Vocabulario NATO

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Preface

The American Language Course�s Maritime Operational Language Seminar is designed for both self-instruction and classroom (seminar) use. The course was designed to provide maritime officers with practicein the English language skills, knowledge, and terminology they will find necessary to participate in multina-tional operations.

The Defense Language Institute English Language Center (DLIELC) recommends a proficiency of 80 in theEnglish Comprehension Level (ECL) test or American Language Course Proficiency Test (ALCPT) for staffofficers who will serve in multinational positions and/or study these materials. For a majority of learners, thislevel is similar to the level of a learner rated at the 2/2+ range of the STANAG 6001 scale.

Recommendations for improving these materials are encouraged. A questionnaire regarding the content andappearance of this course may be found on the last page of Volume II text. Correspondence should beaddressed to: Commandant, Defense Language Institute English Language Center. ATTN: LEC, 2230Andrews Ave., Lackland AFB TX 78236-5203 or FAX 210-671-0211.

Inquiries concerning these materials should be addressed to: Commandant, Defense Language InstituteEnglish Language Center, ATTN: LERW, 2235 Andrews Ave., Lackland AFB TX 78236-5259.

The ALC contains copyrighted material. No part of this book may be reproduced, in any form or by anymeans, without permission in writing from the owners of the copyrights.

Second EditionFirst PrintingApril 2000

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r i i i

Acknowledgements

The course was designed, developed, formatted, and edited by personnel in the Special Curriculum ProjectsBranch (LECP) as follows:

Martha López-Durkin,Gracie L. Funk,David Gilson,Gloria Owens,Irene Mann,Danielle Berent,and Michael Adler.

Thanks to Capt Peter Monte, CAPT Michael Lucarelli, and Maj Tovio Treima from HQ SACLANT;Capt Ingo Vormann, LTC Boldosser, and LTC Marius Craciun from the PCC; and CDR Andrew Norton,UKN, and Captain Carlo Castelli, IT Navy, from AF SOUTH for their input and support.

Thanks to CDR Craig Schmidt, LCDR Lawrence Datko, LCDR Philip Roos, LCDR Jack Davis, Lt CdrAlan T. Cummings, RN, LT Michelle Lucero, LT John Taylor, OSCM(SW) Edward Dickinson, andFCCS(SW) John Vaquer from the Surface Warfare Officers School for their continued support andguidance.

Thanks to LCDR Janet Stock, SMC (SW) Richard Williams, OS1(SW/AW) W.D. Warner, MCPOHeinrich Lux, YN1 John Weatherspoon, YN2 Shane Foreman, Sgt Shedrick Davis, Steve Johnston,Debra Escamilla-Muñoz, Isabel Salinas, Sean Kang, Ernest Martinez, and Edna Moffet, our fellowDLIELC team members, for their support.

The authors extend their appreciation to those organizations that granted DLIELC permission to usetheir copyrighted material. Their contributions are identified as they appear in the text.

The photos in this text were provided, for the most part, by the Public Affairs Office, Naval TrainingBase, Newport, RI. Thanks to the US Navy JOs who made these possible.

Please note that every effort has been made to contact all copyright holders for permission to reprintborrowed material. We regret any oversights that may have occurred and will rectify them in future printingsof this work.

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Notes to the Reader

Introduction

As stated on page i, it is recommended thatparticipants of the course have at least an 80 ECL.This presupposes that the participants havemastered basic skills in English.

This course has the dual goal of enhancing Englishlanguage proficiency and the knowledge ofmaritime terminology. This course also emphasizesadvanced writing and speaking skills useful in staffpositions. These skills include writing memos,reports, participating in group discussions, andgiving briefings. Although military officers mayalready have these skills in their first language, thestyles and formats of writing and giving briefingsvary from culture to culture. It is the purpose of thiscourse to provide the students with models andsome practice so that they can transfer their skillsfrom their first language to English. In Units 3through 5 the vocabulary and reading skills topicsdeal with NATO and PfP. The vocabulary andreading skills material in Units 6 through 10 is basedon EXTACS 1000, 1001, 1004, 1006, 1007, 1010,and 1012 which provide useful information onmessaging, search and rescue, noncombatantevacuation operations, maritime interdictionoperations, mine countermeasures, and air opera-tions.

Keeping a schedule and a learning log are activitiesrecommended to help the learners manage andunderstand their learning. In a learning log, they areto track their feelings about what they are learningand the strategies that work best for them. Thisawareness is an important step to improving theireffectiveness as learners. Effective learners areaware of the strategies they use and consciouslytry out new strategies to make learning not onlymore effective, but also more interesting.

Assessment of Needs

The Supreme Allied Command, Atlantic and theDefense Language Institute English LanguageCenter entered into an agreement to meet thetraining needs of Partnership for Peace nations for aMaritime Operational Language Seminar thatincludes a self-instruction portion as well as a

classroom portion (two-week seminar) which is tobe conducted by US Navy Surface Warfare OfficersSchool instructors with the assistance of DLIELCinstructors.

Course Materials

The student�s package includes a two-volume text,a dictionary, sixteen audio cassettes, and a CDcontaining the EXTACS used in the course. Thetwo-volume text includes twelve units, eightappendices, self-evaluation exercises for each unit,and answers to the exercises for self-correction.

Recommendations

DLIELC recommends one week per unit. Studentsshould plan to work on each unit for approximatelyten hours concentrating on learning objectivesincluding vocabulary (those items in the glossary)and nonobjective vocabulary (those items on themargins). After they complete each unit, theyshould complete the evaluation exercises.

Description of CourseContents

Unit 1. Written CommunicationSkills

The course begins with a focus on writing for anumber of good reasons. First, writing is anextremely important skill for staff officers. Mostmaritime officers frequently have to write reports,briefings, and general correspondence. Second,writing is a difficult skill to acquire, and in fact,progress in this skill can only be gained by writingand obtaining meaningful feedback. (Because thiscourse is designed to be partly a self-instructioncourse, we recommend that they enlist the servicesof a tutor, the assistance of an instructor from theinstitute that sponsors them, or any advancedspeaker of English.) Both input and output areessential ingredients for learning/acquiring alanguage. Thus, it is important that the studentspractice reading (input) and writing (output). Thematerials emphasize two kinds of writing: personal

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and technical writing (because second languageresearch seems to indicate that learners findtechnical writing more difficult without practicingpersonal writing). In this course, personal writingis practiced by writing learning journals; formalwriting is practiced through a variety of writingassignments.

Besides writing practice, the unit will also providethem with the opportunity to practice and learnimportant terms that relate to the commander andhis staff. The grammar review for this unit is thepassive/active voice. The function consists offormats for asking and giving factual information.An introduction to the dictionary as a pronuncia-tion guide exercises is also part of this unit.

Unit 2. Oral CommunicationSkills

In order to produce good quality, highly under-standable speech, one must first be able to hearthe language correctly. Listening is the first andmost basic language skill and speaking is itscorollary, i.e., speaking is a normal result oflistening. It is one thing to be able to hear andunderstand a person who is speaking directly tothem; the understanding comes as much frombody language and lip movement as from thesound of the words. It is quite another thing tounderstand from the sound alone, such as fromthe telephone or radio.

In this unit the students will learn about givingbriefings including the technical aspects ofdelivering concise and effective presentations.They will also practice listening by means of thetaped lectures and by role-playing telephoneconversations. In the area of grammar, the modalsare reviewed and practiced. In the area of readingskills, the authentic readings include two shortmagazine articles, a speech by Prime MinisterBlair, and a reading describing the process ofcommunication. Basic aspects of group discus-sion are also introduced in this unit.

Unit 3. Introduction to NATO

The textual content in this unit is extremelyimportant and is, in fact, the basis for much of thecourse. It must be remembered, however, that the

objectives center on acquiring English languageskills, grammar, and vocabulary. In this unit thegrammar emphasis is on prepositions.

Using English prepositions correctly has beenconsidered by some linguists to be the last andmost difficult hurdle in mastering the language. Thedifficulty stems from the lack of specific rules fortheir use, that some languages do not use them atall, and that sometimes they defy all logic. In thisunit they will consider primarily the prepositions ofdirection or motion.

Unit 4. Partnership for PeaceChallenges

Since its introduction in 1994, Partnership for Peacehas grown and become more operational; its role inexpanding political and military cooperationthroughout Europe has increased. This unit willhelp staff officers understand the changes in PfPand the challenges it faces.

The grammar portion of this unit deals with wordorder and reported speech; the function is sup-ported by the grammar and focuses on inquiringabout and reporting what others have said�animportant skill for military personnel. There aremany challenging readings in this unit. Studentswill work on improving their reading skills includingreading faster, summarizing, concentrating on themain idea of the passage, using context clues toguess at the meaning of words, etc. They will alsopractice their personal writing by continuing theirwork on their learning log. This will help thembecome more aware of their learning styles as wellas improve their fluency in written English.

Unit 5. Standardization inMultinational Forces

The need for multinational forces has emphasizedthe need for standardization, not only in equipmentbut also in the whole range of military activities.The readings in this unit will help students under-stand the four levels of standardization: compatibil-ity, interoperability, interchangeability, andcommonality. They will also become familiar withfactors affecting multinational commands. In thegrammar component, the students will review wordorder in indirect questions. Since giving instruc-

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tions is an important skill to the military officer, theywill review sequenced instructions and practicegiving them. Again they will have the opportunityto read models of technical/military material.

The vocabulary readings in Units 6 through 10 arebased on EXTACS 1000, 1001, 1004, 1006, 1007,and 1012 and are designed to help the maritimeofficer become more familiar with this material.

Unit 6. MaritimeCommunications

Unit 6 is based on EXTAC 1000 Maritime Maneu-vering and Tactical Procedures. The readings andobjective vocabulary will help students understandand produce various reports made by individualunits of a Task Group to the Task Group Com-mander using voice communications circuits.Students will also become familiar with the se-quence and components of voice reports as well ascall signs and the correct transmission of numericalfigures. They will also learn the proper usage ofbrevity code words. The listening exercises includeauthentic messages.

Unit 7. Maritime Tactical MessageRequirements

EXTAC 1006 Structured Messages is the basis forthis unit. The first vocabulary reading introducesthe maritime tactical message system. Othervocabulary readings in the unit deal with specifictypes of messages the students will use duringmaritime operations�the OPGEN, the OPSTAT,and the Pre-exercise Message. In the grammarsection, students will use conditional sentences tomake hypotheses about actions or conditions.

Unit 8. Search and Rescue (SAR)

Since students will be involved in a Search andRescue (SAR) mission sometime during their career,the vocabulary and reading skills of the unit willhelp them understand the challenges and impor-tance of SAR. This terminology will be helpfulduring maritime exercises with multinational forces.There are various readings concerning SARmissions which are both interesting and informa-tive. The grammar component is a review of thesimple past tense verses the present perfect tense.

The activities on the recording for this unit, as wellas other units, such as pronouncing the unitvocabulary, and practicing maritime expressions willhelp the students become more comfortable withspoken military English.

Unit 9. Maritime InterdictionOperations (MIO)

The title of this unit is �Maritime InterdictionOperations.� The objective vocabulary of the unitwill help students understand the different phasesof a MIO mission, the navy�s role in maritimeinterdiction operations, as well as the responsibili-ties of each person in the MIO chain of command inpreparing for and conducting a MIO. Based onEXTAC 1012, the readings identify the materialsupport each department onboard ship will berequired to provide for the MIO mission as well asstate the importance of the following when conduct-ing MIO: communications, boarding procedures,employment of forces, and coordination withboarding teams� members.

Unit 10. NoncombatantEvacuation Operations (NEO)

In this unit students will learn about noncombatantevacuation operations or the evacuation of person-nel from a location in a host or foreign country. Theobjective vocabulary of the unit will help themunderstand the different aspects of NEO. Thegrammar section is a review of all grammar presentedin the two-volume text. In the function component,students will become familiar with and identify navyranks and rates as well as NATO codes for officersand enlisted personnel. Since giving briefings andreports is an important part of navy life, studentswill have an opportunity throughout the self-instruction portion to prepare and practice an oralpresentation.

Unit 11: Mine Countermeasures(MCM)

This unit deals the challenges and importance ofmine countermeasures. The terminology in this unitwill be valuable when carrying out mine countermea-sure operations with multinational forces. Thevarious readings concerning MCM are not onlyinteresting by also informative. The grammar section

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deals with a review of the use of articles a/an. Also,students will finalize their oral presentation usingtechniques in oral and written communicationlearned throughout the course. The information andterminology in this unit will be helpful duringhelicopter cross operations.

Unit 12: Air Operations

Unit 12 Air Operations is based on EXTAC 1001Helicopter Operations From Ships Other ThanAircraft Carriers (HOSTAC OPERATIONS). Theobjective vocabulary of the unit will help studentsunderstand the challenges and importance of airoperations. This terminology will be helpful inmilitary exercises with multinational forces. Stu-dents will find the various readings concerningstandards for ship and aircraft interoperability, seastate and weather conditions, as well as radiocommunication interesting and informative. Thegrammar section deals with the use of noncountand count nouns with the. Again, the activities onthe unit recording, such as pronouncing thevocabulary and practicing maritime expressions, willhelp students become more comfortable withspoken military English.

In order to make some material readily available forthe students, eight appendices are included.Appendixes A, D, and E supplement the grammarpresentations provided in the text. Appendixes Band C provide them with tools to help them becomebetter writers. Appendix G should be used for theListening/Viewing activities in the textbook. (Of

course, the form can be used any time they watchnews broadcasts in English to help them focus theirlistening.) Appendix F contains additional informa-tion on group discussions, and Appendix H givesNATO/US equivalent Ranks and Rates.

The answer pages for the exercises are next, andthese can provide the students with feedback. Theyshould keep in mind that true independent learningoccurs only when learners try to get the answers ontheir own and then use the answer pages forfeedback. Next in the book come the evaluationexercises that can be used to check their progress.The students may check their answers with the textor during the two-week seminar.

There are sixteen cassettes which accompany thetwo-volume text. All of the vocabulary readings areincluded on the audio tapes. In addition, there areauthentic messages, dialogs, as well as otherlistening activities to assist the students inunderstanding the material in the text. The tapeshave been made by active duty military personneland civilian personnel who work on a militaryinstallation. The tapes have been made to appear asauthentic as possible so that the students will heara wide range of American English accents similar tothose they may encounter during a typical multina-tional operation.

Included in the package of course materials is a CDcontaining the Multinational Maritime Operations(MMOPS) and EXTACS 1000, 1001, 1004, 1005,1006, 1007, 1010, 1011, and 1012. These files arein Portable Document Format (PDF). The CDcontains Acrobat Reader which may be down-loaded to open and read the materials. It isrecommended that students print the EXTACS foreasier readability.

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Maritime Operational Language Seminar

Volume II

Table of Contents

Preface .................................................................................................................................. i

Acknowledgements ............................................................................................................ iii

Notes to the Reader ........................................................................................................... v

Unit 6: Maritime Communications .................................................................................... 6-1

Unit 7: Maritime Tactical Message Requirements .......................................................... 7-1

Unit 8: Search and Rescue ................................................................................................ 8-1

Unit 9: Maritime Interdiction Operations ........................................................................ 9-1

Unit 10: Noncombatant Evacuation Operations ............................................................ 10-1

Unit 11: Mine Countermeasures ...................................................................................... 11-1

Unit 12: Air Operations .................................................................................................... 12-1

Appendix A: Principal Parts of Certain Irregular Verbs ................................................ A-1

Appendix B: Capitalization, Numbers, and Punctuation .............................................. B-1

Appendix C: Transitional Expressions ........................................................................... C-1

Appendix D: Modal Chart ............................................................................................... D-1

Appendix E: Conditional Sentences .............................................................................. E-1

Appendix F: Group Discussion Techniques ................................................................. F-1

Appendix G: Listening/Viewing Form ............................................................................. G-1

Appendix H: NATO/US EquivalentMilitary Ranks and Rates ...................................... H-1

Answer Pages .................................................................................................................. AP-1

Evaluation Exercises ........................................................................................................ EE-1

Unit 6:

MaritimeCommunications

Signals travel alone, and, like telegrams, have to be carefully worded to bereadily understood. Unlike telegrams, however, they are impersonal and

public. They carry the authority of a ship or squadron. They are paid for withreputations, sometimes even with human lives.

�Captain Jack Broome, RN

6 - 2 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

Resources

You will need Unit 6 of this course, the Unit 6 recording, a tape/CD player, a notebook, apen or pencil, and your copy of Webster�s New World Dictionary.

Objectives

In this lesson you will 1. practice expressing opinions and engaging in hypothetical situations as these relate to

group discussions.2. review the use of modals in past and perfect time contexts. 3. use objective vocabulary, military/maritime terms, and military acronyms in the

glossary. 4. be familiar with the different reports using voice communications circuits which are

designated in the tasking message made by individual units of a Task Group (TG) to theTask Group Commander (CTG) .

5. describe the sequence and components of a voice report. 6. be familiar with international ship callsigns, collective callsigns, and helicopter

callsigns, as well as the abbreviation of callsigns.7. review the purpose of the TG Communication Net.8. review group discussion techniques and the language needed for group discussions.9. organize the main points of your oral presentation in outline form.

10. read models of military material and answer comprehension questions.11. read authentic military articles and answer comprehension questions.12. practice various learning strategies.

Table of Contents

LEARNING STRATEGIESPlanning .......................................... 6-3Introduction ..................................... 6-3

VOCABULARYTask Organization and Command andControl ............................................ 6-3

VOCABULARYCommunications ............................. 6-6

GRAMMARReview of Modals:Past / Perfect Contexts ................ 6-13

VOCABULARYVoice Reporting Procedures,Part I .............................................6-16

VOCABULARYVoice Reporting Procedures,Part II ............................................ 6-21

READING SKILL ............................ 6-24

LISTENING/SPEAKING SKILLS ... 6-27

FUNCTIONExpressing Opinions and Engagingin Hypothetical Situations in GroupDiscussions .................................. 6-27

READING SKILLBALTOPS �97: Building NewFriendships ................................... 6-31

WRITING/SPEAKING SKILLSOutlining Your Presentation .......... 6-33

GLOSSARYObjective Vocabulary .................... 6-34Maritime Acronyms....................... 6-36Maritime/Military Terms ................ 6-37

ENRICHMENT ACTIVITIESTroublesome Grammar: quite a few vs.a great deal of ............................... 6-44Authentic Readings....................... 6-45

LISTENING SKILLListen to the News andTake Notes ................................... 6-48

LEARNING STRATEGYKeeping a Learning Log ................ 6-48

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r 6 - 3

LEARNING STRATEGIES

You practiced a variety of learningstrategies in Units 1 through 5. How areyou applying these strategies to yourlearning?

Planning

Exercise 1

Look at your schedule for Unit 5. Did youstudy more or less than the original planrequired? Fill in the schedule below, andafter you complete this unit, giveyourself a reward for sticking to yourstudy schedule.

Unit 6 Schedule

Day Plan Actual

Mon _______ _______

Tues _______ _______

Wed _______ _______

Thu _______ _______

Fri _______ _______

Sat _______ _______

Sun _______ _______

Introduction

This unit provides information about voicecommunication procedures in surface,subsurface, and air exercises. It addressessix aspects:

1. Reports made by individual units ofTask Groups to their commander(CTG).

2. Description of the sequence andcomponents of voice reports.

3. Description of callsigns.

4. Correct transmission of numericalfigures using proper pronunciation andvoice reports.

5. Purpose of the Task Group Communi-cations Net.

6. Proper use of brevity code words.

VOCABULARY

Listen to the reading titled �Task Organi-zation and Command and Control,� whichwas excerpted from EXTAC 1000, Chapter1, and follow along. The new words are initalics. As you listen to the reading, circleany words you do not know.

Task Organizationand Command andControl

Task Organization

Whenever two or more ships are operatingtogether, a task organization is needed todelineate responsibility and establish awell-defined tactical chain of command.Each task organization will consist of atask group (TG). TGs may be subdividedinto smaller, subordinate task units (TUs).TUs, in turn, may be divided into smaller,subordinate task elements (TEs). TUs andTEs are normally formed for specificpurposes or to meet specific missions (forexample, communication exercises, searchand rescue, etc.). Figure 6-1 shows asample task organization containing theTG, TU, and TE levels. Figure 6-2 showshow the task organization in Figure 6-1would be promulgated in a taskingmessage.

Learning Strategy

What you alreadyknow can help you

to better understandthe content of this

unit.

delineate: to describein words


Task Group (TG). During all exercisesand operations, participants will beorganized into a TG. The tasking messageestablishing the exercise or operation willassign a TG commander and a number tothe TG.

Task Unit (TU). Each TG may includetwo or more smaller, subordinate TUs.The tasking message establishing theexercise or operation will assign TUpersonnel, TU numbers, and TU com-manders.

Task Element (TE). Each TG with TUsmay also contain smaller, subordinateTEs. The tasking message establishingthe exercise or operation will assign TEpersonnel, TE numbers, and TE com-manders.

Chain of Command

The task organization defines the chainof command and control for the exerciseor operation. The chain of commandestablishes the relative authority of eachcommander and ship in the task organiza-tion. In the task organization described inFigure 6-1, all participants are subordi-nate to the CTG (Commander TaskGroup); TU and TE ships are subordinatealso to their respective CTU (CommanderTask Unit) and CTE (Commander TaskElement.

Command andControl

Command is the authority vested in anindividual to direct, coordinate, andcontrol forces. The aim of command is toprovide a single authority responsible foroperational efficiency. Some functionsarising from direction, coordination, orcontrol, may be delegated to subordi-nates. However, these functions arenormally only delegated in large orwidely dispersed task organizations. Letus look at the definitions of these terms.

Direction is the process of planning,establishing priorities, formulatingpolicies, and imposing decisions.

Coordination is the establishment ofplanned actions to achieve the best overallresult. In the maritime environment, theterm coordination may include certainspecified control functions.

Control is the authority exercised by acommander over part of the activities ofsubordinates. Control includes theresponsibility for implementing orders ordirectives. All or part of this authority maybe transferred or delegated.

Levels of Command

Various levels of command exist: opera-tional command and control, tacticalcommand, and tactical control. Thefollowing paragraphs define each of theselevels.

Operational Command and Control(OPCON). OPCON refers to operationalcontrol or the authority to assign ships asparticipants in an exercise or to makeoperational commitments, and to authorizeships to detach from an exercise oroperation. (See Figure 6-1 Sample TaskOrganization.)

Tactical Command (TACOM). TACOM isthe authority to assign ships to specifictasks within an exercise or operation. Itinvolves issuing detailed orders andensuring their correct execution. It alsoinvolves responsibility for the generalsafety of assigned units, although ultimateresponsibility for safety remains with thecommanding officer of each unit. TACOMdoes not include the authority to assigntasks inconsistent with the exercise oroperation.

Tactical Control (TACON). TACON is theauthority to direct and control the move-ments or maneuvers of ships to accom-plish the exercise or operation. TACON isassigned to the CTG and may be delegatedto subordinate CTUs or CTEs.

Change of OperationalControl (CHOP)

CHOP occurs when responsibility foroperational control (OPCON) shifts fromone task organization to another or

imposing: placing theresponsibility on

Learning Strategy

Repeating newwords gives you a

feel for them.


between national and allied task organiza-tion authority. Scheduled CHOPs,including time of CHOP, should beestablished in the tasking message thatinitiates the exercise or operation.

Tasking and Reporting

Tasking to subordinates and reports toseniors in the task organization will be bymessage, such as the tasking messageshown in Figure 6-2, or by signal, usingthe standard signals. Frequencies forradio communications will be assigned inthe tasking message.

Readiness

Upon commencement of operations, theCTG will assume all participants are readyto carry out the assigned exercise oroperation. Any participants less than fullyready (for example, those having reducedspeed, maneuverability, or communicationcapability) should advise senior command-ers of their limitations and the time when areturn to full readiness is expected. Whenfull readiness is restored, commandersshould be advised. Commanders need tobe informed only of limitations that affect a

unit�s ability to carry out the assignedexercise or operation.

Source: EXTAC 1000, �Chapter 1, Mari-time Maneuvering and TacticalProcedures,�August 1996.

TG 12.1All Participants

CTG 12.1 Senior or DesignatedNational Commander(COMDESRON XYZ)

TU 12.1.1 TU 12.1.2All Nation A Participants All Nation B Participants

CTU 12.1.1 Nation A CTU 12.1.2 Nation BSenior Commander Senior Commander

(COMDESRON XYZ) (CO Ship ABC)

TE 12.1.1.1 TE 12.1.1.2Nation A Ship DEF Nation A Ships GHI and JKL

CTE 12.1.1.1-CD ship DEF CTE 12.1.1.2-CD ship DEF

Scenario: Nation A and Nation B are conducting an exercise. Nation A has three ships participating, with a

destroyer squadron commander embarked in one. Nation B has one ship participating and no embarked

squadron commander.

1.21GTnoitangiseDpuorGksaT

1.21GTC1.21GT

ZYXNORSEDMOCZYXNORSEDMOCCBApihSFEDpihSIHGpihSLKJpihS

1.1.21UTC1.1.21UT

ZYXNORSEDMOCZYXNORSEDMOCFEDpihSIHGpihSLKJpihS

2.1.21UTCCBApihSOC

CBApihS

1.1.1.21ETC1.1.1.21ET

FEDpihSOCFEDpihS

2.1.1.21ETC2.1.1.21ET

IHGpihSOCIHGpihSLKJpihS

Figure 6-1. SampleTask Organization

Figure 6-2. SampleTasking Message TaskOrganizationDesignation


After you turn off the recording, silentlyread the paragraphs again. Next, in yourdictionary or the glossary for Unit 6,look up those words you do not knowand write the definitions in yournotebook. Then complete the nextexercise.

Exercise 2

In your notebook, write answers tothese questions. If you do not know theanswer right away, read the appropriateparagraphs again.

1. A task group may be made up of whatsubgroups?

2. What does OPCON stand for?

3. What authority assigns ships tospecific tasks and ensures correctexecution of those tasks?

4. What is the acronym for the actionof shifting control from one taskorganization to another?

VOCABULARY

Listen to the reading titled �Communica-tions,� which was extracted from EXTAC1000, Chapter 4, and follow along. The newwords are in italics. As you listen to thereading, circle any words you do not know.

Communications

Visual Communications

Although voice radio is the preferredmethod of communication, visualcommunications may be used on occa-sion. Visual communications methodsthat may be used include flag and flashinglight communications. All visual commu-nications will be in accordance with theInternational Code of Signals. Visualcommunications will not normally be usedfor tactical maneuvering.

RadioteletypeCommunications

One or more radioteletype circuits will beassigned for each exercise or operation.Radioteletype will be used for planningand coordinating exercise operationmatters. Unless otherwise agreed on,English will be used in all radioteletypecommunications. The exercise or operationtasking message will specify eachradioteletype circuit�s name, its radiofrequency, its backup (secondary)frequency, its intended use, the commandassigned control of the circuit, and theparticipants on the circuit. Figure 6-3 isan example of the radioteletype circuitassignment section of a tasking message.

Learning Strategy

Ask yourselfquestions about thereadings and try to

answer them. Doingso clarifies the

meaning of the text.


Figure 6-3. Sample Tasking MessageAssignments of a Radioteletype Communi-cation Circuit

Voice RadioCommunications

Voice Radio

Voice radio will be the primary method ofcommunication during exercises andoperations in which international navieswho presently are not in possession ofcomputer-based means of communicationwill participate. Circuits and callsigns forvoice radio communications will bepromulgated in the tasking message. Eachcircuit assigned will specify the circuit�sname, its radio frequency, its intended use,the command assigned control of thecircuit, and the participants on the circuit.Backup or secondary frequencies will beassigned when feasible. Figure 6-4 is anexample of the voice radio circuit assign-ment section of a tasking message.

Voice Callsigns

Voice callsigns promulgated in thetasking message will be used for all voiceradio communications. Individual shipcallsigns will normally be the ship�s name,three- or four-letter international radiocallsign, or code name assigned for theexercise or operation. Task organizationcommanders will normally be assigned acode name. Figure 6-5 is an example ofthe voice callsign assignment section of atasking message.

Figure 6-5. Sample Tasking MessageAssignment of Voice Callsigns

feasible: possible

Figure 6-4. Sample Tasking MessageAssignment of Voice Radio Circuits

Voice Radio Circuits

--Circuit Name: Tactical Circuit Radio Frequency: 273.7 MHz Backup Frequency: 312.0 MHz Intended Use: All tactical signals Control: COMDESRON XYZ Participants: All TG 12.1

--Circuit Name: Admin Circuit Radio Frequency: 313.7 MHz Backup Frequency: None Intended Use: Nontactical information exchange Control: COMDESRON XYZ Participants: All TG 12.1

Voice Call Signs

Command Name Call Sign

CTG 12.1COMDESRONXYZ

Uniform YankeeZulu

TG 12.1 CollectiveGolf LimaFoxtrot

CTU 12.1.1COMDESRONXYZ

Romeo GolfCharlie

TU 12.1.1 CollectiveMike WhiskeyVictor

CTU 12.1.2 CO Ship ABCSierraTango Charlie

TU 12.1.2 CollectiveEcho HotelPapa

Ships Ship ABCAlpha BravoCharlie

Ship DEFDelta EchoFoxtrot

Ship GHI Golf Hotel India

Ship JKL Juliett Kilo Lima

Radio Teletype Circuits

— Circuit Name: RATT 1 Radio Frequency: 227 KHz Backup Frequency: 317 KHz Intended Use: All radioteletype traffic Control: COMDESRON XYZ Partic ipants: All TG 1


Voice Procedures

All voice messages will be in Englishunless otherwise agreed on and willinclude the following items: an ad-dressee, �this is,� an originator, a text,and the phrase �over or out.�

The addressee identifies the commandor commands for whom the message isintended.

�This is� is standard terminology that willfollow identification of the addressee(s).It indicates that the message originator�sidentity follows.

The originator identifies the commandsending the message.

The text is the actual message beingsent.

�Over or out� indicates the end of themessage.

�Over� means that all addressees shouldacknowledge receipt of the message.When acknowledging, commands shouldrespond in order of station assignments;for example, station 1 ship acknowl-edges first, station 2 ship acknowledgesnext, etc. If a ship does not acknowledgewithin a reasonable amount of time(about five seconds), the next scheduledship should acknowledge without waitingany longer.

If the originator desires only selectedaddressees to acknowledge, the term�over� will be preceded by an indicationof the command(s) that should acknowl-edge. For example, �Alpha BravoCharlie, over.� This indicates only shipABC should acknowledge. It does notmean the signal is not intended forothers. It means only that the others arenot required to respond.

The proper response by an addressee is�This is (callsign). Roger out.� Thismeans, �I have received and understand

so, or request that the message berepeated, the originator should repeat themessage. Only the command(s) that failedto respond, or requested the originalmessage be repeated, should be includedas addressees on the repeat message.

�Out� indicates addressees are notrequired to acknowledge.

Figure 6-6. Sample Tactical Signal VoiceRadio Sequence

Tactical Signals

If the text being sent is a tactical maneu-vering signal, the message shall be senttwice. The first time it is sent, the text willbegin with the phrase, �Execute to follow.�This phrase indicates the text is a tacticalmaneuvering signal that will be executedshortly. Additionally, the tactical maneu-vering signal should be repeated withinthe text. For example: �Execute to follow.TURN PORT/STBD 090. I say again,TURN PORT/STBD 090.� The secondtime the message is sent, the text needonly be stated once and should end withthe phrase, �Standby, execute.� Uponhearing the word, �Execute,� the address-ees commence the tactical maneuver thathas been signaled. Figure 6-6 provides a

acknowledge: confirm,respond to

your message.� If the message was notclearly received by an addressee, theproper response is �This is (callsign).Please say again, over.�

If one or more commands requested toacknowledge a voice message fail to do

Golf Lima Foxtrot. This is VictorYankee Zulu. Execute to follow. TURNPORT 030. I say again, TURN PORT030. Over.

This is Alfa Bravo Charlie. Roger, out.

This is Delta Echo Foxtrot. Roger, out.

This is Golf Hotel India. Roger, out.

This is Juliett Kilo Lima. Roger, out.

Golf Lima Foxtrot, this is VictorYankee Zulu. TURN PORT 030.Standby, execute. Alfa Bravo Charlie,over.

This is Alfa Bravo Charlie. Roger out.


sample tactical signal voice radio se-quence. Figures 6-7 and 6-8 provide theprowords and pronunciations for lettersand numbers used in voice radio communi-cations.

Note that the originator of a tacticalmaneuvering signal must allow sufficienttime between the first transmission of themessage and the second transmission toensure that all addressees have time todecode and understand what action isrequired of them.

Note that the boldfaced syllables are emphasized.

Figure 6-7. Letters, Code Words,and Pronunciations as Used in Maritime Operations

0 ZERO ZAY ROH

1 ONE WUN

2 TWO TOO

3 THREE TREE

4 FOUR FOH WER

5 FIVE FIVE

6 SIX SIX

7 SEVEN SAY VEN

8 EIGHT ATE

9 NINE NI NER

DECI-MALPOINT

DECIMAL DAY SEE MAL

INT INTERROGATIVEINT AIR OG AHTEEV

CodeWord

Pronunciation

A Alfa AL FA

B Bravo BRAH VOH

C CharlieCHAR LEEor SHAR LEE

D Delta DELL TAH

E Echo ECK OH

F Foxtrot FOKS TROT

G Golf GOLF

H Hotel HOH TELL

I India IN DEE AH

J Juliett JEW LEE ETT

K Kilo KEY LOH

L Lima LEE MAH

M Mike MIKE

N November NO VEM BER

O Oscar OSS CAH

P Papa PAH PAH

Q Quebec KEH BECK

R Romeo ROW ME OH

S Sierra SEE AIR RAH

T Tango TANG GO

U UniformYOU NEE FORMor OO NEE FORM

V Victor VIK TAH

W Whiskey WISS KEY

X X-ray ECKS RAY

Y Yankee YANG KEY

Z Zulu ZOO LOO

Note that each syllable should be equally

emphasized.

Figure 6-8. Numbers, Prowords, andPronunciations as Used in MaritimeOperations

6 - 1 0 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

Action Signals

A signal ordering an action to be carriedout is to be read as a directive whenoriginated by a senior to a subordinate.If a subordinate originates the signal, itshould be read as a request for action tobe carried out.

Examples:

AV16 � Carry out flight operations(when from a senior to a subordi-nate).

AV 16 ... Request permission tocarry out flight operations (whenfrom a subordinate to a senior).

Signal Modifiers

The following words are used to modifysignals given in EXTAC 1000. Thewords modify all signals that follow.

PREP ... Prepare to _____.

INTERROGATIVE (INT) ... Questionsthe signal.

NEGAT ... Cease, or do not _____.

Examples:

AV 16 ... Carry out flight operations.

PREP AV16 ... Prepare to carry outflight operations.

INT AV16 ... Are you carrying outflight operations?

NEGAT AV 16 ... Cease (or do not)carry out flight operations.

Completing a Signal

Where a �_____� or �as indicated�appears in the meaning of a signal, it isalways to be completed with suffix orwith supplementing data unless aninterrogative sense (INT) is used. Wherea �(_____)�, an �(as indicated)�, or aninstruction in parentheses appears, theaddition of suffixes or supplementingdata is optional.

Examples:

G CORPEN ... Guide�s course is _____°T.

G CORPEN 000 ... Guide�s course is000° T.

INT G CORPEN ... What is theGuide�s course?

Tackline

The tackline is transmitted as and pro-nounced TACK and written as a dash (�).It is used

� to avoid ambiguity, by separatingsignals or groups of numbers which, ifnot separated, could convey a meaningdifferent from that intended

� when, for the needs of a particularsignal, the instructions order that atackline be used.

Example:

G CORPEN 000�10 instead of GCORPEN 000 10 [without TACK (�)could be read 00010].

Designation (DESIG) Signal

The DESIG signal is used to describeone�s own or other forces or to indicatethat the information that follows is not asignal but is to be interpreted as spoken.

Examples:

NA37 ... Use time zone indicated.

NA37 DESIG S ... Use time zone +6S

RE2�3 ... This unit or unit indicatedhas personnel casualties.

RE2�3�7 DESIG ABC ... Ship ABChas 7 personnel casualties.

Times and Dates

In a signal, times are expressed as fournumbers; the first two numbers denotethe hour from 00 through 23 and the lasttwo numbers denote the minutes. When itis desired to signal an exact hour, theminutes may be omitted, but the hours

suffix: a syllable orsyllables added tothe end of a word

___°T: degrees true

ambiguity: being vague;having more than onemeaning

denote: indicate orsignify

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r 6 - 1 1

must always be expressed as two numbers.Date-time groups in signals are expressedas six numbers plus the time zone indica-tor. The first two numbers denote the date,the second two numbers the hour, and thethird two numbers the minutes. The letter�T� is used to indicate time in a signal andis positioned as follows:

� �T� preceding numbers signifies thataction is to (or will) commence atthat time.

� �T� following numbers signifies thataction is to (or will) be completed bythat time.

� Number groups preceding andfollowing �T� indicate time by whichaction is to be completed and time atwhich action is to commence,respectively.

� If the signal consists only of �T� plustwo or four numbers, it signifies atime check.

� When time is referred to in the meaningof a signal, �T� may be omitted if theomission will not cause any ambiguity.

� �T� applies only to the signal immedi-ately preceding it. When it is requiredto apply to two or more signalspreceding it, �BT� is inserted beforethe first group to which the time signalis to apply. All time signals are forGreenwich Mean Time (GMT) (Zone 0)or (Z), unless otherwise indicated.Figure 6-9 shows standard time zones.

Examples:

AV16-T18 ... Carry out flight operationscommencing at 1800Z.

AV16-19T ... Carry out flight operationsby 1900Z.

AV16-19T18 ... Carry out flight opera-tions commencing at 1800Z. Completeoperations by 1900Z.

respectively: in theorder named

Figure 6-9. StandardTime Zones

EAST LONGITUDES WEST LONGITUDES

Zone Number Letter Zone Number Letter

7.5 W to 7.5 E 0 Z 7.5 W to 22.5 W +1 N

7.5 E to 22.5 E -1 A 22.5 W to 37.5 W +3 O

22.5 E to 37.5 E -2 B 37.5 W to 52.5 W +3 P

37.5 E to 52.5 E -3 C 52.5 W to 67.5 W +4 Q

52.5 E to 67.5 E -4 D 67.5 W to 82.5 W +5 R

67.5 E to 82.5 E -5 E 82.5 W to 97.5 W +6 S

82.5 E to 97.5 E -6 F 97.5 W to 112.5 W +7 T

97.5 E to 112.5 E -7 G 112.5 W to 127.5 W +8 U

112.5 E to 127.5 E -8 H 127.5 W to 142.5 W +9 V

127.5 E to 142.5 E -9 I 142.5 W to 157.5 W +10 W

142.5 E to 157.5 E -10 K 157.5 W to 172.5 W +11 X

157.5 E to 172.5 E -11 L 172.5 W to 180 +12 Y

172.5 E to 180 -12 M

commence: begin


International Signals

Signals from the International Code ofSignals (INTERCO) may be used alone orin conjunction with signals from theEXTAC 1000. Whenever internationalsignals are used alone, INTERCOfollowed by TACK shall be used as thefirst group to indicate that all signalsfollowing are taken from the InternationalCode of Signals. When the signalconsists of only one group, TACK maybe omitted. Whenever signals from theEXTAC 1000 are supplemented bysignals from the International Code ofSignals, INTERCO shall immediatelyprecede the international signal toindicate that only that group is takenfrom the International Code of Signals.

Source: EXTAC 1000, �Chapter 4,Communications,� August 1996.

After you turn the recording off, read theparagraphs again. Look up any words youdo not know and complete Exercises 3 and4.

Exercise 3

Copy these comprehension questions inyour notebook and answer them. If you donot know an answer, read the appropriateparagraphs again.

1. What is the primary method of mostinternational maritime communica-tions?

2. What are the five components of avoice procedure?

3. What is the first phrase sent in atactical maneuvering signal?

4. What is the final transmission wordwhen the transmitter is expecting areply?

5. What is the final transmission wordif the transmitter is not expecting areply?

Exercise 4

In your notebook, copy the followingsentences and insert the correct vocabularywords from the readings titled �TaskOrganization and Command and Control�and �Communications.�

allied restorecomponents surfacevoice callsign dispersedpromulgated executionaddressee vested

1. The authority was _______ in thesenior officer.

2. A ship may have a three- or four-letterinternational callsign or _______,which has been assigned for anexercise or operation.

3. The _______ is the one receiving themessage.

4. The chief is responsible for the correct_______ of the order.

5. This order will be _______ immedi-ately.

6. After the disturbance, the marineshelped to _______ order.

7. Without all of the _______, thisequipment cannot work.

8. CHOP occurs when responsibility isshifted from national to _______ taskorganization authority.

9. The orders were _______ throughoutthe fleet.

10._______, subsurface, and air vesselswill participate in this exercise.


GRAMMAR

Review of Modals:Past / PerfectContexts

In the grammar section of Unit 2, youbriefly reviewed the forms and functionsof the modals of ability, possibility,permission, request, suggestion, neces-sity, advisability, obligation, expectation,etc., in present time contexts (to describepresent action, to generalize aboutrepeated action, or to express futureequivalence). In this segment, you willuse some of the same modals and somecomparable ones with verbs primarily inpast and perfect time contexts.

To use a modal in a context calling for apast tense, follow this pattern:

modal + simple form of the verb

Example:When LCDR Rodgers was at the navalacademy, he would study everyweekend.

When Petty Officer Jones was in thedeck department, he could tie knotsfaster than anyone else.

To use a modal in a context calling for aperfect tense, follow this pattern:

modal + have + past participle

Example:Admiral Krawczyk may have left theceremony already.

If you need to negate a modal + verb in apast tense, place not between the modaland the simple form of the verb. If youneed to negate a modal + verb in a perfecttime, place not between the modal andhave. In some cases the placement of notwill vary; for example, with ought to, thenegative goes between ought and to, andwith had better, it goes between hadbetter and the main verb. The negative

verb is often contracted, as in didn�t haveto or wouldn�t.

A chart of the most common modals andtheir principal functions has been pro-vided at Appendix D. Sentences represen-tative of their most frequent uses areincluded.

Exercise 5

Become familiar with the modal chart inAppendix D; afterwards, read the follow-ing sentences and write a description,based on the chart, of each underlinedmodal + verb phrase. Number 1 is donefor you as an example. Write the sen-tences and the descriptions in yournotebook.

1. You shouldn�t have carried thoseheavy weapons by yourself. Youshould have asked for help.advisability after the fact

2. The admiral�s flight is late; it ought tohave arrived by now.______________________

3. It was nice of the yeoman to type myreport; he didn�t have to do that.______________________

4. When he was on the security force,Petty Officer Banner could outshootany opponent.______________________

5. When they first arrived, the sailorswould avoid the local people, but nowthey get along well with them.______________________

6. When the officers returned fromdinner, they found their offices locked.Base Security must have secured them.______________________

7. The lieutenant missed his flight. Hecould have arrived at the airport ontime if he had taken a cab instead ofthe bus. ______________________

Learning Strategy

When you completegrammar

exercises, strive for 100 %accuracy.


Exercise 6

After you go over the modal chart again,read the following sentences. Circle themodal + verb phrase (past or perfect) thatcorrectly completes the sentence. Write thecorrect form of each sentence in yournotebook.

1. Yesterday morning I (couldn�t reach/ could not have reached) the captainby phone.

2. Reminiscing about the war, thegeneral said that, when in the field,he (will have read / would read)military history until late everynight.

3. I don�t know why I bothered to go tothe planning meeting. I�m not on thecommittee, so I (didn�t have to attend/ must not have attended).

4. Tomorrow morning we (shall havemarched / would have marched) eightmiles before we reach the village.

Exercise 7

Choose the modal + verb phrase thatbest completes the sentence. Noteaspects of logic and of time involved inthe sentence. Be prepared to explainwhy you selected the answer youchose. Write the correct form of eachsentence in your notebook.

1. Yesterday that officer was complain-ing because he (had to remain /would remain) on base all day due tothe security alert.

2. Despite their best efforts, our marines(couldn�t have overcome / couldn�tovercome) the enemy. Our troopswere too greatly outnumbered.

3. It wasn�t necessary for you to cleanthe passageway alone. You (must haveasked / could have asked) SeamanAndrews to help you.

4. You shouldn�t have cleaned thepassageway alone. You (ought to haveasked / might have asked) SeamanAndrews to help you.

5. I�m not at all sure where the newofficers are. They (must have gone /might have gone) to their staterooms.

6. Why did you show up dressed likethis? You know you (should have worn/ could have worn) your dress uni-form.

Exercise 8

Complete the sentences with a suitablemodal + verb phrase based on the verb inparentheses. Write the completedsentences in your notebook.

1. Had we known that the VIPs wereplanning to visit us, we _____ (plan) areception.

2. Yesterday the commander said, �Turnin your report before you leave today,�so I _____ (work) late.

3. The witness was very convincing. Noone _____ (deny) the truth of hisstatements.

4. There was debris all over the beach.The ship _____ (explode).

5. The training exercises _____ (con-clude) before the next major inspectionbegins.

6. Don�t assume you lost your key; you_____ just _____ (mislay) it.

7. The training video that lasts twentyminutes started at 0900. It�s 0930, sothe recruits _____ (finish) viewing it.

reminiscing: thinking,talking, or writing aboutremembered events


8. In years past, whenever the academygraduates held a reunion, they _____(have) dinner together.

Exercise 9

Some of the sentences in this exercisecontain errors in modal use. If the sentenceis correct, mark C in the blank; if incorrect,mark I. Write the corrected sentences, aswell as the correct ones, in your notebook.

Example:

have__I__ The marine couldn�t had climbedthat hill even if he had wanted to.

1. _____ We should have go to thegalley before it closed.

2. _____ They couldn�t have been at thecaptain�s briefing this morning; theywere here.

3. _____ Petty Officer Rodriguez wasn�tat formation; he must had gotten sick.

4. _____ The dispute over funding of theoperation might has developed into acrisis if not for the influence of theSecretary-General.

5. _____ I didn�t had to practice thatdrill; the chief said I could alreadyperform it well.

6. _____ The instructor you are lookingfor might of gone to the TechnicalLibrary.

7. _____ The senior chief ought not tohave left the classified documentsunattended.

Exercise 10

Complete a combination chart on modalsin present, future, past, and perfect timecontexts by following these instructions:(1) In column 1, using the verb in paren-theses, provide a modal + verb phrasethat appropriately completes the sen-tence. (2) In column 2, identify the timecontext of the modal + verb phrase. (3) Incolumn 3, describe the meaning of themodal phrase. Draw the chart in yournotebook, and enter the information in it.

1. You _____ (not miss) the captain�sbriefing. He will be upset if you do.

2. I�m sorry I don�t have a manual to lendyou, but you could ask SeamanSanders. He _____ (have) one you canuse.

Modal + VP Time Meaning

1. had better not miss

present(alluding tofuture event)

advisabiltiy withthreat ofd isagree ab leconsequences


3. I recall that during boot camp, everySaturday we recruits _____ (clean)the barracks from top to bottom.

4. Admiral, _____ I _____ (comment)on the matter, Sir?

5. The corpsmen are worried about thedwindling medical supplies. Theshipment they requested _____(arrive) by now, but it hasn�t.

6. The vessel never received ourmessage. The terrible storm _____(damage) the communicationssystem.

7. The sailor�s response to his superiorwas unexpected and rude. He _____(not answer) in that tone.

8. The admiral advised me that he_____ (attend) the summit meetingnext week.

9. You _____ (not see) Captain Hassanyesterday. He died in an automobileaccident last month.

10.Hey, shipmate, _____ you _____(get) me a cup of coffee?

11. A sailor _____ never _____ (dis-grace) his uniform.

12. We didn�t have any choice in thematter. We _____ (follow) orders.

13. The retired colonel _____ (march) inthe veterans� parade. He wasseverely crippled in the war.

14. The commander _____ (delegate) theauthority, and then again, he _____not.

VOCABULARY

Listen to the reading titled �VoiceReporting Procedures, Part I� and followalong. The new words are in italics. Asyou listen to the reading, circle anywords you do not know.

Voice ReportingProcedures, Part I

This section on types of voice reportsprovides information on voice reports tounits of different navies that historicallyhave not operated together and do nothave any agreed-on voice procedures.Refer to Figures 6-10 and 6-11, pages 6-18to 6-20 as you read.

Types of VoiceReports

Reports are made by individual units of theTask Group (TG) to the Commander TaskGroup (CTG) using voice communicationcircuits which are designated in theTasking Message. The following reportscan be made.

FLASH reports

These report only contacts which repre-sent an immediate threat. They are used forcontacts which need to be reportedimmediately to the CTG. They need toinclude the precedence proword FLASHafter the callsign and before track identityor code word. If the circuit is busy, theoperator should break in. The followingcomponents should normally be included:

� Originator�s callsign� FLASH� Either environment (as required/

code word) or identity� Position� Course/direction� Ending sign

INITIAL reports

These report new contacts which areconsidered as not representing an immedi-ate threat. The components of an INITIAL

Learning Strategy

Scan the text andwrite some

questions. See towhat extent you can

answer your ownquestions.


report will vary with the type of contactand the length of time from first detectionto making the report, but normally shouldinclude at least:

� Addressee�s callsign� Originator�s callsign to be followed

by the word NEW as the first wordof the text

� Either environment (as required/code word) or identity

� Track number� Position� Track identity� Track number� Ending sign

AMPLIFYING reports

These report new or revised informationabout previously reported contacts. Theyare used to update information aboutcontacts previously reported. Thecomponents of the AMPLIFYING reportswill depend on the information availableand on circuit loading, but normallyinclude at least:

� Originator�s callsign� Either environment (as required/

code word) or identity� Track number� Position� Amplifying data as available� Code word/identity� Track number� Ending sign

MISCELLANEOUS reports

MISCELLANEOUS reports clarify oramplify the appropriate plot. They are asfollows:

I HOLD reports which may be used when aunit reports a track. Either the CTG oranother unit confirms the existence of thereported track on his own sensor.

I WANT reports may be used when anotherunit or the CTG confirms the existence of areported track and requires reportingresponsibility of nominated track.

I MAKE reports may be used by a unit toreport different amplifying information tothat already reported. It is usually used

when a unit is closer to the track beingreported, or has more accurate information.

LOST reports are used when a unit losescontact with a track for which it has beenreporting. Units have the responsibility toreport the loss of contact immediately.

DROP TRACK reports are used when trackcontinuity has been interrupted for asignificant period of time; the appropriatetrack is cancelled by the CTG by making aDROP TRACK report. Unless otherwiseordered, the following are to apply:

� Air tracks � two minutes� Surface tracks � ten minutes� Subsurface tracks � NOT dropped

MERGED reports are used when two or moretracks merge and remain merged for asignificant period of time. The CTG willdecide which track number is to be retainedand will inform other units by a MERGEDreport.

SPLIT reports are used when a track splitsinto two or more components.

The original track number should be retainedby the following prioritized considerations:(1) the track which is most dangerous, (2) thetrack which contains the greatest number ofcontacts, or (3) the track that maintains theoriginal heading. New track numbers shouldbe assigned to the other tracks by the unitreporting the split.

For air tracks with a strength componentgreater than single, SPLIT reports willnormally be made as follows:

� Air tracks � When individual echoesbecome more than ten miles apart.

� Surface tracks � When individualechoes become more than one mileapart.

In the event that a missile launch from anexisting track is detected, a new track will beinitiated. A FLASH report normally ispreferred over a SPLIT report.

SITREPs (Situation Reports) may be issuedby CTG. Voice SITREPs will be issued on theappropriate reporting communication net atsuch intervals as circumstances demand oron request from another reporting unit.SITREPs should not be made too frequently,nor should the transmission be too long, as

miscellaneous:consisting of variouskinds

prioritized: itemsarranged in order ofimportance

plot: a diagram of shipmovement (surfaceplot), aircraftmovement (air plot),or submarinemovement (under-water plot)


they may prevent ships which have morevital information from passing it. If thereis a large number of tracks, SITREPs aremade in two or more parts, each abouthalf a minute in duration.

The minimum components of a voiceSITREP are as follows:

� POSITION OF CONTROL SHIP (ZZ,if present). From time to time, the CTGshould report his own position (orthe position of ZZ if present).

� NON-FRIENDLY TRACKS which arenormally reported in clockwisesequence, with track identity, tracknumber, and position being given, aswell as other amplifying informationconsidered significant. This proce-dure applies also for neutral tracks.

� FRIENDLY TRACKS which aremaintaining their assigned stationshould be reported as ON STATION.

UPDATE OF REFERENCE POSITION �All contact positions are reported relativeto a reference position. When using a fixedgeographic position, CTG should ensurethat all units maintain a matched plot byperiodically reporting their respectiveposition relative to his RP (referencepoint). Units should use this updatedposition to adjust their own plot.

Source: EXTAC 1004 Voice Proceduresand Bevity Codewords, July 1994.

After you turn the recording off, silentlyread the paragraphs again. Look up anywords you do not know and completethe next exercise.

When figures are used in voice reports, they are spoken digit by digit. The following examples apply:

a. Track number � one zero two five

b. Bearing (degrees True, � two four zero from reporting point of contact)

c. Distance(1) distance (in miles; no proword) � one two DECIMAL five (12.5)(2) range (in hundreds of yards; proword RANGE) � RANGE two five (2500)

c. Speed(1) surface tracks (incl. helicopters) (in knots) � SPEED one five (15)(2) air tracks (in tens of knots) � SPEED four five (450)

d. Depth(1) submerged tracks: DEVILS (in tens of feet) � DEVILS two (20)(2) objects/water depth: DEMONS (in meters) � DEMONS one five (15)

e. Height(1) friendly air tracks: (a) ANGELS (thousands of feet) � ANGELS two five (25000) (b) FLIGHTLEVEL (in hundreds of feet) � FLIGHT LEVEL one two zero

(12000)(2) other air tracks:

(a) HEIGHT (in feet) � HEIGHT one seven zero (170) (b) ALTITUDE (in hundreds of feet) � ALTITUDE five zero (500)

Figure 6-10. Transmissionof Figures in VoiceReporting


REPORT REMARKS EXAMPLES OF PROCEDURES (c)

FLASH report 1. Ship detects fast moving radar THIS IS PAMA�FLASH�BOGEYS�235�18�LOW� contact and reports to the CTG TRACKING NORTHEAST�CTG OVER

2. Break�in procedure FLASH FLASH FLASH THIS IS PAMA�FLASH�BOGEYS�235�18�LOW�TRACKING�NORTHEAST OUT

INITIAL report 1. Detection of an underwater contact CTG THIS IS UVGE�NEW SONAR CONTACT 7327�053�RANGE�90�SONAR CONTACT 7327�OVER

2. Ship detects a slow-moving air CTG THIS IS PAZX NEW BOGEY 2624�100�ZZ�40 contact TRACKING NORTH WEST�SLOW�BOGEY 2624

OVER

3. a. Detection of a surface contact CTG THIS IS UVGE�NEW SKUNK 7330�050�RP�20SKUNK 7330�OVER THIS IS CTG�ROGER�REPORT

b. CTG doesn�t hold contact and SKUNK 7330�OVER directs detecting unit to report.

4. a. Detection of a contact by unit CTG THIS IS CCXX�NEW SKUNK 125�RP�15 TACK not assigned tracknumber. ONE SMALL SKUNK 12�OVER b. CTG assigns a track number THIS IS CTG�ROGER�SKUNK 270�RP�15 NOW

SKUNK 4632 REPORT�OVER

AMPLIFYING report 1. Air contact is closing. THIS IS ZX�BOGEY 2624�030�ZZ� 50 HIGHCLOSING SINGLE�BOGEY 2624�OUT

2. An already reported surface contact THIS IS GE�SKUNK 7330�050�ZZ�20 now with course and speed as TRACKING 270 SPEED 17�SKUNK 7330�OUT reported to CTG

3. Previous unidentified air track has TG THIS IS CC�BOGEY 2312 NOW SUSPECT been evaluated as suspect. 2312�DO OVER

4. Previous surface track has been THIS IS DO�SKUNK 3210 TWO FISHING VESSELS recognized as two fishing vessels OUT

5. Previous air track has been CTG THIS IS FH�UNKNOWN 1242 STRENGTH 2 � evaluated to consist of two units. OUT

6. Course, speed, height, and CTG THIS IS VK�SUSPECT 1266 TRACKING identification 330�SPEED 50�ALTITUDE 400�OUT

I HOLD report 1. Another unit confirms the track. THIS IS FH�I HOLD BOGEY 2624�ZX OVER

2. The CTG confirms the track. THIS IS CTG�I HOLD BOGEY 2624�CEASEREPORTING�OUT

3. A unit holds contact of track previously CTG THIS IS ZX�LOST BOGEY 7133�TIME 1410� reported as lost by another unit. OVER

THIS IS GG�I HOLD BOGEY 7133� OVER

I MAKE report 1. Reported by another ship.FH THIS IS GE�I MAKE BOGEY 2624�ALTITUDE

2. Ship with callsign GE reports more 120�SPEED 45�OVER accurate information of BOGEY 2624.

Figure 6-11. Examples of Voice Reports


I WANT report 1. CTG requires reporting responsibility UD THIS IS CTG � I WANT BOGEY 2412 � OVER of nominated track.

THIS IS UD � ROGER OUT

2. Unit requires reporting responsibility CTG THIS IS XS � I WANT BOGEY 2412 � OVER of nominated track.

UD THIS IS CTG � CEASE REPORTINGTRACK 2412 � CALLSIGN XS REPORT BOGEY2412 � OVERTHIS IS UD ROGER � OUT

LOST report Reporting unit doesn�t hold radar contact THIS IS GE � LOST BOGEY 2624 � 170�ZZ�45any more on a track and reports directly � TIME 1025 � CTG OVER

DROP TRACK report Track continuity has been interrupted for THIS IS CTG � DROP TRACK HOSTILE 2334a significant period of time. � OUT

MERGED and MIX UP 1. Two hostile tracks are merged. THIS IS CTG � HOSTILE 1204 � 320�ZZ�80reports � MERGED WITH HOSTILE 2305 �

2. A DROP TRACK report should follow. NOW HOSTILE 1204 � FEW � DROP HOSTILE 2305 �OUT

3. MIX UP reports are used when two identified radar contacts coalesce, as for CTG THIS IS XX � FRIENDLY 7112 example, friendly fighter and target(s). AND HOSTILE 7134 MIX UP OUT

SPLIT report Track splits into more components. THIS IS GE � SKUNK 7341 � 215�RP�35SPLIT � SKUNK 7341 1 MILESOUTHWEST OF SKUNK 7341 � CTG OVER

THIS IS CTG � ROGER � REPORT � OUT

UPDATE report 1. CTG decides position of designated PAMA THIS IS CTG�STANDBY UPDATE�NOW�NOW� unit relative to RP. On the last NOW PAMA OVER �NOW� CTG and designated unit mark position of designated unit.

2. CTG reports position of designated PAMA THIS IS CTG � YOUR POSITION WAS unit. Designated unit adjusts his plot. 087�RP�12.5� OUT

SITREP 1. SITREP on TG SURFACE NET THIS IS CTG�SITREP�SKUNK 7341�215�RP�30TRACKING 270 SPEED 20�TWO FRIGATESSKUNK 7342�210�RP�20�TRACKING 220 SPEED 25TIME 1234�XX OVER25�TIME 1234�PAMA OVER

2. SITREP on TG AIR NET THIS IS CTG�SITREP�HOSTILE 2343�270�RP�45TRACKING NORTH�HOSTILE 2345�275�RP�50�HIGH�TRACKING NORTHWEST�FAST�FRIENDLY4601 180�RP�60�TIME 1234�PAMA OVER

Figure 6-11. Examples of Voice Reports, continued


Exercise 11

In your notebook, write answers tothese questions about the reading. If youdo not know the answer right away, readthe paragraphs again.

1. What elements should be included in aFLASH report?

2. What are the four types of voicereports?

3. What are the elements of the AMPLI-FYING report?

4. Who decides which track number is tobe retained on a MERGED report?

5. In which sequence are NON-FRIENDLY TRACKS reported?

6. What information should be given inthe NON-FRIENDLY TRACK report?

VOCABULARY

Listen to the reading titled �VoiceReporting Procedures, Part II� and followalong. The new words are in italics. Asyou listen to the reading, circle anywords you do not know.

International ship callsigns are made up offour characters, the third and fourth arealways letters. They never change, forexample, PAMA is the full internationalcallsign for HNLMS KAREL DOORMAN.

Collective callsigns are designated in thetasking message: for example, a collectivecallsign for a group of ships, task group, ortask unit.

Helicopter callsigns are designated in theTasking Message. On some occasions thehelicopter side number may be the mostsuitable helicopter callsign.

Abbreviations of callsigns consist of thelast two characters: for example, GWPEbecomes PE. If two or more ships havethe same last two characters, then the lastthree are used.

When callsigns in the text of a voicereport are being preceded by a group ofletters and/or figures (for example, times,track numbers, positions), the word�CALLSIGN� is to be inserted to ensureproper separation and to avoid possibleconfusion between such groups and thecallsigns. This procedure does not applyto callsigns in message address.

When figures are used in voice reports,they are spoken digit by digit. (See Figure6-10, p. 6-18 for some examples.)

Sequence of Components

Voice reports will include different compo-nents, depending on the type of reportbeing made. If more components thanthose required in the specific type of reportare available, they also can be included inthat report. Whenever a track number isincluded in a report, it is always to bepreceded by a Track Identity. Componentsare always to be included in the correctposition from the following sequence:

Voice ReportingProcedures, Part II

Callsigns

Callsigns are used as a means of identifica-tion.


geographical location (for example, 53-00.ON/003-00.OE), a specific ship of thetask group (for example, the reporting ship)or any other point promulgated to orknown by all participants (for example,ZZ). Unless otherwise ordered, thefollowing methods are to be used forreporting contact positions.

� FLASH and sonar contact reportsinclude bearing and distance (inmiles or RANGE in hundreds ofyards) from detecting unit. Depthsshould be reported if accuratelyknown as DEVILS in tens of feet(for example, DEVILS 10 is 100feet), by the codewords SHAL-LOW or DEEP, or by DEMONS inmeters. See Figure 6-10.

� AIR/SURFACE TRACKS on thedesignated voice net bearing anddistance from a RP are used.Altitude information may be added,if available. If an accurate altitudeof the air track cannot be deter-mined, an estimated altitude usingcodewords can be reported (forexample, VERY LOW, LOW, andVERY HIGH).

� Addressee�s callsign� Originator�s callsign� Precedence� Environment (as required) (an

appropriate code word can beused) (See the �BrevityCodewords� listed in the Glossaryof this unit on p. 6-38.)

� Track Identity (See the �IdentityDefinitions� listed in the Glossaryof this unit on page 6-37.)

� Track number� Position� Course and Speed/Direction� Time� Amplifying Data� Track Identity� Track Number� Ending Sign

Details of Components

CALLSIGN � Used as ordered

PRECEDENCE � Used for FLASHreports only.

ENVIRONMENT � The environment inwhich the contact or (when required)track is operating, namely:

� Air� Surface (Sea)� Subsurface (Sea)� Land

TRACK IDENTITY � (See �IdentityDefinitions� listed in the Glossary ofthis unit.)

TRACK NUMBER � Each track reported isassigned an individual track number toenable subsequent reports to be corre-lated correctly.

� BLOCK ALLOCATION � The CTGallocates blocks of octal track numbersfrom the range of 0001 to 7776 to anyor all reporting units. Track numberallocation is as follows:

· 0001 to 0176 � Collective identifiersfor commanders and/or reportingunits

· 0200 to 7776 � Contact track numberallocation

� RETENTION � The same track numbershould normally be retained by acontact throughout its existence as atrack. Where a contact has been givenmore than one track number, the CTGwill order the use of a single tracknumber.

POSITION � Position may be expressed asa bearing and distance from a referenceposition (RP) whose location is known toall the participants. This RP may be a fixed

correlated: associated;brought into a mutualrelation

allocates: distributes


FRIENDLY AIR TRACKS. Theaccurate altitude of friendly airtracks determined by radar or thealtitude of aircraft controlled withinthe force can be reported using thewords ANGELS, in thousands offeet (for example, ANGELS 1DECIMAL 5 is 1500 feet) or usingthe International Civil AeronauticalOrganization (ICAO) termFLIGHTLEVEL, in hundreds of feet(for example, FLIGHTLEVEL 250 is25000 feet).

OTHER AIR TRACKS. Theaccurate altitude of other air tracksdetermined by radar is to bereported as ALTITUDE in hundredsof feet using three digits (forexample, ALTITUDE 151 is 15100feet). HEIGHT in feet (for example,HEIGHT 400 is 400 feet) or anappropriate codeword (such as,HIGH).

COURSE AND SPEED/DIRECTION � Theapparent course of a contact is reported asfollows:

� Surface and subsurface contacts:TRACKING is followed by thecourse in degrees.

� Air contacts: TRACKING followedby the course to the nearest tendegrees or to the nearest cardinal/intercardinal point (N, NE), bothspoken in full. ORBITING may beused instead of TRACKING, ifappropriate.

� SPEED is reported as follows:surface and subsurface tracks,estimated speed in knots to thenearest knot (for example, 5.4 Ktsare reported as SPEED FIVE).

� Air tracks: The nearest multiple often knots ground speed (forexample, SPEED FOUR FIVEindicates 450 knots) or theamplifying words (for example,SLOW, FAST, etc.)

TIME � The time component is requiredfor any report when the information beingreported is more than 3 minutes old. Timeis reported using four digits, except that

the hour digits may be omitted when noambiguity can result. Zulu time is to beused unless otherwise ordered.

AMPLIFYING DATA � Any other relevantdata

� PLATFORM: To complement thetrack identity, for example,SKUNK

� STRENGTH: The numericalstrength of a track is reported usingthe actual number of contacts ifknown (for example, STRENGTHONE FOUR or appropriatecodewords, if known, (for example,SINGLE, FEW, MANY)

� INTENTIONS: Plain languagestatement amplifying present orintended action

ENDING SIGN � Transmissions requiringconfirmation of receipt end with OVER;transmissions not requiring confirmationend with OUT.

Note that a single unit may be directed toconfirm receipt by inserting his callsignbefore OVER.

Source: EXTAC 1004 Voice Proceduresand Brevity Codes, July 1994.

Exercise 12

In your notebook, write answers to thesequestions about the reading. If you do notknow the answer right away, read therelated paragraph again.

1. What are callsigns?

2. What may be the most suitablehelicopter callsign on some occa-sions?

3. How many characters do internationalship callsigns have?

4. To what or whom are collectivecallsigns designated?

5. How many letters are usually used inan abbreviated callsign?

complement: makecomplete


READING SKILL Skim the following paragraphs. Then,answer the questions at the end of thereading.

EXTAC 1004

CHAPTER 2

THE TG COMMUNICATION NETS

SECTION I � GENERAL

210. Use of the TG COMMUNICATION nets.

a. The TG COMMUNICATION nets are used for the exchange of radar, and plot information on surface, subsur-face, and air contacts. Two of these nets can be designated in the Tasking Message: the TGSURFACE net (used for exchange of both surface and subsurface information) and the TG AIR net(used for exchange of air information).

b. TG COMMUNICATION nets are normally manned by the TG units; CTG will exercise net control.

SECTION II � REPORTS ON THE SURFACE NET

220. General.

The following reports can be made on the SURFACE NET:(1) Surface report.(2) Surface SITREP.(3) Subsurface report.(4) Subsurface SITREP.(5) Tactical and other information.(6) Reference Position Update report.

221. The surface report.

a. When making an INITIAL report, the full callsign is used. For subsequent reports the last two letters of theinternational callsign call may be used. The text should be in accordance with Chapter 1.

REPORT (a) REMARKS (b) EXAMPLES OF PROCEDURES (c)

INITIAL report CTG THIS IS PAMA-NEW SKUNK 6130-250 RP 15SKUNK 6130�OVER

THIS IS CTG �ROGER�REPORT�OUT

AMPLIFYING report THIS IS MA�SKUNK 6130�250�RP�15 TRACKING 340�SKUNK 6130�OUT

THIS IS MA�SKUNK 6130�250�RP�15 4 DESTROYERS�SKUNK 6130�OUT

THIS IS MA�SKUNK 6130�250�RP�20 SPEED 28�SKUNK 6130�OUT

SPLIT report SKUNK splitting THIS IS MA�SKUNK 6130�250�RP�20 SPLIT�SKUNK6131 1 MILE NORTH OF SKUNK 6130�CTG OVERTHIS IS CTG�ROGER�REPORT OUT


b. The ships of the formation should listen in, process the information in their plots, compare it with theirown observations and calculations, and report important differences immediately.


I MAKE report CTG THIS IS UV�I MAKE SKUNK 6130 TRACKING350-OVER

c. It is the duty of every ship to report amplifying information as it becomes available.


FLASH report important additional information THIS IS MA�FLASH�SKUNK 6131�LAUNCHINGMISSILES�NOW HOSTILE 6131�CTG OVER

222. The surface situation report (SITREP).

a. The compilation of the plots of individual ships is done by means of all available information.

b. The CTG periodically passes reports about the surface situation. These SITREPs must be consideredas a check of the situation, which is given once every 20 to 30 minutes (if necessary, more often). TheSITREP or part thereof should not last more than 30 seconds.


SITREP Check of situation THIS IS CTG�SITREP�HOSTILE 6131�260 ZZ 025 �TRACKING 285 SPEED 28�HOSTILE 6131�265 ZZ 030�TRACKING 340 SPEED26�TWO FRIGATES HIT BY GUNS TIME 1236 � UVOVER

223. The subsurface report.

a. On first (sonar) contact, an INITIAL or a FLASH report should be made, depending on the threat to theships. These reports shall be made on the TG SURFACE net to all ships, as well as being promulgatedon the TG MANEUVERING net in EXTAC 786 format.


FLASH report Torpedo detected. THIS IS CD-FLASH-TORPEDO 180-GH OVER


INITIAL report Initial sonar contact not considered ABCD THIS IS EFGH-NEW SONAR CONTACT 3236-an immediate threat to the force (the 135-10 SONAR CONTACT 3236-OVERreport contains some amplifyinginformation) THIS IS ABCD-ROGER-REPORT-OUT

or

CD THIS IS GH-NEW SONAR CONTACT 3236-090-CALLSIGN KL-10-SONAR CONTACT 3236-CD OVER

THIS IS CD-ROGER-REPORT-OUT



AMPLIFYING report THIS IS GH�SONAR CONTACT 3236 CONSIDEREDSUBMARINE�091�CALLSIGN KL�10�TRACKING 035�SPEED 8�SUBMARINE 3236�OUT

b. The ships of the formation should listen in, process the information in their plots, compare it with theirown observations and calculations, and report important differences immediately.


I MAKE report CG THIS IS CTG� I MAKE SUBMARINE 3236 NON�SUBMARINE� WREC� NOW NON�SUBMARINE 3236�OVER

224. The subsurface SITREP

Like the surface picture, the subsurface picture is also compiled with all available information from ownsensors and reports from other units.


SITREP THIS IS AB�SITREP�CALLSIGN CD AND KLPRESENTLY IN CONTACT. POSITION OF SUBMARINE3236 IS 090�CALLSIGN HV�25. CALLSIGN MN IS NOTIN CONTACT.HV OVER

225. Tactical and other information.

Signal groups from EXTAC 768 may be passed on nets other than the TG MANEUVERING net. Theoperator is alerted to the fact by the proword SINGALS preceding the signal. Other traffic may be passedas a plain-text message and will be preceded by the proword MESSAGE.


1. Communications should be ABCD THIS IS EFGH-SIGNALS-CM5-DESIG established on another net. VHF CHANNEL 72-ABCD OVER2. Captain of ship A requests to speak with captain of ship B. KLMN THIS IS OPQR MESSAGE-REQUEST YOUR

CAPTAIN ON THIS NET - KLMN OVER

SECTION III � REPORTS ON THE AIR NET

230. General.

a. The TG AIR Net is used for the exchange of information concerning the compilation of the air picture.

The CTG should promulgate the distance to which air contacts must be reported. If the number ofcontacts becomes too large to report them all accurately, FRIENDLY and HOSTILE tracks have prefer-ence.

b. The launch or recovery of friendly aircraft (including helicopters) must also be passed on this net.


231. Air reports.

A ship detecting a new contact which may present a danger to the TG mustimmediately initiate a FLASH report using break-in procedure, if necessary. Ifthe new contact is assessed to be no immediate threat, a normal INITIAL reportshould be initiated, followed by relevant reports (amplifying/miscellaneous).

232. Positions.

All air contact positions are to be reported in bearing and distance from thereporting unit or from a(n) RP, to be designated in the Tasking Message.

Source: EXTAC 1004, �Chapter 2, The Communication Nets,�July 1994.

Exercise 13

In your notebook, answer these questions.Check your answers on the answer pages.

1. What are the TG Communication netsused for?

2. What reports can be made on theSURFACE net?

3. What are SITREPs? How long shouldthese reports last?

4. Under what condition should a shipinitiate a FLASH report?

LISTENING/SPEAKINGSKILLS

Exercise 14

For this exercise, you will listen to andrepeat the �Example Procedures� fromFigure 6-11, pages 6-19 and 6-20. Stop thetape after each example and repeat theprocedure.

ExpressingOpinions andEngaging inHypotheticalSituations in GroupDiscussions

The reading selection �Military GroupDiscussions� in Unit 2 addressed the threeforms of group communication used in themilitary�the informal conference, theformal conference, and the seminar.

FUNCTION


Now you will learn some ways to expressopinions, express agreement anddisagreement, as well as engage inhypothetical situations in group discus-sions.

Opinions

During a group discussion, you can giveor request personal opinions. Here area few expressions which introducepersonal opinions. Learn to recognizeand use them. They will help you avoidconfusing a personal opinion withfactual information:

Giving Opinions� In my opinion/view/estimation ...� If you ask me ...� I think (that) ...� It seems/appears (to me) (that) ...� My conclusion/assessment is

(that) ...� From my point of view...� I have the idea/the impression

(that) ...� In my judgment ...� I believe/think/feel (that) ...� It�s my impression/belief (that) ...

Requesting Opinions

� What is your view �� What do you think about �� From your point of view/view-

point�� From your frame of reference�� In your opinion/estimation �� How do you assess �

Exercise 15

Read the following phrases and, in yournotebook, write a request for and areply to a personal opinion about it.

Sample topic:The achievement of peace by peoplefrom different cultures

Sample elicitation of opinion:

In your opinion, can people fromdifferent cultures achieve peace?

Sample expression of opinion:

I feel that people from differentcultures cannot have true understand-ing; thus, true peace cannot beattained.

Other topics:

1. Cross-cultural training needed formultinational operations

2. The most important traits needed forcultural adjustment

3. The role of women in the military

4. The most important benefit of a NATOenlargement for your country

5. Subjection of military personnel tocivilian control

Expressing Agreement orDisagreement

Here are a few ways to express agreement.

� You�re absolutely/definitely right.� That�s correct/true.� That�s just what I was thinking/how

I feel/what I believe.� That�s my opinion/view/belief, too.� Definitely.� I agree with that.� I support that view.� I can go along with that.

In a formal discussion, we soften ourdisagreement so that we do not appearimpolite or do not hurt another person�sfeelings. The expressions below clearlyexpress disagreement, but do so politely.


� I respect your opinion, but I think�� I am not sure if I agree with you

completely on that.� I understand what you�re saying,

but in my opinion �� Yes, that�s true, but my feeling is

that �� You could be right, but ...� You have a point, but don�t you

think that �

Asking for Agreement orDisagreement

One of the functions of a discussionleader is to check for group agreement.This is especially important if membersare trying to negotiate. The followingexpressions check for agreement anddisagreement.

� Does everyone agree with PettyOfficer Brown�s proposal?

� Do you share CAPT Morse�s viewon that?

� Do we all go along with LT Kim�sassessment?

� Does anyone disagree with whatwas just said?

Before moving to another topic, a discus-sion leader should check for agreement onthe topic just covered.

� Before we move on to the nextquestion, do we all agree?

� Before we go on to the nextproblem, are we in agreement?

� Before we take up the next point,does anyone disagree?

� Before we proceed to the next item,do we all go along?

� Does anyone have a different idea/opinion/viewpoint/plan/ conclu-sion/proposal?

� Are there any other ideas/com-ments/ suggestions on this?

Exercise 16

Read the following propositions and, inyour notebook, write a request for and areply to agreement/disagreement.

Sample proposition:

Overcoming stereotyping probablyplays a significant part in the adjust-ment process.

Sample elicitation of opinion:

Do you agree that overcoming stereo-typing is a significant part in thecultural adjustment process?

Sample expression of an opinion:

I agree because, when we hold on tostereotypes, it is difficult to appreciatethe personal achievements andqualities of a person from a differentculture.

1. The lack of common standards, acommon language, and a common typeof government will make an expandedNATO impossible to manage.

2. Having a common military culture isenough for international troops to beable to work together.

3. The UN does not offer sufficientprotection against armed attacks for itsmembers.

4. The countries of Eastern and CentralEurope need a strong security frame-work in order for them to develop intostable democracies.

5. An armed attack against one of themembers of NATO will result in acompulsory armed support from allNATO nations.

HypotheticalSituations

A discussion leader may ask participantsto consider an unreal or hypotheticalsituation in order to get reactions, propos-als, or ideas for future planning. Usinghypothetical situations, the group candiscuss a variety of possible reactions andchoose the best one in anticipation of theproposed situation�s actually occurring.Below are a few phrases commonly used tostart hypotheses.


� (Let us) suppose / imagine /presume / assume (for a moment)that �

� Assuming that �� Working on the assumption

that �� Given a situation in which �� Let me give you a hypothetical

situation. What would you doif�?

� Suppose your unit is attacked.What are you going to do?

Exercise 17

Read the following hypothetical ques-tions and, in your notebook, writehypothetical responses.

Sample hypothetical question:

If you were sent to the US fortraining, what would your biggestcultural adjustment be?

Sample hypothetical response:

If I were sent to study in the US,besides language, my biggest culturaladjustment would be getting used toAmerican food.

Other topics:

1. Suppose you could talk to yourMinister of Defense. What would bethe one thing you would ask him?

2. Assuming that you meet an officerfrom another country and you cannottell whether or not he is your supe-rior, would you salute him first?

3. Assume that you are in a group ofinternational officers, some of whomhave differing perceptions of theconcepts of property; from theircultural frame of reference, items thatbelong to one of the members of thegroup belong to the group, not to theindividual. How would you handle asituation in which someone uses anobject belonging to you withoutasking your permission?

4. Let�s suppose you were selected towork with NATO as a representativefrom your country. How would youprepare for your position?

5. Let�s suppose you could make somechanges to the Security Council of theUN. What would those changes be?

Interrupting Politely

Although in everyday conversation, it isgenerally considered impolite to interrupt aspeaker in the middle of a sentence, it isnot necessarily discourteous at all times. Aseminar speaker may, in fact, even wel-come a polite interruption by a listenerwho requests clarification or paraphrasingin order to better understand a difficultpoint.

To interrupt politely, practice the followingexpressions:

� Pardon me, but �� Sorry to interrupt, but �� I hate to interrupt, but �� Excuse me, but �� Do you mind if I say something?

discourteous: impolite;rude


READING SKILL

Exercise 18

Pre-reading

Before you read the following article, in yournotebook, write answers to these twoquestions.

1. What might motivate military person-nel in multinational exercises to besuccessful?

2. What factors facilitate or hindercommunications between sailors incombined military exercises?

Read the story as quickly as you can.Next, without looking back, complete themultiple choice exercise. Then rereadthe story to check your answers.

BALTOPS �97:Building NewFriendships

Just a few hundred miles south of theArctic Circle, and even closer to the oftenfrozen Scandinavian coastline, the BalticSea stands as a cold and unforgivingbarrier, separating Europeans from theirNordic neighbors. The shallow watersmake modern warfare tactics such assubmarine tracking difficult, and thelegacy of ancient Viking long ships howlsin the sharp winds that perennially blowover its surface. For centuries, control ofthe rich, dark waters has been short-lived.

For 25 years, the annual BalticOperations (BALTOPS) exercises herehave shown that the people who grow upby these waters know the sea well even ifthey haven�t tamed it. The US invitationalexercises regularly attract most of the

Baltic nations as well as Russia, Germany,Poland and the United Kingdom.

As the political landscape changes inthe region, participation grows. The 13nations who participated in this year�stwo-part exercise brought a total of 50ships and conducted more than 250training events using assets from smallernations, like Estonia, alongside muchlarger, more experienced forces.

Recent history brought the fall of theSoviet Union and a new era of growth forthe Baltic nations. This set the stage foran even greater role for the Navy duringBALTOPS �97.

�There�s something nice aboutcompleting missions with foreign ships.We may not all speak each other�slanguages, but we learn to communicate toget the job done,� said OperationsSpecialist 1st Class (SW) Stuart M.Crowder in the Command InformationCenter aboard the USS Anzio (CG 68). �Itfeels good to know that we can operate inany environment, with any of our allies, nomatter what language they speak,� saidthe Anzio plank owner and Ft. Worth,Texas, native.

In the 25 years the United States hasbeen sponsoring BALTOPS, the exercisehas developed into a unique experiencefor many sailors and their foreign counter-parts. The focus of the surface and airexercises was not on war-fighting tactics,but on improving the nations� cooperative

howls: makes a loud crylike a wolf or dog

perennially: lastingforever or for a longtime

tamed: trained to begentle, especially ananimal or wild thing

plank owner: amember of the firstassigned crew to anewly built ship

counterpart: a personor thing that servesthe same purpose orhas the sameposition as another


abilities. Scenarios tested the collectiveforces� ability to respond to maritimedisasters, conduct coastal surveillance,provide customs enforcement and avariety of other maritime operations.

�Our true enemy is instability andchaos,� said Rear Adm. James B. Hinkle,Commander, Cruiser Destroyer Group 8.�We know that a US presence improvesstability, which means the people wholive in this wonderful part of the worldhave a better chance of living in peace.�

Overcoming boundaries and creatingcloser, personal bonds with foreignservices have always been highlights ofthese exercises. One of the favorite tasksof the first week�s Phase I exercises was�cross-decking,� the time-honoredtradition of ships swapping sailors for aperiod of time so they could becomefamiliar with other ships� operations.

Squinting slightly at the unidentifi-able foreign frigate on the horizon,Crowder leaned on the rail, his back tothe wind, reflecting on his own experi-ence with cross-decking.

�The [HNLMS] Jan Van Brakel [F825] was highly efficient. I was veryimpressed with their professionalism.I�ve been in the Navy 16 years, and thatwas one of the most important things Ithink I�ve ever gotten to do. I think it�smore important that we learn how ourallies work so we can work with them,�Crowder said.

On the subject of foreign visitorsaboard his own ship, Crowder smiled

when recalling the things they consideredluxuries.

�Things like nonskid and three hotmeals a day amazed some of the guys wehad aboard. It made me think twice abouta lot of the things I take for granted beingan American sailor,� he said.

Even the summertime winds of mid-June had a bite in them as Aerographer�sMate 1st Class (SW) James B. Goble andAG2 Nathan J. Gogel of the NavalAtlantic Meteorology and OceanographyCenter prepared to launch a weatherballoon from Anzio�s flight deck. TheirDanish counterpart, Knud-JacobSimonsen, a civilian forecaster for theDanish army, was there watching thefamiliar ritual. His stay aboard Anzioduring Phase I helped the flagshipweather office better understand theweather in this region.

�We wanted to get a better under-standing of what Americans are lookingfor in a weather forecast,� said Simonsen.

�We wanted to learn the same�whatthe customer is looking for in a forecastand how to tailor it to the product every-one needs,� said Gogel.

Before they could find commonground, the three weathermen hadobstacles to face. As minor as it may lookin hindsight, simple terminology posed adefining challenge.

�Terminology differences are difficultfor most forecasters. �Mainly fair� to[Simonsen,] is �partly cloudy� to us. Butafter a week, we�ve settled into a commonlanguage,� said Goble.

Recent NATO expansions and increasingworld pressure to break down old ColdWar divisions has shed light on theimportance of the Baltic region. Themission of the sailors here is driven bypolitical forces, and the success of theexercises is a signal of political success,but Hinkle shares the sentiments of manysailors concerning the reward of what kindof experience BALTOPS has evolved into.�When sailors from this many nations gettogether, we realize we have a commonbond�the sea,� said Hinkle.

scenarios: outlines of aplanned series ofevents, real orimagined

customs: regulations orprocedures forinspecting baggage orgoods entering acountry

boundaries: borders orlimits

swapping: trading orbartering

squinting: peering witheyes partly closed

frigate: a small, fast-moving ship

forecaster: a personwhose job includespredicting the weatherbased on meteorologi-cal knowledge

shed: sent forth or spreadabout; radiate ordiffuse; �to shed lighton something� meansto make it clearer


Learning Strategy

Avid reading willimprove your abilityto recognize wordsand will enlargeyour vocabulary.

While the second week of the exer-cises, or Phase II, focused oninteroperability of NATO forces, most ofthe sailors� memories will be of that firstweek, where international boundarieswere lowered, many people speaking newand different languages communicatedand many new friendships were born.

Source: JO2 Rodney J. Furry, �BALTOPS�97: Building New Friendships,� from AllHands (Nov 97, pp. 12-15). Reprinted bypermission.

Exercise 19

Circle the letter next to the best answer.

1. Who participates in BALTOPS?

a. only the Baltic Nationsb. the US, the Baltic nations, Russia,

Germany, Poland, and the UKc. any nation wishing to participate

2. What was one of the highlights of thisexercise?

a. learning about forecastingb. cross-deckingc. learning new skills

3. What was the focus of the surface andair exercise?

a. enhancing war-fighting tacticsb. learning about other culturesc. improving cooperative abilities

4. What obstacles did the three weather-men face?

a. lack of a common terminologyb. difficult terminologyc. what the customer is looking for

5. What common bond do sailors fromdifferent nations have?

a. naval cultureb. the seac. the task

WRITING/SPEAKING SKILLS

Outlining YourPresentation

Exercise 20

Now that you have gathered the neces-sary information for your presentation,organize in outline form the main pointsof the presentation you are to give duringthe two-week course.


GLOSSARY

ObjectiveVocabulary

addressee (ad-dress-EE) n: the personto whom messages, etc., are ad-dressed

The addressee is the person whoreceives messages.

allied (AL-lied) adj: united by kinship,treaty, agreement, etc.

France, Germany, and Great Britainare allied countries.

bearing (BEAR-ing) n: a true orrelative line extending from anobject and expressed in degrees

The bearing of the submarine was230.

circuit (CIR-cuit) n: a specified radiofrequency used for sending andreceiving data

The specified circuit for the maneu-vering exercise was TA200.

component (com-PO-nent) n: servingas one of the parts of a whole

A computer has several components.

detach (de-TACH) v: to send (troops,etc.) on a special mission

The USS Saratoga was detached tothe Mediterranean to participate inthe exercise.

directive (di-REC-tive) n: a generalinstruction or an order issuedauthoritatively

My unit received a directive whichspecified the details of the multina-tional operation.

disperse (dis-PERSE) v: to spread about,distribute widely

The training procedures were dis-persed to all of the PfP countries.

duration (du-RA-tion) n: the time that athing continues or lasts

He has been assigned to this companyfor the duration of this exercise.

environment (en-VI-ron-ment) n: thearena in which a unit operates such asair, surface, subsurface, or land

Sonar is utilized by ships and subma-rines in the subsurface environment.

execution (ex-e-CU-tion) n: a carryingout, doing, performing

Our commander always expectsprompt execution of his orders.

frequency (FRE-quen-cy) n: the number ofperiodic oscillations, vibrations, orwaves per unit of time, usuallyexpressed in hertz

243.0 is the frequency used for militaryair distress.

inconsistent (in-con-SIS-tent) adj: not inagreement or harmony; incompatible

This statement is inconsistent with theprevious ones.

interval (IN-ter-val) n: a period of timebetween two points of time, events,etc.

The message was sent at five-minuteintervals.

precedence (PREC-e-dence) n: the act,right, or fact of preceding in time,order, rank, priority of messages(routine, immediate, flash)

This project takes precedence over anyother.

promulgate (PRO-mul-gate) v: to makeknown officially, to make widespread

The information was promulgatedthroughout the task force.


proword (PRO-word) n: a word placedbefore another word

SIGNAL is a proword a caller usesbefore sending the actual signal.

restore (re-STORE) v: to bring back to aformer or normal condition, as byrepairing, rebuilding, altering, etc.

