MVS Training Plan and Preliminaries
[ This section was restructured in September 2001]
MVS Training Plan
The newly designed formal MVS Ops Center training plan currently (Sep 01) consists of the following three levels:
- MVS Ops Center Seminar (Introductory Level): The standing up of the MVS Ops Center for the fictional attack on Mexico City by the Chiapas Rebels of southern Mexico using hijacked Aries missile motors (UNCLASSIFIED).
- MVS Ops Center Advanced Class I - Working A Current Multi-Sensor Event: In this class/seminar, after reviewing what was learned in the introductory seminar, the MVS analyst is instructed in the use of many of the remote sensor capabilities of MVS and uses these sensors to accomplish a multi-sensor analysis of an actual 2001 event (TS/SCI Clearances Required).
- MVS Ops Center Advanced Class II - Building Missile Profiles: This class/seminar addresses the development of configured assessed missile system profiles which are used in the assessed databases such as the Milestone Data Base and for real-time analysis and processing (TS/SCI Clearances Required).
The new MVS Ops Center introductory course, using data from a two hypothetical space based sensors, a hypothetical spaced based radar, and ficticious imagery, is a general and open MVS training process geared towards guiding a new user through the steps to become a tactical ballistic missile system data analyst. The two advanced seminars, however, are sponsored by government organization and have been designed based on government directed requirements. Government organizations may contact JEBSys Associates for scheduling these seminars. Further advanced training seminars will be added as requested and required.
It is hoped that you find this training instructive and helpful. If not, you are welcome to critique this approach or pose any questions about the training or the analysis process and JEBSys Associates will be happy to answer them to the best of our abilities. The MVS User's Group (MUG) web site, unclassified but available only though password access, will also contain many training aids which are under development such as publications, example MVS runstreams and a section of frequently asked questions (FAQs). Joining the MUG requires that you are either a government employee or contractor working in the organizations which benefit from the capabilities of MVS and have a demonstrated need to know.
All MVS training packages are intended to do many things (MVS training has been presented in many forms throughout the past 30 years and used in training both government and contractor support personal) but, for starters (here on the web) the sample training example will consist only of an annotated version of the former introductory level presentation, Class I - SESSION 1 - MVS Structure and Implementation. This sample training is accessible from the MVS Home Page. In the future, this online training may be replaced by a portion of the MVS Ops Center introductory seminar.
Below you will find the ORIGINAL training plan for the MVS Training package which was used many times during the 18 years period from 1982 through 2000. Prior to the 1980's, instruction was of the form of on-the-job (OJT) training popular during the 60's and 70's and through seminars and forums held at FTD (now NAIC) and at Aerospace Corporation. This aging plan was replaced in 2001 with the MVS Ops Center series of instruction seminars based on the model of an Operations Center with hands on work stations and instructional briefings. Development of the Ops Center concept took advantage of the many things learned while presenting the more mundane or academic version of the 80's and 90's. This former training plan is presented below for your general knowledge. The viewgraphs and handout materials for these older versions of the MVS/TRP training will soon be made available to the members of the MVS Users Group (MUG) at the MUG FTP site. These will be in the form of downloadable Adobe PDF formatted files.
Original Training Plan of the 80's and 90's
o CLASS DESCRIPTIONS o
CLASS I: INTRODUCTION - Getting Started
o MVS Structure and Implementation (See Example on Home page)
o A General Look At MVS Algorithms
o MVS Data Input, Output and Organization (INFXM)
o ASSIGNMENT o
1. A Falling Stone (Simulation)
2. A Simple Curve Fit (Manual - Reconstruction)
CLASS II: UNDERSTANDING THE SIMULATION
o Problem Review and Questions
o Reference Systems and Dynamics
- Integration, Propagation and Time-To-Go (INTXM, CYCXM, TG0EM)
- MVS Coordinate Systems
- The Environment (ENVRM)
- Rotational Motion (RM0TM)
- Aerodynamics (AERMM)
o ASSIGNMENT o
1. A Simple Curve Fit Problem Using MVS
2. Let's Fly a Tactical Missile!
CLASS III: UNDERSTANDING RECONSTRUCTION IN MVS
o Reference Systems and Dynamics (Continued)
- Translational Motion (TM0TM)
- Propulsion (PR0PM)
- Vehicle Structure (STRTM)
- Tactical Missile Problem Review
o Post Flight Reconstruction (PFRPM, ITERM, ITIFM)
- Curve Fit Problem Review
o ASSIGNMENT o
1. A Tactical Event With Data
CLASS IV: REMOTE SENSING MODELS
o Problem Review and Questions
o Remote Sensing
- The Tracking Module (TRAKM)
- The Sensors Module (SENSM)
o Bells and Whistles
- The Service Module (SERVM)
- Miscellaneous Goodies (JUNKM)\
- Rare Use Modules (C0NTM, DPGXM et al)
o NO ASSIGNMENT o
Return To Top
Before beginning the MVS Ops Center training, the student should complete the set of preliminary problems and forward their answers to the instructor, Jim Bernier, using the email address email@example.com. Jim will need a few things from you so please read and follow the ideas and instructions in the following paragraphs from Jim:
Preliminary Problems: For starters, I am providing a series of preliminary problem assignments which I am asking that you complete before you attempt the MVS training (see the instructions at the bottom of this section). These problems are designed to get the juices flowing and to vector the new analysts/students in a direction that will provide a reasonable foundation for an enjoyable future in simulation and reconstruction. In addition, there will be no wrong answers to these problems. If you do not understand what I am asking you to do, do the best you can with it - but do something. Answers to these problems by students provide me with important information about the student themselves. Are they open in approach to the class? Are they willing to provide an answer even though it is so simple that they wonder why it was asked? Or is it? Are they willing to try even though they do not think that they can get anywhere near the answer? How do they aproach a problem? Things like that.
