Chapter 15, Communication
In the Air Force, any communication can be broken into three parts: (15.1.)
A. message, medium, and reaction
B. sender, message, and audience
C. intention, effect, and feedback
D. introduction, body, and conclusion
B. sender, message, and audience
Chapter 15, Communication
Because communication can be broken into three parts: the sender, the message, and the audience, we must be aware of how we communicate, including the way our communication is: (15.1.)
A. perceived by others
B. organized
C. inten
A. perceived by others
Chapter 15, Communication
Definition: the process of purposefully using communication for the intent of advancing national interests and objectives through synchronized integration of information with other elements of national power. (15.1.)
A. Public Af
C. strategic communication
Chapter 15, Communication
Definition: efforts to create, strengthen, or preserve conditions favorable for the advancement of national interests, policies, and objectives by understanding and engaging key audiences through the use of coordinated actions. (
D. communication synchronization
Chapter 15, Communication
Having ________ in strategic communication empowers Air Force leaders to inform and appropriately influence key audiences by synchronizing and integrating communication efforts to deliver truthful, timely, accurate, and credible
C. an enterprise perspective
Chapter 15, Communication
The foundation of all public communications, in terms of both credibility and capability, is _______. (15.2.)
A. text
B. truth
C. accuracy
D. sensationalism
B. truth
Chapter 15, Communication
Timely and agile dissemination of information is essential to achieving desired effects. Without appropriate information dissemination, strategic communication cannot: (15.2.)
A. be efficiently organized
B. be perceived as intend
C. maximize value or potential
Chapter 15, Communication
As stated in AFI 1-1, Air Force Standards, the purpose of Public Affairs (PA) operations is to: (15.3.)
A. advise the commander on foreign and domestic public perceptions
B. enhance work-life competencies for individuals, couples
C. communicate timely, accurate, and useful information about Air Force activities
Chapter 15, Communication
Who is the commander's principal spokesperson and advises the commander on the implications of command decisions, actions, and operations on foreign and domestic public perceptions? (15.3.)
A. the First Sergeant
B. the base Legal
D. the Public Affairs (PA) representative
Chapter 15, Communication
As stated in AFI 1-1, Air Force Standards, the purpose of Public Affairs (PA) operations is to communicate timely, accurate, and useful information about Air Force activities. Additional information regarding Public Affairs can b
D. AFI 35-101, Public Affairs Responsibilities and Management
Chapter 15, Communication
Commanders have the responsibility to address situations that could be perceived negatively while also preserving the service member's right of expression. Restrictions on communications and unofficial publications can be found i
D. AFI 51-508, Political Activities, Free Speech and Freedom of Assembly of Air Force Personnel
Chapter 15, Communication
Airmen interact with individuals via face-to-face, telephone, written letter, e-mail, text messages, social networking services, and social media. Social networking services include: (15.4.)
A. ABC, CBS, and NBC
B. print and broa
D. weblogs, message boards, video sharing, YouTube, Facebook, Twitter, Instagram, and Snapchat
Chapter 15, Communication
Airmen are responsible for what they say, share, or post on social networking services and are prohibited from placing comments on blog sites which: (15.4.)
A. concern looking for employment
B. identify themselves as service memb
D. degrade morale, good order, and discipline
Chapter 15, Communication
Airmen are responsible for what they say, share, or post on social networking services. In addition, it is important to realize that social network "friends" and "followers" may constitute: (15.4.)
A. group study
B. an improper r
B. an improper relationship
Chapter 15, Communication
Airmen are responsible for what they say, share, or post on social networking services. Additional information regarding social media can be found in: (15.4.)
A. AFH 33-337, The Tongue & Quill
B. AFI 35-107, Public Web and Social
D. all of these answers
Chapter 15, Communication
Operations security is vital to the accomplishment of the Air Force mission. The use of social media and other forums that allow communication with large numbers of people: (15.4.)
A. is prohibited by Article 92 of the UCMJ
B. mu
D. increases the risk of operations security lapses
Chapter 15, Communication
This military reference for communicating supplements English-language dictionaries and standardizes terminology used within the Department of Defense, other federal agencies, and among the United States and its allies. It is a c
A. JP 1-02, Department of Defense Dictionary of Military and Associated Terms
Chapter 15, Communication
This military reference for communicating provides guidance on writing, editing, and publishing matters related to official publications for the Air University. It is a valuable reference for grammar, mechanics, and documentation
B. Air University Style Guide for Writers and Editors (AU-1)
Chapter 15, Communication
This military reference for communicating is the approved reference for all forms and styles of government printing. It is a standardization reference designed to achieve uniformity in word and type, aimed toward economy of word
C. US Government Printing Office Style Manual
Chapter 15, Communication
This military reference for communicating is not an all-inclusive reference, but provides valuable, detailed information on most presentations and papers produced in professional military education courses. (15.5.)
A. JP 1-02, De
D. The Tongue and Quill
Chapter 15, Communication
All branches of the U.S. Government and military departments use the ________ for radio communication. (15.6.)
A. French alphabet
B. military phonetic alphabet
C. North Atlantic Treaty Organization radio code
D. International Civ
D. International Civil Aviation Organization alphabet
Chapter 15, Communication
Definition: the strategic sharing of information, both internally and externally, within and across the organizational industry. (15.7.)
A. enterprise perspective
B. strategic communication
C. organizational communication
D. comm
C. organizational communication
Chapter 15, Communication
According to Caldwell, Stroud, and Menning, to be effective, an organizational culture must be proactive, innovative, adaptive, leader driven, and sustainable. Proactive means: (15.7.)
A. fostering a culture of engagement
B. adju
C. seizing the initiative and being agile in communicating the message
Chapter 15, Communication
According to Caldwell, Stroud, and Menning, to be effective, an organizational culture must be proactive, innovative, adaptive, leader driven, and sustainable. Innovative means: (15.7.)
A. fostering a culture of engagement
B. adj
D. exercising ingenuity in seeking new, effective ways of communicating
Chapter 15, Communication
According to Caldwell, Stroud, and Menning, to be effective, an organizational culture must be proactive, innovative, adaptive, leader driven, and sustainable. Adaptive means: (15.7.)
A. fostering a culture of engagement
B. adjus
B. adjusting to changing circumstances on the run
Chapter 15, Communication
According to Caldwell, Stroud, and Menning, to be effective, an organizational culture must be proactive, innovative, adaptive, leader driven, and sustainable. Leader driven means: (15.7.)
A. fostering a culture of engagement
B.
A. fostering a culture of engagement
Chapter 15, Communication
According to Caldwell, Stroud, and Menning, to be effective, an organizational culture must be proactive, innovative, adaptive, leader driven, and sustainable. Sustainable means: (15.7.)
A. fostering a culture of engagement
B. ad
D. having dedicated resources and manpower to build enduring capabilities
Chapter 15, Communication
Good communication requires preparation. The most important aspect with regard to good communication is: (15.8.)
A. delivery
B. research
C. preparation
D. proofreading
C. preparation
Chapter 15, Communication
Most communication failures are caused by forgetting one of the five principles of good communication. The five principles are: (15.9.)
A. focused, organized, clear, understanding, and supported
B. respect, rapport, knowledge of
A. focused, organized, clear, understanding, and supported
Chapter 15, Communication
Most communication failures are caused by forgetting one of the five principles of good communication. The acronym that represents the five principles is _______. (15.9.)
A. BASIC
B. FOCUS
C. CLEAR
D. WRITE
B. FOCUS
Chapter 15, Communication
The five core principles of good communication are Focused, Organized, Clear, Understanding, and Supported. "Focused" means: (15.9.)
A. presenting information in a logical, systematic manner
B. understanding what the issue is and
B. understanding what the issue is and not straying from it
Chapter 15, Communication
The five core principles of good communication are Focused, Organized, Clear, Understanding, and Supported. "Organized" means: (15.9.)
A. presenting information in a logical, systematic manner
B. understanding what the issue is a
A. presenting information in a logical, systematic manner
Chapter 15, Communication
The five principles of good communication are Focused, Organized, Clear, Understanding, and Supported. "Clear" means: (15.9.)
A. presenting information in a logical, systematic manner
B. understanding what the issue is and not st
D. communicating with clarity and properly articulating and formulating the message
Chapter 15, Communication
The five principles of good communication are Focused, Organized, Clear, Understanding, and Supported. "Understanding" means: (15.9.)
A. presenting information in a logical, systematic manner
B. understanding what the issue is an
C. understanding the audience's knowledge, views, interest, and expectations
Chapter 15, Communication
The five principles of successful communication are Focused, Organized, Clear, Understanding, and Supported. "Supported" means: (15.9.)
