...have all affected my personal character and qualities and have made me the person I am today. A very important extra-curricular of mine is marching band, in which I play the tenor saxophone. Additionally, I am the uniform captain, which means I am in charge of sizing everyone for their uniforms, distributing them, and ensuring they are all handled correctly. During marching season, I spend on average around 30 hours a week in practice, competitions, and football games. Marching band has taught me the important qualities of teamwork, cooperation, and creativity. Additionally, marching band has allowed me to meet so many new people and make new friends. I have definitely become much more outgoing and convivial through participating in this activity....
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...When I first joined Band in sixth grade, I was awkward, shy, and I didn't know what “group” I belonged to. Band changed all of that for me. When I became part of the Band, I learned what it it mean to be part of a team, how to be responsible, how to support others in my group, how to be comfortable expressing myself and voicing my opinion, and what it feels like to be part of a successful team. Band has also taught me to put the needs of a group above my own. I understand how the good of the group outweighs the good of the individual. I want to be a leader in the band program so that I can help my fellow Band members learn all the lessons I've learned and have fun doing it. I want band to touch other student’s lives the way it touched mine. Leaders can make a difference in the success of an organization. To me, leaders should be someone that the other team members look up to and follow the example being set. Being a leader means giving more, working harder, and rising above the frustrations and continuing to smile. A good leader never asks their team to do more than what they are willing do. I want to be a leader so I can make a difference in peoples lives and help make the Band better. I am proud to be a part of the Band. If I am able to continue to be part of the leadership team, my goal is to continue to be a positive influence and help the band be successful. I want to help the other band students finish marching season and help them realize that they have done...
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...Flute Section Leader Application Letter Mr. Stork and Mr. Allen, Starting off, thank you for taking the time to read this letter and taking the time to consider my section leader application for the 2018 Competition Band. I was the section leader for the 2017 Competition Band, and it has taught me a lot and made me a better leader. I have enjoyed the experience and leadership responsibilities that comes with the position of section leader, and am interested to re-apply for the same position again this year. With the success of our last season, I am inspired even more to contribute my previous experiences as both a member and a section leader, to our successes this coming season. Section leaders are very important in a band, helping making...
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...dedication in the fields of scholarship, leadership, character, and service, I have been able to maintain exceptional grades and superior rankings in academics and music while still being a part of multiple activities in my school community. Being able to balance these four principles have allowed me to succeed and surpass expectations set by myself and my school. Scholarship is characterized by severe commitment to learning and ambition. I focus on this by taking the most rigorous courses available to me at my school. Since freshman year, I have only taken honors or advanced placement academic courses. Moreover, to ensure I surpass expectations, I make studying a part of my routine to maintain the 4.0 grade point average I have. In addition to the four main subjects in school, I have studied guitar in a separate school and at my high school for over three years. My dedication to music and countless hours of practice have landed me a spot in the Bayonne High School honors guitar trio. Throughout my entire academic and music carrer, my...
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...My sister started to play clarinet in the school band. Once I got into fifth grade I was able to join the school's band and I wanted to play percussion. When I walked in the school’s auditorium I saw many black cases on top of tables in four isle. I looked around the room and was startled by the overwhelming amount of instruments to choose from. Staring deep in the room I looked carefully to see if there was any percussion instruments. However known were to be found I was startled and didn’t know what instrument to choose now. After noticing what I didn’t know what to play, my sister showed me all the instruments, and in the end chose the Alto. Saxophone. The first day of band came and I was confused that the class was held in the janitor's closet. The meanger room was filled with cleaning supplies stacked in orderly fashion. The walls were grey with petite posters in the room that were yellow,pink, and blue. The posters had whole, quarter, eighth and sixteenth notes on how many count the notes would get.There was the director and three students in that class. Even though the class was in the janitor's closet it really didn’t bother me as long as I was able to learn and play music. I loved that band...
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...What Do Adults Think about Young People? by Joel Tolman Perceptions of young people are remarkably negative Most Americans look at today’s teenagers with misgivings and trepidation, viewing them as undisciplined, disrespectful and unfriendly...And people apply these criticisms to children across a broad economic spectrum, to children from disadvantaged backgrounds as well as to children from the middle and affluent classes. These words, taken from a 1997 Public Agenda survey and confirmed by a 1999 follow-up study, are disheartening.1 But while we may experience shock and disappointment when reading the results of these studies, few of us are surprised. These results are part of a larger story about young people — how we view their roles and the expectations we have of them — and are indicative of a larger narrative that casts many young people as less than full citizens. In effect, we, as a society, are telling young people that they lack the capacity to play meaningful roles in our communities. This story — this pattern of low expectations — is endemic rather than epidemic. It exists steadily and lastingly, rather than temporarily. This story is part of our folkways: we can find examples from Renaissance France, a newly independent United States, and last week’s newspaper. We can trace the story back to the psychological theories of Freud, Erickson and others that emphasize the sturm und drang (storm and stress) of adolescence, and to a shifting economy...
