The UC-RAA training program was developed to teach religious area advisement skills to US and Canadian chaplains. It started in 2012 with classroom instruction and simulation exercises for US chaplains. In 2014, it was expanded to include Canadian chaplains. The training helped foster cooperation between the two countries' chaplaincies and improved capabilities in religious advisement. The program has continued to grow and includes joint training exercises in both countries.
This document provides a guidebook for Navy School Liaison Officers (SLOs) that defines their role and responsibilities. It outlines the organizational structure of Child and Youth Programs (CYP) and how SLOs fit within that structure at both the regional and installation levels. The guidebook is intended to assist SLOs in developing education programs for military children and families by providing information on initial program development, intermediary program development, advanced program development, foundational knowledge, school transition services, deployment support, communications, partnerships in education, homeschool support, postsecondary preparation, and training and development opportunities.
College Level Essay Format. 27 Free College Essay Examples Full - scholarshipAngela Dougherty
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Module 2 - Background
EMPLOYEE VOICE
Required Material
Brown, G. (April 3, 2017). What can you say? D.C. Circuit speaks on employee confidentiality. Littler Insight. Retrieved from https://www.littler.com/publication-press/publication/what-can-you-say-dc-circuit-speaks-employee-confidentiality.
Clarke, N. (2010, April 14). One team, many voices: A strong, independent and
informed employee voice is one of the key ingredients of employee engagement in
successful organisations. The Daily Telegraph, 2. Retrieved from ProQuest
Newsstand. (Document ID: 2008178971).
Du Toit, A. (2014). Engage your employees by giving them a voice. Retrieved from https://www.linkedin.com/pulse/20141120084540-65643596-engage-your-employees-by-giving-them-a-voice.
Gordon, P., & Appenteng, K. (Feb. 18, 2016). Workplace recording bans and the NLRA: Are “No Recording” policies still allowed? Littler Insight. Retrieved from https://www.littler.com/publication-press/publication/workplace-recording-bans-and-nlra-are-no-recording-policies-still.
Guerin, L. (2017). Can potential employers check your Facebook page? NOLO. Retrieved from http://www.nolo.com/legal-encyclopedia/can-potential-employers-check-your-facebook-page.html
National Labor Relations Board (2017). Protected concerted activity. Retrieved from https://www.nlrb.gov/rights-we-protect/protected-concerted-activity.
Optional Material
Employment Law Information Network. (Browse for useful related articles.) Retrieved from http://www.elinfonet.com/fedarticles/7/12
Huss, S. (2016). 5 beautiful benefits of giving employees a voice. Retrieved fromhttp://blog.arkadin.com/en/5-beautiful-benefits-of-giving-employees-a-voice/.
NUS Business School. (2017). Speaking up or staying quiet: Understanding employee voice behaviour [Video file]. Retrieved from https://www.youtube.com/watch?v=oA5hGKE3EZE.
Olmstead, K., Lampe, C., & Ellison, N. (2016). Social media and the workplace. Pew Research Center. Retrieved from http://www.pewinternet.org/2016/06/22/social-media-and-the-workplace/.
Zaken, M., and Totorica (Stamford), A. (2017). Second Circuit Rules on Bounds of Protected Concerted Activity. Ogletree Deakins. Retrieved from https://ogletree.com/shared-content/content/blog/2017/may/second-circuit-rules-on-bounds-of-protected-concerted-activity
Submitted to:
March 15, 2004
Assessment
and Plan for
Organizational
Culture Change
at NASA
Assessment
and Plan for
Organizational
Culture Change
at NASA
Assessment and Plan for
Organizational Culture Change at NASA
Page 2
Executive Summary... Page 33333
Introduction... Page 55555
Assessment of the Current Situation... Page 66666
Recommended Plan... Page 3131313131
Appendix A: Guiding Principles
for a Culture of Safety Excellence... Page A1A1A1A1A1
Appendix B: BST Safety
Climate and Culture Survey... Page B1B1B1B1B1
Appendix C: Response Bias Tests... Page C1C1C1C1C1
Appendix D:
Center-by-Center Survey Highlights... Page D1D1D1D1D1
Assessment and Plan for
Organizational ...
Module 2 - Background
EMPLOYEE VOICE
Required Material
Brown, G. (April 3, 2017). What can you say? D.C. Circuit speaks on employee confidentiality. Littler Insight. Retrieved from https://www.littler.com/publication-press/publication/what-can-you-say-dc-circuit-speaks-employee-confidentiality.
Clarke, N. (2010, April 14). One team, many voices: A strong, independent and
informed employee voice is one of the key ingredients of employee engagement in
successful organisations. The Daily Telegraph, 2. Retrieved from ProQuest
Newsstand. (Document ID: 2008178971).
Du Toit, A. (2014). Engage your employees by giving them a voice. Retrieved from https://www.linkedin.com/pulse/20141120084540-65643596-engage-your-employees-by-giving-them-a-voice.
Gordon, P., & Appenteng, K. (Feb. 18, 2016). Workplace recording bans and the NLRA: Are “No Recording” policies still allowed? Littler Insight. Retrieved from https://www.littler.com/publication-press/publication/workplace-recording-bans-and-nlra-are-no-recording-policies-still.
Guerin, L. (2017). Can potential employers check your Facebook page? NOLO. Retrieved from http://www.nolo.com/legal-encyclopedia/can-potential-employers-check-your-facebook-page.html
National Labor Relations Board (2017). Protected concerted activity. Retrieved from https://www.nlrb.gov/rights-we-protect/protected-concerted-activity.
