Appreciating The People in Your Life at BMHS

The theme for today's class is : APPRECIATION

With the recent passing of our well loved and respected BMHS security guard, Maurice Tomlin, it has inspired in many of us an appreciation of those around us everyday that we may otherwise overlook. 

Yesterday evening our cadets supported the amazing Memorial Tribute to Maurice Tomlin by BMHS and the Norwalk Community. The positive and healing impact it had on the Tomlin family, his friends, and his fellow Senators from BMHS was apparent. 

Let's watch two short videos to give us an appreciation for the positive things in our lives. After viewing them, you will be given an in class assignment to write a letter. 

Class Activity:

• Think about an adult at BMHS that you appreciate. Select one that you greatly appreciate. (Not presuming anything, but it can't be the NSI or SNSI. )
• You are going to write a one page letter to that person and turn it into me at the end of the class period. 
• In your letter include:
• Who that person is by name
• Why you appreciate them
• The impact they have on you and others
• This will be an anonymous letter, so do not sign it. 
• Turn the letter into me by the end of the class period as I will turn it into that adult. 

Ferguson Missouri Shooting Overview

We are using the ongoing situation in Ferguson Missouri as a vignette in which to analyze the difference between subjectivity (opinions, emotions) and objectivity (facts) it is important to break down the major aspects of this situation: 

Alleged Crime --->  Police Response ---> Police Encounter --->

Shooting Incident ---> Public Response to Shooting / Protest --->

Police Response to Public Response / Riot --->

Post Incident Investigation (Local / State / Federal) --->

Public Response to Grand Jury --->

Discussion Considerations: 

• Role of Leaders 
• Family
• Community
• Local / State / Federal

• Role of Media 
• Reporting News or Making News
• Subjective Reporting versus Objective Reporting
• Impact of Social Media
• What Would You Do Differently?
• 
  

What Is Your Least Valued Character Trait...?

Each one of you shared your most prominent or valued positive character trait about yourself in the form of a short impromptu speech. Self analysis is a critical skill to develop as an adult in society. You are expected  to regulate your own personal and professional behavior and conduct to be successful in life. There are no guidance counselors or housemasters in the adult world, only bosses, co-workers, authority figures, friends, acquaintances, neighbors, and family.

You may not have the benefit of having a "Julius" in your life to tell you like it is or what you need to hear. You may need to be your own Julius....

Class Assignment: 

1. I will form you into groups and you will discuss what negative character trait bothers you the most (about yourself or others) and discuss why. 

2. Have one person in the group take notes for the group, and when we gather together as a large group you will share your groups feedback. 

EBOLA THE HOT ZONE...KEEPING IT REAL...

Today is about perspective. It is easy to talk about the Ebola virus as an academic topic, but watching these short videos help you get more familiar with the challenge of it. In your groups you hypothetically discussed preventing the spread of EBOLA by containing the virus by isolating those who may have the virus and quarantining them away from people who have not been exposed from the virus. Think of how this would be done in our city if the virus spread here. 

First Video: WATCH: EBOLA THE HOT ZONE   (15 minutes)

Then Watch, Second Video: WATCH: 21 Days in Quarantine for Lora Logan  (7 minutes)

Post Video Task from the Class Leader: Lead a short discussion on how watching this may have changed your recommended policies your groups developed now that these videos put a face on the virus.

Discussion Class Leaders:
Period 2: Cadet Sienna
Period 4: Cadet Brendan
Period 6: Cadet Nicole
Period 7: Cadet Mercy

Thursday in class (shortened day) we will finish any of the Ebola presentations of Question & Answer periods during the shortened day. 

PS: REMINDER: All of the sophomore and junior male cadets (list below) selected for the Center For Youth Leadership Workshop in Greenwich on Thursday remember it is early release day, so you will need to come back to BMHS and be in front of the school by 3:30 pm for a 3:45 depart for the workshop (5 pm to 7 pm with pizza). We will talk tomorrow in class. This is merely a heads up. List of committed cadets:Shane K, Tom M, Mechal V, Elias B-C, Robert C, James G, Rene B, Jamerikah G-Y, Kevin M, Helmuth I, Josue A, Louis C, Kevin Marin, Ahmad Y.

