  /Military English.  /Cases. , , , 
  


   ,  ,     ,         .     .   B2.  .      ,    .             21 .The cases in this book all deal with specific situations. What is Military English? Military English is the study and practice of the English language in the context of the Military.





  /Military English.  /Cases

, , , 



  



  ,2020



ISBN978-5-4498-8175-5

     Ridero







       .

 B2.

 .   頖  ,    .    ,   ,      .

 頖        21.     .         ,         .     ,   . , , .    .     ,      ;    , , ,       .        .   .



The cases in this book all deal with specific situations, specific problems, specific decisions.

They are all military situations, military problems, and military decisions.

They should thus be approached by students and instructors as cases that ask,

How should one handle this?

What is Military English?

Military English is the study and practice of the English language in the context of the

Military. The authentic materials were selected from real sources being re-written with amore appropriate level ofgrammar and vocabulary.

At the end of each unit, there is a vocabulary section

so as each student could review the specific military terminology and the information.

All cases have everything you need. Solutions, AnswerKey.

		.




   .


 (. ase)       - : , ,  .. ,    ,       .

,          .

-     (soft skills),      .



         -,  .



    :

1)    ();

2)    ;

3)     ;

4)   .




  


    :  ,        (   ), :



NATO CIMIC AWARENESS COURSE.  . Civil-Military Cooperation Centre ofExcellence (CCOE).  

  . , ,   1,    2.EU Non-Proliferation Consortium.   



  (  TESOL, TEFL (       ,      ).



  蠖     ,      .  ,  ,    ,    . Ƞ     ,   ,   .




PART1


		MILITARY LEADERSHIP STYLE

		CASE NUMBER1

State Loses Control Over Its Nuclear Weapons Illustrative Scenario:



The Democratic Peoples Republic ofKorea (DPRK) DPRK Nuclear, Chemical, Biological, and Missile Sites



The DPRKs WMD and missile programs include approximately 141sites (excluding tactical sites) identified as being ofpotential interest for WMD-E operations, 39ofwhich are associated with its nuclear program, 38are related toits CW program, and 15are related toits bioweapons (BW) program. An additional 49sites are associated with the ballistic missiles that might launchWMD.



For WMD-E operations, we assess that the order ofpriority ofthese sites wouldbe:



Nuclear fuel enriching and processing sites, and nuclear weapon manufacturing, testing, and storage sites

Missile garrisons holding missiles capable ofcarrying nuclear weapons

Research and development sites and nuclear-related universities

Other nuclear sites including mines, low-grade ore processing

Biological weapons research and development, manufacturing, testing, and storage sites



CW research and development, manufacturing, testing, and storage sites.



Unclassified sources identify nine sites inthe DPRK that fall into the first category: Yongbyon Nuclear Research Center, one nuclear test site, four additional undeclared nuclear enrichment sites, one suspected underground nuclear storage site, one undeclared underground enrichment and reprocessing site, and one site associated with nuclear weaponization. These nine nuclearsites are shown inFigure1.1.



The figure also depicts anotional buffer line that might be established byChinese forces50km inthis example inthe event that China decides toestablish azone within North Korea tocontrol the flow ofrefugees or otherwise manage further developments on the peninsula. An interesting feature ofsuch azone would be the number ofpriority WMD and missile sites remaining outside it. Inthis notional case, five nuclear and seven missile sites would remain on the U.S. side.








		Akey operational decision and one that will be greatly affected bythe quality ofavailable intelligence will be whether and inwhat priority toseize and reduce each site. The combined commander/JFC would then develop acampaign plan toexploit these and any other sites found during the course ofoperations.

		Table1.1








		Table1.2








Table1.3









Questions


Campaign Design



AWMD-E campaign would balance key objectives and missions; strategic, operational, and tactical risks; and the joint forces needed tointerdict, attack, and/or eliminate nuclear forces and sites quickly enough tominimize the risks ofproliferation or use. The WMD-E maneuver scheme could adopt one or acombination ofthe following approaches:



anorthward movement ofU.S. ground forces and RoK allies across the DMZ along one or more axes ofadvance; (2) the introduction offorces from the sea on one or both coasts toreduce the distances that ground forces need toadvance toreach priority nuclear WMD sites; and/or (3) air maneuver operations involving airborne or air assault forces directly assaulting the highest-priority sites, with other ground forces maneuvering tomeet up with these forces, and joint SOF, air, and naval forces supporting.



