DLNSEO engaged the RAND Corporation to examine the LTC Program, to ensure the LTC program is meeting its goals and to assist the Department of Defense in future planning regarding the program.
This report documents the Institute of Defense Analyses' examination of the infusion of language, regional, and cultural (LRC) content into Professional Military Education (PME) across the Services, from pre-commissioning through the General Officer/Flag Officer (GO/FO) level.
This interim report summarizes the results of an independent assessment of Department of Defense (DoD) personnel systems and databases, focused on the identification and differentiation of what personnel data exist, where, and at what organizational level, as well as what is done with those data.
This report discusses the need for an improved SOF language training and education program consisting of improved initial language and culture training, advanced regional studies and in-country immersion.
This Pew Research Center study is the first ever nationwide survey to attempt to measure rigorously the demographics, attitudes and experiences of Muslim Americans.
This thesis analyzes the influence of language training and cultural understanding on the overall success of counterinsurgency campaigns.
The title of this issue is Global Solutions. The articles featured inside in one way or another consider solutions to ongoing global problems or provide knowledge and/or skills to those organizations and their personnel as they go about supporting missions and operations to help resolve conflict and other crises and disasters.
The purpose of this report is to identify best practices in operational-level advising from the special operations advisory mission in Afghanistan. The report also identifies key recommendations that are intended to help address key challenges in operational-level partnering.
This article is a survey of some historical, cognitive, and cultural features of institutional—particularly government and military—language training, to examine and plot a faster and less effortful trip to proficiency. My thesis is that our own cultural and institutional climates play a crucial role in what our students can learn and who they can become.