Government 2306

Government 2306

Consider the discussion in “Texas’s Shift from Blue to Red Informs 2014 Races.” The “red-blue” debate in Texas is essentially an issue of party realignment. The transformation of Texas from a one-party Democratic state to that of essentially a one-party Republican state occurred over several years in which there was a convergence of many different factors, including economics,demographics, trends in national politics, and the role of key political actors. For those predicting the possibility of Texas becoming a “blue” state with the resurgence of the Democratic Party, what lessons might be drawn from the Republican realignment that produced the party’s current domination of the state government and many local governments throughout Texas?

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Mission Analysis Brief (Power Point)

Mission Analysis Brief (Power Point)

Purpose: To facilitate your understanding and application of Mission Analysis within the MDMP.

Assignment Instructions: Prepare a Mission Analysis briefing that shows your understanding of steps one and two of the MDMP ( See FM 6-0 attached) Brief the content and information involved in your presentation to a CSM/SGM.

This is a military information briefing. See Rub attached for oral communication assessment.

Requirements: This is an information briefing, not a reading. Students will not read their slides.  The presentation will consist of 6 to 10 slides (including Title Slide, Agenda, Conclusion, & References).

Students may use up to two other visual aids such as maps and diagrams if desired. The presentation will describe steps one and two of the MDMP. Students must display a clear understanding of key principles using real-world examples.

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The Bill of Rights: Assessment

The Bill of Rights: Assessment

Imagine your area is in a state of emergency and you are concerned about the balance of liberty and security as people try to return to their normal lives, recover what was lost, and rebuild what was destroyed. Compose an email you could send to elected officials to voice your concerns. Your email should include positions on two of the potential issues related to civil liberties found below.

Template

Instructions: Replace the information (in parentheses) with your own thoughts and information from the lesson.

Hello ________ (name of one of your elected officials at the local, state, or national level) ____,

(Write paragraph one here. Paragraph one should address why rights are not absolute. Explain how the Constitution safeguards and limits individual rights.)

(Paragraph two should address one of the ten situations from the list. Be sure to include the following information in the paragraph:

  • the Constitutional amendment that relates to the situation
  • arguments that could be made for or against the action that took place
  • your position on the situation and the reasons you think officials should agree with you)

(Paragraph three should address a different situation from the list. Address the bulleted items again for this second situation.)

(Short summary conclusion with points made in your email and appreciation expressed for the officials’ time.)
Sincerely,
(Your Name)

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  1. Imagine that the following situations have occurred in your community following the disaster. Select two of the following situations to address and evaluate in your email:
    • © 2012 BananaStock/Thinkstock

      The government suspended the right of habeas corpus (the right to see a judge after arrest to determine if imprisonment is lawful).

    • The government forced people to evacuate from their homes.
    • The press accessed the disaster area and published a story in a national newspaper about the event.
    • The government allowed federal and state troops to be quartered in private residences to assist residents and protect order.
    • Citizens were denied the right to bring legally owned firearms to storm shelters.
    • The government made certain dangerous areas off-limits, which prevented residents from accessing their homes and personal property.
    • Prisoners were kept in prisons that lacked power, supplies, and plumbing during the emergency.
    • The federal and state courts postponed scheduled criminal and civil trials due to the emergency.
    • The government prevented the press from publishing graphic photos of victims of the natural disaster to protect the privacy of the victim’s family.
    • The federal government stated that local and state governments are solely responsible for the disaster recovery efforts and that it will not be providing assistance.
  2. Once you have chosen the concerns you wish to address, compose a well-written response to each situation with the following information:
    • the Constitutional amendment that relates to the situation
    • arguments that could be made for or against the action that took place
    • your position on the situation and the reasons you think officials should agree with you
  3. Save your email and check it for spelling and grammar.

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*KIM WOODS*

*KIM WOODS*

Please ensure that your references are from acceptable scholarly sources – that means, they should generally come from your assigned reading (at least one should be from the course textbooks), the Online library, professional journals and government agency websites. Please review resources in the library for more information on credible references. Some examples of unacceptable references include “Findlaw.com,” online dictionaries and encyclopedias, “Wikipedia,” “eHow.com,” “Associated Content,” commercial and essay websites. For definitions use your textbook and craft definitions based on what you have learned from your assigned reading – remember to cite the textbook. For a legal reference, instead of the commercial website, “Findlaw.com,” use the Cornell Law School legal dictionary and sources such as the US Code.**

 

DQ 1: What is right to counsel? Explain when the right to counsel attaches, and when it does not apply. How has the development of right to counsel impacted the criminal justice system? What changes to right to counsel would you suggest? Why? Explain. *150 word count*

 

DQ 2:  Define the Fifth Amendment in your own words, but provide a citation for your research.  In your view, how has the Fifth Amendment impacted the criminal justice system?  Do you believe the “rights advisement” requirement pertaining to the Fifth (and Sixth) Amendment has impeded the law enforcement officer’s ability to execute the job or has it improved law enforcement and contributed to a better criminal justice system? How so?  How has it benefited the defendant?  *150 word count

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MEDIA AND POLITICS: ASSESSMENT

MEDIA AND POLITICS: ASSESSMENT

Assessment

Time to put your knowledge of the evolving role of the media in political messages to work! You’ve been asked by a popular news organization to create a web article for their official website that will help the public understand the role that media plays in politics. Your product will first explain your analysis of a media item and then describe how the role of media in politics has changed over time.

Steps

  1. Choose a visual, text, or other media item that is political in nature. This list provides some examples of media items you may use and guidance on where to locate other examples on the Internet. Be sure to include the media item, or directions on how to access it, with your assessment.
  2. Analyze the political message delivered by your chosen media item. In two well-written paragraphs, explain the background of the image, text, or video and explain what bias the message reveals and how.
    • The background paragraph should include who created the media item, when, for whom, and for what purpose.
    • The analysis paragraph should explain the bias in the media item. What strategies does the media item use to persuade people? (examples are symbolism and emotional appeal)
  3. Write a third well-written paragraph that answers the following question, in your own words. How have the media changed over time, and how has this affected political communication?
  4. List


    Select one of the following media items for your assessment. Remember, you must provide the source or information on how to access the source with your assessment.

      1. TV Commercial
        Television advertisements from recent elections are readily available from multiple internet sources, such as the

     Living Room Candidate

      1. . Select this image to see a politcal advertisement:
    A flier paid for by the Economic Freedom Fund© 2011 The
    Associated Press
      1. Political Cartoon
        This political cartoon is from the Civil War era; select this image to see a politcal cartoon:

        The Rail Splitter Repairing the Union'–a political cartoon of Andrew Johnson and Abraham Lincoln from 1865.© 2011 The
        Associated Press

        Political cartoons related to recent political events and issues are accessible from multiple internet sources, such as the

     Cagle Post

      1. .

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    1. Debate
      This debate excerpt is from the 2008 presidential campaign:

      • MCCAIN: Somehow in Washington today–and I’m afraid on Wall Street–greed is rewarded, excess is rewarded, and corruption–or certainly failure to carry out our responsibility is rewarded. As president of the United States, people are going to be held accountable in my administration. And I promise you that that will happen.
      • LEHRER: Do you have something directly to say, Senator Obama, to Senator McCain about what he just said?
      • OBAMA: Well, I think Senator McCain’s absolutely right that we need more responsibility, but we need it not just when there’s a crisis. I mean, we’ve had years in which the reigning economic ideology has been what’s good for Wall Street, but not what’s good for Main Street.