A. presenting information in a logical, systematic manner
B. using logic and support to build
B. using logic and support to build credibility and trust
Chapter 15, Communication
As indicated in AFH 33-337, the Tongue & Quill, there are seven steps for effective communication: (1) Analyze purpose and audience, (2) Research your topic, (3) Support your ideas, (4) Organize and outline and: (15.10.)
A. cite,
C. draft, edit, and fight for feedback
Chapter 15, Communication
As indicated in AFH 33-337, The Tongue & Quill, there are seven steps for effective communication. The first four steps: (15.10.)
A. may be completed last if necessary
B. are required; the rest are optional
C. are optional for wr
D. lay the groundwork for the drafting process
Chapter 15, Communication
There are seven steps for effective communication: Analyze Purpose and Audience, Research your Topic, Support your Ideas, Organize and Outline, Draft, Edit, and Fight for Feedback. The first step, Analyze Purpose and Audience, me
A. being clear on your purpose and knowing your audience
Chapter 15, Communication
There are seven steps for effective communication. The second step, Research Your Topic, means to: (15.10.)
A. being clear on your purpose and knowing your audience
B. gather data that is pertinent and relevant to your topic
C. s
B. gather data that is pertinent and relevant to your topic
Chapter 15, Communication
There are seven steps for effective communication. The third step, Support your Ideas, means to: (15.10.)
A. being clear on your purpose and knowing your audience
B. gather data that is pertinent and relevant to your topic
C. sup
C. support your message with examples, testimony, or statistics
Chapter 15, Communication
The fourth step to effective communication, Organize and Outline, means to: (15.10.)
A. being clear on your purpose and knowing your audience
B. gather data that is pertinent and relevant to your topic
C. support your message wit
D. select a pattern that presents ideas in a step-by-step manner
Chapter 15, Communication
The fifth of seven steps for effective communication is Draft.
A draft: (15.10.) A. is not the final product
B. does not have to be perfect
C. only requires the basic structure of an introduction, body, and conclusion
D. all of t
D. all of these answers
Chapter 15, Communication
Step six of the seven steps for effective communication is Edit the Draft. One way to edit efficiently is to read your document at least three times. In the first pass, look at: (15.10.)
A. sentences, phrases, words, and grammar
B. the big picture, main purpose, and flow of ideas
Chapter 15, Communication
Step six of the seven steps for effective communication is Edit the Draft. One way to edit efficiently is to read your document at least three times. In the second pass, look at: (15.10.)
A. sentences, phrases, words, and grammar
C. paragraph structure, clarity, organization of material, and supporting ideas
Chapter 15, Communication
Step six of the seven steps for effective communication is Edit the Draft. One way to edit efficiently is to read your document at least three times. In the third pass, look at: (15.10.)
A. sentences, phrases, words, and grammar
A. sentences, phrases, words, and grammar
Chapter 15, Communication
In Step 7 of the seven steps for effective communication, Fight For Feedback and Get Approval, you should tell your reviewers what your strengths and weaknesses are and let them know why you selected them to provide feedback. Thi
D. help reviewers know where to focus their efforts and be most helpful
Chapter 15, Communication
Which reference provides detailed information on the seven steps for effective communication? (15.10.)
A. AFI 36-2905, Fitness Program
B. AFH 33-337, The Tongue & Quill
C. AFI 36-3003, Military Leave Program
D. AFI 36-2903, Dress
B. AFH 33-337, The Tongue & Quill
Chapter 15, Communication
Before committing yourself to the effort required to apply for and interview for a job, you should: (15.11.)
A. compare pay entitlements
B. ensure you have sufficient retainability
C. start the CRO process for those you supervise
D. determine the skills required and whether you possess them
Chapter 15, Communication
After determining that you have the required experience, the next step in the job interview process is: (15.11.)
A. obtain the commander's permission
B. negotiate the highest salary possible
C. send a thank-you note to the organi
D. tailor the job application to the employer's expectations
Chapter 15, Communication
Many Air Force positions require a job interview. The interview begins: (15.11.)
A. when you turn in your package
B. when you determine it's appropriate
C. after completing facing movements and sitting
D. the moment you pick up t
D. the moment you pick up the phone or enter the property
Chapter 15, Communication
All job interviews are designed with one goal in mind: (15.11.)
A. to round out an applicant's experience
B. to find the right person for the right job
C. to assess an applicant's skills and experience
D. to hire without regard t
B. to find the right person for the right job
Chapter 15, Communication
All job interviews are designed with one goal in mind: to find the right person for the right job. The second thing to know about interviews is: (15.11.)
A. interviews are a two-way communication process
B. they allow you to dete
D. all of these answers
Chapter 15, Communication
As the job interview draws to a close, before the interview is over, you should: (15.11.)
A. send a thank-you note a day or two after the interview
B. tailor the job application to the employer's expectations
C. determine the ski
D. provide one or two points that you want the interviewer to remember
Chapter 15, Communication
After the job interview is complete, this action may increase your chances of success: (15.11.)
A. tell competitors the job has been filled
B. establish a rapport with the interviewer's secretary
C. send a thank-you note a day or
C. send a thank-you note a day or two after the interview
Chapter 15, Communication
When planning a meeting, it's important to determine if a meeting is appropriate. If you have a message that needs to be sent quickly, then: (15.12.)
A. sending an email may be appropriate
B. using the phone may be the best alter
A. sending an email may be appropriate
Chapter 15, Communication
When planning a meeting, it's important to determine if a meeting is appropriate. If you need to send a message that requires an immediate response or clarification, then: (15.12.)
A. sending an email may be appropriate
B. using
B. using the phone may be the best alternative
Chapter 15, Communication
When planning a meeting, it's important to determine if a meeting is appropriate. If your message involves multiple people or requires dialogue (sometimes on a recurring basis), then: (15.12.)
A. sending an email may be appropria
C. you may need to have a face-to-face conversation
Chapter 15, Communication
Meetings are used to _______. (15.12.)
A. solve problems
B. share information
C. plan, brainstorm, or motivate
D. all of these answers
D. all of these answers
Chapter 15, Communication
The Air Force has adopted common, basic formats of written communication for official and personal correspondence and memorandums. Which AFI outlines detailed instructions for written communication? (15.13.)
A. AFI 36-2905, Fitne
B. AFH 33-337, The Tongue & Quill
Chapter 15, Communication
Which of the following is the writing format used to communicate with all DoD agencies and to conduct official business with vendors or contractors? (15.14.)
A. Official Memorandum
B. Personal Letter
C. Background Paper
D. Staff
A. Official Memorandum
Chapter 15, Communication
The Official Memorandum format is used to communicate with all DoD agencies and to conduct official business with vendors or contractors. Which AFI provides information on the Official Memorandum format? (15.14.)
A. AFI 36-2905,
B. AFH 33-337, The Tongue & Quill
Chapter 15, Communication
Which writing format is used when the communication needs a personal touch, when warmth or sincerity is preferred, or when writing to an individual on a private matter? (15.15.)
A. Official Memorandum
B. Personal Letter
C. Backgr
B. Personal Letter
Chapter 15, Communication
The Personal Letter format is used when the communication needs a personal touch, when warmth or sincerity is preferred, or when writing to an individual on a private matter. Which AFI provides information on the Personal Letter
B. AFH 33-337, The Tongue & Quill
Chapter 15, Communication
The types of Air Force written products include the point paper, talking paper, bullet background paper, background paper, position paper, and the staff study. Which AFI provides guidance on Air Force papers? (15.16.)
A. AFI 36-2
B. AFH 33-337, The Tongue & Quill
Chapter 15, Communication
The types of Air Force written products include the point paper, talking paper, bullet background paper, background paper, position paper, and the staff study. The function of the Point Paper is: (15.16.)
A. provide notes for a p
D. provide a memory jogger, a minimal text outline of a single issue
Chapter 15, Communication
There are several types of Air Force written products. Which one is used when addressing a single issue that can be covered within a single page using bullets or phrases that require minimal data. Its function is to provide a mem
A. Point Paper
Chapter 15, Communication
The types of Air Force written products include the point paper, talking paper, bullet background paper, background paper, position paper, and the staff study. The function of the Talking Paper is: (15.16.)
A. provide notes for a
A. provide notes for a presenter or speaker
Chapter 15, Communication
There are several types of Air Force written products. Which one is used when addressing a single issue that can be covered within a single page using bullets or phrases that provide key reference data. Its function is to provide
B. Talking Paper
Chapter 15, Communication
There are several types of Air Force written products. Which one is used when addressing a single issue or several related issues using bullet statements providing the background of a program, policy, problem, or procedure. It ca
D. Bullet Background Paper
Chapter 15, Communication
There are several types of Air Force written products. Which one is used when addressing a single issue or several related issues using a multi-page format with full sentences and numbered paragraphs. It is often used as a multi-
D. Background Paper
Chapter 15, Communication
There are several types of Air Force written products. Which one is used when addressing a single issue or several related issues using a multi-page format with full sentences and numbered paragraphs. It is often used when workin
C. Position Paper
Chapter 15, Communication
There are several types of Air Force written products. Which one is used when addressing a single issue or several related issues using a multi-page research paper with a detailed discussion with a conclusion and applicable recom
A. Staff Study
Chapter 15, Communication
This is a writing format commonly used in the Air Force for routing or coordinating correspondence through a staffing process. (15.16.)
