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D English Skills

for Staff Officers


a
ln Multinational Operations
AmericanLanguage Course
Englishfor SpecificPurposes

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.

The DefenseLanguageInstituteEnglishLanguageCenter(DLIELC) recommendsaproficiency of80 in the


English ComprehensionLcvel(ECL) testor AnericanLanguageCouffe hoficiency Test(ALCPT) for staff
officers who will servein mullinalional posilions itnd/orstudy theselnaterials.For a najority of learners.this
level ;s similar to the level of a leamer ratedat 2+/3 oI lhe ILR, OPI, or STANAG 600 I scales.

lnquires conceming thesenatcrials, including requestsfor copies. should be addressedto

DLIELC/LERW
2235 Andrews Ave.
LacklandAirForce Base,Texas78236-5259

E-Mail: LERW@ lackland.atmil.

Copyrighto2003 byDefenseLanguagclnstitutcEnglishLanguageCenterandits licensors. NoticeofRights:


All rightsreserved.No pan of this book may be reproduccdor lt?nsmilledin any form by 4ny means,electronic,
mechanical,photocopying.recording, or otherwisc, withoulthe priorwr;tten permissionofthepublisher.

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

ryf underslandtheirleaming.ln a Leaminglog, they arc


to track theirfeelings about whal they are lcaming
and rhe slmtegies thlrt work best for them. This
coursethat offered a greatdcal offlexibilitv

The course thal resultedconcentriles on ptufes-


sion,tl skills. addressesthe topics describedabove
r $ d r e n e s ' i ' a nr m p o n : r n l ' r e p t o i m p r o \ r n g l h c i r and has a tlexible design-lhe coursethat can bc
efteciivenessas leamers.Elfective leamersare deliveredin various ways.It can be uscd as self
aware oftbe stategies thcy use and consciously instruclion alone.as selt'_infuction with a clas.
tly out new strategiesto make leaming notonlr room portion, orii can be lxught totally in the
more effective bur nlso more intercsting classroomintensivelyor nonintensively

Assessment of Needs Course Materials


l n o r d e rr o c o n , l u c lJ n e e d .J - e " m e n r f o r l h e The siudent'spackageincludesa text. a diclionary'
developmentofthis course,in (hefall of 1996,Ms. and eight audio cassetles.The text in the studenfs
MathaL6pez-Durkin, Chief of theLECPbranch, packageinclude eighrunirs, sevenappendixesself-
visiredthc NATO School (SHAPE) in evaluationexercisestbr eachunit, answersto the
Oberammergau, Celmany. She sxt in two courses exercisesfor sclf corection, perfbmance ev!luaiion
for staff officers, $e Mrl tinational Stalf Offiu ts checklists,and learningactivitics for the classroom
Orientation Couse rc'36 Ol) andthe Muhina' portion. The iextjs divided inio 1wopats Part I
t i o a d tt o r c e \ C o r c \ C 5 1 0 7 , . B e ' i d c " i n r n C i n containsthe eigbt units ofinstruction the me'r of
thosetwo courses.Ms. l-6pez-Durkin visiiedLtCol the course.Palt TI containsadditionalactivities1()
Richter, who was the ldnguagerepresentativeoflhe be conducledin the classroomlor the two-week
Padnership for Peace Coordinalion Cell ;n Mons. classroomsession.An instructor packageis
Belgium. Fufhennore, LtCol Richter providedher available.It includesa copy ofthe students
with a number of NATO publications to incorporate package,an inslructor's guide, languagegames,
poslers,and a videorape.The instrucior's guide
A numhrr ol leJrnerneed' eme'ged rrom rhc'e containsguidanceto the instnclor in setting up
r i ' i r ' ; f o r i n ' r c e .i l b e L a m ec l c a ll h a l r h em i n i - the various instructional options
Recommendations self-insluction coursc,we recolnmendthat
studentscDlisl the se ices of a tutor, the assis
For the Self-instruction + Classroom Study loce of an instructor lionl ihe iNtitulc thd
Option lor the seu insttuctian prtion,DLIELC sponsorsthem, or any advdncedspeakcrof
r e c o m n F r , l , , ' n c$ c r k I ' . r u n i r s t l d c n t : . h o u l l Englisb.) Bolh inpui and output are essenrjrl
plan io workoneach unit for .pprox imxlcly tcn ingred;enlsfor lcaming/acquiringa language.Thus,
hours conceNating on learning objectives it is importantthaLthcy practicereading(input and
including vocabulary(thoseitems in the glos 'l'he
writing (output). materialscmphasizeiwo krnds
siry) and nonobieclive vocabulary(those items ofwriiing: personalwritnrg and lcchnicalwriting
on the nargins). After they completeeachunit, (becausesecondlanguagcrcsearchseemsto
they should completethe evaluationexerc'ses. I n d r J r er h J rl c i l n r , f r n , lt e l h n . c r l$ r u n ! m , r .
The instmctorsho will wo* with thc studcnts difficull wilhourpraciicing personalwritnrg). In this
J u n n Br h er s . ' q c c l . l a . s r o u m\ - \ i o n w i l l h r v ( coulsc, personalwriting is practicedby writing
r h er n \ $ e ' . r '' I h e e \ c r . i ' c s . H , / . h r m d y b e a b l e lcxmingioLrnals; formal writing is pmcticcd
to provide the studenlswith fecdbackas they thrcugh :r vffiety of writing assignnents.
work theif way through rhe lessons-/idr d?e
clltsstootn poiion, aftet students have reviewed Besideswriting practice,the unil will also provide
thematerialson iheiown, DLTELC recommerds thcm with the opportunity to practicexnd Icam
two weeks of intensiveclassroomwork where tl,e inportanl lerms that relateto the commrndcr xnd
siudentscan practiceproduction level skills such his slaft The granmar review for this unil is rhe
as givingbriefings. writing rcpots, and prrlici passive/activevoice. Thc fuDclion consistsof
paiing in group discussionsin order to receive formatsforasking rnd giving lactual inlbrmation.
An inhlduclion 1(]the dictionary as a pronunci"
tion guidc cxcrcisesis also part of this unit.
For insttuctors to ptoridc adequate feedhack t
thei stu.lents, it is ftcomnendetl that no more
t h , t ri l p 4 , l t u r p n t , b t \ h , J u t , d I , u , n , I a , '
Unit2. Oral Communication Skills
For the Classroom-Only Option: DLIELC In order lo producegood quality, highly under-
recommendsa total of t20 hoursof classroonr standablespeech,one must first he rblc to real the
study, intensiveor nonintensivcprograms.All languageconectly. t-isteningis the first and most
the rh'\roum rri\ iti(\ in PdrrII of the reLr$efe basic languageskilland spcakingis its corollary.
dcsigned1(rsupportinstrucnon in the classroom. i.e.. speakingis a nornal result of listening. 11js onc
bur tbr more detailedguidance.instructors thing 1o bc ablc 1ohear and understanda pcrson
should consult ihe instructor's guide. who is spcakingdirectly to them: the undcr(and
iDgcones as much tiom body languageand lip
movemeDt as ftunr the sound of ihe words. I! is
Description of Course quiie another tling to mdcrstand liom the sound
Contents alone.such as liom the telcphoDcorradio.
ID Lhisunitlhey will lea aboutgiving bricfings
Unit 1. Written Communication including the technicalaspeclsofdelivering
Skills
conciseand effective prcsenlations.They will also
The coursebeginswith a focus on writing for a practicelistening by mcans of the laped lectures
numberof good reasons.First. writing i! nn and by role playing lelephoneconversations.In thc
cxtrernely important skilt lbr staffofficers. Most area of gralnmar, the modais are reviewed and
staff officds irequen(ly have to wriie reports. p r J c r i c e dI.n r h er r e r o i " e J d i n Bs l i l l . . I h e a u r h e n r i c
briefings, and generalconcspondence.Second. rcrdings include two shot magazincarticles,a
writing is adifficult skill lo acquire,and in fict, spccchby Prime Minister Blair, and arcading
progrcssin this skill can only be gainedby d c ' c r i b r n gr h et r o c e . ' o i c o r n m u n ir.i u n . B a 5 i .
wrinng and oblaining meaningful feedback. aspectsof group discussionare also introduced in
(Becauserhis courseis designedto be partly .t this unit.
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

BI if. . .?" is a stardardquestionmilitary officers might


be askedor they might askthemselveswhen
considering a Ieaderrhip
roleor situation. In fin
difficult hwdle in masteringthe language.The
difficulty stemsfrom thelack of specificrulesfor
their use, that somelanguagesdo not usethem at
unirtheitudents$iil .rud) the vdriou\formrof dll.andiharsomerimes rheydetyall logic.ln rtu\
and bow to respondto, condilionai questioDs. unit theywill considerpdmarilythepreposidons oi
They will listen to lectureson leadenhip and
discussthe content with their peers.They witl read
andanalyzemililary topicsaboutleadership.They Unit7. Partnership for Peace
will write summariesflom oral texts.In short,while Challenges
emphrsi/inglhe \tudy of thc language ot leader-
ship,theywill be praclicingallofthe language Sinceiis iftroduction in 1994,Prnnershipfor Peace
skills in context. hasgrown andbecornemoreoperational;its role ln
expandingpolitical andmilitary cooperation
throughoutEuropehasincreased.This unit will help
Unit 5" The United Nations and
Peacekeeping staff officers understandthe changesin Pf? and the

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

Skills lbr SiaffOffic


Uni12: Oral CommunicntioD . . . 2-l

. .........3l
Unit3: BridgingCultuLrlDitlerenceswithMililaryCulture................-......

Urit4: LerdcrshipIssuesfor Staff Officcrs ........


Unn 5: The United NalionsandPeacekeeping
.. - . . 51

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

A p p c n d i x B : C a p i t a l i z a t i o n . N u m b e r s . a n d P u n c $ a t i o n . . . . . . . ... . . .-. . . ...8. -. .l . . .


sions
AppendixC: TransitionalExpres .. . -C-l
......................

AppendixD: ListeniDg/Viewing
Form.................-. . ..... D I

A p p e n d iEx : M o d a l -s. . . . . . . . . . . . . . . . . . . . . . . . . . . -. . ....... E1

A p p e n d iFx : C r o u p D i s c u s s i o n T e c h n i q u c s . . . . . . . . . . . . . . . ... . . . . . . ........ . . F1

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

Part II: Classroom Materials

ClassroomActiviiies.... -.. CAI

AnsweP
r a g e.s. . . . . . . . . . . . . . . . ....APl

Evaluation
Exerciscs...... . ..... EE-1

PerfonnxnceEvalualionChecklisls......................... .. . PEl
o l
Unit1:

Written Gom

Skills for Staff Officers

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.

In this lessonyou will


l. practicegivingard askingfor factualinformation.
2 identirypassivevoicesentences andchangetheminto activevoice.
3. useandcotedly pronouncetheobjectivetemll, military expressions,
andacrcnyms
listed in the glossary.
1. ident8 the main idea and th€ suppofing details ofparagmphs.
5. identiSTcomponentsof paragraphsand write paragraphsaboutvarious topics.
6 pmcticereadingmodelsoftechnical/military materials(includingmanuals,STANAGS,
rcgulations,procedures.checklists,rcports, and messages)and arswer comprchension
questrons.
7. familiadze yoursemwithmilitary correspondence fomats.
& readmilitary articles and answercomprehensionquestions.
write amemomndumforrecord.
10. practiceusingtbepronunciationkeyoflhe dtctionar).
11. Factice a variety oflanguage leaming shategiesthat promotelanguageleaming (cogni-
tive, metacognitive,mgmory social,andaffective).

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

By focusingor how peopleleam, rc- Make a simple weekly study schedule.


searcherchavefound that thcrc arc a Wrile ihe specilic time you plan to study,
mrnber of strategiespeopleuseto learn a In the model below, insert the specilic
language.Researchershavc also drscov- time in the blanks; for example,
Mon, Plan1900-2100 Actual2000-2130.
€r€dthat goodleamersare morc prcficicnl
at using a vdrtet of leaming strategies.In
order to add to your strategyrcpefto1re,
r,!ehaveincludeda nrunberoflearning
Unit 1 Schedule
strategiesir theseifftnctioDal mat€rials.
Theseare designedto help you improve Dav P|rn Actual Seekingoat
your la[guage leaming ability, and t}us,
cnablcyou to bccomea b€tter language Mon
Tuc Engl*h triu na*e
your leaning nure
Wed
Plan, Monitor, neaningfaL
Tlu
Evaluate, and
Fn
Revise
Sal
Goodlnanagelskno$ that thc cyclc oI Sun
planning,monitodng, evaluatrng,and
revisinghelpsthem accomplishmany
projccts. The processhas been success-
Monitor
fully applied to the managementofone's As you rvork through the te{, be axare of
leaming. The paragraphsthal follow (l) languageoelanalions lllat seem
illustrate how to apply the process10 unclearor ambiguous,(2) languageareas
languageleaming. tlut arc Lroublesome for you, (3) leanurg
activities and strategiesthat \rork well or
Plan do rct wo* for you, and (,{) difiicult points
that seemto take morework to master.
Planningis thc first step.Onee!(Fllent
planning strategyis to make a study
scheduleeveryweek and,most impor-
Evaluate
tandy, to stick to youl schedule.Thcrc are yourprcgress
Evaluate by(I ) completiry
eight units of study in this couise. We self-evaluationforms, (2) kecpingtrack of
estimatetllat it r,!i[ takeapproximatelyten errorsand the methodsoI slndy dut work
hourc of work per lesson.Let's sayyou bestfor yoll and (3) drscussing.using, or
want to complctc one lessonper $eek. teaching$hat you learn (new oeressions,
You will need10setasideten hours of vocabr ary,grannar, etc.).
your time everyweek.The following is dn
exampleofa schedule;adaptit to Dule a
schedulcthat fits your individual leaming
Revise
needs. Onceyou haveidentified areasyou need
hclp in, the ncxt stepis getting the help
)ou need.To accomplishthis you may try
( t) askingfor helpftom someonewho
eeaks English well, (2) hiring a tutor, (3)
incoryorating new strategiesinto your
leaming,andor (4) consultingreference
books.
chdn of connand. Tltr4h ttis chajn,
VOCABULARY the conmander holds eachsubordinate
conuunder rcsponsiblefor all that the
subordinateunit doesor farls to do. Al1
ordar fiom a higher conlmanderto a

f,) suborahnate are icsr"dby dre conrmander


of the higher unit to the commarderof the
ner( subordinatermil Intermedlate
corimarders arc r',pars?d only as an
exceptionin urgent situations.In such
instances,both the comrn nder issuing the
Look at and lislen to the readingtitled order andthe conmander receivingthe
"The commander." The objectiv€
vocabularywords are in italics. As you
ordershouldnotiiy irunediate cominanders
listcn to the reading, circle those words of its contentsas soon as possible,

Afler you turn ofi the recording,silently


read the paragraphsagain. Next, in your
dictionaryor the glossaryfor Unit I, look
TheGommander up those words you do not know and
write lhe definitions in your notebook.
Then. comolete ihe next erercise.
In theftamework ofthe militarf thereis a
structurefor ruft. The coDmarder is the
wcabular!, sa! the highestlrlllldru ofrcer. He aloneis
responsiblefor all that his unit docsor Exercise 2
r1t'ite them o|er and fails to do. He cannol delugatzthis
rerporrsirrTit. The final decision,aswell
asthe final rcsponsibiliry,remainslrith In your notebook, copy the following
the comnander. The successlil com- sentences and inserl lhe corect
manderdelegatesauthoritl and fosterc
Note:The word 'italics" an organiational clinate of rtutual fi64
refe6 to textthat is cooperution, a':'dteamwo*. He prc-
slanted,ior instance motesan malerstandingofthe prcce- By delegatingauthority. a conxnander
duresand a commonbasisfor action at fostersa climate of _,
all lcvek ofhis colnmand.
anotherwayto reier
io thisiype oftext. The colrnnanderdischargeshis l€sponsi- If possible,never
bilities tfuough an establishedorganiza- iimediate comfiander.
madeda*er, we say tion of commanddsfugdtiorr-called a
The sergeantgave the
it is 'boldfaced' ln
the platoon to march.
this coulse,the new
vocabularywords afe Everlthing that the unit doesor docs
boih italicizedand no1do is the cominander's_.
boldfaced-but the
instruciions wL only Theconnnandermustmate thefinal
menUon thattheyare decisionshinself. He cannot
italicized. tlds rcsponsibilily.

A commandergives responsibilitiesto
his _ through the _.

1. The udforms $ere _ to the


soldiersby the supply section.

Capt Jonesis the comnander of that


,4, silenlly read the paragraphsagain. Find

ilt ihe meaninqof the words you do not


know. Then complete lhe nexi erercise.

Listen to the reading litled "The staf' Exercise 3


and rollow along. The ilalicized words are
the new vocabulary.As you listen, circle
the words you are not familiar with. Malch each of lhe vocabulary words with

The Staff T - a get, garn

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.

. Prepareplalrs and orders.


sentcnce.In a passivesentence.the doer
G R A MM A R is at the erd and the receivcr of the action
is at the beginning.

Active and Active

PassiveVoice Doer + Vcrb + Receiver

The captair + issued + the order'

Read the materialand work the exer- Passive


cises in your notebook Then check
your answers against the answer R€ceiver + D|xr
pages al ihe end of lhis unit. Repeatthe
process for any part of ihe materialthat Tlrc order by the
To lear gromfiat captarn
effecttuelr, it is
Wofta that Jtou Thc passivesentenceabor€ could also
andefta .dthe rulas The militar] $riting slyle strcsscsthe use rcad, "The order wasissued,"dld still b€
that ryply to tie oI the activevoice. The useof actil'e grammatrcallyconect.Hotl€ver,the
loice in wdting is usuallybetterthan the listener/readerwould not kno* nho sent
usc of passivcvoice. Thcre are three the mcssage.Thc actit'e voice forces re
listcnerteaalerto includc this information
Belote lou Nail
ahout actbe awl L Acti\€ voice is dirccl, forceful, and
pascit'e wice, ask easyto undentand. BY contrast, Exercise 4
yourdf, "Wat rules passiveloice can be vagne, erasive,
do I kttore about the and hard 10understand.
pdsstue wice?" In your notebook,copy the followinq
Active \,oice is more coNersational sentences,and insert lhe aPproPriare
than passivevoice. (we noimallY words as lound in the precedinggram-
speahin activevoice.)

3. Sentencesin activevoice arc shorter


than sentencesin passiveroice. When using tlrc military lvriting sryle,
write in the vorce.
Neveltlrcless,you will often find the
passivevoiceusedin military publica- The active voice is better for three
tions and may be temptedto useit The
purposesfor studying the passivcvoice
in this unit are fo enableyou to undcr- The activc voice is -,
stand passiveconstructionsand to and - The
encourageyou to use the activevoice activevoice is morc - than
lvhen appropnate. the passive.Active sentences:ue
thal passive sentcnces
Active versus Passive The usual order for active sentencesis
Voice
The differencebetwe€nth€ activevoice
analthe passiveis simple.lt is a matterof 4 The usMl order for passivescntences
emphasis.Ask yourselfthis questioniDo i s +
you want to emphasizethc doer or thc
rcc€iver ofthe action?Ifyou emphasizc
the doer, the sentenceis active. Il you
emphasizethe re€eivet the sentencers
passive.ln an actNesentence,the doerof
the action is at the beginning ofthe
o 5. Mark the Doer, the V€rb, and the
Receiver in the following sentences.
c. He is Nriting his paper.

d. The howitzer Nill be servicedby the


a. The jeep $'as driven by th€ private.

b. The sergeantfired tlrc dfle.

READING SKILL

Quickly scan the following readingto get constituents:compo-


the general meaning.Then read it
carerully and highlight imPortantPoints. lt
is a selection from t S Deparlment of the consensus: genefal
Navy, Former 1000Series EXTACS,
Multinational Ma.lllhe Operatlons
Manual, Cnapret 3 (September1996).
after you read it caretully,completethe

I true or f.rse activity that tollows. placedin someone

Command and Control Organization includes,contains

i "At thehigherlewls ofcommandin m ltinationalcoalitionoperations,the ction


Ju
principle:a ruleol
conduct a funda-

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 comfiand and Control(Cl. Thetefms"command"

coordination are horizontal relationships among


and"contrcl"areclosely
relatedandoftenusedtogether;however,theyarenotsynonymous.r
andcontrolarcverticalrelationsh ipsflowingdownfromabove.cooperation
elements at similar
Commandisthe authorityvested in an individualofthearmedforcesforthe
command
levels.
and

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

T directives.Allor parlofthis authoritymaybetransferred


cooperalion isthe relationsh
that harmonizesthe direction,control,andsustainment
forcesto enablelhemto workas a leam. Cooperation
allowsdiffercntf orcesto worktogether.
ordolegated.
ip that existsbetweentwoor morecommanders
ofthek rcspective
isthe principlethat
coordination islhe delailedinteraction amongforceelements1oensuletne
highestpossiblecoope ralivee Ilort.lt involvescoordinationcentersano
usually
flowamongforceelements
detailedinformalion
Theserelationshipsaredefinedto forma C'systemwhichallowsthelvlLltinational
l\radtimeForcecommander(M[./]Fc), hisstaffandhissubordinates to plan'direct
andconducl operations.
g'Idlglp!€g. C' principlesincludei
'1. Unitvof Command.Unityof commandis achievedby vestingthe autho'ity
to directandcoordinale the actionofallforcesand militaryassets in a
singlecommander. Thecomposition of multinationalforces will largely
va uabe ihings deGrminethe command relations by which this authority is achieved
However,constraints may be placed on the use of natio nal force compo_
achieved: gotien as a nentsandsupporting national assets lJnityof command can also be
result of an action or constrained by militaryactivitiesof othef autho ritieswith in the
commancler's areaofresponsibililyTherefore, in a multinational maritime
operation, unityofcommand may be unachievable Nevedheless,success-
constraints: limltatons
fuloperationsmaystillbeconductedif unityof efforttowardsthe objeclive
liaison: intercommunl- canbeachieved.
cat on as betlveen 2. lnteoration ofC'Structure-Thecommandstructureshouldensurethe most
effectiveuseofthe capabilities of partnersinthe multinational operation
sepafatenationalcomponentcommandsmayneedto be established such
hierarchical: ananged forceis placedunderOPCON (Operational Control)
aswhena nationaljoint
of |\IlvlFC.Whenspecialoperations forcesareassignedor attached10an
s u c c e s s i o n : t h ea c t o i lMlVIF, theynomally operateas a separatecomponentcommandAn
efficientandcomprehensive liaisonstruclurebehveennationalchainsof
coming next, as ln
commandis an essentialelemenlofthe multinationa I forcecommand
holding an official
position strufiure.
3. Chainof Command.Thestructuae of a C' systemis normallyhierarchical
Wherenecessary and appropriate, directionandorderctothe nextlower
possible alternate tasks for specificelementsof hisforces'
commandefcould include
4. conlinuilv. C shouldbecontinuousthroughoul anoperalion or campaign
i n d i v i s i b l e :t h a t w h i c h Thecommandershould arrange a successionofcommand consider and
cannot be divided provisionforan alternateHQtomeetoperational contingencies
exploit to make use of CommandResoonsibilitvand FreedomofAction" A commander's responsibiF
for ones own ptolt itvfortheaccomoll naofhismission is indivisible,butdelegalion of authority
maybe necessary or desirable.In detegating, commanders at all levelsneedto.
intentions.
cle;rlystatetheir designatelheobjectivestobe achieved and provide
crucial: essential; of
ihe utmost rmpoF theresources andauthority required by subordinates to accomplish lheirtasks'
Thus,the commancler gen;ratestheffeedomof actionfor hissubordinatesto act,
so that
wilhinthe boundsset by his intentions, they can feactquickly to unfore-
seendevelopments orexploilfavorableopportunities. Successful delegationhas
twoprerequisitesl
. Thecommander mustal alltimeshavea clearpicture
oftheoverallsitua-
tionin hisareaofoperationsandconfidencein hissubordinates'abilities
. Thesubodinatecommandermustfullyundersland hissupefiolsinten_
tions.
Deoreesof Operational Authotitv.Commanders andsllboldinates mustundel-
standthe€xtent ofauthority granted in theircommand relationship BecauseC'
relationshipsarefundamentai tolhe formationof aneffectiveforce'particularly
an
effeclivemaritimeforce,it is crucial that commanderc establish a common
clefinitionofthe termsat the earlieslslagesof an opefationThefollowing
discussion ofdegreesof operational authorityis provided10facilitatethispro-
cess.2
1. E-ullgg!0-na0d. The militaryauthorityandresponsibility of a superior
officerto issueordersto subordinates. lt coverseveryaspeciof military
oDefations andadministration andexislsonlywilhinnationalservices. lt
followsthatno allianceor coalitioncommander hasfull commandovef
the forcesthat are assignedto him.Nationswilldeterminethe criteria,
methods,andextentof anydelegalionto a commanderfrom a different
nation.In makingthisdetefmination, factorsconsidercd arelikelyto
includethe polilicalobjectives, the militarymission,the sizeofthe
prcposedforce,the relativeforcecapabilities,the advantages' risksand
coslsinvolved,the anticipated duration,andthe MMFconceptfor rulesof
engagement.
(OPCOM). givesthecommanderauthor- Highnshn g
2. OperationalCommand OPCOIVI
ity to assignmissions, to deploy or reassign forcesortasks10subordi-
hebs J'ourcme ber
natecommanders, andto retainordelegate operalional and/ortaclical
contrclas necessary. OPCOM does not include responsibility for admin-
istfationor logistics;these responsibilities must be clearly specified in a
multinational operation. OPCOM may be used to denote the forces
assignedto a commander. A commander assigned OPCOMin a N4N4OP
(lvlaritime Opemtions)
I\,4uttinational may not reassign ordelegatethat
aulhority wiLhoul specilic approval. While oPCOlVIallows thecommandel
to sepa€tely employ components of assigned units, il cannot be usedto
disruptthe basic organization of a force to the extent that it cannot
readilybegivena newtaskor be redeployedlf commanders areassigned coaljtion:a tenrPorarY
forcesfor a continuing mission inwhich they need freedom foremploy-
mentwithlittleor no conslmint,theyshouldbe givenOPCOI\4 or
disrupt:todisturb
3. Operational Control (OPCON). OPCONissubordinateto OPCOMItis
the authoritydelegatedto a commandertodirectthe day_to-day opera_
tionsof forcesin the accomplishment of assignedmissionsThese directive:a general
missions arc usuallylimitedby funclion, time,or locationl deployunits orderissuedby an
concerned;and retainof assigntacticalcommand(TACO[./]) and/or auihority
tacticalcontrol(TACON)ofthoseunits.OPCONdoesnotincludeauthor_ execution:carryng out
ityto separately employcomponenls ol theunitsconcerned. or to employ
a unil,or anypartof it,foftasksotherthan the assigned task,0fto
disruptitsbasicorganiTation sothalit cannotreadilybegivena newtask
or beredeployed. OPCONdoesnotinclude responsibility foradministra-
tionor logistics;that responsibility wouldhaveto beclea yspecifiedina
muttinational operation. UnitsareplacedunderOPCON sothatcom-
mandersmay benefitfromthe immediateemployment oftheseunitsin
theirsuooort.withoutfurtherreference to a seniorauthorilyThecom-
mandergivenoPcoN of a unitmay notexceedthe limitsoflts useas
laiddownin the directivewithoutrefefenceto the aulhoaity issuingthe
directive.lf thecommanderhasa limitedmission oftask'ofiffofcesarc
. assignedwith limitationsontheiractivities, commandersshould begiven
oPcoN.
ChanoeofOperationalControllGHOP).CHOPis the dateandlime (G[/]T)al
wtricnthe responsililityfor OPCoNofa forceor unilpassesfromoneOPCON
authorityto Themannerof executionofCHOPshouldbeexplicit
another. inthe
operalion order;this
may be donein terms position,
oftime, of cross-
lloundafy
Ing-
4. TacticalCommand OACOM).TACO[/]istheauthoritydelegatedto a
commanderlo assigntasksto forcesunderhis commandforlhe
accomplishment ofthe missionassignedby higherauthority. Thisterm
is usedprimadlyin maritimeoperations. lt is narrowerinscopethan
operationalcommandbutinclLldes the authoritytodelegateor retain
tacticalcontrol.The seniofofficefpresenteligible10assumecom-
mandofa TaskForceorganizationis calledthe OfficerinTactical
command(oTc).
5. TacticalControl fiACON. TACONisthe detailedand,usually,local
direclionand controlof movemenlsormaneuvers necessarylo accom-
plishmissionsortasksassigned.Tacticalcontrolis usuallyassigned
by OPCOM,OPCON,or TACOMto a subordinate commander for a
limitedperiod oftime to conduct a specific missionortask A com-
manderhavingtaclicalcontrclofthe unitis responsible forthe method
andthe ordersusedlo exerciseit.
e l i g i b l e :q u a l i f i e d glhCtICImS, Severalotherlermsarefrequentlyusedby individualnations
andsewicesandwill occasionally be usedin mullinational operationsThese
are:
1. Assion.
wheresuchplacemenlis
a. To placeunitsor pe6onnelin an organization
relativelypermanent, and/orwherethisorganizationcontrolsancl
administersthe unitsor personnelfortheifprimaryfunction,
orgreater
porlionof theirf unctions.
b. To detailindividuals to sDecificdutiesorfunctionswheresuchdutiesor
functionsare primary and/ofrelativelypefmanent
2. A[acb.
To placeunitsorpersonnelin an organization wheresuchplacementis
relativelytemporary.Subjecttolimitations imposed in the attachment
order,thecommanderofthe formation, ororganization
unit, rcceiving
the atlachmentwill exercise the same degree of command and control
as hedoesovertheunits and personsorganicto hiscommand-
However,the promotionof personnelwill
responsibilityfortransferand
normallyberetainedbythe parcntformation, unit,ororganization
b. To detailindividuals to specificfunclionswheresuchfunctionsare
secondaryor relativelytemporary(i.e.,attachfofquartersandrations,
attachforflyingduty).
3. Suooort.Theactionofa force,or portionlhereof,whichaids,protects,
complements, orsustainsanyotherforce.lf a commandercanachieve
hismissionwithouta higherlevelofcommandauthority(i e , oPco[4/
OPCON),forcesmay bedirectedsimplytoacl in supporlThedegree,
manner,anddurationofthatsupportshouldbespecifiedby the author-
ity orderingthe suppon:
DirectSupport.Thesupportprovidedby a unitorfofmationnotattached
or undercommand ofthe supportedunitorformation,butrequiredto
give prioritytothe supporlrequiredbythat unitorformationAunit
assignedin directsupporlwill operateundeflhetaclicalcontrclofthe
suDoorted commandef.
AssociatedSupport.Assistanceprovidedby a forceor unitto another
forceor unitthat is underindependent control(neitherofwhichis
subordinateto the other).Thedesignated
unitremainsunderthetactical
controlofthe assigningauthoritywhocoordinates
itstasksandmove-
ments.
Administrationand Looistics.Thedelegation ofauthorityin termsof OPCON/I
andOPCONdoesnotinclude a delegationorchange of administrative
or
Any suchdelegationor changemustbe specifically
logislicresponsibilities.
ordered,eitherseparately oftogetherwiththedeleOation of commandaulhority-
On occasion,changestothe degrceof commandauthoitymay require
changestoadministralive of logisticresponsibilities,
andcircumstances will
arisein whichadministrative orlogisticconsiderationsplaceconstraintson
opemtions. Therefore,a delegating authoritymustalwaysconsiderthepossible
administrative
andlogisticimplications ofanyintendedoperational arrangement-
Notes:
'1. Referto EXTACl000fordefinitionsandadditional
information.
2. As a pointofdeparlure,theseNATO-derived termshavealreadybeen
endorsed byadiverse multinationalforumandmayprovemore palatable
thanstict nationaldoctrinewheneslablishingagreement
amongcoali-
tionpartners.

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

Commandis a horizontal relatior- OPCOM doesnot include


ship betweena superior and a responsibilityforadmi stration
subordinate. T F or logistics. T F

Cooperationallows bvo or morc 9. OPCOM is (he aulhodty delegatedto a


commande$to work asa team. T commanderto direct tlrc day-today
operationsofforces in tlrc accomplish-
In amultinationalrnaritimc ment of assignedmissions. T F
operation.uniry ofcommand is
alwaysachievable. T 10.Full comnand mayexistx.ithin multina-
tional forces. T F
ToBe+PastPrrticiple
G RAM MAR
I am + requiredby my commanderto
altcndthc class.
Passive Verb He .lt'.as+ instruclcd by his caplain to
Phrase allend e\cry bicfing.

Thel' havebeen + given the examsb,v


No.lr'rthal ]ou know t}rc stluclulc of thcir inslrLrclors.
active and passir€ sentences.,vouarc
readyto leam a simplerway to recognize The materialrill be + requiredby this
agency.

You can rccognizea passivesenterceb} The s1affcouldnolbe + otificdbl


ils verb stnrcture.A passivesentence
alnays hasa vcrb phrascconlaining a
form oflhc \'crb lo 1)eand thc pasl tlai'e you noticed that the preposilio r),
parliciple ofan aclionre J. ofter appedrsin dre sentencethat is
By det elopins passivel It is a possibleclue to tlrc useof
at'arc,'ess of hoh' the L The first parl of all passi\,everbsis a passiveroice in Nritirg sinceit carr
lmsuage wo*s, rou inlroducc t]re doer at the em of the
can monitor rouneu scnlence.Example:The testsare gi€r
and ibtprcverour $eekly ,]r the teaclrcIs.
be been being
EtlgIish-
IIa modal6rill, nust. slmuld,can, Exercise 6
ctc.) accompaniesthe main vcft in
the aclive voice, tlle modal is
attachedto the bc lelb $hen the In your nolebook, wrile answers lo
sentenceis changedto the passiye
voice. For example.we slrc ld h?e
all letters. t A11letters shouldbe
tlped. Whatarethc cighl formsof thc verbro
rtlrc nlatu \€rb is in a progrcssi\€or
perf€ct tens€in drc activevoice, the Wlat arethe tilo pafs ofa passive
auxiliary verbsbe andhnve areadded \'€rb pluase?
to the be-verb$hen sentencesare
charg€dto the passivevoice.
EMnrples: Circle lhe form of the
past participle in the
They are processilg tlre soldiers. t
The soldiers@beirg processed.

we llave clrcckedthe barracks. t


The banacksba]qbgg! checked. 3. The film will be sho$n at 1900hourc

Z The secondpart is alwaysthe past I The officer evaluationreports(OERS)


participlc form olthc main vcrb. You are beilg Nritten by the executive
can recognizethe past parliciple by officer60).
its ending. Regularpastpaticiple 5. A11vehicles$ereproperlydispatchcd.
endingsare -ed aIId-d. Therc are
many irregular endingsfor past 6. Rifles arekept in the alms room.
participles,for example,-€n, -n, and-
t. You canfmd a list of irregular past
paniciples at Appendix A.
Ieises simple,progressire, an.l pedect
Write lhe lerter "P" for passive sen-
lences and th6 leftef "A" for active whetherin past,present,orlture line-as
senlences.Circle lhe form of ao lre .nd shownin thesccxamples:
lhe pas! padiciple for lhe passivo
Tlrcje€p $ill be driven./i,lrle

Thrce prolective masksr€re


found in the tnrck.

Thc SOP(slandardopcrating
procedure)is being wrillen by thc
lieutenant(lt).

I havePT (physicallraining)

Thejccp is bcing driven. P/ese tprogres-

The jeep x as drivel Pdsr

Exercise 7
Lubeling acttueand
"T" next io ilue state-
settte ceswi help
leller "F" next to fabe
),ou lentif! then irl

L Pnssivesentcncesoccur in lie past

2. _ Passivesentencesdo not occul in


the presenttense.

3. cnn occurin thc


Passiv€sentences
10._ Exceptfor an occasionillmortar
andartillery shell,tlre hill remained
caln.
"P" next lo passive
11._ Thc trucks are locatedon Hill lhe letter "A" next to aclive
672.

12. More than 2,000 soldiershave


beenmobilizedlor OperationEn-
He loadedtlrc tent and the stovc
i o thejeeptrailer.

Passive Voice vs. Past _ The target will be fired on at 0600


hours.
Tense
A coDmonmistate is to think that passive _ The tuing chan $as construct€d
sentercescan occw only in the pasl by the sergeant.
tense.Passivesentencescan occur in all
'7. The brieling was complctedal 5. Thc ficld training exercises(FI-X) are
_
1500hours. bcing cvalualedby thc C Battcry
ofEcers,
The ammo is being distdbuted
by the platoon leader-

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
-

voiceis better.Imagine rcading lhese 4 Batdesarelostwhenleadcrsare


reponsl inefl_cclive.
Weak The Ml6 rifles rlere stolenfrom _ The Rolaling Amber Warning
the bilouac site. Liglt (RAWL) $ert off*hen the
The operalionplan (OPLAN) was squadleft the front gatc of tlre
submillcdlate.
Wlat elsedo you $ant to know l That's Requestis madethatthis unit be
right-xlrc did i1. exenplcdfrom situationalbaining
exercises(STX)lanes.
So$riting in the activeform andincluding
the doerup lront is strcngcr. 7 _ The anns roomslocks must be
Strcry: A six-foottall middle-agedman checkedhourly.
'lrith brown hair stolethe Ml6s.
8. _ Ar atrnosphereof lrust rl?s
CPT Jonessubmillcd the createdby thc patrols.
operationplan (OPLA}0 late.
9. CPT Joncscompleledhis
S€cord.rvhcn*riting ordcrs,$e slrculd inspectionof C Battery on I Aug.
emphasize$ho must do what. Sothe
activevoice js preferableherc, too.
Weak Hill42,+ rnustbeattackedat0430 SPEAKING SKII.LS
(No docrmentiorcd.)
Stl1)ng: CompanyQ will attackHill:12'l at
o130.
Wcak Thc motor pool musf be Policed
by 1800.(Nodoer.)
Strong: SSGDoe'ssectionmustpolicc
thcmotorpoolby 1800.
In sDn! activeloice in $riting is the voice The Dictionary as a
ofauthority. It is clear, concise,ard to thc Pronunciation
point. Thcre is no evasionand no hiding
of responsibilit]'. Guide
Exercise 1O Thc dnrtionarycanbe a helplul lool when
'ou nant to know how a word is plo-
munccd. Dictionarics hale special
write an "s" neit to those sentences symbolswhich shot Fonunciation. These
that are "strong" (aclive)and a "w" nell sFnbolscanbe different fiom dictionary to
to those that are "Weak" {passive). dlcuonary.Thcy canbe iound in the
proNnciation key listed in the rntroduc-
tior of thc dictionary.
L _ The excrcisebeganwith an
airborneassaulton a disgdsed In this ulrlityou will ledrn aboutYo r
alfsrrp. dictionary and the symbolsit uscsto
indicatcpronurciation.
Rcquestsmusl bc siSred before
issuanccis accomplished. Syllables
A total of 24 sortieswere flor-'n Every vowel soundi[ a \rord createsa
by the Genllan aircraft durilg thc syllable.Dictionaries separalesyllables
with a spacc.a dot C), or a hlphen G). The
pafis of enEy $ords in your dictionary
are separatedby hear-"!,ce ered dols. Your recordingand check the
in your dictionary. check the
You shouldnote thal the prorunciation division in the pronunciation
cntry doesnot alwaysha\€ exactly the the word. not the main entry.
samedivisiol ofs]'llables as thc main
entry. Sccthe €xamplebeloN.For tl€
acti\'_iticsin this section.usethc syllable
division in the proNnciation en[y.
VOCABULARY
Example: co alitiotr (k6 a lish' t

Exercise 11
:-,

Listen to the words and say them- Write


the number ol syllables you hear,
ilt
Lisl€n to the reading titled "The Chief of
Exarnple: 61aff" and follow along. Nexl, repeat lhe
italicized words. Circle those words you
2

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.

5_ iacilitate . Gi\irg stuffandothcr(2)


a rcpresenlativewith $hon thcy can
coordinateorcons t within an area
6. XO
. Ensuringthatall commandinterests
receivcslaff attention.
7. BDE g. showng
qualitiesof
Thus, specific assignmcntscnablestaff
trarnrng
officersto give their completeattentlonto
a definablcpodorr ofcolnmand interests.
The connrunderdclegatesauthorit to lhe
staffoi to a particular stafiofliccr. The
commandernormally delegatesauthoity 10
the staf to takefinal action on nutters
lvithin colnrrlandpolicy. The authority
delcgatedto individral stafoffice$ varies
with the level and missionofthe cornmand.
the importanceoloperatrons,and the
relationshipofthe stafi oficer's areaof
interestto drc (3) - mission oi
the conmand. The assigment of slaff
officen carriesno connand authont] o\'€r
VOCABU LARY other staff ofrcers. Allhough the com-
manderretains(4)_ rcsponsi-
bilir]_,the stafi offcer is responsiblefor thc

(,ll way the delegatedauthority carried ol|t


is
,:
aswell asfor the results.While acting in
the commander'sname,the staffofficer is
responsiblefor any autlority temporarily
assumedin responseto an (5)_
slmatlon.
ofliccr's areaof inlerest to the prirnary
of thc conmand

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

copy the following senlencesin your


NATOMESSAGE
notebook. use the words from the
readingto fill in the blanks.
TEXT
FORMATTING
SYSTEM
Staffofficers arc assignedfimctional
Americanand Brltish
dialectsincl!dethe arcas of and
(FORMETS)
spelling of ihe for accomplishingstaff
sufiixes-ize,-ization actionswithin theseareas.
a6 -ise and -isation As a stafiofficer in multinational forces,
2 The corunanderis given a single stafi
and lhe spelling of you will havc10comply wilh writlen
the wordsdefense/ , which is rcspoffible
for advice and witlun a regulationsand insEuclions.Thc language
oftense as def€nce/ usedin tlcse documentsmay not allrays
specificarea.
be very clear to you, but practicing reading
3. The conmander delegates them will makeit easierfor you to under-
_ to tie staff or to a standtheir intent. The folowing excerpt
particular staffofliccr. comesftom a NATO publicatior dealing
withMESSAGE TEXT FORMATTING
,L The authority to SYSTEM(FORMETS).
individual staffoflice$ varieswilh
the level and missionofthe com- Nord English is the ofrcial languageof
mand,the inporonce of op€ratiolls, NATO. Although thereare differences
and the of the st?rff betweenAmericarlandBritish EnglislL in
genenl" written foms showlessvaiiation
thanolal forms.

skim the rollowing paragraphs.Then answ€r lhe queslions that tollow.

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

e Practiceill dereloping paragraphsaccord-


irg to tlns arnngemenl will not onll assure
you oftighlly organizedparagmphs.it will
also eMble I'ou to offer a convedenceto The comnandcr selsa limil of advance
your rcadcrs.Many peoplerced only to keep control and 10prcvcnl his
generalinformatior aboutthe contentof assaulting clcmcnlsfrombeinghit by
certainletters,r€ports.and directh3s. For fricndly fire. This limit sho ld be easyto
thesepeople, the convenicnccof recognizeevendu ng poor visibilil-v I1
scanningmain idea scntcnccsal the should be far enoughbeyondthe nanks
Youcanimprcveroal beginning oI pamgmphsfor thc most of the objectil€ to give secudty elemcnls
Ii,Jtening impofart ideascan savetime. And, if spaceto perfonn their mission.Fire
conprchension b! thel neednore details, tlrcy can alNays suppol can engageenemyforces beyond
readbeyoM the main idea sentences. this line without clcarancefrom the
lis:tenittg. suppotrng urut.
When ]ou write morc than onc paragraph
Listenlot the ndn i a cornmunicalion,nake sureyoul a. Wllat is drc pangmph aboul?
sentencesand paragraphsfto$ smoothll
irto eachother. Useofclear-cut main
idea sentencesfollowed by supporling statesthe topic?
b. Which sentence
and clinching sentencesis an impoltant
stepin tlut directioe but ]'ou can
How were you able to idertii the
developyour paragraphsaccordingto
topic?
this patten and still prodrcejerka
wdling. Yolr objectiveis to help your
reade$ seeyour palagraphsas inte- What infonnalion aboutlhc topic is
gratedrurits ratherthar asnrerccol€c- thc rcadcr givcn?

O[e way to impro\€ the flox'of]our


ideasis to thitrk ir p.rragrnphlt rdther Exercise 17
than sentencas.Orce you developa main
idea sentence.thinh of the points you
ncedin order10cxpand,clari4,, illustmte,
or cr$lain the implicalions oflhal
scntcncc.Ho$ many supporling poinls
are necessary,ard ho\ carryorr tie the
points togetherin a fnal seDterce?Think
aheadthrcugh the logic you plan 10
developand then lrame your scnlcncc
accordingly.lfyou think in tcrmsolonc paragraph.Then, lurn your
and wfite (a) the iopic, and
jerkiness: characterized sentenceat a time. you nust begin a nerv idea senlencein your
by an abruptplshing thought processr,lhen you get ready to
and pullingmoton write the secondsenterce.The process
tates you tfuough a sedesof stopsand
starts,alld I our writing is likely to reflect
ttl:tt jerkiness,which will be apparcntto
your rcadcrs.Thcy may also encountcr Affer you lurn olt your recording,finish
wriling your answers.Go to this unit's
the samcproblemin moving from
answer pages and .heck them.
paragaph to para$aph.

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

Do ]ou know the platoon


comnander'snarne?

I{&./ is the target so hard to seelroln L I believethe airstrb wilt be closed


the tuing poiff? tomorrowlbr repairs.

,t Itlre, $'ill you takeleave? t 2 . I imagine the injudes to the troops

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

Use sho{ words. short sen-


tences,ard short paragraphs.Short
$ords mal(ecorrespondencemore
kccpthe itemsgrdrnmaticallybalanced.Usc
undcrstandable.and short sentenccs
thc sane gramnatical slruch]]es.l{lGdl
malrcit nore readable.
senlercesor all pl!3!al
Avoid needlcss sords ard informa-
tior
Tie yofi rvordstogetbcr rvith Parallel
transitions or comrectiveriords such Two Tnits ofa StrongLeader
ashove|er. thercJaft.thus, ext.in
additian,b t.yet, consequentu, etc. l. A dgdicatiaqlo the acconplishmcrt of
(SecAppendixC fornorcexamplesof themission.0roun)

2. A slrong $!!s: of caring lor the


often in mi lilary writilrg, informationis $elfareofthe soldicrs.(mun)
written in checklist srylefor the salieof
claritl and of easein rcading. Shof
Not parallel
phrascs,short sentenccs-or hi81 Y
co enscdparagraphsmay be usedl T\1o Traits of a SlrongLeader
howe\€r,the cxpandedparagraphform
L Dedicalion 10tlre accomplishncnl of
l)pical of the con\,ention:ilessayis not
themission.(nour)
cmployed.Let s look againat our sample
paragraphin bolh of thesestyles,viz.. the 2. To carc lor the \r_elfareoI thc soldiers.
essayslvle h'pical ofnor-nilitart rlriling. (inftnifi€)
andthememorandum checklistslyle
r€prescntali!€of mostmililary correspor-
Exercise 22

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

MEMORANDUM FOR Addressee'sDuty position or Name and AMress


Subjectt Indicatethe subjectnratterbriefly
L The frst paragraphcontainsinfomation on the occasionthat caus€dthis memo;e.g.,
m€eting,conferenc€,conveNation,people,etc. (the refercnce)
2 Back$cund and discussion(when necessaryfor claio
3. Conclusionsreachedand decisionsmade

o)
8)

4 Staf agenciesrcsponsiblefor specilic action (ifapplicable)

Naille,Rark, Sewic€
Position

Note: Stles ofthe


memorandaused by
the LJSmilitarymay
vary slightlyamong

Examplesin the text


ar€ authenticmemo-
randafrom the US
Armyand IJSNaW.
v , Example 'l of Formal M€morandum

23March1997
(letterheadstationery)

MEMORANDLM FORASSTCDR 23DARMEDDTV


SUBJECT:PrepamtjonsforUSAREUR Anillerf Competition.
L Surnmary.Prepantionsarc on track for thc compctitionselfor 19Aug at Grafenwoehr.I have
chosenprimary and backupscctionsto representthe battalion. Maintenanceand gumery
tnining arein full srving. Our only maiorproblernis acquiriry more155mm ammunitionfordircct
fire praclicc.
2. Actions Completed.
"Top Guf' Competi-
a. Designationof Sections.Basedon their pefonnance in the DvArty
tion in Dec. I choseSSGAfied Joncs'scction(Btry A) asthe primary sectionand SSGJohnny
Rodriguez'ssection(Btry D) asthc backup. Their soldiersare not dueto PCSrutil FY 1998.
b. Plaming Meeting. The sectionchiefs,theirplatoon lcadcrs,chiefsoffirinS battery,their
platoor leadels,batterycominandels.and thc 53 mct last Tuesdayto preparea draii Preparation
ChecklistandMilestonc Calendar.
c. PreparationChecklistandMlestone Cal€ndar. Aftcr the CSM andxO reviewedthem, I
approvedthe checklist(Encl l) and calendar@ncl2). Thc 53 scnl copicsto DivArty 53, Bde 53,

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

2Encls BOBA. TIIIS


L Schcdulc LTC.FA
2. MilestoneCalendar Cornlnanding
l

Example2 ot a Formal Memorandum (

( etterheadstationery)

5216
Ser913D/:115507
l0 Jar97

MEMORANDUMFORTITEDEPUTYCHIEPOFNAVAL OPERATIONS(OP-)Oq

S$ii PROFESSIONAIPREPARATIONOFTITEMEMORANDUM-FOR
INFORMATION MEMORANDIJM

Ret (a) CNO Supplemenrro DON CofiespondcnceManul


O) HQMC Supplernenlto DON CorrcspondenceManu.rl
L Thememorandum-foris avcrl fomL[ memorandun.Its rromal useis to communicate
wrth \'€n senioroflicials suchas the Secretal}'oI Dcfeffe, the Secrctarvof the Na\_.r.the
ChiefofNa\'atOpcralioff,oneofthc Assista Secrelaries or Depul] Chiefs,oran
Exccuti€ Assistanl (EA) lor any one of theseofEcials.
2. Take greatcarc in the prcparationollhe Drenorandun-for. Thescdocumentshavehigh
visibilitl a requirc tlbro gh stailng and tactfirl exprcssion.Mrlc sureeachofthcm
hasthefollo$ing:
a subjccl line that best dcscribestlrc memo's puryose:
-lrcadings. iI usefrl; (
-brevity. always nomnlly kccp the memorandum-forto ore page.

3. Ifyou usetabs,bc sur€nor to lct thosetabssnbslilulefor goodstafljng.Do yourbest


to pull tlrc relevantinlormation our olthc refelencesarrd$eaveit into your memorandufl
rather than askinga serior oflicial to plow throughthe tabbed,naterial.
L Prolocol is impotunl. List the addrcssesin the establishedorder ofprecedence
5. Preparctlrc mernorandum-Ioror letterhcadstationerv.Bcclrse it lacksa ..From..line,
showthc sigrcr's title bcloN the t!?ed name.
6. Various ollices lrar€ issucdadditional guidanceon preparingtlds documcnl.For
e)rample-
IhcSecletaryofDcfcnseaskedrece tlytlut'ACTIONMEMORANDUM.. or
'INFORMATION
MEMORANDUM" be placcdat rhe end of rhc subjectlinc of each
nemorandun-for. andOP-NAV omceshavegeneraUyiollo$ edsuil.

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.

Format of Memorandumfor Record

Dalc of Si$ature

MEMORANDUM FOR RECORD


Subject:
l. X'oi)oo'ajotocc{)ori)o'B$ro.'.o.

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)

Exampl€ 2 of M€morandun for Record

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

Subj: Tdrget Anchorsand SalvoRclriel€rs


L l havebeenaskcdthe follo*ing questionsby OP_882andb,vMr. A CE Shooterof
SASCstatr:
a. What are the quafiiry and funding profile for largel archors and salvorelrieverslbr
FY 96 andpdor throughFY 99?
b. Wha! r{ould be the costoI 300 target anchor in FY 99?
2 Iprovidedthe follorvinginforrnation:
FY96&Prior ry97 ry98 ry99
TargelAnchorst50/$3.0M 300,$5.4M 400/$7M 50/$.08M

SahoRetrievers250,$15M 4O0Ai2]M 550/$32M 800,$46M

The costof 300targetarrcllorsin FY 99 *ould be $4.8 mil]ion The inventory objcclive


for targct anchorsrcmains 1,500;fhe inventoryobjecliYefor salvorclrievels is 3'000.
3. This inquiry is prcbably tle first of many on this subjecl We shouldbe coNistenl in

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 .-',$

Aldrcugh themeDorandumis a Ileiblc


fomrat that c:m scne thc purposcfor
vario s qpes ofwritten comDunication. The following readings initiauy appeared
in American mititary pubtications,To
thercarc otherlomats lor n lilal_a jmprove your reading spe€d, read them
r.riting. Trvovcl} Neful formals are the as quickly as possibte and answer the
decisior/posi{io1rpaporandlhe talldng questions oratty. Then go back and
papef. reread them more carefu y, and answer
the questions in your notebook, AtteF
DecisionpapenorpositionpApersexisl wards, go to the answer pages and
to pcrsuade.They can be uscd to cnec( your answers, For the next two
clal alc a protrx)sal.raisea ncrv idea l_or readinqs,circte the words that you are
nol familiar with, but instead of tooking
consideralion.advocalca currcnt them up in the dictionary,try to guess
srtuatro or proposal.or tate a standor

A talking prper sen€sasa quick-


rcferenceoutline ofkev poinls- facts. and
questiors to usc during an orat plesenla" Defense
lron. It is cdsp. shor. and to tlrc point
Dependingon the user's pulposc.it
could also be preparcdas a abbreviated Like everrthing l!€ do h the Anny.
vercionofeilhcr a decisionor a posilion defenscis a proceduraloperation It is
paper. built upo1lcelain fundamentalst]at are
shapcdby a andysisof rnission,ereny,
TopicsrclatedIo mililar] llriting are terrain, toops. andrime(X4ETT-T).
dscusscdin Units2 and.1. Regardlessof thc specilicsof a situalion.
thc basicpurposcofa dcfenscrarely
clranges: Causethe enemyaftackto tail
and createco itions favorablc lo a

Companies conductdcfensi\,copera-
tions to accomplishgoats:
. Defcatan cnery altack.

. Gain timc to prcparefor orheropera-


lions.
. Allow a higher co mandcrto concelr-
trateforceselsewherc.
. Control key cnemy forcesas a prclude
to ollensive operations.
. Retailr key ofdecisive terrain.

Wrile the dcleNe is rarety decisiveir


itself,it canbe usedto setup the condi-
lrons lor a decisive oftcllse.
plan. This malrix will pro\'ide hj splatoous
and squadswilh a detarledscript for
netlodically fighting the encm! accorclrng
to tlrc lvay tlre commanderbelie\€s thc
battle wiu unfold. The plan must allori for
ma\imum flexibilily andlelhality. Tlrc liey
to successis the effcctive enploymenl of
aI nre. This canbesl be achievcdtlrough matrix: a detailed
rchcarsalsand solid delalledplanning
E /cry soldicr in the companyshould what acUonwl take
understandwhich largets he is going to p l a c ea i d w h e n i t
eqage (basedon his 1l'eapon). $here and
when he x'ill engagethenr. and whal slgns dLrrlng a battLe.
Exercise 24 nill bc used.
L Whal ar€ thc basicfundamertalsthat sbal.e: Capl.Matthetr M. Cranfeld.
shapedefeNe? ''Light Infantry Companl DefeNe." From

2. Whal is the purposeof defensc? 1n&rlry (July"Augrst 1996.pp. 39-10)

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

3. Whal should every soldicr in the


company rudersland?

NATODocuments

carefully review the rollowing sTANAos


ror wriling NATO documents:
l) Figure 1.1 STANAG2020opefalional

2) STANAG2066 Layoul for Mililary


AgreedEnglish/French
Texts.

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

ANNEXB (DofA)To STANAG2020


(Edition
No.3)

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.

-,o o,n"rcorrcspondence maybelisteci eitherinthe headorln


thebeginningofthebodyof corrcspondence. Whenit is necessary to make
to another
feference documenl, thismustbedonein sufficient detailsoasto
avoidpossibleconfusion.Inthe caseof referenceto a mililaryletter,the
shouldnofmally
reference contain at leastthe
followinginformalion:
a. Officeoforigin.
b. ldentifyingrcference.
c, Date.
d. Subjectof correspondence.
20. Ext€ctsfroma documenlareidentified articleand
bytheodginalchaptef,
pamglaphnumbers, butneverbythe
asappropriate, pagenumbers(Whena
documentistranslatedorreprinted,theoriginalchapter,afticleandparagraph
numbersareretainedbulthepagenumbers maybechanged).
NOTES
pointsintablesordiagrams
21. Specific mayneedto beamplifiedby notes-
Thesearenormallyplacedat thefool ofthe document(of othefconvenient
place)undeftheheading "Notes:".
Theyarenumbered consecutivelyinArabic
numerals,the seriesstaflinganewfor eachsupplemenlarydocumenlAttention
isdrawntotherelevanl noteby insedingtheappropriate
numeralin brackets
immediatelyafterthepoint.
22. Suchfootnotesmay alsobe usedin the bodyof militarycorespondence,
do notaffectthe
nces,orexplanationswhich
andare usefuI for cross-refere
substanceofthe paper.Lengthyfoolnotesshouldbeavoided.
ABBREVIATIONS ANDACRONYI\4S
andacrcnymsarenotnormallyusedin militarycorrespon_
23. Abbreviations
dencecoveredbythis agreementif it isto be circulatedbetweenAlliedForces
24. lf an abbrcviation or acronymis used,thewordorwordsrepresented areto
bewriltenin full onthefi|st appealance,followedby appropriate abbrcvaationor
acronymin parentheses. Acronymsafe writtenin capitalletterswilhoutspaces
or punctuation e.9.,Supreme Headquafers AlliedPowersEurope (SHAPE)
25. Related documentsdealingwith abbrevialions andacronyms areas
follows:
a. AAP-1containstheauthorized shorititlesfor NATOmilila.ycommands
andagencres.
b. AAP-15istheglossary of abbreviationsin commonusein NATO-The
procedure in paragraph24above must be followedwhensuchabbrevia-
tionsate used.
c. Agaeednationaldistinguishing lellersfor useby NATOForcesare
contained in STANAG1059.
26. Theuseof militaryabbreviations withoutexplanation is notprecludedin
pafiicularcasesnortheuseof abbreviations whicharein commoninternational
use,e.9.,mm,ft, kg.
IMPLEMENTATION OFTHEAGREEIUENT
27. ThisSTANAGis implemented whenthe necessaryorders/instructions
puttingtheproceduresdelailedin thisagreemenlinloeffecthavebeenissued
to the forcesconcerned.
RESERVAIIONS
FR: ArmyandNavywill notimplemenlparagraphs
8 and20.d.ArmyandNavy
usethewords"NOTA"or"RENVOlS"insteadof"NOTES",paragraphs 22 and
23.Armywill notimplementparagraph15b.
USa. USNavy
(1)Signatureblock.US Navydoesnotshowlherankofsigningofficial.
(2)References.
US Navydoesnotshowthesubjectof correspondence
whenreferen
cingothercorrespondence.
b, USAF
(1)GroupHeadings.
USAFwillnotunderline,
bulwillnumbefor lelter.
(2)Close.Thereareseveralinstances
whena commandlineis not
appropriate
inAF coffespondence(AFR10-1pan.4-4.a.(2).
(3)SignatureBlock.USAFdoesnotsign"for""inthe absenceof
anyone,
(4)Annexesand Enclosures.
USAFidentifiesdocuments
which
accompanycorrespondenceas attachments.

(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}.

coorditrate (co OR di nate)v: to bring into


agency(A gency) n: an adminislrative properordcr or relation
govcmmentdivision
Thc corpsstaf sptimaryemphasis is
TheDoD (Department ofDefense)is on planning and ggodilali4g combat
thcagencvthatheadsall milita{v suppon operations.
forccsofthe US.
coordinati{,n(coordiNAtion) r: harmo-
DalJze (AN a lyze) v: to examinecareftll]' nious firnctioning of parts for thc most
effectivcrcsults
Aflcr analvzine the courscoI action
againsteachof the sclcctcdenemy Coordimtion elr$rcs lhat the elemcnts
capabilities,theconma der\lill of planrcd action fit together.
dctermile ho1l to procccd.
delegrtc(DEL o gale)v:to entrusl.
battlefield(BATtle ficld)n: aplacer.lherc authorize.etc.,to anoller
a battle is foug.ht
roulrne
A staffolTiccrdelesates
The analysisof thc arca of operations decision-naking authorityloiumor
alloqs the connander and the staff 10
seethe balllefleld in width, dep(h-
heighl/airspace,and time dimensions dclcgation(dele GA tion)n:lhe assign-
menl by a commanderlo a subordinalc
brigadc(tri GADE) n: anntta4,unit of hi s or her po$€r 10administera
composedoftwo or more battalions speciallylimitedft rclion
$ith sen'ice.tld administrativerlnits
Aifter his dclcgation of authorily to l s
The bd&d€ faccs a lariety of threats deputl,the commander nas ablc10
inthe Air-Lnnd Batlle enviro nent

bypass(BY pass)v: lo detou around;1o efficicncy (efFTcicn cy) r: the qutiq or


circumvenllo avoid;to ignorc fact ofproducing the desircd effect
$ith minimumeffbrLexpcnse, orwasle
Whenmaking a formal rcquest,never
bypa$ your imnedrate supemsor. Tbc comnander is pcrmitted greatcr
efficicnc]' ard effecti\'cnessby
ch$inofcommand(cha ofconMAND) echeloningmorethan onc comnund
n: the organiT:rtronalstxcture tbrough and control element.
which mililary authority is exercised
cmergency (e MER gcn c]) n: a suddcn.
At corps/division le\'€I. tlrc chain of generallyunexpcctedoccunencc
commandi cludesthe corps/dirision demandinginmediate action
Tlrc nedical squadrcn'ssecondarl
Dlissionis to bc preparedin caseof mutual Or{Utu al) adii having the same
an emersencv, rclationship to eachother: reciprocal

€ssential(es SEN tial) adj: absolutcly Thejoint operationbuilt mutualtrust


necessary:indispensable amongthe parlicipaling nations.

The essentialtraining will begin order (OR der) n; a rcquest,a command


I Nov 1997. Orde$ arc oltwo generalclasses-
erecutiic officer (exEC u ti\€ OF fi cer) combatand routirc.
n: the second-in-chargeofa com- overall (O ver all) adj: including every-
mand; the ofrser routinely charged thing; lolal; in geneml
with the executionofthe
conmandcr'sdecisiors The overall accountabilitvfor the
platoon falls to Capt Mills, the platoon
Thc executiveofficer is attendilu a leacler
staflmeeting.
primAry GRImary)adj:firstinimpor-
facilitrte (fa CIL i tatc) v: 1omaheeasyor tance; chief

Tlrc pd]!A4 missionoft}c flight was


Thc stafffacilitates aM obsencs tlrc to supportthe suni\'al school.
completionof commanddecisions.
profcssional G'roFESsion al) adj: having
gnidance (GLllD ance)n: help or advice geat skill or experienccin a particular
ln large commands.the historiar fleld or activity
provides gti(@ on tlrc preparation Thc conrmanderhasa very plqGE:
of staff sectionhistoriesand com- qolal staff
piles them into a completeunit
hislory. r€sponsibility (re sponsi BIL i ty) n: the
duty of looking after soneoneor
h€adquartcrs (I{EAD quarlers)n: the something,t}e condition, quality, fact,
offices ofa conrmander;tic centerof or instanceofbeing accountablc
operalions
It is thc respoalibili$ of the theater
The conrmard headq!a!E!! is army sta-fftodeveloppolicy and
locatedin Buildingl4l6. coordinatecombat seFice support
initiative (in I tia tive) nr ability to tlinh (CSS)for deployedforces.
and act Bithout beirg urged; the subordinate(subOR di nate)adj:below
action oftaking the first stcp or no\,€ anotherin mnk or impo(ance
To retain iniLiativeand surpdse,ir is Conmandersuseoperationand
neces$ry to deny trc enemy admilisEati\,e^ogislic plans and
knowledgeofthe location, the time. ordersto convel infonnation and
and the meansto be employcdin a instrxctio$ to subordinateunits.
fothcoming operation
supervis€(SUpervise)v: to directand
intent (in TENT) n: puryose inspect the performanceof; to ovemee
The bdefer must understandthe oi nulage
!!EU ofthe brienng. The cornnanderwill superviseihe
issue (IS sue)v: to sendout or put lorth training and maintenarceofal aircn{t.

Capt Garciaissu€d the orde6 to teamwork (TEAM work) n: joint actionby


move the tanks, a groupofpeople
Dese Storm $as srccessfill due to You can pillpqqlt the areaon a map
the team$ork ofall conxnands. $herc the troopsare located.

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!

All tlrc mcnbcrs ofthe Rangers Premium,at a: badlynecdcd


de\'eloped@st in eachother.
Sleepis 4ll4pletUiurllafter a 48-hour
ficld operation.

Military Pros nnd cotrs:reasons


for andagainst
Expressions Lct's discussthe plgs a!![!aa! of this
courseof actiol

Rccotr: reconnaissance
-

iIl This is a tlpical !q9a! ofa tactical air


neU.

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

AWOL (AY wol): abscntwitlro t leave AR: Arny Regdatron

He rrasAWOL for nedays;hewill AmrdDiY: ArmoredDi\ision


becourt-martialed.
ASP: Anlmunition SupplyPoinl
Bet: prcdicl. stalc what $ill happen
BII: BasiclssueItems;authorized
I'll bql hc doesn'tfinishhis projccton accessori€sand cquipment (lbr
limc. example,tools on a tank)

Get in touch $ ith: communicatewith CINC] CommanderinChief

If you wdnt to ggtt-ial@!!a!tul! him, CDR: Commander


call him at holne.
CSM: CommandSergeantMajor
Kecp atr eyeon: lvalch closely
DMRTY: DivisiorAnillery
You orglt to kecDa4lM! eremy
ENCL: Enclosure;addruonalinformation
on a separalcpageaddedto a mcmo or
Ncr er mindr lorget aboutit letter

Ngyerlril]rl; I Dill s bmit a nc\vplan. FM: Field Manual, a bookpcrtainilg to a


specfic s biect
Otryour orYn:indepeldent]alonc
FSE:Firc SupportElement
Dudng surrival trarning, you are
pret$ wcll on your o\ln. FYr Fis.al Ycar

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

PCS: PermanenlChangeof Station

33: training and./oropemtionoffice al Troublesome


battalion lcvcl and below Grammar: Get
USAREUR: US Army EuropeanDivisior
We use get ei'ery day in a variety oI
XO: Executiveofficer contexts.Here are someofthe difierent
medrurgsofget.
Exercise 26 l. Couldyougetme somecofiee?Oring)

2. I gol the messagefrom the colonel a


blank with the coresponding few mirutes ago.(received)

3. Can you get the newsbroadcastfrom


Canadaon your shorNtavemdio?

