction of Ming dynasty's medicine. The facts found through this study include : 1) the basic courses were composed of Chandomac (纂圖脈), Dongingyeong (銅人經), and Boncho (本草); 2) Josenization of medical division system was established for the first time during the reign of King Sejo (世祖), and updated throughout the time of the King Seongjong (成宗) and King Sun Jo (宣祖); 3) Hyangyak (鄕藥) education with medical texts was limited to some periods like King Seongjong (成宗) and King Sejo (世祖); 4) the high proportion of Bangseo (方書) in the early era gradually decreased, and more of specialized and comprehensive medical books came to find their way into the standard curriculum.

• Archives of design research
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• v.11 no.1
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• pp.81-88
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• 1998

In the history of the design movement since 18708 in Japan, four eras can be seen; the first era started with the opening of Meiji era and oontinued to the World War I, the second era to the World War II, the third era from right after the second world war to 1960, and the fourth era after 1960. Before the second world war, the design education of Japan had been influenced by plenty of modem design movements which brought about in Europe such as Art and Craft Movement of William Morris, Deutscher Werkbund, and Bauhaus and by American industrial design after the World War II. Japan which early introduced western civilization established design department in universities in 1940 professing itself to be a original design education. And Japan has kept making progresses with the help of design policies of the government until now, and has seen the tornadoes of education revolution in every university after the oollapse of bubble eoonomy.

• Korean journal of medical education
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• v.30 no.4
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• pp.283-294
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• 2018

Since medical education programs in Korea and Japan seem to mutually influence each other, this review article provides a history of Japanese medical education, focusing on the way in which it influenced and was influenced by Korean medical education. In the late 19th century, the University of Tokyo established the core medical school, disseminating its scholarship and system to other medical schools. In the early 20th century, the balance between the quality and quantity of medical education became a new issue; in response, Japan developed different levels of medical school, ranging from imperial universities to medical colleges and medical vocational schools. After World War II, all of Japan's medical schools became part of the university system, which was heavily regulated by the Ministry of Education (MOE) Standard for the Establishment of Universities. In 1991, MOE deregulated the Standard; since 2000, several new systems have been established to regulate medical schools. These new approaches have included the Model Core Curriculum, 2-year mandatory postgraduate training, and a medical education accreditation system. Currently, most medical schools are nervous, as a result of tighter regulatory systems that include an accreditation system for undergraduate education and a specialty training system for postgraduate education.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.21-32
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• 2013

The outbreak of the First and the Second World Wars cast great shadow across the Europe including mathematical society. The IMU led by French mathematicians after the First World War ceased to exist because it was used politically. As Europe ran into the Second World War, all the international mathematical activities were ceased. Prominent mathematicians were put into camp by Nazi or moved to the United States of America. After the war, European mathematicians did not have capacity to represent the international mathematical society anymore. This led Stone and other American mathematicians to form the new IMU, which was independent of political ideology. This paper studies the birth process of the new IMU after the War and some major events that happened to ICM in 1950s.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.291-297
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• 2022

Modern challenges in the educational environment force scientists and practitioners to search for an adequate answer. In particular, the war in Ukraine demonstrated the importance of developing information competence as one of the main means of distinguishing true information from a whole stream of fake news. This is especially relevant in connection with the introduction of distance learning when students must find and process a large amount of information on their own. Therefore, the purpose of the article is to analyze the training of higher education students through the prism of acquiring the necessary level of informational competence in war conditions. For this, general scientific and special research methods, as well as the experimental method, were used. In the results, the peculiarities of the interpretation of information competence in the distance form of education among modern researchers are determined, the psychological components of resistance to fakes are analyzed. Based on the conducted empirical measurements, it was established that thorough work on student education gives positive skills when working independently with Internet materials, strengthens the ability to distinguish false information and propaganda from the real state of affairs. The conclusions summarize the results of the empirical research and suggest ways to improve the situation with the formation of information competence.