A Genderless Life Or How Autism Challenges Butler’s...

Gender is a performance according to Judith Butler . All bodies, she claims, are gendered from birth; sometimes even earlier now we can determine sex in the womb . For Butler society dictates ones gender and the individual reinforces that gender through performance . â€Å"The deeds make the doer† in Butler’s words; there is no subject prior to performance. Butler’s concept of gender, however, leads us to question: what of those who are incapable of performing the gender ascribed to them? If one is unable to perform are they left genderless, lacking subjectivity and social identity? If no human is without gender , as Butler claims, then where does this leave her theory? Either gender is more than simply performance or one can exist without†¦show more content†¦I hope Laura’s case will highlight how autism challenges Butler’s theory, calling for a need to both expand our concept of gender and accept that one can live a genderless life. Autism was first written about, on an academic level, by Leo Kanner and Hans Aspergers in 1943 . These early diagnostic writings have since developed into concepts of cognitive diversity and the wide spectrum of cases and severity that is Autism Spectrum Disorder or ASD . Autism is defined as a neurological and developmental disorder, which impacts on ones social functioning . The disorder is usually manifest in an unresponsiveness and resistance to physical affection, obtrusiveness, inability to communicate, repetitive behavior, obsessive-compulsive personality types and extreme anxiety that often results in aggressive behavior or tantrums . Being on a spectrum the severity of these symptoms varies . For those at the severe or low-functioning end of the spectrum, that is the cases I am focusing on, these symptoms are generally all not only present, but extreme. The individual is often rendered incapable of entering or understanding society or their place within that society . These cases are usually deemed as having the mental capacity of a toddler or young child , leaving them as what one may call a pre-discursive subject . Existing prior to discourse autistics escape the influence of

The Persuasive Tone of The Flea Essay - 766 Words

The Persuasive Tone of The Flea John Donne, a member of metaphysical school in the Seventeenth century, exhibited his brilliant talent in poetry. In The Flea, he showed the passion to his mistress via persuasive attitude. The tone might straightforwardly create playfulness or sinfulness; yet, the poem contains none of either. What impress readers most is situation and device. The situation between the speaker and the audience is persuasion, love or marriage. As to device, the notable parts are diction and rhetoric skills. Furthermore, unique characteristics of this poem are also an important element of his persuasive tone. First of all, the situation created by Donne is remarkable. Although there is only one†¦show more content†¦More than the effect, it also has an implication. The flea having sucked his blood and then hers, he takes a far bolder step and suggest that because their blood in now mixed in the fleas body, they are in some meaningful physical way joined already.i[i] Finally, The Flea contains two major unique characteristics. One of Donnes most successful effects is sudden contrast.ii[ii] The insect seems to be no connection with romance, but by sucking blood of two characters of the poem, the flea builds a bridge between the two persons that surprises many readers.  ¡Ã‚ ¥The Flea seems particularly unerotic in character, extraordinarily preoccupied with ethical and social, particularly marital, matters ¡K. but also transforms the sexual seduction lyric into a more serious persuasion to full affectionate and physical loving.iii[iii] The other is Donnes skill, dramatic monologue. In both line one of the first and the second stanzas, the poet began with strong voice. Later in the following lines of the two stanzas, Donne himself explained his reasons logically. The only difference is his attitude. The tone of stanza two is stronger than stanza one, and stanza three is even stronger than stanza two; therefore, in killing it the poets mistress would commit, not only murder on him, a crime she is injured to, but suicide and sacrilege.iv[iv] To the end, The Flea describes aShow MoreRelatedEssay about Metaphysical Poetry - the flea + sune rising1703 Words   |  7 Pagesavert him from reaching his desires. This is incalculably recognized in his two poems, â€Å"The Sunne Rising† and â€Å"The Flea† where Donne’s arguments challenge some beliefs of the 17th century England. Through â€Å"The Sunne Rising† we gain a sense of meaning that Donne is irritated and perplexed with new discoveries and that he believes his love is everything in the whole world. In â€Å"The Flea† we can see Donne challenging the social costumes of the 17th century, such as chastity of women, his tremendous persistenceRead MoreJohn Donnes The Flea: Poetry Analysis786 Words   |  3 PagesReport Card: 1. The Flea (1633) 2. John Donne (1572-1631) 3. The flea is the main metaphor/character in the poem, symbolizing the union between the man and the woman, the other two subjects of the poem, who are inferior to the power that the flea holds upon them and their union, whether intimate or otherwise. 