Robbin O 'Leary's Article' Creating Numerical Scales

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

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

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.

Throughout lab one we were introduced to many different forms of measurement, whether its using a ruler too measure length, a digital scale to measure weight, and also many different sized and shaped flasks to measure different volumes. Another key measurement of this lab was to teach the

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”

In todays army, soldiers are required to continuously learn and train in order to keep up with the demand of the ever changing battlefield. To properly conduct these training session, a training management process(TMP) is created to be a universal outline for leading and managing training and development. Examples of the TMP, is the Army Training Network (ATN) and the many doctrines found on Army Publishing Directorate(APD) site. In this essay, we will focus on the importance of three processes that are apart of the TMP; rehearsals, pre-execution checks, and After Action Reviews. We will also focus on the value of web-based training and doctrines, such as ATN and APD.

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

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

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.

Every Soldier learns a distinct job in their major area of operation. Soldiers spend years learning

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.

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)

“Train as you fight” is one of the eleven principles of Unit training as defined by Department of the Army as “training under an expected operational environment for the mission. This means establishing in training what the unit can expect during operations to include the culture of an operational environment” (ADP 7-0, 20xx). With the complexity of simulations today, Soldiers are able to train in virtual scenarios without stepping on the actual battlefield. In order to set conditions for that realistic training, accurately replicating combat equipment, mission terrain, and interoperability are key characters with the principle of

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.

Measurement is a significant area in the curriculum, as it can “make or break a child’s confidence in mathematics” (Kefaloukos & Bobis, 2011, p. 19). Therefore teachers play a crucial role in teaching this area of maths. Firstly, it is important to consider what skills children have with regard to measurement when they start school. This guides teachers with an appropriate level to begin. Secondly, teachers need to know some engaging ways to teach measurement. Teachers also need to know how to adjust their teaching when necessary to cater for a varied range of abilities.