Real Questions and latest syllabus of ACSM-GEI exam

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Exam Code: ACSM-GEI Practice exam 2022 by team
ACSM-GEI Certified Group Exercise Instructor

This exam content outline is based on a Job Task Analysis (JTA) for the ACSM Certified Group Exercise Instructor® (GEI). The JTA describes what an ACSM GEI does on a day-to-day basis and is divided into four domains and associated tasks performed on the job. As you prepare for your exam, it is important to remember that all exam questions are based on these domains—making it a perfect addition to your preparation materials! In fact, when you receive your test scores, your performance in each domain is scored individually so you can see exactly where you excelled and/or where you may need additional preparation. Using this in combination with other optional study materials will ensure you are ready for exam day

Domain I Participant and Program Assessment 10%
Domain II Class Design 25%
Domain III Leadership and Instruction 55%
Domain IV Legal and Professional Responsibilities 10%

A. Evaluate and establish participant screening procedures to optimize safety and minimize risk by reviewing assessment protocols based on ACSM standards and guidelines.
Knowledge of: • appropriate techniques for health history assessment.
• ACSM standards and guidelines related to pre-participation health history assessment.
• ACSM pre-participation screening questionnaire related to screening of class participants.
Skill in: • determining the adequacy of a facilitys current pre-participation procedures.
• developing and implementing pre-participation screening procedures.
B. Administer and review, as necessary, participants health risk to determine if preparticipation assessment is needed prior to exercise using PAR-Q, ACSM pre-participation health screening or other appropriate tools.
Knowledge of: • the use of informed consent and medical clearance prior to exercise participation.
• ACSM guidelines related to pre-participation screening procedures.
• ACSM risk stratification categories to aid in pre-participation screening (i.e., low, moderate, high risk).
• important health history information (e.g., past and present medical history, orthopedic limitations, prescribed medications, supplements, activity patterns, nutritional habits, stress and anxiety levels, family history of heart disease and other chronic diseases, smoking history, use of alcohol and illicit drugs, etc).
Skill in: • determining when to recommend medical clearance.
• administering pre-participation screening questionnaire.
• determining risk stratification category by evaluating screening questionnaire.
• making appropriate recommendations based upon the results of screening questionnaire.
C. Screen participants, as needed, for known acute or chronic conditions to providerecommendations and/or modifications. Knowledge of: • common medical conditions and contraindications to group exercise participation.
• risk factors, signs and symptoms, physical limitations and medical conditions that may affect or preclude class participation.
• appropriate criteria for NOT starting or stopping a participant from exercising.
Skill in: • determining health status of group exercise class participants prior to each class. • determining when to recommend medical clearance.
• making recommendations based on results of pre-exercise health status determination.
A. Establish the purpose and determine the objectives of the class based upon the needs of the participants and facility. Knowledge of: • methods used to determine the purpose of a group exercise class (e.g., survey, focus group, inquiry, word of mouth, suggestion box).
• types of group exercise classes (e.g., land-based, water-based, equipmentbased).
• types of equipment used in group exercise settings.
• participant characteristics such as health, fitness, age, gender, ability.
• health challenges and/or special needs commonly encountered in a group exercise setting.
• environmental factors as they relate to the safe participation (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation).
• the types of different environments for group exercise such as outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation and need to potentially adapt that environment.
B. Determine class content (i.e., warm-up, stimulus and cool-down) in order to create an effective workout based upon the objectives of the class.
Knowledge of: • the physiology of warm-up, stimulus and cool-down.
• the FITT principle (i.e., frequency, intensity, time and type) for developing and/or maintaining cardiorespiratory fitness.
• training principles (e.g., specificity, adaptation, overload).
• different training formats (e.g., continuous, circuit, interval, progressive classes such as 4-6 week sessions).
• exercise modification to most appropriately meet the needs of the class participants.
• different teaching styles (e.g., formal, authoritarian, facilitator, nurturer).
• different learning styles (e.g., auditory, visual, kinesthetic).
• the use of music in group exercise.
Skill in: • applying FITT principles (i.e., frequency, intensity, time, type) to class design.
• organizing the warm-up, stimulus and cool-down.
• planning a class for participants with health challenges and special needs.
• planning a class based on exercise environment and available equipment.
• applying various styles of learning to most effectively meet the objectives of the class.
C. Select and sequence appropriate exercises in order to provide a safe workout based upon the objectives of the class.
Knowledge of: • a variety of exercises used during warm-up, stimulus and cool-down.
• variety of exercises to meet the needs of participants with different skill and fitness levels.
• cardiovascular training principles and techniques.
• muscular conditioning principles and techniques.
• flexibility training principles and techniques.
Knowledge of:
• motor fitness components (e.g., balance, agility, speed, coordination).
• the principles of muscle balance (e.g., flexion/extension, agonist/antagonist).
• exercise progression (e.g., easy/hard, slow/fast).
• health challenges and/or special needs commonly encountered in a group exercise setting.
• risks associated with various exercises.
• the benefits and use of music in class design.
Skill in: • the selection and application of music given class purpose and objectives.
• selecting and sequencing exercises to maintain muscle balance, minimize risk to the participants and modify for those with health challenges and special needs.
• designing transitions between exercises.
D. Rehearse class content, exercise selection and sequencing and revise as needed in order to provide a safe and effective workout
based upon the purpose and objectives of the class.
Knowledge of: • the purpose of class rehearsal.
• proper execution of exercises and movements.
• verbal and non-verbal cueing techniques for the purpose of providing direction, anticipation, motivation and safety.
• a variety of class environments (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation) and associated adaptations that may be required.
Skill in: • demonstrating exercises and movements.
• the application of music, if used, given class purpose and objectives.
• modifying class design based on rehearsal trial and error.
• applying teaching styles (e.g., formal, authoritarian, facilitator, nurturer).
• applying verbal cueing techniques for the purpose of providing direction, anticipation, motivation and safety.
• applying non-verbal cueing techniques (visual, directional).
• corresponding movements to music phrase and/or counts during selected exercises or segments.
A. Prepare to teach by implementing pre-class procedures including screening new participants and organizing equipment, music and room set-up.
Knowledge of: • equipment operation (e.g., audio, exercise equipment, facility).
• the procedures associated with determining the health status of group exercise class participants prior to each class.
• class environment (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation).
Skill in: • determining health status of group exercise class participants prior to each class.
• time management.
• delivering pre-class announcements (welcome, instruction, safety, participant accountability).
• operating sound equipment.
• evaluating and adapting, if needed, environment to maximize comfort and safety.
B. Create a positive exercise environment in order to optimize participant adherence by incorporating effective motivational skills, communication techniques and behavioral strategies.
Knowledge of: • motivational techniques.
• modeling.
• appropriate verbal and non-verbal behavior.
• group behavior change strategies.
• basic behavior change models and theories (e.g., stages of change, self-efficacy, decisional balance, social learning theory).
• the types of feedback and appropriate use.
• verbal (voice tone, inflection) and non-verbal (body language) communication skills.
Skill in: • applying behavior change strategies.
• applying behavior change models and theories.
• applying communication techniques (verbal and non-verbal/body language).
• fostering group cohesion.
• interacting with class participants.
• providing positive feedback to class participants.
• projecting enthusiasm, energy and passion.
• applying techniques addressing various styles of learning.
C. Demonstrate all exercises using proper form and technique to ensure safe execution in accordance with ACSM standards and guidelines.
Knowledge of: • basic human functional anatomy and biomechanics.
Knowledge of:
• basic exercise physiology.
• basic ergonomic principles.
• proper alignment, form and technique.
• high-risk exercises and movements.
Skill in: • demonstrating proper alignment, form and technique.
• demonstrating exercise modifications.