4. The man and the woman (i.e. the writer and the woman courted) are secondary characters in this poem and, as mentioned above, are influenced by the flea, which is the main symbolRead MoreEssay on Sexual Meaning in John Donnes Poem, The Flea1471 Words   |  6 PagesFollowing a unique poetic language of the Renaissance, John Donnes ‘The Flea is a poem illustrating the metaphor of a flea to represent the sexual act and relations between a man and woman. Portrayed through language, imagery, and structure John Donnes poem is one of conceit and seduction, as the speaker (assumed to be a man) follows a consistent pattern of persuasion to have premarital sex with a woman. Written during the 17th century, John Donne utilizes an unconventional genre in his poemRead MoreAnalysis Of The Poem The Flea By John Donne1033 Words   |  5 Pagesexample, in the poem, â€Å"The Flea†, by John Donne, initially it referred to a flea biting the speaker but as the reader proceeds further the perspective changes from this flea into the larger picture, which is a humorous little debate whether the speaker and his beloved will partake in premarital sex or not. Donne chose to word the poem in a format very similar to Frost’s definition of poetry. Donne begins using the flea as an analogy and this translates into the persuasive diction where the speakerRead MoreLove in To His Coy Mistress and The Flea Essay1850 Words   |  8 PagesLove in To His Coy Mistress and The Flea Both To His Coy Mistress, by Andrew Marvell (1621-1678) and The Flea, by John Donne (1572-1631) present different attitudes to love. Both are also structured very differently and occasionally use contrasting imagery. Each poem was written in the 17th century, just after the Renaissance. The poets were metaphysical poets. Although the metaphysic was originally a derogatory term, metaphysical poetry used intellectual and theologicalRead MoreCritical Commentary on to His Coy Mistress1563 Words   |  7 Pagesof the stanza starts with ‘but’. In this stanza, Marvell refers to the pure speed and certainty of time: ‘time’s winged chariot hurrying near’ (ll.22). This refers to Roman mythology and to the poets point that time flies; this attaches a sinister tone to the second stanza. This is emphasised when he compares their lives to the ‘deserts of vast eternity’ (ll.24). The poet goes on to talk about how her ‘beauty shall no more be found; [...] that long-preserved virginity (ll.25-28). This illustratesRead MoreThe Flea, By Andrew Marvell996 Words   |  4 PagesJohn Donne s, The Flea, and Andrew Marvell’s To His Coy Mistress are persuasive poem in which the speaker is attempting to establish a sexual union with his significant other. These poems is spoken by a male lover to his female beloved as an attempt to convince her to sleep with him. John Donne and Marvell brings out and shapes this meaning through his collective use of conceit, rhythm, and rhyme scheme. The basic theme of the poems is the speaker’s need to turn his â€Å"coy mistress† into a â€Å"willingRead MoreEssay on The Flea by John Donne2357 Words   |  10 PagesThe Flea by John Donne â€Å"The Flea†, a witty poem of seduction and conceit, taken from John Donne’s â€Å"Songs and Sonets† is the poem that I have chosen to compare to â€Å"Song†, another poem of John Donne’s where he is passionately pleading with his wife not to be disheartened about his departure abroad. Both poems which belong to â€Å" Songs and Sonets†, written around the time of the 16th century, show that their title suggests they are both short poems, following the traditional form of a sonnetRead More Persuading their Mistresses in The Flea and To His Coy Mistress4822 Words   |  20 PagesPersuading their Mistresses in The Flea and To His Coy Mistress Examine the ways in which the poets in The Flea and To His Coy Mistress try to persuade their mistresses. Both The Flea by John Donne and To His Coy Mistress by Andrew Marvell are seduction poems, written by the poets to seduce their mistresses. Both have three stanzas and a basic couplet rhyming structure. Donne and Marvell are metaphysical poets from the 17th century. They have taken simple ideas and stretched them farRead More Love in To His Coy Mistress, Shall I Compare Thee, Let Me Not, and The Flea3166 Words   |  13 PagesMe Not, and The Flea The four poems I am going to be comparing are, â€Å"To His Coy Mistress,† â€Å"Shall I Compare Thee,† â€Å"Let Me Not,† and â€Å"The Flea.† All four of these poems are based on the subject matter of love. The four poems have a lot in common but each poem touches a different aspect of love. Two of the poems, â€Å"Shall I Compare Thee†, and â€Å"Let Me Not†, are sonnets and both were written by Shakespeare. â€Å"To His Coy Mistress† is written by Andrew Marvell and â€Å"The Flea† was written by John

