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Why teach for america essay

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Best Resume Examples for why teach for america essay, a Variety of Jobs. Do you need to write a resume? Knowing how to start can be the biggest challenge and assistant looking at for america, examples can be very helpful. The following samples are among the best resumes and terminology you can use them as a starting point for why teach, creating your own resume. They vary greatly in terminology skill level, profession and format and are filled with inspiration. Take notes as you browse the examples, this will help you remember what you like and dislike and why teach which elements you want to include when you begin writing your own. The first step to writing a great resume is to choose the best type of phd thesis terminology resume for your work history, experience and the jobs you#39;re applying for. Browse these examples to get a sense of your options before choosing the right format for you. Chronological Resume - A very traditional resume format that focuses on your work experience and essay lists previous jobs in order. About Business Management. Functional Resume - Focus on your skills and expertise with a minor emphasis on the companies you worked for.

Combination Resume - Combine the elements of chronological and functional resumes to highlight both your skills and previous employment. Targeted Resume - Write a resume tailored to the specific position you#39;re applying for. Mini Resume - Everyone in your job search does not need to see a full-length resume, use the example to write one that#39;s brief and to for america essay the point. Nontraditional Resume - From a video to an online portfolio, discover how to create and use a resume that is essays, unique. Resume Examples with Specific Highlight Sections. Every job seeker#39;s experience and goals are different and why teach for america it#39;s important to add sections to your resume that highlight what makes you the best candidate. Terminology. In these resumes, you will find examples of specific sections that can help you direct a hiring manager#39;s attention to what you feel is most important. Resume with Profile Statement - Give a brief and specific overview of your skills. Resume with Accomplishments Section - Highlight your career accomplishments at the top of your resume to show off your biggest achievements.

Resume with a Branding Statement - Create a short, catchy statement that sells you and your skills. Resume Example with Headline - Add a headline to bring attention to your value as a candidate. Resume with Summary of Qualifications - Summarize your entire resume in a well-written paragraph that gets to the heart of your work experience and skills. Resumes for Executive and Management Positions. The following resumes are good examples for individuals in management and executive positions. They can be used when applying for other office and business jobs as well. The highlights of these resumes are the supervisory experience and business management. These are skills that employers are looking for when hiring business professionals and why teach essay it is best to include concrete facts and examples of your achievements. The world of business is writing, vast and there is a great variety of positions available in it. The examples below are a sampling of why teach essay great resumes used by business professionals.

No matter your skill level or the position you#39;re applying for, these resumes should provide inspiration while writing your own. Assistant. They include various skill sets and experience, which will help you along the way. Positions in the tech industry are particularly competitive and for america it is extremely important that your resume stands out from your competition. You need to be specific about your skills, the programs you#39;re proficient with, and it#39;s good if you can give examples of end results as well. Many resumes in the technology space include a #39;Technical Skills#39; section in which you list every program, language, etc.

Sign up for the Doyle Report and get expert job-hunting advice sent straight to your inbox, with tips on writing a great resume and robert frost biography essay acing your interview! you know. It gives your prospective employer the chance to quickly understand where your skills lie. Resumes for Education and for america essay Human Services Positions. If your career is in terminology education or any field related to human services, your resume needs to highlight both your work experience and certifications. For America. Be sure to include any professional licenses or affiliations you have as well. You will notice that a number of these sample resumes feature volunteer experience. What you do outside the workplace can have an impact in landing a great job in these fields, so it#39;s worth noting any volunteer work you do. Careers in healthcare are filled with technical skills as well as patient interaction and both should be highlighted in your resume. Nurses, therapists and resume medical specialists should include any certifications and essay licenses you hold as well as details of management your work experience.

Volunteer experience is also a nice addition to essay healthcare resumes because it shows the hiring manager that you have compassion off the job as well. If possible, include how you went above the call of duty or add any significant career achievements. Writing Services. Every trade position has a specific set of skills that are required on the job and it is important that you highlight your technical training in why teach for america your resume. Include any certifications, licenses, affiliations and achievements that are relevant or necessary to your field. Notice how the example resumes are very specific when it comes to phd thesis technical skills. Many also include supervisory and management experience as well as the adherence to codes and the ability to troubleshoot technical problems. Resumes for Writers, Creatives, and why teach essay Freelancers. Freelancers, writers, and other professionals in creative fields may have the most difficult time writing a resume. Your jobs may be varied, your experience and skills vast, and retail cover sales assistant it can be difficult getting it all on paper. There are many ways to approach these types of resumes and the examples should help you find a direction that#39;s right for you.

You are a creative, so you need to put some of essay that ingenuity into writing the most effective resume you can. Writer Essays. You might also consider developing a curriculum vitae (CV) and have that available as well. Resumes for Customer Service Jobs. Customer service is why teach essay, a key element in many jobs and writer essays it is why teach for america essay, important that you focus on that in your resume. Whether you are applying at a restaurant, a hair salon or a local store, the hiring manager will want to phd thesis terminology know that you will put their customers first.

Some of these resume examples also include specific skills required for the position. For instance, a chef may choose to why teach for america essay highlight the presentation and speed involved in serving meals to customers. A stylist will want to focus on special treatments they have learned and a retail associate may want to show off their merchandising expertise. Also, be sure to include any special honors or achievements you have received. Were you the employee of the month?

Did you reach a high sales goal? Teenagers and terminology recent college graduates may need to write a resume as well and why teach for america this can be tricky because of your limited work history. You will need to about business supplement your resume with other achievements. Why Teach Essay. Include volunteer work and accomplishments at school in essays about your resume and for america use these examples to learn how to feature them. Employers understand that you are young and looking to add to your experience, so give them as much as you can that shows you#39;ll be a valuable employee.

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How to Write a Bibliography – Examples in MLA Style. Please note, all entries should be typed double-spaced. Essay! In order to keep this Web page short,single rather than double space is used here. See Bibliography Sample Page for a properly double-spaced Bibliography or Works Cited sample page. Examples cited on this page are based on the authoritative publication from MLA.

If the resume, example you want is not included here, please consult the MLA Handbook, or ask the writer to look it up for you. Format for entries: A single space is used after any punctuation mark. For America! When dividing a long word or URL onto two lines, put hyphen, slash, or period at the end of the explain of essay, line. Do not add a hyphen to a URL that was not originally there. Never begin a new line with a punctuation mark. Double-space all lines in a bibliography entry. Do not indent the first line of why teach for america a bibliography entry, indent second and frost biography essay subsequent lines 5 spaces, or 1/2? (1.25 cm) from the left margin.

Please see Chapter 11. Guidelines on How to Write a Bibliography for details. When writing a bibliography, remember that the purpose is to communicate to the reader, in a standardized manner, the sources that you have used in sufficient detail to be identified. If you are unable to find all the necessary information, just cite what you can find. Click here to see a selection of Common Abbreviations used in documentation. For a complete list of Common Scholarly Abbreviations used in parentheses, tables, and documentation, please go to Section 7.4 of the 6th edition of the MLA Handbook. Bell, Stewart. The Martyr’s Oath: The Apprenticeship of a Homegrown Terrorist . Mississauga, ON: Wiley, 2005. Biale, David, ed.

Cultures of the Jews: A New History . New York: Schocken, 2002. Bowker, Michael. Essay! Fatal Deception: The Untold Story of Asbestos: Why It Is Still Legal. and Still Killing Us . N.p.: Rodale, 2003. N.p. = No place of publication indicated. Capodiferro, Alessandra, ed. Writer Essays! Wonders of the World: Masterpieces of Architecture from. 4000 BC to the Present . Why Teach Essay! Vercelli: White Star, 2004. Cross, Charles R. Room Full of Mirrors: A Biography of Jimi Hendrix . New York: Maltin, Leonard, ed. Movie Video Guide 2002 Edition . New York: New American, 2001.

Meidenbauer, Jorg, ed. Discoveries and Inventions: From Prehistoric to cover sales Modern Times . Lisse: Rebo, 2004. Puzo, Mario. The Family: A Novel . Completed by Carol Gino. New York: Harper, 2001. Rowling, J.K. Harry Potter and the Chamber of Secrets . New York: Scholastic, 1999. —. For America Essay! Harry Potter and the Prisoner of resume writing services Azkaban . Thorndike, ME: Thorndike, 2000. Suskind, Ron.

The Price of why teach for america essay Loyalty: George W. Bush, the White House, and the Education of. Paul O’Neill . New York: Simon, 2004. If your citation is from one volume of a multivolume work and explain each volume has its own title, you need cite only the actual volume you have used without reference to other volumes in the work. Example: The Bourgeois Experience: Victoria to why teach essay Freud comes in 5 volumes, written by Peter Gay. (Title of Vol. 1: Education of the Senses ) Gay, Peter. Education of the Senses . Phd Thesis! New York: Norton, 1999. (Title of Vol.

2: The Tender Passion) Gay, Peter. For America Essay! The Tender Passion . New York: Oxford UP, 1986. (Title of Vol. 3: The Cultivation of Hatred ) Gay, Peter. The Cultivation of Hatred . London: Harper, 1994. (Title of Vol. 4: The Naked Heart ) Gay, Peter.

The Naked Heart . New York: Norton, 1995. (Title of Vol. 5: Pleasure Wars ) Gay, Peter. Pleasure Wars . Writer Essays! New York: Norton, 1998. 2. Book with two authors or editors: Bohlman, Herbert M., and Mary Jane Dundas. The Legal, Ethical and International. Environment of Business . 5th ed. Why Teach! Cincinnati, OH: West, 2002. Bolman, Lee G., and explain of essay Terrence E. Why Teach! Deal.

Leading with Soul: An Uncommon Journey. of Spirit . Rev. Writer Essays! ed. San Francisco: Jossey-Bass, 2001. Calvesi, Maurizio, and for america essay Lorenzo Canova, eds. Rejoice! 700 Years of robert frost Art for the Papal. Jubilee . New York: Rizzoli, 1999. Cohen, Andrew, and J.L. Granatstein, eds.

Trudeau’s Shadow: The Life and Legacy. of Pierre Elliott Trudeau . Toronto: Random, 1998. Heath, Joseph, and for america essay Andrew Potter. Frost Essay! The Rebel Sell: Why the Culture Can’t Be Jammed . 2nd ed. Toronto: Harper, 2005. Llewellyn, Marc, and Lee Mylne. Why Teach! Frommer’s Australia 2005 . Hoboken, NJ: Wiley, 2005. Summers, Anthony, and Robbyn Swan. Sinatra: The Life . New York: Knopf, 2005. Book prepared for publication by services, two editors: Shakespeare, William.

The Tragedy of Hamlet, Prince of why teach for america Denmark . Ed. Barbara A. Mowat and Paul Werstine. New York: Washington. 3. Book with three authors or editors: Clancy, Tom, Carl Stiner, and about business Tony Koltz. Shadow Warriors: Inside the Special. Forces . Essay! New York: Putnam, 2002. Hewitt, Les, Andrew Hewitt, and Luc d’Abadie. The Power of Focus for College. Students . Deerfield Beach, FL: Health Communications, 2005.

Larsson, Mans O., Alexander Z. Speier, and Jennifer R. Writer Essays! Weiss, eds. Let’s Go: Germany 1998 . New York: St. Martin’s, 1998. Palmer, R.R., Joel Colton, and Lloyd Kramer.

A History of the Modern World: To 1815 . 9th ed. New York: Knopf, 2002. Suzuki, David, Amanda McConnell, and Maria DeCambra. The Sacred Balance: A Visual Celebration of Our Place in essay, Nature . Vancouver: Greystone, 2002. 4. Book with more than three authors or editors:

You have a choice of essay listing all of the authors or editors in the order as they appear on why teach essay, the title page of the phd thesis terminology, book, or use “et al.” from the Latin et alii, or et aliae , meaning “and others” after the first author or editor named. Nelson, Miriam E., Kristin R. Baker, Ronenn Roubenoff, and Lawrence Lindner. Strong Women and Men Beat Arthritis . New York: Perigee, 2003. Nelson, Miriam E., et al. Strong Women and Men Beat Arthritis . New York: Hogan, David J., et al., eds.

The Holocaust Chronicle: A History in why teach for america essay, Words and Pictures . Lincolnwood, IL: International, 2000. Pound, Richard W., Richard Dionne, Jay Myers, and James Musson, eds. Robert Biography Essay! Canadian. Facts and Dates . 3rd ed. Markham, ON: Fitzhenry, 2005. Pound, Richard W., et al., eds. Canadian Facts and essay Dates . 3rd ed. Markham, ON:

Rogerson, Holly Deemer, et al. Letters Assistant! Words for Students of English: A Vocabulary. Series for ESL . Vol. 6. Advanced Level ESL. Pittsburgh, PA: U of Pittsburgh P, 1989.

5. Book with compilers, or compilers and editors: McClay, John B., and Wendy L. Matthews, comps. and eds. Corpus Juris Humorous: A Compilation of Outrageous, Unusual, Infamous and Witty Judicial Opinions. from 1256 A.D. to the Present . New York: Barnes, 1994. O’Reilly, James, Larry Habegger, and Sean O’Reilly, comps. and eds. Danger: True Stories of Trouble and Survival . San Francisco: Travellers’ Tales, 1999. Teresa, Mother. Why Teach For America! The Joy in Loving: A Guide to Daily Living with Mother Teresa . Comp.

Jaya Chaliha and Edward Le Joly. New York: Viking, 1997. Note abbreviation: comp. = compiler or compiled by. 6. Book with no author or editor stated: Maclean’s Canada’s Century: An Illustrated History of the People and Events. That Shaped Our Identity . Toronto: Key, 1999.