Optional Material
Employment Law Information Network. (Browse for useful related articles.) Retrieved from http://www.elinfonet.com/fedarticles/7/12
Huss, S. (2016). 5 beautiful benefits of giving employees a voice. Retrieved fromhttp://blog.arkadin.com/en/5-beautiful-benefits-of-giving-employees-a-voice/.
NUS Business School. (2017). Speaking up or staying quiet: Understanding employee voice behaviour [Video file]. Retrieved from https://www.youtube.com/watch?v=oA5hGKE3EZE.
Olmstead, K., Lampe, C., & Ellison, N. (2016). Social media and the workplace. Pew Research Center. Retrieved from http://www.pewinternet.org/2016/06/22/social-media-and-the-workplace/.
Zaken, M., and Totorica (Stamford), A. (2017). Second Circuit Rules on Bounds of Protected Concerted Activity. Ogletree Deakins. Retrieved from https://ogletree.com/shared-content/content/blog/2017/may/second-circuit-rules-on-bounds-of-protected-concerted-activity
Submitted to:
March 15, 2004
Assessment
and Plan for
Organizational
Culture Change
at NASA
Assessment
and Plan for
Organizational
Culture Change
at NASA
Assessment and Plan for
Organizational Culture Change at NASA
Page 2
Executive Summary... Page 33333
Introduction... Page 55555
Assessment of the Current Situation... Page 66666
Recommended Plan... Page 3131313131
Appendix A: Guiding Principles
for a Culture of Safety Excellence... Page A1A1A1A1A1
Appendix B: BST Safety
Climate and Culture Survey... Page B1B1B1B1B1
Appendix C: Response Bias Tests... Page C1C1C1C1C1
Appendix D:
Center-by-Center Survey Highlights... Page D1D1D1D1D1
Assessment and Plan for
Organizational.
The document proposes adopting aspects of the Church of Jesus Christ of Latter-day Saints' missionary program model to help the Marine Corps achieve long and short-term cultural goals. Specifically, it suggests that the Marine Corps create a program with standardized cultural and language training centers, similar to the LDS Missionary Training Centers. Marines would receive initial training at these centers before being assigned to geographic regions for approximately two years to immerse themselves in foreign languages and cultures. Adopting this model could help the Marine Corps develop a more diverse and culturally prepared force.
Kate Kelly Middleton has a Masters in Christian Doctrine from Marquette University and a Bachelor's degree from the United States Naval Academy. She currently serves as the Director of Faith Formation at Carmel Mission Basilica in Carmel, California. Prior to this role, she spent five years as a Naval Intelligence Officer, where she planned operations and exercises in the Pacific region. She has published on topics related to religious conflict, women in peace and security, and faith-based community resilience.
Kate Kelly Middleton has a Masters in Christian Doctrine from Marquette University and a Bachelor's degree from the United States Naval Academy. She has experience as a naval intelligence officer researching international events and analyzing data. Currently she is the Director of Faith Formation at Carmel Mission Basilica, where she oversees various programs. Previously she worked as an intelligence officer and planner for the US Navy, authoring strategic plans and representing the US at international exercises.
This document provides a guidebook for Navy School Liaison Officers (SLOs) that defines their role and responsibilities. It outlines the organizational structure of Child and Youth Programs (CYP) and how SLOs fit within that structure at both the regional and installation levels. The guidebook is intended to assist SLOs in developing education programs for military children and families by providing information on initial program development, intermediary program development, advanced program development, foundational knowledge, school transition services, deployment support, communications, partnerships in education, homeschool support, postsecondary preparation, and training and development opportunities.
College Level Essay Format. 27 Free College Essay Examples Full - scholarshipAngela Dougherty
32 College Essay Format Templates & Examples - TemplateArchive.
College Application Essay Format Rules - Wordvice.
College Essay Examples - 9+ in PDF | Examples.
How to write a good college level essay - Crafting an Unforgettable ....
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College level essay college level essay format our discount.
007 Essay Example Graduate School Sample Writing Grad Application For ....
30+ College Essay Examples | MS Word, PDF | Examples.
How to Write In College Essay Format | OCC NJ.
How to Write a College Level Essay: 13 Steps (with Pictures).
27+ Free College Essay Examples Full - scholarship.
Example College Essay topics Fresh Narrative Essay Example College ....
How to Structure an Essay: A Guide for College Students.
😀 College level essay. How to Write a Good College Essay (with Pictures ....
Grading Rubric For Short Essays.
FREE 11+ Sample College Essay Templates in MS Word | PDF.
College Essay Examples - 13+ in PDF | Examples.
amp-pinterest in action | College essay examples, College essay ....
College Essay Format: Simple Steps to Be Followed.
013 Images Standard College Paper Format Our Mla Fors L Example ....
college essay examples pdf.
Exceptional College Level Essay ~ Thatsnotus College Level Essay Format
Module 2 - Background
EMPLOYEE VOICE
Required Material
Brown, G. (April 3, 2017). What can you say? D.C. Circuit speaks on employee confidentiality. Littler Insight. Retrieved from https://www.littler.com/publication-press/publication/what-can-you-say-dc-circuit-speaks-employee-confidentiality.
Clarke, N. (2010, April 14). One team, many voices: A strong, independent and
informed employee voice is one of the key ingredients of employee engagement in
successful organisations. The Daily Telegraph, 2. Retrieved from ProQuest
Newsstand. (Document ID: 2008178971).
Du Toit, A. (2014). Engage your employees by giving them a voice. Retrieved from https://www.linkedin.com/pulse/20141120084540-65643596-engage-your-employees-by-giving-them-a-voice.
Gordon, P., & Appenteng, K. (Feb. 18, 2016). Workplace recording bans and the NLRA: Are “No Recording” policies still allowed? Littler Insight. Retrieved from https://www.littler.com/publication-press/publication/workplace-recording-bans-and-nlra-are-no-recording-policies-still.