A. Staff Study
B. Staff Package
C. Position Paper
D. Background Paper
B. Staff Package
Chapter 15, Communication
This document is used as a cover page that provides a condensed summary of the purpose, background, discussion, view of others, recommendation, signature blocks, and overall contents of the staff package. (15.16.)
A. Staff Study
D. Staff Summary Sheet (SSS)
Chapter 15, Communication
The key to writing an effective bullet statement consists of three steps: Extract the Facts, Build the Structure, and _______. (15.17.)
A. fight for feedback
B. isolate one specific action
C. streamline the final product
D. order
C. streamline the final product
Chapter 15, Communication
The key to writing effective bullet statements consists of three steps: (1) Extract the Facts, (2) Build the Structure, and (3) Streamline the Final Product. Identifying a specific action and documenting how the accomplishment im
A. Extract the Facts
Chapter 15, Communication
There are three steps to writing effective bullet statements: (1) Extract the Facts, (2) Build the Structure, and (3) Streamline the Final Product. Which step includes taking information from step 1 and organizing the information
B. Build the Structure
Chapter 15, Communication
The bullet statement consists of two components: (15.17.)
A. the introduction and the summary
B. the topic sentence and supporting statements
C. the salutation and a complimentary close element
D. the accomplishment element and t
D. the accomplishment element and the impact element
Chapter 15, Communication
The bullet statement consists of two components: the accomplishment element and the impact element. The accomplishment element should always begin with: (15.17.)
A. a personal pronoun
B. the individual's name
C. the effect or imp
D. an action and focus on one single accomplishment
Chapter 15, Communication
The accomplishment element of the bullet statement should always begin with an action which is usually expressed by a verb or adverb. For information on verbs and adverbs, see: (15.17.)
A. AFI 36-2905, Fitness Program
B. AFH 33-3
B. AFH 33-337, The Tongue & Quill
Chapter 15, Communication
The bullet statement consists of two components: the accomplishment element and the impact element. The impact element should describe: (15.17.)
A. savings in exact dollar amounts
B. the individual's role in the workplace
C. the
C. the effect or impact on the organization
Chapter 15, Communication
There are three steps to writing effective bullet statements: (1) Extract the Facts, (2) Build the Structure, and (3) Streamline the Final Product. Which step includes refining the bullet statement to make it accurate, brief, and
C. Streamline the Final Product
Chapter 15, Communication
Verbal communication in the Air Force consists of: (15.18.)
A. speaking to audiences
B. every day interactions with coworkers
C. communicating up and down the chain of command
D. all of these answers
D. all of these answers
Chapter 15, Communication
Your approach to the delivery of the spoken message is usually affected by several factors, including: (15.19.)
A. the topic and the audience
B. physical requirements and the demand
C. experience, talent, and the type of speaking
D. the time you have to prepare and the nature of the message
Chapter 15, Communication
Three common delivery formats for public speaking are Impromptu, Prepared, and Manuscript. Impromptu speaking is: (15.19.)
A. a delivery format where every word spoken must be absolutely perfect
B. when there is ample opportunity
C. when speakers have to speak publicly without warning or on a few moments' notice
Chapter 15, Communication
Three common delivery formats for public speaking are Impromptu, Prepared, and Manuscript. Prepared speaking is: (15.19.)
A. a delivery format where every word spoken must be absolutely perfect
B. when there is ample opportunity
B. when there is ample opportunity to prepare and develop a thorough outline
Chapter 15, Communication
Three common delivery formats for public speaking are Impromptu, Prepared, and Manuscript. Manuscript speaking is: (15.19.)
A. a delivery format where every word spoken must be absolutely perfect
B. when there is ample opportunit
A. a delivery format where every word spoken must be absolutely perfect
Chapter 15, Communication
Three common delivery formats for public speaking are Impromptu, Prepared, and Manuscript. The disadvantage of a manuscript briefing is that: (15.19.)
A. not all members of the audience listen at the same speed
B. it must be deli
D. speakers lack spontaneity and eye contact and they stand behind the lectern
Chapter 15, Communication
The types of speaking used in the Air Force include: (15.20.)
A. Impromptu, Prepared, and Manuscript
B. nondirective, directive, and combined
C. briefing, teaching lecture, and the formal speech
D. stage-setting remarks, purpose
C. briefing, teaching lecture, and the formal speech
Chapter 15, Communication
Types of speaking used in the Air Force include the briefing, teaching lecture, and formal speech. What distinguishes the briefing from other types of speaking? (15.20.)
A. brevity
B. sincerity
C. the audience
D. its purpose
A. brevity
Chapter 15, Communication
Types of speaking used in the Air Force include the briefing, teaching lecture, and formal speech. The purpose of the briefing is: (15.20.)
A. to inform, persuade, or entertain
B. to teach an audience about a given subject
C. to
C. to inform listeners about a mission, operation, or concept
Chapter 15, Communication
Types of speaking used in the Air Force include briefing, teaching lecture, and formal speech. Which type of speaking is the method of instruction most often used in the Air Force? (15.20.)
A. briefing
B. formal speech
C. teachin
C. teaching lecture
Chapter 15, Communication
Types of speaking used in the Air Force include the briefing, teaching lecture, and formal speech. The purpose of the teaching lecture is: (15.20.)
A. to inform, persuade, or entertain
B. to teach an audience about a given subjec
B. to teach an audience about a given subject
Chapter 15, Communication
The primary purpose of a teaching lecture is to teach an audience about a given subject. The two types of teaching lecture are _______. (15.20.)
A. formal and informal
B. mandatory and voluntary
C. scheduled and impromptu
D. publ
A. formal and informal
Chapter 15, Communication
Teaching lectures are either formal or informal. Formal lectures are generally one-way with no verbal participation by students. Informal lectures are: (15.20.)
A. for smaller audiences and allow for verbal interaction
B. events
A. for smaller audiences and allow for verbal interaction
Chapter 15, Communication
Types of speaking used in the Air Force include the briefing, teaching lecture, and formal speech. The purpose of the formal speech is: (15.20.)
A. to inform, persuade, or entertain
B. to teach an audience about a given subject
C
A. to inform, persuade, or entertain
Chapter 15, Communication
The three basic purposes of a formal speech are to inform, persuade, or entertain. Which type is a narration concerning a specific topic but does not involve a sustained effort to teach? (15.20.)
A. informative speech
B. persuasi
A. informative speech
Chapter 15, Communication
The three basic purposes of a formal speech are to inform, persuade, or entertain. Which type is designed to move an audience to believe in or take action on the topic presented? (15.20.)
A. informative speech
B. persuasive speec
B. persuasive speech
Chapter 15, Communication
The three basic purposes of a formal speech are to inform, persuade, or entertain. Which type often relies on humor and wit to entertain listeners? (15.20.)
A. informative speech
B. persuasive speech
C. entertaining speech
D. N/A
C. entertaining speech
Chapter 15, Communication
When communicating with others, there can be barriers to understanding or miscommunication. Which type of barrier makes us communicate differently based on the audience's stature or position? (15.21.)
A. rank
B. jargon
C. tone
D.
A. rank
Chapter 15, Communication
When communicating with others, there can be barriers to understanding or miscommunication. Which type of barrier requires us to focus on the audience's level of understanding and adjust the use of technical terms? (15.21.)
A. ra
B. jargon
Chapter 15, Communication
When communicating with others, there can be barriers to understanding or miscommunication. Which type of barrier is especially hard to overcome in written communication? (15.21.)
A. rank
B. jargon
C. tone
D. courtesy
C. tone
Chapter 15, Communication
When communicating with others, there can be barriers to understanding or miscommunication. Which type of barrier is characterized by anger, criticism, and sarcasm but is overcome by being polite? (15.21.)
A. rank
B. jargon
C. to
D. courtesy
Chapter 15, Communication
Experts tell us that over half of the meaning of any message may be communicated: (15.22.)
A. nonverbally
B. telepathically
C. by volume and pitch
D. by articulation and steady eye contact
A. nonverbally
Chapter 15, Communication
The speaker has control over aspects of speech that help increase communication such as rate, volume, and pitch. The rate of speech is: (15.22.)