Microsoft PowerPoint Version 2002 Step by Step . Redmond, WA: Perspection, 2001. The Movie Book . London: Phaidon, 1999. With Scott to resume in georgia the Pole: The Terra Nova Expedition 1910-1913 . Photographs of. Herbert Ponting. For America Essay! New York: BCL, 2004. 7. Book with one author, translated by about business, another: Muller, Melissa. Anne Frank: The Biography . Trans. Rita and Robert Kimber.

New York: Metropolitan, 1998. 8. Work in why teach for america essay, an anthology, a collection by several authors, with one or more editors and/or compilers: Fox, Charles James. “Liberty Is Order, Liberty Is Strength.” What Is a Man? 3,000 Years of Wisdom on the Art of Manly Virtue. Ed. Waller R. Writer Essays! Newell. New York: Harper, 2001.

306-7. Wilcox, Robert K. “Flying Blind.” Danger: True Stories of Trouble and essay Survival . Comp. and ed. James O’Reilly, Larry Habegger, and cover assistant Sean O’Reilly. San Francisco: Travellers’ Tales, 1999. 211-22.

9. Article in why teach for america, an encyclopedia with no author stated: “Nazi Party.” New Encyclopaedia Britannica . 1997 ed. “Tajikistan.” World Book Encyclopedia of resume services in georgia People and Places . 2000 ed. 10. Article in an encyclopedia with an author: If the encyclopedia is well known and essay articles are arranged alphabetically, it is writer essays, not necessary to indicate the volume and page numbers. If the encyclopedia is not well known, you must give full publication information including author, title of article, title of encyclopedia, name of editor or edition, number of volumes in the set, place of publication, publisher and year of publication. Kibby, Michael W. “Dyslexia.” World Book Encyclopedia . 2000 ed. Midge, T. Why Teach For America Essay! “Powwows.” Encyclopedia of North American Indians . Writer Essays! Ed. D.L.

Birchfield. 11 vols. Why Teach For America! New York: Cavendish, 1997. 11. Article in a magazine, journal, periodical, newsletter, or newspaper with no author stated: “100 Years of Dust and Glory.” Popular Mechanics Sept. 2001: 70-75. “Celestica to Repair Palm Handhelds.” Globe and Mail [Toronto] 29 Oct.

2002: B6. “E-Money Slips Quietly into Oblivion.” Nikkei Weekly [Tokyo] 22 Jan. 2001: 4. “McDonald’s Declines to writer essays Fund Obesity Education on Danger of Eating Its Food.” National Post [Toronto] 18 Apr. 2006: FP18. “Pot Use Doubled in why teach for america, Decade, Study Says: 14% Smoked Up in the Past Year.” Toronto Star. 25 Nov. 2004: A18. “Secondhand Smoke Reduces Kids’ IQs.” Buffalo News 23 Jan. 2005: I6. 12.

Article in writer essays, a magazine, journal, periodical, newsletter, or newspaper with one or more authors: Use “+” for why teach for america pages that are not consecutive. Example: When numbering pages, use “38-45” if page numbers are consecutive. Use “A1+” if article begins on page A1, contains more than one page, but paging is not consecutive. For page numbers consisting of more than 3 digits, use short version if it is clear to the reader, e.g. 220-268 may be written as 220-68, but 349-560 must be written in full. Note also that there is no period after the about business, month.

The period in “Mar.” is for why teach the abbreviation of March. If there are 4 or less letters in the month, e.g. May, June, and July, the months are not abbreviated. If the publication date is July 18, 2005, citation will be 18 July 2005. Where a journal or magazine is phd thesis, a weekly publication, “date, month, year” are required. Where a journal or magazine is a monthly publication, only “month, year” are needed. Where a newspaper title does not indicate the location of publication, add the city of publication between square brackets, e.g. Daily Telegraph [London]. Why Teach For America! Square brackets are used to enclose a word (or words) not found in the original but has been added by you. An article in a scholarly journal is treated somewhat differently:

Nielsen, Laura Beth. “Subtle, Pervasive, Harmful: Racist and Sexist Remarks in. Public as Hate Speech.” Journal of Social Issues 58.2 (2002): 265. The above citation shows: Author’s name, Article title, Name of assistant scholarly journal (underlined), Volume number, Issue number, Year of publication (in parentheses), and Page number. If the article is accessed online, add Access date and why teach for america URL at the end, see 23. Internet citations, or citing electronic sources (e). Bogomolny, Laura. Cover Letters Assistant! “Boss Your Career.” Canadian Business 13-16 Mar. 2006: 47-49. Cave, Andrew. Why Teach For America! “Microsoft and Sun Settle Java Battle.” Daily Telegraph [London] Cohen, Stephen S., and J. Bradford DeLong. Essays Management! “Shaken and Stirred.” Atlantic Monthly.

Jan.-Feb. 2005: 112+. Coleman, Isobel. “Women, Islam, and the New Iraq.” Foreign Affairs Jan.-Feb. 2006: 24+. Daly, Rita. “Bird Flu Targeting the Young.” Toronto Star 11 Mar. 2006: A1+. Dareini, Ali Akbar. “Iranian President Defends Country’s Nuclear Ambitions.” Buffalo News. Hewitt, Ben. “Quick Fixes for Everyday Disasters.” Popular Mechanics Nov. 2004: 83-88.

Johnson, Linda A. “Fight Flu with Good, Old Advice from Mom.” Buffalo News. 10 Oct. Why Teach For America Essay! 2004: A1-2. Mather, Victoria. Business Management! “In Tiger Country.” Photos by James Merrell. Town Country Travel.

Fall 2004: 102-111. Mohanty, Subhanjoy, and Ray Jayawardhana. “The Mystery of Brown Dwarf Origins.” Scientific American Jan. 2006: 38-45. Petroski, Henry. “Framing Hypothesis: A Cautionary Tale.” American Scientist Jan.-Feb. Plungis, Jeff, Ed Garsten, and Mark Truby. “Caremakers’ Challenge: Green, Mean. Machines.” Detroit News and Free Press Metro ed. 12 Jan. 2003: 1A+.

Sachs, Jeffrey D. “A Practical Plan to End Extreme Poverty.” Buffalo News 23 Jan. Why Teach Essay! 2005: I2. Saletan, William. “Junk-Food Jihad.” National Post [Toronto] 18 Apr. 2006: A18. Thomas, Cathy Booth, and phd thesis terminology Tim Padgett. Essay! “Life Among the phd thesis terminology, Ruins.” Time 19 Sept. 2005: 28+. Wolanski, Eric, Robert Richmond, Laurence McCook, and Hugh Sweatman. Why Teach Essay! “Mud, Marine Snow and Coral Reefs.” American Scientist Jan.-Feb.

2003: 44-51. Wolanski, Eric, et al. Resume Writing Services In Georgia! “Mud, Marine Snow and Coral Reefs.” American Scientist. Jan.-Feb. 2003: 44-51. 13. Article from SIRS (Social Issues Resources Series): Suggested citation example from SIRS: Bluestone, Barry, and Irving Bluestone. “Workers (and Managers) of the World Unite.” Technology Review Nov.-Dec. 1992: 30-40. Reprinted in WORK . (Boca Raton, FL:

Social Issues Resource Series, 1992), Article No. 20. Bluestone, Barry, and Irving Bluestone. “Workers (and Managers) of the World Unite.” Technology Review Nov.-Dec. 1992: 30-40. Work . Why Teach For America! Ed. Eleanor Goldstein. Vol. Robert Frost Biography Essay! 5. Boca Raton: SIRS, 1992.

Art. Why Teach For America Essay! 20. Put in terminology, square brackets [ ] important information you have added that is not found in the source cited. Build-a-Bear. Advertisement. 7 Feb. 2005

GEICO. Advertisement. Newsweek 16 Jan. 2006: 92. IBM. Advertisement. Globe and Mail [Toronto] . 29 Oct. 2002: B7. Toyota. Advertisement. Atlantic Monthly . Jan.-Feb. 2005: 27-30. 15.

Booklet, pamphlet, or brochure with no author stated: Diabetes Care: Blood Glucose Monitoring . Why Teach! Burnaby, BC: LifeScan Canada, 1997. 16. Booklet, pamphlet, or brochure with an author: Zimmer, Henry B. Canplan: Your Canadian Financial Planning Software . Calgary, AB: May use short forms: Rev. (Review), Ed. (Edition, Editor, or Edited), Comp. (Compiled, Compiler).

Creager, Angela N.H. “Crystallizing a Life in Science.” Rev. of about business Rosalind Franklin: The. Dark Lady of DNA , by Brenda Maddox. Why Teach! American Scientist Jan.-Feb. 2003: 64-66. Dillon, Brenda. “Hana’s Suitcase.” Rev. of Hana’s Suitcase , by Karen Levine.

Professionally Speaking June 2003: 36. Foley, Margaret. “Measured Deception.” Rev. of writer essays The Measure of All Things: The. Seven-Year Odyssey and Hidden Error That Transformed the World, by Ken Alder. Discover Nov. 2002: 77. Groskop, Viv. “Chinese Torture – at Five.” Rev. of The Binding Chair, by Kathryn. Harrison. Why Teach! International Express 6 June 2000, Canadian ed.: 37. Hoffman, Michael J. “Huck’s Ironic Circle.” Rev. of The Adventures of Huckleberry.

Finn , by Mark Twain. Modern Critical Interpretations of robert frost Mark Twain’s. Adventures of Huckleberry Finn, ed. Harold Bloom. New York: Chelsea, Iragui, Vicente. Rev. of Injured Brains of Medical Minds: Views from Within , comp. and ed. Narinder Kapur. New England Journal of Medicine 26 Feb.

1998: Neier, Aryeh. “Hero.” Rev. of Defending Human Rights in Russia: Sergei Kovalyov, Dissident and Human Rights Commissioner, 1969-2003 , by Emma Gilligan. New York Review of why teach essay Books 13 Jan. 2005: 30-33.

Onstad, Katrina. “A Life of Pain and Paint.” Rev. of Frida , dir. Julie Taymor. National. Post [Toronto] 1 Nov. 2002: PM1+. Redekop, Magdalene. Resume Writing Services In Georgia! “The Importance of Being Mennonite.” Rev. of A Complicated.

Kindness, by Miriam Toews. Literary Review of Canada Oct. 2004: 19-20. Simic, Charles. “The Image Hunter.” Rev. of Joseph Cornell: Master of Dreams , by. Diane Waldman. New York Review 24 Oct.

2002: 14+. 18. For America! CD-ROM, DVD: See also 35. Tape Recording: Cassette, Movie/Film on VHS or DVD (Digital Videodisc), Videocassette, Filmstrip. A Place in the Sun . Dir. George Stevens. 1951. DVD. Phd Thesis Terminology! Paramount, 2001 . Encarta 2004 Reference Library . CD-ROM.

Microsoft, 2003 . Encarta 2004 Reference Library Win32 . Essay! Educ. ed. DVD. Microsoft, 2003. LeBlanc, Susan, and Cameron MacKeen. “Racism and the Landfill.” Chronicle-Herald. 7 Mar. Essays About Business! 1992: B1.

CD-ROM. Why Teach! SIRS 1993 Ethnic Groups. Vol. 4. Explain Of Essay! Art. 42. Links 2003: Championship Courses . CD-ROM. Microsoft Game Studios, 2002. Toronto-Central West Edition , 1998. CD-ROM. Montreal: 19.

Computer service – e.g. BRS, DIALOG, MEAD, etc.: Landler, Mark. “Can U.S. Companies Even Get a Bonjour?” New York Times , Late Ed. – Final Ed., 1. 2 Oct. 1995. Why Teach For America Essay! DIALOG File 472, item 03072065.

When citing a definition from a dictionary, add the abbreviation Def. after the word. If the word has several different definitions, state the writing services in georgia, number and/or letter as indicated in the dictionary. “Mug.” Def. 2. The New Lexicon Webster’s Encyclopedic Dictionary of the. English Language . For America Essay! Canadian ed. Writing In Georgia! 1988. Short forms may be used, e.g. dir. (directed by), narr. Why Teach Essay! (narrated by), perf. (performers), prod. (produced by), writ. (written by). A minimal entry should include title, director, distributor, and year of release.

May add other information as deemed pertinent between the title and writer essays the distributor. If citing a particular person involved in the film or movie, begin with name of essay that person. Charlie and phd thesis terminology the Chocolate Factory . Dir. Why Teach For America! Tim Burton. Based on book by Roald Dahl. Perf. Johnny Depp. Warner, 2005. Depp, Johnny, perf. Charlie and the Chocolate Factory . Dir. Tim Burton.

Based on book. by Roald Dahl. Warner, 2005. Burton, Tim, dir. Charlie and about the Chocolate Factory . Based on book by Roald Dahl. Perf. Johnny Depp. Warner, 2005. Monster-in-Law . Dir.

Robert Luketic. Writ. Anya Kochoff. Prod. Paula Weinstein, Chris Bender, and J.C. Spink. For America! Perf. Jennifer Lopez and Jane Fonda. About Management! New Line, 2005. Nanny McPhee . Dir. Kirk Jones. Based on why teach essay, Nurse Matilda Books Writ.

Christianna. Brand. Prod. Lindsay Doran, Tim Bevan, and Eric Fellner. Perf. About Business Management! Emma Thompson, Colin Firth, and Angela Lansbury. Essay! Universal, 2005. One Hour Photo . Writ. and dir. Mark Romanek. Prod.

Christine Vachon, Pam Koffler, and Stan Wlodkowski. Perf. Robin Williams. Fox Searchlight, 2002. Titanic . Dir., writ., prod., ed. James Cameron. Prod. Jon Landau. Twentieth. Century Fox and Paramount, 1997.

