Lector universitar dr. Luiza KRAFT

LAND FORCES OPERATIONS (Conducerea operaţiilor

forţelor terestre)Curs de limba engleză

EDITURA UNIVERSITĂŢII NAŢIONALE DE APĂRARE “CAROL I”BUCUREŞTI, 2006

CONTENTSCuvânt înainte ................................................................................................... 7

Unit 1

MULTINATIONAL FREQUENTLY ASKED QUESTIONS ......................................... 9GRAMMAR :Asking Questions ...............................................................................................10

Unit 2

NATO STANDARDIZATION FOR MULTINATIONAL FORCES ...................................15

GRAMMAR :The Simple Past Tense .......................................................................................20

Unit 3

NATO JOINT REACTION FORCE – PART I ..........................................................22

GRAMMAR :The Simple Past and the Present Perfect Tense .............................................................................................................. 25

Unit 4

NATO JOINT REACTION FORCE – PART I I .........................................................30

GRAMMAR :Modal Auxiliaries ................................................................................................ 34

Unit 5

OBJECTIVES AND PRIORITIES OF JOINT MULTINATIONALOPERATIONS ................................................................................................... 39

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GRAMMAR :Conditional Sentences ......................................................................................... 41

Unit 6

THE BRITISH EXPERIENCE OF MULTINATIONALDEFENCE CO–OPERATION – PART I ..................................................................48

SPEAKING / WRITING SKILL : Hypothesizing .........................................................52

Unit 7

THE BRITISH EXPERIENCE OF MULTINATIONALDEFENCE CO–OPERATION – PART I I ................................................................. 55

GRAMMAR :The Passive Voice .............................................................................................59

Unit 8

MULTINATIONAL COMMAND AND CONTROL .....................................................65

GRAMMAR :Prepositions ...................................................................................................... 68

Unit 9

CRISIS MANAGEMENT AND THE NEW NATO ......................................................72

SPEAKING SKILL: The Seminar .......................................................................... 76

SPEAKING SKILL: The Role of the Seminar Leader / Participant ................................78

APPENDIX 1 – Sequenced I nstructions ................................................................. 80

APPENDIX 2 – Expressions Used by the Seminar Leader / Participant .............................................................................................. 82

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APPENDIX 3 – Military Group Discussion : How Can We Help Auriga ? ................................................................................. 86

APPENDIX 4 – Suggested List of Vocabulary andExpressions for Use in NATOMilitary Writing ............................................................................................... 89

APPENDIX 5 – Helpful Hints for Military Correspondence ................................................................................................97

APPENDIX 6 – I rregular Verbs ............................................................................101

APPENDIX 7 – Glossary of NATO Abbreviations and Acronyms Related to the Land Forces ..................................................................................105

APPENDIX 8 – Glossary of Low - Frequency Words a nd Phrases ...........................................................................................108

BIBLIOGRAPHY ...............................................................................................120

4

Cuvânt înainte

Această lucrare se adresează ofiţerilor care urmează cursuri de

perfecţionare în conducerea acţiunilor Forţelor Terestre, dar şi celor

interesaţi să îşi însuşească cunoştinţe de limba engleză privind

procesul de elaborare a deciziei şi planificare a acţiunii militare,

precum şi de fundamentare şi reglare a procesului decizional în

funcţie de metode, tehnici, resurse şi proceduri folosite în NATO.

Lucrarea urmăreşte, totodată, familiarizarea ofiţerilor cu unele formate

şi documente specifice în cadrul Alianţei.

Bazate pe materiale militare autentice, unităţile care formează

acest curs au în vedere următoarele obiective:

Dezvoltarea capacităţii de a citi texte autentice în

limba engleză, pe teme legate de specificul operaţiilor Forţelor

Terestre.

Îmbogăţirea vocabularului necesar procesului de

planificare şi conducere a acţiunii militare în cadrul operaţiilor întrunite

multinaţionale.

Creşterea gradului de înţelegere a textelor cu specific

militar din activitatea de conducere a operaţiilor întrunite naţionale şi

multinaţionale.

Dezvoltarea capacităţii de exprimare în scris cu

accent pe vocabularul specific acţiunilor întrunite multinaţionale, prin

introducerea unor formate militare specifice.

Dezvoltarea capacităţii de exprimare orală pe teme

legate de fundamentarea şi optimizarea planificării acţiunilor, prin

dezbateri de grup pe aceasta temă.

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Fiecare dintre cele nouă unităţi încorporează un subiect de

gramatică prin care se urmăreşte facilitarea dobândirii competenţei

lingvistice de nivel 3 conform STANAG-6001 (sau Common

European Framework B2). Explicaţiile teoretice sunt urmate de

exerciţii de fixare a cunoştinţelor şi de aplicaţii, prin care gramatica

studiată este folosită în exprimarea orală şi scrisă în domeniul militar.

Cele opt anexe, care includ culegerea de acronime folosite în

domeniul forţelor terestre şi glosarul de termeni se constituie în

veritabile ghiduri de facilitare a comunicării orale şi scrise militare, în

conformitate cu obiectivele de performanţă necesare participării la

misiuni internaţionale.

Autoarea

6

UNIT 1

MULTINATIONAL FREQUENTLY ASKED QUESTIONS

What are multinational operations?

Multinational operations are conducted by forces of two or more

nations, typically organized within a coalition or alliance. A coalition is a

special agreement between nations for common action; an alliance

results from nations' formal agreements or treaties for broad, long-term

objectives to further common interests.

Each multinational operation is unique, and key considerations

involved in the planning and conducting vary with the international

situation, perspectives, motives, and values of the organization's

members. The success and efficiency of any multinational operations

emanate from the partners' commonality of purpose, focus, risk, and the

doctrine, organization, training, materiel, leadership, personnel, and

facilities process.

Why are multinational operations important?

With international terrorism emerging as one type of new 21st-

century adversary, global security problems are too complex and

dynamic for a single nation to solve alone. Where commonality or

compatibility of interests exists, nations may enter into political,

economic, and military partnerships. Such affiliations occur in both

regional and worldwide patterns to ensure mutual security against real

and perceived threats, and to conduct foreign humanitarianism

assistance and peace operations. During multinational operations,

7

respect, rapport, knowledge of partners, and patience must be practiced

to perpetuate unity of effort.

In addition, the United States' national security strategy requires

effective coalition warfare with our multinational partners, a requirement

echoed by the Secretary of Defense-mandated development of new joint

experimental concepts that address multinational operations in

consultation with our allies.

How do we develop such partnerships?

To date, three agents influence U.S. multinational affiliations: U.S.

combatant commanders, the Multinational Interoperability Council (MIC),

and NATO concept development and experimentation. Combatant

commanders offer access to key regional participants, and NATO's

involvement has spawned three seminars since September 2001.

Tradition, language, resources, and intellectual foundations have

influenced our partnership selection and interaction, enabling us to

engage willing, capable, and reliable partners in mutually beneficial

endeavors.

(www.jfcom.mil/about/multi_faqs.htm)

Grammar: Asking Questions

Consider the following examples taken from the reading above:

(1) What are multinational operations?

(2) Why are multinational operations important?

(3) How do we develop such partnerships?

8

1. Questions to which we can reply by ‘yes’ or ‘no’ are called

Yes/No questions. They have a form of be or an auxiliary (e.g. can,

must, have, do, did, would, etc.) before the subject, and are followed by

the main verb in the form required by each tense, i.e., the short infinitive,

the –ing form or the Past Participle.

Examples:

a. Is the officer in the operations area?

b. Can this new recruit read the map?

c. Are the humanitarian aid convoys going to leave?

d. Has the recon detachment debriefed yet?

2. Wh-questions start by a question word or wh-word (e.g. where,

who, what, etc.) which goes before be or the auxiliary.

Examples:

a. Where is the checkpoint located?

b. What did the metal detector probe?

c. Where has the peacekeeping mission established its support

elements?

3. If the question word is the subject or part of the subject, then the

word order is the same as in a statement.

Examples:

a. Who used deadly force against civilian vehicles?

b. What happened during the air strike?

c. Which of the factions will attempt to surrender?

d. How many casualties are you expecting?

4. Who is for people. What is for things. Which is used for both

people and things to express a choice.

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Examples:

a. What responsibilities does the unit commander have?

b. Who is responsible for all movement of personnel and supplies?

c. Which clothes do soldiers wear when they are off duty?

5. Here are examples of other wh-questions:

a. Where was your section halted?

b. When did the ambush start?

c. Why did the NGO convoy truck break down?

d. Whose patrol has been moving in a heavily populated area since

Wednesday?

e. How long has the CJTF been in that area of operations?

f. How many civilians will be displaced in the next few days?

Exercise 1

Read the following fragment about the history of NATO1. Work in pairs: student A asks 5 questions based on the text, and student B answers. Then change roles and follow the same pattern. Note: the questions should be both Yes / No and Wh- ones.

1 From: Campaign, English for the Military, by Simon Mellor-Clark and Yvonne Baker de Altamirano. Student’s Book 1. Macmillan, 2004, p. 74.

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The History of NATO

The North Atlantic Treaty Organisation (NATO) is an alliance of

North American and European democracies. Members of NATO agree to

help each other when one country is attacked.

Key dates in NATO history

1949 Belgium, Canada, Denmark, France, Iceland, Italy,

Luxembourg, the Netherlands, Norway, Portugal, the United

Kingdom and the USA sign the Washington Treaty and

establish NATO.

1952 Greece and Turkey join NATO.

1955 West Germany becomes member of NATO. Eight European

countries establish the Warsaw Pact alliance. The Cold War

starts.

1961 The Berlin Wall is built by the Communist Party. Spain joins

NATO.

1989 The Berlin Wall is destroyed. The Cold War ends. NATO

forces begin peacekeeping operations in the Balkans.

1994 NATO establishes the Partnership for Peace (PfP). Military

forces from NATO countries and Partner countries exercise

together and serve together in peacekeeping operations.

1999 The Czech Republic, Hungary and Poland become members

of NATO.

2002 Bulgaria, Estonia, Latvia, Lithuania, Romania, Slovakia, and

Slovenia are accepted as full members of the Alliance on

the Prague Summit, in November. NATO consists of 26

members now.

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Exercise 2

Match the words in the box with the definitions below:

ally treaty peacekeeping alliance coalition

1. A group of countries that work together for defence

____________

2. A special agreement between nations for common action

_______

3. A member of an alliance _______

4. A written agreement between different countries ________

5. A military operation with the objective to prevent fighting

________

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UNIT 2

NATO STANDARDIZATION FOR MULTINATIONAL FORCES 2

NATO Standardization

The need for truly multinational forces has again emphasized the

need for standardization, not simply in equipment but in the whole range

of military activities. It must be made clear at the outset that

standardization is not synonymous with either interoperability or

collaboration. Interoperability is merely one level of standardization,

whereas collaboration describes an entirely different, essentially

procurement-based activity. There is a growing need for precision in the

use of such terms if we are to make sense of an increasingly important

and complex area, and more importantly if we want to improve the

understanding of the subject matter.

In simple terms, standardization is about harmonizing the manner in

which various functions are performed by different armies in order to

improve their ability to operate together. Standardization applies to all

aspects of those functions and includes doctrine, procedures, training,

and logistics, as well as equipment. The degree of standardization

required varies according to the importance of the function and the level

of command. As a general rule, the degree of standardization increases

on transition from the operational to the tactical level. Even so,

implementation of multinational operations below brigade level is unlikely

to be a practical concept for some time to come.

2 English Skills for Staff Officers in Multinational Operations. DLI,

Lackland AFB, Texas, 1998.

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Collaboration is a distinct activity, and applies uniquely to the

procurement of common equipment by two or more nations, primarily for

reasons of economy. Though commonality represents the ideal level of

standardization, and inevitably forms a major part of the justification for

collaborative activity, it is by no means the only consideration for

standardization.

Today we are engaged in the creation of a new capability-based

force which mainly derives its being from its major contribution to

multinational corps. We are creating this force at a time when the NATO

military community faces severe budgetary constraints. While the

imperatives for collaborative procurement remain, it is likely that the

opportunities for such procurement will reduce, as replacement programs

are gradually supplanted by upgrades, and nations are increasingly

forced to make do with existing equipment. The main thrust today must

be towards achieving as much as possible the standardization of existing

or planned equipment, and perhaps more significantly, toward making

multinational operations work. Future standardization efforts must be

conducted with a coherent and logical framework if we want to be

efficient and apply effective remedial action where it is required. It is also

important that we not waste time and effort on trying to achieve greater

levels of standardization than are actually necessary for effective

multinational operations.

The Four Levels of Standardization

There are four levels to be considered in the standardization of a

multinational mission: compatibility, interoperability, interchangeability,

and commonality.

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1. Compatibility

Compatibility is the lowest level of standardization; it is merely a

form of deconfliction. Its purpose is to ensure that the parallel activities of

one formation do not hinder those of another. The most obvious

manifestation of a lack of compatibility is likely to be found in the

electronics field through the mutual interference of various emitters. No

less important might be an inability of two forces of the same type to

sustain a similar operational tempo, due perhaps to radical differences in

procedure, training standards, sustainability, or equipment performance.

