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Convoy Training O Training with Industry Virtual Marksmanship October 2013 Volume 18, Issue 7 www.MT2-kmi.com America's Longest Established Simulation & Training Magazine Training Coordinator Maj. Gen. Thomas M. Murray Commanding General Training and Education Command U.S. Marine Corps Special Section: FIRE TRAINING U.S. Army Medical Department Command Profile:

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Page 1: Mt2 18 7 final

Convoy Training O Training with IndustryVirtual Marksmanship

October 2013Volume 18, Issue 7

www.MT2-kmi.com

America's Longest Established Simulation & Training Magazine

Training Coordinator

Maj. Gen. Thomas M. Murray

Commanding GeneralTraining and Education Command U.S. Marine Corps

Special Section: FIRE TRAINING

U.S. Army Medical DepartmentCommand Profile:

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meggitttrainingsystems.com

Join us at I/ITSEC in Orlando Dec. 2-5 in booth 1040.

That includes innovations like the enhanced realism

of BlueFire® wireless weapons and the intelligent

FATS® M100 advanced reality training simulator.

Integration of CryENGINE®3 and VBS enhanced visual

game engines, 3-D graphics and fl exible systems

architecture means the FATS® M100 provides

customized training and combat readiness solutions

in a fl exible, immersive environment. It’s one of the

many ways Meggitt Training Systems is delivering on

its commitment to tomorrow’s forces.

Proven. Reliable. Effective.

Meggitt Training Systems develops tomorrow’s virtual training technologies for global defense forces.

Page 3: Mt2 18 7 final

Cover / Q&AFeatures

Major General ThoMas M. Murray Commanding General

Training and Education CommandU.S. Marine Corps

16

October 2013Volume 18, Issue 7military training technology

Departments Industry Interview2 ediTor’s PersPecTive4 ProGraM hiGhliGhTs5 PeoPle 14 daTa PackeTs26 TeaM orlando27 resource cenTer

ron vadasPresidentMeggitt Training Systems

10coMMand Profile: MedcoMThe U.S. Army Medical Department (MEDCOM) controls all Army fixed hospitals (in and outside of the United States). Medical simulation plays a big role in in its successful operation.

By Phil ReidingeR

12dePloyed To oshkosh defenseCultivating higher-level management techniques and developing a better understanding of the relationship between industry and specific functions of the Army.

By sgt. fiRst class austin satteRla

21convoy TraininGConvoy operations proved to be essential during the recent conflicts in Iraq and Afghanistan and will likely assume important roles in future conflicts. The experiences of U.S. forces in those conflicts have proven that the missions of convoys are not as easy to fulfill as they may appear to the outsider.

By PeteR BuxBaum

6

28

“TECOM

touches on

all levels of

training from

entry level and

continuous

training

throughout a

Marine’s career,

but we need

to get back

to the basic

ethics and

values of what

it means to be a

Marine.”

- Maj. Gen. Thomas M. Murray

virTual MarksManshiP uPdaTe The Army’s training requirements for unstabilized gunnery and mixed reality systems are gaining momentum despite budgetary restraints. In addition, Program Manager for Training Systems is on a quest to find the most flexible marksmanship trainer contracts that offer the best value to the government at the lowest cost.

By eRin flynn Jay

24

PreParinG dod resPonders To be Mission readyConsidered to be one of the best fire training academies in the world, the Louis F. Garland Fire Training Academy at Goodfellow Air Force Base in San Angelo, Texas, has trained thousands of firefighters.

By masteR seRgeant t.c. siRmans (Ret.)

Special Section: FIRE TRAINING

www.MT2-kmi.com MT2 18.7 | 1

Page 4: Mt2 18 7 final

All branches of the military have been forced to make drastic cuts due to seques-tration, and more cuts are likely to be coming. Training in all areas is taking a hit from these cuts, but military leaders know the importance of training the warfighter and are doing what they can to prevent deploying servicemembers into harm’s way without being properly prepared. Training the warfighter is not something that can be done overnight. It takes time and money to produce the best military possible; military leaders recognize this and have kept training as a high priority when deciding where to make cuts.

“We are working through a deficit right now because of 12 years of war,” said General Robert Cone, commander, Army Training and Doctrine Command. “We’ve got 35,000 [non-commissioned officers] that haven’t been to the school that is commensurate with their grade. So the worst thing we could do at this point would be to slow down what we have going in the school house.”

Major General Thomas Murray, commanding general, Training and Education Command, recently told Military Training Technology that training survived this year’s budget process for 2014 not unscathed, but it remained one of the Marine Corps’ top priorities.

“Training and education are something we have to continue to fund, maybe at a higher level than other things, because it’s so important,” said Murray to MT2. “We have to continue to train and educate our Marines even if we don’t have as much funding as we like. When the next war comes, we have to be prepared, and that’s one of the things that takes longer to do and has to be done continuously to keep us ready to go.”

Admiral Bill Gortney, commander, U.S. Fleet Forces Command, said reductions will force him to curtail training for sailors and added that while training time will be reduced for many, it will ramp up for those sailors who are closer to being deployed. No one will be sent out until they’re ready, he added.

The same goes for the Air Force when they had to ground aircraft due to budget cuts earlier this year. Funds were moved around and they were allowed to fly again, but as of October 1, more cuts may prevent pilots from being airborne. Yes, they can still practice in simulators, but after being grounded for a certain time period, they need to re-qualify to get back in the aircraft to resume combat training. Lawmakers need to understand the repercussions of their deci-sions and spend less time assigning political blame for things that are hurting our nation’s military. If you have any questions about Military Training Technology feel free to contact me at any time.

Recognized Leader Covering All Aspects of Military

Training ReadinessEditorial

EditorBrian O’Shea [email protected] EditorHarrison Donnelly [email protected] Editorial ManagerLaura Davis [email protected] EditorSean Carmichael [email protected]. Bissell • Christian Bourge • Peter Buxbaum Henry Canaday • Danielle Cralle • Hank Hogan Erin Flynn Jay • Karen Kroll • Cynthia Webb

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Art DirectorJennifer Owers [email protected] Graphic DesignerJittima Saiwongnuan [email protected] Designers Scott Morris [email protected] Papineau [email protected] Paquette [email protected] Waring [email protected]

advErtising

Associate PublisherLindsay Silverberg [email protected]

KMi MEdia group

Chief Executive OfficerJack Kerrigan [email protected] and Chief Financial OfficerConstance Kerrigan [email protected] Vice PresidentDavid Leaf [email protected] McKaughan [email protected] Castro [email protected] Show CoordinatorHolly Foster [email protected]

opErations, CirCulation & produCtion

Operations AdministratorBob Lesser [email protected] & Marketing AdministratorDuane Ebanks [email protected] Gill [email protected] SpecialistsRaymer Villanueva [email protected] Walker [email protected]

a proud MEMbEr of:

subsCription inforMation

Military Training TechnologyISSN 1097-0975

is published eight times a year by KMI Media Group. All Rights Reserved.

Reproduction without permission is strictly forbidden. © Copyright 2013.

Military Training Technology is free to qualified members of the U.S. military, employees of the U.S. government and

non-U.S. foreign service based in the U.S. All others: $65 per year.Foreign: $149 per year.

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Rockville, MD 20855-2604 USATelephone: (301) 670-5700

Fax: (301) 670-5701Web: www.MT2-kmi.com

Military training tEChnology

Volume 18, Issue 7 • October 2013

Brian O’SheaeditoR

eDitor’S PerSPectiVe

www.GIF-kmi.com

Geospatial Intelligence

Forum

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June 2012Volume 1, Issue 1

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Border Protector

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ChiefU.S. Border PatrolU.S. Customs and Border Protection

Wide Area Aerial Surveillance O Hazmat Disaster ResponseTactical Communications O P-3 Program

Integrated Fixed Towers

Leadership Insight:Robert S. BrayAssistant Administrator for Law EnforcementDirector of the Federal Air Marshal Service Transportation Security Administration

SPECIAL SECTION:

Border & CBRNE Defense

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Military AdvancedEducation

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Presidential Helicopter O Shipboard Self-Defense O Riverine Patrol CraftPrecision Guided Munitions O Educational Development Partnership

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The Communication Medium for Navy PEOs

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KNOW-HOW

www.dyn-intl.com

KNOW-HOWTraining

When it comes to training, we know how to deliver integrated solutions that improve profi ciency, promote self-suffi ciency and increase mission readiness. At DynCorp International, we design, build and execute sophisticated training solutions to fi t the world’s most complex training needs. Whether it’s delivering global training solutions for military, government, intelligence or foreign government customers or providing specialized training as part of a logistics or aviation solution, we help our customers reduce costs and achieve new levels of performance and productivity.

DynCorp International provides our customers with unique, tailored training solutions for an ever-changing world.

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Program highlightS

Predator and Reaper Aircrew Trainer Contract Awarded

CAE recently announced that CAE USA has been awarded a United States Air Force contract to provide comprehensive Predator and Reaper remotely piloted aircraft aircrew training services. Under terms of the contract, which was awarded as a one-year base contract for approximately $20 million with four one-year options, CAE USA will provide classroom, simulator and live flying instruction as well as courseware development in support of the MQ-1 Predator and MQ-9 Reaper training programs. Training will be delivered at four USAF bases where approximately 1,500 MQ-1/MQ-9 pilots and sensor operators train annually. The contract was awarded in CAE’s second quarter of fiscal 2014.

CAE USA will provide fully qualified instructional staff to conduct academic as well as live flying instruction at Holloman Air Force Base (AFB), N.M; Creech AFB, Nev.; March Air Reserve Base, Calif.; and Hancock Field Air National Guard Base, N.Y. MQ-1/MQ-9 Predator/Reaper aircrews will receive training for initial qualification, refresher/recurrent training, and instructor qualification. In addition, CAE USA will provide courseware development services, primarily at the formal training schoolhouse located at Holloman AFB, as well as implement a new learning content management system.

Ray Duquette; [email protected]

Training Center Graduates Australian Air Warfare Destroyer Students Center for Surface Combat

Systems (CSCS) graduated the first group of Australian students from its International Programs’ Australian Air Warfare Destroyer (AWD) Industrial Test Team Overview course during a ceremony at Combat System Engineering Development Site (CSEDS) September 6.

The 12 graduates have the mission of testing and certifying the Royal Australian Navy’s (RAN) new Hobart class of AWDs.

The Australian Navy’s AWDs are equipped with the Aegis combat system, and the course was created to provide an introduction and system overview.

The class included Captain Shane Casboult, director, Program Management Office for Test and Evaluation Air Warfare Destroyer, engineers, and engineering and test and activation managers.

“This course covered over-views of ship, combat system, Aegis Weapon System, equipment loca-tion, console operations, equipment interfaces, Aegis local area network testing and operation, and equip-ment installation and testing plans,” Casboult said. “Aegis training for Australian dockyard personnel and ship crew will become much more frequent in coming years with training split between CSEDS in Morristown, N.J., and the Aegis Training and Readiness Center (ATRC) in Dahlgren, Va.”

The graduating class will form the nucleus of the AWD’s Shipyard Test Team. In January 2014, the first course for RAN students will convene at ATRC. Sea trials for the first AWD, eventually to be commissioned as HMAS Hobart, will commence in the second half of 2015.

Commander Tony Miskelly, Prospective Weapon Engineering officer aboard HMAS Hobart (DDG 39), also attended the course.

“The Aegis weapon system is on a scale never seen before in RAN warships,” Miskelly said. “This genera-tion of the Aegis weapon system will require our very best operator/main-tainers to take on the challenge of introducing the Hobart Class DDG into service, and this course provided them with the tools they need to succeed. With the ship’s keel section not far from being fully consolidated and training systems now being commissioned, the

rebirth of a guided missile destroyer capability within the RAN is becoming very real in Adelaide, Australia.”

Lead ship Hobart will enter into the RAN’s service March 2016, Brisbane is due to commission in September 2017, and Sydney is expected to be operational by June 2019.

“We share a special partnership with the RAN and CSCS International Programs is focused on facilitating an exchange of ideas, information and training material as we progress with the AWD program,” said Darrell Tatro, director, CSCS International Programs. “While the USN has more than 30 years of Aegis experience to share with the RAN, we are gaining much through lessons learned from this global partner.”

The mission of CSCS International Programs is to provide allied forces quality training to enable them to develop ready teams capable of opera-tions that maintain and expertly employ surface combatants. The directorate partners with U.S. training, readiness and policy organizations, as well as other government agencies and industry to support international missions.

One of the key goals of the Maritime Strategy is fostering and sustaining cooperative relation-ships with international partners. Expanded cooperative relationships with other nations contribute to the security and stability of the maritime domain for all.

www.MT2-kmi.com4 | MT2 18.7

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compiled by Kmi media group staff

The chief of staff, Army recently announced Army Reserve Brigadier General Allan W. Elliott for assign-ment as the chief, CJ4, International Security Assistance Force, Afghanistan. He most recently served as the deputy commanding general, 108th Training Command (Initial

Entry Training), Charlotte, N.C.

