This document presents the Phase II final report for a project assessing pre-deployment culture and survival language training across the US military services. Key findings from surveys and assessments conducted in Phase II include: (1) service members found learning about cultural norms and customs to be the most valuable part of culture training; (2) previously deployed personnel saw greater value in applying culture training in the field; and (3) higher-ranking individuals perceived more value in and importance of culture training than lower-ranking individuals. The report identifies best practices for training across the different services.
The document provides an overview of the transition and retirement of the Space Shuttle Program. It discusses developing a strategy based on benchmarking other large program retirements. A Strategic Capabilities Assessment was conducted to determine what capabilities need to be retained and when. Governance boards were established for oversight. Implementation involves functions like workforce retention, property disposition, and environmental management. The goal is to safely complete the mission manifest and support exploration goals while retiring unneeded capabilities.
The Army's FY 2014 budget request totals $129.7 billion, a decrease from FY 2013. It focuses on taking care of soldiers and their families, maintaining readiness, and modernizing the force while accepting some risk. The request supports an end strength of 520,000 active-duty soldiers, 354,200 Army National Guard soldiers, and 205,000 Army Reserve soldiers. Funding is prioritized for current operations, training, soldier and family programs, infrastructure sustainment and modernization programs for aviation, ground vehicles and the network.
The document discusses an agenda for a meeting at Golden Gate University to discuss the school's Phase 7 Master Planning and Programming for Objective 6, which focuses on the Lawyering Skills Program. The meeting will include a discussion of the strategy and scenarios for Objective 6, as well as a deep dive into the results of Survey 1. Administrative updates are also provided. The document outlines several guiding principles and scenarios for accommodating the needs of the Lawyering Skills Program through dedicated facilities, shared facilities throughout the university, or shared facilities within the law school. Benchmark data from other law schools is also presented.
To help clarify the uncertainty, IDGA’s Future Naval Plans and Requirements Summit focuses on the long-term requirements of the Navy and opportunities for immediate and future acquisition and participation in key programs.
Positioned shortly before the release of the Quadrennial Defense Review, the conference will provide a forum to analyze what the QDR means for the Navy’s long-term plan and what specific requirements will be for the fleet’s developing needs.
Dillon Parks has earned a Certificate of Achievement for completing the CRAS requirements and demonstrating proficiency in Pro Tools Tier 2 as of August 10, 2014. The certificate is numbered RMrJ7HEJ6k and certifies Dillon Parks' achievement.
Solving Remuneration Issues In IT Job Descriptions In Local GovernmentSFIA User Forum
This document discusses centralizing IT functions and standardizing job descriptions within a local government organization. It outlines issues with existing job descriptions being out of date or too specific. The document proposes developing new job descriptions using a standard format, accurately reflecting the work, and evaluating pay grades consistently. It describes mapping skills from a benchmarking scheme to the organization's competencies and using job evaluation to set appropriate salary levels.
Siva Srinivas is a Senior Technical Specialist at TPVision in Bangalore, India. He has over 9 years of experience developing Android and embedded software solutions. His skills include Java, C/C++, Android, REST APIs, DVB standards, and Agile methodologies. He has experience leading projects for digital TV applications and set-top boxes.
The document provides an overview of the transition and retirement of the Space Shuttle Program. It discusses developing a strategy based on benchmarking other large program retirements. A Strategic Capabilities Assessment was conducted to determine what capabilities need to be retained and when. Governance boards were established for oversight. Implementation involves functions like workforce retention, property disposition, and environmental management. The goal is to safely complete the mission manifest and support exploration goals while retiring unneeded capabilities.
The Army's FY 2014 budget request totals $129.7 billion, a decrease from FY 2013. It focuses on taking care of soldiers and their families, maintaining readiness, and modernizing the force while accepting some risk. The request supports an end strength of 520,000 active-duty soldiers, 354,200 Army National Guard soldiers, and 205,000 Army Reserve soldiers. Funding is prioritized for current operations, training, soldier and family programs, infrastructure sustainment and modernization programs for aviation, ground vehicles and the network.
The document discusses an agenda for a meeting at Golden Gate University to discuss the school's Phase 7 Master Planning and Programming for Objective 6, which focuses on the Lawyering Skills Program. The meeting will include a discussion of the strategy and scenarios for Objective 6, as well as a deep dive into the results of Survey 1. Administrative updates are also provided. The document outlines several guiding principles and scenarios for accommodating the needs of the Lawyering Skills Program through dedicated facilities, shared facilities throughout the university, or shared facilities within the law school. Benchmark data from other law schools is also presented.
To help clarify the uncertainty, IDGA’s Future Naval Plans and Requirements Summit focuses on the long-term requirements of the Navy and opportunities for immediate and future acquisition and participation in key programs.
Positioned shortly before the release of the Quadrennial Defense Review, the conference will provide a forum to analyze what the QDR means for the Navy’s long-term plan and what specific requirements will be for the fleet’s developing needs.
Dillon Parks has earned a Certificate of Achievement for completing the CRAS requirements and demonstrating proficiency in Pro Tools Tier 2 as of August 10, 2014. The certificate is numbered RMrJ7HEJ6k and certifies Dillon Parks' achievement.
Solving Remuneration Issues In IT Job Descriptions In Local GovernmentSFIA User Forum
This document discusses centralizing IT functions and standardizing job descriptions within a local government organization. It outlines issues with existing job descriptions being out of date or too specific. The document proposes developing new job descriptions using a standard format, accurately reflecting the work, and evaluating pay grades consistently. It describes mapping skills from a benchmarking scheme to the organization's competencies and using job evaluation to set appropriate salary levels.
Siva Srinivas is a Senior Technical Specialist at TPVision in Bangalore, India. He has over 9 years of experience developing Android and embedded software solutions. His skills include Java, C/C++, Android, REST APIs, DVB standards, and Agile methodologies. He has experience leading projects for digital TV applications and set-top boxes.
Dokumen tersebut membahas daftar perguruan tinggi kedinasan di Indonesia di bawah berbagai kementerian dan lembaga pemerintah non-kementerian serta Kepolisian Negara Republik Indonesia beserta lokasi masing-masing.
The document outlines 5 essential survival skills: maintaining a positive mental attitude, finding and purifying water, rationing and foraging for food, building shelters, and starting fires. For each skill, it provides 2-4 tips, such as focusing on achievable goals to maintain positivity, boiling or filtering water to make it safe to drink, harvesting edible plants and animals native to the local environment, using available materials like insulation to build basic shelters, and understanding the components of fire for warmth and cooking. The overall message is that these skills can help one persevere in a survival situation.
Survival skills are techniques used to obtain basic necessities like water, food, and shelter during dangerous situations such as natural disasters. They include abilities that early humans used for thousands of years, and are also required for outdoor activities. There are two types of disasters - man-made like terrorist attacks, and natural ones including floods, earthquakes, tsunamis and volcanic eruptions. Knowing the type of disaster helps determine which survival skills to use first.
Dokumen tersebut merangkum tentang pasukan-pasukan elite militer Angkatan Laut Indonesia seperti Kopaska, Marinir, Yontaifib, dan Denjaka. Dokumen tersebut menjelaskan latihan berat yang dijalani untuk membentuk mental dan fisik yang kuat, serta keinginan untuk bergabung dengan pasukan-pasukan elite tersebut.
Strategi yang dilakukan Indonesia dalam menghadapi berbagai ancaman militer dan non-militer meliputi tiga bidang, yaitu:
1. Bidang ideologi dan politik dengan mengembangkan demokrasi, masyarakat sipil, dan reformasi lembaga politik
2. Bidang ekonomi dengan mengembangkan sistem ekonomi kerakyatan dan pertanian sebagai prioritas
3. Bidang sosial budaya dengan memelihara keseimbangan fundamental menggunakan ajaran Tri Hita Kar
This document provides a summary of the 4th annual LIN conference and announcements from the event. It was well attended and received positive feedback. Key announcements included the formal validation of the LIN Postgraduate Diploma in Learning, Teaching and Assessment and an award presented to the LIN Coordination Group Chair. It also provides details on accredited professional development modules running through LIN and initiatives taking online learning and peer assisted learning at the Institutes of Technology.