A. how fast someone speaks
B. the use of higher or lower notes
C. how distinctly som
A. how fast someone speaks
Chapter 15, Communication
Although there is no correct speed for every speech, it should be considered that people can listen four to five times faster than the normal spoken rate of _______ words per minute. (15.22.)
A. 60
B. 90
C. 120
D. 180
C. 120
Chapter 15, Communication
The speaker controls aspects of speech that help increase communication. The aspect of speech that can be used to give emphasis to your speech by speaking louder or softer is _______. (15.22.)
A. pitch
B. pause
C. length
D. volum
D. volume
Chapter 15, Communication
During verbal communication, the speaker has control over things that help increase communication such as rate, volume, and pitch. Pitch is: (15.22.)
A. how fast someone speaks
B. the use of higher or lower notes
C. how distinctl
B. the use of higher or lower notes
Chapter 15, Communication
The speaker controls aspects of speech that help increase communication. The aspect of speech that gives the speaker time to catch his or her breath and the audience time to absorb ideas is the _______. (15.22.)
A. pitch
B. pause
B. pause
Chapter 15, Communication
The speaker controls aspects of speech that help increase communication. The ability to express words distinctly is _______. (15.22.)
A. rate
B. pitch
C. articulation
D. pronunciation
C. articulation
Chapter 15, Communication
The speaker controls aspects of speech that help increase communication. The ability to say or pronounce words correctly is _______. (15.22.)
A. rate
B. pitch
C. articulation
D. pronunciation
D. pronunciation
Chapter 15, Communication
The speaker controls aspects of speech that help increase communication. The aspect of speech that requires you to relay your thoughts and ideas succinctly by keeping the message short and sweet is: (15.22.)
A. pitch
B. length
C.
B. length
Chapter 15, Communication
Eye contact is considered to be one of the most important factors in nonverbal communication because it: (15.22.)
A. enhances the credibility of the speaker
B. lets listeners know the speaker is interested in them
C. allows you t
D. all of these answers
Chapter 15, Communication
Experts tell us that over half of our meaning may be communicated nonverbally. The purposeful use of the hands, arms, shoulders, and head to reinforce what is being said is the use of: (15.22.)
A. gestures
B. credibility
C. eye c
A. gestures
Chapter 15, Communication
Experts tell us that over half of our meaning may be communicated nonverbally through eye contact, body movement, and gestures. Gestures are useful because: (15.22.)
A. they reinforce what is being said
B. they enhance the credib
A. they reinforce what is being said
Chapter 15, Communication
People who speak in public often have habits that distract from their message. When a speaker seeks the safety and security of a podium, it is called: (15.24.)
A. rocker
B. life raft
C. caged tiger
D. awkward hands
B. life raft
Chapter 15, Communication
People who speak in public often have habits that distract from their message. When they become aware that their naturally hanging hands feel unnatural, it is called: (15.24.)
A. rocker
B. life raft
C. caged tiger
D. awkward hand
D. awkward hand
Chapter 15, Communication
People who speak in public often have habits that distract from their message. When a speaker paces across a stage from one side to the other without stopping, it is called: (15.24.)
A. rocker
B. life raft
C. caged tiger
D. awkwa
C. caged tiger
Chapter 15, Communication
People who speak in public often have habits that distract from their message. When a speaker rocks on his or her heels or sways from side to side, it is called: (15.24.)
A. rocker
B. life raft
C. caged tiger
D. awkward hands
A. rocker
Chapter 15, Communication
People who speak in public often have habits that distract from their message. When a speaker, in an attempt to hide his or her fear of public speaking, appears unengaged or disinterested, it is called: (15.24.)
A. rocker
B. too
B. too cool
Chapter 15, Communication
Effective listening is an active process. There are three types of listening: informative listening, critical listening, and _______. (15.25.)
A. empathic listening
B. selective listening
C. telepathic listening
D. institutional
A. empathic listening
Chapter 15, Communication
There are three types of listening: informative listening, critical listening, and empathic listening. When a listener's primary concern is to understand information exactly as transmitted, that is an example of: (15.25.)
A. crit
C. informative listening
Chapter 15, Communication
There are three types of listening: informative listening, critical listening, and empathic listening. The type of listening that is usually thought of as being the sum of informative listening and critical thinking is: (15.25.)
A. critical listening
Chapter 15, Communication
There are three types of listening: informative listening, critical listening, and empathic listening. When the listener is actively analyzing and evaluating the message the speaker is sending, that is an example of: (15.25.)
A.
A. critical listening
Chapter 15, Communication
The three types of listening are: informative listening, critical listening, and empathic listening. The type of listening that is useful when communication is emotional or when the relationship between the speaker and listener i
B. empathic listening
Chapter 15, Communication
Definition: the electronic transmission of information over computer-based messaging systems. (15.26.)
A. e-mail
B. espionage
C. TEMPEST
D. Information Assurance
A. e-mail
Chapter 15, Communication
The Air Force has established e-mail rules to be used by all Air Force members. Which rule requires ensuring the subject line communicates your purpose and the content is brief and to the point? (15.26.)
A. Rule 1-Be Clear and Co
A. Rule 1-Be Clear and Concise
Chapter 15, Communication
The Air Force has established e-mail rules to be used by all Air Force members. Which rule requires using caution when using humor, irony, and sarcasm and avoiding the use of all capital letters? (15.26.)
A. Rule 1-Be Clear and C
B. Rule 2-Watch Your Tone
Chapter 15, Communication
The Air Force has established e-mail rules to be used by all Air Force members. Which rule prohibits certain content such as controversial, sensitive, For Official Use Only, classified, or personal information from being sent? (1
C. Rule 3-Be Selective About What Message You Send
Chapter 15, Communication
The Air Force has established e-mail rules to be used by all Air Force members. Which rule requires the sender to avoid using large e-mail address groups and to only send e-mails to addresses that need to see it? (15.26.)
A. Rule
D. Rule 4-Be Selective About Who Gets Your Message
Chapter 15, Communication
The Air Force has established e-mail rules to be used by all Air Force members. Which rule requires ensuring all information is included as intended in your message to prevent having to send a follow-up e-mail? (15.26.)
A. Rule 3
C. Rule 5-Check Your Attachments and Support Material
Chapter 15, Communication
One of the most common mistakes made when sending e-mail is: (15.26.)
A. typing in all capital letters
B. sending to the wrong recipient
C. forgetting to attach attachments
D. forgetting to insert an FOUO notice
C. forgetting to attach attachments
Chapter 15, Communication
The Air Force has established e-mail rules to be used by all Air Force members. Which rule requires members to lock or sign off the computer when leaving the workstation? (15.26.)
A. Rule 3-Be Selective About What Message You Sen
D. Rule 6-Keep Your E-mail Under Control
Chapter 15, Communication
Individual responsibilities when using official e-mail are: (15.27.)
A. do not indiscriminately release electronic messaging addresses to the public
B. adhere to local policy when sending electronic messages to mail distribution
D. all of these answers
Chapter 15, Communication
A vital element for e-mail messaging security is the implementation of _______ for identity management. (15.27.)
A. valid security clearances and content marking
B. SIPRNET and the Automatic Message Handling System (AMHS)
C. the
D. Public Key Infrastructure (PKI) and common access cards (CAC)
Chapter 15, Communication
The core messaging system of record for the Department of Defense and the Air Force is: (15.27.)
A. Microsoft Outlook
B. Defense Message System (DMS)
C. Simple Mail Transfer Protocol (SMTP)
D. Automatic Message Handling System (A
B. Defense Message System (DMS)
Chapter 15, Communication
Air Force organizational messaging uses two options: (15.27.)
A. NIPRNET and SIPRNET
B. Class A and Class C
C. Simple Mail Transfer Protocol (SMTP) and Defense Message System (DMS)
D. Post Office Protocol (POP) and Internet Messa
C. Simple Mail Transfer Protocol (SMTP) and Defense Message System (DMS)
Chapter 15, Communication
Air Force organizational messaging uses two options: Simple Mail Transfer Protocol (SMTP) and Defense Message System (DMS). SMTP is used for: (15.27.)
A. classified information only
B. communication with commercial ISPs
C. combat
D. organizational messaging requirements
Chapter 15, Communication
The purpose of the Privacy Act of 1974 is to: (15.27.)
A. counter foreign espionage efforts
B. maintain a healthy working environment
C. protect individuals against an invasion of personal privacy
D. protect individuals against u
C. protect individuals against an invasion of personal privacy
Chapter 15, Communication
When sending personal information over e-mail within the Department of Defense, ensure that: (15.27.)
A. there is an official need
B. all addressees are authorized to receive it under the Privacy Act
C. "For Official Use Only" is
D. all of these answers
Chapter 15, Communication
When should the statement, "This email contains For Official Use Only information which must be protected under The Privacy Act and AFI 33-332" be added at the beginning of an e-mail? (15.27.)
