ARI Contractor Report 98-06

Methods to Improve Cultural Communication Skills in Special

Operations Forces
J. Chris Wise
North Carolina Center for World Languages and Cultures
David L. Hannaman
Human Resources Research Organization
Peter Kozumplik
North Carolina Center for World Languages and Cultures
Ellen Franke and Betty L. Leaver
American Global Studies Institute
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July 1998
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Methods to Improve Cultural Communication Skills in
Special Operations Forces
6 . AU TH Of l ( S)
Wise, J. .Chris (CWL&C), Hannaman, David L. (HumRRO)
Kozumplik, Peter (CWL&C), Franke, Ellen and Leaver,
Betty (AGSI)
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1 3 . ABSTRACT (Maximum 2 0 0 wolds)
T his report describes the development and application of methodologies to identify
cultural communication skills training requirements for Special Forces. Cultures
(187) of operational relevance were identified and grouped into ten regions. A
generic cultural communication skills template* was developed to provide a structured
taxonomy of the cultural information domain and the basis for culture- specific
templates. T hree culture- specific templates were developed, each describing a culture
and identifying culture- specific behaviors that were prioritized through focus groups
of cultural informants and clustering analysis. Mission templates were developed that
identified and organized the elements of two missions. T he mission elements were
weighted by subject- matter experts using paired comparisons and ranking. A crosswalk
related each cultural behavior to each mission element for three pairs of cultures and
missions (Arabs of West Asia/Foreign Internal Defense, Russian/Unconventional Warfare,
Cuban/Foreign Internal Defense) to generate a "preliminary prioritization of cultural
communication skill training requirements* for each pairing. T he report also
describes the development and delivery of two programs of instruction based on the
methodologies. T he methodologies should improve the commanders' and training
managers' ability to determine training requirements and to develop training
specifically linked to mission requirements.
14. SUBJECT T ERMS culture, cross- cultural communications, training
needs analysis, training needs assessment, Russia, Cuba, Middle
East, Arab, Oman, Special Forces, area studies, cust oms
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Un<UrJUmHI|n. !4Sr
Pr aat t 4 by ANSI SU ZUM ZK-1 0 2
Methods to Improve Cultural Communcation Skills
in Special Operating
XChrisWise
North Carolina Center for World Languages & Cultures
David L. Hannaman
Human Resources Research Organization
Peter Kozumplik
North Carolina Center for WorldLanguages& Cultures
Ellen Franke and Betty L. Leaver
American Global Studies Institute
Prepared for U.S. Army Research Institute for the Behavioral and Social Sciences
under Contract Number DASW01-95-K-006
Marchl997
METHODS TO IMPROVE CULTURAL COMMUNICATION SKILLS IN SPECIAL
OPERATIONS FORCES
EXECUTIVE SUMMARY
Research Requirement:
Special Forces soldiers perform missions requiring them to teach, negotiate, guide, and
lead people from different cultures. To succeed in such missions, Special Forces soldiers must
possess an understanding of these cultures, and the cultural communication skills necessary to
work effectively with host nation counterparts, coalition forces, and others whose cultures are
different from our own. This research focused on developing methods for identifying and
prioritizing cultural communication skills training requirements for specific cultures and Special
Forces missions.
Procedure:
The project involved three major activities:
Identify world cultures of operational relevance to the Special Forces (Task 1 of
project).
Develop a methodology to identify and prioritize cultural communication skills
specific to a particular culture and a specific mission, and apply this methodology to
three combinations of culture and mission (Tasks 2 and 3 of project).
Design, develop, and deliver courseware addressing the methods developed during
this project and for one culture/mission combination (Tasks 4,5, and 6 of project).
Initially the project focused on identifying cultures that were operationally-relevant to the
Special Forces. Based on a literature review and conferences with academic, diplomatic, and
military subject-matter experts, an operational definition of culture was developedirem Criteria
were developed and applied to identify world cultures and grouped them into regions. Applying
criteria of size, location, and impact on world events, cultures that are operationally relevant to the
Special Forces were identified.
A generic culture template was then developed based upon literature review and
conferences. The generic template provides a structured, topical taxonomy of the cultural
information domain and notional behaviors that could be found in any culture e.g.,
understand/recognize/react appropriately to religious activities, gestures, members of the opposite
sex, authority, sense of private space, and greetings. Using the generic template as a starting point
and additional literature review, culture-specific templates were developed for three cultures. The
cultural behaviors included in the culture-specific templates were then prioritized using focus
groups of cultural informants and cluster analyses.
Special Forces mission templates were developed to identify the elements of two Special
Forces missions (foreign internal defense, or FID, and unconventional warfare, or UW). Each
mission element was then weighted using Special Forces subject matter experts who ranked and
made paired comparisons of the elements involved in each mission.
in
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&atiBed the relationship of each behavior in the culture-specific
templates to each element in the mission templates. The weights of the culture-specific behaviors
and mission elements were combined, resulting in a prioritization of cultural communication skill
training requirements.
Skills 5S2 developed. One course, Methods to Improve Cultural Communication
zwis m Special Operations Forces, presented an overview of this project's activities through
application of the methodology to one culture and one mission. The second course, Cultural
Communication Skills Training for Special Forces Conducting a Foreign Internal Defense Mission
mthe Sultanate of Oman, addressed cultural communication skills critical to ti^uclsToffHD
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Omani workweek; and their primary task would be to train the Royal Omani Police.
Utilization of Findings:
The information domain for any culture is voluminous and not expressed in behavioral
terms. As such, this domain by itself is of little use in identifying and prioritizing cultural
communication skills training requirements. The methods developed during this project represent a
systematic procedure for performing cultural communication skills training needs assessments.
Specifically, the methods facilitate die identification and prioritization of cultural communication
skills training requirements, expressed in behavioral terms, that is sensitive to both the culture and
the mission involved.
The products of this methodology enable Special Forces commanders and training
managers to make informed decisions regarding what cultural communication skills should be
taught. This enables precise instructions to be given to course developers and cultural
subject-matter experts. As a result, distortions caused by the subjective bias and personal interests
are avoided, the training is specifically linked to mission requirements, and maximum productive
use is made of limited training time.
The methodology developed offers promise in other applications, such as integrating
cultural communication skills training in language programs, structuring area studies and analytical
efforts, evaluation of existing cultural skills training programs, and enhancing the success of
private sector and Government personnel assigned overseas.
METHODS TO IMPROVE CULTURAL COMMUNICATION SKILLS IN SPECIAL
OPERATIONS FORCES
CONTENTS
Page
I. INTRODUCTION 1
II. APPROACH 3
III. CULTURES 4
Define Culture 4
Define World Cultures 5
Operational Relevance . . 9
IV. IDENTIFY AND PRIORITIZE CULTURAL SKILLS 11
Generic Cultural Communications Skills Template . 11
Arabs of West Asia Cultural Communication Skills 14
Russian Cultural Communication Skills 16
Cuban Cultural Communication Skills 17
Mission Templates 19
Culture/Mission Crosswalk 24
Training Development 25
V. DEVELOP AND DELIVER COURSEWARE 26
Template Process Course 26
Cultural Communication Skills Course 27
Course Delivery 28
VI. FUTURE DIRECTIONS 29
REFERENCES 32
APPENDK A. LIST OF CULTURES A-l
B. MAPS OF CULTURAL REGIONS B-l
C. OPERATIONALLY-RELEVANT CULTURES C-l
D. CONFERENCE REPORT D-l
E. PREFACE TO THE GENERIC CCST E-l
F. BIBLIOGRAPHY ARABS OFWEST ASIA F-l
G. WEIGHTINGINSTRUCTIONS G-l
H. WEIGHTINGOF ARABS OF WEST ASIA BEHAVIORS H-l
VI
I. BIBLIOGRAPHY RUSSIAN M
J. WEIGHTINGOF RUSSIAN BEHAVIORS J-l
K. BIBLIOGRAPHY CUBAN K-l
L. WEIGHTINGOF CUBAN BEHAVIORS L-l
M. FOREIGN INTERNAL DEFENSE MISSION TEMPLATE M-l
N. UNCONVENTIONAL WARFARE MISSION TEMPLATE N-l
O. MISSION ELEMENT WEIGHTING O-l
P. DEVELOPINGA COMPOSITE TEMPLATE P-i
Q. TOPIC/MISSION WORKSHEET INSTRUCTIONS AND
WORKSHEET FOREIGN INTERNAL DEFENSE Q-l
R. TOPIC/MISSION WORKSHEET INSTRUCTIONS AND
WORKSHEET UNCONVENTIONAL WARFARE R-l
S. PRELIMINARY PRIORITIZATION OF SKILLS FOR TRAINING-
ARABS OF WEST ASIA/FOREIGN INTERNAL DEFENSE S-1
T. PRELIMINARY PRIORITIZATION OF SKILLS FOR TRAINING-
RUSSIAN/UNCONVENTIONAL WARFARE T-l
U. PRELIMINARY PRIORITIZATION OF SKILLS FOR TRAINING-
CUB AN/FOREIGN INTERNAL DEFENSE U-l
Vll
METHODS TO IMPROVE CULTURAL COMMUNICATION SKILLS IN
SPECIAL OPERATIONS FORCES
I. INTRODUCTION
Members of the U.S. Army's Special Forces must be able to communicate with a variety of
peoples belonging to other cultures, people whose values, motivations, and norms of behavior
differ from those of typical Americans. They must be able to communicate effectively. Effective
communication requires both understanding the basis for their own behavior and for the behavior
of the target culture. To do this, the soldiers must be trained.
The task of dealing with this cross-cultural communications challenge is not easy.
Behavioral science literature in the United States concentrates on American values, motivations,
and behavioral norms. This literature then, generally addresses only one side of the equation.
Further, the literature concentrating on non-American cultures provides only a beginning.
Instead of focusing on the operational dimensions on practical relevance to very specific needs
this literature generally addresses the concept of culture as follows:
Culture (with a "big C") e.g., literature, history, and social organization.
Culture (with a "little c") e.g., holidays, sports, customs, and business
practices.
Cultural practices the culture of the street and daily life.
Cultural literacy the shared history and iconography of a culture's mentality, a
culture's Weltanschauung, or outlook on life.
The foregoing topics are based on the characteristics of the culture itself. As such, they
ignore the issue of operational relevance, where the person to be trained may need appropriate and
discretely-focused items selected from all four of the major topics.
As a result of the focus on the American culture on the one hand and the efforts to classify
cultural aspects on the other hand, training regarding other cultures especially training relevant
to particular operational contexts has yet to be addressed. While perhaps overstated, the
following paradigm illustrates the approach to cultural training needs assessment (or analysis) that
tends to be the norm:
Cultural training requirements are notionally conceived and based on anecdotal
evidence with the anecdotal evidence generally being from the personal
experience of the individual performing the needs assessment.
Once the need for cultural training has been identified, the normal method of
satisfying it is to hire a cultural expert, provide him or her a set amount of time, and
hope that he or she somehow meets an inchoate need. As a result, what one
cultural expert will provide to a particular audience will be very different from what
another equally qualified cultural expert will provide to the same audience.
Training developed under the foregoing paradigm generally focuses on the superficial
manifestations such as the social structure of a culture and the training content only casually
approaches a perceived need. More important, a systematic way of assessing the need and
measuring to see if the need has been satisfied was not found in the literature.
Intensive language instruction is a partial, and often recommended, solution to this
requirement. However, this approach has several weaknesses. First, different cultures can share
the same language. For example, the cultural context of the French spoken in Cameroon is
radically different from the cultural context of the French spoken in Algeria. Secondly, intensive
language acquisition is difficult, aptitude-dependent for adults, and costly in terms of both time and
resources. Finally, because the cultural component of the training is based on the subjective,
anecdotal perceptions of the language teacher, the value of the cultural training remains
questionable.
With the assistance of the U.S. Army Research Institute for the Behavioral and Social
Sciences (ARI) and the Human Resources Research Organization (HumRRO), the U.S. Army
John F. Kennedy Special Warfare Center and School (SWCS) commenced an effort to
systematically define Special Forces requirements for cultural knowledge and skills. Results of the
initial effort are contained in the analysis of critical incident data in HumRRO's report, Job
Analysis of Special Forces Jobs (Russell, Crafts, Tagliareni, McCloy, & Barkley, 1994), and
further developed in A Review oflntercultural Communications Requirements for Special Forces
Teams (Russell, Crafts, & Brooks, 1995) and Development of a Roadmapfor Special Forces
Selection and Classification Research (Russell, Crafts, Peterson, Rohrback, Nee, & Mael, 1995).
This work provided a foundation for the work summarized in this report the
development of a systematic method of detennining what cultural communication skills needed to
be trained to perform specific Special Forces missions within specific cultures.
II. APPROACH
The approach to achieving the objectives of this project consisted of seven tasks:
Task 1: Identify cultures that are of operational relevance to Special Forces requirements.
Task 2: Develop a methodology to identify those cultural communication skills, or
behaviors, that are required to perform a specific mission within a specific culture and
apply this methodology to one specific Special Forces mission to be performed within one
specific culture. Herein, the Government selected both the mission and the culture.
Task 3: Apply the same methodology to two additional missions to be performed within
two additional cultures. Again, the Government selected both the missions and the
cultures.
Task 4: Develop two courses of instruction, the first explaining the methodology and the
second illustrating how those cultural communication skills identified as critical to a specific
mission within a specific culture might be taught.
Task 5: Teach the two courses developed during Task 4.
Task 6: Evaluate the courses.
Task 7: Prepare and submit a technical report describing the project.
in. CULTURES
The objective of Task 1 of the project was to identify cultures that are of operational
relevance to the Special Forces.
The following specific requirements were required to achieve the Task 1 objectives:
Define culture.
Develop criteria for identifying world cultures.
Identify world cultures.
Develop criteria for identifying world cultures that are operationally-relevant to the
Special Forces.
Identify cultures of relevance to Special Forces operational requirements.
Define Culture
The development of an operational definition of culture began with a literature review of:
The Human Relations Area Files and related publications produced by Human
Relations Area Files (HRAF), Inc. The Human Relations Area Files is an extensive
collection of materials with data existing in text and in electronic formats. HRAF
publications include The Outline of Cultural Materials (Murdock, 1971) and Outline
of World Cultures (Murdock, 1972).
The Background Notes produced by the U. S. Department of State.
The Culturegram series produced by the David M. Kennedy Center for International
Studies, Brigham Young University (Skabelund & Sims, 1996).
Standard encyclopedia and gazetteers.
It proved impossible to find a single, comprehensive definition of culture suitable for use in
an operational context based on this initial literature review. It proved equally impossible to find a
useful culture classification scheme from among those in the literature. It became apparent that the
development of both were necessary project objectives.
To ensure a sound basis both for a new definition and for a new classification scheme, the
literature review was broadened. It transpired that much detailed anthropological and
lexicographical work has been done in languages other than English, German and Russian
literature proving most fruitful. This review ultimately resulted in a working draft of an annotated
bibliography of cultural references that identified 332 sources written in seven languages. Of
particular value were comments by Margaret Mead (1961), discussions in Kroeber and Kluckhohn
(1963) which assembled some 164 definitions, Fairchild (1968), Freilich (1972), Geertz (1973)
Goodenough (1981), Lloyd (1988), Hall (1989), and Durham (1991).
From this review, core elements were extracted, leading to the following operational
definition of culture (note that embedded in this definition is the concept that culture is learned):
Culture is the set oftraditional behaviors acquired through transmission
from one generation to another within a discrete segment of the human race, sharing
a racial or ethnic identity, a geographic location, a specified period of time, or any
combination thereof.
Identify World Cultures
Having defined culture, it was necessary to develop a set of criteria to differentiate between
cultures. These criteria would then be used to identify world cultures. Specifically, the individual
cultures, nationalities, ethnic groups, and linguistic groups previously identified would
individually be assessed against the definition and the set of criteria to determine their distinctness
and uniqueness.
As noted previously, it initially seemed that a review of the literature would quickly provide
a classification scheme that was both comprehensive and useful in an operational context. This did
not prove to be the case. For example, Murdock (1981) used the following six criteria to classify
cultural groups:
Geographic location.
Identification in the social science literature as a distinct group.
Distinct language.
Shared traditions, religion, folklore, or values.
Maintenance of group identity in the face of strong assimilative pressures.
Previous listing in an inventory of the world's cultures.
Two of the criteria above identification in the social science literature and previous
listing in an inventory of the world's cultures were not very useful. For example, both the Meo
and the Miao are identified in the social science literature as distinct cultures, the former identified
by anthropologists approaching the culture from Southeast Asia and the latter identified by
anthropologists approaching the same culture from China. Yet the Meo and the Miao are the same
people. Similarly, the maintenance ofgroup identity can occur within ethnic groups that are
subsets of larger cultures.
On the other hand, once sufficient sets of criteria were examined, it became obvious that
there was a fairly high level of consistency regarding individual criteria. For example, language,
traditions, religion, and folklore were included in virtually all sets of criteria. These criteria were
identified and consolidated into a single listing. Each criterion was then reviewed, resulting in
deletions, additions, and modifications. The final criteria focused on two principal organizing
elements: psychological profile (a unique set of attitudes) and shared history (a unique set of how
those attitudes are expressed and the experiences arising therefrom, as well as the experiences
imposed from outside the culture). This classification scheme is far broader and more detailed than
normally used for classification of cultures. Furthermore, it proved both useful and flexible
because, as long as it met most of the criteria, a culture could still rank as unique and distinct even
though it failed to meet one or more specific criteria.
Within the broad sets of psychological profile and shared history, the full set of criteria
used to identify distinct cultures is as follows:
Psychological Profile
(a unique set of attitudes)
Values attitudes toward:
Ethics
Morality
Money, wealth, and property
Religious customs
Time
Concept
Clock/calendar time
Importance
Relativity
Historical time
Culture-initiated history (from internal development)
Imposed history (from subjugation to dominant cultures)
Interpersonal relationships
How genders relate to each other
How generations relate to each other
The role interpersonal space plays
Psycholinguistic behaviors
Turn-taking behaviors
Negotiation of meaning behaviors
Initiation of conversation behaviors
Person-society relationships
Attitudes toward legal system
Attitudes toward authority
Responsibilities of authority
Importance of order and structure
Duties vs. rights
Motivations issues most important in forming opinions/taking actions:
The relative importance of the group
Importance of the larger group: clan, tribe, social circle, polity
Importance of the extended/nuclear family
Importance and role of the individual
Response to the legal system
Response to authority
Response to the concept of authority
Educational philosophy
Self-perception of culture as unique
Means of conflict resolution
Political customs and beliefs
Shared history
(a unique set of how those attitudes are expressed and the experiences arising therefrom, as
well as the experiences imposed from outside the culture)
The arts
Mythology
Applied arts
Architectural tradition
Literary tradition
Musical tradition
Historical tradition
Culinary tradition
Social structures
Class structure
Economic structure
Agriculture
Subsistence technology
Information & service technology
Industry
Property system
The polity
Political structures
Durative (arising from within the culture itself)
Temporary (imposed from outside the culture)
Legal system
Laws
Manner in which laws are enforced
Process for legal change (development, amendment of laws)
Political cohesion
Patriotism
Power structure
Linguistic characteristics
Linguistic history
Language(s) used
These criteria represent a departure from what is commonly found in the literature. As can
be seen, the linguistic elementupon which most of the anthropological literature focuses
forms only a small (albeit important) aspect of the whole. Similarly, the ethnic, racial and national
components play smaller roles in identifying specific cultures.
Applying the definition and the set of criteria described above, 839 distinct and unique
cultures were identified (see Appendix A). There is no claim that this is a comprehensive list of all
possible cultures that conform to the definition and the established criteria. Instead, the assertions
are made that:
Each of the 839 cultures identified conform to the definition and the criteria.
Further analysis would have focused on groups comprising no more than 100,000
people, i.e., the identification process would have gone beyond a point of
diminishing returns.
Building upon the definition of culture, the criteria with which to identify distinct cultures
and the 839 cultures identified in the preceding phase, attention turned to developing a logical
method for grouping cultures into larger sets or regions. The Government specified that the
grouping scheme should consider, but not be bound by, the geopolitical division of the world used
by the Joint Chiefs of Staff (JCS) to assign responsibilities to the Unified and Specified
Commands.
With discrete cultures identified, patterns were sought that would enable identification of
logical cultural regions. Again, the literature was of little value. Most sources, to include the
HRAF and the Culturegrams, organize cultures by the political boundaries extant at the time the
organization was done. This approach was rejected because, in all too many instances, political
boundaries and cultural boundaries are not congruent The Kurds, located in modern Turkey
Iraq, and Iran, provide an excellent example and an example that, based on the immediate past,
is operationally-relevant. Similarly, the JCS division of the world was rejected because this is
based on political entities and on geographic relativity. It ignores cultural relationships. For
example, Haiti and Francophone Africa fall within the jurisdictions of different major commands.
Yet, failing experts in Haiti, specialists in Francophone Africa likely can be taught the
idiosyncrasies of Haitian culture more quickly than can specialists in Latin America.
Preliminary leads were provided by Murdock (1981). Another useful notional method of
organizing world cultures proved to be that developed by Trade and Culture Magazine (e.g., Field,
1996) which organizes the world into 22 trade zones, based on trading patterns, cultural links,
religion, history, politics, and geography.
The 839 cultures were grouped into cultural regions defined by a combination of cultural
linkages, history, and geography. While not discounting politics and geography, the greatest
emphasis was ultimately placed on the relationships of cultures with each other. In most instances
where a choice had to be made between cultural linkages and geographical location, cultural
linkages prevailed. Consequently, not all cultural regions are geographically cohesive. More
important, and of potential impact to operational requirements, some geographical locations
demonstrably have multiple cultures. Identifying these overlays illuminates the complications that
may accompany operations in such locations.
Finally, research led to the creation of a category of hybrid cultures for which the
following definition was developed:
A hybrid culture is one in which two or more cultures have intermixed
through marriage and/or co-location to the extent that no component is fully
identifiable with its mother culture. The hybrid culture forms a newpsychological
profile and shared history with elements from each mother culture as well as new
elements that develop through the intermix.
The 839 cultures previously identified -were then placed into ten regions:
Circum-mediterranean: Cultures located on, or with their roots deriving from, the
littoral of the Mediterranean Sea. Significant cultures geographically located in
Central and South America but stemming from the Mediterranean region are
included. The region contains 55 distinct cultures.
Continental Eurasian: Non-Mediterranean cultures located on, or with their roots
deriving from the European continent south of the Arctic Circle. Also included are
those significant cultures elsewhere in the world that derive from the Continental
Euro-Asian land mass. The region contains 107 distinct cultures.
African: Non-Mediterranean cultures located on the African continent, generally
south of the Sahara Desert The region contains 129 distinct cultures.
Central Asian: Cultures located on, or with their roots deriving from the Central
Asian land mass. They generally are those cultures with Turkic, Persian, or
Mongol roots. Most also have heavy Islamic influences. The region contains 42
distinct cultures.
East Asian: Cultures in East Asia that generally have Chinese or non-Turkish Altaic
roots. It contains 27 distinct cultures. (Note: China forms an interesting example
of overlapping cultural regions; most of its minorities are members of cultures
falling within the Central Asian and Indo-Asian Regions while Chinese culture itself
heavily overlays the Oceanean Region.)
Indo-Asian: Cultures located on, or with their roots deriving from Tibet, from
South Asia, and from Southeast Asia. They are marked by Buddhist, Hindu,
and/or Islamic influences. The region contains 54 distinct cultures.
American: Amerindian cultures; cultures with Asiatic roots that have evolved
independently in a variety of directions, resulting in 256 distinct cultures.
Circumpolar: This region recognizes the development of cultures from a variety of
ethnic and racial stocks apparently evolving along similar lines as a result of
encountering a common environment, generally north of the Arctic Circle. A total
of 40 distinct cultures was identified within this region.
Oceanean: Seafaring and trading cultures of the Southeast Asian coast and the
Pacific islands a total of 118 distinct cultures.
Hybrid Cultures: As will be noted by their geographic locations, many of these
cultures appear to be the historic result of mass migration (forced or voluntary) for
the purpose of plantation agriculture (Africans and Indians in the Caribbean,
Indians in the Pacific, etc.). A total of 11 separate hybrid cultures was identified.
Appendix B contains maps showing each of the cultural regions.
Operational Relevance
Building upon previous work, the objective of this activity was to identify those cultures of
operational relevance to the Special Forces.
Various government documents were reviewed to examine Special Forces capabilities,
missions, functions, and historical use. These included Doctrine for Army Special Operations
Forces (FM100-25) (Department of the Army, 1991), the Joint Special Operations Awareness
Program (JSOAP) Reference Manual (Kapos Associates, 1994), Special Operations and
International Studies: Political-Military Analysis Handbook (USJFKSWCS, 1990) and Planning in
the Special Forces Operational Detachment Alpha (Morrison, Smith, Sticha, & Brooks, 1994).
Similarly, standard texts on strategy and geopolitics such as Cline (1975) were reviewed.
Three criteria that could contribute to a culture's operational relevance to the Special Forces
were identified. These criteria were:
Size: Independent of location or participation, a culture that is of sufficient size to
make an impact on regional or global affairs. Cultures composed of less than a
million people were generally eliminated.
Location: Independent of size or participation, a culture that is located at or controls
a strategically significant site (mineral resources, straits, passes, political
boundaries, etc.).
Participation: Independent of size or location, a culture is in the recent (post-1945)
historical record as playing a political and/or military role in the affairs of its region.
Once determined to be unique, a culture assumed operational relevance if it met any of the
criteria regarding size, location, or participation. The three final criteria were applied to data
concerning all 839 distinct cultures to identify those of operational relevance. Apart from the
pass/fail determination of operational relevance, no effort was made to prioritize the cultures with
each otherpartly because such a ranking will change frequently. Nevertheless, even though the
relative priority may be dynamic, the culture's operational relevance should remain constant.
Applying the three relevance criteria, 187 cultures were determined operationally-relevant to
Special Forces requirements (see Appendix C):
Circum-mediterranp.an- 22 of the 55 cultures.
Continental Eurasian- 57 of the 107 cultures.
African: 36 of the 129 cultures.
Central Asian: 20 of the 42 cultures.
East Asian: 11 of the 27 cultures.
Indo-Asian: 22 of the 54 cultures.
American: 4 of the 256 cultures.
Qrcumpolar: None of the 40 cultures within this region were determined to be of
operational relevance to Special Forces requirements.
Oceanean: 13 of the 118 cultures.
Hybrid Cultures- 9 of the 11 cultures.
10
IV. IDENTIFY AND PRIORITIZE CULTURAL SKILLS
Task 2 of the project was to develop a methodology to identify and prioritize cultural
communication behaviors required to perform specific missions within specific cultures and apply
this methodology to a Special Forces mission to be performed within a culture. Foreign internal
defense (FED) was selected as the mission and Arabs of West Asia as the culture.
Task 3 of the project was to refine the methodology by applying it to two additional
missions to be performed within two additional cultures. The Government selected an
unconventional warfare (UW) mission to be performed within the Russian culture and a foreign
internal defense mission to be performed within the Cuban culture.
The methodology used was the development and application of the Cultural
Communication Skills Template concept This methodology begins with hierarchically-structured
outlines intended to encompass the complete information domains (all possible information) that
could pertain to individual cultures and missions. The templates are deliberately structured to distill
and organize these information domains to provide logical links to specific cultural communication
behaviors and specific mission elements.
Achieving the outcomes of both tasks within this concept involved the development of: a
generic cultural communication skills template that could be used to describe any culture and that
identified notional behaviors; culture-specific cultural communication skills templates to describe
specific cultures and identify culture-specific behaviors; mission templates to identify mission
elements; weighting methods to assign values to cultural behaviors and mission elements; and
crosswalks to link mission elements to cultural topics and to merge cultural behavior and mission
element weightings to create values that could be used to rank-order cultural communication skills
training requirements.
Generic Cultural Communication Skills Template
The objective of this step was to develop a master or generic culture template that could be
applied to any of the 839 distinct cultures identified during Task 1. The generic template represents
a taxonomy for organizing the information domain of any culture. It is essentially a structured
outline with headings designed to cover all possible information that could pertain to any culture
with the objective of providing sufficient detail in a logical format to enable identification of
notional communication behaviors. Development of the generic template required:
Reviewing the literature, with an emphasis on the organizing principles employed
by cultural anthropologists.
Modifying the organizing principles by adding criteria developed in Task 1.
Developing drafts for internal review.
Organizing a working conference attended by experts in the field.
Reviewing and modifying the drafts based on further literature review and on inputs
by cultural experts.
Making periodic judgments regarding the utility of the template as a method for
developing lists of behaviors.
11
Applying the generic template to the development of culture-specific templates.
Revision based on insights gained from using the template.
Cultural communication behaviors were defined as:
Acts that can carry positive emotional value within a culture ifdone correctly
or negative emotional value within a culture ifdone incorrectly; and skills needed to
survive and operate within a culture.
To identify notional communication skills or behaviors, attention was initially focused on
the sets of criteria psychological profile and shared history developed during Task 1 to
identify distinct cultures. These criteria, as shown below, formed the basis for the first sets of
template topics:
I. Cultural Core/Psvchological Profile/Human Factors
A. Cultural values
B. Relationships
C. Motivations
II. The Culture's Shared History
A. Historical tradition
B. Social structures
C. Manners/protocol
D. Linguistic characteristics
E. The arts
F. Science and technology
G. Culinary tradition
H. Recreation and leisure
I. Sports
J. Vice
K. Hygiene
L. Ethnic or minority groups
Each of the topics noted above was expanded, creating logical subtopics to narrow the
focus to a level of detail that enabled specific communication or behaviors to be identified. As
noted above, these communication behaviors were identified by examining a specific topic area of
the template and responding to two questions:
Is there a behavior associated with the topic that could cany emotional value if done
correctly or incorrectly?
Is there a behavior associated with the topic that could be needed for survival
(operating in the culture) or that would make survival easier?
Although the thrust of this project was to focus on culture, it is impossible to avoid dealing
with topics driven by the interaction of culture with nationality and geographic location.
Consequently, a third major category was developed to accommodate these national and regional
considerations:
12
III. National/Regional Considerations
A. Geography
B. The polity relationship between the cultural and political organizations
C. Legal system
D. Military Institutions
E. Economic structure
F. Finance
G. Buying/leasing/selling goods and services
H. Housing
I. Health
J. Communications
K. Transportation
L. Educational system
The then-current working draft of the generic culture template was presented to a panel of
experts for their review (see Appendix D for the conference report). The experts confirmed the
concept and suggested detailed revisions to the template's organization. Of equal value, they added
topics for consideration and identified additional generic behaviors. In addition, while confirming
the generic template's value as a training needs assessment tool, the experts found its applicability
considerably broader than originally envisaged, e.g., use as an interview protocol or as a tool for
strategic analysis.
Experts at the conference stressed that gender differences, differences between rural and
urban outlooks, and differences between civil and military outlooks can modify the basic
behavioral patterns within a given culture. One suggestion to accommodate such differences
would be to use modem computer technology to develop a multi-dimensional version of the
template. While this suggestion had genuine merit, the resources, time, and cost that would be
involved lay far outside the scope of this project. Recognizing, however, that the template should
be able to accommodate such distinctions, the following footer was placed in the template:
In each case consider: Both acceptable and unacceptable behavior; gender
differences; differences between urban and rural segments of the culture;
differences between civil and military segments of the culture; sources of tension
within the culture regarding the issue; latitude/tolerance provided by members of the
culture to non-members
Following the conference, the working draft of the generic culture template was refined by
incorporating the experts' recommendations and adding information gleaned from continued
literature review. The working draft was submitted to the Government at the end of Task 2 and
was used to develop culture-specific templates of the Russian and Cuban cultures in Task 3. Of
particular value in Task 3 were the comments of the additional outside cultural experts as they
applied the generic template to their culture or area of expertise. Their insights led to further
refinement of the generic culture template. The refinements improved the generic template's
descriptive utility and more clearly linked the notional behaviors to the template topics.
The Cultural Communication Skills Template: Generic was submitted to the Government
during Task 5.* This template covers the possible information domain of any culture and identifies
919 notional behaviors. In general, the notional behaviors are linked to the fourth level of the
template (except where a fourth level does not exist). A description of the template and elements of
the templating process is contained in the template's preface (see Appendix E).
1 See Wise, J. C, Leaver, B. L., Franke, E., & Kozumplik, P. (1997). Cultural Communication Skills Template-
Generic. Misenheimer, NC: North Carolina Center for World Languages & Cultures.
13
Arabs of West Asia Cultural Communication Skills
Template Development
Using the generic template as a starting point, a culture-specific template that describes the
Arabs of West Asia culture and pertinent behaviors was developed through:
Further literature review, focusing on the Arabs of West Asia culture, with
emphasis on the organizing principles contained in the generic template.
Developing draft iterations of the culture-specific template for internal review and
for review by outside experts from various disciplines.
Organizing and conducting a conference attended by cultural experts.
Reviewing and modifying the drafts based on inputs by cultural experts and cultural
informants.
Final review by an expert on Arab culture and final modification based on the
comments provided by the expert.
Relevant literature pertaining to the Arabs of West Asia culture was reviewed (see
Appendix F). The review resurfaced an issue originally raised during the identification of unique
cultures do the Arabs of West Asia represent one culture or is the culture of the Levantine Arabs
substantively different from that of the Gulf Arabs? It was confirmed that the Gulf Arabs represent
a conservative/traditional manifestation and the Levantine Arabs represent a cosmopolitan/modem
manifestation of the same culture.
A draft Arabs of West Asia culture template that included a preliminary list of behaviors
was developed and presented to a panel of experts at the conference for their review and input.
During the conference (again see Appendix D for the conference report), the experts confirmed the
culture's scope, provided editorial and substantive comments regarding the accuracy of the
template in describing the culture, identified behaviors to add to the template, and modified
proposed criteria for assessing the importance of those behaviors. The discussions also led to
consideration of the various regional subsets of the culture and developed overall themes regarding
the culture.
Following the conference, the Arabs of West Asia culture template was refined by
incorporating the recommendations submitted by the experts and adding information gleaned from
continued literature review. A qualified Arabist then reviewed the draft and made final
recommendations. A Cultural Communication Skills Template: Arabs of West Asia was produced
and presented to the Government at the end of Task 2.
2
Of note are some structural differences between the generic template and the Arabs of West
Asia template. In general, if a behavior from the generic template was not verified by review of the
literature or by a culture informant, it does not appear in the Arabs of West Asia template.
Furthermore, in this instance, a country was not specified by the Government. Because specific
behaviors could not be associated with some topics, significant portions of Part III
(National/Regional Considerations) in the generic culture template do not appear in the Arabs of
2 See Franke, E., Leaver, B. L., Wise, J. C, & Kozumplik, P. (1996). Cultural Communication Skills Template:
Arabs of West Asia. Misenheimer, NC: North Carolina Center for World Languages & Cultures.
14
West Asia culture template. To maintain consistency and to facilitate comparison with other
templates to be developed, the numbering system of the generic culture template was retained.
The Cultural Communication Skills Template: Arabs of West Asia identifies 448 discrete
behaviors. It must be emphasized that no consideration was ever given to possible missions
during the development of this template. As a result, the product pertains only to one culture but it
is of equal validity to all possible missions.
Prioritizing Arabs of West Asia Cultural Behaviors
The objective of this activity was to prioritize the behaviors identified in the Cultural
Communication Skills Template: Arabs of West Asia in accordance with their relative importance
within that culture. All behaviors contained in the template were prioritized using cluster analysis
and cultural informants, who participated in three sequential focus groups.
Twelve cultural informants participated in the first (Phase I) focus group, ten of the original
twelve participated in the second (Phase II) focus group, and five of those participating in the
second focus group participated in the third (Phase HI) focus group.
With two exceptions, the cultural informants were mature native Arabs born and raised in
the culture who simultaneously were experienced teachers teaching Arabic to speakers of
American English or teaching English to speakers of Arabic. In all cases, their residency in a
metropolitan area gave them experience in dealing with American culture. Furthermore, the
process of language teaching necessarily involves teaching culture because many words, or even
concepts, do not translate verbatim. As a result, all of the cultural informants were accustomed to
examining their own culture to a greater degree than is typical.
Phase I
Each cultural informant was provided with an explanation of the purposes and objectives of
the focus group and a demographic data form to provide background information concerning their
expertise. Each was also provided the draft Cultural Communication Skills Template: Arabs of
West Asia, an explanation of the rating scale, and a rating form.
Cultural informants were asked to review the topical context for each of the 448 behaviors
contained in the draft Cultural Communication Skills Template: Arabs of West Asia to determine an
appropriate rating for each based on a seven-point Likert scale, and to record their individual
assessments on their rating forms (see Appendix Gfor copies of instructions given to focus group
participants). The focus group facilitator emphasized that this was to be an individual exercise- that
collaboration was not acceptable. The cultural informants immediately noted that the degree of
cultural reaction to specific behaviors could vary widely by subregion and by country. The
facilitator agreed and instructed them to consider the worst case in each instance.
Cluster analysis and descriptive statistics were performed using these ratings. At the end of
the first phase, a large number of the behaviors had the same mean rankings. These were placed
into 20 clusters, which served as the basis for the Phase n focus groups.
Phase n
In the Phase H focus groups, ten of the original twelve cultural informants assessed the 448
behaviors in terms of the 20 clusters resulting from the analysis performed during Phase I They
used the same scenario (see Appendix G) and were instructed to work independently
15
The seven-point scale used in this phase was designed to force the cultural informants to
compare individual behaviors to the other behaviors contained in the same cluster. The scale had
anchors only at the extreme points, in which "1"represented less impact than other behaviors in the
cluster, and '7"represented more impact than other behaviors in the cluster. Furthermore, the
cultural informants were required to make forced choices. Thus, if a cluster contained 28
behaviors, participants were instructed to assign each of the seven scale points to four distinct
behaviors. Similarly, if a cluster contained nine behaviors, participants were required to assign
each of the seven scale points to at least one behavior. In this example, any of the seven scale
points could be assigned to the two remaining behaviors.
Following the second focus group, cluster analyses were performed and 76 clusters of
behaviors were identified and addressed in Phase in.
Phase m
Five of the cultural informants participating in the Phase n focus group participated in the
Phase in focus group. The protocol remained the same as that used in the preceding workshops.
This time, ranking the behaviors that remained in each cluster was to be effected by discussion and
consensus.
Moving through each of the 76 clusters of behaviors, the consensus discussion focused on
rank-ordering the tied behaviors within each cluster. When consensus was reached, the behaviors
within the cluster were rank-ordered. When consensus could not be reached, the majority opinion
determined the final ratings.
Analysis of the Phase m data generated discrete weights for each of the 448 specific
behaviors contained in the Cultural Communication Skills Template: Arabs of West Asia from
which a prioritized list was produced (see Appendix H).
Russian Cultural Communication Skills
Template Development
The objective and methodology employed to develop the Russian culture template were the
same as those used to develop the Arabs of West Asia culture template.
Using the generic culture template as a starting point, a draft Russian culture template was
developed based on a review of the literature (see Appendix I). This draft was presented at a
workshop to a group of Russian and American scholars of Russian culture with recent first-hand
experience observing changes in Russian culture. Following their input regarding content and
behaviors the draft was further refined and then presented to an expert on Russian culture for final
review. The Russian culture template was revised based on comments received and a final version
of the Cultural Communication Skills Template: Russian was presented to the Government at the
completion of Task 3.3
As with the Arabs of West Asia culture template, there are structural differences between
the generic culture template and the Russian culture template. In general, if a topic or behavior
from the generic template was not verified by literature review or by a culture informant, it does not
3 See Franke, E., Leaver, B. L., Kozumplik, P., & Wise, J.C. (1996). Cultural Communication Skills Template-
Russian. Misenbeimer, NC: North Carolina Center for World Languages & Cultures.
16
appear in the Russian template. However, to maintain consistency and to facilitate comparison
with the other templates, the numbering system of the generic culture template was retained.
The Cultural Communication Skills Template: Russian identifies 419 discrete behaviors.
Again, no consideration was ever given to possible missions during the development of this
template. As a result, although the product pertains to one culture, it is equally valid to all possible
missions.
Prioritizing Russian Cultural Behaviors
The objective of this activity was to prioritize the behaviors identified in the Cultural
Communication Skills Template: Russian in accordance with their relative importance within that
culture.
The behavior weighting process for the Russian culture was identical to that described for
the Arabs of West Asia culture. A group of cultural informants well-educated, relatively-recent
emigres from Russia was assembled. Following a protocol identical to that used in weighting
Arabs of West Asia behaviors (see Appendix G), three sequential focus groups were conducted.
Fifteen cultural informants participated in the first group, ten of those fifteen in the second group,
and five of the ten from in the second group participated in the third group.
As a result of the focus groups, discrete weights were generated for each of the 419
specific behaviors contained in the Cultural Communication Skills Template: Russian and a
prioritized list was produced (see Appendix J).
There are two major differences between the Russian and the Arabs of West Asia
templates. First, as was also the case with Cuba, the culture was closely identified with a specific
nation-state. Consequently, it was necessary to expand considerably the information and
behaviors included in Part HI. The separation of nationality or country-driven information and
behaviors was considered a strength of the templating process.
Second, as noted in the text of the template, it must be noted that not only is the Russian
nation in transformation, Russian culture may also be changing. All of the experts consulted urged
caution and close attention to the change process and many were skeptical of the proposition that
the Russians would return to some vaguely defined pre-communist cultural roots. Most observers
of Russian culture expected it to continue to evolve rapidly in new directions and none was
confident of predicting the future course of change.
Cuban Cultural Communication Skills
Template Development
The objective and methodology employed to develop the Cuban culture template were the
same as those used to develop the Arabs of West Asia and Russian culture templates.
Again using the generic culture template as a starting point, a draft Cuban culture template
was developed based on additional literature reviews (see Appendix K). This draft was presented
to a group of Cuban and American scholars with recent first-hand experience observing the
changes in Cuba. The draft Cuban template was revised based on their input, reviewed by a final
17
expert, and revised again. The final Cultural Communication Skills Template: Cuban was
delivered to the Government at the end of Task 3.
4
As with the Arabs of West Asia and Russian culture templates, there are structural
differences between the generic culture template and the Cuban culture template. In general, if a
topic or behavior from the generic template was not verified by review of the literature or by a
cultural informant, it does not appear in the Cuban template. However, to maintain consistency
and to facilitate comparison with the other templates, the numbering system of the generic culture
template was retained.
The Cultural Communication Skills Template: Cuban identifies 455 discrete behaviors.
Again, no consideration was ever given to possible missions during the development of this
template. As a result, the product pertains only to one culture but it is of equal validity to all
possible missions.
Prioritizing Cuban Cultural Behaviors
The objective of this phase was to prioritize the behaviors identified in the Cultural
Communication Skills Template: Cuban in accordance with their relative importance within that
culture.
All cultural behaviors contained in the draft Cultural Communication Skills Template:
Cuban were prioritized by well-educated cultural informants participating in three
facilitator-guided, sequential focus groups. The challenges of dealing with a culture under stress
and relative paucity of direct access to the culture led to the addition of an additional criterion for
the selection of cultural informants. This was the requirement that none of the informants could
have left the culture more than two years prior to participation in the focus groups. As a
consequence, translations of the templates, protocols and forms, and an interpreter, were available
during the focus groups.
The behavior weighting process for the Cuban culture was identical to that described for the
Russian culture. Again, three sequential focus groups were conducted. Fifteen cultural informants
participated m the first focus group, ten of those fifteen in the second, and five of the ten
participating in the second participated in the third focus group.
Phase I of the Cuban focus groups produced results that were an interesting variation from
those obtained in Phase I of the Arabs of West Asia or Russian behavior focus groups. Virtually
all of the initial Cuban ratings were clustered at the low end of the scale, whereas the Phase I
results of the Arabs of West Asia and Russian ratings were more evenly distributed. This
possibility was not anticipated so, fascinating as the results were, no supported conclusions could
be drawn from this very skewed distribution.
It will be recalled that in Phase I, each informant was asked to rate each behavior on a scale
from 1 to 7 (see Appendix G). At the end of the first phase of the behavior weighting for each
culture, the mean score for each behavior was computed to prepare for Phase n. During the first
phase of the Cuban rating, however, virtually all behaviors received a mean score of 3 or less
After considerable review, and upon careful consideration of the long-range purposes of the
project, it was decided to exclude from further consideration any behaviors with a mean rating
below 2 (little or no negative impact). The basis for this decision was simply that, in subsequent
phases, the informants would be asked to discriminate between hundreds of behaviors that they
had already determined have little or no impact on effective interaction with members of the culture
* See Kozumplik, P., Franke, E., & Wise, J. C. (1996). Cultural Communication Skills Template: Cuban.
Misenheimer, NC: North Carolina Center for World Languages & Cultures.
18
After eliminating the low-rated behaviors, the focus group process proceeded through the
second and third phases as before, assigning weights only to the 74 remaining behaviors.
This resulted in a prioritized listing of 74 behaviors from the 455 contained in the draft
Cultural Communication Skills Template: Cuban (see Appendix L).
Several observations may be made regarding the Cuban culture template. As with the
Russian culture, the Cuban culture is inextricably linked to a specific nation. To some extent this
was anticipated in Task 1 of this project where several cultures (Cuban among them) were
identified as hybrid, i.e., showing elements derived from several cultures merged to become a
unique and distinct culture. However, a particular challenge relating to Cuba was describing the
culture as it is, as opposed to the culture as it is remembered by the Cuban expatriate community
(the primary source of scholars on Cuba). Furthermore, partly stemming from idiosyncrasies at
the core of Cuban culture itself, any discussion of Cuba today quickly becomes intensely
politicized.
Another challenge appears to be an aspect of communist social organizations worldwide. It
appears that they tend to soften the intensity of underlying cultural features. Clearly Cuba as it
exists today is quite dissimilar from the Cuba being remembered, and it is very likely to be quite
different from the Cuba that will emerge after Fidel Castro Ruz passes from the scene.
Lastly, a simple-sounding set of phrases that surfaced during the Cuban conference have
great resonance when considering Cuban culture:
Cuba is an island: Cuba is insular, isolated, and somewhat unique.
Cuba is a big island. There is variation on the island simply because of its size.
Cuba is only 90 miles from the United States. Cuba has always interacted with the
United States; there has been a constant interchange of people and ideas for all of
our 300+ years of shared history.
Mission Templates
A mission template is a structured outline of the elements that constitute the mission.
Mission templates are developed based on analysis of the doctrinal and training documents, and on
the review and comments of subject-matter experts (SMEs).
Foreign Internal Defense
The objective of this activity was to identify the elements of the foreign internal defense
mission. This involved the following steps:
Reviewing the literature, with emphasis on the Government-furnished materials.
Developing drafts for review by mission experts.
Conducting a conference attended by experts in the field.
Reviewing and modifying the drafts based on inputs by mission experts.
19
A review of literature provided by the Government related to the foreign internal defense
mission was conducted. The literature reviewed included: Training the Force (FM 25-100)
(Department of the Army, 1988b), Doctrine for Army Special Operations Forces (FM 100-25)
(Department of the Army, 1991), Job Analysis of Special Forces Jobs (Russell et al., 1994), Joint
Special Operations Awareness Program (JSOAP) Reference Manual (Kapos Associates, 1994),
and Standing Operating Procedures for Special Forces Operational Detachments in Unconventional
Warfare (ST 31-187) (USAJFKSWC, 1975). The key document proved to be Mission Training
Plan for the Special Forces Company: Foreign Internal Defense (ARTEP 31-807-33-MTP)
(Department of the Army, 1990).
From these documents, elements of the foreign internal defense mission were identified as
advise host-nation counterparts, train host-nation forces, and evaluate military effectiveness of
host-nation forces.
Recognizing that essential supporting activities must be performed within the culture to
accomplish the mission activities, mission support elements of command and control, security, and
combat service support (or logistics) were added.
The foregoing elements covered mission execution and the support of mission execution.
However, in a typical foreign internal defense mission, soldiers do not spend all of their time
performing the mission. As a result, cross-cultural misunderstandings can and do occur during
non-duty time through activities not directly related to mission tasks. Furthermore, some activities,
such as personal finance, recreation, and the ability to maintain links to family and friends at home,
are essential for morale support. Accordingly, a personnel support element was added to the
foreign internal defense mission template.
At the conference mention previously (see Appendix D), a separate working group
composed of active and retired soldiers examined the draft foreign internal defense mission
template and a notional composite template. These experts achieved consensus regarding the broad
outline of the foreign internal defense mission template to include the importance of the
personnel support element Even though off-duty time is not covered in any mission
documentation, the experts confirmed the possibility and importance of cross-cultural
communications challenges during non-duty time. The experts made other, minor
recommendations that were incorporated into the template.
The outcome, the draft Foreign Internal Defense Mission Template (see Appendix M)
contains seven mission elements, each with appropriate subelements.
Having identified them, it was necessary to weight each of the seven elements of the
foreign internal defense mission.
Twenty-three members of the SWCS staff and faculty, including 3 majors, 3 captains, 4
chief warrant officers, 4 master sergeants, and 9 sergeants first class were recruited to accomplish
mission element weighting. Each of these individuals was conversant with and experienced in
performing foreign internal defense missions. They accomplished the weighting in a single,
facilitated focus group.
Mission raters were provided with a brief explanation of the project and an explanation of
the mission elements to be rated. Each then independently completed a two-part worksheet
assessing the mission elements two different ways. Part 1 of the worksheet required the raters to
make paired comparisons of each mission element while Part 2 asked the raters to rate the
importance of the mission element on a seven-point scale in which '7"was most important and "1"
was least important to mission success (see Appendix O). Two of the worksheets were incorrectly
2 0
completed and therefore discarded. Consequently, the analysis and final weightings were based on
21 assessments. The results are shown in the following tables:
Table 1 - Paired Comparisons (FED)
Total Mean Median SD Max Min
Adv/Assist 74 3.52 4 1.72 6 1
Train 99 4.71 5 1.14 6 2
Eval 57 2.71 3 1.61 5 0
C&C 52 2.47 3 1.23 5 0
Security 92 4.38 5 1.62 6 2
CSS 43 2.04 2 1.49 5 0
Pers Spt 24 1.14 1 1.10 3 0
Table 2 - Element ratings (FID)
Total Mean Median SD Max Min
Adv/Assist 123 5.85 s 6 1.23 7 3
Train 129 6.14 7 1.42 7 1
Eval 110 5.23 5 1.57 7 2
C&C 89 4.23 4 1.57 7 1
Security 125 5.95 7 1.35 7 3
CSS 96 4.57 4 1.53 7 2
Pers Spt 79 3.76 4 1.67 7 1
The correlation between the means of the paired comparisons and the element ratings was
.94. The means of the paired comparisons scores were chosen as the mission weighting values
because they were as reliable as the element rating scores and more finely discriminated the mission
elements.
follows:
The final weightings prioritized the elements of the foreign internal defense mission as
Train: 4.71
Security: 4.38
Advise and assist: 3.52
Evaluate: 2.71
Command and control 2.47
Combat service support 2.04
Personnel support: 1.14
The foreign internal defense mission elements weightings were crosswalked with the Arabs
of West Asia culture in Task 2 and with the Cuban culture in Task 3.
21
Unconventional Warfare
w
*h onf exception, the methodology used to develop the foreign internal defense mission
template was followed in the development of the unconventional warfare mission template in
lieu of a conference, a draft of the template was provided to the SWCS project officer for review.
Government-provided materials were reviewed and analyzed to identify the elements of an
unconventional warfare mission. The sources included those cited previously with the addition of
S Mm far the Special Forces Company: Unconventional Warfare (ARTEP
31-807-30-MTP) (Department of the Army, 1988a). w*or
Analysis of the unconventional warfare mission proved more difficult than analysis of the
toreign internal defense mission. Whereas the latter mission is relatively straightforward the
unconventional warfare mission is more complex. Similarly, although doctrinal publications
concerning the foreign internal defense mission clearly defined the parameters ofthat mission
comparable clarity was lacking in documents describing the unconventional warfare mission '
Indeed, no single document accurately describes all aspects of unconventional warfare mission
requirements; the emphasis is almost entirely on guerrilla warfare, virtually ignoring those aspects
of the mission pertaining to operations and support of the underground and auxiliary elementsof
an insurgent movement.
3

