...The experience that you will receive during your moments in JROTC will be unforgettable and memorable. You will gain knowledge of new and motivating things that will assist you the rest of your life. During your time in JROTC, you will learn about different qualities such as: Teamwork, Discipline, Leadership, Marching, and Ceremony. “To motivate young people to be better citizens.” is the mission statement of JROTC that motivates young adults to be the best in their community. The program was established in 1916 as the United States prepared to enter World War 1 in 1917. It was later expanded under the 1964 ROTC Vitalization Act. JROTC stands for Junior Reserve Officer Training Corps, which teaches students character, education, and student...
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...| 2013 | | Donisha BrewerProfessor Stuart English 102 | [Junior rotc] | | Growing up I was never the person to be interested in joining the military. I actually frowned upon the idea. In my junior year of high school I was enrolled in the JROTC program. I didn’t last two week in the program before I had my mother come and withdraw me from the program and enroll me in P.E. At the time I didn’t know what ROTC and the benefits the program had to offer. As I have gotten older I have found out that there are many benefits for the students who are in the JROTC program. There is more than one branch of the JROTC. It has just as many branches as the United States Military. If I had had some prior knowledge on JROTC when I was in high school I may have giving it a chance. Junior ROTC is a part of a federal program that is sponsored by the United States Armed Forces. Junior ROTC is located within High Schools across America. Many students who enroll in the JROTC are more likely to enlist in part of the United States Military. The Reserve Officers Training Corps also known as ROTC began in 1916 on the campus of Yale University. Hundreds of thousands of cadets have trained there since then. Approximately 70,000 ROTC cadets train at over 300 campuses (Wissing 39). The latest branch was opened in 2011 when the secretary of the Navy Ray Mabus joined with Yale President Richard Levin to re-establish the ROTC on its campus. It had been 40 years since the last ROTC class graduated...
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...Letter to an Educator Dear Colonel Fields, The past four years of my life have been spent at this school and you’ve been a big part of it. The majority of my time devoted to this school has been JROTC, especially rifle team. I just wanted to write this to you to let you know what an influence you’ve made and the JROTC program has made on my life. I think that out of all the students in the program over the years that we were closest. Everything I know and excel in, I learned from you. You taught me how to shoot on the rifle team, which resulted in 1st place in the county last year. You demonstrated leadership and lead by example in order to make me a better leader, which resulted in becoming rifle team commander as well as Battalion Commander. Due to everything you ever taught me, I received the Army ROTC scholarship. This scholarship is going to change my life and make me a much greater success I think. You made it possible for me to make a career out of the military and go to college for Army ROTC with all the lessons you taught me and everything you ever did for me. You made me a better person and I thank you for everything. You are the reason I decided to go into Aviation, so that I could make a promising career in what I love and become at least half the man that you are today. Thank you for everything. Sincerely, Dylan...
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...Life for the Better Life in the military has not only changed me, but it has molded me to become a better person. Before I joined the United States Navy, I was a member of Junior Reserve Officer Training Corps (JROTC) for my entire tenure of high school; as well as a scholarship recipient to the University of Kentucky. I had always been an intelligent, skillful and easy-going young lady; however JROTC thought me fundamentals of leadership, the importance of teamwork but most important it embedded confidence into myself worth. JROTC was just a minor stepping stone in my life; compared to how becoming a United States Sailor affected my life. One major change the military has had on me is my independence. My Father was a Solider in the Army and I was the youngest of four children. Even though we moved around every two to three years, to include starting new schools and making new friends; I always had my siblings no matter what state or house we lived in. There was never a sense of loneness or fear, I always had someone by my side in every endeavor. Initially, the military also provided me with that domestic feeling; until I was walked to medical, with no one by my side and I realized I was alone for the first time in my life. The preliminary shock of loneness brought tears to my eyes; but, I realized that just because I am away from my family and friends physically does not mean they are not in my heart. I realized that I was strong enough to make it through...