Group Read of Pep Talk for September

You will be formed into small groups and you will read Peter Berger's PEP TALK FOR SEPTEMBER. 

You will perform a group reading and then your group will provide a review of what you agree and don't agree with the article. 

Lastly, what was my motivation for giving you this assignment. 

Trading One US Soldier for Five Taliban Terrorists...What Do You Think???

US POW: Bowe Bergdahl

The last American soldier held captive by the Afghan Taliban has been released, after the US government agreed to free five Afghan detainees from the Guantánamo Bay prison in Cuba to the custody of the Qatari government, US officials said.

Sergeant Bowe Bergdahl, 28, was held captive for almost five years. Sources told the Associated Press he was in good condition and was able to walk. Bergdahl was on his way to an American military hospital in Germany, a US defence official told Reuters, and was then expected to be transferred to a military medical facility in San Antonio, Texas. 

Later, during an appearance in the Rose Garden at the White House with the soldier's parents, Barack Obama welcomed news of the release, saying that while Bergdahl was gone, "he was never forgotten." The president said that the US "does not ever leave our men and women in uniform behind" and that in relation to the five Taliban detainees released, the Qatari government had given assurances it would "put in place measures to protect our national security".  The five former Guantánamo detainees have been transferred to the custody of the Qatari government. Their movements will be restricted, according to US government statements.

RECIDIVISM RATES OF RELEASED GITMO DETAINEES: GOING BACK TO TERRORISM

An unclassified version of a September report from the Director of National Intelligence reveals that another five former Guantanamo Bay detainees have either been confirmed as reengaging in terrorism or are suspected of doing so.  The report comes just as a judge in Algeria has approved parole of two detainees recently transferred to Algerian custody from the Cuba-based detention facility.

Of the 603 former detainees tracked by US intelligence services, a total of 100 have now been confirmed as reengaging in "terrorism" or "insurgent" activities, while another 74 are suspected of reengaging.  This brings the total rate of recidivism to nearly 29 percent, up from 28 percent as of the last report six months ago. Two of the detainees suspected of reengaging in the last six months are among those transferred since President Obama took office in 2009.  Of the seventy-four detainees transferred since January 22, 2009, seven are either confirmed or suspected of reengaging, up from five in the prior report, raising the recidivism rate of those transferred during the president's time in office from 7 percent to 10 percent.

The Code of Conduct: All Service men and woman are required to adhere to the Code of Conduct while serving their country to the best of their abilities. 

 

I am an American, fighting in the forces which guard my country and our way of life. I am prepared to give my life in their defense.

II

I will never surrender of my own free will. If in command, I will never surrender the members of my command while they still have the means to resist.

III

If I am captured I will continue to resist by all means available. I will make every effort to escape and to aid others to escape. I will accept neither parole nor special favors from the enemy.

IV

If I become a prisoner of war, I will keep faith with my fellow prisoners. I will give no information or take part in any action which might be harmful to my comrades. If I am senior, I will take command. If not, I will obey the lawful orders of those appointed over me and will back them up in every way.

V

When questioned, should I become a prisoner of war, I am required to give name, rank, service number, and date of birth. I will evade answering further questions to the utmost of my ability. I will make no oral or written statements disloyal to my country and its allies or harmful to their cause.

VI

I will never forget that I am an American, fighting for freedom, responsible for my actions, and dedicated to the principles which made my country free. I will trust in my God and in the United States of America.

POINTS FOR CONSIDERATION:

• While there is much we do not know, based on your initial (and unqualified) impressions do you think Sgt. Bergdahl adhered to the Code of Conduct. 
• WHAT WERE THE CIRCUMSTANCES OF THIS SOLDIER BECOMING A POW? Was he captured in combat or did he abandon his post and walk into his capture?
• THIS IS THE FIRST TIME IN US HISTORY AN AMERICAN SERVICE-MEMBER HAS BEEN TRADED FOR TERRORISTS. 
• THE RELEASE OF PRISONERS FROM GITMO REQUIRES CONGRESSIONAL APPROVAL, NO APPROVAL WAS SOUGHT BY THE COMMANDER IN CHIEF.

