"Operational Culture for the Warfighter: Principles and Applications" is a comprehensive planning tool and reference. It addresses the critical need of the Marine Corps to provide operationally relevant cultural teaching, training, and analysis. This book links social science paradigms to the needs of Marines using an applied anthropology approach. The text explains how fundamental features of culture (environment, economy, social structure, political structure, and belief systems) can present challenges for military operations in different cultures around the globe. Drawing on the research and field experiences of Marines themselves, "Operational Culture for the Warfighter" uses case studies from past and present cross-cultural problems to illustrate the application of cultural principles to the broad expeditionary spectrum of today's and tomorrow's Marine Corps. This new and expanded second edition of "Operational Culture for the Warfighter" extends the concepts of the original edition to the Marine Corps Planning Process. New sections on transportation and communication, law and ethics, and culture and planning will assist both military planners and operators with the practical aspects of incorporating culture into military decision-making.
"Operational Culture for the Warfighter: Principles and Applications" is a comprehensive planning tool and reference. It addresses the critical need of the Marine Corps to provide operationally relevant cultural teaching, training, and analysis. This book links social science paradigms to the needs of Marines using an applied anthropology approach. The text explains how fundamental features of culture (environment,economy, social structure, political structure, and belief systems) can present challenges for military operations in different cultures around the globe. Drawing on the research and field experiences of Marines themselves, "Operational Culture for the Warfighter" uses case studies from past and present cross-cultural problems to illustrate the application of cultural principles to the broad expeditionary spectrum of today's and tomorrow's Marine Corps. This new and expanded second edition of "Operational Culture for the Warfighter" extends the concepts of the original edition to the Marine Corps Planning Process. New sections on transportation and communication, law and ethics, and culture and planning will assist both military planners and operators with the practical aspects of incorporating culture into military decision-making.
Operational Culture for the Warfighter: Principles and Applications is a comprehensive planning tool and reference. It addresses the critical need of the Marine Corps to provide operationally relevant cultural teaching, training, and analysis. This book links social science paradigms to the needs of Marines using an applied anthropology approach. The text explains how fundamental features of culture (environment, economy, social structure, political structure, and belief systems) can present challenges for military operations in different cultures around the globe. Drawing on the research and field experiences of Marines themselves, Operational Culture for the Warfighter uses case studies from past and present cross-cultural problems to illustrate the application of cultural principles to the broad expeditionary spectrum of today's and tomorrow's Marine Corps. This new and expanded second edition of Operational Culture for the Warfighter extends the concepts of the original edition to the Marine Corps Planning Process. New sections on transportation and communication, law and ethics, and culture and planning will assist both military planners and operators with the practical aspects of incorporating culture into military decision-making. This book is intended for use by Marine leaders at all levels of professional military education, planning, and operating.
"This textbook is designed to help Marines link concepts of culture to the realities of planning and executing military operations around the world." -- p. 2.
This, the 23rd issue of the Transactions on Computational Science journal, guest edited by Xiaoyang Mao and Lichan Hong, is devoted to the topic of security in virtual worlds. It contains extended versions of the best papers selected from those presented at the International Conference on Cyberworlds 2013, held at Keio University, Yokohama, Japan, October 21-23, 2013. The 11 papers in the volume have been organized into topical sections on modeling, rendering, motion, virtual environments and affective computing.
For decades, the Canadian Armed Forces has used the work of foreign scholars and writers in its professional military education to try to understand the human dimension of warfare: why and how people are motivated to fight, and how they behave once they do fight. Yet the specific Canadian context, experience, and perspective are often lost in favour of appeals to universal truths. The first major Canadian study of combat motivation in almost forty years, Why We Fight redresses this imbalance by presenting some of the best new work on the subject. Bringing together top military practitioners and scholars to discuss some of the most controversial issues of modern warfare, Why We Fight examines the face of battle as experienced by Canadians. It explores sexual violence in war, professionalism, organizations, leadership, shared intent, motivation in extremis, and the toxicity of the "warrior" culture. Its chapters offer key insights on combat motivation theories, the modern operating environment, and the collective and individual identities of the men and women who fight for Canada. Many worry that technology is leading us towards a post-human age, particularly in war. Why We Fight affirms the centrality of the human being in warfare in Canada's past, present, and future.
This paper examines the function that cross-cultural competence (3C) has for NATO in a military context while focusing on two member states and their armed forces: the United States and Germany. Three dimensions were established to analyze 3C internally and externally: dimension A, dealing with 3C within the military organization;dimension B, focusing on 3C in a coalition environment/multicultural NATO contingent, for example while on a mission/training exercise abroad;and dimension C, covering 3C and NATO missions abroad with regard to interaction with the local population. When developing the research design, the cultural studies-based theory of hegemony constructed by Antonio Gramsci was applied to a comprehensive document analysis of 3C coursework and regulations as well as official documents in order to establish a typification for cross-cultural competence. As the result, 3C could be categorized as Type I – Ethical 3C, Type II – Hegemonic 3C, and Type III – Dominant 3C. Attributes were assigned according to each type. To validate the established typification, qualitative surveys were conducted with NATO (ACT), the U.S. Armed Forces (USCENTCOM),and the German Armed Forces (BMVg). These interviews validated the typification and revealed a varied approach to 3C in the established dimensions. It became evident that dimensions A and B indicated a prevalence of Type III, which greatly impacts the work atmosphere and effectiveness for NATO (ACT). In contrast, dimension C revealed the use of postcolonial mechanisms by NATO forces, such as applying one’s value systems to other cultures and having the appearance of an occupying force when 3C is not applied (Type I-II). In general, the function of each 3C type in the various dimensions could be determined. In addition, a comparative study of the document analysis and the qualitative surveys resulted in a canon for culture-general skills. Regarding the determined lack of coherence in 3C correlating with a demonstrably negative impact on effectiveness and efficiency as well as interoperability, a NATO standard in the form of a standardization agreement (STANAG) was suggested based on the aforementioned findings, with a focus on: empathy, cross-cultural awareness, communication skills (including active listening), flexibility and adaptability, and interest. Moreover, tolerance of ambiguity and teachability, patience, observation skills, and perspective-taking could be considered significant. Suspending judgment and respect are also relevant skills here. At the same time, the document analysis also revealed a lack of coherency and consistency in 3C education and interorganizational alignment. In particular, the documents examined for the U.S. Forces indicated divergent approaches. Furthermore, the interview analysis disclosed a large discrepancy in part between doctrine and actual implementation with regard to the NATO Forces.
