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Peculiarities of Professional Training of the us Border Patrol Special Operations Group’s Agents

Abstract

Professional training of the agents of the US Border Patrol Special Operations Groups has been substantiated in the article. Special attention has been paid to revealing Selection and Training Course (STC) of the Border Patrol Tactical Unit (BORTAC) and the Border Patrol Search, Trauma, and Rescue Unit (BORSTAR). It has been determined that BORTAC STC lasts over a month and candidates who pass the initial testing must then complete a timed, six-mile ruck march with a weighted pack, swimming, treading water and drown-proofing. As indicated in the article, in case of successful completion of the testing phase, candidates undergo weeks of intense training in tactics and airmobile operations, operational planning and weapon skills. As mentioned further, BORSTAR STC foresees a physical abilities test: a minimum of 7 pull-ups, 40 push-ups, 60 sit-ups (in 2 minutes), 1,5 mile run in 11 minutes or less, and a 250-yard swim. The following disciplines are taught during the course: the basic incident management system and incident command system, technical rescue framing, land navigation, tactical medicine framing, swift-water rescue technician framing etc. Besides, the curricula of such disciplines as “Tactics and special training”, “Topography”, “Weapons practice", “Tactical medicine", “Physical framing” (104 academic hours and 88 hours of classrooms lessons) for the State Border Guard Service of Ukraine mobile forces framing have been presented. The SBGSU mobile personnel framing program lies in a thorough study of the specifics of service management and carrying out of service duties, as well as learning of the SBGSU mobile units ’ personnel actions during protection of the state border, personal security and the use of force. The main objective of the framing course is to acquire the special knowledge and practical skills necessary for performing the main tasks on the state border protection, which are prescribed by professional duties. At the same time, the focus is made on the practical component of the actions of the border guards. In addition, they improve knowledge and skills during the framing process.

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Forming Future Specialists’ Valeological Competency: Theoretical Analysis of Domestic and Foreign Scholars’ Views

. 5. Glanz, K., Lewis, F. V., Rimer, B. K. (1990). Health Behavior and Health Education : Theory, Research and Practice. San Francisco : Jossey Bass, 592 p. 6. Hyland, T. (2001). Book Review of Competency-Based Education and Training: a World Perspective by A. Arguelles and A. Gonczi. Journal of Vocational Education and Training, Volume 53, No 3, pp. 487−490. 7. Kok, G., Haes, de W. (1991). Research in Health Education and Promotion. Hygie, Volume 10, No 2, pp. 12-15. 8. McClelland, D. С. (1973). Testing for Competence

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Health, Health Preservation and Health-Preserving Competency in the Context of Ukrainian and Foreign Scholars’ Views

References 1. Anokhina, I. A. (2007). Priobshchenie doshkolnikov k zdorovomu obrazu zhizni. Ulianovsk: UIPK-PRO 2. Bailey, R. (2010). Physical education for learning: a guide for secondary schools. London: Continium International Publishing Group. 3. Balsevich, V. K. (1990). Fizicheskaia podgotovka v sisteme vospitaniia kultury zdorovogo obraza zhizni cheloveka (metodologicheskii, ekologicheskii i organizatsionnyi aspekty). Teoriia i praktika fizicheskoi kultury, 1, 14-22. 4. Bobyreva, M. M

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The role of subjectivity: Response to Noriyuki Inoue

References [1] Aspect, A., Grangier, P. and Roger, G. (1981) Experimental tests of realistic local theories via Bell’s theorem. Physical Review Letters, 47 (7), 460 [2] Bohr, N. (1928) The Quantum Postulate and the Recent Development of Atomic Theory, Great Britain: R. & R. Clarke, Limited [3] Bryman, A. (2015) Social Research Methods. Oxford University Press [4] Denzin, N.K. and Lincoln, Y.S. (2011) The SAGE Handbook of Qualitative Research. Fourth Edition. Sage [5] Guzeldere, G. (1995) Consciousness: What it is, How to study it

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Informal nature experience on the school playground

, R. D., Floyd, M. F., & Hammitt, W. E. (2002): Environmental socialization: Quantitative tests of the childhood play hypothesis. Environment and Behavior, 34(6), 795-818 [7] Bögeholz, S. (1999): Qualitäten primärer Naturerfahrung und ihr Zusammenhang mit Umweltwissen und Umwelthandeln. Opladen: Leske + Budrich [8] Cheng, J. C.-H. & Monroe, M. C. (2012): Connection to nature: Children’s affective attitude toward nature. Environment and Behavior, 44(1), 31-49 [9] Dyment, J. E. (2005): Gaining Ground: The Power and

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