PUBLIC SPEAKING ACTIVITY: Tuesday

Without conferring with others, develop a short one minute to one minute and a half impromptu speech voicing your opinion on this situation in class on Tuesday.

What is Your Philosophy for Success?

We just finished a Memorial Day module, where our goal was to learn about a service-member so we could learn about the person not just the Soldier, Sailor, Airman, or Marine. They gave their lives so that you could have a choice on how you will live yours. Besides bearing witness, how do you honor the sacrifice they made for you...? 

Admiral McCraven shared his 10 lessons from SEAL training to be successful and have an impact on the world. This is a good foundation for this classroom assignment.

Classroom activity:

A. Individual Activity: Take out a piece of paper and reflect upon and answer two questions.

Question 1. What is your Philosophy for Success?

Question 2. What Do you expect from your Generation?

B. Group Activity: Teacher organizes you into three small discussion groups and designates a group leader for each. The group leader will facilitate each student sharing their responses per question with the group. Once they are done sharing their individual perspectives, they will develop a group collective response to those questions and the group leader will write those collective responses on the back of their sheet. 

C. Class Activity: We will reform as a class and develop a classroom collective response and write it on the whiteboard. Teacher will take a picture of the graphic using a smart phone to capture class end product. 

ADMIRAL McCRAVEN's COMMENCEMENT SPEECH...What Could a SEAL Teach You?

"While these lessons were learned during my time in the military, I can assure you that it matters not whether you ever served a day in uniform," McRaven told students. "It matters not your gender, your ethnic or religious background, your orientation, or your social status."

1. If you want to change the world, start off by making your bed.
2. If you want to change the world, find someone to help you paddle.
3. If you want to change the world, measure a person by the size of their heart, not the size of their flippers.
4. If you want to change the world get over being a sugar cookie and keep moving forward.
5. But if you want to change the world, don't be afraid of the circuses.
6. If you want to change the world sometimes you have to slide down the obstacle head first.
7. So, If you want to change the world, don't back down from the sharks.
8. If you want to change the world, you must be your very best in the darkest moment.
9. So, if you want to change the world, start singing when you're up to your neck in mud.
10. If you want to change the world don't ever, ever ring the bell.

• Start each day with a task completed.
• Find someone to help you through life.
• Respect everyone.
• Know that life is not fair and that you will fail often, but if take you take some risks, step up when the times are toughest, face down the bullies, lift up the downtrodden and never, ever give up—if you do these things, then next generation and the generations that follow will live in a world far better than the one we have today and—what started here will indeed have changed the world—for the better.

Read more: http://www.businessinsider.com/bill-mcraven-commencement-speech-at-ut-2014-5#ixzz32svUoeO7

NAVAL TASK FORCE SEARCH FOR THE MISSING PLANE

As we prepare to organize into 7th Fleet Naval Task Force Groupings, we are going to conduct some background education into the recovery efforts that follow an aircraft accident and investigation similar to Malaysian Flight 370. This crash investigation is too immature to be able to analyze what happened, so we will look at another crash with more information available.

In a recovery effort over the ocean there are generally a number of factors affecting the search:

• Flight Plan for the plane (Where the plane is supposed to fly)
• Radar Flight Path (Where the plane actually flew) to determine when you lost contact with the missing plane. This also helps determine where to start your search. 
• Once the search is initiated they generally use three methods to find the plane:
• Visual Sighting (air crews and sea crews looking for survivors or wreckage)
• Surface Radar: from surface craft and aviation assets to find the survivors or wreckage on the surface of the water..
• Sonar is used to find the plane or (find flight data recorder)

There was a previous crash Air France 447 that departed from Brazil to France when it crashed. The only way transportation authorities can determine what might have happened to cause the crash is if they recover the remnants of the plane and the flight data recorder which has considerable detailed information. Your mission will be to recover the flight data recorder, but it is important to see how that recovery effort fits into the bigger question,We will watch a video which will give us some background:

This crash and the recovery effort will give your teams some perspective on your upcoming task.           

Recovery Efforts Cost Money   

We talk about different Roles, Rights, and Responsibilities...What About Citizenship?

