U S Army Special Forces Language Visual Training Materials Javanese Plus Web Based Program And Chapter Audio Downloads

Now included at the end of the book is a link for a web-based program, PDFs and MP3 sound files for each chapter. Over 200 pages .... Developed by I Corps Foreign Language Training Center Fort Lewis, WA For the Special Operations Forces Language Office United States Special Operations Command LANGUAGE TRAINING The ability to speak a foreign language is a core unconventional warfare skill and is being incorporated throughout all phases of the qualification course. The students will receive their language assignment after the selection phase where they will receive a language starter kit that allows them to begin language training while waiting to return to Fort Bragg for Phase II. The 3rd Bn, 1st SWTG (A) is responsible for all language training at the USAJFKSWCS. The Special Operations Language Training (SOLT) is primarily a performance-oriented language course. Students are trained in one of ten core languages with enduring regional application and must show proficiency in speaking, listening and reading. A student receives language training throughout the Pipeline. In Phase IV, students attend an 8 or 14 week language blitz depending upon the language they are slotted in. The general purpose of the course is to provide each student with the ability to communicate in a foreign language. For successful completion of the course, the student must achieve at least a 1/1/1 or higher on the Defense Language Proficiency Test in two of the three graded areas; speaking, listening and reading. Table of Contents Introduction Introduction Lesson 1 People and Geography Lesson 2 Living and Working Lesson 3 Numbers, Dates, and Time Lesson 4 Daily Activities Lesson 5 Meeting the Family Lesson 6 Around Town Lesson 7 Shopping Lesson 8 Eating Out Lesson 9 Customs, and Courtesies in the Home Lesson 10 Around the House Lesson 11 Weather and Climate Lesson 12 Personal Appearance Lesson 13 Transportation Lesson 14 Travel Lesson 15 At School Lesson 16 Recreation and Leisure Lesson 17 Health and the Human Body Lesson 18 Political and International Topics in the News Lesson 19 The Military Lesson 20 Holidays and Traditions

Now included at the end of the book is a link for a web-based program, PDFs and MP3 sound files for each chapter. Over 500 Pages …. Developed by I Corps Foreign Language Training Center Fort Lewis, WA For the Special Operations Forces Language Office United States Special Operations Command LANGUAGE TRAINING The ability to speak a foreign language is a core unconventional warfare skill and is being incorporated throughout all phases of the qualification course. The students will receive their language assignment after the selection phase where they will receive a language starter kit that allows them to begin language training while waiting to return to Fort Bragg for Phase II. The 3rd Bn, 1st SWTG (A) is responsible for all language training at the USAJFKSWCS. The Special Operations Language Training (SOLT) is primarily a performance-oriented language course. Students are trained in one of ten core languages with enduring regional application and must show proficiency in speaking, listening and reading. A student receives language training throughout the Pipeline. In Phase IV, students attend an 8 or 14 week language blitz depending upon the language they are slotted in. The general purpose of the course is to provide each student with the ability to communicate in a foreign language. For successful completion of the course, the student must achieve at least a 1/1/1 or higher on the Defense Language Proficiency Test in two of the three graded areas; speaking, listening and reading. Table of Contents Introduction Introduction Lesson 1 People and Geography Lesson 2 Living and Working Lesson 3 Numbers, Dates, and Time Lesson 4 Daily Activities Lesson 5 Meeting the Family Lesson 6 Around Town Lesson 7 Shopping Lesson 8 Eating Out Lesson 9 Customs, and Courtesies in the Home Lesson 10 Around the House Lesson 11 Weather and Climate Lesson 12 Personal Appearance Lesson 13 Transportation Lesson 14 Travel Lesson 15 At School Lesson 16 Recreation and Leisure Lesson 17 Health and the Human Body Lesson 18 Political and International Topics in the News Lesson 19 The Military Lesson 20 Holidays and Traditions

Addressing a field that has been dominated by astronomers, physicists, engineers, and computer scientists, the contributors to this collection raise questions that may have been overlooked by physical scientists about the ease of establishing meaningful communication with an extraterrestrial intelligence. These scholars are grappling with some of the enormous challenges that will face humanity if an information-rich signal emanating from another world is detected. By drawing on issues at the core of contemporary archaeology and anthropology, we can be much better prepared for contact with an extraterrestrial civilization, should that day ever come.

Written in a detailed and fascinating manner, this book is ideal for general readers interested in the English language.