The chief of staff, Army recently announced Army Brigadier General David B. Haight, commandant, U.S. Army Infantry School, U.S. Army Maneuver Center of Excellence, Fort Benning, Ga., to deputy

commander, Regional Command-East, International Security Assistance Force Joint Command, Operation Enduring Freedom, Afghanistan.

CAE has named Raymond Duquette as president and general manager of CAE USA. In this position,

Duquette will report to General Michael E. Ryan, United States Air Force (Ret.) and chairman of the board of CAE USA. Duquette will be responsible for the general manage-ment and operation of CAE USA, which is part of CAE’s military busi-ness segment and based in Tampa, Fla.

The Wittenstein Group announced that Dr. Anna-Katharina Wittenstein has joined the Wittenstein North America Team as chair-woman of the board, and that Dr. Lars Aldinger is now vice president of produc-tion at the manufac-turing facility based in Bartlett, Ill.

compiled by Kmi media group staffPeoPle

F-16 Iraq Training Program

L-3 Link Simulation & Training (L-3 Link) recently announced that it has been awarded a contract modifica-tion from the U.S. Air Force Life Cycle Management Center at Wright-Patterson Air Force Base, Ohio, to build the Iraqi Air Force (IqAF) two F-16 Block 52 Weapon Tactics Trainers (WTTs), two brief/debrief systems and one mission observation center. This contract modification follows L-3 Link’s November 2012 award to build two F-16 Block 52 Full Mission Trainers (FMTs) for the IqAF.

Plans currently call for the first F-16 Block 52 FMT to become ready for training during the first quarter of 2015. The remaining training devices, brief/debrief systems and mission observation center are scheduled to achieve ready-for-training milestones during the fourth quarter of 2015. All of the training devices and support systems will be installed at Balad Air Base in northern Iraq.

“L-3 Link looks forward to providing a comprehensive training system that will enable Iraqi F-16 pilots to enhance their tactical skills over a full range of mission areas,” said Lenny Genna, president of L-3 Link. “The high-fidelity F-16 Block 52 Full Mission Trainers, for instance, will allow pilots to gain training credit equivalent to live training while

conducting either new or advanced skills training.”

Each F-16 Block 52 WTT combines a tactically relevant physical cockpit with a single out-the-window visual display monitor. The WTTs use the same high-fidelity computational system, software and models that are integrated on the FMTs. As a result, the WTTs can be networked to the FMTs to support four-ship tactical team training.

The F-16 Block 52 FMTs currently being built will enable pilots to conduct simulated air-to-air and air-to-ground combat exercises. During training exer-cises, Iraqi F-16 pilots will wear L-3 Link’s simulated joint helmet-mounted cueing system to control sensors and weapons through visual cueing. The FMTs’ visual system solution will enable pilots to acquire and identify targets, as well as accurately deliver a wide range of ordnance over a 360-degree field-of-regard. Pilots will be able to practice takeoffs and landings, aerial in-flight refueling, low-level flight and emergency procedures. All training exercises, which will occur within a virtual, geo-specific database, can be conducted in a variety of simulated weather conditions.

Dan Kelly; [email protected]

Providing NATO with Ground Reconnaissance

War gaming experts at the NSC are set to provide high-level support to NATO Allied Rapid Reaction Corps (ARRC) training serials through the provision of synthetic eyes in the sky.

Arming exercising headquarters staff with the ability to conduct detailed ground reconnaissance and track time-sensitive targets, the simulation specialists will use the latest in game-based technology to replicate the vital intelligence feeds provided by air and remotely piloted air system platforms on military operations.

The real-time full-motion video produced by NSC’s virtual manned and unmanned aircraft will be generated by personnel via air system stations comprising two screens—one displaying the view from the airframe’s electro-optical and infrared camera and the other a geographical informa-tion system.

Operators can use the latter to track the location of the air system and direction of its camera and to plot its course.

Distributed remote viewing terminals will allow users across multiple headquarters to view one or more feeds simul-taneously by selecting from the list available.

NSC’s expertise in the utilization of Virtual Battlespace 2 will enable ARRC to conduct its synthetic surveillance sorties above large, customizable 3-D terrains and deliver authentic training without the significant expense of scrambling real aircraft.

Chris Williams, head of simulation at NSC, said: “Over the last three years we have provided ISTAR [intelligence, surveillance, target acquisition and reconnaissance] synthetic support to a number of British Army exercises and we look forward to assisting the Allied Rapid Reaction Corps in deliv-ering effective and value-for-money training to its personnel.”

www.MT2-kmi.com MT2 18.7 | 5

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Studying approacheS to enhance

the capabilitieS of infantry SquadS.

by erin flynn Jay

Mt2 correSpondent

www.MT2-kmi.com6 | MT2 18.7

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The Army’s training re-quirements for unstabilized gunnery and mixed real-ity systems are gaining mo-mentum despite budgetary restraints. In addition, Pro-gram Manager for Training Systems (PMTRASYS) is on a quest to find the most flex-ible marksmanship trainer contracts that offer the best value to the government at the lowest cost.

The Army’s program of record for basic rifle marksman-ship is the Engagement Skills Trainer (EST). The EST is used at units and at training institutions. “EST is an indoor, mul-tipurpose, multi-lane, small arms, crew-served and individual anti-tank training simulation that enables training across three different modes: individual marksmanship; small unit [collective] gunnery and tactical training; and judgmental use of force [shoot/don’t shoot], which includes escalation of force/graduated response scenarios,” said Army Lieutenant Colonel Mark Evans, the product manager for Ground Com-bat Tactical Trainers.

The EST provides the capability to build and sustain in-dividual marksmanship, squad and team fire distribution and control, and judgmental use of force skills using computer-generated imagery and video. It has also been used by deploy-ing units to maintain skills when not able to conduct live-fire training. Its capabilities include small arms (pistols, rifles, carbines, grenade launcher and shotgun) simulators as well as anti-tank weapons.

Evans told MT2 that a competition for the next genera-tion of EST is under way. Potential product improvements include:

• Adding new simulated weapons, such as the M24 Sniper Weapon System, M107 long-range sniper rifle, and

M98A1 Medium Anti-armor Weapon System with the ability to support other emerging weapon systems.

• Adding new optics/sights and laser aiming devices (and the capability to mount them to various simulated weapons), such as the M145 machine gun optic, family of AN/PAS-13 thermal weapons sights, and the ability to support changes in weapon optics and other modules.

• Adding simulated machine gun tripods, mounts and traversing and elevating mechanisms, and vehicular ring/pedestal mounts to the simulation.

• Integrating a simulated call for and adjust indirect fire capability to the simulation.

• Adding new and/or revised scenarios to the simulation, across all capabilities of training: marksmanship, collective and escalation of forces.

• Adding an enhanced capability to simultaneously operate additional heavy and medium simulated weapons within any given suite, without degrading the performance of those simulated weapons.

requireMentS gain MoMentuM

In the next three to five years, Evans said, training re-quirements for unstabilized gunnery and mixed reality sys-tems will gain traction despite the austere budget environ-ment. Non-lethal weapons are also likely additions.

The basic marksmanship training currently provided is very capable. “The ability to network the EST systems with other training enablers, such as gaming applications, is strongly desired by Army users. With over 900 systems in use throughout the Army around the world, technologies that will improve reliability and reduce the cost of ownership are as important to this program as any new capability or fea-ture,” Evans concluded. “The Army is studying approaches to enhance the capabilities of infantry squads, and EST will certainly be one enabler to meet those developing needs.”

flexible contractS

PM TRASYS fields and manages the Indoor Simulated Marksmanship Trainer (ISMT) Program. According to

Barbara Hamby, MCSC Corporate Communica-tions, the ISMT is a three-dimensional simu-

lation-based trainer that instructs basic and advanced marksmanship, shoot/

Lt. Col. Mark Evans

MT2 18.7 | 7 www.MT2-kmi.com

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no-shoot judgment, combat marksmanship, and weapons employment tactics in an indoor set-ting. Each firing position is capable of operating simulated weapons that include AT4, M2 (.50 cal), M9, M16A4, M16A2 fully sensored, M240G, M203, MK19, MP5, SAW, M870 12 gauge shotgun, SMAW, M224 60mm mortar, M252 81mm mortar, M4A1, Predator, and Joint Services Combat Shotgun. The simulated weapons are used to fire upon the simu-lated targets with an indication of the round fired.

The instructor station controls the training and provides feedback of the results. ISMT also provides night vision training capabilities in addition to the baseline features, Hamby told MT2. The ISMT/IST systems are used both within the continental United States (CONUS) and outside CONUS and are currently deployed on U.S. Navy ships. An opera-tional requirements document dated April 10, 1998, exists validat-ing the ISMT requirement.

Hamby said PMTRASYS is embedded with other PMs within MCSC (PM IWS and PM ICE) as well as with Training and Education Command partners in order to capture future emerging require-ments and training needs to prepare and train Marines. “As tactics and environments change, so do the training, gear and equipment of our warfighters,” Hamby said. “Initiatives such as the infantry automatic rifle, which focuses on enhancing our rifleman’s maneu-verability and displacement speed as well as maintaining firepower on the enemy, are all examples of adaption and lessons learned from our last 13 years of experience in war.”

The ISMT program has a goal to stay on par with developing sim-ulated weapons and scenarios as close as possible to the fielding of the actual weapon systems. This provides a simulated training system to prepare and train the Marine when live fire options are not available.

Additionally, Hamby said the ISMT has become more versatile and mobile, which has allowed for training in much smaller places, including small rooms on ship. Lastly, the tetherless option has allowed the Marines to train and move more freely using Bluefire (similar to Bluetooth) technology.

“How can we conduct current business more inex-pensively tomorrow? Can we create more economies of scale? What is the return on investment for each of our M&S solutions/devices? How can we make our prod-ucts last longer? These are all the types of questions that we find ourselves most focused on as budgets con-tinue to decline,” Hamby concluded.

cubic Validated aS SMall arMS trainer

Cubic has provided the only validated small arms trainer, En-gagement Skills Trainer 2000. Cubic has delivered over 1,000 sys-tems and 18,000 weapons worldwide in support of this program, said Ray Oliver, senior program manager at Cubic, of the three modes of training with full after-action review capabilities. The sys-tem uses fully sensored weapons that meet the form, fit and func-tion of the actual service weapons with validated ballistic accuracy. Cubic has also provided EST 3000, EST Plus systems and Warrior Skills Trainer (WST) systems to the Army, Air Force, and interna-tional customers that provide individual, collective, mounted and dismounted virtual marksmanship capabilities.

EST 3000 is a portable system that supports one to five firers simultaneously. EST Plus incorporates all of the EST capabilities plus an interoperable fourth training mode, which provides an of-fensive (moving eye point) capability. WST provides up to a 360-de-gree immersive environment with low/mid/high fidelity vehicles for

Ray Oliver

[email protected]

EST 2000 virtual trainer fielded by the U.S. Army Infantry School. [Photo courtesy of Cubic]

www.MT2-kmi.com8 | MT2 18.7

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For more information, contact MT2 Editor Brian O’Shea at [email protected] or search our online archives

for related stories at www.mt2-kmi.com.

multi-echelon training capability, which incorporates mounted and dismounted operations. Each product builds off of the high fidelity marksmanship capabilities provided by Cubic.

There are significant budget constraints within DoD, and the military is having to do more with less. “It is critical to maximize prior investments, so vendors need to provide scalable systems that can adjust to emerging technologies. Cubic systems are designed for changing re-quirements and [Cubic] provides training systems that are adaptable,” said Oliver. “Cubic’s direct involvement with U.S. military centers of excellence and investments in re-search and development are critical to meeting future re-quirements and new capabilities that can be fielded to the warfighter as quickly as possible.”

The future for virtual marksmanship is going to continue to grow. It allows the military to train on new weapon systems in a safe and controlled environment while providing feedback that improves train-ee skills. These capabilities reduce the use of valuable resources such as ammunition, ranges and qualification time.

“With improving technologies, virtual marksmanship will contin-ue to incorporate 3-D game engine graphics creating realistic training conditions. The vast training capabilities virtual marksmanship can provide is enormous,” said Oliver. “The cost savings and training ben-efit are a proven source of leveraging new technologies to meet the ever-changing challenges the military faces.”

liVe-Virtual-conStructiVe training Mix

According to Heath Shaw, subject matter expert-small arms train-ing for Meggitt Training Systems, they are seeing actual battlefield scenarios reflected in weapons training requirements for U.S. and al-lied forces. Virtual marksmanship ranges and CGI-based judgmental trainers effectively step troops from a state of weapon familiarization to weapon confidence. Fully sensored weaponry is a must for virtual small arms trainers as training will occur at team and squad level in a 3-D environment.

Current and future training systems will require a wider range of weapons, as the U.S. military will increasingly fight as part of a multinational coalition in future conflicts. Meggitt’s fully sensored Bluefire wireless weapon systems use commercial wireless Bluetooth technology to communicate with the virtual marksmanship training system, giving a full range of motion while maintaining true main-taining form, fit and function.