A. when transmitting classified info
C. only when personal information is actually being transmitted
Chapter 15, Communication
The internet provides an indispensable source for information from a variety of governmental and nongovernmental sources. The Air Force's goal, within acceptable risk levels, is to: (15.28.)
A. limit internet access to .mil domai
D. provide maximum access to the internet for official business
Chapter 15, Communication
As it relates to the internet, government-provided hardware and software are for official use and limited authorized personal use only. Limited personal use must: (15.28.)
A. not adversely affect performance of official duties
B.
D. all of these answers
Chapter 15, Communication
When accessing internet-based capabilities using Federal government resources in an authorized personal or unofficial capacity, individuals shall comply with operations security guidance as stated in: (15.28.)
A. AFI 36-2905, Fit
B. AFI 10-701, Operations Security
Chapter 16, Critical Thinking and Innovation
Effective Airmanship requires good decision-making. The habits of mind necessary for becoming a critical thinker are: (16.15.)
A. developed over time
B. as easy as following a checklist
C. commensurate with our
A. developed over time
Chapter 16, Critical Thinking and Innovation
For organizational changes to be effective, they must include some redesign or coordination on five fronts: (1) Organization and People, (2) Technology, (3) Policies, Legislation, and Regulations, (4) Physical
C. providing workers with appropriate knowledge, skills, experiences, and tools
Chapter 16, Critical Thinking and Innovation
For organizational changes to be effective, they must include changes on five fronts: (1) Organization and People, (2) Technology, (3) Policies, Legislation, and Regulations, (4) Physical Infrastructure, and (5
D. compression of cycles, lead time, distance and broader access to information
Chapter 16, Critical Thinking and Innovation
For organizational changes to be effective, they must include changes on five fronts: (1) Organization and People, (2) Technology, (3) Policies, Legislation, and Regulations, (4) Physical Infrastructure, and (5
B. the existing policies, regulations, and legislation that govern processes
Chapter 16, Critical Thinking and Innovation
For organizational changes to be effective, they must include changes on five fronts: (1) Organization and People, (2) Technology, (3) Policies, Legislation, and Regulations, (4) Physical Infrastructure, and (5
A. the physical facilities, equipment, and tools that support processes
Chapter 16, Critical Thinking and Innovation
For organizational changes to be effective, they must include changes on five fronts: (1) Organization and People, (2) Technology, (3) Policies, Legislation, and Regulations, (4) Physical Infrastructure, and (5
A. the flow of work and information into and throughout the organization
Chapter 16, Critical Thinking and Innovation
DOTMLPF is a mnemonic that stands for Doctrine, Organization, Training, Material, Leadership and Education, Personnel, and Facilities which is used: (16.17.)
A. to assist Airmen in intervening when an Airman ex
B. by staff planners to consider issues prior to undertaking new efforts
Chapter 16, Critical Thinking and Innovation
DOTMLPF is a mnemonic that stands for Doctrine, Organization, Training, Material, Leadership and Education, Personnel, and Facilities. In the military context, Doctrine is: (16.17.)
A. all the stuff necessary t
D. the way we fight (maneuver warfare, combined air-ground campaigns)
Chapter 16, Critical Thinking and Innovation
DOTMLPF is a mnemonic that stands for Doctrine, Organization, Training, Material, Leadership and Education, Personnel, and Facilities. In the military context, Organization is: (16.17.)
A. all the stuff necessa
B. how we organize the fight (divisions, air wings, task forces)
Chapter 16, Critical Thinking and Innovation
DOTMLPF is a mnemonic that stands for Doctrine, Organization, Training, Material, Leadership and Education, Personnel, and Facilities. In the military context, Training is: (16.17.)
A. all the stuff necessary t
C. how we prepare to fight (BMT, AIT, unit training, joint exercises)
Chapter 16, Critical Thinking and Innovation
DOTMLPF is a mnemonic that stands for Doctrine, Organization, Training, Material, Leadership and Education, Personnel, and Facilities. In the military context, Material is: (16.17.)
A. all the stuff necessary t
A. all the stuff necessary to equip the forces (weapons, spares)
Chapter 16, Critical Thinking and Innovation
DOTMLPF is a mnemonic that stands for Doctrine, Organization, Training, Material, Leadership and Education, Personnel, and Facilities. In the military context, Leadership and Education is: (16.17.)
A. the avail
D. how we prepare leaders to lead the fight (professional development)
Chapter 16, Critical Thinking and Innovation
DOTMLPF is a mnemonic that stands for Doctrine, Organization, Training, Material, Leadership and Education, Personnel, and Facilities. In the military context, Personnel is: (16.17.)
A. the availability of qual
A. the availability of qualified people for operations
Chapter 16, Critical Thinking and Innovation
DOTMLPF is a mnemonic that stands for Doctrine, Organization, Training, Material, Leadership and Education, Personnel, and Facilities. In the military context, Facilities is: (16.17.)
A. the availability of qua
B. real property, installations, and industrial facilities
Chapter 16, Critical Thinking and Innovation
A decision-making model that has been adopted by the military is the Vroom-Yetton-Jago decision-making model, which is used for: (16.18.)
A. deciding how to decide
B. weighing the costs and risks of alternate s
A. deciding how to decide
Chapter 16, Critical Thinking and Innovation
According to the Vroom-Yetton-Jago decision-making model, there are five primary levels of decision-making, each requiring: (16.18.)
A. the leader's approval
B. an analysis of the risk versus the benefit
C. a d
C. a different level of involvement or complexity
Chapter 16, Critical Thinking and Innovation
The Vroom-Yetton-Jago decision-making model has five primary levels of decision-making, Level I through Level V. Level I is: (16.18.)
A. leaders make the decision and announce it
B. allowing the group to genera
A. leaders make the decision and announce it
Chapter 16, Critical Thinking and Innovation
Level I of the Vroom-Yetton-Jago decision-making model is Decide and Announce. The benefit of Level I is: (16.18.)
A. leaders can make a more informed decision
B. leaders can make and implement decisions quickl
B. leaders can make and implement decisions quickly
Chapter 16, Critical Thinking and Innovation
The Vroom-Yetton-Jago decision-making model has five primary levels of decision-making, Level I through Level V. Level II is: (16.18.)
A. leaders make the decision and announce it
B. allowing the group to gener
D. leaders gather input from individuals and then make the decision
Chapter 16, Critical Thinking and Innovation
Level II of the Vroom-Yetton-Jago decision-making model is Gather Input from Individuals and Decide. The benefit of Level II is: (16.18.)
A. leaders can make a more informed decision
B. leaders can make and imp
A. leaders can make a more informed decision
Chapter 16, Critical Thinking and Innovation
The Vroom-Yetton-Jago decision-making model has five primary levels of decision-making, Level I through Level V. Level III is: (16.18.)
A. leaders make the decision and announce it
B. allowing the group to gene
C. leaders gather input from the group and then make a decision
Chapter 16, Critical Thinking and Innovation
Level III of the Vroom-Yetton-Jago decision-making model is Gather Input from the Group and Decide. The benefit of Level III is: (16.18.)
A. leaders can make a more informed decision
B. leaders can make and imp
C. it enhances synergy and better-informed decision-making
Chapter 16, Critical Thinking and Innovation
The Vroom-Yetton-Jago decision-making model has five primary levels of decision-making, Level I through Level V. Level IV is: (16.18.)
A. leaders make the decision and announce it
B. allowing the group to gener
B. allowing the group to generate possible decision options
Chapter 16, Critical Thinking and Innovation
Level IV of the Vroom-Yetton-Jago decision-making model is Facilitate Consensus. The benefit of Level IV is: (16.18.)
A. leaders can make a more informed decision
B. leaders can make and implement decisions qui
D. it enhances buy-in and ownership and allows for quicker implementation
Chapter 16, Critical Thinking and Innovation
The Vroom-Yetton-Jago decision-making model has five primary levels of decision-making, Level I through Level V. Level V is: (16.18.)
A. leaders make the decision and announce it
B. leaders delegate and authori
B. leaders delegate and authorize the group to make decisions
Chapter 16, Critical Thinking and Innovation
Level V of the Vroom-Yetton-Jago decision-making model is Delegate with Constraints. The disadvantages associated with Level V are: (16.18.)
A. it takes more time
B. it may lead to decisions the leader doesn't
D. all of these answers
Chapter 17, Emergency Management
Countering chemical, biological, radiological, and nuclear threats requires extraordinary preparedness. Conducting preparedness actions should be considered mission critical and given a high priority: (17.5.)