Deficiencies are most likely to be found in the last of these, particularly

where there are significant mismatches in mobility; therefore, it is

essential that platforms be made compatible. In standardization terms,

compatibility is a neutral value because it does not add to the

effectiveness of multinational operations, although its absence in certain

key areas may significantly impair performance. However, its

achievement is not to be dismissed lightly.

2. Interoperability

Interoperability is the second and most commonly applied level of

standardization. It is almost wholly concerned with equipment,

predominantly in the communications field. It assumes the retention of

national equipment designed or adapted to interface with that of another

nation. Interoperability is exemplified by NATO Standardization

Agreements, or STANAGs, which lay down common standards for

equipment design and procedures, but which need not compromise

national equipment preferences. STANAGs require rigorous application

by all parties (which is rarely achieved), and frequent revision to ensure

15

that they remain relevant. Interoperability is essential for the efficient

transmission of information in whatever form, from one national formation

to another. Since it contributes significantly to the effectiveness of

multinational operations, interoperability has a decided positive value in

that it enables neighboring units to fight in unison, but without the

synergy that greater integration might provide.

3. Interchangeability

The third level of standardization, interchangeability, has a wider

range of applications; it means that a particular function can be

performed by one nation on behalf of another with equal effect. Its

applications range from materiel, through the provision of Combat

Support, to the execution of specific operations. In its purest form it

means, for example, that a shell of German design and manufacture can

be fired by a British gun and vice versa, without modification to existing

drills or firing algorithms; it means that an artillery battery from one nation

can support a formation from another; and, in its highest and most

complex form, it means that brigades can be regrouped under the

command of another nation and perform the same tasks as the brigades

of that nation, with the same certainty of outcome. Interchangeability has

greater value than interoperability because it introduces the possibility of

synergy at a multinational level.

4. Commonality

Commonality is the highest level of standardization. It applies

predominantly to procedures. It is also a by-product, intentional or

otherwise, of collaborative equipment procurement. Although the value of

16

equipment commonality should not be underestimated, there are areas

where lesser degrees of standardization would be acceptable. Indeed,

the absence of commonality in certain areas, for example Air Defense,

might even diversify and enhance a capability. It is also worth

considering that common training standards will be required (though not

necessarily common methods) if the challenge of the interchangeable

brigade is to be met. While commonality represents an ideal, it is unlikely

ever to be wholly achieved outside the realms of procedures and

equipment. Source: North Atlantic Cooperation Council/Partnership for Peace. (1996).

Standardization. Brussels: NATO Office of Information and Press, pp. 1-4.

Exercise 3

Complete each sentence with an appropriate word from the box below.

collaboration procurement aspectssignificantly remedial precision

1. The … between the two countries ensured peace.2. The … of food and supplies was effected early because the

embarkation date was changed.3. There were so many … to the argument that it never

became clear what the real issue was. 4. Because the student had so much trouble with the

language, she had to take a … course. 5. After she had completed the course, she found that her

attitude to local people changed … .6. The new aircraft engine is a marvel of … .

17

Grammar: The Simple Past Tense

1. We use the Simple Past Tense to talk about a completed action

in the past. We often use it with time expressions like yesterday, in 1998,

last week, 5 years ago, when?, etc.

Example:

A: When did World War II start?

B: It started about 60 years ago, in 1939 and didn’t end till 1945.

2. The Simple Past is common in story telling, debriefing and when

we are informing people about past events or relating past experience.

Example:

The platoon left the camp early on Friday morning and marched,

without stopping, to the riot area. It took about 6 hours to get there.

After they crossed the bridge, they stopped in a small deserted

village, and had some water ...

3. The Simple Past is often used with references to finished periods

and moments of time.

Example:

My parents lived in Japan for three years, then they went to live

in Australia.

4. We also use this tense to talk about repeated events or habits in

the past.

Example:

When George was young, he always walked to school and

jogged every morning before breakfast.

18

Exercise 4

Read the text in Exercise 1 about NATO history and write about the events using Simple Past Tense sentences. Then check the forms of the verbs you used in Annex 6, Irregular verbs.

Exercise 5

Work in pairs. Consider a mission or exercise you participated in, or a course you took in the past. Try to find out details about your desk-mate’s participation in a similar event by asking him/her questions related to it. Student A is the interviewer and Student B the interviewee. Change roles.

19

UNIT 3

NATO JOINT REACTION FORCE (NJRF) Part I

During the Warsaw Informal Ministerial meeting the Chairman of the

Military Committee (CMC) launched an initiative to develop a NATO

Response Force and the United States delivered a White Paper on the

topic providing an outline of their thoughts. This Paper explores the

concept envisioned by the CMC of a NATO Joint Reaction Force (NJRF),

and the associated strategic enablers and capabilities it would require.

The NJRF is intended to be capable of operations across the full

spectrum of missions within both a conventional and NBC environment,

within and beyond Alliance territory. The key elements of a NJRF are

the nominated joint forces that are trained together and certified, and

have the required enablers to conduct the mission assigned.

NATO is developing a new Force Structure with the overriding

emphasis on deployability and graduated levels of readiness, including

very high readiness. Within the new NATO Force Structure (NFS), NATO

has adopted a three-step process (pooling, packaging and tailoring)

designed to adapt national and multinational forces to achieve highly

capable military formations prepared to accomplish their missions in any

NATO-led operation. As these forces and HQs already exist, or are

under development, the NJRF should draw from, and build on them, to

fulfill its requirements. Similarly, the MMR recently endorsed by Defense

Ministers should be matched to the NJRF, including Combined Joint

Task Force (CJTF) HQs and the associated Initial Entry Concept.

20

The NJRF concept provides a focus for achieving a tangible and

measurable improvement in Alliance capability. It builds on existing

concepts and initiatives to field a creditable joint force that has real war-

fighting capability, and focuses defense spending. The challenges are

twofold: to organize, train, and use the NJRF, and to identify those

essential capabilities required to give it capability and credibility; and to

identify how to get the NJRF up and running in the near rather than long

term.

The NJRF Structure

The NJRF is envisaged as a joint and combined response force

with fully capable air, land and maritime components, capable of initiating

operations at very short notice. The force must be identifiable (individual

units nominated and assigned by nations and certified to a common

standard) and cohesive (a single entity that is interoperable, trained and

exercised). Multinationality is one of the key characteristics for Alliance

operations but the level and degree of multinationality of combat forces

must be balanced against military effectiveness and the specific roles of

the units involved. Multinationality within the NFS as well as the NJRF

should apply at the lowest level commensurate with the maintenance of

operational effectiveness. This will mean that for warfighting it would not

be applied below brigade level in the land component. Within the NFS the

framework nation(s) concept is applied to the developing High Readiness

Force (HRF) HQs. This provides a robust and balanced solution while

ensuring an acceptable degree of multinationality combined with the

strong leadership required for operations. An NJRF should be based upon

a building block or modular approach with each of its elements having

phased readiness and able to act individually, or progressively, as part of

21

the joint force. The NJRF will be an integral part of a graduated package

of capability up to a joint force of corps size with air and maritime

components. This can be accomplished by a “pull-through” approach

based on 4 different complementary modules that can be subsumed to

increase capability: the Initial Entry Capability (IEC) module; the NJRF

based on a brigade equivalent module; the division equivalent module and

the corps equivalent module. As the level/size of capability is increased up

to corps equivalent level, readiness times are increased. This “pull-

through” approach is illustrated below.

The IEC modules are designed to conduct Initial Entry Operations

(IEO). The IEC module can be used for benign as well as non-permissive

entry operations, but not forced entry. The NJRF modules are designed to

cope with forced entry operations and will therefore require additional

capabilities, in particular Combat Support (CS) and Combat Service

22

Joint Corps equivalent module

Joint Div equivalent module

Joint NJRF Bde equivalent module

Joint IEC module

Time

Capability

Support (CSS), amphibious and airborne insertion capability, carrier air

and the ability to operate in an NBC environment. Typical notice-to-move

times are from 2 + days for the IEC module and from 5 + days for the

NJRF modules. Within each of these modules the different service

components will need to have detailed notice-to-move requirements.

Certain elements will be at higher readiness than others. The overall aim

is to ensure a seamless and coherent build up of forces as well as to

facilitate planning and C2. The NJRF will be able to be employed by itself

and will be able to expand seamlessly for a major joint operation.

(Web authorised by Lt Cdr Rick Stead)

Grammar: Simple Past versus Present Perfect

When discussing / narrating past events, you may sometimes have

to decide whether to use the Simple Past or the Present Perfect tense.

Simple Past example:

I did my work yesterday.

A suicide car bomb attack carried out by the BLA on 28 July 2004

in Capella killed 18, including 4 foreign energy workers.

The Simple Past (did / killed) indicates that a situation or activity

started and ended at a specific time in the past (yesterday / on 28 July

2004).

Present Perfect example:

I have already done my work.

23

Bombs planted in public buildings, government facilities and

commercial centers have caused widespread damage and scores

of casualties.

The Present Perfect is a verb phrase made up of the present form

of the auxiliary have (i.e., has or have) and a past participle (the third

form of the verb). It indicates or gives the idea that something happened

(or didn’t happen, e.g., I haven’t done my work yet.) at some indefinite

time in the past. When it happened is of no consequence. If a specific

time is indicated (yesterday), the Simple Past is used. However, when no

specific time in the past is indicated (the work is done, but it doesn’t say

when it was done), the Present Perfect is used.

Exercise 6

Put the correct form of the verb, either Simple Past or Present Perfect, in the following sentences:

1. The UN team (move) into their new quarters last week and

they (be) there ever since.

2. We (have) a briefing last week in the old barracks, but now

they (move) the briefings to the new building.

3. I (meet) never anyone who could play soccer like

Pelé. He (be) the best in the world.

4. A: Are you going to watch the training video on military courtesy?

24

B. No, I (see) it already. In fact, I just (see) it yesterday.

Present Perfect Showing Repetition of a Past Activity

The Present Perfect can express an activity that has happened

repeatedly in the past up to the present moment. The exact time of the

action or occurrence is not important.

Examples:

We have flown to South America at least three times.

The activities of the brigade have been evaluated many times.

Exercise 7

Select the verb forms that correctly complete the sentences:

1. Everybody (has jumped / jumped) when the bomb (has

exploded / exploded).

2. The admiral (has visited / visited) that beautiful port many

times.

3. When the telephone (has rung / rang) , the company clerk

(has answered / answered) it.

4. I (have finished / finished) my report late last night.

25

Present Perfect Used With For and Since

When the Present Perfect is used with for or since, a situation or

activity is indicated which started in the past and continues to the

present. For indicates duration, and since indicates a specific time.

Example:

The general has been here for almost an hour.

"For almost and hour" indicates a duration of time beginning at an

indefinite point in the past and continuing up to the present.

Example:

The general has been here since 09:00.

"Since 09:00" indicates a time beginning at a specific point in the

past and continuing up to the present.

Exercise 8

In the following sentences, use the correct form of the verb, either Simple Past or Present Perfect. Use for or since where appropriate:

1. The diplomat (buy) his computer two years ago. He (use)

it almost every day the day of the purchase.

26

2. I first (meet) Major Merryweather when we were at the

Academy together. He was in Italy several years, but he (be)

in France January 1.

3. I joined the army in 1984. I (be) a soldier over 13

years.

4. A: you ever (be) to Morocco?

B: I (not be) there 1996.

5. A: How long (be) Colonel Popov in the Bulgarian

army?

B: He (be) in the army 31 years, but he will retire next

month.

27

UNIT 4

NATO JOINT REACTION FORCE (NJRF) Part II

NJRF Land Elements

Within its new NFS, NATO is developing the backbone of the

required land forces, consisting of corps size packages at graduated

readiness, as well as an additional set of strategic enablers to ensure that

the main bulk of the forces can deploy safely and effectively,

communicate, operate and be sustained in the JOA. The prime building

block is the corps level High Readiness Forces (HRF) Land (L). A basic

HRF (L) package should consist of an HQ, affiliated combat forces and

dedicated CS/CSS. The land elements of an NJRF, including an initial

entry capability, should reside within this package. This will boost the

effects on both national and multinational forces derived from the HRF (L)

concept.

The HRF (L) HQs will be able to monitor/coordinate the build up of

land forces for the NJRF, based on modular building blocks sourced from

their own affiliated/dedicated forces and units/capabilities from a paired

HRF (L) HQ. Forces can also be drawn from other Allied nations to

reinforce capabilities or to increase the degree of multinationality. Thus,

the required level of training, commonality of procedures and habitual

relationship envisioned for the HRF (L) packages can be directly

exported to the NJRF modules. Within the framework of the HRF (L)

packages an IEC module should be designed to carry out the four main

functions that ensure land IEO success: close coordination with the JFC;

28

early in-theatre C2 capability; ability to conduct/monitor reception,

staging and onward movement activities; and execute initial entry

tasks/missions with a variety of forces/capabilities. All these

characteristics must reside within the HQs and forces of the HRF (L)

packages. HRF (L) HQs are already developing and training along these

lines. The NJRF brigade-sized module must be designed to be able to

cope with forced entry operations. For this the IEC module will be

reinforced as required with additional forces/assets such as light/heavy

infantry battalions, firepower or attack helicopters to constitute the NJRF

Brigade module. Although there may be individual shortfalls for CS and

CSS in most of the HRF HQs and their associated packages, all of them

have some important capabilities.

