JLAB Leadership

When was the Pledge of Allegiance written?

When was the Pledge of Allegiance written?

1892, Congress officially recognized the pledge in 1942.

The original pledge of Allegiance was written in?

1892

Presidential proclamations contain the rules for displaying the flag at half-staff. For example, on Memorial Day, we display the flag at half-staff until noon, then raise it to the top of the staff. When do State and Federal governments also fly the flag at half-staff.

When there is death of a president, former president, principal official, or foreign dignitary.

When displaying a flag flat against the wall either horizontal or vertical, how is it position?

It is positioned with the union uppermost and to the flag's own right (or to the observer's left).

Which of the following situations describes an incorrect way of displaying the United States Flag?

Flags on walls, windows, or buildings are displayed with the union to the observer's upper left Flags on walls, windows, or buildings are displayed with the union to the observer's upper left.

In what year did the Continental Congress establish the first stars and stripes flag?

1777

What do the colors on the U.S. flag represent?

White represents hope, purity, and innocence; Red represents hardiness and valor; Blue represents reverence to God, loyalty, vigilance, perseverance, and justice.

What do the stripes on the U.S. flag represent?

The thirteen stripes represent the original thirteen colonies

When flying more than one flag on a single halyard, where is the U.S. flag placed?

At the peak of the staff, unless at the United Nations or at a religious service at sea

when was JROTC discovered, act, and official date.

discovered: 1819 Act: National defence act Official: 1916

Circle map

Defining in context

Bubble map

Describing qualities

Double bubble map

Comparing and contrasting

Tree map

Classifying

Brace map

Part-whole

Flow map

Sequencing

Multi-flow map

Cause and effect

Bridge map

Seeing analogies

Graphic organizers

-concept web -Mind map -ranking ladder

• Venn diagram

• double t-chart

• t-chart

• sunshine wheel

• look-sounds-feels

• pie chart

• fishbone

• matrix

• analogy/simile chart

• sequence ( also known as Bridging snapshots)

Six steps for resolving conflict

Step 1: prepare yourself to deal with the conflict Step 2: find a mutually agreeable time and place Step 3: define the conflict Step 4: communicate on understanding Step 5: brainstorm to find alternate solution Step 6: agree on the most workable solution

Winning colors

Brown, Builder, decide Green, planner, think Red, adventure, act Blue, relater, feel

Builder vocabulary and hot buttons

Always leading people Power Responsible Duty Results Tradition Money Prepared I give directions Do it my way I like to get things done now

Down-to-earth and traditional

Planner vocabulary and hot buttons

Changing and improving Analyzing Being the best Dreaming Caring Invention Planning Inner life Exactness Seeks the future Freedom of thought

Freedom to think, dream, create

Adventure vocabulary and hot buttons

Excitement Test the limit Risk Act and preform Fun Action Fast machines Freedom Challenge Do it now

A life of fun, action and freedom

Relater vocabulary and hot buttons

We are the world Friendly Romantic I see everything Hugs are special Giving Teamwork Groups Wanting people to like me Let's get along with each other

Friendly, caring, feeling people

The 3rs of good decision making

1: they need to be RIGHT (based on law, ethics, and morals) 2: they need to be REALITY BASED (evidence supported as a RIGHT thing to do) 3: they need to be RESPONSIBLE (approved by society's most respected people)

Three step decision-making process

Step 1: understanding the problem

• review the issue again

• write down what you know

• look for key phrase

• find the important information

• tell it in your own words

• tell what you are trying to find Step 2: selecting strategies

• make a model, involve the senses

• making an organized list or table

• look for a pattern, find relationship

• guess ( or conjecture) and test

• make an organized drawing or sketch

• work backward, start with the consequences

• role-play, become an active player

• solve a simple matter, try simulation -Use estimation Step 3: looking back: checking the answer

• does the answer make the sense?

• is it reasonable?

• can the issue be generalized?