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"""""* " ' S" ' * P * y cnolo
g
ical
Because the members of Special Forces elements performing an unconventional warfare
mission work with an.insurgency rather than with an estabshed governmen "tte isTue of
mteracting with members of the culture during off-duty time doefnot ari^ AccoSy it was
SSS?^^ P"*PPaspects important to the foreign internal dSKSkto^
need not be considered in performing the unconventional warfare mission.
hv thP wr??
abo
f
ve
^
e
^^conventional warfare template was provided to and approved
by the SWCS project officer (see Appendix N for final template). ipprovea
to weigS
a
them.
identified
^ **^^^
f
**
conventi
nal warfare mission, it was necessary
Sixteen mission SMEs were recruited from the SWCS staff and faculty to rate the element;
of ie unconventional warfare mission. All were experienced Special ForcS soldtere-tiiev
included 2 majors, 1 captain, 2 chief warrant officer!, 1 sergeant major 2faster SeanTs 7
sergeants first class, and 1 staff sergeant All raters were Aoa^^^^^^OB of
the unconventional warfare mission as well as with the doctrinal andI trS^bSons ^
~SS
l
f~
S
*
UnCOnVenti

nal

Warfare
"" *%* during
-f exp^^ a
2 2
completed a two-part worksheet assessing the mission elements two different ways. Part 1 of the
worksheet required the raters to make paired comparisons of each mission element while Part 2
asked the raters to rate the importance of each mission element on a seven-pomt scale (in which 7
wSmoStoportant and 1 wa^ least important to mission success). Copies of the instructions and
rl^worSheets are attached as Appendix O. The analysis performed on the raters' assessments
is shown in the following tables:
Table 3 - Paired Comparisons (UW)
Total Mean Median SD
Max Min
Adv/Asst 66 4.12 4 0.88 5 2
Train
51 3.18
4 1.05 5 2
C3
23 1.43 2
0.90 3 1
I&S
58 3.62
4 1.45 5 0
Log
24 1.50 2
0.82 3 0
PSYOP 13 0.81 1
1.50 4 0
Table 4 - UW Element Ratings (UW)
Total Mean Median SD
Max Min
Adv/Asst 105 6.56 7
0.89 7
4
Train 99 6.18 6.5 0.98 7
4
C3
66 4.12 4 1.95 7 2
I&S
96 6.00 6 1.21 7 3
Log
83 5.18 5 1.37 7 3
PSYOP 62 3.87 4 1.70 7 1
Again, the correlation between means of the paired comparisons and those of the element
ratings was .94. As a result, the mean of the paired comparisons were chosen as the mission
weighting values because they more finely discriminated the mission elements.
The final weightings prioritized the elements of the unconventional warfare mission:
Advise and assist.
Intelligence and Security:
Train:
Logistics:
Command, control, communications:
PSYOP:
4.12
3.62
3.18
1.50
1.43
0.81
The unconventional warfare mission element ratings were crosswalked with the Russian
culture in Task 3.
2 3
Culture/Mission Crosswalk
Linking mission elements to the behaviors identified in the cultural templates was the next
step in developing prioritized lists of cultural skills training requirements. During Task 2 a
composite template was created to link behaviors pertaining to the Arabs of West Asia culture with
the elements of the foreign internal defense mission (see Appendix P). The mechanics of
constructing the composite template proved complex, cumbersome, time-consuming, and
potentially confusing. During Task 3, topic/mission element crosswalk worksheets were
developed to link cultural behaviors to mission elements. These topic/mission element crosswalk
worksheets replaced the composite template and accomplished the same objective. At the same
time, they provided a streamlined process more amenable to review and potential revisions.
Two distinct topic/mission element crosswalk worksheets were developed, one for the
foreign internal defense mission and one for the unconventional warfare mission. Herein, the first
four levels of the generic culture template's topic hierarchy were reproduced as the first column of
each worksheet The elements of the foreign internal defense mission headed the remaining
columns of the first worksheet while the elements of the unconventional warfare mission headed
the subsequent columns of the second worksheet.
The worksheets were used to determine the relevance of each generic culture topic to each
mission element This was a simple yes/no determination either the topic was relevant to a
nussion element or it was not If the topic was relevant, an "X"was placed in the cell where the
cultural topic and the mission element intersected; if it was not, the cell was left blank.
Two topic/mission element crosswalk worksheets were produced, one identifying the
relevance of generic cultural topics to elements of the foreign internal defense mission (see
Appendix Q) and the other identifying the relevance of these topics to the unconventional warfare
mission (see Appendix R). It should be noted that since these worksheets link the mission
elements to generic cultural topics, they can be used with any subsequentlv-develoDed
culture-specific template.
When the topic/mission element crosswalk worksheets were completed, the results were
matched to the behaviors associated with the topics in the appropriate culture-specific templates and
the final tables were constructed. Mission element scores were adjust to a metric in the range of 0 -
7 (the same range used in the behavior weightings). These scores were linked to the mission
element X s in the table. Culture weights for the behaviors from Appendices H, J, and L were
inserted into the tables. Finally, mission element weights were summed and combined with
behavior weights.
For each of the three combinations of cultures and missions, the procedures described
above generated a list of specific cultural behaviors, prioritized in terms of the mission to be
performed within that culture (see Appendices S, T, and U).
In each case, the prioritization of cultural behaviors is sensitive to both the culture and a
specific mission. Because specific cultural communication skills are identified and are then
prioritized within the contexts of both culture and mission, Special Forces commanders and
training managers can make informed decisions regarding what should be taught This empowers
commanders and training managers to be specific regarding the instructions they provide to
courseware developers. As a result, distortions caused by the subjective bias and personal
interests of .the courseware developer (often a cultural subject-matter expert) are avoided and the
training is directly focused on mission requirements.
2 4
Certain aspects of this methodology should be highlighted in the interest of further
development of this approach. To reiterate, each mission template and its mission elements were
linked to the cultural topics (fourth level or higher) of the generic template in the topic/mission
element crosswalk worksheet prepared for that mission. This linkage was made without regard to
a specific culture and should be constant across all cultures. Since the behaviors of the
culture-specific templates are also linked to fourth or higher level topics, and since these topics are
the same as those in the generic template, a direct association can be made between the linkage of
mission elements to culture-specific behaviors. Once behavior weighting has been done for a
culture, that culture's behaviors can be linked to any mission for which a topic/mission element
crosswalk worksheet has been completed.
Mission weighting and culture weighting were given equivalent value in establishing the
final prioritization. This was quite simply a judgment call since the relative importance of mission
and culture had never before been investigated in a comprehensive manner. The appropriateness of
this judgment is worthy of further investigation.
Training Development
Development of a preliminary prioritized list of cultural communication skills training
requirements represented the last step of the templating process. The prioritized lists of behaviors
resulting from the templating methodology are considered preliminary because they do not account
for other factors that must be considered before final training requirements are established. Once a
Special Forces unit commander or training manager is given a preliminary prioritized list of cultural
communication skills training requirements, he should review it to assess two factors:
The existing knowledge, skills, and abilities (KS As) of the soldiers who will
execute the mission. Factors to be considered would include prior experience with
or exposure to the culture, prior cultural communication skills training, and ethnic
or religious backgrounds and knowledge.
Operational requirements and details not contained in generic mission descriptions.
For example, while a foreign internal defense mission could include driving
vehicles within the culture, specific mission constraints might forbid driving.
Based on his assessment of the foregoing factors, the Special Forces commander or
training developer should delete cultural behaviors based on his soldiers' KSAs and those
behaviors that do not apply to specific mission requirements. Although some behaviors would be
deleted from consideration for training, the relative prioritization of those remaining does not
change.
The Special Forces commander or training manager next must consider the available
training time and the time it takes to train the behaviors. Beginning with the most important
behavior, he should estimate the time required to train each behavior, continuing down the
prioritized list until the available time for cultural communication skills training is exhausted. The
behaviors that will be taught must then be clustered into logical groups, which in turn must be
sequenced for instruction.
Although not all cultural communication skills will be taught, the complete process assures
Special Forces commanders or training managers that the resulting training is focused on those
behaviors that are most critical to the success of his mission. They thereby make most productive
use of limited training time.
2 5
V. DEVELOP AND DELIVER COURSEWARE
The objective of Task 4 of the project was to develop two courses of instruction. The first
was to explain the methodology used to identify and prioritize cultural communication skills (or
behaviors) within the context of a specific culture and mission. The second course was to illustrate
how a course teaching cultural behaviors identified as critical to a specific mission within a specific
culture might be designed and taught Task 5 was to teach the two courses developed.
Template Process Course
The Government required a four-hour course of instruction to be developed that described
the work performed during Tasks 1 and 2 of the project, specifically:
The process of identifying world cultures of operational relevance to Special Forces
requirements.
The methodology of identifying and prioritizing cultural communication skills
pertaining to a specific culture in terms of a Special Forces mission to be performed
within that culture.
The template process course was to be designed for a student population of training
managers and course developers from the SWCS staff and faculty and was to include all pertinent
materials.
Course strategy was prescribed by the Government: four instructional hours, lock-step,
group-paced, instructor-dependent, paper-based materials. Given these constraints, courseware
was developed in accordance with the U.S. Army's instructional systems development (ISD)
process to address the following topics:
Identifying world cultures relevant to Special Forces requirements.
Developing the generic cultural communication skills template.
Developing the Arabs of West Asia culture-specific template and weighting of the
cultural behaviors identified.
Developing the foreign internal defense mission template and the weighting of the
mission elements identified.
Prioritizing of cultural behaviors within the mission context
The resulting courseware, entitled Determining Cultural Communication Skills Training
Requirements for Special Forces Personnel Conducting a Foreign Internal Defense Mission in
Oman, included a program of instruction (POI), instructor handbook (with a suggested script),
overhead transparencies, and student handouts.^
5
See Hannaman, D. L. (1997). Determining Cultural Communication Skills Training Requirements for Special Forces
P ersonnel Conducting a Foreign Internal Defense Mission in Oman. (1997). Misenheimer, NC: North Carolina Center for
World Languages & . Cultures.
26
Cultural Communication Skills Course
The Government required a six-hour course of instruction be designed and developed to
illustrate how the cultural communication skills identified and prioritized through the templating
process might be taught
The mission scenario upon which this course was to be based involved an A Detachment
deploying to the Sultanate of Oman to train the Royal Omani Police. This mission was to be six
months in duration, performed during the course of the normal Omani work week by soldiers
unfamiliar with the region, the culture, and the nation. The soldiers would be housed m a Muscat
hotel during the course of the mission.
The Government also specified that this course was to include all pertinent materials. The
course was to be designed for delivery to a student population with no knowledge of or experience
in dealing with members of the Arabs of West Asia culture.
The strategy, instructional media, and instructional times for this course were also
prescribed by the Government: six instructional hours, lock-step, group-paced, instructor-
dependent, paper-based materials. Within these constraints, courseware was developed in
accordance with the U.S. Army's ISD process.
The course was based on the first 41 of the 448 behaviors identified in the Arabs of West
Asia culture and prioritized within the contexts of that culture and the foreign internal defense
mission (see Appendix S for the complete list).
Because the target student population was assumed to lack experience with the culture, the
process of assessing current KSAs was not necessary. However, it was still necessary to select
those behaviors that could be taught within the constraint of six hours. The time needed to teach
each behavior was estimated. When the total required teaching time equaled six hours, the process
stopped. As a result, the behaviors ranking from 1 through 41 on the preliminary prioritized list of
cultural behaviors were those addressed in the training.
The 41 behaviors selected for training were grouped into seven logical clusters. It is
important to note that, from this point on, the individual ranking of the behaviors was unimportant
as long as all were covered by the training. The clusters were then sequenced resulting in the
following course units:
The Religion of Islam
Relationships with Women
Offensive/Hostile Behavior In Oman
Police Authority and Rights
Driving in Oman
The Omani Military
Water in Oman
Each of the behavior clusters became a discrete unit in the course. However, because the
notional students would lack any knowledge of Oman, an eighth unit was added at the beginning to
provide an overview of the country. Two final units were added, one at the beginning to provide a
course overview and one at the end to provide a course summary and test. The courseware
included an open-book examination to be collectively self-scored by the class, which enabled the
course testing and course summary to be combined.
2 7
The resulting courseware, entitled Cultural Communication Skills Training for Special
Forces (SF) Personnel Conducting a Foreign Internal Defense (FID) Mission in the Sultanate of
Oman, included a POI, instructor handbook (with a suggested script), overhead transparencies,
student handouts, end-of-course test, and scoring key.
6
Course Delivery
The objective of this phase (Tasks 5 and 6 of the project) was to deliver each of the courses
developed during Task 4 to students selected and provided by the Government.
The instructional methodology for both courses was that prescribed in their programs of
instruction. Both were lock-step, group-paced, instructor-dependent courses supported by
paper-based materials.
The course entitled Determining Cultural Communication Skills Training Requirements for
Special Forces Personnel Conducting a Foreign Internal Defense Mission in Oman was delivered
to ten members of the SWCS staff and faculty.
The course entitled Cultural Communication Skills Training for Special Forces (SF)
Personnel Conducting a Foreign Internal Defense (FID) Mission in the Sultanate of Oman was
delivered to eleven students a mixture of soldiers with no experience of any Arab culture,
soldiers with considerable experience in dealing with members of the Arabs of West Asia culture
and training developers from the SWCS staff and faculty.
Given contractual requirements, the nature of the courseware, and student attendance
factors, no formal course evaluation activities were executed. However, the following points were
observed:
Course delivery times: There were insignificant differences between actual and
estimated subunit, unit, and course delivery times. Consequently, modifications to
the delivery times cited in the programs of instruction were not necessary.
Course materials: Four minor typographical errors were identified in the instructor
guides and 184 overhead slides that supported the two courses. These were
corrected in the electronic versions of the course materials delivered to the
Government.
Participants' responses: Informal discussions between the course developers,
instructors, and participants were conducted at the conclusion of each course.' In
both cases, the materials were well received by the participants. They advised that
they fully comprehended the information provided and found the courses both
informative and beneficial.
See Hannaman, D. L. (1997). Cultural Communication Skills Training for Special Forces (SF) P ersonnel Conducting
a Foreign Internal Defense (FID) Mission in the Sultanate of Oman. Misenheimer, NC: North Carolina Center for World
Languages & Cultures.
2 8
VI. FUTURE DIRECTIONS
The work accomplished during this project is noteworthy for two reasons First a system
of classifying and sorting world cultures within a specific operational context was developed.
SecS a Sfthod of systematically identifying and prioritizing cultural commumcaon skills
within the context of a specific culture and a specific mission was developed and tested.
With respect to world cultures:
This project focused on identifying cultures without respect to *epotical entities in which
the cultures might reside. This emphasis was important ^f^f
t
^^^!Zm
geographical regions that might otherwise have been missed. Yet the Special Forces must
oSrate within a political context; planning and operations must therefore be tied to tiie
current Seal order. For this reason, resorting the lists of world cultures m terms of the
nSs hito which they fall might be of value to the Special Forces and potentially fter
SSes FOT example, the work performed concerning the Sultanate of Oman was based
ol the Arabs of West Asia culture. However, although this is tiie dominant culture, the
Sultanate is actually an admixture of overlaid cultures, some of which stem from South
Asian and African roots.
Ignoring political boundaries as well as time and funding constraints restricted project data
acquisition to that able to support the use of three criteria to determine operauonal
relevance It would be worthwhile to confirm or modify these findings by subjecting
world cultures to broader set of criteria for determination of operational relevance. One
such set of criteria might be the set that was initially considered. These criteria were
population, land area and location, fit between cultural and political boundaries, socio-
political structure, philosophical orientation, influence of culture on political decision-
making, economic trends, use of force/violence to settle disputes, military factors (nuclear,
conventional, and unconventional), access to U.S. decision-making processes, and
penetration requirements. Such an effort would require the accumulation and sorting ol
extensive additional data that, ideally, would be stored in an electronic format for ready
retrieval and update.
Acquiring and sorting the data necessary to support a more comprehensive assessment of
operational relevance would have value far beyond the mere classification of cultures.
Using the generic culture template as a master document, it might enable rapid development
of culture-specific templates whenever required. Furthermore, such a database might
support a host of other purposes intelligence analysis, mission assessment and
planning, and course development for area studies and foreign language training, to name
but a few.
With respect to the methodology for identifying and prioritizing cultural communication skills:
The templating methodology was tested through its application to three different cultures
and in each case, it proved effective. Therefore, the methodology should prove equally
effective when applied to any culture and any mission. However, the methodology must
be tested further by applying it to more cultures and more missions to be certain of this
hypothesis. This would involve:
Templating more cultures. This would enhance and reinforce the applicability of
the methodology particularly if the range were extended to cover cultures in
groups not templated so far, such as an East Asian culture, a Central Asian culture,
29
and an African culture. Apart from corroborating the utility of the methodology, the
templates themselves would be of genuine value.
Templating more missions, first the full range of Special Forces missions and then
other, equally-critical Defense Department missions outside the Special Operations
Forces community. In each case, a topic/mission element crosswalk could be
developed that ties generic cultural topics to the mission elements. With this
accomplished, any mission can then be compared with any templated culture to
develop prioritized cultural communication skills.
Another avenue worthy of consideration is development of the multi-dimensional
automated template. As noted earlier, gender differences, differences between rural and
urban outlooks, and differences between civil and military outlooks can modify the basic
patterns within a given culture. Such differences can cause legitimate confusion as, for
example, occurred regarding whether or not Levantine Arabs represented a culture different
from the Gulf Arabs or when the Arab cultural informants tried to assess the very different
degrees of negative impact that incorrect performance of the same behavior would have to a
cosmopolitan Lebanese as opposed to a conservative Saudi. Such differences and,
indeed, all of the issues noted in the footers currently contained in the generic cultural
template could be accommodated in an automated multi-dimensional template.
While created as tools to support systematic development of cultural communication skills
training, the cultural templates appear to have much greater applications. Their application
to a host of areas to support mission analysis, to provide a revised format for country
studies, to provide self-study outlines (e.g., for foreign area officers, intelligence analysts,
and Special Forces team members), to support psychological operations, to inform the
design and content of foreign language training, and to inform the design and content of
area studies training would be worthwhile pursuits.
With respect to behaviors and behavior weighting:
The notional behaviors developed in the generic template could stand a more rigorous
review. Particularly worthy of investigation is the process applied to identify cultural-
specific behaviors.
Behaviors were weighted in only one dimension. Although much more complex, a multi-
dimensional weighting process, considering dimensions such as frequency and criticality,
is worthy of consideration.
Weighting could also be done in the context of learning objectives other than operational
missions. For example, it is possible that there is a relationship between acquiring a
foreign language and cultural skills and there is certainly a demand for improved cultural
training during foreign language training.
The foregoing comments concern extending the work reported in this document. However, the
project revealed other topics deserving attention:
The impact of the cultures identified to be of operational relevance on current Special
Forces organization and operational assignments, to include position coding, is worthy of
study. For example, the Special Forces Group assigned to support the European Theater
should maintain some degree of expertise regarding 133 cultures of operational relevance
that fall into four very distinct cultural groups. But the Special Forces Group assigned to
support Southern Command need maintain expertise concerning only 12 cultures of
operational relevance that fall into three cultural groups. Nevertheless, the personnel
3 0
authorizations are identical. The impact of this difference on training requirements,
accuracy of position coding, and overall manpower authorizations could be investigated.
Similarly, despite its geographic location, Haiti might more productively be linked to
African cultures rather than Latin American cultures for operational and training purposes.
Core cultures: The recent demise of the Soviet Union and increased emphasis on
nationalism worldwide has increased the number of world cultures of operational relevance
to the Special Forces. In turn, this has increased potential training requirements.
However, particularly within the context of cultural communication skills training,
application of the concept of "core cultures"may reduce the range of cultures for which the
Special Forces must acquire and maintain expertise. The core culture concept is based on
the idea that possessing cultural skills for one culture simplifies or facilitates the acquisition
of skills in other, related cultures. If core cultures exist, soldiers conversant with the core
culture could very quickly be trained in the specifics of one of the related cultures.
Furthermore, the concept of core cultures could impact on the selection of foreign
languages in which to maintain competence. A key point is that, to the extent that they may
exist, core cultures might be very different from what superficially would be assumed. For
example, instead of the Russian culture, the Turkish culture would appear to be a core
culture to those cultures in Central Asia once subsumed within the Soviet Union but that
now inform independent nation states.
When examining the Russian and Cuban cultures, it was noted that some aspects of
communist political, social, and economic organization tend to soften the intensity of the
underlying cultural features. However, firm conclusions could not be drawn because only
two such cultures were examined. Yet the possibility has considerable implications for the
future. For example, as found during this project, Cuban culture today is very different
from that existing prior to Fidel Castro Ruz and Russian culture will likely go in some new
direction rather than return to its pre-communist roots. Where might Chinese culture go in
the future?
During the project it was frequently observed that U.S. soldiers often have a limited range
of knowledge regarding their own culture, which complicates the process of teaching
cultural skills. It is very difficult to acquire a perspective on another culture if you are not
sufficiently familiar with your own. Although challenging, an American culture-specific
template might provide valuable insights regarding a foundation for estimating cultural
skills training requirements.
31
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3 2
1
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3 3
1
APPE NDIX A
List of Cult ures
Reaion Cult ure Addit ional Descrip t ors
Circum-Medit erranean
Arabs of t he Maghreb
Berber
Tuareg
E gyp t ians
Bedouin
Regeibat Bedouin
Messiriya Bedouin
Chaamba Bedouin
Zenaga Bedouin
Deiim Bedouin
Somali Cushit es of t he African Horn
Konso Cushit es of t he African Horn
Oromo (Arusi Galla) Cushit es of t he African Horn
Kara Cushit es of t he African Horn
Banna Cushit es of t he African Horn
Sidamo Cushit es of t he African Horn
Beja
Kenuzi Nubians Nubians
Bisharin Nubians
Dilling Nubians
Kunama Nubians
Teda(Tebu)
Kanuri
Kanembu
Amhara Semit es
Tigrinya Semit es
Jews Semit es
Ashkenazi Jews Semit es
Israelis
Semit es
Sep hardic Jews (Hebrews) Semit es
Daghest ani Jews Semit es
Georgian Jews Semit es
Ivri (YehudO Semit es
Arabs Of West Asia
Druze (Druses)
Assyrians (Aisors) Hamit es
Greeks
It aJians
Romans It alians
Neop olit ans It alians
A-l
r
Region
Cult ure
Circum-Medit erranean (cont )
Sicilians
Abruzzi
Savoyards
Venet ians
Tuscans
E urop ean Port uguese
Brazilian Port uguese
Mozambique Port uguese
Angolan Port uguese
E urop ean Sp anish
Galict ans
Ast urians
Aragoneses
Cast ilians
Andalusian
Cat alans
Basques
Sp anish Americans
Gyp sies
Cont inent al E uro-Asiari
Great Russians (Russians)
Pomors
Don Cossacks
Ural Cossacks
Terek Cossacks
Trans-Baikal Cossacks
Amur Cossacks
Kuban Cossack
Old Believers
Siberian Russians
Belarusans
Pinchuks
Poleschuks
Ukranians
Crimeans
Canadian Ukrainians
GaBcians
Bukovinians
Gut suls (Hut suis)
Rut henian (Carp at ho-Rus)
Verkhovinians
E ast Ukrainians
Polish
Addit ional Descrip t ors
It alians
It alians
It alians
It alians
It alians
Iberian Peop les
Iberian Peop les
Iberian Peop les
Iberian Peop les
Iberian Peop les
Iberian Peop les
Iberian Peop les
Iberian Peop les
Iberian Peop les
Iberian Peop les
Iberian Peop les
Iberian Peop les
Iberian Peop les
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
A-2
Region Cult ure
Cont inent al E uro-Asian (cont )
Czech
Bohemian
Moravian
Slovak
Croat
Serb
Bosnian
Slovene
Macedonian
Mont enegran
Bulgarian
French
Normans
Corsicans
Brit ish
E nglish
Irish
Scot t ish
Welsh
Cornish
Walloons
Bret ons
Anglo-Aust ralians
Anglo-Africans
Germans
Plat t deut sch
Schwebisch
Bayrisch
Aust rian Germans
Nort hern Germans
Swiss Germans
Dut ch
Afrikaans .
Lat vian
Vidzeme (Nort hern Lat vian)
Let t ish (Kurzeme Lat vian)
Zemgalians
Lat galians
Lit huanian
Aukst ait ija
Zemait ija
Kurisai
Albanian
Addit ional Descrip t ors
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Slavic
Galic
Galic
Galic
Teut onic
Teut onic
Teut onic
Teut onic
Teut onic
Teut onic
Teut onic
Galic
Teut onic
Teut onic
Teut onic
Teut onic
Teutonic
Teutonic
Teut onic
Teutonic
Teutonic
Teut onic
Teut onic
Let t o-Lit huanian
Let t o-Lit huanian
Let t o-Lrt huanian
Let t o-Lit huanian
Let t o-Lrt huanian
Let t o-Lit huanian
Let t o-Lit huanian
Let t o-Lit huanian
Let t o-Lit huanian
A-3
Region Cult ure Addit ional Descrip t ors
Cont inent al E uro-Asian (cont )
Romanian
Moldovan
Magyars (Hungarian)
Khant y
Mansi
Mordvinians
Vep sy
Izhors
Udmurt s
Cheremis (Man)
Karelians
E st onians
Finns
Leningrad Finns
Norwegians
Swedes
Frisians
Danes
Georgian
SvanHians
Mingrelians
Laz (Chans)
Karbardinians
Adygeis
Cherkess (Circassians)
Abazins
Abkhazians
Avars
Andot sezians
Laks
Dargins
Lesghins
Chechens
ingushes
Aguls
Rut uis
Tabasarans
Tsakhurs
Udins
Armenians
Armenians Living In Armenia
Georgian Armenians
Azerbaijani Armenians
Romanian-Moldovan Peop les
Romanian-Moldovan Peop les
Ugrian
Ugrian
Ugrian
Ugrian
Ugrian
Ugrian
Ugrian
Ugrian
Ugrian
Finnic Peop les
Finnic Peop les
Finnic Peop les
Nordic
Nordic
Nordic
Nordic
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
A-4
Region
Culture
Addit ional Descrip t ors
Cont inent al E uro-Asian (cont )
American Armenians
Turkish Armenians
E urop ean Armenians
Asian Armenians
Khevsur
African
Khoikhoi
Kung Bushmen
Hadza(Kindiga)
Naron
Ndebele
Swazi
Shona
Xhosa
Thonga
Tswana(Bechuana)
Zulu
Venda
Sot ho (Basut o)
Lozi (Barot se)
Luba
Ovimbundu
Mbundu
Herero (Damara)
Ambo
Nyaneka
Ovambo
Suku (Pindi)
Lele
Ndembu
Kongo
Kuba
Bemba(Awemba)
Yao
Luap ula
Nyanja
Tart ala
Marina
Ant androiy
Sakalava
Nyakyusa
Bena
Sukuma
Caucasian
Caucasian
Caucasian
Caucasian
Caucasian
Khoikhoi
Khoikhoi
Khoikhoi
Sout heast ern Bant u
Sout heast ern Bant u
Sout heast ern Bant u
Sout heast ern Bant u
Sout heast ern Bant u
Sout heast ern Bant u
Sout heast ern Bant u
Sout heast ern Bant u
Sout heast ern Bant u
Sout heast ern Bant u
Sout hwest ern Bant u
Sout hwest ern Bant u
Sout hwest ern Bant u
Sout hwest ern Bant u
Sout hwest ern Bant u
Sout hwest ern Bant u
Sout hwest ern Bant u
West ern-Cent ral Bant u
West ern-Cent ral Bant u
West ern-Cent ral Bant u
West ern-Cent ral Bant u
West ern-Cent ral Bant u
E ast ern-Cent ral Bant u
E ast ern-Cent ral Bant u
E ast ern-Cent ral Bant u
E ast ern-Cent ral Bant u
Malagasy Peop les
Malagasy Peop les
Malagasy Peop les
Malagasy Peop les
TanzaniaBant u
TanzaniaBant u
TanzaniaBant u
A-5
Region Culture
African (cont)
Additional Descriptors
Luguru (Kami)
Hehe
Chagga
Kikuyu
Kamba
Bajun
Digo
Hadimu
Danda
Hutu (Ruanda)
Tutsi
Bantu Kavirondo
Amba
Nyoro
Mbuti Pygmies
Nkundo Mongo
Banen
Fang (Pahouin)
Kpe(Kweri)
Ngombe
Te (Munshi)
Katab
Yako
Ibibio
Wute (Bute)
Fon (Dahomeans)
Ibo
Yoruba
Nupe
Ewe
Ashanti
Bete
Baule (Bapule)
Sapo
Fanti
Wolof
Bijogo
Kissi
Coniagui
Temne
Hausa
Fulani
Futajalonke
Tanzania Bantu
Tanzania Bantu
Northeastern Bantu
Northeastern Bantu
Northeastern Bantu
Northeastern Bantu
Northeastern Bantu
Northeastern Bantu
Lacustrine Bantu
Lacustrine Bantu
Lacustrine Bantu
