cadet blogs
Tips on Applying
(Choosing the Coast Guard Academy, Class of 2014) Permanent link All Posts
‘Tis the season for applying and here are a few tips that helped me in my application process…
1. Put down every activity, club, and sport you are a part of. The Academy is looking for well-rounded individuals and is looking to see that you can do well in multiple areas, not just one. Be exhaustive in showing what you do. I put down sports, city races, community service, church involvement, honor society, etc. The point is to give the Academy a broad view of who you are.
2. Be yourself. In the essays, answer them in a way that truly reflects you. For example, my faith is a huge part of who I am, so in the essays, I wrote about that. Similarly, if sports are big to you, put that in there as well. The application is for the Academy to get to know you and see if you would be a good fit, so be personal.
3. Take your time. Each year thousands of students apply to the Coast Guard Academy, but only about 250-300 of them get in. One big factor differentiating those that get in and those that do not is effort. Be methodical and thoughtful as you write your application and essays. Think before you write, and edit when you do. You want to show the Academy your best, so take your time. It does not matter whether you get your application in the day it is due or a month before, what matters is the content.
4. Lastly, the biggest question I get is about grades. Personally, I was just an average homeschooled girl, who got good but not genius status grades. What was more important to the Academy was that I was well rounded and had taken on leadership roles in high school. Verify that your GPA and SAT scores meet the requirements, and then focus on the rest of who you are. Are you the captain of a sports team? An intern at your church? Do you get involved in community service? Like I mentioned earlier, the Academy wants to know that you are well rounded and have leadership potential. Grades are but a small piece of what the Academy looks at.
All in all, be yourself! Good luck on your applications, and if you have any more questions (I know I did when I was in your shoes), feel free to send them my way! God bless and happy studying!
Posted by Leann Strickland at 2/15/2012 1:14 PM
Special Education Teacher Resume Example
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Special Education Teacher
ABC Charter Elementary School
Hartford, CT
September 20XX - Present
- Develop and implement lesson plan for class of fifth-grade students with High Functioning Autism, Asperger’s Syndrome, speech impairment, and learning disabilities
- Differentiate activities and goals to meet each student’s individual needs and abilities
A+ Learning Center
Hartford, CT
September 20xx – August 20xx
- Adapted middle school English and History curriculum materials to suit students with High Functioning Autism, speech impairments, and various learning disabilities
- Educated teachers throughout the greater Hartford area on how to best implement these tailored curricula in their classrooms
Substitute Teacher
XYZ Middle School
Simsbury, CT
November 19XX – July 20XX
- Provided instruction in both special and general education for students ranging from fifth to eighth grade
- Awarded substitute-of-the-year for ability to maintain a positive learning environment through behavioral management strategies
USCGC Eagle is the sixth U. S. Coast Guard cutter to bear the name in a proud line dating back to 1792. The ship was built in 1936 by the Blohm and Voss Shipyard in Hamburg, Germany, and commissioned as Horst Wessel . (Five identical sister ships were also built.)
Originally operated by Nazi Germany to train cadets for the German Navy, the ship was taken by the United States as a war prize after World War II. In 1946, a U. S. Coast Guard crew - aided by the German crew still on board - sailed the tall ship from Bremerhaven to its new homeport in New London, Connecticut. Eagle returned to Bremerhaven for the first time since World War II in the summer of 2005, to an enthusiastic welcome.
Built during the twilight era of sail, the design and construction of Eagle embody centuries of development in the shipbuilder's art. The hull is steel four-tenths of an inch thick. There are two full-length steel decks with a platform deck below. The raised forecastle and quarterdeck are made of three-inch thick teak over steel, as are the weather decks.
Eagle eagerly takes to the elements for which she was designed. Effortlessly and gracefully, she drives under full sail in the open ocean at speeds up to 17 knots.
When in homeport in New London, Eagle rests alongside a pier on the Thames River near the U. S. Coast Guard Academy. The Academy was originally founded in 1876 when nine students boarded the Revenue Cutter Dobbin . A series of cutters followed the Dobbin and, in 1932, a permanent shore facility was established at its present site on land donated by the New London community. Approximately 1,000 men and women attend the Academy, all of whom sail at one time or another on America's only active duty square rigger.