Guerin, L. (2017). Can potential employers check your Facebook page? NOLO. Retrieved from http://www.nolo.com/legal-encyclopedia/can-potential-employers-check-your-facebook-page.html
National Labor Relations Board (2017). Protected concerted activity. Retrieved from https://www.nlrb.gov/rights-we-protect/protected-concerted-activity.
Optional Material
Employment Law Information Network. (Browse for useful related articles.) Retrieved from http://www.elinfonet.com/fedarticles/7/12
Huss, S. (2016). 5 beautiful benefits of giving employees a voice. Retrieved fromhttp://blog.arkadin.com/en/5-beautiful-benefits-of-giving-employees-a-voice/.
NUS Business School. (2017). Speaking up or staying quiet: Understanding employee voice behaviour [Video file]. Retrieved from https://www.youtube.com/watch?v=oA5hGKE3EZE.
Olmstead, K., Lampe, C., & Ellison, N. (2016). Social media and the workplace. Pew Research Center. Retrieved from http://www.pewinternet.org/2016/06/22/social-media-and-the-workplace/.
Zaken, M., and Totorica (Stamford), A. (2017). Second Circuit Rules on Bounds of Protected Concerted Activity. Ogletree Deakins. Retrieved from https://ogletree.com/shared-content/content/blog/2017/may/second-circuit-rules-on-bounds-of-protected-concerted-activity
Submitted to:
March 15, 2004
Assessment
and Plan for
Organizational
Culture Change
at NASA
Assessment
and Plan for
Organizational
Culture Change
at NASA
Assessment and Plan for
Organizational Culture Change at NASA
Page 2
Executive Summary... Page 33333
Introduction... Page 55555
Assessment of the Current Situation... Page 66666
Recommended Plan... Page 3131313131
Appendix A: Guiding Principles
for a Culture of Safety Excellence... Page A1A1A1A1A1
Appendix B: BST Safety
Climate and Culture Survey... Page B1B1B1B1B1
Appendix C: Response Bias Tests... Page C1C1C1C1C1
Appendix D:
Center-by-Center Survey Highlights... Page D1D1D1D1D1
Assessment and Plan for
Organizational ...
Module 2 - Background
EMPLOYEE VOICE
Required Material
Brown, G. (April 3, 2017). What can you say? D.C. Circuit speaks on employee confidentiality. Littler Insight. Retrieved from https://www.littler.com/publication-press/publication/what-can-you-say-dc-circuit-speaks-employee-confidentiality.
Clarke, N. (2010, April 14). One team, many voices: A strong, independent and
informed employee voice is one of the key ingredients of employee engagement in
successful organisations. The Daily Telegraph, 2. Retrieved from ProQuest
Newsstand. (Document ID: 2008178971).
Du Toit, A. (2014). Engage your employees by giving them a voice. Retrieved from https://www.linkedin.com/pulse/20141120084540-65643596-engage-your-employees-by-giving-them-a-voice.
Gordon, P., & Appenteng, K. (Feb. 18, 2016). Workplace recording bans and the NLRA: Are “No Recording” policies still allowed? Littler Insight. Retrieved from https://www.littler.com/publication-press/publication/workplace-recording-bans-and-nlra-are-no-recording-policies-still.
Guerin, L. (2017). Can potential employers check your Facebook page? NOLO. Retrieved from http://www.nolo.com/legal-encyclopedia/can-potential-employers-check-your-facebook-page.html
National Labor Relations Board (2017). Protected concerted activity. Retrieved from https://www.nlrb.gov/rights-we-protect/protected-concerted-activity.
Optional Material
Employment Law Information Network. (Browse for useful related articles.) Retrieved from http://www.elinfonet.com/fedarticles/7/12
Huss, S. (2016). 5 beautiful benefits of giving employees a voice. Retrieved fromhttp://blog.arkadin.com/en/5-beautiful-benefits-of-giving-employees-a-voice/.
NUS Business School. (2017). Speaking up or staying quiet: Understanding employee voice behaviour [Video file]. Retrieved from https://www.youtube.com/watch?v=oA5hGKE3EZE.
Olmstead, K., Lampe, C., & Ellison, N. (2016). Social media and the workplace. Pew Research Center. Retrieved from http://www.pewinternet.org/2016/06/22/social-media-and-the-workplace/.
Zaken, M., and Totorica (Stamford), A. (2017). Second Circuit Rules on Bounds of Protected Concerted Activity. Ogletree Deakins. Retrieved from https://ogletree.com/shared-content/content/blog/2017/may/second-circuit-rules-on-bounds-of-protected-concerted-activity
Submitted to:
March 15, 2004
Assessment
and Plan for
Organizational
Culture Change
at NASA
Assessment
and Plan for
Organizational
Culture Change
at NASA
Assessment and Plan for
Organizational Culture Change at NASA
Page 2
Executive Summary... Page 33333
Introduction... Page 55555
Assessment of the Current Situation... Page 66666
Recommended Plan... Page 3131313131
Appendix A: Guiding Principles
for a Culture of Safety Excellence... Page A1A1A1A1A1
Appendix B: BST Safety
Climate and Culture Survey... Page B1B1B1B1B1
Appendix C: Response Bias Tests... Page C1C1C1C1C1
Appendix D:
Center-by-Center Survey Highlights... Page D1D1D1D1D1
Assessment and Plan for
Organizational.