Spearhead of Logistics is a narrative branch history of the U.S. Army's Transportation Corps, first published in 1994 for transportation personnel and reprinted in 2001 for the larger Army community. The Quartermaster Department coordinated transportation support for the Army until World War I revealed the need for a dedicated corps of specialists. The newly established Transportation Corps, however, lasted for only a few years. Its significant utility for coordinating military transportation became again transparent during World War II, and it was resurrected in mid-1942 to meet the unparalleled logistical demands of fighting in distant theaters. Finally becoming a permanent branch in 1950, the Transportation Corps continued to demonstrate its capability of rapidly supporting U.S. Army operations in global theaters over the next fifty years. With useful lessons of high-quality support that validate the necessity of adequate transportation in a viable national defense posture, it is an important resource for those now involved in military transportation and movement for ongoing expeditionary operations. This text should be useful to both officers and noncommissioned officers who can take examples from the past and apply the successful principles to future operations, thus ensuring a continuing legacy of Transportation excellence within Army operations. Additionally, military science students and military historians may be interested in this volume.

In the Occupational Safety and Health Act of 1970, Congress declared that its purpose was to assure, so far as possible, safe and healthful working conditions for every working man and woman and to preserve our human resources. In this Act, the National Institute for Occupational Safety and Health (NIOSH) is charged with recommending occupational safety and health standards and describing exposure concentrations that are safe for various periods of employment-including but not limited to concentrations at which no worker will suffer diminished health, functional capacity, or life expectancy as a result of his or her work experience. By means of criteria documents, NIOSH communicates these recommended standards to regulatory agencies (including the Occupational Safety and Health Administration [OSHA]) and to others in the occupational safety and health community. Criteria documents provide the scientific basis for new occupational safety and health standards. These documents generally contain a critical review of the scientific and technical information available on the prevalence of hazards, the existence of safety and health risks, and the adequacy of control methods. In addition to transmitting these documents to the Department of Labor, NIOSH also distributes them to health professionals in academic institutions, industry, organized labor, public interest groups, and other government agencies. In 1972, NIOSH published Criteria for a Recommended Standard: Occupational Exposure to Noise, which provided the basis for a recommended standard to reduce the risk of developing permanent hearing loss as a result of occupational noise exposure [NIOSH 1972]. NIOSH has now evaluated the latest scientific information and has revised some of its previous recommendations. The 1998 recommendations go beyond attempting to conserve hearing by focusing on preventing occupational noise-induced hearing loss (NIHL). This criteria document reevaluates and reaffirms the recommended exposure limit (REL) for occupational noise exposure established by the National Institute for Occupational Safety and Health (NIOSH) in 1972. The REL is 85 decibels, A-weighted, as an 8-hr time-weighted average (85 dBA as an 8-hr TWA). Exposures at or above this level are hazardous. By incorporating the 4000-Hz audiometric frequency into the definition of hearing impairment in the risk assessment, NIOSH has found an 8% excess risk of developing occupational noise-induced hearing loss (NIHL) during a 40-year lifetime exposure at the 85-dBA REL. NIOSH has also found that scientific evidence supports the use of a 3-dB exchange rate for the calculation of TWA exposures to noise. The recommendations in this document go beyond attempts to conserve hearing by focusing on prevention of occupational NIHL. For workers whose noise exposures equal or exceed 85 dBA, NIOSH recommends a hearing loss prevention program (HLPP) that includes exposure assessment, engineering and administrative controls, proper use of hearing protectors, audiometric evaluation, education and motivation, recordkeeping, and program audits and evaluations. Audiometric evaluation is an important component of an HLPP. To provide early identification of workers with increasing hearing loss, NIOSH has revised the criterion for significant threshold shift to an increase of 15 dB in the hearing threshold level (HTL) at 500, 1000, 2000, 3000, 4000, or 6000 Hz in either ear, as determined by two consecutive tests. To permit timely intervention and prevent further hearing losses in workers whose HTLs have increased because of occupational noise exposure, NIOSH no longer recommends age correction on individual audiograms.

Topics covered include fundamentals of sound, vibration and hearing, elements of a hearing conservation program, noise interference and annoyance, regulations, standards and laws.

The Routledge Companion to Research in the Arts is a major collection of new writings on research in the creative and performing arts by leading authorities from around the world. It provides theoretical and practical approaches to identifying, structuring and resolving some of the key issues in the debate about the nature of research in the arts which have surfaced during the establishment of this subject over the last decade. Contributions are located in the contemporary intellectual environment of research in the arts, and more widely in the universities, in the strategic and political environment of national research funding, and in the international environment of trans-national cooperation and communication. The book is divided into three principal sections – Foundations, Voices and Contexts – each with an introduction from the editors highlighting the main issues, agreements and debates in each section. The Routledge Companion to Research in the Arts addresses a wide variety of concepts and issues, including: the diversity of views on what constitutes arts-based research and scholarship, what it should be, and its potential contribution the trans-national communication difficulties arising from terminological and ontological differences in arts-based research traditional and non-traditional concepts of knowledge, their relationship to professional practice, and their outcomes and audiences a consideration of the role of written, spoken and artefact-based languages in the formation and communication of understandings. This comprehensive collection makes an original and significant contribution to the field of arts-based research by setting down a framework for addressing these, and other, topical issues. It will be essential reading for research managers and policy-makers in research councils and universities, as well as individual researchers, research supervisors and doctoral candidates.