Disrupt, Deny, Dismantle: A Special Operations Forces (SOF) Model for Combatting New Terrorism

Terrorism in the new millennium has morphed drastically since the 1970s. The terrorist organizations of today are a hybrid between the insurgent group models of the 1960s and modern terrorist organizations such as Al Qaeda. This hybrid model has created what has become a transnational insurgency recruited, trained, and led by major terrorist networks such as the Islamic State of Iraq and the Levant (ISIL). Even smaller regional groups such as Boko Haram have surpassed merely conducting terrorist attacks. These smaller groups are also focused on controlling territory. Tan (2008) refers to this change as “New Terrorism”. To combat New Terrorism, a combination of counterinsurgency tactics and counterterrorism tactics must be employed. This study will examine the need to define roles and responsibilities for various organization and various echelons through the introduction of a new Special Operations Forces model; Disrupt, Deny, Dismantle. The acronym to be used for this model is D3. This model recommends different tactics, techniques, and procedures for forces not specifically assigned the counterterrorism mission. As new terrorism continues to change, only counterterrorism forces should be tasked with the Find Fix Finish, Exploit, Analyze, and Disseminate (F3EAD) model of targeting (Counterterrorism 2014). All other military and law enforcement elements should disrupt and deny the enemy in support of the counterterrorism effort. This study is based on extensive research and the author’s 23 years of experience serving in U.S. Army Special Forces. Throughout his career, the author interacted with people from various social, economic, and professional backgrounds throughout the Middle East, Africa, and the Balkans

WASH in Schools Empowers Girls' Education: Proceedings of the Menstrual Hygiene Management in Schools Virtual Conference 2013

This publication brings together the key elements of the 16 presentations made at the Second Annual Virtual MHM in WinS Conference at UNICEF Headquarters in New York City on 21 November 2013. Building on recommendations from the MHM 2012 virtual conference, the 2013 conference focused on the research tools and instruments being used to explore MHM barriers and practices and to evaluate the interventions being trialed or implemented in various contexts

FrAmework for Multi-Agency Environments (FAME) : Final Report of the Learning & Evaluation Strand

Framework for Multi-agency Environments (FAME) was one of the Local Government On-Line funded National Projects sponsored by the Office of the Deputy Prime Minister (ODPM). Within FAME there were six local projects (known as strands) led by English local authorities in partnership with service providers. Each strand aimed to improve a particular set of services (for example, to vulnerable older people or disabled children) through effective and appropriate exchange of information. These local projects worked with IT suppliers (known as technology partners) to produce a technical system to facilitate the exchange and management of client / patient information across agency boundaries. Not all the outputs of FAME were in the form of IT systems. Improvements to business processes and information sharing practices were also expected. Newcastle University led two further strands, the Generic Framework and Learning & Evaluation. The Generic Framework identifies and describes nine building blocks that are essential to effective multi-agency working. The FAME website http://www.fame-uk.org contains details of these building blocks, together with a ‘how to’ guide and a toolkit to support local authorities and their partners in assessing their ‘readiness’ for multi-agency working. This is the report of the Learning & Evaluation strand. The Learning & Evaluation team worked closely with the local FAME project teams, who were supportive of our work and generous with their time. Throughout the project we reported back to the local teams both individually and collectively. Evaluation was thoroughgoing and critical, not an exercise in public relations or advocacy. It is important to stress that learning is likely to be gained from what did not work as well as from what did. Problems and setbacks, as well as successes, are therefore documented and analysed in the report

The Global People landscaping study: intercultural effectiveness in global education partnerships