The document proposes adopting aspects of the Church of Jesus Christ of Latter-day Saints' missionary program model to help the Marine Corps achieve long and short-term cultural goals. Specifically, it suggests that the Marine Corps create a program with standardized cultural and language training centers, similar to the LDS Missionary Training Centers. Marines would receive initial training at these centers before being assigned to geographic regions for approximately two years to immerse themselves in foreign languages and cultures. Adopting this model could help the Marine Corps develop a more diverse and culturally prepared force.
Kate Kelly Middleton has a Masters in Christian Doctrine from Marquette University and a Bachelor's degree from the United States Naval Academy. She currently serves as the Director of Faith Formation at Carmel Mission Basilica in Carmel, California. Prior to this role, she spent five years as a Naval Intelligence Officer, where she planned operations and exercises in the Pacific region. She has published on topics related to religious conflict, women in peace and security, and faith-based community resilience.
Kate Kelly Middleton has a Masters in Christian Doctrine from Marquette University and a Bachelor's degree from the United States Naval Academy. She has experience as a naval intelligence officer researching international events and analyzing data. Currently she is the Director of Faith Formation at Carmel Mission Basilica, where she oversees various programs. Previously she worked as an intelligence officer and planner for the US Navy, authoring strategic plans and representing the US at international exercises.
Mid-term Evaluation Final Report of the Education for Success ProjectMichael Midling
The mid-term evaluation assessed the Education for Success project in Nicaragua, which aims to provide
opportunities for at-risk youth. The evaluation found that the project increased skills and self-confidence
of youth through vocational training and life skills courses. However, few vocational graduates found
jobs due to limited opportunities. The project also improved family engagement but community
structures like advisory committees require more support. Finally, while the foundation implementing the
project strengthened in some areas, further capacity building is needed, especially in non-formal
education strategies, to ready it for the next implementation phase.
The document summarizes educational materials created by various ACS local sections in response to a presidential climate science challenge. It provides examples of activities done by the Portland, Kalamazoo, and Dallas/Fort Worth local sections, which included workshops for students and educators, interactive demonstrations at science museums, and a symposium for community college faculty. It also outlines plans to create a website to make all the educational materials more accessible and to gather additional resources from other local section winners.
This document summarizes a study on the current state and future of physical education in Canada's four Atlantic provinces. Data from surveys and focus groups with physical educators in the region showed that they are largely satisfied with the current state of physical education, seeing little need for internal reform. The educators provided insights into their beliefs around physical education teacher education and curriculum. Previous literature has suggested a need for substantial reform in physical education, but physical educators themselves have rarely contributed their perspectives to discussions around reform. This study aimed to help address that gap by collecting views from Atlantic Canadian physical educators on the state and potential future of their field.
The document outlines a transition plan for the US Coast Guard Auxiliary Fourteenth District. It will form an ad hoc transition team representing diverse members to address potential problems and opportunities. District staff officers will be selected based on their expertise and ability to work cooperatively. A technology team will be established to improve communication challenges and implement new technologies. The plan also details strategies to address recruitment and retention issues like attracting younger members and making the onboarding process quick. A communication plan is outlined to keep members informed through meetings, videos, surveys and public media. The program will focus on core missions while introducing new ones like paddle craft and commercial vessel inspections. Gantt charts and organization charts will be attached.
The focus groups provided feedback from six locations on opportunities to improve the Boots to Business program. Key issues identified included: needing more case studies and real-life examples in the curriculum; incorporating tools to help participants decide if business ownership is right for them; and adding more material on franchises and developing financial projections. Participants wanted a more interactive class with practical exercises. Instructors noted multiple presenters kept participants engaged. Updating videos and following a clear roadmap for starting a business were also suggested. Addressing these curriculum and engagement issues could help strengthen the program.
The Duty Always campaign was launched by the University of Nebraska-Lincoln's Bateman team in partnership with the UNL Student Veterans Organization to advance the mission of Student Veterans of America. The campaign focused on educating influencers and building long-term relationships rather than short-term publicity. Key activities included an educational panel with government leaders, a campus inclusion event with a homeless veteran sock drive, and relationship building with student leaders and the faculty senate. The campaign's theme was "Duty Always" to showcase student veterans' commitment to continued service through their roles as students and community members.
CASE 12.1 THE U.S. ARMY As I used to tell my kids, You dont have.docxwendolynhalbert
CASE 12.1 THE U.S. ARMY As I used to tell my kids, “You don't have to make every mistake personally. I've made plenty of them, and if you just let me tell you what they were and how you can avoid them, there's still plenty of mistakes for you to make.” Col. Orin A. Nagel, former director of Center for Army Lessons Learned The first systematic application of management principles in the United States was not by, say, General Motors, but by the U.S. Army. From 1899 to 1904, Secretary of War Elihu Root made drastic reforms in the army's organization and efficiency, established the Army War College, and introduced the principle of the general staff (a group of officers that assist a commander by performing detailed duties of administration, planning, supply, and coordination). The U. S. Army has also been on the cutting edge of information technology ever since 1946, when it unveiled the Electronic Numerical Integrator and Computer (ENIAC), the world's first operational, general-purpose computer. Today few institutions, if any, better exemplify the learning organization ideal than the U.S. Army; it is a premier example of a learning organization—in which everyone engages in problem solving.1 This case examines four important ways in which the U.S. Army manages its information in the twenty-first century. After-Action Reports (AARs) Probably the best-known example of leveraging knowledge within a team is the army's use of After-Action Reports (AARs). These reviews had their beginnings in training simulations as a way for a team to engage in a mock battle to gain as much learning as possible from the training. An army brigade of three thousand or so travels to the National Training Center (NTC) in California, where it engages in simulated combat with crack units based at the center. AARs proved so useful to team effectiveness that gradually they began to be used in nontraining situations as well. Today they have spread throughout the army, not because someone at the top has required their use but because the troops find them helpful in getting the job done. Thrust into a new kind of operation in postwar Iraq—certainly not the conventional combat for which they had been well trained—junior officers (lieutenants and captains) illustrate how AARs and the sharing of knowledge can improve a unit's next action. Six features of AARs are worth noting. First, although they are called After-Action Reports, they are actually cyclical—part of a cycle that starts before and continues throughout each campaign or simulation. The AAR regimen includes brief huddles, extended planning and review sessions, copious note taking by everyone, and the explicit linking of lessons to future actions. The AAR cycle for each phase of the campaign or simulation begins when the senior commander drafts “operational orders.” This document consists of four parts: the task (what actions subordinate units must take); the purpose (why the task is important); the commander's intent (wh ...