Intelligence Requirements.



The quality and reliability ofU.S. intelligence will be critical inwinnowing the number ofsites tobe initially assaulted, seized, and secured down tothose that will best reduce the risk ofWMD being leaked or employed.



For example, poor intelligence can result inforces being sent toseize and secure sites bereft ofWMD

Very good intelligence could, intheory, reduce the number ofsites requiring coverage, support the efficient allocation oflimited resources, and reduce risk. (Inpractice, however, North Korean efforts tohide weapons and disguise sites may significantly diminish the effectiveness ofU.S. and allied intelligence.)



Two intelligence issues complicate planning for the WMD-E mission.

First, intelligence gaps will likely mean that critical facilities rumored or reported toexist cannot be located.



Second, as previously noted, many weapons particularly CWs are likely tohave been dispersed tonumerous tactical operational sites that cannot be identified inadvance and are not included inestimates ofacountrys WMD infrastructure.


3. Parametric Analyses ofWMD-E Force Requirements



We estimated WMD-E forces under different scenario assumptions that varied the following parameters:

1 the number and sizes ofWMD sites for WMD-E operations

2 force requirements dictated bythe operational environment

3 the ratio ofsupporting forces tomission forces.



Sensitivity ofForce Requirements toOperational Environments and Support Ratios The ground force requirements are presented as afunction ofthe operating environment (Uncertain or Hostile, and level ofthreat) and the assumed support ratio (low, midlevel, or high), broken out bythe different elements ofthe WMD-E mission force.


Ground force requirements for WMD-E operations inour illustrative DPRK case are presented inFigure1.2.



Estimated forces needed for WMD-E operations couldbe



5. Observations on the DPRK Case Study



As described inthis case study, WMD-E operations inthe wake ofa collapse oftheDPRK.



What are the assumptions driving results?



What does Your results suggest?



Welcome ToThe DPRK (Video)



https://drive.google.com/file/d/1YRUncnqAJ7YDe_N8UeRdpGOwFQZq (https://drive.google.com/file/d/1YRUncnqAJ7YDe_N8UeRdpGOwFQZqKDwy/view?usp=sharing)KDwy/view? usp=sh aring (https://drive.google.com/file/d/1YRUncnqAJ7YDe_N8UeRdpGOwFQZqKDwy/view?usp=sharing)














Solutions


		Question1

		1. Campaign Design

AWMD-E campaign would balance key objectives and missions; strategic, operational, and tactical risks; and the joint forces needed tointerdict, attack, and/or eliminate nuclear forces and sites quickly enough tominimize the risks ofproliferation oruse.



The WMD-E maneuver scheme could adopt one or acombination ofthe following approaches:



anorthward movement ofU.S. ground forces and RoK allies across the DMZ along one or more axes ofadvance; (2) the introduction offorces from the sea on one or both coasts toreduce the distances that ground forces need toadvance toreach priority nuclear WMD sites; and/or (3) air maneuver operations involving airborne or air assault forces directly assaulting the highest-priority sites, with other ground forces maneuvering tomeet up with these forces, and joint SOF, air, and naval forces supporting.



Answer



Each ofthe three approaches listed above involves associated benefits and risks.



For example, anorthward advance would establish secure areas for elimination operations but could also be quite slow, and such an advance could well face the greatest concentration ofopposing DPRK forces hence, the highest casualties, especially if those DPRK forces had the ability and will tofight.



The approach based on operationally maneuvering from the sea could also face stiff opposition, and it would introduce some logistical challenges, but it would also shorten the distances and potentially the time that maneuver and WMD-E TFs have toadvance tokey DPRK nuclear and missile sites inthe north.








Finally,



Figure1.1








might be the fastest way toseize DPRK nuclear sites until the WMD-E TFs arrive, but this approach could leave the assault forces exposed and isolated. Trade-offs between risks and timelines also exist:



Some risks might be mitigated, for example, byconducting heliborne assault opera-tions against asite only when heavier ground maneuver forces are closing on that site so that assaulting forces can be quickly reinforced.








Question2



2. Intelligence Requirements.



The quality and reliability ofU.S. intelligence will be critical inwinnowing the number ofsites tobe initially assaulted, seized, and secured down tothose that will best reduce the risk ofWMD being leaked or employed.