4 The pdvate is getting sick. Thc medic


said he hasa fer€r. (becoming)

5. Wtlen will the platoon get here?


AMMO

PCS 6 We have to get the gear fogether.


Orepaft)
AR
7 He has to get the Ml Ablams tart
rcpaired. (havesomethiry done)

8. I didn't get *hat Capt Rogerssaid at


cstt/l the briefing. (undcrstand)

9. You can get the equipmentyou need


ftom Supply.(obtain)

10.GetlostlGetoulahcre!(angryre-
sporlse:
Go away!)
BIT

Exercise 27

ln your notebooks,copy the seniences


and next to each sentencewrite ihe
meaning of aget! used in ihe sentence.

USARERU
Thc colonel told a joke. but I didn't get
(

Wejust got the fax from AIRCENT


(AlliedAirForcesCe ralEurope).
3. Pleaseget me thc rcport on checkpoint Recentoperationsin SomaliaandHaiti,
operationsright ar\'ay. ard now Bosnia, showthat such opera-
tions are the future of the Army's force
4 SgtMarlinez didr't get alr extensionto
projection. The problcmis that t}e Anny
his tow of dfty.
has nevcr given thesemissionstlre
tmining thle they desen€. And the
prinary rcasonfor this is that these
Authentic Reading missionsdo not appearon the unit
missionessentiallask list (METL). Jusl
Exercise 28 becausethcy are not on the METL,
however.is no reasonthat nits should
Pre-Reading no1lmin and prcparefor them.
The best way 10solvethis problcm
$ould be to publish a slandardmission
Readth€ following title, "Situaiional
TrainingExercisesin Stability and traidng plan O,[TP) that addrcssesthe
Supporl Operations," and answer the reqrirements of stability and support
operations. Comnandersmustpro\ide stabilizerkeepfrom
changing; to gNe
their soldierswith training and knowlcdge
stablityio
tbat will preparethem for thesenontladi-
L WhaLis the topic of this afticle?
tioml mjssions.The infa ry company projection:a planfor
) What do I know about this subject? commarder can dc\,elopsoundtrnining
from the convcntional principleshe
3. Wlat are sone subtopicsthat might alrcady uses.
be discussedby the author? acceptedcustomor
One of the most profitable rvaysto rnodeof behavior
train is through situationaltraining
lock inr putfirmlyln
Readthe first paragraph,lhe last elercises(STXS).Theseexercises are
paragraph,and the first s€ntenceof each critical to training for today's ncr'! mis-
interveninq paragraph. Afiel skimming
ihe article, ask yourself these questions. sions,and many unils are developing
STxs for such possiblc situations.This
articlc will discussmethodsfor pmcticing
4. Is lhis article difiicult to undersland? and developingapprcpriatetraining
techniquesat the tactical lcvel.
5. Do€sthis anicle contain important
concepts$'hich I need10leam'l The conunandermustincludc training
Ior stability and suppot opcrationsas
pan ofdre company'sMETL, describingit
Situational as a brcad task so that it includesall of the
possiblemissions.It is his responsibility
Training Exercises to detemine t}e battle tasksthat should
in Stability and fall urder the mission essentialtask. The
Support nexl critical stepis to loch in time on the
tmining calendar.At this point, these
Operations contingencieshavebecomea
"real"
missionfor tte companyard can be
Now, morethan ever.infantry udts are trained on accordingly.Following this, the
deployedto stabilize and support conmand€r reviewsdrc battlc lasksand
opeEtions in which the goal is peace- delenninesthe conditions and slandards
keeping,peacemrkiru, orpeaceenforce- for each. Associatcd$dth eachofdrcse
tasksshorild also be a checklist of
subtasksto study. Onc lvay to der€lop task. they canbegin training the other
the list of subtasksmay be by slud].jng platoonsby meansof situatioral tmining
the Centerfor Army LessonsLeamed exercises (STXS).For inslance,lst
(CAIL) repots on Haiti and Somalia. Platoor can study checlToint operations,
This organizationpublishessome 2d Platooncan developpatrollirg tech-
lactical tips olr dea.lingwith stabili0 and niques,and 3d Platooncan concenEate
suppof operationalmissions. on convoy secruity. other afeasto be
sludiedshouldbe evcnlydivided
Wten it is finally lime to $an
througho t dre unit.
training on t]rcsetasks,the conmander
must clariff oneleb impo{ant poirt: Where do $e find thesesituations?If
unwaftanted: unjustfi-
that thescoperationsare absolutcly drcrc is someonein thc urit who lus
difierent fiom any otherkind of$arfare expedencc*ith operationsofthis nature
casualty: a memberol an infantrynan hasevcr experienced, find out \lho thcy are. Herc is a list of
the armedforces and that the rules of engagemenl(ROES) sihrationsoru soldiers ha\'e encountercd
kllled,wounded drivc every'fting. They prctect the in SomaliaandHaili:
soldier ftom the cilizcn by meaIlsof self 'Refugeerelocation.
projectile:an objectthat defeNe, and protectthe citizen lrom ' Dive-by shooting.
possibleunwarranted aggressive ' Finding a deadbody.
is thrownfonxard
' Civiliancasualty.
actioN by thc soldier. Tlrc tules must be
belligerentwarlike; ' Proicctil€s thrown.
reinforcedthroughoutthe ertire training ' Belligerent roadblockdemanding
readyto fightor process.
tolls.
The significanceof the ROEScannol ' Appeal for medicd assistance.
apprehended:captured be strcssedonough.They are tlrc guide ' Ci\iliancdminalapprchended
' Land mine discorcred.
for exccuting any stabilit-vand suppoft
' Weaponsdiscoveredat checkpoint.
nlissiol They are so important that it
lnay becomenccessaryto have someone Sorneonemust respondto eachof
Irom the Jrdge AdvocatcGeneral(JAG) thescsituations,bu1the platoon leadcr or
comeand e$lain the ROE processto the commandermay not be prcsentto dircct
company.And when it comestimc 10 the response.The individual soldrermust
conducttraining it rrill be helpful to havc thereforebe tnined to respondin a
a JAG rcpresentativepiesent 10assistir mannerconsistent\:rith the RoEs and the
ROE delrlopment andensureRoE commander'sintent.
compliance.Hc mayproveinvaluablc in
the after-action rel,reF processalrd the ln a riay, this training is alread,Y
Law ofland Waifare l€rlring. ln any conductedi[ the Army. For exanple,
e\'ent, every tactic the platoons develop when the commanderbecomesa casualty,
m st staywilhin the boundariesof tlre the execrtive officcr (XO) hasto tate
ROES.lt is the commander'sresponsibil- over. This situationallrarning givesthc
iry b scethat it does. XO an opportunityto deal $ith an ever-
changingsituation.He leans ftom il ard
In starting off, it may bc helpful for will be morc confide[t in his responseif
thc companyto dilidc the \vorh while placedin that situationagaln. Squad
building companycohesionand exper- lcadersand individual soldiersneedto
tise. In other words, assigneachplatoon have tlrc sameexpedenceto develop
a Ope of task that supportsa possible conlidence.Today's infantry soldicr is
mission of stability and supporl opera- snra]t and rcsourcefi , He n€edsoppomr-
tions, ald let then developtactics and nities to usehis ox-Il initiatlve in firthel-
training for that task. Oncea plaloon has ing the conrmancler'sintent. witlin the
becomethe subject-natterexpertfor that
I
h ROE.And thisisan impotanlgoalof
STXS.
naintaining peaceand sustainingthe

' Repon the situation.


' Requcstan inlerpreter to supportthe

' Setup the supportteam ir a position


to proride fire support.
' Tte searchteam approachestlrc road
block in a nor-hostile mauer (sniling,
not poirting weapor).
road,etc.that goes
' The squadleaderand interyreter
approachthe civiliaN; the se:trchtcam
standsoff aM obsenes.They arc dismountedpahols:
looking for an irtent to mov€ 10
hostilities.
contraband:illega or
' Ask rrhy thcy have set up a road srnuggled goods
The follo$ing patrolliru scenario may
sen€ ns a testcasefor the way the RoEs block.
scenarioan out ne or
will controla soldier'smelu of respollses: ' Listen to what tbur."say.Find oul their planof a projected
rcasonfor doing iq i1 may be that seriesof aciionsor
A squadis responsiblc lor palrollinga
peacekeepingforcescould tite on this
fo r-squareblock areain a citt. Tlrcre arc
mission.
tllo pfmary roules into the area;the rest exhaustive:leaving
are illel-ways a dend ctrds.The squad's ' Infonn the civilians oI tlrc nilcs (thal nothng out
missionis to removebelligerent road- roadblocks are not authodzedundcr
the presentagreementbet$eer forces). houbleshoot to look
blocks and checkpointstrom the areaand
maintain a force to detertutrue placement Attempt to reacha peacetulresolution
ofthem. During oneofthe dismounted (it may nrcl de a guN-for"moDey
patrols, thc squadruns into a roadblock.
The four civilians haveplaced a car The point is that the squadleadcr
acrosstlrc road and are inspectingall needsto klroN rrvhatmeasucs thc com-
vchiclcsthal comcinto thc arca.Spccifi- manderhasauthofzed for dcaling rdlh the
cally. they are looking for $eaponsor ciilianpopulation.
contrrbandandoccasionallystealing Thislastscenario, whileexhnuslive,
moneyfromdclainccs. Thcyarcall anncd nill occu in somelorm during slability
with AK,l7 andM 16 dfles. They haveone and supportoperalions. And it incorpo-
rocket-propelledgrenadelauncher. ralcs many othcr issuesof operations
other tllan war-negotiations. patience.
What doesthe sq ad leaderdo? and understarding of ho$ to operate
Any reactionmust tneetthe requirc- under tlrc ROES.It is impotant for soldicrs
to seehow the "approvcdsolution"
melts ofthe ROE and the mission,and
demonstrates the conmander'sinterprela-
soldierscan developthis skill thrcugh
tion ofthe ROES.Again, the ovemll intent
STX lraining. For instance,iI thc rcsponse ofthe STX is to allo$ the squadsto train
is to setup a baseof fire alrd assaUlt assquads,while allowing the comma er
a6oss t}rc road block, then thc com- tlre oppofturuorto iroublcshoot the
manderdoesnot intend to find a peaceful soldiers'responses to the ROE and thc
0 rcsolution and improi,ed rclatioff. The
following rcaction, on thc otlrcr }and,
opcrationalenvircnmcnt.

rcflectsthe conrmander'srcal intent of


In conductingftis kind oftmi ng, violation occulsand addressit immedi-
MILES (Multiple htegrated Laser ately.
EngagementSlxtem) equipmentis
There are se\'€ralwaysto "spicc up"
invaluable.The companywill alsonecd
the scenario.First, chaDgethe initial
volunteers lo serve as the opposing
responsethe civilians give ha!€ thcm
extensive: great in area force and appropriateequipmentand
disbandpeacelirllyor openfire. Thcn add
o r L ns c o p e i D r o a oo r dress(civilian attire, foreign weapons.
a nosycivilian crowd that keepswanting
wide knowledgei and an automobile).One assctthat is
to seewhat is going on, childrcn ruruing
afge In amounr found on cvcry post is mililarl police
aroundthe area,dogs,and other things
support.Mlitary policemenhave
v i o l a t i o n :a n i n i r i n g e thal will tend 1odistract the soldlers.The
recei\.edeitetrsivetraining.througlr
meni or a breach of closcr the sitMlion is 10real life, the better
STXS,on disanniru hostile suspects,
preparedthe soldierswill be.Rememberto
negotiations, selfdefense, and the useof
nMte it easyat first and tlrcr gradually
force. Their supporland guidancc$,ill
spice up: to make more moredifficult. Oncethe desircdrcsponse
pro\€ very usefi to the training.
a p p e a l i n gt;o a d d fiom youl subordinateshasbeen
Anolher assetmay be found within achieved,it must be rehea$edas a batde
the company:SoldieNwho luve foreign drill.
cordoh: a line or ckc e of lalrguageskills. An interyreternay not
Another ri_ay10reinforce this lraining
dlwaysbeavailable.From time to time
g u a r d i n ga n a r e a is to publish sllol1 sunrmariesof the
include soldiersfrom other branchesand
situation arrdthe rcsponse.Before a
sp€cialtiesto assistin the training.
deployment,the squadsand platoonscan
Thesemight include civil afiairs,
pull oul thcsc shcclsand relresh their
psychologicaloperations,or engineers.
memodeson the appropriateresponses
When possiblc,rccruit supportfrom the
and how the ROESwerereflect€d.Here
families in the company10act ascivilian
also the platoonscan shareinforrnation
byslandcrs.Not oirly will tlfs improve
on their specificareasofexpertise(cordon
the realitl' ofthe tmining. but it will give
and soarch,convoys,checkpoints,and
the families an appreciationfor $hat their
rlrclike).
soldiercare doing.
Tmining to successfullyexecute
For dris fiaining to be effective.the
stability and supportoperatioff requircs a
membersof eachplaloon do nol need10
cefiain mindset.As soonas a unit finds
seetheir conrades' peformance initially;
out it will be involvedin sucha missior,
but the time will comewher tlrcy needto
the leadersmust begin developingthat
leam fiom the othen' successes alrd
montalrcadiness.The moretime a unit can
mistakes.To supportthis idea, the
spendgoing ovcl ROESand conducting
opposingforce should presentdre s:une
STXS,thebetter.
sihration and planned responsesto each
squad.While a squadis going through, Commandersandleaderswill recogrize
thc othcr squadsare oflen left out oftlrc tlrc tlaining principlcs
faining and thcrcforc miss an opportu- ollhiskindof
nity to learn. The negotiationsshould be tfaining ffom radi-
videotapedfor the benefit oflat€r review. tionalMETltrar ng.
Alter each squadlus movedthrough the The ideasand
STX. immediatelymoveto a classroom clumcteristics arc
where the squadscan watch and cdtique similar. but the
their own perfonnanceand that ofthe situatiors are quite
other squads.lt is cdtical at this time that difierent.Tminers
the leaderoelain how cerfain rcsponses must alwaysgo back
either supportedor Yiolatedtlre to the goal of STX
comnunder's intent andthe ROES.A tlainins, wllich is
violxtion of the ROESshouldbe taken empoweringour
extrenely seriously.Anothcr approach individual soldiers
might be to stop thc scenarioas an ROE wilh the ability 10
1 drink undcr thc strcssesof stabiliO and
supportopcralions.lhe tenacityto react
forpeace-
5. ROESmrst be eslablishcd
keepingor peacee orccncnlsoldiers
10thc dimcull situationsit presents. artd
theinitiati\€to meetmissio rcquircmerts a. coruol a soldier'srncnuolre-
whilesustAitritrglhc forcc. tenacity:the abililyto
Thc missionsof thefirturelneylrcllbc b. removebclIigcrcnlroadblocks.
orc divcrsc and demandingthaDcvcr c. tal€ controloflhc r)rission
before.bul wilh thc trar ng that d. assistthe JAG.
sustaining:
io marntarn
situationaltraini g cxcrcisescanpro-
\ide the USAnnyNillbcread! to
In your notebook,lisl at least ten silua-
deploy.do thejob righl lhc firsl lime-and
tions lhat soldiers on peacekeeprnq
missions might have encountered.
,sbrrce:Lt JofinBrcnnan""Situa1ional
Training Excrciscin Stabilit] and Support
Oper.ltions,' from 1rldrrr', (MayJune
1996.pp.39-,{I). Rcpri edbypermission.
{..t:.i:ll'!li.li-l ili i[:i]! ii:Cf

Exercise 29

Post-Reading Exercise Keepinga


Language Learning
Wrile lhe answer 1o the queslions in
Log
Keepinga leamirrglog is arla] for you to
l. Whatseemsto bc thc cw goal oI keep a recordofyour cxpcriencesstrd,ving
today'sArm,v? Englishbt' notiDg.lrhallcaminSstrategies
$ orkcd or did lrot $ork lor you. You rnay
2. Whatkind oflranringdoesthe author alsocrpressyouropidon or fccli gs abo t
oI ll)isarticlcrccorurend? the materialyouare lcaminS.
Kcepa potion of,vournotcbook1(r*rite
lear rg log entrics. Wrile a liftle bit each
Cnc|e lhe besl answer
day.Do notwait ufltil the endofthe rveck
to write everything.That way yo r
Wtat is the beslreason10hale a experiences will bc frcshin youmind.
training plan for stabiliL) a d support
opcrations soldiers sent out on Exercise 30
pcacekeeping or peaceenlbrccmcnl
missionsl
a It is parr ofthe MELT. Below is a sample learning log for Unit l.
Begin your loq by enlerinq lhe date and
b. Ir thefuture,missionswill bemore some commenls aboul whal you learned

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.

ln dris lessonyou will


1. review telephoneansweringprotocols.
2. review modalsusedwith verbsin simpletenses.
3. correctly pronounceandusexheobjective vocabulary,military expressions,and
acronlms in the glossary.
4. follow a tapeddialogueandrole-play a telephoneconversation.
5. rccord infonnation fiom atelephonecall on amemoraldumofrecord.
6. write a sunmry of the main points andsubpointsfiom tapedor \rritt€n texts.
7. be familiar with the conventionsofmilikry briefings,oral repots, lech[es, and
demonstaions,
8. review delivery techniquesfor oral reports.
9. rcview the useofvisual aids to enhaice oral presentations.
10. pmctice vaxiousl€aming strategiesto promotelanguageleaming(cogritive, meta-
coenitive,memory,social,andaffectiv€).
1 1 .rcad articlesfiom mililary nagaadnes andanswercomprehensioD questions.
12. understairdmililary regulaxions(suchasNATO STANAGS)dealingwith military
conesDondenceand rcoorts.

LEARNING STRATEGY READING/SPEAKING SKILL....2-22


P l a n n i n g . . . . . . . . . . . . . . . . . . . .2. .- .3. . . . . . . . . . . .
READING SKILLS
SPEAKING SKILL Speech by
TheDictionaryasa PrimeMinister TonyBlair......2-26
Pronunciation Guide............... 2-3
FUNCTION
VOCABULARY Telephone Protocol................ 2:27
lntroductionto
OralCommunication Skills......2-4 READING SKILLS
Training NewWays................ 2-30
VOCABULARY Sfmutatons 2-3ll
Thel\4ilitary Briefing ................. 2€
WRITING/SPEAKING SKILLS
GRAMMAR PresentationTopics......-.......- 2-3'l
l\4odalReview .......................... 2S GLOSSARY
WRITINGSKILLS ObjectiveVocabulary............. 232
TakingNotes........................... 2-g Military Expressions.............. 2€3
Summarizing ......................... 2-10 Acronyms .......--........-............
2-34
VOCABULARY ENRICHMENTACTIVITIES
VerbalCommunication.....-.....
2-12 TroublesomeGrammal
NonverbalCommunication
.....2-14 Farthervs.
Further 235
TheCommunication
SPEAKINGiIiVRITING SKILLS Process 2-35
l\4ilitary
GroupDiscussions....2-'16
TheTalking Paper..................
2-19 LEARNINGSTRATEGY
NinthlvlonthlyReporttothe L e a r n j n g L o g . . . . . . . . . . . . . . . .239
..........
UN SecurityCouncilon
SFOROperations..................
2-22
Thc pronunciationsgiveninWehstets
LEARNINGSTRATEGY NN World Dictionary are $etl bY
speak€rsof standardAmericanEnglish.
Many words ofrhe languageoccur in
Planning everydayspeech.Speakcrs
pronounce
do not always
thesewordslhe sameway.
Arnericansdo not allspcakalike,butthey
canunderstand oneanolhcr.For most
Exercise 1 wordsa singlesetof s)mbolscanrepre
sentthe pronunciation hearddcspite
rcgionaldifferenccs.Thepronunciations
Look at your schedulefor unit
plet€the schedulefo. Unit 2 in llsedherearethoscofan educalcd

Thisexercisewill bea practiceusing


Webster'sNewl|/arld Dictionary..Please
tum to "Guidcto the Useoflhe Dictionary,
Unit 2 Schedule II, Pronuncialion"in the infoductory
Dav Plan Actual scclionofthe diclionary(pagevi, Guideto
theDictionary).
Mon
Tue

Thurs Your,Iictio ory can


tti be a wluobleguide
Sat
Exercise 2
Sun
Follow along in your dictionaryand repeat
the symbols and words after the speaker

SPEAKINGSKILL
Exercise 3

The Dictionary as a Vowel Sounds


Pronunciation Long Vo{els. This diclionaryshows long
Guide voweliellerswithmacronsG).when a
vowelhasa macronaboveit, it is pro-
nourcedlike the lctlername.
Wehstel's New Wo d Dictiondrycanbea
hetptultool whenyou want to know how a a 6 T 6
word is pronounced.Dictionadeshave (Thelong vowelu is pronouned like you
specialslmbolswhichindicatepronuncia- andits transcriptionis wrillen /db/.)
tion.Theseqmbols candiffer fiom
dictjonaryto dictionary.Theycanbe Write the vowel symbol your dictionary
found in the pronunciationkey that uses for the lnderlined vowels in these
appearsin the introductory pagesofthc wofds, Then w.ite the key word for each
d;ctionafy. symbol found in the pronunciationkey

lnth;s unityou will leamaboutyour


dictionary and the symbolsit usesfor
Symbol Exercise 4
gr9qse !.v.9
right Find words in this or other texts that you
are not sure how to pronounce.Thon
gaal look them up in your dictionaryand write
the pronunciationin the space provided,
n41ion

Shortvow€hi [his dictionaryshows


withno rnarksabovethcm.
shol1vowels
1

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

Look up the following words


dictionary and underline the Look at the reading titled "lntroductionto
pronounceoas a scnwa. Oral Communicaaion skills" and follow
along, The new words are in italics, As
you lirten to the reading,circle the
words you do not know.
navigate
natioralily

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

2._ communi b . occurringoften

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.

Maj Dean: Whefeis P\l Walker?

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?

Thenewrecruirscannotmarchwell in Shouldando ght to arealsousedto


lbrmationbutwill quickly learn. express
expectalion.

Can andmry areusedto giveard Finishputtjngthemcetingroomin


rcquestpermission.Ivlayis usuallyused order.'fhegeneralshouldbe hereany
car is inlomal. May
in formalsituationsj
not ismoreenphaticthancannot-
Themeetingoughttoslarton tinle.
Pvt Benson:MayI tal€ leaveon
Friday.sir? Mustandhaveto areusedto express
necessity.Must hasa strongermeaning
CapiJames:
No,youmaynot. than havc to andrefersnosdy to lawsand
regulations.Had to is sedforthepastof
Would,could,andwill $'henusedwiih
"you" areallused1(rmakepolitere-
quests.Allhave aboutthe samemeaning, Nextweek'strainingmust includeboth
excepifof could,whichcaffiesaslight inlhDirymen
dismounted andvehicle
meaningofpossibiliry.(Do youwan11()
v-

CaptPetershasto aftendthemissioo ofthe aircrall's


t . In tbemidsection
brieflngat0900thismornjng. fuselagearethe hvio stubsthal
carry230gallonfueltanks,rocket
CaptPctershad to attendth€mission aodracksforthcIIellfife
launchers.
bricnngyesterday.

Mustnotandoothrve to havecompletely '1'hc


I IMMWV (highrnobilitymultipur-
dillereotmeanirys.Must not stresscs tbat posewheeledvehiclc)canbe uscdin
something is not alhwcd or is againstrhc olcr teffainthdt 5-
resuppl]operations
lalvofregulations.lr canalsobe usedasa ton trucks negotiale.
'l'hc nusn't, how-
waming. coniraction
evef,is rarely sedinAmericanEoglish. t. A nilitaDrcommander build
Nothrveto sho$sthatsomethingis not and
cohesion teamaLlilude
as sq)n as
necessary or requ'red.
Theunil'splalningprocedures must
nol bc long;theynrull be asbriefand fir'stprioriryis to deslroy the ene'n!.
to the ponx as possiblc.
'lhe lbcusofunilsconducting
scarch
Miliiaq/personnelonbasedon't ha!e and allack operatiors
to weartheiruniformswbentheyare fix, andlinishtheene'ny.
off duty.
6. Duringoperations. the lst Bngade
Youmustnotdriveamilitaryvchicle fall undertheconlrolofthe2nd
!vithoutaulhofizalion. InfantryDi!ision.
Must+thesimplelormofthevefbis used 1. Thc scoLrts positionguidesto
Locxpressprobabilil),or intirence.Il is Inrkup withthe ballalionaftercomplet
somclimesusedwith lhc 6c rrgfo'rn ol ing thc reconnaissance.

Today'sleadersof mechanizcd uniis


Thecaptainis nol heretoday;hc must trainfor miliiary on
operalions
bcil1. ufbantenain(MoUT).
Thesoldiersarenoi in lheir office.
rhcymustbetrainnrg inthefield.
WRITING SKILLS
Exercise 7
Read and study the following readings
'summarizing."
In your notebook, copy the following titled "Taking Notes" and
sentencesand insert the corect modal
or modals. It is possible to have more
than one gradmatically correct answer'

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-

2. Why is it nnporlant tbr meto leam 1(r Exercise I


writeasunniary?

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.

3. What should 1 put in a summary'l in


All fi reamsreqtriremarntenaDcc
Re ember that )ou need to put the order1ofinction well. Il you o$n a
main ideafirst. You should add details firearm.ir is essentialforyouto clean11
ifyou lhink the pcople who ljsteD1()or thororghlyeverytime you useit. For
readyour summarywill not under- example.thebarrelandthechambetsin a
standthe nain ideawithout erplana- rcvolverneedto bc cleanedwith d brush.
Yox shouldrun tlre brushthroughihe
barrelandthechanbersseveralli es.
:L WhaLshould I put in the filst sen- Thenusea smallpieceofclothto renove
anycrcesscleaner.After cleanirgthcse
pafts,you mustchecLall otberpads
a. Statethc nain idea in the firs1 carefully1(]makesurethal alldirt hasbeen
removed. liinally,applysomeoil to all
b. Hefe are sonresnggcstioostbr exteriorparts. Oiltends10collectdit1,so
be caretulnot to use|oo muchoil. A
thoroughcleaningaltereveryuse$i11
A c c o r d i n g t oC i e n e r aVl a r g a s , . . . guarantee the propertuncrionnrgol your

I n G e n e r aV
l a r g a so p i n i o n . . . Ianguage itt

Exercise I situatio s lmlt0lres


lour obikl! lo get the

longuage leaming.

Listen to some paragraphsabout


adjustins the level of fonality or your
languageto the situation. Take notes and
then, using youf notes, write a summary

what sho ld I not put in a summary?

Do not expressyour own opinioD,and


do not addinfonnationthatwasnoi in
whatyou heardor read.

ShouklI usethe exactwordstbatI


hear'lCanI copyfiom whal I read?

No. You shouldtry to useyo r own


words.lf),ou mustcopy.do not copy
too much.andbe surcto pul whatYou
copybetwccnquotalion'narks.
Emphasis
VOCABULARY
tJseyourvoicelo enphasizcthcmanr
ideasoflour speechby cooirollingra|e.
";; volume.pjtch,andthe lengtholyour

iili . Thcfeis no corect ratc ofspeedfor


everyspeech.lfyou speaktoo fast.
yourspeech will beunintclligitrle:
if
Listen to the reading you speaktoo slowly.)ou ma] lose
Communication"and
Circle the words you
the attentiorol lbe audicnce.A faste.
ratecoincides \r itb excitenrenl
or
suddenaction.anda slo\rerrate
conesponds to the stateofcalm or
Whenleaning nev .&ltgrs. Usethe mteofspeechthat
vocahulary sa!' the Verbal addsemphasis to )-ourpresentaiion.
words aload ot terile Communication . Adjuslingvolunc is arrotherverbal
lhem ovet aguin as techniquethat caogive enrphasis10
lou slutlJ. The Ihepft,q/e.t olmaking a speechor your speech.Know how loudly),ou
conlbtuous repetition musttalk. Ifthe audiencemusls1rain
givirs a briefins usually c
helps!,oa rctain the 1ohearyou,theywill evertuallystop
Thc fundamenlalsof speakingdiscussed
in this seclion should help make vefbal lislcning.
tlseachange in volume.
comnuo icationeasicr. eitlrcrsolicrorlouder.
h emphasize a
poin1.tJsingasolierlevelorlower
l.ike rvriting and listening.speakingis a
volumeis ofteDthemoreefTective way
skill; once you grat, the basics,the rest
10achieveemphasis.
is practice,polish. and siyle.
. I'itch in speaknrsas well asin
Hereare somebasicguidelincs1()follow
in preparingrhewritten drall olyotrr music refersto the highnessor
lowDess ofa sounddueto the vibra-
lionsollhc sotrndlvaves.Every
l. Analyze your audienceand the
speakerlrashis or hcr own nomal,
pnqrose of youf speech.
high,andlowpilch.Speakinavoicc
2. Conduct thc ncccssaryresearch. tbat is comfortablefbr yotrandthcn
nove up or downyo r pilch scalefor
L Organizeyourmatefial. enrphasis. You canusepitch cbanges
4. Supporl your ideas. i vowels.words,or entiresentences.
You canuseadonnward(highio low)
5. tlraft and edit. Use the active loice inflectionin a sentencefor ar air of
whenevep r ossible. certaintyandan upward(low to hish)
6. Be cafefulof),our languageso thal inllccLionfor anair ofuncertailrty.
no one is offended. Varielyin speechpilch hchs 1()avoid
mooolonc andrivctsthclidcncis
7. Ask lbf lecdback.

8. l.nnitlength.Remenberyourspeech . A paus€givesyou limc to calch)our


will be heard,notread. breathandallowsthc audicnccLimck'
collcctyoufidcas. Ncverbc in a hun]
Given hcrc arc somc fundanrentals whengiving a spccch;pauscfor your
regardingaspeclsol lhe ofaldclivcrl of audience to digesiyour comnents.
Pauses jn speechservelhe same
functionas punciuationir writing.A
shol.ipauseusuallydividespoinrs
$.ithina senrence,anda longerpause
7

noiesthe cnd ofa sentcnce. You can 2. Combar resultsfrom longdays


alsousea long€rpausefor a break inthebatdcfield.
from oDemain poirt ro another,frcn
3. Englishwasdifliculrb nthe
ones bpointto another,or from the
beginning,bul now it is quiteeasY
intioductionto the body or the body
to the conclusionofyour speech. menorizingthe
Althougha pausemay seemlongto nrroductionandthe first supponing
you, it is usuallymmh shofterthan
you think.

Articulation and Pronunciation copy these comprehension questions


and answer them in your notebook
Arricularionis theartofspeakinginielligi-
bly andmakingthe propersoundswith the
Lips,jaw,teeth,andlongue.lfyouarenot
Whataresomegenomiguidelin€sto
sureofthe pronuncialion ofa word.
follow in preparinglhewrittenbasisof
consulta dictionary.
your speech?
Listenlo yourselfandmakeyourwords
distinct,andundemtandableto your How canyourvoicehelpyouin public
speaking?
'7. Whatis an impoftnt ruleto follow
Length regardingthe lengthofa spe€ch?
Checkthe lengihofyo speech.Bebrief
Whatcana speakefdo to ensurethe
qualityofa speech?

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.

After you turn the recording off, silently


read the p6raqraphsagain, Look up any Look at the reading titled
"Nonverbal
words you don't know and complete the Communication"and follow alons The
new words are in italics, As you listen to
ihe reading,circle the words you do not

Exercise 1O

Copy the vocabularywor& into the


appropriate blanks.

1. Now thal the two leadersare negotlat-


ing, we have good
I
Nonverbal is io makethalexccssenergyworkforyox.

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.

Talk to the audience,


not the visualaid. After you turn the recofding off, silently
Usea pointerandpointout key items, read the paragraphsagain, Look up the
meaning of any untnown words in your
andpoint with the arm that is closer to dictlonaryor in the glossaryfrom unit 2.
thevisualaid. Then complete Exarcise 11.

Displaya visualaid at thepsrlirenl


pointin your spe€ch.Removeit or
coveritup whenit is no longerappli-
cable.when you usea visualaid as an ;;
outline,you canleaveit up for a longer
period.Again,removeitwben it is no \rll
longeruseful.

Makesurethevisualaid isreadable, Exe rc ise 11


simple,andunclDttered; busyvisual
aidsaredistracling.Checkyourvisual
aidsforreadabilitybeforcyo blicfing. Write the following sentencesin your
Ifthey cannotbe rcadby everyone, notebook. Listen to the recording again
theirvalueis lost. and write tho corr6ct word/s in the
blanks as you listen.
L Beginwith a strong,selt-assured masteryofthe skillsneeded 1opariicipate
voice. Be in groupdiscussions,
elTectively much
pmcticeis necessary. Thegoalofthis unit
2. Establishgood eye contactwilh lhe andofAppendixE is to provideyou wilh
audienceand look for an introductionto the skills.In the class-
roomporlionofthis course,you will have
l . Are your bullonsbuttoned,andare
the oppotunityto practicetheseskills.
yourribbons,nametag,and
W]lal is thevalueofgroupthinking?ls ir
betterthanindividuaI thinking?Thereare
4. Smileor liown asnecessaryto two advantages to groxpproblemsolving.
your speechand points Oneadvantage basedon the ideathata
is
ofemphasis. group'ssohrtion1oa problemisrnore
cornplele thanan individual'ssolulion.The
5. Allowingfor the natural to
poolingofbrain powernrcreases thedeplh
anyresearch,mostolus wouldadmil
ofunderstanding ofthe problemandthe
that "showandtell" hasgreater thatcanbe takento
nunrberofapproaches
impactthan"tell" alone.
reacha solution.Anotheradvantage of
lfyou are facinga largergroup, groupproblemsolvingis thallhe group
considerusingviewgraphs, gr€ase that parlicipates in the discussion is
pencils.and slides. collectively responsible for puttinga
solution inlo eftect. The solutioDbecomes
1. Displaya !isualaidrr thetimeit thernenbers'planofactionratherthanan
rs ro your speecn. orderfion above,andthepridethatthe
members ofthe grouphavein thesolut;on
will givethemaddilionalmotivationfor
SPEAKING/WRITING successtully execulingit-
SKILLS ThemilitaryreliesexiensiveiyoDgroup
commuricalions in oneformor anolherto
implementitsnissionsatall levels.Three
formsofgroupconrmunication usedin the
Read the following selection about following:theinfomal
militaryarethe
military group discussions, Participation conference.theformalconference. andthe
in group discussion activitieswill be
carried out in Part ll of this couFe. For
now, read the selection and use the
outline fomat to complele an outline of The lnformal Conference
ths reading in your notebook.
Infomal conferences takeplacelicquenily.
fhey consistofconversations anddiscus-
sionsthatmay occurin person,by phone.
MilitaryGroup andevenviaelectronic
conferences
mail.lnfonnal
nrayoccurinhallwa)'s.in
Discussions officcs,in lounges,or at anyplacetwo or
morep€oplegettogethertoshareid€as
Allhougbgroupdiscussions are nsedin abouta specificiopic.
lnanyco rhies,asonemightexpect,lhe
protocolsfor handlinggroupdiscussions The Formal Conference
vary ftom cultre to cutture.(ln Great
Britain,groupdiscussion work is called Formalconferences alsooccurfrequenllyin
s).ndicatework.) The intbrmationrhat milirary life. Theformatofa formal confer-
followsdescribes q,p€sof discussions encemightincludeoneor moreofthe
andth€irpurposes, aswell asfunclional following:workshops, paneldiscussions,
expressions for facilitalingyourparlicipa- and prcsentationsof papers/reports.The
tion in groupdiscussions in English.For skillsofpersuasion, iog;calthinking,and
problemsolving are essentialfof effective solvc problems,they must reasoDbgetber
panicipationin group discussions;these aboul how they can best achievetheir
skills shoxld be worked on throughout

Formalconferencesare class;fiedaccord- The Seminar


ing 1orheir purpose:thosefor teaching.
Theseminar isamcclingofasnlall group
thosefor negoriating,and those for
for thepurposeofexchangingiolbrnlation
problemsolving. A conferencefor the
throughdiscussion andrescdrch.The
purposeofreaching is an information
militaryseminarfocuses on a singlc
conference. Forexample,amiliraryunit
subj cc1withwhich allpafticipants are
receivesa new operationalplan.Rather
Fairlylamiliar,dueeithertolongtime
ftan readingthe plan to others of giving a
sharedexperience or to extensivcand
bdefingon ir, the commandermeetswith
intensivepre reading.
the key personnelto discussthc plan and
t h cw a y i r w i l l a l l e c l l h c u n i l . A seminarconsistsofthe seminaflcader,
theseminarpafticipants,and.sonretimeq
The secondrype offormaL conferenceis
an obseNeranda recorder.The obscrver
the negotiationconference.Such a
cvahraies the groupprocessandmakcs
confereoceis requted to find acompro-
nolc ol-theprogr€ssofthe group.l'he
misethat is acccptablero allsides when a
recoroerscrvesasa groupmemor]ano
situalionhas rwo or more inconrpatible
takesnoleol'pointsofagreement or
solutions.poinls ol view, or approaches,
a n dn o o n ec a n o r w i l l m a k e t h e d e c i s i o n
a s t o w h i c ht o u s e .F o r e x a m p l cr. h c
rnonthly meeiingfor schcduling a ircrali
mainlenanceand opcralions is lypical ofa
conlerencethat meels 10 ncgotiale.The
mai enancesection is tryiDg ro hokl i1s
work load at an ideal leveI and rhc
operationssection is trying to hold its
trainingand operationcapability at an
ideallevel. Throush discussnDand
nogotialion.the 1wo scclionscan reach a

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)

Developi4 a group perspe€tiveinvolves (3)


time and a sincereeffor on the part of
eachseminarparticipant,but the results
ofdeveloping it canbe fiuittul for and
rewardingto eachmember.Developing Theseconsistofthe following
personalresponsibility entailsthe parncrpants:
followingi sharingleadershipwixhthe
group leader;keepingan openmind: (r)
avoiding unsoundreasoniry and biased
(.2)
opinion; and leamingto think aspart ofa
group. Group Foblem solving doesnot
meanxhalall problemsare bestsolved
within a group suchas a seminat,but it
(4)
doesmeanthat a group solution or
decisionis ftequently superiorto an d. The tunctionofthe senirar is
individualsolutionor decision. hvofbld:

(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.

Format of a Talking Papaf

InfornalTalkirgPap€r

Preparationof lnfonnal TalkingPaper


Talkingpaperis a concisedocumentprovidingshoft,clearcommenrs
for nseduring
briefins
- Usuallypreparedby staffollicer tof own use
- Servesasquickrefercnccaid to helpremember
importantpoints
- Nornally preparedin shortstat€m€nt points
form usingtelegraphic
- Styled€pendson nser'sown knowledgeanddesir€s
- Formarsvary,but followingis commonlyused
- Usedashesbeforemajorthought
- Ind€nt subordinatethoughts
- Usesequence three-dash
ofone-dash,t!r'o-dash, ro shownain ideas,
poirts, and suppod
subordinate
- Try to lirnit lengthto one page
- Avoid minorspecifics
- Think ol-whatyouwillsay andnrcludekey fhcts

Talking Paper talkingpaperasa wholeis usuallydivided


Formats inlo severalscclions,eachwith a separate
heading- A headingis aword or groupof
The format ofthe moreformal talking paper
wordsstandingat the top or beginningol
mayvaryliom servicetosewiceoreven
Thesc
a sectionlike a title or ireadiine.
fromcorixnand to command. Theput?ose,
headings arenumberedandindicatethe
however,is usuallythesame.It is
purposeofeachsection.Sincethe
designedto transmitguidanceor infolma-
purposeofany taLkingpaperis to serveas
tionto aseniorofficial.He or shemayuse
a clearandconciseaid to briefins,what
the talkirg paperat m€etingsand confer-
lbllowstheheadings areusuallyshorr,
€ncesor in briefingsto helpremember
accxratestaternents.As in the informal
importantpointsand suggestions.
talkingpaper,only the absolutely neces-
Cenemllythesemorefonnallalkingpapc|s
sarywordingneedbe includcd.
fbllow a relatjvelystandard
fomat. The

Example I of a Talking Pape.

TalkingPaper
Name
Originator's
Code/PhoneNumber
Dat€Pr€pared

Subi:How To WriteA TalkingPaper

Background

Specibir lhe Bdclgforxrdor'T'{re 'e\rio

Thc nanrcofthe ollicial for whomthispaperhasb€enprepared,


thenameofthe

'l'he
eventor situationthathasbrough{tbis issueup now.

Any otherbriefbacksround
needed.
notingitems10 be
Discussion(OrTalking Points)
'Usethisoutlineasamemoryaidinameetingorasaninformalagenda.Alsouseita
ticklerto prepareseniorsformeetingswith impotantofficials,suchasseniorNaryor
Marineofficialsor Congressmembers.

Includethe key facts.Changeheadings


asn€eded.
- Be ironcisFnormally keep paperto e!!ej!ge. Use dashesto showthe main points
aswell as subordinatepoints. Singlespace,but doublespacebetweenbullels.
Indent subordinatepoints.
7-

Saywhatto qlqid talkingaboutaswell aswhat!q talk about.Also nolc,ifneeded,


who hasbeeninvolved/whoconcurs/who docsnot concur.

(andparagraph
Mark classification asrequired.
classification)

Recommendation(s)
- Includea "Recommendation" sectionifneeded.lfthereareno reconmendations, omil
"Thispresenlalion
is for infomation
thissection-Considerprefacingthelalk by saying,
onLy."

Example 2 of a Talking Papef

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.

- Averagewaitingtime for personnel1()


get intohousingis 8 to l9 nonrhs.
- Figuresrelevantto MFH at Bikinj:

- (An ForceandNary familiesFg0o


Totalrequnement
- Totalof 392Air Force& Na\y personnel
areon thehousingwaitinglist
- Cunentassets182units
- Prograrffnedfor construction:
- l.Y 98 - 150units(approved)
- FY99 150unils
- FY00 l50units

CoordinatedSunmary
- USAFpointofcontactis Lt Col D.A. Quarters
at l-2345,wboprovidedsone ofthe
aboveinformation.
Exercise 13 READING/SPEAKING SKILL

Wdte a ialking paper on any topic or


summarize the reading for tha next Exe rc ise 14
exercise, "Ninth Monthly Report to the
United NationsSecudtyCouncil on SFOR
Quickly rcad the following report an.l tind
three or rour paragraphsthat you can
read aloud. Then make a lape recording
of the paragraphs.Listen to the para-
graphs and critique your pronunciation

Ninth Monthly Reportto the UN Security


Gouncil on SFOR Operations
1. Approximately
36,500SFORtroopsafe currentlydeployedin Eosniaand
significant:important HezegovinaandCroatia,withcontributions
fromallmembersof NATOandfrom20
non-NATOcountries.
reconnaissance:a
mililarysurveyof 2. Overthefeporting period(2'1July-20August),
the|ewere nosignificant
changesin theoverallsizeandcomposition oftheforce.However, themultinational
divisionsstartedto makeforceadjustmentsin preparation
forthemunicipal
surveillance:close election.SFORhascontinuedto conductreconnaissanceandsurveillanceby
meansofgroundandair patrolsandto makerandominspections ofweapons
cantonmentsites.Duringthe period,approximately 2,500sortieswereflownby
rnrng combataircraft,whiletheSFORhelicopter fleetflew124hours.
random:wilhoutany 3. Supportcontinues to beprovidedto the UnitedNationsTransitionalAdminiska-
tionfor EasternSlavonia,BaranjaandWesternSirmium(UNTAES), withSFOR
maintainingitsregular,coordinated
trainingmissionsoverEastefnSloveniainorder
cantonment:lemporary to exerciseplansto prcvidecloseairsupportif necessary.
quarlercfor lroops
4. ln pursuanceof a policycommunicated to the EntityPresidents by the SFOR
pursuance:a carrying Commanderon 7 Augustto assistwithreshuctungand reformingthe Entity
PoliceForces, on 15AugustGeneralSaric, Commander oftheRepublika Srpska
SpecialistPolice,wasgivena copyofthe supplementary inskuctionsto the parties
concerning theSpecialistPolice.Theselayouttheprocedures to befollowedduring
the periodin whichthe SpecialistPolicearesubjectto annex1Aofthe General
Framework AgreementforPeace,priortotheirfecognition andcertificationbythe
InternationalPoliceTaskForce(IPTF)to actas a component of thecivilpolice.
supplementary:addi- GeneralSaricindicated thathewouldcomplywiththeseinstructions and progress
sincethenhasbeen good.Thesameinstructions havebeen passed to theFedera-
tionPoliceauthorities,
whererestructuring underIPTFis moreadvanced, for
complianceby 30 August.
5. On the morningof '17August,membersof the SpecialistPoliceloyalto [4rs.
PlavsictookcontrclofthePublicSecurityCentrein BanjaLuka.SFORwas
requestedbytheSerbl\4emberofthe CollectivePresidency, lvlomcilo Krajisnik,to
ofthe InteriorSpecialistPoliceto expelthem.Permission
allowthe lvlinistry was
deniedand SFORtookactionto dealwiththe breachofthe supplementary
inskuctions to the parties.Atthe sametime,IPTFresponded to the directionfrom
theOfiiceofthe HighRepresentative to investigatereportsoftheexistenceof
evidence, withinthe PublicSecurityCentre,concerning seriousviolations of
humanrightsandtelephoneinterception. SFORwasaskedto assistin providing
areasecurity- Thisinvestigation discovered unauthorizedarms,andIPTFcontin-
uesto examinepossibleevidenceofthe buggingoftelephones of PfesidentPlavsic
andConstitutionalCourtiudges.BytheeveningoflSAugustthePublicSecurity
Cenhehadbeenhandedbackto the [,4inistryof the InteriorCivilPoliceOnthe
morningof20 August,SFORandthe IPTFrctufnedto the PublicSecurityCentre
andoth;r policesltesin BanjaLukatoinvestigate reportsof furtherirregularities civil unauthorized: notgrven
policefromoutsideBanjaLuka,whooccupiedthesefacilities'wereexpelled Large
;uantitiesofarmsandammunition werediscoveredThesewercconfiscatedand
arestillbeinginventoried, butinitialestimatesarethattheyincludedup to 12tonsof bugging:lhehidingofa
equipment, includingautomaticrifles,rocketlaunchers, grenades and mines
6. Beh,veen 1 and 5 August1997,pfotestactionsagainstthe returnof lvluslims to confiscated:seizedbY
theareaoccurred in Jajce and in the valley immediately east ofthe town (comprislng
thevillages of Divicani, Lendici, Bucici, Kruscica andDonjaSibenica) Nluslimswere
hafasseb andfledthe villages of Bucici and Lendici, and a numbefof roadblocks dismantled:tookaPaft
weresetup.SFORdismantled the roadblocks and maintained a presence in the
orvandalism Areturnprogramme vandalismi willfulor
arcainordertopreventviolenceanddestruction maliciousdesttuc_
fortheperiod16to 2'1August1997wasagreedln thattime341headsof family
(equivalentto 1,200people)returnedto thevalley.Theonlyincidentswere twoland
mineexplosionswhich occurred in Divicani. SFOR asked explosive ofdnance
compliantin agree
disposalteams to assessthe situationand cleartheafea menl with a request
Cooperationand Complianceby the Parties
7. Overall.the entitiesremainsubstantially compliantin mostaspeclsacrossthe
areaofoperations. The situation throughout the theaireremainsmilitarily stable
Howevei, whilethere is genelalcompliance concerning the entityarmed forces, the
policeof bothentitiesstilldo notmeetinternationally acceptedstandardsThe . intermittently:peiodi-
actions,throughrecentope|ationsto controltheSpecialistPoliceas forcesunder
iheGeneralFramework Agreementfor Peace,arc proceeding well
8. Duringthe reportingperiod,a totalof4Sl inspections ofweaponsstoragesltes
werecarr'ted out by SFOR.Byparty,thisfigurecomprises170Bosniac'130Croat
and181BosnianSerbinspections. SFORcontinuesto confiscate weaponswhich'
aftefa periodof timeto allowfor appeals,arenormallydestroyedWiththeexcep-
tionofihe incidentin BanjaLukainvolvingthe BosnianSerbSpecialistPolice,the
followingweaponswereconfiscated overthe pastmonth:fromthe BosniacArmy,20
AK47rifles,20,O0O 7.62rcundsof ammuniiionandan itemof electronicwafare
equipment;from the BosnianCroatForces,hvoAK47rifles,h,vo76mmantFtank
'100
guns, tankrounds, 169napalmrounds andfivesmallarms; fromtheBosnian
SerbArmy,50AK4T rifles,one IVl80rocketlauncher' Two long-ba(el weapons,
1 6337.62roundsof ammunition, 16 pistols,40 handgenades and sixriflegre-
nades;and fromcivilcomponents, 160 pounds ofordnance and one pistol

L Duringthe pastmonth,SFORhasremoved,or participated inthe removalof 10


unauthorited checkpoints (three Bosnian Serband seven Federation) ltisappar-
enllhatthe numbef ofcheckpoints has been reduced through the efforts of IPTF
withSFORsupport. Equally apparent is that checkpoints continue to be intermit-
tentlyestablished in boththe Federation andthe Republika Srpskaspecialist--
Polic;have been involved in a significant number ofthese incidents andtheSFOR
operation SECURE BEAT, a four-phase plan'starting on I Augustto bringthe
article'1Aof theGeneralFfamewo*Agreementfor
Specialist
Entities' Police under
Peaceas Forcesandto ensuretheircompliance withthe IPTFcivilpolicerestruc-
tuingprogramme, shouldassistfreedom of movementRepublika Srpskacustoms
andpoliceofflcials continue to harasstrucksof non-governmental organizations
) transporting humanitarian aiditemsintotheFederation
'10.Duringthereportingperiod,
SFORmonitored a totatof 662trainingandmove-
mentactivlties (249Bosniac,203BosnianCroatand210 BosnianSerb).
'11.Overthereportedperiod,
allthetraining andmovementbansimposedby
SFORon thepartiesforfailingto meetde-mining requirements weretifted:on28
July,the banon HVOTSGcorpsbythe multinational djvision(SW);on 17August,
thethreebanson thethirdVRScorps,the HVOORASJFgrcupandthe ll ABIH
corpsbythe multinational division(N).On 1 August,thetrainingbandueto
discrepancjes in previousmovementand trainingactivitiesimposedontheseventy-
seventhVRSregimentofthe seventhAfmycorpswas liftedbythe multinational
divisron(SEt.Additiona y. on6 August. thebanonVRSarra;d airdefence
activitiesdueto radarandmissileinfringementswas lifted.
'12.Overtherepodingperiod,
entityarmed forces,undefSFORsupervision,
removed3,484explosivedevices (224anti-tankmines;3,184 anti-personnelmines
and76 itemsof unexploded ordnance) from280mjned,areas.Sincej Olvlarch,
2,452antitankmines,10,403anti-personnet minesand712itemsof unexploded
ordnancehavebeenremovedfrom atotalof'1,307areas. Theaateofoperations in
thefi|stweekofthereportingperiodwasslowmainlydueto the spateofaccidents
inthe previousrepodingcycle.Iherehavebeenthfeeaccidentsthismonth,with
hro ofthem resultingin seriousinjuries.In spiteofthoseaccidents, thisis the best
monthlyperformanceyetreported. Ingeneral,compliance improvedconsiderably.
The BosniacArmytendsto be consistentwith jts comDliance:the BosnianCroat
Armyhasimprovedconsiderablyand the BosnianSerbArmyhasin factperformed
countelsigned:con-
betterthanwasexpected,althoughtheyremainthe leastcompliantof thethree
irmed wilh ones
Armies.Thethreatoftrainingandmovementbansisa signifjcantfactor.
13. Since20 July1997,therehavebeentwomeetingsofthe Inter-Entity Boundary
LineSubcommission, heldon 31Julyand 12August1997in Lukavica. A three
partieswerein attendance. DuringtheSubcommission meetingsthenegotiators
fortheFederation (Bosniacs andCroats)andtheRepublika Srpskareached
agreement on a proposaltoexchangelandsouthof Klujc(Dobocani, infavourof
the Federation) for landnorthof SanskiMost(Koprivna, infavourof the Republika
Srpska).TheAgreementmustnowbe ratifiedbythecovernmentsof Bosniaand
Herzegovina, theFederation andtheRepublika Srpskaandcountersignedbythe
SFORCommanderfor implementation to takeplace.Additionally, theRepubtika
Srpskamadea newmapproposalfofagainofterritorynortheast of Sarajevowhich
is linkedwitha Federation proposalinthe Kladani-Vares areamadein Auoust
'1996.On requestofthe FedeEtion/Croat
negotiator. thediscussion on laridswaps
in the PosavinaareawaspostDoned untilaflerthemunjcioal elections.
14. TheInternationalCommitteeof theRedCross(ICRC),lpTFandSFORcoordi-
natedandsecuredthereleaseof twoSerbprisoners-of-war heldintheZenica
militaryprison.Actingon information providedbyrelativesconcerning thekwhere-
abouts,IPTFdiscovered thetwomeniockedin a roomin a buildingsituatedatthe
rearofthemainadministration block,awayfromtheotherdetention faoilities.
The
prisoners-of-warweretransported to BanjaLukaandreunitedwiththeirfamilies.
AmbassadorKai Eideindicatedthatthiswasa grossviolationof international
humanitarian lawandthetems ofthe PeaceAgreement andaskedFederation
authoritiesto investigate andbringtojusticethoseinvolvedin the humanrights
violations ofthesetwomen.lPTFwillalsobeconducting an investigation. Evidence
indicatesthatthefactionscontinueto holddetainees, notwithstanding the prov!
sjonsofannexiA, articlelX, PrisonerExchanges, thatcomprchensive listswereto
besuppliedto ICRCtofacilitatejtsworkin imptementjng andmonitoring theplan
forreleaseandtransferof p soners.
Cooperalionwith InternalionalOlganizalions
SFORcontinuesto offerassistance
15. Withinitscapabilities, to the international
organizationsintheatre,and provides
securityfof IPTF asdemon-
inspections,
stratedbyoperationSEcUREBEAT (seepara.I above)
biased: prejudiced
16. Mediaabusescontinuedin thispe od,withthe Republika Srpskastateradio
and televisionoutlet beingparticularly
biased and vitriolic. SFORand itsCivic
l,/lilitary
Cooperation (ClMlC)TaskForcehasincreasedeffortsto workwiththeOffice
oftheHighRepresentative andtheinternational community onthemediaprcblems
coordanated blatant:obtrusiveor
throughseveralintegrated workinggroups,sharingofresourcesand
boldly conspicuous
operations to developmeanstocounterblatantmediabiasandimprovethe
populace's abilityto havealtemativeaccessto information prototypes: models
17. SFORsupportoftheInternationalTdbunalforthe FormerYugoslavia investiga-
tionscontinued. Themainactivitieson exhumation siteswere carried out in the
BrckoandSrcbrenica areas,withSFOR providing a secure environmentforthe
Tribunalteams-
18. On the municipalelections,SFORisworkingextensivelywith theotherinterna_
tionalorganizationsto helpensurea secureenvironment fortheirconductAsecu-
rityplanhasbeendeveloped andapprcvedbytheentitiesthatincludesinstructions
concerning themovementof vote|s.
19. TheSupremeAlliedCommander of Europehasagreedthalarmscontrolexperts
workingfortheOrganization for SecurityandCooperation in Europe(OSCE)may
accompany SFORduringroutinecantonment inspectionsThiswillhelp|esolvethe
under-reporting issuebyallowing t.eatyandweapons knowledgeableofficerstoview
holdingsitesandthenassistthe parties in correcting theirdeclarationsDuringthe
reportingperiod,Republika Srpskaupdated its declarations underarticlelV ofthe
PeaceAgreement.addInga further84 1 pieces of heavy eq uipment to its previous
declaration.
20. SFORalsosupportsmanyothefinternational andlocalorganizationsand
authorities.Theactivitiesoccufthrcughout thecountry,oftenwithinthe immediate
localeofan SFORcamD.Forexample,SFORtroopsarecontinuing workon the
Tuzla-Brcko railway,withcompletion dueatthebeginning of November'1997; a
CIMICTaskForcepublichealthteamhasbeenassistingin thetrainingofdoctors;a
telecommunications teamhasbeencoordinating effortsforthemovementofequip-
mentandsitepaeparation forthefreeelectionradionetworkinpreparation forthe
municipal elections; veterinaryteamshavebeenmonitoring cattlein qua|antine;and
SFORengineers signedroadconhactswithRepublika Srpskacompanies on 11
Augustthatshould actas prototypesfor openingupthe Republika Srpskato
similarcontracting prccedures in thefuture.
21. SFORandtheOfficeofthe HighRePresentative havecontinued to pursuethe
issueofopeningupthefegionalai|ports.Underthe General Framework Agreement'
SFORis required graduallyto transfercontrclofthe regional airports to the appropri-
ateinstitutionsin Bosniaand HeEegovina. The issue has a clear link tothe Sinka
deadlines andto reconstituting theCivil Aviation Authority (CM) ln response to the
latestSerbargumentagainst signing, the Office ofthe High Representative, on 21
July1997,issueda legalopinion. Following a series ofmeetings in the Councilof
Ministersand bilaterallywith the Serbside,pursuedby theSFORDeputyCom-
mandertoexplaintheissueandseekagreement, thememoranda of unde|standing
forTuzla,Mostarand BanjaLukaairpods were signed by Dr. Siljad,c andMr'
Tomicfollowing a meetingofthe Bosnia and Hezegovina Council of Ministers on4
August'1997. Mr.Bosic(SerbCo-Chairman) refused to sign
22. At a meetingon I August1997,the Presidency agreedto the rulesof proce-
duresfortheStandingCommiftee on NIilitary (SCM[4).Thisdevelopment
l\4atters
willallowSCI\4M to moveintodiscussion of moresubstantive issues.SCMI\4 will
coordinatethe activitiesofthe armedforcesofthe twoentitiesof Bosniaand
Herzegovina. TheCommitteeis dueto meetatleastoncea month.Therulesof
procedure establishthemembership of SC[4[,]as thethreeMembersofthe
Presidency, the Defencel\Iinistersofthe FedeEtionandthe Repubtika Srpskaand
the Chiefsof Staffof the Federationand Republika Srpskaarmedforces,plusone
furthernomination fromeachPresident. TheHighRepresentative, theSFOR
Commanderand theOSCEHeadofMission,ortheirrepresentatives, areobserv-
ers. The FofeignlvlinistryofBosniaandHezegovinawillalsobe epresentedby
an observer.Thel\IembersofthePresidency mayinviteotherpersonstoattend as
observersor in an advisorycapacity.Membersofthe Presidency willchairthe
Committee. TheChairmanship willalternatebetweenthe Republika Srpskaandthe
Federation.
Outlook
23. Theove€ll situationintheatreis expectedto remainstable,despitecontjnuing
increasedtensionin the Republjka Srpska.SFORwillcontinueto carryout its
missionfirmlybutfairly,withouttoleratinganyrecourseto for6eorviolence,orthe
unauthorized deployment of militaryor pafamilitary
forces.Intheforthcoming period
majoractivities for SFORwilljncludesupportfofthe municipal etections,support
for a freeandbalancedmediaandthecontinuing conductofOpe|ation SECURE
BEAT.
Sor,"ca"NinthMont}ly Reportfor theUN Securiq,CouncilSFOROp€rarions" fi om
NATOSFOR,W Secretary GenerulReports.(24 Septenber1994).[w1L] hter/
ww]{rato.int/ifor/un/u97
l0 I ta.htm.Reprinted
bypermission.

meritorious:deseruing FellowHeadsof Govenment,


READING SKILLS
Ladiesandcenxlemen,
amidi in the midslof;
among I amgatetul to PresidenxChiFc for
hosting this historic evenr,and for once
Ouickly skim the rollowlng r€adins to
get ths general meaning,Th€n read it the word "historic" is indeedmeritorious.
carefully, aftor you have read it, A new Exropeanlandscapeis b€ing
complete the activity that follows, rcclaimedfrom the battlegounds ofthe
Twentieth Centuryandthis agreementis
parofir.
My father fought in the last greatEuro-
Speech by Prime peanwar.I wasbom in I 953,a childofthe
MinisterTony Cold War em, raised.m id the constant
fear ofa conflict with tbe potentialto
Blair destroyall ofhumanity. Whateverother
dangenmay exist, no suchfear exists
today. Mine is the first generationableto
Staternetttb! Mr. Tott! Blttir, Pfime
cite the possibility that we may live oxr
Minhter of tlte U lhd Kingdom, at
€nthe lives without goirg to waxor
the Signing CercnonJtof fie NATO'
sendingou.rchildren to war. That is a prize
RussiaFouttding Act, Park,
beyondvalue turdthis agreementis a gteat
27 Mry 1997.
contributioDto it.
q Thedrawingollhis newEuropean
landscape hasnol beeneasy,as manynr
coxrsethere areproblensto overcomc;
rhatis inevitable,bul now our common
this room know belter thanL Stabiliry and aim.eastand\rest,is 1(rmakethisnew
prosperityareneverassured. Theycan polilicalworldwork.Today$'ehavethe
neverbe takenfor granted,b t thfoughout opporlunityin this agreemcnt to do so.
consu ltation: confer
cenhalandeastern Europepoliticaland This agreement, bornout ofthc visionand
ence, meeling io
economic miraclesarebeingwo L€ht- courageolactionsdeterm;rednot to
discuss, decide ot
Peopleraisedon sufferingandpain s€nse repcalllre past,is history'sgifi to our
stabilityandprosperilycannow lie ahead. tuture.Let us guardil iealoxslyandusei1
Wemustencourag€ that,ali ofus, in every devastationr deslr!c
waythatwe can.NATO hasservedmy ,Sorr.e:"Statemcntby Mr. Tony Blair. tion, desolation,
countrylvell;ilhas serr'edEuropewell; iL PrimeMinisterol iheUnitedKingdom.' |avage
remains ihe cometslone ofEurope's 1'rom
NATOSpeeches,2'7 May 1997.Iwww]
h11p://www.nato.i!t/docu/speech/
spg7.htm#may.Reprinlcdby permissior.
Nowwe canb ild onthisagreemert
betweeD NATO andRussiawe have
signedloday.And I saythatwe nrustnot Exercise 15
slophere,but we mustgo on. I seethree
priorities.
First.wemnstusethe consulta-
tionmechanisms nrthc fbundingactfu lly After you have read this speech, answer
will bemeasured the following questions,Write the
andeffectively.Success
answers in youf notebook.
noi by thenumberofmeelings.bui by the
emergence ofreal mutualconlidence and

l. What is rhe 'prizebcyondvalue"?


Secondly, we mustwork logetherwher-

t everwecanon thcmilitaryside.Ihe
politicallnrksbetweerthecountriesof
NATO andRussiaaremuchslrongerlhan
2. WhatarcthethreeprioriticsPrime
MinisterBlaircited?

thoseon ih€ militarynet.Let us usethis 3. Whatis hislory'sgift to the l-uture?


acttocoffectthis.Ceneralswho know
eachother andtrust eachothfl are mor€
likely1{)mderstandeachotherandavoid FUNCTION

Thirdly,we nust ensurewc arenot bound


by the confinesofthis forndingact.lts Exercise 16
usecangrorvas thatpartnership deepens.
Let usnot bc afraidofbold thinkingaboul
Read the selection titled "Telephone
thenewworld in whichwe find ounelves Pfotocol." After reading the information,
w te a brief summary in your notebook.
FiliyyearsagoEuropewasrecoverng
liomthed€vastationofwar.Thirlyyears
ago,easlandwestfacedeacholhcrwilh Thetelephone is usedmorethananyother
mistruslacrossthelron Curtain,anda irsir nentin staffcommunications.
massivearmsracewasthercs lt. Eventen Erectiveuseofthe phoner€quiresan
yearsagothe tensionsanddivisionswere organizedapproach.
palpable.ln theselasttenyearsso much
haschanged. The casthasbrokenliee
fiomtheyokeoflotalitariancolnmunisl Telephone Protocol
diciatorshiphno snall measure dueto the
braveryofmenlike PresidentYeltsin. Mosl ol us are capableof handling the
Forits part,NATO is still comingto tenns obvious comn]oncourtesiesofphone talk,
withwhatthisseismicchangeimplies.Of suchas "Hi, this is Major Sam Morgan.ls
Colonel Ralne there?"Other coudesies,
suchas lhe following, are not so obvious:
. Asking wh€therthe personhas "time
to talk" ifyou plan a lengthy conver-

. Planning and oqanizing your


thoughtsbeforeyou placea call;
pe*aps listing the points you need to

' 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

Basedon what you learnedaboutthe memorandumin Unit l, completethe ldemohndumfor


Recordwith informationfrom the dialogue.write the MRfrom eitherCaptSayere'orluai Evans'

MEMORANDUM FOR RECORD

i SUBJECT:
1

2.

i
last, the leaderasksthe unit to perfom the
READING SKILLS
task at full speed,as ifin combatrmder
realistic battlefield conditions.

Rsad each s€lectlon ln this sectlon as


quickly as posslble. Then, mentally
answer the questions that follow.

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?

Someofthe simulationsin the


militaryinventoryare individual-skil1
sinulations, suchasflieht simulators,
Simulations
whereasothersaremore complex
simulatioDsbasedon systemsthat The commanderneedsto identiry the
integratea vadety ofmilitary compo- simulationthat bestmeetshis units'
nents,such as a joint theater level trainingsoalsandobjectiv€s. He can
simulation. Most major installationshave outline his conceptand training goals to
battle simulation centeNwhich areup- the instructorsat the battle simulation
to-dateon the new simulations being centerand allow them to guide him to lh€
simulationthat will b€ most pmductive.
Two major simulationsin the inventory
can be usedeffectively to train units from
* Thecrawl-walk-run nethodconsistsof brigadeleveldownto squadlevel.The
three stages:explain and demonstrate, first is the BrigadeBattaliontsattle
practice,andperfoml The leader6rst Simulation(BBS), which is aprimary
descdbesthe task step-by-step,indicat cornmanda.ndstafftraircr. It focuseson
iry what €achindividual must do. N€xt, giving conmandersandtheir staffsa real-
the leaderdirectsthe unit to executethe time fiee-play exercisethat str€ssesthe
taskat a slow,step-by-step pace.And staffto reactto simr ation play. Th€
! secondis JANUS,ananabticaltactical
lrainer-lt focuseschieflyon company-size
Duringyouttwo-weeksession youwill be
askedto give a numberof bdefingsanda
l0to L5minutespcech. Thetopicsofthe
unitsbut canbe usedat balialionor
brigadeaswell. lt verifiestacticalorders
andstresses all battlefieldoperating l. Wh),it is importantto be partof
NATO
So&".eiCaptainCraigA.Triscari."Battle
2. Yourcountry'sinvolv€mentinPf?
Sinulations," Fom .arJ&nr')(July-August
or peacekeeping
missions
1996,p.46).
meansto
3. WhatNATo enlargement
Exercise 20 Europe

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.

Basedon wfiat you have leamed in the


unir,beginpreparingan oral presentation
thatwill be given in the two-week session-
Tbink abouttbe waysyolr can usethe
information youhaveleamed.
GLOSSARY CaptWaltersseemedvery confident
when he spok€about the firearms
training system.

