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MTS Flashcards

1
Q

What are the 3 basic actions to be completed in Identifying Hazards?

A
  1. Analyze the Mission
  2. List The Hazards
  3. Determine the Hazard Root Cause
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2
Q

What are the 4 items of a risk assessment in Assessing hazards?

A
  1. Severity
  2. Probability
  3. Complete Risk Assessment
  4. Risk Assessment Pitfalls
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3
Q

What are the 3 basic actions in Making Risk Decisions?

A
  1. Identify Control Options
  2. Determine Control Effects.
  3. Making Risk Decisions
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4
Q

Explain Implementing Controls

A

Requires the plan is clearly communicated to all the involved personnel, accountability is established and necessary support is provided.

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5
Q

What are 3 actions involved in Supervising?

A
  1. Monitoring effectiveness of risk controls.
  2. Determining the need for further assessment
  3. Lessons learned both positive and negative.
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6
Q

Define “High Risk”

A

Elevated probability of loss, implying dangerous situation.

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7
Q

Describe what courses are considered “high risk”

A

All basic or advanced individual or collective training in a traditional or non traditional environment which exposes the crew, staff, students or assets to the potential risk of death, permanent disability, or loss during training.

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8
Q

Describe two types of courses.`

A

Voluntary- Training in which a Sailor has voluntary enrolled and has the ability to DOR and return to original rating.
Involuntary- Training in which a Sailor is enrolled through the accession training or follow-on specialty skills school.

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9
Q

Describe what a DOR is and what are the procedures in conducting one.

A

If a student communicates their intention to DOR immediately remove them from training area. Student action report will be completed.

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10
Q

Explain what a TTO is

A

Training will immediately cease until the situation or condition is returned to a safe state. Then and only then will training resume.

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11
Q

Discuss the purpose of the EAP

A

A plan to be implemented immediately during a mishap to aid involved persons and to control and safeguard the scene. Must be developed for all high risk training evolutions.

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12
Q

How often do you review and conduct walk-throughs

A

Quarterly Walk throughs.
Full exercises of EAP annually.

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13
Q

Periodic requirements for safety stand-downs

A

At least once per year

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14
Q

What is a CUIT? Describe it’s purpose.

A

Core Unique Instructor Training. Designed to prepare the instructor to teach in a HIGH RISK COURSE.

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15
Q

Describe the 4 requirements for the Instructor Screening Process.

A
  1. Service Record Screen
  2. Physical Requirements.
  3. Medical Officer Interview, Record Review, and Questionnaire.
  4. CO’s Interview
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16
Q

In what environments are instructors evaluated?

A

Classroom and Laboratory.

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17
Q

Define the most essential, single link in the training chain.

A

The instructor.

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17
Q

State the 3 qualities of an efficient instructor

A

1.Knowledge
2.Ability
3.Personality

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17
Q

Define the instructors responsibility to the student.

A

It is the instructors responsibility to help students resolve conflicts that may arise from outside influences. Also to adhere to the navy’s policies to include.
1. Fraternization
2. Sexual Harassment
3. Diversity

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18
Q

Describe the instructors responsibility to security.

A

Must be aware of all requirements for the teaching and storage of classified materials.

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19
Q

Describe the instructors responsibility to curriculum.

A

The instructor should know the difference between changes and revisions and how they affect the course of instruction.

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20
Q

List the 4 principles of John Keller’s model of motivational theory.

A

CARS.
1. Confidence
2. Attention
3. Relevance
4. Satisfaction.

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21
Q

List the 6 key principles of applying motivation theory in a training environment.

A

NAAVII
1. Needs and Drives
2. Attitudes.
3. Achievements
4. Values
5. Interests
6. Incentives

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22
Q

What is the ultimate goal of instruction?

A

To cause students to remain motivated beyond the instructors influence and apply what they learned on the job and in other areas of their lives.

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23
Q

State the 6 laws of learning

A

REEPIR
1. Readiness
2. Exercise
3. Effect
4. Primacy
5. Intensity
6. Recency

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24
Q

State the types of sensory learners.

A
  1. Visual learner
  2. Auditory learner
  3. Kinesthetic Learner
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25
Q

State the 4 learning styles

A
  1. Concrete learners.
  2. Active learners.
  3. Reflective learners.
  4. Abstract learners.
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26
Q

Describe the 4 barriers to effective communication.

A
  1. Lack of common core experience.
  2. Overuse of abstractionisms
  3. Fear
  4. Environmental Factors
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27
Q

What are the 6 factors that must be considered in planning instructional delivery.

A
  1. Articulation
  2. Grammar
  3. Rate of Speech
  4. Pauses
  5. Inflection
  6. Force (of delivery)
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28
Q

What are the 4 purposes of oral questioning.

A
  1. Focuses attention
  2. Arouses interest in subject matter
  3. Drills students on subject matter
  4. Stimulates the students to think.
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29
Q

What are the 3 characteristics of good oral questioning

A
  1. Clarity of Meaning
  2. Level of Instruction
  3. Use of an interrogative
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30
Q

What are the 7 types of oral questioning.