Heart Of Darkness (1292 words) Essay Example For Students

Heart Of Darkness (1292 words) Essay Heart Of DarknessThe Horror! In Heart of Darkness it is the white invaders for instance, who are, almost without exception, embodiments of blindness, selfishness, and cruelty; and even in the cognitive domain, where such positive phrases as to enlighten, for instance, are conventionally opposed to negative ones such as to be in the dark, the traditional expectations are reversed. In Kurtzs painting, as we have seen, the effect of the torch light on the face was sinister (Watt 332). Ian Watt, author of Impressionism and Symbolism in Heart of Darkness, discusses about the destruction set upon the Congo by Europeans. The destruction set upon the Congo by Europeans led to the cry of Kurtzs last words, The horror! The horror! The horror in Heart of Darkness has been critiqued to represent different aspects of situations in the book. However, Kurtzs last words The horror! The horror! refer, to me, to magnify only three major aspects. The horror magnifies Kurtz not being able to restrain hi mself, the colonizers greed, and Europes darkness. Kurtz comes to the Congo with noble intentions. He thought that each ivory station should stand like a beacon light, offering a better way of life to the natives. He was considered to be a universal genius: he was an orator, writer, poet, musician, artist, politician, ivory producer, and chief agent of the ivory companys Inner Station. yet, he was also a hollow man, a man without basic integrity or any sense of social responsibility. Kurtz issues the feeble cry, The horror! The horror! and the man of vision, of poetry, the emissary of pity, and science, and progress is gone. The jungle closes round (Labrasca 290). Kurtz being cut off from civilization reveals his dark side. Once he entered within his heart of darkness he was shielded from the light. Kurtz turned into a thief, murderer, raider, persecutor, and to climax all of his other shady practices, he allows himself to be worshipped as a god. E. N. Dorall, author of Conrad and C oppola: Different Centres of Darkness, explains Kurtzs loss of his identity. Daring to face the consequences of his nature, he loses his identity; unable to be totally beast and never able to be fully human, he alternates between trying to return to the jungle and recalling in grotesque terms his former idealism. Kurtz discovered, A voice! A voice! It rang deep to the very last. It survived his strength to hide in the magnificent folds of eloquence the barren darkness of his heart. But both the diabolic love and the unearthly hate of the mysteries it had penetrated fought for the possession of that soul satiated with primitive emotions, avid of lying, fame, of sham distinction, of all the appearances of success and power. Inevitably Kurtz collapses, his last words epitomizing his experience, The horror! The horror! (Dorall 306). The horror to Kurtz is about self realization; about the mistakes he committed while in Africa. The colonizers cruelty towards the natives and their lust for ivory also is spotlighted in Kurtzs horror. The white men who came to the Co ngo professing to bring progress and light to darkest Africa have themselves been deprived of the sanctions of their European social orders. The supposed purpose of the colonizers traveling into Africa was to civilize the natives. Instead the Europeans took the natives land away from them by force. They burned their towns, stole their property, and enslaved them. Enveloping the horror of Kurtz is the Congo Free State of Leopold II, totally corrupt though to all appearances established to last for a long time (Dorall 309). The conditions described in Heart of Darkness reflect the horror of Kurtzs words: the chain gangs, the grove of death, the payment in brass rods, the cannibalism and the human skulls on the fence posts. Africans bound with thongs that contracted in the rain and cut to the bone, had their swollen hands beaten with rifle butts until they fell off. Chained slaves were forced to drink the white mans defecation, hands and feet were chopped off for their rings, men were lined up behind each other and shot with one cartridge, wounded prisoners were eaten by maggots till they died and were then thrown to starving dogs or devoured by cannibal tribes (Meyers 100). The colonizers enslaved the natives to do their