2019 Cadet Handbook

Total Page:16

File Type:pdf, Size:1020Kb

2019 Cadet Handbook NORWICH UNIVERSITY The Military College of Vermont Founded 1819 I WILL TRY CADET HANDBOOK UNIT INFORMATION NORWICH UNIVERSITY NAME_______________________________________ SQD_______PLT________CO_______BN__________ ROOM__________________PHONE________________ CADET HANDBOOK MAILBOX#____________________________________ COMMANDANT_________________________________ ASSISTANT CMDT________________________________ A GUIDE FOR CADETS CO MENTOR___________________________________ REG CDR_____________________________________ * * * * * * * REG CSM_____________________________________ BN CDR______________________________________ BN CSM______________________________________ Published by The Office of the Commandant CO CDR______________________________________ Norwich University CO lSG______________________________________ Northfield, Vermont PLT LDR_________________PSGT_________________ 2019 SQD LDR_________________ASST_________________ ACADEMIC ADVISOR______________________________ ROOMMATE__________________________________ ROOMMATE__________________________________ i VISION STATEMENT Norwich University will be a learning community, American in character yet global in perspective, engaged in personal and intellectual transformation and dedicated to knowledge, mutual respect, creativity and service. MISSION STATEMENT, 1843 CATALOGUE To give our youth an education that shall be American in its character - to enable them to act as well as to think - to execute as well as to conceive - “to tolerate all opinions when reason is left free to combat them” - to make moral, patriotic, efficient, and useful citizens, and to qualify them for all those high responsibilities resting upon a citizen of this free republic. STATEMENT OF GUIDING VALUES Norwich University was founded in 1819 by Captain Alden Partridge, U.S. Army, and is the oldest private military college in the country. Norwich University is a diversified academic institution that educates traditional age students in a Corps of Cadets or as civilians, and adult students. Norwich identifies the following as our guiding values. 1. HONOR: We are men and women of honor and integrity. We shall not tolerate those who lie, cheat, or steal. 2. SCHOLARSHIP: We are dedicated to engaged teaching and learning, emphasizing teamwork, leadership, creativity, and critical thinking. 3. RESPECT: We respect the right to diverse points of view as a cornerstone of our democracy. 4. PATRIOTISM and SERVICE: We encourage service to nation and others before self. 5. COMPREHENSIVE FITNESS: We stress being physically fit and drug- free. ii iii 6. PERSERVERENCE: To live the Norwich motto, —“I will try!” — meaning perseverance in the face of adversity. 7. DUTY: We stress self-discipline, personal responsibility, and respect for law. 8. LOYALTY: We hold in highest esteem our people and reputation. THE CADET OATH I..., will henceforth strive to live by the Norwich Creed. As a member of the Norwich Corps of Cadets I promise to accept and apply the principles of the Honor Code; to abide by the Norwich Rules and Regulations: to obey the legal orders of Norwich officials and my seniors in the Corps of Cadets; to foster the Norwich spirit; and to uphold the traditions of my Alma Mater. In all my endeavors from this day forth I will reflect the spirit of the Norwich motto “I will try!” CADET LEADERS OATH I am a Cadet leader. I will assist each individual in their efforts to be highly motivated, well disciplined, and physically and mentally fit Cadet. I will instill pride in all I lead. Pride in self, in the Corps, in Norwich University, and in our Country. I will insist that each Cadet meets and maintains the standards of military bearing and courtesy, consistent with the highest traditions of Norwich University and our Guiding Values. I will lead by example, never requiring a Cadet to attempt any task I would not do myself. But first, last, and always, I am a Norwich University Cadet, sworn to uphold the Norwich University Rules and Regulations and Standards. iv v TABLE OF CONTENTS The Tradition of Doing Your Duty ............................................................ 32 The Tradition of Professionalism ............................................................. 35 UNIT INFORMATION .......................................................Inside front cover NORWICH HISTORY INTRODUCTION Norwich History, Chronology ................................................................... 43 Vision, Mission and Guiding Values ..........................................................iii Founding Father .........................................................................................47 Cadet Oath ..................................................................................................... v Presidents of NU .........................................................................................49 Cadet Leaders Oath ....................................................................................... v Commandants of NUCC .............................................................................50 Forward ........................................................................................................ix Norwich Medal of Honor Recipients ........................................................ 52 First Graduates ...........................................................................................58 NORWICH LEADERSHIP Norwich and the State of Vermont ...........................................................60 University President ......................................................................................1 University Motto .........................................................................................62 University Provost ........................................................................................ 