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encourage support from chaplains and medical, legal, personnel selection and social welfare
officers during individual training to help build morale. These officers are normally on the Base
establishment in peacetime, and liaison between them and the unit must be strong. Unit officers
should take these officers into their confidence, and use their expertise and advice to help solve
their soldiers' personal problems. Officers and instructors should hold meetings with their
soldiers and provide counsel and guidance. The maintenance of good morale is a critical part of
instruction and leaders must recognize the human aspects of training if high standards are to be
achieved. Good leadership in the school or unit builds good morale.
APPENDIX 1, ANNEX A
CONSTRUCTION OF CLOTH MODELS
1. The materials required to construct a basic cloth model are:
a. A wooden or aluminum frame about 10 cm (4 inches) high by 3.5 cm (11/2
inches) thick which rests on the floor. Its length should be about twice its width
and the upper edge marked in feet. The whole frame should be made up in
convenient lengths which can be bolted together to ease transportation and
storage.
b. If the model is to be used on a floor, a hessian foundation, the same size as the
frame, should be underneath.
c. A cloth at least 30 per cent larger than the frame. The cloth may be of any colour,
but green is most suitable. A tarpaulin makes a good substitute in the field.
d. Dinky toys, to represent trucks, tanks, guns, machine-guns, etc, or tokens to scale
made of blocks of wood of different colours.
e. supply of different coloured wood and tape to represent roads, tracks, railways,
rivers, localities, boundaries and objectives.
f. Sawdust dyed blue and green, or commercial equivalents, to represent water and
woods. Hectograph ink is a suitable dye for sawdust.
g. Old newspapers or styrofoam to produce the necessary contours underneath the
cloth.
h. Pins and drawing pins.
j. A North-South arrow and scale to orient the model to the ground.
2. Two to four people are required to construct the model. The time they take to complete it
depends, of course, on the size and the accuracy with which it is to be constructed. A long stick
or pointer marked in feet is a handy means of accurately siting the features on the model.
3. The following procedure is one method of reproducing an area of ground from a map:
a. Determine the exact area on the map that is to be set up on the model. The area
selected must be the same shape as the model, and preferably of such a length that
its scale is easily convertible to that of the model. If the model is 5 metres long,
the length of the area should be easily divisible by 5, eg, 5000 metres.
b. Divide the map into squares of suitable proportions. The grid square usually
serves this purpose.
c. Set up the felt and the frame only, and with string or chalk, mark the felt in
squares proportionate to those marked on the map.
d. With chalk, lightly mark on the felt the significant contours and build up the hills
using crumpled newspaper, exaggerating the contours as participants always view
the model from an elevated position.
e. Lay the cloth carefully over the top and adjust the hills as necessary.
f. Put in the other features, such as roads, rivers and woods.
g. Tape or wool representing roads and tracks should be pinned to the cloth, which
must not be stretched too tight.
h. Put in the boundaries, localities and objectives as required.
4. Alternate Materials. Styrofoam cut in contour layers is often superior to newspapers and
chicken wire. It can be walked on by players and flags indicating moveable pieces can be stuck
into it. It can be covered by hessian which is then pinned down in the low spots by 3.5 cm (1 1/2
inch) nails. Roads and streams can be marked using felt tip markers. Trees and woods can be
accurately represented by hand rolled balls of either brown or green "horsehair" packing material.
APPENDIX 2, ANNEX A
DEMONSTRATIONS
GENERAL
1. A demonstration is a means of showing and teaching one or more lessons to a number of
people in a short time and in a practicable, pictorial and realistic atmosphere.
2. Demonstrations cannot obviously take the place of practical field training. However,
well-staged demonstrations will at least show the combat potential of the different arms.
3. Demonstrations are not necessarily the only method of instruction, but they are often the
best as they teach through the eye as well as the ear. Practice is the best of all forms of
instruction, but successful practical work normally requires a demonstration to precede it to
provide sound guidelines.
4. Types of Demonstration. The two main types of demonstration are indoor and outdoor.
However, these do not fall into two watertight compartments and they will often overlap during a
single event.
5. Indoor Demonstrations. Subjects can be illustrated in five ways:
a. on a model;
b. by play or playlet;
c. by film, video, film strip and visual aids; and
d. by exhibition, as in a museum.
Any one or more of these five means can be used in a single presentation.
6. Outdoor Demonstrations. Subjects fall into two general classes:
a. those requiring troops and equipment; and
b. those requiring equipment for exhibition as in paragraph 5d.
Many factors are common to all demonstrations. These will be discussed in logical sequence
before going on to those points which are particular either to one type or the other.
7. Aim and Lessons. No one demonstration should cover too much. Before preparing one,
consider carefully:
a. What is my aim? What am I trying to show?
b. What lessons am I trying to bring out?
The scope must be limited to identified essentials. It is better for the spectators to leave knowing
a lot about a little, than a little about a lot. Having defined the aim and lessons, they must be
rigidly adhered to in the text and delivery of the demonstration. The lessons selected must have a
direct bearing on the aim.
8. Method of Presentation. Having decided on the aim and lessons, next consider the best
method of presentation. The choices are shown in paragraph 4. In selecting the method consider:
a. Who are the spectators?
b. What personnel and equipment are required and can they be made available? [ Pobierz całość w formacie PDF ]

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