Rekrytering till flottan har alltid varit en utmaning. Sedan Gustav Vasa grundlade svenska flottan 1522 så har målet varit att rekryteringen ska ske på frivillig bas. Sedan 1930-talet har Sjövärnskåren genomfört utbildning av ungdomar som syftar till att förbereda dem för ett yrke inom marinen. Under den gångna periodens förändringar inom Försvarsmakten har dock utveckling av denna ungdomsverksamhet inte varit prioriterad. Denna undersökning syftar till att förstå hur ungdomsverksamheten bidrar till marinens personalförsörjning och att diskutera verksamhetens utformning. Av resultatet framgår att ungdomsverksamheten bidrar såväl direkt som indirekt genom att utveckla deltagarnas individuella förutsättningar respektive institutionella värden. Samtidigt syns ett behov av att diskutera mål för ungdomsverksamheten och en möjlighet att med gemensamma insatser utveckla genomförandet för att ytterligare förbättra bidraget till marinens personalförsörjning mot det sjömilitära yrket. ”det här trodde jag aldrig att jag skulle säga då jag kommer från den gamla stammen, men med den erfarenheten jag skaffat mig genom åren, framförallt under de senaste, så är jag övertygad att SVK är nödvändigt för att klara personalförsörjningen framförallt på den blå delen av marinen. Jag är övertygad. Och det är därför jag tycker det är viktigt att det är en bra verksamhet och en sund verksamhet.” / Recruiting to the navy has always been a challenge. Since King Gustav Vasa founded the Swedish Navy in 1522 the goal has been that recruiting shall be done on voluntary basis. Since the 1930:s the Swedish Sea Cadet Corps has been training young men and women in order to prepare them for a career in the Navy. However, during the past transformations of the Swedish Armed Forces, developing this youth activity has not been prioritized. This study aims to understand how the youth activity contributes to the personnel provision of the Swedish Navy and discuss its design. The result of the study shows that the youth activity contributes directly and indirectly by developing the participants individual prerequisites and institutional values. At the same time there is a need to discuss the activities ends, and the possibility to develop and further enhance the contribution to the personnel provision of the Swedish Navy and the naval profession.

<p>Background: Officers in the Swedish Armed Forces educates their soldiers in various skills and arenas. The Officers get their educational training in officer training courses conducted by the Swedish Armed Forces or the Swedish national defence college. The aim of this study was to find out how the cadets, belive that they are formed into educators, their views on the literature being used in the Swedish armed Forsces, and their views on leadership and educational science.</p><p>Methods: The data for analysis were collected in spring 2010, by use of a questionnaire among cadets studying the tactical/operational program Ta/Op 07/10 at the Swedish national defence college. The respons rate was 69, 6 %.</p><p>Results: The majority of the cadets thought that experience was the most important factor in becoming a good educator. Most of the cadets also thought that the literature being used by the Swedish armed forces was good, however, few cadets stated that they will use the material for reflection on their own teaching when working as officers.</p><p>Conclusions: The Cadets had a positive attitude towards the educational philosphy and literature being used, but few will use the literature in reflecting on themselves as teachers. Cadets belive that they mainly will become good educators through experience, and that it is important that leaders and managers in Swedish armed forces have knowledge about educational science.</p>

Background: Officers in the Swedish Armed Forces educates their soldiers in various skills and arenas. The Officers get their educational training in officer training courses conducted by the Swedish Armed Forces or the Swedish national defence college. The aim of this study was to find out how the cadets, belive that they are formed into educators, their views on the literature being used in the Swedish armed Forsces, and their views on leadership and educational science. Methods: The data for analysis were collected in spring 2010, by use of a questionnaire among cadets studying the tactical/operational program Ta/Op 07/10 at the Swedish national defence college. The respons rate was 69, 6 %. Results: The majority of the cadets thought that experience was the most important factor in becoming a good educator. Most of the cadets also thought that the literature being used by the Swedish armed forces was good, however, few cadets stated that they will use the material for reflection on their own teaching when working as officers. Conclusions: The Cadets had a positive attitude towards the educational philosphy and literature being used, but few will use the literature in reflecting on themselves as teachers. Cadets belive that they mainly will become good educators through experience, and that it is important that leaders and managers in Swedish armed forces have knowledge about educational science.

of the paper: Historiography pays different attentions to cadet branches of sovereign dynasties. Because of that some of them are well known to the public, while others are almost forgotten. Generally, they are considered less important. In my work I am paying attention to cadet branches of the Premyslid dynasty and cadet branches of other sovereign dynasties in central Europe. What were their relations with their ruling relatives? What were their marriage policies and their domains? Can we find any general tendencies in cadet branches of sovereign dynasties and were they really less important? I am trying to answer these and other questions in my work. Also, I am trying to introduce life stories of cadet branches. Key words: Middle Ages, cadet branch, Central Europe, Premyslides, Babenberger, Silesian Piasts