For example, poorintelligence can result inforces being sent toseize and secure sites bereft ofWMD



Very good intelligence could, intheory, reduce the number ofsites requiring coverage, support the efficient allocation oflimited resources, and reduce risk. (Inpractice, however, North Korean efforts tohide weapons and disguise sites may significantly diminish the effectiveness ofU.S. and allied intelligence.)



Twointelligence issues complicate planning for the WMD-E mission.



First, intelligence gaps will likely mean that critical facilities rumored or reported toexist cannot be located.



Second, as previously noted, many weapons particularly CWs are likely tohave been dispersed tonumerous tacticaloperationalsites that cannot be identified inadvance and are not included inestimates ofacountrys WMD infrastructure.


Answer



For the WMD-E mission inNorth Korea, even inaDPRK collapse scenario, forces searching for WMD will not know what type ofresistance they might encounter. TFs should consist, therefore, ofboth WMD specialists and general-purpose forces that are adequate for the potential threat and tactical situation. This could be asignificant consideration given the nature ofNorth Koreas armedforces and the degree towhich its population is armed and indoctrinated tofear and distrust U.S. and RoK forces.








Figure1.1



Question3



3. Parametric Analyses ofWMD-E Force Requirements



We estimated WMD-E forces under different scenario assumptions that varied the following parameters:



1 the number and sizes ofWMD sites for WMD-E operations



2 force requirements dictated bythe operational environment



3 the ratio ofsupporting forces tomission forces.



Answer



1.The number and sizes ofWMD sites for WMD-E operations.



For WMD- E operations, we assess that the nuclear sites associated with fuelenriching and processing would be the next priorities, along with nuclear weapon manufacturing, testing, and storage sites. For our base case, we selected 12battalion TFs as the minimum force that acommander should be allocated toseize, secure, search, and eliminate the priority nuclear sites. We note that 12WMD-E TFs is aplanning factor only.



For example, if intelligence suggests that the highest-priority nuclear activities should be conducted at nine sites, as shown inTable1.1,








Table1.1



then aminimum often battalion-sized TFs should be assigned tothese nine sites. Inthe course ofan operation, the U.S. commander might use these 12WMD-ETFs

differently. For example, recall that inFigure 4.1four ofthe priority nuclear sites and twoof

the priority missile sites were located approximately 50km from the Chinese border.



2. Operational environment and force requirements.



WMD-E (Uncertain): This environment features alow threat level consistent with the collapse ofthe DPRK regime and complete disintegration ofthe military. This might occur if apower struggle within the Kim regime resulted inopen fighting that pushes an already dangerously unstable economy and society into chaos and collapse.




WMD-E (Uncertain/High Threat)


This environment features agreater threat level consistent with the collapse ofthe DPRK regime and the higher echelons ofits military. As inthe Uncertain case above, this environment might arise from aviolent conflict within the DPRKs leadership.



WMD-E (Hostile):the basis ofthe Hostile environment is that U.S. entry into North Korea would be met with hostility byformer regime and military members and perhaps many inthe general public. Inthe internal collapse case, entering North Korea might be predicated on relieving amassive humanitarian catastrophe and controlling refugee flows with securing WMD being necessary toprevent their transfer.



WMD-E (Hostile/High Threat): This environment features the collapse ofthe DPRK regime but with the military remaining intact toalarge extent. This environment might result from an internal regime struggle and collapse as before. But, inthis case, the military manages tohold itself together.



We used these four environment descriptions tocalculate the forces required for the missions shown inTable1.2.








Ineach case, we assessed that abattalion-sized WMD-E TF was the minimum size needed toprovide sufficient organic security at each site and that at aminimum12such TFs would be provided (ten for priority nuclear sites, with two inreserve for pop-up targets).



3. Ratio ofsupporting forces tomission forces.



For operations inthe DPRK, such support would most likely be provided bymilitary units:



1.5:1: This represents the lower-end bound ofOIF and OEF support for Army operations.



2.5:1: We use this ratio for our baseline. It represents the midlevel support ratios experienced inOIF andOEF.

3.5:1: This represents the high-end bound ofOIF and OEF support.



We chose the 2.5:1support ratio for our baseline estimate tosupport WMD-E operations inthe DPRK, and show the parametric variants ofratios higher or lower than this number.



Question4



Sensitivity ofForce Requirements toOperational Environments and Support Ratios



The ground force requirements are presented as afunction ofthe operating environment (Uncertain or Hostile, and level ofthreat) and the assumed support ratio (low, midlevel, or high), broken out bythe different elements ofthe WMD-E mission force.