A
  1. Multiple answer
  2. Yes/No
  3. Canvassing
  4. Leading
  5. Interest arousing
  6. Factual Question
  7. Thought provoking
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31
Q

What are the 5 steps of the 5 step questioning technique?

A
  1. Ask
  2. Pause
  3. Pick
  4. Listen
  5. Emphasize
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32
Q

What are the 7 types of instructional methods.

A
  1. Lecture
  2. Lecture w/ Audiovisuals
  3. Lesson
  4. Demonstration
  5. Role-Playing
  6. Team Dimensional Training
  7. Gaming and Simulation
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33
Q

What are the 3 parts of a learning objective.

A
  1. Behavior
  2. Condition
  3. Standard
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34
Q

What are the 2 types of testing

A
  1. Knowledge
  2. Performance
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35
Q

What are the 5 learning levels of knowledge test item may test

A
  1. Recognition
  2. Recall
  3. Comprehension
  4. Application
  5. Analysis/Evaluation
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36
Q

What are the 3 types of Performance tests

A
  1. Product
  2. Process
  3. Combination
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37
Q

What are the 3 primary materials used in presenting instruction

A
  1. Lesson Plan
  2. Instruction Sheets
  3. Instructional Media Material/ Visual Media Material
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38
Q

Describe the student feedback/course critique.

A

Purpose of the student critique program is to provide feedback to course supervisors and instructors.

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39
Q

Describe Equal Employment Opportunity and responsibilites of an instructor

A

Instructors should provide equal opportunity for both genders to serve in leadership roles and ensure both genders participate in learning activities.

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40
Q

What is OPNAV

A

Office of the Chief of Naval Operations.

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41
Q

What is NETC

A

Naval Education and Training Command

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42
Q

What are Learning Centers and what do they do

A

NASC- Monitor quality of curriculum, instruction and evaluation. Distribute CUIT staff Learning Standards Offices, provide curriculum.

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43
Q

What is a CCMM

A

Course Curriculum Model Manager
Willy Ard for NASC
Develops revises and maintains course of instruction.

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44
Q

What is CANTRAC

A

Catalog of Navy Training
Component of CeTARS, provides general information on all training activities and course descriptions.

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45
Q

What is CeTARS

A

Corporate Enterprise and Training Resource Activity System.
Is an automated information system for Navy training. provides managers with student and course information.

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46
Q

What is a CIN

A

Course Identification Number- A Unique number identifying a formal Navy course

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47
Q

What is the use of a CDP

A

Course Data Proccessing. The code assigned to uniquely identify each Course of instruction and its location.

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48
Q

What is the relationship between CeTARS and CANTRAC

A

Learning center data populated in CeTARS automatically updates and feeds CANTRAC for course information

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49
Q

What are the three types courses of instruction

A
  1. A- basic knowledge and skills to prepare for rating entry level performance
  2. C- Advanced specialized skill training to fulfill a particular billet
  3. F- Individual functional skill or rating specific training as required by Fleet. No NEC awarded
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50
Q

What is a PEVT

A

Person Event Code- indicates student status in CeTARS

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51
Q

When can an Academic Review Board be convened

A

Will be convened when all other means of academic counseling, remediation and an initial academic setback have failed to improve student performance

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52
Q

Describe the ARB process

A

Help student solve problems that may prevent successful completion of training. Make recommendations concerning their findings

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53
Q

Who is responsible for maintaining a Master Record Audit Trail

A

CCMM-Course Curriculum Model Manager. In NASC Willy Ard. He summarizes major events impacting the course.

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54
Q

Describe the evaluation of instructors in a laboratory/classroom/facilitated environment.

A

Instructors teaching in class and lab will be evaluated in both environments/ I.E. process

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55
Q

Describe the student critique program

A

Purpose is to provide feedback to the training and course supervisors and to give feedback to instructors.

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56
Q

What are the 5 ways of learning

A
  1. Imitation
  2. Trial and Error
  3. Association
  4. Insight
  5. Transfer
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57
Q

What is the Learning Standards Officer

A

Todd Sanders, ensures quality training supports Learning Center/OIC

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58
Q

What is the importance of FCR’s and audit trails

A

The FCR Program is designed to provide a check of a different elements contained in a course and serves as an excellent source of internal feedback. Completed FCR shall be maintained in the Audit Trail for 2 review cycles.

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59
Q

What is the periodicity for conducting FCR’s per NETC guidance

A

Annual, biennial, triennial cycle determined by the CCA. Shall not exceed 3 years. Should always be conducted before a Training Requirement Review(TRR).

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60
Q

What is a TRR

A

Training Requirement Review, Process to revalidate individual or identify new training requirements as they apply to rate, grade, community, course, systems configuration, or fleet operating procedures.