The CS/CSS, affiliated to the HRF (L) HQs, will require to be

maintained at readiness states commensurate with the IEC, NJRF and

higher levels HQs and forces that they support.

NJRF Air Elements

The inherent characteristics of air operations and the use of

common operational and tactical doctrine, concepts, and SOPs make

NATO’s air forces highly interoperable, responsive and flexible. This

level of reaction also applies to the employment of surveillance and

reconnaissance platforms necessary for the political and military

assessment as crises and conflicts develop. There is no standard Corps

or Brigade size equivalent organizational structure, and the specific

number, size and type of squadrons and wings commanded by an Air

Component Commander (ACC) will be tailored to the operation. Initial

entry and NJRF air operations are likely to involve the non-deployed air

C2 structure of the NCS although some operations may require a

29

deployable air C2 capability. Air forces, supported by Air-to-Air Refueling

(AAR) and Airborne Early Warning (AEW) will be essential for NATO’s

capability to operate from home bases with short reaction times. A

complementary capability is the ability to operate from up to three fully

operational forward air bases.

The creation of a NATO Expeditionary Air Force (NEAF) as a

response force would give NATO the required IEC module and could be

scaled to provide equivalent modules from brigade-size up to corps-size

operations. The NEAF should include those capabilities required for the

early stages of a crisis. Nations, while reluctant to declare to NATO some

specific capabilities (i.e. Intelligence, Surveillance, Target Acquisition and

Reconnaissance (ISTAR)) will need to do so, and also pre-assign them if

there is to be the essential, capable air component to the NJRF.

NJRF Maritime Elements

Maritime forces use capability based force packages as building

blocks for creation of multinational formations. The four SNFs are

permanent maritime packages that have demonstrated interoperability

and are maintained at very high readiness. They are multinational in

composition and staff. SNF demonstrate maritime presence and provide

the Alliance with an immediate response capability to a crisis, but lack

organic logistics capabilities required for self-sufficiency. They may be

augmented or subsumed into larger formations. In their current

composition they are principally focused on sea-denial/sea-control

operations and mine counter measures operations. As such they are

invaluable enablers of initial entry operations. However, SNFs need

augmentation to cope with the entire spectrum required for an NJRF, in

particular for power projection in support of joint operations, and strategic

30

enablers including organic oiler/tanker platforms. The HRF (M) HQs will

provide a deployable Maritime Component Command capability

structured to participate in planning and mission execution in a fully joint

environment, including the necessary liaison capability. They offer a

flexible deployable planning and C2 capability that enables command of

the maritime contribution to the IEC and NJRF modules. When fully

established they will be capable of commanding and executing a major

maritime operation: a NATO Task Force (NTF). NATO need to integrate

SNFs with the HRF (M) HQs which will, like their land equivalents, be

rotated through an on-call cycle. Within NATO’s pool of deployable

forces there are maritime capabilities that, with the exception of

specifically identified shortfalls such as Theatre Ballistic Missile Defense

(TBMD), cover the entire maritime mission spectrum. A specific capability

is HQ STRIKFORSOUTH, that could provide C2 of multiple (US) carrier

battle groups and large-scale amphibious ready groups.

The maritime contribution to a NJRF will therefore be task organized

using capability-based force packages. The foundation are SNFs

reinforced for operations and exercises from a pool of pre-identified

maritime force multipliers, in particular submarines, amphibious capability

and carrier air. The HRF (M) HQs are prime candidates to provide a

deployable MCC capability ensuring mission execution in a fully joint

environment.

(Web authorised by Lt Cdr Rick Stead)

31

Grammar: Modal Auxiliaries

This grammar unit is a review of the most common modals used

with verbs in simple tenses, and you can easily identify them in the text

above because they are written in italics and underlined. A modal is an auxiliary verb that functions with a main verb and carries a special

meaning or function. Modals are used with the short infinitive of the verb.

Can expresses ability; the negative of can is cannot (can’t).

The USS Enterprise (Big E), the first nuclear-powered aircraft

carrier in the world, can travel at speeds over 33 fts (60km/h).

The new recruits cannot march well in formation, but will quickly

learn.

Can and may are used to give and request permission. May is usually

used in formal situations; can is informal. May not is more emphatic

than cannot.

Pvt Benson: May I take leave on Friday, sir?

Capt James: No, you may not.

Would, could, and will when used with "you" are all used to make polite

requests. All have about the same meaning, except for could, which

carries a slight meaning of possibility. (Do you want to do this? Is it

possible for you to do this?) Please is often used.

Maj Timms: Sergeant, could you get Captain Burns on the line?

32

Sgt David: Yes, Sir. I will do it right now.

Would you please remind the major that the briefing on the

mission training plan (MTP) will be held at 1400?

May and might both express possibility (maybe, perhaps). May expresses more certainty than might.

Since a lieutenant usually does not have free access to his brigade

commander, a proper chain of command may give him a better

perspective of his responsibilities.

Some of these products may currently be under development.

The system increases the ability of the Alliance to prepare for, and

respond to, the full range of crises that the Alliance might be

required to face.

Should, ought to, and had better are used to give advice, make

recommendations, or remind someone of something important. For

questions and negatives, we usually use should or had better.

FPGs should guide a planner in drafting the annex to an

operational plan for a specific functional area.

Hadn’t you better complete the report today?

Should and ought to are also used to express expectation.

Finish putting the meeting room in order. The general should be

here any minute.

The meeting ought to start on time.

33

Must and have to are used to express obligation and necessity. Must has a stronger meaning than have to and refers mostly to laws and

regulations. Had to is used for the past of must.

Complementary Planning Tools are other essential documents

which planners must consult.

Capt Paulson has to attend the mission briefing at 0900 this

morning.

Capt Paulson had to attend the mission briefing yesterday.

Must not and not have to have completely different meanings. Must not stresses that something is not allowed or is against the law or

regulations. It can also be used as a warning. Not have to shows that

something is not necessary or required.

The unit’s planning procedures must not be long; they must be as

brief and to the point as possible.

Military personnel on base don’t have to wear their uniforms when

they are off duty.

Must + the short infinitive of the verb is also used to express probability

or inference. It is sometimes used with the be+ing form of the verb.

The captain is not here today; he must be ill.

The soldiers are not in their office. They must be training in the

field.

34

Exercise 9  

Complete the following sentences by selecting the appropriate modal auxiliary from the box. You may have to use some modals more than once, and some sentences may have more than one correct answer:

should have to  must

may can can't

1. In the midsection of the aircraft’s fuselage are the twin stubs

that  carry 230-gallon fuel tanks, rocket launchers, and racks for

the Hellfire missiles.

2. The HMMWV (high-mobility multipurpose wheeled vehicle) can be

used in resupply operations over terrain that 5-ton trucks 

negotiate.

3. A military commander  build cohesion and team attitude as

soon as possible.

4. Infantrymen  remember that their first priority is to destroy the

enemy.

5. The focus of units conducting search and attack operations  be

to find, fix, and finish the enemy.

35

6. During operations, the 1st Brigade  fall under the control of the

2nd Infantry Division.

7. The scouts  position guides to link up with the battalion after

completing the reconnaissance.

8. Today’s leaders of mechanized units  train for military

operations on urban terrain (MOUT). 

Exercise 10  

Complete the sentences with a suitable modal + verb phrase based on the verb in parentheses.

1. If we knew for sure the delegates are planning to visit us, we

(plan) a reception.

2. Yesterday the colonel said, "Turn in your report before you leave

today," so I (work) late.

3. The witness is very convincing. No one (deny) the truth of his

statements.

4. There was debris all over the beach. The ship (explode).

5. The FTXs (conclude) before the next major inspection begins.

6. Don’t assume you lost your key; you just (mislay) it.

7. The training video that lasts twenty minutes started at 09:00. It’s

09:18, so the recruits (finish) viewing it soon.

36

8. In years past, whenever the academy graduates held a reunion, they

(have) dinner together.

UNIT 5

OBJECTIVES AND PRIORITIES OF JOINT MULTINATIONAL OPERATIONS

Through its many responsibilities outlined in the 2002 Unified

Command Plan, U.S. Joint Forces Command (USJFCOM) directly

supports six of the Department of Defense's top ten priorities for the

coming months.

"Priority 1 - Successfully pursue the global war on terrorism"Every day, U.S. Joint Forces Command provides trained and ready

forces to U.S. commanders around the globe in our roles as joint trainer

and joint force provider.

"Priority 2 - Strengthen combined / joint warfighting capabilities"

Working in our roles supporting joint concept development and joint

integration, the command constantly seeks ways to improve joint

concepts of operation in the air, on the land and at sea to better support

a joint warfighting team. Strong joint experimentation and joint training

programs further amplify JFCOM's dedication to this important priority.

"Priority 3 - Transform the joint force"The 2001/2002 Unified Command Plan gave USJFCOM a "laser

focus" to become the incubator for new transformational concepts to

build the military of the 21st century. The command leads the

transformation to a lighter, more agile and easily deployable force. The

Joint Deployment Process Owner and Project Alpha, a rapid idea

37

analysis group in the joint experimentation directorate, both focus on

making transformation activities a high priority.

38

"Priority 4 - Optimize intelligence capabilities"Joint Forces Command works to ensure our commanders have the

capability to work out our responses to new threats, and preclude, deter,

or degrade an enemy's ability to use military force through our use of

"asymmetric warfare" - focusing on such things as the enemy national

will, the infrastructure of the enemy country or organization, and the

command and control of the enemy forces. By working with

organizations like the Joint Forces Intelligence Command (JFIC), we

ensure commanders around the globe have the intelligence resources

they need, the quality intelligence training they deserve, and the most

innovative answers to the complex threats expected on the battlefields of

the 21st century.

"Priority 5 - Counter the proliferation of weapons of mass destruction"

"Priority 6 - Improve force manning" "Priority 7 - New concepts of global engagement""Priority 8 - Homeland security""Priority 9 - Streamline DoD processes"Our director of requirements and integration (J8) participates in the

allocation of resources at the Department of Defense level to ensure

unique joint requirements, such as a combat identification system or a

theater missile defense system, are examined for any interoperability

issues with existing or planned technologies. Part of this process

includes the planning, programming, and budgeting of new systems and

prioritizing their assessment by Department of Defense committees such

as the Joint Requirements Board (JRB), and the Joint Requirements

Oversight Council (JROC).

39

"Priority 10 - Reorganize DoD and the U.S. government to deal with pre-war opportunities and post-war responsibilities"

Constantly, Joint Forces Command works with agencies inside and

outside of the Department of Defense as new concepts are developed.

One concept the command recently tested, the Joint Interagency

Coordination Group (JICG), seeks to establish operational connections

between civilian and military departments and agencies that will improve

planning and coordination within the government. Previous

experimentation identified both a secure, virtual collaborative working

environment and a staff interagency coordination element as vital to

success.

(www.jfcom.mil/about/multi_faqs.htm)

Grammar: Conditional Sentences

Sentences containing if-clauses are called conditional sentences.

They are used to express possibilities, guesses, wishes, and regrets.

Conditionals are common, even in daily conversation. They are the only

way to communicate certain ideas.

There are three kinds of conditions that give rise to conditional

sentences: present and future real conditions, present unreal conditions, and past unreal conditions.

Conditional sentences have two parts: the main clause (result

clause) and the if-clause (condition).

40

i. Real Conditions

Certain if conditional sentences express something that may or will

actually come to pass. Real conditions are those which presently exist,

are probable, or are likely to happen. The Simple Present, the Present

Progressive, or the Present Perfect tense is used in the if-clause, and

the Future tense, a modal, or the imperative form of the verb is used in

the main, or result, clause:

If + Verb Simple Present, Present Progressive, Present Perfect +…

Will/Can/May/Must + Verb short Infinitive

Examples:

If you go to the "J" area, you may find Capt Adams.

If you haven’t found Capt Adams, check in the "J" area.

If you are looking for Capt Adams, you can find him in the "J" area.

If you haven’t found Capt Adams yet, you probably will meet him

tomorrow.

ii. Unreal Conditions

Unreal or contrary-to-fact conditions are those that are impossible,

improbable, or not likely to happen. They can belong to either the

present or the past.

41

a. Present Unreal Conditions

We use the unreal present conditional to refer to unreal, or

hypothetical, situations. The verb form in the if-clause is in the Simple

Past tense, except for the verb be. Were, not was, is used with singular

nouns and I, he, she, and it. The verb form in the main, or result, clause

is would or a modal + the main verb in the short Infinitive:

If + Verb Simple Past, Past Progressive +… Would/Could/Might + Verb short

Infinitive

Example:

If I were you, I would take the leadership course.

 Could or might may be used instead of would with a slight

difference in meaning. Could expresses ability or possibility, but does

not include desire or willingness. Would indicates the desire to do

something. Might indicates a slight possibility.

Examples:

He would probably feel better if he exercised regularly.

If you left for the border now, you could be there in two hours.

Petty Officer Mills would answer the phone if he were at his desk.

If it weren’t raining, we could jog for exercise.

42

Exercise 11

Choose the one properly structured conditional statement, a, b, c, or d, which indicates a condition in the present.

1. a. If we wanted a good unit, we establish mutual trust.

b. If we will want a good unit, we establish mutual trust.

c. We establish mutual trust if we had wanted a good unit.

d. We must establish mutual trust if we want a good unit.