Ground force requirements for WMD-E operations inour illustrative DPRK case are presented inFigure1.2.



Estimated forces needed for WMD-E operations couldbe




Answer


		Figure1.2








Example: 73,000troops for an Uncertain environment with alower bound of52,000if significant contractor logistics support can be employed and an upper bound of94,000if all support must be provided bythe U.S. military  148,000for an Uncertain/High Threat environment with alower bound of113,000with more contractor logistics support and an upper bound of182,000with all U.S. military support.



Since we think that the environment is likely tobe Hostile and that theintermediate level ofsupport will be needed inthe DPRK, our best estimate is arequirement for 188,000U.S. ground troops.



That estimate could decrease to148,000if the risk ofattack from DPRKmilitary remnants decreases.



It could increase to273,000if the environment worsens tobecome High Threat. It is also useful torecall that these estimates are for the WMD-E mission only they do not include force requirements for other missions, such as humanitarian assistance.



These different security levels pertain tothe disposition ofthe DPRK security forces and any insurgent forces that might riseup.



Question5



5. Observations on the DPRK Case Study



As described inthis case study, WMD-E operations inthe wake ofacollapse ofthe DPRK.



1.What are the assumptions driving results?



What does Your results suggest?



Answer



The WMD-E requirement is anontraditional mission that creates aneed for forces inaddition tothose required for joint operations, the force requirements ofwhich might already be quite large.



The key assumptions driving results are the following:



 the number and sizes ofthe WMD sites that are tobe searched, the time needed toclear each site, and the priority and urgency ofclearingthem



 the degree towhich non-U.S. forces could or would be relied upon toservice nuclear and nonnuclear sites



 the ratio ofsupport tomission troops



 the degree ofhostility inthe operational environment, as well as the military threats WMD-E forces may face.



Our results suggest that even incases where relatively favorable assumptions are made, the estimated U.S. forces required can still be quite substantial:



For example, inour DPRK base case, our estimate for the Uncertain environment arelatively favorable environment for conducting WMD-E operations required an estimated 73,000troops,



while amore hostile operating environment or more expansive

missions required significantly more troops.



Actual WMD-E operations are likely tobe far more challenging.



You can read the full version














CASE2





Practical Speaking Training. rush the fear ofpublic speaking


1. DRAW ACARTOON (Naval Admiral William McRaven`s addresses.)








https://youtu.be/pxBQLFLei70 (https://youtu.be/pxBQLFLei70)



What 1lesson from this speech can you apply toyour own life?



Directions:



Use the narrators descriptions tohelp you draw three Scenes and the characters.

After you draw each scene, write what the characters talked or thought about.

If the characters talk toeach other, write their conversation inaspeech bubble.

Write acharacters thoughts about anything inathought bubble.



Example: If you want tochange the world get over being asugar cookie and keep moving forward.



There were many astudent who just couldnt accept the fact that all their effort was invain Those students didn t under-stand the purpose ofthe drill. You were never going tosuc-ceed. You were never going tohave aperfect uniform.













As you brainstorm the story`s characters, think about which are theirmain



motivations. Which are their secondary ones?








Create your Speech.



The goal ofthis presentation is toshow you how aspeech success isnt the re-sult ofgood luck, ability.



The speech success is simply acase oftaking the steps required tointroduce changes and bring revolution inevery field, inspiration from your speech. How big your heartis.



Do you agree?



What were some ofthe main messages ofthis particular speech?



List the main points and themes.



Oratory What words or phrases helped tosupport the speechs main pur-poses? Inparticular, which words or phrases evoked emotion, painted astrong image or are very descriptive. How do the words and phrases youve pointed out lend to(or distract from) the points being made?



Emotion What emotions do you believe Naval Admiral William McRaven was trying toevoke? Do you believe this was achieved? If so, what words inparticular helped toconvey emotion?



Audience Towhom is Naval Admiral William McRaven trying toappeal? What words help you come tothis conclusion?



Delivery What do you notice about Naval Admiral William McRaven `s use ofelements like tone ofvoice, inflection, pause, pacing, rising and falling volume and body language toemphasize specific points inthe speech?


