Professional Documents
Culture Documents
DefenseLanguageInstitute
I English LanguageCenter
LacklandAFB,Texas
Preface
The Aneicon lAnsuase Courte's English Skillsfot Sta[l OJJicercin Muhinatioial OperutionsCourse is
designedlbr bolh sclf instruction and classroomiDsiruciion.The course was designedto provide stafT
officers wilh practicein the English languageskills. knowledge,and tenninology thelrwill rcqdrc 10
parlicipatein nultinational operations.
DLIELC/LERW
2235 Andrews Ave.
LacklandAirForce Base,Texas78236-5259
l r l : , 1 '
SecondBdition
Third Printing | ^.., . il-;,]
February2003 ' , Jt//' / v
/
2
7' ;/
Thissupersedes
EnglishSkillsfor StaffOfficersiD[4ultinational May 2001.
Operations,
n Notes to the Reader
mum languagcrequiremcntfor studentsatknding
lntroduction couNesat SHAPEwouldbe similartothe language
As staled on page i, it is recommended that requircment for those DLIELC students attending
panicipantsof the coursehave at leasi an 80 ECL. P r o l e " i o n a lM i l i r a r ) L d u c r r i o nI P N ' l FI c o u r s e i' n
This presupposesthat the padicipants have the US.In lact, theprofessionallanguageskills
masteredbasicskills jn English rcquiredfor PME studcntswere the sameas those
skills ,c€d.d for intemrlional mililary personnel
This courseemphasizesadvrnced writing and attendingNATO courses,i.e.. briefing skills, group
speaLingskills useful in staffpositions These skills d i s c u , . i o n . .r e J d i n gr e c h n i c i lm r r e r i J l ' .s r i r i n g
include writing memos,reports.paticipanng in and delivering reports.Therefore,a high level oI
group discussions,and giving briefings Although proficicncy would be,'?qrtr"l. From the auihors'
miliiary oficers may already have thcse skills in experienceatDLIELC, an S0ECListhc approximrle
their first l.rnguage. the slyles and fonnats of proticiency requiredoflearners working on the
writing and gi ving briefings vary from cultureto developnenl of professionallanguagesk;lls In
culturc- It is the purposeofthis courseto prov'de addinon.leamers,eeded to obtain infbrmation
the studentswith models and some practicc so that aboutcefain lopics including NATO. NATO
tbey can transfer thcir skills from their first lan- STANAGS,NATO fomais, the UN. peacekceping
guageto English. efibrts, rnd inleroperability issues.Moreover.
Keeping a scheduLeand a leaming log are activtnes becauscstafi ofiiccrs do not have much hme to
fecommended to help the leamers manage and dedicareto a long coursewhat was ,?ed?l was a
o Unit 3. Bridging Cultural comparesthe useof the sinple past tensewith that
Differences with Mililary Culture ol lhe presenrperfecrIense.Thc funcrionconsisrs
ol inquiring abouianddescribingUN milibry
Culturalawareness is animportantissuein operanons.In the wdting componenl,studentswill
multiculturaloperations. In this unit the students beginwriting theFelimimry draft of their oral
will leamaboutculturein generalaswellasbecome
Fesentationto be givenat theendof the course.
familiar with levetsof culture awareness. A reading
on militaryculturegivesattentionto customs,
courtesies,and traditions. The wriiing segment
Unit 6. Introduction to NATO
includesoutlining, a skill that is ne.essaryfor The texbal contentin this unit is extremelyimpor
personsattendingmilitary bnefings or lectules.One tant and is. in fact. the basisfbr the entire coulse.Il
of tbe readingsaddrcssesways of expressing musl be remembercd,howeveathat the objecrives
opinions and of engagingin hypotheticalsitua- centeron acquiing English languageskils. grarn-
tions, both of which are neces$ry for staff officers mar, .nd vocabulary.In this unit the emphasisis on
participating in g]oup discussions.In the areaof prepositions. Again.just asin all of theunits,all of
gmllxnar, the pastandperfectmodalsarereviewed. the skills will be practiced.,trr"u i"f to tapedand
broadcast lectures,zadir8 modelsoftechnica
Unit4- Leadership lssues military materials,r,r"akizg in theclassroomwhile
discussingNATO, and w/ittz8 the final draft of the
Being able to hypothesizein a nonnativelanguage
is oneof the testsof a mediumto upperlevel
languageleamer.Typically a condirionalsentence UsingEnglishprepositions corectly hasbeen
is usedwhen hypothesizing."What would you do consideredby someLinglists to be the last 3nd most
The detailedinfomation rheywill lind in rhe The grammarportion of this unit dealswilh word
readingsin the unit will broadentheir knowledgeof order and rcpoted speech;the function is sup-
the work of the Uniled Nationsorganizationby portedby the grammarand focuseson inquiring
helping to understandthe organization,rcles, and about and reportjng what othershave said-an
peacekeepingchallengesof the UN. Both the irnporant skill for military personnel.Therearemany
generalknowledgeandlhe specificterminology\\rill challengingreadingsin this unit. Studentswill work
be helpful to them asstaff officers in military on improving theirreading skills including reading
exerciseswith multinational forcesunderthe faster.sunmarizing, concenixatingon the main idea
auspicesof the UN. The grarnmarrcview in this unit of tbe passage.using context clues to guessat the
meaningof words. erc.They will also practicethcir ln orderto make somcmaterialreadilyavailablcfor
F r \ u n a l w r i r i n gb y c o n r i n u i n gl h e i r$ " r l " n r h c i l the students,scvcn rppendixes are included.
learninglog. This willhelpthembecome rnoreaware AppendixesA and E supplementthe gr nmar
of thcir leaming siylesas wel1asimprove their presentat;ons Fovided in lhe text. AppcndixesB
fluency in writ(en English. and C provide then with tools to help them bccome
betler writers. Appendix D shouldbe usedfor Lhc
Unit 8. Standardization in lislcning/viewingactivitiesin the lextbook. (Of
Multinational Forces course,tbc form can be used any lime students
watch news broadcastsin English 1(Jhelp them
The needfor multinational forces hascnphasized l . \ u \ I h e i rl r ' r e n r n gI A t F n J i \ F r o n l J i n sr d d
the need for standardization.nol only in equipment tional inlbrmation on grcnp discussions.Appen{lir
but also in the whole rangcof military activitres. G gives theNATOruS equivalentranksand rxtes.
The readingsin th;s unil will help studentsunder Nexi is a list ofrclcrences with the namesoI books
siandthe fou| levels of standardization:compatibil usedin putting togctherthis text.
ity, interoperability. interch,tngcxbility, and
The instruclnlnal activitiesfor the classroomare
commonality.Theywill alsobecomeixmiliarwith
n e \ r f o l l o q e dh ) r h Jd n . s e r p J r e . t o | h c c \ c r c i s e . .
l a . 1 ' r' r f f e c r n g m u h r n a r i o n 0c lo m m J i , l . .T nl h e
Sludenisshould kecp in mind that true indcpcndent
gramnarcomponent.they will review word orderln
leaming occurs only when leamerstry to get ihe
nrdircct questions.Since giving instructbns is an
answerson their own and then use the aDswer
important skll to rhe nilitary officcr, they will
review sequencedinstruclionsand Factice giving
them. Again, studcnlswill have the oppo(unity to Nextinthe book come lheevaluationexcrcisesthat
read nodels of technical/miliiary material. can be used to cbeck students'progr€ss.As
previously explaincd.the evalualionexerciscs
. h o u l , lb e c h e c l e dh ) r n i n . t r u c t o ri t r t u l l p , "
sible. Lastbut notleast,,trc thc performance
checklistswhich are to be usedas evaluaiion tools
fof studcntperldmance whilelaking fie classroom
portion of the course.
English Skills for Staff Officers tn
Multinational Operations
Table of Contents
N o t e st o t h c R e a d e r . . . . . -
Part I: Self-lnstructionMatedals
U n i t 1 : W d r t e n C o m m u n i c a l i o n S k i l l s f o r S t a f f O f f i c e r .s.......... . . . . . .. l-l
. .........3l
Unit3: BridgingCultuLrlDitlerenceswithMililaryCulture................-......
to NATO ...-.................
Uni16: Iniroduction ...-... .o I
'7
Unit T: Partnershipfor PcaccChallenges............ . . . .. 1
in M ltinationalForces.
Unit S: Standardization . .. .. 8 I
. .s . . . . . . . .
AppendixA:Princip.rlParisofcertainIrregularVerb ..... AI
AppendixD: ListeniDg/Viewing
Form.................-. . ..... D I
A p p c n d i x GN: A T O / U S E q u i ! x l c n l R a n k s a n d R a t e s . . . . . . . . . . . . . . . . .-... . . . . .G
. .-. L. . . . .
.....................
Relerences . .. . .Rcf I
AnsweP
r a g e.s. . . . . . . . . . . . . . . . ....APl
Evaluation
Exerciscs...... . ..... EE-1
PerfonnxnceEvalualionChecklisls......................... .. . PEl
o l
Unit1:
Written Gom
c"!
f,!
You will needUnit I of this cource,the Udt I recording, a tape/CD playet, your notebook,
pen orpencil, ard yollr copyof Webstet'sNeytWorldDictionary.
LEARNINGSTMTEGIES WRITINGSKILL
PIan,Monitor,Evaluale,andRevise1-3 Paragraph
Development 1-20
................
VOCABULARY FUNCTION
T h e C o m m a n d e r . . . . . . . . . . . . - . .1. 4 . . . . . . . . .Asking
. . . . ForandGiving
T h e S l a f. i. . . . . . . . . . . . . . . . . . . . . . . . . .1. -. .5. . . . . . .Factual
. . . . lnformation
.......................
1-24
GRAIVlIVIAR WRITINGSKILL
ActiveandPassive
Voice................
1€ Military
Writing.............................
tA
READINGSKILL READING SKILLS
COIV]MANDANDCONTROL Defense ........................................ 1-32
oRGANIZAT|ON .............................
1-7 M a t d x. . . . . . . . . . . . . . . . . . . . . . . . . . . .1. .-.3. .3. . . . . . . . . .
NATODocuments.--...................... 133
GRAMMAR
PassiveVerb 1-12 GLOSSARY
Phrase....................
ObjectiveVocabulary .................... 1.43
SPEAKING SKILLS Mililary Expressions ..................... 1.45
Ihe Dictionaryas a Military 4cronyms......................... 1-45
Pronunciation
Guide.....................
1-15
ENRICHIlIENT ACTIVITIES
VOCABULARY Troublesome Grammar: Get...
ThoChiefofStaff...........................
1-16 Situationa
ITrainingExercises
StaffResponsibility inStability
andSupport
andAuthority................................
1-17 Operations......-.............................
147
READING
SKILL LEARNING STRATEGY
NATOMESSAGETEXTFORIV]ATTING Keepinga Languaqe
SYSTEM(FOR|VIETS)
..................
1-18 Learning
Log.................................
1-51
LEARNINGSTRAIEGY
TechniquesforLeaming
Vocabulary
......-............................
1-20
LEARNING STRATEGIES Exercise 1
A commandergives responsibilitiesto
his _ through the _.
2._ batleneld b.
Just as the modem dtt €rely' presents
significant challengesto commanderc,it 3._ stick ng together
also hasan impact on stafifunctions at all 4._ d . the action of
le\€ls. The modembattlefielddenundsa taking the first
hlgh le\el oI stafrelficien? arrdrequiresa
grcnLdealof initialire afi coordinarion
on the pan of staff officers. Thc sla-ff 5._ initiatve
Matchittg r.016 to
assiststhe commanderin decisionmaking batte s foLrght
t'ill
their defr.nitiorrs
by acqubing, onalrzine, and.coodirun- helplou renernber
irg irfomution, and-mostimportartly, by
presentingesrerlici information to the
cor nalder with a recommcndationsohe
wiil be ableto nate drc besldccision.
wtlat the staff does\{ith the asscmblcd
infomration is ofcrucial imporlanccto the
function of stafi operations.
The militairystafiis organizedspecilically
to be a single cotestre unil to assistthe
cor rander in accomplishingthe mission.
The staff is organizedto servethe com-
manderwithin specificfrnctional areas
and operatesin severalareasto
' Facihdte andmo tor tlrc accom-
plishment of commanddecisions.
. Providetimely and accurate
infomation to the conmander and
subordrnateunits.
. Anticipate rcqurrementsand
provide estimntesof the situation.
. Determinc coursesofaction and
recommenda couse ofaction which
'!r'ill bestaccomplishdre mission.
READING SKILL
tI
is norc oneof coordinatio thano e of contuolnore oneof cooperution than rnentaltruth,etc.
b rcJlect
and this reality. '
co,tnanl. Weneedto developdoctine facilitate
- k&-Admiral PeterCaimg Canadianl-orces
Organization playsa crucialrolein multinalional maritimeopemtions determin-
inghowmultinational maritimeforce(lVI[rDconstituentsinteractandcoordi-
natewilholherparlicipating non-maritime forces.In certainoperationsthe [4lvlF
mayindeedbea componentof a largermultinationalforce.Thefiastcfiticalslep
in the organizationof a lvllvlFisthe resolutionofcommand,contrcl,coordination
I
andcooperation issues.Theo€anizationmustreflectconsensusamongthe
partnersaboulthe conductofthe operation. Thischaptefdiscusses various
commandandcontrolstructures lhat may be usedin a MMFand examines
nationalcommandstructures andthe impo antdistinctions betweenorganizing
for multinationalandsinglenationoperations.
II
direction,coodination,andcontrolof militaryforces.Throughthisvested
authodtythe commander impresses hiswillandintentions on hissubordinates.
Commandmayinvolvereorganizing existingforcesbytaskortype,or for
warfarcorpeacetime ope|ational pufposes.
cortro, is the authodtyexercisedby a commanderover partofthe activitiesof
subordinate organizations, or otherorganizations not normally underhiscom-
mand,whichencompassesthe responsibility for implementing ordersor
of theUSNaw (September
Source:l'lulttnanonalMaritimeOperations,Depnrtment
r996).[w$w]hfip://wlrrl.ndc.nary.mil.
Exercise 5
Commandersshouldbe assigned
OPCONwhen thcy are givel
circle "T" ror true statements
and "F'
limitedmissions. T
for fals€ staiements.
TACOM is a term usedpdmarily
inmaritimeoperations. T
In all opentions. the MMF is a
't. Coinmandersmayrced to
conponent ofa larger mrilti-
nationalforce. T F delegatesomeof tlrcir authoriry.T
Thc SOP(slandardopcrating
procedure)is being wrillen by thc
lieutenant(lt).
I havePT (physicallraining)
Exercise 7
Lubeling acttueand
"T" next io ilue state-
settte ceswi help
leller "F" next to fabe
),ou lentif! then irl
Passive to Active
Now that you can recognizea passi\€
sentelce,you shouldknow how to
changeit to aII active sentence.
The mostcorunon methodis to put the
doe,'at the b€inniog oI the sentence.
Look at this passivesentence:
Passive:The test+ is being taten + by
thc student.
The doel (the studcnt)is at thc cnd of
the sentencc.To changet}Iis to an active
scntence,rearrangeit so the doel is up Exercise 9
front and omit theword ry. Next, change
the tenseofthe main verb (talc) 10dre
tenseofr€rb 10,e (is beiry). l,asdy. put
the receiver(the test) at the end.Now,
you har€ an active sentence:
Active: The student+ is taking + the test.
You havewritter a sentencethat is Di ctation: Effective
active, shorter,and easierto unde$tand,
Passive Voice
Look for tlrc preposition,J as a cl e to
the doer.Ifthc ddel is not slated.try 10
figure out who it is. In your notebook. write thc dictation
titled "Ef€ctive Passive Voice." The
selection will be read thre€ times, The
Exercise I lirst iim you he.r it, iust listen to it.
Write it the second time, and thc third
time, check what you wrole.
ln your notebook, change these passive
sent.nces into active sent€nces.
Active Voice
The captainwasrelievedofcomma Military Writing
by the general.
As notedbefore,the useof activevoice in
The foxlole will be dug by the writing is prefembleto the useofpassive
soldien. voice for thrce reasons.It is moredired,
moreforcefirl, and easierto rmdersland-11
Duty rosterswere completedby the makesyou writing soundmorelike
first sergeant. speech.It is shorter.
The soldiers' unifonns werc soak€d Thereale hvo morereasonswhy the
by the daylong rain. military prcfersusingactivevoic€ in
writing. Firsl, whenD{iting reports,rl€
rced to stresswho ahdwhat, so the active
-
Exercise 11
:-,
Matching taorh to
theb delinitiols will m litary
helpyouleant ern
The Ghief of Staff
responsibiliiy
The comnander must har€ a staffthat is a
proJessiontlllca'r'r..He dingthis teamis
the chief of staff, $ho is rcsponsiblcto the
conmander for the prcper finctioning of
dre staf[ He directs and rrperrires the
Stress staff to ensurethat it properly supports
the ncedsofthe commander.Dulies
A primary. or stlong, stressis indicated perlormcdat abor€rrr?de (BDE) lcvels
by a [eary stroke(' ) irnmediately are assumedby tlrc chief of stafl; hor\,ever,
follolr,ing the syllablestlosscd.A thc decutire offtcet (XO) perfoms the
secondar!.or weak. st€ss is indicalcd bJ' dutiesof the chief of stafl al brigadeand
' lorverlevelsofcommand cr.iddrce,
a liglrter stroke( ) lollowing the syllable
dircctio\ andinfomalion norrnallyfl ow
strcssed.For pronunciation purposes,
fiom the comrnandertllrough the chiefof
pay allentior to the primary stress. slalTto the stafi. The chief of stalf makes
decisionsonly in the absenceof the
conmarder and facilitatesth€ caordination
Listen to ihe words and mark the
ofudt activities.When new directior is
sylrablewiih ihe primry or svong
rceded, the chief oI st2ff proi,idesit based
on guidancefiom the comrnanderand
knowlcdgeofhis rrtart. Caremustbc
se cur i ty taken, in casesof direct accessof slafr
cam ou flage officcrs to the comlnander,to keepthc
chiefof statror theXO infomed.
in fan try
su ppon
After you lurn lhe recording ofi, silenlly Look at the readingtiited "The Slaff
read lhe paragraphsagain. Look up any Responsibilityand Aulhorlty." In the
words you do not know and complete blanks, write the words you hear. Then
ensunng maKrng
someihingcertain
to happen
Exercise 12 Staff
Responsibility
Malch the vocabulary word with the
corresponding meaning.
andAuthority
Staff officercaie assignedfunctional arcas
1_ intent a. ofinterest and respolsibllity for acco,n-
plishing staff actons.
2._ guidance
someoneootng Assignmentof stafiresponsibiliqfor a
particular activity imprcveseffIciencyby
. Givingthecornmandcrasingle staff(l)
wlich is responsible for
4._ professionald . adviceand assistancewithin an area.
After you turn lhe recording ofi, silently While actins in the corunander'sname,
read lhe paragraphsagain. Look up the the stafi officer is responsiblefor any
meaning of any unknown words in your tenpomrily assumedin
dictionary or the gloss.ry for Unit L tesponseto an slnullon.
Then comDletethe next exercise,
READING SKILL
Exercise 13
NATOUNCLASSIFIED
ADatP-3(Part'l
)
CHAPTERl
GENERALINFORMATION
| 01. PCIlgSe_SflbC]gySlCmrStandardisationof messagesusedfor informa-
improvejnteroperability
tionexchangeswill betweendifferentnationaland
NATOauthoritiesandsystems.Tothat end,the NATOMessageTextFormaf
tingSystem(FORMETS) providestherules,constructions
andvocabularyfor
standardisedcharacter-odented
messagetexlformatsthatcanbe usedin
bothmanualandcomouter-assistedooerationalenvironments.
102. Scope ofthe Svstem. FORI/]ETSisto be usedfor allformattedcharacter_
orientedmessageswithin the NATOCommand,ConlrolandInformation System
(NCCIS)unlessspecifically excludedby multinationalagreement. lt is concerned
solelywiththe partof a messagethat conlainsthelhoughtor ideathe originator
wishestocommunicate. Thetransmission offofmattedmessagesremainsin accof-
dancewithlhe instruclions givenin relevantAlliedCommunications Publications.
103. Policvofuse. FORMETSprovidestheonlyacceptedNATOsystemfor produc-
ingmessagelextformatstandardswithin the scopeoutlinedin pamgraph102. Na-
tionsand NATOcommandsare urgedto developand usemessagetextformatstan-
dardsthatconformto lhe ruleslaiddownin this publication-
a. Thispublication is intendedprimarilyfor useby designersof messagetexl
formatsandby personnelresponsible for implemenlingmessagelext formats.lt
mayalsocontributeto of personnelinvolved
thetraining in usingthosestan-
oaros,
b. Recommendationsfor expandingandenhancing FORMETS shouldbegener-
atedby nationaland MNCusage.
104. Subdivisionofthe Publication. Thispublication is subdividedintofive partsas
followsl
a. Parl I providesa detaileddescdplionof FOR[/]ETS. Thispartis subjectto
ratificationby the nations.
b. Partsllto lV providecatalogues of messagetextformats,setformatsandfield
formals,respectively.Indexesandcrossreferencelistingsofformatsare
included in eachparttofacilitatethe useandmanagement ofapproved stan-
dards.Theseparlsofthe publication aredynamic,liableto regularandsignifi-
cantaddilion, amendments anddelelions, andwillbeupdated andproduced
with computerassistance. It is sufficientthal changeslo Padsll 10lV arc
multinationallyagreedbylhe appropriate NATObodypriortopromulgation for
gene€limplementation andoperational use-
c. PartV providesa Keyword-Oul-of-Context (KWoC)Direcloryintendedto help
usersdeterminewhetheranapprovedstandardperlainingto a specificsubject
is available.Thedirectoryis in tlvosections,a KWOClistingoffield format
subjectsand KWOClistingof setformatsubjects.Thesamemanagemenl
principlesthat applyto Partsll to lV are appliedto PaftV.
'|05. Glossarv. A Glossaryof TermsandDefinitions particulaf10FORI4ETSis
providedin AnnexB oflhis publication. Althoughthe usualp|acticeof explaining the
meaningof a lerm at the pointin the text where it first occursis followed,
normally lhis
is notfeasiblein all cases.Consequently, occasionalreferenceto the glossarymay be
necessary. Whenthesetermsfirstoccurin the text,theyare prinledin capitalletters
106.lJseot Examoles.Examplesare usedthroughoutPaftIto demonstrate
FOR[./]ETS principles.
Theseexamplesarenotnecessa rilyapprovedmessagetext
assuchdudngthe ratificationby
formallingstandardsand are notto be considered
nalionsor subsequent useofthe document.Changesto the exampleswill be required
onlywhen theynolongerprcpey demonstEtethe associatedFORMETS principle.
'107.Resoonsibilitv"AlliedDataSystemsInteroperabililyAgency(ADSIA)Working
forthedevelopment
Group5 is responsible andmaintenance of FORMETS.
'|08. Submissionof ChanoeProoosals. Proposedchangesto ADatP-3,PartI,
shouldbe submittedto:
CustodianADatP-3
CISDivision,IMS
NATOHeadouarters
B 1110Brussels '
the rvord, acronym,or erTression
Belgium
'itsdclinition
r^oulce: ADatP-3, PMt I , NAl O LIessage '
Tert Fornatting Systen 11|ORVE[S) an cxampleor illllstralion ofit
Systen Conccpt Desyiption md '
the numberofsyllablesandthe
Managene t (OcIohet 1987). Blt]ssels:
stressedsllablc
NATO Headquaners.
'
the translation ofthc word into your
fimt language
Exercise 14 '
a key \ord. also lrom your first
language,that you can associatert,ith
thc English word
your answers on rhe In facl, lesearchconductedolr vocabulary
lcaming irdicates that the morestriking
the associationbelwoentlrc key word and
tlrc English rord, the easierit is to
1. Wlr] is slandardizationof mcssages remeniberthc coturection.
important?
Wrjte dre rccabulary *ord or orc side oI
2 What part ofthe publicatior rr_illyou thc card. TheI. on the otlcr sideof the
look al ifyou wantto find card. &rilc the otherinformation. Put the
cardsi[ different catego es.for examplc-
a. indexesalrd cross-rcferellce accoding to topic, difftculty or easeofthc
Iislings? words, etc. Carry the cads uiih you and
studythem whcne\€r you ha\€ time.
b. keyx'ords?
One rord ofcaution. though:nastenng
c. a detaileddescriptionof vord lists is onu theJirst step m nastet
FORMETS? ing new rocab ary. -lo reall!-lea ^
word, ]ou needto kno$' rnuchnore abou
3. Wher is FORMETSto be used?
it thanrvhatcanb€ leamedfrom nemoriz-
ing a lisq but ftis teclnique docsprovide
a usefrrlbasisfor leaming. After encoun-
LEAR[IING STR,ATEGY tefng the $'ord in contexla nunber of
tines. you should1ryto useit.
Techniquesfor
Learning
Vocabulary
WRITING SKILL
l
study the readinqlitted "Paragraph
VocabularyCards
You can help yourself leam I ocabular_v-,
acroryms.ard military expressions.by
qriting no$ $ords on cards.Use 3 X 5
ildex cards or cardsofany size
Paragraph
availableto ]'ou. Selectflom these Development
categodesthe irfonnadon you may &ant
to include on your cards. The paragraphis the basicstructureof all
{f
military \lriting Paragraphsaredrcprnnary
vchicles for de\'€lopingyour id€s. They that mns through other clustersof idcas.It
scNe tluee irnportant purposcs: carrperforn this frnctior oDlyif it conlains
. a family oI sentencesthat cotlribulc 10its
To grouprelatedideasinto singlc
nuin idca.
units of tho ght.
' To sepaftteoneunil ofthought Exercise 15
fromanotlrcr ni1.
' To alert your rcadcrsthat you are Read lhe paragraph below and undelline
shifting to anolher phascof]'our ande8tdnding the
sublect.
p$asaph 'iU help
Everyparagraphyou$rite should{ilfi ll
Cold .lr''eathcrlraining is inponall lor
lbis thrcefoldpurpose. hreanins oftr\ttls
our succcss in rinter conbat.Il is
ln general,paragraphdel€lopmert follo$ s rnrportanlto pfepareour en and equlP-
an organiational patterll. You build your mentfor wintercolditiors. Our soldiers
paragraphs10mcel tlre structumlrequre- rn sl learn how to coperr'.itll lhc cold ard
rnentsofyour o\'crall communication.Yo preve injurr". They also needlo knorr
canrse dlalogy. exarnplc-defmition. and horvtheh equipncnlholdsup in cold
comparisonand contrast10dcvelopsiryle temperatures. lfwc ltain themxell now.
prragraphs\rithin your ovcrall pattem. the] $,ill be ready for conrbatd ring thc
Theg idiryp nciplcis lo developonc
main ideain eachpnragraph.
Most staffrmting dcpcndson relativel,v Main ldea Sentences
shot pamgrapbsof four 10se\€n sen-
The most impoftanl scntcncerrr an]
tences.lf ] ou follo* lhispattem.youx'ill paragraph youwriteis them:rinidea
be able to developclear, casy-Lo-read Why? Il cxpresses the topicof
sentcnce.
paragraphsThis doesnol lncanall olyour
your paragraph givesyou a point of focus
paragraphsshouldbe the samelenglh
for supportirg details. facls-figures. and
that$ouldbc nomtollousandnighl
cxamples,and preparcs]our readerslbr
rcncctinadeqMtedevelopmcnt. your suppoftinginformrtion. ln short, thc
An cffcclivc paragraphis a fulctional u 1 nain ideascnlcnce istheconnollingidea
Nilh cluslersof ideasbuilt arounda single of thc pamgraph,arrdit sigDalslhe kind of
mah ideaard lir*ed $ith othcr cluslers infornalion need€dto supporlil.
prccedingandfollorving il. Il is not ar
Sincethe nuin idca sentenceaddrcsscsthc
arbilrary collection designedlor phlsical
lopic ofthe paMgraph.il is nornally the
convcnicrce.It rnNt pedonn a dclirilc. Iirst sentencei[ dre paragnph. Odrer
pla €d funclion.presenta singlenajor
senlcDccsbetweel the rnain idca sentence
idea or poiDl. dcscribean evelt. cleatean
iDrdthe last sertencemusl bc closely
imprcssion,clc. Clustersof ideasin a lruc relaledto the sentencc10docrunelt.
paragraphmust colll e' a nuclcusof
expand.e phasiTc,and suppof drc nurn
meaningcloselyrelatedto thc meaning
idea.Thc lastscntence shouldeilbcr
summarizcpoints madeaboulthe ainidea
senlcncc.clinch the mair ideain thc
reader'snrind,or sen'easa halsrtrorrto
drc rcxt main idea.You shouldomit any
sentencethat doesnol pcrlom orc of
Exercise 16
The Supporting
Details
Read the following paragraphand in
your notebook, write answers to the Rememberthat the topic ofa passageis
queslions that follow it. the subjectin gcneraltems. The main id€a
is morc specific.The supporting details
cxpandon the main ideaby giving
addrtionalinfontation. The expaff ions a. ld supportingdetail:
maybe express€din rnany$ays, iNluding
ft ct, example,illusmUon, compaisoD, b. 2'i supportingdclail:
contnst, Purpose,consequence,ol c. 3d suppofingdetail:
rcstriction.The followilu exeicisesare
desEned10help you distinguish thc nain
ideaftom the supportingdetails. Paragraph 3
Thc threat forcesuse tlvo tlpes of
Exercise 18 defense:hasly and deliberale.The hasty
defelse is gencrally usedby fifit-cchelon
units wllen oflensive advancehas bcen
Read ParagraphI as an example.Then stopped.Threat forces conduct a deliber-
read Paragraphs2 and 3. In your noie-
book, wrile the main idea and supponing
ate delensewhen the advanceis halted for
morethan a few hours.The main difier-
cncesbetweenthe lwo are in sector$idth
and tark location.
3. Main idea scnlencei
Paragraph 1
a. 1'1supportingdetail:
Active defensiveoperationsrequire
rapid andfrequentmovcment.Within b. 2'd s pporting detail:
minutesof its arrhal al a baftle position,
m€chanizedinfanlry mustbe ableto c.3dsupportirydetail:
defendthat position. shoot into an
assigrcdareafrom it. or pedorm securit! Exercise 19
missionsaro nd it.
l. Main idear Rapid and ftequent
movcmentis requiredfor active choose a lopic from lhose listed below
and write . short paragraphin your
defensiveoperations. notebook. lf you have questions aboul
punctuationand capitalization,check
a ]!:ilp99ltileigtail: within minutes
ofits adval.
b. 2di!ppq4j!gi91dl: to defenda
battle position.
List of topics:
c. 3djuppaltilglktad: to shoot into l. Daily Mlilary Routine
an assignedarca. 2 Field TrainingExercises(FIx)
3. HelicoptcrFlight
d. 4\uppa4i4gigtail: to Perfonn
secuiity missions. 4. Trails ola GoodOfflcer
Paragraph 2
When preparingfor a deliberateattaclq
the team must first reconnoiterthe arcaas
muchastime permits-In particular, it tfes
to locate covercdroutesinto or around
enemypositions, and to locate positions
from which direcl-lire weaponscan
support an asMult.
Z Mainidea:
FUNCTIOI! Giving Factual Information
When you talk aboutfacts. you are
speakingoI infonnation that is trxe. The
Asking Forand following sentencesexpressrmcertainty
Giving Factual ancyoropinion. Changethe sentencesso
that they e$ress fact.
Information
E\amplei I thint the fortified positionwas
canounaged.(opinion)
Asking for Factual The fo fied position was
Information
camouJlaged.(fact)
Readthe follolring questions.you will
seethat yes/no questionsand question- Exercise 21
rvord qucstiorEare usedfo obtain faclual
infoflnalion.
Rewriie lhe following
l. trt*o is the lcader ofthis platoon? nolebook so that they
5. It h€le will the clurge otconmand 3. I thint that inliltration skills arecrucial
cercmonytake place? to a scoutplatoon'ssuccess.
6 ltlralb?e of amament to you thint
an infantry fighting vehicle should
WRITING SKILL
have?
7,?oux'ere theBFVs(Bradleyfighting
vehicles)usedin the MOUT (military MilitaryWriting
operatronson urban terain) deploy-
The chamcteristicsmostvaluedin military
witing arc clarity ard terseness.To
Exercise 2O incorpomtethesecharacteristicsinto your
military corespondence,you should do
fi\'€ things:
Using th. examptequesiions as a Put your topic ard youl main
guide, write four questions asking ror idea "up ftont." This meansthat the
intormalion, These questions shoutd
pertain to intormationyou n€ed to know firct paragraphshould contain the
regafding your rniliiary duty or opera- subjectand the main point you wish to
tion. Write th€ que.tions iD your nu}e in thememomndum.
Use mote active sentencesthan
Essay Style
Go to E)Gfcise'19and rewrite your
paragraphin checklisi slylet use either
Cold eathertmining is importantlbr parallel sentencesor parallel phrases.
oul succcssilr $inter combat.We mrrst
preparcour menand €quipmentfor $inter
condilions.Our soldiersmustlean ho$
to copervith the cold and prei.eutinjurt . The Memorandum
They also need10knorl how therr
cquipmentholds up in cold temperatures Thememorandumis the militar-v'smain
If wetrainthemwcllnow. theynillbc lonnalforconposingconcsponderce.
readyfor combatduring the wirter. T$o stvlesare gcncrally used:the Fonnal
Memomndumandthe Memorandumfor
ChecklistStyle
Memorandum
RccordO4Ror MFR).
Rcasonsfor Cold WcatherTmining
To preparesoldiers10copervith the The Formal Memorandum
cold and to pre\cnl iniury. Thc basicmemolandun trormatis the
Fonnal Memorandum.It is used10corre-
To showthem how their cquipment
holdsup i lhe cold. spondformally $ith anycommand,staff,
agcnq , or activit-vliithin the milita4'
in combatin
To ensuretheir success services.The Formal Memolandur shows
the addrcssee'sduty position or name and
address.This [?c ot memorandumshould
Whcn writing memoratrda,cr€ate
chccLlistswhen possibl€.Doingsowill be 1ll'rillcnon letterheadslaiionery.
help thc rcad€rseedre items and mder- TheFormalMemomndumcanbe modincd
standthem clearly and quickly. slightly 10createthe Memomndumfor
Maintain strongparallelism in Jour Rccord,which is lcss formal and is used
checklists. When creatingchecklists, widrin thecommard.
Fohat of Formal Memo.andum
(letterheadstationery)
Date of Signature
o)
8)
Naille,Rark, Sewic€
Position
23March1997
(letterheadstationery)
v c andDivFSE.
d. I4aintenaffe and Gumery Training. This r,!cck-both sectionscompletedPhaseI ofthe
training schedule.They werc both particularly sharpon crcw drill, emergencydisplacements,
andamnunition hardling.
3. ActionsTo Be Completed.
a. Training. We will continueto follow the checklistandthe calendarto the letter. Thcy arc
vcry sound,and I'm confidentthey'll ftlly preparctlrc sectionsto bring homethe lrophy. Thc
supplcmentaltraining during ow rcn Grdfen$oeh training densirywill sharpenthe section's
skills.
b. MaintenanceInspectiom.Division MAIT r,lill conducta courlcsyinspcctionon 25 Apr.
Thc DS fire control rcpair mechanicwill do this on 26 Apr. They $'ill give us a linal checkin Jul),
blo weeksbeforetle competition.
4 SignificanlProblems.The DivArty 54 andmy Arnmo Oficer arecoodinating with the Div
Ammmition Officerfor t00 e)(ra l55llE rcundsfor directfire trarning. I have@lkedlo him,1oo
but he hasn't y€t receivedword backfrom the GrafenwoehrASP. I'11keepyou informed on our
progress.
5. Pointofcontact.MAJ Kilhesad,53,333-999
( etterheadstationery)
5216
Ser913D/:115507
l0 Jar97
MEMORANDUMFORTITEDEPUTYCHIEPOFNAVAL OPERATIONS(OP-)Oq
S$ii PROFESSIONAIPREPARATIONOFTITEMEMORANDUM-FOR
INFORMATION MEMORANDIJM
J.Memonndum
Dep t] CfuefolNaval Operalions
(
Memoratrdumfor Rccord (MFR, MR) On a ship. in a squadron,or in a field uril.
the memofor recordcanalsobe cffccti\'e.
Do you lvant to ensurellrat sone ku].-t Useit to docunEntan i onnal investiga-
inlormationis rccorded,but arc you afraid tiofl and its resu]ts01an lmportad
fiat b€causeof the idonnal circrunstarces coulNclingsessiorconducted$ith a
in }hich it camcup.it xoll't bc'1Thenpen s bordinalc along $ith 1bcfactorstlut led
amcmorandumfor the record( cmofor to the counscling.Arofter commolruseof Oist the mainporntsor
record.N{R,orMFR). memosfor recordis to documentinforrna- generalmeaning
Theirformation miglrt befron a meeting.a tionfromaphonccallorfrolnthci lonnal
in-housecomingfrorn
lelcphoneconvcrsation-or an ioforrnal discussionthal an iN€stigator conducts
wiihLnan agencyor
disc ssionhcldon a stafLYo can se in the proccssof a legal invcsliSatlon.
thememolor recordto rccordan agrec- Usnally ] ou fi lc a memofor rccord for
mentamongpartics at a collerencc, ol 10 future refcrcnce.but ]ou can rollte rt to
recorddecisions madeat a decision yo r stalritcveryorc needs10knorr_ the
briefing.The lnelnolor recordrese blcs infonMtion il conlams.Staffolllcers can
dreninulcs at a rneehngln somerc- for*'ard rnemosfor record p the cbain to
spects and can be used [or minutes kccp seniorsifformcd ofwlut is happcn-
but is nore thc gist ofthe mccling tlurr a ingdornbelow.
formalsetof minutes.lt is an in-ho se
documenl(onem€antfor uscrvithir tlrc whatever you useit for, kccp lhis memo
ulit or conunard), bul il can dlsobe uscd infomal.Itisanin-housedocrune,to
to passidormatron lo other stafrncmbers hclp keeptrack of business.Do rcmcmber
o, ar infonnal basis.Tlrc headi g does to sigr ard dalc it, but alilays kccp il easy
nol showthe addressee's dul} posilior 01
na c andaddress.T1rernemofor rccordis
$rittcr on plainpapcr.
Dalc of Si$ature
2. X,r.()r,$r"ux\..{rsoer)$as
3. X\.o.L\.r)rdx'ri)sooor)as-".\$rroirc.riroeetru$rco..()olo(\\urN.xcroilicts{lt\$crno(
Namc,Rark, Sen'ice
Posilion
EramFle '1 of llemorandum for Record
23 August1997
MEMORANDIM FORRECORD
Subject: Conmand ProcedureManual Update
L All CompanyCommandelsare to teview the attacheddocuments.Theseprocedures
arebeingimplementedinto the Conmand PrccedureManual_
2 Theseproceduresarc effectiv€immediately.
JeromeH. Jones,Capt,USA
ExecutiveOficer
Enclosues(2)
l1 August1997
MEMORANDI'MFORRECORD
Subj: Responsibilityfor ChangeofPostal Safe
Combinarionson USSO!€rhad rfFc999t
On l0 August 1997,I discussedthis iN.rstigation with pCC Gray ofthe
COMCENTGULFPostalAssistTeam. I askedPcc Gmy specificallywhatthe responsi-
bility of the postalofiicial in this case]rould havebeen.H€ said that a postal oficei must
overseethe entire postaloperationof the corlmund. Thercfore,ENS Bro$n did havea
duty to mate suresafecombinationswerc changed,However,he also pointed out ttut
ENS Brown's rcsponsibilitywasoversiglt or y, ard that the pimary rcsponsibilityfor
clnnging the combinationsremain€dthat ofthe CustodianofPostal EfecB (COPE)
aboardUSSO\ERHAUL. that is. PC2White.
J.R.Blacl! USNR
InvestigationOfficer
Erample 3 ol l,temorandumfor Record
t5MaY97
MEMORANDUMFORRECORD
E. Preble
Director,TargctingDivision
Copyto:
oPox
OPOXA
oPox
Exercise 23
1. Doesthe first paragaph contain t]le
topic and the main idea ofyour
memorandum?
Using the lonnat and ihe model, wite a
briei Memorandumfot Record legardinq
2, Are the words, senlcnces,and Pam-
a meetinq, conlerence,or Problem thal
needs lo be documenl€d.Us€ ihe graphs short?
checklist style, and write in senlences or
condensed paragraphsr.ther than in 3. lla\€ you eliminatcd unnecessary
phrascs,When you ale linished with your
memoi use the lollowing questions to
review it lor clarity and terseness.(lf a 4 Haveyou usedtransitional and
siruation calls for a Fomal Memorandum. co rectivewords?
use the fomat and the model given to
dralt one. Wlite thc linished version on 5. Hav€you checkedfor corect capitali
zation and punchration?
Other Types of Mititary
Writing [:iEAnt[\!:i sK .-',$
Companies conductdcfensi\,copera-
tions to accomplishgoats:
. Defcatan cnery altack.
Exercise 25
Matrix L wlrat shouldthe cornnander incorpo-
rate inlo his plan lor defensc'?
Whenfighling fto1r1adeliberalc
defense.dr€ commandcrshouldincorpo- 2. wllat is thc ke,vto the successof the
ratea synchronizationmntrir irto bis pla 'l
NATODocuments
STANAG2O2O (DofA)
ffifffi
DETAILS
oFAGREEIvIENT
OperationalSituation
OPERATIONAL
SITUATION
REPORTS
Annexes:A(DofA).Ouflineofa DelailedOperational
SitualionReDort
B iDofA).Exanoteot an ODerationat
SituationReportin M;ssageForrr
AGREEMENT
1., lt is agreedthatthefotmalforoperationaIsituation
reporls
detailed
inthe
suDsequenl paragraphs isto.beusedby the NATOArmedForcesbelowtheArmy
urouprevetoperating onland.
GENERAL
2._ An operational situationreporlistheprincipalmeans of reponinqlhe ooerational
srruaflonto nrgnerauthority.Routinereportsare submittedat times:oecifiedbv
nrgnerautnonlyand.in addilion,reporlsmay be calledlor at anytime.
3 TheoperationaI situationreport(normallyknownsimplyas.siluationreoort.)
grves_lne sttualionin the areaofthe rcporlingunitorformation.lt includesiitforma_
uonol rheucltcat situationandsuchadministrative informationas may affecllhe
taclicalsituation.
CONTENTS
4. Examplesof situationrcpodsaregivenat AnnexesA and B (DofA).The
sequenceol the text oflhe reportis as follows:(1)
a- EnenOv.Enemyactivities,identificationsand newtylocaledpositions,
includingreportsof enemyshelling,ajrattackand patrols.
b- OwnSitualion.Activiliesof ownforces,includjngchangesof locationsof
units/formations anclheadquartersandactivitiesof forcesnotattachedlo the
originatinguniuformaiion suchas movemenlof patrolsorflankingunits.
c. Administration. Administrative
information
whichdirecflyaffectsthetactical
siiuationis includedhere.
d. General.lnformation nolcoveredelsewhere.
Nde
(1) lt is emphasized
lhat the materiatshown undertheheadings,Enemy,,,Own
Situation','Adminislralion,
and ,ceneral',
bothin ttrisparagiapnandit
AnnexesAand B (DofA),is givenontyas a guide.
5..lnlhosecaseswherereportshavealreadybeensubmilted,Oivinolhereouir
detailedinformation,referenceis madeinthe rppropriateparagriph;fine sitiarion
report;e.g. underparagraph1 of AnnextuDofA),ttr" fottorindmigti oJ iniirteJ
"Seelntelligence
SummaryNo.
6. Situationreportsonlyrcportchangesin the situationsincethe submission
ofthe lastreport.Wherethereis no change,this stateof affai|^sshouldbe
reported as'nochange'.
7. In the interestsof clarityand brevity,fulluseshouldbe madeof lraces/
ovenays,
8. In the two examplesgivenin AnnexesA and B (DofA),it is normalto use
theexampleatAnnexA(DofA)at higherheadquartersandthe exampleat
AnnexB(DofA)at lowerheadquarters.
DESPATCHING OFOPERATIONAL SITUATION REPORTS
9- Situationreportsmustbe sentby the quickestpossiblemeans. lf sent
verbally,theyshould beconfirmed anwriting.
10. As a guide,it is suggested thatsituationreportsshouldleavefoMardunits
at leasttwicea day,at one houraftersunriseand one houraftersunset
OTHERREPORTS
'11. Theroutinesubmission
ofsituationreportsmustnotpreventinformation
beingpassedbackasquicklyas possiblewhenevefit is received.
OFTHEAGREEIV]ENT
II\,IPLEIV]ENTATION
12. Th:sSTANAGwill beconsidered to havebeenimplemented whenthe
necessary nsto adoptthe fofmatdescribedin thisAgreement
ordertinstructio
havebeenissuedtotheforcesconcerned.
STANAG202O
OperationalS itua-
ANNEXATO STANAG2O2O
(Edition3)
OUTLINEOFA
DETAILEDOPERATIONALSITUATION REPORT
(cLASStFtCATtON)
(Omitsub-paragraphs
notapplicable
Copyn"_of _ copies
lssuingheadquarters
Placeof issue(maybe in code)
Date-timegroupof signaturc
Messagereferencenumber
OPERATIONAL SITUATION REPORT NO
Periodcovefed:(dateandtimeto dateandtime)
References:lvlaps(seriesnumber,sheet(s),edition,scale).
'1. ENEIV]Y
a. Unitsin contact.
b. Enemyreservesthatcanaffectloc€lsituation.
c. Briefdescription
ofenemyactivityduringperiodcoveaedby report.
d. Briefestimateof enemystrength,materielmeans, morale,andhis
probableknowledge of oufsituation.
e. Conclusionscoveringcouases ofactionopento enemy.
2, OWNSITUATION
a. Localionof forwad elements.
b. Locationof units,headquarters,
and boundaies.
c. Locationofadjacentunitsandsupporlingtroops.
d. Briefdescription
andresultsof ope€tionsduringpedodof report.
e. Non-effec.tive
units.
3. ADIV]INISTMTION
(Generalstatementofthe combatservicesupport(CSS)situation,if other
thannofmal,as it directlyaffectsthe tacticatsituation.)
4. GENEML
(lnformation
nolcoveredelsewherc.)
5. COIV]I\4ANDER'S
EVALUATION
(Tobe completedwhendirectedby higherauthofity.)
STANAG2O2O Acknowledgmenl
Instfuctions.
OpeEtionalSituation
Report,conUnued
Signature
ofCommandef
Authentication
Annexes:
Dislributionl
(ClassiRcation)
A (DofA)-1
NATOUNCLASSIFIED
NATOUNCLASSIFIED
REPORTINMESSAGEFORIU
EXAMPLEOFANOPERATIONALSITUATION
USESTANDARD FORIV]
I\4ESSAGE HEADING
slTREP15.PERIOD120600210 1220002.
ENE[/]Y.Location no change.Periodic
andidentifications shelling
hostile of
battalionarca. No enemypatrclactivity.
OWNSITUATION.Nochange.
Tenpersonnel
ADIVIINISTRATION. casualties.
Sawce:NATOSIANAG2020:O?erctianalSituatior,qeldlls(April 1967).Bnsselsl
NATO Headquaners. STANAG202O
OperationalSitr.ra-
tion Report,contin-
NATOUNCLASSIFIED
texts
AgreedEnglish/French
STANAG2066
GDITION5)
STANAG2066 Layouiror NAVY/ARMY/AIR
NlilitaryCorrespon-
NATOSTANDARDIZATIONAGREEIlIENT
(srAMG)
LAYOUTFORI\iIILITARY CORRESPONDENCE
Lettersfof
RelatedDocuments: STANAG1O5S[/]lS NationalDistinouishing
Useby NATo Forces
STANAG2014oP operationorders,Wafningordersand
orders
Administralive/Logistics
AAP-1 NATo Militaryorganizationandcommand
Usedin NATODocu-
MP-15 Glossaryof Abbreviations
ments
A VI
1. The aim ofthis agreementisto standardize for usewithinNATOthe
and
corraspondence
layoutof military the rulesforthe and
useofabbreviations
acronyms.
AGREEI\i]ENT
2. ParticipatingNationsagreethatthe NATOforceswiil preparefiilitary
orocedurescorrespondence anduseabbreviations andacronymsInaccor-
dancewiththeDrocedures containedinthisagreement.Militarycorrespon-
dencecoveredbythisagfeemenlincludesletters'memoranda, orders,(except
Orders
operalionalordersandAdministrative/Logistics _for these,see .
siANAG 2014), papers,
reports, but not messagefofmswhich are prescribed
in AlliedCommunicationsPublications.
GENERAL
3. Procedure. Procedurcsconcerningthepreparationofcorespondence
whichafe notcovercdhereinareoptionalfortheoriginalorofthecorrcspon-
dence.
4. Partsof MilitaryCorrespondenceMilitarycorrespondence maybe
dividedintothreepartsihead.bodyandcloselmoslcorrespondence nasall
three.Forthepurposeof explanation detailed
of instructions below, the three
partsaredefinedasfollows:
Head.Theheadconsistsof all materialabovethe firstlineofthe body
of thecorrespondence.
Body.The bodyisthe substanceofthe correspondence as distin-
guishedfromthe headandclose
c. Close.The closeis all materialbelowthe lastlineof the body
5. securityClassification Marking.Securityclassification markingsmustbe
affixedin acaordancewiththe reoulationsofthe officepreparing the correspon-
dence.
HEAD
6. A letterheadmuslalwaysinclude,subjeclto securilyconsiderations the
itemslistedbelow.correspondence otherthanlellersis lo containas manyor
foathetypeof corespondence.
the itemsasis appropriate Theexactarange-
menlofthe itemsis optional,but shouldbe suchthat eachitem is readily
identifiable.
a. Thecomplete name,address andtelephone numberofthe individual,
6ommand,office, or agency prcparingthe letter.
b. Date.Thedateisto contain theday,month,andyearinthatorder.The
monthis spelledout or abbrevialedandnot indicatedby number.lfthe
monthis abbreviated,the yearshouldbe abbreviated to ils lasttwo
figures,
e.g.
(1) 10Decembef 1989or
(2) 10Dec89
c. ldentifying Theidentifying
Reference- referenceisa combination of
lette6 and/ornumbersassigned by the originatorto
facilitate
future
identification.
d. Subject.Thesubjectis a briefofthe generalcontent of the correspon-
dence.
e. Addressee. Theaddresseeistheauthorily/individual forwhomthe letter
is inlended.In the caseof m!ltiple addrcssees,
a lerm suchas'See
Distribution"may be usedandthe addrcssees shown elsewhere, or
'DistributionListA' (orsimilarmelhods)may beshownwherea stan-
dardset ofdistributionlistsis usedby the headquaders ofthe originalor.
B9DY
7. PaEgraphing. lf lhebodyofthecorrespondenceconlainstwoormore
paragraphs, theyarenumberedin sequencethroughoutthe papef.Sub"para-
graphs,whenusedare identifiedby lettersandnumberswithin eachparagraph;
whenonlyone pa€graphis used,it is notto be numbercd,butits sub-pam-
graphs,ifany,areidentified.Shouldfurthersub-paragraphing,berequired,it
shouldbe in accordancewith nationalor commandpractice.Thedegreeof
indentationfof pa€glaphsandsub-pamgraphs,includingthatusedfoI second
andsubsequent lines,is optional. is shownbelow:
A typicalexample
8. A typicalexampleis shownbelow:
L
a,
D.
0)
(2)
(a)
STANAG2066 Layoui
(b) for MilitaryCorte-
2.
L Pads,Sections.Correspondencewhose subjectsare lengthyor required
sutsdivisionforclarity,may be dividedintoParts,seclions.etc.,as desiredby
thesub-divisions
the originator, beingidentifiedbyRomannumerals, Arabic
numerals Whenthisisdone,theactualparagraph
orcapitallelters. numberang
sequenceshouldslillbe conlinuedthroughoutlo facilitateidentification.
Groupheadings
10. croupHeadings. maybeusedlo headoneormore
whichmay or may notthemselvesbe headed,relatingto the same
paragraphs,
general Grcupheadingsshould
subject. becapitalized,
underlined andshould
nolbenumbered.
11- Paragfaph andSub-paragraph Headings. Whereit isdesirablelo givea
paragraphorsub-paragraph a heading,thisis to be printedin lowefcase
letters(withthefirstletterof eachmajorwordcapitalized), underlined,and
placedin the fi|st lineoftext as shownin this paragraph.
ATASE
12. The closemustalwayscontainthe signatureblockandcontaina com-
mandorauthoitylinewhenthesignatufe doesnotshowthecommandef or
authoritybywhichthe corfespondencewas issued.
13. SignatureBlock.Thesignatureblockmustalwaysincludea handwritten
signatureonthe original,accompanied bythe nameandrankofthe officer
signing,typed,or printed,orfixed by meansof a rubberslamponthe original
headof allthecopies. Whenthesigning authorityis notlheonementionedin
the headoflhe coarespondence, the signatureblockshouldcontaintheword
"for' "bydelegation"
orlheequivalent.
,
SUPPLEMENTARY DOCUIV]ENTS
14. Annexes. Supplementary
documentswhich amplify theparent
orexplain
documentare calledannexes.
Theyareusedwhenthe inclusion
ofallthe
detailin the bodyoflhe documentwouldmakeil cumbersome.
Annexes
should:
Be introduced
or referredto in the bodyofthe corespondence.
b. Be lettercdconsecutively
in capitalsin the orderin whichtheyappear
in thelext.A singleannexis AnnexA.
Havetheif
ownsubject
headings.
15. Appendices.
Supplemenlary
documentswhichamplifyorexplain
annexes
afecalledappendices.
Theyareusedwhentheinclusion
ofallthedetailinthe
annexwould makeit cumbersome.
ADDendices
should:
a. Be referredto in thetext ofthe parentannex.
b. Be numbered
consecutively
intheAEbicnumerals
intheoder inwhich
theparcntannex,starting
theyappearinthetextof from1 fofeach
annex.A singleappendix
isAppendix
1.
c. Havetheirown
subjeclheadings.
16. Enclosures. Supplementary documentswhich arecomplete inthemselves
andareforwardedwith militarycorrespondence arereferedlo asenclosures.
Enclosures mayhavetheirownannexesandappendi6es.
17. Listingandidentification. Documents whichsupplement an itemof
correspondence areto be listedandbrieflyidentifiedunderasepafateitem
eitherin theheadorlheclose.Annexes andappendices mayrefertothe
parcntpaperin ordefthattheymaybe identified.
SIANAG2066 Layoutfor TABULATION
N,,lilitary
Coffespon- '18- lt is frequentlynecessarytopresenlinformation, especiallyin supplemen-
dence conttnued tarydocuments,in tabulafform.ln orderlofacilitateprecisereference to items
in atable,andtheinsertion ofamendments, linesandcolumnswillbe identi
fiedasfollows:
a. Lines(orwhere appropriale,
individualilemscontaining morethan one
line)witha serialnumber(Arabicnume|al)in the lefthandcolumn.lf
serialsneedto be subdivided.
sub-serials
will be identifiedin the same
wayas sub-paragraphs(seeParagraph 8).
b. Columns (including theserialnumber)
thatcontaining withlowercase
let1els whichshouldbe ona separate
in brackels, linebelowlhecolumn
heading.Thecolumnheading itselfneed
notbe repeatedonsubsequent
pages.
(22llJne
Source:NATO STANAG2066MIS: LayoutJor Militarr Correspondence,
1990).
Belgium:
NATOHeadquarters.
STANAG2066 Layouifor
MilitaryCorrespon-
dence,continued
commanderand deput] assrstnnt
GLOS!;ARY
cohcsilc(coHE si\'€)adj:lending10stick
togclhcllightly
Objective
Vocabulary Ir battleall soldiers(leadersand
troops)areparl ola cohesive.disci-
phred unit.
acquire (ac QIJIRc)v: to get, to galn/
possess as one s orrn coopcratior (co op er A tion) n: joi t efiort
In ordcr 10acqlqg the rcedcd Thc success ofthe missior reqr res
quanlilative data, ne had to obtaln a c\ eryone s coopQl4lllQl}.
trust (IRUST) n: tlrc finn bclicfin the PlNy it by enr: t.rte things as thct-come
ho[est]' of anothcr: confident reliance
We will haveto p!4tlilbr!4!
Rccotr: reconnaissance
-
MilitaryAcronyms
There are many expressions Lrsedin the
mililary. A few are qiven here. Listen and AMMO: Anmurrition
repeat the words and the sentences.
APC:AmorcdPerso relcaricr
Pinpoint:to locateaccumtel!
MAIT: MaintenanceAssistance
InstructionalTeam E N R I C H M E N TA C T I V I T I E S
10.GetlostlGetoulahcre!(angryre-
sporlse:
Go away!)
BIT
Exercise 27
USARERU
Thc colonel told a joke. but I didn't get
(
Exercise 29
c. lt is tactuallyideal.
d. Peacekeeping missionsarc altfat-.s
failures.
WIat is one of the mosl prolilable
Na]'sto train for thcscmissions'i
a. 10follo* llrc enforcemeltof rulcs
b. 10uscsitMtionalexercises
c. 1ousetheir own i tiativc
d. to conEolthe soldiels'actions
Language Learning Log Example
Entrt/Date: 20Jul1997
Comm€nts:
I enjoyedthe articles on the comnanclerand rhe staf. l'here verc nev vocabularyvorh
tn the rcddings.I said the vords abud and wrote them owr a d oyer as I stutlied them.
Thisis a Soodtechnique fot ne. Duritlg theddt I thoughtaboutthe ar^anltriedro
ndke senten.esvith them.
l he grannar on atttue dnd passi)evfihng '|ds a bit conlusnry,but the dictation
e:ercise clarilied somepoints I did t understan.l.I hstene.lto the vocabularyrea.lings
sewral tines and this reaUyhelpedne un.lerstdtklhav the or^ r,erc xsedin the
sentences.The@erc Ltlsoother vords in the rcacli ss I had seenbeforc but didn t
L11ovthe neaning. I loaked p thasevo s in the diclonary.
I rcalize I need tu lin.l soneonevho speqksE glish veu to help ne v,ith ryt prcnuncia-
tion. I trrcd lool.mg up sone votuls i the di.tianary to praLtice sitlg the cotect strcs',
b1ltI'n not suredhoutit yet.
I fou d tlrc nttitary ,riting wry helplitl dtLl I n ere I vill use thisas soon as I go on llp
peacekeepingnissio|1.. .
r
l0
You will needUnit 2 ofthis course,the Unit 2 recording,a tape/CDplayer,youl notebook,
pen or pencil, andyour copy of Webster'sNe],,WorldDictionary.