2. a. He can assess my performance if he wants.

b. He could assess my performance if he wants to.

c. If he wanted, he can assess my performance.

d. If he will want, he can assess my performance.

3. a. I will praise him if he deserved it.

b. I will praise him if he deserves it.

c. If he deserves it, I had praised him.

d. If he had deserved it, I will praise him.

Exercise 12  

Choose the one properly structured conditional statement a, b, c, or d, which indicates an improbable or contrary-to-fact condition in the present.

43

1. a. We could do more if we will buy new machines.

b. We could do more if we bought new machines.

c. If we had bought new machines, we will do more.

d. If we had bought new machines, we could do more.

2. a. We would win if we will have better leadership.

b. If we will have better leadership, we will win.

c. If we had better leadership, we won.

d. If we had better leadership, we would win.

3. a. You can succeed if you tried.

b. You could succeed if you tried.

c. You could succeed if you have tried.

d. You can succeed if you have tried.

b. Past Unreal Conditions

Looking back at past times, we know whether events really

occurred or not. By using conditional sentences, we can still talk about

events that did not occur.

For the past unreal condition, the verb in the if-clause is in the Past

Perfect tense. The verb in the main clause is in the Perfect Conditional

form:

If + Verb Past Perfect+… Would/Could/Might + Have + Verb IIIrd

form

44

Examples:

I didn’t know there was diving practice last night. I would have

been there if I had known about it.

If Sgt Redford had left at 0900, he might have been there by now.

Exercise 13

Choose the one properly structured conditional statement a, b, c, or d, which indicates that the time has past and the condition could not be fulfilled because the action in the if clause did not happen.

1. a. If he had studied, he will pass.

b. If he had studied, he had passed.

c. He would have passed if he had studied.

d. He would have passed if he studies.

2. a. If she had tried, she could succeed.

b. If she had tried, she will succeed.

c. She could have succeeded if she will try.

d. She could have succeeded if she had tried.

3. a. If they had known the test was difficult, they would study.

b. They would have studied if they know the test was difficult.

c. They would have studied if they had known the test was difficult.

d. If they had known the test was difficult, they will study.

45

Exercise 14

Complete each sentence with the correct form of the verb given in parentheses.

1. If I knew Capt. Henry’s phone number, I  (call) him.

2. He would have made the rank of Chief Petty Officer if he 

(pass) the exam.

3. We may have better communication if we  (get) a new

captain.

4. If Commander Prescott (not, arrive) early, he would have

missed the admiral’s visit.

5. If I  (be) you, I would prepare for the briefing.

6. You may go now if you  (finish) the assignment.

46

UNIT 6

THE BRITISH EXPERIENCE OF MULTINATIONAL DEFENCE CO-OPERATION

Part I

We define Multinational Defence Co-operation (MDC) as any

arrangement where two or more nations work together to enhance

military capability. This can include exchanges and liaison, training and

exercising, common doctrine, collaborative equipment procurement, or

multinational formations. Nations can either co-operate on a roughly

equal basis, or with one or more taking the lead and providing a

framework within which others make smaller contributions. In most co-

operative arrangements, nations can - and usually do - retain national

control over their own forces.

The Benefits

Multinational Defence Co-operation offers a range of benefits: Enhanced Interoperability. Co-operation is most

successful when Allies and partners have interoperable weapons and

systems, but the experience of co-operation is itself a spur to improved

interoperability. Many naval communications systems, for example, enjoy

good interoperability with those of NATO Allies, thereby allowing the

Royal Navy to train with them and operate in a complex multinational

environment. More efficient provision of military capability. Co-

operation can provide economies of scale, which in turn mean more

capability for the same level of resources, or the same capability for less.

An example is the development of an agreement between the European

Air Group nations to enable more shared usage of transport and

47

refuelling aircraft, thereby reducing the number of occasions when they

fly empty or with part loads. A reduced tendency towards purely national approaches

to defence. Nations which operate together are less inclined to duplicate

unnecessarily Allies' and partners' capabilities, and are more attuned to

identifying complementary solutions to national requirements.

Luxembourg’s agreement to purchase a single A400M aircraft, which will

be operated as part of the Belgian fleet, is a good example of a nation

taking a broad view of a national requirement. Innovative solutions to capability shortfalls and

operational requirements. Co-operation opens up opportunities for new

and innovative approaches to enhancing capability and maximising

efficiency and effectiveness. An example is the development of an

adaptor which allows RAF, German and Italian Tornados to use French

test rigs in operations with French involvement; UK Tornados used this

coupling during the Kosovo campaign when operating from Corsica,

thereby reducing the requirement to airlift UK equipment to the French

base. Greater transparency. Multinational Defence Co-operation

helps build trust and confidence between Allies and Partners. Co-

operation with Russian forces on the ground in Kosovo and the

development of a bilateral naval co-operation programme, for example,

provide a good basis for our wider defence relationship with Russia.

More generally, Partnership for Peace has achieved a great deal in

increasing trust and transparency between partners (for further details

see Ministry of Defence Policy Paper No 1, Defence Diplomacy). Ability for nations to contribute to capabilities that they

could not otherwise sustain individually. This factor is particularly

relevant for NATO and European defence, where burdens need to be

48

shared as fairly as possible. The Benelux nations offer a number of good

examples in this respect: Luxembourg’s participation as part of the

Belgian contribution in the Balkans; the Belgian-Dutch Deployable Air

Tactical Force (DATF), which operated successfully in the Kosovo

campaign; and Dutch/Belgian naval co-operation based on the

operational HQ at Den Helder. Increased capacity of other nations to contribute to

operations. By sharing our experience with other nations armed forces -

whether through training, placement of defence advisers or more

informal contacts - we can increase the capacity of others to participate

in operations, thereby enabling a more equitable sharing of the burden

and helping to reduce overstretch on our own forces. Opportunities for the UK to underline its role as a key

member of the Alliance and a leading member of the international community. Co-operative arrangements in which the UK plays a

significant part provide an opportunity for us to focus international efforts

to the benefit of Euro-Atlantic and wider security. By being proactive, we

can also help to channel resources into multinational initiatives which

promise genuine improvements in military capability, rather than just

window dressing. Access to capabilities that the UK does not need

independently. Co-operation with other nations can give us access to

capabilities that we would not wish to provide solely on a national basis.

An example is medium-range ground-based air defence, which is not a

priority for the UK and in which a number of Allies have an extensive

capability which would protect UK forces in multinational operations. Acting in unison. When the international community acts

together, particularly where intervening to resist aggression or for

49

humanitarian reasons, the political effect of military action is much

greater than when individual countries act alone.

The Risks

Multinational defence co-operation works well, provided we are also

alive to the potential difficulties, and select areas for co-operation

carefully. We need to take account of the following factors: Acting independently. Multinationality is not a substitute for

the provision of essential national capabilities for any operations where

the UK is likely to act alone. Great care needs to be taken, therefore, to

ensure that we do not prejudice our essential national requirements and

capabilities. The Economics of Co-operation. These should be

straightforward, but can often be difficult to realise in practice. For

example, collaborative procurement projects are vulnerable to partner’s

decisions and, when there are differing business practices and divergent

requirements, can lead to time and cost overruns. We need to be sure on

a case-by-case basis that entering into a co-operative arrangement is a

cost-effective option. Decision-making structures. We need to guard against

arrangements which lead to inefficiency and delay in decision-making,

and which therefore carry the danger in operational situations of

increasing the risk of failure and the danger to our personnel. We need,

for example, to ensure that Allies collectively agree that the NATO Force

Structure Review will deliver High Readiness Headquarters which, like

the ARRC, deliver genuine operational capability. Pitching co-operation at the right level. Operational co-

operation at too low a level can present a range of difficulties - from

language barriers, through poor interoperability, to inefficiencies of scale

50

- and can therefore prejudice operational effectiveness in certain

circumstances. While a common language and joint training prior to an

operation can overcome many of the practical difficulties, the priority

must be forces tailored to meet the operational need. Training. A significant amount of time and major training

effort is required for national components in a multinational formation to

reach an operating standard that is acceptable to all participating

nations. This requires a careful balance between investing in

multinational training while maintaining the national training standards

which provide the basis of the UK's operational capability. Burdensharing. Multinational Defence Co-operation is not an

excuse for Allies and partners to opt out of roles, activities or operations

unilaterally and at short notice. This increases the burden on others,

including the UK.

(www.mod.uk/issues/cooperation/multinational.htm#introduction)

/ SPEAKING/WRITING SKILL – Hypothesizing

To hypothesize about an action or condition is to assume or

suppose what would happen in a particular situation. To express

hypothetical ideas, we use present and past unreal conditional

sentences such as those you studied in the grammar section. Each type

expresses a different meaning and is used for a different purpose.

Present unreal conditional sentences describe conditions that do

not exist now. Their meaning is present time although the verb in the if-

51

clause is actually in the Past tense. This type of sentence is often used

to express a wish or give advice.

Example:

If Abraham Lincoln were alive, I would ask him about the American

Civil War.

Past unreal conditional sentences deal with things that did not

happen. This type of sentence is often used to discuss something which

failed to occur, or to make apologies for something in the past. The verb

in the if-clause is in the Past Perfect tense.

Example:

If the South had won the Civil War, the United States would have

been different.

Note: An if-clause in the Past Perfect tense can be combined with a

main clause that expresses a situation not true in the present. This type

of sentence shows how something which failed to occur in the past can

have an effect on the present. This construction occurs more frequently

in speech than in writing.

Example:

If the South had won the Civil War, the United States would be

very different today.

52

Exercise 15

Take into consideration the following hypothetical situation:

Today’s world is plagued with hardships. Among them are terrorist

attacks, civil wars and ethnic conflicts, economic and political strife,

disease and famine.

If you were in a position to make a significant difference in our world, which problem would you concentrate on and what would you do about it?

Discuss it in your group.

53

UNIT 7

THE BRITISH EXPERIENCE OF MULTINATIONAL DEFENCE CO-OPERATION

Part II

Guiding Principles

Taking both pros and cons into account, we believe that

Multinational Defence Co-operation should be pursued when it: Enhances military capability. Does not prejudice our capacity to maintain capabilities that are

required to safeguard national security interests where we may

have to act alone. Relates, in the Alliance and European contexts, to capabilities

required for the implementation of NATO's Defence Capabilities

Initiative and Force Structure Review or to fulfil the European

Headline Goal. Helps to ensure that all participants bear their fair share of the

burden, across a range of activities and capabilities. Is compatible with, and does not threaten our links to, the US and

NATO. Involves participants who can make a worthwhile contribution. Ensures that there is a broad enough distribution of specialised

capabilities amongst Allies and other potential coalition partners to

provide "coalitions of the willing" able to respond to specific

situations. Helps to alleviate actual or potential overstretch.

54

What We Plan To Do Next

We plan to develop Multinational Defence Co-operation in a number

of ways. We will: Give top-level direction within the MOD to ensure that we always

consider MDC as one of the first options when looking to enhance

capability, within the guidelines set out above. Seek also to increase MDC's profile in NATO, within the European

defence dimension, and with partners further afield. Build on the range of existing co-operation outlined in this paper,

with both Allies and non-NATO partners. Explore innovative approaches to MDC, including learning from

Allies' and partners' experiences. Work within NATO and with European partners to ensure that

multinational solutions to capability shortfalls identified by the

Defence Capabilities Initiative and Headline Goal are pursued.

NATO has already initiated work on this in which the UK is playing

a full part. Pursue a variety of new bilateral and multilateral initiatives,

including:

  o Building on recent work with Finland, France, Germany, Italy,

The Netherlands and Norway to increase co-operation in a

number of areas, particularly medical, air manoeuvre

(including helicopters), air to air refuelling, search and

rescue, unmanned aerial vehicles and training.

  o Work with Denmark, Finland, Norway and Sweden to help

develop their Nordic Brigade.

 

55

o The European Amphibious Initiative, launched in December

2000, in which we will be developing closer co-operation on

amphibious issues with France, Italy, Spain and The

Netherlands.

  o Development with Italy and Germany of the potential for

improved co-operation on the key Suppression of Enemy Air

Defence (SEAD) capability, where each nation's Tornado

aircraft have somewhat different, but complementary, SEAD

weapon systems.

  o Develop the NATO concept of the European Multinational

Maritime Force, designed to enable a maritime force to be

formed from NATO assets and capabilities for a WEU-led

operation, to ensure that the concept is similarly applicable to

an EU-led operation.

  o Joint training with the Dutch and Norwegians on the new

WAH-64 Apache attack helicopter, and co-operation on

concepts, tactics and doctrine.

  o Increased co-operation between the RAF and the Finnish Air

Force, with plans for joint training between RAF Harriers and

Finnish F18s, and training (with an RAF VC10) for Finnish

pilots in air-to-air refuelling.

  o Building on the success of French ship attachments to UK

task groups, and RN involvement in French exercises during

2000.