Our internet service has been re-stored.

sonar (SO-nar) n: an apparatus used tofind submarines, depth, etc., thattransmits sound waves through waterand registers the vibrations reflectedfrom an object,

Using sonar, the minesweeper locatedthe limits of the minefield.

information by visible means usingflags and flashlights

At night we use light signals totransmit information; we use visualcommunication.

voice callsign (VOICE CALLsign) n: ameans of identification by usingspoken code

A voice callsign can be three or fourletters of the ship�s internationalcallsign or code name assigned for anoperation or an exercise.

voice radio communication (VOICE RA-di-o com-mu-ni-CA-tion) n: communicat-ing over a distance by convertingvoice sounds into electromagneticwaves and transmitting these directlythrough space without connectingwires to a receiving set, which changesthem back into sounds

Voice radio communication is used tocommunicate from ship to ship and shipto shore in the absence of computerequipment.

voice report (VOICE re-PORT) n: a reportusing voice communication circuits tothe commander of a task groupdesignated in the tasking message

Voice reports are done in Englishunless otherwise agreed upon.

subsurface (SUB-sur-face) n: lying belowthe surface, esp. the earth, the oceans,etc.

A submarine is generally a subsurfacevessel.

surface (SUR-face) adj: intended tofunction or be carried on land or sea,rather than in the air or under water

Surface warfare is a career specialty fornaval officers which involves themanning of surface ships.

track (TRACK) n: a course or line ofmotion or action, route, way; theprojection of a flight path of anairplane, rocket, etc., on the surface ofthe earth; a contact and/or position

The exhaust of an airplane sometimesshows its track.

vested (VEST-ed) adj: fully and condition-ally guaranteed as a legal right orprivilege

Captain Lunsford swore in the newnaval officer by virtue of the powervested in him.

visual (VIS-u-al) communication (com-mu-ni-CA-tion) n: communication that isor can be seen; the transmission of


Exercise 21

Read the sentence and then choose thecorrect word and mark a, b, or c.

1. An addressee is _____.

a. a station sending a messageb. a station receiving a messagec. a message being sent

2. The ship belonged to an alliedcountry.

a. relatedb. foreignc. watchful

3. A circuit is _____.

a. a switchb. a radio frequencyc. a training area

4. I bought a new component for myhome video system. A component isa _____.

a. filmb. partc. cleaning agent

5. The USS Aurora was detached fromher regular fleet. The Aurora was_____.

a. lostb. separatedc. chosen

6. The ships were dispersed by thestorm. They were _____.

a. destroyedb. sunkc. scattered

7. Each ship is assigned a frequency. Afrequency is _____.

a. a positionb. a particular number of radio wavesc. a place in a circuit

8. Their action was inconsistent withtheir plan.

a. Their action wasn�t in agreementwith their plan.

b. Their action wasn�t in time withtheir plan.

c. Their action was the same as theirplan.

9. The _____ system of a submarine isnecessary to determine its position.

a. solarb. sonarc. solid

10.The course of a target on a radarscreen or plotting board is called a_____.

a. traceb. trackc. tow

11.Flags and flashlights are used for_____.

a. maneuveringb. phonetic signalingc. visual communication

12. Circuits and callsigns for _____ will bepromulgated in the tasking message.

a. voice proceduresb. voice radio communicationc. voice backup

13. Voice reports include different_______, depending on the type ofreport being made.

a. constituentsb. componentsc. voice messages

Maritime Acronyms

CHOP: Change of Operational Control

CTG: Commander Task Group

EXTAC: Experimental Tactics

RP: Reference Point

SITREP: Situation Report

STBD: Starboard

TACOM: Tactical Command

TACON: Tactical Control

TE: Task Element (subordinate to taskunit)

TG: Task Group

TU: Task Unit (subordinate to task group)

ZZ: Control Ship


Exercise 22

Fill in the blank with the appropriateacronym.

1. Reports are made by individual unitsof Task Groups to their _______.

2. The _______ is the smallest part of aTask Group.

3. A _______ is subordinate to a TaskGroup.

4. _______ is the authority who assignsships to specific tasks within anexercise or operation.

5. _______ is the authority to direct andcontrol the movements or maneuversof ships to accomplish the exercise oroperation.

6. During all exercises and operationsparticipants will be organized into a_______.

7. _______ occurs when responsibilityfor TACOM and/or TACON shiftsfrom one task organization commanderto another or between national andallied task organization authority.

8. The _______ provide guidelines forPfP operations or exercises.

9. The TUs and TEs receive their ordersfrom the CTG who is in the ______.

10. A _______ is given at reasonableintervals so as not to interfere withimportant communication and should

be no more than 30 seconds in dura-tion.

11. _______ is the authority to assignships during an operation or exercise.

12. _______ is the right side of a ship oran aircraft when facing forward.

Maritime/MilitaryTerms

Identity Definitions

Contacts can be given a STANDARDidentity (applicable under all circum-stances) or an EXERCISE identity (appli-cable under exercise circumstances).

Standard Identity

PENDING: a contact which has notbeen subject to the identificationprocess but is available for reporting

ASSUMED FRIEND: a contact whichis assumed to be a friend becauseof its characteristics, behavior, ororigin

FRIEND: a contact belonging to adeclared friendly nation

NEUTRAL: a contact whose character-istics, behavior, origin, or nationalityindicate that it is neither supportingnor opposing friendly forces

SUSPECT: a contact which is poten-tially hostile because of its charac-teristics, behavior, origin, or nation-ality

HOSTILE: a contact which is eligible tobe engaged

UNKNOWN: an evaluated contactwhich has not been identified

Exercise Identity

FAKER: a friendly contact acting as aHOSTILE for exercise purposes


JOKER: a friendly contact acting as aSUSPECT for exercise purposes

Note: Identities HOSTILE and SUSPECTare NOT to be used during exercises.

Source: EXTAC 1004, �Annex Alfa,�July 1994.

Exercise 23

In your notebook, copy the followingsentences and insert the correctidentity definitions.

1. A contact which is available forreporting, but who has not beensubject to the identification processis called _______.

2. A contact from a declared friendlynation is a(n) _______.

3. A contact that hasn�t been identifiedis called _______.

4. A contact who has been on relativelygood terms with us in the past iscalled a(n) _______.

5. A contact with whom we mightengage in action is called _______.

6. During an exercise a friend who actsas a hostile entity is called a(n)_______.

7. A contact who is neither for noragainst us is called _______.

8. During an exercise an entity who actsas a suspect is called _______.

9. A contact who has the potential ofbeing hostile is called a(n)_______.

Brevity Codewords

The following brevity codewords can beused to make voice reports clear, fast, andsimple.

ABORTING: Cancel mission; or I am(or contact designated is) unable tocontinue mission.

ALTITUDE: height of contact reportedin hundreds of feet in three digits(for example, ALTITUDE ZEROZERO FIVE equals 500 feet). Ifaltitude is unknown, it is to bereported as NO ALTITUDE.

ANGELS: height of a friendly aircraft inthousands of feet (for example,ANGELS ONE DECIMAL FIVEequals 1500 feet; ANGELS DECI-MAL FIVE equals 500 feet).

ANYFACE: Airborne Early Warningaircraft.

ATTACK(ING): Attack; or am com-mencing attacking run with weaponindicated; direction/bearing fromwhich the weapon will be comingmay be given.

BALL: ASW helicopter transducer.

BENT: equipment indicated is inopera-tive; canceled by OKAY.

BOGEY: an air contact detected byradar.

BREAK(ING) DIP: helicopter raises thetransducer clear of the water.


BREAK RIGHT/LEFT: perform animmediate maximum performanceturn in the direction indicated.

BREAK OFF: discontinue approachbut maintain contact unlessotherwise indicated.

BROTHER: attacking ships of surfaceASW (Anti-submarine Warfare)unit.

CAP: combat air patrol.

CEASE FIRE: do not open fire/ceasefiring.

CEASE REPORTING: information onthe contact is no longer to bereported but plotting and assess-ment of classification, course,speed, altitude, identification andclosest point of approach is to becontinued. Reporting is to recom-mence automatically for changes inclassification, or identification, orfor significant alterations of course,speed, or altitude.

CHANGING PORT/STBD: contact isaltering course (to port/starboard).

CHICKS: friendly fighter aircraft.

COLD: I have lost sonar contact orsonar contact is not held.

COMING LEFT/RIGHT: ASW isaltering course in direction indi-cated (to course indicated).

CONFIRM: verify the existence of thecontact designated.

CONTINUE PORT/LEFT: continueturning port/left at present rate ofturn to magnetic heading indicated(3 figures) or continue turning toport/left for number of degreesindicated.

COUNTDOWN: I am about to open firewithin ___ seconds.

DATUM: last known position of asubmarine after contact has beenlost.

DECK CLEAR: deck now ready toresume launching or landing opera-tions.

DECK FOUL: unable to launch or landaircraft (followed by a numeral toindicate minutes anticipated beforeready to resume operations).

DEEP: contact is below layer depth.

DEMONS: depth in meters.

DEVILS: submarine depth in tens offeet.

DIP: conduct search with helicoptersonar search and attack.

DRONE: friendly remote controlled airvehicle.

DROP TRACK: the order to drop thetrack from the plot.

EMERGENCY BREAK OFF: discon-tinue ASW action, maneuver toavoid collision, resume action assoon as clear to do so.

ESTIMATE: provide a quick estimate ofthe height/depth/range/size ofdesignated contact, or I estimatethat height/depth/range/size ofdesignated contact is ____.

FAST: any detection with a ground-speed of 300 to 599 knots.

FEW: two to seven aircraft.

FLIGHTLEVEL: ICAO term givingheight in hundreds of feet (forexample, FLIGHTLEVEL 250 equals25,000 feet).

GADGET: radar or emitter equipment(type of equipment may be indicatedusing plain text description).

GERTRUDE: underwater telephoneequipment.

GOBLIN: submerged object detection.

HARD PORT/LEFT: alter heading toport/left in a tight turn in magneticheading indicated (3 digit group) or


number of degrees indicated (1 or2 digit group followed by the wordDEGREES).

HARD STBD/RIGHT: alter heading tostarboard/right in a tight turn tomagnetic heading indicated (3 digitgroup) or number of degreesindicated (1 or 2 digit groupfollowed by the word DEGREES).

HIGH: between 25,000 and 50,000feet.

HOLD FIRE: Do not open fire/ceasefiring. The direction to hold fireshould be repeated at the end of atransmission.

HOMEPLATE: home airfield or homecarrier.

HOT: sonar contact is held.

I GO (_____): I am leaving my patrol-mission now/in _____ minutes.

I HOLD: This may be used when aunit reports a track.

I MAKE: My information to amplify orclarify the appropriate plot, whichdiffers from that reported previ-ously, is _____.

KEEP CLEAR: Keep clear of contactbearing _____ degrees (true ormagnetic) _____ miles from me orreference point.

LIFEGUARD: Submarine or surfaceship designated for SAR opera-tions or a submarine or surfaceship stationed geographically forprecautionary SAR assistance.Also the name of the unit desig-nated to recover a man overboardfor vessels conducting alongsideoperations.

LOST_____: reporting unit doesn�thold radar contact anymore on atrack for which it has reportingresponsibility.

LOW: between 500 and 5,000 feet.

MANY: eight or more aircraft.

MARK(ING) DIP: helicopter come(coming) to hover and commence(commencing) sonar search.

MAYDAY: the international radiotelephony distress signal whichindicates that a ship, aircraft, orother vehicle is threatened by graveand imminent danger and requestsimmediate assistance.

MEDIUM: target altitude estimated tobe greater than 5,000 feet MSL, butnot greater than 25,000 feet MSL.

MERGED: tracks have come together.

MIX UP: mixture of friendly and hostileaircraft.

MORE HELP: Further target positionalinformation is required.

MOTHER: parent ship.

NOJOY: I have been unsuccessful or Ihave no information.

OKAY: equipment indicated is opera-tive; cancels BENT.

ON STATION: I have reached myassigned station.

ON TOP: I am over datum, target,object, or position indicated.

ORBIT(ING): orbit (or am orbiting)position indicated (position may beany visible object, standard refer-ence position, or properly definedpoint, as long as it can be clearlyunderstood).

PAN PAN: the international radiotelephony urgency signal meaningthe calling station has a very urgentmessage to transmit concerning thesafety of a ship, aircraft, or othervehicle or the safety of a person.

PANCAKE: land, or I wish to land(reason may be specified; forexample, PANCAKE-FUEL).

PIGEONS____: the magnetic bearingand distance of HOMEPLATE (If


PIGEONS are not to base, thedestination must be specified).

PLAYMATE: FRIENDLY ship, subma-rine, or aircraft with which I amcooperating.

PRONTO: as quickly as possible.

RANGE: the distance to an object ortarget in hundreds of yards, nor-mally limited to less than 10,000yards.

REPORT: report contact designatedfrequently (every _____ minutes).

RISER: a radar contact which hassuddenly appeared.

SHALLOW: contact is above layerdepth.

SHINING: radiating on electronicequipment (specify type if desired).

SINGLE: one object.

SINKER: a radar contact that laterdisappeared.

SISTER: assisting ship of surfaceASW unit.

SKUNK: a surface contact detected byradar.

SLOW: any detection with a groundspeed of 200 knots or less.

SMOKE: smoke marker used to marka position or datum.

SNORT: visually sighted submarinesnorkel.

SNORTING: submarine contact issnorkeling.

SOUR: equipment indicated is notoperating efficiently.

SPLITTING: contact is dividing.

STEADY: am on prescribed heading,or straighten out immediately onpresent heading or heading indi-cated.

STEER: set magnetic heading indi-cated to reach me (or_____).

STRANGER: an unknown contact notassociated with action in progress(bearing, range, and altitude relativeto you).

STRANGLE: switch off equipmentindicated.

STRENGTH: indicates the numericalstrength of a track.

SWEEP: keep all-round search andreport any new contacts.

SWEET: equipment indicated isoperating efficiently.

VECTOR: alter heading to magnetic/true heading indicating; (magnetic ortrue to be established beforeoperation commences); headingordered must be in three digits, forexample, VECTOR ZERO SIXZERO (for homing, use STEER).

VECTOR LEFT/RIGHT: alter course toleft/right of present course.

VERY FAST: any detection with aground speed of 600 knots orgreater.

VERY HIGH: above 50,000 feet.

VERY LOW: below 500 feet.

WAVE OFF: do not land; furtherapproach dangerous; clear ship.

ZIP LIP: hold communications on thiscircuit to a minimum.

Source: EXTAC 1004, Annex Bravo. July1994.


Exercise 24

Match Column A with Column B

1. __ break off a. used when aunit reports atrack

2. __ deck clear b. urgent interna-tional radiotelephonytransmissionconcerning thesafety of avessel or aperson

3. __ I hold c. operator-on-duty is gettingready to leavein a certainnumber ofminutes

4. __ marking dip d. helicopterraises trans-ducer clear ofwater

5. __ mix up e. discontinueapproach butmaintaincontact

6. __ more help f. mixture offriendly andhostile aircraft

7. __ pan pan g. now ready toassumelaunchingoperations

8. __ wave off h. discontinueASW action,maneuver toavoid collision

9. __ zip lip i. do not land,further ap-proach danger-ous, clear ship

10. __ breaking dip j. helicopterhovering tocommencesonar search

11. __ emergency k. hold communi- break off cation on circuit

to a minimum

12. __ I Go l. further targetpositionalrequired

Exercise 25

Use the cues below to complete thecrossword puzzle on the next page.

Across

4. equipment indicated is operative;cancels BENT

5. keep all-round search and report anynew contacts

7. attacking ships of surface ASW unit

10. set magnetic heading indicated toreach me (or_____)

12. underwater telephone equipment

16. as quickly as possible

18. ASW helicopter transducer

19. conduct search with helicopter sonarsearch and attack

20. indicates the numerical strength of atrack

22. combat air control

24. between 25,000 and 50,000 feet

25. friendly remote-controlled air vehicle

26. an air contact detected by radar

27. target altitude estimated to be greaterthan 5,000 feet MSL, but not greaterthan 25,000 feet MSL


Down

1. equipment indicated is not operatingefficiently

2. any detection with a ground speed of300 to 599 knots

3. equipment indicated is inoperative;cancelled by OKAY

6. tracks have come together

8. sonar contact is held

9. the distance to an object or target inhundreds of yards, normally limited toless than 10,000 yards

10. equipment indicated is operatingefficiently

11. contact is below layer depth

12. submerged object detection

13. report contact designated frequently(every _____ minutes)

14. a radar contact which has suddenlyappeared

15. provide a quick estimate of the height/depth/range/size of designatedcontact, or I estimate that height/depth/range/size of designated contactis _____.

17. orbit (or am orbiting) position indicated(position may be any visible object,standard reference position, orproperly defined point, as long as itcan be clearly understood)

21. radar or emitter equipment (type ofequipment may be indicated usingplain text description)

23. have lost sonar contact or sonarcontact is not held

1 2 3

4 5

6

7 8 9 10

11 12

12 13 14 15

16 17

18 19

20 21 22

23

25

24

27

26


ENRICHMENT ACTIVITIES

TroublesomeGrammar: quite afew vs. a greatdeal of

quite a few (many)

1. Quite a few is used with countablenouns in affirmative statements,affirmative questions, and negativequestions:

Examples:

There are quite a few (many) briefingsscheduled for this week. (affirmativestatement)

Were there quite a few (many) peopleat the change-of-command ceremony?(affirmative question)

Aren�t there quite a few soldiersmissing from formation? (negativequestion)

2. Quite a few cannot be used innegative statements.

a great deal of (much)

1. A great deal of is used with non-countable nouns.

Examples:

There is a great deal of (much) ice onthe roads.

He spends a great deal of (much) timestudying.

2. A great deal of is used in affirmativeand negative statements and inaffirmative and negative questions.

Examples:

There is a great deal of enthusiasmbeing shown for the project. (affirma-tive statement)

There isn�t a great deal of enthusiasmbeing shown for the project. (negativestatement)

Was there a great deal of opposition tothe plan? (affirmative question)

Wasn�t there a great deal of oppositionto the plan? (negative question)

Exercise 26

Copy the sentences in your notebook.Insert a great deal of or quite a few in theblanks.

1. _____ sailors from the PfP countriestook part in the exercise.

2. CAPT Walters spent _____ timepreparing this morning�s briefing.

3. The captain had made _____ transpar-encies for the OHP (overhead projec-tor).

4. There has been ______ excitementabout the upcoming war games.

5. _____ money has been spent on thepreparations.

6. _____ soldiers will be ready to go onmaneuvers at a moment�s notice.

acoustically: referencinghearing or with soundas it is heard

penetrating: passinginto; forcing a way intoor through

periscope: an opticalinstrument consistingof a tube holding asystem of lenses andmirrors or prisms, soarranged that a personlooking through theeyepiece at one endcan see objectsreflected at the otherend: used on sub-merged submarines,etc.

imagery: images gener-ally, like statues etc.

attaining: gaining througheffort; accomplishing;achieving


Authentic Readings

Read the following short articles andanswer the questions.

Where We�re Going inSubmarine RadioCommunication

Communicating via radio frequenciesor acoustically at much higher data ratesis one of the most pressing needs for thefuture. Part of the solution lies in thesubmarine High Data Rate (HDR) system,which is nearing completion and will betested within the next year. The HDRsystem will consist of a non-penetratingmast/antenna group and receiver capableof operating in both the super highfrequency (SHF) and EHF spectra. Themultiband antenna will allow the subma-rine, while at periscope depth, to transmitand receive voice , data, video, andimagery and will be capable of attainingdata rates up to 1.544 megabits persecond (TI capacity full-motion video).This improved submarine communicationsuite, which will provide a 200-foldincrease in the submarine data transmis-sion rate, will enable the submarine toreceive lengthy data messages quickerand will enable the conduct of real-timevideo transmission from the submarine tothe joint task force commander-or anyother commander that some futuremission may require.

We also are investigating other waysto increase data rate capability, such aschanging the size and shape of thesubmarine sail, which would allow forinstallation of antennas of much widerapertures. This larger sail also wouldexpand the submarine�s payload and givegreater flexibility for the size and types ofweapons carried.

In addition to higher data rate capabili-ties, submarine communications systemsare heading toward increased automation,

leading ultimately to an unmanned radioequipment space. Besides automatedmessage preparation and signal routing,the submarine radio room of the future willinclude remote control of communicationsequipment and an automated antennadistribution system. This capabilityshould be in the fleet before 2000.

In July, the Navy had the opportunityto take the future to sea during the JointWarrior Interoperability Demonstration1997 (JWID97). This annual exercisefocuses on the C4I aspects of war fightingand brings government and privateindustry together to demonstrate new andemerging technologies that could shapethe battlefield of the future. A U.S. andallied coalition operation led by Com-mander, Carrier Group Six, acting asCommander, Coalition, Task force (CCTF),JWID97 conducted combined operationsat the joint component commander level.Navy participants included the John C.Stennis (CVN-74), San Jacinto (CG-56),Nassau (LHA-4), Atlanta (SSN-712),Scranton (SSN-756), and Coronado (AGF-11), in addition to Marine, Army, Air Forceand allied units.

For the exercise, the Atlanta operatedunder the tactical command of the CCTF,Special installations provided for seamlessparticipation on the common operatingpicture with full connectivity allowed keydata and information exchange, includingreal time imagery and enhanced datadelivery, collaborative planning, andintegrated sensor-to-sensor and sensor-to-shooter technologies. The end resultwas the previously unavailable ability for

aperture: an opening; ordiameter of anopening; hole; gap

expand : to enlargeupon an idea, etc.,develop in detail

payload: a load thatconsists of anythingcarried by an aircraft,rocket, etc. that is notessential to its flightoperations, includingwarheads, satellites,spacecraft, orpassengers

emerging: to becomeapparent or known

coalition: a temporaryalliance of factions,nations, etc., forsome specificpurpose

common: refers to thatwhich is met withmost frequently or isshared by all or mostindividuals in a group,body, etc., and mayimply prevalence orusualness

connectivity: therelation betweenthings that dependon, involve, or followeach other, causalrelationship

sensor: any of variousdevices designed todetect, measure, orrecord physicalphenomena, asradiation, heat, orblood pressure, andto respond, as bytransmitting informa-tion, initiatingchanges, or operat-ing controls


commanders to plan and conduct militaryoperations taking full advantage of thesubmarine�s unique warfighting capabili-ties.

Exercise 27

In your notebook write answers to thefollowing comprehension questions.

1. What is the name the system that willimprove submarine radio communica-tion?

2. What will this system consist of?

3. What will the system be able to dowhile at periscope depth?

4. How would the installation of a largersail improve the submarine?

5. What will the submarine radiocommunication room include?

Source: RearAdm E.P. Giambastiani,Jr.,�Where We�re Going in Submarine RadioCommunication,� from Proceedings(October 1997, pp.49-50. Reprinted bypermission.

Strong Resolve:Black Humor in aBlack Boat

There are a lot of things you are notallowed to do in a submarine: Go out andget some fresh air whenever you feel likeit, for example, take a shower wheneveryou feel like it, that�s another; smoke, athird; mention the word �horse�, or bringa backpack aboard is a fourth one. Nowonder dolphin humor is darker anddirtier than the crew�s shorts after oneand a half weeks.

�You become a little bit special beingon a submarine. It�s no life for a woman,�says Lieutenant Commander Olav Lie.The 34-year-old with the controversialviews is a Commanding Officer of theSvenner, the newest of the old Norwe-gian �Kobben-submarines.�

Svenner is four years younger than theboat�s commanding officer and is ex-pected to stay operational for anothereight to ten years.

�Do you have any women aboard?�

�Just on weekends,�

�Why not?�

�It wouldn�t be possible to havewomen as part of the crew as we live andbreathe so close to each other� says Lie.

We understood what he meant afterreading the submarine�s newspaper. Thearticles don�t mince words.

On Monday (17 March) �Svenner�sank seven enemy ships in the fjordsaround Harstad before docking here onTuesday morning. The crew of 21 hasbeen at battle stations constantly for oneand a half weeks.

�We wouldn�t have docked if wedidn�t have to. But our communicationssystem broke down. We�re going outagain in a few hours,� says the Command-ing Officer.

The submarine came in with yellow flagflying, the international signal for plagueaboard, but during the exercise it meansthe same thing as �time out.�

Being in a submarine demandsflexibility, not only physically but sociallyas well.

�We live on top of each other; shouldanybody have a fight or fall out, the wholecrew would suffer.� At the same time, Lieknows you have to be a little bit crazy tofunction in such an environment.

mince: to express or dowith affectedelegance or dainti-ness


He and his crew relieve a lot ofaggression by playing different gamessuch as Risk, Ludo, and Trumps. Theseare the crew�s favorites and if they don�tplay or sleep, they work.

�It�s been a lot of hard work, espe-cially after phase III started,� saysLieutenant Lie. In the last three days, heonly slept ten to eleven hours.

The crew sleeps squashed togetherlike sardines on the Svenner. The subma-rine is 48 meters long and just five metersat its widest point. Thirteen officers andeight soldiers live in this sealed container.Just imagine, locked up in this stale airand all you can hear is the constant droneof the radarscope.

�We�ve heard that sound a lot the lastfew days. It�s exhausting and we�re all onedge. But you learn to live with it,� saysOlav Lie, who longs to get back to the wareffort.

He can�t be bothered to changeclothes yet. Even though he hasn�tchanged his shorts for a week and a half.The only thing Olav Lie thinks about isgoing out to war again.

Exercise 28

Answer these questions on the reading.

1. What kinds of things are not allowedon a submarine?

2. Who is older, the ship or the com-manding officer?

3. Why did the �Svenner� have to dock?

4. What is the international signal for�plague�?

5. How does the crew relieve tension?

Source: Strong Resolve: Media Re-sources, �Black Humor in a BlackBoat,� May 3, 1998. [www.fkn.mil/no/resolve98/presse/el80398.html]

Combined Endeavor

The U.S. European Command, incooperation with the German Ministry ofDefense, will sponsor the fourth annual�Combined Endeavor� communicationsand interoperability exercise at SembachAir Base, Germany, 7-21 May 1998.

This year�s Combined Endeavorexercise is the most extensive multina-tional communications event ever con-ducted, bringing together 29 NATO andPartnership-for-Peace nations. Theparticipating nations face the challenge offinding technical solutions for successfulcommunications in a multi-service,multinational scenario that increasinglycharacterizes the operational environmentin the European theater. From the firstCombined Endeavor exercise in 1995 whenonly ten nations took part, it has growninto one of the largest exercises of its kindconducted in Europe.

Participating nations will attempt tosatisfy a series of technical tasks designedto test the compatibility of systems andequipment across a broad range ofcapabilities. Testing will include fourdifferent areas: switchboard, radio relay,LAN/WAN, and high-frequency systems.Communications networks will be built astesting progresses.

Each year, Combined Endeavorimproves communications interoperability.A side benefit of the exercise is whatColonel Ron Vandiver, Test Site Director,has termed �the fostering of humaninteroperability.� This year, followingdaily testing, the 400 participants will

aggression: forcefulattacking behavior,either constructivelyself-assertive andself-protective ordestructively hostileto others or tooneself

squashed: pressed orsqueezed tightly ortoo tightly

sealed: closed com-pletely so as to makeairtight or watertight

drone: to make acontinuous andmonotonous hum-ming or buzzingsound

on edge: nervous,uneasy

endeavor: an earnestattempt or effort


engage in a wide range of sportingevents which serve to build esprit decorps and camaraderie. Participants alsotake part in cultural activities and tripsduring a mid-exercise break.

Source: Navy News Service, �Com-bined Endeavor Gears Up,�eur98018.txt, May 8, 1998.[www.navy.mil]

Exercise 29

Answer these questions based on thereading.

1. How is the 1998 Combined Endeavorexercise different from those held inthe past?

2. Who is participating in this year�sexercise?

3. How many nations participated in theexercise in 1995?

4. What series of tasks are tested duringthis exercise?

5. What are the benefits of this exer-cise?

LISTENING SKILLS

Listen to the Newsand Take Notes

Exercise 30

Listen to or view at least three newsbroadcasts in English this week. Usethe News Broadcast Listening/ViewingForm in Appendix G as a guide. As youlisten, take notes. Ask the informationquestions that you learned in Unit 1:Who?, What?, Where?, When, and Why?Then, in your notebook, write answersto the questions.

Exercise 31

Authentic RadioCommunications

Now listen to some authentic radiocommunications.

LEARNING STRATEGY

Keeping aLearning Log

Exercise 32

Follow the instructions for completingthe Language Learning Log that weregiven in Unit 1.

Unit 7:

Maritime Tactical

Message Requirements

Communications dominate war; broadly considered, they are the most

important single element in strategy, political, or military.

�Mahan


Resources

You will need Unit 7of this course, the Unit 7 recording, a tape/CD player, notebook,pen or pencil, and your copy of Webster�s New World Dictionary.

Objectives

In this lesson you will1. hypothesize about actions and conditions.2. review the three types of conditional sentences.3. use objective vocabulary, military terms, and military acronyms in the glossary.4. become familiar with EXTAC 1006 and its contents.5. define the MTMS and discuss its purpose.6. develop an OPSTAT Unit message for a particular ship.7. become familiar with EXTAC 1005 and its contents to include

exercise planning and order table formats.8. define the following terms as they apply to exercise planning:

OSE, OTC, OCE, OCS, and SUBOPAUTH.9. describe the OTC�s responsibility to ensure good communications during exercises.

10. use the EXTAC 1005 �Order Table� to develop a PRE-EX for a communicationsexercise.

11. write the preliminary draft of your oral presentation based on your outline and notes.12. listen to electronic communications; take notes or write summaries.13. read models of technical/military material and answer comprehension questions.14. read authentic military articles and answer comprehension questions.15. practice a variety of language learning strategies.

Table of Contents

LEARNING STRATEGIESPlanning .......................................... 7-3

VOCABULARY Structured Messages..................7-3

Maritime TacticalMessage System (MTMS) .............. 7-4

VOCABULARYThe OPGEN ................................... 7-9

GRAMMARConditional Sentences .................. 7-24

WRITING SKILLSSummary ...................................... 7-27

VOCABULARYOPSTAT Unit Message ................. 7-28

VOCABULARYConduct of Exercises .................... 7-39

READING/WRITING SKILLSWrite a Paragraph ......................... 7-44

FUNCTIONHypothesizing ............................... 7-44

WRITING/SPEAKING SKILLSWriting the Draft ............................ 7-46

GLOSSARYObjective Vocabulary .................... 7-53Maritime Expressions ................... 7-57Maritime Acronyms andAbbreviations ................................ 7-59

ENRICHMENT ACTIVITIESTroublesome Grammar:Two-Word Verbs with Put ............. 7-60BALTOPS 98 Phase 1 Ends:Most Successful First Phase........ 7-61

LEARNING STRATEGYLanguage Learning Log ................. 7-62


LEARNING STRATEGIES

In this course you have been presentedwith many learning strategies. Think aboutthe ways you can apply these strategies toyour future learning.

Planning

Exercise 1

Look at your schedule for Unit 6. Did youstudy more or less than the original planrequired? Fill in the schedule below, andafter you complete this unit, giveyourself a reward for sticking to yourstudy schedule.

Unit 7 Schedule

Day Plan Actual

Mon _______ _______

Tues _______ _______

Wed _______ _______

Thu _______ _______

Fri _______ _______

Sat _______ _______

Sun _______ _______

VOCABULARY

StructuredMessages

EXTAC 1006 Structured Messages is thesource of the vocabulary readings in Unit7. EXTAC 1006 is a publication that isused in operations involving NATO andnon-NATO navies. It is a reference sourcefor messages commonly used at sea. Thecontents of EXTAC 1006 relate to tacticalcommand, control, coordination andinformation dissemination. Before youcontinue, think about the followingquestions:

1. What types of messages does yournavy use to communicate operationalinstructions and information?

2. What distinguishes a well-writtenmessage from a poorly written mes-sage?

3. What does an individual need to learnin order to be proficient in reading andwriting messages?

Skim the reading titled �Maritime TacticalMessage System (MTMS)� in order to geta general idea of the topics covered.Notice how the reading is broken up intosections. Briefly look over paragraph andsubparagraph headings. Read words thatare specially marked (for example, bold,italicized, capitalized).

Now listen to the reading and followalong. The new words are in italics. Asyou listen to the reading, underline orcircle any words you do not know.

Learning Strategy

When youunderstand thegeneral or main

idea of a reading, itis easier to

understand thedetails.


Maritime TacticalMessage System(MTMS)

Purpose and Type

The MTMS consists of standardizedmessages and may be used for thefollowing purposes:

� to convey operational instructions orintentions.

� to pass operational information totactical commanders at sea.

� to report operational informationbetween commanders and fromsubordinate to higher formations.

� to notify organizations of impendingand actual operations of unitsengaged in maritime warfare.

The following message types are used inthe MTMS:

� OPGEN (Operational General Matters)is used for general matters of policy,instructions and aspects common toall forms of warfare, and detailedinstructions for warfare responsibili-ties retained by the Officer in TacticalCommand (OTC).

� OPTASK (Operational Tasking) isused for giving detailed informationconcerning specific aspects withinindividual areas of warfare and fortasking resources.

� OPSTAT (Operational Status) is usedfor aspects of information exchange,particularly reporting of operationalstatus.

Application andDescription

The OPGEN will normally be originatedby the OTC, while OPTASKs may beoriginated by the OTC or by specificWarfare Commanders/Coordinators whendelegated. The OPSTATs will be

originated by the authorities making statusreports.

The MTMS permits promulgation of acomprehensive range of instructions andinformation and also serves as anoriginator�s aide-mémoire. It is designedto be flexible and provides the following:

� a stand-alone OPGEN for small scaleoperations.

� an OPGEN amplified as necessary byOPTASK messages for larger scaleoperations.

� a means to issue changes coveringadditions, deletions, and amendmentsto previously promulgated messages.

Messages are presented as a statement ofpurpose, section titles, general instruc-tions, and structure, including sectiondetails and examples.

Messages are structured so that thecontents of their component sectionsappear in free text, or in establishedsequences which are repeatable and maybe amplified as required. Each section isprefixed by an alphanumeric identifier anda self-explanatory abbreviation.

Drafting Instructions

Alphanumeric Identifier

The alphanumeric identifier is followed bya slant, a self-explanatory abbreviation, anadditional slant, and text. Each section,with its associated identifier, abbreviation,and text is to be started on a new line.

Example:

B4/AAWPICK/....

B5/NADGE/......

Readability

Readability may be improved by indent-ing the second line and subsequent linesafter the self-explanatory abbreviation.

Learning Strategy

Repeating newsounds, words,

and sentences givesyou a feel for them.

alphanumeric: havingboth alphabetical andnumerical symbols

formations: orderedarrangements of twoor more shipsproceeding together

aide-mémoire: some-thing that serves asan aid to memory,such as a mnemonicdevice

free text: message textconsisting ofunformatted narrativeinformation


Free Text

Free text sections appear as shown in theexample.

Example:

D1/MISSION/DETER OPPONENTFROM LANDING PRIOR TO THECOMMENCEMENT OF HOSTILI-TIES. LOCATE ALL OPPOSINGFORCES IN THE VICINITY OFAREA BRAVO. AT GENERALALERT, DESTROY OPPOSINGAMPHIBIOUS FORCES PRIORTO DEBARKATION. IF LAND-INGS HAVE COMMENCED,ENGAGE ALL OPPOSING SUP-PORT FORCES IN AREABRAVO.

Established Sequence

There are two methods of presenting anestablished sequence.

The first method consists of blocks ofrequired information separated by slants.Within blocks of information, requireditems are separated by periods, spaces,hyphens, etc., but not by a slant. Inaddition, slants are not to be used forabbreviations such as N/A, A/C, etc.These must be written as NA, AC, etc., orin complete words. To ensure that therequired sequence of specified informationis maintained, hyphens are to be enteredwhere there is no information except asexempted in the detailed instructions, or ifit is clear that the correct sequence will notbe lost.

Example:

B4/AAWPICK/BRISTOL/R6F/360ZZ80

The second method consists of identify-ing, by paragraph and subparagraphnumbering, those items of requiredinformation and their sequence�asspecified in the appropriate instructionsfor each section. This method produceslonger messages than does the use ofslant separation.

Example:

B4/AAWPICK/(1) BRISTOL(2) R6F(3) 360ZZ80

Amplifying a Sequence

In sequences using slants, elements maybe amplified by inserting the appropriatetext after the element, separated by a dash.In amplifying an entire sequence, appropri-ate text may be inserted at the end,separated from the last element by a slant.

Example:

E4/SAFESECT/GOLF/VICTORLIMA/100 NM NORMALLY -FROM 182000Z1 TO 182200Z3150 NM//235M/10/ FL100/DISESTABLISHED 220001Z5.

The same principle applies when paragraphand subparagraph numbering is used.Amplifying text is separated by a dash.However, the entire sequence is amplifiedby using the next paragraph number.

Example:

F4/SAFESECT/(1) GOLF(2) VICTOR LIMA(3) 100 NM NORMALLY � FROM182000Z1 TO 182200Z3150 NM(4) 235M(5) 10(6) FL 100(7) DISESTABLISHED 220001Z5

Repeating a Sequence

Sequences using slants may be repeatedas follows:

Continuous repetition of the sequencewithout separation. In the interest ofreadability, this format is to be used onlyfor short sequences requiring littlerepetition.

deter: keep or discour-age from doingsomething

commencement: start;beginning

hostilities: open acts ofwar

vicinity: area surround-ing a particularplace

general alert: signal formanning battlestations

debarkation: theunloading of troopswith their suppliesand equipment froma ship

landings: acts ofcoming to shore

engage: to enter intoconflict with (theenemy)

disestablished: nolonger set up orinstituted


Example:

B3/SURFAAW/KIDD/GOLF/000ZZ30/ROGERS/GOLF ALFA/120ZZ10/BROADSWORD/GOLFBRAVO/240ZZ10

Repeating the alphanumeric identifierand self-explanatory abbreviations on adifferent line for each sequence. Thisformat is appropriate for lengthy se-quences. Even though the length ofmessages may be increased, readability isimproved.

Example:

G1/EMCON/ALFA/A-14E-18A-40P-51P-66U-8lUV-82A-90EB-B-14E-40P-51P-68U-82H-90EB-L-10U-40P-60U-80M-84UG1/EMCON/BRAVO/A-10U-30U-60U-80U-B-10U-20U-40P-60U-80U-L-10E-20E-40P-85U

Repeating the sequence on a new linewithout an alphanumeric identifier andself-explanatory abbreviation. Thisformat is appropriate for shorter se-quences requiring much repetition.

Example:

B3/SURFAAW/KIDD/GOLF/000ZZ30/ROGERS/GOLF ALFA/060ZZ10/BROADSWORD/GOLF BRAVO/120ZZ10/NEUSTRASHIMYY/ECHO/ZZ/MACDONOUGH/HOTEL/180ZZ5/KASHUB/HOTEL ALFA/240ZZ10/ALGONQUIN/HOTEL BRAVO/300ZZ10

The only method of repeating sequencesusing paragraph and subparagraphnumbering is to repeat the alphanumericidentifier and self-explanatory abbreviationfor each sequence.

Amplifying RepeatedSequences

When slants or paragraph and subpara-graph numbering are used, all repeatedsequences in the same section are ampli-fied by adding, at the end of the section,the same alphanumeric identifier and self-explanatory abbreviation, followed byamplifying text.

Example:

B3/SURFAAW/KIDD/GOLF/000ZZ30/ROGERS/GOLF ALFA/060ZZ10/BROADSWORD/GOLF BRAVO/120ZZ10/NEUSTRASHIMYY/ECHO/ZZ/MACDONOUGH/HOTEL/180ZZ5/SPRUANCE/HOTEL ALFA/240ZZ10/SILNYY/HOTEL BRAVO/300ZZ10/B3/SURFAAW/ON DETECTIONOF ACFT THREAT STATIONRANGES ARE TO BE IN-CREASED BY 10 NM WITHOUTFURTHER ORDERS.

To avoid lengthy messages, it is essentialthat originators omit sections which arenot necessary.

All times should be expressed as fourfigures followed by a time zone letter andchecksum.

A checksum is a single number derivedfrom the sum of all numbers of the field towhich the checksum applies. When thetotal sum is more than a single digit, onlythe last digit of that sum is used.

Example:

checksum of 2468 = 0checksum of 246 = 2.

The examples used in the various mes-sages that comprise the MTMS are not

ACFT: aircraft

Learning Strategy

When youaccomplish anobjective, giveyourself a little

reward. Planning thereward as part ofplanning a goal

works best.


intended to conform to current editions oftables, but are written for illustrativepurposes only.

Between frequencies and checksums,letters K, M and G will be used as follows:

K - KHZ (kilohertz)M - MHZ (megahertz)G - GHZ (gigahertz)

To avoid confusion caused by errors intransmission, checksum digits are to beused when specified by the messageformat.

Changing Instructions

Previously promulgated MTMS messagescan be modified, in the course of anoperation by two methods.

Changes can be made to promulgatedmessages. This method has the advantageof allowing separation to some degree ofperishable and non-perishable informa-tion, thus reducing repetition of the sametext in subsequent messages. Changes canbe made in the following ways:

� Changes are identified by message id(MSGID, message identifier) followedby the title of the message beingchanged, followed by �CHANGE�,followed by a three-figure numberindicating the change serial, followedby the effective DTG of the change,with each separated by a slant. Thecomplete message identifier is notgiven because, as explained in sectionA l REF (reference section) of eachmessage structure, referencing themessage to be changed is mandatory.(See page 7-9.)

Example:

MSGID/OPTASK AAW/CHANGE/003/021200Z5

� To delete a section in an existingmessage, the appropriate sectionalphanumeric identifier is listed,followed by �Delete.�

Example:

E3/DELETE

� To add a new section to an existingmessage, its complete text, includingthe alphanumeric identifier and selfexplanatory abbreviations, is inserted.

� For major amendments to a section inan existing message, the completesection including the alphanumericidentifier, self-explanatory abbreviationand revised text, are inserted. For minoramendments, only the alphanumericidentifier and self-explanatory abbre-viation and directions for the amend-ment are necessary.

� The order of the contents of a changemessage is to conform to the structuresequence of the message to bechanged.

Messages can also be changed by thepromulgation of a replacement MTMSmessage under the next sequential serialnumber. This message will automaticallysupersede its predecessor at the first timelisted in section A2 (period section) of thereplacement message.

In this unit, the OPGEN and the OPSTATUnit messages will be covered in detail.

After you turn off the recording, read theparagraphs again. Then, completeExercise 2.

Source: EXTAC 1006 StructuredMessages, April 1995.

Learning Strategy

Taking a breakfrom your study

and work isimportant.

DTG: day-time-group


Exercise 2

Find the answers to the followingquestions by scanning the previousreading. Write your answers in yournotebook. Check your answers againstthose in the answer pages at the end ofthis unit.

1. What is the purpose of the MTMS?

2. What types of messages are used inthe MTMS?

3. According to the reading, how aremessages structured?

4. Where is each section of a message(with its identifier, self-explanatoryabbreviation and text) started?

5. What are two ways to amplify anentire sequence?

6. What does 021200Z5 in the example inthe section titled �Change Instruc-tions� represent?

7. Here is section A2 of a replacementMTMS message:

A2/PERIOD/ 102200Z5DEC-151800Z5JAN

When is the replacement to bepromulgated?

Exercise 3

Write a word(s) that can replace theunderlined word(s) in each of thesentences.

1. The MTMS allows a way to makeadditions, deletions and improvements to messages.

2. Each section begins with an easilyunderstood abbreviation.

3. Blocks of information in a messageare separated by diagonal lines thatare also known as slashes.

4. The OPGEN, OPTASK and OPSTATmake up the MTMS.

5. A replacement message takes the placeof the original message.

VOCABULARY

Skim the reading titled �The OPGEN� inorder to get a general idea of the topicscovered. Notice how the reading isbroken up into sections. Briefly look overparagraph and subparagraph headings.Read words that are specially marked(for example, bold, italicized, capitalized).

Now listen to and repeat the italicizedwords. After you turn off the tape, readthe selection titled �The OPGEN.� As youread, underline or circle any words youdo not know and find them in theglossary or your dictionary. Also, studythe examples that are provided. Look atthe sample OPGEN message (Figure 7-1)and the Duty Table (Figure 7-2). These willhelp you become familiar with the formatand content of the OPGEN.

Learning Strategy

Center yourlearning by directing

your attention tospecific things.


The OPGEN

The purpose of the OPGEN is to enablethe OTC (Officer in Tactical Command) topromulgate general matter of policy,instructions and aspects common to allforms of warfare, and detailed instructionsfor warfare responsibilities that the OTCretains.

Learning Strategy

Use your newlanguage to

converse, read, andwrite. Make

practicing your new language your

goal.

OPGEN Message Structure

ORIGINATOR: OTC (Officer in Tactical Command)

ADDRESSEES: All TF/TG units, cooperating/ supporting TF/TGCommanders, appropriate Shore Authorities

SUBJECTINDICATOR CODE: ..... as appropriate

SPARE LINE FORCODE WORD(S): If exercise or operation code names are desired for

specific identification, they shall be inserted in theline prior to the message identification line usingEXER/ or OPER/.

Example:

EXER/US BALTOPS 94 orOPER/CHAIN PLATE

MESSAGEIDENTIFICATION: This message shall be identified by MSGID/OPGEN

followed by the originator�s message address,followed by a three (3) figure serial number, followedby the month, with each being separated by a slant.

Example:

MSGID/OPGEN/CTF 410/002/AUG

A1 REF Reference is given in the following sequence:

(1) Alphabetic designator.(2) Reference identification.

Example:

A1/REF/A/EXTAC1006/B/EXTAC 1003/ C/EXER-CISE OPORD

Certain general information required for theconduct of operations in one or morewarfare areas may be found only in theOPGEN. Therefore, the OPGEN must besignaled for all operations/exercises andmust be addressed to all participants,including not only units of the force, butalso cooperating/supporting commandersand units both afloat and ashore.


A2 PERIOD Period covered by Message (Time ZULU) is given asDTG to DTG with checksum digits applied to each DTG.If end time is not known, use UFN.

Example:

A2/PERIOD/281400Z5DEC - 031400Z8JAN

B1 TASKFORG Own Task Organization is given in the following se-quence:

(1) Designation of Task Force, Task Group, Task Unit,or Task Element. Commence with lowest commanddesignation level.

(2) Name or title of designated commander for organi-zation in (1).

(3) Name of unit in which commander embarked,unless the commander is CO of that unit.

(4) Name of unit(s) in organization from (1), unlessalready included in a lower command designation.

Note: This information is to be included only if notpreviously promulgated.

Example:

B1/TASKORG/TU 401.02.02/COEMDEN/-/EMDEN-ISAAC SWEERS-PIET HEYN/TU 401.01.01/COROMMEL/-/ROMMEL-ALABAMA-EVERTSEN/TU401.01.01/CO TROMP/-/TROMP-HURON-MOUNTWHITNEY/TG 401.02/CINCGERFLEET/ROMMEL

C1 GENSIT General Situation is a brief description of overall as-sessment of own and enemy forces. Own force HVUpriority may be listed.

Example:

C1/GENSIT/OPPOSING AMPHIBIOUS FORCESCONSISTING OF MANY LANDING SHIPS ESCORTEDBY SMALL AND LARGER ESCORTS ARE REPORTEDIN POSITION 092 HH 36 AT 281635Z5 APPROACHINGOWN TERRITORY. OPPONENT HAS INCREASED AIRRECCE ACTIVITY DURING LAST HOURS. OWN PBFIN DEPLOYMENT AREAS, ORGANIZED AS: TU503.01.01-3 PBF 143 CLASS (SAG ALFA) TU503.01.02-5 PBF 148 CLASS (SAG BRAVO) SUPPORTBY OWN VA NOT AVAILABLE DURING NIGHT 28-29JAN.

C2 THREAT Threat Assessment in Order of Priority is a descriptionof exercise enemy weapons considered being of dangerto own forces in order of priority.

Example:

HVU: high value unit

RECCE: reconnaissance

PBF: patrol boat, fast

deployment: positioningof forces into aformation for battle

SAG: surface actiongroup

VA: visual approach


C2/THREAT/GUNS-BOMBS-MINES

C3 FRIFORCE Friendly Forces is a brief description of forces notassigned but being involved in or likely to affect opera-tions.

Example:

C3/FRIFORCE/TG 408.01 ENGAGED

C4 ATTACH Attachments denotes forces joining the task organizationduring the period of the OPGEN.(Only to be included ifnot previously promulgated).

Example:

C4/ATTACH/TG 410.12 TO JOIN TF 401 AT 301200Z6

C5 DETACH Detachments indicates forces detaching the task organi-zation during the period of the OPGEN. (Only to beincluded if not previously promulgated).

Example:

C5/DETACH/TU 40l.06.01- DETACHED 0l000lZ2

C6 CDREVAL Commander�s Evaluation of the Situation.

Example:

C6/CDREVAL/AMPHIBIOUS LANDING EXPECTED BYFIRST LIGHT 02 JAN IN AREA BRAVO. INCREASEDOPPONENT AIR ACTIVITY EXPECTED PRIOR TOLANDING. LANDING EXPECTED TO BE PRECEDED BYMCM OPS AND PARADROP.

D1 MISSION Mission.

Example:

D1/MISSION/HAMPER OPPONENT LANDING FORCESPRIOR TO DEBARKATION.

E1 PLAN Outline of Plan is the OTC�s decision, intentions andgeneral concept of operations, including deception/evasion plans, as detailed as necessary to allow compli-ance by all units.

Example:

E1/PLAN/OPPONENT TO BE ATTACKED NLT 010100Z2JAN OR IF SIGHTED DUE WEST OF POINT ALFA.SURFACE UNITS SUPPORTED BY ATTACK AIR-CRAFT... ETC

E2 READINES Degree of Readiness means the minimum degrees ofreadiness required by the OTC.

MCM OPS: minecountermeasures(ship) operations

paradrop: delivery byparachute ofpersonnel or cargofrom an aircraft inflight

hamper: hinder;impede

NLT: on or before butno later than


Example:

E2/READINESS/ASW-2/ASUW-3/AAW-2/MW-1

E3 DTLDTASK Detailed Task.

Example:

E3/DTLDTASK/TU 500.01.01 TO LEAVE DEPL AREA021000Z3 AND PROCEED VIA SOUND TO REACHASSIGNED AREA NORTH OF MOEN NLT 1450Z0,PASSING FALSTERBO 1410Z6, EP COVERT. SUR-FACE PICTURE TO BE ESTABLISHED BY PASSIVEMEANS AND SEAKING EMPLOYED IN AREASEARCH. OPPOSING FPB ONLY TO BE ATTACKEDOUT OF THE SHELTER OF THE COAST ON OPPOR-TUNITY.

F1 DUTY Allocation of General Duties Using the Duty Tablefrom EXTAC 1006

Example:

F1/DUTY/CTG 401.06-30/CTG 401.01-20-50

F2 RETAIN Retention of responsibilities by the OTC indicates thoseresponsibilities normally assigned to warfare command-ers/coordinators which the OTC intends to retain astaken from Responsibility Table numbers in EXTAC1005.

Note: Any responsibilities not indicated as retained areassigned to the appropriate Warfare Commander/Coordinator in accordance with EXTAC 1005.

Example:

F2/RETAIN/152-161-203 F2/RETAIN/ALL

Gl DISPOSN Disposition.

Example:

G1/DISPOSN/TF401-AREA BROWN/TF 402-AREAGOLD/TF 410-AREA TANGl/DISPOSN/4W/TG 401.01-PQ1516/TG 401.06-GPO406 MINUS NP06

G2 FORM Formation Instructions include Formation type and anyamplifying instructions.

Example:

G2/FORM/TG 401.01 FORMATION 90 DELTA.ASSUME FORMATION 40 AT POINT OSCAR.

DEPL: deployment

sound: a long body ofwater connected tothe sea

EP: emission controlplan (EMCON Plan)

SEAKING (Sea King): aship-based antisub-marine helicopter

FPB: fast patrol boat

Duty Table: see Table 1,page 7-21.

Warfare Commander:the officer designatedas being in charge ofa paricularwarfighting area


Learning Strategy

Center yourlearning by

directing yourattention to specific

things.

G3 SCREEN Screen Instructions include Screen type and anyamplifying instructions.

Example:

G3/SCREEN/TU 401.01.01 SECTOR SCREEN FORAMPHIBIOUS URG

G4 DEPART Departure denotes information on and instructions fordeparture.

Example:

G4/DEPART/CTG 401.01 PROVIDE DETAILED IN-STRUCTION FOR DEPARTURE OF TF 401 FROMNORFOLK.

G5 ENTRY Entry details information on and instructions for entry.

Example:

G5/ENTRY/UNITS ARE TO PROCEED FROM PTOSCAR IN FORM ONE TO HARBOR VIA PT ALFA.

Note: Gl to G5 are to be used as necessary to orderthe distribution of the elements of a command within anarea and the deployment of subordinate forces.

G6 SPEED Operational and Stationing Speed is given in knots.

Example:

G6/SPEED/26KTS8-20KTS2

H1 PIM Position and Intended Movements (PIM) are given in thefollowing sequence:

(1) Verified Position in latitude and long

(2) Time of Position

(3) Course

(4) Speed

(5) Period in hours (if required) for which course andspeed are in force.

Note: If several changes of course and speed will be ineffect, course, speed and period in force should berepeated as necessary for each change.

Example:

H1/PIM/3150N902010E3/280600Z6/310T4/6KTS6/10HRl/355T3/18KTS9/39HR2

URG: UnderwayReplenishmentGroup


DLRP: data link refer-ence point

link equipped units:ships or aircraftequipped with acomputer data linkcapable of exchang-ing tactical informa-tion in a near real-time way

black tower: controlpoint or position usedas a navigation aid

rendezvous: a pre-arranged meeting ata given time andlocation from which tobegin an action orphase of an opera-tion, or to which toreturn after anoperation

MPA: Maritime PatrolAircraft

ACU: Aircraft Control Unit

HCU: Helicopter ControlUnit

H2 GRIDORIG Grid Origin denotes Position and effective time. Itshould be coordinated to ensure compatibility withDLRP for link equipped units. (Repeat as necessary).

Example:

H2/GRIDORIG/3200N5 02000E2-280600Z6/3500N801500E6-301200Z6

H4 REFPOINT Reference Points.

Example:

H4/REFPOINT/ALFA ALFA-3230N8 02000E2

H5 CONTRLPT Control Points are fixed geographical positions whichare given a name or number and used as an aid tonavigation or control of ships or aircraft.

Example:

H5/CONTRLPT/SHORE BASED VA USE BLACKTOWER FROM 290100Z2 TO 290700Z8

H6 RNDZVOUS Rendezvous Instructions.

Example:

H6/RNDZVOUS/TG 401.06 JOIN TG 402.09 AT290100Z2 AT CHARLIE CHARLIE

I1 AIRASSET Intended Employment of Air Assets is a general de-scription of OTC�s intentions with regard to employmentof all types of air assets.

Example:

Il/AIRASSET/CTG 401.01 TO PROVIDE EARLY WARN-ING COVERAGE WHENEVER OWN AIRCRAFTS NOTAVAILABLE

I2 AIRCOORD Instructions for Aircraft Coordination, ResponsibilityRetained by OTC is self-explanatory.

Example:

I2/AIRCOORD/HELICOPTERS REMAIN BELOW 300FEET MPA OPERATE NORTH OF 57N2

I4 AIRTASK Detailed Instructions for any Air Tasking Responsibili-ties Retained by OTC is only required if OTC retains air-tasking responsibilities and does not wish to promul-gate an OPTASK AIR.

Example:

I4/AIRTASK/ACU/LUEBECK-OTTAWA-011200Z4-020800Z0-HCU/SPAREDEK/ BDITELNYY-220800Z2-221200Z7


J1 SUBASSET Intended Employment of Supporting Submarines gives ageneral description of OTC�s intentions with regard toemployment of all types of submarine assets.

Example:

J1/SUBASSET/SEC EMBARKED IN BRISTOL TWOSSC IN DIRECT SUPPORT

J2 SUBAREA Submarine Areas defines the limits of the IntegratedSupport Area (ISA) and/or Submarine Intended Move-ment (SIM).

Example:

J2/SUBAREA/ . . . . (free text as required to accuratelypromulgate ISA and/or SIM)

K1 AAWINST Instructions for Conduct of AAW Including ASMD, ifrequired, amplify the OUTLINE OF PLAN (E1) in suffi-cient detail to enable AAWC to provide detailed instruc-tions.

Example:

K1/AAWINST/FROM 291600Z8 TO 292300Z6 NAEWFCWILL PROVIDE SUPPORT FOR TG. OUTSIDE THESETIMES ORGANIC EARLY WARNING IS TO BE ONSTATION. IN VIEW OF AIR THREAT, FORCE AAWPOSTURE TO BE GIVEN HIGHEST PRIORITY

L1 ASWINST Instructions for Conduct of ASW, if required, is used toamplify the OUTLINE OF PLAN (E1) in sufficient detailto enable ASWC to provide detailed instructions.

Example:

L1/ASWINST/ . . . . (see K1 for additional example)

M1 ASUWINST Instructions for the Conduct of ASUW, if required, isused to amplify the OUTLINE OF (E1) in sufficient detailto enable ASUWC to provide detailed instructions.

Example:

M1/ASUWINST/ . . . . (see K1 for additional example)

N1 AMPHIB Information on or Instructions for Amphibious RelatedOperations. If required, the OTC may amplify the OUT-LINE OF PLAN (E1) or promulgate information or in-structions to enable the Amphibious Commanders toprepare detailed plans.

Example:

N1/AMPHIB/ . . . (narrative as required or self-explana-tory abbreviations from OPTASK AMPHIB)

SEC: SubmarineElement Coordina-tor

SSC: submarine,coastal

ASMD: anti-shipmissile defense

AAWC: anti-air warfarecommander

NAEWFC: NATOAirborne EarlyWarning ForcesCommand

organic: forming anintegral part

on station: at theassigned shiplocation

posture: the presentcondition of a thing


O1 MWOPS Information and Instruction Pertinent to Mine WarfareOperations. If required, the OTC may amplify theOUTLINE OF PLAN (E1) with information on or instruc-tions to Mine Warfare Commanders and instructions tothose of his forces which may be required to operate insupport of MW operations.

Example:

O1/MWOPS/ . . . (free text as required)

Q1 LOGISTIC Instructions for RAS and Logistics. If required, OTCpromulgates policy or instructions for replenishmentsat sea, and/or logistic arrangements.

Example:

Q1/LOGISTIC/ . . . . (free text as required)

R1 COMSTASK Instructions for Communications. (Self explanatoryabbreviations as in OPTASK may be used). The OTC isrequired to promulgate the communications plan for theforce. If the OTC chooses not to send an OPTASKCOMMS, appropriate paragraphs from the OPTASKCOMMS may be included in the OPGEN.

Example:

R1/COMSTASK/COMPLAN/XY-COMPLAN-ALFA-210-213-405-0500-1700/COMCHECK/ 261400Z3-ALL CIR-CUITS-200-BRISTOL/ CALLSIGN/INTERNATIONALCALLSIGNS

R2 CODING Authentication Policy, Codes and Crypto are given inthe following sequence:

(1) Authentication policy in force

(2) Description of use of code or crypto

(3) Code or crypto short title and effective edition

(4) Code or crypto zero time [(2), (3), (4), repeat asnecessary].

Example:

R2/CODING/ALFA/AUTHENTICATION/AMSA 1607NM/0001/SECURE VOICE/AKAK 338B/ 0300/RECOGNI-TION/AMSI 1OH/NA

Tl TNBLOCK Track Number Block Allocation is given in the followingsequence:

(1) Unit name or unit type. For example, SARATOGAor FRASER

(2) Track block assigned.

RAS: replenishment atsea

replenishment: theprocess of supplyingfood, fuel, stores,ammunition andpersonnel to combat-ant units

COMPLAN: communica-tions plan

COMCHECK: communi-cations check

authentication: commu-nication securitymeasure designed toprevent fraudulenttransmissions

crypto: prefix �crypto-�meaning secret orhidden; cryptography:a system for chang-ing classifiedinformation in plaintext to unintelligibletext

track block: a block(group) of numbersassigned to a unit foridentifying tracks(positions of movingobjects)


Example:

T1/TNBLOCK/SARATOGA/2300-2477/FRASER/2500-2677

V1 SAR Information on or Instructions for SAR is self-evident.

Example:

V1/SAR/ . . . . (free text as required)

X1 REPINST Special Reporting Instructions are instructions andprocedures for any special reporting requirementsand requests.

Example:

X1/REPINST/ .... (free text as required)

Y1 SPECINST Special Instructions is to be used as necessary.

Example:

Y1/SPECINST/ . . . . (free text as required)

Y2 SPECINFO Special Information is to be used as necessary.

Example:

Y2/SPECINFO/ . . . . (free text as required)

Z1 ACKNLDGE Acknowledge denotes addressees required toacknowledge. Use with discretion.

Example:

Z1/ACKNLDGE/HURON/CTF 410

Source: EXTAC 1006, StructuredMessages, April 1995.

Exercise 4

Circle T or F to indicate whether eachsentence is True or False.

1. The OPGEN contains detailed instruc-tions for responsibilities kept by theOfficer in Tactical Command. T F

2. The OPGEN has to be sent to allexercise participants by supportingshore units. T F

3. An exercise code name can be putabove the message identification line.

T F

4. Information on the message identifica-tion line is separated by dashes.

T F

Learning Strategy

Closing your eyes and

visualizing asituation helps you

experience your new language.


Find the word that completes eachsentence and write it in the space.

conform comprehensive

appropriate established

exempted elements

perishable compliance

scale predecessor

1. News coverage of the disaster was__________.

2. The UN was __________ in 1945.

3. He was __________ from sea dutyfor medical reasons.

4. Everyone must __________ to navalregulations.

5. Units that are not in __________ willbe identified during the inspection.

6. The new CO�s __________ wasrespected by the crew.

7. Safety precautions are __________in any situation.

8. The __________ of the map is1:1,000,000.

9. Food that is __________ must bekept refrigerated.

10. All __________ of the plan must besuccessfully implemented.

2. All of the _____ parts are stored untilthey are needed.

a. sufficientb. uselessc. illustratived. spare

3. An _____ policy is necessary toensure security.

a. addresseeb. adequatec. amendmentd. amplifying

4. The requirement that addresseesacknowledge receipt of an OPGEN is atthe _____ of the originator.

a. signalb. rendezvousc. formationd. discretion

5. The OPGEN includes information aboutthe _____ of forces involved in anexercise.

a. dispositionb. structure and sequencec. alphanumeric identifierd. readability

Exercise 5

Exercise 6

Select the word which best completesthe meaning of each sentence.

1. The ships will _____ troops at 1800.a. waitb. embarkc. conformd. supersede


Sample OPGEN Message

This sample message is unclassified.

RAAUZYUW RUDJABT DDDHHMM-UUUU� .

ZNR UUUUU

R 121345Z SEP 98

FM COMDESRON X

TO ALL EXERCISE PARTICIPANTS

INFO SENIOR COMMANDERS IN TASK FORCE/GROUP

OTHER ADDRESSEES AS REQUIRED

BT

UNCLAS //N03120//

EXER/SAMPLE STAR 98//

MSGID/OPGEN/COMDESRON X//

REF/A/DOC/CINGERFLEET/95APR01//

NARR/REF A IS EXTAC 1006.//

POC/LT CDR SMITH/OPS OFFICER/COMDESRON X/-/TEL:PHONE NUMBER//

RMKS/

1. PURPOSE. TO PROVIDE STANDARDIZED OPERATING PROCEDURES FOR ALLPARTICIPANTS DURING EXERCISE PERIOD.

2. OPGEN. IN EXTAC 1006 FORMAT.

A1/REF/A/DOC/CDS-50/98MAY13/EXERCISE OPORDER

A2/PERIOD/250001Z-272359ZMAY98

B1/TASKORG/NAVFOR/

COMMAND CALLSIGN AAWC C/S

COMDESRON X DB -

USS CROMMELIN PT AW/D

HMS GRAFTON MR AC/J

QENS BARZAN LJ T

QENS HUWAR VE Y

QSB FC X

COLLECTIVE B W

USS CROMMELIN SH-60B EASYRIDER

HMS GRAFTON LYNX NAVY

P-3C MPA (USN) SEASHELL

QEAF 11TH SQUADRON ALPHA JET HUNTER

DDDHHMM: forjulian date,hour, andminute

U: Unclassified

R: routine.OtherprecedencecategoriesareP=priority;O=immediate;Z=flash

FM: from

INFO: forinformationonly

BT: break

N03120: thisis a subjectindicatorcode

NARR:narrative

DOC: docu-ment

NAVFOR:Navalforces

C/S: callsign

Figure 7-1.Sample OPGENMessage


6TH ANTI-SURFACE VESSEL SQUADRON SALAM

C1/GENSIT/EASTERN SAILOR IS AN ANNUAL MULTINATIONAL NAVAL SURFACE

EXERCISE THAT COMBINES FORCES FROM THE UNITED STATES, UNITEDKINGDOM, AND QATAR. EASTERN SAILOR 98 WILL BE CONDUCTED IN THESOUTH CENTRAL ARABIAN GULF OVER A PERIOD OF THREE DAYS AND WILLINCLUDE LAND BASED AIR SUPPORT FROM THE QATAR AIR FORCE AND NAVY.

C2/THREAT/REAL WORLD/IAW NATIONAL DOCTRINE.

C2/THREAT/EXERCISE/IAW INDIVIDUAL SERIALS AS DICTATED BY OCS ANDANNEX D (INTELLIGENCE) TO THIS EXOPORDER (REF A).

C4/ATTACH/RFA BRAMBLELEAF TO JOIN FOR EVT 26100 - ASTERN RAS TRAIN-ING.

C5/DETACH/RFA BRAMBLELEAF (BRAM WILL DETACH UPON FINEX OF EVT26100.

D1/MISSION/TO DEPLOY EASTERN SAILOR FORCES TO THE SOUTH CENTRALARABIAN GULF NORTHEAST OF QATAR FOR PURPOSE OF ACCOMPLISHINGTHE OBJECTIVES LISTED IN THIS EXOPORDER.

E1/PLAN/1/CONDUCT OPERATIONS IAW EASTERN SAILOR 98 STANDING CON-CEPT OF OPERATIONS AND SCHEDULE OF EVENTS, REF A.

E1/PLAN/2/UPON COMPLETION OF EASTERN SAILOR 98, ALL UNITS PROCEEDIN ACCORDANCE WITH NATIONAL ORDERS.

F1/DUTY/CDS/10-11-222-236

/CRO/20-23-42(S)-104-109-110-223-219-238

/GRA/20(S)-23-40-42-104-109-110(S)-218-223

/BAR/23-40(S)-42-44-109-223

/HUW/23-42(S)-109-223

NARR/WARFARE CDR AND ADD�L DUTIES IAW INDIVIDUAL SERIALS AS DI-RECTED BY OCS.

G1/DISPOSN/EASTERN SAILOR TG - ADEX/SURFACE OPAREAS

G4/DEPART/SORTIE FROM PORT DOHA AM 25 MAR IAW EVT PRE-EX. RDVU

ADEX OPAREA IAW REF A SOE.

G6/SPEED/25KTS7-18KTS9

IAW: in accordancewith

EXOPORDER:exercise opera-tion order

EVT: event

RFA: royal fleetauxiliary (tanker)

FINEX: end ofexercise

S: secondary

ADEX: air defenseexercise

RDVU: rendezvous

SOE: schedule ofevents


H4/REFPOINT/ SAILOR 2540.2N3 05156.5E2 �QATAR� RACON BUOY

MAVERICK 2600.0N8 05200.0E7 GEOGRAPHIC POSITION

ANGLER 2550.0N2 05220.0E9 GEOGRAPHIC POSITION

SUMMER 2554.7N3 05134.6E9 RA�S LAFFAN LIGHT

I1/AIRASSET/IAW EASTERN SAILOR 98 INDIVIDUAL SERIAL RQMTS.

I2/AIRCOORD/IAW ANNEX E TO REF A, AIR COORDINATION AND SAFETY INSTRUC-TIONS.

K1/AAWINST/IAW REF A STANDING AIR DEFENSE PRE-EX SIGNAL, STANDING AIRDEFENSE PLAN AND OCS SUPPLEMENTAL GUIDANCE AS REQD TO AMPLIFY INFOFOR CONDUCT OF EVENTS.

L1/ASWINST/NEGLIGIBLE.

M1/ASUWINST/IAW REF A SAG BLUE/RED COMMANDER INSTRUCTIONS AND ANNEXD INTELLIGENCE SCENARIO. SAG CDR PROMULGATE SUPP GUIDANCE AS REQDTO AMPLIFY INFO FOR CONDUCT OF EVENT.

Q1/LOGISTIC/IAW EVT 26100 - ASTERN RAS TRAINING. BRA TO PROMULGATE PRE-EX OPTASK RAS AS REQD.

X1/REPINST/1/REPORT CONTACTS IN RANGE AND BEARING FROM ANY REF PT.

REPORT AIR CONTACTS IN RANGE AND BEARING FROM FORMATION CENTER (ZZ).

/2/ASUWC/SAG CDR ASSIGN SINGLE REF PT FOR REPORTING DURING

ENGAGEMENTS. USE OF OTHER REF PTS NOT AUTH UNTIL ENGAGEMENT ISCOMPLETE.

Y1/SPECINST/1/SAFETY IS PARAMOUNT. ANY UNIT OBSERVING AN UNSAFE

CONDITION MUST ANNOUNCE �STOP EXERCISE, STOP EXERCISE, STOP EXERCISE�ON ALL COMMON CKTS AND REPORT TO OCS/OCE VIA FASTEST MEANS. ONLYTHE OCE WILL RESTART THE EXERCISE WHEN THE NATURE OF THE UNSAFECONDITION HAS BEEN REMOVED. THE SIGNAL TO MANEUVER INDEPENDENTLY TOAVOID SHIPPING AND RESUME STATION WHEN CLEAR IS ALWAYS IN EFFECT.//

BT

RQMTS:require-ments

REQD:required

NEGLIGIBLE:indicatesthat nosubma-rines arepartici-pating

BRA:abbrevia-tion forbramble-leaf

AUTH:autho-rized

CKTS:circuits

Figure 7-1. Sample OPGEN Message,continued


ANTISURFACE WARFARE (ASUW)

40 ASUW Commander(ASUWC)

41 Sector ASUW Com-mander (SASUWC)

42 Surface Action GroupCommander (SAGC)

43 Helicopter Attack GroupCommander (HAGC)

44 Senior Officer FPB(SOFPB)

45 Surface Picket

46 - 49 Spare

AMPHIBIOUS WARFARE

60 Supporting Arms Coordi-nation Centre (SACC)

61 Tactical Air CoordinationCentre (TACC)

62 Primary Control Ship(PCS). Specify beachcolour

63 Secondary Control Ship(SCS). Specify beachcolour

64 Helo Control Ship (HCS)

65 Helo Direction Centre(HDC)

66 Boat Haven. Specifybeach colour

67 Primary Casualty Receiv-ing and EvacuationControl Ship (PCRS)

68 Secondary CasualtyReceiving and EvacuationControl Ship (SCRS)

69 Central Control Ship(CCS)

70 Direct Support NavalGunfire Support Ship(DSNGSS)

Duty Table

From EXTAC 1006

DUTY TABLE

1 - 9 (Not to be used)

COMMAND

10 Officer in Tactical Com-mand (OTC)

11 Composite WarfareCommander (CWC)

12 Screen Commander (SC)

13 - 19 Spare

ANTIAIR WARFARE (AAW)

20 AAW Commander(AAWC)

21 Sector AAW Coordinator(SAAWC)

22 Local AAW Coordinator(LAAWC)

23 AAW Picket (WATCH-DOG)

24 TOMCAT

25 - 29 Spare

ANTISUBMARINE WARFARE(ASW)

30 ASW Commander(ASWC)

31 Sector ASW Commander(SASWC)

32 Local ASW Commander(LASWC)

33 Search and Attack UnitCommander (SAUC)

34 Spare

35 Submarine ElementCoordinator (SEC)

36 - 39 Spare

Figure 7-2. Duty Table


71 General Support NavalGunfire Support Ship(GSNGSS)

72 - 79 Spare

DATA COMPILATION

80 Force Track CoordinatorAir (FTC-A)

81 Force Track CoordinatorSubsurface (FTC-SS)

82 Force Track CoordinatorSurface (FTC-S)

83 Grid Reference Unit(GRU)

84 - 99 Spare

AIR COORDINATION/CONTROL

100 Air Coordinator (AC)

101 Force Marshaller (FM)

102 Air Resource ElementCoordinator (AREC)

103 Helicopter ElementCoordinator (HEC)

104 Helicopter Control Unit(HCU)

105 ASW Aircraft ControlUnit (ASWACU)

106 AAW Aircraft ControlUnit (AAWACU)

107 Attack Aircraft ControlUnit (AACU)

108

109 Air Control Unit (ACU)

110 Air Safety Cell (callEAGLE)

111 Air Safety Contact Cell(call FALCON)

112 - 119 SpareNote: For standby dutiesuse (S) when promulgat-ing the duty list.

SPECIAL DUTIES

200 Airstrike Safety Ship(SAFETY CELL)

201 Ballistic WindfindingGuardship

202 BathythermographicGuard

203 Consort

204 Control Ship

205 Deception Group Com-mander (DCGC)

206 Delivering Ship

207 Disabled Ship

208 Duty Carrier

209 Emergency LandingCarrier

210 Firing Ship

211 Flank Marking or RakeShip

212 Goalkeeper on HVU orUnit indicated

213 Host Ship

214 IFF Guardship

215 Illuminating Ship

216 Mainbody Group Com-mander (MBGC)

217 Man Overboard RecoveryShip

218 Medical Guard

219 Meterological Guard

220 Military Guard

221 Net Control Station (NCS)(Circuit/Line)

222 Officer ConductingExercise (OCE)

223 Officer Conducting Serial(OCS)

224 Physical Barrier (Be-tween Unit indicating andUnitBearing ____ )

225 Radar Guardship


226 Radar Picket

227 RADHAZ Relay

228 Radio Link (on Circuit_____ )

229 Ready Duty Ship

230 Receiving Ship

231 Recovery Ship

232 Replenishment UnitGuide

233 Rescue Destroyer(Station Number _____)(Duration of Duty _____Hours) (Unit on which totake Station may beindicated). RescueDestroyer is to takeStation when Carrierindicates Readiness tooperate Aircraft.

234 Scene of Action Com-mander (SAC)

235 Search and Rescue(SAR) Ship

236 Senior Officer PresentAfloat (SOPA)

237 TACAN Guard

238 Target Ship

239 Tattletale

240 Towing Ship

241 Underway ReplenishmentGroup Commander(URGC)

242 Unit Responsibility forSurfacing the Submarine

243 Visual CommunicationDuty Ship for Shipalongside (or for _____)

244 Visual Link betweenShips indicated

245 Weapon-carrying Helicop-ter Standby Ship

246 Weather Balloon TrackingShip

247 ___________

248 ___________

249 ___________

250 ___________

Source: EXTAC 1006 StructuredMessages, �Table 5-4,� April 1995.

GRAMMAR

ConditionalSentences

Read the material and work theexercises. Then check your answersagainst the answer pages at the end ofthe text. If you still do not understandthe material, reread the section andrework the exercises.

Sentences containing if clauses arecalled conditional sentences. They areused to express possibilities, guesses,

wishes, and regrets. Conditionals arecommon, even in daily conversation.

There are three kinds of conditions thatgive rise to conditional sentences: presentand future conditions, present unrealconditions, and past unreal conditions.

Conditional sentences have two parts: themain clause (result clause) and the ifclause (conditions).

Real Conditions

Certain if conditional sentences expresssomething that may or will actually come topass. Real conditions are those whichpresently exist, are probable, or are likely tohappen. The simple present, the presentprogressive, or the present perfect tense isused in the if clause, and the future tense,

Figure 7- 2. Duty Table,continued


Learning Strategy

Using newvocabulary words insentences helps you

remember them.

a modal, or the imperative form of the verbis used in the main, or result, clause.

Examples:

If you go to the message center, youshould find CAPT Adams.

If you can�t find CAPT Adams, checkin the message center.

If you are looking for CAPT Adams,you can find him in the messagecenter.

If you haven�t found CAPT Adamsyet, you probably won�t. He may havealready left!

When a conditional clause begins asentence, a comma is used to separate itfrom the main clause.

Examples:

If you are running for exercise, I�ll runwith you.

When the if clause follows the mainclause, a comma is not used to separate itfrom the main clause.

Example:

I�ll run with you if you are running forexercise.

Exercise 7

Choose the one properly structuredconditional statement, a, b, c, or d, whichindicates a condition in the present.

1. a. If you will add a new section, insertthe identifier, abbreviation, and text.

b. If you are adding a new section, youwill insert the identifier, abbrevia-tion, and text.

c. Insert the identifier, abbreviation,and text if you were adding a newsection.

d. Insert the identifier, abbreviation,and text if you are adding a newsection.

2. a. You can indent the next line if youwant to improve readability.

b. You can indented the next line if youwant to improve readability.

c. If you wanted to improve readability,you can indent the next line.

d. If you will want to improve readabil-ity, you can indent the next line.

3. a. You can use UFN if you didn�t knowthe end time.

b. You can use UFN if you don�t knowthe end time.

c. If you don�t know the end time, youcan used UFN.

d. If you hadn�t known the end time,you can use UFN.

Unreal Conditions

Unreal or contrary-to-fact conditions arethose that are impossible, improbable, ornot likely to happen. They can belong toeither the present or the past.

Present Unreal Conditions

We use the present unreal conditional torefer to unreal, or hypothetical, situationsin the present time. The verb form in the ifclause is in the past subjunctive mood,which is like the simple past tense, exceptfor the verb be. Were is used for bothsingular and plural subjects. The verbform in the main, or result, clause is would+ simple form of the verb.


Example:

If I were you, I would take the surfacewarfare course.

Could or might may be used instead ofwould with a slight difference in meaning.Could expresses ability or possibility, butdoes not include desire or willingness.Would indicates the desire to do some-thing. Might indicates a slight possibility.

would

could + the simple form of the verb

might

Examples:

He would probably feel better if heexercised regularly.

Petty Officer Mills could answer thephone if he were at his desk.

If it weren�t raining, we might get toclass early.

Exercise 8

Choose the one properly structuredconditional statement which indicates animprobable or contrary-to-fact conditionin the present.

1. a. You could refer to the checksum ifyou will think that the DTG waswrong.

b. You could refer to the checksum ifyou thought that the DTG waswrong.

c. If you had thought the DTG waswrong, you will refer to thechecksum.

d. If you had thought the DTG waswrong, you could refer to thechecksum.

2. a. You would refer to EXTAC 1006, ifyou will have to write an OPGEN.

b. You will refer to EXTAC 1006, if youwill have to write an OPGEN.

c. If you had to write an OPGEN, youwould refer to EXTAC 1006.

d. If you had to write an OPGEN, you referred to EXTAC 1006.

3. a. If you used the change instructions,you can modify the message.

b. If you used the change instructions,you could modify the message.

c. You could modify the message ifyou have used the change instruc-tions.

d. You can modify the message if youhave used the change instructions.

Past Unreal Conditions

Looking back at past times, we knowwhether events really occurred. By usingconditional sentences, we can still talkabout events that did not occur.

For the past unreal condition, the verb inthe if clause is in a form which is like thepast perfect tense. The verb in the mainclause follows this example:

would

could + have + past participle

might

Examples:

I didn�t know there was diving practicelast night. I would have been there if Ihad known about it.

If Commander Redford had left at 0900,he would have been there by now.


Exercise 9

Choose the one properly structuredconditional statement which indicatesthat the time has passed and the condi-tion could not be fulfilled because theaction in the if clause did not happen.

1. a. If you had put slants in the wrongplace, the reader will be confused.

b. If you had put slants in the wrongplace, the reader had been con-fused.

c. The reader would have beenconfused if you had put slants inthe wrong place.

d. The reader would have beenconfused if you put slants in thewrong place

2. a. If it had been required, we wouldinclude instuctions for conduct ofASW.

b. If it had been required, we wouldhave included instructions forconduct of ASW.

c. We will include instructions forconduct of ASW if it had beenrequired.

Exercise 10

Copy the sentences in your notebook.Then complete each sentence with thecorrect form of the verb.

1. If I knew LT Kenny�s phone number, I_____ (call) him.

2. He would have made the rank of ChiefPetty Officer if he _____ (pass) theexam.

3. We may have better communication ifwe _____ (get) a new captain.

4. If CDR Randall _____ (not, arrive)early, he would have missed theadmiral�s visit.

5. If I _____ (be) you, I would prepare forthe briefing.

6. You may go now if you _____ (finish)the assignment.

WRITING SKILLS

Summary

Exercise 11

Listen to a lecture about EXTAC 1006. Thelecture will be read three times. The firsttime you hear it, just listen. Take notesthe second time, and the third time fill inany important points you missed. Afteryou have heard the lecture three times,write a summary in your notebook fromyour notes. Check your spelling. Thetranscript of the lecture can be found inthe answer pages.

Learning Strategy

Writing a summaryor just giving a

summary allows youto focus on

the most importantpoints.

Learning Strategy

Reviewing what you learned at the end of each

chunk of instructionhelps you learn the

material better.


VOCABULARY

Skim the reading titled �The OPSTATUnit Message� in order to get a generalidea of the topics covered. Notice howthe reading is broken up into sections.Briefly look over paragraph and sub-paragraph headings. Read words thatare specially marked (for example,underlined, bold, italicized, capitalized).

Now listen to and repeat the italicizedwords. Then read about the OPSTATUnit. Circle any words you do not knowand look up their meanings in theglossary or dictionary. Study theexamples that are provided. Also, lookat the sample OPSTAT Unit message(Figure 7-3). It will help you becomefamiliar with the content and format ofthe OPSTAT Unit.

paras: paragraphs

The OPSTAT UnitMessage

Purpose

There are various kinds of OPSTATmessages; however, for our purposes, wewill only cover the OPSTAT Unit message.

The purpose of the OPSTAT Unit messageis to provide the OTC and other authoritiesor units, as appropriate, with operationaland administrative information. Thismessage is originated by a unit on joininga force, when ordered by the OTC or asrequired. In the case of replenishmentships, it is used to provide customers withdetails of rigs and types of stores that canbe delivered from respective transferstations by using D1 and E3 only. It is sentto the OTC and appropriate authorities andunits.

Instructions

1. Any heading not required will beomitted.

2. Adhere to the detailed draftinginstructions.

3. When making a composite report formore than one unit, appropriateinformation, which may be reported inparas A3 to G1, should be listedsequentially for each unit followed byremaining paragraphs.


Learning Strategy

Closing your eyesand visualizing asituation helps you experience

your new langauge.

OPSTAT Unit Message Structure

ORIGINATOR: Unit

ADDRESSEES: OTC and appropriate commanders

CLASSIFICATION: . . as appropriate.

A1 REF Reference is given in the following sequence:

(1) Alphabetic designator

(2) Reference identification.

Note: Reference is mandatory if the message is achange to a previous OPSTAT.

Example:

A1/REF/A/SACLANT OPORD 540-94A1/REF/B/EXTAX 1006

A2 PERIOD Period covered by Message (Time ZULU) is DTG toDTG with checksum digits applied to each DTG. If endtime is not known, use UFN.

Example:

A2/PERIOD/281400Z5-UFN

A3 UNITID Unit Identification is given as ship�s name to specifyinformation pertaining to that unit if it is not the origina-tor. This paragraph may also be used to specify infor-mation in the same message pertaining to a number ofunits.

Example:

A3/UNITID/USS MILLER

B1 PERSDAT Personnel Data are given in the following sequence:

(1) Name, rank, and date of rank of commanding officer

(2) Number of officers, men, and doctors onboard

(3) VIP or Senior Officer (if embarked)

(4) Special riders, if any, and dates onboard (normallyapplicable to submarines only)

(5) Number and qualification of divers onboard, divingequipment carried, capabilities for ship maintenance,repair, or EOD.


Example:

Bl/PERSDAT/JOHN SMITH-CAPT-6 AUG 80/17-191-1/4 MAB-BGEN BARKER/3 SHIPS DIVERS-SCUBA AIR,MIXED GAS-HULL INSPECTION, MINOR REPAIR

B2 ACDAT Air Controller Data are given in the following sequence:

(1) Type of aircraft controllers

(2) Number and NATO GRADE for helo controllers.

Example:

B2/ACDAT/FIGHTER/2/HELO/2-BRAVO/1-CHARLIE

B3UNITDAT Unit Data are given in the following sequence:

(1) Ship designator

(2) Length in meters

(3) Draught in meters

(4) Masthead height in meters/Submarine height inmeters

(5) Maximum speed available in kts (include anyrestrictions). Submarines indicate maximum surfacedspeed-maximum submerged speed with endurance -normal submerged transit speed with endurance

(6) Cavitation inception speed in KTS

(7) Usable capacity of fuel in cubic meters (CUM)

(8) Fuel remaining in CUM

(9) Estimate fuel consumption in CUM per day for 15kts in most economical configuration and for 25 kts.

Note: (6) to (9) are not normally applicable to subma-rines.

Example:

B3/UNITDAT/DDGH/120/7/35/32KTS5/10KTS1/5000CUM/3910 CUM/28-40B3/UNITDAT/SSK/86/8/15.3/13KTS4/15KTS6(30MIN)-5(12H)/-/40/10

B4 SPLYDAT Supply Data are given in the following sequence:

(1) Victualling stores endurance (in days)

(2) Emergency stores endurance (in days) (always tobe included in initial OPSTAT Unit)

(3) Diesel percentage (if less than 95%)

(4) Hydraulic oil percentage (if less than 95%)

masthead: the top partof a ship�s mast

endurance: the time aship can continueoperating, underspecified conditions

cavitation: disturbancearound revolvingpropeller blades,struts,etc., causedby collapse oftransient-pressuredisturbancesresulting from flowof water over theirsurfaces

victualling: taking inand storing sup-plies of food anddrink


(5) Lube oil percentage (if less than 95%

(6) Demineralized water (if less than 95%)

(7) Fresh water (if less than 95%).

Note: Normally only applicable to submarines.

Example:

B4/SPLYDAT/56/14/-/93/-/90/85/

C1 SONARDAT Sonar Data are given in the following sequence:

(1) Sonars and their active frequencies

(2) Additional sonar or acoustic devices, give function,title and active frequency

(3) Towed Array on/off dates

(4) Hydrosounder/shaker fit. Type, serial number ofpower amplifiers (shakers), frequency of cassettes held,type of frequency generator fitted and frequency range,date of last hydrosounder/shaker ranging.

Note: (3) and (4) are applicable to submarines only.

Example:

Cl/SONARDAT/SQS26CX-3.5KHZ SQS35-13KHZ/TORPEDO DECOY SLQ25 17-88KHZ

C2 RADARDAT Radar and IFF Data are given in the following sequence:

(1) Radar/IFF type

(2) Magnetron frequency set

(3) Optimum magnetron frequency

(4) Frequencies of spare magnetrons

(5) Estimated time to change magnetrons

(6) RADHAZ if any. State external dangers to person-nel, material and/or aircraft.

Note: (2) to (6) are not required for IFF.

Example:

C2/RADARDAT/SEAGULL/47111/9230-9288/9255/-/15MIN/ DANGER TO PERSONNEL WITHIN 50 METERS

C4 NAVDAT Navigational Systems and Aids Data. Free text asrequired.

Example:

C4/NAVDAT/ADD SATNAV


C6 GUNDAT Gun Fire Control System(s) are given as system nomen-clature which include gun type and maximum effectiveranges for AA and SU.

Example:

C6/GUNDAT/TABLE HOTEL SER FORTY-5IN38 orC6/GUNDAT/4.5INM8S-AA 7 KYDS-SU 20 KYDS

C7 WPNDAT Weapon Load Data are given in the following sequence:

(1) Torpedos. Given as type and number of each typeonboard

(2) Short range ASW weapons. Given as type andpercent (abbreviate as PCT) of total outfit of each typeonboard

(3) Missiles. Given as type and number of each typeonboard in order of SSM, SAM, PDMS, and ASWmissiles (MOD and or Block if applicable)

(4) Gun ammunition. Given as caliber and percent(abbreviate as PCT total outfit for each caliber)

(5) Chaff and decoy rounds. Given as type andnumber each type onboard

(6) Mining gear. Given as Yes/No

(7) Torpedo loading rails and lifting bands given asYes/No

Note: (6) and (7) are normally applicable to submarineonly.