SPEAKINGSKILL
Exercise 3
2
Write the symbol your dictionary uses
for the underlinedvowels in these 3.
words. Then write the key word for
each symbol found in the pronunciation 4.
5.
6.
Symbol Keyword
mqssage 7.
habit 8.
chaplain
bunk VOCABULARY
Theschwa:lhemoslcommon vowelin
AmericanEnglishis theschwa/a/.wlriclr
represents
the short,mid, neutralvowcl
soundheardin the unstressedsyllablcs
lntroduction to
magnum
Oral
&izzle
Gommunication
Skills
Speechis importantin the life oflhe
militaryofficer.Eachofficermustbea
competent communicalor. Theprimaryjob
of all commanders,slaffolTicers, and
supervisors is to get thingsdonethrough After you turn off the recording, silentlv
) otherpeople.This meansthattheymust read the pacgraphs again Next, in vour
be ableto speakaccumlely, briefly,and dictionaryor in the glossaryfor unit 2,
clearly.To possess etfectit€speaking look up the words you do not know. Then
abilitiesis definilely an asseito anyofficer complote the nert exercise,
in thejob ofke€pinsideasnoving
snoothly up and down the lines of
Exercise 5
Eff€ctivepefonnance in anym il itary
servicerequirescommrtticdtat, skillsthat Ms*Igdlblof
arepr€cise.This needfor accuracyand words with
Match each of the vocabLrlary
thoroughnesson th€ one hand. and lbr
,/erit andquickresponse on ihe other, meanit gs helpsloa
has givenriseio a specialized andstylized
tpe ofspeech. This type of speech has acl of giving
beendesignat€d the "militarybriefing."It
information
3._ briefing
the point
d.
I 5._ frequent
f. producingthe
result
requiresspecificlechniqlres w;th respect
io theroleof th€briefer.the pufposeol
the ,'i€lrg, and the naiurc of the requircd VOCABULARY
CommandeN andstaffofficerscotnmuni
catexsingthenilitary briefing.The -\.
,ili
primaryreasons lor itstequent ssearcIo
saveresearchtime for thesenioroflic€r,to
enablethatofiicerto questionthe brieler
andclarirypoints,and1(]facilitatea rapid,
coodinaiedlesponsewhich seNes10
reducereactiontime.
Listen to the reading titled "The Military
Thelnilitarj briefingis crncisa it doesnot Briefing" and follow along. The itallcized
conrainany extra or nnecessarynaterlal. word6 are the new vo@bulary,As You
Theessentials aredeliveredin an objec- list6n, ctcle the words with which you
tivemanner, usuallyin a one-time-only
prcsentntion of facts,v{i* rcfercnce to
enoughfamiliar materialto establisha
basisfor undentandingby the listeners
Brieferswilloftenberequiredto discuss
I broadsubjects
briefing
ina Umitcdtime.Sone
officers
brieflngs.
givedailyorweekly
The Military andthe information briefing presentsfacts
Briefing
Most principlesandt€chniques of
efective speakingapply to the military
briefingjust as to ary other 6,T,eof
speech.However,the milixarybriefing is
more conciseandis usually limited to th€
basicfacts neededfor comprehension.
The essentialsare deliveredin a puely
objectivemaftrer. Themilitary bri€fing is
often a one-time-onlyFesentationof
facts,with refercnceto enoughfamiliar
maxerialto establisha basisfor under- The following guidelines,with minor
standingby the listeners.The staff adaptations,apply to all military briefings.
offlcer will often be requiredto discuss
p/ectset a broadsubjectin a limited time. Preparinga MilitaryBriefing
Most briefngs are situation-odentedto a
specific listeneror audience;they d€al Siep I : Isolate and delmethe issueor
with a specific subjectin which the Foblem at hand.
speakerhasexpertise.Military briefings
are usedat every ?crelr,l to teep the Step2: Collect all rclevantfacrsbesring
commanderandhis staffinformed. The upon the issueor problem.
objectives,conrmonto everybriefiry, are
to facilitaxea rapid coordinatedresponse Slep 3: Make soundassumptionsto cover
and to obtain a thorough understa.nding the gapsin the availablefacts.
of aperdtirndl conditions that could
affec1the successful€xecutionof the Step4: Developsuitable,feasible,accept-
mission. able coursesof action that solve the
probl€m, negotiat€consensusor
Successtulbriefi ng abilitycomes ftom
comFomise,or dissemimteloowledge.
mastery offu t1datnentaI speakineskills
andbriefing tectrqres, ftom practice Step5: Compareand contrastXhecou$es
and study,fiom goodjudgment,and ftom
awarenessofthe audiencefe€dback.To
help you improveyour briefing tech- Step6: Aialyze the advantag€sand
niques,this unit will discusshow to write disadvantagesof each courseof
talking papersfor military briefings anda
rumber ofverbal andnonverbalfactors
Step7: Arrive at a soundconclusion
involved in delivering briefings.
rcgardingthe recommendationofa
Therearc fo]Utr rccognkablc |..]"resof courseofaction that flows fiom the
military briefings:theinfomlation
briefing, the decisionbdefing, xhestaff
briefing andthe missionbriefing. The Step8: Submitthereconxrendationto all
purpos€of the brielmg detemrinesits partiesaffectedby the Foposed
t}?e; i.e., the decisionbriefing hasthe decision,actioq or situation.Determine
px4ose ofclarilyiDg a decision,th€ their conculrenceornonconcurence,
missionbriefng is designedto brief Step9: Resolveany conoictsandreassess
tmining missionsthat rrhuldte combat, the recoomendedcourseofaction.
the staffbriefmg keepsthe staffinfomed,
a thclnilitarybriefingand
StepI 0: Prepare
theimpLementing docu'nents.
E Identirydisagreenents
commanders
anong other
andstaffof icers.
III- Conclusion
Recommendations
. A. Reviewkey ponxsandrestatethe
Be thorouChandobicctive.
recomrneDoatron.
. Considerallsidesoflhe problem.
. Discussall possiblecoursesofaclion. B. Provideamemorablefinish.
. Be rcadyto support,by explanation
C Allolv for a questionandanswcr
andevidence(facts,statistics,
aulhori-
iaiivesoxrces.etc.),anyparLofyour
briefiIls. D. Be preparedto inttoduceany
. .4rlcipzle questionsor objeclions. €nsuingspeakcrs.
Exercise 6
Silentlyread the paragraphsagain. Find
l. Therearefour typesofnilitary
the meaningsof the words you do not
know Next, review the outline that briefings:informationbriefing,decision
describesthe format for a miliGry briefing,staffbriefing,andmission
bdefi.g. Then, complete Exercise 6 by brieting-
rewriting the sentences in your note-
book and inserting the appropriate 2. Alihoughthereareelements colnlnon
vocabularywords in the blanks. to all. eachtlpe is distincl.andthe
briefermustunderstand_' n'hich
is requiredin eachsituation.
Formatfor a Military l Thenilitarybricfiog isusedat every
Briefing military ro keepacommander
andhisstaffinfomed.
L lntroduction
4. To betterprcparefor a briefing,
A. Providegreetingandintroduction
queslionsand objectionsandpr€pare
ofselflorganizalion.
of
B. Explaintheclassificatnnr
Themissionbfiefingis usedtobricf
briefing.
trainingmissionstbat
C. Statethe problemor silnation.
(courseof
D. Profferrecommendation A thoroughunderstanding of
procedures).
action/implementalion conditioDsthatcouldaffectthe
successfulexecutionofthe missionis
II. Body oneoflhe objectivesofa military
briefrng.
A. Givc adetailedstatenentofthc
issueor problem(ifneeded). 7. Success fu1briefingabilitycomcsfrom
of speakingskiiis and
presentlacls
B. In a logi€alsequence, b r i e f i n_
g, , f i o m p r a c t i c c a n d
bearinguponthe issueor problem. study,fromgoodjudgment. andfiom
awareness of the audience's feedback.
C. Identifyassumptions that bridge
any gapsin factxal data.
D Discussthe advantagesand
disadvantagesof eachoption.
do this?Is it possiblefor you to do this?)
GRAMMAR Pleaseis olien used.
couldyonget
MajTims: Sergeant,
captainschwarlzon the
Modal Review line?
SgtDavis:Yes,sir.l willdoitrightnow.
fhis is areviewofthe mostcommon
modalsusedwith verbsin simplet€nses. Lncinda:wouldyouplease remindthe
Amodal is anauxiliaryvetbLhattunc- nrajorthatthebriefingonthe
tions$'itha mainverbard caniesa missionrrainingplan(MTP)
specialmeaning. Modalsareusedwilh will beheldat 1400?
thesimpleformofrheverb.whiclris Like
May andmightbothexpresspossibiliry
(maybe,perhapt.May expresscs
lnore
cerlainlytbanmight.
Sincea lieutenantusrallydoesnot
havefreeaccessto his brigade
commander, a properchainolconl-
mandmry givehim a betterperspec-
rive of his responsibilities.
SetChavez:
Hemightbeatsickcall,sir.
Should,oughtto,andhadbetterareused
to giveadvice,makerecomm€ndatjons,
or
the pfeserttensewith no -s or like the remindsomeone important.
of somcthing
infinitivewiihnolo. Iror questions we usually
andnegatives,
uscshouldorhad better.
abilityirhenegativeofcan
Can expresses
The changeofcornnandcerenrony
U,tdetstafi.lbtg a beginsal1000.Youshouldbethere
by
grafifiar rule atal The USSEnterytise Big E), rllc litsr 0945.
how it worhs reduces nuclear-poweredaircraftcarrierin rh€
worLd,cantravelat specdsover33 repori
Hadn'iyoubettcrcompletethc
fie o zatiorllou kts (60klnih). today?
Taking Notes
Oncveryusefulskillis notetaking.Good
lisreningskillsareessentialfor bknrg
notesliom lectures. prcsentatrons,and
discussions.lt is imperalivethatyou
concenlrate on whatthe speakeris say'ng
in ordefto comprchend the specchand
determine whatneedsto be ritten.
'fhe methodofnole lakingyor choose
shonldbe onethalworksbestlor you.
You shouldnotiryto writedownevery 3. Somewaysto write details:
word;doingso mightinterferewithyour
mdeNlandingoFwhatthe speakeris a. lndentbelowheadingand use
tryingto relate.Instead ofwdling
completesentences, usekey words.cu€ Exanple:
words,abbreviations, andanyother
wordsthatwill helpyou xnderstand the -NOTETAKINGIS ]MPORTANT
speaker's mainandsupportingid€as.Do FOR VARIOUSREASONS.
not includeeveryadj€ctive,adverb,or
articleyou hear,Lislenfortransitions - we quicklyforgetwhatwe
lhatindicatethespeakeris movingliom
oneidca1()another. Examples-/ffr.., - Materialiseasiertorelnember.
secan.J...,
next...,let ne ex?lain...,an
a&litionalredsan..., therefore..., b. lndentbelowheadingsanduse
consequently..-, in sunnary...,in bullets:
conclmio"....(Youwill findnore
infomation on transjtionsat Appendix Example:
C.) A speakermay emphasizeimportant . Notetakingis importantforvarious
points by writing information on the
chalkboard. ormightchangebis orher
toneofvoice whenmovnrgfronrone we quicklyforgerwharwe
important point to another.
Reviewyournotesaftera lectur€, Materialis easierto renember.
presentation, or discussion,
and addany
wordsthat might makethemmore 4 Do not try to write evetthing you hear
comprehensible. Thisreviewprocess will asifyou weretakingdictation.
helpyou recallwhatwassaid,thereby
strengthening your nrenoryofthe to savetime.You
5. Useabbreviations
impotantideas.If necessary, rearrange mayusewhateverabbreviations with
your notesand make srrtethey arc whichyouarefamiliar.
lcgible.Rcnen]bcr,yo mighlhaveto
refbr to themtomoffow, nerdweek,or next
month. Summarizing
Herearea few hintsfortakingnotes.
AnotherusetuI skill is sunmarizing.
l. Choosea fonnatthatis comforiable Summarizing is givinga short.comprehen-
for you, but makesurethat it is easy sive,yet concisereportofthe mainpoints
to seethedifferencebetweenmain of somethingheardor read.A surnrnary
ideasanddetailsby meansof usuallyconsistsofa few conplete
distinctionsin your headings. sentencesh paragraphfolm; gmmrnar,
spelling,puncluation, andcapitalization
2. Somewaysto wdte headings:
lesareapplicable. Sumnaries areperfect
a. Use capital tetters. for useasreference andr€view.
Thesequestions andanswersmay help
you understandsummarizingmoreclearly.
NOTETAKING IS IMPORTANT 1. How canI defin€ a surnmary?
FOR VARIOUS REASONS.
A summaryis an oral or written
b. Underline.
abridgmentofsonethingyou heard,
Forexample: saw,or read,suchasa speechor a
briefing,orana iclefromamagazine.
Notetakingis Impaiallb{ A summaryis alwaysshorterthan the
VariousReasons. originalmaterjal.
7-
You n€edto leam how lo tellother Read the following paragraph and then
people the manr idca of$'hatyou write a bri6f summary in your notebook
hcard,saw, or fead.
I n G e n e r aV
l a r g a so p i n i o n . . . Ianguage itt
longuage leaming.
Oral Practice
Ifpossible,practicerhespcechor briefing VOCABULARY
in fronrof a listcnerandasl.forfeedback
Makerhe speechsoundratural.Know
your detiverysryteard lechniques. A
reviewoforal deliverytechniques canbe
fourd in ihe nextscction.
Exercise 1O
Communication
Anothervery importanlpoift is your
In thisscclion,somcvery important
appearance. Do you nceda haircut?Are
pointsregardiognon!efbalcommtulica-
your shoesshined?Is yotrtunilbmr
fiesblypressed? Are your bultons
l
buttoned,andareyour ribbons.nametag,
andinrlgrid attachedcorectly? Failureto
weartheseitenrscoffectlycancreate
immediat€ negativeimpressions. Your
posturealsocreatesa generalimpression
ofyou asa speaker. Standerectandale{,
but don't be arlifrcial.Do nol leanon ibe
Iectem,rock backandfortlror fiom sideio
side,or slouchon oncleg andtheothe
olher.Properappearance buildsconli-
denceandreducesstageiiight.
Ey€ Contact
EsLablish cyc conlaclwith your audience
immediately. L€ithe axdjenceknowyou
StageFright arelookingat themard talkingto them;do
not stare,but look arthemoccasionally.
Youmustalwaysbe prepared10over-
This is ihe bestvehiclefor obtaining
comestageliight. You canbegintbefirst
audience feedbackandholdinsthe
timeyou practiceyourspeech.Memorize
attentionofthe audience. A speaker
the first oneortwo paragraphs. Usually,
buricdnr notcsloseslisten€rs.
this includesthe introductionandthe
transitionintothe firstmainpoint.This
makesit mucheasiertogetthroughthe Facial Expressions
firsl andnost di fficu11
mirrulc.Pmclicc Usefacialexpressions, bul don'i overdo
andplanto beginwith a strong,self- thcm.Usethemasifyou wereengaged I1l
assured voic€.Be crrtderl. Takeadeep acasualconversaiion. Smil€or frownas
breathandsurv€yyour audience. Do not necessaryro /€irlrrce your speechand
losetheattentjonolthe nenrbersofyour yo poinlsofemphasis.
audiencedudngXhcinlroduciion;
otherwise, theymayneverhearyourmain
Gestures
points.Usenaturalgestures to relieve
lension.Establishgoodeyeconlacarvilh Ceslu€sareanotherfbrmofnonverbal
the audienceand look forlslrdcr cornmunication.
Thereis nothingmagical
(nods,puzzledlooks).Thesearchfor aboutusingyourhandsandams. Ifyou
feedback will helpyoufocusyolu usethem,makethemovements natural.
attention on the audience.Everybody Makethemaddmeaning1()your speech.
experiences somedegreeofstagefiight.
Somepeopl€g€t a little n€rvous,and \/isualAids
othersbe€orne physicallyi11.In any
event,do not apologiz€- The audience Usevisualaidsto promoreunderstanding
may not noticeyour nervousness; ofwhatyou haveto say.The old clicb6"A
however,ifyou €all attentionto it, your pictur€is wortha thousandwords"is valid
audience will becomesensitive to your here.R€searchers tell usthata weekafter
neryousness, Someoneoncesaidthal we heara presentation withourvisuals,we
everygoodspeakeris nervous ihe key retainonly abortfive percentofthe data.
v-
! Whenvisualsareadded,our retentionis
about65 percent.Allowhg for the natural
er.eplirnr to any research,,nostofus
Know exactlywhatis on your visral
aid andhaveit labeledandnumbered.
lmmediatelyorientyouraudienccto iL.
wouldadmilthal"showandlell" has
great€rimpactthan"tell" alone.Examples ol' Whenyou usean overheador a
visualaidsincludeobjects,models,photos, projector,askanotherpersonto
maps,charts,anddrawings,but objectsand operatethe equipment. lbis per$n
modelsshouldbe usedwith caution.They shouldbefamiliarwith your speechor
areusuallytoo smallto be seenby the with an oxtlinethat indicateswhenio
entireaudience, andifyou passthem projectthevisualaids.
around, theyaredistracting. Photosor
Visualaidsprovidea form ofemphasis.
drawings areusuallybetter.fhe most
Don't overdoit. when you emphasize
fiequenllyusedvisral is thc fiip chart.
evertthhg,noihingreceivesemphasis.
Photos, maps,charts.anddrawingscanbe
usedon I'lipchafls,overheads, vicwgraphs, andpuncfuationl
CheckspeLling
otherproiection media,or in compuler-
Readonly the key wordson a visual
enhanced prcsentaliondides.Make sure jtyou
aid.Youwill boreyouraudience
yourvisualaidsprojectthe imageyou
readeverywordwhiletheyarereadirs
want.Thereare manywaysro makeyour
it.
visualaids.Oneofthe quickestand
cheapest is to usewidefelt-tipmarkerqa Keeptheartworksimplc;ifyouuse
ft er anda packofflip-chat paper. colors.limil lhem10two or tlree.
Theflip chadmethodis adequatefor most
Ifyou usethebasicchecklisl to
smallgro$s.Ifyou arefacingalarger
developyourmalerialandilyor apply
group,considerusingviewgraphs,grease
the fundamenlals of vcrbaland
pencils,anddceldt€slides.
nonverbalconmunicalionthalhave
Her€is a handysunlnaryon theuseol- beenoutlined,you shouldbe ableto
visualaids; givea creditablespeech,lecture,or
. Standbesideyour visualaid,not briefins.
betweenit andthe audience.
Throughthe problem-solvingconference,
tlremilitary commanderwho is seekinga
sobtjonto apfoblem can prolll ftom thc
knowledgeand experienceofthe expeds
on the stafl:Forexample, ifthemainte
nancesectionofa squadronis consis
lently late inmeeting irs commitments.lhe
problemis one that affec1sthc enlire aswell asofideasfor laler
disagreement,
squa&on.The sqLradroncommander Mililrty schoolswiihin the
consideration.
needsto call a conferenceto help solve USernploythcscnnrarasan impodant
theproblem.Noiunril the commander Ieamnrgbol.
bringsall the supervisorstog€th€rat a
The semiraris not a substitute for
conferenceand usesthis meansto draw
nrdividualstudy;it is, rather,a
uponrheir specialknowledgc.can he lind
complencntto it.Ilthetime spentin
the root ofthe problem and dcal with the
seminars is to producemoreconcrete
causes.Ail paticipants al drc s1aff
rcsultsthanan equivalent time spentnr
conlercncehave sugg€stionsto ofibr
individualstudy,theseminarmuslexploii
becausethey have special knowledge or
rheadvantages ofgronp leamingover
experiencethai will help the group solvc
individualleaming.In grouplearning,a
the problem. When group members1ryto
singleproblem canbe approachedfion a b.
varietyof perspeclives.
Thetunctionofthe seminarindremilitary
educatjonal syslenis twofbld.First,the
seminarcreatesan environmentwhich 2. Threeformsofgroupcommunications
facilitalesleamingandimprovesreason- usedin dle nilitary
ing andproblemsolving-Second, the
seminarenablespersonswith extensive
and vaied military backgroundsto share
their knowledgeard experiencethtough
studyand tbroughdiscussionwhich
contributes to the educationofall
Thesecanbe €lassifiedaccording
For a seminarto be successtul,it must to theirpurposeasfollousi
have pafticipantswho not only strive to
develop group skillsbut ako assrune (l)
personalresponsibilityfor the success of
(2)
(1)
Exercise 12
(2\
In your notsbook, wdte an
basod on the rcading and
For seminarparticipantsto be
successtul,
they shoulddevelop:
l . Two advantagesof group problem
solving (l)
(2)
-rT,!
TheTalking Paper
A lalkingpapcris a conciscdocuncnt problcm,andsuggested action.Ii on the
usedinthe militaryto provideshort,clear olherhand,rhepurposeofthe briefing
commenis foruseduringa briefingor weresimplyioinformthetalkiDgpaper
conference. li is th€q/peofoutline used $rouldbenomoreihana brieflist ofmajor
by militaryspeakerc asan aid to helpthem poinLsto bc prcsenled.
Normally,rhe
remember imporlanlpoinlswhcnactually lenglholsuch talkingpapcrsdoesnot
presenting infonnarion.Whengivinga
briefingbeforea commanding officeror
duringa staffconference, you mayfirst Thc formalonheinlormaltalkingpaperis
prepare a talkingpapertoseryeasan verysnnple.Sjnceyouusuallyprepareit
outlineof impo|tantpoinls.In themilitary. for yourown useasan organizational aid
youwouldnormally preparean informal in a briefing.youdo nol needthefotmal
lalking paperlbr your own us€ratherthan divisionsofthe outlineswith Roman
a formalourlineofmaiorthoughtsand numeralsandcapitallettersto separatc llre
subordinate thoughtsto be presented. As variousideasofthe speech.lnstead,yoLr
a menbcrofacommander's slallyoumay may simply useAJ.!re.'beforeeachnajor
alsobecalledon to preparemoreformal thoughtandsubordinate point.A dashC)
talkingpapersfor yoursuperior'suseiD is a smallhorizontal
markusedto indicatea
prcsentingbriefings before other groups divisionor inieffuptionin a groupof
fiought or points.Indentto showsubordi-
Thcslyleandlomat ofthesclypcsof
lalkingpapennrayvary,b t in cilhcrcase Thestatements ofthe infomal talking
lhetalkingpaperscNesasa concisc paperneednot be completesentences.
outlineaid.lfthe pu?oseofthe briefing You may shortenthe statements, using
wereto llJlda solutiontoa problem,for lelegrapbicwording.Whenyou use
exanple,thetalkingpaperwouldprobably wording.you inclxdethe
lelegraplric
consistof short,one-sentence statements necessarywords,as in a telegram.The
ofthe problem,possiblesolutionsto the minorspecificsmaybe leftoutsincethe
pmblem,recommended sohrtionto the lalkingpaper'spurposeis to serveasa
silnpleoutlineaid.
InfornalTalkirgPap€r
TalkingPaper
Name
Originator's
Code/PhoneNumber
Dat€Pr€pared
Background
'l'he
eventor situationthathasbrough{tbis issueup now.
Any otherbriefbacksround
needed.
notingitems10 be
Discussion(OrTalking Points)
'Usethisoutlineasamemoryaidinameetingorasaninformalagenda.Alsouseita
ticklerto prepareseniorsformeetingswith impotantofficials,suchasseniorNaryor
Marineofficialsor Congressmembers.
(andparagraph
Mark classification asrequired.
classification)
Recommendation(s)
- Includea "Recommendation" sectionifneeded.lfthereareno reconmendations, omil
"Thispresenlalion
is for infomation
thissection-Considerprefacingthelalk by saying,
onLy."
TrlkingPap€r
CDRS.F. Housing
oP-999It#5432l
l3 Aprill997
Subj:Shortfallln FamilyHousing(MFH)AtBikiniAtoll
Background
- Thispaperwaspreparedat OP-99'srequest,in response
to an inquiif by Assistant
Secretary
ofthe Na\.y(Logistics).
Thisissue
may comexp in a meetingbetweenOP-99
next
andtheSecletary Tuesday,Apil17.
TalkingPoirts
- MFH asselsat Bikini areo\uredandrnanaged
by theAir Force.
- Nary ownsno housingthere.
CoordinatedSunmary
- USAFpointofcontactis Lt Col D.A. Quarters
at l-2345,wboprovidedsone ofthe
aboveinformation.
Exercise 13 READING/SPEAKING SKILL
t everwecanon thcmilitaryside.Ihe
politicallnrksbetweerthecountriesof
NATO andRussiaaremuchslrongerlhan
2. WhatarcthethreeprioriticsPrime
MinisterBlaircited?
' Taking the caller's numb€rfor a person Maj Evansi Maj Evanshere.
not presentor available and having
thatpersoncall back. CaptSayers:Goodafternoon, Maj Evans.
This is Capt Saye6. I need
. Makingthecall asbriefaspossibl€. to talk to you about the
. Recording your conversationon an situation in Mostar. Is this a
good time for you?
MR (memorandumfor record)and
placing it in the apFopriate file rather Maj Evans: Sur€.Fine.co ahead.
thantusting your memory on impor-
SFORi Stabil;zation tant subjects. CaptSayers:Yes,sir.Well, for the
Force in Bosnia momeDtthe situation in
. Assigningsomeone to screencalls. Mostar is caln. SFOR troops
Conmunicationsresearchersestimate are in the city in larye
that asmany as 70 percentofincoming numbe$, manningcheck-
calls rcquestjnformatiotr that €anbe pointsboth on the access
provided by someoneother than the routes into the ciry, and
within the city itself.
You canFobably think ofother tips for Maj Evans: That'sgoodnews.I'ln glad
more eff€ctive useofthe telephone;the you call€d to repot the
oneslisted here should stimulateyour situation. Is there an),thing
thinking aboutthis importantimstrument. elseI needto be advisedofl
CaptSay€rs:Yes,sir,thereis.As a matt€r
of fact, during the weekend
there was an attackon an
SFORannoredpelsonn€1
carrier involving a grenade
Exercise 17 beingtbrowr ftom a civilian
car in the areaof West
Mostar. This happen€d
telephone conversationsilently shortly after midnight on
Saturdaymoming. There
were no casualties.That's
all,sir.
Sgt Smith: India Company.Sgt.Smith
speaking.May I help you? Maj Evans: Thant you for apprisingme
ofthis situation.I'11make
al
Capt Sayers:cood atemoon. This is Capt MR of our conversaiion.
Sayers.I'd like to speakto Keepme posted.I wantto be
Maj Evansifhe's in. up on anynew develop-
mentsin thissituation.
SgtSmith: Yes,sir.Couldyouhold?
Capt Sayelsi Yes,sir.
Memorandum for
Record (MR, MFR)
Now,practicethe tslephonedialog.You will M€noranda for Record(the sepamte-page
hearilaj Evans'part of the conversation. MR, MFR) are usedto record an eventor
ReadCaotSayore'part.Begin now. action tak€nthat would not otherwis€be
recordedandarenormallylimitedto one
page.For example,they may be usedto
recordtherninutesofameeling,a tele
phoneconversatio&or information iiom a
one-timesource.Referba€kto Unit 1 for
additionalinformation.
Exercise {I
i SUBJECT:
1
2.
i
last, the leaderasksthe unit to perfom the
READING SKILLS
task at full speed,as ifin combatrmder
realistic battlefield conditions.
Training New
Ways
On today'sbattlefield,newtechnol-
ogy andthe rapid exchangeofdigitized
infomation demandthe highestlevel of
commandandcontrol. Commandersneed
to train their staffs and individual units Exercise 19
to a hish stat€ of readinessin applying
information agetools.
Go back and reread the paragraphsmor€
Battle simulationsarea low-cost, carefully and answer
safe,and effective way oftaining
conmanders,staffs, andindividual
subordinate units.Usingthecrawl-walk-
run method* oftraining, units ar€ given I. wllat dernandsdle hishest level of
an oppo(unity to increasetheir readi- corDmandandcontrol?
ness.Althoughnothingcan substitute
for practicing with live roundsdo\an 2. what are som€ofthe advantagesof
rangeand actually fighting on terain, battle simulations?
suchexercises canbe supplemented by
low costsimulationsduringthe unit's 3. What are someofthe situationsthat
trainingcycle. canbeutilized?
4. A relatedtopic
Go back and reread the Beginworkingon yourpresentationnow.
carefullyand ansv/er the
Decideon your topic,andbegingathering
informationby doinganynecessary
Whatar€thetwo maiorsimulations?
How aretheyused?
WRITING/SPEAKINGSKILLS
Presentation
Topics
Exercise 21
In thisunityou haveleamedbolv nnpor-
tanloral conrmunicationis in the life ofthe
military officer. You havereador listened
to informationon th€ four tlpes of
briefings,verbalcornmunication,and
nonverbal communi€ation. You havealso
leamedwhat is involved giving a
in
brieflns.
pr€s€ntation(prcsenTAtion) n: a Military
performance, production,showing, Expressions
airing,exhibition,stagmg,elc-;
somethingpresented
a-\
The p!9$!lIe!i9!l given by Col Lee on
OperationJustCausewasvery
hformative.
,l)
prospect(PROSp€ct)n: outlook; There are many expfessions used in the
outcome
anticipated military.A few are qiven here Listen and
feDeatths wofds and the sentences.
The prospectofthe mission'sbeing
completedsoonis not good.
rer€rence(REFerence)n:the dir€ctins
of attention 1()a personor thing Big customer:a largeusetoi
for
DivisionArtilleryis abig customer
Thecontroltowerwasa Pointof
referencefor the division fiom their 90nmshells.
positiorin the field.
Earmark: to reserv€for a specific FSO: Fire SupportOperator
purpose
HE:HighExplosive
Georye,your infantry battalion is
earmarkedfor division airtivity. IPB: lnt€lligencePr€paration
ofthe
Battlefield
Gettogetherwith: meetjconfer
IMETr Intemational
MilitaryEducarion
G2 setstosetherwith C7 on all and Training
MEDEVAC:MedicalEvacuation
Go alongwith: ageeor accept
MICOM: Missile Command
Major, your plan looks OK to me; Ll!
go alonqwith it. MOUT: Military Operationson U$an
Tenain
Cround floor, to gettu on: to beoneof
the first OIC: Ofiicer in Charge
Nosw€at:easy,withouteffort,notouble Exercise 22
Are you ir trouble? No sweat,sir. We
can take careof the situation.
Fill in the blank with the corBpondang
acronym o. meanlng.
Pin downtheenemy:to fix or establish
clearly; to k€epthe en€myftom
moving/ changingposition
TCI
Our artillery will pbdo\ln the enemy
indefinitely. SpecialOperations
SupportCommand
Shlemate: a deadlock;any unresolved
situation in which irther action is RTO
impossibleor useless otc
After thee daysof fruitless anack, BattleWarning
both sidesdecidedit was a stalemale. Order
FSO
Acronyms Tlaining Require-
ment
CFX: CommardField Exercise
High Explosive
1 l\ilOUT
TM
theopcrationalpictureoflhc AOR
(areao l'fesponsibility.
Exercise
3. All volxnteersnust iheir
MissileCommand nlilitarytrainirgby aiieodingAirbornc
SchoolaDdpassnrgan indoctrinalion
IMET andorienlarionprogram-
IPB
Authentic Reading
Troublesome
Grammar: Farther
The
vs. Further Communication
-1 Allhoughii is not uncommon tu hcar Process
thesewordsusedinterchangeably, it is
importantio pointoul thatfarther is Sircesucccssin mostaspeclsofliving
usedto denoieconrparative distance, todayis directlyrelatedto colnmunicative
whereas further denoLcscomparativ€ effeciivencss, an understandnlg of the
coJnmunicalion process is a validconcern.
Exanples: Corxnunicatjngin i1selfiscomplex.
Communicalingas instnrctors is evenmore
Thcamphibious vehiclelvasdrivcn so because ofrhc lariationsandcompleli-
farther into ihe water. ties in the lcachingleamrng process;
Theconrnanderorderedthe lroopsto howcver,an analysisofthc four basic
f, rther downthe
ftovefivekilometers elements in the commnnication process-
scnd€r,message, receiver,andfeedback-
shouldleadto a bettermd€rstanding ol'
Wewilllook intothcnratterfurthcr. thecommunication process. Improvement
Wewill infornryouof furtherdevelop- in communication, thereforc,rests,in large
mentsasthcy comeaboul. measure, on an understanding of lhe
communrcalon process.
Exercise 23
Basic Elements
sense,conmxnication
In its broadest
Fill in the blanks with either tarlher or
resuliswhenreaction1(rstimulioccurs.
takes
Morespecifically,comrnrLnication
placcwhenrhereis a neetingof meaning
I Duringrhemission,
betweenihe personsendingthc message
andthepcrsonreceivingit. Eflecliveness
ofconmunicationis determinedby the
sinilarity ofth€ meaningintendedby the Messag€
senderandtbe meaningattach€d by the
At its basiclevel,cornmunication canbe
achievedthroughtheuseofsimpleoral
Theprocessof€ommunication consislsof andvisualcodes.The letlcrsofour
tbur essential elements: the sender,the alphabetconstitutea basiccodewhen
message,the rec€iver,andfeedback ffon theyarcconbinedintowords.Common
dynamic:energetic, thereceivertothe sender.Theseel€nrents gestures andfacialexpressions fom
vigorous,forcefui, aredynamically inteffelared,andthat another.Wordsandgestures are s€ldom
whicl affectsoneinflrencestheother.lfa projectedin isolation.ldeasarecomrnuni-
changeand produc- listenerhasdifficultyin underslanding a catedonly whenslnrbolsarecombinedin
speak€r'sm€ssage andifhe showshis meaningtu I wholesandcomplet€ rnes-
confirsion,fte speakermaybecome sages.Eachpa( ofthe wholerhen
culminate:
to reachlhe uncertainandloseseleciivecontrolofhis becomes importartfor effectivecommuni,
highesipoinl ownlncanjng.Thus,communication
effectiveness is dilninished.On the other
haM, whena Listenerreacls The speakermustselectDessages
favorably,a
speakeris encouraged, carefully orderto conveyideasro which
andforceis added
to commrnication. Therelationship receivers canreactandwhichthcycan
between thecommunicative understand. The ideasmustbe analyzedto
elemenrs is
notonly vital anddynamic,buralso determine whicharemostsuitedto starting
reciprocal.Comnrunication andconcludingthe cornmunication and
isacompli-
cated,two-wayprocess. whichcancladSr,emphasize, define,limit
andexplain.Theseelements lorm thebasis
for €ficctivef ansmissionolmeaningfi om
Sender sourceloreceiver.Finally,thedevelop-
Thecornmunicaiof 's effectivenessis mentofmessages ftom simplesynbols
related10at leastthreebasicfactors.Firsl, culminatesin a deteminationolihe
thefbcilily thathe hasd€veloped in mediumbestsuitedfor theirtransmission.
selectingandusilrglanguagewill,in large Most frequerdy,comnunicators selectthe
measure, deteminehisabili!,toselect channels ofhearingandseeirg.Occasion-
s),nbolstlat aremeaningtul10his ally,thechanneloffeeling actually
listenersor readers.Second, theconJnuni- tonchingormanipulalingobjects canbe
cator,as a person,conscjously or uncon- usedeffectively.The nost successtuI
sciouslyrevealsattitudestowardhimself communicator, however,probablyusesa
asa communicator, towardthe ideasrhar varietyofchannelsto colrxnunicaie his
he is tryingto transmit,andtowardhis
receivers. Theseattitud€smustbe positive
for himto commmicateefectively. He Receiver
mtLstbe confidenl.He mustindicalca
Theeffectiveconrmunicator always
beliefthathis listenershaveavital needto
knowhis ideas.Third,a successful remembers abasicruleofthumb:communi
communrcatorspeaks cationsuccceds only in relation10the
or wrilesliom a
broadbackground reactionofthereceiver.Whenthereceiver
of accurate,up{o-date
stimulatingideas.Fartoo often,speakers interprelstheslmbolsto nean whatthe
andvisiiorswith highlytechnicalback- send€rintends,then,andonly then,has
groundsusewords and terms that are truecommunicalion takenplace.
tncaningtuI onlyto peoplewith similar For ellbciivecommunication, thcsender
backgrounds. R€lianceon technical mustunderstand at leastthreecharacteris-
language to conveyideasto anyr€ceiver tics ofreceivers
i theyhaveabililies,
oftenimpedes eftbctivecommunicalion. attitudes,andexperiences. First,tbey
exercise theirabilitiesto questionand
comprebend the ideasthathavebeen
Lransmilted.Thecommunicator can
capitalizeon theseabilitiesby providingan
t
atmosphcrethat eDcouragesq €stronnrg Lackofa ComrnonCorcof
Readersdo read; lislcnersdo lislen Expcriencc
Understandingreceivcrs abilitics is Plobablylhegrcalcstbaffier10effecrive
neccssaryand vital in thc processof commLrnicalion isthclackofacore of
commroicarion.Second,lhe rece'vers' expcrience conlnlon10a comtnun icatorand
attitudesmay bc tlrose olrcsistance, arcceiver.ConrunicrlioncaDbeeffeclive
$illingness,or passive ncutm1'ty. onlyto thc extentthalihe expcriences
Whateverthc attitude, lhe sourcc ust (physical. ofthc
lllental,or emotnrnal)
tirst ganrhis receivers'attentionand then peoplc corcerncdaresimilar'
retainil. Probably, the more hc varieshis
thc
a p p r o a c ht h, e m o r es u c c e s s f u l w i l l b e Manypeoplebelievcthatwordstransport
communioation.Thnd.ft e receivers mcanings ftom speakcrtolistcnerin thc
background,cxperiencc.and educarion sanrcwayihal a truckcarriesbrickstiom
liame thetargct aiwhich the communica- onelocationLoanother.Bui wordsdo nol
tor nrustaim. The latter assumesaD fundbn in ihis lbshioDbecause thevdo
obUgationto ass€sshis receivers' not carrymeaningfiomthemindofthe
knowledgeand to usc il as his funda en comnrunicalorlo thalolthe recciver'Bolh
lal guide for the selcclionand lransmitlal spokenandwrifienwordsarcmeresrimuli
ofideas.IIe must firsi reachbis receivcrs thatthe communicator setslbrth. As
beforehe can oblaio rheir rcaction. stimuli,theyarousea response ofsome
kind in thereceivcr'snervoussystcn The
rcceiver'spasrexpcriences rviththe $ords
Fccdback
andthethingsto whichtheyretlr dclcF
Feedbackfiom thc rec€iverro the sendcr minethe nar r€ oflhis responseTh€sc
is the fourtlr and fiDalelemenrolthe expcrierrces givethewordsthcir mean-
connnunicationcycle. Only rhronghthc nrg meaningin thc feceiver'snrnrdand
1 interyrctationofreceiverreactions can not irrthc wordsthellrselvcs. Sincea
the scoderknow what hc lras commutri- commoncoreofcxperience is basicto
caledto his rcadersof listeners lieed- effecliveco'n'nunrcat'on,a
backcanvary fiom fonnalwritlcn replies comn]un icator'swordscannotcommuni-
concerningwrrtten 'ncssagesto nonver catemeaning10listencrsor readersunlcss
balrcactionsin lace'to-lac theyhavehadsomeexpcrience wilh the
tion. Feedbacklbrthe speakerbegrnsas objec$or conccptsto whichthesc$ords
soonas lre faceshis audicrce, and il
contintrcsihroughout his sPeech.
providing him a chance1oalter and Confusion between thc SYmbol
adiusrhis spcechto tncei rhe nccds of and thc Thing Syrnbolized
his paticular audience-
Wordsarc simplyrepreseDlalions. The)'
represeDl.or correspond lo. anlhnrg lhat
Barriersto Effective
cxists,thatis expcrienced,or ihatpcople
Corllmunication
discuss. Al best, languagescrvesas a
The nature oflanguage and thc $ays thal map. JLrstas a useful map accuratel)'
ir is used oflcn Ieadt{) nlisundcrsland- r€presents somespeciliedterrilorl,
nrgs.These misundeFtandingssiem language shouldconcspondlo ihe objecls
primaril) fron threcbarriersb ellectivc or conccpts Like a ap
ihat il represenls.
communication;lhe lack olacommon thatoontainse ors,a stdlcment that
coreof experiences,confusion beiseen conlainsinaccuracies nnpliesa rclanon
the synboland th€ thing symbolizcd,and shiptbatdoesnot exist.Nothingin the
the ovcruse of abslractions natureoflanguagepreventslvordstbrm
beingusedas thc speaketwishesto use
n
Communicalo|s.bowe!cr'.nrustrcalizethc
dange.in conlusingsynbols\Yithlbe
thingsthattheysymbolizc.Effecrive such abstractterms as "proper measures':
speakcrs andwrirersshouldoaretuUy and "corective action." Theseremls alone
diliercntiatebetweensymbolsandthe failro corvey thc communicator'sint€nt.
thingsthai they represent. When abstraclionsare used in communica,
don, rhey should be linked with specific
Ovcrus€ ofAbstractbns experienccsthroughexamplesand illusLra
tions. Even bcuer, the leveI of absiraclion
Concfctesords reterto objectsrhat should be reduccd by using concreteand
hunlanbcingscanexperi€nce directly spe.ific words as much as possible.By
Abstractwords.on the otherhand.stand using concretewords, the communicatol
for ideasthatcannotbe exp€rienced narrows.and gains betief conrrol ol the
directly,for ftnrgsthatdo not call forth imageproducedin the minds oflisteners
mentalimagesin themindsol-rcceivers.
atchall: someihing that Supposelhat a cefain spaccshuttleis
coversa varieiy of nanred,.lrldrllr.The spaceshuttle,,l//d,/6
Thc Communication Gap
rs concrcte.lt canbe touchcd.seen.and
heard.Sinccit is concrete, ils name Thc comnmnicationprocessbcgiDswith
|og downr lo sink and repfesents aconcretereality.The oame some meaningthat the sender'$.ishesto
becorne sluck in, as nnmediatelybringsa particularimage10 conmu cate1(ronc or nore receivers.The
mind.ll }owever,a commulicatorwho meaning is "private" to thc senderbecause
hassccnthel//drrtr says."l sawa space oDly he kno\,!s exacily whal he is trying to
shullle,"his listenersdo not form a mental communicate.IIe prls the meaninginto
imageofth€,lrld,r6 because thereare messagestbat are inleereted by the
spaceshuttlesol manydifferentnamcs.lf recejver.The inLerpretationofthe messagc
the connnunicalor
thathis listeners
says,'l sawa spacc
vehicle."be is usiDga pkase so abslrucl
are1ikelyto formmenral
inragcsthatdo not r€senrble theAlantt in
is 'private' to the receiver becausehe. and
only he, knows Lhemeanirg that he
attachesto the symbols. lhe differerce
bcLweenthe intendedneaning ofthe
,a
senderand the inrerpretednleaning ofthe
receiveris known as the communicalion
Absract wordsareneccssary andusetxl.
gap.As the baniemto corixlunication
Theif purposeis not to bringforth sp€ciflc
increasein number or intensitv.the
ilemsof experience in thelnhds of
conlmtrnicationgap widers.
receptorsbut to scrveas shorthard
synbolstbat sumup vastareasol' Feedbackocctrrsincomnunicationwlren
experience. Thcabstraction of" if lrorcc
the receiver.lhfough verbal or nonverbal
Management," lbr cxanrple,camotbe 'neans.indicateshis interpretationofthe
dircctlyexperienced, bul Lhetermcauses odgnral message.Through carcful aiten
thereccivertothi*of cefianrrclatedAil tion lo fcedback,the sendercan bcsl
Forceaclivities.Forthesakeol'conve estinalc thc comnunication gap thal cxisrs
nience,thecatchalllabel"AirForcc befiveeohim and hisreceiver.Effective
Management" is appliedro thcserelated communicationrequiresthat both the
acliviLies.
lfcommunicalors wereforcedtosendcrand the receiver work 10reducethe
LrscoDlyconcr€te{ords. theywouldsoon banicrsto communicationas mucl as
bogdownindetails. possible,and the receiver nrustprovide
leedbackto the sender.In tlris scnsc,
Althoughabstractidrsare convenjeniand
uscful,theycar leadto misunderstarding. effectiveconrmmication is a circular
process;that is, as a result offeedback, the
Thc daDgerin usingthen is thattheywill
senderreviseshis ncssage as nany times
nol cvokeiu a listener'smnrdthespecific
as necessaryto achicvc a meetingof
itemsofexperience thatcomlnunicators
meaningbetw€enhimself and the receiver.
inletd.Thereceiverhasno way of
knowhg whatexpcricnces drespeakeror ,tt
writerintendsan.abstaction
to coniure.A
commonpmcliceiuthemiiiraryisto nsc
a
! SuIn|nary
An understanding of the communicaLivc
Whatlhreefactorsrelateto thc
commnnicator'seflectiveness?
processis essential ifa personwishes1o ro take
Ior cllectivecommunication
become a nroreeflbctivecornnunicator. place,whalthreecharacteristics
of
Recognition ollhe lburbasicelements ur receiversmusla s€nderunderstand?
ihe process thc sender,the message, the
receiver.andfeedback is thebegirning 5. Explainthepartfeedbackplays in the
of understanding. Recogniznrg the communication process.In rhatways
characteristicsof eachelemcnlandusing caDa sendergct lbedbackfrom the
thisrecognitionas a basislor incfeased
understanding canhelpa communicator to
overcome inl€rentbaniersintranslnilling 6. Whallhreebarriersto effective
ideasandfeelings.Military instructors whichoftencause
communicalion,
ncedLobe €Ifectivecommunicaiors ifthey to occur,are
misunderstanding
expeclb leachwell andiftheir students
Sdu.e:"IndividualandGroupComnunF
LEARNING STRATEGY
carions,"ltom At Unirersity Stalf
Connunicdtiot (:ourse(AU l, Vol. l).
Reprinted by peffnission.
Learning Log
Exercise 24
Exercise 25
t Copy these comprehension questions
and answer them in your notebook,
Follow the inshuctions lor completing
the Language Learninq Log that weE
takeplace?
L WhendoescommunicatioD
I n t h i s t e s s o ny o u $ i l l
' 'pinionsandengasing
in h)?otheticar
situations
asthese
rerate
to
il::il":r::$:illi::
2. reviewtheuseofmodalsin pastandpertecrcontexts.
L useandcoffectlypronounce objeclivevocabutary,
mi1itaryexpressions,
andmilirary
acronymslistedin the glossary.
reviewbasicconceptsdealingwirtr culture.cLhuocenlrisrn,
andcross_culiural
awareness.
5. reviewAmericanmilitarycustomsandcourtesies anrlcomparetheseto thoseofyour
country'smilitary.
6 . i d e n D g f o u pd i { u . \ i o n . . r c c o r d i n S t o r h eI p u r p o . c
7 complelear outline fiom a writren le;t
8 . b c g i n p r e p a r i n g l o u ro r a t p r c . e n r a r r o n h ) g J r h i
B a n y n c \ e 5 s a r )i n f o r m a r r o n .
r e a o d u l n e n t n a n r c t e \ i r o m m i t i r a D m a g a / i n e . a n d a n , $ e r c o m p r e h e r ) . i .o n q u e c t i o
.e
l L , . p r c c r n e f e a d i n g m o d e l \ o t l e c h nmi cr lritt d r l m a r e n a t a n d a n . u c r c o r n p r e h e n . i o n q u ( .
Awarenessofsuperficiat
or verv
vlsblecLrlluml
fa h or
Geographc
Awa€ness of srqnifcantand
LoveJll subtecrltural
rattsthaiconrasr
markedy wllhones owl
Awarercss oisignficantand
srbdecultLi|-a
lfaitshat maftedtv
conlmslwih orc s oM
lcarningabourthe
road to gaimng
vocabuhrywordirt
your acquisitjonof
theEnglish
language
progresses.
TIjs
6. Becauseofthe ofwhire
America,duringWW II, blacks Differences
servedtheir counfiy in separare
units.
Between US and
Japanese Students
7. His professionalism
was in his
neal appearunce.
Just as the culture influ€ncesthe educa-
misfit a personwho is 8. Only very tional system,th€y both influencebehav-
recruits are abteto
not nltedfor his/her passBdltL .Sfarirr.r,the new training iors ofthe studenrs.For exampte,in a
positionor associ- Japanese classroom, thereis usuatlyrime
programthat helpsrecruirsfind out if
they€anhandlelife in rh€fleet. allolled by the teacherfor studentsro ask
questious, but sludentsare not expected
9. The_ ofthe FJpicalMarineis to mtenupttheteacherwhenevera
that ofa man with lots of bra\anbut particularpoint is unclear.WbileUS
studentsare encoxragedto ask their
teachers challenging questions,in Japana
10.After servingwith rheUN mulrina- studentwho doesso is considered a
tionalforces,CaptRamirezhas anew misfit. Showingoffone,showledge is
_ on th€ role ofthe militaryin definitelyout oftle qu€stion;confornjty
world affails. is sucha vital parrofrhe fabdcofsoci€ry
thatoc€asionally a schoolchildwill be
Exercise 3 beatenor, in rare instances,evenkilled by
his classmates for standingout too much
in school.ln anAmericannewspaper I
h terms of Hanvey'sscale, what ts the reada rece exampleofa sixth grad€r,
level ol your knowledqe ot American then in Japan,who had spentfiv€ y€arsin
culturc? h your notebook, write fivo the US. This child's parentsweretold by
attrlbutes about Amortcansthat are the teacherthat therewas a problemi their
based on stereotypes.what are some
possible cultural roasons for these cbild wasnot "actingJaparcse.,'
behavioE in Aherican cutturo? How Another featurethat insrrucrorsmust be
of th*e reaGons
mako these behavioE more '.betiev- awareofisthe way silenceis viewed:the
ablo" (understanrtabte)to an observer issueofwait time.Whereasin theUS
silencegenerallyhasa negativeconnota-
tion (e.e.,"dead"silence),in Japansilence
caniesa positivemeaning.tn a presenta-
q are certainly haviog problemsconringto
tion,silcnceis regardedasthoughttul
becausc it givesthe listerera momentto grips with the dark side ofthe'r history. B)'
contemplatc; il is a form ofcourLcsy to the aDd large.they srill scc themselvesas
listenef.In the tJS, when srudents dclay victins of World WarIL The Ministr] ol'
answer'ng a quesLion. tbeteachercan Educatbn is regardedas ttlc ofthe most
assume thatthey do not knowthe co'accl conservaliveministriesin Lhcgovernnrent.
answer.ls nol nccessarily the case. and thc $,artimeperseculionofChnrese,
however. wilh Japanese studeDls.Silence Korcans,and othcr Asiaos is convenicnily
in sucha situationcanrealivllrrowan lcli out oftexibooks. The prejudicc againsr
Americaninstructoroff. I canthinkofno Japaneseborn Koreansand Bumknin (the
bctlerexample thanihat olao ESLscholar outcastsofJdpaoese society who lrave
nonchalantly:calmY
(conUdential personal comlnunication) lraditionallywo redasleathermanufhcxrr-
and wiih a lack of
rvhoconducteda studyto Lcsllhe English crs, butchers,shocnlakers,and at olher
language abiliryofstlrde s fronra variety dirly and/or danserors iobs and whosc
of countries.Whendiscussnrg survey anccstorswere em|lolcd as execurioDcrs) taboo: relaUngto lh ngs
questions wilh a Japanese studcnl.tbe persisls.TheJapanescare racially unilbrm, prohibited by social
Amcrican intervie\rernonchalnntlytold nre bulsocially str.tified. Ninety Dincpercent
thaiafterihreesecondshad€tapsed,it ofJapanesccilizens are ethnic Japaoese, r e l i g i o u sl r a d i l i o n
lvasappafentthal the Japanese studcnl yet morc $ao 800,000arc Koreanor
couldnol answcrthe question.so thc Chincsc.and there is a $natierirg ofAinu. stratified: arranged in
inteNiewermovcdon to ihe nextqucslior. aboriginal settlerswho livc io lhe nodh separale levers or
Littledid lhis researcher knowthatlhrcc eastemparl ot the country.
seconds ofsilencein lheUS nlayfeel lil.cI will nev€rforget an AmericancollcagLre
an cterniry.but threeseconds to a
ofmnrc in Japanwho tatrghtaBeginncrs
Japanese, not to mentiona Japanese gD'Languagecoursc.
l-)rglish-as-a-Forei
learnerof EngLish, is nol muchtinreat allb
1 pausebeforeansweringa questhn.Many
Ooe classperiod hc askedhis slLrdeols
questionssuch as, "Are )ou Americar?"
Anrerican inshrciorstakea whilc 10adjust
or "Are you German?" Ihc studentsgavc
answerssucbas, No. I am French" of
" N o . I a m l t a l i a n . " l h e y c o u l dn o t c h o o s e
lfa studentdocsno1know an aDswcrand
getsembarassed, ratbertbanbeingsilcnt. any nationality. but had 1()answerwith thc
he/she will usuallyclcnchhisrherteeth nationality indicatedforthcnr in their
andnake a suckingsound.Furthermore. a textbook. rhcy had no difilcullics attribut
smilecanmeanhappiness aboutsolne- ing lhose naln'nalitiesto themsclveswjth
thing,but it canalsomcarrembanass'nenL. one excepiio|r:tbey rvereunablc to answer.
"No. I aln Korean," even though this was
Soif a studentsmilesalier beingaskcda
question, i1oftendoesnot meanthal lhe only a role-playjngsiruation.
stLrdeDtis very happythat hc/slrewas
ln addition. teffibte stereolypesofblacks
askcdsucha question.Onc olhernorver
and Jews exist in Japan.Atbookstores,
baicuclhattbe instructorshouldb€ there is olien a s€ctio! ofbooks devoted
faniliarwith is a sluderttouchinghis/her lo JeNS;manyofthese bool.s are quite
nose.This geshrcmeans,"Me?" anti-Semitic.Of coxrse,most Japaoese
A basicculturalunderstanding $'hena have nevermcl a black or Jew.
lorcignLanguage is beinglaughtis also Religion is not a raboo sxbject,but
importantbecausc fie instructorbeconres
discussionolw€stern religions wilL
awareofwhich srbjectsro ione downor usually nol be understood.Mosi Japanesc
evenavoidin theclassroom. Ir Japan,in
are Buddhists,but many considerthem-
paticular,lhcrearea numberofolltnsive
selvesbolh Buddhist and Shinto. Shinto
areas,eventaboosubjects, whichcao
str€ssesman's r€lationshipto nalure;lhere
bringgreatembaffassment to th€ sludents-
are nany gods assolriatedwith nature.lt is
TheJapanese, in goneral,arequite not uncollunon for a family to have Shinto
defensivewhenit comesto criiicismof
wcddingsand Buddhist tunerals.Politics,
thcircouniryby forejgncrs.The Japanesc anotbersensitivetopic in somecullures, is
not taboo,but the problemis thatmost
young adultsare apolitical. VOCABULARY
S'or,'.":Robe Engel,I 997,"Understard-
ingandOvercoming theCultumlBarriers -\
h a Japanese
Classroom," frojl|.DLI ELC
Monogruph Sefies.Selectionreprinted
bypermission.
,II
Exercise 5
Listen to the reading titled "Communi6a-
ting Acfoss Cultures" and follow along,
The new vocabularywords are in italics.
The authof of the preceding selection As you listen, cifcle the words you do not
described how memb€rs of two
cultures handled a varlety of i$ues
differently.Look al rhe list below and
wrlte a few sentencesabout how you
would handle the issuB given your
own cultural frame of roference.
Gommunicating
Across Gultures
l . Studentsaskingtheir teachers
challengingquestions Whenpeopleauainahigh levelof
proficiencyin a secordlarguage,
2. Theway periodsofsilenceare
nonlinguisticfactorsmay interferewhen
th€ycommunicate with people&omother
t_ The stateofracial diversityand cultures.Becauscpeoplehavedifferent
degreesof succ€ss in cross-cultural
adjusbnent, researchers havetried10
4 Defensivenesswhenforeigners pnlponrtcharacteristics thataccountfor
c ticizeone'sculture success. Ruben(ilrLuceandSmiilL1981)
in an attemptto classirythe trailsthat
Discussion
of religionandpolitics. facilitateaccepiance of otherculiures,lists
l. the capacits/
to be tolerant;
3. roler^ncetor ttttlbigaitf:
Tlesetrailsreflectan attitudeofbeing
open-lnnrded andflexible.Traitsnumber
four andnumbersix arevery important.
We mustkeepin mindtbatthereis a
culturalreasonfor behaviors andbcliefs.
We may not understand then, but we need
to trustthatthereis a reasonwhy people
fiomdifferentculluresdo thingstheway Exerc ise 6
theydo them.Whenwe arewillnrgto stop
maknrgncgativeir,/grre'b abourpersons
lromdifTercnt wefind tbat
cultLrres, In your notebook,copy the following
beyondsurfacedifferenccs thereis a sentences and insert the appropriate
comnmon bond:,e ate aUhtnan. All ol
uswant1()lile a happylita;we wan11']do
ourjobsright;andih,r'earein themilitary,
$c wantlo defendour couDr),.
judgments amblguiiy perception
Our Global Culture bonds inteNene expeftse
Exercise 7
perennially:lasting
foreveror for a long L W})atmight motivatemilitary menin howls in the sharpwinds thaXperennially
lime multinational exercisesto be success- blorv over its surface.For centuries,
tamed:trainedto be tut? contol ofthe rich, darkwatershasbeen
genlle,especaallyan sbortlived.
W}lat factorsfacilitate or hinder
an;malor wild thing communicationsbetweensailon in For 25 years,the annualBaltic Opera-
combinedmilitary exercises? tions(BALTOPS)exercises herehave
assets: anythingowned
shownthat the people who grow up by
that has value
thesewatersklow the seawellevenif
Read the story as quickly as you can. theyhaveD'ttan€d it. TheUS invitational
Next, without looklng back, complote exercisesregularly attractmost ofthe
the multiple choice exercls€. Then Baltic nationsaswell asRussia,Germany,
reread the story to check your an- Polandandthe United Kingdom.
As the political landscapechangesin
thercgion,participation grows.The I3
nationswho paticipated in this year's
two-pat exercisebroughta totalof50
BALTOPS'97: shipsandcondu€ted morethan250
BuildingNew taining €ventsusing assek ftom smaller
nations,like Estonia,alongsidemuch
Friendships larger,moreexperiencedforces.