biding; the cruelty practiced on the black workers were of the white mans mad and greedy rush for ivory. The unredeemable horror in the tale is the duplicity, cruelty, and venality of Europeans officialdom (Levenson 401). Civilization is only preserved by maintaining illusions. Juliet Mclauchlan, author of The Value and Significance of Heart of Darkness, stated that every colonizer in Africa is to blame for the horror which took place within. Kurtzs moral judgment applies supremely to his own soul, but his final insight is all encompassing; looking upon humanity in full awareness of his own degradation, he projects his debasement, failure, and hatred universally. Realizing that any human soul may be fascinated, held irresistible, by what it righ tly hates, his stare is wide enough to embrace the whole universe, wide and immense. embracing, condemning, loathing all the universe (Mclauchlan 384). The darkness of Africa collides with the evils of Europe upon Kurtzs last words. Kurtz realized that all he had been taught to believe in, to operate from, was a mass of horror and greed standardized by the colonizers. As you recall in Conrads Heart of Darkness, Kurtz painted a painting releasing his knowledge of the horror and what is to come. A painting of a blindfolded woman carrying a lighted torch was discussed in the book. The background was dark, and the effect of the torch light on her face was sinister. The oil painting suggests the blind and stupid ivory company, fraudulently letting people believe that besides the ivory they were taking out of the jungle, they were, at the same time, bringing light and progress to the jungle. Kurtz, stripped away of his culture by the greed of other Europeans, stands both literally and fig uratively naked. He has lost all restraint in himself and has lived off the land like an animal. He has been exposed to desire, yet cannot comprehend it. His horror tells us his mistakes and that of Europes. His mistakes of greed for ivory, his mistakes of lust for a mistress and his mistakes of assault on other villages, were all established when he was cut off from civilization. When Conrad wrote what Kurtzs last words were to be, he did not exaggerate or invent the horrors that provided the political and humanitarian basis for his attack on colonialism. Conrads Kurtz mouths his last words, The horror! The horror! as a message to himself and, through Marlow, to the world. However, he did not really explain the meaning of his words to Marlow before his exit. Through Marlows summary and moral reactions, we come to realize the possibilities of the meaning rather than a definite meaning. The message means more to Marlow and the readers than it does to Kurtz, says William M. Hagen, in Heart of Darkness and the Process of Apocalypse Now. The horror to Kurtz became the nightmare between Europe and Africa. To Marlow, Kurtzs last words came through what he saw and experienced along the way into the Inner Station. To me, Kurtzs horror shadows every human, who has some form of darkness deep within their heart, waiting to be unleashed. The horror that has been perpetrated, the horror that descends as judgment, either in this pitiless and empty death or in whatever domination there could be to come (Stewart 366). Once the horror was unleashed, there was no way of again restraining it. .u160f6f5b236c6043afc543d6594d08cc , .u160f6f5b236c6043afc543d6594d08cc .postImageUrl , .u160f6f5b236c6043afc543d6594d08cc .centered-text-area { min-height: 80px; position: relative; } .u160f6f5b236c6043afc543d6594d08cc , .u160f6f5b236c6043afc543d6594d08cc:hover , .u160f6f5b236c6043afc543d6594d08cc:visited , .u160f6f5b236c6043afc543d6594d08cc:active { border:0!important; } .u160f6f5b236c6043afc543d6594d08cc .clearfix:after { content: ""; display: table; clear: both; } .u160f6f5b236c6043afc543d6594d08cc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u160f6f5b236c6043afc543d6594d08cc:active , .u160f6f5b236c6043afc543d6594d08cc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u160f6f5b236c6043afc543d6594d08cc .centered-text-area { width: 100%; position: relative ; } .u160f6f5b236c6043afc543d6594d08cc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u160f6f5b236c6043afc543d6594d08cc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u160f6f5b236c6043afc543d6594d08cc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u160f6f5b236c6043afc543d6594d08cc:hover .ctaButton { background-color: #34495E!important; } .u160f6f5b236c6043afc543d6594d08cc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u160f6f5b236c6043afc543d6594d08cc .u160f6f5b236c6043afc543d6594d08cc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u160f6f5b236c6043afc543d6594d08cc:after { content: ""; display: block; clear: both; } READ: What is organizational culture? 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The Junior Reserve Officers Training Corps (JROTC) Its Role and History Essay Example For Students