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...MBA Admissions Essay Powerful Tips for Improving Your Odds of Gaining Admission to the MBA Program of Your Choice Admissions essays are easily the most challenging part of the MBA application process, and it’s no wonder. Most people don’t like to write, and even those of us who do enjoy writing can come up blank when called upon to write about ourselves, especially when so much is at stake. The fact remains: If you want to go to business school, you have to be able to generate one or two thousand carefully chosen words that sum up your background and experience, your career goals, your reasons for seeking the MBA, and why you’ve chosen the program to which you’re applying. Step one: Relax. Writing admissions essays is stressful—it’s supposed to be stressful— but that doesn’t mean it’s impossible. Everyone who has ever applied to business school has written admissions essays, and so can you. All you have to do is submit essays that are a little bit better than most of the others, and if you follow the advice we’ll cover in the following pages, it will be a lot less painful. How to Write a Successful Most MBA essays are mediocre The good news is that most MBA admissions essays are mediocre at best. If you can at least come up with a marginally compelling narrative, and if you can spell and punctuate everything correctly—or know someone who can—you’ll automatically have an advantage over much of the competition. This guide is designed to help you get started (the hardest...
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...- 13 - Uditha Liyanage Abstract Strategy is often confused with planning. The many definitions and delineations of strategy, which highlight one or more aspects of strategy, while ignoring the others, have led to a state of confusion as to what strategy really is. This is evident in the content-analysis of the vision, mission and value statements of a number of companies. Not only were the analysedanalyzed company- - specific statements vague and general, they were also unrelated to one another. Specifically, the espoused values were generic and terminal in nature and unrelated to the tasks and goals at hand. To avoid the confusion in the minds of practitioners, and as reflected in the literature itself, a Strategy Quadrant (content), consisting of Stand, Standing, Shared values and Steps is proposed. The process of developing the 4Ss of strategy is delineated in terms of Mintzberg's "think/see/do first" processes (Strategy Triangle). The context ofcontext of strategy is defined in terms of stability and complexity (Strategy Duality). It is argued that, in complex and unstable contexts, the traditional mode of "think-first" deliberate strategies which set "thinking" apart from "doing" is becoming increasingly ineffective. The unpredictability of complex contexts, in which we operate, leave us with no choice but to be markedly adaptive rather than attempt to be overly prepared. Complex Adaptive Systems (CAS) are the order of the day, and the organization's Standing...
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...|HOW JACK WELCH RUNS GE | |A Close-up Look at How America's #1 Manager Runs GE | |Whisked by chopper from New York City, Jack Welch arrives early at the (GE) training center at Croton-on-Hudson. He scoots down to The | |Pit--the well of a bright, multitiered lecture hall--peels off his blue suit jacket, and drapes it over one of the swivel seats. | | | |This is face-to-face with Jack, not so much as the celebrated chairman and chief executive of GE, the company he has made the most valuable| |in the world, but rather as Professor Welch, coach and teacher to 71 high-potential managers attending a three-week development course. | | | |The class sits transfixed as Welch's laser-blue eyes scan the auditorium. He hardly appears professorial. With his squat, muscular, | |five-foot, eight-inch frame, pasty complexion, and Boston accent, the 62-year-old balding man looks and sounds more like the guy behind the| |wheel of a bus on Beacon Hill. And he isn't there to deliver a monologue...
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...Academic Standards for the Arts and Humanities Pennsylvania Department of Education 22 Pa. Code, Chapter 4, Appendix D (#006-276) Final Form-Annex A July 18, 2002 Academic Standards for the Arts and Humanities XXV. TABLE OF CONTENTS Introduction………………………………………….……. XXVI. THE ACADEMIC STANDARDS Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts…………..……………… A. Elements and Principles in each Art Form B. Demonstration of Dance, Music, Theatre and Visual Arts C. Vocabulary Within each Art Form D. Styles in Production, Performance and Exhibition E. Themes in Art Forms F. Historical and Cultural Production, Performance and Exhibition G. Function and Analysis of Rehearsals and Practice Sessions H. Safety Issues in the Arts I. Community Performances and Exhibitions J. Technologies in the Arts K. Technologies in the Humanities Historical and Cultural Contexts..……………………….. A. Context of Works in the Arts B. Chronology of Works in the Arts C. Styles and Genre in the Arts D. Historical and Cultural Perspectives E. Historical and Cultural Impact on Works in the Arts 9.1. F. Vocabulary for Historical and Cultural Context G. Geographic regions in the arts H. Pennsylvania artists I. Philosophical context of works in the arts J. Historical differences of works in the arts K. Traditions within works in the arts L. Common themes in works in the Arts Critical Response…………………………………………. A. Critical Processes B. Criteria C. Classifications D. Vocabulary for...