Recenthistory brought the fall ofthe
Just a few hundredmiles south ofthe Soviet Union and a new em of go\,!th for
Arctic Circle, and evencloserto the the Baltic nations. This set the stagefor
often jlozen Scandinaviancoastline,the an evengreaterrole for th€ Naq? during
Baltic Seastandsas a cold and unforyiv- BALTOPS'97.
iDgbarier, separatingEwopeansftom
"There'ssomethingnice about
their Nordic neighbon. The shallow
watersmakemodemwarfaretactics such completingmissionswith foreig ships.
as submarinetmckirg difficult, aodthe We maynot all speakeachother's
legacyofancient Viking long ships languages,but we l€arn to communicate
i
t o g e tt h e j o b d o n e . "s a i dO p e r a l i o n s on the subject of lofcign visitofs
S p e c i a l i sl si t C l a s s( S w ) S l u a r lM . aboardhis owr ship. Crowdcr sfliled Learning$trategy
Crowderin rhe Comnlandlnlinrnation when rccalling the thirSs the) considered
t\ Auid tet ding teill
Ccntcraboardthe ar'.SS.-1,'r, (Caj 68). 11
i inqn|e row abilit,
tcclsgood 1(]kno\ lhat we can operalc in ' ' T h i o g sl i k e n o n s k i da n d d r r e eh o t
a n ye n ! i r o n m e o tw, i t h a n y o l o u f a l l i e s . \: lo rceogrtize wordt
nlealsa day amazcdsol]]eofihe guys we ' and wi enluge
ro matterwhat languagethcy speak.- 1 your vocabulary. i
had aboard.h maclcme ihinktwice aboul a
saidthe,.1r:lo plank owner and Ft.
lot ofthc thnigs I take for gmnted bcing
Wodh, Ie)ias,DaLivc. '
a n A m e r i c a ns a i l o r . h e s a i d .
In thc 25 yea|Sthe LJnitedState\ has
l v c n i h e s u m r n e fi m i ew i n d so f m i d -
b c o ns p o n s o f i n B g A L T O P S ,t h e e x e r c i s c member of lhe frrst
June havc a bite in ihem as Acrugrapher's
h a sd e v e l o p e idn t o a u n i q u ee x p e r i e n c e assrgneo crew Io a
M a i e l s l C l a s s( S W ) J a r n e tsl . G o b l cl r n d
fornlanysailo$ and thcir lbfeign countcr-
A G 2 N a r h a nJ . C o g e lo f t h eN a v a lA t l a n r i c
pnrls.The focus oflhc surlilce and aif
M e t e o r o l o g ya n d O c e a o o g m p hcyc n t c r
e\erciseswas nol on waFfighiing taclics, coumerpan: a person
p r e p a r c1 0l a u n c ha w e a t h e rb a l t o o nl r o
but on improving the nations' cooperativc or thing that serues
. 4 , : n ) 1 ' f l i g h t d e c k .I h e i f D a n i s hc o u n t e r '
a b i l i t i e sS. c e D a r i o tse s t e dd r e c o l l c c r i v e ihe same purpose
p a r l .K n L r d ' J a c oSbi m o n s e na, c h , i l i a n
force'sabiliry to respondto marilime or has the same
tor€castcr forthe Danish anny, was thefe
d i s a s t e rcso. n d u c tc o a s r a sl u r v c i l l a n c e , pos tion as anolher
'vatchingthef-amiliafrilLral.I Iis sta]-
providecustons entbrcelnentand a
rbo{rd..1,:ro during I'hasc I hclped ihe s c e n a r i o s :o u t l n e so f a
varicLyo l other nraritinreopemtions.
flagship seather office bellef undc|smud p l a n n e ds e r e s o f
"Our true enemy is instabilil) rnd the weathcr in this region.
c h a o s . ' s a iR d e a r A d m .J a m e sl l . l l i l l k l e . ''We wanted to gct a bcller under magined
t Comnlarder,Cruisef Destro)'crGroup8.
"We knowthal a tlS prcscnceimproves g f r v h a tA n e r i c a o sa r e l o o k i n g
s t a D d i no
fof in a wcalhcr lbrecast,"said Snnonseo.
customs: regurarons
s t a b i l i t yr .h i c h n e a n st b e p e o p l ew h o l i v c of pfocedures for
''We wantcd to learn lhe sanre whaL i n s p e c tn g b a g g a g e
in this $onderful part ofthe world havc a
'
belterchanceofliving in peace the custoncr is lookiog tbr in a lbrecasl o r g o o o s € n r e rn g a
a o d h o w t o t a i l o r i 1t o $ e p r o d u c te v e r ) -
Overcomingboundariesand creating
o n e n e e d s . s a i da ; o g c l .
closer.personalbonds \ljrh fttrcign boundaries: bordercor
s e r v i c chsa sa l w a y sb e e na h i g h l i g h lo l ' Before thcy coLtldtind common
thcscc{cfciscs. One ofthe favorhe lasLs ground, the rhrcc wcalhennenhad
o f t h c l i r s t $ e e k s P h a s e1 e x e r c i s c s w a s obstaclest() facc.As minor as it nray look s w a p p i n g : t r a d l n go r
"cross-decking,the tnne honored i n h i n d s i g h ls. i m p l el e m i n o l o g y p o s c da
lraditionof ships s'!a pping sailorstbr a dcfiDingcballenge.
p e d o do f t i ' n e s o t h c y c a nb e c o m e t n m i l i a f s q u i n t i n g p e e r i n gw i l h
'' l'enninolog] ditlerencesisdifilculL
with olher ships opcrations. eyes Parlly closed
fornrost lbrccaslers. Mainlyfajf' 1()
' p a l y c l o u d y 't o u s .B u l
S q u i n t i n gs l i g h t l ya i t h e u n i d e n t i fai b l c l S i m o n s e n ,i ls frigate: a small fasi-
foreignfrigate on thc horizon. Crowdel a i i e r a w e e k ,w e ' ! o s c l t l c di n l o a c o r n m o n moving warship
leanedon the rail. his bacli lo th€ rvind. l a n g r a e e , s" a i dG o b l e .
r e f l e c t i r go n h i s o w n c x p c ri c n c e$ i t h forecaster: a person
RecenLNATO exparsionsand incrcas- whose job ncludes
ing world pressufeto break down ol.lCold
'The W a r d i v i s i o n sh a ss h c d l i g h l o n L h c
lHNl-MSl./d, t'd, B/a*"1[F wealher based on
8 2 5 lw a sh i g h l y c f f ic i c n t .1 w a sv e r y i n r p o d a n c oe f t h e B a l r i cr c g i o n .T h e
i m p r e s s ewdi t h t h c i f p r o l c s s i o n a l i s m l ' v. e lt]issionofthe sailo.s hcrc is driven by
beenin the Navy l6 ycars. and thai was p o l i t i c a lf o r c e s ,a n d t h e s u c c c s o
s fihe
oneofthe most impoftan! LhingsI tbirk exefcisesis a signal ofpolitical strcccss.
l ' v e e v e r g o u e ni o d o . I t h i n k i t ' s m o r c bul Hnlkle sharesthe sentimentsofmany
i m p o r l a nt th a l w e l e a n rh o ! i . o u r a l l i e s saiiorsconccrningthe reward oflrhat kind radlale of diffuse:
''io
workso we caDwork wilh tlrem," Crowdcr olexperience tsALTOPS has evolved into. shed light on
"When sailoru lionr tlris nany nations ge1 something means
lo make il clearer
t
i
'F!
together,werealizewe havea comnon a. enlrancing
war-fightingtactics
bond the s€a,"saidHinkle. b. Leamingabourotlrercultures
c. improvingcooperativeabilities
While the secondw€ekoffte
exercises,or PhaseIl, foc|rsedon ,1.W}lalobstacles
did rherhreeweather
inleroperabil ity ofNATO fbrces,mostof
thesailors'memorieswill be ofthalfirst a. lackofa conmonierminology
week,whereintemational boundaries b. difficultteminology
werelowered,manypeoplespeakingnew c. whatthe crstomeris lookingfor
anddifferentlanguages communicated
Whal comnon bond do sailorsfrom
andmanynewfiiendshipswereborn.
different Dationshave?
sbrr.?: JO2RodneyJ.FUTry, "BALTOPS
'97:BxildingNewFriendships," from111
Hr"ds (Nov97,pp. l2- l5). Reprinted
by c. the task
I wouldpredictthatthe resulrsofrhe
surveyindicaledthat
L A majoriryof ihe students
Ioundihenselvesin heat€darguments
with tbeirfellow studencovcr
diff€ringreligiousviews.
,tfri
2. Inlcnratiolral
military
snrdentswercnot offendedwhen
:
other ofllcers and enlisied pe$onncl differencesastheyrelatedto military
failed to sahrtecach other on carnpus. personnel who werestudents in a clos€-
knit atnosphere.The surveyqueslions
A high p€rcentage
ofthe andits resuhsareasfbllows:
studentssurveyedthoughtthat the
Americanpeoplewerewastetul. l. Othcr thanthelanguage, what arethc
arcasin wbichyouhavehadthemost
4. An overwhelming majorily difficulrynakingadjustmentswhile
feh thal koowingthe customsand lir ingin an int€rnationrl commuoity?
cLrliuresoftheir fellow sludentswould
havenadetheir stayhcrc ucheasier. No adjustmcnlproble'ns 32:/.
Unimpodant 31"/.
The Survey Easy 2V/o
A cross-clturalsurveywasadministered Very casy iyo
to a smallbut div€rsegroupofsl dents
attending the DefenseLanguageInslitute 3. Howdoyoudcalwithapersonwhose
EnglishLanguage Center.Therespon- religiousvicwsare aliento yours?
dentsto thc surveywere from twenty-hvo
differenicountries,broadlycategorized
as I arguevehemently. \Yr
tbllows:
t30/.
FarEaslem 46'/"
I believethedifibrences
EasternEuropean 24Y. 550/.
I enjoydiscussing
ihe Disciplined 7%
26%
Rude 60/.
5. If Ihadknownnoreaboutthe
customsandculturesof my fellow Helpftl 17%
studentsbeforelcametoDLI, it 7. HavingcertainattributesnayhelpJou
adjusttoaforeignenvironment. On
thingsmucheasier. thelist below,circlctheattribut€s
l8%
Conti ue w ting rcr, thatyou fe€larcthenosthelpful.
lrocobularyvor* ott thingseasier. 42yo
car.Is to accelerale Open-mindcdness 25yo
low rccogniflonof 32:/,
Curiosity 8Yo
them, Then,maket
thingshafder. 5%
eonsciousefro to 1V/"
thinssnuch harder. 3Yo
13%
6. Il€foreyoucametoth€US,youmay
hav€hadsomestereotyped outgoinepersonaliry 6%
notionsof
th€chnrnrteristicsyoub€lieved Self-reliance 3%
Anericrnswould exhibit.Onth€ list
below,checkthecharacte.isticsyou 3%
believ€dto bemosttypicalofA meri-
8%
Conclusions
Someconclusions thatmaybedrawnfrcm
thisirformal srryeyarethese:
. Thalnilitary personDelcanreadily
adjustto mixingwith personnelfrom
differentcultures.
(ltens i,2.3.,1, & 8)
That diverse religious vielys bet\aeen/ experienco ol lilc hasproventbatcoude-
among nany cultures may not be ousbehavioris cssetial |o positive
pfoblcmaLic.( Ilcm 3 ) hunlanrelations.Lhedistnrclionbclwccn
civiliancounesyandmilitarycouftesyis
ThaLdiYcrscpolilical \,iewsmay be thaimilitarycounesies in a
!reredeveloped
e v c nl e s sp r o b l e m a t i ci;n d e e d v. a r y i n g militaryatnosphere andhavebccomc
views see io be a favorite topic of
d i s c u s s i o n( l.t e ' n 1 )
crrldmr andtrndilioDsolthc scrvice. Liii;rfr.rlg
sfii"it
Most formsofrnilitarycoutesyhavclomc
'fhal Repeanngnew ;
i l m i g h t h a v cb c c nc a s i c rl b r countery{ in civiliatllife. lror examplc,
wonts silently or .j
studentsto adjust to Lhcmixcd you arcrequiredto say 'sir" wher you talk
aloutl tsi give you t::
c u l t u r e si f i h e y h a d d o n em o r e s t u d y l 1('an ollicer.Throughoutour history,
r e s e a r cp h r i o r t o c o m i n g t ot h es c h o o l . youngmcn an.lwomeoweretaughtto sa)-
(lte'n5) "sii'to theirfalhcrsandolheroraleelders.
'lhis is sLillcanied oo,andit is
tradition
I hat overcomiDgstcrcorypirlg considcrcd goodmanoersfbr a )'ounger
pmbably plays a significant pari in the lnm to say'sif"whenspeakingto anolder
adjustmentprocess.(ltem 6) rnan.Theuseofthe word"sir" is also
cornmon inthebusiness world.iDthc
I h a t o p e nm n r d e d n e sfsl c, r i b i l i t y .
salutation ofletlers,andin anywcll-
rolefance,motivation, and a scnscof
humor are the qualitiesmost neededro
adiusito a mixed culiure. (ltem 7) Military coufiesyis not a onc-wrynrcet.
Enlistedpersonnel mustbe courtcotrs 10
ofiicers,andoficem areexpected L('r'clurn
VOCABULARY the coudesy.Officersrespeclsol.licrsas
individuals.jusLasyou rcspeclotlicersas
iDdividuals.WilhoLrl drisbasisolrnutual
rcspec!therecanbe no nlilitar,acouftesy.
Whcn a commanclingolticerenters ar
'ailen-
ofllc€ lof Lhcllrsl timc cach day,
t n , l w i l l b c c a l l c db y l h c l i r s l p e r s o n
D o l i c i n g t h c o f f i c c Irl.a l r i g b e fc o m a n d e r
erters, "attention" is called again.
Reporting to an Officer
when a soldierhasrequested and
obtaincdpcmissionto speakto an officer
olficially,or rvhcnlhc soldicrhasbeen
notifiedthatan officcf wishcslo speak
lvith him/her.thesoldicrshouldrcportto
Salute to Colors
attire engaged vicinity
National andorganizationalflags,\ahich headgear executed impression
are mountedon short flag staves(pikes rendered assume dismissed
counlerparlcuslom politeness
crowred with spearheads), ar€ called
colors. Military personnelin uniform
passinguncasednationalcolors,salute
at six stepsdistanceand hold the salute L IfXhemenare in many produc-
lmtil they havepassedsi\ stepsbeyond tive aclivities,theyaremoreusefulto
them. Similarly, whenuncasedcolols theirmits.
passby, th€y salutewhen they are six
stepsaway and hold the salut€until tbey 2. TheCommander's
orderto checkseat
have passedsl( stepsbeyond them. beltswillbe by SgtMartins.
lfyou axeoutdoorsin civllia\ dlbe and J , After the soldiersreceivedtheirshots,
uncasedcolorc are passingby, standat the nurse ihem.
attention,removeyour headdresswith
yow right hand,andhold it over your left 4 . Because
niliraryf aditionsemphasize
shouldetwith your right hard over your goodmannersand_, lnilitary
heaxt.Ifyou are indoors,standat personnel canfrequentlywork widr
attention,and hold this position until th€ intemationalmilitary personnelwith
colorshavepassedsix paces. little difi€ulry.
lfyou are in civilian attfte andyou are 5. The aiman a quicksaluteto the
passingthe colors outdoors,when wiftin officerwhentheymeton theirwayto
six paces,tum yourheadin thedir€ctjon thechowhail.
ofthe colors,removeyourheadgear with
your right hand andhold it over your left 6. lt is the of all visiting ship
shoulderwith your right hand over your captainsto visit the harbormaster
hea$. Hold this position until you are six lvhen they enter port.
pacespastthe colors.
7. lt is customaryfor personnel
inmilitary
Joffce: USANCOA,FortSiU;On-Line to removetheir wh€n
StudyGuide.Reprintedby permission. theyareinsjdea building.
10.Tbebaseconmandercalledhis_
atthe islandbaseandspoketo him
abouthis upcomingvisit-
Exercise 1O I L Wlen rcpairing aircraft, the mechanic
did not that the work done by
otherswas doneproperly;he double
Write the following s€nt€ncesIn your ch€ckedit to be sure.
notebook and insert in oach blank an
approprlate vacabularyword r.om th€
READING/WRITINGSKILL GRAM MAR
WRITINGSKILL
Gompare/Contrast
Exercise 12
I
lfyou needto negarea modal + verb in a 2. Thegenerat'sfl ightis lale;it oughtto
pastlense,plac€not between the modal havearriv€dbynow.
andthesinple forn ofrbe verb_IIyou
needto negatea modal+ verbin a perfbct
tine, placenot betweenthemodaland l . tt wasnice ofyour secretary
ro type
havc.In somecasesrheplacenentof not my.epon;she
didn,thaveto dothar.
will varyjforexample,
withoughtto,thc
negativegoesbelweenought andto, and
with hadbettet irgoesbelweenhad 1 . Whenbe wason rheboxingteaq Sgl
betterandthemainverb.Thenegalive Bannercouldknock out anyopponent.
verbisoftencortracled,asin didn,thave
Whentheyfirst affived,the soldiers
A chartofthe mostcommonmodalsard wouldavoidthelocalpeople, butnow
thelrprincipaltunctionshasbeen theygetalongwell withthem.
providedat AppendixF. Senrences
represeftative
ofrheir mosrJiequentuses
arcincluded. Whenthe officers retumedfiom
dntner,theyfoundtheirofficesiocked.
BaseSecuritynust havcsecuredrhem.
'7.
Thelieutenant missedhisflight.Hc
conldhav€arriv€dartheairporton
tine ifhe hadtakena cabinsteadof
Exercise 14
L yesierdaymomjngI (couldn.lreach/
couldrot havereached)the colonelby
Exercise 13
2. Reminiscing aboutthewar,thegeneral
Becometamiliar wiih the modat cha.t at saidthar,wheninthe fietd,he (will
Appendix F; afterwards,read tho
followlng sontences and wrtte a haveread/ wouldread)militaryhistory
descdption,ba6ed on the chart, of each until laleeverynight.
underlinodmodat + verb ph.ase,
Number'l is done tor you as an ex- 3. ldon't knowwhy I borheredro go to
ampls, Writo the sont€ncesand rh. theplanningmeetiry.I.m noron rhe
descrjptions in you. notebook. committ€e, so I (didnl havero attend/
n]ustnot haveanerded).
TheFTXS_ (conclude)beforethe
l. Yesterday thatofficerwascomplaining nexllnajorinspectiorbegins.
because he (hadto remain/ would
remain) on baseall day dueto the Don't assum€you losl your key;you
just_(mislay) it.
4 Yo shouldn'thavecleanedtheJeep
alone.You (oughtto haveaskedi
might have asked)Sgt Andrews to
Exercise 16
2. They couldn'thavcbeenat
the colonel'sbricfing thismorning; presem advisabl
iVwtr
1.lEdbeter fi€al ol
nolmss (aldiru
to disageeab
trtreeveri) e
3. S t e c i J l i ! LR o d f l g u e z$ d \ n t r t
c0rBeq€me
fbrmation;he musthadgollensick.
4. The disputeovertundingof
tne operalnlnmighl hasdevelopcd
inlo a crisisifnot for thc influenceof
theSecretary-Gcneral.
to
5. I didn't had10practicelhat
maneuvcrithelP saidI couldalready
perfbrmiiwell.
I rccalithatduringbasictraining,every
Saturday\,r'crecruirs (clean)1he
/o
banacksliom top to borknn.
{ General. A Spirit of
thenatter.Sir?
Gooperation
5. Tbedoctor arewo cd aboutthc
dwnrdling mcdicalsupPlics. The
A s q u a do l x n x i o u s A m e r i c a ns o l d i e r s
shipmenithey requested stood shoulder1o sbouldcr behind a
(arfive)by Dow,bur il hrs'l'1. conccrtinawirc gaiethal had beenerectcd LearningStrategy
to kcep hostile Goths .tnd tlurs ftom t,,.. )mproveyour l
6. The vcsselneverrccervedour
cnlering thc United Nations dcsignated , rctuitg
message.Thelcrriblestonn
(damage)the con]munrcat'onssysrem and
I cot ryrche,tsion
SSgl Roberl Dulnrageliolnthe 3rd it wcnbulury h)
?. Thc sailor'srcsponseLohis superbr Battalion.I25th In lantry. ont ofV inccnza, ; rcadiry enehstuery.
wasunexpectcd andnrdc.IIe llaly, approachedrhc banner'wavrng | . .
(not answer.)m lhal tone. protestofs $ho chanlcd
"NATO go
hone." He hoped to identill thcir leadcr
8 . l h c g e n e r a al d v i s e dm e t h a t h e
(aiiend)thc sumffit mccting ne\r week. and feason lvith him before things gol1oo
ugly. tsul before hc could, the mcnacing
9. You ( n o t s e e )C a p l a i nH n s s a o c i v i l i a n s s, o m e r r m e dw i l h r n e t a l l o l e sa n d
ycsterday.Hc died in an autonobile largc slicks. rushed the gate
accidentlasLmonth. The siLc$as the HarzkanrPTraDnrg
yotr Arca ofthe Rolal NetherlandsArrn).
10.Hcy. battlebuddy. m e n a c i n g :t h r e a i e nn g
(gel)me a cupolcofTee? whcre ihe ficrilious Ciolhsand Huns had
thrcalcnedio iD!cde the nation ol Rubblc.
ll. A soldiel (deranle) Rubblc. in iurn. requesrcdtbat NATO and
hisunilbnn. the Padrership fbr PeacecouDries help
m a i o t a i np c a c ei n t h c r e g i o n N A T O
1 2 .W c d i d n ' t h a v ea n y c h o i c ei n t h e rcspondcdbY creatnrga l2{ration
nratter.we (folk^, ofdefs. peacekecpios forcc.
li. Tlre retircd colonel onatch) 'n The scenariounfoldcd in larc Octobcr
Lheveterans' parade.Hc rvas sevcrely e p i r i l ' 9 4 ,l h c t h i r dI ' l P
d u fi n g C o o p e r a l i vS
crippl€d in thc waf. exerciscand rhc llrst io bc conducledon
allieds0il.
1,1.
The rnajor (dclcgaie)rhc
and theD asarn, he The weel!long trahing broughi
logclher some i .000 soldiers frornCanada,
lhe CzechRepublic.Estolia GennaD).
Lithuania.the Nctherlands.PolaDd.
, \ r e d c ni,h e U n i t c dK i n g d o m .
S l o v a k i aS
SKILL
READING tJkrainc and ihe United Stalcs. Ihe troops
weredi videdarnongsix m Lrltinaitonal
srrua-
Ihe co panics had to feact to
plagued
rioDS not uniilie lhose rhat lmve
US andalli€dlbrccsin rcccrlconLnL
gencyoperationsaroundrhe world. such
ash Bosnia'Herz-egovnra,Somalia,Cuba
touring rain. Where were they goingto
go'l
''The Americancommander,
a
andHaiti,hesaid.
Ilarrington, helped lne out," Rieinhardt
CapiSco11 Barfingkm'sCompanyC, continued."To keep the refugeesour of
3rd Baftalion.325lhInfanlry,lvilhthree rhe rainand preventrhem from becoming
platoonsanda h€adquarlcrs clcmcnl, even more unhappy.he said. 'put them in
represented the UnitedStates. aflnorcdpcrsonncI cdnicrs tcmpora.ily.' It
'!vasa good sohrlion."
I n theexercise.Baffingloncom-
nandedCompany E. lstNATOPlP.lt " l h e e x e r c i s eh a sb e e na n e y e o p e n e r
$as composed ol his 3rd plaloon.a forme and my squad." addedDulmase.
S$'edishlong{angcrcconnaissance ''Low intensity conflict is new to Lrs.we
platoon,a Sbvak infantryplatoonanda have to get out oftaking rhe offensive
Brilishmechanized infantryplatoonthat right away. 'Slow down and assessthe
hadjustreLumed fi om Bosnia-He|ze- siixation,' that's the big thing lbr us."
govina.
Dulmage learnedthal )rou havc to slarl
convoy:a protectve
Baringlon's2nd and3fd platoons atthe boltorn ofthe conllict and work
w€reraskedto CompanicsD andA, your way up. "To solve problems when
r a i d i n g :s u d d e n l y conxnanded by GemlaDandSwedish y o u ' r ed e a l i n s w i t hc i v i l i a n si s n o m o r e
assaultingi nvading ot1jcers,
respccli\rcly. than common sense."he said.
"We badsomedifficulties$,iththc "At 0200 thismorlring, sevenlocals,
radio languagein tbe lirsl days.I didn't including two suspecredrebels, came
lacerations: scrapesi ' and'Wilco'meant,"
knowwhat'Rogef
,l
through our areaand staded raidirg our
saidGerman lstLlAlcxardcr " u l m a g ef e c a l l e d".W e d i d a n
s u p p l i e s ,D
Rheinhardt,who servedas depuly ID chcck aDdselarated the lwo that
conrmander of CompanyD. didn't haveproper idenlifi calion."
"But nowwe'r€lvorkingverywell "Onc oIlhem had lacerations on his
Logether,"
he saidofthe Americanand arms,so thc US soldiersprovided mcdical
accostedr approached
rnlrusively,confronted
Geman soldiersinhis company."Every aLLentioland assuredthe irjured nan
platoonlas its mission;tbeyinlcract he'd be all right," Dulnage said."After
with eachotberwhcnonemission thai, we askeda lot ofquestiors, like
overlapswilh ano1her." 'where did you come from?' and 'rlow did
you link up with rhe bad guys?'Then we
l hat washappeningtwo to three
c a l l e dt h er n e d i c sa n dc i v i l i a na u r h o r i t i e s . "
timesa day,Rhcinhardtsaid. 'The LJS
platoonis securingour safcarea.A At other sites,rebels snarlcd supply
convoy€scorted by Estoniansis lravelnrg routes, siole food and fuel and fired off
throughthat area,andthe Estonians arlillcry and motar rounds.
haveto makecontactwilh lhc AmoricaDs
Al ObservationPosl Bravo. Lhc
who will adviscthcmofany dangers,
Rubblc whonr thc pcacckccnerswcrc
suchas mnrcs."
supposedto prolect inside the sale
To solveproblems,soldi€rsfiom thc areas aDgrilyrccosled PICChrislopher
variousnationsexchanged ideasby M u 1 1 e na,n o t h c r 3 2 5 1sho l d i c . ". Y o u d o
radio.Rhcinhardtsaid.Theproblems nothing for us. We're starving while you
centeredon fourbasicpeacekeeper stuffyour faces," they screamed.Then
tasks:operaiinga safcarca,conductiDg
convoyopefarons,opcrarnga com "When il comcs 1oPlP, rhcscafc rcal-
poundand csrablishnrg patfols.
"When €ight relirgeescnlcredour
areain thenighl,wc wcrctold to send
lifc scenarios,"said SSgtEd$in Daza, also
assignedto the 325th Infantry. "As nr
Bosnia, d iffererrtcountriesreacl. You're
^
th€maway,"saidRheinhardt. "But ii was
q on guafd allthc lnnc bccauseanyihing by threateDilg lhcm wiih weaponsof by
c a nc o m eu p o u Lo f l h c b l u e . " iakjng hostages.
"9"79.f,::#;:7K;;::-"
expectedto lure olhernations to sinilal
exercisesh thc future. officials said.
enrly.Exerciseslike this'!ill hclpb.nrgus
closerto doing$nrgs onc way "
(a
Tlvo observersfion] eachpaticipat ,Vrr.ci Heikellasenauef. "A Spirilol
in8 country, and olhers ftom allied and Cooperation."lioln .So1dr"f!.
.lanuaryI 995
partrer nalions. walched events unfold lwebcdi1tunlwwrv.dLic.mil/soldiers,/ian951
and noled soldiers' responses. index.hh 1.Rcplnltedbypennission
ObserverCo I i osteinBelbo from the
N o r \ a e g i a nA r m y s a i d .* W e d o n ' t h a v e Exercise 20
any soldiersherc. btrta small Pff
exercise$,as conductcdrecently iD Post-r€:rding
Nonvegian walcrs, aDd lthink h the
tuture wc'llhave mofe Pff exercisesin
w h i c hr n y c o u n r r yw i l l b e i n v o l v e d . " h Your notebook, write answers to
''l lhink h's vcry important these questions about the article-
that
s o l d i e Nt i o n a l 1 1 h cn a l n n s k n o w e a c h
other." he contioued. So ifwc work
bgether in peacekeepingmissions in thc L Whercdidthccrcfciscdcscribed
nr
I'ulufc. wc'11know how we operate.And,
place?
thisal1icletake
Ibr pcacc. cooperationbetweenpeopl€s 2. Whatwasthe objectiveofthis
anda nies is essential.'
S F CR e n cV a n R i c n r s d i v k o f t h e
Dutch 42nd Irfartry Battalion said 3. WhowerethernernbersofCompanr-E
soldic|s nr his unit also found the andwherewerelheytionr?
r a i n n r g n r v a h r a b l e" W
. e ' l l b e g o i n gt o .xj,l*'j:';:::;"'''hcvhalewith
B o s r i a i n J u n c .a n d $ e B r i t i s ha r e i n
|
Bosnia no!v. The), vc lold us a lol rbout
|
5. Wharcornlries
paficipated
in the
''We're lcamnrg from each
orhef," he
s a i d ." T h c r e ' sn o o n e s o l u t i o nt o a 6. Wbatdid soldiers
liom thcvafn s
problcm. Flvefyonedoesthiugs difitr-
do to solvcproblcnrs?
nations
ll. DoyouknowwharWILCOand
ROGERmean'llf not,scanrhefollow-
nrgfeadingandfind out.
,l
i Keepa distanceofabout5 cms.
READING/SP EAKING S KIL LS behveen themicrophoneand
yourlips.Shieldthemicrophone
frombackgIoundnoises.
Spend some time revieleingthe radio
c o m m u n i c a t i o np r o c e d u r e sp r e s e n t e d
on the following pages. You wi'l have the 3. PHONETICALPHABET
opportunityto phctice some radio
communicationsdialogues in the next
phonetic
a . Theinternational
alphabetlistedbelowshallbe
used.
d. Usestandardpronunciation. 4, PROCEDUREWORDS
Emphasize vowelssufficiently. (PROWORDS)
Avoidextremesofpitch,speak A prowod is aword or phrasewhich
strongvoice,do
in a moderately hasbeengivena specialmeaning in
not shout. ordertospeedupthe handling of
messages.The only authorized
e. Avoidexcessive calling and prowofdsafe listedbelow.
unofficialhansmissions.
Thislransmission is an
PROWORD I\4EANING ero[ Disregard it.(This
DSREGARD ]H S prowordshallnotbe used
]RANSN,4ISS
ION o cancel anymessage
thalyouhave
Confirm. thathasakeady been
rccetveo
ACKNOWLEDGEI mymessage and competelylransmited and
thalyouwi comply _ OUT forwhi6hreceipt or
(w]LC0) ackno\,!,ledgment
has
beenrcceived )
AFFRIIAT]VE Yes/Conect
NEGATIVE No/lncorecl Stalon(s) ca ed arenotto
DONOT answerhis call,
thalyou/
Everything ANSWER acknowiedge lhs
lransm
tledafier _OUT message,or oherwise
ALLAFIER., (Keyword) lransmilin conneclion
wilh
ALLBEFORE,
. lhatyo!/ |
Everylhing lhislransmission.
transmilted
before, .
(Keyword) Ceaseal lransrnissions
-
SILENCE on iiis netimmediately.
,
SILENCE Willbe mainlained
until
Whalyouhavelransmill€d SILENCEI liied.
CORRECT s corccl youarecon€cl.
(THA]S
c0RRECT) a.Af errorhasbeenmade SILENCELIFTED Silenceis |ied. Ihe netis
inihislransm
ssion.i wi liee for traffc
continuewthlhelaslword -lhis
CORRECTION (group)corTe.tly
imnsmilted. concludesthe
b Anerorhasbeenmade message luslfansmilled
n thstmnsmisson The ENDOF (andhe messaqe
_
I,4ESSAGE mslruclonspedaining lo a
c. Thalwhich
followsisa ovER(ouT) rcrmarmessageJ.
corectedveBionin answer 'Tlre
texluaparlof a formal
verificatiof. message ends.Stand by
ENDOF ]EXT or memessaqe
Yourlasllransm
ssion
was inslmclions
immediale y
WRONG rcorecl.Theconectvefsion followinq.
s ,.
I wishto speakonhe
FETCH.
. I radiolo hatperson
(appoint'nenl
lite).
.. SPEAKING person
Requesled is now
usinglheradioby himself.
Numerals or numbeIswill
follow(Thisprowodis not
lsed wlh he callsigns,
F]GURES lme defniiions,grid
rcfurcnces,beaings,
distanceselc , especally
in fixedjormrepods.)
FROM a. Thisis. .
b. lhe odginator of this
tormatmessaqels
TO ndicatedby the address
designalion rmmediaiely
following.The addressees
whosedesignalions will
imrnedlately followareto
lakeac|onon his formal
message.
TN|StS. Thislransmission s from
the slaionwhose
designalion immedaiely
havean nformaL ME
THROUGH wlhlhe
lam n contact
MESSAGE roryou
rnessage staloryouarecaIng.
slalion.
canactasa relay
A iormalmessage whLch
IMESSAGE rEqures ecordings about
FOLLOWS PASSEDYoU|
[,IESSAGE message i]asbeen
T0... p a s s e d t o ...
Thisis lhe endol my tum haverecevedyoufast
of transrn ttng.A response rl\'.
oi satisfaclo
tfansmlss
OVER s expecled. Goahead; ROGER
iransmil yourecevedthispad
Have
'Ilis SOFAR?
ROGER oi rnymessage
is theendol rny y?
transm ssionlo you No salsfacton
OUT answerof acknowledgmenl
yolr
I havereceived
Do nolanswerI fave messaqe, t and
ufderstand
OUTTOYOU rolhingmorefor you I
WILCO
wllcomply {Tobeused
shallnowca someolhel onlybytheaddressee)
slalionon lhe net RoGER andWLCoare
neverlseol0gener
theenlreib owing
Repeat
READBACKI onbackto me
transmiss lle de ryoltrestalon
caingof wflrwhom I am
Thefollowngis myrepy STAT
UNKNOWN ON atempting
tr establsh
I READBACK lo yourrequesl
io rcad communicafon s unknown.
back.
Veriry
e remessage (or
a. Repeatallof your asl podonindcaled)wlhthe
SAYAGANI andsenilcorect
oiginator
dentifcalondataALL Tobeusedonyat
version.
VERIFY ofofbythe
d screloi
AFTER, ALLBEFORE.
WORDAF]ER,WORD addresseelo whlch
lhe
BEFoREetc. I meansl questoned messagewas
Repeat,. .(po(on 0[ece0
Thalwhchfolowshasbeen
LSAYAGAN my
I am repealing verfedatyoufrcquesl afd
oI poidon
t|ansmission VERFY Tobeused
is rcpealed.
indicaled asa ieplyto VERIFY
onLy
SENDI Go aheadwth your lmustpause
forafew
SENDYOUR Go ahead;transmit seconds.
I\4ESSAGEI amreaoyo copy
WAIT
OIJT muslpalrse
ongerlhan
Reducethespeedol your someseconds,andw I cal
.. SPEAK lransmisson.(Normay youagaiwnen Eaoy.
SLOWERI usedin connecton w(h
requestforrepeljlion
) lhe!!ordollhemessage10
which is
lhavereterence
I shallspelltre nexlword AFTER.
WORD , hatwhichlolows.
..
0roup,0requrvaenl
ISPELL phonetcally BEFORE. Thewodoflhemessage
WORD lo
(Nolusedwhentansmltting whichhaverelerences
codedgroups onLy
) precedes.
that\|lrich
TEnsmit lhefo owing s diffcull
Comrnunication
RELAY
TO. message lo all (tng)eachphrase
Transmil
addressees or lo he (grcup)tuice.
1 RELAY
address desgnaton
mrnediately fo owing.
WORDS
MICE Thsprowordcanbeused
.
THROUGH. Sendlhismessaqeby way asa requesl
asanoTdeT, 0f
of ca sign as nfoTmallon.
5. REPORTINGTHEOUALITYOF TIONAL,IIVlI\,{EDIATE,
PRIOR.
RECEPTION lTY,oTROUTINE).
Thefollowingphrases shallbeused
wheninitiating
oranswering que es e. Dateandtimegroup(140630
concerningsignal strengthandread- ZAug).
ability.
i ProwordFRO|Mfollowed
by
RADIOCHECK oraginatolscallsign.
g. ProwordTO followedbyaction
YOUARE Yoursigna
strenglhh addressee
s call.
good.
(I READYOU) Yourreadab
lilyisas h. ProwordlNFOfoilowing
byinfo
addressee'scall.
i. ProwordTEXT
BEGINS.
SIGNALSTRENGTH
LOUD Yoursigna
sslrong. j. Securityclassification
(nor-
GOOD Y0ursrgna
isgood. mallyoneofthefollowingi
WEAK UNCLASSIFIED, RE-
diflculty STRICTED, CONFIDENTIAL,
VERYWEAK I cafhearyouwthgreal ORSECRET/UN).
diff,cully.
NOTHING
HEARD k. Theoriginatorand
thenumber
ofthemessage.
READABILITY
CLEAR Excelenlqualty. L Theactualtext
READAELE GoodqualN t yo
dillicuI esinreadngyou m. ProwordENDOFTEXTiffinal
DISTORTED
instructions
areto follow;
havelrouble
reading
you
otheMise, ENDOFMES-
SAGE.
I lrave lrouble eading you
INTERFERENCE
n. ProwordOUTif noansweris
UNREADABLE l c a n h e at hf a t y o u l r a n s m t required;
otherwise,
OVER.
youata
bullcannotread
6. FORI\4AL
IUESSAGE Exercise 21
Fofmalmessage partsshouldbe
transmittedinthefollowlngofder: a.,-\
a. Preliminarycall.
b. ProwordMESSAGEFOLLOWS
ill
(SENDYOURI\4ESSAGE).
Listen to the following di.logue. Then,
c . Abbreviated
callwithfelayand answef th6 questions provided in your
transmission
instructions,
if any
(READBACK,RELAYTO,
o
DIALOGUE:
d. Message handlingorder=
precedence (normallyoneofthe LCOLHavlic: DELTALIMAINDIA
followingr
FLASH, OPERA- TWOZERO.THISISDELTALIMA
TNDIAONE ZERO,FIREMISSION,
FUNCTION
O\ER
I
FUSEQIJICK,ATMYCOMMAND. conference, andthe seminar. ,ercad,helea tal
ovtR catch lhe details,
Nowyou willleam sonewaysto express
ScTMottley: H.E.,CHARGEFI-YUV, opinions,expressa$ecmentanddisagree-
I FUSEQUICK,ATYOI]RCOMMAND, ment,aswelt asengag€in hypothetical
I
OUT situationsin grorp discussions.
l' I IONORANDPRIVILEGETOFIRE
TIIE LAST ROUND IN HONOROF A
FlNEOFF]CER ANDGENTELMAN.
S'ANDBY, READY,FIRE
Dunnga groupdiscussion, you car givc
or rcq[est personti o?iniors. Here are a
ftw expressions whichintroducepcrsonal
opinions.Lean to recognizeandusethem
I
ScTMottley: ROLINDSCOMPLETts, Theywitl helpyou avoidconfusinga
ONEOFFICERRETIRED,END OF personol opinion wlth factu1l infoma
M]SSION,OUT
civing ()pinions
Answer the following qusstions about
the transmission. Replay the previous . In my opirion/viedestimation...
segmentof youf recording as many .lfyouaskmc...
$mes as necessary, . Ithinlthat...
It seems/appears(to me) thal .. .
My conclusion/assessmenl is that
L Whaiwasthe lopic ofthe radio
Frommypoinlofvi€w...
Frommyviewpoint...
2. WhatwasSGTMottleybeingin- (that)
I havethe idetthe impression
...
in.yjuae,""nt
l. WhatwasLCOL tlavlic's callsign? that. . .
I believe/think/fbel
4. why wasonly oneroundfired? It'smy feeling/impression,/belicf
rhat...
5. Whatis themeaningofthe following
"H.E.,CHARGEFl-YUV,
statemert:
FUSEQUICK, ATYOTIRCOMMAND,
OUT?"
i
RequestingOpinions 2. Themostimportanttraitsneededfbr
. Whatjs yourview ... culturaladjustment
. Whatdo you think about.._
l . Theroleolwomenin themilitary
. Fromyourpointofvie view-
4. l'he mosl importanrbenefit of a
. Fromyourframeofreference...
NATO enlargement for yourcountry
. tn youropinion/estimation
...
. How do youassess ... 5. Subjectionofmi1ilarypersonnel
to
civiliancontrol
Exercise 22
Expressing Agreement or
Disagreement
Read the following phEs6 and, in your
notebook,write a request for and a fepty Agreeingwith an opjnionor statemenlis
to a personalopinion about it,
mucheasierlhandisagreeing. Herearea
few waysto express agreement.
' You'reabsolutely/definiretyright.
t That'scorrect/trlre.
Theachievemenl ofpeaceby people . rhat'sjust whatI wasrhinkind
fiom dilTerent
crltures how I feefwharI believe.
. Thal'smy opinion/vie belief,too.
Sample elicitation of opinion: ' Definitely.
. I agreewith that.
ln youf opinjon.canpeopteftom
. I supporlthatview.
differentculturesachi€vepeace?
. I cango alongwith thai.
Sampteexprcssionaf opinion: In a foflnaldiscussion, we soft€noLrr
I feelthatpeoplefrolndifferentcultures disagreemenl so thatwe do not appear
cannotbavctrue understanding; inrpoliteor do not hurt alrorherperson's
thus,
irnepeacecannotbe attained. fbelnrgsThe€xpressions belowclearly
expressdisagreenent, burdo so polirety.
. I respectyonr opinion.bu1I
l. Cross-culturaltrainingneededfor think...
mult[rationaloperations ' I am not surcifl agr€ewith you
completelyon ihal.
. I understand whai yor,re saying.
butin my opinion...
. Yes,that'srrtre.burmy feelingis
rhal...
. You couldbe righr,bur ...
. You havea point,burdon't you
thinkthar...
Asking forAgreemert or
Disagreement
Oneofthe functionsofa discussion
leaderis to checkforgroupagreenent.
Thisis especially
imporlanrif members
aretryjnglo rcgotiate.Thefollowing
expressjonscheckfor agre€mentand
dlsagreement.
. Doeseveryoneagreelviih Sgt ofgovernmentwillmakeanexpanded
Browr's pfoposal? to manage.
NATO impossible
. Do you shareCapi Morse'sview on
that? 2. Havingaconllnon militarycultureis
t . Do we all go alongwithLt Kim's troopsto t'c
€noughfor international
abLetoworktogether.
. Doesanyonedjsagreewith whal
l wasjustsaid? 3. l'heUN doesDotofer sufficienl
proiectionagainsiarmedattackstbr
t
!
i
Beforemovinglo anothertopic,
thetopicjust covered.
adiscus-
sionleadershouldcheckfot agre€ment
flith old
intostabledemocracies.
I . Beforewe go on to thenextprob-
I lem,arewe in agreement'l 5. An armedatlackagainston€ofthe
. Beforewe takeup thenextpoint, membersofNATO will resultin a
doesanyonedisagree? armedsuppottliom all
compulsory
. Beforeweproceed to thenextite'n.
t NATO nations.
t do we all go along?
. Do€sanyonehavea differenlidea/
opinioniviewpoint/ptarliconclu-
sion/proposal?
Hypothetical Situations
b
ments/suggestions on this? 10consideran unrealor b?othetical
situationin ord€rto getreactions,
proposals, or ideasfor futureplanning.
Exercise 23 Usinghypothetical the group
siiuations,
t
candiscussa varie0 ofpossiblercactions
andclroos€the beslonein anticipationof
Read the following propositionsand, in
your notebook,write a requestfor and a the proposedsitualion'sactuallyoccur-
reply to agfeemenUdisagreement ring.Belowarea fe\\,phrases commonly
usedwhen siatinghypotheses.
Sampie propasition:
Overcomingstereotyping probabll
pLays part
a s;gnificant inthe adjust-
Sampleelicitation of opinion:
Do you agreethal overcomjngstereo-
ryping is a significant pafi in the
culturaladjustrnent process?
b
F" L Th€ lackofcomnon standards,
a
conmonlanguageland a comnon rype
l
(Let us.)suppose/ ilnagnle/
presune/ assume (lor a momeno )
that... L Suppose you couidlalk to your
Let ne give you a hypolhetical MinislerofDefense.Whatwouldbe
the onethingyou woutdaskhim?
Whatrvouldyou do iI. ?
2. Assumingthatyox meetan officer
Workingon the assumprion tbat ... trom anothercounnryandyou cannot
Civenasituation in which... tellwhelheror not he is your supe_
Let megive you a hwothetical rior,wil I yousalurehinrfirsr?
srtuatron.
Whatwouldyoudo i1'...?
Supposeyour unir is attacked.What 3. Assurneibaryou arc in a groupof
areyou gorngto do? intemationaloffrcers,someofwhom
havediff€rnrgperceptions ofrhe
Exercise 24 conceptsof property;liom their
culLural
frane ofreference,it€msthat
belongto oneofrhe m€mbersofthe
Read the fottowing hypotheticatques- groupbelongto the group.not ro the
tions and, in your notebook,write individual.How wouldyoulandle a
hypotheticat responses. siluationin which someone usesan
objectbelongjngto you lvirhout
askingyour pennission?
Sample hypotheticat question:
,1.Let's supposeyou nere selectedto
II you weresentrothe US forrraiDing, workwith NATO asa representative
whatyour biggestculturatadjushent fiom your country.Howwouldyou
Sanple hypotheticatrcsponse:
preparefor your posiiion?
5. Letls suppose
changes
you couldmakesome
to the SecuriryCouncjlof
I
IfI weresenttostudynr theUS, tlre UN. Whai wouldrhosechanges
besideslanguage, my biggeslcultufal be?
adjustmeDt.!vou
ld dealrvithgening
usedto Ameficanfood.
1(
j
lnterrupting PolitelY
Although in everydayconversation,it is
generullyconsidercdimpolite to intenupt a
sp€akerin the middl€ ofa sentenc€,it is
notn€cessarily discouteousat all times.A
seminarspeakermay, in fact, evenwel-
comea polite interruption by a listercr
who requestsclarification or paraphrasing
in orderbetterundentanda difiicult point.
To intenupt politely, Factice lhe following
. Pardonme,but...
. sorry to intefiuPt, but ...
. I haxeto intenupt,but ---
. Excuseme,bui ...
. Do you mind ifl saysomething?
WRITING/SPEAKINGSKILLS
Gathering
lnformation
Exercise 25
r u s t o m ( C U St o m )n : a u s t r a l p m c t i coer
Objective h a b i t u aw
l a y o l b e h a v i n ga; s o c i a l
Vocabulary
Salulingis a 'nilitary custolnwlrich
slrorlSrespccLamong all nlilitary
a m b i g u i l l ( a n rb i C i U i t y ) n : b e i n s v r g u e
a t t i r c ( a t T I R E ) n : c l o t h e sa; p p a r e l
T h e ye o e a e c dL h c . D e n r yi n b a t r l e .
e r e r u t e ( F l Xe c u t e )v : t o c L r n yo u t .d o , o r
1l
C i v i l i a nl b r n r d l a $ r e i s r e q u i r cIdb r
lonigbfs lnncLion.
Cfowds packedlhc snrallai.field to
warch the Thundcrbirdsexecuteair
b o n d( B O N I ) ) n : l i n k , t i e . a u a c h m c n L
rnaneuvcrssuch as dre dianrord loop.
A s i l i l a r y p c r s o n D e l t - f odm
illarcnr the anlrwheadroll. and the bomb
countl1esworl( logetlrer1o construcL
peace, nerv baltd! arc fornred amorg
c x p e r t i s c( e x p e r T l S E )n : 1 h cs k i l l o f
knowledgeofan eriperl
c o n v e n t kn ( c o nV E N t i o n ) n r a c u s L d n
Or the Mir Spaccship,Russian
ary pracLice,rule, nethod- or rtage
scientislsshafcd LIejl elperlilg in
Ovef the last Lwocenturies,the spaccLcchnologywith tlreir American
corventions of etiquettehave
chaugedgrcaLly.
h e a d g e a r ( H r A D s e a r )n : a c o v e r n r gl b r
rounterpart (COUN lcrparl)n: aperso| lhe headt cap. hat. headdressetc.
or rhiDgthai conespondsto or
closcly fesemblesanothcras in lornr M i l i t n D /p c r s o n n em
l u s tw e a rt h e i r
beadsear$4rcDthey are our-of-doors.
r c f i c c t ( r ef L , l j c l ) v : m i n o r o f r c p t u d u c ca
likeuess:expressor show
j u d g n ' e n t( . l t l D C n r c n t ) D : a o
n p i n i ( n or r
cslimalci cfilicism o. scnsurc LieutenanlSarnisen'sexemplary
behavior reflectedthe high strndar.ls
Thc InlcrnationaI Cfinrinal TribunaI lbr
tbfl ner Yugoslavia(ICTY) passed
j!!k!uq!! oo GoranIelisic.
rcrder (Rl,lN dcr) v: to pcrlbnn or act out
m o t i v : r t € ( M O1 i v a 1 cv) : 1 0p r o v i d ew i l h a The brigaderendereda saluiero the
n r o L i v ci n : c i t c o fi n r p c l gcneralas he passedin rcview.
ilt F i l l t h e g a p : t o m e e la n e e d ; t o m a k e
STANAG: StandardizationAgeement
VDU:VisualDisplayUnit
Troublesome
Grammar: quitea
Exercise 27 fewvs. a great
deal of
Some of the acronyms lisied abovs are
us€d In the followlng sentences.wdte quite afew (m^ry):
the tull meaningof the acronym In the
spacs pbvided or in Your not€book 1. Quiteafew lsr\sedwithcountable
nounsin affirmative stat€ments,
affirmative questions,andnegattve
You canusethe lieutenant'slalest
SALUTErepof asanexcellentmodel
of precision and acculacy. Exanplesl
Thereare quite a few (many) briefings
scheduledfor this week.(affimuxive
SHAPEhasissueda new setof
statement)
guidelines.
Were therequite a few (many)people
atthe change-of-corDrandceremony?
TheFTX identified a numberof
(afirmative question.)
problemswith the troops'knowledge
oftheROES. Aren'ttherequitea few soldiers
missi4 from formation?(negative
TheACOScalleda meetingfor next
Fridayat0700. 2. Quite a felr Earjl].otbeusedjn nega"
tive statements.
TheICCh Tuzlawasin cha4e ofthe agrcat ded of(a ch)l
Exercise 29
2. A grcat dedloJistsctl in aftir ative
and Dcgativc slatementsand in
dffi|marivc and negaiiveqLrestions. Do lhe preieading activity for a press
release titled "lnternational Troops
halnplcs: Coniinue Working Together In Partner-
ship Fof Peace."After you have read the
T h e r ei s a g r e a td e a lo f c n L h u s i a s m a.ticle, evaluate your predictions.
beiogshown for the pfojecl. (alfima'
s n r p e r : s o m e o n ew n o
live statenrent)
shoots at indivlduals
'l Prc-Rea.ling
h c f c i s n ' ra g r c a ld e a lo f e r t h u s i a s m
being shown tbr the proiecr.(nega L Readthe first and rhe lasLscnlenceof
ecnoes: repeaE or each pangraph and pfcdicLthe topic of
im tates the sounds t h e p r e s sf e l e a s e .
W a s t h e r ea g r e a ld e r l o f o p p o s i l i o n
words, ideas, etc , of to the plan? (affinnative qucstn'n) 2. What do you Lnow lbotrt Lhcropic?
W a s n ' t r h e f ca g r c a Ld c a l o f o p p o s i - L W h e r ew o u l d y o u f i n d a d d i t i o n a l
t i o n t o t h e p l a n ?( n c g a l i v cq u e s t i o n ) m a t e r i aal b o u tt h i s l o p i c l
Exercise 28
tl
lnternational
Copy the sentences in your notebook.
Troops Continue
ln en a great d@l o, ot quile a tew in WorkingTogether
In Partnership For
Peace Exercise
soldicrs llom the PfP countries
look parl in theexefcise. " P f c i d n a g a l "l h e L i t h u a n i a np l a t o o n
For severalweeks. thc vasl li'rcsls ol-the Joinr ReadinessTraining CcnLcf.tl lrod Polk.
L o u i s i a n ah, a v eb e e nf i l l e d w i t h c o n r m d n d lsi k c t h c s e s. t r a r r g e - s o u n d i rogm o s tA n r c r i -
cans.inchrding those who tface their fanily Lrccback to countries in which the {ords
origiratc.
Tweriy-one Europeanand Central AsiaDnations havc senl troops io l.ouisiana10 1'anl o r i g i n a t e : c o m ei n l o
\rith US forces nr Cooperaiivc Nuggcr'97 (CN'97), ihe third nrajor Paftnershiplor Pcacc
p e a c e k e e p i n g r n d h u m a n i t a r i n n a s s i s l a n c e f i e l d t r a i n i n g e x e r c i i e h e l d n r l h c l J9S7.iCs N
dcsignedto foster beLLcfcoofclinalionbelrveentroops fiom NA IO mcmbcr ndbns ard foster help to develop;
t h o s ef i o m c o u n t r i e st h a Lr n a y i o i n L h ca l l i a n c ei n l h e f u t u r e .T h e e x e r c i s ei s c o n d t r c l c d
in
two phases,the firsi ofwhioh trains the soldicrs in two dozen indi!idunl scenarnrsbascd
upon US and NATO tactics and techniqucsassoc;alcdwith peacekeepinSoperatioDs.Thc doctrine: something
secondphase provides troops lhe chance to Lcslrvhat lhcy have learned in a fasl moving i a u g h l e s p e ca l y
simLrlated peacekeepingopefation on foreign soil. as ihe princ p es oi
a r e i g i o n ,p o l i l i c a
" C o m i n gl o A r n e r i c as, t u d y i n gw i t h { l S A r m y c x p c r L sa. n d\ , !o r k i n g$ i t h a l l t h e p l a l d ) n s
pany erc:oogma
fro'n the other countries is a vcry imporknl cxpcricnce fbr our soldiers."said Capt I lnya
l'ecnik (pronounccd"Pcch-nik"). prcssofticer assignedto the Slovenirn lDlcrnarional enthusiastic sho!./ing
"We lvanrio leanr as nnrch as we can i n i e n s eo r e a g e r
Cooperationplatr)n parLicipatingin the exercise.
aboutAmefican doctrinc. bul rhcrc is rnore. With sorneofthe countrieswho arc rcpre- inieresti zealous
sentedhere.we have had littlc or no prcvious crperience.Now, in ihe Unired StaLcs.wc
h a v eh a dt h e o p p o r ' l u n i tt)o d e v e l o pn e w a n d . I h o p e .l a s t i n gt i i e n d s h i p sw i t h t h c m .a s
well as io reinfbrce tlre tiiendships we have with olhcr nalions.Ofcourse. we are enthusi-
astic about ha!ing the chancelo provi.le iDfomalion aboul ou|selves our Annv an.1our
countfy." To make the besLof thal chaDcc.Pccnik and ihe other SloveniaDsol.licrs hosled
a fcccpLior lor thcif intcnraliolal fiieods to celebratethe sixth yeaf ofSlovcnia's indepen-
dence.thcanniversaryolwhichcoincidedwithCN'9T."Bcingablctocelebrateour
l n d e p e n d e n cDea y i n t h e a t m o s p h e roef i n t e m a L i o r acl o o p c r a l i o nd u r i n g t h e s ee \ e r c i s e s
i sp a r t i c u l a r lsyp e c i a i , "P e c n i ka d d e d .
D e s p i t el . o u i s i a n as l i e v c f ch c a ta n d h u m i d i t y ,a n t lt h e l o n gd i s t a n c ef f o n rh o | n c .e a c h
ofihe platoonson hand femains nr high spiriLsas they show their stuffduring thc liicld
T r a i n i n gp h a s eo f t h e e x e r c i s e$" h i c h w n r d sd o w DJ u n c2 9 .
SaMce:(oopctdlire Nus{et News,oan, (24 rr|le |997), "lnlcrnrti('naI Troops Cootinue
WorkingTogetherin Partnerchiptbr Peace."Iwww] hLtprrrww.CN9T.org.
Exercise 30
Now fespond to these post-reading questions about the reading. Write the answers in
Post-Reading
1. Whal were the two phasesofthe exercisc'l
3 . W h a t i s t h e u r d e r l y i n g t o D eo f t h c a r t i c l e ?
Exercise 3l
2. Arc you familiar with topics a-d that follow? Ifyes, in your Dotebook,begin a KWL
chart ard in the K-column write a short defmition for eachtopic:
a campaignplar
b. campaigndesign
c, sequencrngoperauons
d. sequelsand branches
In the W-column, write somequestionsthat you might have about eachofthe topics
listed. Seethe samplechart that follows.
campaignplan
carnpaign
sequencing
sequelsand
GENERAL
1. Operationsplanninqchallengesthe (andhisstaff)to provide
commander
answersto thesefourquestions:
a. Whichmilitaryconditionsmustbe attainedto achievestrategicandopera-
tionalobjectives?
b. Whai sequenceof actionsis mostllkelyio producetheseconditions?
i c. Howshouldmilitary
resources
beapplied
to bestaccompIsh
thatse-
quenceofactions?
d A'e ltseassociared
rsks acceprable?
2. Allplansshould:
a. focuson thecentreof gravityofthe opposingfofces.
c achieveunityofeffortfor rnaritimelandandairforces,and
d. serveasthebasisfof planning
subordinates combinesparls into
a wnore,merges
sustainment supporl
CAIVlPAIGN
PLAN
3. A campaign planisan operationsplanfora seriesof milrtary
operations hub: cenier,core h€ari
launchedto achievespecificobjectjveswithina givenarea.Thecampaignplanis
theCINC'smeansof relaying hisvisionofthesequence of operaiions
needed
to
atiaintheseobjectives.
Thiscampaign planshould:
a. focuson thecentfeof gravityofthe opposingforces,
b. defineclearly
whatconditions
whichconstitute
success,
d. serveasthebasisfors!bordinate's
planning.
4. Thecampaign plandevelopedfromthisvisionsynthesisesvariousdeployment
employment, sustainrnent
andotheroperations plansintoa coherent
whole.In
dorngso,campargn plannersmusialsokeepin mindtwoofthemostimportant
aspectsof campaigndesign:synchronisation
of forcesandthe conceptfor their
sustainment.
