Lesson Assessment - Cadre Only PDF

**Lesson Assessment** **Answer Key (Cadre ONLY)** **Instructions:** Read the questions and fill in or select the correct answer. 1. **[The Neck Drag, used in combat, generally for \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ distances.]** 2. **Where does the completed Tactical Combat Casualty Care (TCCC...

**Lesson Assessment** **Answer Key (Cadre ONLY)** **Instructions:** Read the questions and fill in or select the correct answer. 1. **[The Neck Drag, used in combat, generally for \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ distances.]** 2. **Where does the completed Tactical Combat Casualty Care (TCCC) Card get attached on the casualty?** A. Attached to the pant belt loop and placed in the casualty's pocket ### Attached around the casualty's neck and place inside the undershirt ### Placed in the casualty's shirt pocket ### Placed in your pocket ### [Attached to the casualty in a visible area where follow on medical staff will see it] 3. **[Hemostatic dressings should be applied within] [ ] [minutes].** 4. **Place \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_of the dressing down covering all of the wound.** 5. **After packing the wound with gauze; how many inches above the skin** **should the gauze extend?** A. 1-3 B. **[1-2]** C. 2-3 D. 3-4 E. None of the above 6. **What form must be initiated when providing medical care to a combat casualty?** A. DA Form 1380 B. DA Form 247 C. DD Form 4187 D. **[DD Form 1380]** E. None of the above **MS201L11 Intermediate First Aid - Test Bank Questions.** The following questions may be used to create your own check on learning. **Instructions:** Multiple Choice/True or False/Matching; Identify the correct answer by circling and/or filling in the blank. **1**. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ is what you apply to a casualty who is bleeding externally. a\. Rigid Eye Shield/Fox Eye Shield b\. Tourniquet c\. **Hemostatic Dressing** d\. Nasopharyngeal Airway (NPA) (Ref: MS201L11 Intermediate First Aid SRs; STP 21-1-SMCT, 7 Sep 2021, pp. 3-258 through 3-264) **2**. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ is what you apply to a casualty who has an open chest wound. a\. Fox Shield **b. Occlusive Dressing** c\. Hemostatic Dressing d\. Nasopharyngeal Airway (NPA) (Ref: MS201L11 Intermediate First Aid SRs; STP 21-1-SMCT, 7 Sep 2021, pp. 3-258 through 3-264) **3.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ is what you apply to a casualty who has an ocular injury. **a. Rigid Eye Shield/Fox Eye Shield** b\. Occlusive Dressing c\. Hemostatic Dressing d\. Nasopharyngeal Airway (NPA) (Ref: MS201L11 Intermediate First Aid SRs; STP 21-1-SMCT, 7 Sep 2021, pp. 3-268 through 3-271) **4.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_, is the first step when performing first aid for burns. **a. Eliminate the source of the burn** b\. Uncover the burn c\. Seek medical aid d\. Call for MEDEVAC (Ref: MS201L11 Intermediate First Aid SRs; STP 21-1-SMCT, 7 Sep 2021, pp. 3-288 through 3-293) **5.** True or **False.** It is alright to pull clothing stuck to a burned skin area. (Ref: MS201L11 Intermediate First Aid SRs; STP 21-1-SMCT, 7 Sep 2021, pp. 3-288 through 3-293) **Lesson Assessment** **Answer Key (Cadre ONLY)** ***Instructions: Using your Fort Knox Military Installation Map (Series V753S), a protractor, blank paper and sharp pencil (preferably 0.5mm mechanical pencil), answer the following questions:*** 1. Convert a grid azimuth of 264° to a magnetic azimuth. **Subtract: 264° +5.1° =** 2. Convert a magnetic azimuth of 347° to a grid azimuth. **347° - 5.1° =** 3. 4. Determine the straight line distance between EG 946856 and EG 998864. 5. Determine the curved line distance between FG 035817 and FG 007822. **Answer: [3000 meters]** 6. ***Locate your position by determining the grid azimuth to at least two well-defined locations that can be pinpointed on the map. You are shooting to a known point (FH097017) which is a three-way intersection with a grid azimuth of 273***°, 4830 mils***. The other known point (FH106032) is the SE shore of a small lake with an azimuth of 333*°.** **Back azimuth of *273*° is 93°. For the 333**° the back azimuth is 153**°*.*** **Answer: [Hilltop], [FH114016]** 7. Using the protractor and military map, determine the six digit grid coordinates of the unknown point north of your location on the map. You are located at the Heliport of FG 086863 with a grid azimuth of 11**°** to the unknown point**.