iate to put the culture in perspective. To do this, one need picture the entire world as a culture, and then Canada as a subculture within the world culture. There are many cultures within Canada, and RMC can be said to be a subculture of the entire nation, as it is comprised of people from all parts of the nation, from diverse backgrounds that reflect the nation as a whole. Within RMC itself are a number of subcultures. These cultures can be illustrated best using the Venn diagram model. There is overlap between the subcultures in the sense that most if not all everyone at the college belongs to a number of subcultures of RMC. Some examples of subcultures at RMC are; each individual squadron, engineering or arts programs, sports teams, bar positions, clubs, element and military occupations, etc. In each there exist shared meaning and common perceptions that distinguish themselves from the other respective groups or group. A specific example could be that of the hockey team's shared meanings, values and beliefs contrasted that of the fencing team. Both could possibly be comprised of cadets from perhaps even the same squadron, academic program and MOC. The contrasted cadets could quite possibly part of the same subculture i.e. the squadron, while also being part of different subcultures with respect to their sports team. The dominant culture would be that of the college in general for both of the contrasted parties.This discourse on culture brings rise to the issue of its function. The functions of culture are firstly, to create a boundary-defining role, secondly to convey a sense of identity for the organization's members and thirdly to facilitate the generation of commitment to something larger than ones own self-interest. At RMC the culture involves an implicit set of rules that govern day to day behavior. Such things as military etiquette right down to the most basic military culture is all engrained in the culture at R...