CAIVIPAIGN
DESIGN
5 Opefatonsplanning demands athorough
undersiandingofcertainoperational
conceptsandthe elementsofcampaigndesign KeyoperatjonaI concepts
nvolvedincampaign designare thecentreofgravity,linesofoperationsidecisive
points;
andculmination
6. Centreof Gaavitv. Thecentreof gravityis a Clausewitzian termwhichhasbeen
absorbed intooperationalterminology becauseof its relevanceto the plannjngofa
campaign Clausewitdescribed thecentreofgravityas the 'hubofallpowerand
movement onwhicheverything depends. Thatisthepointagainsiwhich allour
energies shouldbedirected". Alternativelyit hasbeendescribed as,'thaicharac-
teristic,capability,
or localityfromwhicha milltaryforce,naiionor alliancederaves
itsfreedomof action,physicalstrength,or willto fight.lt existsat the strategic,
operationaland tacticallevelsofwal. Several traditional
examples ofa potential
centreof gEvityincludethe massofthe opposingforcesor theircommand
structure publicopinion,nationalwill,andanalliance orcoalition
skucture. The
concept of a centreof gravityis usefulas an analyticaltoolio causethejoint
commanderand his staffto thinkaboLtt
theirownsourcesof strengthandthoseof ,
the opposingforcesas theydesignthecampaignand determineitsobjectives. I
7. The essenceofthe operationalart liesin beingableto masseffectsin time
andspaceagainstthe mainsourceof powerofopposing forces,thecentreof
gravity,whichtheyseekto protectAt anygiventime however,a centaeof gravity
maynotbe immediately discernibleForexample, thecentreof gravity
might
Useloar concernthe massofopposingforceuniis,butthat massmightnotyet beforrned.
Additionally,the centreofgravitymaybe abstract,suchas theopposingfofces
knoi'ledge to help nationalwill or an alliancestructure,or it may be concrete,suchas strategic
loufrnd meaningin reseryes,commandand control.
orindustalbasesandlinesofcommunicatlons.
unfMiliar contexls. Theinitialanalysisofihe opposingforce'scentreof gravityrequiresconstant
reappraisalduringboththeplanning andtheexecution phasesof anoperation.
8. Lines of Ooerations. Linesof operation
s definethe directiona
I orientation
of the
forcein timeandspacein relationto opposingfofces.Theyconnectaforcewith
its baseofoperationsand its objectives.
Aforce operateson interiorlineswhen
its operatrons
divergefroma centralpointandwhenii is thereforecloserto
separateenemyforcesthanthe latterareto oneanother.Interiorlinesbenefrta
weakerforceby allowingit to shiftthe maineffortlaterallymorerapidlythancan
theenemy.A fofceoperateson exteriorlineswhen itsoperations convergeon an
enemy Successfu I operationson exterioflinesrequireastrongerforce, butoffer
gfeateroppoftunity to encircle
andannihilateaweakeropponent.
discernible:perceplible,
,l
absolutely,
demolish r?
&.!e of
OFr.lion.
II'ITERIOR
+
Fig.1-1- LinesofOperations
I ln modernwar,linesofoperationsattaina three-dimensional
aspectand
pertainto motethanjustmanoeuvre.
Commanders usethemto focrlscombat
powertowarda desiredend.Theyapplycombatpowerthroughout I
thethree
dimensions ofspaceandovertimeina logicaldesign thatintegrates
firepower,
PSYOPS,deception,specialoperations, forcesto converge
andtheymanoeuvre
uponanddefeatthecentreof gravity
ofopposingforces.
10.DecisivePoints.Decisivepointsarc oflengeographical in nature,suchas a
hill,a town,ofa baseofope|ations.Theycouldalsoinclude elements thatsustain
command, suchas a command post,c ticalboundary, aifspace ora communica-
tionsnode.Decisivepointscanincludetransportationnetworksorterrainfeatures
thatarecriticalforthecontinuedmomentumofoperat,ons orthe rapidshiftingof
thedirectionofmanoeuvrcandthatprovidea pathwayforadvancing forces-They PSYOPST psychological
canallowpassageofcombatpowerin deeperandincreasingly damagingthrusts operalions:planned
againsttheopposingfofces.ltmust be remembered thatdecisivepointsare not psychological
centresofgravity;theyare the keysto gettingat centresof g|avity.Controlof activiliesin peace
decisivepoints providescommanderswith a markedadvantageovertheopposing and war directedto
forcesandgrcatlyinfluencesthe outcomeof an action. enemy,friendly,and
'11.Normally, neutralaudiences
therewill be moredecisivepointsin a theatrethana commander in orderto influence
canseize,retain,controlordestroywithhisavailableresources. Therefore, attitudesand
plannersmustanalyseall potentialdeci6ivepointsanddetefminewhich enable behaviorafrecting
thebestoptionsfor eventualattackof theopposingforces centreof gravity. the achievement ot
Commanders designatethe mostimportantdecisivepointsasobjectives, and politicaland mililary
theyallocateresourcesto seize,destrcyor neutralisethem.
12.Prcperactionat decisivepointsallowscommanders to gainand mainlainthe
iniiiative- thesepointsinthe attackhelpsgainfreedomofoperational
Controlling deception:lheactor
manoeuvre, thusmaintainingthe momentumofthe attackandsustaining the stateof causinglo
lfthe defendefcontrolsa decisivepoint,it interferes
initiative. withtheattacker's believewhat is not
momentum andcanfacilitatethedefendefs counterattack.
and usingthe decisivepoints,commanderscan place
13.Bycorrectlyidentifying
theopposingforceata greatdisadvantage.Securingdecisivepointscangivethe
operational to selectmorethanoneIineof operationfor
commanderthe flexibility
peril: danger,jeopardy
furtheradvance.
14.e-ull!Lj!e!a!.Culminationhasbothoffensiveand defensiveapplications.Inthe
offence,the culminatingpointis thatpointin timeand locationwhenthe attackels
combatpowerno longerexceedsthatofthe defender.Heretheattackergfeatly
riskscounterattack and defeatand continuesto attackonlyat greatperil.The art
oftheattack,atalllevels,is to securethe objectivebeforereachingculmination.
Adefenderreacheshis culminating pointwhenhe no longerhasthe capability to
goonthe countercffensive ofdefendsuccessfully. Theart ofthe defenceis to
drawthe attackerto his culminatingpoint,thenstrikewhenthe attackerhas
expendedhis resourcesand is ill-disposed to defendhimselfsuccessfully.
15.Strategicandoperation aloffensivesmayreachculmination forseveralrea-
sons.Theforwardmovementofsupplies may be poorlyorganised, lackneeded
hansport,or availablestocksmaybe exhausted. The need to protect linesof
communications from partisans or regularforces operating on the flanks maysap
thequantitativeadvantage offorward forces.
Theattacking force mayhave suffered
losses
sufficient to tip the balance offorces-
The soldiersof the attacking forces
maybecomephysicallyexhaustedand lessmorallycommittedto the attackas it
progresses. Thedefending forcesmaybecomemoredetermined as moreportions
afe
oftheifterritory lost.Other countries that feel threatened may jointhe de-
fender.
'16.Factorsotherthancombatlossesand lackof rcsourcescan influenceculmi-
nation.Forexample, a commandercould oukunhiscurrentintelligence in an
attackthatmovesfasterthanplanned.The resultingincreasein riskby continuing
to advancemaybeacceptable if a commanderknowshecanoveacome any
combination
sufficientintelligence
Howevergiventhelikelylackof
offorceshe is likelyto encounter.
at thetime,he maybegintakingneedlesslossesor other-
wisejeopardisethe successof hrsoperations. At that point,the bettercourseof
a
actionmightbeto co-ordinate anddevelopthesituationbetterbeforecommitting
addltional resources.
'17.Synchronisation of logisticswithcombatoperationscanforestall culmination
and helpthecommandercontrolthetempoof hisoperations. Logisticsplanners
mustforecastthedrainon resourcesassociated withfightingoverextended space
andtime.Theymustrespond bygenerating
enoughmilitary resourcesto enable
thecommandertoachievehisstrategicobjectives beforereachinghisculminating
prevenlby anticipaf pointlftheycannotdoso,thecommandel shouldrethink theconceptofopera-
ins ttons.
vulnerability:condiUonoi lS.OperationalPhases.lnthedevelopmentofthestrateglcconcept(usuallypartof
beingexposedor theConceptof OperationsintheCampaign Plan),it maybeappropateto phase
openlo attackor in a theoperation.
Thiswillhelp todefinerequirements intelmsoffolcesfesources
weak or unguarded andtime.Theprimary benefitofphasing isthatitassistscommandersin achieving
operationalobjectives,whichcannotbeattainedallatonce,byplanningmanage_
operationswith
ablesubordinate availablesoufcestogainprogressive
advantages
sequels:subsequenl andconditionsbeforeprogressingtothe nextphase
actions,conlinua SEQUENCINGOPERATIONS
'l9.Plannersmustdeterminethebestsequenceofmajoroperationstosustainthe
requiredtempoofactivitiesto achievethedesiredobjective.Thiswillinvolvethe
geography,
ofa varieiyof factors,including
consideration strategiclift,command
logistics,
structure, enemyreinforcement,
sionscanbecomplicated by rapidly
andpublicopinion.
changing The
situations.
Sequencing
sequence
deci_
that
(f
commanders choose,thefefore,mustbeflexible enoughto accommodate change.
20.Thesequenceof majoroperations (orthesequenceof battleswithina major
operation) relates directlytothecommandefs decision on phasing. A phase
represents a periodduringwhicha lalgenumbefofforces areinvolved insimilar
activities(deployment, forexample). Atfansition to another phasesuchasashift
fromdeployment to defensiveoperations, indicatesa shiftin emphasisForex
ample,Phasel, thedefence,couldleadto Phasell, thecounteroffensive, followed
by a thirdphasethatfocuseson consolidation and eventually, to posiconflict
activities.
21.Duringplanningcommanders establish andmonitor theconditions to bemet
beforemovingon tothe next phase.They may adjusttheirphases to take advan-
tageofopportunities presented by opposing forces orto reactto any unexpected
setback.Changesin the situationandactionsofopposingforcestendto provide
theindicators fortheconditions. Changes in phasesatanylevelcanleadto a
periodofvulnerability fortheforce.At thispoint,missions andtaskorganisations
oftenchange.
22.Logistics is keyto sequencing themajoroperations ofa campaign. Opefational
planners mustconsiderestablishing logisticsbases, opening andmaintaining lines
of communications, establishingintermediate logisticsbasesto supportnew
phases,anddefiningpfioritiesforservicesandsupport.
SEQUELSAND BRANCHES
23. No planofope|ationscan be projectedwithtotalconfidence
flrstencounterwith
muchbeyondthe
theopposingforce'smainforce.Thecommanderbuildsflexibil-
'1|
ity intohis planso thathe maypreservehisfreedomofactionevenunderrapidly
changing Branches
situations. andsequels permitchange and
to beanticipated
i
operations
Soll/c,rr Planning (oPP),12024AFNWOOJ,
Prooess Augustl996,NACC'PFP
F
UNCLASSIFIED, 1 Belgiun:NATOPublication.
Chapter
Exercise 32
E
I R.tum to your KWL Chart and completeit by wriiing in the L column the things you learned
t
g
fiom @ding the selection,Then match th€ items in column B to their categoriesin Column
A, write the number of the categoryin the blank next to the it€m. Some numbeF will be used
i
!
I COLU[,1NA B
COLUIT/N
!i
_ c. coalilionslructure
4.culmination d. lhe hubofallpowetandmovementonwhichevery
l thingdependsoperational
Phases
I 5 opemlionalphases- e. whena defendernolongethasthecapabililyto
I _
defendsuccessfully
f. criticalboundary
- g. thedirectionaloentationofthefotceintimeandspace
in rclationto opposingforces
networks
_ h. transporlation
- in achieving
i. assistscommanders objeclives
opetational
- whenlhe atiackeiscombatpowerno
j. thepoinlinlimeandlocation
longerexceedsthatofthedefender
L E A R N I N G STRATEGY
Exercise 33
\z.cf
In this lessonyou will
l. hlTodesizeaboutactionsandcondiLiolrs.
2. reviewthe threeEpes ofconditionalseDtenccs.
3. useandoonectlypronounce tbe objectivevocabulary, lnilitaryexpressions
andacronymr.
rn mc grossary.
4. organizcthemainpointsoJyourpresentation in ourlinefolm.
5. write summari€s from oraltexts.
6. lislcn to lecturesandanalyzeconrent.
7. takenolesfrom a varieryoftapedlectur€sandwrite summaries.
8. readaboutand€xplainbasicleadership prin€iplcs.
r) e\plair)lcddehhiD in renn.ot filleenlraLl:
10. discusswaysthe leaderprovidespurpose,direction,andnoiivalion.
I L. discussthe folr conrponents ofleadership.
12. readarliclesaboutnililary topicsandanswercomprehension questions.
13. practicevariouslearningstratcgies to promotelanguagelearnirg(cognirive,meracogni-
tjve,nremory,social,andafTeclive).
LEARNINGSTRATEGY
r'f i
FUNCTION
P | a n n i n g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4H3y p o t h e s i z i n g. . . . . . . . . . . . . .. .. .. . . . . . 4 - 1 7
VOCABULARY WRITING/SPEAKING SKILLS
LeadershipTraits........ ...43 Outlining
YoLrrPresentation..........
4-'18
LeadershipComponents.................
4-5
GLOSSARY
GRAIVIMAR ObjectiveVocabulary..... 4-19
Conditional
Sentences
...........
........
4-7 EnrichmentActivities
...... 4:20
[,,ljlitary
Acronyms............
WRITINGSKILLS
S u m m a r i z i n. g
............ +14 ENRICHIVIENTACTIVITIES
TroublesomeGrammar
...
VOCABULARY
Leadership:
ACommon-Sense
ThePrinciplesof Leadership,
P a r 1t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 - 1 0 4:22
ThePrinciples of Leadership, LEARNING STRATEGY
Part11...................... Language
Learning
1o9..............
+24
READING SKILLS
[ J s eo f F o r c e
. . . . . . . . . . .. .. .. .. .. .. . . . .....4. -. 1 4
Whata LeaderMustDo ................4-15
t
Leadership Traits
LEARNING STRATEGY
riftcen /rrrils havebeenidentifiedas
You practiceda varietyof leaming beingcommonto mosl leaders.lhough
in Unitsl, 2. and3. How are
strategies possessingthesetraits does not
)ou applyilg thesestrategiesto yout guaranteesuccess,the iraits scemto be
learning? desirablc l hcsetraitscan
for all leaders.
be a goodguidcIbr determining ihc
personality desiredin a lcader; ho\\ever,
Planning themission,thepersonalilies ofsubordr-
nates,andthe situation will ha!e a
direct effcct on which oftbe lfaits tlre
Exercise 1 leaderwill demonstrate. lvhe yoa
Bcaring
Look at your schedulefor Unit 3- Did you
studymoreor less than the originalplan Bearingis .rrtptire./ of generaI appear-
required?Fill in the schodulebelow,and ance,deporhent, and conducl General
afteryou completethis unit, give yourselfa
rcwardfof stickingto yourstudy schedule- appearance, conditionof clolhing,and
conditionof€quipnentmustbe excel ofplannhg a goal
lcnt. Appearanceand mannershould
rellect alenness,energy,competence,
Unit 4 Schedule and confidence.Dignily, which inrplies
a scnseofhonorandrequiresthe
! Day Plan Actual controlofon€'sactionsandenotions,is
alsoa basicpartola leader'sbearing
Tues Courage
Courageis thc trait which enablesa
Thu leaderto remaincalm andrakefirln
action in the face ofdangcr or criticism
Fri Courageis both physicaland moral
Sat Moral couragemeansknowingand
staDdingup for what is right.
Sun
D€cisivencss
VOCABULARY A leadershouldbe able10makedeci-
sionspromptly and to sratethem lll a
- clear,forceful manner.Decisiveness is
largely a matterolpractice and experr-
iIl Deperrdability
Listen to the reading titled "LeadeFhip Dependabilityis the certaintyofproper
TraiG" and follow along. Rememberthat performance.lt includesthe willing and
the new wofds are in italics As You voluntarysuppoll ollhe policiesand
listen to the reading,circle any wods
ordersofthc chainofcommand,but it
Enthusiasm
Enthusiasmis the displayoftrue
inlerestin the perfonnanceofduries.
Enthusiasticleadersare cheerfuland
believerley can gefthe job done. whichwill keephim up-ro-dareor
developtnents in his military specialty,
Initiative ou commandpolicies,andon local,
Initiative, or takingactionin the national,ard global events.
absenceoforders, is a must for
1€adership. Closelyassociated wjth Loyalty
initiative is resourcefulness,the abitity Loyalty is the quality offaiihfutnessto
to d€al with a siluationin the absence country,tle milirary service,seniors,
ofnormal resourcesor methods. subordinates, andpe€rr. Loyalty should
be reflectedin everyaction.
Integrity
lntegrity is honesty.A good leader Tact
placestruthfulness,a senseofdury, Tact is the ability 1i}dealwith othersin
and good moral principlesaboveal1 a way that will mainraingood relations
and avoid offense.When,for exanpl€,
rt rs necessaryto criticize and correct.
Judgment tact becomesespeciallyimporant_A
Judgmentis the ability ro weigh facts calm, couteous, and firm approachwill
and circ.rmrlarrcsr in order to make usuallybring a cooperativeresponse
decisions.Teclu cal knowledg€is wlthorlt unnecessary unpleasantness.
irequentlypart of makiuggood
Juogmenrs. Llnselfishness
Theunselfish leaderis onewho does
Justic€ not provide for personalcomforrand
Thejust nililary leadergivesrewards advancement at the expenseofothers.
and punislmentsaccordingto the The well-beingof subordinares should
meritsofthe casein question_ be placedabovethoseofthe tead€r.
True leadersgive thenselveslowest
priority and sharethe dangersand
Impartiality ,/rrlr/ripr oflife wirb rheir troops.
A leaderexercisesimpartialiryand
avoidsprejudiceofany kind. Because
eachdecisionis a test offairness,the After you turn ofi the recording,sitenly
leadermust be impaftial, consistent, r€ad the parag.aphsagain. Next, in your
dictjonaryor the glossary for this untt
and prompt. look up the words you do not know.
Then complete Exercise 2 by rewiting
Knowledg€ the sentencesin your not€book and
inseding the corect words In the
In order to be knowledgeable,
a leader
shoulddevelopa progran oflearning
\ 2 t a s k n o r m a l l y n e e d sc l o s e rs u p e r v ' s r o n
Exercise
t h a n a s o l d i e rw h o i s e x p e r i c n c e da t t h a i
L Capl Grant has a lot ofinlcg.ity lt is s a m c j o bo r 1 a s kA . soldierwilh low
one olth€ he will nced for his c o n l i d e n c en c e d sy o u r s u P P o na o d
e n c o u r a g e m e nA l . s o l d i e rw h o w o r k s
h a r d d c s e r v e s] o u r p f / i s c ; a s o l d i e r
2. The nission will be a difficult one: 'Nio intentionnll. lails to follow your
however, ifcveryone docs his prfl. li
g u i d a n c eo r I a i l s t o n r e e tc l e a r s i a n d a r d s
m a y u e e d1 ( )b e r e p r i m a n d e do f P U n '
isbed. You rnusl correctly 'issert your
3. Maior RossandMajot Bl)'thearc
. T|ey werc in the samecLassat
the military academy.
deporinent,and
4. CeDcralappearaoce,
bearing
VOCABULARY
1
rffir soldief s' crrrlzt"nce, molivation. and
c o m m i l m e n ts o t h a t Y o u c a r rt a k e i h e
p r o p e r l e a d c r s h i pa c l i o o sa t t h e c o n c c t , tearniisstraiegiy
t Repeitittg t e )
Y o u u s t c r c a t ea c l i n l a t et h a l e n c o u r - ; sounls,ttotr/^,nnd
Listen to the reading titled "Leadership
Components"and follow along.The
a g c sy o u r s u b o r d i D a l etso p a n r c r p a l e . senlcncesgtres lou .
As a c t i v e l ya n d 1 0w a n t t o h e l p y o u a c c o m - I dfeelforthe t
italicizedwords are the newvocabLrlary'
you listen,underlinethe words you are not p U s ht h e n l i s s i o n .I n g r e d i e n t se s s e n l i a l
i.::-..:,;g:::x-;.-:..:.
t o t h c d e v e l o p n e n io l s u c ha c l i a t e a r e
m u t u a l t r u s t ,r c s p e c t ,a n d c o n f i d e n c e
'f
h€ Lc?rder
Leadership T h e s c c o n dt n a i o r l e a d c r s h i pc o p o n c n r
Gomponents i s y o u t h e l c a d e r .Y o u m u s l h a v ea n
h o n c s l u n d e r s l a n d i r go l $ h o y o u a r c .
whal you know. and whal You cando.
The four componeDls of leadcrsbiparc
You nlust know your sltcngths, weak-
ahvayspresentand altect which choiccs , n d l i m i t a t i o n ss o
n e s s e sc, a p a b i l i l i e s a
-\ounake and wheDyou makc lhem that y o u c a n e x e r c i s ec o n l r o t ,d i s c i p i i n e
Thesecomponentsarc lre /ezl lre y o u f s e l l .a n d l c a d y o u r s o l d i e r sc f t e c -
leader the litudtbn, a c.nnwicd t i v c l y . Y o u m u s t c o n l t n u o u s l ye n s n r c
t h a l e a c hs o l d i e f i s l r e a i e dw i i h d i g n i t ]
Th€ Lcd
A s s e s s i r r go t h c r sm a y b e e a s i c rt h a n
The soldiersyou afe rcsponsiblclbr l o o k i n g h o n e s t l ya i y o u r s e l f l f y o u h a v e
IcadingcoDstitutethe first major lactor difficulf, assessingyourself, ask voul
1 in thc leadershipnexus.All soldiers l c a d e rw h a t h e w o u l d l i k e t o s e eY o u
shouldnoi be led in the sameway.Ior c h a n g ea b o u t t h e w a Y Y o u l e a d Y o u r
example, a soldierwirh a newJobor soldiers or how you support Lrim Do not
put hitn on the spot.cive him time to you are lrying to tell them and whenyou
ihink ofspecific sugg€stionsand then undcrslandpreciselywhat they are
meetwithhimto talk aboutrhem.You lrying to teil you. You may communicate
can also seekthe crrn sel ofyour whatyou want orally, in writing,
peers,or askan expedencedsubordi- throughphysicalactions,or througha
natehow well he thinksyou issue combinaiionof all of these.
ordersor providenccdedinformation.
The way you communicatein different
Considerall thesepointsofview and
situationsis importanl.Your choiceof
thenwork on improvingyourself:
words,toneofvoice,andphysical
actionsall combineto affectthose
The Situation underyour command.The ability to say
The situationis the third major leadeF the correctthing at the appropriate
ship component.All situationsare monentandin therighl way is alsoan
different;leadershipactionsthat work importantparr ol-leadership.
in onesituationmay not work in Effectivecommunicationilnpliesibat
anolher.To determinethe bestleader- your soldierslistento and understand
ship action1i)take, first considerthe you. Sincesoldierslistento leaderswho
availableresourcesandthe lactors of listen to them,yo musl work hard at
mission,enerny,time, terrain,and understandingexactlywhat your
troopsavailable(METT-T). Then
considerthe level ofconlidence,
motivation,andcommitmentto
the missionofyour subordi-
nates.During somesituations,
you lnay haveto cioselysxper-
vise and direcl subordinates'
work. Durirg othersitllalions,
you may only haveto encoumge
and Ustento their ideas.
The situationalso affectsthe
timing of a lcader'sactions.For
example,confrontinga subordi-
nalc may be the coffect decision,
but ifthe confrontationoccurs
too soonor too late, the resultsmay soldiersaresayingto you.Cood
not be what you want. You must be listeningis bardwork, but it is a skill
skilled in identilyingandthinking that can be learned.Do not interrupt
throughthe situationso thal you can whenothersare speaking.Look at the
take the right actionat the right 1ime. personspeaking;listento what is said
and alsoto how it is said sinceemotions
What ifyou take ihe wrong action?It are an importantpart of conmunication.
happens.We all makemistakes. lfyou listento your subordinates, they
Analyzethe situationagain,lake quick will listen to you.
conective action, andmove on. Leam
frorn your nistakesand thoseof In surnnary,the four rnajor leadership
componentsare alwayspresent,bui
their effectsvary with the sjtuation.The
mosl rmponanacomponenlrn one
Cornrnunication
situationmay have littie importancein
Communicationis the lourth major another.You must constanilyconsider
leadershipcomponent.Communication all four conponentsofleadershipwhen
is the exchangeof informationard choosingthe bestcourseofaclion.
ideas.Effective communicationoccurs Mistakeshappenwhen leadersfail to
when othersunderstandexactlywhat considerall four cornponentsandthe
q
mannerin which Lhcsecomponenls
GRAMMAR
affect€achotherand missionaccom'
plishmeni.Self-assessmcnl. study,and
experiencewill improveyo runder-
standingof lh€ tbur major conponents Conditional Aro l rcpeali g
ofleadership.
Sentences u dentand Ubwou
consklet ll! tend to
Silentlyread the paragEphs again. Look mfueace n *ind
up the meaning of the words with which
you are not familiar, Then complete lhe Read the materialand work the ereF
cises. Then check your answers against
the answer pages at the end of this unit
lf you still do not undeFtand the material,
reread the section and reworl the
Exercise 3
Real Conditions
3. Capt Franks is a person ofgreal express
certain if conditioral sentenc€s
and will do an excellentjob. will actually
something that may or
a. difficulty cometo pass.Real conditionsare those
which presentlyexis1,are probable,or
are likely to happen.The simple
present,the presentprogressive,or the
4. Talk to him. He needsyour e\ped pr€sentperfecttenseis usedin the if
clause,and the futxre tense,a modal,or
the impemlivefonn ofthc verb is used
b. spot in the main, or resull, clause.
Examples:
Ifyou go 10tbe "J" area,you should
find CaptAdams.
IfSglRedfordhadIeftat0900,hc
Exercise 5
wouldhavebeenthereby now.
m
copy the sentences in you. notebook.
Then complote each sentonce with the
corect fom of the v€rb given in
WRITING SKILLS
Summarizing
The Principles of
Exercise I Leadership, Partl
Developedin a 1948leadershipstudy,
Liston to the lectur€ tltled ..Cadng the US AImy's princjplesofleadership
LeadeEhip." The recture wttt be read
werefirst integratedinto a leadership
one iime. Take not6 an.l use your
notes to writo a summary, lf you n€ed doctrinein 1951.Usetbeseprincipl€sto
1o check you. notes, go back and ptay assessyourselfas a leaderandto
developan actionplan to improveyour
ability to lead.
Know Yourself rnd Seek Self-
Inprovement
To know yourself,you haveto under-
standwho you ar€ and be awareofyour
prcfere ces, srengtl:,s,^nd weaknesses.
Knowing yourselfallowsyou to take
advantageofyour strengthsand to
overcomeyot)r weakiesses.S€eking
self-improvement meanscontinually
developingyout strengthsand working
on overcomingyour weaknesses. Doing
so will incr€aseyour competenc€and
the confid€nc€your soldietshave in
your ability to train and to lead. co ectiveaction.You mustavoid
srading responsibilityby placingblame
Be Technically and on someoneelse.Your objectiveshould
Tactically Proficient be to build trust betweenyou and your
Ieaders,as well as betweenyou and
You arc expectedto be technicaLlyand
thoseyou lead.
tactic?lly ptoficient at your job. This
meansthat you can accomplishall tasks
to the necessary r/dn ddrds.ln addition, Make Sound and TiIn€ly
you are responsiblefor training your Decisions
soldiersto do theirjobs and for under- You must be able to assesssituations
studyingyour leaderin the eventyou rapjdly andto nake sounddecisions.lf
mustassumehis duti€s.You develop you delayor try to avoid naking a
technicaland tacticalproficiency decision,you may caus€unnecessary
througha combinationofth€ tactics, cdsrdlt e$ andfail to accomplisbthe
techniques, and proceduresyou l€arn mission.Indecisiveleaderscreate
formallyat schools,on your day-to-day hesitancy,loss of confidence,and
job, and ftom professionalreadingand confusion.You must be ableto reason
personalstudy. underth€ most |rJ'irrf,conditionsand
decidequickly whaxactionsto take.
SeekResponsibility and Take Here are someguidelinesto help you
Responsibility forYour leadeffectivelyi
Actions . Gatheressentialinfomation betbre
Leadingalwaysinvolvesresponsibility. makingyour decisionsandconsidet
You want subordinateswho canhandle the shott- and the long{erm effecxsof
responsibilityandhelp you pelform thesedecisions.
yourm ission.Similarly,your leaders
. Announcede€isionsin time for your
wantyou to takethe initiative within xhe
parameters oftheir statedintent. When soldiersto rcact-Gooddecisions made
you seea problemor somethingthat at the right time are better than the best
needsto be fix€d, do not wait for your decisions madetoo late.
leadertotellyouto act.The example
you set,whetherposixiveor negative,
helpsdevelopyour subordinates.
Wartimerequbes,ord leadersat all
ievels,leaderswho exerciseinitiative,
ar€resourceful,and take advantageof
oppo unitieson the battlefieldrhatwill
leadto victory-wh€n you makemis-
takes,acceptjrrt criticism andtake
SettheExample 8. What do subordinat€swant their
leadersto be?
Your soldierswant andneedyou to be
a nle moalel.This is a heavyresponsi-
bility, but you haveno choice.No
aspectofleadershipis morepowertul. VOCABULARY
lfyou expectcourage,competence,
candor,commitment,andintegrityftom
your soldiers,you must demonstrate
thesesamequalitiesyourself Your
soldierswill imitat€youlbehavior.You
must set high but attainablestandards.
You must be willing to do what you
requireyour soldiersto do. You must
sharedangersand hardshjpswith your
soldiers.Your pelsonalexampleaffects
Listen to the reading "The Principlesof
your soldjersmore than any amounlof LeadeFhip, Part ll." Clrcle th€ words you
instructionor form ofdiscipline.You do not know and chock thoir meaningin
aretheir role model. the glcsary at the end of this unit,
Otherp ncipleswillbe giveninPartIL
Exercise I O
The Principles of
Leadership, Part ll
lnsen the corfect wofds in
and rewrite the sentences
_T.proficient s. person of
8. bold h.
_10. evade j.
,11, counsel
Exercise 13 tbrceconflicts,post combatopcrations, i(l
and nation-building missionswil I requirc
thc soldicrs10operatein environmenls
In one page or less, discuss the four with ROEssomcuhatlessstringentthan
componentsof leadership- the led, lhosethat applyto combal.
the leader, the situation, and communi-
cation as they relate to your own DavidCi.Bolgiano.
S,r/. c: Captain
p e r s o n a re x p e n e n c e , "Firearms TrainingSyslem: A Proposal
for FutureROE l raining,'l:tnnrn
I nJaDtty
(July-Augusl 1996.p.,{4).Reprinted by
READING SKILLS
Exercise 14
require?
what doescounselnrg
rT
i What a Leader . Teaching,coaching,andcounsehtg
Must Do . Tranring.
b
I
t
at hand,andit enablesthen to op€raieir
a disciplinedmannerinyour absence.
Soldierscanbestrelateto atask ot
nissionifth€y knowthe ultimat€purpose
oftheir actions.
You mustteachyour subordinates
during combatoperations.Involving your
subordinates in plannjngshowsthat you
recognizeandappreciate theirabilities.
Rcceivingrecognitionandappreciation
fion1a respected leaderis apowettul
motivatingforce.Your subordinates' ideas
employr assignto a
ultimaterilnal,utteF
Provide Direction
Ituowingandmaintainingstandards.
S€fiinggoals.
Planning.
andevaluating.
Supervising
Making Decisions and Iland nr handwith yourteaching
Solving Probl€ms, ln conbatand responsibilitiesgo your responsibililies
as
rnrraining,yotrwill facecolnplicated a coachandcounselor.Counselnrg
problensandwill havetonake deci- involvestalkirg with a personiDa way
sionswith lessinformationthanyou whichhelpsthatpcrson!olve a problem.
wonld1ike.Whentim€permits.involvc coffecta performancc. or improvegood
yoursoldicrsin decisionrnakingifthey perfornance.You musicounsclyour
haveintbrmalionor experience tharwiLl soldierson tieir strengthsandweak-
lcadto the bestdecisionor plan n€ssesandon any problemsyou may be
InvolviDgthemcrealesa bondoftrust able10hclp Lhemwith. Counseling
belweenyou andthen. requiresbofi an uDdersranding ofhuman
naturcandtle listeningskills neededto
Supervising and f,valuat-
lcamabouttle situationandihe soldier.
ing. Supenjsingneanskccpinga
graspon the situationaod cnsLrring As a leader.you rvanrb helpyo r troops
that
plansandpoliciesareinplemented. becomebettersoldiersthrouglryour
Supcnisionincludesgiving inslfuctiols
and continuouslyirspectingthe Training. Qualiqr tranringmuslbc
accomplishmenl oIa task,makinSsure your rop priority.Effectivetrainingis the
you achievethe propcrlevelofsupelvi- key to srslaininga cornbatreadymilitary
implement: pul into lbrce andlo reducirghunan-error
effecl accidcnts.Trainingto a high standard
Soldie$ resentoversupe|vision.
producesskilled,disciplinedsoldierswho
whichalsostifl€siniiiativc.
acceptresponsjbilityfor the safeq/of
Undersupervision. on the otherhand,
themselves andofothersandfor thc
canleadto frusrraiion,miscommunica-
protectionof militaryequipm€nt.
tion, and lackofcoordinalion.
Evaluatingis parl ofsupervisirrgand
includesassessing how soldiersperfom
Provide Motivation
1
a task.Youneeda routinesystemIor Motivationis the causeofaction lt
chcckingthe items,bothbig andliltlc, givessoldiersthe willio do wiat you and
importanttoacconplishingtlrcmission. theyknow n sl be doneto accomplish
Tcaching, Coaching, and the mission.Ifyour subordinates have
Counseling. Teachingandcounseling confidencein themselves, eachother,the
ar€tundamental unil, andyou.andalsosupportthe cause,
responsibilities
of every
leader.T€achingilvolves creatiDg theyrvill bc sincerelymotivated.Training
the
conditionsnecessary lor someoneto be themto lighi andwin as a cohesive,
ableto learnanddevelop.Coaching, disciplinedteamwill hav€a valuablc
counseling, motivatingeffect.Knorvledgeandski11 in
rewarding,anddisciplining
combatdecrease fearandincrease
areall paltsofteaching-You haveto be
a goodteacherto plan and conduct confidence. Confidenceis a strong
effectivetraining. motivatingforce.It raisesmoraie,fostcrs
courage,andpromotesthewill to fight.
You mustkeepa broadpoinrofview
on humannahtreaDdmotivation.Do not
allowyourselfioholdihena|rowview
thatsoldiersaremotivatedonly by fearof
thcir leaders.ltis, ofcourse.€qually
dangerous to believethe opposire,thal is,
thatall soldiersarenrolivated1()work hard
andto do theright thing.You can
notivateyour soldersby (l) servingas
th€ethicalstandard-bearer, (2) developing x
cohesiveteanrs,and(3) rewardnrsand
FUNCTION
punishingin Lheright manner.
ln ordcrto moiivatesoldiers,a truly
goodleadermusthaveandlnustencour-
agein othersthefour charactcristics of Hypothesizing
initiative,inDovation,
ingenuiLy,and
To hypo$esizeabouLan actionor
conditionis to assulne or supposcwhat
To initialcis to takeneccssaryor
onc s own wouldhappenin a particular situation.
approprialeaction upon
To express iypolheticalideas,we use
authority.A leadermustiniliateand
prcsenrand pasl unrealconditional
encourage iniliativein others.
senlcnces snchas lhoseyou studicdin
'l'o innovateis to seek1(restablishor,
tfie gramnar section.Eachtype ex-
lvhenneccssary,to changesomealready pressesa differentmeaningand is uscd
procedure,
established custdn.rule,or for a dillcr€nt purpose.
recogn;zedprinciple.A lcadermustbe
innovationin Prescntunr€alconditiooalsentcnces
innovaliveandenconrage
descfibcconditions thatdo not exisl
now.Theirmeannrg is present tinc
A telJnsimilarto imordlr," is althoughthe verb in the iI clause is
rngerrlrt],which describesinventive actuallyin the presenl subjunctivc,
power,a talcnttbr creating,combininr,. whicl looks like the pasttense.lne
or originaring.Ingenuiryis a lalentfor verb form in the main clause,or resull
clause,is would + sitrrpleform of the
verb. Thistypc olsentenoc is otten
Judgmcntis the abilii] lo weighnot (n
1 only factsbut alsopossiblesolutjons
usedro exprcssa wisb give advice
logically.Judglnenlis shownby thc Example:
soldierwho is sharpin the maDagement
II AbrahamLincolnlYerealive.I
ofpracticalarairs.
wouldaskhnn aboutrhe American
CivilWar.
Summary
Paslurrcal condirionalsent€nc€s deal
You nust providepueose,directron. wilh thingsthatdid not happen.This
ard ntotivationlo meetthc d€mands of type ol sentenceis often usedto discuss
combat.Purposegivessoldiersa reason sonethinSwhich failed to occur.or to
for doingdifficultlhingsunderdanger- nake apologicslbr somethingin the
ous,stressfulcircumstances.Dircclron past. l'hc verb in the if clauseis in thc
showswhatnust be doneandhow it perfectsubjunctive,which js like thc
mustbe done.Motivationgivessoldiers pastpcrfecttense.Ih€ verb in the lnain
thewill to do eveq.thingthey arecapable cLause, or resultclausc,is the perfecl
ofdoingtoacco plishamission. conditional fo rm (would/corld/might+
Yourbehaviorselstheexamplefbr have- pastparticiple).
yoursubordinales. Sayingall Lheright Example:
wordsandhavingall the riglrl lalxes and
knowlcdge\rill haveno tneaningto olhcrs IfLheSouthhadwon theCivil War.the
ifnolreinforcedby youractions.Your UnitedStateswouldhavebeen
actionsarewhatsoldi€rs,peers,and different.
leaders se€.Evennore thanwordsdo,
Note: An ifctause in thc pertectsub'
actionsrevealrvhatmustb€ doneand
whyi1 is important.AclionsinspireoLhers iunctive(like the pastperfccl lense)can
b€ combincdwith a matu clausethat
1 to followandfight bravely.
expresses a situationnot true in the
presenr.This lype of sentenceshows
how somethingwhich failed to occurin wixhfaining in specialrypes
the past can have an effect on the ofcombar.
present,This conshuctiono€cursmore
liequently in spe€chthan in writing. Jefr Wasthe rrainingveryrigid?
Example: Ltlee: Yes.lfone ofthe tearnshad
Itth€ Southhadwon theCivil War, madea seriousmistake,the
the Unit€dStateswouldbe very wholeunit wouldhavehad
differenttoday. to r€t1am.
Listen to questions about tha dlatog J€fE lfl werein thernilirary, I'd
titled r'lf You Hadn't Jotned th€ rvantto be amemberofrhe
amy . . , ," The qu6tions wi be read samegroup.
one time. Writ€ them in your notebook.
lf you need to ttsten io the quosdons Ltl-eei lfl wereyou,I,dconsiderit.
again, replay this segmenrof the
Exercise 18
WRITING/SPEAKtNGSKILLS
LtLe€: I likedthewargames,
especjallythosethat dealr
couosel(CouN sel)n:advice,an€x-
GLOSSARY changeof ideas
of a
The fundanentalresponsibiliti€s
leaderareteachingandcounseline.
Objective
Vocabulary demandins(d€MAND ing)adi:challeng-
nrg
(acCOUNTabte)adj: held
accountable assignment.
It wasa very dernandine lt
fequiredaUof ourknowledseandskiII
io get thejob done.
The soldicrwhowentAWOL last
weekendhaslo be accountable for his evade(eVADE)vi to avoid
actions.He will begiventwo weeksof
Civernea difectarswer.Do nol1ryto
9yad9the issue.
(asSES)v: to judge
.rss€ss
hardships(HARDshiptn: difficulties
Ater the accidenta teamwassenito
assessthe damagc. Itwill be a difficultmission,onewith
lots of !-qdslri$.
bold (BOLD) ad.j: daring,fearless
in t€ntionally (in TEN tional ly) advi on
He is abqt!leader,willing lo take purpose,pur?osely,deliberately
unexpecled actron.
WhenColonelGordonspokcat the
caslrlty (CASu al ty) n: lossofnil ilary nentioned
briefug. he intentionally
personnel dueto n ufy, illness, the deployment offorcesto the crisis
capture,or dealh
praise(PRAISE)n:anexpressionof
NATO is colnplilgdofsixteen jon
or admtrat
approval,commendation,
memDernallons,
Wbenyorlrsoldiersdo well,tell them
comprise
Sixteenmembernalions youlike theirwork.Civethelnpl4isg
NATO. whentbey deserveit.
preference(PREFer ence)n:desire
His p!9&!94!9 was to go to the
location on the battlefield wherehe
Military
could bestcolnmandth€ forcesrather Expressions
than to remainat the CP (command
post)for controlandcomrnunication
ROE
Here is the problem; tly to lolLi1
e$. SlandardOperal
ing Procedure
Zero in oni locateaccurately
Mission,Enemy,
The mission ofthis batt€ry is to Z9!q
Terrain,Troops,
i!!4 the enemy'sartillery positions. and Time
OP
MilitaryAcronyms
AI: Area oflnteresl Fhst Sergeant
OPORD:OperationsOder
2. Theexercise
will be conducted
in
_ phases.
3- The soldierwas
completethe obstaclecourse.
models?How aborta h istoficaI figure'l Righl trp fiont, Montgomeif lells ns
would a Pauon or an Eisenhowerdo? i h a l t h c n c w o l l l c e rm u s t s o m e h o w
win
lis soldiers ovcr so thai, together,they
For answers.I looked to th€ lcadc*hip
can becomean effectivc leanl able to
I had received in the basic course.and it
accomplish anymission.
helpedne d evelop a framework and some
suidelines tbr sound ard effective l'hc obvious thing we must detennine
l e a d e r s h i pB. u t h o s m u c ho f r v h a l y o u n e x l i s h o w t o $ i n t h e i rh e n f t sC
. hiDcsc
Iearndo youaptly? CaDyou rcmenrberall philosopherSun l'zu will givc us sone
thosc long lisls ol lead€rshipprinciples, nrsighr:
dcllnitions, examples.aiiributes,qualilies,
Resord you soldiers $ you/ childrcn,
thnrgs),ou must know. rhings you must
dnl thet r,iI.liUotr )'o11into the dcctest
d o ? I f w c c o u l ds o m c h o " d i s t i l l a l l t b i s
tuIqt laok an thcn os wt aw
knowledgeorrcducc it lo a liw casy-lo-
belowtl nns, dnl thar will ston.l br lou
r e m e m b elri r e s .! r o u l d n ' 1i 1b c w c l l w o r l h
t
F
/l
You will needUnit 5 ofthis course,the Unit 5 recording,a lape/CDplayer.a blanktapeto
recordyourself,a notebook,a pen or pencil.and yorr copyof Webstet! Nel Wot'ld
!z:,1
In ihis lessonyou will
I irqurreabourandde,cfibemiliraDoperdrn'n'
2. beconefaniliar wirh ihe organizationofthe UnitedNations(UN).
3. reviewthe UN's militaryrolesandstructures.
4. reviewUN peacekeeping challenges.
5. feviewthe useof simplepastvs. presentperfeclLensc.
6. useandcorectly pronounceobjectivevocabulary, military expressions,andLIN and
rnilitaryacronymsin the glossary.
7. wr;tethe preliminarydraftofyour oral prescnlation
basedon your outlineandnotes.
8. rcadmodelsoflnilitary nralcrialandaoswercomprehension questions.
9. readautheniicUN articLes andanswercomprehension questions.
10. practicevariousleanringstrategies(cognitive,melacognilivc.nelnory, social,and
affective)to promoLelanguage learning.
f(
LEARNING STRATEGIES How the UN Works
new learrung
lnUnit 5 you will cncounter The United Narionsis an oryanizatiott of
strategiesaswell asrcviewsomethatyou sovereign nalions,not a world govenr-
leamedin previousunits- ment.lt provjdesthemachinerytohelp
find solutionslo./r.tptreror problems.
andro dealwith virtuallyanymatterof
Planning concern1()hxmanity.
Il doesnot lcgislateiike a natioral
parlianenl.But irllhe meetingroomsand
Exercise 1 c.rrrtlr/s ofthe UN, representalivesoi
setting gods) tri
alnost all countdesofthe world large
andsrnall,rich andpoor,wilh l,arltrrg
Planningis a good way to keeplearneFon lhe longuaga
poliiicalvielvsandsocialsystcms have
track,Take a few minutes to complete the a voiceanda votein srdptngtlrepolicies
scheduleforunit 5 in the s communilyThe )ear
youdid thoseofthe other units ol'the international
1995markedthe liftiethamriversary ol
the Organization.
Tbe UN hassix mainorgans,listedbelow.
Unit 5 Schedule All arebasedat UN Iteadquartersin New
York, exceptthe lntemational Cout of
Day Plan Actual Juslice,whjchis locatedat TheLlague,
Mon Netherlands.
rI'
r
committees andbodies.
The Assemblyhasthe right to discuss
eJ.'d'r,akercconmendulions on all matters
within ther.r|r€ ofthe UN Chater. lt has
"How the UN
i Listento the roadingtilled
Works"and follow along.The newvocabu-
no power lo compelaction by any Stale,
bxt its recomnendationscarry the weight
) tary is in italics, As you listen to the
reading,circle th6 words you do not
ofworld opinion.TheAssemblyalsosets
t. policiesanddetennines programmes tor
the Lrtl S€cr€rariat,directs activities lor
development andapprovesth€ UN
Exercise 2
obligale varying
1 corndors convene
1._dispule Since1948,theUN hascarriedourmore
tlan 40 peacekeeping operations,
27 of
2._mediation b. placemilitary
themsinceI 988.Morethan750,000
militarypersonnel haveservedwirhthe
UNforcessinceI948,andmorcthan1,400
peacekeepers havelostrheirlives.Many
4._organization ihousands ofcivilians havealsoserved.
5._recommendalbn e, meelrng
.,. in Africa
6._deploy
'l'he
civil warthatbrokeoutin Somaliain
l99L resultedin morethan300,000
VOCABULARY peopledeadand5 milljon threarened by
hunger.TheUN helpedeliminar€mass
siarvationandstoprhelarge,scale kiltings.
- Tr,!oUN Operations in Sonatjasoughtto
Exercise 5
Exercise 6
Answer the followins questions based
Put the correct form of the verb, either
simple past of present perfect, in the
followin9 sentences,
L Wl]al means does the UN have at its
disposalto help preserveworld peace?
TheUN team(rnove) intothcir
What ;s the rolc oflhc Secretary- newquartersiastweekandthey(be)
Gcncralin peacemaking? $ere evcr srnce-
we (have) abriefinslaslwcck
nr the old barracks,but now tbey
GRAMMAR
(mo!c) the briefingsto thenew
building.
Assoclating
,i SimplePast I (mcet) anyoDe
wbo couldplaysoccerIikePcl6.He
versus Present (be) the besrin rheworld.
Perfect A: Are you goingio watchthe rrainnrg
videoon militarycouftesy?
ln discusshgpastevents.you lnay
sometimeshaveto decidewhetherio usc B. No. I Ge€) italready.In
thesimplepastor the presentperfect lhct,I 'ustGee) it yesterday.
Exercise 7
ln the following ssntences,use the
correct fom of the vorb, either simple
pasl or present perioct. Use for or s,rce
Ci.cle the verbs that correctly complete
l. Thediplomat(buy)_his com-
L Eve'ybody(hasjumped/.iumped)
putertwo yearsago.He (use) it
whenth€ bo'nb(hasexploded/
ahnosteveryday the day ofthe
exploded).
you ever(be)
Present Perfect Used
With For and Since B:I (notb€) 1996
Wlen the presentperf€ctis usedwith /o/
A: How long(be) colonel
otrtrce, a situationor activityis indi-
Popov in the Bulgarian
catedwhich startedin the pastand
aJln/
continuesto the present.Fo/ indicates
duration,and rr'r.e indicatesa specific B: He (be) in thearmy
time. 3l yea$,buthewill retirenext
righis,racialdiscrinination,therightsof
VOCABULARY child€n andnany otherrights.
TheUN hasalsoput in placenrechanisms
ra- to furtherhumanrights. The UN High
International Law
'l
he UN hasrnademajor contributions
towardsexpandingthe ruleoflaw among
pursued obserued rapporteur
nationsthroughits development and
eradicalion cediry segregaled
crlifcdti.,r of internationallaw. The
lransition codificaiion illicil
IntemalionalCourtofJxsticebas
assisiedcountriesh solvingimpor.anl
legaldisputes,and hasissuedadvisory 'lhe
secondsquadwas lrom
opi onson uN activilies-TheInterna- the restofthe company.but theywcrc
tionalLarvConmissionworksto tunher being closelyby the com-
thedevelopment of internalional
law.
TheUN hasinitiatedhundredsol'
2. The snueglerswerebeing by
intenlationalconventions andtrearies,
coveringvirtuallyall arcasolhumanand
the borderguardsbecause
thcy were f
tryingto carry _ drugsirrtothe
Stateinteraction,
tromintemationaltrade
t After the meeting, the _ was
r
i
askedto readtheminutesfor those
who were not ableto arlive on time.
VOCABULARY
itis difficulttomakethe
Sometimes
_fi ommilitarylife to civilian
lifb.
i
i
5. The
r€form
of the Iawsis absoLutely
essentialfor the success
prograns being
ofthe social
proposedby Listen to the readingtitled "What the uN
l Parliament. Does For Developm€nPand follow alons.
The italicizedwords are the new vocabu-
II 6. The healthinspectorwouldnot be
satisfieduntil the _ of the
lary. As you llstcn to the rea.ling,circle
the words you do not know.
insectsin thebanackswascomplete.
7. Sgt.Joneswastold to ,_ in
writing that what he had said was Whatthe UN Does
forDevelopment
Exercise 10 Lastingworldpeacerequiressocialand
economicdevelopme for all.Thislink is
Answer the tollowing questions based
recognizedby the Charter,wbich assigns
p
l on the previous reading, to the LrN, asone of its main linctions, the
prornotionof higber standadsof living,
tull employment,andeconomicandsocial
pro$ess. Thusa major part of UN work,
L W1lenis Human Rights Day observed?
measuedin termsofbudgetandpersonnel
I involved, goesinto numerousprogrammes
2 What are somehumanrights issues
i ained at achievinga b€tterlife for atl
thathavebeenaddressedbY UN
t htemationalconventioN? peopleofthe world.
t Tlrreefourthsofthe world's pcople live in
II 3. Wtratis meantby self-determination?
developingcountries,and L3 billion are
I 4 Wllat yearhasthe UN Assemblyset living in arjsct poverty. While the world's
l asthegoalfor endingcolonialism? 24 richest countriestaken togetherhave a
percapitaincom€of $23,090, the45
I 5. What is apartheid? poorestcorurtrieshave a per capila income
I
I
l
6 Whatare somemajor areasof interna-
tional law that th€ UN works to
improv€?
of$380---'a ratioof60 to 1
I
Thc CeneralAssemblyhasst.essed
necdto reshapeinrernational
rhc
econonic
rclationsso that dcvelopingcounrrics
But mostofits alsistance
p.ogrammcs
aretundedthroughvoluntaryconr 1
cantaketheirjusiplacein thewortd
economy.In a scriesof I0-yearInlcrna- . UN peacekecpnrghas becomea vilal
tionalDevelopment Stralegies
adopted inslrunrent
lbr peace.IDearly1996,
since1961, tbeAssenbty hasrecom somc26,300 tJNtroops.military
mendedmeasures ro reduccthe gap observe.sandcivilianpolice,provided
belrveenrich andpoorcounlries. by 70 conntries,weredeployedin l7
Placing new xto ls operationsnr variousareasofthe
TheAssemblyis now elaborating a
blueprinafor acrionto pm motc irfle.na-
loa integtutethehl L'onalcooperation fordevelopment, on . ln I980thcWorldHealthOrganizaiion
the basisoftbe 199.1reporoftlre (WHO)proclaimedtheeradication of
Secrelary-General. "An Agendafor
sDrallpoxliom thc rvorld.asaresultof
a II-yearglobaIp.ogmmmc whichi1
A foundofworld conferenccs has hadcoofdinated.
soughtto pfomotepfadical solltionsto . MoreinLcrnational
lawhasbeen
slobalproblemsby focusnrsor [nviron- dcvelopedthroughthe UN in the past
mentandDevelopment ( l 992),poputation Iivedecadcsthanin all previous
andDevclopmenr ( I 99,1).SocialDcvetop-
nent andthe Advancenrent ofWomen
( 1995).andIhltnanSerllements ( t996). . AJointLNICEF-WHOprogramDre has
intrr,xl:s./ 80 percentolthc rvorld.s
children againsr sixkillerdiseases:
polio,teLanus, neasles. $hooping
Did You Know... ?
. l'heUN systemhasbeenawardedthe
cough.diphLheria
sa\rnrg
andtubercuhsis
theli\rcsofmorc than2 million
f,(
NobelPeacePrizcon five occasions: childron everyyear.(UniredNaiions
t-N HCR( I 954andI 98I ), UNtCEF DepatuneDt of Publiclntbnnaiion,
(l965). rre lnternational 1996.pp.7-10)
Labour
Ofsanization ( | 969)and$e UN So11rce:The LINin Rriel: Whdtthe LtN
t eacekeepingForc€s( |988).The Doesfar Doelopnetu,Qrly t996),[w]wl
Prizcwasalsoa.lvardcd to Lord Join h11p:$,ww.un.orgovervie bdefhtml.
BoydOrr, Diredoroflhe UN Food
andAgriculturcOrganization ( I 949)i
1()RalphJ. Bunchc,ActingtjN After you turn off the recording,sjtenfly
Mediatorh Palesrnle ( 1950);andro read the paragraphsagain. Next, in your
DagHamnrarskjdid. UN S€crctary- dictionaryof the gtossaryof thjs unit,
General(l 961,posthumous). rook r,p the meaningof the words you do
wiu help Jtou
not know, Then, comptete Exe.cises tj
. Regardless ofsize ofpopulaLion, each
ol'the 185MembefStareshasone
lang ages*i s.
voteatthc UN GeneralAssembly,
lron themostpopulous(Ctrina, l.j
billion) tothesmallesl(Palau,I 7,000). Exercise 11
. LIN Day is celebmted
eachyearon 24
October,thedayon whichthe uN Test your reading reca[ Without tooking
Chartercameintoforcein1945. back over the reading,try to fi in a
suitable wofd to comptete each sen-
' TheUNregularbudget($t.3 rence. lf you cannot come up with the
billionin
1996)is paid throughassessed
right words, go over the readingagain. rn
contributions
from MemberStates.
Illlry did lne UN undertakethat nissiont
L rhe peoplein the slumsofthe large
city lvereliving in- PoverLY I{lbq took part in it?
2. The childr€nwere agarnst ofthe
VIal weresomeconsequences
whicl
ihe diseases had beendevastat
nission?
ingthem formany years.
9.
FUNCTION
10.
InquiringAbout
andDescribingUN
Military Operations
lnquiring About UN Military
Operations
Ifyouarenotalreadyfaniliar with UN
ot i fyou wouldlike to
militaryoperations,
leammore,you canusethe questron
wordsfromanearlierunittoelicitdescrip-
tionsofsuchoperations. Thesedescrip-
tionsmaybe veryinfonnativeforyou. The
foLlowing aresorneexamples:
queslions
You canusetheseandcomparable
X&q wasthelasttnneyou participated
in
questionsto leamaboutothers'experi-
aUN nilitary operation?
encesin LIN military operations,andthey
canusesimilaronesto learniiom your
!&4 wasihenission?
Exercise 14 indeedamazingtnncs.Theyarenot,
,l
bowever,fron a securilypointof view.
niraculous.Thereis no shortage of
ask a friend in the military,a helpful causcs \rhicbhxmanbeings wi11killor die
superior, a veteEn, etc., to sharc his for. Nor will we nowretireallofthe classic
knowledge of UN military operations tools for pursuinganddefendingour
with you. Ask questions and take notes. nrtercsls.Norwill others.But I world
lf you do not have a helpful partnef,
record and save youf questions for submitthatthe UN's capacityto serve
your classroom activities, conmon securityconcemshasneverbecn
greaterror nrcrcsusceplible to conslrnc-
tivethinkingorinnuence.
SollfcerT. Pick€ring,l993." fheUN
Describing UN Military Contribution1(]International Secuti1y." In
Operations w lllia]mH.Lewls(Ed.),I npl icationsof
You canshareyourknoNledgeaboutUN United Nations PeocekeepingOpera-
andimproveyour
militaryoperalioos rlorr, (McNairPaperSeventeen, lnstilute
speakingfluencywhenyou conversc forNalionalStrategic Studies.It.L€sleyJ.
wiih othersaboutyourexpedcnces. McNair).WashingtorD.C.:Nalional
Defense University,p. 98.
International
Security"
Fromtimelo time ashislorytrrns
remarkable corners.writersuselhc term
"annnsmirabilis",or "miraculousyeal'
41
to cxpresstheiramazement.thescarc
t Protection of 3. Canyou lhink ofany situationisin
rccenttimes(withinlasttenyears)in
Humanitarian whichpeaceoperationforceshavehad
Assistance actionsin orderto
to mke aggressive
deliverhumanitarianaid?
Military for€esbaveparticipated iD
num€rous Humanitarian Assistance (HA) Exercise 17
operations worldwidein recentyears.
ManyHA missioNmaytakeplacein
benignenvironments. However,in olher Go back and rcroad the paEgraph more
caseshostileforcesmay interferewith HA carefully and answer the questions in
missions. Peaceoperations forcesmay be
calleduponto protectthoseproviding
suchassistance or the reliefsupplies
rhenselves. HA forcesmustbe equipped
wirh weaponssystemsappropriateto the
mission.Suchsituationsmay rcquiretlre
READINGSKILL
eslablishment ofbaseareas,which
usuallyincludeair or seatenninals,
protect€d routesor coffidorsfor the Exercise 18
transportofrelief srpplies,andsecure
sitesfor the final deliveryofsuppliesto Pre-reading
theintendedrecipienl.Ifdelivery ofaid
ard reliefsuppliesis opposed,combat
UN Peacekeeping
:
I
Some Questions and
I Answers
i
I UnitedNationspeacekeepers, wearing
II dislinctive UN blue helnetsorberels, arc
dispalchedby the SecurityCouncilto help
I implenentpeace agreements, monitor
I
i cease-fi res,patroldemilitarized zones,
i cr€at€buffer zonesbetweenopposing
forc€s,andput fightingon holdwhile
negotiators seekpeacetulsolutionsto
I disputes.But ul1ima1ely, dre su€cess
of
i Whatis a "benign"envitonment? peacekeeping dependson the consentand
cooperation of the opposnrgparties.
h
I
!:
What is meantby the pkase "appro
priateto themission"?