56

  o Discussions with the Australians about our future strategic

tanker and offensive air system programmes to explore the

potential for co-operation. Participate in NATO work to improve co-operation in the Electronic

Warfare area. Build on the establishment of OCCAR and the recent six+nation

Framework Agreement - two European initiatives to improve

collaboration in which the UK is playing a key role. We are working

in similar ways with the United States as well as in other

multinational fora. Play a major role in developing and enhancing multinational

training and promoting increased exchange arrangements at all

levels of training. Support the Brahimi Report into the effectiveness of UN peace

operations. The Report has set out a series of key

recommendations and proposals aimed at achieving more rapidly

deployable, efficient, effective and coherent forces supported by

greater standardisation of training and equipment improvements

within the UN's strategic planning processes. Explore other areas ripe for co-operation with Allies and partners,

including air-to-air refuelling, education and training, and more

widespread "twinning" of units.

Conclusions

 Multinational Defence Co-operation is considered an important

feature of our defence activities. It can play a key role in enhancing

capability or providing the same level of capability at less cost. The

reality of modern coalition operations, the need to encourage others to

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improve their military capabilities and take a greater share of the defence

burden mean that more innovative ways of co-operating with partners

and Allies must be sought - whilst preserving our essential national

capabilities. The UK has an opportunity to take the initiative and to

ensure that Multinational Defence Co-operation plays a key role in future

Euro-Atlantic and global security. We intend to respond by developing

and furthering our MDC arrangements, where it makes sense to do so.

(www.mod.uk/issues/cooperation/multinational.htm#introduction)

Grammar: The Passive Voice

The military writing style stresses the use of the active voice. The

use of active voice in writing is usually better than the use of passive

voice. There are three important reasons for that:

1. Active voice is direct, forceful, and easy to understand. By

contrast, passive voice can be vague, evasive, and hard to

understand.

2. Active voice is more conversational than passive voice. (We

normally speak in active voice.)

3. Sentences in active voice are shorter than sentences in passive

voice.

Nevertheless, you will often find the passive voice used in military

publications and may be tempted to use it. The purposes for studying the

passive voice in this grammar unit are to enable you to understand

passive constructions and to encourage you to use the active voice

when appropriate.

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Active versus Passive Voice

The difference between the active voice and the passive is a matter

of emphasis. You need to differentiate whether you want to emphasize

the doer or the receiver of the action. If you emphasize the doer, the

sentence is active. If you emphasize the receiver, the sentence is

passive. In an active sentence, the doer of the action is at the beginning

of the sentence. In a passive sentence, the doer is at the end and the

receiver of the action is at the beginning.

Active: Doer + Verb + Receiver

The captain + issued + the order.

Passive: Receiver + Verb + Doer

The order + was issued + by the captain.

The passive sentence above could also read, "The order was

issued," and still be grammatically correct. However, the listener/reader

would not know who sent the message. The active voice forces the

listener/reader to include this information.

You can recognize a passive sentence by its verb structure. A

passive sentence always has a verb phrase containing a form of the

verb to be and the past participle (the third form) of an action verb.

If a modal auxiliary (will, must, should, can, etc.) accompanies the

main verb in the active voice, the modal is attached to the be verb when

the sentence is changed to the passive voice. For example, We should

type all letters. All letters should be typed.

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If the main verb is in a progressive or perfect tense in the active

voice, the auxiliary verbs be and have are added to the be-verb when

sentences are changed to the passive voice. Examples:

They are processing the soldiers. The soldiers are being

processed.

We have checked the barracks. The barracks have been

checked.

The second part is always the main verb in the third form (Past

Participle):

To Be + Past Participle:

I am + required by my commander to attend the class.

He was + instructed by his captain to attend every briefing.

They have been + given the exams by their instructors.

The material will be + required by this agency.

The staff could not be + notified by the commander.

The preposition by often appears in the sentence that is passive. It

is a possible clue to the use of passive voice in writing, since it can

introduce the doer at the end of the sentence.

Example: The tests are given weekly by the teachers.

Active Voice Military Writing

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The use of active voice in writing is preferable to the use of passive

voice for three reasons. It is more direct, more forceful, and easier to

understand. It makes your writing sound more like speech. It is also

shorter.

There are two more reasons why the military prefers using active

voice in writing. First, when writing reports, we need to stress who did

what, so the active voice is better. Imagine reading these reports:

Weak: The M16 rifles were stolen from the bivouac site.

The operation plan (OPLAN) was submitted late.

What else do you want to know? Who did it.

So, writing in the active form and including the doer up front is stronger.

Strong: A six-foot tall middle-aged man with brown hair stole the

M16s.

CPT Jones submitted the operation plan (OPLAN) late.

Second, when writing orders, we should emphasize who must do

what. So the active voice is preferable here, too.

Weak: Hill 424 must be attacked at 0430 (No doer mentioned.)

Strong: Company Q will attack Hill 424 at 0430.

Weak: The motor pool must be policed by 1800. (No doer.)

Strong: SSG Doe's section must police the motor pool by 1800.

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In sum, active voice in writing is the voice of authority. It is clear,

concise, and to the point. There is no evasion and no hiding of

responsibility.

Exercise 16

Change these active sentences into passive ones, to emphasize the receiver:

1. The general relieved the captain of the command.

2. The soldiers will dig the foxhole.

3. The first sergeant completed the duty rosters.

4. The day-long rain soaked the soldiers’ uniforms.

5. The C Battery officers are evaluating the field training exercises.

6. He loaded the tent and the stove into the jeep trailer.

7. They will fire the target on at 0600 hours.

8. The sergeant has constructed the firing chart.

9. The company completed the briefing at 1500 hours.

10. The platoon leader is distributing the ammo.

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Exercise 17

Write either the "S" next to sentences that are "Strong" (active) or the "W" next to those that are "Weak" (passive), next to each sentence.

1. The exercise began with an airborne assault on a disguised airstrip.

2. Requests must be signed before issuance is accomplished.

3. A total of 24 sorties were flown by the German aircraft during the exercise.

4. Battles are lost when leaders are ineffective.

5. The Rotating Amber Warning Light (RAWL) went off when the squad left the front gate of the post.

6. Request is made that this unit be exempted from situational training exercises (STX) lanes.

7. The arms rooms’ locks must be checked hourly.

8. An atmosphere of trust was created by the patrols.

9. CPT Jones completed his inspection of C Battery on 1 Aug.

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UNIT 8

MULTINATIONAL COMMANDAND CONTROL 3

Command relationships at the operational-level are often unique

because of the political factors that influence their development. Existing

relationships among multinational forces represent the major differences.

The multinational commander must be aware of these differences and

consider them when assigning missions and conducting operations.

A multinational command exercises control over regional

commands. The allied or multinational force command translates allied

policy deterrence, defense, and counterattack into multinational military

air and ground plans and objectives for implementation by allied regional

commands. The commander influences the campaign by committing

reserves, allocating air support, and setting support priorities.

Traditionally, logistics in multinational operations is a national

responsibility. However, logistics support must be a collective

responsibility of the nations involved. Nations must ensure, either

individually or by cooperative agreement, the provision of logistics

support for their forces.

3 Department of the Army Headquarters (1995), Army Operational Support (FM 100-16). Washington D.C., US Government Printing Office, pp. 2-7.

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Commanders of multinational forces must establish requirements

and coordinate logistics support within their operational area. The

logistics objective in a multinational environment is to achieve the

greatest degree of logistical standardization (that is, compatibility and

interoperability of equipment), interchangeability of combat supplies, and

a commonality of procedures—that is realistically achievable given the

constraints of METT-T.

NJRF Command and Control

Command and Control (C2) of the NJRF will be based on a 3-level

C2 structure, each level with its specific responsibilities: Strategic

Commander, Joint Force Commander (JFC) and Component

Commanders (CC). This ensures seamless joint campaign planning and

execution. A precondition for C2 elements at the 2nd and 3rd level is the

ability to deploy in an operational mode if required. This includes pre-

deployment of the necessary C2 elements and capabilities from these

HQs to enable effective C2 of the operation from the earliest moments.

The decision to deploy facilitating HQs or parts thereof remains

predicated on a Political-Military appreciation of the actual mission

requirements rather than technological constraints. The variable is the

C2 potential required at each level of command. This has a relation to

the force level but is not necessarily proportional to it; in essence, this

mirrors the “pull through” approach. Within the context of the NJRF, HQ

staff size can be relatively limited, but mechanisms must be in place to

expand staff when force levels are increased. The developing C2

capabilities found within the NCS and NFS will be adequate for the

needs of the NJRF. Employment options may be new but the requisite

capabilities will not. NCS HQs must have the capability to deploy

Forward HQ Elements at very high readiness as part of the process, and

65

generate a sea-based and land-based CJTF HQ. Comprehensive pre-

deployment intelligence support is a precondition for effective

commitment of the NJRF and avoidance of unnecessary risks. To make

the best use of his forces the JFC must have organic INTEL support

elements under his operational command.

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Command Multinational Support

While not a new concept to U.S. Joint Forces Command

(USJFCOM), multinational involvement within the command is gaining

momentum across all the directorates.

In the fall of 2002, U.S Joint Forces Command’s incoming

commander, Adm. Edmund P. Giambastiani, issued fourteen command

objectives, which he saw as crucial to the overall vision of

transformation, one of which specifically focused on supporting the

transformation of U.S.-multinational capabilities.

The latest objective involves synchronizing those efforts within the

command staff. Every directorate contains multinational elements of

some sort, whether it’s training, legal, experimentation or personnel. And

with NATO’s recent transformation of Allied Command Atlantic, a

regional command, to Allied Command Transformation, a functional

command focused on NATO transformation and interoperability, the

multinational focus will continue to be crucial to the USJFCOM mission.

Throughout the coming years, multinational momentum will continue

to build within the command. The multinational experimentation series

and the ongoing pinnacle pathway concept development strategy carve

out the future for multinational concept development, while missions like

the command’s involvement with NATO’s Partnership for Peace (PfP)

program demonstrates JFCOM’s allied training involvement.

As the U.S. military is transforming, so also is USJFCOM. The

command’s multinational objective sharpened that focus, placing

renewed emphasis on synchronizing an already established mission:

multinational involvement.

To ensure unification across directorates, the commander charged

the Strategy and Analysis Directorate (J5) with the task of orchestrating

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USJFCOM multinational involvement. Through a series of working group

meetings, all key representatives involved in multinational experiments,

events and activities share ongoing and upcoming information. This is

just another step in the process of eliminating the directorate-only or

stove-piped mentality.

While multinational activities increase throughout the year, so do

the efforts by the command to synchronize USJFCOM’s global

involvement.

(www.jfcom.mil/about/multi_faqs.htm)

Grammar: Prepositions

Depending on context, many prepositions can have several different

meanings. It is often possible for more than one preposition to be used

correctly in a phrase.

The prepositional phrase, an important element of English

sentences, consists of a preposition and its object. The object of a

preposition is a noun or noun equivalent, such as a pronoun, and its

modifiers.

Example:

Establish an outpost at this point on the ridge line.

At this point and on the ridge line are prepositional phrases.

In the example, point is the object of the preposition at and ridge is

the object of the preposition on.

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Here is a list of some common single-word prepositions:

about above across

after against along

among around at

before behind below

beneath beside besides

between beyond by

despite down during

for from in

into like near

of off on

out over since

through throughout till

to toward towards

under until up

upon with within

without    

Some other prepositions are compound.

Examples:

out of in the event of

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Chart of Place and Direction

Sometimes, it helps to visualize the meanings of words. The circle

which follows illustrates place-direction prepositions:

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Exercise 18

Fill in the blanks with a preposition of place or of direction or motion:

1. Artillery fire is being received the assembly area.

2. The Observation Post is located Hill 303.

3, We could see the projectile as it came us.

4. The howitzer will shoot at the enemy that hill.

5. A mechanized unit can move very fast one location to another.

6. Be sure that there is coordination the two platoons.

Exercise 19

Fill in the blanks with the words below:

outside between over toward near

1. The Thunderbolt II can be serviced and operated from bases with limited facilities the battle area.

2. Tactics is a tricky area; the line "need-to-know" and "public domain" is very thin.

3. Fighter pilots minimize their risks by staying the tactical effective range of missiles and guns trying to shoot them down.

4. Not until six days after the crash did the planes flying the region confirm they were getting transmissions from a radio beacon.

5. The soldiers saw the enemy running them waving a white flag.

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UNIT 9

CRISIS MANAGEMENT AND THE NEW NATO

His Excellency Hans HaekkerupMinister of Defense of Denmark

Crisis Management and the New NATO seems a very appropriate

topic to address because it has been such a short time since the

successful end to NATO’s air campaign in support of a political solution

in Kosovo. We can rightly be proud of our achievements, and I would like

to pay tribute to the Alliance’s personnel for their outstanding

performance. The striving for decency, stability, and security in the

Balkans has not yet been reached, but we have given the people in and

around Kosovo new hope for lasting peace and a better future. The April

1999 Washington Summit backed up this hope with its message that

NATO is united and ready to continue to play an active role in securing

peace and stability in the Euro-Atlantic region.

Let me point out the striking political cohesion NATO has

demonstrated over Kosovo. We made a decision, we persevered, and

we succeeded. Mr. Milosevic hoped he could split the Alliance, that he

could wait us out. He was wrong. Despite some internal national

debates, the Alliance stood united, held together by a unique political

cohesion.

Now, at the turn of the century, we have sent an unmistakable

message to Mr. Milosevic, and to others of his kind, that we will not

tolerate barbaric, nationalistic behavior. Our cohesive response will have

profound consequences for the region, for Europe, and for the world.