The Tuxedo . Dir. Essays Management! Kevin Donovan. For America! Prod. John H. Williams, and Adam Schroeder. Perf. Jackie Chan and Jennifer Love Hewitt. DreamWorks, 2002.

Cite government document in the following order if no author is stated: 1) Government, 2) Agency, 3) Title of publication , underlined, 4) Place of publication, 5) Publisher, 6) Date. Canada. Minister of Indian Affairs and terminology Northern Development. Why Teach For America! Gathering Strength: Canada’s Aboriginal Action Plan . Ottawa: Minister of Public Works and. Government Services Canada, 2000. United States. National Council on Disability. Carrying on writing in georgia, the Good Fight – Summary Paper from Think Tank 2000 – Advancing the for america essay, Civil and Human. Rights of People with Disabilities from Diverse Cultures . Washington: Note: GPO = Government Printing Office in Washington, DC which publishes most of the writer essays, U.S. federal government documents.

In citing a Congressional Record, abbreviate and underline the term, skip all the details and indicate only the date and page numbers. Example – for the following record: United States. Why Teach! Personal Responsibility and Work Opportunity Reconciliation Act of 1996 . PL 104-193. Congressional Record. Washington: GPO, July 31, 1996. Cong. Rec . 31 July 1996: 104-193.

For examples on how to writer essays cite more complicated government documents, please see Section 5.6.21 in MLA Handbook for Writers of Research Papers, 6th ed. 23. Internet citations, or citing electronic sources: Basic components of an Internet citation: 2) “Title of Article, Web page or site” in quotation marks. 3) Title of why teach Magazine, Journal, Newspaper, Newsletter, Book, Encyclopedia, or Project , underlined. 5) Indicate type of material, e.g. advertisement, cartoon, clipart, electronic card, interview, map, online posting, photograph, working paper, etc. if not obvious.

6) Date of article, of Web page or site creation, revision, posting, last update, or date last modified. 7) Group, association, name of resume writing services forum, sponsor responsible for Web page or Web site. 8) Access date (the date you accessed the for america essay, Web page or site). 9) Complete Uniform Resource Locator (URL) or network address in angle brackets. Note: An exception is made in referencing a personal e-mail message where an individual’s e-mail address is omitted for privacy reasons. Skip any information that you cannot find anywhere on the Web page or in the Web site, and carry on, e.g. if your Internet reference has no author stated, leave out the author and begin your citation with the title.

Always put your access date just before the URL which is placed between angle brackets or “less than” and resume in georgia “greater than” signs at the end of the citation. Generally, a minimum of three items are required for an Internet citation: Title, Access Date, and URL. If the why teach, URL is too long for a line, divide the address where it creates the least ambiguity and confusion, e.g. do not divide a domain name and end with a period such as geocities . Do not divide a term in the URL that is made up of letters assistant combined words e.g. SchoolHouseRock . Never add a hyphen at the end of the why teach for america essay, line to indicate syllabical word division unless the hyphen is resume writing services in georgia, actually found in the original URL. Why Teach Essay! Copy capital letters exactly as they appear, do not change them to lower case letters as they may be case sensitive and be treated differently by some browsers. Remember that the of essay, purpose of indicating the URL is for why teach for america essay readers to be able to access the Web page. Accuracy and clarity are essential. a. Robert Biography Essay! Internet citation for an advertisement: IBM. Advertisement. 23 Mar.

2003 TheraTears. Advertisement. 2003. 8 May 2004 b. Internet citation for an article from an online database (e.g. SIRS, eLibrary), study guide, magazine, journal, periodical, newsletter, newspaper, online library subscription database service, or an article in why teach for america essay, PDF with one or more authors stated:

Bezlova, Antoaneta. “China to Formalize One-Child Policy.” Asia Times Online . 24 May 2001. 10 Oct. 2005 Clifford, Erin. “Review of Neuropsychology.” SparkNotes . 10 Oct. 2005. Machado, Victoria, and George Kourakos. IT Offshore Outsourcing Practices in Canada . Robert Frost Biography! Ottawa: Public Policy Forum, 2004. 10 Oct. 2005 Marshall, Leon. “Mandela in Retirement: Peacemaker without Rest.” 9 Feb.

2001. National Geographic 10 Oct. 2005 Thomason, Larisa. For America! “HTML Tip: Why Valid Code Matters.” Webmaster Tips. Newsletter . Dec. 2003. NetMechanic. 10 Oct. 2005 If using an online library subscription database service, add the name of the service, the name of the library or library system, plus the location of the library where the database is accessed, e.g.: Gearan, Anne. “Justice Dept: Gun Rights Protected.” Washington Post . Writing Services! 8 May 2002.

SIRS. Iona Catholic Secondary School, Mississauga, ON. 23 Apr. 2004. Note: 8 May 2002 = date of publication, 23 Apr. 2004 = date of access. Indicate page numbers after publication date if available, e.g. 8 May 2002: 12-14. Leave out page numbers if not indicated in source. Pahl, Greg. Why Teach! “Heat Your Home with Biodiesel”.

Mother Earth News . 12 Jan. Resume In Georgia! 2003. eLibrary Canada. Twin Lakes Secondary School, Orillia, ON. For America! 10 Apr. Services! 2006.

Note: If citing the above source but information is obtained from why teach for america essay accessing eLibrary at home, leave out the location of the school. Pahl, Greg. “Heat Your Home with Biodiesel”. Mother Earth News . Robert Frost Biography! 12 Jan. Why Teach Essay! 2003. eLibrary Canada. 10 Apr. 2006. c. Internet citation for an article from an online encyclopedia: Duiker, William J. “Ho Chi Minh.” Encarta Online Encyclopedia . 2005. Essays Business! Microsoft. 10 Oct.

2005. “Ho Chi Minh.” Encyclop?dia Britannica . 2005. Encyclop?dia Britannica Premium Service. 9 Oct. 2005 “Royal Shakespeare Company (RSC).” Britannica Concise Encyclopedia . 2005. Encyclop?dia Britannica. 8 Oct. 2005

d. Internet citation for an article from an online magazine, journal, periodical, newsletter, or newspaper with no author stated: “Childcare Industry ‘Should Welcome Men’.” BBC News Online: Education .7 June 2003. 10 Oct. 2005 “Taiwan: A Dragon Economy and the Abacus.” BrookesNews.Com . 8 Dec. 2003.

10 Oct. 2005 e. Internet citation for an article in why teach for america essay, a scholarly journal: Nielsen, Laura Beth. “Subtle, Pervasive, Harmful: Racist and Sexist Remarks in. Public as Hate Speech.” Journal of Social Issues 58.2 (2002), 265-280. 7 June 2003. f. Internet citation for a cartoon, chart, clipart, comics, interview, map, painting, photo, sculpture, sound clip, etc.: “Islamic State of Afghanistan: Political Map.” Map. Atlapedia Online . Explain! 1993-2003.

Latimer Clarke. 7 June 2003 Kersten, Rick, and why teach essay Pete Kersten. “Congratulations!” Electronic card. Frost Biography Essay! Blue Mountain Arts . 2000. 7 June 2003 Lee , Lawrence. Interview. . Feb. 2003. 10 Oct. 2005. Schulz, Charles. “Peanuts Collection – Snoopy Cuddling Woodstock.” Cartoon. . 25 Apr.

2004 “Woodhull, Victoria C.” American History 102 Photo Gallery. 1997. State. Historical Society of for america Wisconsin. 10 Oct. 2005 g. Internet citation for an e-mail (email) from an individual, a listserve, an organization, or citation for an article forwarded from an online database by e-mail: Barr, Susan I. “The Creatine Quandry.” Bicycling Nov. 1998. Services In Georgia! EBSCOhost Mailer. E-mail to E. Interior.

11 May 2003. Kenrick, John. “Re: Link to” E-mail to I. Lee. 10 May 2003. “NEW THIS WEEK for why teach essay September 8, 2005.” E-mail to author. 8 Sept. 2005. PicoSearch. “Your PicoSearch Account is Reindexed.” E-mail to John Smith. h. Internet citation for an online government publication: Canada. Office of the Auditor General of Canada and writing the Treasury Board. Secretariat.

Modernizing Accountability Practices in the Public Sector . 6 Jan. Why Teach Essay! 1998. 10 Oct. 2005 United States. Phd Thesis Terminology! National Archives and Records Administration. The Bill of why teach Rights . 29 Jan. 1998. 10 Oct. 2005 i. Internet citation for an online posting, forum, letter to the editor:

Kao, Ivy. “Keep Spreading the Word.” Online posting. 4 June 2003. Reader Responses, Opinion Journal, Wall Street Journal Editorial Page . 10 Oct. 2005. Seaside Harry . Robert Frost! “My Friend Drove My Car with the Parking Brake On!” Online.

posting. 10 Oct. 2005. Forum Index – Prius – Technical . 10 Oct. 2005 j. Internet citation for essay an online project, an information database, a personal or professional Web site: The MAD Scientist Network . 1995-2001 or 30 Feb. 1906. Washington U. School of retail cover sales Medicine.

10 Oct. 2005. O’Connor, J.J., and E.F. Robertson. “John Wilkins.” Feb. 2002. U of St. Andrews, Scotland. 10 Oct. 2005

Officer, Lawrence H. “Exchange Rate between the United States Dollar and Forty. Other Countries, 1913 -1999.” Economic History Services, EH.Net, 2002. 13 Apr. 2006 Savill, R. Why Teach! Richard. “Jazz Age Biographies.” The Jazz Age Page . 23 Oct.

2000. 12 Apr. 2006 Sullivan, Danny. “Search Engine Math.” 26 Oct. 2001. Search Engine Watch . 10 Apr. 2006 Wurmser, Meyrav, and Yotam Feldner. “Is Israel Negotiating with the Hamas?” Inquiry and Analysis No. Retail Cover! 16. 23 Mar.

1999. The Middle East Media and. Research Institute. 10 Oct. Why Teach! 2005 k. Internet citation for a software download: It is not essential to include the file size. Robert Essay! Do so if preferred by your instructor. RAMeSize . Why Teach Essay! Vers. 1.04.

15K. 24 Sept. 2000. Blue Dice Software. 12 Oct. 2004. l. Internet citation for a speech taken from a published work with an editor: Lincoln, Abraham. “The Gettysburg Address.” 19 Nov. 1863.

The Collected Works of. Abraham Lincoln . Ed. Roy P. Basler. New Brunswick, NJ: Rutgers UP, 1955. Retail Assistant! Abraham Lincoln Online. 10 Oct.

2005 m. Internet citation for a work translated and edited by another: Augustine, Saint, Bishop of Hippo. Confessions Enchiridion . Trans. and why teach for america essay ed. Albert C. Outler. 1955. Writer Essays! Dallas, TX: Southern Methodist U. Digitized 1993. 10 Oct. 2005 Blair, Tony.

Interview. Prime Minister’s Office. 31 May 2003. 13 Apr. 2006. Chirac, Jacques. Interview. Why Teach! Time 16 Feb. 2003. 10 Oct. Explain Of Essay! 2005. Longin, Hellmut. Telephone interview. 3 May 2006. Neilsen, Jerry. E-mail interview. 28 Apr. 2006. Wyse, Randall. Why Teach Essay! Personal interview. 24 July 2005.

State name of speaker, title of lecture in quotes, conference, convention or sponsoring organization if known, location, date. Bradley, Vicki. “Marriage.” Agnes Arnold Hall, U of Houston. 15 Mar. 2003. Wilson-Smith, Anthony. “Hello, He Must Be Going.” Editorial.

Maclean’s 26 Aug. Phd Thesis! 2002: 4. Lange, Rick. “U.N. Has Become Ineffective and Ought to Be Disbanded.” Letter. Buffalo. News 23 Jan. 2005: I5. Woods, Brede M. Letter. Newsweek 23 Sept. 2002: 16.

Kolbert, Elizabeth. “Six Billion Short: How Will the Mayor Make Ends Meet?” Letter. New Yorker 13 Jan. 2003: 33-37. Geens, Jennifer. Reply to letter of essay Bill Clark. Essays! Toronto Star 29 Sept. 2002: A1. A letter you received from why teach John Smith: Smith, John.

Letter to the author. 15 June 2005. Twain, Mark. “Banned in Concord.” Letter to Charles L. Webster. Writer Essays! 18 Mar. 1885. Letter 850318 of Mark Twain . Ed. Jim Zwick. 2005. 10 Oct. 2005.

Treat citation as if it is a book with no author stated. Indicate if the citation is for a chart or a map. 2004 Andex Chart . Chart. Windsor, ON: Andex, 2004. Canada . Map. Ottawa: Canadian Geographic, 2003. “Dallas TX.” Map. 2005 Road Atlas: USA, Canada, Mexico . Greenville, SC: Michelin, 2005.

Components: 1) Name of why teach essay composer. 2) Title of ballet, music or opera, underlined, 3) Form, number and key not underlined. Beethoven, Ludwig van. Fur Elise. Strauss, Richard. Traumerei , op. 9, no. 4. Components for a published score, similar to a book citation: 1) Name of composer.

2) Underline title of ballet, music, opera, as well as no. and op., important words capitalized, prepositions and conjunctions in essays, lower case. 3) Date composition written. 4) Place of essay publication: 5) Publisher, 6) Date of publication. Chopin, Frederic. Mazurka Op. Writing In Georgia! 7, No. 1 . New York: Fischer, 1918.

Ledbetter, Huddie, and why teach John Lomax. Goodnight, Irene . 1936. New York: Spencer, 1950. Stier, Walter C. Sweet Bye and Bye . London: Paxton, 1953. Weber, Carl Maria von. Invitation to the Dance Op. 65 . 1819.

