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FFFFFFFFFFFFFFFFFFF While we lay so much stress on training, how many at every stage, then using this data base, the individual of us understand the process of learning? Some learners have no difficulty learning using only textbooks. Others need to have hands-on experience or experiment with the subject matter in order to understand. Still some learners benefit from group work and discussions. In my own course, I have witnessed a few who cannot but hate the instructor, and learn the content on their own, and are ever ready for arguing and proving the instructor wrong (Cat A). There are a few who learn only what the instructor speaks and are wary of ‘Out of syllabus’ questions in the exam (Cat B). There are always those who can’t score marks, are averse to reading by themselves but when given the responsibility practically, get the job done in the best way and can be relied upon (Cat C). There is nothing wrong with any of them, it is just that their learning styles are different. The grades in each phase of the course such as theory, simulators or OJT should not be viewed in isolation as people would perform as per their learning styles. Each individual has a different learning ability and style and one should avoid stereotyping learners. In fact, learning styles are similar to personality traits. While we all share personality traits, we differ significantly with each other. The same goes for learning styles. Research has shown that the more aware we become of our own learning styles, the better we learn. If one has difficulty learning a particular subject or skill, he/she can search for alternative methods for understanding the new content. However, while every person in the Navy undergoes so much of training, there is seemingly no effort in teaching the learners how to learn and in assessing the learners according to their learning styles at the schools. We seem to take it for granted that a standard capsule of theory, practicals and OJT would serve the purpose across the spectrum of learners. We want learners to be 'Cat B' and also 'Cat C'. If we can identify the learning style of each learner FFFFFFFFF SEPTEMBER 2010 ************ ABOUT THE AUTHOR NAVAL DESPATCH can be better trained and could be correctly selected for various tasks. Moreover. When an indindual is made aware of his style of learning, he could make amends or choose the field of work according to his strengths. 'Cat C' learner is made aware and puts in effort to become Cat B also, he would have best of the two worlds. More than anything this data could help in grading the learner in a particular course. Are we not surprised sometimes when a student who has scored high in his professional school seems to underperform onboard, or when an average scorer in the school performs very well on job. The mismatch between the assessment of the student in the school and his actual performance onboard (which is the goal for which he is being trained) is because the school does not consider his learning style while assessing him. If varying learning styles is a reality, why don’t we cash on it and try to maximise the effect of learning process so as to reduce the mismatch between the school assessments and onboard performances. After all, we train people to optimise the onboard performance and not to identify the intellectuals who can memorise figures and write what the evaluator wants. The best part is that, the Navy caters for all the styles to a large extent but we expect everyone to perform well in all the styles of learning. In most of the courses, we begin with theory, follow it up with practical sessions / simulators and finally undertake the OJT. However there is no analysis carried out the way one performes in different phases and use it for tasking him, instead, the marks are just totailed and a merit list is prepared. In fact, for every course, the weightages for each phase of training would need to be different. In how many cases is the appointer aware of the attributes of the student of a course, which could be derived by this sort of analysis? I feel, we are lacking in that finishing touch where the data is all there and we only need to use it to task the right man for the right task, instead of forcing all the students to ape the established stereotype. Commander Sriram Amur is an alumni of Naval Academy. He specialized in communication and is a graduate of DSSC. His appointments include Instructor and Training Coordinator at Submarine School, INS Satavahana and Commanding officer, INS Sindhuvijay at Visakhapatnam. He is presently posted as officer - in - charge of Submarine School, Visakhapatnam. FFFFFFFFF 51
FFFFFFFFFFFFFFFFFFF Cmde Rakesh Kumar Mehta This paper discusses the impact of Article 82 of Protocol-I of the Geneva Convention of 1949 on the role of Legal Advisor in providing legal advice and service to the Command on "Law-of-War" matters and advice on implementing the dissemination requirements of the Geneva Convention and the Protocols. Before adverting on the responsibility of Legal Advisor as envisaged under Article 82, I shall briefly discuss the concept of International Humanitarian Law and its principal instruments, viz, the four Geneva Conventions and their two Additional Protocols. International Humanitarian Law International Humanitarian Law, also known as the Law of Armed Conflict or the Law of War, is the body of rules which, in wartime, protects persons who are not or are no longer participating in the hostilities. It limits the methods and means of warfare. Its central purpose is to limit and prevent human FFFFFFFFF SEPTEMBER 2010 FFFFFFFFF52
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