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POST-KOSOVO CHANGES

The peace process now underway in Kosovo will also be the start of

a move towards democratization in Serbia. The dark and misguided

policies of Mr. Milosevic over the last eight years have taken Yugoslavia

and Serbia on a negative, downward spiral. I welcome signs that the

Yugoslavs have had enough. Their future has never lain with the

intolerant and power-seeking policies of Mr. Milosevic, an indicted war

criminal.

We will also watch carefully the developments in Montenegro. And I

expect the developments in Kosovo will influence the situation in Bosnia

in a positive way. What we have achieved will also have deep

implications for Europe, the European Security and Defense Identity, and

NATO.

But we must not become complacent despite our successes. Our

performances must be critically assessed. For example, we have seen

that only the U.S. had the air assets we needed for the air campaign over

Kosovo. Eighty percent of the air power and an even higher percentage

of the sophisticated technology were American. But on the ground, in

KFOR, Europe will play the major role, as we already demonstrated. And

in the equally important civilian efforts, Europe will be at the center.

However, as we assess and recognize the need for greater European

defense capabilities, we must not overlook the big picture. The air

campaign, the ensuing peace operation, and the peace-building efforts

are all integral parts of a successful mission, and cannot be separated.

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MULTINATIONAL OPERATIONS

What are our lessons learned?

First, we must improve the capabilities of the Alliance to ensure the

effectiveness of future multinational operations. Our forces must be

mobile, flexible, and effective. They must also be able to deploy for

extended periods and over long distances. And they must be able to

survive and to meet the challenges of the operations—including the

potential use of chemical and biological weapons.

Our forces must be able to operate efficiently in a multinational

environment. As we saw in Bosnia and now in Kosovo, multinational

formations are the model for future non-Article 5 operations. We must

prepare for these operations through training, exercises, and doctrines,

and by improving interoperability. We must look at joint solutions to

logistics and supply.

Multinationality will be a key feature in future operations, both

among Allies and with Partners. We will go in together, in solidarity, and

in support of peaceful solutions. For smaller nations, joining multinational

formations is often the only way to contribute.

Some believe that military effectiveness is in reverse proportion to

the number of nations participating. First of all, this need not be the case.

And second, multinationality is a reality, not a choice.  We should,

therefore:

Focus our attention on enhancing the military effectiveness of

multinational formations

Take account of the special challenges of multinationality and

Make multinationality part of our standards and procedures

This will be good for Europe, for NATO, and for Partnership.

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CIVIL-MILITARY COOPERATION

A second lesson we have learned is that civil-military cooperation

must remain a priority. Peace-support operations are, in many ways,

infinitely more complicated than fighting a war. They involve a variety of

civilian actors whom we must take into account and with whom our

military forces need to work closely. While unity of command is essential

for the military force, unity of effort is absolutely essential for the overall

mission. And, as we have learned in Bosnia, we cannot claim military

success on its own. The military component is part of an overall political

process and will be judged against this background. This is a learning

process that works both ways. Often humanitarian organizations avoid

being too close to people in uniform. We must work at getting around the

misconceptions and bridging the cultural differences that exist between

military and civilian organizations.

We have seen in Bosnia how NATO forces can act as a force

multiplier for the U.N. police force (IPTF).  The close and confident

working relationship between IPTF and SFOR has allowed the IPTF to

pursue its mandate much more forcefully than it would otherwise have

done.

But of course we can do better. The process leading up to NATO’s

taking decisive action on Kosovo was long. Now, however, we have

come a long way in improving that internal process. But are we good

enough at developing accurate political analysis as a basis for our

decision making? And how do we improve the Alliance’s capacity for

preventive action?

Cooperation is one way. PfP’s cooperation with Albania and

Macedonia has been effective, as has the Southeast European Security

Initiative. The longstanding cooperation among states of the Baltic Sea

75

area is also a good example of how regional stability can be enhanced

through bilateral and multilateral assistance, extensive cooperation

programs, and internal cooperation.

We can also do better in our public statements. We live in a global

community. The internationalization of the media means that what was

stated to a remote, local constituency yesterday can be the news of the

world today. Once we have agreed on a policy we need to stick to the

press line. And we should also give thought to how predictable we want

to be in certain situations. By reading the news carefully, Mr. Milosevic

knew what we were going to do, and what we would not do.

Our experience with KFOR and SFOR also has implications for the

structures of our armed forces. We need a change of emphasis

regarding reaction forces. Notwithstanding the very high number of

European ground forces on paper, we have seen the difficulties of

mounting two simultaneous peace-support operations—SFOR and

KFOR.

16th International Workshop on Global Security – Budapest, 20-23 June 1999

www.csdr.org/99Book/haekkerup.htm

SPEAKING SKILL –The Seminar

The seminar is a meeting of a small group for the purpose of

exchanging information through discussion and research. The military

seminar focuses on a single subject with which all participants are fairly

76

familiar, due either to longtime shared experience or to extensive and

intensive pre-reading.

A seminar consists of the seminar leader, the seminar participants,

and, sometimes, an observer and a recorder. The observer evaluates

the group process and makes note of the progress of the group. The

recorder serves as a group memory and takes note of points of

agreement or disagreement, as well as of ideas for later consideration.

Military schools within the US employ the seminar as an important

learning tool.

The seminar is not a substitute for individual study; it is, rather, a

complement to it. If the time spent in seminars is to produce more

concrete results than an equivalent time spent in individual study, the

seminar must exploit the advantages of group learning over individual

learning. In group learning, a single problem can be approached from a

variety of perspectives.

The function of the seminar in the military educational system is

twofold. First, the seminar creates an environment which facilitates

learning and improves reasoning and problem solving. Second, the

seminar enables persons with extensive and varied military backgrounds

to share their knowledge and experience through study and through

discussion which contributes to the education of all participants.

For a seminar to be successful, it must have participants who not

only strive to develop group skills but also assume personal

responsibility for the success of the seminar.

Developing a group perspective involves time and a sincere effort

on the part of each seminar participant, but the results of developing it

can be fruitful for and rewarding to each member. Developing personal

responsibility entails the following: sharing leadership with the group

leader; keeping an open mind; avoiding unsound reasoning and biased

77

opinion; and learning to think as part of a group. Group problem solving

does not mean that all problems are best solved within a group such as

a seminar, but it does mean that a group solution or decision is

frequently superior to an individual solution or decision.

Role of the Seminar Leader

1. A discussion leader must be completely objective about the facts. Do not give your opinion.

2. Do not permit a few members of the group to dominate the discussion. Encourage everyone to listen and to speak.

3. Insist each member state his/her idea on the subject. Occasionally, direct a question to a person who has been silent for too long.

4. Do not let the discussion become one-sided. Invite opposing ideas into the discussion.

5. Guide the seminar participants to a conclusion/resolution of the problem.

6. Be supportive of the group. Do not ask one person to convince another person, i.e., to change his/her mind.

Role of the Seminar Participant1. Be respectful of the opinions of your colleagues.

2. View the same facts and circumstances from different perspectives. Have an open mind.

3. Exchange helpful ideas and information relevant to the discussion or problem.

4. Identify and build on the clearest thinking/logic during the discussion.

78

5. Be patient. Be careful about interrupting.

6. Remember that there is no right or wrong solution or conclusion. Search for the best solution.

7. Work as a team.

Exercise 20

Follow-up: See Appendix 3, The Military Group Discussion.

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APPENDIX 1SEQUENCED INSTRUCTIONS

• When asking for instructions on how to do something, we often use the following questions:

Would you explain how…?

How should I…?

What’s the best way to…?

How do you…?

What should I do first…?

• When giving instructions, we usually use the imperative form or the second person, and connective words such as first, second, next, and finally to indicate the order in which instructions are to be accomplished. Certain questions and phrases are used to confirm that the person being instructed understands what was said or to remind him or her of something. Among such expressions are the following:

• To confirm:

Did you understand what I said?

Have you got all that?

Are you following me?

Any questions?

Got it okay?

• To remind:

Remember to…

Be sure to…

• When we do not understand the instructions or are confused by them, we use one of the following constructions to ask for repetition:

Would you repeat that?

I didn’t catch that last part.

I’m not sure I understand.

Hold it.

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Wait a minute,…

Please repeat that.

You just lost me.

I missed that last part.

Run that by me again, please.

• When we understand but want more information or confirmation that what we are doing is correct, we can use one of these questions or phrases:

What should I do now?

Then what?

What’s next?

Anything else?

Now what?

Is this right/OK?

How’s this?

Like this?

• When we understand the instructions and can follow them, we may say one of the following:

That doesn’t sound too hard/difficult.

That seems simple/easy enough.

I think I’ve got it.

I understand.

So far, so good.

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APPENDIX 2

EXPRESSIONS USED BY THE SEMINAR LEADER / PARTICIPANT

Expressing personal opinionThe way I see it...In my opinion / judgment / estimation...It seems/appears to me that...If you ask me...I believe that...From my point of view / From my viewpoint...It is my impression / belief that...My assessment is that...

Asking for another person’s opinionFrom your point of view / viewpoint...+ question?In your opinion / view / estimation...+question?What is your judgment of...?

view of...?conclusion about...?feeling about...?opinion of...?impression of...?assessment of...?

How do you view / assess...?What do you think about...?

Hypothetical situations(Let’s) assume / suppose / imagine / presume that ...Assuming that...Working on the assumption that...Given a situation in which...Suppose that... what are you going to do?

Asking for agreement / disagreementDoes everyone agree with...?Do you share the Captain’s view on that?

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Do we all go along with the Major’s assessment?Does anyone disagree with what was just said?Before we move on

go ontake up the next pointproceed to the next item, do we all agree?

are we in agreement?does anyone disagree?do we all go along?

Does anyone have a different idea / proposal?Are there any other ideas / comments / suggestions on this?

Requesting someone else’s reactionWhat is your reaction/response / reply to...?How do you react / respond to...?What do you think about...?How do you feel about...?

Requesting evidence / conclusionsWhat is the basis for your conclusion?What do you base your conclusions on?What evidence / facts support your statement / conclusion?What statistics / facts do you have to support your conclusion?Do you have any facts to back up your conclusion?How did you come to / reach / arrive to your conclusion?Why do you say that?

SummarizingLet me summarize.Let’s review / briefly go over.In short / in summaryTo sum up / to summarizeBefore we go on, let’s quickly go over

recapitulate see what we agreed upon where we stand

review what we have talked aboutremind ourselves what we coveredsummarize what we have decided so far.

83

ParaphrasingIf I understand correctly...To put in other words / in a different way...Let me restate that...Do you really mean that...?If I understood correctly, what you mean is that...

Giving explanationsBy this I mean that...Let me explain this...Let me clarify this point...Let me make myself / that clear.Let me expand / elaborate on that.

Asking for clarificationCould you clarify...?I’m a little confused, could you make this clear for me?I don’t quite follow you, could you make this clear for me?

Asking for explanationsCould you explain this for me?Could you expand / elaborate on that?Do you mind explaining to me...?Would you be so kind and explain...?

InterruptingExcuse me / Pardon me, but...Sorry to interrupt you...I hate to interrupt...Do you mind if I say something / I interrupt you?

Sharing experienceI was in a similar situation...I faced a similar situation...I had a similar situation...I experienced a similar situation...

Expressing agreementYou are absolutely / definitely right...That is correct / true...I agree with that...I support your view / opinion...I couldn’t agree more that...

84

I can go along with that...That’s my belief / opinion too...That is just what I was thinking...Although I do not totally agree with you, I could get along with that...

Expressing disagreementI respect your opinion, but my estimation is that...I am not sure if I agree (completely) with you...

Expressing relevancyThat’s a good question, but we’ll explore that later.Please hold this question until later and introduce it when we get to that part of the discussion.That’s an interesting point/comment/question. Let’s wait, though, until we begin talking about those items.You’ve raised a very good question. Please hold it, however, until we get to the specifics on that topic.How does this comment

questionidea relate to our discussion/topic?

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APPENDIX 3

MILITARY GROUP DISCUSSION: HOW CAN WE HELP AURIGA?

You are the members of a think tank that works closely with the

President and Cabinet Ministers of the country of Auriga.

Background InformationThe country is medium-sized, with a population of 35 million

people and eight large cities including the capital. Almost half of the

population lives in and around these cities. Auriga is located on a large

island in the middle of the Zoran Sea, which it shares with the country of

Vulpecula (which is smaller in size and population, but has an economy

and society that is more military-based).

It has a historically stable economy, based on manufacturing

(automobiles, household goods, chemicals) and agriculture (has many

different cash crops, but is famous for its grapes and wine). It has seen

steady growth in telecommunications and the tourism industry.

It has not been involved in any major conflicts for almost 80 years.

It has reduced defense spending within the past few years, and,

due to immense public pressure, has done away with mandatory

national military service.

It has focused on creating professional voluntary armed forces.

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Auriga has the following problems:Torrential rains have resulted in extensive flooding in three cities

and in the surrounding countryside. Hundreds have died and 3 million

people are homeless. Part of the armed forces has been siphoned off to assist the civil protection forces in dealing with the disaster.

It had been particularly hot and dry before the recent rains. The

crops have suffered. What is available on the market is of medium-to-

poor quality and very expensive.