The Learning Innovation Network (LIN) newsletter provides updates on LIN activities. It summarizes that LIN piloted an adapted version of the DIT Postgraduate Certificate in third level learning and teaching using blended delivery, which was positively evaluated. LIN also plans to develop short accredited modules on topics like assessment and technology enhanced learning. The newsletter outlines other LIN initiatives including a sectoral survey that found strong interest in academic professional development and a portal for teaching resources.
Mapping the use of e-portfolios in recognising skills and attaining professio...ePortfolios Australia
This document discusses the use of ePortfolios for skills recognition and professional accreditation. It examines their application in workplace contexts, including for recognition of prior learning (RPL) and recording experience to apply for professional recognition. The author conducted an exploratory study of the literature on ePortfolios used for RPL and attaining professional standards. Different types of portfolios are identified, including dossiers for selection and training portfolios for curriculum. The growing use of ePortfolios for applications outside of education is noted.
The document summarizes an English immersion program for higher education. It outlines the Ameritas model which provides integrated academic and student services through various program strands such as assessment, curriculum, instruction, staff development, and community involvement. It describes the program structure including language scaffolding and skill scaffolding over multiple courses. Contextualized teaching and learning methods are also summarized, such as the use of ePortfolios and career-focused assignments. Finally, it discusses how the program maps course and language learning outcomes to the Lumina Degree Qualification Profile.
The document discusses foreign language management and oversight within the Department of Defense Intelligence community. It outlines the organizational structure with different offices, advisory groups, and expert groups involved. It then discusses several initiatives and goals around improving foreign language capabilities, including developing strategic plans, addressing reporting requirements, exploring career paths for language specialists, and initiatives with language testing and training programs.
Npn 2011 building community capacity through ttambfn(2)progroup
The document discusses building community capacity through targeted technical assistance. It provides an overview of the Community Initiative Task Force (CITF) framework used in Georgia to provide technical assistance to communities implementing the Strategic Prevention Framework. The CITF employs coaches to provide training, technical assistance, guidance documents, and information sharing to help communities learn, understand, and adopt the SPF process. Challenges communities face in each step of the SPF process are identified along with the tools and technical assistance approaches used by CITF coaches to help communities address those challenges.
Punjab-Skill Training for Employment PotentialPunjab Infotech
The document outlines Punjab-Skill Training for Employment Potential (P-STEP), an initiative in Punjab, India to increase employability of students. P-STEP is a 100-hour co-curricular program conducted during college hours focusing on soft skills, communication skills, and IT skills. Three training partners were selected through a bidding process to deliver the training. The program will be rolled out in two phases targeting 26 colleges initially and then the remaining 29 colleges as infrastructure is developed. Progress will be monitored regularly through various levels of oversight.
This document provides a summary of George Lansford's professional experience, qualifications, and objective. He has over 20 years of experience in military intelligence, including serving in operations like Desert Storm. His experience includes intelligence analysis, training development and facilitation, and personnel and project management. Currently he is a Senior Technical Training Specialist where he facilitates training on the Distributed Common Ground System-Army to military units.
The document discusses the K to 12 curriculum in the Philippines and its alignment with the Philippine Qualifications Framework (PQF) and ASEAN Qualifications Reference Framework (AQRF). It outlines the learning outcomes, standards, competencies, and skills developed at different stages (G3, G6, G10, G12). It also describes the PQF and AQRF frameworks, their levels and domains, scope, benefits, and relationship to support recognition of qualifications across countries.
This document provides a course outline for a class titled "Technology in Language Learning". The 3-credit course will be taught in the English Education program at the State University of Semarang. It aims to help students understand concepts of ICT/technology in language learning and develop materials using ICT. The course consists of units covering topics like CALL, e-learning, developing CALL programs, and applying ICT in teaching. Assessment will be based on participation, quizzes, microteaching, and a final project developing ICT-based language learning materials. The instructor is Hartoyo and the textbook is his 2012 publication on ICT in language learning.
The document summarizes several topics related to force development for the Air Force, including:
1) It discusses competency modeling and the process of identifying the competencies needed for different jobs.
2) It provides information on tuition assistance now being available for acquisition civilians and the eligibility requirements.
3) It highlights the concept of a "learning organization" and ways to share information and learning opportunities within an organization.
The document provides information on recent developments at the Institute of Technology Tallaght Dublin (ITT Dublin) which is celebrating its 20th anniversary. It discusses the expansion of ITT Dublin over the past 20 years and its leadership in research. It also summarizes the establishment of the Centre for Learning and Teaching (CeLT) and some of the supports it provides students and staff, including learning and teaching modules. Finally, it outlines some learning and teaching projects and initiatives underway at ITT Dublin, including the introduction of a Learning to Learn module for first year students and the development of reusable online teaching resources.
The document outlines a modernized approach to settlement services in Canada. Key points include:
- The approach aims to support newcomers' language training, understanding of life in Canada, employment assistance, and social connections.
- Newcomers will undergo needs assessments to determine required services. Planning will involve stakeholders and focus on outcomes.
- Services will be delivered through a single program with a suite of activities rather than separate programs. Activities include needs assessment, language training, employment assistance, and community connections to help newcomers orient to Canada, develop skills, access the labor market, and integrate socially. Performance will be monitored to ensure outcomes are achieved.
This document summarizes an accomplishment report from the Schools Division of Tabuk City that details a proposed in-service training (INSET) on radio broadcasting instruction (RBI). The 5-day training will be held from July 27-31, 2020 at the Las Vegas Hotel and will equip 35 teachers and school staff with the skills needed to produce RBI lessons, including script writing, teaching via radio, and recording audio lessons. The objectives are to prepare participants to write scripts for aired lessons, teach using radio, record RBI lessons, and produce content for broadcasting. The training will include presentations, scriptwriting workshops, demonstrations of teaching on radio, and voice recordings. Upon completion, participants will have produced scripts and recorded lessons
Dokumen tersebut membahas daftar perguruan tinggi kedinasan di Indonesia di bawah berbagai kementerian dan lembaga pemerintah non-kementerian serta Kepolisian Negara Republik Indonesia beserta lokasi masing-masing.
The document outlines 5 essential survival skills: maintaining a positive mental attitude, finding and purifying water, rationing and foraging for food, building shelters, and starting fires. For each skill, it provides 2-4 tips, such as focusing on achievable goals to maintain positivity, boiling or filtering water to make it safe to drink, harvesting edible plants and animals native to the local environment, using available materials like insulation to build basic shelters, and understanding the components of fire for warmth and cooking. The overall message is that these skills can help one persevere in a survival situation.
Survival skills are techniques used to obtain basic necessities like water, food, and shelter during dangerous situations such as natural disasters. They include abilities that early humans used for thousands of years, and are also required for outdoor activities. There are two types of disasters - man-made like terrorist attacks, and natural ones including floods, earthquakes, tsunamis and volcanic eruptions. Knowing the type of disaster helps determine which survival skills to use first.
Dokumen tersebut merangkum tentang pasukan-pasukan elite militer Angkatan Laut Indonesia seperti Kopaska, Marinir, Yontaifib, dan Denjaka. Dokumen tersebut menjelaskan latihan berat yang dijalani untuk membentuk mental dan fisik yang kuat, serta keinginan untuk bergabung dengan pasukan-pasukan elite tersebut.
Strategi yang dilakukan Indonesia dalam menghadapi berbagai ancaman militer dan non-militer meliputi tiga bidang, yaitu:
1. Bidang ideologi dan politik dengan mengembangkan demokrasi, masyarakat sipil, dan reformasi lembaga politik
2. Bidang ekonomi dengan mengembangkan sistem ekonomi kerakyatan dan pertanian sebagai prioritas
3. Bidang sosial budaya dengan memelihara keseimbangan fundamental menggunakan ajaran Tri Hita Kar
This document provides a summary of the 4th annual LIN conference and announcements from the event. It was well attended and received positive feedback. Key announcements included the formal validation of the LIN Postgraduate Diploma in Learning, Teaching and Assessment and an award presented to the LIN Coordination Group Chair. It also provides details on accredited professional development modules running through LIN and initiatives taking online learning and peer assisted learning at the Institutes of Technology.
The Learning Innovation Network (LIN) newsletter provides updates on LIN activities. It summarizes that LIN piloted an adapted version of the DIT Postgraduate Certificate in third level learning and teaching using blended delivery, which was positively evaluated. LIN also plans to develop short accredited modules on topics like assessment and technology enhanced learning. The newsletter outlines other LIN initiatives including a sectoral survey that found strong interest in academic professional development and a portal for teaching resources.
