Ernest Hemingway's Big Two-Hearted River dissertation

Download this dissertation in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from dissertation:

A 2002 research study determined that of 16 desirable character traits, JROTC students enrolled in an Atlanta public high school consistently displayed more of these traits and the behaviors associated with them than their counterparts who were not in the program (Bulach, 2002, p. 561). Behaviors included controlling oneself when one needs to, taking things that belong to others, and using drugs and alcohol. This sort of discipline is integral to the pursuit and fulfillment of career and personal obligations in the real world related to responsibility, and is a particularly good example of the positive effects of JROTC programs including those of the Navy.

Another noteworthy aspect of JROTC programs are the degree of attention it places upon academics. In many ways, the primary criticism of this program is that its students are not as academically successful as those not enrolled in it. While this statement is true, it can be explained due in part to the demographic of students enrolled in JROTC, which are predominantly at-risk students who, whether or not they were enrolled in such a program, are academically challenged. Yet JROTC programs have made an effort to address this discrepancy by attempting to integrate an approach of differentiated instruction. A 2001 research study indicated that learning styles for JROTC students varies by ethnicity/race and gender (Dunn et al., 2001, p. 11). A number of systematic changes took place throughout the United States Army Cadet Command in order to implement this change. Instructors were trained and curriculum was readily adapted to make way for this student-centered learning approach. A 2011 study utilizing quantitative measures attempted to demonstrate the efficacy of differentiated instruction by presenting a pair of student groups with exams before and after their learning via conventional and differentiated instruction. The findings indicated that "the experimental group that received differentiated instruction achieved a statistically significant effect size and scored higher than the control group on each test" (Clapper, 2011, p. ii). These findings emphasize JROTC's determination to close the academic scoring gap between participants and non-participants, and are indicative of its commitment towards academics.

Navy JROTC as a school elective has made a considerable difference in the lives of students for several years. It has helped to increase the rate of graduation, to boost self-esteem for female participants, and to provide an alternative for at-risk students to complete their studies. Additionally, this program has allowed for students to pursue the formal, academic study of leadership, and to apply it in a number of practical experiences that will provide useful fodder for career training, in some instances. Additionally, students enrolled in the program display characteristics and behaviors that are aligned with the core values of the military and which emphasize a responsibility and duty to self, community, and to citizenship. As such, it is a commendable program, and is highly recommended for students in postsecondary settings.


Aguirre, a., & Johnson, B. (2005). Militarizing youth in public education: Observations from a military-style charter school. Social Justice, 32(3), 148-148-162. Retrieved from

Bulach, C.R. (2002). Comparison of Character Traits for JROTC Students vs. Non-JROTC Students. Education, 122(3), 559.

Clapper, T.C. (2011). The effect of differentiated instruction on JROTC leadership training. (School of Education). ProQuest Dissertations and Theses, Retrieved from

Dilger, Robert J., and Richard S. Beth.(2008). Unfunded Mandates Reform Act: History, Impact, and Issues. Publication no. 7-5700. p.35. Congressional Research Service, 2012.

Dunn, R., Honigsfeld, a., & Martel, L.D. (2001). Learning-Style Characteristics of JROTC Cadets and Instructors: Implications for Training and Instruction. Retrieved from EBSCOhost.

Funk, R. (2002). Developing Leaders Through High School Junior ROTC: Integrating Theory with Practice. Journal of Leadership & Organizational Studies (Baker College), 8(4), 43-53.

Hanser, L.M., Robyn, a.E., & National Defense Research Inst., S.A. (2000). Implementing High School JROTC [Junior Reserve Officers Training Corps] Career Academies. Retrieved from EBSCOhost.

Jennings, J., and Rentner, D. (2006). Ten Big Effects of the No Child Left Behind Act on Public Schools, Phi Delta Kappan, Vol. 88, No. 02, 110-113. Retrieved from EBSCOhost.

Pema, E., & Mehay, S. (2009). The Effect of High School JROTC on Student Achievement,

Educational Attainment and Enlistment. Southern Economic Journal, 76(2), 533-533.

Retrieved from

Pema, E., & Mehay, S. (2010). The impact of the…[continue]

Cite This Dissertation:

"Ernest Hemingway's Big Two-Hearted River" (2012, November 06) Retrieved December 10, 2016, from

"Ernest Hemingway's Big Two-Hearted River" 06 November 2012. Web.10 December. 2016. <>

"Ernest Hemingway's Big Two-Hearted River", 06 November 2012, Accessed.10 December. 2016,

Other Documents Pertaining To This Topic

  • Ernest Hemingway s Big Two Hearted River

    Ernest Hemingway's "Big Two-Hearted River" Focalization Looking back on that occasion, he realized just how big of a trout he had almost caught. It had quite easily been the biggest one he had seen -- the biggest one he had ever heard of, in fact. He still recollected the trout's anger; there was nothing else it could do bet be irate at the solid way in which he had been hooked. Yet

  • Ernest Hemingway s Big Two Hearted River

    His silence is not only related to the fact that there is no one else to talk to, but also to the fact that talking is a human trait that is practiced in civilized society. Nick's sojourn to the heart of the country surrounding Seney removes him from civilization, so talking and engaging in practices that are appropriate for civilization are not appropriate where he is. The following quotation

  • Ernest Hemingway Was Not Only

    "One of the most frequently observed weaknesses in his work is its depiction of women. It has been observed, for example, that the central male characters of his novels tend to be about his own age at the time of writing, while their female counterparts are progressively younger, more beautiful, and more absurdly compliant toward their men" (Kennedy and Gioia, 2000). Even though his work is regarded as one the

  • Ernest Hemingway in Our Time

    Nick Adams Stories by Ernest Hemingway From Modernism to Isolationism: The Transition of Nick Adams in the short stories Indian Camp and Big Two-Hearted River, Parts 1 & Ernest Hemingway, acclaimed American novelist and short story writer, have established his niche in the world of literature by creating literary works that center on the interaction between Nature and human society. Apart from his famous novels For Whom the Bell Tolls and The

  • War in Literature at First

    He is more interested in "things," than what those things will bring. "Nick went over to the pack and found, with his fingers, a long nail in a paper sack of nails, in the bottom of the pack. He drove it into the pine tree, holding it close and hitting it gently with the flat of the axe. He hung the pack up on the nail. All his supplies

  • Watching a James Bond Film One Often

    watching a James Bond film, one often wonders. If the Bond character were real, would he be able to experience a traumatizing situation -- killing a villain or escaping with his life -- and then straightening the lapels of his dinner jacket proceed to seduce a beautiful woman? While Bond's celluloid heroics transport us as long as the movie lasts, we know that it is unrealistic, and comes from

  • American Literature in the Early to Mid Twentieth Century

    Yank in "Hairy Ape" by Eugene O'Neill In the play, "Hairy Ape," by Eugene O'Neill, the character of Yank portrays the individual who seeks to conform in his society and is always in need to belong with other people. Robert Smith, or Yank, is illustrated as an individual who personifies anything that is deviant in the society: O'Neill portrays him as "broader, fiercer, more truculent, more powerful, and surer of himself

Read Full Dissertation
Copyright 2016 . All Rights Reserved