This report is a survey of Artificial Intelligence (AI) technology contributions to military training. It provides an overview of military training simulation and a review of instructional problems and challenges which can be addressed by AI. The survey includes current as well as potential applications of AI, with particular emphasis on design and system integration issues. Applications include knowledge and skills training in strategic planning and decision making, tactical warfare operations, electronics maintenance and repair, as well as computer-aided design of training systems. The report describes research contributions in the application of AI technology to the training world, and it concludes with an assessment of future research directions in this area.

Lam Kam Fai Jeffrey. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2001-2002, design report." / Includes bibliographical references (leaves 69). / Chapter Part I --- General Research on Maritime Safety / Chapter 1. --- Introduction / Chapter 1.1 --- Scope of interest / Chapter 1.2 --- What is a maritime safety center / Chapter 1.3 --- Users benefited from the center / Chapter 2. --- Port Traffic and Water Transportation in Hong Kong / Chapter 2.1 --- Total amount of goods transported through water in the past and future / Chapter 2.2 --- Percentage of goods transported through water / Chapter 3. --- International Maritime Safety and The International Maritime Organization / Chapter 3.1 --- General background and objective of The International Maritime Organization / Chapter 3.2 --- Convention introduced by the IMO / Chapter 3.3 --- "Standards of Training, Certification and Watchkeeping for Seafarers" / Chapter 4. --- Local Training Facilities and Activities / Chapter 4.1 --- Seamen's Training Center / Chapter 4.1.1 --- General background / Chapter 4.1.2 --- Training provided / Chapter 4.1.3 --- Building and facilities / Chapter 4.2 --- The Hong Kong Marine Department / Chapter 4.2.1 --- New training facilities / Chapter 4.2.2 --- Other safety isses / Chapter 5. --- Overseas Training Example- the Jovellanos Integral Maritime Safety Center / Chapter 5.1 --- General background / Chapter 5.2 --- Function of the center / Chapter 5.3 --- Facilities / Chapter Part II --- Design Report / Chapter 6. --- Proposed Design Brief and Site Consideration / Chapter 6.1 --- Design Brief / Chapter 6.1.1 --- Maritime safety academy / Chapter 6.1.2 --- Public Interface / Chapter 6.2 --- Site selection / Chapter 6.2.1 --- Site selection criteria / Chapter 6.2.2 --- Site characteristics / Chapter 7. --- Preliminary Design / Chapter 7.1 --- Building form / Chapter 7.2 --- Visitor center / Chapter 7.3 --- Entrance / Chapter 7.4 --- Access / Chapter 8. --- Design Development / Chapter 8.1 --- Spatial relationship of the academy and the public interface / Chapter 8.2 --- Architectural expression of the two programs / Chapter 8.3 --- Form and facade treatment / Chapter 8.4 --- Special study - the use of pre-cast panels / Chapter 8.5 --- Detail and construction consideration / Chapter 9. --- Final Presentation Documentation / Chapter Part III --- Bibliography / Chapter Part IV --- Appendix / Appendix I: / "Summary Statistics on Port Traffic in Hong Kong as at July 2001," / Hong Kong Port and Maritime Board / Appendix II: / "Articles from the Hong Kong Maritime News," / Hong Kong Marine Department

In 1985 Richard Preston identified three Royal Navy (RN) traditions (recruitment of officers at an early age, selection of officers from an elite social group, and insistence on sea service) which had shaped the Royal Canadian Navy (RCN). These traditions, he argued, ensured a high level of professionalism amongst officers in the infant RCN, as well as complete interoperability between the two navies, but failed to recognise the distinct needs of Canadian society. Consequently, from the Second World War onwards the RCN chose to move away from the British model and to ???Canadianise??? its officer corps. The Royal Australian Navy (RAN) also adopted these traditions, and they are examined here in the context of the social backgrounds, development and character of the permanent executive branch officers of the RAN between 1913 and 1950. This thesis argues that while the British model ensured a high level of professionalism within the RAN officer corps, in many other areas the system proved to be of doubtful utility for Australia. Although the Australian government tried to ensure that its naval officers maintained an Australian character and identity, the selection, training and operational policies of the RAN meant that its officers were, to all intents and purposes, virtually indistinguishable from their RN colleagues. While RAN officers were highly disciplined and professional men with excellent seamanship skills, unfortunately a wide social gulf developed between the Navy???s officers and its sailors. Further, the essentially scientific and practical education and indoctrination that naval officers received in their early years, combined with their narrow professional development, meant that they were, at best, only average higher level administrators and often performed poorly in dealings with their Australian political masters. The system produced a conservative type of officer, suspicious of political activity and intellectual effort, bound to the tradition of ???the Silent Service???, who felt that his country did not understand his work or sacrifices but who had not the capacity to change such community perceptions. Lacking highly educated and politically aware senior officers, the RAN found it difficult to cope with social changes after the Second World War. Consequently, the ???Australianisation??? of the naval officer corps was a slow and painful process and the profession of naval officer in Australia was to be even more marginal than numbers alone dictated.