London: Harris, 1933. 29. Painting, photograph, sculpture, architecture, or other art form. Components for citing original artwork: 1) Name of artist. 2) Title of artwork, underlined. 3) Date artwork created. Writer Essays! 4) Museum, gallery, or collection where artwork is essay, housed; indicate name of owner if private collection, 5) City where museum, gallery, or collection is located.

Ashoona, Kiawak. Smiling Family . 1966. McMichael Canadian Art Collection, Brancusi, Constantin. The Kiss . 1909. Tomb of T. Rachevskaia, Montparnasse. The Great Sphinx . [c. 2500 BC]. Giza. Ingres, Jean-Auguste-Dominique. Phd Thesis Terminology! Odalisque . 1814.

Louvre Museum, Paris. Raphael. The School of Athens . 1510-11. Stanza della Segnatura, Vatican Palace, Rude, Francois. La Marseillaise . 1833-36. Arc de Triomphe, Paris. Components for why teach for america artwork cited from a book: 1) Name of artist. 2) Underline title of artwork. 3) Date artwork created (if date is uncertain use [c.

1503] meaning [circa 1503] or around the year 1503). 4) Museum, art gallery, or collection where artwork is house, 5) City where museum, gallery, or collection is located. 6) Title of book used. 7) Author or editor of phd thesis terminology book. 8) Place of publication: 9) Publisher, 10) Date of publication. 11) Other relevant information, e.g. figure, page, plate, or slide number. Abell, Sam. Japan . 1984.

National Geographic Photographs: The Milestones . By Leah Bendavid-Val, et al. Washington, DC: National Geographic, 1999. Carr, Emily. Why Teach For America Essay! A Haida Village . [c. 1929]. Phd Thesis Terminology! McMichael Canadian Art Collection,

Kleinburg, ON. The McMichael Canadian Art Collection . By Jean Blodgett, et al. Why Teach! Toronto: McGraw, 1989. 134. Kasebier, Gertrude. The Magic Crystal . [c. 1904]. Royal Photographic Society, Bath.

A Basic History of sales Art . By H.W. For America Essay! Janson and Anthony F. Janson. Englewood Cliffs, NJ: Prentice, 1991. 412. Leonardo, da Vinci. Mona Lisa (La Gioconda) . [c. 1503-5]. Louvre Museum, Paris.

Favorite Old Master Paintings from the Louvre Museum . New York: Abbeville, 1979. 31. Michelangelo. David . 1501-04. Accademia di Belle Arti, Florence. The Great. Masters . By Giorgio Vasari. Trans.

Gaston Du C. de Vere. New York: Park Lane, 1986. 226. Sullivan, Louis. Phd Thesis! Wainright Building . 1890-91. St. Why Teach! Louis, MO. A Basic History of Art . By H.W. Janson and Anthony F. Janson. Englewood Cliffs, NJ: Prentice,

Tohaku, Deme. Ko-omote Female Mask . Edo period [1603-1867], Japan. Naprstek. Museum, Prague. The World of Masks . By Erich Herold, et al. Trans. Dusan. Zbavitel. London: Hamlyn, 1992. 207. Vanvitelli, Luigi, and Nicola Salvi.

Chapel of St. John the Baptist . About Management! 1742-51. Sao Roque, Lisbon. By Rolf Toman, ed. Why Teach For America! Baroque: Architecture, Sculpture, Painting . Cologne: Konemann, 1998. 118. Components for a personal photograph: 1) Subject (not underlined or put in quotes). 2) Name of person who took the photograph. 3) Date photograph taken.

War in Iraq: Operation Iraq Freedom on CNN. Personal photograph by author. Great Wall of China, Beijing, China. Personal photograph by Cassy Wyse. 28 July 2005.

Components: 1) Patent inventor(s) or owner(s). 2) Title of patent. 3) Issuing country and patent number. 4) Date patent was issued. Arbter, Klaus, and Guo-Qing Wei. “Verfahren zur Nachfuhrung eines Stereo-Laparoskope. in der minimal invasiven Chirurgie.” German Patent 3943917. July 1996. “Conversion of Calcium Compounds into Solid and Gaseous Compounds.” US Patent 5078813. Kamen, Dean L., et al. Writer Essays! “Transportation Vehicles and Methods.” US Patent 5971091. 31. Performance: (ballet, concert, musical, opera, play, theatrical performance)

Disney’s The Lion King . By Roger Allers and Irene Mecchi. Dir. Julie Taymor. Music and essay lyrics by Elton John and Tim Rice. Princess of Wales Theatre, Toronto. 9 June 2002. The Hobbit . Robert Frost! By J.R.R.

Tolkien. Dir. Essay! Kim Selody. Perf. Herbie Barnes, Michael. Simpson, and Chris Heyerdahl. Living Arts Centre, Mississauga, ON. The Nutcracker . By Pyotr Ilyich Tchaikovsky. Chor. and Libretto by James. Kudelka.

Cond. Ormsby Wilkins and Uri Mayer. National Ballet of. Canada. Hummingbird Centre, Toronto. 30 Dec. 1999. Phantom of the Opera . Resume Services! By Andrew Lloyd Webber. Lyrics by Charles Hart. Dir.

Harold Prince. Based on novel by Gaston Leroux. Pantages Theatre, Toronto. 20 Sept. 1998. The Shanghai Acrobats . By Incredible! Acrobats of China. Living Arts Centre, Mississauga, ON. 4 Mar.

2005. Components: 1) Title of episode, underlined; or in quotes if appropriate. 2) Title of program, underlined. 3) Title of series. 4) Name of network. 5) Radio station or TV channel call letters, 6) City of local station or channel. 6) Broadcast date. The CFRB Morning Show . By Ted Woloshyn.

CFRB Radio, Toronto. 12 Sept. 2003. Law and Order . Why Teach! Prod. Wolf Film, Universal Television. NBC Television Network. WHEC, Rochester, NY. 16 Oct. 2002. “New Threat from Osama?” By Jim Stewart.

CBS News . Essays Business Management! WBEN, Buffalo. “New York Museum Celebrates Life of Einstein.” By Martha Graybow. Reuters, New York. WBFO, Buffalo. 13 Nov. 2002. “The Nightmare Drug.” By Bob McKeown, Linden MacIntyre, and Hana Gartner. The Fifth Estate . CBC, Toronto.

16 Oct. 2002. “U.S.: Tape Sounds Like Bin Laden.” AP, Washington, DC. On Your Side . WGRZ-TV, Buffalo. 13 Nov. 2002. 33. Recording – Music CD, LP, magnetic tape:

1) Name of author, composer, singer, or editor. 2) Title of song (in quotation marks). 3) Title of recording (underlined). 4) Publication medium (LP, CD, magnetic tape, etc.). 5) Edition, release, or version. 6) Place of publication: Publisher, Date of publication. If citing from Internet, see Item 23. Backstreet Boys. Larger than Life . Millennium. CD. Exclusive Management by.

The Firm, Los Angeles, CA. Mastered by why teach for america essay, Tom Coyne, Sterling Sound, NYC. Burch, Marilyn Reesor. Mosaic . CD. Writ., dir. and prod. Marilyn Reesor. Burch. Choirs dir. Don and Catherine Robertson. Barrie, ON: Power.

Plant Recording Studio, n.d. Burch, Marilyn Reesor. Mosaic . CD. Writ., dir. and prod. Marilyn Reesor. Burch. Choirs dir. Writing In Georgia! Don and Catherine Robertson. Barrie, ON: Power. Plant Recording Studio, [c. Why Teach For America Essay! 1997].

Note: “n.d.” means “no date” available. [c. 1997] means “circa 1997.” McDonald, Michael. No Lookin’ Back . LP. Prod. Michael McDonald and. Ted Templeman. Engineered and mixed by R. ThinkPad ACP Patch for ThinkPad 600, 770, and 770E . Diskette.

Vers. 1.0. Tape Recording: Cassette, DVD (Digital Videodisc), Filmstrip, Videocassette. Covey, Stephen R. Living the 7 Habits: Applications and Insights . Cassette. tape recording read by author.

New York: Simon, Audio Div., 1995. Ginger . Solid Ground. Cassette tape recording from album Far Out . Vancouver: Harry Potter and the Prisoner of Azkaban . Frost Biography! Dir. Why Teach! Alfonso Cuar o n. Based on novel. by J.K. Rowling.

Perf. Daniel Radcliffe, Rupert Grint, and terminology Emma Watson. DVD. Warner, 2004. Jane Austen’s Emma . Videocassette. Meridian Broadcasting. New York: New Video Group, 1996. Kicking Screaming . Dir. Jesse Dylan.

Writ. Leo Benvenuti and Steve Rudnick. Perf. Will Ferrell and Robert Duvall. DVD. Universal, 2005. The Sisterhood of the Traveling Pants . Dir. Ken Kwapis. Essay! Based on novel by. Ann Brashares.Perf.

Amber Tamblyn, America Ferrera, Blake Lively, and Alexis Bledel. DVD. Warner, Dungaree, 2005. Super Searching the Web . Videocassette. Lancaster, PA: Classroom Connect, The Wizard of Oz . Dir. Victor Fleming. Based on writer essays, book by Lyman Frank Baum.

Perf. Judy Garland, Frank Morgan, Ray Bolger, Bert Lahr, Jack Haley, Billie Burke, Margaret Hamilton, Charley Grapewin, and the Munchkins. MGM, 1939. VHS. Warner, 1999. State author, title of unpublished dissertation or thesis in quotes, label Diss. Essay! or MA thesis, name of university, and year. Elmendorf, James. “The Military and the Mall: Society and Culture in Long Beach, California.” BA. thesis.

Hampshire College, 1995. Jackson, Marjorie. Of Essay! “The Oboe: A Study of Its Development and Use.” Diss. Columbia U, 1962.

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The leading information resource for the entertainment industry. Find industry contacts talent representation. Manage your photos, credits, more. Showcase yourself on IMDb Amazon. Melvin Udall : I've got a really great compliment for you, and for america it's true. Carol Connelly : I'm so afraid you're about to say something awful. Melvin Udall : Don't be pessimistic, it's not your style. Okay, here I go: Clearly, a mistake.

I've got this, what - ailment? My doctor, a shrink that I used to go to all the time, he says that in fifty or sixty percent of the cases, a pill really helps. I *hate* pills, very dangerous thing, pills. Phd Thesis! Hate. I'm using the word hate here, about why teach for america pills. Hate. My compliment is, that night when you came over and told me that you would never. all right, well, you were there, you know what you said. Retail Cover Letters! Well, my compliment to why teach essay you is, the next morning, I started taking the pills. Carol Connelly : I don't quite get how that's a compliment for me. Melvin Udall : You make me want to be a better man.

Carol Connelly : . That's maybe the best compliment of phd thesis terminology my life. Melvin Udall : Well, maybe I overshot a little, because I was aiming at for america essay, just enough to keep you from retail letters sales, walking out. Melvin Udall : I might be the only person on for america the face of the earth that knows you're the greatest woman on earth. I might be the biography essay only one who appreciates how amazing you are in essay, every single thing that you do, and how you are with Spencer, Spence, and in every single thought that you have, and how you say what you mean, and how you almost always mean something that's all about resume services being straight and why teach essay good. Business Management! I think most people miss that about you, and I watch them, wondering how they can watch you bring their food, and clear their tables and why teach never get that they just met the greatest woman alive. And the fact that I get it makes me feel good, about biography essay me. Receptionist : I can't resist! You usually move through here so quickly and I just have so many questions I want to ask you.

You have no idea what your work means to me. Melvin Udall : What does it mean to you? Receptionist : [ stands up ] When somebody out there knows what it's like. [ place one hand on why teach for america her forehead and the other over her heart ] Melvin Udall : Oh God, this is like a nightmare. [ Turns around and presses the business management elevator button multiple times ] Receptionist : Oh come on! Just a couple of questions. How hard is that?

[ Scampers up to Melvin ] Receptionist : How do you write women so well? Melvin Udall : I think of why teach a man, and I take away reason and accountability. Melvin Udall : You're a disgrace to depression. Melvin Udall : Where do they teach you to terminology talk like this? In some Panama City Sailor wanna hump-hump bar, or is why teach essay, it getaway day and your last shot at his whiskey? Sell crazy someplace else, we're all stocked up here. Melvin Udall : [ introducing Carol to terminology Simon ] Carol the for america waitress, Simon the fag.

Melvin Udall : Never, never, interrupt me, okay? Not if there's a fire, not even if you hear the resume in georgia sound of a thud from my home and one week later there's a smell coming from there that can only why teach, be a decaying human body and writer essays you have to essay hold a hanky to your face because the stench is so thick that you think you're going to faint. Even then, don't come knocking. Of Essay! Or, if it's election night, and you're excited and for america essay you wanna celebrate because some fudgepacker that you date has been elected the first queer president of the United States and robert frost biography he's going to have you down to why teach for america essay Camp David, and robert biography you want someone to why teach for america essay share the robert essay moment with. Even then, don't knock. Not on for america essay this door. Not for phd thesis, ANY reason. Why Teach For America Essay! Do you get me, sweetheart? Simon Bishop : [ clears his throat ] Uhm, yes.

It's not a. subtle point that you're making. [ Shuts door in Simon's face ] Melvin Udall : People who talk in metaphors oughta shampoo my crotch. Melvin Udall : I'm drowning here, and you're describing the services in georgia water! Carol Connelly : OK, we all have these terrible stories to get over, and for america essay you-. Melvin Udall : It's not true. Some of us have great stories, pretty stories that take place at terminology, lakes with boats and friends and noodle salad. Just no one in this car. Why Teach! But, a lot of people, that's their story. Good times, noodle salad.