Lacustrine Bantu
Lacustrine Bantu
Lacustrine Bantu
Pygmies
Rainforest Bantu
Rainforest Bantu
Rainforest Bantu
Rainforest Bantu
Rainforest Bantu
Bantoid Peoples
Bantoid Peoples
Bantoid Peoples
Bantoid Peoples
Bantoid Peoples
Eastern Kwa Peoples
Eastern Kwa Peoples
Eastern Kwa Peoples
Eastern Kwa Peoples
Eastern Kwa Peoples
Western Kwa Peoples
Western Kwa Peoples
Western Kwa Peoples
Western Kwa Peoples
Western Kwa Peoples
Senegambian Peoples
Senegambian Peoples
Senegambian Peoples
Senegambian Peoples
Senegambian Peoples
Fulani
Fulani
A-6
Region Culture
Addit ional Descrip t ors
African (cont )
Tukulor Fulani
Bambara
Mande Peop les
Mende
Mande Peop les
Mande
Mande Peop les
Kp elle
Mande Peop les
Malinke
Mande Peop les
Ngere (Guere)
Mande Peop les
Songhai
Zolt aic Peop les
Dogon
Zolt aic Peop les
Tallensi
Zolt aic Peop les
Konkomba
Zolt aic Peop les
Mossi
Zolt aic Peop les
Birifour
Zolt aic Peop les
Labouret Zolt aic Peop les
Rat t ray
Zolt aic Peop les
Senufo Zolt aic Peop les
Zazzagawa
Chadic Peop les
Kanawa Chadic Peop les
Mat akam Chadic Peop les
Tera Chadic Peop les
Kap siki (HiH) Chadic Peop les
Margi Chadic Peop les
Azande Peop les Of Nort hern E quat oria
Baya Peop les Of Nort hern E quat oria
Cbzel Peop les Of Nort hern E quat oria
Banda Peop les Of Nort hern E quat oria
Massa(Bana) Peop les Of Nort hern E quat oria
Ngbandi Peop les Of Nort hern E quat oria
Mangbet u Cent ral Sudanic Peop les
Mamvu Cent ral Sudanic Peop les
Bagirmi Cent ral Sudanic Peop les
Madi Cent ral Sudanic Peop les
Baggara Peop les Of The E ast ern Sudan
Fur Peop les Of The E ast ern Sudan
Ot oro Nuba Peop les Of The E ast ern Sudan
Mao Peop les Of The E ast ern Sudan
Korongo Peop les Of The E ast ern Sudan
Shilluk Nort hern Nilot es
Nuer Nort hern Nilot es
Alur Nort hern Nilot es
Dinka Nort hern Nilot es
Luo Nort hern Nilot es
Nasai Sout hern Nilot es
A-7
Region Cult ure
African (cont )
Nandi Sout hern Nilot es
Turkana
Sout hern Nilot es
Dorobo Sout hern Nilot es
Bari
Sout hern Nilot es
Masai
Sout hern Nilot es
Cent ral Asian
Baluch Iranian Peop les
Bacht iari (Basseri) Iranian Peop les
Pat han (Pukht un) Iranian Peop les
Hazara
Iranian Peop les
Tat s
Iranian Peop les
Talysh
Iranian Peop les
Kurds
Iranian Peop les
Tajiks
Iranian Peop les
Osset ians (E eron) Iranian Peop les
Shuganians
Iranian Peop les
Vakhanians
Iranian Peop les
Yazgulems
Iranian Peop les
Giakis
Iranian Peop les
Mazandaranis
Iranian Peop les
Lurs
Iranian Peop les
Persian
Iranian Peop les
Turks
Turkic Peop les
Chulyms
Turkic Peop les
Meshket ian Turkish
Turkic Peop les
Karagases
Turkic Peop les
Tat ars
Turkic Peop les
Uzbeks
Turkic Peop les
Kazakhs
Turkic Peop les
Azerbaijani (Azeri)
Turkic Peop les
Turkmeni
Turkic Peop les
Kirghiz
Turkic Peop les
Kara-Kalp aks
Turkic Peop les
Chuvashes
Turkic Peop les
Bashkirs
Turkic Peop les
Kumyks
Turkic Peop les
Uighurs
Turkic Peop les
Gagauzes
Turkic Peop les
Tuvinians
Turkic Peop les
Alt aians
Turkic Peop les
Khakassi
Turkic Peop les
Shors
Turkic Peop les
Balkare
Turkic Peop les
A-8
Reaion uunure
Cent ral Asian (cont )
Nagais
Turkic Peop les
Karachais
Turkic Peop les
Karait es
Turkic Peop les
Tofalars
Turkic Peop les
E ast Asian
Jap anese
Alt aic Asians
Khalkha Mongols
Alt aic Asians
Buryat s
Alt aic Asians
Kalmyks
Alt aic Asians
Bargas
Alt aic Asians
Bayads
Alt aic Asians
Dorwods
Alt aic Asians
Dzakchins
Alt aic Asians
Oolds
Alt aic Asians
Uriyankhais
Alt aic Asians
Uzemchins
Alt aic Asians
Koreans
Alt aic Asians
Manchu
Alt aic Asians
GokJi (Nanai)
Alt aic Asians
Tungus (E venk)
Alt aic Asians
E vens (Lamut )
Alt aic Asians
Ulchi
Alt aic Asians
Udegheis
Alt aic Asians
Orochi
Alt aic Asians
Negidals
Alt aic Asians
Okinawans
Chinese Han
Chinese
Taiwanese Han
Chinese
Hui
Chinese
Overseas Chinese
Chinese
Viet namese
Indo-Asian
Barusho
Peop les Of Dardist and And Kashmere
Dard
Peop les Of Dardist and And Kashmere
Kashmiri
Peop les Of Dardist and And Kashmere
Kohist ani
Peop les Of Dardist and And Kashmere
Nuri (Kafirs)
Peop les Of Dardist and And Kashmere
Lep cha
Tibet an Peop le
Cent ral Tibet ans
Tibet an Peop le
Lolo
Tibet an Peop le
A bor
Tibet an Peop le
Dungani
Tibet an Peop le
Sherp a
Tibet o-Burmese
A-9
Region Culture Addit ional Descrip t ors
Indo-Asian (cont )
Gurung (Gurkha) Tibet o-Burmese
Magar Tibet o-Burmese
Rai Tibet o-Burmese
Limbu Tibet o-Burmese
Thakali Tibet o-Burmese
Newar
Tibet o-Burmese
Thara Tibet o-Burmese
Bhot ia Tibet o-Burmese
Garo Tibet o-Burmese
Kachin Tibet o-Burmese
Angami Naga Tibet o-Burmese
Ao Tibet o-Burmese
SemaNaga Tibet o-Burmese
Burmese Tibet o-Burmese
Lakher
Tibet o-Burmese
Karen Tibet o-Burmese
Purum Tibet o-Burmese
Akha
Tbet o-Burmese
Shan
Tibet o-Burmese
Chin
Tbet o-Burmese
Int has
Tibet o-Burmese
Taungt hus
Tbet o-Burmese
Padaungs
Tbet o-Burmese
Lisus
Tbet o-Burmese
Was
Tbet o-Burmese
LaoLum
Thai-Kadai Peop les
Cent ral Thai (Siamese)
Thai-Kadai Peop les
Miao-Yao
Khmer
Cambodian Peop les
Chams
Cambodian Peop les
Sinhalese
Lamet
Cent ral Mon-Khmer
Nicobarese
Cent ral Mon-Khmer
Khasi
Cent ral Mon-Khmer
Lawia
Cent ral Mon-Khmer
Lao Thung
Cent ral Mon-Khmer
Hindu
Indian
Moslem
Indian
Sikh
Indian
Sant al
Munda (Kolarian) Peop les
Bhuiya
Munda (Kolarian) Peop les
Kol
Munda (Kolarian) Peop les
Baiga
Munda (Kolarian) Peop les
A-10
Region Culture Addit ional Descrip t ors
Oceanean
Mainland Malays Malayan Peop les
Coast al Malays Malayan Peop les
Badjau Malayan Peop les
Selung (Salon) Malayan Peop les
Iban (SeaDayak)
Malayan Peop les
Bidayuhs (Land Dayaks) Malayan Peop les
Kadazans Malayan Peop les
Kenyahs Malayan Peop les
Meianaus Malayan Peop les
M unit s Malayan Peop les
Christ ian Malayan Peop les
Moslem Malayan Peop les
Jahaic Malayan Peop les
Kubu
Malayan Peop les
Ment aweians Malayan Peop les
Minangkabau Malayan Peop les
Javanese Malayan Peop les
Balinese Malayan Peop les
Sumbawanese Malayan Peop les
Hi-Mandiri Malayan Peop les
Sundanese Malayan Peop les
Madurese Malayan Peop les
Toradja Malayan Peop les
Macassarese Malayan Peop les
Dusun Malayan Peop les
Indonesians Peop les Of E ast ern Indonesia
Alorese Peop les Of E ast ern Indonesia
Tanimbarese Peop les Of E ast ern Indonesia
Belu Peop les Of E ast ern Indonesia
Ambonese Peop les Of E ast ern Indonesia
Malagasy
Samoans Polynesian Peop les
Pukap ukans Polynesian Peop les
Tongans Polynesian Peop les
E llice Polynesian Peop les
Uveans Polynesian Peop les
Marquesans Polynesian Peop les
Tahit ians Polynesian Peop les
Mangarevans Polynesian Peop les
Raroians Polynesian Peop les
E ast er Islanders Polynesian Peop les
Maori Polynesian Peop les
Hawaiians Polynesian Peop les
A-ll
Region Cult ure
Oceanean (cont )
Tikop ia
Ont ong-Javanese
Kap ingamarangi
Trobrianders
Mot u
Dobuans
Wogeo
Dahuni
Manus
Lesu
Lakalai
Warop en
Pap uians
Buka
Uiawans
Kaoka
Choiseulese
Mot a
Ajie (Huailu)
Seniang
Lrfu
Lau Fijians
Vanua
Rot umans
Makin
Nauruans
Majuro
Trukese
Ponap eans
Woleaians
Kusaians
Lamot rek
Yap ese
Palauans
Chamorro
Gilyak
Ainu
Negrit os
Malay Peninsula
Andaman Islands
Philip p ine Islands
Indonesian Islands
Aranda
Addit ional Descrip t ors
Polynesian Peop les
Polynesian Peop les
Polynesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Melanesian Peop les
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
A-12
Region Culture
Addit ional Descrip t ors
Oceanean (cont )
Wabiri
American
Dieri
Kariera
Murngin
Tiwi
Wikmunkan
Gidjingali
Groot e E ylandt
Igorot
Ifugao
Hanunoo
Kalinga
Subanun
Sugbuhanon
Tagbanua
Enga
Purari
Siane
Orokah/a
Koit a
Rssel Islanders
Kap auku
Kimam
Keraki
Marindanim
Tobelorese
Kwoma
Arap esh
Want oat
Abelam
Siuai
At ayal
Paiwan
Yami
Ami
Sault eaux
Micmac
Cree
Naskap i
Ojibwa
Haida
Kwakiut l
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Aborigines
Boreal Algonkians
Boreal Algonkians
Boreal Algonkians
Boreal Algonkians
Boreal Algonkians
Peop les of t he NW Coast
Peop les of t he NW Coast
A-13
Region Cult ure Addit ional Descrip t ors
American (cont )
Tlingit
Noot ka
Tsimshian
Twana
Bellacooia
Puyallup
St at e (Halkomelem)
Quinauh
Pomo
Shast a
Coast Yuki
Yana
At sugewi
Penut ian Peop les
Yokut s
Maidu
Wint u
Miwok
Washo
Yurok
Tolowa
Alsea
Sinkyone
Ut e
Tubatulabal
Kaibab
Mono
Luiseno
Comanche
Wadadika(Harney Valley Paiut e)
Agaiduka (Lemhi River
Kuyuidokado (Pyramid Lake
Wind River Shoshoni
Gosiut e
Klamat h
Nez Perce
Modoc
Umat ilia
Tenino
Sanp oil
Shuswap
Plat head
Sinkaiet k (Sout hern Okanagon)
Peop les of t he NW Coast
Peop les of t he NW Coast
Peop les of t he NW Coast
Coast Salish Peop les
Coast Salish Peop les
Coast Salish Peop les
Coast Salish Peop les
Coast Salish Peop les
Hokan And Yukian Peop les
Hokan And Yukian Peop les
Hokan And Yukian Peop les
Hokan And Yukian Peop les
Hokan And Yukian Peop les
Hokan And Yukian Peop les
Hokan And Yukian Peop les
Hokan And Yukian Peop les
Hokan And Yukian Peop les
Hokan And Yukian Peop les
Hokan And Yukian Peop les
Peop les of t he Oregon Seaboard
Peop les of t he Oregon Seaboard
Peop les of t he Oregon Seaboard
Peop les of t he Oregon Seaboard
Sout hern Shoshoneans
Sout hern Shoshoneans
Sout hern Shoshoneans
Sout hern Shoshoneans
Sout hern Shoshoneans
Sout hern Shoshoneans
Nort hern Shoshoneans
Nort hern Shoshoneans
Nort hern Shoshoneans
Nort hern Shoshoneans
Nort hern Shoshoneans
Sahap t in Peop les
Sahap t in Peop les
Sahap t in Peop les
Sahap t in Peop les
Sahap t in Peop les
Int erior Salish Peop les
Int erior Salish Peop les
Int erior Salish Peop les
Int erior Salish Peop les
A-14
Reoion Cult ure
American (cont )
Addit ional i-Ksooiiuiwio .
Kut enai
Int erior Salish Peop les
Gros Vent re
Plains Algonkians
Cheyenne
Plains Algonkians
Blackfoot
Plains Algonkians
Arap aho
Plains Algonkians
Plains Cree
Plains Algonkians
Omaha
Siouan Peop les
Crow
Siouan Peop les
Assiniboin
Siouan Peop les
HkJat sa
Siouan Peop les
Winnebago
Siouan Peop les
Dakot a
Siouan Peop les
Mohawk
Siouan Peop les
Seneca
Siouan Peop les
Pawnee
Caddoan Peop les
Wichit a
Caddoan Peop les
Hasinai
Caddoan Peop les
Ankara
Caddoan Peop les
Kiowa
Caddoan Peop les
Fox
Cent ral Algonkians
Shawnee
Cent ral Algonkians
Menomini
Cent ral Algonkians
Chip p ewa
Cent ral Algonkians
Penobscot
Abkani
Piscat away
Abkani
Passamaoquoddy
Abkani
Iroquois
Iroquoian Peop les
Huron (Wyandot s)
Iroquoian Peop les
Cherokee
Iroquoian Peop les
Delaware
Iroquoian Peop les
Creek
Muskogean Peop les
Choct aw
Muskogean Peop les
Nat chez
Muskogean Peop les
Timucua
Muskogean Peop les
Yuchi
Muskogean Peop les
Navaho
Sout hern At hap askan Peop les
Chiricahua
Sout hern At hap askan Peop les
Jicarilla
Sout hern At hap askan Peop les
West ern Ap ache
Sout hern At hap askan Peop les
Kiowa-Ap ache
Sout hern At hap askan Peop les
Zuni
Pueblo Peop les
Hop i
Pueblo Peop les
Tewa
Pueblo Peop les
A-15
Region Cult ure
American (cont )
Sant aAna
Jemez
Havasup ai
Diegueno
Maricop a
WaJap ai
Yuma
Azt ec
Tarahumara
Pap ago
Huicho
Pima
Mixe
Chinant ec
Zap ot ec
Pop oluca
Quiche
Yucat ec Maya
Pocomam
Chorti
Miskho (Mosquit o)
Goajiro
Taino
Paraujano
Curip aco
Callinago
Black Carib
Yup a
Carinya
Guajiros
Guajhibo
Taironas
Cocina
Piap ocos
Achaguas
Tt cunas
Chimilas
Cuiva
Cuna
Koconucos
Paeces
Bet ois
Andokes
Addit ional Descrip t ors
Pueblo Peop les
Pueblo Peop les
Yuman Peop les
Yuman Peop les
Yuman Peop les
Yuman Peop les
Yuman Peop les
Ut o-Azt ecan Peop les of Mexico
Ut o-Azt ecan Peop les of Mexico
Ut o-Azt ecan Peop les of Mexico
Ut o-Azt ecan Peop les of Mexico
Ut o-Azt ecan Peop les of Mexico
Peop les of Sout h Cent ral Mexico
Peop les of Sout h Cent ral Mexico
Peop les of Sout h Cent ral Mexico
Peop les of Sout h Cent ral Mexico
Peop les of Sout h Cent ral Mexico
" Peop les of Sout h Cent ral Mexico
Peop les of Sout h Cent ral Mexico
Peop les of Sout h Cent ral Mexico
Nort h Arawakan Peop les
Nort h Arawakan Peop les
Nort h Arawakan Peop les
Nort h Arawakan Peop les
Nort hern Caribbean Peop le
Nort hern Caribbean Peop le
Nort hern Caribbean Peop le
Nort hern Caribbean Peop le
Sout hern Carribbean Peop les
Aruacos
Aruacos
Aruacos
Aruacos
Aruacos
Aruacos
Chbchas
Chibchas
Chibchas
Chibchas
Chibchas
Cht ocnas
(Muiscas)
(Muiscas)
(Muiscas)
(Muiscas)
(Muiscas)
(Muiscas)
A-16
Region Cult ure Addit ional Descrip t ors
American (cont )
Tunebo
Barbacoas
Past es
Kuaoquier
Quiliacingas
Guambianos
Muzos
Panches
Pijaos
Coyaima
Not gaima
Quimbayas
Choco
Amberes
Mot ilones
Yuco
Cat io
Op ons
Cit ara
Chami
Saliva
Tegrero
Cholo
Guavaro
Puinabe
Baniba
Guanano
Tucano
Sibondoy
Ingas
Caruona
Kofan
Idulia
Maku
Kamsas
Cagaba
Cayap a
Talamanca
Warrau
Yaruro
Wap ishana
Locono
Palikur
Chibchas (Muiscas)
Chibchas (Muiscas)
Chibchas (Muiscas)
Chibchas (Muiscas)
Chibchas (Muiscas)
Chibchas (Muiscas)
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
Caribes
E ast ern Arawakan Peop les
E ast ern Arawakan Peop les
E ast ern Arawakan Peop les
A-17
Region Cult ure
American (cont )
Carib
E ast ern Cariban Peop les
Panare
E ast ern Cariban Peop les
Waiwai
E ast ern Cariban Peop les
Yabarana
E ast ern Cariban Peop les
Yekuana
E ast ern Cariban Peop les
Yanomamo
Marginal Peop les Of Venezuela
Shiriana
Marginal Peop les Of Venezuela
Waica
Marginal Peop les Of Venezuela
Piaroa
Marginal Peop les Of Venezuela
Daxca
Amazonian Peop les
Desana
Amazonian Peop les
Pit at ap uya
Amazonian Peop les
Barazana
Amazonian Peop les
Guanos
Amazonian Peop les
Cubeos
Amazonian Peop les
Siona
Amazonian Peop les
Correguaje
Amazonian Peop les
Makaguaje
Amazonian Peop les
Huit ot os
Amazonian Peop les
Yaguas
Amazonian Peop les
Sonamas
Amazonian Peop les
Kuibas
Amazonian Peop les
Guayaberos
Amazonian Peop les
Currip aos
Amazonian Peop les
Piap ocos
Amazonian Peop les
Amoruas
Amazonian Peop les
Puinables
Amazonian Peop les
Wrt ot o
Amazonian Peop les
Cuaiqueres
Andean Peop les
Jivaro
Andean Peop les
Camp a
Andean Peop les
Aymaras
Andean Peop les
Guambianos
Andean Peop les
Amahuaca
Panoan Peop les
Chacobo
Panoan Peop les
Conibo
Panoan Peop les
Siriona
Inland Tup ian Peop les
Mundurucu
Inland Tup ian Peop les
Tenet ehara
Inland Tup ian Peop les
Camayura
Inland Tup ian Peop les
Tap irap e
Inland Tup ian Peop les
Timbira
Ge Peop les
Shavant e
Ge Peop les
A-18
Reaion cult ure
American (cnt )
Coroa
Ge Peop les
Ap inaye
Ge Peop les
Sherent e
Ge Peop les
Tup inamba
Guarani And Coast al Tup i Peop les
Cayua
Guarani And Coast al Tup i Peop les
Aweikoma
Bot ocudo And Caingang Peop les
Bot ocudo
Bot ocudo And Caingang Peop les
Caraja
Peop les of S. Cent ral Brazil
Trumai
Peop les of S. Cent ral Brazil
Nambicuara
Peop les of Mat o Grosso
Bacairi
Peop les of Mat o Grosso
Bororo
Peop les of Mat o Grosso
Umot ina
Peop les of Mat o Grosso
Lengua
Peop les Of The Paraguayan Chaco
Chamacoco
Peop les Of The Paraguayan Chaco
Terena
Peop les Of The Paraguayan Chaco
Guat o
Peop les Of The Paraguayan Chaco
Toba
Guaycuran Peop les
Mat aco
Guaycuran Peop les
Abip on
Guaycuran Peop les
Chorot i
Guaycuran Peop les
Caduveo
Guaycuran Peop les
Map uche
Araucanian Peop les
Tehuelche
Pat agonian Peop les
Ona
Pat agonian Peop les
Yahgan
Fuegian Peop les
Alacaluf
Fuegian Peop les
Mont agnais
Amerindians
Dhegiha
Amerindians
Mandan
Amerindians
Seri
Amerindians
Tarasco
Amerindians
Tep ozt lan
Amerindians
Tzet t al
Amerindians
Cabago
Amerindians
Paez
Amerindians
Chiriguano
Amerindians
Uru
Amerindians
Guana
Amerindians
BahiaBrazilians
Amerindians
Yanoama
Amerindians
Pemon
Amerindians
Warao
Amerindians
A-19
Region
Cult ure
Circumpolar
Addit ional Descrip t ors
Yukagirs
Ket s
Chuvans
GhHyaks (Nivkhis)
Yakut
Dolgans
Nent si (Samoyeds)
Tavgis (Nganasans)
E nt si
Selkup s (Ost yako-Samoyeds)
Ost yak
Harva
Koryak
Chukchi
It eimens (Kamchadals)
Aleut
Nunamiut
Tareumiut
Chugach E skimo
Nunivak E skimo
Cop p er E skimo
Caribou E skimo
Angmagsalik
Iglulik
Polar E skimo
Kaska
Chilcot in
Sarsi
Slave
Carrier
Ingalik
Tanaina
Nabesna
Kut chin
Tahlt an
Livs
Lap p s (Saami)
Vodi
Komi-Permiaks
Komi-Zyrians
Paleo-Asiat ic
Paleo-Asiat ic
Paleo-Asiat ic
Paleo-Asiat ic
Circump olar Turkish
Circump olar Turkish
Samodian Peop les
Samodian Peop les
Samodian Peop les
Samodian Peop les
Samodian Peop les
Samodian Peop les
Nort h-E ast Asians
Nort h-E ast Asians
Nort h-E ast Asians
E skimoes
E skimoes
E skimoes
E skimoes
E skimoes
E skimoes
E skimoes
E skimoes
E skimoes
E skimoes
Canadian At hap askans
Canadian At hap askans
Canadian At hap askans
Canadian At hap askans
Canadian At hap askans
Alaskan At hap askans
Alaskan At hap askans
Alaskan At hap askans
Alaskan At hap askans
Alaskan At hap askans
Circump olar Finno-Ugrians
Circump olar Finno-Ugrians
Circump olar Finno-Ugrians
Circump olar Finno-Ugrians
Circump olar Rnno-Ugrians
A-20
Region Cult ure Addit ional Descrip t ors
Hybrid Cult ures
Hait ian
Barbadoans
Jamaicans
Puert o Ricans
Cubans
Sant o Domingans
Canadian Hybrid Cult ures
US Hybrid Cult ures
French Polynesians
American Polynesians
Brit ish Polynesian
Caribbean Hybrid Cult ures
Caribbean Hybrid Cult ures
Caribbean Hybrid Cult ures
Caribbean Hybrid Cult ures
Caribbean Hybrid Cult ures
Caribbean Hybrid Cult ures
Nort h American Hybrid Cult ures
Nort h American Hybrid Cult ures
Polynesian Cult ures
Polynesian Cult ures
Polynesian Cult ures
A-21
APPENDIX B
Maps of Cultural Regions
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X
APPENDIX D
Conference Report
Conference of Culture Templates
Raleigh, NC
27-29 February 1996
The working draft then current of the Generic Culture Template, the preliminary draft version of
the "Arabs of West Asia"Culture Template, the draft FID Mission Template, and a notional
amalgamation of the Generic Culture and FID Mission Templates were presented to leading
scholars, specialists, and practitioners at the Conference on Culture Templates, held 27-29
February 1996 in Raleigh, North Carolina.
In attendance were:
Outside subject-matter specialists: Dr. Aida Beshara (independent consultant), Prof. Miriam
Cooke (Duke University Arabic Department), Mr. Randall Elliott (Chief of the Politico-Military
Bureau, US Department of State), Prof. Margaret Nydell (Head of the Arabic Department,
Georgetown University), Ambassador Richard Parker (Middle East Institute), GEN William
Richardson (former TRADOC Commander), Dean Karin Ryding (Dean of Interdisciplinary
Programs, Georgetown University), COL Vladimir Sobichevsky (former DLI Commandant),
and Dr. Tim Wallace (North Carolina State University).
Government participants: Mr. Robert Blakeney (SWCS), MAJ Norvell DeAtkine (SWCS),
Dr. Melissa Holland (ARI), LTC Terry Potter (NDU), and LTC Peter Williams (SWCS).
Project staff: Dr. Ellen Franke (AGSI), Mr. David Hannaman (HumRRO), LTC Peter
Kozumplik (CWL&C), and LTC Chris Wise (CWL&C).
The conference objectives were to:
Review the Generic Culture Template to confirm the concept and to improve its utility as an
analytical tool.
Review the "Arabs of West Asia"Culture Template to state critical communications skills and
to formulate criteria for prioritizing those communications skills.
Review the FID mission, the draft FED Mission Template, and the notional procedures to link
cultural requirements and mission requirements through the Composite Template.
The first two sessions of the conference provided an overview of the project, a description of
Special Operating Forces (SOF), and Special Forces (SF) missions and current training programs.
Participants were then divided into two work groups which independently reviewed the draft
Generic Culture Template. Each group independently concluded that the template is a useful and
comprehensive approach to describing a culture. Beyond that, the group members identified some
redundancy in the draft template, they added and deleted some topics, they reorganized and restated
other topics, and they identified additional communications skills.
In the third and fourth conference sessions, the draft "Arabs of West Asia"Culture Template was
introduced and then separately reviewed by the work groups. Skills associated with elements of
the template were identified and the work groups modified proposed criteria for assessing the
importance of those skills. The work groups provided editorial and substantive comments
regarding the accuracy of the template in describing Arab culture. The discussions led to
D-l
consideration of the various regional subsets of the culture and one group developed overall themes
regarding Arab culture. Both groups contributed a significant number of skills to add to the
template. A consensus was reached on two rating criteria: a) Will the behavior, if incorrectly
done, cause offense? and b) will the behavior, if correctly done, elicit a positive response?
A persistent theme throughout the conference was the need to identify key features of American
culture and to ensure that SF soldiers understood their own culture. Herein, it was noted that it
could not be assumed that individual soldiers conform to US norms, hence the deletion of a
criterion of "similarity to US behavior." One suggestion was to add a fourth category to the
Generic Culture Template to describe US culture and behaviors; another was to template US
culture independently.
The fifth session introduced the FID mission. Key points included in the original "read ahead"
package regarding the FID mission were reviewed and revised FID Mission and Composite
Templates were distributed.
The work groups were restructured for the sixth session to enable one group (generalists and
military representatives) to review the mission and composite templates and another (Arab
specialists and one SWCS instructor) to address the specific requirement in the FID Army Training
and Evaluation Plan (ARTEP) that US soldiers must represent and comply with the US position on
human rights. Herein:
The human rights group was asked to identify culturally appropriate and effective methods to
communicate US concerns to members of the Arab culture and to identify the cues or indicators
within that culture that signal potential violations of US human rights expectations. This was
accomplished with virtually complete consensus regarding appropriate themes and techniques
of persuasion and with consensus regarding specific cues.
Members of the mission group confirmed the importance of dealing with "non-duty"time,
noting that many cross-cultural problems occur when the soldiers are not on duty. They also
made recommendations for minor improvements in the template and they achieved consensus
regarding process and content.
In the final session, each participant provided specific points for emphasis or revision from his or
her own perspective. Both Professor Nydell and Ambassador Parker later expanded their oral
comments with separately-submitted detailed and substantive written comments.
D-2
APPENDIX E
Preface to the Cultural Communication Skills Template Generic
The Cultural Communication Skills Template Generic was developed to provide a basis for
systematic design of cultural training programs. Americans that need to interact with members of a
culture other than their own will do their jobs better if they understand that culture. Cultural
training programs thus aim to enhance the performance of an American within a target culture. But
systematic approaches to the design of cultural-skills training have been unavailable. In general,
training requirements are based on informal and subjective analysis of a culture. Consequently, the
effectiveness of the resulting training is dependent on the intuition of training developers, training
managers, and instructors.
The purpose of this Template is to organize cultural information for a specific purpose the
identification of specific cultural behaviors that make a difference and that can be taught.
Identification is critically important; until a behavior can be described, nothing can be trained. The
plethora of information about a target culture is of lite practical use until the behaviors affected by
the information can be described. Thus, we can know a great deal about a religion but, from a
training perspective, we need to know how aspects of that religion affect behavior.
The Template provides a disciplined approach to collecting and organizing culture-specific
information and identifying behaviors associated with that information. By itself, the Generic
Template does not describe any specific culture. Rather, it focuses on what to look for and how to
organize the information obtained from cultural informants, books, scholarly journals, magazine
articles, and other sources in a manner that facilitates identification of specific behaviors linked to
that information.
Development of the Template was very pragmatic. First, culture was defined as follows:
Culture is the set of traditional behaviors acquired through transmission from one
generation to another within a discrete segment of the human race, sharing a
racial or ethnic identity, a geographic location, a specified period of time, or any
combination thereof.
From this definition, criteria were developed to begin describing specific cultures. These criteria
were based strictly on how adequately they differentiated groups of human beings and whether
they facilitated the identification of behaviors. Within this context, a structure was proposed,
evaluated by expert opinion, and used to analyze specific cultures. Based on outcomes, the
structure and content were re-evaluated and re-applied. The result, based on review of three
cultures, is reflected in this volume.
The Template follows a traditional outlining format with three main sections and a hierarchy of
sub-topics:
I. Psychological Profile
II. Shared History
III. National/Regional Characteristics
Sections I and n enable description of a culture's key features. Section m reflects the
acknowledgement that cultures exist at specific places and are linked to specific nationalities
both factors can affect or modify behavior.
E-l
As topics were organized and assimilated in this structure, generic cultural behaviors were
identified and generally linked to fourth-level topic headings in the outline (e.g., I.A.l.a. or
.B.3.C.). These behaviors are intended to be cues or suggestions to assist the description of
specific behaviors in a specific culture. In the Template the generic behaviors are indented,
numbered and italicized. Though linked to the fourth-level topics, they are placed in the text
following the complete topic hierarchy as a matter of convenience.
Appendix A reproduces the Template to the fourth level. In most cases, however, more elements
exist in a hierarchy below the fourth-level. These amplify the topic and serve as additional cues to
the search for and organization of culture-specific information.
Using The Template
The Template is a research guide that focuses a search through all of the information available on a
culture. It also serves quite well as an interview protocol with experts and native informants. For
each topic, informants are queried regarding key cultural information and, most importantly, about
behaviors they have witnessed that are linked to that topic. The footer shown on each page has
proved particularly useful when the Template is used in this role, since those queries tend to
highlight gender, urban/rural, and other key differences within a topic domain.
Culture-Specific Templates
Using the same format, and often exactly the same topic headings, the intended result of the
research is a culture-specific template with behaviors unique to the culture. Understanding,
identifying, responding to, and perhaps performing, those behaviors is, in turn, the key to
successful interaction with the culture.
The content of culture-specific templates differ from the Generic Template in several respects They
contain culture-specific topics and the cultural behaviors within them are described more acutely
For a given culture, some topics listed in the Generic Template may have no relevance at all within
the target culture and might be eliminated. In particular, Section m of a culture-specific template
may expand considerably if several countries are identified, or may shrink when national
boundaries are considered less germane to the analysis.
Future Editions Of The Template
The Template is a living document Although demonstrably useful in its present form, it would be
surprising if the Template did not evolve as it is tested against other cultures. However, at all times
the focus will be on ensuring its utility to the decision-maker and training manager.
E-2
APPENDIX F
Bibliography Arabs of West Asia
Abdel-Hakim, S. ML, Youssef, Y. K., Grais, H., El-Sebai, E. (1985). The Arab Wprld.
UK: Darf Publishers Ltd.
Arberry, A. J. (Tr.). (1955). The Koran Interpreted. New York: Macmillan Publishing
Co.
Barakat, H. (1993). The Arab World: Society. Culture, and State. Berkeley: University
of California Press.
Boullata, I. J. (1990). Trends and Issues in Contemporary Arab Thought. Albany, NY:
SUNY Press.
Brosnahan, T., Hall, R., Hmlinen, P., Robison, G., Saad, D., St Vincent, D.,
Simonis, D., Tbury, N., Wheeler, T. (1994). Middle East on a Shoestring. Hawthorne,
Australia: Lonely Planet Publications.
Collelo, T. (Ed.). (1988). Syria: a country study. Washington: U.S. Government
Printing Office.
Collelo, T. (Ed.). (1989). I^banon: a country study. Washington: U.S. Government
Printing Office.
Dawood, N. J. (Tr.). (1973). Tales from the Thousand and One Nights.
Harmondsworth, UK: Penguin.
Department of State. Bahrain (1987), Iraq (1987), Israel (1994), Jordan (1994), Kuwait
(1994), Lebanon (1994), Oman (1994), Qatar (1992), Saudi Arabia (1994), Syria (1994), Yemen
(1992). Background Notes. Washington, DC: U.S. Goverment Printing Office.
Fernea, E. W., & Fernea, R. A. (1985). The Arab World: Personal Encounters. Garden
City, NY: Doubleday.
Field, M. (1994). Inside the Arab World. Cambridge, MA: Harvard University Press.
de Goeje, M. J. (1978). Memoires d'histoire et de geographie orientales. Osnabrck:
Biblio Verlag.
Hamalainen, P. (1996). Yemen. (3rd. Ed.). Hawthorne, Australia: Lonely Planet
Publications.
Houran, A. (1991). A History of the Arab People. Cambridge, MA: Harvard University
Press.
Humphrey, R. (1992). Values for a New Millennium. Maynardville, TN: Life Values
Press.
International Institute for Strategic Studies. (1995). The Military Balance. 1995 -1996.
Oxford: Oxford University Press.
F-l
Issawi, C. (1981). The Arab World's Legacy. Princeton: Darwin Press.
Jabbar,M. A. (1979). Islamic and Western Concepts of Civilization. Kuala Lumpur,
Malaysia: Universiti Kebangsaan.
Khuri,R. (1983). Modern Arab Thought. Princeton, NJ: The Kingston Press, Inc.
Klengel, H. (1972). Zwischen Zelt und Palast. Vienna: Verlag Anton Schroll & Co.
Lamb, D. (1987). The Arabs: Journeys Beyond the Mirage. New York: Random
House.
Lambert, R., Barber, E., Jorden, E., Merrill, M., Twarog, L. (1984). Bevond Growth:
The Next Stage in Language and Area Studies. Washington: Association of American
Universities,
Lewis, B. (1964). The Middle East and the West. Bloomington, IN: University of
Indiana Press,.
Marzouki, M. (1987). Arabes. si vous parliez. Paris: Lieu Commun.
Metz, H. C. (Ed.). (1990a). Iraq: a country study. Washington: U.S. Government
Printing Office.
Metz, H. C. (Ed.) (1990b). Israel: a country study. Washington: U.S. Government
Printing Office.
Metz, H. C. (Ed.). (1991). Jordan: a country study. Washington: U.S. Government
Printing Office.
Metz, H. C. (Ed.). (1993). Saudi Arabia: a country study. Washington: U.S.
Government Printing Office.
Mitti, P. (1958). History of the Arabs from the Earliest Times to the Present New York:
McMillan
Moosa,M. (1983). The Origins of Modern Arabic Friction. Washington: Continental
Press.
Nydell, M. K. (1987). Understanding Arabs: A Guide for Westerns Yarmouth, ME:
The Interact Press.
Nyrop, R. F. (Ed.). (1986). The Yemens: country studies Washington: U.S.
Government Printing Office.
Pirenne, H. (1965). Mohammed and Charlemagne. Cleveland: World Publishing.
Robison, G. (1993). Arab Gulf States: Bahrain. Kuwait. Oman. Qatar. Saudi Arabia, fr
the United Arab Emirates. Hawthorne, Australia: Lonely Planet Publications.
Rodinson, M. (1968). Israel and the Arabs. Harmondsworth, UK: Penguin.
Rodinson, M. (1981). The Arabs. Chicago: University of Chicago Press.
F-2
Seelye, H. N. (1984). Teaching Culture: Strategies for Intercultural Communication.
Chicago: National Textbook Company.
Simonis, D, & Finlay, H. (1993). Jordan & Svria. (2nd Ed.). Hawthorne, Australia:
Lonely Planet Publications.
Skabelund, G. P., & Sims, S. M. (Eds.). (1996). Bahrain, Israel, Jordan, Lebanon,
Saudi Arabia, United Arab Emirates. Culturegram '97. Provo, UT: Brigham Young University,
David M. Kennedy Center of International Studies.
South, C. (1995). Culture Shock! Syria. Portland, OR: Graphic Arts Center Publishing
Co.
Szalay, L. B. (1978). US-Arabic Communication Lexicon of Cultural Meanings.
Washington, DC: Institute of Comparative Social and Cultural Studies, Inc.
Tingle, D. (1972). Islam and Christianity. New York: Inter-Varsity Christian Fellowship
of the USA.
F-3
APPENDIX G
Workshop Instructions for Phases I, n, and HI
(Note: Alternative wordings are shown in brackets)
Phase I
Introduction
U.S. military personnel may be living and working in "West Asia" ["Russia", "Cuba"] and
interacting with the Arab [Russian, Cuban] culture ofthat area (i.e., Saudi Arabia, Yemen, Oman,
UAE, Qatar, Bahrain, Kuwait, Iraq, Syria, Lebanon, Israel, Jordan). Assume that they are there
at the invitation of the host government As official, invited travelers, some aspects of their visit
are different from the average traveler or tourist, to include:
They are in the region to do a specific job.
They are there as a group, not individuals.
They are there because their higher command ordered them there.