** Your other known position is the entrance gate located at FG 093862 with a grid azimuth of 359**°** to the unknown point**.** What is located at this point and what are the grid coordinates? 8. **What is the back azimuth of 180**°**? Subtract: 180 -- 180 =** 9. **What is the back azimuth of 276**°**? Subtract: 276° - 180° =** ***Answer:* [96°]** 10. **What is the back azimuth of 40**°**? Add: 40° + 180° =** **Quiz** **Answer Key** **(Cadre ONLY)** **[Directions:]** Using your Fort Knox Military Installation Map (Series V753S), a protractor, blank paper and sharp pencil (preferably 0.5mm mechanical pencil), answer the following questions: 1. What are the three types of base line northerly directions? **[True North], [Magnetic North], [Grid North]** 2. What is the back azimuth of 330⁰? **[150⁰]** 3. Convert a magnetic azimuth of 65⁰ to a grid azimuth with a 5 ⁰ westerly G-M angle. What is your Grid Azimuth? **[60⁰]** 4. What is the method of intersection when a compass is unavailable? 5. Convert a magnetic azimuth of 205⁰ to a grid azimuth with a 15⁰ easterly G-M angle. What is your grid azimuth? **[220⁰]** **Take the magnetic azimuth of 205 ⁰. Add G-M 15⁰ angle east. The grid azimuth is 220⁰** **Source:** **Declination Conversion Diagram.** 6. List the degree of accuracy associated with the grid coordinate indicated. a. Four-Digit: **[1000m]** b. Six-Digit: **[100m]** c. Eight Digit: **[10m]** 7. Convert a grid azimuth of 357⁰ to a magnetic azimuth with an 18⁰ easterly G-M angle. What is your magnetic azimuth? **[339⁰]** **357⁰ - 18⁰ = 339⁰** **Source: Declination conversion (G-M Angle diagram)** 8. Describe Modified Resection. **Answer: [Modified Resection is the method of locating one's position on the map when the person is located on a linear feature on the ground, such as a road, canal, or stream.]** 9. What method of locating one's position is depicted below? Briefly describe the method. Your unit is at the unknown location. **Answer: [Resection is the method of locating one's position on a map by determining the grid azimuth to at least two well-defined locations that can be pinpointed on the map.]** 10. You are located at Position A. You also have elements of your unit at position B. What method of finding the unknown location would be used? Briefly describe the method. **Answer: [Intersection is the location of an unknown point by successively occupying at least two (preferably three) known positions on the ground, and then map sighting on the unknown location. It is used to locate distant or inaccessible points or objects such as enemy targets and danger areas.]** +-----------------------------------------------------------------------+ | **MS201L06 Adaptive Leadership; Leaders in History Test Bank | | Questions.** The following questions may be used to create your own | | check on learning. | | | | **Instructions:** Multiple Choice/True or False/Matching; Identify | | the correct answer by circling and/or filling in the blank. | | | | **1.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ leadership is an approach to | | command based on the situation and factors such as mission, Soldier | | capabilities, geography, weaponry, and more. This "reality on the | | ground" approach to leadership can give you as an Army leader both a | | strategic and a tactical advantage. | | | | a\. Transformational | | | | **b. Adaptive** | | | | c\. Pro-active | | | | d\. Transactional | | | | (Ref: MS201L06 Adaptive Leadership; Leaders in History SRs; Adaptive | | Leadership, p. 10) | | | | **NOTE: Questions 2 through 4 pertain to characteristics of Adaptive | | Leaders** | | | | **2.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ is a characteristic of a leader | | who is able to become strong, healthy, or successful again after | | something bad happens. | | | | a\. Confident | | | | b\. Tolerant | | | | c\. Self-aware | | | | **d. Resilient** | | | | (Ref: MS201L06 Adaptive Leadership; Leaders in History SRs; Adaptive | | Leadership, p. 12) | | | | **3.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ are leaders who are willing to | | engage in behaviors that have the potential to be harmful or | | dangerous if the risk is acceptable and it will accomplish the | | mission. | | | | **a. Risk Taker** | | | | b\. Proactive | | | | c\. Tolerant | | | | d\. Change Agent | | | | (Ref: MS201L06 Adaptive Leadership; Leaders in History SRs; Adaptive | | Leadership, p. 12) | | | | **4.