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...9 July 2010 1 LET 1 Table of Contents Unit 1 - Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved U1-C1-L1 Army JROTC - The Making of a Better Citizen U1-C1-L2 The Past and Purpose of Army JROTC U1-C1-L3 Moving Up in Army JROTC - Rank and Structure U1-C1-L4 The Signs of Success U1-C1-L5 Your Personal Appearance and Uniform U1-C1-L6 The Stars and Stripes U1-C1-L7 Proudly We Sing - The National Anthem U1-C1-L8 American Military Traditions, Customs, and Courtesies 3 9 13 21 25 37 45 51 Unit 2 - Leadership Theory and Application Chapter 1: Being a Leader U2-C1-L1 Leadership Defined U2-C1-L2 Leadership Reshuffled U2-C1-L3 Leadership from the Inside Out U2-C1-L4 Principles and Leadership U2-C1-L5 Sexual Harassment/Assault Chapter 2: Leadership Skills U2-C2-L1 Steps from the Past U2-C2-L2 Roles of Leaders and Followers in Drill U2-C2-L3 Using Your Leadership Skills/Taking Charge 57 61 67 73 77 81 85 89 Unit 3 - Foundations for Success Chapter 1: Know Yourself – Socrates U3-C1-L1 Self Awareness U3-C1-L2 Appreciating Diversity through Winning Colors U3-C1-L3 Personal Growth Plan U3-C1-L4 Becoming an Active Learner U3-C1-L5 Pathways To Success (QBOL) Chapter 2: Learning to Learn U3-C2-L1 Brain Structure and Function U3-C2-L2 Left and Right Brain Functions U3-C2-L3 Learning Style and Processing Preferences U3-C2-L4 Multiple Intelligences Chapter 3: Study Skills U3-C3-L1 ...
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...as if she was smarter than everyone. Now looking back, she somewhat was smarter than everyone else because she knew what she was doing. If there was work to be completed, Sergeant Willis was the one to always make sure it got completed. "Yall need to get it together" was like a firm motivation phrase for getting the work done. Through...
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...sitting in the farthest corner of the classroom, trepidation over being seen and mocked encouraged me to blend into the wall. In addition to entering a new high school freshmen year I now found myself isolated in my Air Force JROTC classroom, completely at odds with the surrounding cadets: I was scrawny, female, with absolutely no military background. Just as with every other class, I assumed I'd remain unnoticed yet agai-"Hey, I'd like you to be the first element leader." Proposed my flight's deputy. Blanking from the unexpected invitation I impetuously agreed. I never understood her choice, but soon she taught me to see my own abilities and become a citizen of character dedicated to serving nation and community "Integrity First." This is the very first Air Force ROTC value; the idea to do what is right even when no one is looking. A member of ROTC is someone to look up not for her rank but...
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...Application LESSON 3: DECISION MAKING AND PROBLEM SOLVING INTRODUCTION — PUTTING YOUR LEADERSHIP SKILLS IN PERSPECTIVE As we have indicated throughout your previous JROTC lessons, leadership is the process of influencing others by providing purpose, direction, and motivation while operating to accomplish the mission and improving the organization. Purpose gives subordinates a reason why they should do different things, sometimes under stressful circumstances. Direction shows what must be done. Through motivation, leaders give subordinates the will to do everything they are capable of doing to accomplish a mission. LEADERSHIP FRAMEWORK Recall the fundamentals of BE, KNOW, and DO. As you can clearly see, they are deeply embedded throughout the leadership framework illustrated below. The top of this framework shows the four categories of things that leaders must BE, KNOW, and DO. They are values, attributes, skills, and actions. The bottom lists the dimensions of leadership, grouped under these four categories. The dimensions consist of the seven values and 15 subcategories under attributes, skills, and actions. Leadership starts at the top, with the character of the leader, with your character. In order to lead others, you must first ensure your own house is in order. Leadership begins with what the leader must BE, the values and attributes that shape a leader’s character. It may be helpful to think of these as internal qualities: You possess them all ...
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...THE EFFECTS OF CLASS SIZE ON STUDENT ACADEMIC ACHIEVEMENT IN A RURAL STATE A Dissertation Presented by Michael Kornfeld to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Specializing in Educational Leadership and Policy Studies February, 2010 Accepted by the Faculty of the Graduate College, The University of Vermont, in partial fulfillment of the requirements for the degree of Doctor of Education specializing in Educational Leadership and Policy Studies. Dissertation Examination Committee: Advisor Sean M. Hurley, Ph.D. ~'W 11 Uo,~~, Patricia A. Stokowski, Ph.D. Chairperson Patricia A. Stokowski, Ph.D. Associate Dean, Graduate College Date: November 30, 2009 ABSTRACT The thesis addresses the relationship of class size to student performance in a rural state. It presents findings from a longitudinal study of a cohort of students who were tested with state assessments at grade 4 in 2000, again at grade 8 in 2004 and, finally at grade 10 in 2006. Graduation rates for five large-class sized schools and five small-class sized school populations were established in 2008. All scores (n=1137) were matched across time enabling students from similar socioeconomic backgrounds from schools that were considered small (average class size, n=11) to schools that were large (average, n= 20). The paper’s focus is on the extent that students from schools that...
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