In our last class, we talked about the different roles you may find yourself in and how you may have varying RIGHTS and RESPONSIBILITIES to each role. 

Let's watch a video (Citizenship 101) about citizenship, it is like a 1940's newsreel and a bit corny (attempt at humor), but it makes the point. Lets watch: 

After watching the video, ask yourself these questions, as they pertain to being a good citizen in your community in and out of school:

• When was the last time you picked up a piece of trash? (Picking up after yourself doesn't count because that is what you are supposed to do.)
• When was the last time you recycled anything?
• When was the last time you participated in community service?
• When was the last time you held the door for somebody?
• When was the last time you helped somebody who was elderly, that wasn't a relative? (What would you want someone to do for your Grandmother or Grandfather???)
• Offer to Help them cross the street
• Offer to help them carry something
• Shovel their walk or take their garbage can out or in without looking for money
•  How informed are you about what is going on in your house, school, neighborhood, city, state, and the nation?
• During class do you pay attention or do you zone out? Do you distract (goof around, flirt, talk, use phone, listen to music) others in class or in group work; or do you contribute and set the example?

CLASS WORK: We will review the JROTC class (PPT) on Citizenship and Responsibility.

YOUR HOMEWORK ASSIGNMENT: Hold a door open for somebody today / tonight. Or pick up some trash to make an area look better. Do something to help someone out in your community?

UNDERSTANDING THE CONCEPT OF CITIZENSHIP

What does it mean to be a citizen? Before we get into citizenship let us talk about the concept of a person's rights and responsibilities. What is the rights and responsibilities of a person in different roles? Depending upon the role is a person in a particular environment or situation their RIGHTS and RESPONSIBILITIES may change.

Let us look at some quick definitions: 

RIGHT: ...that which is due to anyone by just claim, legal guarantee, and moral principle.

RESPONSIBILITY:  ...the fact of being responsible, answerable, or accountable within one's power, control, or management. 


Understanding your role in your environment in a particular situation is critical to your success and well being. It is often helpful to think what are your RIGHTS and what are your RESPONSIBILITIES in a particular role. 

Below is a list of some roles you may fulfill now and in the future. Are the RIGHTS and RESPONSIBILITIES different for these roles and describe how.

• Son or Daughter
• Student
• Underage Person (under 18)
• Adult (18 years old)
• JROTC Cadet
• Student- Athlete
• Underage worker
• Adult worker
• Parent
• Underage citizen / Adult citizen
• Spouse: Husband or Wife

Group Activity: 
KNOW lets form into groups and take 10 minutes to discuss with your peers what do you think about the rights and responsibilities of a citizen. 

Cadet Leader You Have A Dilemma

SITUATION: You are a student cadet at BMHS and have four cadets assigned to you as their leader.

WHAT NOW STUDENT LEADER??? One of the cadets you are responsible for comes to see you first thing in the morning and is very upset and needs to talk to you. This cadet says he has been accused of leaving campus the day prior and participating in unauthorized activities while off campus during the school day. He says he is innocent. He said he needs your help very badly.  

GROUP ACTIVITY: Form into your assigned small groups and develop a plan of action of how you would determine if that cadet was innocent or guilty of what he is being accused of. 

• Once the group members are designated, how should you organize your groups internally. 
• What are the key questions you need to find the answers to?
• What are the key tasks you need to accomplish to determine his guilt or innocence? 
• What are the sources you will use to determine his guilt or innocence? 

Take 20 minutes to accomplish this activity? Will conduct a class wide small group discussion facilitated by the teacher

Teenage Substance Abuse and Underage Drinking

Over the years when talking with students or hearing them discuss their social activities I have often perceived a student attitude of "what is the big deal about smoking a little weed (marijuana) or underage drinking?" Coupled with the attitude of "kids will be kids" and kids "experiment and taking risks is normal". When marijuana use and underage drinking is identified as an illegal activity, another common response is that "it is just a misdemeanor" which assumes that they are fully accepting that breaking a "small" level law is okay.