The purpose of this report is to, with systems theory, explore how a mentor’s possible leaderships-style affected the perceived occupational safety and health, and learning experience of sea captain students during their internship. The internship is an obligatory course where the students get the opportunity to practically apply theoretical knowledge.  The only prior reports in this field focused on the perspective of the mentor and not the student. Two types of systems-theoretical leadership-styles are examined through the experience of the students, and which effect those leadership-styles have in a closed system. The methodology in the gathering of data used in this report was led interview with a set form of questions. Ten students from a maritime academy were interviewed, with the subject based in systems theory and workplace environment. The results of the interview were analysed with the help of system theory. The result of the study concluded that one of the leadership styles could partly be connected to a positive experience of their mentor and learning experience, but neither of the leadership styles could be connected to discomfort or insecurity during the time on-board. Also, other factors, such as the mentor’s experience and background, and chemistry between the parties, affected the students experience. / Arbetets syfte var att med systemteori undersöka hur handledares eventuella ledarskapsstilar påverkade sjökaptensstudenters upplevda arbetsmiljö och lärande under den fartygsförlagda utbildningen. Den fartygsförlagda utbildningen är ett obligatoriskt moment där studenterna får möjlighet att praktiskt tillämpa teoretisk kunskap. Den enda rapport som fanns inom detta fält fokuserade på handledarens, och inte studentens, perspektiv. Två systemteoretiska ledarskapsstilar granskas mot studenternas upplevelse och vilken gränsöverskridande effekt de kan ha i ett slutet system. Datainsamlingsmetoden i denna rapport var en planerad intervju efter ett intervjuformulär. Intervjuerna genomfördes med tio studenter från en sjöfartshögskola med basis i systemteori och arbetsmiljö. Intervjuernas resultat granskades med hjälp av systemteori. Resultatet av studien visade att en av ledarstilarna kunde delvis kopplas med en positiv handledarupplevelse och gott lärande, men en ingen av ledarstilarna kunde heller kopplas till vantrivsel eller osäkerhet under tiden ombord. Även andra faktorer, såsom handledarens erfarenhet och bakgrund, samt personkemi påverkade studentens upplevelse.

This thesis explores the history of nursing education in the 1940s under the Bolton Act, its effect on the students, and the contribution made by students to lessen the nursing shortage in the Deep South. During World War II, the recruitment of nurses by the military furthered the nursing shortage in the South, which was also plagued by low nursing standards. The Bolton Act helped create a supply of students to serve the southern population and improve educational standards. During training the cadets provided valuable service and after the completion of their training, many entered the nursing profession. By the 1950s and 1960s, the Bolton Act’s legacy had aided in the improvement of nursing education standards, the racial integration in health care, and fought against the post-war nursing shortage.

[pt] A questão básica da pesquisa é desvelar como se processa hoje a socialização dos cadetes da AMAN e como a farda adere à alma desses militares. Diante desse desafio, cadetes, professores e instrutores da AMAN foram entrevistados, questionários de opinião foram aplicados e analisados, juntamente com os documentos oficiais da AMAN e do Exército. O texto fornece ricos dados, relatos e informações que evidenciam as mudanças ocorridas no processo de socialização dos cadetes nos últimos trinta anos, com destaque para as influências advindas de fora da instituição, o mapeamento do perfil social atual dos cadetes, o papel dos professores e instrutores, a rotina dos cadetes, suas linguagens e vivências na caserna. Por fim, o processo de socialização praticado na AMAN é brevemente comparado com o experimentado na Academia Real Militar de Sandhurst, que forma os cadetes para o Exército do Reino Unido. / [en] The basic question of the research is to reveal how the socialization of the cadets of AMAN is processed today and how the uniform adheres to the soul of these military personnel. Faced with this challenge, AMAN cadets, teachers and instructors were interviewed, opinion questionnaires were applied and analyzed, along with official AMAN and Army documents. The text provides rich data, reports and information that show the changes that have occurred in the cadet socialization process in the last thirty years, with emphasis on influences from outside the institution, the mapping of cadets current social profile, the role of teachers and instructors, the routine of the cadets, their languages and experiences in the barracks. Finally, the process of socialization practiced in AMAN is briefly compared to that experienced at the Royal Military Academy Sandhurst, which forms the cadets for the UK Army.