Mapping the use of e-portfolios in recognising skills and attaining professio...ePortfolios Australia
This document discusses the use of ePortfolios for skills recognition and professional accreditation. It examines their application in workplace contexts, including for recognition of prior learning (RPL) and recording experience to apply for professional recognition. The author conducted an exploratory study of the literature on ePortfolios used for RPL and attaining professional standards. Different types of portfolios are identified, including dossiers for selection and training portfolios for curriculum. The growing use of ePortfolios for applications outside of education is noted.
The document summarizes an English immersion program for higher education. It outlines the Ameritas model which provides integrated academic and student services through various program strands such as assessment, curriculum, instruction, staff development, and community involvement. It describes the program structure including language scaffolding and skill scaffolding over multiple courses. Contextualized teaching and learning methods are also summarized, such as the use of ePortfolios and career-focused assignments. Finally, it discusses how the program maps course and language learning outcomes to the Lumina Degree Qualification Profile.
The document discusses foreign language management and oversight within the Department of Defense Intelligence community. It outlines the organizational structure with different offices, advisory groups, and expert groups involved. It then discusses several initiatives and goals around improving foreign language capabilities, including developing strategic plans, addressing reporting requirements, exploring career paths for language specialists, and initiatives with language testing and training programs.
Npn 2011 building community capacity through ttambfn(2)progroup
The document discusses building community capacity through targeted technical assistance. It provides an overview of the Community Initiative Task Force (CITF) framework used in Georgia to provide technical assistance to communities implementing the Strategic Prevention Framework. The CITF employs coaches to provide training, technical assistance, guidance documents, and information sharing to help communities learn, understand, and adopt the SPF process. Challenges communities face in each step of the SPF process are identified along with the tools and technical assistance approaches used by CITF coaches to help communities address those challenges.
Punjab-Skill Training for Employment PotentialPunjab Infotech
The document outlines Punjab-Skill Training for Employment Potential (P-STEP), an initiative in Punjab, India to increase employability of students. P-STEP is a 100-hour co-curricular program conducted during college hours focusing on soft skills, communication skills, and IT skills. Three training partners were selected through a bidding process to deliver the training. The program will be rolled out in two phases targeting 26 colleges initially and then the remaining 29 colleges as infrastructure is developed. Progress will be monitored regularly through various levels of oversight.
This document provides a summary of George Lansford's professional experience, qualifications, and objective. He has over 20 years of experience in military intelligence, including serving in operations like Desert Storm. His experience includes intelligence analysis, training development and facilitation, and personnel and project management. Currently he is a Senior Technical Training Specialist where he facilitates training on the Distributed Common Ground System-Army to military units.
The document discusses the K to 12 curriculum in the Philippines and its alignment with the Philippine Qualifications Framework (PQF) and ASEAN Qualifications Reference Framework (AQRF). It outlines the learning outcomes, standards, competencies, and skills developed at different stages (G3, G6, G10, G12). It also describes the PQF and AQRF frameworks, their levels and domains, scope, benefits, and relationship to support recognition of qualifications across countries.
This document provides a course outline for a class titled "Technology in Language Learning". The 3-credit course will be taught in the English Education program at the State University of Semarang. It aims to help students understand concepts of ICT/technology in language learning and develop materials using ICT. The course consists of units covering topics like CALL, e-learning, developing CALL programs, and applying ICT in teaching. Assessment will be based on participation, quizzes, microteaching, and a final project developing ICT-based language learning materials. The instructor is Hartoyo and the textbook is his 2012 publication on ICT in language learning.
The document summarizes several topics related to force development for the Air Force, including:
1) It discusses competency modeling and the process of identifying the competencies needed for different jobs.
2) It provides information on tuition assistance now being available for acquisition civilians and the eligibility requirements.
3) It highlights the concept of a "learning organization" and ways to share information and learning opportunities within an organization.
The document provides information on recent developments at the Institute of Technology Tallaght Dublin (ITT Dublin) which is celebrating its 20th anniversary. It discusses the expansion of ITT Dublin over the past 20 years and its leadership in research. It also summarizes the establishment of the Centre for Learning and Teaching (CeLT) and some of the supports it provides students and staff, including learning and teaching modules. Finally, it outlines some learning and teaching projects and initiatives underway at ITT Dublin, including the introduction of a Learning to Learn module for first year students and the development of reusable online teaching resources.
The document outlines a modernized approach to settlement services in Canada. Key points include:
- The approach aims to support newcomers' language training, understanding of life in Canada, employment assistance, and social connections.
- Newcomers will undergo needs assessments to determine required services. Planning will involve stakeholders and focus on outcomes.
- Services will be delivered through a single program with a suite of activities rather than separate programs. Activities include needs assessment, language training, employment assistance, and community connections to help newcomers orient to Canada, develop skills, access the labor market, and integrate socially. Performance will be monitored to ensure outcomes are achieved.
This document summarizes an accomplishment report from the Schools Division of Tabuk City that details a proposed in-service training (INSET) on radio broadcasting instruction (RBI). The 5-day training will be held from July 27-31, 2020 at the Las Vegas Hotel and will equip 35 teachers and school staff with the skills needed to produce RBI lessons, including script writing, teaching via radio, and recording audio lessons. The objectives are to prepare participants to write scripts for aired lessons, teach using radio, record RBI lessons, and produce content for broadcasting. The training will include presentations, scriptwriting workshops, demonstrations of teaching on radio, and voice recordings. Upon completion, participants will have produced scripts and recorded lessons
This document outlines a professional development program called Voices in History (VIH) that aims to improve student achievement in English Language Arts. It will do so by training teachers to effectively integrate technology into their social studies instruction. Over three years, participating teachers from 28 schools will develop strategies to address the needs of struggling English Language Learners. They will receive training to create lessons that develop writing, critical thinking, and align with standards while using technology as an instructional tool. Students will conduct research and incorporate writing into multimedia presentations using various technologies.
The document discusses e-portfolios in the context of the Australian vocational education and training (VET) system. It outlines how e-portfolios can support learner pathways by enabling individuals to manage their lifelong learning records. It also describes current activities to establish e-portfolio standards nationally and how e-portfolios are being used to support workplace learning, recognition of prior learning, and continuous professional development.
The document discusses several key principles of outcome-based education and effective teaching. It outlines that courses should be developed based on Bloom's Taxonomy with outcome-based objectives and appropriate assessment methods. It also discusses the need to design evaluation methods that reinforce teaching and learning. The document advocates for a shift towards learner-centric teaching given the increasing availability of online resources and larger class sizes.
This document summarizes a project meeting for the "Every Trainee Matters" pilot training program. The meeting took place in Athens on April 26-27, 2012 and evaluated the training process. Key topics discussed included the target group analysis, learning objectives, training models used, roles in the training process, training activities, and trainee evaluations of the training process. The training program aimed to help adult learners acquire knowledge on vocational education, training, and e-team management through various training methods and activities.
Similar to Phase+ii+final+research+report+15+march+2011 (20)
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11. Phase II Final Report
Contract #: N00178-05-D-4527
CHAPTER 1. INTRODUCTION
Background
The nature of today‘s conflicts has placed individual Warfighters in the crucible, where they
must use their knowledge of regional culture as well as communication skills to accomplish
tactical missions with potentially broad strategic implications. Current theaters of operation
position Warfighters into contexts where they must interact with other cultures. As such, there is
an increasing demand on developing new skill sets that include learning about new cultures,
cultural awareness, cross-cultural negotiations, perspective-taking, advising, and collaborating
with multi-national groups. Today‘s current counterinsurgency operations require tactical
leaders and their units to demonstrate proficiency across cultural boundaries.
As far back as 1943, the Department of Defense (DoD) was concerned with preparing our forces
to interact effectively with other cultures, as illustrated in a ―Naval Pocket Guide to Iraq‖ (U.S.
Army Service Forces & Special Service Division, 1943). Interestingly, while requirements and
delivery format have drastically changed, the content of culture knowledge delivered to Sailors
was quite similar to what is being covered 70 years later. Now, more than ever, pre-deployment
culture and survival language training are required across ranks and Services.
Despite this critical requirement, lessons learned indicate that military personnel have a limited
understanding of how culture influences the planning and execution of operations at every level.