• is there a pattern?

• Are there other similar situations?

Seven step problem-solving process

1: identify the problem (recognize/define) 2: Gather information (facts/assumptions) 3: develop courses of action (solution) 4: analyze and compare course of action ( alternatives/solutions) 5: making a decision; select the best of action (solution) 6: make a plan 7: implement the plan (assess the results)

Army values

L(oyalty) :to bear true faith and Allegiance to the U.S. Constitution... Your peer D(uty): to fulfill your obligation R(espect): to treat people a they should be treated S(elfless service): to put the welfare of the nation...Before your own H(onor): to live up to ALL values I(ntegrity): to do what is right, legally and morally P(ersonal Courage): to face fear, danger, or adversity

The mission of JROTC

To motivate young people to be better citizens

JROTC teaches self-discipline, confidence, and pride in a job well done, and it offers you the following challenges and opportunities:

-sharpen your communication skills -promote and encourage citizenship throughout participation in community service projects -develop your leadership potential -strengthen your self-esteem -improve your physical fitness -provides incentives to live drug-free -promote your graduation from high school and develop a solid foundation for career development

National defense act

Enacted in 1916, this act officially created the Reserve Officers' Training Corp (ROTC) of which Junior ROTC is part of

Where have JROTC had begin

Norwich, Vermont

Founder of JROTC

Captain Alden Partridge

Main Goal in JROTC

Graduate from high school

Each Company consists of a headquarters section and at least two sections and at least two Platoons. The company headquarters contain the following key personnel:

Company commander Company executive officer Company first sergeant Guidon bearer

Each platoon is composed of a headquarters sections and at least two or three squads, with two teams per squad. The key platoon personnel are the follows:

Platoon leader Platoon sergeant Two or three squad leaders Two or three assistant squad leaders (if the number of enrolled cadets permits) Four to six team leaders

Battalion commander (cadet lieutenant colonel)

Most demanding in a cadet battalion. Cadets are only selected for this position based on demonstration leadership ability and academic standing. Must be able to apply common sense and judgment in the solving of problems that affect the entire cadet corps.

Company commanders (cadet captain)

-Is responsible for all the company does or fails to do -Keeps the battalion commander apprised of the status of the company at all times -ensures the company is prepared to accomplish its assigned mission in a satisfactory manner

• is an expert in drill

Battalion executive officer (cadet major)

-Also called XO. -Organize the cadet battalion staff properly and ensure that it works as a team. -ensure that the battalion staff officers prepare and submit reports on the time and that they are engaged in future planning

• act as the commander of troops during ceremonies -ensure that instructions and orders issued to the cadet battalion are in accordance with the established policies of the cadet battalion commander -preform other duties as assigned by the cadet battalion commander or the instructor staff.

Battalion adjutant (S-1)

Administrative assistant to the battalion commander. Responsible for performing other administrative duties as assigned by the battalion commander.

Battalion intelligence or security officer (S-2)

Assists the battalion commander and the instructor staff in matters pertaining to unit security and enforce the provision of the security requirements for the battalion

Battalion operations and training officer (S-3)

Assist the battalion commander in preparation, conduct, and supervision of all training activities of the cadet battalion. Keeps the commander advised on the progress of training within the battalion

Battalion logistic or supply officer (S-4)

Responsible for the maintenance, security, record keeping, issue, and turn-in of all US government property (except ordnance)

Special projects officer (S-5)

Plan and coordination special projects and outlined by the cadet battalion commander, the cadet battalion XO, or the instructor staff. Maintain records on all activities and coordination as they pertain to each project

through the process______, leaders determine their own capabilities and limitation.

self-evaluation

seeking self-improvement mean continually strengthening your__.

attributes

A_____ is a discipline comprising at its core logic, aesthetics, ethics, metaphysics, and epistemology.

philosophy

seek a variety of activities and _____ leadership position that will give youl experience in accepting responsibility.

diversified

when you strongly disapprove of something someone has done you may __ him or her.

censure

let team members know that you will accept honest errors without ________.

recrimination

character describes what a leader must_______________ Competence refers to what a leader must _____________. Actions are what a leader must __________.

be, know do

name three "DO'' things that a leader must provide.