What makes it so hard is not that you had it bad, but that you're that pissed that so many others had it good. Melvin Udall : [ to a group of depressed psychiatric patients ] What if this is as good as it gets? Carol Connelly : Why can't I have a normal boyfriend? Just a regular boyfriend, one that doesn't go nuts on writing services in georgia me! Beverly Connelly : Everybody wants that, dear. Essay! It doesn't exist.

Carol Connelly : When you first entered the frost biography essay restaurant, I thought you were handsome. and then, of course, you spoke. Simon Bishop : Thank you, Melvin. You. overwhelm me. Melvin Udall : I tell you, buddy. I'd be the why teach for america luckiest guy alive if that did it for phd thesis terminology, me. Melvin Udall : Judging from your eyes, I'd say you were fifty.

Carol Connelly : Judging from your eyes, I'd say you were kind, so so much for eyes. Melvin Udall : I've been thinking about for america essay that for writer essays, a while. Frank Sachs : I grew up in why teach, hell! My grandmother has more attitude than you! Melvin Udall : [ Sitting in the bar after Carol storms out ] Well, it's not right to go into details, I got nervous. I screwed up, I said the wrong thing. Where if I hadn't, I could be in bed right now with a woman who, if you make her laugh, you got a life.

Instead I'm here with you. [ gestures to bartender ] Melvin Udall : . No offense, but a moron pushing the last legal drug. Melvin Udall : [ enters his psychiatrist's office ] Hi. Dr. Green : If you want to see me, you will not do this.

You will make an appointment. Melvin Udall : Dr. Writer Essays! Green, how can you diagnose someone as an obsessive compulsive disorder, and then act like I have some choice about barging in for america, here? Carol Connelly : To hell with sex! It was better than sex! We held each other! What I needed, he gave me great. Melvin Udall : Police! Donut-munching morons, HELP ME!

HELP ME! Melvin Udall : Assault and Battery - and phd thesis you're black! Carol Connelly : Fucking H.M.O. bastard pieces of shit! Dr. Why Teach For America! Martin Bettes : It's okay. Resume In Georgia! Actually, I think that's their technical name. Melvin Udall : I can't get back to why teach for america my old life. Writer Essays! She's evicted me from my life!

Simon Bishop : Did you really like it all that much? Simon Bishop : The best thing you have going for essay, you is your willingness to terminology humiliate yourself. Melvin Udall : Oh, you were talking about for america essay your dog. Essay! I thought you were referring to that colored man inside your apartment. Simon Bishop : Uh, what color would that be? Melvin Udall : Like uh, like thick MO-lasses. Melvin Udall : Can I ask you a personal question? Melvin Udall : You ever get an erection over a woman? Melvin Udall : I mean, wouldn't your life be easier if you weren't. Simon Bishop : You consider your life easy? Melvin Udall : [ pause ] All right, I give you that one.

Melvin Udall : No need to stop being a lady. Why Teach For America Essay! Quit worryin! You'll be back on writer essays your knees in no time! Melvin Udall : I can't do this without you. I'm afraid he might pull the stiff one-eye on me. Carol Connelly : [ to Dr.

Bettes, Spencer's wonderful new doctor ] Can we get you anything else? Water, coffee, couple of why teach essay female slaves? Melvin Udall : Think white, and writing services get serious! Simon Bishop : Melvin, do you know where you're lucky? You know who you want. Simon Bishop : [ Seeing Carol undressed, in only a towel, on the edge of the why teach essay bathtub ] Hold it.

[ Turns on light, startling Carol ] Carol Connelly : No, no no, absolutely not. I'm a lot more shy than people think. Of Essay! I give off the wrong impression. Simon Bishop : I have to. I haven't sketched anything in weeks.

Simon Bishop : But you're beautiful, Carol. Why Teach! Your skin, your long neck, the back, the line of you. You're why cavemen chiseled on walls. Carol Connelly : [ Smiles, and laughs slightly ] All right, cut me a break. [ as Simon draws, she smiles, and frost biography lowers her towel, giving him a better view ] Carol Connelly : [ after a brief cutaway to why teach for america a different scene, returning to this one; now Carol is laying on robert frost a couch, nude, laughing, as Simon draws ] I'm sorry, I don't care how you put this, we're being naughty here, pal. Simon Bishop : No, no, this is, this is why teach essay, great.This is essays about management, so great. I swear to God, my hand won't even keep up.

Hold it. For America! Hold it. Simon Bishop : But then hold that. Hold any of them. [ the camera shows a pile of sketches that Simon has made of Carol ] Simon Bishop : It doesn't matter.

My hand's not even bothering me. Writer Essays! I can't - I just can't get the angle with this cast. [ Starts breaking the why teach essay plaster cast off of his hand/wrist ] Simon Bishop : [ Finished breaking cast off of his hand, and lets out essay, a mock yell of why teach essay pain, then both he and Carol start laughing ] Carol Connelly : Come on robert in, and for america try not to writer essays ruin everything by for america being you. Melvin Udall : Maybe we could live *without* the writer essays wisecracks. Carol Connelly : Have you ever let a romantic moment make you do something that you knew was stupid? Carol Connelly : Is it a secret what you're doing here? Melvin Udall : It relaxes me. I'd feel better sitting ouside your apartment on the curb than any other place I can think of or imagine. Carol Connelly : [ after Carol arrives at Melvin's apartment in essay, the middle of the night ] I'm not going to writing services in georgia sleep with you! I will never sleep with you, never, ever! Not ever!

Melvin Udall : Well, I'm sorry, but, um. we don't open for the no sex oaths until 9am. Frank Sachs : If there's a mental health organization that raises money for people like you, be sure to essay let me know. Carol Connelly : Do you have any control over how creepy you allow yourself to get? Melvin Udall : Yes I do, as a matter of fact. And to prove it, I have not gotten personal, and you have. Dr. Martin Bettes : My wife is retail cover letters sales, Melvin Udall's publisher.

She said that I was to take excellent care of this little guy because you are urgently needed back at work. What kind of work do you do? Melvin Udall : [ to Verdell the dog ] Don't be like me. Don't you be like me! Simon Bishop : Okay. Why Teach! What I do is, I watch. Writer Essays! Ever watch somebody who doesn't know you're watching them? An old woman sitting on a bus?

Or kids going to school? Somebody just waiting, and you see this flash come over why teach them. And you know immediately that has nothing to writing services do with anything external because that hasn't changed. They're just sort of realer and more alive. For America Essay! You look at phd thesis, someone long enough, you discover their humanity. Simon Bishop : Don't ask. I'm tired of my own complaints. I need to get some new thoughts. Carol Connelly : Why? What are you thinking about now?

Carol Connelly : To think that in why teach for america, our little mix you're the good roommate. Melvin Udall : How much more you got to terminology eat? Appetites aren't as big as your noses, huh? Melvin Udall : I need you to chaperone separate everything but cars you said you liked convertibles now I'm on why teach for america the hook. Carol Connelly : I'm sorry, stiff one eye ?, I can't, I work. Melvin Udall : You get off when you want to. Melvin Udall : The vet says his doing fine.

Melvin Udall : What's that got to do with it? Carol Connelly : Funny, I thought it strong point. Melvin Udall : Write a note isn't she sweet? I need a hand and writing where'd she go? Carol Connelly : You're saying accepting your help obligates me? Melvin Udall : Is there any other way to see it?

Simon Bishop : Is this fun for you? You lucky devil. It just keeps getting better and why teach for america essay better, doesn't it? I'm losing my apartment, Melvin. Sales! And Frank, he wants me to beg my parents, who haven't called me, for help. And I won't. And. I. I don't want to why teach essay paint any more.

So the about business management life that I was trying for, is why teach essay, over. the life that I had is phd thesis, gone, and I'm feeling so damn sorry for why teach essay, myself that it's difficult to breathe. Melvin Udall : Just what the world needs, another actress. Carol Connelly : You're going to die soon with that diet. Biography Essay! You know that, right? Melvin Udall : Oh, we're all going to die soon. I will, you will, and it sure sounds like your son will.

Carol Connelly : If you ever mention my son again, you will not be able to eat here any more, Mr Udall. Do you understand me? Give me some sign you understand me, you sick fuck! Melvin Udall : I don't get this place. They make me buy a new outfit and let you in a housedress. Essay! I don't get it. Carol's Date : Just a little too much reality for a Friday night. Melvin Udall : You like sad stories? Wanna hear mine? Simon Bishop : Lucky for retail letters sales, you. you're here for rock-bottom.

You absolute horror of why teach for america a human being. Simon Bishop : Verdell. What's wrong? You miss the terminology tough guy? Simon Bishop : Well, here I am, sweetheart! Happy to see me, you little pissant mop? How 'bout another ride down the chute?

Carol Connelly : I'm sure Simon they did something really off in why teach for america essay, order for writer essays, you to feel this way but when it comes to your parents or your kids something will always be off unless you set it straight and why teach for america maybe this thing happened to you so you have a chance to do that. Simon Bishop : When I was a kid I always painted and my mother always encouraged it , she was very fabulous about writer essays it, I was too young to for america think that there was anything wrong with it, so she used to pose nude for me, I always thought or I assumed my father knew about it, one day he found us and about business started screaming I was trying to defend my mother and make peace in the lamest way, I said she's not naked, it's art and for america he started hitting me and letters sales beat me unconscious, he taught me a lesson he thought I'd never forget, he knew what I was even before I did, the morning I left for college he walked into my room and held out why teach for america essay, his hand and it was filled with money, a big sweaty wad of money and he said, take this and retail cover letters I don't want you ever to come back, I grabbed him and why teach essay hugged him and he turned around and walked out I haven't seen him or talked to terminology him since. [ Carol kisses him on the cheek ] Melvin Udall : You know, they let you in why teach, with a housedress, yet they make me find a jacket. [ Carol gets up to leave ] Melvin Udall : Whoa, whoa, where are you going? Carol Connelly : Pay me a compliment, Melvin. I need one. You have no idea how much that hurt my feelings. Simon Bishop : The life I was trying for is gone, but it's high times for you, isn't it Mr Udall?

The gay neighbour's terrified. Cover Letters Sales! Terrified! Melvin Udall : I will tell you why the dog prefers me, now. It's a trick! I carry bacon. Simon Bishop : You don't love anything, Mr Udall. Melvin Udall : How old are you? Because going by why teach for america essay your eyes I'd say you were fifty!

Carol Connelly : Ha! Going by your eyes I'd say you were kind. So much for eyes. Melvin Udall : [ finishing his latest romance novel ] 'You saved my life,' she said. Of Essay! 'You'd better make it up to me.' Melvin Udall : Did you have sex with her? [ Carol comes out of the bathroom ] Melvin Udall : Oh, sorry. I didn't know she was here. Did you have sex with her? Frank Sachs : You can take my car, a convertible. Essay! Do you drive? Melvin Udall : Like the wind, BUT I'M NOT DOIN' IT!

Carol Connelly : It's not your table, behave! This once, you can sit at phd thesis terminology, someone else's station. [ all the other waitresses gasp ] Carol Connelly : [ Melvin enters the why teach restaurant in his suit ] You look so se-. Explain Of Essay! um, you look great. Essay! You look great. Melvin Udall : No! And you people are supposed to be sensitive and of essay sharp? Melvin Udall : [ crying and for america laughing at cover letters assistant, the same time ] Over a dog! Over an ugly dog! Melvin Udall : [ Melvin has once again insulted her without realizing it ] Forget I said that.

Carol Connelly : I'll never forget you said it. Melvin Udall : As long as you keep your work zipped up around me, I don't give a rat-crap what or where you shove your show. For America! Are we done being neighbors for now? Pedestrian : [ Sees Melvin making a fuss of Verdell ] Aw, I'd like to be treated like that! Melvin Udall : [ after telling Carol that he thinks she's the greatest woman on Earth ] Is that something that's bad for retail, you to be around, for why teach essay, you? Melvin Udall : [ dumping Verdell down the garbage chute ] This is New York, pal. Terminology! If you can make it here, you can make it anywhere! Carol Connelly : I want your life for five seconds where someone's offering me a free convertible. Simon Bishop : Why are you doing this to me? Carol Connelly : A compliment is something nice about why teach for america somebody else.

Simon Bishop : Waiting gives the essays business devil time. Melvin Udall : [ Typing away ] At last she was able to why teach for america essay define love. Love was. Ah! [ Thumping at essays business, the door ] Melvin Udall : Oh, now I'm pissed! Now I'm really pissed! Jackie : [ reading from why teach essay, her own note cards one by one ] Simon, you're broke the medical bills are sixty one thousand now and the show didn't go well I've spoken to your parents they didn't hang up or anything but they say they'd feel strange if they called you. Frank Sachs : [ finished with yelling at Melvin ] I HATE doing this!

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Duties, Responsibilities and for america essay, Authority of the writer essays NCO. For more information on why teach for america, Duties, Responsibilities and Authority of the NCO see AR 600-20, “Army Command Policy,” DA PAM 600-25, “US Army NCO Professional Development Guide” and FM 6-22 (22-100), Army Leadership. For more information on inspections see FM 22-5, Drill and Ceremonies. and AR 1-201, “Army Inspection Policy.” Need essay sample on Duties, Responsibilities and Authority of the NCO ? We will write a custom essay sample specifically for you for only $12.90/page. ASSUMING A LEADERSHIP POSITION. 2-1. Assuming a leadership position is one of the most important leadership situations you’ll face as an NCO. Frost Biography Essay! Everything discussed in FM 6-22 (22-100) about what you must BE, KNOW and DO is relevant to your success of why teach, assuming a leadership position.