Operational experiences across various regions of the globe (e.g., Somalia, the Balkans,
Afghanistan, and Iraq) have highlighted the ongoing, critical gaps in our capability to influence
and operate effectively within different cultures for extended periods of time. Inadequate
survival language capability across the Services also limits the effectiveness of both units and
individuals. Although each of the individual Services has responded to this critical operational
need by preparing members through a variety of training initiatives, taken as a whole, a gap in
pre-deployment training persists (U.S. Department of the Army, December, 2009).
Project Approach
To address the extent and effectiveness of pre-deployment culture and survival language training
across the Services, a two-phase approach was undertaken. The research team identified and
collected information on the policies, programs, and processes that ensure cultural readiness
across the Services.
The research team considered the following questions as a way to guide their efforts in
developing a complete picture of the training baseline, and to inform each step in the analysis
process:
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What skills or knowledge are being trained?
Who is the training audience? (e.g., unit members, staff, leaders)
Where is training being conducted? (e.g., training centers, home stations, online)
How is training being conducted? (e.g., classroom lectures, field exercises, lanes,
simulations, self-learning)
When is training being conducted?
Are service members satisfied with training?
Does the training work?
Site Visits
Fifteen site visits were conducted across the entire project to facilitate data collection. Table 1
lists both Phase I and Phase II site visits and notes the types of data gathered during each.
Table 1. Visits and Data Gathered by Service.
Site Location/Date Accomplishments
JFCOM Norfolk, VA Established contacts and support for project.
(Joint Forces) September 1, 2009
Ft. Benning GA Gathered and analyzed documents.
(Army) Jan 12-13, 2010 Conducted interviews.
CACOM , Civil Affairs Pensacola, FL Administered survey (note that this trip was for another
Command, supporting March, 2010 project, but we were able to gather some data)
USSOUTHCOM
Ft. Lewis WA Observed training, gathered and analyzed documents,
(Army) March 1-2, 2010 and conducted interviews.
Naval Expeditionary Little Creek, VA Conducted interviews.
Culture Center April 15-16,2010 Gathered and analyzed documents.
(Navy) Observed training.
Air Force Culture and Maxwell AFB, AL Gathered and analyzed documents.
Language Center May 1,2010 Gathered information and obtained access to training at
(Air Force) Fort McGuire.
Blackwater Training Center Moyock, NC Observed training. Gathered and analyzed documents.
Training Team East Portsmouth, VA Conducted interviews.
Training Center May 3-6, 2010
(Coast Guard)
Defense Language Institute Monterey, CA Gathered culture and language materials for both Iraq
(Army) July 19, 2010 and Afghanistan. Conducted interviews Defense
Language Institute (DLI) administration (Dr. Donald
Fisher and Steve Collins).
McGuire Air Force Base Ft. Dix, NJ Observed training. Gathered course materials and
(Air Force) July 26-28, 2010 documents. Conducted interviews with project
manager, students, and instructors.
Naval Air Warfare Center Orlando, FL Attended Cross-Cultural Communications Course.
Training Systems Division August 9–12, 2010 Interviewed the main speaker, and collected materials.
(Navy, civilian)
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Site Location/Date Accomplishments
Center for Advanced Quantico, VA Gathered information regarding the role CAOCL plays
Operational Culture 14 September, 2010 in preparing and delivering pre-deployment culture and
Learning (CAOCL) survival language training. Gathered culture/language
materials. Obtained guidance on which locations
would be best suited to observe training and collect
data.
Cherry Point Cherry Point, NC Observed Key Leader Engagement training which
(Marines) November 14-16, 2010 covered some Pashto Language Training. Gathered
and analyzed course materials. Conducted interviews
with students and instructors. Collected survey data.
Fort Carson Colorado Springs, CO Observed Campaign Continuity Language Training
(Army) November 17-19, 2010 Detachment with focus on Tactical Dari. Gathered
course materials which included textbooks and
supplemental course materials. Conducted interviews
with site director, instructors, and students.
Fort Belvoir Fort Belvoir, VA Observed Cultural Awareness Training- Criminal
(Joint Forces) December 7-9, 2010 Investigation Task Force (CITF) and collected survey
data from students. Conducted interviews with
instructors and students.
Camp Lejeune Camp Lejeune, NC Observed CAOCL Tactical Afghan Culture Course.
(Marines) December 15-16 Gathered and analyzed documents. Conducted
interviews with students
Surveys
The research team developed self-report assessment tools by applying Kirkpatrick's Training
Evaluation Model. Kirkpatrick‘s theory (1959, 1975, 1994) is arguably the most widely used
model for the evaluation of training and learning and is considered an industry standard across
the Human Resources and training communities. Table 2 illustrates the four levels of the
Kirkpatrick model, showing the types of data that are gathered at each level.
Table 2. The Four Levels of Kirkpatrick's Evaluation Model.
Evaluation Evaluation description Examples of evaluation tools Relevance and
Level Type and characteristics and methods practicability
1 Reaction Reaction evaluation is ―Happy sheets‖, feedback Quick and very easy to
how the delegates felt forms. Verbal reaction, post- obtain. Not expensive to
about the training or training surveys or gather or to analyze.
learning experience. questionnaires.
2 Learning Learning evaluation is Typically assessments or tests Relatively simple to set up;
the measurement of the before and after the training. clear-cut for quantifiable
increase in knowledge - Interview or observation can skills. Less easy for complex
before and after. also be used. learning.
3 Behavior Behavior evaluation is Observation and interview Measurement of behavior
the extent of applied over time are required to change typically requires
learning back on the job assess change, relevance of cooperation and skill of line-
- implementation. change, and sustainability of managers.
change.
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4 Results Results evaluation is Measures are already in place Individually not difficult;
the effect on the via normal management unlike whole organization.
business or systems and reporting - the Process must attribute clear
environment by the challenge is to relate to the accountabilities.
trainee. trainee
Phase I Approach
At each site visit, the research team: (1) collected information on training requirements; (2)
observed pre-deployment culture and survival language training events; and (3) interviewed
trainers, leaders, and trainees. This approach supported the development of a baseline of the
current pre-deployment culture and survival language training practices and also identified the
best practices for future culture training efforts.
Trainee reaction data were collected via surveys, with the items written to assess Level 1 of
Kirkpatrick's Training Evaluation Model, as outlined above. The Kirkpatrick Level 1 assessment
(―K1‖) items were classified for Phase I research into reactions involving the suitability,
relevance, and transfer of culture and survival language training received.
Suitability refers to how the culture knowledge or survival language training addresses
the learner‘s goals or training requirements.
Relevance is the degree to which knowledge or survival language training addresses an
operation or mission requirement.
Transfer is the degree to which the learner believes that the culture knowledge or survival
language training will be useful for accomplishing a mission or task.
Several important trends were discovered in Phase I. In general, across the Services and grades,
trainees were supportive of the pre-deployment culture and survival language training being
provided. Additionally, while students were receptive to the survival language instruction
portion of the training, all groups believed that additional time should be devoted to language
instruction. The research team also found that those who rated their organizations more highly in
teamwork, leadership, and benefits rated the pre-deployment training more highly as well.
Although these and other important trends were discovered during Phase I of this project,
preliminary findings could not yet be generalized across the Services to support policy-making
or proposed improvements. The relatively low number of site visits, when compared with all of
the institutions, home stations, Mobile Training Teams (MTT), and similar venues that offer pre-
deployment culture and language training, precluded such generalization. Additional
assessments were needed in order to formulate conclusions as to the nature and effectiveness of
training on readiness and performance.
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Phase II Approach
The purpose of Phase II was to extend and support the Phase I baseline data regarding the state
of pre-deployment culture and survival language training across the Services. Specifically,
Phase II goals were twofold: (1) to extend research conducted in Phase I through continued site
visits and K1 survey distribution; and (2) to conduct a (―K2‖) Kirkpatrick Level 2 assessment
(i.e., learning evaluation) for a single training provider and program of instruction, in a selected
Service branch. This would allow our research team to evaluate any resulting increase in
knowledge or capability as a direct result of the training. Therefore, Phase II research would
allow for a systematic, objective assessment of what is being trained, identify best practices and
investment strategies for culture knowledge and survival language pre-deployment training, and
offer recommendations for future pre-deployment training.