Objective €chelotr(ECH€ lon)nj a divisionofa


combatforc€ or ofa leadquarters
Vocabulary
A11echelonsof commandmusr receive
acet.te(AC e tate)ri sonerhjng,esp.a accwateinrelligencereports.
fabric, madewirl an acetateof eff€ctive(efFECtive)adj:producinga
cellulose;overheadtransparcncies, or desiredeffect; effi cienr
slides,areusuallymadeofthis
material Air Forcerecordsshowxhe4-26, a
twin-propeller lighrbornberq?e
During themonrhtybdefing rhemajor aircrali, wasextremelyeffecrivein the
usedslidesmadeofacetate.

anticipate(anTTCi pate)v:to expect exception(exCEPtion)n:a casetowhich


In order for ar opelationto be a rule doesnor apply
successlirl,the worstcourseofaction You mrst answerall tfie questions
should be anticipatg!!. withoutexcepttion.
brevity(BREVi ty)n: briefiress;terseness fatigue (fa
TIGUE) nI exllaustion,weari-
The staffofficersweresxrprisedby
the brevityofthe general,srepo on Fatiquea.ndmoraleareimpotant
thenewcommandfor logislical factorsto considerwbenyou are
suppon. plan ng for thebattlesimulations.
briefing(BRIEFing)n:a sunmaryofthe feedback(FEED
back)n:response
Do you haveany feedbackon the
Lt Jo[es gave a briefing on methods effectiveness
ofthe newrifles?
fbr developingandpracticing appro_
piate training teclmiquesat the fr€quent (FRE quent)adjj occurringoften
tacticallevel_
The Iieutenantstressedileq!9qt
communication (comuniCAtion)ni reviewofthe ROES(rulesof€ngage-
giving or excharying ofinformarion m€nQ.
Wire connunication b€tweenthe Ops fu ndamental (lim daMEN tal) adj: forming
(observatioDposrs) and lhe com- a fourdationor basis;basic,essential
mancleris essential
at all times.
The fundamentallessonwe leamed
concise(conCISE)adj:hief andto th€ jlom the mission is that ifyou plan for
pojnt,expressing
a lot in a few words ft€ worstcourseofaction,you will
rarely be unprepared.
CPT Jolnson gavea concisereport
regardingthe€slablislmentofa zone grasp(GRASP)v: compreh€nd;
seize
ofsepaEtion(ZOS)betweenfomer
waring facrions. After the soldierssraspg! the complex-
ily ofthe situarion,theycontinued
confident (CON fi dent)adjj cerlain,sule towad the taryetedarea.
of oneself
insignia(in SIC ni a) n: disringuishing
marks,asemblems ofmnk
! Naval officeN have stripeson iheir
sleevesas insigniaoftheirrank.
reinforce(rcinFORCE)v:to makeaumt
strongerby sendjngnroretroops,
w€apons,andequipment;to
nastcry (MAS tery)n: expetskill or strengthenwiih additionalmaterielor
knowledge

CaptRogersshowscompletemasterv Thisartillerybattaiionwill rsiEbEe the


ofthe weaponssystem. lstDivision.
operational(op erAtion al) adj:ofor The videoreinforcedthe message the
havinglo do with the opemtionofa generalwanledto 8et actossto the
device,system,process.e1c. soldiers.
TheAvengerair defensesystemis simulate(SIM u late)v: 10look or ac1Iike
andis a patt ofthe
fully operational
NATO deplolmentto Bosnta- The battlesimulationexercises
have
somelimitationsin thattheydo no1
pertinent(PERti ncnl)adj:havingsome simulatehumanfactorssuchas
connectionwith the malter ai hand sleepinessandmorale.
Thc inlbrmationreceivedwasrot techniques(techNIQUES)n:nelhodor
p94i!94tto themilitaryoperation. procedures in al.tisticwork,scientilic
study,or otheractiviry
precisely(preCISEly) adv:accurately;
exacily ln givinga briefingtherearesev€ral
lgqLdqu9! You can usewhich wiu
A cornmandercan reportpr9q!!9]J makexhepresentalion mores cc€ssful
andconfidenllyonly ifhe hasall the
! facts.

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.

recognizable(REC ognizable)adj: About-fac€:revetsalof apositionor a


kno\rnbefore;identifiable decision;totum or facein thc oPPo-

The footpath along the ridge lirc was


recognizableliom thePanoramic The captainhadto makean about-face
sketchofth€ area. in ordersbecauseofthe suddeneneny

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

He waspromotedquicktybecausehe RTO: RadioTelephoneOperator


qot in on the sromd floor .
SOSCOM:SpecialOperations
Suppon
Handcarry: personallytakealetter, Comllnnd
report, fonn, etc. insteadof sendingit
tbrough mail or tbrough distribution TF: TaskForce

Pleasehandcarrythis report; don't TCI: TanI CrewInstructor


senditby mail. TM: TechnicalManual
Hav€on hand:havercadilyavailabte TR: TrainingRequirement
Eachunit makesa daily repot on how WARNORD: Battle WamingOrder
much gas they have on hand.

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.

2. the zoncofseparation (ZOS)cxtended c o m p l e x i t i e s :e a b o f a t e


I\,lEDEVAC
thanlhe l0-kilometerexclusion i n l e f f ea l i o n s h r p s ,

Exercise
3. All volxnteersnust iheir
MissileCommand nlilitarytrainirgby aiieodingAirbornc
SchoolaDdpassnrgan indoctrinalion
IMET andorienlarionprogram-
IPB
Authentic Reading

Scan the adicle "The Communication


ENRICHMENT Process, whal do you think the commu-
ACTIVITIES nication process corcists of? what might
be some barriers to effective communi-

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

2. Whatarethe four essentialelcmentsof


the communicationprocess?
You will ne€dUnit 3 ofthis course,rhe Unit 3 recording,a rape/CDplayer,a notebook,a
pen orpencit, andyour copy of Webster'sNewWa d Dictu ary.

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 ( .

l l . p r d c r i c e v a r i o u s l e d m i n g s r . r r e ! i e , t h a r f r o m o r e t a n s u a g c t e d r n\i en .gI rnreolgancio g r ) i -


ove! memory. socrat. ard allc(ttve).

LEARNING STRATEGIES READING SKILL


P 1 a n n i n g . . . . . . . . . . . . . . . . . . . . . . . 3-3
.... A SpidtofCooperation
vocABULARY . .... .. .3_3 READING/SPEAKING SKILLS
W h a ti sC u l t u r e ? . . . . . . . . . . . . . . 3 - 3 ProceduresforRadio
Levels ofCulturalAwareness ..........
34 C o m m u n i c a t j o n s . . . . . . . . . . . . 3. .:.2. .7. . . . . . .
READING SKILL FUNCTION
Dilferences BetweenUSandJapanese Expressing Opinions andEngaging in
S t u d e n -t s. . . . . . . . . . . . . _ . . . . . . . . . . .3. .5. . . . . . . Hypothetical
...... Situationsin croup
VOCABULARY D i s c u s s i o n s . . . . . . . . . . . . . . . . . .3 - 3 1
CommunicatingAcross Cultures....3€ WRITING/SPEAKING SKILLS
READING SKILL Gathering Information.................... 335
BALTOPS'97:Building GLOSSARY
NewFriendships 3-'10 ObjectiveVocabulary.....
READING SKILL l\4ilitary
Expressions 3-38
A Cross-Cnltural
SuNey................
[rilitary
Acronyms... 3-38
!j2
VOCABULARY ENRICHMENIACTIVITIES
MilitaryCultufe:Customs, Troublesome Grammari quite
Coudesies, andTraditions a fewvs.a grcatdealof................
3-39
............
3-15 Intemational
TroopsContinue
READINGAr'URITINGSKILL WorkingTogethe.InPartnership
History
ofsaluting .. .. 3-19 ForPeaceExercise ......................
3-40
OperationsPlanningProcess
WRITINGSKILL (OPP)IExcerptl
Compare 342
andContrast
.. ... ...3-19
LEARNING SIRATEGY
GRAMMAR Keeping a LearningLog
ReviewofModalsi 348
Past/ Perfect
Contexts
................
3-19
LEARNING STRATEGIES What is Culture?
In general,whenwc speakabout culture.
How areyou applyingthe leaming
thal hav€beenpresented in the we distinguishtwo kinds:'everyday'
slrategies 'Everyday
prcviousunits? Unit3 will reviewsonreol c ltureandlormalcullure.
thestrategiesyou alread]know,aswell as ctrltureinvolvesall aspects oflilc: theway
additionalon€s. we think;howwe &ess;what andho\r we
urilizesolne
speakiwhatand how we ea1; how we
govemourselvcs;how we learn;how we
Planning geslur€;theway we relatcto each other;
ihe waywe dealwilh confl ict;thewa)'we
undersland conccptsand lielings sucbas
cod, love,democracy, happiness, sadress, leaning wiu helP
Exercise 1
Jtou ttluin J)ourgoal
Fomal culture,ontheo1h€rhand,is
Loot over your sche.lulesfor Units 1_2. considered lhe higheslcreativecxpression English la guage
Remember,setting aside time to studv is ofa peopleandconsistsofart. literaturc, s* Is.
neoessaryfor you to achieve your
music,architectufe,film. etc Toapprcciate
tullylhe cultureof a peoplc.it is jmportant
tobefamiliarwithbotb everyday'culture
andfomal culture.Thetnc ofcultureof
interestfor this discussioDis'everyday-
Unit3Schedule
culture;fortbisreason.from thispomlon,
Day Plan when\a,elalk aboutculture,we will be
referring10'everyday'culture
Mon
Cultureis passedon ftom generation to
generation;we leanrit fromourfamilies,
schools,andinslitutionsO)ltwe Peme-
a/cr every aspeclof life that is no1
Thtl biological.Cultureis re&c,e./ in all wedo.
Fri Most ofus. however,areno1awareofthe
extentofils influenccuntilwecomenrb
Sai contactwilh peoplefroma diffcreLrt
Sun
Culturesarc oftenassociated with groups
ofpeoplewholive in thesarnearea;for
VOCABULARY examplc,theMexicanculture.theGerman
culture,theEuropean culture,theAmerL-
-.\ canculture,€tc.However,r'hengroupsof
peopledevelopsharcdwaysoflife, we

!Il alsousethewordcrlt,rs;for example,the


c tureoftherich,thecultureof academ-
ics,theculhrreofthe nilitary, etc After a
discussion of itnpodantgenericaspects or
culture,wewill describesomeaspects ol
Listen to the readingstitled "What is
militaryculturein particular.
cultuE?" and "Levels of cultural
awareness" and follow along. The new
vocabularywords are in italics. as vor'l Ethnocentrism
listen, circle the words you do not know.

! Every culture is ethnocentfic.Ethnocen-


trismis thebeliefthatone'scultureis
superiorto the culturesofothers The
posrl've sidc ofelhnocenl.ism is thai il they cannol urderstand'!hy in rhe US
helps culturcs survive. The negativeside every person has b havc a car; lo them,
ofelhnocentrisn is thal iLcan tcad to this fraclice ma)rseernc\cessivc Alicl
/rq,/r./rce, nlisunderstandine.and l i v i n g i n f i e U S l o r a w h i t e .i h e y c o m c! o
mistrustamongnrembcrsof differenl rcalize thatAmcfican ciriesand to!vns,
cr'ltures. In spireofrhc fact Lhatotrr cspeciallyir lhe Southwesr.are incredibty
\{,orld contirucs to shfink, niany of us spreadoutl withoLrta car gctting around
siilldo not know how to acccptpeopte r s a l m o s r n n p o s s i blliet r r h e r m o r e . p u b l i c
Repesring,tev woftls wbo are dimerenlfion us;many people tmnsponation i s i n a d e q u a tieD m o s lc i r i e s .
sit esjou aJeelJbr have not dcvelopcd /d,reldrce rowar.ls
otherculturcs.Exanrplesof conjticrs When \{e undcrstandand ippreciarc other
betwecnnations abourd: rhe Middle cultures.we rcalizeihc imporLanceof
I,.ast,B urundi, Rwanda,Iraq,yugoslavia. providnrg clucs io assistpcople ro accepr
etc. What happensis rhat one eroup of other cultures Alihough tcanringabout a
people blanes anorbergroup tor irs secondor third cutlLl|eis an invo]ved
misfol1unes;ofien. viotencefesulrs. r.o proccss(as involvcd as tcarniog a second
ovcfcomc n aturalethnocenrrisn.ir is languase),rn awafcnessoftlre process
essent'allo becomemorc awarcand car p.ovide iniights for improved under-
loleranLof olher cuttures. standing.Hanvey fbnnulatesfour lcvetsof
curturatarvareocssrelatedro the process
A curentconflicl, and one whichwi be o f l c a m i n ga b o u la c u l r u r e( 1 9 7 6 .h L u c e
covercdat lengih in Units 6 and 7, is one a n dS m i r h .l ! ) 8 7 ,p 2 0 ) .t . h e s e a f e d e _
amongthe peoplc llonl the republicsof s c r i b e di n l a b l c I b e t o w
the lilrmef Y ugoslavia.l,ack oftoler ance
anorg gfoups lrom ditTerentculrmeshas Thc table shows tha vhen a pcrson
brought rboul confli.t anong thc knorys about anothercutture only fiom
dillerent factions NA tO and UN
'nullnational tbfces have had to stcp in
In order to nop fie sensetessviolence
tour books ortertbooks, his,/berknowl
edgc,at Lcvel I is characterizedhy
s/e/er4?es, facls, aDd inchrarons to
(l
percej!c deficienciesin the other cutture.
The peaon has man) preconceived
Levels of Cultural noLionsabout the othcr cutture.

Awareness Thc kDowlcdgeolthe pcrson a1r_evettr is


acqujredthrough sone cultumt cortact.
ibfexample, two counrriesthat sharca
Peoplc who know lirtle about anothel
border. Knowlcdge consistsofa sbr ow
culturc find iLdiftlcult ro undersrandwhy
undersiandingofthe olher clrtture:aLrhjs
pcople lrom anothercuirure behaveii
levcl, the cultural learnefis conftrsedby
ways diilifent f.onthcirowD. For
many diftercncesbctweenthe convctttionr
illslance,beforepeopleIive h the US,

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

A' €r€nessof howafoher.Lrtture Believable


IV rees rorn rheslandpo
fr of he
,l
Tnblc I
English,you bave
aireadyexperi-

lcarningabourthe

road to gaimng

vocabuhrywordirt
your acquisitjonof
theEnglish
language
progresses.
TIjs

ofhis narivecultureandthoseof the oth€r cross-cultural usefulin


understanding
conllontingothercult$esYoumay
encounterwhileservingin multfualional
TheknowledgeofapersonatLevelIII
comestbroughintellectualanalysis,andit
is chamcterizedby an in-depthcompre'
hension,but the personkeepshis own after you turn off the recording, silentlv
pelspectir€. The knowledgeof a pefon at road the paragraphsagain. Next, in vour
Lev€llV is acquiredthtoughlivingin the dictionaryor the glo$ary of this unit,
foreignculture.Knowledgeatthistevelis look up the words you do not know and
write their definitions in your notebook
characterizedby enpdh!; a personleams Then complete the next exercise
to identilywith thetargetcull re He€an
walk in the shoesofsomeonefromthe
targetculture.
On the left-handpad ofrhe table, Hanvcy Exercise 2
notesthatai LevelsI andIl, apersondoes
not understandthe other culture enough
to acceptit. He statesthat believabiliry is In your notebook,copy th6 following
necessary ifone groupofhumansis to sentences and insert the appropriate
acceptoth€rmembeNofthe biological
sp€cies ashuman(p.20). Thus,according
to Hanvey,in order to d/di, awarcnessof
the cultureaslighly believable,a learner
needslo reachLevelIV. Oth€rexpe s, permeated stereotype reflected
suchasScarcellaand Oxfofd(1995), conventionsPrejudice tolefance
believethatLevelll providesa good empathy attain motivated
foundationfor cultuml understanding. percpective
Moreover,successfut leamersofa
languageand culture feel motir(ted to
continueleaming, andtherefore,may L With liequentpractice,soldie$can
levelofempathy. _ in
a highlevelof ProficiencY
reachanevaluative
P€oplewithoutsuchexposuemay not bc handlingweapons.
as inclined to developunderstandingfor
2. Seniorofficersneedtoshowadegree
of_ when dealingwith j unior READING SKILL
oIIicers.

3. Although _ is nor a quality thar Exercise 4


hasbeenstressed in mililary circles,
mor€andmoremilitarymenarebeing
taskedwithhumanitarianmissions, in The following selection comos from an
whichthe abjlityto put oneselfin adicle written fo. Am6rican instfuctors
someoneelse'ssituationmay help who teach Japanese studonts. The
article is a good examplehow an Ameri-
can at Lev€l lll or lV perceivesJapan6o
culture. Boror€ you read rhe aricte, jot
4 NATO has certain_ for the down somo differences tn attitude
writing of correspondencethat are between your culture and Aherican
diflerentfion thoseofourmilitary. curture with regard to teache.€tudent

The cold the men'ssle€ping

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;

2. the capacityto be noniudgmental;

3. roler^ncetor ttttlbigaitf:

4. the capacityto communicate


rcspect;

5. the capacityto personalize


one's
knowledgeandpelceptirrs;

6. tbe capaciryto displayenpathy;

7. the capaciq,for tum taking.

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

Thanks1()advancesh transpodalionand '1hc


communicalions,lhe world is closely L 1wo men couldn't sellle theil
connected.In the area ofbxsiness and argument,so Ll Reed had lo
finance,nalions have alreadybecomc With bis help.lhey reachcda conpro-
irl€rdcpendenttor monelary sysle s are
dependentupon cach other. whal atfects
Whcn the pild mer the nrhabitantsof
onenation aflccls the resl ol the world.
thc viltageshc was protecling, his
We have seenthis effect recentLyw|en
of the situation changed.
thc counrriesoflhe Pacific Rim got into
cconomictroublci notonly wcrc their It is quite hutnanto nrakc , bul
neighborsafiected,brt also wcrc llre US thesc need io bc nade bascd facls.
on
andothcf countries.In the funne, the not on opinions or emotioDs.
lendencywill be fofnatiors to bccome
cvcn nore dependcnton each other. when hc lhinks about reiiremcnt fiom
I'arfl)' becaLrse of this inierdepcndency,
intcrnationalm i1i1aryorganizalionssuchas
L h o soef N A l O a n dt h e U N a r eb e i n g I n p e a c e k c e p i rm
g i s s i o n sn, e w
calledto irl?Dde in natioDaldisputes. are being lbr ed belweenthe natrons
'Iherole
ofthernililary is chaDgingalso. sorkingbgcther.
Insteadol being sentto war. nlililary nen
andwomcn are beiDgscnt on peacckeep- Arcric inhabitantsarc sharirg their
ingmissions.Fnthemrore, they arc being wilh tbe sailors; lheY arc sbow-
sent10*ork$,ith troops tiom other ingthcm horv to build sheltcrcrn a
counlries somclinrescounlricsabout nozcnenvlronment.
\rhichthey kDow little. Ahhough it is
impodantt{}developer./,ztlisein conrm -
nicatingwilh peopleliom otherculli'rcs, READINGSKILL
miliiary pe$onnel havethc advantageol
shs.inga military culture.as sc rvillsee in

Exercise 7

After you turn ofi the recording, silentlv Pre-reading


readthe paragraphsagain. Next, in vour
dictionaryor the glossary of this unit,
look 0p the words you do not know and Before you read the tollowing article, in
wrile their definitions in your notebook. your notebook, write answers to these
Then complete the next exercise.
howls: makesa loudcry
like a wolf or a dog

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

Exercise 8 READING SKILL

Circle the letter next to the best


ACross-Cultural
Survey
L Whopadcjpatesin BALTOPS?
a. onlytheBaltjcNalions
b. the US,theBalticnations.Russia,
G€rmany, Poland,andtheUK
A cross-cu
disco.dant
huraI environment,repletewith
viewsresultingffom lhe
dirercncesin cultures,oftengivesriseto
potemicaldiscussionThe Defense
t(
:
c. anynationwishingto panicipat€ Language InstituteEnglishLanguage
t. Whatwasthe highlightoftbis Ceoter(DLIELC)hasjustsuchanenviron-
men1.A surveywasadminisiered 1oa
a. learoingaboutforecasting samplegroupof militarystudenls to
examinesomeoftheirftotrghtsand
c. makingnewfiiends feelingsaboutcross-culturalissues

.1. Whatwasthe focusofthe slrrftce


Exercise 9

To indicateif the statementis true of


tulse, placea T or an F in the blanks.
Pfedict how DLI studedts answered.
Then read the suruey and ib resu'ts.

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:/.

Whenihe siudentswere Teachingstyles 8%


askedwhichtraitsweremostimpotanl f-ood 20r/o
lor adjustingto a cross-cultural
cnvironment, themajorily listed Ulililiesandbanking 8Yo
crriosityandself reliancc.
Cuslomsin general 26Y'
6. Most studentsdid rol have
aproblemdealingwith differing Mtcellaneous 6%
poliiicalviewsir theclassroom.
2. Howdoyoulinddcalingwiththe
differenc€sin customsandculturcs
bctweeolouandstud€ntsfromothcr
Now that you have begun to think about
cross-culturalchallenses and adjust-
ments, fead the survey and determine
how well you were able to predict the Verydiflicult l3%
sludents'.esponses.
Diffrcult 2.t%

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/.

MiddleEuropean 15% I amwillingto talkabout


19/o
Afiican
Sub-Saharan 1%
Hispanic I enjoydiscussingth€
differences. 13Yd
MiddleEastern 4o/..
,1.Howdoyoudealwithapersonwhose
As you cansee,themilitarypersonncl politicalviewsarealientoyours?
The
werefron extremelydiversecultures.
puposeofthe sanplingwasto determine I arguevehementiy. 3%
iftherew€reanysignificanlareasof I avoidthe person. tu/o
concemwith regardto cross-cultural
I believethe differences 5%
45%
Hardworking Itf/.
I amwilling to lalk about
thedifferences. 16% Prejudiced l{)o/"

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%

Overlyself-confident 1t% Flexibilily t4%

l,oud andboastful 89/" Motivation 10"/o

Rich 1P/o 8. AtDLl, officersandenlhtedperson


sonetimesfail to salute€achother.I
lgnorantof othercountries telt that the failur€ to salute
and cullures 15%
t1%
showeda lack ofdiscipline. 34%

!E.Li lnadeno difference. 4v;


ji
was good. 9v,
3yo

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.

iffir rnd dishar onywillresLrlt.


inilitarycotrrtcs)k
In tbefinal analysis.
the respectshownto eachoiherby
mcnbersofthe sarnepfofession. lr is no1
onlya lbrmol respect forthenation;itis
Listen to the readinq titled "ililitary to dclendthe nation.Enlistedpersonnel
Culture: Customs, Courtesies,and
Traditions" and follow along. The new
showmilitarycoutesyto theirofficcrs
vocabulary is in italics. As you listen to because theyrespecithc posiliorrol'
the reading, underline or circle the responsibilityheldby Lhcol1lccr.Ofiicers,
words with which you are not familiar. on the othcrhand.rcspccttheirpersonnel
because theyknowthe responsibililythe
personnel havein canyingout ordcrs.

MilitaryCulture: courtesies to lndividuals


Gustoms, A l l n l i l i t a r ]p e | S o o n €alr ec u s t o m a r i l y
Courtesies, and addressedas follows:

Traditions Whcn ofilccrs and civiliarr ofticials are


spokcD10,LhcLcrmo1-rcspccl'sir" is used.
Each senlenceor staremcnlshould be
either prccededby orte ninated wilh thc
MilitaryCourtesy lvofd "sir." but should noi be used bolh
Militarycoudesr- is basicallyno differcnt bclbrc and aller the statemenl.When you
liom coudesyin civilianlife..i!\rpolite- arc spcaking$ ilh a femaleoftlcer, the rerm
' l n a a n i ' i n s t e a do f ' s i r " i s u s e d .w h e n
,?.ir in dcaling'!ith olhcrpcople.The
' When an ofncer entersa room, the first
soldiertorecognize theoflicercalls
personnelin the room to attentionbut
do€snot salute.A saluteindoorsis
rendurel only when one is reporting.
. Whenaccompanying
a senjor,walk on
his left-
. Whenenteringor exitinga vehicle,the
junior in rankis the firstto enter,and
the seniorin iank is the first to exit.
. When an o{I;cer entersa dining
faciliry,unlesshe djrectsotherwiseor
unlessa senioroficer is already
presert,the dinerswill be giventhe
order "at ease"by the first personwho
you answera telephoneon a military seestbeofficer.Youwill remain
installation, you alwaysd$trme that the seated,at ease,andwill continue
caller is an offlcer andrespondaccord- eatilrgunlessthe officerdirects
ingly.Sone unitshaveprotocolpre- othesise.lfyou aredirectlyad-
scribedfor answering thetelephone, but dressed, you shouldrise10attentionif
thenomal procedure is to identill,the seatedin a chair.Ifseatedon a bench,
unit and yourseli and to endxhe stopeatingandsit at attentionuntil
conversation with "sir." civing thename the conversation ends.
of the companyand the battalion is
usuallysufficientto identi4,theunit. . W}lenan officeror noncommissioned
officerentersa crowdedhallwayor
Conv€rsations by seniorsir th€ presence
similar areawheretoops aretaking a
ofhoops,or informationanddirections
breal:orwaitingin line,thefirstpersor
that[eed to be shar€dwith thefoops,
to seean ofFiceror noncornmission€d
shouldbe formal, which meansthat
officershouldcall"at ease"and"make
Foper titlesshouldbe used.Junion way" so thosepresentwill moveto the
addresssenioruby theirpropertitlesat
sidesofthe hallwayandallowpas-
alltimes.
sage.
Oficers andenlistedpersonnel under
alms uncoveronly when in attendanceat . NoteI The officer or N CO may give th€
a colrt or board (prisonerguardsdo not dircctive"carryon." Thismeansthe
uncover),enteringplacesof worship, soldieror soldieEareto continu€with
indoorsifnot at a place ofduty, or in whatevertheyw€redoingpreviously.
attendanceat an oflicial reception.When This sam€directiv€ may be us€din
petsonnelare unarmed,the cap is manyothersituationsoutsideof
rcmoved indoors.wlen personnelare fbrmation,suchasin thebanacksaDd
out ofdoors,the capis neverremovedor
raisedasa form ofsalutation. . Wlen outdoors and approachedby an
Thefollowingrulesrvill helpyouconduct NCO, you shouldstand(if seated)
and
yourself appopriately in the pres€nceof !'good
Sreerrh€NCO by saying
ofEceB and anyones€niorto you h ranl: moming.Sergeant," "goodaftemoon,
Sergeant,"or "goodevering,Sergeant
. wllen talking to an officer, standat
(addinsthelastnam€,ifknown)."
attention udess given the order "at
eas€."Whenyou are drir,ssel, or . Whenyou repon to ar officer for any
whenthe officer d€parts,cometo reason,it is importantto makea good
attention and salute- lirst irrplessirr. Ifyou are outdoors,
approach the officerio \Yhonyou are the officer. Thc lorn] ollhe repo( may vary
reportingandslopappfoxirnately rwo a c c o f d i n gt o t h e l o c a l p o l i c y .b u l l h c
stepsfronl hi . assuming the position recommendedfo|mis"Siri Ma anr.Privatc
ol attcnlion.Cive thepropefsalute Sl]rithreports."
andsay.lbf cxamplc."S ir/Ma'arn.
When repolnrg to aDofljccr nr hislhcr
PrivarcSmi$ fcpo(s."Ilyotrdrc
office. the sol.ticr rcnNvcs his/hcr head-
indoors.usethe sameprocedures as
gcar. knocks. and enters$,heniold to do
above,exceptrernoveyour/,eddgzdr
so. Ile/she approacbeswithin t{o stepsol
beforerepoting.lfyou arearmed,
lhe officer's desk.halts, and salutes.lhc
holvever.do not femoveyour head
saluteis held until the repot is conrplctcd
and tbe salutehas been retured by the
olilccr. When the businessis compieted,
Actions When an Officer thc solclicrsalutes.holds the saluteuntil it
Enters a Facility orVehicle has bccDrclumcd. erecrles rbe appropft
alc lacing movcmcnl and departs.When
Whenan officer ofhigher raDkenleN a thc soldier €ports indoorsunder arnrs,the
rcom. slrnd al allcntion unlillhc ollicer procedureis the sane exceptthat thc
direcrsorherwiseor untilbe/sbe Leaves. headgearis not removcd and lhc soldier
When more lbar one person is present, rendersthe saltrt. p|cscribcd tbf the
ihe firsrb seethe olficer conmands weaponwith which hc/shc is armed.
"aftention" and the senior person reports.
'Ihc
Whcn a noncommissionedoflicer entersa cxprcssion"undef arms" means
barracks.ilhc,shc has inlbrnialion or carrying lhc anns. or ha!ing them attached
irstructiolrsfor pe.soDnclin thc bflrracks. to the person by slnrg.holslcf. or other
he/shes,ill call "al ease" lond cnotrghlbr m e a n s l. n t h e a b s c n c co l l h e a c i u a l a n n si.t
allthosc plcscol lo hear. rcfcrs 1()thc equipmentpertahing to the
arms.such as a pistol belt or pistol holst.r.
When a scnnrr omccr cnlcrs an arca rsed
asan ofticc. a workslrop,ora placeof w h c n r c p o d i n go u t d o o r st,h e s o l d i e r ' v i l l
recrealion.personnelengdged in an nove rapidly to tlre ricinitr ofthe officer.
acliviL) do nol come 1(raiieotion unless hall al a distaoceolapproximately threc
thc officcr spcnl{sb Lhcln.A.iuniorcomes srcpsfion] thc ollicer. salute.and reporl as
to attertion when addresscdby a scntur, desoribcdabovc. Il roder anns, depending
exceptin ttre iransactionofronLnre upon the silualion. thc sahrlcnlay or ma]-.
businessbetweenindividuals at work.
on enteringa vehicle,theiunior enters
first and orlers folkrw in invcrsc ofdcr of
r a n k .O n l e a v n r g av c h i c l e L
. h cs c n i o r
lcavesfirsi and orhcN lbllow in orderol

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.

Maj Keresztestoldthemento prepare


After you turn off the recording,silently well because
theyhaveonly one
read the paragraphsagain. Next, in your chanceto make a good first _.
dictionary or the glossary of this unit,
look up the words you do not know and 9. The guard was orderedto standin the
write their definitions in your notebook.
Thon complete the next exercise in the ofthe arsenal.

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

Exercise 11 Review of Modals:


Past / Perfect
cloze exercises consist of pafagraphs Contexts
which have specific words deleted. The
clozeexercise below has every seventh
wofd deletad, after the fi6t sentence. In thegrammarsectionofUnit 2, you
As you rewrite the Paragraph,insert
approprlatewords in the blanks There
brieflyreview€dthcformsandftnctionsof
is morc than one correct answer for themodalsof abiLity,possibilily.permis-
some of the blanks. sion, request,suggestlon,necesslry,
etc, rn ,Yhenlou complete
obligation,expectation,
advisabiliry,
present gfamt mf exzfc$es,
(to
presenltime coniexts describe
actron, strbe for 100%
acLion,to generalizeaboutrepeat€d
orto expressfutureequivalence) lnthis
Historyof Saluting segment, you will usesomeoi the sam€
modalsandsomecompatable oneswith
Theorigin ofthe handsaluleis verbsprimarilyin pastandperfecllime
nnceriain. Somehistoriansbelieveit
beganlate L thetime ofthe Roman
were To us€amodalin a contextcallinglbr a
Empirewhenassassinations
pasttense,follow thisPatterni
common.-L citizenwho wantedio see
a public .--.L hadto approachwillr his modal+ simpl€formofthe verb
righr - tLraised to showrhathe did
E\arnple:
-L holda weapon.Knightsin armor
TheSpecialForc€straine€caonarcb
(Lvisors with theright handwhen
25miles.
L a conrade.This practicegradually
became away L showingrespeciand,
To useanodalin a contextcalljngfor a
in earlyAmerican L, sometrmes
follow thispatt€rni
perfect1ense,
involvedremoving thehat.BY 1820,
-lll motionwasmodifiedto touchnrg modal+ have+ paslparticiPle
the -LL, andsincethenithas becone
Example:
-tL handsaluteusedtoday.
GeneralKrawczyklnay havc left tlre
ccremonyalready.

WRITINGSKILL

Gompare/Contrast

Exercise 12

Wribea paragraphthat compares your


country's milltary customs with those
descdbedon the previous pages of this
unit. Be ready to report on the difier"
encos when You ParticiPatein the
ssminar portion of this course.

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

After you go over the modat charr again,


read the following sentences,Circte the
modal + verb phrase (pasr or perfect)
that correctly completes the sentonce.
Write the correct folm of each sentence

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).

L You shouldn'rhavecaniedthose 4 Tonofiowmomingwe(shallhave


heary weaponsby yoursell you marched/ wouldhavemarched)eight
shouldhaveaskcdlor help_ advis- milesbeforewereachthevillage.
abilitv after rhe facr
Exerc ise 15 th€ colonelsaid,"Turn in
Yesterday
yourreportbeforeyou leavetoday,"
so I (work) late.
Cho6e ihe modal + ve|b phrase that
best completes the ssntence. Note l. The witnesswasvery colvnrcing.No
aspecrsof logic and or time involved in (deny)the truth ofhis
0|s ssntence, Be preparedto .xPlain
why you selected the answer you chose.
write the correct fom of each sentence Therewasdebrisall overthe beach.
The ship (explode).

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.

2. Despitetheirbestefforts,otrt soldi€rs 7. Thetrainingvideothat laststwenry


(couldn'thaveovercone/ couldn't minutesstartedat0900.It's0930,so
thsrecruits (finish)viewingit.
overcome) theenemy-ourtroopswere
too greatlyoutnumbercd. In yearspast,whenev€rthe academy
for you to clean
3. Il wasn'tnecessary graduatesheld a reunion,they
theJeepalone.You (musthaveasked/ (have)dinner togelher.
couldhaveasked)SgtAndrewsto
helpyou.

4 Yo shouldn'thavecleanedtheJeep
alone.You (oughtto haveaskedi
might have asked)Sgt Andrews to

5. I'm not at all surewheretbenew


officers ar€. They (must have gone/
mighthavegone)to thelrquaters.

6 Why did you showup dressedlike


this?You knowyou (shouldhave
worn/ couldhaveworn)your dress
uniforrn.

Exercise 16

comDletethe sentences with a suitable


modal + verb phrase based on the verb
in parentheses.Wrlte the completed
sentenc€sin your notebook,

l. Had we known that the delegateswere


planningto visitus,we _ (plan)a
Exe rcise 17 Exe rcise 18

Some of the sentencesin this exefcise Completea combination chart on modats


contain errors in modat use, tf rhe in present, future, past, and perfect rime
sentenceis correct, mart C in the contexts by following these instructions:
blankt if incorect, mark L Write the {'l) In column 1, usins the verb in pa.en,
corrected sentences,as we as the theses, provide a modal + verb phrase
in your notebook. that appropriatetycomptetes the sen,
ience. (2) ln cotumn 2, identifyrhe time
context of the modal + verb phhse. (3) In
column 3, describethe meaning of the
Lxarnple: modal phrase.Draw the chert in your
notebook,and enter the informationin it,
have The fiFt entry is done for you,
I The sokliercouldn'tH clinrbed
thathillevenifhe hadwanted
ro.
l. We shouldhavego to rbe Oot mrss)thecolonels
messhall betbrcit closed. b r i e f l n gH
. e w i l l b e u p s c ti f v o u d o .

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.

6. The instnrcloryou arc hoking


fbr nrightofgone to theTechnical
I-ibrary.

7. l he pilot oughtnor to have


left the classifi€ddocumenrs unat

I'm so||yI don'thavea manualto lend


you, but you couldaskSgt Sanders.
He (have)one)ou canuse.

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

Exercise 19 " l h c o b i e c t i v eo f t h i s e x e r c i ! e' s 1 0


develop proceduresfof lraining in
Pre-rcxding pcacekeepingopcralions." said cxercrse
director Mrj Gcn J.C. Kosters,conxnandcf
"A.onDon
ot'the Dutch lli DirisioD.
fhis anide is about the coopelattve oDJeI s/2n.J'j|-g ot Pea. ek.,.l'h1!. t,il/
Itlrt'94 Mt:ltta,v Exetcl.e /n voa'
mutttnational uutltuve tltc zbi/i.-r ofN"1 To a''f Prj'
&nioT what is the s@/ of hrccs to oPcntc tugcther h ttsPo'se
k'
erercises like this one?

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.

Parlicipaling in CooperaiiveSpirit bas Dulch Mai Jar Mulder servcd as


becna highlighl ofDaza's four-pfus years conrpoundchiefat asite near F.nnelo.lhc
in the Amry. "l've ncvcr had tlre opportu- NetherlaDds,whcrc severalofthe pla
"As head of
nityto work with soldicft liom so many toons nranncdtositioos.
rotrntricsal oDc time,' he siid. umpifes, I armngeibe incidents," he said.
'l lurn lhe prcssrre knob and whcn the
'1
he t2ith's spcc Atlon crocket
com ander'sevestum 'cd' l lowerit
echocdDaza's sentimenis."worknrgwith
soldicn liom ollrer countriesbuilds '!l havc to stop some ofthe ircidcnls
conlidcncc,"he said. "S€eing their bccatrsclhet can continue for hours,"
professioDalismand hor\'lhey do things added Muldcr, who said the incidents
givesus sone conccpl ol how we'd fighi were all takcn Iiom reportsoloccurrences
together,and how much wc coukl trusl during actual pcacckccpingorissionsover
lhe pastthreeycars in Somalia.Rwanda
"What's good about this exercisc is andthe fonncr Yugoslavia.

that we gei to do new things." said Some soldicrs considcredoiher


Bannrgton."'Ttrnnc1operations,'lbr aspectsofCoopcralive Spiritto be a
c x a m p l ci,s a n e w t e r mf b r u s .l t ' s a reprieve liom tbe pressure-cooker hostages persons
difiircnl way ol donrg convoy opem- s.enxrbs that required quick, nonvnrlenl kepi prisonersunlil
cedainconditions
I I i s s o l d i e r sh a d i o e s t a b l i s ht w o They inchrdedfifiDg I'olish riflcs al the
checkpointsalong rhe convoy route nrfanlry f iring range;mine fi eld awarcncss. reprieve a tenrporary
whererhey anticipatedthe most danger. whcrc thcy got a look at anripersonDcland
Thenihey patrolled the area in betwecn antilank mjnes fron various cotrnLrics;and
with two vehicles."Ordnrarill. wc'd ride ihe Dutch Infanlry Movcmenl Qualiflca-
with thc convoy thc cnLireway,' tion Coume.where they crawled under
Barringtonsaid. obstaclesunder simulatedcombaL
"Wc l€amed
that the rebels pretty
mxchown the road, and they won't open Ir the niDe field, Dutch engineerSSgl
il unlcss)'ou talk to them," said SSgt Marc Swelsensharedsomeofbis experi-
MichaelFoote."We had the nrissionto cnccs wilh nrincs during six monlhs in
guardthe convoy. and thc Rtrbblcs sl(l)d Cambodia and,rnofe recenily.ir
in thc road and demandedfood. My Mozambique,wherehe taughtm ine field
lieutenant had to convince them thal ihey clearingoperations.
couldgei fbod at a desigrated U.N. safe "Wc work a lotwitl Americans."
Swclscnsaid ofhimsclfand other Dntch
IllegaI checkpoints,commonlyset up soldiers."I di.l in Cambodia.Another
by localswho tfien barter wjth the Dutci trstructor had tbe experienceit
soldienfor food and tuel in cxc/rar8e fbf KiAali, Rwanda.
satapassage,aho i(epr rle pcac.*cepers "A lot of tc soldiers
here arc goitlg to,
or have been to. tt.oubled connt cs. We
Adjul.rt ian Den Be$en, a seDior caDall lean Iotn the ollersides," hc said.
''Thats
ni!tu. Dlrrcharinr said i//esal what coopctation js about. Ihat.s
rc coihon h reatwortd whatthis whole exerciseis about.'.
an Benentl! setup along
Evaluatjon ofthe exer.t:re b, abou/ -tO
obqycEtt D /q2r222i ,,2r?t/c- /.:-/z)

"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

7. According lo SSglDulmagc. whyhas


lhe exercisebeenan c)c opcncr?

8. Why did CaplBarrnrgturthnrkthis


\vasgood?
exercise

9. Whcredid Maj Muldefsetthe


ircidentshe usesas a basisfor the

10.Accordingto Col Belbo,whar's


importantwhenlrations\vorktogether
in pcacckeepingoperations?

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.

Procedures for Numeralsshallbetransmitted


digiibydiqitexceptround
Radio figuresashundreds andthou
Communications sands.
N NOVEMBER
1 . PREPARATIONS B: BRAVO O: OSCAR
C : C N A REL
a. Makesurethereis a power D: DELTA 0: QUEBEC
sourcethat is sufficientand E :E C H O R: RO[.4Eo
ensurecorrectconnection to the Fi FOXTROT Sr S ERRA
radioset. G:GOLF T TANGO
H HOTEL U UNFoRlvl
b. Checktheantenna andcables l: LNDIA V V CTOR
ensuring
tightandcorfect J JULLET
Ki KLLO X X.RAY
connectionto the radioset. Y: YANKEE
L: LMA
M MIKE L ZULIJ
c. Connecttheaudioaccessories
of
andcheckthefunctioning NUIV]BERS
0 ZERO 1: WLIN
2 TOO 3: THUH-REE
4 FO-WER 5 FI.YIV
TRANSMITTING:GENERAL
6 SX 7 SEVEN
INSTRUCTIONS 8 ATE 9 NNER
a. Makeyourmessage
briefbut EXAI\4PLES
precise. 12:TWELVE
44 FO-WER FOWER
b. Breakthe messageintosen- 90 NINERZERO
withpausesin
siblepassages 136ONETHUH REES]X
500:F YIVHINDRED
TOOO SEVEN THOI]SAND
c. Ivlakesureno oneelse is 16000:WUN S X THOUSAND
on the netat the
transmitting 1478:WUN FO-WER SEVENATE
samettme. 1SA:WUNNINER ALPHA

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

SGTMottl€y: DELTA LIMA INDIA


ONI]ZERO,TIIIS ISDELTA LIMA
IND]A'IWOZERO,FIREMISSION,
Expressing
OUT Opinionsand
LCOLHavlic: FINALROUNDTOBE E n g a g i n gi n
F]REDIN HONOROFTHE RETIRE- Hypothetical
MENTOF LCOL JIMPENNEKAMP.
ONEROUND,OVER
BASEPEACtr, Situations in
ScTMottley: FINALROLINDTOBE
Group Discussions
I,-IREDIN HONOROFTHE RETIRE-
MENTOFLCOL PENNEKAMP,BASE l-hereadings€lection" M ililaryGroup
PEACE,ONEROfJND,OUT Discussions" in Unit 2 addressedthethree Re I the entfte texl
formsofgroupcommunication usedin lhc
LCOLHavlic: H.E.,CHARGEFI-YUV, military-the;nformalconference, thelormal *hole llctura The

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.

I LCOLHavlic: ITISINDEEDMY Opinions

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

. Beforewe moveon toihe next


question,do we all agree?
on
,1.The comtriesofEaslernandCentral
Exropeneeda strongsecuriry
fiamewolt in orderfor themto develop
MakW an oatline
dssistsjou to relate

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

I . Are thereanyotherideas/com- A discussion leadermayaskparticipants

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?

Sanple expressianof an opinion:


I agreebecause, whenwe hold on to
I $ercoq/pes, dit]jcultto appreciate
it is
I the personalachieveDents and
I qualitiesofapersonfroma different

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

Continue proparing your oral presents-


tlon for the two-w€ek cours€ by gath€r
Ing any noc€ssaryinfomation.
Liasor OU]cerro Gen Black. to discuss
GLOSSARY
thc upconing changeolcomrnand.

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

Havnrg edited thoroughly. ll Rite got d i s m i s s( d i s M I S S ) v r t o c a u s eo f a l l o \ vi o


rid ofmostolthe ambiguit\ in the
A f t e r a l o n gm e e t i n gr.h cc o m m a n d e r
dismissed hisslall lbrrheday
a s s u m c( a s S U M L ) v : t o s u p p o s er;o
lake fbr granlcd
e n p n t h y ( E M p at h y ) n : l h c a b i l i t yt o
lfCapt Marcos is Dot hereir five shafc in another's emotions and
m i n u t e sw
. e w i l l a s n m c t h a th e i s u o t feeli0gs
I1'tlrercwcre lnore qup3d} io thc
world. Lherewould be lessstrila.
.rttaitr (at I AIN) v: 1(rgain. accomplish.
e n g a s e( e nG A G E ) v : 1 0i n ! o l v c o l
A c a m p a i g np l a n c o n s i s Losf v a f i o u s occupy, io eoier inlo conflict, to
opcratjonslauucbed1()411ai!specific attmct tle atten on
goals wilhnr an area.

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.

The Liason Offrcerto CeIr Snlith


called his counterpaft,Capt Joncs.
tE
i'nprcssion (im PRESSIon) n: an efiict Fromthe fl ameoffelercncc olOricntal
produced on rhe mind or sensesby culrures,p-a.U!g!ei!may bc lacknlg nr
someforce or hfluence A ericancultufe.

The Vietnan War madea lasting


p r e j u d i c €( P R E Ju d i c e )n : a i u d g n r e not l
irnpressionaboutwar in the Arrerican
opnrion formcd belbre the fhcis are
l ( D o w n i; n t o l e r a n c es.x s p i c i o n ;
unreasonablebias
i n t c r v c n c ( i n l e r V E N F .v) : t o c o m e
bctwecn so as 10modify. hindcr. or 1'o ftcc ouNelveslio Uqlu!!!9, $ e
scLllcsomc aclron, argumcDl c1c. n r u s lq u c s t i o no u r b e l i e l i a n d d i s r e -
gafd fiosc lhal do not have a good
UN militarytbrces have intervenedin a
n o m b c ro f d i s p u l c st h r o u g h o ' rtth e

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.

The Aircre\v oflhe YearCompetition A m n S m i t hr e n d e r e tdh e N a t i o n a l


otivatedNavy, Mari0e. ard Coasi AntlrernbeautifLrll).
c u a r d p e | S o D n e l tsoh o wt h e i rb e s t .
s t c r e o t y p e ( Sl E R c o l y p c ) n : a l i x e d
p e r c e p t i o n( p c r C l - Pt i o n ) D :t h c l i n . l i - n o t i o no r c o n c c p l i o na. s o l a p e r s o u ,
! i d u a l l n r r u i t i o nn. r s i g h Lo.f k n o w l c d g c group or idca. which allows lbr no
g a i n c db y p c r c c i v n r go. r b c i n g { r a r c i n d i v i d u a l i z a l i oonr c r i l i c a lj u d g r n e n t
or the conceptso formed
Befbre they can gain entranceinto all
our pq!!!!iql! of the lvor1d afe n r i l i t c r y . i o bw
s .o r n e ns t i l lh a v el o
all-ecledbv our cullLrmlvalues. ovcrconic many stereotvoeswhich
portray $ern as weak, illogical, overly
p c r n c a t c ( P E Rr n ea t e )v : t o p e n e t r n ioef emotiooal.or overly coDrplaisaDt
spreadthrough: to pass iDto or
Lhroughand aft_cctcvcrf part o1' t o l e r u n c c( I O l . e r a D c c r) r : w i l l i n g n c stso
ARef ihe tnrck accident, a strong smell feconize aDdfcsl'ccl olhcrs !ie\as.
of gasoline pg!!t94a! tlre afea beliefs. and practiccs.c1c..wilhout
s h a r i n gt b e m ; f i e e d o ml i o n r b i g o l r yo r
p e r s p e c t i v e ( p cSf P I C r i v c )n : a s p c c i l ] c pfejudice
p o i r Lo f ! i c w i D u D d c | s l a n d n rt gh n r g s The new commander hasmore lqlgl:
4!!q lbr peopleNl]o disagreewith hiln
T h c ! i c l i n r so l t h e a s s a u lpt r e s e n t ead t h a nd i d t h e p r e v i o u so D e .
perspectivetbatwas differeot from the
vicinity(viCIN i ty)n: ncighboring
area;
closcsurmundnrgs
p o l i t e n € s (sp o L l T E n e s s )n : c o u r i e s y , Il is crstomary to rernoveourcap in
considc|?lion lilr olhc|sl reflnemeni in Lhcviciritv of ouf flag.
nrxnDersof rasrc
Military
Expressions
F a l l i n ga p a r t : r u n d o w n ; n o li n g o o d
I
Sendthat truck to the fepair shop. It's
f:rlline apat as we standhere.
-

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

We've gor to have someonero flLlle


gapwhile Sgt Erodcrick is on leavc.
Exercise 26
G obbledygook:uninlc igiblc infofinarion
AII thal gobbledvEook],ou sec on ihc
There ar6 many mititary expressions
an., a few more a.e given here, Lisren screenis ar encrypredmessage.
to and repeat the expressionsand the
G o o f u p : l o r u i n ;a o s p o i l
l hat fbllow can ggqllhings !p faster
than anyoneI've ever known.
Crummy: of poorqualilyor appearance
The roomswerenot bad,burlhe
lilmiture wascrulnmv_ MilitaryAcronyms
Curt.in offire: balfage;baffieroffire
ACCIS:Automared Conmandand
Our troopsadvanced
behinda heavy ControllnformationSystetn
cllltainoffire.
ACOSrAssistantClriefof Staff
Diwyuprtodivide
pubtica-
ACP:AlliedCommunications
The supplysergeantwilldivw up thc tions
rationsfbr eachcompany.
AORi Areaof Responsibiliry
Dogtags:nilirary iden.ificariontags
CJTI i Cornbined
Joilt TaskForce
worn on a chainaroundrhc neck
All militarypersonnet
arercquiredto COS:Chiefofstaff
weartheirdoeragsdurnrgtbe FTXS.
DCP:Deployable posr
Command
Dovetail:to coincidewirh EODi ExpbsiveOrdnance
Disposal
The adjacenr
division,spjansfor the FTX: FieldTrainingExercis€
attackdovelailswirh our own.
ICC:IFORCoordinarion
CeU
Down andout: iotallydefeated;
in the
worstpossiblecondition IER:lnfomationExchange
Requircnents
We got hitwhenwc werealready LANDCENT:(Al Iied)Forces
Central
down and out.

Eagerbcaver:a personwhojs overly NICSrNATO Integrated


Communicarions
System
Lt Cordonis sucl an eagerbeaver PARPrP1}Planningand
Reviewprocess
thath€comesto work earlyand
SALUTE:Size,Activity,Location,
Unifolm,Time,Equipmenl
il
SHAPE:SupremeHeadquartersAllied ENRICHMENT ACTIVITIES
PowersEfope

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

L l gredrdealofis usedwith non-


countablenouns.
TbeteamreceivedextensiveEOD
training before enteringthis dangerous

The DCP was provided weaponsfor a


possibledeploymentto Bada Luka.
l h e r c i s a g f c a tc l c a l o l o n u c h )i c eo n
Authentic Reading
T h e f o l l o w i n ga u t h c n l i cr e a d i n gi l l u s t r a t c s
:a
the inpoltance of narions' cooperalingin
orderto achievea commongoal.
H e l p e n d sa g r c a td c a l o l ( n r u c h t) i m e

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

2. Capl Wallcrsspent time l c a d c r s c r e a m"sV. Z a k l o n l t h e S l o v c n i a n


prcpaf
ingthismornings briefing. l i e u l e n a n)t, e l l s .' F e d e z e k b e !t "h c H t r n g a r -
ian cadeicornmandercries.Dircrcnl
L T l , e c a p t a i nh l d m a d e l a n g u a g e s s a m er e s p o n s el.h e s o l d i c r s
lransparenciesfor ihe otlP (ovefhead heafnrgthc ordcrs are already in the
processofcanling then oui. A sDip€r
has fired aDd cvcry pcrson knows he must
There has been excilement
about the upcoming war ga'ncs. ' ' u n d e c I t r n c r i s t r l ?a" M o l d o v a n

, money has been spent on the infantrymanscrcans. Ku eshtesniperi:'


echoexan Albanian platooncommander.
" K u s o n s D a i p c r ? ' a nE s i o n i a ns o l d i e r
. soldierswill be ready t0 go on c r i e s .N o m a t l c r . l h cs o l d i e r sa r ea l r e a d y
maneuversat a moment's notice. asking thernselves,"Whcrc is ihe sniper?"
"Vperedl""lbr$ard io atiackl" rhe
,l
Ukrairian leadcf orders his troops, once
t h e l o c a i i o no f t h e s n i p e rh a sb e e Dd c t c m i n c d . ' l n a i n t e l "I s h o u t s l t h eR o m a n i a nc o l n -
mander."Do ataku napfozodl" ordersthe l'olish captain.

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

2. Where lvereihe exercisesheld and $.ha1wasthe weatherlike?

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 ?

4. What is meant by the phrase"Lhc atnosphere ofinternational cooperation"?


5. WhaXwas the outcomeofthe event?

Exercise 3l

Bororoyou read the roUowing6€l€ctionfrom oPEMT|ONS PLANNTNG PROCESS(OPP),a


NATO unclassltle.l publi@tion, write answ€rc to th6o throe ttems
After reading ths s€lectlon, complete the oxercl3es that fottow tt.

1 . In your o*n words, what is the purposeof opemtionsplanning?

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.

Sam KlffL Chart

campaignplan
carnpaign

sequencing

sequelsand

Operations Planning Process (OPP)


[Excerpt]
NACCiPFPUNCLASSIFIED
CHAPTER,l
OPERATIONSPLANNING

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.

b. defrneclearlythe conditionswhichconstitutesuccess. motion,propelled

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,

c. achieveunityof effortfor maritimelandandairforces and

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

and use can adcl


relatedirectlyto the conceptof phasing.Theirproperanticipation
) flexibilitytoa campaignor majoroperation.The commandershouldneverbewithout
I
I options,andcarefulplanning ofbranchesand sequelscanreducetherisksassociatecl
withtransitionbetweenphases.
: a. Sequelsare subsequentoperations basedonthe possibleoutcomesofthe
I cunentoperation.A CampaignPlantypicallyincludessequelsas subsequent
I phasesin an operation.Forexample,a "CounterOffensive"
wouldbe a logical
sequeltoa "Defence".Executinga sequelwill normally
mean beginninganother
i phaseof thecampaign. sequels
Planning is a plocess
continuous durlng an
operatlon.

b. Branchesarc contingency operationsplansoptionsbuiltintothe basicplanfor


changingthedisposition, or dkectionof movementand
orientation, alsofor
acceptingordecliningbattle.Theygivecommanders by
flexibility anticipating
opposingforces'reactionswhichcouldrequirechangestolhe basicplan Plan-
nersmuatanticipate branchesanddevelopcontingency plansto provideappropri-
ateflexibilityto the commander.

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

I 1.centerofgfavily _ a. a hill,a town,ora baseofoperations


2.linesofoperalion _ b. inledorandexteor

_ 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

Keeping a Learning Log

Exercise 33

Followthe inst.uctionsfor comptetingthe LanguageLearningLog


that weregivenin Unlt 1,
tl
You will needUnit l ofthis recording.a tape/CDplayer.notebook
paper,pencil, andyour copy

\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

I doesnot meanblind obedience.


Endurance
Enduranceis similar to courage.Itis
the mentaland physicalquatitywhich
enablesa personto wirhsrandpain,
fatigue,shess,and hardship.

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

Sentenccscontaining if clauses are


Selectthe word which best completes
c a l l e d c o n d i t i o n a ls c n l e n c e sT. h e y a r e
the meaningof each sentence.Use the
used to express possibilities. guesses,
wishes, and regrels. Conditionals are
c o m m o n .e v e n i n d a i l y c o n v e r s a t i o n .
They afe the only !r'ay 1()communicale
I lf a soldierdocsanexcellenijob,give
him
T h e r e a r e t b r e ek i n d s o f c o n d i l i o o s i h a t
1 give rise to conditional senlcnces:
p r e s € n tn n d f u t u r e r e n l c o n d i t i o n s .
p r e s e n tu n r c a l c o n d i t i o r s , a n d p a s t
uoreal conditions.
2. I hadto . him bccausehe didr't
do asI told him to do. Conditional sentenceshavc two palls:
t h e m a i n c l a u s €( r e s u l tc l a u s e )a n d t h e
i r c l a u s €( c o n d i t i o n ) .

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.

lfyou can't find CaptAdams,checkin


th€"J" area.
lfyou arelookingfbr CaptAdans,
you canfind hi|n in the"J" area.
2. a. He caDassess
my perfonnance
ifhe ta
b. IJecouldassess
my pefomarce if
lfyou haven'ifbundCapl Adams
yet,you probablywon't. He rnay c. Ifhc wanted.he canassess my
havealreadyleft for the day! pcrformance.
d. Il he will waDt,hc canassess
my
Whena conditional claxsebegiosa performance.
scnLcncc, a commars usedlo separale
it fionr themain clause. 3. a. I will praisehim ifhe dcservcdi1.
b. I will praischim ifhe deservesii.
Example: c. Ifbe descrvcsit, I hadpraisedhim.
Ifyon arerunning
for exercise,
I'llrun d. ll hc haddesenedit, I will praise

Whenthe ifclauseIollowsthemain Unreal Conditions


clause,a commais nol Lrsed
to separale
it fromthemainclause. U n r e a l o r c o n t r a r y - 1 o - l ) ccr o D d i l i o n s
a r e t h o s et h a t a r e i m p o s s i b l e ,i n p r o b -
Exanple:
able,or not likely to happcn. They can
I'll f n wilh you ifyou aferunningfor l r e l o n gt o e i t h e rt h e p r e s e n to r t h e p a s t .

Present Unreal Conditions


Exercise 4 We uscthc unrcalpresent conditioDal to
f€lbr 1{)rnrcal, or hypothetical,situa-
Choose the one propefly structured
conditionalsiatement,a, b, c, or d, which
indicatesa condition in the present.
tions.The verblbrm in theif clanseis
in the subjunctivenood, which is like
the sirnplepastterse, exceptfor the
11
a
vcrb be. Were. not was, is usedwith
singularnounsandl, he,she,arrdit.
The verb lorn in the rnain,or result,
I a. ilwe wanteda goodunit,we
clauseis rvould+ simplcform of th€
establishmutualtrust.
b. lfw€ will rvanla good unit, \!e
establisbmutuallrust. Eranrplc:
c. we esiablishnutual tnrstilwe
hadwanteda good unit. If I wereyou, 1lvouldtakerhe
d. We nr sl cstablishmurualtrusr;f leadershipcoursc.
we wanl a gooduni1.
Couldor might may be usedinsteadol
would with a slight differencein
meaning. Could expresses abiliryor
possibility,but doesnot includedesirc
or willingness.Would indicales |hc
desireto do someihnrg.Might nldicatcs
a slight possibility.

couLd + the simple lbrm ofthe verb


mrgnr
Exalnples:
He wouldprobablylecl bctlerifhe
exercisedregularly. 4
lfyou left Ibr the bordernow,you
couLdbe thcrein two houls. could + have+ pastparliciple
mrgnr
PetryOfficcr Mills wouldanswefthe
phoneifhe wcreat his desk. Examples:
' didn'lknowtbercrvasdivingpractice
lfit wercn'l raining.we could.ioglbr Iaslnight.I wouldhavebeenthcreifl W ting dotetl
hadknownaboxtit.

IfSglRedfordhadIeftat0900,hc
Exercise 5
wouldhavebeenthereby now.

Chooso the one properly structured Exercise 6


conditionalstatement which indicates an
impfobableor conlrary-to-factcondition
Choose the one properly stuctured
conditional statement which indicates
that the time has past and the condition
L a. Wecoulddo more;fwc willbuy could not be fullilled because the action
n$v machlnes. in the if clause did not happen,
b. we coulddo moreif we boughl
new machrnes.
c. lf we hadboughtnew machines,w€ L a . I f h € h a d s t u d i e dh, e w i l l P a s s .
will do more. b. lfhc had studied,he had passcd.
d. Ilwe hadboughtoe$'Inachnres,we c. He would have passedifhe had
q coulddo morc.
l d. IIe would have passedifhe studies.
2. a. We wouldwin ilwe will have
betterlcadership. 2. a. Ifshe had lried, sbe could succeed.
b. lfwe willhave betterleaderslrip, b. Ifshe had tried, she will succeed.
c. She could have succeedcdifshe
we
c. lfwe hadbetterLeadership, willtry.
d. She could havc succeededil slre
we
d. lfwe hadbett€rleadership, had tried.

3. a. Ifthey had known the tesi was


i. a. You cansucceedil you tried. difficult, they would stxdy.
b. You couldsucccedifyou tried. b. lhcy would havc sludied jfthey
c. You couldsucceedifyou have know the tesl was difiicult.
c. Tbey would have siudied il theY
d. You cansucceedifyou havetried. had known the lest was dillicult.
d. lfthey had known the test was
Past Unreal Conditions diffrcult, they will study.

Lookingback a1past times,we know


whethereventsreally occurredor not.
By usingconditionalsentenccs, we can
still talk aboxl eventsthat did not

For the pasl unrealcondition.the verb


in the iI clauseis in the perfecl subiunc-
tive, which is like the past perfecltense.
q Theverb in the rnain clauseis in the
pcrfcctconditionalfonn.
Exerc ise 7 Exercise 9

m
copy the sentences in you. notebook.
Then complote each sentonce with the
corect fom of the v€rb given in

l. lfl knewMaj Kenny'sphonenumber,


l_*(call)hn]l'
Listen to an excerpt of the lecturc titted
"Leaderchip"by colonol
2. He woDldhavemad€theranl(ofChief {Ret.) Paut G.
Skowronek.Take noles and then write a
PettyOfiicer ifhe (pass)the summary,just as you did in th€ preced-
ing exercise.Listen to the tecture one
time and lake notes. Then, write a
3. We mayhavebettercorununication
if summary from your notes, lf you noed to
(get)a newcaptain. liston to the exce.pted lecture more than
one time go back to that sogmentand
4. If CommanderRandall_ (not,
anive) early,he wouldhavenissed
the admiral'svisit.

5. lfl (be)you, I wouldprepare


for the briefing. VOCABULARY

6- You may go now ifyou


(fi nish)the assisnnenr.

WRITING SKILLS

Liston to the reading ti!€d ..The Prin-


cipl6 of LeadeFhip,Part 1." Hightight
the words you do not know and check
their meaning in the glossaryat tho end

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

Know Your Soldiers and


Look Out for Theii well-
Being
l. He hastrainedfor y€arsandhas
becomea very dfleman. You mustknow andcarefor your
soldiers.They needto know what you
2- We mustwork to problems. want done,whenyou want it done,and
rvhatthe performancesxandardis.
L Movingin rhedarkwillhelpus
Supervisingletsyou know ifyour
soldi€rsunderstandyour orders;it
showsyour interestin them and in
missionaccomplis}ment. Oversupervi-
ln your notobook, answer these
sion ca]usesresenlment,and undersu-
comprehension questions.
pervision causesfiustration.When
soldiersare learningnewtasks,tellthem
what you want don€ and showthen
What is the reasonfor trying to know how you want it done.Let themtry.
yourself.) Watchtheir performance.Accept
In which threeways doesa leader performancethat meetsyoul standards;
developtacticalandtechnical rewardperformancethat exceedsyour
proficiency? standards;correclpeformancethat
doesnot meetyour standards.Deter-
Wlax must leadersat all levels do, mine the causeof the poor performarce
especially
dudngwartime? andxakeappropriateaction.when you
hold subordjnatesdccarntable to yot)
Wlat may a delayeddecisioncause for theirperformance,t]ley realizethey
dudngwartime? areresponsiblefor accomplishing
missioN both as individualsand as
Build the Team appearsunableto meetexistingstan-
dards.Your cballengeas a leaderis to
Warfightingis a teamactivity. You must
attain,sustain.and enfor€ehigh stan-
developa teamspirit amongyour
dardsofcombat readinessby meansof
soldiersthat motivatesthem to go
to ugh,realistic,m ulti-eche1on,combined
willingly andconfidentlyinto combatin
a quicktransitionftom peaceto war.
Your soldiersneedconfidencein your
abilitiesto leadthemand in their Exercise 11
abililiesto performasmembersofthe
team.You most train and cross-xrain
your soldiersuntil they have confidence Rew.ite these sentences inserting the
in the team'stechnicalandtactical appropriatovocabularywords in the
abilities.Your unit becomesateam
whenyour soldierstrust and respect
not only you but also eachother as
tminedprofessionals,and whenthey L You mustcontinuallyensutethatyour
seethe impot1ance oftheir contribution soldiers'lrainingis

2. He's feeliig a lot of


wasn t promoted.
EmployYourUnitin
Accordancewith its 3. Thecommander is held for tle
Crpabilities actionsof his soldiers.
Your unilhascapabilitiesandlimita-
tions.You areresponsiblefor recogniz' Exercise 12
ing both ofthese facts-Your soldierc
will gainsatjsfactionfrom performing
tasksthat are reasonableand challeng- Reviewall the words
ing,butthey will be frustratediftasks soction by matching
aretoo easy,unrealistic,or unattain-
able.You must coniinuallyensurethat
yoursoldiers'training is demanding.
Talk to your own leader;decidewhich _1. casualty Judge
tasksare essentialto accomplishing
yourwadghting mission.Do your best _2. ttail b.
in a1lareas.Use innovativetraining peer
_3.
techniques andre-examinetlre coDdi-
tionsunderwhich traidng is being
conducted; however,do not lower skilled
standards simply becauseyour unit
_5. comprise

_6. hafdship difficulty

_T.proficient s. person of

8. bold h.

_9. standard i . death, injury

_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

Use of Force Copy these compfehension questions


and answef them in your notebook.
:"s;;;t$d{ggt.
Thc proper Lrseoftbrce is crirical nr a
S*im.D scan to get il pcacckeep nrg o peration.The imfroper
the irlea qaichry. ti Whatis criricalnra pcacckecpiog
usc ol lbrce to aitah a shot-tern tactical
Whenliou :ll successcan lcad to a long-term strategjc
u,tdcrstunl the "j
failure.ln the furLrrcmore and more rcquirein
Wbatwillmilitaryoperations
genefat or matn -1 m ilitary operationswill rcqLrirepartici- LhcIulure?
idea of ( rctding, il pants to apply varynrg dcgrccs oftbrce.
ranging liom the individual decisionola Whardoesa sjgnificanlpal1ol nriliiary
s o l d i e r r op u l l l h c l d g g e r t o a c o m p a n ! tminingneedto bc focusedon?
1l
From peaceoperuLionsto iraditional Exercise 15
lbrce-on-force engagcmcnts.the
operationaltempo and rulcs of engage-
mcni(ROEt can changequickl!, aod the After readingthe selectiontitle "what a
forccs nccd to preparefor rhis challcngc. Leader llilust Do," discuss in writing the
A significant pan ofdreir trai ng necds ways the leader provides pu.pose,
to be foctrscdon tlre use offorce and direction,and motivation,use the
qlestions as a guide in your discussion.
ROls lbr individu al responses.
A s p o l i l i c a lr e a l i t i e s c h a n gm
e .i l i L a r y
fo.cc\ a.c now placed in situationsLhal L Wbataretwo thingsa lcader usi
arc morc thmiliarto civilian lawol'ficers
and thal reqnirea ore discriminatiDg
useofforce. Even lrad ilional tbrce-orr Whatadvantage is thcrcro iocludurg
in rhe planningprocess?
subordinates

What is one consequence


of

require?
what doescounselnrg

rT
i What a Leader . Teaching,coaching,andcounsehtg

Must Do . Tranring.