3 The Norwich Seal........................................................................................63 Senior Vice President for Student Affairs and Technology ...................... 5 Norwich Flag ...............................................................................................64 Commandant of Cadets ................................................................................6 Norwich Shoulder Patch ............................................................................64 Norwich Cover Device ................................................................................65 HONOR Cavalry at Norwich University ..................................................................65 Honor Code ...................................................................................................8 Appreciations ..............................................................................................67 ACADEMICS BUILDINGS AND FACILITIES Academic Achievement Center ....................................................................9 Upper Parade Ground .................................................................................68 Advisors ........................................................................................................10 Academic Buildings .................................................................................... 72 CORPS OF CADETS Athletic Facilities ........................................................................................ 75 Corps of Cadets Organization Chart ..........................................................12 Administrative and Support Buildings ..................................................... 78 Membership .................................................................................................13 MEMORIALS Corps of Cadets Mission .............................................................................13 Alden Partridge Statue ................................................................................81 Mission Essential Tasks..............................................................................14 Centennial Gateways ..................................................................................82 Leadership Progression ..............................................................................14 Centennial Stairs ........................................................................................ 83 Rook Requirements and Restrictions ........................................................15 Bicentennial Stairs .....................................................................................84 Cadet Rank Insignia ...................................................................................29 “Uncle Jim” Evans .....................................................................................84 NORWICH HERITAGE, CUSTOMS, COURTESIES AND TRADITIONS Harmon Statue ............................................................................................85 Respect for the Nation and Norwich ........................................................ 22 William H. Earle Murals ............................................................................87 Respect for Authority ................................................................................. 25 EMERGENCY PHONE NUMBERS ............................................................. 93 Other Forms of Respect .............................................................................28 NOTES ........................................................................................................96 vi vii FORWARD This Cadet Handbook describes the history and traditions of the
Recommended publications
  • 1 TEXT C Company Drill.Pdf
    State of California – Military Department California Cadet Corps CURRICULUM ON MILITARY SUBJECTS Strand M7: Unit Drill Level 11 This Strand is composed of the following components: A. Squad Drill B. Platoon Drill C. Company Drill 1 California Cadet Corps M7: Unit Drill Table of Contents C. Company Drill ............................................................................................................................................ 3 Objectives ................................................................................................................................................. 3 C1. Basic Information ............................................................................................................................ 4 C2. Posts for Key Personnel .................................................................................................................. 5 .............................................................................................................................................................. 8 C3. Basic Formation Information .......................................................................................................... 8 C4. Changing Interval .......................................................................................................................... 10 C5. Changing Distance ......................................................................................................................... 10 C6. Aligning the Company ..................................................................................................................