There are many issues you can talk about at your inauguration. How do you pick one? Agood idea is tolook inside yourself and find out what you feel very deeply about. Maybe its the environment. Or you feel that downloading music on the Internet should be free. Your issue should reflect who you are and what you care about.









DRAW ACARTOON


1.Establish your character byasking each other



wh questions (who, what, when, where, why and how). You should then discuss any points that they think are im-portant tosupport your point ofview.



2Storyboard Creator makes amazing visuals and graphic



https://www.storyboardthat.com/ (https://www.storyboardthat.com/)



Organizers for digital storytelling.



The role play can begin.



You have amaximum ofthree minutes topresent your story.



After the role-play is finished, an issue.



Making notes will help you toremember the important points.



Example:








Write your speech.



Keeping it simple



1. Write Like YouTalk



Remember that youre writing aspeech, not an essay.



People will hear the speech, not readit.



Use short sentences. Its better towrite two simple sentences than one long, complicated sentence.



Use contractions. Say Im instead ofIam were in-stead ofwe are.



Dont use big words that you wouldnt use when talk-ing tosomeone.



You dont have tofollow all the rules ofwritten English grammar.



Like this. See? Got it? Hopeso.



Always read your speech aloud while youre writingit.



Youll hear right away if you sound like abook or areal person talking!



Use Concrete Words and Examples



Concrete details keep people interested. For instance, which is more effective? Avague sentence like Open play spaces for childrens sports are inshort supply. Or the more concrete We need more baseball and soccer fields for our kids.



Get Your Facts Together



You want people tobelieve that you know what youre talking about!



So youll need todo some research.



For instance, lets say your big issue is the environment. You promise topass alaw that says all new cars must run on electricity, not gas. That will cut down on air pollution! But it would help if you had afew facts:



How much bad air does one car create each year? How many new cars are sold inthe world every year? So how much will pollution be cut every year?



Use the library or the Internet todo research. Your new policy proposal will sound really strong if you have the facts toback itup.



5. Persuade With aClassic Structure



Inaspeech where youre trying topersuade someone, the classic structure is called Problem-Solution. Inthe first part ofyour speech you say, Heres aproblem, heres why things are so terrible. Then, inthe second part ofyour speech you say, Heres what we can do tomake things better. Sometimes it helps topersuade people if you have statistics or other facts inyour speech. And sometimes you can persuade people byquoting some-one else that the audience likes and respects.



6. Simplify



After youve written afirst draft ofyour speech, go back and look for words you cancut.



Fewer Words = Clearer Point. It helps her remember toalways simplify aspeech bycutting out words.








Exam



People make decisions based on what they see and hear.








Body language make sure that you have aproper posture. If your shoulders are sagging and your legs are crossed, you will not appear as being sincere and people just will not ac-cept your message.



Clothing. Talk about an outfit that inspires confidence, trust and strength.



Articulation articulation means how their total vocal process works.



Pronunciation you need topronounce each word.



Pitch pitch refers tothe highs and lows ofthe voice.



Speed the speed, or pace, is an important variable



tocontrol. Between 140160words per minute is the nor-mal pace for apersuasive speech.



Pauses the pause, or caesura, is acritical persuasive tool. When they want toemphasize acertain word, have them just pause for one second before; this highlights the word.


Volume volume is another good tool for apersua-sive speech.



Quality quality ofvoice is gauged bythe overall impact that their voice has on their listeners.



Use ofnotes.



Know 100Words For Every Word That You Speak.



Record Yourself And Learn Your Voice



Record your speech on your phone or video camera.end.



Then listen toit or watch it, and make notes on how you could make it better. Some people do not like listen-ing tothe sound oftheir voice on tape, so it is important that you get used toyour own voice and speaking style.



Try toeliminate all ofyour fears ofrejection. The audience is there tolisten toyou for areason.



Focus On The Material, Not The Audience.. Re-member that there will always be people who are bored or tired. None ofthese audience reac-tions have anything todo with you personally.



Your strongest critic is you. When you finish aspeech or delivering apresentation, give yourself apat on the back.



You overcame your fears and you didit.



Have pride inyourself.



In2014, Naval Admiral William McRaven gave one ofthe most motivational and inspiring commencement addresses. Filled with personal experiences and timeless advice, and after 37years ofmilitary service, Iconsider this advice worth taking. Admiral McRaven lays out the 10life lessons from his experience as aNavy SEAL that can be applied toall areas ofour life.