Moreover, Phase II research offers advantages beyond K2 assessment; it also adheres to the
latest DoD training initiatives (Office of the Under Secretary of Defense Personnel and
Readiness, 2010). This Next Generation of Training report provides strategic guidance on how
to adapt training and education strategy based upon lessons learned. Additionally, the objective
of this project is aligned with the goals of the Capstone Concept for Joint Operations (Mullen,
2009), wherein culture and language are major training areas upon which to focus. Section 4.10
(4.10.1-4.10.4) addresses the need to ―markedly increase language, regional and cultural
capabilities and capacities,‖ specifically to:
Develop an education and training capability that contributes to a culturally aware and
linguistically adept total force
Leverage technologies to develop linguistic and cultural training capabilities
Train foundational cultural skills (including empathy, cross-culture negotiations, self-
reliance, securing basic needs in a foreign environment, adaptability, listening, and
building trust)
Train personnel how to use interpreters effectively, develop course curriculum on
reading culture-specific body language to judge effectiveness of statements,
understanding and proper translation
Training Requirements
Across the Department, there is increased priority placed on the acquisition of culture knowledge
and language proficiency to meet the challenges of operating in complex, adaptive environments
like those that comprise Irregular Warfare. Each Service has put in place guidance needed by
leaders and trainers to improve Warfighters‘ ability to interact effectively with other cultures.
The solutions include pre-deployment training activities as well as changes to the professional
development models.
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Department of Defense.
We relied on two primary sources to frame our understanding the requirements for cultural
competence: 1) Quadrennial Defense Review (QDR) Report, February 2010 and the Strategic
Plan for the Next Generation of Training for the DoD (Office of the Under Secretary of Defense
Personnel and Readiness, 2010).
We initiated our research by examining the need for culture and language proficiency. While
few of the trainers we interviewed discussed the QDR (U.S. Department of Defense, 2010,
February) or were aware of the Strategic Plan, we believe they are an important foundation for
shaping Service actions and priorities for training regional culture and language capabilities. The
QDR sets the conditions for change. The QDR describes the complex operating environment
and points its readers to the profound demographic and social changes that are the result of
globalization. The QDR seeks to re-balance objectives for counterinsurgency (COIN), stability
operations and counter-terrorism as well as building security capacity of partnership states. We
found that the perceived shortfall in regional culture and language competencies is represented as
an operational risk. These competencies are key enablers which contribute to near-term goals of
providing security and stability within regions. The operational need includes the ability to work
with indigenous populations, where our Forces would develop the relationships and trust
necessary for influencing popular support across the lines of operations. Further, we found that
the QDR has proposed that we shift the focus for improving the Force from investments in
technology to the development across the human dimension. The QDR places a premium on
regional knowledge and language proficiency (QDR, p. 29). It also proposes career development
and continuous learning that includes a specialization in a regional culture.
Later in 2010 and in response the QDR 2010, the DoD issued its strategy for Transformational
Training (TT) terming it a directive. As part of its transformation strategy, the Department
established several training focus areas which would contribute to readiness and the ability to
respond effectively to the complex, adaptive environment that was described in the QDR. The
strategy identified the need to improve knowledge and capability for waging Irregular Warfare as
well as full spectrum operations. To accomplish these improvements, the Services were to
markedly increase language, regional and cultural capabilities, train to use interpreters and
institute mechanisms to prepare General Purpose Forces (GPF) quickly for new missions sets.
Implicit in the TT Strategy is an understanding that the application of regional culture knowledge
and language proficiency are force multipliers that can be applied at the tactical through the
strategic levels of war to prevent, deter or win conflicts. And, while there is clearly a link to the
current operational environments, the need will persist and apply to other regions as we become
engaged in security, stability and counter-terrorism operations around the globe.
We believe that Department guidance for regional culture and language training has been
communicated to the Services in both the QDR 2010 and the TT strategy.
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Service Guidance and Directives
We assembled the Service Guidance during the site visits or afterwards from the Service
proponents. Our intent was to understand whether and how the Department‘s regional culture
and language training were being implemented during pre-deployment training across the
Services. When we researched the Joint- and individual Service‘s Universal Task Lists (UTLs),
we found culture general performance requirements had been identified and were included.
Presence in the UTL means that these tasks would be trained as part of exercises that are used to
demonstrate unit readiness. In this section, we will summarize Service Training Requirements.
U.S. Marine Corps (USMC). We reviewed several documents provided by the Director, USMC
Center for Advanced Operational Culture and Language (CAOCL). These include the Marine
Corps Vision and Strategy-2025 and Commandant Marine Corps message dtg 161827ZFeb2010,
Culture and Language Pre-deployment Training Requirement (U.S. Department of Navy, n.d.).
These documents provide the overarching structure for the training and were issued to leaders
and trainers for implementation. In addition, we have considered the Marine Corps Order 3502.6
dated 29 Apr 2010, Marine Corps Force Generation Process (U.S. Department of the Navy,
2010, April). This document describes in detail the sequence and structure of pre-deployment
training.
The imperatives for regional culture and language training are provided to the Corps along with
the Commandant‘s vision that all Marines will receive this training as a means of enabling their
performance in uncertain, complex environments. The minimum operational requirements for
regional culture and language are outlined for expeditionary force operations to any theater and
region. These requirements will be supported by Training and Readiness (T&R) manuals,
MTTs, Computer-Based Instruction and Job Aids, all of which we observed.
The CAOCL and the USMC Training and Education Command (TECOM) have embraced this
guidance and have provided training resources to support pre-deployment training objectives as
well as individual, self-directed learning. The requirement is for every Marine to understand
(and apply) regional proficiency and knowledge of physical environment, economy, social
structure, political structure, belief systems and history. Further, the elements of culture will be
assessed during the planning process to ensure that aspects of operational culture are considered
in planning and operations. For language proficiency, all Marines will have language training
with specific individuals capable of communicating about force protection, survival and rapport
building phrases. Leaders require more refined speaking and listening skills for interactions with
key leaders.
We believe from our interviews and the documentation we collected that the USMC has
provided its leaders and trainers with ample guidance for preparing pre-deployment regional
culture knowledge and language training.
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U.S. Army (USA). In a similar manner, the Army has developed and issued its strategy for
continuous development of regional culture and language skill development, though it pre-dates
the Department‘s guidance. The foundations of the Army‘s guidance are its ARFORGEN (Army
Force Generation) process and FM 3-24 Counterinsurgency Operations. These documents
provide a framework for preparing individuals and units for deployment. They describe the
tenets of security and stability operations and significant contributions of cultural and language
proficiency to accomplishing mission tasks. For the Army pre-deployment training we will
describe requirements for the Active and Reserve Components.
The Army‘s Force Generation process is managed by U.S. Forces Command (FORSCOM).
Forces are scheduled for deployment through a phased-process that moves units through Reset,
Ready and Available stages. Pre-deployment training typically takes place during the Ready
stage at home station, or at a training center. U.S. FORSCOM uses the Army Guidance as well
as the requirements specified by the Combatant Commander (COCOM) to prepare and certify
the units for deployment.
We reviewed the current FORSCOM Pre-Deployment Training Guidance (U.S. Army Forces
Command, 2010, December) in Support of COCOMs, 012142ZDec2010 to learn what guided
the Army‘s pre-deployment training including culture and language. The FORSCOM guidance
requires, ―… all required training listed in the message and the unit‘s collective mission essential
task list as well as theater-specific identified tasks and information provided through leaders
recon…‖ be included in training plans.‖ The directive applies to Active and Reserve
Components.
According to the FORSCOM Guidance, each Soldier is required to complete a computer-based
instructional module that provides an awareness of ―fundamental values, beliefs, behaviors and
norms of that culture and differences with U.S. culture.‖ This abbreviated equivalent to the
―HeadStart‖ program is accessible through the Defense Language Institute Foreign language
Center (DLIFLC) website. There are also, language modules for common courtesy expressions,
commands, questions, military terms and expressions of time. These are the minimum
requirements. Standards for this training were provided by the Chief of Staff in a 19 April 2010
message. Also available on-line through DLIFLC is a requirement for a Rapport Building
module for Soldiers and Army Civilians who deploy. Finally, there is a requirement for one
leader per platoon to receive advanced language training, a 16-week language training through
language training centers (Carson, Drum, and Campbell; to be established Bragg, and Lewis).