Made available in DSpace on 2016-06-02T19:35:52Z (GMT). No. of bitstreams: 1 5604.pdf: 2148984 bytes, checksum: caeff849d3598375cb3046e482686760 (MD5) Previous issue date: 2013-10-25 / This study was part of a Doctoral Course research, of the Post Graduate Program in Education, by the Federal University of São Carlos, and was developed at the Brazilian Air Force Academy (AFA) in the city of Pirassununga / SP. The research aimed to map the specificities of the military instructors teaching and learning process, regarding to the theoretical and practical concepts about the teaching, and the teaching and learning process of cadets at the Air Force Academy. Therefore, the research subjects were three military airmen instructors,graduatedby AFA, who taught classes in the AFA´s Division of Education; were also subjects of this study 78 cadets of the Aviation Course who, in 2012, were in the last year of the mentioned Course. The theoretical referenceof the work was composed by Libâneo studies (1994), regarding to traditional and technicistpedagogical trends, the role of teacher and student and the characteristics of the educational process in these conceptions. Mizukami (1986, 2002, 2004, 2005-2006) contributes towards to traditional, constructivist and technicistteaching, and discuss about the initial and continuing education, as well as details the processes of teaching and learning. About the construction of teacher identity, the contribution comes with Veiga (2010, 2011), Gatti (2011), Pimentaand Anastasiou (2011). The authors, as well as Gil (2009) refer to higher education, about giving classes, about being a teacher. Still, Zabala (1998) addresses the interaction in the classroom as fundamental for the growth of the students, also bringing consistent arguments about the conception of constructivist education. The teachingactivity as a work, the teacher´s knowledge and the professional development have theoretical basement in Tardif (2002, 2009). Processes of teaching at university, coined by Anastasiou and Alves (2003), is developed in this study. Finally, Shulman (1986, 2004, 2005) collaborates with its work on the knowledge base for teaching, pedagogical reasoning and also considers the reflective processes on that path. However, about thethinking aboutteaching practice, the ideas of Schön (1995, 2000) and Pérez Gómez (1995) are discussed. The methodology used in this study was a descriptiveanalytic one, based on data collected from open non-structured interviews, open semistructured interviews and questionnaires applied to the subjects. From the data analysis it was possible to comprehend that the military instructors have a very consistent specific training in their area, Aviation,while they don´t have preparation for teaching in military higher education and learn to be a teacher in pedagogical practice in the classroom . The responses of cadets confirmed this situation, and also demonstrated that their conceptions about the teaching, learning, the importance of interaction in the classroom, the didactics, the best and the worst teacher, are very close to the concepts of the military instructors. Therefore, the processes of teaching and learning are constructions that occur throughout the school experience, at any of the levels that the subject is inserted. In short, it demands work, knowledge and commitment by the teacher; and activity, study, dedication and interest by the student. / O presente trabalho fez parte da pesquisa do Curso de Doutorado, do Programa de Pós- Graduação em Educação, da Universidade Federal de São Carlos, e foi desenvolvido na Academia da Força Aérea (AFA), na cidade de Pirassununga/SP. A investigação teve como objetivo mapear as especificidades do processo de ensino e de aprendizagem dos instrutores militares, no que diz respeito à concepção teórico-prática acerca da docência, e do processo de ensino e de aprendizagem dos cadetes na Academia da Força Aérea. Para tanto, os sujeitos da pesquisa foram três instrutores militares aviadores, formados pela AFA e que ministravam aulas na Divisão de Ensino (DE) da AFA; foram também sujeitos do estudo 78 cadetes do Curso de Aviação que, em 2012, estavam no último ano do referido Curso. O referencial teórico do trabalho foi composto pelos estudos de Libâneo (1994), com relação às tendências pedagógicas tradicional e tecnicista, o papel do professor e do aluno e as características do processo educativo nessas concepções. Mizukami (1986, 2002, 2004, 2005-2006), contribui em relação ao ensino tradicional, tecnicista e construtivista, além de discutir em torno da formação inicial e continuada, bem como detalha acerca dos processos de ensinar e de aprender. Sobre a construção da identidade docente, a contribuição vem com Veiga (2010, 2011), Gatti (2011), Pimenta e Anastasiou (2011). As autoras, assim como Gil (2009), fazem referência à educação superior, sobre o dar aulas, sobre o ser professor. Ainda, Zabala (1998) aborda a interação na sala de aula como fundamental para o crescimento dos sujeitos, além de trazer argumentos consistentes acerca da concepção construtivista de educação. A atividade docente como trabalho, os saberes dos professores e o desenvolvimento profissional tem o embasamento teórico em Tardif (2002, 2009). Processos de ensinagem na universidade, cunhado por Anastasiou e Alves (2003), é desenvolvido nesse estudo. Por fim, Shulman (1986, 2004, 2005) colabora com seus trabalhos sobre a base de conhecimento para o ensino, o raciocínio pedagógico e considera também os processos reflexivos nesse percurso. Porém, sobre a reflexão na prática docente, as ideias de Schön (1995, 2000) e Pérez Gómez (1995) são abordadas. A metodologia do trabalho foi de um estudo descritivo-analítico, baseado na coleta de dados a partir de entrevistas não estruturadas e abertas, entrevistas semi-estruturadas e abertas e questionários aplicados aos sujeitos. A partir da análise dos dados foi possível compreender que os instrutores militares têm uma formação específica na sua área, Aviação, muito consistente ao passo que não possuem preparação para a docência no ensino superior militar e aprendem a ser professor na prática pedagógica em sala de aula. As respostas dos cadetes confirmaram essa situação, além de que demonstraram que suas concepções em torno do ensinar, do aprender, da importância da interação em sala, da didática, do melhor e do pior professor, estão muito próximas das concepções dos instrutores militares. Portanto, os processos de ensinar e de aprender são construções que ocorrem ao longo da vivência escolar, em qualquer um dos níveis que o sujeito estiver inserido. Em suma, demanda trabalho, conhecimento e compromisso por parte do professor; atividade, estudo, dedicação e interesse por parte do aluno.