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61
Q

What is the periodicity of conducting a TRR

A

60 month cycle, unless triggering event occurs

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62
Q

List the primary basis of which OCCSTDS are used

A

implementing and supporting actions for manning, distribution, training , and advancement

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63
Q

What is NETC’s role in the TRR process

A

Provides policy and guidance

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64
Q

What is NETC N7 role is the TRR proccess

A

Provides policy and guidance

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65
Q

What is the Learning Center Commanding Officer’s role in the TRR process

A

Serves as Course Curriculum Authority (CCA), chairs TRR Executive Steering Committee (ESC)

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66
Q

What is the role of the Learning Center Director of Training’s role in a TRR

A

Provides TRR oversight and guidance, member of ESC, reviews schedule and approves release of TRR messages

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67
Q

What is the role of the Learning Center Learning Standards Officer in a TRR

A

Manages TRR Process, drafts schedules, messages, manages TRR MNP Website

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68
Q

Explain where all E-4 and below OCCSTDS skill not taught in A school should be learned

A

individual (OBT) on-board training (OJT) on-the-job training

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69
Q

What is the role of the Learning Center TRR Coordinator in a TRR

A

Plans/facilitates TRR, serves as Course Curriculum Model Manager(CCMM) collects and posts TRR technical documents

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70
Q

OCCSTDS ROLE (OPNAV)

A

Review and approve OCCSTDS

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71
Q

What is the role of TRR Executive Steering Committee in a TRR

A

Required component reviews, validates and prioritizes TRR Action Chits

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72
Q

OCCSTDS ROLE (Resource Sponsor)

A

Review and Approve (TTA) Training Task Analysis Report

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73
Q

What is the role of Stakeholders in a TRR

A

Designated individuals in the community responsible for TRR

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74
Q

OCCSTDS ROLE (Fleet Type Commanders)

A

Ensure SMS (Skill Management System) and the appropriate NTRR event. Validity and pay-grade responsibility

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75
Q

OCCSTDS ROLE (Navy Manpower Analysis Center (NAVMAC)

A

SMS (Skill Management System) conducts OCCSTDS are issued in a timely manner and coordinated with the appropriate NTRR event Schedules

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76
Q

What is the input data that affects training requirement validation

A
  1. Occupational Standards (OCCSTDs)
  2. Navy Training System Plan (NSTP)
  3. Job Duty Analysis (JDTA)
  4. Training Course Control Document (TCCD)
  5. Course Training Task List( CTTL)
  6. Personnel Performance Profile(PPP)
  7. Unresolved Training Review Requirements(TRR) Action Chits
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77
Q

OCCSTDS ROLE ( NETC)

A

Develop and implementation to meet the needs of the warfare sponsors utilizing OCCSTDS as Training objective in the preparations of TTA (Trainning Task Analysi), curricula and feedback reports

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78
Q

State the purpose of JDTA (Job Duty Task Analysis)

A

Establish a repeatable and defendable job analysis process of developing or revising training content development to satisfy fleet training standards. E2E (END to END) process

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79
Q

What are the 4 triggers to conduct a TRR

A
  1. Requests by Requirement Sponsor
  2. Fleet Feedback
  3. Course Surveillance
  4. Curriculum Control Authority (CCA) directed
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80
Q

What are the 4 TRR messages

A
  1. Annual TRR Schedule message
  2. TRR Announcement Message
  3. TRR Agenda Message
  4. TRR Action Chit Message
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81
Q

What is a TRR Action Chit Message

A

Summary of the TRR date completed, POAMs, POC information

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82
Q

What is the correlation of a FCR and TRR process

A

FCR is focused on the schoolhouse vs the Center and serves to validate the TRR effort and ensure the schoolhouse course managers and stakeholders are properly executing the training requirements and correctly utilizing the systems that have gone through the TRR process

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83
Q

JDTA ROLE (NETC)

A

Provides Policy and Guidelines

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84
Q

What is the process for finding for submission during a FCR

A

Findings are results of a FCR. Review team publishes the findings and makes timelines for corrective action. Creates a Plans of Actions & Milestones. (POAM)

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85
Q

JDTA ROLE (N7)

A

Provides oversight of Policy and Guidelines

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86
Q

JDTA ROLE (Learning Center Commanding Officer)

A

Serves as CCA, ensures compliance with NETC Policy and guidelines

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87
Q

What are the 3 forms of acceptable actions from a Resource Sponsor identifying the commitment of resources to a valid training requirement

A
  1. Naval Message
  2. Command Letterhead letter
  3. Digitally signed Email
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88
Q

JDTA ROLE (Learning Center Director)

A

Provides JDTA oversight and guidance; approves releases JDTA messages

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89
Q

What is the purpose of a Front End Analysis(FEA)

A

To justify a training methods and media to meet training requirements that exist from a new training requirement or to identify a training gap in a course.

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90
Q

JDTA ROLE (Learning Center Learning Standards Officer)

A

Provides JDTA guidance and assistance reviews messages, reports

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91
Q

When is a FEA performed

A

Usually after the JDTA has been conducted

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92
Q

JDTA ROLE (Learning Center JDTA Coordinator)

A

Drafts Announcement, Agenda, completion Report Message

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93
Q

What are the triggers of a FEA

A
  1. Revision to a Fleet Requirement
  2. Revision to a OCCSTDS
  3. A new system not addressed in the Acquisition process
  4. Fleet Feedback
  5. Formal Course Review
  6. Establishment/Disestablishment or Revision of a NEC
    7.Rating Merger
  7. As directed by CCA
  8. Training Requirement Review
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94
Q