The Army also provides links to other language resources available through DoD and Program
Executive Office for Simulation, Training and Instrumentation (PEO-STRI).
We also reviewed U.S. Army National Guard (ARNG) Training Guidance for Training Years
10/11/12 (Appendix 4- Mandatory Training, Annex T- Operations), the guidance for pre-
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deployment culture and language training. We found the guidance to be consistent with the
FORSCOM Guidance described above. However, there was a greater emphasis on individual,
on-line learning resources. For ARNG language training, the minimum language requirement is
to use DLIFLC language compact disc (CDs). Units could also coordinate for MTT, training
aids or language Smart Cards. Finally, ARNG Soldiers were also able to access foreign
language coursed in Rosetta Stone language courses.
We believe from our interviews and the information we collected that the USA has provided its
leaders and trainers with ample guidance for preparing pre-deployment regional culture
knowledge and language training. Although we did not a visit an ARNG Mobilization Site or
Armory, the Reserve Component units are also implementing the FORSCOM and theater-
specific guidance. A good deal more of the ARNG training leverages on-line resources, which
might produce challenges in evaluating training outcomes.
U.S. Air Force (USAF). The overarching strategy for USAF culture and language training is
described in the Air Force Expeditionary Operations Strategy. The Strategy provides a
framework to organize, train, and equip Airmen prepared to rapidly deploy and effectively
engage anywhere in the world. This Culture, Religion, and Language (CRL) Flight Plan
provides authoritative guidance for the development of plans and programs to build cross-
cultural capability in support of national security objectives, where regional culture knowledge
and language will enable more effective air operations.
The USAF Flight Plan for Culture, Region and Language, May 2009 was prepared in response to
QDR 2010, which also proposed a commitment to the development of cultural expertise. The
Plan was intended to produce across the Air Force a ―coalition mindset‖ characterized by
effective negotiations, communications and relations with joint and coalition partners. The
Flight Plan was also a precursor to the TT Strategy with a focus on full-spectrum operational
settings.
Current implementation of the Plan combines the delivery of individual pre-deployment culture
training by MTTs as well as unit training. Language proficiency and regional expertise have
become core competencies for the expeditionary Air Forces. These are typically delivered in
institutional settings and are augmented with individual and professional development
experiences.
While we did not assemble current documents outlining pre-deployment training goals, we
presume they do exist within the context of Air Expeditionary Operations and Training and they
are used to structure culture training and provide it to Air Force personnel.
We believe from our interviews and the information we collected at the AFCLC that Air Force
leaders and trainers have training requirements to prepare regional culture knowledge and
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language training. In our review of documents, we did not note explicit language about pre-
deployment training. However, interviews at the AFCLC Expeditionary Warfare Training
Division revealed that their staff and training managers are fully cognizant of the guidance and
have responded with exemplary culture and language training provided by MTTs and
institutions.
U.S. Navy (USN). The overarching culture and knowledge training requirements statement is
provided by the Chief of Naval Operations (CNO), A Cooperative Strategy for 21st Century
Seapower, October 2007 (U.S. Department of Navy, 2007, October). The CNO presages the
premise found in the QDR 2010 about the impacts of globalization on nature of future conflicts
where U.S. military power might be employed. This competition for global influence requires
that we participate in collective security and stability operations that involve a direct interaction
with other cultures in complex environments. He prescribes a new focus on how maritime forces
build trust and confidence through collective security requiring integration of maritime forces
with the other Services. This will require that Sailors (Marines and Coast Guardsmen) acquire
cultural, linguistic and historic perspectives sufficient for building relationships with
international partners. The Sea Services must become adept at forging these partnerships in Joint
and Combined settings. He also foresees the need for junior personnel to develop the capability
to interact with multinational partners and ―…improve regional and cultural expertise through
expanded training, education and exchange opportunities.‖ (ibid, p. 19).
Current guidance is consistent the Maritime Strategy, which is led by Chief of Naval Operations
Instructions (OPNAVINST) 3500.38B and MCO3500.26A, & U.S. Coast Guard Commandant
Instruction (USCG COMDINST) 3500.1B (U.S. Department of the Navy, 2007, January).
Under the current training requirements, the Sea Services are required to train on how to
appreciate cultural differences and their impact on host nation perspectives. The required
competencies include basic facts about the region and its culture (location, size, recent history,
governance, religions, values, key individuals). Survival language training competencies
required include common greetings and words or phrases from the dominant language of the
region.
Much of the individual replacement training for Sailors is provided at Army training sites. Navy
personnel attached to USMC formations participate with the Marine force.
We believe from our interviews and the information we collected at the CLREC as well as the
USMC that Navy leaders and trainers have sufficient guidance to prepare pre-deployment
regional culture knowledge and language training. In our review of documents, we did not note
explicit language about pre-deployment training. However, interviews at the CLREC revealed
that their staff and training managers are fully cognizant of the guidance and have responded
admirably with culture and language training materials and MTTs.
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Report Contents
This Report delivers the Phase II findings. Chapters Two through Five describe the assessments
for each Service, detailing the Service-specific data gathered, the methods used to gather such
data, the interviews conducted and observations made, the materials collected, and finally, the
results and research team‘s recommendations for effective pre-deployment culture and survival
language training. Chapter Six describes in detail both the K1 survey and the K2 survey
analyses and results, and offers the research team‘s recommendations derived from the results.
Chapter Seven concludes this report with a discussion of the major findings, trends, best
practices, implications, and recommendations for the next stage of the project and beyond.
The Appendices to this document include: a full acronym list (Appendix A); an index has been
compiled of every document and resource reviewed (Appendix B); a demographics collection
form (Appendix C); a training survey form (Appendix D); a training architecture collection
matrix (Appendix E); a learner collection guide (Appendix F); a trainer collection guide
(Appendix G), and individual trip reports (Appendices H-O). Additionally, a materials and
resource database has been created, and will accompany this Final Research Report in the form
of five interactive digital video discs.
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CHAPTER 2. ANALYSIS OF MARINE CORPS TRAINING
This chapter provides an overview of Marine Corps pre-deployment culture and survival
language training. Specifically, this chapter covers site visits to the Center for Advanced
Operational Culture Learning in Quantico, Virginia, the Marine Corps Air Station in Cherry
Point, North Carolina, and to the Tactical Afghan Culture Course at Camp Lejeune, North
Carolina. This chapter also includes a description of the current pre-deployment culture and
survival language training offered at these sites, observations from interviews and survey data,
comparisons with Phase I results, and recommendations for improving or sustaining current
practices.
The first site visit was to the U.S. Marine Corps (USMC) Center for Advanced Operational
Culture Learning (CAOCL) in Quantico, Virginia, on 14 September 2010. The research team
met with the Director of CAOCL, Mr. George Dallas and his staff, conducted interviews, and
collected course materials. The purpose of this visit was to fully explore the role CAOCL plays
in preparing and delivering pre-deployment culture and survival language training.
The second site visit was to the USMC Air Station in Cherry Point, North Carolina, from 15
through 18 November 2010. The research team observed Key Leader Engagement (KLE)
training, which is sponsored by CAOCL, collected course materials, administered Kirkpatrick
Level 1 assessment (―K1‖) surveys, and conducted several interviews. The primary purpose of
this visit was to observe KLE training, which is provided to Battalion, Regimental, and Marine
Expeditionary Force (MEF) forward Commanders prior to deployment to Afghanistan.
The third site visit was to the Tactical Afghan Culture Course in Camp Lejeune, North Carolina,
on 16, December 2010. The purpose of this site visit was to observe CAOCL training given to a
large Marine population. This training was given in a large theater to approximately 150
Marines ranking E5 and below from several units.
Presented below is a summary of the results, brief descriptions of the materials collected at each
site, a synopsis of the interviews conducted at each site, followed by the results of the surveys
administered and, specifically, how the findings compare with the results of Phase I. The chapter
concludes with best practices and recommendations, based upon these results, offered to guide
future training efforts for the USMC.
Summary of Results
Results were derived from data collected through training observation, survey administration,
interviews, and the examination of course materials.
Overall, CAOCL provides effective course materials, a useful website, quality
instructors, and content delivery.
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The CAOCL website can be used as an exemplar for the other Services. CAOCL
continually updates and improves course content via feedback from Marines returning
from deployment, employing native instructors who keep in touch with family and
friends in their home country, and via input from the MCIA (Marine Corps Intelligence
Agency) and the MCCLL (Marine Corps Center for Lessons Learned).