        (later)

      • MCCAIN: You’ve got to look at our record. You’ve got to look at our records. That’s the important thing. Who’s the person who has believed that the best thing for America is to have a tax system that is fundamentally fair? And I’ve fought to simplify it, and I have proposals to simplify it. Let Americans choose whether they want the existing tax code or they want a new tax code. Again, look at the record, particularly the energy bill. But, again, Senator Obama has shifted on a number of occasions. He has voted in the United States Senate to increase taxes on people who make as low as $42,000 a year.
      • OBAMA: That’s not true, John. That’s not true.
      • MCCAIN: And that’s just a fact. Again, you can look it up.
      • OBAMA: Look, it’s just not true. And if we want to talk about oil company profits, under your tax plan, John—this is undeniable—oil companies would get an additional $4 billion in tax breaks. Now, look, we all would love to lower taxes on everybody. But here’s the problem: If we are giving them to oil companies, then that means that there are those who are not going to be getting them.
    2. Inaugural Address
      This excerpt is from the opening of President George W. Bush’s Second Inaugural Address:

      “On this day, prescribed by law and marked by ceremony, we celebrate the durable wisdom of our Constitution, and recall the deep commitments that unite our country. I am grateful for the honor of this hour, mindful of the consequential times in which we live, and determined to fulfill the oath that I have sworn and you have witnessed.

      At this second gathering, our duties are defined not by the words I use, but by the history we have seen together. For a half century, America defended our own freedom by standing watch on distant borders. After the shipwreck of communism came years of relative quiet, years of repose, years of sabbatical—and then there came a day of fire.

      We have seen our vulnerability—and we have seen its deepest source. For as long as whole regions of the world simmer in resentment and tyranny—prone to ideologies that feed hatred and excuse murder—violence will gather, and multiply in destructive power, and cross the most defended borders, and raise a mortal threat. There is only one force of history that can break the reign of hatred and resentment, and expose the pretensions of tyrants, and reward the hopes of the decent and tolerant, and that is the force of human freedom.

      We are led, by events and common sense, to one conclusion: The survival of liberty in our land increasingly depends on the success of liberty in other lands. The best hope for peace in our world is the expansion of freedom in all the world.

      America’s vital interests and our deepest beliefs are now one. From the day of our Founding, we have proclaimed that every man and woman on this earth has rights, and dignity, and matchless value, because they bear the image of the Maker of Heaven and earth. Across the generations, we have proclaimed the imperative of self-government, because no one is fit to be a master, and no one deserves to be a slave. Advancing these ideals is the mission that created our Nation. It is the honorable achievement of our fathers. Now it is the urgent requirement of our nation’s security, and the calling of our time.

      So it is the policy of the United States to seek and support the growth of democratic movements and institutions in every nation and culture, with the ultimate goal of ending tyranny in our world.”

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EXSUM

EXSUM

(U) HQDA EXORD 10-13 IN SUPPORT OF THE HQSA FY 13-15 ACITVE COMPONENT MANNING GUIDANCE, (U) (ATSG-NCOA). In FY13, the Army will begin the intial stages of a force drawdown. HQDA FY 13-15 ACMG will resource the Army personnel IAW the Army’s priorities, as reflected in the Integrated Requirement Priority List (IrPL). Beginning 2QTR, FY13, the Army will implement the HQDA FY 13-15 ACMG. The goal is to man ARFOGEN formations at no less than P2 during the reset phat and sustain formation at no less than P1 during the train/ready and available phases. Units will not be manned above designated levels to compensate for non

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EXECUTIVE SUMMARY

 

  1. Objective. A military executive summary (EXSUM) is like a tactical operation:
    well-planned, sharp and to the point.  Assume that your chain of command or fellow staff officers / NCOs will read only your EXSUM and make their decision based on the information there.  That is the exact reason why the EXSUM is so important and as a Senior NCO you should know how to properly prepare one.

 

  1. Instructions. Prepare an EXSUM on the enclosed ALARACT 293/2012, Subject:  HQDA EXORD 10-13 in support of the HQDA FY 13-15 Active Component Manning Guidance for your Brigade Commander and Command Sergeant Major.  Prepare your executive summary using Arial font, 12 pitch.  It may be no longer than one page in length.  Use DA Memo 25-52, Staff Action Process and Correspondence Policies, for the format and style of an executive summary. Your office symbol is ATSG-NCOA.  The S-1, MAJ Peter Burke, is the approving official for your EXSUM.

 

  1. You must do your own original work. The SLC Written Communication Rubrics will be used to assess your work.  Tips:

 

  • Use the active voice. Employ the elements of good Army writing.  Don’t use a big word when a small one will do; avoid run-on sentences.

 

  • Do not overstate and do not overwrite. Like all military matters, do — or in this case, say — what has to be said and move on.

 

  • Speak to the audience of your executive summary. If your report is for high-ranking officers or NCOs, it requires a more formal tone than if the report is to be read by privates.

 

  • Write a thesis statement that addresses the major thrust of the executive summary. Rather than quietly wading in, drop the bombshell and get the reader’s attention in the first sentence of the executive summary.

 

  • Leave your executive summary for at least 24 hours and then edit it for typing and grammar mistakes. Read the summary aloud and assess it for proper military tone.

 

  1. References:
  2. AR 25-50, Preparing and Managing Correspondence.
  3. DA Memo 25-52, Staff Action Process and Correspondence Policies
  4. AG School Effective Writing Handbook.

 

  1. Assignment Due: See HR SLC Course Calendar for due date

 

ALARACT 293/2012

DTG: P 181732Z OCT 12

THIS MESSAGE HAS BEEN SENT BY THE PENTAGON TELECOMMUNICATIONS CENTER ON BEHALF OF

HQDA DCS G-4 WASHINGTON DC //DCS/G-3/5/7//

 

SUBJECT: HQDA EXORD 10-13 ISO THE HQDA FY13-15 ACTIVE COMPONENT MANNING GUIDANCE

(U) REFERENCES.

 

REF/A/(U)/ AR 220-1, ARMY UNIT STATUS REPORTING (USR) AND FORCE REGISTRATION –

CONSOLIDATED POLICIES, 15 APRIL 2010

REF/B/(U)/ AR 525-29, ARMY FORCE GENERATION (ARFORGEN), 14 MARCH 2011

REF/C/(U)/ AR 614-30, OVERSEAS SERVICE, 30 MARCH 2010

REF/D/(U)/ AR 614-100, OFFICER ASSIGNMENT POLICIES, DETAILS, AND TRANSFERS, 10 JANUARY 2006

REF/E/(U)/ AR 614-200, ENLISTED ASSIGNMENTS AND UTILIZATION MANAGEMENT (RAPID ACTION

REVISION (*RAR) 002, 10/11/2011), 26 FEBRUARY 2009

REF/F/(U)/ DA PAM 220-1, DEFENSE READINESS REPORTING SYSTEM-ARMY PROCEDURES, 16

NOVEMBER 2011

REF/G/(U) DA PAM 611-21, MILITARY OCCUPATIONAL CLASSIFICATION AND STRUCTURE, 22 JANUARY

2007

REF/H/U)/ ARMY FORCE GENERATION (ARFORGEN) SYNCHRONIZATION BOARD (ASB) CHARTER

ESTABLISHED, 13 OCTOBER 2009

REF/I/(U)/ ARFORGEN SYNCHRONIZATION ORDER (ASO) 2012, 5 MARCH 2012

REF/J/(U)/ ARMY TRAINING AND LEADER DEVELOPMENT CONFERENCE, DEC 2011

REF/K/(U)/ FORCES COMMAND (FORSCOM) MODULAR FORCE COMMAND AND CONTROL (C2) EXECUTE

ORDER (EXORD), 30 JULY 2010

REF/L/U)/ GLOBAL FORCE MANAGEMENT (GFM) RISK ASSESSMENT, 5 FEBRUARY 2011

REF/M/(U)/ GUIDANCE FOR THE EMPLOYMENT OF THE FORCE (GEF) FY2010-2015, 9 APRIL 2011

REF/N/(U)/ HEADQUARTERS DEPARTMENT OF THE ARMY (HQDA), ACTIVE COMPONENT (AC) MANNING

GUIDANCE FOR FISCAL YEAR (FY) 2011, 17 DECEMBER 2010

REF/O/(U)/ HQDA, EXORD 185-11, REDUCTION OF NON-DEPLOYABLES, 22 APRIL 2011

REF/P/(U)/ INTEGRATED REQUIREMENT PRIORITY LIST (IRPL), 13 APRIL 2012

REF/Q/(U)/ JOINT STAFF J-33: GLOBAL FORCE MANAGEMENT ALLOCATION PLAN SOURCE (GFMAP)