They are under very specific legal and diplomatic control.
Using the scale below, please rate the impact of American soldiers not properly demonstrating each
of the cultural communication skills or behaviors, (identified on the attached list) when interfacing
with indigenous people. For example, if an American soldier ignores, or improperly executes a
behavior, and doing so would have an extremely negative impact on his relationship with a
member of the culture, that behavior would get the highest rating, i.e., a "7." If ignoring, or
improperly executing a behavior would have minimal or no impact at all, the behavior would get a
lower rating, even as low as "1." Your ratings should be based on the interactions between U.S.
military personnel and the indigenous population (both military and civilian), with no regard to the
rank of the military personnel involved (either U.S. and non-U.S.) or status/social standing of the
local people except as noted in some of the items.
Rating Scale
Not properly demonstrating the behavior when interacting with indigenous people would have the
following effect:
1 = No Impact (Not properly demonstrating the behavior would have no impact)
2 = Little Negative Impact
3 = Some Negative Impact (Not properly demonstrating the behavior may cause
embarrassment or upset indigenous people to a minor degree for a short period of time, but
would not effect interrelationships.)
4 = Moderate Negative Impact
5 = Considerable Negative Impact (Not properly demonstrating the behavior may
temporarily disrupt relationships.)
6 = Very Negative Impact
7 = Extremely Negative Impact (Not properly demonstrating the behavior may cause a total
breakdown in rapport/collaboration that could result in total alienation or physical strife.)
G-l
Phase II Workshop Instructions
Based on the data obtained in the Phase I workshops, several clusters of items have been
identified. (A cluster of items is defined as items who received ratings during the Phase I
workshops that were NOT substantially different from each other.) The purpose of the Phase II
workshop is to attempt to "un-cluster"the clustered items.
During this workshop base your ratings on the same context you used in Phase I:
U.S. military personnel may be living and working in "West Asia" ["Russia", "Cuba"] and
interacting with the Arab [Russian, Cuban] culture. Assume that they are there at the
invitation of the host government. As official, invited travelers, some aspects of their visit
are different from the average traveler or tourist, to include:
They are in me region to do a specific job.
They are there as a group, not individuals.
They are there because their higher command ordered them there.
They are under very specific legal and diplomatic control.
Your ratings should be based on the interactions between U.S. military personnel and the
indigenous population (both military and civilian), with no regard to the rank of the military
personnel involved (either U.S. and non-U.S.) or status/social standing of the local people except
as noted in some of the items.
During Phase n, rather than rating the effect of not properly demonstrating the behavior (as you
did in Phase I), you will be making "forced choices"in this workshop. In other words, you will
be rating the effect of not demonstrating a behavior in relation to other behaviors in the
same cluster using the following scale:
Not properly demonstrating the behavior when interacting with indigenous people would have the
following effect:
1 = Less Impact Than Other Behaviors in the Cluster
7 = More Impact Than Other Behaviors in the Cluster
For each cluster, the directions will specify the minimum number of behaviors that must be
assigned to each point on the scale. It is very important that you follow the directions!!
G-2
Phase ni Workshop Instructions
Based on the data obtained in the Phase II workshops, several clusters of items have been
identified. (A cluster of items is defined as items who received ratings during the Phase II
workshops that were NOT substantially different from each other.) The purpose of the Phase HI
workshop is to attempt to "un-cluster"the clustered items. During this workshop clustered items
will be discussed by the group with the group with the intent of rank ordering them. The majority
decision will rule when there is disagreement regarding rank ordering clustered items. Ifthere
would be different reactions to the behavior in different countries, base your decisions on the
worst case scenario.
During this workshop base your ratings on the same context you used in Phases I and II:
U.S. military personnel may be living and working in "West Asia" ["Russia", "Cuba"] and
interacting with the Arab [Russian, Cuban] culture. Assume that they are there at the
invitation of the host government. As official, invited travelers, some aspects of their visit
are different from the average traveler or tourist, to include:
They are in the region to do a specific job.
They are there as a group, not individuals.
They are there because their higher command ordered them there.
They are under very specific legal and diplomatic control.
Your ratings should be based on the interactions between U.S. military personnel and the
indigenous population (both military and civilian), with no regard to the rank of the military
personnel involved (either U.S. and non-U.S.) or status/social standing of the
local people except as noted in some of the items.
During Phase EH, you will again be making "forced choices". In other words, you will be ranking
the impact of not demonstrating a behavior in relation to other behaviors in the same
cluster. The 76 clusters range in size from 2-4 behaviors. The group will be asked to identify
the behavior that has the most impact first.
G-3
APPENDIX H
Behaviors Weighted by Culture Arabs of West Asia
It em
No Behavior
Cult ure
Weight s
Cult ure
Rankings
2 0 5 Underst and t hat images of Mohammed are p rohibit ed 7 .0 0 1
2 8 9 Avoid commit t ing acrime 6.9 9 2
0 1 5 In Saudi Arabia, never ent er amosque 6.9 7 3
0 58 Never imp ly t hat someone is ahomosexual 6.9 6 4
2 43 Avoid drug use 6.9 5 5
0 8 7 Avoid t ouching behaviors wit h members of op p osit e sex (excep t ahandshake in abusiness sit uat ion) 6.9 3 6
0 1 4 Do not ent er amosque wit hout p ermission 6.9 2 7
0 53 Men: Do not deal wit h Arab women 6.9 1 8
0 1 6 Remove shoes at ent rance t o mosque 6.8 9 9
0 7 3 Never use p rofanit y 6.8 8 1 0
0 52 Avoid all p hysical cont act wit h members of t he op p osit e sex (Arab and non-Arab alike) 6.8 7 1 1
0 59 Avoid discussion of sexual mat t ers in all cont ext s 6.8 5 1 2
2 46 Ident ify p enalt ies for consuming liquor 6.8 4 1 3
2 42 Ident ify t he legal and illegal drugs
6.8 3 1 4
2 45 Ident ify t he legalit y of liquor
6.8 1 1 5
0 1 0 Be resp ect ful near amosque/p rayer roomno loud music or shout ing 6.8 0 1 6
3 1 1 Ident ify/resp ond t o rank 6.7 9 1 7
43 9 ident ify/resp ond t o/model ap p rop riat e manner t o deal wit h p olice regarding major t raffic violat ion 6.7 7 1 8
2 9 6 Ident ify when religious law t akes p recedence over civil law
6.7 6 1 9
2 9 7 ident ify p olice aut horit y and resp onsibilit y
6.7 5 2 0
2 47 In general, ant icip at e comp let e abst inence for durat ion of st ay
6.7 3 2 1
3 0 0 Model avoiding arrest
6.7 2 2 2
43 8 Ident ify/resp ond t o/model ap p rop riat e manner t o deal wit h p olice regarding minor t raffic violat ion 6.7 1 2 3
2 1 6 Ident ify p rohibit ed foods
42 4 Ident ify/resp ond t o validit y of US driver's license
43 7 Ident ify document s required for self, domest ic animals, and vehicle
6.69
6.68
6.67
2 4
2 5
26
0 2 1 During Ramadan: do not eat , drink or smoke in p ublic
0 2 5 Gest ures/behaviors ap p rop riat e/inap p rop riat e wit h religious leaders
0 0 2 Avoid dealings wit h Arab women
2 48 Ident ify t he role t hat liquor p lays
2 40 Avoid gambling act ivit ies
3 9 5 Model accep t ing and discharging p ersonal financial obligat ions
1 7 7 Model p lanning and serving ap p rop riat e food/beverages
2 9 9 Ident ify arrest p rocedures
1 0 6 Ident ify/resp ond t o at t it udes t owards act ions t aken by American government
440 Ident ify circumst ances in which p olice should be involved
0 8 2 Avoid using offensive gest ures in scrip t ed conversat ion
1 3 9 Foreign women should dress modest ly, following local cust oms
3 68 Ident ify/resp ond t o/model how t o address asenior
3 9 4 Ident ify/resp ond t o/model knowing when t o p ay adebt
3 65 Ident ify/resp ond t o/model whom t o salut e
3 7 0 Ident ify/resp ond t o/model ap p rop riat e cust oms in t he officers'mess
1 7 5 Model p lanning asocial gat hering for ap p rop riat e p eop le
2 9 8 Ident ify ap olice officer
3 7 1 Ident ify/resp ond t o/model ap p rop riat e cust oms in t he sergeant s'mess
3 8 3 Ident ify legalit y of p rivat e currency changers
3 0 2 Model avoiding confinement
0 40 Ident ify imp ort ance of Ramadan/E id al-Rt r
0 3 0 Men: Do not inquire about female family members
0 41 Ident ify imp ort ance of Hajj/E id al-Adha
0 8 9 Ident ify/resp ond t o t yp ical at t it udes t oward p olit ical aut horit y
6.65
6.64
6.62
6.61
6.60
6.58
6.57
6.56
6.54
6.53
6.52
6.50
6.49
6.48
6.46
6.45
6.44
6.42
6.41
6.40
6.3 8
6.3 7
6.3 6
6.3 4
6.3 3
2 7
2 8
29
3 0
3 1
3 2
3 3
3 4
3 5
3 6
3 7
3 8
3 9
40
41
42
43
44
45
46
47
48
49
50
51
m
It em Cult ure Cult ure
No Behavior Weight s Rankings
1 52 Avoid consump t ion of alcohol 6.3 2 52
0 42 Avoid Shiit e neighborhoods on Ashura 6.3 0 53
0 7 7 Model maint aining ap p rop riat e eye cont act wit h awoman during ascrip t ed conversat ion 6.2 9 54
2 44 Ident ify t he role t hat drugs p lay 6.2 8 55
2 3 8 Ident ify p enalt ies for gambling 6.2 6 56
1 0 5 Ident ify/resp ond t o p erceived t hreat s t o cult ural int egrit y 6.2 5 57
0 7 5 Ident ify/resp ond t o insult in scrip t ed conversat ion 6.2 4 58
2 8 7 Ident ify rigor wit h which laws are enforced 6.2 2 59
3 1 2 Ident ify missions, funct ions, st ruct ures, and sp ecial p rivileges of elit e unit s 6.2 1 60
3 8 2 Ident ify p laces t o exchange currency legally 6.2 0 61
0 2 7 Adop t ap p rop riat e dress 6.1 8 62
3 0 4 Ident ify relat ionship s bet ween t he securit y organizat ion and et hnic or minorit y group s 6.1 7 63
0 1 7 Do not t ake food int o mosque 6.1 6 64
1 0 7 Ident ify/resp ond t o at t it udes t owards American cult ure 6.1 4 65
3 0 3 ident ify int erfaces bet ween securit y and milit ary organizat ions 6.1 3 66
40 3 Ident ify/resp ond t o t he safet y of t he wat er sup p ly 6.1 2 67
3 0 1 Ident ify condit ions of confinement 6.1 0 68
42 5 Ident ify sources and requirement s for int ernat ional driver's license 6.0 9 69
3 58 Ident ify p rocedures for cont rol of weap ons and ammunit ion 6.0 8 7 0
2 8 5 Ident ify, by area, funct ions t hat t he p olit ical organizat ion p erforms 6.0 6 7 1
0 49 Use t it le, p rop er form of address in writ t en communicat ions 6.0 5 7 2
2 59 Ident ify degree of p rivacy exp ect ed 6.0 4 7 3
2 2 3 Model ap p rop riat e conversat ion 6.0 2 7 4
2 9 3 Ident ify criminal jurisdict ions by t yp e of offense 6.0 1 7 5
1 41 ident ify/resp ond t o/model wearing ap p rop riat e clot hing 6.0 0 7 6
2 8 8 Ident ify cat egories of crime 5.9 8 7 7
1 7 0 Ident ify/model accep t ing/reject ing food/drink as ap p rop riat e 5.9 7 7 8
0 0 8 Ident ify amosque
5.9 6 7 9
3 9 6 Ident ify negot iat ion p aramet ers 5.9 4 8 0
1 7 6 Model issuing invit at ions
5.9 3 8 1
1 66 Model ap p rop riat e accep t ance of invit at ion t o social gat hering 5.9 2 8 2
2 2 1 Model sit t ing ap p rop riat ely
5.9 0 8 3
3 1 0 Ident ify cat egory (officer/warrant /noncommissioned/ot her ranks)
5.8 9 8 4
443 Ident ify/resp ond t o/model how t o deal wit h rep ort ing requirement s 5.8 7 8 5
442 Ident ify/resp ond t o/model cont act ing medical and road services
5.8 6 8 6
3 66 Ident ify/resp ond t o/model when t o salut e
5.8 5 8 7
40 4 Ident ify/resp ond t o generally-accep t ed/required immunizat ions 5.8 3 8 8
42 8 Model obt aining alocal driver's license
5.8 2 8 9
42 6 Ident ify sources and requirement s for local driver's license 5.8 1 9 0
42 9 Ident ify minimum and sensible levels of insurance required 5.7 9 9 1
42 7 Model obt aining an int ernat ional driver's license
5.7 8 9 2
3 69 Ident ify/resp ond t o/model how t o address ajunior
5.7 7 9 3
0 1 9 Do not t alk t o or walk in front of p eop le p raying
5.7 5 9 4
3 59 Ident ify/resp ond t o t he social roles p layed by t he armed forces 5.7 4 9 5
3 60 Ident ify/resp ond t o t he imp ort ance assigned t o social roles p layed by t he armed forces 5.7 3 9 6
0 48 Use correct form of address in social sit uat ions
5.7 1 9 7
1 67 ident ify/resp ond t o/model ap p rop riat e greet ings
5.7 0 9 8
1 7 1 Ident ify/resp ond t o/model ap p rop riat e t op ics of conversat ion
5.69 9 9
3 0 8 Ident ify/resp ond t o uniforms of different services 5.67 1 0 0
42 0 Model correct ly addressing alet t er
5.66 1 0 1
2 9 2 Ident ify t he comp onent s of t he legal syst em
5.65 1 0 2
2 9 4 Ident ify t rial p rocedures by t yp e of offense
5.63 1 0 3
2 9 0 Ident ify t yp ical p unishment s
5.62 1 0 4
447 Ident ify/resp ond t o required document at ion
5.61 1 0 5
43 2 Model obt aining an insurance p olicy
5.59 1 0 6
3 9 3 Model having sufficient currency t o cover rout ine requirement s
5.58 1 0 7
H-2
It em
No Behavior
0 3 1 Underst and main t aboos and avoid behaviors which can be offensive due t o p rohibit ed nat ure
2 2 2 Ident ify ap p rop riat e/inap p rop riat e conversat ional t op ics
2 0 6 Ident ify amosque
1 0 4 Ident ify/resp ond t o not ions of cult ural sup eriorit y wit hout giving offense
2 3 7 Ident ify t he legalit y of gambling
1 60 Ident ify/resp ond t o/model ap p rop riat e t op ics of conversat ion
2 1 7 Underst and t he role of rit ual slaught ering of animals
2 8 6 Ident ify/resp ond t o relat ions bet ween civil and religious aut horit ies
1 1 1 Ident ify when t he resort t o force is an ap p rop riat e means of conflict resolut ion
1 55 Model ap p rop riat e accep t ance of invit at ion t o business gat hering
3 64 Ident ify/resp ond t o t ensions bet ween milit ary and economic roles
0 57 Ident ify/resp ond t o at t it udes t owards American individuals
1 65 Ident ify/model ap p rop riat e t ime t o arrive for asocial call
1 40 Foreign men should NOT adop t local dress
3 8 5 Ident ify exchange rat es and aut horized variances t hereunt o in buying and selling currency
0 55 Model ap p rop riat e behavior in dealing wit h t eachers or ment ors
Cult ure
Weight s
5 . 5 7
5 . 5 5
5 . 5 4
5 . 5 3
5 . 5 1
5 . 5 0
5 . 4 9
5 . 4 7
5 . 4 6
5 . 4 5
5 . 4 3
5 . 4 2
5 . 4 1
5 . 3 9
5 . 3 8
5 . 3 7
Cul t ur e
Rank i ngs
1 0 8
1 0 9
1 1 0
1 1 1
1 1 2
1 1 3
1 1 4
1 1 5
1 1 6
1 1 7
1 1 8
1 1 9
1 2 0
1 2 1
1 2 2
1 2 3
3 2 9 Ident ify administ rat ive p rocedures
5.3 5 1 2 4
0 9 5 Ident ify/resp ond t o deviat ions from American norms
5.3 4 1 2 5
448 Ident ify/resp ond t o/model ap p rop riat e act ion regarding grat uit ies
5.3 3 1 2 6
40 5 Ident ify/resp ond t o immunizat ions recommended by t he US DoS
5.3 1 1 2 7
43 3 Ident ify/resp ond t o/model how t o rent , use, and ret urn acar
5.3 0 1 2 8
2 7 7 Ident ify head of st at e and head of government
5.2 9 1 2 9
2 8 4 Ident ify areas in which t he p olit ical organizat ion is involved
5.2 7 1 3 0
0 8 0 Ident ify host ile gest ures and resp ond
5.2 6 1 3 1
2 8 2 Ident ify/resp ond t o conflict bet ween cult ural and nat ional allegiances
5.2 5 1 3 2
2 8 3 Ident ify p olit ical relat ionship s wit h et hnic or minorit y group s
5.2 3 1 3 3
0 9 9 Ident ify/resp ond t o t yp ical exp ressions of aggression 5.2 2 1 3 4
3 8 0 Ident ify definit ion of and at t it udes t oward accumulat ion of excessive wealt h 5.2 1 1 3 5
0 8 1 Model using gest ures ap p rop riat e t o cont ent and audience in scrip t ed conversat ion 5.1 9 1 3 6
3 62 Ident ify/resp ond t o t he economic roles p layed by t he armed forces 5.1 8 1 3 7
0 69 Model when and how t o t erminat e aconversat ion 5.1 7 1 3 8
0 47 Correct ly use t it le, p rop er form of address in business meet ings 5.1 5 1 3 9
40 2 Ident ify/resp ond t o main healt h risks for out siders 5.1 4 1 40
3 9 8 Ident ify p urchasing et iquet t e, t o include insp ect ion for qualit y 5.1 2 1 41
3 8 1 Ident ify legal cont rols p laced on t he imp ort , exchange, and/or exp ort of currency 5.1 1 1 42
2 55 Ident ify/resp ond t o/model ap p rop riat e et iquet t e at communal bat h 5.1 0 1 43
1 7 4 Ident ify/model ap p rop riat e subsequent follow-up 5.0 8 1 44
1 7 3 Ident ify/model ap p rop riat e behavior t o conclude t he call 5.0 7 1 45
1 7 2 Ident ify/model how long t o st ay 5.0 6 1 46
43 0 Ident ify sources of insurance 5.0 4 1 47
1 3 1 Ident ify/resp ond t o t yp es of rank wit hin t he cult ure 5.0 3 1 48
3 0 9 Ident ify/resp ond t o key individuals direct ing t he defense est ablishment 5.0 2 1 49
3 2 2 Ident ify int erfaces bet ween t he defense est ablishment and int ernal securit y organizat ions 5.0 0 1 50
0 8 4 Ident ify/resp ond t o hand mot ions during scrip t ed conversat ion 4.9 9 1 51
3 2 0 Ident ify int erfaces bet ween commercial and milit ary t ransp ort at ion services 4.9 8 1 52
2 0 1 Pract ice t he ap p rop riat e manner of sp eaking when using aconsecut ive int erp ret er 4.9 6 1 53
1 44 Ident ify t he imp ort ance of consensus in achieving meet ing object ives 4.9 5 1 54
2 9 5 Ident ify relat ionship s bet ween t he legal organizat ion and et hnic or minorit y group s 4.9 4 1 55
0 54 Model ap p rop riat e behavior t o child 4.9 2 1 56
2 0 2 Ident ify local sources of qualit y t ranslat ion work
4.9 1 1 57
1 0 2 Ident ify/resp ond t o t he role of t he individual wit hin t he family 4.9 0 1 58
441 Ident ify cost s associat ed wit h p olice involvement
4.8 8 1 59
3 8 4 Find out currency conversion rat es
4.8 7 1 60
3 9 0 Ident ify/resp ond t o where and for what checks may be used 4.8 6 1 61
2 58 Ident ify p ublic t oilet facilit ies
4.8 4 1 62
3 67 Ident ify/resp ond t o/model when not t o salut e
4.8 3 1 63
H- 3
It em
No
43 4 Ident ify t yp ical road condit ions
1 61 Ident ify/model how long t o st ay
Behavior
3 8 8 Ident ify/resp ond t o/model using banknot es and coins
3 9 9 Model acash ret ail t ransact ion
2 7 6 Ident ify differences on funct ion of head of st at e and head of government
3 1 4 Ident ify mission, funct ions, and st ruct ures of st rat egic organizat ions
0 2 4 Ident ify religious leaders
3 63 Ident ify/resp ond t o t he Imp ort ance assigned t o economic roles p layed by t he armed forces
0 2 2 E xp ect business hours t o become errat ic during Ramadan
3 8 6 Ident ify ap p rop riat e and sanct ioned commissions for currency conversion
0 0 9 Ident ify ap rayer room
3 61 Ident ify/resp ond t o " non-milit ary" act ivit ies p erformed byt he armed forces
0 43 Ident ify/resp ond t o event s wit h significant emot ional at t achment (cf., II.B.3 .)
1 7 9 Ident ify ap p rop riat e t imes t o make condolence calls
1 47 Ident ify/model ap p rop riat e way t o close scrip t ed negot iat ion
1 53 Ident ify ap p rop riat e t imes t o make business calls
1 54 Ident ify/model ap p rop riat e t ime t o arrive for abusiness call
1 7 8 Ident ify ap p rop riat e t ribut eflowers/card/memorial cont ribut ion
40 6 Model account ing for t he difference bet ween general p ract ice and US DoS recommendat ions
1 51 Model p art icip at ing in abanquet
1 0 3 Ident ify/resp ond t o t he role of t he individual wit hin agroup
43 1 Ident ify/resp ond t o p rices
0 2 9 Ident ify/resp ond t o disp lays of religious conflict
0 2 3 Do not undert ake any serious t raining or joint maneuvers during Ramadan
3 1 5 Ident ify mission, funct ions, and st ruct ures of t act ical and op erat ional organizat ions and unit s
1 8 0 Ident ify/resp ond t o/model ap p rop riat e greet ings
2 9 1 Ident ify t yp ical p at t erns of crime
3 3 0 Ident ify milit ary p ersonnel accession sources
1 45 Ident ify t he imp ort ance of consensus in achieving negot iat ion object ives
1 1 5 Ident ify/resp ond t o/model when avoidance is an ap p rop riat e means of conflict resolut ion
0 0 3 Consider family background when choosing amediat or, negot iat or
1 8 4 Ident ify/resp ond t o/model ap p rop riat e t op ics of conversat ion
0 67 Ident ify when not ap p rop riat e t o init iat e aconversat ion
3 2 8 Ident ify command and cont rol doct rine and p rocedures
2 67 Ident ify/resp ond t o cult urally-significant fauna
0 9 3 Ident ify/resp ond t o normal cult ural exp ect at ions of and needs for p olit ical and social order and st ruct ure
0 60 Ident ify/resp ond t o frequent ly-used eup hemisms
3 9 1 Ident ify/resp ond t o ident ificat ion requirement s for t he use of credit cards or checks
0 9 8 Ident ify/resp ond t o condit ions causing st ress in members of t he cult ure
1 62 Ident ify/model ap p rop riat e behavior t o conclude t he call
2 60 Ident ify/resp ond t o/model ap p rop riat e request t o use at oilet
2 62 Model ap p rop riat e use of t oilet
42 1 Model p ut t ing correct p ost age on domest ic let t er
3 0 7 Ident ify comp onent s of t he defense est ablishment
2 7 5 Ident ify t emp orary asp ect s of p olit ical organizat ion
2 7 4 Ident ify p ermanent asp ect s of p olit ical organizat ion
1 56 Ident ify/resp ond t o/model ap p rop riat e greet ings
0 8 6 Ident ify host ile behaviors and resp ond ap p rop riat ely during scrip t ed conversat ion
1 1 3 Ident ify/resp ond t o/model when mediat ion and arbit rat ion are ap p rop riat e means of conflict resolut ion
3 57 Ident ify fiscal cont rol p rocedures ~
1 0 9 Ident ify/resp ond t o major learning st yles wit hin t he cult ure
3 2 3 Ident ify linkages bet ween organizat ional st ruct ure and et hnic or minorit y group s
3 1 3 Ident ify mission, funct ions, and st ruct ures of joint organizat ions
1 8 3 Ident ify/model accep t ing/reject ing food/drink as ap p rop riat e
0 9 2 Ident ify normal civil obligat ions
0 8 8 Ident ify/resp ond t o exp ressions of at t it ude regarding legal syst ems
Cult ure Cult ure
Weight s Rankings
4 . 8 2 1 6 4
4 . 8 0
4 . 7 9
4 . 7 8
4 . 7 6
4 . 7 5
4 . 7 4
4 . 7 2
4 . 7 1
4 . 7 0
4 . 6 8
4 . 6 7
4 . 6 6
4 . 6 4
4 . 6 3
4 . 6 2
4 . 6 0
4 . 5 9
4 . 5 8
4 . 5 6
4 . 5 5
4 . 5 4
4 . 5 2
4 . 5 1
4 . 5 0
4 . 4 8
4 . 4 7
4 . 4 6
4 . 4 4
4 . 4 3
4 . 4 2
4 . 4 0
4 . 3 9
4 . 3 7
4 . 3 6
4 . 3 5
4 . 3 3
4 . 3 2
4 . 3 1
4 . 2 9
4 . 2 8
4 . 2 7
4 . 2 5
4 . 2 4
4 . 2 3
4 . 2 1
4 . 2 0
4 . 1 9
4 . 1 7
4 . 1 6
4 . 1 5
4 . 1 3
4 . 1 2
4 . 1 1
4 . 0 9
4 . 0 8
1 6 5
1 6 6
1 6 7
1 6 8
1 6 9
1 7 0
1 7 1
1 7 2
1 7 3
1 7 4
1 7 5
1 7 6
1 7 7
1 7 8
1 7 9
1 8 0
1 8 1
1 8 2
1 8 3
1 8 4
1 8 5
1 8 6
1 8 7
1 8 8
1 8 9
1 9 0
1 9 1
1 9 2
1 9 3
1 9 4
1 9 5
1 9 6
1 9 7
1 9 8
1 9 9
2 0 0
2 0 1
2 0 2
2 0 3
2 0 4
205
206
207
208
2 0 9
2 1 0
2 1 1
2 1 2
2 1 3
2 1 4
2 1 5
2 1 6
2 1 7
2 1 8
2 1 9
H4
It em
No Behavior
43 5 Model p lanning t he most economical rout e in t erms of t ime and money
Cult ure
Weight s
4.0 7
Cult ure
Rankings
2 2 0
1 59 Ident ify/model accep t ing/reject ing food/drink as ap p rop riat e 4.0 5 2 2 1
1 0 1 Ident ify/resp ond t o t he relat ive imp ort ance of larger group s t o t he individual 4.0 4 2 2 2
2 1 5 Know t hat dancing is generally an inap p rop riat e act ivit y t o be avoided 4.0 3 2 2 3
1 8 6 Ident ify/model ap p rop riat e behavior t o conclude t he visit 4.01 2 2 4
0 65 Model ap p rop riat e behavior during scrip t ed negot iat ions 4.0 0 2 2 5
3 7 5 Ident ify/resp ond t o p rest ige/social st at us conferred by wealt h 3 .99 2 2 6
3 52 Model obt aining needed maint enance sup p ort 3 .9 7 2 2 7
3 8 9 Ident ify/resp ond t o where and for what credit cards can t yp ically be used 3 .96 2 2 8
0 66 Ident ify cult urally-unaccep t able comp romises in scrip t ed negot iat ions 3 .95 2 2 9
1 46 Ident ify/model ap p rop riat e way t o close scrip t ed meet ing 3 .9 3 2 3 0
1 48 Ident ify/resp ond t o t ime t o arrive for aformal banquet 3 .92 23 1
3 7 4 Ident ify Imp ort ance of wealt h 3 .9 1 2 3 2
1 8 5 Ident ify/model how long t o st ay 3 .89 2 3 3
3 55 Model obt aining needed t ransp ort at ion sup p ort 3 .8 8 2 3 4
3 54 Ident ify/resp ond t o p rocedures for obt aining t ransp ort at ion sup p ort 3 .8 7 2 3 5
40 1 Ident ify main healt h risks for members of t he cult ure 3 .8 5 2 3 6
3 2 7 Ident ify doct rine and p rocedures for conduct ing const abulary op erat ions 3 .8 4 2 3 7
3 7 6 Ident ify relat ive financial st at us of individual by out ward disp lay 3 .8 3 2 3 8
2 61 Ident ify/resp ond t o ap p rop riat e met hods of cleaning up 3 .8 1 2 3 9
41 7 Ident ify amail box 3 .8 0 2 40
41 6 Ident ify ap ost office 3 .7 9 2 41
0 1 8 Ident ify Moslems at p rayer 3 .7 7 2 42
0 1 3 Ident ify/resp ond t o t imes when religious observances are required 3 .76
0 2 0 Do not st ep on ap rayer rug 3 .7 3
2 43
1 1 2 Ident ify/resp ond t o/model when int ellect ual discussion and comp romise are ap p rop riat e means of conflict resolut ion 3 .7 5 2 44
245
2 7 3 Ident ify religious group s and regions in which t hey live 3 .7 2 246
0 7 9 Ident ify scrip t ed warnings and resp ond ap p rop riat ely 3 .7 1 2 47
2 7 2 Ident ify et hnic or minorit y group s and regions in which t hey live 3 .69 2 48
0 0 7 Ident ify/resp ond t o indicat ors of st at us in t arget cult ure 3 .68 2 49
1 43 Ident ify/resp ond t o/model ap p rop riat e way t o begin scrip t ed negot iat ion 3 .67 250
1 8 1 Ident ify/model ap p rop riat e met hods of exp ressing condolences 3 .65 251
2 41 Ident ify t he role t hat gambling p lays 3 .64 252
1 8 9 Ident ify t he imp ort ance of language in defining t he cult ure 3 .62 2 53
3 2 1 Ident ify research and develop ment cap abilit ies 3 .61 2 54
3 0 5 Ident ify ext ernal influences t hat have molded t he p rofessional et hic 3 .60 2 55
0 1 1 Recognize call t o p rayer 3 .58 256
1 69 Ident ify/model ap p rop riat e seat ing/p ost ure 3 .57 2 57
3 46 Ident ify/resp ond t o/model comp liance wit h sup p ly account ing p rocedures 3 .56 258
3 47 Ident ify normal sources and availabilit y of service sup p ort 3 .54 259
3 44 Ident ify/resp ond t o p rocedures for obt aining sup p ly sup p ort 3 .53 2 60
3 51 Ident ify/resp ond t o p rocedures for obt aining maint enance sup p ort 3 .52 2 61
1 58 Ident ify/model ap p rop riat e seat ing/p ost ure 3 .50 262
1 64 Ident ify ap p rop riat e t imes t o make social calls 3 .49 263
3 7 8 Ident ify ap p roved and disap p roved means of acquiring wealt h 3 .48 264
3 9 2 Model using credit cards and checks as ap p rop riat e 3 .46 265
3 7 3 Ident ify indicat ors of wealt h 3 .45 266
3 9 7 Ident ify/model assessing qualit y based on p rice 3 .44 267
42 2 Model p ut t ing correct p ost age on overseas let t er 3 .42 2 68
42 3 Model mailing p arcel t o US 3 .41 269
41 0 Model making an int ernat ional call 3 .40 2 7 0
43 6 Buy at ank of gasoline 3 .3 8 271
1 3 3 Ident ify when rank t akes p recedence over class 3 .3 7 2 7 2
2 8 0 Ident ify key cont emp orary figures 3 .3 6 2 7 3
1 1 4 Ident ify when legal remediat ion is an ap p rop riat e means of conflict resolut ion 3 .3 4 2 7 4
1 50 Ident ify who is likely t o be invit ed t o aformal banquet 3 .3 3 2 7 5
H-5
It em Cult ure Cult ure
No Behavior Weight s Rankings
1 1 6 Ident ify p olit ical leaders and t heir significance 3 .3 2 2 7 6
3 2 4 Ident ify doct rine and p rocedures for conduct ing combined convent ional op erat ions 3 .3 0 2 7 7
0 64 Model ap p rop riat e t urn-t aking behavior during scrip t ed conversat ion 3 .2 9 2 7 8
0 61 Ident ify/resp ond t o religious allusions in scrip t ed conversat ion 3 .2 8 2 7 9
2 2 0 Ident ify who generally sit s down t oget her 3 .2 6 2 8 0
3 42 Ident ify doct rine and p rocedures for sp ecial t raining 3 .2 5 2 8 1
3 2 6 Ident ify doct rine and p rocedures for conduct ing single-service convent ional op erat ions 3 .2 4 2 8 2
3 3 1 Ident ify doct rine and p rocedures for conscrip t ion, recruit ing, and accession 3 52 2 8 3
3 40 Ident ify doct rine and p rocedures for individual t raining in unit s 3 .2 1 2 8 4
0 8 3 Demonst rat e t act ful refusal of more food 3 50 2 8 5
3 45 Model obt aining needed sup p lies and equip ment 3 .1 8 2 8 6
0 7 4 Use t yp ical invocat ions of t he deit y in scrip t ed conversat ions 3 .1 7 2 8 7
0 56 Model ap p rop riat e behavior in dealing wit h st udent s or p rot eges 3 .1 6 2 8 8
2 57 Ident ify/resp ond t o t yp ical body scent s 3 .1 4 2 8 9
3 48 Ident ify/resp ond t o p rocedures for obt aining service sup p ort 3 .1 3 2 9 0
3 50 Ident ify/resp ond t o normal sources and availabilit y of maint enance sup p ort 3 .1 2 2 9 1
2 68 Ident ify/resp ond t o at t it udes regarding domest ic animals 3 .1 0 2 9 2
3 53 Ident ify normal sources and availabilit y of t ransp ort at ion sup p ort 3 .0 9 2 9 3
3 8 7 Ident ify/resp ond t o st ruct ure of currency 3 .0 8 2 9 4
41 3 Ident ify/model how t o send local and int ernat ional t elegrams 3 .0 6 2 9 5
41 5 Ident ify classes of service and p rices associat ed wit h t hem 3 .0 5 2 9 6
41 9 Model rent ing ap ost office box 3 .0 4 2 9 7
2 63 Ident ify broken t oilet before use 3 .0 2 2 9 8
41 8 Model buying st amp s 3 .0 1 2 9 9
3 2 5 Ident ify doct rine and p rocedures for conduct ing joint convent ional op erat ions 3 .0 0 3 0 0
0 9 1 Ident ify/resp ond t o normal cult ural exp ect at ions from aut horit y 2 .9 8 3 0 1
3 0 6 Ident ify int ernal influences t hat have molded t he p rofessional et hic 2 .9 7 3 0 2
3 43 Ident ify, by class of sup p ly, normal int ernal and ext ernal sources and availabilit y of mat erial 2 .9 6 . 3 0 3
1 8 8 Ident ify St andard Arabic as t he officially-recognized language 2 .9 4 3 0 4
0 9 6 Ident ify/resp ond t o cult ural concep t s of individual ident it y 2 .9 3 3 0 5
3 56 Ident ify p rocedures for t he conduct of research and develop ment 2 .9 2 3 0 6
0 7 8 Ident ify scrip t ed friendly gest ures and resp ond ap p rop riat ely 2 .9 0 3 0 7
2 1 4 Convey ap p reciat ion
2 .8 9 3 0 8
3 49 Model obt aining needed service sup p ort 2 .8 7 3 0 9
2 0 7 Ident ify ap rivat e residence
2 .8 6 3 1 0
1 49 Ident ify/resp ond t o how long aformal banquet is likely t o last
2 .8 5 3 1 1
3 3 3 Ident ify doct rine and p rocedures for p ersonnel assignment s and use
2 .8 3 3 1 2
3 41 Ident ify doct rine and p rocedures for unit t raining
2 .8 2 3 1 3
0 7 6 Model maint aining ap p rop riat e eye cont act wit h aman during ascrip t ed conversat ion
2 .8 1 3 1 4
40 8 Ident ify/resp ond t o/model ap p rop riat e et iquet t e for incoming and out going calls 2 .7 9 3 1 5
446 Ident ify most economical form of t ransp ort 2 .7 8 3 1 6
40 7 Ident ify/resp ond t o availabilit y and cost s associat ed wit h courier service 2 .7 7 3 1 7
445 Ident ify/resp ond/model how t o use p ublic t ransp ort at ion
2 .7 5 3 1 8
41 4 Ident ify/model how t o access e-mail syst ems 2 .7 4 3 1 9
41 1 ident ify/resp ond t o/model knowing when afacsimile may be sent
2 .7 3 3 2 0
40 9 Model making alocal call from ap ublic t elep hone
2 .7 1 3 2 1
0 1 2 Recognize t he chant ing of t he Koran
2 .7 0 3 2 2
2 7 9 Ident ify key hist orical figures
2 .69 3 2 3
2 8 1 Ident ify/resp ond t o t he relat ive cohesion of t he p olit ical organizat ion 2 .67 3 2 4
2 7 8 Ident ify t he st ruct ure of government al execut ive funct ions
2 .66 3 2 5
2 3 9 Ident ify t yp es of gambling
2 .65 3 2 6
1 2 4 Ident ify/resp ond t o how members of t he cult ure consider t heir hist ory
2 .63 3 2 7
0 0 4 Ident ify/resp ond t o ap p rop riat e st andards of p ersonal behavior
2 .62 3 2 8
1 42 Ident ify/resp ond t o/model ap p rop riat e way t o begin scrip t ed meet ing
2 .61 3 2 9
1 8 2 Ident ify/model ap p rop riat e seat ing/p ost ure
2 .59 3 3 0
1 2 2 Resp ond t o cult ural emot ions aroused by key hist orical dat es
2 .58 3 3 1
H6
Item
No Behavior
072 Model appropriate elicitation techniques in scripted conversation
Culture
Weights
2.5 7
Culture
Rankings
332
0 9 0 Ident ify /resp ond t o t yp ical at t it udes t oward educat ional aut horit y 2 .55 3 3 3
3 3 7 Ident ify doct rine and p rocedures for p ersonnel disp osit ion 2 .54 3 3 4
3 7 9 Ident ify normal means of disp osing of wealt h 2 .53 3 3 5
3 3 4 Ident ify t yp ical career p at t erns 2 .51 3 3 6
1 63 Ident ify/model ap p rop riat e subsequent follow-up 2 .50 3 3 7
3 3 2 Ident ify doct rine and p rocedures for p ersonnel classificat ion 2 .49 3 3 8
3 7 2 Ident ify/resp ond t o how wealt h is defined 2 .47 3 3 9
41 2 Ident ify/model how t o send local and int ernat ional facsimiles 2 .46 3 40
3 3 8 Ident ify ret irement p rivileges and benefit s 2 .45 3 41
1 2 3 Resp ond t o cult ural emot ions aroused by key hist orical figures 2 .43 3 42
0 3 3 Avoid behaviors which can be offensive due t o sup erst it ions 2 .42 3 43
3 3 5 Ident ify doct rine and p rocedures for milit ary educat ion and t raining 2 .41 3 44
1 3 8 Ident ify/resp ond t o/model ap p rop riat e grooming 2 .3 9 3 45
3 1 6 Ident ify mission, funct ions, and st ruct ures of administ rat ive organizat ions 2 .3 8 3 46
1 0 8 Ident ify/resp ond t o t he value and imp ort ance ascribed t o educat ion 2 .3 7 3 47
1 3 0 Ident ify class from clot hing, mannerisms, sp eech p at t erns 2 .3 5 3 48
0 68 Model how t o init iat e aconversat ion 2 .3 4 3 49
0 50 React ap p rop riat ely t o men walking down t he st reet holding hands 2 .3 3 3 50
1 3 2 Ident ify sources of rank wit hin t he cult ure 2 .3 1 3 51
0 2 8 Ident ify/resp ond t o general range of t op ics ap p rop riat e for discussion 2 .3 0 3 52
0 9 4 Ident ify/resp ond t o individual order and st ruct ure 2 .2 9 3 53