OAFN Rolling Perspective - Issue 2 (March 2016)Vance Taylor
The document is a newsletter from the Office of Access and Functional Needs (OAFN) that highlights projects, partnerships, planning and preparedness efforts. It discusses the development of an interactive web map to identify disability resources statewide, guidance for law enforcement on active shooter situations considering access and functional needs, and a new online resource library of planning materials. It also provides updates on staff, outreach activities, training provided to tribes on emergency planning, and encourages personal preparedness planning.
The document outlines accomplishments of the IVP Office including:
1. Implementing the Circle of 6 mobile safety app at UCLA to provide an affordable emergency communication tool for students.
2. Convening a Campus Safety Alliance and hosting a Campus Safety Week to promote safety resources.
3. Working to address lighting issues in the nearby Westwood neighborhood.
4. Updating and distributing an IVP How To Guide to provide resources for student groups.
The document discusses guidelines for increasing tuition fees at Nobody State University. It notes that simply increasing fees may not lead to increased revenue if enrollment declines as prospective students choose cheaper alternatives. It suggests allowing existing students to pay in installments to lessen the financial impact, and that increasing other costs like admissions may negate additional revenue. Maintaining healthy enrollment even with higher fees is important for the university's financial stability.
Heart attack - GCSE English - Marked by Teachers.com. Heart attack - 764 Words - NerdySeal. Heart Disease Essay - Document in A Level and IB Biology - Get Revising. Heart Attack and Stroke – Reading Article – Grade 8 and Up. Cardiac essay titles and answers - Cardiac Exam answers Physiology 2008 .... Can Aspirin Prevent a Person from Having a Heart Attack? - 824 Words .... Type heart attack dangerous for humans write by dr. manish bansal md .... What is a Heart Attack - Essay - What is a Heart Attack? A heart attack .... Please Note - Heart Attack, essay by RexMundi555'.-. Heart Attack - Health Information Translations. (PDF) Heart Attacks. School essay: Heart disease essay. The effects of exercise on the cardiovascular and respiratory system .... The Term of Myocardial Infarction Essay Example | Topics and Well .... ≫ Symptoms and Causes of Heart Attacks Free Essay Sample on Samploon.com. Heart Attack. Sudden Cardiac Arrest or Heart Attack: Know the Difference - Michigan .... ≫ Causes and Prevention of Heart Disease Free Essay Sample on Samploon.com. Heartattack analysis. Survivor Skill ...... HEART ATTACK - when you are alone.. Heart Attack, Cardiac Arrest, and Stroke - Symptoms, Heart, Brain, Medical. The Main Symptoms of a Heart Attack Case Study Example | Topics and .... Symptoms and Causes of heart disease - GCSE Health and Social Care .... Essay on Cardiovascular Disease - PHDessay.com. Heart attack. Easy way to avoid a heart attack. Heart attack Research Paper Example | Topics and Well Written Essays .... The Issue of Heart Attacks in Australia Essay Example | Topics and Well .... Heart Disease - A-Level Science - Marked by Teachers.com. Research into Coronary Heart Disease - GCSE Health and Social Care .... how to prevent heart attacks essay. Heart Disease Essay - Document in A Level and IB Biology Heart Attack Essay
Stanley John Whidden - The military exists to serve the people, to defend the Nation, to protect vital national interests, and to fulfill national military responsibilities. The military recruits, organizes, trains, and equips soldiers, who then protect and serves the nation.
This document provides an introduction and background to the dissertation topic of evaluating the implementation of the National Service Training Program (NSTP) in Region 3 of the Philippines. It discusses the history and purpose of conscription and national service in the Philippines. The problem statement indicates that the study aims to evaluate how the revised Implementing Rules and Regulations (IRR) of the NSTP are being implemented in terms of program components, instruction, monitoring, fees and incentives, and graduate organization. It also seeks to identify issues, problems and recommendations to address them. The document outlines the significance of the study for students, administrators, policymakers, and future researchers.
Mid-Atlantic Regional Planning Roundtable Program History, Goals and Objectives Tom Christoffel
This paper summarizes the history of the development and evolution of the Mid-Atlantic Regional Planning Roundtables from their inception in 2005 to the 7th event in 2010. This effort has led to the development of a Mind-Atlantic Regional Planning Learning Network
Program History, Goals and Objectives
EDUC 8103-6: A6: Program Proposal Section 3: Transfer of Learningeckchela
This is Walden University course (EDUC8103-6) Section 3: Transfer of Learning and Section 4: Program Structure. It is formatted in APA, has been graded (A), and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
Dateline: LibraryServices Supporting a Proposed Journalism ProgramAimee deChambeau
The document discusses library services to support a proposed journalism program at a university. It summarizes the goals of the program and opportunities for collaboration between the journalism faculty and library. The library participated in planning for the program and developed research modules integrated into journalism courses. This close collaboration has increased visibility for the library and supported the development of the journalism collection and a campus-wide news literacy initiative.