    [Show full text]
  • Applications by College
    College Acceptances 2021 The University of Alabama University of New Hampshire-Main Campus American University New Jersey Institute of Technology Bard College The College of New Jersey Belmont University New York Film Academy - New York City Bentley University New York University Binghamton University University of North Carolina Boston Conservatory at Berklee North Carolina State University at Raleigh Boston University Northeastern University California Polytechnic State University Norwich University Carnegie Mellon University Pace University Case Western Reserve University Pennsylvania State University College of Charleston University of Pittsburgh Clark University Plymouth State University Clarkson University Providence College Clemson University SUNY at Purchase College University of Colorado Boulder SUNY at Purchase College University of Colorado Denver Quinnipiac University Colorado School of Mines University of Rhode Island Colorado State University-Fort Collins University of Richmond Columbia University in the City of NY Ringling College of Art and Design Connecticut College Roanoke College University of Connecticut Rochester Institute of Technology Cornell University University of Rochester University of Delaware Roger Williams University Dickinson College Sacred Heart University Drexel University Saint Joseph's University Duquesne University Saint Michael's College East Carolina University School of Visual Arts Elon University Siena College Emerson College University of South Carolina Endicott College University of South Florida-Main
    [Show full text]
  • WHS Profile 2018-19
    School Profile Windsor 2018-2019 High School Community Administrative Staff Windsor High School is located in historic Windsor, the Tiffany Cassano Principal birthplace of Vermont. Marked by picturesque Ascutney Colleen DeSchamp Assistant Principal Mountain, WHS welcomes students from Windsor, West Matthew Meagher Dean of Students Windsor, Weathersfield, Hartland, and Cornish, New Hampshire. These Windsor Yellowjackets live and learn in a Terri Hage Administrative Assistant community with a rich history alongside the Connecticut River, Paradise Park - our Town Forest, and unique shopping and dining opportunities downtown and at Artisan’s Park. Guidance Services Terri Herzog School Counselor Greg Pickering School Counselor Colleges Accepted Laurie Brown Registrar by Recent Graduates Admin. Office 802-674-6344 Guidance Services 802-674-8304 Albany College of Pharmacy San Diego State University Fax 802-674-9802 California Polytechnic Inst. Simmons College Castleton University Smith College Champlain College Saint Michael’s College School Dartmouth College Stony Brook University Comprehensive high school for grades 9 –12. Courses not Endicott College Temple University weighted. Fairfield University United States Naval Academy Gordon College Student Enrollment: 234 University of Massachusetts Johnson State College Faculty: 25 Keene State College University of New Hampshire Accreditation: Vermont Agency of Education. Lyndon State College University of Rhode Island Merrimack College University of Southern New York University California Northeastern
    [Show full text]
  • Norwich University Internships Jim Graves, Internship Coordinator (802) 485-2269 [email protected] Career Development Center [email protected]
    NORWICH UNIVERSITY™ Expect Challenge. Achieve Distinction. "~ .~F°"' +""".,..,·i}. 2 a~ .. .. i' """'' s..• .,.,..._, +Lt. ~+·', JA .·k) .t ' .,,.t 6 ,1~. ,o·~ ,lll!!i"""' ""~ p0,,,11 ~ , ~ k:rr\ s.1~,1f ...".. ,r S, -4-lr, t ,0\,..., , , ~".) ·; covlJ f'"·; ~ ·, ,~+ tiv-, +L. e··~e,,1e,,.....co· , IP'\, Jl..~e: erc.1.f..°" ... ,..... C.t t c1 ,,.{. f:'!o IL _ L . 1 ' "') cl....... .... ,~~o,,"~.,,......I ttc.... "'"" .·.,, ,_ 1. Will you pay the intern? If so, how much? Wages vary widely from field to field, so be sure yours are competitive or offer competitive incentives. 2. Where will you put the intern? Do you have adequate workspace for them? Will you help make parking arrangements, living arrangements, etc.? 3. What sort of academic background and experience do you want in an intern? Decide on standards for quality beforehand — it’ll help you narrow down the choices and find the best candidates. 4. Who will have the primary responsibility for the intern? Will that person be a mentor or merely a supervisor? 5. What will the intern be doing? Be as specific as possible. Interns, like others in the process of learning, need structure so they don’t become lost, confused or bored. 6. Do you want to plan a program beyond the work you give your interns? Field of study Average hourly wage Business $15.93 Communications $16.00 Computer Sciences $17.20 Engineering $18.26 Sciences $16.60 33 majors total 15 majors=internship courses • Accounting • Biology • Criminal Justice • Political Science • Communications • Psychology • History • Sports
    [Show full text]
  • 2011-Summer.Pdf