Meggitt Training Systems is the only training systems company in the industry to deliver both small arms training simulators com-bined with live fire field range and indoor range solutions.

Meggitt’s focus is on infantry and infantry support. “From a technological point of view, the single biggest challenge is generat-ing realistic and natural movement through a virtual environment for a dismounted soldier,” said Shaw. “Despite the technical issues involved, this obviously represents a significant opportunity for the market.”

Trainers are seeing the benefit of virtual training firsthand and are writing requirements to ensure virtual marksmanship and judg-mental trainers are part of their training facilities. Multiple studies have shown not only the marksmanship skills value, but also the value of immersion and training warfighters in a simulated environment that creates the same stress they would experience in theater.

Demand is high and will continue to grow. With growth in the market comes additional manufacturers and products. “This can be good for our warfighters if the increased competition produces better quality products. Unfortunately, what can happen is inexpensive products that are not truly training tools,” said Shaw. “Lower-quality but ‘flashy’ products can result in nega-tive training. The tools have to be built with the goal of a strong and weapon confident warfighter in mind.”

Meggitt sees the future as a live-virtual-con-structive mix of training solutions, a kit bag from

which the user can mold a training solution that fits the require-ment. “Warfighters must be proficient on weaponry and opera-tions, and the LVC kitbag will stretch the training dollars in a time when military budgets are declining. Virtual training will continue to grow to balance out the costly alternative of live fire training,” said Shaw. “Enhanced virtual ranges provide the ballistic accuracy needed for marksmanship training and the immersive environ-ment that allows warfighters to train in a non-lethal, high-stress environment.” O

Heath Shaw

[email protected]

www.MT2-kmi.com MT2 18.7 | 9

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commanD ProFile

Medical Simulationby phil reidinger

arMy Medical departMent center and School

Medical training focuSeS on the uSe of taSk trainerS.

Historically, the cardio-pulmonary resus-citation course during which students had to breathe into and perform chest compressions on a manikin known as the Resusci Anne CPR doll, which became available in 1960, during training is the most frequent association of medical simulation in training. That type of training is not gone, but it has become a much smaller percent of the training done today. Ad-vances in technology, both in computing pow-er and miniaturization, as well as new meth-ods used to create the physical trainers wanted by the medical community, have advanced the types of simulators and simulations. The driver behind this greater need for trainers and training modalities is the search find to the best balance in perfecting individual crafts while promoting increased patient safety.

At the Army Medical Department (AMEDD) Center and School we use human patient simulators throughout our training programs, from taking vital signs to simulated battlefield casualties, to allow students to see the types of injuries they will need to be able to take care of if and when deployed.

We use simulation and high-fidelity hu-man patient simulators throughout our courses. We begin with very basic instruction on how to take vital signs, pulse, respirations and blood pressure. We can program simula-tors to have abnormal readings, which stu-dents would not see practicing on each other in class. The simulators are also used for pa-tient assessment to learn a systematic method for checking a patient from head to toe. On the battlefield medicine side of the house we have simulators that are designed with the types of wounds that we expect our medics to see in combat.

The Department of Combat Medic Train-ing and the Center for Predeployment Medi-cine employ scenario-based training using human patient simulators of various levels of sophistication in realistic and stressful training events to “crawl, walk and run” stu-dents through individual and team as well as single and multiple casualty-oriented training events. Students are evaluated in daylight and

in limited visibility scenarios. These training events were developed using OIF/OEF lessons learned, with students receiving an on-the-spot critique of what they performed well and possible alternatives that may produce a more positive outcome.

For hundreds of years, medicine and health care has used intricate models to help teach anatomy, physiology, training in obstet-rics and many other surgical disciplines.

According to an article by Harry Owen, ti-tled “Early use of simulation in medical educa-tion” in the April 2012 issue of Simul Health-care, as early as the 18th century, mid-wives and obstetricians in Italy were trained with simulators that could leak amniotic fluid and fake blood to recognize and manage complica-tions associated with childbirth.

Life-sized medical manikins were a stan-dard training aid in Army training hospitals prior to WWI and the establishment of the Army Medical Field Service School in 1922. Manikins were used to teach basic hospital care such as bandage application, sheet chang-ing, lifting and transport techniques.

In 1943, war wound moulages were devel-oped and standardized for training by the Med-ical Department but had limited distribution because of the shortage of rubber. With the development of a synthetic rubber, the Army surgeon general ordered them to be massed produced.

In February 1945, the U.S. Army Medi-cal Bulletin announced that standardized sets were being produced at a rate of two sets a week and being made available for “all air, ground and service forces” to inject realism into their training. The kits included two life-like masks. One depicted a shell fragment to the head and the other, a gunshot wound to the jaw.

When the MFSS moved to Fort Sam Houston in 1946, simulated casualties were the responsibility of the visual aids/graphic illustration department. Staff members were described as being able to prepare plastic, clay and paper mache mannequins and models (including animal parts of anatomy) for use

in the classroom and community outreach events.

One of the highlights of the Army Week Celebration from April 6-12, 1947, was the surgical tent where a realistic “amputation” operation was demonstrated twice daily.

In June 1950, the Medical Department participated in LOGEX 50 at Fort Belvoir, Va. There was very little realism to the exercise considering the point of the exercise was to “afford student officers practical experience, under simulated combat conditions, in plan-ning and conducting operations in an active theater.” Casualties were written on cards and transportation was represented by different sized envelopes.

In the mid-1950s, the San Antonio Light and Evening Express described the use of moulaging during Medical Field Service School field demonstrations.

According to newspaper accounts, the simulated wounds made from plastic looked “shockingly like torn flesh.” The fake wounds would pump “blood” by pressing a ketchup-loaded bulb with an attached and the “pierc-ing” cries of the wounded added a realism that spectators did not soon forget.

S.W. Alderson, inventor of the original aerospace crash-test dummies for NASA and the USAF began producing “synthetic casu-alties” in the 1950s. These included a CPR dummy nick-named “Joe Blow,” blood oozing moulages worn by soldiers during medical training, and human-like figures called medi-cal phantoms used to measure exposure to radiation.

The Management of Mass Casualties Course, initiated in 1956, was designed to present methods for handling mass casualty scenarios generated by thermonuclear war. The field demonstration portion of the course, Operation Blowup, made a quantum leap in realism once Lieutenant Colonel Vincent Hack came onboard in 1957.

The 1956 field demonstrations simulated casualties were simply given labels and were sorted as either litter patients, walking wound-ed, or able to assist as litter bearers and treated

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For more information, contact MT2 Editor Brian O’Shea at [email protected] or search our online archives for related stories at www.mt2-kmi.com.

accordingly. Hack visited England in Febru-ary 1957 to trade ideas on the use of “train-ing aids” in mass casualty scenarios with the British forces.

As soon as he returned, he convinced Ma-jor General William Shambora, commanding general, Brooke Army Medical Center (BAMC), to engage as many resources as possible in the staging of Operation Blowup, the field demon-stration portion of the Management of Mass Casualty Course. There was a simulated deto-nation of an atomic bomb and 1,000 tagged and simulated casualties were put into play during the field exercises.

Theatrical make up, moulaging and stag-ing was done in a manner to portray as much realism as possible. The simulated wounds mimicked approximately 60 different types from flash burns to amputations that had been observed in the aftermath of the Hiro-shima and Nagasaki bombings. In some of the exercises, over 200 casualties were made-up for sorting and first aid treatment, and the wounds exhibited such realism that it caused experienced physicians to think they were ac-tual wounds.

In May 1958, the simulated casualty known as “Bleeding Pete,” a life-sized medi-cal manikin with various “injuries” was used in training at the AMSS and was on display at the armed forces day open house at Kelly Air Force Base.

In October 1958, an experimental head and torso model manikin was developed through a U.S. Army Research and Develop-ment contract for the AMSS to teach mouth-to-mouth resuscitation.

A December 1957 article in the Fort Sam Houston post newspaper, the Talon, describes a manikin designed for practice inserting a tube into the trachea and a method of artifi-cial respiration, used alone or in connection with the intubation, which appears to more efficient and more adaptable than any method previously used. The manikin was designed by staff members of the University of Buffalo School of Medicine and Roswell Park Memo-rial Institute and field tested by the AMSS in December 1957. It was an upper human torso with an exact duplication of the structure of the throat with a hinged lower jaw to simulate the mouth and the airway channels branching from the pharynx. The models were used to instruct students in the technique of opening a passage before inserting a tube to ensure an unobstructed airway.

A July 16, 1959, Talon article describes a pilot model of an anthropomorphic manikin designed specifically for X-ray technician training arriving at BAMC for testing. De-signed out of plastic and other synthetic ma-terials, it was the size of a 160-pound man and could be manipulated into approximately 400 different positions. Embedded in the synthet-ic flesh were plastic bones that would appear in the X-ray film.

Sometime between 1961 and 1963, Pro-totype Model 6910-M02-0001 (male body for first aid training) arrived at the MFSS. Designed specifically for the MFSS by S.W. Alderson, the synthetic casualty was the first portable medical training dummy with a vari-ety of simulated wounds. The manikin could be operated independent of a base, allowing it to be placed in the field in about any position and had several interchangeable moulages through which fake blood was pumped.

Simulation training for the U.S. Army Graduate Program in Anesthesia Nursing, ranked the best in the nation by U.S. News and World Report magazine, is perhaps the most sophisticated use of human patient simulators that began in January 2006. The U.S. Army Graduate Program in Anesthesia Nursing developed a simulation program that focused on two main areas—general endotra-cheal anesthesia and regional anesthesia to be used in teaching and testing sessions.

Today, refined simulation is integrated into didactic curriculum such as basic and advanced airway management, regional anes-thesia, machine check, fundamentals of anes-thesia, and pharmacology. The program also incorporates student-faculty simulation dur-ing monthly counseling and employs distinct categories of simulation: curriculum integra-tion in at least 50 percent of fundamentals instruction; performance counseling; student work groups; and testing.

Human patient simulators and simula-tions are integrated into medical training, from the classroom to mobile training teams to medical treatment facilities.

The Mobile Obstetric Emergency Simula-tor (MOES), SimNewB and Noelle are exam-ples of simulators used in neonatal nursing training. Major Amber Pocrnich is currently stationed at Bayne-Jones Army Commu-nity Hospital, Fort Polk, La., and recently reassigned from Tripler Army Medical Center where she served as the clinical nurse officer in charge of labor and delivery. She noted that

that the use of simulators vastly improved the students’ desired skills and knowledge. She holds as master’s degree in neonatal nursing and is the nursing consultant to the Medical Command Central Simulation Committee.

She said, “In my department, we used the MOES trainer regularly. We mostly would use it on academic days for the Residency Pro-gram. It then evolved into team training, and eventually we used the MOES for our mass transfusion protocol drills as well. My RNs also used the MOES to validate skills needed when the high-risk/low-volume OB events occur such as shoulder dystocia, PP hemor-rhage, and prolapsed cord.”

As a Neonatal Resuscitation Program cer-tification regional trainer, Pocrnich utilized the SimNewB monthly for the Skills Stations required for certification. “Nearly all of the participants stated that they learned more from that hands-on portion than they ever had in years before,” she said. She added, “We also conducted mock neonatal codes quar-terly—sometimes more often—utilizing the SimNewB. The Pediatrics Residency Depart-ment also used the SimNewB regularly.”

In the realm of simulation, the AMEDD Center and School Mission Training Complex provides mission command simulation train-ing for exercising military decision-making skills and digital mission staff training for leaders. The complex provides training sup-port for mission planning and rehearsal and pre-deployment training support ranging from platoon to Combined Joint Task Forces levels. The MTC evaluates live, virtual, con-structive and gaming training development for AMEDD/MEDCOM (U.S. Army Medical Command) operational readiness and sup-ports the conduct of distributed simulation. Simulations and gaming examples include virtual battlespace, tactical language training, tactical combat casualty care, stability and civil support operations, and logistics planning.

Today, medical training focuses on the use of task trainers, both partial and whole, that replicate the human and even veteri-nary medicine needs in physical and virtual formats; the use of serious games to address patient assessment; and even teamwork re-quired to successfully complete the medical mission. O

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I have been in the Army for over 12 years, during which I have been deployed on multiple occasions. This year, however, I am on assignment with the Training With Industry (TWI) program at Oshkosh Defense, the sole medium and heavy tactical wheeled vehicle provider for the Army.

I came to Oshkosh to cultivate higher-level management techniques and to develop a better understanding of the relationship between industry

and specific functions of the Army. This amazing opportunity has also enabled me to witness how the other half—those working on the com-mercial or industry side—lives.

Now, I am used to the Army’s way of doing things—our terminol-ogy, training methods and processes for maintaining trucks and other equipment. While our methods are effective, just like any large orga-nization methods, they can always be refined. The Army knows this, which led to the implementation of this program. This work-experi-ence program sends competitively selected warrant officers, commis-sioned officers and non-commissioned officers into top civilian com-panies for 12 months. We work alongside the private-sector experts to complement the skills and experience gained through our military and civilian education.