The Context The Higher Education sector in the UK is experiencing a period of rapid and competitive internationalisation. The market for higher education, at undergraduate and post graduate levels, is now truly global: many potential students can make choices about study destinations between an enormous range of institutions in any of the five continents. The audience for research is also global, with a proliferation of domestic and international journals, a multitude of international conferences in every discipline and widely disseminated international indices, ranking universities in terms of their publication and teaching performance. In particular, the recent growth of the major Asian economies has re-shaped the profile of many UK universities both in the composition of their student bodies and also in the number, nature and importance of their overseas partnerships. This Study It is within this context that the Global People project has been established, with the objective of providing knowledge and resources that will support those in the UK Higher Education sector who work, or wish to work, in international collaborations. Phases 1 and 2 of the eChina Programme (see Section1, Introduction) generated a great deal of learning about managing international education projects and Phase 3 of the Programme, the Global People project, was instigated with the aim of capturing this emergent knowledge for the benefit of others. This current report is a Landscaping Study that argues for the value of developing intercultural competence in order to better understand, create and manage productive and enjoyable partnerships with educational institutions outside the UK. Our arguments are supported by data from a wide range of research in disciplines as diverse as applied linguistics and international management. Key Findings a) The need for cultural awareness and sensitivity to diversity has been well established from studies in a range of disciplines. The high risks of mishandling intercultural interaction have prompted the development of a substantial literature both on perceived cultural differences and on the competencies that might be acquired to deal with this challenge. Although this concern has been driven by the financial requirements of international business, the internationalisation of Higher Education has imposed similar requirements on universities engaging in international collaboration. The challenge for academics and project managers is, within limited resources, to develop effective ways of identifying and acquiring the competencies needed to be interculturally effective. b) Interest in the cultural values of Chinese society has never been higher as global interaction with China, through business, government, education and science expands exponentially. There is a real danger in generalising about any nation’s cultural values and especially one where society and economy are changing so rapidly. However, the recent literature on China – from a number of disciplinary perspectives – argues that the influence of traditional Confucian values on Chinese behaviour is still strong. This means that values such as propriety, trustworthiness and the desire for harmony are still reflected in behaviour that is more relationship-based, restrained and consensual than may be normal in Western business relations. Working with Chinese partners will still be facilitated by an understanding of the centrality of social networks to Chinese private and public life and interaction in working teams will benefit from an appreciation of the Chinese respect for hierarchy and reluctance to pass judgement openly on colleagues. c) The majority of the work done on the impact of culture on e-learning has focused on issues of content and materials design. Too frequently this has been a concern for adaptation of existing materials for a local audience, rather than collaborative development of new materials by an intercultural team. As a consequence, there is limited insight into the complexities of designing and delivering learning programmes in different cultural contexts. What the research does show is that learning styles and preferences can vary between cultures and that this is related to the varying pedagogies dominant in particular national cultures. Understanding the implications of this diversity of pedagogies and reconciling cultural differences remain substantial challenges for those adapting or designing online learning programmes across a variety of cultures. d) Research into the performance of international teams offers many insights into good management practice. Principles of team selection, development, leadership and collaboration are well-established in the literature on global management and multinational partnerships. These principles recognise the importance of organisational culture, occupational culture and team roles as additional dimensions to that of national culture in influencing behaviour in project groups. International collaborations are viewed as complex dynamic systems which move through a life cycle, with valuable opportunities for reflection, learning and performance improvement. The implementation of transparent, and mutually agreed, norms, procedures and objectives is regarded as crucial to effective collaboration. e) At the level of the individual, an extensive literature exists on the competencies required to be effective in intercultural interaction. There is an apparently high degree of consensus on the core competencies that should be acquired by the culturally effective individual. Chief among these are self-awareness, cultural knowledge, language proficiency, openness, flexibility and communication skills. However, in many cases there is, at best, limited data to support the theories put forward. There is also a lack of clarity in the use of terminology, with no guarantee that researchers are using terms in the same way. The more detailed, applied research has succeeded in teasing out the knowledge and skills that may be critical in successful interaction by further breaking down broad competencies (e.g. ‘openness’) into more detailed behaviours (‘openness to new thinking; positive acceptance of different behaviour). A Way Forward A major obstacle to accessing and utilising the current knowledge and guidance on intercultural effectiveness is its dispersion across a large number of disciplines and the consequent disparity of the conceptual models and terminology employed. A framework for understanding intercultural effectiveness in international projects has a very high potential value to a wide range of professionals engaged in cross-cultural collaboration. There is substantial learning to be gained from the insights of different research disciplines but these insights need to be brought together in a way that practitioners from any field can access them without specialist knowledge. These ambitions have materialised in the form of the Toolbook, which is specifically designed to be used as a self-explanatory guide, complete with tools to stimulate awareness-raising and to encourage reflection on available resources and current practices

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

Southwest Border Violence: Issues in Identifying and Measuring Spillover Violence

[Excerpt] There has been a recent increase in the level of drug trafficking-related violence within and between the drug trafficking organizations in Mexico. This violence has generated concern among U.S. policy makers that the violence in Mexico might spill over into the United States. Currently, U.S. federal officials deny that the recent increase in drug trafficking-related violence in Mexico has resulted in a spillover into the United States, but they acknowledge that the prospect is a serious concern. Currently, no comprehensive, publicly available data exist that can definitively answer the question of whether there has been a significant spillover of drug trafficking-related violence into the United States. Although anecdotal reports have been mixed, U.S. government officials maintain that there has not yet been a significant spillover. In an examination of data that could provide insight into whether there has been a significant spillover in drug trafficking-related violence from Mexico into the United States, CRS analyzed violent crime data from the Federal Bureau of Investigation’s Uniform Crime Report program. The data, however, do not allow analysts to determine what proportion of the violent crime rate is related to drug trafficking or, even more specifically, what proportion of drug trafficking-related violent crimes can be attributed to spillover violence. In conclusion, because the trends in the overall violent crime rate may not be indicative of trends in drug trafficking-related violent crimes, CRS is unable to draw definitive claims about trends in drug trafficking-related violence spilling over from Mexico into the United States. This report will be updated as circumstances warrant