'l'he
uN do€snot have an army. For
eachpeacekeeping rnission,Member
Statesvoiuntarilyptovidetroopsand
t
c o m p e n s a t e d :p a i d
cquipment.lbr \,!hich rhey are romp€n- k e e p i n gs o l d i e f sw e a rL h c no $ n n a t i o n a l
. o identj0 thcmsclvca ss
,l
s.rled fiom a specialpeacekeeping u n i f o r n l sT
budgct. Police offlcers, electionobserv pcacckcepers.they also weaf bltrc berets
persuasion ihe act of ers. hunran ghN monitors and other o f h c l m c t sa n dt l r eU N i n s i g D i a .
prevailing upon by c i v i l i a n ss o m c t i m c ws o r ka l o n g s i d e
r e a s o n i n gu, r g l n g ,o l nrilitary personDelnr pcacckeeptrg How Much Does lt Cost?
o p e r a t i o n sL. i g h l l y a n c d l b r s e l f -
.lcfcnsc rnd olien unarned peace tlN pcacckccphg pefsonneland
rank-and-file: soldiers of kccpers strongest"weapon" is thcir c q u i p m e n l c o s t $ 2 .b8i l l i o nj n | 9 9 5 .
an amy as dislin- impartialit),.Theyreiy oDpersnasnnl and r c l l e c t i n gt h ee x p e n s e oflJN pcacckecp-
guished from offcersi orioirnalLrseofforce to defusc tcnsions i n g i r i h e f b f l n e rY u g o s l a v i a . l ' c a c c k e e p -
o|ornarypeopre,as and pfevent flghting. lt is dangcrous i n g c o s l sf . - l l i n 1 9 9 6 t, o X ; l . l b i l l n n r a n d
disting'rishedifom busnrcss;approx inrate1y1,500LIN asscssnrcnls for 1997arc expeclc.l L{)lolal
pcdcckccpcrshave died in the pefbr $ 1 . 2b i l l i i n . T h i s i s i h e f i r s t t i l n ei n m a n y
officials n r a n c co l t h c i rd u l i c ss i n c e| 9 . 1 5 . !'earsthrt rhis llgurc bas I'nllen below the
y e a f l y c o s Lo l t h e r e g u l a rb u d g e t .
allegianceo : b l l g a i i o no r
What ls the Scope ot UN A l l M e m b c rS t a l c sa r eo b l i g a i e d1 0p a )
support and oyaliy to
Peacekeeping? t h e n s h a f co l p c a c e k e e p i ncgo s t su n d e fr
one s rurer,govern
menr, or coumry lormula llrat they themselveshavc agrccd
S i n c e1 9 4 5 t. h e r ch a ! eb c c n , l i t J n i l c d
u p o n .B t a s o f M a r c h 1 9 9 7 .M c n r b c l
N a t i o n sp e a c e k e e p i rogp e f a L i o n T s .l r e r e
dues: fees, taxes, ol Statcsowcdthe U N $ 1 . 9b i l l i o ni n c u n ' c n l
a r ec u r r c n t l ) I, 7 L r n d e f w a ) .1 h i r r y
olher charges, as oi and bacl(pcacckeepi|g ducs. Oflhc j
pcaccliecpirg operationswefe cfeateclby
m e m b e r s h i pi n a n pemranentmcnlbcrsollhe Security
t h c S c c u r i r )C o u n c i li n l h e y e a $
C o u n c i l .a l l b u t l h n c c a | l dl h e U n i t e d
b e r w c c D1 9 8 8 w h e n U N p e a c e k e e p i n g
K i n g d o mo w c v a r l i n g a n r o u o t o sfpast
opcraLionswcrc awardedthe Nobel
company, or nai on P c a c e P r i z e a o d1 9 9 7 .
y e a B ' | c a c c k c c p i n gd u e s .T h e U S i s t h c
l a rg c s l d e b t o r .o w i n g i l Ij b i l l i o nr s o l '
AI
ihai owes somelhing Mrrch 1997.
Who ls in charge?
I n I 9 9 5 .U N p r o c u r c m c t r to l g o o d s
p r o c u r e m e n t : i h ea c l o i T h e 1 5 M e r n b e rS L a t oosl t h c S e c u r i q ' and scNiccs tbr peacekeepiDg n)talcd
getling or br ng ng Council notthe Secretaryaicncfal Xi399 n r i l l n ) n T
. h e s i n g l el n f g e s t s h a roel '
aboul by some effod, crcale and define peacekeepiDg mis those contracLs 48 per ceri !!eft to
obta ning, or secLrring sioDs.Thc tjniled Nations Chartel b u s i r e s s e isn L h cI J n i l c d S l a t e s .
s p e c i l l c st h a l t h e C o u n c i lh a sp f l m a f y
r e i m b u r s e d :r e p a i d i r c s p o n s i b i l i l fyb f t h e I n a i n r e n a n cocf HowAre Peacekeepers
compensaled (for i o i e r n a t i o n apl e a c ea n d s c c u t ) . T h e 5 Compensated?
e x p e n s e s ,o a m a g e s , p e n a n e nG t )lmcilmcmbcrs Chiua,
France,the RussiaDlrcdcration,tbe Pcacckeepirgsoldie|s are paid by $eif
l l D i r e . iK i n g d o m .a n dt h e U D i l e d o w n C o v e r n m e u tas c c o f d i n gt o t h c i r o w n
deferrcd: poslponedl
States can veto any dccision on D a L i o n ar al n ka n d s a l a r y s c a l eC. o u n t f i e s
peacekeepingoperalions. v o l u n t e c r i l rpgc r s o n n etlo p e a c e k e e p i n g
o p e r a t i o nasf c r e i m b u r s e db y r h e U N a La
Itank-and-fi l€ soldierson peacekeep
flat mte of abonl S 1.000per soldier per
iDg missiors do nol sNearallcgiance to
r n o n t h .l h c U N a l s or e i r n b u r s ecso u n f i c s
the llnircd Nations. Goverrnrentsdrat
for cquipmert. But reinrbursemcDts lo
volLrrleerpersonnelcarefully Dcgotiale
llresecountfiesare often dcferred
tbe iernrsoftheir pa icipaln,r
becaLrse ofcash sho agcs caLrsedb)
iocluding conrmaudand conlroI arrange-
M e n r b e fS t a t c s f' d i l u r c1 0p a y t h e i rd u e s .
meots.The),retain ulliNaLcauLhority
ovcr their own rniLitaryforces scrving
undcrlhe UN flag, including disciplnlar!
and pcrsonnclnratters,and may wjth
/lT
draw theif troops il they w'slr. Peace
who Contributes Personnel mullinalionat force succccclcdlhe UN
and Equipment? pcacckeepiugoperationnr Bosnia and
A l l M e m b e rS L a t cssh a r ct h e f i s k o f
maintaininp g e a c ea n d s c c u f i l ) .S i n c e The Llniied Nations Charlcr pfovisions
19,15.I l0 raiions haveconlributccl on lhc ffaifltenanceofintcnatiolal peace
p e 6 o n | e l a t v a r i o u sr i m e s : 6 9a r c rnd scc rity are the basis lar bolh
currenrly providing pcacchccpers.,^s ol pc:lcekeepingand enlorccmcnl action.
February1997,thc 1opcontfibLrtorsof
rurps to cunert nrissionswere: I)akistan What Has Thwarted Some
( 1 , 7 2 s$ l d i e r s ) ;I ' r d i a( l , 2 l 1 ) ;B a n g l a d e s h Recent Peacekeeping
( | . I 4 5 ) ; t h cR u s s i a nF e d e r a t i o n ( 1 . 1 2 5 ) ; Missions?
t o l l : l h e n u m b e r ,l o s l
Jordan ( 1 .I 0 I ) t P o l a n d (1 , 0 9 5 ) ; a n d
Tl)e prilrcipal problcm has beenthe taken, or exacted
Canada(1,08.1).Thc small islaodoation of
Fijihastaken palt in virLuall] every UN unwillingnessofwa$ng farlics to seek
thwaned: hindefed,
peacekeepingoperalnm. .ts has Caoada. pcdcclul solutions.Anothcr nrajor pfoblenr
obslrucled, frus-
Evennon-LlN Membcr Slalcsbave hl]s bcen Member States failure to
lrated or delealed
conhibulcdt Ssitzerlrnd. tbr exarnple. provide sufficienl rcsources.Peacekeepers
p r o v i d c sl n o n e y r, n e d i c aul n i t s ,a i r c r a n have somelnncsbccn harded dauntitrg d a u n t i n g :d l s c o u r a gn g
and otlrer eqLripmentto peaccl(ccp11g. tasks by the Securiiy Council bnl have i n t i m i d a t i n go,r
not bccn given lhe meansto calay lbeor dLsheadenifg
out. Hcrc aretwo recentexamplcs:
Why ls Peacekeeping a genocide: sysiemalic
Bargain? I nrfonned
In I 99,1.the Secfetary'(;cnlera
k lling of, or aci on
thc Sccurity Council thal pcacckeeping
inlended to destroy
The costs ofpcacckccping afe txr,v commanderswould need15,000 lroops to
'l comparedto the cosLsol conllict and its
toll in lives and property. For every dollar
detcf allacks on lhe safe arcas" io Bosnia
and llerzegovina cfealcd by tl)e Securiry'
a w h o l en a i i o n a o
l r
lhal all Covefl )nents spenron miliLary Courcil. M embcf stalesauthofized7,600 unanimously:byorwilh
a c t i v i t i eisn 1 9 9 5 .l e s s t h a nh a l f a c c n t troops and look a yearlo providc thcm. complele agr-Ae
wentlo UN peacekeepnrg.Thc US share
ofUN peacekeepirgin 1996was about I r R w a n d ai n l 9 9 , l . l h c e d$ i t h e v i d c n c c
S s 0 0n l i l l i o n ,o f l e s s t h a n$ l . 8 0 p c f p e r s o o . o l e n o c i d ct,h eS e c u r i l y C o u o cui ln a n i -
g
p l e d g e d : p r o ms e d t o
mously decidedthat 5,500 pcacekeepers
gue
w e r cn r g e n t l yn e e d e dB . u l i 1 1 o o kn e a r l y
ls EnforcementAction the six moDthslbr Mernber Stnlcslo provrde
Sameas Peacekeeping? 1fietroops. cven thoLrghl9 (iovcrnmerts
h a d p l e d e e dt o k e e p3 l . 0 0 0 l r o o p so n a
l h c l w o s h o u l dn o t b e c o n f - u s e dt J. N
peacekeeping standbybasisfor UN pcacekeeprng
has iraditiolally rclicd on
the consentof opposing plrlics and So11fte:U^" leacekeepi g: Sanc
involvesthe deployment ol pcacckeepers Q uesti ons unri A$wers, (August I 997).
to implemenian agreemcntapproved by h!wwl http:www.un.olgNc" s,facts/
WRITINGSKILL
Exercise 20
I
Under the termsof the agr€ement. r€commendation (recommenDAtion)ni
bothpartiesareobligated10conirib- the actofendorsingasfit, worthy,or
uteto humanitarianrelief
The reconmendationmadeby lhe
observe(obSERVE)v:to takenoticeofor
colnmitteeis beingconsidered
by the
watchso asto collectfactsandreport
delegates.
a
Eat... wordsrbeforcedto admitthat
previousstatementwas wrong
W}lentheyshowedhin he waswrong,
he wasforcedto eathis words
Exercise 21
infomation;analett
Headsup: advanced
There ars many expressions that are Giveus a beadsuBon the sjluation
used In the military.A few are given befor€thegeneralgelshere.
here, Listen to and fepeat the expres-
sions and the sentences exactly
Nail... down:determine
Haveyoudetennined whatis wrong
yet?Yes.lthinkwe'vefinallyrailedit
Aboveboard:bonest
da!!r.
H€ hasadvanced he
rapidlYbecause
has alwaysbeen4ba!qbae4l. Run... down:tracesomething to iis
source:tryto find out whercsome-
Ace in the hol€:a surPr$e;asurPnse thing oiginated
We can'tfind the message You're
Ther€servefbrceis th€ general's4 talking about,but we're trying to rul !t
in thehole. d9!4.
MaritimeOrganization
IMO: Intemalional
Choose the special INSTRAWTIntemational Research
and
corectly completes TmjningInstitulefbr the Advance-
Examples:
In your nolebook, write the correspond-
ing UN or military acfonym or me6ning. Thc men are very hungry.Is dinner
ENRICHMENTACTIVITIES
5. Has ihe commandant bricled the
visiting delegatcs?
Troublesome
Grammar: Yet and Authentic Reading
Already Exercise 25
We use d/r.edd)to say |hat something Pre-reading
happened belbre now of beforc this time.
Itis usedin quesLionsand affimative
Think about some facis you aheady know
abour rhe UN. Try to predict what you
Exanples: think will be covered in the selection
"some Facts about rhe united Nallons."
The soldiersah"a./t completedlheir after you llnish rhe readinq, comPare
whal You learnedwith whar You knew
and whal you Pfedicled.
The adniral is ,1.ed..0here.
5. Whatis statedregardingemployment?
Answef the following qu8tions based
6. Who hastheright to education?I-low
is education
to bemadeavailabie?
2. The UN has
a. a largestandingarmy.
b. a]nnitedreseruealmy.
3. Approximalelywhatpercenrage of
the work ofth€ UN systemis devored
to helpingdevelopjngcounrriesbuild
the capacityto help themselves?
a. abou180perc€nt
b. about20 percent Universal
c. abort40 percent
Declaration of
4 Approxinat€lyx'hatpercentagc
regularUN budgetis accounted
ofthe
lbr
Human Rights
t'y the top severcontribulors?
"On Decenbcr10,I948,tlte Generul
a. about2l perceot
b. aboul5l percent Assemhb ofthc United Nrtions
c. about?1 perc€nr klopted Ml prcelainel the
Uniwrsal D eclaru tioh of H uman
Authentic Reading Rights,thefuu text of b,hich appeos
on thef,Iowing pages,Folo ing
this histo c acr, tlrc AsymbD calle,l
Exercise 27 upon all Member countries to
publicize the te& of rc Declnration
ittd "to cwse it to be disseminatel,
Scan the thirty articles of the Universal tlispluled, rcdd, and expoundel
Decla.ationof Human Rights.Then read PrincipsllJ) i sehoolsa .l other
the questions which follow these educational iNtitutions, b,ithout
instructions.Skim the a(ictes again for
the answeB to th€se questions. Write tlislittction basedon tIrc politiul
the answere in your notebook, st us ofcount esor tenilo es.',
,t reredrrecognitionofthe inherent No11),therefote,the GENERAL
digniryandofthe equalandinalienable ASSEMBLv procluit ts tue Anit'etsal
rightsofall membetsofthe humanfamily Decl$utiofi of Humon Righls as a
isthefoundationoffieedom,justice,ard commonstandadof achievement for all
peaceofthe world, peoplesandall natjons,to the endthat
€veryindividualandeveryorganof
Ithel"as disregardand contemptfor
society,keepingthis Declaratiorcon-
humantights have resultedin barbarous
stantjyin mind,shallstrivebyteaching
actswhichhaveoutragedthe conscjence
andeducationto promotefespectfor these
of natrkind, andthe adventofa world in
righlsandfteedoms,andby progressive aspiration:strong
whichhumanbeingsshall€njoyfreedom
measures, to
nationalandint€rnational, desiteor ambition
ofspeech,andbelief, and rreedomftonl
sec re theiruniversalandeJTective
fearandwanthasbeenproclain€dasthe endowed:pfovidedwith
recognitionandobs€rvance, bothamong
aspirationofthe colinnonpeople,
highesr
the peoplesof Member themselves
states
ttt?e/eas, if manisnol to
itis essential. andamongthe peoplesofteniioriesunder
becompelled to haverecourse,asa lasl theirjurisdiciion.
resort,to rebellionagainstt)Tannyand
oppression, that hunan rightsshouldbe Article I
protected
by tberuleoflaw, All humantreingsarebornliee andequal
to promotethe
ltftelearit is €ssential tudigniryandrights.Theyare€ndowed
development of ftiendlyrelationsbetween with reasonandconscience andshouldact
iowardsoneanotherin a spiritof brother-
hood.
lilrereds,thepeoplesofihe Unit€d
Nalionshavein ihe Charterreaftimed 2
Article
theirfaith in tundamentallrumanrights, in
thedigni6,andworthofthe human Everyoneis entitledto allthe rightsand
pe$on,and in the equaldghts of men and lreedoms setforthin thisDeclaration,
wonen,andhavedeterminedto promote willroutdistincljonofany kind, suchas
mce,colour,sex,language, religion,
socialpro$essandbetterslandards oflile
politicalor otheropinion,nationalor social
in largerfrcedom.
origin,property,birth,or otherstatus
,t/releds Menber stateshave pledged Furthernore,no distinctionshallbemade
to achieve,in cooperationwith
themselves or
on thebasisofpolitical,jurisdictional,
theUnitedNations,thepromotionof intemationalstatusofthe countryor
oi
respectfor the observance
universal territoryto whicha personbelongs,
hunanrights and tundamentalffeedoms, whetheril be independeni,trust, non-self-
govemingor underany other limitaiion of
,j4?e/eds ol
a conmonunderstanding sovereignty.
fteserights and ffeedons is of the
greatestimponancefor the full realization Articl€ 3
ofthispledge, Everyonehastherightro life,liberq, and
secudtyofperson.
Ar_ticle.t Anicle 1l
No one shall be hetd in slaveryor L Everyon€chargedwith a penal offenc€
servitude;slavery and the slaverrad€ hasthe rigbt to be presumedinnoc€ntuntil
shallbe prohibiredin aUtheir forms. proved guilty accoding to law in a public
trjal at which he hashad all the guamdees
Article 5 necessaryfor his deferce.
No one shall be subjecledto tofure or to
degrading:humitiating 2. No one shall be h€ld guilty ofany
cruel, in hunar or d€grading featment or
or debasing penal offenceon accountofany act or
punislment.
onissionwhichdid not constiture a penai
penal:of, for, conslitul,
ing, or deseruing offence,rmdernational or intemational
Article 6
law, at thetime whenit wascon]mitted.Nor
Everyonehasthe right to recognition shalla leavierpenalxybe imposedthan
asylum:refugeta ptace everywhereas a personbefore the law.
of safelyt refuge me one that was applicableat the time the
penaloffencewasconxnitted.
Article 7
All are equalbeforethe law andare Article 12
entitled without any discriminarionto No one shall be subjectedro arbirrary
equalprotectior ofthe law. All are interferencewith his privacy, family, home,
entitled to equalprotection againstany or correspondence, nor to attacksupon his
discrimination inviotationof this honour and reputation.Everyon€hasthe
D€clarationandagainstany incilemenlto right to the protectionofth€ taw against
suchdiscriminaxion. sucb interferenceor attacks.
Article 8 Article l3
Everyonehasrhe dght to an effecXive l. EveryonehasXheright to fieedom of
remedyby th€ competenrnational movementandresidence within the
tribunals for actsviolaring the ftndamen_ bordersof eachSlate.
tal righrs grantedhim by the consriturion
2. Everyonehasthe right ro Ieaveary
€ounfiy, including his owr, and to rerum
Article 9 to his coritry.
t
I
I
!
i
Article15
2. No oneshallbe arbitrarilydeprivedof
his nationalitynor deniedthe right to
enceand10seek,receive,and impa(
information and ideastlrough anymedia
andregardless
Article 2O
of frontiers.
i
changehis natioDality.
l. Everyonehastberightto freedonof
I peacefulassemblyandassociation.
;, Article 16
Article 25
participalein $e culturallife oflhc
commxniq/.k, enjoythe arts,andto share
,lfilI
in scientificadvancernent andits bcncfits.
L Everyonchasthe righl lo a standard
ofliving adequate
for thehcalthand\,!ell- 2. Everyonehastlrerighl ro the prorec-
bcinsof hinselfandhisfamily,iocludins tion ofthe moralandnaterialintercsls
food,clothnrg,housing,andmedicalcare resultingfiom anysci€ntific.literary,or
andnecessary socialservices,andthe anisticproductionofwhich he is ihe
rjghtto securilyin the eventofuncm-
plolment,sickncss, disabiiiry,widow-
hood,oLdage,orotherlackof I ivelihood Article 28
in circumstances
beyondhis conlrol. Everyoneh entitledio a socialand
2. Motherhoodandchildhoodare inlemational
orderin whichtherightsand
enlitledto specialcareandassisrance. freedoms setlorthin thisDeclamrioD
can
All children,whetherbornin orout of beIIlly realized.
wedlock.shallenjoythesamesocial
Article 29
L Everyonehasdutiesto the community
Article 26
inwhicbaloncthefreeandtulldcvelop-
l. Everyonehastherighrto education. menlofhis personaliq/
is possjble.
Educaiionshallbe free.al leasrin rhe
elementaryandlirndamental stages.
(
Elemeniary
education
sha1l
becompul-
2. ln theexerciseofhis ghtsand
freedoms, everyoneshallbe subjectonly
to suchlimitations as are determin€dby
law solely for th€ purposeof securingdue
recognilionand respectfor the rights and
jleedomsofothersandofmeetingthejust
requiremenlsofmorality,publicorderand
thegeneralwelfare in a democraticsociety.
3. Theserigfitsandfteedomsmay j no
casebe exercisedcontraryto the purposes
andprinciples ofthe United Nations.
Article 30
NothinginthisDeclaration maybe
interpet€das inplying fbr any State,
group,or personany right to engagein
anyactivity or to perform any act aimedat
ihe destructionof any of the rights and
fi eedoms
setfofih herein.
LEARNINGSTRATEGY
Exercise 28
Keeping a
Learning Log
l n t h i s l e s s o ny o u w i l l
l. ask for and give nrfonnation on how somethingis done inregard to means,manner,and
2. reviewprepositions ofplaceandofdirectionornolion.
uscandcorectly pronounce the objectivevocabnlary,expressions,andacron)msIjsted
in the glossary.
4. listen10a lectlre,takenotes,write a summaryof analyzefie content.
5. takcnotesandrelt'ritethemin outlinefbm.
6. readmodelsof teclmicaltniiitarymaterialandanswerquestions.
'7. listento jncludingtap€dspeechcs,
electronjccommunications TV newsbroadcasts,and
\ ideoraped prc.cnrarionirrle noleror $nte summariec.
8. re\ie$ ba\icNA IO mrlilansrrucrure androle(.
9. rcadaboutmilitarytopicsandanswerconprehension questions.
10. writ€thefinaldraft ofyour oralpresentation.
l l . viewnewsbroadcasts andcompletevieweriscommenttorm.
t2. practicea varietyof leaming stmtegies (cognitive.metacognitive,
memory.social.and
affective)to promotelanguage leamiry.
Exercise 1
It
Day Plan Iceland.ltaly. LuxemboNg, the Nether
lands,Norway, Poldnd Gince 1999),
Mon
Poflusal, SpainGince I 982),Turkey (sincc
Tue I 952), the United Kingdont, and the United
r
In accordancewilb the decisionsof NATO
Thurs
HeadsoI Slateand Governmental the July
Ri 1997Su mitMeeting inMadrid, other
countrieswere invited to begin negotia-
Sal
tions withaview to becomingmembersof
Sun rheAlliance underthe lerms of Anicle I 0
of the Treaty ofVr'ashington-The Alliance
will remain opento future, additional
accessiors ai a later date.
!
]
bring aboutpeaceandstabilitythrough-
out Europc.The objectives ofthe
parhershipbetweenthe Europearand
in Europeor Nort} Americashallbe
co sideredasan attackagainsllhemall. f{
Note: Differences Nol1hAmericannenbersof theAlliance Decision Taking
fJelweenwritlen arc prtuwl3trlly
political, anderyinned by
shareddefenceplannirgandmilitary NATO decisionsaretakenon tbebasisof
British dialects cooperationand by cooperationand crrse,rar, afterdiscussionandconsulia-
include the spelling crtsrrlldlr'or,jn economic,scientific, tion amongthe membernations.As a
of the suffixes -ize, environmcnlal andotherrclevantfields. multinational,inter-govemmental associa'
-ization, as "ise and Throughouttheyearsofthc Cold War. tion of fteeandindependenr states,NATO
-isation and the however,NATO focusedaboveall on the hasno suprauationalauthority orp.r/ic}-
spelling of ihe words developn€ntandmainlenance of makingtunctionindependent ofits
defense/offense as collectivedefenceandon overcomirgthe membels.Decisionstaken by NATO are
defence/offence. fundamental politicalissuesdividing thereforedecisionstaken byall its member
Euope. foday its focusis on promoting countries. Bythe sametoken,NATO can
stabilitythroughoutEuropetlfough onlyimplementa.ovse ofactionifall the
cooperation andby developingthe membercountries areiDagreement.
meansfor coll€ctivecrisismanagement
Source:NATOBasicFucl,Sr!,rt,Nr. 12,
June1997.Webedition.[http://
NATO is analliancebasedon polilical www.nato.irt/docu/facts/what.hhl
andmilitarycoopcralion amongindepen- Reprjntedby pelmission.
dentmembercountries, establishedin
accordance with Anicle 51 oftheUnited Exe rcise 2
Nations Chafter. As statedin the
prsdmrlc to the North Atlantic Treary,
Alliancemembers arecommitted to Rewrite the sentencesand replace the
n (
rdlgldl./irg the ffeedom,common un.lerlinedwords with ono of the
heritageandcivilisationof theirpeoples, vocabularywords in the box. The form of
foundedon the principlesofdemocracy, some words will need to be changed.
individuallibertyandtheruleoflaw.
Anicle 4 olthe Trealyprovides lor
consullations amongthe Allies wherever
anyofthembelievesthattheirtenitorial slipulales
integrity,politicalindependence or political
consultation
securityis threatened.NA'lO menber underprn
slalesareconnitted 1othedeltnceof
oneanotherby Article 5 ofihe North
l . Thenewplanwill be in efibctasof I
Atlantic Treaty. This sriuldtes that an
September.
armedattackagainstoneor moreoftbem
2. TheAlliancemakesa decisionwhen
itsmenbersreachaereem€nt.
3. Thereglrlationspecifiesthatall orde$
be signedby thecommaDder.
4. Themajorhadmanyconferences wjth
theJAC Cudgeadvocate general)
beforemakinga decisjon.
to
between
mainlainthepoliticalandmilitarycoopera'
tion essential for their.jointsecuriq,.Atthe
Ustento Part ll of the reading titled
What is NATO?" and follow along, Circle
tho words you do not know and, latef,
check th€ir meanings.
srmc timc.lhey baveextendedthcif . t h e E u f o p e a nA l l i e s$ o u l d a s s u n r ae
ra
coopcrationlo ncw par els in Cenl'al gfeatef rcsponsibilily fbr fteir own
and EaslernF-ufopc,in orderto promote
stability and securityin lurope as a
Thc concepi provided fof fcduced
.lcpcndenceor nuclearwcaponsaod
introducedmajo chaDgcsin NATO s
Key Innovations iniegmtednriliiarl forccs,including
Key innovatioDsundcrlakensurce 1989 s u b s t a n t i a l r c d u c l i oinnsi h e i t s i z ea n d
include rhe adoption ol a new Strategic f e a d i n e s si m ; p r o v e e o l si n t h e n n ) i l i t y .
ConceptrdevelopmcnloI increased 1'lexibilitt and d.ral//rilit to diffefcnt
coordination and cooperationwhh other c.rrlir:,erri.a: nrcrcascduse of DrultiDa
interrrationalinstihriions.such as thc lional fonnations;thc crcalion ofa
llnilcd Nalions (UN), the Organisdtion m t r l l i n a r i o n aRla p i dR c a c t i o n C o r p s ra n d
lar Sccurhyand Cooperationin l'lufopc thc adaptationof defencetlanning
(OSCE).the WeslernEufop€anUnion arrangernents and proccdtrrcs.N,^.TO's
( w E U ) a n d t h e E u r o p e r nU n i o n( E U ) r miliiary conrnrandsLnrclurervas rr/e/rt-
and aSfeement1omakc NATO's assets /irel and the Alliance s deftnce plaDnnrs
and experienccav.tilable10suppoft anangenrcDtswcre adaptedin ofdcr 1lrtake
intemarionalpeacckccpingoperaiions. into accounl lirture requirementsfor crisis
rnanagemeDt and peacekeepjng.lhc
N,^TO suppoted llN pcacekeeping
eflorts in the fonnef Yngoslaviabegio- direction set b) rhc StrategicConcepl \Las
D i n gi n 1 9 9 2 u , n t i l l h es u c c e s l l n l inlersilied b,v subscqucntdecisions.
conclusionofa peaceagfeementnr Pannershipfor PeacecrcaLcdpernranent
mcchaois s forclose militar! cooperation.
D e c c m b c r1 9 9 5a n dt h ed e p l o l m c Dot l
thcNATOled lmplemeDtalioDIrorce
( l F O R . )A r r h ee n do f l q 9 6 . l F O R \ v a s
The conceplofCombntcd Join{ Task
Forcesivas introducedattbe ltl9'l Brus-
fr {
by a NAToled Siabilisation
replaced s e l sS u m n r i td e s i g n e tdo m a k eN A T O ' s
j o i n t m i l i t a r ya s s e rasv a i l a b l e
f(n'vider
Force(SFoR).
operltnrns by N TO nationsor tr),lhe
WesrerD Europeao U n i o n .S i n c el 9 9 6 l h e
NATO's Strategic concept EufopeanSccuriryand Defenceldcnrity is
b e i n gd e v e l o p e w d i l h i nN A T O .
lhe SrralcgicConcepi adopleciat thc
I 99 I RomcSumnilrneetirrgcombnrcda N A 1 O I b c i g n M i n i s t e r sd e c i d c da l d r e j r
hroad approachio secufity bascd on nrectingin Sirtm, Po ugal. on 29 Ma)-
dialogoe ard cooperatioDwilh lhe 1 9 9 7 .t l r a t l h eS h a t e g i cL l o n c e pst h o u l db e
m a i n t e n a n coef N A I O s c o l l e c t i v e rcviewed to enstrrcthal it rernainsconsis-
tent with devchpmcnts rhich havelakcn
placesiDccit was agrced.
1hc SLralcgicConceptwas notablefbl
N o t e : T h i sl e x t i s n o l a settiDgout thc routemapby which NATO
formaly agreed would evolvc nr thc tulure. There lverc The Madrid Summit: July
NATO documenl and thfee key area! ofncw c phasis: 1997
does noi therefore . a btuad approachto lecuriL). io 1hc Madfid Sumrnitbroughl rogelherthe
necessarly repre
w b i c h c o o p e m t i o ra n d d i a l o g u e nrany srrandsofchangc which had beeD
would play a promincnl part undenvaysircc Lhcstarl ol the decade.
o p i n i o no r p o s i i i o no i
member The new NATO can be cbaractefisedb)
individuaL . l n i l i l a r y c a p a b i l i t i e s w o ubl de
governffenrs on an thefolloiviDgl
feduced buLrestructlrredfor crilis
m a n a g e m e nnll i s s i o n sa. sw e l l a ! . a commitrnentto
t h e d e f e n c co l i l s
collecrive defence
. a c o m m i l n r e o l t o t h e w i d e r s r a b i l ioLf)
ihe Bu(lAtlanlic areathrough
' the accession
ofnew members
Silently read the paragkphs again. Next,
' the establishnrenl in your dictionaryor the glGsary for this
oIthe Euro
unit, look up those words you do not
AuanticParhershipCouncil,which know and write the definitions in your
bdngstogerher all OSCEcountries notebook. Then complete the next Pursaeloar grat i ar
capableandwillingtojoin in a bat patientry, one
processof cooperative securiry nledatime.Make
frequent ptudice Md
the development of Partnership
for
Pcaceasaprogramofmilitary
cooperation desigoed1(}improve
Exercise 3
theabiliq,ofAllies andParLncrs for
joint aciionin a crisis
iratch each of the vocabularywords with
' theintroducrionof newnechanisms
for a closeard permanent
relationsh
ip
wilh Russia
1. _ political a. making the most Note: British spelling
' theimplementalion ofa Charterfor a
distinctivepartnership
with Ukrainc
used in the o ginal
. theslreamlitingandoptimisalionol 2. _ optimizalion b . d i m i n i s h
themilitarycommandstructureto spelling is optmn
enableitto uudetakecrisismanage- 3. slreamline c. change
mentandpeacekeeping operations d. simplity
whichcouldincludetheparticipation
ofPaftnercountries
' thedevelopment ofa European 6. _ adaplalion I possibilily
Secuityldentitywithin NATO and,
g. specify
for operationswhereit is agreedrhat
tbeWeste EuropeanUnionshould
havercsporNibility, araryements for
the loanofAlliance assetsand
capabilities GRAMMAR
. theestablishment
ofa Mediterranean
dialoguedesignedto contributeto
securiq/andstabilityin rhe Mediterra, Prepositions
neanandto improveunderslanding
NATORasicFactSheet,Nr.12,June1997.
Webedition.Ih11p://www.nato.int/docu/
hcrs/what.htmlReprintedby permission-
under, undernesth
canhavesevemldifferent meaDings.It is
often possiblefor more than on€preposi agarnst d
tior to be usedcorrectly in a plrase. along
among
The pr€positionalpbrase,an important
out
elementofEnglishsentenc€s, consistsof
a Feposition aIId its object. The objecrof
a prepositionis a noun or noun equiva- behind lhrough
lent, suchas a pronoun,and its modifiers. throughoul
kffnple: titl
to
Establishanoutpostat this point on the besides
ridgelitre.
At this poitrt andon the ridge line are
prepositional pbmses. by until
up
ln the example,point is the objecrofthe
Feposition at ard ridge js the object of during
the prepositionon. wilhin
Here is a list ofsome commonsingle-
worclprepositions: Someotherprepositionsare compound.
Examples:
about
into outof
like
Exercise 4 Exercise 5
2. WhichNATO countrieswerethe
first andthc lastto appfoveacces-
sion oflhc threenew countries?
3. Whichgovernmenral body nr
Canadaprovidedi1sapprovai?
.1.Which counlrywasapprolcdfirst
andwhichwas approvedlast?
l^
Galendar of Ratification
Date ol Deposit of
Allied Countries Date of Approval By Radification
3 ltlarch1398 17 March1998
PORTUGAL 1998
16 Seprember 3 December1998
Date oI Depo6il of
InviledCountries Date oI Approval By Ratification
15 April1998 Chamberol Depuues 1998
12 l\,larch
CECH REPUBLC Senale
30 Aprll1998
HUNGAF]Y I February
1998 NaiionalAssemby 12 lllarch 1999
17 February
1999 Seim (Lower Hd-l.se)
POLAND 12 lvlarch1999
17 February
1999 Senate
Sotltcc:NlTO Ba\ic ldct ,Sheet,
" A c c e s s i o no l t h c
N e w M e m b c rC o u n
c o h e s i o D , ' n u l t i n a i i o n aa
.4Jtvtlubilitr bad b bc taken into accounr.
l in
1d) ta
tries. March l9tl9 Web cdition [h11p://
Thc new structLrrealso had 1o incorporarc
www.Dl]to.jnt/docu/fhctsraccess.htrnl
I S D I a n dC o m b i n e dJ o n r LI a s kF o r c e
Reprniled by perlnissi(nr.
rcqu'rementsThenrinimrnnbasclineIbr
b a s e l i n e :a i n e o r l e v e l A l l i a n c cp l a n n i n gw a st h c p r i n c i p l ei h a t a l
u s e d a s a b a s e ,e g l e a s t i w oC . l l r H e a d q u a f r c(nH Q s )b e
VOCABI..'LARY
w n e n m e a s u n n go r able to undcaakc large-scaleopcrarions
m a K r n gc o m p a n 'fhis
sho ld bc complenrenledby rhe
, : . ability to lbrnr a rumber ol land-basedand
,[f;],, sea-brscdsnraller-scale
commandland forcesol brigadeol
C.lTl HQs, ableto
d i v i s i o ns i z ew i t h c o n D a r a b l sy i z e d
marit;ne and air tbrce components.
Rccognisitlgthai the C.lTI aruh are not
yet conrplcte.the proposednmcru.e had
Look at the readingtitled "The New
NATO Military Command Structure" and t o b e a b l e| o m c c t C . l T FI l Q n u c l c i r c q u i r e
follow along. The new words are in menisaod providethe requisireCJTI HQ
ilalics. As you listen to the feading, siafgeneration for bolh NATO and WEIJ
circle the words you do not know. After
the lisiening activity, look up the
meanings ot the words in the glossary 'lhe
n e $ , s t r u c t u fac l 1 oh a d t o h a v eg r o $ l h
/r/drridl and thc lle\ibiliq-Ia contn-
r/d1cne$ mcnrbcf nationson a case-b)-
c a s eb a s i s w
, i t h o u tt h e n e e df o f m a i o r
rest'uduring, as wcll as froviding fbr ft (
The New NATO appropriatepartner involvcnrcDt.In this
contcxL.it was determiredthal drc
MilitaryGommand acccssioDofthe CzeclrRepublic. llungary
Structu re rnd I)olandwould not re!uirc an) addi
L h n a lN A I O h e a d q u a r l c r s .
Council
NorthAtlantic SC = StratecirCommlnd
RC = Region.l Command
MilitaryCommittee
EUROPE
STRKFLTLAN
JSRCCenne
J S R C N o r l hJRCNONhEaSI
: JSRCSoulh J S R
C C A r S o u l h C C N a v S o u l h JSFCSouthWest is!94*4
I
1 Thc fomrl \itcs of lhe heldqunc6 .re yer t. bc derennnrd pending I dccision on N1C12,1, The \ATO MjLitart CoDnno Stnclu!'
1 Eac[ nrtion i\ dcpictcd in only onc rcCion hut 'nat px{i.iprtc in mullitle rcArons
The New Headquarters
T h c D u m b e r : i n dl o c t j o o o l r h eH e r d q u x r
n i n g .d n c c l i o n, r n dc o n d u c o
' n i lj t r r y a . L i v i t i e y m a u c rw
cornnrnd and beyond rs rn nd cd. Thefe
r f rll AlUrD.c
s ithin its 1
LcNofthe SrtuLegicConn nd! (SC). a n 1 w oR e g i o n aC l o mD a n ds s u b o r d i n a i e
ResjonalConnnaods (RC), Compo cDL tu iL:
Comrr)rDds(CCl)aodJoinrSub-Rcgur. I
CoDnands (JSRC)nrLhcnewmililrry . ItC North in Brunssunr,Netl)crhnds.
co'nmand structurearc sln)wn in thc c o m n a n d st h e n o r L h c mf e : i o n o f S C
drrgfrms on lhc precedi g prge. E r r r o p eI.Li s d i r e c l l yr c s p o n s i b lteo S C
l-urope lbr rhc pl.rnnrngrDd execuiion
StrntegicCommand Allantic in Norftnk, o l r l l A l t i a o c c m i l i i a r ya c l i ! i r i c V
V i r g i d i a( U S ) .i s f e s p o n s i b l e f o r o \ , c | d t l 'nrttels, jncludinS delegxrcdfesponsj
p l a n n i n gd, i r c c i i o | a n dc o n d u c o t l rll b ' l i t i e s .i o l h c n o f t h e r r c g i { Da n d
Alliancc militafyactivirielrnallc$ wilfi in h e y o n dr s r p t l i c a b l c .T h c t i l l o w i n g
its connrand area.xnd beyond;N nrrn nrbordinateconnnaDdsfepon diijcLly
d a t e dW . i r h i nS C A L l d n t i c . l h R c cgnDnl to CommnDderRC No|1h:Conrponcnl
Conmands afe dtucLly responsibletofrhe ClomrnrDdAif Norlh nr Rdnstein.
p l a o n r D rgn d e x e c u t i o no f a l l A l l i u . e aiennaoyandCo nrponcnrConrrn.rnd
m i l i i a r y . r c L i v i t i e y n u t Licnr.sl u d i n g N r v N o r t hi DN o f t h w o o d .U K , l n d
dclcgrted respoDsibiliriesin rhe SCI l h r c c . b i n t S u bR c g i o n i1C o n rm r D d s
A l l r D l i oA r e ao f R e s p o n s i b i l i L( A y OR).ind CcDtrcin Heklelbcrg.cenrildy.
beyondas applicrble The li)lk)wing NorlhLast in Karut. I)e nirafk rnd
consLihtelhc subordinarcSC Attartic North in St:rvaDgcr,Nonv:ry.
. R C S o u t h i r ) N a p l c s I. t a l y c o n r n r N n d s
. RC West, in Norfblk. Ii)cuseson lhc
Lhcsouthernrcgion ofSC Eur)tc. It
clouble hatted: having rvcsien pl]rr ofthe Alhnric AOR
a s $ n r e ss i i l u . c s p o n s i b i l i l i cLsoR C
. R C E a s t ,i n N o r l h w o o d ,L J K . l b c u s c s
on ihe no(heasterDrDd erstern plrfr
N o h , a n d i n c l u d c st h o i n l o w i n g
s r 'r o r dI n r r c c o mn r : r d s : L w o ( l o n r p o
4
o l t h e A i l a D L i ci .n c l u d i n gl c c l a n d a
, d n e n tC o n n n r D d sA. i r a o dN ! ! a l . i n
inter alia: among oiher
is doubl€hatted wirhCCN{v Nofth of N r p i e s , I t a l ] ,r s r v e l l i s l b u r J o i n t
rnrngs
SCliurope Sub RegionalCommards:
S o u t h C e n t ricn l - a d s s i .G r c c c e l
. RCSouthEasl in I .isbon,Portugal, SouihEastin lTDrir.Turkcyi
i)cuses on the soutbcrsLcrnpall ot' S o u I h W c siLn M a d i d . S p a i n ,r n d
L h eA t l : r n t i ca n d i n c h d c sn r a i n l a D d S o u t bi n V e r o n a l,l . r l y .
Portugal
READING SKILL
NATOSTANDARDIZATION
AGREEMENT
( S T A N A G2 r 0 0 )
S I G N SS
, I GN A L SA N DM A R K I N G S
T O B E U S E DI N C O N T R O L L I N G
COMBINED EXERCISES
AIM
'l. Theaimof thisagreement
is to standafdize,
for useof NATOforces,the
importantsigns,signalsandmarkingsrequired for useby umpires,
control
staffandobservers in combinedexercises
AGREEMENT
2. Participating
nationsagreeto usein combined tfainingthesigns,signals
andmarkingsstatedin thisagfeement fof themarkingofpersonnel, vehicles
and installations
andfor umpirevisualsignalsin conkollingexerciseactivity.
STANDARD SIGNS,SIGNALSANDMARKINGS
3. Markingof Personnel,
Vehicles
andInstallations
a. ColourslJsed
( 1 ) ConkolandUmpirePersonnel,
Exercise (e.g
Administration
damagecontrol):
White(SeeNote)
12) Observers:Green
Greenwithword"PRESS"in whiteletters.
(3) PressPersonnel:
(4) Enemy:BdghtRed
b. Methodofl\4arking
(1) PersonnelrAnarmletapproximately
10cm. in widthwornaroundthe
uDoerleftarm.
(2) VehiclesandAircraft:Groundvehicleswilldisplaylarge,easily
recognised diagonalorosseson thefrcnt,top,sidesandrearofthe
vehi6le.Lowperformance aircraftwilldisplaysimilarcrossesonthe
front,sidesandundersideof theaircraftwherethisdoesnotpresent
(See
a flightsafelyhazafd. Note2).
(3) Installations:
Flagsof the appropriate colourwillbe setup in frontof
exercisecontrolandumpifeheadquarters, mediabriefing
tents,
communication cenhesandothefinstallations whenrequired. Diago-
nal crosseswill be usedon the foofs of installations.
4. Irostlmportant
UmpireSignals
a. STOPACTION
(1) Safetyreason:TWOREDflaresorsmokegrenades.
ACTION:Radioor pre-arranged
b. RESTART timingorcodeword.
c. OUTOFACTIONVEHICLE:
Yellowflag.
5. Different
Equipment Whereparticipating
or Supplies. forceswillneedequip-
mentor supplies(e.g.,recognition
equipment)whichdiffersffomthatcalledfor
inthisagfeement, be provided
thediffefentmaterielshould bythenationor
command sponsoring theexercise.
IMPLEMENTATION
OFTHEAGREEMENT
6. ThisSTANAGis implementedwhenthe necessaryorders/inskuctions
have
beenissueddirecting
theforcesconcemed to putthecontentofthisagreement
intoeffect.
Notes:
a. Whenvehiclesarepaintedwhite,thecolourbluemaybe usedfof mark-
ingsin winterconditions.
b. Themethodofmarkingshouldcomplywithnationalspecification
and
provides
maybe ofany materialwhich a clearanddurablesystemor
marking.
10.TheBerlinWallwaserectedin 1960.
Wlen will th€ agreemenx
be imple- T F
consensus
of"ThreeWiseMcn"
fromCarada,Norwayandltaly $al
chargedthatthc 'NATO method"of
decision-makingwastoo
wasthal lhis
developing
anddiscoumge
proposed
(MLl) wonldencourage
jts own
nultilalemlforce
!-ranceLogiveup
nuclearforce
Germany from
de liappe
pressing lbr
,n
a nuclearforc€ofits own.But therewas ThiswarmingofEastwest relationsin tbe
anelem€ntofillusion in theconceptofa earlyI 970swasaccompanied by a cooling
Europeannuclearforce whosewarheads of West-West relations.while US Presi-
wouldremainunderAmericancontrol and dentRichardNixon andSovietGeneral
theMLF wasscuttledin 1964. Secretary LeonidBrezhnevsignedthefirst
panof theStrategic ArmsLimitarion
This€pisodebroughtmixedresultsto the
(SALT)agreements in 1972,European
Alliance.lt facilitatedFrenchPresident
mernbers ofihe Alliancewoniedthatthe
CharlesdeCaulle'sdecisionto withdmw
two sup€rpowers wouldwork out a deal
hiscounh]fromNATO's militarycom-
overthet beads.And coDiinringUS scuttled: abandoned
mandstructur€in 1966,forcing NATO to
involvementin the VietnamWar caused
moveits civilianandmilitaryheadquarters salvo:a dischargeof
concernthatthe US mighttum inward,
toBelgium.At thesametime,France's two or moreguns ar
red ce its defencebudgetard seekto
withdrawal ledto theincreased influ€nce
minnniseitscontribution towardsNATO
ofthesmallerallies inNATO'Sdefence burct;blast
expenses. At th€sametime,Europe's
planningbodies,including the newly
expanding economicintegration was
established NuclearPlanningGroup- givingit moreconfidence d6tente:a relaxatlonoi
toarticulaleits
NATO surviveddeGaulle'swithdrawal strainedrelations
independence fromAmericancontrol.
fiom the military strucrur€in part because
Franceremainedanactivememberofxhe Meanwhile, "mutual andbalanced"arms
Alliance,contributingto the defenceof conaolnegotiations, begunin Viemrain
Europeby ke€pingtroopsin Gemany. 1973,stumbledovertheissueofthe
WarsawPact's preponderance of conven- excessIn number
Thesechangesopered a new phasein
tional forc€s on the continent.There were
NATO'Shistory, asexpressed in the 1967 adven! arival; begin-
victo es, though, for both sides:
The
HarmelReport.A snall group,chaircdby ning
Conferenceon SecurityandCooperationn1
BelgianForeignMinisterPiene Harmel,
Eumpe(CSCE)secureda Sovietcommit-
successfully recommended a policyof
menrunderthe t 975HelsinkiFinalAct to
ddtente to accompany defence.lf it wasa
respectcertainhumanrights,akey
Landmark shift in strategy,the Hamel
Weste demand,andforc€da mutual
Reportalsosignalledan organisational
recognitionof Europ€an boundaryiines,a
evolutionat NATO which allowedthe
successfrom the Soviel perspective.
smallernationsto play a largerrole in
NATOpolicy-making.D€rente was Theadvent ofthe Carteradministrationsaw
evidence of theirinfluence.Theperceived renewedstrainsin thetransatlantic
lessening ofthe Sovietthreatalsoled relationship-The Europ€ans wereunhappy
NATO to reviseits military strategyto one wilh th€seen'ingindecisjveness of
of 'flexibleresponse" mtherthan"massive Americanleadership, anirnpression
retaliation",whichallowedoptionsfbr compounded by the episodeoverthe
conventional or nuclearresponse in case neutronbonb, a low-yieldnuclearweapor
that corld destroytroops but not property.
Afterpushnlgits allies,at greatdomestic
Ii wasth€ initiative of WestGerlnan
politicalcosttothemselves, to accept
ChanceUor Willy Bra-ndtthat becamethe plansto developthe weapon,th€ Carter
mostdramaticopeningsalvoofd6tente. public
adrninistration,
fearingdomestic
Uponlakingoffi cein l969,heimnediately
reaction, suddenlyabandonedthe project.
enbarkedon ostpolitik,a boldpoticy
aimedat openingup EastCemany and It wasdudngihisximeofsometension
improvingreiations with theEast.He within the Alliance that the Soviet UDion
cenentedthe sea-chang€ with a 1970 rapidlybeganto deploythe SS-20,an
treaB,with the Soviet Union that intemediate-rangeballistic missiletargeted
recognised the Oder"Neisse Line asthe at Euopeancities.Thisbuild-upofSoviet
fionti€r b€tweenEastGermanyand nuclearpowerat a timewbenthe west had
Poland. loweredits defeflceexpenditures necessi-
tatedaNATO response. Theresullwasa
"double-track" decisionin 1979ro meetthe
Sovicl challcngeby deploying grourd-
latrnchcdcruise and Pershingll missile
even as lhcy wcrc lbrccd 10articulalc
realislic ncw goals for NA] O and to
(l
systemsin Europe.and to pursueaflns dcvrlop new wals to nranageits work. lhe
control negoriationsro nrakelhc dcfloy- failure ofCommunism allowedthe alliesto
men$ unrecessary. envjsagea ne$ Exropeanorder. Bui itaho
openedthe Nay fbr ne$ regional and
Whilc the US ofTeredto canceldeploy-
ethnic conflicts in the splinteredSoviei
menl il rhc Sovictsremovedtheir
u D i o Da n d n r Y u g o s l a v i aa.n de l i c i l e d
missiles,Moscow had no intere$ nr
provocalivc qucstioDsand soul scafching
fufthering regotialioos as long as il
ovef wheiherNATO should clcn conlinuc
thought that the groundswelloi luro-
pean public opirioo could prcvcnl thc
deplo),meotof rhc Wcsrcm missilcs. A y e a r l a t e ri,n R o m e .N A T O a d o p t e da
Soviet tactics and pacillsl trdests in the nelv slrategicconcept,providing lbr ne$
West bolh l:iled, however,aDddeploy- m i s s i o n sf o r t b eA l l i a n c ci n c o n l l i c l
r n e n l b c g a inn 1 9 8 1 . resolutionand rcgional sccuril),.lnLegral
io this sirategywas tle gradual inlegration
Iwo ycars later.afiesb new Soviet leader
ofthe former wama\r Pactcountriesinto
\vas 1(rbccome iDstntmentalin changing
Wcslcrn structures,first thfough the
lhe complexionof aflns c(,nLrolnegotia
N o d h A l l a n l i cC o o p c r a t i ( m C o u n c i li n
lions and of tast-Wcsl rclaliims iD
l 9 9 l ( l a l c fl o b c c o n l c t h c [ t r r uA L l a n t i c
general.M ikhail Cofbrchcv imnrcdiatel)
Parhc|ship Council), aDdthcn through thc
r e s u m e dt h e h a l l c d . r r n r s c o n l r o l t a l k s
m i l i 1 d r yc o o p e r a t i oann d t r a i r i n gi nj t i a t i v e .
xith the Wcsl and expressediDterestin a
launchcdunderPal1ne|Shipfof Peacein
new rclalionship{ith NAI O itself The
1 9 9 : 1N. A I O . e n d o w e dw i r hn e w r e s p o nis-
A l l i a n c c a n dp u b l i co p i n i o ni | b o t h
Easl and Wcsl respondedenrhusiasti-
cally. Alter se!era1ycarsofdram!tic
b i l i t i e sa n d n e w p a f n e r s h i p s$. a s b e c o n r -
i n g t h c p f i n c i p a ls t a b i l i s n rfgo r c eo n t h e ,!]
high-levelsLrmnlitrl,lirsl at Gencva.lhcn
nr Reykjavik and Washirgton, US N ATO's tfaDstormalionmct an imDrcdiate
P r c s i d c nR
t o n a l dR e a g a na n dM i k h a i l and vcry concrctc tcst in thc coDtcxLol_thc
a;ofbachevsignedthe lntennediate- dcvas|alilrgconnicl iD tIc fomcf Yugosla
RanseNucleaf Forces(lNF)treary nr v i a .A f t e r a m i x e db a l a n c e sdh e e li n
Washingronir 1987.At lasl rcal ar|ns working with the UN to achievepeacenr
reducriors $'ere in sight. dcsphc Inrgcr Bosnia,NATO rnountedjts o$n peace
ing queslioosaboul r_That thc sutcr?orler InrpleDreniation Force(l FOR) i| I 995,
e n t e n t e w o u l dm e a nf b r E u | o p e . Fno r c e( S F O R )a
f o l l o w e db ) a S l a L r i l i s a t i o
year lr|cr, 1()cnlbrcc thc pcacc and pavc
NeilherArnerica oor Europc.ho'vcvcr.
the way fbrcivilian reconstruction
anricipatedthe rapid inlplosioo oflhe
adivities. IFOR/SFORwas a proving
Connnunistsystenrsparkedbr-
ground for coopefationwith non-NATo
a;ofbachev'spolicies of glasnosrand
counrriesastrcops tiom Alliaoce nrernber
pefestfoika.NATO. along with die rcsrol'
couriries rvorked3nd patfolled side br-
the world, fbund itselfahogclhcr
s i d e! v i t ht h o s eo l R o m a n i aB . ulgaria.
unpreparedas el'enls cscalatcd.liom liec
Ukfaine and man]_olhcr counl.ics.
elecrionsir Poland 1()open bordcr in
x r c l u d i n gR u s s i aS. u c hc o o p e r a t i o\n{ a s
Hungarf, to the dismaolliogo I the Bcrlnl
unprecedentedand althoughNATO arrd
W a l l n r N o v e m L r e1r9 8 9a n d t h es u b s e -
Russirn lerders did not ahi.a)s seeele 1o
q u c n lc n d o f L h eC 0 1 dW a r .
clc, on thc g.ouDdthci. turccs achicvc.l a
'lhe
i m p a c to f t h e s ec h a n g e so l r t b e remarkablclcvcl ol coopcratbn which
structue ofNATO. its issionand ils conlintrcsto this diry.
operating enviroomenl was nolhing sho
Nerv Inissionsaod strategies eanl re-
ofrevo lutionary.In July I990, Alliancc
e x a m i n i n g l hA e l l i a n c cs r n i l i l a r ys L r i r c t u r c .
l e a d e r sc a l l e dl b r n c w a v e D u cosf
NATO conccnrfalcdon iLsabilil) t.)
cooperalionwilh cotrnaiesolthe l,last.
m o b i l i s cr a p i dd c p l o y m c nlti n c c s .b u i l d i r r g
ontheCombinedJointTaskForce(CJTF) situationsoutsideAllianceborden
concept whichhadenefg€din 1994,and withoutaUN Securiq'Councilresolulion?
simultaleouslyallowingfor thedev€lop-
Thescquestions may not be answered
mentof a strongerEuropeanrole in
beforethecloseof thecentury.Howcver,
defencennderthe structureofthe queslions b i c k e r i n g :a r g u r n g
someofthe nrorefundamental
WeslemEumpeanUnion.But eventhese
thathavebeenmisedin the posfcold War
boldnew nidativesbrolrghtout tensions viability: capabilityof
era,ofthc continued viability ofthc
wiihintheAllianceoverthe assignmentof partner- working funcUon-
Allianceandofthe transallanlic
regionalcommands within a proposednew ing, or developrng
shipthatunderp s it, hav€beensho\lnto
Despitesomepublic
milirarystructure.
behollow Thetwo rcvolurions of l949live
bickering,thealliesfinallyagreedon a relationship.
on in a maturetrarsatlantic
with provisions
revisedmilitarystructure,
Iorthe Urited States, tieswith Europe
for European operationswithoutAmerican into the
havebecomed€eplyembedded
panicipation.
ration'stradjtionof foreigirrelalions.
As thefinal decadcoflhe 20thc€ntury Sirnilarly,thesteadyandincreasing
dmwsto a close.manyquestions and inte$alionofEuropeatteststo the
challenges renain fbr theAlliance.The success of the secondrcvolutionwhich
enlaqement of$e Allianceto the easr, flourishedunderthcNATO umbreUa. And
andits opendoorpoljcyfor f tber theAllianceilselfhasgrowl into ntne-
t
expansion, raisesquestionsabout thingmuchmoreprofoundthanits original
NATO'sultimategeographical fiontiers. missionofcollectivedefence. lt survived
Thisdoesnotsitwellwith a still nuclear theupheavals ofthe I990sandhasshown
Rllssia,althoughNATOhasofferedthe a capacityto reinventitselfto meetthe
countrya sweetenerin the form ofa challenges ofthe new century.
specidlconsullativ€ relationship.But
,\'orlcr:Laurence S.Kaplan,"NATO's
whelherlhiswill be enolrghto inducea
FnstFift] Years,"1vllO Rs"e, May
morecooperative rappot remanrsto be nlri
1999,Webediiion[htQJ/www.nato.
docu/revie 501h-annAkaplan-e.shtmll
T
r Judicioxsly, theAlliancehasalsoestab-
lisheda similarcooperation progranrme
Reprintedby permission.
LawrenceS.Kaplanis oneofAnrerica's
z withiheotherkeyformerSovietrepublic,
on NATO historyand
forenostauthorities
Lllftine. Othernewpartnenhipforums
$ havealsobeencreatedfor thosecountries
haswi11cnext€nsivelyonthe Alliancetbr
notinvitedlojoin NATO. Theseinclude
theELrro-ArlanticPaturership Council
(EAPC)whichbrirgstogetherC€ntraiand Exercise 11
Eastern European counlriesaiongwith
CentmL Asianandtraditionallyneutral
countries like Switzerland.
And with its Complete the True and False exercise
progralnme the again, and check your answers,
Meditefaneanoulreacb
Allianceis alsolooking southwardsto
snchcoxntriesasMoroccoandEgypt.
Theproliferaiionof coopetalion schenes
does,however,raise questions about
NATO'sultnnateroleandrange.