Once the year is over, we spend the next two years working to ap-ply the best practices we have learned into the Army’s own processes. My follow-up assignment will be with CASCOM Systems Integration Division at Fort Lee, Va., where I will serve as the user training repre-sentative in the materiel release process. My primary responsibility will be leading development of training requirements associated with the acquisition of new systems operated and/or maintained by ordnance, quartermaster and transportation soldiers. Oshkosh Defense, as a lead-ing military vehicle producer and provider of operational and mainte-nance training, is the best place to prepare for this role.

the road to oShkoSh

I have been working with Oshkosh’s Heavy Expanded Mobility Tactical Truck (HEMTT) and the Palletized Load System since I joined the military. Despite this experience, I had no idea what the company, Oshkosh Defense, was like. I had never considered there might be an opportunity for me to embed with the actual manufacturer of the equipment I worked on every day. A few years ago, however, a retiring

colleague told me one of his larger regrets was not applying for the TWI program when he had the chance. His interest piqued mine just enough to remember the term TWI. Soon after, I received an email from my branch manager stating I met the requirements to apply. I then began researching the program. The more I read, the more in-triguing it seemed. I could receive on-the-job training at a top corpo-ration and learn intricacies of business firsthand. Not only could this make me better at my current role in the Army, but it would also make me a more attractive candidate for more prestigious positions within the military going forward. With these factors in mind, I applied.

Thankfully, I was one of the non-commissioned officers selected this year. When the time came to choose where I wanted to go, the manufac-turer of vehicles I had been using for years was at the top of my list.

trained to train

I spent my first four months at Oshkosh Defense in its training department, fully immersing myself in every class available. Upon mas-tering the material, I assisted in teaching active duty, Army Reserve and National Guard soldiers. I also helped train Oshkosh field service representatives—the factory-trained experts who move with military personnel, on base or even into combat zones, to help maintain peak operational readiness—and civilians receiving dealer certification for Oshkosh vehicles. The classes cover everything from how to best op-erate and maintain the vehicles at a rudimentary level to advanced system or platform training. Every instructor I worked with was very knowledgeable on every vehicle platform Oshkosh Corporation offers.

Sgt. 1st Class Austin Satterla

Sgt. Satterla testing electrical and hydraulic solenoids on a M983A4 HEMTT LET at Oshkosh Defense in Wisconsin. [Photo courtesy of Oshkosh Defense]

Oshkosh HEMTT A4 LET. [Photo courtesy of OshKosh Defense]

My year liStening and learning at the tactical wheeled-Vehicle producer in oShkoSh, wiS.

by auStin Satterla, Sergeant firSt claSS, u.S. arMy

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After more than a decade of vehicle operations and maintenance in the Army, I was shocked by how much more I was able to learn through taking, and then teaching, Oshkosh training courses. Learn-ing directly from an original equipment manufacturer expert ensures that you get the specific information on the vehicle platforms as well as a factual history of the vehicles from introduction to current state. These training specialists can answer virtually any question you might have, and then back it up with specific examples.

Such a solid foundation is ideal for my future job in Fort Lee, and crucial as I have moved onto other areas within Oshkosh Defense operations. Now that I had learned the platforms inside and out, it was time to understand how they are designed, serviced, sold and maintained.

to Make a truck

I spent my time at Oshkosh rotating through their various divi-sions. Each rotation brought with it a new learning experience and valuable insight.

• LogisticsEngineeringHere, I learned the basics of logistics supportability analysis. In this process, Oshkosh’s engineers analyze the entirety of each customer’s vehicle, and the reliability of each subsystem and component to find proactive maintenance guidelines that can save the military time and money.

For example, if a piston ring wears out within an engine, is it cheaper for the Army to take the entire component apart and replace the set of piston rings? Or is it cheaper to replace the entire engine, saving hours required for dis- and re-assembly, and reduce the possibility of a misdiagnosis leading to wasted work? Understanding how to execute such a detailed analysis of the total cost for repair will be valuable when I am helping to establish training requirements.

• ServiceandWarrantyI had the opportunity to accompany the Oshkosh Defense warranty team on a blind audit of one of the Oshkosh FSRs stationed at a nearby Army base. Each FSR must be regularly tested by Oshkosh to ensure they are properly serving their contract with the military for field support. I saw this specific FSR apply the theory of classroom training to fix the vehicle that was intentionally broken for his test and then fix an additional vehicle that had been giving the local unit problems. Understanding how the company tests its FSRs to make sure training and performance stay fresh provides me with a great example and set of tools as I prepare vehicle-training requirements in my next position.

• PartsI was exposed to cutting-edge demand planning in the area of spare- and replacement-parts supply. Instead of using a life cycle approach, in which new parts are ordered when the lives of the old ones come to an end, Oshkosh focuses on long-term demand.

Using this approach, Oshkosh parts managers look at how many parts are ordered in a specific time span—be it months or years—to help predict the military’s supply needs with extreme accuracy. In addition to keeping customers supplied, this keeps inventory costs down for

Oshkosh Defense, which translates to reduced part costs for customers.

• TestingandDevelopmentTo keep any potential influence out of new vehicle contracts, as Army personnel, I was not allowed to participate in the testing of Oshkosh’s Joint Light Tactical Vehicle offering. I was, however, able to understand common issues a truck can face at any stage of its life cycle. From part obsolescence to testing trucks against new mission profiles, I now know what the Army’s vendors are doing proactively in-house to address real or potential issues. These lessons learned could be applied to future programs or to existing fleets in the form of vehicle upgrades.

getting lean

While all of these areas have been great learning experiences, one particular division—the warehouse—has offered the most potential for insight for me to bring back to the Army.

Like many successful manufacturers, Oshkosh Defense has adopt-ed lean principles throughout its operations. This philosophy focuses on continuous improvement by seeking out and eliminating all ex-penditures of resources that do not create value for the end customer.

I took part in a three-day event in which the entire warehouse division gathered to discuss process improvements. This event was ex-ceptionally valuable because it allowed the people who were actually executing processes to point out areas of improvement that upper-level management might miss because they are not on the floor.

Beyond this event, I witnessed several managers who continually made themselves available to lower-level employees or even visiting personnel, like me, giving me opportunities to observe meetings, dis-cuss managerial styles and ask questions. This sort of openness not only brings new ideas into the fold, but also allows lower-level em-ployees to learn firsthand from more seasoned personnel—providing mentorship that will help them grow into more effective leaders for the organization.

coMing full circle

I have been surrounded by Oshkosh vehicles for as long as I have been in the Army—they are ubiquitous in almost everything we do. Despite this familiarity, I had never considered what I might be able to learn by understanding everything that happens behind the scenes at the company where they are produced.

I have seen the processes that drive success in corporate America and learned the importance of seeking out ideas from people at all lev-els of an organization. I have learned the status quo can be challenged and improvement should be a never-ending goal.

The takeaways I have already gained from the TWI program will enable me to better carry out my day-to-day management of vehicle-maintenance programs with CASCOM as well as future assignment within the Army. They will also provide valuable insight into how I can help operations—military, industrial, or otherwise—be more effective and efficient. O

For more information, contact MT2 Editor Brian O’Shea at [email protected] or search our online archives

for related stories at www.mt2-kmi.com.

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Data PacKetS

Expanded Capabilities for User Interface Creation

The Disti Corporation recently announced the release of GL Studio version 4.5, software that helps user interface (UI) designers and applica-tion developers easily prototype, create and deploy advanced 3-D user interfaces for embedded devices and desktop applications. GL Studio version 4.5 contains graphic rendering features to improve battery life and performance for iOS, Android and other embedded devices. This release also provides options to use either the OpenGL or DirectX API, multi-language support for UI internationaliza-tion, expanded compiler support and improved Photoshop document support.

To complement faster and easier develop-ment time, GL Studio version 4.5 provides:

• The choice of deploying raster glyphs or True Type fonts, thus making all fonts available at runtime

• New object types to improve performance and battery life on mobile and embedded devices

• Added support for the Microsoft Visual Studio 2012 and Linux GCC version 4.6 integrated development environment to provide a more seamless development

• Increased editor and runtime support for DirectDraw Surface file formats to allow developers to freely create content as they see fit

• Improved Photoshop Document importer now includes gauge needle behaviors, making it easier to bring these interface types to life.

“The release of version 4.5 provides GL Studio developers with the means to create user inter-face content that gives consumers the end-user experience they have come to expect in today’s products and devices. We are excited to supply our customers with these expanded features and capabilities and we will continue to provide the latest solutions to our customers as technologies advance,” said Darren Humphrey, chief technology officer of Disti.

Adopted by luxury automotive manufacturer Jaguar Land Rover and visionary specialty aero-space developer Scaled Composites, GL Studio delivers on the panacea of end-to-end user inter-face development in a single tool chain. These companies, along with hundreds of others across the aerospace, medical, automotive and simula-tion market segments, choose GL Studio for the following reasons:

• 100 percent correlation between the industrial designer’s vision and the end product

• Ability to reuse the design all the way through the development process: prototyping, verification and validation, integration, and deployment

• Shorter production cycles• Natively supports 3-D OpenGL content• Broad support for desktop and embedded

hardware systems.Scott Ariotti; [email protected]

Improved Cybersecurity Training and Simulation Tool

New software developed by Boeing for its Cyber Range-in-a-Box (CRIAB) cybersecurity training tool creates more realistic virtual environments up to six times faster than previous versions, making the training more effective while decreasing costs.

The new software—CRIAB 2.0—provides governments and

industry customers the ability to test security solutions and train secu-rity personnel in a realistic network environment. CRIAB 2.0’s perfor-mance-assessment tools also have been upgraded, allowing users to analyze their solutions more accu-rately, effectively and efficiently.

Brian O’Donnell;bc.o’[email protected]

CBRN/HazMat Detector Simulator

Argon’s M4 A1 JCAD-SIM detector simulator responds to electronic sources that simulate chemical vapors, toxic industrial substances or false positives. This means one no longer need to use simulants that can harm the environment, saturate the training area or pose potential health and safety risks. One can use the sources anywhere, including within public buildings. Most scenarios can be set up in less than 10 minutes, and because the user controls the sources, the scenario will not have changed when it is time for the exercise. The M4 A1 JCAD-SIM is designed to be fully compatible with the Argon PlumeSIM system for instrumented collective wide area field exercise and table-top CBRN training.

This high fidelity simulator for the Smiths Detection M4 A1 JCAD is a training solution for CBRN/HazMat exercises, helping the user to preserve real JCAD detectors for operational readiness and reduce sieve pack consumption. Some of the key simulation features include: the same menu structure as the actual detector; the same language support as the real detector; false positives; effects of wind direction and temperature; depletion of sieve packs and batteries; user changeover of sieve pack; cumulative dose and dose alarms; missing sieve pack; attempted use with storage sieve pack; easily set up CBRN/HazMat exercises and training scenarios; and compatibility with PlumeSIM.

JCAD-SIM also monitors correct use of the instrument and provides visual reporting to both student and instructor.

Steven Pike; [email protected]

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compiled by Kmi media group staff

High-fidelity and Efficient Training in a Customizable Virtual World

Virtual Mine Space (VMS) delivers measurable results in operator efficiency and significantly reduces equipment training downtime. Training using VMS allows the team—from vehicle operators to mine managers—to better understand site and operational hazards and improve safety.

Virtual Mine Space is a flexible solu-tion that can be deployed to teach skills that could previously only be taught on-the-job. VMS provides a training environment, which allows trainees to transition from instructor-led classrooms, through to the real thing.

VMS allows for diverse training options on varying mine types, using a wide variety of vehicles on a range of platforms. Any mine type, vehicle or procedure can be represented in VMS using life-like, high-fidelity graphics. Training is available on a wide range of platforms—from smartphones and tablets through to desktop computers and large simulators.

Virtual Mine Space provides compre-hensive, large-scale and realistic mining environments, complete with a custom-izable library of characters and vehicles. Virtual Mine Space is portable, easy to use, flexible and cost-effective.

Virtual Mine Space comprises a range of next-generation products developed by Bohemia Interactive Simulations (BISim) that is tailored to suit specific requirements.

VBS2 is BISim’s flagship training product and builds on more than 10 years’ experience of delivering advanced simula-tion technologies to military organizations all over the world. VBS2 is employed for daily tactical training and mission rehearsal by most western militaries.

BISim customizes VBS2 to meet the needs of different customers and different industries. The mining sector is perfectly positioned to benefit from VBS2’s capabili-ties and success:

• Large geo-typical terrains complete with trees, grass and buildings

• Visually and functionally realistic characters and vehicles

• Complex and changing weather conditions, including day/night/seasonal cycles

• Immersive and engaging individual or team-based scenarios, with measurable training outcomes

• Scenario editor for use before and during training

• Typical/specific environments• Customizable library of characters

and vehicles• Multi-player support• After-action review to review and learn

from scenario.