A. when the t
B. when the threat of enemy attack is high
Chapter 17, Emergency Management
When a natural disaster or incident is imminent or in progress, personnel should listen for emergency notification signals. A three to five minute steady tone indicates: (17.6.)
A. the disaster or threat has ended
B. an ac
C. a disaster or incident is imminent or in progress
Chapter 17, Emergency Management
When a natural disaster or incident is imminent or in progress, personnel should listen for emergency notification signals. A three to five minute wavering tone indicates: (17.6.)
A. the disaster or threat has ended
B. an
D. an attack or hostile act is imminent or in progress
Chapter 17, Emergency Management
When a natural disaster or incident is imminent or in-progress, personnel should listen for emergency notification signals. The announcement, "Lockdown, Lockdown, Lockdown" indicates: (17.6.)
A. the disaster or threat has
B. an active shooter incident is in progress
Chapter 17, Emergency Management
The announcement, "all clear" indicates the immediate disaster or threat has ended. What actions should be taken? (17.6.)
A. remain alert
B. account for personnel
C. report hazards, injuries, and damages
D. all of these an
D. all of these answers
Chapter 17, Emergency Management
Attack warning signals are established and used to notify personnel of: (17.7.)
A. emergency conditions
B. morale and welfare programs
C. the beginning and end of the duty day
D. temperature changes and heat warnings
A. emergency conditions
Chapter 17, Emergency Management
Attack warning signals are established and used to notify personnel of emergency conditions. The warnings may be communicated through: (17.7.)
A. mass notification and warning systems
B. alarm condition flags
C. other comm
D. all of these answers
Chapter 17, Emergency Management
What is used to quickly communicate the required individual protective equipment and protection levels in response to CBRN alarm conditions? (17.8.)
A. MOPP levels
B. warning orders
C. technical orders
D. wet bulb/heat ind
A. MOPP levels
Chapter 17, Emergency Management
MOPP levels are used to quickly communicate the required individual protective equipment and protection levels in response to CBRN alarm conditions. Who determines the initial MOPP level? (17.8.)
A. the Command Post
B. the
C. the Installation Commander
Chapter 17, Emergency Management
What is used in conjunction with alarm conditions to quickly increase or decrease protection against CBRN threats? (17.8.)
A. MOPP levels
B. warning orders
C. S-A-L-U-T-E reports
D. wet bulb/heat index e-mails
A. MOPP levels
Chapter 17, Emergency Management
What is Split Mission-Oriented Protective Posture? (17.8.)
A. assigning priority to mission sustainment
B. rules and exceptions for operating in an Exercise environment
C. dividing an area into zones based on level of CBRN
C. dividing an area into zones based on level of CBRN contamination
Chapter 17, Emergency Management
Split Mission-Oriented Protective Posture is the division of an installation or location into zones based on level of CBRN contamination. The advantage of this practice is it: (17.8.)
A. quickly communicates the required M
D. prevents having to declare the entire installation as contaminated
Chapter 17, Emergency Management
Split Mission-Oriented Protective Posture is the division of an installation or location into zones based on level of CBRN contamination. What is used to facilitate travel between zones? (17.8.)
A. MOPP levels
B. attack wa
C. zone transition points
Chapter 17, Emergency Management
Attack warning signals are used to notify the base populace of emergency conditions. If you hear "Alarm Green", it indicates: (17.8.)
A. attack is not probable
B. attack is probable in less than 30 minutes
C. air or ground
A. attack is not probable
Chapter 17, Emergency Management
If you hear "Alarm Green", it indicates attack is not probable. Which MOPP level is required for alarm condition Green? (17.8.)
A. MOPP 0 or as directed
B. MOPP 2 or as directed
C. MOPP 4 or as directed
D. all of these ans
A. MOPP 0 or as directed
Chapter 17, Emergency Management
If you hear "Alarm Green", it indicates attack is not probable. What actions should be taken when you hear "Alarm green"? (17.8.)
A. resume operations and continue recovery actions
B. protect and cover assets and go to pro
A. resume operations and continue recovery actions
Chapter 17, Emergency Management
Attack warning signals are used to notify the base populace of emergency conditions. If you hear "Alarm Yellow", it indicates: (17.8.)
A. attack is not probable
B. attack is probable in less than 30 minutes
C. air or groun
B. attack is probable in less than 30 minutes
Chapter 17, Emergency Management
If you hear "Alarm Yellow", it indicates attack is probable in less than 30 minutes. Which MOPP level is required for alarm condition Yellow? (17.8.)
A. MOPP 0 or as directed
B. MOPP 2 or as directed
C. MOPP 4 or as direct
B. MOPP 2 or as directed
Chapter 17, Emergency Management
If you hear "Alarm Yellow", it indicates attack is probable in less than 30 minutes. What actions should be taken when you hear "Alarm Yellow"? (17.8.)
A. resume operations and continue recovery actions
B. protect and cove
B. protect and cover assets and go to protective shelter
Chapter 17, Emergency Management
Attack warning signals are used to notify the base populace of emergency conditions. If you hear "Alarm Red", it indicates: (17.8.)
A. attack is not probable
B. attack is probable in less than 30 minutes
C. air or ground a
C. air or ground attack is imminent or in progress
Chapter 17, Emergency Management
If you hear "Alarm Red", it indicates air or ground attack is imminent or in progress. Which MOPP level is required for alarm condition Red? (17.8.)
A. MOPP 0 or as directed
B. MOPP 2 or as directed
C. MOPP 4 or as directe
C. MOPP 4 or as directed
Chapter 17, Emergency Management
If you hear "Alarm Red", it indicates air or ground attack is imminent or in progress. What actions should be taken when you hear "Alarm Red"? (17.8.)
A. resume operations and continue recovery actions
B. protect and cover
C. take immediate cover and report observed activity
Chapter 17, Emergency Management
Attack warning signals are used to notify the base populace of emergency conditions. If you hear "Alarm Black", it indicates: (17.8.)
A. attack is not probable
B. attack is probable in less than 30 minutes
C. air or ground
D. attack is over and CBRN contamination and/or UXO are present
Chapter 17, Emergency Management
If you hear "Alarm Black", it indicates the attack is over and CBRN contamination and/or UXO are present. Which MOPP level is required for alarm condition Black? (17.8.)
A. MOPP 0 or as directed
B. MOPP 2 or as directed
C.
C. MOPP 4 or as directed
Chapter 17, Emergency Management
If you hear "Alarm Black", it indicates the attack is over and CBRN contamination and/or UXO are present. What actions should be taken when you hear "Alarm Black"? (17.8.)
A. resume operations and continue recovery actions
D. perform self-aid and buddy care and remain under cover
Chapter 17, Emergency Management
Protection in a CBRN environment is provided through individual protection and collective protection. Individual protection is comprised of: (17.9.)
A. individual protective equipment and vaccinations
B. protective shelter
D. all of these answers
Chapter 17, Emergency Management
Regardless of the type of agent, concentration, or method of attack, the best immediate protective equipment against chemical agents is: (17.9.)
A. the ground crew ensemble
B. an M295 decontamination kit
C. a helmet and pe
A. the ground crew ensemble
Chapter 17, Emergency Management
This whole-body system protects the wearer against chemical-biological warfare agents, toxins, and radiological particulates. It includes a protective mask, overgarments, protective gloves, and footwear covers or overboots
B. the ground crew ensemble
Chapter 17, Emergency Management
At MOPP level Ready, which components of the Ground Crew Ensemble are worn? (Table 17.1.)
A. none
B. overgarment
C. overgarment and footwear
D. overgarment, footwear, and mask/hood
A. none
Chapter 17, Emergency Management
At MOPP level Zero, which components of the Ground Crew Ensemble are worn? (Table 17.1.)
A. none
B. overgarment
C. overgarment and footwear
D. overgarment, footwear, and mask/hood
A. none
Chapter 17, Emergency Management
At MOPP level One, which components of the Ground Crew Ensemble are worn? (Table 17.1.)
A. overgarment
B. overgarment and footwear
C. overgarment, footwear, and mask/hood
D. overgarment, footwear, mask/hood, and gloves
A. overgarment
Chapter 17, Emergency Management
At MOPP level Two, which components of the Ground Crew Ensemble are worn? (Table 17.1.)
A. overgarment
B. overgarment and footwear
C. overgarment, footwear, and mask/hood
D. overgarment, footwear, mask/hood, and gloves
B. overgarment and footwear
Chapter 17, Emergency Management
At MOPP level Three, which components of the Ground Crew Ensemble are worn? (Table 17.1.)
A. overgarment
B. overgarment and footwear
C. overgarment, footwear, and mask/hood
D. overgarment, footwear, mask/hood, and gloves
C. overgarment, footwear, and mask/hood
Chapter 17, Emergency Management
At MOPP level Four, which components of the Ground Crew Ensemble are worn? (Table 17.1.)