Example:

C7/WPNDAT/MK44-13 MK8-4/TABLE CHARLIE SERTWO-90PCT/TABLE GOLF SER THIRTY FOUR-6 SERSIXTEEN-26 SER TWENTY ONE-15 TABLE DELTASER THREE-25/5IN-75PCT 4.5 IN-90PCT20MM-88PCT/3IN ROCKET-60

C8 NAVWARN Navigational Warnings Held specify relevantwarnings held and latest number.

Example:

C8/NAVWARN/COMGERFLEET 25-94

D1 AIRDAT Aircraft,Numbers and Air Operational Data are given asnumber of aircraft embarked, type, aircraft limitations,aircrew restrictions, flight deck limitations.

Note: Sequence may be repeated for each type ofaircraft.

IFF: Identification Friendor Foe (system)

SER: serial


Example:

D1/AIRDAT/35FL14-DELETE ASW 27B/20A6E-5 ACDOWN FOR MAINTENANCE-CAN ONLY LAUNCHWITH ONE HALF WPN LOADD1/AIRDAT/ONE SEAKING AVAILABLE FOR STORESVERTREP

E1 RASDAT Replenishment Data are given in the following se-quence:

(1) Grade and alternate grade of fuel used

(2) Type of fueling connections and receiving stations;location in distance from the bow in meters and heightabove the water in meters.

(3) Receive capability for astern refueling given as Yesor No

(4) Locations of armament stores receiving stations indistance from the bow in meters and height above thewater in meters

(5) Locations of miscellaneous stores receiving sta-tions distance from the bow in meters and height abovethe water in meters.

Note: EXTAC 1003 refers.

Example:

E1/RASDAT/F 76/STATION 3 NATO B 60-6 STBD-STATION 4 PROBE 60-6 PORT/NO/STATION 1 AND 225-8 STBD AND PORT/STATION 1, 2, 3 AND 4

E2 VERTREP Vertical Replenishment Data are given in the followingsequence:

(1) Receiving capability as maximum load in kilograms

(2) Location of receiving station

(3) In flight refueling capability. Given as Yes or No

(4) Hot refueling capability. Given as Yes or No.

Example:

E2/VERTREP/1000 KG/FLTGHTDECK/YES/YES

E3 REPLDAT Replenishment Ship Data for use by replenishmentships are given in the following sequence:

(1) Station number

(2) Rig details, including type of end fitting for securingto the receiving ship�s high point

(3) Type of stores that can be delivered from thatstation.

KYDS: thousands ofyards

AC: aircraft

down: not in operation


Example:

E3/REPLDAT/ONE/MANILA HIGHLINE-NATO STDLONG LINK/FRESH PROVISIONS/THREE/SPANWIRE-PROBE/F 76/NINE LARGE DERRICK NATO B/F 76

Fl RADIODAT Numbers of Transmitters, Transceivers and Receiversfitted are given in the following sequence:

(1) The total number of separate transmitters withindication of bands covered given in the following order:MF, HF, VHF, UHF, SHF and EHF. Indicate any sideband and frequency separation requirements orlimitations (for example: frequency, range, power)

(2) The total number of separate transceivers with anindication of bands covered given in the following order:MF, HF, VHF, UHF, SHF and EHF. Indicate any fre-quency separation required and any frequency, rangeand power limitations

(3) Total number of separate receivers with an indica-tion of bands covered given in the following order: ELF,VLF, IF, MF, HF, VHF, UHF, SHF and EHF. Indicateany side band and/or frequency limitations

(4) For crystal frequency controlled transmitters givethe number fitted and frequency bands of crystal held(for example: 1HF-1MF)

(5) For crystal frequency controlled receivers give thenumber fitted and frequency bands of crystal held (forexample: 1VHF-1UHF).

Example:

Fl/RADIODAT/1KF-2HF-2UHF/2HF-4UHF(1MHZ)/1LF-2MF-4HF-2UHF/1UHF/1UHF

F3 SATDAT Satellite Communications Data are given in the followingsequence:

(1) SATCOM transmit lines. Give number and type (forexample, UHF, SHF or EHF, RATT or DATA).

(2) SATCOM receive lines. Give number and type (forexample: UHF, SHF or EHF, RATT or DATA).

Example:

F3/SATDAT/2UHF/lSHF-IUHF

F4 TERMDAT Communications Terminal Equipment Data are given inthe following sequence:

(1) Multiplex equipment. Give number of sendingchannels and receiving channels

(2) Tone keyers. Give number and type

WPN: weapon

STBD: starboard

provision: somethingprovided, prepared,supplied for thefuture

transceiver: combinedradio transmitterand receiver

frequency separation:degree to whichsignals are ketpapart according totheir frequency

multiplex equipment:combines indepen-dent channels into acomplex signal and


(3) Frequency shift converters. Give number andtype

(4) Number of on-line broadcasts which can besimultaneously received.

Example:

F4/TERMDAT/16-16/ONE-SGClA/THREE-URAI7/2

F7 TACANDAT TACAN Data are given in the following sequence:

(1) TACAN channel number

(2) Identity letters

(3) Ability to change channels at sea (given as Yesor No).

Example:

F6/TACANDAT/14/CHD/YES

F8 SLOTHOLD Slot Buoy Holdings are given in the followingsequence:

(1) Number of slot buoys carried

(2) Number of each channel carried shown aschannel, with number of buoys following in brack-ets.

Example:

F8/SLOTHOLD/10/25(3)/31(7)

Note: Normally applicable to submarine only.

G1 OPDEF Operational Defects which are current and whichmay affect tactical employment are detailed.

Example:

G1/OPDEF/ONE OF TWO SAM GUIDANCERADARS IS DOWN ETR UNK

Y1 SPECINST Special Instructions are given as necessary.

Example:

Y1/SPECINST/ . . . (free text as required.)

Y2 SPECINFO Special Information is given as necessary.

Example:

Y2/SPECINFO/ . . . (free text as required.)

restores independentchannels from acomplex signal

frequency shift con-verter: electronicdevice used intelegraphy, teletype-writer, and facsimile

on-line: designating or ofcommunicationcircuits (other thanvoice) controlled by acomputer

simultaneously: hap-pening or done at thesame time

ETR: estimated time ofrepair

UNK: unknown


Z1 ACKNLDGE Acknowledge is used when addressees are requiredto acknowledge.Use with discretion.

Example:

Z1/ACKNLDGE/KENNEDY/ARC ROYAL

Source: EXTAC 1006 Structured Messages, April 1995.

Exercise 12

In your notebook copy the followingsentences and insert the appropriatewords.

1. In the Unit Data section of theOPSTAT Unit, the height of the _____is given in meters.

2. Section C2 includes radar data and_____ data.

3. The _____ of the gun fire controlsystem(s) goes in C6.

4. Under D1, give information on thenumber of aircraft embarked, theirtypes and their _____.

5. List _____ equipment, tone keyers andfrequency shift converters in theTERMDAT section.

Write the answers to these comprehen-sion questions in your notebook.

6. When is an OPSTAT Unit messageprepared?

7. How should information in paras A3 toG1 be listed in a composite report?

8. What two fuel consumption estimatesshould be included in an OPSTATUnit?

9. Are these bands covered by a unit�sreceivers listed in the correct order?

VLF, EFL, EHF, SHF, UHF,VHF, IF, MF, HF

If not, what is the correct order?

10. According to the example in sectionG1, when is it estimated that the downradar will be fixed?

Exercise 13

Review vocabulary by matching eachword with its definition.

___ 1. reference a. code name ornumber

___ 2. standardized b. ability to continue

___ 3. predecessor c. filling of stores

___ 4. compliance d. process toconvert text

___ 5. allocation e. at the same time

___ 6. replenishment f. source ofinformation

___ 7. crypto g. conforms withrequirement

___ 8. designator h. follows a norm

___ 9. endurance i. distribution

___10.simultaneously j. one that wasbefore


Sample OPSTAT Unit Message


R 140007Z MAY 98FM WARSZAWATO COMSIXTHFLTINFOCTFTF

BTUNCLAS //00000//MSGID/OPSTAT UNIT/ORP WARSZAWA/123/MAY/A1/REF/A/EXTAC 1006/APR 1995//A2/PERIOD/270005Z1JUN98-UFN//A3/UNITID/ORP WARSZAWA//B1/PERSDAT/JOHN DOESKY-CDR-JUNE 93//B2/ACDAT/FIGHTER/2/HELO/3-ALPHA//B3/UNITDAT/DDG/156.3/9.59/45.82/32KTS5/12KTS3/1721.4CUM/774.6CUM/ 101.7CUM-221.5CUM//B4/SPLYDAT/25/0//C1/SONARDAT/M/F HULL MOUNTED/ FREQ/M/F VDS/FREQ//C2/RADARDAT/2- RN 231/ MAGNETRON FREQ SET/ OPTIMUM MAGNETRON FREQ/SPARE FREQESTIMATED TIME TO REPLACE MAGNETRON/ RADIATION HAZARD/1- DON-KAY/ MAGNETRON FREQ SET/ OPTIMUM MAGNETRON FREQ/SPARE FREQ/ESTIMATED TIME TO REPLACE MAGNETRON/ RADIATION HAZARD/1- HEAD NET-C/ MAGNETRON FREQ SET/ OPTIMUM MAGNETRONFREQ/ SPARE FREQ/ESTIMATED TIME TO REPLACE MAGNETRON/ RADIATION HAZARD/1- BIG NET/ MAGNETRON FREQ SET/ OPTIMUM MAGNETRON FREQ/SPARE FREQ/ESTIMATED TIME TO REPLACE MAGNETRON/ RADIATION HAZARD/2-PEEL GROUP/ MAGNETRON FREQ SET/ OPTIMUM MAGNETRONFREQ/ SPARE FREQ/ESTIMATED TIME TO REPLACE MAGNETRON/ RADIATION HAZARD/2- OWL SCREECH/ MAGNETRON FREQ SET/ OPTIMUM MAGNETRONFREQ/ SPARE FREQ/ESTIMATED TIME TO REPLACE MAGNETRON/ RADIATION HAZARD/2- BASS TILT/ MAGNETRON FREQ SET/ OPTIMUM MAGNETRON FREQ/SPARE FREQ/ESTIMATED TIME TO REPLACE MAGNETRON/ RADIATION HAZARD1- SALT POT TRANSPONDER/ MAGNETRON FREQ SET/ OPTIMUMMAGNETRON FREQ/SPARE FREQ/ESTIMATED TIME TO REPLACE MAGNETRON/ RADIATION HAZARD//C4/NAVDAT/SATNAV ADDED//C6/GUNDAT/4-76MM DP/MODEL TYPE/ MAXIMUM EFFECTIVE RANGE FOR AA AND

Figure 7-3. OPSTATUnit Message


SU/4- 30MM AK-630 GATLING AA/ MODEL TYPE / MAXIMUM EFFECTIVERANGE FOR AA AND SU//C7/WPNDAT/5- 533MM TORPEDOS/ NO RELOADS/2- RBU-600 (12 X 2)/4- SS-N-26 STYX SSM/2- SA-N-1 SAM (2 X2; 32 GOA MSL)/GUN AMMO, CALIBER/ PERCENT FOR EACH CALIBER/CHAFF AND DECOY ROUNDS,TYPE/ NUMBER ONBOARD/MINING GEAR, YES OR NO/TORPEDO LOADING RAILS AND LIFTING BAND, YES OR NO//C8/NAVWARN/SPECIFY RELEVANT WARNINGS HELD AND LATESTNUMBER//D1/AIRDAT/HELICOPTER DECK/LIMITATIONS//E1/RASDAT/F76/STATION 3 AND 4, STBD AND PORT, NATO ROBBCOUPLING PROBE, 45-10 METERS. STATION 7, STBD, NATO ROBBCOUPLING PROBE, 117-6 METERS. STATION 8, PORT, NATO ROBBCOUPLING PROBE, 114-6 METERS/ YES/STATION 1 AND 2, STBD ANDPORT, 13-6 METERS. STATION 5 AND 6, STBD AND PORT, 75-6METERS, STATION 5 INOP.//E2/VERTREP/2000KG/FLIGHTDECK/YES/YES/2222K/FOCLE/NO/NO//E3/REPLDAT/ONE/MANILA HIGHLINE-NATOSTD LONG LINK/ FRESHPROVISIONS/THREE/SPANWIRE-PROBE/ F 76/NINE/ LARGE DERRICKNATO B/F 76//F1/RADIODAT/SIX HF/NINE HF/TWELVE UHF, ONE EHF//F3/SATDAT/THREE UHF, ONE EHF/FOUR UHF, ONE EHF/YES/NO//F4/TERMDAT/4-4/URA17/NO/10//F7/TACANDAT/40/WZ/YES//G1/OPDEF/ ONE OF TWO SAM GUIDANCE RADARS IS DOWN ETR UNK//Y2/SPECINFO/ SHIP HAS COMPLETED ALL WORK UPS AND SEATRIALS SINCE LAST EXTENDED MAINTENENCE PERIOD//Z1/ACKNLDGE/ KENNEDY/ ARC ROYAL//

Exercise 14

Practice developing an OPSTAT Unitmessage by writing one for a fictitiousship taking part in a multinationalexercise. Refer to the previous readingand to Figure 3 above. Write themessage in your notebook. Practiceexplaining the information that you puton each line. Do this with a partner, ifpossible.

Figure 7.3. OPSTAT UnitMessage, continued


VOCABULARY

Listen to the reading titled �Conduct ofExercises� and follow along. As youlisten, circle the words you are notfamiliar with. Afterwards, you can see asample pre-exercise message in Figure7-4.

Conduct ofExercises

Content and Use

EXTAC 1005 designed for use by NATOnations when conducting exercises oroperations with non-NATO navies. Areascovered include communications, antisub-marine warfare, antiair warfare, antisurfacewarfare, maneuverability, replenishment atsea, and search and rescue.

The following section provides introduc-tory and explanatory material such asgeneral instructions and guidance for theconduct of exercises and, where appropri-ate, special safety precautions.

Surface force exercises normally can beconducted external to the battle groupenvironment; but integrated exercisesshould be conducted within the frameworkof the battle group to exercise all aspects ofcommand, control, communications, andweapons employment, from the level of thewarfare commander down to individualoperators and air crews.

Command

Officer Scheduling theExercise (OSE)

The OSE is the officer who originates theexercise and orders it to take place. He willissue basic instructions that will includethe objectives of the exercise, the designa-tion of the exercise areas, the allocation offorces, and the necessary coordinatinginstructions. He will also designate theofficer conducting the exercise (OCE). InASW exercises, the OSE will ensure thatthe existence of submarine danger areas arehighlighted in the exercise order.

Officer in Tactical Command(OTC)

The OTC is the senior officer presenteligible to assume command, or the officerto whom he has delegated tactical com-mand. He shall ensure that all elements ofan exercise requiring pre-exercise briefingare covered in the face-to-face briefingprior to conduct of the exercise.

Officer Conducting theExercise (OCE)

The OCE is responsible to the OSE for theconduct of the exercise from both theOrange and Blue aspects. He will issuesuch necessary supplementary instruc-tions as detailed orders to all participatingunits, safety precautions, reports required

Blue: the color of thefriendly force duringNATO exercises

Orange: the color of theforce in the role ofthe enemy duringNATO exercises


from participants, and conduct of theexercise as it develops. The OCE shallensure that participants in the exerciseattend a face-to-face briefing prior toconduct of the exercise.

Officer Conducting theSerial (OCS)

The OCS is the officer designated toexercise tactical control over assignedforces for a specific exercise serial.

Submarine OperatingAuthority (SUBOPAUTH)

The SUBOPAUTH is the commandexercising operational control oversubmarines, and is normally a submarineforce commander. In certain cases,however, another naval commander maybe specifically designated as aSUBOPAUTH.

Safety

Safety of participating units, includingsafety of personnel and the safeguard ofequipment, is paramount in the conduct ofany exercise. Departure from establishedsafety rules and precautions for the sakeof completing an exercise is never war-ranted. All safeguards must be taken toensure that the training environment doesnot create an actual hazard or bypassexisting safety precautions or devices.

Violations of established safety proce-dures during an exercise shall be thesubject of specific comment in a post-exercise critique. A safety observer shallimmediately inform the OCE during theconduct of an exercise of impendingviolations to safety precautions, or theirinfraction, and the OCE, if in his judgmentpersonnel or equipment will be endan-gered, shall terminate either the exerciseor the exercise phase, until the reportedcondition is remedied.

For gunnery and missile exercises,accepted basic rules will apply. Forexample, all exposed personnel will takecover whenever there is danger offragments falling on a firing ship. The OTC

shall ensure that general safety rules andprecautions are covered in the face-to-facebriefing prior to conduct of the exercise.

Aircraft Distress Signals

When aircraft are participating in anexercise, the signals used by an aircraft indistress and the actions to be taken are tobe covered by the OTC in the face-to-facebriefing prior to conduct of the exercise.

Submarine OperatingAuthority (SUBOPAUTH)Responsibilities

SUBOPAUTH responsibilities are thefollowing:

� Exercise operational control of unitsassigned.

� Promulgate accountability reports andsuch area restrictions and safetyregulations as may be required by localconditions for submarine safety.

� Promulgate necessary instructions andguidance concerning the use ofexercise weapons.

� Ensure familiarization with all safetyprecautions by all units involved insubmarine operations.

Safety Observers (Umpires)

Safety observers should be assigned atappropriate locations, but assignmentshould be limited to minimize interferencewith the conduct of the exercise. Safetyobservers have one responsibility�takeimmediate action to notify the OCE andresponsible ships personnel of theincipient stages of a dangerous situation.By ensuring that safe procedures are used,safety observers aid in preventing seriouscasualties. Notwithstanding this, in allexercises, the primary responsibility forsafety shall lie with the operating person-nel.


Pre-ExerciseConsiderations

Pre-Exercise Message

Figure 7-5 provides a format that may beused for issuing the pre-exercise messagefor missile and gunnery exercises. Whenusing the format, omit designators thatare not required.

Pre-Exercise Briefing

To ensure that an exercise is completedsafely and with a minimum of misunder-standing, it is mandatory that all partici-pants in an exercise attend a face-to-facebriefing prior to the conduct of theexercise.

The OCE should describe tacticalmaneuvers to be carried out, initialstationing for the exercise, and methodsto be employed for maneuvering. Thecommunication plan should be describedin detail. Reports required and themethods of preparing and submittingthem should be specified. Every itemindicated in the exercise as requiringbriefing shall be covered.

The pre-exercise briefing for an antisub-marine warfare (ASW) exercise shallinclude, as a minimum, the followingitems:

� Safety procedures for ships andsubmarines.

� Submarine disaster procedures,including search and rescue proce-dures to be followed.

� Torpedo recovery and searchprocedures, if the weapon is notimmediately located (when exerciseweapons are involved).

� Safety observers designated for theexercise and their duties.

� Submarine communication methods,including flares and disaster signals.

� Submarine and/or exercise targetcharacteristics and limitations,

including submarine safe depthrequirements, depth tables to be usedif required for the exercise, and thesurfacing method to be employed.

� Exercise structure, including type ofexercise to be completed, start andstop times, search plans and supportmethods, and any other parameters.

Servicing Aircraft and ShipConsiderations

Communications between servicing aircraftand serviced units will be conducted byvoice radio. Provide servicing aircraft withthe exact position, course, and speed of aship, since aircraft may have difficultyidentifying the ship with which they are toexercise. When aircraft are detected andidentified, they may be vectored intoposition. It should be appreciated that aship has a limited amount of time to devoteto a scheduled exercise. It is thereforenecessary for servicing aircraft to be readyon time.

Missile and GunneryExercise Considerations

During a missile and gunnery exercise, thefollowing aspects are to be considered:

Safety in conduct of the exercise andrealism in training are twin goals. The OCEshall brief all participants prior to the

vectored: guided bymeans of a courseor compassheading


conduct of the exercise on the safety rulesand precautions, including safety zones,safe fire areas, drones and drone control,aircraft overflights and aircraft towingtargets, characteristics of weapons to beused, radar and/or visual surveillance ofthe firing area, posting and duties ofsafety observers, and so forth.

In preparing for a missile or gunneryexercise, the OCE should give attention tothe selection of an appropriate tacticalsituation; however, simulation of an actualsituation is limited by the need to maintainadequate safety measures and therestrictions on ammunition expenditure.Satisfactory completion of elementaryexercises should be followed by moreadvanced exercises which simulaterealistic battle problems and test commandand control coordination. Realisticsimulated casualties to fire control,command and control, and ordnanceinstallations should also be included inadvanced exercises.

If it is desired to exercise techniquesrequiring use of a search plan, such planmust be fully described in the exerciseorder and covered by the OTC in a face-to-face briefing prior to conduct of theexercise.

Exercise Preparations

Exercise preparations include the specialattention given to presenting realisticsituations to which participating personnelare expected to respond. Team leadersshould prepare and discuss the exerciseproblem with the personnel involved.

An exercise may commence with theannouncement of a general problemsituation, simulated or actual. It is thennecessary for the team leader to beprepared to brief participants on theexercise. He also ensures that personnelinitiate all appropriate procedures beforeterminating the exercise.

Exercises included in this publication maybe modified as required to meet opera-tional requirements or weather restrictions.It is the OCE�s responsibility to ascertain

the specific parameters of a modifiedexercise prior to actual conduct of theexercise.

The imposition of a casualty or othersituation may necessitate closing valves,opening switches, or stopping machinery.In every instance, umpires must inform theresponsible personnel of the situationdesired. The latter will operate the desig-nated equipment. A casualty which cannotbe imposed without danger of personnelinjury or material damage shall be simu-lated.

The training of weapon control personnelrequires that simulated attacks be asrealistic as possible. A training weaponshould be used when appropriate forrealism, but even it may be simulated if anunsafe condition would otherwise arise.

Recognition training and its application tosafety is of utmost importance and may beadded as an integral part of an exercisewhen appropriate. Procedures to be usedshall be in accordance with currentdirectives and shall be covered in the face-to-face briefing prior to conduct of theexercise. It is highly desirable to practicethe use of identification systems wheneverpossible; accordingly, instructions for theiruse may be added to an exercise whereappropriate.

Communications

The satisfactory conduct of an exercisedepends on good communications.Therefore, the OTC shall ensure that allcommunications preparations have beenmade prior to conduct of the exercise, thatthe exercise includes an adequate commu-nication plan, and that the communicationprocedures and the details of the circuitsrequired by the exercise are covered in theface-to-face briefing prior to the conduct ofthe exercise.

Voice radio is the primary means ofcommunication between units participatingin an exercise. Radio teletype will be usedfor planning and coordinating exercises.Unless otherwise agreed, English will beused in all voice and radioteletype commu-nications. Communications with subma-

recognition: the abilityto identify andclassify both friendlyand hostile forcesby visual or elec-tronic means

identification system:a system fordetermining identitythat distinguishesfriendly and enemyforces


rines may use underwater telephone(UWT) or sonar sound transmission(SST). Control ships shall provide a timecheck prior to commencement of any livefiring exercise.

EXTAC 1000 provides instructions forusing signals and sequences of signalsthat may be useful during any exercise inthis publication. The signals supplementthe International Code of Signals adoptedby the Fourth Assembly of the Inter-Government Maritime ConsultativeOrganization.

Visual communication methods that maybe employed on occasion include signalflag and flashing light. Visual communica-tions are to be in accordance with theInternational Code of Signals. Forantisubmarine warfare (ASW) exercises,signaling may include the use of coloredflares or smokes and grenades. In surfacemaneuvering (MAN) exercises, signalingincludes the use of standard handsignals.

Communication (COM)Exercises

The Order Table for CommunicationExercises, at Figure 7-6, provides theformat for planning messages used toadvise all forces by signal of the schedul-ing of communication exercises and toissue detailed instructions for theconduct of these exercises. In using theOrder Table, omit paragraphs that are notrequired. Reference EXTAC 1005, Annex1B, in the message.

When ordering a radio communicationexercise, the senior officer is responsiblefor obtaining clearance with appropriateauthorities for the frequencies to be used.Units participating in such exercises areresponsible for operating transmitters atthe lowest practicable power andadhering strictly to the assignedfrequency.

Note that the use of distress or emer-gency frequencies in any manner foroperator training is prohibited.

Messages transmitted for the exercise ofcommunication personnel will be identifiedby including the word �DRILL� at thebeginning and the ending of all plainlanguage text messages and messagesthat consist of random groups and shallbe included in the message group count.The word �EXERCISE� will be used for allother exercise traffic intended to be actedupon when the exercise nickname or codeword is not provided. If it becomesnecessary to transmit an operationalmessage during a communication exerciseor on an exercise circuit, the words�DRILL� and �EXERCISE� will be omitted.

Exercise COM-7 also provides training inmaneuvering through the use of a plottingboard. The procedures to be used in thisexercise should be covered in a face-to-face briefing prior to conduct of theexercise.

COM-7 Radio-VisualCommunication Drill(Simulated)

To exercise communication personnel inradiotelegraph and/or radiotelephoneprocedures and in maneuvering signals.

Provisions

The drill is to be simulated with respect tothe ship�s movement that will be carriedout by plotting on maneuvering boards.The drill may be conducted either (1) inport when visibility is favorable or (2)underway when traffic and weatherconditions permit.

Procedure

CONDUCTING SHIP

Promulgate the organization for theexercise using paragraph QQ in the OrderTable.

Prepare a series of maneuvers and transmitvia radiotelegraph or radiotelephone.

EXERCISE SHIPS

Repeat all messages of the conductingship by radiotelegraph or radiotelephone.

plain language text: textthat has not under-gone an encryptionprocess; text inlanguage anyone canread

plotting board: a polarcoordinate �compassrose� superimposedon paper which canbe used to performvector analysis


Work maneuvering boards in accordancewith prescribed procedure.

Signal information as requested byconducting ship.

CONDUCTING SHIP

At end of exercise, require all ships tosignal simultaneously the following:

1. If in organization 1� Final course,speed, and station.

2. If in organization 2� Final formation,speed, and other pertinent data asrequired.

Source: EXTAC 1005 Exercise Manual(Rev. A).

READING/WRITING SKILLS

Write a Paragraph

Exercise 15

After reading the selection, write aparagraph about the roles of the OSE,OTC, OCE, OCS, and SUBOAUTH inexercise planning. Use the questions asa guide in your discussion.

1. Who initiates the planning of anexercise?

2. What does the OTC ensure?

3. What is the OCE�s responsibility?

4. What is the OCS appointed to do?

5. What does the SUBOAUTH control?

FUNCTION

Hypothesizing

To hypothesize about an action orcondition is to assume or suppose whatwould happen in a particular situation. Toexpress hypothetical ideas, we use presentand past unreal conditional sentencessuch as those you studied in the grammarsection. Each type expresses a differentmeaning and is used for a differentpurpose.

Present unreal conditional sentencesdescribe conditions that do not exist now.Their meaning is present time although theverb in the if clause is actually in thepresent subjunctive, which looks like thepast tense. The verb form in the mainclause, or result clause, is would + simpleform of the verb. This type of sentence isoften used to express a wish or giveadvice.

Example:

If any personnel were in danger, theOCE would terminate the exercise.

Past unreal conditional sentences dealwith things that did not happen. This typeof sentence is often used to discuss


something which failed to occur, or tomake apologies for something in the past.The verb in the if clause is in the perfectsubjunctive, which is like the past perfecttense. The verb in the main clause, orresult clause, is the perfect conditionalform (would/could/might + have + pastparticiple).

Example:

If the OSE had provided instructions,necessary preparations could havebeen made.

Note: An if clause in the perfectsubjunctive (like the past perfect tense)can be combined with a main clause thatexpresses a situation not true in thepresent. This type of sentence showshow something which failed to occur inthe past can have an effect on thepresent. This construction occurs morefrequently in speech than in writing.

Example:

If the OSE had provided instructions,necessary preparations could bemade right now.

Exercise 16

Dialogue

Listen to the dialogue �If You Hadn�tJoined the Navy�.� and follow along.


If You Hadn�t Joined theNavy....

Jeff: If you were a civilian, whatwould you be doing now?

CDR Lee: If I hadn�t joined the Navy,I�d probably be an artist. ButI like being in the Navy.

Jeff: When you think back overyour years in the Navy, whatdid you enjoy the most?

CDR Lee: I really enjoyed theBALTOPS 98 naval exer-cises.

Jeff: Did the exercises require alot of preparation?

CDR Lee: Yes, they did; and if one unithad not been ready, thesuccess of the exercisescould have been jeopardized.

Jeff: What would have happenedif your unit hadn�t fulfilledits responsibilities duringBALTOPS?

CDR Lee: If my unit hadn�t done sucha good job, I wouldn�t havebeen promoted.

Jeff: If I were in the Navy, I thinkI�d like to be a member ofyour team.

CDR Lee: If I were you, I�d considermaking that a reality.

Exercise 17

Listen to questions about the dialoguetitled �If You Hadn�t Joined the Navy�.�The first time you hear them, just listen.The second time, write them. The thirdtime, check what you have written.

Exercise 18

Write answers to the six questions fromExercise 17.

Exercise 19

Listen again to the dialogue titled �If YouHadn�t Joined the Navy�.�. Take the partof CDR Lee as you follow the dialog onthe tape.

WRITING SKILLS

Exercise 20

Prepare a PRE-EX for an imagined com-munications exercise to take place in thefuture. See the sample message (Figure7-4) and pre-exercise message format onthe following pages. Use the Order Tablefor Communication Exercises (Figure 7-6)for the format. Write the PRE-EX in yournotebook. Practice explaining theinformation that you filled in on each line.Do this with a partner, if possible.


Writing the Draft

Use the notes and the outline youprepared (for the presentation to begiven during the seminar) to write thefirst draft of your speech.


Sample Pre-exercise Message


RAAUZYUW RUDJABT DDDHHMM-UUUU� .

ZNR UUUUU

R 121345Z SEP 98

FM HMS SAMPLE

TO ALL SHIPS CONDUCTING SERIAL (PARTICIPANTS)

INFO SENIOR COMMANDERS IN TASK FORCE/GROUP

OTHER SHIPS IN TASK FORCE

BT

UNCLAS //N03120//

EXER/SAMPLE STAR 98//

MSGID/PRE-EX/OCS NAME//

REF/A/DOC/COMDESRON X/98SEP01//

REF/B/DOC/NTSA/96SEP01//

NARR/REF A IS COMDESRON X EXERCISE OPERATIONS ORDER. REFB IS EXTAC

1005 (REV A).//

POC/LT SMITH/OPS OFFICER/OCS SHIP NAME/-/TEL:PHONE NUM-BER//

RMKS/1. IN ACCORDANCE WITH REFERENCE A, THE FOLLOWINGINFORMATION IS

PROVIDED IN REFERENCE B FORMAT:

A. EVENT: SORTIE FROM PORT

B. OSE: COMMANDER, XX FLEET

C. OCE: COMDESRON X

D. OTC: HMS SAMPLE

G. FORCES:

1. SHIPS: CRO - GRA - BAR - HUW

I. TIME ZONE: -3 CHARLIE

J. COMEX: 250700

SORTIE: departure

Figure 7-4. Sample Pre-exercise Message


JJ. FINEX: TBD. UPON DEPARTURE OF ALL SHIPS FROM PORT

O. MANEUVERING INSTRUCTIONS TO SURFACE UNITS:

1. CDS WILL COORDINATE EXPEDITIOUS DEPARTURE TIMES WITHQEN AND PASS SORTIE TIMES TO SHIPS.

2. REQUEST QEN COORDINATE EXPEDITIOUS AND COMBINEDDEPARTURE TIMES WITH DOHA PORT AUTHORITY.

S. SPECIAL INSTRUCTIONS:

1. SHIPS ADJUST COURSE AND SPEED NECESSARY TO RDVU INPOSITION 2540N1-05200E7 NLT 1130C.

2. MAKE UNDERWAY REPORTS TO OCE (CDS) VIA CKT ES09.

U. COMMUNICATIONS:

1. A. ES01 - UHF TACTICAL

B. ES09 - HF COMMAND

X. SPECIAL SAFETY INSTRUCTIONS: NATIONAL GUIDELINES FORSAFETY DURING DEPARTURE FROM PORT APPLY. REPORT SAFETYINCIDENTS TO OCE.

Z. IAW EXOPORD SOE.//

BT

TBD: to be determined

CDS: CommanderDestroyer Squadron

expeditious: efficientand speedy

QEN: Qatar Emeri Navy

Figure 7-4. SamplePre-exercise Message,continued


Pre-exercise Message Format

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Source: EXTAC 1005 (Rev.A) Annex 1A.

Figure 7-5. Pre-exerciseMessage Format,continued

Designator Meaning

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Order Table for Communication Exercises

Figure 7-6. Order Tablefor CommunicationExercises

Designator Meaning

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pb

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GLOSSARY

ObjectiveVocabulary

accountability (ac coun ta BIL i ty) n:obligation to account for or explainacts; responsibility

The new commander is demanding anincrease in accountability for allofficers within his command.

acknowledge (ac KNOWL edge) v: tonotify originator that a message hasbeen understood

You might have to acknowledgereceipt of instructions from the OSE.

adequate (AD e quate) adj: sufficient;suitable

The steps taken to secure circuits usedduring the operation were more thanadequate.

adhere (ad HERE) v: to follow; to stay firmin supporting or approving

Writers of structured messages mustadhere to rules for drafting them.

allocation (al lo CA tion) n:a setting apartfor a specific purpose; a distributionaccording to plan

The supply officer is responsible forthe allocation of a ship�s stores.

amendment (a MEND ment) n: improve-ment; correction; revision

The operation plan needs an amend-ment before it is put into effect.

amplify (AM pli fy) v: to develop morefully, as with details, examples,statistics, etc.

You can amplify on information givenduring a briefing by using charts anddrawings.

appropriate (ap PRO pri ate) adj: right forthe purpose; suitable; fit; proper

Make sure a message has the appropri-ate security classification before it istransmitted.

ascertain (as cer TAIN) v: to find out withcertainty or sureness; to discover

The safety observer has to ascertainwhether safety procedures are beingfollowed during a repair action.

compliance (com PLI ance) n: conformityin fulfilling official requirements; act inaccordance with request, wish, ordemand

Compliance with orders is mandatory.

composite (com POS ite) adj: formed ofdistinct parts; compound

A composite photograph is made bycombining several photographs.

comprehensive (com pre HEN sive) adj:dealing with all or many of the details;inclusive

Units provided the OCE with compre-hensive reports after the operation.

comprise (com PRISE) v: to make up;form; constitute

The OPGEN, OPTASK and OPSTATmessages comprise the MTMS.

configuration (con fig u RA tion) n:arrangement of parts or elements

The configuration of the Sea Kingmakes it ideal for use as a ship-basedantisubmarine helicopter.

conform (con FORM) v: to be in accord oragreement

Message content must conform to anestablished sequence.

critique (cri TIQUE) n: a critical analysis,evaluation or review of an operation,exercise, etc.

Force commanders met in conference tocomplete a critique of the operation.


dash (-) (DASH) n: a punctuation markthat indicates a break

A dash is used to separate addeddetails from a block of information in amessage.

designation (des ig NA tion) n: apointing out or marking out; indica-tion; act of designating

TU 401.02.02 is the lowest commanddesignation within TF 401.

discretion (dis CRE tion) n: consider-ation of the impact of an action

For security reasons, use discretionwhen deciding which units need torespond to a message.

element (EL e ment) n: member of a setsuch as data field, block of informa-tion in a message; component part

Elements within a section of amessage are separated by slants.

embark (em BARK) v: to go aboard aship or aircraft; to load troops andtheir supplies onto a ship; to begin ajourney

All personnel will embark uponcompletion of final preparations fordeparture.

employment: (em PLOY ment) n: amaking use; the state of beingemployed

It was decided that the employment offorce would be necessary.

established (e STAB lished) v: specified;ordered

A formatted message consists of setsof information arranged in an estab-lished sequence.

exempted (ex EMPT ed) v: freed from arule or obligation

No writer of messages is exemptedfrom rules designed to standardizethem.

expenditure (ex PEND i ture) n: theamount of money, time, etc. used up orspent; the act of expending

The exercise was kept short to minimizethe expenditure of funds.

exposed (ex POSED) v: not shielded orprotected

Exposed wires and cables are a safetyhazard.

format (FOR mat) n: a specific arrange-ment; a specified form or style

The message format specifies thatsections be put in alphabetic orderaccording to their identifiers.

illustrative (IL lus tra tive) adj: an exampleused to help explain or make somethingclear

The sample pre-exercise message isillustrative of the arrangement used.

impending (im PEND ing) adj: about tohappen; approaching; imminent;threatening

The ship changed course due to animpending storm.

inception (in CEP tion) n: the beginning ofsomething; start

The surface warfare course has beensuccessful since its inception.

incipient (in CIP i ent) adj: in the firststage of existence; just beginning tocome to notice

It is better to deal with problems whenthey are incipient than to wait untilthey become full-blown.

infraction (in FRAC tion) n: violation; abreaking of a rule or law

Any infraction of the safety regula-tions will be punished.


initiate (in I TI ate) v: to bring intopractice or use; start

Our forces are ordered to strike back ifopposing forces initiate hostilities.

limitation (lim i TA tion) n: assigned orset boundary; something that bounds,restrains, or confines

Limitations in the message handlingcapacity of the network result in a slowdown in communications.

mandatory (MAN da to ry) adj: authorita-tively commanded or required;obligatory

It is mandatory that all forces beinformed of scheduled exercises.

nickname (NICK name) n: two wordswhich may be formally or informallyassigned by any appropriate authorityto an event, project, activity, placename, etc.

The nickname of the USS Constitutionis �Old Ironsides.�

omit (o MIT) v: to leave out

Do not omit any required sections of amessage.

parameter (pa RAM e ter) n: a boundaryor limit; a factor or characteristic

A pre-exercise message may includeparameters such as the composition,initial formation, and course and speedof ships assigned

perishable (PER ish a ble) adj: easilyinjured or destroyed; liable to deterio-rate

Perishable information is useful for alimited span of time while nonperish-able information can be used for anindefinite period.

practicable (PRAC ti ca ble) adj: usable;workable; useful and sensible

The OTC ensures that there is apracticable plan for an operation.

predecessor (PRED e ces sor) n: a personor thing replaced by another

The new plan is better than its prede-cessor.

random (RAN dom) adj: characterized byprocedures designed to obtain sets orelements of sets having equal probabil-ity of occurrence

A random selection of letters andnumbers to replace letters or words in amessage is used to transform a mes-sage into code.

readability (read a BIL i ty) n: ease withwhich written text can be read

The readability of large amounts ofunorganized information is low.

reference: (REF er ence) n: a source ofinformation to which a reader isreferred

Each EXTAC in the series can be usedas a reference during operations.

referencing (REF er enc ing) v: mention-ing

Referencing the original message isrequired whenever a change is sent.

remedy (REM e dy) v: something thatcorrects or counteracts

Measures were taken to remedy thelack of tactical security and denyinformation to the opposing force.

replacement (re PLACE ment) n: a personor thing that takes the place of another

The commander�s replacement arrivestomorrow.

requirement (re QUIRE ment) n: some-thing required or needed; somethingdemanded, as a condition

Certain requirements must be fulfilled tomake a structured message conform toa standard.


respective (re SPEC tive) adj: as relatesto two or more persons or thingsregarded individually; particular;separate

Participating personnel discussed theoperation with the leaders of theirrespective teams.

scale: (SCALE) n: a relative degree orlevel

If the scale of an operation is toolarge to warrant an OPGEN alone,OPTASKs can be used to amplify theOPGEN.

self-explanatory: (SELF ex PLAN a to ry)adj: explaining itself; obvious withoutexplanation

REF is the self-explanatory abbrevia-tion for the Reference section of amessage.

slant (/) (SLANT) n: short diagonal line;slash; virgule

In the section prefix G4/DEPART, theidentifier and abbreviation areseparated by a slant.

spare (SPARE) adj: not in use but keptfor use if needed; extra

Spare parts are supplied for themaintenance or repair of systems orequipment.

stand-alone (STAND-a lone) adj: existingor functioning independently

A stand-alone computer is not part ofa network and does not sharehardware or software with othercomputers.

standardized (STAND ard ized) v: madeto fit a single standard or madeuniform

NATO standardized products areidentified by a NATO code number.

strictly (STRICT ly) adv: exactly orprecisely; following or enforcing a ruleor rules with great care

Our obligation to strictly followprocedures was emphasized at thebriefing.

sub- (SUB) prefix: forming a division intosmaller or less important parts;subordinate

Sets of data in a message can beseparated by numbering them assubparagraphs rather than by insertingslants.

supersede (su per SEDE) v: to take theplace of

The latest instructions supersede theold ones.

supplementary (sup ple MEN ta ry) adj:additional; supplying what is lacking

Supplementary signals that are notprovided in the International Code ofSignals can be found in EXTAC 1000.

terminate (TER mi nate) v: to put an endto; cease

The rescue party can terminate itsoperation when the injured crewmembers have been safely takenaboard ship.

warranted (WAR rant ed) v: justified;called for; authorized

Extra caution during the handling ofexplosive ordnance is always war-ranted.


MaritimeExpressions

Exercise 21

There are many expressions used in themilitary. A few are given here. Listen toand repeat the words and the sentences.

Battle group: naval task force; especiallyaircraft carriers with their aircraft andsupport vessels

The battle group included supportingAAW and ASW escorts.

Casualty: a person lost to service throughdeath, wounds, sickness, capture, etc.;anything lost, destroyed, or madeuseless

A battle casualty incurred duringhostile action differs from a loss that isnot related to combat.

Chaff: general name for radar confusionreflectors

Aircraft, shells, and rockets can beused to release chaff in the atmo-sphere.

Clearance: access by an individual toclassified information of a specificcategory; permission to proceed

To obtain a top-secret clearance, anextensive background investigation isneeded.

Departure: the technical point at which aship leaves an anchorage or harbor

All units participating in the operationreceived departure instructions.

Depth table: instructions to an exercisesubmarine to be at specific depths atspecific times

The depth table is needed by the OCEto allow safe deployment of underwaterdetection devices at various depths.

Designator: a distinguishing name

A guided missile cruiser is assigned theship designator CG.

Disposition: distribution of the elementsof a command within an area

The disposition of the forces beingdeployed is indicated in section G1 ofthe OPGEN.

Duty table: a table of numbers assigned tovarious warfare commander duties thatsimplifies message writing

The CO of the ship was told to assumeduties 20, 21, 43 and 64 in the dutytable.

Field: the basic element of reportedinformation in a message; a block ofinformation

One field is distinguished from anotherone by the slant symbol between them.

Grid origin: a geographical point desig-nated as the center point of a grid orscreen

The grid origin has to be coordinatedwith all units that have data links toensure a common reference point.

Group: the words or collection of letters ina cipher or code message

Say �groups 8� before transmitting anencrypted message that has 8 separategroups of letters.

Integrated exercise: an exercise with morethan one warfare area

The integrated exercise utilized surfaceand subsurface areas.


Live firing exercise: an exercise duringwhich ordnance is expended

All of the weapon systems on a shipmay be employed during a live firingexercise.

Message structure: the arrangement ofall the parts of a message; manner oforganization of a message

An OPSTAT UNIT and PRE-EX havedifferent message structures.

Nomenclature: name; designation; asystem for naming

Officers need to be familiar with thenomenclature of equipment used intheir specialty areas.

Order table: the format that the personplanning the exercise uses to orderthe conduct of the exercise

For communication exercises, use theorder table presented in Annex 1A ofEXTAC 1005.

Originator: The command by whoseauthority a message is sent

The originator of a message appearson a line before the addressee.

Posting: an appointment to a place ofduty

The officer�s posting to a ship heserved on before surprised him.

Radiotelegraph: wireless transmission oftelegraphic codes

The International Morse Code iscommonly used to broadcast mes-sages by radiotelegraph.

Safe fire area: area where the impact ofweapons has been approved; firingarea

Ships involved in an exercise aregiven the location of each safe firearea in advance.

Screen: an arrangement of ships, aircraftand/or submarines to protect a mainbody or convoy

The OTC decided that an antisubma-rine screen would be necessary.

Serial: sequence; an element or group ofelements consisting of related orsimilar persons, things or events thatform a series

Serial ASU-1 is a specific exercise inthe ASU series.

Simulation: a training which allowspersons to experience what realconditions are like

Many aspects of an operation at seacan be practiced while in port by meansof a simulation.

Subject indicator code: a code assigned toa message according to subject mattercontent

The subject indicator code is used toeffect distribution of messages.

Surveillance: systematic observation ofareas, places, persons and things bysome means

The movement of enemy aircraft is keptunder surveillance by radar.

Team leader: a person who directs theaction of a group of individuals

The team leader talked with eachmember of the team about his and herduties.

Warfare commander: the officer desig-nated as being in charge of a particularwar fighting area

The Anti-Surface Warfare Commanderpromulgated a message with detailedinstructions for conducting an opera-tion against opposing surface forces.

ZULU (Z): zone suffix for Greenwich MeanTime

The ships maintained their course until2000Z.


Maritime Acronymsand Abbreviations

AA: Anti-Aircraft

AAW: Anti-Air Warfare

AAWC: Anti-Air Warfare Commander

ASUW: Anti-Surface Warfare

ASUWC: Anti-Surface Warfare Com-mander

ASW: Antisubmarine Warfare

CIC: Combat Information Center

DTG: Date-Time-Group

GHZ: Gigahertz

helo: Helicopter

IFF: Identification Friend or Foe (system)

KHZ: Kilohertz

KTS: Knots

MHZ: Megahertz

MSGID: Message Identifier

MTMS: Maritime Tactical MessageSystem

MWOPS: Mine Warfare Operations

OCE: Officer Conducting the Exercise

OCS: Officer Conducting the Serial

OPGEN: Operational General Matters

OPSTAT: Operational Status

OPTASK: Operational Tasking

OSE: Officer Scheduling the Exercise

OTC: Officer in Tactical Command

PCT: Percent

PDMS: Point Defense Missile System

PIM: Position and Intended Movement

SAM: Surface-to-Air Missile

SAR: Sea-Air Rescue/Search and Rescue

SATCOM: Satellite Communications

SSM: Surface-to-Surface Missile

SST: Sonar Sound Transmission

SUBOPAUTH: Submarine OperatingAuthority

TACAN: Tactical Air Navigation (system)

UFN: Until Further Notice

UWT: Underwater Telephone

Exercise 22

After you study the list of acronyms andmeanings, copy the list below in yournotebook. In the blanks, write thecorresponding meaning or acronym.

1. ________ Megahertz

2. ________ OTC

3. ________ Mine WarfareOperations

4. ________ SubmarineOperating Authority

5. ________ OSE

6. ________ MTMS

7. ________ AntisubmarineWarfare

8. ________ AA

9. ________ OCE


10. ________ Anti-SurfaceWarfare

11. ________ KTS

12. ________ MSGID

13. ________ Until FurtherNotice

14. ________ Officer Conductingthe Serial

15. ________ DTG


TroublesomeGrammar: Two-Word Verbs withPut

Two-word verbs, sometimes calledphrasal verbs, are those verb-prepositioncombinations that have a meaningdifferent from that of the two wordsseparately. Usually the two-word verbmay be replaced with a single verb thathas the same meaning. The basicdifference between a two-word verb and

detailed explanations may be found inidiom dictionaries. We use put with avariety of prepositions. Here are somecombinations.

The commander tried to put across hisideas to the reporter. (explain)

It�s wise to put aside some money foremergencies. (save)

Maintenance personnel must put awaytheir tools when they�re through.(return to its original place)

Don�t forget to put back the books.(return to its original place)

Civilians often put down their militarycounterparts. (criticize)

Don�t put off doing what should bedone. (delay)

Put on your chemical gear. (don)

Put out the fire. (extinguish)

The proposal was put to the fullcommittee. (propose)

Exercise 23

In your notebooks, copy the sentencesand next to each sentence write themeaning of �put� used in the sentence.

1. Leaders should never put down theirsubordinates.

2. Put back the report in the file.

3. Don�t put on your jacket.

4. The In the Spirit exercise was put off.

5. Put out the cigarette.

6. He was unable to put across hismeaning.

a verb plus a preposition is illustrated bythe following examples:

Examples:

The sentence �I called down theseaman.� means that I reprimandedthe seaman. Called down is a two-word verb.

The sentence �He called down thestairs.� means that he shouted fromupstairs so as to be heard downbelow. Called down is not a two-word verb; rather called is a simpleverb with its usual meaning, anddown is a preposition with stairs asits object.

The following are some common two-word verbs. Fuller listings and more


Authentic Reading

Quickly skim the following reading fromthe Internet to get the general meaning.Think for a moment about naval exer-cises that you have participated in. What�firsts� can you recall?

BALTOPS 98Phase 1 Ends:Most SuccessfulFirst Phase

By LCDR Ed Buclatin

ROSTOCK, GERMANY-U.S. RADMW. Winston Copeland said the combinedfleets of 13 nations, who ended the firstphase of the U.S. BALTOPS 98 navalexercises, June 12, had achieved one ofthe most successful at-sea phases ever.

�The exercise this year achieved astunning series of firsts during thisphase,� RADM Copeland said. �Wenoticed a remarkable increase in communi-cation and language skills between thevarious fleet units, as compared toprevious years. The men and women ofBALTOPS 98 have definitely set a newstandard for exercises to come.�

During the first week at sea, theexercise hosted more than 3,000 personnelfrom 52 ships, submarines and airplanes,conducting numerous drills in basic andadvanced seamanship and defensiveskills. The first phase of BALTOPS 98 wasan invitational exercise, held in the spiritof NATO�s Partnership for Peace pro-gram.

Participating in Phase 1 were Germany,Poland, Denmark, Sweden, Latvia,Lithuania, Estonia, Norway, Finland, theNetherlands, France, the United Kingdomand the United States.

Among the achievements:

� Despite differences in equipment, theunits of the exercise fleet swiftly

established successful voice and datacommunications with each other.

� The fleet was broken into threeinternational sub-units, or �taskgroups,� all of which reported tremen-dous success in swiftly bridginglanguage barriers and achieving flotillacohesiveness.

� Ships of the various sub-units dailyexchanged personnel with each other,giving sailors from many nations achance to meet and compare profes-sional experiences with their counter-parts.

� The sub-units exercised in suchprofessional skills as gunnery, anti-airwarfare, small unit tactics and anti-submarine warfare. Of the more than 50such exercises scheduled during thefirst phase, only three had to becanceled due to poor weather condi-tions.

BALTOPS 98 directors, drawing uponprevious exercise lessons learned,achieved a number of �firsts� this year.The firsts included:

� BALTOPS 98 was the first exercise tosuccessfully combine ships and aircraftof various nations into cohesive,multinational task groups.

� Exercise sub-units practiced nighttimeinterdiction and boarding operationswith units of the Polish navy.

� Participating units had a chance tohone their anti-submarine warfare(ASW) skills against a participatingsubmarine in the challenging environ-ment of the Baltic Sea.

� France participated in the BALTOPSexercise, sending two warships.


�The officers and sailors who tookpart in Phase 1 of BALTOPS 98 were trueprofessionals,� said RADM Copeland.�After working closely with them for thepast week, I can honestly say I�d bepleased and proud to work with any ofthem, anytime in the future.�

Source: http://www.chinfo.navy.mil/navpalib/news/eurnews/eur98/eur98022txt

Exercise 24

Copy the comprehension questions inyour notebook and answer them.

1. What did RADM Copeland say aboutcommunication and language skills?

2. Why were BALTOPS 98 directorsable to achieve so many firsts?

3. In your opinion, which achievementduring Phase 1 was the most signifi-cant? Why do you think so?

LEARNING STRATEGY

Language LearningLog

Exercise 25


An ally need not own the land he helps.�Euripides

Unit 8:Search and Rescue


Resources

You will need Unit 8 of this course, the Unit 8 recording, a blank tape, a tape/CDplayer, notebook paper, pen or pencil, and your copy of Webster�s New WorldDictionary.

ObjectivesIn this lesson you will

1. inquire about and describe search and rescue operations.2. review the use of simple past tense versus present perfect tense.3. use objective vocabulary, military expressions, and maritime acronyms found in the

glossary.4. explain what a search and rescue operation is.5. define the five-level SAR hierarchy.6. define the obligations of all SAR resources and organizations.7. explain the stages of SAR.8. explain the different SAR techniques and how they work in different distress

situations.9. write the final draft of your oral presentation.

10. listen to electronic communications, including news broadcasts; take notes or writesummaries.

11. read articles about maritime operations; answer comprehension questions.12. read authentic military/NATO material and answer comprehension questions.13. practice a variety of language learning strategies.

Table of Contents

LEARNING STRATEGIESPlanning .................................. 8-3

VOCABULARYIntroduction to SAR ................. 8-3The Navy�s Role in SAR........... 8-4

VOCABULARYSAR Hierarchy ........................ 8-4

GRAMMARSimple Past versus PresentPerfect ..................................... 8-6

READING SKILLSAR Organizations andResources ............................... 8-8

VOCABULARYSAR Stages ........................... 8-10

FUNCTIONInquiring About and DescribingSAR Operations ..................... 8-18

READING SKILLSearch Techniques ............... 8-19

READING/WRITING SKILLParaphrasing ......................... 8-21

WRITING SKILLContrasting ............................... 8-22

LISTENING SKILLListen to the News andTake Notes ............................... 8-22

WRITING/SPEAKING SKILLContinue to Write theFirst Draft ...................................8-22

GLOSSARYObjective Vocabulary ................ 8-23Maritime Expressions ............... 8-24Acronyms and Appreviations .... 8-25

ENRICHMENT ACTIVITIESTroublesome Grammar: Yetand Already .............................. 8-27USS Leyte Gulf Assists Albanians inAdriatic ..................................... 8-27USS Thomas S. Gates RescuesTwo Men at Sea ........................ 8-28Coast Guard Searches for Occupantin Overturned Kayak ................. 8-29USS Guam SAR Team MedevacsCroatian Mariners ......................8-30Rescue from a Burning Building .8-30

LEARNING STRATEGYKeeping a Learning Log .............8-32


LEARNING STRATEGIES

In Unit 8 you will encounter new learningstrategies as well as review some that youlearned in previous units.

Planning

Exercise 1

Look over your schedules for the previousunits. Remember that setting aside time tostudy is necessary for you to achieve yourlearning goals.

Unit 8 Schedule

Day Plan Actual

Mon _______ _______

Tue _______ _______

Wed _______ _______

Thurs _______ _______

Fri _______ _______

Sat _______ _______

Sun _______ _______

VOCABULARY

Listen to the readings titled �Introductionto SAR� and �The Navy�s Role in SAR� andfollow along. The new vocabulary is initalics. As you listen to the reading, noticehow the new vocabulary is used in eachsentence. Circle any words you do notknow.

Introduction toSAR

A SAR (Search and Rescue) is bestdefined as the use of all available re-sources to assist persons and property inpotential or actual distress. The GenevaConvention addresses SAR in thismanner: �. . . every nation shall require themaster of a ship, insofar as he/she can doso without serious danger to the ship,crew or passengers, to render assistanceto any person found at sea in dangerof being lost and to proceed with allpossible speed to the rescue of persons indistress. . . �.

A SAR system exists when an arrangementof components is activated, as needed, toassist efficiently and effectively persons orproperty in potential or actual distress.

You will be involved in a SAR mission atsome time during your career. It mayhappen as soon as a ship has reported thatit is underway or at the worst possibletime. Unlike exercises or missions with aclear commencement/termination time, theTactical Action Officer (TAO) or PfPequivalent must be prepared for SARcontingencies 24 hours a day.

potential: possible

Learning Strategy

At the end of eachday, review yournew vocabulary

words. Makesentences with the

new words.


The Navy�s Role inSAR

What is the role of the Department of theNavy with respect to SAR? In a nutshell,we can say that for Navy personnel, theNavy will provide units for the search.These units may be under the control oftask force/tactical commanders or underthe control of the Area SAR Coordinator.The SAR mission organization willdepend on the circumstances on scene.In general, �The Navy takes care of itsown.�

In other cases, the Navy will assist withunits on a not-to-interfere basis. Thoseunits participating will be under thecontrol of the SAR Coordinator for thearea (Maritime, Inland, or Overseas).

Source: Joint Pub 3-50 National Searchand Rescue Manual, Vol. I: National SARSystem, Feb 1991.

After you turn off the recording, silentlyread the paragraphs again. Next, in yourdictionary or in the glossary of this unit,look up the meaning of the words youdo not know. Then complete Exercise 2.

Exercise 2

Select the correct answer for each number.

1. The SAR manual ___________many important issues.a. addressedb. addressesc. addressing

2. The most important job of any SARmission is to ___________ aid.a. randomb. rankc. render

In your notebook write the answer to thequestion.

3. What is the role of the Navy in SARmissions?

VOCABULARY

Listen to the reading titled �SAR Hierar-chy� and follow along. The italicizedwords are the new vocabulary words.Circle any words you do not know. Ifinstructed to do so, repeat the words.Use the dictionary or glossary to helpyou.

SAR Hierarchy

Any SAR incident may have the following:a SAR Coordinator (SC); a SAR MissionCoordinator, (SMC); an On-Scene Com-

Figure 8-1. SAR Hierarchy


mander/Incident Commander OSC/IC; anda Search and Rescue Unit (SRU).

Figure 8-1 illustrates a typical SAR missionorganization. The following is a descrip-tion of each component.

SAR Coordinator (SC)

The SAR Coordinator (SC) is at thehighest level of command concerned withany one particular SAR effort. Whennotified of a distress, the SAR Coordinatorwill do the following: identify resources;establish agreements with other services,government agencies, or countries; assigna SAR Mission Coordinator (SMC); andmaintain a smooth, accurate communica-tions link up and down the chain ofcommand. Only the SAR Coordinator hasthe authority to suspend SAR operations.

SAR Mission Coordinator(SMC)

The SAR Mission Coordinator (SMC) isdesignated by the SAR Coordinator. Hewill manage the mission by exercisingfull operational authority includingplanning, coordinating, and controlling allrescue units. Duties will include estab-lishing search patterns, managing aircraftfuel, monitoring safety of flight, directinghelo deck availability, disseminatingweather at datum and divert fields, andresponding to the orders of the On-SceneCommander.

On-Scene Commander(OSC)

The On-Scene Commander (OSC) may bedesignated as such by being the firstrescue unit on-scene or through coordina-tion with other rescue units, or by the SARCoordinator. The OSC is responsible formission accomplishment. The OCS�sduties include the following:

· establishing and maintaining communi-cations with the SMC

· assuming operational control of allrescue units assigned

· carrying out the SMC�s SAR plan orfilling in the gaps in the plan if neces-sary

· receiving Operations Normal (�opsnormal�) reports

· providing initial briefs and searchinstructions

· receiving and investigating all sightingreports from the rescue units

· being responsible for safety

· obtaining search results from departingrescue units

· passing duties to the most capablerescue unit

· briefing the new OSC

· advising the SMC

· making serialized situation reports(SITREPs) to the SMC at regularintervals when developments occur orat least daily.

The OSC must not leave the SAR sceneuntil properly relieved.

Search and Rescue Unit(SRU)

The SRU performs search, rescue, orsimilar operations. Responsibilities includethe following:

· contacting the OSC 15 minutes beforearrival with Estimated Time of Arrival(ETA), operational limitations,communication capability, plannedsearch speed, and on-scene endurance

· executing the SAR plan

· after the search, reporting to the OSCthe area searched, the results, andweather conditions

· maintaining communications with OSC

· notifying the OSC with all pertinentinformation when survivors, wreckage,oil, raft, etc., are spotted

· marking the spot where sighting wasmade

Learning Strategy

Making sentenceswith the new

vocabulary wordshelps you remember

them.


� notifying OSC with all pertinentinformation if any radio, radar, sonar,emergency, etc., signal is received.


Exercise 3

Match the vocabulary word with itscorrect definition.

1. ____ endurance a. the timebetween events

2. ____ serialized b. relevant, to thepoint

3.____ disseminate c. ability to last

4.____ link d. name for anoffice or duty;appoint

5.____ designate e. related itemscoming oneafter another inregular se-quence

6. ____ intervals f. spreadinformation,news, etc. overa wide area

7. ____ pertinent g. connection

GRAMMAR

Simple Past versusPresent Perfect

In discussing past events, you maysometimes have to decide whether touse the simple past or the presentperfect tense.

Simple Past

Example:

I did my work yesterday.

The simple past (did) indicates that asituation or activity started and ended at aspecific time in the past (yesterday).

Present Perfect

Example:

I have already done my work.

The present perfect is a verb phrase madeup of the present form of the auxiliaryhave (i.e., has or have) and a pastparticiple. It indicates or gives the ideathat something happened or didn�t happen(e.g., I haven�t done my work yet.) at someindefinite time in the past. When it hap-pened is not important. If a specific time isindicated (yesterday), the simple past isused. However, when no specific time inthe past is indicated (the work is done, butit doesn�t say when it was done), thepresent perfect is used.

Learning Strategy

Matching words withtheir meanings helps

you learn them.


Exercise 4

Put the correct form of the verb, eithersimple past or present perfect, in thefollowing sentences.

1. The ACLANT team (move) _____into their new quarters last week andthey (be) _____ there ever since.

2. The vice admiral (have) _____ abriefing last week in his old office, buthe (move) _____ the briefing to hisnew office.

3. I (meet) _____ never _____ anyonewho could play soccer like PettyOfficer Harris. He (be) _____ thebest in his command.

4. a: Are you going to watch the trainingvideo on SAR Techniques?

b: No, I (see) _____ it already. In fact,I just (see) _____ it yesterday.

Simple Past with When

If a sentence contains the word when, anduses the simple past in both clauses, theaction in the clause containing whenoccurs first.

Examples:

When the sailor heard the explosion,he hit the alarm.

The sailor hit the alarm when heheard the explosion.

In either sentence the action of the clausebeginning with when took place beforethe action of the other clause. The hearingof the explosion occurred before the sailorhit the alarm.

Present Perfect ShowingRepetition of a Past Activity

The present perfect can express an activitythat has happened repeatedly in the past.

The exact time of the action or occurrenceis not important.

Examples:

The helicopter has flown over thesearch area at least four times.

The activities of the SRU have beenevaluated many times.

Exercise 5

Circle the verbs that correctly complete thesentences.

1. Everybody (has jumped / jumped)when the bomb (has exploded /exploded).

2. The admiral (has visited / visited) thatbeautiful port many times.

3. When the telephone (has rung / rang),the company clerk (has answered /answered) it.

4. I (have finished / finished) my reportlate last night.

Present Perfect Used WithFor and Since

When the present perfect is used with foror since, a situation or activity is indicatedwhich started in the past and continues tothe present. For indicates duration, andsince indicates a specific time.

Examples:

The admiral has been here for almostan hour.

�For almost an hour� indicates aduration of time beginning at anindefinite point in the past andcontinuing up to the present.

Examples:

The admiral has been here since 0900.


�Since 0900� indicates a time begin-ning at a specific point in the pastand continuing up to the present.

Exercise 6

In the following sentences, use the correctform of the verb, either simple past orpresent perfect. Use for or since whereappropriate.

1. LCDR Datko (buy) _____ hiscomputer two years ago. He (use)_____ it almost every day _____ theday of the purchase.

2. I first (meet)_____ LT Kronke whenwe were at the academy together. Hewas in Italy _____ several years, buthe (be) _____ in France _____January 1.

3. I joined the Navy in 1984. I (be)_____ a sailor _____ over 13 years.

4. a: _____ you ever (be) _____ toMorocco?

b: I (not be) _____ there _____ 1996.

5. a: How long (be) _____ CaptainLandon _____ in the British Navy?

b: He (be) _____in the Navy for 31years, but he will retire next month.

READING SKILL

Exercise 7

SAROrganizations andResources

Read the following article titled �SAROrganization and Resources.� This article ismostly facts and details. Scan the readingfor the most important information. Thenanswer the questions at the end of thereading.

Organizations

Multiple organizations and resources mayparticipate in a SAR operation in a varietyof capacities, ranging from direct supportin the search or rescue, to indirect supportor information provider. The most commonparticipants are listed below, althoughcountless additional units may becomeinvolved.

· The International Civil AviationOrganization (ICAO) has 150 membernations.

· The International Maritime Organiza-tion (IMO) is similar to ICAO except itis for ships.

· The International Telecommunica-tions Union (ITU) coordinatesworldwide radio frequencies foremergency use, alerts, distress, etc.

· The Search and Rescue Satellite-Aided Tracking (SARSAT) is aninteragency, internationally sponsoredsystem of low altitude, near-polarorbiting satellites and ground receiv-ing stations. It detects emergencysignals on the distress frequencies of121.5 and 243.0 MHz. They have anaccuracy of 12 NM or less.

interagency: of or havingto do with two or moregovernment agencies

sponsored: endorsed bya person or agency

polar: of or near theNorth or South Pole


· The International Red Cross (IRC)coordinates disaster relief on aninternational basis without regard topolitical considerations.

Resources

Resources available for SAR responseinclude any SRU, station, operationalactivity, or other resources that can beused during a SAR mission.

The ones that follow are the mostcommon. The abbreviations are alsoprovided.

Aircraft Search and RescueUnits

Fixed wing

Short-range (radius of action of 150NM, plus ½ hour search remain-ing) SRG

Medium-range (radius of action of 400NM, plus 2.5 hours search remain-ing) MRG

Long-range (radius of action of 750NM, plus 2.5 hours search remain-ing) LRG

Very Long range (radius of action of1,000 NM or more, plus 2.5 hourssearch remaining) VLR

Extra-long range (radius of action of1,500 NM or more, plus 2.5 hourssearch remaining) ELR

Helicopters

Light (maximum capacity 1 to 5persons) HEL-L

Medium (maximum capacity 6 to 15persons) HEL-M

Heavy (capacity is more than 15persons) HEL-H

General operational considerations arethe following:

Range and endurance

Speed/Altitude

Maneuverability (less important overlarge flat areas)

Weather

Lookout transport

Electronic capabilities which maydetermine SRU ability to navigateeffectively and to complete a SARmission:

(1) Accurate navigation is essentialfor safety, area coverage, andsurvivor reports.

(2) Communication must be main-tained with OSC.

(3) Sensors such as DF (DirectionFinding) and radar will aid indetection of object/survivor(s).

(4) Some SRUs are not equipped tofly under IFR (instrument flyingrules). If IMC (instrument meteo-rological conditions) are forecastfor any portion of the mission, theaircraft must have full instrumenta-tion and a pilot licensed forinstrument flight.

Learning Strategy

Before you begin,examine your

purpose for reading.Then apply anappropriatereading rate.


Marine Search and RescueUnits

The Marine SRUs include the following:

SAR Boats, 30 to 65 feet in length, withaverage search endurance (variable,depending on the situation, up to 3days)

SAR Patrol Boats, 80 to 110 feet inlength; search endurance is 3 days

SAR Vessels (include USCG and USNships) can operate considerabledistances from base

Merchant Vessels cannot be ordered toassist but should be thanked if theydo

Fishing Vessels

Pleasure Craft

Hydrofoil Marine Craft

Amphibious Marine Craft

Specialized Marine Craft

General operational conditions are thefollowing:

· radius of action

· seaworthiness

· speed - must be maintained to copewith sea conditions

· maneuverability - considered withrespect to (WRT) crowded harbors,irregular shorelines, and high-densitytraffic areas

· water depth

· lookout capability

· electronic capabilities - navigationequipment may reduce errors;communication with OSC; use of DFand radar

· surface delivery - reliable for deliveryof damage control and supportequipment

· surface recovery

· rescue and illumination equipment

· specialized equipment

· survivor support - especially importantfor large groups

· helicopter platform.

Source: Joint Pub 3-50 National Searchand Rescue Manual, Vol. I: NationalSAR System, Feb 1991.

Exercise 8

In your notebook copy the followingquestions and write the answers to them.

1. What is SARSAT responsible for?

2. What is the capacity for the HEL-H?

3. What is the radius of the VLR?

4. Which marine SRU cannot be orderedto assist?

5. What are four considerations formarine SRUs?

VOCABULARY

Listen to the reading titled �SAR Stages�and follow along. The new vocabulary is inbold italics. In your glossary at the end ofthis unit or your dictionary, look up anywords you may not know.

SAR Stages

A typical SAR mission develops throughfive stages: Awareness, Initial Action,

illumination: source oflight

seaworthiness:cabability of putting tosea and meetingsea conditions

cope: contend withsuccessfully


Planning, Operations, and MissionConclusion.

Awareness Stage

The awareness stage begins when theSAR system first becomes aware of anemergency or a potential emergency. Itmay be reported by persons or a craft indistress or by nearby persons observingan incident; or, an uncertainty may existdue to lack of communication or to non-arrival. Information must be gathered andevaluated to determine the nature of thedistress, appropriate emergency phaseclassification, and necessary action.

Initial Action Stage

This is the stage in which the SAR systembegins a response. Some activities such asevaluation, however, begin in the Aware-

ness Stage and continue through Planningand Operations Stages. Initial Actionincludes SMC designation, incidentevaluation, emergency phase classifica-tion, SAR facility alert, and communicationsearches.

Incident evaluation requires considerationof a few key elements:

· type of incident and severity;

· location of incident;

· urgency of response (daylight remain-ing, terrain, climate, survivor�straining and skill, endurance, medicalcondition, and survival equipment);

· SRUs available.

It should be assumed that all survivors areincapacitated, capable of surviving only ashort time, under great stress, experiencing

Figure 8-2. SurvivalTime/Water Tempera-ture Graph

stress: distress

Learning Strategy

Read the entire textonce to get the

whole picture. Thenreread the text andcatch the details.


shock, and requiring emergency medicalcare.

Figure 8-2 shows the survival time (inhours) of people exposed to the effectsof cold air, wind, or water. This results inhypothermia.

After you have stopped the recording,silently read the paragraphs again. Next, inyour dictionary or the glossary of thisunit, look up the words you do notknow, and write their definitions in yournotebook. Then complete the nextexercise in the text.

Exercise 9

Copy the following sentences in yournotebook. Then insert appropriate wordsfrom the reading.

1. The SAR system begins a responsein the _____.

2. Due to the _____ of the accident,many rescue units were notified.

3. The captain of the ship could notradio for help because his communi-cations system was _____.

4. Some of the crash victims sufferedfrom _____ because they had been_____ to freezing temperatures forseveral hours.

Let�s continue with the reading titled�SAR Stages.� The next selections youwill read about are the �Planning Stage,��Operation Stage,� and �ConclusionStage.� Follow along with the recordingand underline or circle any words youmay not know; then check the meaningof those words in your dictionary.

Planning Stage

Search planning is required when thelocation of a distress is not known orsignificant time has passed since thesearch-object�s position was last known.This stage consists of the followingactions:

· determining datum and search area

· developing an attainable search plan

· selecting search patterns

· planning on-scene coordination

· transmitting search plans to OSC/SRUs

· reviewing search plans

Datum is the most probable location of asearch object, corrected for drift (move-ment over time). Since datum is consid-ered movable, it is recomputed periodi-cally. Determining datum is contingent onthe following considerations:

Initial Search. The location where thedistress occurred is called the initialposition. Based on initial information,one of three situations usually exists:

Position Known. The incident iswitnessed/reported by radar net,another craft, or the distressed craftitself, or position is computed from apreviously reliable position. If theposition is known, datum can becomputed.

contingent: dependent(on or upon anuncertainty)


Track Known. The proposed trackis known, but the position along thetrack is unknown, or a single line ofposition, such as a direction finding(DF) bearing, is known. If only theproposed track is known, a datumline, that is, a known proposed trackcorrected for drift, can be estab-lished.

General Area Known. Neither theposition nor the intended track isknown, but the general area isknown. In this case, datum area isdeveloped. The datum area compu-tations may be reasonably exact, oronly a best guess.

Computation of Datum. Following theinitial cause for distress, environmen-tal forces act to displace searchobjects. A resolution of the object�smost probable real-time location isobviously desired for an effective andsuccessful search and rescue. Theprimary influence in displacing thedistressed object is drift. Within thecategory of drift, a few variants mayapply: surface drift forces andaerospace drift. Although predictionsshould be used in the absence ofactual drift information, the use ofcalculated or observed drift mayreduce search time and significantlyaffect the end results.

Composing a Search Area. When veryspecific locating information islacking, a datum will be expanded intoa squared-off area FOC (farthest offcircle) equivalent by including factorsfor error and safety. For confined(non-open ocean) areas, a standard six-NM radius may be applied to createthe search area in cases of less thansix hours� time-late. In all cases, astime increases and search patterns arecompleted with unsuccessful results,the search area will increase and will berecentered based on new datumcalculations; it will most likely overlapprevious areas. The figure belowillustrates this procedure.

Search Plan Variables. The goal ofsearch planning is to cover as much ofthe search area as possible withreasonable probability of detection(POD). Area coverage is a function ofthe number, speed, and endurance ofSRUs used. POD is the probability thata search object will be detected; it is afunction of coverage factor (sweepwidth divided by track spacing) andtotal number of searches. The SMCmay designate a desired POD or statethe attainable POD.

Other variables include:

· number of SRUs

· Search Time Available (T)

Figure 8-3. SearchAreas - Moving DatumPoint

time-late: time passedfrom first distresscall

real-time: local time asopposed to Green-wich time


· SRU Ground Speed (V)

· Track Spacing (S)

· Sweep Width (W)

Orienting Search Areas. Search patternsshould be oriented to maximize targetexposure to SRUs. This orientation isespecially important in any combina-tion of high sea-state, low targetfreeboard, and low search height.Under these circumstances, use of asearch leg heading perpendicular toseas or swells (whichever is domi-nant) is recommended, which willalso minimize any rolling motion ofsurface SRUs. The following figureillustrates.

such as a transiting vessel that isoverdue.

Figure 8-4. Search Leg Orientation

Search Pattern Selection. The use ofstandard search patterns allows theSMC to calculate probable searcheffectiveness while ensuring that asearch area is uniformly searched.The standard patterns in use are thefollowing:

See Figure 8-5.

b. Parallel is best used for largerectangular or square areas whereonly an approximate initial positionis known and uniform coverage isdesired. Look at Figure 8-6 below.

Figure 8-6. Parallel

c. Creeping line is a specializedtype of parallel pattern whichcovers one end of an area first oris used to change the direction ofsearch legs when sunglare or swelldirection dictates.

See Figures 8-7 Creeping Line-Rectangular and 8-8 Creeping Line -Elongated.

d. Square patterns are for small areaswhere some doubt exists about thedistress point. The first leg isusually oriented into the wind orcurrent. The precision of this patternrequires the full attention of thenavigator.

e. Sector patterns are for reliablepositions of distress or for a smallarea where a concentration of effortsis desired at datum. Datum must berecomputed after each search. CSPmay be at pattern radius or at datum.

Figure 8-5. Trackline

high sea-state: high tide

freeboard: height of shipabove the water line

perpendicular: at rightangles to a givenplane or line

elongated: made longer,stretched

See Figure 8-9 Sector Pattern Squareand Figure 8-10 Sector Pattern Radius.

a. Trackline is best used for knownintended routes of a search object


Figure 8-7. Creeping Line - Rectangular

Figure 8-8. Creeping Line - Elongated

Figure 8-9. Sector Pattern Square Figure 8-10. Sector Pattern Radius


Operations Stage

The operations stage should begin withthe least possible delay, starting withSRU briefing and dispatch, and endingwhen the search objective is located orthe search is suspended. An importantelement for an efficient (shipboard)SRU during the operations stage is theSAR mission checklist (Figure 8-11).Other elements that must be preplannedare selection of rescue methods, selectionof rescue facilities and units, and specialmedical considerations. Some of thesemedical considerations are delivery oftrained medical personnel to the scene,and transit and delivery of injuredsurvivors to the appropriate site.

Conclusion Stage

The conclusion stage occurs either uponlocation of distressed person(s) or craftor upon suspension of mission. Thedecision to suspend the mission is adifficult one and is only partly subjective.The factors that are considered are these:

· probability of survival of initialincident;

· probability of survival after incidentoccurred;

· probability that the victim or victimsare within range;

· quality of the search effort;

· consensus of search planners.

For military involvement in searches,the SAR effort is usually carried as faras other operational tasking consider-ations will allow. Following completionor suspension of the SAR, all partici-pants complete their post-missiondocumentation and analysis for possiblesystem improvements. This post-missionreport is done via the SAR Report andmust be submitted within seven days,regardless of simplicity of mission or itssuccess.

After you turn the recording off, read theparagraphs again. Take time to look atthe different pattern designs. Thencomplete the next two exercises.

Source: Joint Pub 3-50 National Searchand Rescue Manual, Vol. I: NationalSAR System, Feb 1991.

Exercise 10

In your notebook, copy the followingsentences and insert the appropriatevocabulary words.

overlap displace(d) attainableperiodically proposed resolutionsquare(d) off

1. If datum is computed accurately, aquick _____ of an object�s location is_____.

2. The OSC receives search information_____.

3. The _____ plan was to _____ twoareas of five and six NMs.

4. Many times an object is located wheretwo search areas _____.

5. The _____ object was relocated byusing the radar from one of the SRUs.

dispatch: a sending off

documentation: records;paperwork


SEARCH AND RESCUE OPERATIONS CHECKLISTAND SEARCH PLANNING CHECKLIST

Upon receipt of information that a SAR incident exists, or may exist, units should take thefollowing actions:

DTG/Notes

Check positions of distressed craft or persons ________

Divert to distress location (tactical situation permitting) ________

Monitor appropriate SAR frequencies ________

Notify OTC and regional SC of incident and intentions. ________

If first unit in the area or first units in contact with distressedpersons, assume duties as OSC until relieved by OTC or SMC ________

Once on scene, CHOP to SMC or OSC as appropriate ________

Prepare and submit reports as necessary; include cognizantregional SAR coordinator on all messages. ________

a. Initial Report ________

b. SITREPS - As significant developments occur, as directedby SMC, or at least every 24 hours. ________

c. Termination Report ________

d. Rescue Report - Post-mission report required regardless ofsuccess by all units with vehicles or personnel involved in SAR ________

Upon receipt of information that a SAR incident exists or may exist, the SMCshall take the following actions:

Determine the search object�s description as completely as possible(e.g., a person in the water with floatation life raft, with drogue, etc.) ________

Determine last known position; specify if the position is an aerospaceor surface position and if it is a point, trackline, or area position. ________

If the SAR incident involves an aircraft, calculate the aerospace drift usingthe aircraft glide (if applicable) heading, airspeed, aerospace trajectory, windsaloft, parachute opening altitude, and parachute glide. ________

Determine the weather conditions on scene at the time of the incident. ________

Deploy a datum marker buoy as soon as possible. ________

Determine the time that the search will commence on-scene. ________

Record past, present, and forecast weather conditions to calculateleeway, wind, current and swift widths.________

Determine the sea current or record the total water current from the datummarker buoy. ________

Determine the navigation method (or error) used to determine thesearch object�s last known position. ________

Calculate datum, drift, and the search area. ________

Ascertain the search assets to be used and their time on scene, sensors,search speed and altitude. ________

Designate the OSC and brief all units. ________

Record all coverage factors and calculate the probability of detection foreach search.

Prepare for rescue and alert appropriate medical facilities. _______

Figure 8-11. SARMission Checklist

drogue: device used toslow rate of move-ment

buoy: floating objectanchored in water towarn of a hazard,etc.

ascertain: to find outwith certainty

elicit: to bring out;evoke


Exercise 11

Match the vocabulary word with thecorresponding meaning.

1. ___variables a. based onpersonalfeelings

2. ___orient b. ruling; control-ling

3. ___subjective c. adjust to aspecialsituation

4. ___dominant d. changeablequalities orquantities

FUNCTION

Inquiring Aboutand DescribingSAR Operations

Inquiring About SAR Missions

If you are not already familiar with SARoperations, or if you would like to learnmore, you can use the question wordsfrom an earlier unit to elicit descriptionsof such operations. These descriptionsmay be very informative for you. Thefollowing questions are some examples:

When was the last time you participated ina SAR mission?

What was the mission?

Why was the mission started?

Who took part in it?

What were some consequences of themission?

How long was the mission?

You can practice formulating additionalquestions.

Exercise 12

Formulate questions about someone�sor your own experience(s) in a SARmission.

1. Where _______________________?

2. Which _______________________?

3. How ________________________?

4. How many ____________________?

5. How long _____________________?

6. How successful ________________?

7. _____________________________?

8. _____________________________?

9. _____________________________?

10. _____________________________?

You can use these and comparablequestions to learn about others� experi-ences in SAR operations, and they can usesimilar ones to learn from your experiences.

Learning Strategy

Reading more willhelp you improveyour reading rate.Like other skills,reading requiresregular practice.


Describing SAR Operations

You can share your knowledge about SARoperations and improve your speakingfluency when you converse with othersabout your experiences.

Exercise 13

Get a helpful partner to ask you ques-tions such as those you formulated.Answer in detail. If you cannot get ahelpful partner, use your tape recorderto tape your questions. Play each oneand then answer as thoroughly aspossible to improve your fluency. Saveyour recorded responses for critiquing.

READING SKILL

Exercise 14

Skim and scan the following article called�Search Techniques.� Then go back andread it more carefully. Now write themain points of the article in outline formin your notebook.

Search Techniques

What are some search techniques?Following are some quick tips for SRU.

1. Distressed craft/persons usually donot activate their limited supply ofexpendable visual detection aids untilthey see or hear an SRU. Use own shipsignals generously; however, usecaution because survivors may use awhistle, horns, etc. Listen carefully aswell as look carefully.

2. During daylight searching the use of awhistle, horn, smoke, etc. to make itspresence known may cause thedistressed object to set off their

detection aids. But when using thesedevices be careful not to confuse otherSRU�s.

3. For night search increase the use oflights as much as possible. Again, becareful that your lights don�t interferewith other SRU�s night devices.

4. The SRU is most effective in audiosearching when they are downwind of asound source. Use extra concentrationwhen on upwind side.

5. Radar search also has its own guide-lines. Listen to the following:

a. Best target detection is obtainedwhen the radar signal is aimeddownwind or crosswind to minimizeclutter.

b. En route to search area be sure tocheck detection ranges for targets ofopportunity.

c. Set the range scale just at maximumdetection range for object.

d. Use antenna stabilization versusground stabilization.

e. Whenever possible, detailed weatherinformation should be obtained tohelp determine how inversion layersor other atmospheric conditions willbe expected to affect radar perfor-mance.

f. Minimize operator fatigue.(Payattention to watch rotations,nourishment, etc.)

g. When starting search patterns,every SRU normally begins its turnfrom one searchleg to the next beforeactually reaching the end of thesearchleg. The marine unit shouldbegin its turn short of the end ofeach searchleg by a distance equalto the �advance� of the craft for thesearch speed and amount of rudderused entering the turn.

Learning Strategy

Making an outlineassists you to relate

new informationwith old

information.

expendable: equip-ment that can beused and thendiscarded

downwind: in thedirection the wind isblowing

upwind: from thedirection the wind isblowing

crosswind: blowing atany direction acrossthe line of flight orcourse of a ship

stabilization: systemthat hold radarbeam steady

clutter: things scat-tered about indisorder

inversion: temperaturereversal in theatmosphere

nourishment: the stateor act of providingsubstances tosustain life or power


Position lookouts high andforward, if possible, but alsoensure full 360° coverage. Remem-ber searchers should never lookdirectly into the sun. Whenlooking into the sun, a searchermust contend with glare, reflection,and haze diffusion. If problemsarise, scanners should be providedwith dark Polaroid sun glasses orgoggles. See Figure 8-12.


contend with: tolerate

diffusion: somethingspread out in alldirections

Figure 8-12 Sun Position -TargetDetectability

h. SITREPs should be submittedwhen the OSC arrives on scene andwhen time-critical informationneeds to be passed on to the SMC,but no less often than every fourhours.

i. Lookouts (searchers)/Scannersneed training and regular stationrotations. Always remember thatsearching is more difficult at night.

passed on: informationgiven either written orverbally


Exercise 15

Copy the following statements in yournotebook. Indicate if each is true (T) orfalse (F).

1. A distressed vessel will use itsexpendable equipment immediately.T F

2. At night you must consider othersearchers� light devices.T F

3. It is not a good idea to minimizeoperator fatigue.T F

4. Make SITREPs once a day.T F

5. Ensure full 360° coverage.T F

READING/WRITING SKILL

Paraphrasing

Exercise 16

One of the most important skills in writingand speaking is paraphrasing. Read thefollowing article on paraphrasing.

A paraphrase is a restatement of written ororal text. A written paraphrase is about thesame length as the original and is writtenin complete sentences. Paraphrasingtechnical or military material that is difficultto summarize will help you to understand,word for word, what you read.

Read the following news article; in yournotebook, paraphrase the article.

NORFOLK - USS Grapple (ARS 53) andmembers of Mobile Diving and Salvage,Unit Two Detachment Charlie are under-way to assist in the search for and recov-ery of victims and wreckage from theSwissAir Flight 111 crash. Grapple,homeported at Naval Amphibious BaseLittle Creek, Virginia, was in Philadelphiawhen tasked to get underway September 7,1998. Thirty-two Navy divers, usingGrapple as a diving platform, will employthe most current high technology sonarand diving equipment to assist in therecovery. Grapple is the Navy�s newestrescue and salvage vessel and brings to thecrash site the best in diving and salvagesupport. �This ship brings very experi-enced divers and a highly-trained crew toassist our Canadian neighbors and helpprovide closure to the families whoseloved ones died in the crash of SwissAirFlight 111,� LCDR Dave E. Davis,Grapple Commanding Officer, said.Grapple provides the on-site recoveryteam with additional experienced diversand a lift capability of up to 300 tons. Theship�s Mark 21 diving system allows theNavy to conduct diving operations 190feet beneath the surface safely andefficiently. Grapple is expected to arrive

closure: a finish; anend


in the vicinity of Peggy�s Cove, NovaScotia, September 9, 1998.

Source: Navy Wire News http://www.navy.mil/NWSA8sep-1.

WRITING SKILL

Contrasting

Exercise 17

In your notebook, write a paragraphcontrasting your nation�s SAR organiza-tional structure with the internationalstructure you have read about in thisunit. Be prepared to share what youhave written during the two-weekseminar.

LISTENING SKILL

Listen to the Newsand Take Notes

Exercise 18

Listen to or view at least three newsbroadcasts in English this week. Usethe News Broadcast Listening/ViewingForm in Appendix G as a guide. As youlisten, take notes. Ask the informationquestions that you learned in Unit 1:Who?, What?, Where?, When, and Why?Then, in your notebook, write answersto the questions.

WRITING/SPEAKING SKILL

Continue to Writethe First Draft

Exercise 19

Continue to write the first draft of thespeech that you will give during the two-week course.


GLOSSARY

ObjectiveVocabulary

address (ad DRESS) v: to deal with; totreat

The President addressed variousissues at the conference with the JointChiefs of Staff .

attainable (at TAIN a ble) adj: somethingthat can be accomplished

Success of the mission is attainable ifall units work together.

designate (DES ig nate) v: to point out; tospecify

ENS Lowe was designated by CDRSmith as the OSC for this mission.

displace (dis PLACE) v: to move from itsoriginal position

The wreckage of the F-14 was dis-placed when the storm lashed over thearea and created large waves andstrong winds.

disseminate (dis SEM i nate) v: to spreadfar and wide

The new information was disseminatedto all SRUs.

dominant (DOM i nant) adj: ruling,prevailing, controlling

The dominant aspects of any SARmission are to locate and rescue peopleas quickly as possible.

endurance (en DUR ance) n: the ability totolerate or last

The Haitian refugees managed tosurvive at sea for twenty-one daysbecause of their strength and endur-ance.

expose (ex POSE) v: to lay open to danger,attack, etc.

People on a capsized boat are exposedto various weather conditions as wellas sea creatures.

hypothermia (hy po THER mi a) n: asubnormal body temperature

Many of the passengers on the HMRSTitanic died of hypothermia.

incapacitate (in ca PAC i tate) adj: unableto function

Since no signal was coming from thejet, it was believed that all crewmembers and passengers were inca-pacitated.

interval (IN ter val) n: a space betweentwo things

The distress signal came at regularintervals.

link (LINK) n: a connecting structure orelement

Radio communication was the linkbetween the search helicopter and themerchant vessel.

orient (or i ENT) vt: to adjust to a particu-lar situation

Because the storm started to hampersearch efforts, the OSC oriented thesearch pattern in a slightly differentdirection.

overlap (o ver LAP) v: to cover somethingpartly

It is normal for some SAR patterns tooverlap each other.

periodically (pe ri OD i cal ly) adv:happening at regular intervals

All SRU must report periodically(sometimes as often as every half hour)all information to the SMC and SC.

pertinent (PER ti nent) adj: relevant


To keep the SC informed of the latestdevelopments of a search and rescuemission, only pertinent information isgiven to him.

proposed (pro POSED) adj: somethingthat is being considered for a reason

The proposed search plan was theparallel plan.

render (REN der) v: to give aid to

The SRU rendered aid to the dis-tressed craft.

resolution (res o LU tion) n: a thingdetermined upon; a determining

The resolution of the object�slocation was the most importantissue for the SAR personnel.

serialized (SE ri al ized) adj: sequencedby time, letter, or number

The rules for SAR are serialized in theNavy manual.

severity (se VER i ty) n: the seriousnessof something

The severity of the mishap wasrealized when information wasreceived that there were over 200casualties.

squared-off (SQUARED -OFF) adj. areameasured in a square shape

The search was concentrated on anine-mile squared-off area.

stage (STAGE) n: a level in a process ofdevelopment

The search and rescue mission was asuccess because each stage wascompleted effectively and efficiently.

subjective (sub JEC tive) adj: influencedby personal feelings

Sometimes a decision to stop a SARmission is subjective, but in most

instances the facts determine the SC�sdecision.

variable (VAR i a ble) n: anything change-able, especially a quality or quantitythat varies or may vary

Probability of detection, search timeavailable, and sweep width are some ofthe variables to be considered inselection of a primary search plan.