• correcting improper form and/or technique.
D. Incorporate verbal and nonverbal instructional cues in order to optimize communication, safety and motivation based upon industry guidelines.
Knowledge of: • anticipatory, directional, educational, motivational, safety, tactile and visual cueing techniques. • proper participant performance.
Skill in: • applying anticipatory, directional, educational, motivational, safety, tactile, and visual cues. • monitoring participants performance.
• instructing participant how to correct their own exercise execution and/or form.
E. Monitor participants performance to ensure safe and effective exercise execution using observation and participant feedback techniques in accordance with ACSM standards and guidelines.
Knowledge of: • safe and effective exercise execution.
• the rationale for exercise intensity monitoring.
• exercise intensity monitoring methods and limitations.
• exercise programming (e.g., mode, intensity, frequency, duration).
• the signs and symptoms of overexertion.
• proper exercise demonstration techniques.
• proper feedback techniques (i.e., visual and auditory).
• normal and adverse response to exercise.
• appropriate criteria for NOT starting or stopping a participant from exercising.
Skill in: • safe and effective exercise execution.
• monitoring exercise intensity in class participants.
• recognizing signs and symptoms of overexertion.
• applying the principles of exercise programming (e.g., mode, intensity, frequency, duration).
• teaching participants how to monitor and modify their own exercise intensity.
• proper exercise demonstration techniques.
• proper feedback techniques (i.e., visual and auditory).
F. Modify exercises based on individual and group needs to ensure safety and effectiveness in accordance with ACSM standards and guidelines.
Knowledge of: • cardiovascular response to various environmental conditions.
• how aerobic, strength and flexibility exercise modifications affect intensity and safety.
• various exercise safety and intensity modification techniques (e.g., tempo, range of motion, alternate movements, load).
• a variety of exercises for any particular muscle group, from easiest to hardest.
• the American Congress of Obstetricians and Gynecologists (ACOG) recommendations for exercise during pregnancy.
Skill in: • modifying exercise execution and intensity based on environmental conditions.
• modifying aerobic, strength and flexibility exercise intensity based on environmental condition, individual and/ or group needs.
• applying exercise intensity modification techniques (e.g., tempo, range of motion, alternate movements, load).
G. Monitor sound levels of vocal and/or audio equipment following industry guidelines.
Knowledge of: • appropriate vocal projection techniques.
• the value of vocal warm-up.
• vocal warm-up techniques.
• safe volume level.
• group exercise sound projection technology (e.g., microphones, amplifiers, speakers).
Skill in: • the application of appropriate vocal projection techniques.
• the application of group exercise sound projection equipment (e.g., microphones, amplifiers, speakers).
H. Respond to participants concerns in order to maintain a professional, equitable and safe environment by using appropriate conflict management or customer service strategies set forth by facility policy and procedures and industry guidelines. Knowledge of: • conflict prevention.
• basic conflict resolution techniques.
• communication techniques as it relates to conflict resolution (e.g., active listening, mirroring, reflection).
• specific club policies regarding conflict management and your role in application of policies.
Skill in: • applying conflict resolution techniques.
• applying empathetic listening skills.
• selecting the appropriate resolution.
I. Educate participants in order to enhance knowledge, enjoyment and adherence by providing health and fitness related information
and resources.
Knowledge of: • basic human functional anatomy and biomechanics.
• basic exercise physiology.
• basic human development and aging.
• the basic principles of weight management and nutrition.
• motivational techniques used to promote behavior change in the initiation, adherence or return to exercise.
• benefits and risks of exercise.
• basic ergonomic principles.
• stress management principles and techniques.
• healthy lifestyle practices and behavior.
• credible, current and pertinent health-related information.
• risk factors which may require referral to medical or allied health professionals prior to exercise.
Skill in: • accessing available health and exercise-related information.
• delivering health and exercise-related information.
• referring participant to appropriate medical or allied health professional when warranted.
A. Evaluate the class environment (e.g., outdoor, indoor, capacity, flooring, temperature, ventilation, lighting, equipment, acoustics)
to minimize risk and optimize safety by following pre-class inspection procedures based on established facility and industry standards and guidelines.
Knowledge of: • ACSM facility standards and guidelines.
• established regulations and laws (e.g., Americans with Disabilities Act, CDC, OSHA).
• the procedures associated with determining the health status of group exercise class participants prior to each class.
Skill in: • evaluating classroom environment.
B. Promote participants awareness and accountability by informing them of classroom safety procedures and exercise and intensity options in order to minimize risk.
Knowledge of: • components that contribute to a safe environment.
• safety guidelines as it relates to group exercise.
Skill in: • communicating safety precautions before and during class.
• observing compliance with instructions provided to participants.
• cueing to reinforce safety precautions during class.
C. Follow industry-accepted professional, ethical and business standards in order to optimize safety and reduce liability.
Knowledge of: • appropriate professional behavior and boundaries pertaining to class participants.
• the ACSM code of ethics.
• the scope of practice of an ACSM Certified Group Exercise Instructor.
• standards of care for an ACSM Certified Group Exercise Instructor.
• informed consent, assumption of risk and waivers.
• established and applicable laws, regulations and policies.
• bounds of competence.
• established and applicable laws, regulations and policies.
• confidentiality, privacy laws and practice.
• insurance needs (e.g., professional liability, general liability insurance).
• basic business principles (e.g., contracts, negligence, types of business entities, tax business structure, advertising, marketing).
Skill in: • applying professional behavior and in maintaining appropriate boundaries with class participants.
• applying the ACSM code of ethics.
Skill in (continued): • assuring and maintaining the privacy of all group exercise participants and any pertinent information relating to them or their membership.
D. Respond to emergencies in order to minimize untoward events by following procedures consistent with established standards of care and facility policies.
Knowledge of: • Adult CPR.
• automated external defibrillator (AED).
• basic first aid for accidents, environmental and medical emergencies (e.g., heat cramps, heat exhaustion, heat stroke, lacerations, incisions, puncture wounds, abrasions, contusions, simple/compound fractures, bleeding/ shock, hypoglycemia, hyperglycemia, sprains, strains, fainting).
• the standard of care for emergency response (e.g., incident reporting, injury assessment, activating emergency medical services).
• the Emergency Action Plan, if applicable, for the fitness facility.
• unsafe or controversial exercises.
Skill in: • activating emergency medical services.
• administering CPR.
• administering an AED.
• administering basic first aid for exercise-related injuries, accidents, environmental and medical emergencies (e.g., assessment, response, management of class or environment).
• documenting incidents and/or emergencies.
• selecting exercises that are not controversial or high risk.
E. Respect copyrights to protect original and creative work, media, etc. by legally securing copyright material and other intellectual property based on national and international copyright laws.
Knowledge of: • copyright laws (e.g., BMI, ASCAP).
• fair use of copyright material.
Skill in: • acquiring appropriate copyrighted materials and music.
F. Engage in healthy lifestyle practices in order to be a positive role model for class participants.
Knowledge of: • healthy lifestyle practices.
• lifestyle behavior change strategies (cognitive and behavioral).
• appropriate modeling behaviors (e.g., non-threatening, motivating).
• risks associated with overtraining.
• body image concepts and perceptions.
• risks associated with the female athlete triad.
• referral practices to allied health professionals.
Skill in: • applying healthy lifestyle practices.
• communicating healthy lifestyle information.
• personalizing behavioral strategies to class participants.
• recognizing the symptoms of overtraining.
• referring participants to appropriate allied health professionals when necessary.
• identifying issues/behavior related to unhealthy body image and making appropriate referrals.
G. Select and participate in continuing education programs that enhance knowledge and skills on a continuing basis, maximize effectiveness and increase professionalism in the field.
Knowledge of: • continuing education requirements for ACSM certification.
• continuing education resources (e.g., conferences, workshops, correspondence courses, on-line, college/ university-based, journals).
• credible, current and pertinent health-related information.
Skill in: • obtaining relevant continuing education.
• applying credible, current and pertinent health related information when leading the class.