PLANNING ORDER (PLANORD), 11 MARCH 2011

REF/R/(U) SECARMY MEMORANDUM (4 AUGUST 2011) AND ALL ARMY ACTIVITIES (ALARACT) 298/2011,

ARMY DEPLOYMENT PERIOD POLICY

REF/S/(U) ASSISTANT SECRETARY OF THE ARMY (MANPOWER AND RESERVE AFFAIRS) (ASA (M&RA))

MEMORANDUM, SUBJECT: ENLISTED INVOLUNTARY EARLY SEPARATIONS PROGRAM POLICY

MEMORANDUM, 09 MAY 12

REF/T/(U) ALARACT 064/2011 (CORRECTED COPY), MILITARY OCCUPATIONAL SPECIALTY (MOS)

SUBSTITUTIONS FOR ALL UNITS, DTG 241145Z FEB

REF/U/(U) MILITARY PERSONNEL (MILPER) MESSAGE #11-004 ACTIVE ARMY (AA) STOP LOSS/STOP

MOVEMENT PROGRAM FOR UNITS SCHEDULED TO DEPLOY OCONUS IN SUPPORT OF OPERATION IRAQI

FREEDOM (OIF), OPERATION ENDURING FREEDOM (OEF), AND OPERATION NEW DAWN (OND)

ATTACHMENTS: ANNEX A: MANNING CATEGORIES WITHIN HQDA EXORD 10-13 ISO THE HQDA FY13-15

ACTIVE COMPONENT MANNING GUIDANCE

 

  1. (U) SITUATION.

 

1.A. THE UNITED STATES REMAINS A NATION AT WAR. GLOBALLY ENGAGED AND REGIONALLY

RESPONSIVE, CONCURRENTLY THE ARMY IS IN TRANSITION AS WE REDUCE THE SIZE OF OUR ARMY IN

TOTAL PERSONNEL AS WELL AS IN FORCE STRUCTURE. IN FY13, THE ARMY WILL BEGIN THE INITIAL

STAGES OF A FORCE DRAWDOWN, END THE TEMPORARY END STRENGTH INCREASE (TESI), REDUCE THE

ACTIVE DUTY FOR OPERATIONAL SUPPORT (ADOS) PERSONNEL (ENDED BY FISCAL YEAR (FY) 2015),

REDUCE THE ARMY FORCE STRUCTURE (BASED ON TOTAL ARMY ANALYSIS (TAA) 14.1), AND BEGIN TO

ELIMINATE THE WARTIME ALLOWANCE (COMPLETED BY FY17) REDUCING OUR MANNING FLEXIBILITY

AND AFFECTING OUR ABILITY TO OVER MAN FORMATIONS.

1.B. CURRENTLY, THE ARMY HAS ENOUGH SOLDIERS TO FILL EVERY AUTHORIZATION IN THE

AGGREGATE; HOWEVER CHALLENGES SUCH AS GRADE AND MILITARY OCCUPATIONAL SPECIALTY (MOS)

SHORTAGES, UNPROGRAMMED/UNDOCUMENTED REQUIREMENTS, AND A GROWING MEDICAL AND

ADMINISTRATIVE NON-AVAILABLE POPULATION SIGNIFICANTLY IMPACTS THE ABILITY OF THE

PERSONNEL INVENTORY TO MEET SPECIFIC REQUIREMENTS. BASED ON THE CURRENT AND

FORESEEABLE CONDITIONS AND CONSTRAINTS, THE HQDA FY13-15 ACTIVE COMPONENT (AC)

MANNING GUIDANCE (MG) WILL USE THE FOLLOWING OBJECTIVES TO GUIDE IMPLEMENTATION.

1.B.1. FULLY MAN DEPLOYING UNITS IN SUPPORT OF (ISO) OPERATION ENDURING FREEDOM (OEF) AND

OTHER PRIORITIZED OPERATIONS.

1.B.2. IN COORDINATION WITH (ICW) CURRENT STRATEGY, ASSIGN PERSONNEL TO EFFECTIVELY ENABLE

ARMY UNITS TO ATTAIN THE REQUIRED COMBINED ARMS PROFICIENCY EARLIER IN THE TRAIN/READY

PHASE OF THE ARMY FORCE GENERATION (ARFORGEN) CYCLE.

1.B.3. INVEST TOP QUALITY OFFICERS AND NON-COMMISSIONED OFFICERS (NCO) IN THE

INSTITUTIONAL ARMY TO DEVELOP SOLDIERS IN DIVERSE AND BROADENING POSITIONS IN ORDER TO

(IOT) SECURE THE DEVELOPMENT OF TOMORROW’S ARMY.

1.B.4. SYNCHRONIZE THE PERSONNEL ASSIGNMENTS PROCESS WITH THE ARFORGEN CYCLE AND WITH

ARMY PRIORITIES AS ESTABLISHED BY THE ARMY G-3/5/7 AND APPROVED BY THE ARMY SENIOR

LEADERSHIP.

1.C. THIS MANNING GUIDANCE SUPERSEDES HQDA ACTIVE COMPONENT MANNING GUIDANCE FOR

2012, DATED 17 DECEMBER 2010 EFFECTIVE 2QTR, FY13.

 

  1. (U) MISSION. PROVIDE AC ARMY WITH PERSONNEL MANNING GUIDANCE FOR FY13-15 THAT IS

SYNCHRONIZED WITH THE ARMY’S PRIORITIES.

 

  1. (U) EXECUTION.

3.A. INTENT. HQDA FY13-15 ACMG WILL RESOURCE THE ARMY WITH PERSONNEL IAW THE ARMY’S

PRIORITIES AS REFLECTED IN THE INTEGRATED REQUIREMENT PRIORITY LIST (IRPL) AND OTHER

PRIORITIES ESTABLISHED BY THE ARMY LEADERSHIP.

3.B. KEY TASKS.

3.B.1. MAN THE ARMY AND PRESERVE A HIGH QUALITY ALL-VOLUNTEER FORCE.

3.B.2. MAINTAIN END STRENGTH TO ENSURE THE INVENTORY MEETS FORCE STRUCTURE.

3.B.3. ALIGN MANNING LEVELS IAW THE ARMY’S PRIORITIES APPROVED BY THE ARMY SENIOR

LEADERSHIP.

3.B.4. PROVIDE MINIMAL MANNING LEVELS FOR ALL UNITS.

3.B.5. INCREASE PRECISION AND PREDICTABILITY IN MANNING.

3.B.6. ESTABLISH A FORMALIZED PROCESS FOR UNITS TO REQUEST CHANGE TO THEIR UNIT’S IRPL

PRIORITY THROUGH G-3/5/7.

 

3.C. CONCEPT OF OPERATIONS. BEGINNING 2QTR, FY13, THE ARMY WILL IMPLEMENT THE HQDA FY13-

15 ACMG. THIS NEW GUIDANCE WILL ALIGN MANNING LEVELS IAW ARMY PRIORITIES AS REFLECTED IN

THE IRPL AND OTHER PRIORITIES ESTABLISHED BY THE ARMY SENIOR LEADERSHIP. THE GOAL IS TO MAN

ARFORGEN FORMATIONS AT NOT LESS THAN P2 DURING THE RESET PHASE AND SUSTAIN FORMATIONS

AT NOT LESS THAN P1 DURING THE TRAIN/READY AND AVAILABLE PHASES. UNIT STATUS REPORTING

(USR)

P-LEVEL RATINGS WILL BE USED TO DETERMINE MANNING EFFECTIVENESS AS WELL AS READINESS IN

DEPLOYING UNITS. UNITS WILL NOT BE MANNED ABOVE DESIGNATED LEVELS TO COMPENSATE FOR

NON-AVAILABLE PERSONNEL.