A. overgarment
B. overgarment and footwear
C. overgarment, footwear, and mask/hood
D. overgarment, footwear, mask/hood, and gloves
D. overgarment, footwear, mask/hood, and gloves
Chapter 17, Emergency Management
Which MOPP level provides the maximum individual protection to personnel? (Table 17.1.)
A. MOPP 1
B. MOPP 2
C. MOPP 3
D. MOPP 4
D. MOPP 4
Chapter 17, Emergency Management
What is the only MOPP level that requires the gloves to be worn? (Table 17.1.)
A. MOPP 1
B. MOPP 2
C. MOPP 3
D. MOPP 4
D. MOPP 4
Chapter 17, Emergency Management
Who is responsible for establishing a shelter plan and should designate unit responsibility for preparing and operating each shelter during an attack or event? (17.10.)
A. installation commander
B. unit deployment manager
A. installation commander
Chapter 17, Emergency Management
All installations are required to conduct threat-based shelter planning. Shelter selection is based on: (17.10.)
A. availability and location
B. the level of contamination and MOPP levels
C. rank and time in grade and time
D. structural and personnel housing capabilities based on the type of disaster
Chapter 17, Emergency Management
All installations are required to conduct threat-based shelter planning. Shelter-in-place is used to provide temporary protection when: (17.10.)
A. faced with short- or no-notice emergencies
B. the type or extent of the ha
D. all of these answers
Chapter 17, Emergency Management
In a chemical, biological, radiological, and nuclear environment, to ensure the inside of facilities do not become contaminated, occupants should: (17.10.)
A. not admit new occupants after an attack begins
B. store, protec
D. close all windows and doors and turn off ventilation systems
Chapter 17, Emergency Management
All installations are required to conduct threat-based shelter planning. Which reference provides further guidance on shelter planning? (17.10.)
A. AFI 36-2905, Fitness Program
B. AFI 36-3003, Military Leave Program
C. AFI
D. AFMAN 10-2502, Air Force Incident Management Standards and Procedures
Chapter 17, Emergency Management
Individual protection in a CBRN environment is comprised of a combination of individual protective equipment, vaccinations and protective shelters. A collective protection system is: (17.10.)
A. the ground crew ensemble
B.
D. an overpressure system that keeps threat agents outside the facility
Chapter 17, Emergency Management
In a CBRN environment, what is the key to preventing assets from becoming contaminated? (17.11.)
A. M8 and M9 detector paper
B. the ground crew ensemble
C. M295 decontamination kits
D. storing or covering assets before exp
D. storing or covering assets before exposure
Chapter 17, Emergency Management
What action will minimize or completely remove the requirement to decontaminate equipment for mission use after an attack? (17.11.)
A. opening all windows and doors
B. using standardized warning signals and MOPP-levels
C.
C. storing, protecting, or covering equipment and assets
Chapter 17, Emergency Management
Crisis response actions during and after a CBRN attack are critical. In threat areas, what is the key to keeping assets and personnel from becoming contaminated? (17.12.)
A. contamination avoidance
B. the ground crew ensem
A. contamination avoidance
Chapter 17, Emergency Management
Crisis response actions during and after a CBRN attack are critical. During attacks, the primary focus of the base populace should be on: (17.12.)
A. post-attack reporting
B. decontamination and reestablishing the mission
D. force survivability to ensure attack warning signals and MOPP levels are rapidly disseminated
Chapter 17, Emergency Management
During attacks, the primary focus of the base populace should be on force survivability to ensure attack warning signals and MOPP levels are rapidly disseminated. Which agency disseminates attack warning signals and alarm
A. the Command Post
Chapter 17, Emergency Management
Typically, the command post will disseminate attack warning signals and alarm signals. MOPP level changes come to the command post from: (17.12.)
A. the Unit Control Center
B. the Public Affairs Division
C. the Emergency O
D. the Crisis Action Team based on EOC recommendations
Chapter 17, Emergency Management
Which agency will respond to an accident/incident unless otherwise directed by higher headquarters? (17.12.)
A. the Public Affairs Division
B. the Occupational Safety Division
C. the Unit Safety Program Manager
D. the DoD
D. the DoD resource nearest the scene
Chapter 17, Emergency Management
When Alarm Red is declared or an attack begins without notification, after dropping to the ground, what is the first action an Airman should take? (17.12.)
A. don protective mask
B. report incident to the UCC
C. crawl to a
A. don protective mask B. report incident to the
Chapter 17, Emergency Management
If an attack is observed, report it up the chain of command using the SALUTE reporting method. Which office are SALUTE reports submitted to? (17.3.)
A. the Command Post
B. the Public Affairs Division
C. the Emergency Opera
D. the Unit Control Center or work center
Chapter 17, Emergency Management
SALUTE reports are submitted to the unit control center (UCC) or work center. How are SALUTE reports sent to the UCC? (17.3.)
A. by courier only
B. via SIPRNET only
C. by the most secure means
D. by STE or other secure tel
C. by the most secure means
Chapter 17, Emergency Management
Base personnel will use the SALUTE report to communicate attack information up the chain of command. The "S" in SALUTE represents: (Table 17.2.)
A. Size - The estimated number of ground crew ensembles required
B. Size - Th
D. Size - The number of persons and vehicles seen or the size of an object
Chapter 17, Emergency Management
Base personnel will use the SALUTE report to communicate attack information up the chain of command. The "A" in SALUTE represents: (Table 17.2.)
A. Activity - The measures your site has taken in response to the attack
B. A
B. Activity - Description of enemy activity (assaulting, fleeing, observing)
Chapter 17, Emergency Management
Base personnel will use the SALUTE report to communicate attack information up the chain of command. The "L" in SALUTE represents: (Table 17.2.)
A. Location - The location of your facility or workcenter
B. Location - Statu
D. Location - Where the enemy was sighted (grid coordinate or reference point)
Chapter 17, Emergency Management
Base personnel will use the SALUTE report to communicate attack information up the chain of command. The "U" in SALUTE represents: (Table 17.2.)
A. Unit - The unit you support or are reporting for
B. Unit - Number of unit
D. Unit - Distinctive signs, symbols, identification on people, vehicles, aircraft, or weapons
Chapter 17, Emergency Management
Base personnel will use the SALUTE report to communicate attack information up the chain of command. The "T" in SALUTE represents: (Table 17.2.)
A. Time - Time activity was observed
B. Time - Hours of operation during whic
A. Time - Time activity was observed
Chapter 17, Emergency Management
Base personnel will use the SALUTE report to communicate attack information up the chain of command. The "E" in SALUTE represents: (Table 17.2.)
A. Equipment - Status of site's mission-essential equipment
B. Equipment - Eq
B. Equipment - Equipment and vehicles associated with the activity
Chapter 17, Emergency Management
Recovery actions focus on saving lives, detecting and mitigating hazards, mission restoration, and sustainment. The top priority during recovery is: (17.14.)
A. accurate SALUTE reports
B. reestablishing the mission
C. reco
B. reestablishing the mission
Chapter 17, Emergency Management
Recovery actions focus on saving lives, detecting and mitigating hazards, mission restoration, and sustainment. Successful base recovery efforts require: (17.14.)
A. a combined effort from personnel trained to operate as a
D. all of these answers
Chapter 17, Emergency Management
Who will determine when base specialized and unit reconnaissance teams begin post-attack chemical, biological, radiological, and nuclear surveys? (17.14.)
A. the Crisis Action Team
B. the Public Affairs Office
C. the Insta
C. the Installation Commander
Chapter 17, Emergency Management
During the recovery phase, post-attack reconnaissance teams must survey their area and report information to their unit control center. The unit control center will forward the information to: (17.14.)
A. the Crisis Action
D. the Emergency Operations Center
Chapter 17, Emergency Management
What office is the primary command and control function for collecting and consolidating post-attack information during the recovery phase? (17.14.)
A. the Crisis Action Team
B. the Public Affairs Office
C. the Installatio
D. the Emergency Operations Center
Chapter 17, Emergency Management
The Emergency Operations Center is the primary command and control function for collecting and consolidating postattack information during the recovery phase. The Emergency Operations Center upchannels information to: (17.
A. the Crisis Action Team
Chapter 17, Emergency Management
The eyes are very vulnerable when exposed to nerve and blister agents. If one of these agents gets in the eyes, the eyes should be irrigated with _______. (17.14.)
A. water
B. isopropyl alcohol
C. a 5-percent chlorine solu
A. water
Chapter 17, Emergency Management
If a chemical agent gets on the skin or protective equipment, it must be removed: (17.14.)