Let's watch this video of a teenager coming home from the dentist where he had oral surgery (wisdom tooth removal). He was given legal drugs by a doctor for the pain and  is still under the effects of the drugs. He is with his parents and they filmed his behavior for the humor of it. I think beyond the humor value the video shows how a person reacts when their body and mind is altered by drugs. While the video is humorous I want you to think beyond the humor value. Consider what if this teenager was in the backseat of a friend's car going to or coming back from a party under the influence of drugs...How might that be different...?

Class Activity: 
I. Pre-Video Discussion. Prior to seeing the blog post or watching the video, the class is broken down into small groups (4 to 5) sitting in small fishbowl groups. They will discuss the question, "What is the BIG DEAL about smoking a little weed or underage drinking?"

II. Read Blog Post & Watch Video: Teacher reads the blog post and orients class to the video. The class watches the video and is prompted to see beyond the intent of the original purpose of the video (humor) and views it from the perspective a teenager, their friend in a car under the influence of an illegal substance.

III. Post Viewing Discussion: Teacher facilitates a class discussion in relation to the behaviors observed by the teenager under the influence of legal drugs while recovering from oral surgery (wisdom teeth removed).  

A. Review the original small group notes taken prior to the video.

B. They now discuss their opinions in relation to the video and its impact on a teenager in an unsupervised social situation while under the impact of an illegal substance:
    (1) Mood Swings (Sad, Angry, Violent, Happy)

    (2) Brain Function: Certainty sometimes and other times being total clueless. Does the way he thinks make sense to him? Does he feel at times that there is nothing wrong with his reality?

    (3) Paranoia: Give examples, why is this a concern?

    (4) Potential for Danger or Unsafe Situation: Running Away, Driving, Going with people you don't know, not alert of aware of your surroundings, grab the wheel from the driver, cross the street in traffic, being physically taken advantage of by others, feeling you are superman or superwoman...

    (5) Social Media: captures embarrassing moments or illegal activities that will last forever...consequences to your future. 

IV.  In Class Group Assignment: Form up in the small groups you were in yesterday and draft a group guidance (advice) letter to freshmen cadets talking about the issue of substance abuse  (underage drinking and illegal drug use). This assignment will be turned in at the end of class. 

Financial Fallout for an Institutional Lack of Moral Courage

Update from an earlier story we discussed in class last year: 

As a result of former Penn State Football coach Jerry Sandusky's     (age 69) sexual abuse and assault of a number of innocent children over the past few decades; Penn State has paid $59.7 million dollars to 26 young men who were abused. Sandusky is serving a 30 to 60 year state prison sentence due to his conviction of 45 criminal counts of child abuse. 

There was an earlier report to Penn State authorities from a janitor who witnessed the sexual abuse of a young boy in a Penn State shower room by Jerry Sandusky. It was "looked into" by the Penn State authorities but no legal action was taken with law enforcement. Years later an assistant coach, Jim McCready witnessed a similar act and reported it to authorities and law enforcement was involved. 

Final Comment: There is no amount of money that can buy back an institution's integrity when it was lost due a lack of moral courage from the institution's leaders....

What Leaders Have You Created...?

In our Navy JROTC program we talk about the concepts of both followership and leadership. The belief is you have to learn how to lead yourself before you can lead others. Every leader follows someone in their "chain of command". For example, the Senior Naval Science Instructor follows the guidance and direction of the Principal of our school and the Area Manager. The Principal of the school follows the guidance and directions of the Norwalk Public Schools Superintendent and the Area Manager follows the guidance and directions of the Commanding Officer of Naval Service Training Command. 

Looking at Leadership from a different angle, in the graphic pictured above on this blog post it makes the statement True Leaders Don't Create Followers They Create More Leaders. 

Your Homework Assignment: Based upon that statement, I want you to post an entry (blog comment) specifically stating what "Leader" have you contributed in creating or developing, use their first name only. Describe and explain your contribution to their leadership development. If you have not contributed towards developing any specific leaders in this unit, then I want you to explain in detail why you have not done this. This assignment is due to be completed by Wed (June 12) during your scheduled class period. Use your first name and class period to identify yourself. 

Lincoln's Call to Service—and Ours

A proposal that would help young Americans understand that civic duty is not restricted to the military.