Explain the documentation of the FEA as detailed on the FEA template

A

Requesting Authority, Requesting Command, Start and End Dates, Reason, documents from existing course, New Training Requirements, Gap in Training,

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95
Q

Stakeholder

A

Provides technical documentation

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96
Q

JDTA List External triggers

A

1.NTSP Revision
2.ORM Assessment
3. Fleet Performance Assessment
4.Direct Fleet Input
5.TRR (Training Requirement Review)

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97
Q

JDTA list Internal triggers

A
  1. Revision to enlisted OCCSTDS
  2. Rating Merger
    3.Establisment or revision of a NEC
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98
Q

Explain targeted JDTA

A

1.Insufficent course data exist to support a TRR
2. A mishap occurs during training that requires immediate action
3.As Directed by higher Authority

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99
Q

Who determines what curriculum development model will be used for curriculum modifications within your learning environment

A

Curriculum Control Authority (CCA)

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100
Q

Explain triggers that may cause a targeted JDTA

A

encompass a specific work area within an occupation

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101
Q

Describe the approval process of the finalized FEA

A

Get approval from the Requirements Sponsor, attach to FEA and route both documents to the CCA

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102
Q

Explain hierarchical structure of work

A

1.Occupation: Family of Jobs with common set of skills
2.Job: Duties
3.Duty: Set of related tasks
4.Task: (Behavior, Condition, Standard, ORM, Delivery, KSATR
5.Sub-Task: Major part of a task
6.Step: Major part of a sub-task

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103
Q

What is the purpose of a Business Case Analysis (BCA)

A

A BCA is a structured methodology to facilitate it’s decision making process. Continuous process from conception of an alternative or solution to implementation.

104
Q

What is the purpose of the executive summary of a BCA

A

Provides summary of key highlights of the business case. Helps understand what the project is about role of the project in the department. How it will improve the overall efficiency and effectiveness of the government.

105
Q

Who has the Initial approval of TPP

A

CCA = CO

106
Q

How is strategic alignment important in a BCA

A

Explains how initiative aligns with overall business plan of the Navy. Identifies level of impact, and initiative on achieving goals

107
Q

Who approve implementation of TPP (Training Project Plan)

A

NETC N7

108
Q

What does analysis of alternatives do

A

Provides outline of possibilities to address the problem. Explains why some options were not utilized. Describes in detail viable options, including a do nothing option.

109
Q

Who approves NETC requiring additional resources or offsets

A

OPNAV approves TPP implementation requiring offsets

110
Q

Explain risk assessment in decision making of a BCA

A

Provides an understanding of the risks associated with various options. Must be performed as a component of the BCA. Creates a strategy to mitigate risk and estimates likelihood of outcomes

111
Q

How does cost benefit impact a BCA

A

Compares initial and on going expenditures to expected financial and non financial benefits for each alternative

112
Q

What are the final stages of a BCA

A
  1. Conclusions and recommendations
  2. Implementation Strategy
  3. Review and approval
113
Q

Explain how TPP are identified and maintained in SERENA

A

TPPs are serialized by the Learning Center by the first available number in the system

114
Q

What are the Contents of TPP

A

1.CCA endorsement letter
2.Cover page
3.Course data
4.Justification
5. Safety Risk and Hazardous materials
6.Curriculum development method
7. Resource requirements
8. Compensation
9. Milestones

115
Q

What are the items developed in the Plan Phase of Task based Curriculum development

A

Training Project Plan- blueprint for developing a new course or revision

116
Q

Describe web application SERENA

A

Web-Base application which allows Learning centers to upload, maintain, Manage Training Project Plans (TPP)

117
Q

What kind of TPP is housed in SERENA

A

(New, revised, modified and deactivated) TPP

118
Q

State the purpose of the testing program

A

To ensure quality testing process is implemented to effectively assesses the trainee’s achievement of learning objectives

119
Q

What are items developed in the Analyze Phase

A

CTTL is the output of the Analyze Phase

120
Q

What are items developed in the Design phase

A

The TCCD is a collection of products that expresses the content, structure, and essential management information for a course.
TCCD consist of:
1. Front Matter
2. Curriculum Outline of Instruction
3. Annexes

121
Q

What are the 2 items required of a skill and knowledge learning objective

A
  1. Knowledge
  2. Performance
122
Q

What items are developed in the Develop Phase

A
  1. Lesson Plan
  2. Trainee Guide
  3. Test Items
  4. Instructional Media Material(IMM)
123
Q

What is the purpose of the Implementation Phase

A

Resolve any discrepancies identified in the pilot course, implement the course by issuance of the CCAs Letter of Promulgation

124
Q

What is the purpose of the Evaluate Phase

A

Internal assessment of training methods, materials, and external feedback of performance of graduates in the fleet.