Speech Transcript



President Powers, Provost Fenves, Deans, members ofthe faculty, family and friends and most importantly, the class of2014. Congratulations on your achieve-ment.



Its been almost 37years tothe day that Igraduated from UT. Iremember alot ofthings about that day. Iremember Ihad throbbing headache from aparty the night before. Iremember Ihad aserious girlfriend, whom Ilater married thats important toremember bythe way and Iremember that Iwas getting commissioned inthe Navy thatday.



But ofall the things Iremember, Idont have aclue who the commencement speaker was that evening, and Icertainly dont remember anything they said. So, acknowledg-ing that fact, if Icant make this commencement speech memorable, Iwill at least try tomake it short.



The Universitys slogan is, What starts here changes the world. Ihave toadmit Ikinda like it. What starts here changes the world.



Tonight there are almost 8,000students graduating from UT. That great paragon ofanalytical rigor, Ask.Com, says that the average American will meet 10,000people intheir lifetime. Thats alot offolks. But, if every one ofyou changed the lives ofjust 10people and each one ofthose folks changed the lives ofanother 10people just 10 then infive generations 125years the class of2014will have changed the lives of800million people.



800million people think ofit over twice the population ofthe United States. Go one more generation and you can change the entire population ofthe world eight billion people.



If you think its hard tochange the lives of10people change their lives forever youre wrong. Isaw it happen every day inIraq and Afghanistan: Ayoung Army offi-cer makes adecision togo left instead ofright down aroad inBaghdad and the 10soldiers inhis squad are saved from close-in ambush. InKandahar province, Afgha-nistan, anon-commissioned officer from the Female Engagement Team senses something isnt right and directs the infantry platoon away from a500-pound IED, saving the lives ofadozen soldiers.



But, if you think about it, not only were these soldiers saved bythe decisions ofone person, but their children yet unborn were also saved. And their childrens children were saved. Generations were saved byone decision, byone person.



But changing the world can happen anywhere and anyone can do it. So, what starts here can indeed change the world, but the question is what will the world look like after you changeit?



Well, Iam confident that it will look much, much better. But if you will humor this old sailor for just amoment, Ihave afew suggestions that may help you on your way toabetter aworld. And while these lessons were learned during my time inthe military, Ican assure you that it matters not whether you ever served aday inuniform. It mat-ters not your gender, your ethnic or religious background, your orientation or your so-cial status.



Our struggles inthis world are similar, and the lessons toovercome those struggles and tomove forward changing ourselves and the world around us will apply equally toall.



Ihave been aNavy SEAL for 36years. But it all began when Ileft UT for Basic SEAL training inCoronado, California. Basic SEAL training is six months oflong torturous runs inthe soft sand, midnight swims inthe cold water off San Diego, obstacles courses, unending calisthenics, days without sleep and always being cold, wet and miserable. It is six months ofbeing constantly harrassed byprofessionally trained warriors who seek tofind the weak ofmind and body and eliminate them from ever becoming aNavy SEAL.



But, the training also seeks tofind those students who can lead inan environment ofconstant stress, chaos, failure and hardships. Tome basic SEAL training was alife-time ofchallenges crammed into six months.



So, here are the 10lessons Ilearned from basic SEAL training that hopefully will be ofvalue toyou as you move forward inlife.



Every morning inbasic SEAL training, my instructors, who at the time were all Viet-nam veterans, would show up inmy barracks room and the first thing they would in-spect was your bed. If you did it right, the corners would be square, the covers pulled tight, the pillow centered just under the headboard and the extra blanket folded neatly at the foot ofthe rack thats Navy talk forbed.



It was asimple task mundane at best. But every morning we were required tomake our bed toperfection. It seemed alittle ridiculous at the time, particularly inlight ofthe fact that were aspiring tobe real warriors, tough battle-hardened SEALs, but the wisdom ofthis simple act has been proven tome many times over.



If you make your bed every morning you will have accomplished the first task ofthe day. It will give you asmall sense ofpride, and it will encourage you todo another task and another and another. Bythe end ofthe day, that one task completed will have turned into many tasks completed. Making your bed will also reinforce the fact that little things inlife matter. If you cant do the little things right, you will never do the big things right.



And, if bychance you have amiserable day, you will come home toabed that is made that you made and amade bed gives you encouragement that tomorrow will be better.



If you want tochange the world, start off bymaking yourbed.