MaritimeExpressions

There are many expressions used inmaritime operations. A few are givenhere. Listen, and repeat the words andthe sentences.

In a nutshell: briefly said; using fewwords to explain or say something

I don�t have much time, so tell me in anutshell what the commander said atthe briefing.

Melt away: to disappear

When the passengers saw the SRU,their fears just melted away.


Take care of one�s own: be prepared totake care of one�s personnel and notwait for help from another source.

The NATO navies are equipped andtrained to take care of their own indistress situations.

Take on water: water entering a shipbecause of damage

The captain saw that his ship wasrapidly taking on water, so he sent outa distress call immediately.

Under tow: bringing in a disabled vesselto port

The MEDEVAC took the passengersto the nearest hospital and put theirburned ship under tow.

Maritime Acronyms/Abbreviations

A: Search Area

A/C: Aircraft

C: Creeping Line Pattern

CAC: Combat Air Crew

CAP: Civil Air Patrol

CPA: Closest Point of Approach

CSP: Commence Search Point

CV: Aircraft Carrier

CV/N: Aircraft Carrier/Nuclear

d: Surface Drift

D: Total Drift

DC: Damage Control

DF: Direction Finding

DR: Dead Reckoning

ELR: Extra-Long Range

ELT: Emergency Locator Transmitters

EPIRB: Emergency Position-IndicatingRadio Beacon

ETA: Estimated Time of Arrival

F/V: Fishing Vessel

FLIR: Forward-Looking Infrared Radar

FOC: Farthest on Circle

FXP: Fleet Exercise Publication

HEL-H: Heavy helicopter

HEL-L: Light Helicopter

HEL-M: Medium Helicopter

IC: Incident Commander

ICAO: International Civil AviationOrganization

IFR: Instrument Flying Rules

IMC: Instrument Meteorological Condi-tions

IMO: International Maritime Organization

IRC: International Red Cross

ITU: International TelecommunicationsUnion

JCS: Joint Chiefs of Staff

LPH: Amphibious Assault Ship

LRG: Long Range

MCC: Mission Control Center

MRG: Medium Range

NM: Nautical Mile

OPREP: Operational Reports

OSC: On-Scene Commander

P: Parallel Pattern

PHIBRON: Amphibious Squadron

POB: Persons on Board

POD: Probability of Detection

RCC: Rescue Coordination Centers


RSC: Rescue Sub-Center

RU: Rescue Unit

S: Square Pattern

S: Track Spacing

SARSAT: Search and Rescue Satellite-Aided Tracking

SC: SAR Coordinator

SH: Assault Helicopter

SMC: SAR Mission Coordinator

SRG: Short Range

SRR: Search and Rescue Regions

SRU: Search and Rescue Unit

ST: Strike Team

SU: Search Unit

T: Search Time Available

T: Trackline Pattern

TAO: Tactical Action Officer

USCG: United States Coast Guard

USN: United States Navy

USS: United States Ship

V: Sector

V: SRU Ground Speed

VHF: Very High Frequency

VLR: Very Long Range

VP: Patrol Squadron

W: Sweep Width

WRT: With respect to

Exercise 20

Look at the following sentences. Copythem in your notebook. Supply thecorrect acronym for each blank.

1. The SAR Coordinator (_____)establishes Rescue Sub-Centers(_____) when the Rescue Coordina-tion Center (_____) cannot exercisedirect and effective control over SARfacilities in remote areas.

2. The On-Scene Commander (_____)uses situation reports to keep the SARMission Coordinator (_____) informedof on-scene mission progress andconditions.

3. Different conditions determine theSearch and Rescue Unit (_____)pattern selection.

4. The fishing vessel (_____) wasspotted 14 nautical miles (_____) tothe east.

5. There was doubt about the distresspoint so the SC ordered the SearchUnits to use the square pattern(_____).



TroublesomeGrammar: Yetand Already

We use already to say that somethinghappened before now or before this time.It is used in questions and affirmativestatements.

Examples:

The SAR personnel already completedtheir mission.

The admiral is already here.

Are the commanders already in theconference room?

We use yet to ask or talk about somethingthat did not happen before now or beforethis time, but might happen in the future. Itgoes at the end of the sentence. It is usedin questions and negative statements.

Examples:

Has the medical site for the survivorsbeen selected yet?

Can you wait ten minutes? The admiralisn�t here yet.

Exercise 21

Fill in the appropriate word, yet oralready, in each of the following sen-tences.

Authentic Readings

Think about some facts you already knowabout SAR. Try to predict what you think willbe covered in the two following selections:�USS Leyte Gulf Crew Assists Albanians inAdriatic� and �USS Thomas S. Gates RescuesTwo Men At Sea.�

USS Leyte GulfCrew AssistsAlbanians inAdriatic

USS Leyte Gulf (CG 55) - On March 17, anSH-60 Seahawk helicopter crew from thecruiser USS Leyte Gulf spotted a power-less, 25-foot vessel that appeared to betaking on water drifting in the AdriaticSea.

In 27 minutes, Leyte Gulf arrived on-scene35 NM off the coast of Albania. The shipthen launched a rescue boat with aninvestigation team.

The rescue boat recovered all 20 Albanianpassengers. After the recovery, the rescueboat brought the drifting vessel under tow.The Albanian refugees were at sea for fivedays, three of them without food or freshwater. Of the 20 passengers, three wereseverely dehydrated and requiredmedical assistance.

This was the third rescue of Albanians atsea by ships assigned to Joint Task Force

drifting: being carriedalong by wind/watercurrent

1. The units have _____ completed theSAR checklist.

2. Hasn�t the captain read the report_____?

3. The election reports haven�t arrived_____.

4. The OSC is _____ aware of thesituation.

5. Has the admiral _____ briefed thevisiting delegates?

dehydrate(d): havinglost water from acompound, bodytissue, substance,etc.


Silver Wake, the US operation taskedwith evacuating American citizens out ofAlbania.

Source: Navy New Service, http://www.chinfo.navy.mil/navpalib/news/eurnews/eur97/eur97010.txt

Exercise 22

Copy the comprehension questions in yournotebook and answer them.

1. Why did the vessel need help?

2. How many passengers were rescued?

3. Why did some passengers needmedical assistance?

USS Thomas S.Gates RescuesTwo Men At Sea

ATLANTIC OCEAN - At the end of theirsix-month deployment, USS Thomas S.Gates (CG 51) pulled into Bermuda toembark 39 of their family and friendsfor a two-day Tiger Cruise back toNorfolk, Virginia. The guided-missilecruiser received a distress call concern-ing a small boat adrift 25 miles north ofBermuda, whose crew was in need ofassistance.

A two-man crew had been sailing the 30-foot French sloop Glou Glou, fromNantucket, Massachusetts, to Bermudawhen bad weather came upon them andcapsized their boat. David Dietz, theboat�s captain, reported that the yachtwas hit by 50-foot seas and 60 mphwinds that tore off the mast and rolledthe boat 360 degrees. With the mastgone and the engine shaft broken, Dietz,and his crewmember Eric Humphreyrigged a sail that allowed them to travel250 miles. Unfortunately, just north ofBermuda, the winds shifted and startedto push them away from the island. Dietz

made an electronic distress signal whichwas picked up by aircraft from USS JohnF. Kennedy (CV 67). Thomas S. Gateswas sent to make the rescue. WhenThomas S. Gates arrived at the scene, thesloop looked battered. With the sloopbarely visible from the ship�s bridge dueto the seas, the Thomas S. Gates de-ployed her Rigid Hull Inflatable Boat(RHIB) to aid the crew of the Glou Glou.The Navy cruiser had to position herselfupwind of the two small boats to blockthe wind so that the RHIB crew couldbring the sloop�s crew safely aboard. �Itwas a good mission,� said RHIB cox-swain Boatswain�s Mate Second Class(SW) Michael Marsden. �It really feelsgood to know that those two men will nothave to spend another day adrift.� Follow-ing their pick-up, the two rescued sailorswere given a medical examination, a hotmeal, and a ride to Norfolk.

Source: �USS Thomas S. Gates RescuesTwo Men at Sea,� from All Hands(February 1998, p.45).

Exercise 23

Copy the comprehension questions in yournotebook and answer them.

1. Where did the rescue take place?

2. What was the cause of the distress call?

Tiger Cruise: accompa-nied cruise tohomeport from lastport

adrift: floating freely; notanchored

sloop: sailing vesselwith a single mast

Learning Strategy

Relating a real-lifeexperience to anyreading helps you

understand it.

rigged: put together inhurried way

battered: to have theappearance of havingbeen hit time aftertime

coxswain: person incharge of a smallboat


3. What two things had to be done torescue the men?

Exercise 24

Read the following information aboutdrawing a conclusion from something youhave read. The ability to draw a conclusionis one of the best reading skills you canmaster.

Drawing a Conclusion

An important kind of reading comprehen-sion skill is that of drawing conclusions.When you draw a conclusion, you lookcarefully at only the facts in order tofigure out a reasonable explanation.Opinions are personal thoughts, not facts,and should not be considered. Forexample, if you see smoke coming fromthe engine room of your ship, you draw aconclusion that there is a serious problemthat may need immediate attention.

Exercise 25

Read the authentic article about a SARmission. Try to draw a conclusion from thisarticle. Then answer the questions thatfollow the article.

Coast GuardSearches forOccupant ofOverturned Kayak

BOSTON - Crews from two Coast Guardboats and two Coast Guard helicopters areconducting a search for the occupant of akayak that was found overturned east ofGloucester, Massachusetts, earlier today.(1)

A 28-foot rescue boat crew from CoastGuard Station Boston was returning from atraining mission in Gloucester when theycame across a 6-foot kayak three and a

half miles east of Ram Island at 3:30 p.m. (2)

It has not been confirmed if anyone wasonboard prior to the boat�s being found, orif it had merely washed out to sea.However, the kayak contained a life jacket,a blanket, and a leather jacket with keys inthe pocket, which has lead the Coast Guardto believe that there may be someone inthe water. (3)

A 41-foot rescue boat from Coast GuardStation Gloucester, as well as two rescuehelicopters from Coast Guard Station CapeCod, was called onto the scene to assist inthe search. (4)

The Coast Guard intentionally left thekayak in the water to help searchersdetermine the direction that a person in thewater would drift. (5)

The search will continue throughout thenight and into the morning, weatherpermitting. Seas are expected to build to 3-8 feet and winds will be 25 to 35 knots. (6)

On an average day, the Coast Guardconducts 180 search and rescue missions.(7)

Source: Coast Guard News, March 30,1997, http://www.d1dpa.com/039-97.html

occupant: one whotakes space insomething

overturned: capsized

came across: found byaccident

merely: only

kayak: a lightweightcanoe consisting ofa wooden framecompletely coveredwith canvas orplastic except for anopening in themiddle for thepaddler

Exercise 26

In your notebook answer the followingquestions.

1. The following is a good conclusion forthe reading:

Even though it is not always knownthat people are lost at sea, a SARmission must be held until the SMCstops the mission. True False

2. Which paragraph is a good example ofpeople drawing a conclusion?


Exercise 27

The following article appeared in theJune 1998 issue of All Hands magazine.As you read it, take notes. Rememberthat notetaking is a valuable skill. If youneed to, refer to the section on takingnotes in Unit 2. Write your notes in yournotebook.

USS Guam SARTeam MedevacsCroatianMariners

Aboard USS Guam in the Atlantic�Asthe amphibious assault ship USS Guam(LPH 9) steamed across the AtlanticOcean en route to its home port inNorfolk, it received a distress call fromthe bridge of a Croatian bulk carrier. Theship�s master was requesting medicalassistance for two mariners on board.One was suffering from severe abdominalpain and the other was experiencing anirregular heart beat.

At the time of the call, the merchantvessel was about 350 miles from Guam.Staff members from AmphibiousSquardrom (PHIBRON 2) immediatelydrew up plans to medevac the twosailors. The decision was made to steamtoward the merchant ship and, oncewithin range, launch a SAR team fromHelicopter Squadron 6 the next morning.

At first light the helicopter crew was inthe air and within minutes arrived onscene. Meanwhile, the ailing sailors weremoved topside and prepared for theairlift.

The helo faced a few minor complicationswith the Croatian ship. For example, theCroatian ship had several 30-to-40 footcranes on the weather deck which forcedthe rescue helicopter to hover about 75feet above the deck. Most rescuehoistings are made at approximately 10

feet. Aviation ElectronicTechnician ThirdClass Kurt Violette of Waterbury, Con-necticut, who was lowered to the deck toprepare the evacuees for the lift, saidoperating in five-to-seven-foot seas was achallenge.

Despite the obstacles, the mariners weresafely transported back to the Guam andpromptly treated in the ship�s medicalward.Source: JOC Doug Hummel, �Guam SARTeam Medevacs Croatian Mariners,� fromAll Hands (June 1998, pp.44-45).

Exercise 28

The following article appeared in theAugust 1998 issue of Approach maga-zine. It was written by a helicopter pilotstationed at NAS Jacksonville, Florida.Quickly skim the reading to get thegeneral meaning. This rescue is differentfrom the usual SAR rescues. Think aboutan unusual or life-threatening situationyou may have had.

Rescue From aBurningSmokestack

By Lt Drew Krasny, HAC, Airwolf 407

Besides their regular training duties, ourFRS-squadron instructors serve as backupSAR crews for the Coast Guard in thegreater Jacksonville area. The usual SARcall is to help recreational boaters indistress, and many of those calls turn outto be hoaxes. On March 25, 1998, I had theSAR duty when a call came in; it wasn�t ahoax, and there were no boaters involved.

At 1200, our duty office reported an out-of-control fire at a smokestack at theSeminole Power Plant in Palatka. Tires andwood had ignited at about the 400-footlevel, and the blaze had forced six mainte-nance workers to the top of the stack.

amphibious: can operateon land or sea

abdominal: pertaining tothe abdomen or belly

at first light: dawn

ailing: sick, ill

FRS: Fleet ReplacementSquadron

hoax(es): trick(s) whichmake someonebelieve somethingthat is not true andtake action on thebelief

smokestack: the tallchimney of a factoryor building


We launched at 1245 while the emergencycrews already at the scene tried to put outthe fire. We got bits and pieces ofinformation as we flew to the site. Theinitial word was that our crew would be thelast resort if the fire could not be extin-guished. Ten minutes after we launched,the �last resort� became the only option.

The plant was 30 miles south of Mayport,a 15-minute flight. As we got our on-scenebrief from the ground crews, I looked up atthe stack and started asking questions. Sixhundred and seventy feet about theground somehow did not coincide with theSeahawk�s normal 10-foot hover altitude.

I went through the charts in NATOPS,and the numbers indicated that we neededabout 5,000 more shaft horsepower tohover safely at 670 feet. Since we couldnot shoehorn a MH-53 engine into ourhelo, I decided that a cautious approachwould indicate what our power-available-required situation really was.

The winds were light but steady from 120.As we approached, we saw that the towerwas 100 feet across with two large exhaustholes pouring forth thick, black smoke.The winds at the time were ideal.

After we made our approach and estab-lished the aircraft in a hover, conditions letus hover at 80 percent (normal powerrequired for a 10-foot hover is 78 percent).

This power margin increased the crew�scomfort factor exponentially.

AW2 Heath Rominger quickly loweredAW1 Andy Zawolik onto the stack toprepare the six workers for pickup. Withinfive minutes, we were transitioning toforward flight with four grateful passen-gers. Unfortunately, we could not takeeveryone. Once we landed on the deck, theworkers quickly disembarked, and we tookoff to finish the job.

I was sure we would get the other twocivilians and our aircrewman in no time. Bythis time, Airwolf 403, a second HSL-40aircraft, was on scene and circling toprovide backup.

As we moved into position to retrieve thetwo workers and our crewman, we weresure the second pass would be as success-ful as the first. But almost as soon as wewere over the stack, the winds changedand strengthened, pushing hot air andbillowing smoke directly into air aircraft.The rotor vortices began drawing smokeand heat down through the rotor disk, andmy window scupper created a vacuum,pulling smoke into the open cabin door.

As I tried to maintain my visual cues for astable hover, we went IFR in a cloud ofthick, hot smoke. Although hovering wasextremely difficult, I got occasional breaksin the weather, which let me see a railingnow and then. AW2 Rominger alsoprovided critical position calls that helpedme maintain a stable hover.

As we quickly pulled the last two civiliansthrough the open hatch, Rominger loweredthe hoist to retrieve his compatriot. At thispoint, everything went into slow motion.The hot air and thick smoke didn�t contrib-ute to the smooth operation of a turboshaftengine. As my No. 2 engine was windingdown, my crewman yelled, �Compressorstall!� I saw a lot of red lights and felt theaircraft lose altitude. The crewman immedi-ately cut the hoist cable, leaving thesecond crewman on the tower.

I froze the collective and slid the aircraft tothe left to clear the railings of the tower.When I was sure my landing gear clearedthe tower, I nosed the helo over about 35

last resort: last meansif everything elsefails

NATOPS: Naval AirTraining andOperating Proce-dures

shoehorn: to force to fit

IFR: Instrument FlightRules

railing: barrier or fence

compatriot: colleague


degrees for a single-engine recovery. AsI pushed the nose over to gain airspeed, Ichecked the gauges. The No. 1 enginehad about 144 percent torque, and Nrwas a perilously low 85 percent.

To a helicopter pilot, turns (Nr) are life.Time seemed to drag as we plunged 200feet and increased our speed from 0 knotsto 100 knots and 85 percent Nr to 100percent Nr. We were flying again, straightand level at 450 feet.

Everyone�s first thought was rescuingour crewman.

�Call Four Oh Three to get him,� Iordered.

We didn�t know that within seconds ofour forced departure, 403 had replaced usover the tower and picked up ourstranded crewman. We made a textbooksingle-engine approach and landing to anearby field with the last two civilians,who probably never knew how close theycame to dying. Three of our crewmenwere hospitalized for smoke inhalation,including me.

What could have been a disaster was oneof the most flawless missions that I hadever flown. Our SAR brief that morninghad covered everything, from the roleseach of us would play in a SAR to whatour actions would be in the case of anemergency.

Our CO decided to launch the secondaircraft�just in case�and the secondcrewman is alive today because of thatdecision.

Source: �Rescue From a BurningSmokestack,� from Approach (August1998, p. 3).

In your notebook, copy the followingquestions and answer them.

1. According to the article, what is theusual SAR call?

2. What prevented the second passfrom being as successful as the first?

LEARNING STRATEGY


Exercise 29

Follow the instructions for completingthe Language Learning Log given in Unit1.

Learning Strategy

Reading more willhelp you improveyour reading rate.Like other skills,reading requiresregular practice.

Nr: RPM for rotors

3. What decision saved the life of thesecond crewman?

Unit 9:

Maritime InterdictionOperations

Countries do not assume burdens because it is fair, only because it is necessary.

-Henry Kissinger


Resources

You will need Unit 9 of this course, the Unit 9 recording, a tape/CD player, your notebook,a pen or pencil, and your copy of Webster�s New World Dictionary.

Objectives

In this lesson you will1. give suggestions.2. review constructions that require a subjunctive verb in the that clause.3. use objective vocabulary, military terms, and military acronyms in the glossary.4. describe the different phases of a Maritime Interdiction Operations (MIO) mission.5. explain the Navy�s role in MIO.6. describe the responsibilities of each person in the MIO chain of command in

preparing for and conducting a MIO.7. state the importance of the following when conducting MIO

a. communicationsb. boarding proceduresc. employment of forced. coordination with boarding teams members.

8. listen to electronic communications and take notes.9. read models of technical/military material and answer comprehension questions.

10. read authentic military articles and answer comprehension questions.11. practice a variety of language learning strategies.

LEARNING STRATEGIESPlanning ................................... 9-3

VOCABULARYMaritime Interdiction Force (MIF)Operations ................................ 9-3Detection and Surveillance ....... 9-7

GRAMMARSpecial Verbs in ThatClauses .................................. 9-10

VOCABULARYInterrogation, Approach, andStopping ................................. 9-12

VOCABULARYBoarding and Searching .......... 9-20

FUNCTIONMaking Suggestions ................ 9-27

READING SKILLSBoarding and Sweeping aVessel ..................................... 9-29

LISTENING/WRITING SKILLSTake Notes ................................9-38

WRITING/SPEAKING SKILLSEdit and Rewrite ........................9-38

GLOSSARYObjective Vocabulary .................9-39Maritime Expressions ................9-41Maritime Acronyms....................9-43

ENRICHMENT ACTIVITIESTroublesome Grammar:Words Often Confused ...............9-43Busted! ......................................9-45

LEARNING STRATEGYLanguage Learning Log ..............9-46

VOCABULARYWord Puzzles ............................9-47

Table of Contents


LEARNING STRATEGIES

In this course you have been introducedto a variety of learning strategies. Are youapplying any of them in your dailystudies?

Planning

Exercise 1

Did you stick to your study schedule forUnit 8? Fill out a schedule for Unit 9. Asbefore, try to stay on schedule, andreward yourself when you do.

Unit 9 Schedule

Day Plan Actual

Mon __________ __________

Tue __________ __________

Wed __________ __________

Thurs __________ __________

Fri __________ __________

Sat __________ __________

Sun __________ __________

VOCABULARY

Pre-reading

Skim the reading titled �MaritimeInterdiction Force Operations.� Thenanswer the questions below.

1. What topics are covered in thereading?

2. Are you familiar with the topics?

3. What strategies help you understandand remember information that youread and study?

Listen to the reading titled �MaritimeInterdiction Force Operations� and followalong. The new vocabulary is in italics. Asyou listen, underline or circle any words youdo not know.

MaritimeInterdiction Force(MIF) Operations

Overview

Nations periodically use military forces toinfluence a country to conform withinternational standards of behavior. Amaritime interdiction operation is the actionof denying access to specific ports forimport/export of goods to a specific nationor nations. These operations are measuresintended to resolve disputes throughactions short of armed conflict. They aredesigned to control the flow of arms andgoods into and out of a target country.Commanders, commanding officers, andother key decision-making personnelshould have a working knowledge of theprinciples and law of the sea involved priorto commencing MIF operations.

The United Nations (UN) will normallyestablish the provisions for an embargoand authorize the use of force in itsenforcement through a UN SecurityCouncil Resolution. The right to impose anembargo may also be derived from thecustomary international law that definesthe right of a nation, or a group of nations,to defend against a threat to the peace oractual breach of the peace (also termed�individual or collective self-defense�).

Learning Strategy

Planning yourlearning and

sticking to yourplan will go a longway in improving

your Englishlanguage skills.


The authority establishing the MIFoperation must address the followingitems in the resolution:

Force

The resolution should prescribe the levelof force authorized in conducting theMIF operation. Generally, the ROE (rulesof engagement) in force and nationalinterpretations of the resolution willprescribe the conditions under which,and the extent to which, force may beused in enforcing the resolution.

Prohibited Items

The resolution itself will specify whichitems are prohibited. When dealing withquestionable cargo, the MIF commandermay require clarification of the prohibi-tion status of specific goods.

Geographic Limitations

Although the resolution may set thegeographic limitations for the MIFoperation and authorize entry into thetarget country�s territorial sea, thedecision regarding whether to allowpursuit into the target country�s territorialsea varies between participating nations.

Disposition

Normally, ships are not seized during aMIF operation. Those carrying prohibiteditems are diverted to an acceptable portor returned to their port of origin.However, in recent MIF operations, suchas Operation Sharp Guard in the Adriatic,the UN resolution authorized the seizureand subsequent sale of the violatingvessels and their contraband.

For MIF operations to be recognized aslawful under international law, theprovisions thereof must be applied toships of all nationalities. This means thatall ships in transit of the defined area,including those of one�s own nation,must be subjected to an inspection. Forcemay be utilized, if required, to ensurecompliance with interception operations.

There are two objectives of maritimeinterdiction. The primary objective is todetermine if a merchant ship is in compli-ance with or in violation of the statedreason for the interdiction. The secondaryobjective is to gather intelligence aboutthe merchant ship�s itinerary, its futureintentions, and military and merchantactivity in and around an embargoednation�s ports.

Mission

The mission of MIF operations is toconduct maritime interdiction of merchantshipping bound to, through, or out of adesignated area in support of politicalauthorities� stated objectives. Implementa-tion of this operation is through the use ofmultinational combatants (ships and/oraircraft) to place boarding parties aboardmerchant vessels. Force such as warningshots, non-disabling fire, and disablingfire, which is referred to as a �take down,�may be required.

Note that the procedures and guidanceprovided are applicable only to peacetimeMIF operations and do not addressprocedures for conducting a navalblockade in time of war or declaredhostilities.

Examples of MaritimeInterdiction

Ships from many nations have been taskedon several occasions to conduct MIFoperations in support of various objec-tives. Examples of MIF operations are theenforcement of United Nations sanctionsagainst Iraq in support of operations priorto, during, and after the Persian Gulf Warand the enforcement of United Nationssanctions against the Republics ofYugoslavia.

Concept

MIF operations will have great politicalinterest and, as such, require a highlyflexible concept of operations. They maybe carried out by multinational forces orsingle nations in support of specifiedobjectives. Unilateral operations may be

interpretations: explana-tions; meanings;translations

questionable: that can orshould be ques-tioned or doubted;open to doubt

cargo: loads of com-modities carried by aship, airplane, truck,etc.; freight

merchant: of or used intrade; mercantile;commercial

take down: the act ofinserting a HAF(heliborne assaultforce) aboard the COI(contact of interest) togain control of keystations and force theCOI to submit tosearch by a boardingparty

unilateral: involving orobligating one only ofseveral parties; doneor undertaken by oneonly; not reciprocal


conducted by naval forces alone or as partof joint operations involving one or all ofthe armed forces.

Commanding officers should prepare theircrews to conduct MIF operations within awide variety of command structures andoperational environments.

CommandResponsibilities

The following are key MIF personnel andtheir responsibilities:

� The Maritime Interdiction ForceCommander (MIF CDR) is the officer intactical command (OTC) of all forcesassigned to conduct the MIF opera-tion.

� The Maritime Interdiction Force LocalCoordinator (MIF COORD) is assignedas required to provide command andcontrol when geography prohibitsoperations in a single geographic area.

There may be need for more than oneMIF COORD.

� The On-Scene Commander (OSC) is theofficer in tactical control at the sceneof all forces assigned to conduct orsupport the boarding of a Contact ofInterest (COI). The OSC is normally thecommanding officer of the boardingship.

� The Assault Force Commander (AFC)is the officer in control of theheliborne assault force (HAF) thatconducts the take down of a COI.

� The Boarding Officer (BO) is the officerin control of the boarding party. He isresponsible for visiting and searchingthe COI. He remains in control of theCOI until the OSC directs him to turnover to the master of the COI or untilhe is properly relieved.

Learning Strategy

Underlining,highlighting, or

circling new wordshelps you rememberbetter or find them

faster when youneed them.

Figure 9-1. Commandand Control

Boarding Team

BoardingOfficer(BO)

EODAssets

SUCAP/Other AirAssets

AssaultSupportAircraft

Air MissionCommander

AssaultElement

AssaultElement

AssaultTeam

Assault TeamLeader

SniperTeam

Assault ForceCommander

Support Ship SAR/MedicalAssets

On-SceneCommander

(OSC)

Local MIOCoordinator(if required)

MIO Commander


seized itinerarysubsequent contraband

1. The take down required warning shotsand _____ disabling fire.

2. The ship�s _____ was altered. Itscurrent position is different than itsoriginal schedule.

3. The _____ which included illegallyobtained weapons was _____ duringthe recent MIF operations.

Exercise 3

Read the questions below and underlinethe information in the reading that helpsyou answer each one. Then, check theanswer pages at the end of the unit.

1. Which items are addressed in aresolution establishing a MIF opera-tion?

2. What are two objectives of maritimeinterdiction?

3. Give two examples that demonstratethe role of the Navy in maritimeinterdiction.

4. The employment of forces during MIFoperations is important because of thepolitical interest involved. Name someways that forces are used to carry outoperations.

5. Who are the key personnel involved inpreparing for and conducting interdic-tion operations at sea, and what dothey do?

6. Good communications are critical dueto the complex nature of a MIO(maritime interdiction operations).What can be done to minimize commu-nication problems?

� The Air Mission Commander (AMC)is the aviation officer assigned asmission commander for all aircraftdirectly supporting the HAF.

Communications

The complex nature of MIF operationsrequires all participating units to payparticular attention to the compatibility ofcommunications systems. The followingactions can be taken to minimize prob-lems:

� All helicopters and maritime patrolaircraft assigned should be equippedwith bridge-to-bridge capable(maritime bandwidth) VHF/FM radios.

� Strict circuit discipline should berequired on all boarding nets toensure rapid transfer of urgentinformation.

� Code words should be established forkey information in the event clearvoice circuits must be utilized.

nets: radio circuitsdesignated for useduring a givenoperation

Source: EXTAC 1012 Maritime Interdic-tion Force Procedures, October 1996.

Exercise 2

Use the words in the box to completethe sentences.

Figure 9-2. Boarding PartyCommunications

Title Call Signs Information

&RPPDQGLQJ�2IILFHU�&2�

�&RQWURO�&RQWUROV�ERDUGLQJ�WHDP�YLD�WKH%2�DQG�VKLSV�ERDW�YLD�FR[VZDLQ�DV�UHTXLUHG�

%RDUGLQJ�2IILFHU��%2� �%RDUGLQJ�2IILFHU�&RQWUROV�WKH�VZHHS�WHDP�V��DQGVKLSV�ERDW�ZKLOH�NHHSLQJ�&2LQIRUPHG�

$VVLVWLQJ��%RDUGLQJ2IILFHU��$%2�

�$%2�&RQWUROV�VHFXULW\�GHWDLO��$VVLVWV%2�

6HFXULW\�7HDP�/HDGHU �6HFXULW\� ,QIRUPV�$%2�RI�VHFXULW\�PDWWHUV�

6ZHHS�7HDP�/HDGHU��

�6ZHHS��,QIRUPV�%2�RI�SURJUHVV�DQG�RUSUREOHPV�

%RDW�&R[VZDLQ�*LJ��5+,%��RU

0RWRU�:KDOH�%RDW�5HFHLYHV�RUGHUV��5HSRUWV�ERDWVWDWXV�


Listen to the reading titled �Detectionand Surveillance� and follow along. Thenew vocabulary words are in italics. Asyou listen, underline or circle any wordsyou do not know.

Detection andSurveillance

All contacts within the designatedsurveillance area should be tracked,identified, and interrogated for possibleboarding. All available sensors should beused to detect, identify, and collectintelligence on merchant shipping withinthe assigned surveillance area. Everycontact determined to be a COI (Contact ofInterest) should be tracked, observed, andconsidered to be a potential target for atake down operation. The identification asa COI is generally determined by the MIFCOORD. Maintaining an accurate data-base of merchant ships previouslychallenged and/or boarded is critical toprevent multiple interceptions of the sameship as it passes through a geographicarea. Merchant contact information mustbe systematically shared by all units (notjust those assigned to MIF duties)operating within the MIF area. Effectiveoperations are critically dependent onsupport from shore authorities to compile,collate, and disseminate information onmerchant ship movements. The generationand exchange of a comprehensivedatabase is a valuable tool. Withoutsignificantly disrupting trade, it may notbe possible to thoroughly search everymerchant ship entering the area of interest.Therefore, intelligence is vital to targetlikely embargo breakers. Forces conduct-ing MIF operations must be prepared forships and/or agents to employ anysubterfuge to break the embargo. Theseploys may include having a mechanical

breakdown, declaring false destinations,entering cleared ports close to the targetarea, and making a quick dash into territo-rial waters, making crew changes, ormultiple changes of ownership.

Detection

Picture Compilation

In order to build the recognized surfacepicture (RSP), identification of all surfacecontacts in an area of interest must bemade with positive identification offriendly, neutral, and suspect units. Unitsinvolved in MIF operations are to producea plot of all surface contacts whilecovering the area of interest againstdefined targets. This can be done bycontinuous radar coverage or revisiting(with defined intervals) contacts in thearea of interest. This plot of radarcontacts must be disseminated to all unitsinvolved.

Objectives of the RecognizedSurface Picture (RSP)

The building of the RSP aims at one ormore objectives as listed below:

� detecting all surface tracks in an areaof interest

� identifying all surface tracks in an areaof interest to a level required by thetype of operation

� identifying a specific and defined COIin an area of interest

sensors: devices todetect, measure, orrecord physicalphenomena, asradiation, heat, etc.

dash: a sudden, swiftmovement


� tactical exchange via voice circuits

Organic Sensors

Organic detection assets vary from ship toship. Every effort should be made tomaximize all available sensors.

Surveillance

Surveillance of the COI is vital to collect-ing intelligence that the boarding party ortake down forces may require later. Asmuch intelligence as possible should becollected for future use in case the COIbecomes noncooperative or hostile. Thetasking in relation with surveillance willdepend upon the type of MIF operationbeing conducted.

Embargo Operations

During embargo operations the MIF willidentify suspect vessels, determinevessel�s name, flag, destination, origin,cargo, port of registry, ETD, ETA, shipowner, and agent.

Drug Interdiction

During drug interdiction the MIF willidentify a specific suspected vessel onwhich intelligence has been obtained, ortrack all contacts and determine whichcontacts are acting suspicious (suspect)and identify those contacts to the levelrequired by the OTC.

Locate Suspected Vessels

The MIF will identify a specific vessel asdesignated by OTC or higher command.

Coast Guard/EnvironmentalPatrol

The coast guard/environmental patrol willidentify those contacts that are violatingnational and international laws andregulations; register those items requiredfor legal prosecution.

� identifying a specific type of COI inan area of interest

� tracking an identified COI or identi-fied contacts in an area of interest

� vectoring a platform (air/surface) toidentify a COI

Size of the Area of Interest

The size of an area of interest that can becovered depends on the followingfactors:

� the assets available to execute theoperation

� the type of sensors available

� the objective for the building of theRSP

� the environmental conditions in thearea of interest

� the target characteristics

Nonorganic Search Assets

Depending on the nature of the MIFoperation, the following nonorganicassets may be available to assist indetecting merchant traffic that will enterthe surveillance area:

� national intelligence sensors

� maritime patrol

� airborne early warning assets

� tactical data link from other units

Learning Strategy

Be aware of yourbody. Take a breakif you feel tired or

are havingproblems

concentrating.

vessels: boats or ships,especially relativelylarge ones

EDT: Estimated Time ofDeparture

ETA: Estimated Time ofArrival

legal: of, created by,based upon, orauthorized by law

nonorganic: not intrinsic


superstructure: thatpart of a ship abovethe main deck

Searchwater: asurface searchradar

database:any large orextensive collectionof information

Fishery Patrol

A fishery patrol will identify those con-tacts, considered to be fishery vessels,that violate national and international lawsand regulations; and register those itemsrequired for legal prosecution.

Sensors

Visual, Electro-Optical, and Infrared(visual, EO, and IR) identification and theircorresponding ranges will strongly dependon the environmental parameters, such astemperature, humidity, fog, rain, back-ground lights, etc. See Figure 9-3.

Identification by visual, IR, or EO meansthat a farther distance may be facilitated bythe ability to compare a contact�s silhou-ette with a picture or drawing. The follow-ing sources on merchant ships, hulls, andsuperstructures are presently available.

Learning Strategy

Playing relaxingmusic in the

background whileyou study

sometimes helpsyou learn better.

Figure 9-3. SensorLevel of Identification

IRDS: Infrared DetectionSet

FLIR: Forward-LookingInfrared (radar)

RHR: RoughnessHeight Rating

NB: Narrow band

ESM: ElectronicSurveillanceMeasures

ISAR: Inverse SyntheticAperture Radar

Sensor Possible Level of Identification Range (nm)

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MK III aircraft. Furthermore, UK Nimrodand Sea King AEW aircraft are equippedwith Searchwater, which has someimaging capability. To obtain a goodimaging radar picture, the aircraft shouldbe positioned in front or astern of the COI.Identification will take place by comparisonof hull and superstructure with databaseinformation.


registry, DW T (dead weight tonnage),

Lloyd�s Register of Shipping

This publication lists data concerning self-propelled seagoing merchants of a GrossTonnage of 100 and above. Examples of

Imaging Radar

Imaging radar is only fitted on some P3COrion, S-3 Viking, and SH-60B Lamps

data listed are call signs, flag, port of

hull, size, superstructure, decks, cargofacilities, and maximum speed.

Jane�s Merchant Shipping

This publication lists general data concern-ing merchant shipping, includingphotographs.


Exercise 4

Go back and scan the reading �Detec-tion and Surveillance� for the informa-tion you need to answer the questions.Underline information that helps youanswer each one. Write the answers inyour notebook.

1. Effective detection and surveillanceoperations are critically dependent onsupport from shore authorities to_____, _____, and _____ informa-tion on merchant ship movements.

2. Name the first objective that thebuilding of an RSP aims at.

3. What are some of the MIF operationsmentioned in this unit?

4. Name some resources that help inidentifying ships.

Exercise 5

Review words from the vocabularyselections by matching each word withits definition.

1. __ itinerary a. an action ormaneuverintended tooutwit ordisconcertanother person

2. __ organic b. record of ajourney ordetailed outlinefor a proposedjourney

3. __ ploy c. to take forciblelegal posses-sion

4. __ prosecution d. a thing that isvaluable anddesirable

5. __ seize e. any plan oraction used tohide one�s trueobjective

6. __ asset f. belonging to

7. __ subterfuge g. the conducting ofany lawsuit

GRAMMAR

Special Verbs inThat Clauses

In your study of English grammar, youmay have noticed that speakers of Englishsometimes shift to the subjunctive mood incertain constructions involving nounclauses introduced by that. Not all thatclauses in English contain a verb in thesubjunctive. In fact, most do not, as younoted in the grammar sections on reportedspeech in this text. This segment will drawyour attention to some constructions thatdo require a subjunctive verb in the thatclause.

Note that instead of the usual forms of theverb in the that clause, the present form isused.

One of the most common of these con-structions is that involving an anticipatoryit followed by an adjective dealing withnecessity, urgency, or importance. Look atthe following model subjunctive forms thatare used. The present subjunctive is likethe simple form of the verb. It is like theinfinitive without to or like the presenttense indicative, but without the thirdperson singular -s. The present subjunc-tive of the verb to be is likewise the simpleform of the verb: be.

(The past subjunctive, which is used incertain other constructions in English,looks like the past indicative form of theverb, and the past subjunctive of the verbto be is were.)


Even if the tense of the verb following it ischanged, the verb in the that clause mayremain the same.

Example:

At that moment, it was critical that thesubmarine surface.

Exercise 6

Complete the following sentences withan adjective from the list given below.There is no one correct answer. Writethe answers in your notebook.

advisable urgent mandatorycritical essential important

1. It�s _____ that the patients take themedicine immediately.

2. It�s _____ that this message getthrough to the captain.

3. It�s _____ that all the crew wear dressuniforms.

4. It�s _____ that we leave early.

5. It�s _____ that the engines be kept intop condition.

6. It�s _____ that no one violate theROEs.

Exercise 7

Use the words that are given below toask and answer questions. Look at theexample. Write the questions andanswers in your notebook. Then readthem aloud.

Example:

Q: best/alert the Ambassador / problem?

A:

Q: Is it best that we alert the Ambassa-dor?

A: Yes, it�s best that we alert the Ambas-sador to the problem.

1. Q: required/everyone attend briefing?

A:

2. Q: compulsory/search?

A:

3. Q: necessary/sailor see dentist/before/goes/deployment?

A:

Learning Strategy

Learning formulaicphrases and

patterns and usingthem can improve

your communicativeskills.

Anticipa-tory "it"

Adjective ofimportance,urgency, etc.

Optional(that)

Noun Clause

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After Verbs ofNecessity

A noun clause with a verb in the sub-junctive is also used after certain verbsthat express necessity and requesting.Some such verbs are these:

advise insistrecommend commandurge suggestask (to request) order request

Exercise 8

Listen to some sentences and writethem in your notebook. When you havefinished writing the sentences, under-line the noun clause in each one.

Notice that in the main clause of thesentences you wrote, the tense of themain verb varies (e.g., recommends,suggests, insisted, ordered, insists,has recommended). This variation doesnot affect the verb in the that clause.After you have turned off the recording,continue with the next exercise.

ContrastingConstruction

You may want to contrast this construc-tion with another one sometimes used withthese verbs. The other construction usedusually follows this pattern:

Subject/Verb of Urging or Commanding/Direct Object/Infinitive (or InfinitivePhrase)

Look at the following examples of thispattern.

subject verb d.o. infin.

The Shore Patrol ordered the man tohalt.

The sailor asked his mates to help him.

The Admiral ordered the Captain totake on the mission.

The doctor urged the patient to remaincalm.

VOCABULARY

Read along as you listen to the selection�Interrogation, Approach, and Stopping.�The new words are in italics. As youlisten, underline or circle any words youdo not know.

Interrogation,Approach, andStopping

This phase sets the tone for all boardingoperations, so mature judgment andcaution are critical. An effort should bemade to be cordial, yet remain cautious,alert, and in control. This phase will

tone: the prevailing orpredominant style,character, spririt,trend, morale, or stateof morals of a place

mature: fully developed,as a person; a mind;etc.

Exercise 9

Copy the incomplete sentences in yournotebook. Provide a suitable phrase tocomplete each one.

1. The Admiral commanded that ____.

2. The evacuee asked that ____.

3. The Security Officer urged that ____.

4. The Medical Officer advised that____.


present a major opportunity to gatherintelligence. If a ship�s helicopter ispresent, it should be utilized to the fullestextent possible, in concert with otheraircraft that have been tasked to supportthe MIF operation. All helicopters shouldbe equipped with bridge-to-bridge VHFradios to assist with interrogating mer-chants that are not within VHF range ofships.

ShipboardRequirements

Watch station manning requirements vary,depending on surveillance equipmentinstalled. In general, normal underwaywatch stations should be augmented toprovide extra bridge-to-bridge radio logkeepers and increased surveillancecapability. Bridge and combat informationcenter (CIC) VHF monitoring stationsshould have a copy of the questions withblanks. A separate log should be main-tained and a tape recording made, ifpossible, of all bridge-to-bridge conversa-tions.

A Situation Report (SITREP) team shouldbe formed and used to prepare timelyreporting to seniors in the chain ofcommand during boarding operations.This team may be comprised of thefollowing members:

� SITREP Team Leader. The SITREPteam leader acts as a liaison with thecommanding officer, tactical actionofficer (TAO), and other key personneland relays command perspective tothe SITREP composer.

� CIC Liaison. The CIC liaison collects,correlates, and relays pertinentinformation (i.e., position data,unknown aircraft, communicationsreceived from other units) to theSITREP composer.

� SITREP Composer. The SITREPcomposer properly formats informationto ensure all required data is provided.

InterrogationProcedures

It is imperative that the overall tone of anyhailing or interrogation be firm, yet cordialand nonconfrontational. The bridge watchof the COI may not be proficient in Englishand may have to locate someone who is;this person may not necessarily be themaster. It is important to ensure the COI�smaster is present during hailing andinterrogation, even if he does not speakEnglish. Due to accents and colloquial-isms the responses may not be easilyunderstood with questions having to berepeated more than once. The hail shouldbe broken down into short phrases toassist in translation or understanding bythe COI�s crew. Request that the COI spellwords, if necessary. A list of ports in thearea of operation should be prepared andused as a ready reference. While maintain-ing a polite attitude, remain alert for anydelaying tactics.

Initial Interrogation

A ship or an aircraft may conduct the initialinterrogation. The purpose of this interro-gation is to obtain the information aboutthe merchant vessel to determine whetheror not a boarding will be required. Unitsshould make initial contact with the vesselon VHF channel 16, having attractedattention at night by the use of appropriatecolored light. Interrogation procedures are

composer: a personwho writes

nonconfrontational: notopposing boldly,antagonistically, ordefiantly

colloquialism: alocalism or regional-ism

Learning Strategy

When youunderstand thegeneral or main

idea of a reading,it is easier to

understand thedetails.


then conducted on an assigned VHFworking channel. In the absence ofspecific guidance, the following hail,used in the Arabian Gulf, is recom-mended:

�Merchant vessel _____________,this is (nation) Navy warship/aircraft.Request you state your port of origin,your flag, registry, international callsign, your cargo, your last port of call,next port of call, and final destination,over.�

If it is determined that a boardingoperation will not be necessary based onstated destination, the following may beused to dispatch the vessel:

�Merchant vessel _____________,this is (nation) Navy warship/aircraft.In view of your destination, we intendto conduct no inspection at this time.You are instructed to proceed directlyto your destination of ___________.Thank you for your cooperation.�

Subsequent Interrogation

Prior to Boarding

If the decision to board is made, thisshould be relayed directly to the COI�smaster. If the COI�s master consents tobeing boarded, the following additionalinformation should be obtained:

� the total number of people on boardthe COI

� the preferred location for placementof the pilot�s ladder

Instruct the COI�s master to

� have his crew muster in a space inopen view of the boarding ship andhelicopters (to facilitate countingprior to boarding). A cautious masterwill not want to abandon key watchstations such as bridge and engineer-ing watch standers. The crewmembers not present at mustershould be clearly stated by the COI�smaster.

� turn on all interior lights (and exterior,if at night).

� have all unlocked spaces opened asmuch as possible and keys madereadily available for locked spaces.

� have all the ship�s papers and crewidentification brought to the bridge.

� If boarding by boat, instruct COI toslow to bare steerageway. He shouldcome to a course suitable for boardingor to stop, depending on tacticalsituation.

� If boarding by helicopter, advisemaster of course and speed to steer,position boarding team will transfer to,and actions to be taken by his crew.

Approach Procedures

The approach maneuver�s purpose shouldbe obvious while maintaining the secureposture of the boarding ship and shouldconsider possible egress routes of theCOI.

Single Ship Approach Procedures consistof the following:

� The boarding ship should be posi-tioned abaft the beam on the windwardquarter of the COI, if possible, at a safedistance until the threat of small armsor shoulder-fired weapons provides aclear arc of fire for the forward weaponsystem and can be assessed. Remain-ing abaft the beam reduces exposure toramming attempts while providing thebest possible view of the bridge andsuperstructure.

� If the operation is being conducted atnight, all available night vision devicesand optical enhancement devicesshould be employed to observe theCOI and gather intelligence.

� During daylight boarding, the sunshould be kept behind the boardingship to aid in observing the COI whilemaking the reverse more difficult.

� The wake area of the COI should beavoided because of the threat of mines

consents: agrees

muster: to cometogether or gather asfor inspection or rollcall


or own ship�s screw fouling objectsdeployed from the COI.

� Topside spaces should be cleared ofall unnecessary personnel. Personnelremaining topside on the boardingship should be instructed to observethe COI and report any activity by themerchant crew to the bridge, where anaccurate record of activity should bemaintained.

� The approach and initial time along-side should be characterized byextreme caution since the true inten-tions of the COI are unknown.

The dual-ship approach proceduresconsist of the following:

� The second ship (assist ship) shouldmaneuver, when directed by theboarding ship, to the opposite quarterof the COI. The assist ship shouldremain outside of small arms range incase the boarding ship takes the COIunder fire (remaining clear of theboarding ship�s firing arc.

� If the assist ship is called upon toprovide fire support, the boarding shipshould open distance from the COI toavoid the field of fire from the assistship. In effect, the boarding ship andassist ship switch positions withrespect to range of the COI, whileremaining on their respective sides ofthe COI.

� The assist ship should be prepared totake over as boarding ship and OSC incase the original boarding ship can nolonger fulfill the duty.

� Movement of boats, helicopters, andweapon systems of both ships mustbe strictly coordinated.

Helicopter SupportConsiderations

During cooperative boardings, helicopters(if available and suitable) are preferredover the RHIB (rigid hull inflatable boat)because of reduced sea state restrictionsand ability to more quickly embark the

boarding team on a vessel with a highfreeboard. A helicopter may be used toconduct routine boardings by firstinserting a security team (by fast rope/rapid rope procedures if trained) and thenthe boarding team. If a heliborne assaultforce (HAF) is to be inserted, the assistship, if equipped, normally provides theprimary support to the HAF helicopter(s).Both ships should maintain a ready deckand manned refueling detail and beprepared for prolonged flight operations.Boarding ship�s helicopter may be used asa sniper platform or a surveillance asset.

DiversionProcedures

Following an interrogation, it may becomeapparent that a ship is carrying illegalcargo and/or is proceeding to a prohibitedport. Having this knowledge may presentthe option of simply diverting the COI toanother port, if inbound, or returning it to aprevious port, if outbound, vice conduct-ing a boarding operation. Merchant shipsmay also have to be diverted to aninspection port or anchorage whenweather conditions do not permitboardings, when it becomes apparent thatthe ship may be carrying prohibited cargo,or when its cargo cannot be easily checkedby the boarding team.

Diversion and PossibleCargo Seizure

If the COI is suspected of carrying illegalcargo, and guidelines have been estab-lished for diverting ships to a prearranged

range: the limits ofpossible variations ofamount; degree


port where their cargo will be seized, thefollowing direction should be communi-cated to the COI�s master:

�Merchant vessel _____________,this is (nation) Navy warship. It isbelieved that you are carrying cargothat is subject to interception under(the reason for interception), and youwill not be allowed to proceed. Youmay, however, return to your port oforigin at this time. If you do notdecide to turn back, you will bedirected to proceed to (port/anchor-age) where this cargo will be takeninto custody. (Nation) intends noharm to your ship, your cargo, or yourcrew. Master and crew will be free toleave as soon as your vessel hasreached its new destination. Please donot resist. Cooperate in this action sothat we can avoid any damage orinjury and ensure the safety of thecrew.�

Diversion to Port ofMerchant�s Choice

If no seizure of cargo is planned, it maybe possible to allow the COI, if outbound,to return to its previous port or, ifinbound to proceed to a port of its choiceother than those that are prohibited.Depending on the situation, either anorder or an offer to divert to a port ofchoice may be extended. This is an orderto divert:

�Merchant vessel ______________,this is (nation) Navy warship. You arenot authorized to proceed to (in-tended port) or any other port in(target country). If you choose thisoption, inspection may be avoided.What is your decision?�

Stopping Procedures

The measures taken to stop a vessel varyand depend on several factors. ROE andspecific instructions from seniors in thechain of command must be taken intoaccount. For the purpose of this manual,

it is assumed that the boarding ship is fullyaware of the limits to the magnitude andtype of force it may employ. Stopping theCOI may not mean coming to a stop, butslowing to bare steerageway or �dead slowahead� (depending on engineeringconfiguration and sea state) to supportsmall boat operations. Ship�s positionmust be closely monitored to prevent theCOI from closing territorial waters if theboarding operation is not conducted whiledead in water. In the absence of otherguidance, the following should be used toinform the master that his ship is to beboarded:

�Merchant vessel _______________,this is (nation) Navy warship. At thistime (nation) intends to exercise itsright to board and inspect underinternational law in accordance with itspreviously published notice tomariners. (Nation) intends no harm toyour vessel, its cargo, or your crew.Please stop/slow your vessel, andstand by to accept (nation) boardingteam.�

At this point, a cooperative vessel willcomply with the request and stop/slow. (Ifa vessel refuses to consent to inspection,it must divert [if inbound], return to port oforigin [if outbound], or be taken intocustody, as appropriate).

The reply from an uncooperative vesselmost likely will be that it must check withhis home office, or that it cannot stop/slowbecause of engineering configuration. Itmust be noted that some ships need morethan an hour to stop. A time limit shouldthen be given to the subject vessel. Itshould be made clear that, at the end of thegiven time, if it has not complied, theactions to encourage it to stop willescalate. The following are not the onlyoptions available, but suggest a possiblesequence of events. These actions mayhave to be cleared through the chain ofcommand, depending on the specificguidance in effect.

The use of force to stop and board avessel should be predictable, proportional,and if needed, escalative. The uncoopera-tive vessel should be given the opportu-

manual: a handy book ofthe facts, instructions;etc., for use as aguide, reference, orthe like; handbook


nity to comply before the level of force isincreased. This should be reflected inpreplanned levels of force.

Levels of Force

Nonviolent

The nonviolent level of force can involve

� warnings by different types ofcommunications

� aggressive maneuvering

� turning and aiming of fire-control radarand/or gun mounts

Voice communications, flashing lights,flag hoist (in accordance with theInternational Signal Book), loud hailer,attention signal on the ship�s whistle or ahorn. The use of simple, clear, andpronounced English is important, as it willdepend upon the nationality of the COIwhether English is understood. Othercommonly used languages at sea mayinclude Spanish, Russian, and Arabic.

Aggressive maneuvers by ships, tacticalair (TACAIR) support, or helicopters (ifavailable). Maneuvering alongside couldbe performed, depending on the type ofCOI. In a �fishtail� maneuver, approachwith an angle of 450 on the COI�s course,using 1.5 times the COI�s speed. When at200 yards, slow to match speed and turn toparallel course. Remain slightly astern ofthe COI to enable early observation ofcourse changes by watching the wake.

Deterrence

In the sequence of increasing levels ofviolence, the following methods ofdeterrence can be used.

The munitions that can be used to deterwith harmless means are blank gun roundsfired towards the bridge of the vessel orthunder flashes or concussion grenadesthrown overboard.

If the above methods fail to have anyeffect, shots across the bow may producethe intended results. Shots can be fired byships, TACAIR, or helicopter (if available).

Guns should be optically controlled toensure proper targeting. Machine guns (20mm or .50 caliber) or main battery gunsutilizing HE (high explosive) or /PD (pointdetonating) rounds could be fired. Roundsshould be placed so the effect of the blastdoes not damamge the COI.

Show of Force

Show of Force is the use of weaponsystems and munitions to inflict limiteddamage with small caliber guns withoutcausing injuries or structural damage.

If the actions listed above fail to gaincompliance, the vessel is now consideredto be opposing the MIF operation. At thispoint, a decision will have to be made bythe cognizant authority as to whether touse small arms fire, disabling fire, or effecta take down operation.

Non-disabling Fire

Small arms fire to the bow, the masts, cargoon deck, or other area may be directed topersuade compliance without seriouslydamaging the COI. Warning should beissued to the COI so that the area to betaken under fire may be evacuated. In theabsence of other guidance, the followingwarning may be used:

fishtail: the movementof an airplane orother vehicle fromside to side whilemoving forward

optically: relating to, orusing light; visually

Learning Strategy

Use readingsubtitles to ask

yourself questionsabout the reading.


�Merchant vessel ______________,this is (nation) Navy warship. We willnow fire on your (area to be firedupon). I am now giving you anopportunity to evacuate your crewfrom the (area to be fired upon) ofyour ship. You have one minute toclear your crew from (area to be firedupon).�

Disabling Fire (StructuralDamage)

Disabling fire is the use of weaponssystems and munitions to stop the COI(target areas include funnel, steeringcompartment, or engine room).

If the decision is made to use disablingfire, several options are available. Caremust be taken to consider not only theeffectiveness in stopping the COI, butalso the consequences of taking aspecific area under fire.

The following, although not all-inclu-sive, should be considered whendisabling fire is a possible course ofaction:

� threat of a major oil spill from ship�sservice tanks or cargo tanks

� threat of major fire from engineeringspace or cargo holds

� maneuverability of ship followingdisabling fire

� possibility of casualties

� damage to cargo

� ability to insert HAF by fast-rope orship�s boarding party by small boatfollowing the disabling fire

� proximity of shoal or territorial waters

� weather forecast

� the number of hours of daylightremaining

If the decision is made to use disablingfire, targeted areas may include the

rudder, stern area, or machinery spaces, iftheir location is known. Heat-sensing or I(Infrared) devices may be used to locatethe machinery spaces. The ammunitionused should be inert blank load and plug,if feasible. Weapons systems should beoptically sighted.

Depending on specific guidance, the OSCmay need to request instructions from thechain of command. The process ofinforming the chain of command may takesome time, so the position of COI shouldbe monitored to ensure he will not enterterritorial waters while the OSC is awaitinga response.

Prior to commencing disabling fire, awarning, such as the following, should beissued to the COI:

�Merchant vessel ______________,this is (nation) Navy warship. I nowintend to fire on your vessel. I am nowgiving you an opportunity to evacuateyour crew from the (stern/engineroom/etc.). You have one minute toclear the stern/engine room/etc.�

Self-Defense

Self-defense involves counter battery fireusing weapons systems or munitions toneutralize the hostilities posed by the COI.

The use of force in self-defense ofpersonnel engaged in interdiction opera-tions is authorized when it becomesevident that this is the only means bywhich personnel on board ships or inboarding parties can be protected. Use offorce should be as a last resort andproportional to the situation. When usingforce in self defense, the following factorsshould be considered:

� accuracy of the weapon(s) to be used

� capability of the weapon to penetratecoverage of the enemy

Full Force

Full force is the use of weapon systems ormunitions to sink the COI.


proximity: the state orquality of being near;nearness in space,time, etc.

inert: having few or noactive properties

last resort: final re-course; place orperson to turn to forhelp


After you have turned off the recording,silently read the paragraphs again. Next,in your dictionary or the glossary for thisunit, find the meaning of the words youdo not know. Then complete Exercise 10.

Exercise 10

Read the questions below and writeanswers in your notebook. Underlineinformation in the reading that helps youanswer each question.

1. During the phase that sets the tone fora boarding operation, which character-istics are critical?

2. How should the tone of any hailing orinterrogation be?

3. Upon consent of the COI�s master toboard, what further information shouldbe requested?

4. What should the COI�s master beinstructed to do about his crew beforethe boarding takes place?

5. Where should the sun be during anapproach maneuver?

6. Where can a ship be diverted to?

7. What are some nonviolent levels offorce?

8. What are four uses of weapons in ashow of force?

Exercise 11

Review the vocabulary words in thissection by matching each word with itsdefinition.

1. ___augment a. sincere

2. ___dispatch b. evaluate

3. ___correlate c. to expand step bystep

4. ___cordial d. a sand barforming ashallow place

5. ___assess e. the act ofkeeping some-one from doingsomething

6. ___escalate f. calculate orshow thereciprocalrelation betweenspecifics

7. ___liaison g. greatness as insize or extent of

8. ___ram h. send out onofficial business

9. ___deterrence i. intercommunica-tion betweenunits of themilitary

10.___magnitude j. to make greater,as in quantity,size, strength,etc.

11.___shoal k. to strike withforce; crash

Learning Strategy

Repeating the newwords in sentencesgives you a feel for

them.


VOCABULARY

Read along as you listen to the selection�Boarding and Searching.� The newvocabulary words are in italics. As youlisten, underline or circle any words youdo not know.

Boarding andSearching

The boarding and search phase is themost important and most hazardousphase of MIF operations. Boarding andsearch procedures must be conducted ina nonthreatening and nonconfrontationalmanner. Members of the boarding partymust be adaptive and able to think ontheir feet. Boarding parties must berelaxed, confident, and cordial whileremaining mentally and physically alert torespond quickly, if required.

The boarding phase is potentiallydangerous while getting the boardingteam on and off the COI and during theactual boarding and search of the COI.

Boarding PartyComposit ion

The boarding party should be comprisedof a minimum of ten members designatedas follows:

� Boarding Officer. The BoardingOfficer (BO) is usually an officer of atleast Lieutenant (LT/O-3) rank. Hemust have the complete confidence ofthe ship�s commanding officer.

� Assistant Boarding Officer. TheAssistant Boarding Officer (ABO) isusually a commissioned officer.Lieutenant (LT/O-3), Lieutenant juniorgrade (LTJG)/O-2), Ensign (ENS/O-1),who should be in training or who maybe qualified as a BO. He must have theconfidence of the ship�s commandingofficer.

� Security Team Leader. The securityteam leader should be a senior enlistedmember of the boarding ship (ChiefPetty Officer preferred).

� Security Team. The security team is agroup of five men (usually enlisted).

� Sweep Team. The sweep team is agroup of two of the most experiencedand mature men on the boarding party(senior enlisted preferred).

All officers and enlisted men of a boardingparty must be mature, in excellent physicalcondition, and small arms qualified.

Arming of BoardingParty

The boarding party should be armed withthe standard service pistol and/or riotshotgun. At least four members, acting assecurity forces, should carry riot shotgunsin addition to the pistol. Total weaponcomplement consists of ten pistols, fourriot shotguns, and one semiautomatic riflein the small boat. Weapons are alsorequired for additional boarding partypersonnel, if utilized. All members of theboarding party, except those carryingshotguns, may carry the standard batonwith speed ring, if qualified. Weaponsshould be loaded with the chamber empty.


All boarding party members are required tobe current with their weapons qualifica-tions and have exhibited to the command-ing officer sound judgment and maturity.Every boarding party and boat crewmember shall wear body armor (if avail-able).

Boarding PartyCommunications

Protected/digitized secure voice (notnecessarily crypto security) UHF portableradios are recommended; however, secureVHF radios are a suitable substitute.During prolonged boardings, the use of abackpack or comparable radio may bedesired. When plain voice radios are used,code words should be established for keyinformation such as intentions, levels oftension, discrepancies in documentation,and/or cargo and distress. A minimum ofsix radios is required.

Standard radio telephone proceduresshould be used. All transmission must bebrief in order to allow for urgent transmis-sions from sweep or security teams. Whencommunicating over nonsecure radios,using the ship�s own name should beavoided. (e.g., �Neversail one, this isNeversail�).

Boarding Team Brief

The boarding team brief is a working levelbriefing that addresses the actual conductof the boarding about to take place. Issuesto be addressed and resolved during thisbriefing should include, but not be limitedto:

� intelligence brief on COI, includingvessel characteristics

� last port of call

� home port

CooperativeBoarding Procedures

A cooperative boarding is defined as aboarding where the master and crew of theCOI respond to hailing, the merchantvessel heaves to and accepts the boardingparty, and the inspection proceeds withoutincident.

Small Boat Operations

When directed by the OSC, the boardingparty will embark in the ship�s boat fortransfer to the COI. Because of severespeed limitations and exposure of theboarding party, the motor whale boat is theleast desirable choice and should only beused when neither the gig nor a RHIB(rigid hull inflatable boat) is available.Standard boat fenders are of little use andmay pose a hazard during alongsideoperations. Larger boat fenders, which maybe purchased or made up locally from threeor more standard boat fenders lashedtogether, should be used to preventdamage to boats during boarding opera-tions. The ship should maneuver to make alee for the launch of the small boat. Onceclear, the ship must maneuver to maintainvisual observation of the COI and providecovering fire if required. Careful consider-ation of winds, seas, navigation hazards,territorial waters and possible suddenmaneuvers by the COI are required. Whena small boat is used to transfer the board-ing team, it might be efficient to place anarmed protection team in a second boat.

Boarding the Contactof Interest

One of the most hazardous phases ofboarding operations is the embarking ofthe boarding team from the boat to theCOI. Getting off the boat and climbing a 10to 20 meter ladder up the side of a mer-chant vessel is hazardous in the best ofconditions. MIF operations may requirethis act to be conducted at night and/or inmoderately foul weather conditions.Security team personnel should board firstand secure the area around the ladder.Once the area is secure, the remainder of

heaves to: to bring aship to a halt

lee: side away from thewind; side offeringprotection; shelter

� port

� type of cargo

� emergency procedures

� possible threats


the boarding party should follow. In theinterest of safety, no more than twoboarding party members should beallowed on the ladder at one time. If theship�s first mate or another ship�s officerapproaches to greet the boarding party,the security team leader must clear himprior to his approach.

Boarding OfficerProcedures

Once aboard the COI, the BO, the ABO,one security team member, and thephotographer, if assigned, will proceed tothe pilothouse to meet with the ship�smaster. The remainder of the boardingparty will muster the crew and remainwith them. Sample introduction to themaster is as follows:

�I am the senior (nation) officerpresent, and I intend to inspect thecargo. Please follow all instructions.Your cooperation will be necessary toconduct this inspection. We wouldlike to see your manifest first, andthen we will inspect the cargo. Pleaseinform your crew of our intent and fortheir own safety, direct them not tointerfere with the inspection team.Please tell them to remain calm and tohelp us avoid any misunderstandingor confrontation. All crew membersare safe, and no harm is intended.Thank you for your cooperation.�

Examination ofDocuments

The documents are only one of the�tools� available to help reach a conclu-sion regarding the true nature of a ship�sidentity, crew, and cargo. All the docu-ments encountered can be very easilyforged or altered, or details (cargo) maybe deliberately omitted. The followingdocuments should always be examined:

Certificate of Registry

The original certificate of registry isrequired to be aboard. The certificate

indicates ship�s nationality, and listsowner�s name, address, etc.

Certificate of Charter

The original certificate of charter isrequired if ship is chartered. The certifi-cate lists chartering party by name,address, etc., and gives details of thecharter�s duration.

Crew and Passenger List

The original crew and passenger list isrequired to be aboard. The list detailspassenger and crew names, nationalities,etc.

Ship�s Log

The ship�s log is required to be aboard.Some ships have an original and smoothlog. Check both for discrepancies.

Cargo Manifest

The manifest is required to be aboard if theship is carrying cargo.

Check for more than one manifest. Some-times, they are separated by port of offload, and the master may only offer thepapers for cargo bound for the restrictedport. Review all cargo manifests, regard-less of stated or �intended� destinations.

Look for the following in the manifest:

Manifests must be complete. As a mini-mum, the following should be clearlyidentifiable:

� port of on load

� intended port of off load

� shipper�s name and complete address

� consignee�s name and completeaddress

� type and amount of cargo

� container sizes and ID numbers forcontainerized cargo

Look for obvious signs of omission,forgery, and alterations such as

charter: the hire or leaseof a ship, airplane,bus, etc.

consignee: person ordealer to whomsomething, espe-cially goods, isassigned


� missing information

� poor quality photocopies

� information �whited out� or crossedout

� manifests and bills of lading that donot match.

Make note of manifest items that

� are obvious military cargo regardlessof destination

� have any military address, regardlessof the cargo item

� have any military value such aschemicals, metals, or raw rubber.

� are listed as medical supplies

� are destined for any embassy orembassy officials. These are notautomatically protected under diplo-matic immunity and may generally besearched.

Bills of Lading

Bills of lading are not required to beaboard. When available, they generallycontain more detailed information regard-ing the cargo, its origin, and destination. Ifavailable, cross-check these bills againstthe manifest.

Dangerous Cargo Manifest

The dangerous cargo manifest is generallykept separate from the regular manifestand usually must be requested. It shouldlist the IMO (International MaritimeOrganization) classification of the cargo.Careful consideration should be givenbefore boarding vessels carrying chemi-cals or dangerous substances in order toprevent exposing the boarding team topotential health risks.

Cargo Stowage Plan

The cargo stowage plan is for the properinspection of cargo, especially in locatingcontainers or break-bulk cargo.

Passports/Seaman Books

Passports and seaman books should becompared to the presented crew list.

Navigational Charts

Navigational charts give confirmation ofthe voyage so far and the voyage to thenext port.

Decision to Divert

To recommend diversion of a COI, the BOmust firmly understand the principles ofcontraband and free goods. The finaldecision is normally made further up thechain of command; however, the BO�srecommendation is critical in aiding seniorsin making the proper decision.

The BO should move to a location wherehis communications cannot be overheardbefore discussing this and other sensitivematters. Code words should be developedlocally for key information and briefed priorto boarding operations for contingencywhere nonsecure communications arerequired.

Control of theBoarding Party

In general, the BO will exercise control ofthe boarding party through the ABO. Ifrequired, a separate UHF/VHF protectedvoice circuit may be utilized between BO,OSC, and small boat.

contain: include

bills of lading: lists ofgoods carried, esp.,on a ship


Sweep TeamProcedures

The function of a sweep team is toconduct the actual search of the COI. Ascritical positions on the boarding party,the importance of selecting the mostexperienced men cannot be overlyemphasized.

An initial security sweep will be con-ducted to determine if there are anyunaccounted for weapons or personnelon board the COI and to look for obvioussafety hazards. Results of the securitysweep are reported to the BO who willcheck with the crew list to make sure thatthe location of crew and passengers isclearly determined. The BO will direct thesweep teams to conduct a search of all orpart of the cargo areas based on thecargo documentation presented by theship�s master and other relevant informa-tion.

Extreme caution must be exercised by thesweep team when entering cargo holds ortanks. Lighting is often poor or nonexist-ent; ladders may be structurally weak ordamaged; decks and ladders may be oily;noxious or hazardous vapors may bepresent (especially in tanks); air may beoxygen deficient; cargo may not besecurely stowed; and other hazards existseparate from the threat of armedresistance. It is important that members ofthe boarding party never open any hatch,door, package, container, etc. This is toavoid injury of the boarding party bybadly stowed containers, boxes, or holds.

Have master or ship�s officer open alldoors and hatches and enter all spacesfirst. Ensure a COI officer is present whensealed containers are opened. COI mayprovide able-bodied seamen to assist inopening containers.

Sealed containers may not contain thecargo with which they are labeled, socheck with the BO before continuing thesearch. A bore sight, which is aninspection device, may assist in determin-ing the contents of a sealed container.Reseal all sealed containers and deliverbroken seals to the master while using a

form to document the container opened.Identify the general contents and list theseal number issued by the inspector.

Additional safety equipment will bebrought aboard in the boarding kit. Safetyis paramount and will not be sacrificedfor any reason.

Security TeamProcedures

The security team is responsible forcontaining the COI�s crew during theboarding. It has extended personal contactwith crew members and, as such, shouldbe sensitive to the large variety of culturaland religious backgrounds often found onmerchant crews. It is not uncommon forwomen and children to be among theassembled crew of the COI. Security teammembers must exercise mature judgment indealing with the COI�s crew. The presenceof dogs and free-roaming animals on boardposes a physical and health threat to theboarding team and should be avoided.Request that the master lock up all animalsfor the duration of the boarding.

Prolonged contact with crew membersother than the master should be used todiscreetly gather information about theship�s previous activities and schedule.Any discrepancies from the informationprovided in the reboarding brief or unusualactivity should be reported to the BO. Careshould be taken to prevent the master orother crew members from overhearing thereport. Previous lessons learned suggestthe single code word �clear� may be usedto inform the BO that there is sensitiveinformation to pass. Once the BO is readyto receive the report, he will indicate he isclear, and the report may be completed.

Merchant vessels often have multinationalcrews. The ship�s officers are normallyfamiliar with, if not fluent in, English, andother English speakers may be aboard.Previous records show that during the vastmajority of boardings, the crew/passen-gers are cooperative and only desire theboardings to go smoothly so they can getback to their routine. This does not meanthat the security team should assume thecrew will not be hostile. Caution, alert

vapors: the gaseousforms of substanceswhich are usually inliquid or solid form

clear: from contact; notentangled, confinedor hindered


observation, and sound judgment areessential. Whenever feasible, at least threemen should move together to providecover for one another. The following listsprovide some do�s and don�ts developedfrom lessons learned in previous boardingoperations.

DO perform the following:

� Be firm, but polite in issuing instruc-tions.

� Utilize the COI�s chain of command.Have the master or ship�s officers giveorders to the crew/passengers.

� Be sensitive to the religious customsof the crew/passengers, keepingsafety of the boarding party in mind.

� Be very cautious when dealing withwomen and children.

� Place a security team member inposition above the assembled crew/passengers where he can observe theentire group, if possible.

� Keep crew/passengers a safe distancefrom security team members to preventbeing overpowered or disarmed.

� Plan ahead for restroom use. Boardingoperations have lasted in excess ofeight hours in the past.

� De-escalate tense situations immedi-ately.

� Look for possible �planted� military orintelligence personnel among thecrew/passengers.

� Try to relax the crew/passengers.

� Be cordial and polite at all times.

� Allow meals and disrupt ship�s routineas little as possible.

� During extended boardings, considermoving crew/passengers to theircabins, mess decks, or other control-lable areas of comfort. If done, directthem to stay in place and maintainsecurity in passageways.

� Bring along an interpreter, if possible.

DO NOT perform the following:

� Threaten or provoke the crew/passengers.

� Accept food or drinks.

� Fail to be on guard. (The situation maychange rapidly.)

� Allow any crew/passengers to leavethe assembly area unescorted.

� Give away any information that may beuseful to COI or the embargoed nation.

� Discuss boarding party procedures orintentions.

� Hesitate to call for assistance if anyindications exist that a problem may bedeveloping.

Uncooperative andOpposed BoardingOperations

If a COI is either uncooperative or hasbeen determined to be opposing boarding,it may be necessary to conduct a takedown operation prior to normal boarding.A take down is accomplished by placing aheliborne assault force (HAF) on board toforce a COI to stop, secure it prior tosearch by a normal boarding party, or cometo the aid of a boarding party that has beenconfronted by a hostile force. A take downshould not be attempted from a small boatbecause of the vulnerability of the assaultforce during boarding. The objective of thetake down will vary according to themission, but in most cases, it will beutilized to secure the ship control andcommunication spaces of the COI.


Next, in your dictionary or the glossaryfor this unit, find the meaning of thewords you do not know. Then continuewith Exercise 12.

planted: placed aperson/ thing in away as to trick, trap,etc.


Exercise 12

Read the questions below and writeanswers in your notebook. Underlineinformation in the reading that helpsyou answer each question.

1. In what manner is it important thatboarding and search procedures beconducted?

2. Give the composition of a boardingparty.

3. What issues should a boarding teambrief include?

4. Which document is required to beaboard a ship carrying cargo?

5. In your opinion, why is coordinationwith boarding team members duringan MIO important?

6. Why is an initial security sweepconducted?

7. What does a sweep team do?

8. Where should a security teammember be placed to observe allassembled crew and passengers?

9. What should a security team memberdo without hesitation if he thinksthere may be a problem?

Exercise 13

Choose the correct word to completethe sentence and circle a, b, or c.

1. The boat fenders were _____together in order to prevent damage.

a. tightenedb. lashedc. dashed

2. Passports are easily _____ and soldillegally.

a. missedb. fixedc. forged

3. The following information should beincluded in the manifest:

a. consigneeb. lesseec. nominee

4. The following documents found on theCOI should always be examined:

a. Certificate of Saleb. Certificate of Charterc. Certificate of Origin

5. Manifest items destined for anyembassy or embassy officials are notautomatically protected under:

a. diplomatic immunityb. government securityc. military justice

6. A total weapon _____ consists of tenpistols, four riot shut guns, and onesemiautomatic rifle.

a. selectionb. arrangementc. complement

7. _____ generally contain more detailedinformation about the cargo.

a. Bills of ladingb. Bills of rightsc. Bills of sale

8. A passport _____ information aboutits bearer.

a. configuresb. containsc. considers

9. The BO must firmly understand theprinciples of free goods vice _____.

a. misdemeanorb. impassec. contraband

10. The air in some holds can be _____.

a. noxiousb. notoriousc. nefarious

11. The gaseous form of any substancethat is normally liquid or solid is called_____.


a. varmintb. vaporc. valor

12. A good investigator asks questions_____.

a. directlyb. distinctlyc. discreetly

13. Records show that during a boardingoperation the _____ majority of thecrew/passengers are cooperative.

a. mostb. vastc. very

14. The boarding team should act _____and polite at all times.

a. constituentb. contritec. cordial

15. A take down from a small boat shouldnot be attempted because of the_____ of the assault force duringboarding.

a. vulnerabilityb. viscosityc. vicinity

Exercise 14

The phases of an MIF operation and themeasures taken are listed. Do you thinkthe phases and measures are in orderand correctly matched? If not, determinehow you would rearrange the phasesand measures.

PHASES MEASUREMENTS1. Boarding and Gather intelligence

Searching and position theboarding ship.

2. Detection and Embark to the COI Surveillance and conduct an

inspection.

3. Interrogation, Track and identify Approach, and contacts within an Stopping area.

Which phase of an interdiction operationis most important? Explain why this istrue. Write the explanation in yournotebook.

Practice the vocabulary words from thereadings by completing the crosswordpuzzles on pages 9-47�9-52. SeeExercise 31.

FUNCTION

MakingSuggestions

In the grammar section of this unit, youreviewed subjunctive verbs in nounclauses introduced by that. This construc-tion is used to say that something isimportant or desirable.

It is imperative that the report be turnedin today.

The commanding officer recommendsthat engineering test the engines.

These constructions also provide a way tomake suggestions:

It is suggested that you respond to themessage ASAP (as soon as possible).

I suggest that we work together on theproject.

There are a variety of other constructionsthat can be used to make suggestions.Here are a few of them:

Perhaps we could wait before werespond.

We might wait before we respond.

Let�s wait before we respond.

Why don�t we wait before we respond?


What about waiting before werespond?

How about waiting before we re-spond?

Why not wait before we respond?

Exercise 15

Listen two times to the dialog �WatchYour Back.� The first time just followalong. The second time underline thesuggestions.

Watch Your Back

PO Hardy: What should I keep in mindif I�m sweeping a vessel bymyself during a boardingoperation?

LT Page: Let�s consider what to do ifyou approach a compart-ment with a door thatswings inward. In this case,I suggest that you ap-proach the side of the dooropposite the hinges.

PO Hardy: What do I do when I reachthe door?

LT Page: You might forcefully openthe door; then, try to lookthrough the crack betweenthe door and the bulkheadto see if anyone is behindthe door.

PO Hardy: Okay. If I can�t see anyonebehind the door, thenwhat?

LT Page: How about extending yourhead rapidly in and out ofthe compartment just farenough to see inside?

That�s called a �quick-peek.�

PO Hardy: Do you have any other tips?

LT Page: Yes. Instead of standingnormally, why not stoopdown or stand on yourtiptoes during a �quickpeek?� This will make yourheight higher or lower thanexpected.

Exercise 16

Now practice the dialog. You will hear POHardy�s part of the conversation. RepeatLT Page�s part.

Exercise 17

Read the suggestions below; then, listento some questions on the recording. Asyou listen, write the number of eachquestion next to a follow-up suggestion.

a. Why don�t you do a �quick peek?�____

b. Perhaps you could kick it open. ____

c. What about moving close to the sideopposite the hinges? ____

d. Let�s move fast. ____


Exercise 18

In the January 2000 issue of All Handsmagazine, several pages are devoted toUS Navy development of new andimproved ships, aircraft, and communi-cations networks (see pp. 12-17, 32-53).Read over these pages and identify theadvances and innovations.

Think of ways to improve existing shipsyou know, or imagine future ships thatcould be designed. Write down yourideas and discuss them with someone inEnglish, if possible. At the same time,practice using forms for making sugges-tions.

READING SKILLS

Exercise 19

Read the questions below and write theanswers as you find them in the para-graphs that follow.

1. List the required personnel equipment.

2. Name the items on the equipment belt.

3. What extra weapons are recom-mended?

Boarding andSweeping a Vessel

Boarding Party PersonnelEquipment

1. Life vest

a. Sterns (best option), Mae West(inflatable), or Kapo

b. Chemlitec. Whistled. Strobe (optional)

2. Body armor

a. Type IIIA (best option)b. Kevlar vestc. Flak vest

3. Uniform

a. Paperb. Pens

Equipment Belt

1. Service pistol and holster

2. Handcuffs and case

3. Baton and holder (if trained)

4. Flashlight and holder

5. Magazine and pouches

6. Canteen and pouch

7. Leather gloves

8. Goggles

9. Respirator

10. Sunglasses

11. Gas mask (if required for all boardingparty members)

12. Tear gas canisters (if required, sweepand security team members only)

13. Individual first-aid kit

14. Coveralls (no rank and insignia)

15. Ball cap (no rank insignia)

16. Steel-toed safety shoes

17. Rifle (boat engineer)

Extra Weapons

Shotgun (minimum of four members ofthe security team).

Radios

1. At least six UHF secure voice portableradios, or VHF FM secure radios ifUHF is not feasible

pouches: small leather,canvas, or nylonbags

goggles: large spec-tacles, esp. thosefitted with sideguards to protect theeye against dust,wind, sparks, etc.

respirator: a device, asof gauze, worn overthe mouth and noseto prevent theinhaling of harmfulsubstances


2. Hand-held radio distribution:

a. OSCb. BOc. ABOd. One sweep team member from each

teame. Security team leaderf. Boat coxswain

Boarding Kit

1. Tape recorder

2. Tape measures (25 feet and 100 feet)

3. Sounding tape

4. Extra batteries (radio and flashlight)

5. Tin snips

6. Bolt cutters

7. Pry bar

8. Flex cuffs (plastic handcuffs)

9. Inspection mirror

10. Bore scope for visual inspection ofsealed spaces and containers (notweapons bore scope)

Exercise 20

Read the questions below and write theanswers as you find them in theparagraphs that follow.

1. What should security positionsprovide?

2. What should be done with weaponson board?

3. How should the crew of a COI behandled?

Boarding Procedures

Embarkation

During an initial embarkation, the securityteam should board first and set up

security in the vicinity of the ladder priorto the embarkation of the remainder of theboarding party. The boat engineer(equipped with a rifle) should be posi-tioned to provide cover for the boardingparty as it embarks. The COI�s pilot laddermay be in poor condition so no more thantwo men should be on the ladder at thesame time. Remain clear of the area underthe pilot ladder during embarkation toavoid objects that may fall from othermembers on the ladder. Once the boardingparty is on board, use the 20 meter linewith snap hooks to hoist the boarding kitand any other bulky equipment on board.

The following three principles for estab-lishing security positions must always beconsidered:

Observation

Security positions should be selected thatprovide unencumbered observation of theentire area. Consider climbing onto adeckhouse or other high point to providemaximum visibility. The security positionshould be established so that every guardis within the field of view of at least oneother guard.

Line of Fire

Security positions should provide a clearline of fire in the direction of the threat atall times. Personnel moving within thesecurity area should be careful not tomask the line of fire of establishedsecurity positions.

Triangulation

Forming triangularly oriented securitypositions should provide overlappingfields of view while providing a relativelyclear line of fire for all members.

tin snips: an instrumentused to cut tin

bolt cutter: an instru-ment that is able tocut through metalbolts

pry bar: a tool for raisingor moving somethingby leverge; lever,crowbar

unencumbered: nothindered or ob-structed

mask: to shield; screen;conceal

sounding tape: aweighted tapemeasure used todetermine theamount and type ofliquid found in anenclosed tank


Figure 9-4. The Triangulation Concept

Command Presence

Command presence is the psychologicalprocess (conduct, speech, and procedure)the BO uses to convince others that hecan deal with the situation. The BO�sinitial instructions may possibly make allthe difference. He should advise themaster and crew of his expectations fromthe outset.

Boarding Party Safety

The safety of the boarding party isparamount. It is essential that the pres-ence, if any, of weapons aboard the COIbe determined as soon as possible. (TheOSC may have inquired about weaponsaboard the COI prior to the arrival of theboarding party.) Recommended courses ofactions for dealing with weapons aboardthe COI are as follows:

� Secure weapons in the boarding bag

� Post a guard on the weapons

� Lock the weapons in a safe place

� Separate weapons and ammunition andsecure them on the body (leastdesirable)

Crew Control

Every member of the boarding party mustdisplay the command presence describedabove when dealing with the crew of theCOI. The following principles for crewcontrol have been established fromexperience gained during US law enforce-ment operations and during the PersianGulf Conflict:

� Adjust the security response asnecessary

� Keep the COI�s crew together

� Observe the COI�s crew for signs ofanger or resistance

� Be aware of and recognize changes inthe degree of risk. If the degree of riskbecomes unacceptably high, don�thesitate to call for help or depart thevessel and wait for help

Inspection

Based upon previous intelligence, check-ing the documentation and identification ofthe COI will help to determine the type ofsweep or search to be conducted.

Completion/Debarkation

Upon completion of the boarding, thefollowing options are recommended for thereturn of weapons:

� Leave weapons and ammunitionseparately with the master.

� Leave them where they were found.

The security team is the last to leave theCOI. Caution must be exercised by theentire boarding party so as not to becomelax or let its guard down during thedebarkation of the COI.

outset: beginning

paramount: rankinghigher than any otheras in power orimportance

lax: not strict or exact


Exercise 21

Read the questions below and write theanswers as you find them in theparagraphs that follow.

1. When should a tactical sweep beconducted?

2. Why is a tactical sweep conducted?

3. How should you mentally prepare fora tactical sweep?

4. What items in addition to those onthe belt could be carried during asearch?

Tactical Sweep Procedures

A security and personnel sweep is afunction of the operational environment.The sweep should be routinely performedat the onset of every boarding. A sweepis done to locate and neutralize allweapons, search for unaccountedpersonnel, and detect all obvious safetyhazards. The security and personnelsweep should include an inspection of allcommon spaces and man-sized compart-ments aboard the vessel.

The security and personnel sweepnormally should be performed by thesweep team. The master should beinformed by the BO of a sweep with astatement similar to �Captain, a couple ofmen will now make a sweep of yourvessel to check for obvious safetyhazards, verify the identity of yourvessel, and account for all crew members.They will not disturb the personal effectsof your crew.� The importance of a goodsweep cannot be overly emphasized.There have been repeated instanceswhere security sweeps have discoveredthat the master lied about the number ofpersons on board and found peoplehiding in staterooms, bilges, and even inholds. Additionally, unreported weaponsand safety hazards are not uncommonand may be discovered with a propersweep.

In any high-risk board, two aspects oftactical competence are tested: thephysical mechanics of the movementsmade and the decision-making or tacticalthinking that initiates them. In searching avessel for unaccounted personnel whomay be primed to attack, be competent inboth aspects.

Tactical sweep procedures includeobserving proper safety precautions, lightand sound discipline, appropriate entryand movement techniques, and a thoroughexamination of the vessel. The followingmental preparations are important forsafety:

� Never feel completely safe in securingany vessel. Complacency tempts fate.Always think and expect an attack,then base actions on tactics that willcounter it.

� Keep in mind that no tactical conceptis perfect. (Each involves a trade-off:sacrificing something to gain some-thing else.) If a procedure does notwork favorably, then think of some-thing else. Remember that it is impos-sible to achieve total immunity fromrisk. Employ proven techniques thatminimize risk.

� Be flexible. As each new problem onthe search is approached, assess thethreat potential it presents and selectthe tactical techniques that provide thegreatest safety in that location at thattime. Think about each situation beforemoving into it. Be able to change planscompletely as matters progress andthings are encountered.

� Do not try to search a vessel alone. Asweep team of two is required tosearch most vessels with any degree ofsafety. A very large vessel will requireadditional personnel.

When entering a compartment that may beoccupied by a hostile suspect, the risk ofinjury is increased. If there is any otherreasonable option, don�t go in.

The greatest hazard when boarding is theability of a person to hide and wait in analmost limitless number of spaces. Within

Complacency temptsfate: feeling ofsatisfaction withoutgood reason runs therisk of failure bydepending too muchon luck


the maze of doorways, passageways,ladders, furnishings, cargo, closets, falsecompartments, nooks and crannies in avessel, the natural odds overwhelminglyfavor the hunted over the hunter. Yet,despite the infinite variables presented bya vessel at sea, be tactical in approachingany of them. It is true that there is no�standard vessel�, but there are standardmovements that can be adapted to themultitude of tactical problems encounteredon a vessel.

Have the appropriate equipment whensearching a vessel. In addition to the itemson the belt, consider carrying:

� a piece or pieces of cord with a loopon the end for tying to doorknobs

� a tactical mirror (A good mirror (forsweeps) can be made by gluing aconvex �fish-eye� mirror to a regularinspection mirror with a telescopehandle. The mirror can then be used inlieu of the �quick peek� in all tacticalsweep situations.)

� extra cuffs (thumb or flex cuffs)

� an ear mike for the radio

� a pen light in case the bulb burns outon the primary flashlight or it may beused as a door prop. (Rubber doorstops can also be carried for thispurpose.)

� a small roll of masking tape for markingpreviously searched compartments.

� a small notebook for recordinginformation such as serial numbers,etc.

When deciding to enter a vessel on apersonnel sweep, enter as tactically soundas any subsequent movement inside. Keepin mind that a hostile suspect can alwaysbe waiting just on the other side. Alwaysexpect the unexpected and always do theunexpected. If someone is waiting, histerritory is being moved into.