Unity is a commercial off-the-shelf game engine that BISim modifies according to the requirements. Unity can be used together with VBS2 or for proj-ects that don’t require the full power of VBS2, such as small scale part-task trainers or process and procedure training where training uses nontraditional methods, such as web or tablet delivery.

VBS2 and Unity are cost-effective and highly customizable alternatives to tradi-tional simulators.

VBS2 and Unity are designed to run on a wide range of devices, including:

• smartphones• tablets• PCs• gaming consoles.

Virtual Mine Space can be used for a myriad of training purposes, including:

• induction and orientation training• safety/hazard awareness and risk

assessment training• lockout/HAZMAT procedure training• mine operation visualization and

monitoring• vehicle part-task and maintenance

training• marketing and concept

demonstration.Tess Butler; [email protected]

Create and Edit Real-time 3-D Scenarios

MetaVR’s new VRSG Scenario Editor enables the user to create and edit real-time 3-D scenarios to play back in VRSG. This new application, delivered in the release of VRSG version 5.8, extends the drag-and-drop capabilities of adding culture and moving models directly to 3-D terrain. Scenario Editor provides a graphical interface with tools and content libraries that can be used to build dense 3-D scenes with realistic visual characteristics.

Experienced VRSG users and novices alike can work in a flexible manner to increase the realism of terrain easily with rich culture and scripted movements of vehicles and characters. The 3-D terrain in Scenario Editor is the same 3-D terrain seen in VRSG, and the scenarios created can be run in both Scenario Editor and VRSG version 5.8. The application requires the Windows 7 operating system and supports terrain in MetaVR’s Metadesic round-earth format.

Scenario Editor is ideal for:

• Populating virtual worlds with 3-D content quickly• Creating and sharing tactical training scenarios

easily• Avoiding terrain correlation and model overlap

problems by using the same terrain and 3-D content in the scenario creation tool as rendered in the image generator.

In a networked environment with VRSG, users can run scenarios created with Scenario Editor by visualizing the static culture content and PDU logs of recorded DIS entities using MetaVR’s PlayBack utility. Alternatively, a user can broadcast DIS from Scenario Editor and have VRSG clients view the exercise.

Scenario Editor can be used to perform live updates and create dynamic or static content on the fly. For example, in a classroom setting, an instructor can broad-cast an exercise in Scenario Editor and the students can view the exercise in VRSG. The students can immediately see any updates the instructor adds to the exercise.

Scenario Editor was used to create a new UAS simu-lation scenario video posted on MetaVR’s channel on YouTube. The VRSG video is a simulation of an insurgent disruption of an Afghanistan election polling site and the close air support mission that follows the incident. The scenario was built in Scenario Editor and played back in VRSG by a user in the role of UAV operator. The operator observes the scene through the UAS simulated camera view and interacts with the scenario by switching sensor modes and by using a joystick to move the camera (to pan and zoom the scene and track the target).

W. Garth Smith; [email protected]

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A native of St. Paul, Minn., Major General Thomas M. Murray graduated from the University of St. Thomas in 1980 with a B.A. in quantitative methods. Commissioned through the PLC Program, he completed The Basic School and Naval Flight Training and was desig-nated a naval aviator in April 1982. After training in HMT-301 he was designated a CH-46E pilot.

In February 1983, Murray joined HMM-165 in Kaneohe Bay, Hawaii, where he completed three WESTPAC deployments includ-ing operations in Beirut, Lebanon. His billet assignments included Flightline OIC, NATOPS officer, weapons and tactics instructor and assistant operations officer. In August 1986, he attended the Amphibi-ous Warfare School.

In August 1987, Murray reported to Marine Corps Air Station Tus-tin, Calif., where he served with HMM-161 completing two WESTPAC deployments and held positions as assistant operations officer, weap-ons and tactics instructor and aircraft maintenance officer. In August 1990, he reported to the First Air Naval Gunfire Liaison Company at Camp Pendleton, where he served as the operations officer and as a brigade platoon commander during Operations Desert Shield and Desert Storm.

In February 1992, Murray served as the operations officer at the Marine Corps Air Facility for five months and attended the Marine Corps Command and Staff College. Upon graduation, he returned to HMM-161 in September 1993, completing two Westpac deployments including the withdrawal of U.N. forces from Somalia. During this tour, he served as the aircraft maintenance officer, operations officer and executive officer.

In August 1996, Murray reported to the Pentagon for assignment to the Navy Staff in Plans, Policies, and Operations. In August 1998, he reported to the Naval War College in Newport, R.I., earning a mas-ter’s degree in national security and strategic studies.

Following school, he transferred to Okinawa, Japan, where he served as the executive officer and commanding officer of HMM-262 from August 1999 through December 2001. Reporting to the Penta-gon, he next served on the Joint Staff, J8 as the branch chief, Combat-ant Command Liaison Office.

In October 2003, Murray took command of Marine Aircraft Group 26 and deployed the reinforced MAG to Al Asad Air Base in Iraq. Fol-lowing the change of command in August 2005, he remained at Al Asad as the deputy commander and chief of staff for 2D Marine Air-craft Wing Forward. In July 2006, he returned to the Joint Staff, J8 as the branch chief for the Joint Requirements Oversight Council Secretariat. From May 2007 through August 2009, Murray served as the commanding general, Marine Corps Warfighting Laboratory. On December 20, 2010, Murray was assigned as the commanding gen-eral, Education Command and president, Marine Corps University.

Murray’s most recent deployment was as the deputy command-er, Regional Command South, CJTF-6, ISAF from October 2009 to November 2010. On June 27, 2012, Murray assumed command of Training and Education Command, Quantico, Va.

Murray’s decorations include the Legion of Merit, Bronze Star, Defense Meritorious Service Medal, Meritorious Service Medal, Air Medal, Navy Commendation Medal, Navy Achievement Medal, and the Combat Action Ribbon.

Q:CanyoudescribetherolesandresponsibilitiesofTrainingandEducationCommand[TECOM]?

A: Our formal answer is that we’re here to develop, coordinate, re-source, execute and then evaluate the training and education pro-grams that we put in along with the policies and plans we use. The real bottom line is we have a couple of direct missions that we’re responsible for within TECOM.

The first and foremost is our entry level training. It’s bring-ing civilians into boot camp and transforming them into Marines. Putting them through their MOS [military occupational specialty] schools, and as they advance in their unit we give them more ad-vanced training to keep them moving on and learning more and more. It’s not just a one-time shot at the beginning; most MOSs

Major General Thomas M. MurrayCommanding General

Training and Education Command U.S. Marine Corps

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TrainingCoordinatorDeveloping Training and Education Policy for the U.S. Marine Corps

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come back throughout their career for more advanced training. Paralleling that on the education side, we do the same thing. From lance corporal all the way through general officer, there is a specif-ic professional military educational program that we have worked very hard on over the last couple of years to revamp and make more meaningful. Instead of just giving a blast of information at a certain rank, it is designed to be more of a continuum throughout a Marine’s entire career.

More broadly, we have what we call home station training. For all those units at their home stations, whether it’s Lejeune, Oki-nawa or Camp Pendleton, there are the assets there for them to do the training that they need to do, what we call Block I, II and III. Whether it’s for an individual Marine, a small unit, or for a larger unit, we set it up so that they have all the resources that they need and help them design and coordinate their training as they go through it. Then at Twentynine Palms [Marine Corps Air Ground Combat Center at Twentynine Palms, Calif.], or other areas at points throughout the year where a large exercise may take place, we have a venue for them to go, where our MAGTF TC [Marine Air Ground Task Force Training Command at Twentynine Palms] is set up to take them through an exercise where they are doing live fire and maneuver. It’s very realistic. This is one of the only places where we have the ranges and the people in place to allow them to maneuver with live fire, go through this very realistic training, and [be assessed] at the same time.

Q:What programs or initiatives do you plan to implement in2014?

A: On the education side, a lot of the work we’ve done over the past couple of years is going to come to fruition in 2014. For the en-listed Marines, we are now putting together and finishing up their PME [professional military education] courses from lance corporal to sergeants, majors and master gunnery sergeants.

A lot of it used to be a “box of books” type of thing, where it was learning on their own, and now we’ve really turned it into distance learning programs where a lot of it is online and collaborative. It’s designed to be a thinking process instead of just memorizing a bunch of stuff, even though it is still in the education venue. All of the schools now have a curriculum that is continuous and follows one grade right to the next. Some of it has become mandatory, where they have to attend in residence, but a lot of it is a distance education piece that is a pre-requisite for attending the residence course. Both the commandant and the sergeant major of the Ma-rine Corps really want to get everyone to do a residence course. We’re in the process of working through the details and logistics of doing that. At some of the lower ranks, where the bulk of the Marines are, we only have the capacity to put 47 percent of those Marines through a residence course. So we’re looking at options to expand that residence course, and as we’ve made the distance learning better and much more equivalent to residence education, we’re coming up with a combination of the two that will satisfy that requirement.

We’re doing a lot of the same with the officers; we’ve expanded the captain’s level schools, the Expeditionary Warfare School, and for the majors, Command and Staff College. The commandant wanted to double the input of the Command and Staff College and triple the throughput of EWS [Expeditionary Warfare School]. It’s difficult to do that, especially with the captains, because we can’t

afford to have that many captains out of the fleet and marine force away from doing their jobs. So for both, what we’ve come up with is a blended seminar program where they come together for a few weeks at the beginning of the course. We’ll have foreign officers, sister service officers and interagency folks as well, and after that initial number of weeks—depending on which school you go to—there will be an online portion as well. [It will be] up to 28 weeks for Command and Staff, and then you come together again at the end for six weeks to finish up and graduate and have a capstone ex-ercise. So people can remain in their original geographic location in the middle of the course.

Right now this first year, they’ll come to Quantico for the col-laborative pieces the weeks in the beginning and the end, but not too many years in the future we’re going to have it set up so you do that from your home station as well. This will give us the opportu-nity to put much greater throughput and reduce the cost of TAD [temporary additional duty] and separation of families, so it should be very beneficial. We currently fund the five-week portion at the beginning and six-week portion at the end, so they can temporarily come here to Quantico to do that and then go back to their home station. It’s a significant cost to lodge someone during that time and then send them back home. In a few years we’ll be able to do this at satellite campuses at major stations like Lejeune, Pendleton and Okinawa.

On the training side, we’re looking at the home station train-ing piece, and what’s really coming to fruition this year at what we call training support centers. These are groups of individuals who are at the MEFs [Marine expeditionary force] and the major bases, and they’re there to help get the best utilization of all the equip-ment and all the resources that are available at that base. Whether it’s the training ranges at that base or the simulation devices at that base, they help them coordinate the use of that and design their training plans, and then help them execute those plans. So that battalion operations officer and his people can spend the time training and working within their unit rather than trying to go out and find these resources and put it all together and timeline it. We’ll do all that for them.

Then back at Twentynine Palms, we’ll put them through an ex-ercise to get an assessment of how well they’ve done and how ready they are to deploy. We started it this year and we have some work to do to make it better, but it’s called the integrated training exer-cise [ITX] and consists of two infantry battalions—a composite of Marine aviation and a composite of logistical assets at the battalion level. Once they get there, we talk with the commanders and assess where these folks are in their training and help tweak combined arms fire and maneuver on the ground out there. It’s one of the few places we can do it to that realistic of a level, where all of the instructors out there are very much trained and aware of the safety requirements that doing something like that entails.

In 2014 we will conduct a constructive exercise, but it will be a LSE [large size exercise] based on the MEB [Marine expedition-ary brigade]. As we continue to grow, we’re going through a land expansion at Twentynine Palms, and we hope to do the first LSE on the grounds after we expanded it somewhat in 2016. That’s going to be a MEB level exercise, so we’ll actually have three maneuver elements on the ground and then have aviation and logistics to support that. That’s going to be a big deal. We did one last year, again constructive, and we’ll do another one this year. There are live, virtual and constructive pieces to this LSE as well.

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We had a foreign force that operated from their country; we used some of our reserve aviation throughout the United States and some of our sister services on their own ranges at home and did the headquarters piece from Twentynine Palms. So we had pieces maneuvering on the ground out there, and others maneu-vering in concert on their own real estate, and we connected all that together at the command level. We’d like to continue to do that in the future because it may be required of us on the battle-field.

Q:WhatarethetopthreechallengesTECOMwillfacein2014?

A: TECOM touches on all levels of training from entry level and continuous training throughout a Marine’s career, but we need to get back to the basic ethics and values of what it means to be a Marine. We inject that in boot camp and we’re going to make sure we’re doing a really good job of that at all of the schools in their career. We really want to get back to that because there have been some issues of sexual assault, with hazing and all those things. And it’s nothing new to the Marine Corps; it’s [a matter of] going back and just resetting and reigniting that basic way of thinking of what it is to be a Marine, our ethos and our values, and we really have the ability to do that here at TECOM. That is one of our top priorities of this year and several years into the future.