The national economy is struggling after a crash in the

manufacturing sector last year. A large number of companies have either

closed their plants or have gone out of business. Inflation is getting

worse, and the national debt is growing (it is at 288 billion Aurigan

dollars, whereas last year it was 60 billion). Moreover, funding for social

services, education and health care has been drastically cut, including

major cuts in the salaries of those working in these sectors (these

workers are threatening to walk out on their jobs). Unemployment is at

its highest rate ever, at 25%. Due to these factors, there has also been

an increase in the crime rate, especially theft, assault, and armed

robbery.

Troops are building up along the border with neighboring

Vulpecula. These two countries do not get along because of cultural

differences, and there has been a long-standing land dispute along the

border (Auriga’s major conflict with Vulpecula 83 years ago ended in a

border compromise that has never been completely accepted by both

sides). Consequently, tensions are high between the two countries.

Because this has been a moment of transition for the military, the

number of available troops is at an all-time low (approx. 100,000, down

from the average of 250,000).

87

Auriga has the option of requesting protection from the nation’s

allies, but there might be some monetary and social disadvantages,

especially if the situation is not resolved in a short time.

It also has the option of re-instating, for a limited time, mandatory

military service.

The President and his Cabinet have called on you to advise them

on how to solve these problems. The national budget is vastly lower than

in previous years, and there is mounting pressure on the government to

act quickly on all these problems. Because of this, you must decide as a

group on how to rank the following items based on what needs to be

dealt with immediately, from most important to least important.

Explain your rankings and how you might improve conditions in

each item:

debt

economic recovery in manufacturing and agriculture

financial responsibility for costs incurred by troop-sending allies

social and financial costs of education

disaster relief for the flood victims

social and financial costs of national health care

strengthening the military

initiating negotiations with Vulpecula

combating crime

reducing unemployment.

Try to reach consensus on the priorities. Use the expressions listed

in Appendix 2 for seminar participant/leader roles. Also consider

carefully the roles of the seminar leader and participants as stated in Unit

9 of this book.

88

APPENDIX 4SUGGESTED LIST OF VOCABULARY AND EXPRESSIONS FOR USE IN NATO MILITARY WRITING 4

I. Standard Expressions

The expressions listed below are frequently found in military documents and correspondence. Learn to recognize you do not already know and choose some of them to include in your own NATO vocabulary:

according to

acknowledgement is requested

appropriate information/material

as outlined below

as requested

ASAP (as soon as possible)

assigned to fill a slot on the PE

assigned to NATO HQ

at the designated place/time

attached herewith

bearing in mind

COB (close of business)

concurrently

4 Adapted from: NATO PfP Course: NATO/Military Terminology. NATO Unclassified.

89

dates (are expresses as day month year in full, e.g. 25 July 2005, or abbreviated, e.g. 25 JUL 05)

defense capability

detailed instructions

direct personnel to

during the period…

duties are performed

easy access

established procedures

follow-up action

IAW (in accordance with)

in all other cases not specifically covered

in compliance with

in light of

in the event that

interested personnel should contact this office for further information/assistance

is the delegated authority

it is understood that

limited duration

maintain form

matters whish require action

NLT (not later than)

90

non-English speaking

operational requirements

personnel detailed to (POD)

promulgate policies

provide guidance

readiness exercise

readiness profile

regarding your letter of …

strictly adhere to

subsequent action

TDY (temporary duty)

the exception rather than the rule/ the exception that demonstrates the rule

the full utilization of

the instructions contained herein are applicable to

the officer/division responsible for

the personnel specifically exempted under provisions of (sub)-paragraph…

the provisions of this directive are applicable to…

the relevant article/regulation/directive

to this end

travel on duty

under no/certain circumstances

91

undertake deployment

uniform procedures

upon receipt of…

II. Transitional Words and Expressions make writing smoother

and, by enhancing the flow of sentences and ideas, facilitate

comprehension.

a. Linking Expressions and Connectives are used to add an idea you have already stated:

again

in addition (to)

too

moreover

also

additionally

furthermore

likewise

similarly

as well as

… such …

other

another point/reason/item

in conformity with

in the same fashion/way

in compliance with

b. To limit or contradict something already said:

but however nonetheless

nevertheless rather despite

on the contrary whereas otherwise

on the other hand although as opposed to

yet in spite of still

c. To show a time or place relationship in the arrangement of your ideas:

92

as soon as after + Ving at this pointeventually subsequently in due timelastly at present meanwhilebefore consequently thenprior to first,second… whenat this time upon completion of

finally later

d. To conclude your paragraphs effectively:

accordingly

as a result

as can be seen

as demonstrated

as I have shown

as mentioned above

as outlined above

as stated above

as will be evident/apparent

consequently

for the reasons stated above

for these reasons

hence

in conclusion

on the basis of the above

therefore

thus

to this end

93

III. Standard Verbs

accomplish

achieve

acknowledge

acquire

act, act on, act upon

address

adhere to

adopt

allocate

amplify

annihilate

anticipate

appropriate

assess/evaluate/estimate

assign

assume

attach

attend, attend to

be relevant

bring together

bring to the attention of…

broaden

call/draw attention to

comply (with)

concur

conduct

consider

constitute

contact

control

co-ordinate

counter

create

decide

defer

define

delete

demobilize

denote

deploy

describe

designate

deter

develop

direct

earmark

eliminate

emphasize

employ

enclose

enhance

ensure

escalate

evaluate

evolve

expand

expedite

exploit

familiarize

follow suit

formulate

forward

gain

hold

identify

implement

incorporate

incur

influence

isolate

issue

lack

launch

lay

lie

maintain

meet

miscalculate

mobilize

monitor

organize

outline

oversee

participate in

penetrate

plan

pose

post

present

prevent

produce

program

promulgate

provide

ready

reappraise

redefine

refine

reinforce

render

report

request

resolve

respond

result in

review

schedule

secure

send forward

set up

solve

span

stockpile

submit

summarize

supercede

take action (to, on)

take part in

take place

task (someone with something)

terminate

test

umpire

update

APPENDIX 5

HELPFUL HINTS FOR MILITARYCORRESPONDENCE

NATO/PFP UNCLASSIFIED

APPENDIX 1 TO ANNEX C TOAFSOUTH SUPPLEMENT TO

ACE DIRECTIVE 35-4 DATED JUNE 2003

The following table includes helpful hints to assist Action Officers

to present properly formatted and uniform correspondence to the

Command Group and limit further editing of correspondence. Follow

these helpful hints or use the templates at P:\Common\Templates\

Always Check How ToCheck Page Set-up.Set your document to the settings outlined at right (How To); make minor adjustments as necessary.

In Microsoft Word:Click on FileClick on Page SetupClick on Margins (Set all margins at 1", Set Header and Footer at .5")Click Paper Size (Set Paper size: A-4)Click Okay

Check Language.Ensure document is set on English (United Kingdom).

In Microsoft Word:Click on Tools

Go to LanguageClick on Set LanguageClick on English (United Kingdom)Click DefaultClick Yes

Click OkayCheck NATO Classification.Insert appropriate classification on Top and Bottom (Header and Footer) of each page of document. If the page bears a page number, type the classification one clear line space below the page number.

In Microsoft Word:Click on FileClick on Page SetupClick Margins (Set Header and Footer at .5")In Microsoft Word:Click ViewClick Header and Footer Center the cursor inside boxesClick “B” Bold; use Times New Roman,12 point Font sizeType appropriate classification IAW

ACE Directive 70-1

Always Check How ToCheck Letterhead.Ensure appropriate letterhead is used for external correspondence.

-Use RHQ AFSOUTH Letterhead for Military Letters to external organizations.

-Use Personalised Letterhead to a named individual signed by any of the following:CINCSOUTHDCINCCOSDCOSACOS J1, J2 etc

Letterhead is at P:\Common\Templates\

-RHQ AFSOUTH Letterhead is the military letter-

-COMMANDER IN CHIEF Personalised Letterhead is at the pers mil ltr-template.5 To change the title on the Personalized Letterhead:Open the templateAnd over type COMMANDER IN CHIEF to read DEPUTY COMMANDER IN CHIEF, CHIEF OF STAFF or DEPUTY CHIEF OF STAFF etc, depending on whose signature block is on the letter.

Check Addresses. If an address is not listed in Annex

5 Personal military letter

Ensure all addresses are accurate

and complete.

Ensure addresses on Memoranda are internal addresses only.

G of this supplement, contact a National Liaison Officer or Representative, National Support Element or search the CRONOS WIDE WEB at http://ccw.nato.int/

The RHQ AFSOUTH Staff Directory includes all internal organizations. If an addressee is not included on the RHQ AFSOUTH Staff Directory then a Memorandum is not appropriate.

Check File Reference Number.Ensure the appropriate File Reference Number is inserted into the File Reference Line.

The File Reference Number should reflect the content of the document (normally addressed in the SUBJECT Line). Avoid using “General Correspondence.” See ACE Dir 25-1, ANNEX C for a list of file numbers.

Check Office Symbol.Ensure the correct office symbol is inserted into the File Reference Line. The originator’s office symbol is always used.

The RHQ AFSOUTH Staff Directory lists all approved Office Symbols. These are the only office symbols used on correspondence within RHQ AFSOUTH.

Always Check How ToCheck Page Numbers.Ensure every page of multiple page correspondence bears a page number including the first page.Do not insert page numbers on single page correspondence.Do not type the number in Bold.Do not type the word “Page”, e.g., Page 1or hyphens, e.g., -1-on either side of the number.For classified papers ensure the paper number shows the total pages of that document i.e. 23 of 40

Type the page number centred at the bottom (Footer) of the page, one clear line space above the NATO Classification.

In Microsoft Word:Click ViewClick Header and Footer Center the cursor inside boxesUse Times New Roman,12 point Font size

Check Acronyms. Whenever an acronym is used in

Ensure Acronyms are currently used in NATO (See Annex A of this supplement). Ensure Acronyms are spelled out the first time used in a document with the acronym following in parenthesis.

correspondence spell it out the first time it is used followed by the acronym in parenthesis, e.g., Activation Request (ACTORD).

Check Possessive Phrases.Avoid the phrases “My Staff” or “Your Staff’.In Military Letters avoid using “I,” e.g. I request your support…”In Personalised Military Letters avoid starting the first paragraph with “I.”

Use “The RHQ AFSOUTH Staff” or “The SHAPE Staff” instead.In Military letters use “We,” e.g., We request your support….”

Check the Bottom Line.Ensure the main reason for writing the correspondence is apparent to the reader immediately.

Use the “Bottom Line Up Front” writing style. State the main idea in the first paragraph then add supporting information.

Check Sentence Length.Ensure sentences are not too long.

Use short sentences (an average of 15 words or less).

Check Spelling.Ensure all words are spelled correctly in accordance with the English (United Kingdom) Spelling Dictionary.

In Microsoft Word:Click ToolsClick Spelling and Grammar

Ensure the English (United Kingdom) Dictionary is used.

Check Executive SummaryIf the DOS has requested an Executive Summary in support of a tasker, ensure that it is as short as possible

Summarise your input in approximately 3-4 salient lines.6

6 From: Action Officers’ Staffguide. RHQ AFSOUTH Supplement to ACE Directive 35-4. 3 June 2003 DOS. Regional Headquarters Allied Forces South Europe AFSOUTH. Naples, Italy. NATO/PfP Unclassified. (Adapted)

APPENDIX 6

IRREGULAR VERBS

INFINITIVE PAST SIMPLE PAST PARTICIPLEarise arose arisenawake awoke awokenbe was / were beenbear bore bornebeat beat beatenbecome became becomebegin began begunbend bent bentbet bet betbid (at an auction) bid bidbid (+ greeting) bid/bade biddenbind bound boundbite bit bittenbleed bled bledblow blew blownbreak broke brokenbring brought broughtbuild built builtburn burnt/burned burnt/burnedbuy bought boughtcatch caught caughtchoose chose chosencome came comecost cost costcut cut cutdeal dealt dealtdig dug dugdo did donedraw drew drawndream dreamt/dreamed dreamt/dreameddrink drank drunkdrive drove driven

eat ate eatenfall fell fallenfeed fed fedfeel felt feltfight fought foughtfind found foundflee fled fledfly flew flownforbid forbade forbidden forget forgot forgottenforgive forgave forgivenfreeze froze frozenget got got/gottengive gave givengo went gonegrow grew grownhang hung hunghave had hadhear heard heardhide hid hiddenhit hit hithold held heldhurt hurt hurtkeep kept keptknow knew knownlay laid laidlead led ledlean leant/leaned leant/leanedlearn learnt/learned learnt/learnedleave left leftlend lent lentlet let letlie lay lainlight lit litlose lost lostmake made mademean meant meantmeet met metpay paid paidput put putread read readride rode ridden

ring rang rungrise rose risenrun ran runsay said saidsee saw seenseek sought soughtsell sold soldsend sent sentset set setsew sewed sewnshake shook shakenshine shone shoneshoot shot shotshow showed shownshut shut shutsing sang sungsink sank sunksit sat satsleep slept sleptsmell smelt/smelled smelt/smelledspeak spoke spokenspeed sped spedspend spent spentspill spilt/spilled spilt/spilledspin span/spun spunspit spat spatsplit split splitspoil spoilt/spoiled spoilt/spoiledstand stood stoodsteal stole stolenstick stuck stuckstrike struck strucksweep swept sweptswim swam swumswing swung swungtake took takenteach taught taughttear tore torntell told toldthink thought thoughtthrow threw thrownunderstand understood understood

undertake undertook undertakenwake woke wokenwear wore wornwin won wonwind wound woundwithdraw withdrew withdrawnwrite wrote written

APPENDIX 7

GLOSSARY of NATO Abbreviations and Acronyms Related to the Land Forces

There are many abbreviations and acronyms used in NATO. You came across a few of them in the units contained in this book: they are listed below alphabetically. Identify what each stands for and internalize their meaning.