Title: Influence of the compensation program for athletes in the Greco-Roman wrestling. Objectives: This diploma thesis concerned with an evaluation of the postural and phasic muscles on the group of ten Greco-Roman wrestling fighters at the age from 16 to 17. Methods: For the assessment of the muscular inequality we used input and output measurements and based on the findings we have chosen the intervention program according to recommended literature. We applied the intervention program to the training units for four months. At the end of the diploma thesis we evaluated the significance of our program using output measurements according to the captured photographs, which we evaluated: fulfilled = 1, failed = 2. We used the Wilcox test to calculate the statistical significance. Results: The worst results were found in the area of postural muscles of m.erector truncata and phasic muscles of m.rhomboideus. The best results were achieved in the area of postural muscles of m.sternocleidomastoideus in a forward bend and in the area of the biceps femoris. The best results of the phasic muscles were achieved in the area of m.rhomboideus. At the end of this thesis it is statistically confirmed that applied intervention program eventually results in the significant difference between the initial and final...

Sjökaptensstudenterna på Sjöfartshögskolan i Kalmar genomgår praktik under sammanlagt 12 månader i form av fartygsförlagd utbildning indelad i tre olika perioder under deras fyraåriga utbildning. Praktiken ger studenterna möjligheten att lära sig yrket på ett praktisk sätt och inte bara från läroboken. Praktikfartyg tas fram med hjälp av institutet SUI (Sjöfartens utbildnings institut) och ger tillgång till en olika mängd av fartygstyper. Sjökaptensstudenterna får möjligheten att välja sina praktikplatser genom att önska sig ett fartyg som de vill utföra sin praktik på, detta ger däremot ingen garanti på att de kommer få just det fartyg de önskat då det finns många studenter och få fartyg. Studenterna får ett samtal av SUI när det är dags för dem att välja fartyg, detta sker slumpmässigt och utgår från de studenter som klargjort flest kurser. Processen för många anses vara stressig då de inte får mycket tid på sig att välja. Denna studie syftar till att undersöka vilka faktorer sjökaptensstudenterna upplever väger in vid deras val av praktikplater för att öka chansen till en bra praktik, samt hur studenterna känner angående allt i efterhand. För att ta reda på detta genomfördes en kvalitativ intervjustudie där sex sjöbefälsstudenter på sitt sista studieår deltog. Resultatet på studien visar att det fanns många olika faktorer som vägde in i valen, som även bidrog till en överlag bra praktik med inslag av några negativa faktorer, som fokuseras på SUIs valprocess. / The shipping students at the Kalmar Maritime College are undergoing a total training course of 12 months in the form of vessel-proposed training divided into three different periods during their four-year education. The practice gives the students an opportunity to learn the profession in a practical way and not just from the textbook. Practical vessels are developed using the Institute of the SUI (Institute of Maritime Training) and provide access to a variety of types of vessels. The lake captain students are given the opportunity to choose their internship by wishing for a ship on which they want to carry out their practice, but this does not guarantee that they will receive the ship they wanted when there are many students and few ships. Students get a call from the SUI when it’s time for them to choose their ships, this is done at random and based on students that have clarified the most courses. The process for many people is considered stressful because they don’t have much time to choose. This study aims to examine the factors experienced by sea captain students in their choice of places and make a good practice, as well as how students know about everything afterwards. To find out, a qualitative interview study was conducted involving six sea command students who were in their senior year. The results of the study showed that there were many different factors that weighed in their choices as what contributed to a good practice that felt most positive but also some negative things, focused on the SUI electoral process.