Knowing snd Maintaining


Leaderscanlosebattles,but only Standards. As a leaderyou havetwo
soldierscanwinthem.Havingtheright first is to knowthe
responsibilities:the
values,beliefs,character, exhics,and standards of yourrnilitaryservice;the
knowledgeis necessary, but it doesnot secondis to enforcethe established
ensuresuccess on the battlefield.Soldieru standards.Yolllsoldierswiu quickly
mustb€ properlytrained,equipped,and recognizewhelheryou knowandenfbrce
employ€dby the leadersto enhance their standards, andlhis will setthe direction
probability ofwinning. Leadersmust also for your unit.
pro\ide pulpose, dircction, nd nati.ra-
rio, to meet the demandsof combat.The Setting Goals. Settinggoalsis a
requircments arethe samewhetheryou criticalpan ofleadership.Whendevelop-
leada combatunit, a combatsupportuDit, ing goalsfot yourunit, remenberseveral
or a combatservicesupportunit. key points:(1) goalsshotrldb€ realistic
andauainable;(2)goalsshouldleadto
improvingconbat readiness; (3) subordi-
I Provide Purpose goal-
natesshouldbe involved in the
setting process;and (4) you must develop
Purposegivessoldiersa reasonfor
i a program to achieveeach goal.
I doingdangerous thingsunderstresstul

i circ mstances.lt focusessoldiers'


atientionandefforton the laskor mission
Planning. Planningis asessential
for successin peacetimetraining as it is

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

* canbelpyou developa betterplan;their


how to think creatively and solve prob- thought
! pa(icipationh the planningprocessglves
lemswhileunderstless.On thebattlefield,
! soldiersmusthaveaclearconceptofthe thema persoMlirtereslin seeingtle plan
I objective.You mustcomrnuricate your
intentso thatyour soldi€rsare ableto
B understand the d€siredoutcomecleatly.
tr R€member thatthiscanbe achievedonly
ifyou explainwhatyou wantto occurln
clear,concise,andcomplete1erms.
II CoIInmmication
soldierslisten.
is effectiveonly ifyour

Provide Direction
Ituowingandmaintainingstandards.

S€fiinggoals.

Planning.

Makjng decisionsand solving

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.

Jeffi Wlat wouldhavehappened


Exercise 16 if you hadn'rsuccessfutty
accomplished thetraining?
Lt Lee: IfI hadn'tcompletedthe
trajning,I wouldn'tb€ a
memberofthe special
combatforce.I wouldn'r
havebeenpromotedeither.

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

Exercise 17 Listen again to the diatog titted .,tf you


Hadn'tJoined the Army . . , ,,, and iake the
part of Lt Lee as you folow th€ dialog on
Listen to the dialog ..tf You Hadn,t
Joined tho Amy...." and ro ow atong.
Then w.ito arcwer6 to the stx ques-
tions from the proceding dtctation

WRITING/SPEAKtNGSKILLS

lf You Hadn't Joined


the Army..-. OutliningYour
Jen lfyou wereacivilian,what
Presentation
would you b€ doiry now?

Ltl-eei lfl hadn'tjoinedrheArmy, Exercise 19


I'd probablybe an artist.
But I like beingin rhe
Now that you have gatheredthe neces-
sary info.malion for pr€sentation,
Jefr What did you like nost organizo h ou ine fom the main Doints
of your presentation you are ro siv€
aboutyourmilitaD,
during the two-wsek cou.se.
trarning?

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

The bombingresulledin seven just(JUS'f)adi:proper,fair,cquitable,


impa{ial

circunstances(ClR cumstancet n: The cornnanderwasj!$ in punishing


situations,conditions,or factors for hjs nlsubordinatioD.
the sergeant
suroundinga fact,person,or event
overcome(overCOML)v: to prevailovcr.
A soldierofcharacterdoeswhal he
of the
bclievesright,regardless
dangeror crrcumsmnces. We shouldtry to improveour
ard overcomeour weak-
strengths
(COMpetence)
competen':€ n: abiliiy
Comp9l9tj99 involvesproficiencyin peers(PEERS)n: thoseofarunk or
rcqriredprofessionalknowledgeand positionsimilar1(rone'sowr
skillsaswell asgoodjudgmenl.
Tfi€ commandcr tooktheopinionofhis
conprise(comPRISE)v:to consistofor whenhe made
pgqs into consideration
be madeup ol to makeup. composc.

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

profici€nt(plo FI cie ) adj: skilled,


adept

He has trained for yearsand has


fil
becone a very pqlqieqt rif'leman.
There are many expressions used in the
military,A fsw aro given here. Listen 1o
reason (REA son)v: to thid{ and tho words and the sentences.
consid€rin order to affive at a

Lt Manning'smechanical experience Hassle:a heaiedaryument;a squabble


enabledhim to reasonthal rh€ C4 andtheordnanceofficerhada big
ensine's poor perfomance was the hassleovermaintenance.
resultofdntJtueland tu€l lines.
Lay thegroundworkfor: provideabasis
resentnetrt(reSENTment)n:indigna- or foundation for
tion or ill will felt asa result of areal
or imaeinedotr€nse A part ofthe staffhasbeend€tached
to lav th€ groundworkfor the n€xt
Thesoldiersreallylikedourcom-
mander.Theyarefeelinga lot of
res€ntment
becausehe Iosthis Makeshift: improvised
commanddue to the mistak€sof
This was a !4akeebiftplan pending a
completeanalysisof the sjtuation.
role model(ROI-EMOD el)n:aperson
Mopnpr finish;complete
whosegood actionsmay be copied
The 20th Infantry, following the 23d
Subordinateswa their leadersto be Armored,will moplqpthe last enemy
rolemodels.

standard(STANDard)n: measure, NoncomI noncommissioned


offi c€r
principle,or modelusedasbasisfor
He is the seniornoncom
ofourunit.

SgtVol€sky'srecentwork hasnot Putsoneon€on thespot:plac€someone


rn
beenup to his squadron'sstandards. a difficuh situation

traits (TRAITS)n: characteistics The colonel pu! teqptalqL!4llilea a!


the spa! in the meetingthis moming
Each personhastsaib that are when he askedhim about the plansfor
indicativeof his character. the situationaltraining exercise.

trying (TRY ing) adj: annoying,exasper- Recap:rccapitulaxe;


summarize
ating,irksome
To r9s4pbriefly, our advanc€during
we hav€had a lot ofproblems in our the past 24 hours has encounteredstiff
unit recently. The situation hasbeen
very !qyi!g.
Sit tight: wait; do not move
Justsit tiqht mtil the en€mymakeshis
Tak€ care of: attendto; dealwith; see Ex€rcise 20

Did you take careof all the dexailsfor


Flll ln lhe blank with tho corresPonding
the reliefoperation? acronym or m6aning.
Touchon:mention
Now let's touch on supply: G4 will be EngagementArea
responsiblefor all rations.
FO

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

AO: Area ofoperation BP

BP: BattlePosition Pre-Combat


Inspection
EA: EngagementArea
AO
ISC: First Sergeant
OPORD
FO: ForwardObs€rver TRP
GPS:GlobalPositio ngSystem Global Posilioning
System
METT-T: Mission,Enemy,Tenain,
Troops,andTime NVIS
NVISr NightVisionlmaging System

OP: ObservationPosts ENRICHMENTACTIVITIES

OPORD:OperationsOder

PCI: Pre-CombatInspection Troublesome


ROE: RuleOfEngagernent Grammar
SOP: StandardOperatingkocedule
To, Too, and Two
TRP: TargetReferencePoint
To, too, and two have different meanings
andare sometimesconfusedin wriling
becausethey solmdalike.
To is aprepositionor part ofan inflni-
tive (to + simpleve$ form).
Examples:
Pr€position Authe ntic Read ing
I am talking !qthe companycom-
manderby radio-
Quickly skim the following readingto g6t
CaptainSmithsenra memorandum
t9 the general meaning.Think for a moment
Major Jones. about the leadorshlpstyle of someone
you admire, How would you describe
Infioitive Your own leadership stylo?
Your ftrearn is only asgood asyour
abiljty t9 shoot.
Too is an adverbwhichmeansdtuo,
vry, ot nore than enough.
Leadership:
Exanpl€s:
AGommon-Sense
Landing shipstravel laq high on the
Approach
erocling:lowearaway
waterto receivea torpedohit.
Lookingbackonmy firstmonthsof
Ll Rich is taq angryto speakto t,t comlnissioned service,I stilI vividly
r€menrberthe senseofawe andwonder
Capt Robertswent 1()the briefing.The thatseemedtobe crodingmy sell'-
major went!qq. confidenceasthat first assignment as an
inl'an|yplatoonleaderdrewnea.er.lna
Two is a cardinal
numberwhich way,it wasfrustrating,becauseI had
indicatesmore than one and lessthan
workedsohardto prcparemyselfduring
lhree.Cardinalnumbersare usually
the officerbasiccoutse.
usedas adjectives,bui can also serve
Ofthe manyconcemst hadduring
thoseearlymonths,the singlenost
Even thoughtE men may havehad imporxantonedealtwith leadershipstyle.
the samejobfor !a9 years,the scope Son€typicalquestionsI wouldaskmyself
ofone nan'sjob mayhavebeen werethefollowing:
greater.
Whatkind ofleadershouldI be?
The firefight betweentt4q patrols
developedinto a battle. What type of characleror personaliry
shouldI demonstraleto my soldiers?
John was interestedin both the Navy
and the Army. He couldn't dccide ShouldI assume arole ofsomesori
thatwill conveythe inage ofatough ora

Exercise 21 Ofthe peopleI know,whichrolemodel


shouldI enulafe?Weremy ROTC(or
Academy)nr$ructorsgoodenoughrole
Fill in the blanks with eithor to, too or

L The trainingis designed


_
provide an opportunjb/ for countries
practiceskillsrelated_
peacekeepmg.

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

As new second lieulcnanls.you're


I offerhere a shorl block ofinslrncLnnl
probably wondcfnlg bow useful it is to
that proDises to hclp you find a lcadcr- formulate: to express
regard soldiersas children orto look on
ship srylc that will bc yours and yours in a defniteway
thcm as soos.But Sun Tzu is saling thal
a l o n c .b c c a u s ci t w i l l b e l b u n d e do n y o u f
\re must provide soldiersthe samc dcgrce
own lalcnls and your own iostitxtional boilsdownto:to beor
ol carc and atlertion that parentsidcally
c o n c . p !o f t h c i d c a ll c a d c r . mean.eavng our
. u t i s t h i s t h er o l c
p r o v i d ct h c i r c h i l d r e n B
ihe unnecessary
My approachto this instruction nrcdelwc want 1oemulate?Are most
emphasizesbrevity. Insteadofre- parentsLheidcal lcaders?
examhinglhe leadershipprinciples
U . S .M a f i n eC o r p s( l c n c r a l J o h n A .
I you've already studied.I offer here a
leadershipconceptthal you can cmtrlaLc
L e j e u n ec l a r i f i c lh i s p o i o l :
The rclatianshi? hetween dlit?rs on.l
nen shauld in na sensehe tha! ofsupe-
ln presenringthis concept, I call upon
tior und iib/io/ nt that d ndster dnd
threehistoricaLfigures whose wrirings
lerrunt, but rathet that d ted.het tlrtl
havecapturedthe csscnccofleade$hip.
scholdr. ln fdct, it should partdke ol the
A short quote from eachofthem will poht
nutuft ol the relalion bedreenldther dn.l
the rvay 10 a natural leadershipstyle thai
.vn, ta the extekt that af.licets atu
willwoft Ibfyour own personaLity.l have
,espansiblel the pbsicdl, nentul, onl
seiectedtheir qLrotesbecausethey share
itoftl welli1re. at vcll LLrthe discipline
a comnon factor tfiat lranscendscnllurul
and nilildtf ttuining a/ the fot g nen
and hislorical boundarics.Thcy also
un.ler thcr' connin.l.
rcinlo.ce my philosophy and conceptof
't
lcadcrshipsrylc. Il you rcmemberrhe hesewods arc worth remembering,
cssenoeofthe etcrnal words ol wisdon of becausethey capturc lhc vital essenceof
t h e s en e n , y o u w i l l n o t f a i l i o u r b u s i n e sa s n d s h o n l dh c l p y o u
formulatc your own leaderships1),1e. This
Ii|s! a quolc Iroln Brilish Field
is a fbrmula for success.Ihe wholc
Ma|shal BcrnardL. Montgomery of World
b u s i r e s so f l e a d e r s h i pb o i l sd o w n l o a
war II tane will establishthe overall
basic undcrslaodingof hunan narure.
objectiveof leadetship:
Acccpl the thct that soldiers. like anlone
The l, lt thin+ u yau ns olJicet nt^t do clsc. gene.allyrantto do well nr lile. Ihcy
vhen he joins the Atnr is tolght a wan110exceliD their professionand to bc
battle, und that bdlle is for the heans aj rewardcdthrough promotions,awards.or'
'l his ncn. IJ hevins that buttle und
subsequentsinilar ones,his nen ||ilt
recognition.Recognitionis an impodant
ingredicnl nr leadership.Soldierswajlt to
lo ow hitn anlvhere: iJ he loses it, he be respecledas huolan beings; they want
\ri newr da an! rcal goorl t o f e e l l i k ea p a r l o f a b i g g e r w h o l e a r
thal carcsarrdsalisfiestheir
organization organizalion will dissolve,and hewillcare
o n l y a b o u l h i m s e l fT. h e r e s u l t w i l l b el h e
/f
dcterioration oJ cohesionand effecrive
FollowingccneralLeiexne'sidealistic
nessas a fighting unit.
pareDr-ro sonapproacnfequ'rescommon
sense.Be film only whcnyou must. Heed thcsc simple words ofadvice and
Punishjudiciously and fairly lo enfbrce common scnsc,andyox $,ill be followed
discipline.Takclime to e'1joyyourjob by willnrgly "ir1tothe deepestvalleys" and
showing yourbu an side.Showsone you will sxcceed.Your soldierswill ensure
humorwhenit's appropriate. Don't pul on this becauseit is they who will carry you
"they
a sho$'ortakeon a role that Dot|hc real
is on their shoulders |o success.and
you no onelikesa phony.Allowyour rvill stand by you evcn trn1odeaih.'
soldiersto makemistakes. anddon't be
, S o { r c c :l . i c u t c n a n C
l o l o n e lV i c t o r M .
ashamcd 1(radmitthatyounake mistakes
hafdships R o s e l l o ," l . e a d e $ h i p :A C o m m o ns e n s e
1oo.Providcpositi\refeedbackand
Approach." fi om /,/a,ry (Marcb-Aprjl
counselirg.Tcachtlremselfresp€ct. Be
. e p r n r l e db y p e r m i s -
deterioration:making I 9 9 6 ,p p . . 1 6 - 4 7 )R
considcralcoflhe wantsandneedsof
or oecomrngworse youf sokliers.Expecinothingbut the bcsL
fromthem.Aboveall, be approachablc. ll
you demonstrate honestcarc and Exercise 22
affectionforthem,youwillwin their
h€arts,andtheywill follow you wilh
pride,tully knowingthattheyareparlola Copy the comprehensionquestions in
your notebook and .nswer them.
thmilyanda unirthathonestlycares.1f
you sethesesimpleformulae,youl
sol.licrs
will neverleiyoxdown.Youwill
be well on your way to developingthc
cohesionan organization
survivethe rigorx
Decds10
ofpcacerinre training
I Wharthreehisroricalleadersdoesthe
fil
L In discussing Lcicune's
Cieneral
andthe challcngcs ofcombat.
parentto-sonapproach.the auihor
one wordofcaution:Ihe devebp menlronsseverarcommon-sense
menlofunii cohesion, unitpfide,team guidelines.
whichthreedo )o
work. andmur altrust beginsihe first day considerthe mostimpofant?
ofyour assignmcnl. Hopeftlly.you can
develop thesequalilics in yourunit Whatqualitiesdoesthc authorsay
duringpcacclnne belbreyou mustlead shouldbe devekrpcdnr yourunit fiom
yoursoldiersinto combat.As we all the beginDing?
know.underthe stressandstranrol
combat, fearwillrearits uglyhcadand
becomeoneofyourpfimafy cncmies. LEARNING STRATEGY
That'swhy you nlustbuild thal inrpoflant
cohesionandteamattitudeas earlyas
possiblc; lhencobesion willcan] you
and)our unil lhoroughthe mostdifficult Language Learning
tinrcs,like a slrongoceanwaveor a gust Log
ofwind. Cohesionis a powertulnrvisiblc
forcewhenit is tappedpropcrly.The
greatcaptainsofhisrory haveconquered
empires withit. Uurilil is nottapped
Exercise 23
properly.the proverbialcrackol thewhip
mayleadto the accomplishmenl ofsome
missions,aslong asthe whip is cracknrg.
Brl 'vhathappenswhenthe manwith thc
Follow the instructions for completing
the LanguageLearning Log that were
g i v e ni n U n i t ' 1 .
'1I
whip fal1s? Tbe soldier'sallegiance to ihe
q

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.

LEARNING STRATEGIES International


P | a n n i n g . . . . . . . . . . . . . . . . . . . ..........!..3. . . . . . . .Protection
VOCABULARY
..
Assistance
............ 5-'16
Security"
of Humanitarian
5-17
frI
HowtheUNWorks 5-3 READINGSKILL
UN Peacekeeping
........
.............
... 5-17
VOCABULARY
WhattheUN DoesforPeace... .....S WRITING SKILL
GRAI\4IuAR Writingthe Draft GzA
SimplePastversus GLOSSARY
PresentPerfect................... .......... 5 I
ObjectiveVocabulary....... ............ 5-21
NIilitary Expressions ................ .. . r23
VOCABULARY
WhatTheUNDoesForJustice ....5-11 U N A c r o n y m s . . . . . . . . . . . . . . . . . .U. .2 4
l\4ilitaryAcronyms........ ......... .......5-24
VOCABULARY
WhattheUNDoesfor ENRICHMENTACTIVITIES
Development 5-13 TroublesomeGrammar:
Y e ta n dA h e a d .y. . . . . . . . . . . .. . . . . .5. .- 2 5
FUNCTION SomeFactsAboutthe
Inquiring
AboutandDescribing U n i t eN
dations........... 5-26
UNMilitaryOperations... s15
... .......... Universal Declaration of
H u m aR n i g h t.s. . . . . . . . . . . . . . . . . . . 5
. .-.2. .8
READING SKILLS
"TheIJNContribution
Excerptfrom to LEARNING STRATEGY
Keeping a Learnjng Log ................ 5-33

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.

Tue The General AssemblY


TheGeneralAssembly,sometimes called
Thurs the nearostthhg to a world parlianent, is
the man\delibctutiwbothJAII185
Fri MemberStaiesare representedin j1, and
Sa1 eachhasonevote.Decisionson ordinary
mattersaretakenby simplemaiorLty
lmponantquestions requirea two-thirds
maioriry.

tfi VOCABULARY l'he Assemblyholdsits regularresrn,s


Irom mid-Septembct to mid-December;
specialor energencysessions arehcld
whenDecessary. Whenthe Assemblvis
E
g
-....
its work goeson in special
not in session,

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

t budget,inclMing peacekeeping opera-


tions.Occupyinga centralposilionin the
UN, theAssemblyreceivesreponsfiom sendpeacekeeping missjonsto rroubled
other organs,adnits new Members,and areas,with the consentofthe parries
appointsthe UN Secr€tary-Ceneral. rnvolved,to reducctensionandkeep
opposingforces apart lt hasrhe power ro
enforceits decisionsby imposingeco-
The Security Councit
nomicsanctions andby orderingcollective
The UN Chater, an inremarionaltreaty, militaryaction.
drligdter Statesto senletheir inrema, TheCouncilalsomakesr€commendaiions
tionaldisput€sby peacetulmeans.Tbey to ihe Assemblyon a caididatefor
are to rc1iain from the threat or useof Secretary-General
andon theadmission
of
force againstother States,and may bring newMernbersto the UN.
anydisputebeforethe SecudtyCouncil.
The Councilis th€ orgarto whichthe The Economicand Social
Chartergives primary responsibiliryfor Council
maintaining peaceand securiry.Ir can be
convenedat any time, .|'theneverpeaceis Workingunderthe authorityofthe
threatened.MemberSlatesareobligated GeneralAssenbly,tbe Economicand
to carryout its decisions. SocialCouncilcoordinates theeconomic
andso€ialworkofthe UN andits special-
izedag€ncies andinstitutions.TheCouncil
has54 members. Itusuallyholdsat least
oneszrslanliyesessioneachyear.The
sessionincludesa specialmeeringat rhe
minirtertuI lewl to disc|ss majol
economicandsocialissues.
TheCouncilr€commends anddirects
activitiesaimedatpromotingeconornic
growthof developing countries,prornor
ing th€ obseNance ofhumanrighis,
spreading the benefitsofscienceand
technology, andfosteringworld coopera-
tion in areassuchasbetterhousing,
fbnrily planing andcdmepreventioD.
TheCoxncilhas l5 members. Fiv€of
these{hina, France,theRussian The Trusteeshap Council
Federation, theUnitedKingdomandthe
United States arepermarenrmembers. ]'he Trusteeship Councilwasestablished
TheotherI0 areelectedby theAssembly to ensurethatCovernnrerrts.esponsibte
fot two-yeartems. Decisionsrequirenine fbr administering TrustT€niloriesrake
votes; €xcept in votes on /rrcsdardl adequate stepsto preparethemfor self-
qxestions, a decisioncannotbe takenif governmenl or hdep€ndence. Theraskof
there is a negativevole by a pemanent the Trusteeship Systenwascomplered in
mernber(known asa "yelr"). 1994,whentheSecudlyCouncilrerminaied
theTrusteeslipAgreenentfor the laslot
wlren a thftat to internarionalpeaceis theoriginal1l UN Trusteesbipsthe
brouglt beforethe Council,ir usually Tlust Territory ofthe Pacific Islands
lirst asksthe partiesto reachagreement (Palau),adninisteredby the Urited Stares.
by peacefulmeans-TheCouncil.nay All TrustTedtorieshaveattainedself-
ur,dettakeme.liatioh or setforrh prin- gov€rnment or independence, eitheras
ciples for a sett]ementlt may /erlrJJ separate Statesor by joining neighbouring
peacekeepers to preventthe outbr€akof independent corntries.The Trusteeship
conflict.lffighringbreaksout,the Council,by arnending itsrrles ofproce-
Counciltriesto securea cease-fue. Il may
dure,will now meetasandwhereoccasion L The inspectionteampassedthrough
mayrequjre. many _ before they found the
rightrcom.
The lnternational Court of 2. Therc are
Justice subjecls that w€re presenledat lhe
TbeIntemational Co|llt ofJustice(also
ho\an astheWorld Coun)isthemain l. The tenns oflhe agreement ,-
judicialorganoffie UN. It consists of15
the alms sellerto deljverthe tanksby
jndg€selectedby the GeneralAssembly
andth€SecurityCouncil.Only countries
maybe partiesin casesbroughtbeforethe The Presidentias nidicaied that he will
Court.Ifa countrydoesnotwisi to take to hinderpassage Atihg anallsi.slo
partin a proceeding, it doesnot haveto oflhebill.
do so (rmlessrequiredby specialtreaty
provisions),but ifit accepts,it is obligalcd The ofthe rcfbrmprogramis
to complywith theCou('s decision.
6. Theassemblywill at0900
The Secretariat srag4l.
hours.
TheSecretariat worksfor all theother
organsofthe UN ard administentheir Exercise 3
progammes.With a staffofsome9,000,
working at Headquartersand all over the
world,it carriesout rh€day-fo-daywork Match the words in column ono with
ofthe lJN. At its headis the Secrelary- thos€ in column two which have the
General.Staffmembers aredmwnliom
some170countries.
Sovce: The UN in Brief: How the UN
ryolts,(July lee6), Iwwwl
httprwrvw.un.org/overviewAriethtm L

After you turn off the recording, silently


read the paragraphsagain. Noxt, in your
dictionaryor the glossary of this unit,
look up the meaningof the words you do
not know. Then, complete Exefcises 2

Exercise 2

Fill in the blank with the correot vocabLr-


lary word from the list,

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

,Il restoreorder,prorectthe deliveryof


humalritarian relief,andbringabout
natiol6') rct:onciliation. Facedwirh a lack
ofcooperalionby SonaUa'swaning
factionsto makepeace,the UN forceleft
Listen to tho readingtided ..what the uN the countryin 1995.VariousLIN agenci€s
D@s for Peace"andfottowatong.The new areat work, underdifficultconditions, ro
vocabularyis in itatics.as you tistento the providedevelopment
reading,ci.clo the wofds you do not assistance.
In 1992,a UN op€rationin Angola
monjtoredobsenanceofa l99i peace
accofdbetweenLhecovernmentandthe
NationalUnionfbr the Total Indepen-
Whatthe UN Does denceofAnsola (UNITA). The UN
operationalsoobs€ryed the eleclions,
for Peace ... proclaimingthento be fair. However,
UNITA rejectedtheelectionresultsand
A centralpurposeofrhe UN hasbeento resumedhostilities.tntemalionalmedia-
preserve worldpeace.The UN has tion efforts.assisted
by theUN,led nr
helpedresolvedisputes betweennarions, 1994to a newpeaceaccord,the Lusaka
reducelensions,preventconflictsand Protocol.Since1995,anew UN peace-
ptrt an endto fighting. It hascanied out keepingmissionhasmonitoredthe
complex operationsinvolving pcacemak- accord'sobservanc€ andpromoted
ing, peacekeepingand humanitafian reconcjliation,while UN agenci€s
assistance. It hasthusplayeda majorrole conlinueto provideassistance in rhc wake
h rcsolvingsomeofthe mostprotracted ofuearly20 yearsofcivil war.
corfl ictsof re€entyears. TheLl\l hashelpedsecurepeacein
The neansat its disposalarevari€dra Mozanbique.In 1992,tlreUN Operatjon
secudb/council decisionorderinga in Mozambique(ONUMOZ)wasde-
cease-fireand laying down guidetinesfor ployedin the counry to facilitateimple-
settlinga dispute...
goodofficesof the mentation olthe peaceagreem€nr between
Secretary-General... a compromise theGovernment andrlreMozambican
workedout by amediaror...unpublicized NationalResistarce. ONUMOZ moni,
diplomatic approachesduring infom tored the cease-fire,verifi ed the .tehtobiti-
encoanters...dispatchol a fact-finding zdlior of combatants,coordinared
team...observermissionsor peacekeep- humanitarianaid andde-mining,andin
rnglbrcesmadeup ofconiingentsfrom 1994monitored thecountry'sfirstmulri-
MemberStates-
parryelections, whichlcd 10thepeacetul some22,000members oftheNicaraguan
hstallationof a newGovemnent. (alsoknorvnas 'contras"),who
resistance
in I9901umedin theirweapons to
. . .i n A s i a ONUCA.AnothetUNmissionmonitored
inNicaragua thelirst
the 1990elections
TheUN wasirstrtrmental in endingtbe UN-monitored electionsin an independ€nt
eight-year war betweenIran andlraq.The
mediationofth€ SecuriryCouncilandthe
InEl Salvador,theSecrslary-General
Secretary-General led in 1988to a cease"
in talksbelweentheGovernment
assisted
fire andto the acceptanc€by both Martl NationalLibera-
andtheFarabundo
ofa 1987UN peaceplan.Tbe
cor.r'1tries (FMLN)
tionFront aimedatendingthe l2-
LIN Iran-Iraq Military Obsefler Group, yearconflici.Hismediationledto the 1992
nMdeup of some400 observers,super-
visedthe endofhostilitiesandtroop
with&awal, and renained in the areauntil
r991.
In Afuhanistan, six yearsofnegotiations
conducted by a personalenvoyof the
Secretary-General ledto the 1988
agreements betweenAfghanistan,
Pakistan,the SovietUnionandtheUnited
Slaieson the withdrawal of foreign forces
andon noninterference in Afghanistan.
Thel-N then deployedthe observersof
lheuN Goodoffices Missionh Afghani-
stanandPakistan.Soviettroop with-
dmwalwascompletedon scheduleiD peaceagreement between theGoverrmcnt
1989.TheSecretary-General andhis andFMLN, whichopenedtheway10
enloyhavecontinuedto work lor a ThetJN observer
nationalreconciliation.
peacefulsettlement in Afgharistan. Missionin El Salvadormoniioredall
agreements concludedbetweenthe parties,
Tt€ UN helpedendthe I2-yearconflictin
andobserved the 199,1etections.
Canbodia. lhe Secretary-General over
theyearsexercised mediationin the In Guatenala, theUN facilitatedtalks
searchfor peace.A settlemeDt was between theGovemment andtheGualema-
r€ached in 1991,witlr tlresigningofa lanN ationalRevolulionaryUniq/,which
p€aceireaq, to end the conflict and led in I 994 to agreementsopeningthe \r'ay
preparethecountryfor elections. The UN 10a seltlement ofihe 30-yearconflict.Also
Tmnsitional Aurhoriryin Canbodiawas in I994,rheuN s€tuptheMissionfor lhe
deployed to supervise the cease-fire, Verificationof Fluman Rightsin Guatemala.
disarm combatants, rcpalriaieretugees. The UN hascontinuedto assistin the
andoqanize and conductfiee and fair talks,whichaimat anovemllpeace
€leclions.The 1993electionsledto the
peaceliinstallation ofa new Govem- In I 990.the uN monitoredthe first
democraticelections in Haiti.Aftera I991
militarycoupforcedthePresidenl inlo
.,. in the Americas exile,theUNmediated anagreenenlfor the
retxmto democracy.sHaiti'smilitary
A
TheUN hashelpedresolvethe conllictsin leadersdid not conply with theagreement.
Central
America.Betweenl989andI992, LheSecuriq/Councilauthorized in 1994the
theUN Obs€rver croup in CentralAmerica fonnationof a multinationaiforceandthe
(ONUCA) monitored securirycommit- meansto facilitate
useofallnecessary
m€nrsundertakenby five CentralAmeri- theirdeparturc. Afterthe landingofa
cancounlries.
It alsohelpeddemobilize UnitedStates-l€d nultinalionaltbrce,the
exiledPresidentreturnedto Haiti in I 994. s€parationon the GolanHeightsbetween
A UN peacekeeping fbrce,Lhel,N IsraeliandSyriantroops.TheUN lnterim
Missionin Haiti,tookoverfiom the Forccin Lebanon,crealedin 1978.has
multinational
forcein 1995. contributedto stabjljtyir1soulhem
Lebanonandhasaffordeda neasureof
. , .i n E u r o p e protectionto the localpopulation.

The UN workedstrenuouslyto resolve


theconflictin thefomer Yugoslaviaand
alleviatenassivehumarsufTerins. To
helprestorepeace,the UN imposedin
199I anarmsembargo, whil€theSecre-
tary-ceneralandhis envoyassisted in
seekinga solulion10thccrisis.FromI992
to I 995,a LINpeacekeeping forcesought
to bdng peaceandsecurilyto Croatia,
helpedprotectciviliansinBosniaand
Herzegovina,andhelpedensurethat the
formerYugoslavRepublicof Macedonia
wasnot drawninto the conflict. The UN
Handin handwith its peacekeepirg
peacekeepers andUN asencies provided
activities,the UN hasmadecontinuous
humanitarian to some,l million
assistance
eftbrtsto find a peacetulseitlement in the
peoplein need.Iollowingthe1995
Middle East.SecurityCouncilresolutions
Dayton-Parjs peaceagrcements, scaled-
242(l 967)and338(1973)settbrththe
downUNmissionsin tle fomer Yugosla- principlesfor a conprchensiv€, j ustand
via continuedto helpsecureihe peace,
lasftg p€aceandrenain thebasisfor an
while LrNagencies continuedto assist
overallsetilement. Follo\aingthe l99i-
1994agreements berweerlsraelandthe
Palestine LiberationOrganization. a tlN
. . .i n t h e M i d d l e E a s t Coordinator hasbeenoverseeing all
development providedby the
assistance
TheMiddleEasthasbeenamajor uN to the Palestinianpeoplein Gzzaand
concemtothe UN.In 1948,a military theWestBank.
observergroup,theUN TruceSupervi
sionOrganization (UNTSO),noritored Saurce: The UN in Brief. Whatthe UN
thetrucecall€dfor by ths Secudiy ,o€r&,' Pedc.,(JulyI 996),[ww1v]
Councilduringthe first Arab-Israeli
war. hltp:www.un.org/overview6riethtml.
UNTSO s tunctionshav€evolved,but its
lnilitaryobservers
haveremainedin the
area,h€lpingto detuset€nsion. Aftor you tum off the recording,silently
read the paEgraphs again, Next, in your
Thetirstpeacekeeping force,theUN dictionaryor the glossary of this unit,
Emergency Force.wascreatedat the look up the meaningof the words you do
fine oflhe Suezcrisisin 1956.It not know. Then, 6omplete Exercises4
oversawthewithdrawalofBritish,
Frenchand lsraeli troops ard coniributed
to peaceandstability.After the 1973
war, two peacekeepingforceswere
dispatched to the Middle East.The
Exercise 4
secondUN EmergencyForceremainedin
theSinaiuntil 1979,whenanES/pdan-
Match the words in column one with
lsmeli peaceteaty wassigned.The l-l',I those in column two which have the
Disengagement Observer Force,de-
ployedin 1974,majrtainsanareaof
1. -_,lcrotmcted disbanding tu the past.tilre, it happcDed is ol no
consequence. lfa specifictine is iDdicated
2. _reconciliation b. (ycsrefday), the simplepastis used.
3. _encounler meeting Howevcf,whenno specifictime inthe past
is indicated(lhc rvort is don€,but it
4._demobilizaton d. makrng up doesn'tsaywhcDil wasdone),the present

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.

Simple Pastwith t/Yhen


Simple Past
Ifa sentence containstfie word r're,, and
gxample: usesth€ simplepastin bothclauses. $e
actionh the clausecontainingwrE,
Idid myworkyesterday. occursfirst.
Thesimplepast(did) dicatesthala Exarnple.si
situationor activirystated andendedat a
when ihe soldierr?ffdthc explosion,
speqilq tinle h the past(iesrerday).
he rt the dift.

Present Perfect 'Ihc soldierril the din whenhe reard


theexplosion.
Example:
I havealreadydoncmynork. the aclionoflhe €lause
ln eithersentence
beginningwith wre, tookplaccbefbrethe
The presentperfect is a verb phrascrnade actionofthe otherclause.Thehearingof
upofthe present formofthe auxiliaryhave
_1 (i.e.,hasor have)anda pastpaticiple.It
indicatesor givesthe ideathatsonething
happened(ordidn'rhappen,e.g., I haveo't
donemyworkyet.)at sorneindefinitclilne
i
the explosionoccunedbeforethe soldier Example:
hit the dirt. Thegeneralhasbeerhererr" alnost

Present Perfect Showing "Fot a}nostandhour" indicatesa


Repetition of a Past
Activity duratjon oftime beginningat an
indefinilepoint in the pastand
Thepresentperfectcanexpressan continuingup 1()thepresent.
activiq/ihal hashappenedrepeatedlyin
the past.Theexacllimeofthe actionor Exanplei
occurrence rsnor lmpotanl
Thegen€ralhrs beenheresr,?.e0900.
Examples: "Since0900"indicates atimebeginning
We have flown to Europeat leastfour
al a spgqiig poirt in the past and
continuingup to the present.
Theactivitiesofth€ reginenlhave
beenevaluatedmanytimes.
Exercise 8

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).

2. Theadmiral(hasvisited/ visited)that 2. I firsr(meet) MaiorKronke


beautifulpolt rnanytimes. whenwe wereat the Academy
l . Whenthe telephone(las rung/ together.He wasin Italy several
rang),thecompanyclerk(has yeats,bul he (be) in France
answered / answer€d)
it. _ Januaryl.

4. I (havefinished/finished)my repon 3. I jonredthe


almyin 1984.1(be)
iatelastnight. over 13years.

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

,Il Commissioner for HumanRights coordi


nalesall humanrighlsactivitiesoftlre UN,
seeksto prevenlviolarions.investigates
abusesandengages in a dialogx€with

Listen to the readingtitlod "what the UN TheUN Commission on HumanRightsjs


Does For Justice" and follow along, The
Italicizedwords are the new vocabulary. the only iniergorernmental body that
As you listen to the rcad'ng, circle the conducts publicneciings on violationsof
words you do not know. human rights whereverthey occur in the
world. It r€views the humanrightsperfor-
manccofcountdesandreceives corn-
plaintsaboutviolations.Spe€ial
tqpo eu^ oltheCommissionmonitor
WhatThe UN Does thehumanrightssiiuationin specific
ForJustice
arccurrentlymonitoringthe
IJN operations
TheChartergoalsof.iusticeandequal humanrightssituaLionin Haitiand
rights.for individualsandfor peoples, Guatcmala.A similarop€rationwasin E1
havebe€nprrrrrelby theUN ftom its SalvadorfromL99lto I995.
earlydays.As oneofils first tasks.the
LN formulated thcUniversalDeclaration
Self-determination and
of HumaD Rights, a historicproclamation Independence
ofthe basic rights andffeedomsto whjch
allmen and women areentitled:therightto A tundamental or
right,self deicnnination,
life,libertyandnationalig/, to freedomof the right ofpeoplesto govenrthemselves,
thought, conscience and teligion, to work, wasa goalwhentheChater wassigned.
to be ed cated, to takeparl nr government. Today,ithasbecomearealityin mostof
andmanyolherrights(seep.5-28). the landsformerlyundercolonjal le.
TlreDeclarationwasadopt€dby the ln I 960,theGeneralAssenrbly adoptedthe
GeneraiAssernblyon 10December I948,a Declaralion on the oflndepen-
Granting
date,r.ret z/ annuallyas HumanRights denceto ColonialCountries andPeoples,
-rwo
Day. 1966lntemationalCovenants, in whichitproclaimedthenecessityof
oneon economic,socialandculturaL righls bringingcolonialismtoa speedyend.
andtheotheron civilandpoliticalrights, Sincethen. some60fomer colonial
haveexpanded andmadelegallybind g Teffitories,inhabitedby morethan80
the rights set forth in the Declaralion.The million people,haveattainedindependence
threedocumentsconstitutethe Intema- andjoinedthe LrNassovereign Members.
tionalBill ofH manRights,a standard and
a goalfor allcountriesandpeoples. Today,I TNon-S€lf-GovemingTenitories
remanr,inhabitedby sone2 millionpeopl€.
TheUN hashelpedconcludenany other Th€Assemblyhassetthe goalofending
international on womens
conv€ntionsi colonialisnby theyear2000,declaring the
period1990-2000 asthelntemational
Decadelor theErudicttio, ofcolonialism.
Election Monitoring 1()cnvironnentalproiection.TheConvcn-
lion ontheElimirationofAllFonns of
/l
At governmcnlrequest,the UN hasalso DiscrimimtionagainslWomcnis themair
monitoredelectioDs in Nicaragua and legalinslrumertto lirrlhefwomen's
Haiti(1990),Aqola( I992),ElSalvador. equaliq/-Tlre ConventioD against1/licit
SoLl|hAnica andMozambique (l99,1), Trafticin NarcolicDrugsandPsychotropic
andHaiti (1995), aswellas theI993 Substances is the key international
treaiy
relerendunrin E trea UN observers againstdrugtraficking. TheConvention
monitoredihe preparation andholdingof on the Law ofthe Seas€eksto cnsure
the electjons;on eleclionday.they equitableaccessby all countriesLothc
visitedpolling-stations throughoutthe richesol'theoceans,protectihenrftonr
country,monitoredvotecounting,and pollutioD.andfaciliratefieedon1oI
couldthuscurraOthatthe electionshad navigatjonandresearclr.

Snrce1992,theUN hasalsoprovided l wo lnternarional


Triburals,established
lcchnicalassistance
in thc preparation by the SecurityCouncil,havestarted
andholdingofeleciionsto somc60 proceedrngs aganrsrpersonsaccusedof
warcrnnesin Rwandaandthefolmcr
Yugoslavia.
Apartheid Source: The UN in Biel: Whatthe UN
,o€rrfJrsrr.e, (July1996),Iwww]
For morethantlree decades. rhcLiN http:1lllvw.un.org/ovcrviewAriethtml.
cataiedout a sustained campaignagahst
SouthAfrica'saparthcid(racialsegrega-
lrcn)system.Theca'npaign,which After you turn off the recording,silently
rangedliom an armsemba€o to a
convenlnn againstsegregdte./sporls
read the paragraphsagain. Next, in your
diclionary or the glossary of this unit, ,f' {
events,h€lp€d1obringabouta d€mo- look up lhe meaningof the words you do
not know. Then, complete Exercises9
craticallyelectedC ovennnentin I 994.
with electionsin which,for thefirsttine,
all SouthAliicanscouldvote.TheUN
ObserverMission ill SouthAfri€a
assist€din 1herrdrsitirn and obscrved Exercise 9
theelcctior With the installalionofa
nonracial ard democratic covernment.
the aparthcidsystemcameto an end. following sentences with

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.

socialand You canpmcticefolmulalingaddilional


3. TheUN worksto
questiots ,Int ask
lor
economicdevelopment all.
fot inlormallo and
Exercise 'l3 clatf,catla eill
Exercise 12
In your notobook, formulate leming Md help
about someone'sexpefences
Answer the following questions based
on the provious reading.

L Whataresomewaysin whichthe tlN 2. which 1


s€eksto pronote socialandeconomrc
development? 3. How ?

2 How oftenhasthe UN won the Nobcl


5. Flowlong
3. when is Lr]].,I
Day celebrated?

4. Wlat yeardid the World Heatih '7.


Organization proclaimfie eradication
of smallpoxfroIntheworld? ?

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.

Exercise 15 l. From1hetoneofhis commcnl.do you


think Mr. Pickeringisoptimislicor
pessimistic aboutthetutureofllrc UN?
Get a helpful pariner to ask you qu6-
tions soch as those you formulated. ). Mr. I'ickcringsays,'Thereis n0
shodagcofcaxseswhich human
Answef in detail. lf you cannot get a
helpful partner, use a tape recorderlo
tape youf qu6tions. Play each one and
then answe. as exhauslivelyas
beingswill kjll or die tof ." what does
he meanandwhaldo you think some
0
possible to improve your fluency, Save of thosecauscsare?
your recorded responses for critiquing.
thc phrase
3. How do you understand
"sLBccplible
to constructivethinking

READING SKILLS Exercise 16

Go back and rereadthe paragbph and


scan the following selection as quickly
answer questions again, this time in your
as possible. Then, montally answer the
questions thai follow.

Excerpt from "The As before, scan the following selection


as quickly as p6sible, Then, dentally
UN Gontribution to answer the questions that follow it.

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

h andCS forcesmay be nccessary


conducisuchoperations.
theA-rmy, 1994,SectionT)
to
(Depanmentof

Sorl.e: Departmentofthe A-rmy.( I 994).


Quickly skim the following readingto get
the geneEl meaning, Think of questions
concerning UN peacekeepingchallenges
that you would like answered.When you
have a ch.nce, conduct researchin the
areas that interest You.
FieldManualI 00-23: P"d.e Operations.
lwlvwl httpJ/cartisle-www.arny.miyusacs U
pli/100-23.hbnl.

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/

ln the caseofenforccDrcnl aclion, the


SecurityCouncil gives Mcmbcr Statesthe Post-re:rding
authoriiyto rake al1n.ccssary neasures
to achiever stalcd objective. Consentof Exercise 19
fic parlics is nol necessarilyfequncd. l1
hasbccn used h very fbw cases
i n c l u d i n g t hceu l f w a r . i n S o m a l i d , the following questions based
R $ a n d aH, a i 1 i a . n dB o s n i a a n dH e z c '
go!ina. NoDc ol lhcse enforcenent
n opeHtionswas nndcr tJN control. lnslcdd
il theywefe directed by a single country or
a g r o u po f c o u n t ri e s .A N A T O l e d
W}Iat is the IJN'S srongest weapon?

wl1o is in chage ofthe IJN peace-


keepingmissions?
a. the Secrctary-General
b- the Member States
c. the perman€ntCouncil
Wlat ar€ five missionsXhaX
UN
peacekeepers may be dispatched
to
implement?

Wlat are two factorsthat have


thwartedsom€recentUN peacekeep-
ins rnissions?

WRITINGSKILL

Exercise 20

Writing the Draft

Use the notes and the outline you


prepared (for th6 pr€s€ntatlonto be
siven cluring the two-wook cource) to
write the preliminarydEft of you.
deploy(dePLODv: lo anangestrategi-
GLOSSARY cally(troops,forces,equipment,
etc.)
Tlre gereral inxendsto dsp!9y all the
troopsinmediately.
Objective
Vocabulary disput€(disPUTE.)ni a verbalcontro-

abject(AB j ect)adi: sxnkto or existingin A heateddisputtearoseover waler


a low stateor conditiondueto a lack rightsin theregion.
of moneyor possessions
theactof
eradication(eradiCAtion)n:
He wasembanass€d to be seenliving dojngawaywith extermina-
completely;
in sucbaEirqt conditions. tion

certify(CERti fy) v: to contirm,guarantee. Thegoalofthe newhealthprogramis


orvouch for;1odeclare(a thing)true, ofdre mostdevastatnrg
th€ eradication
acc rate, or certain communicabledisease in thatarea.

Theboardofexaminers certifiedthe illicit (il LI cit) adj:unlawful.notpermitted


accuracyofthe electionresults.
Themenwerearestedfor sellingilliqil
codification(codi fi CA tion)n: a syslem- drugs.
aticanangemenl as
or classification,
immunize(IMmu nize)v: to makeresistant
to or proteclagainstdisease
Thesubcommittee is wo*ing on the
ofthe
codification new lawsregarding It is impodantthatall th€chil&enof
copyrightand cyb€rspace. th€displacedciviliansbe;nmunizedon

conv€n€ (conVENE)v: to cometogether


in a body;1()€aus€to assemble inform.l encounter(in FORmalen
COLTNT er)adj/n:ameetingma&edbY
The delegatesconvenedin the main theabsenc€ of fomaliry or cerelnony
conlerenceroom.
This meetirgofthe headsof stalewas
corridor(CoRridor)nralonghallor an informal encounter;the fomal
passageway surnmitmeetingwill takeplacein tlvo
days.
Thegeneral'soffr€eis at theendoI lhe
corridor,on theight. n€diation (medi A tion)n: ftiendlyo'
diplomaticintervention, usuallyby
body(deLIB erativeBoD y)
deliberative consentor invitation
adj/n:a groupofpeNonsdiscussing
andconsidering reasonsfor and Tharlc to the diplomats'mediation,thc
againsta measure quanelwaspromptlyresolved.

The IntemationalCourt ofJustic€ is minist€riallevel(lninisTE rj aILEVel)


thedeliberativebodvwhichwill make adj/n:thepositionof a highofficeroi
thatdeteminalion.

d€nobilization(demobi li ZAtion)n: the A matterofxhisimportance canbe


actofdisbandingor discharging ftom addr€ssedonly at the !riai$9!i4ll9!el
military service
obligate(OBli gate)v:to bindlegallyor
As soonasth€ missionwascom- moraly
pl€ted,demobilizationwasbegun

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.

Theofficials'dutieswereto observe reconciliation(reconcil i A tion)n: the


the election processandto relate their actofrestorjngto fiiendshipor
findinss.
The proponents ofthe peaceplanhope
organization(or gani ZA tion)n: an
itwillnot only€ndtheiostilitiesbut
associalion;an administrativeand
alsodisposethepartiesto a full
functional stucture
reconcilialion.
Theretiredcoloneldoesvolunteer
work rvith threeorsanizatioN rvhich scope(SCOPE)n: therangeor extentof
Promotehumanrights. action,inclusion,inquiry,e1c-

proc€dnral(procE dural)adj: ofor Many nationsare trying to corneto


tems with the enormous$a!q oftheir
relating to the procedureor action
envnonmentalproblems.
used by couns or other bodies
administeting substantive
law
(SEGregated)adjirestricted
segregat€d
The attorneysat the conferenceon to membersofone gioupor onerace
internationallaw conparcd the
p!oqg!h!4! rules for detentionof The adcle on SouthAfri€a indicated
whatpercentage ofthe populationwas
seeresatedunder aparlheidand for
promote (prc MOTE) v: to help bring into how long.
being;to flrther the growth or
session(SESsion)n: a meetingor s€riesof
establishmenl of
neetings of a body for the transaction
This economicplan seeksro p!q!o&
agriculturalandindustrial develop-
In England,the court Sglqig$ to try
m€nt over the next threeyeals.
civil andcriminalcasesar€called
protracted(proTRACT€d)adi:pro-
longedintime
shape(SHAPE)v:to adaptor adjusl;to
The plabaqlgd meetingwith the anange,fashion,expr€ss,
ordevisein
generalledto severalpositive definitefolm
changes.
Thecollectivecommitmedofall
govemments to democracy, social
pursu€ (pxr SUE) v: to try to find, get,
justice,andaccess to economic
win, etc.;to strive for; to seekafter
oppottunity for all peoplescanshqpg
The aviator pul$led the goal of the tutuleofthe disaffected masses.
becomingthe top gun.
substartive(SUBstantive)adj:involving
rapporteur(rapporTEUR)n: ape$on natters ofmaj or or pra€ticalimpor-
who giv€sreports,asat a meeting tanceto all concern€d
The leadercalled on the r4pp9&u to Unfbrtunately,the changein economic
relatethe findings ofthe observers. policiesdid not resultin substantive
improvemefltsir the lives ofthe poor.
from
transition(transItion)n: apassage Cry wolf: givea falsealarm
one stageto anoth€r He hadcriedwolf so oflenthatno one
Th€ postwarperiod proved to be a beljevedhiswamingwhenrhealarm
difficult ts!!i!i!4 for the country

varying(vARying)adj: different,diverce Cut oft isolated;suroundedlseparated


The y!ryiltg ethnic groupsvied lbr
political power. ln the defenseof an er&nd€d ftont,
someunitsmay be lulqf for a rvhile.
veto (\.E to) n i anord€rprohibiting some
proposedor intendedacl Deal...out: leaveoN

The Presidentexercisedthe line lgltq Dealmeou1ofthe neximove.


for the first time.
DitchI getrid ofor l€aveb€hind;mislead
andlosea pursuingforce
Military theY
We ditchedthe trucksbecause
werebadlydamaged.
Expressions
Let's crossthe riverhereanddjEb th€

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.

B€at... to the punch:lakeactionbelbre Scrapetog€ther:savewithdiffic lty


It requted four daysfor our SP4to
We must get there righl away in ordet enoughrations for the
scrapg-ltqgglthqr
to beathim to tbe P!!!gh forcedmarch.

Blow over:becomelesss€rious difi;cult


Tight sque€z€:
Don't worry! All the excitemenrabout Getting our colum past that point on
whatyou saidwill soonblow over' time will be a lgllbqEszg.
Toomanychielsandnotenoughlndians:
too manypeoplegivingdirections
UNAcronyms
and not enoughpeople doins the real
job otlicer
CAOi ChiefAdminisiralive

One thing that is wrong in this outfit ol Administration


DAM: Departmenl and
is that thereare too manv chiefs and Management
not enoush lndians.
DHA: Department
of Humanitarian
Underthe gun: underprcssur€ Affairs

The engineers,who ar€ putting up a DPKO: Department


of Peacekeeping
bridgeb€forethe line is taken,are Operations
workingunderthe eun.
FOD: FieldOperations
Division
WholeniDeyards:
everylhing Food
IEFR:lnternationalEmergency
He's in chargeoftbe wholenjne
y4dq. He got blarnedfot the rybqlg
ninevards. IFAD: Internaijonal
Fundfor Agricultural
Development

Exercise 22 ILO: lnternationalLabourOrganization

MaritimeOrganization
IMO: Intemalional
Choose the special INSTRAWTIntemational Research
and
corectly completes TmjningInstitulefbr the Advance-

t. The colonel expectsme to finish this IPCS:lntemalionalProgranmeon


report by 1600today.I'nreally Ch€micalSalety

b. undertbe gun MilitaryAcronyms


2. The sailorsaregoingon shoreleave, AGI: AnnualGenerallnspection
bu1theydon'1havemuchmoney.
AIT: AdvancedIndividualTraining
Th€y'llhave to
a. deal ort some cash DVR: Diver
b. nail down some cash
c. scrape together some cash LAW: Light AntitankWeapon

3. LieutenantFlores broke his leg. As Ofiicernr


NCOIC:Noncomnissioned
far as the soccergame is concemed, Charge

we'llhaveto dealhim out OPFOR:Opposrng


Forces
b . we'll haveto beathimto thepunch
POI: Programof lnstruction
we'llmakehimeathiswords
WET: Live FiringConditionofWeapons
or Range
Exercise 23 goes 111heend ofthe senlence.lt is used
in questionsand negative statemenls.

Examples:
In your nolebook, write the correspond-
ing UN or military acfonym or me6ning. Thc men are very hungry.Is dinner

Can you wrii tcn ninutes / The gcneral


FOD

Programol Analrzi g arul


lnstruction reasoni g about the
Exercise 24
tLo

AIT appropriateword, yer or


each of the lollowing sen-
Departmentol of greater detail,
Operations

The pilot hrs - conpleied Lhe


preflightchcck.

for Agrlcultural Hasn'l1he colonel read thc report

NCOTC 3. The eleclion repo s haven'l arrived

4 The Secrcltuf-General is - aware

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.

Are the delegatesdlredd),in the


confercnce room?

We use)et to ask or talk abouLsomething


that did noi happenbeforc now or betore
this time, but night happenin the future.It
. TheUSA's shareofthe UN's regular
Some FactsAbout budge.is $312milliona year-rhe
the United Nations equivalentof$ 1.I I perAmerican.
. TheLINhasno army.covernments
The UnitedNationsis roday,nore than voluntarilysupplytoops andother
ever,engaged in servjcero all theworld's personnelto hall conflicrsrhal
nationsandpeoples. Bul with the ttueatenpeaceandsecuriry.TheUSA
Organization in i1s52ndyear,irsabiliry10 andotberMernberSrareson the
functionis hanperedbyfnancial SecurityCouncii nottheSecretary-
problems.UnlessMemberStaresact General -decidewh€nandwhereto
hampered:keptfrom quicklyto paytheirdebtsto rheOrgani deploypeacekeeping troops.
movingor acting zationin full atolalofover$3billionas
of28February1997 theuNwillrenain . TheNewYork Headquarrers ofthe ttN
frcely;impeded
in a precariousfinancialsiXuation. requirestheservicesof4,730people.
precarious:uncertain, TheSwedishcapitaiofStockholrn,by
It is cl€arthatthis situationstemsin part contrast,
has60,000mLUl
insecure,of risky icipaI employ-
fromwidespread publicmisundersrand,
countering:acting
or ugs aboutwhatLheUNreally is and
movingio opposeor . 53,333peopleuorkjn theLJNsysrem,
whichinchdesrheSecrerarial
and28
ConsiderThese Facts: otherorganizations
suchasLrNlCEF.
Threetimesasmanypeopleworkfor
amounlof money, . The budgetfor the UN,s core McDonald's.whileDisneyWorldand
lme, etc.,spenior flrctions theSecrelariatopemrions Disneyland
enploy50,000.
NewYork,ceneva.Naiobi, Vienna
andfi ve RegionalCornmissions-is . Eighlyperceniofthe work ofthe UN
Sl.3 billion a year.This is about4 per systemjs devoted1()helpingdevetop
centofNew York City's annLlal ing countriesbuild rhecapacityto hetp
budget andnearlyabillion dollars thenselves.T}is includ€spromoting
lessthantheyearlycostofTokyo,s andprotectingdelnocracy andhuman
FireDeparrnenr. It is $3.7biltiontess rights;savingchildrenfrom starvarion
thanthe annualbudgetofNew anddisease; providingrelief assis-
York's StateUniveNitysysren. lanceto refugeesanddisastervictims;
countering globalcrime,drugsand
disease;and assistingcountries
devastated by war andihe long-term
thrcatof land-mines.
. TheUnitedNaiionsand irs Fundsand
Progrmmes*uNlCEF, UNDP,
UNFPAandwFP bave$4.6bitliona
yearto sp€ndon economicandsocial
deveiopmenl, which is usedto assist
courtriesin suchareasas population
policies,children,agriculture,food
distribution,e1c_This is ihe equivalent
of80 centsperhunar being.In1994,
the world's govemments spenrabout
$778billionjn militaxyexpeoditures
theequivalent of$l34 perhuman
betn8.
. Thetotalcostofall UN peacekeepilg
operaljons
in 1995 intheformer
Yugoslaviaand13 oiberplaces was
$3 billion. This is lessthanthe mandate olpromotingmoreefTective
combinedbudgetsof New York City's andefficientmanagement, andeliminat-
Polic€,FireandCorectionsDepart- ingwaste,fiad andmismaDagement. lt
ments.It is the equivaienlof l.l per includesa specialLIN investigative
centofthe US militarybudget and xnit anda hotline.
Less tban0.3per c€ntofworldwide
lnililaryspending. Theovetallpeace- Thetotaloperatingexpenses for lhe
keepingbudgetshrankby morethan entireUN system inchrdingthe
halfin l996,to $ l .4billion.largely WorldBank,lMF,andallrheUN
because ofthe endofmost operations funds,programmes, andspecialized
in rhefolmetYugoslavia. agenci€s {ometo $l8.2 billion ayear.
This is lessthanthe annualrevenueof
. UntiltheUS Congress unilaterally amajofcorporation likeDowChemjcal,
reducedthe Americanshareof whichtook in morethanS20billion in
p€ac€keeping eJeenses to 25 per cen1. 1(,44.
Washingtonhad agreedto pay a
highershare,closeto 3l percentof to the UN
The top sevencontributors
theyearlytotal,or about$l billion a ar€theUSA(25%);Japan (l5.7%);
yearin 1995 lessthanone-halfofI cermany(9.I%);France(6.4%);the
percentofthe annualUS miLjtary UnitedKiogdon(s.3%);Italy(5.2%);
budget.The US 3I per cenisharefor andRussia(4.3%).Collectively,they
1996declinedby50 percent,to 5500 accountformorethan71%ofthe
nillion, andis expectedtodropfirnher regularUN budget. or
unilaterally:done
in I 997,to about$400nillion. ' Tle UnitedStatesofAmerica whose undertaken by one
jobs person,pany,erc,,
. MemberStatessharethe risksof citizensholdmoreUN Secretarjat
maintainingpeaceands€curity.Since thananyotherMemberState,aswell
1945,sone 1,500UN p€acekeep€rs asthe top posisatUNICEF,theUnited hotline:a meansor
havediedinthe perfomanceoftheir NatiorsDevelopment Ptogramme, the
duties.LessthanI per centwere WorldBank,the WorldFood as
communication,
Programme, theUniversalPostal
Union,andthe WorldIniellectual telegraph,tor
. Underthe supervision of an American, PropertyOrganizationowesmorenr emergency, cnsrs,of
JosephE. Connor,theUnder-Secre- unpaidassessments ihan anYother otherspecialuse
tary-General for Adninistrationand MemberSlate: over$l.6billion.
Management,the UN Secretariat
' OftheS468millioninprocxrements
operates on a zerc-growthbasis.fhe
approvedby theUN Secretarial in New
$2.6b;llionbudgetforl996andI 997-
over York in I 996,Americancompanres got
$1.3billionayear represenls
which will be 49 per cenl or
ofthebusiness, $229
$2s0rnillionin savinss.
acbieved throughefficiency gains and million.For everydollarlhattheusA
theeliminationof1,000staffposi- contributed in I995totheNewYork-
tions l0percentofthe Secrclariat. basedUnitedNationsDevelopnent
Programme, AmericancomPanres got
' Tenpercentofthe UN Secretariat backmoretban$2 in UNDPPtocure-
staffbasalreadybeencut since1988,
andrestructlfingandslreanlining
. NearLyathirdoftheUN'sSl7 billion
continue.Top postshavebeencut by
25 per cent.Toughnew standards staffpensionhlnd $6 billion-is
havebeensctlor slaffpefomance. investedin US securities.
UN staffrnembers haveaboutone- . TheUN, its agencies anddiplomatic
thirdoftheir salariesdeductedin lieu andconsularcorpsconiribute$3.2
billion ayearto theeconomyofthe
. An Officeof InternaLoversight, NewYork City areaalone,accordingto
in 1994,is pu$uing ils
€stablished MayorRudolphW. Giuliani.Thathas
senerated 30,600jobs.yieldins$1.2 L Whendid the GeneralAssemblyofthe
billion in annualearnings. UnitedNationsadoptrheUniversal
Declaration
of HumanRights?
Source: Setting the Re.ord Stroieht:
SomeFacts abaut the United Natiane. 2. wlrat hasthc ceDeraiAssembly
(AusustI997),[$$,w]httpl/ proclaimedthe Declaration
as'l
!rww.un.org.News/facts/setting.hrml.
3. Ifan individualis chargedwirb a penal
Post-reading otlbnse,whatar€his,herrighrs?

4 Wlat shouldbe the basisofaulhoriry


Exercise 25 ola government?

5. Whatis statedregardingemployment?
Answef the following qu8tions based
6. Who hastheright to education?I-low
is education
to bemadeavailabie?

7. Whichthreea{icles do you fcclare


L Overatl,lheUN's linancialsituarionat the nrostimporianl?Why?
presentcan be describedas

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.

No one shall be subject€dro arbitsary Article 14


arest, detentioq orexile.
l. Everyonelas the right to seekand ro
Article 10 enjoy jn othercomtries asylum liom

Everyoneis entitled in fuIl equatiqjto a


fair and public hearingby an independenr 2. This right may not be invoked in the
andimpartialt bunal,in the determina_ caseof proseculions genuinelyadsjng
tion ofhis rigbts and obligaxionsand of iiom nonpolitical cdmesor ftom acts
anycriminal chargeagainsthim. contrary to the pllrposesandpdrciples of
theU tedNations.
I

t
I

I
!
i
Article15

L EveryoDehasthe right to a nationaliry.

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

l. Menandwom€noffullage, without 2. No ore maybe compelledto belongto


! anylimitation dueto race,nationality, or
i religion,havethe right to lnarry andto
i Article 21
founda family. They areentitled 1()equal
rightsasto mariage, during mariage and L Everyonehasthe right to take part jn
i at its dissolution. the govenlmentofhis counfy, directly or
i tkough freely chosenrepresentatives.
2. Maniage shall be enteredinto only
I
withthefreea full consentofthe 2 Everyonehasthe righi ofequal access
I intending spouses. io publicserviceofhis country.

: 3. The fanity is the naturaland fmda- 3. Thewill ofthe peopleshallbe th€basis


menialgroup unit of societyand is entitl€d ofthe autboriryofgovemm€nt;thiswill
I to protectionby society and the State. shall be expressedin pedodic andgenuine
electionswhicbshallbe by universaland
Article l7 equal sufhageand shall be held by sectet
I vote or by equivalentftee voling proce_
l. Everyonehasrhe right to ovm property
aloneaswell asin associationwitb oth€rs.

2 No oneshall be arbitrarily depriv€dof Article 22


his property.
Everyone,asa memberofsociery,hasthe
I l8 right lo social securityand is €ntitled to
Article
realization,throughDationaleffort and
Evelyonehasthe right to fteedomof internationalcooperationand in accor-
thought,conscienceand religio& this dancewith xheorganizationand resources
right includesileedom to changehis
ofeachState,ofthe economic,social,and
religionor belief, andileedom, eitheralone cultural rights indispensablefor his digniry
or in conlmln ty wilh oth€rsandin public andthe fiee developmentofhis p€rsonal-
orprivate,to manifesthisreligionor beiief ItV.
practice,worship,and
in teaching,
Article 23

19 l. Everyonehasthe right to work, to fi€e


Article
choiceofemployment,tojust ard favor-
Everyonehasthe right to freedomof
\ opinionandexpression; thisright includes
a fieedomto hold opinionswithout interfer-
lr
I
E
ableconditionsofwork andto proteclion
againstuncmplo].ment.
sory.Technicalandprofessionalcduca
tion shallbemadegencrallyavailableand 1l
2. Everyone,withoutanydiscrinrination, highereducalionshallbe equallyaccca
hastherightto €qualpayfor eqxalrvork. siblc10allonthebasisofmerit.

remuneraron:payor 3. Everyonewho workslrasthe rjghtto 2. Educrtionshallbedirectcdtorhetull


recompense ior a dev€lopnentofthe humanpcrsonality and
Justandfavourable remuneration
ensxringfor hnnselfandhis famil),an to the slrcngrheninS
ofrespectlor human
existence righlsandfundamental freedoms. lt shall
wothy ofhrnrandignity,and
compulsory:mandatory; promoreunderstanding, tolerance,and
supplemented, if nccessary.
by other
lneansof social protection. liiendshipamongall nations,racialol
religiousgroups,andshallfurtherrhe
4 Everyonchasthe righi to formandto activiriesofthe UniledNationsfor ihe
join tradcunionsfor the pfotectionofhis
tnaintenance ofpcace.

3. Parcnlshavea prior righr10chooserhe


Articlc 24 kind ofcdncationthatshal1bc giveDto
theirchildren.
lveryonehasihc ight to restandlcisnre,
includingrcasonab
l€ limitationof Articlc 27
worknrghoursandperiodicholidayswilh
pav. L Everyooehasthefight freelyio

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

Follow th6 instructions for completing


the LanguageLearning Log that wer€
You will noedUnit 6 ofthis course,the Unit 6 fecording,a iape/CDplayer,your notebook,
pencilor pen,andyour copy of Webster'sNe\i Wotld Dirtiondry.

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.