...

You are a squad leader, and your platoon is going to participate in a drill and ceremonies competition at the end of the month. You approach your platoon leader about making drill training more complex because your squad is much more proficient than the other squads. For leadership development reasons, he asks you to apply the 11 principles of leadership and to make the decision for him.

Which of the following best describes what your answer should be?

Since the competition requires all of the squads to move in unison, he needs to keep training them as a team, even if it means performing less difficult tasks

What influences others to accomplish a mission or common goal?

Leadership

You saw one of your schoolmates take your favorite pencil. When you asked him to return it he got angry and said it was his. He then took an aggressive stance and had his fists clenched and said, "Are you calling me a thief?" Both of you are the same size, so a fight would be fair, and you might win.

What should you do?

Look him straight in the eye and say "I guess not." Then pull out another pencil and continue your school work.

Jenny believed a rumor and called Beth a liar. They were just about to fight when Beth said something that made Jenny realize she was wrong. Since a group of students are watching, Jenny still wants to fight in order to "save face".

You are friends with both, and you know that Jenny knows she's wrong, so what should you do to peacefully end the confrontation?

Get them away from the crowd, make them understand that the reason to fight no longer exists, and agree to not tell anyone the reason for not fighting.

Type of Potential Conflict Situation Conflict

W. A classmate wants to copy your homework and turn it in as his own

X. You have to rush to the dentist because you thought your appointment was at 4 p.m., but your appointment slip says 3:30 p.m.

Y. Someone is continually picking on, or bullying someone else.

Z. You have soccer practice from 3-5 p.m., and your job starts at 4:30 p.m.

W = Value; X = Data; Y = Relationship; Z = Structural

Someone challenges a friend of yours to a fight because of some misunderstood information. He would definitely win the fight, but he would prefer to practice some strategies for resolving conflicts, so he asks you what he should say to his challenger to help define the conflict.

What should you tell him to say?

"I feel bad when someone wants to fight me over something I may have communicated poorly."

"Act of annoying continually."

harassment

"Feelings of insecurity, discouragement, or dissatisfaction."

frustration

"Unfriendly state or action."

hostility

"To go beyond comprehending literally to an empathetic understanding of the speaker."

active listening

"An action or process in solving a problem."

solution

"Failure to communicate clearly."

miscommunication

"Knowledge and ability to judge."

understanding

"Particular type of connection existing between people related to or having dealings with each other."

relationships

"Clash between hostile or opposing elements, ideas, or forces; to show opposition."

conflict

"Of or relating to the geographic area under a given jurisdiction."

territorial

"Expressing your needs, feelings, and reasons."

effective speaking

Which statement below would help most in any conflict resolution process?

Communicate in a way the other person is more likely to hear you

At a baseball game, you accidentally bumped into someone and spilled his drink. Even though you apologized, he got angry and tried to start a fight because he thought you did it on purpose. You thought about it for a second, then walked away and got a seat further away from the field. Your friend caught up with you and said, "What are you doing? You didn't do it on purpose. Stand up for yourself. You can beat that guy!"

What should you tell him?

"I'm never going to see that guy again, so what will fighting prove?"

___________ is using a neutral third party who acts as a facilitator in conflict resolution.

Mediation

True or False. According to a 2001 Bureau of Justice Statistics Special Report, 62% of hate crime offenders were under 25 years old.

true

Conflicts in Diversity:

X. An employer shows a preference for hiring people of a specific race or nationality.

Y. A man thinks that people from different cultures all behave the same.

Z. A Cadet notices that some ethnic groups in her class rarely get promotions or recognition for outstanding performance, and they don't participate as much.