A couple of other things are meeting the training and educa-tion requirements that we foresee for the future in an era where we are going to be undergoing declining budgets and ongoing fis-cal uncertainty and dropping in people throughout the entire Ma-rine Corps. TECOM has been one of the commandant’s priorities, and we survived quite well through the budget process, but there are cuts that were made.

Training and education are something we have to continue to fund, maybe at a higher level than other things, because it’s so important. We have to continue to train and educate our Marines even if we don’t have as much funding as we like. When the next war comes, we have to be prepared, and that’s one of the things that takes longer to do and has to be done continuously to keep us ready to go. As we’ve gone through this year’s budget process, it was a priority to make sure requirements were met. When TECOM was designing the budget for 2014, Programs and Resources [at Headquarters, U.S. Marine Corps] asked TECOM what it costs to train the Marine Corps, and we really laid that out. It was too large a number for the cutbacks that are coming in the future. We had to trim that down, and we did—to about two-thirds of what that larger number is. It was called an affordability option. It’s not ev-erything we’d like to do, but it’s everything we need to do and in the right priorities. So that’s hopefully where we’ll function next year.

We just went through the process of POM [Program Objective Memorandum] 15 and that’s where I mean that we survived fairly well. The Marine Corps and the commandant feel that it’s an im-portant thing for us to keep doing. That’s the kind of budget we’re operating under right now, and that’s why we’ve gone out and worked closely with the operating forces within the Marine Corps to make sure we have that prioritized well.

The third priority as we’re finished in Iraq, we’re coming out of Afghanistan on the president’s schedule, is trying to balance for the future as well as develop and refine the ITX and LSE. We need to match between our core capabilities, including amphibious,

expeditionary, combined arms operation, responding to crisis, and have a forward presence in the future. The Marine Corps is America’s 911 force. Our special MAGTF crisis response have moved forces forward to be able to respond quickly, and its pub-lic knowledge that they’re there for North Africa and the Middle East. Our MAGTF is always that ground element, air element, logistics element and a command element. MEU [Marine expedi-tionary unit], MEB and MEF are the three we normally operate in, and when we readjust them to focus more on a special mis-sion then we’ll call that a special MAGTF; this one is focused on crisis response.

Q:WhataresomeofthemethodsTECOManalyzesandevaluatestraininginordertosupportintegrationacrosstheT&E[trainingandeducation]continuum?

A: Everything we do is based on a requirement. We’re not out there shooting from the hip on how we do things or what we’re doing. We have training and readiness manuals out there for every MOS. We regularly look at those to make sure they are current, that the operating forces feel that they are right. We make adjustments to those all of the time. The way we do that is through the systems approach to training. It’s an actual program that was designed here and set up to walk through in an analytical way. We make sure we analyze, design, develop, implement and then evaluate these train-ing and readiness requirements on a continuous basis. Whether it’s a program of instruction or just the base standards that they have to meet, it is a very structured way of going back and looking at this on a regular basis.

That’s all set into these training and readiness manuals that we use. It is a methodical process and it works well for peacetime, but as we’ve learned in the last 12 years, we don’t always have the time to do things that way. So over the last 10 years we’ve learned to adapt very quickly to some of these things and make a very pointed effort of getting it out there in the field. Even in the pre-deploy-ment training, while they’re deployed and then when they come back, to talk with them and have a continuous process to react to what they’re learning and what their needs are. It’s the same as you would do for a piece of equipment to procure it and get it to them in the field.

We have developed a process to do that in a very rapid way, to get it out to their pre-deployment training at Twentynine Palms, which was called Mojave Viper, and then later an Enhanced Mo-jave Viper. It was the predecessor to what we’re now doing with the ITX and LSE, where you have all these deploying units out there together and put them through a very significant training and assessment evolution to get them ready to go. So we get that stuff back and inject it in there. Then we have the MCCLLs [Marine Corps Center for Lessons Learned]. That’s a more deliberate and methodical way of getting those lessons learned and making sure we understand them and integrate them on a more deliberate basis into the training and education for the future of the Marines.

Q:HowwilltrainingrequirementschangeasconflictsinIraqandAfghanistancometoaclose?

A: That’s kind of the impetus behind redesigning what’s going out at MAGTF Training Center in Twentynine Palms. On the training side, it’s figuring out that balance between combined arms, expeditionary,

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amphibious and then being able to cover a whole range of military operations where we might be required to respond to a crisis or to a humanitarian assistance. It’s a mix of those three out there, and in their home station training as well. Where we are right now is in the redesign of that big training exercise out there. It’s about a 30-day exercise. About three weeks of it are focused on that com-bined arms, live fire and maneuver portion, where we are putting our skills together from the amphibious and expeditionary point of view. We need to be able to go into wherever we are sent and have the ability to sustain ourselves, and then come back out when the mission is completed as a combined arms force. We’re putting on the back end of it about a week to 10 days worth of a lot of what we’ve learned over the last 12 years in Iraq and Afghanistan, and we label that as stability operations. Crisis response will go in there as well.

From the education standpoint, we’ve learned a lot about our education and turning it more toward teaching someone how to think rather than what to think. In the past, we would focus to some degree on history, using it as a lesson, and we’ve gotten away from how important the date of an event was or what the specific chro-nology of that event was. Overall in a case study event, they’ll learn what were the primary causes of the event, what were the effects of it and how did it turn out. We’re just kind of learning those high points and a way to think about things so that when we encounter situations, whether it’s a corporal or a colonel, they have exercised how to take the available information that they have, balance it against everythiwng they don’t know, and work through a thought process to come to a reasonable conclusion that will get them mov-ing forward in the environment they’re in.

Q:HowdoyoutrainMarinestooperateinenvironmentsthatareunforeseen?

A: We go back to our core capabilities—combined arms, amphibi-ous, expeditionary—and make sure through the home station training, and what we call service level training out at Twentynine Palms, that they know their mission essential tasks and can execute them at that level. Then we bring in crisis response and humanitar-ian assistance, because that covers the whole range of military op-erations of our middle weight force size. That’s the way we’ve done it. We design those exercises in the home station training to do that.

On the education side, over time we are putting into place a program where every single Marine, even at the rank of sergeant or as a second lieutenant for the officers, will basically adopt a culture. They will learn a culture and the languages that go with it through-out their career. This is something that takes time, and there are milestones for them throughout their career, but they are going to learn a part of the world and its culture. It’s not going to be easy, especially with cutbacks. We have a place within TECOM that is spe-cifically focused on culture and operating within those cultures and its language. But we feel it’s really important, and this is something we can do. It doesn’t preclude a Marine whose focus is in an Asian country with an Asian language from being deployed elsewhere—it’s not going to restrict a Marine or stovepipe them. It will really give us a wide variety of cultures and languages. We’re going to focus on the culture piece, especially at first, because we’ve learned you can do a lot better operating in a culture that you understand, even if you don’t understand the language, than you can just know-ing the words and not understanding the culture. Another thing is

changing the mindset of teaching people how to think through a situation rather than looking for the book answer.

Q:HowdoesTECOMutilizeLVCandsimulatedtraining?

A: Simulation is really a big piece of where we want to go in the fu-ture. Marine Corps aviation has been very successful in this. Over the last couple of years we wanted to get our ground combat and logistics combat element more focused on using simulation in similar ways to what aviation does. We started out with the infantry immersion trainer out at Camp Pendleton a few years ago and now Lejeune and Okinawa have them as well. The idea is to immerse individuals in small units into a specific environment that is very realistic. We add in role players that speak the language and understand the culture, and they’ll have to deal with them throughout the exercise.

The great thing about it is that you can repeat things. You can do it over and over again. With simulation you don’t have to be as concerned about injuries to people and paying for everything that goes with it—live ammunition, aircraft, other vehicles, everything. It’s like a quarterback getting snaps in practice. You can put them out there and do it over and over again, and we have the audiovisual capa-bilities within these things to record it. So you get back in after you’ve been through it that day and sit down and go through a debriefing. You can see it; there’s no argument about whether you did something or not, it’s right there. You can talk through it and understand why someone did something and why there may be a better way to do it.

We want to get more and more into those types of things; we’ve been working with Office of Naval Research [ONR], DARPA [Defense Advanced Research Projects Agency] and the other services to ad-vance this. We really feel that this is the way of the future for train-ing. You gain so much. We’re trying to move it as rapidly as we can, despite the fact that we’re going to be limited on where we want to go for the future because of the fiscal situation we’re facing here in the next few years.

Then back to the LSE, with tying in units, other countries, oth-er agencies, we want to do that in the live, virtual and constructive world as well. We’re doing it at the individual level, at the collective level and at the staff level. A lot of the training that we do to prepare staffs for deployment at the higher levels is all done through virtual or constructive training. It’s done off the many simulation assets that we have tying people together the same way.

Q:Whatarethebenefitsofusingthistypeoftraining?

A: It allows us to get the efficiency that we’re looking for and the pro-ficiency out of the Marines or that small unit. It really gives us better combat readiness. The thing we’re really struggling with is where the balance is between live and simulation training. Is there a trade-off somewhere? Do we have to make sure that simulation will only take us so far and then it has to be live? From the [Government Account-ability Office] point of view, they look at what is the efficiency of it financially—how much we’re spending or saving. We’ve been work-ing on that for a while and we’re continuing to work on it. We have to give them an answer and we have to give them the best answer we can. We want to continue to show that it’s worthwhile so that we continue to get funding for it.

Q:WhatarethetopthreethingsthatTECOMneedsfromindustrytomeetitsobjectives?

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A: We have what we call training, education, science and technolo-gy objectives, and that is where this would come from. It’s what we work on with ONR, DARPA and the other services. The main ones that we’re really looking for now and in the future come from what we call SITE [squad immersive training environment]. Then there is FITE [future immersive training environment], so it’s being able to advance that type of training. The three specific top areas are warrior decision making, small unit learning and performance as-sessment, and warrior resilience. These are the top three that we’re working with industry right now to try and move forward.

Q:HowimportantisTECOM’srelationshipwithindustry?

A: It’s extremely important. We don’t have the ability to produce all these things on our own. It’s the interface that we need. We’re back with the operating forces understanding what their needs are, and then we translate those into training and education objectives, and then we go to industry to find a way to procure those things. We do most of that through our MARCORSYSCOM [Marine Corps Systems Command] and PM TRASYS [Program Manager for Train-ing Systems]—they’re the ones that we go to work with industry to develop those things. But it’s also through our war fighting lab in the Marine Corps, ONR and DARPA and the other services. If we didn’t have the partnership with industry, there are a lot of things that industry presents to us that we may not have even thought of on our own. They’re here and I talk quite regularly with folks from industry. They listen to where it is where we want to go in the fu-ture and they’ll come back sometimes with some really good ideas on how we can do that. Whether it’s a piece of gear or a concept that we can use, we may not have thought of that on our own.

Q:HowdoyouseeTECOMevolvingoverthenextdecade?

A: I would say we are in a mid-point in the maturity of this orga-nization. It was only created around 2000, and the goal was to pull all of these different organizations together in the Marine Corps to provide the training and the education the operational forces need-ed in a more collected way. It was a little bit scattered before—we needed to pull all of this together to be more effective and efficient. We can do a lot better here getting a contract from PM TRASYS or SYSCOM to provide a piece of gear, or people to work ranges, whatever it might be. It’s much more efficient for us to do it for the entire Marine Corps than it is for people all over the Marine Corps to have to do it for themselves.

It also gets everybody together and thinking about training and education in the same way. There’s going to be specific needs. One size doesn’t fit all, but it is a service-level organization to make sure all the mission-essential task items are being met for the Ma-rine Corps. We just reorganized TECOM headquarters to hopefully make it more efficient in getting through the bureaucracy with what we’ve learned from the operational forces. We’ve put together a council called the Training Education Command Requirements Oversight Council; this makes sure, since the organization is so large, that everybody’s aware of what the different arms of the or-ganization are working on and that we are moving in the same direction. We have the directors come in for briefs and vote on some of the major allocation of funding that we do here to make sure that it’s being moved most efficiently and most effectively. And we’ve done this off of a campaign plan that my predecessor

wrote, and I’m putting it into action here. We’re mid-stream in that change. What I see in the future is us being more responsive to the operational forces for what they need and making it easier for them to have us resource and design the meeting of their re-quirements.

Q:WhatarethebiggestlessonslearnedfromoperationsinIraqandAfghanistan?

A: The biggest lesson we learned was the need to be adaptable at both the individual and the organizational level, to be a learning organization. We had a system approach to training that was a lit-tle too slow for the environment that we were in: to be able as to train and educate the Marine Corps and quickly capture the things they’re learning out there and create a database of that informa-tion, analyze it and turn it around for them to learn and apply. There are a number of ways that we’ve done that.

It’s important because the environment that they’re operating in changes. I think that’s one of the big lessons learned from Iraq and Afghanistan. You had young corporals and sergeants who are out there and they were in an environment with their squad or pla-toon that didn’t really have any boundaries like we’re used to in the past, where there was a front line. It was really a company or bat-talion commander who is responsible for that real estate, and now it could be a corporal or squad leader or a platoon sergeant who’s out there and has to deal with a village. That’s his area of respon-sibility. He’s dealing with the local population and the leadership in that village, and he doesn’t have time to go back on the radio or the FOB [forward operating base] and discuss with the company commander how to do these things. They have to make those deci-sions out there on their own. They have done that extremely well, but it’s our responsibility to help train and educate them to be able to do that.