LEARNINGSTRATEGY LISTENING SKILLS


P | a n n i n g . . . . . . . . . . . . . . . . . . . . . . . .G . .3. . . . . . .Listen
. . . . . .to
. . .the News
a n dT a k eN o t e s. . . . . . . . . . . . . . . . . . 6 . .-.2. .5. . . . .
VOCABULARY
Whatis NATO?
Par1 t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6. 3
. . . . . WRITING/SPEAKING
........... SKILLS
Whatis NATO? WritetheDraft.............................. 6-25
P a f 1t 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 - 5
GLOSSARY
GRAI\4I\4AR ObjectiveVo6abulary.................... 6-26
P r e p o s i t i o.n. .s. . . . . . . . . . . . . . . . . . . .6. -. .7. . . . . Nlilitary
.... Expressions ..................... 627
NATO 4 c r o n y m s . . . . . . . . . . . ........6...-.2. .8.
READING SKILL
Accessionof the Newl\,4ember ENRICHIVIENT ACTIVITIES
C o u n t r i e s . . . . . . . . . . . . . . . . . . . . . .6. -. .' 1. .0. . . . TroublesomeGrammar:
.......
IntheBackof vs.ln Backof ......... G29
VOCABULARY Bi-l\4NC Directive for NATO
TheNewNATOCommand DoctrineforPeaceSupport
StrLrcture 6-12 O p e r a 1 i o n 6 . . . . . . . . . . . . . . . . . . .6. .- .3. 0 ............
READING SKILLS Openingof Euro-Atlantic
Signs,Signalsandl\Iarkings ........6-16 Partnership Council Speech......... 6-36
NATO'S FirstFiftyYears............... 6-18 Peace1nvitation ............................ 6-37
FUNCTION LEARNING STRATEGY
AskingForandGiving Language Learning
Log.................
6-38
fnformation....................................6-24
LEARNINGSTRATEGY VOCABULARY

By now you have praciicednany diffcrcnl


strategiesfor lcrming. Which learning
stmtegieshavc worked best lbr you?
Which learningstraiegieswill you apply
ns you sludy Unit 6? Continue to use thc
leaming stategies as you monjtor your Regular reoting
practice t'i
Look al Part I of rhe readinglitled "what improve Jour abiw
is NATO?"and follow along with the
recordlng.The new words are in ilalics
to quiakly recog ize
Planning As you listen to the r€adlng,chcle any wolik, whieh in tafil
words you do not know, will enhancelout

Exercise 1

Look al your schedulelor Unit 5. How


WhatisNATO?
successlul were you in implemenling Part I
youf plan? lf you were not 6ble to follow
your plan, think about whal changesyou
are going to make to help you meet your The Noih Atlantic Treaty Organisation
study goals. Now complet€ the schedule (NATO) was csiablishedbythe 1949Nofih
Atlantic Treaty, conrmonly refeffed () as
the Treaty of Washinglon. NATO s
cu ent I 9 memberstatesare: Belg'un,
Cnld4 Czech Republic (sirce 1999),
Unit 6 Schedule
l Dennrnrk. Flance. Germdny (since 1955).
CreeceGince1952).H"nsdry(since1999),

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.

Politlcal Goals and Basic


Tasks
I The Noth Atbniic Alliance enbodies thc
transatlanticFnnership betweendre
i EuropeanInenbersoi NATO andthe
UniiedStatesandCanada, designedto

!
]
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.

TheAirForce andtheArmy have


dilferenl praledtr9! regarding0re
distributionof supplies.
6 Military acrionsoften affect garq!!: What is NATO?
!!e4aldecisions.
Part ll
andlegislalive
7. Thejudicial,executive,
pow€rssuBpg4American govem-
NATO's Transformation
& Theprocessofadmillanceofnew Througlroutits historyNATO has€volved
members 10th€Europ€anUnionis a io takeaccountofchangingcirctrm-
lengthyone- stances. Duringthe1990s,it hasunder-
gone a proc€ssof faFreachingadaptation,
in the ligbt ofthe changes whichhave
Copy these comprehension questions occunedfollowingtheendofthe Cold
aboutthe reading and answer them in War,in ordertomeelnewcballenges. lts Loo* lot definbions
your notsbook.Try to use a vocabulary
coremissionremainscollectivedefence. of unJamtliar por.ls
word 'n each answer,
butits organisation. mililarycapabiliryand
struclLLrcshavebe€nadapred to enableit Sofietlmes the! arc
10address newtasks,in pafticularthosc g'entherc.
WhatareALliance
members committed
involvingcooperation with nonrncmber
to?Whichpartofthe Treatyslates The
countriesandcrjsismanagemenl.
this? procedurcs
Alliancebasdeveloped and
10.OnwhaibasisareNATO decisions mechanisms fbrclosecooperation with its
Partnercounries,fbr exanlplethrough
Pannerchip for Peacc,theEuro-Allantic
11.WhencanNATO executea corse ol- Pannership Council,theNATO-Russia
FoundingAct. and 1eNATO-Ukraine
Chater.Ilhasredrceditsmiljtarycapabili-
11 wlat two thingsdoesNATO lack tiesandstruciures significantly.l'hrotrgh
because it is an independent
associa- tbedevelopnent, withintheAlliance,of
tionoffiee states? theEuropean SecuriryandDefence
ldcntityandofthe conceptofCombnled
JoinlTaskForces, NATO now is capable
VOCABULARY of organisnrga mngeofr€sponses to a
\lide rangeofoperalionalpossibilities. It
hasevolvedas an o€anisationandhas
developed ilspoliticalandnilitary slruc-
,:.
lures to ia}e accountofthe transfomation

ill of theEuropean securityenvironmenl.


Changesin NATO's structures
policiesreflectthecommonagreement
NATO membercountries
and

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

TheNor1hAtlantic Treat Organisatior Many advancediearnersof English have


markedthefiftielhanniversary
ofthe difiiculryusinsprepositions
corlectly.
signnlgofthe TreatyofWashingtonon,1 Dependingon cont€xt,manyprepositions
April1999.

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

Readthe following paragraphand Fill in tho blanks with a prepositionof


underlinethe prepositions. place or of directionor motion.

Thealtilleryisthe branchofthe almy Al1illeryfire is beingreceived


in cha€eofheary weaponsandequiP-
menrAnjllery is alsothenameoflhe
hea\.yw€aponsandequipmentgivenout Postis located
2. The Observation Eighnghdne,
10thelroops.Sincethe equipmentmust
Hill303. ctrcling,ot
bemovedandsetup constantly,special 3. We couldseetheprojectil€asit cane
careshouldbe givento the aiming tlor^ or corcepls
devices ofthe artillery.Thes€devices helpsyou remeuber
mustbe levelto rhegroundwellbefore 'ftchowitzerwill shootatthe cnemy
4.
thetriggers aredepresscd. TheairniDg thathill-
itlormaltonlssler
devices shouldbe inspecred often.If
lhesedevicesare evenslightlyout of A nechanizedunit canmoveverytast
alignment, thetargetwill bemissed onelocationto anothcr.
conpletely.lntheeventofa failureofthe
ilnmedialerneasures
devices, to correct 6. Be surethal thereis coordination
iheerrorneedto be taken.Tbesemustbe
repairedfairly soonbecause anyfailurein is
?. The PX (postexchange) the
theequipment would interferewith the streetfiornth€barracks.
progressofa unit.It couldforcethc unit
togiveup its mission.
Exercise 6
Meanings of
Prepositions Fill in the blanks with the words below
Prepositionsarc oftenclassifiedaccording
to meaning.ln thisunit, prepositions
of
of dirertion ormotion will be
placea.nd

Youwill find thetelephonei!thehall


-lhc ThunderbollII canbe serviced
Theengineis beneaththehood. l.
ard operatedffon baseswilh limited
Directionor motion facililies
Wewill haveto detourarourd the
obstaclecourse,
Thesmokepouredoutoftheralk.

Chart of Place and Direction


Prepositions
SometimesitheLpsto visualizeihe
meaningsofwords.The circleonthe
preced
ingpageillusrratesplace-direction
prepositions.
2. Tactics
is atrickya.ea;the
line
'treed-to-koow"
donain"is verythin.
and'public Accession of the
NewMember
4
pilotsminimizetheirrisks
L Figbtef by Gountries
siayrng thc lactjcaleffeclile
d o c u m e n l sc o n l a i n - rangeofmissiles
andgunsrryingto
ing the poinls of sboolthemdorvn. At thcMadridSunrmitonJuly 1997.NA fL)
agreement which HeadsofStateandcovcrnmentinvhedthe
precede the final 4. Nol until six daysafterthecrashdid CzechRepublic, Hungary,andPolandio
tfealy or compaci the planesflying the region beginnegotiarionswith a vie\r to becom-
confinntheyweregettingtransmis- ing'nembersol rheAlliarce.Protocotsof
sionsftom aradio bcacon. A ccession
wercsjgnedinDecenrber 1997.

5. The soldierssawthc cneny running Followirrgacceptance in Allied counlfies


tlem wavinga wbiteflag. ol theseProtocolsin thecourseof 1998.
thc threecoxntricsconcerned rcceiveda
lbfrnaiinvjtationftonrNATO Secrctary
GencralSolanaoobchalfofthe Alliance1o
READING SKILL accedeto theNorthAilanLicTreary.tn
orderto deposittheirinstftrmcnts of
accession to thc 1reary,th€ thrcehadto
Exercise 7 complete theirosr relevadnational
procedures
legislative (parliamentary
To ahdentand whsl approvalofar Act on Accessionto
Read the following questions; then scan NATO, lollowedby thesigDature ofrhis
)rou arc rcadbg,J)oa the reading to find the answeE.
don't need to knobt Act by LheirrespeciileheadsofStare).
the heaning of each Theirinslruments of accession marking
t'or.l, OfrenJ)oucun theirfornalen1ryintodreAlliance were
L. Wbaldid tfie threeinviredcountries dcposited on 12Marchl999ioaccremony
guessut the meontttg
haveto completein ordcrto accede in Indcpendence, Missouri(USA).
and conthue to rcatl

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

CANADA 2 February1998 Foeign Mnlster 4 Febtuary1998

DENMARK 3 February1998 l7 Februafy1998

3 ltlarch1398 17 March1998

26 I'larch 1998 Bundeslag April1S98


GERIVIANY 27 l\/arch 1998 Bundesfat
20 [,4ay1998 Senate
FFANCE 1 5 J u l y1 9 9 8
1 0 J u n e1 9 9 8

GREECE 14 May1998 21 July1998

LUXEMBOURG 27 May1998 24 July1998

21 [4ay 19S8 CorEressof Deputies 29 July1998


SPAIN 23 June 1998 Senate
17 July1998 1998
17 August
UNI]EDKINGDOI\il
3l July1998

UNIIEDSTATES 30 Apr 19S8 US Senate 20 August1998

DELAND 4 June1998 25 Augusl1998

I Juy 1998 Senate 14 September


1998
BELGIUI\,{ 16 July1998 Houseol Represertali!€s
13l\/ay1998 Senate 23
ITALY SeptemberI 998
23 June1994 l louseof Bep|Esertatives

PORTUGAL 1998
16 Seprember 3 December1998

fUFKEY 21 Ociober1998 Parliarnent 3 December1998

6 October1S98 SecondChamber 4 December'1998


THENETHERLANDS
1 Decembef19€8 Fi'stCrember

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 .

As parr ol thc Alliance s adapration


ettbrts 10nnprcle its capabilit]'ro lnlfill
its roles and missiors, three tundamcnlal
objectiveshad 1.l bc achieved:the
A l l i a n c es n l i l i i a r yc l f o c L i v e n e h
s sa dt o
be ensured;ihe transarlanliclirk
prcserved;alrd the EtrropcanSecuri!
and DefenceIdenlily (ESI)l) developed
$ i t h i n t h cA l l i a n c e r u t h e r m o r e .a l l o l '
these|nissionshad to be conductcd lnnn
a s n r g l c p i a t f on , c a p a b l e o f p c r l i rn i n g

Thc l,r?rrilt g irnperaiivcin dcvclopnrg


a ncw structurewas thal il be missioD
oricnrd. lt neededto provideNATO the
capabiliq--f to rrpe rvith dre li11 .ange of
Alliance roles and missbns. fionr its
traditional missn]nof collecrivedefence
to ne$,rolcs in changingcircumstances.
i n c l u d i n g n o nA d i c l e 5 m i s s i o n s u c ha s
peacesupporl opemt'ons.Furthemorc.
flexib ilily, lofceeffectiveness, Alliance
NATO'sNew CommandStructure

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

RL Lrn,CC NJ\ N.'rh h .' ,l,ull! ,rrrLl HQ

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

. HQS t tUKFLTLANT,dircctly New Command and Control


strbordinateLoSC Atlanric. pr1)videsa Concepts
i:rdily availablc se.rbasedsrdke rnd
C J T FH Q c a p r b i l i t y A l l i a n c cw i d e a n d In addition,NATO has developcdnew
conceptsof intcrelationships 10adcr-
tdlz ihe dynamicsofhorv rbc differenl
. HQSUBACLANTprovides acoofdi levelsof commandwilhin rhc new mililffy
natroDcrpability lbfSC Atlanlic and stfucturewil I coofdirate iD underaking.rll
difecl 1iriy)n wift SC Europelbr A l l i a n c er o l e sr n d n r i s s i o n sT.h e s en e w
m a n r g e m e not l A l l i a n c es t r b n r a r i n e conccptsrepresenla more tlexiblc {p
p o l i c y a n d d o c t r i n e I. t l s e s s c n l i a l l a
y p r o a c hl a f t h ec o n d u c L o f A l l i a n c cn r i s s i o n
coordinding ruthoriiy ard principal requlretncntswith i leancr..nrultifuncrionrl
sourceofsubmffine operalionaland collrlnmrdstructurein tho new securiry
lrclical doctrinc to both SCs. envrronnrcDt.lhese ncw .oncepls iDclude,
int€ralia:
Strateeic Command EuropeinMons. . The sq)tofted'supporting comnrand
B e l g n r mi,s . e s p o n s i b l e f o r o v e r a
p lhl n -
relatioDship,which is one 01 thc
lnairstays of intc|relationship representalionof narions
c o n c e p i sa, l l o w i n gl l r eN o r t h A t l a n L i c n e i g h b o u r i nag J S R CH Q h o s t n a t i o n .
Couocil,the Military Comrnittee.as m a i n s t a y s :t h i n g st h a l
w c l l a sc o m m a n d e ras1a l l l e v e l s . prov de the chief
CJTF and ESDI meansor suppon
grealcrfl exibiliry transfcrringthe
weighl ol efibrt in coDsoDdnce \vith B a s e do n e x i s l i n g C J T Fw o r k t o d a l e ,a D d
t h c d c c i s i v ep o i r t s a n d s c q u e o c i n o gf p a r l t g t h co u l c o m eo f C J I I I I Q i r i a l s .
a l l A t l i a n c e m i l i t a r y a c t i v i i yF.L r lht e r the Dcwrrilitary commandstructufeis
more. this characlcfisiic ofthe new r./zurcd lo be ablc 1(rsxppon anticipnkd
command slructurc links tfie lwo CJTF requiremcnls.Presentwo'l{ rn
StrategicConnnandsto amuch grcaler Mission
p l a n n i n gf o r W B t J I l l u s t r a t i v e
d e g r e et h a nc v c r b e f b r e .T h j s i n - Proli les,EufopcanConrnrand Anange-
c r e a s eN s A l O ' s l l e x i b i l i t ya n d ,a b o v c mcnls and provision of asseisand
a 1 l i, t s s L r s t a i n a b i l i t y . capdbilitiesfof WE(J-lcd operalionscan
' T h e c o n d u c to l A l l i a o c ea c t i v i t i e s / also bc accommodalcd.This can be
providcd lhroughthe rapid CJTF HQ
operationsaL111e regional level. which
gcncrationand the pcananentplann'ng
willalso lake into accountnncrdepen-
aod C2 capabililieswith in the ncw corn-
dcnc] anong fegions. Work on lhe
mand struclufe,both ofwhich caD,
new command strucl re has accennl
following an ddl,dc Council decision.
atedthe need {of rcgionalb,-based
support on a case-bycasc basis possiblc
tlQs to be able bolh to receive forces
wEU led opcrationsLrsingNATo assets
and support inte|/nrra-rcgional
and capabililics.Work on the CJTF
conceptis ongonig witb aCJ rF rialwitfiin
' Thc flexibleapproachlaken wiih ExerciseStroDgRcsolveplanncdlbfMarch
respectto command and control (C2) 1998.
measures.such as boundafies. .lo,r.d: GeneralKlausNaunrann.
coordnrationlines and/,/,dsirg. which " N A T O ' s n c w m i l i t a r y c o m m a nsdt r u c
will grcatly facilitaie the conductol t u r e . "N . l r O n ? r l e . V o l . 1 6 - N o . l . S p f i n g
crcrcisesand operations.Forexample, I 9 9 8 .p p . 10 - 1 , 1W. e b e d i l i o nL h t t p : ,
in SCEurope, in peacetinrc,onlythose www.nato.nlddocn/rev iew,I 998/980l
C2 meastrresnecessaryfor rhc 0l.html Rcprintedby pennission.
c o n d u col l S c l e v e l a n d R C w i d c
daiLy,peacctnncoperationsw ill nccd
to be pemancntly employed and/or
Exerc ise 8
establishcd.Consequently,lhcfe is oo
rcquirenlentfor pemraDcnliyestab-
In your notebook, copy the following
l i s h e db o u n d a r i e s b c l o RwC levelin sentences and inseft the appropfiate
SCEurope.Snnilarly. ard sinceSC
AtLantichas no Sub-Regional
commandlevel, therc arero RC-level
A r c a so f R e s p o n s i b i l i l yw i l h i n S C

ovefflding pendlng phased


' An incrcasedfbcus on ad hoc coping trial
multinationality wilh regardto the affordabillty articulated deemed
potenUal accommodated
manning ollhc new headqua'lers.
l'his may lcad to representatioDofall
membernalions arthe Strategiclevel,
L was one ofthc best f-eat es ol'
to cross rcpfesentationofnations
t h e w s e a r c hh e l i c o p l e r ; w ed i d n o l
n c
a d j a c e n t t oR C sw h i c hl v i l l e n h a n c c
havc 10 spend a fortune to pucbase rt.
thejn itial rcinfbrcenent capabiliq .
and to widef padiciparion at the JSRC
l e v e l w h i c hw i l l a l l o w e q u i t a b l e
Good corDmanders
have good '7.
Thenew strategi€commandstructure
techniques
for _ with stress. willbe in gradually.
Wten the pilot wasshotdownover Tbe village representativeclearly
enemyterritory, he had one the concemsof the towlrs-
thought: staying out ofthe people.

The recent agreementwas _ an


4. ConferenceRoomB the I00 important step towards peace.
military andcivilian persornelwho
attendedthe PfP seminar. t0_Tbe conmitteeassembled
y€sterdayis meetingthismoming.
5. Duringthe p€riod,tbenew Tbey will appointth€ new chairman
tankswill only beusedin lwo ofthe
l l . TheofEcialdecisionis until

6. Wlen will humanityrealizethatwe


have the to live in peace?

READING SKILL

fhe reading below is a NATOStandadiation Agreemenr. Skim ihe documenra.d


lhen answer the questions that fo ow,

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.

(2) Othefreason:ONEREDtlareor smokegfenade

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.

NATOSTANAG2100OP: Siqtls,SignalsandMarkingsto be Usedin Control-


Source:
lingcombined (25March1988),Brussels:
Erercise.s, NATOHeadquarte$. Reprintedby
Fmrission.
Exercise 9 7 TheWestCeman Chancellor, Willy
Brandt, cementedthe improvementof
relationswith the Eastin 1969. T F
Copy the questions in your not€book
8. In 1973,"mutualandbalanced"arms
control negotiationsbetweenthe
West and the East began. T F
l . Whatis th€ purpos€of this NATO
9. The launchineofthe Sputnik meant
thatthe US couldbe a targetof an
How are groruldvehiclesand aircraft intercontinentalballisticmissile.T
F

10.TheBerlinWallwaserectedin 1960.
Wlen will th€ agreemenx
be imple- T F

11.In 1979,adecisionwasmadeto stop


How is an outof-actionvehicle deployingmissilesystemsin Ell|ope.
designated? T F

12.The personwho was probably


READING SKILL responsiblefor the dramaticchanges
betweenEast and W€st relations in
1985wasGorbachev. T F
Exercise10 13.With the failure ofcornmunisrn,th€
role ofNATo haschangedvery little.
T F
B€fore you read the *say, test your
knowledge of NATO h'story by complet- 14.TheCJTFconceptallowsNATO
ing thls f and F exercise.Afte. you read
th€ ossay, complete the exercise again foops the abilityto mobilizeforces
emanating: emeeing to determine how much history you qujckly. T F

15 Insteadof diminishingin importance,


the postcold War era hasgiven
NATO a proliferation ofrange and
Th€ US suppo(ed the idea of an
goals, T F
Atlantic alliance enthusiastically
ftom thebegjnning. T F

After the invasion of SouthKorea,


NATO leadersreshapedthe alliance
intoamilitaryo4aDization. T F NATO's First Fifty
3. The NATO Tr€aty was signedin
Years
1950. T F

Germanyjoinedth€ Alliance after An Alliance ls Created


GreeceandTurkey. T F
As the Atlantic Alliance reflects on the
5. TheAlliance hashadninimal intemal coulseofits first 50 years,it is worth
problemssinceits inc€ption. T F rcmemberingthat it waspart oftwo
revolutions,bothemaoatitrgftomthe
Francewith&ewft omNATO's ashesofthe SecondWorld War. For the
mililary conmand structureb€cause United States,revolution meantabandon-
the Alliarce moved its headquarters ing the long'chedshedtradition of
toBelgium. T F isolationism.For Europe,it meantburying
an unhappypast and creating a new
association of fonnerlyrivalnations.
The war had left the continenta waste- thesubsequent Berlinairlift focused
land,withover50milliondisplacedpeople Americanattentionon a securitypact that
andvastmaterial damage.Th€ mood was hadbeenoutlinedby the Britishat a secret
oneof despairand demoralisationrath€r Pentagonmeetingin March I 948.Alter
thantbe rebi h of spidt that the end of exhaustivenegotiationsirr Washington
conflictmighrhavebeenexpected to that sullnner,the Europeanswerefinally
produce-Communislpartiesin th€ West, entangling:compli-
ableto secureagreementto an entangling
particularly in Fran€eand ltaly, hopedto auiarcewith theUnitedStalesandCa.Dada.
usethis desperatiorto try andtakepower
Success requiredthe enlargemenl ofthe
by constitutional means:this threatened guarantee
originalgoup offive nations10include
to extendwestwardthe "Iron Cutain" the
Canada,Denmark,Iceland,Italy, Norway
SovietUnion was bringing down over charismatic:upbeatl
andPortugal.This allowedtheUnited
centraland easternEurope.To counter
Statesto call the Alliance an "Atlantic"
thisComrnunist€xpansion, Western
mther than a "European"entity, which
Europearleaderstumed to the United
helpedto win Senateapprovalofthe
States-OnlyAmerica,theyfelt,could
|reaq,-Key to the agreementwas its Alicle
providethe meansto containCommunism
5, whichensuredanallied andthismeant
andassuethe peacefuldevelopment ofa
American responseto an extenralattack
unifredE$ope.
againstary partner.This pledge,psycho-
By early i 948,the Europeanshadre- logicallyvitalto thepoliticalandecononic
spondedto the Marshall Plan proposals health of WestemEutope,was at the heari
for injectingmassive US economic ofthe Noth AtlanticTreary,sigled nr
assistance by putting forward complemen- washington, DC, on4 April 1949.
laryplansforself-helpandmutualaid.But
The newalliesassumed thatin the short
10BritishandFrenchForeignMinisters
run the treaty's declarationof int€ntions
EmestBevinandGeorges Bidault,this
would suffice to deterany Sovietambi
wasnot enough.Soviet pressurehad
tions in WesternEurope.But a Soviet-
continued unabated in 1947and19,18,
supported North KoreaninvasionofSoulb
culminating in a Communjst coupin
Koreain June1950 quicklydispelledany
Pragueandefforts to intirnjdateNorlvay.
illusionsandenergisedthe Allianceon
Bevin andBidault beganto work vigor-
every level. Fearingthat the Korcan War
oudy on a WesternUnior defensivepact
was a preludeto a Sovietattackagainsl
worthy of American support.
WestGermany,NATO leadersreshaped
By March1948,France,GreatBritainand rheAllianceintoa militaryorganisation
Belgium,Luxembourg andtheNetherlands with an integratedconmand structureand
hadsignedthc Bnss€lsTreaq,,a 5O-year established supreme alliedcommands for
defensive alliance.one ofthe aimsof6e EuropeandtheAtlantic.
pactwas to convincethe United States
TheNorthAtlanticCouncilchoseUS
that th€ Exropeanswer€ both s€rious
A rmy ceneral Drvight D. Eisenhowerto be
abouttheir tuture securiryand able to
the first SupremeAllied Command€r
organise themselves. This wasto be the
Eutope(SACEUR).Thepopula.rofiicer
triggerfor increasing Americaninvolve-
withthech6rismaticsmileimmediat€ly set
mentin Europeandefence,Theseefforts
outto reshapethe Allianceintoamilitary
werea failure in the shortrun, a successin
organisation andto convinc€the Europe-
thelong run. While th€ Trumanadminis-
ansofthe needfor rearmament.
tration andthe US Senaterecognisedthat
only Am€rican assistancecould makethe Thetmnsformation ofthe Allianceftom
critical diff€renc€in a devastatedEulope, papertreaty to living organisation\ryas
Ameri€a'sisolationist traditionse€medtoo crownedat a summilmeetingin Lisbon,
strongto be easilycastaside. Ponugal,inFebruaryI952.Recognising
theneedfor regularpoliticalconsullation,
Then,in June1948,theSovietUnion
the North Atlantic Council decidedto
blockedalliedaccess to the divid€dand
appointa SecretaryGeneral.Lord lsmay,a
occupiedcity of Berlin. The blockad€and
formerBritishofficer,b€canre
thefirstto
holdtheoffice. 1heAlliance.established
by theNorthAtlanticTreao andnow
ollcnhonouredin the brench.Tbeirrepot
soughtto shoreup intemalcohesionand
expaDdpolilicalconsuLtation.
{a
supportedby bothpoliticalandmilitary of nuclear
Mcan$'bile,thedevelopnient
hadbecomeNATO,theNofh
struclurcs. lcchnologywasshiftingthc Alliaoce's
AdanticTrcaq/Organisation. forccsto a
fclianccon conventional
lnthis earlypcriodNATOalready greateremphasis on laclicalnuclear
demonsLnlcd its capaciryfor changcby weapons. By the cndofthe decade.thc
undcrgoingits first enlargemenl the Alliancehada fully-fledgednuclear
additionofcreeceand1 urkeyin 1952, strategy.Dcspitegrowingpanrs,theUS
bolsleringtheAlliance'ssoulhcrn1lank. pledgeof30 nuclear-weapon a'rncd
Iwo ycarslaler.agreemeni reachcdin dilisionswa\ the psycholosical bcdrock
I'arison West Germany's membership of NATO's dcfcnceplans.
wasa pivotalachievement thathelped
TensnmbetweentheUSSRandNATO
h o n o u r e di n t h e b r e a c h : the
facilitate growing uniq/ of Europe.
roseto newbeigbtsin thispedod.The
more often broken SovietUnion'ssuccessfnl 1957laxnching
ofSputnik.thefirsLcaflh-orbiting satellilc.
exacerbated: inlensified
raiseddoublsin Europeaboutthe tJS
commitmenl to itsdefence, because it
impliedfial1he unitedStareqilscllwo|ld
be vulnerablc10an intercontinenlal
ballisticnissilc altackinthe eventofa
conflict.This Sovicl acbievement \{ as
exacerbated byNikilaKlrrushchev's
provocarive1958challergeto westenr
access to Bcrlin.A unifiedstanccby the
alliesforcedKhrushchev to Mck downon
4
this occasion,but thc crisis wasrepeared
US idluenceovertheAlliancercached
its heighlin the 1950s.Thesymbolic Thelnounlingcrisis in thesunmcrof 1961
contrastbclweenan Americansuprenc triggeredaDoxodusfromthe Soviclsector
alliedmi litarycommarderanda Europear ofBerlin. lhen, in theeartymominghours
politicalSecretary GeneralreflecGdrhe ol l3 Au!,ust,FlaslCcnnantroopsinstallcd
imbalance of powerbetween Europeand thebarbedwire androadblocks thaiwould
America.TheUnitedStalestriedto becomerheBcrlinWall.Theensuing
fcspectthesensibilities olils allies, Soviel-Anrericar tankcoDftonlalionat
particulartythroughagrccments applying Checkpoint CharlieandlheSovietdephy'
host-counlry lawto Anericansoldiers mcnloloffensivemissilesin Cubathenexl
charg€dwith off duty oftbnces. Never- yearweret\r'oevenLs thatcamecloseto
thcless,it washardlysurprisingthat sparkinga globalconflict.
Britainresented denialofan Allanlic
TheEisenlowerandKennedyadminislra-
command or thatFrancefaulredthe
lionshadembarkedona seri€sofAlliaDce
UniledSlalesfor its lossoflndochinain confidence-buildnrg measures in thewake
1954.US retusalto supponBrilishand These included
olSpuinik. tlacing
Frenchpoliciesin Sueztwoy€ars later
medirln-|angenuclearmissilesin the
alsoangered bolh allies.
UnilcdKingdom,ItalyandTurkeyard an
ol'1h€Auiance,
As lbr thesmallernatioDs elaborateproposalto crealea European
thcirgrievances
wereourlinedin I 956 by ruclearforce. Thehopein Washington
theConrmiitee

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).

5. Capt Barn€s finds oul rhe pronlLncja-


(lookup)
l. MajItendricksenarived hereby train. in the dictionary.
(mearsof transportation)

DansonworksqlliqLlr and
2. Seaman
compe1e4ly.(marmer) LISTENING SKILLS

3. SgtBrownloosened the nut !{ilL4


(inslrument)
largewrench. Listen to the News
4 Thesix-pagemeno wasfastened and Take Notes
with a pap94lip. (insttu-
together
Exercise 14
5. Thecommandercomnunicatedwith
thetroopsin thefield bv radio Listen to or view at least thfee news
(meansof comnunicatjon) broadcasGin English thls week Use the
News Broadcast Listening^/iewing Form
6 Thesoldieranswered the captain's in AppendixD as a guide. As vou listen'
ql]eslionpqllq!. @anller) take notes. ask tho information ques-
tions that you learnedin Unit l: Who?'
what?, where?, when, and whv? Then, in
write .nswere lo the
Exercise 13 yo nolabook.

t*'"2""*", " <: 7'r::Z :89i"- /'?


%f-tr'}2;;ffi:ae:'
ffi,-fJ-';;;;;"*" ;ffi=t-€z"a
);-.22ry
t>t././7e a.?e'at-zz
GLOSSARY consensus
(conSENsus)n:general
l
The consersus ofthe Headsof Srare
Objective wtthrespe€ttoforeignpolicyis 10
naintain srrengthan{tcredibilig, in
Vocabulary oroer to comter aggressionbelore il
happens.
accessiotr(acCESsion)n: anincrease
by meansofsomethingadded;an consultation(consulTArion) n: rhe
addition seekiryofinlbrmadonor advice

The accessionof the first NATO Allies seekconsrltations


with each
countriesliom the former Eastem otherregardingmatr€.sofmutual
Block tookplacein I999.

acconmodare(acCOMrnodare)vito conttngency(conTIN gency) n:a


naveenoughspacefor; to suppty possibleor chanceevenrrhaimusibe
preparedagainsr;furureemergency

All thevisitorswereacconmodated Therearccontineencvplansin caseof


at
a naturaldisaster.

adaptabitity(adapraBlLi ty) n:abiljty cop€(COPE)v: to contendor struggte;


to adapt or change
Whalmakesrhealmy sucha viabte PresidentYeltsinfoundhis healrhand
force is its adapttabitjtv. careerprobiensdjffculr to rApqwith
andresignedhis presidency a1the end
adaptation(adapTA tion)n: a chanse: ofl999.
tansfonnation
deen (DEEM)v: to.judge;to assume
Themilitaryhasseen,andwiU
continu€to see,mary adaptt4lions_ The sergeanr deemedthephonecall so
urgeDrthar sheintenupted th€ meering
ad hoc (ad HoC ) adj. & adv: for a llre coionelwasconducting.
specificpurpose,siruation,case;
inplenent (IM ptement)v:to ca.ryinto

We are agreeableto an ad hoc


sorutronunlil a nore permanenr Beforcmitftaryforceis used.everv
solutroncanbe found. effortshouldbenade to impteme;trhe
nation'sforeignpoticythrougb
afrordabiliry{ alrordaBTLj l n: hating
D
thecapabitiry ofbeingpurchased for
a rcasonable price optimization(oprimiZArion)n: makjng
the mosteffecliveuseoftbings,
Whenmakingdecisions aboutthe
sizeofthe milirary, affordabilily is an
rmponanthctor. Aner manyyearsofineffective
managemenr in theirm ilirar],it is
articulate(ar TIC u lare)v:to €xpress;ro difficulrto achiev€oorinizalionin j ust
sayclearly
Mr. Ball articularedrhedemandsof overriding(o verRI ding)adj: prevajting;
thecivilians. takDgprecedence i chief
Ovgllidjag circumstancesforced the safeguard(SAFEguard)v: to protector
Lower Houseto vote againstthe guard
The ageementwill safesuardnatioDal
security.
pending(PEND ing) adjI awaitingaction,
confirmation, or deoision;dudng; stipulat€(STIPu late)v:to specifyasan
essentialcondition of an agre€ment
The shipmentwill be distributed The regulation$ipqblrd that a yellow
p!!di4g the releaseofthe materials flag would designatean oul-of-actioD
fiom the local authorities.

pbase(PHASE) v: to carry out systemati- streamline (STREAM line) v: to simplit


cally, in stages so asto makemore e{ticient
The existingpolicies will be phargdout How car we g[9!4!]E tbis tainmg
by the end of the Year. diective so that our training will be
more€ffeotive?
policy(Policrn; aprinciple,plan,etc.,
as of a govemm€nt trial (TRI al) n:a processtoresolvean
It is th€ pqliqy ofNATO to affive ax uncertainty;an effort or attemPt
decisionsusing consensus. During the Eiql manyofth€ probl€ms
were identified andresolved
political(po Ll tio al) adj:of, concerned
with, or engagedin govemment, underpin(underPIN) v:to supportfrom
politics,etc. below;to coroborateot substantiate
TheAlliance haspqlililal aDdnilitary The atocities that have continuedto
objectiv€s. occur in Bosnia andKosovo ullderDln
a lackofprogessin humanevolution
potential(poTEN tial)adj &n: capableof
being in exisxence;capacityfor
giowth or development
In the new world orderthe nunber of
palt9gtiq!enemiesofthe west has Military
Expressions
Then€w military organ;zationhasa lot
ofp.9&d!41.

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.

Brick wall: a srong obstacle;an Two upatrdoneback:tworegimentsinthe


obstaclethat stopsa movemenlor front ljnesandoneregimenrin
divisionreserve

Wehit a brickwall whenwetriedro In a nomal defense posilion,we


penehatetheir defense. employ our infantry regirnenrslya up
and one back.
Talking ro him is like ralking ro a bdlk
ldl. Zap: 1okill or woundwith gunff€
Ifthe enemytriesro crossth€river,the
Combthrough,to: to search
rhoroughty helicopt€rwillZqBrhem easily.
Someoneoughtto combthrouglr
theserepots carctully to find any
NATOAcronyms
Gung-ho:eager;aggressive
AARr Air{o-AirRefireling
You candependon bim to do his
pafi;he'Ugetwith it because
he,s AFCENT:AlliedForcesCentralEurope
gung-ho.
AIREX: AirExercise
Handsare tied: cannota€1 CPT: CentalPlanningTeam
My handsare1ied.I irannordisobey
rnysuperior'sorders. DIDIR: DirectingStaf Direcrive

EMAIL (e-mail): ElectronicMail


Once-over:a quickcomFehensive
look
UNS: HostNationSupport
Givethisnewr€gulationaonce-over LIVEX Live Exercise
andtell me what you thint abourit.
MAPX: MapExercise
Rightdown myrlley: well suiredromy
talenls,experience,
or inrerests NACC: NorthAtlantjcCooperalion
Council(hasbeenreplacedby Euro-
t'd likethatjob,sir;it'sright downny AtlanticPatnershipCouncil(EApC)
a!4y.
OFiOfficer
Ropedinto: madeto parri€ipate
PCC:PartnershipCoordinationCell
He was ropelljnro helping xhe
mspectionteam loday. PfPoTPFP:Partnenhipfor Peace

Set up, to: to prepare;toesrablish PSC:PrincipalSubordinare


Cornmand,/
Cor mnder
At the eveningbriefing, we are going
to setup plansfor theuextday'sfield SACEUR:Srlpleme
AlliedCommander
Europe

Traffic jan: atraffic difiiculq, SPT: Suppo(

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

TCN L Tlredaily log sas lbund


Electronic[,'lail

Support Thejeepwasparkcd
building.
headqual1ers
OF

AFCENT Authentic Reading


HNS
Exercise 18
PCC

Supfeme Allied When readingmanuals,a good way to get


a preliminaryidea of what you are about
Europe to read is by skimming the article, The
liret time, do the following: read the titlei
PSC notice if there are any pict!res or graphs;
notice if the text is divided into parts;
Aif Exercise read the title of each part; read the last
paEgraph or at least the last sentence.
DIDIR The second time, read ihe article
carefirlly. Notice names, numbers, dates,
'f NACC and words that stand out throughout the
text, and write them down.
Bi-MNC Directive for NATO Doctrine for
Peace Support Operations
Chaoterl
Bi-MNC:[,1ajor
NATO
Commandis Introduction
composedof SHAPE '|-1.
(SupremeHead
PUBP!2j!E.The purposeof this documentis to establishcommondoctrine
for PeaceSupportOperations (PSOs)withinNATOmilitary commands_ The
NATOagreeddefinition of doctrineis "Fundamental principles bywhichthe
military forcesguidetheiractionsin supportof objectives. lt is authoritative but
Europe)and requires judgmentin application."
As such,thisdoctrine willserveas an
SACLANT(Supreme overarchingframeworkfor PSOactivities withinNATO,withPartnership for
Allied Commander Peace(PfP)nations,andwithothernationsandorganisations. lt is importantto
Atlantic) emphasise nor is it a "checklist"
thatthisdoctrineis not restrictive, for success.
overarchingrextending It is simplya framework,reflecting
sharedbeliefsandexperiences as a wayto
overor throughout,
planand executePSOSsuccessfully.
formingan archover 1-2.BACKGROUND.
(somethins)
a. General.In Novembef1991,the NofthAtlanticCoLrncil (NAC)agreedto a
framework:a structure newstrategic concept, recognisingthechanging security
environment
ro suppon some- andthe newopportunities thispresented.
Whileinterstate disputesstill
ihing exist,thisnewenvjronment is increasingly
characterisedbyvariousforms
of intrastateconflicts.
Besidesthe humanitarian concerns,theseconflicts
havethe potential to escalateandpresentrisksto regional stability.
The
newskategicconceptreaffirms NATO'sprimarydefensive posture,but
politico-:a combining
acknowledges thesenewrisksandchallenges. Thisconceptretainsthe
"polilical' flexibility
to adaptto furtherdevelopments in thepolitico-military
environ-
mentand to any changesin the risksto Alliancesecurity.

b. United Nations.Since1989andthe endof the ColdWar,the United


Nations(UN)hasundergone a numberof significantchangesin thewayit
performs peacekeeping operations.Movingfrompfedominantly unafmed
or lightlyarmedobserver andpeacekeeping missions, it hasusedthe
opportunities presentedbythenewstfategic environment to become
moreinvolved itsrolein paomoting
in expanding peaceandstability.
Experiences overthepastseveralyears, however, havefesultedin a
reviewof methodsandcapabilities. Additionallythe UN recognizes that
for manycomplexoperations, it mayneedto seekthe assistance of
regional or otherorganisationsor authorjties,
withspecificcapabjlities.

c. NATO.In 1992,NATOstateditswillingness to support,on a case-by-


casebasis,peacekeeping operations
oftheUNandtheConference on
SecurityandCooperation in Europe(nowtheOfganisatlon for Security
andCoopefation in Europe(OSCE).In January'1994, attheNATOHeads
of StateSummit,thiswillingnesswasreaffirmed, alongwiththe desireto
improvetheoperationalcapabilitiesof theUN,OSCEandtheWestern
European ion(WEU). The 1994Declaration
LJn alsolaunched thePfP
program, whichfocuseson mutualparticipation in peacekeeping,humani-
tarianoperations,
searchandrescue,andotheroperations as maybe
ag|eed.

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.

e. MilitaryCommitlee(MC)Policy.To meetthe challenges presented


by
thesecommitments, the Military issuedl\4C327"NATO
Committee
terminology: the lerms
Military
Planning in 1993.Thisdocument:
fof CeaseSupportOperations,"
or syslem ot terms
used in a specific
generalpoliticalpolicyintomilitarypolicy,
(1).translates
scrence,an, erc.
(2).specifies andpreparation,
in planning
responsibilities avertr to lurn the eyes,
body,etc., away
(3).provides
guidelines
forfurther andgeneric
development
doctrinal from;lo ward off; lo
plannrng.

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.):

(1).ConflictPreventionincludes different in particular,


activities, under
ChapterVl of the UNChartef,rangingfromdiplomatic to
initiatives
preventivedeployment of troops,intended to pfeventdisputes from
escalatingintoafmedconflicts orffomspreading. ConflictPreveniion
can includefactfindingmissions, consultation warning,inspections
andmonitoring. Preventive deployments normally consistof civilians
and/ormilitaryforcesbeingdeployed to averta crisis.

(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

(4).PeaceEnforcement afeactionsunderchapterVll of theUN Charter


usingmilitarymeansto restorepeacein an areaof conflict.
Thiscan
conflictorwithinternalconflictto
includedealingwithan interstate
meeta humanitarianneedor wherestateinstitutions havelargely
collapsed.
(5).PeaceBuildin0 is posFconflict
actionto identifyandsupport
structures whichwilltendto strengthen and solidifya political
settiement in ofdertoavoida returnto conflict.It includesmecha-
nismsto identifyand supportstructureswhichwilltendto consoli-
datepeace, advanceasenseof confidenceandwell-beingand
supporteconomlcreconstruction, and mayrequiremilitary as well
ascivilianinvolvement.

(6).Humanitarian Ooerations aremissions


conducted to relievehuman
suffering,
especiallyin circumstanceswhereresponsible authorities
primacy: the state of
in theafeaareunable,or possibly to provideadequate
unwilling,
being firct, as in |ank
servicesupporttothepopulation. Humanitarianmissionsmaybe
conducted in the contextof a PeaceSuppodOpefation, or as a
alleviation: a lightening completelyindependent task.
or lessening of pain
suffering, or tension 1-3.THECHALLENGE OF PEACESUPPORT OPERATIONS. A PSOpre-
sentsnewchallenges to participants,bothmilitary
andcivilian.l\,,lilitary
opera-
disparater distinct or tionsthatare notunderArticle5 of the NorthAtlanticTfeatyalsoplaceunique
diflerent in kind demandson NATOplanners. Whilenotexhaustive, thefollowing aresignificant
characteristics
whichapplyto PSOs:
a. PoliticalPrimacy.PSOsare politicaloperations. lt is fecognized that
all military
opefations are in supportof political
objectives; however, in a
PSOthe linksbetweenmilitaryactionsand politicalresultsare more
intimately linked.Whilethe militarycanfaciiitate a political agfeement,
it is unlikelyto imposea Iongtermsolution. Conversely, a seemingly
minofmilitaryincident canhavedramatic consequences at thestrate-
gic/politicallevel.At all levelsin the PeaceSupportForce(PSF),it is
imperative thatsoldiersunderstand thestrategic missionobjective and
theifimportance in achieving it.

b. Objective.Thestrategic objectiveor the "endstate"of a PSOwill


normally feferto tlreattainmentof a stable,secureenvironment, of the
alleviationof suffering. In suchcases,the measures of successwill
notbe linkedto defeating an enemyor controllingground.Althoughthe
overallpolitical
objectives mightbe clear,definingspecificmilitary
missions to supportthemmaybe moredifficult.

c, Threat.In additionto facingpfofessionalmilitary forces,the PSFmay


alsobe requiredto dealwithirregulars,militia,ci minalelements, and
otherfactions.Thethreatsposedby thesedisparategroupsmay
changethroughout the processof reachinga peacesettlement. The
size,equipment, levelof training,
discipline,
andmotivesof eachof the
factionswillrequirecarefulanalysis.lhe historyof the region,andan
understanding of thereligiousandcultufaldiversity present, willreveal
someof thesourcesof thecurrent problems,however, in a typical
intrastate
conflict, mayseemillogicaltoan outsideparty.
the rationale

d" Entry/ExitCriteria.The political


decisionto commitforcesto a PSO
willbe basedon manyfactofs.A keycomponentofthis decisionshould
be military
criteria.
Thesefactorsandcritefiawillbe necessarily broad
at the skategiclevel,and mostlikelyincludean examination of whatthe
militarycanaccomplish andthe risksinvolved.In the samemannef,and
at the sametime,the desiredendstatewillbe developed. Formost
PSOs,thisdetermination maybe difficult,
butit is essential
to a clear
rr
missionstatement. Theex t critefiawillthenbe ihoseconditions whlch
whenachieved, wi lconstitutethe successful miltaryconlribution to the
political
processPlannefsshouldalsoconsider, in advance, what
conditionsmaVresultn termination of NATOinvolvement in the PSO.

e. OtherConsiderations. Thereare manyotherdisiinctionsthaidefinethe


PSOenvironment. Mostarecoveredin thisdoctnne.Thechallenge to
thosewho p an andexecutePSOsis to adaptmilitaryprocedures and
techniques to thisenvironmentandto havea clearunderstanding of the
missionandallotherrelevant factorsA furtherchallengewi I beto
monitorthedynarnics whichaffecttheenvironment andto be prepared to
adjustto changesas theyar se

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

c . T h e t e r m sP e a c e k e e p i nagn"d " P e a cEe n f o r c e m e n t " d o n o t e x tr hs e


tin
UNCharter. Hitherto,it hasgenerally beenunderstood thatpeacekeep-
ingoperatlons wouldbe conducted onlyundertheCharteisChapter6
andPeaceEnforcement wouidonlybe conducted underChapter7 While
ihisis truefof PeaceEnforcement, Peacekeeping maybe authorised
undereitherChapier6 or Chapter7. PSO(PeaceSupportOperations)
dockinemustbe flexibleenoughto accomplish thesesituations. As in all
military operaiions, commanders andp annersmustcarefully consider
ihe politicalobjectives howthe military willsupportihem,the possible
resultsandihe requiredresponsesPolitical and military authorities
mustbe awarethatif the PSF(PeaceSupportForce)is no longerper-
ceivedas beingimpartial, especially at thestrategic or operatona ievel
ts abilityto accomplish peacekeeping operatonswillbejeopardized. In
theend, t willbe the perceived fairnessof the peaceagreement by the
oartiesthatwillleadto the successof the PSO.

| -5.ALLIANCE STRENGTHS. Ove.theyears NATOhasestablishedand


maintainedimpressiveanduniquepolitical
andmilitary
skucturesdesigned to
deler potential
enemiesandto defendmembernationsterritoryfromattack.
1 Thesesamestfuctufes canbevaluableassetsfor PSOsandhavebeenfoundto
beadaptable. Amongotherconsiderations,NATOwouldconsider supportto
thosemissions whereitscaDablitiescouldmadea substantial
contributionto
theirsuccess-
The mostimportant
NATOcapabilities for pSOs
andstrengths
arethefollowing:
a. CommonDoctrineand p.ocedures.Interope.abilityin any multina_
tionaloperatton ts a cr,ticalrequirement.In thrsvein,theAlIancehas
deveroped doctrine anda wtderangeof NATOStandafdizattor Agree_
ments(STANAGS) on procedures andequipment whichcoutdb; apptied
to a PSO.Currentdoctrine andagfeements on pfocedufes pfovidea
soundfoundation fof successful multjnationalmilitary Equjp_
operations.
mentr-iteroperabjlity. whtlenot lullyacnieved.alsosupports theconouct
or combtned NATOnititaryoperations. A numberol STANAGS. esDe_
ciallythoserelatedto operationaland pfocedures
logistical havebeen
stor,vnro be bothflerjbleandadaptable. andcouldbe adopteobv non_
NAI U iorceswo|(ingalongsjoe NATOnar;ons in a pSO
b. MultinationalCommandand ControlStructure.NAfO.s milharv
commandstructure sefvesas a particular strength.Sinceits Incepiron,
r\A I u nasIntegrated themilitaryforcesofaliserutces andfrommany
essentialetements natrons to achievecommonobjectives usr.tgcommordoctrineIn yeirs
orptanntngtrajning, andexercisjng. AllianceHeadquadefs haveeltab_
system,or ptanof rrsheoprocedu.es for dealtngwithalltypesof operations andcrises,and
navegatnedthecollecttve expertise to overcome theobstacles posedbv
differences in language, '
culture,andnational mititaryprocedures.ittL
experience is especiallyapplicableto the injtialstagesof a pSO,when
miljtary unttsof dtlferentnationsarrivein a newgeo!rapnrc arearo forma
multinationai force.

( 1).NATOcanatsoeffectivety a pSO He. Etements


andquicktyestablish of
an existingHO,suchas a l\,4ajor
Subordinate
Command{MSC).or
Pnnctpat Command{pSCL coulddeployas thetheateror
Subordinate
tacticalHO.

(2).NATOnatjonshavealsoagreedto theoevetopment of theCombined


JointTasKforce (CJfF) concept. Sucha headquarterscouldbeactivated
rora puu mtsston.as wellas for othercrisismanagementtasks Fle_
mentsoftheseheadquarters couldadvise,or suppo;t,headquarters
established
byotherinternational organisations.
c. AllianceInfrastructureand Communications Systems.A sound
communications andcommandandcontrolinfrastaucture is crucialto
mounting andsustaining anyoperation.NATO,sassetsin thisareawould
proveto bemadeavailable to supportnon_NATOelements paftjcipatingin
a NATO-ledoperation.

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.

b. consenl and RequestoftheHo6tNation.PSos afe normally con-


ductedwiththeconsent,or at the requestof the recognized governmenl,
unlessotherwise specified in themandatefromtheresponsible interna-
tionalofganisation. Thelegalstatusof a PSFopefatingin a nation's
terfitoryis normallyrecognized thfoughthevehicleof a Statusof Forces
Agreement (SOFA)negotiated between thehostnationandtheorgani- contingentsrreplesen
sationresponsible forthe mission.NATOforcesinvolved in the PSO
couldbe includedin suchan agfeement. Theotherprincipal partiesto quolasof troops
theconflictmustalsoagfeeto the establishmentofthe operation. All
partiesmustsimilarly agreeto respectthe impartialityand international
identity,withassociated privileges and immunities,of the PSF.Eachof
the principal partiesmaybe involved in consultations
on theselection of
national contingents,as wellas theSRSG(Special Repfesentative of
theSecufityGeneralofthe UnitedNations), FC (ForceCommander),
andotherseniofofficers.

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.

(2).ForceContributions. Typesof personnel (professional, conscripts,


or reserve)to be deployed aredecisions leftexclusively to conhibut-
ingnations.However, implicitwithina nations offerto supporta
PSOis the understanding thatresources wilibe madeavailable
pfomptly. Any political
of militarylimitations
of contributions to the
PSFshouldbe statedearlyso plannersmayaccountfof them.
Political
restrictionsshouldbe minimized to allowcommanders
maximumflexibility withinthetefmsof the mandate. lt is also
essentialthatmilitarycontributions meetnecessary standards of
trainingand performance forthetaskswithinthemissionmandate.
Oncecontributed. resources shouldnotbewithdrawn or reallocated
by nationswithoutsuitablenoticebeinggivento the NATOcom-
mander.Additionally,
allforceswillbe underNATOcommand.

d. Supportfor PoliticalSettlement.Beforea PSOis established, there


shouldbe an understanding by the partiesto the conflictthattheywillbe
expected to participatefullyinthe peacemaking andpeace-building
pfocess,aimedat negotiating a lastingsolutionto the conflict.
The
mandating authority shouldestablish itsobjectives witha specificend
statein mind.NATOpolitical and military objectives shouldbe consistent
withtheseobjectives andthe desiredendstate.Themission's mandate
shouldbe reviewed periodicallybytheresponsible intemational organisa-
tionto determine if progresshasbeenmade,howthe operation maybe
adjusted,or ifthe missionshouldbe terminated. The NACshouldadvise
the mandating authorityofits collectiveviewoncontinuation of a PSO
involvingAlliancesupport.

Source.Bi-MNCNATODoc*ineJor SuppatlO/c/dltorr,"Introduction,"
Peace (11
DecemberI995,pp.4-I I ), Brussels:
NATOHeadquaters. Reprinted bypemission.

Exerc ise 19 Opening of Euro-


Atlantic
the docum€nt,copy th€
answer them in your
Partnership
GouncilSpeech
I welcomeyou all to this historic inaugural
L ExplainthetermsPeacemaking, meetingof the Euro-Atlantic Cooperation
Peacekeeper,andPeac€Enforcement. Council, "historic" becaus€this meeting
2. W1lywasthe Directive for NATO representsboth an end and a new begin-
Doctrine for PeaceSrpport Opera- ning.
It is now six yearssincethe creationofthe
Nonh AtlanticCooperation Council.Our
3. Whatcommondoctrineprocedures aim at the oulsetwasto overcomedecades
regardinginteroperability
havebeen ofsepamtionanddivisionbetween
developed? Europeanneighbours.I tlink we can
4 Whataretwo examples offorces safelysaythat we havetravelled a long
underthe operationalconmand of way and successtully along this path.
the MNCS? Today,the original goalsofthe North
Atlantic CooperationCouncil andPatner-
sbipfor Peacehavebeentulfilled indeed
Exercise 20 stllpassed,We haveseenthe relationship
betweenAlli€s and Partnersgrow and
Skim the followinq speech for the main
idea. Then read the spe€ch more Now it is time to closeth€NACC chapler
carefully and answsr the comprehen- andop€na new one-Euro-Atlantic
sion questions that follow
Partnership Council(EAPC).We have
movedfarbeyondwherewewerein I 99]
Cooperation hasbecomea realtwo-way
steet. Thereis greaterscopeforjoint
decisiontaking and coordination.And, as
NATO hascarried fbrward itstransfoffra- 3. what willbe thefirnction
oflhe
tion on the basisof a broad, coopefative EAPC?
approacbto securiq,.so have the conlenl
andthe polenlial ol-ourNACC and PIP
coopcmLtuncvolvcd. Exercise 21
The creatior olthe Euro-Atlanlic Partner-
ship Council is a clear demonstrationol Read the document titled "Peace Invita-
our evolving, deepennrgpatlnemhip.But tion," which was issue.l by the Heads of
i t i s n l o r el h r n a s y m b o lo f a c h i c v c m c n Ll L. State and Governmentparticipatingin the
meetingof the North Atlantic council held
is the fbrum in which ncw palrcrrs ol
at NATO headquarteE,Brussels, on the
coopcfatioll.and ncw possibilitics lir. 10-11of January1994. Then, wdte the
constri1aLn)n andjoinl actioD,'!ill bc main points in outline form in your
dcvclopedand brought to fiuitioD. notebook. lf necessary,refer to the
exefciseon o0tlining in Unit 2.
Indeed,the initiatil'e 1ocreaiea E ro-
Atlaolic Paflne|shipCouncilaod to
enhancePfP has beendevelopedio close
consultationwith Partners.Patners will
halc new oppotlunities to consult with Peace lnvitation
theAllianccrno.c rcguhrly aDdmorc
Wc, thc Hcadsol-Slateand Govem ent of
The EAPC will overseedevelopmentof an themcmbcr conntdcsol lhcNodh tlantic
€nhanccdPa.hership lbr Peacc.Through Alliance. buildirrg on thc ckrsc and long-
thc cnhanccdParlncrshiplbr Pcaccwc standingpainership among thc No h
inlcndto cxpandftc scopcofPIP cxcF Americanand l')rropeanAllies, arc

a cisesaod inlolle Parhcrs in thc planning


andexecutionof Pf} activities.Partners
committed to enhaDcnrgsccuriLyand
stabiliL),in thc wholc ol Eorope.We
r v i l le v e nb e i n v o l v e di n v a r i o u sA l l i a n c e therelbre wish 1o strengthenties wjth the
Hcadquarters.I hesemeasureswill allow democraticstatesto our East.Wercaffirnl
ou. mosl activ. partncrsLoconrc lcfy that the Alliance. as provided fi)r nr Articlc
c l 0 s et o N A I O a n d e n j o ym a n ) o f t h c L0 ofthe Washingtor Ireary. remanropcn
securitybenefitsihat in the past have to the menrbershipofother tirropean
beenthe preseNe ofthe Allies only. statesin a position to further the principles
ol rhc Trcaty and to contributeto the
Wc arc moving tr) a ncw chaplcr ol' sccurily ol lhc Nonh Atlantic area.We
NATO's rclaltunswilh ParLncrcotrnlrics. expeclaod w o u l d w e l c o | n e N A l Oe x p a n
We baveworked togetherover ihe last sion that Nould reachto democralicshlcs
nronlhsto setLipthe framework for a new to ouf Has1,as pal1ofan cvohrlionary
qualiryofpafinership. lt is for all ofus process.trking irLo accountpolilical and
now to maintainthis spn it ofcooperatioD, sccuriLydcvcloprnenlsin the whole of
andto add substarceto our new creation.
Solrce: 1)r..lavierSohna, 'OpcnnrgoI wc have todq, launchedan inmed iareand
l u . o A t l a n i i cI ' a t n e r s h i p C o r n c i l ' ( 3 0 practical programmcthal will rransformthe
M.ty l9e7) from N,17rE e..i..'. Iwwwl rclalionship belweenN,^TO and participat-
hLttu/rvww.natoirt,'. Reprintcdby ing slates.The new progrannnegoes
beyond djalogue and coopcraiion b fo.gc
l . W h a lw a s L h ea i m o f t h c N o r l h a realpartnership A I'lnncrship lbr
Allan!ic CoopcrdtioDCotrncill Peace.Wc thcrclbrc n1vilc$e olher staies
paticipaLingin lhcNACC and olher CSCE
2. Whal docs thc crcalion ol 1hc[rfo- countriesable and willing to conlribule 10
Atlantic PartnershipConncil dcmoD- this progumnre. rojoin us ir the padncr-
1 ship. Acrive palticipation in the I'artner
s h i pf o r P e a c e w i l l p l a y a |i m p o n a n t r o l en r
the evolutionaryprccessol theexpan-
sionolNATO.
'lo
promotec losermilitary coopeution and
interoperability,we will propose,wirh ir the
f,
Pal1nership franlework,peacekeep in8 fie ld
l hePatne|ShipforPeace,whiclrwill
exercisesbeginoingin 1994.To coordinate
openteunderthe authofit]oltbe North
j o i n l m i l i l a r ya c r i v i l i e s w i t b i n t hPea r l n e r -
AtlanticCouncil.will fbrgenewsecuril!
ship. we will invilc slalesparlicipatingitr
relatiolrships
betw€eotheNorlh Allantic
the Pannersbip1o sendper anenrliaison
Allianceandits Partners fbr Peace.
officers io NATO Headquanersand a
Parhrerstateswill be invitedbylhe Nofth
setante Pafnership Coo|dinationCell !L
AllanticCouncil lo l'arLicipale
in political
M o n s( B c l g i u m )L h a {t o u l d . u n d c rL h c
andmililarybodicsaTNATOHcadquar-
a u L h o r i toy f l h e N o r t h A l l a D t i cC o u n c i l .
terswilh rcspccllo Pal1nel\hip activitics.
cary ouLthe mil;lary plalnnrg ncccssrry
to iDpiementthe Pattnershipprogranmes.
Sincc ils inccption tro )rcaN ago. $e
Norlh Allanric CoopcralionCouncil lras
greall] expandedlhe deplh and scopeof
i t s a c t i v i t i e sW
. e l v i l l c o n t i n u e t ow o r k w i t h
all our NACC padnersto build cooperalivc
rchLion\hips acn)ssthc cDtirc spcclrun o1'
t h c A l l i a n c c ' sa c t i v i t i c sW
. i l h t h cc x p a n -
s i o no f N A C C d c r i v i r i c a s n d L h cc s l a b l i s h -
nrentofthe Pafnership for lreacc.wc
decidedto offerpennanerxfacilities at
NATO Headquanersfor personnelliom
NACC countriesand other Patners and
facilitatec losercooperation.
f
LEARNING STRATEGY
'lhe I'aftnership
willexpandandintensilj,
politicalandmilitarycooperation
throughoutEurope,ircfeasestability.
dinrinishthreaisto peace.aodbuild
Language Learning
strengthened rclationships by pron]oliog Log
thespiritofpracticalcooperation and
commitment to democratic principlesthal
undcrpin ourAlliancc. NA lO rvillconsult Exercise 22
wilh anyaclivcpa{icipantir rhc
Parhersbipifthat parloerpcrceives a
direcllhrcatlo itsrcrrilorialilncgrity, Follow the instructions
polilicalnrdepeDdence, or security. At a the LanguageLeaming
paccandscopedete nired by the given in Unit 1. Be sure
capacityandthe desireofthe individual
parricipatingstates, lvelyillwork nr
concreEwals towafdsfansparcncyln
defencebudgeting, pronotingdelnocratic
controlof defenceministries, j oini
plallllhs.jonrtnilitary exercises, and
creatinganabiliryto operatewith NATCI
forcesin suchfieldsaspeac€keeping.
searchandrescueandhunanitarian ,f
operalions. andolhersasmaybc agrccd.
YouwillnecdUnitT ofrhiscourse,lhe
fl
UnilTrecording,
arape/CDplaler, a btank
tape.your notebook,pen or pencil. andyoxr copy 01'Webster,sNe;r ti,orttt Dicti.,-

ln this lessonyou will


l. inquireabourandrepor whatsomeonchass .l.
2. revie$'yordofderin rcpodedspeech.
r. useandcorrec y pronounce objecriv€vooabutary,militaryexpressions,
and
acrorymsjn the glossary.
4. conposea talkingpapcr.
5. becomefaniliarwith ncwcha cnsesibrpff.
o. ,Ji.cu- tle \4 fO prrnciple.
or peace,upporr olcr:r.o.r,
/. lr.lenl. eleclroic con)mLfiicdriun..
Inct dincratcd.pecJtre,an.tI.eq,broau(J.t..
rakerolcs or write sxmmaries_
8. ediLandrewr;tethe draftfor your oralpresentation;
garhefor prcpareanyvisuataids
9. recordandcriliqueyouroratpresentation.
1 0 . r e i d r n o d e l r o t r e l h r im
cai tJi u 4 n d r e r i a J a n J a n . w ( r . o m p r c h c , r . i o n . l u e , r o n .
I realiaurhcnric nririrdry ani.te, rrd dn\ser(umpr(hcn.ion qJ$lion..
12. p'dlriLerdnsuflgc l<arning.rraregn- ro prurnore tanguage tcamingrc,,;nrr re
mcrdcognir i\ e.InemoD..orrdl. rndrffectrrr,

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 ,.-.

1. A militaryribunal often sefious


!Il
chargesagainstservicemenand
Listen to the readingtitlod "Towards a
2. Severalnationstatesin Africa Partn€€hip for the 2ficentury, Part ll"
and follow along. The ilalicizedwords are
independencein the 1960sand'70s. the new vocabulary,As you listen, circle
thoso wor.ls you do not know.
All theheadsofstatewish to
deepercommitrnentto thePaltnership.

By an offensive in that area,the


generalenabledthemto prevent
tirrther€nemymovement.

5. Lt Peseda to risequicklyin the


mnks by working hard and studyins.

After the war, a devastating


fanine theatened the population.
'7. Only reatistic training canbuild up
better_ ofthe various skills
neededto handlea crisissituation.
Towardsa PfPhasalsoprovedto be avaluableand
flexible tool for crisismanagement.
Partnershipfor Tailored assistance programmeswith
theTwenty-first Albania, put in placeafter the jntemal
crisisof1997,havehelpedrebuildth€
Gentury Albanian amed forcesand dealwith other
Part ll consequences of that crisis,notably
problenscausedby the destructiorand
lootingofordlancestoragesites.The
mediumfor express Tapping Partnership's Full NATO/PfPC€llin Tiranaisavisible
ing ideas PotentialforCrisis demonstration of theAlliance'sinteresl
Management andcomnitnent in the region-
looting: robbing,espe-
Today,tailored progrannes with Albania
ciallyduing war The decisionstaken at Washiqton mark
andthe former YugoslavRepublicof
a futher, though not rhe frnal, stagein
thereby:thus Macedoniaarc integral elementsof the
the deveLopment ofthe Partnership.The Alliance'soverallapproach to dealingwith
Euro-Atlantic PartnershipCouncil
thecrisisin Kosovo.PfPexercises have
(EAPC),whichitselfcontinues to providedvaluableoperational experience
mdlrrre, combineswitb the enlanced
in theregion,andpracticalassislance
andnore operational PfPto provide through PfP bashelped both countries
NATO a its Partnerswith a pow€rirl jmprov€their capacityto patol their
s€i oftools to bettercontributero
bordersandmodemise theirarmedforces.
confidence-building, securiryand
slabilify in tbe Euro-Atlantic area.The
EAIC hasalreadyproved ils wofth as a Strengthening Other
forum for politicalconsultalions on Summit Initiatives
topicsrangingftom Bosniaand
At theWashington Surnmit,Alliance
Herz€govinaand the crisis in Kosovo to
HeadsofStateandGovemment metwith
humaniladandemining.
the coxntries of SoutheastemEumpe and
We lave alsoseenthe benefitsofour proposeda consultative forumon secudty
p/a./rcdl PfP cooperationin defence mattersaspan ofNATO's efforrto
andmilitaryfi e1ds.Theinteropembility eniance security and stabiliry in the
achievedin the ftst yearsof the region.PfPtoolsandmechanisms could
Partnershipwas an early /tyilend and help give substance to thisproposai,
an impoflant factor in the successfr:l possiblytl oughtargetedsecurity
integrationofParher forcesin IFOR ard cooperalionprogranmesfor the countries
SFOR.BoththeEA PCandPIPwill, jn theregion,therebydemonstmting Pff's
however,continueto evolve to meei tle potentialto supportpeace-building in the
challenges of thesti11dlramic securiry
environmentin the Euro"Allantic ar€a.
Them/relerrflexibilityofPfPwill alsobe
Neitherhasreachedits tullpotentialir
denonstratedby its role in supportingthe
ctsis prev€ntionand crisis management_
deI'enceandmilirary aspectsofthe
Achievingthatpotenxialis oneof rhe MembershipAction Plan (L4AP)for the
Parlnership'stutule challenges.The nationsaspiringtojoin theAiliance.Under
operationaldimensionofPfP in particu- theMAP, aspirants will be ableto request
lar haslarg€lyfocusedon tailored Individual PartnershipProgrammes
interoperability,thusproviding the (lPPs)to fbcusxheirPtI cooperation on
capabilitytoreld aNATO-led multina- essential membetslip{elated issu€s.
tional force involving Partners,should Thesetailor€dIPPSwill bebuiltarouida
that be necessatyin crisis-The rein- coreprogramme ofcoop€rationthatwould
forc€dcapabilitiesnow errrisdgsdwill be essential for aspirants.This approach
bring this into even sharperfocus in will encourage increased specialisation,
firtue. assessment and feedbackin PfI
progranlmesand. ir this way. slippod the
plannirg targels for aspirantsdeveloped
eithinlhc genemI franewo rk oi ihe
cxpandedand adaptedPARI'. Such
cooperatn)n$ith aspiranlcountries while
oflcrinrr,core areasofcoopel?lion lhrougb
thePaftDcrshipWork Irrogramme.could
polenliall]'.,..rr.ren the scopc ot coopera-
tion lor all t'atuers and thcrcby
strcngthenthe Partnershipas a whole

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

7. A bari! vaiucofhis personalphiloso-


phyis fie importanccof hardwork
8. Thecommanderhas amentalpictue Most studentsalso know that to formulate
ptldre baseafter major improvements Englishquestions,theymustmake
changesto th€ subjectand the verb (or
somepartofit)-
Exercise 5 Exanpl€s:
ls loday Tuesday?
Match these words with their definition_ Doesan ofTicersalutehis superiors?