125
Q

What are the 7 stages involved in developing materials following the PPP

A
  1. Planning- Identify resource requirement and sequence of events
  2. Stage 1- determine job tasks, supporting skills and level of performance
  3. Stage 2- determine skills and knowledge which must be taught, produce course learning objectives and instructional sequence
  4. Stage 3- produce instructional materials for trainee and instructor
  5. Stage 4- CCA has approved course for pilot and and submits Pilot Course Monitoring Report
  6. Stage 5- Incorporate results of pilot course into curriculum and receive CCAs Letter of Promulgation that approves material to support Navy Training
  7. Evaluation-Surveillance, evaluation revision of training materials
126
Q

TESTING ROLE (NETC)

A

Policy and Guidelines

127
Q

TESTING ROLE (N7)

A

Oversight and monitors compliance of policy and guidelines

128
Q

TESTING ROLE (Learning Center Commanding Officers)

A

Serves as CCA: manages sites

129
Q

TESTING ROLE (Learning Center Director of Training)

A

Ensures testing programs are conducted, oversees development of testing plans

130
Q

What are the products of the Training Path System Stage 1

A
  1. Training Objective Statements(TOS)
  2. Training Level Assignments (TLAs)
  3. Table Assignment Matrix (TAM)
  4. Training Path Chart (TPC)
131
Q

TESTING ROLE (Learning Standards Officer)

A

Provides Guidance to curriculum developers on testing, monitor Total Quality Indicators

132
Q

What are the Training Objective Statement (TOS) codes for both knowledge and skill

A

TOS CODE identifies each individual TOS

133
Q

Define the 3 Task Sets

A
  1. Coordinator
  2. Director
  3. Performer
134
Q

Discuss the types of courses listed in a Training Path Chart

A
  1. Background Training
  2. Replacement Training
  3. Prepares new personnel for their first assignment
  4. Formal school training
  5. Conversion training
  6. Advanced Training
  7. Onboard Training
135
Q

TESTING ROLE (Course Curriculum Model Manager)

A

Approves test design, maintains master test item bank

136
Q

When should job sheet development begin in the Instructional Systems Design process

A
  1. Should begin as soon as the Training Path System (TPS) is done
  2. Done to make sure that skills drive, or force, content of the curriculum
137
Q

TESTING ROLE (Curriculum Developer)

A

Designs and develops the testing plan, admin guides, and the tests

138
Q

TESTING ROLE (Learning Site OIC)

A

Implements testing plan, designates Testing Officers, designates the course supervisor

139
Q

TESTING ROLE (Learning Site testing Officer)

A

Test Administration oversee grading secures test, maintain test bank (All Qualified Instructors)

140
Q

What are the triggers and process for converting a PPP based curriculum to Task based Curriculum

A

Revision or outdated system in a course where training only needs to be knowledge/task based

141
Q

TESTING ROLE (Course Supervisor)

A

Ensures, Monitors, and validates admin, security, and test item analysis

142
Q

TESTING ROLE (Participating Activities)

A

Provides comments, Feedback

143
Q

List the 3 types of training materials provided by the ILE

A
  1. Instructor-led training
  2. Interactive multimedia instruction
  3. Blended
144
Q

State the primary course source data for creating test items

A

JDTA, OCCSTDS, CTTL, PPP Table, COI

144
Q

What are the 7 phases utilized to develop a course within the ILE

A
  1. Planning
  2. Analysis
  3. Design
  4. Development
  5. Implementation
  6. Evaluation
  7. Life-cycle maintenance
145
Q

What is the outcome of the Instructional Media Design Package(IMDP) during the design phase

A

Detail and demonstrate the design intent for each module and lesson within a course and to describe how the course will achieve the intended learning.

146
Q

What is the 3 variations of a course hierarchy that can be developed within the ILE

A
  1. Instructor Led Training
  2. IMI Module NeL-LMS delivered
  3. ILT Lesson IMI Module NeL-LMS delivered
147
Q

Define Formal test

A

Test is graded and is used in calculation of the trainee’s final grade

148
Q

What is the purpose of Instructional Media Materials (IMM)

A

Instructional materials that present information that are self supporting.

149
Q

Define Informal test

A

May or may not be graded

150
Q

What are the minimum sections of the lesson plan

A
  1. Front Matter
  2. Lesson Topics
151
Q

What are the minimum sections of the Trainee Guide

A
  1. Front Matter
  2. Instruction Sheets
152
Q

Define Proficiency Level of Skill

A

Level 1. Imitation
Level 2. Repetition
Level 3. Habit

153
Q

What is the purpose of Course Training Task List (CTTL)

A

Lists the duties and tasks for a given course. Used to develop learning objectives during the design phase. The Personnel Performance Profile(PPP) may be used in place of the CTTL

154
Q

Define Proficiency Level of Knowledge

A

Level 1. Knowledge/Comprehension
Level 2. Application/ Analysis
Level 3. Synthesis/Evaluation

155
Q

What does the CTTL give the curriculum developer

A

CTTL is the building block of the course, and will be used to develop the learning objectives and all other course materials. Provide a list of Duties and Tasks to be trained in a course.

156
Q

List the five categories for performance and knowledge test

A
  1. Pre-test
  2. Progress
  3. Comprehensive Test
  4. Oral Test
  5. Quiz
157
Q

What is a Job Sheet

A

Directs Trainee’s in the step-by-step performance of a practical task they will encounter in their job assignment

158
Q

State the purpose of testing

A

Primary tool to determine trainee attainment of the Training objectives and Enabling Objectives. Determining relative success in the course.