On the training side, we immerse them in that environment as realistically as we can before they deploy. But [we] also [devel-op] the critical thinking piece of helping them learn how to think through the problem with the information they have, because they have to act. There’s no choice; they can’t call a timeout. You have to give them the tools to be able to do that.

Q:Isthereanythingelseyouwouldliketoadd?

A: Overall, in both the training and the education realms, we have learned a lot in the last 12 years, and we’re trying to adapt that into our future training and education to the degree that it’s necessary. In the fiscal environment that we face, there are some of those things that we have killed completely. There are things that were good in the past couple of years, but we don’t see them as necessary for the future. There are not many of those. There are a number of things we have put on the backburner on stand-by mode, because it’s not something we can afford to be spending money on to con-stantly keep it perfectly updated, but it’s something we want to up-date at a level that we can pull it off the shelf very quickly and put it back into the training and education environment. Then there are some new things—ITX and LSE, home station training, the culture and education—that we are really going to focus on for the future to include simulation. Even though the funding isn’t there at the level we’d like right now, we’re looking for ways to get it and keep it moving forward at a pace that we’d like. O

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by peter buxbauM, Mt2 correSpondenttranSporting and protecting cargo for MiSSion SucceSS.

Convoy operations proved to be essential during the re-cent conflicts in Iraq and Afghanistan and will likely assume important roles in future conflicts. In an era of asymmetri-cal and unconventional warfare, where there are no front lines and no area behind the front lines can be assumed to be secure, United States warfighters will have to continue to train on the skills required to safely bring convoys to their destinations.

The experiences of U.S. forces in Afghanistan and Iraq have proved that the missions of convoys are not as easy to fulfill as they may appear to the outsider. “Most folks think you just get in the vehicle and drive, but it’s not so simple,” said Lieutenant Colonel Mark Evans, product manager for Ground Combat Tactical Trainers at Program Executive Office Simula-tion, Training, and Instrumentation (PEO STRI). “You have to have security built into the convoy to protect whatever you’re carrying, whether it is cargo or personnel, to get from Point A to Point B. That’s the only way you accomplish the mission.”

The security piece is what makes convoy training different from other training soldiers may receive. “It’s not just driving cargo trucks, buses, or fuelers,” said Evans. “We don’t have

units that are convoy units. Any unit can be tasked to take stuff from Point A to Point B, so soldiers have to learn how to do it.”

PEO STRI began to develop trainers that focused on con-voy security beginning in 2004. “One thing we learned in Iraq and Afghanistan is that the bad guys get a vote,” said Evans. “They would litter the roads with improvised explosive devic-es, so we have to train soldiers on how to clear roads.”

“A wide range of vehicles that represent operational equipment are replicated in convoy training,” said Brad Baker, a product and capabilities specialist at Raydon Cor-poration, one of the developers of the convoy training suites for PEO STRI. “Convoy training can be conducted on simple desktop trainers, medium fidelity training systems, and very expensive high-fidelity trainers that accurately emulate op-erational equipment.”

The virtual convoy training system developed by PEO STRI and Raydon provides a mechanism for repeatable crew and battle drills in a stressful, contextually appropriate en-vironment with evaluation and feedback, noted Baker. The skills developed include mission planning; coordination and

Convoy Training

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A soldier tests the vehicle simulator at the Virtual Convoy Operations Trainer during the Golden Coyote training exercise in the Black Hills of South Dakota. [Photo Courtesy of DoD]

HMMWV three-dimensional model leading a convoy through realistic virtual terrain [Photo Courtesy of Saab Training USA]

communications procedures; vehicle operations; execution of techniques, tactics and procedures such as vehicle interval security procedures, weapon orientation and immediate action drills; following rules of engagement; action on contact and engaging friendly, neutral and threat forces; and after-action review of convoy operations and mounted combat patrol.

“This training is intended to build a cohesive unit through the practice of repeatable crew and battle drills,” said Baker.

Units can build scenarios into the system, such as driving a Heavy Expanded Mobility Tacti-cal Truck carrying food or water to various loca-tions that match the missions they are training to perform. “Drivers and gunners are immersed in the scenario through a head display so that they can perform tasks such as clearing roads or returning fire at bad guys,” said Evans. “They also learn how to properly deal with traffic. Some-times when they are operating in a rural area the convoy may not be so concerned with the spac-ing of vehicles. It can be different in urban area where vehicles have to be closer together. The crew learns different scanning techniques on how to search for possible enemies. Everyone in every vehicle has to be scanning. You can’t have guys sleeping in the back like they’re going on a family vacation.”

Crews can also use the virtual convoy trainer to practice skills on robotic systems. Soldiers often use the Talon robot system to dispose of explosive materials they may find along their route. “Operators learn how to use the robot in the virtual world,” said Evans. “They use the same controller to operate the robot as they would in the field. The trainer mimics what the system actually does.”

These training systems are computer-based, but that doesn’t mean the solider is sitting at a desk looking at a screen. “Many virtual systems are immersive,” said Evans, “which means that the trainee is something that looks just like a vehicle with a driver’s compartment, gunner’s station and other features.”

Virtual reality training differs from live train-ing in several respects. “Like live training, virtual reality is used for the acquisition and sustainment of knowledge and skills,” said Baker. “Virtual reality can be used to imprint virtual experiences in place of actual experience to assist warfighters prior to combat. VR training is frequently used as a prede-cessor to live training.”

Saab Training has provided live convoy train-ing for 30 years using the company’s several hun-dred live-fire and 28 instrumented laser simulation ranges. “Reactive targets, shoot-back systems, por-table instrumentation and simulated IED devices are some of the many ways we provide a full range of live tactical training for convoy operations,” said Bob Clydesdale, manager of special projects at Saab Training USA.

Saab is now expanding into the virtual train-ing segment with a new commercial off-the-shelf system fielded in Europe and the Middle East that provides realistic presentations and feedback during training exercises. “The driver compartment is typi-cally a full-scale lightweight replica with functional instruments and applicable controls, active steering, switches and buttons,” said Clydesdale. “A panoram-ic high-resolution visual system gives a photo-real-istic environment with a wide variety of terrain data bases. Typical areas such as urban, desert, mountains and jungle are programmed. The virtual environ-ment supports full simulation of lighting and weath-er conditions as well as night vision optics viewing.”

Lt. Col. Mark Evans

Bob Clydesdale

[email protected]

Brad Baker

[email protected]

www.MT2-kmi.com22 | MT2 18.7

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For more information, contact MT2 Editor Brian O’Shea at [email protected] or search our online archives

for related stories at www.mt2-kmi.com.

A gunnery simulator provides training for individual weapon engagements and collective unit training. The crew compartment is a full-scale mock-up with replicas of different sights and obser-vation systems using high resolution displays and realistic control functions. “Wraparound screens display a complete 360-degree view of the battlefield,” said Clydesdale. “The simulator is made to fit training in different types of armored vehicles and trucks with mounted machine guns to include weapon stations. The training performance data is recorded and stored on the system for replay, scor-ing and after-action review. The instructor has full control of the exercise.”

The importance of convoy training has given rise to specialized trainers as well, such as Design Interactive’s Vehicle eXtraction Trainer. V-Xtract, as it is called, simulates vehicle rollovers, allowing medics and other personnel to extract victims from the wreckage and treat them on the spot.

“Personnel can practice cutting the doors off the trainer after an IED blast,” said Razia Oden, a senior research associate at Design Interactive. “The simula-tor emits smoke and has other effects to replicate a combat environment.”

The unit is the shell of a HMMWV connected to support brac-es and a frame so that it can rotate to one of four orientations: on its wheels, on the roof, or on either side to simulate a rollover. “When a vehicle rolls over the doors could get jammed, so you have to cut them off,” said Oden. “We include that as part of the training, as well as applying care to victims.”

A manikin accompanies the simulator and records perfor-mance of medical procedures such as the application of a tour-niquet, when, where and how fast it was done, whether it was applied correctly or incorrectly. Performance of victim extraction tasks is likewise measured and viewed by an instructor.

“The instructors can set the scenario to go through the front driver-side door,” said Oden. “If the crew goes through the back passenger door, that information is collected and fed to the in-structor in real time on a screen by way of two cameras.”

V-Xtract was developed through an Army Small Business Inno-vation Research grant. Among the innovations included in the sys-tem are the reusable doors and the cutable and reusable seatbelts. The project has proceeded through a concept phase to a second prototype phase to the current third phase of a fieldable vehicle. Oden expects the V-Xtract to be available in April 2014 and a new,

towable version of the system to be available in January 2015.

Important to the future of convoy training is the ability to network a mix of trainers, such as armored fighting vehicles, route clearance vehicles, helicopters, and UAVs controlled by an instructor and overseen by the unit’s com-mander. The greatest challenge in networking different trainers, and in developing pre-inte-grated trainers that will plug and play, is fund-ing, according to Evans.

“There needs to be a decision at a higher level,” he said. “Do they want more training sys-tems or do they want integration?”

As it stands now, the Army is trying to satisfy the wants of lo-cal commanders, some of whom focus on basic skills and some of whom want their trainees to be able to interact with each other. “But we are rapidly moving toward establishing an Army-wide baseline,” said Evans.

Virtual training can be used as a key component in preserving military readiness and act as a cost saver, according to Baker. “A virtual reality infrastructure can displace many of the cost drivers associated with training while enhancing proficiency,” he said. “It is not a matter of developing the most advanced, state of the art and consequently the most expensive thing out there. The ques-tion becomes what is effective, affordable and available right now? A strategy with virtual infrastructures as a key component can en-hance readiness and reduce overall training costs.” O

Warfighters in an Afghan convoy training scenario. [Photo courtesy of Raydon]A soldier calibrates the .50-caliber simulator for another soldier at the Virtual Convoy Operations Trainer during the Golden Coyote training exercise. [Photo Courtesy of DoD]

Razia Oden, Ph.D.

[email protected]

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Considered to be one of the best fire training academies in the world, the Louis F. Garland Fire Training Academy at Good-fellow Air Force Base in San Angelo, Texas, has trained thousands of firefighters. Es-tablished in 1993, the academy specializes in training firefighters from all branches of the Department of Defense, including Army, Navy, Air Force, Marine Corps and civil services. International fire protec-tion specialists also come to train at this facility. The training program is based on rigorous DoD and International Fire Ser-vice Accreditation Congress standards, and the academy institutes a curriculum that meets 100 percent of the line items involv-ing training requirements published by the National Fire Protection Agency.

Trainees complete the course ready to command and control incidents involving fire, hazardous materials, rescue, CBRNE events, accidents, or acts of terrorism. The program’s goal is to develop fire offi-cers and incident commanders proficient in the skills needed to mitigate dangerous

situations and prevent or minimize loss of life and damage to property. The mission statement of the Fire Officer course is “De-veloping the Fire Officers of Today to Com-mand the Fire Service of Tomorrow.”

The Louis F. Garland Fire Training Academy uses the Advanced Disaster Man-agement Simulator (ADMS), developed by ETC Simulation, in their course curricu-lum. ADMS is an immersive virtual reality training system that allows students to ex-perience true-to-life emergency situations and apply what they have learned in a prac-tical way. Trainees are faced with multiple scenarios that they need to respond to, and the decisions that they make will either es-calate or mitigate the incident. The conse-quences of their decisions are visualized in real time, providing immediate validation of their actions, right or wrong. If they make the wrong decisions, they will see the fire spread, the damage increase and people die.

The training academy spent a lot of time and a lot of money looking for a sys-tem that would meet requirements. The

ADMS system stood out because of the level of realism and the accurate portrayal of so many important details. When a responder arrives at a scene in the exercise, the scene looks like it would in the field. It is extreme-ly vital to get the small things right in every detail, because that can make a big differ-ence in identifying hazardous materials or properly handling a missile on a plane.

But ADMS goes beyond impressive graphics—the level and accuracy of the de-tails goes beyond what you physically see, and that’s actually where it really matters. Aircraft burn accurately, fires spread cor-rectly, plumes spread based on wind speed and direction, and the fire trucks will even run out of water or foam like they do in the real world. This gives students a training experience as close to the real thing as they can get.

The fire academy received their first ADMS system delivery in 2011. The cus-tomized ADMS-Airbase system virtually recreates a table top model of a fictitious Air Force Base known as Norma Brown.

reShaping firefighter training at the louiS f. garland fire training acadeMy at goodfellow air force baSe. by MaSter Sergeant t.c. SirManS (ret.)

Special Section: FIRE TRAINING

Preparing DoD Responders

to be Mission Ready

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The Norma Brown model, originally devel-oped and used at Chanute AFB in Illinois, has been used for over three decades. The virtual environment is complete with han-gars, runways, flight lines, military-specific aircraft—including the F-16, C-130 and C-5—and residential areas. Additional ar-eas in the virtual environment include an air traffic control tower, ammunition depot, water treatment area, and camping ground.