    BOWDOIN MAGAZINE ­ VOL. 82 NO. 2 SUMMER 2011 BV O L . 8 2 ­ N Oow . 2 ­ ­ S UMMER ­ 2 0 1 1­ ­ doi­n STANDP ­U WITH ­A­SOCIAL­ FOR ­THE­CLASS­OF­1961,­ BOWDOIN­IS­FOREVER CONSCIENCE JILL­SHAW­RUDDOCK­’77 HARI KONDABOLU ’04 SLICING­THE­PIE­FOR­ THE POWER OF COMEDY AS AN STUDENT­ACTIVITIES INSTRUMENT FOR CHANGE SUMMER 2011­ CONTENTS BowdoinMAGAZINE 24 A­Great­Second­Half PHOTOGRAPHS BY FELICE BOUCHER In an interview that coincided with the opening of an exhibition of the Victoria and Albert’s English alabaster reliefs at the Bowdoin College Museum of Art last semester, Jill Shaw Ruddock ’77 talks about the goal of her new book, The Second Half of Your Life—to make the second half the best half. 30 For­the­Class­of­1961,­Bowdoin­is­Forever BY LISA WESEL • PHOTOGRAHS BY BOB HANDELMAN AND BRIAN WEDGE ’97 After 50 years as Bowdoin alumni, the Class of 1961 is a particularly close-knit group. Lisa Wesel spent time with a group of them talking about friendship, formative experi- ences, and the privilege of traveling a long road together. 36 Stand­Up­With­a­Social­Conscience BY EDGAR ALLEN BEEM • PHOTOGRAPHS BY KARSTEN MORAN ’05 The Seattle Times has called Hari Kondabolu ’04 “a young man reaching for the hand-scalding torch of confrontational comics like Lenny Bruce and Richard Pryor.” Ed Beem talks to Hari about his journey from Queens to Brunswick and the power of comedy as an instrument of social change. 44 Slicing­the­Pie BY EDGAR ALLEN BEEM • PHOTOGRAPHS BY DEAN ABRAMSON The Student Activity Fund Committee distributes funding of nearly $700,000 a year in support of clubs, entertainment, and community service.
    [Show full text]
  • Crucibles of Virtue and Vice: the Acculturation of Transatlantic Army Officers, 1815-1945
    CRUCIBLES OF VIRTUE AND VICE: THE ACCULTURATION OF TRANSATLANTIC ARMY OFFICERS, 1815-1945 John F. Morris Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2020 © 2020 John F. Morris All Rights Reserved ABSTRACT Crucibles of Virtue and Vice: The Acculturation of Transatlantic Army Officers, 1815-1945 John F. Morris Throughout the long nineteenth century, the European Great Powers and, after 1865, the United States competed for global dominance, and they regularly used their armies to do so. While many historians have commented on the culture of these armies’ officer corps, few have looked to the acculturation process itself that occurred at secondary schools and academies for future officers, and even fewer have compared different formative systems. In this study, I home in on three distinct models of officer acculturation—the British public schools, the monarchical cadet schools in Imperial Germany, Austria, and Russia, and the US Military Academy—which instilled the shared and recursive sets of values and behaviors that constituted European and American officer cultures. Specifically, I examine not the curricula, policies, and structures of the schools but the subterranean practices, rituals, and codes therein. What were they, how and why did they develop and change over time, which values did they transmit and which behaviors did they perpetuate, how do these relate to nineteenth- and early-twentieth-century social and cultural phenomena, and what sort of ethos did they produce among transatlantic army officers? Drawing on a wide array of sources in three languages, including archival material, official publications, letters and memoirs, and contemporary nonfiction and fiction, I have painted a highly detailed picture of subterranean life at the institutions in this study.
    [Show full text]
  • California Cadet Corps Organizational Colors and Guidons
    Cadet Regulation 1-12 California Cadet Corps Organizational Colors and Guidons State of California-Military Department Joint Force Headquarters Sacramento, California 15 January 2015 UNCLASSIFIED SUMMARY of CHANGE CR 1-12 California Cadet Corps Organizational Colors and Guidons *This is a minor revision of a previously published regulation. It includes the addition of Summer Camp/10th Brigade Unit guidon specifications. CR 1-12 • 15 January 2015 State of California – Military Department Cadet Regulation 1-12 Joint Force Headquarters Headquarters, California Cadet Corps Effective 15 January 2015 Sacramento, California CALIFORNIA CADET CORPS ORGANIZATIONAL COLORS AND GUIDONS DAVID S. BALDWIN Major General Regulations. The proponent may delegate this The Adjutant General approval authority, in writing, to a field-grade man- day staff officer or State Projects Officer. Activities or units may request a waiver to this regulation by Official: providing full justification that includes a full analysis of the expected benefits. All waiver requests will be endorsed by the senior commandant officer of the requesting activity or unit and forwarded through their higher headquarters to the policy proponent. LARRY K. MORDEN Colonel, CACC Supplementation. Supplementation of this Executive Officer regulation and establishment of command and local forms are prohibited without prior approval, in History. This regulation is a minor revision to a writing, from the Executive Officer, California previously published regulation. Cadet Corps. Send a draft copy of each supplement to – Youth Programs, California Cadet Corps, Summary. This regulation describes the design ATTN: Executive Officer, Building 1301, Camp and use of organizational colors and guidons for San Luis Obispo, CA. brigades, regiments, and units of the California Cadet Corps (CACC).