3.C.1. THE IRPL SPECIFICALLY ALIGNS UNITS INTO THREE CATEGORIES (URGENT, ESSENTIAL, AND

IMPORTANT) AND SYNCHRONIZES THE PRIORITIES WITH THE DEPARTMENT OF DEFENSE’S FORCE

ALLOCATION DECISION MODEL (FADM).

3.C.2. THE HQDA FY13-15 ACMG COMBINES THE THREE IRPL CATEGORIES WITH TWO ADDITIONAL

CATEGORIES FOR A TOTAL OF FIVE MANNING CATEGORIES. THESE FIVE MANNING CATEGORIES ARE:

DIRECTED FILL FORCES, ARFORGEN FORCES, URGENT FORCES, ESSENTIAL FORCES, AND IMPORTANT

FORCES. EACH MANNING CATEGORY IS DESCRIBED IN DETAIL BELOW.

3.C.2.A. ARMY DIRECTED FILL FORCES CONSIST OF NON-ARFORGEN FORCES WITH A PRIORITY LEVEL

ESTABLISHED BY THE ARMY SENIOR LEADERSHIP. ARMY DIRECTED FILL FORCES WILL BE SUSTAINED AT A

SET MANNING LEVEL THAT RANGES FROM 90% TO 100% AGGREGATE FILL. THE GOAL IS BY NLT FY15 TO

APPLY GRADE METRICS TO THE ARMY DIRECTED FILL FORCES CATEGORY.

3.C.2.B. ARFORGEN FORCES WILL BE MANNED AT P2 DURING RESET PHASE AND SUSTAINED AT P1

DURING TRAIN/READY AND AVAILABLE PHASES. P1/P2 RATINGS CONSIST OF READINESS STANDARDS AS

OUTLINED IN AR 220-1 AND DEPARTMENT OF THE ARMY PAMPHLET (DA PAM) 220-1. UNITS

RETURNING FROM DEPLOYMENT 2QTR, FY13 AND LATER WILL TRANSITION TO THE NEW HQDA FY13-15

ACMG. UNITS WITH LATEST ARRIVAL DATES (LADS) WILL MANAGE NCOES THROUGH RESET AND

TRAIN/READY PHASES BALANCED AGAINST THE MISSION AND THE NEEDS OF THE SOLDIER.

COMMANDERS HAVE THE OPTION TO RELEASE SOLDIERS DURING ANY PHASE OF THE ARFORGEN CYCLE

TO EXECUTE PROFESSIONAL MILITARY EDUCATION (PME). DURING THE LAST SIX (6) MONTHS OF THE

AVAILABLE PHASE, COMMANDS CAN EXPECT SOLDIERS/LEADERS TO DEPART THE UNIT IOT EXECUTE

PME AND OTHER ASSIGNMENTS.

3.C.2.B.1. ALLOCATED FORCES CONSIST OF FORCES TRANSFERRED BY THE SECRETARY OF DEFENSE

(SECDEF) FROM ONE COMBATANT COMMANDER (CCDR) OR SERVICE SECRETARIES TO ANOTHER CCDR

FOR EMPLOYMENT; APPROVED IN THE SECDEF ORDERS BOOK (SDOB) AND DOCUMENTED IN THE

GLOBAL FORCE MANAGEMENT ALLOCATION PLAN (GFMAP).

3.C.2.B.1.A. ALLOCATED UNITS WITH LADS WILL BE MANNED AT P2 DURING RESET PHASE AND

SUSTAINED AT P1 DURING TRAIN/READY AND AVAILABLE PHASES WITH NO HIGHER THAN 105%

ASSIGNED STRENGTH.

3.C.2.B.1.B. ALLOCATED UNITS WITHOUT LADS WILL BE MANNED AT P2 DURING RESET PHASE AND

SUSTAINED AT P1 DURING TRAIN/READY AND AVAILABLE PHASES WITH NO HIGHER THAN 100%

ASSIGNED STRENGTH.

3.C.2.B.2. APPORTIONED FORCES CONSIST OF FORCES AND CAPABILITIES DISTRIBUTED AS A STARTING

POINT FOR PLANNING. APPORTIONMENT INFORMS A CCDR OF THOSE FORCES AVAILABLE FOR

PLANNING, BUT NOT NECESSARILY AN IDENTIFICATION OF THE ACTUAL FORCES TO BE ALLOCATED FOR

USE WHEN A CONTINGENCY PLAN TRANSITIONS TO EXECUTION.

3.C.2.B.2.A. APPORTIONED UNITS WILL BE MANNED AT P2 DURING RESET PHASE AND SUSTAINED AT P1

DURING TRAIN/READY AND AVAILABLE PHASES WITH NO HIGHER THAN 100% ASSIGNED STRENGTH.

3.C.2.C. URGENT FORCES CONSIST OF UNITS WITH A MINIMUM MANNING OF 100%.

 

3.C.2.D. ESSENTIAL FORCES CONSIST OF UNITS WITH A MINIMUM MANNING OF 90%.

3.C.2.E. IMPORTANT FORCES CONSIST OF UNITS WITH A MINIMUM MANNING OF 80%.

3.D. TASKS.

3.D.1. HQDA G-3/5/7.

3.D.1.A. MAINTAIN, PUBLISH, AND SERVE AS THE PROPONENT FOR AR 525-29, ARMY FORCE

GENERATION.

3.D.1.B. UPDATE AND PUBLISH IRPL CHANGES, AS REQUIRED.

3.D.1.C. RECEIVE IRPL ADJUSTMENT REQUESTS FROM ACOM/ASCCS, AND STAFF THE REQUESTS

THROUGH ARFORGEN FORUMS FOR DECISION.

3.D.1.D. ICW HQDA G-1, PUBLISH ACMG EXORD AND ALL FRAGOS, AS NECESSARY.

3.D.1.E. ICW FORSCOM AND ASCCS, PROVIDE VISIBILITY TO HQDA G1 (ARMY HUMAN RESOURCES

COMMAND (AHRC)) OF:

3.D.1.E.1. ALL UNITS PROJECTED TO DEPLOY, BY UNIT IDENTIFICATION CODE (UIC), AS EARLY AS

POSSIBLE BUT NLT NINE MONTHS PRIOR TO LAD.

3.D.1.E.2. ALL CULMINATING TRAINING EXERCISE (CTE) SCHEDULES FOR BCT, CAB, MFSB, FSB,

CORPS/DIV HEADQUARTERS, AND SUSTAINMENT HEADQUARTERS, AS EARLY AS POSSIBLE BUT NLT SIX

MONTHS PRIOR TO CTE.

3.D.1.E.3. EMERGING/UNDOCUMENTED REQUIREMENTS, TO INCLUDE CHANGES TO PRIORITIES OF FILL

AND IDENTIFIED DONOR UNITS, AS APPLICABLE.

3.D.1.E.4. NOTIFICATION OF ANY IRPL ADJUSTMENTS.

3.D.2. HQDA G-1.

3.D.2.A. MAINTAIN, PUBLISH, AND SERVE AS THE PROPONENT FOR ACMG.

3.D.2.A.1. MANAGE NCOES ACROSS REGENERATION AND TRAIN/READY AND MAXIMIZE NCOES FOR

NON-DEPLOYING UNITS AFTER COMPLETION OF THEIR CTE THROUGH THE END OF THE AVAILABLE

PERIOD.

3.D.2.A.2. ASSIST HQDA G-3/5/7 ON ANY FORMAL REQUESTS FOR IRPL (MANNING) ADJUSTMENTS.

3.D.2.A.3. ICW AHRC, PROVIDE ANALYSIS TO HQDA, G-3/7 (DAMO-FM) ON IDENTIFIED SKILL AND GRADE

SHORTFALLS DRIVEN BY FORCE STRUCTURE CHANGES.

3.D.2.A.4. ASSIST UNIT COMMANDERS IN REACHING P1/P2 LEVELS BY PROVIDING NO MORE THAN 105%

AGGREGATE ASSIGNED STRENGTH TO ALLOCATED UNITS WITH A LAD, AND NO MORE THAN 100%

ASSIGNED AGGREGATE STRENGTH TO ALLOCATED UNITS WITHOUT A LAD.