A version of this article appeared May 30, 2013, on page A15 in the U.S. edition of The Wall Street Journal, with the headline: Lincoln's Call to Service—and Ours.

By STANLEY MCCHRYSTAL

     My father first took me to Gettysburg when I was 12 years old. He was a lieutenant colonel in the Army, home from the first of two tours in Vietnam. I remember in particular the hundreds of obelisks poking over the berms, the oxidized plaques attached to rocks and the statues lining the roadways. All spoke for the thousands of men and boys who had died in the grass and dirt serving their nation. I was young, but I recognized the gravity of the place.
     Though I went on to have a career in the military, the visits to Gettysburg with my father were not preparation for soldiering as much as they were early lessons in citizenship—a particular understanding of citizenship that President Lincoln defined and challenged us to fulfill when he delivered his famous address there. It's a citizenship that does not simply reflect upon the sacrifices of others, but that honors their sacrifice through action: "It is for us the living, rather, to be dedicated to the unfinished work which they who fought here have thus far so nobly advanced."
     Today, as ever, the task is unfinished. Yet the duties of citizenship have fallen from the national agenda. Talk of service is largely confined to buoyant commencement ceremonies. And too often it is just that: talk. Less than 1% of Americans serve in the military—a historic low during wartime—leading to a broad, complacent assumption that serving the nation is someone else's job. As we've allowed our understanding of service to be so narrowly limited to the uniform, we've forgotten Lincoln's audience: With the armies still fighting, the president exhorted a crowd of civilians on their duty to carry forward the nation's work.
     It is right that we send off the young Americans graduating this month from high school, college and professional schools with speeches. They should be congratulated for completing the many exams now behind them. But we must remember another test—Lincoln's test of citizenship—and begin to mark these important junctures in life not just with words, but with real-world commitment. Universal national service should become a new American rite of passage. Here is a specific, realistic proposal that would create one million full-time civilian national-service positions for Americans ages 18-28 that would complement the active-duty military—and would change the current cultural expectation that service is only the duty of those in uniform.
     At age 18, every young man and woman would receive information on various options for national service. Along with the five branches of the military, graduates would learn about new civilian service branches organized around urgent issues like education, health care and poverty. The positions within these branches would be offered through AmeriCorps as well as through certified nonprofits. Service would last at least a year.
     Returning military veterans would be treated as the civic assets they are and permitted to use a portion of their GI Bill benefits to support a period of civilian national service, since such service helps them transition to life back home. The new service opportunities would be created in accordance with the smart rules that have guided AmeriCorps since its founding in 1994, which allow that program to field tens of thousands of service members without displacing workers and who fill vital niches their paid colleagues do not.
     Serving full-time for a year or two needs to be a realistic option for all young Americans, regardless of their family's finances. So civilian service positions would be modestly paid, as AmeriCorps positions are now. (Most AmeriCorps service-members receive a $12,100 stipend for the year, and if they complete their term of service, a $5,550 scholarship to help cover tuition or to pay off student loans.) Government agencies focused on the challenges that these service-members address, as well as the corporations that will benefit from employing Americans whose leadership will be cultivated by service, should step up to fund these efforts. Instead of making national service legally mandatory, corporations and universities, among other institutions, could be enlisted to make national service socially obligatory. Schools can adjust their acceptance policies and employers their hiring practices to benefit those who have served—and effectively penalize those who do not.
     More than most Americans realize, the demand to serve already exists. In 2011, there were nearly 600,000 applications to AmeriCorps—a program with only 80,000 positions, only half of which are full time. The Peace Corps received 150,000 requests for applications but has funding for only 4,000 new positions each year. This gap represents democratic energy wasted and a generation of patriotism needlessly squandered.
     Some, particularly after having just observed Memorial Day, might think that only war is capable of binding a generation and instilling true civic pride. But you don't have to hear the hiss of bullets to develop a deeper claim to the nation. In my nearly four decades in the military, I saw young men and women learn the meaning and responsibilities of citizenship by wearing the uniform in times of both peace and war. They were required to work with people of different backgrounds, introduced to teamwork and discipline, unified by common tests, and brought even closer by sacrifice. Some discovered, often to their surprise, that they were leaders.
     This transformation is not exclusive to the military. Those who disagree need only visit young teachers working 18-hour days together in the Ninth Ward of New Orleans. In rural Colorado health clinics, in California's forests, or Midwest neighborhoods devastated by tornadoes, skeptics would see teams of young people—affluent and poor, college-educated and not—devoting their days to a singular, impactful mission.
     Universal national service would surely face obstacles. But America is too big, and our challenges too expansive, for small ideas. To help stem the high-school dropout crisis, to conserve rivers and parks, to prepare for and respond to disasters, to fight poverty and, perhaps most important, to instill in all Americans a sense of civic duty, the nation needs all its young people to serve.
Whatever the details of a specific plan, the objective must be a cultural shift that makes service an expected rite of citizenship. Anything less fails Lincoln's test.