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ are leaders who use generic or | | ad hoc methods, in an orderly manner, for finding solutions to | | problems; this is often a process that leads to skills that can be | | learned, mastered and used and can result in reasoned conclusions | | based on a reasoned process. | | | | a\. Risk Taker | | | | b\. Change Agent | | | | **c. Problem Solver/Critical Thinker** | | | | d\. Open or Curious | | | | (Ref: MS201L06 Adaptive Leadership; Leaders in History SRs; Adaptive | | Leadership, p. 13) | | | | **5.** There are six Adaptive Leadership Development Actions: 1) | | Challenge what you know, 2) Develop thought habits, 3) Learn to adapt | | while adapting, 4) Lead across different cultures, 5) Seek | | challenging positions and assignments, and 6) Develop critical | | thinking skills. Decide which Development Action best aligns with the | | description to the right and fill in the blank on the left hand side. | | | | +------------------------------------------------------------------+ | | | +------------------------------+------------------------------+ | | | | | Development Action | Description | | | | | +==============================+==============================+ | | | | | **[Learn to adapt while | - Leaders must go beyond | | | | | | adapting ]** | what they are | | | | | | | comfortable with and | | | | | | | must get used to | | | | | | | experiencing the | | | | | | | unfamiliar through | | | | | | | diverse and dynamic | | | | | | | challenges. For example, | | | | | | | the Army's best training | | | | | | | uses thinking like an | | | | | | | enemy to help leaders | | | | | | | recognize and accept | | | | | | | that no plan survives | | | | | | | contact with the enemy. | | | | | +------------------------------+------------------------------+ | | | | | **[Challenge what you know | - Leaders must challenge | | | | | | ]** | their previously held | | | | | | | ideas and assumptions by | | | | | | | seeking out situations | | | | | | | that are novel and | | | | | | | unfamiliar. Leaders who | | | | | | | remain safely inside | | | | | | | their comfort zone | | | | | | | provided by their | | | | | | | current level of | | | | | | | education, training, and | | | | | | | experience will never | | | | | | | learn to recognize | | | | | | | change or understand the | | | | | | | inevitable changes in | | | | | | | their environment. | | | | | +------------------------------+------------------------------+ | | | | | **[Seek challenging | - Leaders must seek to | | | | | | positions and | develop their | | | | | | assignments]** | experiences in the | | | | | | | operational environment. | | | | | | | Leaders can be | | | | | | | specialists, but their | | | | | | | base of experience | | | | | | | should still be broad. | | | | | +------------------------------+------------------------------+ | | | | | **[Develop critical thinking | - While adaptability is an | | | | | | skills]** | important tool, leaders | | | | | | | at all levels must | | | | | | | leverage their cognitive | | | | | | | abilities to counteract | | | | | | | the challenges of the | | | | | | | operational environment | | | | | | | through logical problem | | | | | | | solving processes. | | | | | +------------------------------+------------------------------+ | | | | | **[Develop thought | - Include open‐mindedness, | | | | | | habits]** | ability to consider | | | | | | | multiple perspectives, | | | | | | | not jumping to | | | | | | | conclusions about what a | | | | | | | situation is or what it | | | | | | | means, willingness to | | | | | | | take risks, and being | | | | | | | resilient to setbacks. | | | | | +------------------------------+------------------------------+ | | | | | **[Lead across different | - Seek out diverse | | | | | | cultures]** | relationships and | | | | | | | situations. Today's | | | | | | | joint, interagency, and | | | | | | | multinational | | | | | | | assignments offer | | | | | | | challenging | | | | | | | opportunities to | | | | | | | interact across cultures | | | | | | | and gain insight into | | | | | | | people who think and act | | | | | | | differently than most | | | | | | | Soldiers or average U.S. | | | | | | | citizens. | | | | | +------------------------------+------------------------------+ | | | | | | | | (Ref: MS201L06 Adaptive Leadership; Leaders in History SRs; pp. | | | | 16-17; ADP 6-22 Army Leadership and the Profession, 31 July 2019 | | | | (w/C1 25 Nov 2019); pp. 6-3 and 8-3 - 8-6) | | | +------------------------------------------------------------------+ | +-----------------------------------------------------------------------+ +-----------------------------------------------------------------------+ | **MS201L05 Fundamentals of Leadership Test Bank Questions.