2-2. When assuming a leadership position, there are some things to think about and learn as you establish your goals in the organization. Figure 2-1 will assist you in achieving your goals. · Determine what your organization expects of you. · Determine who your immediate leader is and what they expect of you.

· Determine the level of competence and explain, the strengths and weaknesses of your soldiers. · Identify the key people outside of your organization whose willing support you need to accomplish the mission. Figure 2-1. Tasks to Assume a Leadership Position. 2-3.

You should also talk to essay, your leaders, peers and key people such as the chaplain and robert, the sergeant major. Seek clear answers to the questions in Figure 2-2. · What is the organization’s mission? · How does this mission fit in with the mission of the next higher organization? · What are the standards the organization must meet? · What resources are available to help the why teach organization accomplish the explain of essay mission? · What is the current state of morale?

· Who reports directly to for america essay, you? · What are the retail sales strengths and weaknesses of for america, your key subordinates and writer essays, the unit? · Who are the key people outside the organization who support mission accomplishment? (What are their strengths and essay, weaknesses?) · When and what do you talk to your soldiers about? Figure 2-2. Essay! Questions When Assuming a Leadership Position. 2-4. Be sure to ask these questions at the right time, of the why teach for america right person and in the best way. The answers to these questions and others you may have will help you to correctly assess the situation and explain, select the right leadership style.

DUTIES, RESPONSIBILITIES AND AUTHORITY. 2-5. As a noncommissioned officer, you have duties, responsibilities and authority. Do you know the meaning of duties, responsibilities and authority? 2-6. A duty is something you must do by virtue of your position and why teach for america, is a legal or moral obligation. For example, it is the writing services in georgia supply sergeant’s duty to why teach for america, issue equipment and keep records of the unit’s supplies. It is the first sergeant’s duty to hold formations, instruct platoon sergeants and assist the about business management commander in essay supervising unit operations. It is the duty of the squad/section/team leader to account for his soldiers and retail assistant, ensure that they receive necessary instructions and are properly trained to perform their jobs.

2-7. A noncommissioned officer’s duties are numerous and must be taken seriously. An NCO’s duty includes taking care of soldiers, which is your priority. Corporals and sergeants do this by developing a genuine concern for their soldiers’ well-being. Why Teach For America! Leaders must know and writer essays, understand their soldiers well enough to train them as individuals and teams to operate proficiently. This will give them confidence in their ability to perform well under the difficult and demanding conditions of battle. Individual training is the principle duty and responsibility of NCOs.

No one in for america the Army has more to do with training soldiers than NCOs. Well trained soldiers will likely succeed and survive on the battlefield. Well trained soldiers properly do the tasks their NCOs give them. A good leader executes the boss’s decisions with energy and enthusiasm; looking at their leader, soldiers will believe the leader thinks it’s absolutely the best possible solution. “We don’t need ‘leaders’ who stay warm on cold days… while their men freeze on the grenade ranges. If they get cold, the leader ought to get just as cold. And when he marches back to the barracks with them after that kind of business management, day, they know he is one of them.” Drill Sergeant Karl Baccene. 2-8. There may be situations you must think carefully about what you’re told to do.

For example, duty requires that you refuse to obey illegal orders. This is not a privilege you can claim, but a duty you must perform. You have no choice but to why teach essay, do what’s ethically and legally correct. Retail Cover Letters Sales Assistant! Making the right choice and acting on it when faced with an ethical question can be difficult. Sometimes, it means standing your ground and telling your supervisor you think their wrong. If you think an order is for america illegal, first be sure that you understand both the details of the order and its original intent. Seek clarification from the person who gave the order. This takes moral courage, but the question will be straightforward: Did you really mean for me to… steal the part… submit a false report… shoot the prisoners? “Moral courage, to me, is much more demanding than physical courage.” SMA Leon L. Van Autreve.

2-9. If the question is complex and time permits, seek advice from legal assistance. However, if you must decide immediately, as in the heat of combat, make the best judgment possible based on the Army values and attributes, your experience and your previous study and reflection. You take a risk when you disobey what you perceive to be an illegal order. Talk to your superiors, particularly those who have done what you aspire to do or what you think you’ll be called on to do; providing counsel of this sort is an important part of leadership. Obviously, you need to make time to do this before you’re faced with a tough call. This could possibly be the robert frost biography essay most difficult decision you’ll ever make, but that’s what leaders do.

2-10. Noncommissioned officers have three types of duties: specified duties, directed duties and implied duties. 2-11. Specified duties are those related to jobs and positions. Directives such as Army regulations, Department of the Army (DA) general orders, the Uniform Code of Military Justice (UCMJ), soldier’s manuals, Army Training and Evaluation Program (ARTEP) publications and why teach for america essay, MOS job descriptions specify the duties. For example, AR 600-20 says that NCOs must ensure that their soldiers get proper individual training and frost biography essay, maintain personal appearance and cleanliness. 2-12. Directed duties are not specified as part of a job position or MOS or other directive. A superior gives them orally or in writing. Directed duties include being in charge of quarters (CQ) or serving as sergeant of the guard, staff duty officer, company training NCO and NBC NCO, where these duties are not found in why teach for america essay the unit’s organization charts.

2-13. Implied duties often support specified duties, but in some cases they may not be related to essays management, the MOS job position. These duties may not be written but implied in the instructions. They’re duties that improve the quality of the job and help keep the unit functioning at an optimum level. In most cases, these duties depend on for america essay, individual initiative. They improve the work environment and motivate soldiers to perform because they want to, not because they have to. For example, while not specifically directed to do so, you hold in-ranks inspections daily to ensure your soldiers’ appearance and cover letters, equipment are up to for america essay, standards. 2-14. Responsibility is being accountable for what you do or fail to do. Of Essay! NCOs are responsible to fulfill not only why teach essay, their individual duties, but also to ensure their teams and writer essays, units are successful.

Any duty, because of the position you hold in the unit, includes a responsibility to execute that duty. As an NCO, you are accountable for for america, your personal conduct and that of your soldiers. Also, each soldier is individually responsible for his own personal conduct and resume writing services, that responsibility cannot be delegated. Essay! A soldier is accountable for services, his actions to fellow soldiers, leaders, unit and the US Army. 2-15. As a leader you must ensure that your soldiers clearly understand their responsibilities as members of the team and as representative of the Army. Commanders set overall policies and standards, but all leaders must provide the for america essay guidance, resources, assistance and supervision necessary for writer essays, soldiers to perform their duties. For America Essay! Mission accomplishment demands that officers and NCOs work together to advise, assist and learn from each other.

Responsibilities fall into two categories: command and individual. 2-16. Command responsibility refers to collective or organizational accountability and includes how well the frost biography essay unit performs their missions. For example, a company commander is responsible for all the tasks and missions assigned to the company; his superiors hold him accountable for completing them. For America Essay! Commanders give military leaders the responsibility for what their sections, units, or organizations do or fail to do. NCOs are therefore responsible to fulfill not only their individual duties, but also to ensure that their team and unit are successful. The amount of cover letters sales assistant, responsibility delegated to you depends on your mission, the position you hold and why teach, your own willingness to accept responsibility. 2-17.

One point you need to get straight is that although a list of about business, duties can be drawn up describing what is expected of you, it will not tell you how to do your job. For example, one of an NCO’s duties is to enforce standards of military appearance. This means you are responsible for correcting soldiers who wear the uniform improperly and for teaching them the correct standards of appearance. It also means that you should inspect for proper and serviceability, clothing and equipment of your soldiers. Remember that you must set the example first and your soldiers will follow in why teach for america essay your footsteps. “Rank is a badge of responsibility…” DA Pam 360-1 (1957)

2-18. Individual responsibility as a noncommissioned officer means you are accountable for your personal conduct. Soldiers in the Army have their own responsibilities. For example, if you write a check at the commissary, it is your responsibility to have sufficient funds in the bank account to cover the check. Individual responsibility cannot be delegated; it belongs to the soldier that wrote the check.

Soldiers are accountable for their actions, to their fellow soldiers, to robert frost, their leaders, to for america essay, their unit and to essays about business management, the United States Army. As a leader you must ensure that your soldiers understand clearly their responsibilities as members of the team and as representatives of the Army. “A leader does not ‘choose’ the best or most opportune time in why teach for america which to lead. A good leader takes the challenge whenever and wherever it presents itself and does the robert essay best he or she can.” SMA Richard A. Kidd. 2-19. As a noncommissioned officer, you must know what authority you have and where it comes from. You are also expected to use good judgment when exercising your authority. 2-20.

Authority is defined as the right to for america essay, direct soldiers to do certain things. Authority is the explain legitimate power of essay, leaders to direct soldiers or to take action within the resume services scope of their position. Military authority begins with the Constitution, which divides it between Congress and the President. The President, as commander in chief, commands the armed forces, including the Army. The authority from the Commander-in-Chief extends through the chain of command, with the assistance of the NCO support channel, to the squad, section or team leader who then directs and supervises the actions of individual soldiers. When you say, “PFC Lee, you and PFC Johnson start filling sandbags; SPC Garcia and for america essay, SPC Smith will provide security from that hill,” you are turning into action the orders of the entire chain of command. 2-21. In the Army there are two basic types of authority: command authority and general military authority. 2-22. Retail Cover Assistant! Command authority is the authority leaders have over soldiers by virtue of rank or assignment.

Command authority originates with the President and may be supplemented by law or regulation. Even though it is called “command” authority, it is not limited to officers – you have command authority inherent in for america your leadership position as a tank commander or team leader, for example. Noncommissioned officers’ command authority is inherent with the job by virtue of position to direct or control soldiers. “It takes guts for an NCO to use inherent authority and responsibility in training, maintaining, leading, and caring for soldiers.” SMA Glen E. Morrell. 2-23.

Leading soldiers includes the authority to organize, direct and control your assigned soldiers so that they accomplish assigned missions. It also includes authority to use assigned equipment and resources to accomplish your missions. Remember that this only applies to soldiers and facilities in your unit. For example, if the phd thesis terminology platoon sergeant of first platoon goes on leave and a squad leader is put in charge, that squad leader has command authority over only first platoon, until he is relieved from the responsibility. The soldiers in first platoon will obey the squad leader’s orders due to why teach essay, his position. However, the squad leader does not have command authority over another platoon. “As a leader… you are not given authority, status and position as a personal reward to enjoy in comfort. You are given them so that you may be of greater service to writer essays, your subordinates, your unit and your country.”

FM 22-100, Army Leadership (1983) 2-24. General military authority is for america essay authority extended to all soldiers to take action and act in the absence of a unit leader or other designated authority. It originates in oaths of office, law, rank structure, traditions and writer essays, regulations. This broad-based authority also allows leaders to for america essay, take appropriate corrective actions whenever a member of essay, any armed service, anywhere, commits an act involving a breach of good order or discipline. For example, if you see soldiers in a brawl, you have the general military authority (and the why teach obligation) to stop the fight. This authority applies even if none of the of essay soldiers are in your unit. 2-25.

General military authority exists whether you are on duty or not, in uniform or in civilian attire and regardless of location. For example, you are off duty, in civilian clothes and in why teach for america essay the PX and you see a soldier in uniform with his headgear raised up and robert biography essay, trousers unbloused. You stop the why teach for america essay soldier immediately, identify yourself and ensure the soldier understands and makes the necessary corrections. If he refuses, saying you don’t have the authority to tell him what to writer essays, do because he’s not in your NCO support channel, the soldier is wrong.. 2-26. You as an NCO have both general military authority and the duty to why teach, enforce standards as outlined in AR 670-1. Your authority to enforce those regulations is specified in AR 600-20 and if you neglect your duty, you can be held accountable. If the business management soldier refuses to obey you, what can you do? For starters, you can explain that you have authority regardless of why teach for america essay, your location, your unit, or whether you are in uniform or civilian attire. You may decide to settle for in georgia, the soldier’s name and unit. If so, a phone call to why teach essay, his first sergeant should be more than enough to phd thesis terminology, ensure that such an incident does not recur.

“Speak with your own voice.” CSM Clifford R. West. 2-27. Delegation of authority. Just as Congress and the President cannot participate in every aspect of the armed forces operations, most leaders cannot handle every action directly. To meet the organization’s goals, officers delegate authority to NCOs in the NCO Support Channel who, in turn, may further delegate that authority. Why Teach! Unless restricted by law, regulation, or a superior, leaders may delegate any or all of their authority to their subordinate leaders. However, such delegation must fall within the leader’s scope of authority. Leaders cannot delegate authority they do not have and subordinate leaders may not assume authority that superiors do not have, cannot delegate, or have retained. The task or duty to be performed limits the authority of the leader to whom it is assigned.

2-28. Both command and general military authority originate in the Constitution and Congress has further defined them in law. More explicit sources are Army Regulations, the Manual for Courts Martial (MCM) and the chain of command/NCO support channel. 2-29. You don’t need to read or remember all Army Regulations (ARs) but study those that pertain to your job. If necessary, ask other NCOs to cover letters sales assistant, help you find out what regulations pertain to you, where they can be found and how to essay, interpret them. Start with AR 600-20. It covers enlisted soldiers’ and noncommissioned officers’ authority and responsibilities. 2-30. The Manual for Courts Martial (MCM, 2002) describes legal aspects of the authority of the noncommissioned officer.

It states in part that, “All commissioned officers, warrant officers and noncommissioned officers are authorized to stop quarrels, frays and writer essays, disorders among persons subject to essay, the code….” Severe penalties are imposed for violations such as disrespect, insubordination, or assault. No one expects you to writer essays, be an expert on military law, but as a noncommissioned officer you should know the definition of these words and be able to explain them to your soldiers. Your legal clerk can be a good source of information. Authority of the NCO is part of the equation in military discipline. 2-31. For America Essay! Your authority also stems from the combination of the chain of explain, command and the NCO support channel.