    [Show full text]
  • California Cadet Corps Curriculum on Leadership Roles
    California Cadet Corps Curriculum on Leadership Roles “Move up through Ranks, Positions, and Experiences” L3/A: Leadership Roles at the School Level Agenda A1. Introduction to Leadership Roles and Responsibilities A2. Assistant Squad Leader and Guidon Bearer A3. Squad Leader A4. Platoon Sergeant A5. Platoon Leader A6. First Sergeant Agenda A7. Company Executive Officer A8. Company Commander A9. S1: Administration and Personnel A10.S2: Safety and Security A11.S3: Training and Operations A12.S4: Supply and Logistics Agenda A13. S5: Civic, Public and Military Relations A14. S6: Communications and IT A15. Battalion Executive Officer (XO) A16. Battalion Command Sergeant Major (CSM) A17. Battalion Commander (CO) INTRODUCTION TO LEADERSHIP ROLES AND RESPONSIBILITIES A1. Introduction to Leadership Roles and Responsibilities Leadership Roles at the School Level OBJECTIVES Cadets will be prepared to work within the structure of the cadet battalion or brigade, and serve successfully in leadership positions within the California Cadet Corps. Plan of Action Describe the role and responsibilities of the cadet leadership position in California Cadet Corps Battalions: Introduction to Leadership Roles and Responsibilities. Essential Question: How does the CACC develop a leader? Introduction to Leadership Roles and Responsibilities • CACC’s primary objective: Teaching Leadership • Leadership curriculum standard emphasizes: – Military knowledge – Citizenship and patriotism – Academic Excellence – Health and fitness Introduction to Leadership Roles and Responsibilities
    [Show full text]
  • The Command and General Staff School
    \ .... SOLUTION NO.________20____ _\..____ - " -- - - -- • I I THE COMMAND AND GENERAL STAFF SCHOOL Map Problem No . _____ JL_____ _ Series__ __;K __ __ IN CASE OF REPLY TO BE RETURNED TO RECEPTACLE BY 9:00 A.M. lO ~8-C . & G. s. Sch., F ort Leavenworth-3-25-31- 25M MEIv10~ANDillll FOF : THE DI?ECTOP. 2nd YEl~R CTASS , cm!U,I.A1ID .AND G~m~j,. ! S'.DAFF SChOO! . FO"?j; T,E VIGNVTO?CeH . KAN~AS . SUBJECT : :l'HE G~lvl N INFANT?Y SCHOOT I PAPEPS ACCOvlPAlITYIlJG : 1 . A bibliography for this study. 2 . Map 6'f Dresden , Germany . sh owing locati'on of the Infantry School es tablishment . 3 . Photostatic copy of President von Hi ndenburg ' s address at t he opening of the German Infantry School in 1926 . 4 . Translation of 3 . 5 , .ChaT-t,,: shmllJing tha t-. organization. of the Infantry School. THE STUDY P:'ESEHTED : The organization. personnel and train­ ing at the school . with objects sought and results obtained. FAC :rs ~.J;-r A'11ING TO THE STUDY : Prior to the 1IIorld War , the officer personnel of the German Army was obtained almost ex­ c1usive1y from the nobility and the wealthy classes. The youths selected for commiSSioned service were educated for the a~my in the cadet schoolS maintained by the various king­ doms of the German Empire . vihen gradua ted therefrom. these youths were commissioned in and aSSigned to that portion of , the German Army maintained by their respective kingdoms . - 1 ­ o Following the World War and with the birth of the new German Arm~ or :eichswehr.
