Civil Air Patrol Research Paper

Responsible for the program of instruction and daily flight operations for the Army's UH60 Blackhawk Flight School XXI, management of the Aircrew Training Program and the professional development and general health and welfare of 151 assigned personnel and 252 student pilots. Responsible for the risk management, mission approval process, standardization and training of a company which daily launches 98 helicopters in day, night, IMC, and night vision goggle modes of flight. As an instructor pilot, responsible for maintaining the highest level of proficiency in the UH-60 A/L and Mike model in all modes of flight, training student pilots, conducting flight evaluations, and enforcing aviation standardization and overall unit safety procedure.

SPC XXXXXXX achieved the XVIII Airborne Corps Noncommissioned Officer Basic Leader Course graduation requirements with an overall XXXXX% grade point average. SPC XXXXX was a motivated leader that participated in all classroom discussions. His determination to seek self-improvement and work as a team player was unparalleled throughout the course. He displayed exceptional drill and ceremony skills while flawlessly inspecting and marching a squad size element. His ability to assimilate new information and present it in a military manor was evident during his oral history brief. He demonstrated comprehensive knowledge in all academic areas, excelling in communicating in writing, and conducting individual training. As squad leader during the

0915 – 1030 Orientation/Training: The assigned member will work with recruits. They will establish what the recruits know about the ACOS and their mission, discuss the organizational chart and then discuss what their section does to support the mission. Ideally this member will be a junior enlisted member who can take this time to get to know the recruits as their new peers. This is an opportunity for junior enlisted members to develop their leadership and mentorship skills. Section supervisors need to recognize that this is as an opportunity for their members to learn as well as a way to welcome our new

The cadet commander helps fulfill the squadron's’ mission by promoting and setting the standard of excellence among cadets. The cadet commander also directs the cadet staff to maintain structure and organization, within the squadron.

Once completed, each student selects serving in an officer’s capacity as active duty in a designated National Guard or Reserves units respectively. In the final analysis, graduating early with a commission can provide several advantages. Among those advances service time useful for promotions and retirement. Eligibility for the Early Commissioning program may also vary slightly among the five institutions or change over time per Army standards. They would include prerequisite academic admission standards and maintaining academic eligibility once enrolled as well as required military and leadership training during a student’s tenure. A student cadet’s curriculum consists of regular classroom instruction and physical training conducted throughout

Prior to 2009, attendance at Basic Officer’s Leaders’ Course (BOLC) II served as the next phase in junior officer development. This six week branch-immaterial course strived to challenge and prepare new lieutenants both “physically and mentally. . .with 84 percent of the training conducted … in a tactical or field environment” 5 U.S. Army Training and Doctrine Command (TRADOC) deemed BOLC II

Commander Stoltz has held numerous leadership positions in CAP including her current position as Commander for our Cadet Squadron. Commander Stoltz understands the art of humility, command presence, holding Cadets accountable, and mentoring. Commander Stoltz is currently working on her private pilot’s license. As an aspiring pilot, the Squadron Commander needed someone to help coordinate the orientation ride program with the Cadets. Commander Stoltz quickly volunteered and turned the program into a success. Not only have more Cadets been able to experience an orientation ride, our squadron achieved the quality cadet unit award which has specific requirements for orientation flights. Commander Stoltz understood the problem, volunteered to be part of the solution, developed a process, revised the process, and has stayed engaged to ensure ongoing success.

Many cadets with the Minnesota Wing Civil Air Patrol gained valuable training this past weekend at Camp Ripley during the Cadre Training Weekend. Cadets (minors) and seniors (adults) trained together for a summer leadership camp called encampment. They trained in areas ranging from making beds to handling tricky situations in exercises called situational leadership simulations. Cadet Trevor Prelesnik says, “I learned a lot about the mastery of regulations that flight sergeants need to have and how to better work with others.”

We were also introduced to simulators specially designed for the purposes of Aviation Challenge alone. On these simulators, we operated formation F-18 Fighter Jets; we learned the basics of how to operate the joystick and throttle and then practiced flying and land. We also learned how to shoot missiles, drop bombs, and fire bullets but didn’t practice those skills until later. Furthermore, we formed team positions. I was awarded Lead 1, which is a position that checks for enemies when crossing a road with Lead 2 when patrolling.

I wanted to take the opportunity and convey my gratitude regarding the level of support received during the events leading up to and execution of WOBC Phase II Class 16-002 ALE to this point. The RCTD support staff, both in the stealth room and BMC, have been first class in every aspect. Their ability to adapt to mission requirement makes a challenging exercise seamless and allows us to focus our attention on training the Army's newest aviators. However limited that ability may be (myself and Mr. Oaks' ability), I believe with the help of your staff we were able to achieve a realistic, meaningful, and relevant environment for our class to learn. This level of professionally supported training sets the conditions necessary for these aviators

SGT Rivera demonstrated a high level of technical and tactical proficiency as a Battle NCO during the Mission Training Center (MTC) exercises. He was directly responsible for the preparation and certification of his crew prior to deployment. SGT Rivera's crew was able to certify to Air Battle Management Level (ABML) 11 and Tactical Operation Center standards during the same evaluation demonstrating his crew was ready to deploy. His crew was lauded by BDE Standardization Team for the only unit achieving a first time go in 31st

Our responsibility as noncommissioned officer is to provide guidance, resources, assistance and training to our Soldiers. We cannot provide guidance and training if we do not seek for self-improvement. In order to seek for self-improvement, CSM/SGM and senior NCOs have to prepare academically and professionally. Today, there are many ways to prepare ourselves professionally. The Army make available to the service members a wealth of grants and scholarships as US Army Tuition Assistance (TA), Yellow Ribbon Project, and Montgomery G.I. Bill, Troops to Teach Program among others. In addition many public and private organization offer grants, financial assistance/aid or scholarship to encourage service members to achieve their professional

The Civil Air Patrol is a non profit organization established by congress give civilians from the age of twelve and above an auxiliary to the United States Air Force. The CAP is a volunteer run program with people from all types of aviation background. They also have non-auxiliary programs for people who are a part of a private aviation agency or the American Red Cross. While the CAP has many aircrafts and flight programs, they do not give the student their pilot’s license.

The words “to learn, to serve, to advance” can perfectly capture the goal of any Air Cadet which wishes to achieve a higher rank. In order to receive a promotion they must first learn the required skills then practice those skills for hours and then they may advance and receive a promotion. The motto also teaches how work leads to reward for example, someone who takes time to polish their boots and iron their uniform will be recognized and praised for their time consuming efforts. The phrase also outlines the type of people the program aims to create, the type of person who can lead, listen and be committed. These are some of the ways I think that “to learn, to serve, to advance” represents my Air Cadet styled License

Collegiate Training Initiative program for UAS – The FAA must create a Collegiate Training Initiative program to help prepare college students for careers involved UAS.