Orders and policies that pass through the chain of command or the NCO support channel automatically provide the authority necessary to get the job done. With such broad authority given to all commissioned officers and noncommissioned officers, the responsibility to use mature, sound judgment is why teach for america essay critical. The chain of command backs up the NCO support channel by legally punishing those who challenge the NCO’s authority. But it does so only essays about business, if the noncommissioned officer’s actions and orders are sound, intelligent and based on proper authority. To be a good leader, you should learn what types of authority you have and where it comes from. Whenever in doubt, ask.

Once you’re confident that you know the extent of your authority, use sound judgment in applying it. Then you will be a leader respected by both your soldiers and superiors. INSPECTIONS AND CORRECTIONS. 2-32. Why do we have inspections? From long experience, the Army has found that some soldiers, if allowed to, will become careless and lax in the performance of for america essay, minor barrack duties in their unit.

They become accustomed to conditions in their immediate surroundings and overlook minor deficiencies. Should a soldier fall below the Army standard of performance, you can be assured that someone will notice those deficiencies immediately. 2-33. Your superiors will order inspections to see that soldiers have all the equipment and clothing issued to them and writer essays, that it is why teach for america essay serviceable. Inspections serve this practical purpose; they are not harassment. Explain! You will probably agree that inspections often correct small problems before they become big problems. Sharp appearance, efficient performance and excellent maintenance are important considerations that affect you directly. They are the earmarks of a good organization and one you should be a proud member of.

First line leaders should inspect their soldiers daily and should regularly check soldiers’ rooms in the barracks. First line leaders should also make arrangements with soldiers who live in quarters (on or off post) to ensure the soldier maintains a healthy and safe environment for himself and his family. TYPES OF INSPECTIONS. 2-34. There are two categories of inspections for determining the status of essay, individual soldiers and their equipment: in-ranks and in-quarters. An in-ranks inspection is of personnel and equipment in a unit formation.

The leader examines each soldier individually, noticing their general appearance and the condition of their clothing and equipment. When inspecting crew-served weapons and vehicles, the personnel are normally positioned to the rear of the formation with the operators standing by their vehicle or weapon. Leaders may conduct an in-quarters (barracks) inspection to include personal appearance, individual weapons, field equipment, displays, maintenance and sanitary conditions. Organizations will have inspection programs that help determine the status and of essay, mission readiness of the unit and its components. These include Command Inspections, Staff Inspections and Inspector General Inspections. · The training, instruction, or correction given to a soldier to correct deficiencies must be directly related to the deficiency. · Orient the corrective action to improving the soldier’s performance in their problem area. · You may take corrective measures after normal duty hours. Such measures assume the nature of the training or instruction, not punishment. · Corrective training should continue only until the training deficiency is overcome. · All levels of command should take care to ensure that training and instruction are not used in an oppressive manner to evade the procedural safeguards in imposing nonjudical punishment.

· Do not make notes in soldiers’ official records of deficiencies satisfactorily corrected by means of training and instruction. Figure 2-3. On-the-Spot Corrections Guidelines. 2-35. On-the-Spot Corrections.

One of the most effective administrative corrective measures is on-the-spot correction. Use this tool for making the for america quickest and often most effective corrections to writer essays, deficiencies in training or standards. Generally there is one of two reasons a soldier requires an on-the-spot correction. Why Teach For America! Either the robert biography essay soldier you are correcting does not know what the standard is why teach for america or does not care what the standard is. If the soldier was aware of the standard but chose not to adhere to it, this may indicate a larger problem that his chain of command should address. In such a situation you might follow up an on-the-spot correction with a call to the soldier’s first sergeant. Figure 2-3 provides guidelines on making an on-the-spot correction. SGT Park and the On-the-Spot Correction. As SGT Park left the Dining Facility after breakfast one morning, he stopped to buy a paper from a newspaper machine nearby.

Just as he let go of the machine door, letting it slam shut, a soldier (who was about essays about business, 30 feet away) shouted, “Hey! Hold it Open!” When the soldier saw SGT Park had let it close he said, “Thanks a lot, pal.” SGT Park called the soldier over, identified himself and his unit and asked if the soldier knew the proper way to address an NCO. The soldier said he hadn’t realized that SGT Park was an NCO and would have addressed him by his rank if he had. Then SGT Park asked him if he was aware that taking a newspaper without paying for it was theft. The soldier said that he didn’t think it mattered since it was “just a newspaper.” SGT Park told him that it did matter, just as proper execution of seemingly small, unimportant tasks matters to the Army as a whole. The soldier, who was at parade rest and essay, respectful throughout the conversation, nodded and said, “Alright, sergeant.” SGT Park ended the on-the-spot correction by asking the soldier to management, think about what integrity meant and whether a soldier’s honesty is important to the Army.

2-36. Keeping a soldier on track is the key element in solving performance problems. Motivated soldiers keep the group functioning, training productive and ultimately, accomplish the training objectives and most importantly the mission. Some leaders believe that soldiers work as expected simply because that is their job. That may be true. But soldiers and for america, leaders need a simple pat on back once in a while, for a job well done. You need to praise your soldiers and let them know that you care about the job they are doing and you are glad they are part of the team. Soldiers not performing to standard need correction; use the on-the-spot correction tool. Even after making an on-the-spot correction additional training may be necessary.

Figure 2-4 shows the steps in making an on-the-spot correction. · Correct the soldier. · Attack the performance, never the person. · Give one correction at a time. Do not dump. · Don’t keep bringing it up — when the correction is over, it is over. Figure 2-4. On-the-Spot Correction Steps. 2-37. More often than not, your soldiers do good things that deserve a pat on the back.

In the retail assistant same way you do on-the-spot corrections (but obviously for different reasons), praise your soldiers’ good work by telling them the specific action or result observed, why it was good and for america, encourage the phd thesis soldier to continue. Why Teach For America Essay! Your soldiers know when they’ve done well but your acknowledgment of their performance is a powerful motivator. It reinforces standards, builds soldiers’ pride and lets them know you notice the hard work they do. It is also another indicator that you care about them. “Correct errors in the use of judgment and initiative in such a way as to letters, encourage the individual.”

FM 22-10, Leadership (1951) 2-38. On-the-Spot Inspections. Making an informal, unscheduled check of equipment, soldiers or quarters is called an on-the-spot inspection. Why Teach For America! Stopping to check the tag on writer essays, a fire extinguisher as you walk through a maintenance bay is an why teach example of an on-the-spot inspection.

Another example is checking the condition of the trash dumpster area in back of the orderly room. For any inspection, the resume writing services in georgia steps are the same. 2-39. PCC/PCI. Pre-combat checks (PCCs) / Pre-combat inspections (PCIs) and Pre-execution checks are key to why teach for america essay, ensuring leaders, trainers and soldiers are adequately prepared to resume writing services, execute operations and training to Army standard. PCC/ PCIs are the why teach for america bridge between pre-execution checks and execution of explain of essay, training. They are also detailed final checks that all units conduct before and during execution of why teach, training and combat operations. Conduct PCC/PCIs at the beginning of each event or exercise as part of troop leading procedures to writer essays, check personnel, equipment, vehicles and mission knowledge. The chain of command is responsible for developing, validating and verifying all PCC/PCIs. Pre-execution checks ensure that all planning and prerequisite training (soldier, leader and collective) are complete prior to the execution of training. They systematically prepare soldiers, trainers and resources to ensure training execution starts properly.

Pre-execution checks provide the attention to detail needed to for america, use resources efficiently. 2-40. You are the key to inspections, checking soldier and explain of essay, unit readiness in personal hygiene and appearance, weapons, field equipment, displays and sanitary conditions. Inspections must be done regularly to why teach for america, help reinforce standards and instill discipline. Regular, impartial inspections of important areas develop confidence, teamwork and explain of essay, soldiers’ pride in themselves and for america essay, their equipment. NONCOMMISSIONED, COMMISSIONED AND WARRANT OFFICER RELATIONSHIPS. 2-41.

An important part of your role as an NCO is how you relate to commissioned officers. To develop this working relationship, NCOs and officers must know the similarities of their respective duties and responsibilities. 2-42. In Georgia! Commissioned officers hold a commission from the President of the United States, which authorizes them to essay, act as the President’s representative in certain military matters. Laws, regulations, policies and phd thesis terminology, customs limit the duties and responsibilities of commissioned officers, like NCOs and other government officials. As the President’s representatives, commissioned officers carry out the orders of the Commander in Chief as they are handed down through the chain of command. For America! In carrying out orders, commissioned officers get considerable help, advice and assistance from NCOs. Both commissioned officers and NCOs share the same goal – accomplish the robert essay unit’s mission. For America Essay! Figure 2-5 lists general duties of commissioned officers. The Commissioned Officer.

· Commands, establishes policy, plans and programs the work of the Army. · Concentrates on essays business, collective training, which will enable the unit to accomplish its mission. · Is primarily involved with unit operations, training and related activities. · Concentrates on unit effectiveness and unit readiness. · Pays particular attention to essay, the standards of performance, training and professional development of officers as well as NCOs. · Creates conditions – makes the time and other resources available – so the NCO can do the Job. · Supports the NCO. Figure 2-5. General Duties of Commissioned Officers. 2-43. Warrant officers are highly specialized, single-tracked specialty officers who receive their authority from the Secretary of the Army upon their initial appointment.

However, Title 10 USC authorizes the commissioning of Warrant Officers (WO1) upon frost biography promotion to for america essay, Chief Warrant Officer (CW2). Retail Sales Assistant! These commissioned warrant officers are direct representatives of the President of the United States. They derive their authority from the same source as commissioned officers but remain specialists, in contrast to commissioned officers who are generalists. Figure 2-6 lists general duties of why teach, warrant officers. The Warrant Officer. · Provides quality advice, counsel and solutions to support the command. · Executes policy and manages the Army’s system. · Commands special-purpose units and tasks-organized operational elements. · Focuses on collective, leader and individual training.

· Operates, maintains, administers and manages the phd thesis terminology Army’s equipment, support activities and technical system. · Concentrates on unit effectiveness and readiness. · Supports the NCO. Figure 2-6. General Duties of Warrant Officers. 2-44. Warrant officers can and do command detachments, units, activities and vessels as well as lead, coach, train and counsel soldiers. As leaders and technical/tactical experts, warrant officers provide valuable skills, guidance and expertise to commanders and organizations in their particular field. 2-45.

Warrant officers provide mentorship, leadership and training to NCOs to support technical, tactical and mission-related tasks. The relationship between the warrant officer and NCO is similar to the commissioned officer. They rely on why teach for america essay, each other for help, advice and assistance to accomplish the unit’s mission. The Noncommissioned Officer. · Conducts the daily business of the Army within established orders, directives and policies. · Focuses on individual training, which develops the capability to accomplish the mission. · Primarily involved with training and leading soldiers and teams. · Ensures each subordinate team, NCO and soldier are prepared to function as a effective unit and each team member is well trained, highly motivated, ready and functioning.

· Concentrates on standards of performance, training and professional development of NCOs and enlisted soldiers. · Follows orders of officers and NCOs in the support channel. · Gets the job done. Figure 2-7. General Duties of Noncommissioned Officers. 2-46. Essays About Business! Noncommissioned officers, the backbone of the Army, train, lead and take care of enlisted soldiers. They receive their authority from their oaths of office, law, rank structure, duty position, traditions and regulations. This authority allows them to direct soldiers, take actions required to accomplish the mission and enforce good order and essay, discipline. Robert Frost Biography Essay! NCOs represent officer and why teach for america essay, sometimes DA civilian leaders.

They ensure their soldiers, along with their personal equipment, are prepared to of essay, function as an effective unit and team members. While commissioned officers command, establish policy and manage resources, NCOs conduct the Army’s daily business. Why Teach For America! Figure 2-7 lists general duties of NCOs. 2-47. Two noncommissioned officer positions require special mention: the platoon sergeant and the squad/section leader positions. The platoon sergeant’s position is about business management unique because the for america essay platoon sergeant must be ready to assume the responsibilities of the platoon leader — an officer. Resume Services! The platoon sergeant takes command in the platoon leader’s absence. Therefore, the essay platoon sergeant’s tasks are essentially the resume writing services same as those of the platoon leader. As acting platoon leader, the why teach essay platoon sergeant assumes the same responsibilities as the commissioned officer.

The platoon leader and essays about, platoon sergeant must understand each other; the platoon sergeant must be able to move in and out of the essay officer’s area of responsibility to prepare to replace the platoon leader if necessary. In many cases, the writing in georgia platoon sergeant has much more experience than the lieutenant does; one important task is to teach and why teach essay, advise the lieutenant. The platoon needs both the officer and the sergeant and about business management, they must know each other without thinking. There is naturally some overlap of duties and responsibilities between officers and NCOs. This is a necessary and desirable outcome of close cooperation and should be a source of for america essay, strength for a unit rather than the cause of friction. 2-48. The second unique position is the squad, section or team leader. Possibly the only NCO in the squad, section or team, he is the leader of his soldiers. This NCO is the first link in both the NCO support channel and chain of command.

They take their orders from both the platoon sergeant and platoon leader. This is business management another reason why the platoon sergeant and why teach for america, platoon leader must know what each other are doing. If they do not, they might give conflicting orders to the squad, section or team leaders. 2-49. Noncommissioned, commissioned and warrant officers depend on each other and work together to accomplish the mission of the unit. It is impossible for an officer to command an effective unit and accomplish the mission if the NCO doesn’t ensure the soldiers know their jobs. Resume Services In Georgia! Commissioned officers, warrant officers and NCOs must advise, assist and why teach, learn from each other. Although the officer is cover held accountable for all that the unit does or fails to do, only by working together with the NCO can he assure the job will get accomplished. THE NONCOMMISSIONED OFFICER SUPPORT CHANNEL. 2-50.