At thesametime,ongoingcrisesin the
Balkanselicit queslionsaboutihe
management of fulnre"oufof-ar€a'
conflicts:what organisationsbouldhave
theprinaryresponsibilily.NATO. theUN
ortheOSCE,andhow shouldthat
r€sponsibility And whaiis
be exercised'l
thelegalbasisfor NATO to iDtervcne in
:
By is usedto sbowmeansof transpor-
FUNCTION tation or commtrnicationI
by car by telephone
byfain bymail
Asking Forand by plane by land
Giving Information by sea byan
byfax bye-mail
Because ofthe lerrain,it is mucheasier
How did you do that? to travel by car in tbat part ofthe
When we want to ask someonehow he or
shedoesor did something,we use Maj Berk wasfinally ableto contact
questionsbeginningwith "how." wlen Col Petersenbl, phalg.
we want to answerthesequ€stions,we
can answ€rin sevemldiff€rent ways, canbe usedwitb by
Otherexpressions
dependinson wheder we are asked
aboutmanner,m€atrs,or instrument, by hand
AnnTims: How did dletrainins by mistake
instructor speakto the by accident
recluits? The M-16 was fired by3lqide4.
Fortunatety,no onewas injured.
AmnDavisi Hespokeloudly.
The soldierswere left waitiry at the
SgtQuinnr How did you contacthim?
contactpoint by_!qig!ak.
SgtAmos: Icontactedhimbyphon€.
By canalsobe usedwith a gerundor
P\,tRuiz: After the soldier'sleg was gerundphraseto expressmeans.
injured,how did bewalk?
He enteredthe secuedbuildingby
P\tl-ee: Hewalkedwith a can€for breakinga window.
severalmonths.
CaptRolfeimprovedhis studyskillsbJ
!!!!g the leaming strategiessuggested
Manner
When we want to indicate adruel, we
cananswerwith an-ly adverb. lnstrument
The commanderplamed th€ defense
Whenwe want to indicateinstrunebt.we
stmteg/ very lsrslully.
cananswerwjthwith(orwithout).
The Fepositions by andwith arealso . With is usedto expresshow some-
usedto exprcss"hof' somethingis thing is done when an instrum€ntor
bodypal.tis used-
Capt Pavlovics successfullycom- Themechanicreplacedthe wh€el!d!b
plexedthe courseby sticking to his
study schedule.
At the hospital,the corpsmanmoni-
Pleasehandlexhepackage!ti1h care. tored the commander'sheartratelaiih a
complexmachjne,
Means
Whenwe want to indicatemeans,we car .l
also answerwith by. l
Exercise 12
-.,
,ll
Read aloud with the recording some
sentences containing the prepositions -ile
nressagcwas received
by o( wilh, or -ly a.lverbs that answer the
(irlx).
DansonworksqlliqLlr and
2. Seaman
compe1e4ly.(marmer) LISTENING SKILLS
preamble(PREamble) n: anintroduction
to a constitution or statute
The p!9@qblgto xhetr€aty betwe€nthe
two couniries statedthe teatY's
r€asonand purpose. There are many expresslons used in the
mltitary. A faw are glven here Listen and
reduce(r€ DUCE) v: to lessenin extent, repeat the words and tho sentenc$.
amount,or number;to diminish
NATO is working to !9rh!9 ilfeats to
peacein Eurcpe, All for it: entirely in agreement
This is a good plan andI'm all for it.
Blow a bridg€,to: to destroyabridge
with, or by meansof, explosives Ma\imum flow andminimun necessary
To blow a bridge safelyandeffec- controlsin a rrafic planwill prevenr
tivelyrequiresgeat skiU. trallic iams.
TCN: TroopCortriburingNarion
1 --2.
ENRICHMENT ACTIVITIES
Troublesome
Grammar: In the
Back ofvs. In Back
of
T h em e a n i n g o
s l i n b n c ho f a n d i n t h c
Exercise 16 back ofarediffercnl. In bncl(of meansal
lhe rear ol behind somclhiog or someone.
Thc soklierswere in back oflhe
After you study the list of acronyms and barrackscleaningtheir wcapons.
meanings,copy it in your notebook.
Write the cor.esponding meaning or
acronymin the blank. I n t h c b a c ko f m c a n sw i l h n r( i n s i d e t)h c
rear pa olsonretbing orsonreonc.
The soldicrsslackedtheirgear ltl!I!
CenimlPlannlng b,qqkq! lhc lruck.
LIVEX Exercise 17
a\
Fill in the bfanks with either in back of or
Support Thejeepwasparkcd
building.
headqual1ers
OF
d. Nations.The recentincrease
in the globaldemand
for PSOshascaused
manynataons theifownpolicies
to re-examine andpublishrelateddoc-
kine,reflecting
nationalexperiences andpractices.Whilenational
dockinesdifferin terminology and concepts,they reflecta strong
commonsenseof purpose.NATOdoctrine alsoreflectsthisunityof
effod,andis compatible withexistingguidelines.
f. SHAPEPolicy.SupremeHeadquarters AlliedPowersEurope(SHAPE) c o n c i l i a t i o n :a g a i n i n go i
issuedadraftdoctrinein January1993andsubsequentlyre-issuedihe good will by friendly
NATO(Draft)Doctfine for PeaceSupportOperations in February1994.
Thisdocument, andMC 327,specifyanddefinethefollowing PSOs(All
definitions,
withtheexception of "HumanitarianOpefations,"arefromthe
1993NodhAtlanticCoope|ation Council/Ad HocGroupon Cooperation in
Peacekeeping (NACC/AHG) Repo.tto ministers.
Allthedefinitionsafe
repeated in MC327.Somenations,andthe UnitedNations,haveused
slightly
differenttermsanddefinitions sincethesewerepublished;
however, as of thisdatethe NACC/AHG hasnotupdateditsdefinitions.):
(2).Peacemaking actionconducied
is anydiplomatic afterthecom-
mencement of conflict, a peaceful
withtheaimof establishing
Theycanincludethe provision
settlement. of goodoffices,mediation,
conciliation,and suchactionsas diplomatic and sanc-
isolation
tions.
(3).PeacekeeDrng rsthecontarn.nent.moderalonand/ortermination ot
betweenor withinStates,thoughthe mediumof an impar-
hostilities
tialthirdpartyintervention,
ofganised anddifectedinternationally,
usingmilitary forcesandciviliansto complementthe political
pro-
cessofconflictresolution andto restoreand maintain Deace.(Al-
thoughtheword"peacekeeping" is notspecifically
usedin the UN
Charter,it is normally underChapterVl).
authorized
1 - 4 .P E A C E K E E P I NV
GE R S U SP E A C EE N F O R C E M E N T . hitherto: uniil ihis time
a. lt mustbe emphasised thatpeacekeeping andpeaceenforcement are not
pointson a continuum wherean operation mayeasilytransition
fromone
to theother Peaceenforcement isfundamentallvdifferentfrorn
Deace-
keepingand requresa conscious political
decision
anda c ear UN
lvlandate.lt is normaly not possible
for thesamePSFto movefromone
operation to theotherunlessthispossibility wasforeseenand planned
for therearefundamentaldifferences intherequiredorganisation,
train-
ing attitudes, andequlpment between peacekeeping andpeaceenforce
mentforces.
b. In sp te of thefundamenial betweenpeacekeeping
d fferences andpeace
enforcement, recentexperience hasshownthattheremaybe peace
enforcement measures takenas partofa peacekeeping mission,provded
suchactionis mandaiedby an appropriate UN Securty CouncrlResolu-
ijon(UNSCR).Forexample,it is possible to employimltedforceagainst
anypartythatviolates the mandate,andstillpreseruetheoverallimpar'
t alityof the PSF
d, ReadilyAvailableForces.TheStandingNavalFofcesandthe
NATO
AirborneEarlyWarning(NAEW)Forceareexamples ol etements Lrnder
UperatlonalCommand of thel\ralofNATOCommanders (l\,,lNCs)
in
peacetimeTheseforcesareespectally responsive to short_noticeopera_
of pSOs.Addttionalty.
t,onatrequirements altAlljanceforces,especiav
Reaction Forces.maintaina highstateoi reaOiness. tnese tanJ'aii.ln'c
man!metofces whenmadeavatlable bythenations, alsorepresent
importantassetswhichcouldquicklyresponoIn supportot a pSO.
1-6.
QeEBAIlgllS. Beforedecidingto becomeinvolvedin a specificPSo, the
Alliancewillcarefully
considertheobjectives ofthe operation, whatcanbe
achieved by NATO participation,
the probability
of success,andthepossible
fisks.Pfiorto approvingAlliancesupport, the NAC(NorthAtlanticCouncil)will
mostlikelyrequirethe conditions outlinedbelowto existto providean accepf
ableffanrework for accomplishment of the PSO.However, it is understoodthat
for peaceenforcement missionsseveralof these conditions may notexist.
a. PoliticalCohtiol and Guidance.Theoverallpolitical controlof a PSo
willbe the responsibility recognised,
of a single,internationally polrtical
organisation, i.e.,the UN or OSCE.Theseniorexecutive bodyof the
fesponsible organisation willappoint a Headof Missionandprovidea
cleafwritten mandatespecifying duration andtermsof reference. The
Headof I\Iission, whethertheFofceCommandef (FC)of a civilian
SpecialRepresentative, willthenacton behalfofthe responsible organi-
sationin all mattefsrelatedto the assigned mission.Theresponsible
international organisation willfequestsupportfof theconductof the
missionfromfegionalorganisations and/orNATo.
c . V o l u n t a r y P a r t i c i p a t i o nb y M e m b e r N a t i o n s .
(1).Participation.
WithinNATO,all membernationsmustagreeon
Alliancesupportto a particular
Pso, butsomenations'involvement
andothernationsmaychoosenotto
mightnot be appropriate,
participate.
Thisshouldnot preclude Allianceactionin the Pso, as
longas thereis consensus on a NATOresponse.
Source.Bi-MNCNATODoc*ineJor SuppatlO/c/dltorr,"Introduction,"
Peace (11
DecemberI995,pp.4-I I ), Brussels:
NATOHeadquaters. Reprinted bypemission.
LEARNING STRATEGY
P l a n n i n. .g. . . . . . . ..7-3
READING SKILLS
Peaceshield'99
t
Concludes
VOCABULARY o n1 4 A u gi.n U k r a i n e . . . . . .7 19
Towardsa Partnership
forthe READING/WRITINGSKILLS
Centurypart| ....
Twenty-first FinalReporton
thePfPSimulaiion
VOCABULARY NetworkDemonstrat/on 720
Towardsa Partnership
forthe READING SKILLS
Twenty-firstCentury
Part .............
74 Bi-NINC
Directive
forNATODockine
GRAI\,IIV]AR forPeaceSupportOpe.ations
. ... 7-26
WordOrder......... 78 WRITING/SPEAKING SKILLS
WordOrdeflnReported
Speech.....7-9 Practice
YourPresentation
. ....7-30
VOCABULARY GLOSSARY
PfPTrainingCentres:lmproving ObjectiveVocabulary..... .7-31
T€iningandEducation inptp......7-12 [ 4 i l i t aE
r yx p r e s s i o.n.s. . . . . . . . . . . . 7 - U
VOCABULARY N A T O A c r o n y m s . . . . .............. . .7. .- 3 5
LogisticSupportforpartnership ENRICHIMENT ACTIVITIES
f o rP e a c (eP f P ) . . . . . . . . . . . . . . . . 7 - 1 4 TfoLlbiesomeGrammarl
LogisticSupportforPeace S a y a n d T e | | . . . . . . . . . . . . .. .. .. .. .. .. .7. -. 3 5
SupportOperations.... ............ .....7-15 Peacekeeping Operations:
FUNCTION OneInfantryLeadels Experience .7 36
InquingAboutand
Reportjng LISTENING
SKILL
WhatOthersHaveSaid........ .7-17 WordOrdef
Review........ . . . . . . . 7 4 1
LISTENING SKILL /f,
LEARNINGSTRATEGY
Listento theNews...... 7-19 Keeping
a Learning
Log .... . . . . . . . 7 4 1
LEARNING STRATEGY VOCABULARY
InUnit7.youwill encountcr
new learning
,mi
,:;.
slrategies
aswell asreviewsomethatyou
leanred
in previousuoiis.
Planning
leanting wiII help
Look at the reading titled 'Towardsa loa altai yoar goal
Partnerehipfor the 21,'Century, P.rt l"
Exercise 1 and follow along. The new vocabularyis English skius.
in italics. As you listen to ihe reading,
underlinethe words yoLrdo not know-
Planningis a good way to keep yourself
on track. Take a few minutes to com-
pletethe schedulefor Unit 7 in the same
manneras you did those of the other
Towardsa
Partnership for the
Twengr-first
Unit 7 Schedule
Gentury
Day
Part I
Mon
in its own right:for its
Tue NATO Sunrmirleaders approved an
enhanced andmoreoperational Partner-
shipfor Peacein Washnr6onlastApril, likely: probably
Thurs furthersolidilyingtheAlliance'srole in
Euro-Atlantic security.Partnership. along in the wake of:aflera
FN conseq!enlralevent
with crisismanagement, hasbecomea
Sat ltndamenlalsecuriryhsk ofdre Alliance
broughttofruition:
andremains importantinits own right.
Sun
Thc Paftnership for thetwenBr- llrn
centuryihat"nerA€l trom Washington
will alsoreinforceolherSumnitinitiatives
suchasNATO's DefenceCapabilities
Initiative(DCl) andtheMembership
Action PLan(MAP) for Patners aspiring
tojoin theAlliance.lt supports theDCI in
addrersirgtheinteroperability challenges
associaled with futuremultinational crisis
fesponse operations; andit reinforces the
MAP bybetterfocusingPfPparticipalion
on essential membership-related issuesnr
defence andmilitarytields.In addition,PfP
will likely play a key role inJ.rrlsrtrg
secxrityandstabili!,in theBalkanregion
in thervak€oflheKosovocrisis.
Enhancing Partnership
The Washiryton Summitbrought to
Iruition a numberof importantenlance-
menis to Pal1nershipfbr Peacerbat bad Reinforcing Operational
ft(
beenldrri.lrudat the Madrid S mmitin Capabilities
1 9 9 7a. n d N h i c h r i n r c dl o r n a k cP l P m o r c
opcralionrl and 1ogive l'al1nersa greater Thc WashinglonStr|nrnilalso her.rlded a
r o l c i n P P p l a n n i n ga n dd e c i s i o n r n a k i n g . n c w s l a g ci n t h c c o n l i n u i n gc v o l u l n o l
Thcsc enhancementsrepresentthe PIP. Allics and ParLDcrs dcnurslftLcd lhc;
cor erstoneso1-rhcPartrrcrshipofthc colnmihelll lo a more operaliooalmle tbr
the Partnershipb-vdevelopinga coherent
packageof measuresto reinforcePfP's
Thcncw PoliLicalM ilitary f|arnework operationalcapabilities.
Eighlighting (I'Mlr)forNA l O led Pff operarionswill
provide for Parlnerinvo lvementin Ouf expefieDcein BosDiaand Herzego!ina
hellslou refiembcr political consultationajrd decision- has cleafly sho$n how importani Pfl'
lhe ,tei) yocabulary nakins, in operationalplann iog. and in cooperationis lbr efiactivemu ltinationaI
comtnandarrangenrenrs lbr N ATO-lcd peacesupport opefatiors Tbe increased
Pf} operalions.The PMIr $i1l stand ope.arionalditre sion ol PIPwilltake into
alongsideand support tbe Alliance's accourt the lessonslearnedand practical
CombinedJointTask Force(CJTF) experiencegat crlirr tire IFOR/SrOR
operutionsiD uosnir and addrcssLhe
spccific challengesronrilitary cffcctivc-
The expandedand adaplcdPIP Planning ress and interoperabilitythaLsuch
a n dR c v i c wP r o c c s (sP A R P )w i l l m o f c multinational opemtionspresent.
chscly rosemblethe Alliance s force
cornelstones: essenlial planningpfocess.PARI will introduce A new OperalioDalCrpabilit ics ConccpL
Iratnership GoaLsto detine forces and ( O C c ) w i U b ed e v e l o p e w d i t h i nl ' f l ' 1 0
capabilitiesdeclaredby Patners for PtI n n p r o v et h ea b i l i t yo f A l l i a n c ea n d l r a t n e .
h e r a l d e d :a n n o u n c e d a c l i v i r i c sM
. i n i s L e d af tl r i d a D c e w i lhl e h fofccs ro opcratcbgclhcr in lnlure NATO- f
shapcthcsc lbrccs and capabilitics. led PtP operaiions.It will also provide
t a i l o r e . l : n d i vd u a l y increasedflexibilir)" in putting together
Finally. Irfl' \{ illcontinue to developon ta ilo rcd force-packages to ,r.,r/r/ and
the basisofenhanced defenoerelated srsdtn future NATO-led Pff opefations.
and'nilitary cooperation,which allows, The oCC willlbcus on ihe forcesand
among other rhings. for significantly capablliries potentitltt' available for sLrch
expandingPartnership'siovolvellleoi ir opcraln)ns.Its cnhanccdpcacetime
tbe PtPworkol NATO comnrittees.the wo .ing rc laln)nshipsbcLwccnPartnerand
preseoceofPartnef officers in NATO A l l i a n c ch c a d q u a r l c Na n d s D l l s ,a o d
military structures,and increasingthe betlveen,^lliedaod Padoerfbnnaiions.will
scopeand complexiryofNATO,/Pfl' facililale the intcgmtio,t of these forces
into a NATO-led force. ADotherceDtral
featurewill be assessnrent and fccdback
mechanismson the operationalcapabililies
offbrces declaredby PartneN.
T h e f u t u r e P t r w i l l a l s oi n c l u d ea
progmmmeto increasethe ability of
tra ring and educationeftorts 1()nrcct lhc
cuncnLand fulure denrandsofPartnership.
This programnrewill st/ireto improve
interoperabilib and to promotegreater
coopcrationand dialogueamong the wider
defercc and sccurily comrnunitiesin
NAIO and Parlncr nalions.
After you turn ofi the ccording, silently Exerc ise 3
rcad the paragEphs again, Next, in your
dictionaryor the glosary for this unit,
look up the words you do not know UnscEmble the words below and writo
Write them and their definitions in your one sample sentencewith each word In
notebook.Th€n complet€ Erercises 2
L tasusin
Exercise 2 2. chluna
3. geerme
The followins words are from the new
vocabulary,Complete the followinq
sentencesusing some of the words
listed below. Write the sentences In your
VOCABULARY
mounflng emerge
aspires gained potentially
foster dimension integration ,.-.
A "Strategic" PartnershiP
for the TwentY-first CenturY
The AlLidncehas alwals viewcd its
cooperaliouwith Panncrsas d d)namrc Exercise 4
proccsswhich $ould evo!!c progrcsslverv
asNATO and Parhrc.sd/"l, closcr' PtP s
fi.st five yea|Sofaclivc cooperatior Rewrite the following sentences In vour
bclweenAllies and Partnersrcpresenta notebook and replace the underlined
words with one of the vocabulary words
successthai has thr exccededinitial
in the list below- The form of some of the
expeciatio|rs. Yet lhe Pal1oe|Ship sti1l
words will need to be changed
holdsahugc tlntapped poleDrial. AlLies
andPartnersare togcther buiLding
s r f u l u r e ' c o a l i t i o n so f t h c
m e c h a n i s ml b
ablc" not only forjoint operat'ons,bul
dlsofor conflict preveDlionand posl-
conflicl rehabililalioD The l'artoershrp field u n t a p p e d :p r e s e n tb u l
envisagedlvill also work lo*ards a
strongerpolilical dimensit'ttto conryte
rrsnl ils morc torrsl defenceand militarv
cooperation.This willbe thc essenceof oI our
L ln ordcrlo \!ilqthc cxperreoce
the "strategic" Pafncrship lbrlhe (rentv- to ncxt
troops. we need to scndthem
ycar'slive fl ighlexercise
,S.,r.d: r\/l I{) Rerldr'. Vol 47.No 2
(Sulnmcr19t)9).Updarcd30 August 1999. 2. The bestthiog aboutparticiprtingnr
W e b e di t i o n .l p . 2 9 l 2 l w w w l h t i p : r / is thellqfuLtraioing il
fielclexercises
\r'$'w.oato.inlldocu/review/ I 999/9903-
09.htm Repriried bJ Pernission
3. PJ[!!g iroopsin the ficld assu es the
' f h i s a d i c l e w a sw r i l i e nb y C h a r l e sJ . D a l e . suPPoI1
prescnce ol logisLical
Dn ccior o l DefencePartnership and
Coopemtionh NATO s DefencePlannrng 4. The proieslsagainstdelsv'ngthe
and OperationsI)ivision elecllonswcrevcfy $I!l!9.
5. Youngsoldicrsbaq]]1emorefullv
Afi. /on lurn a]irhe recdding' silentlv developedastheygainexpericnce
ead the Paragcphs again ln Your
dictionaryor the glossary ol this unit, 6. An uncxpecrcdbql!! ofLhegrowing
find the meaninqol the wof.ls vou do not cconony\ras the ofcivil
lessening
know, Then complete Exercises4 and 5
d. Exercise 6
4. runnergavetheColonelMorsea for
Becauserules for word ordervary fiom lettershe
languageto language,it is noxsu4'rising
that studenlsofEnglishsometimes 5. lodayisn't colonelkeymeetjngstaff
experienc€diffifl lty in determiningthe severalthe oflicers
correct word order of a sentence,Most
sfudentsare awarethat in an English 6. ev€ryEnglish€veningLieurena
sXatement, home Anamuradovstudiesat
the normal word order
consistsofa subj€ctfollowedby a verb As you can seefiom theseexamples,some
that agees with il. The verb, h turn, is sentencesinvolve specificgrarnmatical
oft€n followed by a complemenror an areasthat might causermcetainty about
word order despitethe simpljcit, ofthe
Examples: basicrules. Among thesegrarnmarical
Today is Tuesday. areasaretbe following: (1)noun clausesin
reportedstatementsand in indirccl
An oflicer salureshis superiors. questions,(2) dirccxand indirccr objecrs
occurrng togetherafter a verb, (3)
pronounsusedwith two-wordv€rbs
(phrasalandv€rb/particle),and(4)
adjeciives,adv€rbs,andadverbialphrases introducedby "that." The word"thal" is
usedsinglyor in s€quence. A complete alwaysnnpliedin sucha clause,but it is
discussion oftheseandrelatedpfoblem not alwaysstated.Notealsothatcetain
areasdealingwith wo(dorderwould slifis canoccurin the nounclause
rcquiremoretine andspacethan are containinglhe rcportednalter.Onekind of
availablehere;consequently. thistextwill shin is ftat frcm noun to pronoun(or tiom
tbcuson deteminingcorreclword orderin pronounto pronoun).Anothershift
onlythetust category, viz.,reported involvesa chargein thetenseofthe verb
speech andindirectquestions. Th€ in thenounclauseto a pastor perfect
seneralrules ofreported spe€ch will be form.Thefollowinsexercises will helpyou
addressed first.In Unit 8, additional analyzeandconstructreportedspeech.
infonnation will beprovidedregarding
indirectquestions.
Word Order ln
RepoftedSpeech
Exercise 7
Onecanreport what someonehas said
ve$atim,by meansofdirect quotaiion; for
example, JuliusCaesarsaid,"I came;I saw; Listen to and read the following example
I conquered." Dircct quolationis a very of a ouotation and a reDortedstatament
based on it, Note the shifts in pronouns
accuralemethodofrepoting, but it is also and tens6. Etample: Direct quotation: The
averyfomal andanextreme ly exacting ship's captainsaid, ", do not toleEte
one.Itis generallyneilherfeasiblenot insubordination," Reoorted soeech: The
desirabl€to reponlvhatp€oplehav€said ship's captain said that he !!d_!.ql&lelete
insubofdination.Now look at the follow"
by meansofso stringenra method;
ing ebmples, and as you read them,
tlerefore,mostpeoplemerelyparapbmse
closelythe information beingreported.
Reportingby meansof a closeparaphrase
iscalledindirectspeechor reported
L Direclq olation:Thecommander said.
speech. Considerthefbllowingexample of "/
ala gratefulto rrri baselor hosting
a statement being rcported.
the l acticalA ir Meet."
E)iamplei
Repoftedspeechilhe commander said
Statementby Karl vonClausewitz: The that re !a! grateful to irdr baselor
artofwar in its highestpointofview is hostirrg the TaclicalAir Meet.
polrcy.
Directquotation:
Karl vonClausewitz
said,"Thear1ofwar in its highest
pointofviewis policy."
Reported(indirect)speech:
Karl von
Clausewitzsaidthattheadofwar in its
higheslpointofview waspolicy.
Evenihoughreportedspeechis a less
exactingmethodof reportinginfomation
thandirectquotation, it still reqlrlessone
measure ofcareinsofarasithas some
rulesofits ownthatmustbe followed.
Noticethatthe reportedmatler in indir€ct
speechis in the form of a noru clause
2. Direct qLrotationrt he fepresenlativc Exe rcise 9 { (
sajd, Mr conrpanyprqilq avn)nic
computcrsIor alllo,r airbome
proccssing requiremcnLs." Read ihe following reponed statemenG,
Underlinethe reporting verb in the mai.
Reportedspccch: l'he represcnLrLi!e clause and the verb in the reported
srid thar ,ls company p!,otridq! clause, as shown in the erampte that
avroric cornpulcrslor all .,/, rirbomc follows. Erample: The colonel SEjr!that atl
proccss'ngf equrrenlcDts. civilia.s were beino evacuated.
3 . D i r c c L ! l u o t a t i oTnhr c m a r i t i n r e
rcsearchersrepoflcd, "t'r gl4t ro
study lnililary trseofunderwarcf
Read the following quotaiions. In your L The reponer sralcdrhai the missile
notebook, fewrite them in the form of s y s l e m ' sh i i s h a d b o e ns $ i f t , a c c u m l c .
reported speech. Highlight any shift
from noun {or pronoun) to pronoun in
fl
the noun clause and any shifts in tense, 2.'lheleadersclailncdlhcyrvefecommir-
Use the following example as a model. lcd 1()the peace proccss.
Example: Direct quotation: The captain
said, "l want a copy of the ships tog.,,
3. The Pcnllgon indicaied il{as stud),-
Reported speech: The captain said that jng compurefizedwar garnesio assess
he wanted a copy of the ship's log,
prccision srfike weapons.
Reportedstat€meni (general/s€ientifi
c The Under SecretaryofDefense for
truth): The ins.ructor statedthat water Policysaid
heezesat32' Fahrenheit.
The InternationalCommitteefor the
Notethatihe verbin the nounclause RedCrosssaid
doesnol shift to the past.
a. there are four principles that have Reportedspeech(reporting verb in
madeNATO a strongard success- present,presentperfect,or firture):
ftl alliance.
Exercise 13
VOCABULARY
Changethe infomation in the dircct
quotation to reported speech fo.mat.
Writ6 the sontonces in your notebook.
Dir€ctquotation:The mechanicsays,
"I servicetheJeepeveryfburweeks."
ir,,'
Reportedspeech(reportediftnedi- Llsten to the readingtitled "PfP Training
ateLy): Cente6" and follow along. The italiciad
words are the new vooabulary.Circle
Directquotation:Them€chanicsays, those wofds you do not know.
"l servicetheJeepeveryfour weeks."
Repo(edspeech(reportedlater):
4 _ facilrty s o m e l h i n gb u i t
5._ sieel
6 _ oplimise
meanhgjfal grolps
Training activities arc conductedwith
guidanceliom an Allied nation in
accordanccwithNATO.
iIi
helpt loa lea Soul]e: N,{TdRevte}r. Vol.47, No. 3
(Autumn 1999),Updatedl5Nov 1999, Listen to the readings titled "Logistic
webedition, pp.3l-32 [www]httpti support for PfP" and "Logistic support
for Peace Suppori Opomtions" and follow
www.nato.int/docu/revie l999/9903-
along, The new vocabularywords are in
09.hh Reprintedby permission. italics- As you listen, circle the words
which you do not know.
Partncrship w'orkPrograrnme
LogisticSupport
NATOdcvelopsaPWP whichdescribes
for Peace Support
tle fmdamentals ofNATO's PfPcoopera- Operations
tionandcombinesNAI O's andPartners'
cooperationactivitieson offer.The Seeking oat
Political-MilitarySteeringCommittee Traditional Peacekeeping
(PMSC)is responsible forthe overall Missions
coordinationof thePWP. English t ill hm*e
Whilst thes€arenot officialNATO ))our learning morc
definitions,thethreecategories oftradi- meanWuL
Individual Partnership
ProgranIn€ lionalpeacekeeping missionsmaybe
rcgMded as obse(vatlon,interyosition
TheI ndividualPartnership Programme force.andlransitionassistance. Il is
(IPP)is deleloped andxp dated with each impoflantto understand thatin a specific
Patnerundertheguidanceofthe PMSC peacekceping opelatiorthercmaybe
a\d consolid ei political operationaland aspecls aswell as
ol two or all categories,
planningaspects ofindividuatPP elenentsof humanitarian missions.
cooperation. TheIPPdes€tibesth€ main
goalofthe Partner'sindividualcoopera-
Observation
iionwifiNATO anddetailsihePartner's
whilst although
forc€sanddJJ€r availablelbr PIP An Observation Missionis themostbasic
puqroses. It is valid fbr threeyears peacekeeping operation,andiis tundarncn- aftermath:the time
altbough subjectto amid-tem rcview. tal purposeis to observeandrepolt.This periodfollowinga
onceapprovedby the NAC andaccepied operationmayrangein sizefromastaw as usuallydestructive
by theParrner,the IPP is readyfbr 20 personnel to s€veralhmdreds.
implern€ntationand canlater be usedfbr
planningandbudgetingpuryoses. Itrtcrposition Force bufferzone: a neullal
area separating2 or
This tlpe ofoperationis conducted asa
PfP Planning and Rcview
meansof keepingtwo opposingmililary
Process
forcesapa , in theilnmedjatenftermath of
ThePARPis offeredto Padnersto provide hoslililieswhilenegotiations for a peace
abasisfor identilyingandevaluating agreementare in pro$ess. This requircs
forcesandcapabilities thatmightbe nadc the interposition of an ,hpdrlial force
availableby them.PARP planningta€ets betweenthe ,e/ltgerer,/s, the establish-
in thefonn ofPARP Interoperability mentofa brlf€r zoire,andcontinuous
objectives(los) arefdrslurel into onitofing ofthe agreement.The size of
appropriaieobjectivesand sub-objectives the forceandiis conceptof operations will
to aid achievementof the requiredlevel of dependupon the teffain, the avai]abiliry of
standardization, as indicatedin these peacekeeping units,andthe specific
planningtarg€ts,afi:era certainperiod. requirements necessary to achieveconrol
Thereare22 logistics-related IOs(re" of the bufferzoneandthe separat;on ofthe
AnnerA in theNATO Lagistics and opposingarmedibrces.
boo,t).NATO suppotu Patners through
appropriate activitiesfor education,
training,applicationandby evaluationof
resultsin standardizationeffons. These
activitiesare includedin the Partnership
Transition Assistance Exercise
This type ofoperation is initiated to
supportthe rransition ofa country to
l6
t
peaceful€onditionsand an acceptable In your notebook,write out the folowing
political stucture after a civil conflict or sentences,Fill In the btank with the
appropriate word. There a.o more words
strugglefor independenceor tatonomv.
The p€acekeepingforce attemptsto
elfect an e to violence, to fosreran
environmentin which xhepopularioncan
retum to a normal life, aIIdto supportthe
achievemenlof a negoriatedsettlement
by the pafiies in conflict. The execution
ofthis missionwill prcbabtyrcquirea update impartial bettigerents
large p€acekeepingforce, with .tkti c, effecl translate
ard oftenco-equat mititary,civilpolice, regard distincl consolidate
andcivil administrativecomporcnts.
Theremustbe closeandcontinuous
coordination ofrhe acrivitiesofall these
componentsas well as other agencies, L The lieutenantwill_ you assoon
suchas the Unired NarionsHigh as hereceivesrheafter-action
rcporr_
CorDmission forRefirgees(-NHCR).
Z To better_ rhe policy into a€tion,
:jource:NATOLogisticsHandbaok wehaveto meetwith thecomnittee.
(october I 997),[wlvw] hnp://
\j!ww.nato.rnt/docu,{ogi-en/1
997Io_ 3. ln thatconflict,rherewereat least3 or
603.htn 4_ fighting.
Exercise 17
Z tainphn
3. istdcint
4.
conidatesol
M a j R i v c r a r Y e s ,s i r . l ' l l s e e 1 ( ]i r r i g l r i
FUNCTION
ProjectSynopsis
Thc basicconlexi was to demonsinte the Logistics
€xecuiionola conputeFaided exefcise
distributedthroughout FlurcpeaDd lhc Logisticswas a nlaior paft ofthe planning
Uniied Statesand to show how this lype process.Pcople and equipnrentnccdcd to
oftraining can €nhancedre level of be moved 10and tiom the European
sophislicationof training of Pafrner Theater.l-odgnlg neededto be providcd a1
nxlionmiliiarycommandersand their eachofthe remotc siles.Equipmentwas
ftfl:s. procured.configu red, installed.and fully
testedbefofe thc dcmonstration.TraiDing
was providcd using a variery ofmeLhods
Participant Selection including bands-ontrainirg, compurer-
basediraining, aDd lnternct-basedtraining.
Countrieswere selected10participate
Local traNpofation in thc Washrngton,
basedon the lnaturity oflhcir inlernal "conmand
DC areawas affanged,tnda
trainhg programsandthen abilily to
operatewithin the environmentofa ccnlcd' esiablishedto rnanagcon-site
criscsand emergrngrequire'ncnts.
1 conputer-aidedexercise.Swedenand its
PeaccSupportOperationsGamnu centef
playcda lcading roLein plannins ard
Personnel
Parlicipantsin thcPff SinrularioD
'l
h e c i v i l w a r i n A z u r ei s t h c r c s u l t o f
heighlencdcthnic dispurcsbetweenihe
(l
Peoplc s Labor Parl/ (Pl.P) and the
NclrvorkdemonsLration reprcsented A z n r i a nl . i b e r q P r a r L )( A r . P )a n dr h c
lwenry-sixNA lO andpa{nernaiions govcrnnrent'sinabilitylo recovcr ftonr the
workingandtraininglogcthcrThey ':ollapsc of iis subsidizedrniring iDdustry
included| 0l demonstralion participars rn 1992 PLP seccssionists hrve csLab
and98 supponpersorrnel locatedar six lishcd themselveslhfoughout AzLrrcbrt
silcsdisrribuiedin the UniredShLesand p r i m a r i l yn rt h e p r o v i r l c co f l u r q u o i s e .
Rogue PLP lorcesare tbepfcdo'ninate
n r i l j t a q r f b r c cl.h e I n t e r n a t i o Dcaol m n r uni t y
Operations is concerncdaboui rbe conlrol and
residues: remnanls, secrrity ofumniurn si1cs,as interferenccol
Scenario n e i g h b o r i n cgo u n l r ys p i l l o v e r f i o | n c ! c n t s
Road to Conflict
factions: groups thal
oflen nght The PSN demoDstrationdcpicted rhe In responscto the UN rentuti(nr. the
e x c c u t i o no f a h u m a n i t a r i arne l i c f No'1hAl1aolicCouncil (NAC) approved
collapse: a breakdown operalnm in the tlcliLiouscoLrntr\,of lhc rctivation o1-Comman der. Combnred
Azure. Thc Azurian prcsidenrhad Joinr-laskl-ofce400(CCi I I,'.100).the
subsidized helped by
requesredIIN hunranilarianaid for designalionofthe commanderofthe
v i c t i m so l f i g h t i r g a n df c m o v a l o f r o x i c combincdjonrttask lbrce (CJTF).Undcr
rcsidues lrom the chcrnicalplan|s thc comrnandol Bdtish Air Marshal
danaged durirg arrnrternalarnrcd Coville. the CJTI is authorizedto cond ct
conllict Three scparateaftempLsby the nrilitary opcralionsas needcdri) suppon
jnlcrDationalcommunib' ro cncourage
tbe warring factions in Azure to agreeto
a c e a s e - l i r cf a i l e d ,c a u s i n gt h e U N
tlN SecLrriryCouncilResoluti.m l050-X.
'!l r
SecurilyCouDcil, ir an cmergency
CJTF Tasks
sossion.to adopt UN SecuriLyCoLIrcil
T b c C J l r i s t a s k e dw i l h e x e c u t i n g N A C
R c s o l u t i o n1 0 5 0X . T h i s i s a f o r m a l
DirccLcdMissions including rhe eniirrcc
r c q u e s ft o r N A I O t o p r o v i d ep e a c e -
n r c D t o f a na r m se m b a r g oo n a l l d c l i v c f i e s
keeping lbrces to stabilizc rhe situaLiim,
ol weaporsrnililary equipmentto Azure
enableh umanitarian fclieforgan izarions
and suppod 1(' ongoing humaniLarian
to opcrate satbly, and ifnecessary,
assistanceopcralions in thc rcgion
evicuare NATO. Wcslern Exropcan Additionally. thcy are to exectrtcNAC 'On
U n i o n( W l i U ) , a n dP I P n a t i o n a l s . O r d e r 'M i s s i o n sw h i c h i n c l u d e
. Conduct opcrations to eractralc
e n d a n g e f eN
dA I O a n dP a r h c . n a t i o n
civilians
ldentjfyparLic
ipatingPtPnations'
Execution ofthe
ti Demonstration vigilant alert,walchiul
. l,odgment
As the prpose of the exercisewas1() lodgment: a position
Deploy/empklylorces functionasavehicleto demonstrate a
trainingcapability,thedemonstration was
lniliatcMaritimelnterdiction conslrained andpurposetully scriptcdto entrenchmenl made
Operations andZoneofSeparation ensurevisitorsreceiveda compl€iepicture
ofthe e{ercis€processandwhatsuchan
InitiateCombatAirPatrolandNo brokered: arranged by
exercisecanprovideto Paturernatrons.
FlyZone powerful politicians
Thus,the eJ(crcise wasexecuted asa seles
lnitiatelransitionplanninr, ofvignettesthatwerepresented overthe scripted: providedwith
cight hours that the denronstrationwas ca.efully considercd
. Operations €onductedeachday.
VideoTeleconlerences wereschedulcd in
EnfbrceApril 1999N AC dccision advance to allowvisitorsthe opportunity vignettes:biet
Conduct'onorder'missionsas to obseneandassess that capability.
direcred The firs1evenrin the demonslrationflow
wasa briefingusingmultimedia tools.The
Establishconditionslor transition
brieferinlroducedeachgroupofvisiiorsto
io obseNermission
the PSNconcepttbroughrhe useofa
. Follow-through videoandPowerPoint presentation. The
videoprovidedihe "road to conflict,"
Attain transitionconditionsand aliowing thc briefer to setthe stagefor
prepareCJTFfor redeployment whatrhevisitorswoxld view during.he
demonstration. placingthemwithinihe
. Redeploymenl
contextofthe exercise at thatmomentin
CJTF
Completetransitionhedeploy lime.Overthenexttwenq,minutes,visitors
weregiv€na tour ofthe CombinedJoint
TaskForcecommand cenler,theVideo-
Teleconferencingcenrer,and a brigade The other themeaddressedin dis report
headquartersconfigued exactly as irs highlightschangesthat shouldbe
counterpartin the Netherlands.Following implementedto ensurethat future Pt?
thetour,thevisitorswercallowedto rour demonstrationsandexercisesare optimal.
"at theirl€iswe"the Teclnolo&v The jntendeddemonstrationljnits actually
Oprions
Demonstration. helpedidendry eDlancem€ntsthat mighr
be prefeffed in xhetuture.
Summaryand Lessons
Learned A|r Enhanc€d Design
impartialiry:the quality P f i n c i p l e so f P e a c eS u p p o r tO p e r a t i o n s
or characteristicof
being unbiasedor
2 - 1 ,G E NE R A L .
JUSt a. PeaceSupportOperations (PSOs)afeconducted in a different
environ-
menttomoretraditional military andinvolveoperations
operations, and
credibiliiy:believability; objectivesdifferentfromthosewhichcharacterizekaditionalarmed
abilityto be accepted conflicts.Theyarethereforeguidedby differentprinciples-In spiteof
as factor lruth principles
this,traditional ofcombatope.ations andwarfightjng tech-
niquesremainrelevantto PSOs,particularlyforpeaceenforcement
compromised:adjusted
or seltledby arbitra-
operatrons.
tion and mutual
b. ln the sameway,the principlesfor PSOsdescribed belowmaynot
The
thoughallshouldbe considered.
applyequallyor in everysituation,
continual:goingon judgement ofthoseresponsible for planning
andexecuting these
uninterruptedly; missions willtempeftheweightandtheapplication of eachone.The
renewedin regular followingoverarchingpfinciples forany
shouldserveas thefoundation
NATOPSO:
(1).UnityofCommand
(2).lmpartiality
(3).Credibility
{4). Limitson the Use of Force
(5).l\4utualRespect
(6).Transparency
of Operations
(7).Civil-lvlilitary
Coordination
(8).FreedomofMovement
(9).Flexibility
2 - 2 .T H EP R I N C I P L E S ,
a. UniWof Command. Unityof commandovermilitary forcesis a non-
negotiableprinciplewithinNATO and is not to be compromised.
However, the complexity ofany likelyPSOthatNATOcouldundertake,
and the necessityfor continual politicalmilitaryinteractionin a PSO
l
I
h witha largenumberofInternational Organisations (lOs) Non-Governmen
i talOrgansations(NGOs),and PrivateVolunlaryOrganisatrons
willprobably makeachevementof commandoverallagences thesingle
(PVOs),
lmpartalitv.
(1).lmpartiality
is reflected
bytheunprejudiced andeven-handed kea! voluntary:done made.
ment,wiih respectto the mandate, of all pafties.The PeaceSupport o r g i v e nb y o n e s
Force(PSF)shoud treatall pariiesfairlyandas equals;thisrs
essentiato retan theirtrustand confidence. lf the PSFis sus
pectedevenunfairyof showngfavouritism, itscredibilty willbe
undermined and its abilitvto accomDlish the missionwillbe ad- t h e a t r e( B r i t i s h ) .
versey affected theater(American):
any place that is the
(2).Crossing the dividebetweenlmpartiaityand partialityshouldon y scene of evenls or
be in responseto a conscous po iticaldecisionby the responsible
mandaingauthofity. Forcemaybe used particularly in self-defence
and in defenceofthemandatewithoutcompfomisng impartiality;
however, its usemustbe carefully controledto ensurethecontinu- l o gc a l y c o f n e c t e d :
ingperceptron of impartality Effective
communications andtranspar- disjointed
encyof operations aTekeyto maintarning impartiality,
whrchshoud
p a r t i a l i t y t: h e q u a ll y o r
a so ensurethecontinuing consentof the parties
characler ol being
Credlbilitv.
advantage: a favorable
(1) Forthe PSFto be effectiveit mustbe credibe. Thecredibity of the
operation is a rellectionof the Dartiesassessrnentol theforces
capabilityto accompish the mission.Establish ng cfedibilty wil
a so createconfidence in the operaton.Whilethe PSF shoud not
appearto posea difectthreatto anyof the partiestheremustbe no
doubtthatit is fullycapableof carryingout its responsibiitiesand
hasthewillto do so. lt mustdemonstfate thiseffectrvenesswiththe
inital deoovmentto the theatfe.
t
3
h. Freedom
successful
Experience
ofMovement. Freedom
accomolishment
indicates
of movement forthe
isessential
of anvPSO.The PSFshouldbe freeat all
timesto performitsdutiesthroughout
thatconflicting
the designated missionarea.
factionswilloftenimposelocal
caveals: wamrngsor
i. Flexibility.
Unitsdeployed to a PSOshouldbe prepared to adaptfrom
one taskto anothef.shouldthe situationwarant it.As the situationand
missionevolves, is neededin boththoughtandaction.The
thisflexibility
organisation withoutgivingin to
mustbe ableto adaptto the situation
the pressuresofvariousparties.Theextenttowhich nationsplace
andshouldbe
caveatson the useof theirforcescan limitflexibility
reducedto a minimum. Contributing nationsshouldensuretheirforces
,l havethecapabilityandequipmentforthe FCto meeturgentanddeveF
I opingoperationalneedswithoutrecourse to consultation
withcapitals
: beforecomplying.
i Sowce:Bi-MNCNATODoctrineJbrPeaceSupparrOpela/i.,,s,"PrinciplesofPeace
Support
Operations" I 995,pp.I 2-I 6),Brussels:
( I I December NATOHeadquarters.
) ReDrinted
bvDermission.
Post-Reading Activity
Exercise 25
2. Do theprinciplesofNATO pSOs
applyequally?Why or why nor?
WRITING/SPEAKING
SKILLS
PracticeYour
Presentation
Exercise 26
Objective c o n s o l i d a t €( c o nS O t -i d a t c )v : t o i o i n
logclhef into one wholc; 10 unite
Vocabulary Due to numerouscasualties,wc need lo
consolidareouf forces h order to
rddress (ad DRESS) v: to deal wilh; 1lr improve our chanccsofattaining
victory.
The nexrcommillccmeetingwiU
addressthe various coordinaiion c o r e( C o R E ) n : a b a s i ce, s s e n r i aol .r
problemsthat came up dtrring fie last enduring part olsomething
nrultinarionalexercise. lxarnples oflarg aciivilics atthe
Almoas PfP TrainirgCcnlre. Sweden,
a s p i r e ( a sP I R E )v : t o s c c kt o a 1 1 a ronr aresimulationsaDdPl? exercise
accomplish a p ! d i c u l a rg o a l
c| c o m p l c n € n t( C O M p 1 eI n e n t ) v : t o m a k ca
To q&qta chansein prcsidential
elecrionproceduresin the tJSA
requircsa constitutioral ameDdnenl.
emerge(eMERGE)vrloconreintoview;
b comcnlb bcinglhroughcvolulion
Ine bernationsgai!experience
manyareasor cooperatron.
in fl
After severalweeksofnegotiations.
a
grant(GRANT)v:1()pcnnilorgiveasa
peaceaccordenrerced.
right,privilege.or Iavor
endeavor(enDEAVotn:aserious, All of thepresidential were
candidate,
deterninedeffortto achievea goal 8raltsdan equalanountoftnnc 1o
speal.du.ingthc debalcs.
The slow but consistentprogressin
dre peacenegotiatiorsreflectsthe
highlight(HICH 1igh1)
v: to cenler
seriousendeavors of the padicipants
lo reacha settlement.
TheNATOsumnit in washiDgron, DC,
endorse(enDORSE)vi 10sanctioo, in April 1999,hiehlilrhted
theneedfor
approve,or suppon improvedcrisismanagement by the
Allthe headsofstateendorscdthe
idcaof incorporaling
newlnenrbers
impartial (im PARlial)adj: rnbiased;
intothe partnership.
treaiingall equally
ervisaee(enVIS ag€)v:to havea mental A peacekeepirg missiolrmayrcquirc
pictureof something,especially rheinsetionof impartialtroops
befbreitsrealization betweenthe belliSerents.
we envisaeehigherlevelsof
inauguration(inax gu RA tion)n:a
after eachyear's
interoperability
ceremoniaI dedication;th
eformal
obseNationofrhe begnrnnrg of 4l
facility (faCIL i ty) n: somethins(e.8.a
hospital)thatis built, installed,or Certainhcadsofslale werepresenilbr
established to servea particulaf rhenratrgLLralion
ofrlrePtPTraining
Centreir Yavoriv,tjkraine.
'lbree
newtrainirgfacililiesarc
inhcrcnt (in HEReDt)adj:belongnrg
b),
expecEdro openinthe next2 years.
natureor habitrinrrinsic
field(FIEt.D)v:to putsonething(c.9. a Compronises usuallyseemto have
brigadc)jn thc ficld.i.e.inlo use sone iah9rg!! disadvantagesto one or
moreofthe sidesinvolved.
The hostcomlry for thc htrmanilarian
integral(lNtc gral)adj:essenlialto
oxerciscficldedthclargcstnunberof
regard(reGARD) v: to consider;toshow
Military Hold itdown: bequiet;stopmakingnoise
a--
r]
Manbandle:handleroughly
Don'1manhandl€ rhosejtems.They're
delicateinstruments.
Nosetothegrindstone:workhard
He reallyhashisnoseto rhesrind-
There are many expression6that are $alle.
us€d in the mitltary.A few are given
here. Listen to and rep€at the words Open'and-shut: srre;cer1ajn;
positive
and lhe sentences,
They had an op9!!4nd-shuicase
againstthe accused.
A boutthesizeofit: approximately Short-timer:onewhosecurrenttoufof
dutyor enljsrmentis abourto end
Ifthe weatheris good,w€ shoutd Sincehe'sa shorl"rimer.
he,llbe
arive in NorthAfrica on Tuesday. leavng soon.
lsn't thataboutthe siz€ofit?
Squawkbor:thenike/speaker
ofan
Allw€t: lrrong;not conect
He usedinaccurare
darafor hisreport. Thequickestwaytoinforn rhen is to
He is a[qgt usethesqlalLbox.
Backtothedrawingboard:begnragain;
Washedup: afailure;apersonwhohas
4. rhe nrlanlrycompany'sinleraction
with othetUN forcescouldbc
describedas havingbeen
1
Unit 8:
Standardization lssues in
Multinational Forces
Pe ce, like w 4 cun succeed only where lherc it a 'ill to e force il,
1
,!1(
pen
theUuit 81ape,a lap€/CDplayer,yournotebook,
You will needUnit 8 ofthis course.
or pencil.andyorr 's Ne\r tl/otlclDictiondry.
'|1
LEARNINGSTRATEGIES LISTENINGSKILL
Planning 8-3 Listento the News and
TakeNotes 8-18
VOCABULARY
....... .......8-3
NATOStandafdization WRITING/SPEAKINGSKILL
..8-18
Presentation........
F nalizeYour
VOCABULARY
The FourLevelsof GLOSSARY
S t a n d a r d i z a .t .i .o.n. . ...... . . . . . . . . . . 8. - 5 ObjectiveVocabu ary 8-19
MilitaryExpressions 820
GRAI\4IVIAR N A T O A c r o n y m s . . . . . . . . . . . . . .8 : 2 1
WordOrderin lndifect 8-6
Ouestions..
ENRICHI\4ENTACTIVITIES
VOCABULARY TroublesomeGrammar: Double
FEmewofkof Understand
ng...... 8-9 Negatives... &22
VOCABULARY Establish
nga ZoneofSeparation. &22
commands...........
l\,4ultinational 8-10 .8-34
Symbolsfor Useon I\,4aps........
In thiscourseyou havelearnedmany
leamnrgstraiegies.Think abolt waysyou
canapplythesestrategies 1(ryour future
Planning
L'sten to the authentic reading titled
"NATO Standardization"and follow along.
AppbMs
The new vocabularyis in italics. As you
Exercise 1 listen to the reading,underline or circle
the words you do not know.
ColLaboration is a distinctactivit),and
Complete each sentence with .n appro-
appliesuniqu€lyto the/rocurcmentof priate word from the list below.
conmon equipmenr by hvo or more
nalions,prina.ily tbr reasons of
economy.Thoushcomnonaliryrepre
sentsthe ideallevelof staDdardizaLhn.
andinevitablyfonnsa maiorparl ol lhe
justificalionfor collaborative activiqT,it
is by no meansthe only consideration fbr significanlly
stardardizalion.
Today$'e areengagedin the creationof t . The bclrlccn the hvo
a new capabiliry-bas€d tbrcewhich counirresensurcdpcace.
mainlydcrivcsils bcingfiom its major
conlributionto multinational corps.We 2 . The oftood and srpplics was
arecreaiingthisforceat a time whenthe elTectedearly becauscthc enrbarka-
NATO militarycommunirylaccsscvere tion datc was changed.
budgetary constrainLs. While ihe impera-
L There were so nany Lo|he
tivesfor collaboralivcprocurernent
argumentthat it never becamcclear
Jtour abililJ to remai4 it is likely thatthc opportnnities
$'hat the real issue$as.
for suchprocurenentwillreducc,as
replacement programnesaregradually Becausethe studenlhdd so much
supplanted by xpgrades, andnationsare
{a
lroxble with the languagc,il was
considerifig lt increasingly forcedto makedo with necessarythat she lakc a
existingequipmeDt. l he mainthrust
meaningful todaymuslbc lowardsachi€vingas
nuch aspossibl€the siandardization of After he completedthc cou$e,the
existingor plannedequipment, and soldierfoundihal his attitudein-
perhapsmoresignificantly,toward
makingmultinational operations work.
Fuhrc standardization effortsmustbe The aircraftcngincis a marvelof
conducted wilh a coherentandLogical
liameworkil'wc wantto be efficientard
apply etlcctl\,e rcme,li(l actionwhere it
is required.Ii is alsoimponantthatwe VOCABULARY
not wastetilne and effort on lrying 1(}
achievegreaterlevelsof standardization
thanareactuallyncccssary for effective .;
rll
multinationaloperations.
Souce:No h Atlanti€Cooperation
Council/Parlncnhip lbr Peace.(1996).
Staruladizdtion. Bru.ssels:
NATO Ofiice
oflnfonnalionandPress,pp. l-2.
Listen to the authentic reading titled
"The FoL/rLevels of standardization"and
follow along. The new vocabularywords
After you turn off the recording, silently arc in italics, As you listen to the reading,
rcad the pa|agEphs again, Nexi, in your underlineor circle the words you do not
dictionaryor in the glossaryof this unit,
look up tha meaning of the words you
do not know, Then, compleie the next
4
The Four misenationalequipment preferences.
STANACsrequnerigr.rxr application by
Levels of all parties(whichis rarelyachieved), and
Standardization frequenirevisionto ensurethattbey
rcmainrelevant.Interoperabiliry is
'l'bere essenlialfor tlreefficienttransmission of Relating nex'
arefour levelsto be consideredin infbrmation in whateverforn, liom one
thestandardizationof a multinational languige
nationalformationto another.Sinceit
mission:compalibility,inlefoperability, contributes significantlyto the effective-
inrerchangeability,
andconmonalily. nessof multinational operations, int€rop- dlread! ln
erabilityhasa decidedpositivevalucin
Compatibility that it enablesneighboringunitsto figh1in
unison, but without the rrncrg), that
Conpatibiliryis the lowesrlevelof greaterintegrationmight provide. t+hich
stardardization; it is m€relya form of
$tre gthe
neconfiction. hs ptllpose is io ensurethat
theparallelactivitiesofone formationdo
notiular thoseofanoiher.1he most
obviousmanifestation ol a lack ol
conpatibiliq,is likely to be fbundin the
elecironics field thrcughthe mulual
t interfcrence olvarious emitters.No less
t impotantmightbe an inabilityoftwo
l'orcesofthe samet)?e to sustaina similar
operational tempo,dueperhapsto radical
differences in procedure. fainirrg stan
dards.strstainability, or cquipncnl
performance. Deficiencies aremostlikely
to befoundin th€ lastofthese,particx- platforms: systems
Interchangeability ffom which weapons
larlywheretherearesi$ificani mis-
marches in mobiliry;therefore,it is Thethirdlevelof standardization, inter
essential thatplatformsbe madecompat- chaogeabilig/, hasa widerrangeof materiel: military
ible.In srandardization ternrs,conpatibil- applicalions; it meansthataparticular
iryis a rearf.r/ vahrebecause il docsno1 functioncanbe pcrlbrmedby onenation
I add1{)the eflectivcness olmnllinalional on behalI of anotherwith equaleffect.lts
F
I operations. allhoughits absenc€ in certain applicaiions rangefiom natcricl, through firing a lgorithms:
r
key areasmay significantly impair the provisionofCombatSuppoqto the
peformance. However,its acbievement is executionofspecificoperatioDs. ln its calculalionsneeded
notto be dismissed lightly. purestfolm it means,for example.thata to prace ordnance
shellof Ceman designandnanulircture
ri lnteroperability
Interoperabilily is the sccondandmost
commonlyappliedlevelof standardiza-
tion.ll is almoslrvholly€oncemed with
equipment,predominantlyin the commu-
nicationsfield.lt assumes the retentionof
canbe fired by a B tish gunandvice
versa,withoutnodificationto existjng
driltsor liring algorithms;it neansthat
an artillery batteryfrom one nation can
suppona formationliom another;and.in
its highestandnost complexform,it
meansthatbdgad€scanb€ regrouped
I nalionalequipnentdesigned or adaptedto under the commandof anothernation and
interface with thatof arothernation. perfom the sametasksasthe brigadesof
t'
lnteroperability is exenplifiedby NATO thatnalion,with the samecertaintyof
StandardizationAgre€ments,or outcome.Inlerchangeabilily hasgreater
! STANAGS,which lay do
standards
procedNcs,
for equipmentdesignand
bur whichneedno1compro-
valuethanjrteroperabilitybecause
introduces
it
the possibilityof synergyal a
muiiinationallevel.
Commonality 7. _ by product neithernegative
Commonality is thehighestlevelof
standardization.It appliespedoninantly 8 h.
to procedutes.It is also a rJ?rrdrcl,
I
intentionalor otherwise, of collaborative
equipmentprocurement.Although the
value of equipmentcommonalityshould I.
not be under€stimated,thereare a.reas
where lesserdegreesof standardization
wouldbe acceptable. lndeed,the abserce GRAMMAR
ofcolnmonality in certainar€as,for
exanple Air Defence,might even
diversify andentanc€ a capability-It is
also worth consideringthal common Word Order in
training standardswill be requircd
(thoush not ne€essarilyconmon
Indirect Cluestions
metbods)ifthe challengeofthe inter-
changeablebrigade is to be met. While In English,an indirectqueslionis like a
commonalityrcpresentsan ideal, it is statement.lt doesnot aska qu€stion;it
unlikelyeverto be wholly achieved reportsone.As in other forms of reported
outsidethe redrrs of pocedures and speech,in an indir€ct question,normal
equlpoefi, statement word order(i.e.,subject
followedby verb)is relainedeventhough
.Sdrrce:North Ada ic Cooperation what js b€ing report€dwas originally a
Council?artnership for Peace.(l 996). question. An indirectquestionendswith a
Standardization.Bf]ussels:NATO Omce period, as doesa statement.Readthe
of Information andPress,pp. 2-4. followins examplesof a direct and an
indiect question.
After you turn off the recording, silently Examples:
read the paragEphs again, Next, in your . Directyevno question
dictionaryor in the gloss.ry of this unit,
look up the m€anlngof the words you
do not know Then, completethe next Do you like the new barracks?