0 7 1 Ident ify inap p rop riat e elicit at ion t echniques 2 .2 7 3 54
1 0 0 Ident ify/resp ond t o t he ways in which members of t he cult ure resp ond t o ext ernal st imuli 2 .2 6 3 55
0 51 Model ap p rop riat e behavior t oward member of t he same sex 2 .2 5 3 56
0 8 5 ident ify friendly behaviors and resp ond ap p rop riat ely during scrip t ed conversat ion 2 .2 3 3 57
0 9 7 Ident ify definit ions of and resp onses t o " ment al illness" 2 .2 2 3 58
3 3 6 Ident ify doct rine and p rocedures for civilian educat ion and t raining 2 .2 1 3 59
3 3 9 Ident ify doct rine and p rocedures for individual t raining in schools 2 .1 9 3 60
3 1 9 Ident ify echelons of maint enance, sup p ly, and services 2 .1 8 3 61
2 0 0 Model using simp lified E nglish 2 .1 7 3 62
1 1 0 Ident ify/resp ond t o exp ect ed inst ruct ional st yles 2 .1 5 3 63
2 66 Ident ify/resp ond t o cult urally-significant flora 2 .1 4 3 64
2 7 0 Ident ify t yp ical occup at ions 2 .1 2 3 65
2 54 Ident ify normal locat ions of bat hing facilit ies 2 .1 1 3 66
1 68 Ident ify/model exchange of p ersonal informat ion/calling cards 2 .1 0 3 67
1 8 7 Ident ify/model ap p rop riat e subsequent follow-up 2 .0 8 3 68
2 64 Model ap p rop riat e act ion regarding broken t oilet 2 .0 7 3 69
40 0 Model acredit ret ail t ransact ion 2 .0 6 3 7 0
444 Ident ify/resp ond t o/model how t o obt ain and use t axi 2 .0 4 3 7 1
0 0 6 Ident ify/resp ond t o behaviors in conflict wit h et hical norms 2 .0 3 3 7 2
1 1 7 Underst and Judeo-Christ ian root s of Islam 2 .0 2 3 7 3
2 0 3 Know t hat t he arabesque and calligrap hy are imp ort ant art forms for Arab cult ure 2 .0 0 3 7 4
3 1 8 Ident ify logist ics organizat ions and unit s 1 .9 9 3 7 5
2 7 1 Ident ify t yp ical educat ion level
1 .9 8 3 7 6
1 9 0 Ident ify/resp ond t o religious reference in scrip t ed conversat ion 1 .9 6 3 7 7
1 2 9 Ident ify basis up on which class dist inct ions rest 1 .9 5 3 7 8
1 1 9 Ident ify/resp ond t o basic concep t of hist ory and imp act on current event s 1 .9 4 3 7 9
0 0 5 Develop ap ersonal relat ionship and find ways t o exchange favors wit h count erp art s 1 .9 2 3 8 0
1 2 5 Ident ify disconnect s bet ween insider and out sider considerat ion of t he same hist ory 1 .9 1 3 8 1
2 2 5 Ident ify/resp ond t o correct serving and p resent at ion t echniques 1 .9 0 3 8 2
3 7 7 Ident ify resp onsibilit ies accomp anying t he inherit ance of wealt h 1 .8 8 3 8 3
1 9 1 Ident ify/resp ond t o p roverbs in scrip t ed conversat ion 1 .8 7 3 8 4
2 69 Ident ify overall demograp hic feat ures 1 .8 6 3 8 5
2 65 Ident ify/resp ond t o wat er rit uals and cust oms 1 .8 4 3 8 6
0 63 Model ap p rop riat e resp onse t o int errup t ions during scrip t ed conversat ion 1 .8 3 3 8 7
H-7
It em
No Behavior
0 62 Ident ify/resp ond t o hist orical allusions in scrip t ed conversat ion
1 3 5 Ident ify t he limit s of up ward or downward class mobilit y
1 9 4 Ident ify/resp ond t o/model basic int onat ional p at t erns in scrip t ed conversat ion
2 0 9 Ident ify t he imp ort ance of p oet ry
0 45 Recognize comp onent s of name
2 1 0 Ident ify funct ions and p urp ose of p rose
2 51 Model ap p rop riat e use
1 1 8 Ident ify major t hemes from myt hology relevant t o t he cult ure t oday
Cult ure
Weight s
1.82
1 .40
1 .3 9
1.29
1 .2 8
1 .2 7
1 .2 5
1 .2 4
Cult ure
Rankings
3 8 8
1 9 2 Ident ify/resp ond t o lit erary allusion in scrip t ed conversat ion 1 .8 0 3 8 9
2 53 Ident ify common modes of bat hing 1 .7 9 3 9 0
0 7 0 Model at elep hone call 1 .7 8 3 9 1
1 9 7 Read simp le words and signs in Arabic 1 .7 6 3 9 2
2 3 3 Ident ify/resp ond t o t he role of sp ecific act ivit ies in t he cult ure 1 .7 5 3 9 3
1 3 6 Ident ify which classes normally have relat ionship s across class lines 1 .7 4 3 9 4
1 2 1 Ident ify key figures known t o all members of t he cult ure 1 .7 2 3 9 5
1 3 7 Ident ify which act ivit ies enable relat ionship s across class boundaries 1 .7 1 3 9 6
0 46 Recognize p robable religious affiliat ion from name 1 .7 0 3 9 7
1 9 3 Ident ify/resp ond t o hist orical reference in scrip t ed conversat ion 1 .68 3 9 8
0 2 6 Know t hat many shop s are closed on Fridayfor Moslem merchant s (also somet imes Thursday aft ernoon) 1 .67 3 9 9
1 2 0 Ident ify key hist orical dat es known t o all members of t he cult ure 1 .66 40 0
1 9 8 Ident ify willingness of members of t he cult ure t o use E nglish 1 .64 40 1
0 3 2 Ident ify/resp ond t o main sup erst it ions 1 .63 40 2
2 56 Ident ify normal bat hing frequency 1 .62 40 3
1 9 9 Ident ify abilit y of members of t he cult ure t o use E nglish 1 .60 40 4
1 2 7 Ident ify disconnect s bet ween out sider and insider considerat ion of t he same hist ory 1 .59 40 5
1 57 Ident ify/model exchange of p ersonal informat ion/calling cards 1 .58 40 6
2 2 7 Model not eat ing t oo much t oo soon
1 .56 40 7
0 3 8 Ident ify/resp ond t o at t it udes regarding relat ivit y of t ime
1 .55 40 8
0 3 9 Writ e dat e wit h all numerals
1 .54 40 9
3 1 7 Ident ify organizat ion for accommodat ion and housekeep ing
1 .52 41 0
2 1 9 E at t yp ical foods
1 .51 41 1
2 1 8 Ident ify how foods are t yp ically p rep ared
1 .50 41 2
1 2 8 Ident ify major t hemes from t he cult ure's hist ory t hat are relevant t oday
1 .48 41 3
1 2 6 Ident ify how out siders consider t he cult ure's hist ory
1 .47 41 4
1 3 4 Ident ify t he basis for mobilit y bet ween social classes
1 .46 41 5
0 0 1 Ident ify/resp ond t o key concep t s
1 .44 41 6
0 44 Avoid t elling jokes wit h Arab count erp art s
1 .43 41 7
2 3 2 Model ap p rop riat e p art icip at ion
1 .42 41 8
41 9
42 0
1 9 6 Model reading from ap hrase dict ionary
1 .3 7 42 1
2 2 8 Ident ify how members of t he societ y define t he concep t of discret ionary t ime
1 .3 6 42 2
2 0 4 Ident ify examp les of calligrap hy and t he arabesque
1 .3 5 42 3
1 9 5 Ident ify/resp ond t o/model basic p hrases in scrip t ed conversat ion
1 .3 3 42 4
2 2 6 Ident ify normal sequence of courses
1 .3 2 42 5
2 2 4 Ident ify what meals are eat en at what t imes of t he day
1 .3 1 42 6
42 7
42 8
42 9
43 0
43 1
2 0 8 Ident ify main genres of oral lit erat ure
2 3 6 Ident ify t he role of sp ort s in Arab cult ure
0 3 4 Ident ify/resp ond t o at t it udes regarding value of t ime
0 3 7 Ident ify manner in which t ime is writ t en
2 3 5 Ident ify p art icip at ory and observer roles in sp ort s
2 2 9 Ident ify how much t ime is t yp ically available for leisure
0 3 6 Ask when lunch and sup p er are generally eat en
2 3 4 Ident ify soccer as t he only commonly p layed sp ort
2 1 2 Ident ify folk inst rument s
2 1 3 Know t hat harmony is not common in Arab musiceit her vocal or inst rument al
2 52 Ident ify t he role t hat t obacco p lays
2 49 Ident ify t he legalit y of t obacco
1 .2 3
1 .2 1
1.20
1 .1 9
1.17
1 .1 6
1 .1 5
1 .1 3
1 .1 2
1 .1 1
1.09
1 .0 8
43 2
43 3
43 4
43 5
43 6
43 7
43 8
43 9
440
441
442
443
n%
It em
No Behavior
2 3 1 Ident ify, by act ivit y, p art icip at ory and observer roles in leisure act ivit ies
Cult ure Cult ure
Weight s Rankings
1.07 444
2 3 0 Ident ify common leisure act ivit ies
1 .0 5 445
2 1 1 Ident ify funct ions and p urp ose of film
1.04 446
0 3 5 Ask when st ores/offices/banks t end t o be op en
1.03 447
2 50 Ident ify p enalt ies for using t obacco
1.01 448
Hr9
APPENDIX I
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Monahan, B. (1983). A Dictionary of Russian Gesture. Ann Arbor, MI: Hermitage
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Lincolnwood, IL: National Textbook Co.
Webster, W.R. (1996). The Changing of the Guard. Proceedings. 122/8/1. Annapolis,
MD: U.S. Naval Institute.
Zickel, R. E. (Ed.). (1991). Soviet Union: a country study. (2nd Ed.). Washington,
DC: U.S. Government Printing Office.
1-2
APPENDIX J
Behaviors Weighted by Culture Russian
It em
No Behavior
Cult ure
Weight s
Cult ure
Rankings
41 1 Ident ify circumst ances in which p olice should be involved and cost s associat ed wit h p olice involvement 7 .0 0 1
3 63 Model surrendering visaand p assp ort and ret rieving 6.9 9 2
41 0 Ident ify/resp ond t o/model ap p rop riat e manner t o deal wit h p olice regarding major and minor t raffic violat ion 6.9 7 3
2 2 0 Ident ify t he legal and illegal drugs, and sanct ions for using illegal drugs 6.9 6 4
3 3 4 ident ify p laces t o exchange currency legally 6.9 4 5
2 8 1 Ident ify / resp ond t o rank 6.9 3 6
3 7 4 Ident ify/resp ond t o t he safet y of t he wat er sup p ly and sources of p ot able wat er ot her t han t he t ap 6.9 1 7
41 5 Ident ify/resp ond/model how t o use p ublic t ransp ort at ion 6.9 0 8
41 4 Ident ify/resp ond t o/model how t o obt ain and use t axi 6.8 9 9
3 0 5 Ident ify / resp ond t o / model whom t o salut e 6.8 7 1 0
2 2 2 Ident ify t he role t hat liquor p lays 6.8 6 1 1
0 3 8 Model ap p rop riat e behavior t oward homosexual man 6.8 4 1 2
2 8 0 Ident ify cat egory (officer/warrant /noncommissioned/ot her ranks) 6.8 3 1 3
3 0 6 Ident ify / resp ond t o / model when and when not t o salut e 6.8 1 1 4
3 64 Ident ify st amp on visa 6.8 0 1 5
40 5 Ident ify/resp ond t o/model how t o rent , use, and ret urn acar 6.7 8 1 6
41 6 Ident ify most economical form of long dist ance t ransp ort and how t o use it 6.7 7 1 7
3 8 8 Model making an int ernat ional call 6.7 6 1 8
41 7 Ident ify most economical form of int ernat ional t ransp ort and how t o use 6.7 4 1 9
3 9 1 Ident ify/model how t o access e-mail syst ems 6.7 3 2 0
2 8 4 Ident ify mission, funct ions, and st ruct ures of st rat egic organizat ions 6.7 1 2 1
41 2 Ident ify/resp ond t o/model cont act ing medical and road services 6.7 0 2 2
0 7 2 Ident ify/resp ond t o t yp ical exp ressions of aggression 6.68 2 3
0 0 6 Ident ify/resp ond t o role of et hics, moralit y, and friendship in decision-making 6.67 2 4
3 7 3 Ident ify/resp ond t o main healt h risks for out siders 6.66 2 5
40 6 Ident ifyt yp ical road condit ions 6.64 2 6
0 3 4 Model ap p rop riat e behavior t oward married female 6.63 2 7
0 53 Ident ify/resp ond t o insult in scrip t ed conversat ion 6.61 2 8
2 2 3 Ident ify/resp ond t o/model ap p rop riat e behavior regarding liquor, t o include how t o refuse more 6.60 2 9
3 3 5 Ident ify currency conversion rules, exchange rat es, and sanct ioned commissions 6.58 3 0
3 7 2 Ident ify main healt h risks for members of t he cult ure 6.57 3 1
3 1 9 Ident ify/resp ond t o at t it udes t oward corrup t ion 6.56 3 2
3 59 Model rent ing an ap p rop riat e p lace t o live in an urban area 6.54 3 3
3 47 Ident ify local measurement s and model convert ing t hem t o US measurement s 6.53 3 4
3 0 9 Ident ify / resp ond t o / model ap p rop riat e cust oms in t he officers'mess 6.51 3 5
1 0 3 Ident ify social st rat afrom clot hing, mannerisms, sp eech p at t erns
6.50 3 6
3 43 Model t ransferring funds t o/from home 6.48 3 7
3 8 7 Model making alocal call from ap ublic t elep hone 6.47 3 8
3 0 7 Ident ify/ resp ond t o / model how t o address asenior 6.45 3 9
40 4 Model obt aining an insurance p olicy 6.44 40
3 3 9 Ident ify t he role of banks in t he financial syst em
6.43 41
40 8 Buy at ank of gasoline 6.41 42
3 9 4 Model buying st amp s for domest ic and overseas let t ers
6.40 43
3 9 6 Model correct ly addressing alet t er
6.3 8 44
3 8 9 Ident ify/resp ond t o/model knowing when and how afax may be sent 6.3 7 45
3 0 4 Ident ify t ensions wit hin t he armed forces
6.3 5 46
2 8 5 Ident ify mission, funct ions, and st ruct ures of t act ical and op erat ional organizat ions and unit s 6.3 4 47
2 3 3 Ident ify/resp ond t o p ot ent ial conflict s bet ween local and US values regarding et hnic/minorit y group s 6.3 3 48
3 1 8 Ident ify how corrup t ion is defined
6.3 1 49
2 7 9 Ident ify / resp ond t o key individuals
6.3 0 50
41 3 Ident ify/resp ond t o/model how t o deal wit h rep ort ing requirement s for aut o accident s
6.2 8 51
2 7 8 Ident ify / resp ond t o uniforms of different services 6.2 7 52
3 7 8 Ident ify/resp ond t o p rofessional qualificat ions of healt h care p ract it ioners
6.2 5 53
1 55 Ident ify officially recognized languages used and cont ext s in which t hey are used
6.2 4 54
3 8 1 Ident ify/resp ond t o/model acquisit ion and use of nonp rescrip t ion medicat ion
J-l
6.22 55
It em
N
Behavior
3 8 4 Model account ing for t he difference bet ween general p ract ice and US DoS recommendat ions
3 7 9 Ident ify availabilit y of local p ract it ioners and model gaining access for t reat ment
2 2 1 Ident ify t he role t hat drugs p lay
40 7 Model p lanning t he most economical rout e in t erms of t ime and money
3 7 5 Model wat er p urificat ion t echniques
40 2 Model obt aining an int ernat ional driver's license
3 53 Ident ify what services are available
40 1 Ident ify sources and requirement s for int ernat ional driver's license
3 1 0 Ident ify/ resp ond t o / model ap p rop riat e cust oms in t he sergeant s'mess
3 9 0 Ident ify/model how t o send local and int ernat ional t elegrams
3 1 2 Ident ify/resp ond t o p rest ige/social st at us conferred by wealt h
3 0 2 Ident ify / resp ond t o / model voice radio p rocedures
3 0 8 Ident ify/ resp ond t o / model how t o address ajunior
3 9 3 Ident ify mail boxes and p ost offices
3 9 7 Model mailing p arcel t o t he USA
1 0 4 Ident ify/resp ond ap p rop riat ely t o conflict s in at t it udes/local values t owards individuals of ot her social st rat a
3 44 Model accep t ing and discharging p ersonal financial obligat ions
2 9 3 Ident ify p rocedures for milit ary educat ion and t raining
40 9 Ident ify document s required for self, domest ic animals, and vehicle
3 8 2 Ident ify/resp ond t o/model acquisit ion and use of p rescrip t ion medicat ion
3 3 8 Model having sufficient currency t o cover rout ine requirement s
3 69 Ident ify/resp ond t o volt age and cycles of elect ric current arid necessary adap t ers (t ransformers/p lugs)
0 0 7 Ident ify/resp ond t o Russian p ercep t ion of human right s
3 3 6 Ident ify/resp ond t o/model using banknot es
0 57 Ident ify host ile gest ures and resp ond
0 69 Ident ify/resp ond t o Russian concep t of " p oryadok"
0 9 5 Ident ify how Americans consider t he cult ure's hist ory
3 7 1 Ident ify/resp ond t o availabilit y of t elep hone service
2 9 2 Ident ify t yp ical career p at t erns in t he milit ary
0 8 3 Ident ify/resp ond t o t he value and Imp ort ance ascribed t o educat ion
2 8 2 Ident ify/resp ond t o p ay issues
3 8 3 Ident ify/resp ond t o immunizat ions generally accep t ed or recommended by t he US DoS
2 8 3 Ident ify mission, funct ions, and st ruct ures of joint organizat ions
0 3 0 Use t it le, p rop er form of address in writ t en communicat ions
1 56 Ident ify/resp ond t o/model basic p hrases in scrip t ed conversat ion
3 9 5 Ident ify services available at p ost offices
40 3 Ident ify minimum and sensible levels of insurance required and sources
0 46 Ident ify cult urally-unaccep t able comp romises in scrip t ed negot iat ions
2 7 7 Ident ify comp onent s of t he defense est ablishment
2 49 Ident ify head of st at e and head of government
2 8 8 Ident ify command and cont rol doct rine and p rocedures
3 3 3 Ident ify legal cont rols p laced on t he imp ort , exchange, and/or exp ort of currency
0 45 Model ap p rop riat e behavior during scrip t ed negot iat ions
3 8 0 Ident ify t yp es of healt h care facilit ies available and model gaining access for t reat ment
0 62 ident ify host ile behaviors and resp ond ap p rop riat ely during scrip t ed conversat ion
0 9 6 Ident ify disconnect s bet ween Russian and American considerat ion of t he same hist ory
0 67 Ident ify/resp ond t o normal cult ural exp ect at ions from aut horit y
2 8 9 Ident ify milit ary p ersonnel accession sources
3 1 4 Ident ify ap p roved and disap p roved means of acquiring wealt h
3 7 0 Ident ify/resp ond t o availabilit y and uses of gas
2 9 0 Ident ify p rocedures for conscrip t ion, recruit ing, and accession
0 7 9 Ident ify/resp ond t o not ions of cult ural sup eriorit y wit hout giving offense
3 7 6 Ident ify t yp es of t reat ment in use
3 3 7 Ident ify/resp ond t o where and for what credit cards can t yp ically be used
0 8 1 Ident ify/resp ond t o p erceived t hreat s t o cult ural int egrit y
3 52 Ident ify p urchasing et iquet t e, t o include insp ect ion for qualit y of durable goods, clot hing, et c.
2 8 7 Ident ify doct rine and p rocedures for conduct ing const abulary op erat ions
3 40 Ident ify abank
3 9 2 Ident ify classes of p ost al service and p rices associat ed wit h t hem
3 42 Ident ify met hods and p aramet ers for economical t ransfer of funds
Cult ure Cult ure
Weight s Rankings
6.2 1 56
6.20
6.18
6.17
6.15
6.14
6.1 2
6.1 1
6.10
6.0 8
6.07
6.05
6.04
6.0 2
6.01
6.00
5.9 8
5.97
5.95
5.94
5.92
5.9 1
5.89
5.8 8
5.8 7
5.8 5
5.8 4
5.8 2
5.8 1
5.7 9
5.7 8
5.7 7
5.75
5.74
5.72
5.71
5.69
5.68
5.67
5.65
5.64
5.62
5.61
5.59
5.51
5.46
5.45
5.44
57
58
59
60
61
62
63
64
65
66
67
68
69
7 0
71
7 2
7 3
7 4
7 5
76
7 7
7 8
7 9
8 0
8 1
8 2
8 3
8 4
8 5
8 6
8 7
8 8
8 9
9 0
9 1
9 2
9 3
9 4
9 5
9 6
9 7
9 8
9 9 _
5.58 100
5.56 101
5.55 102
5.54 1 0 3
5.52 1 0 4
1 0 5
5.49 106
5.48 1 0 7
1 0 8
1 0 9
1 1 0
5.42 1 1 1
5.41 1 1 2
5.3 9 1 1 3
5.3 8 1 1 4
5.3 6 1 1 5
J-2
It em
No Behavior
3 8 6 Ident ify/resp ond t o/model ap p rop riat e et iquet t e for incoming and out going calls
2 62 Model avoiding commit t ing acrime
0 59 Model avoiding offensive gest ures in scrip t ed conversat ion
2 8 6 Ident ify doct rine and p rocedures for conduct ing convent ional op erat ions
0 0 4 Ident ify ap p rop riat e financial exchanges during official int eract ions
2 2 9 Ident ify degree of p rivacy exp ect ed
0 8 0 Ident ify act ual t hreat s t o cult ural int egrit y
0 8 6 Ident ify/resp ond t o/model accep t ed met hods of conflict resolut ion
3 62 Ident ify/resp ond t o levels of qualit y and p rice
0 51 Ident ify inap p rop riat e elicit at ion t echniques
2 9 6 Ident ify p rocedures for unit t raining
0 3 5 Ident ify charact erist ics of different generat ions and model ap p rop riat e behavior t oward t hem
2 3 5 Ident ify/resp ond t o ext reme cold weat her.
0 1 0 Ident ify/resp ond t o indicat ors of st at us in Russian cult ure
2 9 1 Ident ify p rocedures for p ersonnel classificat ion, assignment and use
0 2 8 Correct ly use t it le, p rop er form of address in business meet ings
3 1 7 Ident ify/resp ond t o accep t ed st andards and p ract ices in p ersonal business t ransact ions
2 9 7 Ident ify normal sources and availabilit y of mat eriel
3 51 Ident ify negot iat ion p aramet ers for durable goods, clot hing, consumer goods, and food
3 55 Ident ify/model assessing qualit y based on source
1 64 Ident ify local sources, t ime required, and cost s of qualit y t ranslat ion work
3 41 Ident ify circumst ances in which ext ernal account s should be used
3 58 Ident ify/resp ond t o op t ions regarding ap lace t o live in an urban area
3 68 Ident ify/resp ond t o availabilit y and uses of elect ricit y
2 3 0 Ident ify/resp ond t o/model ap p rop riat e request t o use at oilet
3 57 Model negot iat ing t o p urchase services
2 3 2 Model ap p rop riat e use of t oilst
2 9 5 Ident ify p rocedures for individual t raining in schools and unit s
2 3 1 Ident ify/resp ond t o ap p rop riat e met hods of cleaning up
3 8 5 Ident ify/resp ond t o availabilit y and cost s associat ed wit h courier service
2 63 Ident ify t yp ical p at t erns of crime
1 0 2 Ident ify basis up on which dist inct ions in social p osit ion rest in Russia
0 7 7 Ident ify/resp ond t o at t it udes t oward aut horit y figures
0 0 2 Ident ify/resp ond t o differences in p ercep t ions of key concep t s bet ween Russians and Americans
3 56 Ident ify negot iat ion p aramet ers
0 8 2 Ident ify/resp ond t o at t it udes regarding sp ecific asp ect s of American cult ure
3 0 3 Ident ify 'non-milit ary'act ivit ies p erformed byt he armed forces
0 7 8 Ident ify/resp ond t o resp onses t o aut horit y
0 47 Ident ify when not ap p rop riat e t o init iat e aconversat ion
0 7 6 Ident ify/resp ond t o t he role of t he individual wit hin agroup
0 2 9 Use correct form of address in social sit uat ions
3 45 Model acash ret ail t ransact ion
3 54 Ident ify sources t o p rovide services
3 7 7 Ident ify qualit y and t horoughness of healt h care regulat ion
3 50 Ident ify sources of durable goods, clot hing, consumer goods, and food
0 7 0 Ident ify/resp ond t o cult ural concep t s of individual ident it y
2 3 4 Ident ify/resp ond t o weat her p at t erns
0 52 Model ap p rop riat e elicit at ion t echniques in scrip t ed conversat ion
0 7 4 Ident ify/resp ond t o t he relat ive imp ort ance of larger group s t o t he individual
2 45 Ident ify et hnic or minorit y group s
3 1 3 Ident ify relat ive financial st at us of individual by out ward disp lay
3 1 6 Ident ify/resp ond t o t he hours covered by t he t yp ical work day
2 9 4 Ident ify ret irement p rivileges and benefit s
3 49 Ident ify t yp ical frequency for grocery shop p ing
0 56 Ident ify scrip t ed warnings and resp ond ap p rop riat ely
2 66 Ident ify amember of t he milit ia
0 3 3 Model ap p rop riat e behavior t oward unmarried female
0 68 Ident ify normal civil obligat ions and not e t hat t his is changing
0 61 Ident ify friendly behaviors and resp ond ap p rop riat ely during scrip t ed conversat ion
2 64 Ident ify t yp ical p unishment s
Cult ure Cult ure
Weight s Rankings
5.3 5 1 1 6
5 . 3 3
5 . 3 1
5 . 2 8
5 . 2 5
5 . 2 1
5 . 1 8
5 . 1 1
4 . 9 9
4 . 9 5
4 . 9 3
4 . 9 2
4 . 8 9
4 . 8 2
4 . 7 6
4 . 7 5
4 . 7 3
4 . 7 2
4 . 6 9
4 . 6 7
4 . 6 6
4 . 6 5
4 . 5 7
4 . 5 6
4 . 5 5
4 . 5 2
4 . 5 0
1 1 7
5 . 3 2 1 1 8
1 1 9
5 . 2 9 1 2 0
1 2 1
5 . 2 6 1 2 2
1 2 3
5 . 2 3 1 2 4
5 . 2 2 1 2 5
1 2 6
5 . 1 9 1 2 7
1 2 8
5 . 1 6 1 2 9
5 . 1 5 1 3 0
5 . 1 3 1 3 1
5 . 1 2 1 3 2
1 3 3
5 . 0 9 1 3 4
5 . 0 8 1 3 5
5 . 0 6 1 3 6
5 . 0 5 1 3 7
5 . 0 3 1 3 8
5 . 0 2 1 3 9
5 . 0 0 1 4 0
1 4 1
4 . 9 8 1 4 2
4 . 9 6 1 4 3
1 4 4
1 4 5
1 4 6
4 . 9 0 1 4 7
1 4 8
4 . 8 8 1 4 9
4 . 8 6 1 5 0
4 . 8 5 1 5 1
4 . 8 3 1 5 2
1 5 3
4 . 8 0 1 5 4
4 . 7 9 1 5 5
4 . 7 8 1 5 6
1 5 7
1 5 8
1 5 9
1 6 0
4 . 7 0 1 6 1
1 6 2
1 6 3
1 6 4
1 6 5
4 . 6 3 1 6 6
4 . 6 2 1 6 7
4 . 6 0 1 6 8
4 . 5 9 1 6 9
1 7 0
1 7 1
1 7 2
4 . 5 3 1 7 3
1 7 4
1 7 5
J- 3
It em
No Behavior
0 0 5 Ident ify/resp ond t o Russian disregard for int ellect ual p rop ert y
0 9 9 Ident ify current rat e of change
3 2 0 Ident ify what social and communit y services are p rovided
3 2 1 Ident ify t he role of t he government in p roduct ion
2 9 9 Ident ify normal sources and availabilit y of t ransp ort at ion sup p ort
3 1 1 Ident ify/resp ond t o how wealt h is defined
3 9 9 Ident ify/resp ond t o legal rest raint s on self-p ublished mat erials
40 0 Ident ify/resp ond t o effect ive means t o dist ribut e self-p ublished mat erials
3 1 5 Ident ify/resp ond t o t he days covered byt he t yp ical work week
3 9 8 Ident ify sources for, availabilit y of, and p rices charged for newsp ap ers and magazines
0 1 7 Underst and main t aboos and avoid behaviors which can be offensive
2 61 Ident ify cat egories of crime
0 65 Ident ify/resp ond t o t yp ical at t it udes t oward p olit ical aut horit y
0 63 Ident ify/resp ond t o t yp ical at t it udes t owards legal syst ems
0 43 Model ap p rop riat e resp onse t o int errup t ions during scrip t ed conversat ion
0 44 Model ap p rop riat e t urn-t aking behavior during scrip t ed conversat ion
0 55 Ident ify scrip t ed friendly gest ures and resp ond ap p rop riat ely
3 48 Ident ify/resp ond t o t yp ical t yp es of food/beverage p reservat ion
0 64 Ident ify/resp ond t o t yp ical at t it udes t oward family aut horit y
41 8 Ident ify/resp ond t o p olit ical cont rols on t he educat ion syst em
1 0 5 Ident ify t he basis for mobilit y bet ween social st rat a
2 46 Ident ify major religious group s
3 0 0 Ident ify p rocedures for t he conduct of research and develop ment
3 67 Model rent ing an ap p rop riat e room in arural area
1 0 8 Ident ify/resp ond t o/model wearing ap p rop riat e clot hing
3 60 Ident ify/resp ond t o op t ions regarding t emp orary accommodat ion in an urban area
41 9 Ident ify various educat ional inst it ut ions In t he Russian syst em
1 3 7 Ident ify/model accep t ing/reject ing food/drink as ap p rop riat e at asocial gat hering
1 3 9 Ident ify/model how long t o st ay at asocial gat hering
2 9 8 Ident ify / resp ond t o normal sources and availabilit y of maint enance sup p ort
2 60 Ident ify rigor wit h which laws are enforced
0 0 3 Ident ify/resp ond t o accep t ed st andards of p ersonal resp onsibilit y
2 47 Ident ify p ermanent asp ect s of p olit ical organizat ion
2 68 Ident ify relat ionship s bet ween t he securit y organizat ion and et hnic or minorit y group s
3 2 2 Ident ify t he government role in allocat ing human and mat erial resources
Cult ure Cult ure
Weight s Rankings
4.49 1 7 6
4.47 1 7 7
2 1 9 Underst and t hat t he social cont ext of all forms of gambling is dangerous and t he p ossibilit y of winning negligible
0 7 3 Ident ify/resp ond t o t he ways in which members of t he cult ure resp ond t o ext ernal st imuli
1 0 0 Ident ify/resp ond t o p erceived rat e of change
1 0 9 Ident ify/resp ond t o/model ap p rop riat e formalit y for Int roduct ions
0 3 2 Model ap p rop riat e behavior t oward married male
1 1 0 Ident ify/model ap p rop riat e role in scrip t ed meet ing/negot iat ion
2 50 Ident ify differences in funct ion of head of st at e and head of government
2 1 7 Ident ify/resp ond t o at t it udes regarding winning and losing
1 62 Model using simp lified E nglish
0 60 Model st anding next t o someone according t o Russian concep t of int erp ersonal sp ace
1 63 Model ap p rop riat e use of aconsecut ive int erp ret er
3 3 0 Ident ify/resp ond t o at t it udes t oward p aying t axes
1 57 Model reading from ap hrase dict ionary
3 46 Ident ify/resp ond t o clot hing sizes for men and women
2 44 Ident ify lit eracy rat e and level of comp ulsory educat ion
2 2 4 Ident ify t he role t hat t obacco p lays __
0 7 1 Ident ify/resp ond t o condit ions causing st ress in members of t he cult ure
0 1 2 Ident ify/model ap p rop riat e behavior during religious services or ceremonies
0 3 7 Ident ify/resp ond t o at t it udes t owards American individuals
0 8 8 Ident ify/resp ond t o t he p urp ose of hist ory and imp act on current event s
0 58 Model using gest ures ap p rop riat e t o cont ent and audience in scrip t ed conversat ion
0 2 4 Ident ify/resp ond t o event s of Russian hist ory wit h significant emot ional at t achment
0 9 4 Ident ify/resp ond t o how members of t he cult ure consider t heir hist ory
0 54 Model maint aining ap p rop riat e eye cont act during ascrip t ed conversat ion
1 2 4 Ident ify/model ap p rop riat e t ime t o arrive for abusiness calls
4 . 4 6
4 . 4 4
4 . 3 7
4 . 3 2
4 . 2 6
4 . 1 9
4 . 1 7
4 . 1 4
4 . 1 3
4 . 1 1
4 . 1 0
4 . 0 6
4 . 0 4
4 . 0 3
4 . 0 1
3 . 9 3
3 . 9 1
3 . 8 7
3 . 8 6
3 . 8 4
3 . 8 1
3 . 7 7
3 . 7 4
3 . 7 3
3 . 7 1
3 . 7 0
1 7 8
1 7 9
4 . 4 3 1 8 0
4 . 4 2 1 8 1
4 . 4 0 1 8 2
4 . 3 9 1 8 3
1 8 4
4 . 3 6 1 8 5
4 . 3 4 1 8 6
4 . 3 3 1 8 7
1 8 8
4 . 3 0 1 8 9
4 . 2 9 1 9 0
4 . 2 7 1 9 1
1 9 2
4 . 2 4 1 9 3
4 . 2 3 1 9 4
4 . 2 2 1 9 5
4 . 2 0 1 9 6
1 9 7
1 9 8
4 . 1 6 1 9 9
2 0 0
2 0 1
2 0 2
2 0 3
4 . 0 9 2 0 4
4 . 0 7 2 0 5
2 0 6
2 0 7
2 0 8
2 0 9
4 . 0 0 2 1 0
3 . 9 9 2 1 1
3 . 9 7 2 1 2
3 . 9 6 2 1 3
3 . 9 4 2 1 4
2 1 5
2 1 6
3 . 9 0 2 1 7
3 . 8 9 2 1 8
2 1 9
2 2 0
2 2 1
3 . 8 3 2 2 2
2 2 3
3 . 8 0 2 2 4
3 . 7 8 2 2 5
2 2 6
3 . 7 6 2 2 7
2 2 8
2 2 9
2 3 0
2 3 1
3 . 6 8 2 3 2
3 . 6 7 2 3 3
3 . 6 6 2 3 4
3 . 6 4 2 3 5
J- 4
Item Culture Culture
No Behavior Weights Rankings
25 7 Identifv Dolitical relationshiDS with ethnic or minority arouDS 3.63 236
1 61 Ident ify abilit y of members of t he cult ure t o use E nglish
3 .61 2 3 7
2 48 Ident ify t emp orary asp ect s of p olit ical organizat ion
3 .60 2 3 8
1 46 Ident ify/model how long t o st ay on aovernight visit
3 .58 2 3 9
1 40 Ident ify/model ap p rop riat e behavior t o conclude asocial call
3 .57 2 40
1 58 Read simp le words and p hrases in t he Cyrillic alp habet
3 .56 2 41
3 2 3 Ident ify t yp es of resources available
3 .54 2 42
2 7 5 Ident ify int ernal influences t hat have molded t he p rofessional et hic
3 .53 2 43
1 52 Ident ify/resp ond t o/model ap p rop riat e t op ics of conversat ion during acondolence call 3 .51 2 44
0 3 6 Model ap p rop riat e behavior t o child
3 .50 2 45
1 44 Ident ify ap p rop riat e exp ect at ions of guest s
3 .48 2 46
2 69 Ident ify t he cult ural imp ort ance of aformal cont ract
3 .47 2 47
1 60 Ident ify willingness of members t he cult ure t o use E nglish
3 .45 2 48
1 3 3 Ident ify/model ap p rop riat e t ime t o arrive for asocial call
3 .44 2 49
0 3 1 Model ap p rop riat e behavior t oward unmarried male
3 .43 2 50
3 66 Ident ify/resp ond t o op t ions and levels of qualit y regarding t emp orary accommodat ion in arural area 3 .41 2 51
3 3 1 Ident ify t he p rocedures for t ax collect ion and t he st ringency wit h which t ax collect ion in enforced 3 .40 2 52
1 42 Model p lanning ap p rop riat e food/beverages 3 .3 8 2 53
1 43 Model issuing invit at ions
3 .3 7 2 54
1 2 1 Model resp onding t o at oast
3 .3 5 2 55
3 0 1 Ident ify fiscal issues affect ing t he armed forces
3 .3 4 2 56
0 1 6 Gest ures/behaviors ap p rop riat e/inap p rop riat e wit h religious leaders 3 .3 3 2 57
0 1 3 Ident ify/resp ond t o gest ures/body language in resp onse t o symbols 3 .3 1 2 58
0 9 8 Ident ify/resp ond t o cult ural concep t s of change 3 .3 0 2 59
0 41 Ident ify/resp ond t o frequent ly-used eup hemisms 3 .2 8 2 60
0 50 Model at elep hone call t hat you init iat ed 3 .2 7 2 61
0 0 9 Ident ify/resp ond t o Russian p ercep t ion of resp ect for t he environment 3 .2 5 2 62
3 2 4 Ident ify cap abilit ies and p rocedures for resource p roduct ion and dist ribut ion 3 .2 4 2 63
2 43 Ident ify main demograp hic feat ures 3 .2 2 2 64
1 1 4 Ident ify/model ap p rop riat e way t o close scrip t ed meet ing/negot iat ion 3 .2 1 2 65
1 45 Ident ify/model ap p rop riat e guest obligat ions 3 .2 0 2 66
1 53 Ident ify/model how long t o st ay 3 .1 8 2 67
3 2 9 Ident ify t yp es of t axes imp osed 3 .1 7 2 68
1 3 2 Ident ify ap p rop riat e t imes t o make social calls 3 .1 5 2 69
0 66 Ident ify /resp ond t o t yp ical at t it udes t oward educat ional aut horit y 3 .1 4 2 7 0
2 2 5 Ident ify common modes and frequency of bat hing 3 .1 2 2 7 1
2 67 Ident ify int erfaces bet ween securit y and milit ary organizat ions 3 .1 1 2 7 2
2 55 Ident ify key cont emp orary figures 3 .1 0 2 7 3
1 3 5 Ident ify/resp ond t o/model ap p rop riat e greet ings 3 .0 8 2 7 4
1 3 8 Ident ify/resp ond t o/model ap p rop riat e t op ics of conversat ion at asocial gat hering 3 .0 7 2 7 5
0 1 4 Ident ify ap lace of worship ; model ap p rop riat e behavior near and inside ap lace of worship 3 .0 5 2 7 6
0 40 Ident ify t yp ical family relat ionship s 3 .0 4 2 7 7
0 2 6 Recognize comp onent s of Russian name 3 .0 2 2 7 8
0 2 7 Ident ify Russian t it les 3 .0 1 2 7 9
1 2 2 Ident ify ap p rop riat e t imes t o make business/p rofessional calls 3 .0 0 2 8 0
1 9 9 Ident ify religious/secular connot at ions regarding cert ain foods and beverages 2 .9 8 2 8 1
0 8 4 Ident ify/resp ond t o learning st yles wit hin t he cult ure 2 .9 7 2 8 2
2 0 2 Resp ond ap p rop riat ely t o dist ast eful foods 2 .9 5 2 8 3
2 2 6 Ident ify normal locat ions of bat hing facilit ies 2 .9 4 2 8 4
1 47 Indenffly/model ap p rop riat e follow-up act ion aft er aovernight visit 2 .9 2 2 8 5
1 2 0 Model making at oast at t he ap p rop riat e t ime 2 .9 1 2 8 6
1 48 Ident ify ap p rop riat e t ribut eflowers/card/memorial cont ribut ion 2 .8 9 2 8 7
0 42 Ident ify/resp ond t o hist orical allusions in scrip t ed conversat ion 2 .8 8 2 8 8
1 1 3 Ident ify t he imp ort ance of consensus in achieving meet ing object ives/negot iat ion 2 .8 7 2 8 9
0 49 Model when and how t o t erminat e aconversat ion 2 .8 5 2 9 0
0 48 Model how t o init iat e aconversat ion 2 .8 4 2 9 1
2 7 0 Ident ify comp liance/enforcement p rocedures / remedies 2 .8 2 2 9 2
1 1 2 Ident ify/resp ond t o/model ap p rop riat e way t o begin scrip t ed meet ing/negot iat ion 2 .8 1 2 9 3
1 2 3 Model making an ap p oint ment for abusiness/p rofessional call 2 .7 9 2 9 4
1 1 1 Ident ify seat ing arrangement s in scrip t ed meet ing/negot iat ion 2 .7 8 2 9 5
J-5
It em Cult ure Cult ure
No Behavior Weight s Rankings
1 50 Ident ify/model ap p rop riat e met hods of exp ressing condolences 2 .7 7 2 9 6
3 3 2 Ident ify what economic requirement s are met from indigenous sources 2 .7 5 2 9 7
1 59 Ident ify/resp ond ap p rop riat ely t o signage 2 .7 4 2 9 8
2 0 9 Ident ify normal sequence of courses for 'obed' 2 .7 2 2 9 9
1 54 Ident ify/model ap p rop riat e behavior t o conclude acondolence call 2 .7 1 3 0 0
1 9 7 Ident ify/resp ond t o Russian at t it ude t oward ap p lied science. 2 .69 3 0 1
1 9 6 Ident ify/resp ond t o Russian at t it ude t oward p ure science. 2 .68 3 0 2
0 2 3 Ident ify major holidays 2 .67 3 0 3
0 2 5 Ident ify ap p rop riat e sources and t arget s of humor 2 .65 3 0 4
0 1 1 Ident ify/resp ond t o t imes when religious services occur 2 .64 3 0 5
0 9 0 Ident ify met hods of hist orical int erp ret at ion and imp act on hist orical analysis 2 .62 3 0 6
1 41 Model p lanning asocial gat hering for ap p rop riat e p eop le 2 .61 3 0 7
1 0 7 Ident ify/resp ond t o/model ap p rop riat e grooming 2 .59 3 0 8
1 3 4 Model ap p rop riat e accep t ance of invit at ion t o social gat hering 2 .58 3 0 9