Certified Group Exercise Instructor
Trainers Instructor course outline
Killexams : Trainers Instructor course outline - BingNews Search results Killexams : Trainers Instructor course outline - BingNews Killexams : Three Quick Steps to Better HazCom Training
Three Quick Steps to Better HazCom Training

Three Quick Steps to Better HazCom Training

High-level considerations can go a long way to improving your facility’s effectiveness.

When I worked as a regulatory consultant, I conducted many site visits to evaluate companies for compliance with OSHA’s HazCom Standard. During many of those visits, I’d identify a disconnect. The facility’s management would have many of the right program elements in place, like a mostly complete library of safety data sheets (SDSs) and chemical inventory list, a written HazCom Plan (although not usually site-specific or detailed enough), and an obvious effort to make sure all hazardous chemical containers are labeled. But on the plant floor, when I’d ask an employee how they’d access an SDS, or who they could go to for more information about HazCom management practices, I’d get lots of blank stares and shoulder shrugs in response. The causes of that disconnect were problems in the facility’s HazCom training practices. 

Luckily, there are a few high-level considerations that can go a long way toward improving your training’s effectiveness. There are three simple steps you can take to build and maintain a HazCom training program that works. 

Train All Employees Who Need It 

The first step is to determine which of your employees need HazCom training. Some employers miss this part, because they’re so set on getting the training done, but don’t put enough thought into identifying all employees who need it. 

But how do we know which employees need training? It comes down to determining which employees may be exposed to hazardous chemicals at work, because 1910.1200 (b)(2) states that the HazCom Standard’s scope applies “to any chemical which is known to be present in the workplace in such a manner that employees may be exposed under normal conditions of use or in a foreseeable emergency.” In letters of interpretation, OSHA clarified that “foreseeable emergency” would include equipment failure, rupture of containers, or failure of control equipment, all of which could result in an uncontrolled release. 

This article originally appeared in the July/August 2022 issue of Occupational Health & Safety.

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Wed, 03 Aug 2022 16:21:00 -0500 en text/html
Killexams : The Army is testing out basic training *for* basic training

It’s getting harder and harder to find people to enlist in the Army. With the service expected to miss its projected end strength for this fiscal year by about 10,000 people, the Army isn’t in a position to turn any potentially qualified applicants down. That is why it is considering establishing a prep school of sorts for people who don’t meet the minimum aptitude or body fat percentage requirements to enlist. A basic training course to get ready for basic training, if you will. 

Dubbed the Future Soldier Preparatory Course, the pilot program will begin in August at Fort Jackson, South Carolina. The Army has already identified about 2,000 applicants that may be eligible to participate. 

At a Tuesday roundtable, Army officials acknowledged that the prep school was being established in response to rising obesity rates and declining test scores, both of which have increased in exact years. 

“Through the Future Soldier preparatory course the Army will provide focus, academic and fitness instruction for those who have the desire and ability to achieve the Army standards,” said Lt. Gen. Maria Gervais, deputy commander of United States Army Training and Doctrine Command (TRADOC). “I am confident that given the right instruction and professional support, these trainees will be able to be able to perform successfully and meet the standards expected of every soldier.”

The prep course will be broken down into two programs, one focused on academic improvement and one of physical improvement. The prep course is designed to last a maximum of 90 days, with opportunities for those enrolled to leave for basic training earlier if they meet Army standards. Those who still fail to meet minimum standards after 90 days will be chaptered out of the Army as an entry level separation, meaning they can re-enlist after six months. 

Applicants will enlist under 09M delayed training contracts, and be supervised by drill sergeants, civilian instructors and other active-duty skills instructors. 

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While participants will be in uniform and both the academic and physical programs will include some basic military instruction such as customs and courtesies, the emphasis will be on teaching necessary skills, according to Fort Jackson’s commander, Brig. Gen. Patrick Michaelis. 

Eligible candidates for the program are individuals who have 2-6% more body fat than minimum Army standards, or those who have an Armed Forces Qualification Test (AFQT) score of 21-30. Recruits with an AFQT score between 42-29 can voluntarily attend both the physical and academic boot camps as well. 

The physical component of the prep course will focus on putting “these delayed trainees that come into Fort Jackson with dieticians, with athletic trainers, and in really exposing them to the components of holistic health and fitness,” said Michaelis. 