Exercise 22

Read the questions below and write theanswers as you find them in the para-graphs that follow.

1. What techniques are used to enter acompartment during a search?

2. Name some movement strategies usedduring a search.

3. How should you speak during a sweepif there is no imminent threat?

Approaching andEntering aCompartment

During any search, a key consideration isthe proper use of search patterns. Whilemoving up or down stairways or ladders,along hallways, and through rooms, keepthe back toward, but slightly away from thebulkhead. Although the hostile suspectmay be able to shoot through somebulkheads, this search pattern will gener-ally provide the closest thing to coveravailable for your back. Not exposing yourback will cause a comfortable feeling andprovide the ability to concentrate onadvancing. Remember, the potential threatlocations are ahead. Be positioned to dothe best fighting forward. If a team memberfinds himself in a compartment where hefeels as if his back is not covered, chancesare that he has failed to do somethingsignificant earlier.

The �Fatal Funnel�

The �fatal funnel� concept is usuallythought of in terms of standing in or goingthrough an opening. If a suspect is hidingalong the same wall that the door is on, hisarc of visibility through the opening doormay be such that he can see (and shoot)even if someone is standing to the side ofthe actual doorway. To be truly clear of the�fatal funnel�, stand as far back from thedoorway as possible while it is beingopened.

maze: a confusing,intricate network ofwinding pathways

nooks and crannies:small recesses orsecluded spots;small narrowopenings; cracks inthe wall

in lieu of: in place of;instead of

imminent: likely tohappen; impending;threatening

standard: somethngestablished for useas a rule or basis ofcomparison


When crossing the doorway, especially ifthe door is open, consider leaping ratherthan walking or crawling. It is noisier, butcreates a faster moving target. Be sure tostart up and end well to the sides of thedoor frame. Don�t mimic movie police byswinging into the center of the doorwaywith the weapon pointed into the room,then pivoting to the other side. Thatslow-motion move prolongs exposure tothe �fatal funnel�. When you move, movequickly. When you shoot, shoot quickly.Do not try to accommodate both with thesame tactic.

Figure 9-5. The �Fatal Funnel�

Be certain to avoid doing a tactical sweepalone, whenever possible.

When entering the door, the followingshould be performed:

� Strive for speed, surprise, and safety.

� �Quick peek� before moving, then getin and get low, protect the back, andget the area of responsibility undercontrol as quickly as possible.

� Don�t �dally� in the doorway.

� For speed, move in high with nothinglower than a slight crouch. (Going inlow with the knees radically bent willbe too slow.) Move in high, then getlow.

� Once across the threshold, get awayfrom the door.

� In essence, use a pattern, a tacticalway of entering in minimum time withminimum exposure. Patterns are notabsolutes, and getting in fast is moreimportant than executing a perfectentry movement. Some of the morecommon methods are described below.

The �Crisscross�

The �crisscross� is the entry of choice fora dynamic entry. With the door closed,take up positions on opposite sides of thedoor. On signal, the man opposite thehinges opens the door and using the dooras a shield during the initial 70°of the arc,quickly enters the compartment, assuminga position to the side of the doorway.Once clear of the doorway, the secondman enters to the opposite side of theroom. When the doorway is too narrow toenter simultaneously, the �crisscross� isan effective non-dynamic room entrybecause it is possible to see the destina-tion before getting there.

Figure 9-6. The Crisscross

pivoting: turning on oras if on a shaft or pinon which somethingturns

accommodate: adjust;adapt

dally: to waste time;loiter

threshold: door sill orentrance


The �S.A.S.�

The �S.A.S.� can be used as a non-dynamic room entry when it is possible tostand on both sides of the door. It is atechnique where two or more men positionthemselves �heel to toe� on one side ofthe door, and one man holds onto the beltof the man in front of him. On signal, bothmen simultaneously rush into the room.As each man in line enters the compart-ment, he lets go of the belt and positionshimself at a predetermined location insidethe room.

Figure 9-7. The S.A.S.

The �Israeli�

Many sweep teams do an �Israeli� movebefore they enter a compartment. Onsignal, immediately follow a �quick peek�with another �quick peek� with handgunbeing the �third eye.� In other words,swing only the gun hand into the compart-ment from the barricade position, sweep-ing the area of responsibility, then moveback outside to set up for a standardentry.

All entry tactics, while infinitely betterthan impulsively rushing into the room, aretricky to perform and require practice.

Figure 9-8. The �Israeli� Move

Movement StrategiesDuring a Search

Employ the following strategies during asearch.

Make sure that only one man moves at atime. (One covers while one moves.) Thisprinciple ensures that someone is alwaysmaintaining control and is prepared toprovide reliable defense.

Look before leaping. Spot a covered orconcealed position and plan the route to itprior to moving. Move by short boundsfrom one covered or concealed location toanother. Keep low and don�t hesitate tocreep or crawl.

Take full advantage of shadows and darkareas after making certain that no one ishiding in a potential moving spot.

Shift positions slowly while moving. Don�twave the arms or rapidly turn the head.

Be conscious of self-made noises. Thecrewmen will probably know of the team�spresence, especially once the team entersthe compartment where he�s hiding.Breathing alone may be enough to alerthim. It is amazing how acute the sensescan be when someone is hiding andwaiting for someone. Don�t help him byjangling keys, jingling coins in thepocket, carrying squawk radios, or wearingwatches with alarms.

barricade: any barrier orobstruction

spot: detect; see, pickout

bounds: leaps or vaults

acute: keen or quick ofmind; shrewd

jangling: making aharsh, inharmoni-ous sound, as of abell out of tune

jingling: making lightringing sounds insuccession


Minimize noise by using the sides of thefeet to lightly feel the floor, rollingforward with the whole length of theouter edge of the foot before putting anyweight on it.

Consider eliminating �visual noise,� suchas ball caps with protruding bills. Atleast turn it around backward if it is wornat all. Besides announcing the team�spresence in maneuvers like the �quickpeek,� a hat bill will restrict the periph-eral vision and may discourage the teamfrom looking up, an important and oftenneglected part of searching.

Get rid of the �loudness� of unnecessaryodors, too. The scent of cologne can givelocations away as easily as being heard.

Search with a gun in hand. It is disadvan-tageous enough to encounter a threatwithout being slow to respond by havingto draw a weapon. Keep the following inmind:

� When standing or moving, avoid the�movie cop� syndrome by holdingthe gun beside the head. There is arisk of shooting off a partner�s head.

� Move with the gun pulled backsnugly in a two-hand hold againstthe waist, at the belt buckle, and withthe muzzle pointed slightly down-ward. Having the gun in this positionprovides good stability, even torelease one hand to open doors orbalance against a rocking ship. Then,if a threat comes unexpectedly fromeither side, the team member(s) will beon target (referred to as the �thirdeye� concept).

� Employ the �third eye� conceptbecause as the body turns toward athreat, the gun (lined up in thecenter) turns, too. This turning is theessence of instinct shooting: whatthe gun sees as a �third eye�- it canhit.

When searching for a suspect:

� Avoid passing any potential hidingplace without first checking andsecuring it. Do not dismiss any space

for being too small or too unlikely.Motivated by the fear of being caught,humans can squeeze into amazinglysmall spaces.

� When searching an area of avessel without having foundsomeone, keep the senses sharp bythinking �I didn�t find anyone� andnot �There is no one in there.�

� While searching, pause fre-quently and just listen. Remember,the crewman is excited and understress, too. He may make a noisebecause his throat is dry, or he mayget a muscle cramp.

� Do not rush the search. Becausethe mind may be accelerating understress does not mean the move-ments have to accelerate to match.

If a person is found, perform the following:

� Move him to a secure area.

� Handcuff and search him for weapons(one team member only, while the otherprovides cover).

� Move the suspect topside via a paththat has been cleared or call foranother sweep team to get him.

� Remember that if both team membersleave the area, they will have to searchtheir way to their previous location.Finding one unaccounted for crewmanshould be a flag to search for more.

After clearing a room, be sure that alldoors and accesses behind have beenclosed and locked, if possible, beforemoving on. Place pieces of masking tapeacross the top of the door and collect themwhen passing these places on the way out.Also, make sure that none of the tape hasbeen disturbed.

If a barricaded crewman is encounteredand cannot be talked out, try to wait himout, smoke him out, or starve him out. Donot try to go in and get him. Leave that tothe professionals. Lock him in, if possible,or post a guard and leave him.

protruding: thrusting out;projecting

peripheral: lying at theoutside or away fromthe central part; outer;external


TacticalCommunications

Most communications with other sweepteam members during the conduct of asweep should be accomplished by usingnonverbal signals.

Decisions dealing with who will go first,who will be high, who will be low, etc., aremade simply by pointing and directingwith the hands. Normally, the person incharge of a sweep team initiates thecommunication.

The sounds partners make while communi-cating should be soft, also. Instead ofspeaking out loud (a �hard� sound thatcan easily be pinpointed), whisper (a�soft� sound whose precise locationcannot be so easily placed). Obviously, ifa threat is imminent, shout out loud sothere is no doubt that the warning isheard. While moving through the interiorof the vessel, keep in mind that everyonemay not always hear or see the samethings, even though it may seem impos-sible that they wouldn�t.

In addition to the above, keep the follow-ing in mind.

Be sure that communication does notrequire either partner to look away from hisarea of responsibility. Hand and headsignals should be used only when theycan be seen in direct or peripheral visionwhile attention is kept on the potentialthreat location. Normally, the man in frontuses hand signals, while the man at therear whispers, because his whisper willproject forward. If in front, resist theimpulse to look back to see if the otherperson got the message. When eitherpartner receives a message, whisper orsignal back to the other person that themessage was received. Signals need to bevery simple so they won�t be forgotten orconfused under stress.

Do not rub against walls while movingfrom one spot to another due to possibleexposure and ricochet fire. To avoid beingambushed or surprised by someone on adifferent level, take care to check openingsabove and below while moving. In asituation where close attention must be

given to the level above, cover the areainto which the team is moving while onepartner, walking backwards and guided bythe other partner, covers the higher levelaway from the area into which the team ismoving. If a possible threat is detected, theteam should take cover and confront thethreat.

Enter the passageways cautiously becausethey are ready-made for an ambush.


pinpointed: locatedprecisely

ricochet: the obliquerebound or skippingof a bullet, stone,etc., after striking asurface at an angle

Figure 9-9. Nonverbal Signals


LISTENING/WRITINGSKILLS

Take Notes

Exercise 23

Listen to a short lecture. As you listen,number the topics below in the orderyou hear them discussed.

_____ Positioning

_____ Stationary/Moving Man

_____ Adversary�s Field of View

_____ Clearing the Room

_____ Triangulation

_____ Weapon Preparation

_____ The Most Immediate Threat

_____ Bunching Effect

1 2 3 4 5 6 7 8

Stay low withback to wall

Take positionsaround threat

Check outthreat locations

Don’ t clustertogether

Remove risk ofcross fire

Meet force withforce

Think of whatcan be seen byanother

Only onemoves at atime

adversary: a personwho opposes orfights againstanother; opponent;enemy

bunching: appearing in acluster

Exercise 24

Look at the table below. Numbers 1-8are displayed along the top row. Theyrepresent the tactical movementstrategies covered in the lecture. Ideasheard in the lecture are listed in the leftcolumn.

Listen to the lecture again. For eachstrategy, listen for a related idea listedin the table. When you hear one, put acheck in the appropriate box.

Exercise 25

Listen to the lecture a third time. Usingyour notebook, take notes as you listen.Write as much detail as you can.


Edit and Rewrite

Exercise 26

Edit and rewrite the draft of your oralpresentation. Gather and prepare anyvisual aids you may need. Then record,play, and critique your oral presentationwith regard to content, organization, anddelivery.


GLOSSARY

ObjectiveVocabulary

assess (as SESS) v: to estimate ordetermine the significance, importance,or value of; evaluate

He wanted to assess the usefulness ofthis weapons system.

asset (AS set) n: valuable or desirablething to have

Education was one of his assets,experience was another.

augment (aug MENT) v: to make greater,as in quantity, size, strength, etc.;enlarge

He augments his income by workinganother job.

complement (COM ple ment) n: completeset; entirety

This hat is a complement to thatuniform.

contraband (CON tra band) n: goodsforbidden by law to be imported orexported; smuggled merchandise

He was arrested for carrying contra-band.

cordial (COR dial) adj: warm and friendly;hearty; sincere; deeply felt

During a boarding operation an effortshould be made to remain cordial.

correlate (COR re late) v: calculate orshow the reciprocal relation betweenspecifics

Computers can correlate data.

deterrence (de TER rence) n: the act ofkeeping someone from doing some-thing

What method of deterrence did theyuse to keep the enemy from enteringtheir ship?

discreetly (dis CREET ly) adv: actingcarefully about what one says or does;prudently

He asked the questions discreetly.

discrepancy (dis CREP ancy) n: lack ofagreement; inconsistency

Any discrepancies in the documentsshould be examined thoroughly.

dispatch (dis PATCH) v: to send off or outpromptly, usually on a specific errandor official business

The vessel was dispatched to help withthe SAR.

escalate (ES ca late) v: to expand step bystep, as from a limited or local conflictinto a general war.

It should be made clear that, at the endof the given time, if the vessel has notcomplied, the actions to encourage it tostop will escalate.

forge (FORGE) v: to make something falseor imitate something genuine forpurposes of deception or fraud

They forged the passports.

immunity (im MUN i ty) n: exemption orfreedom from something burdensomeor otherwise unpleasant; as a legalobligation

Items destined for any embassy orembassy officials are not automaticallyprotected under diplomatic immunityand may generally be searched.

itinerary (i TIN er ar y) n: record of ajourney or detailed outline for aproposed journey

The boarding party always checks theship�s itinerary.

lash (LASH) v: to fasten or tie with a rope


During the storm everything movablehad to be lashed in order to staysecure.

liaison (li AI son) n: a person whosefunction it is to make and maintain aconnection as between persons orgroups

He acted as a liaison between thearmy and the navy.

magnitude (MAG ni tude) n: greatnessas in size or extent of

I did not know the magnitude of theproblem.

manifest (MANI fest) n: an itemized listof a ship�s cargo, to be shown tocustoms officials

The officer inspected the ship�smanifest.

noxious (NOX ious) adj: harmful to thehealth; injurious

The sailor fainted from the noxiousfumes.

organic (or GAN ic) adj: made up ofsystematically interrelated parts;organized; essential

Ships use organic detection assets.

ploy (PLOY) n: an action or maneuverintended to outwit or disconcertanother person

His usual ploy is to act happy, soeveryone thinks everything is fine.

prosecution (pros e CU tion) n: theconducting of any lawsuit

The Judge Advocate prepared for theprosecution of the case.

ram (RAM) v: to strike with force; crash

The big ship rammed the small ship.

seize (SEIZE) v: to take forcible legalpossession of; to confiscate

The police seized all of the cargo thathad been smuggled into the country.

shoal (SHOAL) n: a sand bar or piece ofrising ground forming a shallow placethat is a danger to navigation, esp. onevisible at low water

Shoals can be dangerous for ships.

subsequent (SUB se quent) adj: to followclose after

Our visit to the museum was subse-quent to the discussion about history.

subterfuge (SUB ter fuge) n: any plan oraction used to hide one�s true objec-tive

They employed a subterfuge to getinto the secret file.

vast (VAST) adj: very great in size, extent,amount, number, degree, etc.

There was a vast number of ships inthe harbor.

vice (VICE) prep: in place of

The COI can be diverted to anotherport if inbound, or returned to previousport if outbound, vice conducting aboarding operation.

vulnerability (vul ner a BIL i ty) n: lack ofprotection or openness to attack

A take down should not be attemptedfrom a small boat because of thevulnerability of the assault force duringboarding.

white out (WHITE out) v: to make �invis-ible� on paper by using a white liquidthat covers the print

Look for obvious signs of omission,forgery, and alterations such asinformation �whited out� or crossedout.


MaritimeExpressions

There are many special words andexpressions used in maritime opera-tions. A few are given here. Listen toand repeat the words or expressionsand the sentences.

Abaft: to the rear of; behind

The stern is abaft the bridge.

Anchorage: a place to anchor

They must go to the nearest anchor-age.

Armor: covering worn to protect thebody against weapons

The bullet did not kill him because hewore his armor.

Astern: behind a ship or aircraft

The fish was sighted astern.

Bare steerage way: the lowest speed atwhich a ship can be steered.

If boarding by boat, instruct COI toslow to bare steerage way and cometo a course suitable for boarding or tostop, depending on tactical situation.

Beam: any of the heavy, horizontalcrosspieces of a ship

Remaining abaft the beam affords thebest view of the bridge.

Bill of lading: shipping documentshowing the name and address of theshipper and consignee and a list ofcargo with weight and dimensions

The customs officer checks the bill oflading.

Bore sight: bore scope; instrument withmirror and eyepiece used to inspectinterior shafts, tubing, etc.

He focused on the contents with thebore sight.

Break-bulk cargo: general cargo handleditem by item as distinct from container-ized cargo

Examine the cargo stowage plan for theproper inspection of cargo, especiallyin locating containers or break-bulkcargo.

Bridge: ship�s structure, topside andusually forward, that contains controland visual communication stations

He stood watch on the bridge.

Bulge: a projecting part, as a militarysalient; something that protrudes

The bulges of the cannons could beseen from the distance.

Bulkhead: walls or partitions within a ship

The water splashed against thebulkhead.

Combatant: one playing a direct part inarmed fighting

The unit consisted of combatants fromfive different countries.

Concussion grenade: a grenade that putsout a shock wave without shrapnel,generally used for riot control, etc.

In the sequence of increasing levels ofviolence, concussion grenades can bethrown overboard.

Dead in the water: a vessel that hasstopped but is not moored or anchored

A boarding operation is usuallyconducted while a ship is dead in thewater.

Dead slow ahead: slowing to bare steerageway; not coming to a complete stop

The captain ordered �dead slowahead� to avoid a collision.


Delaying tactics: skillful method orprocedure for postponing something

Remain alert for any delaying tactics.

Foul: impeded or obstructed; clogged byforeign objects; stormy

The foul anchor can�t be hoisted upany further.

Gig: ship�s boat designated for the useof the commanding officer

The gig was available to use forboarding the COI.

Hail: to call out to or signal to, as insummoning or greeting

The COI commander is present duringhailing and interrogation.

Hull: the frame or body of a ship,excluding the masts, rigging andsuperstructure, etc.

The iceberg damaged the hull of theship.

Interdiction: an official prohibition orrestraint

A maritime interdiction operation canprohibit a ship from entering aspecific port.

Motor whale boat: a small double-ended,diesel-powered ship�s boat, some-times called the lifeboat if held readyfor quick lowering

The motor whale boat is the leastdesirable choice and should only beused when neither the gig nor a RHIBis available.

Muster: to come together or gather as forinspection or roll call

The crew mustered in the deck area.

Pilothouse: an enclosed place as on thebridge of a ship where the helmsmanstands while steering and from whichthe ship is normally controlled

You can find the ship�s master in thepilothouse.

Platform: horizontal surface usuallyhigher than the adjoining area

Ships and aircraft are platforms.

Quick peek: rapid extension and return ofthe head while conducting a search

A good mirror for sweeps can be usedinstead of the �quick peek� in tacticalsweep situations.

Rudder: a broad, flat, movable piece ofwood or metal hinged vertically at thestern of a boat or ship, used forsteering

We use the rudder to steer the ship.

Sniper: a person, especially a soldier, whoshoots from a hidden position

Snipers kill many innocent civilians.

Squawk radio: radio used for interstationvoice communication; intercom

Don�t carry squawk radios or wearwatches with alarms.

Steerageway: the minimum forward speedneeded to make a ship respond to thehelmsman�s guidance

They got orders to slow to baresteerageway.

Sweep team: a team that conducts thesearch of COI

The sweep team is a group of two ofthe most experienced and mature menon the boarding party (senior enlistedpreferred).

Surveillance: constant observation of aplace or process

They kept the place under closesurveillance.

Take down: an action preparing for aboarding party to enter a hostile ship

A take down is accomplished byplacing a heliborne assault force (HAF)on board to force a COI to stop andsecuring it.


Topside: the part of the ship�s side abovethe waterline

All topside spaces should be cleared.

Wake: the track or trail left in the water bya moving ship or boat

The wake area of the COI should beavoided because of the threat of minesdeployed from the COI.

MaritimeAcronyms andAbbreviations

ABO: Assistant Boarding Officer

AFC: Assault Force Commander; Auto-matic Frequency (of flow) Control

AMC: Air Mission Commander

BO: Boarding Officer

CAL: Caliber

COI: Contact of Interest

DWT: Dead Weight Tonnage

EO: Electro-optical

HAF: Heliborne Assault Force

IR: Infrared

IMO: International Maritime Organization

LTJG: Lieutenant Junior Grade

MIF: Maritime Interdiction Force

MIF CDR: Maritime Interdiction ForceCommander

MIF COORD: Maritime Interdiction ForceCoordinator

PD: Point-Detonating

RHIB: Rigid Hull Inflatable Boat

RSP: Recognized Surface Picture

TACAIR: Tactical Air

Exercise 27

After you study the list of acronyms andmeanings, copy the list in your notebook.In the blanks write the correspondingmeaning or acronym.

1. ___________ MIF

2. ___________ Assault ForceCommander

3. ___________ RSP

4. ___________ Infrared

5. ___________ COI

6. ___________ Boarding Officer

7. ___________ DWT

8. ___________ RecognizedSurface Picture

9. ___________ IMO

10. ___________ Lieutenant JuniorGrade


TroublesomeGrammar:Words OftenConfused

The words in the sets below are oftenconfusing not only to a student of Englishas a second language, but also to a nativespeaker. The difficulty stems from thesimilarity in sound and spelling. Studyeach set carefully until you are thoroughlyfamiliar with the differences between them.


accept all ready breathexcept already breathe

advice all togetheradvise altogether

affect besideeffect besides

accept (verb)

He accepted the job.

I accept your offer.

except (prep./verb )

All the students are in class exceptTom.

He was excepted from PT because hehad hurt his ankle.

advice (noun)

I need your advice.

My advice to you is to wait.

advise (verb)

The doctor advised him to stopsmoking.

My teacher advised me to studylesson three very well.

affect (verb)

The political scandal affected thestock market.

Missing classes will affect yourgrade.

effect (noun)

The regulation went into effect today.

Don�t look at the details. Consider thegeneral effect.

all ready (adj. phrase)

The students are all ready to go on thetour.

We are all ready to go.

already (adverb)

I�ve already eaten lunch.

They�ve already left.

all together (adj. phrase)

It is safer if we travel all together.

They went to the concert all together.

altogether (adverb)

This is altogether too difficult.

It�s altogether wrong.

beside (prep)

Please walk beside me.

The dog walks beside his master.

besides (adverb)

Besides visiting Hungary, Ted alsovisited Austria and Germany.

Besides cake they also had fruit and icecream for dessert.

breath (noun)

It was so cold, his breath looked likesteam.

Hold your breath when you put yourhead under water.

breathe (verb)

Breathe deeply.

Don�t breathe in my face.


Exercise 28

Look at the words above, then write thecorrect word on the line.

1. I don�t ask _____ from anyone _____my father.

2. _____ having a fever and pain in hischest, he could hardly _____.

3. How did it _____ him when he heardthat the new law had gone into _____yesterday?

4. Heather and Ben were _____ to gowhen they heard that their group had_____ left.

5. This is _____ impossible.

We can�t _____ them to do somethinglike that.

6. I can�t_____ someone with bad_____.

7. The family was sitting _____ in theliving room. My father was sitting_____ my mother with his arm aroundher.

Authentic Reading

Busted!

In the warm waters of the EasternPacific and the Caribbean, something is.

Established in September 1995, theWestern Hemisphere Group(WESTHEMGRU) is responsible for navaloperations in the region. WESTHEMGRUwas created with two primary objectives.First, it allowed homeports to be adjustedso that ships would be closer to deploy-ment patterns. This reduced fuel costs,underway time and response time forcontingency situations.

Second, it reduced instability amongbattle group deployers within the AtlanticFleet by concentrating ships on counter-

drug operations and United InternationalAntisubmarine Warfare (UNITAS)exercises. Through integration with theJoint Interagency Task Force (JIATF) Eastat Naval Air Station, Key West, Fla., andthe U.S. Coast Guard, the 15 ships underits command make WESTHEMGRU themost significant force in counter-drugoperations in the area.

�The western hemisphere is in one ofthe world�s most democratic and economi-cally dynamic regions,� said RADM JamesB. Ferguson, commander,WESTHEMGRU. �But the potential forinstability is always there. Here is wherewe must focus on different operations likedrug interdiction, migration, human rightsand humanitarian assistance.�

Using intelligence gathering assets onland, sea and in the air, JIATF Eastconducts detection and monitoring effortsin the region. When a drug smugglingevent is detected, the case is passed on tolaw enforcement agents who are then ableto interdict the drugs and arrest thesmugglers. In most cases, those agentsoperate onboard WESTHEMGRU vesselsand conduct boarding and seizuresdirectly from US Navy ships.

The boarding of a merchant vessel is ahighly-orchestrated and specific proce-dure. After being directed to intercept, aUS Coast Guard Law EnforcementDetachment (LEDET) will conduct right-of-approach and pre-boarding question-ing via radio with the captain of thesuspect vessel to determine legal guide-lines for the boarding as well as to ensurethe safety of the boarding party.

�We�ll give them instructions on whatto do with their crew. We will have themall muster in one location, usually on theexterior of the ship so we can see them aswe come aboard,� explained Quartermaster1st Class Keith A. Robbers, assistantofficer-in-charge of USG Leeds 5 Delta,from aboard USS Ticonderoga (CG 47).

At that point, the boarding officer willcheck cargo manifests and other docu-mentation as the sweep team begins asystematic search of the ship looking forindicators of drug trade or traffic.


�[We look for] an old boat with newbody work, slide marks, maybe a smell,things of that nature,� said Boatswain�sMate 2nd Class Michael A. Ford, opera-tions petty officer, USG Leeds 5 Delta.�We have testing gear now where wecan wipe a certain area with a cloth andhave it tested to let us know if there aredrugs in that area.�

With boarding performed on aroutine basis, intelligence gathering is aconstant priority and, according to Ford,crucial to counter-drug patrols.

�Every vessel we come across, webuild up a data base of information onthem. When we return to our unit, wesend that information out so it getsdistributed throughout the Coast Guardand throughout the intelligence net-work,� Ford said.

That intelligence network, as well as aphysical fleet presence, help create adeterrent that is key to the entirecounter-drug philosophy. That�s not tosay that WESTHEMGRU ships don�tever get the bad guys.

In 1996, WESTHEMGRU shipsparticipated in busts resulting in theseizure of 11.7 metric tons of cocaine atan estimated value of $199.1 million. Oneof those busts, by USS Ticonderoga (CG47), netted more than half of that totalmaking it the second largest maritimeseizure in U.S. history.

Those results are not lost onTiconderoga sailors, many of whom feelthey have a personal stake in theirmission.

Operations Specialist 2nd Class (SW)Paul F. Castenada, a counter-drug aircoordinator aboard Ticonderoga isresponsible for keeping track of the airassets gathering intelligence in theregion. A native of Espanola, N.M., hesaid that being involved in counter-drugoperations really hits home as a parent.

�I�ve got three children myself sothat helps keep me going out hereknowing that everything I keep out ofour country is something that my kids ormy family won�t have to deal with.�

�Drugs were a big deal where I grewup,� said Mess Specialist 3rd Class JoseM. Huerta, who grew up in San Antonio,Texas. �Being out here makes you feelbetter. It�s making the streets safer, notjust in my area but all over. It bothers mebecause I have a daughter. Every time wemake a bust, it makes me think that maybeshe�ll be growing up in better conditionsthan I did.�

Source: JO1 Ron Schafer, �Busted!� fromAll Hands, July 1998, pp. 28-31. Reprintedby permission.

Exercise 29

Write a paragraph in your notebookdescribing the boarding procedure of aLEDET.

LEARNING STRATEGY

Exercise 30

Language LearningLog



VOCABULARY

Word Puzzles

Exercise 31

If you have not already done so, com-plete the three crossword puzzles thatbegin on the next page with objectivevocabulary, non-objective vocabulary, ormaritime expressions from Unit 9.

Crossword Puzzle #1

Across

4. If a vessel, at the end of a given timelimit has not complied with theboarding request, actions to encour-age boarding will _____.

5. When someone is hiding and waitingfor someone, his senses can be very_____.

6. The boarding crew should be posi-tioned at a safe distance until thethreat of small arms provides a _____arc of fire for the forward weaponssystem.

9. Bills of lading generally _____ moredetailed information concerning thecargo.

11. The Certificate of _____ gives thename of the chartering party, theaddress, and details about thecharter�s duration

12. It is critical for the MIF COORD tomaintain an accurate _____ ofmerchant ships previously challengedand/or boarded.

13. The SITREP team leader acts as a_____ with the commanding officer,tactical action officer, and other keypersonnel.

16. The boarding party must exercisecaution and not become _____ or letits guard down during the debarkationof the COI.

17. The manifests should be complete andinclude the _____�s name and com-plete address.

Down

1. In the sequence of increasing levels ofviolence, several methods of _____can be used.

2. When going to move, move quickly.When going to shoot, shoot quickly.Do not try to do _____ both with thesame tactic.

3. Generally, the ROE and national _____of the resolution will prescribe theconditions under which, and the extentto which, force may be used inenforcing the resolution.

4. During boardings, helicopters are oftenpreferred over the RHIB because ofreduced sea state restrictions and theability to more quickly _____ theboarding team on a vessel with a highfree board.

7. To recommend diversion of a COI, theBO must firmly understand theprinciples of _____ and free goods.

8. It is easy to _____ or alter all docu-ments.

10. The boarding ship should be posi-tioned _____ the beam on the wind-ward quarter of the COI, if possible, ata safe distance.

12. A boarding team may _____ a mer-chant vessel by telling it that noinspection is intended at this time.

13. The boarding crew can _____ largerboat fenders together in order toprevent damage to boats duringboarding operations.


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14. During a boarding operation theboarding crew must _____ eachproblem for the potential threat itpresents and the safest tacticaltechnique it might select.

15. Complacency tempts _____. Neverfeel completely safe in securing anyvessel.


Crossword Puzzle #2

Across

1. The boarding of a _____ vessel is ahighly orchestrated and specificprocedure.

3. The sweep team is a group of two ofthe most experienced and _____ menon the boarding party (senior enlistedpreferred).

5. Strict circuit discipline should berequired on the boarding _____ toensure rapid transfer of urgentinformation.

9. Look for possible �_____� military orintelligence personnel among the crew/passengers.

10. Consider eliminating �visual noise�,such as ball caps with bills that _____.

14. Extreme caution must be exercised bythe sweep team when entering cargoholds or tanks as noxious or hazardous_____ may be present (especially intanks) and air may be oxygen deficient.

16. Cargo holds and tanks can frequentlyhold _____ or hazardous vapors.

18. Records show that during the _____majority of boardings the crew andpassengers are cooperative.

19. The boarding phase sets the _____ forthe rest of the operation.

20. National intelligence sensors andairborne early warning assets are twoexamples of _____ assets assisting indetecting merchant traffic that willenter the surveillance area.

Down

2. If the boarding party remains abaft thebeam it will reduce the possibility ofdamage if the COI would try to _____them and also provide the bestpossible view of the bridge andsuperstructure.

4. Targeted areas for disabling fire mayinclude the _____ stern area ormachinery spaces.

6. Personnel remaining _____ on theboarding ship should be instructed toobserve the COI and report anyactivity by the merchant crew to thebridge.

7. Look before leaping. _____ a coveredor concealed position and plan theroute to it prior to moving.

8. Never feel completely safe in securinga vessel. Don�t _____ fate by beingtoo complacent.

10. Identify those contacts that areviolating national and internationallaws and regulations; register thoseitems required for legal _____.

11. _____ detection assets vary from shipto ship. every effort should be made tomaximize all available sensors.

12. Do not rub against walls while movingfrom one spot to another due topossible exposure and _____ fire. Toavoid being ambushed or surprised bysomeone on a different level, take careto check openings above and belowwhile moving.

13. It�s very easy to _____ sounds and totrace their sources.

15. A mechanical breakdown is a _____often used to break an embargo.

17. The corresponding _____ of anInfared identification will stronglydepend on the environmental param-eters.


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Crossword Puzzle #3

Across

2. To _____ someone means to greet orwelcome someone.

4. The wake area of the COI should beavoided because of the threat ofmines or own ship�s screw _____ ingobjects deployed from the COI.

5. The disturbed water behind a ship iscalled the _____ of the ship.

7. Leather gloves, _____, respirator,sunglasses, gas mask, tear gascanisters are part of the equipmentbelt.

8. The Titanic sank because her _____was split open by an iceberg.

9. All members of the boarding party,except those carrying shotguns, maycarry the standard _____ with speedring, if qualified.

11. Everyone shall wear body _____ forprotection from gun shots.

13.The bay was on the _____ side of theisland, so the ship was protectedfrom the storm that could havedestroyed it.

14.Implementation of the interdictionwas through the use a _____ ship toplace a boarding party aboard amerchant vessel.

18. The motor whale boat is the leastdesirable choice and should only beused during boarding operationswhen neither the _____ nor a RHIB isavailable.

19. Boarding ship�s helicopter may beused as a _____ platform or asurveillance asset.

20. The approach maneuver�s purposeshould be obvious while maintainingthe secure posture of the boardingship and should consider possible_____ routes of the COI.

21. One _____ that may be used duringMIF operations is Infared or I.

Down

1. Sometimes people are found hiding in astateroom, a _____ and even a hold.

3. Since there is always potential instabili-ties in the western hemisphere, maritime_____ must focus on drugs, migration,human rights, and humanitarianassistance.

6. Merchant ships may also have to bediverted to an inspection port or _____when weather conditions do not permitboardings.

9. If a crewman is found behind a _____during a search, don�t try to go in afterhim.

10. When using disabling fire, ammunitionshould be _____ blank load and plug, iffeasible.

12. The boarding ship should be posi-tioned abaft the _____ on the wind-ward quarter of the COI.

15. Remaining abaft the beam provides thebest possible view of the _____ andsuperstructure.

16. To avoid an _____ or surprise bysomeone on a different level, take careto check openings above and belowwhile moving.

17. Have the crew _____ in a space inopen view of the boarding ship andhelicopters.


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Unit 10:

NoncombatantEvacuation Operations

Never tell people how to do things. Tell them what to do and they will surpriseyou with their ingenuity.

�General George S. Patton, Jr.

1 0 - 2 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

Resources

You will need Unit 10 of this course, the Unit 10 recording, a tape/CD player, yournotebook, pen or pencil, and your copy of Webster�s New World Dictionary.

Objectives

In this lesson you will1. explain the political aspects of noncombatant evacuation operations.2. describe the responsibilities of key personnel in the Noncombatant Evacuation

Operations (NEO) chain of command in preparing for and conducting NEO.3. identify the differences of evacuation operations in permissive, uncertain, and hostile

environments.4. identify the advantages and disadvantages of executing NEO with either surface/

amphibious assets or air/helo assets.5. explain what tactical and non-tactical considerations must be taken into account in

the planning and execution of NEO operations.6. use and correctly pronounce the objective vocabulary, maritime expressions, and

acronyms in the glossary.7. read authentic military articles and answer comprehension questions.8. practice language learning strategies.9. read models of technical/military material and answer comprehension questions.

10. listen to electronic communications, including news broadcasts; take notes, or writesummaries.

11. use an editing checklist to improve your writing.12. identify navy ranks and/or NATO codes for officers and enlisted personnel.

Table of Contents

LEARNING STRATEGIESPlanning ....................................... 10-3

READING SKILLIntroduction .................................. 10-3

READING/WRITING SKILLSpecial Nature of EvacuationOperations ................................... 10-4

VOCABULARYPolitical Aspects .......................... 10-5

GRAMMARSelf-Test For Review OfGrammar ..................................... 10-8

READING SKILLEmbassy/Consulate Plans ....... 10-10

VOCABULARYEvacuation Operations .............. 10-12

LISTENING/WRITING SKILLSDictation ..................................... 10-13

VOCABULARYNontactical Considerations........ 10-15

FUNCTIONDistinguishing Ranks Among NATOCountries ..................................... 10-17

READING/WRITING SKILLEvacuee Processing ................... 10-20

LISTENING SKILLListen and Take Notes ................ 10-25

WRITING/SPEAKING SKILLS Editing Checklist ......................... 10-26

GLOSSARY ..................................... 10-27

ENRICHMENT ACTIVITIESTroublesome Grammar .............. 10-30Universal Declaration of HumanRights ........................................... 10-31

WRITING/READING SKILLIdentifying Your Opinion .............. 10-35

LEARNING STRATEGYKeeping a Learning Log ............. 10-38

VOCABULARYTactical Considerations ............ 10-14

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r 1 0 - 3

LEARNING STRATEGIES

In this course you have learned manylearning strategies. Think about ways youcan apply these strategies to your futurelearning.

Planning

Exercise 1

Continue to use your planning guide tohelp you stick to your schedule. Now,complete the schedule for Unit 10 in thesame manner as you did those of theother units.

Unit 10 Schedule

Day Plan Actual

Mon _____ _____

Tue _____ _____

Wed _____ _____

Thurs _____ _____

Fri _____ _____

Sat _____ _____

Sun _____ _____

READING SKILL

Exercise 2

Before you read the introduction to thisunit, write in your notebook what youthink the objective of a noncombatantevacuation operation is. From a militaryviewpoint, is it strictly a single militarytask, a humanitarian task, or both?

Read the following selection which is anintroduction to noncombatant evacuationoperations. Then, in your notebook, writethe answers to the questions.

Introduction

Noncombatant evacuation operations(NEO) evacuate personnel from locationsin a foreign (host) country. Frequently,those evacuated are civilians whose livesare in danger. Additionally, evacuation ofthe following personnel may be required:

� military

� host country nationals

� third country nationals.

A noncombatant evacuation operation issuited for teams of military personneltrained in amphibious warfare operationsbecause it is similar to an amphibious raidinvolving swift incursion into, or tempo-rary occupying of, an area. It ends with aplanned withdrawal after completion of themission.

In the Navy, NEO is one of the mostimportant and traditional missions. For theAmphibious Readiness Group/MarineExpeditionary Unit Special OperationsCapable (ARG/MEU[SOC]), it is theprimary mission. Units must be ready toevacuate civilians from overseas in time ofcrisis. Throughout its lengthy history, theamphibious force has been called upon to

incursion: a sudden,brief invasion or raid

suited for: appropriatefor; right for


land the Marines and evacuate Ameri-cans from locations such as the MiddleEast, Central America, and the Caribbean.

Although NEO missions may be con-ducted as an independent military task,they may also be conducted in thecontext of larger peace support opera-tions. These missions help relieve humansuffering, especially in circumstanceswhere responsible authorities in the areaare unable, or possibly unwilling, toprovide adequate service support to thepopulation.

In NEO, the maritime forces havesignificant characteristics which permitthem to offer invaluable contributions toa NEO. For example, they have the abilityto place their equipment, personnel,plans, etc., early in a crisis; they canoperate in international waters; further-more, they can maintain their position forlong periods of time.

It differs from an amphibious raid sinceforce used is normally limited to thatrequired to protect the evacuees and theevacuation force.

Source: EXTAC 1010, �InformationSheet 18.13,� August 1996.

Exercise 3

1. What is the primary mission of NEO?

2. Why do we say that NEO is ahumanitarian operation?

3. What three abilities make the maritimeforces the best for NEO?


Exercise 4

Read the following three paragraphstitled �Special Nature of EvacuationOperations.� After you have finished,write the main idea of each paragraph inyour notebook. Ask yourself, �What pointdid each paragraph make?� Then,answer the comprehension questions atthe end.

Special Nature ofEvacuationOperations

Evacuation operations differ from othermilitary operations since control of theoperation may not pass from the civiliandiplomatic staff at the time of evacuation.And, since the decision to evacuate isbased on the political rather than themilitary situation, the order to evacuatemay be delayed until the last possiblemoment. In addition, prior coordinationand site survey will probably have beenrestricted since this might be viewed as atacit admission of political failure.

The evacuation force commander must beprepared to deal with the situation as itexists at the time of evacuation. Evacua-tion sites and timing of the operation willbe determined by the diplomatic view ofthe local situation. Evacuation operationsare politically sensitive and will certainlybe monitored, if not controlled, from thehighest level.

Rules of engagement (ROE) will probablybe such that the evacuation force com-mander who has no authority to preempthostile action by preventive militarymeasures must, nevertheless, be preparedto defend the evacuation from dissidentforces. Thus, if given the opportunity, theevacuation force commander mustinfluence the ROE in such a way as toprovide maximum leeway to the NEO force

preempt: to cause tohave no influence orforce by means oftaking action inadvance

dissident: descriptiongiven to an individualor a group that openlyand strongly dis-agrees with anopinion or a group

Learning Strategy

Deciding thepurpose of a

particular articleahead of time helpsyou organize your

thoughts on a topicyou are about to

study.


so as not to unduly restrain use of force,where necessary.

Source: EXTAC 1010 NoncombatantEvacuation Operations (NEO), August1996.

Exercise 5

1. Why is the order to evacuate given atthe last possible moment?

2. Who or what determines the timing ofthe operation?

3. What must the evacuation forcecommander be prepared to do?

VOCABULARY

Listen to the reading titled �PoliticalAspects� and follow along. The newvocabulary is in italics. As you listen tothe reading, circle the words you do notknow.

Political Aspects

Evacuation operations will probably beconducted in an environment wherepolitical considerations and constraintswill be more important than in most othertypes of military operations. NEO partici-pants will not be actively engagedmilitarily against the forces posing a threatto the noncombatants. Therefore, militaryaction will be limited by the situation.Political constraints may also be imposedon the introduction of military personnelinto a country prior to an evacuationoperation, thus hampering planning andpreparation.

Every attempt should be made to cooper-ate, without compromising mission needs,with diplomatic personnel, because theycan keep the NEO forces fully apprised ofthe situation ashore.

Diplomatic Organization

Participating NEO nations may choose toestablish an ad hoc NEO supervisingorganization chaired by a senior diplomat.Representatives of the defense ministries,senior military officers, and representativesfrom other appropriate departments andagencies of the participating NEO govern-ments are members. Its responsibility is toensure the coordination of planning andthe implementation of the diplomatic andmilitary plans for the protection or evacua-tion of the noncombatants.

Liaison groups may be established on therecommendation of the NEO supervisingorganization to ensure coordination ofplanning in the field, and provide adviceand guidance in operational planning andexecution.

Embassy Representatives

Maritime forces involved in NEOs shouldbe familiar with the duties of the followingdiplomatic positions found in embassies:

The Ambassador/Chief of Mission (COM)is the senior official, military or civilian, in

unduly: improperly

Learning Strategy

When youunderstand themain idea or

general idea of areading, it is easierto understand the

details.


the embassy. The ambassador is thesenior diplomatic representative of hisnation and reports to his nationalauthority through diplomatic channels.He has the responsibility for overalldirection, coordination, and supervisionof his government�s activities in the hostcountry.

Deputy Chief of Mission (DCM) is thesenior diplomatic official in the embassybelow the rank of ambassador, and isnearly always a career foreign serviceofficer. The DCM usually chairs thecountry team meetings and coordinatesthe embassy.

Chief of Military Mission (CMM) is thesenior military person at the embassy. Hemaintains liaison with the host nation�smilitary forces, and is authorized by lawto perform certain military functions withthe host country�s military that arebarred to others. The CMM is aware ofthe advance party forward commandelement (FCE). He is sent by the JointTask Force (JTF) or Amphibious ReadyGroup (ARG) upon notification of theNEO.

Chief of Station (COS) is responsible forgathering human intelligence (HUMINT)and signal intelligence (SIGINT) and forinforming the ambassador.

Defense Attaché Officer (DAO) is themilitary person attached to the embassyin a diplomatic status representing hisnational defense ministry or department.He can facilitate access to the dailyembassy situation reports (SITREPs) andother written intelligence. All militarypersonnel, even those not assigned tothe embassy or under direct control ofthe ambassador, usually must coordinatetheir activities through the DAO. In someembassies, military personnel assigned tothe embassy security detachment mayreport to an embassy security officer. Theexception is the Marine Security Guard(MSG) detachment.

The Administration Officer (AO) isresponsible for various activities at theembassy compound. It may includemaintaining security at small posts;running the commissary, motor pool, andmaintenance activities; and handlingmonetary aspects of the embassy busi-ness including foreign service nationalpayroll, cash collection, and budget. TheAO is often the third in command in theembassy hierarchy. In a small post with nosecurity officer assigned, the AO willassume the functions of the securityofficer and have operational control of thesecurity detachment.

The Political Officer is a career diplomatwho reports on political developments,negotiates with the host government, andrepresents views and policies of his owngovernment to his contacts. The politicalofficer maintains regular contact with hostgovernment officials, political, laborleaders, and other influential citizens of thehost country as well as third countrydiplomats. The political officer is a majorcontributor to the overall intelligencepicture.

The Economic Officer is a career diplomatwho analyzes, reports on, and advisessuperiors and diplomatic ministry person-nel on economic matters in the hostcountry. Economic officers also negotiatewith the host government on trade and


financial issues. They may also work inclose contact with relief organizations.

The Consular Officer�s main duty is toscreen, process, and grant passports andvisas. Other duties include attending tothe welfare of his nation�s citizens andadministrative tasks such as maintaining acount of his own country�s nationalswithin the host country. The consularofficer can assist with screening docu-ments of potential evacuees by providingappropriate personnel and instruction.

The Medical Officer is qualified for generalpractice and able to respond to and set uptriage, trauma, and mass casualty opera-tions. The medical officer can also advisethe NEO forces on indigenous diseasevectors and proper prophylaxis necessaryfor forces introduced into country.

The Security Officer is responsible for thesecurity functions of the embassy. Thesecurity officer oversees the personnelassigned to various security duties,including personal protective services forthe ambassador, his deputy, and others. Insome embassies, the military securitydetachment reports to the security officer.

The General Services Officer (GSO) isnormally responsible for buildings,grounds, construction, vehicles, andmaintenance.

The Country Team consists of the rankingrepresentatives of embassy sections andother government agencies operatingwithin a country. It is chaired by theambassador or his deputy and meetsregularly to advise the ambassador onnational matters and to review currentdevelopments in the country.

The country team could include thefollowing personnel:

� ambassador

� deputy chief of mission

� chief of political section

� political/military affairs officers

� consular officer

� administration officer

� economics officer

� various specialists

If available, the country team systemfacilitates rapid interagency/consultation/action on recommendations from the fieldand effective execution of nationalprograms and policies.

Source: EXTAC 1010 NoncombatantEvacuation Operations, August 1996.

After you turn off the recording, silentlyread the paragraphs again. Next, in yourdictionary or the glossary of this unit,look up the meaning of the words you donot know. Then, complete Exercise 6.

Exercise 6

Complete the following sentences withthe correct form of the words from thelist provided.

ad hoc chair prophylaxisbar apprise monetaryscreen grant triageindigenous vector

1. A primary objective for the medicalofficer is to establish _______.

2. All applications for visas to visit the USmust first be _______ by the USConsulate in the host country.

3. An _______ committee was created todeal with the problems created by thelarge number of refugees entering thecountry.


4. Major General Holmes _______ thecommittee that is responsible forbudget matters.

5. The deputy chief of the mission keptthe ambassador _______ of the NEOin his country.

6. The security officer _______permission for the reporters to enterthe embassy.

7. Captain Saenz trained his staff onprocedures for treatments of thediseases that are _______ toPanama.

8. LT Andrews _______ all weaponsfrom entering the Consulate.

9. Sometimes a court martial rulingresults in a _______ penalty as wellas prison time.

10. A series of inoculations is the proper_______ given to personnel goinginto regions that are known to havemany tropical diseases.

11. In some areas of Central America,there are _______ that carry bothfatal and nonfatal diseases.

GRAMMAR

Self-Test ForReview OfGrammar

Exercise 7

This grammar self-test will review all ofthe points of grammar given in Units 1-9. Select the letter of the sentence thatillustrates the correct use of thegrammar structure. Write the answer inyour notebook. Then check youranswers in the answer section.

1. a. The order issued by the Admiral.

b. The order was issue by theAdmiral.

c. The order was issued by theAdmiral.

2. a. The speed of the vessel is reducewhen the vessel approaches themother ship.

b. The speed of the vessel isreducing when the vesselapproaches the mother ship.

c. The speed of the vessel isreduced when the vesselapproaches the mother ship.

3. a. The sailor must attends themeeting.

b. The sailor must attend themeeting.

c. The sailor must attended themeeting.

4. a. Military personnel don�t have todrive military vehicles withoutauthorization.

b. Military personnel must not drivemilitary vehicles withoutauthorization.

c. Military personnel must not todrive military vehicles withoutauthorization.

5. a. The engineer couldn�t hadrepaired the engine even if hehad had help.

b. The engineer couldn�t haverepair the engine even if he hadhad help.

c. The engineer couldn�t haverepaired the engine even if hehad had help.


6. a. The sailor didn�t have to file thereport.

b. The sailor didn�t had to file thereport.

c. The sailor had not to file thereport.

7. a. If you see LCDR Schmidt, givehim the message.

b. If you have seen LCDR Schmidt,give him the message.

c. If you seen LCDR Schmidt, givehim the message.

8. a. If you receive more pay, whatwould you do with it?

b. If you had received more pay,what would you do with it?

c. If you received more pay, whatwould you do with it?

9. a. What would you have done ifyou had detected the goblin?

b. What would you have done ifyou detect the goblin?

c. What would you have done ifyou detected the goblin?

10. a. If a search pattern is notsuccessful, what could you havedone?

b. If a search pattern is notsuccessful, what do you do?

c. If a search pattern is notsuccessful, what did you do?

11. a. When the sailors are hearing theexplosion, they hit the deck.

b. When the sailors heard theexplosion, they hit the deck.

c. When the sailors have heard theexplosion, they hit the deck.

12. a. We completed the SWOStraining late yesterday.

b. We have completed the SWOStraining late yesterday.

c. We had completed the SWOStraining late yesterday.

13. a. The helicopter is hovering on thedistressed craft.

b. The helicopter is hovering overthe distressed craft.

c. The helicopter is hovering by thedistressed vessel.

14. a. The brevity code wordSTRANGLE refers to switchingon equipment.

b. The brevity code wordSTRANGLE refers to switchingfrom equipment.

c. The brevity code wordSTRANGLE refers to switchingbefore equipment.

15. The Admiral said, �I require prompt-ness from everyone.�

a. The Admiral said that he requirespromptness from everyone.

b. The Admiral said that I requiredpromptness from everyone.

c. The Admiral said that he requiredpromptness from everyone.

16. a. Just now the admiral told us thathe requires promptness fromeveryone.

b. Just now the admiral told us thathe required promptness fromeveryone.

c. Just now the admiral told us thathe had required promptness fromeveryone.

1 0 - 1 0 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

17. a. He asked me did I enjoy my firsttour of duty.

b. He asked me if I enjoy my firsttour of duty.

c. He asked me if I enjoyed myfirst tour of duty.

18. a. The medical officer inquired ifthe evacuees were aboard andwhether any were in need ofassistance.

b. The medical officer inquired ifthe evacuees were aboard anddid any need assistance.

c. The medical officer inquired ifthe evacuees were aboard andwere any in need of assistance.

19. a. It is urgent that the SAR beginimmediately.

b. It is urgent that the SAR beginsimmediately.

c. It is urgent that the SAR mustbegin immediately.

20. a. The MEDEVAC team insistedthat the patient took hismedicine.

b. The MEDEVAC team insistedthat the patient take hismedicine.

c. The MEDEVAC team insistedthat the patient has took hismedicine.

READING SKILL

Exercise 8

Before you read the following article, inyour notebook write what you think theanswers are to the questions thatfollow.

1. What are embassies and consulatesrequired to have?

2. Normally, when does an evacuationtake place?

3. What can be expected prior to theintroduction of the NEO forces?

Read the story as quickly as you can.Without looking back in the reading,complete the comprehension questionsat the end of the selection. Then, rereadthe story to check your answers.

Embassy/Consulate Plans

Embassies and consulates generally haveemergency action plans for the area undertheir cognizance. These plans andphotographs include:

� evacuation sites (landing zones, ports,beaches)

� number of evacuees (total and by area)

� assembly areas

� command posts

� key personnel (name, location, meansof contact).

Schedule

The national ministry of state, acting onthe advice of the ambassador, will deter-mine when evacuation of designatedpersonnel will take place. Normally,evacuation will commence in accordancewith the prepared emergency plans usingscheduled airline, chartered flights, orsurface transportation. If evacuationrequirements exceed the capability of thediplomatic mission, the designatednational authorities may request militaryassistance from NEO military forces. In thiscase, when directed by the NEO forcestasking authority, the military commander

cognizance: the officialauthority over some-thing

Learning Strategy

Avid reading willimprove your

ability to recognizewords and willenlarge yourvocabulary.

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r 1 0 - 1 1

tasked will initiate appropriate militaryoperations.

Prior to the introduction of NEO forcesinto an evacuation situation, expect thatother courses of action, including militaryfixed-wing airlift or sealift evacuation, willhave been unsuccessfully attempted orhave been determined to be infeasible. Atthis point, cognizant national authoritieswill direct the NEO force commander toconduct evacuation operations usingavailable transport, including helicoptersstaging from amphibious ships operatingin the evacuation objective area. The NEOforce commander will coordinate with theambassador and publish an operationalorder which specifies the evacuation forcecomposition, launch times, force se-quence, ingress/egress routes andprocedures, and coordination and controlinstructions. Command relationshipsbetween the amphibious force and landingforce commanders are essentially the sameas for other amphibious operations.

Command and Control

Steps should be taken to ensure that thecombined participation of diplomatic andmilitary elements does not blur lines ofcommand and control already established.

� Military NEOs are initiated only at therequest of the senior diplomaticrepresentative on scene. Until thattime, the evacuation may be conductedas a civilian operation under thedirection of the ambassador or his

representative. When the securitysituation and risk to evacuees isunacceptable to the ambassador, arepresentative will request evacuationby military means and pass operationalcontrol to the on-scene militarycommander. Close military coordinationup to the point of turnover of opera-tional control will add to the overallsuccess of the operation. Although theambassador is not in the military chainof command and control, his decisionsand actions, coordinated with hisnational ministry of state, can influencethe course of the operation and thedecisions made concerning theemployment of NEO military forces.

� If the evacuation is an entirely amphibi-ous operation, the relationship betweenthe Commander Amphibious TaskForce (CATF) and the CommanderLanding Force (CLF) will followestablished doctrine.


Exercise 9

Circle T if the statement is true, andcircle F if the statement is false.

1. The ambassador, under the advice ofthe national ministry, will determinewhen evacuation of designatedpersonnel will take place.

T F

2. The ambassador is in the military chainof command. T F

3. The ambassador�s decisions andactions can influence the course of theoperation and the decisions madeconcerning the employment of NEOmilitary forces. T F

cognizant: aware orinformed

ingress: entrance;inbound path

egress: exit; outboundpath

blur: to cause to beunclear or indistinct

infeasible: not easilydone; impractical


VOCABULARY

Listen to the reading titled �EvacuationOperations� and follow along. Theitalicized words are the new vocabulary.As you listen to the reading, circle thewords you do not know.

EvacuationOperations

Evacuation operations are characterizedby uncertainty. Alternative plans must bedeveloped for permissive, uncertain, andhostile environments. Evacuationoperations may be directed withoutwarning because of sudden drasticchanges in a country�s government,reoriented political/military relationshipswith the NEO force nations, or a suddenhostile threat to evacuees from a forcewithin or external to the host country. Apremium must be placed on readiness togo from a day-to-day routine to a time-collapsed alert and execution of evacua-tion operations.

PermissiveEnvironment

This condition envisions no resistance toevacuation operations and thus requireslittle or no assembly of combat forcesashore. Evacuees may or may not havebeen processed and assembled atdesignated assembly areas, evacuationpoints, and sites. In such an environ-ment, the NEO forces can expect the hostnation to concur with and support theevacuation. The NEO military commandershould deploy the minimum forcesnecessary to provide security. Discreet,

prudent preparations should be made soas to enable the force which is conductingthe NEO to respond to any threats to theevacuees.

UncertainEnvironment

This is an operational environment inwhich host government forces, whether foror against evacuation operations, do nothave total effective control of the territoryor population in the intended area orcountry of these operations.

Hostile Environment

This condition envisions evacuation ofpersonnel under conditions ranging fromcivil disorder to terrorist action to full scalecombat. Under such conditions, the NEOforces must be prepared for a wide rangeof contingencies. In addition to normallogistic personnel evacuation, they may berequired to

� conduct an amphibious landing

� establish defensive perimeters

� escort convoys

� participate in personnel recovery

� screen evacuees (this is usually doneby a diplomatic official).

Hostile Forces

If an evacuation operation has developedover an extended period, detailed informa-tion on enemy order of battle should bemade available. As the enemy advancesand the threat becomes one of nationalsurvival for the host country, confusionwill dominate and details of the enemyorder of battle will tend to be lost. Enemysympathizers or hostile guerrillas may takethe opportunity to appear within the areaand actively engage and disrupt friendlyforces and the population.

Added to this indeterminate threat,evacuation planners may be uncertain asto mass action by the previously friendlypopulation. At best, there will be some


2.___upheaval b. uncertain

3.___discreet c. to imagine as afuture possibility

4.___prudent d. to put high valueon

5.___sympathizer e. careful aboutwhat is said anddone

6.___envision f. a sudden, violentdisturbance

7.___indeterminate g. sensible/wise

LISTENING/WRITING SKILLS

Dictation

Exercise 11

In your notebook copy the incompleteoutline that follows. Then listen to thereading titled �Execution.� As you listen,fill in the missing information in theoutline. You may want to listen to theentire selection one time; then thesecond time you listen to it, fill in themissing information.

Execution

1. Locations of Evacuations

a. ____________________________

b. ____________________________

c. ____________________________

d. ____________________________

e. ________________________

need for crowd control. At worst, thepopulation may turn against the evacueesand evacuation forces and activelyattempt to destroy life and property. Anevacuation operation that developswithout warning because of suddeninternal host country upheaval (eitherfrom internal or external forces) will alsoface an uncertain threat. The nature ofsuch an occurrence defies any precisedefinition of hostile forces order of battle.


After you turn the recording off, silentlyread the paragraphs again. Look up anywords you do not know and completeExercise 10.

Exercise 10

Match the vocabulary word with thecorresponding meaning.

1.___premium a. person(s) thatshows approvalor agrees withthe ideas ofothers

Learning Strategy

Using an outline isa good way toorganize your

thoughts and ideasfor an oral as well

as a writtenpresentation.


2. Selection of Transportation

a. ___________________________

b. ___________________________

c. ___________________________

3. Surface/Amphibious NEO

a. ___________________________

b. ___________________________

c. ___________________________

d. ___________________________

e. ___________________________

f. ___________________________

g. ___________________________

4. Air/Helicopter NEO

a. ___________________________

b. ___________________________

c. ___________________________

d. ___________________________

e. ___________________________

f. ___________________________

g. ___________________________

h. ___________________________

5. Combination

a. ___________________________

b. ___________________________

6. Moving initial pick up point

a. ___________________________

b. ___________________________

Source: EXTAC 1010 NoncombatantEvacuation Operations (NEO), August1996.

VOCABULARY

Listen to the reading titled �TacticalConsiderations� and follow along. Thenew vocabulary words are in italics. Asyou listen to the reading, circle anywords you do not know.

TacticalConsiderations

National ministries or state departmentsenter prominently into the planning ofNEO. Embassies in each country have theresponsibility to

� select and determine the number ofevacuees

� inform and congregate evacuees at theevacuation site

� select and make diplomatic arrange-ments for safe havens for the evacueesin other countries.

Because of the political consequences,diplomatic personnel can be expected toparticipate in evacuation operations. Thefact that evacuation operations arenecessary shows that political relationswith a particular country have deterio-rated to the point where personnel mustleave. Frequently, the order to evacuate isdelayed until the situation is critical.

However, once the decision is made tointroduce military force to conduct theevacuation and the execution order isreceived, control of the entire operation istransferred from the ambassador to theevacuation force commander. Execution ofthe military evacuation plan is initiatedonly at the request of the senior diplomaticrepresentative on scene. Once this is done,local government officials and local

Learning Strategy

Highlighting orcircling important

words and conceptshelps you rememberthem better and find

them faster whenyou need them.


warring factions must be warned againstattempts to restrict the force�s access toand from the evacuation point(s).

Naval Force

Each NEO scenario is unique and requiresclose liaison with the embassies. Thenaval force will plan to transport, protect,land, and support the landing force. Theseplans will include: amphibious intelligence,communications, supporting arms,logistic/combat service support, ship toshore movement, and force defenseplanning against unknown, diffuse, orsporadic threats.


After you turn off the recording, silentlyread the paragraphs again. Next, in yourdictionary or the glossary of this unit,look up the words you do not know andwrite their definitions in your notebook.Then complete the next exercise in thetext.

Exercise 12

Choose the correct word for the blankspace in each sentence. Copy thecompleted sentence in your notebook.

1. The diplomatic staff will _____ in theambassador�s office for the evacuationbriefing.

a. congregate b. control

2. The Red Cross shelter provided aperfect _____ for the three refugees ofthe war torn country.

a. haven b. figure

3. Even after the peace talks, the relation-ship between the two countriescontinued to _____.

a. deteriorate b. flow

4. Has the ambassador and his staff seenthe _____ for the NEO?

a. scenario b. haven

5. The gunfire was no longer regular, but_____.

a. sites b. sporadic

6. The _____ fighting forced the ambas-sador to order the evacuation of hisnation�s personnel.

a. diffuse b. direct

VOCABULARY

Now listen to the article titled �NontacticalConsiderations.� The new vocabulary isin bold italics. As you listen to thereading, circle the words you do notknow.


NontacticalConsiderations

Nontactical considerations for navalpersonnel are contained in the followingparagraphs.

Medical Regulating

A medical regulating organizationcoordinates the movement of casualtiesfrom the evacuation site to a medicalfacility that is capable of providing therequired treatment. The followingorganizations provide medical regulatingand treatment:

� Fleet Surgical Teams (FSTs) are 16-person medical augmentation teamsthat are permanently assigned to fleetcommanders to support deployedcommitments. Their services must berequested well in advance.

� Medical Mobile AugmentationReadiness Teams (MMARTs)provide medical augmentation duringpeacetime contingencies, such asNEO, and have the following medicalcapabilities: surgery, specialtytreatment, special psychiatric rapidintervention team, preventivemedicine, and disaster support. It isimportant to note that not one teamprovides all of these services. Each isprovided by separate teams which arenormally located at naval hospitals.For a specific capability, the CATFcan request and receive a specializedteam within 24 to 48 hours.

� Medical regulating control center(MRCC) coordinates the movement ofcasualties with the AmphibiousObjective Area (AOA). It is normallycollocated with the primary Helicop-ter Direction Center (HDC) andmanned by the Fleet Surgical Team(FST) or MMART personnel.

� Primary Casualty Receiving andTreatment Ships (PCRTSs) are shipswith the best available medicaltreatment resources, normally LHD

(Amphibious Assault Ship-Multi-Purpose), LHA (Amphibious AssaultShip - General Purpose), LPH (Amphibi-ous Assault Ship - Helicopter), or CV/CVN (Multi-purpose Aircraft Carrier/Ocean Control Carrier) Class ships.These ships can also act as primaryships for handling mass casualtieswhich may arise from a NEO mission.Mass casualty teams can also beformed from the Combat ServiceSupport Element (CSSE).

Search and Rescue(SAR)

The need for SAR in an uncertain orhostile NEO environment is readilyapparent. The SAR mission may beaccomplished by the following means:

� A helicopter special detachmentmission. Combat-capable, two aircraftdetachment employing SH-60HSeahawks. Helicopter special missionsquadrons are reserve units and are notavailable unless mobilized.

� MH-53 Pavelow helicopters may beintegrated with the CVW (Carrier AirWing) strike package.

� In the absence of the above assets,UH-1N helicopters from the ATF(Amphibious Task Force) may be usedfor SAR.

Medical/Dental

During evacuation operations, it may bedifficult or impossible to insert andestablish the medical support functioninherent to the CSSE within time andoperational constraints. Comprehensiveand detailed casualty and medical supportplanning must be implemented to coverimmediate medical and surgical treatmentpoints. Special support units organized forthis purpose may save lives and permit amore expeditious evacuation. Dependingon the size and scope of the evacuationoperation, there will be the potential forlarge numbers of both military and civiliancasualties.


Exercise 13

Match each of the vocabulary words withits definition.

1.___psychiatric a. enlarge thecapabilities/skills of some-thing

2.___collocate b. relating tomental disor-ders

3.___augmentation c. an essential partof something

4.___expeditious d. to place together

5.___inherent e. done with speedand efficiency

FUNCTION

DistinguishingRanks AmongNATO Countries

Distinguishing the insignia and ranks ofofficers and enlisted personnel is vital foreffective interaction in multinationalmaritime operations. Refer to the January2000 issue of All Hands, pages 22 and 23,to do the following exercise which wasdeveloped to help you distinguish ranks.

Fill in the appropriate information in thecolumn titled �Your Country.� The othercolumns have the NATO insignia/code andUS insignia/code. Is there a difference inyour country�s insignias/codes and thoseof the US?

Figure 10-1. Rates


Figure 10-2. Ranks


Figure 10-3.Evacuation CensusForm

EVACUATION CENSUS FORM

1. Form serial number:

2. Name:

3. Passport number:

4. Country of passport issue:

5. Nationality of subject:

6. Place of birth:

7. Date of birth:

8. Citizenship:

9. Sex:

10. In company with:

Name:Last First Middle

___________ __________ ___________ __________ Sex Age Form No. Relationship

11. Person to be notified:

Name:Last First Middle

Address:

Relationship:

12. Occupation:

13. Languages (translate/interpret):

14. Medical problems:

15. Allergies to medication:

16. Location (ship embarked):



Exercise 14

Before reading the next selection, scanthe material first. Consider the follow-ing questions: What is the differencebetween a beach evacuee processingand a board ship evacuee processing?What are the special considerationsfound in both? What security measuresare stated? If you were in charge of anevacuee processing, what are some ofthe problems you might encounter?How would you handle them?

EvacueeProcessing

Evacuee processing may take place onland, on board ship, or both. In eithercase, a comprehensive plan for receptionand care of evacuees should be in effect.Caring for civilians and maintaining orderin and around the evacuation site are theprime responsibilities.

Beach

Use the following procedure for thehandling of evacuees if evacuationprocessing takes place on land:

� establish an Evacuation ControlCenter (ECC) to process evacuees;

� use military police when available;

� use recognizable markings on NEOpersonnel, vehicles, and equipment;

� disarm evacuees prior to evacuationprocessing;

� provide for safekeeping and securityof valuables during processing;

� provide interpreters for bilingualinformation at control sites;

� upon initial screening, use tags forvisual identification;

� establish provisions for handlingwomen, children, and disabled/injured;

� use diplomatic personnel of the samesex as evacuees to conduct searches;

� have medical personnel present;

� establish procedures forVIPs,government officials, and third-country nationals;

� organize evacuees and establish asingle point of contact between theevacuee group and the militarycommander. Contact with civic officialsmay increase control/response for theevacuation;

� move evacuees to ATF ships vialanding craft or helicopters.

Ship

Should the environment on land precludeprocessing ashore, evacuees will beprocessed aboard ship.

The pre-embarkation procedure includesthe preparation of handouts and indoctri-nation material for evacuees, including thefollowing:

� welcome aboard procedures;

� ship�s capabilities and limitations;

� a sketch of the ship, showing evacu-ees� berthing and messing spaces;

� services available to evacuees includ-ing medical, laundry, valuable safe-keeping and nursery;

� emergency procedures includingabandon ship and fire on ship;

� billeting procedures and consider-ations involved in the assignment ofberths;

� baggage handling procedures;

� ship�s history and backgroundinformation;

� two different colored tags, one color forhold baggage, the other for baggage

safekeeping: kept insafety; protection

preclude: prevent fromhappening

indoctrination: instruc-tion; to teach

berthing: relating tosleeping quarters

messing: relating toeating arrangements

nursery: place whereparents can tempo-rarily leave theirchildren

billeting: assigning ofsleeping quarters


needed by evacuees in their compart-ments during the trip;

� locally prepared census, including nextof kin information.

Reception planning and ship preparationshall proceed as follows:

� Prepare a berthing plan that will allowfor emergency berthing as well asdouble or triple berthing of own ship�spersonnel. Consider the needs ofwomen, children, elderly, and infirmevacuees with regard to requirementsfor isolation, privacy, and proximity tosick bay.

� Designate an initial holding area on theweather decks for welcoming evacueesaboard and conducting introductionbriefings. Prepare the area in a way thatprevents evasion of processing.Station sentries as required.

� Designate a sheltered census areawhere all evacuees will complete thelocally prepared census forms.

� Assign berthing area supervisors,billeting guides, baggage handlers,ladder guards, and general assistancepersonnel.

� Identify bilingual ship�s company for atranslator pool.

� Prepare the medical department toscreen all evacuees for treatment.Liaison with the ECC ashore willindicate the need for emergencytreatment. In addition, make thefollowing preparation:

· prepare medical triage for adminis-tering first aid and inoculations asrequired.

· prepare sick bay to receive medicalemergencies as they arise.

· prepare the isolation ward forevacuees with contagious diseases.

· establish an infant feeding centerstocked with plastic baby bottles,disposable plastic liners, disposable

diapers, and one blender for foodpreparation.

� Prepare ID tags for each evacuee thatwill state their name and assignedberthing area. Assign berthing inaccordance with following guidelines:

· segregate NEO nation citizens fromforeign nationals;

· reserve wardroom and spaces forVIPs, government officials, andmothers with children three yearsand under;

· assign no more than two families tosixman rooms.

� Designate billeting guides to escortevacuees to their assigned berthingareas and to remain with them untilrelieved. Place an OIC (Officer inCharge) of all billeting guides and aCPO in charge of each berthing area.

� Prepare the CPO in charge of eachberthing area to indoctrinate onmessing, head facilities, and generalinformation about the ship. Stow lifejackets in vicinity of the evacueeberthing area.

� Designate head facilities in vicinity ofevacuee berthing areas for the sole useof evacuees. Make provisions forseparate male/female facilities.

� Establish and promulgate water hours.

� Assemble, brief, and post berthing areasupervisors, billeting guides, baggagehandlers, ladder guards, and generalassistance personnel.

� Conduct a boat brief to include thefollowing preparations:

· Provide boats with adequatenumbers of life jackets and cargonets for baggage.

· Provide minimum of six militarypersonnel per boat. A minimum oftwo of these will be armed; weaponswill be kept out of sight to avoidalarming the evacuees.

next of kin: nearestrelative/relatives,usually bloodrelative

infirm: sick; ill

sentries: militaryguards

pool: a supply of trainedpersonnel

inoculations: injectionsagainst diseases

wardroom: a roomwhere officersgather to relax, sit,etc.

head: toilet andwashroom

Learning Strategy

Keep a list ofwords that you want to learn.

Reserve a specialplace in yournotebook for

this list.


· Designate one boat as a patrol craftto control foreign craft around theship�s boarding ladders.

� Establish well-marked traffic routes.Avoid bottlenecks in the vicinity ofladders.

� Rig the accommodation ladder withsafety lines.

� Instruct messmen and messdeckmasters-at arms to adhere to thefollowing procedures:

· The infirm shall go to the headof the mess line.

· Evacuees shall eat and clear themess decks without delay.

· Tea shall be made available,especially for foreign nationals.

· Hold a full dress rehearsal for allreceiving, processing, and securitystations.

Embarkation procedures include thefollowing:

� Assemble the various details and poston station such as security patrolsand baggage handlers.

� Thoroughly search all personnel andbaggage prior their boarding the ship.Once searched, alphabeticallyassemble all baggage to facilitatesorting, locating, and tagging.Separate the baggage into twocategories:

· hold baggage

· baggage to be used by evacuees intheir berthing area.

� Welcome evacuees aboard and briefthem in the initial holding area.

� Collect personal data by using a formsimilar to that found in figure one andissue berthing assignments in thecensus area. Issue ID tags stating theirassigned berthing to all personnel.

� Collect valuables at the census area.The evacuees will seal valuables inenvelopes, label them with identifyingdata and turn them over to the ship�sdisbursing officer for secure storage.Receipts will be issued for envelopesthat are collected.

� Screen evacuees for obvious medicalproblems, provide for on-the-spot firstaid, and inoculate those evacuees inaccordance with World HealthOrganization requirements. Anypatient with a suspected contagiousdisease shall be admitted to theisolation ward. If there are several ofthese patients, designate a separateberthing compartment.

� Determine if there are doctors andnurses among the evacuees. Integratethem into the different medical depart-ments.

� Following the processing in the censusarea, billeting guides who are underthe direction of the OIC will escort theevacuees to their assigned berthingareas. The guides will remain thereuntil relieved.

� The CPO in charge of each berthingarea will indoctrinate evacuees onmessing, head facilities, and generalinformation about the ship. He will alsodistribute sheets, blankets, towels, andsoap.

Procedures for transits over 48 hours arethe following:

1. Establish a passengers committeeconsisting of two evacuees per

bottlenecks: placeswhere movement orprogress is slowedup or halted becausetoo much must passthrough


compartment. The passenger commit-tee will meet daily with the ship�sexecutive officer.

2. Publish for the evacuees a dailynewsletter to serve as the principalmedium for giving information.Supplement the newsletter withannouncements on the ship�s closedcircuit television (CCTV) and thegeneral announcing systems.

3. Schedule meal hours in a way that willavoid long waiting periods.

4. Establish general quarters stations forevacuees at their respective berthingareas.

5. In the event that emergency stationsare ordered, guides will report to theberthing area and remain with theirgroups. Orders to evacuees will bepassed over the general announcingsystem.

� The executive officer shall be in directcommand of evacuees during anabandon ship evolution and shalldirect their movements through theguides.

Debarkation procedures are the following:

� Disseminate the debarkation plan inwriting to all evacuees. Use thepassenger committee to explain thedetails of the plan.

� Debark in groups arranged by berthingarea. Make a thorough inspection ofthe compartment for items that mayhave been left behind.

� Unaccompanied women with infantswill debark first. Families will be unitedprior to debarkation.

� Debarkation processing consists ofthree phases: immigration/passports,customs, and accommodation assign-ment. If a suitable facility exists and thehost nation is willing, all three shall bedone ashore.

� Customs is a function of the hostgovernment.

� After debarkation, accommodationsand travel are the responsibilities ofembassy officials and consular agents.

Evacuees

Guidelines for treatment of evacuees are asfollows:

� Evacuees are not prisoners of war(POW).

� Use minimum force required.

� Limit baggage to those carried by theindividual. Exceptions are evacueeswith small children and those carryingofficial documents.

� If possible, do not separate people fromtheir baggage.

� Search baggage for firearms, explo-sives, ammunition, and similar contra-band. Be firm but professional. Thesafety of all personnel is top priority.

� Do not permit pets to accompanyevacuees.

� Do not accept gifts, tips, bribes, etc.Ensure that all personnel are aware ofthese rules.

� Refer all questions about an evacuee tothe diplomatic representative.

Classification,Priorities, andConsiderations forEvacuees

Update the total number and categories ofevacuees periodically. These numbers,identification, movement, assembly, andlocation are critical to the success of theevacuation. Early coordination andcompatibility between embassy andmilitary are required for accurate estimates.

Classification

The following system will govern prioritiesof evacuations. Priority designators willinclude a combination of Roman numeraland capital letter indicating major and

medium: means ofcommunications


minor priorities assigned to each indi-vidual.

Major categories:

· I - All NEO participating nationcitizens

· II - Alien members of participatingNEO nation families

· III - Alien employees of NEOparticipating nation government /businesses

· IV - Other designated aliens

Minor categories:

· A - Women obviously pregnanat

· B - Unaccompanied children under18

· C - Aged and infirm

· D - Women with children

· E - Women 18 or older

· F - Men 18 or older

First Priority

NEO participating nation citizens in thefollowing order:

� Those with current identification,such as passports, birth certificates,military dependent ID cards, seaman�spapers, aircrew cards, and anyonedesignated as first priority by theChief of Mission (COM) regardless ofnational affiliation. COM is the finalauthority.

� Those with expired NEO participatingnation passports less than 10 yearsold.

� Those with expired NEO participatingnation passports over 10 years old.

Considerations

� Persons of higher priority may electevacuation in a lower priority to avoid

separating families. In the event it isnecessary to MEDEVAC a member of afamily, the entire family will beMEDEVACed.

� Separate certain evacuees by type.

� Do not evacuate a NEO participatingnation citizen against his/her will.

� �Standfast� - Standfast may bedirected by the commanding officer ifnoncombatants would be placed ingreater danger by evacuation than byremaining, or if transportation is notavailable.

Requests for Asylum orTemporary Refuge

� Let a diplomatic representative decidepolitical asylum versus temporaryrefuge.

� Using established procedures, notifysenior national authorities immediatelyof action taken in cases of requests forasylum or temporary refuge. Informa-tion addressees should include militarynational general staff, national ministryof state, and embassy and consularofficers.

� No information shall be released to themedia concerning requests for asylumuntil cleared by the appropriatenational authority.

� Any requests by foreign governmentsfor the return of an individual must bereported to the senior command. Untildetermination is made by seniordiplomatic officials, safeguard all thosewho have requested asylum or tempo-rary refuge. Do not release personnelagainst their will to a third party force.

affiliation: connectionwith something orsomebody



Exercise 15

Look at the following problems. If youwere part of a NEO, what would you do?In your notebook, write the rule thatauthorizes you to execute the action.

1. A member of the embassy is carrying a9mm gun. He says he must have it withhim.

2. One of the evacuees speaks onlyPolish. You speak only English.

3. A fight breaks out among three men.

4. An evacuee is confused and does notknow where his berthing space is.

5. There are three families in a six-personroom.

6. A woman is very close to giving birthto her first child. She does not want tobe separated from her husband.

7. You are informed that there is apossibility that some of the evacueesmay have typhoid.

8. You see an elderly man in a wheelchairat the back of the mess line.

9. Evacuees are afraid that they will notknow what is happening once theyleave.

10. A newspaper reporter asks you whoamong the evacuees is asking forpolitical asylum.

11. A representative of a foreign govern-ment insists you surrender the chief ofpolice who is one of the evacuees. Hetells you it will be for only one hour.

12. The families of several VIPs want to bethe first to disembark.

LISTENING SKILL

Listen to the News andTake Notes

Exercise 16

Listen to or view at least three newsbroadcasts in English this week. Use theNews Broadcast Listening/Viewing Formin Appendix G as a guide. As you listen,take notes. Ask the information ques-tions that you learned in Unit 1: Who?,What?, Where?, When, and Why? Then, inyour notebook, write answers to thequestions.



Editing Checklist

Exercise 17

Rereading and rewriting are essentialediting steps to improve your writing.Ask yourself the following questions asyou reread your speech. Circle theanswers honestly. Be prepared to makechanges and rewrite.

CONTENT

1. Is the main idea clearly stated nearthe beginning? Yes No

2. Do all paragraphs support the mainidea? Yes No

3. Do all paragraphs have a topicsentence? Yes No

ORGANIZATION

4. Are the paragraphs short withconcise vocabulary? Yes No

5. Are your ideas presented clearly andlogically? Yes No

6. Is the reader led to the conclusion,which summarizes? Yes No

LANGUAGE

7. Did you double-check those grammarpoints you usually have troublewith? Yes No

8. Do all verbs agree with their sub-jects?

Yes No

9. Do all pronouns agree with theirreferents? Yes No

10. Did you reread slowly to check thespelling and punctuation carefully?

Yes No


GLOSSARY

ObjectiveVocabulary

ad hoc (ad HOC) adj: for a special case/situation only

Since there were no specific tests forthe English class, the teacher used anad hoc test to measure the students�progress.

apprise (ap PRISE) v: to inform

The ambassador must be apprised ofall NEO operations so that he can keepthe President informed.

augmentation (aug men TA tion) n: anaddition or increase

The augmentation fleet for evacueetransport was very helpful during theNEO.

bar (BAR) v: to keep out; exclude

The single men are barred fromentering the single women�s quarters.

chair (CHAIR) v: to preside over aschairman

The Administration Officer chaired theemergency meeting which was held todiscuss problems caused by the recentflood.

collocate (COL lo cate) v: to arrange;especially to set side by side

In order to save space, the Army andAir Force offices are collocated in thesame building.

congregate (CON gre gate) v: assemble;collect

The evacuees were told to congregateat the north gate for processing.

deteriorate (de TE ri or ate) v: to make orbecome worse

The patient�s condition deteriorated sofast that the doctor ordered that he beput in intensive care.

diffuse (dif FUSE) adj: spread out; notconcentrated

The diffuse outbreak of malaria wasalmost impossible to control.

discreet (dis CREET) adj: careful aboutwhat you say or do

When the Vice President is answeringreporters� questions, he is verydiscreet.

envision (en VI sion) v: to see somethingas future possibility

ENS Weaver envisioned himself anadmiral someday.

expeditious (ex pe DI tious) adj: efficientand speedy

Carry out the commander�s orders in anexpeditious manner.

grant (GRANT) v: to give what is wantedor requested

The sailors were granted an extra dayof leave.

hamper (HAM per) v: to keep frommoving or acting freely; hinder

The panic among the people onlyhampered the quick evacuation to theship.

haven (HA ven) n: a sheltered, safe place;refuge

The cove provided a safe haven for thesailboat during the storm.

indeterminate (in de TER min ate) adj:indefinite; uncertain

Not too much was known about thesituation in Albania, so the date of theNEO was indeterminate.


inherent (in HER ent) adj: existing insomeone or something as a naturaland inseparable quality

The desire for freedom is inherent inus all.

indigenous (in DIG e nous) adj: existingor growing naturally in a region orcountry; native

The orchid is not indigenous toTexas.

monetary (MON e tar y) adj: of or havingto do with money

At the present, there is a monetarycrisis in Russia.

premium (PRE mi um) n: very high value

The instructor put a premium onpunctuality.

prophylaxis (pro phy LAX is) n: apreventive treatment especially forteeth

Getting your teeth cleaned every sixmonths is a recommended prophylaxisby many dentists.

prudent (PRU dent) adj: using goodjudgment in practical matters;cautious

When spending his money, ENSWalters is very prudent.

psychiatric (psy chi AT ric) adj: relatingto or describing the treatment, study,or disorders of the mind

Because the sailor suffered a nervousbreakdown, he was admitted into thepsychiatric ward.

scenario (sce NAR i o) n: an outline forany planned series of events, real orimagined

The military officer presented theambassador with the scenario for thecity�s evacuation.

screen (SCREEN) v: to interview or test soas to separate according to skills,personality, loyalty, etc.

The Security Officer carefully screenedevery person wanting an interview withthe ambassador.

sporadic (spo RA dic) adj: not regular; notconstant; happening from time to time

The evacuees could hear sporadicgunfire in the distance.

sympathizer (SYM pa thiz er) n: someonewho shares or understands the ideas/feelings of another

Even the cruelest leaders have manysympathizers.

triage (tri AGE) n: a system of assigningpriorities of medical treatment based onurgency, chance for survival, etc. andused on battlefields and in hospitalwards.

Triage helps save many lives duringnatural disasters as well as in battleareas.

upheaval (up HEA val) n: a sudden violentdisturbance

The NEO started earlier than expectedbecause it was learned that severalupheavals had taken place throughoutthe city.

vector (VEC tor) n: an animal, especially aninsect, that transmits a disease-producing organism to a noninfectedanimal

Vectors indigenous to the Philippinesare known to carry malaria.


Maritime Expressions

There are many expressions used inmaritime operations. A few are givenhere. Listen and repeat the words andthe sentences.

Time-collapsed (alert): effected orordered when time is a critical factorto complete a mission

The NEO military commander ordereda time-collapsed alert when the hostileforces tried to overtake the embassy.

Court martial: court of justice formilitary personnel

Because the sailor left the shipwithout permission, he will face acourt martial.

Abandon ship: order given to leave theship because of an emergency suchas sinking

The fire on the ship could not becontrolled so the captain orderedeverybody to abandon ship.

Sick bay: infirmary or first aid stationaboard ship

LTJG Jones didn�t feel well today sohe reported to sick bay.

Weather deck: topmost deck of a ship,or any exposed deck

The sailors were on the weather decksaying goodbye to their families.

Standfast: firm, fixed position

The road to the evacuation site hadbeen destroyed; therefore, theambassador ordered a standfast.

Maritime Acronymsand Abbreviations

AO: Administrative Office(r)

AOA: Amphibious Objective Area

ARG: Amphibious Readiness Group

ATF: Amphibious Task Force

CATF: Commander Amphibious TaskForce

CCTV: Closed Circuit Television

CLF: Commander Landing Force

CMM: Chief of Military Mission

COM: Chief of Mission

COS: Chief of Station

CPO: Chief Petty Officer

CSSE: Combat Service Support Element

CV/CVN: Multi-purpose Aircraft Carrier/Ocean Control Carrier

CVW: Carrier Air Wing

DAO: Defense Attaché Officer

DCM: Deputy Chief of Mission

ECC: Evacuation Control Center

FCE: Forward Command Element

FST: Fleet Surgical Teams

GSO: General Services Officer

HDC: Helicopter Direction Center

HUMINT: Human Intelligence

ICTY: International Criminal Tribunal forthe Former Yugoslavia

IPTF: International Police Task Force

JTF: Joint Task Force

LHA: Amphibious Assault Ship - GeneralPurpose


LHD: Amphibious Assault Ship - Multi-Purpose

LPH: Amphibious Assault Ship -Helicopter

LZ: Landing Zone

MEU: Marine Expeditionary Unit

MMART: Medical Mobile Augmenta-tion Readiness Team

MRCC: Medical Regulating ControlCenter

MSG: Marine Security Guard

NEO: Noncombatant EvacuationsOperations

OIC: Officer In Charge

PCRTS: Primary Casualty Receiving andTreatment Ship

POW: Prisoner of War

ROE: Rule of Engagement

SIGINT: Signal Intelligence

SOC: Special Operations Capable

VIP: Very Important Person

Exercise 18

Some of the acronyms listed above areused in the following sentences. Writethe full meaning of the acronym in thespace provided or in your notebook.

1. Remember that evacuees are notPOWs.

2. All evacuees watched the news onthe CCTV.

3. The DAO was selected to chair the adhoc committee.

4. All NEO�s require close and earlyliason with the embassies and themilitary forces.

5. An important step in any evacuationoperation is the set up of an ECC.


TroublesomeGrammar

Rise and Raise; Lieand Lay

Rise means �to go upward.� Raise meansto �to make something go upward.� Raiseis usually used with a direct object.

Examples:

direct object

The sailors rose when the flag wasraised. (�flag� receives the action ofraised)

direct object

PO Steward raises his own vegetables.(�vegetables� receives the actionraises)

Present Past Past Participlerise rose (has) risen

Present Past Past Participleraise raised (has) raised

Lie means �to stretch out and rest.�Lay means �to put something in a certainplace.� Lay is usually used with a directobject.

Examples:

The Medical Officer told the woman tolie down and rest for two hours.

direct object

Lay the Ambassador�s mail on hisdesk. (�mail� receives the action of lay)


Present Past PastParticiplelay laid (has) laid

Present Past PastParticiplelie lay (has) lain

Exercise 19

Fill in the appropriate word, rise, rose,risen, raise, raised, lie, laid, lain, or lay,in the following sentences.

1. PO1 Andrews was hot and tired so he_____ the window and _____ downto go to sleep.

2. The sun _____ in the east and sets inthe west.

3. The soldier told the man to _____down his weapon and _____ hishands.

4. I can�t remember where I _____ mynotebook.

5. I better get up. I have _____ in bedfor two hours now.

Authentic Reading

Exercise 20

Scan the thirty articles of the UniversalDeclaration of Human Rights. Then readthe questions which follow theseinstructions. Skim the articles again forthe answers to these questions. Writethe answers in your notebook.