** The | | following questions may be used to create your own check on learning. | | | | **Instructions:** Multiple Choice/True or False/Matching; Identify | | the correct answer by circling and/or filling in the blank. | | | | 1. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_leaders offer a purpose that | | transcends short‐term goals and focuses on higher order intrinsic | | needs. | | | | (Ref: MS201L05 Fundamentals of Leadership SR, Transformational and | | Transactional Leadership: A Meta‐Analytic Test of Their Relative | | Validity, Timothy A. Judge and Ronald F. Piccolo, p. 1;.pptx Slide | | 5) | | | | 2. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_leadership is a theory based on how | | people respond to working and being led in groups and focuses on | | two key assumptions: 1) Task Behavior: amount of guidance and | | direction provided, and 2) Relationship Behavior: amount of | | social and emotional support provided. | | | | **a. Situational** | | | | b\. Managerial | | | | c\. Transformational | | | | d\. Laissez‐faire | | | | (Ref: MS201L05 Fundamentals of Leadership SR, Full-Range | | Leadership Model and Situational Leadership, pp. 6-9;.pptx | | Slide 8) | | | | 3. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_leaders, in contrast, focus on the | | proper exchange of resources. | | | | (Ref: MS201L05 Fundamentals of Leadership SR, Transformational and | | Transactional Leadership: A Meta‐Analytic Test of Their Relative | | Validity, Timothy A. Judge and Ronald F. Piccolo, p. 1;.pptx Slide | | 4) | | | | 4. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_leaders avoid making decisions, | | hesitate in taking action, and are absent when needed. | | | | (Ref: MS201L05 Fundamentals of Leadership SR, Transformational and | | Transactional Leadership: A Meta‐Analytic Test of Their Relative | | Validity, Timothy A. Judge and Ronald F. Piccolo, p. 2) | | | | 5. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ is the degree to which the leader | | behaves in admirable ways that cause followers to identify with | | the leader. | | | | (Ref: MS201L05 Fundamentals of Leadership SR, Transformational and | | Transactional Leadership: A Meta‐Analytic Test of Their Relative | | Validity, Timothy A. Judge and Ronald F. Piccolo, p. 1) | | | | 6. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_leaders monitor follower behavior, | | anticipate problems, and take corrective actions before the | | behavior creates serious difficulties. | | | | (Ref: MS201L05 Fundamentals of Leadership SR, Transformational and | | Transactional Leadership: A Meta‐Analytic Test of Their Relative | | Validity, Timothy A. Judge and Ronald F. Piccolo, p. 2) | | | | 7. There are four Leadership Styles within the Situational | | Leadership Model: 1) Directing, 2) Coaching, 3) Supporting, | | and 4) Delegating. Decide which style best aligns with the | | description to the right and fill in the blank on the left hand | | side. | +-----------------------------------------------------------------------+ +-----------------------------------+-----------------------------------+ | Leadership Style | Description | | ================ | =========== | +===================================+===================================+ | **[Coaching]** | - This leadership approach is | | | most appropriate when the | | | followers have high | | | willingness but low ability | | | for the task at hand. | +-----------------------------------+-----------------------------------+ | **[Delegating]** | - This leadership approach is | | | most appropriate when the | | | followers have high | | | willingness and high ability. | | | Leaders should rely on this | | | style when the follower can | | | do the job and is motivated | | | to do it. | +-----------------------------------+-----------------------------------+ | **[Directing]** | - This leadership approach is | | | most appropriate when the | | | followers have low | | | willingness and low ability | | | for the task at hand. When | | | the followers cannot do