On the academic side, Army officials noted that declining scores may be related to the exact increase in remote learning. Gervais said that scores on the Armed Services Vocational Aptitude Battery (ASVAB) have declined overall by as much as 9% since the beginning of the COVID-19 pandemic. 

Rather than just having potential recruits keep taking the ASVAB until their score is high enough, Gervais said, “we’re going to invest in you and provide you a little more structured environment and provide the opportunity to Strengthen the score on your test.”

The first iterations of the prep school for basic training begin next month at Fort Jackson and continue into next year as the Army evaluates their success. 

With only about 23% of younger Americans eligible to serve and even with enlistment bonuses of up to $50,000 not doing the trick, the idea of running a basic training program for basic training may not be so bad.

Task & Purpose’s Haley Britzky contributed reporting for this story.

Want to write for Task & Purpose? Click here. Or check out the latest stories on our homepage. 

Thu, 28 Jul 2022 05:07:00 -0500 Max Hauptman en-US text/html
Killexams : Big shake-up to hit private security in South Africa

Police minister Bheki Cele has published draft regulations around training in South Africa’s private security industry, including minimum standards that need to be followed.

The draft regulations note that the industry plays an important part in protecting and safeguarding persons and property in the country.

However, this requires high standards in the training of security officers and security providers, said Cele. He added that the new regulations introduce obligatory security training and ensure that the training provided meets the necessary requirements.

The draft regulations provide for:

  • Determining the level of requirements for training levels, training courses, training models and what is considered a ‘pass’ in training;
  • Outlines the time periods for training, and how officers will be evaluated;
  • Provides regulations around instructors, including who is allowed to offer training, what experience they have and whether they have the necessary accreditation;
  • Instructors will also be required to be registered and keep information on the type, level and scale of the various training programmes.
  • Minimum requirements for training centres and the services that they offer.

In addition, the regulations provide for a number of ‘specialised’ courses which will allow security officials to be trained in responding to specific crimes and situations in South Africa

This includes an ‘assets in transit’ course a ‘reaction services’ course and security services for ‘special events’. Special courses are also provided for dog handlers and the use of firearms.


In a separate gazette, Cele detailed new draft regulations around the use of ‘remotely piloted aircraft systems’ – more colloquially known as drones –  in South Africa.

While South Africa’s private security groups have used drones for several years for tasks such as estate monitoring and anti-poaching activities, drone licences were given on a cases-by-cases basis, and until now there were no rules for drone usage by the private sector as a whole.

The draft regulations will make it easier for private security companies in South Africa to use drones in their operations – however, the proposed rules also make it clear that the use of remotely piloted aircraft will be heavily monitored and controlled to ensure that their usage is not abused or unlawful.

Specific issues that the draft regulations cover include:

  • The process of applying for drone usage, including the information of the security companies and who will be piloting the aircraft;
  • Ensuring the people piloting the drones have the correct licences and qualifications;
  • Regular assessments and a register of people authorised to fly drones at these companies;
  • Determining the conditions around when private security companies may operate drones and advertise their services.

Read: Why South Africa ranks as one of the worst places to live right now

Wed, 13 Jul 2022 01:02:00 -0500 Staff Writer en-US text/html
Killexams : State offering free training for public on how to respond in active shooter, violent threat situations No result found, try new keyword!The Vermont Department of Public Safety has teamed up with Vermont State Police to offer free public classes to provide people insightful tools if they ever found themselves in an active shooter or ... Mon, 08 Aug 2022 18:18:00 -0500 en-us text/html Killexams : How Can Today’s Students Make an Impact Tomorrow?

Business students want to make a difference in the world, but first they must develop the skills and value systems that will allow them to succeed.

  • Business schools must provide students with authentic, empathetic role models who teach them how to solve real-world problems.
  • Interdisciplinary courses will show students how to approach complex issues from many points of view.
  • Students will become better future leaders if schools welcome their opinions and encourage them to put their ideas into action.

I always knew that I wanted to make an impact in education. As a former teacher and trainer, I’ve had many experiences and challenges as an educator. Now, as the CEO of a learning platform company, my goal is to change the way people teach and learn so that education can be better and more impactful.

I know that many of today’s students are more aware than ever of societal issues, and they want to make a difference in the world after they graduate. However, these future business leaders won’t be able to have an impact if they don’t develop strong value systems and learn the skills they need to achieve their goals.

Business schools must take every opportunity to turn today’s students into the future leaders the world needs: people-oriented executives, strategic thinkers, and ethical decision makers who can manage a team, pitch a project, and adapt to change. I believe that, if you’re a dean or professor at a business school, you will need to take four critical steps to prepare future leaders to take on new challenges and produce a wider societal impact.

1. Encourage Professors to Be Role Models

In the eyes of your students, professors are leaders, and that gives professors a lot of power. The attitudes and behaviors of your teachers say more about your institution than the curriculum or even the official mission of your school. Therefore, it matters how teachers model leadership in their everyday actions. What ideas do the faculty put forward? What causes do they openly support? Do they use inclusive language in the classroom?

There are many ways professors can model a kind, empathetic, and authentic leadership style. For instance, they can employ flexible compassionate grading, which provides accommodations for students who might be struggling during uncertain times.

The attitudes and behaviors of your teachers say more about your institution than the curriculum or even the official mission of your school.

Through this approach, professors can extend deadlines to help students manage their workloads. Instead of grading students or conducting other strict assessments, professors can ask learners to contribute to forum discussions at the end of a course. Flexible compassionate grading is a wonderful system instructors can use to lower inequities in higher education by giving all students the time and tools they need to succeed.

2. Focus on Real-World Problems

Students come from all backgrounds and have diverse experiences. However, it’s not uncommon for most of them to be in a social bubble, unaware of all the problems that their communities face. For example, according to the Deloitte Global Millennial Survey 2020, 76 percent of millennials and 74 percent of Gen Z respondents believe that they developed an awareness of new issues because of the COVID-19 pandemic.

If students truly are going to have a societal impact once they become leaders, they must learn how to address real challenges; they can’t simply base their actions on assumptions about the world. They need to learn about current social issues, and they need to know how to work with potential clients.

To help them gain both types of knowledge, business schools should institute a project-based learning approach so students have to develop strategies for solving problems in their communities. For instance, students could create business plans or marketing campaigns for local businesses or conduct research about specific industries important to the region.

3. Offer Interdisciplinary Learning Opportunities

Many business students want to contribute to their communities, but they sometimes have difficulty choosing areas where they can make the most impact. Because there are so many pressing issues, they find it hard to narrow down their focus to a single problem, such as improving access to education or healthcare.

Students get a better idea of how they can use their skills in meaningful ways when their courses explore current issues in depth through methods such as interdisciplinary teaching. For example, when teachers from two different fields collaborate on course design or co-present as guest speakers, they can close the gap between complementary disciplines such as entrepreneurship and environmental studies.