3.D.2.A.5. PROVIDE INDIVIDUAL BOG:DWELL ANALYSIS BY CAREER MANAGEMENT FIELD, MILITARY

OCCUPATIONAL SPECIALTY, AND GRADE TO HQDA G-3/5/7 (DAMO-SS) QUARTERLY, OR AS REQUIRED.

3.D.3. SENIOR MISSION COMMANDERS/UNIT COMMANDERS.

3.D.3.A. IMPLEMENT AND ADHERE TO THE HQDA FY13-15 ACMG OUTLINED IN THIS DOCUMENT, TO

INCLUDE IMPLEMENTING ADMINISTRATIVE TASKS LISTED BELOW TO MITIGATE MANNING SHORTAGES.

3.D.3.B. ENSURE SOLDIERS ARRIVING AT THEIR INSTALLATION/THEATER ARE ASSIGNED TO THE

ORGANIZATION DESIGNATED BY AHRC IAW THE PINPOINT ASSIGNMENT INFORMATION AND SPECIAL

INSTRUCTIONS ON EACH SOLDIER’S ORDERS.

3.D.3.B.1. SENIOR MISSION COMMANDERS (SMCS) HAVE THE AUTHORITY TO DIVERT INBOUND

PERSONNEL, BY EXCEPTION, WITHIN AN INSTALLATION TO MEET IMMEDIATE READINESS

REQUIREMENTS.

3.D.3.B.2. DIVERSIONS MUST BE COORDINATED WITH AHRC TO DETERMINE IF THE AVAILABLE

INVENTORY SUPPORTS THE ASSIGNMENT OF A REPLACEMENT TO THE INSTALLATION.

3.D.3.B.3. DIVERSIONS WILL NOT EXCEED THE 105% AGGREGATE STRENGTH OF ALLOCATED UNITS WITH

LADS, 100% AGGREGATE STRENGTH OF ALLOCATED UNITS WITHOUT LADS, OR 100% AGGREGATE

STRENGTH OF APPORTIONED UNITS.

 

3.D.3.B.4. G3’S MAINTAIN A COPY OF THE IRPL. COMMANDERS WILL MAINTAIN VISIBILITY OF THEIR

UNIT’S IRPL CATEGORIES THROUGH THEIR G3.

3.D.3.C. MAINTAIN THE AVAILABLE, SENIOR GRADE, AND DUTY MILITARY OCCUPATIONAL SPECIALTY

QUALIFICATION (DMOSQ) STANDARDS AS REPORTED THROUGH UNIT STATUS REPORTING (USR).

3.D.3.D. USE THE FOLLOWING MITIGATION STRATEGIES WITHIN THE CURRENT MANNING

ENVIRONMENT TO IMPROVE UNIT READINESS.

3.D.3.D.1. SLOT SOLDIERS CORRECTLY IN ELECTRONIC MILITARY PERSONNEL OFFICE (EMILPO).

3.D.3.D.2. UTILIZE OFFICER/ENLISTED SUBSTITUTIONS WITHIN THE SAME GRADE, ONE GRADE LOWER

OR TWO GRADES HIGHER, WHERE POSSIBLE TO FILL SHORTAGES.

3.D.3.D.3. COUNT PROMOTABLE POPULATIONS AS THE NEXT HIGHER GRADE FOR ALL P-LEVEL

CALCULATIONS IAW AR 220-1.

3.D.3.D.4. MAXIMIZE GRADE AND MILITARY OCCUPATIONAL SPECIALTY (MOS) SUBSTITUTIONS TO FILL

CRITICAL NEEDS, IAW DA PAM 611-21 AND/OR THE CURRENT MOS SUBSTITUTION MESSAGE ALARACT

064-2011.

3.D.3.D.5. GROW SERGEANTS (E5) – PROMOTABLE E4’S AND COUNT AS SERGEANT (E5); AND FACTOR

THEM IN AS PART OF THE UNIT’S AVAILABLE SENIOR GRADE AND AVAILABLE DMOSQ RATINGS.

3.E.3.D.6. MANAGE NON-AVAILABLE POPULATIONS; SCREEN, IDENTIFY, PROPERLY CODE, AND WORK TO

RESOLVE SOLDIERS WITH BOTH TEMPORARY AND PERMANENT NON-AVAILABLE CONDITIONS,

RETURNING AS MANY OF THEM AS POSSIBLE TO AN AVAILABLE STATUS AS SOON AS POSSIBLE. THE

GOAL IS NO MORE THAN 10% OF A UNIT’S POPULATION IS NON-AVAILABLE. NO UNITS WILL BE

MANNED ABOVE DESIGNATED LEVELS TO COMPENSATE FOR NON-AVAILABLE PERSONNEL.

3.D.3.E. IT IS THE COMMANDER’S RESPONSIBILITY (AT ALL LEVELS) TO WORK OFF NON-AVAILABLE

SOLDIERS.

3.D.3.E.1. ENSURE AVAILABILITY CODING IN AUTHORITATIVE SYSTEMS OF RECORD (EMILPO AND

MEDICAL PROTECTION SYSTEM (MEDPROS)) ARE ACCURATE REFLECTIONS OF UNIT READINESS, THUS

ENSURING THE WEEKLY AUTOMATED REAR DETACHMENT REPORT (ARDR) GENERATED BY HQDA IS

CORRECT.

3.D.3.E.2. COMMANDERS CAN OVERRIDE EXISTING NON-AVAILABLE CONDITIONS USING THE

COMMANDER’S OVERRIDE FEATURE IN EMILPO TO INDICATE SOLDIER’S AVAILABILITY FOR DEPLOYMENT

ON THE ARDR. THIS FEATURE WILL SYNCHRONIZE THE ARDR WITH THE COMMANDER’S READINESS

ASSESSMENT.

3.D.3.F. PROACTIVELY COMMUNICATE MANNING CONCERNS AND PERSONNEL READINESS ISSUES TO

AHRC THROUGH S1/G1 CHANNELS AND USR COMMANDER’S COMMENTS.

 

  1. (U) COORDINATING INSTRUCTIONS.

 

4.A. THIS EXORD IS EFFECTIVE NET 2QTR FY13.

4.B. IRPL ADJUSTMENTS ARE BY EXCEPTION, AND WILL BE CONSIDERED ON A CASE-BY-CASE BASIS. IRPL

ADJUSTMENT REQUESTS INCLUDING A SIMPLE ISSUE, DISCUSSION, RATIONALE FORMAT WILL BE

SUBMITTED THROUGH ACOM/ASCCS TO THE HQDA G-3/5/7(DAMO-SSW). THE CHANGE REQUESTS WILL

BE VETTED AT THE MONTHLY ARFORGEN COUNCIL OF COLONELS AND IF REQUIRED, THE QUARTERLY

GENERAL OFFICER STEERING COMMITTEE. IF THE SUBMISSION IS APPROVED, THE DEPUTY DIRECTOR,

HQDA G-3/5 (PLANS AND POLICY) WILL APPROVE AND RELEASE CHANGES FOR DISTRIBUTION.

4.C. ROTATIONAL AIRBORNE UNITS WILL BE FILLED WITH QUALIFIED AIRBORNE SOLDIERS TO MEET

MANNING GUIDANCE METRICS IN ALL MOS/GRADES EXCEPT WHERE THE ARMY AIRBORNE AVERAGE

CANNOT ATTAIN THE REQUIRED MANNING METRIC. UNITS WILL BE FILLED TO THE ARMY AIRBORNE

AVERAGE WHERE THE ARMY IS SHORT AIRBORNE QUALIFIED SOLDIERS.

 

4.D. UNDOCUMENTED (NON-JOINT DUTY ASSIGNMENT LIST (JDAL)) POSITIONS WILL BE FILLED AS THE

INVENTORY PERMITS WITH THE APPROVAL OF THE SENIOR ARMY LEADERSHIP (G-3/5/7).