the | | | job, then the leader must | | | take this role. | +-----------------------------------+-----------------------------------+ | **[Supporting]** | - This leadership approach is | | | most appropriate when the | | | followers have low | | | willingness but high ability | | | for the task at hand. This | | | leadership style works when | | | the follower can do the job, | | | but is refusing to do it or | | | showing a lack of commitment. | +-----------------------------------+-----------------------------------+ (Ref: MS201L05 Fundamentals of Leadership SR, Full-Range Leadership Model and Situational Leadership, pp. 4-9;.pptx Slides 9 - 11) +-----------------------------------------------------------------------+ | **MS201L04 Writing in the Army Style - Test Bank Questions.** The | | following questions may be used to create your own check on learning. | | | | **Instructions:** Multiple Choice/True or False/Matching; Identify | | the correct answer by circling and/or filling in the blank. | | | | **1.** Writing that is both straight to the point, and clear and | | concise is referred to as \_\_\_\_\_\_\_\_\_, in the Army Writing | | Standards. | | | | a. Active Voice | | | | b. Army Voice | | | | c. **[Bottom-Line-Up-Front (BLUF) ]** | | | | d. Concise | | | | (Ref: MS201L04 Writing in the Army Style SR; AR 25-50, Preparing and | | Managing | | | | Correspondence, 10 Nov 2020, p. 6; TRADOC Action Officer Staff | | Writing pp. 11-4 and 11-13) | | | | **2.** Which is the appropriate reference for preparing Army | | Correspondence? | | | | a. AR 670-1 | | | | b. **[AR 25-50]** | | | | c. AR 6-22 | | | | d. TRADOC PAM 1 | | | | (Ref: MS201L04 Writing in the Army Style SR;.pptx Slides 3 and 15; | | AR 25-50 Preparing and Managing Correspondence, 10 Nov 2020, p. 1) | | | | **3.** Which of the following is an example of the Active Voice | | preferred in the Army Writing | | | | Style? | | | | a. "Proper Risk Assessments should be completed prior to every | | livefire, by leaders." | | | | b. "Ensure prior to every livefire, a proper Risk Assessment is | | completed by leaders." | | | | c. **["Leaders should complete proper Risk Assessments prior to | | every livefire." ]** | | | | d. "Proper Risk Assessments should be completed by every leader, | | prior to livefires." | | | | (Ref: MS201L04 Writing in the Army Style SR; AR 25-50 Preparing and | | Managing Correspondence, 10 Nov 2020, p. 6) | | | | **4.** Which step should you start with in the writing process: | | | | a. **[Research]** | | | | b. Plan | | | | c. Develop a Draft | | | | d. Revise the Draft | | | | +------------------------------------------------------------------+ | | | **MS201L03 Squad Tactics I Refresher - Test Bank Questions.** | | | | The following questions may be used to create your own check on | | | | learning. | | | | | | | | **Instructions:** Multiple Choice/True or False/Matching; | | | | Identify the correct answer by circling and/or filling in the | | | | blank. | | | | | | | | **1.** The standard Infantry Fire Team is made up of: | | | | | | | | a. Squad Leader, Team Leader, Automatic Rifleman, and Rifleman | | | | | | | | b. Team Leader, SAW Gunner, Automatic Rifleman, and Rifleman | | | | | | | | c. Squad Leader, Grenadier, Automatic Rifleman, and Rifleman | | | | | | | | d. **Team Leader, Grenadier, Automatic Rifleman, and Rifleman** | | | | | | | | (Ref: MS201L03 Squad Tactics I Refresher SR; ATP 3-21.8, | | | | Infantry Rifle Platoon and Squad, 11 Jan 2024; pp. 1-1 - 1-14, | | | | para\'s 1-1 through 1-31;.pptx Slide 3) | | | | | | | | **2.** Who is responsible for directly maneuvering the Fire | | | | Team? | | | | | | | | a. Patrol Leader | | | | | | | | b. Assistant patrol Leader | | | | | | | | c. **Team Leader** | | | | | | | | d. Squad Leader | | | | | | | | (Ref: MS201L03 Squad Tactics I Refresher SR; ATP 3-21.8, | | | | Infantry Rifle Platoon and Squad, 11 Jan 2024; pp. 1-1 - 1-14, | | | | para\'s 1-1 through 1-31;.pptx Slide 3) | | | | | | | | **3.** The standard Infantry Squad is made up of: | | | | | | | | a. **1x Squad Leader, 2x Team Leaders, 2x Grenadiers, 2x | | | | Automatic Rifleman, and 2x Rifleman** | | | | | | | | b. 2x Squad Leaders, 1x Team Leader, 2x Grenadiers, 2x | | | | Automatic Rifleman, and 2x Rifleman | | | | | | | | c. 1x Squad Leader, 1x Team Leader, 2x Grenadiers, 2x Automatic | | | | Rifleman, and 2x Rifleman | | | | | | | | d. Team Leader, Grenadier, Automatic Rifleman, and Rifleman | | | | | | | | (Ref: MS201L03 Squad Tactics I Refresher SR; ATP 3-21.8, | | | | Infantry Rifle Platoon and Squad, 11 Jan 2024; pp. 1-1 - 1-14, | | | | para\'s 1-1 through 1-31;.pptx Slide 3) | | | | | | | | **4.