Students get a better idea of how they can use their skills in meaningful ways when their courses explore current issues in depth through interdisciplinary teaching.

Similarly, students can make some of these connections for themselves if they’re encouraged to take classes in other fields—even if they take just one class per semester. If they don’t have the time to add in-person classes, they can take self-paced, for-credit, online courses on subjects such as fighting climate change, providing humanitarian relief, and promoting sustainable development. Such classes can really change a student’s perspective on how business relates to pressing social issues.

4. Encourage Student Initiative

Students will become much better future leaders if your institution welcomes their input, because they will learn how to put their ideas into action. Typical student initiatives might consist of organizing a volunteering opportunity, hosting an event, starting a social impact project, launching an organization dedicated to a certain cause, or even suggesting a new course topic.

Does your school encourage student initiative? Do your individual professors invite students to share ideas? Is there a designated staff member for the entire school who listens to and considers all student suggestions? Can this liaison provide students with guidelines and offer them feedback when needed? Do you have a medium such as an anonymous online forum where students can submit ideas or outline their concerns? Do you provide a place where students can host activities? If you can answer yes to these questions, your students will know that their opinions and suggestions are welcome.

Preparing Leaders for Tomorrow’s Challenges

Leadership must be constantly nurtured through everyday behaviors and actions. All business schools should prepare the leaders of tomorrow to take on new challenges and drive societal change.

Moreover, by modeling empathic leadership, focusing on real-world examples, being open to interdisciplinarity, and encouraging student initiatives, business schools can prepare students for an uncertain future. Through these actions, schools can help students hone their skill sets, develop their value systems, and narrow down the list of issues they want to address when they set out to make the world a better place.

Mon, 25 Jul 2022 12:00:00 -0500 en text/html
Killexams : Long Plain brings in semi-pro players to run free hockey camp

Long Plain First Nation is extremely happy with the way their summer hockey camp turned out. 

Hosted at Stride Place, the event went on all weekend long and saw two semi-pro hockey players from Germany teach some of their skills to young players in the area from U9 to U15. Victor Knaub was one of the two instructors, and he describes what it was like to be able to spread his knowledge in this way.

"It's definitely been interesting. I haven't really taught that much so it's a new experience but I'm very happy to do it," Knaub explains. "I'm doing it for the kids but I'm doing it for myself too. I learn every day on the ice, and that's the main thing."

While he is from and currently stays in Germany, Knaub is not new to the Portage area.

"My parents live in Portage, and my little brother is on the ice here. So I've been sticking around in Portage for the summer."

He compares Portage to where he stays in Germany.

"It's a huge difference. The city is very different. There are a lot of people. It's a little a bit more peaceful here."

Knaub did some of his growing up in the region as he is a former Central Plains Capital and also spent two seasons in the MJHL with both the Selkirk Steelers and OCN Blizzard. He outlines where he is playing now.

"I played in Hanover, Germany last season, and I'm leaving to go back next week. It's very exciting to get some ice time before that but it's also just good to do something for the kids."

The camp went from Friday through Sunday and was entirely free for everyone involved. Knaub, and the rest of the attendees of the program, provide thanks to organizer Marshall Prince for putting it all together. The forward describes the best part of the program from his perspective.

"Just seeing the boys smile and seeing them happy," Knaub continues. "We work them hard but that's what it's all about. We work them hard to make them better, and that's what makes me happy."

Long Plain First Nation hopes to make this free training program an annual event.

Sun, 07 Aug 2022 23:00:00 -0500 text/html
Killexams : IBT Learning Announces Training School for the Tech Job Market

Fort Worth, Texas--(Newsfile Corp. - July 28, 2022) - IBT Learning, an online instructor-led and job-oriented live training school for the tech job market is helping students, most of whom have no background in tech, navigate the tech job market and land roles in notable companies, including several Fortune 500 companies.

IBT Learning

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IBT Learning does not just offer certification courses, but its live, instructor-led courses are job-oriented, equipping its students with real-world use cases and projects, helping them build sizable portfolios they can feel confident presenting during interviews.

The eLearning platform provides training in DevOps, Data Science, Scrum methodologies, and Cyber Security, as well as other business and technology courses. IBT Learning's team of tutors are proven program leaders with extensive years of success in leading all phases of diverse technology projects specializing in diverse disciplines. For the most part, IBT Learning's instructors are industry leaders working or consulting for Fortune 50 companies.

Speaking about their instructors, the founder of IBT Learning, Godspower Oboido, said: "We've assembled a solid stack of qualified and experienced professionals to instruct and guide our students. We are proud of each and every one of the instructors who take it upon themselves to not just teach, but guide and mentor our students. It's amazing!'' With IBT Learning, he hopes to expand access to online learning to help more people land well-paying jobs in tech.

To ensure it stands out from the competition, IBT Learning offers personal interview coaching and career guidance on top of its broad job assistance program to ensure its students aren't left behind at any step of the way. To offer an expansive and continuous course delivery, IBT Learning has partnered with leading institutions such as Edureka and Dallas Data Science Academy, to mention a few. "Partnership is definitely something we are for - there's strength in numbers," Victoria Peters, Business Development Manager for IBT Learning said.

To learn more about IBT Learning, visit their website here

Jerome Sadebe
IBT Learning Solutions LLC
+1 469 343 1750

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Thu, 28 Jul 2022 08:58:00 -0500 en-US text/html
Killexams : Flight instructor, GRPS retiree battle for Kent County’s 18th District in Republican primary

KENT COUNTY, MI – Two Republicans are facing off in the Aug. 2 primary to become their party’s nominee in November for 18th District seat on the Kent County Board of Commissioners.

Next week, Tim Allen and Josie Kornev will square off for the two-year seat. The winner will face incumbent Democrat Stephen Wooden in the Nov. 8 general election. Wooden, elected in 2018, is serving his second term on the Kent County Board of Commissioners.

Allen, of Grand Rapids, is a certificated flight instructor focused on aviation education, who currently works with students pursuing aviation training for both career and personal flying desires, according to his campaign website.

“Citizens need representatives who will listen to their needs and bring their concerns to their governing bodies. It is time that Kent County District 18 has someone who will do exactly that on the Kent County Board of Commissioners,” Allen’s website says.

Josie Kornev, of Grand Rapids, is retired from the Grand Rapids Public School District computer services department, where she worked with financial and student records computer, according to her campaign website.

“Being the daughter of a black WWII veteran and Japanese immigrant, I value the importance of service to country and inclusion of diversity. I have been enshrined with these values all of my life and I look forward to using them in the work I do as the next Commissioner for Kent County District 18,” Kornev’s website says.

Kent County’s 18th District represents a large chunk of Grand Rapids’ Northeast Side.