. Indnectquestion
Exercise 4
L Mai Martin asks,"where is the
Exercise 5
I witn€ssedat the
\
Read the following example,
Exercise 7 Exercise I
Frameworkof
Understanding
Thefour levelsof standardization
conpatibility,jnteroperability,
interchange-
clearlycomple'
abiliq,,collunonaliq'-are
mentary;no onelevelcan,inpractical After the priottieshavebeenestablished
terms,be appliedto all areasofmilitary by capability,the next requirementis to
activity.Nor indeedwouldit be desirable examineeachareaasa completesysiem
to do so,sincethereis no needto askfor andto identiry whereirtetlfacss are
interoperabjlitywhen no more than, say, rcqxired with the systemsof othe(nations,
conpatibilityis requjrcd.Differentlevels the nature ofthose intefaces, and the
apply to different functions and €chelons likely solution. Suchsolutionsmay include
of comnandaccotdingtotheirrelative a modification to dr.ttt€, procedures'or
impodance,and it is likely ihat the Irll training,by onenationor another,or by
benefitsof standardization will be felt only the standardizationof equipmentto tbe
asthe result of a seriesof incrementuI appropriatel€vel.
implovements. Despitethis,thereis much Sozrce:NorthA0anticCooperatron
that canbe done to createa corsrer,t Council,ParmershipforPeace (1996)
frameworkof understanding,which will StanLhr dizat ian. Br'trssels:NATO Offi ce
help not only io identiry problem areasbut ofInformation andPress,PP 4-5
alsoto resolvethen. Thefirst iaskis to
deteminethescaleoftheproblem,ro
determinewhereour lelciercies lie, and after you havs turned ofi the recording'
to settalgets.In generalterms.we require silently read the paragraphsagain. Next'
asabasicminimum: in your dictionaryor lhe glossary of this
unit, find the m€aning of the wofds vori
. Compatibleeleclronicsystemsand do not know. Then, comPlet€the next
weaponsplatforms
' lnteroperable and
communications
informationsystems
. lnterchangeable
Exercise 1O
combatsupplies,
)
combatsuppod,and brigades
. Commonprocedures
andtmining choose the word that best completes
standatds
. Surveillance
andTargetAcquisition
. lndirectFire
unique
' Air Defence
. TheContactBattle d . rigorous
i . Logistics
Until we know what our assigningmissionsand conducting
we car do nothingto improvethe
A multinalional conmandexercisescontrol
a. deficiencies overrcgionalcomnands.Thealliedor
lnlrllinational
forcecommand lmnslates
c. fluctuations
alliedpolicy deteffence, defense, and
d. platfonns
counieraltackintomultinationalrnilitary
tfwe ar€goingio establishpeaceful ar andgroundplansandobjectivesfor
telations,an _ with the implementationby allled regionalcom-
ambassador is essenlial. mands.Thecommander influencesthe
cdnrydigr by comnittingreserves,
ulocating ai( snppott. and setting support
priorities.
d. interface
Truditionaily, logisticsin multilrational
5. Thebeliefin humanrightsandin the operations is a nationalresponsibility.
possession of fundamental fr€edons Howcver.logisticssuppoilmustbe a
are basictenetsof the UN _. crlectire responsibility of thenations
involved.Nationsmustensure,either
individuallyor by cooperative ageement,
theprovisionoflogisticssupportfor their
forces.Comnranders of multinational
tbrcesmusteslablishrequiementsand
coordinate logisticssupportwithin their
VOCABULARY operational area.The logisticsobjectivein
a multinationalenvirornnent is to achieve
thegreatestdegreeof logisticalstandard-
za- ization(thatis, compatibilityandinterop-
erabilityof equipment), inierchangeabiliS'
i]) ofcombatsupplies,anda commonality of
procedNes thatis realisticallyachiev-
ablegiventheconstraints ofMETT-T.
Commands
Commandrelationshipsat the opera- Exercise 11
tional-level are often uriqre becauseof
the political factorsthat influencetheir
developm€nt. Existingrelationships Choce an appropriateword from the list
amongmultinational forcesrepresentthe on the following page to complete each
major difierences.Themultinational of the sentencss in the paragEph.
commandermust be awareofth€se
differencesandconsiderthem wben
! rnust bc rble ro supporrand sustarlrcach
unique campaign
other. Achieving aod nranrtainirga
sulllcient degreeof nrLcroperabilil)' r!ill be
a primar', obiectivc ofthe rnullinarional
The battalknrcomrnandcrhad a commard rcga.dlessofwhelhcr the
p r o b l e m I. { c h a di o a limhcd structureis parallel"integralcd,or based
$'pply ofa|nn nirioo ro the entire unil o n a l e a dn a i i o n . I h e e x t e n to f a c h i e v a b l e
belo.e his phascofthe could gel inlefoperability will vary dependingupon
underway He callcd a meetirg ofhis t h e c o m p o s i l i o no f i h c M M F ( M a r i r i m c
Junior officers to get their opnrion Muhiralional I,orces).
a st o h o w t h e d i s t f i b u r i o ns h o u l db c
accomplished.They agreedthar the :iotft:e: ^fultiLLtt i DDol lrldt itinc (brtu
would bc difficulr bnl said rhal Itorr. Dcpadmeni ol lhc US Navy
they would see10 it that rhe iob would bc (Seplcmber lee6). L'vwwl htrp: $ww.ndc
Exercise 12
READINGSKILLS
1. Whatis oeccssarytbr a succcssful
muliinationalopcration?
. U s eo f c o n n n u n i c a l i o nssy s l e m s .
marnlai'ra comnronpicture ofevcnts, and
. Useofuniforms.displayingofflags Wouldyau e:qlain how.. ?
andothersymbols.
What'sthe besth,ayto...?
. Religjoustightsofindividuals.
WhatshouldI do litst.. ?
. Mattersofcriminalandciviljurisdic-
tion andrelationswith police.
. Tax andduly regulations. Whengiving instrucrions, we usually
usethe imperativeform or the second
. Claimsprocedures. person,andconnectivewordssuchas
first,second,next,andlinallyto
Soulce: Multindtional Mat itime Opetu indicatethe orderin which instructions
tto'n, Department oftbe US Navy areto beaccomplished- Certain
(Septembcr I996). [www] http: questionsandphftsesare usedio
www.ndc.navy-mil. confirmthatthepersonbeingin-
structedunderstands wharwas saidor
to remindhim or herofsomethtng.
Exercise 13 Amongsuchexpressions arethe
L Whatis the meannrgofSOFA? following:
Torernind:
P\,1Dahl:Excuseme, SergeartFlym,
Now pEctice the dialogue.You will hear
wouldyou pleaserepeatthe Sgt Flynn's p.rt of the conveBation.Read
treatmentlbr heat stroke A Dahl's part. Begin now.
wh€nnot in a chernical
Exercise 15
Prc-reading
Quickly skim the following reading taken ffom the US NaW Multinational Marittme
Operations Manual,
tasksandmissions
commanders
c. Assignto subordinate to
as required
accomplishtheifobjectLVes.
throughoutthe
d Ensurethatessentialoperationalfunctionsarecoordinated
commandsso thatresources
forceand supporting are usedto optimum
effect. I
Establishliaisonwithihe commandsandauthoitiesoperatingin support
ofthecampaign or independently
withintheareaof responsibility,
aswell
as betweenthecomponents ofthe force.
Befullyaware ofthepolitical,
cultural,andreligioussituation
andsensi-
tivitieswithintheforceand in the rcgionaffectedby theoperation.
i. Notifyhighercommanderand supporting
authoritieswhen
readyto
executephasesofthe operation.
j. Coofdinate
rulesofengagementand
fequestchanges
asrequired. logistic: dealingwith
b. Planandexecuteoperationsbasedon l\/lVFC'sintentions,
objectives,
and missionstatements.
d. Ensurethe administrative
andlogisticsuppoftofhisforcesrequiredto
achieveandsustaintheiroperational
feadiness.
h . KeeptheMMFCandhisownnatlonal informed
authorities onthesituation
Decidi g the withemphasis ondevelopments whichmayrequire changes intheopera
of supportffomotherforce
Uonalconcept,additionanationalresources,
langurye tusk components. Heisresponsible forsuggesting
appropriateactionbased
helpslou to uponhis interpretationof developmenis.
to othel
Tacticalcontrolis transferred
3 . Directsupportoperations.
nationsandeffortsare madeto halmonizerulesofengagement.
n.A singleoperational
4. Fullcooperatio commander exercisesboth
tacticalcontroloverthe forcewithcommonorcompa-
operationaland
€ble rulesofengagement,
authority.
mutuallyagreeduponbyeachnational ,t'
Parallelcommand shucturesafe particularlyappropriateto thelower
levelsof interoperability,
whileoperations involving
directsupportor
fullcooperationoftenleadto morecentralized commandstructures.
Hioh-levelPersonalRelationships A lesscentfalizedmultinational
force
mayoperateas effectively andas efficiently
as a morecentralized
forceif
high-levelpersonaI relations
hipsareeffective.Theserelationshipscan
help
to overcomeinteroperabilityproblemsat thetacticallevel.
(
GLOSSARY d c c o n f l i c t i o n( d e c o n F L I C t i o n )n : t h e
eradicationof antagonismor opposi-
a l l o c a t cl A L 1 0c a t e )v : t o s e t a p a r tf o f a d c l i c i e t r c y( d e F l c i e n c y ) n : i n a d e q u a c )
specific purpose;to distribute or allot
Therearn'sdqllEielqy was its lack of
The colonel was abouLti) allocatethe
cquipmcnt lirr eachsquad when he
was called away oo an emeBency. d o c t r i n e( D O C L r i n c n
) rt c a c h i n g s ;
s o m c l h i n gl a u g h La sp r i n c i p l e .c r e e d .
aspect(AS pect) n: appearanceto the eye
b y - p r o d u c t ( B YP R O D u c t ) na: s e c o n d - e n h } n c e ( c nH A N C [ ) v ] 1 ( )h c i g h l e no r
ary and sometimesunexpecledresult improve;10 m a k eg r e a t e irr v a l u e .
A b\-producl ol spacccxplorulion attracliveness,etc.
has beenlhc rapid gfowth in lechnol
q ogv.
The general s reputation$as glhq[cqd
hy the outconreofthe batle.
c , i p a i g n( c a mP A l G N ) n : a c o n n e c t e d h i n d e r ( l l l N d c r ) ! : 1 0h o l db a c k .d c l a y .o r
sericsofnrilitrt' opefationswith a
parlicularobjccLive
In spite 0fthe enemy's efibfs to
The Nonh Afiican canipajeltotwo d hlndq ouf moverneDts, $.e were ableio
War II was onc oflhc mosLiDlerest
x r gi n m i l i l a . y h i s t o l ]
i m p l e n r € n t a t i o (ni m p l c m c nT A L i o n ) n :
c o h e r e n t ( c oH L R c n l ) a d j :l o s i c a l l y the act ofcarrying oui. acconplishing.
conneclea dndnnelligiblc or givilrg pmctical effectto
The major's speechsas clcaf and The rlnp_Len-e!l!a!i!ltof tbe peace
sdqc!al. agreementlvillrequire the tu ll coopera-
t i o n o l a l l t h e c o u n t r i e si n v o l v e d .
c o l l a b o r a t i o n( c o l l a bo R A L i 0 r )n :
rvorking logclhcr in a scienrific, i n c r e m € n t r l( i n c r c M [ N t a ] )a d j r d c s c r i b -
lilcmrj". or orher undel1aking irg a stcp bv step increaseor decrease
Collaborationbeiweennationsis
essentialin aNATO peacekeeping M ilitary o tljccrs arc promotednr
increnenlal slepslionr sccondlieulcn-
ant through live-star geoeral.
collective(col LEC tive) adj: oforas a
group i n t e r f a c e ( l N t e r l h c c )n : 1 h cn r c a n sb ) '
The collective clliln ofall the nations which inrcraclionor comnNnicaLi(mis
precision0rrcCl sioo)n:exactness;
Military
Expressions
Lt ColRccdclaborated thetactics
wirh grcarplqqitialt.
procurement(proCURtrmen0n: theact
of gettingpossession
of
'I hcp!a!ug!E!! ofmedicalsupplics
oflhc snow-
wasdelayedbecause
There are many etpressions that are
used in the military,A few are given
fla
below. Listen to and repeat the expres-
realm (RLIALM)n: spher€r
dornain: sions and the sentences.
regior
Thegrantingof lnore,iid 'ras beyond
thcl94!lqof possibility. Backtrnrk: rcluro on ihe sa'nercad
Becauseofthe bad roads. lbe supply
rel'ledirl (reME di al) adj:conccrncd
convoylad 1obackl.ack six miles.
with the correct;orofa lhuhyaction
or habit,orwilh llreovercomingofa
Beat around the bush: delay gctting io the
Remedialactionwasnecessary
to
lnsteadofboing candid, he conlin ed
march€d
nrakesureDeltaCompany
io beat around lhc bush.
propcrly.
C u t i l o u t : s t o pi i
rigorous(RIG or out adJ:stricti
cxacling;rigidlyprecise C u t i t o u i l Y o u ' v e g i v e nh i m a b a d l x n e
rong enougn.
All ofthe newrecruitsnn'slgo
drrougha rigorousranring prograff.
Docsn't hav€enough scnseto come in out
ofthe rnin: doesn't havethe nl|el1i-
sisnincantly(sigNII icanl ly) adv:
gence1o rcact to an obvious situation
importantly;neasurably: nra manner
fl (
worthy ofnotice W e c a n ' t g i v e h i ma j o b r c q u i r i n g
responsibiliq' if he daelllh4lc
enousl senseto comein out of the MTI: MNC Taskforlnteroperabilify
Iqi!,
OPR:Officeof PrnnaryResponsibiliry
Fill the bill: meettheneed
PK:Peacekeeping
Johnis doinga goodjob.I'm surehe
will fill thebill. PSO:PeaceSxpportOperations
SATCOM:Satellite
Connunications
Friendli€s:ft iendlytroops
Holdyourfire! Thosearefriendlies. VTC:VideoTeleconferencing
GOB
Up in theairinotyetdecided
orresolved
Interopefability
We arestill awaitingord€rs;thingsare objectives
upilr lte 4r!.
CFX
Zerohor i cdticaltime
Allied Deploymeni
Zerohourfor theattackwill be 13 10.
System
VTC
NATOAcronyms
EXOPORD
ADAMS: Allied Deploymentard Move-
m€ntSystem
CAX: Comput€r-AssistedExercise
CFX:Command
FieldExercise
EXOPORD:Exercise
Operations
Order
GOB:GroundOrderof
Baule
IOs:lnteropemb
iliD,Obiectives
JOC:Joht Operations
C€nter
LOG:Logistics
MG:Ma.jorGeneral
3. Methods of self-prolectionhaven't
ENRTCHMENTACTIVITIES barely changedin thc lasi two centu-
Pre-reading
Dxanples:
. They r,rv"f clean their weaPons.
M e a n i n g :T h e y d o n ' 1 e v e rc l e a nt h e i r The following article is divided into five
separate readings. Before reading each
section in detail, skim the entire article.
. Major Johnson'afch finishcs his Firet, read the title, "Establishinga zone
of Separation,"and answer the following
PT.
Meaning: Major Johnsondoesr'l
finish his PT very olicn.
Exercise 20 Doesthisarticlecontainimportant
cooceptswhichI ncedto leanl?
2. I can't hardlyhcartheradioan-
nouncement. Thcreis too mrch ,a
Establishing a 2. Why were the waffing factions
requiredto work together?
Zone of Separation
Part ll: The Operational
Part l: lntroduction Environment
TheZOS,asdefinedin theagreement, was
ThisoperalionentailedthccslablishmenL
by severalpotentially complex
delineated
ofa zoneofseparation (ZoS) between
formerwarring factionsby elementsof
TaskForce(TF) Easle,which consistedof TheAgrccdCcascFirc Linc (ACFLF
severalbrigade-size iaskforces.ltwas the placewherethe fightingbadstopped.
feat: an aci or accom-
accomplished withnrthirrydaysofthe TF Eagleunitsmarkedthelineanda t.!vo-
plishment showing
deployment€n adlnirable feat.considcr- kilolnelerzoneon eachsideofit. This
u n u s u a ld a f i n g ,s k l l ,
ingthattheZOSsnrkedover1.000lniles lour-kilomclcfzoncwastheACFL zoneof
olwaFlom countryside thatconlained
millionsof mines,thousands olbunkcrs,
andhundreds of milesof trenches. In Thclntcr-EntityBoundary Line(IEBLF
curvedi iwisied of
addition,thewaningfactions,rvhichhad the lire thepartiesin Da),tonagrcedwonld
turned like a snake
beenengaged in intensecombatfor more bc Lhcp€rmanentboundarybetween tbem.
thanfouryears,werenowrequiredto work In sonrenlstances,lhis lnreandth€ACFL intense: occurringor
togetherto developandexecutea planfor werethesame.TheIEBL bccameefttctive exist ng in a high
rcmoving theminesandfortilications forty five daysaftertheimplelnenlaiion degree; very srong
withinihe zone.Thesoldiersandl€aders force (ll-OR) acceptedthe transferof
ofTF Easlewereresponsible for verilj,ing authority&orntheUnitedNationsProtec
theworkandmakingsurerbefactions tionForce(UNPROFOR). Atthis time,the
complied with therequirements agreed IERI-ZOSanditstour-kilometerbufTer perlorm;dotfulfill
uponatrheDalaon,Ohio,conference in zoncrcplacedtheACFLZOSandb€came
thepermanenizone. fortifications: places of
December 1995,andoullinedin the
General AgreedFramework tbr Peace. Th€AreasofTrunsfer -areaswherethe strong, especially
lincsdid nol direcllycorrespond.
Tbes€
werethe areasthatone pal1ywouldlufir
permanent lasting or
TheTen-KilometerZone-aten-kilometel
zoneon eithersideol tlreACFL,within dedicated: set apart
whichthe statusofall factionequipmert
andforceshadto berepoted.l'l'Eagle
dedicrtedassetsto veriryinglhaLthe
laclionscompliedwilh Xhercpoting time lines:schedules
TheZOSwasa dynanicareathatchanged
in sizeaccordingtotherequirements and
specifiedtime linesofth€ agreement.
Exercise 22 Most olthesetirnelineswerebasedon
eventsthatfollowedtbelransferof
liom L-NPROFORIo
authoriry IFOR.Thc
Answar ahe following comprehension followiDgweretherequirements asthey
questions.Write the questions and their pe{zined10thc establishment ofthe zos:
answer in your notebook,
. Withinthirry days,all panieswereto
withdrawall forcesto theirrespective
L Why wasthe ZOS difficlrll10establish sidesoftheACFLZOS andremoveall
in thiny days? mines,unexploded ordnanc€, explosive
andfo(ifica-
devices,wirc obstaclcs, had bceo compleledto slandafd. Ihere
$erc inslancesin which the facrioDscotrld
not complcte the mission withottthe
f{
. ThelEBl.wotrldbecorneeffeclivcin assistanccofTF Eade fofccs. In ihjs
obstacles: things lhal forty-five days.Wilhdrawingforces effod. the leadcrsbad to be caretul to
gel in the way or wouldcompletelyvacateandclear ensureimparlialiry.This was difiiculr
areasof transfer,includingrhe becauseofLhc dispariq. nr quality of
removalof mnlcs.denlolitions,and equipmenlaod levels oflraining. The three
entities: things that have unexploded ordnance. facrionshad one minc plow among |hem,
and sone subordinateunits werc nore
dislinct existence and . Entitiestowhich anareawas being
elllcient in completnrgtasksthan others.
lransterredcouldnol put fbrcesinto Lcadershad to balanceaccomplishing
thc new areasuntil transtbrdateplus
rasksw ith maintainingimpaniality.
criticalr designating or days,or as dclerminedby
nnreLy-one
oi a polnl al which a thelFORcommander. In OperationJonrt Endeavor,US conlmand-
change in chafacler, crs were exposcdIbrthe first tine to the
properly, or condiiion LachTF Eaglebrigadc-s izedtaskforcc cooceptofj onlt miliiary comlnissions
s effecledt of or wasrespoDsiblc for at leastonescgnent (JMG). formally establishedbodies in
forming a cisis or a ofrhe ZOS nr its areaofrespoDsibility which lhe guidelines lor assistanceare laid
iurning po nl (AOR).Irwasalsoresponsible tbl our. The operationrequireda grcat deal oi
eDforcnlg the peaceagrccment. WithnriLs dircct contactand po litical inte r:rction
interaction: reciprocal AOR thc brigadelvasrcsponsible for belweenirs m ililary commanders3nd the
morethanI l,l kilometers ollheZoS and faclnnrs'military orpolitical leadcrs.The
fbr vefiryingtheremovalofmorethan aim ol'1hisinteractionwas io resolvc
m a n e u v e r :a p l a n n e d and200
1,306bunkers.Tl I minefields, conflicls and securethc consentor
and conirolled tacticai
kiloLneteIsollrcnch-lines.ItsAOR also coopcmlion oflocal Icaders,and solnc-
or stralegica! move-
includedsevcn ajor poprlarcdareas
andnnncroussmallerlo\{ns,which
tinrcs tbe commaDdcrshad to brnrg the
pfotagonjsisrogcther and ncgotiate
f
warships aircraft, elc
requireddedicate.lassetsto ensurc agreemenLs or ediatedisputes.
(o
is possibleideadlock comnanderdid require hisstaffto ol
and assessments
checkpointoperations.
developa genericCOA rn casethe localtownsin tems ol civilaffairs,
timeconsuming: using faclionscameto an impnsseduringtbe
up muchlimerlong
iasting
Muchlike th€JMC,thecoofdnralion
tempo:rateof activily; nreetingsheldbetweencompanyor troop
oommanders andthe factionleaders
(oftenb gadelev€t commanders)were
tracking:following
or keyto planningand€x€cutingZOS1asks.
iracinga courceor Althoughthe broadtasksofcompliance
(clearanceoIrcules,r€movalof bunkeO
wereagrceduponin the JMC,the
sp€cificrvaysthosetaskswouldbe done
update:b efingprcvid wereagreedupondu ng tbe coordina-
Ingthe rnostreceni tionmeetngs.
or psychological
counterintelligence.
hitially. thecompanycominandcrs met
dailywith thefactionsat a central
locationto discussthe plan for the day; To faciliLatcthetrackingofballalionlevel
thentheywouldexecutethe missions. missious,lhe brigaderequiredthebattal-
Thesemeetings weretime consuming, ionsard companies to submildaily repofis
oftenleavingonly sixto eighlhoursto of Lnlitactivities,down1()companylevel,
accomplishthe tasks.As a result,it was fbr thefollowingday'soperations. Thc
decid€dthatneetingswouldbe held missions, by numberanddescription. were
onceaweek instead.Atthe weekly recordedby thenight battlecaptainand
neeting,thefactionswerereqxiredto briefedduringthemorningstaffupdat€.
givethe companycommander a schedule Thebattalions werethenrequiredto report
oftaskstheywouldcomplete during the everytwo houlson theprogressoflhc
missioDs (nrciudinga negaiivesituation
repod). Th€ infonnation lioln thesereporls
al
rvasthen annotaiedon the tracking Asideftom the designationofthe actual
worksheet.At missioncompletion, a zones,oneofthe lust corrtrolmeasures
closingreportwasrequired.Theresultsof wasZOSblocks,which
established
themissionswererepodedon the allowedTF Eagleto tracktheprogress of
operationsandj tellig€ncenetfbr S-2 andthe establishment
separation ofthe
Dudq the nission,spotreports
analysis. 7,O5.
wererendered.asrequned,which turther
The first priority wasto ensurefteedomof
developed pictureofthe
the operational
movemenl.Thiswasnotjustfor thelask To helplou rcach
AOR.
force'sconvenience but to help the
faclionsrestor€normalcommercial and profciency in the
Exercise 24 civiliantrafficatongthecountry'snain taryet latgaage,
highways. All ofthisrequiredanenor-
mouseffol on ihepartofthe combat so tethlng over and
Answer the foliowin9 comprehension soldie$.
questions,Write tho questions and their
answors in youf notebook, As a result,the initialfocusofihe
brigade'seffots wasto clearroxteswithjn
theZOS.I'F Eagleandthefactionswonld
L In thisarticle,whatismeanlby accomplishthis by "punchingholes"
"impliedtasks?"Namesomeof drem. ensurei makesureor
throughthe zon€,whichentailedlhe
cenarn;guafameel
clearanceofnlajorroutes.Once$is was
2. Whatwasdoneto aid the trackingof done,bolh the taskforceandrhe factions
the missions? couldfocustheireffortson the separation overlays:transparenl
of forcesandoihefrequirements ofthe
PartlV: Establishing the addilionaldetails,
zos Sincepanofihe inplemenlalionofthe areasof color,etc.,
peaceagreelnenl wasensuringfreedornof praceoovera map
Theseparation offorceswashelpedalong movementdrrouglrtbeZOS,forceposi-
by thewillingnessof the factionsandthe restore:brlngback10a
tjonnrgolien becam€an issuedndrg
eaflydeployment of theTFEagleleaders formeror normal
JMCsasitp€rtainedto guarant€eingihat
to effectcoordination with them.For the freedorn.Thetactionforceslvereprimarily
mostpat, the faclionswerealready corcemedwilh tbesecxrityofrheir enormous:ol great
separated, but themajortaskofunits was viltages,lyhichwereoftenonthe conlion- size;hugeivast;
to avertcontontationsard €nsurethat tationline orjustbeyondii.lt was immense;very large
thefactionsnaintainedthe inlegrityofthe necessaryto emphasize thatTF Eagle
ACFLZOS, unitswouldnot be positionedby the guaranteerng:servrng
Thefactionswererequiredto provideTF faciionfbrces,but in a rnannerdecidedby as an assuranceol
Eaglewith overlaysshowingthelocation thetaskforcecommand€ts. of promsing lhe
ofall unjts,wcapons.and€quipment not happeningof, some
onlyin theZOS,b l withintheten-
kilometer exclusionzoneaswell.The
factionsalsohadto notiryTF Eagleunits
whenanyp€rsonnel or equipmentmoved
throughthezone.Colnmunicalion was
maintained with faclionheadquarters
and
ultimatelyfactionalliaisonofferswere
locatedat thebrigadeheadquatef to
f acilitatethisprocess.
TheTactics,Techniques, andProcedures
(TTPS)for the separationof forcesandthe
esrablishment ofthe ZOSweredevcloped
jointly by the faction leade$ at the
brigad€'sfirstJMC.
The placemeniofthe soldierscotrldbc
accomplishedin many ways. Thc kcy was
Tbe tasktbrcesoldiershadto be readyk)
providethefacrionswith bodyatmor,
fl
visibility. The soldiershad to conduol he}nels,lncdicalsupport,andstandard
day and nieht patrols along allroures ard markingsupplics.All ofihis coordiration
acrosscouniry that was cleared.To hadto be workedou1tbroughinterpreiers
ensurethat fieedonl ofmovemerlwas on the groundnr the daysbelbreihe
r€iained once esiablished,theseforces clearingeffoltwaslo begin.
mannedcheckpointsalong the primary
As US forcesrnovedinlo scclor.the
commerciaI and civi liantra fflc roulcs.
engineers madccontaciwiihUN fbrcesxr
ElemenlsofT| Eaglchad 1(rsecureand
theTF Eaglcscctoraodreceivedaccurate
retain key inlorseclions.inlcrchanges,
informalionlionlhenr.Thisinformaiion
and bridges.
wasdissemiDaled 10otherunitsthrough
Writing a Roule clearance.orZOS breacbing,was sketches,copiesof mnicmarkers.and
photographs. 'l
thc lcchniquc unils used io clear routes he LJNforccs'cxtensive
longer rcading nr ftc zonc. Conrpanycomrnanders$,ould experience withthemincthrca1in the
lnrc up wilh their fhctional coxnterparts regionhelpedwith fofccprolectioneflbrts.
and coordinarerhe tasksto be accom UDitscoordniakdwitb allofthe tacrions
plished from the scheduleagreedupon a1 1()cleard€signated mobilirycorridors
the weehly coordinationmccling. Linkups ihroughtheZOS.Eitherat the.lMCsor
would take place on bolh sidcs ol'lhe throughcommander-to commaDder
ZOS with the respeclivefaclion lcadcrs. nleetingsrviththefactionalbrigades, lnncs
Faction soldierc(over\{archedby TF andliok-uppointsweredefinedandagrccd
Easle units)would besin clearingfiom trpon.Usually.theschedule wasan 0830
their side, rvorkingtoward the ACI- t,. linkupwilh an0930worktime.Atthe
Becaus€each faction was concemedthat designalcd 1inre.thecompanycommander
the other was not executingits reslonsi
bilities. itwas essentialLhaldre cleaf-
anccs be conductedsimultaneously.
or platoonleaderwouldmovetoa linkup
point. f l
Sinultaneously. bothsideslvouldlnrknp
'Ihe
l l'Ps employcd by thc brigadc with theTF Eagleelements aDdbcgin1()
irrcludedthe follownrg stepsand organizetheirworkfortheday.Usually.
performancemeasufesi the missionwouldbe for oneor two roulcs
. Commardcrsdclcrmincdrvhich ata 1jme.bui initiallyasmanyasthreeper
conpany-sizc unitio facilitatefieedomof
routes had to bc opcncd and lhen
synchronizcd rhcir rcsourcesio
facililale deliberateand faithtul Mobilityteamsmovedto designated
chcckpointsalrdmadeface-toface
coordinationthe morningofthe missn)n.
. ConlpaD)'conrmandcrs held daily
Theltueup for a mobiiityteamwas
coordinaLionmcctings witb the factionalengineersfollowedby an Ml laok
factions in their AORS. Thcse roller,armoredcombateanh lnover(ACE)
meetingsset the liamework lorfie orcombaiengineer v€hicle(CEV),followed
way the factions would executethcir by a Bmdlcysectiooor tankplatoonand
compliancetasks (destroynrg acconpanied bya medic.Thefacrions
bunkerS.clearingmine fields) and thc olienprovidednedicsaswell. Afterthe
way TIr Eaglc woLrldverili the linkupofforces,the leadcrson botlrsides
conpletion of those tasks. wereidentified.Thc lcadcrsollhe clearinS
ieamswerclir hcr identified.andthe
Thetask force receiveddetailedmaps
companyandthctionleadersphysically
markingnine fi eld IocatioDS.Coordina-
linkedup.At thispoinl,theteamleaders
tion was madeio determinewhat
nade detailedplanslor ftc day'swork.
equipmentthe factionalurlits would need
1oclearroulcs thfough their mine fields Theteamslcft together,
with rhefaclions
and locale and nrarkother m ine fi€lds. leadingthecleafingieanrsintothezone.
Th€factional forcesgatheredthe the arcawas ftee of mines-but tbey did
necessafyequipment,if they had il, ard not havethe equipment to completethis
beganto clearmines- Theeasiest to clear taskto standard. As a result,TF Eagle
werethe sudacelaid mines.The faction units often had to proof a route, using an
engineersgatheredthem ard separated Ml tant with aroller.
thereusableonesFom thosethat were
nrstedor semi-d€stroyed.Many were in Proofingcouldbe a dangerous business;
badcondition.Someofthes€werc threemine detonationsoccuffed in the
detusedand colle€ted,and othershad ro brigade'ssectordudngtheproofing
missions.Fortunately,becauseof the
beblown in place.On-sitenegotiations
wereconductedfor clearingthe shoul- TTPSthe unitsused,thesedetomtions jabbing: poking of
dersup to ten meterson either side ofthe causedno injuriesto soldiersandonly thrusling; punching
road.The methodthe factionsusedfor minimal damage to equipment.These with short, slraighl
probingwasvery different fiom US TTPSwere developedandrefined as a
methods.They had long poles (about resultof the taskforce'shighlysuccesstul
after-actionreview and lessonslearn€d m i n i m a l :s m a l l e sot f
onemeter)with tbree-inchspikeson the
pIogram.
end.Theywould \ryalkslowly forward
jabbing the groundin fiont ofthem. They
saidtheywereprimarily lookiry for Exercise 25
antitankminesjust below the surface.
Tte factioDswere very nervousabout
clearingthe PMA- I antipe$onnelmines. Answer th€ following compr€hension
questions,Write the quostion6 and their
Thelan€swereclearedin h{o dircctions answers h your .otebook.
atonce;for example,onefaction cleared
fiom southto north and anotherfrom
mrth to south.The companiesprovided L How wascommrnicationbetween TF
securityfbr them. One issuethat had 1o Eagleandthewaningfactionsrnain-
be worked out on the g.ound was a
meetjngpoint betweenthe two forces.ln
onecase,onesid€wantedto stop 100 Wl]y wereTF Eagleunitssometimes
meterssho( of wherethe other side rcquired to proof a route?
shouldstop. Companyforces on the
gound had to push the issuefmly to
makesurethejob was finished according
to the standardsofthe agreement.Again
thejob ofcarrying out intemational
policy was subordinatedto the ranks of
lieutenant,captain,ard lieutenant
Thebrigade'scollectionplan,developed
liom knorvnfactionlocalions,wasaimed TheNAls wereassigned prioritiesfor
atveri8,ingcontinuedcornpliancc reconnaissancet everyfive days,every
with the
peaceagreement throughreconnaissance sevendays.everyten days,andevery
andsideinspections. In accordance l'oufteendays.(Therewasaperiodof
with
theagreement, th€ lactionswcrerequired increased tensionbef,leenthe former
to providethe brigadewirh overlaysof waffing l'acrionsandTF Eagletha. resulted
in thecollectionsit€s'beiDgreconnoi- mission. Ihc concepl ol ihe opemllon
lercdevefynvo days.) rcquir€d thalfte AC 130 be on slalioo ibr
onc hour. Thc ALO, battalioncomm:1nder,
To faciLiralc this processandfocuslhe
and S-2 positioncdthemsehesat a cenlral
collectiorandverificatioDprocedures,
location.The AC'l l0 would fiy overthis
thc brigadeS 2 developeda systemto
location,and the ALo wouldnrarkrle
coordinate thc cflbrtoverlilnewiih a
"ten-dayforecaster."this provjdodthe position with an nrtared sirobeto ideDtily
thc siart poinl (as the hub of a spokc
day by-dayreconnaissance taskingby
system).Froln his posirion,the ALO gave
unil. Il'ii wasdetcrnrined tfiat a lactioD
the AC ll0 aheading and distaDceto
hadmovedequipmcnt. or ifnrcreased
bo$n uni1cbeckponrtgrids. Ciround
amounlswere idenliliedatacollecrior
lbrces at thcse locations.which also had
point.a unitwouldbe taskedto notiry
nniared strobcs.were fequired to shut
thecolleclionsitecomnanderthalhewas
down their vehiclesto prevent additntlal
d€linquentin complynlgwith thepcace
heal signatures.The AC 130 was difecrcd
to orbilthe area10 idertify nrovemenl Tbe
Tlris procedureassistedthc lerificat n ground forccs were preparedto reacl to
process. Allhoughthe grids ofcollcction sighringsby way ofconmunicalrons
poirrtsprovidedby the tactioN were tt ough ihe battalioncol nander.F-l8s
delinquent:failingto do someLines 500to800netersoff, recon- would be usedas an extra nreansol
whai dutyor law naissance confimedthe Locations. giving identificationas wcll as a show offorce, if
thebrigadeS-2fairlyaccurate infonnation
with whichto beginhiscollection 'lhe
ground forccs did not have refleclive
planning.Thcrequirenenlwasstill t{)
andany tape, which would havemadc ileasieft{)
ver'ti continucdcompiianc€.
or disposiriotr distinguisbbetwecntiiendly nDitsand
changenr the compos;tion , (
facliors. Becauseofrertriclions from the
ofweaponsor equipment couldindicate ,l
Combired AirOperations Centef,the AC-
nonconrpliance andlbrcethem1()submit
I30 could nor f]y close €noughto the
feportsandupdalcsin a morcli ely
CroatiaDborderto observetwo clitical
checkpoints.This coordinationmust take
placewell before t}e cxecutionola
nrission. l'he AC-ll0 is designed1()
observepinpoinl targets,and it takcs up to
l5 ninutes to cftectively cslablishils
panern,resnlling in slowlnovenrenlfronr
point to point. This significantl) rcduces
the anrountof woftthat can bc accom
plishcd during one hour ofdalion time A
un;1shouldrequestthree hours tbr tnnc-
on tafgel ard sho ld reducc the numbcr ol
hrgers to ensure thoroulh reconnaissance
ofthe AOR.
l hc Joint Survcillancel-argct Acquisition
A battalionair liaisonoIficer(ALO)
RadarSystem(JSTARS) was also uscdin
coordinaled for anAC-130aircrafl10
ihe verification proccss.The brigadervas
orbit theunits' areaduringhoursof
supporLedby ore ground stalion module
darkness andidcnlilyactionmovement
(GSM), which LeceivedJSTARSinforma-
orviolations.GroundforcesandanF l8
tion. Initiatly.d]eJSTARS monitoredlargc
wercalsotasked1(rbe preparcdto react
sectors.making it difilculito analyze
to ary sightingsby lhe AC-130
specificareas.As aresuit, the S-2 nar-
ThcALO coordinatedwith theAC-l3 0
andnightvisioncquippedF-l8s tbr
rcwed the lbcus ofthc JSTARS by
orierting thc systemon NAIs for spcciUed
il
duringa night
dircctcommunicalion pcriodsoftnne. He also gave the CSM
operators (whoperfolmedlimitedaralysis) a scriesofcheckpoinisalong
establishing
priorityintelligence requirementsand lbe ZOS.Therewasal leaslonebasecamp
likeiy patternsto look for andobserve. ir eachcompanysectoroftheZOS.Each
sectorwouldhaveat leastonepermanent
JSTARShadcerlainlimitatious(pa(icu'
checkpointalong the primary roads,and
thatp recluded
larlyin thisenvironment)
morecouldb€ addedifnecessary.
i1semplolmentasa standalonecollection Checking to see
asset.Ncvc{hclcss,thc brigadecxperi- Thezonewouldbepatrolleddailyby the
encedseveralsuccess€s with rheJSTARS: TheaL patrolswouldbe
air assets. rcadlfig faster
. It identifiedla€e lnovcmenlsotrtof conductedat leastonceduriDgdaylight
hoursandonceafterdark.]'hey would u derslanding
townsthal werelo be hansfened
patollhe entiretack ofth€ ZOSunlessa
betweenfaclions.Aflerthe S 2 was
specificresionrequiredclosescrutiny.
alertedto thesemovements, civilian
Randomgroundpatrolswouldgo out
andmilitary operationspersonnelwere
daily,somemountedandsomeon fooi.
sentto the location to determinethe
Theplanrequiredbothdayandnisht
reasonsfbr the novements.
. In addition,JST RSconfirmeda terry
The nrountedpatrolswer€ assi$ed a
sitethat wasbeingusedto move seriesof checkpoints; theyapproached
militaryequipment. Thesitewas eachcheckpoinicarefully,stoppedand
designated an NAI for a periodof dismounted, observed the regior for any
severaldays,andthe rnovingtarget changes sirce the lastpatrol,reportedany
indicatordetectedthe movement observations, th€nmountedandmovedto
especially in
thenextcheckpoint. Thevehicleswould
advancet prevenled
' Two or threetad(swereidentifiedin havca specifiedtimebetweencheckpoints,
andth€basewouldmonitorreponingto random: not unrfofmi
anassemblyareaby a fixedtarget
tack progress andidentiryanypossible happenrng or
indicatorandconfirmed.to somc
problemsinthe zone.Groundpatrclswcre seeming to happen
degree,by a SAR phoiograph.
conducted in mnchthc samemanner.The
' A railheadwhere
annoredvehicles enlirezoncuas coveredby observation
werebeingloadedwasidentifiednear andpatrolwithina setlime period,suchas
forty eightto seventy-lwo hours.
L Why wercaerialpatrols,nounted
palrols,anddisnoulred patrols
thermal: having 10 do neccssaryin the ZOS?
configu€lion
AGREEMENT
2. Participating
nationsagreethatwhenproducing trainingareamapsfortheuse
ofNATOForces,the provi6ionsofthis agfeementwillbe adheredto, andthe
symbols shownin AnnexAwill be usedon suchmaps.
3. Whenantecedenttrainingareamappingexists,conversion to conformwith
thisagrcementshallbe undertakenas resourcespermit.
4. Theonlysymbolswithwhichthisagreementis concernedale the special
symbolstobe usedforpresentingtrainingfacilitieson standarct
topographicmaps
ofpermanent trainingareas;the agreementis in nowayconcemedwiththesym-
bolization
usedon topographic basemaps(STANAG3675).
GENERAL
5. l\rapsoftrainingareaswillgenerallybe producedbyoverprintinginformation
on
training
facilitiesonthe appropriatesheetsofexistingstandardtopographicmaps
(base maps)atthescaleof 1:25,000 and'l:50,000.Thesheetlinesoftrainingarea
mapsmayvaryfromthoseof thestandardseriesusedas basemaDs.
6. Theprimaryresponsibility for production
of mapsoftrainingareaswillrestwith
thenationonwhoseterritorythetrainingarealies.lf-as an exception-anyother
NATOnationproducesmapsoftrainingareaslocatedon theterritoryofanother
,l
theproducing
nation, nationwillnegotiate withthehostnatlon
production
7. The NATOFofcesagreethatwhenexercisingin a giventrainingarea,theywill
useonlymapspublished producer
bytheresponsible nation
COLOURS
I Thelegibilityof inlormatiol to lhesaferyot troopsmusIoeersured
relat,ng
A minimumof two coloursis to be forthe
Llsed portrayalof trainlngareainforma
mofe
tionand,if necessary, colours may be used Oneoftheseshouldbeadafk
greentopresenl:
impactareasandtheirsubdivisions
a Dangerand
legibility: the extenito
which somelhing is b. Infofmationre{atingto firingpoinls,directionsof arcsof fire,typesof target
able io be read easily anddangerareaflagsor malkers. lt is recommended to usea darkvioletas
seconocolour.
portrayal: showing,
pointing oui thenumbelofcoloursofthe base
ofoverprintinformation,
9 To improvelegibility
subdued: neulfal, ioned
map(standardseries)maybe reducedand/orthecoloilrsmaybe pr ntedin a
subduedtone.
TRAINING FACILITIESTO BESHOWN
congestion:concentra
10.Thetrainingfacilitiesto be shownon the mapwill be as far as possiblein
narrow space, a accordancewiih therequirements ofthetrainingareacommandlf congestion of
clogging detailfequiresselectionoffacilities,preference
shallbe givento thoseservrng the
safeiyoftroops.Trainingfacilitiesthataresubjectto frequentchangesshal not
be shownon the map {l I
SYI\4BOLS
legend: explanatorylist '11.Symbolization fortrainingfacilitiesto be shownon mapscoveredby this
STANAGshallconform withthe provisions oithisdocumentThestandard
symbols to be usedafesl'ownin AnneYA
'12.Thesymbols showninAnnexA arefor useon 1:25,000 scalemaps Sizeand
gaugeof linemaybevaried,if required,or adaptedfor useon mapsai otner
scales,provided thebasicdesign remains unaltered
'13 lt maybe the casethattrainingfacilitiesare to be shownfor whichsymboliza-
tionis notprovided bythisSTANAG. ln suchcasesadditional symbolsmaybe
introducedby the mapproducerithe closest possible
adherence io AnnexA to
thisSTANAGandto theprovisions ofAPP-6is most desirable
SYI\4BOL LEGEND
'14.TheoverprinlsymDols usedonthemapsshallbeshownlrterpreled and
described inthelegend,whichmaybe printed eitheron the ofthe
front sheet or
on the feverseside,as space permits. lf practicable, texts
descrlptive will be
presentedin the nationallanguages ofthosenationswhosefofcesare mostlikely
to usesuchmapsThelanguage ofthenationonwhoseterritory thetraining area
lies,thatof theproducernation,if thisin another nation'and Englishshall always
appearin thelegend. A companion booklet maybeusedinstead ofthelegend'
PHOTOMAPS
'l5. lf ohotomaps the standardsym-
are usedas a basefor overprintinformation,
bolsshownin AnnexA maybe adaptedto the requirements imposed by thistype
of basemap,e.g.,symbolsmaybe presented in negativeform
II\4PLEI\4ENTATION
OFTHEAGREEMENT
ThisSTANAGis implemented byproducingnationswhentheyhaveissued
to producemapsofkainingareasin accodancewiththisagrcement,
instructions
andby non-producing nationswhentheyhaveissuedinstructionsto
requisition
mapswhiehcomplywiththisagreement. requisition:lo submita
Sowce:NATOSTANAC 3833:SynbolsforUseanMapsolTraininsAreas
for Land
Fo.cer(March1988),
Brussels:
NATOHeadquarters.
Exercise 28 Exercise 29
Indirect Question
Review
Appendix A Principal Parts Of Gertain lrregular
Verbs
fly
folget forgot forgotten
took tak€n
teach bughr taught
tom
tell told told
think tbought thought
throw
woke(waked) woke(waled)
wept wept
AppendixB Punctuation, Gapitalization,
Numbens
PUNCTUATIONI
I'ln ihey're
How manychildrenarein your fanily?
He's heretoday? what's where's Bob's
o'clock(oftheclock)
c. Exlamation Mark (!) to indicatepossession.
Z Use an apostrophe
Useanexclamation mdrl aller $ords,senlences,
or expressionsthat show excitement,surprise, a. lfthe nounis singular,add's.
or €motion-Any exclamation, evenifnot a Bill'sbook the girl's coat
sentence,will erd with anexclamationmark.
b. Wh€nthenounis plural.add rifthe
whatagame! Do itl ' plxral doesnot endin q.
Look outl Ohl
the children'sclothes the men'sshitu
b. Age
Examples:
Examples: III Corps
l 8 ) e a ^ o l d : 5 2) e d r sl:0 m o n r h < : 6 d a ) s 2d Anny Group
82d Infantry Regimert
c. Dates 7r'AAA Bdgade
2d Infantry Division
Examples:
4 June 1987 c. Na\.yunitnames.
July,August,and September1983 In the NarT, the number of the task force is
4 April to 1l Jure 1995(not 4 April 1995to witten in Arabic numbers.The fleet number N
I I June 199s) spelledout.
4 October1993to ll August 1994
Examples:
TaskForce58
Exanples: Fifth Fleet
$3?.50;$0.75;$3 per200pounds;75 centsa d. MarineCorpsdesignations
follow the same
plan as thoseof the Amy.
e. Measrements
Examples:
ll0meters;2f€etbyI foot;8hches;300
II horcepower;
20120vision;5,280;5 % pounds
I
II
i 2Adaptedfiom Air CommandandSraffCollege,CourseIX, Stalfconn nications,"cuide for Air Forc€writing"
) 001x017606.
i
Appendix G Transitional Expressions
trxpr€ssiors
ro qualiry perhaps
to sunmarize or concludr all in all, fmally, in all, in brief, in other words, in conclusion,in
short,in summary,lastly,on thewhole,overall,to conclude,to
put it hiefly, to sumup, to summarjze
in orderto, sothat,tlat
to indicateorderof
chnax or imporiance the besrworst part, the mos. important,the leastsignificant, the
easiesrgreatestmostdiffi cult,/mostserious/mostinteresting,etc.
Xoexpressa condition if, if only, ev€n if, in casethat, in the eventthat, or (else),other-
wise,providedthat,providingthat,unless,whetherornot
,t
il: as ihough
ro glve a rcason (causel as, bccatrse(o0, for. sincc. inasnuch as, as long as, io view ofthc
fact thal. on accountof, on lhc groundsthat. owirlg to the factthai
4l(
Appendix D Listening/Viewi ng Form
Defense/Military
GovemmenrPolitical
Disast€r/Accident
Education
Science
Environment
Ecology
Health,Medicine
lnternationalNe$ s How?
Corments:
Appendix E Participating in Group Discussions
aggressor
Appendix F Modal Ghart
(inferenlial)
impossibility The ofiice can't be closed; it's
in
I reallyhad a problemwith
describea past unfulfilled that project.
oppodunity YoucouldhaveaskedSgt
Rudolfoto helpyou.
They couldn'thaveclosedthe
i the pasl
(inferential)
impossibility in
billetingoffice;it's too early-
Enlistedperconnelshoutdwear
theirdog tags duringthe FTXS.
Ll Kellermanshouldtryto improve
me [n thes€
wllyou [pleaselhelp
make a politereq@st
l\^/illbedelighiedto accompany
you to lhe rccepfon forAdmi|al
NATO
US NAVYAND COASTGUARDOFFICERS
Equivalent
oF-10 o-11 FleetAdmiral ADM
oF-3 04 Lieutenant
Commander LCDR
oF-2 Lieutenant LT
oF-8 LieuterEnt
General LtGen Lt Gen LTG
NATO
US MARINECORPSENLISTED
Equivalent
oR-9 SergearlMajorof the l\rarireCorps SgtMaj
oB-9 E-9 SergeantMajor Sgt[/aj
oR-9 E-9 I\,4aster
Gunnery
Sergeant MGysgt
oR-8 E-8 FirstSergeant '|slsgt
oR-7 Gunnery
Sergeant GySgt
oR-6 E-6 StaffSergeant SSgl
oF-1, OR 2 Private
r l
NATO AIR FORCEENLISTED
Equivalent
oR-s E-9 ChiefMasterSergeanlof the Air Force CMSAF
oR2 E-2
oR-1 AirmanBasic AB f f
TABLEOF CONTENTS
L J n iIt " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .C
READING
Leadefship:
. .A. .-.4" . . . . . . . . . .I
A Common-Sense ApproachCA- I
VOCABULARY
TheCommander CA.4 U n i t5 . . . . . . . . . . . . . . . . . - . . . . . . . . - . . . .C. .A. .-.1. .0. . . . . . . .
GRAIV]I\4AR VOCABULARY
ActiveVoicel\,4i itaryWriting............ CA-4 Howthe UN Works
WRITINGSKILL VOCABULARY
Paragraph Development ...............CA-4 WhattheUNDoesforPeace.........CA 10
WRITINGSKILL UNPeacekeeping... .........CA-10
ft4ilitary Writing .......... CA-4 AUTHENTIC READING
READING/WRITING SKILL lJniversal Declaration of Human
NATOSTANAGS 2020and 2066 ..... CA-4 Rights............. cA 10
GLOSSARY
[rilitary Expresstons CA-5 Unit 6 ......-..".".................................. CA-l2
READINGA,ryRITING SKILLS VOCABULARY
S iuationslTrainingExercisesin Stability Whatis NATO?PartsI andll .........CA-12
andSupport Operations ................ .. CA-5 READING SKILLS
NATOSTANAG 2'100, Signs,Signals,
u n i t2 . - . . . . . . . . . . . . . . . . . . . . . . . . . . . . C . . .A. .- .s. . . . . " . . . .a.n. d M a r k i n g s. ..... . . . . . . . . . . . . . . . . .C. .A. - l 3
VOCABULARY LISTENINGSKILL
The l\,4iitary Briefing CA5 Listento the NewsandTakeNotes.CA-13
VOCABULARY AUTHENTIC READINGS
Vefbaland Nonverbal BFI\INCDirectives for NATODoctrinefor
C o m r n u n i c a tSi ok n i 1 1 s . . . . . . . . . . . . .C. .A - 5 PeaceSupportOperations
SPEAKING
READING
Speechby Pl\,4
SKILL
I M i l i t acrryo u pD i s c u s s i o n. s .. . . . . . . C A 6
TonyBlaif................ CA-6
(Chapterc'1-3)............ ....CA-13
GLOSSARY
NATO A c r o n y m s . . . . . . . . . . ...... . .C. A 1 3
t
WRITING/SPEAKING SKILL U n i t 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .C. .A. .-.1. .3. . . . . .
Preparation of Presentation/Report .. CA-6 VOCABULARY
READING SKILLS
U n i t 3 . . . . . . . . . . " " . . . . . . . . . . . . . . . . . . . . . .C. .A. .-. 7. . . . . . . . . S e l e c t eRde a d i n g s . .......... . ...... . . . .C A - 3 1
VOCABULARY/READING ENRICHI\,1ENT ACTIVITY
Levelsof CulturaAwareness... . . CA-7 Par.cLaahind ^n6r.ti^n.
Gettingto KnowoneAnother
Iu additionto practicingwrilingmemosandother
Thisis yoxr firsl dayofclass.Takea moment10look militarycofiespondence, youwillhave theopporlunity
aroundyou. Theseare the studentsyou will be to prcparea taikjng paper,write sumnraries,rnake
workingwith duringthiscourse.You will be doing comparisons andcoDtrasts,andwriteresponses to
exercisestogether,exchanging papers,andhelping severalofthe readingsthathavealreadybeenpre-
seDled. You $ ill conrinuc
$ ririItsabuur)our leaming
in yoxr languageleaming log.
Lookat tbetwo studentssittingclosesllo you. Tell
themyourmme andfind out theirnames.Ifyou Groupdiscussion is a.DimportantaspeclofLhis
arread)
Lno$ rhe.tudenr. ne\rro )ou.erchang. seminar. Discussion skillswill be reviewedin 1hc
nameswith othersyou havenot met. courseandtechniques will be pmcticedthroughoul the
seminar.(SeeUnit 2 andAppendixE.) Addilionally,
Next,talk to one ofthe sludentswith whom you themilitarybriefingwill be revi€wed,andyou willbe
exchangednames. Ask hirnor heranyofthe following given the opportunityto participatein briefings
questionsyou feel comfortableasking.You nay want Throughout theeightunits,you weregivenirstruc-
to tell aboutyourselffirstbeforeaskingsomeques- tionsr€gardingthepreparatjon ofa l0- to l5-minute
report. Now you will havean opportunityto check
Whenyourtime is up, introducethe studentyouhave your pro$ess and lmalize your report. The semmar
beenialkingwith to theclass. will culminatewith thepresentarion ofthesereports.
7. spare-time
activities,hobbies,andinterests
8. intercstsyouhavein common
Unit 1
WRITING SKILL
Military Writing
,o
Pagesl-2,1to1-31
VOCABULARY Activilyl
The commander
os
l. Rcviewffilitarylvritingandcxamplelnc
Pagcl-'t
2. Usethc paragnphyou composedin the previous
activilyandrewrileit asamcmorandum. Check
Activity )our qurk u.irg rl'( qr e''i,'ntor pag. l-r l
Reviewthc vocabulary rcadingtitled"The Com
mander."Workrogetherwitb a patner or in a small
groupto describerheidealco nander.(You may Aclivify 2
waotto usea tmnsparency andan overhcadprojectof)
dcscriptionswitb the resLol l. l'heclasslvill be dividcdiniogroupsolfour
Be prepared1(]sbareyour
theclassandto defendlour positior'
2. Within eachgroup,two students willbe chosento
r^ $ri c
prniciparrrrr- ro r-pla1rnJ r$u 'rrrdenr'
GRAMMAR MFRs.
Active Voice MilitarY Writing
3. RoleplayrOnesludenrwill lakethe rolc ola caplain
PagcI -r.l
reponinginformation.Onestudeniwill takethe rclc
ol a majorreceivingthe informalion
Activity
Discussreasons why theact;vevoiceis uscdin
4. M[R: Onesrudent willwritean MfR fiomthcpornt
ofvie} oIlhe majotrcceivingthc irfoflnarion One
studenlwill write an MFR from thepointol!iew ol
rlI
mililarywritnrg.Theinstrucloror a studcnlr'ill elicil
activevoiceexamplesentnc€sfiom the students and the captainreporlingthe nrformatioD
\\,ritethemon the board or on airansparency. Discuss
5. uachgroupwill role play the situalionand.cadihe
thcexamples wiih lhe class.
two MFRSfor lhe wholegroup
WRITING SKILL
Paragraph DeveloPment R E A D I N G / W R I T I N GS K I L L
NATO STANAGS 2O2o and 2066
P.eesl-20 to l-24
Pages l-14 to I -,12
Activity t
Activity I
paragraph
Review devcloPment.
&) over Sl'AN,4.G2020, DetailedOperationalSiiualion
Reporrand STANACi 2066, Layoul fbr Mililar.r
2 Corrcspondencc.Becomclamiiiarwilhthese lbrmats.
Activity
\ \ i r h] o . I c l r . r n a r r . q r r r e ' f a r d e r a n ' q
,
hiil
. hro.edloti.
o e s c " i \ c r "m i l i r a D . i r u J t i ^ r re, {\ e n r a Activity 2
l c s h " h I n e e n l i ' ,c h . ' c r n . o r ' l r r b . r r r , a n d $ r i r ( r
topic scnt€nce.Make athoughl map on th€ board bv With a partneror in a small group. conplete th.i details
asknrg|br a list olinstrucrions. facts,conparisons or ofthe lbllowing scenario.or rvrrteyour own
contrasts,and causcsand effecls that relalc to the
topic. (SecpagesIC 5 - 6 for nnbrmation on tbought
maps.) Thcn convet thcse ideas into sentenccsand
arrangethesc sentencesinto a paragraph
You are leadinga night rccon mission(stalc$herc).
Witb you arc anNCO aod six eDlistedmen whose
4l
missionis (statewhator why).Dxringthemissionyou beendifferentandcouldhavebeenhandled,etc.Share
run into a seriousproblem:(statewhat). You entera yomexperiences in similarsituations
andoperations.
village(statewhere),discoverseveralwourd€d
civilians(statewho),andencorurerhostilefire (state
by whom). Activity 3
Writean OperationalSituarionReportbased on an
or on thearticletitl€d"Situational
actualexperience
Activity 3
TrainingExercises
in StabilityandSupportopera-
Continueto work with youl partneror small gro p.
Now \ rite an OperationalSituation Reportbasedon
thescenarioyou wrotein Activiry 2. Your r€pon
sbouldbe accurate anddetailed.You will b€ askedto
deliverthe reportto theclass. Unit 2
GLOSSARY
Military Expressions VOCABULARY
The Military Briefing
Page l-,15
Pages2-33 to 2-3,1 Pages2-6 to 2-1
Pages3-38
Pages4-20to 4-21
Activity
Discussion
Activi(y
why is speechimportantto everymilitaryofficer'/
With a pafner, write a conversationor dialoguewhich Why is tbemiiitarybri€fingused?
ls it efective?Why
utilizeseightto tenmilitarywordsor expressions.Try
to mak€the conversation asrealisticandauthenticas
possible.Shareandrecitethedialogsin class.
VOCAB U LARY
Verbal and Nonverbal
R E A D I N G / W R I T I N GS K I L L S Communication Skills
Situational Training Exercises in Pages2-12 2-15
Stability and Support Operations
Pagel-,17to 1-51
Activity 1
Ac tivity I
READ ING
Speech by PM Tony Blair f l
P^ge2-26to 2-21
Srudyfie readingson groupdiscussnrn listedabove.
lhen, sclecta topicor Lopicsfor discussiorfiom thosc
belowor prop(,seyourowr topic. Activity I
suggeslcd
Asoncstudent readsthespeech willtake
aloud,others
notesandwritea sumnrary.