    [Show full text]
  • Inside Covers
    USACMLS/MANSCEN 573-XXX-XXXX/DSN 676-XXXX CML, Army Chemical Review is pre- COMMANDANT pared twice a year by the U.S. Army BG Patricia L. Nilo 563-8053 Chemical School, Fort Leonard Wood, [email protected] Missouri. CML presents professional infor- ASSISTANT COMMANDANT mation about Chemical Corps functions COL Gary Wallace 563-8054 related to nuclear, biological, chemical, [email protected] smoke, flame field expedients, and NBC COMMAND SERGEANT MAJOR reconnaissance in combat support. Objec- CSM Peter Hiltner 563-5081 tives of CML are to inform, motivate, in- [email protected] crease knowledge, improve performance, 3d CHEMICAL BRIGADE/DSN 581-XXXX and provide a forum for exchange of ideas. COL Thomas S. Spoehr 596-0016 This publication presents professional [email protected] information, but the views expressed 82d CHEMICAL BATTALION herein are those of the authors, not the LTC John Kulifay 596-4835 Department of Defense or its elements. [email protected] The content does not necessarily reflect 84th CHEMICAL BATTALION the official U.S. Army position and does not LTC Peggy Combs 596-2414 change or supersede any information in [email protected] other U.S. Army publications. Use of news items constitutes neither affirmation of their 58th TRANSPORTATION BATTALION LTC David Nelson 596-0991 accuracy or product endorsement. [email protected] Articles may be reprinted if credit is given to CML and its authors. All photo- USACMLS Directors graphs are official U.S. Army photos un- JOINT SERVICE INTEGRATION GROUP less otherwise noted. CML reserves the LTC Frank Kohout 563-7754 right to edit material.
    [Show full text]
  • Report on the History of Matthew P. Deady and Frederick S. Dunn
    Report on the History of Matthew P. Deady and Frederick S. Dunn By David Alan Johnson Professor, Portland State University former Managing Editor (1997-2014), Pacific Historical Review Quintard Taylor Emeritus Professor and Scott and Dorothy Bullitt Professor of American History. University of Washington Marsha Weisiger Julie and Rocky Dixon Chair of U.S. Western History, University of Oregon In the 2015-16 academic year, students and faculty called for renaming Deady Hall and Dunn Hall, due to the association of Matthew P. Deady and Frederick S. Dunn with the infamous history of race relations in Oregon in the nineteenth and early twentieth centuries. President Michael Schill initially appointed a committee of administrators, faculty, and students to develop criteria for evaluating whether either of the names should be stripped from campus buildings. Once the criteria were established, President Schill assembled a panel of three historians to research the history of Deady and Dunn to guide his decision-making. The committee consists of David Alan Johnson, the foremost authority on the history of the Oregon Constitutional Convention and author of Founding the Far West: California, Oregon, Nevada, 1840-1890 (1992); Quintard Taylor, the leading historian of African Americans in the U.S. West and author of several books, including In Search of the Racial Frontier: African Americans in the American West, 1528-1990 (1998); and Marsha Weisiger, author of several books, including Dreaming of Sheep in Navajo Country (2009). Other historians have written about Matthew Deady and Frederick Dunn; although we were familiar with them, we began our work looking at the primary sources—that is, the historical record produced by Deady, Dunn, and their contemporaries.
    [Show full text]
  • Displacement and Equilibrium: a Cultural History of Engineering in America Before Its “Golden Age”
    Displacement and Equilibrium: A Cultural History of Engineering in America Before Its “Golden Age” A DISSERTATION SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY David M. Kmiec IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Bernadette Longo, Adviser August 2012 Table of Contents Introduction ............................................................................................................. 1 1 Using historical context to contextualize history: The ideology of cultural history ........................................................................... 12 Motivation and methodology for a cultural history of American engineering ......................................................................................... 16 2 National service and public work: Military education and civilian engineering ......................................................... 23 Early modern France and the origins of military engineering ................................ 24 Military engineering and the American Revolution ................................................ 30 Civilian engineering as rationale for maintaining a military in peacetime .............................................................................................. 37 Engineering union in sectionalist America .............................................................. 51 3 The self-made engineer goes to school: Institutionalized education(s) for engineers ......................................................... 59 Colleges at the
    [Show full text]