The document provides a report on the actions of the International Confederation of Christian Family Movements (ICCFM) from 2013 to 2016. It lists the leadership teams of ICCFM and its member Christian Family Movements around the world. It outlines ICCFM's action lines, programs, activities, finances, and missionary visits during this period, which included promoting spirituality, training, expansion, and participation in the UN. The goal was to strengthen unity, communion, and solidarity among member movements worldwide.
Status of Medical Physics collaborations and projets in LASandra Guzman
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Religious Area Advisement (RAA) Training Fosters Cooperation and Enhances Partner Nation Capabilities
1. Religious Area Advisement (RAA) Training Fosters Cooperation and Enhances Partner Nation
Capabilities
Daniel L. Roberts
2. !2
Abstract
In 2012, the Command Chaplain for the United States Army Civil Affairs and Psychological
Command (Airborne) (USACAPOC[A]) recognized that external religious advisement was a
critical skill set for unit ministry teams (UMTs) in USACAPOC(A). However, most UMTs
lacked practice in actually conducting religious area advisement (RAA) and developing religious
impact assessments (RIAs). To combat this problem, the USACAPOC(A) chaplain office, in
partnership with the United States Army Chaplain Center and School (USACHCS) and General
Dynamics Information Technology (GDIT), developed an RAA training program that included
classroom instruction, practical exercises, and multimedia simulations. In 2014,
USACAPOC(A) expanded its training audience to include Canadian chaplains. Since then, the
USACAPOC(A)/Canadian RAA (UC-RAA) training program has continued to expand,
including training exercises in both countries. The training experience has fostered increased
cooperation and has enhanced the capabilities of chaplains in both countries. This article
chronicles the evolution of UC-RAA, how it has made partner nation chaplains better, and how it
has influenced cooperation in other areas.
Keywords: religious area advisement, chaplain training, partner nations, religious impact
assessment, Canadian chaplains
3. !3
Religious Area Advisement (RAA) Training Fosters Cooperation and Enhances Partner Nation
Capabilities
According to Army Techniques Publication (ATP) 1-05.03, external religious advisement
(ERA) is part of the chaplain’s religious staff advisor function. Chaplains engage in ERA when
they advise the commander on the religious context within the unit’s area of operations (AO).
The religious context may involve various religious groups, religious holidays, burial customs,
influential religious leaders, religious customs and practices, and ideology. Knowing the
religious context of the AO could mean the difference between mission success or failure.
Misreading or ignoring key religious factors in an AO can result in backlashes against American
coalition forces.
ERA is particularly valuable for a unit like USACAPOC(A) with a civil affairs mission.
Civil affairs operators work closely with indigenous peoples, conduct needs assessments, and
analyze the human terrain. A chaplain who can read the religious environment is invaluable.
Religious area advisement (RAA) is the process of gathering religious information about the AO,
developing religious impact assessments, and presenting the information to a commander in a
way that enables the commander to make informed decisions.
This article provides a chronicle of the evolution of the USACAPOC(A)/Canadian RAA
(UC-RAA) training from the original to the current version. The process of planning and
conducting UC-RAA yielded benefits that exceeded expectations. Besides accomplishing its
original goals, UC-RAA training fostered cooperation between Canadian and U.S. chaplains and
enhanced the capabilities of both chaplaincies.
The Evolution of UC-RAA
The First Version
The USACAPOC(A) command chaplain recognized that there was a general lack of
knowledge within the UMT ranks about how to develop RIA products and execute RAA tasks.
The USACAPOC(A) chaplain office, in partnership with the United States Chaplain Center and
School (USACHCS) and General Dynamics Information Technology (GDIT), began to develop
a robust RAA training package. Using high-tech hardware and software, GDIT created
multimedia presentations and an interactive user interface. Representatives from USACHCS and
USACAPOC(A) served as role players and were recorded for the presentations. In 2012, the
first version of RAA training was rolled out. The training consisted of one day of classroom
instruction and three to four days of multimedia simulations.
The classroom period of instruction included a variety of topics, and both chaplain and
assistants participated. First, the USACAPOC(A) command chaplain described the importance
of RAA within the context of USACAPOC(A)'s mission, the doctrinal concepts behind RAA,
and classical examples of RAA. The command chaplain also discussed how understanding the
historical context of an area and its peoples can greatly enhance the RAA process. In other
words, the command chaplain offered a philosophical and doctrinal view of RAA.
The second classroom session covered cultural awareness. The instructor led students
through discussions on key RAA concepts including culture, worldview, belief, symbolism, and
4. !4
others. Students learned about how cultures can change and about how culture influences
religion.
In the third session, the instructor taught students about ASCOPE and PMESII-PT.
ASCOPE stands for area, structures, capabilities, organizations, people, and events. PMESII-PT
stands for political, military, economic, social, infrastructure, information, physical environment,
and time. Civil affairs operators, chaplains, and others use ASCOPE and PMESII-PT to analyze
the human terrain, structures, key leaders, and other environmental considerations to develop
advisement products (U.S. Department of the Army, 2011).
A practical exercise followed the third classroom session. In this session, students were
given a scenario and were instructed to develop an ASCOPE/PMESII-PT matrix based on the
scenario. This was the crawl phase of the crawl-walk-run training process.
The first day of training ended with students reviewing the operations order (OPORD)
and other documents that would serve as the basis for the simulation exercises on the following
days. Students were assigned to fictitious units in echelons from brigade to combatant command
headquarters. The purpose of this was to exercise students in developing RAA products,
supervising subordinate UMTs, and practicing the communication process.
For the next three days, students worked in teams and sat in front of computer stations.