1. When did the General Assembly ofthe United Nations adopt theUniversal Declaration of HumanRights?

2. What has the General Assemblyproclaimed the Declaration as?

3. If an individual is charged with a penaloffense, what are his/her rights?

4. What should be the basis of authorityof government?

5. What is stated regarding employment?

6. Who has the right to education? Howis education to be made available?

7. Which three articles do you feel are themost important? Why?

UniversalDeclaration ofHuman Rights

�On December 10, 1948, the GeneralAssembly of the United Nations

adopted and proclaimed the UniversalDeclaration of Human Rights, the fulltext of which appears on the followingpages. Following this historic act, the

Assembly called upon all Membercountries to publicize the text of theDeclaration and �to cause it to bedisseminated, displayed, read, and

expounded principally in schools andother educational institutions, without

distinction based on the politicalstatus of countries or territories.�

Whereas recognition of the inherentdignity and of the equal and inalienablerights of all members of the human family isthe foundation of freedom, justice, andpeace of the world,

Whereas disregard and contempt forhuman rights have resulted in barbarousacts which have outraged the conscienceof mankind, and the advent of a world inwhich human beings shall enjoy freedom


of speech, and belief, and freedom fromfear and want has been proclaimed as thehighest aspiration of the common people,

Whereas, it is essential, if man is notto be compelled to have recourse, as alast resort, to rebellion against tyrannyand oppression, that human rightsshould be protected by the rule of law,

Whereas it is essential to promote thedevelopment of friendly relationsbetween nations,

Whereas, the peoples of the UnitedNations have in the Charter reaffirmedtheir faith in fundamental human rights, inthe dignity and worth of the humanperson, and in the equal rights of menand women, and have determined topromote social progress and betterstandards of life in larger freedom.

Whereas Member states have pledgedthemselves to achieve, in cooperationwith the United Nations, the promotion ofuniversal respect for the observance ofhuman rights and fundamental freedoms,

Whereas a common understanding ofthese rights and freedoms is of thegreatest importance for the full realizationof this pledge,

Now, therefore, the GENERALASSEMBLY proclaims the UniversalDeclaration of Human Rights as acommon standard of achievement for allpeoples and all nations, to the end thatevery individual and every organ ofsociety, keeping this Declarationconstantly in mind, shall strive byteaching and education to promoterespect for these rights and freedoms,and by progressive measures, nationaland international, to secure their univer-sal and effective recognition andobservance, both among the peoples ofMember states themselves and amongthe peoples of territories under theirjurisdiction.

Article 1

All human beings are born free and equalin dignity and rights. They are endowedwith reason and conscience and should

act towards one another in a spirit ofbrotherhood.

Article 2

Everyone is entitled to all the rights andfreedoms set forth in this Declaration,without distinction of any kind, such asrace, colour, sex, language, religion,political or other opinion, national or socialorigin, property, birth, or other status.Furthermore, no distinction shall be madeon the basis of political, jurisdictional, orinternational status of the country orterritory to which a person belongs,whether it be independent, trust, non-self-governing or under any other limitation ofsovereignty.

Article 3

Everyone has the right to life, liberty, andsecurity of person.

Article 4

No one shall be held in slavery or servi-tude; slavery and the slave trade shall beprohibited in all their forms.

Article 5

No one shall be subjected to torture or tocruel, inhuman or degrading treatment orpunishment.

Article 6

Everyone has the right to recognitioneverywhere as a person before the law.

Article 7

All are equal before the law and are entitledwithout any discrimination to equalprotection of the law. All are entitled toequal protection against any discriminationin violation of this Declaration and againstany incitement to such discrimination.

Article 8

Everyone has the right to an effectiveremedy by the competent national tribu-nals for acts violating the fundamental

aspiration: strongdesire or ambition

endowed: provided withsome quality

degrading: humiliatingor debasing


rights granted him by the constitution orby law.

Article 9

No one shall be subjected to arbitraryarrest, detention, or exile.

Article 10

Everyone is entitled in full equality to afair and public hearing by an independentand impartial tribunal, in the determina-tion of his rights and obligations and ofany criminal charge against him.

Article 11

1. Everyone charged with a penaloffence has the right to be presumedinnocent until proved guilty according tolaw in a public trial at which he has hadall the guarantees necessary for hisdefence.

2. No one shall be held guilty of anypenal offence on account of any act oromission which did not constitute a penaloffence, under national or internationallaw, at the time when it was committed.Nor shall a heavier penalty be imposedthan the one that was applicable at thetime the penal offence was committed.

Article 12

No one shall be subjected to arbitraryinterference with his privacy, family,home, or correspondence, nor to attacksupon his honour and reputation. Every-

one has the right to the protection of thelaw against such interference or attacks.

Article 13

1. Everyone has the right to freedom ofmovement and residence within theborders of each State.

2. Everyone has the right to leave anycountry, including his own, and to returnto his country.

Article 14

1. Everyone has the right to seek and toenjoy in other countries asylum frompersecution.

2. This right may not be invoked in thecase of prosecutions genuinely arisingfrom nonpolitical crimes or from actscontrary to the purposes and principles ofthe United Nations.

Article 15

1. Everyone has the right to a nationality.

2. No one shall be arbitrarily deprived ofhis nationality nor denied the right tochange his nationality.

Article 16

1. Men and women of full age, withoutany limitation due to race, nationality, orreligion, have the right to marry and tofound a family. They are entitled to equalrights as to marriage, during marriage andat its dissolution.

2. Marriage shall be entered into onlywith the free and full consent of theintending spouses.

3. The family is the natural and fundamen-tal group unit of society and is entitled toprotection by society and the State.

Article 17

1. Everyone has the right to own propertyalone as well as in association with others.

2. No one shall be arbitrarily deprived ofhis property.

penal: of, for, constitut-ing, or deservingpunishment

asylum: refuge; a placeof safety; refuge


Article 18

Everyone has the right to freedom ofthought, conscience and religion; thisright includes freedom to change hisreligion or belief, and freedom, eitheralone or in community with others and inpublic or private, to manifest his religionor belief in teaching, practice, worship,and observation.

Article 19

Everyone has the right to freedom ofopinion and expression; this rightincludes freedom to hold opinionswithout interference and to seek, receive,and impart information and ideas throughany media and regardless of frontiers.

Article 20

1. Everyone has the right to freedom ofpeaceful assembly and association.

2. No one may be compelled to belongto an association.

Article 21

1. Everyone has the right to take part inthe government of his country, directly orthrough freely chosen representatives.

2. Everyone has the right of equalaccess to public service of his country.

3. The will of the people shall be thebasis of the authority of government; thiswill shall be expressed in periodic andgenuine elections which shall be byuniversal and equal suffrage and shall beheld by secret vote or by equivalent freevoting procedures.

Article 22

Everyone, as a member of society, hasthe right to social security and is entitledto realization, through national effort andinternational cooperation and in accor-dance with the organization and re-sources of each State, of the economic,social, and cultural rights indispensablefor his dignity and the free developmentof his personality.

Article 23

1. Everyone has the right to work, to freechoice of employment, to just and favor-able conditions of work and to protectionagainst unemployment.

2. Everyone, without any discrimination,has the right to equal pay for equal work.

3. Everyone who works has the right tojust and favourable remuneration ensur-ing for himself and his family an existenceworthy of human dignity, and supple-mented, if necessary, by other means ofsocial protection.

4. Everyone has the right to form and tojoin trade unions for the protection of hisinterests.

Article 24

Everyone has the right to rest and leisure,including reasonable limitation of workinghours and periodic holidays with pay.

Article 25

1. Everyone has the right to a standard ofliving adequate for the health and well-being of himself and his family, includingfood, clothing, housing, and medical careand necessary social services, and theright to security in the event of unemploy-ment, sickness, disability, widowhood, oldage, or other lack of livelihood in circum-stances beyond his control.2. Motherhood and childhood are entitledto special care and assistance. All children,whether born in or out of wedlock, shallenjoy the same social protection.

Article 26

1. Everyone has the right to education.Education shall be free, at least in theelementary and fundamental stages.Elementary education shall be compulsory.Technical and professional education shallbe made generally available and highereducation shall be equally accessible to allon the basis of merit.

2. Education shall be directed to the fulldevelopment of the human personality andto the strengthening of respect for human

remuneration: pay orrecompense for aservice, loss, orexpense

compulsory: mandatory;enforced


rights and fundamental freedoms. It shallpromote understanding, tolerance, andfriendship among all nations, racial orreligious groups, and shall further theactivities of the United Nations for themaintenance of peace.

3. Parents have a prior right to choose thekind of education that shall be given totheir children.

Article 27

1. Everyone has the right freely toparticipate in the cultural life of thecommunity, to enjoy the arts, and to sharein scientific advancement and its benefits.

2. Everyone has the right to the protec-tion of the moral and material interestsresulting from any scientific, literary, orartistic production of which he is theauthor.

Article 28

Everyone is entitled to a social andinternational order in which the rights andfreedoms set forth in this Declaration canbe fully realized.

Article 29

1. Everyone has duties to the communityin which, alone, the free and full develop-ment of his personality is possible.

2. In the exercise of his rights andfreedoms, everyone shall be subject onlyto such limitations as are determined bylaw solely for the purpose of securing duerecognition and respect for the rights andfreedoms of others and of meeting the justrequirements of morality, public order andthe general welfare in a democratic society.

3. These rights and freedoms may in nocase be exercised contrary to the purposesand principles of the United Nations.

Article 30

Nothing in this Declaration may beinterpreted as implying for any State,group, or person any right to engage inany activity or to perform any act aimed atthe destruction of any of the rights andfreedoms set forth herein.

WRITING/READING SKILL

Identifying YourOpinion

Exercise 21

Read the following explanation titled�Identifying Your Opinion.� Then read theexcerpts from the International PoliceTask Force (IPTF) report on humanrights, abuses, and investigations. Thendo the exercise that follows.

When you state your position on asubject, it is usually an opinion. Anopinion is a view that is open to disagree-ment. The following is a statement thatexpresses an opinion.

� Monarchies no longer play a usefulrole in political decision making.

Proving opinions is difficult because theyare based on personal values and judg-ments. They also include words that canbe interpreted differently. For example, theword �freedom� does not seem to have thesame meaning for everyone. However,most people don�t need absolute proof toaccept an idea; they are satisfied if the ideais simply shown to be reasonably, orprobably, true.

Opinions explain, evaluate, predict, oradvise.


Opinions that explain attempt to showwhy something happens, why somethingis the way it is, or what something means.

� One reason for the rise in violentcrime in the U.S. is the uncensoredoccurrence of violence in movies andon TV.

Opinions that evaluate make a judgmentabout something, indicating its good andits bad points.

� The Admiral did a fine job of answer-ing all the reporters questions.

Opinions that predict make claims aboutthe future

� The UN International Police TaskForce will find a way to stop humanrights abuses in Bosnia.

Opinions that advise (�should� state-ments) present a view about what aperson or an organization should do.

� All governments should ensure thatall individuals indicted for war crimesare not allowed to serve in anycapacity in law enforcement orgovernment.

In conclusion, when you are writing apaper or report, be sure that you cansupport all your opinions with logicalreasons or evidence. It is unreasonable tothink that you can convince a reader bystating opinions such as the following:

� I think the Army is better than theNavy.

� I have a feeling that our candidate forpresident will win by a landslide.

This type of statement expects readers totrade their personal likes and dislikes foryours, nor can you expect readers to relysolely on your feelings. This style ofwriting is foolish.

When the time comes for you to write areport or to give a speech that involvessome kind of persuasion, be ready todecide exactly what your opinion is. Once

you have done that, your job is half waydone.

Exercise 22

Read the excerpts taken from a report byJennifer Schense, Leonard Sandler,Joanna Weschler and Andre Lommen,Human Rights Watch workers, titled�Human Rights Investigations,� �PoliceRestructuring,� and �Positive Develop-ments� which are part of the report titled�Bosnia and Herzegovina: BeyondRestraint Politics and the Policing Agendaof the United Nations International PoliceTask Force (UNIPTF).� After you readthem, in your notebook write someopinions that can be taken from thesepieces.

Human RightsInvestigations

Special Representative of the Secretary-General Kai Eide addressed the importanceof a democratic police force to the creationof a human rights culture in Bosnia andHerzegovina in a November 1997 pressbriefing. He stated that what the UnitedNations International Police Task Force(IPTF) is trying to achieve is �to ensurethat each and every citizen in Bosnia-Herzegovina will have a democratic policethat serves the public with discrimination,and which is not an instrument of indi-vidual politicians, or political parties. Mostimportant is to see that human rights arebeing respected without regard to ethnicor religious belongings.� Clearly however,the ability of the international communityto create a democratic police force thatsupports such a culture is undermined bythe ongoing presence and influence ofpolice officers who commit human rightsabuses. The Security Council recognizedthis dilemma, and followed up on Secre-tary-General Kofi Annan�s concern,passing Resolution 108 to empower theIPTF to take a more active role in protect-ing human rights through independent

undermine: to injure orweaken effortsusually in a sly andhard to detect way


human rights investigations of policeabuses.

However, in an interview with HumanRights Watch, then IPTF commissionerManfred Seitner presented a view of theIPTF�s role that did not reflect the U.N.leadership�s decision to expand the IPTF�smandate. He argued that the IPTF was notsupposed to conduct independentinvestigations into allegations of humanrights abuses by the police. Instead, hestated that it was the IPTF�s primaryresponsibility to monitor the response ofthe local police to such allegations,because the IPTF was trying to train thelocal police to be able to take complaintsand handle them properly. Furthermore, inhis view, IPTF monitors, when approachedby a civilian with a report of a humanrights violation by the local police, werefirst required to take that individual to thelocal police to report the incident. Heconcluded that if an individual wasunwilling to report the incident to thepolice, there would be no investigationand consequently no case.

Even the original mandate established byResolution 1035 was not always construedso narrowly. The IPTF�s instructions oninterpretation of the mandate underresolution 1035 defined monitoring as�active engagement of policing andcriminal justice activities throughout thecountry,� requiring monitors to �intervenein situations when the police are observedto be violating internationally-acceptedprinciples of policing.� The instructionsfurther emphasized the need for �carefuldocumentation. . .and reporting ofviolations of international policingstandards and human rights standards� bythe IPTF.

Police Restructuring

Arguably the single most important taskfor the IPTF is to facilitate the creation of anew police force from which human rightsabusers have been excluded; one that

serves to protect all persons in Bosnia andHerzegovina from crime and human rightsabuses. Certainly, the IPTF mandateidentifies this process as one of itspriorities, envisioning a radical departurefor Bosnia and Herzegovina�s police fromtheir communist, authoritarian, and wartimepast. Then IPTF Commissioner PeterFitzgerald wrote that:

Every police officer has theopportunity to facilitate orimpede democracy. For Bosnia-Herzegovina, the police mustrealign their mission from theprotection of the state to theprotection of citizens� rights.Service to the public mustbecome the police�s calling. . . . Ademocratic police force is notconcerned with people�s beliefsor associates, their movements orconformity to state ideology. . .Instead, the police force of ademocracy is concerned strictlywith the preservation of safecommunities and the applicationof criminal law equally to allpeople, without fear or favor.

The IPTF has acknowledged the impor-tance of restructuring the Bosnian policeand has a clear mandate to do so. And allthis is, admittedly, not a simple task. As ahigh level U.N. official noted in an inter-view with Human Rights Watch, �follow-ing the war, it is difficult to find angelsamong the police force.� The IPTF hastaken several positive measures whichhave contributed to the degree of measur-able and substantive progress that thevetting process has achieved. For severalmonths, the IPTF placed a number of itsown personnel at the Hague, for purposesof more effective coordination with theICTY (International Criminal Tribunal forthe Former Yugoslavia). As of the HumanRights Watch�s October 1997 visit, noIPTF personnel were at the ICTY. As ofMay, we were told that the IPTF Local

construe: interpret

ideology: the doctrines,opinions, or way ofthinking of anindividual, class, etc.

impede: to bar or hinderthe progress of

vetting: examining orexpertly appraising


Police Selection and Training Section(which incorporates the Certification andBackground Investigation Units) wasexploring the possibility of placing one ortwo IPTF monitors at the Hague, to workfor three month shifts on coordination ofbackground information between theIPTF and the ICTY regarding policeofficer candidates. This arrangementcould be in place as soon as earlysummer 1998. At one point, the IPTFcirculated a questionnaire seekinginformation regarding the human rightshistories of police candidates to localNGOs (Non-Governmental Organiza-tions); it has run ads in newspapers tonotify the public of identities of policeapplicants and to seek backgroundinformation from citizens. Yet, over thelast year, the IPTF has failed to vigor-ously implement its police restructuringmandate, experiencing serious yetavoidable setbacks over the last year dueto practical gaps in the applicationsprocesses; deficiencies in the effort topublish candidate lists in newspapers;the irregular collection of vital candidateinformation and poor record-keeping;poor flow of crucial information amongunits within headquarters and betweenheadquarters and the field; inconsistentapplication of the IPTF�s own instruc-tions regarding noncompliance andhuman rights investigations; andinstitutional memory lapses within theIPTF�in sum a reflection of a lack ofresolve to overcome serious obstacles tothe implementation of the vetting aspectof the mandate.

Positive Developments

Against this backdrop of deficiencies anddifficulties, however, the IPTF, in severalinstances, achieved significant humanrights progress. These developmentsfurther reinforce our conclusion that theU.N.�s human rights work in Bosnia andHerzegovina has tremendous potential.At the time of the Human Rights Watch�s

October mission, the Human Rights Officehad not yet been sufficiently staffed toundertake its work. In the interim, humanrights investigations were conducted onan ad hoc basis by the operations divisionof the IPTF. Investigations had beeninitiated in response to massive humanrights abuses by local police in sixinstances: in Mostar, Jajce, Drvar, Gajevi,Brcko and Sarajevo. The reports resultingfrom these investigations have addressedhuman rights issues in a comprehensiveand commendable way and have put forthvaluable recommendations, including thediscipline and removal of implicated policeofficers.

Source: Bosnia and Hercegovina: BeyondRestraint; Politics and the PolicingAgenda of the United Nations Interna-tional Police Task Force; June 1998; Vol.10, No. 5 (D)

LEARNING STRATEGY


Exercise 23


in sum: to put it briefly, inshort

interim: in the meantime

Unit 11:

Mine Countermeasures(MCM)

Mines never surrender.

�Lieutenant Commander Arnold S. Latt, USN


Resources

You will need Unit 11 of this course, the Unit 11 recording, a tape/CD player, yournotebook, a pen or pencil, and your copy of Webster�s New World Dictionary.

Objectives

In this lesson you will1. review giving and asking for clarification.2. review the use of articles a/an.3. correctly pronounce and use objective vocabulary, maritime expressions, and

maritime acronyms in the glossary.4. become familiar with EXTAC 1007 and its contents.5. understand MCM missions, techniques, and operations.6. explain how environmental factors affect MCM.7. listen to a conversation about MCM and take notes to answer comprehension

questions.8. understand the authorities and responsibilities in MCM.9. outline ordering an MCM operation.

10. encode and decode mine warfare signals.11. write the main ideas of the paragraphs in a semi-technical reading about mines.12. go over your oral presentation using a checklist.13. read models of technical/military material and answer comprehension questions.14. read authentic military articles and answer comprehension questions.15. practice a variety of language learning strategies.

Table of Contents

LEARNING STRATEGIESPlanning ................................ 11-3

VOCABULARYIntroductionto Mine Countermeasures(MCM) ................................... 11-3MCM Missions ..................... 11-4MCM Techniques .................. 11-4

VOCABULARYActive MCM Operations ....... 11-6Passive MCM Operations .... 11-7Environmental FactorsAffecting MCM ...................... 11-7

LISTENING SKILLEnvironmental Factors ......... 11-9

VOCABULARYAuthorities and Responsibilitiesin MCM ................................. 11-9

GRAMMARUsing Articles ....................... 11-10

VOCABULARYOrdering an Operation .......... 11-12

READING/WRITING SKILLOrdering an Operation .......... 11-13

READING SKILL ..................... 11-14

LISTENING/WRITING SKILLS 11-21

FUNCTIONAsking for and GivingClarification ........................... 11-22

READING/WRITING SKILLSOffensive Mining Capability .. 11-23

SPEAKING SKILLS ................ 11-25

GLOSSARYObjective Vocabulary ............ 11-26Maritime Expressions .......... 11-27Maritime Acronyms .............. 11-29

ENRICHMENT ACTIVITIESTroublesome Grammar:More Two-Word Verbs .......... 11-30NATO Allies Joined MineWarfare Forces Exercises ... 11-31Master Mine .......................... 11-31

LEARNING STRATEGYKeeping a Learning Log ....... 11-34


LEARNING STRATEGIES

Are you continuing to apply the learningstrategies to your learning? Whichstrategies work best for you?

Planning

Exercise 1

Look at your schedule for the lastseveral units. Did you study more or lessthan the original plan? Fill in the schedulebelow, and after you complete this unit,give yourself a reward for sticking toyour schedule.

Unit 11 Schedule

Day Plan Actual

Mon __________ __________

Tue __________ __________

Wed __________ __________

Thurs __________ __________

Fri __________ __________

Sat __________ __________

Sun __________ __________

VOCABULARY

Before you listen to the readings, thinkabout anything that you may alreadyknow about sea mines and mine counter-measures. Write a few ideas in yournotebook. Then, listen to �Introduction toMine Countermeasures,� �MCM Mis-sions,� and �MCM Techniques.� Newwords are in bold italics. Circle anywords you do not know.

Introductionto MineCountermeasures(MCM)

Mine countermeasures forces consist ofspecial purpose ships, aircraft, and divingteams. The purpose of MCM is to permitships to use the seas and enter and leaveports as necessary without unacceptabledamage or losses from sea mines. This aimcan be achieved by

� Causing the mines to explode withoutloss, or with acceptable loss, to theshipping by using mine countermea-sures forces

StrategicBombing/MissilingAttacks onMinefieldsLaying ownMinefields

OffensiveMCM

RoutingRoute SelectionConvoysNavigational Warning

Localizingthe Threat

MineWatchingIntelligenceReconnaissance

Locating theMinefield

AlteringNAVAIDSSelf-protectiveMeasuresRoute Surveys

Reducingthe Risk

PassiveMCM

MagneticAcousticPressureCombinationMechanical

Minesweeping

AcousticMagneticOpticalDiving

Minehunting ExplosiveOrdnanceDisposal

ActiveMCM

DefensiveMCM

MineCountermeasures

(MCM)

Figure 11-1. The MCMFamily Tree

Learning Strategy

Knowledge in yourfirst language can

be compared to newknowledge. If the

knowledge issimilar, it can be

transferred to yournew language.


� Causing the mines to becomeineffective by removing them to asafe place or by preventing the firingmechanism from operating

� Reducing the danger to shipping bydirecting ships to use routes in whichhostile mines are scarce or nonexist-ent either because mines have notbeen laid in quantity or because theirnumber has been reduced by theactions of MCM forces

MCM Missions

MCM missions are to reduce theeffectiveness of enemy mining missionsand to clear friendly mines. The achieve-ment of an MCM mission may requirethat a number of specific goals beidentified. These goals can be, but arenot limited to

� Determining the presence or absenceof mines

� Locating non-mined waters

� Reducing danger presented byavoiding or removing mines

technique. The two broad techniques ofMCM are minesweeping and minehunting.

Minesweeping

Minesweeping is the neutralization ofmines using mechanical or influenceminesweeping equipment.

Mechanical minesweeping

This MCM technique cuts the anchorcable of moored mines. A mechanicalsweep may consist of a wire, trawl, or nettype sweep. Explosive or mechanicalcutters may be employed. Mechanicalminesweeping can be conducted by asingle ship, two ships in team sweep, or byspecial purpose minesweeping helicopters.

Influence minesweeping

This MCM technique uses acoustic ormagnetic devices to simulate the character-istics of a passing ship. The artificiallycreated acoustic noise or magnetic fieldmay induce an influence mine to explode asafe distance from the minesweeper. Theacoustic and magnetic devices may betowed together to form a combinationsweep. The combination sweep is de-signed to counter combination influencemines. Ships and minesweeping helicop-ters may use this technique.

MCM Techniques

Mine countermeasures can be broadlyclassified as passive or active. PassiveMCM includes avoiding mined watersand self-protection measures taken toreduce the danger from sea mines. ActiveMCM employs equipment to locate andremove, disable, or destroy sea mines.Figure 11-1 outlines different MCMactivities.

MCM technique is the operation of aspecific MCM vehicle and its equipmentin a particular way. Factors such as minetype, environmental conditions, time, andavailable MCM resources must beconsidered when specifying an MCM


Minehunting

Minehunting is actively searching formines using sonar or optical sensors.When an underwater object is detected, itmust be determined to be either a mine or aharmless underwater object. Speciallytrained Explosive Ordnance Disposal(EOD) divers and Remote OperatedVehicles (ROV) can be used to classifyunderwater objects as mines or non-mines.If a mine is found, either its position isrecorded and the area avoided by all ships,or it is neutralized. Neutralization involvesthe removal of the mine by an explosivecharge. The explosive charge detonatesnear the mine, rendering the mine safe.The neutralization charge may be placedby EOD divers or an ROV. Mine neutraliza-tion renders a mine inert by rupturing themine case, destroying the mine sensor, orcausing sympathetic detonation of themine.

Source: EXTAC 1007 Mine Countermea-sures, January 1996.

After you turn off the recording, rereadthe paragraphs silently. Look up newwords in the glossary of this unit or adictionary. Write the new words anddefinitions in your notebook along withsample sentences. Then completeExercises 2 and 3.

Exercise 2

Copy the following questions into yournotebook. Find the answers in theprevious text and write them.

1. What is the difference between activeand passive MCM?

2. What is the difference betweenminehunting and minesweeping?

Exercise 3

Choose the correct word to completeeach sentence and circle a, b, or c.

1. A mine case without explosives is____.

a. rupturedb. inertc. unavailable

2. Avoiding mined areas is one way to____ the mine threat to naval forces.

a. neutralizeb. assignc. find

3. The magnetic field generated by apassing ship can ____ an influencemine to explode.

a. determineb. dispatchc. induce

4. In areas already swept, mines shouldbe ____ or nonexistent.

a. acousticb. scarcec. rendered

5. When minehunting, an MCM ship issearching for mines with sonar and/or____ sensors.

a. opticalb. inertc. strong

6. To ____ mined areas, ships shallfollow the convoy leader.

a. affectb. ensurec. avoid

7. The detonation of an underwater minecan _____ the hull of a ship.

a. releaseb. restorec. rupture

Learning Strategy

Using newvocabulary words insentences helps you

remember them.

Remote OperatedVehicles: vehiclesoperated by radioedinstructions orcoded signals


8. Active MCM methods try to locate,remove, destroy or _____ sea mines.

a. disableb. controlc. reroute

9. Disabling its firing mechanism fromoperating is one way to _____ a mineharmless.

a. renderb. avoidc. prevent

10. The combination sweep is designedto _____ combination influencemines.

a. counterb. delegatec. direct

11. Explode, _____, and blow up all meanbasically the same thing.

a. renderb. detonatec. counter

VOCABULARY

Look at the readings titled �Active MCMOperations,� �Passive MCM Operations,�and �Environmental Factors AffectingMCM� and listen. New vocabulary wordsare in bold italics. Circle any other wordsyou do not know.

Active MCMOperations

The three principle active MCM opera-tions are

� Precursor MCM operations: Thesweeping or hunting of an area byrelatively safe means in order to reducethe risk to Mine CountermeasuresVessels (MCMVs) in subsequentoperations

� Exploratory MCM operations: Aimedat determining the presence or absenceof mines in a given area

� Clearance MCM operations: Intendedto achieve a high probability ofsweeping/hunting any mine in an area

Further, a number of specific tasks are notconsidered as MCM operations but maybe undertaken by MCMVs. Among theseare

� Lead through operations: to assistships in the transit of a mined areawhich previously has been subject toMCM efforts

� Danbuoy laying: marking areas forpast, present, or future MCM opera-tions. Also called �danlaying�


Passive MCMOperations

Passive defensive MCM operations areprepared and will be ordered for shipsother than MCMVs with the aim to protectthem against the threat from hostile mines.Three passive MCM operations/tech-niques are

� localizing the threat (routing, naviga-tional warnings)

� locating the minefield (intelligence,strategic reconnaissance, minewatching)

� reducing the risk (self-protectivemeasures)

EnvironmentalFactors AffectingMCM

In no other phase of coastal warfare doenvironmental considerations in bothtactics and planning play a more dominantrole than in MCM. Mine cases, minesensors, target signals, and MCM sweeps,sonars, signals and operations are allaffected in varying degrees by a largenumber of environmental factors. Many ofthese are of major importance and maydecide a go/no-go situation or determinethe selection of MCM equipment orprocedures. In fact, the basic decision inMCM, to determine the location andlimits of minefields or to sweep or hunt anarea and destroy the mines, is based to alarge extent on an assessment of theenvironmental situation. The proceduresfor selecting sweeping and huntingtechniques similarly depend uponknowledge of the operational environment.

Influence of StableEnvironmental Factors onMinesweeping Operations

The following stable environmental factorsaffect mechanical and influenceminesweeping operations:

� water depth

� bottom topography

� bottom composition

� underwater and surface obstacles

� prominent landmarks

� geographic location

Influence of TemporaryEnvironmental Factors onMinesweeping Operations

Various temporary environmental factorsinfluence minesweeping operations. Thesefactors include

� tides

� tidal streams and currents

� climate and weather

� wind

� visibility

� wave action and sea swell

� marine life

Influence of StableEnvironmental Factors onMinehunting Operations

The following stable environmental factorsaffect minehunting operations:

� water depth


� bottom composition

� bottom reverberation

� bottom clutter

· operational minehuntingclutter (OPS MH CLUTTER)

· minelike echo (MILEC)· minelike contact (MILCO)· non-mine bottom object (NOMBO)

� underwater visibility

� water density

� underwater and surface obstacles

topography: theconfiguration of asurface

sea swell: windgenerated, non-breaking waves

reverberation: an effector impact thatresembles an echo

bottom clutter: non-mine, man-madeobjects found on theocean bottom.Litter, trash, debris,etc.�

Learning Strategy

Comparing old andnew knowledge

helps us rememberthe new.


Influence of TemporaryEnvironmental Factors onMinehunting Operations

Minehunting operations may be affectedby temporary environmental factors suchas

� tidal streams and currents

� climate and weather

� acoustic minehunting environment

Minehunting SonarForecast

Minehunting Sonar Forecast Reportsshould become a standard headquartersservice for minehunters which are notable to make their own calculations.

For this purpose the minehunter has tosignal results of own sound velocity orbathymetric readings to the responsibleheadquarters.

Nevertheless, each minehunter should beequipped with real time performancemeasuring equipment to determineminehunting sonar performance at aspecific time and place.

Effect of StableEnvironmental Factors onClearance DivingOperations

Clearance diving operations may beaffected by the following stable environ-mental factors:

� water depth


� bottom sediment

Effect of TemporaryEnvironmental Factors onClearance DivingOperations

The following temporary environmentalfactors might influence clearance divingoperations:

� weather

� current

� water density

� sea water temperature

� marine life

� sea swell


Exercise 4

Look back in the readings to find an-swers to the first three questions.Question four is to be answered bycombining inferences from the readingwith any personal experience you mayhave. Write the answers in your note-book.

1. How does bottom clutter affectminehunting?

2. How do water temperature and depthaffect diving operations?

3. How does the presence of bottomobstacles affect minesweeping?

4. The decision to perform minehuntingor minesweeping is based on whatfactors?

LISTENING SKILL

Exercise 5

Listen to the following conversationabout environmental factors. The firsttime, just listen to the entire conversa-tion. The second time, take notes toanswer these questions.

bathymetric readings:measurements ofwater depth atvarious places in abody of water

sediment: the matterthat settles to thebottom of a liquid


EnvironmentalFactors

1. Is the range of the operations area 20to 60 meters deep, or from 40 to 50meters deep?

2. What two types of bottom does thestaff officer report as encountered inthe operations area?

3. How well does the staff officer expectthe sonar to perform based on thesonar conditions?

4. What is the forecast for the watertemperature and how will it affect thedivers?

5. Where will the minehunters operate?

6. Where will the minesweepers operate?

7. Who will draft the MCM OperationsDirective?

VOCABULARY

Look at the reading titled �Authoritiesand Responsibilities in MCM� and listen.New vocabulary words are in bold italics.Circle any words you do not know.

Authorities andResponsibilities inMCM

The authorities and responsibilities relatedto the command levels can be summarizedas follows:

Learning Strategy

Putting things ingroups helps youremember them

better.

The OPCON Level

� Controls assigned MCM forces in hisarea

� Coordinates the overall MCM effort

� Promulgates Exercise or OperationsOrders including organization andacceptable risks to units

� Assigns operational responsibility forspecific areas to subordinate com-manders

� Collates, analyses and disseminatesintelligence information

� Establishes routes

� Initiates promulgation of navigationalwarnings

� Dispatches periodical reports to higherauthorities

The TACOM Level

The Tactical Command Level has theresponsibility for the tactical function ofordering tasks to allocated MCMVs withinthe area of command. The commandershould be assisted in this function by asmall staff. Preferably the commander isafloat in a suitable command/supportplatform. His responsibilities are to

� Coordinate the MCM effort in his localarea and assign MCM forces toindividual tasks which involve opera-tional control of MCM forces in hislocal area

� Issue MCM task orders according tocurrent orders, modifying theseinstructions as necessary to meet thethreat

� Recommend to the OPCON authoritythe issuing of navigational warnings

� Order the temporary, partial or totalclosure of ports and anchorages withinhis area when authorized

� Dispatch appropriate reports to theOPCON authority


Exercise 6

Match each word with its correctdefinition. Write the letter in the blank.

1. ___ precursor a. makeup orconstitution

2.___ prominent b. standing outfrom a surfaceor line

3. ___ compile c. to collect andarrange inmeaningfulorder

4. ___ collate d. one whichprecedes andoften indicatesthe arrival ofanother

5. ___ composition e. to keep within aspecific area

6.___ localize f. to collectgradually

GRAMMAR

Using Articles

Introduction to the TwoFunctions of Articles:Classifying and Identifying

The article system in English consists of a,the, and an invisible article, called the�zero article�, which is indicated in thislesson for the purpose of explanation as Ø.These markers are placed before nounsand serve to classify and identify thenouns.

Although the English article system lookssimple due to the small number of compo-nents, the rules that govern when to usethem are very complex. Using a, Ø, or thedepends upon many factors related to therelationship between the speaker, thelistener and the target noun.

To introduce you to some general rules,we can say that the speaker�s choice ofarticle depends primarily on whether or notthe speaker thinks the listener alreadyknows about the target noun, and then onthe countability of the noun. If the speakerthinks the listener does not already knowabout the target noun, he/she will classifythe noun with a/an or no article (Ø). If thespeaker thinks the listener knows aboutthe target noun, he/she will identify thenoun with the.

The grammar lessons in this unit and thenext aim to introduce you to using articlesto classify (Unit 11) and identify (Unit 12)count and noncount nouns.

1. Classifying

We use a (an before a vowel) or Øwhen we want to indicate what classsomething belongs to. We often use itto answer the question �What is it?�

Example:

We found a bird on the forecastle deck.It needs Ø help.


� Compile reports and records

� Order the appropriate task cycle ifnecessary for each type of MCM unit

� Provide support to assigned MCMforces

The TACON Level

The Officer in Tactical Control (OTC) isresponsible for the actual conduct oftasks allocated to him. This implies theauthority to direct and control themovements or maneuvers of ships toaccomplish the exercise or operation.

After you turn off the recording, silentlyreread the last two VOCABULARYreadings. In your dictionary or theglossary for this unit, look up the wordsyou do not know. Write them in yournotebook with sample sentences. Thencomplete the next exercise.


(�a+bird� indicates what class of thingwe found. �Help� needs no article(indicated by Ø) because it refers tothe class of thing the bird needs, i.e.anything that could be classified as�help�).

2. Identifying: We use the when wewant to identify which specific thingin a class we are talking about. We useit to answer the question �Which oneis it?�

Example:

The bird that we found was wounded.(the+bird indicates we are talkingabout a specific member of the class ofall birds, i.e. the bird that we found andwhich was previously mentioned.)

Exercise 7

Examine the following paragraph anddetermine whether the nouns in theunderlined noun phrases are classifiedor identified. Copy the paragraph intoyour notebook; then write C or I aboveeach phrase.

A diver found a moored mine. The minelooked as if it had been there since WWI.The diver thought the mine could still bedangerous. He placed an explosive deviceon the mine and moved off to safety. Thenhe detonated the device, rendering themine harmless.

You will notice the use of the �zeroarticle,�Ø, in the above exercise. Nor-mally, of course, we do not show thezero article� it is shown above to let yousee that you need to know when to putNO visible article.

Classifying Nouns

When using a noun to refer to an entireclass, we use a/an or Ø.

1. We use Ø when the noun is anoncount noun referring to a whole

identified example from that class (e.g.freedom, cream, energy, water, etc.).

2. We also use Ø when the noun is aplural count noun and refers to a wholeclass of things, again � not specificmembers (e.g. alert seamen, torpedoes,sunken ships, etc.)

3. We use a/an before a single countnoun which refers to an unidentifiedmember of a class (e.g. a bird, anofficer, a ship, an item of clothing, etc.).

Examine these 2 sentences:

a. A ship was damaged last week.

b. Ø Ships need constant maintenance.

Sentence �a� refers to the class of thesingle thing damaged. �What wasdamaged?� �A ship.� We are not identify-ing which specific ship was damaged.

Sentence �b� refers to the entire class of allthings called ships. �What needsconstant maintenance?� �Ø Ships do.�We are not identifying which specificships. We are generalizing that all ships inthe whole class need maintenance.

Exercise 8

Complete each sentence with a/an whennecessary. Put Ø when the noun isnoncount or plural. Remember, you areclassifying these nouns when you use a/an or Ø.

1. ____ coffee is a source of caffeine.

2. ____ cup of coffee contains about 8ounces of liquid.

3. ____ officer must have ____ collegedegree.

4. ____ hurricanes can cause ____damage.

5. ____ nautical mile is about 6,076 feet.

See Unit 12 GRAMMAR for information onidentifying nouns with the.

class of things, not a specific or


VOCABULARY

Read �Ordering an Operation� as youlisten to the recording. Look up anynew words. Be prepared to complete anoutline based on the reading.

Ordering anOperation

An MCM operation may be ordered byeither an MCM Operation Order(OPORD), which is a manuscript order,or by the use of messages. For theordering and conduct of MCM opera-tions by messages, the two followingmessages/signals are used:

� MCM Operations Direction(MCMOPDIR)

� MCM Task Order

The difference between the two is thelevel of application, but the operationwill be dependent on the care of thedrafter when writing the orders from theOTC.

MCM operations are supported bystructured orders and reports describedbelow.

Types of Orders

Mine countermeasures orders consist of

� MCM Operation Orders(OPORD)The OPORD provides basic informa-tion to all participants and is thebasis for all subordinate commandlevels. The format is explained inAnnex A.

� MCM Operations DirectionThe MCMOPDIR is used by theCommander to order in generalexecution of MCM operations bysubordinate commanders.MCMOPDIRs are identified by a three-digit number. They are numberedconsecutively to facilitate identifica-tion and to make easy reference. AllMCMOPDIRs must have a number, butthe individual paragraph will only beused when applicable. For structure ofthe MCMOPDIR, see Annex B.

� MCM Task OrdersThe MCM Task Order providesspecific instructions to a unit concern-ing his task given by his taskingauthority. Instructions for drafting theTask Order are in Annex C. The formatis the MW 125 Signal in Annex E. SeeFigure 11-2.

MCM ReportsReports are used by all command levels tokeep each other informed about progressand/or particularities in order to timelyadapt tasks and tactics ordered.

Tactical Level

Units being controlled by an OTC will keephim informed by MCM reports stating theprogress of work detailed to them by theappropriate task orders. Reports to be sentare stated in the task order. Units alsoreport those observations and eventswhich will affect their task.

Operational Level

Tasking authorities have to keep theirOPCON Authority informed about theprogress of work and the status of theenemy mine threat. The frequency of thesereports will be ordered in the appropriateMCMOPDIR.

Types of Reports

MW Signals

One category of MCM reports are MWSignals, which are found in Annex E.

manuscript order: anorder which isdelivered by handinstead of by theusual radio commu-nication

messages: electronic orvoice transmissionsof information ororders. Voicetransmissions aresometimes referredto as a �signals.�

drafter: writer of amaritime message,e.g. a member of theOTC�s staff.

digit: any of the numer-als 0-9

MW Signals: MineWarfare messagesbeginning with theprefix �MW�. Can betransmitted electroni-cally (e.g. radio-teletype) or by voice.

Note: Any reference to anannex refers to thosein EXTAC 1007.


They will normally be applied within MCMTask Groups and by clearance divers.These signals are primarily made for voicetransmission although the signals can alsobe used in other methods of communica-tion. The advantages of these signals arethat only relevant letters and/or figureshave to be transmitted; describing text isomitted.

Structured MessagesStructured messages are to be transmittedby other means than voice (e.g. radio-teletype). Although MW Signals can alsobe transmitted by other means than voice,the advantage of structured messages istheir format, which allows free text to beinserted into the formatted paragraphs.This offers more freedom to provideinformation to different levels of command.

The formats being used presently forMCM Operations Structured Messagesare found in Annex F.


After you turn off the recording, rereadthe paragraphs silently. Look up newwords in the glossary of this unit or adictionary. Write the new words anddefinitions in your notebook along withsample sentences. Then complete thenext exercise.

Exercise 9

Unscramble the underlined letters towrite a word and complete the sentence.Check in the last reading for the correctspelling. Copy the sentences into yournotebook.

1. MCM reports permit command levelsto meltyi adapt tasks and tacticsordered.

2. All command levels use MCM reportsto inform each other of progress andticulpatirasire.


Exercise 10

Complete the outline with informationfrom the previous reading, �Ordering anOperation.�

Ordering anOperation

I. Two ways to order an MCM Operation

A. __________________________

1. Manuscript

2. Provides basic_______________________________________

3. Basis for all _________________________________________

B. Messages/Signals

1. _________________________(MCMOPDIR)

a. Used by a commander to ________________________ ________________________ by subordinate commanders.

b. Identified by a ____________

2. MCM Task Order

Provides ___________________________________________given by his tasking authority.

II. Two types of reports support MCMOperations

A. MW Signals

1. Applied within____________________ andby _____________________

2. Primarily made for voicetransmission

Learning Strategy

Using tools likeoutlines, charts,and tables helps

you understand theorganization ofideas in a text.


3. _______________________have to be transmitted

4. Omit ___________________

B. __________________________

1. To be transmitted by othermeans than voice(e.g.________________)

2. Advantages:a. _____________________ _____________________ _____________________

b. _____________________ _____________________ _____________________

READING SKILL

Skim Figure 11-2 �Mine Warfare Sig-nals.� Become familiar with the format.Then answer the questions at the endof the figure.

MW 125 TASK ORDER

Task order number _____. Carry out elements of tasks ordered below:

A. Units (not necessary when addressed unit is to perform task)

1. Discretion of CTU2. Call sign(s) of unit(s) to carry out task3. _____ number of units to be on task

B. Time to commence

Figure 11-2. Format forMine Warfare Signalstaken from EXTAC 1007Annex E.

off-task: not in the act ofminehunting orminesweeping

prior to: before

convoy: a group of shipsprotected by anescort or under thesame orders

1. Immediately2. Upon completion of present task3. Upon completion of off-task period4. _____ (DTG)5. Complete prior to passage of convoy6. Upon completion of repairs7. To be signaled8. As soon as weather permits9. DESIG _____


C. Area or channel1. Route number _____2. Channel number _____3. Anchorage name _____4. Between points _____5. Position within 3 miles of position _____6. Within 3 miles junction on routes _____7. Harbor name _____8. DESIG _____

D. Type of MCM operations

1. _____ (use standard letter suffix from Annex I/two-digit stage number)2. Digit code group from appropriate OPORD3. Danlaying4. Mine recovery5. DESIG _____

E. Mine types that may be encountered

1. _____ (from Annex J)2. As indicated in OPORD3. No intelligence available4. DESIG _____

F. Convoy information _____ Lead through order

1. Convoy title, name(s) of the independent(s) or task organization number.2. Arrival position _____.3. ETA (Zulu time) _____.4. _____ Lead ship (number of convoy ships ______).5. Lead through channel.6. Stop convoy or independent unit until required clearance is obtained (two figures

indicate required percentage where different from standard).7. Do not lead through but pass required formations for transit of channel.8. A. Call sign convoy commodore/OTC naval force _____ on board _____ (name/call

sign of ship).B. Call sign convoy vice commodore/designated substitute of OTC _____ on board_____ (name/call sign of ship).

9. Ship dataA. Name _____ type _____ IRCS _____ maneuvering/navigation limitations_____.B. Name _____ type _____ IRCS _____ maneuvering/navigation limitations_____.C. Etc.

10. Establish contact on _____ (name HF/UHF/VHF communications) at _____ (DTG).11. DESIG _____

G. Communication instructions for MCM forces ____ (List A) and for unit(s) to be guided____ (List B).

List A List B

1. As indicated in COMPLAN 1. As indicated in COMPLAN2. Line _____ 2. Line _____3. UHF _____ 3. UHF _____4. VHF _____ 4. VHF _____5. HF _____ 5. HF _____6. DESIG _____ 6. DESIG _____

Figure 11-2. Format forMine Warfare Signalstaken from EXTAC 1007Annex E, continued.

junction: a place orpoint of meeting

transit: a passagefrom one place toanother


H. MCM reports1. MINEREP _____ report each mine swept/hunted2. MCMSITREP _____ daily by time indicated3. Start/stop time _____4. DESIG _____

I. Movements upon completion

1. Return to Port2. Return to support ship3. Anchor (in position _____)4. Commence off-task period (at _____)5. New task to follow6. If mine is swept/hunted, commence clearance operations7. Stop present task at _____8. Commence task number _____ (or DTG)9. DESIG _____

J. Effort requested

1. _____ runs per track2. _____ runs on track3.4. _____ percentage coverage5. _____ percentage clearance6. _____ number of units on task continuously7. _____ number of tracks8. Track spacing _____ tens of yards9. DESIG _____

K. Coordination orders

1. Coordinating authority2. Keep clear of convoy3. Hunters keep clear of sweepers4. Sweepers keep clear of hunters5. Sweepers keep clear of hunters having divers in the water6. In accordance with chapter 97. DESIG _____

N. Danlaying /lay danbuoys

1. Number of danbuoys2. Position _____ (or first dan abreast channel point ____)3. Offset _____ tens of yards (A plus B minus)4. Interval between dans _____ hundreds of yards5. Direction between the dans and lettered6. Lift danbuoy(s) in position (_____)7. Are laid8. From page E-229. Discretion of call sign _____

U. Mechanical

1. Single oropesa2. Double oropesa3. _____ meters depth setting4. Not be armed5. To be armed _____ (List A) with _____ cutters (List B)

List A List B1. Light A. Explosive2. Medium B. Static3. Heavy C. Type


keep clear: stay out ofthe way

abreast: side by side ina line

offset: a line a shortdistance from andparallel to a mainsurvey line

Learning Strategy

Learningformulaic phrasesand when to use

them can improveyour

communicativeskills.


6. Length of sweep wire _____ meters.

V. Acoustic

1. Low frequency sweep2. Audio frequency sweep3. _____ inch diaphragm4. _____ inch crankshaft5. Continuous running6. Modulating - build up _____ max _____ min _____ seconds7. As indicated in OPORD.

W. Magnetic (_____)1. WAVE FORM

1) Square2) One-half sinusoidal3) Sinusoidal4) One and one-half sinusoidal5) One-half triangular6) Triangular7) One and one-half triangular8) Trapezoidal

2. CHANGE GEAR

1) 4 seconds2) 8 seconds3) 12 seconds4) 16 seconds5) 20 seconds6) 24 seconds7) ZOT (Zero-off time)

3. _____ seconds on _____ seconds off

4. Pulsing sequence

F or R F or F F or R F or R

5. AMPERAGE

1) Maximum2) _____ AMPS3) Safe current against mine of _____ nT

X. Miscellaneous information following DESIG

Y. References following DESIG

Z. Acknowledge (if required)

MW 127 START/STOP TIME

Task order number _____ has _____ (List A) due to _____ (List B) at _____.


diaphragm: a flexibledisk which vibratesin response to, or toproduce, soundwaves

crankshaft: a shaftdriven by, or driving,a crank to impartrotation

modulating: varying asignal or carrier inamplitude, fre-quency or phase

pulsing: throbbing atregular intervals

nT: nano-Teslas (10-9 xT) metric unit formeasuring magne-tism


List A List B

1. Will start at (DTG) A. Sea state2. Has started (DTG) B. Visibility3. Has stopped (DTG) C. Breakdown of _____4. Has been suspended (DTG) D. In accordance with task order number

(______) or DTG5. Has resumed (DTG) E. Off task period6. Will resume at (DTG) F. Other mission (reference)7. Will be completed at (DTG) G. DESIG _____

MW 128 MINE DETECTION/EXPLOSION REPORT

Mine Detection/Explosion report is used to inform the OTC that a mine has been posi-tively identified or neutralized.

1. Mine _____, MRN _____

A. Swept

B. Hunted

C. Visual observed

D. Exploded

2. DTG (of the event) _____

3. Mine type (from Annex J)

4. Position _____ (geographical)

5. Location relative bearing _____ and range _____ to ship/helo _____

6. Course and speed of _____ name/number of the ship/helo

7. LRN _____

8. Status

A. Located _____

B. Married to sinker

C. Identified by divers

D. Identified by underwater vehicle

E. Disposed of by

1) Neutralization

2) Render safe

3) Countermine

4) Recovery

5) Removal


resumed: started again

married to sinker:moored mine stillattached to sinker oranchor, lying on theocean floor


F. Sinker removed

G. Sinker in position _____

H. Destroyed by sweep (page E-22)

J. Destroyed by gunfire and exploded

K. Destroyed by gunfire and sunk in position _____

L. Destroyed and exploded with explosive charge by divers

9. DESIG _____

MW 129 MCM OPDEF (MCM OPERATIONAL DEFECTS).

MCM OPDEF is used to report a casualty to an MCM unit that affects its ability to carryout its assigned task.

1. Call sign(s) of unit(s) concerned

2. Position _____

3. ETA support ship/base _____

4. Defective equipment _____

5. Repairs can be effected by ship�s crew

6. Non-operational

7. Equipment _____ operating at reduced efficiency

8. Request divers on arrival

9. Request replacement on arrival of damaged/defective equipment _____ (followingDESIG)

10. Request replacement on arrival of lost _____ (page E-22)

11. Request base assistance on arrival

12. Estimated time of back on task is _____

13. Rectified time of back on task is _____

14. Remarks following DESIG

MW 130 MCM SITREP

The MCM SITREP reports mission progress to the OTC. The OTC will designate when andhow often the SITREP is to be sent.

Task order number/sequence number _____.


casualty: a person orthing injured, lost ordestroyed

defective: below thenorm; faulty

effected: performed orcarried out

rectified: corrected

Learning Strategy

Be aware of yourbody. Take a breakif you feel tired or

are havingproblems

concentrating.


1. Task order number _____ stage _____ search _____ method.

2 Number of runs _____ on track _____ (A plus, B minus) _____ tens of meters orexact area covered by divers relative to reference points.

3. MRN _____ type _____ (from Annex J) status _____ position _____ LRN _____

4. If different from the one ordered, segment lies between points _____ and _____

5. Estimate navigational error _____ meters, lateral separation of tracks _____ meters,aggregate actuation width_____ meters.

6. Minehunting bottom conditions _____ (See para. 0408), underwater visibility _____meters (1 or 2/horizontally/vertical) where 1 stands for human eye and 2 for ROV,aggregate actuation width _____ meters.

7. Percentage clearance achieved _____.

8. Percentage coverage achieved _____.

9. Remaining _____ percent fuel, _____ percent water, _____ number of mine disposalweapons.

10. Estimate completion of task at _____, next time on _____ and off task _____

11. Intentions/direction of search being pursued/further movements.

12. Remarks

MW 135 DIVING INCIDENTUsed to report a Diving Incident to the OTC

1. Recompression required (yes/no)

2. PIM _____

3. ETA _____


relative to: compared to

segment: part, fragment

pursued: chased,followed

recompression: act ofcompressing againafter too rapid adecompression Indiving, recompres-sion is used to treatdecompressionsickness.


Exercise 11

Look back to the MW Signals in Figure11-2 to answer these questions.

1. An MW 127 is a(n) ____.

a. MCM Start/Stop Timeb. MCM OPDEFc. Mine Detection/Explosion Report

2. You need to know about magneticwave forms when drafting an ____.

a. MW 125b. MW 127c. MW 129

3. An MW 128 is used to inform the OTCof ____.

a. mission progressb. a positively identified or neutralized

minec. casualties

4. Details about danlaying are given inthe ____.

a. MCM SITREPb. Task Orderc. MCM OPDEF

LISTENING/WRITING SKILLS

Look at the two following MW Signalmessage examples and listen to therecordings. The coded messages arewhat you would send. The decodedmessages reveal what they mean. Theseare decoded by means of correlatingwith the MW formats in Figure 11-2(Annex E in EXTAC 1007).

Sample 1: MW 135 Signal sent:

TO: CTG 1.1FROM: CTU 1.1.1MW 135

1. Y

2. 030 � 13

3. 1430Z

Sample 1: MW 135 Signal decoded means:

�There was a Diving Incident. Recompres-sion is required. My course is 030 degrees,speed 13 knots. I expect to arrive at1430Z.�

Sample 2: MW 128 Signal sent:

TO: CTG 1.1FROM: CTU 1.1.1MW 128

1. D

2. 051245Z

4. 413000N8 � 0711700W6

8. H

Sample 2: MW 128 Signal decoded means:

�A mine exploded at the time 1245Z, on the5th day of the month, in position 41°30´N071°17´W, due to mine sweeping.�

Exercise 12

Decode the following message in yournotebook. You can check your answer inthe answer pages.

TO: CTGFROM: CTUMW 129

1. M03

2. 413100N9 � 0711800W7

4. DESIG: MAIN ENGINE

5.

Learning Strategy

Knowing yourstrengths and

weaknesses helpsyou plan your

learning better.


12. 1800Z

14. DESIG: MAX SPEED 5 KTS

Exercise 13

Encode the following message in yournotebook. You can check your answerin the answer pages.

�A mine was located by minehunting at0800Z on the 7th day of the month inposition 41°25´N � 071°22´W. The minewas destroyed by divers using anexplosive charge.�

FUNCTION

Asking for andGivingClarification

To clarify means to make clear. Whenyou can�t understand what someone istelling you, you can ask for clarification:

� Could you please clarify what youjust said?

� Would you expand on that, please?

� Could you explain further, please?

� Would you please rephrase yourcomment?

Instead of asking directly for clarification,you can state that you are havingdifficulty understanding what the speakermeans:

� I�m having trouble understandingyou.

� I don�t understand exactly what youmean.

� I�m sorry, I don�t follow you.

When you have been asked to clarify,you can respond the following ways:

� Let me clarify what I mean.

� Let me put that another way.

� Let me rephrase what I just said.

� Let me explain myself.

� What I mean to say is�

� In other words, �

Exercise 14

In your notebook, write a request forclarification for each proposition and aresponse to the request. Then practicesaying them aloud to become accus-tomed to using the functions.

Sample proposition:

Wars are always fought over property.

Sample request for clarification:

Could you explain your idea further,please?

Sample clarification:

Let me explain what I mean. Many, notall, wars have been fought over landand the resources the land holds.

Other propositions:

1. The aircraft carrier played an importantrole in the Pacific in World War II.

2. A leader should be prepared to takeany risk.

3. Computers have revolutionizedweapons and warfare.

4. If a commander can�t communicate, hecan�t command.

5. A navy improves as money is added toit.

6. Amateur military analysts talk strat-egy; professional analysts talklogistics.

Learning Strategy

Think about theprogress you have

made since youstarted this course.



Exercise 15

Pre-Reading: Skim the article �OffensiveMining Capability� to answer thesequestions.

1. How many ways are mentioned in thearticle to classify sea mines?

2. Are drifting mines still in the USNavy�s stockpile?

Offensive MiningCapability

Characteristics

Today�s mines are designed for deploy-ment against many different classes ortypes of ships to achieve a variety ofresults. However, to meet the challengesof the missions that they may be calledupon to perform, mines are becomingincreasingly complex. Moreover, thenumber of these missions is so large thatno single type of mine can serve allpurposes. And this is why the Navy�sstockpile contains many different kinds ofmines with the necessary built-in versatili-ties that provide the options needed for awide variety of missions.

It should be noted that all mines discussedherein refer to sea mines, i.e. those mineswhich are emplaced in deep or shallowwaters, coastal areas, harbor entrances,rivers, canals, and estuaries. It shouldalso be noted that the term �sea mines�also includes �Destructors,� which aregeneral purpose bombs containinginfluence firing mechanisms. Destructors,however, can be used as land mines aswell as sea mines.

In general, some mines, with smallexplosive charges, are designed only foruse against river boats and woodenvessels of small displacement. Other mines

with large charges can destroy or damagemost capital ships. Some mines areintended primarily for use against subma-rines.

Although it has been said that mines arebecoming increasingly complex, it is largelybecause of the intelligence that is built intotheir firing systems. Conversely, the sametechnology that made mines more complexin some ways has made them simpler inothers. The newer mines, for example, havefeatures which make assembly, testing, andstowing much easier and safer than waspossible with our older not-so-complexmines.

When deployed, mines may be used asoffensive or defensive weapons. Asoffensive weapons, they may be planted inthe enemy�s waterways, harbors, anchor-ages, and channels or they may be plantedin sea lanes removed from where theenemy�s harbors are so as to menace hismilitary and commercial shipping. It shouldbe noted that the actual threat of suchmines is frequently of equal importancewith the actual sinking of ships, since thepresence or threat of mines requires thenecessary countermeasures to sweep orneutralize them. Consequently, this causesdelays in shipping schedules which mayrequire that ships use alternate routes andport areas.

As defensive weapons, mines may beplanted in our own ports, harbors, chan-nels, anchorages (perimeter defenses),bays, estuaries, or open waters to protectagainst enemy offensive seaborne attacksinto these areas.

Classification Of Mines

When classified according to the positionthey assume in the water, mines fall intothree categories: bottom mines, mooredmines, and drifting mines. (Note: Driftingmines were limited by the Hague Conven-tion of 1907 and are no longer representedin the US Navy�s stockpile.)

Bottom Mines are most effective incomparatively shallow waters. A largenegative buoyancy brings the bottom mineto rest on the ocean floor and keeps itthere. In very deep waters, surface vessels

versatilities: variabili-ties, things thatchange easily

herein: in this docu-ment

estuaries: arms of thesea at the lowerends of rivers

capital ships: majorfleet units, e.g.aircraft carriers,large amphibiousships, battleships

conversely: in areversed or oppos-ing manner

stowing: storing orsecuring foroperations at sea.

assume: to take on oradopt a particularcharacteristic orquality

buoyancy: tendency tofloat


may pass over the mine without actuat-ing its firing mechanisms or, in the eventof actuation, without suffering muchdamage. Of course a bottom mine plantedin deep water is still effective againstsubmarines.

Moored mines are used for deep waterplants and are effective against subma-rines and surface ships. The explosivecharge and firing mechanism in a mooredmine are housed in a positive-buoyancycase, i.e. one that tends to float. A cable,attached to an anchor on the bottom,holds the case at a predetermined depthbelow the surface.

Drifting mines float freely at or near thesurface. They have no anchoringdevices, and their buoyancy is approxi-mately neutral. As already explained, theUS Navy stockpile contains no drifting-type mines.

When classified according to the methodby which they are delivered, mines againfall into three categories: aircraft-laidmines, submarine-laid mines, and surface-laid mines. It should be noted that byusing appropriate modifications, aircraft-laid mines (less flight gear) and subma-rine-laid mines may be planted by surfacecraft.

Aircraft-laid mines are normally employedin offensive operations and are droppedfrom aircraft in the manner of bombs.These mines must be specially config-ured for air delivery. Aircraft provide thecapability for replenishing minefieldsover an extended period of time withoutdanger from previously laid mines.Aircraft are also capable of miningenemy-held inland waterways.

Submarine-laid mines, normally used inoffensive operations, are speciallyconfigured mines that are launched fromthe torpedo tubes of submarines.Tactically, the limited number of minesthat a submarine can carry may beconsidered a disadvantage, but thesecrecy with which a submarine candeliver mines to an enemy port oroperating area at great distances fromfriendly bases provides an overwhelmingtactical advantage.

Surface-laid mines are no longer in the USstockpile of active weapons. However,almost all air- and submarine-laid minescan be adapted for surface laying if theneed arises. Surface laying is the mosteconomical method of delivery because ofthe greater number of mines that can becarried in the vehicle. But, there areunacceptable constraints which necessi-tate the utilization of other methods ofdelivery. For example: enemy control of thesea area, the requirement for surreptitiousdelivery, or the need to replenish anexisting field.

Deployment And Operation

Aircraft-Laid Mines. It wasn�t until WorldWar II that mines were successfullyplanted by aircraft, and it was then that itbecame readily apparent that the advan-tages of air delivery are many. This wasdemonstrated by the number of notablemining campaigns of that war, the mostnotable of which was the strategy block-ade of the harbors of Japan. In short,airplanes can lay mines suddenly and ingreat quantity. Moreover, airplanes are theonly vehicle capable of replenishing alarge mine field without danger from thefield itself. Also, planes can lay mines inshallow bodies of water, including riversand harbors which cannot be transited bysubmarines or surface minelayers.

Most air-laid mines use some sort of flightgear to decrease water-impact velocity.This usually consists of a parachute packand release gear which function as follows:As the mine strikes the water, or sub-merges to a given depth, the release gearfrees the mine case from the parachute,after which the parachute and mine thensink free from each other. Flight gear alsoincludes tail fins which provide stabilityduring flight and free fall; nose fairingsmay also be used to reduce drag. Almostany aircraft that carries bombs � Navy,Air Force, or otherwise � can also laymines. Like bombs, air-laid mines areequipped with arming wires that maintainthe mines in a safe condition until they arereleased from the aircraft. However, at theinstant a mine is released from theaircraft�s bomb rack, the arming wires are

actuating: moving toaction

suffering: undergoing orexperiencing a(usually) difficultsituation

housed: contained

configured: set up tooperate in a particularway

replenishing: restocking

overwhelming: overpow-ering, enormouslygreater

constraints: limitations,restrictions

surreptitious: secret,clandestine

readily: easily

given: specific, predeter-mined

nose fairings: aerody-namic surface addedto reduce drag

drag: gradual loss ofmotion due to aretardation device oraerodynamic friction


withdrawn, leaving the mine with thepotential to arm. On the other hand,should it become necessary to jettison themine in a safe condition, the pilot actuatessolenoids that allow the arming wires tofall intact with the mine.

Submarine-Laid Mines. When secrecy isparamount, the submarine is the preferredmine-laying vehicle. Although submarinescan carry mines great distances from homeports, they are not conducive to carryinglarge payloads. Nonetheless, it is interest-ing to note that, although the torpedo wasconsidered the primary weapon of thesubmarine during World War II, manymissions by the Seventh Fleet submarinesinvolved the laying of mines. Throughoutthe war, submarines had planted 576mines, resulting in 27 ships sunk and 27damaged, or one ship per 10 plantedmines.

Surface-Laid Mines. During World War II,surface craft were used primarily fordefensive mining operations, i.e. defend-ing friendly harbors and waters frompenetration by enemy vessels. Plantingwas usually done from specially designedminelayers or from certain other surfacecraft. Throughout the war, thousands ofthese mines were laid just outside Chesa-peake Bay, around Cape Hatteras, andaround Key West to protect our shippingagainst enemy submarines. Also, largefields were laid in the Atlantic off thecoasts of Trinidad and North Africa and inthe Mediterranean off the coast of Sicily.Although there is no record of any of theenemy ships being sunk or damaged in theNavy�s defensive fields, neither is thereany record of enemy ships passingthrough the fields. Perhaps the knowledgethat the fields existed prevented anyattempts being made, thus proving theadage that mines work well even whenthey don�t work at all.

Source: http://peomiw.navsea.navy.mil/mines.htm 11/09/1999

Exercise 16

In your notebook, write the main idea ofeach paragraph in �Offensive MiningCapabilities.�

SPEAKING SKILLS

Exercise 17

Presentation Checklist

Ask yourself these question to see if youare ready to present.

1. Have you double-checked your slidesfor spelling? Yes No

2. Have you practiced your presentationand timed it? Yes No

3. Have you checked the location of yourpresentation and tested the equipmentthere? Yes No

withdrawn: taken away;removed

potential: possibility

jettison: throw over-board in an emer-gency

solenoids: coils of wireacting like magnetsto control a me-chanical or electri-cal device

paramount: superior toall others, supreme

conducive: leading to

adage: saying, proverb


GLOSSARY

ObjectiveVocabulary

acoustic (a COUS tic) adj: operated by orutilizing sound waves

The sonar is an example of anacoustic search device.

avoid (a VOID) v: to keep away from; toshun

Fishermen avoid polluted waters.

collate (COL late) v: to arrange in ameaningful order

Mine location reports must becollated to determine the size of themined area.

compile (com PILE) v: to gradually buildup a collection or group of something

After many trips to the seashore, thechild compiled quite a collection ofseashells.

composition (com po SI tion) n: makeupor constitution

The composition of brass includescopper and zinc.

counter (COUN ter) v: to act in opposi-tion to; to oppose; to offset; tonullify

To counter the increase in accidents,we need to train the sailors better.

detonate (DE ton ate) v: to explode

An EOD team will detonate a sea mineat a safe distance from the MCMvessel.

disable (di SA ble) v: to make inoperativeor ineffective; to incapacitate

A ship is disabled without a function-ing rudder.

induce (in DUCE) v: to bring about byinfluence or stimulation; to cause

The rocking motion of a ship at sea caninduce seasickness.

inert (in ERT) adj: deficient in activequalities; unable to react; inactive

Weapons handling training is carriedout only with inert weapons.

localize (LO cal ize) v: to keep within adefinite locality, to isolate

An MCMV will try to localize adangerous area by defining the limitsof the mined area.

neutralize (NEU tra lize) v: to makeineffective; to destroy

The ROV carries an explosive charge toneutralize bottom mines.

optical (OP ti cal) adj: of, relating to, orutilizing light or vision

Binoculars are one kind of opticaldevice which helps lookouts.

particularity (par ti cu LAR i ty) n:something that is unusual or distinc-tive in manner; singularity

The latest aircraft accident had severalunexplained particularities.

precursor (pre CUR sor) n: a person orthing that precedes (and sometimesindicates the approach of) another; aforerunner

A precursor MCM operation is meantto be just the initial phase of an activeMCM operation.

prominent (PRO mi nent) adj: standing outor projecting beyond a surface or line;easily noticeable

Mont Blanc is a prominent landmark inEurope.

render (REN der) v: to cause to be orbecome; to make

With a disabled firing mechanism, amine is rendered harmless.


rupture (RUP ture) v: to part by violence;to break; to burst

The oil tanker�s hull was ruptured inthe accident.

scarce (SCARCE) adj: not plentiful orabundant

At the end of a long voyage, fresh fruiton board ship is scarce.

timely (TIME ly) adv: in time, or at theright time

An electrician�s mate should respondtimely to requests for repairs.

tow (TOW) v: to pull along behind; to haul

Since the soldier�s car wouldn�t start, ithad to be towed to a garage.

MaritimeExpressions

Exercise 18

Contact mine: a type of sea mine whichexplodes when a vessel strikes it

Some contact mines have lead hornsthat detonate the mine when a shipstrikes and breaks them.

Danbuoy: a temporary buoy laid to indicatelimits of past, present or future MCMoperations, also called a �dan�

We laid quite a few dans in just a fewhours.

Diving incident: a situation where a diveris sick or injured

Report a diving incident as soon aspossible to the OTC.

Go/No-go: the decision point whichindicates whether an operation, task,etc. can be carried out or must beaborted

Only the Commanding Officer candecide in a go/no-go situation.

Influence mine: a type of sea mine whichdetonates in response to underwatersounds, magnetic fields, or reducedwater pressure generated by passingships

Influence mines are more difficult tosweep than contact mines.

Mineman: a sailor rated to maintain, repair,and operate MCM equipment, afloat.Additionally, one who assembles,handles, issues and delivers mines tothe planting agent and maintain mine-handling and minelaying equipment,ashore.

There are many expressions used inmaritime operations. A few are givenhere. Listen and repeat the expressions.

Afloat: being at sea

All of our exercise forces are afloat.

�A� school: an entry-level technical skilltraining school

The Mine Warfare Training Center atIngleside, Texas, is an example of an A-school.

Bottom mine: an influence mine that restson the sea bottom

Bottom mines are normally laid in waterbetween 10 and 100 meters deep.


If you are a mineman, you have noroom to make mistakes when workingon mines.

Minesweeping: the neutralization ofmines using mechanical or influencesweep equipment This may includewire, net, and trawl sweeps as well asmagnetic devices and acoustic noisemakers

Minesweeping is considered moredangerous than minehunting becauseyou are operating in mined waterswithout knowing the actual locationof the mines.

Minehunting: actively searching formines using sonar and electro-opticalsystems. The process of detection,classification, identification, andneutralization of mines by the use ofsensors, ROVs, and divers (EOD)

An MCMV minehunter steamsforward much more slowly duringminehunting operations than duringminesweeping operations.

Mine neutralization: rendering a mineinert by rupturing the mine case,destroying the mine sensor, orcausing sympathetic denotation ofthe mine

Mine neutralization makes an areasafe for all ships.

Moored mine: a sea mine which isanchored in place by a cable, andfloats near the surface of the water,where a ship might strike it

Mechanical cutters are sometimesused by minesweepers to cut theanchor cable of a moored mine.

0-dark-30: before sunrise

I had to get up at 0 dark 30 for 4 daysin a row to participate in last week�sMCM operation.

Oropesa: (also called �O-gear�)standardmechanical equipment used to sweepmoored mines. Comes from the name

of the WWI minesweeper, the HMSOropesa. Also called �O-gear�

A typical minesweeper can stream twosets of O-gear to create a doubleOropesa sweep.

Strategic reconnaissance: keeping trackof the location, movements and actionsof hostile minelaying ships

Aircraft equipped with cameras areneeded to conduct strategic reconnais-sance.

Sympathetic detonation: the detonation ofa mine in response to the nearbyexplosion of another mine

EOD divers must use extreme cautionwhen planning and inducing sympa-thetic detonations, to avoid divingincidents.

Trawl: a large steel net dragged along thesea bottom to catch bottom mines

A trawl sweep can be efficientlyexecuted by two MCMVs.


1. ________ DTG

2. ________ Mine Counter-Countermea-sures

3. ________ MCMV

4. ________ RATT

5. ________ ROV

6. ________ Contact Refer-ence Number

7. ________ Global Position-ing System

8. ________ LF/AF

Maritime Acronyms

AMCM: Airborne Mine Countermeasures

CRN: Contact Reference Number

DTG: Date-Time-Group

EOD: Explosive Ordnance Disposal(Divers)

GPS: Global Positioning System

IRCS: International Radio Call Sign

LF/AF: Low Frequency/Acoustic Fre-quency

LRN: Lay Reference Number (used forminelaying)

MCCM: Mine Counter-Countermeasures

MCM: Mine Countermeasures

MCMV: Mine Countermeasures Vessel

MHC: Coastal Mine Hunter

MILCO: Minelike Contact

MILEC: Minelike Echo

MN: Mineman

MRN: Mine Reference Number

MW: Mine Warfare

NOMBO: Non-mine Bottom Object

OTC: Officer in Tactical Command

RATT, RTT: Radio Teletype

ROV: Remote Operated Vehicle

SMCM: Surface Mine Countermeasures

UMCM: Undersea Mine Countermeasures

Exercise 19

Copy the list of acronyms and meaningsinto your notebook. Study them. Then fillin each blank with an acronym or ameaning.



TroublesomeGrammar: MoreTwo-Word Verbs

As we mentioned in Unit 7, two-wordverbs are those verb-prepositioncombinations that have meaningsdifferent from that of the two wordsseparately. And, usually the two-wordverb may be replaced with a single verbthat has the same meaning. Anotherfeature of two-word verbs is thatsometimes they are separated by anotherword (e.g. �take down the antenna� mayalso be expressed as �take it down�).

We use take with a variety of preposi-tions. Here are some of the combinationsusing take.

He takes after his father in manyways. (to look or behave likeanother)

You cannot take back software to thestore after it has been opened. (toreturn)

The sailors took down the antenna.(to remove from its place)

Take in the equipment to the mainte-nance shop. (to bring something to arepair shop for repair)

The United States took in manyrefugees last year. (to give shelterto)

He wants to take off tomorrow. (tonot go to work or to depart)

His career took off after his headquar-ters assignment. (to become verysuccessful)

The senior officers must take on moreresponsibilities. (to accept responsi-bility for something new)

He was required to take out hispassport. (to remove from a pocket orpurse)

She said, �Don�t take it out on me.� (toblame)

The new commander took overcommand. (to assume control of)

He�s taken to his new job like a fish towater. (to quickly like something)

The teacher recommended taking upwater polo. (to begin an activity orhobby)

I will take you up on that. (to accept anoffer)

You should take it up with the captain.(to discuss something with someone)

Exercise 20

In your notebook, copy the sentences.Underline the two-word verbs and writethe meaning of each �take� combinationnext to its sentence.

1. Don�t take your troubles out on me.

2. You need to take those old boots in.

3. Take the ammunition back to thearmory.

4. Take it up with the boss.

5. They really take to sea duty.

6. Take over the wheel.

7. He takes after his father.

8. Take down the scaffolding.

9. They offered to take in the passengers.

10. They took off yesterday.

11. Take out your ID.

12. He recently took up chess.

13. I must take him up on his offer.

14. We must take on the new duties.


Authentic Readings

NATO Allies JoinedMine WarfareForces Exercises

Corpus Christi, TX (CNSLNS) - Militaryofficials from nine NATO and �Partnershipfor Peace� (PfP) countries recentlyparticipated as US Navy Mine Counter-measures forces � based primarily insouth Texas � trained in a pair ofsimultaneous exercises off the coast ofCorpus Christi in September 1999.

The US-sponsored Gulf of Mexico Exercise(GOMEX) 99-2 and NATO-sponsoredexercise Cooperative Telos �99 put topractice integrated mine countermeasuresoperations, using surface ships, helicop-ters and explosive ordnance disposal(EOD) detachments.

While the ships, aircraft and diversconducted their live exercise at sea,approximately 30 representatives from theNATO and PfP countries participated in amine countermeasures seminar, a culturalprogram, and visits to exercise ships towitness US Mine Countermeasures forcesin action.

Cooperative Telos is designed to fostermine countermeasures interoperabilityamong participating nations. Rear AdmJose Betancourt, commander of the USNavy�s Mine Warfare Command, based inCorpus Christi, directed the exercise.

Countries participating included Bulgaria,Estonia, Latvia, Lithuania, Romania,Sweden, Canada, Denmark, and Poland.

�I find, in particular, that being able towork together in person, which thisexercise allows us to do, is the best way toincrease the level of knowledge of each ofthe participants,� said Rear Adm.Betancourt. �Cooperative Telos also givesus the opportunity to form professionalassociations with the participating nationsthat will help strengthen our military-to-military relationships should we need towork together in the future.�

GOMEX 99-2 is one of a series of regularlyscheduled exercises aimed at putting to thetest the mine countermeasures training andcapability of participating forces. CaptGary Belcher, Commander, Mine Counter-measures Squadron Three, based at NavalStation Ingleside, is the exercise�s opera-tional commander.

Source: Ens. Chuck Bell,COMINEWARCOM, Mine WarfareCommand, Corpus Christi, Texas.

Printed with permission.

Exercise 21

Copy the comprehension questions inyour notebook and answer them.

1. Who sponsored GOMEX �99? Coop-erative Telos?

2. What was the objective of GOMEX�99? of Cooperative Telos ?

3. Why did Rear Adm. Jose Betancourtsupport Cooperative Telos?

Exercise 22

Pre-reading: Before reading the article�Master Mine,� think about why a personwould want to become a mineman. Areyou interested in this occupation?

Master Mine

Is it the blue wire or the red one? It�s aburning question that tugs on every nerveand sinew in her body. Salty beads ofsweat trickle from every pore. In a second,the decision will be made and it will all beover, her life or her tension. Gentlyunscrewing the head, she pulls out theplastic and metal organs. She picks up thechosen wire and prepares to cut. A deepbreath swallowed, a quick prayer mutteredand ... she cuts. Snap! The air is still and

simultaneous: happen-ing at the sametime

witness: to watch

foster: to encourage

burning question: anextremely importantquestion

tugs: pulls

sinew: tendon

trickle: to fall in drops

muttered: said softly


silent. Back in the moment, she realizesit�s OK to breathe again. She smiles.

As dramatic as that experience may seem,it�s a real-life scenario that Mineman 1stClass Katherine Frunz, an instructor atthe Mine Warfare Training Center,Ingleside, Texas, stresses firmly to all herstudents. In her line of work, there�ssimply no room for mistakes - it�s do thejob right the first time, or there won�t be anext time. And she should know.

Frunz is good at what she does - realgood. In fact, she�s often referred to bystudents and instructors alike as the�Jack of all Trades� in this demandingfield.

�There�s so much to learn as a minemanand the vast areas that we have to workin make you extremely versatile andvaluable,� she said. Minemen have to beable to do it all. From boatswain�s mate toradioman; damage controlman to sonartechnician; engineman to deck hand. Themineman rating is somewhat of a meltingpot for those rates and more. It could bewhy so many Sailors in those rates findtheir way through the halls of thistraining center. Even Frunz cross-rated -she was a storekeeper for four yearsbefore becoming a mineman.

�I had the opportunity to work in all theweapons supply departments at theYorktown Weapons Station, Yorktown,Va. Because mine warfare was a moretechnical field as opposed to supplybeing an administrative field, it reallygrabbed my attention,� said Frunz.

�I joined the Navy because I knew Iwould be near an ocean,� said Frunz. �Iwanted to travel, pursue an excitingcareer, get established and finish mycollege degree. The Navy gave me allthat.� Indeed, Frunz now holds aMaster�s Degree in International Affairs.

She is a Sailor with boundless energy andshe appreciates what she has accom-plished. Recently, Frunz was namedInstructor of the Quarter and, when she�snot teaching, she�s taking classes to keepabreast of the newest developments inmine warfare. Frequently, she can also be

seen escorting junior ROTC studentsaround the training facility. �One of thethings I point out to them is the positionI�m in now, as a woman. If I were a civilianI don�t believe I would have the chance togo near this equipment, let alone work onit,� remarked Frunz.

The Mine Warfare Training Center wasrelocated from Charleston, S.C., toIngleside, Texas, in 1993. The curriculumthat instructors like Frunz teach here isdemanding and requires from students aninnate problem-solving ability and evenmore concentration. There is as muchemphasis placed on practical applicationas there is on classroom study.

�The Training Center tests my skills,� saidMNSN Walter Webb, an �A� Schoolstudent from Virginia Beach, Virginia. �Itchallenges my mind and body. It�s anexciting whole new theory I�m working on.It�s a lot to work through, but I�m doingit.�

And the instructors are no less enthusias-tic. Ask them how they feel about thisduty, this school, and they�ll tell you theynever had it better. �It�s great here, and thestudents really want to learn,� said MNCLuis Bodeaux, an instructor from Fauxville,Indiana. He just got back from duty inSaudi Arabia and couldn�t get over thepositive environment and high morale hewitnessed at Ingleside. It�s all because ofthe students, he says, all because of theireagerness and willingness to learn.

Outside, the grounds are littered with minemodels: MK-65 Quickstrikes, MK-60Captors, MK-67 SLMMs and more. Likemedical school cadavers, they�re to bedissected�to be used as valuable learningtools. Today, a class of �A� Schoolstudents is busy with their instructorcarefully disassembling a MK-62.

But course work here is also very aca-demic, and students spend a lot of time inthe classroom. State-of-the-art computersand advanced teaching tools make it easierto learn, but the stress level here isn�t anyless. Students working complex problemson calculators abound, sitting almoststatue-like as they tap furiously at thekeys. They take the work very seriously,

line of work: occupa-tion, career field

Jack of all Trades: aperson who can domany things

melting pot: a blendingwhich often leads toinvigoration or novelty

innate: natural, describ-ing something (e.g. atalent) a person isborn with

littered: marked withitems scattered atrandom

cadavers: dead bodies

dissected: separatedinto pieces

abound: be present inlarge numbers

furiously: intensely,rapidly


for out in the fleet, one small mistake - onewrong calculation - and someone couldget hurt. Someone could get killed.

�We need good people out there,� saidFrunz. �Unfortunately, we can�t get themeducated fast enough.� In the past, themineman Sailor was hardly seen. Butwalking down the halls of the trainingcenter, it�s evident that that is changing.According to Frunz, the current �A�School class consists of more than 40students. The last graduating class wasonly five.

With the highest across-the-boardadvancement levels, minemen are reapingthe benefits of being one of the fastestgrowing enlisted career fields. They alsoboast one of the highest selective reenlist-ment bonuses (SRBs) in the Navy. Theinitial sign up bonus is already $2,000.

Is that enough? Can all those benefitsreplace the fear of working in dangerousand deadly mine fields? It can for some,but minemen like Frunz feel there�s more tofocus on. The rating�s excitement, thrillsand adventure are something she�d like tosee advertised more by recruiters.

Most of Frunz�s days are filled withdissecting, diffusing, disassembling andservicing dead mines. These mines can�thurt anyone, but there are still too manyout there below the ocean�s surface thatcan. Does the difference of working withdead mines instead of real ones hinder themission? Not at all. Mentally, she imaginesherself in real-life predicaments and forcesherself to act accordingly.

�You have to keep focused on your joband your duty first, especially in a time ofconflict,� she said. Otherwise, she says,your worst fear just might come true. �I�mthere to do a job and I�ll do it until Iabsolutely can�t do it anymore.�

Now, Frunz is ready to put her skills to thetest at sea. She is scheduled to be one ofthe first women minemen to be assigned toa coastal mine hunter (MHC). Approval forwomen to serve aboard the MHC class isexpected later this year.

Source: PH3 Lena Gonzalez, �MasterMine� from All Hands, September 1999,pp.30-33. Reprinted by permission.

Exercise 23

Answer the following comprehensionquestions in your notebook.

1. Why does Mineman 1st Class KatherineFrunz describe minemen as �versatileand valuable?�

2. What kind of natural ability does thecurriculum at the Mine WarfareTraining Center require from students?

Exercise 24

Write a paragraph in your notebook inanswer to each of the following opinionquestions.

1. What do you think of women beingallowed to work as minemen on minehunters?

reaping: obtaining

boast: own with pride

bonus: money given inaddition to anemployee�s salary

predicaments: difficultor perplexingsituations


2. Why do you suppose that the careerof mineman is one of the fastestgrowing enlisted fields in the USNavy? Do you think it�s the extramoney, personal factors, professionalfactors, or something else?

Exercise 25

Match the word with its definition. Writethe letter in the blank.

1. ____estuary a. superior to allothers

2. ____tug b. a limit

3. ____abound c. secret, clandestine

4. ____rectify d. difficult situa-tion

5. ____constraint e. arm of the seaat the lower endof a river

6. ____adage f. correct

7. ____reap g. to fall in drops

8. ____boast h. to pull

9. ____trickle i. to obtain

10.____predicament j. natural, inborn

11.____innate k. to own withpride

12.____paramount l. to throwoverboard

13.____surreptitious m. to be present inlarge quantity

14.____jettison n. a proverb

LEARNING STRATEGY


Exercise 26

Follow the instructions for completingthe Language Learning Log given in Unit1.

Like all novices, we began with the helicopter...but soon saw it had no future and dropped it. The

helicopter does with great labor, only what the balloon does without labor and is no more fitted than the balloon

for rapid horizontal flight. If its engine stops, it must fall with deadly violence, for it can neither float like a balloon nor glide

like an airplane. The helicopter is much easier to design than an airplane,but it is worthless when done.�

�Wilber Wright

Unit 12:Air Operations


Resources

You will need Unit 12 of this course, the Unit 12 recording, a blank tape, a tape/CDplayer, your notebook, pen or pencil, your copy of Webster�s New World Dictionary,and a hard copy of HOSTAC (EXTAC 1001).

Objectives

In this lesson you will

1. review the use of articles a/an/the.2. review the phrasal verb combinations using get.3. correctly pronounce and use objective vocabulary and maritime expressions in the

glossary.4. become familiar with EXTAC 1001 Helicopter Operations from Ships Other Than

Aircraft Carriers (HOSTAC Operations) and its contents.5. understand various HOSTAC operations and missions.6. explain how environmental factors affect HOSTAC operations.7. understand the authorities, responsibilities, and control issues in HOSTAC opera-

tions.8. understand safety, firefighting, and emergency procedures during HOSTAC

operations.9. complete an outline based on a text.

10. complete a chart based on a text.11. prepare and give a weather briefing according to a prepared outline.12. listen to electronic communications; take notes or write summaries.13. read models of technical/military material and answer comprehension questions.14. read authentic military/NATO articles and answer comprehension questions.15. practice a variety of language learning strategies.

Table of Contents

LEARNING STRATEGIESPlanning ................................ 12-3

VOCABULARYHOSTAC Overview ................ 12-3

VOCABULARYStandards for Ship/AircraftInteroperability ...................... 12-5

VOCABULARYSea State and WeatherConditions ............................. 12-7

VOCABULARYRadio Communications ........ 12-9

GRAMMARUsing Articles ....................... 12-12

READING/WRITING SKILLSVertical Replenishment ........ 12-13Helicopter In-FlightRefueling ............................... 12-15

VOCABULARYSafety ................................... 12-17

READING SKILLSFirefighting and Rescue ....... 12-19

READING SKILLSHelicopter LandingEmergencies ......................... 12-21

READING SKILL ..................... 12-24

SPEAKING/WRITING SKILLSFinalize Your Presentation ... 12-24

GLOSSARYObjective Vocabulary ............ 12-25Maritime Expressions .......... 12-27Maritime/WeatherExpressions .......................... 12-28

ENRICHMENT ACTIVITIESTroublesome Grammar:More Two-Word Verbs .......... 12-29�Relax, the Duke�s Got It.� ... 12-31Walking Like A Duck ........... 12-33Phrog on the Pond ............... 12-35

LEARNING STRATEGYKeeping a Learning Log ....... 12-37


LEARNING STRATEGIES

In this course you have learned manylearning strategies. Think about ways toapply these strategies to your futurelearning.

Planning

Exercise 1

This is the last unit for this seminar.Take a few minutes to reflect on the timethat you have taken to complete yourwork. We hope this planning guide hashelped you stick to your schedule. Now,complete the schedule for Unit 12 in thesame manner as you did those of theother units.

Unit 12 Schedule

Day Plan Actual

Mon _______ _______

Tue _______ _______

Wed _______ _______

Thurs _______ _______

Fri _______ _______

Sat _______ _______

Sun _______ _______

VOCABULARY

Listen to the reading titled �HOSTACOverview� and follow along. The newvocabulary is in italics. As you listen tothe reading, notice how the new vocabu-lary is used in each sentence. Circle anywords you do not know.

HOSTAC Overview

For a wide range of reasons, it can becomenecessary for a shipborne helicopter ofone nation to operate (or, to use the termemployed in this text, to cross operate)with a ship of another nation. Guidelinesfor these operations are covered in EXTAC1001 Helicopter Operations from ShipsOther Than Aircraft Carriers (HOSTACOperations).

Routine day-to-day, short-term require-ments frequently make helicopter crossoperations necessary. The requirementsare sometimes humanitarian, as in thetransfer of a sick or injured person to moresuitable facilities. Often, operationalrequirements arise, typically for purposesof refueling or emergency repair, fordelivery of critically needed materials byVertical Replenishment Procedures(VERTREP), or for landing to pick uptransiting personnel. In short, whereverone finds it necessary or convenient tooperate helicopters to and from the decksof one�s own ships, similar situations maymake it necessary at some time to operateto and from the decks of ships of othernations.

To cross operate safely and efficiently,standardization of as many procedures andas much hardware as possible is highlydesirable. However, two other items aremandatory for any cross operation. First,detailed knowledge of the receiving ship�s

Learning Strategy

Highlighting,circling, or

underlining newwords or concepts

helps you rememberthem better or find

the informationfaster when you

need it.


landing areas, support facilities, deckmarkings, location of obstructions, andother physical details that affect thehelicopter landing environment. Second,detailed knowledge of the helicopter thatwill be coming aboard, including rotordiameter, gross weight, fuselage length,landing gear specifications, and servicerequirements, where appropriate.

This information must be made availableto all parties involved in a cross opera-tion before the actual cross operation cantake place. No operation can begin untilthe receiving ship is satisfied that thehelicopter will indeed fit its landingfacilities without striking an obstacle orthat its helicopter deck can withstand theweight of the arriving helicopter. Nohelicopter pilot can be expected toattempt a landing or VERTREP until he isfamiliar with the deck markings of thehost ship, its navigational aids, and thelanding area and VERTREP operatingarea clearances he can expect to find.

