JROTC is going to continue being successful. From the beginning of 6 units in 1916, JROTC has expanded to 1645 schools today and to every state in the nation and American schools overseas. Cadet enrollment has grown to 281,000 cadets with 4,000 professional instructors in the classrooms. Comprised solely of active duty Army retirees, the JROTC instructors serve as mentors developing the outstanding young citizens of our
This year marks the 100th year anniversary of the Junior Reserves Officer Training Corps program. With more than 3,230 JROTC programs world wide, 314,000 Cadets, 4,000 Instructors, and thousands of advocates, the JROTC program institutes character education, the value of citizenship, student leadership, community service, diversity, and giving back to others. I will be reviewing the historical events that contributed to the founding of the JROTC program, how the curriculum has evolved to its present day standing, and finally, the portrayal of what this program may have to offer 100 years into the future. The ancient Greeks are known as the first to incorporate military training into adolescence schooling.
The Junior Reserve Officer Training Corps’ mission statement is to, “To motivate young people to be better citizens.” JROTC prepares young men to have leadership and to have benefits in their citizenship. JROTC prepares young men to be independent to be in charge of others that could benefit others to be better leaders. JROTC provides different activities such as service learning projects, which is a project which gives opportunities of knowledge, discipline, and a sense of responsibility to take for the future. There are certain goals that JROTC wants cadets to accomplish to be a better citizen.
I am Cadet Captain Mejia and I have been in JROTC my whole high school career (4 years). It has been a crazy 4 years, from being cadet of the month my freshmen year to being color guard commander my senior year. JROTC has been a roller coaster for me, I loved JROTC my freshmen year. I did everything my first year in JROTC, I was in color guard, drill team, unarmed drill team, and raiders team! I did almost all color guard performances.
The second principle, joint enterprise, is the common goal that participants work toward. Eckert and McConnell-Ginet (1998:490) write, “the community of practice takes us away from the community defined by a location or by a population. Instead, it focuses on a community defined by social engagement.” In Nolan’s case, the unifying goal is passing through the four levels of the ROTC program. Upon graduation, ROTC students have a military career ready and waiting for
Some members of the public have distrust in the ROTC program. The degree of credibility has been questioned by many, including the staff of Stanford University in the seventies. They voted to recognize that military science classes did hold the same level of metric compared to the university 's credit. The decision ended with disbanding the program, on paper for its lack of credible classes. However there was a silent fight to end the program at the school due to high tensions of the War.
This model of professional development must be progressive and with a common career map for all NCOs. Focusing on the five lines of effort that are, military life cycle, education, assignment / experience, credentialing / experience and self-development. These lines of effort are focused on the tasks and missions that are link in establishing the operational and strategic conditions of the future. The development of future NCO will depend on how the leaders of the present will train in an institutional, operational and self-development way to the new generation. Responsibility and commitment is much greater because the war models have changed and have allowed the broadening assignments, operational assignment and professional assignment, in this way the combination of both generations will allow shared responsibility and stewardship for U.S.
In the mid nineteenth century, the women 's rights movement unified women on a number of issues that were considered fundamental rights. Women 's suffrage was one of the most controversial rights issue. The whole focus I will be talking about is “Which had a greater impact on women’s rights during WW2, the workplace or the military?” I will be covering two topics. What a woman 's role was in the workplace and how they were involved in the armed forces.
Stewarding the Profession is a primary focus of the NCO 2020 since it is in this line of effort that we demonstrate a holistic culmination of the development and talent management lines of effort. Noncommissioned Officer 2020 is the Army's vision for developing the leaders of tomorrow thru a deliberate, continuous, and progressive process. This process is the key to the future of the NCO of 2020 and beyond. While most parts of it have been brought up to full speed, many are still in a work in progress and require further guidance before the vision becomes a full reality and propels the NCO Corps forward into future endeavors. The
American Women during World War 2 had many responsibilities at war, work, and home. But they did not have many equal rights compared to the rest of the society. The women’s rights and responsibilities topic is very interesting. One is understanding and knowing the history about the responsibilities women had to do and how hard working they were. This topic is very important because there was a big change in women’s rights and responsibilities during World War 2.
But what is rarely mentioned is all the behind the scenes work women were responsible for while men were off fighting in the military. The war disrupted their ordinary lives, and the everyday roles men were employed in needed to be filled. Women throughout the United States assumed untraditional roles to so that life would continue, now being involved in politics, factories, businesses, commanding the household, and helping during