AARAARCACCACOS J1, J2, etc.AEWARRCASAPC2CIMICCINCSOUTHCJTFCMCCOBCOSCSCSS

10

DATFDCIDCINCDCOSDoDEHGEIAEUEWFSRFTXHQHRFHRFHRF LIECIEOISTARJ5J8JFCJFICJICGJOAJRBJROCKFORMDCMICMMRNATO

11

NBCNDCINEAFNFSNJRFNLTNTFOCCARPfPPSORAFRHQRNSEADSFORSNFSOPSHAPESTRIKFORSOUTHSTXTBMDTDYUSJFCOM

12

APPENDIX 8

GLOSSARY of Low-Frequency Words and Phrases 7

advance one’s interests, to (VT) = to pursue ~

afield (Adv) = far away, especially from where you live or are staying

alleviate, to (VT) = to make something less painful, severe, or serious

approach (N) = a particular way of thinking about or dealing with something

assets (N) = something such as money or property that a person or company owns; a major benefit

attrition (N) = the process of making an enemy physically and mentally weaker by continuously attacking them

attuned (Adj.) = familiar with something and able to to deal with it in a sensitive way

audit trail = connected evidence of an official examination of the financial records of an organization meant to see if they are accurate

author, to (VT) = to be the writer of a document, etc.

authoritative (Adj.) = based on the best, most complete, and most reliable information

availability (N) = the state of being able to be obtained or used

awareness (N) = ability to notice things

7 The definitions are taken from Macmillan English Dictionary for Advanced Learners. International Student Edition. Macmillan Publishers Ltd., 2002.

13

basics (N) = the most important aspects or principles of something that one should learn, think about, or deal with first

all-time low (Adj.) = extremely low, the lowest ever

be alive to, to (VI) = to be prepared for

be committed, to (VI) = to be loyal to a belief, organization or group and willing to work hard for it

bear upon, to (VT) = to be connected to something or to influence it

bed-down, to (VT/I) = to lie down or put someone into a stable place

benchmark (N) = an amount, level or standard that one can use for judging how good or bad other things are

boost, to (VT) = to help something improve or increase

bottleneck (N) = a specific problem in part of a process, that causes delays to the whole process

break-up (N) = the division of something such as a country into smaller parts

bring together, to (VT) = to create a situation in which people meet and do something together, especially when they do not usually do so

build on, to (VT) = to do something in addition to what you have already achieved

build up (N) = a gradual increase in the amount or level of something

building blocks (N) = one of the basic parts that something is made from and cannot exist without

call on, to (VT) = to officially ask a person or an organization to do something

chair, to (VT) = to be the person in charge of a meeting, committee, etc.

claim lives, to (VI) = to cause to die

14

cognizant (Adj.) = aware

command (N) = a section of the armed forces that does a particular job and has its own leader

commensurate with (Adj.) = suitable for

commitments (N) = duties and responsibilities that one has accepted

complacent (Adj.) = too confident and relaxed because you think you can deal with something easily, even though this may not be true

concurrence (N) = a situation in which two or more things happen at the same time

conduct (N) = the way in which a process or activity is managed

contain violence, to = to keep violence within limits or to prevent it from spreading

contingency (N) = something that might happen in the future, especially something bad

counter, to (VT) = to action in order to oppose, stop something or reduce its negative effects

culmination (N) = the final result of a process or situation

deception (N) = the act of tricking someone by telling them something that is nor true

deepen, to (VT) = to become stronger or more important

denial (N) = the refusal to let someone have or do something (such as a right)

deployment (N) = use of military forces

deterrent (Adj.) = making people decide not to do something by making them realize something unpleasant could happen to them

15

disaster relief = help or assistance given to people in need in the aftermath of disaster

discriminate (Adj.) = treated differently according to the distinctive features

displaced (Adj.) = referring to people who have been forced to leave their own country and live somewhere else, e.g. because there is war in their own country

disrupt, to (VT) = to interrupt something and prevent it from continuing

disruption (N) = a situation in which something cannot continue because of a problem; a problem or action that interrupts something and prevents it from continuing

do away with, to (VT) = to get rid of something

draft, to (VT) = to write something that may have changes made to it before it is finished

economics (N) = the conditions that affect the economic success or failure of a product, company, country, operation, etc.

enabler (N) = someone or something that makes possible or facilitates something

encompass, to (VT) = to include a lot of people or things

encroachment (N) = the act of covering more land gradually or of taking more power and authority from someone else

endorse, to (VT) = to express support for someone or something

end-state (N) = the political and/or military situation, which needs either to be attained at the end of an operation, or which needs to exist when an operation has been terminated on favorable terms

16

enhance, to (VT) = to improve something or make it more attractive or more valuable

envision, to (VT) = to envisage (BE), to consider something as possible or what you intend

essentials (N) = the most basic or important aspects of a subject

expertise (N) = special skill or knowledge that one can get from experience, training or study

faction (N) = a small group within a larger group, consisting of people with different opinions from the rest

field, to (VT) = to use a person or group of people as your team, representatives or army

file, to (VT) = to put a document in a file for future reference

flee, to (VT) = to escape from a dangerous place or situation very quickly

friendly forces (N) = one’s own forces, as opposed to the enemy’s

gist, the (N) = the main idea or most important point of something written or said

graduated (Adj.) = organized according to a series of levels; increasing by regular amounts

grip (N) = control over someone or something

hard currency (N) = money from a country with a strong economy that can be used for buying things in other countries

heading (N) = a word or phrase that gives a general description of type of person or thing

henceforth (Adv) = from this time into the future

hinder, to (VT) = to stop someone or something from making progress or developing

17

impair, to (VT) = to make something less good or effective, especially by causing damage that affects the way something works

impassioned (Adj.) = expressing a lot of emotion

incur, to (VT) = to lose or owe money, or have to pay money as a result of doing something

indicted (Past Part) = accused officially of a serious crime

in-house document (N) = document done or circulating inside an organization

insurgency (N) = an attempt by a group of people to take control of their country by force

intent (N) = purpose or intention to do something

isolate, to (VT) = to separate something such as an idea or a problem from others so that you can consider it by itself

issue, to (VT) = to announce or release something for the people officially

jeopardize, to (VT) = to risk damaging or destroying something important

joint operations (N) = military operations that are carried out by two or more services

jointly (Adv)= done in common

keep track of, to (VI) = to have all the information needed about something

letterhead stationery (N) = writing paper containing the name and address of an organization printed on it

leverage (N) = power

liaise with, to (VI) = to provide a means of communication between two people or groups

18

liaison (N) = intercommunication or exchange of information between people or organizations, so that they understand each other and work well together

lightly (Adv) = in a way that shows you think something is not important or serious

likely (Adj.) = probably going to happen or probably true

localities (N) = particular areas

make do with something (V Ph) = to succeed in dealing with a situation, by using what is available

makeshift (Adj.) = made using whatever is available and therefore not very good

manning (N) = providing a military system with the people needed to operate it

mastery (N) = great knowledge or skill

military hardware (N) = the equipment, machines and vehicles used in the armed forces

minutes (N) = official written record of what is discussed or decided at a formal meeting

misleading (Adj.) = intended or likely to make someone believe something that is incorrect or not true

mismatch (N) = a difference or disagreement between two facts or aspects of a situation

mitigate, to (VT) = to reduce the harmful effects of something, like a natural disaster etc.

non-concurrence (N) = a situation in which two or more things do not happen at the same time

non-standing (Adj.) = not permanent

one-time-only (Adj.) = single use

19

onward (Adj.) = moving forward or continuing

opposing forces (N) = enemy forces

opt out, to (VI) = to decide not to take part in something or to stop taking part in it

overarching (Adj.) = affecting or including everything, and therefore very important

overcome circumstances, to (VT) = to control circumstances

overriding (Adj.) = more important than anything else

overrun (N) = an amount of time or money that is more than what was planned or intended

overstretch, to (VT) = to try to do too much with the resources available; to do more than you are capable of

pen, to (VT) = to write down something

plain paper (N) = simple, as opposed to letterhead stationery

pledge, to (VT) = to promise seriously and publicly to do something

pool (N) = a number or amount of something available for sharing

pose a threat, to (VT) = to create a difficult or dangerous situation

posture (N) = an attitude or the way someone behaves toward others people

precautionary (Adj.) = done or used for protection against possible harm or trouble

preclude, to (VT) = to prevent from happening

preparedness (N) = the state of being ready for something

prerequisite (N) = something that must exist or happen before something else is possible

20

proceed with, to (VI) = to continue doing

proffer, to (VT) = to offer, to provide

protracted (Adj.) = continuing for a long time, especially longer than is normal or necessary

pull-through (Adj.) = successful in a very difficult situation

purge, to (VT) = to remove suddenly or violently

pursuant to (Adj.) = in agreement with or according to a particular rule or law

pursue goals, to (VT) = to try to reach goals

purview (N) = the area of responsibility or influence that a person or organization has

rapport (N) = a relationship in which people like, understand, and respect each other

realm (N) = a particular area of knowledge, experience or interest, etc.

recognizable (Adj.) = able to be recognized or identified

relief (N) = food, clothes or money given to people who are in urgent need of help, e.g. because of a war or other bad situation

remedial (Adj.) = intended to improve or correct something

repository (N) = a place where large quantities of things are stored or kept safe

respond, to (VT) = to react militarily by taking a particular course of action

responsive (Adj.) = quick to react in the way that is needed, suitable or right for a particular situation

resurgent (Adj.) = started again and thus quickly increasing influence, effect etc.

21

retention (N) = the act of keeping or storing something

rig (N) = a set of equipment used for a particular activity

route, to (VT) = to send someone or something along a particular route

scope (N) = the things that a particular activity, organization, subject, etc. deals with

seamless (Adj.) = changing or continuing very smoothly and without stopping

sequencing (N) = the process of arranging things in a particular order

settlement (N) = a formal agreement that ends a disagreement

shape events, to (VT) = to influence the way in which a situation develops

shortfall (N) = a lack of something one needs or wants

siphon off, to (VT) = to move troops

situation-oriented (Adj.) = adapted to the situation

sow the seeds, to (VI) = to do something that makes another situation or feeling start to develop, especially a negative one

spur (N) = something that encourages someone to do something

stagnant (Adj.) = not growing or developing

statement (N) = something said or written that states a fact or gives information in a formal way

stockpile (N) = a large collection of things that may be needed

streamline, to (VT) = to improve an activity or process by making it more modern or simple

22

supplant, to (VT) = to replace someone or something, often as a result of being more powerful

sustainment (N) = the act of providing and supporting

talking papers (N) = speaking aids

task, to (VT) = to give someone a particular responsibility

terseness (N) = conciseness and precision

think tank (N) = a group of people who work together to produce new ideas on a particular subject

thorough (Adj.) = including everything that is possible or necessary

thoroughly (Adv) = very carefully, so that nothing is missed

thrust (N) = the main idea or intention of something such as a document, speech or policy

timely (Adj.) = happening at the most suitable time

underlying premise = real or basic premises that are not obvious or directly stated

undermine, to (VT) = to make something or someone gradually weaker, less effective, confident, successful

undertake, to (VT) = to promise to do something

unfold, to (VI) = to happen or develop

unspeakable (Adj.) = used for emphasizing how bad something is

vacuum of power (N) = a situation in which power or authority is missing

wage, to (VT) = to start and continue a war or fight

wait out, to (VT) = to stay where you are until something ends, usually something bad

23

walk out on jobs, to (VI) = to stop working as a way to protest something

warfare (N) = the activity of fighting a war

window dressing (N) = something that is intended to seem impressive but does not have any real effect

withdrawal (N) = the removal of an army from an area of fighting

worthwhile (Adj.) = worth the money, time or effort that you spend on it

24

BIBLIOGRAPHY

1. xxx Action Officers’ Staffguide. RHQ AFSOUTH Supplement to

ACE Directive 35-4. 3 June 2003 DOS. Regional Headquarters

Allied Forces South Europe AFSOUTH. Naples, Italy. NATO/PfP

unclassified.

2. xxx English Skills for Staff Officers in Multinational Operations.

DLI, Lackland AFB, Texas, 1998.

3. xxx Macmillan English Dictionary for Advanced Learners.

International Student Edition. Macmillan Publishers Ltd., 2002.

4. xxx NATO Handbook. NATO Office of Information and Press,

2001. Brussels – Belgium.

5. Luiza Kraft. NATO Staff Planning Course. Curs de limba engleză.

Bucureşti, Editura Universităţii Naţionale de Apărare, 2005.

6. Luiza Kraft. Operational Design and Planning. Curs de limba

engleză. Bucureşti, Editura Universităţii Naţionale de Apărare,

2005.

7. Schrampfer Azar, Betty. Understanding and Using English

Grammar. 3rd edition. Longman, New York, 1999.

25