The Junior Reserve Officers Training Corps (JROTC): Its Role and History Essay Discipline and Training Leads to Bright Futures Booker T. Washington once said, â€Å"Those who are happiest are those who do the most for others.† The Junior Reserve Officers’ Training Corps, also known as JROTC, provides young adults a federal program that inspires leadership, citizenship, and character while encouraging participation, service, and engagement in their local community and school. Ever since 1916, JROTC has been motivating young people to be better citizens and build a strong study of ethics, communication, and life skills. We will write a custom essay on The Junior Reserve Officers Training Corps (JROTC): Its Role and History specifically for you for only $16.38 $13.9/page Order now The Junior Reserve Officers’ Training Corps was created in addition to the passage of the National Defense Act of 1916. The Act allowed high schools to borrow equipment from the military and high school students would receive instruction from active duty military personnel. Later in 1964, the Vitalization Act allowed high school students to participate in other types of services and most of the active duty military personnel were replaced with experienced retirees who previously worked for the military. Through time, the JROTC high school programs have gone a long way and have changed quite a bit. Originally, the JROTC was a program to recruit members into the military, but throughout the years, it has changed into a program that instills citizenship and encourages physical and educational uplift. JROTC is a helpful program for students who are emotionally or physically turbulent. It instills a sense of discipline and balance. The study of ethics, citizenship, communication, a nd leadership that students learn and prepare will successfully take them into the adult world. From a small number of only six units in 1916, JROTC has grown and blossomed into a program that is active in 3,229 schools today. JROTC benefits the community, not only by engaging students to participate in their community, but JROTC also distributes scholarships to students. JROTC provides scholarships to high school senior JROTC cadets. They offer a one year scholarship to any undergraduate college or an accredited technical/trade school. Only one of these scholarships are given out each year. However, in order to receive this prestigious award, the student must be a grandchild or child of a United States veteran. Many of the previous scholarship winners are now ranked in some of the highest positions in the United States military branches. Goals of the JROTC include ethical values and proper citizenship. Effective communication and logical thinking can grow into the skills to work as a team member and produce positive self-motivation and management. Each cadet should have the motivation to graduate from high school and seek a career that will help them with their future endeavors. In addition to improved physical fitness, every cadet should choose to live drug-free. JROTC is a program that has opportunities for everyone. Any student at any academic level can join this program, and any student of any nationality can join. Joining JROTC will train your student in discipline which is beneficial to all high school students. In fact, schools with JROTC programs tend to have higher SAT score and lower high school dropout rates. As part of JROTC curriculum, over 100 hours of community services is shown throughout their four years of high school. Services can range from marching in parades, to collecting food for the homeless, or cleaning up local streets. Some local city governments recognize the work that JROTC participants do, and grant their own local awards and scholarships to deserving high school students. The majority of local city governments encourage students to engage and participate in JROTC activities. Unlike what many people think, JROTC is not a program to recruit people for the military, JROTC is a program where students help other students in becoming the best citizens they can be. .u462e3c6ba563987ab625f3fbc89c41d2 , .u462e3c6ba563987ab625f3fbc89c41d2 .postImageUrl , .u462e3c6ba563987ab625f3fbc89c41d2 .centered-text-area { min-height: 80px; position: relative; } .u462e3c6ba563987ab625f3fbc89c41d2 , .u462e3c6ba563987ab625f3fbc89c41d2:hover , .u462e3c6ba563987ab625f3fbc89c41d2:visited , .u462e3c6ba563987ab625f3fbc89c41d2:active { border:0!important; } .u462e3c6ba563987ab625f3fbc89c41d2 .clearfix:after { content: ""; display: table; clear: both; } .u462e3c6ba563987ab625f3fbc89c41d2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u462e3c6ba563987ab625f3fbc89c41d2:active , .u462e3c6ba563987ab625f3fbc89c41d2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u462e3c6ba563987ab625f3fbc89c41d2 .centered-text-area { width: 100%; position: relative ; } .u462e3c6ba563987ab625f3fbc89c41d2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u462e3c6ba563987ab625f3fbc89c41d2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u462e3c6ba563987ab625f3fbc89c41d2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u462e3c6ba563987ab625f3fbc89c41d2:hover .ctaButton { background-color: #34495E!important; } .u462e3c6ba563987ab625f3fbc89c41d2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u462e3c6ba563987ab625f3fbc89c41d2 .u462e3c6ba563987ab625f3fbc89c41d2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u462e3c6ba563987ab625f3fbc89c41d2:after { content: ""; display: block; clear: both; } READ: The Giver - Main Character EssayMany colleges and employers opt for JROTC members, as well. Colleges and universities look for admirable qualities that most JROTC members have already instilled. JROTC training improves focus and determination, and also elevates a student’s capability to study smarter, set goals, and to develop effective study habits. Employers can expect integrity, flexibility, and loyalty from past JROTC students. In total, this creates a well-rounded, leader, scholar, and athlete that colleges and employers want. The JROTC program is also used in other military branches such as the marine corps, air force, and navy. Each branch teaches citizenship skills, but vary in different crafts. For example, the air force JROTC, also known as AFJROTC, teaches curriculum such as aviation history, geography, history, and survival. The marine corps JROTC unit showcases their drill team. They actively engage in public events by displaying and presenting the American flag at a baseball or basketball game. The skill of marksmanship is also included in the marine corps JROTC curriculum. Each branch teaches 4 general subjects: the importance of physical fitness, military history, precision drills, and leadership skills. Physical fitness is essential to learn strengthening and endurance physically and emotionally by performing curl-ups, pull-ups, sit-ups, and one mile walks or runs. Every JROTC cadet must understand military history and important military figures and organizations that helped shape our world. JROTC instructors teach students important documents that changed America and the way its society works. Based on the branch, others might study additional information. For example, the marine corps JROTC might learn about sea patrolling and subjects about the history of waterway battles. Precision drilling requires focus and attention for detail. Students learn how to discipline themselves and pay attention. Leadership skills are required for any cadet. JROTC instructors teach students how to resolve problems, make wise decisions, communicate interpersonally, an d to lead a group. Each JROTC unit gives out ribbons to participating cadets. There are a wide variety of ribbons ranging from the academic excellence ribbon to Cadet of the quarter/year ribbon. The highest ribbons that can be received is the medal for heroism and superior cadet. The medal for heroism is awarded to a JROTC cadet who shows an act of heroism. The superior cadet is awarded annually by the Department of the Army to an exceptional cadet in each rank. For each unit there are three awards, the highest being the academic achievement insignia, an award given out to the top ten percent of each JROTC class based on grades. Marksmanship badges can also be earned. ExpertShoot, the highest, require a marksman to shoot a score of 200 out of 300. Each year, a leadership challenge camp is held at various locations around the United States. This camp instills leadership, teamwork, confidence, trust, sharing, and responsibility. JROTC campers learn how to work as a team together to reach a common goal. At JROTC camp, every activity is designated for self-confidence and trust between you and other JROTC campers. Every camper is assigned a job to ensure responsibilities. Each cadet will receive training in CPR and first aid certification as well as lifeguard certification for qualified cadets. The JROTC program has grown massively since it’s start in 1916, both in number and in branch. As of June 2006, there are in total of 3,229 units in the United States and approximately 64,580 cadets. 1,555 Army AJROTC units, 794 Air Force AFJROTC units, 619 Navy NJROTC units, 260 Marine Corps MCJROTC, and one Coast Guard CGJROTC unit. Statistics show that thirty percent to fifty percent of students enlist in the US military. In conclusion, JROTC benefits students all across America and helps communities surrounding each unit. JROTC offers students scholarships and awards they can use towards college. Skills and lessons learned in JROTC create a good citizen with