MLive/The Grand Rapids Press partnered with the nonpartisan League of Women Voters of Michigan to provide candidate information for readers. Each candidate was asked to outline their stances on a variety of public policy issues listed below.

Neither Allen nor Kornev responded to requests to complete the voters guide questionnaire for readers that asked the following questions:

  1. Why are you running for office?
  2. What is the greatest challenge facing the office you seek? How will you address it?
  3. What strategies would you use to remain responsive and accountable to the public between elections?

Information on other state, county and local primary races can be found at

Vote 411 logo

Vote 411 logo

Read more on MLive:

2022 Michigan voter guide by MLive, League of Women Voters

Commissioner faces challenger in primary for county board seat representing Grand Rapids Township

Policy director, planning commissioner face off in Republican primary for Kent County’s 3rd District

Mental health advocate, software manager battle for Kent County’s 21st District in Republican primary

Note to readers: if you purchase something through one of our affiliate links we may earn a commission.

Thu, 28 Jul 2022 01:39:00 -0500 en text/html
Killexams : Our Rich History: The growth of the Thomas More English Department, blessed with good teachers

By Tom Ward 
Thomas More University  

Part 56 of Our Series: “Retrospect and Vista II: Thomas More College/University, 1971-2021”  

English was, of course, standard in any college curriculum at the time that Villa Madonna College began in 1921. It was normally comprised of two related, yet distinct components—grammar/composition and literature. Although the way in which grammar was taught and the styles of literature studied would change over the decades, English would remain a mainstay among the academic disciplines. The English faculty of Villa Madonna and later Thomas More College was blessed not only with good teachers, but with many who were themselves writers and poets possessing the desire and skills to mentor their students who pursued the same path.

Sr. Teresita Casey, OSB. (TMU Archives)

In keeping with the original purpose of Villa Madonna College to prepare Benedictine Sisters to be teachers certified by the Commonwealth of Kentucky, the English department primarily reflected “the practical aims of meeting State requirements and of furnishing content most likely to benefit the student teacher in her own classroom” (Department of English Report, ca. 1956, TMU Archives). Sr. Mary Teresita Casey, OSB, was the professor of English who taught courses in rhetoric and composition in the earliest years of VMC when it was under the charge of the Benedictines. Over the years, she taught both English and Education at VMC, and served as head librarian from 1955 until her death in 1968.

When Bishop of Covington Francis W. Howard made Villa Madonna a diocesan college in 1929, with the addition of the Sisters of Notre Dame and the Sisters of Divine Providence to the faculty and administration, the responsibility for the various academic departments was divided between them. At the opening of the fall 1929 semester, English was under the direction of the Sisters of Divine Providence, with Sr. Mary of the Incarnation Byrne, CDP, MA, appointed as the first chair, though she would not actually assume that role at that time (Sr. Irmina Saelinger, OSB, Retrospect and Vista, 1971, p. 11).

Sr. Mary of the Incarnation Byrne, CDP. (TMU Archives)

The college’s accreditation at the time came from the University of Kentucky. Because UK required that at least eight department chairs have a PhD before a school could be granted senior college status, Sr. Mary of the Incarnation and others were tasked with completing a doctorate; in her absence, Sr. Mary Herbert Richardson, CDP, MA, taught English during that first academic year, 1929-1930, and Sr. Mary Camillus, CDP, began teaching the following year (Retrospect and Vista, pp. 11-13).

Sr. Mary of the Incarnation attained a PhD at the Catholic University of America in Washington, DC, and began her duties as chair of the English department in 1932. She was known to be a “truly cultured personality” who introduced new courses “with an emphasis on the cultural aspects of literature.” One example was a course in literary criticism introduced in the fall of 1937. As the department grew, it began holding Saturday classes in 1930 and summer classes in 1938. Speech (Public Speaking) was added to the curriculum in 1947, taught initially by Sr. Ernestine Ott, CDP. Sr. Ernestine was also a talented artist (Department of English Report, ca. 1956, TMU Archives).
When Sr. Mary of the Incarnation died in 1949, another Sister of Divine Providence who would become a stalwart of the department, Sr. Agnes Margaret Humbert, replaced her as chair. Sr. Agnes came to the department in 1945 after completing an MA and a PhD at the Catholic University of America (Department of English Report, ca. 1956, TMU Archives). During Sr. Agnes Margaret’s lengthy tenure (1949–1968) as chair, several innovations were introduced, including the Junior memorizing List (of both English and American authors) and the Senior Seminar for English majors. The English department branched out into Journalism beginning in the 1952-1953 academic year, with Mr. Charles Diener as the first professor. Two priests of the Diocese of Covington were added to the English faculty, Fr. Harry Welp and later Fr. Elmer Moore, who taught a popular Shakespeare course and helped to direct plays performed by the University Players (Department of English Report, ca. 1956, TMU Archives).

Sr. Agnes Margaret Humbert, CDP. (TMU Archives)

In a telling report written in the mid-1950s, Sr. Agnes Margaret decried what she regarded as the “general lack of cultural interest and pre-college preparation in the language arts …” that the English department at VMC was trying to remedy. One such effort was a two-semester World Literature course that was “taught sectionally by members of the Classical Language, Modern Language, and English Departments.” An attempt was made to overcome the shortcomings in the skills of entering students by beginning a Remedial English course in 1951. Perhaps the most ambitious project was a “High School-College Cooperative Program” in which a committee was formed, with Sr. Agnes Margaret as head, to work with high school English teachers to “establish definite goals for the teaching of English in each of the four years of high school, to outline minimum essentials for each area of the language arts, and to work toward the development of a complete syllabus for the teaching of English in the high school.” (Department of English Report, ca. 1956, TMU Archives).
Sisters of Divine Providence continued to supply teachers to the English faculty. Sr. Agnes Regina Martin joined the English faculty in the fall of 1954. Sr. Loretto Marie Driscoll came to TMC in 1950 and served as library director as well as an English instructor. She took a leave of absence in 1958 to complete her PhD in English at Fordham University (Villa Madonna Newsletter, Oct. 1958, p. 3, TMU Archives). She completed her doctorate in 1959. Sr. John Joseph Dohman joined VMC in the early 1960s (Thomas Hanna, “History and Status of Villa Madonna College, 1921-1961,” dissertation, 1962, pp. 238-239).
Over time, sisters of other congregations would join the department. Notre Dame Sister Colleen Dillion graduated from Villa Madonna College in 1949. In 1958 she was awarded a Woodrow Wilson Fellowship with which she pursued her postgraduate studies in English at Fordham University, attaining a master’s degree there in 1960. She began her teaching career at VMC the following year. During the years 1970-1974, Sr. Colleen attended Cornell University to complete both a MA and PhD in Linguistics, with which she was able to add Linguistics to the curriculum when she returned to TMC (Curriculum Vitae for Sr. Colleen Dillion, 1989, TMU Archives).

