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Question 1: Describe and explain how commanders and staffs analyze factors such as determining specified, implied, and essential tasks & review available assets and identify resource shortfalls when constructing a comprehensive operational understanding during mission analysis. Provide examples, whether real-world or hypothetical from our rich military history to illustrate how effective analysis at this stage contributes to informed decision-making and course of action development.
Question 2: Describe and explain how commanders and staffs analyze factors such as determine constraints, identify critical facts, and develop assumptions of mission analysis. Provide examples, whether real-world or hypothetical from our rich military history to illustrate how effective analysis at this stage contributes to informed decision-making and course of action development. Describe the tasks in detail and relate how the tasks tie in with other steps, concepts taught in the Army Operations curriculum.
Question 3: Describe and explain what it means when commanders and staffs analyze the environmental effects on operations of the Intelligence Preparation of the Battlefield (IPB) process. Describe the sub-steps: How the threat can affect friendly operations and how terrain can affect friendly and threat operations in detail and use example(s) to support your explanation.
Question 4: Describe and explain what it means when commanders and staffs analyze / evaluate the threat effect with the Intelligence Preparation of the Battlefield (IPB) process. Describe the sub-steps: Identify threat characteristics and Identify threat capabilities in detail and use example(s) to support your explanation.
A substantive response should include appropriate content knowledge and include support from the lessons or references used within the lessons. A substantive response should promote an exciting, vibrant, and demonstrated learning. Good writing depends on good style and good writing for an online environment should be clear, lively, and easy on the eye.
The writing should be:
• Appropriate in tone and language for a wide-ranging audience, from students to specialists.
• Informed, accurate, and balanced.
• Clear, coherent, and easy to understand.
• Mechanically correct and consistent in every respect.
To be appropriate in tone, your writing should:
• Be neutral and factual.
• Use diction appropriate to a general audience.
• Use any editorial conventions and spellings that may be appropriate to a particular field of
specialization.
• Explain specialized or unfamiliar historical terms in cases where using them is necessary.
• Avoid rhetorical flourishes, colloquialisms, and unnecessarily fancy vocabulary.
• Avoid the use of “we” or “our” (unless a reflection exercise)
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To be informed, accurate, and balanced, writings should:
• Convey an awareness of the content and its application in your environment (importance).
• Express perspectives on content that reflect contemporary research and discourse about the
subject.
• Cite major sources used in preparing framework materials and give sources for any debatable
statements made about the content.
• Acknowledge briefly in a low-key, neutral manner collection materials that may be offensive to
some readers.
To be clear, coherent, and easy to understand, documents should:
• Use short paragraphs (3-5 sentences).
• Contain no unnecessary words or sentences.
• Use linking capability to avoid repetition (see “linking in text” below).
• Divide longer responses into separate linked sections, each with a descriptive subheading.
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