Questions: One thing I would like to make the student aware of: I am a firm believer that there is no such thing as a stupid question, ... so don't be afraid to ask any question that comes into your mind regarding your training and its subject matter. The only possible stupid question is the one that isn't asked. Obviously, if you have a question about any subject that is being instructed, it simply means that the instructor has not provided a clear explanation of the subject matter.This is a beginning so please bear with me and do as I ask.
Approach: Also, please note that this IS a training course and that I am your instructor. I would like this relationship to be a pleasant one and I want to provide you an easy access to me and hope that I have as easy an access of you by me. This training concept, which includes a continuous access between student and instructor through the the WEB, is fairly new where the teacher and student have an almost instantaneous access to one another through e-mail channels. I want to make this a successful project so I ask that you take advantage of the web and email access whenever possible.
Security: REMEMBER that we are working on the WORLD WIDE WEB! In other words, this is OPEN SOURCE! Some of you are new to the secure environments that you are currently working in and are fresh from the important briefings to remind you why you wear a badge. So, for you newly badged people, remember your instructions about need-to-know and if you have any doubt whatsoever about typing something into this open source computer, DON'T. If you DO have a comment or question that you feel is inappropriate for this medium, please use a more secure channel. I will see to it that you know how to contact me through secure channels if you require it. As for you more experienced badged members, please read this paragraph again!
Registration: This introduction to MVS and a review of the old Class I, Session 1 training will be available for anyone who punches on the MVS/TRP hyperlink located on the JEBSys Associates home page. There are a few of you, however, to whom I am specifically addressing this training, those who have registered for the next MVS Ops Center seminar. You know who you are because, basically, you are getting paid to sit there and read this stuff! For any others who have chanced upon this web site both within and outside the DoD community, I want to know who you are. I hate one-way communications. So, to register with me, please use the addresses provided in the Contact item below and let me know who you are. As a minimum, please identify your name, whether you are military or civilian, who your supervisor is, your office symbol, your educational and work background, and a short abstract of your life ... 25 words or less should do but if you want to send a full resume, feel free. Don't tell me about your hobbies, it'll just make me jealous.
Contact: You may contact me at either of the following e-mail addresses on the WEB/INTERNET, however please use both for starters. I will provide secure addresses through other channels. The open addresses are: firstname.lastname@example.org and email@example.com.
Study Ethic: Many teachers/instructors promote collaborative or joint effort problem solving. I do not, at least in the beginning. "Why?", you may ask because you may feel that I do not promote teamwork. I do, indeed, favor teamwork but teamwork implies that each member has something to offer. It requires strong disciplined contributive members. Collaboration in beginning courses, however, usually ends up with a single person or a few doing all of the work. No, I do not want that. Build your own foundation. Worry your own problems. Because, when you have your own structure to carry into the team, teamwork works. Go into this training saying to yourself, "If I do not understand this at first, I must review it again, and eventually I will know!" Don't take the easy way out, do your own work. And don't give away your answers. When you are on the team, shine, but in my class, do your own work! There is a prize for this, it's known as the Warm Fuzzy and it's a really good feeling.
WELCOME: I look forward to meeting you on the NET or in person at an MVS Ops Center seminar. I hope that you enjoy our interactions and that you find the pleasure and satisfaction in working in the data analysis arena that I have over the past 30 plus years. Remember, you make of it what you put into it. Please allow me to respect you for that. - JEB
Now, after registering with me and testing the communications channels by using both e-mail addresses above, scan through the following training plan and do the homework assignment provided below. I'll be looking for your e-mail with hopeful anxiety!
(These may look a little demeaning - but bear with me, if you get de meaning!)
Please respond to my above e-mail addresses with your assignment answers. Use text editors or e-mail programs but do not send me word processed files (Word, Word Perfect etc.). Attachment of PDF files and GIF or JPG/JPEG images is OK but keep them small. Thanks.
- What does F=ma mean? Expand on the meaning in a short paragraph.
- Using the Taylor Series (which you will find in most math reference books or the CRC Standard Math Tables and Formulae), truncate it after the first derivative [f'(a)] term and use this truncated formula to develope an iterative solution for the square root of 2. Do it by hand, not on a computer. Explain it.
- Describe Cramer's Rule and Gaussian Elimination and explain how they relate to themselves and to the Taylor Series problem above.
- What do you think the "Weighted" means in "Weighted Least Squares?"
- For that matter, what IS the Least Squares process.
- Invert a "non-unity" 3-x-3 matrix (you make it up) and tell me how you did it. What does "near-singular" mean and why, possibly, didn't the term exist before digital computers. How many irrational numbers do you think are programmed into most computers?
- How are the last 5 problems related?
I'm looking forward to hearing from you. Put some effort into these problems, they are the bricks and mortor of foundations of MVS. CARPE MVS - JEB
Return To Top