Sr. Loretto Marie Driscoll, CDP, department chair, 1974. (TMU Archives)

The Benedictine Sisters contributed Sr. Judith Hock, who joined the English faculty of TMC in 1968 and taught until her retirement in 1982, though she served an earlier stint at VMC as an English professor and assistant registrar, 1959–1961. She was another VMC alum, having graduated in 1937, after which she attained an MA from the University of Notre Dame. She furthered her higher education in various fields, including attending Oxford University in England and the University of Dublin, though she did not complete a PhD (Sr. Judith Hock, OSB, Biographical Sketch and Profile, TMU Archives).

The English department also embraced Drama in the late 1950s. Ronald Mielech, a 1957 VMC graduate, pursued graduate studies and achieved a Master of Fine Arts degree from the Yale Drama School. Beginning in fall 1960, he taught English and Speech at his alma mater, though he was best known for directing plays, beginning with the Drama Fraternity and later for the Villa Players. He also wrote some plays (Department of English Report, ca. 1961, TMU Archives). It was Dr. Mielech who succeeded Sr. Agnes Margaret as acting chair when she stepped down in 1968 (Villa Madonna News, June 1968, p. 5, TMU Archives). Drama and Speech became a separate department in the mid-1960s. For more on Dr. Mielech, see: This NKyTribune Our History columm.
Lay professors became more commonplace as the 1960s advanced. VMC graduate (1960) Dr. Sandra Cuni began at VMC in 1965 and helped start the student literary journals Jesture and Words. Dr. Cuni was herself a published poet. After attaining a MA at St. John University in 1961, Mr. Joseph Connelly taught at Loras College in Dubuque, Iowa until he was hired for the VMC English department in 1966 (Connelly Faculty Biographical Sketch, 1966, TMU Archives). Mr. Connelly was an army veteran and a devout Catholic who became a popular teacher, serving as chair from 1977 to 1980. He was also an accomplished poet who had many poems published in journals over the years. For more on Dr. Cuni, see Part 22 of this series:

The 1960s witnessed many changes in higher education in the country. The Civil Rights Movement and other liberation movements brought a greater awareness of the lack of attention paid to the interests and accomplishments of African Americans, minorities, and women in traditional curriculums, particularly in history and literature; both subjects had concentrated almost exclusively on what was amusingly, but derisively, termed “dead white males” in the canon of works studied by college students. Although the English department had experimented with World Literature at times, overall, the authors studied in literature courses tended to be white and male.

The English course offerings at TMC began to reflect these changes in the 1970s. There was more diversity, as well as new attention focusing on authors of other countries, especially Russia, as well as black and women writers, Kentucky and Urban literature, and other non-traditional areas of interest (TMC Catalogs of the 1970s, TMU Archives). There were even unusual courses that would never have been considered ten years earlier, such as “Rock Poetry,” featuring song lyrics by John Lennon, Paul Simon, Joni Mitchell, Pete Seeger and Bob Dylan (TMC Catalog, 1974–1976, p. 69, TMU Archives).

Sr. Judith Hock, OSB, Sr. Colleen Dillon, SND, and Mr. Joseph Connelly, 1978. (TMU Archives)

Change was apparent too in the purposes enunciated for the English department. Unlike earlier rationales that focused on preparing teachers, the new focus was on preparing the individual students for life through a widespread cultural and scholarly experience.  A 1968 self-study (with no author attributed but probably Sr. Agnes Margaret) succinctly summed up these purposes: while maintaining its role in teacher preparation, the department now stressed that students would not only become competent writers and speakers but would more generally gain the “ability to read for information and pleasure with an awareness of relevant values, especially literary values, adequate to the demands of humanely civilized living” (English Department Self-Study, 1968, p. 1, TMU Archives). This seemed an appropriate goal expressed in terms compatible with the liberal arts tradition. 

The number of English majors increased from thirty-one in 1957 to eighty-nine in 1967 (English Department Self-Study, 1968, p. 8, TMU Archives). During the 1960s they could choose from a wider variety of courses to fit their chosen areas of expertise, and most would conclude by taking a senior seminar. All English majors, however, were expected to pass a comprehensive exam at the end of their senior year, and without passing it, they could not graduate. The failure of English majors to pass the exam after a second attempt was attributed to “the college’s entrance requirements, lack of Departmental control over transfer students, and our own relaxing of a former policy requiring majors to have a B average in English at the end of the Sophomore year” (English Department Self-Study, 1968, p. 2, TMU Archives). The report also opined that “In general we think that today’s majors are less industrious but somewhat more intelligent than those of five or ten years ago. They seem to lack the enthusiasm and drive of former students. This we ascribe largely to the uncertainty and malaise of our times.” (English Department Self-Study, 1968, p. 9, TMU Archives) 
Dr. John Pratt became chair of the English department in August 1969. After attaining a BA and MA from Cambridge University in England, he finished his doctorate at the University of Pennsylvania in his home state. He came to TMC after first teaching at Ball State (Faculty Newsletter, Sept. 24, 1969, p. 2, TMU Archives). It seems that Dr. Pratt was not a good fit with the department (Connelly letter in support of Sr. Loretto, Oct. 13, 1976, TMU Archives) and his time at TMC was brief.

Sr. Agnes Margaret Humbert left TMC following the 1971–1972 academic year. She would continue teaching, though, by becoming one of the resident Sisters of Divine Providence at the Seminary of St. Pius X, the Diocese of Covington’s seminary in Erlanger. She taught English for the benefit of seminarians until the end of the 1982 spring semester when the seminary discontinued having in-house classes. Sr. Agnes Margaret later returned to TMC as an adjunct professor in the late 1980s and early 1990s. For the story of the seminary’s connection with TMC, see Parts 18 and 19 of this series: and

In the early 1970s, the department had to adapt its curriculum—as did all departments—to meet the requirements of the Venture Program that officially started in the 1972–1973 academic year. In some ways, English seemed more amenable to Venture than did many other departments; the department’s new focus away from chronological periods and onto “genres, movements, themes, great writers …”, etc., and introduction of “student-initiated independent courses” (Status of the Department of English, Sr. Loretto Driscoll, May 1973, p. 1, TMU Archives) fit in well with Venture’s clusters concept. Sr. Loretto Driscoll, who began as chair of the English Department in 1972, was very supportive of Venture and became personally involved by teaching a freshmen Skills of Inquiry course. The popularity of new English courses was dramatized by the large number of students fitting them into the clusters they devised (Departmental Report, 1973–1974, probably by Connelly, TMU Archives).  For more on the Venture Program, see:

Mr. James Schuttemeyer (TMU Archives)

After only a few years, though, Venture was abandoned by TMC. There were many reasons, including the expense of the program, though overall, it seemed that one of the main problems was that the program had unrealistic expectations for students who were supposed to make too many decisions early in their college careers.