The lindamental rules ofword orderare


1._ complement inlrinsic fairly straightforward,but therearesome
aspecXs ofthe gramfiarofceftainsen-
2._ integral tenceswhichmight causeconfusion
r€gardingword order.Considerthe
senXences in the exercise
thatfollows.

d. Exercise 6

Read the following series of words. put


GRAMMAR the words in coroct order so that they
form a moaninqful statement or ques-
tion, Write the unscrambtedsentences in

Do this section one part at a time. Re.d


the material,work each exerciso h you.
notebook, and chock youf answe.s L up moralethe broughtmajorissuerhe
agalnst ihe answe. pages at ihe end of
the book. Repsat the process for any
part of the materialthat is not cleaf,
2. steeptroopsmountairthe up slopethe

3. crewtants maintenance checkwhen


Word Order the askedlre the would

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

Rcpoted speech:Thc maritirne


resclrchersfeponcd Lhal/rO)
iarirlng$rareiy p-l!]uld Lostudy mililart, trseof
Whenloudo :l unoerwarcfacousltcs.
grut rrfiar exerckes,it l'j
it in ponanlfot lou )'
to st vefor 100% : Exe rc ise 8

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.

4. The rcporl statedrlar rbe brigade s


L D i r e c tq u o t a l i d r : I h e e n g i n e e r s tasks undcr the peaceaccord did not
conducting enemy obslacle recoo- i n c l u d es u r v c i l l a n coef t h e z o n eo f
narssancesrated,"wc usc predictive separation(zos).
intelligcDoeto idenrily orinc fi elds
'reseedc.l'
by the enenrylrllor our
rouie clcaranceslveep." Exerc ise 10
). Dircct quotation: Thc liculenant
cajknrelsaid, 'The drill sergeaDtand I Change each of the following statements
do vigorous PT to sclan example." in direcr quotation to indifect speech,
Remember io use a pronoun and to
3. Direct quolalioo: Ms. Trent. tbe make a shift in tense where applicable.
author ofrbe arriclc. stated."I think write the changed sentences in your
1wobattledrills fbr mcchanized
infantry are beiog reviscd 1oreflect
lhe recentexpericncesin tbe peace-
I D i f c c l q u o t a t i o n : T h cp i l o rs a i d . I f l y a
nrulti'rolecorrbal ancfaft inthe hvo-

Difect quotaiion; The soldierssaid.


"We have a constantproblem
with
latiguedu€to daily 100derifee Lrample2:
Siatement:MajorLc Comtesays,"l
wantall ibestaffto rcportlo lneal 1300
i L Dirccl quotation:Therepresentatives
ofthe forcigngrouppurchasingthe
weaponssystcmsaid,"Our group (immedialcrcport-
Reported sratenent
needsanothcrcopy ofthe direct
i'rs):Majof l-eComlcsayshewanisall
olfselsagreemeni."
thestafftorcporl1(rhim at 1300 today.

Reported statemert (larerreporlnrg):


E x e r ci s e 1 1
MaiorLeComtesaidhewanlcdallth€
sraf to reportio him at l300loday.
ln your notebook, write any two state- Nolicethe distinctioniI thelcDscsof
ments you have heafd rccently. Firet
write the information in direct quotation thc verbsin the two sentences.ODe
formi then relay it usinq reported scnleocexsesthe presenttensein bodl
the mainclauseandthe subordinalc
clause;the othersenlcncccmploysthe
pastir bothclauses.
l. Ifirect qnotalion:
lrxampleli
Reportedspeech:
Statement: TheMP willtellthe com-
"I
mander, makeasecuitycheckevcry
2. D irectquotation:
nighial2200hours."
Reportedspeechi
Reportedstatement with reporlingverb
\ in present,presentpcrlccl,or luture:
Special Cases in Reported TheMP will tcll the€ommander thathe
Speech mal(s a sccuritycheckeveryright a1
Not only doesreporlcdspeechhavebasic 2l00hollrs.
rcquirements aboutpronounshiftsand In thistypeofconstructiontbe vcrb in
shiftsin tensein general,ii alsocallsfbr thc nounclauseremainsrbesameasin
speciatcarewith regardto shiftsin Lensc theoriginalullerance.
in particularinstan€es.
viz., whenoneis
reportinggeneralor scientifictruths,wh€n
oneis doingimmediateasopposcdio laier Exerc ise 12
rcpoting,andwhenoneis employinga
present, preseniperfect,or tutureverbas
thereportiu v€rbin themainclause. Match the following clauses by putting
Considerihe tens€softhe verbin the the letter of the noun clause in the blank
reportingclanseandthe verb in the noun after the main clause.
clausein eachofthe following€xamples.
Examplel:
l. ln thebricfingaboulinfiltration
Statem€nt:The instructor stated, atlacks,th€ lieut€nantcolonelsaid
"Waterfieezesal32" Fahrenhcil."

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.

b. it takesa tull-strength infantry Exercise 14


platoonto carrya TOW (Tracked
Optically-wned cuided Reference
Weapon)andfout missiles. Gather soma samples of your writing
and edit them for corrcct use of reported
c. th€ casualtyestimatespostedare

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):

Direcrq otalionIThe suwival PfPTraining


trainingleadersaid,"The needleon Gentres: lmproving
the compasspointsio magnetic
Training
Repo|tedspeecb(gcneral/scienti
fic and Education in
tnrth): Partnership for
Directquotation:Theofficerlas Peace
oftensaid,"l makethemendo extra
Theprincipalaimoftbe Trainingand
EducationEnnancement Programne
(TEEP),wlrichwas€rdrrrudby Allied
HeadsofSlateandGovemm€nt at the
Washington SummitlastApril, is to
nrcreaseth€ capacig,of tmining and
educationeffortsto meetthe cunentand
tuturedemands ofthe enhanced andmorc
opentionalPa$nership. TheTEEPseeks
to ,plit ire, hamoniseandincrease the
tansparencyofNATO andnational PfP To date,sixhighqualirynational training
training and educalionactjvities, a.nd establishments havebeendesignated PfP
increasetheir contributionto the Partner- TrainingCenfesby theCouncil,sevemlof
slip for Peacecooperation process. themwithawell-established track record
and internationalreputatioD.Thesecentres
The Concept for PfP are alreadydemonstratingwhat the
Training Centres designation"PfP Training Cente" stands
fori qualiry, transparencyandcollabora-
BothAllies andParhersneedto concen- tion. Indeed,oneofdre mainreasons for a
trate€nergyandresolLrces, whilecollect- training establishmentto apply for the
ing ard sharing lessonsleamed,and officialPfPdesignation is to be recognised
'IEEP asbeing part of a family of prestigtous
establishingbestplactice. The
highlightett that o]!€.r,ay of achieving this trainirg establishments.
h throughsettingup Ptr Training Cenres
to offer higb-quali5' training and educa- Designated PfPTraining
tionactivitiestoallAllies andParllers. Centres
A promisingstarthasbeenmadealready
Thefoundationofthe emergingnetworkof
dlroughtheConceptforPIPTraining
PfP Training Centresrvaslaid at the
Centres,which was approvedby th€ Norrh
inaugurution ol{1e centrenr Ankara in ground rules: basic
AtlanticCouncilonl6November1998.It
I 998. This centreprovidesquality trainng
settheground rulesfor associating
and educationsupportto Parlnernations
nationalinstitutions with theNATO-PfP underscores:empna-
and assistsPartnersin reachingxh€
fiamework,introducinga uniquely
interoperabilitylevelsrequircdfor partici-
collaborativeapproach to the essential
pation in NATO-led PfP op€rationsand
investmentin humanresourcesneededto screening:examrnat|on
exercises.It offels opemtionalandstrate-
supportthe Enlanced and More Opera- gic tevel courses,while also coordinating
tional Partnership launchedat the
ands/eerug the tactical-technicallevel
washingtonSummit-Thmugh this
coursesofotherTurkishmilitaryschools. track record: docu-
Concept, Alli€sandPartners took a
Thecerre offersthefullbenefitsof menlalionof past
significantsteptowardsfosteringa greater
tainbg in an Allied country,covering
rolefor national training lcirttes within
nearlythe entirc rang€oflnteroperability
theParllenhip. by NATO for
objectivesestablished
TheConceprurderlinesthe growing Paltn€rarmedforces.
importanceofeducation andtrainjng in -l'he
PfP Tmining Centresalreadydcsig-
ennanced PfP,andunderscorcsthe
natedin Partnercountriesarc desffibed
potentialrole that the P1PTraining Centres
canplay in the commone/rdedroxr to
inprovetrainingandeducation, promoie Y@orir Trdining Centrc, ULrdine
regionalcooperationand contributeto This wasthe first Partnerfacility to be
interoperability. recognisedasaPfP TrainingCentre, and
hasa longlrackr€cordofPfP and similar
Anynationaltrainingfacilityseekingto be
designatedas a "PfP Training Centre"
n€edsto satisfyfie basicprinciplesse1 Alnnds PJPTrainingCentft,S eden
outin theConcept.Eachapplicationis Withexcellenlfacilitiesandaccomnoda-
forwardedby tbe host colntry and tion for 80 participants,
thiscentteaimsto
subjected to carctulscr€eningbyaNATO enhance PfPcooperation generally, aswell
Team- madeup ofmembersofthe asmorespecifically promotingP1?
IntemationalStaff, the International cooperation in theBalticSearegion.
Military StaffandMajorNATo Com- Activiri€sincludesimulations, PfPplan-
mands- beforeofficial recognitionis ning,pre-mission andPtPexercise lraining,
grdnledby a Councildecision. staffofTicercoursesandlanguage training,
and other couses and semrnars.An
2 pfesligious b. lo give as a rlght ,ll

4 _ facilrty s o m e l h i n gb u i t

5._ sieel

6 _ oplimise

outdoor training areaotTerspossibililics s.


lbr rn it trainingand smaller6eld exer- efforl
cises.The SwedishCentrepafticipatcdin
8._ i n a u g u r a t p nh havinq high
the Pf? SilnulationNetwork dcmons1l"- sianding
tion conducredon thc margins ofthe
WashinglonSummil. 9._ granl

Bltcharest PJP liaining Centre, Ron a


"id. Establishedin 19971ocond ctjoint
training activities and promoteabctter
VOCABULARY
understanding of cornmonN A lO/PIP
fclalcd issues,this centreoffers "army
brigadc." "joinl service," "peace supforL
operations"and other coursesin Lnglish.
orgmizing lhe fiew

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.

Read the paragcphs again. In your


dictionaryor the glGsary at the end of
lhis unit, look up the words you do not
LogisticSupport
know. Then complato Exercise 15. for Partnership for
Peace (PfP)
Exercise 15
Partnership Working Tools
and Working Procedures
Match each of the vocabularywords
NAI O's PfPcooD€ration is
wilh Partners
basedor a se1of partnership
working
ip work Programne
iools:thePatlncrsh
(PWP).thelndjvid al Partnership
1_ highlight
Programmes (lPPs)andthePIPPlanning
andReviewProcess (PARP).Thercis a Sovce: NA1O LogisticsHdndbook(Oct.
cloarlink betweentheseworkinglools I 997),[www]http://wwlv.nato.inrdocu/
fromwhichafoutinecyclefor Pt? mililary logi-en/199740-503.ltn
cooperation hasbeenestablished.

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.

area field hospirai


After you tum off the and a tull supportstaff
re.ead the parag.aphs.
nary or the gto$ary of 5. The steeringcommitteewill
the words you do not chatgesin the agenda.
compbto exerctses 16
6 The cornmandanthascometo
the unit's chaplainas a sourceof
harnony.

Exercise 17

t,nscrambl€ the words betow and write


one sampb sentoncewith each word in

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

Now look at the report basedon lhe


dialogue.
InquiringAbout
Major Rivefa fcporedto L1col,^1len that
and Reporting hc had spokenwit| a group ofthe local
What Others Have p€ople earLierthai morning. tle rclated thar
the people had appearedanxious aboul
Said nires still crisling h the areajtrsreastof
the town. Hc rdilthat after t!|o ol lheir
, e r e w i l l b cl i n r e sr v h e n
A s a s t a l 1 o f f i c e rt h young peoplc were killed by aDundelecied
y o u w i l l n c c d t o i n q u i r ea b o u !a s i l u a t i o n mine, the peoplc had becone frightcncd of
and report what is said. This way ol' l e t t i n gt h e c h i l d r c ng o n e a rt h e r e .l h c
relayingnrfornralionis called reporlcd or m iot itdarned rlle pcople that he was
indirect specch.As roted in the gft'nmaf looking irto having dre roule cleamncc
seclionofthis unit. indirect spccch usesa teamexpandthcir eliorts in that afca. L1
noun clauseto report whal has been said. Col Allcn de./d/e/that it wrs a good idea
involves shifts in lcnse and nountpronoun to do an e)eanded swecp.and he ir.r'-
use.and does Dot use quotation marks. .atud that the major should direct the FIOL)
to bcgin as soon as the) had clearedrhe leding a lexl helps
Rord thc lbllowing exampledialogueand
afeaarotrndI till207.
the reporl basedon it.
No$' readrhe foliowing dialogue:
L t C o l A l l e n : G o o dm o m i n g ,M a i o r R i v e r a .
I understandyoLrmet with C o l S h o r t : C o n r ei n ,C l o l o n e l . I i l l t n ien
t the locals this norning? aboul the incidcnl lhat
I occurred last night dufnrg
Mlj Rilcra: Yes, sir. I was atproached the palrol nearthe check-
by a r,roup ollhcm a little poinl.
\r,hileago. Thcy'revery
anxious about the areajust LtColRecd:Yes, sir. I spokc wiih the
east ofthe town. TheY're palrol leader,and I gol a
afiaid thereare still mines delailedrepoftfrom hnn. bo.
'l
there. After rlvo ofthcir he secretaryis prepahrg a
young people were ki1lcdby
an undetectedmine, thc) re
atiaid to letthcir kids go C o l S h o r t : So, what cxaclly happened?
near thcrc.
L t C o l R c c d : Ioriunately, no1nrtrch.
LrColAllen: Do they want anolher Apparently. two meo
'$,earingcivilian cloihes and
sweepr
lcading a lorse and cart were
Maj Rivcra: Yes, sir. I told them I was sLoppedwhile travcling
looking into havingEOD down a small road ncarthe
expandtheir effons 1(]cover village.
ihe arealiom the outskiris of
thetoM,nup 1()3 kilonerers C o l S h o n : Why wcre they stopped?
east of lhe border. You know the RO Es preclude
our stopping civilians
L l C o l A l l e n : T h a t ' sa g o o d i d c a .T e l l E O D without probablc cause.
to begin as soon as lhey've
linished working neat lhc LrColReed:There ydi probablc cause.
dcfoyed vehicLeon Hill As you know, both lilctions
201. iD thal areahad formally
agreedon observirg a Col Short: I,m gladnolhingcameofrhis
cudew beginningar2200, incid€nr.youlmowthe
and it wasnearly midnight tension amongboth parties
when the incident occured. ro theconflicris high.t|s a
ColShort: Werethemensearched? retiefrhatthesepeopledid
not construethis searchas
LtcolRe€dr Yes,thoughthe patrol harassmentand challeng€
leaderwas wary ofattempt_ the patrol. I plan to stay on
ng io searchthem. He rvas rop ofrhis sensitivesitua_
concemedthat rhey might tron,sokeepme inform€dof
be caryirg weaponsfor any news as soon as you
the insurgentsin the cart, hearit.
and that if found out, they
might useviolenceto resist Exercise 18
beingderained.
Col Shortr Did rhey offer resisrance?
Using the verbs tisted below, that
LtColReed: No. Theymad€it €lear indicate what was discussed, answer in
wrlting th€ foflowtng question: What did
despitesomelanguage Col Shod and Lt Cot Resd scalain their
badels thar rheydidn,t like
being interogated, bur
rheyweremoreor less
cooperative,

Colshort Sono weaponswere


found?
imply
LtcolReed: A searchrevealedrh€ cart
contain€dmostly feed for slate ,nsist
animats,but tler€ was one
oldrifle in it. Themen
claimedthey alwayscanied
it in the can in casethey
were set upon in the
Exercise 19
woods. They didn't say by
wnat or by whom, bul I
Whon you have wdtten your account of
presumethey fearednot wnat was dtscuss€d,use your tape
only nsurgents and recordor and a btank tape to record what
tooters,but possiblyus as you hav€ writton. Ks€p your practice tap€
w€l]. wrrh your couFe mate.iats.Mako us€ of
it to crltique your pronunciation,toult_
Col Shorr Did tbeygivea reasonfor ness, rate of sp€ech, etc,, as yori prcpare
ror orar pre8entaflons,fomat or lnfdr_
violating the curfew?
Lt ColReed:Theyclaimedrhaxa wheel
had fallen offthe cart in a
ditch and rhat they had had
ahad time fixing ir. Shce
rhe patrol leaderfound no
contrabandand no reason
to detaiDthem ftrther, he
let rhemen go.
q the United Slalcs.look place at the
LISTENING SKILL
fcccnrly dcsignarcdNATO PfP Training
C c n l e r a l Y a v o r i v(,i k f t i n c ,A u g u s ll - 1 4 ,
Listen to the News
Thc tJ.S.conlingcnl includedelements
lion thc SoulhemEuropeanTask Force
Exerc ise 2O (SETAF) lion Vicenza,Italy, andNational
cuard soldiersfiom California. Kansas.and
l l l i n o i s C a l i f o r n i a i s a l i g n el vdi t hU k r a i n e
Listen to or view at least three news uDde.theStateParlne$hip l'rogram. which
bfoadcastsin English lhis week. use the
matchesU.S. ReseryeComponentuDits
News Broadcast Listening/ViewingForm
in AppendixD as a guide. As you listen, ffom selectedstateswith countriesir
take notes. Ask the information ques- easternand centml Europe.
tions that you learnedin Unit 1: Who?,
(l1herNATO couDtriesparlicipating
What?,Where?,When, and Why? Then,
in your notebook, write answeF to the nrcludedBclgium, Denmarl(,Grcccc,Iraly.
Norway, Poland,Turkey and the Uniled
Kingdom. Partnernationsincluded
Azerbaijan.BuLgarja,ceorgia. Latvia,
Moldova. Romania, and U kraine. iteration: a repelit on

The exerciservasthe lalestiteration in a


scricsoflSO PIP Pcaccshicldcxcrcises
READING SKILLS datnrgback to 1995. Ihc lJ.S. hascommil- scenario: a sequence
of lmagined evenis
ted itselfto the pronotion ofmutual
understandingand cooperationbetwecn concurrent: occurlng
1 Exercise 21 thc tl.S. and tjkrainc, as wcll as bclween
tbose two nationsand other participaiing
al the same time

Read the questions that follow this


The peacekeep ing scenario provided fbr a
article. Then, as quickly as you can, scan
the article to find the answeE and fbnr-daylie ld training c'xerciseconcurrent
underline them in the text. wilh a compulcr'assistcdconmand posl
cxcrciscto trair 1wom trltijralional brigadc
headquaters.For the firsttime, the lst
UkrainianPolishlleacekeepingRattalion
prticipated in the l'eaceshicld'99 scc-
Peaceshield'99
Goncludes on 14 Pcaccshield'99 focuscd('n Lhccombincd
Aug. in Ukraine commandand conlrol, and smflproce-
durcs al brigadc lcvcl. Il rras condLrcledin
a combinationof fi xed facilitiesaDd1ac!ical
commandposts. Eachday beganwith a
PATCIIBARR CI(S,Stuttgart-Vaihingen trainins sessionto addressthe major
(15Aug'99) Over350U.S. soldicrs collective tasksthat would be the focus of
baveconcludedmuliinaiionalpeacekeep- the day's events.Afterlhe drily training
ingt ainingin Ukraine. scssion.lhccxerciseplay ran fiom 09001o
Approximately 1000soldierstiom I 7 1500.and concludedwith an after-action
countriesiook partin Peaceshield'99 - an
'tn-the-Spirit-Of ' PartnershipforPeace Key eventsofthe exerciseincludedthe
(lSOPfP)nrulti-national brigadecomputer- opening ceremonyand disiinguished
assisiedcommand postexcrcise.with a
1 linkcdlleldlrainillgexercise.I'eaceshield
'99,hostedby Ukraineandsponsored by
visiior day on August 5, the actualexercise
August I 12.Observer Day Augusl I l.
and the Closing Ceremonyon August 1i.
Final Report on the
Partnership for
fl(
Pcaccshioid'99 was supporiedard
coordinatedby the US Dcl-cnscAltache PeaceSimulation
Office at tie U.S. hnbassy. Kicv. thc U.S. Network
Fluropean Command,Stuttgart.C cnnany.
aDdrhc Sourhcmtru.ope Task Force. Demonstration
Vicenza.Iialy.
,so,/.c. Iwww] hLlpJi\l\vw.eucom.mil/
Executive Summary
cxcfciscs/g9/pcaccshield99.btnr
advocating: defend ng
Background
Reread the preceding selection more
carefully. In your notebook, wdte the lnaJune1998presentalnnr Lothc[uro-
answerc to the questions. AtlanricPartnershipCouDcil (!.APC).US
Secretary ofDefense Cohcn outlineda
complexilyof knowl
Dewvisbn for PI} trainingard education.
edge
Which NATO countriesparticipatcd Advocating $e esiablisl nentofaPfl'
basedcooperative securionetwork.his
proposalrecognized therreedlor Partocrs
What is rhc Sralc Partnership to graduateto hiliherlevelsofsothistica-
tion nrtheconducl ofmilitaryexercises
and cooperaiive defenseeducation.
l l o w l o n g d i d t h ef i e l d t r a i n i n g
Undentandine the In identitnrg thewayahead.Scc.ctary

parugrcph vlll help What was tfie main focus of


Cohencitedthetrainnrgofluluc leadeE
asacriticaltask.WilhinthecorrextofPtP.
,,1
onc way1oacconplishthis is to
nemi g of trottts strengihen existingdeftnseeducational
insiitutiorsby linkingthen]1ogclhc..To
READING/WRITINGSKILLS this end,the Secretary proposeda thrcc-
partsirategy:to establish( l) a Consonnnn
ol Delense,^cademies andSecurity
SLudics (2) anexercise
Instilutcs. snnula
Exercise 22
ti(nrnclworklbcusedon peacesuppot
opcralionssceoarios, and(3) a coopeEtivc
networkolnationallysponsorcd PI}
The following reading is made up of
exceDts from a report about a PfP
simulation exercise. Before reading the
To guideimplementation ofthe sccond
following selection, look at the subtitles
and write questions Lrsingthem. Fof element, ihe OfficeoftheSecrelary ol'
example, "What are the background Delcnse/Assistani Secretary of Defense
reasons for a PfP simulation demon- for InlcrnationaI SecxrityAffairsiNAI O
stration?" "What was the scenado?" providcdapolicytiameworkfbr a Pf}
Then rea.l the text and find the an-
Snnulalion N€lwork.Thisnetworkis
cnvisiooed asa near-real-time inte.aclivc
simulation networkthatrvilltfovidc fbr
botficonbnredand.ioinlopcrarions; link
ardcivilnlilitary
military,polirical-lnililafy.
conpoDents inlo simularion,nrodeling, and
rraining;aDdfully Ii . andinLcgrate
rrainirgwith strategjcally focuscdproies-
sionalmilitaryeducation.
6
TheD€monstr:rtion execution,including aciing as host for rhc
'I F i n a lP l a D n n rC g o n l a r e n c eS.w e d e n\ { a s
he l'fl'SinNlarion Ncnvork d€monstm- the logicalchoicc rs thc sile fbr exercise
t i o n w a sa U S A l l a n l i cC o m m a n d technicalcontrol sincc il was imponant lo
(USACOM) pilot progrzm conducledin demoostratethe abilit) ofa Parher nation
collaborarionwith membcrsollhc PIP and t o c { e c u i et h i s t v p eo f e x o r c i s cF. o f
NATO. The de'noDslratn was coo- simplicitv. itwas also sclcctcdas the sjte
ducte.ldurnrg thcNATO 50"' anniveNary fbrthe Marilimc ConrponertConlmand.
s u m r n i l h c l di n W a s h i n g t o n
DC. April23
25. 1999.llwas highl) successfuland mc1 IIurgary was selectcdas llre site lbr the
eachofits objectives.Appfoxnnalcly 750 LandCompoDentComnraoder.T!vo
guestslrctuding the headsofstale of brigadeswere assigDccllo the Land
scvcralcountries. inistersofdefense. ComponentConlmandcr.Onc wasorigi-
n r l l y p l a n n e df o r t h e f o r m c r Y u g o s l a v pilot program: an inilial
oihcf cabinct-leve1otllcers, and a wide
R c p u b l i co f M a c e d o n i ab u t h a d | o b e pfog|am serving as
ungc ofnag and generalofticers at-
lcndcd.Thc media lverewell represented movcd due to the escalatioDofNATO
hcluding CNN. the Washington Post.lhc op.-rationsin Kosovo aDd vugoslavia. lt
collocated: conjoined
New York rimes, and varidrs mcmbcrsof was modified Lobca Mu linrationaI Brigade
the intenrationalprcsl. and movcd 1oThe Ilague, NetherlaDds configured sel up in a
rolkrcated !vith the N Al'O Consullalioo.
Command,and Control Agency(NC3A).
lntroduction Ihc sccond brigade,nrannedby finland.
ThePfP SirnuiationNetwork(l'SN) ras hcalcd al1he Washington,I)C summit
demonstrationwas executedby thc Joinl sile as an addilional part olthe demonsLm-
Warfigbtirg Cenier(JWFC),LSACOM. iion. The Air Conponent Comnand wds
supporiedby the Swedish DefeDsc locatedir Nicuw Milligen, The Nethcr'
! WargamingCenter.Major clcmcnls of ihe
plannnrgcffort iDcludcd:ej(ercisestruc-
laDds.Lxcfcise suppol1cells wcrc cslab-
lished ai ihe Joirt WarfighLingCenter in
Iurc. manning,logisiics, systems,site SutlbLk,VA. prnnlrily asacost savjng
preparation.ard demonstrationexecution. neasure, but lndher supporiedthe
An addilionaltask. a 'Technology conceptofdislributiog a computer aidcd
OptionsDcnronstration,"was addedafter exefcise. Ihe demonstrationsite was in thc
thc iriLial planning processwas begun. O l d C u s t o n s 'B u i l d i n gi o W a s h i n g t o nI ,) C
that \l'as seNing as the silc lbr ihe NATO

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

. Iinploy a pcacc support forcc to


stabilizethc militarysitualnm wilhin

. Eslablish control ol dcsignared


Azurian uranium sites

. RcdcployNATO and I'arner nalion

The Commander'sintenl forthe operaiioo


i ' Reestablishing
regionalslability Tlreoperationwi ll bc lerminaied
when
conditionshavebeencslablished which
. Introdxcinga PeacesnpportForce enrblctheCJTFto transilioooperational
. Executingall missiooswithprecision, conlrolol lhe TacticalAreaol Operations
to an observermissionandredcployby
limitingcollateraldaInage,andriskio
. Deploying/emplo!ingCJTFforces
rapidlywithinlheTacticalAreaof
. IsolatingAzureby eDcouraging
natiorsrvithir the rcgionio suppofi
CJTFoperations . Initiatingenforccmcnloflhebrokered
cease-fireandalmsembargo
. Mainlainingcontrolol Air/SeaL incs
ofcomm nicationandcriticalfacililics . Ensuringthc safetyofNAlO and
withintheTacticalAreaofOperations PartnerN atnrncivil ians
dlring all operationalphases
. lnitiatingcftbrisro assistthe Govenr-
' Mainiainingavigilantforceproleclion men1ol, .zurein creatinga safe
program cnvironmertin whichrclieforganiza
iions car operalc
phasesofthe exerciscinclude
Opcralional
. Initiatingmeasures to assistihe
. Pre-Hostilities
G overnmert ofAzure eslablish
uranium sit€security collateraldamage:
FoImCJTF;initiateplanning

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

ThePfP SimulationNetworkdemonstra- An interestingdevelopmentoccurred


tion wasa higblysuccessful drLringthis demonstrarionrhat shouldbe
demonstra-
tion of distributedtraining for PfP coffideredwhendesigningtutureevents.
nalions.Of particular notewasthe As the demorstrationprogress€d,the PfP
superbperfbrmarce ofthe systems nation representatjveswantedto use tle
blend:a mix,combina- architecture andthe continuous demonslration equipment to execurean
commu-
lion nicationsconnectivity thar was experi actuaI exercise.Thedenonstration design
encedthroughoutthe event.Approxi- includedseveralorch€stratedeventsthar
matelytwelvehundredpeoplevisired addressed foming andexecutionissuesat
PSNdemonstration sitesin Washing{on earlysxages, but theyhadnot b€en
resounding:unquestion- developedtoa sullicientlevelfor robust
DC andabroad.Theexcellentbl€ndof
NATO andPfPpersonnel, exercise play-The intentwasto present
timelyraining
scenario,the latest in computerand the issuesand demonstratehow the
Pseudo:aft'ficial,not integrationof technologyandpeople
commlnications technolo&y, exercise
executjon,alrd systemsintegration mightaddress them.Theparticipants,
yi€lded uniformly positivefeedbackliom howevetwereanxiousto expandthe
thosewho padcipatedin andobseNed scenarioandexplorewaysofsolving
orchestratedrarEnged thoseissues.ln somecases,tbeycontin-
to achievea certain uedto developsolutionsbeyondexpected
effec1 levels.ln othercases,the demonstation
JWFC SupportTeam designteamenhanced the designon the
on thefly:huriedly, SummaryAfterAction fly to accommodat€ th€wishesofthe
without pausing Revie\,,rt audi€nce. Theresultswerebeneficialto
bothtbe desiresof the demonstration
templates:patlerns,
gurdes
Success axdieDce andour needto explorewaysto
enlance future endeavors.An overwhelm,
As a demonstration, this eventwasa ing amountofthe observations collecr€d
r€sourdingsuccess- It thoroughly for analysisaddressed a desie 10increase
highlightedhow the selecr€d technolo- theamountoffiee-playprovided.Associ-
giesmight servefrture €x€rcises.The at€dwith that requestfor a more robust
scenarioaddressedcurent humanitarian sc€nanowasa stateddesirefor USACOM
concems€xacerbatedby a needfor to povide enlHncedstaff procedure
multinational cooperationbetween trainingandtemplatesfor associated
confastingmilitaryandcivilianagencies. messages andoperational orders.
It alsoaddrcssed theproblemsofforming
an ad hoc militaly structurethat could be
responsjveto the requiremenrsofthe In theFuture
situation.Eachpieceofequipm€nt We €anexpectsimilardesires for a more
addrcssed in thisreportwasdemon- robust ervironment in the future because
strat€dthoroughly in a robust pseudo theaudience is primarilythemilitary
exerciseenvironment.ThePfPnation organizationfrom the participatingnations,
r€presentativeslefi with a de€papprecia- which is madeup ofaction-oriented
tion ofwhat can be donein the future pelsorllr€l.The details ard costsneedro
regardingexerciseexecution. be evaluated in individualcases_One
aspectthatwill impactthelevelofexercise
weprovide for tuture PfP eventsis that the Exercise 23
PfPaudiencesarerelatively Lmfamiliarwith
combinedjoint force operationsas
compared withthe't}?ical' USACOM Your cO has asked you to brief him on
ex€rciseaudience. Th€yarealsoless th€ repo.t you have just read. comp6e a
proficientin working in an English- talking pape. for this bri€t Referto Linit 2
speakingenviroDment.This pornts10a for the format of a talking paper, if
needfor specialconsiderations when
developingdemonstrationsor exercises
for PtPparticipants.
Fhst,we shouldconsiderprovidinga
lreliminarymeeting of pafticipantrepre-
READINGSKILLS
sentativesthat focuseson ensuritg that jump-start:toslad
fte scopeof the eventmeetsthe needs/ quackly
desiesofthe trainingaudience. This Exercise 24
meetingshouldresult in identirying the
trainingaudienceskills andthe develop- Pre-Reading Activity
mentof a mandng docun€nt that adheres
to constraintsagre€dto tbr the event.
Next,we shouldconsiderar academic skim the following reading, "Princlplos or
phasewhere staffprocedue training can Peace Support Oporations,Chapter 2" or
lakeplace.InthecaseofPfP audierces, Bi-MNc D|rccflve tor NATo Doctrlne fol
'ors,
we may haveto offer suggestedorganiza- Peace Support OpeE a NATO
publication.Then ask yourself ths
tion structuresbasedon ow pr€vious ouestlons that follow,
experiencemther than expeclingthe
audi€nce to developthem.Also, we
shouldconsiderprovidinga packageof
L W}lat is the subjectofthe reading?
templat€s for variousmessages and
operationalorderswe anticipateusing 2. W}lat do I alreadyknow aboutthis
duringthe evert. Theseprocedureswould subject?
helpjump-starttheprocessandprovidea
commonframeworkfor countriesthat are
unfaloiliaxwith combined/jointoperations.
Finally, during the actualeventwe should
ensureknowl€dgeableobsewer/Tminers
ar€assignedto critical areasassociated
'withscenario execution.Thiswill ensure
appropriateopeutional exp€rtiseis
availablewhereneededfor the exerciseto
run smoothly.
Sorrce:United StaiesAtladic Command,
JointWarlighting Center SulTolk,Virginia,
I August 1999.[www] http://
wlvwjwfc.acom.milpapers/
multinationaloperations,you will need to b€ awaro of pEctic6 and
Peace Support training, exercisB, and operations.The following
reading will provide you with lmpodant infomation on those prcctlcos and Policies.

Bi-MNC Directive for NATO Doctrine for


Peace Support Operations
charactedzo:describe
or portrayby qualilies; CHAPTER2
distinguish

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),

i mostdifficultchallenge for theCommandefLackofunityofcommand


I overagenciesn thetheatrewillresultin a confusedandincoherent
approachleadingto the potential for riskto the misson'ssuccessor
casualties to personnel. Therelaiionship between ihe uN andNATOw ll
be determined bythe NAC.In Theatre,the ForceComrnander (FC),or the LearningStrategy
SpecialRepresentative ofthe UNSecretary General(SRSG),lf ap
pointed. willbe responsblefor all aspectsof the missionin theareaof Itseyow knowledge
operations as Headof N,4ission. TheFCwil haveopefational controlover ofthe subjectnuttcr
a I militarycontingents and,if Headof IVIission, he shouldhavesim lar toJigurc oul
authoritv overtheciv I comDonents of the mission.lf unableto achieve ncteff lottions oJ
uni t yo f c o mm a n do v e ra l ie l e m e n t n
s t h e t h e a t r e , t h e n u n i t y o f e faf to r t
thevery east mustbe agreedw th the non-miltaryofganisat onspre-
sents.

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.

(2).The PSFmustbe employed witha soundconceptof operations


baseduponthe mandate, to guarantee missionsuccess,evenin the
faceof attempisby the partiese thefto gainan advantageor to
undermine professionalbearingandswifi,effective,
impartiaactions
n Al personnel
to incidents.
higheststandardsof
mustconsistently
d sciplined,
controlled,
demonstratethe
andprofessional
behaviour.bothonandoffdutv.
d. Limitson the Useof Force.The useof fofceis oneof the mostimpoF
tant factorswith whicha FC mustdeal.lt affectseveryaspectof the
missionandrequires continual
reviewto balancesecurityandmission
accomplishment.

(1).PSOSare basedon thepremisethatpeaceful methods,usuallv


negotiations.willgenerally achievethemissions goals.The
preciseamountof forceto be used is an opefationaldecisionbv
the FC.or a tacticatdecisionin an emergency, thatmustbalanle
imply: indicateindirecyl therequirements ofthe mandate withpotential
strategic,opera,
hinl; suggest
tionalandtacticalconsequences. Whenused,force;houldbe
precise,timely,appropdateand pfoportionate.
Collateraldamaqe
conversely:revercedin shouldbeavoidedwhenever possible,andmtnimised onalloc;_
position,order,etc.i sions.The unnecessary, or irrational,u6eofforcewilladversely
opposite;contrary affectthe perceivedimpartiatityand credibilityof the organisati;n,
leadingpotentially to the lossof consentin a peacekeeping
foreseeable:ableto be operation andsubsequent failufeof the mission.
Additionallv.
it
seen or knownbefore, rnayleadto an overallincrease in thelevelofvrolencethrouohout
themissionarea.

(2).The useof forcedoesnotnecessarily imply thatthe operation is


oneof peaceenforcement or conventional
war.Theuseofforceis
clearlypermitted
fof self-defence,andnormallyauthorised to
accomplish themandate. Howeve., anyrecourse to forceshould
be aimedat resolvinganddefusinga situation, notescalating it.A
shorttefm tacticalsuccess(for example,forcinga convoythiough
a road block)couldresultjn Iongterm damageto the str,tegic
mission_ Inevitably,
itwillleadto near-term
difficultjes.
andaooro_
priatemeasures mustbe takento dealwiththese.Alternatives to
the useofforce,e.9.,negotiations, maybe adequate, andmust
alwaysbeconsidered andusedif appropriate. Detailed Rulesof
Engagement (ROE)willalwaysbe issuedcoverinq thecrrcum_
stanceswhichallowthe useofforceandthechoiieofweaoons:
however. ROEcannotcovereverysituation andcannotsubslitute
forthesoundjudgmentofthoseinvolved.

(3).An additional consideration in ptanning thedeptoymentof specific


weapons, suchas armoured vehicles, heavyweapons orattack
helicopters. is the balancebetweenthe security ofthe forceand
the signaltheseactionssend.A heavilyarmedpSF maVbe seen
as a threat.thusundermining itscredibility
and percerved impar_
tiality.Conversely,a pSF thatis too ligh y armedatsounde._
minesits credibility,festrictsflexibitity,and exposesitselfto
unnecessary risksthatcouldjeopardise successful completion of
the mission. Moreoftenthannot,heavyweaponspfovidea valu_
abledeterrent to conflictescalation.In somecasesit maVbe
possible to deploysomeweaponsselectively to the theat;ebut
notdeploythemtacticay. Theywouldbe usedontywhenthe
operational environment warrantsit. In othercases,analvsis of the
conflict.including evaluation of theconsentof the partre;.mav
makeheavilyarmedforcesthepreferred option.ThepSFshoutd
be configuredwith the capabilityto carryout any foreseeable
armedconfrontation, as appropriateto the threatlevel_
e. !l-u&e-LBes.Oeet. Thereshouldbe a senseof mutualrespectamongall
recognized partiesto the conflictandthe PSF.Conflictshouldbe
avoidedin bothwordsandactions.Whilethe PSFenjoyscertain
immunities,relatedto its duties,its membersmust respectthe laws
and customsof the hostnationand mustbe seento be doingso.The
PSFwillalsoacknowledge thede factostatusand positionof the
partiesto the conflictandwillusuallynot actto changethem,exceptas
agreedby all parties.All partiesshouldfespectthe distinctiveuniforms
andmarkingsof the PSF,ensuringfecognition of its presenceandthe
Drotection of its Dersonnel.

f. Transoarencv of Ooerations.ThePSF'smissionandconceptof opera-


tionsmustbe easilyunderstood andobviousto all parties.Failureto
achievecommonunderstanding mayleadto suspicion, mistrustor even
hostility.
Informationshouldbegathered andcommunicated through
opensourceswhenevefpossible. Whilekansparency of operations
shouldbe the generalrule,thismustbe balanced againstthe needto
distinctive:making
ensurethe securityof the missionand its members.
dislincli chatacieis-
lic; dislinguishing
g. Civil-Military
Coordinaiion. Civilandmilitary components eachprovide
impodant,butdistinct,contributions to a PSO.l\,4osthavedifferent
objectives,methods,and measures of success.l\,4ission
success harmonised(British),
requiresthatthe activitiesof all political,
military,
humanitafian,
civilian, harmonized
non-governmental, andotherorganisations be harmonisedas muchas (American):made
possible.However, manyorganisations to be"inte-
willresistattempts to be in agreement
grated"withthe militaryor anyotheragency.Thisindependence must in aclion,ideas,etc.
be respected, whileat the sametimeskivingto achieveunityof effort,

t anda cohesivestrategy towardsmissionaccomplishment. Onemethod resolute:fixedandfi.m


of achievingthisis thfoughihe useof a CivillvlilitaryCooperation rn purpose;oerer
(ClMlC)Centre.

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 restrictionson freedomof movement.Thesetestrictionsmustbe reso-


lutelyandswiftlyresolved throughnegotiations,and ifthesedonot
achievesuccess,morevigorousandre6oluteactionmaybe needed.

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

Go over the reading again. Answe. the


following comprehension questions.
W.ite the answeB in your notebook,

L Wlratarethe principlesthat seNeas


a foundationfor anyNATO pSO?

2. Do theprinciplesofNATO pSOs
applyequally?Why or why nor?

L Whatdo you believethk chapterof


the B i-MNC NATO direclive means
to convey to the reader?

WRITING/SPEAKING
SKILLS

PracticeYour
Presentation

Exercise 26

Edit and rewrite the draft of your oral


presontation.Gather and prepafo any
visual aids you may need. fhen recor.l,
play, and critique your orat presentation
with regard to content, organization,
It GLOSSARY
An aftcFaclionreviewcompletglIgd
eachtrainnrgdayofthe peacckcepnrg

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

Golernmenls Lha14!pi!9to have one


of their natioral lrain ing establistr d i n e n s n ' n ( d i M E N s i o n )n : a n a s p e c i o l
mentsbecomea PIP Training Centre elerncnLol-a larger entity
must meetthe p nciplcs slated in tbe Courageunderfirc isjusl one d]nE!:
"Conceprfor Pfl | ranringCcntrcs."
!i!4ola true militafy lcader.

r s s e t( A S s e t )n : a n i t e m o f v a l u c i a distinct (diSTINCT) adjr separaieor


i d itlerent fionr aDothcr;easily distin
Parhership countriesare expcctcdlo guishable
makecertainaslEt! availdblc fbr PfP Ahhough the tems lcacekeeping and
peacemakingmaysccmsimilartorhe
public. they represcnldistinci missions.
.rutonom) (au TON o my) n:the qualiiy or
statc ol being s€Lf-goveming d i v i d c n d( D I V i d e n d )n : a s h a r co f a
One traditional fonn ol peacekeeping surplus; a rcsrltanl retum or rcward; a
by NAIO ilrvolvcs ollcf ing transition
assistanceto a co niry or regron Cireaternr|croperabiliryin fnturc
which has experiencedstruggleslor NA'foled PfP operatnmsis crpected
aulonolnv. b be a dividend ofthc soon{o-be-
dcvclopedOperainmalCapabilities
bellig€rent (bel LIG er ent) n: a stalc. Concept(oCrC).
nation, ormililary tbrce atwal
Rcgardlessof\r!hich side starlcd a draw (DRAW) v: io sro\v or beconre
connicl, the opposing forces arc closer;t0 catrseio move closer
consideredto be belligerenLl. Thc burst otgunfire drq! lbe bhle-
helmetedpcacckccperslo ihe centcr ol
b r o a d e n ( B R O A De n )v : t o m a k eo r
becomebroadi to widen
Experiencecan broadenone's perspec- effcct (eflrlcT) v:to bringaboul. ollen by
surnounLnrgobstacles;to accomplish

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

Thc conceplof enhanced


fostcr (FoS ter) v:to encourage;to is inlegraltoPfPgoals.
inleroperabilily
promotethe growthor development
ofsomething integrlttion(nrrc GR tion)n:rheactor
processolbringing anotherinto an
A strongeconomycan$mctimcs
organization asan equal
helpir!!9! rc lief ffon in lcrnal slresses
andcivilconflicl. Theyear1999sawtheintegrati{ of
Hxlrgarf, Polandandthe Czech
gain(GAIN)v:to acquire. usuallyby RepublicinroNATo.
hardwork,merit,orcompetitior
'I-hrough launch(LAI-NCH)v:1osetin operalionor
palticipalionnr various
on couruello slarl
yearlyNATOled PfPexercises.
The missionwas lsllehed on 12 Sept., worldwide humanitariandemining
1995,at0700. operationsare reeardedas essentialbut
dauntingmissions.
mature(maTURE)vrtobecomefully
developed;
to ripen robust(roBUST)adj:strong;vigorous
The Partnershipfor Peaceproeramhas Despitesomesetbacks, the economyof
aaugd sinceit first beganin 1994. thenewly-democraticnationis
becomingincreasingly!sb!ct-
nonitor(MON itor) v: to watchor check
on (a penon or thing) steer(STEER)v:to controlth€courseol
ln the past,the'blue helllrets'often
could only qrqltgr situatioN and not The "Conceptfor PfP Trahing Cen-
tres," approvediD 1998,seeksto gteel
nationaltraining facilities towardamore
nount (MouNT) v: to put or have(e.g. effectiverole within the Parhership.
artillery) in position
Due to €ffective training, the troops strive(STRIVE)v: to devoteserious
wereableto quickly !!e@ a defense. attention or energyto do something
The negotiatorsstrived (or strove) for
optimiz€(oP ti mize)v: to mak€asperfect, weeksto find an acceptablecompro-
effective,or inctional aspossibl€ mise.
Oneofthe goals ofthe Training and
EducationEnlancementProgram sustain(suSTAIN) v: to keepsomethjng
(TEEP)is to optti4izeNATo and gomg;ro prorong
natioml PfP training and education Sllltqililtg the cease-firewas not easy
€fforts. becauseofthe abundanceof unautho-
rizedfirearms.
pot€ntially(poTEN tial ly) adv:capable
of
developinginto actuality translate(TRANSlate)v: to changeftom
The long-standingtensionsbetween one folm or appearanceto another;to
the two groupsthreatento lamch a transform
rapid,pettealtiallycatastrophic, Oneaim ofp€ace supportoperationsis
€scalationof the conflict. to lranslatepeaceagre€mentsinto
realry.
practical(PRACti cal) adj: manifestedin
action,not theoretical;capableof updat€(upDATE)v: to infolmastothe
beingput to use;useful latestnewsor information
Takingpart in a PlP exerciseprovides The commanderwantsto be uprlatgd
theparticipantswith p!qq!i!a! expe - hourly on th€ statusofthe cease-firc.

pr€stisious(presTI sious) adj: haviry a


highstanding:hoDored
Westpointin the USA and Sandhursl
in theUK are examplesofplggligiauq
mililaryacademies.

regard(reGARD) v: to consider;toshow
Military Hold itdown: bequiet;stopmakingnoise

Expressions Holdil down.You'remakingentirely


too mrch noise.

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

The aircraft'sdesigners tradro go I'm sorayfor rhepoorman;he,s


back to the drawing board because completelywasheduB.
th€ aircraft didn,t perforn satisfacto-
.,1y. Wip€oot: defeat;eliminate;annihilare
Bail out: parachute
ftom aplanejremove Ourmissionwasio wipqourthelast
waterfronaboat areasofresislance_
Whentheenginefajted,thepitot
bailedout. Exercise 27
While Johnrowed ure boa1,I b4ilqd
aulwater. Circle the letter of the expressionthat
correctly completes the sontence. Write
Breakdowoi analysis;
faitore tha completed sentences in your
cive me a breakdolvnon your air
requiremertsfor tomorrow.

Ihe messagedidn,tget through L I'ln tryingto studyhere.Can,ryou


because
ofa breakdown in comnuni, ?
a. usethe squawkbox
b. hold ir down
c. go backto the &awing board
Maj Kim said,"I haveto seethe 2. Sgt Jones the captaintbata
conrmalderright now_" tlre on thej eepwas flat.
Sgt Caza told me that yor hada car 3. Maj Cline
aftemoonoff.
"I am leavingat once," the captafur
Maj Cline
totd me. afiemoon ofl

lnvetsion of say and noun subjectis


possiblewhen say follows rhe statement: Authentic Reading
"I've just heardthe
ambulan€e," said
Lttuchter. Exercise 30
Tell requjresthe p€rsoDaddr€ssed Pre-Reading
exceptwhenusedwith lies/sfories/the
truth.
He told ar. He told a Read the lirst and tast paragraphs of
"P€acekeepingOperations: one
srory, Infanrry
Leader's Experience."Then rcad the flrst
and lasl sentenc* in the remaining
Tell the truth. paragraphsand answer the following

ln indirectspeech, t€ll is followed


l|trlmediatelyby a noun or pronaun object
fbllowed by that (optioDal)+ the nolm
L Whatare sometopicsdiscussed
in this
article?
The commandertold ne (that) he was
tired. 2. What information would you find
usetul in this article?
The sergeantrold ,lJ (thar) the
baracks weremessy,

Sayis followed immediatelyby that


Peacekeeping
(optional) + the Dounclause. Operations:
The conmandersaid (that) he was One Infantry
Leader's
rotation:regulafor
recurnngsuccession,
The sergeantsaid (rhar)the banacks Experience
Note: "Th€ colllmand€rsaidto me that he . WhenI wasalertedh July 1994to
wastired" is possiblebut lesscommon. preparemy companyfor deplo),rnentto
theFormerYugoslavRepublicof
Macedonia,I had to do what many US
Exercise 29 Anny leade$ fnd themrelvesdoing
nowadays-get an atlas to find out where
in the world we were going.
Fill in the btanks with th€ conect form
or !3y_or-.lel!. My comparyofthe 3dBanalion,5th
Cavalry,deployedfor asi\-month rotation
jn supportof Operation,,{ble Senty III as
l. He that the tant neededa oneoftwo rifle companiesin the battalion
task force. For all the leadersin the
compa.ny,but especiallyfor th€junior
noncommissioned ofiicers,thismissionof
|! UnitedNalionsdutywas bothrewarding
andchallenging. Althoughour mission undermy t,iclicalcontrol.
squadOP
our rotalbn by a Scajldinavian

andthe threatmay havebeenunique,jt CompanyAnonitoredUN SectorEasl


will illustratetasksard leadership in theUS battalionarea,approxnnately 60
clrall€nges ihat an infaDirycompanycan kilomeiersfromtheborder.Wemanned
expecrto faceinroday'spcaceke€ping eitherfour or six OPs(depending on the
plaloonrotation)all wirhinI 00 to 2,000
TheFormerYugoslavRepubLicof metersofthe Serbianborder.Thecom
Macedonia declarednrdependence from panyCP or fonvardcommandpostwason
confrontation theact
Yugostaviaearlyin I 992alterthefall of a hilltoponthcnranrlogisticalroule25
of facing, especially
thecommunist centralgovernmeni. The kilometersfromlhcborderandT0kilome-
boldly, denanily,or
militaryforcesin Macedoniaat thattime tersfrom thetaskforcebasecampcalled
aniagonislically
\\'crenostly ethnicSerbianswbo.afterthe CalnpAbleSeniry.
declaration,tooktheirequipmcntand Atthe basecanrp,the rifle platoons negotiated: d scussed
nosl of themilitaryassetsnorlh to ioin performedoncol tlrreeplaloonaclivities;
theSerbiaArmy inthe |omer R€pxblicof basecanp guard/forceprotection, feaching agreement
Yugoslavia.1he Scrbianleadership ir that rcactionforce/quickreaclionfbrce,or were
regionhadpcriodicallythreatened mililary on reaveor passsrarus.
actionagainstMacedoniaand againstthe 'fhc nine-manrifle squads,eachwith
ethnicMuslins in Kosovo,a regionof
southemSerbia.Underthethreatof an attachcdmedic,hadtheprinarytaskol
etlxricviolencespreadineinto Macedonia mannirgthcir OPswhiletheywcrcio
andthe possibililyoJ a flood ofretugees sector.The daily schedxle,whichlhe
fromKosovo,the US undertookits fi|st squadleadershadto manageandconlrol,
preventivedeploymcnlof peacekeepnrg wasalmostcompletelyfi lledfor al1ol lh€
-! rroopsto tnanrtainstabilityin Macedonia. soidierswho wererot currentlypreparing
liroron patrolwith OP srLpport and
Soldiersliom Finland,Norway, maintenance. EachOPwasassi$edsix
Dennark,andSweden laterjoinedbya patrolsperweekfioln abattalionpattol
USAlrny laskforce mairtaineda matrix.Eachsquadconducted anix o1-1he
presence alongtbe Macedonian sideof lbur typesofpatrols:rontereconnais'
theborder.'fhenissionofthe UN force sance.colnmunitypatrol,helicopter
wasto observe,monitor,andrepon any screcn,and€stablishteDporaryobserva
activitiesin the borderatcathatcould tion posls(calledoPl s). All but the
undermine coD6dence andstabilityin helicoplerscreens weredirectedasejther
Macedoniaor thrcalenits tefiitory. nountedor dismounledpatrols,depeDd-
PemraDenl squadsizeUN observalion ing on the dislancesinvolved.
posts(OPt andtemporarytcamsizeOPs
andpatrolsmonitoredthe borderarea. Thecompanycolnmanders cel1ified
cverypatrolleaderbcforehis firstpalrol
Thedaily silmtionfor the UN soldiers on his knowledgeandcxecutionofthe
wasmostlypeacefuL, wilh alow levelof patroldrills,rulesof engagcnent (ROEs),
tbreatftom bothsidesoflhe border.The reacliondrills,patrolstandards,and
only majoreventthatthrealened the operations order(OPORD).Thiswasdone
snccess ofthe missionwasa nilitarj in Maccdoniaon a tull palrolwith OPORD
confrontationin JnlyI 994between andpre-combat inspection(PCl) run fton1
YugoslavandMacedoniaarmyunitsa1 theOPto whichlheteamleaderwas
thestralcgicborderlocationof Hill I 703. assiglled.This proc€sswasdemanding
'fbe a setlle-
uNcommanderncgotiated bxt beneficialin prev€ntingaccidents,
mentthal lcd to the establislnnentol a UN incidents,injuries,or borderviolarionsin
monitoredbufferzone calledthe"Blue nore than750patrols.
Zone."Because thc BlueZonewasinmy
company'ssector,andbecause ofthe we leamedvaluablelessonsin s€veral
Serbs'sensitivityto theUS Army areasduringthis op€rarionthat I would
presence, this zonewasmonitoredduflng like to sharewithyou:
Lcadcr Location otrthe Bnrflefietd.
Our docLrinectearly statesLhatleaders
should go to Lhelocarioo on thc bafile_
lion and a quiet and troLrbtcffee scclor. Ir
defused nu rcrous nrcidenLsthal coutd
e a s i l yh a v el e d r o h i g h l y v i s i b t en r i s s i o n
1
f i e l d l l o m w h i c hi h c y c a n h e s rc o m m a n d t h r e a t e n i r gi n c i d c n t s .
t h e i rl o r c e s A. l t h o u g ht h i s s i m p t e
Surdance is nlso t.ue fbr a peacekeeping R e p o r l i n gS t a n d a r d s .I h es u c c e sosf
n r s s i o n .i l i s d i f t c f e n ri n i t s a p p t i c a r i o n ^11obsetre noniht. and rcp ni.\rian
dispersed: spreacl
c a r d e p c n du p o n r h c q u a l i r y .t i m e t i n e s s .
abouti scatleredl hr peacc operations.the LrnjlsecL{trs rnd accuracyofyouf rcporting. Wc trad I
drslnbr'led widely can lrc largc and the unils rvidcty l o l t o l e a r n o nS A L U T [ r e p o n sa n d
d i s p e r s c dT . h i s g i v e sr i s c t o r h c L e m p l a should havc dooc more Lrainingon
h i n t : s l i g h ti n d i c a t r o n i
l i o n t o r c n l a i na t t h c C p t b r c o n r o l a n d accrrately reporLnrg$hat was observcd.
i n d i r e c ts u g g e s t i o n i commLrnicationpu|?oscs,rvhich we T h i s i s s i n r p l es q u a d l c v e lr r a i n j n gl t r a t
drscovered1()be Lheop|osirc otwhat can be done ovcr and over asain vrilhout
periodic:occurfing w a sf e q u I c d . A r t h e f l $ t h i r r o f i r o u b t e
(spottrnga non-l_rNp.rLrol,fcpons of
gunfirea , v e h i c l ca c c i d c D ti ,r a l el o c { l We starrcdour witfi the levct l]1'
recLrring at regutaf
peoplc). go Lothar locali('r innnedialcty. accurac_v requiredb) SALIl t'E rcporls in
Moving toward a troLrblespor is nor a cotnbal ope.aLi{nrsof.1!vo ranksar
adJacent near of close s r c n t h a Ly o u d o n . t r r u s rt h c ! u b o r d i D a r c c h c c k p o i r rt th r c c a r d c o n r i n u e dr r a i n i n g
l e a d e ro n t h e s c e n ey. o u a r c j u s l ( a n dr e t r a i r i n s )u n t i l a l ts o t d i c f sw e r c
adjoinins c o m ' I a n d i n ga c t i o r o n i h e b a s i so f \ l h a t virtually able to recreaLea piclure ol whal
)rou know to be trnc. nor what s(rneonc
paled: made to be or io c l s e i s d e s c r i b i n go. r w o r s c ,$ h a t A n a c c c p t a b lscp o t r e p o r l , ! o u t d b e :
seem weakef or less s o m e o n ea s s u m e 'ss h a p p e n i n gE. v c n i f
t h e e v c n tw i l l b e o v e f b y t h el n n ey o u ,\i:e Thrcc btu D 1r,,,'. (Codes hetp

defused: made harm-


ress, iess lense, etc.
arfive, you (in whoLeverposition in rhc
c h a i n o l c o m r i n d ) r r e t h eo n e w h o w i t l
.
bfevny and com'nLrnicationssecufirt..)

tlttirit.r tVtorcdsauth olang rctur


q
h a v ct o t c l l t h e b o s sw h a t h a p p e n c d e.ho liul, h^lttit dt nu.t nttutsa.tion,
You can rcfort confjdcntJ_v onty itlou khAins tiawn tituls. talkrE on rddio.
although nol in fact; h a v ea l l t h c l a c i s .1 ) u r i n gr o u l n r e
a c t i v i t i e s( w h i c l )i ! 9 j p e r c e n l o t t h c L.cation EMD3156 (ofl' rhe ghlohal
t r m c ) .g e l o u t , v i s i t s o t d i e r si.n s p e c fLo a d posiL'oningsyslcrn)dr /oad ine^cction
conditions. security. lbrce protecLion. o/ t.utes sof tr\) md ccha 1. 1.
spot report: spol checki nraintenance.At thc first hint ot Lroubtc. Ihtdorn Braw dnd gken pu tr
acl or Instance oi go lee rxe ground yourser. and nrter_ BDUs. bla.k baa^, bluLk betrtt, ,ftjc.l
examrnrngat random view everlone nrvoh,cd. In rhis coDtexl. rno hds tound \ilrer enbten: on /j.o"t.f
of by sampllng it is importantfor a leadcrto ptan all berct and hlu& ?isht betl
movenrenis1o reducetbc chanceo1-
halted: slopped, bfoughi losing radio contacL. TiDtc Fitst sightir{ 1237;tlatted al
t 2li.
Int€mction n ith Locat Aurhorirics.
T h i s i o l c f a c t i ( um u s ro c c u ra t a t e v e t sI EquDnent-Subiect one: one 1K,17
had periodic lace-1o,faccrneetnrgs bdckpdclt tudn lnkna||n q:pt,
(aL tilter in
lcast monfily) will the mayor ofthe hak.l possibh: nap S blcd tvo:
ti,bl
localciL),,thc Maccdoniananny borctcr beU ||ith pisto[ hoktet dnd pistal
battalioncommandcffronr my secto..and urknatn type, binas .a sttut ltuLhd
a d i a c c n ll i N u n i rc o m m a n d e r sT.h i sw a s ,eck, one cotlteen on hett. Sthje.t thrcc;
v r i a l l o s u c c e s sb.u t i l p a l c d n r i n l p o f , one AK 17, one dark gtctjn hdckpack
Iaocc wheD compafed 10my squad Re.o et'.t ballc rostet hunhe/ is Aqnkl
l e a d o r sp' c r i o d i cm e e l n r gw s jththcil
localvillage ma),or.Lheclosestborder A S A L I J I E r e p o r l i k c t h i si s a d e -
s l a t i o r ' sp l a t o o nl e a d e ra, n d U N s m a tailcd, timcly. and accuraterenderidgof f
unjt leadersoperaling ncar then Op. It thc evenl. With !n)rbiDg less accuraLeor
was this intcEction thal Jed1()coopcra_ nmelv.you rvillgel repcatedcaIs tiom
bigber headquademasking fo nofe but did lrot, nnd the payofTwasa sir
infbrmation and then iror"crepeated nronlb deployment with no fatal accidcnls
calls as your incoorpletereport goes
highef.
Relationship lrith other UN tur':€s.
S c e n a r i oT r a i r i n g . W e t o u n d The rvorkingsofa UN organjzat'onrrc 1oo
tbrougb experiencethat scenafio training c o m p l e x t oe x p l a i n h e r eb. u l w e d i d
is the only reliable way to train l'or a d i s c o v e ro n e k q t o s u c c c s sI:f l o t r rehearsals:praclce
p e a c e k e e p i nm g i s s i o n .A l l c f c l a s s r o o m cooperate w i t h o t h e fn a l i o n s 'l b r c e s
instrucln on drills, ROES and the i r f o n n a l l y .r h c t r u n a n d c o | l l m u n i c a r i o n s
situalion in ihc arca ol'operatioo (report ) , o ub r i l d c a n s a v ey o u \ \ l r e ny o u d o n ' 1
.equi.cnrcnLs.unilbrms). each squad or h n v et n n e l n r l b r m a l r e q u e s t sW. e h a d a
fire team would hlvc () exctulc a clrill Danish conrpanycommanldcrin a sector knowledge.juds
out of our talk force SOP. A1 an) slagc next lo our co'npaDy'sscclor. Ile and I
of execution or any lime aftef its becamegood t i i e n d s( n r ye x c c t r t i ! co l i l c e r
c o n l p l e t i o nr,o l e p l a , v e ros f a n y o f l h e a n dh i s s e c o n d - i n - c o m m a n bd ccamc
f a c t i o n so f e v e n n o n b e l l i g e r e nct i v i l i a n s t i i e n d s .a n d s o o n d o { n t h c l i n c ) .a n d w e
mighl enlcf thc drill lanc. Thc squad or never had to conrnrunicatethrougb the
lcam would be e\'aluatednot onl! on the li!ison ofllccr or havethe UN comman.ler
drill e\ecution bul aLsoon iheir reaction tcll us 10 coordinateour aciivities Wc
aod their reporiing. rccovered each otlrer's vehicles. use.l
c a c ho $ e f ' s f h c i l i t i e sc, o n d u c t e d a
We found that ihe key tu this trainnrg
p o p n l a rw c c h l ys o l d i e re x c h a n g ea,n d
$as the preparationofthe role players.
t r a d e dl o o d i L c n r sA. l l o l t b i sw a s c o o r d i -
Tbey must have the tleedom to react to
rared at colnpan) lc!clof 10$er,and all
t h e s q u a d s 'a c t i o n s ,b u t t h e y m u s t
greatly benefiledotrf conlpany. But you
bebavein accordancewith human natLrre
1 and the expectedthreat. belligcrcncc.an.l
nmsi clcarl) nderslandyonr chain of
c o m m a n da n dt h e l i m i t a t i o n so f y o u r
nrissior of the tcrsonncl thc) feprcsenl.
atlihority wirh non-US forccs ds {c11as
Th;s inchrdcd folc players during patrol
the non-LlS leaders aulhorily over you.
r r a i n i n ga s$ e l l . a " t u f c L i s s o l d i e r s
when in douLrt.ask.
d c p l o ) .a c o l n m a n d em r u s tb e c o n f i d e n t
that thc) sill fcact in accofdanccwith lhe Force Protection nnd Srfety. Wewere
R O E sa n d h i s i n t e n t .W e a l s oc o n d u c t c d luck) to have a lo$ thrent ffom thc
t h i s t m i n i n g d u f i n So L r d e p l o y m e ntto t h c L i o nist l o u r a r e ao f t h e b o r d e r .b u t t h i s
ensufetharwe did not get rusty in ROFIS onl) nrcrcascdour awarenessofihe
and force protection. cverldayhazafds $,e would t-ace.Palrcl
l i n g i n t h e m ) t r n t a i n sd. f i v i n g o n p o o r
(bnmunicationsand Maintenanrc.
roads,surviving wealhef extremes,nnd
l ' h i ss o u n d so b v i o u s .b u Li l - y o u ' f c n ( ) 1
ntrmcrousolher things all threalenedonr
d o i n gc o m m u n i c a l i o nasn d D l a i n l c n a n c c
s o l d i e r sd a i l y .
by your SOPSand b) lhc rcgulalions. you
are sureto have problems on a dcploy' Talking abour safet) is no1 cnoushi
n e n t . I h e e n l i s t e ds o l d i e | sw i l l h a v et o d o you must incorpomte safety as a parLo1'
almost all the maintenancewithout lbrce protection.Tberefore.)ou nee.l a
supervision,and they must know hos to safiiy plao or SOP, which for us inchrdcd
do it righl, the firsi time. we hrd a hard safet) standardsand checks and a syncm
l i m c i n i l i a l l y$ i l h d o i n go u f p e a c e k e e p i o g of inspeclions.Pcaccoperalionscan
lasks and sustainingat ihe sane time. The becoDrcso roulirrc thal ifihere is no
ker-.we discovered,\,!asto establisha planncd syslem ol safety clrecks.soldiers
siorpleSOPand entbrceitvigorously. For oan go on nlissioos$'ith vitalchecks
cj{amplc.cven \vith the hrge task fbrce fofgotlen. All Lhcwork on safeq and force
scct(r. cvcry whcclcd vchiclc \vcnt back protection is casi0r th:rnwriting a leiter to
1othe basecamp weekly f(r a dispatch/ parenlsexplanringlvhy thcif son or
safe!)"check. lt was a rule thal rve werc all d a u g h t e ifs n o l c o n r i n gh o m c .
o c c a s i o r a l l )t e m p t e dt o v i o l r t e a t t i n r c s .
CompanyandSquadTactical be selfenforcing.We establishedclear
operations Centers(ToCs). Thisis a standardsfor the OPsand for patrols and
taskthal wasvital to missionsuccess gaveeachsoldiera copyofthe taskforce
andnrcludedfainnrg the company's SOP.Theforceconnanderpcrsonally
NCOsandsoldierson radioprocedures, briefedeachsquadto ensurethatthcy
reportingstandards, andbasicToC understoodthe patrollingstardards.
discipline.Eachsquadleaderranhis Duling themission,muchemphasis was
OP'sopcralionscenterandhadto learn placedon inspections1()cnforceihe
bonng to managea scheduleio controlhis patrollingstandards.
squadmenbers'time.we wereluckyto
rehearsals: pfactice For example,everypalrolhada
navea companymastergunnerwnose
standardOPORDandsetofrehearsahto
previousS-3andTOC trainingand
repetitions; dills be conducteddaily,regardless ofthe
strongorganizational skillslieedthe fiIst
numberoftines theteamhadconducled
sergeant andmeto run the company.He
thc sanepatrol.TheTF SOPcontained a
servedaslhe companyCP/OPcom-
detailedPCI,including layouts,
manderandmanaged all TOCrequire-
briefbacks,andrehearsals thatwere
mentsandqualiry€ontrolfor the entire
requir€dandinspected for everypaifol.
The squadieaderwasthelowestranktng
personto conductthe PCl, andevery
team,at leaslonce,hadthetaskforce
commander andcommand s€rgeantmajor
dropinto conduclPCLTlreTF com-
manderalsoheldthe squadleaders(and
above)personallyaccounlable tbr any
deficiencies.
The first sergeaniand I wouldeach
conducttwo to five PCISa week.I may
haveinspected fic sam€four pairsof
socks100tnnes,but ev€rypatrolwas
preparedin accordancewith thePCI
checklistandthe TF standards. This was
not m icromanagement; it wastheonly
'waylo guarantee that srandardsremained
The conpany"operationssergeant"
high in an areathatcouldmeanthe
positjonwas uitical to our success and
differencebetweenlife andd€athtbr the
wasthe first onefilled in ourplanning
with a promotableslaffsergeant. We
realizedduringthedeploym€nt ihatall TaskO rganization.Tasksorganiza-
our problemsin this areahadonecausel tion mustbe doneat the lowestleveland
acceptingsub-standard reports,radio by ability,notby rankandmilitary
procedur€s, andtimemanagement liom occupational specialty.It is not enoughlo
theNCOS'dudnglraining.It nraybe assigna groupofmedicsto the company;
painfulto stopduringtrainingto coffect we requiredevery patrol and convoy to
sirnple'epolxs.but it is easierthantrying havea combatlifesaverot nedic with it at
to conectreal-worldreportsduringa alltimes.
You canrapidlydiscolerwhois a
ContinuousOperations.Only30 goodmechanic,who us€dto be an
daysofour I 70-dayroiationwere whoknowshowlo make
€lectriciaD,
anythingbul muline,and20 ofthose radjoswork, who und€rstands recovery
dayswerethe first 20.Il is temptingto techniques;thisis the informationlo use
loweryour standards whenthe pea€e- in taskorganjzingformjssions
keepilc missionbecomes tedious.Wc
A big lessonwe learnedis rhatif you
plannedfor this andsetup our SOPSto
planfor the wotsl cours€ofaction,you
will rarelybe supriscdandunpreparcd.
Ensureihat everyelcmenthasthe b. hoslile
equipment, €xpcrtise.andtrainingto dcal c. very cooperative
with accidents.Also renrcmber that 5. Overall,thecxperience of theint-antry
vebiclerccoveryis dargerous.andsend companyin OperationAbleScntrylll
the bestteamYoucanandPrcvent couldbe describedas
a. routinebut cdrcational
k n o we d g e , j u d g -
Our conrpanydeploymenL lo b. menacingaodfrustratmg
c. liighlcningbut victorious menl, etc., of an
Macedoniawas a challengeanda
rewardingexperieDce aswell.Theentirc
chainofcomnandworkedhardbeforeand
durnrgtlre missionort thcseareasto LISTENINGSKILL
ensuremissionsuccessandto meetevery
infanrrycolnmander's majorresponsibility
to his leadcrsandhis soldiersnr p€ace' --:
keepingoperations suffefno casualties.
Sor,'c"rCaptainThomasCoss,
keepingOperation
"Peace-
si Orc IntantryLeader's
rffir
Experience," fron /,ft,1r1,duly-Augusl
I 996,pp.5-8).Reprnrkdbypermission.
Word Order
Exercise 31 Review
Post-Reading Activity
! Exercise 32
Read the a.ticle ca.efully.Then circle the
answer that corectly completes the
Listen and orally change the following
statementsthat You hear to direct
quotation or indirect speech. Replay this
segment as often as needed.
l. The infantrycompanywasassignedto
the "BLue Zone," which was
a. the frontline ofcombal
b. thetaskforcebasccamp
c. a UN-moDilorcd bxttbrzone LEARNING STRATEGY
2. Wirh regard1I}his nission,Lhc
infantrylcaderconsiderednaiotaining
recordingslaodards Keeping a
Learning Log
b. veryimportant
c. not applicabl€
3. l he infhntryleadercoDsidered Exercise 33
scenariotraining
a. cxlremetyhelpful
b. a wasreoftime Follow the insbLrcrionsfor completing
c. minimallyuseful ihe LanguageLeaming Log that were

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,

at d where there is uvoilrhle poy,er to enforce it.