159
Q

What is the purpose to pilot a course

A

Serves to validate a Curriculum and its Supporting Materials. Formal approval of the course for instruction.

160
Q

What is a Problem Sheet

A

Problem Sheets present practical problems requiring analysis and decision making similar to those encountered on the job

161
Q

Assignment sheet

A

designed to direct the study or homework efforts of trainees

162
Q

What are the triggers for developing, revising, or canceling a course

A
  1. Addition of a new training course
  2. Revision to a training course that changes the instructional strategy or delivery method
  3. Revision to a training course that changes course length
  4. Deletion of a training course
  5. Transfer of a training course between CCAs
  6. Addition or depletion of a training course
163
Q

Question Types (Multiple-choice)

A

Multiple-choice test items are the most versatile of all the knowledge test items formats

164
Q

Question Types (True or False)

A

True or False test items provides only two answers

165
Q

State the difference between the Course Mission Statement and a Terminal Objective

A

Main difference is that a TO relates to trainee behavior, while the Course Mission Statement is descriptive of the course.
1. Course Mission- Provides the who, what job, degree of qualification, where and conditions for training
2. Terminal Objective- Developed from 1 or more duties listed on the CTTL and is a learning objective that the trainee will accomplish by the end of the course

166
Q

Question Types (Matching)

A

Matching test items are defined as two list of connected words, phrases, pictures, or symbols.

167
Q

Question Types (Completion)

A

Free Response test item in which the trainees must supply the missing information from memory

168
Q

What is an LP

A

Lesson Plan

169
Q

What is a DDA pages

A

Discussion-Demonstration- Activity pages

170
Q

What are the two types of testing methods

A

Criterion-Referenced Test
Norm-Referenced

171
Q

What is a TO

A

Terminal Objective

172
Q

What is a EO

A

Enabling Objective

173
Q

What is a DP

A

Discussion Point

174
Q

What is a RIA

A

Related Instructor Activity

175
Q

IMM/VI

A

Instructional Media Material/Visual Information

176
Q

Where do you find procedures for handling and storing classified training materials

A

OPNAVINST 5510.1 Series

177
Q

What documents are in the final Training Course Control Document(TCCD)

A
  1. Front Matter
  2. Curriculum Outline of Instruction
  3. Annexes
178
Q

What annexes are included in the final TCCD

A
  1. Resource Requirements
  2. Time allocations
  3. Other Items
179
Q

What is contained in a Resource Requirements List(RRL)

A

Listing of all the materials, facilities, manpower, and funding needed to conduct a training course.

180
Q

Discuss Test failures policies and associated grading criteria within the learning environment

A

Test (if failed), Re-Train, Re-Test. If failed the higher score on re-test is 80%

181
Q

What role does Naval Education and Training Professional Development and Technology Center(NETPDTC) serve to the PQS program

A

NETPDTC maintains and ensures PQS availability to the fleet as directed by the NETC PQS manger

182
Q

Identify The ten sections of a testing plan

A

1.Course Data
2.Course Roles and Responsibilities
3.Course Waivers
4.Test Developments
5.Test Administration
6.Course Test and Test Types
7.Grading Criteria
8. Remediation
9.Test and Test Items Analysis
10. Documentation

183
Q

What is the location where PQSs are maintained and available for fleet use

A

My Navy Portal in the Navy PQS portal

184
Q

State the Purpose of test and test item analysis

A

to determine statistical validity

185
Q

What is the function of PQS

A

Qualification system for officers and enlisted personnel. Compilation of minimum knowledge and skills that an individual must demonstrate in order to qualify to stand watches or perform other specific routine duties. Made to standardize qualifications.

186
Q

In a remediation program, discuss what the primary and secondary goal is

A

primary goal is to motivate and assist trainees in achieving the critical learning objectives of a course by providing additional instructional study time

187
Q

What must an individual do if they qualified on a PQS and an revision for the PQS comes out, what happens to their qualification.

A

Qualification remains, signatures are transferred to new PQS or line items are added to old PQS

188
Q

Discuss the Three methods of remediation

A

1.Targeted
2.Scalable
3.Iterative

189
Q

In formal training courses where PQS lines have been signed what is the procedure to inform a receiving command which line items have been completed and signed

A

Line items can be transferred or requalify of the PQS

190
Q

What is a setback

A

When the trainee doesn’t achieve test minimum passing grade, the re-test may cover the portion if the test the trainee had difficulty with or the entire test

191
Q

What is the difference between a PQS and Job Qualification Requirement(JQR)

A

PQS is a qualification among multiple platforms. JQR does not have a NAVEDTRA number, JQRs are used on a single platform

192
Q

What role does the Naval Education and Training Professional Development and Technology Center(NETPDTC) serve to Non Resident Training Courses(NRTC)

A

NETPDTC enters completed NRTC into Sailors Electronic Service Record

193
Q

How to handle Drops from the training and attrites

A

Every effort will be made to help trainees succeed. However, there are times when the trainees so clearly unsuited, unable, and /or unwilling to complete the course.

194
Q

What is the primary purpose of NRTC

A

A self study package designed to help a student acquire Navy professional or military knowledge in preparation for an advancement exam.