Gen. McChrystal, a former commander of U.S. and international forces in Afghanistan and of the Joint Special Operations Command, is the chairman of the Leadership Council of the Franklin Project on national service at the Aspen Institute.

CLASSROOM ACTIVITY

1. INDIVIDUALLY READ General McChrystal's ARTICLE. Once your read the speech, in class you will create a draft outline for the speech and for homework you will refine the speech and research it for time. It is recommended that you read & re-read his article a number of times in the refinement of your speech. 

HOMEWORK ASSIGNMENT:

PREPARE a one minute and thirty second (1:30) long speech agreeing or disagreeing with Gen. McChrystal's opinion about national service. Ensure there is an introduction, a few specific points supporting your concurrence or non-concurrence and end with a conclusion. Your speech will be given in class on Tuesday. Your grade will reflect the quality effort of preparation and speech execution within the confines of 1 minute and thirty seconds.

OODA Loop and Decisionmaking (Boyd's Cycle)

John Boyd on Wikipedia

Colonel John Boyd (USAF) was an exceptional fighter pilot and military strategist. Part of his talents were in his ability to analyse a situation and synthesize options in order to make an informed  decision. He developed a decision-making process called Boyd's Cycle, or more commonly known as OODA (Observe, Orient, Decide, Act) Loop. It was originally designed to depict the decision-making process a fighter pilot went through in conducting a combat "dogfight" against an enemy (opponent) aircraft. The ongoing and competitive decision-making process each goes through in trying to gain positional advantage over each other to engage their opponent with their weapon systems results in the pilots continually cycling (looping) through the OODA Loop process.     

The above graphic of the OODA Loop is in its basic form. Since its development, OODA Loop has been used for everything from strategic organizational decisions to individual decision-making, military planning, sports, and it is very popular in the business world. 

The below graphic is the OODA Loop with a more advanced depiction of the process with a more explanatory breakdown of the components associated with each step in the OODA process. 

Class Discussion Points:
Background: On Tuesday when we conducted the competitive drill game of Snake (individuals / small groups conduct drill movements in a large open space with the object of intersecting another team / individual. Once an individual or team is intersected they are absorbed by that team until one team wins), each of you was performing an ongoing decision-making process to either catch or avoid being caught by your competitor. 

Questions: 

1. What are some examples in everyday life where the OODA Loop decision-making process is involved?
2. What is the advantage of being able to make decisions quicker?
3. In a competitive situation, what is the benefit of being able to make a decision quicker than your opponent or adversary?
4. Using the concept of OODA Loop how can you improve your ability to "out-cycle" your competitor? What step could you individually or organizationally develop to out-cycle or gain an advantage over a competitor...? How could you do that?

Homework Assignment:   Identify the situations, during the remainder of your day and night, that requires you to use the OODA Loop process. We will discuss them in class tomorrow.  

Decision-making is a skill that is invaluable to being successful in life no matter what the endeavour. 

Platoon PT Competition By Class Period (Friday)

Background. We are almost finished with our internal unit competition, called TOPGUN (after the Navy Fighter Pilot Aviation School). Today's event is a calisthenics competition where every one does a series of selected exercises to determine how many correct repetitions they can accomplish in one minute:

• PUSH UPS
• CRUNCHES
• BURPESS (Similar to 8 count Body-builders) 

Assessment: We are using the President's Physical Fitness Test standards for assessing a correct repetition of the Push Ups and Crunches. Students counting are supposed to correct improper technique as well as not count it as a successful repetition. Teacher supervises this assessment ensuring only credit for proper technique is given. 