2 59 Ident ify/resp ond t o relat ions bet ween civil and religious aut horit ies 2 .56 3 1 0
2 1 1 Ident ify how members of t he societ y define t he concep t of discret ionary t ime. 2 .55 3 1 1
1 49 Ident ify ap p rop riat e t imes t o make condolence calls 2 .54 3 1 2
2 3 6 Ident ify overall geograp hical feat ures 2 .52 3 1 3
3 61 Ident ify/resp ond t o met hods of seeking t emp orary accommodat ion in an urban area 2 .51 3 1 4
1 9 8 Ident ify/resp ond t o Russian at t it ude t oward t echnology 2 .49 3 1 5
3 65 Ident ify p at t erns of rural housing 2 .48 3 1 6
2 7 3 Model obt aining aut omot ive insurance 2 .46 3 1 7
2 42 Ident ify/resp ond t o definit ions of and at t it udes t oward domest ic animals _ 2 .45 3 1 8
0 9 3 Resp ond t o cult ural emot ions aroused by key hist orical dat es, event s and figures 2 .44 3 1 9
1 0 1 Ident ify realit y vs. p ercep t ion of social st ruct ures in Russian cult ure 2 .42 3 2 0
2 7 1 Ident ify default p rocedures/remediat ion 2 .41 3 2 1
0 8 9 Ident ify document at ion requirement s (or lack t hereof) required by cult ure 2 .3 9 3 2 2
1 2 8 Ident ify/model when t o discuss business during scrip t ed meet ing/negot iat ion ; 2 .3 8 3 2 3
1 2 5 Ident ify/resp ond t o/model ap p rop riat e greet ings during scrip t ed meet ing/negot iat ion 2 .3 6 3 2 4
0 8 5 Ident ify/resp ond t o exp ect ed inst ruct ional st yles 2 .3 5 3 2 5
1 1 5 Ident ify/resp ond t o t ime t o arrive for aformal banquet 2 .3 3 3 2 6
2 56 Ident ify/resp ond t o t he relat ive cohesion of t he p olit ical organizat ion 2 .3 2 3 2 7
1 3 6 Ident ify/model ap p rop riat e seat ing/p ost ure at asocial gat hering 2 .3 1 3 2 8
0 3 9 Ident ify t yp ical marriage and divorce p ract ices 2 .2 9 3 2 9
1 2 6 Ident ify/resp ond t o/model exchange of p ersonal informat ion/business cards during meet ing/negot iat ion 2 .2 8 3 3 0
3 2 8 Ident ify t he market st ruct ure for indust rial p roduct s 2 .2 6 3 3 1
2 0 7 Ident ify what meals are eat en at what t imes of t he day and how long such meals t yp ically last 2 .2 5 3 3 2
1 8 5 Ident ify current movie-wat ching habit s 2 .2 3 3 3 3
2 0 1 Ident ify how foods are t yp ically p rep ared 2 .2 2 3 3 4
2 1 5 Ident ify common p art icip at ory and observer sp ort s and t heir role in Russian cult ure 2 .2 1 3 3 5
2 54 Ident ify key hist orical figures ^ 2 .1 9 3 3 6
2 7 6 Ident ify key hist orical figures and t heir roles in molding t he p rofessional et hic 2 .1 8 3 3 7
2 0 6 Model ap p rop riat e conversat ion 2 .1 6 3 3 8
0 9 1 Ident ify major t hemes from hist ory relevant t o t he cult ure t oday 2 .1 5 3 3 9
2 1 6 Model ap p rop riat e p art icip at ion 2 .1 3 3 40
0 2 0 Ident ify manner in which t ime is writ t en 2 .1 2 3 41
3 2 7 Ident ify sources, availabilit y, and cost s of financing indust rial op erat ions 2 .1 1 3 42
2 1 8 Ident ify/resp ond t o definit ions of gambling, t yp es of gambling, and t he legalit y of gambling 2 .0 9 3 43
2 65 Ident ify t he comp onent s of t he legal syst em 2 .0 8 3 44
2 0 4 Model ap p rop riat e use of eat ing ut ensils 2 .0 6 3 45
2 0 5 Ident ify ap p rop riat e conversat ional t op ics 2 .0 5 3 46
2 7 4 Ident ify ext ernal influences t hat have molded t he p rofessional et hic 2 .0 3 3 47
1 3 0 Ident ify/model ap p rop riat e behavior t o conclude scrip t ed meet ing/negot iat ion 2 .0 2 3 48
1 1 7 Model p art icip at ing in abanquet 2 .0 0 3 49
2 1 0 Model eat ing ap p rop riat e quant it ies at ap p rop riat e t imes 1 .9 9 3 50
1 1 8 Ident ify imp ort ance of guest s from seat ing arrangement s 1 .9 8 3 51
1 2 7 Ident ify/model ap p rop riat e seat ing/p ost ure during scrip t ed meet ing/negot iat ion 1 .9 6 3 52
0 7 5 Ident ify/resp ond t o t he role of t he individual wit hin t he family 1 .9 5 3 53
1 7 7 Ident ify major p rose writ ers 1 .9 3 3 54
1 7 6 Ident ify/resp ond t o funct ions, p urp ose and imp ort ance of p rose 1 .9 2 3 55
J-6
It em
No
1 8 6 Model conveying ap p reciat ion of film
Behavior
Cult ure
Weight s
1 .9 0
Cult ure
Rankings
3 56
2 2 7 Ident ify/resp ond t o t yp ical bat hing scent s
1 .8 9 3 57
0 9 7 Ident ify major t hemes from Russian hist ory t hat are relevant t oday
0 9 2 Ident ify key dat e, event s, and figures known t o all members of t he cult ure
1 .8 8 3 58
1 .8 6 3 59
0 8 7 Ident ify/resp ond t o basic concep t of hist ory and imp act on current event s
1 .8 5 3 60
2 58 Ident ify, by area, funct ions t hat t he government p erforms
1 .8 3 3 61
0 1 9 Ident ify/resp ond t o at t it udes regarding value of t ime
1 .8 2 3 62
2 51 Ident ify t he st ruct ure of government al execut ive funct ions
1 .8 0 3 63
2 53 Ident ify t he st ruct ure of government al legal funct ions
1 .7 9 3 64
2 1 3 Ident ify/resp ond t o common p art icip at ory and observer leisure act ivit ies and t heir role in Russian cult ure
1 2 9 Ident ify/model knowing when t he business is concluded during scrip t ed meet ing
1 1 9 Model sit t ing in t he correct p lace
1.78 3 65
1.76 3 66
1 .7 5 3 67
1 3 1 Ident ify/model ap p rop riat e subsequent follow-up t o meet ing
1 .7 3 3 68
2 0 3 Ident ify who generally sit s down t oget her
1.72 3 69
1 51 Ident ify/model ap p rop riat e seat ing/p ost ure during acondolence call 1.70 3 70
2 1 2 Ident ify how much t ime is t yp ically available for leisure. 1 .69 3 7 1
2 3 8 Ident ify/resp ond t o wat er-use and cont rol p at t erns
1 .67 3 7 2
1 8 4 Ident ify/resp ond t o funct ions, p urp ose and imp ort ance of film 1.66 3 7 3
0 0 8 Ident ify/resp ond t o Russian p ercep t ion of resp ect for animals 1.65 3 7 4
2 7 2 Ident ify Russian at t it udes t owards insurance
1.63 3 75
2 0 0 Ident ify/resp ond t o t yp ical diet
1.62 3 76
2 52 Ident ify t he st ruct ure of government al legislat ive funct ions 1.60 3 77
1 0 6 Ident ify sit uat ions which bring t oget her individuals from different social st rat a 1 .59 3 7 8
0 1 8 Ident ify/resp ond t o main sup erst it ions and avoid behaviors which can be offensive 1 .57 3 7 9
0 2 1 Ident ify/resp ond t o at t it udes regarding relat ivit y of t ime 1.56 3 80
2 1 4 Model ap p rop riat e p art icip at ion in leisure act ivit ies 1 .55 3 8 1
2 2 8 Ident ify p ublic t oilet facilit ies 1 .53 3 8 2
0 2 2 Writ e dat e wit h all numerals 1 .52 3 8 3
2 0 8 Ident ify/resp ond t o correct serving and p resent at ion t echniques 1 .50 3 8 4
1 7 8 Ident ify Russian winners of Nobel p rize for lit erat ure 1.49 3 85
1 1 6 Ident ify/resp ond t o how long aformal banquet is likely t o last 1 .47 3 8 6
1 8 0 Ident ify/resp ond t o funct ions, p urp ose and imp ort ance of t heat er 1 .46 3 8 7
2 40 Ident ify/resp ond t o cult urally-significant flora 1 .44 3 8 8
2 3 9 Ident ify/resp ond t o wat er rit uals and cust oms 1.43 3 8 9
2 3 7 Ident ify main wat er sources 1 .42 3 9 0
1 65 Ident ify major art forms, t heir funct ions and imp ort ance 1 .40 3 9 1
1 7 2 Model conveying ap p reciat ion of oral lit erat ure 1 .3 9 3 9 2
2 41 Ident ify/resp ond t o cult urally-significant fauna 1 .3 7 3 9 3
1 7 9 Model conveying ap p reciat ion of p rose 1 .3 6 3 9 4
1 7 1 Ident ify/resp ond t o funct ions, p urp ose and imp ort ance of oral lit erat ure 1.3 4 3 95
1 7 5 Model conveying ap p reciat ion of p oet ry 1.3 3 3 96
1 7 4 Ident ify major p oet s 1.3 2 3 97
1 7 3 Ident ify/resp ond t o funct ions, p urp ose and imp ort ance of p oet ry 1 .3 0 3 9 8
3 2 5 Ident ify crop s grown and met hods 1 .2 9 3 9 9
0 0 1 Ident ify cult ural foundat ions for et hics and moralit y 1 .2 7 40 0
1 7 0 Model conveying ap p reciat ion 1 .2 6 40 1
1 9 2 Model conveying ap p reciat ion of ballet 1 .2 4 40 2
0 1 5 Ident ify religious leaders 1.23 403
1 66 Model conveying ap p reciat ion of art forms 1.22 404
1 9 1 Ident ify/resp ond t o funct ions, p urp ose and imp ort ance of ballet 1 .2 0 40 5
1 67 Ident ify archit ect ural st yles 1 .1 9 40 6
1 8 1 Model conveying ap p reciat ion of t heat er 1 .1 7 40 7
1 69 Ident ify/resp ond t o relevance and imp ort ance of archit ect ure 1 .1 6 40 8
1 8 3 Model conveying ap p reciat ion of op era 1 .1 4 40 9
1 8 2 Ident ify/resp ond t o funct ions, p urp ose and imp ort ance of op era 1 .1 3 41 0
1 8 8 Model conveying ap p reciat ion of inst rument al music 1 .1 1 41 1
1 68 Ident ify p urp ose of buildings by form/mat erials/decorat ion 1 .1 0 41 2
1 8 7 Ident ify/resp ond t o funct ions, p urp ose and imp ort ance of inst rument al music
1 9 3 Ident ify/resp ond t o funct ions, p urp ose and imp ort ance of dance
1 9 4 Model conveying ap p reciat ion of dance
1.09 413
1.07 41 4
1 .0 6 41 5
J-7
'tef" Culture Culture
No Behavior Weights Rankings
326 Identify how the agricultural sector is organized 1 .04 41 6
1 90 Model conveying appreciation of vocal music 1 .03 41 7
1 89 Identify/respond to functions, purpose and importance of vocal music i.pi 41 8
1 95 Model appropriate ballroom dancing 1 .00 41 9
J-8
APPENDIX K
Bibliography Cuban
Amuchastegui, D. (1994a, October). Cuba's Armed Forces: Industrial Might. Cuba
News.
Amuchastegui, D. (1994b, October). Military higher Education in Cuba. Cuba News.
Anon. (1979). Cuba Today. Cuba: Editorial de Ciencias Sociales
Axtel, R.E. (1991). Gestures: The Do's and Taboos of Body Language Around the
World. New York: John Wiley & Sons, Inc.
Booth, C. (1994, November 14). Fidel's Brother Sets Up Shop. Time, pp. 68-69.
Clark, J. (1992). Cuba: Mito v Realidad. Miami: Saeta Ediciones.
Coe, A. (1995). Cuba. Lincolnwood, IL: Passport Books.
Department of State. (1994). Cuba. Background Notes. Washington, DC: U.S.
Government Printing Office.
Draper, T. (1965). Castroism: Theory and Practice. New York: Frederick A. Praeger,
Inc. Publications.
Heroic Illusions: A Survey of Cuba. (1996, April 6). The Economist.
Horowitz, I. L. (Ed.). (1995). Cuban Communism 1959-1995. New Brunswick, NJ:
Transaction Publications.
International Institute for Strategic Studies. (1990). The Military Balance. 1990-1991.
London: Brasey's.
International Institute for Strategic Studies. (1991). Strategic Survey. 1990-1991.
London: Brassey's.
International Institute for Strategic Studies. (1992). Strategic Survey. 1991-1992.
London: Brassey's.
International Institute for Strategic Studies. (1995). The Military Balance 1995-1996.
Oxford: Oxford University
International Institute for Strategic Studies. (1995). Cuba: Still Holding On. Strategic
Comments. No. 9.
Lavrov, N. M. (Ed.). (1978). Ocherki istorii Kuhy. Moscow: Izdatel'stvo "Nauka".
Lippe, S. (1994, November 16). The Cuban Military and Economic Reform. Radio Marti
Research Office Issue Brief.
Lippe, S., and Cabrera, L. (1995, June 22). The Role of the Cuban Military: Recent
Findings. Radio Marti Research Office Issue Brief.
K-l
McManus, J. (1989). Getting to Know Cuba: A travel guide. New York: St. Martin's
Press
Mesa-Lago,C. (1993). Cuba After the Cold War. Pittsburgh: University of Pittsburgh
Press.
Millett,R. L. (1993). Cuba's Armed Forces: From Triumph to Survival. Cuba Briefing
Paper Series. No. 4. Washington: Georgetown University.
Montes, A.B. (1993). The Military Response to Cuba's Economic Crisis. Washington:
Defense Intelligence Agency
Oppenheimer, A. (1992). Castro's Final Hour: The Secret Storv Behind the Coming
Downfall of Communist Cuba. New York: Simon & Schuster.
Perez-Stable, M. (1993). The Cuban Revolution: Origins. Course, and Legacy. New
York: Oxford University Press
Reiff,D. (1996). Cuba Refrozen. Foreign Affairs. 75 (4). pp.62-76.
Rudolph, J.D. (1985). Cuba: a country study. Washington, DC: U.S. Govennent
Printing Office.
Skabelund, G. P. & Sims, S. M. (Eds.). (1996). Cuba. Culturegram '97. Provo, UT:
Brigham Young University, David M. Kennedy Center of International Studies.
Suchlicki, J. (1986). Cuba from Columbus to Castro. (2nd Ed.). Washington, DC:
Pergamon-Brassey' s.
Whitefield, M. (1994, August 30). Signs Point to Intrigue in Havana. Miami Herald.
K-2
APPENDIX L
Behaviors Weighted by Culture Cuban
It em
No
Behavior
0 1 0 Ident ify/resp ond t o resp ect for t he environment dict at ed by et hics and moralit y
0 50 Ident ify cult urally-unaccep t able comp romises in negot iat ions
2 2 1 Ident ify t yp es of liquor p roduced and consumed
0 8 3 Ident ify/resp ond t o manifest at ions of obedience and disobedience t o aut horit y
0 1 7 Ident ify ap lace of worship ; model ap p rop riat e dress and behavior near and inside ap lace of worship
0 2 4 Ident ify/resp ond t o hist orical event s wit h significant emot ional at t achment
0 0 4 Ident ify ap p rop riat e and inap p rop riat e financial exchanges wit h p ublic/p rivat e officials
0 0 5 Ident ify/resp ond t o role of et hics and moralit yin relat ionship s
0 3 4 Model ap p rop riat e behavior t oward amarried female
0 40 Ident ify/resp ond t o at t it udes t owards American individuals
0 43 Ident ify/resp ond t o at t it udes t oward marriage and divorce
0 3 3 Model ap p rop riat e behavior t oward an unmarried female
0 0 8 Ident ify/resp ond t o resp ect for human right s dict at ed by et hics and moralit y
3 2 9 Ident ify/resp ond t o at t it udes t oward corrup t ion
0 3 1 Model ap p rop riat e behavior t oward an unmarried male
0 3 6 Model ap p rop riat e behavior t o achild
0 1 8 Ident ify/resp ond t o basic beliefs and p ract ices of Sant eria
0 2 3 Ident ify major holidays
0 0 9 Ident ify/resp ond t o resp ect for animals dict at ed by et hics and moralit y
2 66 Ident ify t yp ical p unishment s for various crimes
0 60 Ident ify friendly and host ile gest ures and resp ond ap p rop riat ely
0 3 5 Ident ify charact erist ics of different generat ions and model ap p rop riat e behavior t oward t hem
0 41 Model ap p rop riat e behavior t oward homosexuals
Cult ure Cult ure
Weight s Rankings
7 . 0 0
6 . 9 2
6 . 8 4
6 . 7 5
6 . 6 7
6 . 5 9
6 . 5 1
6 . 4 2
6 . 3 4
6 . 2 6
6 . 1 8
6 . 1 0
6 . 0 1
5 . 9 3
5 . 8 5
5 . 7 7
5 . 6 9
5 . 6 0
5 . 5 6
5 . 4 4
5 . 3 6
5 . 2 7
5 . 1 9
1 0
1 1
1 2
1 3
1 4
1 5
1 6
1 7
1 8
1 9
2 0
2 1
2 2
2 3
0 3 9 Model ap p rop riat e behavior in dealing wit h st udent s or p rot eges
5.1 1 2 4
0 1 5 Ident ify/model ap p rop riat e dress and behavior during religious observances
5.0 3 2 5
0 1 3 Ident ify/resp ond t o basic beliefs and p ract ices of Roman Cat holicism
4.9 5 2 6
0 2 2 Writ e dat e wit h all numerals
4.8 6 2 7
2 2 2 Model ap p rop riat e use or avoidance of liquor
4.7 8 2 8
0 3 7 Model ap p rop riat e behavior and forms of address in giving direct ion t o and receiving informat ion from servant s 4.7 0 2 9
0 3 0 Use correct form of address in writ t en communicat ions
4.62 3 0
0 1 6 Ident ify/resp ond t o gest ures/body language in resp onse t o symbols
4.53 3 1
41 5 Ident ify/resp ond t o generally-accep t ed/required immunizat ions
4.45 3 2
0 8 8 Ident ify/resp ond t o at t it udes t owards act ions t aken by American government
4.3 7 3 3
3 2 8 Ident ify how corrup t ion is defined
4.2 9 3 4
1 0 4 Ident ify major social, economic, and p olit ical changes and t he forces t hat drive t hem
4.2 1 3 5
0 8 2 Ident ify/resp ond t o at t it udes t oward aut horit yfigures
4.1 2 3 6
0 8 0 Ident ify/resp ond t o t he role of t he individual wit hin t he family, wit hin agroup , and wit hin t he st at e
4.0 4 3 7
40 9 Ident ify/resp ond t o t he p rofessional qualificat ions of healt h care p ract it ioners
3 .9 6 3 8
0 9 3 Ident ify p olit ical t radit ions
3 .8 8 3 9
0 3 8 Model ap p rop riat e behavior in dealing wit h t eachers or ment ors
3 .8 0 40
0 58 Ident ify/resp ond t o insult in aconversat ion
3 .7 1 41
0 7 7 Ident ify/resp ond t o t yp ical exp ressions of aggression
3 .63 42
0 2 6 Ident ify ap p rop riat e sources and t arget s of humor
3 .55 43
3 2 7 Ident ify holidays
3 .47 44
447 Ident ify/resp ond t o t he document at ion required for t ravel on int ernat ional p ublic t ransp ort at ion 3 .3 8 45
0 9 4 Ident ify/resp ond t o p olit ical doct rines
3 .3 0 46
2 67 Ident ify t he levels of jurisdict ion in t he legal syst em 3 .2 2 47
0 64 Ident ify/resp ond t o concep t s of int erp ersonal sp ace
3 .1 4 48
43 5 Model p lanning t he most economical rout e in t erms of t ime and money 3 .0 6 49
0 8 1 Ident ify/resp ond t o highly-p ersonalized aut horit y st ruct ure
2 .9 7 50
0 1 2 Ident ify/resp ond t o indicat ors of st at us in t he cult ure
2 .8 9 51
3 7 3 Ident ify t he rat ioning p rocedures and quant it ies for durable goods
2 .8 1 52
2 2 4 Model ap p rop riat e use or avoidance of t obacco
2 .7 3 53
2 2 9 Ident ify/resp ond t o/model ap p rop riat e request t o use at oilet
2 .64 54
1 62 Ident ify/model ap p rop riat e behavior t o conclude acondolence call 2 .56 55
1 69 Model reading from ap hrase dict ionary
2 .48 56
2 2 0 Model ap p rop riat e use or avoidance of drugs
2 .40 57
0 68 Ident ify/resp ond t o at t it udes t oward legal syst ems 2 .3 2 58
L- l
Item
No Behavior
2 8 3 Ident ify t he role of t he Unit ed St at es in shap ing Cuban milit ary at t it udes
Cult ure
Weight s
2 .2 3
Cult ure
Rankings
59
0 49 Model ap p rop riat e behavior during negot iat ions 2 .1 5 60
2 65 Ident ify t yp ical p at t erns of crime 2 .0 7 61
40 8 Ident ify t he qualit y, t horoughness, and short comings regarding healt h care regulat ion 1 .9 9 62
0 8 5 Ident ify act ual and p erceived t hreat s t o cult ural int egrit y 1.90 63
0 0 3 Ident ify/resp ond t o ap p rop riat e st andards of p ersonal behavior 1.82 64
0 7 1 Ident ify normal civil obligat ions 1 .7 4 65
41 1 Model gaining access t o alocal p ract it ioner for t reat ment 1 .66 66
0 7 8 Ident ify/resp ond t o t he ways in which members of t he cult ure resp ond t o ext ernal st imuli 1 .58 67
0 3 2 Model ap p rop riat e behavior t oward amarried male 1 .49 68
2 62 Ident ify t he concep t ual basis for t he laws and t he legal syst em 1 .41 69
1 65 Ident ify at t emp t s t o regulat e language use and reasons t herefore 1 .3 3 7 0
3 8 2 Ident ify/resp ond t o t he t yp ical t yp es of food and beverage p reservat ion 1 .2 5 7 1
3 9 6 Ident ify/resp ond t o t he availabilit y of and uses for elect ricit y 1 .1 6 7 2
2 2 5 Ident ify/resp ond t o/model common modes and frequency of bat hing 1 .0 8 7 3
2 46 Ident ify et hnic or minorit y group s 1.00 7 4
0 0 1 Ident ify cult ural foundat ions for et hics and moralit y 0 .0 0
0 0 2 Ident ify/resp ond t o key concep t s p ert aining t o et hics and moralit y 0 .0 0
0 0 6 Ident ify/resp ond t o role of et hics and moralit y in p ossession-behavior 0 .0 0
0 0 7 Ident ify/resp ond t o role of et hics and moralit y in decision-making 0 .0 0
0 1 1 Ident ify/resp ond t o role of et hics and moralit y as t hey affect ot her issues 0 .0 0
0 1 4 Ident ify/resp ond t o t imes when religious observances occur/are required 0 .0 0
0 1 9 Ident ify/resp ond t o at t it udes regarding value of t ime 0 .0 0
0 2 0 Ident ify manner in which t ime is writ t en 0 .0 0
0 2 1 Ident ify/resp ond t o at t it udes regarding relat ivit y of t ime 0 .0 0
0 2 5 Ident ify what can be humorous by sit uat ion and cont ext 0 .0 0
0 2 7 Recognize comp onent s of p ersonal names 0 .0 0
0 2 8 Correct ly use t it le, p rop er form of address in business meet ings 0 .0 0
0 2 9 Use correct form of address in social sit uat ions 0 .0 0
0 42 Model ap p rop riat e behavior t oward ap rost it ut e 0 .0 0
0 44 Ident ify/resp ond t o relat ionship s wit hin bot h nuclear and ext ended families 0 .0 0
0 45 Ident ify/resp ond t o frequent ly-used eup hemisms 0 .0 0
0 46 Ident ify/resp ond t o allusions (religious, lit erary, hist orical) in conversat ion 0 .0 0
0 47 Model ap p rop riat e resp onse t o int errup t ions during aconversat ion 0 .0 0
0 48 Model ap p rop riat e t urn-t aking behavior during aconversat ion 0 .0 0
0 51 Ident ify when not ap p rop riat e t o init iat e aconversat ion 0 .0 0
0 52 Model how t o init iat e and t erminat e aconversat ion 0 .0 0
0 53 Model ap p rop riat e et iquet t e t o init iat e and t erminat e t elep hone calls 0 .0 0
0 54 Ident ify inap p rop riat e elicit at ion t echniques 0 .0 0
0 55 Model ap p rop riat e elicit at ion t echniques in aconversat ion 0 .0 0
0 56 Ident ify ap p rop riat e and inap p rop riat e uses of p rofanit y in aconversat ion 0 .0 0
0 57 Model ap p rop riat e resp onse t o inap p rop riat e p rofanit y in aconversat ion 0 .0 0
0 59 Model maint aining ap p rop riat e eye cont act during aconversat ion 0 .0 0
0 61 Model using gest ures ap p rop riat e t o cont ent and audience 0 .0 0
0 62 Model avoiding offensive gest ures 0 .0 0
0 63 Ident ify/resp ond t o hand mot ions 0 .0 0
0 65 Ident ify/resp ond t o t yp ical at t it udes t oward cult ural change 0 .0 0
0 66 Ident ify/resp ond t o t yp ical at t it udes t oward social, economic, and p olit ical change 0 .0 0
0 67 Ident ify/resp ond t o t yp ical at t it udes t oward t echnological change 0 .0 0
0 69 Ident ify/resp ond t o t yp ical at t it udes t oward various t yp es of aut horit y 0 .0 0
0 7 0 Ident ify/resp ond t o normal cult ural exp ect at ions from aut horit y 0 .0 0
0 7 2 Ident ify/resp ond t o normal cult ural exp ect at ions of and needs for p olit ical and social order and st ruct ure
0 7 3 Ident ify/resp ond t o normal cult ural exp ect at ions of and needs for individual order and st ruct ure
0 7 4 Ident ify/resp ond t o deviat ion from American norms in at t it udes t oward human right s
0 7 5 Ident ify/resp ond t o cult ural concep t s of individual ident it y
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 7 6 Ident ify/resp ond t o condit ions causing st ress in members of t he cult ure 0 .0 0
0 7 9 Ident ify/resp ond t o t he relat ive imp ort ance of larger group s t o t he individual 0 .0 0
0 8 4 Ident ify/resp ond t o not ions of cult ural excep t ionalism wit hout giving offense 0 .0 0
0 8 6 Ident ify/resp ond t o at t it udes regarding sp ecific asp ect s of American cult ure 0 .0 0
0 8 7 Ident ify act ual and p erceived t hreat s t o p olit ical int egrit y
0 .0 0
0 8 9 Ident ify/resp ond t o t he value and imp ort ance ascribed t o educat ion 0 .0 0
0 9 0 Ident ify/resp ond t o major learning st yles wit hin t he cult ure
0 .0 0
0 9 1 Ident ify/resp ond t o exp ect ed inst ruct ional st yles
0 .0 0
L-2
Item
No Behavior
0 9 2 Ident ify/resp ond t o/model cult urally-ap p rop riat e means of conflict resolut ion
Cult ure Cult ure
Weight s Rankings
0 .0 0
0 9 5 Ident ify/resp ond t o cult ural concep t of hist ory and it s imp act t oday 0 .0 0
0 9 6 Ident ify/resp ond t o t he cult ural p urp ose of hist ory and it s imp act t oday 0 .0 0
0 9 7 Ident ify met hods of hist orical int erp ret at ion and t heir imp act on hist orical analysis wit hin t he cult ure
0 9 8 Ident ify key hist orical dat es, event s, and figures and resp ond t o emot ions aroused by t hem
0 9 9 Ident ify/resp ond t o major t hemes from t he cult ure's hist ory t hat are relevant t oday
0 .0 0
0 .0 0
0 .0 0
1 0 0 Ident ify disconnect s bet ween insider and out sider considerat ion of t he same hist ory 0 .0 0
1 0 1 Ident ify/resp ond t o cult ural concep t s of change 0 .0 0
1 0 2 Ident ify/resp ond t o act ual and p erceived rat es of change 0 .0 0
1 0 3 Ident ify major cult ural changes and t heir sources 0 .0 0
1 0 5 Ident ifyt he basis up on which class dist inct ions rest 0 .0 0
1 0 6 Ident ify class from clot hing, mannerisms, and sp eech p at t erns 0 .0 0
1 0 7 Ident ify/resp ond t o t yp es and sources of rank wit hin t he cult ure 0 .0 0
1 0 8 Ident ify t he basis for and limit s of mobilit y bet ween social classes 0 .0 0
1 0 9 Ident ify/resp ond t o/model ap p rop riat e grooming and clot hing 0 .0 0
1 1 0 Ident ify/resp ond t o/model ap p rop riat e formalit y for int roduct ions 0 .0 0
1 1 1 Model int roducing self and comp anions 0 .0 0
1 1 2 Ident ify changes in dynamics based on t he size or p urp ose of ameet ing/negot iat ion 0 .0 0
1 1 3 Ident ify who p art icip at es in what kinds of meet ings/negot iat ions
1 1 4 Ident ify/model ap p rop riat e role in ameet ing/negot iat ion
1 1 5 Ident ify ap p rop riat e p lace t o sit in ameet ing/negot iat ion
1 1 6 Ident ify/resp ond t o/model ap p rop riat e way t o begin ameet ing/negot iat ion
0 .0 0
0 .0 0
0 .0 0
0 .0 0
1 1 7 Ident ify t he imp ort ance of consensus in achieving meet ing/negot iat ion object ives 0 .0 0
1 1 8 Ident ify/model ap p rop riat e way t o close ameet ing/negot iat ion 0 .0 0
1 1 9 Ident ify/resp ond t o t ime t o arrive for aformal banquet 0 .0 0
1 2 0 Ident ify/resp ond t o how long aformal banquet is likely t o last 0 .0 0
1 2 1 Ident ify who is likely t o be invit ed t o aformal banquet 0 .0 0
1 2 2 Model p art icip at ing in aformal banquet 0 .0 0
1 2 3 Ident ify imp ort ance of guest s from seat ing arrangement s 0 .0 0
1 2 4 Model sit t ing in t he correct p lace 0 .0 0
1 2 5 Model making at oast at t he ap p rop riat e t ime 0 .0 0
1 2 6 Model resp onding t o at oast 0 .0 0
1 2 7 Ident ify ap p rop riat e t imes t o make business/p rofessional calls 0 .0 0
1 2 8 Model making an ap p oint ment for abusiness/p rofessional call 0 .0 0
1 2 9 Ident ify/model ap p rop riat e t ime t o arrive for abusiness call 0 .0 0
1 3 0 Ident ify/resp ond t o/model ap p rop riat e greet ings during ameet ing 0 .0 0
1 3 1 Ident ify/resp ond t o/model exchange of p ersonal informat ion/business cards during ameet ing 0 .0 0
1 3 2 Ident ify/model ap p rop riat e seat ing/p ost ure during ameet ing 0 .0 0
1 3 3 Ident ify/model when t o bring up t he business during ameet ing 0 .0 0
1 3 4 Ident ify/model knowing when t he business is concluded during ameet ing 0 .0 0
1 3 5 Ident ify/model ap p rop riat e behavior t o conclude ameet ing 0 .0 0
1 3 6 Ident ify/model ap p rop riat e subsequent follow-up t o ameet ing 0 .0 0
1 3 7 Ident ify ap p rop riat e t imes t o make social calls 0 .0 0
1 3 8 Ident ify/model ap p rop riat e t ime t o arrive for asocial call 0 .0 0
1 3 9 Model ap p rop riat e accep t ance of invit at ion t o asocial gat hering 0 .0 0
1 40 Ident ify/resp ond t o/model ap p rop riat e greet ings at asocial gat hering 0 .0 0
1 41 Ident ify/model exchange of p ersonal informat ion/calling cards in asocial set t ing 0 .0 0
1 42 Ident ify/model ap p rop riat e seat ing/p ost ure at asocial gat hering 0 .0 0
1 43 Ident ify/model accep t ing/reject ing food/drink at asocial gat hering, as ap p rop riat e 0 .0 0
1 44 Ident ify/resp ond t o/model ap p rop riat e t op ics of conversat ion at asocial gat hering 0 .0 0
1 45 Ident ify/model how long t o st ay at asocial gat hering 0 .0 0
1 46 Ident ify/model ap p rop riat e behavior t o conclude asocial call 0 .0 0
1 47 Ident ify/model ap p rop riat e subsequent follow-up t o asocial call 0 .0 0
1 48 Model p lanning asocial gat hering for ap p rop riat e p eop le 0 .0 0
1 49 Model p lanning ap p rop riat e food/beverages for asocial gat hering 0 .0 0
1 50 Model issuing invit at ions for asocial gat hering 0 .0 0
1 51 Model ap p rop riat e accep t ance of invit at ion for an overnight st ay 0 .0 0
1 52 Ident ify ap p rop riat e exp ect at ions of guest s during an overnight st ay 0 .0 0
1 53 Ident ify/model ap p rop riat e act ions aft er an overnight st ay 0 .0 0
1 54 Ident ify ap p rop riat e t ribut e flowers/card/memorial cont ribut ion as acondolence 0 .0 0
1 55 Ident ify ap p rop riat e t imes t o make condolence calls 0 .0 0
1 56 Ident ify/resp ond t o/model ap p rop riat e greet ings in acondolence call 0 .0 0
1 57 Ident ify/model ap p rop riat e met hods of exp ressing condolences 0 .0 0
L-3
It em
No Behavior
1 58 Ident ify/model ap p rop riat e seat ing/p ost ure during acondolence call
1 59 Ident ify/model accep t ing/reject ing food/drink during acondolence call
1 60 Ident ify/resp ond t o/model ap p rop riat e t op ics of conversat ion during acondolence call
1 61 Ident ify/model how long t o st ay for acondolence call
1 63 Ident ify Sp anish as t he only officially-recognized language
1 64 Ident ify t he imp ort ance of language in defining t he cult ure
1 66 Ident ify/resp ond t o ap horisms and t o religious, lit erary and hist orical allusions in aconversat ion
1 67 Ident ify/resp ond t o/model basic int onat ional p at t erns in aconversat ion
1 68 Ident ify/resp ond t o/model basic p hrases in aconversat ion
1 7 0 Ident ify/resp ond ap p rop riat ely t o signage
1 7 1 Ident ify willingness and abilit y of members of t he cult ure t o use E nglish
1 7 2 Model using simp lified E nglish
1 7 3 Ident ify differences in out come bet ween simult aneous and consecut ive int erp ret at ion
1 7 4 Model ap p rop riat e use of aconsecut ive int erp ret er
1 7 5 Model ap p rop riat e use of asimult aneous int erp ret er
1 7 6 Ident ify local sources of qualit yt ranslat ion work
1 7 7 Ident ify t imes and cost s required t o p roduce qualit y t ranslat ion work
1 7 8 Ident ifyt he funct ions, p urp ose, and imp ort ance of p aint ing
1 7 9 Model conveying ap p reciat ion of p aint ing
1 8 0 Ident ify t he funct ions, p urp ose, and imp ort ance of sculp t ure
1 8 1 Model conveying ap p reciat ion of sculp t ure
1 8 2 Ident ify t he funct ions, p urp ose, and imp ort ance of ceramics
1 8 3 Model conveying ap p reciat ion of ceramics
1 8 4 Ident ifyt he t yp es, funct ions, p urp oses, and imp ort ance of t ext iles p roduced
1 8 5 Model conveying ap p reciat ion of t ext iles
1 8 6 Ident ify archit ect ural st yles
1 8 7 Ident ify t he p urp ose of buildings byform/mat erials/decorat ion
1 8 8 Ident ify/resp ond t o t he imp ort ance of archit ect ure
1 8 9 Model conveying ap p reciat ion of archit ect ure
1 9 0 Ident ify t he funct ions, p urp oses, and imp ort ance of p oet ry and p rose
1 9 1 Model conveying ap p reciat ion of p oet ry and p rose
1 9 2 Ident ifyt he funct ions, p urp oses, and imp ort ance of t heat er
1 9 3 Model conveying ap p reciat ion of t heat er
1 9 4 Ident ify t he funct ions, p urp oses, and imp ort ance of film
1 9 5 Model conveying ap p reciat ion of film
1 9 6 Ident ify t he funct ions, p urp oses, and imp ort ance of inst rument al and vocal music
1 9 7 Model conveying ap p reciat ion of inst rument al and vocal music
1 9 8 Ident ify t he funct ions, p urp oses, and imp ort ance of dance
1 9 9 Model conveying ap p reciat ion of dance
2 0 0 Model ap p rop riat e ballroom dancing
2 0 1 Ident ify/resp ond t o t he t yp ical diet
2 0 2 Ident ify how foods are t yp ically p rep ared
2 0 3 Resp ond ap p rop riat ely t o dist ast eful foods
2 0 4 Ident ify who generally sit s down t oget her
2 0 5 Ident ify/model ap p rop riat e use of eat ing ut ensils
2 0 6 Ident ify ap p rop riat e conversat ional t op ics; model ap p rop riat e conversat ion
2 0 7 Ident ify what meals are eat en at what t imes of t he day and how long each meal t yp ically last s
2 0 8 Ident ify/resp ond t o correct serving and p resent at ion t echniques
2 0 9 Ident ify normal sequence of courses
2 1 0 Model not eat ing t oo much
2 1 1 Ident ify how members of t he societ y define t he concep t of discret ionaryt ime
2 1 2 Ident ify how much t ime is t yp ically available for leisure
2 1 3 Ident ify/model p art icip at ory and observer roles in common leisure act ivit ies
2 1 4 Ident ify/model p art icip at oryand observer roles in common sp ort s act ivit ies
2 1 5 Ident ify/resp ond t o at t it udes regarding winning and losing
2 1 6 Ident ify t yp es of gambling and t he legalit y of various t yp es of gambling
2 1 7 Model ap p rop riat e act ion or avoidance of gambling
2 1 8 Ident ify t he role t hat gambling p lays in t he cult ure
2 1 9 Ident ify t he legal and illegal drugs and sanct ions for using illegal drugs
2 2 3 Ident ify p at t erns of t obacco p roduct ion and consump t ion
2 2 6 Ident ify normal locat ions of bat hing facilit ies
2 2 7 Ident ify p ublic t oilet facilit ies
2 2 8 Ident ify degree of p rivacy exp ect ed
Cult ure Cult ure
Weight s Rankings
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
L-4
" ^ Behavior Weight s Rankings
2 3 0 Ident ify/resp ond t o ap p rop riat e met hods of cleaning up
2 3 1 Model ap p rop riat e use of t oilet .
2 3 4 Ident ify imp ort ance and imp act s of Cuba's locat ion and size
2 3 5 Ident ify/resp ond t o local climat e p at t erns
2 3 6 Ident ify significant geograp hical feat ures
2 3 7 Ident ify/resp ond t o land-use p at t erns
2 3 8 Ident ify significant wat er sources
2 3 9 Ident ify significant flora
2 40 Ident ify significant fauna
2 41 Ident ify/resp ond t o at t it udes regarding domest ic animals
2 42 Ident ify p ossible working animal roles in mission execut ion
2 43 Ident ify significant demograp hic feat ures
2 44 Ident ify t yp ical occup at ions
2 45 Ident ify t yp ical educat ion levels
2 47 Ident ify religious group s
2 50 Ident ifyt he hist ory of p olit ical st ruct ures
Cult ure Cult ure
light s
0 .0 0
0 .0 0
0 .0 0
2 3 2 Ident ify ot her normal hygienic p rocedures _
2 3 3 Ident ify/resp ond t o significant differences bet ween local dist inct ions and US dist inct ions regarding race and color O0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
2 48 Ident ify long-last ing asp ect s of t he p olit ical organizat ion . .
2 49 Ident ify t emp orary asp ect s of t he p olit ical organizat ion ___
0 .0 0
2 51 Ident ify t he head of st at e and t he head of government and differences in t heir funct ions 0 -0 0
2 52 Ident ify t he st ruct ure of government al legal funct ions -
2 53 Ident ifyt he st ruct ure of government al legislat ive funct ions 0 __
2 54 Ident ifyt he st ruct ure of government al execut ive funct ions 0 __.
2 55 lt en% significant cont emp oraryand hist orical figures __.
2 56 Ident ify/resp ond t o t he relat ive cohesion of t he p olit ical organizat ion
0 0