CAOCL-sponsored training is delivered in a highly-effective interactive and participatory
style.
CAOCL instructors are able to engage students in perspective-taking.
Researchers were made aware that K2 data (e.g., learning) is being assessed and collected
for certain courses. The research team could not determine to what degree this
information was analyzed to allow instructors to train more targeted, measureable skills
in a shorter period of time.
Without audience participation, instructor interaction, and varied instructional
approaches, the students lose interest quickly
Beginning class with general Q&A appeared to be a helpful tool to engage the Marines
and a method by which the trainer could adapt/tailor the training content if needed
Observations
The Center for Advanced Operational Culture Learning takes a global perspective on culture
training. That is, although Operation Enduring Freedom (OEF) and Operation Iraqi Freedom
(OIF) are critical areas in which culture training plays a significant role, they are not the only
areas of focus. The overarching goal of this type of culture training is to ensure that Marines are
globally prepared, regionally focused, and fully capable of effectively navigating the cultural
complexities of the 21st century operating environments.
The Center for Advanced Operational Culture Learning defines KLE training as ―the process for
establishing relationships at the strategic, operational, and tactical levels to effectively
communicate and gain cooperation of leaders that influence the population in the area of
operation.‖ The research team observed CAOCL-sponsored KLE training at Cherry Point.
Typically, a Commander or General chooses his staff to take part in this 40-hour training course.
The course is presented to senior personnel, although there was some discussion of KLE being
offered to more junior personnel, as missions are increasingly demanding that lower ranks
engage with key leaders. There was no observed evaluation or assessment tool given to KLE
participants at the conclusion of the course. Some examples of the course presentation slides are
illustrated in Figure 1.
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Figure 1. Key Leader Engagement non-verbal communication slides
The Tactical Afghan Culture Course observed at Camp Lejeune covered five major themes:
appearance, social organization, cultural norms, traditions, and religion. The class began with an
informal question and answer session among the Marines to encourage participation and to
gauge the cultural knowledge base of the Marine units. Instruction then proceeded by
incorporating elements of history into each of the five themes/sections as well as incorporating
analogies with U.S. popular culture and common knowledge, specifically with regard to:
Tribal nature of Afghanistan compared to Native American tribes
Forced Islamic conversion of the Nuristanis compared to Crusades
Concept of revenge compared to Italian mafia (e.g. Sopranos)
Taliban pressures on locals compared to current Mexican drug cartels
While each Afghan ethnic group and tribe was mentioned, discussion lacked in covering the
tactical cultural elements Marines sought such as how to specifically interact and extract
information from each group.
Interviews
Interviews at CAOCL were conducted with:
George M. Dallas, CAOCL Director
Captain Armando Daviu, SOUTHCOM Desk Officer for CAOCL
Mr. Rashed Qawasmi, Current Operation Officer for CAOCL
Dr. Kerry Fosher, CAOCL Research Center Director
The approach taken toward culture training for the Marines also emphasizes the five dimensions
of operational culture:
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1) Environment
2) Economy
3) Social organization
4) Political structures
5) Belief systems
This framework is derived from the book, Operational Culture for the Warfighter: Principles
and Applications (Salmoni & Holmes-Eber, 2008), which was written by personnel from
CAOCL. A set of questions for each of the five dimensions is included in this resource, which
can be used as a guide for Marines to conduct their own operational culture analysis. The USMC
also has a Training and Readiness Manual (U.S. Department of the Navy, April, 2009) that
specifically addresses operational culture training requirements, and drives the course material
for all programs of instruction, including the Key Leader Engagement course. Our research team
was informed that TECOM will review and make revisions to the current Training and
Readiness Manual 18-22 April 2011.
In addition to pre-deployment training, CAOCL has instituted a career-long education and
training effort for culture and language called the Regional, Culture, and Language
Familiarization (RCLF) program. The goal of this program is to ensure that each unit is
composed of culturally skilled Marines with a diverse regional understanding as well as basic
language capacity. Essentially, CAOCL has divided the world into seventeen regions, and each
Marine shall study one region throughout his or her career. Education is provided through a
series of modules, and Marines are required to pass assessments at the end of each module in
order to progress. This long-term effort will establish a capability that allows Commanders to
respond to any contingency by building a cadre of Marines who understand each of the 17
regions of the world.
Currently, pre-deployment culture and survival language training is delivered via a combination
of classroom instruction, computer-based instruction, and role-playing; however, no current
training standards exist across the board. This means that such training is provided at each
Commander‘s discretion, typically for General Purpose Forces (GPF), partners, mentors,
advisors, and Marine Special Operations Command (MARSOC).
To assess training effectiveness, CAOCL utilizes surveys, instructor rating forms, after-action
reviews (AARs), and in some instances, tests of declarative knowledge. Most of the USMC-
wide training surveys, including the instructor rating forms, collect no more than K1 reaction
data. Such forms allow instructors to keep the content fresh by gauging trainee satisfaction
levels on which segments of the training were most valued by the Marines. Instructors also
make use of AARs, which provide an informal type of assessment tool. Training content is
updated by questioning Marines who have returned from deployment, employing native
instructors who keep in touch with family and friends in their home country, and via input from
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the MCIA and the MCCLL. An in-house research facility was also recently added under the
direction of Dr. Kerry Fosher, an anthropologist.
The research team also conducted interviews at Cherry Point, with both of the instructors of the
KLE training, Mr. Mohammed Qais and Mr. Emal Numan, as well as with four members of the
training audience, both at Cherry Point and at Camp Lejuene, as discussed below.
Instructor Interviews
At Cherry Point, the primary instructor Emal
Numan, and the secondary instructor, Mohammed
Qais, both make use of PowerPoint presentations, “You give them the bullet points of
but also enhance and supplement the material with how the society works, how people
their own personal experiences and insights, making think, the Afghan psyche. We give
clear to the students the differences between the two them that so when they are out in the
cultures, Afghan and American. Assessments of the field, they expect flexibility.”
students are mainly informal, in the form of --Instructor Interview Feedback
feedback given during and after the role-play
exercises. The role-play exercises allow the
Marines to practice their newly-learned language
and culture skills. During and after the exercises, the instructors deliver personalized feedback,
whereby they point out what went well, in addition to areas that need improvement.
Both instructors expressed that language is the most difficult part of the overall training for
students to grasp. With regard to learning about another culture, specifically, neither could
pinpoint one particular area of culture that is typically more difficult to grasp than the others.
Rather, it is the way the instruction is delivered that matters.
Both expressed that efficiency in training is paramount. Because there is a lot more material to
cover than time allotted, the instructors must focus on broad areas of knowledge. This is why
they feel it is critical to prepare the Marines to expect the unexpected. Because they cannot
properly prepare ahead of time for every possible contingency situation, teaching that there are
other perspectives, other world views, is what matters. As one of the instructors noted, ―You
give them the bullet points of how the society works, how people think, the Afghan psyche. We
give them that so when they are out in the field, they expect flexibility.‖
Mr. Mohammed Qais was also the instructor for training provided at Camp Lejeune; however,
the team was not able to conduct a second interview during that site visit.
Student Interviews
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All four students interviewed at Cherry Point felt that KLE training was an excellent way to
understand another culture‘s perspective and all expressed that they would behave differently
toward Afghans in the future as a direct result of this training. The students also highly value
having native instructors, as it fosters opportunities to interact and ask questions about how to act
in culturally appropriate ways. One student remarked, ―This is the best training I’ve ever had… I
think it's good because of the interaction with the instructor.‖
Because learning a new language is the most difficult part of the training, students expressed that
it should be more intensive, especially for leaders. They felt that more training time should be
devoted to learning language, especially for more senior ranks, as it is critical that leaders learn
more language than what can be imparted to them in merely a few hours of training.