Class Activity: 

1. Warm Up: Two class leaders are selected and will perform a group stretch and warm-up.
2. Pick a same gender partner for the competition. One person performs the exercise and the other person will count the repetition only if it is performed correctly. 
3. One line of students will perform the exercise while their partner across from them counts. Students are encouraged to have and bring water bottles with them as they exercise.
4. There will be a designated timer and results recorder.
5. Safety: Following each event they will be given a recovery window. Following the competition they will conduct a Cool Down. (Training Time Out) Any student not feeling well during the event is allowed to stop. Any student observed to not be feeling well or acting OK will be identified to Teacher immediately. 
6. Teacher will conduct a Cool Down where the class walks (column of twos, route step) down the hall to the water fountain to drink water and go to the bathroom if necessary. Then they walk back to class, if they have water bottles then they can fill them up. 

Give it your best effort and exercise safely!!!

Hey Mom and Dad, I am Going to a Party...

Background: We have talked about the concept of a House Party, the recent court case in Steubenville, Ohio, and the impact of social media. Here is your situation, you are a parent and your spouse is travelling overseas and you are unable to reach them. You have a set of twins (boy & girl) that are 18 year old high school seniors, have good grades, and have not given you any discipline problems. They both were accepted into the college of their choice and received a partial scholarship due to their academic records. They both approached you about attending a party at a friend's house this Friday night, and it is Monday. What is your decision and what are you going to say to them?

Your in-class assignment and Homework: 
1. Take 10 minutes and put together your talking points and be prepared to give them your decision in detail.
2. Be prepared to give your response to your twins verbally in front of the class. 
3. (Homework) Make a blog entry with your complete response to your twins on whether they can go to the party or not. Ensure to include any questions or information requirement. 

Remember...it is just a "House Party" what is the harm in that...?  

A House Party...What is the Big Deal...? Steubenville Ohio AssaultT

Two Steubenville Ohio H.S. Football Players sentenced for Rape

The following synopsis was taken from Wikipedia: 

Steubenville, Ohio: In 2012, two 16-year-old members of the Steubenville High School football team were arrested and charged with raping a 16-year-old girl at a series of parties on August 11, 2012. Charges were brought on August 22, 2012. Other members of the team were allegedly present and participated, though no further charges have been brought. The incident revolves around a party where the victim allegedly passed out drunk. The defendants violated her while she was unconscious, took pictures / videos, and shared those pictures / videos on social media websites and through text messages. The case drew international attention as speculation grew that police allegedly covered up the incident to protect the football players. Text messages revealed that the football coach, Reno Saccoccia, may have been covering for Mays and Richmond. The prosecution revealed texts from Mays that stated that the football coach "was joking about it so I'm really not worried", and that he had gotten Saccoccia to, "take care of it".^] A text Mays sent to the victim claims, “I’m going to get in trouble for something I should be getting thanked for taking care of you.” 

     The trial began March 13, 2013. Visiting Judge Thomas Lipp opened the trial to the media. On March 17, 2013, Mays and Richmond were found delinquent, the juvenile equivalent of guilty, of rape. Mays was found guilty of dissemination of child pornography, as he took nude photos of a minor on his phone and then texted the photos to his friends. This charge earned him a minimum sentence of two years. Richmond, who was found guilty of rape only, was given a minimum sentence of one year. The defendants could be released after serving the minimum sentence.

Here are some video links that add additional information to the story and were used in the class discussion: 

Overview of Case

Accuser Takes the Stand

Judge Issues Guilty Verdict

Ohio AG opens Grand Jury Investigation for Other Associated Charges

Final Comment: Remember this incident started with a simple illegal "house party" and ended in a national scandal where two students are in juvenile detention for sexual assault of a minor with other crimes being investigated for "bystanders" and adults who knew something wrong happened but did not do the morally right & ethical things in response to this abuse of a minor. 

• Social Media magnified the incident and was used as a platform for others to bully the girl who was victimized at the party, only to be continually re-victimized via social media.