195
Q

What is Counseling

A

Preventive counseling will be instituted in “A” and “C” schools and should include counseling for performance personal problems

196
Q

When to conduct an Academic Review Board (ARB)

A

1.Trainee’s course average falls below minimum passing grade
2. Trainee’s is unable to achieve the objectives after counseling, remediation, retesting. and am initial academic setback
3. Trainee’s performance is below expected academic progress
4. Trainee’s fails to achieve the objectives after an academic setback on those same objectives

197
Q

What impact does a NRTC have in the rating exam process

A

NRTC are source documents for which the Advancement Examination Development Conference(AEDC) obtains rating exam questions

198
Q

Identity the location where NRTCs are maintained and available for fleet use

A

NRTC are housed and maintained on the NRTC website

199
Q

What is the functionality of the Contracting Office Representative(COR)

A

NETPDTC (COR) liaison between the Learning center and the contractor pre and post bid to ensure delivery of agreed product

200
Q

What is the functionality of the Statement of Work(SOW)

A

SOW is the vehicle which outlines the reuqirement for both the learning center and the contractor developing the NRTC( like a work order)

201
Q

What is the Impaired Training and Education Report

A

establish the process for reporting conditions that may reduce the ability to train and/or educate personnel, and to seek assistance from their chain of command when necessary

202
Q

What is the functionality of the Naval Logistics Library(NLL)

A

Central point at which all NRTC are assigned Stock numbers are tracked in the Navy Supply system

203
Q

What is the functionality of the Defense Automated Printing System(DAPS)

A

DAPS links with NETPDTC and NLL and provides the customer the document ordered

204
Q

List the N Codes with NETC the Learning Center shall address

A

N1-Total Force Manpower
N4- Facilities and Logistics
N6- Chief Information Officer
N7-Learning and Development
N8- Resources, Requirement, and Assessments

205
Q

NRTC are assigned points for whom are these point calculated and how does it benefit them

A

NRTC points are for reservists, reservists receive points that are used toward retirement and evaluations

206
Q

What does Naval Training System Requirements, Acquisition and Management provide

A

A policy for planning, determining, and documenting manpower, personnel, and training(MPT) requirement for Navy

207
Q

Explain ITER Conditions RED/YELLOW

A

Red: A situation that currently exist which cancels or stops training/education or degrades NEC-producing training to the point that NEC cannot be awarded

YELLOW: a situation that may result in delayed or cancelled classes, failure to instruct critical learning objectives, degradation in the ability to meet scheduled throughput or quality of instruction. if appropriate action is not taken

208
Q

List six ITER types

A

1.Personnel
2.Equipment
3.Facilities
4.Curricula
5.Ammunition
6.Correction

209
Q

List Three ITER categories

A

Initial
Update
COR

210
Q

Define a Missed Training Opportunity (MTO)

A

The loss of quota by a command

211
Q

List 5 examples of an MTO

A
  1. A command has a quota for a student who does not report for a course and the command does not provide a replacement
  2. A command cancels a granted quota in four or fewer working days prior to a course’s convening without the providing a replacement
  3. A Student does mee the prerequisites
  4. A student is absent from the course if instruction to the extent that he/she cannot obtain credit for the course
  5. A student cannot obtain credit for the course of instruction due to command recall the student
212
Q

What document is prepared for traceability in support of new and or modernized Naval capabilities

A

Navy Training Systems Plan(NTSP)

213
Q

Who has responsibility to report an MTO

A

TSCs/TSD will submit MTO reports, via naval message

214
Q

What is the purpose of a Naval Training System Plan(NTSP)

A

NTSPs are Navy/Marine Corps documents that communicate manpower, personnel, and training gaps and needs in support of new acquisition or modernization programs

215
Q

How often is the MTO data gathered and in what format is the data sent

A

Weekly MTO Report, Via Navy Message

216
Q

How many acquisitions categories (ACAT) does the NTSP process govern

A

OPNAVINST 1500.76
ACAT I through ACAT IV

217
Q

List and describe the five gates/threshold for NTSP submittal

A
  1. 6 years prior to training system initial operational capability if military construction is required
  2. 3 years prior to Initial operational capability if major defense acquisition program ACAT I or II
  3. 3 years prior to IOC for major defense acquisition program or for major system follow-on Training device research
  4. Prior to initial operations test and evaluation operational evaluation
  5. 3 months prior to IOC for rapid acquisition programs ex)RDC
218
Q

Explain the purpose of Casualty Report

A

Alerts Naval Safety command of equipment/personnel mishap or degradation.

219
Q

What is an Initial CASREP

A

Identifies, to an appropriate level of detail, the status of the casualty and parts and/or assistance requirement

220
Q

What is an Update CASREP

A

Contains information similar to that submitted in the INITAIL CASREP and/or submits changes to previously submitted information.

221
Q

What are the process and artifacts required for a course to transition from he acquisition community to formal as delineated in the Training Transfer Agreement(TTA)

A

Validates execution status of manpower, personnel and training items identified in NTSP and Training system installation plan in gives “ready for trainning” order.