Prompted by email messages or simulated blue force tracker messages, teams reviewed
multimedia files that presented scenarios for them to respond to. For instance, teams receive a
simulated broadcast news report that described an earthquake that occurred in the AO. Whatever
the scenario, teams developed RIA products, submitted reports up the chain, and briefed the
simulated commander (the USACAPOC[A] command chaplain).
USACAPOC(A) is a regionally aligned force (RAF). Each civil affairs command
(CACOM) is aligned with a different region of the world. One CACOM is aligned with Pacific
Command (PACOM), while another one is aligned with North Command (NORTHCOM), and
so on. Since chaplains represented units aligned with all of the different regional commands,
scenarios covered a wide range of situations and did not focus exclusively on theaters where
current military operations were taking place.
A small white cell managed the injects and fragmentary orders (FRAGOs), and
representatives from GDIT provided technical assistance. GDIT also provided training on Blue
Force Tracker, which was used to assist in tracking battlefield movements. The members of the
white cell acted as command staff elements, such as commanders, planners, and personnel
officers in order to make the scenarios more realistic and give students practice working with
coordinating staff.
For the next two years, USACAPOC(A) continued to conduct this training. The training
was conducted twice a year with up to 52 students per class. Chaplains, chaplain assistants, and
chaplain candidates participated. USACAPOC(A) also worked and trained with chaplains in
active duty units.
5. !5
The Combined Version
While USACAPOC(A) was conducting its training, senior chaplains in the Canadian
forces were discussing the need to institutionalize RAA and religious leader engagement (RLE)
within the chaplaincy. In other words, the Canadian chaplaincy wanted to take a top-down
approach to developing RAA and RLE doctrine and training. However, no one was sure where
to start. Dialogue between the USACAPOC(A) command chaplain and some key leaders in the
Canadian chaplaincy resulted in the first ever USACAPOC(A)/Canadian RAA (UC-RAA)
training.
Canadians had no substantial RAA/RLE doctrine or training. To begin the training
process the USACAPOC(A) command chaplain and noncommissioned officer in charge
(NCOIC) traveled to Canada to provide a shortened version of the classroom training. Canadian
chaplains who would later participate in the first full version of the UC-RAA training were in
attendance. This pre-training offered chaplains an opportunity to get a feel for the training and
get their initial questions answered. This took place the month prior to the full training event.
During the period between the pre-training and the “real” event, chaplains were given pertinent
field manuals and doctrinal publications to study.
While the Canadian chaplains were beginning to learn about RAA, the U.S. contingent
also learned some of the challenges the Canadians faced. First, Canadian chaplains operated on
a much smaller budget. In 2005, Canada spent approximately 1% of its gross domestic product
(GDP) on the military, while U.S. military spending was at 3.5% of GDP (The World Bank,
2016). In real dollars, that is 18.6 billion Canadian versus nearly $500 billion U.S. (The White
House, n.d.). While the Canadian military was much smaller than its U.S. counterpart —
146,000 versus 2.5 million (Global Firepower, 2016), the annual per capita military expenditures
were $127,000 Canadian versus $200,000 U.S. The U.S. spent 57% more per service member
than Canada. That simple analysis does not account for a lot of factors such as dollar rate
differentiation, priority of spending, and bureaucratic costs, but it was clear to the U.S. group that
budget considerations would always be a major factor when designing and planning combined
training.
A second lesson learned was that Canadian chaplains are not stovepiped into services and
branches in the same way U.S. chaplains are. Canadian chaplains belong to a service, such as
the navy or air force, but may be assigned to other services such as the army. A navy chaplain
could spend his or her whole career in army units. Canadian reserve chaplains work alongside
their active duty counterparts regularly. Because of the fluid nature of Canadian chaplain
assignments, it was valuable for chaplains from all services, active duty and reserve, to learn
RAA. A Canadian chaplain may not use it as much at his or her current assignment with the
navy, but may use it extensively at his or her next assignment with the army.
The third challenge was that Canadian chaplains had little formal training and practice as
staff officers. Unlike U.S. chaplains, who are expected to operate as highly functioning staff
officers, Canadian chaplains are seen more as shepherds to the flock. Canadian chaplains were
not used to developing products for commander briefings. Training had to cover fundamental
staffing processes.
6. !6
In October of 2014, 14 Canadian chaplains showed up to Fort Jackson, South Carolina to
participate in RAA training. The Canadians were paired with U.S. chaplains and assistants and
assigned to fictitious units and echelons. The first day of classroom training proceeded as it had
in the first version.
Rather than do three days of simulation exercises (SIMEX), it was decided to shorten the
SIMEX to two days. On October 22, 2014, while the SIMEX was taking place, a gunman killed
a Canadian soldier guarding the National War Memorial (CBC/Radio-Canada, 2016). It was
decided that the incident would provide an excellent, but tragic opportunity for the students to
conduct a real-world RAA. Working together for a day and a half on the project, the combined
student group developed RAA and RIA products that were eventually sent to senior leaders in
both the Canadian and U.S. militaries.
The opportunity to build relationships as partner nation soldiers was a significant benefit.
One never knows when one may work alongside a partner nation chaplain overseas. Having
those relationships established beforehand can be incredibly valuable. Canadian chaplains were
also quite envious of U.S. chaplains who had chaplain assistants. Canadian chaplains often work
alone as there is no such thing as a chaplain assistant in the Canadian military.
Of course, there were some kinks that needed to be ironed out. First, there were some
logistical issues with travel and lodging that needed to be fixed. USACAPOC(A) provided
transportation to and from the airport, but this gave the Canadians limited options for evening
activities. The Canadian chaplains also felt that OPORD awareness training should have been
provided. This training could have covered how to read an OPORD and how to extract pertinent
information from it. Finally, the fictitious force structure, with a mix of Canadian and U.S. units,
caused some confusion and miscommunication at first.
