...Jackson SHS Miami, FL HOW JROTC DIFFERS FROM OTHER HIGH SCHOOL COURSES The Code of Federal Regulations states that JROTC is "designed for physically fit citizens attending participating schools. In public schools, JROTC is usually an elective course with membership limited to US citizens and legal foreign nationals, those who will graduate with their 9th grade cohort, and have not experienced an out of school suspension during the preceding six-month period. Often, students who participate for one year receive credit in lieu of a physical education class. Students who excel in the first year of JROTC can apply for a second year. Most schools offer three to four years of JROTC training. Boarding schools or (pre-college) military schools may offer JROTC programs, with some requiring participation as a condition for acceptance to the school. Some public military schools mandate JROTC as a class for all grade levels, and have a curriculum that includes military history, military protocol, civics and physical fitness. Chicago has six public military academies, more than any other city and one-third of all in the country. A Marine Corps JROTC unit in Hendersonville, Tennessee. The JROTC program stresses military discipline, with a curriculum that emphasizes study of military science and military history. Cadets typically wear...
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...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 from Yale. Yale was the first to form the Navy Air Corps in 1917 and in 1926 was one of the first six to establish the NROTC (Wissing 39). The United States Army Junior Reserve Officers' Training Corps (JROTC) came into being with...
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...to deal with these values, in order to preclude the development of barriers between the students and the school. (Grant, 1992) Mission My study is about the language barrier in multicultural education in the Junior Reserve Officer Training Corp. The mission of JROTC is “to motivate young people to become better citizens”. Army JROTC is devoted to your growth as a student and as a person. This program gives an opportunity for total development and to improve you in many ways. JROTC teaches self-discipline, self-confidence, and pride in a job well done, and it offers you challenges and opportunities to: • Sharpen your communication skills. • Promote and encourage citizenship through participation in community service project. • Develop your leadership potential. • Strengthen your self-esteem. • Improve your physical fitness. • Provide incentives to live drug free. • Promote your graduation from high school and develop a solid foundation for cancer development. Purpose of Army JROTC JROTC prepares high school students for responsible leadership roles while making them aware of the benefits of citizenship. The results are responsible cadets who are sure of themselves, can think on...
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...The mission of JROTC is to motivate young people to be better citizens. It helps develop buildings skills in leadership, life success, geography, and wellness, in a structured interactive environment. Mission and Purpose. JROTC prepares high school students for responsible leadership roles. While making them aware of the benefits of citizenship. The program emphasizes skills for life: In a junior ROTC class, students can build soft skills such as leadership, self-confidence and discipline. They are taught by retired military personnel and partially funded by the military. Course work includes military history and customs. Students are required to wear a uniform at least twice a month. Students also partake in physical fitness training and...
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...I have recently discovered that while living in the present is certainly rewarding, it is doubtlessly fundamental that we consider our pasts and futures as well - what made us who we are, and how will we continue to improve? The Junior Reserve Officer’s Training Corps (JROTC) has advanced in nearly all of the fields it is involved in since its founding in 1916, and it is simple to see that its development will not end here. Cadets have gone on to become professional athletes, renowned scholars, and celebrated members of the military; one can only imagine what inspiring individuals the program will produce in the future. From roughly 1819 to 1915, military training occurred sparingly in high schools and colleges across the nation; although it lacked sanction, it encouraged many students to pursue careers in the armed forces. President Wilson addressed the issue of this unofficial instruction in 1916, when he signed the National Defense Act. The National Defense Act of 1916 is primarily responsible for the creation of JROTC. At the beginning of its existence, active duty military personnel led the Army JROTC program; their tools to lead instruction consisted of federal military equipment loaned to them. Only six units...
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...when someone performs a duty that benefits his or her community. Community service is sometimes associated with punishment. However, community service is a vital part of many small communities. Numerous organizations around the world support community services activities. These services is performed by volunteers who are not paid for their time. From past experiences, community service may be done for a variety of reasons; to meet the requirements of a class, high community work and a religious reason for serving. First, I serve to meet requirements of a class. While in middle school at Kirby Middle School. I volunteered with a group called Kirby Kings. This group was made up of a group of young men that were taught the traits of becoming intelligent men. At least one Saturday out of the month, we had to volunteer by helping others to clean the streets of Memphis, TN. Doing this time, we picked up trash and clean up parks. The experience was alarming. This really made me want to change my ways by not throwing trash on the ground but into a trash bin. I did not enjoy the movement of cleaning after others. But I am more pleased to say I pick up behind myself and others. This experience has taught me to be responsible for my actions and to take encourage others to do the same. Next, another reason for community service is high school community work. As a current student at East High School, where I am enrolled in the JROTC program. I have been an active member...
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...The Military Changed My 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...
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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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...neighborhood associations that are known for teaching individuals leadership, survival skills, and diversity such as the eagle scouts, the military, and JROTC. We can begin recruiting high school and soon to be college graduates within the 18 to 30-year-old margin. College students pursuing a degree in Criminology in UTSA, Texas A&M San Antonio, Trinity, UIW, or any of the community colleges in the San Antonio area should be pursued after by the SAPD. Nevertheless, the SAPD should focus not only on pursuing bright young men and women, individuals who are healthy and brave enough to participate in intense obstacle courses such...
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...As a child I received free lunch, subsidized housing, food stamps, and handouts, however, I passionately believe the greatest gift the United States truly offered me was education. No one can take my education away nor my security and safety thanks the armed services and veterans who felt the ultimate patriotism. The same ultimate patriotism that envelops my heart immensely; so much so that I have recently decided to enlist in the Missouri National Guard, enroll into ROTC at the University of Kansas City-Missouri, and become an officer within the military. It is not an act to reap the benefits of the military but moreso to serve my country honorably and with...
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...Chapter 3: Leading Situations 110 Lesson 3: Decision Making and Problem Solving Unit 2: Leadership Theory and 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...
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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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