  1. (U) COMMAND AND CONTROL.

 

5.A. THE HQDA G-1 IS DESIGNATED AS THE LEAD AGENCY FOR THE HQDA FY13-15 ACMG.

5.A.1. DAPE-MPE IS THE PROPONENT FOR THE HQDA FY13-15 ACMG AND ALL POTENTIAL FRAGOS TO

THIS EXORD.

5.A.2. AHRC IMPLEMENTS PROPONENT POLICY FOR THE HQDA, G-1.

5.B. HQDA G-3/5/7 IS THE PROPONENT FOR ARMY PRIORITIES AND OPERATIONAL MISSION

REQUIREMENTS.

5.C. HQDA G-3/5/7 AND G-1 ARE DIRECTLY RESPONSIBLE FOR MANAGING EXECUTION OF THE EXORD.

5.D. EXORD POINTS OF CONTACT:

5.D.1. COL ROBERT C. WHALEY, HQDA G-1, DAPE-MPE, (703)695-7992,

ROBERT.C.WHALEY3.MIL@MAIL.MIL

5.D.2. MR. GERARD CRIBB, HQDA G-3, DAMO-SS, (703)614-1195, GERARD.H.CRIBB.CIV@MAIL.MIL

 

  1. (U) EXPIRATION OF THIS MESSAGE IS WHEN SUPERSEDED BY OTHER DA GUIDANCE OR REGULATION.

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EXECUTIVE SUMMARY

 

TA-XXXXXXX

DD Mmm YY

 

(U) SUBJECT. (U) (OFFICE SYMBOL)

Executive summaries (EXSUMs) are prepared in Arial 12 with 1-inch margins.  The overall classification of the EXSUM, all uppercased and in boldface, is entered 1 inch from the top and bottom of the page.  The words EXECUTIVE SUMMARY, all uppercased, are one return below the classification.  One return below the words EXECUTIVE SUMMARY, the tasker number (if applicable) is entered, flush right. Directly below that comes the date in the abbreviated format shown above.  If the EXSUM is not related to a tasker, enter the date one return below the words EXECUTIVE SUMMARY, flush right.  One return below the date is the subject, all uppercased, underlined, and parenthetically marked with the applicable classification.  The classification before the subject is the overall classification of the EXSUM.  The classification after the subject is the classification of the subject.  The originator’s office symbol is entered in parentheses after the classification of the subject.  After entering one return, the body of the EXSUM begins by stating the purpose (self-initiated or to answer a question).  The body of the EXSUM should not exceed 15 lines.  Acronyms must be spelled out the first time they appear, followed by the acronym in parentheses.

 

 

 

Originator’s Full Name/Office Symbol/Tel

originator’s e-mail address

 

APPROVED BY:  Name of staff principal,

division chief, or director

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ACQ 203 Part B

ACQ 203 Part B

Course ACQ203V_20313-Virtual Instructor-Led Training; ACQ 203V Intermediate Systems Acquisition, Part B
   
   
   
   
   
   
   
   

Question 1

0 out of 1 points

For questions 1 through 5 (worth 1 point each), use the data (In $Millions) below from the latest Integrated Program Management Report (IPMR) from your contractor:

BCWS BCWP ACWP BAC EAC
7 6 6 10 10

Calculate the Cost Variance (CV) and the Schedule Variance (SV) then pick the true statement from the answers below:

Answers: a.

The contractor is on budget and behind schedule

b.

The contractor is over budget and ahead of schedule.

c.

The contractor is under budget and ahead of schedule.

d.

The contractor is over budget and behind schedule.

  • Question 2

0 out of 1 points

 Use the IPMR data (In $Millions) to answer the question below.

BCWS BCWP ACWP BAC EAC
7 6 6 10 10

Calculate the Schedule Performance Index (SPI). Based on the SPI:

Answers: a.

The contractor seems efficient in terms of schedule.

b.

The contractor has finished 85% of the work.

c.

The contractor will meet their Estimate at Completion (EAC) of 10.

d.

The contractor seems inefficient in terms of schedule.

  • Question 3

1 out of 1 points

Use the data (In $Millions) below from the latest Integrated Program Management Report (IPMR) from your contractor:

BCWS BCWP ACWP BAC EAC
7 6 6 10 10

Calculate the Cost Performance Index (CPI). Based on the CPI:

Answers: a.

The contractor seems inefficient in terms of cost.

b.

The contractor is on track to meet the Budget at Completion (BAC).

c.

The contractor has spent 85% of the budget.

d.

The contractor will finish on time.

Question 4

0 out of 1 points

Use the data (In $Millions) below from the latest Integrated Program Management Report (IPMR) from your contractor:

BCWS BCWP ACWP BAC EAC
7 6 6 10 10

 

Pick the true statement from the answers below:

 

Answers: a.

Based on the Percent Spent and the Percent Complete, the contractor is on track to complete the work within budget.

b.

Based on the Percent Spent and the Percent Complete, the contractor will run out of money before the work is completed.

c.

Based on the Percent Scheduled and Percent Spent, the contractor will complete the work on time.

d.

Based on the Percent Scheduled and Percent Complete, the contractor will complete the work on time.

  • Question 5

0 out of 1 points

Use the data (In $Millions) below from the latest Integrated Program Management Report (IPMR) from your contractor:

BCWS BCWP ACWP BAC EAC
7 6 6 10 10

 

Based on the IPMR data on this component, what should we tell the Program Manager?

Answers: a.

The contractor is right on budget, but there are tasks that are currently behind schedule.

b.

The contractor will complete this project well ahead of schedule.

c.

The contractor will complete this project under budget.

d.

The contractor will complete this project ahead of schedule and will only be 5% over budget.

  • Question 6

0 out of 3 points

The program office for a Navy shipboard communications system early in the TMRR phase just conducted an affordability analysis of their key performance parameters.  The program can save 10% on overall life cycle cost by trading 5% of point to point surface communications range KPP for greater component reliability.  The Navy CDD sponsor agreed to include the requirements change as part of staffing for the CDD-V.  For questions 6 through 9 (worth 3 points each), choose the greatest potential impact of the changed requirements on the given functional area (i.e., which is the greatest impact on Logistics, on T&E, on Funds Management etc.):

The greatest impact on Logistics will be:

Answers: a.

Changes to manufacturing methods

b.

Modification of the contract

c.

Additional testing to verify that new requirements are met without impacting other requirements

d.

Changes to maintenance and supply planning based on the new component

  • Question 7

3 out of 3 points

The program office for a Navy shipboard communications system early in the TMRR phase just conducted an affordability analysis of their key performance parameters.  The program can save 10% on overall life cycle cost by trading 5% of point to point surface communications range KPP for greater component reliability.  The Navy CDD sponsor agreed to include the requirements change as part of staffing for the CDD-V.  For questions 6 through 9 (worth 3 points each), choose the greatest potential impact of the changed requirements on the given functional area (i.e., which is the greatest impact on Logistics, on T&E, on Funds Management etc.):

The greatest impact on Test and Evaluation will be:

Answers: a.

Changes to DT and OT test objectives for range and reliability

b.

Changes to spares and support equipment

c.

Generation of an unfunded requirement

d.

Changes to the system configuration

  • Question 8

3 out of 3 points

The program office for a Navy shipboard communications system early in the TMRR phase just conducted an affordability analysis of their key performance parameters.  The program can save 10% on overall life cycle cost by trading 5% of point to point surface communications range KPP for greater component reliability.  The Navy CDD sponsor agreed to include the requirements change as part of staffing for the CDD-V.  For questions 6 through 9 (worth 3 points each), choose the greatest potential impact of the changed requirements on the given functional area (i.e., which is the greatest impact on Logistics, on T&E, on Funds Management etc.):

The greatest impact on Systems Engineering will be:

Answers: a.

Shortage of procurement funds to cover communications testing

b.

Changes to the system performance specifications

c.

Changes to repair procedures

d.