** True or **False.** The three (3) main weapons organic to | | | | the standard fire team and squad are the M4 Assault Rifle, M203 | | | | 40mm Grenade Launcher, and the M240 7.62mm Machine Gun. | | | | | | | | (Ref: MS201L03 Squad Tactics I Refresher SR; ATP 3-21.8, | | | | Infantry Rifle Platoon and Squad, 11 Jan 2024; pp. 1-1 - 1-14, | | | | para\'s 1-1 through 1-31;.pptx Slide 3) | | | | | | | | **5.** The Weapons Squad has \_\_\_\_\_\_ medium machine gun | | | | teams. | | | | | | | | a\. 1 | | | | | | | | **b. 2** | | | | | | | | c\. 3 | | | | | | | | d\. 4 | | | | | | | | (Ref: MS201L03 Squad Tactics I Refresher SR; ATP 3-21.8, | | | | Infantry Rifle Platoon and Squad, 11 Jan 2024; pp. 1-1 - 1-14, | | | | para\'s 1-1 through 1-31) | | | +------------------------------------------------------------------+ | | | | (Ref: MS201L04 Writing in the Army Style SH p. 3) | | | | **5.** **[True]** /False. According to writing standards | | and rules defined in the Army's Regulation on | | | | *Preparing and Managing Correspondence*, to be understood quickly, | | writing must be complete, concise, clear, organized, to the point, | | and grammatically correct. | | | | (Ref: MS201L04 Writing in the Army Style SR;.pptx Slide 4; AR 25-50, | | Preparing and Managing Correspondence, 10 Nov 2020; TRADOC Action | | Officer Staff Writing p. 11-4) | +-----------------------------------------------------------------------+ +-----------------------------------------------------------------------+ | **MS201L02 Cultural Awareness Test Bank Questions.** The following | | questions may be used to create your own check on learning. | | | | **Instructions:** Multiple Choice/True or False/Matching; Identify | | the correct answer by circling and/or filling in the blank. | | | | **1.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ is a system of shared Values, | | Beliefs, Behaviors, and Norms (VBBN) that we use to cope with the | | world and each other, which is learned through interacting with | | others. | | | | a\. Ethics | | | | **b. [Culture ]** | | | | c\. Rules | | | | d\. Ethics | | | | (Ref: MS201L02 Cultural Awareness;.pptx Slide 3) | | | | **2.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ are a relative and subjective | | view of what is valuable and important. | | | | a\. Behaviors | | | | b\. Norms | | | | **c. [Values]** | | | | d\. Beliefs | | | | (Ref: MS201L02 Cultural Awareness;.pptx Slide 4) | | | | **3.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ are a conviction of the truth | | of some statement or the reality of some being or phenomenon. | | | | a\. Behaviors | | | | b\. Norms | | | | c\. Values | | | | **d. [Beliefs]** | | | | (Ref: MS201L02 Cultural Awareness;.pptx Slide 4) | | | | **4.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ are observable patterns of | | action. | | | | **a. [Behaviors]** | | | | b\. Norms | | | | c\. Values | | | | d\. Beliefs | | | | (Ref: MS201L02 Cultural Awareness;.pptx Slide 4) | | | | **5.** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ are a range of permissible | | behaviors established by a group. | | | | a\. Behaviors | | | | **b. [Norms]** | | | | c\. Values | | | | d\. Belief | | | | (Ref: MS201L02 Cultural Awareness;.pptx Slide 4) | | | | **6.** Which of the following factors shape a culture: | | | | +------------------------------------------------------------------+ | | | a\. Climate | | | | | | | | b\. Water | | | | | | | | c\. Economics | | | | | | | | **d. [All of the Above]** | | | +------------------------------------------------------------------+ | | | | (Ref: MS201L02 Cultural Awareness;.pptx Slide 5) | +-----------------------------------------------------------------------+ **7. [True]**/False: All ranks within a unit must be aware of the requirement to protect cultural heritage. (Ref: MS201L02 Cultural Awareness;.pptx Slide 6) **8.** Select the principles below that are used for Cultural Heritage Protection: a\. Careful Identification and Documentation of Cultural Property and expressions of Heritage b\. Incorporate Cultural Heritage information into Mission Planning c\. Risk Assessment for Cultural Property in the AOR **d. [All of the Above]** (Ref: MS201L02 Cultural Awareness;.pptx Slide 6)