Escape and Evade Training Essay Example for Free

Escape and Evade Training Essay The applications of military simulations can be categorized into three types: 1) those for research, development, and acquisition, 2) those for the study of advanced concepts and requirements and; 3) those for training, education and military operations. In the first group, simulation models provide insight into the cost and performance of military equipment, processes, or missions that are planned for the future. The second category allows the military to develop a doctrine of operations, create an internal organization, and select materials for acquisition. The third group of applications includes a simulation system involving specific military scenarios where soldiers and military personnel test doctrines, experiment with new ideas, and assess the usefulness of military concepts in a real warfare situation. The Vehicle Driving course familiarizes Soldiers with driving skills needed to traverse rough terrain. (from American Army) A simulated environment in military training most often consists of a virtual model of a three-dimensional representation of a system that is operating in a digital three-dimensional environment that includes military vehicles and humans that would appear on a battlefield. In this virtual model, individual soldiers are immersed in a system that generates visual, aural, and tactile stimuli that aims to train, test, or measure the ability of the human to respond in a desirable manner to the stimuli (Smith, 2007, p. 2). The US military also use constructive models where the user is not immersed in the virtual environment but is the one controlling the elements of the model. The constructive model is different from the virtual model lies in the method of human interaction, the lack of a three-dimensional representation of the object or system, and the number of objects being controlled by the user. In the constructive model, the user could control several objects or groups of objects. Computer technology has however developed constructive simulations known as Semi-Automated Forces (SAF) systems where the human user and intelligent models of human behavior embedded in the software both control the objects in the simulated system. The user maps out and directs the mission while the SAF supports the user by providing detailed control of activities like movement and engagement. The advantage of constructive models are that they allow a user to comprehend the operations of a much broader battlefield and to capture the behavior of a higher-level aggregate of objects, Also, constructive models could represent the organization, representation, and information that are used in the real military organizational hierarchy. (Smith, 2007, p. 4) Military simulations also consist of engineering models that represent properties of materials, liquids, aerodynamics, servomechanisms, and computer control of specific systems in an attempt to understand the physical capabilities of the system at a level that is accurate enough to be used to design the system. Through the use of advanced computer technologies and modeling techniques, the military could develop digital models of systems that are nearly as predictive as are live physical tests because sensor, communication, and recording equipment can be placed at the precise place and time of interest. Military engineering models also include interactions between two physical objects or between an object and its environment. The primary benefit of using simulated models is that learners are not limited to using just a few physical prototypes and could conduct experiments in infinite variations to collect data from all points in space and time around the event of interest. (Smith, 2007, p. 3). The American Army website features virtual games that provide players with the most authentic military experience available, from exploring the development of soldiers in individual and collective training to their deployment in simulated missions. The required training missions give the player an idea of what its like for real U. S. Army Soldiers to train for duty. The training games include Basic Combat Training (BCT), Advanced Individual Training (AIT), Advanced Marksmanship (Adv. Mkshp), Airborne School (Airborne), Medic Training (Medic), Special Forces Training (SFAS). Virtual simulation in healthcare and medical training Virtual simulation is now widely for medical instruction and study as it effectively links classroom learning with real-life clinical practice. Guided by their current medical knowledge, medical students are able to learn important clinical skills in simulated true-to-life medical settings before they work with real patients. Simulation-based techniques immerse medical students in real-life learning situations for various types of learning in terms of knowledge, tasks and skills, decision-making, and teamwork. It offers focused learning experiences that cannot be readily obtained using traditional techniques or in real patient care situations. Knowledge of facts, concepts, and the relationships between them such as the fundamental description of human biology and physiology, the applied description of the human body in health and disease, the conceptual and practical basis of therapy, evidence-based protocols that guide optimum therapy are more mastered through virtual simulation classroom techniques (Stanford School of Medicine). Unlike some other disciplines that utilize words, drawings, numbers, and spreadsheets, health care requires psychomotor skills of the clinician who lay hands on a patient and perform important procedures. Tasks and skills that encompass the practical and physical parts of medicine and health care could well be developed and honed through virtual simulation because these psychomotor skills can only be mastered hands-on training. Such skills include physical examination, blood drawing, invasive procedures (such as spinal tap or chest drainage) and complex surgical procedures (such as laparoscopic surgery or cardiac surgery) and catheter-based interventions (such as â€Å"cath-lab† procedures treating aortic aneurysm or carotid artery blockage). (Stanford School of Medicine)