ADMS will be used together with Nor-ma Brown for training. Adding simulation to the course challenges the trainees in a way that requires them to make immedi-ate, real-time decisions under stress, and complements the training gained in the classroom and with the table top. The cho-sen simulator is a portable system. This allows the academy to take the training di-rectly to the students. Trainees no longer need to travel to Texas.

Mobile travel teams, called MTTs, are planned to take the portable system and train DoD firefighters across the globe. With a portable system, they have the op-portunity to train DoD firefighters at mili-tary bases worldwide and ensure their first responders are properly prepared. The more people trained, the more people will be ready to handle emergency situations, and that is the ultimate goal of the program.

In 2012 the academy expanded their system to include additional scenarios. A third expansion to the training system was just delivered in March 2013. The newest delivery included the addition of four stu-dent training stations, one driver training station and three new custom scenarios. This will allow for more trainees to partici-pate in exercises. The ADMS-Drive station opens up a completely new area of training to the academy. Trainees will now be able to train operational skills for fire vehicles.

The newly added scenarios include a fire in a residential area, a trailer park and a bowling alley that involves a building col-lapse and search and rescue operations.

The academy staff is looking forward to the new ADMS capabilities and the benefits that the students will realize. They will now be able to provide a more inclusive training curriculum, including driving operations. The new scenarios will help the students learn to perform in environments they might not have previously had experience training in. Overall, this will only enhance the program.

Simulation is considered a standard DoD training method and is only expect-ed to continue growing. The benefits of ADMS have been clear since trainees first started using it. Exercises in the simula-tor force trainees to react in real time to what is happening. Prime recognition de-cision making, or what is called PRDM, is the ability to quickly determine the prob-lem, find a solution and institute that so-lution based on previous experiences. We as fireground commanders use our previ-ous experiences to determine our strategy and tactics all the time. By using ADMS, students receive the benefits of those real-world experiences, but firefighters aren’t getting hurt, there’s no equipment to pick up, and there’s lots of time to debrief af-ter the exercise. With live training, they would be spending an enormous amount of time cleaning up after one exercise and preparing for the next. ADMS allows them to be much more time efficient. Simula-tion absolutely enhances the training process, increases learning retention and improves performance of on-scene first responders.

Training with simulators like ADMS also provides a significant cost savings. One of the top reasons they chose ADMS was the opportunity to travel with it. It is much more cost effective to send two instructors on the road than to bring stu-dents to train on the base. The cost sav-ings extend to in-residence training at the base as well. It is very costly to have the firefighters use resources such as trucks, fuel, and water or foam. There is also a high cost associated with using propane or diesel fuel to start the training fires. Using ADMS saves $3,000 to $4,000 per student. Based solely on the number of students MTTs trained, the academy will save at least $192,000 a year. Ultimately, ADMS will save millions of dollars and help save lives. O

Master Sergeant T.C. Sirmans (Ret.) is a Department of Defense Fire Academy Instructor.

F-16 pilot rescue simulation. [Photo courtesy of ETC Simulation]

For more information, contact MT2 Editor Brian O’Shea at [email protected] or search our online archives for related stories at www.mt2-kmi.com.

to be Mission Ready

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UCF Opens Long-Awaited ROTC Building On November 8, the University of Cen-

tral Florida (UCF) will host an open house in honor of the new facility for the Army and Air Force ROTCs. The new building, Classroom II, is three stories high and ap-proximately 80,000 square feet with lobby seating, wide hallways and large class space to accommodate the demand of students enrolling in the ROTC programs. In addi-tion, the facility will include a first-floor military history library and recruiting of-fice, while the second-floor will have a 1,533-square foot virtual battle lab. Out-side, the building will have a beautiful courtyard with student seating, which con-nects to the Classroom I building.

“This has been a long process since 1972, living in trailers [and] pre-fabricated build-ings, to now [having] a state-of-the-art fa-cility with 80,000 square feet in partnership with both UCF Army and Air Force ROTC programs,” said Jovanna Nelson, Army Re-servist, UCF Army ROTC. “Truly a proud moment [that] builds excitement within the cadet ranks. The building is centrally locat-ed on campus and is also located next to the veteran’s memorial, which is very fitting. A true inspiration to all students who pass by, but also adds an extra special meaning to our cadets, who are part of the few Ameri-cans that raise their right hand to protect and defend our nation.”

UCF’s ROTC program has been in place for over 15 years with the mission to moti-vate young people to be better Americans. They call themselves the “Flying Knights,” and the “Fighting Knights Battalion,” and the programs offer a challenging in-college program to develop quality leaders for the United States Army and Air Force.

As cadets, the students are trained in military customs and courtesies while be-ing introduced to all of the rewarding op-portunities the Army and Air Force pres-ent. The instructors do their best to ensure the cadets grow as individuals and leaders. Throughout the program, they are men-tally and physically prepared for the de-mands of military service and are taught

the leadership skills necessary to succeed as an officer in the U.S. Army or Air Force.

Army ROTC graduates take courses that cover management, ethics, tactics, law, military history and the Army society. These courses address military organiza-tions, equipment, weapons, map reading and navigation, management skills, grade structure, communications and leadership. The advanced courses cover specialization in small unit tactics, how to prepare and conduct military training, the military jus-tice system, staff procedures, decision mak-ing, and leadership. Students get the oppor-tunity to take these methods learned in the classroom to semi-annual exercises at local training areas.

The Army ROTC program organizes special events throughout the year includ-ing ski trips, rappelling and an annual for-mal. One the students’ favorite events is called the Ranger Challenge. The Ranger Challenge Team competes with other schools throughout Central Florida in physical fitness events and military skills they have learned.

The Air Force ROTC graduates are commissioned as active duty second lieu-tenants and serve as pilots, combat systems officers, engineers, intelligence officers,

logisticians and aircraft maintenance of-ficers. The program offers training in as many as 40 different career fields.

Up until now, UCF’s ROTC has been housed in trailers located near the Recre-ation and Wellness Center.

“We are really excited about getting into our new offices and can’t wait to show them off,” stated Ellen McDade, office manager, UCF Air Force ROTC. “The opportunity to move into a permanent facility that allows for growth is very promising. It allows the students to be more centrally located on campus and demonstrates a tangible com-mitment from the university and the state in supporting the Army and Air Force.”

The program is designed to be executed over four years. However, depending on cir-cumstances and different majors, the pro-grams can be compressed to three years, or extended to five years to accommodate certain situations.

Graduates of UCF’s ROTC programs are prepared for success in any Army or Air Force career. However, participation in the ROTC program does not obligate a student to serve in the Army or Air Force unless he/she becomes a junior or accepts an ROTC scholarship. With UCF being highly ranked nationally, ROTC cadets have access to many different academic degrees to choose from as well as an award-winning leadership development program.

The Classroom II building was designed by Bill Martin of Schenkel Shultz Archi-tecture, the same firm that has designed other UCF campus buildings. Classroom II adheres to the leadership in energy and environmental design standards for energy efficiency. This means the facility has bet-ter air quality, water usage and energy effi-ciency and saves 20 to 40 percent of energy and water consumption compared to other buildings.

The open house will be held at Class-room II on Friday, November 8 from 4:00 to 6:00 p.m. UCF leadership and local company representatives will attend, along with stu-dents and potential ROTC candidates. O

by terri M. bernhardt

The Air Force ROTC color guard participants from UCF supporting the AFAMS Change of Command ceremony in August 2013. [Photo courtesy of Team Orlando]

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Ron VadasPresident

Meggitt Training Systems

Q:CanyoudescribeMeggitt’shistoryandevolution?

A: Meggitt Training Systems, a division of Meggitt PLC, is the leading supplier of integrated live-fire and virtual weapons training systems. Following the acquisi-tion of FATS virtual training systems and Caswell International’s live-fire ranges and services, we have continued to grow our capabilities based on the legacy of these two industry leaders. Over 13,000 Meggitt live-fire ranges and 5,100 virtual systems are fielded internationally, pro-viding judgmental, situational awareness, tactical and marksmanship training to armed forces, law enforcement and secu-rity organizations.

We employ more than 400 people at our headquarters in Atlanta and at fa-cilities in Orlando, Canada, the United Kingdom, Netherlands, UAE, Australia and Singapore. Service personnel can de-ploy anywhere in the world for instructor training, system installation and mainte-nance.

Q:WhataresomeofyourkeyproductsintheDoDtrainingandsimulationindustry?

A: The FATS M100 simulator series sup-ports multiple training modes using a flexible system architecture that allows the integration of hardware and software components such as third party advanced gaming engines.

Our BlueFire wireless weapon simula-tors provide the highest level of realism in simulation by maintaining form, fit and function. BlueFire weapons use Bluetooth technology to communicate with the training system, giving the same control and sensor capabilities as tethered weap-ons but without the associated movement restrictions.

The Indirect Fire-Forward Air Control Trainer supports training for Joint Termi-nal Attack Controllers, Joint Forward Ob-servers, Naval Gunfire Observers and Fire Support Planning. Training objectives are achieved through a variety of solutions including classroom and laptop-based

systems as well as options that can be bundled with our FATS M100 based Small Arms Trainer.

Our Next Generation Live Fire [NGLF]product line, which includes lightweight target lifters coupled with advanced net-worked control systems for both infantry and armored applications, has recently been released. Our solutions are scalable allowing for the same user features to be implemented on small ranges as well as in larger installations. Specialized target sys-tems for applications such as entry control point training are also available.

Q: What are some of the new training/simulationtechnologiesMeggittTrainingSystemsisdeveloping?

A: Building upon the FATS M100, we have developed several innovative products to enhance the training programs of our customers worldwide. To enrich the train-ing experience, we are integrating 3-D en-hanced lanes [marksmanship] training, as well as through-sight simulation capabili-ties into our systems.

Q:Howareyoupositionedforthefuturewithinthemilitary?

A: Because we are part of a large interna-tional corporation, we are able to invest in future training capabilities. Over the past few years we have completed a number of internal R&D initiatives including the FATS M100 and NGLF projects. At Meg-gitt, R&D is a continuous process based on customer input and advancements

in technology that looks beyond today to future possibilities. As a result of this approach, we feel we are well-positioned to support the training needs of not only today’s military, but the armed forces of tomorrow.

Q:WhatisMeggitt’sconnectionwiththedefensecommunity?

A: Approximately 80 percent of Meggitt Training Systems’ current business is in partnership with U.S. and allied defense forces. We also have significant relation-ships with several of the defense industry’s largest tier one primes and work to foster ties with small businesses that support the defense community.

Q:Whatisanexampleofyoursuccessinthemilitary, andwhataresomeofyourgoals[specifictothetraining/simulationindustry]overthenextyear?

A: We have always viewed success through the eyes of our customers. We continue to see expanded contracts, system upgrades, new range design and development. We work with customers to stay ahead of their future needs and ensure they are equipped for tomorrow’s training challenges

Q:HowdocustomersbenefitfromMeg-gitt’svariedresourcesandexpertise?

A: Our successes are rooted in virtual and live fire programs that are adaptive, ad-vanced and feature state-of-the art equip-ment and processes. We understand the training needs of today’s defense forces and can adapt quickly as requirements evolve.

Q:Howdoyoumeasuresuccess?

A: The long-standing relationship that we enjoy with many of our customers and their ability to train effectively is how we define success. Our commitment to cus-tomer service and technological advance-ment shows in our products and our long-term partnerships. O

[email protected]

inDUStry interVieW military training technology

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Cover and In-Depth Interview with:

Dr. James Blake

NAVAIR Who’s Who

America's Longest Established Simulation & Training Magazine

NEXTISSUEDecember 2013Vol. 18, Issue 8

Insertion Order Deadline: November 4, 2013 • Ad Materials Deadline: November 11, 2013

Features

special section

PEOPEO STRI

A look at the leadership and top 10 contracts of one of the Navy’s largest commands, Naval Air Systems Command. Also includes an exclusive interview with Captain John P. Feeney of the Naval Aviation Training Systems program office (PMA-205).

Command Profile:United States Army Special Operations Aviation Command

i/itsec issue

2014 Look AheadIndustry leaders discuss how the market for model and simulation training solutions will evolve over the next year.

MOUT TrainingMilitary operations can take place all over the globe, so warfighters need to be prepared for any environment for mission success—including urban settings. The U.S. military has some of the most sophisticated military operations on urban terrain training facilities in the world.

Embedded TrainingSystems that are currently being fielded sometimes have training systems embedded within them to train the warfighter while deployed. These training systems are crucial to maintaining combat readiness.

Simulator UpgradesWhen funds are not available to purchase new simulators for training, it is vital for military commands to update or upgrade simulators in use to maintain the highest fidelity possible to train the warfighter.

HMMWV GunneryGround vehicles such as HMMWVs are key components in almost any ground operation, and warfighters need to be trained to defend or assault a position when the situation arises.

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