Robbin O 'Leary's Article' Creating Numerical Scales

Training objectives must support the mission profile and meet the commanders desired end state. Prior to the 56TH train up at the National Training Center (NTC) the deployment location changed from Iraq to Afghanistan (case study). Changes to mission essential tasks were not identified prior to NTC, resulting in the BCT training on collective tasks and validated during MRE based on the Iraq mission profile. However, the shift to the Afghanistan mission profile created gaps in training not identified until units arrived at Bagram Air Field (BAF). i.e. the BCT had to establish an MRAP drivers training program at BAF extending the RSOI process. Training gaps were not limited to company level shortfalls as battalion and brigade staffs were not able to anticipate potential threats and capitalize on opportunities. (case study 2)

In this lesson you will continue to review the key agencies and major force management processes used in developing warfighting capability provided to combatant comman

Any member of a military force are taken as someone ready to serve at any moment, with all his/her skills, intelligence, strength and presence of mind; much like someone readily set on the starting track, totally geared up to run from the moment 'go'. This explains how much preparation it takes to condition one's body and mind to attain that level of ability and agility. It requires a continuous, disciplined practice of skills as well as lifestyle conducive to retain and augment those skills.

Even though each soldier had a different set of skill, the unit could not function without each of their expertise. An example of this this can be seen in sport teams, such as in football and soccer. In both of these sports there are designated positions and leader roles, which can be

The National Guard success comes largely from training. From real-life training exercises, field training, simulation training and distributed learning. In the event of an activation, leaders must

Noncommissioned Offices conduct training, but without the training carried out at the entry level schools for enlisted soldiers and officers certifying soldiers are trained in their programmed skills, the army of today would not function (U.S. Army War College, 2015-2016). This initial training is the training phase within the Army Organizational Life Cycle Model, and it feeds the distribution phase.

The U.S. Navy’s Bomb Squad faced a very real problem: Its newest members were being selected for training upon merit alone, with no personality or physical screening process. This was a very real challenge, for the aforementioned reasons of required emotional intelligence and physical toughness. The screener had a very clear mission: “safely and effectively screen Midshipmen in their ability to lead small units under stress while introducing them to the NEOD training pipeline through evaluation by their peers, upper-class, and NEOD technicians”

The original idea behind this program is for Soldiers and leaders to learn how to use all or any of the fourteen skills to enhance their effectiveness and well-being, to build mental toughness and to develop

Troopers became familiar with individual collective tasks that support the commander’s mission essential task list and operational tempo. The performed tasks include civil disturbance formations, control force operations and how to communicate effectively during a riot.

As a new Corporal and a team leader for a Mortar Squad, we had trained

In the military, soldiers are the professional image civilians look up to when coming in contact with the Army branch. In the US Army, becoming a soldier and embracing this profession means living the Army values on a daily basis by ensuring that Loyalty, Honor, Personal Courage, Respect, Integrity, Selfless Service, and Duty, become part of a soldier’s character. However, not all soldiers have the same duty or responsibility in the military. In order to become victorious and accomplish the purpose of their profession, soldiers must continually learn how to work together as a team.

As stewards of our profession, commanders ensure that military expertise continues to develop and be passed on to aspiring professionals through operational development. It is during this developmental phase that Professional Soldiers put their knowledge and skills to the test. Operational Army units certify and recertify their Professional Soldiers through repetitive and realistic training events including the Combat Life Saver Course, platoon live fires, and exercises at the National Training Center. In the course of these challenging and realistic experiences, the Army’s operational units develop Soldiers and leaders prepared to maintain high standards, discipline, and operational readiness. Operational development and adaptability will continue to drive changes in Army doctrine, organization, leadership, and education as we enter the post-war era. Without this kind of development, the Army could not maintain a well-disciplined professional fighting force.

The Army is a profession because it requires a collaboration of highly training Soldiers who possess specialized skills that combine to operate in complex situations in more complex environments. General Martin Dempsey stated that “The Profession of Arms requires expert knowledge, and that expertise is manifested as unique skills in the individual professional and by Army units.” For the purpose of this paper the operational definition of the term profession is: a type of job that requires special education training, or skill. In order to meet and maintain the demands of this definition, The Army has established the Army Development Model which consists of institutions, operational training, and self-development to create highly skilled service members.

Experiments 1-4 focused on using different types of measuring tools, and the uncertainty that goes on while using these tools. The lab focused on rulers, calipers, spring scales, and stopwatches. Each different type of measurement was analyzed for precision, accuracy, and uncertainty. Students learned how to calculate measurements on a Vernier caliper, by using the least half count. Students also learned the formula that was used to obtain the measurement from a caliper: Lower tick mark value of major scale reading plus the number of least count spaces on the minor scale multiplied by the least count of the minor scale.

Four year olds begin to learn the vocabulary associated with measurement and start using informal measurement tools, such as hands and pencils. Most students starting school understand that more formal measuring tools exist and how these tools are used. These