The basic principle in HOSTAC opera-tions is that the guest helicopter alwaysuses the approach, landing, and deckhandling procedures of the host ship.Thus, a successful cross operationrequires the exchange of this informationbetween the guest helicopter and thehost ship. This information is in generalnational information and is not ship andaircraft specific. A participating nationprovides either all relevant informationconcerning its own unique operatingprocedures or a combination of refer-ences to agreed-upon operating proce-dures and its own unique operatingprocedures.

Standardized VocabularyUsage

The words WARNING, CAUTION, andNOTE have the following meaningswithin this publication:

WARNINGAn operating procedure, practice, orcondition that may result in injury ordeath if not carefully observed orfollowed

CAUTIONAn operating procedure, practice, orcondition that may result in damage toequipment if not carefully observed orfollowed

NOTEAn operating procedure, practice, orcondition that is essential to emphasize

Certain words are used in a specificcontext throughout this publication andhave meanings that have been previouslyagreed upon. These words are listedbelow:

Shall is used only when application of aprocedure is mandatory.

Should is used only when application of aprocedure is recommended.

May is used only when application of aprocedure is optional.

Will is used only to indicate the futuretense in first, second, and thirdpersons and does not indicate anydegree of requirement for applicationof a procedure.

Source: EXTAC 1001 HOSTAC, January1997.

The above usage is consistent with mostDepartment of Defense publications.However, please do not confuse written,�official� usage with everyday AmericanEnglish usage. See the modal exercises inUnit 6 and Appendix E.

Exercise 2

Copy the following questions into yournotebook and answer them.

1. Why do the authors specificallychoose not to use the term �operate?�

2. When are HOSTAC operations used?

3. What must be considered beforestarting HOSTAC operations?

4. What is the basic operating principleof HOSTAC?

gross weight: the totalweight including theweight of the con-tainer

Learning Strategy

Understanding theexact meaning ofwords will allow

you to communicatemore accuratelyand effectively.


Exercise 3

Complete the following sentences usingthe words listed below. Write thesentences in your notebook.

wide range convenient partiessatisfied withstand specific

1. Both ______ in the conflict musthonor the cease fire.

2. Although it is not _______ to pay acourtesy visit, it is the right thing todo.

3. Sailors must be able to ______ theNorth Atlantic winds.

4. The commander gave ______ guid-ance.

5. Although they were able to land, theywere not _____ with their perfor-mance.

6. Successful staff officers must be ableto complete a ______ of duties.

VOCABULARY

Listen to the reading titled �Standards forShip/Aircraft Interoperability� and followalong. The italicized words are the newvocabulary. As you listen, circle thewords you do not know.

Standards forShip/AircraftInteroperability

Many nations have identified a ship�sbasic aviation capability using the terms�level� and �class.� The level of a helicop-ter facility identifies the environmentalcondition that prevails. The class of ahelicopter facility identifies the authorizedoperation (e.g. landing, Vertical Replenish-ment Procedures (VERTREP), HelicopterIn-Flight Refueling (HIFR) or hoisttransfer), the types of services available

Figure 12-1. StandardFlight Deck Markings


(e.g. fuel, starting power), and theavailability of maintenance facilities (e.g.routine inspection, minor repairs, andreplacement of parts).

Deck Markings

Deck markings for the helicopter landingarea are either white or yellow with aminimum width of 0.2 meters and havebeen adopted to ensure adequatephysical clearance for those helicoptersapproved to land, VERTREP, HIFR, orperform hoist transfers with the hostship. Alphanumeric ship designators,painted on the flight deck to identify theship by hull number or other designation,provide the pilot with positive identifica-tion of the host ship. To prevent theaircraft and cargo from sliding in adverseweather or sea conditions, helicopterdecks are coated with a non-skid surfacehaving a minimum dry-deck coefficient offriction of 0.6. See Figure 12-1.

Deck Lighting

Deck lighting accentuates deck markingfigures to provide visual references fornight helicopter operations. The intensityof all deck lighting is controllable at therequest of the guest helicopter. Deckedge and lineup lights are inset into thedeck on the markings and provide visualreference for night helicopter flights.Forward structure floodlights illuminatethe face of the superstructure immedi-ately forward of the helicopter deckhangar and provide the pilot withincreased depth perception and a view ofobstructions. At least two lights (eitherred, yellow, or white) are used. Overheadfloodlights (either red, yellow, or white)are aimed to provide uniform illuminationof the helicopter deck.

The nomenclature of helicopterglideslope indicators (GSIs) and certainother characteristics of the GSI used bythe host ship have been standardized.However, because shipboard GSIsystems vary, the guest helicopter�saircrew must familiarize themselves with

the GSI characteristics of the host shipbefore making an approach.

Hangar-top floodlights (either red or white)illuminate the top of the hangar andprovide the pilot with additional horizoncues when the pilot is over the flight deck.Deck surface floodlights (either red orwhite) are mounted on the deck edge toilluminate the deck surface. Maintenancefloodlights (either red, yellow, or white)illuminate the helicopter for on-deckmaintenance.

The landing area is equipped with deckstatus lights to provide a green (cleardeck) or red (fouled deck) indication that isvisible to approaching helicopters. Ayellow (sometimes referred to as amber)intermediate status light may also beprovided. Red wave-off lights may also beused in conjunction with the GSI.

Both horizon and pitch bars are a series oflights mounted athwartship on thesuperstructure forward of the helicopterdeck. They may be either stabilized orunstabilized.

Flight Deck Clothing

Standard colors have been adopted forheadgear and the jacket, surcoat (or outercoat), or pullover sweater worn by ship�spersonnel. These colors enable the guesthelicopter�s aircrew to identify host ship�spersonnel functions once the helicopterhas landed. For ships other than aircraftcarriers, only the following clothingidentification color is mandatory YELLOW:

� Flight Deck Officer (FDO)

� Flight Deck Director (FDD)

� Landing Signal Enlistedman (LSE)

The following clothing identificationcolors are optional and may also be usedby flight deck personnel on host ships:

� Aircraft handling crew andchockmen�BLUE

� Maintenance crew�GREEN

� Medical�WHITE

non-skid: constructedso as to reduceslipping or skidding

Learning Strategy

Outlines andchecklists are greatlearning tools for

lists of items.


� Messengers and telephone talkers�WHITE headgear and BLUE jacket

� Ordnance� RED

� Photographers�GREEN

� Firefighting and crash crews� RED

� Aviation fuel crew�PURPLE


Exercise 4

Answer the following questions aboutthe reading. Write the questions andanswers in your notebook.

1. In the first paragraph, what do theterms �level� and �class� refer to?

2. Describe a typical deck marking.

3. What is the purpose of deck lighting?

4. What is the significance of thedifferent flight deck clothing colors?

Exercise 5

Match the following terms with theirappropriate colors.

1. ____ fuel crew a. green

2. ____ deck markings b. yellow

3. ____ hangar-top lights c. red

4. ____ clear deck d. purple

5. ____ fouled deck e. red or white

6. ____ FDO f. white or yellow

VOCABULARY

Listen to the reading titled �Sea State andWeather Conditions� and follow along.The italicized words are the new vocabu-lary. Please note that the maritime/weather expressions are located in theGLOSSARY of this unit. As you listen,circle any words you do not know.

Sea State andWeatherConditions

Where possible, check that the sea stateand weather conditions are compatiblewith the host ship�s ability to performcross operations. Some nations providethe acceptable levels of deck pitch and rollfor each ship.

Lift Factors

Lift capability is a limiting factor in anyhelicopter operation and is most criticalwhen hovering. Determine the load factorsto be encountered, particularly in aVERTREP or internal cargo transfer. Liftcapability is influenced substantially bythe following factors:

� Ambient temperature:Lift capability decreases as tempera-ture increases.

� Relative humidity:Lift capability decreases as relativehumidity increases.

� Pressure altitude:Lift capability decreases as pressurealtitude increases.

� Density altitude (a combination ofpressure altitude, ambient temperature,and relative humidity):

Learning Strategy

Specializedvocabulary is justthat. Learn these

words in theirspecialized context.


Lift capability decreases as densityaltitude increases.

� Relative wind: Lift capability decreases as relativewind decreases.

� Ground effect:Lift derived from ground effect isincreased if the deck is stable. It isdecreased as height above deck isincreased. Lift from ground effect islost when the helicopter passes overthe deck edge.

Day/Night Considerations

Determine whether the expected time ofarrival is day or night, inasmuch as allships are not equally day/night capable.

Maintenance Considerations

Although the host ship�s capability tosupport the guest helicopter�s mainte-nance requirements is given, the shipmay not necessarily stock all expendablestores required for extended helicopteroperations. A pack-up kit containingspecialized O-rings, gaskets, and otheritems that are normally expended shouldbe prepared and stowed aboard thehelicopter.

HIFR Considerations

Because many ships do not carry thenecessary adapters to mate the ship�sfuel hose to the aircraft, ensure that theseadapters are available if a HIFR operationis anticipated.

Briefing

Ensure that all passengers have read thehelicopter passenger briefing checklist.

Weather Brief

An aerographer, experienced quartermas-ter, or other qualified member of the hostship�s company shall prepare a weatherbrief to be relayed to the guest helicopter.

This brief shall include, at the least, thefollowing information:

� Air and sea surface temperature

� Dew point

� Barometric pressure

� Density altitude

� Surface wind direction and speed

� Altimeter setting

� Ceiling and cloud cover

� Visibility

� If available, a forecast of weatheren route and at the estimated time ofarrival


Exercise 6

Copy the following questions andanswer them in your notebook.

1. Describe/define the following �mari-time� terms so that a �landlubber�would understand them.

a. sea stateb. pitchc. roll

2. If you were a passenger, would you besatisfied receiving a �briefing check-list� or would you prefer an actualbriefing on procedures? Explain whyor why not.

3. What is an �aerographer� and how arehis duties performed in your navy?Write a short paragraph describingthem.

stock: to maintain aquantity on hand

stores: supplies

adapters: devices usedto connect dissimilarparts, such asfittings, couplers, orconnectors

mate: join together


Exercise 7

Since you may be the best Englishspeaker on board your ship, you may becalled to assist, or to actually give theweather briefing. Obtain a copy of aweather briefing from your ship.Compare it with the requirements givenin the reading. Now write a weatherbriefing for the situation of your choice.Include all of the elements given in theHOSTAC.

Exercise 8

Match the following terms with theirdefinitions. Write the letter in the blank.You will not need all of the terms listed.

1. ____ the temperature at which watervapor begins to condense

2. ____ the temperature existing or beingon all sides

3. ____ the ratio of the existing amountof water vapor in the air at a giventemperature to the maximum amountthat could exist at that temperature

4. ____ the altitude in the standardatmosphere at which the pressure isthe same as the point in question. It�sthe uncorrected altitude indicated byan altimeter set at standard sea levelpressure of 29.92 inches.

5. ____ the height above the ground ofthe layer of clouds that covers at leasthalf of the sky

6. ____ the transparency and illumina-tion of the atmosphere as affecting thedistance at which objects can be seen

a. ambient temperatureb. humidityc. relative humidityd. pressure altitudee. density altitudef. visibilityg. ceilingh. dew point

VOCABULARY

Listen to the reading titled �RadioCommunications� and follow along. Theitalicized words are the new vocabulary.As you listen, circle any words you do notknow.

RadioCommunications

Except in an emergency or when underemission control (EMCON), radio contactshould be established between thelaunching and receiving ships and thehelicopter before beginning helicopteroperations. While airborne, the helicoptershould be kept informed of any deteriora-tion of weather at the receiving ship.

The host ship should have a spare UHFradio available to assume communicationsif the primary radio fails. This is especiallycritical during periods of reduced visibility,night operations, or when positive radarcontrol must be maintained. During theinitial and final phases of departure andapproach, and at other times when intensepilot concentration is required, two-wayradio contact should be deferred, except inan emergency, until the aircraft is on deck.

NOTEIt is mandatory that the host ship monitorthe military air distress frequency (243.0MHz) at all times that the helicopter isairborne. This is of particular importancewhen the helicopter is operating indepen-dently, as the pilot may attempt to commu-nicate using his survival radio during acommunication failure.

Learning Strategy

Skimming not onlysaves time, but it

also allows you tomentally organize

what you are goingto read.


Air Traffic ControlProcedures

Control Zone

The airspace that surrounds each air-capable ship equipped for approvedapproaches by fixed-wing aircraft underInstrument Flight Rules (IFR) is definedas a circle 5 nautical miles in radius,extending from the surface to 2,500 feetabove mean sea level (MSL). The controlzone for helicopters is a circle 2 nauticalmiles in radius, extending from thesurface to 500 feet above MSL. Duringperiods when ceiling and/or visibility isbelow IFR minima, electronic air trafficcontrol techniques shall be used toprovide separation for maximum safety.

Operational Factors

During an extended flight, frequent radiochecks shall be made. The ship mustinform the pilot of any change in weather,loss of radar contact, or alteration of theship�s course and/or speed.

In addition to weather conditions at thehost ship, other operational factors thatbear on the degree of helicopter controlrequired include:

� Mission, range, and emission policy

� Tactical considerations

� Mutual interference

� Capabilities of air control units andcontrollers

� Equipment status and condition ofaircraft involved

Types Of OperationalControl During Approach

The type of control to be employedduring departure and recovery isdetermined by the senior naval aviator,unless otherwise specified by higherauthority. Normally, the pilot is respon-sible for determining if weather condi-tions allow him to operate under visualmeteorological conditions (VMC).

However, if the ship�s commanding officerdetermines that the close control associ-ated with flight under instrument meteoro-logical conditions (IMC) is operationallypreferable, then IMC shall prevail duringthe aircraft/ship operation.

During departure and recovery, the guesthelicopter is always subject to some formof air control by the host ship. Pilots shallnot shift frequencies unless they notifyand/or obtain permission from the control-ling agency.

Control Methods

The following level-of-control criteria aregiven as guidance. During approach, theguest helicopter may operate under

� Close control

� Loose control

� Broadcast control

� Positive control

� Advisory control

Under certain circumstances, the aboveterms may be employed individually.However, in most operations, they arecombined as follows:

� Close positive control

� Close advisory control

� Loose positive control

� Loose advisory control

� Broadcast control

Definitions of Control Terms

In simplest terms, �close� and �loose�apply to control of aircraft, while �posi-tive� and �advisory� apply to in-flightcollision avoidance and safe separation.

Close Control

A form of aircraft mission control in whichthe aircraft is continuously controlled foraltitude, speed, and heading to a positionfrom which the mission can be accom-plished.


Loose Control

A form of aircraft mission control in whichthe aircraft commander selects his ownspeed, altitude, heading, and appropriatetactics to accomplish the assigned task.The controlling unit (host ship) will advisethe aircraft of the current tactical pictureand will provide further advice whenavailable.

Broadcast Control

In the absence of full capability or if thetactical situation precludes close or loosecontrol, aircraft may be operated underbroadcast control. Tactical or targetinformation is passed to enable the aircraftto accomplish its task. The controllingunit, when possible, provides adequatewarnings of hazards, but the aircraftcommander is responsible for aircraftnavigation and collision avoidance.

Positive Control

The controlling unit is responsible fortaking actions for collision avoidance suchas ordering necessary alterations toheading, speed, and altitude to maintainseparation criteria. Positive control may beused under the following conditions:

� Less than 500-foot ceiling

� Forward visibility of less than 1 mile

� During operations at night, unlessmodified by the officer in tacticalcommand (OTC)

Positive control is executed only aftercommunication in plain language has beenfirmly established between pilots andcontrollers. Under these conditions, thehost ship must maintain two-way radiocommunications and have radar contactwith the helicopter. It is generally em-ployed under conditions of poor visibilitybecause of the benefit of a radar environ-ment under centralized control. Underpositive control, the ship (1) has radar andradio contact with the helicopter andpublished approach or departure proce-dures are complied with, or (2) specificassignments for heading and altitude are

issued by the ship�s air controller. Pilotsshall not shift frequencies unless theynotify and/or obtain permission from thecontrolling agency.

Advisory Control

The controlling unit will provide adequatewarnings of hazards affecting aircraftsafety. The pilot is responsible for theaircraft�s navigation and collision avoid-ance. The ship monitors radar and radiochannels in order to advise the pilot of thehazards of other aircraft traffic andongoing operations. Advisory controlshall be used whenever traffic density inany operational area requires use of ahigher degree of control for flight safetyreasons than that which is normallyassociated with VMC. Advisory control isnormally limited to VMC operations and isrecommended whenever positive control isnot required.


Exercise 9

Answer the following questions withoutreferring back to the text.

1. When should ship to helicoptercommunications be initiated?

2. What is the military air distressfrequency?

3. What is the difference between fixedwing and rotary wing (helicopter)control zones?

4. What are some of the various controlapproach options?

5. Who determines the type of control?Is it clear from reading the text?

Learning Strategy

Reading technicalmaterial can be

exhausting.Remember to

interact with thetext. Ask yourself

questions and lookfor organizational

patterns as youread.


Exercise 10

Carefully review the definitions of thetypes of operational control. Define thefollowing terms without using the word�control.� Write your definitions in yournotebook.

1. Close control

2. Loose control

3. Positive control

4. Advisory control

Exercise 11

Review �IMC� and �VMC.� Write aparagraph in your notebook comparingand contrasting the two conditions.

GRAMMAR

Using Articles

Identifying NoncountNouns with �the�

The previous unit explained how to use Øwith noncount nouns. We can also usethe with noncount nouns.

Examine these two sentences to see howsometimes a noncount noun needs the(instead of Ø) to show us that the speakeris identifying a specific member of a class,instead of just classifying the noun:

a. Ø High morale contributes to Øefficiency.

b. The morale of his crew was pretty low,so the efficiency suffered too.

Sentence �a� refers to �morale� and�efficiency� as classes in general. Sentence�b� identifies the specific morale andefficiency of a particular group of people.

Exercise 12

Examine the following sentences. Allitalicized nouns are noncount but somerefer to a general class and someidentify a specific example from a class.Fill in the blanks with Ø or the.

1. ____ sea water contains ____ sodium.

2. ____ water near ____ eastern coast ispolluted.

3. ____ good leadership is crucial to____ success of an operation.

4. ____ leadership of that commander isoutstanding.

Identifying Count Nounswith �the�

We use the with count nouns as well asnoncount nouns when we want to identifya specific example of a count noun (ornoncount, as previously discussed) from aclass:

1. Often the noun is followed by somekind of description that identifies it asa specific member, or example, from aclass.

Examples:

The chart we are using is outdated.

Learning Strategy

Strive for 100%accuracy in the

grammar exercises.


Our captain forbade us to mingle withthe refugees we had picked up.

2. Sometimes the speaker uses the whenhe thinks the listener already knowsabout which specific thing he isreferring to.

Examples:

Can you tell me where the base libraryis?

The commissary is across from the BX.

The commander wants you to report tohim right away.

Exercise 13

Examine the following paragraph anddetermine when you need to write a/an, Øor the in the blank for each noun. Use theflowchart to help you.

When ____ coins are put into ____ coinslot of ____ vending machine, they passthrough ____ series of tests designed tomeasure ____ value of ____ coins. When____ right number of coins pass all ____tests, ____ vending machine will deliveryour selection.


Read the following selection titled�Vertical Replenishment Procedures.�Use the outline format to complete anoutline of the reading in your notebook.

Use the

Does the noun identifya specific case?

Use a/an

Singular?

Use φ

Plural?

Is it acount noun?

Use φ

Is it anoncount noun?

Does the noun referto a general class?

TARGET NOUN

Figure 12-2. How toChoose the Article for aNoun.

VerticalReplenishmentProcedures

Vertical Replenishment Procedures(VERTREP) is the external transfer of cargobetween a helicopter in flight and a ship. Ina VERTREP operation, the pilot deliverscargo to the ship�s VERTREP operatingarea (VOA) by means of a hook. Thepickup and delivery zone is that general,unobstructed area within the VOA whereloads are picked up and delivered.


Pilot�s Responsibility

The pilot is responsible for the transferand delivery of cargo to the host ship. Heshall conduct the VERTREP operation inaccordance with the national proceduresof the host ship and the general proce-dures of EXTAC 1003. It is also hisresponsibility to determine the maximumcapacity of the sling system and associ-ated gear before commencing VERTREPoperations.

� VERTREP Warnings and SafetyRequirements. Safe VERTREPoperations require constant attentionto detail and proper operatingprocedures.

� VOA and Deck Markings. VOAstandards are provided in EXTAC1003. Operational requirements aredetermined by the class of facilityand the deck marking of the hostship�s VOA.

� Class of VERTREP Operating Area:

· Class 4. When hovering on aClass 4 facility, the pilot musthover 5 feet (1.52 meters) abovethe deck.

· Class 5. When hovering on aClass 5 facility, the pilot musthover with his wheels or skids noless than 15 feet (4.57 meters)above the deck.

VERTREP Deck Markings

Within VERTREP Classes 4 and 5, thereare four types of facilities:

� Type 1. To ensure adequate helicop-ter and load clearance when hoveringover the ship, the helicopter must becentered over and parallel to therotor-center limit line.

� Type 2. To ensure adequate helicop-ter and load clearance when hoveringover the ship, the helicopter must bepositioned with its main and tail rotorhubs on or aft (forward on bowVERTREP areas) of the Tee markingline. The legs of the Tees identify theside on which no danger exists.

� Type 2A. To ensure adequate helicop-ter and load clearance when hoveringover the ship, the helicopter must bepositioned with its main and tail rotorhubs on or aft (forward on bowVERTREP areas) of the Tee-Ballmarking line. The legs of the Teesidentify the side on which no dangerexists.

� Type 3. To ensure adequate helicopterand load clearance when hovering overthe ship, the helicopter must bepositioned with its main and tail rotorhubs between the two Tee markinglines.

Advisory Environmental Factors

Experience in VERTREP has shown thatthe following factors bear strongly onsuccessful operations:

� Winds. A relative wind of 15 to 30knots is considered ideal for VERTREPoperations. The helicopter should takeoff, make approaches, and hover intothe relative wind. High winds usuallycause excessive pitch and roll of thehost ship. In these conditions, it isbetter if the ship steams down-sea toprovide a steadier deck. Although thecourse will be downwind for thehelicopter, the relative wind may stillbe sufficient for VERTREP. However,increased rotor downwash caused bythe downwind hover will createadditional hazards for both thehelicopter and flight deck personnel.Before a downwind and down-seaVERTREP is considered, the helicopterpilot should be consulted. Turbulenceadversely affects VERTREP and can becaused by hot stack gas over the VOA,either from the host ship or fromanother ship at close quarters. Anothership can also obstruct the relativewind in the pickup or drop zone of theVOA.

� Relative Positions of Ships. Generally,VERTREP is employed between twoships close aboard, with a separationof 300 to 1,000 yards for night opera-tions and 300 to 500 yards for day

attention to detail:paying particularattention to thedetails

turbulence: the state ofbeing violentlyagitated


operations. Intership distances ofmore than 35 miles are not recom-mended and should be undertakenonly for high-priority cargo where timeis a critical factor.

� Temperature and Atmosphere. Highambient temperatures and low baro-metric pressures adversely affect thelifting capability of any helicopter.Thus, a cold, dry day with highbarometric pressure is, all else beingequal, optimum for good VERTREPoperations.


Exercise 14

Outlining is a powerful tool in learningstep-by-step procedures. In yournotebook, outline the above reading,paying particular attention to topics andcategories.

VERTREP

I. Definition: _________________________________________________________________________________

II. Responsibility: _____________________________________________________________________________

III. Safety: ____________________________________________________________________________________

IV. VOA

A. ______________________________________________________

B. ______________________________________________________

V. Deck Markings

A. ______________________________________________________

B. ______________________________________________________

C. ______________________________________________________

D. ______________________________________________________

VI. Advisory Environmental Factors

A. ______________________________________________________1) _________________________2) turbulence

B. ______________________________________________________

C. ______________________________________________________

Exercise 15

Answer the following questions aboutthe reading. Write the questions andanswers in your notebook.

1. What are some of the items that mightbe transferred in VERTREP operations?

2. What is the relationship between thepilot and the sling?

3. What three factors bear strongly indetermining the success or failure ofVERTREP operations?

Exercise 16

Read the selection �Helicopter In-FlightRefueling Procedures.� As you read,consider the difference(s) betweenVERTREP and HIFR. Then answer thequestions that follow the reading.

Helicopter In-FlightRefuelingProcedures

Helicopter In-FlightRefueling (HIFR) HardwareCompatibility

A ship�s HIFR capability as shown in theTechnical Supplement indicates only thatthe ship is capable of conducting HIFRoperations. It does not necessarily mean

Learning Strategy

Try to visualizewhat the author is

writing about.Seeing it in yourmind makes it

easier to rememberthe details.


that all helicopters can conduct HIFRwith that ship. This is because manyships do not carry all adapters needed tomate the aircraft fueling system to theship�s HIFR equipment. Therefore, beforebeginning any operation requiring in-flight refueling, the aircraft commandermust ensure that any required HIFRadapters can be made available.

Helicopter Procedures

Current standardization of HIFR proce-dures allows day or night in-flightrefueling of helicopters. The followingprocedures apply to the helicopter duringin-flight refueling.

Communications

Under normal circumstances, two-wayradio contact between the supportingship and the aircraft should be estab-lished. This contact is essential when it islikely that concurrent deck operationscould take place. Hand signals shall be asspecified in Chapter 5 of EXTAC 1001.

Pilot�s Responsibility

The pilot is responsible for the safety ofhis aircraft during HIFR operations. Heshall conduct HIFR operations inaccordance with the national proceduresof the host ship.

Fuel Sample

If the pilot wants to see a fuel sample, heshould request it prior to HIFR hookupand shall furnish a bag for pickup.

Approach

The helicopter shall approach the ship�sport quarter in accordance with thenational procedures for the host ship, asdescribed in Chapter 3 of EXTAC 1001.The ship�s FDO will indicate the desiredhover position.

Hose Pickup

1. The helicopter shall come to a hoverover the HIFR spot �H� at a heightover the deck of no lower than 15 feet

(4.57 meters) and lower its rescue hoistcable. Before attaching it to the hoistcable, the ship will depressurize thehose. The ship�s crewman shallelectrically ground the hoist hook assoon as it is lowered to the flight deckand then attach the HIFR hose rig.

2. The helicopter shall move clear of thedeck to port and descend slightly. Thehelicopter shall then move outboard toa maximum lateral distance from theport side of the ship of 60 feet (ap-proximately 20 meters) and maintain ahover at 60 feet (20 meters) above thewater. On signal from the helicoptercrewman, the ship shall commencepumping fuel.

Emergency Breakaway

Emergency breakaway may be executed bythe helicopter at any time. If the pilotwishes to initiate an emergencybreakaway, he need not signal but merelypull away.

Fuel Flow Rates

Fuel is provided under positive pressure tothe aircraft at a minimum flow rate of 114liters, 25 Imperial gallons, or 30 U.S.gallons per minute. Fuel pressure is limitedto a maximum of 3.44 BAR (50 psi) and aminimum of 1.38 BAR (20 psi) at themaximum distances stated in the appropri-ate HOSTAC annex.

Completion of Fuel Transfer

When fueling is completed, a helicoptercrewman shall signal the ship to ceasepumping fuel. The helicopter shall reversethe hose pickup procedures and shallmove back over the deck to return thehose.

Departure

The helicopter shall request permission todepart the ship. Departure shall be asconcurred with by the ship.


concurrent: happeningat the same time orsimultaneously

depressurize: to releasefrom pressure orcontinuous force

rig: special equipment orgear used for aparticular purpose

merely: doing nothingmore than stated

concur: to agree

Learning Strategy

How do youremembernumerous,seemingly

unrelated details?Find similarities

and combine theminto categories.


Now copy these questions into yournotebook and answer them.

1. What is the one determining factor tosuccessful HIFR operations?

2. Why would a pilot want a fuel sample?

Exercise 17

Another tool that is useful in masteringmaterial is a chart. In a chart you canquickly compare and contrast variousaspects of related items. In yournotebook draw a simple chart (seemodel below) to compare and contrastaspects of VERTREP and HIFR operations

Type Process Use Comms VERTREP

HIFR

VOCABULARY

�Safety� is perhaps the most criticalfactor in all operations. Read this articleabout safety and be prepared to answerthe questions at the end of the reading.New vocabulary is in italics. Circle thenew words that you do not know.

Safety

Personnel on the flight deck during flightoperations must wear goggles and earprotection. Without eye protection,personnel can be blinded by foreign objectdamage (FOD) generated by helicopterrotor wash, and without ear protection,they can suffer permanent hearing

degradation. Flight deck crews shall alsowear cranial protection.

Because of potentially lethal conditionsduring flight operations, passengers beingtransferred by helicopter are to be thor-oughly briefed and provided with survivalgear.

Passengers shall be provided with protec-tive gear, including cranial protection, ifhoist transfer is to be used. All passengersshould be provided with required flightand survival gear and should be briefedthoroughly in accordance with thehelicopter passenger briefing checklist.The briefing should take place in arelatively quiet area of the ship. Passen-gers shall be escorted to and from thehelicopter by a member of the flight crew orby other designated personnel. No personshall approach or depart the helicopteruntil permission has been given by theLSO. If the transfer is to be by hoist, thebriefing should be conducted by acrewman of the helicopter who will belowered to the deck of the host ship. If thisis not feasible, it is the responsibility of theship to provide a brief on the hoistprocedures. Once the passenger is hoistedand embarked, the aircrew shall brief thepassenger on subsequent aircraft-relatedmatters.

All passengers, regardless of rank, aresubordinate to the helicopter aircraftcommander (HAC) for the duration of theflight. They must only embark/ disembarkwhen cleared to do so by the HAC. Inaddition to the passenger preflightbriefing, nations have agreed to minimumoperational standards for carrying passen-gers to and from the decks of air-capableships.

Transfer of passengers at night is prohib-ited except in emergency situations. Nighthelicopter passenger flights to or from air-capable ships shall be limited to conditionsof operational necessity to properlycertified ships. This does not precludetroop movements in support of amphibiousexercises. Any passenger baggage is to behandled by the load party and is to behoisted separately from the passenger.Smoking is prohibited inside the aircraft.


The following articles are not to becarried by the passenger:

� Matches other than safety matches

� All types of liquid or gas-filledlighters (butane, petrol, etc.)

� Containers or refill capsules orcylinders for lighters

� Aerosol containers

Turning main rotor blades are inherentlydangerous. Although blade flapping canoccur at any time, it normally occurswhen blades are rotating at low rpms orare stopped. When stopped, flight deckpersonnel shall ensure that the blades areproperly secured during wind conditionsthat may cause damage as a result ofblade flapping.

Downwash from main rotor blades cancreate significant wind velocities in thevicinity of the helicopter. Personnel shalltake special care to avoid injuries ordamage to equipment, particularly whenoperating in the vicinity of large helicop-ters that have a strong downwash.

WARNINGRotor downwash created by the CH-53ESea Stallion helicopter is stronger thanthat produced by any other helicopter.Downwash hazards can exist as far as 300feet (91 meters) from the helicopter.Under zero-wind conditions, maximumaverage velocities occur at 49 feet (15meters) from the rotor centers (1.25 timesthe rotor radius) and can vary from 50 to95 knots, depending on the helicopter�sgross weight. This is a hazardous amountof wind that can blow unsecured chainsor towbars around the deck, causinginjury or fatalities. The presence of highrelative wind can increase turbulenceeven more. The need to secure all looseobjects and to have personnel takeappropriate action to ensure their safetyis especially critical under these condi-tions.

Helicopters with a single main rotor use avertical antitorque tail rotor. This rotor isvery close to the flight deck.

Except in extreme emergencies, the hostship shall not change course while ahelicopter is being launched or recovered,is engaging or disengaging rotors, or isbeing towed or pushed about the deck.Under these conditions, any unanticipatedship movement makes the helicopterparticularly susceptible to overturning orsliding. Helicopters parked or operating inthe vicinity of weapons are subject todamage by gunfire concussion and rocketblast and from FOD damage when weap-ons are fired. Except under combatconditions, normal flight deck operationsshould be suspended during weapons orgunnery training. If a helicopter mustremain exposed during weapon firing, itshould be positioned as far away aft of thefiring units as possible with its doors andhatches open to minimize the possibility ofconcussion damage. High-performanceaircraft should not be cleared for close-insupersonic passes over or near a shipwhen helicopters are embarked. Sonicboom concussion has the same damagingeffects on structures and hatches asweapons fire.


Learning Strategy

When you have ageneral

understanding of atopic, it is easier tolearn the details.


Exercise 18

Copy the following questions andanswer them in your notebook.

1. Differentiate between survival gearand protective gear.

2. What is FOD? Why is it a problem?

3. What does �potentially lethal� mean?

4. What is an �extreme emergency� andhow does it differ from a simpleemergency?

Exercise 19

Match the following words with theirdefinitions.

1. ____ an aircraft�s wheels or landingsupports

2. ____ the wind or gusts generated by arotating horizontal air foil

3. ____ a metal wheel which meshes withanother gear

4. ____ a downward current of air

5. ____ items of equipment which areused to possibly save one�s life in anaccident

6. ____ safety equipment such ashelmets or gloves or ear protection

a. survival gear

b. protective gear

c. landing gear

d. sprocket gear

e. down wash

f. rotor wash

READING SKILLS

Read �Firefighting and Rescue� and beprepared to answer the questions thatfollow. Circle any words that you do notknow.

Firefighting andRescue

The following standards apply to thecomposition and training of the host ship�sfirefighting team and its firefightingequipment and systems.

Firefighting Team

The firefighting team must consist of thefollowing:

� A leader

� Two rescue persons wearing protectiveclothing that is flame-retardant andheat-reflective

� The number of persons who areneeded to operate the ship�sfirefighting systems

Personnel shall have the following materialand equipment available to them:

� Fire axe

� Cable cutter

� Rescue knife

� Metal piercing and cutting tool

Firefighting Equipment andSystems

The host ship shall have the followingfirefighting equipment and systems:

� Salt-Water Fireplugs. Salt water in astraight stream or fog pattern is usedto extinguish class A fires (burningwood, paper, cloth, fibrous materials,

flame-retardant:resistant to catchingfire

heat-reflective:material that reflectsand insulatesagainst heat

fireplugs: a large pipefrom which watercan be obtained tofight fires; a firehydrant

fibrous: containingfibers

Learning Strategy

Using the Englishexpressions for

words andsituations you

already know inyour native

language will helpyou remember thenew vocabulary.


and paper products) and class D fires(combustible metals). Salt water inquantity as a high-velocity fog is therecommended agent for class D firesin the absence of special agents.

� Aqueous Film-Forming Foam (AFFF).AFFF or equivalent is used to combatclass A fires and class B fires (POLand other volatile liquids). If anaircraft fire involves live ordnance,the firefighting team leader shallensure that AFFF is continuouslyapplied to all exposed ordnance.Water is not used to cool ordnanceuntil after the fire is extinguished.

� Portable Fire Extinguishers. Two ofeach of the following types of fireextinguishers will be available at thehelicopter areas:

1) Smothering agent, for use againstclass B fires, and

2) Carbon dioxide (CO2), inert gas, orHalon, for use against class Bfires and class C fires (electrical).

Helicopter Engine Fire onDeck

Internal Engine Fire

Given evidence of an internal engine fire,the LSO or firefighting crew shall notifythe pilot by an appropriate hand signal.In the case of an internal fire, the pilotshould, at his judgment, continue tomotor the system or take action toextinguish the fire using onboard fireextinguishing systems as available. Ifunsuccessful, he shall attempt to securethe engine and shall exit the helicopter.

External Fire

If the fire is external and/or clearlybeyond the capacity of onboard fire-extinguishing systems, the pilot shallattempt to secure the engine and exit thehelicopter immediately. The LSO thendirects the firefighting party to fight the

fire using CO2. Dry chemicals or foam maybe required for larger fires.

Jettison Procedures

Jettison of the helicopter over the side isprudent if the fire is so far advanced that itendangers the ship or if onboard ordnancecreates an unacceptable hazard. Tojettison a burning or damaged helicopterover the side, the following procedures arerecommended insofar as safety and thehazards of the particular situation allow:

� Sound general alarm.

� Check for passengers or crew remain-ing in the helicopter and assist them asmuch as possible to abandon thehelicopter.

� Clear all unnecessary personnel fromthe flight deck area.

� On orders from the LSO or otherauthority, all chocks and tiedownsshall be removed.

� If the ship is equipped with finstabilizers, the stabilization systemshould be secured and the ship shouldattain maximum speed.

� The firefighting team should lay ablanket of foam across the jettisonpath to the edge of the deck beforeattempting to jettison the helicopterover the side. This foam blanket willminimize the possibility of reflash ofthe fire from hot debris or exposed oil,fuel, or other materials as the helicop-ter is dragged or moved across thedeck.

� When the LSO reports the chocks andtiedowns clear, the ship should make amaximum-rate port or starboard turn tocause the ship to heel and the helicop-ter to topple over the side.

� If the procedure above is not feasible,as in a confined or restricted waterway,a 3/4-inch (19 mm) cable may be laidaround three sides of the periphery ofthe flight deck with the bitter endsecured to the deck and the other end

aqueous: containing ordissolved in water

motor: to move or run

prudent: exercisinggood judgment

chocks: blocks orwedges placed underwheels to preventmovement

tiedowns: heavy strapsor cables used tosecure an object frommoving

reflash: to burst intoflames again afterapparently beingextinguished

topple: to push over oroverturn

Learning Strategy

Remembering pastexperiences as you

learn newvocabulary gives

you the opportunityto describe thoseexperiences to

others using thenew vocabulary.


attached to a capstan. When slack istaken up by the capstan, the helicoptershould become fouled in the cable andpushed to the side and overboard.


Exercise 20

In your notebook, answer the followingquestions. Remember to answer incomplete sentences.

1. What training have you received in firefighting ? Emergency first aid?

2. On your ship or in previous assign-ments, how was the fire fighting teamor crew organized?

3. What is �general alarm� and what wereyour most recent responsibilitiesduring it?

Exercise 21

Copy the following sentences into yournotebook and complete or answer them.

1. A fire fighting team consists of __________________________________.

2. What equipment should be availableto the fire fighting team?

3. Describe the different types of fireextinguishing materials and the typesof fires they are used on.

4. When will a helicopter be jettisoned?

READING SKILLS

Skim �Helicopter Landing Emergencies.�Read the headings and subheadings toget a general idea of the types of helicop-ter landing emergencies. Then read thearticle and answer the comprehensionquestions at the end of the reading.

Helicopter LandingEmergencies

There are three classes of landing emer-gencies: those that require an immediateshipboard landing; those that require aprecautionary shipboard landing; andthose that cause a helicopter to ditch orcrash. There are also variations and specialproblems peculiar to specific landingemergencies.

During any emergency in which recoveryof the helicopter is attempted, the firstconsiderations of the ship should be to (1)close the distance to the helicopter and (2)prepare for immediate recovery. If theemergency is caused by power loss, theship shall attempt to get the most favorablerelative wind across the deck. If flightcontrol malfunction has caused theemergency, a condition that results in astable deck is the most important.

Immediate EmergencyShipboard Landing

If the helicopter must get on the deck withno delay, the ship shall execute thefollowing emergency landing procedures:

� Maintain radar contact.

� Close on the helicopter at best speed.

� Obtain as much clarifying informationfrom the pilot as possible concerningthe nature and extent of malfunction,his intentions, etc.

� Set emergency flight quarters overship�s general announcing system.

capstan: a verticalcylinder used as apulley to hoist ormove large objects

slack: a lack of tension

precautionary: some-thing done toprevent somethingbad from happening

variations: changes ormodifications

peculiar: distinct orexclusive to

considerations: carefuldeliberations


Emergency flight quarters requiresincreasing the alert condition andshall, at a minimum, direct all handsnot engaged in recovery to standclear of the landing area, to extin-guish all open flames and securedumping of trash and garbage, tostation fire and crash teams, and toman the crash and rescue boat.

� Inform accompanying units andrequest assistance.

� Turn to base recovery course (BRC)and adjust speed to provide acompromise of best wind and steadydeck 3 nautical miles prior to arrival atthe helicopter intercept point (4nautical miles at night or under IMC).

� Clear all unnecessary personnel fromthe flight deck and hangar area priorto declaring a green deck. Fire andrescue personnel should stand farback from the flight deck but beprepared to move in rapidly if needed.

� Once on deck, place chocks andtiedowns as in a normal recovery.

Precautionary EmergencyShipboard Landing

Landings of this type are declared as aresult of minor malfunctions where thepilot, in the interest of safety, decides toterminate the flight. A precautionarylanding is an emergency when declaredalthough it does not have the urgency ofan immediate emergency landing. Ship�spersonnel should be aware, however, thatthe precautionary landing could beupgraded in urgency at any time. Theship should execute the followingprocedures during any precautionarylanding:

� Maintain radar contact if possible.

� Set normal flight quarters, includingfirefighting and rescue parties, assoon as possible without interferingwith urgent ship evolutions.

� Turn to BRC and adjust speed torecover the helicopter as soon aspossible.

Crashed or Ditched Aircraft

� Plot position of crashed or ditchedaircraft.

� Close to this position as rapidly aspossible.

� Call away rescue boat or rescuehelicopter as appropriate.

� Station and brief lookouts.

� Notify and request assistance fromaccompanying units.

� Recover personnel and then recoveraircraft or debris.

Single-Engine Landings

Because a twin-engine helicopter�s abilityto hover on a single engine is possibleonly under very limited conditions, asingle-engine landing should be classifiedas an immediate emergency. Precision inall phases of the landing is necessarybecause a wave-off is generally notpossible. In the event of a single-enginelanding emergency, the ship shouldexecute the following procedures:

� Take a course that will provide thebest wind across the deck.

� When possible, provide the maximumamount of deck space for a no-hover,run-on landing.

� Take all action to land the helicopterwith no delay.

� Once the helicopter is inbound, theLSE/LSO should make timely advisorycorrection signals to facilitate a safeapproach and landing.

Recovering Helicopter withDamaged or MalfunctioningLanding Gear

When possible, it is desirable for thehelicopter to establish a low hover so thatdeck personnel can observe the helicopterfirsthand and inspect the damage. Ideally,personnel who are familiar with the guest

upgraded: raised to ahigher grade orstandard

precision: accuracy,exactness

firsthand: received fromthe original source


helicopter should be on site at the flightdeck to communicate details of the damageor malfunction directly to the pilot. If themalfunction cannot be cleared, paddedpallets or mattresses may be used tosupport the aircraft on touchdown.Personnel should stand well clear duringthe actual touchdown.

Hung Droop Stops

As rotor speed decreases during disen-gagement, a mechanical stop in the rotorhead prevents the blades from droopingdownward to the deck. If a droop stopfails, one or more blades may strike thedeck or portions of the helicopter. This willresult in damage to the helicopter andpossible injury to personnel close at hand.Should a droop stop fail on shutdown, thefollowing procedures should be executed:

� The LSO shall immediately give thesignal to re-engage as shown inChapter 5of the HOSTAC .

� The pilot shall attempt anothershutdown.

� If the second shutdown is unsuccess-ful, the ship should change course andspeed for minimum wind and turbu-lence over the deck.

� The LSE/LSO shall clear all personnelfrom the flight deck, including himself,and the pilot shall proceed with theshutdown.


Exercise 22

Copy the following questions in yournotebook and answer them.

1. What are the three classes of landingemergencies?

2. What is �emergency flight quarters?�

3. What is a �green deck?�

4. What is a �run-on landing?�

5. What may be used to support ahelicopter on touchdown with adamaged landing gear?

6. What is a �droop stop?�

7. What is a single engine landingconsidered?

8. What might be considered a �minor�malfunction?

Exercise 23

Answer the following questions usingEXTAC 1002, Super Puma, Paragraph0102. Copy the questions into yournotebook and answer them.

1. What helicopter is represented?

2. How many different models are listed?

3. Which model apparently has medevaccapability?

4. Which model has HIFR capability?

5. How many passengers can a Finnishmodel carry?

6. Which model does not have a rescuehoist?

7. Which model has an external fuel tankoption?

8. What is the total length of a SuperPuma? Which information source didyou use, the chart or the diagram?

9. What is the main rotor diameter?Which source will you use, the chart orthe diagram?

10. On what page will you find the �dangerareas?�

11. Which models have GPS capability?

12. How many fire extinguishers are onboard?

hung: suspended inmid-air or stuck

Learning Strategy

Familiarizingyourself with new

material before youbegin an exercise

makesunderstanding it

much easier.


13. What type of de-icing capability doesthe Super Puma have?

14. Could a Super Puma land on yourship? Why or why not?

15. How does the Super Puma comparewith helicopters from your nation?How will you answer this: in aParagraph? Chart? Table?

READING SKILL

Exercise 24

Study EXTAC 1001, Annex 3 NL, �Nether-lands: Ships� Aviation Facilities andOperating Procedures.� Then answerthe following questions. Copy andanswer them in your notebook.

1. What types of helicopters doNetherlands ships accommodate?

2. Which ship has two different colorsof markings?

3. Where will one find the ship�sidentification marking?

4. Can lights be dimmed?

5. Under SCA, where is the gate?

6. What happens if there is a missedapproach?

7. How does the helicopter depart?

8. How is the landing cycle defined?

9. In emergency conditions, is a crash ondeck permissible?

10. When can VERTREP operations occur?

11. During HIFR, how is the hose at-tended?

SPEAKING/WRITING SKILLS

Finalize YourPresentation

Exercise 25

Finalize your oral presentation usingtechniques in oral and written communi-cation learned throughout the course.


GLOSSARY

ObjectiveVocabulary

accentuate (ac CEN tu ate) v: to stress oremphasize

The briefers were reminded to accentu-ate safety.

adopt (a DOPT) v: to take or follow acourse of action

The captain chose to adopt evasiveactions.

clearance (CLEAR ance) n: distance orspace allowing movement or free play

Make sure there is at least one meter ofclearance around the antenna.

concentration (con cen TRA tion) n:close or undivided attention

His concentration was broken afterhearing the explosion.

concussion (con CUSS ion) n: a violentjarring or shock

The concussion from the 8-inch shellsshattered his ear drums.

convenient (con VEN i ent) adj: easy touse or get to

The alternate airfield was not conve-nient, but the pilot had no choice.

cranial (CRA ni al) adj: pertaining to theskull

The sailor received a near fatal, cranialinjury.

criterion (cri TER i on) n: (singular form) astandard or rule

The criteria for a below-the-zonepromotion are quite stringent.

critical (CRIT i cal) adj: crucial

Crew rest is critical for optimum pilotperformance.

defer (de FER) v: to postpone or tocomply with

The admiral decided to defer hisdecision until he saw the satellitephotos.

designator (DES ig na tor) n: a pointer orindicator

The designator for the FDO is a yellowjacket.

deterioration (de te ri o RA tion) n:lowered in quality or degraded

The wing strut deterioration wascaused by poor corrosion control.

distress (dis TRESS) n: needing immedi-ate help or attention

Distress signals must be answered.

hardware (HARD ware) n: equipmentneeded to perform a function oroperation

The reserve ship�s hardware was inpoor repair.

inasmuch as (in as MUCH as) conj:because of the fact that, or since

Inasmuch as he was not present forgeneral quarters, he is AWOL.

inset (IN set or in SET) v: to placesomething inside of another thing

The map legend was inset in the lowerright hand corner of the map.

intense (in TENSE) adj: extreme in degreeor strength

The intense fire caused the paint 30meters away to peel.

intensity (in TEN si ty) n: great concentra-tion, power or force, level of bright-ness

Learning Strategy

Using newvocabulary words

in conversation andin writing helps you

remember them.


The intensity of the firefight surprisedeven the veteran sailors.

lethal (LE thal) adj: pertaining to orcausing death

Although he received a lethal dose ofthe nerve agent, he lived.

minima (MIN i ma) n: (plural form) theleast possible quantity

One-mile visability and a 1000-footceiling are the flight minima forhelicopter operations.

obstruction (ob STRUC tion) n: some-thing blocking or hindering somethingelse

The pilot did not see the obstructionuntil it was too late.

party (PAR ty) n: a participant

The Lieutenant said that he was notparty to the Junior Officer�s practicaljoke.

preclude (pre CLUDE) v: to preventsomething from happening

The bombing precluded any negotia-tions.

prevail (pre VAIL) v: to predominate

The aerographer said that IMC wouldprevail.

procedure (pro CE dure) n: establishedmethod of doing something

As soon as the CPO heard the crash,he followed fire containment proce-dures.

relevant (REL e vant) adj: related to thematter at hand

The captain told the investigatingofficer to gather all the relevantmaterials.

satisfy (SAT is fy) v: to meet the demandsor requirements of something

His deployment to Kuwait satisfied hisneed for an overseas tour.

shift (SHIFT) v: to change or move

He tried to shift blame from himself.

specific (spe CIF ic) adj: exactly set forthor precise, particular

The ambassador gave specific guid-ance.

subject to (SUB ject to) adj: subordinate to

We are subject to NATO regulations.

susceptible (sus CEP ti ble) adj: easilyaffected by

During heavy seas, the life rafts aresusceptible to overturning.

uniform (U ni form) adj: consistentthroughout

Joint training requires uniform proce-dures.

wide range (WIDE range) n: broadselection or broad scope

The new captains all had a wide rangeof assignments.

withstand (with STAND) v: to resist orendure successfully

The deck was designed to withstand ahelicopter crash.


MaritimeExpressions

Exercise 26

There are many expressions used inmaritime operations. A few are givenhere. Listen and repeat the expressions.

Alert condition: level of combat readi-ness

Although the names are often differ-ent, the procedures are quite similar foralert conditions.

Athwartship: at right angles to the keel

The helicopter approachedathwartship.

Bitter end: the end of a rope or cableattached to the bitt (a vertical pole) ondeck

Make sure the bitter end is secure.

Blade flapping: the tendency of helicop-ter rotor blades to bounce up anddown

Proper use of tiedowns prevents mostblade flapping.

Class: according to HOSTAC usage, classrefers to the type of operationsauthorized, services available, ormaintenance facilities aboard

Ships are designated by class andfacility.

Cross operate: used in the HOSTAC toindicate helicopter operations betweennon-NATO ships

The purpose of the HOSTAC is tofacilitate cross operations between thedifferent navies.

Ditch: to bring an aircraft down on water

It was the third helicopter ditched thisweek.

Downwind: leeward or in the direction thewind blows

Certain operations require the shipmoving downwind.

Down sea: facing the waves

VERTREP operations often require theship to move down sea.

Droop stop: a device which prevents thehelicopter rotors from sagging ordrooping

The crew chief re-inspected the droopstops.

Emergency flight quarters: duty loca-tions and assignments used duringflight emergencies

During emergency flight quarters, hemanned the large fire extinguisher.

Evolutions: gradual changes in situations

On this deployment, the task force hasundergone several evolutions of itsmission.

Extreme emergency: an emergencysituation requiring immediate response

Loss of power in a helicopter consti-tutes an extreme emergency.

Fouled deck: a deck that is obstucted andcannot be landed upon

A fouled deck cannot be allowed tointerrupt operations.

Green deck: a clear deck

The pilot was given the go ahead toland on the green deck.

Heel: to cause a ship to list or tilt to oneside

The mine damage caused the ship toheel.


Hoist transfer: the movement ofpersonnel between two ships where ahelicopter uses a hook attached to aharness to transport the individual

Hoist transfers are usually notrecommended for flag officers.

Hot stack gas: the exhaust gassesemitted from the ship�s funnel(s)

Hot stack gasses will most likelycause severe turbulence for smallaircraft.

Level: according to HOSTAC usage, theenvironmental condition that prevails(e.g. VMC or IMC)

That class of ships has revisedoperating levels.

Pack up kit: equipment that is oftenneeded on deployments and isusually taken along

Helicopter crews learn very quicklywhat to bring in pack up kits.

Pitch: the vertical motion of a ship�sbow or stern about the athwartship�saxis

Due to excessive pitch, the helicoptercould not land.

POL: acronym for petroleum, oil andlubricants

Safe POL storage is always an issue.

Protective gear: individual equipmentdesigned to protect the wearer (e.g.ear plugs, safety shoes, helmets, etc.)

The chief reminded maintenancepersonnel to be sure to bring theirprotective gear.

Roll: side to side motion of a ship alongits longitudinal axis

The soldiers could not stand on theship because they were not used tothe roll.

Rotor wash: the air current caused by ahelicopter rotor

The rotor wash should never beignored.

Superstructure: the part of the shipabove the main deck

The superstructure formed a beautifulsilhouette against the full moon.

Tee: something in the shape of the letter�T�

The Tee could not be seen from theleeward side unless the helicopterhovered directly over the deck.

Visual reference: easily identifiableobjects or markings used to assist innavigation

The air traffic controller gave severalvisual references to help the pilot locatethe proper landing deck.

Wave off: signal from the LSO to pull upand attempt to land again

After the third wave off, the senior pilottook control of the aircraft.

Maritime/WeatherExpressions

Aerographer: a warrant officer advancedfrom an aerographer�s mate whoseduties include weather forecasting

Ambient temperature: the outside orsurrounding temperature

Ceiling: the height above the ground ofthe layer of clouds, or overcast, thatcovers half the sky

Density altitude: altitude in the standardatmosphere where the air has the samedensity as the air at the point inquestion, or altitude corrected fortemperature deviations from thestandard atmosphere

Dew point: the temperature at which watervapor begins to condense


Down wash: an airstream (a current of air)directed downward

Ground effect: the elimination ofdownwash on the rotorhead due to theground blocking the wingtip vorticeswithin one rotor diameter of theground) The overall effect is adecrease of power needed to fly.

Pressure altitude: the altitude in thestandard atmosphere at which thepressure is the same as at the point inquestion. It�s the uncorrected altitudeindicated by an altimeter set atstandard sea level pressure of 29.92inches or 1013 millibars.

Relative humidity: the ratio of theexisting amount of water vapor in theair at a given temperature to themaximum amount that could exist atthat temperature, usually expressed inpercent

Sea state: the condition of the sea.Usually expressed numerically (i.e. 1 iscalm, 5 is extreme conditions)

Visibility: the transparency and illumina-tion of the atmosphere as affecting thedistance at which objects can be seen;the greatest distance toward thehorizon which large objects likebuildings can be identified with thenaked eye


TroublesomeGrammar: MoreTwo-Word Verbs

As you might have discovered, there arehundreds of two-word verb combinationsand even more meanings. (See Units 7 and11.) In this lesson we will introduce thosebased on get.

Get may be the most frequently combinedphrasal (in two and three-word combina-tions) verb. Here are some of the manyexamples using get.

Examples:

Naval officers are known for theirdesire to get ahead. (to succeed)

We plan to get around the obstaclesby taking another route. (to avoid)

We hope to get around to yourproposal tomorrow. (to do somethingthat has been delayed)

The sailors must get away quickly. (todepart)

The thief will not get away with it onthis ship. (to escape detection orpunishment)

The best way for a losing team to getback at their opponents is to win. (totake revenge)

After the weekend pass it was difficultto get back to work. (to return to doingsomething)

Don�t get behind on/in your assign-ments. (to be late with)

The captain said that they had enoughrations to get by. (to be able tomanage, survive)

All sailors love to get in on the latestscuttlebutt. (to find out about)


They couldn�t get into the dance inuniform. (to gain entrance to)

Despite the accident they had to geton with the exercise. (to continuewith)

They will get out of class at 1800hours. (to leave)

The thirty sailors finally got overfood poisoning. (to recover from)

�We�re going to have to do itanyway, so, let�s get it over with.�(to finish)

Every sailor was able to get throughsurvival school. (to finish anunpleasant task)

The rescuers were unable to getthrough to the crash victims. (toreach)

The commanders were able to gettogether yesterday. (to meet)

The ensign had to get up at 0200hours for watch. (to wake up and risefrom bed)

Exercise 27

Copy the following sentences in yournotebook and annotate the meaning ofthe �get� combination.

1. After the celebration, nobody wantedto get up.

2. The ship wasn�t able to get into portin time for the fiesta.

3. Taking this seminar will help us getahead.

4. All the officers were able to getthrough the advanced tactics course.

5. The chief hopes to get out atdaybreak.

6. The captain will get around to yourcase tomorrow.

7. The veterans were getting together tocelebrate.

8. Ships must get around the mines.

9. The vandals will not get away withthis.

10. Get away from that exhaust duct.

11. It is sometimes difficult to get back towork after a large lunch.

12. The sailors had enough money to getby.

13. The rescue team was able to getthrough to the flood victims.

14. Let�s get it over with so we can get onwith our plans.

15. It usually takes a few days to get overthe flu.

16. While you�re deployed, don�t getbehind on your bills.

17. They all wanted to get in on the joke.

18. He vowed to get back at the chief.

Authentic Readings

Exercise 28

Answer the following prereadingquestions. Then read the article �Relax,the Duke�s Got It.�

1. Often the first paragraph of a readingsets the tone for the entire article. Inthis article, the author sets forth awarning based upon what a personsays. What warning do you think theauthor is addressing in the firstparagraph of this article? Write yourprediction in your notebook.

2. Now, based upon your prediction, skimthe article. Were you correct? Explainin your notebook.

LPD: AmphibiousTransport Dock

workups: preparationsfor flight operations


3. Carefully read the last paragraph ofthis article. Does the last paragraphmatch the first? Why or why not?Again, explain in your notebook.

�Relax, the Duke�sGot It.�

As the old joke goes, there are threethings you never want to hear: an ensignsaying, �Well, in all my years��; alieutenant commander saying, �Well, Ithink��; and a lieutenant saying, �Watchthis��

Early one morning, I found myself sittingon the deck of an LPD during workups,waiting for the day�s vertrep to start. Itwas, for all practical purposes, my first dayof operations in the fleet. Until then, myvast experience aboard ship included thehelo landing trainer, IX-514, in Pensacola,

and those initial qualifications you do inthe FRS with the ship making all of about2 knots, with a sea state of 0, and windsstraight up the bow at 5 knots. In myfavor, I had logged quite a few hours athome guard.

It was a nice, VMC day, and we wereworking a stable deck the size of a footballfield. The crew was comfortable. Just as Iwas starting to feel safe and secure, theHAC, citing my lack of experience said,�You have your little bit of FRS experi-ence, but that really isn�t how we do it inthe fleet. Watch this. I�ll show you how todo vertrep.�

Now, if I�d known any better, I would havetightened my shoulder harness, double-checked my HEEDS bottle, and opened mypocket checklist to the emergency proce-dures section. In all seriousness, I shouldhave at least questioned the HAC on whatwas about to happen, but I didn�t. Theaircraft commander is the aircraft com-mander. Why would he ever do anythingto jeopardize our safety?

A two-plane vertrep was scheduled, whichmeans you don�t want to be shown up bythe other guy, in this case, the crew of theother aircraft. Thus, our mission was �tobeat the other aircraft into submission andshow them up as much as possible.�Although I am now a fleet-seasoned H-46pilot, that morning I was being looked at asa liability. Making matters worse for ourcrew was the fact that it would be the firsttime in the �hell hole� for our secondcrewman, and he would be making all theICS calls to maneuver us around. The hellhole is the hatch in the cabin deck throughwhich the crewman guides the helicopterover the load and makes the hookup.

Without much more than �I�ve got thecontrols� from the HAC, we lifted andimmediately started racing around thepattern for the first pickup. Looking back, itwas something right out of those ACTfilms, which contain notable quotes like,�Just shut up and clear me left, rookie,�or �Relax, the Duke�s got it wired.� Then,there�s the famous, �See, I told you so,�seconds before the airliner crashes. But atthe time, I assumed we were off to awinning start because the other aircrafthad not even lifted into a hover.

We were on short final and entering ourside-flare approach to the load. Doing soput the 20-knot winds off our port quarterand directly outside the envelope of ourlatest H-46 wind restriction. If that wasn�tbad enough, we now had a tail wind on aJune day off MCAS Cherry Point, a fullbag of gas, and a 3,700-pound load ofammo underneath us. The load was on thedeck edge of the aft starboard elevator,and the HAC was flying from the left seat.That meant that the cockpit was hangingout off the deck edge, and neither one ofus had much reference to the deck.

jeopardize: to risklosing or destroyingsomething

H-46: (UH-46) SeaKnight Helicopter

ICS: Inter Communica-tion System(intercomm)

ACT: Aircrew Coordina-tion Training

clear me left: let meenter from the left

rookie: (slang) newperson, inexperi-enced person

got it wired: (slang)has everythingunder control

side flare: to swingoutward whiledescending

envelope: performancelimit

MCAS: Marine CorpsAir Station

reference: (point ofreference), perspec-tive

vertrep: verticalreplenishment

FRS: Fleet Replace-ment Squadron(training in fleetaircraft)

VMC: Visual Meteoro-logical Conditions

HAC: Helicopter AircraftCommander

HEEDS: HelicopterEmergency EgressDevice (mini scubatank)


During vertreps, this is sometimes theprice of doing business when there is noother option. However, on this deck, wehad plenty of room. During the pickup,we would have to rely on the rookiecrewman to keep us clear and call us overthe load. Talk about minimizing risks.

As we were struggling to get a hookup, itseemed as though we kept settling lowerand lower over the load. The little that Icould see of the flight deck revealed ninepeople scrambling out of the way and theLSE waving us up quite vigorously. Itwas obvious at this point that we shouldhave waved off. Our rookie crewman wasbehind the power curve, and the PACwas not off to a good start either.

Sometimes waving it off and making aquick trip around the pattern helpseveryone to recage after a lousy ap-proach for a pick or drop. The crew chiefsuggested that idea, and I meekly backedhim up, but the HAC wanted the pick, sowe continued. You could tell the crewchief was getting anxious because he wasnow joining in on the calls and making itharder to understand anything.

After the third time, both crewmen called,�Up, up, up,� because we were too low.The LSE waved us off. As all helo bubbasknow, you mostly consider the LSEsignals advisory and listen to yourcrewman all the time, except when youhear one of two mandatory calls. �Up,up!� was one of them. Despite mywaveoff call over the ICS and thesimultaneous waveoff call from the AirBoss over tower frequency, the HAC wasconvinced we almost had a hookup, andmade one last attempt to come down tothe load. That�s when the crew chiefexclaimed, �We just hit with the stubwing!� You could feel the hit throughoutthe aircraft and could see people on theflight deck sprinting away from us. Wewaved it off.

The HAC wanted to know how hard wehit this solid wooden crate of ammunitionand asked, �Was it a solid hit or just atap?�

The salty crew chief replied, �Sir, we justtapped it, but it was an eighteen thousand-pound tap.�

Instead of coming back around andlanding to inspect any damage to theaircraft, we came back around and madethe pick. As we were transiting with theload (now it was my turn to fly), wediscussed the possibility of a puncturedfuel bladder. We made the drop off at thenext ship and landed. The crew chiefjumped out and quickly shouted anexpletive or two, telling us we had a holeapproximately 8-by-10 inches through thestub wing. Amazingly, it was betweenspars, narrowly missing the fuel bladder.

We still had a functional mainmount, andthe load of ammo we hit was not damaged.We were fortunate we did not injureanyone on the flight deck. The onlyconsequence this time was some cosmeticdamage, which was temporarily repairedwith duct tape. Later, the actual repair tookapproximately eight hours.

Regardless, the det OinC and the Air Boss(he told the LSE to wave us off) were notexactly pleased. The HAC had a fewpounds chewed off his backside, and I, inmy innocence, learned a valuable lesson:even the most experienced people can killyou.

Source: Lt. Jonathan Lewis, �Relax, theDuke�s Got It,� Approach, August 1999,pp.12-14. Reprinted by permission.

minimizing risks:limiting danger

LSE: Landing SignalsEnlistedman

behind the power curve:(slang) deficient,unable to catch up

PAC: pilot at the controls

recage: (slang) regroup,to reorganize foranother try

helo bubbas: (slang)helicopter pilots

advisory: not mandatory

stub wing: short wing(to the rear on an H-46)

salty: witty, coarse

punctured: pierced

bladder: fuel tank

expletive: a profaneremark

spars: principal struc-tural members in awing

mainmount: undercar-riage

consequence: result

cosmetic: surface,appearance

duct tape: wide silverycloth adhesive tape

det: detachment

OinC: officer in charge

a few pounds chewedoff his backside:(slang) a severereprimand, a strongchewing out


Exercise 29

In your notebook, write answers tothese comprehension questions.

1. In paragraph five, what does �Ourmission was to beat the other aircraftinto submission and show them up asmuch as possible� mean? Are allpilots this competitive? Is this goodor bad? Explain.

2. Who was at fault, the �duke� or therookie crewman? Why?

The next reading is not as action packedas the previous one, but the differentperspectives of the involved parties arevery interesting. As you read the article,try to �imagine� the situation fromdifferent points of view (e.g. flight deckpersonnel, flight crew, or pilot).

Walking Like ADuck Is A GoodThing

The sea state was 2, the moon was full,and we were eight experienced LAMPSpilots regaining our RLQs (Rast LandingQualifications) on board an Aegis-classcruiser. Sure, a majority were 0-4s, butwhat would you expect on a full-moonnight? We had six fleet guys and a pair ofcategory 2 FRS students, meaningeveryone knew what they had to do. Therewas also a lieutenant who had eagerlyvolunteered to go with us and do nothingbut be the LSO for six hours.

The RLQ period developed as they alwaysdo: the ship wasn�t at the rendezvouspoint. To establish comms with mother,we had to fly by the bridge and wave atthe OOD. And to add insult to injury,homeplate reminded our intrepid groupthat the field closed at 2300, regardless ofour whereabouts.

Like any salty aviators, we pressed on inour three helos, got to the ship, and startedthe RLQs. I had won the draw at the briefand got the chance to fly out to the boat,thereby becoming the first to complete thequals. Having spent most of my underwaytime in FFGs, I spent the next 25 minutesstrolling around the deck of the Aegisacting like I knew how to get to the LSOshack.

I finally reached datum, grabbed the otherheadset, and sat back as the lieutenantskillfully conned helo after helo into thetrap. I noticed several things during thisperiod. First, the old guys were doingpretty well. The moon was so bright thatwe discussed using our dark visors, but wefinally decided against it. Why ruin a goodthing?

Second, the experienced 0-3 was movingquickly through the conning procedures.Third, the two hookup men on this shipwere both at least 6 feet, 6 inches tall.

As the next SH-60B came across the deck, Ireflected on my past tour and thought thiswas sure more fun than being in Washing-ton. The pilot positioned his Seahawkperfectly over the left portion of the flightdeck and lowered the messenger cable.This cable is attached to the haul-downcable and is then retrieved back into thehelicopter for securing the helo to therapid-securing device (RSD) on deck.

As the cable touched the deck, the bigtwins scurried out. While they were tryingto attach the two cables, the PAC noticedhis hover was slightly higher than thehorizontal attitude reference system(HARS), and he started lowering hisaircraft into a better position.

Sensing the aircraft�s downward move-ment, the LSO called, �No lower, no lower.�But the helo kept going down. Raising hisvoice, the LSO shouted, �No lower!� Atabout this time, the lead hookup manconnected the cable, and the safety manstarted backing him out.

As the hookup men backed out from underthe aircraft, the safety observer caught theLSO�s eye. Standing off to one side, Icould see the startled expression on the

O-4: LieutenantCommander

category 2: pilots withat least one previ-ous fleet assign-ment

LSO: Landing SafetyOfficer

comms: communica-tions

mother: (slang)destination ship

OOD: Officer of theDeck

homeplate: (slang)originating base towhich they willreturn

intrepid: fearless

quals: qualifications

FFG: Guided MissileFrigate

datum: the mostprobable location ofa fixed point

conned: guided a shipinto position

trap: wire-assistedlanding on the deck

O-3: lieutenant

LAMPS: Light AirMultipurpose System

Rast: Recovery Assis-tance, Securing andTraversing System


young Sailor�s face. I just assumed thiswas one of his first ever RLQs and thathe was just getting accustomed to beingnear aircraft. So what was the point?

As the RLQ began winding up, I headedback to the hangar in a much moreexpeditious manner. Back in the hangar, Ioverheard two members of the fire partyarguing about helicopters and heads. Ioffered my years of expertise on thesubject of rotorheads, but I was sur-prised when the Sailors told me they hadabsolutely no interest in rotorheads, butrather in the combination of one helicop-ter and someone�s head.

A chief once taught me a valuable lesson:�Sometimes it is better to just listen to thetroops instead of throwing a thousandquestions at them.�

It turned out that the hookup man hadlooked confused because the bottom ofthe SH-60B had hit his head while hispartner tried to connect the cables.Granted, these two Sailors should be onthe all-Navy basketball team, but thecatastrophes that might have occurredare not pleasant to contemplate.

I still had some doubt, so I waited for thehookup men to return to the hangar andconfronted them. Their story made me abeliever. We all remanned our respectivehelos for the flight home. We returned at2310 and begged for the field to stayopen. Base ops was on our side, and welanded safe and sound.

I told my RLQ buddies about the ship�shookup men, and they were stunned,wondering how something like that couldhave happened. As we discussed theevents of the evening, we solved themystery. When the LSO called, �Nolower,� the helicopter aircrew thought hewas saying, �Go lower.� They recognizedhis command as nonstandard and endedtheir descent just as the first-ever SH-60Band Sailor�s head mark-on-top wascompleted.

Bad things could have happened thatnight. Always use voice calls � such as�Easy up,� or �Steady� � over the deck.If something is non-standard, hold your

position and get clarification. Anyone whohas cruised with a RAST-capable ship hasa story about our inability to evacuate orcommunicate with the hookup men oncethey are under the aircraft. Let�s face it.They are the bravest members of any flightdeck crew. When was the last time youwent out and stood under a hoveringhelicopter?

Beginning with the first week of workups,stress the importance of the safety man inthe hookup team, and how he mustconstantly scan the LSO and hookuppartner. Exercise waving the team off theflight deck, and ensure they understandhow much cable they should see on thedeck and what hover altitude should looklike during the hookup phase.

As for those two big guys, they are stillout there, hooking up aircraft, but the lasttime I went on board, I saw them duck-walking out to do the job.

Source: LCdr. D.H. Fillion, �Walking LikeA Duck Is A Good Thing� Approach,January 1998, pp.18-20. Reprinted bypermission.

Exercise 30

In your notebook, answer the followingcomprehension questions about thereading.

1. In paragraph six, the author states, �Ireflected on my past tour and thoughtthis was more fun than being inWashington.� What do you think thepilot meant? Do you agree? (Hint: thePentagon is in Washington.)

2. In paragraph fourteen, the problem wasa misunderstanding of the twophrases: �no lower� and �go lower.�Has this situation ever happened toyou when speaking with native Englishspeakers? Explain. How do you avoid/solve the problem?

winding up: finishing up

expeditious: quickest

rotorhead: the pointwhere the rotors areconnected to theshaft

stunned: very surprised

nonstandard: notfollowing regulationsor set procedures

mark-on-top: flyingdirectly over (very low)

duck walking: walkingnearly squatting


Exercise 31

Before you read the article titled �Phrogon the Pond,� skim the article andanswer the following questions.

1. Based upon the title, what do youthink happens to the helicopter?(Hint: phrog is pronounced frog.)Write your prediction in your note-book.

2. Have you ever flown on a helicopter?What was your �scariest� experience?Does it compare with this story?

Phrog on the Pond

I woke up at 0235 for a 0315 brief on boardUSS Seattle (AOE 3). The hangar was hotand humid, and my flight suit wasdrenched as I climbed down frompreflighting the rotorheads. After thebrief, the copilot and I manned upBayraider 52 while still in the hangar.

My copilot had been in the squadronabout two weeks, and this was his secondreal vertrep. As soon as the other aircrafttook off and reported ops normal, themaintenance team pushed our aircraft ontothe spot. We were resupplying USSGeorge Washington (CVN 73) with bombsand ammunition that day, normally a funand rewarding mission that we all lookedforward to, even if it did mean waking upvery early.

Everything was fine until we started theengines and No. 2 engine peaked below500 degrees. While there was nothingwrong with this reading, we had usuallybeen seeing peaks near 700 degrees sincewe had been in the Puerto Rico area �more than a week at this point. Wedecided to engage the rotor system andkeep a close eye on that engine.

As I expected, once the rotors wereengaged, the No. 2 engine hung up atabout 82 percent Ng � very likely a P3signal loss to the fuel control. The crew

chief opened that engine bay door andconfirmed our suspicion: the P3 line wasn�ttight. With the rotors still engaged, weshut down the engine, and he torqueddown the fitting. Before I asked, he alsochecked the No. 1 engine and reported theline was tight.

As the crew chief finished closing theengine bay doors, my copilot and Icompleted our takeoff checks, and threeminutes later, we were airborne on whatwould become one of the scariest flightsany of us would ever experience.

We took off at 0500, 45 minutes beforesunrise. As we climbed away from the ship,I checked the engine instruments and thecircuit breakers. Our SAR crewman lookedfor possible leaks and any other indica-tions in the back that something might bewrong with the aircraft. A moment later, wereported all was normal, and I called thetower, �Ops norm, four souls, one hourand forty-five minutes of fuel.�

The tower from each ship replied they wereready to start the vertrep. The aircraftcarrier was approximately 200 yards to portof Seattle. Our sister aircraft, Bayraider 53,called inbound for the first pick, and weturned in toward Seattle�s flight deck tofollow them.

Bayraider 53 set down the first load on theGW�s fantail, and I could see that ouraircraft was still nearly a mile astern. Icalled Bayraider 53 and told them to makeanother pick, after which we�d follow them.The crewmen rigged the �hell hole� � acargo hatch in the belly of the aircraftwhere we hook up the external loads � andI took the controls to slide over the deckwith the nose to port.

The first crewman was in the hole andreported, �Load hooked up, hookup manclear.�

Before I began to pull power to lift theload, my copilot reported 90 percent Nr(normal rotor speed is 100 percent). I calledto release the load while I tried to read thegauges. I hadn�t heard any power reduc-tion or even rotor speed decay. It seemedthe No. 1 engine indications were lowerthan No. 2, but not greatly.

Phrog: nickname forSea Knight helicop-ter

AOE: Fast CombatSupport Ship

preflighting: perform-ing a pre-flightinspection

ops: operations

keep a close eye on:watch carefully

hung up: was stuck at

Ng: speed of the gasturbine

P3: a fuel line

torqued: tightened(usually with awrench)

SAR: search andrescue

souls: (slang) persons

GW: abbreviation:George Washington

fantail: the rearmostportion of the deck

Nr: normal rotor speed


�Load�s away, hook�s clear,� thecrewman called.

An immediate landing was not an optionbecause Seattle�s flight deck was fouledwith cargo. All I could do was to getsingle-engine airspeed before things gotworse. As I steered the aircraft away fromthe stern of the carrier, I heard the firstcrewman urgently say, �Close up the hellhole.�

As we passed below the ramp of thecarrier, I was distantly aware of at leasttwo �Power!� calls over the radio. I couldhear rotor speed winding down rapidly,and I knew we hadn�t reached single-engine airspeed. The copilot had alreadyarmed emergency throttle, and hecontinued calling out the Nr as itdecreased through 80 percent. I told himto start the APU for electrical power incase the generators dropped off line.

I was trying to attain between 70 and 75knots, at which speed the aircraft requiresminimum power to remain airborne. TheAPU started to wind up, but after severalseconds it quit, and at nearly the sametime, the rotor speed decayed below 68percent, causing the generators to dropoff line.

I thought the battery must be off, but Iobviously couldn�t let go of the controlsto move the switch. Without a battery wehad no ICS, so I couldn�t tell my crewwhat was wrong. The cockpit wascompletely dark except for our lip lights.The automatic flight-control system(AFCS) had been lost with the genera-tors. I realized Nr was now around 65percent and we were too close to thewater to chance continuing to forwardflight. If we struck the water at this speed,we might be killed, and the crash wouldcertainly compromise the aircraft�swatertight integrity.

I flared, allowing the helicopter to settleinto the water. I eased the nose forwardto keep water from washing over theramp. We were now between one-quarterand one-half mile off the carrier�s portquarter. As I tried to reduce the collectiveto increase rotor speed, I became awarethat the collective trim had frozen

because of the loss of electrical power, andthe collective was set near maximum. Ipushed the collective toward the floor andNr immediately came back up to over 100percent.

A wave that seemed as high as the glareshield rolled toward the nose, and I couldfeel salt spray coming through my windowas I brought the collective up. Thehelicopter rose out of the water and againthe rotor speed began to decay. While Iworked to bring the helicopter into thewind, the copilot again tried to start theAPU in hopes of restoring electricalpower. When we hit the water, the rescuehatch, which covers the hell hole in thebelly of the aircraft, blew open and theaircraft began taking on water.

If the rescue hatch remained open, wewould have no chance of saving theaircraft, so with no thought for his ownsafety, the first crewman raced aft to closethe hatch. As electrical equipment im-mersed in about 3 feet of water sparked allabout them, both crewmen charged intothe onrushing water and pulled the hatchclosed.

With the second crewman standing on thedoor, the first crewman closed the lockingprawls. Once again, I increased collectiveand began to gain forward momentum.After another brief moment in the air, forthe third and final time, I allowed thehelicopter to set back into the water toregain rotor speed. When we were in thewater, the first crewman came forward tohelp the copilot start the APU. I lifted theaircraft from the water and at the same timeincreased our forward speed. I could nowhear the copilot reporting Nr and airspeed,and we had some of the instrument lights.We continued to climb and accelerate.

�Seventy-five percent Nr, thirty knots,� mycopilot called. �Seventy percent Nr��

I lowered collective for an instant and therotor speed increased.

�Seventy-five percent Nr, forty knots��

I could now see the carrier to the left and Igently turned toward it. Each time mycopilot reported Nr at 70 percent, Imomentarily lowered collective, allowing

fouled: blocked

ramp: aircraft carrieroverhang

APU: auxiliary powerunits

drop off line: to becomeinoperable, to stopworking

lip lights: the very smalllights on a mouthmicrophone

compromise: to causethe impairment of, tobreak or harm

integrity: soundness ofa structure or system

collective: collectivepitch control

trim: adjustment controlof the aircraft toobtain balanced flight

glare shield: windshield

locking prawls: hatchlocks


the Nr to increase. We could now see thecarrier�s flight deck, and as if on cue, theair boss came over the radio, �The fantailis open if you need it.�

After a few more seconds, we came into ahigh hover over the center of the fantailand the second crewman called me down.Once again, the rotor speed began todecay, but several seconds later we landedsafely aboard the carrier. As I reducedcollective for the last time that day, Nrincreased over 100 percent, and I looked atour gauges. All the copilot�s instrumentlights were out and several of my ownwere dark. It was only 0515. While theflight-deck handlers put on our chocksand chains, we tried to push in several ofthe circuit breakers.

I noticed the No. 1 engine�s Ng in the low80s and asked the crew chief to check theP3 line on the No. 1 engine again. Amoment later, he reported the line was stillsnug. After another moment of checkingthe engine, however, he suggested weshut it down for a potential crack in thepower-turbine exhaust casing. We shutdown the engine and waited for an amberdeck from tower to disengage the rotors.

Source: Lt. W.D. Hoyt, �Phrog on thePond� Approach, January 1998, pp.12-14.Reprinted by permission.

Exercise 32

In your notebook, write the answers tothe following comprehension questions.

1. In this article there is an interesting mixof aeronautical, maintenance, andmaritime terms. Does 100% under-standing of these technical terms reallyhelp your understanding of the article?How much of the text could youeliminate and still retain the gist of thestory? (Hint: One way of simplifying areading is to eliminate all the extrane-ous words. This can be done byhighlighting or crossing out unneces-sary words.)

2. Do you get the joke about the phrog?Explain it.

LEARNING STRATEGY


Exercise 33


amber deck: interme-diate status

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x A - 1

Appendix A Principal Parts of Certain IrregularVerbs

Present Past Past Participle

arise arose arisen

awake awoke awakened

be was beenbear bore bornebeat beat beatenbecome became becomebegin began begunbend bent bentbet bet betbid bid bidbind bound boundbite bit bittenbleed bled bledblow blew blownbreak broke brokenbring brought broughtbuild built builtburst burst burstbuy bought bought

cast cast castcatch caught caughtchoose chose chosencome came comecost cost costcreep crept creptcut cut cut

deal dealt dealtdig dug dugdo did donedraw drew drawndrink drank drunkdrive drove driven

eat ate eaten

fall fell fallenfeed fed fedfeel felt feltfight fought foughtfind found foundflee fled fled


fly flew flownforget forgot forgotten

forgive forgave forgivenfreeze froze frozen

get got gotten (got)give gave givengrind ground groundgrow grew grown

hang hung hunghave had hadhear heard heardhide hid hiddenhit hit hithold held heldhurt hurt hurt

keep kept keptknow knew known

lay laid laidlead led ledleave left leftlend lent lentlet let letlie lay lainlight lit lit (lighted)lose lost lost

make made mademean meant meantmeet met met

pay paid paidput put putquit quit quit

read read readride rode riddenring rang rungrise rose risenrun ran run

A p p e n d i x A - 2 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

Present Past Participle

say said saidsee saw seenseek sought soughtshake shook shakensell sold soldsend sent sentset set setshed shed shedshine shone shoneshoot shot shotshow showed shownshrink shrank shrunkshut shut shutsing sang sungsink sank sunksit sat satsleep slept sleptslide slid slidspeak spoke spokenspend spent spentspin spun spunsplit split splitspread spread spreadspring sprang sprungstand stood stoodsteal stole stolenstick stuck stucksting stung stungstrike struck struckstring strung strungswear swore swornsweep swept sweptswim swam swumswing swung swung

take took takenteach taught taughttear tore torntell told toldthink thought thoughtthrow threw thrown

understand understood understood

wake woke (waked) woke (waked)wear wore wornweave wove wovenweep wept wept


wet wet wetwin won wonwind wound woundwring wrung wrungwrite wrote written

Some Differences in Verb Forms

The following are some differences in verb formsbetween American English and British English:

American Britishbet-bet-bet bet-bet-bet or

bet-betted-betted

get-got-gotten get-got-got

quit-quit-quit quit-quitted-quitted

American: burn, dream, kneel, lean, leap, learn,smell, spell, spill, spoil, are usually regular: burned,dreamed, kneeled, leaned, leaped, etc.

British: simple past and past participle forms of theseverbs can be regular but more commonly end with -t:burnt, dreamt, knelt, leant, leapt, learnt, smelt, spelt,spilt, spoilt.

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x B - 1

PUNCTUATION1

A. Period (.)

1. Use a period at the end of a statement orcommand.

The pen and paper are on the table.Go to the chalkboard and write your name.

2. Use a period after an abbreviation or aninitial.Abbreviated military ranks do not require aperiod.

Dr. Smith (Doctor Smith) Mr. BrownJ. Jones (John Jones) Ms. LittleFeb. (February) a.m.Mrs. White p.m.

B. Question Mark (?)

Use a question mark after a question. Some-times the question may be written like astatement.

How many children are in your family?He�s here today?

C. Exlamation Mark (!)

Use an exclamation mark after words, sentences,or expressions that show excitement, surprise,or emotion. Any exclamation, even if not asentence, will end with an exclamation mark.

What a game! Do it!Look out! Oh!Wow!

D. Quotation Marks (� �)

1. Use quotation marks to show the words of aspeaker. They�re always placed above the lineand are used in pairs.

John said, �The commissary closes at 2100hours today.��Where are the children?� she asked

2. If the words of the speaker are divided intotwo parts, use quotation marks around bothparts.

�Do you,� she asked, �go to the library afterclass?�

3. Use quotation marks around the titles ofchapters, articles, parts of books and maga-zines, short poems, short stories,and songs.

Then I read the article �Learning English�in the newspaper.

E. Apostrophe (�)

1. Use an apostrophe in contractions.

I�m she�s they�reisn�t aren�t can�twhat�s where�s Bob�so�clock (of the clock)

2. Use an apostrophe to indicate possession.

a. If the noun is singular, add �s.

Bill�s book the girl�s coat

b. When the noun is plural, add �s if theplural does not end in s.

the children�s clothes the men�s shirts

c. If the plural noun ends in s, add only anapostrophe.

the boys� shoesthe libraries� books

Appendix B Punctuation, Capitalization,Numbers

A p p e n d i x B - 2 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

F. Comma (,)

1. Use commas to separate items in a series.

We ate sandwiches, potato chips, and fruit forlunch. She looked behind the chairs, under thebed, and in the kitchen for her notebook.

2. Use a comma before the conjunctions and, but,or, nor, for, yet when they join independentclauses.

We lived in Venezuela for three years, and thenwe returned to the United States.

Frank can speak Chinese well, but he can�t readit.

3. Use a comma after an introductory clause orphrase to separate it from the rest of thesentence.

After we study this book, we want to take abreak.

Because John was sick, he didn�t take the test.

Looking up at the sky, the small boy suddenlyran home.

4. Use a comma after words such as yes, no, wellwhen theybegin a sentence.

Do you want to go to the library?Yes, I do.

I didn�t pass the test.Well, study more.

5. Use commas to separate the words of aspeaker from therest of the sentence.

�Listen to me,� she said.Jack asked, �Where�s my lunch?��I don�t know,� said John, �the answer to thequestion.�

6. Use a comma in dates and addresses.

June 9, 1970143 Main Street, Los Angeles, California

7. Use a comma in figures to separate thousands.

5,000 (or 5000)10,0006,550,000

CAPITALIZATION

1. Capitalize the first word of a sentence.

The boy stood up and walked outside.Your book is behind the chair.

2. Capitalize the names of people, cities, states,countries, and languages.

Mark BillMary LindaSan Antonio ChicagoHouston LondonTexas CaliforniaFlorida New YorkSpain United StatesCanada VenezuelaArabic ChineseRussian English

3. Capitalize the names of schools, streets,buildings, bridges, companies, and organiza-tions.

Defense Language InstituteUniversity of ChicagoMain StreetEmpire State BuildingGolden Gate BridgeFord Motor CompanyGeneral MotorsClark AvenueNational Football League

4. Capitalize the days of the week, months of theyear, and holidays.

Sunday Monday TuesdayJune July AugustEaster Thanksgiving Christmas

5. Capitalize titles and military ranks beforenames.

Gen Roberts Capt SmithSgt Jones Professor LandPresident Lincoln

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x B - 3

f. Unit Modifiers

Examples:5-day week; 10 foot pole; 8-year-old automobile

2. Military unit designations are written asfollows:

a. Air Force unit names.In the Air Force, numerically designated unitsup to and including an air division are desig-nated with Arabic numerals.

Examples:31st combat Support Group834th Air Division22d Tactical Fighter wing

b. Army unit names.In the army, units up to and including thedivision are designated with Arabic numbers.The corps name is written with a Romannumeral. The army group is designated by anArabic number.

Examples:III Corps2d Army Group82d Infantry Regiment7th AAA Brigade2d Infantry Division

c. Navy unit names.In the Navy, the number of the task force iswritten in Arabic numbers. The fleet number isspelled out.

Examples:Task Force 58Fifth Fleet

d. Marine Corps designations follow the sameplan as those of the Army.

6. Capitalize the pronoun �I.�

I can�t go with you.I�m happy to see you again.