The NCO support channel is subordinate to and supportive of the chain of essay, command. The NCO support channel is not an phd thesis independent channel. It is incumbent on the users of this channel to ensure that the for america chain of robert frost essay, command is why teach kept informed of actions implemented through the phd thesis NCO support channel and to eliminate the why teach essay possibility of the NCO support channel operating outside of command policy and directives. Problems should be brought to the attention of the cover sales assistant chain of command and for america essay, resolved through a coordinated effort. Since the of essay NCO support channel should be operating in accordance with established command policy and directives, conflicts should be minimal and easily resolved.

2-51. Prior to 1977 the NCO support channel was regarded as informal. However, AR 600-20 formalized the NCO support channel and expanded its functions in December 1976. The NCO support channel is now directive in nature within established policies and orders. Because of this, commanders are seeing the senior NCO more actively participating in all unit activities and tasks. The NCO support channel (leadership chain) parallels and reinforces the chain of command. NCO leaders work with and support the commissioned and warrant officers of their chain of for america, command.

2-52. In units at of essay the battalion level and higher, the NCO support channel is the communication and supervision that begins with the command sergeant major (CSM), extends through first sergeants and platoon sergeants and ends with section chiefs, squad leaders, or team leaders. In addition to passing information, this channel is used for executing the commander’s orders and getting routine, but important, jobs done. Most often it is used to put into effect policies and procedures and to enforce standards of performance, training, appearance and conduct. 2-53. The connection between the chain of command and the NCO support channel is the senior NCO. Why Teach Essay! Commanders issue orders through the retail letters sales chain of command, but senior NCOs must know and understand the orders to issue effective implementing instructions through the NCO support channel. Why Teach For America Essay! Although the first sergeant and command sergeants major are not part of the formal chain of command, leaders should consult them on individual soldier matters. 2-54.

Successful officers have a good leader and NCO relationship with their first sergeants and command sergeants major. This leaves the commander free to plan, make decisions and explain of essay, program future training and why teach, operations. The need for such a relationship applies to platoon leaders and platoon sergeants as well as to staff officers and NCOs. Phd Thesis! Senior NCOs have extensive experience in successfully completing missions and for america, dealing with enlisted soldier issues. Resume Services! Also, senior NCOs can monitor organizational activities at all levels, take corrective action to keep the organization within the boundaries of the commander’s intent, or report situations that require the attention of the for america officer leadership. Writer Essays! Regardless of where the information or task begins – in the chain of for america, command or in the NCO support channel – keep the counterpart informed. Terminology! A positive relationship between officers and NCOs creates conditions for success. 2-55. The NCO support channel assists the why teach chain of command in accomplishing the following: · Transmitting, instilling and ensuring the efficacy of the professional Army ethic. · Planning and writer essays, conducting the essay day-to-day unit operations within prescribed policies and directives. · Training enlisted soldiers in their MOS as well as in the basic skills and attributes of a soldier.

· Supervising unit physical fitness training and ensuring that soldiers comply with the weight and appearance standards in AR 600-9 and AR 670-1. · Teaching soldiers the robert frost essay history of the Army, to include military customs, courtesies and traditions. · Caring for individual soldiers and their families both on and off duty. · Teaching soldiers the mission of the unit and developing individual training programs to why teach essay, support the mission. · Accounting for and maintaining individual arms and equipment of enlisted soldiers and unit equipment under their control. · Administering and monitoring the NCO professional development program and other unit training programs. · Achieving and maintaining Army Values. · Advising the commander on rewards and punishment for enlisted soldiers. 2-56.

The NCO support channel and the chain of command must be reinforced by all to ensure effectiveness. Writer Essays! It is the channel of communication and supervision from the command sergeant major to the most junior enlisted soldier in the unit. Commanders may further specify responsibilities and authority of why teach for america, their NCOs to in georgia, their staffs and subordinates. Your contribution to the NCO support channel ensures its overall success. “…the routine daily business of the Army is noncommissioned officer business, that is to say, execution of established policies and standards pertaining to the performance, training and conduct of why teach for america, enlisted personnel is the responsibility of the explain Noncommissioned Officer Corps.

The establishment of those policies and standards is the responsibility of the why teach essay officer corps.” CSM J. F. La Voie. SERGEANT MAJOR OF THE ARMY. 2-57. Established in 1966, the Sergeant Major of the Army (SMA) is the senior enlisted position of the Army. The sergeant major in this position serves as the senior enlisted advisor and consultant to the Chief of Staff of the Army. The SMA provides information on problems affecting enlisted personnel and proposes solutions to these problems concerning standards, professional development, growth and advancement of NCOs, morale, training, pay, promotions and quality of writer essays, life for soldiers and family members. 2-58.

Using command information channels, the for america SMA keeps soldiers current on important NCO issues and through the public media informs the American people of the Army mission, soldiers’ accomplishments and future enlisted trends. The SMA directs NCO support channel activities through the terminology major commands’ CSMs by for america using written and verbal communications. The SMA also presents the enlisted viewpoint to Congress, DA boards and committees, meets with military and civilian organizations to discuss enlisted affairs, and receives and represents Army enlisted personnel at appropriate ceremonies. COMMAND SERGEANT MAJOR AND SERGEANT MAJOR. 2-59. The Command Sergeant Major is the senior NCO of the command at battalion or higher levels. The CSM carries out policies and standards on performance, training, appearance and conduct of enlisted personnel.

The CSM gives advice and initiates recommendations to the commander and staff in matters pertaining to enlisted personnel. A unit, installation, or higher headquarters CSM directs the phd thesis terminology activities of that NCO support channel. The support channel functions orally through the essay CSMs or first sergeant’s call and normally does not involve written instruction. The CSM administers the unit Noncommissioned Officer Development Program (NCODP), normally through written directives and the NCO support channel. As the senior NCO of the command, the frost biography CSM is the training professional within the unit, overseeing and driving the entire training program. The CSM assists the commander in determining leader tasks and training for NCOs.

2-60. The CSM and commander jointly coordinate and develop the unit’s Mission Essential Task List (METL) and individual training tasks to create a team approach to battle-focused training. The CSM and NCO leaders then select the specific individual tasks, which support each collective task to be trained during this same period. CSMs use command information channels to inform, express concerns on enlisted issues and build esprit. They also represent the commander at military and why teach for america essay, civilian functions to maintain good community relations. 2-61. The Sergeant Major is often the key enlisted member of the staff elements at battalion and higher levels. The sergeant major’s experience and ability are equal to that of the unit command sergeant major, but leadership influence is generally limited to those directly under their charge.

The sergeant major is a subject matter expert in his technical field, primary advisor on retail sales, policy development, analytical reviewer of regulatory guidance and often fulfills the duties of the command sergeant major in his absence. Sergeants major also serve in non-staff and leadership positions such as Special Forces Team Sergeant Major, instructor at the Sergeants Major Academy or as the why teach State Senior Enlisted Advisor. Colors and terminology, Color Guards. Flags are almost as old as civilization itself. Imperial Egypt and the armies of Babylon and Assyria followed the colors of their kings. Ancient texts mention banners and standards. The flag that identified nations usually were based on the personal or family heraldry of the reigning monarch.

As autocracies faded or disappeared, dynastic colors were no longer suitable and national flags came into being. These national flags such as the Union Jack of Great Britain, the Tricolor of France and the Stars and Stripes are relatively new to history. When the struggle for independence united the colonies, there grew a desire for for america, a single flag to represent the new Nation. The first flag borne by our Army representing the 13 colonies was the grand union flag. Writing Services! It was raised over the Continental Army at Cambridge, Massachusetts, on 2 January 1776. The Stars and Stripes as we now know it was born on 14 June 1777.

The flags carried by for america essay Color-bearing units are called the national and organizational colors. The Colors may be carried in any formation in which two or more company honor guards or representative elements of in georgia, a command participate. Why Teach For America Essay! The Command Sergeant Major is responsible for the safeguarding, care and display of the of essay organizational color. He is essay also responsible for the selection, training and letters, performance of the Color bearers and Color guards. The honorary position for the CSM is two steps to the rear and centered on why teach for america, the Color guard.

Because of the retail letters importance and visibility of the task, it is an honor to be a member of the Color guard. The detail may consist of three to eight soldiers, usually NCOs. The senior (Color) sergeant carries the National Color and commands the essay Color guard unless a person is designated as the Color sergeant. The Color sergeant gives the necessary commands for the movements and for rendering honors. The most important aspect of the selection, training and performance of the Color guard is the training.

Training requires precision in drills, manual of management, arms, customs and courtesies and wear and appearance of uniforms and insignia. A well trained color guard at the front of unit’s formation signifies a sense of teamwork, confidence, pride, alertness, attention to detail, esprit de corps and discipline. The Color Guard detail should perform its functions as much as possible in accordance with ARs 600-25, 670-1 and 840-10 and FM 22-5. FIRST SERGEANT AND MASTER SERGEANT. 2-62. The First Sergeant is the senior NCO in companies, batteries and troops. Essay! The position of terminology, first sergeant is for america essay similar to that of the resume writing services in georgia CSM in importance, responsibility and prestige. As far back as the Revolutionary War period, first sergeants have enforced discipline, fostered loyalty and commitment in their soldiers, maintained duty rosters and made morning reports to their company commanders. Since today’s first sergeants maintain daily contact with and are responsible for why teach, training and ensuring the health and welfare of all of the unit’s soldiers and phd thesis terminology, families, this position requires extraordinary leadership and professional competence.

2-63. First sergeants hold formations, instruct platoon sergeants and why teach for america essay, assist the commander in letters sales assistant daily unit operations. Though first sergeants supervise routine administrative duties their principle duty is training soldiers. For America Essay! The CSM, first sergeant and other key NCOs, must understand the organization’s collective mission essential tasks during METL-based training. Through NCO development programs, performance counseling and other guidance, first sergeants are the Army’s most important mentors in essays business developing subordinate NCOs. 2-64. The Master Sergeant serves as the principle NCO in staff elements at why teach battalion or higher levels. Although not charged with the enormous leadership responsibilities of the explain first sergeant, the master sergeant dispatches leadership and executes other duties with the same professionalism as the first sergeant. PLATOON SERGEANT AND SERGEANT FIRST CLASS.

2-65. Essay! While “Platoon Sergeant” is a duty position, not a rank, the robert platoon sergeant is the primary assistant and advisor to the platoon leader, with the responsibility of training and caring for soldiers. The platoon sergeant helps the commander to train the platoon leader and in that regard has an enormous effect on how that young officer perceives NCOs for the rest of his career. Why Teach! The platoon sergeant takes charge of the platoon in the absence of the platoon leader. As the terminology lowest level senior NCO involved in the company METL, platoon sergeants teach collective and individual tasks to soldiers in their squads, crews or equivalent small units. 2-66. Why Teach Essay! The Sergeant First Class (SFC), may serve in writer essays a position subordinate to the platoon sergeant or may serve as the why teach for america essay NCO in charge (NCOIC) of the section with all the attendant responsibilities and essay, duties of the platoon sergeant. A platoon sergeant or sergeant first class generally has extensive military experience and can make accurate decisions in the best interest of the why teach for america essay mission and the soldier. 2-67. Utilizing tough, realistic and intellectually and physically challenging performance-oriented training to excite and motivate soldiers, the platoon sergeant ensures Army standards are met and maintained. Additionally, the of essay platoon sergeant must conduct cross training to promote critical wartime skills within the unit, evaluate the effectiveness of the platoon and provide training feedback to the commander and essay, first sergeant during After-Action Reviews (AAR) on all unit collective training.

SQUAD, SECTION AND TEAM LEADERS. 2-68. Staff Sergeants, Sergeants and Corporals are normally squad, section and team leaders and are a critical link in the NCO channel. These NCOs live and work with their soldiers every day and are responsible for their health, welfare and safety. These squad, section and services in georgia, team leaders ensure that their soldiers meet standards in personal appearance and teach them to maintain and account for their individual and unit equipment and property.

The NCO enforces standards and develops and for america essay, trains soldiers daily in MOS skills and unit missions. “NCOs should make it a point to drop by the barracks on and off duty to visit soldiers and check on their welfare.” SMA Jack L. Tilley. 2-69. The NCO teaches individual and collective training, develops unit cohesion, fosters the values of loyalty and commitment and builds spirit and confidence. The NCO evaluates performance oriented training and through coaching and counseling grooms young soldiers for future positions of increased responsibility. Squad, section and essays business management, team leaders teach everything from the making of sound and timely decisions to physical training to ethics and values. Essay! You, corporals and robert, sergeants, are the basic trainer of for america, today’s soldiers. YOU ARE A NONCOMMISSIONED OFFICER. 2-70. You as an NCO have a tough, demanding, but very rewarding job.

The soldiers you lead are the heart of the Army. You lead soldiers at the action level where the important day-to-day fundamental work of the Army is mission oriented. Because you live and work directly with and explain of essay, among soldiers, you have the best opportunity to know them as they really are. You are the essay first to identify and teach soldiers how to best use their strengths and help them detect and overcome their shortcomings. You are in the best position to secure the trust and confidence of soldiers by leading by example. Writing Services In Georgia! You have the advantage of a deeper understanding of soldier behavior because you were promoted directly from the ranks that you now lead and serve. Your soldiers will challenge you each and every day and you will be rewarded by the respect they hold for your ability as a leader.

You will be successful as they follow your leadership in for america essay the difficult business of getting ready to fight and win our Nation’s wars.

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