X = Discrimination; Y = Stereotyping; Z = Racial Tension

A classmate is talking about some of the crime problems in your neighborhood. He said that people from a different and poor side of town are to blame.

Which type of bias is he using?

Scapegoating

You were asked to arbitrate a disagreement between two people of different races. It didn't take you long to realize that the disagreement was based on misunderstandings and mistrust between the two. You decide the following: Each person would invite the other to dinner at each other's house. They would be respectful and would spend at least one additional hour getting to know that person and their family.

Which approach to conflict management are you using?

Creative response approach

"Derogatory words having to do with race, religion, ethnicity, ability, gender, or sexual orientation."

hate-related words

"The practice of racial discrimination, persecution, or segregation based on race."

racism

"Bitter, intolerant, and prejudice."

bigotry

"A judgment or opinion formed without knowing the facts; hatred or fear of other races, nations, creeds, and so on."

prejudice

"Feeling or showing hostility towards Jewish people; persecuting Jewish people."

anti-Semitism

"A formalized conception, notion, or attitude."

stereotype

"The action of blaming an individual or group for something when, in reality, there is no one person or group responsible for the problem; it targets another person or group as responsible for problems in society because of that person's group identity."

scapegoating

You are mediating an argument between two classmates. You made introductions and rules, you had both sides tell their story, and you have explored possible situations, but haven't been able to settle the disagreement.

What should you do next?

Keep trying to find a solution that both classmates will agree to.

Yvonne agreed to mediate a disagreement between two of her friends. She listened to both of them tell their side of the story, summarized their feelings, and helped them brainstorm possible solutions. Then she thought about it and made her decision. One friend was happy, the other was not. Did Yvonne do a good job? Why or why not?

No. She should not have made a decision.

You are having a disagreement with a classmate. You are getting a little angry because you have evidence that would show you are right, but your classmate doesn't want to see it.

Since you have the evidence to show you're right, what should you recommend to your classmate to help resolve the situation in your favor?

Use an arbitrator to resolve the dispute.

One of the steps in mediation is to explore possible solutions. Mediators should first ask both parties how they can solve the problem. Next, they should write down all of the solutions. Finally, they should check off only those solutions to which at least one of the parties can agree.

Replace "at least one of" with "both"

Showing _________ is being able to experience the feelings of another as one's own.

empathy

When you are working with opposing sides to resolve a dispute or bring about a settlement, you are using ___________.

mediation

___________ is submitting a decision to a third party who is chosen to settle differences in a controversy.

Arbitration

John is teaching a lesson on using a rifle. He would like to include a graphic organizer or Thinking Map® to help students learn the parts of a rifle.

Which of the following options (A-D) would be the most appropriate for this lesson?

Brace Map

Select the option (A-D) which describes the most effective way to use graphic organizers to enhance learning.

Students create a graphic organizer as part of the learning process to illustrate the relationship of the concepts and ideas being learned.

"When using Thinking Maps®, it is very important to match the Thinking Map® to the thinking process that you want students to use in completing the activity."

True: Thinking Maps® are directly tied to particular thinking processes, and establish a "common language" for illustrating each thinking process.

"Logan is preparing a lesson on the writing of the Constitution. Students will follow the progress of the Continental Congress as they met to write the Constitution and work through the various issues and challenges that arose. As part of the final report, students will create a Concept Web to illustrate the sequence of events in the writing of the Constitution."

Replace "Concept Web" with "Flow Map"

What is the definition of the word "classifying"?

A process of sorting things into categories or groups

What is the definition of the word "analogies"?

A process of seeing the relating factor or the same relationship to something

What is the definition of the term "part-whole relationships"?

A process of identifying the relationship between a whole physical object and its parts

What is the definition of the word "sequencing"?

A process of ordering or examining states of an event

What is the definition of the term "thinking process"?

The organized way in which thinking occurs