As Venture was being phased out, Connelly became chair of the department, and Sr. Loretto took a leave of absence (Department of English, 1976–1977, p. 1, TMU Archives). At this time, the faculty dropped to only three full-time professors, which they declared would prohibit them from teaching night classes in the Division of Continuing Education. The department had added some standard writing and grammar courses, and overall, test results were higher than the previous year. (Department of English, 1977–1978, by Mr. Connelly, pp. 1-2, TMU Archives).

The academic year 1978–1979 saw one of the smallest numbers of English graduates ever, only four. A new English curriculum was soon initiated in the fall of 1979 (Report: Department of English, 1978–1979, by Connelly, p. 1, TMU Archives). Part of the new curriculum of 1979 was a “writing-about-literature course.” In this course, students would “write analytical papers and grade them with emphasis on writing mechanics and content” and the course “seemed to have accomplished the purposes”; some students claimed that it was the first time “such a process and evaluation have been done with their writing.” To help reduce the burden of the full-time faculty, James Schuttemeyer was added to the roster that fall. He was described as a “youthful and positive force in the department” (English Department Report, 1979–1980, by Connelly, pp. 1-2, TMU Archives). Although not as youthful as in 1979, Schuttemeyer is still a positive force among the English faculty in 2022.

The stated purpose of the new curriculum showed how far the department had come since the days of Venture; in fact, it seemed a sort of a retreat to the past—“the department aims at directing and training its students to write precisely and clearly and at developing an understanding of man’s written expression since the beginning of the English language …” so they may “understand man by examining the history and techniques of his written and imaginative expression” (Self-study Questionnaire English, ca. Jan. 1982, p. 1, TMU Archives).

The English department also sponsored Writing Labs throughout the 1970s, which were not to be confused with Freshman English Courses (Cuni to Faculty, ca. 1972, TMU Archives). There were Freshmen Composition requirements for all students, and the department also encouraged other departments to require more writing from their students—Sr. Loretto asked other faculty that “we work together to Strengthen the quality of our students’ writing from freshman to senior years” (Driscoll to Faculty, Sept. 2, 1975, TMU Archives).

In fact, writing would become a primary emphasis of the English department—and TMC in general—as they discerned the needs of the 1980s and 1990s. One glaring weakness in both incoming students and the populace at large was “the need for better communication skills,” which led to the department’s determination “to become more engaged in strengthening our writing program.” (Department Report, 1982–1983, TMU Archives).

Tom Ward is the Archivist of Thomas More University. He holds an MA in History from Xavier University, Cincinnati. He can be contacted at

We want to learn more about the history of your business, church, school, or organization in our region (Cincinnati, Northern Kentucky, and along the Ohio River). If you would like to share your rich history with others, please contact the editor of “Our Rich History,” Paul A. Tenkotte, at Paul A. Tenkotte, PhD is Professor of History and Gender Studies at Northern Kentucky University (NKU) and the author of many books and articles.

Sun, 31 Jul 2022 16:55:00 -0500 en-US text/html
Killexams : Group Captain Reg Jordan, bomber pilot who flew missions over Burma and Malaya and went on to become an ‘exceptional’ instructor – obituary

Group Captain Reg Jordan, who has died aged 98, was 21 years old, and the holder of the DFC, when he completed a tour of operations as the pilot of Liberator bombers flying long-range missions over Burma. He later became one of the RAF’s leading flying instructors.

In July 1944, Jordan had started flying bombing operations with 356 Squadron, one of three Liberator squadrons tasked with attacking targets over Burma, Siam and Malaya, some sorties more than 14 hours long.

After two missions as a second pilot to gain experience, Jordan and his 10-man crew flew their first operation together on September 24 1944 when they attacked the railway repair shops at Maymo, 30 miles east of Mandalay. Short of fuel on the return flight, Jordan had to make an emergency landing at a forward airstrip still under construction.

By mid-October 1944, Jordan had flown just a few missions when he found himself leading a formation of four aircraft to attack the port at Moulmein (now known as Mawlamyine) in southern Burma. Cloud covered the target, so Jordan led his formation to low-level to make visual contact and the outcome was direct hits on the port facilities, despite facing heavy anti-aircraft fire. A few weeks later, a photograph of the formation’s bombing pattern appeared on the front cover of the Eastern Air Command News.

On November 2, due to a faulty engine, Jordan had to delay his take-off for a night attack against the Makkasan railway workshops on the outskirts of Bangkok. Approaching the target after the main force had bombed and departed, his Liberator came under heavy anti-aircraft fire, but he pressed on.

When the bomb-aimer released the bombs, the appropriate indications appeared on his panel. However, nothing was seen, and the crew became suspicious that the bombs had failed to release. By the time this was confirmed, the bomber was 100 miles from the target on its return flight.

Jordan immediately turned back to make an attack knowing that his fuel state would be critical for the return to base.

The second attack was successful, despite another barrage of anti-aircraft fire. Jordan and his engineer calculated that they had insufficient fuel and they nursed the bomber’s engines for maximum fuel economy before landing at Chittagong with the tanks almost empty after a 14-hour flight.

On Christmas Eve, Jordan took off to attack the railway sidings at Phu Lang Thuong, 35 miles east of Hanoi, a target 1,300 miles from his base. After they had crossed the Irrawaddy River, the flight was over mountainous country before he let down over the Red River when the target was identified and attacked. Short of fuel on the return flight, he was once again forced to land at Chittagong before re-fuelling and returning to his base, 18 hours after taking off.

From January 1945, the Liberator squadrons flew in support of the Fourteenth Army’s advance towards Rangoon; this included bombing the Burma-Siam railway from low-level. Jordan and his crew also flew “Pathfinder” sorties illuminating the target for the following bombers.

In April it was announced that Jordan had been awarded the DFC. The citation made specific mention of his two attacks in October when he “attained excellent results in most difficult circumstances…having displayed outstanding initiative and the greatest determination to complete his missions successfully”.

When Jordan was rested at the beginning of May, he had flown 35 operational missions.

Reginald Walter Jordan was born in Wellington, Somerset, on September 2 1923. Hooked on flying from the age of nine, he joined the Air Defence Cadet Corps in 1939 before transferring to the newly formed Air Training Corps in 1941 when he became a flight sergeant. He volunteered to join the RAF on his 17th birthday and was called up a year later.

Sun, 31 Jul 2022 00:35:00 -0500 en-GB text/html
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