Beyond learning another language, the most challenging aspect of learning about another culture
is learning how to interact with a foreign population. Students in this class seemed to realize that
such interactions are critical to our counterinsurgency (COIN) efforts. As one interviewee noted,
―That's all about the hearts and minds and part of the COIN, a key part is how can we turn over
our combat operations, our building operations, our security operations. How can we turn those
over to Afghanis because if they're doing it themselves, they take more pride, which means you
have to partner with them.‖
With regard to KLE training, students expressed that this type of training is even more critical
for GPF than for the higher ranking leaders, such as Commanders and Generals. In order to
convey the most vital information to the GPF, given the limited amount of time to train them,
one student suggested, ―If you had to do it in a large group, let’s say you had only a day to
complete this type of training, a Jirga in front of them - grab a few Marines out of the crowd, just
give them a basic overview, and let them participate.‖
At Camp Lejeune, a total of two informal interviews with two Marines per interview were
conducted during the training. The interviews centered on potential best practices, what is most
valued by the students, and what improvements could strengthen the program. Of the four
Marines interviewed, two had previously been deployed. Additionally, only one individual (who
had not yet deployed) had received culture training prior to this event. He stated that this
training was far superior to what he had encountered in previous culture training. The two
Marines who had not yet deployed expressed a greater interest in the material than the two
Marines who had served in theater; however, the Marines with deployment experience had
minimal interaction with the locals.
There were mixed feelings on the value of this course. The two previously deployed Marines
stated six hours of culture training was excessive and that they would probably not retain the
information when they deployed again seven months later. The two Marines with no
deployment experience stated they believed the most valuable element of the training was a
small segment that focused on how to properly use your interpreters.
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All four Marines at Camp Lejeune appreciated that the course was taught by a native Afghan,
and acknowledged that the trainer was knowledgeable and engaging. When asked what, if
anything, they would change about the instruction, they stated that videos incorporated into the
training would have kept them more engaged, and an additional instructor could offer another
perspective.
Training Content
Marine content received in Phase II were all CAOCL materials. We received and evaluated
several materials (for a full list, please see Appendices H, I, and J). The key materials were:
USMC Afghanistan booklet entitled ―Operational Culture for Deploying Personnel.‖
This booklet is divided into six dedicated sections the introduce and explain (1) ethnic
tribes, (2) Islam, (3) social values, (4) how to work with Afghan civilians, (5) Holy War
and the insurgent culture, and (6) how to work with the ANA
KLE Afghanistan CD. This compact disc (CD) includes all course materials on KLE,
covering such topics as: Communicate through an Interpreter; Communicate Non-
Verbally; Interact with a Foreign Population; Use Tactical Language, and includes
PowerPoint slides as well the 1988 movie ―The Beast of War.‖
Culture and language chapter tests and final exams for OIF and OEF. These were
learning measures with multiple choice and short answer questions covering tactical
Afghan Dari as well as knowledge of religion, and knowledge of cultural dimensions.
Overall, the content reviewed was up to date, relevant, and of high quality. CAOCL is one of
two institutions we came across who were actually performing knowledge checks during their
training, although we were unable to ascertain from CAOCL how this data is being used (e.g.,
how these tests were graded, if they had any bearing on class graduation or rank, if CAOCL
keeps records of these answers). Note: *A review of online courses (e.g. HeadStart, Rapport) was
not done for this report, but will be provided in a separate document at a later date from Naval
Air Warfare Center Training Systems Division (NAWCTSD).
Survey Data
K1 reaction data were collected in the form of surveys. The total sample size was 141, and of
this dataset, 12 participants came from Marines at Cherry Point. Therefore, an in-depth analysis
of the Marine only data would not be advised, given the small sample size. (For more in-depth
analyses across all the Services, please see Chapter Six for a full discussion of the results).
Of the 12 Marine participants, it is noted that 11 of the 12 Marines had been previously
deployed, and of those, eight participants had been deployed between two and six times, with an
average of 3.56 deployments. The majority of participants (83.4%) were officers, ranked O2 and
above, with most in Combat Service Support or Logistics (67%), and the remainder in Combat
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Arms (33%). All participants perceived the quality of culture training (M = 4.39) and quality of
the language training (M = 4.02) as valuable, on a scale of ―1‖ to ―5‖ (where 1 = Strongly
Disagree and 5 = Strongly Agree). As in the other Services, the lowest rated aspect of the
training was the quantity, or amount, of language training received (M = 2.33), confirming the
interview data, that the trainees did not feel there was enough time devoted to language training.
Comparisons with Phase I Findings
For Phase I of this project, survey data were collected from 51 Marines; however, as the sample
size in Phase II was only 12 Marines, caution is advised in interpreting these results, and in
making comparisons with the results of Phase I.
In Phase I, there seemed to be general dissatisfaction with the language portion of the training
received (M = 2.98) by the 42 Marine participants who completed the survival language portion
of the survey. Contrary to this finding, the Phase II Marines in the KLE training reported a high
level of satisfaction with the quality of the language training received (M = 4.02).
Results in Phase I further indicated that the Marines consistently felt there was not enough time
devoted to both pre-deployment culture training and survival language training. Again,
participants were dissatisfied with the amount of language training received in Phase II (M =
2.33); however, they were not dissatisfied with the amount of culture training received (M =
3.78).
Our Phase II results also suggest that despite the dissatisfaction with the amount of time spent on
language training, expectations to transfer what was learned in the language training were
generally high (M = 3.76). This suggests that although participants would have liked to have
more intensive training on language, what they did learn was rated high in quality and likely to
result in transfer to the field.
With regard to culture training in Phase I, all 51 participants indicated a positive view of this
portion of the training (M = 3.32). For the Phase II sample, all 12 Marines rated the quality of
culture training received highly as well (M = 4.39). Similar to their reactions to the language
training, the 12 Marines also expected to transfer what they learned in culture training to the field
(M = 4.08).
Conclusions
As noted in the Phase I Final Report, the CAOCL website was found to be easy to use and the
content was managed well. This site seems to be the most mature in comparison to the sites
maintained by each of the other Services. Therefore, the CAOCL website can be used as an
exemplar for other knowledge portal websites maintained by the other Services.
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Course content is continually updated and improved via instructor reviews of the AARs of
personnel returning from Afghanistan. This seems like a simple, yet powerful, way to keep the
training materials current and relevant. This practice implies that the instructors must take the
initiative in conducting such reviews of the materials. They must be flexible, motivated, and
open-minded enough to improve upon their method of instruction and the content of the courses.
One of the best aspects of the KLE training, from the points of view of both the instructors and
the students, is the interactive and participatory style used throughout the class. Whether
teaching language or culture, the instructors regularly engage with the students, answering
questions, offering insights, and in other ways personalizing the instruction for the students in
that particular class. The participatory role-play exercises were especially effective and highly
valued.
Beyond engaging and motivating the students via participatory and interactive techniques is the
consideration of what is the most important material to impart to students, given the time
constraints involved. Through sharing experiences, and engaging in activities such as
participating in a Jirga, instructors seem to motivate deeper learning and self-directed learning by
providing students with a basic understanding, or cultural awareness, that other different world
views are as valid as their own. This type of perspective-taking often enables a cognitive shift in
one‘s approach to other cultures, considered by some researchers to be a prerequisite to learning
about another culture and becoming cross-culturally competent (Hammer, Bennett, & Wiseman,
2003).
Perspective-taking is defined as ―the ability to see events as another person sees them‖ (p. 20,
Abbe, Gulick, & Herman, 2007). As Triandis (1996) noted, perspective-taking does not come
naturally. It is natural, instead, to believe that the ways in which we perceive and understand the
world are the same ways that others perceive and understand the world. We assume reality is
objective, being the same for everyone, and often fail to realize reality is subjective; our minds
assign meaning to objective reality, depending upon our own unique perspective (U.S. Peace
Corps, 1997).
Because it is not natural to take another person‘s perspective, this is something that we must
learn. This kind of cognitive shift in awareness often begins with awareness of one‘s own
cultural perspective. Differences in awareness or orientations toward other cultures, progress in
stages, from ethnocentrism to ethno-relativism (Hammer et al, 2003). In the first stage of
extreme ethnocentrism, people are completely unaware of any differences between cultures, and
so fail to recognize the influence of their own culture on their own perceptions or values.
Cultural awareness begins when people perceive cultural differences, but believe their own
culture to be superior, such as extreme patriotism or nationalism. This results in the
categorization of people from other cultures into stereotypical representations. The next level of
ethnocentric orientation is where people are accepting of surface-level cultural differences, but
still assume that their own values, such as democratic ideals, are universally accepted across
Chapter 2: Analysis of Marine Corps Training 20
Culture, Knowledge, and Survival Language Skill Pre-Deployment Training Project