7. Capitalize the first word of every directquotation.

She asked, �Can I sit here?��We saw her,� said John, �at the University.�

NUMBERS2

When To Write Numbers As Numerals

1. Write units of time, money, and measurement asfigures as indicated the following examples:

a. Time

Examples:0800; 4:30 p.m.; 6 hours; 8 minutes;20 seconds

b. Age

Examples:18 years old; 52 years; 10 months; 6 days

c. Dates

Examples:4 June 1987July, August, and September 19834 April to 11 June 1995 (not 4 April 1995 to11 June 1995)4 October 1993 to 11 August 1994

d. Money

Examples:$37.50; $0.75; $3 per 200 pounds; 75 cents apiece

e. Measurements

Examples:110 meters; 2 feet by 1 foot; 8 inches; 300horsepower; 20/20 vision; 5,280; 5 ½ pounds

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x C - 1

Appendix C Transitional Expressions

Purpose Expressions

to add additionally, again, also, and, and then, another, another point, aswell as, besides, beyond that, equally important, first (second,last, etc.), for one thing, further, furthermore, in addition (to),moreover, next, what�s more, too

to emphasize above all, as a matter of fact, especially, in fact, in particular,indeed, most important, surely

to give a restatement in other words, in simpler terms, that is, to put it differently

to place above, adjacent to, along the edge, around, at the left/right/top/bottom/front/rear, behind, below, beside, beneath, beyond, facing,here, in front/back of, in the center/distance, in the foreground,inside, nearby, next to, on the (far) side, on top, opposite, out ofsight, outside, over, straight ahead, surrounding, to the north/south/east/west, under, within sight, before me, to my right/left

to qualify perhaps

to show an alternative or, nor, if not, otherwise

to show a substitution instead, in lieu of

to summarize or conclude all in all, finally, in all, in brief, in other words, in conclusion, inshort, in summary, lastly, on the whole, overall, to conclude, toput it briefly, to sum up, to summarize

to show purpose in order to, so that, that

to indicate order ofclimax or importance the best/worst part, the most important, the least significant, the

easiest/greatest/most difficult,/most serious/most interesting, etc.

to express a condition if, if only, even if, in case that, in the event that, or (else), other-wise, provided that, providing that, unless, whether or not

A p p e n d i x C - 2 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

to express manner as if, as though

to define can be considered, can be defined as, is also known as, is the sameas, is/are, means

to classify can be categorized/classified/divided, the first category/kind/type,there are two /three/four groups/classes/orders/levels/species, etc.

to illustrate another instance/example/illustration of, as a case in point, as anillustration, for example, for instance, here are a few examples/instances/illustrations, in particular, one such, specifically, toillustrate, yet another, according to statistics, as follows, as proof,let me illustrate, let me cite as proof

to give a reason (cause) as, because (of), for, since, inasmuch as, as long as, in view of thefact that, on account of, on the grounds that, owing to the fact that

to show a result (effect) accordingly, and so, as a consequence, as a result (of), because ofthis, consequently, for this reason, hence, so, therefore, thus

to place in time/sequence after (this/that), after a while, afterward(s), at first/last/present, atthe same time, at the start, before (this/that), at the end, in the end,during, earlier, eventually, finally, first (second, third, etc.), first ofall, following this, for a minute/hour/day, etc., formerly, in thebeginning, in the future, in the meantime, initially, last, last of all,lastly, later, meanwhile, next, now, soon, simultaneously, subse-quently, then, to begin with, to start with, until, while, when, assoon as, by the time, since then, as long as, at the moment that

to compare also, and, as well (as), both, each of, in the same way/manner, justas, like, likewise, neither, similar(ly), the same, too, alike, equally

to contrast all the same, although, be that as it may, but, but anyway, but still,despite, despite what, despite the fact that, even if, even so, eventhough, however, in contrast (to), in spite of, nevertheless, nomatter what, nonetheless, not only, notwithstanding, on thecontrary, on the other hand, regardless (of), still, though, yet,whereas, while,

to concede a point after all, although, though, even though, this may be true, cer-tainly, granted that, it is true, of course, naturally, no doubt, to besure, truly

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x D - 1

Appendix D Modal Chart

ladoM ladoM ladoM ladoM ladoM noitcnuF noitcnuF noitcnuF noitcnuF noitcnuF stxetnoCerutuF/tneserP stxetnoCerutuF/tneserP stxetnoCerutuF/tneserP stxetnoCerutuF/tneserP stxetnoCerutuF/tneserP stxetnoCtcefreP/tsaP stxetnoCtcefreP/tsaP stxetnoCtcefreP/tsaP stxetnoCtcefreP/tsaP stxetnoCtcefreP/tsaP

nac nac nac nac nac rolacisyhp(ytilibasserpxetneserpehtni)lautcelletni

naceeniartsecroFlaicepSehT.selim52hcram

naevigroytilibisaefebircsedtneserpehtninoitpo

ssorcnactnegnitnoceniraMehT.taobybroegdirbehtybrevireht

ytilibanisserpxe,tonhtiwni)lautcelletnirolacisyhp(

tneserpeht

ehtetartenept�nacsreidlosehT.sesnefeds�ymene

sserpxe,tonhtiwni)laitnerefni(ytilibissopmi

tneserpeht

s�ti;desolcebt�naceciffoehT.ylraeoot

noissimrepevigrorofksatneserpehtni)lamrofni(

racffatsehtesunacrojamehT.sekilehrevenehw

tseuqeretilopaekamtneserpehtni)lamrofni(

evomempleh]esaelp[uoynaC?murdlioyvaehsiht

dluoc dluoc dluoc dluoc dluoc tsapehtniytilibasserpxe 52nurdluoctnaegresehT.etavirpasawehnehwselim

wohsronoitseggusaekamemittneserpehtninoitpona

txetnoctsapaniro

melborpagnivahm�I,tnanetueiL.tcejorpsihthtiw

otofloduRtgSksadluocuoY.dnahauoyevig

tahttnaegreswenehtdlotIotofloduRtgSksadluoceh

.dnahamihevig

delliflufnutsapaebircsedytinutroppo

htiwmelborpadahyllaerI.tcejorptaht

tgSdeksaevahdluocuoY.uoyplehotofloduR

tseuqeretilopaekamtneserpehtni)lamrofni(

ehttapots]esaelp[uoydluoCrojaMksaottnawI?tniopkcehc

.noitseuqaevilC

noissimrepksayletiloptneserpehtni)lamrofni(

ypocruoyesu]esaelp[IdluoC?enihcam

ehtniytilibissopebircsedtsaprotneserp

?miarffEtnanetueiLsierehWniatpaCniebdluoceH

.eciffos�dranoeL

?miarffEtnanetueiLsierehWdluoceh;llewgnileeft�nsaweH

.emohenogevah

ebircsed,tonhtiwni)laitnerefni(ytilibissopmi

tsapeht

ehtdesolcevaht�ndluocyehT.ylraeoots�ti;eciffognitellib

tsum tsum tsum tsum tsum gnortsroytissecensserpxetneserpehtninoitagilbo

ylraeevaeltsumniatpacehT.yadot ].otdahesu,tsaproF[

ehtninoitibihorpsserpxetneserp

ynapmoCovarBmorfs1-EehT.noitamrofrofetalebtontsum

nodesabecnerefnisserpxelacigol/ytilibaborphgih

rotneserpehtninoitpmussatsapeht

rewsnat�nseodekarDtnanetueiLtuoebtsumregapsiH.egapsih

.egnarfo

t�ndidekarDtnanetueiLregapsiH.egapsihrewsna

.egnarfotuoneebevahtsum

A p p e n d i x D - 2 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r


rettebdah rettebdah rettebdah rettebdah rettebdah

gnortssserpxefotaerhthtiwytilibasivda

elbaeergasidaecneuqesnoc

noebrettebdaheeniartehTlliwehsro,noitamrofrofemit

.spu-hsup05odotevah

dluohs dluohs dluohs dluohs dluohs noitagilbosserpxeraewdluohslennosrepdetsilnE.sXTFehtgnirudsgatgodrieht

tonnoitagilbosserpxedellifluf

godsihnrowevahdluohsetavirpehT.mehttogrofehtub,sgat

ytilibasivdasserpxeotyrtdluohsnamrelleKtL.slliksgnitirwsihevorpmi

retfaytilibasivdasserpxetcafeht

sihdefoorpevahdluohsnamrelleKtL.nitigninruterofebtroper

noitatcepxesserpxe)ytilibaborperutuf(

taevirradluohsyovnocehT.yadotnoon

noitatcepxesserpxedelliflufylbaborp

evahdluohsyovnocehT.0041s�tI.noontanwottseraenehtnidevirra

tonnoitatcepxesserpxedellifluf

erehdevirraevahdluohsyovnocehT.tifongisons�erehttub,noonta

otthguo otthguo otthguo otthguo otthguo noitagilbosserpxefoniahcehtwollofotthguouoY

.semitllatadnammoc

tonnoitagilbosserpxetuodeirrac

;sredrodewollofevahotthguoeH.elbuortnitegll�ehtbuodons�ereht

ytilibasivdasserpxesihnokrowotthguorojamehT

.worromotrofhceeps

retfaytilibasivdasserpxetcafeht

ehT.gnirobossawhceepstahTtideraperpevahotthguoyllaerrojam

.ylluferacerom

noitatcepxesserpxe)ytilibaborperutuf(

raehotthguonilknarFrojaMsllacehS.yadotefiwsihmorf

.yadirFyrevemih

noitatcepxesserpxedelliflufylbaborp

morfdraehevahotthguorojamehTmihsllacyllausuehS.wonybefiwsih

.yadirFnoylrae

tonnoitatcepxesserpxedellifluf

morfdraehevahotthguorojamehTneebevaherehttub,wonybemoh

.deirrows�eH.sllacon

yam yam yam yam yamtseuqeretilopaekam

)lamrof(ehtesu]esaelp[Iyam,riS

?enohp

)lamrof(evigrorofksanoissimrep

ytrebilnemehttnargyamuoY.dnekeewsiht

ytilibissopsserpxeehtdnettayamlarenegehT

ehttaseinomerecnoitaudarg.teyerustonm�I.ymedacA

ehttfelevahyamlarenegehT.ydaerlaynomerec

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x D - 3


otevah otevah otevah otevah otevah roytissecensserpxenoitagilbognorts

esuacebesabnoyatsotevaheW.ATLED-NOCTAERHTfo

yadretseyesabnoyatsotdaheW.ATLED-NOCTAERHTfoesuaceb

fokcalsserpxegnortsroytissecen

noitagilbo

ecitcarpelfirotogotevaht�nodI.yadot

ecitcarpelfirotogotevaht�ndidI.yadotogotevahodItub,yadretsey

thgim thgim thgim thgim thgim ytilibissopsserpxe .llackcistaebllitsthgimreklaWtLllackcistaneebevahthgimreklaWtL

.dellacuoynehw

etilopaekam]erar[)lamrof(tseuqer

?enohpruoyesu]esaelp[IthgiM

llahs llahs llahs llahs llahs etilopaekamrefforonoitseggus

?ris,wodniwehtesolcIllahS

"ew"ro"I"htiweergafostcejbusnuonorp

erutufgnisserpxesbrevemit

llahs,Idnarednammoceht,eW.edarapehtnietapicitrap

evahllahsIdnarednammocehTdrihtehtrofedarapehtnidetapicitrap

.sraeyowttsalehtgnirudemit

lliw lliw lliw lliw lliw emiterutufetacidni0050taevaellliw5-CehT

.worromotehterofebtfelevahlliw5-CehT

.sevirralareneg

tseuqeretilopaekamesehttfilempleh]esaelp[uoylliW

?sexob

ssengnilliwsserpxeynapmoccaotdethgiledeblliwIlarimdArofnoitpecerehtotuoy

.enosnaS

dluow dluow dluow dluow dluow aniemiterutufetacidnitxetnoctsap

evaeldluowehemdlottnanetueilehT.0080taworromot

tsapdetaeperetacidnitibahronoitca

asawsleinaDrednammoCnehWsihhtiwgniliasogdluoweh,tnanetueil

.dnekeewyreveylraensdneirf

delliflufnusserpxesnoitnetni

togehtub,deidutsevahdluoweH.kcis

ssengnilliwsserpxe .uoytsissaotyppahebdluowI

tseuqeretilopaekam]esaelp[srecifforoinesehtdluoW

?detaesniamer

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x E - 1

Appendix E Conditional Sentences

There are three basic types of conditional sentences discussed in this appendix.Each type has two parts: the if-clause and the main clause.

Real Present/Future Condition

This type of conditional sentence is used to show what may/will happen in thepresent/future if a certain condition happens. When the if-clause has the presenttense, the main clause uses the present or future tense. Note that the if-clausemay come before or after the main clause. When the if-clause comes after themain clause, there is no comma between the clauses.

Unreal Present Condition

If-clauses that refer to an unreal, or hypothetical, situation�sometimes calledcontrary-to-fact condition�in the present use verbs in the subjunctive mood.Their forms are the same as those of the past tense, except for the verb be.Were, not was, is used with singular nouns and I, he, she, and it.

If Clause Main Clause

If the weather is good,

If the weather is good,

the amphibious ship deploys at 0600.

the amphibious ship will deploy at 0600.

Main Clause If Clause

The rescue operation will take place

The rescue operation takes place

if the helicopter spots the driftingfishing vessel.

The Maritime Interdiction Force will identifythe suspect vessel

if the CO orders the druginterception.

A p p e n d i x E - 2 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

Past Unreal Condition

Another type of conditional sentence is used to show a past unreal condition orsituation. It tells what could, would, or might have happened in the past if acertain condition or situation had been true. The if-clause has the past perfecttense, and the main clause uses could have/might have/would have + apast participle.


If I were LT Medina,

If he exercised regularly,

I would prepare computer-enhanced graphicsfor the briefing.

he would score higher on the PT test.

Main Clause If Clause

Seaman Rivera wouldn’t get so confused

I’d comply with the Commander’srecommendation

if he followed the instructions.

if I were you.


If PO1 Sorrensen had studied harder,

If the seaman had reported the signalcorrectly,

he would have passed the test forchief.

the accident could have been avoided.


If PO1 Sorrensen had studied harder,

If the seaman had reported the signalcorrectly,

he would have passed the test forchief.

the accident could have been avoided.

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x F - 1

What Is Expected of AllParticipants

The success of a group depends on thecooperation and participation of all themembers. In order to achieve successfulgroup discussion, every member must beaware of the following expectations:

1. A group member should have a likingfor people and confidence in the groupas a whole.

2. A member should be able to expressideas clearly. Members and leadersshould help make sure each memberunderstands the others and shouldremember that the purpose of eachmember�s participation is to communi-cate with others, not to impress them.

3. Flexibility is important to bothmembers and leaders. Each must bewilling to change his/her plans andoptions. Unyielding leaders may over-control the group; inflexible membersmay work toward their own ends, nottoward the goals of the group.

4. Each person must restrain his/hertendency to dominate the discussion.Leaders must not lecture to the group.

5. Each person should recognize that asense of humor is important to anyonewho works with people�which meansjust about everyone. We do not haveto be comedians, but we must becapable of recognizing and appreciat-ing the humor in life.

6. Each person has the right to expect allmembers and the leader to have a highdegree of personal integrity. Adiscussion leader cannot be successfulunless he/she can inspire trust. Ifmembers believe the leader is using ormanipulating them, they will notcooperate fully.

7. Everyone in the group must be a goodlistener. Members cannot contributefully unless they are listening toeverything said during the discussion.They must take in not only otherspeakers� words but also the tone ofvoice, gestures, and facial expressions.

8. Everyone in the group must strive forobjectivity. Formation of cliqueswithin the larger group hampersfocused discussion. If the leader showsa preference for certain individuals orif some members show a preference foreach other, the other members becomedefensive and either withdraw from oroppose whatever is proposed. If amember is not objective and does notcarefully consider all views, he/shewill not increase his/her scope ofknowledge during the course of thediscussion.

9. Conscientious preparation is a mustfor everyone. Each person must do allthe necessary reading and mustconsider the authors� points of view aswell as his/her own reactions to thematerial.

The Seminar Leader

The seminar leader is not a leader in theordinary sense. He/She is not a com-mander, a lecturer, or a teacher. He/Sheserves as a guide or as a temporary directorof the group. It is the leader�s responsibil-ity to help the group move forward indiscussion so as to solve a problem orarrive at a group conclusion.

Listed here are a few guidelines aboutconducting a seminar that a seminar leaderwould do well to keep in mind.

1. Be completely objective about thefacts. Impartiality helps win theconfidence of the group.

impress: elicit ap-proval; arouseadmiration

flexibility: willingnessto adjust or change

restrain: hold backfrom action; check

tendency: inclination toact in a particularway

integrity: honesty;sincerity

manipulating: manag-ing shrewdly, oftenin an unfair way

conscientious:showing seriousnessof purpose

ordinary: customary;usual

confidence: trust;reliance

Appendix F Participating in Group Discussions

A p p e n d i x F - 2 M a r i t i m e O p e r a t i o n a l L a n g a u g e S e m i n a r

2. Discourage members from basingconclusions on insufficient evi-dence. Insist that members get all theavailable facts before making anevaluation.

3. Do not permit a few members todominate the discussion. Encourageeveryone to listen and to speak. Donot confuse talk with participation.

4. Insist that each member state his/herideas on the subject. Occasionallydirect a question to a person who hasbeen silent too long.

5. Do not let the discussion becomeone-sided. Invite opposing argumentsby asking questions.

6. Guide the discussion to avoidsidetracking. If a member speaks ingeneralities, ask for specifics, e.g.,�Can you give an example to showwhat you mean?�

7. Plan the discussion so the objectivesare met. Exercise control; do not letthe discussion wander aimlessly. Getthe discussion back on track assmoothly as possible.

8. If necessary, briefly explore a sideissue of concern to the group. If youdo digress, however, limit thedigression time.

9. Do not permit side or private discus-sions. Such discussions detract fromgroup unity. Break in and merge theminto one discussion.

10.Do not try to prolong a discussionthat is slowing down. Begin yoursummary rather than continue thediscussion.

11.Remember that a meeting is not adiscussion if the group members areforced to accept the decisions of aminority. Check acceptance on everypoint throughout the discussion.

The Seminar Participant

In order to facilitate the group learningprocess, the seminar participant mustdevelop the following six skills:

1. The participant must be sensitive tothe values and beliefs on whichunderlie others� views.

2. Each participant must examine theevidence on which an authority outsideof, or within, the seminar bases his/herpropositions, arguments, and conclu-sions.

3. The participant must identify and buildon the clearest and soundest thinkingin the seminar.

4. The participant should exchange withthe other participants constructiveideas and information relevant to thesubject or problem under discussion.

5 . Each participant must analyze thefundamental conditions which shouldexist for a course of action or policy tobe successful.

6. The seminar member must view thesame set of facts and circumstancesfrom different perspectives.

Roles of the Participants

In a film or on stage, an actor plays aparticular role. We can also use the wordrole to describe the part each discussiongroup member assumes within the group.Each member should have an understand-ing of the various roles he/she and othermembers may play. An understanding ofthese roles will contribute to the effective-ness and success of the group.

Each participant may or may not play arole like those of other participants. Eachperson�s role may change with time. Somemembers contribute to building relation-ships and cohesiveness in the group.Others assist by helping the group performits task. Still others make no contributionat all; they merely satisfy personal needs.

We refer to those roles which facilitate andcoordinate group problem-solving

insufficient: inadequatefor some need,purpose, or use

dominate: have control;hold sway over

sidetracking: deviatingfrom the main issueor subject

aimlessly: without clearpurpose or direction

digress: turn aside fromthe main subject, intalking or writing

examine: look atcritically

relevant: relating to thematter under consid-eration

circumstances: condi-tions affectingsomething

assumes: takes on therole/appearance of

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x F - 3

activities as group task roles. Those roleswhich make no contribution to groupneeds are termed individual or nonfunc-tional roles.

A variety of terms can describe thedifferent roles members assume. The oneswe list here are some of the most commonterms and are fairly self-explanatory. Asyou read each list, ask yourself whichroles you have played.

The roles in this first list are generallydesirable; that is, they facilitate discussionand move it forward.

arbitrator unifier

encourager summarizer

coordinator clarifier

organizer listener

reviewer stimulator

initiator supporter

morale-builder information-giver

information-seeker

The roles in this second list are generallyundesirable; they may be assumed by self-centered members whose primary interestis more likely to be themselves than thegroup.

frustrator monopolizer

aggressor dominator

isolator recognition-seeker

Not all of these roles may be observed inany one group or in any one meeting, androles other than these may be evident.Members should try to identify their ownroles in the group and to evaluate theirroles as facilitative or obstructive.

Groups require members to assumedifferent roles at different stages. Anexperienced group which has arrived at agroup decision has a greater need for acoordinator than does a group that isattempting to address a problem and toanalyze the course of action.

The nonfunctional roles, such as thedominator, the aggressor, or the isolator(who withdraws from the group) mayirritate some members and create a feelingof hostility. Members observing theseobstructive roles should realize that theseroles are often symptoms of deeply rootedcauses and cannot be quickly remedied.As a group progresses, members candevelop the ability to deal with these rolesconstructively.

All members should work toward develop-ing insight in diagnosing role require-ments and toward maintaining flexibility inexecuting roles. Each member should beaware of the roles others are playing, buthe/she should concentrate primarily uponhis/her own contributions.

cohesiveness: qualityof being in accordand united in action

arbitrator: a personselected to judge adispute

evident: obvious; plain;apparent

remedied: set right;corrected

diagnosing: carefullyexamining andanalyzing so as toexplain

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x G - 1

Appendix G Listening/Viewing Form

News Broadcast Listening/Viewing Form

Listen to or view a news broadcast concening one of the categories listed. Decide whatcategory the news item belongs to, and circle it. As you listen, answer the informationquestions (Who?, What?, Where?, Why?, When?, and How?) that you learned in Unit 1,and take notes which answer those questions. You may want to tape the broadcast so thatyou can listen to /view to it more than one time. Be prepared to discuss the news and offeryour opinion during the two-week seminar.

Categories Broadcast Notes

NATO/PfP Who?

Defense/Military

Government/Political What?

Disaster/Accident

Education Where?

Science

Environment When?

Ecology Why?

Health/Medicine

International News How?

Comments:

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x H - 1

Appendix H NATO/US EquivalentMilitary Ranks and Rates

NATOEquivalent

US NAVY AND COAST GUARD OFFICERS

OF-10 O-11 Fleet Admiral ADM

OF-9 O-10 Admiral ADM

OF-8 O-9 Vice Admiral VADM

OF-7 O-8 Rear Admiral (Upper Half) RADM

OF-6 O-7 Rear Admiral (Lower Half) RADM

OF-5 O-6 Captain CAPT

OF-4 O-5 Commander CDR

OF-3 O-4 Lieutenant Commander LCDR

OF-2 O-3 Lieutenant LT

OF-1 O-2 Lieutenant Junior Grade LTJG

OF-1 O-1 Ensign ENS

W-5 Chief Warrant Officer CWO5




W-1 Warrant Officer WO

A p p e n d i x H - 2 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

NATOEquivalent

US MARINE CORPS, AIR FORCE,AND ARMY OFFICERS

Marines Air Force Army

OF-9 O-10 General Gen Gen GEN

OF-8 O-9 Lieutenant General LtGen Lt Gen LTG

OF-7 O-8 Major General MajGen Maj Gen MG

OF-6 O-7 Brigadier General BGen Brig Gen BG

OF-5 O-6 Colonel Col Col COL

OF-4 O-5 Lieutenant Colonel LtCol Lt Col LTC

OF-3 O-4 Major Maj Maj MAJ

OF-2 O-3 Captain Capt Capt CPT

OF-1 O-2 First Lieutenant 1stLt 1st Lt 1LT

OF-1 O-1 Second Lieutenant 2ndLt 2d Lt 2LT

W-5 Chief Warrant Officer CWO5 CW5




W-1 Warrant Officer WO WO1

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A p p e n d i x H - 3

NATOEquivanent

US NAVY AND COAST GUARD ENLISTED

OR-9 E-9 Master Chief Petty Officer of the Navy MCPON

OR-9 E-9 Master Chief Petty Officer of the Coast Guard MCPO-CG

OR-9 E-9 Master Chief Petty Officer MCPO

OR-8 E-8 Senior Chief Petty Officer SCPO

OR-7 E-7 Chief Petty Officer CPO

OR-6 E-6 Petty Officer First Class PO1

OR-5 E-5 Petty Officer Second Class PO2

OR-4 E-4 Petty Officer Third Class PO3

OR-3 E-3 Seaman SN

OR-2 E-2 Seaman Apprentice SA

OR-1 E-1 Seaman Recruit SR

NATOEquivalent

US MARINE CORPS ENLISTED

OR-9 E-9 Sergeant Major of the Marine Corps SgtMaj

OR-9 E-9 Sergeant Major SgtMaj

OR-9 E-9 Master Gunnery Sergeant MGySgt

OR-8 E-8 First Sergeant 1stSgt

OR-8 E-8 Master Sergeant MSgt

OR-7 E-7 Gunnery Sergeant GySgt

OR-6 E-6 Staff Sergeant SSgt

OR-5 E-5 Sergeant Sgt

OR-4 E-4 Corporal Cpl

OR-3 E-3 Lance Corporal LCpl

OR-2 E-2 Private First Class PFC

OR-1 E-1 Private Pvt

A p p e n d i x H - 4 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

NATOEquivalent

US ARMY ENLISTED

OR-9 E-9 Sergeant Major of the Army SMA

OR-9 E-9 Command Sergeant Major CSM

OR-9 E-9 Sergeant Major SGM

OR-8 E-8 First Sergeant 1SG

OR-8 E-8 Master Sergeant MSG

OR-7 E-7 Sergeant First Class SFC

OR-6 E-6 Staff Sergeant SSG

OR-5 E-5 Sergeant SGT

OR-4 E-4 Corporal CPL

OR-3 E-3 E-3 Private First Class PFC

OR-1, OR-2 E1, E2 Private PVT

NATOEquivalent

AIR FORCE ENLISTED

OR-9 E-9 Chief Master Sergeant of the Air Force CMSAF

OR-9 E-9 Chief Master Sergeant CMSgt

OR-8 E-8 Senior Master Sergeant SMSgt

OR-7 E-7 Master Sergeant MSgt

OR-6 E-6 Technical Sergeant TSgt

OR-5 E-5 Staff Sergeant SSgt

OR-4 E-4 Sergeant Sgt

OR-3 E-3 Airman First Class A1C

OR-2 E-2 Airman Amn

OR-1 E-1 Airman Basic AB

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A P - 1

Answer Pages9. promulgated

10. surface

Exercise 5

2. expectation referring to the past

3. negative obligation

4. past ability

5. past habit

6. expectation

7. past possibility

Exercise 6

1. couldn�t reach

2. would read

3. didn�t have to

4. shall have marched

Exercise 7

1. had to remain

2. couldn�t overcome

3. could have asked

4. ought to have asked

5. might have gone

6. should have worn

Exercise 8

1. would have planned

2. had to work

3. could deny

4. must have exploded

5. have to be concluded

6. may � have mislaid

Unit 6

Exercise 2

1. The subgroups are: task units andtask elements.

2. It stands for Operational Commandand Control.

3. TACOM assigns ships to specifictasks.

4. CHOP is the acronym used for shiftingcontrol from one task organization toanother.

Exercise 3

1. Voice Radio Communication is theprimary method of maritime communi-cation during many internationalexercises.

2. The five components are: addressee,this is, originator, text, and over andout.

3. Execute to follow

4. The final transmission word is �over.�

5. The final transmission word is �out.�

Exercise 4

1. vested

2. voice callsign

3. addressee

4. execution

5. dispersed

6. restore

7. components

8. allied

A P - 2 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

7. must have finished

8. had to have

Exercise 9

1. IWe should have gone to the galleybefore it closed.

2. C

3. IPetty Officer Rodriguez wasn�t atformation; he must have gotten sick.

4. IThe dispute over funding of theoperation might have developed intoa crisis if not for the influence of theSecretary-General.

5. II don�t have to practice that drill; theChief said I could already perform itwell.

6. IThe instructor you are looking formight have gone to the TechnicalLibrary.

7. C

Exercise 10

tonrettebdah.1ssim

gnidulla(tneserp)tneveerutufot

htiwytilibasivdafotaerht

elbaeergasidecneuqesnoc

evahthgim.2 tneserp ytilibissop

naelcdluow.3 tsap

tsapdetaepertibah/noitca

deunitnocsid

�yam.4tnemmoc tneserp

/tseuqerlamrofnoissimrep

evahotthguo.5ro[devirra

evahdluohs]devirra

tcefreptonnoitatcepxe

dellifluf

evahtsum.6degamad tcefrep noitpmussalacigol

t�ndluohs.7derewsnaevahottonthguoro[

]derewsnaevah

tcefrep noitagilbognorts

dnettadluow.8 nidetropererutuftxetnoctsap

noitcaerutuf

evaht�ndluoc.9nees tcefrep ytilibissopmi

teg�dluoc.01 tneserp tseuqerlamrofni

�tsum.11ecargsid

-tneserpnoitazilareneg

noitibihorp

wollofotdah.21 tsap ytissecen

t�ndluoc.31dehcramevah tcefrep ytilibissopmi

yam.41yam,etageled tneserp ytilibissop


Exercise 11

1. originator call sign

FLASH

either environment or identity

position

course/direction

ending sign

2. Flash reports

initial reports

amplifying reports

miscellaneous reports

3. originator�s call sign

environment or identity

track number

position

amplifying data as available

code word/identity

track number

ending sign

4. The CTG decides which track numberis to be retained on a merged report.

5. They are usually reported in clockwisesequence.

6. track identity

track number and position

other amplifying information

Exercise 12

1. Callsigns are a means of identification.

2. Helicopter side numbers may be themost suitable helicopter call signs.

3. International ship call signs have fourcharacters.

4. Collective callsigns are designated toTask Groups or Task Units.

5. There are usually two letters in anabbreviated call sign.

Exercise 13

1. The TG communication nets are usedfor the exchange of radar, and plotinformation on surface, subsurface,and air contacts.

2. Surface report

Surface SITREP

Subsurface report

Subsurface SITREP

Tactical and other information

3. SITREPs are surface situation reportsand should last no more than 30seconds.

4. A ship should initiate a FLASH reportif a condition of threat or danger ispresent.

Exercise 19

1. b

2. b

3. c

4. a

5. b

Exercise 21

1. b

2. a

3. b

4. b

5. b

6. c

7. c


8. a

9. b

10. b

11. c

12. b

13. b

Exercise 22

1. CTG

2. TE (Task Element)

3. TU (Task Unit)

4. TACOM

Exercise 24

1. e

2. g

3. a

4. j

5. f

6. l

7. b

8. i

9. k

10. d

5. TACON

6. TG (Task Group)

7. CHOP

8. EXTAC

9. Chain of Command

10. SITREP

11. TACOM

12. STBD

Exercise 23

1. pending

2. friend

3. unknown

4. playmate

5. hostile

6. faker

7. neutral

8. joker

9. suspect

11. h

12. c

Exercise 25

Across

4. okay

5. sweep

7. brother

10. steer

12. gertrude

16. pronto

18. ball

19. dip

20. strength

22. cap

24. high

25. drone

26. bogey

27. medium


3. It will be able to attain data rates up to1.544 megabites per second.

4. It would allow for installation of muchwider apertures that also would expandthe submarine�s payload and givegreater flexibility for the size and typesof weapons carried.

5. It will include remote control ofcommunication equipment and anautomated antenna distributionsystem.

Exercise 28

1. Going out and getting fresh air, takinga shower when one feels like it,smoking, mentioning the word �horse,�or bringing a backpack aboard.

2. The ship is younger than the com-manding officer.

3. The �Svenner� had to dock becausethe communication system brokedown.

Down

1. sour

2. fast

3. bent

6. merged

8. hot

9. range

10. sweet

11. deep

12. goblin

13. report

14. riser

15. estimate

17. orbiting

21. gadget

23. cold

Exercise 26

1. quite a few

2. a great deal of

3. quite a few

4. a great deal of

5. a great deal of

6. quite a few

Exercise 27

1. High Data Rate (HDR)

2. It will consist of a non-penetrating mast/antenna group andreceiver capable ofoperating in both thesuper high frequency(SHF) and EHF spectra.

4. It�s a yellow flag.

5. They play different card games.

Exercise 29

1. It is the most extensive multinationalcommunications event ever conducted.

2. Twenty-nine NATO and Partnershipfor Peace nations are participating.

3. In 1995 only ten nations participated.

4. Switchboard, rado relay, LAN/WAN,and high-frequency systems will betested during this exercise.

5. Benefits of this exercise are �thefostering of human interoperability,�by participation in a wide range ofsporting events, which builds espiritde corps and camarderie and enhancescultural understanding.


Unit 7

Exercise 2

1. It provides a way to send operationalinstructions and information usingstandardized messages.

2. The OPGEN, OPTASK and OPSTATare used in the MTMS.

3. Messages are structured so that thecontents of their component sectionsappear in free text, or in establishedsequences.

4. Each section of a message is startedon a new line.

5. Two ways to amplify an entiresequence are: to insert text at end,separated by a slant; to add nextparagraph number and put text.

6. 021200Z5 represents the effectiveDTG of change.

7. The replacement is to be promulgatedon 10 DEC at 2200.

Exercise 3

1. amendments

2. a self-explanatory

3. slants

4. comprise

5. supersedes

Exercise 4

1. T

2. F

3. T

4. F

Exercise 5

1. comprehensive

2. established

3. exempted

4. conform

5. compliance

6. predecessor

7. appropriate

8. scale

9. perishable

10. elements

Exercise 6

1. b

2. d

3. b

4. d

5. a

Exercise 7

1. d

2. a

3. b

Exercise 8

1. b

2. c

3. b

Exercise 9

1. c

2. b


Exercise 10

1. would call

2. had passed

3. get

4. had not arrived

5. were

6. have finished

Exercise 11

We want everyone to become familiar withEXTAC 1006 because you will be using ita lot during exercises at sea. EXTAC 1006covers the structured messages that youwill need to know. This EXTAC will serveas a reference that provides informationand instructions needed to understandand write OPGENs, OPTASKs, andOPSTATs. I�d like to talk about whatyou�ll find in EXTAC 1006.

The first chapter of EXTAC 1006 givesbackground on the Maritime TacticalMessage System and introduces conven-tions used in drafting structured mes-sages.

The subject of Chapter 2 is the OPGEN,which is an abbreviation of OperationalGeneral Matters. In this chapter you�lllearn about the purpose, content andstructure of the OPGEN.

Chapters 3 and 4 present the purpose,content and structure of two otherimportant message types: the OPTASK (oroperational tasking) and the OPSTAT (oroperational status) messages. As you lookthrough Chapters 3 and 4, you�ll find thatthere are different OPTASK and OPSTATmessages designed to meet a variety ofneeds.

In order to effectively read and writemessages you will have to know alphanu-meric identifiers and abbreviations usedfor section titles, identifying numbers forduties, and designators for all kinds ofships. Chapter 5 provides supplementarytables that contain all of this information.

I�ve briefly discussed EXTAC 1006 and itscontents. If you are required to use thestandardized messages presented there, Istrongly suggest that you study eachchapter.

Exercise 12

1. masthead

2. IFF

3. nomenclature

4. limitations

5. multiplex

6. A unit originates an OPSTAT Unit onjoining a force, when ordered by theOTC or as required.

7. Information should be listed sequen-tially for each unit.

8. Estimates of fuel consumption in CUMper day for 15 kts and for 25kts shouldbe included.

9. No. The correct order: ELF, VLF, IF,MF, HF, VHF, UHF, SHF, EHF

10. The time of repair is unknown.

Exercise 13

1. f

2. h

3. j

4. g

5. i

6. c

7. d

8. a

9. b

10. e


Exercise 15

Sample paragraph:

The OSE, OTC, OCE, OCS, andSUBOPAUTH are officers with specificcommand responsibilities during anexercise. An exercise begins with theOSE. This officer orders it to take placeand issues basic instructions. The OTChas tactical command of an exercise. Hemakes sure all communications prepara-tions are made and that all requiredbriefings are given before the exercise isconducted. The OCE is in charge of theconduct of the exercise and providesunits with supplementary instructions, asneeded. The OCS has tactical controlover forces for a specific exercise serial.The SUBOPAUTH has operationalcontrol of submarines.

Exercise 17

1. If CDR Lee hadn�t joined the Navy,what would he probably be?

2. Do you think CDR Lee would behappy if he took part in a anothermultinational exercise?

3. What would have happened if one ofthe units had not been ready for theexercise?

4. If his unit hadn�t done its job well,would CDR Lee�s rank be lowertoday?

5. What would Jeff like to be if he werein the Navy?

Exercise 18

1. If CDR Lee hadn�t joined the Navy,he would probably be an artist.

2. Yes. CDR Lee would be happy if hetook part in another multinationalexercise.

3. If one of the units had not beenready, the exercise would have beenjeopardized.

4. Yes. If his unit hadn�t done its jobwell,CDR Lee�s rank would be lowertoday.

5. If Jeff were in the Navy, he would liketo be a member of CDR Lee�s team.

Exercise 22

1. MHZ

2. Officer in Tactical Command

3. MWOPS

4. SUBOPAUTH

5. Officer Scheduling the Exercise

6. Maritime Tactical Message System

7. ASW

8. Anti-Aircraft

9. Officer Conducting the Exercise

10. ASUW

11. Knots

12. Message Identifier

13. UFN

14. OCS

15. Date-Time-Group

Exercise 23

1. criticize

2. return to its original place

3. don

4. delayed

5. extinguish

6. explain


Exercise 24

1. RADM Copeland said there was aremarkable increase in communicationand language skills between thevarious fleet units, as compared toprevious years.

A P - 1 0 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

Unit 8

Exercise 2

1. addresses

2. render

3. The Navy�s role in SAR is to provideunits in non-Navy distress situationson a not-to interfere basis and to takecare of its own in Navy relateddistress situations.

Exercise 3

1. c

2. e

3. f

4. g

5. d

6. a

7. b

Exercise 4

1. moved, have been

2. had, has moved

3. have. . .met, was

4. b: have seen, saw

Exercise 5

1. jumped, exploded

2. has visited

3. rang, answered

4. finished

Exercise 6

1. bought, has used, since

2. met, for, has been, since

3. have been, for

4. a: have. . .been

b: haven�t been. . .since

5. a: has. . .been

b: has been

Exercise 8

1. It detects emergency signals ondistress frequencies.

2. more than 15 persons

3. 1,000 NM or more

4. merchant vessels

5. Answers will vary. One possibility isgiven.

a. seaworthiness b. speed c. radius ofaction d. electronic capabilities

Exercise 9

1. initial action stage

2. severity

3. incapacitated

4. hypothermia, exposed

Exercise 10

1. resolution, attainable

2. periodically

3. proposed, square off

4. overlap

5. displaced

Exercise 11

1. d

2. c

3. a

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r A P - 1 1

4. b

Exercise 15

1. F

2. T

3. F

4. F

5. T

Exercise 16

Answers will vary. One possibility follows.

The USS Grapple and members of divingand salvage units are going to help in thesearch and recovery of victims andwreckage of Swissair Flight 111. The ship,whose homeport is in Virginia, was inPhiladelphia on September 7th when it wasgiven the order to go help. The 32 diversonboard the ship will use the most currenttechnology on the mission. LCDR Davissaid that this equipment as well as theexperienced personnel would help in thesuccess of the mission and would finallygive the relatives of the victims the reliefthey need. The Grapple has the capabilityof lifting 300 tons and its equipment canenable divers to complete operations 180feet below the water. The ship shouldarrive in Peggy�s Cove, Nova Scotia, onSeptember 9th, 1998.

Exercise 20

1. SC, RSC, RCC

2. OSC, SMC

3. SRU

4. F/V; NMs

5. S

Exercise 21

1. already

2. yet

3. yet

4. already

5. already

Exercise 22

1. It was powerless and taking on water.

2. 20

3. The passengers were dehydrated.

Exercise 23

1. Twenty-five miles north of Bermuda

2. The sloop capsized and the windsshifted and pushed them away from theisland.

3. A RHIB was deployed and the USSThomas Gates had to position herselfupwind from the boats to block thewind so the passengers could boardthe ship.

Exercise 26

1. T

2. 3

Exercise 28

1. To help recreational boaters in distress

2. The direction of the wind changed,pushing hot air and smoke into theaircraft which affected the operation ofthe engine.

3. The CO decided to launch a secondaircraft.


Unit 9

Exercise 2

1. subsequent

2. itinerary

3. contraband, seized

Exercise 3

1. force, prohibited items, geographiclimitations and disposition

2. Primary - Determine if a merchant shipis in compliance with or in violationof the stated reason for the interdic-tion.

Secondary - Gather intelligence aboutthe merchant ship�s itinerary, itsfuture intentions, and military andmerchant activity in and around anembargoed nation�s ports.

3. Enforcement of U.N. sanctionsagainst Iraq in support of operationsduring, and prior to, the Persian GulfWar

Enforcement of U.N. sanctionsagainst the former Republics of Yu-goslavia

4. Multinational forces or forces ofsingle nations may be used.Naval forces may be used alone inunilateral operations or in jointoperations involving one or all of thearmed forces.

5. MIF CDR: serves as officer in tacti-cal command (OTC) of allforces.MIF COORD: provides commandand control when geographyprohibits operations in a singlegeographic area.OSC: has tactical control at thescene of forces assigned to conductor support the boarding.AFC: has control of the HAF thatconducts the take down of a COI.

Exercise 4

1. compile, collate, disseminate

2. detecting all surface tracks in an areaof interest

3. embargo, drug interdiction, locatesuspected vessels, coast guard/environmental patrol, fishery patrol

4. Lloyd�s Register of Shipping, Jane�sMerchant Shipping, imaging radar

Exercise 5

1. b

2. f

3. a

4. g

5. c

6. d

7. e

Exercise 6

Any of the adjectives on the list can beused to complete the individual sentences.Each adjective, however, provides adifferent �shade of meaning.�

Exercise 7

1. Q: Is it required that everyone attendthe briefing?

A: Yes. It is required that everyoneattend the briefing.

2. Q: Is it compulsory that a search beconducted?

A: Yes. It is compulsory that a searchbe conducted.

3. Q: Is it necessary that the sailor see adentist before he goes on the deploy-ment?

A: Yes. It is necessary that the sailorsee a dentist before he goes on thedeployment.


Exercise 8

1. The doctor recommends that thecritically ill patients be MEDEVACedimmediately.

2. The Activities Officer suggests thatthe cook prepare a formal dinner forthe foreign dignitaries.

3. The Search Coordinator insisted thatthe search pattern be changed rightaway.

4. The Shore Patrol Officer ordered thatthe man not move.

5. The Captain ordered that the sailorscheck the lifeboats again.

6. The Judge Advocate has recom-mended that the Marine be court-martialed.

Exercise 9

The sentences below are illustrative only.Your sentences will probably vary fromthese.

1. The Admiral commanded that forcesbe allocated to deal with the crisis.

2. The evacuee asked that she leave last.

3. The security officer urged thatpersonnel increase their vigilance.

4. The medical officer advised that allhands improve their knowledge offirst-aid procedures.

Exercise 10

1. mature judgement and caution

2. firm, cordial, and nonconfrontational

3. total number of people on board andpreferred location of pilot�s ladder

4. He should have the crew muster inopen view and clearly state who is notpresent.

5. The sun should be kept behind theboarding ship.

6. another port, the previous port, or aninspection port or anchorage

7. warnings by different types of commu-nications; aggressive maneuvering;turning and aiming of fire-control radarand/or gun mounds

8 non disabling fire, disabling fire, selfdefense, and full force

Exercise 11

1. j

2. h

3. f

4. a

5. b

6. c

7. i

8. k

9. e

10. g

11. d

Exercise 12

1. It�s important that they be conductedin a non-threatening and non-confron-tational manner.

2. boarding officer, assistant boardingofficer, security team leader, securityteam, and sweep team

3. intelligence brief on COI, includingvessel characteristics, last port of call,and home port

4. cargo manifest

5. Answers will vary.

6. The sweep is conducted to determinewhether there are any unaccounted forweapons or personnel and to look forsafety hazards.


7. A sweep team conducts the actualsearch of a COI.

8. A team member should be put in aposition above all crew and passen-gers.

9. He should call for assistance.

Exercise 13

1. b

2. c

3. a

4. b

5. a

6. c

7. a

8. b

9. c

10. a

11. b

12. c

13. b

14. c

15. a

Exercise 14

1. Detection and Surveillance - Trackand identify contacts within an area.

2. Interrogation, Approach, andStopping - Gather intelligence andposition the boarding ship

3. Boarding and Searching - Embark tothe COI and conduct an inspection.

The Boarding and Search phase of MIFoperations is most important (See firstparagraph after subtitle �Boarding andSearching�). It fulfills the primary andsecondary objectives of a maritimeinterdiction.

Exercise 15

Watch Your Back

PO Hardy: What should I keep in mindif I�m sweeping a vessel bymyself during a boardingoperation?

LT Page: Let�s consider what to do ifyou approach a compartmentwith a door that swingsinward. In this case, Isuggest that you approachthe side of the door oppositethe hinges.

PO Hardy: What do I do when I reachthe door?

LT Page: You might forcefully openthe door; then, try to lookthrough the crack betweenthe door and the bulkhead tosee if anyone is behind thedoor.

PO Hardy: Okay. If I can�t see anyonebehind the door, then what?

LT Page: How about extending yourhead rapidly in and out ofthe compartment just farenough to see inside? That�scalled a �quick peek.�

PO Hardy: Do you have any other tips?

LT Page: Yes. Instead of standingnormally, why not stoopdown or stand on yourtiptoes during a �quickpeek?� This will make yourheight higher or lower thanexpected.

Exercise 17

3 a. Why don�t you do a �quick peek?�

2 b. Perhaps you could kick it open.

1 c. What about moving close to the side opposite the hinges?

4 d. Let�s move fast.


Exercise 18

Answers will vary.

Exercise 19

1. life vest, body armor, and uniform

2. service pistol and holster, handcuffsand case, baton and holder (if trained),flashlight and holder, magazine andpouches, and canteen and pouch

3. shotguns for a minimum of foursecurity team members

Exercise 20

1. unencumbered observation, clear lineof fire, and triangulation - overlappingfields of view

2. Secure weapons in the boarding bag.Post a guard by the weapons.Lock the weapons in a safe place.Separate weapons and ammunitionand secure them on the body.

3. Adjust the security responses asnecessary.Keep the COI�s crew together.Observe the COI�s crew for signs ofanger or resistance.

Exercise 21

1. A tactical sweep should be conductedat the onset of every boarding.

2. to locate and neutralize all weapons; tosearch for unaccounted personnel; todetect all obvious safety hazards

3. never feel completely safe; keep inmind that no tactical concept isperfect; be flexible; do not try tosearch a vessel alone

4. pieces of cord, a tactical mirror, extracuffs, an ear mike, a pen light, a smallroll of masking tape, a small notebook

Exercise 22

1. the �Fatal Funnel�, the �Crisscross�,the �S.A.S.�, and the �Israeli�

2. Make sure only one man moves at atime.Look before leaping.Take full advantage of shadows anddark area.

3. You should whisper.

Exercise 23

Tactical movement strategies were coveredin the following order:

1. Clearing the Room

2. The Most Immediate Threat

3. Stationary/Moving Man

4. Weapon Preparation

5. Adversary�s Field of View

6. Positioning

7. Bunching Effect

8. Triangulation

Exercise 24

Stay low with back to the wall 2

Take positions around threat 8

Check out threat locations 1

Don�t cluster together 7

Remove risk of cross fire 6

Meet force with force 4

Think of what can be seen by 5another

Only one moves at a time 3

Exercise 27

1. Maritime Interdiction Force

2. AFC

3. Recognized Surface Picture


4. IR

5. Contact of Interest

6. BO

7. Dead Weight Tonnage

8. RSP

9. International Maritime Organization

10. LTJG

Exercise 28

1. advice, except

2. besides, breathe

3. affect, effect

4. all ready, already

5. altogether, advise

6. accept, breath

7. all together, beside

Exercise 31

Crossword Puzzle # 1

Across

4 escalate

5 acute

6 clear

9 contain

11 charter

12 database

13 liaison

16 lax

17 consignee

Down

1 deterrence

2 accommodate

3 interpretation

4 embark

7 contraband

8 forge

10 abaft

12 dispatch

13 lash

14 assess

15 fate

Crossword Puzzle #2

Across

1 merchant

3 mature

5 net

9 planted

10 protrude

14 vapor

16 noxious

18 vast

19 tone

20 nonorganic

Down

2 ram

4 rudder

6 topside

7 spot

8 tempt

10 prosecution

11 organic

12 ricochet

13 pinpoint


15 ploy

17 range

Crossword Puzzle #3

Across

2 hail

4 foul

5 wake

7 goggles

8 hull

9 baton

11 armor

13 lee

14 combatant

18 gig

19 sniper

20 egress

21 sensor

Down

1 bulge

3 interdiction

6 anchorage

9 barricade

10 inert

12 beam

15 bridge

16 ambush

17 muster


Unit 10

Exercise 3

1. NEO forces evacuate personnel fromlocations in a foreign (host country).

2. They help save lives and relievehuman suffering.

3. They have the ability to placepersonnel, equipment, etc. early in acrisis; they can operate in interna-tional waters: and, they can maintaintheir position for a long time.

Exercise 5

1. The decision is a political one not amilitary one.

2. Diplomatic views

3. Give maximum leeway to NEO forces.

Exercise 6

1. triage

2. screened

3. ad hoc

4. chaired

5. apprised

6. granted

7. indigenous

8. barred

9. monetary

10. prophylaxis

11. vectors

Exercise 7

1. c

2. c

3. b

4. b

5. c

6. a

7. a

8. c

9. a

10. b

11. b

12. a

13. b

14. a

15. c

16. a

17. c

18. a

19. a

20. b

Exercise 9

1. F

2. F

3. T

Exercise 10

1. d

2. f

3. e

4. g

5. a

6. c

7. b


Exercise 11

1. Locations of Evacuations

a. capitalsb. large citiesc. military sitesd. industrial facilitiese. other

2. Selection of Transportation

a. available landing craft and helicop-ters

b. geographyc. political situation

3. Surface / Amphibious NEO

a. excessive risk to helicopter opera-tions

b. large number of passengers to bemoved

c. ability of passengers to assembled. around-the-clock operationse. unavailability of landingf. adverse weatherg. availability of landing craft

4. Air / Helicopter NEO

a. acceptable riskb. flexible flow schedulec. maintain accurate running status

boardsd. design and control helicopter flowe. landing zonesf. suitable weatherg. evacuation distanceh. availability of appropriate helicop-

ters

5. Combination

a. flexibility and speedb. suitable transport

6. Move initial pick up point

a. employment of assault vehicles andother vehicles

b. may complicate security efforts

Exercise 12

1. a

2. a

3. a

4. a

5. b

6. a

Exercise 13

1. b

2. d

3. a

4. e

5. c

Exercise 15

Answers will vary.

1. Disarm evacuees prior to evacuationprocessing. Search baggage forfirearms.

2. Get a translator from the translator poolor get an interpreter from the controlsite.

3. Use military personnel when availableor get help from security station.

4. Get berthing supervisor to help him.Use sketch of the ship. Call theberthing guide.

5. Reassign so that there are only 2families to each six man room.

6. Families are kept together. Activatetriage. Send to sick bay.

7. Screen evacuees; isolate if necessary;notify doctors.

8. Consider the needs of the elderly. Theinfirm go to the head of the mess line.

9. Pass information to the passengercommittee. Print all news in thenewsletter.

10. No information shall be released to themedia about evacuees seeking asylumwithout proper authorization.


11. Report this to the senior command.Until given other instructions,safeguard that individual.

12. Everybody must follow the proce-dures for debarkation. Unaccompa-nied women with infants will go first.

Exercise 18

1. Prisoners of War

2. Closed Circuit Television

3. Defense Attaché Officer

4. Noncombatant Evacuation Opera-tions

5. Evacuation Control Center

Exercise 19

1. raised, lay

2. rises

3. lay; raise

4. laid

5. lain

Exercise 20

1. It was adopted on December 10, 1948.

2. It was proclaimed as a commonstandard of achievement for allpeoples of all nations.

3. He / She has the right to be presumedinnocent until proven guilty accord-ing to law.

4. The basis of authority shall be thewill of the people.

5. Everyone has the right to work.

6. Everyone has the right to an educa-tion. Elementary and fundamentalstages shall be free.


Exercise 22

Answers will vary. One opinion that canbe selected is the following: Every policeofficer has the opportunity to facilitate orimpede democracy.


Unit 11

Exercise 2

1. Passive MCM means adoptingmethods of avoidance and self-protection. Active MCM means goingout and looking for, removing,disabling and destroying mines.

2. Minehunting involves actually lookingfor mines and marking or neutralizingthem. Minesweeping involves onlyneutralizing mines.

Exercise 3

1. b

2. a

3. c

4. b

5. a

6. c

7. c

8. a

9. a

10. a

11. b

Exercise 4

1. The presence of bottom clutter makesminehunting more difficult and timeconsuming. The minehunter mustexamine each object it detects todetermine if it is mine-like or non-mine-like. All mine-like objects must befurther examined by either divers or anROV. More clutter means more timeexpended hunting non-mine bottomobjects (NOMBOs).

2. Cold water temperature and deep waterdepth will greatly limit the time a divercan spend searching for mines.

3. Bottom obstacles are dangerous forminesweeping equipment. Wrecks,pinnacles, and coral heads can damageminesweeping gear. Additionally,minefield �obstructors� may be placedby the enemy to slow or counter theMCM effort.

4. The decision to hunt or sweep is basedon several factors. First, how muchtime is available for MCM operations?Minehunting is generally more timeconsuming that minesweeping.Second, what is the condition of theenvironment. Do water conditionssupport the use of minehunting sonar?Is the ocean bottom too rough or toocluttered to successfully hunt formines? Third, what type of equipmentor systems are available? Are diversavailable and trained for MCM? If anROV is available, is it capable ofoperating at the required depth?

Exercise 5

1. The operations area extends from 20 to60 meters deep.

2. Part of the area is firm, sandy bottom.The other part is soft and muddy.

3. The officer expects the sonar toperform at or above the design averagebecause the sonar conditions are good.

4. The water temperature will be 10°C.This cold temperature will limit thediver�s time in the water due tohypothermia.

5. The minehunters will operate in thewater from 20 to 40 meters, where thesandy bottom is located.

6. The minesweepers will operate in thedeeper water, from 40 to 60 meters,where the bottom is soft and muddy.

7. The staff officer will draft the MCMOPDIR.


Exercise 6

1. d

2. b

3. f

4. c

5. a

6. e

Exercise 7

C C IA diver found a moored mine. The minelooked as if it had been there since

I IWWI. The diver thought the minecouldstill be dangerous. He placed

C Ian explosive device on the mine and

Cmoved to safety. Then he detonated I Ithe device, rendering the mine harm-less.

Exercise 8

1. Ø Coffee is a source of caffeine.

2. A cup of coffee contains about 8ounces of liquid.

3. An officer must have a collegedegree.

4. Ø Hurricanes can cause Ø damage.

5. A nautical mile is about 6,076 feet.

Exercise 9

1. timely

2. particularities

Exercise 10

I. Two ways to order an MCM Operation

A. MCM Operation Order(OPORD)1. Manuscript2. Provides basic

information toall participants

3. Basis for all subordinatecommand levels

B. Messages/Signals1. MCM Operations Direction

(MCMOPDIR)a. Used by a commander to

order in general execution ofMCM operations bysubordinate commanders

b. Identified by a 3-digitnumber

2 MCM Task OrderProvides specific instructions toa unit about his task given by histasking authority

II. Two types of reports support MCMOperations

A. MW Signals

1. Applied within MCM taskgroups and by clearance divers

2. Primarily made for voice transmission

3. Only relevant letters have to betransmitted

4. Omit describing text

B. Structured Messages


1. To be transmitted by othermeans than voice (e.g. radioteletype)

2. Advantages: a. Format allows free text to be

inserted into the formattedparagraphs

b. This offers more freedom toprovide information todifferent levels of command

Exercise 11

1. a

2. a

3. b

4. b

Exercise 12

CTU callsign M03, in position 41°31´N �071°18´W, reports a defective main engine.Repair can be effected by the ship�s crew.Estimated repair time is 1800Z. Maximumspeed possible is only 5 knots.

Exercise 13

TO: CTGFROM: CTUMW 1281. B2. 070800Z4. 412500N2 � 07122W28. L

Exercise 15

1. The article mentions six ways toclassify mines: Three ways accordingto the position they assume in thewater, and three different waysaccording to how they are delivered.

2. No.

Exercise 19

1. Date-Time-Group

2. MCCM

3. Mine Countermeasures Vessel

4. Radio Teletype

5. Remote Operated Vehicle

6. CRN

7. GPS

8. Low Frequency/ Acoustic Frequency

Exercise 20

1. Don�t take your troubles out on me.(blame)

2. You need to take those old boots in.(bring to a repair shop)

3. Take the ammunition back to thearmory. (return)

4. Take it up with the boss. (discuss)

5. They really take to sea duty. (likequickly)

6. Take over the wheel. (assume controlof)

7. He takes after his father. (looks orbehaves like)

8. Take down the scaffolding. (removefrom its place)

9. They offered to take in the passengers.(give shelter to)

10. They took off yesterday. (didn�t go towork; departed)

11. Take out your ID. (remove from pocketor purse)

12. He recently took up chess. (began anactivity or hobby)

13. I must take him up on his offer. (acceptan offer)


14. We must take on the new duties.(accept responsibility for somethingnew)

Exercise 21

1. The U.S. sponsored GOMEX �99.NATO sponsored Cooperative Telos.

2. The objective of GOMEX �99 was totest the mine countermeasurestraining and capability of participat-ing forces. The objective of Coopera-tive Telos was to foster MCMinteroperability among participatingnations.

3. Rear Adm. Jose Betancourt sup-ported Cooperative Telos because hefound that being able to worktogether in person, which thoseexercises allowed them to do, was thebest way to increase the level ofknowledge of each of the partici-pants. He also said that CooperativeTelos gave them the opportunity toform professional associations withthe participating nations that wouldhelp strengthen their military-to-military relationships should theyneed to work together in the future.�

Exercise 23

1. She says that minemen are �versatileand valuable� because they mustknow parts of many different fields.The article explains: �Minemen haveto be able to do it all. Fromboatswain�s mate to radioman;damage controlman to sonar techni-cian; engineman to deck hand. Amineman rating is somewhat of amelting pot for those rates.�

2. The Mine Warfare Training Centerrequires an innate problem-solvingability and concentration.

Exercise 25

1. e

2. h

3. m

4. f

5. b

6. n

7. i

8. k

9. g

10. d

11. j

12. a

13. c

14. l


Unit 12

Exercise 2

1. The authors prefer the term �crossoperate,� which is more specific andappropriate for this text. It alsodifferentiates this specific meaningfrom the many meanings �opera-tions� might have.

2. HOSTAC operations are used whenroutine, short term requirements comeup, such as humanitarian require-ments (e.g. to transfer a sick orinjured person, etc.) and operationalrequirements (e.g. refueling, emer-gency repair, etc.).

3. Before commencing HOSTACoperations, standardization of asmany procedures and hardware aspossible should be considered, aswell as detailed knowledge of thehost ship�s landing areas, deckmarkings, etc., and the visitinghelicopter�s size, weight, etc.

4. The basic operating principle ofHOSTAC operations is that the guesthelicopter always uses the approach,landing, and deck handling proce-dures of the host ship.

Exercise 3

1. parties

2. convenient

3. withstand

4. specific

5. satisfied

6. wide range

Exercise 4

1. They identify a ship�s basic aviationcapability. The �level� of a helicopterfacility identifies the environmentalcondition that prevails. The �class� ofa helicopter facility identifies theauthorized operation (e.g. landing,VERTREP, etc.).

2. A typical deck marking is either whiteor yellow with a minimum width of 0.2meters.

3. The purpose of deck lighting is toaccentuate deck marking figures toprovide visual references for nighthelicopter operations.

4. The clothing colors indicate thefunction of the flight deck personnel.

Exercise 5

1. d. purple

2. f. white or yellow

3. e. red or white

4. a. green

5. c. red

6. b. yellow

Exercise 6

1. Answers will vary but they shouldgenerally match the following:

a. a description of the surface of thewater

b. pitch is the up and down movementof a ship from front to back

c. roll describes the movement of aship from side to side


3. Answers will very but should describethe duties of an aerographer ormeterologist.


Exercise 8

1. h. dew point

2. a. ambient temperature

3. c. relative humidity

4. d. pressure altitude

5. g. ceiling

6. f. visibility

Exercise 9

1. Before beginning helicopter opera-tions.

2. 243.0 MHz

3. The fixed wing control zone is a circle5 nautical miles in diameter, andextends from MSL up to 2,500 feet.The rotary wing control zone is acircle 2 nautical miles in diameter, andextends from MSL up to 500 feet.

4. Close positive control, close advisorycontrol, loose positive control, etc.

5. Sometimes the senior naval aviator,sometimes the host ship. It�s notclear from reading the text.

Exercise 10

Answers will vary. Words that havesimilar meanings to control include:direct, monitor, conduct, handle, manage,supervise, and regulate.

Exercise 11

Answers will vary.

Exercise 12

1. Ø Sea water contains Ø sodium.

2. The water near the eastern coast ispolluted.

3. Ø Good leadership is crucial to thesuccess of an operation.

4. The leadership of that commander isoutstanding.

Exercise 13

When Ø coins are put into the coin slot ofa vending machine, they pass through aseries of tests designed to measure thevalue of the coins. When the right numberof coins passes all the tests, the vendingmachine will deliver your selection.

Exercise 14

Outline of reading.

I. Definition: VERTREP is the externaltransfer of cargo between a helicopterand a ship.

II. Responsibility: The pilot is respon-sible.

III. Safety requires constant attention todetail and proper operating procedures.

IV. VOA is determined by class and deckmarkings

A. Class 4 - 5 feet above the deck

B. Class 5 - 15 feet above the deck

V. Deck Markings

A. Type 1�centered over and parallelto the rotor-cenlimit line

B. Type 2�on Tee marking line

C. Type 2A�on Tee Ball marking line

D. Type 3�between Tee marking lines

VI. Advisory Environmental FactorsA. Winds

1) 15 to 30 knots are ideal2) turbulance should be

avoidedB. Relative positions of ships (300-

500 yards)C. Temperature and atmosphere

(generally a cold, dry day withhigh barometric pressure isoptimum)


Exercise 15

1. Fuel, personnel, supplies, etc.

2. The pilot is responsible for the slingand determining its maximum capacity.

3. Winds, relative position of ships, andthe ambient temperature and atmo-spheric pressure.

Exercise 17

Type Process Use Comms

VERTREP Pick &Go

AnyShip

Hand

HIFR Hover Limited Radio

Exercise 18

1. Survival gear is that equipment whichis used to �save your life� (e.g. lifevests, survival food, and water).Protective gear includes helmets, earplugs, goggles, and gloves.

2. FOD is Foreign Object Damage. Itrefers to injury to a person from flyingobjects stirred up by helicopter rotorwash.

3. It may be deadly.

4. An extreme emergency is one thatrequires instant action.

Exercise 19

1. c. landing gear

2. f. rotor wash

3. d. sprocket gear

4. e. down wash

5. a. survival gear

6. b. protective gear

Exercise 20



3. �General alarm� is the call for takingbattle stations.

Exercise 21

1. A fire fighting team consists of aleader, two rescue men and enoughpersonnel to operate the requiredfirefighting equipment.

2. The team should have fire axes, cablecutters, rescue knives, metal piercingand cutting tools, as well as salt-waterfireplugs, aqueous film-forming foam(AFFF), and portable fire extinguish-ers.

3. Salt-water fireplugs are used on ClassA and Class D fires. AFFF is used onClass A and B fires. The fire extin-guishers are for Class B and C fires.

4. A helicopter will be jettisoned whenit�s on fire and the fire is so advancedit puts the ship in danger. Also, whenordnance threatens to explode.

Exercise 22

1. Immediate emergency shipboardlanding, precautionary emergencyshipboard landing, and crashed orditched aircraft.

2. Emergency flight quarters is the callfor all hands not engaged in recoveryto stand clear of landing area, toextinguish all open flame and securedumping of trash and garbage, tostation fire and crash teams, and toman crash and rescue boats.

3. A green deck is a clear deck, ready forlanding.

4. A run-on landing is one in which thehelicopter �slides� in like an airplane.

5. Padded pallets or mattresses.


6. A droop stop is a mechanical stop inthe rotor head which prevents theblades from drooping downward tothe deck.

7. A single engine landing is consideredan immediate emergency shipboardlanding.

8. An example of a �minor� malfunctionis when a primary radio goes out, butthere is a back up.

Exercise 23

1. The Super Puma

2. 7 (p.1)

3. The HCP 10 has room for 8 litters.(p.1)

4. Only the UH-14 (Brazil) has HIFRcapability. (p.7)

5. The AS 332 L1 (Finland) has room for18 passengers. (p.1)

6. The AS 332 (France) has no rescuehoist. (p.1)

7. The AS 332 has the external fuel tankoption. (p.2)

8. Total length is 61�44" (18.7 m). Chart(p.5)

9. Main rotor diameter is 52�2" (15.6 m).Chart (p.5)

10. Danger Areas are listed on page 1002-1-Super Puma-4. (p.4)

11. The AS 332 L1 and the HCP 10 haveGPS capability. (p.1)

12. One. (p.4)

13. The Super Puma has electric de-icingcapability. (last page)

14. Answer depends on student.

15. Answer depends on student.

Exercise 24

1. The Lynx, the Sea King and smallerhelicopters. (p.01)

2. �Amsterdam� has yellow as well aswhite markings. (p.01)

3. On AO and frigate class ships, the IDmarking will be on the flight deck atthe stern edge. (p.01)

4. Yes. (p.01)

5. Under SCA, the gate is 2 nauticalmiles from the ship at relative bearingof 165 degrees to port. (p.04)

6. Do �as ordered by the HCO.� (p.05)

7. The instructions for departure are:�Start into the relative wind. After aclimb to safe height and speed, turnto the desired departure heading.�(p.08)

8. The landing cycle is defined as�moving over, descending to, andlanding on the deck.� (p.07)

9. Yes. (p.09)

10. VERTREP operations can only occurby day under IMC. (p.10)

11. The hose is attended.

Exercise 27

1. wake up and rise from bed

2. gain entrance to

3. succeed

4. finish an unpleasant task

5. leave

6. do something that has been delayed

7. meeting

8. avoid

9. escape detection or punishment

10. depart


11. return to doing something

12. survive

13. reach

14. finish, continue

15. recover from

16. be late with

17. learn about

18. take revenge

Exercise 28

1. These expressions often precede asituation that may (or probably will)go bad.


3. Yes, the pilot got into a lot of trouble(as predicted).

Exercise 29

1. �Our mission was to beat the otheraircraft into submission�� meansseveral things, all of them having todo with being first and best. Answerswill vary according to one�s perspec-tive on pilots being competitive.

2. The HAC is responsible, and in thiscase also at fault.

Exercise 30

1. ��this is more fun than being inWashington� probably means thatflying is much more rewarding thansitting at a desk. The other answerswill depend upon your attitude toheadquarters assignments.

2. This is one of the hardest problems oflearning another language. Answerswill no doubt vary, but your insightswill greatly help others learn English.

Exercise 31

1. Answers will vary but they probablyshould cover water and helicopters.


Exercise 32


2. Frogs hop. Helicopters should fly, nothop.

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r E E - 1

Unit 6Evaluation Exercises

Match each item in Column 1 with a definition inColumn 2.

1._____ interval a. intended to functionor be carried on land orsea, rather than in theair or under water

2._____ disperse b. the time that a thingcontinues or lasts

3._____ allied c. a period of timebetween two points oftime, events, etc.

4._____ precedence d. a specified radiofrequency used for thesending and receivingof data

5._____surface e. fully and condition-ally guaranteed as alegal right or privilege

6._____ bearing f. to spread about,distribute widely

7._____vested g. an apparatus used tofind submarines, depth,etc., that transmitssound waves throughwater and registers thevibrations reflectedfrom an object

8._____ restore h. not in agreement orharmony; incompatible

9._____ environment i. serving asone of theparts of a whole

10._____ execution j. united by kinshiptreaty, agreement, etc.

11._____ circuit k. a carrying out, doing,performing

12._____ inconsistent l. to bring back to aformer or normalcondition, as by repair-

ing, rebuilding, altering,etc.

13._____promulgate m. the act, right, or factof preceding in time,order, rank, priority ofmessages (routine,

immediate, flash)

14._____ component n. a true or relative lineextending from anobject and expressed indegrees

15._____ duration o. the arena in which aunit operates such asair, surface, subsurface,or land

16._____sonar p. to make knownofficially, to makewidespread

Circle the correct answer to the question.

17. FLASH Reports only report only the follow-ing:

a. contacts which are newb. contacts which represent an immedate

threatc. contacts which have been previously

reported

18. The following is true for Initial Reports:

a. They inform about an immediate threat.b. They give a report on the current situation.c. They inform about contacts which do not

represent an immediate threat.

19. An I MAKE report is one of the followingreports:

a. Amplifying reportb. Miscellaneous reportc. Initial report

20. When figures are used in voice reports, theyare spoken:

a. the whole number at one timeb. two digits at one timec. digit by digit

E E - 2 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

21. The duration of a SITREP generally lasts:

a. 90 secondsb. 10 secondsc. 30 seconds

22. A BOGEY is a(n):

a. airborne early warning aircraftb. an air contact detected by radarc. friendly remote controlled air vehicle

23. DEMONS are

a. submarine depth in tens of feetb. height of a friendly aircraft in

thousands of feetc. depth in meters

24. CHICKS are:

a. friendly fighter aircraftb. attacking ships of surface ASW

unitc. Submarine or surface ship

designated for SAR operations

25. MIX UP means:

a. Tracks have come together.b. I have been unsuccessful or I have no

information.c. It�s a mixture of friendly and hostile

aircraft.

26. ANYFACE means:

a. friendly fighter aircraftb. ASW helicopter transducerc. airborne early warning aircraft

27. A HOMEPLATE is:

a. home airfield or home carrierb. an order not to open firec. a signal detecting device on an

aircraftcarrier

28. A SKUNK is:

a. a radar contact that later disappearedb. equipment indicated is not

operating efficientlyc. a surface contact detected by radar

29. ZZ means the following:

a. control shipb. operation timec. command controlled

30. TE means the following:

a. task elementb. try to elevatec. top executive

Circle the correct answer for each statement.

31. I think the captain (might have go/might havegone/might have going) to the weather deck.

32. The fishing vessel (should had sent/shouldhave/should have sent) the distress callearlier.

33. I (could have finished/could having finished/could have finish) the reported earlier, but Ididn�t have the right information.



Use a word from the list to replace the underlinedword(s) in each sentence.

1. ___ The new orders a. incipient

take the place of the

previous ones.

2. ___ The command b. compliance

authorizing the message

wants us to acknowledge.

3. ___ The arrangement c. disposition

of the ships indicates an

attack will come soon.

4. ___ Personnel losses d. supersede

are to be avoided by all

means.

5. ___ Nonagreement e. clearance

will require corrective

action.

6. ___ The conflict is at f. comprised

the initial stage at this

time.

7. ___ A battle group is g. format

made up of a battleship,

cruisers, destroyers, etc.

8. ___ To arrange a h. casualties

message properly, first

put a header at the top.

9. ___ It�s impossible to i. ascertain

discover the extent of

the damage at this time.

10.___ You need a permit j. originator

to enter that room.

Choose the correct response to each sentence .

11. The hatch is not secured.

a. If someone had told John, he secures thehatch.

b. John would secure the hatch if someonetold him to.

c. If someone would tell him to, John securedthe hatch.

12. There are no more spare parts.

a. If the supply officer could have orderedmore parts, we can have them.

b. The supply officer would order more partsif he knew we needed them.

c. If he knows we need spare parts, thesupply officer will have ordered them.

13. Our forces didn�t control the airspace.

a. If the navy had supported air operations,our side would have dominated in the air.

b. Our side can dominate in the air if the navyhas supported air operations.

c. If the navy supports air operations, ourside will have dominated in the air.

14. The fleet wasn�t ready when the attack came.

a. If its condition of readiness been higher,the fleet would have been prepared.

b. The fleet would have been prepared if itscondition of readiness had been higher.

c. If its condition of readiness is higher, thefleet would be prepared.

15. Electronic signals are easy for an enemy todetect.

a. If security was a factor, the captain ordersthe use of visual signals.

b. The captain could ordered the use of visualsignals if security were a factor.

c. If security were a factor, the captain wouldorder the use of visual signals.


Match each condition or action in Part A with ahypothesis in Part B.

Part A

___16. The threat of the enemy force is unaccept-ably high.

___17. A sentry fell asleep while on duty lastnight.

___18. The missile failed to hit the target duringthe test.

___19. It�s difficult to keep the ship on an evenkeel in weather like this.

___20. The fire support capability ofthe ship hasbeen reduced with the loss of one gun.

Part B

a. If he had slept earlier, it wouldn�t havehappened.

b. It would stop listing if the wind weren�t sostrong.

c. It would be lower if mines had been planted.

d. If the weapon had been maintained, it wouldstill be operational.

e. If it had had a better guidance system, it wouldhave passed.

After reading the selection, read each statementthat follows it. Circle T for true statements and Ffor false statements.

Provisions

Transmitters and receivers of all ships should beset on specified frequency at least 15 minutesbefore exercise begins.

Participating ships may set up as many operatorsas desired. If more than one operator on samestation is being set up, every operator is given anumber (starting with ONE). The station call signis extended by a slant and the operator�s number.

Ships taking part answer in alphabetical/ numeri-cal sequence. If a station fails to reply continue.Failing stations reply at the end of sequence.

21. Authentication and operating signals shouldnot be used during training in radiotelegraphprocedure.

T F

22. Transmitters and receivers are set on thespecified frequency fifteen minutes or lessbefore an exercise.

T F

23. A call sign can be extended by a slant and thenumber of an operator at a station.

T F

24. Ships participate in an exercise in alphabetical/numerical sequence.

T F

25. Stations that don�t reply in time can reply afterall others have done so.

T F

COM-9 RADIOTELEGRAPH PROCEDURE

Purpose

To provide training in all forms of radiotelegraphprocedure for communication personnel. The useof authentication and operating signals may beincluded.

Write the meaning of each abbreviation oracronym in the space that follows it.

26.OSE _________________________

27.OTC _________________________

28.OCE _________________________

29.OCS _________________________

30.SUBOPAUTH __________________



Match the word in Column 1 with a synonym ordefinition from Column 2.

1. _____ endurance a.subnormal bodytemperature

2. _____designate b. a connecting element

3. _____overlap c. controlling

4. _____hypothermia d. ability to tolerate

5. _____dominant e. to specify

6. _____link f. to cover somethingpartly

Choose the word or phrase that best completesthe sentence.

7. The SAR manual _____ different searchplans.a. copesb. addressesc. swells

8. After six months at sea, PO3 Holtz _____ hisdaily schedule for life on solid ground again.a. orientedb. overlappedc. overlooked

9. No hope was felt for the victim to survive dueto the _____ of his injuries.a. securityb. severityc. situation

10. The SRU gave the OSC all the _____information.a. partialb. personalc. pertinent

11. The most important _____ within a SARsystem is communication.a. linkb. intervalc. stage

12. The admiral�s decision not to retire wasstrictly _____.a. proposedb. subjectivec. incapacitated

Circle the verb in the tense that is appropriatefor the sentence.

13. Last month the captain gave/ has given twentybriefings.

14. VADM Williams said that so far in his careerhe saw / has seen 120 rescues.

15. Although my brother, a retired commander,never traveled / has never traveled in Egypt,he bought / has bought many Egyptianartifacts during his naval career.

16. SRUs used / have used the Creeping Linesearch pattern many times with great success.

Circle the letter of the special expression thatbest completes the sentence.

17. I can�t wait for you to tell me the whole story.Just tell me _____.a. melt awayb. under towc. in a nutshell

18. The anxiety _____ when the crew saw all thepassengers of the distressed craft were alive.a. took on waterb. melted awayc. took care of its own


19. The SC was sure the SAR mission would besuccessful because the Navy _____.a. under towb. melt awayc. takes care of its own

Rewrite the following sentences. Change theacronyms to the word or words they represent.

20. The CSP is located ½ track spacing inside thecorner of the A.

21. On scene weather may help the SMC deter-mine the incident location.

22. An OSC is not required for all missions,although one is usually assigned if two ormore SRUs are on scene.

23. The distressed vessel was found 12 NMs fromthe coast.

24. The IC should use statistical data, subjectiveand deductive reasoning, and group consen-sus to determine areas of high probability.

Answer the following question.

25. What are the five stages of SAR?

Answers will vary for number 26.

26. List four responsibilities of an SRU.

_______________________________

_______________________________

_______________________________

_______________________________



1. When entering an empty room during aboarding operation, don�t ________ in thedoorway.

a. dashb. dallyc. dart

2. There is a _________ between his statementand yours.

a. discrepancyb. deterrencec. dispatch

3. The ship�s _______ showed that they werecarrying agricultural products.

a. manualb. mantlec. manifest

4. During a boarding operation safety is ______and will not be sacrificed.

a. partialb. paramountc. peripheral

5. The inside of a vessel can be a _______ toanyone not familiar with it.

a. marginb. markerc. maze

6. His senses were so ________ he could smellthe man�s fear.

a. abstractb. acutec. anxious

7. Normal underway watch stations should be________ to provide extra bridge-to-bridgeradio log keepers and increased surveillancecapability.

a. anchoredb. annexedc. augmented

8. A feeling of _______ can be dangerous underthe wrong circumstances.

a. colloquialismb. charterc. complacency

7. Normal underway watch stations should be________ to provide extra bridge-to-bridgeradio log keepers and increased surveillancecapability.

a. anchoredb. annexedc. augmented

8. A feeling of _______ can be dangerous underthe wrong circumstances.

a. colloquialismb. charterc. complacency

9. He acted as a _______ between the twocountries.

a. lawyerb. lesseec. liaison

10. When was this vessel ________?

a. dispatchedb. distributedc. dispersed

11. He did not know the ________ of theproblem.

a. magnitudeb. multitudec. gratitude

12. Larger boat fenders are _______________together to prevent damage to boats duringboarding operations.

a. lappedb. laggedc. lashed

13. The sailor __________ on the heel of hisshoe.

a. pivotedb. pittedc. plagiarized

14. If the COI does not comply with the boardingrequest, the actions to encourage it will________.

a. escalateb. evacuatec. indicate


15. Look for possible �___________� military orintelligence personnel among the crew/passengers.

a. poisonedb. plantedc. preceded

Choose the correct word from the list to writeon the blank line.

bounds prudent

augments ploy

prosecution substantiate

protruding correlate

threshold noxious

ricocheting peripheral

subsequent deterrence

itinerary

16. The __________________ vapors in the airmade him sick.

17. He ___________________ his income byworking another job.

18. Move by short ______________ from onecovered or concealed location to another.Keep low and don�t hesitate to creep or crawl.

19. Computers can _________________ data.

20. I received my flight _________ yesterday.

21. What _______________ do countries use tokeep just anyone from entering?

22. Identify those crimes that can be given to theDistrict Attorney for _________________.

23. Team members rely on their ______ visionwhile searching vessels.

24. His usual ________________ is to act like heis feeling very sick, so he can go home andrelax.

25. Here is the paperwork to __________ myclaim.

26. The wooden poles were ___________ fromthe back of the truck.

27. He is a ________________ person andcarefully contemplates everything he doesfirst.

28. There is great danger of getting hit by___________________ bullets.

29. He consulted an attorney__________________ to the incident thatoccurred last week.

30. John has a very low ______________ forpain. If it gets too bad, he loses conscious-ness.



Choose the best definition for each vocabularyword that is given below.

1. chair

a. look atb. preside overc. go over

2. screen

a. filterb. guessc. interpret

3. triage

a. attack planb. medical systemc. study program

4. bar

a. attemptb. exemptc. examine

5. vector

a. high tide areab. disease carrying insectc. evacuated area

6. monetary

a. money relatedb. military relatedc. family related

7. grant

a. to questionb. to permitc. to admire

8. prophylaxis

a. dental treatmentb. mathematical devicec. examination

9. ad hoc

a. for a specific purposeb. for a general purposec. for multipurpose

a. not known in that areab. native to that areac. a large area

11. apprise

a. unawareb. unknownc. make aware

Listen again to the selection titled �PoliticalAspects.� Then do number 12.

12. Briefly describe the duties of each embassyrepresentative.

Select the correct word from the list to com-plete the sentence.

sympathizer(s) discreet envision

prudent premium upheaval

13. Be _____ with your money if you want toretire in 20 years.

14. When do you _____ the peace agreementbeing signed?

15. The _____ that started during the night wasquieted by morning.

16. Human Rights _____ were successful inhelping to pass many new laws in theircountry.

17. As ambassador a person must be very _____when interacting with other politicians.

18. A soldier�s life is a high _____ to pay forfreedom.

Match the words in column A to the synonym incolumn B.

10. indigenous

E E - 1 0 M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r

19.___ diffuse a. assemble

20.___ sporadic b. shelter

21.___ scenario c. worsen

22.___ deteriorate d. spread out

23.___ haven e. irregular

24.___ congregate f. master plan

Circle T if the sentence is true. Circle F if thesentence is false.

25. Psychiatric problems deal mostly with how aperson handles money.

T F

26. Augmentation is enlarging something�s orsomebody�s capabilities.

T F

27. A slow person is expeditious.

T F

28. The desire for survival is inherent in humanbeings.

T F

29. The word �collocate� refers to the action oftaking things apart.

T F

Circle the letter of the expression that bestcompletes the sentence.

30. Any military personnel that break the lawmust face a _____.

a. mess hallb. court martialc. sick bay

31. The sailor was told that if he didn�t feel wellhe should go to _____.

a. sick bayb. weather deckc. court martial

32. The distressed craft could be seen from the_____.

a. abandon shipb. weather deckc. sick bay

33. The ship was taking on water so the captainordered everyone to _____.

a. sick bayb. court martialc. abandon ship

Rewrite the following sentences. Change theacronyms to the word or words they represent.

34. The CPO (_____) guided the people to theberthing areas.

35. His first duty was to establish an ECC(_____).

36. The military commander designated five LZs(_____) in that area.

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r E E - 1 1


Unscramble the following words by workingback and forth between the definitions and theletters. Write each unscrambled word in theblank next to its definition.

taiccous cudine mortipnen

dreern selbaid cersac

1.____________ Easily noticeable

2.____________ Operated by, or utilizing sound waves

3.____________ Not abundant

4.____________ To cause to happen by influence or stimulation

5.____________ To cause to become; to make

6.____________ To make inoperative or ineffective; to incapacitate

Classify the nouns by completing the sentenceswith a/an, or Ø.

7. ____ lookout saw ____ mine right in our path.

8. ____ lookouts need to wear ____ special redgoggles for 30 minutes before going on nightlookout duty.

9. When ____ underwater object is detected, itmust be determined to be either ____ mine or____ harmless NOMBO.

10. ____ ropes are manufactured from ____ wire,____ fiber, or ____ combination of the two.

Select the word from the list below that bestcompletes each sentence. There are morewords in the list than you will need. You mayneed to modify some of the words to makethem suitable for their functions in the sen-tences.

collate localize precursor

timely rupture inert

particularity detonate

11. Even seemingly small workplace injuriesrequire _____ treatment.

12. A(n) _____ chemical does not react to otherchemicals or agents.

13. _____ the threat from mines by placingnavigational warnings is part of passiveMCM operations.

14. Authorities at the OPCON level are respon-sible for _____, analyzing, and disseminatingintelligence information.

15. When the case of a sea mine is _____ byneutralization charges, the mine no longerposes a threat.

16. Influence mines can be detected by helicop-

ters ______ a combination sweep.

Circle the correct answer to complete thesentence.

17. MRN stands for ____.a. Mine Report Numberb. Maritime Report Numberc. Mine Reference Number

18. The �A� in AMCM stands for ____.a. Airborneb. Aircraftc. Anti

19. MCM ships or helicopters can tow acousticand/or magnetic devices to _____ sea mines.a. renderb. counterc. compile

20. Minemen are responsible for ____ MCMequipment.a. layingb. detonatingc. maintaining


21. A(n) ____ is used to report a Diving Incidenta. ROVb. EODc. MW Signal

22. _____ mines are normally laid in water 10 to100 meters deep.a. Bottomb. NOMBOc. IRCS

23. Which active MCM operation comes first?a. inertb. precursorc. prominent

24. Which action implies rendering a mineharmless?a. localizingb. neutralizingc. avoiding

25. Which of the following is a stable environ-mental factor affecting minehunting opera-tions?a. bottom compositionb. MILCOc. an optical device

M a r i t i m e O p e r a t i o n a l L a n g u a g e S e m i n a r E E - 1 3


Circle T if the sentence is true. Circle F if thesentence is false.

1. Routine, day-to-day operations seldom makecross operations necessary.

T F

2. A ship�s basic aviation capability is describedin terms of �bevel� and �glass.�

T F

3. A sea state of �2� describes a fairly calm sea.

T F

4. The terms �close� and �lose� describe thecontrol of ships.

T F

5. High performance aircraft should not becleared for close in supersonic passes nearhelicopters.

T F

Match the following words with their definitions.There are more words than definitions.

6. ___ the level of brightness

7. ___ to predominate

8. ___ needing immediate attention

9. ___ to postpone

10. ___ to prevent from happening

11. ___ an operation, procedure,practice,or condition that may result indamage to equipment if not carefullyobserved or followed

12. ___ to take or follow a course of action

13. ___ a violent jarring or shock

14. ___ an operation, procedure, practice orcondition that may result in injury ordeath if not carefully observed orfollowed

15. ___ lowered in quality

a. warning

b. adopt

c. deteriorate

d. caution

e. distress

f. defer

g. prevail

h. intensity

i. preclude

j. adopter

k. concussion

l. intense

Select the best answer(s) to the followingquestions and incomplete statements. Theremay be more than one correct answer.

16. Which of the following might be transportedduring HOSTAC operations?

a. ammunitionb. fuelc. medical suppliesd. personnele. all the above

17. The ______ of a helicopter facility identifiesthe environmental condition that prevails.

a. sea stateb. pitchc. classd. levele. bevel


18. Some factors which might influence thedegree of control required of helicoptersduring HOSTAC operations are

a. weather conditionsb. mutual indifferencec. equipment statusd. capabilities of air control unitse. all of the above

19. During departure and recovery, the guesthelicopter is always ______ _______ someform of air control by the host ship.

a. subject tob. due toc. subject verbd. exempt frome. away from

20. To whom are the passengers subordinate tofor the duration of the flight?

a. HACb. LSOc. FODd. PACe. PUK

Examine the following paragraph and determinewhen you need to write a/an, Ø or the in theblank for each noun.

(21)_____ basic principle in (22)_____ HOSTACoperations is that (23)_____ guest helicopteralways uses (24)_____ approach, (25)_____landing, and (26)_____ deck handling proceduresof (27)_____ host ship.

Complete the following paragraph using thewords listed below. You will not use all thewords.

aerographer down wash

ambient temperature ground effect

ceiling relative humidity

dew point sea state

Helicopter pilots are more concerned with(28)_____ _____, where as flight deck crewmembers are more concerned with (29)__________. The (30)_____, who was 6�4�, reportedthe (31)______ _______ as 17º C and the(32)______ ______ as 31 %.

Defense Language Institute English Language Center (LECP)2235 Andrews AveLackland AFB TX 78236-5259FAX (210) 671-0211

Maritime Operational Language SeminarFeedback Questionnaire for Students

hank you in advance for taking the time to complete this questionnaire. Our goal is to make our languagetraining materials more effective, flexible, and user-friendly; for this reason, we seek feedback from our

customers.When completing this questionnaire, please be frank and constructive with your input. Feedback is gathered from avariety of sources; changes are made based on trends.

I. INFORMATION ABOUT PARTICIPANT

Name: Country:

Gender (M or F): Age: Number of Yrs.of Education:

Proficiencyrating: low,

medium, high

Number of Yrs.in Military:

Military Branch

II. MATERIALS EVALUATION

A. Motivation. Circle Yes or No.

1. Do the materials have an attractive appearance? Yes No

2. Do the materials encourage personal involvement of the learner in the learning process? Yes No

3. Is the content of the material of genuine interest to the learners? Yes No

B. Support. Circle Yes or No.

1. Is the material self-sufficient? Yes No

2. Does the material require a high degree of teacher input? (if applicable) Yes No

C. Presentation and practice of new items. Using the scale on the left side of the page, rate the degreeof meaningfulness, relevancy, and appropriateness to the context for each item. One is “Low” and Five is“High.”

1. Presentation of vocabulary items 1 2 3 4 5

2. Practice of vocabulary items 1 2 3 4 5

3. Presentation of grammar structures 1 2 3 4 5

4. Practice of grammar structures 1 2 3 4 5

5. Presentation and practice of language functions 1 2 3 4 5

6. Presentation and practice of pronunciation 1 2 3 4 5

T

D. Development of language skills. Using the scale on the left side of the page, rate the degree ofmeaningfulness, relevancy, and appropriateness to the context for each item. One is “Low” and Five is“High.”

1. Reading selections and accompanying exercises 1 2 3 4 5

2. Listening materials and accompanying exercises 1 2 3 4 5

3. Writing exercises 1 2 3 4 5

4. Oral presentations and discussion/syndicate participation 1 2 3 4 5

E. Support materials. Evaluate degree of usefulness. One is “Low” and Five is “High.”

1. Audiotapes 1 2 3 4 5

2. Appendices 1 2 3 4 5

F. Conclusion and overall evaluation. Answer the questions. Use additional paper if necessary.

1. Did you understand the objectives?

2. To what extent were the materials successful in achieving these objectives?

3. What are some of the strengths of the materials?

4. What are some of the weaknesses of the materials?

5. What would you add to the materials?

6. In what type of learning situations would the material be most and least useful?

7. Were the materials received in a timely manner?

G. Add any general comments and conclusions you wish to make. (Use the back of these pages oradd additional pieces of paper).

Vocabulario NATO

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