1
,!1(
pen
theUuit 81ape,a lap€/CDplayer,yournotebook,
You will needUnit 8 ofthis course.
or pencil.andyorr 's Ne\r tl/otlclDictiondry.

ln this lessonyou will


l. reviewscqucnced inslructionsard practicegivingthem.
2. reviewword orderin indirectquesrions.
3. useandcorrecLly pronornceobjeciivevocabulary, andnilitary
military expressions.
acronymsin the glossary.
4. identirystaDdardizarion issuesin muliinationaloperations.
5. identifythe four levelsofslandardizalion: conmonality,
compatibiliry,interoperability.
andnrterchangcability.
6. beconelanriliarwith lactorsaffectingmultinationalcommands.
7. usetechniques in oral andwrittencom'nunication lcamedthroxghoutihe course1()
finalizeyour oral presentation.
8. listento eleclroniccolnnunicaiions. includingnewsbroadcaslst lakenotesor write

9. readmodelsof rechnical/military materialandanswercomprehension questions.


10. feadaulhenticnlilitaryarliclesandanslverconprcheosion questions.
(cognilive,m€lacognitive-
I l. praclicea variclyoflaoguagelearningstrategies memory.
social.andaffective)that promotelarguageleaming.

'|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........

READING SKILLS LISTENINGSKILL


Interoperabllity....... 8-11 lndirectQuestion ....... ...8-37
Review..
Statusof ForcesAgreements LANGUAGE STRATEGY
( s o F A. ). . . . . . . . . . . . 8t1 K e e p i n g a L e a r n i n g L o .g....... . . . . 8 3 7
FUNCTION
Sequenced ......... ... 8-12
lnstructions
READINGSKILL
USNavyI\,,luliinational
Maritime
OperationsManual, Chaptef3 ......8-14
LEARNING STRATEGIES VOC.ABULARY

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.

This is the last unit of this course.Tate a


few minutes to feflect on the time that
you have taken to complete your work,
We hope this planning guide helped you NATO
stick to your schedule. Now, complete
the schedulefor unit I in the same Standardization
manneres you did those of the oiher
The nccd for lruly multinational forces has

i again cmphasizedthe n€ed lbr standard-


izalhn, not simply in equipmenlb l in lhe
whole |ange ofmilitary activities. Ir musl
Unit 8 Schedule
tl Day Plan
be nlade clear atthe outsettbat siandard-
ization is nol synonynous with either
interoperabiliq,or rrldrr.r,i.,n. lnterop-
Mon
crability is merely one level ofslandard
Tue izrtiolr, whereascollaborationdcscribesaD
cntirely different, essenriall)'pro!urement
basedactivity. There is a grorvnrgneed for
Thurs l'lccistrr in tbe rsc ol suchterms if we are
to rnake senscol an increasinglyimportanr
Fri
and conplexafea. andnlore impodanrly,if
Sal we want to improve lhc understandingof

1nsimpleterms, standardizarioD is about


hannonisingthe rnanoerin which various
linrclions are performedby dillircnt
alm jes in order to inprove their abiliq, to
operatetogetber.Slandardizationapplies
to allffper,s oflhose fuDctionsand
includesdoctrine,proccdres, training,
and logistics.as rvellas equipment.Tne
degrcc ol slaDdardizationrequiredvarics
accordingto thc impodanceofthe
linction and thc lcvel ofcommand- As a
generalrule. thc degreeof standardizaiion
incrcascs signiJicmtly on transition liom
thc opcralionalto the tactical levcL Lven
so,inplementationof mulrinaLional
operalionsbelow brigadclcvcl is unlikely
to b€ a practicalconceptlbr sometimeto Exerc ise 2

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

I{e Nked ifl lik€d the new barrack!.


Exercise 3 . Djrectquestion-word
question

Why is the arsenalopen?


llatch the following words with their
. lndirectquestion

H€ askedwhy the arsenalwas opeo. l


1. _ deconflicliona. stricl Notic€ that in an indircct qr€stion, as in
other fonns of indned speech,the tenseof
2. _ rigorous the verb in the reportedmatter usually
3. _ neutral shifu to the past. Similarly, in an indirect
question,the reportedinquiry is in the
4. _ hinder fofm of a subordinatenoun clause.

5. _ realm A clausethat reports a yes/no question


usuallybeginswith if or whether.
t\
6. _ syneryy
A clausethatrepots a qrcslion-word AdmiraLBonsignoreasks,"when doesrhe
questiorusuallybeginswith which,what, briefingbcgnr?"
who/m,when,where,why, how, or sone
Whatdoestheadmiral\,rantto know?
silnilarexpression.
Ile wantsto knowwhenthebriefing
ln addition,nounclausesbegnrnnrg
wirh begins.
thesewordsofienfollow suchmain
clauscsasI know. I remenber, I
und€rstand,I wonder,andsimilar Now read the dialoguesthat follow and
clauseswhichhaveverbsofcosnitionor complete the sentences that accompany
them by filling in the appropriatewords
speaknS.

Exercise 4
L Mai Martin asks,"where is the

Go over the following indirect questions. Recognizing


The main clause is separatedfrom the Whatdoesthemajorwanl1()know?
subordinate{noun)clauseby a slash mark, analating
The connecting word is underlined.Copy He wantsto know
the sentences into youf notebook
without the slash marks or the underlin- 2. CaptZenelliasfted,"Whcrc wasMai targcl languoge
ing grcat4,
Karpusovaslastnight?"
Whaldid thc caplainwantto know?
/ lhy thc gas
The colonelrvondered the langaage
He wanred1(]know
maskswefedcfeclive.
t , I know / !4b9 the new pilot is.
Exercise 6
Pleas€t€l1me/ yb9!9 the messhall is

Nobodyknows/ I!!! the accidenlal Form indirect questions by matching the


the bunkerlappened. following main clauses and subordinate
(noun) clauses.write the letter of the
5 . Pleaseaskhim / al whal limc PT subordinateclause in the space pro-
begrns.

6 . I can'i renenber/ !1-the debarkation


nershavebeenrepaired. L
'thc ncw firc ieamneedsto knowwhere
'7.
IIe is askingyou / {ba! the word
2. Themilitarypoliceaskedmewhal

Canyou tellme / how muchthe


3. The commnderaskedme why

Note:ItemsI throxgh7 containindirect Lt Boulingrencedsto knowhow much


questions within siatements,whereasitem
8 illuslratesan indirectquestionwithin a
5 . I don't rememberat whatlime _. d . I was late gettlrg
io the firing rangc
The foLLowins
exerciseswill helpyou 6. Thesuenillasdid not knowwhom
analyzeandconstructindirectquestions.

Exercise 5
I witn€ssedat the
\
Read the following example,
Exercise 7 Exercise I

Complete the following sentences.use Read the following sentencesiahey


correct wo.d order. contain sudden shlfts between indirect
and direct questlons. Revise the sen'
tences for consistency,apply correct
word order, and write th€ corected
LreutejlantComrnaDderCh iancse sentences in yoLrr notebook,

2. ChiefPettyOfiicer Andersonasked 'the fbreignco espondent


askedifthe
1.
me when
countrylradorderednewtanksand,if
3. TheChiefof Staffknewwhere so,did il receivethem?

4. Th€ medical o flicer explainedhow


askedhow
2. Therelief organization
manydisplacedpersonswerein the
Whenusingdireclandindirectques- oarnpanddid anyhavecholera?
lions, it is importantfbr the eriter n)
Coffectionl
avoid mixing them in a sentence.Readthe
followingexample of alnix of diect and
indjrectquestions; afterwards, readtle Exercise 9

Mix of diect andindirectquestions:


Edit your own writing for 6o.rect use of
Shewondercdifthe major wasaware
of rhecommuni'
of theincompatibiliiy
cationsequipmentandwouldhe do
anythingaboutit?
VOCABULARY
Shewonderedifthc majo|wasaware
of thecommuni-
of theincompatib;li1y a:
calions€quipnenlandwhetherhe
would do anythingabout it.
,li
Listsn to the authentic reading titled
"Framework of Understanding"and
follow along. The new vocabularyis In
italics, As you listen to the reading,
underline or cifcle the wofds with which
you ar6 not familiar.

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

but only in thoseareasin which there is an


urgentand identifiable need From the L Rant in themilitaryisobtained
abovelist we canreasonably determine througha seriesof- Pro'no-
the requienent for int€rchangeable
brigadeson the groundsthat if all the
otherrequirementsare met, inierchange- b . pictorial
abilitywill follow.
cl. subliminal
In order to focus our effort, thereis a clear
needto give priorty ro key capabilitv The staffdeviseda- Planfof
areasonly. We needto concentrateon th€ the novementoft}e troops.It is
following:
. CommandandControl ableand

. 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.

Liston to the authentic roading tltled


,Sr,.ce: Departmentofthe Army Head-
"Mullinational Commands" and follow Warrefs.( 1995). Ar ny Opetut ional
alongi th6 vocabularywords aro S,pporl (FM 100"16).Washington, DC:
italicized.Circle the words you do not US Government PrnrdDgOffice,pp.2-7.
know. Later, check their meaning in
your dictionaryor in the glosary of this
After you have turned ofi the recording,
silently rcad tho paragraphsagain, In
your dictionary or the glossary of this
unit, lind ths meaningof the words you
Multinational do not know. Thon compl€te the nen

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?

The following readings initiatly appeared 2. Wha!mUstnaliolrs bewilliueandable


in American nilitary publications. To L')do at ihe highcstlevel?
improve your reading speed, read them
as quickly as possible and answer the 3. Whal is a prirnaryoliectile oflhc
qoestions orally. Then go back and lnnltinalionalcommand?
ir reread the selections more carefu y and
write the answere to the qlestions in
yoor notebook. For the next two read,
ings, circle the wofds that you are not Status ofForces
tumiliar with, but instead of tookinq up
their definitions in the dictionary, try to Agreements
guess their m6aning-
(soFA)
SOFASdcfine fte legal obligationsand
rights ol lhe force, and mry influence how
I nteroperabil ity a tbrce opcmtesin a lros! naLion.When-
cver an opefalroDinvolves a bosl nation,
lnteropcrabilib, al nr{n), levels. is cssen- eaclrnation n the MMt should be
lial to lhc nrccessofan! multinational covcrcd by a SOFA ofamemorandum of
operation.At the highcst level, nations urdersLandirgthat ma! include:
must bc willing ard alrle to organizc . Slatusol the force, its naliolral
themsclvesinto a cornmonforcc and to
cornponcDts.and individual members.
accomlnodateeachorher's operalional
nelhods by urdcNtarding tbcir doctrine, . Lntr] a|d exit procedLrres
to Lhchost
cultrtrc.and intercsLs.Approprialc
domeslic funding aulhoriry musr be
provided, wiLhoutwhich inlonnation, ' Authority lo carry weaponsashore.
su|plies and scryices,and connnlnica-
. F o r c ca n di n d i v i d u a m
l ovenents.
nons ard oihcr equipmentcannor be
shared$itb coalitior parhcrs. At rhe . Use ofpo{s, airports. and olhel
operationaland racdcal lcvels,nariooal
1 elementsofthe force must be able 10
exchangeinformation well enough10
transpo{alion fircililics.

. 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:

2. Why are SOFASnec€ssary?


Did you undetstandwhatI saitl?
H e you got all thdt?
,4reyoufolav'ins ne?

Torernind:

Whenwe do not understand rhe


instructions or arecontusedby them,
we rse oneofthe followingconstruc-
tionsto askfor repetition:
Woul.lyo rcpeatthat?
I didn t catch that l.1stpa/t
I'n nat surc I un.le6tand.

I nissed that last paft.


FUNCTION Runthat bf ne again,?ledse.
Whenwe understand but wantmor€
infomationor confimationthatwhat
Sequenced we ar€doingis conect,we canuseone
of thesequestionsor phrases:
Instructions WhatshouldI do now?

. when askingfor i,tslructionson how


we oftenllse the
to do something,
followingquestions:
P!4 Dahl: wlat shouldI do then?

Sgt Flynn: Sprayor pour water on the


. Wlen we understand the insfuctions casualg,andfan him or her.
and can follow them, we may sayore Thenmassage the annsand
ofthefollowing: legs.
That .toesn't soun.t too haftl/dilJicult.
That seens sit ple/e6y enough. Pl't Dahl: okay. what's next?
I think I'w got it.
Sgt Flynn: Elevatethe casualty'slegs.

P!,tDahli That soundseasyenougb.


Is thereantthineelse?

Exercise 14 SgtIlynn: Yes,Ifheor sheis con-


scious,bavethe casualty
slowlyddnk at leastone

P\aDahl: That seenssimpleenough.


ShouldI leavethe casualty
andgo backto my posl?

SgtFlynn: No. You mustwatchclos€ly


for anyIife-thrcatening
condiiionsandcheckfor
following dialoguo and r€ad
otherinj uries,ifappropriate.

Pvt Dahl: Thant you, Sergeant.I think


I understandit now.
SgtF\'r'n: Do you haveany questions?

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

SgtFl).nnl Certainly.f irst,remember Soa,'ce:Departmentofthe Army Head-


thatheatstrokeis a medical q:uartets.
(\994). Soldiers Manual of
emergencyand that geuing Corr,ro, fdrii (SoldjerTrainingSkill
dle casualrycool is irnpera-
Levell;PublicationNo.2l-1
SMCT).
.iv€. Th€r€fore,the first step
WashingtonD. C:US Govennent Printiry
would b€ to move the
Offic€,p.492.
personto a cool shadyarea,

PrtDahl: I don't understand.Wlat if


th€re is no shade?

Sgt Flynn: well, thenyou wouldn€ed


to improvis€ something.

I PvtDahl: What should I do rext?

SgtFI).nn: After that,you wouldneed

t to loosenor rcmove the


casualty's clothing.
READINGSKILL

Exercise 15

Prc-reading

Quickly skim the following reading taken ffom the US NaW Multinational Marittme
Operations Manual,

US Navy Multinational Maritime


Operations Manual, ChaPter 3
ForceCommander
308.Thel\ruliinationallvlaritime (MIVIFC)I\ll\rFCis a genera
termapplied to a commanderwho exercises authofity overmartimeforcesfrom
hro or more nations.and who unifiesthe effortsof a multinational forcetoward
commonobjectives. The participating
nationsand/orthe lvlultinationalForce
Commander (|\4FC), detefmine
if appoinied, theextentoftheMI\,4FC's authority,
whichmaybe substantially The
limited. parucipating nations may alsoestablish
anorganizationtoprovldepoliticalandslrategicguidancetothemultinational
strategic:havingto do force.TheMMFCshouldresolve operationalissues directlywithiheNational
withthe sclenceoi Maritime ComponentCommanders (N[,4CC). Consensus buiLdinglsthereforea
planning and majorrole ofthe Ml\,4FC,so personal rapport,mutualtrust' and respectwith the
direcing large-sc€le NMCCsareimportant. TheNMCCsshouldhavetheopportun tytoexpress
mllilaryoperatons, operationalot otherconcerns and advocate theirown ideas concernlng mlsslon
specificaly (as completion. Thesecouncils, which may be formalor informal,arean effectiveway
distinguished from to achieveunitvof effort.WhiletheN4MFC's authorityand responsibiLity depend
tactics)of maneu- on thecircumstances, in generalthe Ml\,4FCshould:
veringforcesinio incoofdinationwiththeproviding commands andauthorities,
a. Determlne.
the mostadvanta- theforcestfuctureandcornmandorganizaUon js
that besisuitedto
geouspositionpior
undertake theoperation.
to actualengage
b. Exercisecommandauthority,suchas grantedby parUcipating nations
overallassigned orattachedforcecomponents. lf alsoa nationalforce
commander.the IVIMFC couldbevestedwithcommand authorityofa
highergradeforthoseforcesthat arealsounderhls national command
Forforces thatoperateunderpurelynational
C' (Command andConkol),
butwithin andin support
theareaof fesponsibllity ofthe I\IMFobjectives,
shouldbevestedwithat leastTACO[I
the l\,4N4FC (Taciical Command)/
TACON(TacticalControl)forspecificphasesoftheoperation

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.

Determine andrequesttheadministrativeandlogistic supportrequiredto


establishthe operationalreadiness
of theforceandto sustainit durinq
theopefation.

Befullyaware ofthepolitical,
cultural,andreligioussituation
andsensi-
tivitieswithintheforceand in the rcgionaffectedby theoperation.

h . Specifyandrefinetheconceptofoperationsand plansas the situatjon


oeveops

i. Notifyhighercommanderand supporting
authoritieswhen
readyto
executephasesofthe operation.

j. Coofdinate
rulesofengagementand
fequestchanges
asrequired. logistic: dealingwith

k. Keephighercommandefand supporting authoriiiesinformedon the


situationwithemphasison assessmentofdevelopments thatmayrequife having to do with
changesinthe operationa
I conceptand/ofadditionaI resources. procuring,maintain-
jng, and lransporting
Whenan operationinvolvesforcesfromdiffefent services.theMl\/|Fmavbea
componentofa IVlultinattonal
Force{MF) andrhefeforethe l\,,tMFCwout;either
beappointed ForceCommander(MFC).
as,or reportto,a l\,,lultinational
sensitivities: tenden-
309.NationalI\IarjtimeComoonentCommanders iNl\,,lCC).
NlvlCCs aredesig- cies to be keenly
natedbyeachparticipating nationjn a multinational
ma timeforce.Nl\,,lccs susceptibieto the
maintaintheauthority to reportseparatelytotheirnationalhigher military act ons of otherc
authotiesin additionto the lvlMFC.Formattersperceivedas outsidethe
mandateof the missionto whichthe nationhas agfeed,Nl\4CCsmayattempt
resolutaon
withthe [4[4FC,rcferto highernationalauthorities,of makean
independentdecision. Cooperation in multinational
forcesis moresmoothwhen
NI\rCCs havesuf{icientautho tyandunderstandingto resolveissuesthem-
selves,andthenreporttheifactionsbackto nationalauthorities. Thespecific
authorities
andresponsibilities assignedto a NMCCwillbedetermined bythe
seniorleadershipof hjsnation;however,heshouldnormally:
a. ExerciseC, as directedby his nationalauthoritiesandthe M[4FC.

b. Planandexecuteoperationsbasedon l\/lVFC'sintentions,
objectives,
and missionstatements.

c . As directedby the [IlVFC,coordjnateandcoopefatewithothefcompo-


nentcommanders to ensureunityofeffoft,andestablishliaisonaccord-
Ingly

d. Ensurethe administrative
andlogisticsuppoftofhisforcesrequiredto
achieveandsustaintheiroperational
feadiness.

Advisethe IVMFCon specificcapabilities


ofhis forcesandconst€ints
limiting
theiremployment.
provdedasar'arged
componentsupportis bythe
t' a
Lnsurethatcross t
[4MFCandagreeduponbynationa]
authorities.

g . Suggestchanges inthenationalc' arrangements forcesare


underwhich
assignedor atlachedto the IMMF.

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.

310.Controlof Force.Therearet\ro methodsbywhichthe [,'1[4


FC maycontrol
forces:
of lunguoge
Directl\,4ethod.A commandermayexercisecommandauihorityd rectly
overassigned forces,units,orelements, butanappfopriate siafJmustbe
providedThespanofcontfolthata Ml\,4FC caneffeciivey managedepends
largelyon the capacityof his staffandthe facilitiesavailableto him.The
Ml\,4FCwho hasforcesassigned undefOPCONI maydelegate OPCONof
elements to subordinatecommandels ifcircumstances require it.
interpretation: explana
orwhenspecial
b . e.qnponcrtMclhed.Forlarge,complexoperaiions,
tion or understanding
circumstances requireit, it is pfeferabe to groupassignedforceelements
sovereignty: supfeme underoneor morecomponent commanders to MMFC.Inihis
subordjnate
case,the l\II\,FCexerciseshis authorityovertheseelemenisthroughhis
and independenl
political aulho ly componentcommanders.
require staffsupport
andhiscomponentcommanders
l\,41!'lFC
andcontrolfacilities thatmayvaryln sizeand
will
compo-
f(
decentralization the sition.and be collocatedor seDarate.
bfeaking up of
concenlfafion of 311.FactorsAffectino
CommandCentralization.Someofthemajorfactors
that
aulhorily stfucturerschosenaIe:
alfectwhichcommandor cooDeration
tactical: pertainingio a. Pgllea-LlaelolsFof reasonsrelatedto nationalsovereignty,nationsmay
wishto retainas muchcontrolovertheirownforcesas possible.Therefole,
politicalfactorsofientendto pushtowarddecentralizalionofcommand.
Thedegfeeto whichnations arepolitically
willingandableto workwith
othernationscanbecateaofized intofourlevels:
'L lndependentoperations.Informationisexchanged onthemovement,
of
status,and inteniionswithIespectto specificoperations
operational
onpotentialthreatsandhigh-intefestshipping.
friendlvforcesand

Coordinatedoperatio ns.GeographicalorfunctionaI fesponsibilitiesare


fordefinedtimeperiodsandrules
allocatedto differcntnationalforces
ofengagementinformation isexchanged.

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.

D, Threat. Thenatureofthethreatis particularlyimportantwhen determining


the degfeeof commandintegration in a multinational
force.In a lowthreat
environmentthere is nooverridingneedfor instantaneous communica
tionsanda tightcommand andcontrolarchitecture;thus,a parallel
command structurc
maybeadequate. Inhigh-ihreatenvironments the
needfof integrationofcommand increases.Higher integfationallowsthe
forceto respondto threatswithgreaterspeedand unity,bothto protectthe
forcesinvolvedandto defeatthethreatitself.Thethreatleveliscompli- interoperability: ability
catedby the factthateachnationmayperceiveor be subjecttoa threat lo operale effeclivey
leveldifferentfromthatfacingothermernbersofthe I\,,lMF logether

c . lvlissionComolexitv. The roleof missioncomplexityis closelyrelatedto


thelevelofthreat indetermining thelevelofcommand integration.
In primaryi principle
relativelysimpleoperations, suchas maritimeinterceptionoperatons,a
highlevelofintegration is usually
notfequired.Formorecomplex martime interception: inteffup
operations, suchas in-shore blockadesand amphibious operations,
commanders shouldseekgrcatefcommandintegration. Infast-moving,
complex situations,an integratedcommand orleadnationcommand
strLrctureoffersthe greatestpotentialforiheI\IMFto act and reactdeci-
preponderance:thal
srvely.
w h i c h i s g f e a l e fi n
d. Geography. The [/][4F'scommandstructureis alsornfluenced bygeo-
power, influence or
graphicaI factors.Areasthatafereadilydividedintodistinctoperating
areasmaycallforparallelcommandstructures.

ForceComposition. Theextentto whlcha nationsuppliesthe preponder- authorily intuence


anceofforcesandassetsin an operationwillaffectcommandintegration.
Theforcecompositionvariesfrom balanced,whereseveral nations provide
comparable effort,to predominant,whereonenationprovidesthepredomi- dominating preva
nanceof force,assets, andcapabillties.Inthepredominant case,the
nationwiththepreponderance offorcesrnaybecomethecore around
whichthe multinational forceis builtand is mostlikelyto be the lead
nation.Despitethe balanceofforces,the leadnationshouldbe preparedto most impodanl pad
shareleadersh ip roles,particularly
wherelocalconditions warant and
wherethevitalinterests ofothernationsarepafamount. integrated: made
whole or complete
PreviousOoerationalExoerience. Ademonstratedabilitybyparticipantsto by b nging paris
exerciseand operatein a multinational
forcesupportsa moreintegrated iogethef inlo a
commandandcooperation stfucture.

Hioh-levelPersonalRelationships A lesscentfalizedmultinational
force
mayoperateas effectively andas efficiently
as a morecentralized
forceif
high-levelpersonaI relations
hipsareeffective.Theserelationshipscan
help
to overcomeinteroperabilityproblemsat thetacticallevel.

Source:Multinationdl l,Iaritime Operutians,Departmentolthe US Na\y (September


1996),pp.3l0 - 3-14.[www]httpt/wrl\v.ndc.na\.y.mil.
Exercise 16 LISTENINGSKILL

Read the selection moro carofullyand


comDletethe exe.cise that follows,
circle "T" for true statefients and "F" Listen to the News
for false statsment6.
and Take Notes
1. The MMIA has authoritsr,over Exercise 17
maritime forcesftom two or more
nations working togetherin a
multinationalforce. T F Listen 10 or view at least thrcs news
b@dcasts in English this wask. Use tha
News Broadcast Listening/ViewingForm
The participating nations alone in AppendixD as a suide. As you listen,
determinethe €xtent ofthe responsi- take not€s. Ask the information ques-
bilitiesof theMultinationalForce tions that you learn.d in Unil 1: Who?,
Commander. T f What?, Where?,When, and Why? Then, in
your notobook, wrlto answors to th€
Oneofthe responsibilities ofthe
Multinational Maritime Force
Conrmanderis to b€ awareofpolitical
and cultural situations. T F
WRITING/SPEAKINGSKILL
Cooperationin multinational forcesis
smootherwhen the component
commanders arcableto resolve FinalizeYour
issuesthemselves. T F
Presentation
The two methodsby which the
MMFC may control forcesare
the indirect methodandthe compo- Exercise 18
oent method, T F

TheMMF'S commandsfuctulemay Finalizeyour oral prsentationusing


be influenced by geoglaphy. T F technlquostn oral and wdtlon communi-
cation learned throuqhout the couFe.
7. Effective relationshipsbetweenhigh-
levelpeNonnelcanhelpovercome
interopembility problemsat the
tacticallevel. T F

Tactical andstrat€gi€have similax


meanmgs. T F

(
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-

Objective Dcconlliclion was ncccssafybefore


Vocabulary any nrcanntgftrlmcdialn)ncould be

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

Ihe doctfnreset fofh in the Declara-


I h e A l p h at e a n rI o o k e da t a l l a s p e c t s t i o n o f I n d e p c n d e n ci se o n e o f l h e
oflhc problenr beforethey were able b u i l d i n gb l o c l s o l l h c U D i r c dS t a l c so f
t o c o m cu p w i L ha s o l u t i o l r .

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

I invohrcdin the LlN peacekeeping


regoliations changedthe course of
achieved belween groups or systenr!
An i!!€rlhqc with thc newly estab-
lishedgovernment nnlsttreefTectedin
l'heincreased militarypreseDcc
helped
diminishthenumberofcasuallics
ro
orderto bringaboutacompromise. significanlly.

'nanifestrtiononani fesTA tion)n,a syDerey(SYN ergy) n:combinedor


dcnronsraiion;evidenceor indica- acln)nor lbrce;jointwo*
cooperative
ihc lwo ieanls
The svrercybetweeD
Sahrtnrgis a nanifestation
ofthe
corrtesyandthe respectthal is due
lomilitaryofficers. likeor
unique(uNIQUE)adi:havingno
equal:unparalleled
ncutr:rl(NEU tral.)adj: neitherpositivc
a uniqlg lcader-
fhc commanderhad
ships1y1c.
wasneutral.
The effectofthe changes
The situationhasremanrcdthc same.

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

Groundwork basicdetailedwork Exercise 19


The early g!a!ud{a!k on the plan was
peformedby theAssistantG3.
Fill in the blank with the corresponding
ln th€ dark:ignorantof, withoutknowl- ac.onym or meanrng.
edge
Wlat doesthismean.G2?Don't k99B
I\ilG
me in the dark.

Rul€of thumbigeneBlguideline Operatjons


There'sroruleofthumbto solveallof OPR

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-

1 Ihe island was desefied.The soldiers


Troublesome c o u l d n ' ts e en o o n e .
G r a m m a r :D o u b l e 5. I can'trclnember iflhe debarkation
Negatives nets haven't becn repaired.

No. not, never.bar€ly. hardly. scarcely, Authentic Reading


seldom, and rarelyare negaliveadverbs
and are not used !!itb negativc v€rbs.
Tbey nmsrbe usedsitb afftrmalive Exercise 21

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.

. L1 Smith ,a/.11],ever spoke about his L. Wharis theropicofthisarticlel


tixnily.
). Whatdo I know abontthis subject?
M e a n i n g :L t S n l i t hd i d n ' t s p e a k
aboul his ftmily very much. l . Whatarc somesublopicsthal nlight bc
'l don't have no weapons"is an examplc discusscdby the aulhor'l
ofa scnlencewith a double negalive.
This l)pe ofsentence is confusnlg and
grammalicallyincorreclsinceit conlarrs Now read the fi6t paragdPh, the l.st
paragraph,and the first sentenceof each
t$o negativesin the sane claure One intervening paragraph. After skimming
clausc should coniah only one negatrve. the article, ask yourself these questions
1 h cc o r r e c vt e r s i o no f t h i s c x a m p l ei s " l
"l havc no
doo't have aD) $eapons." or
+ Is this articlcdil'ficulllo understand?

Exercise 20 Doesthisarticlecontainimportant
cooceptswhichI ncedto leanl?

correct the following sentences,all of


which contain .louble negatives Wfite When you have answered the
the corrections in Your notebook questions, read each section
detailed information,

L lhc capraindon't needno help.

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.

ln such situaltuns.conrmanderscould not


cxpect to function successfullynsing
purcly military pdnc iplesand logic. The
succcssofthe nission dependcdon their
abili! lobalance a combinaiionolpolitical
power and interests,cLrlturalvalues,
pe|sonalities,and perceptions.Lcadersin
TF Eagle found the JMC processan
indispeDsable pan of thcir missionio
guarantccp€acein the region.

The stabiliry operationsenvironment


provided unique considerationsfbr
mrn€uv€randmobility. Afterlhc ioilial
To facililate florceprolcction and
posilions and lodgmeol areaswcre
sustainmentoperations.eleven company-
sized lodgnent areaswere establishcd, obLanred,nlaneuycringand positioninglor
along with the brigadeoperating base advantagesomcLilnesentailedrelatively
and the brigadesuppot area.Plaioon- litile movcnreulor relo*rrion offofces The
sized urits nanned eleven checkpoints mobilhy challengeswcrc nruchthe sanleas
and four pcrmanentobservaton posts in combatenvironmcnls,exceptthaltbe
and securedseveralother criticalmodes tbrces were not oniy applyingrheir own
mobiliL) assetsbut also lvorking with
Under lhe peaceagrecment,the faclbrs faction forcesand civil aLrtboritiesto
wereto clearihe mines,butthe task force overcomechallengeston bilitY. ,t
soldie|s and leadershad 10watch them
executethc missionand thcn veriil,ihat i1
In conventionalcombat,units change Theporlionsofthe ZOSthalwercnot
locations*ith respecttoeachother,or clearedhinderedtheconxinued disman-
addcombatpower to massth€ir effects tling ofthe factions'defensive positions.
by changingforce ratios-The early Ifnine fieldscouldrot becleared,
phasesof OperationJoint Endeavor trenchescouldnot be collapsedand
demonskat€dthat maneuverhad little to bunterscouldnot be destroyed. And as
do with the movementofforces. Follow- long as TF Eagle soldiershad to continue
ing the entry operation,maneuv€r operatingin the ZOS,the unclearedareas
sometimes tookthefo|m offorceful wouldbe a drreatto them.
discussioncanied ollt axa JMC. or of
movementandpositioning to provide altrition: gradual
Exercise 23 weanngot weaKen-
secudtyto the opposingfactions as they
caniedoutthepeaceplan.Sometimes, ing, especially
10the
the bestway to gain and retain "posi- Answer the followlng comprehension
pointof exhaustion
tional advantage"was to ensurethe questions. Write the questions and their
perceptionofTf Eagleasan
fzlctions' answers in your notsbook.
wallsof earthused
impartialenforcerofthe peaceagreement.
10concealtroops,
Because ofthe extraordinarynumberof adillery,and
minesin thetheater,lnineclearingard l. Whatwerethe controlmeasures
that
markinginfluencedoperationsat all werenamedin thepeaceagreement?
lev€ls-Theabilityofthe forcesto mat wasthe pulposeof each? contractedisecuredby
conductthe missionwithoutsustaining formalagreemenl
2. Wlo or what was TF Eagle,and whal
casualtiesdemonstratedthe proficiency was its role iI the agreement? dismantling:
stipping
andcompetency ofNATO forces.Sucha
perceptionwould thereforecontributeto i. what wasTF Eagle'sresponsibiliry in meansof defense,
the successtul
achievement ofthe relationship
to thenillions ofminesin etc.;laking
apad
desiredend.
The lbrmer waring facXionshad beer
engaged in awarof attrition, fi ghting
fiom tren€h€sard bunkersalong battle
lines that had changedhandsseveral
tim€s.The hench systemswerc along
either side ofibe conilontation line in th€
ZOS,andbetweenthesetencheswere
numerousmine fields and destroyed
villages. The roadsttuough the ZOS had
beenblockedby minefields,craters, tank
dixches,berms, ard bunl(ers.
Theminefieldsoffthe roadsand
betweenthe trencheswere often difEcult
lo clear becauseof confusionas to their P ar t Il l : P l a n n i n g t h e Z O S
exactpositioning. Sincethe battle lines Operations
had changedhands,the factions could Thefirst stepin planningaZOS operatio,
not guarantee the locationofthe mjnes aswith anyother,is to conducta mission
andretusedto clearmany of the fields. analysis.For most stabiliry operations,the
Therefore,until arnine-clearingcapability
stadng point for the missionanalysisis
couldbecontracted,manyoff-the-road the peaceagreement.In this case,in
rcgions within the ZOS could not be addition to the brcad tasksto be accom-
clearedfor civilianuse.Althoughthisdid plishedandthetime iinesto be met,
not hindermobiliry on the primary rolrtes, s€veralinplied taskswere alsoid€ntified.
it did restrict any off-road movementthat Theseinplied tasksrepresentedthe details
night be n€eded. ofestablishingthe ZOS sucbthingsas
establishingJMCSto detenninelhe
factions'coursesofaction(COA) for
check-
complianceandfot establisbing
points.
Thenatureof OperationJointEnd€avor
entail€dbothdecentralized
decentralized execurion at
plannjngand
battalion
and
o
sometimes company level. The brigade's
Thebrigadehadonly lwo weeksafter planwasoftena compilalionofsubunir
deplolmentinthe AORbetbrethefirsr plans,developed by battalionstatTs fton
deadlineofthe agreenent- Thecom gathered dailycoordrnarjon
nrfomalion at
nanderheldhis firstJMCwithiDfour neetingswithfactionleaders. Moreoften
daysofthe affivalofthe tusttwo thannot, battalions executed missions on
compliance:acting
in battalions(thethird did nol alaivefbr brigade commander's
the basisofthe
anoth€rmonth).Becausehe hadde-
intent,broadgoalsfromJMCS.andthe
order,rule,rcquest, ployedseveralweeksbelorcthe meet-
resultsoftheir dailycoordination
etc.i submission; b gade'snlah body,he hadbeenableto ings.Because the brigade staffwas no1
discussgeneralconceprs for the separa-
alrvaysin theinfonnation chain, nissions
tion olforces andthe establishmenl ol'
couldnot be suppodedor trackedwithoul
generic of, appliedto, or theZOS with th€factionleaders,andthis thebanalion'sdetailcdinput.
refeffingto a whole helpedscl tbestagefor the JMC.
kind,class,or sroupi BecaLrse of "botlomto top" plannr,rf, and
inclusiveor genefal At the JMC.lherequirements ofthc
drebighoperational tenpo. it wasessential
peaceagfeement wereread,andthe
tbatTF Eagleunitsdevelopa syslemof
impasse:a siluanon commander the lactionsto
instructed
tracking themissions.On anygivcnday,
offefingno escape; dcvelopttreCOAS.Within Lwohours,the
a brigademjghtconductup to fifly
difficuliywilhoui plan lbr the separationofforcesandihe
nrissions,oftenunrelated to oneanother.
solutionor argument initiallasksfbr establishingtheZOSwere
thatentailed smallunitactivities buDker
wnereno agreemenr conpLete. (In preparingforthe JMC.lhc
deslructionverification,mineclearance.

(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

Mobility work had to be doneto finish


thetaskson the lanes.Often, bermshad
to be€ut,walls or othermobiliry ob-
stacl€sdismantled,and cratersfilled. The
ACEwasvery useful in this effort. If
trafTicor a lanewas expededto be high,
gravelwasreeded to pour over the filled-
h trenches.Otherwise,within fo$y-eight
hoursthe earthwould sint into the
trenchesand stopwheeled-vehicletraffic

Ideallt the factions shouldhave been


maderesponsiblefor "proofing" the
routesthey had cleared--€nsuring that
PartV: The Verification on the aircraftto provide approximate
Process locaxions. Ideally,theOH-58shouldhave
beenequippedwith a position and
Attimes,xheprocessofverifyirg
azinuth dexennining systemto getamore
compliancewixhthe peaceageementwas
definite grid location. Also, a scout
impededby thenumberof obstacles and
weaponsteamhaslimitedtime on station.
fotificationsin theZOSandtheavailable
The problem was compoundedby the fact
combatpower.Beforethetaskscouldbe
that the bigade's air assetswere taskedto
accomplished,the mine fields, bunkers,
rccornoiteranotherbdgade'sZOSaswell.
and trencheshad to be identified; rhe
Becauseofthe limited stationtime, the
verifying:provangto be factionshad to have the manpowerand
r€connaissance wasnot nearlyasdetailed
true by demonstra- equipmentto executethe nissions; and
asit mighthavebeen.Inaddition.ifthe
tion, evidence,or US forceshadto havethe personnel to
helicopters hadhadvideorecording
teslimonytconfirming v€riD,theprocesswhilealsoexecuxing
capabilities, thebrigadecouldhave
or substantialing othermissionsthatwerepalt ofthe
condrcted a more thorough analysisof the
ZOSand€ompleted a morethorough
impeded:hindered; The factionsprovidedoverlaysshowing debrief
obstrucled;delayed the locationsof fortifications and
Using groud forcesto confilm exactgrid
grid: a networkofevenly obstacles,but thesewere nol always
locationsofthe obstacles andfortifica-
spaced horizonlal reliable, andthe b gadetroopswere still
tionswouldhaverequiredmoremanpower
and verticalbarcor responsiblefor confirning them.Ii was
(combatpow€r) thanwasavailableto
lines,especiallyone argu€d,for instance,that to verify the
accomplishthe task in a timely manner.
for localingpoints dismantlingof bunters the Luritshould
when placedover a know the grid ard numben by sector. Oneof thetaskforce'sptinary missions
The grid andnunbersshouldbe docu- was to conductZOS reconnaissance to
menteda then annotatedas "dis- confirm or denya faction's compliance
tangible:havingactual mantledor destroyed"in sequenceas the with thepeaceaccord. TF Eagleinitiateda
form and substance; faclions complexedthe task. At lirst ZOSreconnaissanc€ board modeled
glance,this seemed to be a reasonable rcugbly after a targetingboard whose
tecbniquefor m€asuringthe tangible functionwasto syrchronizeintelligence
azimuth:in astrcnomy successof verification'---€xceptfor the infomation,r€connaissance assets,and
and surveying,the 1,300bunl(e$and200lnilesoftrench- verification requir€ments into a workable,
distancein angular comprebensive r€connaissance plan.
degrees clockwise
fromthe northpoint A sensitiveaspectofthe stabilityopera-
(of in the Soulhern tions wasthe requirenent to veriry the
Hemisphere, south extentto whichthefactionshadconplied
point) \ryiththe agre€ment.Task force leadeN
soonrealizedtheneedto ensurethattbe
synchronize:causeio ZOSreconnaissance wascoordinated
agreern mte or amongair andgroundassets, divisionand
speedtregulateso maneuverbrigadeelements,and US and
allied forces.
simultaneously
The boaxdmet daily at 08I 5 with the goal
of planing reconnaissance missionsfor
ninety-six hours ahead.Th€ group
developeda zOS reconnaissance matrix
To help confim the numbers,a€rial
thatljstedeachZOSblock,thepossible
recofimissancewas conductedover the
itemsof interestin ea€harea,andthe
ZOSwithAH-1andOH-58helicopten,
assets plaDned to reconnoitereachblock,
andthis was generallyeffective in
including Almy aviation,groundrecon-
identifying bunkersandtrenchlines. But
naissance, observation points,tacticalair
gridsw€redetennined usingprecision
reconnaissarce, intelligence,andspecial
GPS(globalpositioningsystem) receivers
goalwasto
operations forces (SOFS).The
recomortereachZOSblockeveryday th€irequipmentandweaponscollection
with a mix ofassets,to varythe reconnais- poinrswithinrhe1en-kilometer
exclusion
sances in time,andto avoidpredictability.
First,tusingcunentintelligence and Althoughthisten-kiblneterzonewasnor a
operations in afimelynannerwasdifficulr. zoneo|separation. theTTPSthc brigade
especialiyin the beginning.Th€board developed to verili thefactions,compli-
meetjngwouldproducea lentative ancewith thereportingrequirements may
t agnentaryorder(FRAGO)by lare b€ usefulin fuLureoperations.
moming,but the clmentday'sreconnais-
sance resultswouldnot be avaitableuntil
approxinately I800.Thisoftencaused
majorchanges in thenextday,splan,and
themaneuver unilsexecuringthe recon-
narssance would get changcs just hours
beforeexecutionlnne.Addcdrorhiswere
theusualdificuliies ofgetringseveral kcy
staffmembers to yei anothernleelirg,as
wellasthechallenge of integratjng
valuablebut dispersedSOFassets. As the predictabillty: qualltyof
boarddrervcloserto its goal ofissuinga being for,Alold
FRAGOforq,-eightyhomsahead,the
process becamesomewhatynoother. fragmentary order: an
abbrevialedform of
Second.therewasan inirialdisagreemcnt an operalron oroer;
on whetherthe processshouldbe top or may be issued in
bottomd ven.TF Eaglewaspressingrhc ThcbrigadeS-2compiledthisnrfoflnarioD
brigadesfbr informationonhowmuchof on a database wilh the grid,amounrsand
theifZOSportionstheycouldcove.with t}?esofequipment.thefactionofganiza-
organicassets, whilethe bdgadeswcr€ lion, andthc mostrecenldateit was limited quanlilies of
clamodngfor theplanon rheuseofTF obseNed.This inforlnationandthe an).lhrng shares
Eaglercsources. overlayswcrepassed10theC-2 lirr
ramifications:deived
Finally,thetaskforcenemben hadto incorpomtiorintothc divisjoncollectior
adjusttheir thoughtprocesses. plan.Theselocarions, alongwilh addi-
Alrhorgh quences, of results
thetargetingboardformarandthede.ide, tionalsitesconfirmedby reconnaissance,
dctect,dclirer, assestmethodology wer€designated namesandareasof
werc
uscfulasa startingpoint,manyother interesi0{Als). Fromthedivisioncollec-
ractorscamenrtoplay in thestabilily tjon plan,thebrigadewasrequiredro
operations reconnaissancc mission. reconnoiterthe designated NAIs to
Reconnaissance is tundamcntally confitmor denythartheequipment or
diferenr
fiom targeting, whichin rhisscenarioatso w€apons, by numberandq'pc,weresrill
involvedchangingperceptiors. bcingmaintained at tharlocation.tn rum,
Everyrine
a sensitivesiluationarose,boafdmembers thebrigadeS-2dev€loped a collecrionptan
hadto considerthe politicalramifications, lhatcontaineda totalol'eighry-one NAts,
theinputlrom coalitionpartners, includingtlose task€dby divisjon.In rhe
regional
history,andthe specificrutesofengage, brigadeplan,unitsweretaskedto conduct
eitheravisualreconnaissance (drive-by)of

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.

' TheJSTARSdatabase TF Eagleunitsfacedtheproblemof


alsoconfinned
cnsuringthal the vacatedpositionswithin
tle exactdatemovements
began.
theZOSwer€not reoccupied at nightor
TheZoS hadto be patrolleddaily,andthe duringotherperiodsoflinited visibility.
Lrritsin sectorbadto verirythatallthe Disnountedpatrolsdu ng thedaywalked
faclionsremained clearof theirform€r
positions.thal lhe zonehadno weapons,
andthatit allowedfteedoDofmovemenl
for civiliar traffic.
ThiswasaHerculeaneffor! giventhesize
ofthe seclorandthc n mberofother
tasksassociated with ih€ mission.The
numerousroads and trails and the vast
distances weremadeworseby thepoor
conditionsofthe roadnetwork.]'he peace
ageementalsorcquiredTF Eagleto lnan
certah fixed checkpoints,andtu a JMC,
thefactionsagreeduponjoint patrols
withintheZoS. Thebrigadeidentifiedthe
needto developa standardborder-
suweillanc€planwith the intentof
throughthe trenchJinesandbunker
positionswith a guidefioin the factions.
The intent was to showthat the faction
Sowcr: CaptainFrcdW. Johnson,
' from
"l,lstablislinga Zoneof Separation.
-3
.Irldrrry,(MayJuneI 996,pp.3I 8).
tl
forceshadevacuated the trench-lines. Reprintedby permission.
Therewerereports,bowever,thatsome
ofthe brnkersalongthe trenchlines Exercise 26
containedloavesofbreadandhadlblded
blanketson the woodenbunks;this
resultedin the decisionto developa plan Answer the following compfehension
1()vcriir thatthe bunkerswereactually questions.Writa the questions and their
vacalcdduringthe nighr. answerc in your notebook,

L How wasthe moniiorirgofvacaled


positionshandled?

Whatwasthe lunctionofihe ZOS


reconnaissance
board?

L Why wercaerialpatrols,nounted
palrols,anddisnoulred patrols
thermal: having 10 do neccssaryin the ZOS?

thermal optics: opUcal


electronic devices
Authentic Reading
weakly radialing
Althoughfoot patrolsthroughthe
rcnchcswonldbe dangcrous a1night,
Exercise 27
4
therewasthealternative ofpatrollingthe
detection of their routeswith M-3 Bradleysand abovethe
infrared emissions ZOSwith scoutweaponteams.Tbrough
th€useofpassiveandthennaloptics, Rsad the following STANAG,"Symbolsfor
th€ patrolscoulddetermine wheth€rth€re Use on Maps of TrainingAreas for Land
Forces," Before you actually start
wereanyunusualhealor light sourcesnr feading, ask yourself the followinq
the"vacatod"rcgions. IIpcrsonnelwcre
identifi€d,il wouldbe necessary 1o
confront the tactionswith the information
andletthen knowtheirviolationswere Whatis lhc lopic otthis article?

The success ofthe ZOS operationcanbe )- How rnuchdo I knowabourfiis


attributedto many factors, including subject?
excellentpre-deploynent lrainingat the Fromthetitle,doesit looklikc thc
ConrbalMancuvcrTrainingCenrer, inforlnationin thisaniclewill be
soldiersandleaderswho weremenlally helptultome?
andphysicallypreparedlbr thenission,
andthe willingnessofthe lirctionsto 4. Skimthearticleby readingthefirst
comply with the peaceagreement. numberediten (A1M),andlhelastitem
Most importani,however,TF Eagleunits (]MPLEMENTATIONOI' TtIE
executedthe tasksin accordancewith ACREEMENT),andtheheadings of all
tbeirtraining,adoptedandrefinedTTPS thefutewening nunlbereditems.
whenrequircd,andmainlainedfl exibility
in boththe pLannillg
ard the execulionof 4f
themission.
AgreedEnglish/French
Texts STANAG3833
(Edition2)
NAVY/ARI\4Y|AIR
NATOSTANDARDIZATION
AGREEIUENT
TSTANAG)
SYMBOLSFORUSEON I\4APS
OFTRAINING STANAG3833
AREASFORLANDFORCES Symbolsfor use on
Annex:A. Symbolsrecommended
for useon standardmapson trainingaleas lvlapsof Ttaining
Related
Documents: APP-6- I\4ILITARY
SYIV]BOLS
FOR
LAND-BASED SYSTEMS
SIANAG2205IGEO - USEOFIDENTICAL
MAPSANDCHARIS(EXCLUDING NAUTICAL
cHARTS)
STANAG 3675IGEO-SYMBOLS ONLAND
I\4APS,
AERONAUTICAL CHARTSANDSPE
CIALNAVALCHARTS
STANAG3676IGEO- MARGINAL
INFORI\4ATION ONLANDMAPS,
AERONAUTJCAL CHARISANDPHOTOI\4APS
adheredtoi observed
STANAG3677IGEO.STANDARD
SCALES faithfully;stuckto
FORLANDI\4APS
ANDAERONAUTICAL
CHARTS anlecedent preced-
AIM ing; previously

Theaimofthis agreementis to standardizethe basicproductionproceduresand


thebasicsymbolization
ofkainingfacilitresto be shownon the mapsoftraining topographic:dealing

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

Answerthe following comprehension Listen to the dialoguesand orally


ouestlons. Wdte the ouestioB and the compl€to the indirect qusstion ponion of
.nsw€rs in your notebook. the statements given below.

wlo is responsiblefor the production l Th€cornmander


wantedto know
ofmapsoftrainingareas?Cantherebe
anyexceptionto this,andifso, how
2. SgtVelezwantedto know
mustxheexceptionbe handled?
3. He askedher
Whatjs requiredto ensuethe legibility
ofinformation on the training arcaas 4. He askedher
regardsthe safety ofthe troops?

W1lerccar one flnd the standard


symbolsto b€ used?On what scalemap LEARNING STRATEGY
are theseq,rnbols d€signedto be used?
Canthey be adaptedfor any other size
mapscale?Ifso, whatcannotbe
changed?
Keeping a
Learning Log
LISTENINGSKILL
Exercise 30

Follow th6 instructlons for completing


the LanguageLearning Log that werc
glvon in Unit t.

Indirect Question
Review
Appendix A Principal Parts Of Gertain lrregular
Verbs

Past PastParticiple Prcsent Past PastPsrticiple

fly
folget forgot forgotten

forgive forgave tbrgiven


fieeze froze

geI got gotten(go,


begm began begun give gave given
bend gnnd grouft ground
bet
bid bid bid
bind hang hung Iung
bite had had
bleed bled bled heard
hide hid hidden
break ntr hir
bnng brought brougt hold held held
build built built huIt

buy bought boueht keep kept kept

caugl cauenr lav laid laid


led
left left
lend lent lent
cre€p crept crept let 1€t
1ie lav lain
light lir lit(lighted)
deal d€alt dealt lost lost
dtg duc
do did

drhk drant dlunt

pav pard pars


puI p$ put
quit qutt quit
fall fell fallen
feed fed fed
feel felt feft ride ridd€n
fieht foueht fought rang fung
find found found risen
flee fled fled
Present Pasf Participle Pres€nt Past PastParticiple

say said said


win won
seek sought souCht wind wound
shook shaken 'lvring wnmg wrmg
shake
sell sold sold \4Tlte

shed shed shed


shine
shoot shot shot SomeDilferencesin Verb Formg

shrink shlank shruDk The following are somediferences in verb forms


shut shut shut beMeenAmericaDfnglish aBdBrilish English:
sang sung
sink sank sunk British
sit sat bet-bet-betor
sleep slept sl€pt
slide slid slid
speak spoke spoken get-got-gotten get-got-gol
speno spefi spetu
"pi" spun spun quit-Etit-quit quit-quitted-Etitted
sprr split split
splead spread spr€ad Amejj.cat bwn, drea , kneel,lean,leap, leam
spnng spang sprung sne, spel, spill,spoil,arc vsrrzllyregtiar: bumed,
stard stood dreaned, kneeled,leaned,leaped, etc
steal
stick stuck stuck British: simple past andpast Participle forms ofthese
sting snmg sfing verbs can be regular but morc commonly endwith Ji
struck struck burnt, dreamt,knelt, leant, leapt, leant, smelt,spelt,
strmg strung strung

swrng swung $4'Ung

took tak€n
teach bughr taught
tom
tell told told
think tbought thought
throw

understand understood understood

woke(waked) woke(waled)

wept wept
AppendixB Punctuation, Gapitalization,
Numbens
PUNCTUATIONI

A. Period (.) Johnsaid,"The commissaryclosesat2100


hourstoday."
I . Use a petod at the end of a statementor "Wherearethe children?"sheasked

Thepenandpaperareon the table. 1 Ifthe wordsofthe speakeraie dividedinto


two parts, use quotationmarks aroundboth
uo Io ihechallboardandwrire)our ndmc
pans.
2. Use a p€riod after an abbreviationor an "Do you," sheasked,"go to the library after
initial.
Abbreviated military rarks do not requ[e a
pedod.
3. Usequotationmarksaroundthe titlesof
adicles,partsofbooks andmaga-
chapters,
Dr. Smith (Doctor Smith) Mr. Brown
J. Jones(JohnJones) Ms. Little zines,shortpo€ms,shortstories,
Feb. (February) and songs.
Mrs. W}lit€ p.tn. TbenI readthearticle"LearningEnglish"
n lne newspaper.
B. Question Mark (?)
Usea questionmarkafteta qu€stion.Some- E. Apostrophe (')
times the questionmay be \rritten like a in contractjons-
L Usean apostrophe

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

c. lfthe pluml nounendsin s, addonly an


D. Quotation Marks (" ")
1. Use quoxationmarks to showthe words of a the boys' shoes
speaker.Th€y'realwaysplacedabovethe line the libaries'books
and are usedin pairs-

I AdaptedftomDLIELC (1996,June).AIC S10I/I02, Basicand rcadingski ss pplenen| LacklandAFB,TX:


Author,pp. o-3 to O-4.
F- Comma (,) 7 Use a commain figuresto separate
thousands.
i. Usecommasto separate
itemsin aseries. 5,000(or5000)
10,000
We ate sandwiches,potato chips, and ftuit for
6,5s0,000
lunch. She looked behind the chais, under the
bed, aM in the kitchen for her notebook.

2. Use a commab€fore the conjunctionsand, but,


CAPITALIZATION
or, nor, for, yet when theyjoin independent L Capitalizethe first word ofa sentenc€.

The boy stood up and walked outside.


W€ liv€d in Venezuelafor threeyears,andihen Your book is behindthe chair.
we retumedXothe United States.
2. Capitalizeth€ namesofpeople, cities,states,
Frant canspeakChinesewell, but he can't read countries,and languag€s.
il.
Mark Bill
3. Us€ a conrmaafter an introductory clauseor Mary Linda
pbras€to sepamteit from the rest ofthe SanAntonio Chicago
Houston London
Texas California
Afrer we study this book, we want to take a Florida New York
break. Spain Unit€d States
Canada
BecauseJobnwas sich h€ didnl tale the test. Chinese
Russian English
Looking up at the skl,, the snall boy suddenly
3. Capitalize the namesof schools,streets,
buildings, bridses, conpanies, and organiza-
4. Use a cornrnaafterwordssuchas yes,no, well

begina sentence. DefenseLanguageInstitute


Do yol wtut to go to the library? Unive$ity of ChicaAo
Mah Street
Empire StateBuilding
I didn't passthe tesr. GoldenGateBddge
Well, studymorc- Ford Motor Company
General Motors
5. Use connnasto separareth€ words ofa ClarkAvenue
speak€rftom the NationalFootballLeagu€
rcst of the sentence.
4. Capitalizethe daysofthe week,monthsofthe
"Listento me,"
shesaid- . year, andholidays.
Jackasked,"W}Iere's my lunch?"
"I don't know," said John, 'lhe Sunday Monday Tuesday
answerto the
June July August
Easter Thantsgiving Chdstmas
6 Usea conma in datesandaddresses.
5. Capitalize titles and military mr*s before
Jrne9,1970
143Main Street,Los Angeles,Califomia
GenRoberts Captsmith
Sgl Jones Professor Land
PresidentLincoln
6. Capitalizethepronoun"L " t UnitModifiers
I can't go with you. Exanples:
I'm happyto seeyouagah- 5-dayweek;l0 footpole; 8-year'oldautomobile
7. Capitalizethe first word ofevery direct 2. Military udt designationsare \ryitten as

Sheasked,"CanI sit here?" a. Airforc€ unitnames.


"We sawher," saidJohn,"at the University." In the AirForce,numericallydesignatedunits
up to andincludingan airdivisionaredesig-
natedwith Arabi€numerals.
NUMBE RS2
Examples:
WhenTo Write Numb€rsAs Numcrals 3 l"' combatSupportGroup
834$AirDivision
l. Wite units oftime, money, andmeasurementas
22dTacticalFighterwing
figwesasindicatedthefollowingexamples:
b. Arfiy unitnames.
a. Time
In the army, units up to and including the
Examples: divisionaredesignared wrrnArdbicnumber..
0800;4:30p.m.;6hours;Sminutes; The corpsnameis wdtten with a Roman
20 seconds numeral.The arny group is designatedby an

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

to add additionally, again,also, atrd,and then, another,anotherpoint, as


wellas,besides, beyondthat,equallyimportant,first (second,
last, etc.), for one thing, flrther, turthernor€, in addition (to),
moreover,next,wbat'smofe,too

to emphasize aboveall, asa malterof fact,especially,in fact.in particular,


indeed,most important,suely

to give a restatement in otherwords,in simplertems.thatis, xoput it differently

above,adja€entto, along the edge,arotmd,at the lefthighttop/


bottom/fionftear, behind, below, beside,beneath,beyond,facing,
here,in ftont/back ol in the center/distarce,in the foresround,
inside, nearby,next to, on the (far) side, on top, opposite,out of
sight, outside,over, stmight ahead,surounding, to tbe north/
souXh/east/west,under,wilhin sight,beforeme,to my right/left

ro qualiry perhaps

to showan altemative or, nor, ifnot, otberwise

to show a substitution instead,in lieu of

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

can be considered,can be dclincd as, is also known as. is the same

ed/dividod.the first category/knld/type,


cajr be categorizod/classifi
j€s, etc.
there are two /1hfee/fbur groups/classes/orders/levels/spcc

anotherinstance/e\anple/illxstratioDof, as a caseh pojnt, as an


illuslration, for examplc.lbr instance,hefc are a fbw examples/
inslances/illustrations,in particular, one such, specifically,n)
illustrate,yet another.accordingto statislics,as follo\t's, as prool,
let me illustralc. let nle cite as proof

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

to shosr result(cllicr) accordingly.andso,asa consequcnce,asa resultOl). because


of
lbr thisreason,hcnce,so,thereforc.thus
this,consequcnlly.

lo place in time/seqrencc afier(this/that),aftcra $'hile,afterwardc),at firstlast/prcscnt, at


1i
the sanrelimc. al the start,beforc(lhis/that).at thecnd. in ihe end.
dufirg, earlier.eventually, finally,llrsi (secoDd, third.eic.),tirst of
all, folbwing this.for a minutc/hour/day, etc.,fomrerly,rnthe
beginning.h thetuture,in the mcantime,initjally.lasl.lastofall.
lastly,laier,meanwhile,next,now,soon.sinultaneousl),. subse-
quently,then,to bcgnrwith, to sta( wilh. until, lvhile.whcn.3s
j"""''-
also. and. as well (as), both. cach of, in rhe samc wayimanner.jusl
as,like, likewise, neithcr. sinlila(ly). the sane, too, alike, e.lually

all the sanre.although.be thal as it nlay, bul. but an]'!vay,but s1ill.


despile,dcspiie what. despitc the fact that. even ij.
though, howcver, in connasl (1o),in spite of, nevcrheless, no
matter whal, nonetheless,nol only, notwithstanding.on the
conhary. on the other hard. regardless(of), s1ill.tlrough.yet.

afterall, although.ihough,eventhough,thismay bc tn'e, c€r-


no doubt,to be
tainly,granledtha1,ii is true,ofcourse.natLrrally,

4l(
Appendix D Listening/Viewi ng Form

News Broadcast Listeninq/Viewinq Form


Listen to or view a newsbmadcast.Decidewhat categorythe newsitem belongsto, and
circleit. Asyou listen,answerthe informationquestions(W1Io?,Wlar?, Where?,Why?,
When?,andHow?)thatyou l€arnedin Unit l, andtakenotesofthe segmenrs ofrhe newscast
that answerthosequestions.You may want to tapethe broadcastso thar you can listen to/
view it more than onetime. Be preparedto discussthe newsand offer your opinjon in Part ll
ofthis coutse.
Catesories BroadcastNotes
NATODfP W}lol

Defense/Military

GovemmenrPolitical

Disast€r/Accident

Education

Science

Environment

Ecology

Health,Medicine

lnternationalNe$ s How?