2 57 Ident ify/resp ond t o lack of conflict bet ween cult ural and nat ional allegiances _ 0 -0
2 58 Ident ify/resp ond t o t he roles of t he Cuban Communist Part y
0 0

2 59 Ident ify cult ural, social, economic, and legal act ivit ies in which t he p olit ical organizat ion is involved 0 .0 0
2 60 Ident ify t he p olit ical organizat ion's roles
:
. \ 0 _? _
2 61 Ident ify/resp ond t o relat ions bet ween civil and religious aut horit ies 9 J5P.
2 63 Ident ify t he rigor wit h which laws are enforced
0 .0 0
2 64 Ident ify cat egories of crime _ ___.
2 68 Ident ify which court s have ap p ellat e jurisdict ion P-
0 0
2 69 Ident ify t he relat ionship bet ween t he legislat ure and t he legal syst em __.
2 7 0 Ident ify t he five chambers of t he higher court s
2 7 1 Ident ify sp ecial jurisdict ions ^
2 7 2 Ident ify/resp ond t o t he Family Code " " "
0 .0 0
2 7 3 Ident ify p olice ranks, aut horit ies, and resp onsibilit ies 0 ___
2 7 4 Ident ify ap oliceman . . _____
2 7 5 Ident ify/resp ond t o t he roles p erformed by various int ernal securit y organizat ions
0 0