Eagle offers future officers the opportunity to put into practice the navigation, engineering, and other professional theory they have previously learned in the classroom. Upper class trainees exercise leadership and service duties normally handled by junior officers, while underclass trainees fill crew positions of a junior enlisted person, such as helm watches at the huge wooden wheels used to steer the vessel. Everyone who trains on Eagle experiences a character building experience.
To maneuver Eagle under sail, the crew must handle more than 22,000 square feet of sail and five miles of rigging. Over 200 lines control the sails and yards, and every crew-member, cadet and officer candidate, must become intimately familiar with the name, operation, and function of each line.
A permanent crew of six officers and 55 enlisted personnel maintain the ship year round. They provide a strong base of knowledge and seamanship for the training of up to 150 cadets or officer candidates at a time.
On the decks and in the rigging of Eagle . young men and women get a taste of salt air and life at sea and they are tested and challenged, often to the limits of endurance. Working aloft, they meet fear and learn to overcome it. The experience builds character and helps future officers develop skills of leadership and teamwork that prove valuable assets throughout their careers.
Exhibitions and Collections
The Museum’s permanent collection is comprised of over 10,000 objects, including paintings, drawings, photographs, sculpture, furniture, silver and textiles as well as a doll and toy collection. It is the only museum in the region to offer a comprehensive collection of American fine and decorative art as well as European art. The collection as a whole spans a 2600-year period from antiquity to the present day, with particular strengths in the 18 th through the 20th centuries. The collection has been developed through an ongoing program of donations and purchases dating from 1931.
Abigail Dolbeare Hinman (c.1854-56)
Daniel Huntington (1816-1906)
Oil on canvas
American art is the primary strength of the Museum’s collection. In particular, the Museum’s collection of nineteenth-century American paintings, ranging from the Hudson River School to the Aesthetic Movement and Impressionism, includes many works of art historical significance. Thomas Cole’s Mount Aetna from Taormina (1844) is an important example of how travels abroad impacted the work of artists in the 19th-century, while Frederic Edwin Church’s Study for New England Scenery (1850) and John F. Kensett’s oval Bash Bish Falls (1851) are key Hudson River School paintings that demonstrate how images of the American landscape expressed and shaped emerging notions of American identity. Winslow Homer’s tile painting The Shepherdess (1878) is a rare and important example of this American master’s work with The Tile Club.
The collection also includes significant works by European artists J. A.D. Ingres, Frederic Leighton, Eugene Delacroix, Francois Boucher, Nicholas Poussin, Claude Lorrain, Charles LeBrun, and Giovanni Battista Tiepolo.
The Museum strives to be a preeminent resource forthe region’s school systems by making connections between its collections and the current state school curriculum. As part of the Museum’s goal to support the local school system and to “bring the pleasure and understanding of art to the diverse communities of New London and Southeastern Connecticut,” the Museum plans to reinterpret and reinstall its ongoing American Stories exhibition, which includes eighteenth - and nineteenth-century American fine and decorative art. The planning phase of this reinterpretation will take place between 2011 and 2014 and is currently being funded in part by the Connecticut Humanities Council. The emphasis of the reinterpretation is on themes that will help the Museum to better connect to the curricula of area teachers and schoolchildren, particularly the American history curricula for fourth - and fifth-graders. These themes have been explored in the past through temporary exhibitions and include the following:
Ocean Breezes (c.1910)
Edward Potthast (1857-1927)
Oil on canvas
New London’s rich history as a seaport and the global connections that resulted from maritime trade and culture.
The history of the decorative arts in eighteenth - and nineteenth-century Connecticut and their relationship to literature and social history
Issues of class, work, and ethnic identity
Lyman Allyn Art Museum
Mission/Vision
Our Mission
Safe Futures saves lives, restores hope and changes the future for those impacted by domestic violence and sexual assault in southeastern Connecticut.
Our Vision
Safe Futures strives to eliminate violence in our community so that southeastern Connecticut becomes a place:
Where violence and abuse are not tolerated;
Where all victims and survivors are able to get the support and resources they need to create a new life for themselves; and
Where all children and teens feel safe, and learn the skills to establish healthy friendships and dating relationships.
Leadership Team
Executive Team
Catherine Zeiner . Executive Director
Karen Camboulives . Director of Finance & Administration
Emma Palzere-Rae . Director of Development & Communications
Katherine Verano . Director of Client Services
Nancy Almeida Crocker . Supervisor of Counseling & Family Services
Anne Wernau . Supervisor of Violence is Preventable and Healthy Relationships Programs