Changes to the contract incentives for EMD

  • Question 9

0 out of 3 points

The program office for a Navy shipboard communications system early in the TMRR phase just conducted an affordability analysis of their key performance parameters.  The program can save 10% on overall life cycle cost by trading 5% of point to point surface communications range KPP for greater component reliability.  The Navy CDD sponsor agreed to include the requirements change as part of staffing for the CDD-V.  For questions 6 through 9 (worth 3 points each), choose the greatest potential impact of the changed requirements on the given functional area (i.e., which is the greatest impact on Logistics, on T&E, on Funds Management etc.):

The greatest impact on Contracting will be:

Answers: a.

Changes to the statement of objectives for the request for proposal for the EMD contract

b.

Significant changes to the test schedule for IOT&E

c.

Additional O&M funding for the TMRR contract effort

d.

Modification to preventive maintenance procedures

  • Question 10

3 out of 3 points

If any task on a project’s critical path increases, this means…?
Answers: a.

The Program Manager must re-baseline the whole program.

b.

The total project will also increase in length.

c.

There has been a breach of the acquisition program baseline.

d.

Hardware risk has been mitigated.

  • Question 11

0 out of 3 points

A recent ACQ 203 graduate touring a contractor facility stops to speak with a worker on the manufacturing floor. “Any chance you could make that widget a little bigger?” She asks the worker. “Sure, no problem,” says the worker and he makes the widget bigger. The contracting officer receives an invoice for the widget a few weeks later that is significantly higher than she expected. This is an example of a/an…?
Answers: a.

Supplemental Agreement

b.

Reprogramming Action

c.

Change Order

d.

Unauthorized Commitment

  • Question 12

3 out of 3 points

Cybersecurity planning activities, including writing the Cybersecurity Strategy annex to the Program Protection Plan, should begin____________________.
Answers: a.

With the implementation of performance based support

b.

After the Capability Development Document Validation

c.

During the Material Solution Analysis Phase prior to Milestone A

d.

In full rate production

  • Question 13

0 out of 3 points

Consider the program structure chart when answering the questions 13 – 15

Which of the following changes should be made to the phases and decisions depicted on the program schedule?

Answers: a.

Move the MDD to the end of the Materiel Solution Analysis phase.

b.

The FRP-DR should be after IOT&E at the end of LRIP.

c.

The TMRR phase should end at the DRFPRD.

d.

IOC should coincide with Milestone C.

  • Question 14

0 out of 3 points

Which of these program events is scheduled too early in the lifecycle?
Answers: a.

TMRR Prototype Deliveries

b.

IOT&E

c.

PDR

d.

CDR

  • Question 15

0 out of 3 points

Which one of the following changes should be made to program funding?
Answers: a.

Fund the EMD phase with procurement dollars.

b.

Eliminate RDT&E funding in FY-4.

c.

Start O&M funding in FY-2 to fund testing.

d.

Add procurement dollars in FY-4 to fund production.

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CRJ 180

CRJ 180

According to Erich Goode, a way to explain adolescent involvement in delinquency is through:
Answer    social learning theory
failure to fit into conventional society
inadequate child-parent relationships
social bond theory
Over the past 15 years, the number of females arrested for violent crimes has increased ____ percent.
Answer    15
25
30
45

Infanticide is primarily committed by members of a child’s family using ____.
Answer    poison
guns
hands or feet
knives

6 points
In 2005, the U.SHistorically, which of the following was not handled by the juvenile court?
Answer    neglected children
delinquents
hate crimes
status offenses

. Supreme Court ruled that the death penalty for offenders under the age of 18 at the time they committed their crime:
Answer    could continue as it is in line with the Stubborn Child Law of the Constitution
violates the Eighth Amendment
is acceptable to the general public and, therefore, constitutional
violates the principle of parens patriae

Once a juvenile is detained and a petition is filed, a hearing must be scheduled within:
Answer    24 hours
48-72 hours
85-120 hours
1 week

When a juvenile is suspected of committing a crime, police have the discretion to:
Answer    release the child and report the contact
interrogate or search the child
turn the child over to their parents under the promise of punishment
both A and B are correct

Most youth tend to pick friends who are like themselves. The term that describes this process is called_________.
Answer    homophily
heliophobia
hobophobily
hormephobia

According to criminologist Ko-lin Chin, Chinese gang activity is dominated by:
Answer    fighting over turf
accumulating money
doing drugs
organizing prostitution rings
The Rochester Youth Development Study found that gang members accounted for _____ percent of the serious delinquent acts in the community.
Answer    10
18
nearly 40
more than 85

Some risk factors associated with gang membership include:
Answer    poverty
failure in school
prior violence
increased drug use
all of the above are correct

Latchkey children are those who:
Answer    regularly pick the locks on their neighbor’s homes
have been abandoned at home by work-oriented parents
regularly care for themselves without adult supervision after school or on weekends
have highly authoritarian parents
In a study of the relationship between religiosity and delinquency, Travis Hirschi and Rodney Stark found that:
Answer    religious adolescents had lower rates of delinquency
religious adolescents had higher rates of delinquency
atheist adolescents had lower rates of delinquency than religious adolescents
there was no relationship between religiosity and delinquency
According to Russell Hill and Frank Stafford, one way mothers compensate for being in the paid labor force full-time is by:
Answer    spending more money on their children
cutting down on their own sleep and leisure time
taking time off from work to be with their children
spending more time with their children on weekends
According to Bruce Chadwick and Brent Top, the more _____ a person is, the less likely he or she will participate in delinquent or criminal behaviors.
Answer    ethical
educated
financially secure
religious
According to the most recent Indicators of School Crime and Safety report, children were ___ times more likely to be murdered away from school than at school.
Answer    5
12
22
50

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Children are ____ times more likely to be murdered away from school than at school.
Answer 16
35
50
80

 

The U.S. Supreme Court ruled in _____, that school officials may legally search students and their lockers without consent.
Answer    Thompson v. Carthage School District
New Jersey v. T.L.O.
Vernonia School District 47J v. Acton
West Virginia State Board of Education v. Barnette

 

Research has found that schools with zero-tolerance policies are _____ orderly and secure than schools, which use a case-by-case approach.
Answer    significantly more
significantly less
no more
no less

 

Peers offer each other a sense of which of the following?
Answer acceptance
camaraderie
empowerment
all of the above are correct

 

Which one of the following is not a risk factor for very early childhood and delinquency?
Answer    maternal smoking
bullying
parent incarceration
exposure to lead

 

Impoverished neighborhoods often are characterized by which of the following?
Answer    high rates of self-employment
inadequate education systems
strong social support networks
both B and C are correct

 

The most effective prevention programs are aimed at children in:
Answer    the earliest stages of life
preschool and kindergarten
run-down neighborhoods
early Head Start program

 

The numerous early prevention programs conducted since the 1970’s have concluded that:

A _____ approach to the drug problem involves using a public health model to reduce the risks and consequences of using illicit drugs.

Recognizing Words in Print: Strategies and Activities

Recognizing Words in Print: Strategies and Activities

hen teaching students to recognize words in print, teachers can use a variety of activities before, during, and after reading to help students understand words, word meanings, and how words go together. Utilizing appropriate strategies that incorporate print concepts will help increase students’ word recognition skills.

Use the “Recognizing Words in Print Template” to complete this assignment.

Part 1: Strategies

Research and summarize, in 250-500 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).

Support your findings with 2-3 scholarly resources.

Part 2: Activities

Identify a small group of 2-3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills.

Identify a text appropriate to use with the small group identified.

Draft a 250-500 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text.

Be sure to incorporate at least three of the strategies from Part 1 into your activities.