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...Joan of Arc -- the seventeen-year-old peasant girl, who, as she said herself, "did not know ‘A’ from ‘B’, " but who, in a year and a month, crowned a reluctant king, rallied a broken people, reversed the course of a great war, and shoved history into a new path --what are we to make of her? The people who came after her in the five centuries since her death tried to make everything of her: demonic fanatic, spiritual mystic, naive and tragically ill-used tool of the powerful, creator and icon of modern popular nationalism, adored heroine, saint. She insisted, even when threatened with torture and faced with death by fire, that she was guided by voices from God. Voices or no voices, her achievements leave anyone who knows her story shaking his head in amazed wonder.’ Joan was born into a poor common family in the peasant village of Domrémy in the French province of Lorraine in 1412. She grew up a simple but unusually devout farm child during the height of the Hundred Years’ War. Disaster after disaster befell her native France -- the English invaders and their Burgundian allies conquered and occupied the northern half of France including Paris. Dauphin Charles VII, the rightful but un-crowned king of France, set up the remnants of his royal court at the town of Chinon. From here, this weak monarch of questionable competence tried to rule over the unoccupied rump of France. Starting in May, 1428, Joan, claiming that God was directing her through the saints, repeatedly approached...
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...ENGINEER POSITION QUESTION 1212-04661 Engineer Interview Questions Tell me about the most challenging engineering project that you have been involved with during past year. Describe the most challenging written technical report or presentation that you have had to complete. Describe an experience with a difficult client. How did you handle the situation? What would you have done differently? Tell me about your greatest success in using logic to solve an engineering problem at a previous job. Give me an example of a time when you applied your ability to use analytical techniques to define problems or design solutions. What checks and balances do you use to make sure that you don't make mistakes? Do you have any patents? If so, tell me about them. If not, is it something you see yourself pursuing in the future? Why or why not? What engineering skills have you developed or improved upon during the past year? Which software packages are you familiar with? What is the most interesting thing you know how to do with one of these packages? What are you doing to stay up-to-date with the latest technology? Consultant Interview Questions What kinds of projects do you typically work on? What has been the focus of the last four or five projects you have worked on? What has been your average number of clients at a time? Do you tend to focus on one project, or do you handle a number of projects simultaneously? ...
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...STUDENTS’ PERCEPTIONS OF LEADERSHIP AND THE WAYS IN WHICH LEADERSHAPE INFLUENCES THE DEVELOPMENT OF STUDENT LEADERS A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in Liberal Arts in The Interdepartmental Program in Liberal Arts by David Dial A.B., Duke University, 2002 May 2006 TABLE OF CONTENTS ABSTRACT................................................................................................................................... iii CHAPTER 1 INTRODUCTION, STATEMENT OF THE PROBLEM, METHOLOGY, AND LIMITATIONS....................................................................................................................1 Statement of the Problem..................................................................................................1 Methodology .....................................................................................................................3 Limitations of Current Study ............................................................................................6 2 LITERATURE REVIEW ....................................................................................................8 Gender as a Factor for Leadership Growth.....................................................................10 Race and Leadership Development ...........................................
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...AU/ACSC/0609H/97-03 A MILITARY LEADERSHIP ANALYSIS OF ADOLF HITLER A Research Paper Presented To Dr. Richard Muller Air Command and Staff College In Partial Fulfillment of the Graduation Requirements of ACSC by Major Paul A. Braunbeck, Jr. March 1997 Distribution A: Approved for public release; distribution is unlimited Disclaimer The views expressed in this academic research paper are those of the author and do not reflect the official policy or position of the US government or the Department of Defense. ii Contents Page DISCLAIMER ................................................................................................................ ii PREFACE ...................................................................................................................... iv ABSTRACT.................................................................................................................... v HITLER’S POLITICAL DECISION MAKING PROCESS.............................................1 Personality and Goals..................................................................................................1 Hitler’s Grand Strategy?..............................................................................................3 HITLER AS A MILITARY LEADER.............................................................................9 Strengths........................................................................................
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...Sports, Youth and Character: A Critical Survey Robert K. Fullinwider* Institute for Philosophy & Public Policy University of Maryland * rkf@umd.edu CIRCLE WORKING PAPER 44 FEBRUARY 2006 CIRCLE Working Paper 44: February 2006 Sports, Youth and Character: A Critical Survey TABLE OF CONTENTS I. INTRODUCTION....................................... 3 a. methodological limitations..................... 4 b. conceptual and theoretical infelicities...... 5 II. THE LESSONS OF SPORT......................... 5 III. BASICS................................................ 6 a. too much too early?.............................. 8 b. competition’s role understood ............... 11 c. competition, participation, and fun......... 12 d. not enough?........................................ 14 IV. WHAT CAN WE CONCLUDE?.................... 15 V. THE MICROWORLD OF PARTICIPATION...... 17 VI. APPENDIX A......................................... 19 a. Shields and Bredemeier...................... 19 a.1. moral maturity: what are psychologists looking for?............ 22 a.2. game thinking............................. 24 a.3. moral confusion........................... 25 b. Stoll, Lumpkin, Beller, and Hahm.............. 27 It has been recognized for centuries that sport can contribute to education values that make for the development of character and right social relations . . . . [Within this contribution] there are many intertwined and interwoven threads of influences...
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