Activi ty 2
Topicsfor Discusstuo
Activity 2
L A risk canbe defiDcdasa charceofinju'1.
and/('
wiUreadabudtheirsummaries
Srudents
damage. or loss.Uatllcdoctrinerequifescom'
commenton tbe specch.
mandersto takeintelligentrisks.How wouldyou
"inlelligent"risk
definethedifferercebclweeoan
anda "dumb'- risk?whal ftellig€nt risLshav€you
rrkendJriig )ou'milird,)Ja'(er.ei!h<rJrI ing WRITING'SPEAKING SKILL
irairing or duringactualconbal?Wasthc resultof Preparation of Presentation/Report
yourtakingtherisk positiveor negativc?Explain Pagc 2-Jl
especiallyconmandcls,must
2. Military pcrsonnel,
alwaysmakedecisions.Someiimes, however,a I
Activity
decisionto do nothjrg canbe the besldecisron.
'do I oftbetcxt Remember
2 I onpage2-l
RcviewExercise
CaDyon rememberan occasionwhena
nothing"dccisionwasthe rightoneto make? thaLthe presenlalions/repotswi11begivcn on the lasl
Activity 3 Activity 4
READING SKILL
Activity 4 BALLTOPS '97: Bu ilding New
Friendships
Turn in the rough &aft ofyour oral presentationto
Pages3-10to 3-12
your instructorat the end ofthe first week-
With a partneror in a small group,
answerthefollowingquestions:
2- How doesglobalculturcapply1(]internalional
militaryorganizations
suchasNATO andtheUN?
VOCABULARY/READING 1 Ha\c)ouhdddnerperienc(.im I oi'lhae' o n e
in
Levels of Cultural Awareness lhereadnrg?Ifso, howwasilsirnilar?Howwasit
Pages
3-4to 3-6 different?
Activify 2
Rereadthe five attributesbasedon stereotlpesthat
you wrote in your notebookfor Exercise3. Discuss
your statementswith your classmates.Wlat ar€ some
REA.DINGSKILL
Taperheinlcr.r'iew andtheDrepla,v
session it. 1O
ACross-Cultural Survey
3-12to 3-15
Pag€s Activity 2
If)rou have pafiicipated in a snnilar exercises'share
your cxperienceswilh the class.
Activity
Takea look a1lhecross-cultuml surveyprcdictions
you madein Unit 3. Florvdid your prediclions R E A D I N G / S P E A K I N GS K I L L S
compafewith theresultsofthe sul1ey'? Procedure for Radio
Workwilh theclassasa whole.Howwell did the
communications
wholcclasspredictthcstudents'responses to the Pages3-27to 3-30
survey?Makea chart on oewsprint.
on tbe chalkboard.
Thefollowingis a bfiefsampledialoguebascdon the
or on a transparency graphicallythe
to represent proccdurebetweenthe
UN radiocommuricalions
predictions of thewhole class.
controllerandpilol.
I o n r , , l l c r s: p a r l ) : 0 . l J l l d l u $ e r .a c l n " $ l e d t e
VOCABU LARY
Pilot: StationcallingSparky30 Sayagainl
Military Cu ltu re Your transmissionwasunreadable.
3-15to 3-18
Pages
Sparky10. This is Iuzla To$'er.How do
ControLLer:
jnlentionsOver'
)'ouhearme?Advise
Activity I
I'ilol: TuzlaTo er. Sparky30, landingTuzla.
Iind live militarycustomsor cou esieswhichare
similartothoseofyourmilitary andfive whichare
different.
Cootroller: Sparky10.
-fuzlaTower.acknowledge
Enterleft downwindfor RuNvay3 righl
fl
Wind 140at 8.
anddiftbr-
In a largegroup,discussrhesinrilarities
enceshyour country'smilitarycustomswith thoseof Pilotr Sparkl'30. Roger.
Activity I
Activity 2
rcadthe
Readthe dialogwith a partner.Renremberto
ContmstandcompareUS, UN. andNATO military numbersasrequiredby thisprocedure.
culture.How do militarypersonnel work togetherand
tunctionasa unifiedforcein spiteofculturaldiffer
Activity 2
Usctbe procedurewords10compose a radiocomnru-
READING SKILL such
nicalionsdialogue asa thalyoumrghl
situation
Spirit of Cooperation
3-23to 3-26
Pages
Activity I
Workin groups based
to writeinieNiews onthc
aticle.
Onestudentwilltakethepan ofthe interviewer'Other
studentswilltakethepartofthe peopl€beinginter-
i|' (
Unit 4 l. Whattraitsdo you believearethemoslimporiant
Activity I
Consensus Building
VOCABU LARY
What a Leader Must Do
R€viewthe article"LeadershipTraits." Divide into snall Pages4-15to 4-17
groups.Rant the traits in order of thetuimpotarce for a
good leader.The studentsin eachgroup must adve at a Look atthe hcadings"ProvidePurpose,""Provide
consensusregardingthe ranting. while the studentsare Direction,"and"ProvideMotivation."Whichonedo
rankingthe traits, the instiuctor will !\aile eachlrait on you thinkis themostimpoftnt for yourcurenijob?
lhe board.Wheneachgroup'srankingis decided,one Discussthecorespondingsegnentsin smallgroups.
studentfrom that gmup will write the ranldngnumberon $rired respon'e
In )our nolebouk. to thed;cu"ion5.
theboard next 1{)the trait. Then as a large group,the
classwill ranl( eachbait. Comparerneranldngsofth€
groupsto thoseoftle classas a whole. READING
Leadership: A Common-Sense
Approach
Activity 2 Pages4-23to 4-25
Discussior
Thint aboutsomeone who ivwas a greatleaderin your Activity 1
coutry. Think aboutthe qualilies of that person.lf you
couldchooseonetraitwbichdescribes a greatl€ader Discussion
from your counfy, which trait would it be? In smallgroups,reviewthearticleanddiscussthe
Takea momentto thinkaboutyours€f asa leader.If followingquestions:
youcouldchooseonetrait to describeyours€llwfiich
onewouldit be andwhy?
l. How did the authorsuggeslfindinga personal
leadershipstyle?
Activity 3 2. matdid GeneralMoftgomerystatethatan
Writing Assignmetrt officer must do in order to be an effective leader?
Reviewthelecturetixled"Leadership"(Ex€rcise9). 3. Accordingto thepbilosopherSunTzu,why is it
Cortrastin ruiting the taits Col Skmtuonek described importaft to regardyotlr soldiersas chil&en?
asnecessaryfor a leaderwith the xraitsthe classranted
in Activity I or the group ranked.Tbe transcriptofthe 4. Howdid CeneralLejeunedefinethe leadership
lectureis on pageCA-15.
5. Doe.rccotsni'ion of .ubordinares conhiburion.
play an important part in leadership?Why or wby
Activity,l
not?
Discussion
o. Wlat did lhe aulbor'ay $a' lhe form la lbr
Discussthe following questioff, first in small Sroups, becominga successful leader?
andthen in a larye group:
, (
Activity 2 Activity 2
Writing Assignn'ent l'hc classas a whole \\ill discussUN peacekecpjng
missions.Each slodenrwi Il contlibutc detailsaboui
ln your noiebool..wrirea fespoose to the arlicleyou
youragreement two missionsin which he/shc(or someonebe/shc
havejust discussed in Aciivity I Note
scnsc knows) has been irvolved.
or d isagreementwiLh lhe authofs common
approach to leadersbip.
Activity 3
l. Theclasswill bedividedinn)pairs
Unit 5
2. The nlsructoror oneofthc studentswill write the
follor{ingscmmblcdwotdson the board working
in pans,lhestudenls$ill havca conteslLosee
VOCABULARY whichtair canunscmnrble lhe wordsfirst.
How the UN works nriacdoba
Prges5-3to s-s nraiS
onaaSil
Activi ty rgicuaacaN
taHii
l . 1 h ec l a s s$ i l l b c d i v i d e dn r b s n a l l g r o u p so f i w o
sgfiAnatanh
to four students.
"Ho$ the UN
2. Each group will review thc reading
UN PeacekeePing
Activity I
'What the UN Doesfbr Peacc"rellsabouttheman)'
missionsthatthc LIN hascanicdout sincc1948
'thc AUTHENTIC READING
Universal Declaration of Human
tl-po'e o, hir,.rr\in i. li{ Ihe ludenltruorg,Li/c Rights
thematerialgraphically.
Pages5-28to 5-33
Ih Dra\a,atimc with 1948andending
linebeginnnlg
'$'irh1997.
f (
READING SKILLS AUTHENTIC READINGS
Accession ofthe New Member Bi-MNC Directives for NATO
Countries Doctrine for Peace Su pport
Operations (Chapters 1 -3)
Pages6-10and 6-l I
Pages6-30to 6-36
Pages7-26 to 7-29
Activity Pages8-14to 8-17
2, Discusswhat effectthesedirectiveshav€had or
READINGSKILLS will have on peacekeepingoperationsthat you or
NATO STANA,G2100, Signs, someone you knowhasbeeninvolvedin or will be
Signals, and Markings involvedin.
Psge6-16ard6-17
GLOSSARY
Activity NATO Acronyms
Beforeclass, go overSTANAG2100,Signs,Signals, Page6-28
dndMarkings. Ihe insrrucrorwrll mdkecolorsrripr Pagc7-35
with the colors mentionedin this STANAG. The strips Page8-21
will then be distributed to the students.As the
STANAG is discussed,eachstudentwho is holding a
colorstripwill explainwhathis/hercolorrepresents. Activity
Eachstudentwill write severalNATO acron).nson
LISTENINGSKILL smallpiece'ofpaperatrdlhenplaceLnepaper5in a
Listen to the News and Take Notes hat. The €lasswill be divided into two teams.Each
teamwill draw andgive the meaDingofan auonlm
Page6-25 anduseit in a sentence. Theteamto usethemost
acron]'rnscorrectly wins.
Activity
With your classrnates,
broadcasts
discusssomeofthe news
yor listenedxowhile studyingUnit 6.
U n i t7
Sharethe notesyou took ard the surnnariesyou wrot€
with therestofthe class.
VOCABULARY
READING SKILLS
Selected Readings
Pages
7-3to 7-25
Activity
Briefing
2. interactionwith local authorities
L Theclasswillbedivided intopairsor snall
groups, 3- SALUTE reports
2. From the list that follows, eachgroup will choos€a
readingto summarize: 4. scenariotraining
5. SOPS
Towardsa Partnershipfor the Twenty-First
Century:PART 1,?-3to 7-4 6. otherUN lbrces
Towardsa Partnershipfor the Twenty-First
Century:PART2; 7-6to 7-7 7. safeq,and fbrce protection
PfP Training Centres:lmproving Training and
Educationin Partnership for Peace;7-12to 7"l4 8. TOC requirementsandrepolting standards
LogisricSupponfor Pdrtnership lor Peacef PlP): 9. maintaininghigh standardsofoperation
7-1410'7-15
Logistic Supportfor PeaceSupportoperations, 7- 10.task organization
l5 to 7-16
Peaceshield '99,7-19to ?-20 Do you agreewith his solutionsandsuggestions?
Final Reporton the PfP SimulationNetwork w}lat similar experienceshaveyou had?How did you
Demonstration,(Background,The Demonstra- handlethem?Shareyour petsonalexperienceswith the
tion, andtntroduction) 7-20to 7-21 group.
(Projecr syropst.Panicipant Togi+
Selecrion.
tics,andP€rsonnel) 7-21to 7-22
(operations ard CJTFTasks)'7-22 to 7'23 Activity 2
(ExecutionofDemonstration,Sunmaryand
WrilingAssignment
LessonsLeam€d,JWIC SupportTeamAlter
ActionReview)7-23to 7-25. ofthe wholeclass,write a
After the discussion
personalrcsponse in yournotebook.
3. Eachgmup will usethe information in the reading
to preparea talking paper and a transpar€ncyto be
usedin briefingrheclass.(see t nir 2 for infoma-
tion on thetalkingpaper.) WRITING/SPEAKING SKILLS
Practice Your Presentation
4. Onenemberofthe groupwill be chosento Page7-30
presentthebriefingto the wholeclass.
Activity
ENRICHMENTACTIVITY Edit andrewritethedraftofyour oralpresentation.
Peacekeeping Operations: cather and prepareanyvisual aids you may need.
One Infantry Leader's Experience Then, record,play, and critique your oral presentation
Pages7-36to 7-,11 with regardto content,otganization,anddeliv€ry.
Activity 1
Discussion
The eniire classwill discussthe experiencesofcapt
Goss.
CaptainGosstalk aboutlasksand leadershipchal-
lengesthat an infantry companycan exp€ctto fac€
duringa peacekeepmg missjon.
How did his companydealwith the challeng€s
regadjng thefollowing:
1. l€ad€rlocation on the battlefi€ld
U n i t8 3. Eachgroupwill briefthewholegroupon the
assigned
sectionofthe reading.
VOCABULARY Activity 2
Selected Readings
DiscussionQucstions
Pages8-3 to 8-10
L Why wasthe ZOS (zoneofseparation)estab-
lished?
Activi ty
2. Whatis the slartingpointfora stabili0'opcration
L The classwill be dividedinto four groups.One like $is onc?
readingjlom the followirg list will be assignedto
eachgroup: 3. Whatcontrolneasutesdelineated
theZOS?Could
the controlmeasures
havebeensetupdiferenlly?
NATO Stardardization,8-3 to 8-4;
TheFourLevelsof Standardization, 4 lnitially,plaDrringfbrthe
specificZOStaskswas
8-5to 8-6;Frameworkof Underslanding very time consuming. WhatNasrhesolutionto the
8-8to8-9;MullinationalConmands 8-l 0 problen?Wereanyothersoluiionspossible?Why
E N R I C HM E N T A C T I V I T Y
Activity
Establishing a Zone of Separation
Pag€s8-23 to 8-33 Preparethe final draft ofyour oral presentation.
The presenlations/repots
will be givenon the lastday
Activity 1
1. The classwill be dividedinto five groups.
2. Eachgroupwill be assigned
a sectionofth€
leadingto summarize.
Transcription of Col Skrowronek's
Speech
suitablecandidatclbr selecliooas a coffbat lcader'
Tbe life and deathdecisionslvhich haveto bc nade bl
ilitary lcadersoD lhe banlclleld musl be basedon
'o
uDquesrionable honcq/.
''
'l
combai, even thc best leadcrshipat thc strategiclevel l h e . ' u r J r ( $ l r i c | l. o n \ : r r l e J d r ' n r pd e r l - r d '
olwarftre caDnot be e|feclive. denronstmtedin many ways. Havilrgthe courage Lo
standup for one's beliels is a lor ofmoral courage
A strong body, able to withsland the slrain anrl
which insurcsihat a lcaderwill nor be aliaid to €xpress
hardshipofcombat conditi('ns. is acccpledas a basrc
h i . . . , r c e mr . '\ F { r t r r r o r . l o - r n c$ e d r r o l h i ' n t r '
requifcnleni lof m ilitary servicc,and itis an essenral
H i s m e nf f u s l b c l i e l e t h a l h e w i l l a r g u e ,i l n e c e s s a r l - d .
qualificalioo for military leadership
lo seethat they arc tfeated fairly M ost of all. lrowelcr.
W h i l c i i i s r e a d i l ya p p a r e ntLh a ts u p e r i o rp h y s i c a l is the kind ofcourage thaLinsLrres that a leadcr$ill
fihcss is absolutelyneccssaryfor a yonng co'nbat bralcly face thc sarnebatlletield dangersthat he o c|S
leaderdircclingthe firc ofhis plabon in close combal his men to face.YouDg platoon leaders.cspeciallv.
\ . h r l , .J n e n r r) n l r h e I r t r J r ,i . $ r . l rI i 1 , ( r ri I J becausetheir units are in thc very forcliont ofbaftle.
tinalassaulton an coemy posilioq physical tiiness rs must be uilling to risktheir lives as Lhevdirecr ilre
also fcquired ofscnior commandersoD lhe banlclield a c t i o no l t h e i l s o l d i € r sn r c l o s ec o m b a i w i t ht h c
Senior comffandcrs must havc the physicalstreDglh
and endumnceundet bombardmcntio wilhstand
P a t r n ) l i s mi n, s i n r p l e i e m s .i s a n i n d i v i d u a l ' sl o v er o r
lhtigue, lack ofsleep, and exposureto severc$'eathcr.
his counlry. ln a military lcader,palriotisnl, a love for
and siiU be able calmly 1(rmade {ise decisiooswhich
his country,molivates hinr to servc his country wilh
0ilect the oulcome ofbatile. Ihcsc are lifc and dealh
pri.lc. ard to die, ifneccssary,in i1sdetensc A
decisnnls\r!'herethcir tloops arc concerncd
pariotic lcaderwearshis uDiformwith 3 senseof
\ 4 o r ed r f F c , r l r o I n ,a . , r r er h a r t h ) ' r c a ' f i ' r , c ' ' i i r r honof, for il is a visible synbol ofhis dedicalionio hrs
individual s moral fihess for thc respoDs ib ilitv to country's service.The patriotismofa lniliia')' leader
cornmaDdmen iI ballle. Moml qualities.sLrchas nlust be unhesitanlard unwaveling. when a conbat
honesty,loyal!i, teliabiliq,, trustworthiness.coumgc. lcaderriskshis life lbr his couriry, it is wiihthe llrnr
and patfiotisrncan onl) be evalu.tledby a rcview ol
past conduct.Certainly, anyoneguilly ofserious
bcliefthar his nations salvationis the most impo|tant
r h i n Bi r ,. h r $ o a d .r I J r l r r rr o J i . o f o n ' ' c o u r ' r r \i
t l
n r i ' c o n d u . l u , l r r t i r r .hr .l h , \ i o r . ' i r r o n o rb t t h e m o s tn o b l cd e a t ho l a l l . I r i s i f l p o s s i b l ci o i h n r ko f
truemilitaryleadershipwithoutpatriotism-It is tbe
chamctertrait which €nablesmento endurerhe
daDgeri andhardship. ofcombarwirhrhereaq:uring
Imorvledgethat devotionto one's counfy hasthrough-
out history beenthe measureof greatness.
Thefinal factor in combatleadership,the practical
military training, is the weaponsandtactics instruction
andachralexperiencewhich enablesa well-trained
individual to guide, conduct,or dire€t othersin armed
conl'lict.A combatleadermustbe trainedin aheuseof
the weaponsand equipmentwhich he and his men
employon th€ battlefield. He must know whenhe
dire€tsan attackagainstthe enemythe capabilitiesand
limitationsofthe weaponsunderhis command.He
n0ustknow how to guide his troops into favorable
tacti€alpositionsto effectively cond&t the fireporver
available ro him.Theseacrions cdnbepracliL eJ in
peacetime,in prepamtionfor wartim€action.
Allofthis describes
whatnakesa leader,how
leadershipis leamedandpracticedin preparationfor
ultimateemplolnent on the battlefield.
Answer Pages
5.
R V D
Unit 1 a. Thejeepwasdriv€nby the private.
D
Exercise 2 b. The sergeantfired the rifle.
L mutualtrust,cooperation,
andteam- D V R
c. He is writinghispaper.
2. b)?ass R V R
d. ThehowitzerrviLlbesenricedby
3. orders
4. responsibilily
Exercise 5
5. delegate
1 F
6. subordinates,
chainof command
2.F
7. issued
3.7
8. unit
4.F
Exercise 3 5.7
6.7
7. T
8.7
3.b
9.F
10.F
5.d
Exercise 6
Exercise 4
L am,js, are,was,were,be,been,being
3. will be shoM
4. arebeingwritien
3. doer verb receiver 5. wer€dispalched
4. receiver-v€rb doer 6. arekept
7. P (werefound)
"The lentwasdestoyedby
for example,
8. P (is beingwritten)
tue."
l0.A Exercise 1O
1. Shong
l1.P (arelocated)
2. Weak
12.P (havebeenmobilized)
3. Weak
Exercise 7
1 T
5. Strong
2.F
6. Weak
3.7
5.P
9- Strong
6-P
'7.P Exercise 11
8.P
military,4
Exercise 8
1. TlIegeneralrelievedthe caplainof 6
responsibility,
leadership,
3
will dig thefoxhole.
2. The soLdiers helicopter,4
3. The first sergeantcompletedthe duty
Exercise 12
1 .d
4. The daylog rain soakedthe soldiem'
uniforms. 2.a
5. The C Battery ofrcers arc evaluating 3 .b
(FTX).
the field trainingexercises
4.e
Exercise 9 5.c
Therearc threesituationsin which the
passivevoiceis effeclive.
First, when th€ doer is unkm\tn or 1 .r
unimporlant;for example,"The fire was
sta$edaboutmidnight." Exercise 13
Second,whenthe receiveris more L interest,responsibiliry
importantthan the doe! lbr example,I
wascommissioned in 1994." 2. agency,assistance
Andthird,whenthepassivesentence
is 3. authority
andcompleteasis;
shon,conveKational,
4. del€gated,
relationship,
mission Exercise 18
5. authority,€me(gency 2. Main idea: Wllenprepadngfor a
delib€rateattack,$€ teammust first
rccollnottet me arca.
Exercise l4
1. because it improvesint€roperability- a. l"isupportingdetail: teammust
reconnoiterasmuchastime pemdts
which, in this context,meansthe
exchangeof infomation is more b. 2"' suppofiing detai| tries to locare
effective coveredrcutes
2. a. Partsll to IV; b. PartV; c. PartI c. 3'dsupportingd€tail: tdes to locat€
posilions ftom rvhich direct-fire
3. FORMETSshouldbe usedin the weaponscan supportan assault
preparationof all formatted character-
onentedmessageswithin the NATO 3. Main idea: Tbe threat forc€susetwo
Comrnand,Control, and lnformation typesofdefense.
Systems.
a. 1"'suppofiiv€ detail: hasty defens€
Exercise 16 Exercise 21
a. a limit of advarce 1 The ajrstripwill b€ closedtomormw
lbr repairs.
b. "The commander setsa limit of
advanceto keep control and prevent 2. The injuries to the toops were
his assaulting elements from b€ing
hit by fliendly fire."
3. Infiltration skills are cru€ial to a scout
c. lt is the central idea in the para- platoon'ssuccess.
Craph.
d. Thelimit ofadvanceis t) for Exercise 24
keepjngcontrol andpreventing
assaultingelementsfrom b€inghir 1 Thebasicfundamenxals thatshape
by friendly fire defensearemission, enemy,tenain,
troops,andtime.
2) easyto re€ognize
2. The basicpupose ofdefenseis to
3) lir enoughbeyondthe flants of causethe enemy'sattackto fail and
the objective createconditionsfavorablero a
Exercise 17
Exercise 25
a, expert shooters
1mThecommander shouldjncorporat€ a
b. Something like "lt tak€sa lot of synckonization matri\ into his plan.
pra€ticeto becom€a good ma*s-
2. Thekey to success is the effective
emplolrent of all fire.
3. Every soldier shouldundertand what US Army EuropeanDivision
targetshe is goingto engage,
where
and when he will engagethem, and CINC
whatsignswill be used.
Exercise 27
Exercise 26
CDR
2 received
fieldmarual 3. bring
AlmdDiv 4. obtain
MAIT trainingexercises
2. situational [STX])
conmandsergeantmajor
3,b
FSE
4.b
XO
BasicIssueltems
Refugeerelocation,
Situations: Ddve-
APC by shooting,Findinga deadbody,
Belligetentroad-
Civiliancasualty,
fiscalyear blockdemandinglolls, Appealfor
medicalassistance,Civiliancriminal
ASP appreh€nded, Projectilesthro*n, Land
mirc discovered,weaponsdiscover€d
atcheckpoint.
U n i t2 2. fatigue
3. srasp
Exerc is e 5 4 €mphasize
L f 5. Somebasicguidelinestofollow in
zd prepamtionfor a military speecharc the
followingr (a) analyzeyour pupose and
3. yorll audience;(b) conductresearch;(c)
4. organizeyour material; (d) suppo{ your
ideas;(e) draftandedit;(D askfor
5. b feedback.
6.
6. You canget your voice to help you in
public speakingby using it to emphasize
Exercise 6 the main ideasandto createinterestby
variations in rate, volume, pitch, and
l. recognizable
pause.
2. prccisely
7. An importantrule to follow regarding
3. echelon the length ofthe speechis "be briefand
4. anticipate
8. To ensureth€ qualilyofthe speech, a
5. simulate speak€rcan checkhis articulation and
pronunciation,aswill as the propriety of
6. operational his languag€.lnaddition,be canpractice
in ftont ofa discerninglistener to make
7. mastery,ftndamental, teclniques
his speechmore natural.Finally, he
shouldbe awareofhis deliv€ry sryle and
Exercise 7 ofwhich deliverytecbniques he uses.
1. can
Exeicise 11
X can't
1. confid€nt
3. should, must
2. feedback
3. insignia
5. must, should
4. reinforce
6 may
5. exceptions
7. have to, must, should
6- acetate
8. can, should, must
7. peninent
Exercise 8
Exercise l2
Samplesummary:All frearms requie
maintenance to function well. Special 1 Two advantag€s
ofgroup problem
matefals, suchas a brush, cleaner,small solving
cloth,andoil, me neededto cleanw€ap-
ons.All dfutmust be removed. a. 4€!oup-!-!aluia r !!ar9 r 1919
than an individual's solution
Exercise 1O
l. prospect
b. the srouBtthallslliqiBqlglj! thubg Bq4-qf_ttrg€!9!p
1be-
di$!s!iaaiq-q9!9!trY9\
resplq Exercise 15
!Ur-folp!tjag4!91uti0n inta- 1. The "prize beyondvalue" is the
possibiliryof our g€neraiion's living
e&d
oul entire life without going to war or
2. Threefonnsofgroupcornmunications sendingour chilahento war.
usedh themilitary
2. Tlrc tkee priorities are the following:
a. ido!aq&o!&Ea!es- ( I ) usethe consultationmechanismsin
the founding act tully, (2) work
b. &rE3!!g4&]r!!9!- togetheron the military aswell asthe
Thesecanbeclassifieddeperdlng polixjcalside,(3) not bebou bYthe
ontheirpuposeasfollows: confinesof foundingaci;think boldly
(l) teachine
3. TheNATO-Russia FowldjngAct is
(2) !e-qo1!at!!e.
(3) pleblg4iatrilg- history's gift to the future.
c. g9!q@
Theseconsistofthe following
Exercise 19
paxtrcrpants 1. new t€chology andthe rapid exchange
(t) relqilqdsde! of digitized information
(2) qbg!ryer
(3) recorder 2. theyar€low-cost,safe,andeffective
waysoftraining
d. The tunctionofthe seminaris
twofold 3. individualskill sinulaiions,suchas
(l) la!!9a19-su-e!v!!q!4e!!lq flight simulations;complexsimulations
basedon syst€msthat iniegate various
&eililale lll4ins
D'rilitarycomponents,suchasj ojnt
dreat€rlevel simulation
(2) lasabl9plrlqrlrdltb
€eq$ivgqad-vsrlgdra4tary Exercise 2o
balkercudqlgibarrtheir
1 . BBS ar1dJANUS
2 . Brigade/Banalion BattleSimulatjons:
rcal-time staff training; JANUS: tactical
Fora s€mharto b€successful,
training for company-sizeunits
it shoulddevelop
(3) erauBiki[!
(2\ prrlolal rgllpllibilq Exercise 22
Tant Crew Instructor
!.rnolgnqmllebg$rahich soscoM
entailsrbailglrade$hip- Radjo T€lephoneOperator
Officer in Charge
vllblbg-erauBlgeds]' WARNORD
k rBi!rg!4--qDqrtildt Fire SupportOperator
argidinelllla]]ldl9asal1.- TR
Im
ile aldliared-gBiaiqa!.-
Military Operationson UrbaDTenailr
lqldlesJlilglalbi!! qq- TechnicalManual
M€dical Evacuation
CFX communication. Feedback is possible
MICOM throughoutthe courseof a speech.
IntemationalMilitaryEducation and
Trainiry 6 Threefrequentlyoc€urringbari€rs to
Intellig€ncePreparationoftheBattlefield elTectiveconmunication arethese:(a)
TF the lack ofa coreofexperiences
coiDmonto the senderandthe receiver;
(b) confusionbetweenthe qmbol and
Exercise 23 thethingslanbolized;(c)overuseof
1. ftrth€r
2. farth€r
3. firltier
Exerc ise 24
1. Conmunication takesplace wh€n
thereis a meeting ofmeaning between
the personsendingthe messageand
thepersonreceivingit.
Exercise 2 2.c
L attain 3.c
2, tolemnce
3. empathy 5.b
Exercise 9
5, pemeated
l.F
6 prejudice
2.7
7 refl€ct€d
3.F
& motivat€d
4.F
9. stercotype
5.F
10.perspective
6.7
Exercise 6
Exercise 1O
L engagecl
2. perception
Z executed
3. judgments
3. dismissed
4 ambiguity
4. politeness
5. bonds
5, rendered
& impression
Pre-reading
9. vicinity
1. Thereis no one conect answerfor
this questior Somethingalongthe 10.counterpart
lines that "military men aretaught
that their jobs are essentialfor ll, assume
national securityelevatesthe impor-
tanceofiheb work andth€ir motiva-
tion" mightbe good.
Ex€rc ise 11
L m
2. Facilitate: military culture, similar
experiences,the sea;hinder: differing
cultural eryectations,stereot'?e and
prejudicesheld by the men 3. ofrcial
4. hand
5. not 2.C
6. lifted,raised 3. I (nust havegotten)
7. geeting,neeting 4 I (mighthavedevelop€d)
8. of 5. I (didn't haveto practice)
9. times,traditions,customs 6. r (misht havegone)
't. c
t0.the
11.forehead
I2.rhe Exe rc ise 18
Exercise 13
L advisabiliryanerthefact advsablilywilh
2. expectationnoi fulfilled ptes€nt
(aludng hrsatof
3. lackofnecessityin thepast;option
n fte pasl
4. (physicd) abil;Iy iD the past
s. rep€ated pastaction(discontinued possib
lit
2. mighthav€
habit)
6. logicalassumption aboutpast
Exercise 14
L couidn'ireach
J. didn'tlave ro afteDd
4. shallhavemarched
ercise 15
larcnan
oblgaton
strong
ise /?
xsPlN"o get
10.cat)ltl
Exercise 2O 6. Explosive OrdnanceDisposal
L in Hazkamp Tmining Area ofthe 7. DeployableCommandPost
Royal NetherlandsArmy
2. Ttwasto developprocedures
for Exercise 28
taining in peacekeeping
op€rations.
1. quitea f€w
3. an Americanplatoon(Barington's),
2. agreatdealof
a Swedishlong rangereconnaissance
platooD,a Slovakinfantry platoon, 3. quite a few
and a British m€chanizedinfantry
platoon 4. a geat dealof
5. Theparticipatingcountrieswereable
to foster better coordinaxionbehveen
Exercise 27 foops ftom NATO membernaiions
1. Size,Activiry,Location,Unifom, andthoseftom countdesthat mayjoin
Time,Equipment. in the future. They also had the
opportunity to developnew and lasdng
2. SupremeHeadquartersAllied Powen friendshipswith countriesthey have
Europe had littl€ or no experi€ncewith, as
well asto rcinforce ftiendshipswith
3. Field Training Exercise
4. AssistantChiefof Staff
5. IFORCoordinationCell
Exercise 31
KWL Chartwill vary.
Exercise 32
COLUMNA COLUI\,1N
B
2linesofoperation2 b. inteiofandexteiof
3.decisivepoints 1 c. coalilionsiructufe
4.cumination L movementon
d. thehubofallpowerand whicheveMhing
phases 4
5.opetational defend
e. whena defendernolongerhaslhecapabilityto
3
2 g. thedireclionalorieniation
oftheforcein limeandspacein
felaliontoopposing
forces
3 transportation
nehvorks
5 in achieving
i . assistscommanders opefalional
objectives
4 j . thepointinlimeandlocatonwhenthealtackeiscombaipowef
no longerexceedsthaloflhe defender
Knowing yoxrself allorvsyou to take
Unit4 advantageofyour strengthsandwork
to overcomeyourweaknesses.
L ^
Exercise 11
Exercise 4
L d
2 . a
3 . b
Exe rc ise 12
Exercise 5 l. i
I b 2.e
2 . d 3.g
3. b
5.c
6.f
Exercise 6 7.d
I c 8.b
9.k
2 . d
t0.h
3.c l1.J
3. evade
playsa c€ntral
Unit 5 2. The Secretary-General
role (a)pe$onally,(b) by appointing
specialrepres€ntativesor teamsfot
regotiation, fact-finding, andother
Exercise 2 sp€cific goals;(c) by bringing to the
l. coridors attentionofthe Secudty Council any
matter which appearsto tfueaten
2. varying intemationalpeaceand security;(d) by
using "good offces" to carry out
3. obligate mediation; (e) by exer€ising"quiet
diplomacY' behind the scenes;(0 by
int€nsirying "preventive"diplomacyto
5, scope k€ep disputesftom axising,€scalating,
or spr€ading.
Exercise 3
Exercise 6
t,o
1. moved;havebeen(they'vebeen)
Z a
2. had; have moved (they've moved)
3.e
3. have...met(I'v€...met)twas
4.f
4 hav€seen(l've seen);saw
5.c
6.b Exercise 7
1. jumped;exploded
Exercise 4
2. has visited
l.b
3. mng; answercd
2.d
4. finished
3.c
Exercise 8
l. boughqhasused;since
Exercise 5
2 met;for; hasbeen(he'sbeen)tsince
1. The meansarc these:(a) a Secrrity
CouncildecisionorderiDga cease- 3. havebeen(I've been);for
fire and laying doun guidelin€sfor
4 Have . . . been;have not been(I
settling a dispute;(b) "good officej'
(c) a haven't been); since
ofthe Seoetary-General;
compromiseworked out by a 5. has... been;hasbeen(he'sbeen);for
mediator; (d) upublicized diplo-
malic approachesdufing infomal
encounters:(e) dispatchofa fact- Exercise 9
finding team; and (D dispatchof
observed
1. segregated;
obs€rvermissionsor peacekeeping
forcesmadeup ofcontingents from 2. pursued;illicit
Member States-
3. rapponeur
2.
i. _1.24Ocrober.
,1.ln 1980.
7. cerlily
Exe rc ise 19
Exercise 1O
l. l0December. 2.b
Exercise 11 Exercise 22
L abjecr
2. inmunized 2.c
3. L a
Exercise 12 Exercise 23
l. By pronotinghighersrandards of FieldoperationsDivision
living, fulleniployment,andeco-
POI
nonic andsocialprogress for all.
especiaLly through(a) nnproving LabourOrganization
International
parityin percapitaincomeby meaos
ofDevelopmentStrategies andan AdvancedIndividualTraining
Agendalor Dcvclopnrent; (b)
promoling\qofldconferences on DPKO
pEcticalsolulions.(c) providing
Live FiringConditionofWeaponsor
assistance rhroughLINDPgrantsand
Range
coordination, UNICEF.UNEP,and
otherprograms,and(d) providing TM
humanitarian aid intines ofwar,
famine,or naturaldisaster- IFAD
NoncomnissionedOfncerin Charge Exercise 27
Light AntitaDLWeapon 1. It wasadoptedon December10,1948
2, It wasprcclaimedasa conmon
Exercise 24 standardof achiev€mentfor all
peoplesofall nations.
l. aheady
3. He/Shehasthe ight to be presumed
2. yet innoc€ntuntil prov€n guilty according
3. yet
Exercise 2 6.c
1.b
L Thenew plan will beillplelastler! asof
I Sep.
Exercise 4
2. Th€Alliame matesa decisionwhen
The artillery is the bmnchqftlrc army
itsmembeNreachconsensus,
i! chargeqf hea\T weaponsard €quip-
3. Th€ regulation stizulatcr that all ment. Arlillery is also the nameqfthe
ordersbe signedbythe commander. heary weaponsand equipmenlgiven e!(
!q the troops. Sincethe equipmentmust
4 The major had many consultations be noved and set W corstantly, special
with the JAG (iudg€ advocatee€neral) careshould be given !q the aiming devices
beforemakinsa decision. qlthe artillery.Thesedevicesmustbe
level tq the groundwell bgblg the trigge$
5. fte Air Force ard th€ Army have aredepressed. The aimingd€vicesshould
diff€rent pqliqk! regardingthe be inspected often.Ifthese devic€sare
distributionof supplies. even slightly oltOfalignment, ihe target
will be missedcompletely.ln the eventof
6 Military acxionsoflen affect pqlitilql
a failxre efthe devices,inmediate mea-
decisions.
suresto correctthe effor ne€dto be taken.
7. Thejudicial,execuxive,
andlegislative Thesernustbe repanedfairly soon
powerslmdem:ilAmericar govem- becauseany failure i! the equipment
would interferelaith the progressef a unit.
It could force the rmit io gjve uB jts
8. Theprccessofaccessionofnew
membersto the EuropeanUnion is a
lengthy one. Exercise 5
9. Th€y are cornmittedto safeguarding t. in
th€ir fteedom as statedin th€ plgslqb.lg
to the treaty. 2. on
4 behind/on
I 1.NATO can implementa courseof
actiononlywhenall membercountries 5. fion
arein agreement.
Exercise 6
Exercise 3
1.e
3. outsid€
3.d
4.7
5.F
Exe rc ise 7
6.F
l. Theyhad1(]conpletetheirown
relevanlnalionallegislativeproce- 7.'l'
8.7
2. Canadawas tbefirsi. TbeNether-
landswasthe last. 9.7
Exercise 8 ]].F
l. atlordability 14.f
2. coping 1 5T
.
3. ovel.riding
Exercise 13
l. by pumping/with
a pump
5. trial
2. bye'mail
6. porential
3. withoutworkingou1
4 by fhx
8. adiculared
5. by lookingrhen up
10.adhoc Exercise 16
I l- p€nding
CPT
Live Excrcise
Exercise 9 Parhelshipfbr Peace
l. to srandardize
irnpoftnt signs,
MAPX
sisnals,andmarkinssforNATO use
TroopConlributingNalion
2. with largediagonalcrosses EMAIL,e-mai1
SPT
3. whennecessaryo.dersandinsttuc- officer
tionshavebeengiven Allied ForcesCental Enrope
HostNationSupporl
4. by a yellow flag PatnerchipCoordnrationCell
SACEUR
Exercise 1O hincipal Subordinate
Conmand/Com-
L F AIREX
DirectingStaffDiIective
2.7 NorthAtlanticCooperationCouncil
3.F
Exercise 17
L in thebackof
2. inbackof
Exercise 19
L Peacemakingisthediplomaticaction
conductedafterthe conflicthasbegun
to establisha p€acefulsettlement. The
p€acek€ep€rs ar€animpafiialthird
paq/. organizedanddirectedinterna-
tionally,usingciviliangroupsandihe
military,to complemenllhepoliticaL
processof the conflicl resolution.
Peaceenforcement neansrnilitary
action(s)talen to resolveconflictin
orderto €nsurepeaceandbring
humanitarian aid to thosein need.
The procedures
arethe NATO
STANAGS,
Exercise 20
L Theaimofthe NACC wastoovercome
decades
of separation
arlddivision
betweenEuropcanneighbo|s.
2. lt demonstrates
an evolving,deepen-
ing partnership.
lt is a symbolof
3. Thetunctionofthe EAPCis ro
overse€development of ar enlanced
PfP,expandihescopeofPfP exercises,
andinvolv€Partnersin the planning
andexecxtionofPfP activities.
Unit 7 Exercise 6
1. Th€majorbroughtup theissueof low
Exercise 2
2. Tbe troops advanceduP the st€ep
L addresses mountainslope.
2. gained crew
3. He askedwhenthemaintenanc€
wouldcheckthe tanks.
3. foster
4 Shegavetherunnera letterfor Colonei
4 mounting Morse.
5. aspircs 5. Isn't the colonelmeetingseveralkey
6. potentially staff officers today?
7- htegralion 6 LieutenantAnamuradovstudies
Englishat homeeveryevening.
Exercise 3
Exercise I
l- sustain
L we > they;use> used;our> tbeir'The
2. launch engineers conductingenemyobstacle
reconnaissanc€ statedthat they used
3, emerge pr€dictiveintelligencexoid€ntirymine
fields'rcseeded'by theenemyafter
4. strive theirrouteclearance sweep
5. dimension 2. I > lre;do> did.Th€ lieutenantcolonel
saidrhathe andthe&ill colon€ldid
Exercise 4 vigorous PT every day to set an
exarDple.
1. broaden
3. I > she;think> thought;areb€ing>
2. practical weiebeing.Ms. Trent,theauthorof
the article, statedthat shethought that
3. Fielding
twobattledrillsfor mechaniz€d
infantry were b€ing revisedto reflect
the recentexperiencesin the peace-
5. mature keepingoperatioD.
6 dividend
Exercise 9
l. stated,hadbeen
8, envisages
were
2. claimed,
1 b
Exercise 'l0
3.d
l. Thepilot saidhe flew amulti-role
combataircraft in the two-ten class.
2. Thesoldierssaidtheyhadaproblem 2. translate
with fatigue tlroughout the task force
toulrdueto daily I 00 d€greetempera- 3. belligerents
tures.
4 assets
3. The representativ€softhe foreign
group purchasingth€ weaponssystem 5. effe€t
saidtheir group wantedanothercopy 6. regard
ofthe dir€ct offsets agreement_
Exercise 17
Exercise 'l2
l. monitor
1.b
2. impartial
2.a
3. distinct
3.c
Exercise 13 5. consolidate
L The mechanicsayshe servicesthe
Jeepevery four weeks. Exercise 21
2. The mechadc said he s€rvic€dthe l. Belgium,Deirnark,Greec€,Italy,
Jeepevery four weeks. Norway, Poland,Turkey, the UK and
theUS.
3. Tle survival training leadersaid rhat
the needleon the compasspoints to 2. The StaXePartnershipPmgrammatches
magn€ticno(h. US R€serveComponentunits from
selectedstateswith co ntri€s in
4. The oflicer has often said that he eastemand cental Europe.
makesthe men do extra PT every day.
3. Four days.
Exercise l5 4. Peaceshield '99 focusedon the
L i combinedcorDrnandandcontol, and
staff Focedues at brigadelevel.
2.h
3.a Exercise 22
More samplequestions:
9.b
Exercise 24
Exercise 16 1. The subjectis the pdncjplesofpeace
support op€rations.
1. update
2. Answerswillvary.
Exercise 25 Exercise 29
1. Thepdnciplesareth€serunityof L said.
conrmand;impartiality; credibility;
limits or the useof forcet mutual 2. told
respecqtransparencyof operation;
civil-military coordination;fi eedomof 3. told
movemenx;andfl exibility. 4 said
Z Basically yes, though the w€ight
given to them andthe application of E x er c i s e 3 0
them may vary with the situation.
l. Som€ofthe topicsdiscussed
in this
3. ANwers will var,/, but essentiallywill articleare:
statethat principles ofpeace support
op€rationsare different fiom thoseof .Leader Location on the Battlefield
traditional military operationsand .Int€ractioDwith LocalAuthorities
involve operationsand objectives .Reporting Standards
that are also different. . Scenaio Training
Exercise 27
2. Amwen will vary.
L b
Exercise 31
3.c L c
2.b
Exercise 28
3.a
Worldwide Military Commad and
Control System
Out ofArea 5.a
CRSfi
Exercise 32
SAR
1. Capt Gordon statedihat the computen
Telet)?e AutomaticRelayEquipmenl needto be maintainedat leastoncea
Allied CommandEurop€
Policy 2 Theadministrationindicated,"We will
FiberOptic Local AreaNetwork not tolerate any insubordination
amongstthe rants."
BNCom&.
3. The drill sergea said that vigorous
CommunicationsandInformation PT is r€quircdto developagoodphysi
Syst€ms cal condition.
ACE Deployabl€ConmandandControl
System 4 Thearticlestates,"The Alliance
rcafEmredits readinessto help
STC implementapeaceplan."
Ace RapidReactionCorps
IIF
Visitors' andObselvers'Bureau
U n i t8 Exercise 5
L He wantsto kno$'whercthephoneis.
Exercise 6
3. aspects
4. rcmedial 2.f
5. significantty 3.d
6. precision
5.c
Exercise 3
2.a Exercise 7
3.g Answerswill vary;thelollowingare
1. LicnteuantCommander Chiancseasked
5.d lne why the qlaltq{alLate.
2. ChiefPettyOfllcerAndersoraskedme
whenEnsi!nFranklinwouldarrive.
I 6. Tcan'trememberif$e debarkation
netshavebeenrcpail€d. Exercise 1o
i 7. He is askingyouwhattle word
8. Canyoutell nrehowmuchtheweapon
2. b.
3. a.
weighs?
4. d. 5.F
5. b. 6.7
7.7
Exercise 'l 1
8.F
The battalion co manderhada
uniqtrgproblem.He had to allocatethe
limited supplyof ammudtion xothe €ntire Exercise 19
unit before his sectorofthe lallp4iga Major General
could get und€rway.He calleda meeting
ofhis junior officers to get th€ir collective PSO
opi on asto how this shouldbe Offi ceof PrimaryR€sponsibilry
accomplished.Th€y agreedthar the
iEglg4elaliaqwould bediffi cult but GroundOder ofBattle
said that they would seeto it that the job IOs
would be accomplished.
CommandFieldExercise
Exercise 12 ADAMS
l. Interoperability Video Teleconferencing
2. TF Eagleunits sometimesproofeda
2. They were requiredto work together
rcute because,very often, the waning
by the GeneralAgreedFrameworkfor
factionswho were responsibl€for
Peacethat was agreedto in Dayton,
cl€aringthe route did not hav€ the
Ohio.
n€cessaryequipmentto do this
dangercusjob.
Exercise 23
l. (l) TheAgreedCeassFireLin€ Exercise 26
(ACFLFthe placewherethe fighting
L Foot patrols cover€dthe axeadudng
had stoppedand a two-kilometer zon€
ihe day, but at njght pahols with M-3
oneitherside.(2)TheInter-Entity
BradleysandscoulweaponstearB
Boundary Line (IEBLFhe linethe
paxtiesin Da)ton agreedwould be the were lrsed,Passiveandthermaloptics
permanentboundarybetweenthem. helpedindicatethe presenceofheat or
light solrces/personnel,
(3)Th€Ar€asof Transfer-areas
wherethe lines did not directly 2. The ftmctionofthe boardwasto
correspondand which one party s],nchrcnizeintelligenceinfomation,
would tum over to anoth€r.(4) The reconnaissance assets,andvedfication
ll)-Kilometer Zone-a I 0-kilometer requiementsinto a workable, compre-
zoneon eithersideofthe ACFL, hensiveplan.
wiihin which the statusof all faction
equipmentard forces had to be 3. They wer€ neededto maintainsecxdty
fepofied, andto makecertainthai the factions
adheredto th€ ternN ofthe peace
2. TF Eagleconsist€d of s€v€ralbrigade- agleement'
sizedtask forces.lts task was to
establishandmaintain the ZOS agr€ed
to at the Da'4on, Ohio, p€aceconfer- Exercise 27
l. Slmbolsformaps
3. They had to coordinateand veriry xhe
2-4.Answe$will vary.
searchfor andremoval ofthe minesby
the waring factions.
Exercise 28
Exercise 24 I. Theresponsibility restswith thenation
on whosetenixory the training area
1. The inpli€d taskswere thosethat were
lies. If as an exception any other
not dircctly outlined in the Peace
NATO nation producesnaps of
Agreement.The implied taskswould
training areaslocatedon the territory
include the details for establishing
ofanother nation, the producjngnation
JMCSto detemine th€ factions'
will negotiateproducxionwixhthe host
couse ofaction for complianceand
nation.
the establislment of che€kpoints.
Specific colours are usedto insure
oftoops. A minimum of
the safetsr,
two colours is to be usedfor the
portrayal oftraming arcainfonnation
and,ifnecessary,mor€ coloursmay
be used.Dark greenis usedto
piesent dangerand impact aieasand
infonnation relating to firing points,
directions ofarcs offire, types of
target a.nddangerareaflags or
markers,Dark violet is rccommended
as the secondcoloxr.
Exercise 29
I . The coruDaDderwalted to know, at
what time we arc having the meeting
this aftemoon.
3. He askedherwhenthe colonelwants
th€ NCO pedormanceevaluations.
ofbattle,however,theconrmander's
ordersmay
Match oach ltem In Column 1 with a synonymor not alwaysget ttuough. (2 1) Wlen that happens,
defnition from column 2,
A. Theyareat40 degrees
37 seconds.
12._ issue L siickingtogethef
'l3. c. Q. Do you thinh the weatherwill clear up
_ order m. most impoftani b€lbre we start our attack?
14._ inlent
A. The clouds are brealing up in xhe
15._ cohesive east,andthe wind is fiotn that direction.
p. includingeveMhing
Circlolhe lettersof the itemswhich answsrth€
will be (11)_
beingpresented by ttre c. We canmakethis attackplan work l'm
swe of it.
audience. d. We might be ableto interceptthe enemy
neartbe c€ntei ofthe city.
Fillln tho blankln oa6hsentencewith one of the e. Ifyou wanxto survive in this heat,you
oxDEsions that follow lt. shouldtake plenty ofwater along
12.I'11_ anyplanthatmakessense.
a. have on hand
b. go along with
c. handcarry
L)\ample.:ja made: a_m4dr e model
Look at ths pronunciationkoy in the beglnnlng
section of woDsta,'s New Wotl.l Dictlonary. 21, cost
Double underlino tio letteF that .eoresent lhe
vow€l sound in th6 accentedsyllable of each of 22. speater
th6 following words. In the blank next to the
word, wdte the phonetic aymbol that corro-
sponds to tho correct pronunciationof th€
n.
25. cold
25._ grasp
21. threat
28.
29.
30.
Unit 3
Evaluation Exercises l9.By theendoftheyear,lhesoldiers
(wearout)theseunifo|ms.
wasgroundedthismoming:
20. lhe squadron
Matcheachword in Column1 with a synonymor
visibility
definitionform Column2.
_ 2. refect b.
2l.The prescriptiorthe doolorgavethe soldief
wasso badlywrittentharthephannacjst
couldn'treadit. lt was
a. 00wr anooul
skill b. gobbledygool.
c. fallingapart
6. attain
) I il,edud..pe.l" ur rl e Ji.ldnld, i{.. I'r. la.l
7. vlcinily femnaltsofthe enemy'sa|myappeared
thirsty,hxngry,exhausted, andcompletel,"-
- 8. altire
_ L slereotype
b. crappy
_10. dismiss c. downandout
23.Be carefulnoitospill cofteeon thenrajor's
report. You'd betternot
sprcad through
a. goofil up
13.judgment incile b. fill the gap
c. diwy it up
14.bond fixed notion
In arecentincideDt,a youngsergeanr
(lJ
14.On discoverirgthathis fiiendhadliedto him,
Ieft bis guardpostto be witb his Corporal Jolnson felt _.
(9) _ b . recapfi
standin that(10)
touch on it
a. o* them out
b. mop them up 21.IfI wercin command,
c. zero in on them a. I would maintain discipljne
19.Themajor doesnt want anyoneto take acxion b. I maintain disciPline.
until he gives th€ word. - 22.If I work hard,
a. Put th€ men on the spot a. I get promoted.
b. Tell the mento sit tight b. I would get promoted.
c. Have th€ men createa makeshiftplan
23.If I had lmown aboutthe Foblem,
a. I would help you
Rendertho followlng qu*tlon in standardEnglish b. I would haVehelpedYou
24.I would talk to the general
what'sthe (20) SOPfor assigning a. ifhe is herc.
20."Sergeant,
b. ifhe werc here.
the (21) FO to an (22)EA?"
25.We might havewon xhebattle
if we had had reinforcements.
b. if we hadreinforcements.
Unit 5 Theaccord and.tabilrTa-
havingbeensigned
a. Protracted
Completethefollowing paragraphsby insertingthe b- illicit
wods from th€ followinglist in the appropriate c. disputed
16.Onegoalofthehumanrightswork€rswasthe
_ ofdiscrjminatory languagefrom the
legalsystem.
dernobilization
potra€ted reconciliation a, orgamzarron
infbrmal encouters b. codification
Aftercounxless
diplomaticeffortsro (9)
l7, ln thatculture,womel are
harmony,after many (10) publicandprivateplaces.
_
a. segregatedfrom
betweenspokespersons
for the b. disputedby
c. cetified by
,
factions,andafter(11)_ fomal I 8.Themilitarystudents a ratingof
"Outslarding" in their_coxrses.
meetings
of factionleadersto drafta peace
a. deployed
agr€ement,
a (12)_ betweenrhe c. pusued
opposinggroups was fnaly effected. I 9. Tie InspectorGeneral
24.Stralded on the desertedisland, far ftom ther
Ckcle tho v€rb In the tense that is appropdate for shipmates,the four sailo$ felt -.
a. dealt out
b. cut ofl
c. ditched
20.Last month the lieutenad colonel gave / has
given nventybriefings. 25.Th€rearca coupleofglitchesin the computer
program,but we can't seemto -
he saw
21.Themajorsaidthaxso far in his caxeer
a, run them dowr1,
/ has seetrcombatfour times
b. ditchthem.
22.Although my brother, a retted lieutenant c, soape them togelher.
colonel, never traveled / hts never lraveled
in EgWt, he bought / h.s bought many
R€nd€rthe followlng sentencos in standard EnglFh.
Eg)?tian artifacts over the Years
27.The(28)NCOICwill pursue(29)AIT to
23.The colonel's report was exhaustive He improve his supervisoryskills.
Reaching amongNATO membelscaII Fill in each blan* In the followlng paragEph with
take an enormousamountoftim€. a prepositionfrom those presentedin this unit.
The same prepositionmay be used nore than
It is impossibleto foreseeandplan fot all once, and In some cases, more than one
that may arise during a peacekeeping DreDosltioncould be coiiect.
opemtion,
severalsoldiers,cleareda passage
f28) -
oflicers,theairbomesoldiersftrlallyfoughllheir
(31) _ rh€nver.
Unit 7 8. The "blue helmets" a great deal of
experiercein the Balkan states.
Evaluation Exercises
b. gained
a. granted
a. highlightcd
2- The ofthe newtaining centerareunder
b. launched
a. facilities
b. inte$al
c. impa]lial "l amwrilinga
leadertoldme,
ll. Thepatrol
An operationlastingmoreihan a few days SALUTErcporlregardinglhe incident."
cannotbe withoutgood logistics.
b. inlerent
12.Thegeireralstated,"Everysoldieron the
5. We trustthe presidentto _ fie countryin missiorrhasto grasprheletterandthe spiit of
ihe rightdtuection. theprinciplesof peacekeeping opemlions."
a. gain
6. lhe Deace
negoriaror. d") andnighrro
l]. Lt Brentsays,"l updatethe weatherrepofi
hourly."
a, aresmvrng
b. arelaunching
c, areranslanng
7. Most coudriescannol_ an entirebrigade
durinsanexercise.
15.The projecthasbeenabandoned
for lack of 20.With regardto leaderlocation on the battle-
field, moving toward a trouble spot is a sign
a. It'sallwashedup. lhal lhe leaderdoesnol lrusl the.ubordindrr
b. lt's all wet. T F
4. "Remedial"is a termtbatgenerallyrelatesto
instructionor trainingl'oradvanced,
quick, 14.Directquestion:Do you haveihe SALUTE
and experier)ceille?'rneN repon?
lndirect:Th€captainaskedme
IndirectiTherepoderwaDtedto know
syners/ by-product hinder
reairns manifestation
gorous deconfliction
Correct the following mir ofdirect and indirect
'fhe
5. extremetemperatur€sand harshterranr
thereconnaissance
offie ZOS.
E . l h e r r a i n i n gf o r r h e, c o u r$ e d p o r . I c a mq d r
(19)_ but progessive stabilization and Choose the phrase that b€3t completes each
educational,and social institutions; ard to 26. I wish you would stop _ and get to the
heart ofthe matter,
provide adequatechamels for (20) _ a. bacLtrackmg
b. filline the bill
with the minodty ethlic aodpolitical factions. c. beatiDgaroundthe bush
2T.ColonelThomasneverreceiv€dyourrepo(.
ChoGe the word that best co|nplebas6ach s€n- aboutthe whole incident.
tenco. He's up in the air
b . He's in the dark
He beat aroud the bush
21.In that countr,/'s military, the traditions
regardingthe burial serviceare
a, coherent Rend€rthe followingsentencesln €tandardEnglish.
b, rigorous
c. unique
28.We just receivedthe EXOPORD regarding
22.The oftheappovedrecommendation the cFx to be held next month.
will be effectedimm€diately.
a, deconflicxion 2g.Arrangementshave beenmadefor VTC with
b. implementation the MG this aftemoon.
c. procutement
23.Th€ timely completion ofthe plan will depend
ontie _determinalion of LhecoordinaF
mg conrmlttees.
a, collective
b. in$emental
c. uniqu€
Performance Evaluation Checklists
Content/Organization/Preparation Rating
l Mah pointslvercclearandhadgoodsupportiigdetail
2. Speakerwaspreparedto offerreactions(personalexperiences.
opirions)to assigned
personalexamples, ioprc
discussion
asdirecllyaspossibleto queslions
4. Speakerresponded
Presentation/D€liverY
6. Speakerlistenedattentivelytootherspeakers
padicipationof othergroupmembers(asked
8. Speakerencouraged
questions. opinions,explanations,
rcqu€sted clarifications,,etc-)
Conteut/OrganizationlPreparation Rating
4. ApprcpriaLe
naDsilions
connecled
lbepoinrs.
5. Speechhad a suitabl€conclusior
Presentation/I)elivery
Student
Rating
(Totalpointsfor eachiternis l0).
3. Themajorpointsarein logicaLorder.
4. Paragraphs
areshort not morellan four or five sentences.
5. Senlences
areshort-on averageundertwentywofds.
7. Unnecessary
wordshavebeeneliminated.
8. Transitionsandconnectives
areusedwbennecessary.
9. Activeverbsratherlhanpassiveverbsareused.
LaddardAFB Tx 782365259
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I ] N F OR M A T T N A A O U T P A R T I ] P A N T
n diLnr , hiqh
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D . D evebpm entso f bnguage skillE. u smg fte scab on lile bftsile of d1e pa9re ' rate the degree of
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3. w ritinq o{€rds6 1 2 3 4 5
1. Audir@€s 1 2 l 4 5
2. AFpqldic€s 1 3 4 5
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