Part 3: Rationale

In 250-500 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Class Profile

Student Name English Language Learner Gender Other Age Oral Language Development Uses Phonics and Morphology to Decode Words Reading Lexile/ Grade

Performance Level

Written Expression Level Social/Pragmatic/Communication Skills
Arturo Yes Male Tier 2 RTI for reading Grade level  

Below grade level

 

 

No

Below grade level  

Below grade level

 

Good

Bertie No Female None Grade level  

Above grade level

 

Yes

Above grade level Below grade level-writing simple sentences Needs help resolving conflicts
Beryl No Female NOTE: School does not have gifted program Grade level  

Above grade level

 

Yes

Above grade level Above grade level

 

 

Good

Brandie No Female Tier 2 RTI for math Grade level  

Below grade level

 

No; reads sight words only

Below grade level Below grade level-only writes name and sight words Needs help with verbal and nonverbal signals
Dessie No Female Tier 2 RTI for math Grade level  

At grade level

 

Yes

At grade level  

Below grade level

 

Good

Diana Yes Female Tier 2 RTI for reading Grade level Below grade level No

 

Below grade level Below grade level Good
Donnie No Female Hearing aids  

Grade level

 

Below grade level

 

No

At grade level  

Above grade level

 

 

Good

Eduardo Yes Male Tier 2 RTI for reading Grade level  

At grade level

 

Yes

Below grade level Below grade level-writing simple sentences  

Good

Emma No Female None  

Grade level

 

Above grade level

 

Yes

At grade level  

Above grade level

 

 

Good

Enrique No Male Tier 2 RTI for reading  

One year above grade level

 

At grade level

 

No; reads sight words only

 

Below grade level  

Below grade level

 

Good

Fatma Yes Female Tier 2 RTI for reading Grade level  

 

At grade level

 

 

Yes

 

Below grade level  

Below grade level-only writes name and sight words

 

 

Needs help rephrasing when misunderstood

Frances No Female Diabetic  

Grade level

 

At grade level

 

Yes

 

At grade level  

At grade level

 

Good

Francesca No Female None Grade level  

Above grade level

 

Yes

 

At grade level  

Above grade level

 

Needs help staying on topic

Fredrick No Male Tier 3 RTI for reading and math One year above grade level  

Below grade level

 

No; reads sight words only

Below grade level  

Below grade level-writing simple sentences

 

Needs help with verbal and nonverbal signals

Ines No Female Tier 2 RTI for math Grade level  

Above grade level

 

Yes

 

Below grade level  

At grade level

 

Good

Jade No Female None Grade level  

At grade level

 

Yes

 

At grade level  

Below grade level

 

Good

Kent No Male None Grade level  

Above grade level

 

Yes

 

At grade level  

Above grade level

 

Good

Lolita No Female None Grade level  

Below grade level

 

Yes

 

At grade level  

At grade level

 

Good

Maria No Female NOTE: School does not have gifted program Grade level  

Above grade level

 

Yes

At grade level  

Above grade level

 

Good

Mason No Male None Grade level  

 

At grade level

 

 

Yes

At grade level  

 

At grade level

 

Needs help staying on topic

Nick No Male NOTE: School does not have gifted program Grade level  

Above grade level

 

Yes

Above grade level  

Above grade level

 

Needs help taking turns in conversation

Noah No Male None Grade level  

At grade level

 

Yes

 

At grade level  

At great level

 

Good

Sharlene No Female None Grade level Below grade level  

No; reads sight words only

Above grade level  

At great level

 

Good

Sophia No Female None Grade level  

Above grade level

 

Yes

At grade level  

At grade level

 

Good

Stuart No Male Allergic to peanuts Grade level  

At grade level

 

Yes

Above grade lev At grade level el  

At grade level

 

Good

Terrence No Male None Grade level  

At grade level

 

Yes

At grade level  

Below grade level

Needs help resolving conflicts
Wade No Male None Grade level  

Below grade level

 

Yes

At grade level At grade level  

Good

Wayne No Male Tier 3 RTI for math Grade level  

Below grade level

 

 

Yes

Below grade level At grade level Needs help rephrasing when misunderstood
Wendell No Male Tier 3 RTI for math Grade level  

At grade level

Yes Below grade level  

Below grade level

 

Good

Yung No Male NOTE: School does not have gifted program One year below grade level  

At grade level

 

Yes

Above grade level  

Below grade level

 

Good

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Co-Teaching Models and Paraeducator Action Plan

Co-Teaching Models and Paraeducator Action Plan

Co-Teaching Models and Paraeducator Action Plan

There are many benefits to having additional support in the classroom. In addition to providing access to the general education curriculum and setting, co-teaching models within an inclusive classroom can offer specialized instruction for individuals with disabilities and allow these students more collaborative time with their peers. General and special education teachers can also expand their own knowledge and teaching capacity when applying co-teaching instruction and strategies in an inclusive setting.

In this assignment, you will examine the six co-teaching models, and how these collaborative models can provide a better learning environment for all students, especially students with disabilities.

Part 1: Co-Teaching Models

Complete the “Co-Teaching Models and Paraeducator Action Plan” template that addresses the following:

Co-Teaching Models: Define the six co-teaching models with a visual representation for each model (an appropriate link to the visual is acceptable).

Advantages and Disadvantages: Discuss the advantages and disadvantages of each model.

Instructional Strategies: Describe research-based instructional strategies unique to each model. Discuss how each supports individuals with disabilities.

Positive Effects: Address the positive effects of each co-teaching model on teachers and students.

Responsibility and Accountability: Explain how the shared responsibilities and accountabilities are executed when the co-teaching is between a general and special educator, and when the co-teaching includes collaborating with a paraeducator.

Support your findings with a minimum of two scholarly resources.

Part 2: Paraeducator Action Plan

There are many benefits to having a paraeducator, not only in your classroom, but on campus as well. They can provide services to teachers, students, parents, and the community. Through training, collaboration, and mentoring, a paraeducator can assist in providing quality education alongside special and general educators. In addition, paraeducators can help with classroom instruction, provide additional support for exceptional students, and collaborate with other school personnel to help meet individual student needs.

This part of the assignment will allow you to practice your ability to foster collaboration between the classroom teacher and an assisting paraeducator to create a safe, inclusive, positive learning environment that engages and promotes the well-being of individuals with exceptionalities.

Read the classroom scenario below, and complete Part 2 of the “Co-Teaching Models and Paraeducator Action Plan” template.

Scenario:

Ms. Jeter is a general education teacher in an inclusive seventh-grade classroom that will have 30 students including four students with learning disabilities (LD) and two students with emotional disabilities (ED). She was just informed that a paraeducator would assist her in the classroom for the new school year. She has spoken to the paraeducator and it appears that the two will work very well together in terms of compatible personalities and philosophies regarding students with disabilities. However, Ms. Jeter has never worked with a paraeducator before. Further, the paraeducator has never had this job before, but has worked as a Sunday school teacher and loves children.

Based on the scenario, use the “Co-Teaching Models and Paraeducator Action Plan” to create a 500-750 word action plan for a successful co-teaching environment.

The action plan should address the following:

Teaching Philosophy and Vision of the Classroom Setting: Describe a philosophy and vision that incorporates the teacher/paraeducator relationship.

Rules and Expectations: Describe 3-5 rules and expectations for the teacher and the paraeducator specific to student learning and behavior in the classroom.

Collaboration Model Outline: Selected from Part 1 of this assignment, outline a collaboration model for the paraeducator that promotes the well-being of individuals with disabilities. Include possible challenges and advantages to utilizing the selected collaboration model.

Roles and Responsibilities: Identify roles and responsibilities of the teacher and the paraeducator, including the discussion of confidentiality.

Collaboration Time: Detail a plan for the teacher and paraeducator to meet regularly to prepare for units/lessons, reflect on teaching, review student achievement/goals, and provide feedback and mentoring to the paraeducator.

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Co-Teaching Models and Paraeducator Action Plan

Part 1: Co-Teaching Models

Co-Teaching Model: Definition and Visual of Model

 

Advantages and Disadvantages Instructional Strategies Positive Effects Responsibility and Accountability
1.       One Teaching, One Observing          
2.       One Teaching, One Assisting          
3.       Station Teaching          
4.       Parallel Teaching          
5.       Alternative Teaching          
6.       Team Teaching          

 

Part 2: Paraeducator Action Plan

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