During SEAL training the students are broken down into boat crews. Each crew is seven students three on each side ofasmall rubber boat and one coxswain tohelp guide the dingy. Every day your boat crew forms up on the beach and is instruct-ed toget through the surfzone and paddle several miles down the coast. Inthe win-ter, the surf off San Diego can get tobe 8to10feet high and it is exceedingly difficult topaddle through the plunging surf unless everyone digs in. Every paddle must be synchronized tothe stroke count ofthe coxswain. Everyone must exert equal effort or the boat will turn against the wave and be unceremoniously tossed back on the beach.



For the boat tomake it toits destination, everyone must paddle. You cant change the world alone you will need some help and totruly get from your starting point toyour destination takes friends, colleagues, the good will ofstrangers and astrong coxswain toguide them.



If you want tochange the world, find someone tohelp you paddle.



Over afew weeks ofdifficult training my SEAL class, which started with 150men, was down tojust 35. There were now six boat crews ofseven men each. Iwas inthe boat with the tall guys, but the best boat crew we had was made up ofthe the little guys the munchkin crew we called them no one was over about five-foot-five.



The munchkin boat crew had one American Indian, one African American, one Polish American, one Greek American, one Italian American, and two tough kids from the midwest. They out-paddled, out-ran and out-swam all the other boat crews. The big men inthe other boat crews would always make good-natured fun ofthe tiny little flip-pers the munchkins put on their tiny little feet prior toevery swim. But somehow these little guys, from every corner ofthe nation and the world, always had the last laugh swimming faster than everyone and reaching the shore long before the rest ofus.



SEAL training was agreat equalizer. Nothing mattered but your will tosucceed. Not your color, not your ethnic background, not your education and not your social status.



If you want tochange the world, measure aperson bythe size oftheir heart, not the size oftheir flippers.



Several times aweek, the instructors would line up the class and do auniform in-spection. It was exceptionally thorough. Your hat had tobe perfectly starched, your uniform immaculately pressed and your belt buckle shiny and void ofany smudges. But it seemed that no matter how much effort you put into starching your hat, or pressing your uniform or polishing your belt buckle it just wasnt good enough. The instructors would find something wrong.



For failing the uniform inspection, the student had torun, fully clothed into the surf-zone and then, wet from head totoe, roll around on the beach until every part ofyour body was covered with sand. The effect was known as asugar cookie. You stayed inthat uniform the rest ofthe day cold, wet and sandy.



There were many astudent who just couldnt accept the fact that all their effort was invain. That no matter how hard they tried toget the uniform right, it was unappreciat-ed. Those students didnt make it through training. Those students didnt understand the purpose ofthe drill. You were never going tosucceed. You were never going tohave aperfect uniform.



Sometimes no matter how well you prepare or how well you perform you still end up as asugar cookie. Its just the way life is sometimes.



If you want tochange the world get over being asugar cookie and keep moving for-ward.



Every day during training you were challenged with multiple physical events long runs, long swims, obstacle courses, hours ofcalisthenics something designed totest your mettle. Every event had standards times you had tomeet. If you failed tomeet those standards your name was posted on alist, and at the end ofthe day those on the list were invited toacircus. Acircus was two hours ofadditional calis-thenics designed towear you down, tobreak your spirit, toforce you toquit.



No one wanted acircus.



Acircus meant that for that day you didnt measure up. Acircus meant more fatigue



and more fatigue meant that the following day would be more difficult and more circuses were likely. But at some time during SEAL training, everyone everyone made the circus list.



But an interesting thing happened tothose who were constantly on the list. Over time those students who did two hours ofextra calisthenics got stronger and stron-ger. The pain ofthe circuses built inner strength, built physical resiliency.



Life is filled with circuses. You will fail. You will likely fail often. It will be painful. It will be discouraging. At times it will test you toyour very core.



But if you want tochange the world, dont be afraid ofthe circuses.



At least twice aweek, the trainees were required torun the obstacle course. The ob-stacle course contained 25obstacles including a10-foot high wall, a30-foot cargo net and abarbed wire crawl, toname afew. But the most challenging obstacle was the slide for life. It had athree-level 30-foot tower at one end and aone-level tower at the other. Inbetween was a200-foot-long rope. You had toclimb the three-tiered tower and once at the top, you grabbed the rope, swung underneath the rope and pulled yourself hand over hand until you got tothe otherend.



