Bernard R. Gifford and Linda C. Wing Standardized testing has become a ubiquitous feature of American life. As a major source of information for reducing uncertainty in the alJocation of merit based educational, training, and employment opportunities, testing affects the life chances of individuals. Moreover, testing inOuences the way in which our societyjudgesitselfandprovides for ourcollective future. Test scores may determine a child's admission to lcindergarten and promotion to the fIrst grade. Most states award the high school diploma only ifa student has passed a minimum competency test. Major institutions of higher education typically require applicants to supplement their records of academic achievement with scores on college admissions tests. In the labor market, as a condition of employment or assignment to training programs, more and more employers are requiring workers to sit for personnel selection tests. Additionally, it has become commonplace to use test scores to calibrate our national sociopolitical condition and our capacity to compete with other countries in the global economy. In short, with increasing frequency and intensity, scores on examinations that purport to be objective and precise measures of individual knowledge, abilities, and potential are playing a critical role in the opportunity marketplace. Similarly, test scores are exercising growing influence in assessments of our social and economic institutions and in policy decisions about the relative invesunents that should be made in each. In all these instantiations, test scores are at the center of high-stakes decision making about the future of individuals and of the nation itself.

William J. Perry and Ashton B. Carter, two of the world's foremost defense authorities, draw on their experience as leaders of the U.S. Defense Department to propose a new American security strategy for the twenty-first century. After a century in which aggression had to be defeated in two world wars and then deterred through a prolonged cold war, the authors argue for a strategy centered on prevention. Now that the cold war is over, it is necessary to rethink the risks to U.S. security. The A list--threats to U.S. survival--is empty today. The B list--the two major regional contingencies in the Persian Gulf and on the Korean peninsula that dominate Pentagon planning and budgeting--pose imminent threats to U.S. interests but not to survival. And the C list--such headline-grabbing places as Kosovo, Bosnia, Somalia, Rwanda, and Haiti--includes important contingencies that indirectly affect U.S. security but do not directly threaten U.S. interests. Thus the United States is enjoying a period of unprecedented peace and influence; but foreign policy and defense leaders cannot afford to be complacent. The authors' preventive defense strategy concentrates on the dangers that, if mismanaged, have the potential to grow into true A-list threats to U.S. survival in the next century. These include Weimar Russia: failure to establish a self-respecting place for the new Russia in the post-cold war world, allowing it to descend into chaos, isolation, and aggression as Germany did after World War I; Loose Nukes: failure to reduce and secure the deadly legacy of the cold war--nuclear, chemical, and biological weapons in Russia and the rest of the former Soviet Union; A Rising China Turned Hostile: failure to shape China's rise to Asian superpower status so that it emerges as a partner rather than an adversary; Proliferation: spread of weapons of mass destruction; and Catastrophic Terrorism: increase in the scope and intensity of transnational terrorism.They also argue for

This handbook implements AFPD 36-22, Air Force Military Training. Information in this handbook is primarily from Air Force publications and contains a compilation of policies, procedures, and standards that guide Airmen's actions within the Profession of Arms. This handbook applies to the Regular Air Force, Air Force Reserve and Air National Guard. This handbook contains the basic information Airmen need to understand the professionalism required within the Profession of Arms. Attachment 1 contains references and supporting information used in this publication. This handbook is the sole source reference for the development of study guides to support the enlisted promotion system. Enlisted Airmen will use these study guide to prepare for their Promotion Fitness Examination (PFE) or United States Air Force Supervisory Examination (USAFSE).