Corments:
Appendix E Participating in Group Discussions

What ls Expected of All 7. Everyonein thegroupmustbe agood


P ar t i c i p a n t s listener.Menberscannotcontribute
fully unlessth€yarelisteningto
Thesuccess ofa groupdependson th€ ev€rythingsaidduringthe discussjon.
coopemtionand participation ofall the Theymusttakeinnot only othcr
members. ln orderto achievesuccessful speakers' wordsbut alsothetoneof
grorpdiscussion,everymembermustbe voice, gestures,
andfacialexpressions.
awareof thefollowingexpectationsi
8. Everyone the $oup muststrivefbr
1. A $oup membershouldhavea liking
objectivity.Formationof cliques
for peopleandcorfiderceit the goup
within the largergrouphalnpets
impress:elicitap
focuseddiscussion. Ifthe lcadershows
2. A membershouldbe ableto express a preference for c€rrainindividualsor
ideasclearly.Menbersandleade* ifsome nrenbersshowa preference for
shouldhelpmakesureeachnember eacho$er,the othermembersbecome flexibility:willjngness
understands ih€ othersandshould d€fensiveandeitherwitbdrawftom or to adjustof change
remernber thaltbepurposeofeach opposewhateveris proposed.Ifa
menber'sparticipationis 1ocomn ni- memberis not objectiveanddoesnol
catewith others,not to impressthem. caretullyconsiderall views,heAhe fromactiontcheck
will not increasehis/herscopeof
3. Flexibility is impofant to bo1lr knowledgeduringthecourseofthe tendency:inclinalion to
menbersandlcaders.Eachmustbe acl in a parlicular
willins to chansehis/her plansand
options.Unyieldingleadersmayover' 9. Consci€ntiouspreparation is amust
Eachpersonmustdo all
for everyone. integrity:honesly;
controlthe group;inflexiblelnenbers
mayworklowardthetown ends.nol readingandmusl
the necessary
towardthe goalsofthe group. considertheauthors'poinlsol view as manipulating:
manag-
well ashis/herolvnreactionsto thc ing shrewdly,often
4. Eachpersonmustr€strain his
tendencyto dominat€thediscussion.
LeadeNlnustnot leclureto thegroup.
The Sem inar Leader
showrngserousness
5. Eachpersonshouldrecognizethat a
senseof humoris importantto anyone Theseminarleaderis not a leaderinthe
who workswith people-which means ordinary sense.He/Sheis not a com-
mander,a lecturer,or a teachet.H€/She ordinary:customaryi
.iustabouteveryone. We do nothave
to be comedians, but we mustbe servesasa guideoras alomporarydirector
capableof recognizingandappreciaf ofthe group.It is'theleader'sresponsibil-
ing the humorjn life. iry to help the group move forward jn
discussion so asto solvea problemor
6. Eachp€rsonhasthe right to expectall arriveat a groupconclusjon.
membersandthe leadertohavea high Listedherearcafewguidelinesabout
degreeofpersonalintegrity. A conductinga seminarthata seminarleadcr
discussionleadercannotbe successful woxld do wellto keepinrnind.
unlesshe/shecaninspir€trust.If
nembersbelievethe leaderis usingor l. Be conplelelyobjeciiveaboutthe
manipulatingihem,th€ywi1lnot lacls. Impartiality helps wilr the
cooperatefully. confidenceof$€ group.
2. Discourage menrbers frombasing The Seminar Participant
conclusionson insrfficient evidcnce.
lnsistthatmembersgsl allthe ln orderlo facilitatethegroupl€arning
availablefaclsbeforemakingan process,the seminarparticipantmust
developthefollowingsix skills:

3. Do notpe|mit a few membersto I . The participantmustbe sensitiveto the


insutficienti inadequate dominatethediscussion. Encourage valuesandbeliefson whichunderlie
everyoneto listenandto speak-Do
not confusetalk with participation. 2. Eachpanicipanimrsr €xamineth€
dominaterhavecontroli 4. lnsistihateachmemberstatehis evidenceon whichan authorityoutside
ideason the subject.Occasionally ol or within,the seminarbaseshis/her
propositions,arguments,andconclu-
difecta questionto a personwho bas
sidetracking:devialing
bcensilenttoo lory.
ffom the mainissue
5. Do not let ih€ discussion 3. The panicipantmustidentiryandbuild
becone
one-sided. lnvite opposnrg
argunents on the clearestandsoundest
thinking
aimlessly:wilhoulclear
by askingquestions.
puryoseor direction
4. Theparticipantshouldexchange with
6. c!ide the discussion1()avoid
digress:lum asidefrom theolherpati€ipantsconstructive
sidetracking.Ifa menberspeaksin
the mainsubject,in ideasandinfonnationrelevantto the
generalities,
askfor specii'lcs,
e.g.,
talkingor witing "CaJryou give an exampleto show subjector problemunderdiscussion.
whatyou mean?" 5. Eachpartjcipantmust amlyzethe
crilically fundamental conditionswhichshould
7. Planthe discussion
sothe objeclives
existfor a courseofaction or policyto
relevant:relalingto the aremet.Exercisecontrol;do not l€t
matterundefconsid thediscussionwanderaiml€ssly.Get
the discussion
backon traokas 6. The seninarn€mbermuslviewthe
smoothlyaspossible. samesetof f-actsandcirculnstances
circumstances:condi- from differentperspectives.
tionsaffecting 8. Ifnecessary,brieflyexplorea side
something issueof concernto the group.Il you
do digress,however,limitthe Roles of the Participants
assumes:iakeson the digressiontim€.
role/appea€nceof ln a filn or on stage,an actor plays a
L Do nol pe.mitsideor privatediscus- particularrole.we canalsousetheword
sions.Suchdiscussions detractliom /o1eto describe thepan eachdiscussion
groupuniFj.Breakin andnerge tlrem groupmemberlssnmes withinthegroup.
into onediscrssion. Eachmembershouldhaveanunderstand-
ing ofthe variousroleshe/sheandother
l0.Do nottry to prolonga discussion. members maypiay.An understanding of
thatis slowingdown.Beginyour theseroleswill contribute to dreeflective
sumnary rather than cortinue the ncssandsuccess ofthe group,
discussion.
Eachparticipanilnay or may not play a
I LRememberthata neeting is not a role like thoseofother parlicipants.
Each
discussion if thegroupmembersare penon'srolemaychangewith time.Some
forcedto acceptthe decisionsofa memberscontdbuteto buildingrelation-
miroriry. Checkacceptanceon every shipsandcohesiveness in thegroup.
pointtlroughoutthe discussion. Othersassistbybelping th€grouppeform
its task.Still otheNmakenlocontribution
at alli theymerelysatis$/peBonalneeds.
We ref-erto thoseroleswhichfacilitateand
coordinate groupproblem-solving
aclivitiesasgrouptaskroles.Thoseroles Not all oftheserolesmay be observed in
whichmakeno contributiontogroup any onegroup or jn any onen€eting, and
needsaretermedindividualornoninnc, rolesolherthanthesemaybe €rideot.
tionalroles. Membersshouldtryto idendrytheirown
A vadetyoftemrscandescribethe rolesinthe groupandlo evaluate their
differentrolesmembersassum€. rolesasfacilitativeor obstructive.
The ones
we listherearesomeofthe mostcommon Groupsr€quiremembers to assurne
termsandare fairly self-explanatory.As differertrolesat differentstages.
An
youreadeachlist, askyourselfwhich expedenced groupwhichhasaujvedat a
rolesyou haveplayed. groupdecisionhasa greaterneedfor a
Tb€rolesinthis firsl list aregenerally coordinatorthan doesa group that is
desirable;
thatis, theyfacilitatediscussion atlemptingto addfessa problem andro
analyzeth€ coxrseofaction. cohesiveness:quallty
andmov€it forward.
of beingin accord
Thenonfunctional roles,suchasthe and unitedin action
arbitrator unifier dominator,theaggressor. orthe isolator
(whowilhdrawsfionfie sroup)may arbitrator:a person
irritat€ somemembersand createa leeling selecledto judgea
of hostility.M€mbersobseNingtbese
obstructive rolesshouldrealizethatth€se
organizer roles are often synploms of deeplyrooted evident:obviousiplain;
stimulator causes andcannotbe quicklyremedied.
As a groupprogresses, memberscan
iniliaior remedied:sel ghl;
developthe abiliqrto dealwith thesercles
informaliongiver
All menbersshouldwork towad develop- diagnosing:carefully
infomation-seeker ing insightin diagnosingrolercquire- examining and
Therolesin thissecondlist aregenerally mentsandtoward maintainingflexibiliry in analyzingso as to
undesirable; tbeynay be assurned by self- executingroles. Eachmembershouldbe
centeredmemberswhoseprimary intercst awareoftherolesolhersareplaying,bxt
is nore likely to be themselves
rhanthe he/sheshouldconcentrateprinarily upon
group. his/herowncontributions.

aggressor
Appendix F Modal Ghart

Modal Function Present/ FutureContexls Past / Perlect Contexts


expressability(physicalor The SpecialForceslraineecan
can intellectual)
in lhe present march25 miles.
desc be feasibilityor give an The l\,4arine
contingentcan cross
optionanthe present the ver by the bridgeor by boat.
with not,expressinability
(physicalor inielleclual)in The soldierscant penetratethe

(inferenlial)
impossibility The ofiice can't be closed; it's
in

II askfor or give pemission The majorcan use the staffcar


(infomal)in the present
t
I makea politerequest Can you lplease]help me move
i (informal)in the present this heavyoil drum?
t couto expressabilityin the past The sergeantcouldrun 25
mileswhen he was a private.
t
I makea suggestionor show Lieutenant,
an optionin the presentlime with this
I m havinga problem
project.
You couldask Sgt Rudolfo10
giveyou a hand.
I told the new sergeantthat
he couldask Sgt Rudolfoto
gavehima hand.

I reallyhad a problemwith
describea past unfulfilled that project.
oppodunity YoucouldhaveaskedSgt
Rudolfoto helpyou.

makea polilerequest Couldyou lplease]stopat the


(informal)in the presenl checkpoint?| wantto ask Major
Clivea question.
politelyask permission CouldI Ipleaseluseyour copy
(informal)in the present

describepossibi'ilyin the Whereis LieulenanlEffraim? Whereis LieutenantEffraim?


He couldbe in Cafitain He wasn't feeling well; he could

They couldn'thaveclosedthe
i the pasl
(inferential)
impossibility in
billetingoffice;it's too early-

, expressnecessityor sirong The caplainmust leaveearly


must obligationin the present loday. [For past,use had to.]
expressprohibilionin the The E-1sfrom BravoCompany
mustnot be latefor formation.
expressinferencebasedon
highprobabilily/ logical LieutenantDrakedoesnl answer LieutenantDrakedidn't
) assumptionin the presentor his page-His pagermustbe out answerhis page.His pager
the past ofrange, musthave beenout of range.
Modal Function Present/ Futureoontexts Past / PerfectContexts

advisabilityWth threat of The irainee had belief be on time


had belter tofformalion, or she witthave to

Enlistedperconnelshoutdwear
theirdog tags duringthe FTXS.

expressobligalionnot The privalestrouldha\,€rcm his dog


fulfilled tags, bd he torgot lhem.

Ll Kellermanshouldtryto improve

expressadlisabiliV aner Lt Kellermanshouldhave proofedhis


report beforelurningit in.

expressexpect3tron The convoyshouldaffi€ ai noon

expressexpedation l|s 1400. The convoyshouldhave


affived in the nearesltowr al noon.

e)Qresse4cectalionnol The convoyshouldhaw affived hee


tulfilled €t noon,lrutlhere's no sign of it.

oughl lo Yououghl to followthe chain of


c o m m a n da t a l l t i m e s .

elpress obligalionmt He ougf't lo haw followedode6;


ihere s no doubt he'llget in troubte.

The majoroughtto work on his


speechtor lomorow

expressadMsabilityaffer TtEt speechMs so boring.The major


eally oughtto ha!€ preparedit more

expressexPectation Major Fmnklinought10 hearfrom


(Mure probabilily) his wife today.She calls him

e)Qresse)pecbtion The major oughtlo have heardtrom


his wife by now She usuallycallshim

expresselpectalion not The major ought to have head lrom


tulfilled home by noq bui lhere haw been no

make a polite request


(rormal) Sir, may llpleasel use the phone?

asktor or sive (rormal) Youmay grantthe men tibedythis

The geneEl may attendlhe The generalmay ha\€ bn the


gEduation ceremoniesal the
Academy.l'm not sure yet.
Present/ Futurecontexts Past/ PerfectContexts
ldodal Function

exprcssnecessrryor We havelo stay on base because We had to stay on base yesterday


strcngobligaton ofTHREATCON-DELTA. becauseof THREATCoN-DELTA

ldon't have10go lo rine pEctice ldidn't haveto go to rifle praclice


strong yesleday, bd ldo ha\€ lo go today.
obligaton

LtV\6lkef mighthave been al sick call


mighl Ll \,blker mightsiillbe at sick carl.

lrarclmakea polite Might llpleasel use yourphone?

shall Shall lclose the window si'?

agreewilh"l" or "we" T h ec o m m a n d earn d l s h a l l h a v e


We,1hecommanderand l, shall pariicipatedin the paradeforhe lhird
verbsexpressing
tulure participalein the parade. lime dudngthe last h/voyea6.

The C-5 will leaveal0500 The C-5 will havelefl beforelhe

me [n thes€
wllyou [pleaselhelp
make a politereq@st

l\^/illbedelighiedto accompany
you to lhe rccepfon forAdmi|al

indicatefLlurelime in a The lieutenanltold me he would leave

\ /t€n commander Daniels\,!asa


indicalerepealedPast lieutenanl,he wouldgo sailingwth his
fiends neadye\€ry weekend.

He would havesludied,but he gol

lwould be happylo assislyou.

Would lhe seniorofficerslplease]


make a poliie request
AppendixG NATO/USEquivalent
Military Ranks and Rates

NATO
US NAVYAND COASTGUARDOFFICERS
Equivalent
oF-10 o-11 FleetAdmiral ADM

oF"9 o-10 Admiral ADM

OF€ o-9 Vice Admiral VADI\4

oF-7 o-8 RearAdmiral(UpperHaff) FADM

oF-6 G7 RearAdmiral(LowerHaff) RADI\,1

oF-5 o-6 Captain CAPT

oF-4 o-5 Comrmnder CDR

oF-3 04 Lieutenant
Commander LCDR

oF-2 Lieutenant LT

o-2 UeulerantJuniorGrade LTJG

oF-1 o-1 Ensign ENS

w-5 ChiefWafia Omcer cwos


ChiefWarrartOfficer cwo4
w-3 ChielWarrantOfficer cwo3
w-2 ChielWalrartOfficer cwo2
WarrantOfrcer WO
US MARINECORPS,AIR FORCE,
NATO
AND ARMYOFFICERS
Equivalent
Marineg Air Force Arrry

oF-9 o-10 General Gen Gen GEN

oF-8 LieuterEnt
General LtGen Lt Gen LTG

oF-7 o-8 MajorGeneral [,4ajGen lvlajGen MG

oF-6 o-7 Bigadier General Bdg Gen BG

oF-5 o-6 Colonel Col Col coL


oF4 G5 Lieutenant
Colonel LTCOI Li Col LTC

oF3 o4 NIalrr t\raj t/taj

oF-2 o-3 Captain Capt Capt


'1LT
oF-1 o-2 FirstLieuterBnt l sllt 1stLt

oF-1 GI SecordLieubrEnt 2ndLt 2d Ll zLT

w-5 ChiefWanantOfficer cwos CW5

ChielWanantOtficer cwo4 cw4


W3 ChiefWarantOficer cwo3 cw3
w-2 ChiefWanantOfrcer cwo2 cw
WanantOfficer WO wo1
NATO
US NAVYAND COASTGUARDENLISTED
Equivanent
oR-9 E-9 MastefChiefPettvOfticerofthe Naw MCPON

oR-9 E-9 N/asterChef PetlyOfficerof the CoastGuard tvlcPocG


oR-9 E-9 MasterChiel Pelty Offcer MCPO
oR-8 E-8 Serior ChiefPettyOfficer SCPO
oR-7 ChiefPettyOfficer cPo
oR-6 E-6 PettyOfficerFirstClasg PO1

oR'5 PettyOfficerS econd Class P02


oR-4 E-4 PettyOtficerThrd Class P03
oR-3 E-3 Seaman SN
oR-2 E-2 SeamanApprentice SA
oR-1 SeamanRecruit SR

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-8 E-8 MasterSergeanl NISgI

oR-7 Gunnery
Sergeant GySgt
oR-6 E-6 StaffSergeant SSgl

oR-5 Sergeant sst


oR-4 E-4 Corporal cpl
oR-3 E-3 LanceCorporal LCpl

E-2 PrivaleFirstClass PFC


oR-1 Private
NATO US ARMYENLISTED
4f
Equivalent
oR-9 E-9 Sergeantlvlajorof the ArmY SMA

oR-9 E-9 CommandSergeantIVIaFT CSM

oR-9 E-9 SergeantMaior SGM

oR-8 E-8 Filst Sergeant 1SG

oR-8 E-8 l\/asterSergeant I\,'ISG

oR-7 E-7 SergeantFirstClass SFC

oR-6 E-6 Staff Sergeani SSG

oR-5 E-5 S ergeant SGT

oR-4 E4 Corporal CPL

oR-3 E-3 E-3 PrivaleFirstClass PFC

oF-1, OR 2 Private
r l
NATO AIR FORCEENLISTED
Equivalent
oR-s E-9 ChiefMasterSergeanlof the Air Force CMSAF

oR-9 E,9 ChieflvlasterSergeant CN,4Sgt

oR-8 E-8 Seniorl\lasierSergeant S[.4Sgt

oR-7 E-7 MasterSergeant N4Sgi

oR-6 E€ TecfnicalS ergeant TSgt

oR,5 StaftSergeant SSgt

oR4 E-4 Sergeant sgt

oF-3 E-3 AirmanFirslChss 41C

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.

READING SKILL OneInfantry LeadelsExperience.CA-14


BALLTOPS'97r Buildlng New WRITING/SPEAKING SKILLS
Friendships . . . . . . . . . .C. .A. .7 PracticeYour Presentation .. ........ CA-14
READING SKILL
A C r o s s - C u t u r a l S u r v e y . . .. . . . . . C A - 8 LJnit8.............."."............................. CA-15
VOCABULARY VOCABULARY
[ 4 i l i t aCr yu l t u r.e. . . . . . . . . . . . . . . . . . . .C. .A. .- 8 S e l e c t eRde a d i n 9 s . . . . . . . ........... . .C A - 1 5
READING SKILL FUNCTION
Spiritof Cooperation cA-8 Sequenced Instructions.. . . . .c. A - 1 5
READING/SPEAKING SKILLS ENRICHIV]ENT ACTIVITY
uN Procedure for Radio Establishing a Zoneof Separation... CA-15
C o m m u n i c a t i o n.s. . . . . . . . CA-8 VOCABULARY REVIEW
U n i t s ' 1 -.8. . . . . . . . . . . . . . . . . . . . . . . ...C A - 1 5
Unit 4 -................".............................. CA-g WRITING/SPEAKING SKILL
VOCABULARY Presentation/Report.... cA- 15
Leadership Traits ...CA-g Transcription of ColSkrowroneks
VOCABULARY S p e e c.h. . . . . . . . . . . . . . . . . . . . . . . cA '16 f]
Whata Leaderl\,4ust Do . .......... CA I
Resources lfyou prefer, you may work togetherasa group and
Neededfor theclassarethe followingmaterials:text comeup with you orm lisl ofpossiblesubjectsfor
for this couse and correspondingaudio tapes:tape
player;blanktape;overheadproiector(OHP);
transparenciesj overhead projectionmarkers;hdex Expectations of the Seminar
card':large paperrne$sprmr. if a!dilabler:
marking
pens;pen/pencil;notebook; Webstet'sNewWorld
Activity I
Discussion
Introduction
e purposeof thistwo-rveekseminaris to providean
opportunityfbr studenls10pmcti€ethe written and
Activity oralcommunication skillsihatwerepresented in the
eight rurits ofE slor StdjJOfets (ESSo).
a/tr,,S&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

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.

Example:I camefrom Poland.Whereareyou fion? This seminaris slructured


to provideampleactivrtj€s
fbr two academic weeks.
Thefollowingarepossiblesubjectsfor questions:
l. name,rank,andbranchofservice
Activity 2
2. hometown(sizeandlocation.someinteresting
Writing A!signment
facts)
Writea paragmphdelinealingyour expecrations ofthis
3. infomation aboutyour thnily seminar.Tell whatyou areexpectiryto learnin thrs
portionofthe cou$eandhow it will benefityoum
4. feelirgsaboutspeakingEnglish
youlrwork.Mentionproblems ordiffrcultiesthatyou
5. cu'rentjob/militaryhainingandexperience experiencedwilh Units I through8 thatyouwouldlike
addressedor discuss€d.
6. tuturepians

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

Activity 1 Theclasswill b€ dividedinto four groups.Eachgroup


rvill sur narizea segmentofthe reading.Eachgroup
Dividethe a(icle into sections,
andthe classinto will usethe infomation jn the segmentto preparea
groups.Eachgoup will write severalquestions based talkingpaperto be usedin briefingthe class.
on theassigned sectionofth€ article.Eachgroupwill
askthe othergroupsthe questions.The goup who Groupl: Discusstle basicguidelinesto lollow for
answersthe most questionscorrectly is the winner! preparinga speech.Are the onesgivenin thetext
!alidI Wh) or sh) noll Addorhcrr) ou feelar.
impotantor necessar,rr.
Activity 2 Croup2i Discussthe fundamental
aspects ofthe
deli!er)ofa ,pcech.
Givedrrenrionro rle po,iri\eor
I ollo\ rheguideline,
rbrdiscl+iona. ourlincJiI
negativeimpactoftheseasp€cts
of deliveryonthe
Unit 2 andAppendjxE of theESSOtext.
Discussthe variousaspects ofihe article:the sce-
croup 3: D iscussnonverbalcomnunicationandsive
nado, the peacetulhandling ofthe situationas shown
bothposiliveandnegativeexamples to showhow
in thetext,thewaysin whichthesituationmighthave
non-verbal aspectsof commmicationinlluencethe
croup 4: Discusstheuseofvis al aids.Notehow their
usecar affeclthepresentation.Discussthe conect
your military becn Iast or slo'! 1()adapt to lcchno_
logical charge I
,o
waysofusing visualaidsandgiveexanplesofLhrngs
to do andthingsnol to do duringa brielingof prescn- 4. Sonrepeople belicve tbat the nrcreasinginfluence
ofthc use ofcompulcrs in tbe military constitules
a revoiulion in military affairs pe aps conparable
in magniludeto the nrfluerce ofthc Industrial
Activity 2 Revolntioll on sociclies in lhe niDcleenthcenlury
'lbday,
rations that do not havc accessto nricro-
Reviewthc sanpletalkingpapersin theterl (2-l9 to chip technologywill be al a disadvantagccompa
2-21).ajiveexamplesolwhcn andwhy thc lalking rable to nnrebenth century nationsrhal did not
have heavy industry. Do you agreewith thk
assedion?Why or'!vhy nol?
'gcnder" can bc dellned as a classifica
Activity 3 5. The word
Lionaccording 1ose)i.The tso gendersare ale
workwithyouf parherto preparea briefingregarding and fenlale. Most $omen arc pbysically smaller
Prcpafea
a currentmililarysiiuationor devclopment. and ueaker tban rnost mcn 3re. Are thcre any oihcr
talkingpapcr.andgivey(mrbriefingfiom thc lalking impoaanl Lctors thal woxld prelcntwomen fro'n
parricipaling as Itrlly as nen iD a modern.lcdlno-
bgical nlilitary lbrce? Whi.h lhctors in yotrr
counlry teligjous, cultural. social. etc ) eilher help
SPEAKING SKILL wonrcn or prevent them liom parlicipaliDgnrore
Military Group Discussions tully in your country's orilitary scrvices?
Pagcs2-l6i 3-.31to 3-34; Appendir E

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

L withir thc limitsimposedbytheavailabililyof


f (
moneyto pay for newequipn€ntandirainnrg,has
Activity 2
possiblereasonsfor thesebehaviorsin Anerican
The "Monthly Repoi to the United Nations Se€urity culture?How doesawareness of tbesereasonsmake
Councilon SFOROpemtions"on pages2-22102-26 thesebehaviorcmoreundeNlandable?
is a sarnplereport. Take a few minuxesto look it over.
Then,answerthefollowingquestions:
L Whatis the purposeofthe report? Activity3
Relatethereadingson culturalawareness to yourown
2. How is the reportdivided?
situation.Ifyouhavelivedin anothercultute, whal
3. Whatis thetitle ofeachsection? situationsin thenewcultur€didyou find theleasl
similartoyourculture?How didyon reacllo thosc
4. Whatkind ofinibrmationis foundiD eachsection? situations?

5. How doesthereportbegin?How doesit end? Haveyouworkedwith someone from anotherculture?


arise?How did you dealwilh
Did anydifT€renc€s
6. List severalfactsthatarereportedin eachs€ction.

Activity 3 Activity 4

Work wiXha partneror in a small group to go over Writc a rcsponse


to thisquestion:
whatyou havewrittenso far on yourtopic for your what is m€antby tbeterm"sharedmilitaryculture"?
oralpresentar;on.
Ask)our p"nneror a ,rudenrin
your goup to read your draft ard give you feodback. Sharewhat you havewritten with the whole class.
Askyour instructorfor assislance, ifnecessary.

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:

Unit3 1. Whatdoes"globalculture"rneanto you?

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?

4. llave) oupdflrLiparedin d combrned


mihrdry
Activity ex€rcise?lfso, shaieyour experience.
I
Discussion 5. In thearticle,the sailorshada comnonbondto
the sea.what commonbonddid you have?
ExamineTabl€I onpageI -4.Determine
theleveI of
yourknowtedge ofAme canculture.

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

Arc the leadershipcharacteristics or qualilies


requiredin militarylife differentfiom those
VOCABULARY requiiedjn civilianlifa?
Leadership Traits
Pag€s4-3 to .l-.1 How do thevariouscomponents ofleadership
affectchoicesa leadermakes?

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

3. Eachgroup willnraLe agraphic organizeror


Pages5-17 5-19 f 1
h o , , r l ' |r, d t $ n i J h . h o $ . r l c ' i \ r n r i , , l i \ i i o r r '
o r r h e l \ L : c ( p a g el ,. i ' - t ' l o r i , n ! r , r r r i o n o l
Activity
tbought maps.) Make your organizer on large
p a p e rl i k en c w s p r i n ti.f i t i s a v a i l a b l cl l n e w s p r n r t l . l h e i n J r u c . o$ri l l r r r k e , f \ . ' r o L o f )u f r l e
is not availablc, use the chalkboardor a lranspar rcading"tJNPeacekcePing."

2. Thequesliorsegmenls andtheanswerscg entsol'


andrandomlv
the reading\a'ill$cn be separaled
distributedso thaleachstndcntwillhavca
VOCABULARY qucsiionsegmcntandan answersegmenithaldo
What the UN Does for Peace not go togclher.
Pagcs5-6 to 5-9
andanswers
willnatchqucstions
L Thesludenls

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.

2. Inset eachmissionalongthetimc line atthe Activity I


approprialelocationlvhichindicatestbeyearLhc As youreviewihclbirty aniclesofthe Universal
operationtook place. DeclaralnrnofHunranRights,determine whichihrcc t
youthirk arethemoslimpottanl why!
Activity2 militaryforceof80,000,with ultimat€end-strengtlr
30,000.Th€RUF (15,000strong)wastotallydis-
banded,andnow its menbersareattempting 10be
Unpleasantness in Blueland int€gratedinto thecommunity.Themilitarypoliceand
thenationalpoliceforcewillbe totallyseparate
This r€adingis extractedftom an exercjs€
usedbythe cnririe\.
Onl) Ih<\driondlrolices ill ha\e authoriR
NavalJusticeSchoolDelachment, Newport,Rhode
lsland.
Because ofthe delayin organizinganew policeforce
ReadPansl, 2, and3 to obtainan overviewofthe andbecause oflhe greatnumberofunenployed
cuffentsocio-political
situationin Blueland. soldiers,crimehassk 'rockcled.Vigilantegroupshave
As youread,prepareto offer anddiscusssuggesrions beenvirtuatlyconfol]ingrhestreetsin thecity of
regardingissuesto be resolvedbyihe citizensand Corl€one.In addilionto streetcrimeaimedat gather,
ofiicialsofBtueland- ing economicresources, therehavebeena nunberof
assassiiations judges,andpros-
of politicalleaders,
ecutors.Thesepoliticallymotjvaiedcrimesindicate
Lhata distinctideologyis developing anongthe
Part l: Current Situation in *
vigilanlegroups.
Blueland
Thcrchavebeenrepots thatthemilitaryand,/orpolice
ThecountryofBluelandis a democncyofseven
havereact€dbrulallyin ordertoregaincontrolofthe
million people.Itis locatedin a mouDtainous tropical
streets,ofienhknrgjusliceintotheirown hands.
regionwith oceansborderingon theeastandth€west,
Se\erdlnc$,papcr dflicle\hd\c,pa ed d fieftc
thenationolRedlandto the nonh,andthe couniryof
debalercgardingwhatactionsshouldbetakenio bring
Yellowldnd ru rhe\ou!h.ASriculrureis rhe. hrel
thisproblemundercontrol.Onepanicularreponer,
industy in Blueland.
Humbet Arcario,hasbeenhighlycriticalofthe
For the previousfiItcenyears,Bluelandhadbeen Bluelandelected statingthat 'themilitaryhas
leaders,
engaged in acivilwarwith a groupcallingitselfthe againralcn :r
rorh(.irrcr. d hra.l,,$arlikefa,hior'.
Revolutionary UnitedForce(RUF).RUF'sobieclive reminisc€ntof drewartimeyearsastlrcgovertunenl
dxringthe civil wa. wasto overthrowthedemocrati withmeansto controlthecrimeproblem."
struggles
callyelectedl€adeNofBluelandandform a socialist Mr. Arcariohaswrittenmanyarticlesproposingthat a
utopia.RUF wasbenrgsuppliedams, training,and moresocialistfolm ofgovernmentbe installedatthe
resources throughRedlandandothercoxntries upcomingelection.
sympalhelic to RUI''s objective.Both RUF andtbe
ThePrcsideDt ofBluelandhasdecidedthatthe
lorce'ol Blueland ha\ehea!)lo.,esolhumdnlrc.a,
problernin Corleonehasbecomea nationalcrisis.He
wellas of nationalresources. Thecitizenryol'
is aliaidthatthediplonaticresolxtionworkedout with
BluelaDd andthemembersofthe Inrernational
theRUF lvill fall apartandcivilwar will re-ignite.The
Commrurily of Nations(lCN) puttremendous pressure
Presidenthas calledaneeling with his advisors:the
onthegovernments ofBluclandandRUF.As a result
Dir€ctorof NationalPolic€,theMinisterofDefense.
ofthe ICN involvement,Blueland and the RUI
theMinisterofJustice,theMinisterofHumanRights.
diplonalicallyresolvedtheirconfljct.RUF became a
andtheAtlomeyCeneral.Theadvisorshavea varicty
recognized partyin Bluelandandeconomicdevelop-
ol proposals for the Presidenttoconsider.Inaddition,
nent b€ganto takeoffupon cessation ofthe civilwar.
the President,who is facingr€-election,wantsto
Theendofthe war,however,did not solvethe reassuethe people thathis gov€rnnent is a legitimate,
tremendous socialproblensthatnow confront democratically elcct€dgovernm€nt, dedicated 10the
Blueland.over ihe courseofthe war,Bluelandhad rule oflaw. ThePresident is very concemed abont
built up atremendous amy (aboul80,000menand how thepublicperceives themilitaryrolcin resolving
\aomen). ThenationalpoliceforceofBluelandwas thisdomesticcrisis.
highlymilitaristicin stoppingcrimeduringthe * unatrthorized 10keep
eroups ofvolunle€rsorganized
$aflimeyears.lhe mrhtar)hddrremendou. po$erin
orderdd punishcrime.
Bluelanddudng the war and mademany political
decisions. Theseforces,alonewith theheavityarmed
RUFfighters,arenow beinghailedas"relicsofwa/'
andno longernecessary in a countryat peace.The
government ofBluelandbeganto downsizethe
lssuesto Rcsolveand Discuss
List five to lcn pointsthc Pfesidenlshonldmaketu his
P1rrt3: Parliamentary
Prr4rosals
Reaction to
iC
speechto thc Bluelandpcoplervithregardto tberolc tn a stanlirgmove,the President dccidesto acceptthe
ol th€miLitary inBlueland. originalproposals ofhis advisors.l'hcNational
ParlianleDt is outmged,clainringthatthc proposals
violalcbothdomcslicandnrleroational lar ' ln a
P:rrt2 : Proposals of Advisors plcnarysersion,ihe members ofPaflianrelrtdenDnd
$at the Pfcsident ceascinmediatclytheimplc'neota_
The groupofadviso$ hassubmitlcda nunrbefol' iion ofthcseproposals. The Presidentclannsftat lhe
to dealwitb ih€ culrcnlvigilanteproblemir
proposals cornrtryis in a stateol nationalc ergencyandthatthis
situationis a matterwithinhis discretionasthe
a. Roundup suspected vigilanteLeaderuanddetain comnandcr-in-chieland thechicl executivc
lhemuntil socialuffest diminishes. lssucsto Resolvcand Discuss
L Wlrarca th{ Partr.rnerrJo ro pe..uadelhe
b- Setup a syslemofraDdomcheckponis b stop these p()posalsl
I'rcsidentnot lo implemenl
andsearchall peopleenleringrhechcckpo'ntarca
for wcaponsandothercontraband. 2. As a mililarycommander, yon realizethaLvour
rroopsarenervousaboutthc debatebctweenthe
c. Forbidanynreetingof$ree or morc indivrduals You rccciveyour
llafliamentandthePresidcnt.
withoura permiiissuedby boththe policeandthc
firsl setofordcrs.They instructyou 10implenrent
military.
tbe proposals.Whai do yon do?
d. Suspend fbr thirty daysihe consril tionalf;ghlsof
anlor( aqcrredtoi p.,lrlrcrlcrime'or lerrori'nt

e. Setup a strictcurfcw $'irhinthc cily limitsof


fl
t Havcmilitaryandpoliceunitsworktogethcrrn
joint patrols!!ilhin the city linritsofCorlcone
U n i t6
g. Temporarilyrclocateall yo og menolnilitary age
',' ared.lhroutsl
ourrhecornrh until Curnonei'
VOCABULARY
What is NATO? Parts I and ll
h. Suspend alldischargesilom 1bemilitary Recall llages 6-3 to 6-7
anymilitarylnember reccnllydischargcd

i. Haveall fomer officersnow living in Corleone Activity


fegisterwith the policeandlniliraryandprovide
informationabouttheircunentjob,familystatus, L Reviewthetwo padsofrhc reading.
address,phonenumber,andweaponspossessed
andacronymsir t h e
2. Identiryanyabbrevialions
Issues to Resolve and Discuss rcadingandgivetheirlncanings.
1. List by spccificreferenceto the UN Universal
DeclarationofHumanRightswhich,ifany,
articlcG)may be violatedby eachproposal

2. Developa list ofaltemaiiveproposalsthatwould


not violatehumanrightsbut wouldaccomplish the
proposals.
implicil obiectivesof lhe advisors'

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

L Wdte lwo or threequestionsbasedon the reading


on page6-10andon thecharton page6-11,similar Activity
to thequ€srions
in Exercise7.
L Dividethe classin smallgroups(24 students in
2. After the instructorverifiesth€ conslructionofthe each).Assigneachgroupa sectionto skimand
questions, the studenlswill call on eachotherat find the most important points. One studentftom
randomandaskoneoflheir questions. eachgroupwill presentthe mostimpodantpoints
of the sectionto the wholeclass.

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

2. Eachgroupwill makea graphicorganizereitber


onthe chalkboard,
on a sheetofnewsprint,or on a 5. How wasthe ZOSpatrolled?Werethesenethods
ransparency. themosteffective?Whatothermethodscould
havebeenused?
3. Then,usnrgthe organizer,eachgroupwillpresent
a sumnaryofthe selected
readingto the whole 6. Whatfactorscontributedto thesuccess
ofthe ZOS

FUNCTION VOCABULARY REVIEW


Sequenced Instructions Units 1-8
Page8-12to 8-13 Eachstudentwill choos€tenobjecrivevocabulary
$ord. 6omrheunrt..I heclas,s ill b<JividedinLo
two ortbreeteams.Tbeleamswill taketurnsasking
Activity andanswering questions
usingthevocabularywords in
Workasa cla.sand..rtsge.l thequestionsandanswers.
operaonsrharreqLrire
sequenced
instructions.
With a partner,*rite sequercedinstructionsfor how W R I T I N G / S P E A K I N GS K I L L
somethiryis done.An exampledialogueis Exerclse Presentation/Report
l4 page8-13.
Page8-13

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/.

Leadership A combal leadermusi also be consistentlvhval to thc


soldie$ hc leadsnrlo ba$le. where lome will almosl
B) defbition. a leaderis (tre who guides,corducts, of
surely bc killed. At the samclime, lovalry to higher
d;ects the aclions ofo$ers. Leadcrchip,rhcn is ihe
command requircsthar hc be willnlg io clrry oLrt
c a p a b i l i l yo f a n i n d i v i d u a l t oi n l l u e n c eo L h e . lso
-e ordcrs regardlcssofthc dangersinvolved. IIe musl
r o l l f s \ r . r r . . - u J l i o robt . ' r . r r. ' . I e d , l r, ' h r T l L i r ('
bclieve thal loyalty ut and do*n ihe chatu olcom-
high physical.moral. and nr|cllectuallltness,as well as
m a n dw i l l r c s u l ti n c o n s i d e r ejdu d g m e n la n dc o n c e r n
specialeducation.training, and expericocero enhance
to rvoid needlesscasualtiesin the pursui1of vicLorv
ihe qualilies ofpc*onality anctcharacter'Militarv
schools,colleges,and academiesihroughoutthe Reliability ola leadcr is a qtraliry ofcharacrer \rhich
counny hke candiddleswith high physical.moral. and ass res thoseabove him, and lhose bclow him. lhai he
intellectualabilit) and educate,nd train thcm to be can always be dependedon to do his bcst During
leaders.Tbe ultnnah goal i, to produceoulstandnrg pcacetnnc|raining, Periodic clllciency repolts have an
combat leadeN,capableoflcadingtfoops to v'cbrv acculllc recofd ol reliabilily ofperlor ancc, and thev
are uscdas a mcaosofsclecting individuals wonh) ol
leddershippositions.Close to rcliabilit)' is trLrstrv'trrhF
A t e l c r y l e v e l o l c o N b a t .f i t t h e i n f a n t r yp l a l o o n
ness.A combat leader usi be deservingofthe Lrustof
leadcr1othe suprcmecommander,ieadcrshipi1
his soldiers,shose very lives arc depeDdcnton hrs
essentialfor mjlilafy successLeadershipisJLrstas
decisions. lluslwofihnrcss assurcshis mcn ihatthcir
necessary1br a newly commissionedsecondlieulcnanl
leadcf willnot unoecessaril)'exposethem 1()motdl
leadinghis soldiersin a rifle and gr€nadeatlack. as '1
danger.llrathe sill look oul forthcif safetvand
is for the commandinggeneralol powerful co|nbined
air, sea.and ground forces in a vast thear.r oi opera'
tions. Wiihour sirong leadershipatthc laclical levclof
survival even as he orders lh€rn inLoaclions oi great

''
'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

2. A folm ofthe verb'to be'and apasl


2. direct,forceful,andeasyro understand participle

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 { 5 b. 2'd supportivederail: detiberate


defense
Coldweathertaining is impotant for olu
successin winter combat, c. 3d supportivedetail: the difference

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

p€manent changeof sxation Exercise 29


1. peaceke€ping, andpeace
peacemaking,
army regulation

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.

2. The four essertial elementsofthe


comnunication processare the sender,
the m€ssage,the receiver, and feed-
back from receiver to sender,

3. Tlrce factorsrelatedto the effective-


nessofthe conmunicator ar€ the
following:(a) Thecommudcator's
facility in selectirg andusing language
andthe influencethis faciliry has on
the corDmunicator'sability to sel€ct
s}lllbols that are m€aningtul to the
receivers. (b) Thecommunicator's
consciousor Lnconsciousattitude
towardhimself ascom],Ilunicalor,
towardhis message,and toward his
receivers,and th€ nature (positive or
negative)ofthese attitud€s.(c) The
corDmunicator'sability to provid€ a
broadbackgroundof accurate,up.to-
date,stimulating ideasthat are
meaningfulto his receiver, andthat
areexpressedin languageto which the
receiverscanrelate.

4. Receive$ haveabilities, attitudes,and

5. Only ttuough feedback,the inte$reta-


tionby the senderofthe receiver's
reactions,canthe senderknow what
hehasactually conmunicated.
Feedbackcan vary from formal qritten
repliesconcerning*ritten messag€sto
non-verbalreactionsin face-to-face
Unit 3 Exercise I
1.b

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

Exercise 7 7 attir€, headgear

& 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

?. nntulfilled opportunity disconlnued

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

4. Theydidn't knowwhatROGERand 5. a geat dealof


WILCO meant.
6. quit€ a few
5. Canada,the CzechRepublic,Estoniq
Ge.many,Lithuania, theNetherlands,
Pola , Slovakia,Sweden,theUnited Exercise 30
Kirydom, Utraine, ard the United
States Post-Reading
6. Th€yexchanged jdeason how to 1. Therearetwo phases: (l) training
solveproblemsby radio. soldiersin basicUS andNATO tactics
andtec}niques; (2) testing their new
7- Becauselow intensityconflictis new knowledgein simulatedmissionson
to them. foreignsoil.
8. Becaus€theygetto do newthings, 2. Exerciseswere held in Ft. Polk,
for example,iumel operations. Louisiana;the weatherwashot and
hunid.
9. from reports ofoccurrencesdudng
actualpeacekeeping missionsovet 3. Theund€rlyingtoneofthe articlejs
ihe past threeyearsin Somalia, oneofexcitementandhope.
Rwanda,andthe fonner Yugoslavia
4. The feeling that surroundedthe
10.forpeace,coopemtionbetw€en pafticipantswas one of fiiendiiness
peoplesandam es is essential. amongcountrieswhich are working
tog€th€rto bdng about peaceand
I l.Answerswill vary.
stability in Central Europe.

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

1.centefofgEviiy 3 a. a hill,atownora baseofoperations

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.

Exerc ise 2 A leaderdevelopstacticalandtechni


cal proficiency by attendingformal
L traits
schools,workingat his day-to-dayjob,
2. hardship doingprofessional readingand
personalstltdy.
3. peers
wafiime requiresbold leadersat all
levels,leaderswho exerciseinitialive,
be resourceful,andtake advantageof
Exercise 3
L b 7. A delayeddecisionmaycause
casualtiesdudng wartime.
2.a
wanttheir l€adersto be
Subordinates
:.b

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

Exe rc is e 7 Exerc ise 14


l. wouldcall lo Theprop€ruseofforce is criticalin a
2. hadpassed peac€keeping
opemtion.
3. get
4. hadnot arived 2. Inthe future,militaryoperations will
require participantsto apply varying
6. havefinish€d degre€s offorce rangingilom tbe
individualdecisionofa soldierto pull
the trjgger to a companylev€l re-
Exercise 1O
1. proficient

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

2. women'srights,mcialdiscriminalion, 3. SomemissionsUNpeacekeepen may


rigbtsofchildren.andmanyother be disparched by the SecurityCouncil
rights. lo help implementarethe lbllowing:
(a) implenlentingpeaceagreelnents;
3. Freewill;iherightofa peoplelo (c) patrol-
(b) lnodtoringcease-fircs;
cboosethejrowr fonn ofgovero- ling demilita zedzones;(d) creaiins
bufferzonesbclweenopposingforces:
and(e) pn(tug fightinson holdwhile
4. Theyear2000.
negoiiationsseekpeacefulsolutions1o
oIlhe kind
5. Striciracialsegregation
thatwaspracticedin SouthAfrica.
4. Thet.!vofactorsarc these:(a)the
6. International
n ade;eDvironmcnlal unwillingnessof warringpartiesto
protection;discrimjnationagailtsl seekp€aceflsolutionsand(b) the
women;drugtrafficking;pollulion, failureofMernberStalesio provide
navigation.aDdresearchofrhe sea; sufficjentrcsourcesio carryout

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

4 akeady 4. The basisof aulhodty shall be the will


ofthe people.
5. already
5. Everyonehasthe right to work.

Exercise 26 6. Everyonehasthe dght to an education.


Elementaryandfundam€ntalstages
t.b shallbe ftee.
2.c 7. Answerswillvary.
3.a
U n i t6 4.f

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

10.Decisions are taten on the basisof 3- toward

4 behind/on
I 1.NATO can implementa courseof
actiononlywhenall membercountries 5. fion
arein agreement.

12-NATO hasno supmnarionalauthoriry


or pqlily-makine finction indep€nd€nt

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

3. TheForeignM inister. 10.F

4- Hungaq/wasapprov€dfirsi. The lt.F


Cz€cbRepublicwasapprovedlast.
l2.r

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.

Thisdiective waswrittento provide


anoverallframeworkfor PSOactivjty
wirlrinNATo.

The procedures
arethe NATO
STANAGS,

Two exanplesarethe StardingNaval


ForceandtheNATOAirborneEarly

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,

Exercise 3. indicated,was studying

t.c 4 slaled,did not include

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:

),r How were participantsselected?

6 e How manypeoplewere involved in the


clemonstlation?
't.
I What rvill happenin the tuture regard-
8.c ing PtPsimulationexercises?

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 2 2. He wantedto knowwhercMaj


Karpusovas waslasl night

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.

3. TheChiefof Staffkne$' wherethe


8.f commanderwent.
9.h ,1.Thenedicalofficerexplanied
howta
do theHeinlichmaneuver.
Exercise 4
L The colonelwonderedwhy thegas Exercise I
masksueredefeciiv€. L lbe foreigncorrcspoidentasked
whetherthe counl.yhadofderedne!v
I lknowwhothenewpilotis.
tanksandwhelherit hadreceivedthe
3. Pleasetellme
wherethemess
hallis.

4. Nobodyknowshow the accidental 2. Therclicf organizationaskedlrow


the bunkerbappened. nranydisplacedpersonswerein the
campard how manyofthem had
5. Pleaseaskhimat whattimePT begnrs.

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. To orgarize themselvesinto a ExerciseOpemtionOrder


cornmonforce andto accommodate
each other's operationalmethodsby Exercise 20
understandingtheir doctnne,culture,
and int€rests l- The capxaindoesD'tneedanyhelp.

3. Achieving andmaintaininga sufii- 2. I car hardly hearth€ radio. Thereis


cient degle€of interoperabilitY
3. Methods ofself-protection have barely
Exercise { 3 changedin the last two centuries.

1. SOFAis th€ StatusofForces 4. The island was deserted.The soldiers


coulaln'tseeanyone.

2. SOFASare necessaryto define the 5. I can't rememberifthe debarkation


legal obligation andrights ofthe nets have beenrepaired.
force; they may influence how a force
operatesin a host nation
Exercise 2'l
1. Th€ topic ofthe article is the establish-
Exercise 16 ment ofa zoneof separationin
1.F accordancewith the GeneralAgeed
Frameworkfor Peaoe.
Z F
2 - 5. Answerswillvary.
3.7
4.7
Exercise 22 2 Th€ battalions and companieswere
requiredto submit daily reportsofunit
L The ZOS wound tbrcugh an areaof activities,downto companylevel,of
1,000mileswherethereweremillions the following day's operations.
ofmines, thousandsof bunhers,and
hurdredsofmil€s oftrenches.In
addition to this, th€ waffing factions Exercise 25
had to work togetherto develop and
1. TF Eaglesetup andmaintaineda JMC
carry out a plan for removing the
andthe waring factionss€nt liaisons
minesandthe foftifications within the
to the brigadeheadquaners.

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.

The standardslmbols to be used car


be found in Annex A. The $'rnbols
shown in Annex A axefor use oD
l:25,000scal€maps.Theycanbe
adaptedfor use on maps at other
scalesprovided the basic desiSn

Exercise 29
I . The coruDaDderwalted to know, at
what time we arc having the meeting
this aftemoon.

2. SgtVelez wantedxoL owwher€ the


tmops went for their PT t€st this
morning.

3. He askedherwhenthe colonelwants
th€ NCO pedormanceevaluations.

4. He askedher ifthe major was awareof


the incompatibility of the communica-
tions equipment.
Unit 1 (19) Inmost cases,the€ommander
hasthe

Evaluation Exercises re"ponsibilir)for givingorders.(20) In lhe hear

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,

the authority to give ordersis assumedby the

1._ acquire next tn cnarge.


b. indispensable
3. _ essential c. joint action Circlethe letteror th€ approprlatequestion/answer

5. _ bypass e. get 22.Whichquestionandanswersetwill obtain


6. _ mutual f. joint effort infomation regardingth€ enemy'sposition?

7. _ primary g. send oul a. Q. Wlmt t}?€s of AMMO is the enemy


using againstour troops?
8. _ facilitate
A. It looks as thoughthey arc using
9. _ coope|alion either105sor 155s.
10. _ guidanc€ j. manage b. Q. Wlat are the approximatecoordinates
ofthe enemy'sASP?

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€

Tho lollowlng paEgraph contains sent€nces


with vorbs in actlve volce and pa€sivevoic€.
lclentlfyth€ sentenceswith verbs In paGslve
voico and change them to sentonceswlth verbs 23. How canyou acbieveclarity and tersenessrn
yoxr military memos?

a. Put the main idea at the beginniry.


(17) Authoritycanb€ delegat€d
by the b. Usethe mostimpressivewordsyou can
find in a thesaurus.
( I 8) Ifhe cannotissuea command
commander.
c, Usenumerous sentences with passivevoice
becauseof unusualcircumstarces,authodty b€causethey tend to be more fomBl and

must be del€gatedto the rcxt in conmand.


d. Tie words, pbrases,afld senlenc€stogether 24.Commanding a baflalion i" a heav)respon.r-
with suitableiransitions. bility, andto fly ajet fightercanbejust as
demanding._
e, Use as many words as you can to demon-
strateyou hav€ extensiveknowledgeof 25.Our soldienmustleamto copewiththe
your subject. extremecold andto Preventinjury.
f Draw pictures ifyou havetrouble explain- 20.Inrpeech. conecluseofinlonalion panemsrs
ing conceptsin words. n€arly as impoltant asto pronounceindividual
wordsclearly._
g. Avoid needless
wordsandinformation.
2?.Supe isingthemaint€nance ofaircraftand
h. Use more s€ntenceswith active voice than
denanding quality fion thosedoing the j ob
with passivevoice.
areih€ cornmander'sresponsibilities.-
i. Use shortwordsandsent€nces.

Renderthe followinssentencesIn standardEngllsh.


lndicatewhich ofthe senGncssbolow use parallel
structurc. Wdte P In the blank if ihe sentence
illustrates oarallellsm; writc Iv if it does not. lookalltheA\'4\4Oto the ASP.
28.Thesoldiers
29.Theenvelopecontain€dtheXO's orders
regardinga PCS.
Unit 2 l3.We don't - enoughAMMO for a
protractedengagementwith the enemy.
Evaluation Exercises
b. hand carry
. c. have on hand
use tho words in the boxtofill in th. blanksin the 14.Themajorwiil probably- whenhe
followlng pa.aglaph. realizesthat his original plan won'x work
a, reacha stalemate
b. get in on the ground floor
briefing effective presentation c. do an about-face
brevrb' fimdamental precisely 15.Youmustnot usethosesupplies;they
fatigu€ gasped for the upcoming celebration.
mastery confident a. have beenearmarked
b. havegotten in on the gound floor
Somemilitary oflicels make a/an c. havebeenhandcarried

(l) enor whentbey give a/an(2)


Mat6heachmodalfunctionwith the ssnGncewhich
tecausetheyiail to makethe (l) illustrates its use. Wrlte th6 lett6r of the sentence in
the bl6nknext to ihe modalfunction.
short, concise,and to the Point. If

th€ sp€akerdoesn't adhereto the rule of (4) 16._ ability

17._ polite requesx


_, (5) -will
audience surelyresrLt.
18._ possibility
A truly (6) - speakerwill hav€developed
19. advice
a,/an(7) - in
ofthe habitofconciseness;
m. e\pectatron
addition, he or shewill use (8) - that put
a. Couldyou pleasehelpmewith th€map
reading?
fofih his or her ideas(9) -. The speaker
b. The reserveudt shouldbe here any time
canthenbe quite(10)- thatall th€ ideas

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.

Comllete the letter ofthe word or Dhrase that best


completes the sentence.

_ 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

_15. polileness Renderlhe lollowingsenlencesin slandardEnglish.

The nc\! oti'lccrswill be bdefed on (24) NICS


a n d( 2 s ) I E R .

Completeeachsenlencewith the verb in parenthe-


ses and an app.opriatemodal,
(lf necessary,reviewyour modalchartat Appendir
F.)

l7.Lt Irankljn lcR for thcmeetingat headquar-


lersan hourago.Hc (ataive)by now.

I8.I don'1know wly Colonel


Campbelldidn't
anendthe syndicate
lastweek.Fle
(be) on leave.
Unit4 I 1. GeneralHamilton is amanofremarkabl€
personality_.
Evaluation Exercises a. standards
b. faits

12.The harshclimate, the rough tenain, andthe


haccessibility oftheir outpostcrealedmany
Uso th€ words in the box to flll In the branksin for the soldiers.
the following paragraph.
a. ctcumslanc€s
b. casualties
c. hardships
bold intentionally rolemodel
13.TheMarinetrainingis very rigorous.It is so
that many fail to completeit.
pmise peers a. tryinC
just b. demanding

In arecentincideDt,a youngsergeanr
(lJ
14.On discoverirgthathis fiiendhadliedto him,
Ieft bis guardpostto be witb his Corporal Jolnson felt _.

(2) . Wlen the oflicerofrh€ auard b. accoultable


c, evaded
discovered
this,he heldthe soldier(3) ls.Becauseth€ securityofficerwasneglectfulof
his duty,he was_.
for his actions.
Wlen lhe ba,ecommander
\ a. mformed,he
c. repdmanded
desiredthatthh noncom'scaseb€ takencareof 16.The maintenancecrew's aalherence to high
work_ resulledin grealerproducLivi0
immedialelyHe said.- Ihis manis cenainl)nol and higher pedorman€eratings.
a. ngo$
b. standards
eood (a) for th€ other soldien,

andunder the (5) . I'm readyto go


Choo6ethe specialexprcssionrhat best completeg
along with the decisionofa coult martial, which

will (6) _ his euilt or imocence aft€r


1?.Thedrill sergeantis veryupsetov€rthe
a fair and (7) _ irial." The com- incidenlin lbe barraclslaslnigir. I \rouldnt
ifl wereyou.
marder received(8) _ for taking a

(9) _ b . recapfi
standin that(10)
touch on it

Choos€the word that b*tcomptet€s the senten@,


18.This teamwill not succeedif we don't resolve Choose the approprlato clause to complete tho
oul differcnces.We haveto find someway to followlng condltional sontences

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

Evaluation Exercises tion havingbeenachieved,plansfol gradual

(13) of the peacekeepingforce

Matcheachword in Column1 with a synonym or


delinitionfrom Column2.

Choosethe wo.d or phras€thatbestoomptetosth€


1._ dispule a. meetrng
2._ corridor
14.Theperiodof _between the collapseof
3._ session c. bindmorallyor legally *ie old regime andthe esxablishmentofth€
d. disapproval new democracywas on€ ofuncertainty and

5._ obligate a. rcconciliation


b. tansition
c. demobilization
g, assembre Is.Military pelsonnelcaughtdrivingwhileunder
the influenc€of substarcesface serious
8._ mediation h. passageway

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

26.Tbe Secretary-Genemldirectedthe aideto


circle tho letler of lho special €xprsssion that b6t
comDl€tgsthe s€nisnce. sendcopiesofthe report to the (26) DHA and
rhe(27) DPO.

27.The(28)NCOICwill pursue(29)AIT to
23.The colonel's report was exhaustive He improve his supervisoryskills.

a. beat everyoneto the puDch,


b. atehis words.
c. covercdthe whole nine Yards
Unit 6 Fill in ths blanks with Ue appropriatespecial
Evaluation Exercises

brick\,!al allforit bafficja.n


in ihe box to fill in the blanks ln ropedinto hands are tied

D. fhe leurenamcolonelwaslarelo lhe briefine

adaptabiliry ad hoc articulate


euggesrion
lJ. wlat do )ou fiiJLkofrbemaJor's
contmgencles copmg
thatwe havea basketball toumament?
I'm
oveniding phased pending
underpin
14 I wouldlike io help,but my

l. lmplementingthe peaceaccordsis of_ 15.Ihadhopedto havethe dayof4 but I was


importancethis winter so that the r€ftgees _ wo*ing at HQ today.
mayrcIumnome. 16.Weraninto a when we tried to reach
Z NATO hasmademajor advancesin its
and flexibility sincethe endofthe Cold War. 17.Pl€aseeive this plan a and let me
3. The customsagentswill hold the shipment know what you thiDh.
the palment ofimport taxes.

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,

We had to quickly organizean _ colnmit- (18) the midst(19)


tee to addrcssxhenew problems.
slaughter,Maj tudgway appeared(20)
7. The defendanthad two witness€sto
his testimony. the causewaycaffyinghis .30.06rifle. Maj
8. To makemeetingoul turit's objectivesmore
Ridgqa).\rithhi. as.ista!r
dir ision.regimenrdl
efficient, we needto our methods.

9- Ifyou expectanythingto be improved,you andbattalion commanders,reversedthe flow (21)


must youl oomplamts.
nen away(22) the attackand
1OThe govemmentis havine difficulty _
with the rogue elementsin the military. Q3) (24)
the causeway

I 1.Thenewcurencywill be e\bonarion. atrdphlsicalcoercion.


shouling. bur
nexl tbreeyears.

a misedoathor road.as acrosswet


ground
mostofall, (25) - example.Maj Ridgway

personallyanacheda to\ ing cablef26)

a disabledUS taDt and, (27) - the help of

severalsoldiers,cleareda passage
f28) -

the lT€ckage. Led (29) - other senior

oflicers,theairbomesoldiersftrlallyfoughllheir

way (30) - the causewayand

(31) _ rh€nver.
Unit 7 8. The "blue helmets" a great deal of
experiercein the Balkan states.
Evaluation Exercises
b. gained

letter of the word which best r).Thc p"liriJalpri."ic qr. a p a r , i u rr n u

a. granted

L Theconmitteemustconsiderall ola c. effected


problemin ordeftosolveit.
1 0 .T h c f i r r . i m u l a r i o n snar clar gc. iccd
to be made so that future simulationswork

a. highlightcd
2- The ofthe newtaining centerareunder
b. launched

a. facilities

Change the following quotations io reported


speech. Make necessaryshifts in tense and
t. A judge mustbe truly whenapplying noun / pronoun use. Obseruethe suidelines for
the nation'slawsto its citizens.

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.

Circle the letter next to tho choice that best


completes the dialog.
c. field
14.The Echo Companyrunners$eatly outdis" 19.The mission ofthe LIN force was to observe
tancedtheir competition. monitor, and report acxivitiesthat could
a. Theybailedtb€nlout ufldermine thestabilityof Macedonia.
b. Theybailedwipedthenout. T F

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

l6.ArWe havealmostnogasolinel€ft. 21.B€cause peaceoperatioNaregenerally


rouline.salet)checksdo Dorneedto be a pan
B: Youmean$e \e usedup our$holesuppb o{ force protectjon.
in ten days?

a. That'sopen and shut.


Use the conect form ot say or lell.
b. That'saboutthesizeofit.
17.A: lhe neweDgine qurrepoorlyin
runcrioned
thiscold clinate. 2. As soonasthe r€crxitslmishedin-process-
irg, the drill sergeant_ them not to
B: l€avetheir war lockersopenor unlocked.
andDe\elopmenl
a. Sendil bacl ro Research 23.Th€ geneEl always_ that even in the
andtell themxogo backto the drawing mostdifiicult circumstanceshehasnever
board. regretiedhavingj oinedthe military.
b Sendir bdckro Research aDdDevelopmenl
andtell themto ke€pthe nosesto the
grindston€.

18. Rewritethefollowlngs€ntencein standard


En9lish.

The BN Comdrj ust receivednewsvia TARE that


theSARwasa totalsuccess.

Roread the authentic rcading, "PeaceksePing


operations One Infantry L€ador's Experience,"
and answor the rollowins questions.Clrcle I il
the statement is kue, and F if the statement is
Unit 8 l0.The increase
a
in casesofcivil disobedience
oflhe cilizens'discontent
ij
with the
Evaluation Exercises policiesofthe newgovemment.

1l.The PdmcMnrister'ssonindicatedthathe too


wanted10prsLrea careerin the
Readthe following sentencestthey dealwith some politics and ecolromics.
newvocabularywords, Circb r if thestatementistru6,
and F if the statement is false. l2.The Secretary'sresponsewas so terse and the
that the listenerscould not
determine
if the Secretarjapprovedor not.
impliesjoinr elTortoteamwork.
1 . Collaboration
T F 13.The evidentat the coordination
meetings
wasremarkable.
2 . "Pr€cision"refbn 10vagueness
or lackof
specificiq/. I F
Convertthe followingdircct questionsto indirecl
3. Procuremenl
hasto do with giving,not
getting. 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

Usetha word from the list that bestcomDleteeacl


of the followingsentences. t 5 DirectQuestion:How manynationsare
panicipatingin theCooperative
Nuggei?

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.

6. Heat is a ofthejet engines. 16.Tne supplychiefneedsto know how nany


Jeeppal1syoureed anddo youhaveenough
7. Earlyin thenegotialions,
the prharygoal of
the djpLomati€
teamwasto achieve
amongth€waffingfactions. Conection:

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

9. Thenew softwarewill the applica- Complete thefollowing paEgEph with appfopriate


tions capabiliti€sof the compuier.
mcremeDtal irterface 24.The MG will be given the task of all
availableresources,
doctrine
a. allocating
Tte quccerq
oftbe emergirgdemocmc)wiJJ b. collaborating
c. int€rfacing
dependto som€extenton its willingless to 25.Thesuccess
ofthe e ire ls Contngent
uponthecommitment anddedicationof€very
majnlainFansparency
in itspractices.
consjsrenl officerandeverysoldier.

withthe democratic(17) it has b. manifestation


c. campaign
adopted;to pu$ue a (18) _ plan for a./ar

(19)_ but progessive stabilization and Choose the phrase that b€3t completes each

integration of thejudicial, govemmental,

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

Group Discussion Individual Performance Evaluation


Sp€aker
Topic
Rating
(Totalpoin$fof eachirenis 10.)

Content/Organization/Preparation Rating

l Mah pointslvercclearandhadgoodsupportiigdetail

2. Speakerwaspreparedto offerreactions(personalexperiences.
opirions)to assigned
personalexamples, ioprc
discussion

J. \peakeru"eJnr rriedro ured varier)ot tuncLiont


(agreementdisagreement,personalopinion,
etc.).
hruothesizing,

asdirecllyaspossibleto queslions
4. Speakerresponded

5. Contentfit thetime limit.


)

Presentation/D€liverY

6. Speakerlistenedattentivelytootherspeakers

7. Speakerintenupred orny at appropriatetimes (whennecessarv


to offer a$eement
for clarificatioror understanding.
or courXeous disagreement, etc-)

padicipationof othergroupmembers(asked
8. Speakerencouraged
questions. opinions,explanations,
rcqu€sted clarifications,,etc-)

9. Voice volume,speakingrat€,andspeakingfluencydid no1


interferewith und€rstanding.

10.Accentandpronurciationdid not interferewith underslanding

Comments and Suggestions for Improvement


ReporUBriefing
Performance
Evaluation
Spe3k€r
Topic
Rating
(Total points for eachitem is 10.)

Conteut/OrganizationlPreparation Rating

I . Opedng athactedlist€ner's attention.

2. Topic was clearly statedin introduction.

3- IDfomntion was easyto follow.

4. ApprcpriaLe
naDsilions
connecled
lbepoinrs.
5. Speechhad a suitabl€conclusior

6. Visual aids were effeclive.

7. Contentflt tiitre limit.

Presentation/I)elivery

8. Maintain€d good eyecontacrmpport with audience.

9. Voice volwne, speakingrate, and speakingfluency did not


interferewith understanding.
.
l0.Acceni and pronunciationdid not ifterfere with uDderstandi[g.

Commentsand Sugg€stiotrsfor Improvement


PerformanceEvaluationfor Memorandum

Student
Rating
(Totalpointsfor eachiternis l0).

Memorandum Performance Evaluation Ch€cklist


Rating

L The first paragraph


containsthe rnainideaofthe nemorandum.

2. The reasonfor thememorandum


is cl€ar.

3. Themajorpointsarein logicaLorder.

4. Paragraphs
areshort not morellan four or five sentences.

5. Senlences
areshort-on averageundertwentywofds.

6. Everydaywordsareusedexceptfor wordsthatareneededfof precision.

7. Unnecessary
wordshavebeeneliminated.

8. Transitionsandconnectives
areusedwbennecessary.

9. Activeverbsratherlhanpassiveverbsareused.

I0.Meno wascheckedfor enorsin spelling,punctuation,


capitalization,and grammar.

Comments ind Suggestions for Improvement


DeEE Lag!4e hstibrte Enqli*i La1etEgeCa@ f,EC P)

LaddardAFB Tx 782365259
FAx : 21Q-671{211

English Skils ft)rS hfEO fEbers jn M ul:inationalO peratbns


Valilatbn Q uestbnnajre 6rSh]denb

I ] N F OR M A T T N A A O U T P A R T I ] P A N T

Gader M orF ): Nl-InLeofYIs


ofEducaticrl
M j'rla4.Br3rdr

n diLnr , hiqh

]I. MATERALS EVALUAT!N


)

A. M o tiiratbn. C ic]3 Y es orN o .

1 . D o the n aEjals ha\,€ an atlacEir€ 4)p€alanc? NO


2. Do the m aErials slouage p@)al in}oh€rL mtof the kE]]lsia the lsminq pro€? No
3. Isfte@rtsrEof tremaFrialofgsruinein@tto thelemec? No

B . SupporL C ircb Yes orNo.

1. Is dle n aEiaf Flf srffhjsrt? No


2. Do€ then a@ialquire ahigh d€ree of Eaderinput? (jfq)plicable) No

c Presenbtbn a.ndpractbe ofnew ibn s.Usi-lg ihe sc'a! on dxe bi-sde of tie paqre, raE fte degree
ofm ea,1hgtuhess, rebvanqr, and appropdaleness io tle c.onlext 6r each iEm.One is {,ow'and F;e i3
'fl irh."

1. Presslati:n ofvocabubl. ihr s 1 2 l 4 5


:. 2. Practi€of\,ocEbulart ihr s 1 2 3 4 5
3. Pr€slatj.n ofqran m a:rsurctln€s 1 2 3 4 5
.
4. Practi:e ofgrarm arsb]rc1lrG 1 2 3 4 5
, 5. Pressrlati:n ard practbe of h€ua€E flnchcfrs 2 3 4 5
6 . PrcsrEti:n ad practi:e ofprcnlnlcbtjon 1 2 3 4 5
J
I

!
I

t
D . D evebpm entso f bnguage skillE. u smg fte scab on lile bftsile of d1e pa9re ' rate the degree of
'and Five is
m eanisrtuhess, rebvanry, a.]ld appopdleness lo fie conExtf)readl ilen 'o ne j' {'ow
"ri qh."

1. R eeding selectjdrs ard aaod\ pa\.irg €tr@i€ 2 3 4 5

2. L-ssd q 'dHi,ls.nc, ao..n panying e\€el---ss 1 2 3 4 5

3. w ritinq o{€rds6 1 2 3 4 5

4 . o ]alpr€€artatirns arrd disrssirnA.ddi@te parEryabol 2 3 4 5

" and F ii/e t 'Tl iJh -"


O ne is 'T,cn^?
E . Suppoltm ateIials. Evatr1aE degree of usetuhess.

1. Audir@€s 1 2 l 4 5

2. AFpqldic€s 1 3 4 5

F. conctr-rsjrn a.nd overallevatrratsion.AnswerAre cluestbns use additirnalpaperifnecessa!r''

2. To w haLo..Gntw @ lie n aEials s rcasnn in anje\tjng tre ciria:ti!,85?

3. I,Jbatar€ sneofilrc sleEdlsoftrcmaterbis?

4. W hatare sm e of ale treakxffi of tle n aterials?

5- w haiwoulltqr add ttr thema@ials?

6. rr w hat q,pe of leaning sinratjons w ould lt€ m aEiafbe n ostarid lea-+uetu]?

7. I,l €r€ 1}rem a€rbls reci!€d in a rin elrn arns?

c .Aalatany greneralcomm ents arlal conchsbns vou w ish E, m ake. Ose Aie back ofdlese pages or
add addiEbnalpbces of Paped.

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