The record for the obstacle course had stood for years when my class began training in1977. The record seemed unbeatable, until one day, astudent decided togo down the slide for life head first. Instead ofswinging his body underneath the rope and in-ching his way down, he bravely mounted the TOP ofthe rope and thrust himself for-ward.



It was adangerous move seemingly foolish, and fraught with risk. Failure could mean injury and being dropped from the training. Without hesitation the student slid down the rope perilously fast. Instead ofseveral minutes, it only took him half that time and bythe end ofthe course he had broken the record.



If you want tochange the world sometimes you have toslide down the obstacle head first.



During the land warfare phase oftraining, the students are flown out toSan Clemente Island which lies off the coast ofSan Diego. The waters off San Clemente are abreeding ground for the great white sharks. Topass SEAL training there are aseries oflong swims that must be completed. One is the night swim.



Before the swim the instructors joyfully brief the trainees on all the species ofsharks that inhabit the waters off San Clemente. They assure you, however, that no student has ever been eaten byashark at least not recently. But, you are also taught that if ashark begins tocircle your position stand your ground. Do not swim away. Do not act afraid. And if the shark, hungry for amidnight snack, darts towards you then summon up all your strength and punch him inthe snout, and he will turn and swim away.



There are alot ofsharks inthe world. If you hope tocomplete the swim you will have todeal with them.



So, if you want tochange the world, dont back down from the sharks.



As Navy SEALs one ofour jobs is toconduct underwater attacks against enemy ship-ping. We practiced this technique extensively during basic training. The ship attack mission is where apair ofSEAL divers is dropped off outside an enemy harbor and then swims well over two miles underwater using nothing but adepth gauge and acompass toget totheir target.



During the entire swim, even well below the surface, there is some light that comes through. It is comforting toknow that there is open water above you. But as you ap-proach the ship, which is tied toapier, the light begins tofade. The steel structure ofthe ship blocks the moonlight, it blocks the surrounding street lamps, it blocks all am-bient light.



Tobe successful inyour mission, you have toswim under the ship and find thekeel



the centerline and the deepest part ofthe ship. This is your objective. But the keel is also the darkest part ofthe ship where you cannot see your hand infront ofyour face, where the noise from the ships machinery is deafening and where it is easy toget disoriented and fail.



Every SEAL knows that under the keel, at the darkest moment ofthe mission, is the time when you must be calm, composed when all your tactical skills, your physical power and all your inner strength must be brought tobear.



If you want tochange the world, you must be your very best inthe darkest moment.



The ninth week oftraining is referred toas Hell Week. It is six days ofno sleep, con-stant physical and mental harassment, and one special day at the Mud Flats. The Mud Flats are area between San Diego and Tijuana where the water runs off and cre-ates the Tijuana slues, aswampy patch ofterrain where the mud will engulfyou.



It is on Wednesday ofHell Week that you paddle down tothe mud flats and spend the next 15hours trying tosurvive the freezing cold mud, the howling wind and the in-cessant pressure toquit from the instructors. As the sun began toset that Wednes-day evening, my training class, having committed some egregious infraction ofthe rules was ordered into themud.



The mud consumed each man till there was nothing visible but our heads. The in-structors told us we could leave the mud if only five men would quit just fivemen



and we could get out ofthe oppressive cold. Looking around the mud flat it was apparent that some students were about togive up. It was still over eight hours till the sun came up eight more hours ofbone-chilling cold.



The chattering teeth and shivering moans ofthe trainees were so loud it was hard tohear anything. And then, one voice began toecho through the night, one voice raised insong. The song was terribly out oftune, but sung with great enthusiasm. One voice became two and two became three and before long everyone inthe class was sing-ing. We knew that if one man could rise above the misery then others could as well.



The instructors threatened us with more time inthe mud if we kept up the singingbut the singing persisted. And somehow the mud seemed alittle warmer, the wind alittle tamer and the dawn not so far away.



If Ihave learned anything inmy time traveling the world, it is the power ofhope. The power ofone person Washington, Lincoln, King, Mandela and even ayoung girl from Pakistan, Malala one person can change the world bygiving people hope.




  .


   .

   ,     (https://www.litres.ru/book/marina-urevna-grabar/angliyskiy-dlya-voennyh-military-english-metod-keysov-55338435/)  .

      Visa, MasterCard, Maestro,    ,   ,     ,  PayPal, WebMoney, ., QIWI ,       .