222
Q

What is the responsibility of the Deputy Chief of Naval Operations in Acquisition

A

Validates impact and equities of acquisition and management of resources. Serve as single manpower resource sponsor. Coordinate with USMC

223
Q

What is the responsibility of the Director, Total Force requirements division(OPNAV N12) in Acquisition

A

Validate ship/squadron manpower documents and coordinate programming and budgeting; coordinate with OPNAV 15 and USMC

224
Q

What is a Correction CASREP

A

Correction CASREP is submitted when the equipment, which has been the subject of the casualty reporting is repaired, and back in operation condition

225
Q

What is a Cancellation CASREP

A

(CANCEL) CASREP is submitted upon commencement of an overhaul or other scheduled availability period when equipment, which has been the subject of casualty reporting, is scheduled to be repaired

226
Q

Describe the Purpose of Authorizing Instructional Materials (AIM)

A

AIM is a computer-based training materials authoring tool developed by the navy.

227
Q

What is the responsibility of OPNAV N15 in Acquisition

A

Validate individual training requirements

228
Q

Identify the approach AIM utilizes to develop and maintain training material

A

Intergrated, Performance-based design, development, Maintenace of both ILT self-paced and learning content

229
Q

What is the responsibility of Director, Fleet Readiness Division (OPNAVN43) in Acquisition

A

Provide fleet readiness training resources and oversight

230
Q

Discuss how AIM ensures training materials are developed and revised per prescribed specifications and guidelines

A

provides automated conformance to standards (NAVEDTRA 130A/131A, ILE) resulting in efficient, cost-effective development & Maintenace of learning content

231
Q

What is the responsibility of Resource Sponsors in Acquisition

A

Plan, program, fund requirements for design, development, procurement, engineering change, and modernization of the training system for its life cycle.

232
Q

What is the responsibility of SYSCOMS in Acquisition

A

Comply with OPNAVINST 4000.57 and other directives for fielding or installation of new systems equipment or software.

233
Q

What is AIM I

A

PPP (Personnel Performance Profile) based curriculum

234
Q

What is the responsibility of Program Managers in Acquisition

A

Identify, plan, budget, and submit all system and resource requirement. Coordinate current and future FY costs.

235
Q

What is AIM II

A

Task based curriculum development

236
Q

State the Purpose Content Planning Module (CPM)

A

An application to document and map Navy Job Duty Task Analysis (JDTA) data to Navy learning content

237
Q

What is the responsibility of Training Support Activity in Acquisition

A

Develop and implement the Training System Installation Plan(TSIP)

238
Q

What is the responsibility of the Training Agent in Acquisition

A

approves training system/ sustainment requirements

239
Q

Name the primary areas within CPM

A
  1. Home Area
  2. JDTA Area
  3. Projects Area
  4. Reports
240
Q

What is the responsibility of NETC in Acquisition

A

Plan and execute Training Agent (TA) roles and responsibilities when designated. Identify all requirements for producing courses

241
Q

What is the responsibility of Fleet Forces Command(FFC) in Acquisition

A

Validates and prioritize fleet training program

242
Q

Identify primary input and discuss the use of CPM

A

Validate JDTA performance requirements

243
Q

Discuss the forms of training methods ILE supports

A

Instructor-led, Facilitated, and computer-based

244
Q

What is the responsibility of Deputy Commandant for Aviation (DC AVN) in Acquisition

A

Serve as the conduit for all aviation related JCIDS issues in conjunction

245
Q

Discuss Navy E-Learning provides to its customers

A

education and training anytime, anywhere in the world

246
Q

What is the responsibility of Enterprises in Acquisition

A

resource sponsors, and the TA with operational requirements

247
Q

Describe the training received through Navy E-Learning within the ILE

A

Formal, Informal, GMT, NMT, or pre-requisite training

248
Q

Discuss the twelve content processing phases

A
  1. Announced
  2. Submitted
  3. Received
  4. NeL Reviewed
  5. Returned
  6. Sponsor Review
  7. Approved
  8. On Hold
  9. Hosted
  10. Hosted: A School
  11. Hosted: Non-Standard
  12. Retired
249
Q

What is the functionality of CeTARS Menu

A

Data entry for a course in CETARs

250
Q

What is the functionality of the CeTARS Monitor

A

Allows to view
1. Course overview
2. Student Activity
3. Quality Assurance
4. Metrics

251
Q

What is the functionality of Discoverer Plus

A

Perform ad hoc queries on a database

252
Q

Discuss Government Content Acceptance Testing (GCAT)

A

is the process of SME within SMEs the NeL testing a course to ensure the functionality of the course prior to the becoming active

253
Q

Explain the functionality of CANTRAC

A

Contains information concerning all formal Courses of instruction throughout the Navy.

254
Q

What can a Training Officer or Sailor do in ENTRS

A

eNTRS the means for Fleet activity to view and request seats in designated Navy schools

255
Q

In CANTRAC what functionality portion of CeTARS is where course data is initially input and updated, this data is automatically updated in CANTRAC

A

Discoverer

256
Q

Data gathered in CeTARS can be exported in what format(s)

A

Excel, Word, PDF

257
Q

What functional area of CeTARS is where CIN and other data is can be found

A

CeTARS Menu

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