In 1985 Richard Preston identified three Royal Navy (RN) traditions (recruitment of officers at an early age, selection of officers from an elite social group, and insistence on sea service) which had shaped the Royal Canadian Navy (RCN). These traditions, he argued, ensured a high level of professionalism amongst officers in the infant RCN, as well as complete interoperability between the two navies, but failed to recognise the distinct needs of Canadian society. Consequently, from the Second World War onwards the RCN chose to move away from the British model and to ???Canadianise??? its officer corps. The Royal Australian Navy (RAN) also adopted these traditions, and they are examined here in the context of the social backgrounds, development and character of the permanent executive branch officers of the RAN between 1913 and 1950. This thesis argues that while the British model ensured a high level of professionalism within the RAN officer corps, in many other areas the system proved to be of doubtful utility for Australia. Although the Australian government tried to ensure that its naval officers maintained an Australian character and identity, the selection, training and operational policies of the RAN meant that its officers were, to all intents and purposes, virtually indistinguishable from their RN colleagues. While RAN officers were highly disciplined and professional men with excellent seamanship skills, unfortunately a wide social gulf developed between the Navy???s officers and its sailors. Further, the essentially scientific and practical education and indoctrination that naval officers received in their early years, combined with their narrow professional development, meant that they were, at best, only average higher level administrators and often performed poorly in dealings with their Australian political masters. The system produced a conservative type of officer, suspicious of political activity and intellectual effort, bound to the tradition of ???the Silent Service???, who felt that his country did not understand his work or sacrifices but who had not the capacity to change such community perceptions. Lacking highly educated and politically aware senior officers, the RAN found it difficult to cope with social changes after the Second World War. Consequently, the ???Australianisation??? of the naval officer corps was a slow and painful process and the profession of naval officer in Australia was to be even more marginal than numbers alone dictated.

This dissertation focuses on the marine pollution awareness training needs of newly recruited SAN employees. It uses Training Needs Analysis (TNA) as a tool to gain a better understanding of what knowledge, skills and attitude (KSA) recruits should have about the marine environment and if their level of competency meets the requirement to effectively and efficiently contribute to the sustainable use of the maritime environment in which they will be deployed. Ultimately, their individual and collective abilities will be a determining factor in the strategic intent of the SAN to be unchallenged at sea. The absence therefore of a Marine Pollution Awareness Training Programme (MPTAP) within the Basic Military Training (BMT) curriculum of new recruits at SAS SALDANHA Naval Gymnasium necessitated a TNA. Based on prior research on training conducted by subject matter experts both internal and external to the SAN it was decided to conduct a TNA on the KSA‟s required in terms of marine pollution awareness amongst newly recruited members. The literature provided discusses education, training, development of employees and focuses then on the role and importance of TNA‟s. Information was gathered from various subject matter experts, archival records, policy documents, internet-based resources and newly recruited naval learners consisting of a sample of 25 new recruits. Theory was used to determine the KSA expected from naval employees in terms of marine pollution awareness. Data obtained from each of the research resources was coded and grouped in order to establish themes. This allowed the researcher to determine what KSA‟s recruits should have about the marine environment and if their level of competency meets the requirement to effectively and efficiently contribute to the sustainable use of the maritime environment in which they will be deployed. The researcher therefore found that first priority in terms of KSA‟s should be given to a basic legal understanding of the regulatory framework that is applicable on marine pollution. This understanding will form the foundation for recruits to have the ability to know “what to do when” during observed transgressions. The legal understanding in combination with the Sector Education Training Authority (SETA) unit standards will help new recruits to be skilful when applying safe working practices thereby ensuring their own and others' safety. Ultimately, a basic but well entrenched knowledge about marine pollution together with applied skills on how to use the knowledge should influence the attitude of new recruits in a positive manner. The researcher concluded that there is a need on the macro, meso and micro level for a MPATP amongst new recruits at SAS SALDANHA. It is recommended that since this research appears to establish the first empirical confirmation of the training need amongst new recruits, it will require further research in terms of curriculum design, curriculum implementation and the evaluation thereof. It would therefore be in the best interest of the SAN to ensure the integration of a MPATP into the planning phase of future BMT Curriculum‟s. It would also be advisable to communicate this intent with all the relevant stakeholders in order to ensure alignment with governmental organisations as well as the private sector where these new recruits can be employed based on their newly acquired competencies.