UC-RAA Progressions
The classroom/SIMEX version of the training was repeated the following year. The
second iteration followed a similar pattern as the first. A different real-world scenario was
included this time. The training opportunities did not end there.
To increase Canadian chaplains’ exposure to RAA problems and further increase their
RAA skills, the chaplain to the Canadian Army Doctrine and Training Center (CADTC) planned
to include RAA-style injects in an upcoming exercise. The chaplain looked to USACAPOC(A)
to provide the expertise to assist with writing appropriate scenarios. In 2015, the
USACAPOC(A) command chaplain and NCOIC attended the writing board for the exercise.
Working with the CADTC chaplain and exercise planners, a variety of materials were developed,
including information on fictitious religious groups, biographical information on fictional
religious leaders, and scenario injects.
In February of 2016, the actual exercise took place in Edmonton, Canada. USACPOC(A)
provided an UMT to work alongside Canadian chaplains. The exercise lasted approximately two
weeks and provided a variety of opportunities for Canadian and U.S. chaplains to work together
solving RAA problems and integrating with Canadian command staffs. As in other training
7. !7
settings, this exercise fostered cooperation among partner nation chaplains and enhanced the
capabilities of all involved.
Results of the Training
Enhanced Chaplain Capabilities
Chaplains on both sides of the border benefitted from the training. The goals of the RAA
training were to help chaplains and assistants understand the importance of the ERA function,
learn the doctrine that drives the ERA capability, and understand the philosophy behind
USACAPOC(A)’s approach to RAA. Other goals included increasing UMTs’ abilities to
develop RIA products, brief commanders, and supervise subordinate UMTs. These goals were
accomplished, but other unexpected benefits were realized.
After the Canadians joined the training efforts, the training itself evolved. The real-world
aspect of the training was never part of the original training plan. The incident in Ottawa
changed all that. Since then, every iteration of RAA training has involved a real-world element.
Adding this element served to increase the skills of chaplains in finding, synthesizing, and
analyzing real-world data. For many issues, there is a plethora of information available, but
commanders only need key pieces of information. USACAPOC(A)’s approach to RAA is not to
provide the commander truckloads of data, but to offer recommendations based on pertinent facts
and expert analysis.
After action review (AAR) comments submitted by both Canadian and U.S. participants
described the training as effective. The white cell attempted to send scenario injects and
FRAGOs at a pace that put pressure on participants while giving them the time needed to
develop products. AAR comments verified that the white cell was successful in establishing an
appropriate operations tempo. Back briefing the USACAPOC(A) command chaplain gave
participants immediate feedback on how they could improve their briefing skills.
Increased Cooperation
One startling factor for U.S. chaplains was the very small size of the Canadian chaplaincy
and the lack of chaplain assistants. U.S. chaplain assistants readily chipped in to help Canadians,
and the Canadians learned the value of having an enlisted advisor and assistant. There were no
language barriers per se, but there were differences in cultures between Canadians and U.S.
personnel. The training fostered an atmosphere in which partner nation soldiers worked to
understand each other’s cultures and overcome any cultural barriers that arose.
A second result of the training was the development of doctrine. From the training, the
CADTC developed doctrinal notes to institutionalize RAA and RLE in the Canadian forces.
U.S. and Canadian chaplains cooperated in the development of those doctrinal concepts.
Expanded Training Venues
Cooperation between the USACAPOC(A) and Canadian chaplaincies did not stop at
RAA training. Since the first iteration of combined training, a Canadian chaplain has attended
each one of USACAPOC(A)’s annual UMT training events. This is general UMT training aside
from RAA training. In February of 2016, the USACAPOC(A) command chaplain and NCOIC
8. !8
attended a Canadian chaplain training event in Halifax, Canada. Chaplains from the entire
Canadian military were in attendance. The USACAPOC(A) representatives provided two hours
of RAA training to the entire group, but aside from that, important discussions about sexual
assault prevention programs took place. Sexual assault is a problem facing both militaries and
sharing ideas could only help chaplains provide better support. Other issues were discussed,
such as increasing female chaplain representation in both militaries and the possibility of
conducting a chaplain exchange program.
As of this writing, two training venues are planned. At least one Canadian chaplain will
attend USACAPOC(A)’s annual UMT training and representatives from USACAPOC(A) will
attend a similar training program in Canada. This cooperative training program has become an
important line of effort for key leaders on both sides of the border.
Conclusion
UC-RAA training is the product of an evolution of RAA training that began with the
USACAPOC(A) command chaplain. The original training audience was USACAPOC(A)
chaplains and assistants, but it later included active duty chaplains and assistants, and Canadian
chaplains. RAA training enhanced participants’ abilities to understand the external religious
advisement process, develop RIAs and other RAA products, synthesize raw data, brief
commanders, and supervise subordinate UMTs. The first iteration of UC-RAA included a real-
world scenario. This real-world scenario sharpened participants’ skills in developing complex
RAA products. The increased cooperation that UC-RAA fostered resulted in the development of
Canadian forces RAA/RLE doctrine and opportunities for combined training in other venues.
9. !9
References
CBC/Radio-Canada (2016). Ottawa shooting: A day of chaos leaves soldier, gunman dead.
Retrieved from http://www.cbc.ca/news/politics/ottawa-shooting-a-day-of-chaos-leaves-
soldier-gunman-dead-1.2808710.
Global Firepower (2016). Comparisons of world military strengths results. Retrieved from http://
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