2 7 6 Ident ify/resp ond t o roles and funct ions p erformed by t he Commit t ees for Defense of t he Revolut ion 0 -0 0
2 7 7 Ident ify int erfaces bet ween t he securit y and milit ary organizat ions
2 7 8 Ident ify t he cult ural imp ort ance of aformal cont ract 0 J0 0 _
2 7 9 Ident ify t he essent ial element s of acont ract 0 _0 0 _
2 8 0 Model writ ing acont ract C_0 _
2 8 1 Ident ify cont ract comp liance/enforcement p rocedures/remedies
0 0

2 8 2 Ident ify cont ract default p rocedures/remediat ion

0 0

2 8 4 Ident ify t he Russians imp act on t he Cuban armed forces _

0 0

2 8 5 Ident ify ot her ext ernal influences t hat have molded t he p rofessional milit ary et hic 0 -0 0
2 8 6 Ident ify int ernal influences t hat have molded t he p rofessional milit ary et hic 0 0 0
2 8 7 Ident ify non-milit ary roles t hat have molded t he p rofessional et hic
0 0

2 8 8 Ident ify t he comp onent s, missions, and overall cap abilit ies of t he defense est ablishment 0 -0 0
2 8 9 Ident ify/resp ond t o t he uniforms of different milit ary, naval, and p aramilit ary services 0 -0 0
2 9 1 Ident ify/resp ond t o commissioned/warrant /noncommissioned/ot her milit ary rank 0 0 0
2 9 2 Ident ify significant asp ect s of t he milit ary p ay and comp ensat ion st ruct ure 0 -0 0
2 9 2 Ident ify/resp ond t o t he key individuals direct ing t he defense est ablishment 0 0 0
2 9 3 Ident ify t he mission, funct ions, and st ruct ures of st rat egic defense organizat ions 0 0 0
2 9 4 Ident ify t he mission, funct ions, and st ruct ures of t act ical and op erat ional defense organizat ions and unit s 0 0 0
2 9 5 Ident ify key milit ary schools and curricula _ 0 -0 0
2 9 6 Ident ify logist ics organizat ions and cap abilit ies 0 0
2 9 7 Ident ify defense research and develop ment st ruct ure . 0 0
2 9 8 Ident ify int erfaces bet ween t he defense est ablishment and int ernal securit y organizat ions 0 0 0
L-5
Item
No Behavior
2 9 9 Ident ify t he doct rine and p rocedures for conduct ing joint convent ional op erat ions
Cult ure Cult ure
Weight s Rankings
0 .0 0
3 0 0 Ident ify command and cont rol doct rine
3 0 1 Ident ify milit ary p ersonnel accession sources
3 0 2 Ident ify p rocedures for conscrip t ion, recruit ing, and accession
0 .0 0
0 .0 0
0 .0 0
3 0 3 Ident ify t yp ical career p at t erns
3 0 4 Ident ify op p ort unit ies for milit ary educat ion
3 0 5 Ident ify lack of ret irement p rivileges and benefit s
3 0 6 Ident ify p rocedures for individual t raining
3 0 7 Ident ify p rocedures for unit t raining
3 0 8 Ident ify t he doct rine and p rocedures for sp ecial t raining
3 0 9 Ident ify, by class of sup p ly, t he normal int ernal and ext ernal sources and availabilit y of mat erial
3 1 0 Ident ify/resp ond t o cap abilit ies and availabilit y of maint enance sup p ort
3 1 1 Ident ifyt he normal t ransp ort cap abilit ies and op erat ions
3 1 2 Ident ify const ruct ion cap abilit ies and op erat ions
3 1 3 Ident ify research and develop ment cap abilit ies
3 1 4 Ident ify fiscal p rocedures
3 1 5 Ident ify p rocedures for t he cont rol of weap ons and ammunit ion
3 1 6 Ident ify/resp ond t o t he social roles p layed by t he armed forces and t o t he imp ort ance assigned t o t hese roles
3 1 8 Ident ify/resp ond t o t he economic roles p layed by t he armed forces and t o t he imp ort ance assigned t o t hese roles
3 1 9 Ident ify/resp ond t o p olit ical roles of t he armed forces and t he imp ort ance assigned t o t hese roles
3 2 0 Ident ify/resp ond t o/model whom t o salut e, when t o salut e, and when not t o salut e
3 2 1 Ident ify/resp ond t o/model how t o address seniors and juniors
3 2 2 Ident ify/resp ond t o/model ap p rop riat e cust oms in t he officers'mess
3 2 3 Ident ify/resp ond t o/model ap p rop riat e cust oms in t he sergeant s'mess
3 2 4 Ident ify/resp ond t o how wealt h is defined
3 2 5 Ident ify t he relat ive financial st at us of an individual by out ward disp lay
3 2 6 Ident ify/resp ond t o t he p eriods covered byt he t yp ical work day and work week
3 3 0 Ident ify what social and communit y services are p rovided by t he p ublic sect or
3 3 1 Ident ify t he role of t he government in p roduct ion
3 3 2 Ident ify t he government role in allocat ing human and mat erial resources
3 3 3 Ident ify t he t yp es of resources (raw mat erials) available
3 3 4 Ident ify cap abilit ies and p rocedures for t he p roduct ion of raw mat erials
3 3 5 Ident ify cap abilit ies and p rocedures for t he dist ribut ion of raw mat erials
3 3 6 Ident ify t he crop s grown and met hods used t o grow t hem
3 3 7 Ident ify how t he agricult ural sect or is organized
3 3 8 Ident ify t he p ercent age of p op ulat ion involved in agricult ural p roduct ion
3 3 9 Ident ify how agricult ural p roduct s are dist ribut ed
3 40 Ident ify t he market st ruct ure for agricult ural p roduct s
3 41 Ident ify/resp ond t o informat ion mediain use and availabilit y of such media
3 42 Ident ify t he sources and availabilit y of financing for indust rial op erat ions
3 43 Ident ify t he indust rial p roduct s manufact ured domest ically
3 44 Ident ify how t he indust rial sect or is organized
3 45 Ident ify t he met hods used t o p roduce indust rial p roduct s
3 46 Ident ify how indust rial p roduct s are dist ribut ed
3 47 Ident ify t he market st ruct ure for indust rial p roduct s
3 48 Ident ify t axes t hat exist
3 49 Ident ify/resp ond t o at t it udes t oward p aying t axes
3 50 Ident ify what economic requirement s are met from indigenous sources
3 51 Ident ify what economic requirement s must be p rovided by imp ort s
3 52 Ident ify t he sources from which imp ort s are normally made
3 53 Ident ify t he current and p roject ed balance of t rade figures
3 54 Ident ify legal cont rols p laced on t he imp ort , exchange, and/or exp ort of currency
3 55 Ident ify p laces t o exchange currency legally
3 56 Ident ify currency conversion rules, rat es, and commissionsincluding aut horized variances
3 57 Ident ify/resp ond t o t he st ruct ure of currency; model using banknot es and coins
3 58 Ident ify/resp ond t o where and for what credit cards can t yp ically be used
3 59 Ident ify/resp ond t o where and for what checks may be ut t ered
3 60 Ident ify/resp ond t o ident ificat ion requirement s for t he use of credit cards or checks
3 61 Model using credit cards and checks as ap p rop riat e
3 62 Model having sufficient currency t o cover rout ine requirement s
3 63 Ident ify t he role of t he Banco Nacional de Cuba
3 64 Ident ify ot her banks and t heir role in t he financial syst em
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
O.0 0
3 1 7 Ident ify/resp ond t o " nonmilit ary" act ivit ies p erformed by t he armed forces and t o t he imp ort ance assigned t o t hese roles 0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
L-6
It em
No Behavior
3 65 Ident ify asavings bank and t he role of savings banks in t he financial syst em
Cult ure Cult ure
Weight s Rankings
0 .0 0
3 66 Ident ify p rivat e money changers and t heir role in t he financial syst em 0 .0 0
3 67 Ident ify circumst ances in which ext ernal account s should be used 0 .0 0
3 68 Model op ening, using, and closing achecking account 0 .0 0
3 69 Ident ify t he met hods and p aramet ers for t he economical t ransfer of funds 0 .0 0
3 7 0 Model t ransferring funds from and t o abank at home 0 .0 0
3 7 1 Ident ify/resp ond t o/model knowing when t o p ay adebt
3 7 2 Model accep t ing and discharging p ersonal financial obligat ions
3 7 4 Ident ify t he sources for durable goods
0 .0 0
0 .0 0
3 7 5 Ident ify t he rat ioning p rocedures and quant it ies for clot hing
0 .0 0
0 .0 0
3 7 6 Ident ify/resp ond t o clot hing sizes for men and women 0 .0 0
3 7 7 Ident ify t he sources for clot hing 0 .0 0
3 7 8 Ident ify/model assessing t he qualit y of clot hing based on t he source 0 .0 0
3 7 9 Ident ifyt he rat ioning p rocedures and quant it ies for food and beverages 0 .0 0
3 8 0 Ident ify how foods and beverages are p riced/p urchased 0 .0 0
3 8 1 Model dealing wit h differences bet ween local and US measurement s 0 .0 0
3 8 3 Ident ify t he sources for food and beverages 0 .0 0
3 8 4 Ident ify/model assessing t he qualit y of foods and beverages based on t he source 0 .0 0
3 8 5 Ident ify/model assessing t he qualit y of foods and beverages based on t he p rice
3 8 6 Ident ify t he t yp ical frequency for grocery shop p ing
3 8 7 Ident ify t he p urchasing et iquet t e for foods and beverages
0 .0 0
0 .0 0
0 .0 0
3 8 8 Model negot iat ing t o p urchase foods and beverages 0 .0 0
3 8 9 Model cash ret ail t ransact ions for food and beverages 0 .0 0
3 9 0 Model negot iat ing t o p urchase services
0 .0 0
3 9 1 Ident ifyt he p at t erns of housing
3 9 2 Ident ify/resp ond t o op t ions regarding t emp orary accommodat ion
0 .0 0
0 .0 0
3 9 3 Ident ify/model met hods of seeking t emp orary accommodat ion
0 .0 0
3 9 4 Ident ify/resp ond t o levels of qualit y and p rices of t emp orary housing 0 .0 0
3 9 5 Model rent ing an ap p rop riat e room
3 9 7 Ident ify volt age and cycles of elect ric current
3 9 8 Ident ify/resp ond t o t he availabilit y of and uses for gas
3 9 9 Ident ify/resp ond t o t he availabilit y of and uses for sources of fuel ot her t han gas or elect ricit y
40 0 Ident ify/resp ond t o t he availabilit y of and uses for wat er
40 1 Ident ify/resp ond t o t he safet y of t he wat er sup p ly
40 2 Ident ify/resp ond t o t he sources of safe wat er
40 3 Model wat er p urificat ion t echniques
40 4 Ident ify/resp ond t o t he availabilit y of t elep hone service
40 5 Ident ify t he main healt h risks for members of t he cult ure
40 6 Ident ify/resp ond t o t he main healt h risks for out siders
40 7 Ident ify t he t yp es of t reat ment in use
41 0 Ident ify t he availabilit y of local p ract it ioners
41 2 Ident ify t he t yp es and cap abilit ies of healt h care facilit ies available
41 3 Model gaining access for elect ive/essent ial t reat ment
41 4 Ident ify/resp ond t o/model t he acquisit ion and use of p rescrip t ion and nonp rescrip t ion medicat ion
41 6 Ident ify t he cost s of healt h care and who p ays what p art s of t he cost s
41 7 Model making local calls from ap ublic t elep hone
41 8 Model making an int ernat ional call t hrough ahot el op erat or
41 9 Ident ify/resp ond t o/model knowing when and how t o send local and int ernat ional faxes
42 0 Ident ify/model how t o send local and int ernat ional t elegrams
42 1 Ident ify/model how t o access e-mail syst ems
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
42 2 Ident ify t he classes of p ost al service and t he p rices associat ed wit h t hem
42 3 Ident ify ap ost office and amail box
42 4 Ident ify/resp ond t o t he services available at ap ost office
42 5 Model buying st amp s
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
0 .0 0
42 6 Model rent ing ap ost office box
42 7 Model correct ly addressing and p ost ing domest ic and int ernat ional let t ers
42 8 Ident ify t he sources for, and availabilit y of newsp ap ers
42 9 Ident ify t he sources for and availabilit y of magazines
43 0 Ident ify/resp ond t o legal rest raint s on self-p ublished mat erials
43 1 Ident ify t he sources and requirement s for an int ernat ional drivers'license
0 .0 0
0 .0 0
0 .0 0
43 2 Model obtaining an international drivers' license
43 3 Ident ify/resp ond t o/model how t o rent , use, and ret urn acar
43 4 Ident ify/resp ond t o t yp ical road condit ions
0 .0 0
0 .0 0
0 .0 0
L-7
t orn Cult ure Cult ure
No Behavior Weight s Rankings
43 6 Model p urchasing fuel for avehicle 0 .0 0
43 7 Ident ify/resp ond t o/model t he ap p rop riat e manner t o deal wit h p olice regarding major and minor t raffic violat ions O0 0
43 8 Ident ify t he circumst ances in which p olice should be involved following avehicle accident 0 .0 0
43 9 Ident ify t he cost s associat ed wit h p olice involvement following avehicle accident OOO
440 Ident ify/resp ond t o/model cont act ing medical and road services following avehicle accident OOO
441 Ident ify/resp ond t o/model how t o deal wit h rep ort ing requirement s following avehicle accident Q.QQ
442 Ident ify/resp ond t o/model how t o obt ain and use at axi 0 .0 0
443 IdenWy/resp ond/model how t o use domest ic p ublic t ransp ort at ion 0 .0 0
444 Ident ify t he most economical form of domest ic t ransp ort at ion 0 .0 0
445 Ident ify/resp ond t o/model how t o use domest ic bus, rail, wat er, and air p ublic t ransp ort at ion 0 .0 0
446 Ident ify/resp ond t o/model t he ap p rop riat e act ion regarding grat uit ies Q.QQ
448 Ident ify/resp ond t o/model how t o use int ernat ional wat er, and air int ernat ional p ublic t ransp ort at ion Q.QQ
449 Ident ify/resp ond t o/model t he ap p rop riat e act ion regarding grat uit ies 0 .0 0
450 Ident ify/resp ond t o t he p olit ical cont rols on t he educat ion syst em 0 .0 0
451 Ident ify/resp ond t o t he universalit y of element ary educat ion 0 .0 0
452 Ident ify/resp ond t o t he t yp es of secondary/vocat ional educat ion 0 .0 0
453 Ident ify t he t yp es of p ost -secondary/p rofessional educat ion 0 .0 0
I
L-8
APPENDIX M
Foreign Internal Defense Mission Template
MISSION SPECIFIC REQUIREMENTS
Advise and Assist
Content
Means
Train
Assess training
Plan training
Develop training content
Conduct/present training
Assess training results
Evaluate
SUPPORTINGREQUIREMENTS
Command and control
Legal
Communications
Security
Responsibilities
Maintenance
Intelligence
Combat Service Support
Supply
Services
Transportation
Maintenance
Personnel Support
Housing
Subsistence
Finance
Health
Recreation
Transportation
M-l
APPENDIX N
Unconventional Warfare Mission Template
MISSION EXECUTION
Advise and Assist
Organization
Guerrilla forces
Underground elements
Auxiliary elements
Political/Military Integration
Strategy
Development and deployment
Operational Support
Recruitment
Command control, and communications
Intelligence and security
Logistics
Operations
Guerrilla forces
Underground elements
Auxiliary elements
Train
Plan
Design
Develop
Conduct
Evaluate
MISSION SUPPORT
Command, Control, and Communications
Intelligence and Security
Intelligence Collection and Evaluation
Operational Security
Base Area Security
Logistics
Base System Development
Supply
Services
Maintenance
Transportation
Health
PSYOP Support
Design
Production
Dissemination
N-l
APPENDIX O
iRTH CAROLINA CENTER FOR WORLD
GUAGES &
ULTURES
Mission Element Weighting
Weighting FID Mission Elements
The North Carolina Center for World Languages & Cultures is under contract to the US Army Research
Institute to develop methods to improve cultural communications skills in Special Operations Forces. Part of
that project is analyzing individual cultures to identify specific cultural communications skills. The mission to
be performed is crucial to the process of selecting which skills should be trained.
General mission considerations for Special Operating Forces include the following:
- They are in the region to do a specific job
- They are there as a group, not individuals
- They are there because their higher command ordered them there
- They are under very specific legal and diplomatic control
A specific culture has been identified and a prioritized list of cultural communications skills has been developed.
A specific mission has also been identified an A Detachment on a Foreign Internal Defense Mission
and all aspects of the FID mission as described in the Mission Training Plan are to be considered.
Using the ARTEP for FID, with the assistance of subject matter experts, key FID mission elements have
been identified. Recognizing that every mission element cannot be equally important to overall mission
success, participants are asked to weight these mission elements. The results will be used to prioritize
cultural communications skills training requirements.
FID Mission E lement s
Seven mission elements have been identified. For each element key sub-elements have also been
identified. All of the elements except for #7 are based on the ARTEP. Note that mission support sub-
elements include to host nation interface concerns.
1 . Advise and Assist (Mission Execution)
Content: Providing Host Nation
counterparts with information
Means: The methods by which the
information is conveyed
2. Train (Mission Execution)
Assess Needs
Plan
Develop Training
Conduct Training
Assess Results
3. Evaluate Unit Performance (Mission Execution)
4. Command and Control (Mission Support)
Communications
Legal Concerns (e.g., Status of Forces)
Security (Mission Support)
Responsibilities
Maintenance
Intelligence
Combat Service Support (Mission Support)
Supply
Services
Transportation
Maintenance
Personnel Support (Mission Support)
Housing
Subsistence
Finance
Health
Recreation
Transportation
(Note: This category covers key concerns
regarding the team living 'on the economy')
DASW01 -95 -K-001 6, Methods to Improve Cultural Communcation Skills in Special Operation Forces
0-1
>RTH CAROLINA CENTER FOR WORLD
GUAGES &
ULTURES
FID Mission E lement Worksheet
St ep l
For each of the mission element pairs below, circle which
of the two is the most important to the success of a FID
mission.
Advise and Assist or Train
Advise and Assist or Evaluate
Advise and Assist or Cmd & Control
Advise and Assist or Security
Advise and Assist or CSS
Advise and Assist or Personnel Support
Train or Evaluate
Train or Cmd & Control
Train or Security
Train or CSS
Train or Personnel Support
Evaluate or Cmd & Control
Evaluate or Security
Evaluate or CSS
Evaluate or Personnel Support
Cmd & Control or Security
Cmd & Control or CSS
Cmd & Control or Personnel Support
Security or CSS
Security or Personnel Support
CSS or Personnel Support
St ep 2
Using the 7-point scale below, identify the relative
importance of each mission element to the success of
the FID mission by circling a single number. Do not mark
space between numbers.
Scale
1 = Of no importance
2
3
4 = Important to success
5
6
7 = Critical to success
Advise and Assist
Train
Evaluate
Cmd & Control
Security
CSS
Personnel Support
1 2 3 4 5
1 2 3 4 5
6
6
1 2 3 4 5 6 7
12 3 4 5 6 7
12 3 4 5 6 7
12 3 4 5 6 7
12 3 4 5 6 7
DASW01 -95 -K-001 6, Methods to Improve Cultural Communcation Skills in Special Operation Forces
0-2
TH CAROLINA CENTER FOR WORLD
GUAGES &
ULTURES
Weight ing UW Mission E lement s
The North Carolina Center for World Languages & Cultures is under contract to the US Army Research
Institute to develop methods to improve cultural communications skills in Special Operation Forces. Part of
that project is analyzing individual cultures to identify specific cultural communications skills. The mission to
be performed is crucial to the process of selecting which skills should be trained.
General mission considerations for Special Operating Forces include the following:
- They are in the region to do a specific job
- They are there as a group, not individuals
- They are there because their higher command ordered them there
- They are under very specific legal and diplomatic control
A specific culture has been identified and a prioritized list of cultural communications skills has been developed.
A specific mission has also been identified an A detachment on an unconventional warfare (UW) mission
and all aspects of the UW mission as described in supporting doctrinal publications are to be considered.
Using FM1 00-25 , ARTEP 31 -807-30-MTP, and the J oint Special Operations Awareness Program (J SOAP)
Reference Manual, and with the assistance of subject matter experts, key UW mission elements have been
identified. Recognizing that every mission element cannot be equally important to overall mission success,
participants are asked to weight these mission elements. The results will be used to prioritize cultural
communications skills training requirements.
UW Mission E lement s
1 Advise and Assist
Organization
Guerrilla forces
Underground elements
Auxiliary elements
Political/Military integration
Strategy
Development and deployment
Operational Support
Recruitment
Command, control, and communications
Intelligence and security
Logistics
Operations
Guerrilla forces
Underground elements
Auxiliary elements
2 Train
Plan
Design
Develop
Conduct
Evaluate
3 Command, Cont rol and Communicat ions
4 Int elligence and Securit y
intelligence Collection And Evaluation
Operational Security
Base Area Security
5 Logist ics
Base System Development
Supply
Services
Maintenance
Transportation
Health
6 PSYOP Sup p ort
Design
Production
Dissemination
DASW01 -95 -K-001 6, Methods to Improve Cultural Communcation Skills in Special Operation Forces
0-3
CAROLINA CENTER FOR WORLD
GUAGES &
ULTURES
UW Mission E lement Worksheet
St ep l
For each of the mission element pairs below, circle which
of the two is the most important to the success of a UW
mission. Refer to the introductory page for detailed
descriptions of mission elements.
Advise & Assist or Train
Advise & Assist or Command & Control
Advise & Assist or Intelligence & Security
Advise & Assist or Logistics
Advise & Assist or PSYOP
Train or Command & Control
Train or intelligence & Security
Train or Logistics
Train or PSYOP
Command & Control or Intelligence & Security
Command & Control or Logistics
Command & Control or PSYOP
Intelligence & Security or Logistics
Intelligence & Security or PSYOP
Logistics or PSYOP
St ep 2
Using the 7-point scale below, identify the relative
importance of each mission element to the success of
the UW mission by circling a single number. Do not mark
space between numbers.
Scale
1 = Of no importance
2
3
4 = Important to success
5
6
7 = Critical to success
Advise & Assist
Train
Command & Control
Intelligence & Security
Logistics
PSYOP
12 3 4 5 6 7
1 2 3 4 5 6 7
12 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
12 3 4 5 6 7
DASW01 -95 -K-001 6, Methods to Improve Cultural Communcation Skills in Special Operation Forces
0-4
APPENDIX P
Composite Template
Objective
Havina examined both the culture and the mission independently, the objective was to bring
bothtogetet^ernSS
mission elements
Method
behaviors to the tasks required by the specific mission element.
Procedures
Thk methodoloev was tested by developing a notional composite template in which an early
JrftteraSST Ste was amalgamated with the initial draft foreign internaldefense
SffSScoJposte template was presented to mission experte during a
Seren^eftr to ApAndix D for me conference report). These experts concurred with the
procedures to be used.
The composite template combining the foreign internal defense mission witivthe Arabs of West
A Jcuto wSsimSr y formed by merging the topics and behaviors contained in the revised
mS CM CoZZkaSm SMlh Terrine: Arabs of West Asia into the elements of the revised
Fo7e^nSn^De}ense Mission Template. Following the procedures tested before the
fnrSceSconfmned by the mission experts, a complete culture template was added to each of
SSSSmplate, each topi/in the culture template was assessed to determine if
it was relevant to that specific mission subelement. In this process:
. If the cultural topic was assessed as germane to those tasks associated with that^discrete
mission subelement, the topic and all of its associated behaviors were left with that
subelement.
. If the cultural topic was assessed as irrelevant to the tasks associated witii that mission
subelement, both the topic and all behaviors associated with it were deleted from that
mission subelement.
After deletion of irrelevant topics and associated behaviors, the remaining behaviors were
assessed one 0^1"confirm mat they were relevant to the tasks required by ie specific
SSS.No attempt was made to assess the importance of individual behaviors; the
issue was merely the relevance of the behaviors to the mission subelements.
Results
The ultimate outcome was a draft Cultural Communication Skills Template: Foreign Internal
DeZe^mbToTwes^ia that pertains only to a foreign internal defense mission to be
Performed somewhere within the cultural region inhabited by the Arabs of West Asia. As such,
mTa^cabity of this template is very specific. However, more specificity regarding the
P-l
parameters of the mission or the country in which it would be performed would necessarily
engender template modifications.
Weighting Skills by Mission Elements
Method
The methodology involved combining the weights assigned to the skills with the weights
assigned to the mission elements.
Procedures
For the purposes of this project, it was decided that cultural behaviors and mission elements
would carry equal weights. Other determinations of the relative importance of cultural skills and
mission elements might be appropriate. However, although the results would change, the
methodology would not.
As rated, mission element values ranged from 0 to 20.99 while the cultural skills values varied
in range only from 1 to 7. Therefore, the investigators decided to divide each mission weighting
score by three before adding it to the cultural skills score to develop the final score.
With the weighting decision made, each mission element of the composite template was
examined for the occurrence or non-occurrence of a cultural skill. If a skill appeared under that
mission element, it was judged a "hit"for that mission element and the weighting value for that
mission element was entered into the table following this discussion. Weights for each behavior
were then summed to establish a weighting for each skill within the context of the mission.
Results
The outcome was a listing of cultural behaviors pertaining to the Arabs of West Asia culture
prioritized within the specific context of the foreign internal defense mission.
As might be expected, the weighted cultural skills clustered into 43 different groupings ranging
from a group of 109 that "hit"in all seven mission elements to a group of 3 that did not appear in
any mission element More than 50% of the skills appear in the top ten rankings. This skewed
distribution may be taken as an indicator of the importance of cultural concerns that influence
accomplishment foreign internal defense missions within the Arabs of West Asia culture.
P-2
APPENDIX Q
FID Topic/Mission Worksheet
INSTRUCTIONS TO RATERS
You have been selected to participate in this project based on your appreciation and understanding
of how cultural issues can affect successful mission accomplishment. Your task is to assess the
relevance of key aspects of any culture to key elements of the foreign internal defense (FID)
mission. To accomplish this task, you have copies of a Topic/Mission Worksheet to record your
responses as well as copies of the Generic Culture Template and the FED Mission Template for
reference.
The FID Mission Template describes the FID mission. Key elements of that mission are noted in
bold type and are repeated as the seven columns on the right of the Topic Assessment Worksheet
The Generic Culture Template is a detailed topic outline of the elements of any culture. An extract
of this documentdown to the fourth level of the Template's outline is duplicated in the first
column of the Topic/Mission Worksheet.
PROCEDURES
In the Topic/Mission Worksheet, use your expertise and judgement to assess whether a cultural
topic on the left axis is (or can be) relevant to successful performance of each of the mission
elements. Record each positive response with an "x"at the intersection between the cultural topic
and the mission element. Leave the box blank for a negative response. To assist in your
judgements, refer to the Mission and Generic Templates that describe the contexts for each item to
be rated.
For example, in assessing how culture interacts with the FED mission, you might determine that
"naming conventions"(topic LB.l.a. from the Generic Culture Template) is relevant to the "advise
and assist,"the "train,"the "command, control, and communications,"and the "intelligence and
security,"elements of the FED mission. At the same time, you might determine that "naming
conventions"are irrelevant to the "logistics"element of the FED mission. In this instance, you
would leave the "logistics"box blank and record an "x"in each of the remaining boxes.
Similarly, you might determine that "hierarchy of merit" (topic EHE. Lb.) is relevant only to the
"intelligence and security"element of the FED mission. In this instance, you would record an "x"
in only that box and you would leave the rest of the boxes blank.
Q-l
APPENDIX Q T ABI
FID Topic/Mission Worksheet
Cult ural core/p sychological p rofile/human fact ors
A. Cult ural values
1 . E t hics and moralit y
a. Foundat ions/root s of et hics and moralit y
b. Key concep t s p ert aining t o et hics and moralit y
c. Personal resp onsibilit y as defined by et hics and moralit y
d. Role of et hics and moralit y in financial t ransact ions
e. Role of et hics and moralit y in relat ionship s
f. Role of et hics and moralit y in p ossession behavior
g. Influence of et hics and moralit y on decision-making
h. Resp ect for life and environment
i. E t hics and moralit y as t hey affect sp ecific issues
2 . Measures of st at us
1
a. Family/clan/t ribe
b. Social p osit ion
c. Social connect ions
d. Religious
e. Money and p rop ert y
f. Profession
g. E ducat ion
h. Children
3 . Religious cust oms
a. Basic religious beliefs and p ract ices
b. Prohibit ions/Taboos
c. Ot her beliefs
4. Time
a. Concep t s of sp ecific t ime vs. ap p roximat e t ime
b. Clock t ime
c. Calendars
d. Ast rology
e. Hist orical t ime
5. Humor
a. Definit ion of what is humorous
b. Sources of humor
c. Target s of humor
B. Relat ionship s
1 . Int erp ersonal relat ionship s
a. Naming convent ions
b. Forms of address
c. How adult s relat e t o each ot her
FID Mission element s
O
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m -i CO
CD
<
a
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d. How generat ions (age group s) relat e t o each ot her
e. How cast es/social classes relat e t o each ot her
f. Mast er/mist ressservant relat ionship s
g. Teacher/ment orst udent /p rot ege relat ionship s
h. Relat ionship s wit h individual out siders
i. Sexual p ract ices
j. Marriage and divorce
k. The family
I. The clan
m. The t ribe
2 . Communicat ion, gest ures, and int erp ersonal sp ace
a. Linguist ic behaviors
b. E ye cont act
c. General gest ures and body language
d. Ot her int erp ersonal gest ures
e. Int erp ersonal sp ace
3 . Person-societ y relat ionship s
a. At t it udes t oward change
b. At t it udes t oward legal syst ems
c. At t it udes t oward aut horit y
d. E xp ect at ions from aut horit y
e. Obligat ions of cit izens
f. Imp ort ance of order and st ruct ure
g. At t it udes t owards human right s
Mot ivat ions
1 . General charact er/p ersonalit y t rait s
a. Concep t of individual ident it y
b. Resp onse t o non-normat ive behavior.
c. Socializat ion
d. Sources of st ress
e. E xp ressions of aggression
f. Psychological orient at ion based on analyt ic t ools
2 . The relat ive imp ort ance of t he group
a. Imp ort ance and role of t he larger group
b. Imp ort ance and role of t he ext ended/nuclear family
c. Imp ort ance and role of t he individual wit hin t he group
3 . Resp onse t o governance
a. Ident ificat ion of aut horit y
b. Aut horit y figures
c. Typ es of resp onse
4. At t it udes/resp onses t oward ext ernal influences
a. Degree of self-p erceived cult ural sup eriorit y
b. Perceived t hreat s from ext ernal sources
5. E ducat ion
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b. Philosop hy/p ract ice
6. Means of conflict resolut ion
a. Physical force
b. Int ellect ual discussion/comp romise
c. Mediat ion/arbit rat ion
d. Legal (court s)
e. Accep t ance/avoidance
7 . Polit ical cust oms and beliefs
a. Polit ical p art ies
b. Polit ical leaders
The cult ure's shared hist ory
A. Hist orical t radit ion
1 . Myt hology
a. Organic t o cult ure
b. Adap t ed/incorp orat ed from ot her cult ures
c. Key ideas imbedded in myt hology
2 . Oral hist ory
a. Dat ing from
b. Informat ion t ransmit t ed
c. Key legends/t ales from oral hist ory
d. Key ideas imbedded in cult ure from oral hist ory
3 . Funct ions/hist oriograp hy
a. Concep t of hist ory
b. Purp ose of hist ory
c. Document at ion
d. Int erp ret at ion/frameworks
e. Key concep t s imbedded in cult ure from hist ory
4. Key element s of hist ory
a. Key hist orical dat es known t o all
b. Key hist orical figures known t o all
c. E mot ional values at t ached t o sp ecific event s and figures
d. Percep t ions of insiders
e. Percep t ions of out siders
f. Hist orical t hreads
5. Change
a. Concepts
b. Rat es of change
c. Cult ural changes
B. Social structures
1 . E galit arian social st ruct ures
a. Real
b. St at ed
c. Perceived
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2 . St rat ified social st ruct ures
a. Kinship syst em
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3 . Rank vs. social class/cast e
a. Typ esofrank
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c. Permanence
d. Relat ive imp ort ance
4. Social class/cast e mobilit y
a. Basis
b. Flexibilit y
5. Cross-class/cast e relat ionship s
a. By class/cast e
b. By act ivit y
C. Manners/p rot ocol
1 . Personal ap p earaRce/ap p arel
a. Grooming convent ions
b. Ap p arel
2 . Int roduct ions
a. Who
b. How
3 . Meet ings/negot iat ions
a. Size/dynamics
b. Part icip ant s
c. Roles
d. Seat ing
e. Op ening rit uals
f. Imp ort ance of consensus
g. Closure
4. Formal banquet
a. Times
b. Part icip ant s
c. Seat ing
d. E t iquet t e
5. Consump t ion of alcohol
a. Accep t ed t yp es of alcoholic drinks
b. At t it udes t oward consump t ion
6. Hosp it alit y forms
a. Business/p rofessional call
b. Social calls and gat herings
c. Overnight st ay
d. E xp ressing condolences
D. Linguist ic charact erist ics
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1 . Linguist ic hist ory
2 . Language(s) used
a. Officially-recognized language(s)
b. Ot her languages sp oken
c. Language as acrit ical cult ural ingredient
d. At t emp t s t o regulat e language
3 . Language charact erist ics
a. Oral language
b. Writ t en language
4. Use of E nglish
a. Willingness
b. Abilit y/p roficiency
c. Interpretation (oral)
d. Translat ion (writ t en)
The art s
1 . Visual art s
a. Paint ing
b. Sculp t ure
c. Ceramics
d. Text iles
e. Calligrap hy
2 . Archit ect ural t radit ion
a. Forms/building mat erials/decorat ion
b. Who does ft
c. Funct ions
d. Cult ural at t it udes
3 . Lit erary t radit ion
a. Oral
b. Poet ry
c. Prose
4. Drama
a. Theat er
b. Opera
c. Films
5. Musical t radit ion
a. Inst rument al music
b. Vocal music
c. Dance
Science and t echnology
1 . Pure science
2 . Ap p lied science
3 . Technology
Culinary t radit ion
1 . Foods and beverages
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a. Connot at ions
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a. Who generally sit s down t oget her
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c. Lengt h of meals
3 . Typ ical meals
a. Times of day
b. Serving/p resent at ion
c. Sequence of courses
H. Recreat ion and leisure
1 . Discret ionary t ime
a. Concep t
b. Availabilit y
2 . Act ivit ies/hobbies/avocat ions
a. Typ es of act ivit ies
b. Individual/group roles
3 . Role in cult ure
I. Sp ort s
1 . Definit ion of sp ort
2 . Sp ort act ivit ies
a. Typ es of act ivit ies
b. Individual/group roles
3 . At t it udes t oward winning and losing
4. Role in cult ure
J. Vice
1 . Gambling
a. Clandest ine
b. Legalit y/sanct ions
c. Forms
d. Part icip at ion
e. Role in access t o cult ure
2 . Narcot ics
a. Legalit y/sanct ions
b. Product ion
c. Dist ribut ion
d. Use
e. Role in societ y
3 . Liquor
a. Legalit y/sanct ions
b. Product ion
c. Dist ribut ion
d. Use
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4. Tobacco
a. Legalit y/sanct ions
b. Product ion
c. Dist ribut ion
d. Use
e. Role in societ y
K. Hygiene
1 . Bat hing
a. Modes
b. Locat ion
c. Collegialit y
d. Frequency
e. Ap p rop riat e scent s
2 . Toilet use
a. Locat ion
b. Cust oms
c. Mechanics
L E t hnic or minorit y group s
1 . Charact erist ics
a. Crit eriafor membership
b. Dist inct ive ap p arel
c. Dist inct ive cust oms
2 . Privileges
3 . Resp onsibilit ies
4. E ducat ion
5. Recreat ion/sp ort s
6. At t it udes t owards ot hers
III. Nat ional/regional considerat ions
A. Geograp hy
1 . Climat e
a. Temp erat ure ranges
b. Seasons
c. Precip it at ion p at t erns
d. Current swind/wat er
e. Adap t at ions t o p at t erns
2 . Terrain
a. General relief
b. Land-use p at t erns
c. Adap t at ion t o ext remes
3 . Wat er
a. Sources
b. Availabilit y
c. Uses
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4. Flora
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b. St at us
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a. Living
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B. The p olit y
1 . Polit ical st ruct ures
a. Durat ive (arising from wit hin t he cult ure it self)
b. Temp orary (imp osed from out side t he cult ure)
2 . Power st ruct ure
a. Leadership
b. E xecut ive funct ions
c. Legislat ive funct ions
d. Legal funct ions
e. Key individuals
f. Polit ical cohesion
g. Pat riot ism
h. Linkages t o et hnic or minorit y group s
3 . Roles of t he p olit ical organizat ion
a. Areas of involvement
b. Funct ions
4. Relat ions bet ween civil and religious aut horit ies
C. Legal syst em
1 . Concep t ual basis
2 . Laws
a. Manner in which laws are enforced
b. Process for legal change
3 . Crime
a. Categories
b. Patterns/locations
c. Punishment s
4. Legal organizat ion
a. inst it ut ions
b. Jurisdict ions
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d. Linkages t o et hnic or minorit y group s
e. Religious law vs. civil law
5. Int ernal securit y organizat ion
a. St ruct ure
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d. Confinement
e. Int erfaces wit h milit ary organizat ions
f. Linkages t o et hnic group s
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7 . Insurance
a. Liabilit y
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1 . Hist ory
a. E xt ernal Influences
b. Int ernal Influences
2 . Organizat ion
a. Defense est ablishment
b. Rank st ruct ure
c. Pay st ruct ure
d. E lit e unit s
e. Joint organizat ions
f. St rat egic organizat ions
g. Tact ical/op erat ional organizat ions
h. Administ rat ive organizat ions
i. Logist ics organizat ions
j. Research and develop ment
k. Int erfaces wit h securit y organizat ions
I. Linkages t o et hnic or minorit y group s
3 . Procedures
a. Op erat ions
b. Command and cont rol
c. Administ rat ive
d. Manp ower management
e. Training
f. Logist ical
g. Research and develop ment
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j. Communicat ions
4. Social Role
a. Imp ort ance assigned
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5. E conomic role
a. Imp ort ance assigned
b. Sources of t ension
6. Cust oms and court esies
a. Salut ing
b. Forms of address
c. Officers'mess
d. Sergeant s'mess
. E conomic st ruct ure
1 . Concep t of wealt h
a. Definit ion
b. Hierarchy of merit
c. Indicat ors of wealt h
d. Prest ige/social st at us conferred by wealt h
e. Disp lay
f. Acquisit ion of wealt h
g. Disp osit ion of wealt h
h. E xcessive wealt h
2 . Prop ert y syst em
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a. Time
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d. Corrup t ion
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5. Privat e sect or
6. Subsist ence t echnology
7 . Resources
a. Typ es
b. Product ion
c. Dist ribut ion
8 . Agricult ure
a. Financing
b. Product ion
c. Relat ive cost of labor

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9 . Informat ion and service t echnology
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b. Who p ays
c. E nforcement
1 2 . Relat ive self-sufficiency
a. What requirement s met from indigenous sources
b. What requirement s p rovided by imp ort s
Finance
1 . Currency
a. Controls
b. Conversion
c. Ap p earance and st ruct ure
d. Need for cash
2 . Inst it ut ions
a. Banks
b. Savings banks
c. Money shop s
3 . Procedures
a. E xt ernal (foreign currency) account s
b. Current (checking or savings) account s
c. Funding Transfers
4. Int ernat ional links
5. Xersonal financial t ransact ions
Buying/leasing/selling goods and services
1 . Durable goods
a. Rat ioning
b. Sources
c. Prices
d. Purchasing
2 . Clot hing
a. Rat ioning
b. Sizes
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d. Prices
e. Purchasing
3 . Food and beverages
a. Rat ioning
b. Unit s of measurement
c. Foods bought
d. Sources
e. Prices
f. Purchasing
4. Services
a. Availabilit y
b. Sources
c. Prices
d. Purchasing
H. Housing
1 . Urban
a. Permanent
b. Temp orary
2 . Rural
a. Permanent
b. Temp orary
3 . Ut ilit ies
a. E lect ricit y
b. Gas
c. Ot her fuel sources
d. Water
e. Telep hone service
I. Healt h
1 . Basic concerns
a. Main healt h risks/diseases
b. Safet y of wat er sup p ly
2 . Typ es of care
a. Int ervent ion (p revent ion)
b. Treat ment (short -t erm)
c. Therap y (long-t erm)
3 . Healt h care st ruct ure
a. Regulat ion
b. Professional qualificat ions
4. Availabilit y (urban/rural)
a. Local p ract it ioners
b. Healt h care facilit ies
5. E ndemic diseases and p revent ion
a. Generally-accep t ed/required immunizat ions
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a. How much
b. Who p ays
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a. Nonconforming p olit ical beliefs
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a. Courier
b. Telep hone
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1 . Personal driving
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d. Roads
e. Fuel/services
f. Border crossing
g. Violat ions
h. Accident s
2 . Local
a. Taxis and chauffeured cars
b. Buses/t rams/subway
3 . Dist ance t ravel
a. Domest ic
b. Int ernat ional
L. E ducat ional syst em
1 . Oversight and cont rol
2 . Inst it ut ions/curricula
a. E lement ary
b. Secondary
c. Post -secondary/p rofessional educat ion
d. Linkages t o et hnic or minorit y group s
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APPENDIX R
UW Topic/Mission Worksheet
INSTRUCTIONS TO RATERS
You have been selected to participate in this project based on your appreciation and understanding
of how cultural issues can affect successful mission accomplishment. Your task is to assess the
relevance of key aspects of any culture to key elements of the unconventional warfare (UW)
mission. To accomplish this task, you have copies of a Topic/Mission Worksheet to record your
responses as well as copies of the Generic Culture Template and the UW Mission Template for
reference.
The UW Mission Template describes the UW mission. Key elements of that mission are noted in
bold type and are repeated as the six columns on the right of the Topic Assessment Worksheet
The Generic Culture Template is a detailed topic outline of the elements of any culture. An extract
of this document down to the fourth level of the Template's outline is duplicated in the first
column of the Topic Assessment Worksheet.
PROCEDURES
In the Topic/Mission Worksheet, use your expertise and judgement to assess whether a cultural
topic on the left axis is (or can be) relevant to successful performance of each of the mission
elements. Record each positive response with an "x"at the intersection between the cultural topic
and the mission element. Leave the box blank for a negative response. To assist in your
judgements, refer to the Mission and Generic Templates that describe the contexts for each item to
be rated.
For example, in assessing how culture interacts with the unconventional warfare (UW) mission,
you might determine that "naming conventions" (topic LB. La. from the Generic Culture Template)
is relevant to the "advise and assist,"the "train,"the "command, control, and communications,"
the "intelligence and security,"and the "psychological operations"elements of the UW mission.
At the same time, you might determine that "naming conventions"are irrelevant to the "logistics"
element of the UW mission. In this instance, you would leave the 'logistics"box blank and record
an "x"in each of the remaining boxes.
Similarly, you might determine that "hierarchy of merit"(topic DIE. Lb.) is relevant only to the
"intelligence and security"and the "psychological operations"elements of the UW mission. In this
instance, you would record an "x"in each of these two boxes and you would leave the rest of the
boxes blank.
R-l
APPENDIX R T ABI
UW Topic/Mission Assessment
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A. Cult ural values
1 . E t hics and moralit y
a. Foundat ions/root s of et hics and moralit y
b. Key concep t s p ert aining t o et hics and moralit y
c. Personal resp onsibilit y as defined by et hics and moralit y
d. Role of et hics and moralit y in financial t ransact ions
e. Role of et hics and moralit y in relat ionship s
f. Role of et hics and moralit y in p ossession behavior
g. Influence of et hics and moralit y on decision-making
h. Resp ect for life and environment
i. E t hics and moralit y as t hey affect sp ecific issues
2 . Measures of st at us
a. Family/clan/t ribe
b. Social p osit ion
c. Social connect ions
d. Religious
e. Money and p rop ert y
f. Profession
g. E ducat ion
h. Children
3 . Religious cust oms
a. Basic religious beliefs and p ract ices
b. Prohibit ions/Taboos
c. Ot her beliefs
4. Time
a. Concep t s of sp ecific t ime vs. ap p roximat e t ime
b. Clock t ime
c. Calendars
d. Ast rology
e. Hist orical t ime
5. Humor
a. Definit ion of what is humorous
b. Sources of humor
c. Target s of humor
B. Relat ionship s
1 . Int erp ersonal relat ionship s
a. Naming convent ions
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b. Forms of address
c. How adult s relat e t o each ot her
d. How generat ions (age group s) relat e t o each ot her
e. How cast es/social classes relat e t o each ot her
f. Mast er/mist ressservant relat ionship s
g. Teacher/ment orjcst udenVp rot ege relat ionship s
h. Relat ionship s wit h individual out siders
i. Sexual p ract ices
j. Marriage and divorce
k. The family
I. The clan
m. The t ribe
2 . Communicat ion, gest ures, and int erp ersonal sp ace
a. Linguist ic behaviors
b. E ye cont act
c. General gest ures and body language
d. Ot her int erp ersonal gest ures
e. Int erp ersonal sp ace
3 . Person-societ y relat ionship s
a. At t it udes t oward change
b. At t it udes t oward legal syst ems
c. At t it udes t oward aut horit y
d. E xp ect at ions from aut horit y
e. Obligat ions of cit izens
f. Imp ort ance of order and st ruct ure
g. At t it udes t owards human right s
Mot ivat ions
1 . General charact er/p ersonalit y t rait s
a. Concep t of individual ident it y
b. Resp onse t o non-normat ive behavior
c. Socializat ion
d. Sources of st ress
e. E xp ressions of aggression
f. Psychological orient at ion based on analyt ic t ools
2 . The relat ive imp ort ance of t he group
a. Imp ort ance and role of t he larger group
b. Imp ort ance and role of t he ext ended/nuclear family
c. Imp ort ance and role of t he individual wit hin t he group
3 . Resp onse t o governance
a. Ident ificat ion of aut horit y
b. Aut horit y figures
c. Typ es of resp onse
4. At t it udes/resp onses t oward ext ernal influences
a. Degree of self-p erceived cult ural sup eriorit y
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b. Perceived t hreat s from ext ernal sources
5. Education
a. Value
b. Philosop hy/p ract ice
6. Means of conflict resolut ion
a. Physical force
b. Int ellect ual discussion/comp romise
c. Mediat ion/arbit rat ion
d. Legal (court s)
e. Accep t ance/avoidance
7 . Polit ical cust oms and beliefs
a. Polit ical p art ies
b. Polit ical leaders
The cult ure's shared hist ory
A. Hist orical t radit ion
1 . Myt hology
a. Organic t o cult ure
b. Adap t ed/incorp orat ed from ot her cult ures
c. Key ideas imbedded in myt hology
2 . Oral hist ory
a. Dat ing from
b. Informat ion t ransmit t ed
c. Key ideas imbedded in cult ure from oral hist ory
3 . Funct ions/hist oriograp hy
a. Concep t of hist ory
b. Purp ose of hist ory
c. Document at ion
d. Int erp ret at ion/frameworks
e. Key concep t s imbedded in cult ure from hist ory
4. Key element s of hist ory
a. Key hist orical dat es known t o all
b. Key hist orical figures known t o all
c. E mot ional values at t ached t o sp ecific event s and figures
d. Percep t ions of insiders
e. Percep t ions of out siders
f. Hist orical t hreads
5. Change
a. Concep t s
b. Rat es of change
c. Cult ural changes
B. Social st ruct ures
1 . E galit arian social st ruct ures
a. Real
b. St at ed
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2 . St rat ified social st ruct ures
a. Kinship syst em
b. Class syst em
c. Cast e syst em
3 . Rank vs. social class/cast e
a. Typ es of rank
b. Sources of rank
c. Permanence
d. Relat ive imp ort ance
4. Social class/cast e mobilit y
a. Basis
b. Flexibilit y
5. Cross-class/cast e relat ionship s
a. By class/cast e
b. By act ivit y
Manners/p rot ocol
1 . Personal ap p earance/ap p arel
a. Grooming convent ions
b. Ap p arel
2 . Int roduct ions
a. Who
b. How
3 . Meet ings/negot iat ions
a. Size/dynamics
b. Part icip ant s
c. Roles
d. Seat ing
e. Op ening rit uals
f. Imp ort ance of consensus
g. Closure
4. Formal banquet
a. Times
b. Part icip ant s
c. Seat ing
d. E t iquet t e
5. Consump t ion of alcohol
a. Accep t ed t yp es of alcoholic drinks
b. At t it udes t oward consump t ion
6. Hosp it alit y forms
a. Business/p rofessional call
b. Social calls and gat herings
c. Overnight st ay
d. E xp ressing condolences
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D. Linguist ic charact erist ics
1 . Linguist ic hist ory
2 . Language(s) used
a. Officially-recognized language(s)
b. Ot her languages sp oken
c. Language as acrit ical cult ural ingredient
d. At t emp t s t o regulat e language
3 . Language charact erist ics
a. Oral language
b. Writ t en language
4. Use of E nglish
a. Willingness
b. Abilit y/p roficiency
c. Int erp ret at ion (oral)
d. Translat ion (writ t en)
E . The art s
1 . Visual art s
a. Paint ing
b. Sculp t ure
c. Ceramics
d. Text iles
e. Calligrap hy
2 . Archit ect ural t radit ion
a. Forms/building mat erials/decorat ion
b. Who does it
c. Funct ions
d. Cult ural at t it udes
3 . Lit erary t radit ion
a. Oral
b. Poet ry
c. Prose
4. Drama
a. Theat er
b. Op era
c. Films
5. Musical t radit ion
a. Inst rument al music
b. Vocal music
c. Dance
G. Culinary t radit ion
1 . Foods and beverages
a. Connot at ions
b. Foods
c. Beverages
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2 . E at ing cust oms
a. Who generally sit s down t oget her
b. Ap p rop riat e mealt ime et iquet t e
c. Lengt h of meals
3 . Typ ical meals
a. Times of day
b. Serving/p resent at ion
c. Sequence of courses
H. Recreat ion and leisure
1 . Discret ionaryt ime
a. Concep t
b. Availabilit y
2 . Act ivit ies/hobbies/avocat ions
a. Typ es of act ivit ies
b. Individual/group rot es
3 . Role in cult ure
I. Sp ort s
1 . Definit ion of sp ort
2 . Sp ort act ivit ies
a. Typ es of act ivit ies
b. Individual/group roles
3 . At t it udes t oward winning and losing
4. Role in cult ure
J. Vice
1 . Gambling
a. Clandest ine
b. Legalit y/sanct ions
c. Forms
d. Part icip at ion
e. Role in access t o cult ure
2 . Narcot ics
a. Legalit y/sanct ions
b. Product ion
c. Dist ribut ion
d. Use
e. Role in societ y
3 . Liquor
a. Legalit y/sanct ions
b. Product ion
c. Dist ribut ion
d. Use
e. Role in societ y
4. Tobacco
a. Legalit y/sanct ions
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b. Product ion
c. Dist ribut ion
d. Use
e. Role in societ y
K. Hygiene
1 . Bat hing
a. Modes
b. Locat ion
c. Collegiality
d. Frequency
e. Appropriate scents
2. Toilet use
a. Locat ion
b. Cust oms
c. Mechanics
L E t hnic or minorit y group s
1 . Charact erist ics
a. Crit eriafor membership
b. Dist inct ive ap p arel
c. Dist inct ive cust oms
2 . Privileges
3 . Resp onsibilit ies
4. E ducat ion
5. Recreation/sports
6. At t it udes t owards ot hers
Nat ional/regional considerat ions
A. Geograp hy
1 . Climat e
a. Temp erat ure ranges
b. Seasons
c. Precip it at ion p at t erns
d. Current swind/wat er
e. Adap t at ions t o p at t erns
2. Terrain
a. General relief
b. Land-use p at t erns
c. Adap t at ion t o E xt remes
3 . Water
a. Sources
b. Availability
c. Uses
d. Cont rol
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4. Flora
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a. Cult urally-significant flora
b. Availabilit y
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a. Cult urally-significant fauna
b. St at us
c. Domest ic animals
6. Demograp hy
a. Living
b. E mp loyment
c. E ducat ion
d. E t hnic or minorit y group s/disp osit ion
e. Religious group s/region
B. The p olit y
1 . Polit ical st ruct ures
a. Durat ive (arising from wit hin t he cult ure it self)
b. Temp orary (imp osed from out side t he cult ure)
2 . Power st ruct ure
a. Leadership
b. E xecut ive funct ions
c. Legislat ive funct ions
d. Legal funct ions
e. Key individuals
f. Polit ical cohesion
g. Pat riot ism
h. Linkages t o et hnic or minorit y group s
3 . Roles of t he p olit ical organizat ion
a. Areas of involvement
b. Funct ions
4. Relat ions bet ween civil and religious aut horit ies
C. Legal syst em
1 . Concep t ual basis
2 . Laws
a. Manner in which laws are enforced
b. Process for legal change
3 . Crime
a. Cat egories
b. Pat t erns/locat ions
c. Punishment s
4. Legal organizat ion
a. Inst it ut ions
b. Jurisdict ions
c. Trial p rocedures
d. Linkages t o et hnic or minorit y group s
e. Religious law vs. civil law
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6. Contracts
a. Concept and importance
b. Form
c. Enforcement
d. Default
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a. Liability
b. Availability
c. Costs
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2. Organization
a. Defense est ablishment
b. Rank structure
c. Pay structure
d. E lit e unit s
e. Joint organizations
f. Strategic organizations
g. Tactical/operational organizations
h. Administrative organizations
i. Logistics organizations
j. Research and development
k. Interfaces with security organizations
I. Linkages to ethnic or minority groups
3 . Procedures
a. Operations
b. Command and control
c. Administrative
d. Manpower management
e. Training
f. Logist ical
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R-l-9
UW Mission element s
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a. Imp ort ance assigned
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a. Imp ort ance assigned
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6. Cust oms and court esies
a. Salut ing
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1 . Concep t of wealt h
a. Definit ion
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c. Indicat ors of wealt h
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e. Disp lay
f. Acquisit ion of wealt h
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h. E xcessive wealt h
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d. Corrup t ion
4. Public sect or
a. Social/communit y services
b. St at e indust ries
c. Government role in allocat ions
5. Privat e sect or
6. Subsist ence t echnology
7 . Resources
a. Typ es
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b. What requirement s p rovided by imp ort s
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1. Currency
a. Cont rols
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c. Ap p earance and st ruct ure
d. Need for cash
2 . Inst it ut ions
a. Banks
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c. Money shop s
3 . Procedures
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R-l-11
UW Mission element s
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a. Rat ioning
b. Unit s of measurement
c. Foods bought
d. Sources
e. Prices
f. Purchasing
4. Services
a. Availabilit y
b. Sources
c. Prices
d. Purchasing
H. Housing
1 . Urban
a. Permanent
b. Temp orary
2 . Rural
a. Permanent
b. Temp orary
3 . Ut ilit ies
a. E lect ricit y
b. Gas
c. Ot her fuel sources
d. Water
e. Telep hone service
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1 . Basic concerns
a. Main healt h risks/diseases
b. Safet y of wat er sup p ly
2 . Typ es of care
a. Int ervent ion (p revent ion)
b. Treat ment (short -t erm)
c. Therap y (long-t erm)
3 . Healt h care st ruct ure
a. Regulat ion
b. Professional qualificat ions
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a. Local p ract it ioners
b. Healt h care facilit ies
5. E ndemic diseases and p revent ion
a. Generally-accep t ed/required immunizat ions
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6. Cost s
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