A. immediately
B. before laundering with other clothing
C. when the ops tempo allows or when it becomes a distraction
D. before att
A. immediately
Chapter 17, Emergency Management
If a chemical agent gets on the skin or protective equipment, it must be removed immediately. What are the most effective methods of removing chemical agents? (17.14.)
A. scraping and irrigation with water
B. soap and wate
D. reactive skin decontamination lotion and M295 individual decontamination kit
Chapter 17, Emergency Management
The reactive skin decontamination lotion and M295 individual decontamination kit are the most effective methods of removing chemical agents. In the absence of an individual decontamination kit, what can be used to remove t
B. a 5-percent chlorine solution
Chapter 17, Emergency Management
The reactive skin decontamination lotion and M295 individual decontamination kit are the most effective methods of removing chemical agents. In the absence of an individual decontamination kit, what can be used to remove c
C. a 0.5 percent chlorine solution
Chapter 17, Emergency Management
If, during recovery phase, an individual has a positive indication of contamination on their M9 paper, they should: (17.14.)
A. contact the American Red Cross
B. report contamination to their unit control center
C. be mark
B. report contamination to their unit control center
Chapter 17, Emergency Management
When operating in a CBRN environment, what is the Chemically Contaminated Object rule? (17.14.)
A. the rule that contaminated Airmen must be quarantined
B. the procedure followed to ration uncontaminated food and water
C.
D. a risk management philosophy that only warns people of contaminated objects
Chapter 17, Emergency Management
Definition: a decision-making process designed to systematically evaluate possible courses of action, identify risks and benefits, and determine the best course of action for any given situation. (17.19.)
A. risk managemen
A. risk management
Chapter 17, Emergency Management
Before any operation begins, supervisors must determine where people may be injured or equipment may be damaged. What process is used to evaluate each task that is not governed by a technical order or is newly introduced i
C. job safety analysis
Chapter 17, Emergency Management
In the context of workplace safety, who is responsible for training, establishing work methods and job instructions, assigning jobs, and supervising personnel? (17.19.)
A. supervisors
B. individuals
C. unit commanders
D. S
A. supervisors
Chapter 17, Emergency Management
In the context of workplace safety, before any operation begins, who is responsible for determining where people may be injured or equipment may be damaged? (17.19.)
A. supervisors
B. individuals
C. unit commanders
D. Safe
A. supervisors
Chapter 17, Emergency Management
Supervisors are responsible for determining where people may be injured or equipment may be damaged because: (17.19.)
A. they are financially liable for any damages
B. the Safety office delegated responsibility to the unit
D. they are in the best position to identify hazards and assess risk
Chapter 17, Emergency Management
Four principles govern Risk Management: (1) Accept No Unnecessary Risk, (2) Make Risk Decisions at the Appropriate Level, (3) Integrate Risk Management into Operations and Planning at All Levels, and (4) Apply the Process
A. it exposes personnel and resources to the lowest acceptable risk
Chapter 17, Emergency Management
Four principles govern Risk Management: (1) Accept No Unnecessary Risk, (2) Make Risk Decisions at the Appropriate Level, (3) Integrate Risk Management into Operations and Planning at All Levels, and (4) Apply the Process
B. it effectively allocates resources and establishes clear accountability
Chapter 17, Emergency Management
Four principles govern Risk Management: (1) Accept No Unnecessary Risk, (2) Make Risk Decisions at the Appropriate Level, (3) Integrate Risk Management into Operations and Planning at All Levels, and (4) Apply the Process
C. Risk Management is most effective when used in day-to-day operations
Chapter 17, Emergency Management
Four principles govern Risk Management: (1) Accept No Unnecessary Risk, (2) Make Risk Decisions at the Appropriate Level, (3) Integrate Risk Management into Operations and Planning at All Levels, and (4) Apply the Process
D. it continuously assesses hazards and develops and implements controls
Chapter 17, Emergency Management
Four principles govern Risk Management. Which principle is used to continuously identify and assess hazards, develop and implement controls, evaluate outcomes, and provide feedback to our Airmen to save lives and preserve
D. Apply the Risk Management Process Cyclically and Continuously
Chapter 17, Emergency Management
There are two primary levels of Risk Management: (17.21.)
A. tactical and strategic
B. deliberate and real-time
C. Individual and Organizational
D. Command-directed and Operator-identified
B. deliberate and real-time
Chapter 17, Emergency Management
The two primary levels of Risk Management are deliberate and real-time. Which level may involve the full, formal application of the complete five-step risk management process or may simply involve normal day-to-day operati
A. Deliberate Risk Management
Chapter 17, Emergency Management
The two primary levels of Risk Management are deliberate and real-time. Another aspect of deliberate risk management that is generally associated with strategic-level planning is referred to as: (17.21.)
A. Deliberate Risk
C. In-Depth Risk Management Planning
Chapter 17, Emergency Management
Which type of Risk Management is used for strategic-level planning and is reserved for complex operations and systems and high priority and high visibility situations or circumstances in which hazards are not well understo
C. In-Depth Risk Management Planning
Chapter 17, Emergency Management
Which type of Risk Management is implemented well in advance of a planned system, mission, event, or activity, and is normally reserved for more complex and risky efforts, such as large troop movements, airshow planning, o
C. In-Depth Risk Management Planning
Chapter 17, Emergency Management
The Five-Step Risk Management process consists of five steps: (1) Identify the Hazards, (2) Assess the Hazards, (3) Develop Controls and Make Decisions, (4) Implement Controls, and (5) Supervise and Evaluate. Which step in
A. Identify the Hazards
Chapter 17, Emergency Management
The Five-Step Risk Management process consists of five steps: (1) Identify the Hazards, (2) Assess the Hazards, (3) Develop Controls and Make Decisions, (4) Implement Controls, and (5) Supervise and Evaluate. Which step de
B. Assess the Hazards
Chapter 17, Emergency Management
The Five-Step Risk Management process includes five steps: (1) Identify the Hazards, (2) Assess the Hazards, (3) Develop Controls and Make Decisions, (4) Implement Controls, and (5) Supervise and Evaluate. Which step invol
C. Develop Controls and Make Decisions
Chapter 17, Emergency Management
Step three of the Five-Step Risk Management process, Develop Controls and Make Decisions, involves the development and selection of specific strategies and controls that reduce or eliminate risk. Effective mitigation measu
B. probability, severity, or exposure
Chapter 17, Emergency Management
After control measures have been selected, which step of the Five-Step Risk Management process requires developing and carrying out an implementation strategy that will establish accountability? (17.22.)
A. Identify the Ha
D. Implement Controls
Chapter 17, Emergency Management
Which step of the Five-Step Risk Management process involves monitoring the operation to ensure controls are sustained over time and that errors are identified and corrected? (17.22.)
A. Assess the Hazards
B. Develop Contr
D. Supervise and Evaluate
Chapter 17, Emergency Management
A feedback system must be established to ensure that corrective or preventive actions taken were effective. Excellent tools for measurements are: (17.22.)
A. EPRs and decorations
B. Air Force Form 623A and on-the-job train
D. after-action reports, surveys, and in-progress reviews
Chapter 17, Emergency Management
Although the Five-Step Risk Management process is the cornerstone of all Risk Management decisions, streamlining the steps is essential in situations where risk decisions need to be made quickly and in real-time. This is a
D. the Real-Time Risk Management process or ABCD model
Chapter 17, Emergency Management
The Real-Time Risk Management Process or ABCD Model provides a mnemonic: Assess the situation, Balance controls, Communicate, and Decide and Debrief. Which Real-Time Risk Management step involves assessing the situation? (
A. Assess the situation
Chapter 17, Emergency Management
The "A" in the ABCD Model mnemonic stands for Assess the situation. A complete assessment of the situation involves three stages of situational awareness: (1) perception of what is happening, (2) integration of information
D. projection into the future
Chapter 17, Emergency Management
The Real-Time Risk Management Process or ABCD Model has a mnemonic: Assess the situation, Balance controls, Communicate, and Decide and Debrief. Which Real-Time Risk Management step considers all available controls (resour
B. Balance controls
Chapter 17, Emergency Management
The Real-Time Risk Management Process or ABCD Model has a mnemonic: Assess the situation, Balance controls, Communicate, and Decide and Debrief. Which Real-Time Risk Management step focuses on discussing problems and inten
C. Communicate
Chapter 17, Emergency Management
The Real-Time Risk Management Process or ABCD Model has a mnemonic: Assess the situation, Balance controls, Communicate, and Decide and Debrief. Which Real-Time Risk Management step results in making the decision to contin
D. Decide and Debrief
Chapter 17, Emergency Management
Which Real-Time Risk Management Process or ABCD Model step includes ensuring that the feedback loop or "debrief" is performed and identifies what worked, what didn't work, and disseminates lessons learned? (17.23.)
A. Asse
D. Decide and Debrief