U.S. patent application number 10/420613 was filed with the patent office on 2003-10-16 for method of teaching through exposure to relevant perspective.
Invention is credited to Adams, Tony.
Application Number | 20030194685 10/420613 |
Document ID | / |
Family ID | 25545749 |
Filed Date | 2003-10-16 |
United States Patent
Application |
20030194685 |
Kind Code |
A1 |
Adams, Tony |
October 16, 2003 |
Method of teaching through exposure to relevant perspective
Abstract
A method of teaching a skill, such as, for example, hunting,
tracking, law enforcement, terrorist response, self-defense, or
game-playing technique, whereby the student is exposed to the
perspective of a relevant person, animal, or object, such as, for
example, a game player, victim, criminal, terrorist, animal, or
ball, whose identity is determined by the nature of the skill, and
wherein a mechanism, such as, for example, video, computer
animation, virtual reality, or role-playing, is used to impart the
perspective. The method broadly comprises the steps of identifying
a behavior of the thing, wherein the behavior is related to the
skill; modeling a perspective of the thing related to the behavior
in terms understandable by the student; implementing the model
using a suitable mechanism; and introducing the student to the
mechanism such that, through the mechanism, the student is able to
experience the perspective of the thing and to thereby better
understand the behavior and the skill.
Inventors: |
Adams, Tony; (Overland Park,
KS) |
Correspondence
Address: |
HOVEY WILLIAMS LLP
2405 GRAND BLVD., SUITE 400
KANSAS CITY
MO
64108
US
|
Family ID: |
25545749 |
Appl. No.: |
10/420613 |
Filed: |
April 22, 2003 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
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10420613 |
Apr 22, 2003 |
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09998990 |
Nov 29, 2001 |
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6602076 |
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09998990 |
Nov 29, 2001 |
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09990649 |
Nov 20, 2001 |
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6602075 |
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Current U.S.
Class: |
434/236 |
Current CPC
Class: |
A63B 69/3676 20130101;
A63B 2024/0012 20130101; A63B 2071/0644 20130101; A63B 69/38
20130101; G09B 19/00 20130101; A63B 69/3667 20130101; A63B 2220/70
20130101 |
Class at
Publication: |
434/236 |
International
Class: |
G09B 019/00 |
Claims
1. A method of teaching a student to better understand a behavior
of a person, the method comprising the steps of: (a) modeling a
perspective of the person engaged in the behavior; (b) implementing
the model using a mechanism suitable for imparting the perspective
of the person; and (c) allowing the student to experience via the
mechanism the perspective of the person and thereby better
understand the behavior.
2. The method as set forth in claim 1, wherein the person is
selected from the group consisting of: law enforcement personnel,
military personnel, private security personnel, prison security
personnel, bank security personnel, airline flight personnel, mass
transportation personnel.
3. The method as set forth in claim 1, wherein the person is
selected from the group consisting of: terrorists, criminals, enemy
military personnel.
4. The method as set forth in claim 1, wherein a role-playing
scenario is the mechanism for implementing the model and imparting
the perspective of the person.
5. The method as set forth in claim 1, wherein virtual reality is
the mechanism for implementing the model and imparting the
perspective of the person.
6. The method as set forth in claim 5, wherein the student is
required to mimic the behavior in a virtual reality environment
wherein the person is superimposed, thereby allowing the student to
experience the person's perspective.
7. The method as set forth in claim 1, wherein the behavior is a
proper behavior such that in step (c) the student better
understands the proper behavior and a benefit associated
therewith.
8. The method as set forth in claim 1, wherein the behavior is an
improper behavior such that in step (c) the student better
understands the improper behavior and a consequence associated with
it.
9. A method of teaching a student to better understand a behavior
of a first person, the method comprising the steps of: (a) modeling
a perspective of a second person of the behavior of the first
person; (b) implementing the model using a mechanism suitable for
imparting to the student the perspective of the second person; and
(c) allowing the student to experience via the mechanism the
perspective of the second person and thereby better understand the
behavior of the first person.
10. The method as set forth in claim 9, wherein the first person is
selected from the group consisting of: law enforcement personnel,
military personnel, private security personnel, prison security
personnel, bank security personnel, airline flight personnel, mass
transportation personnel, and the second person is selected from
the group consisting of: terrorists, criminals, enemy military
personnel.
11. The method as set forth in claim 9, wherein the second person
is selected from the group consisting of: law enforcement
personnel, military personnel, private security personnel, prison
security personnel, bank security personnel, airline flight
personnel, mass transportation personnel, and the first person is
selected from the group consisting of: terrorists, criminals, enemy
military soldier.
12. The method as set forth in claim 9, wherein a role-playing
scenario is the mechanism for implementing the model and imparting
the perspective of the second person.
13. The method as set forth in claim 9, wherein virtual reality is
the mechanism for implementing the model and imparting the
perspective of the second person.
14. The method as set forth in claim 9, wherein the behavior is a
proper behavior such that in step (c) the student better
understands the proper behavior and a benefit associated
therewith.
15. The method as set forth in claim 9, wherein the behavior is an
improper behavior such that in step (c) the student better
understands the improper behavior and a consequence associated with
it.
16. A method of teaching a fundamental skill to a student, whereby
the student is exposed to a perspective of a person who is relevant
to the fundamental skill, the method comprising the steps of: (a)
identifying a behavior of the person, wherein the behavior is
related to the fundamental skill; (b) modeling a perspective of the
person engaged in the behavior; (c) implementing the model using a
mechanism suitable for imparting the perspective of the person; and
(d) allowing the student to experience via the mechanism the
perspective of the person and thereby better understand the
behavior and the fundamental skill.
17. The method as set forth in claim 16, wherein the person is
selected from the group consisting of: law enforcement personnel,
military personnel, private security personnel, prison security
personnel, bank security personnel, airline flight personnel, mass
transportation personnel.
18. The method as set forth in claim 16, wherein the person is
selected from the group consisting of: terrorists, criminals, enemy
military personnel.
19. The method as set forth in claim 16, wherein a role-playing
scenario is the mechanism for implementing the model and imparting
the perspective of the person.
20. The method as set forth in claim 16, wherein virtual reality is
the mechanism for implementing the model and imparting the
perspective of the person.
21. The method as set forth in claim 20, wherein the student is
required to mimic the behavior in a virtual reality environment
wherein the person is superimposed, thereby allowing the student to
experience the person's perspective.
22. The method as set forth in claim 16, wherein the behavior is a
proper behavior such that in step (d) the student better
understands the proper behavior and a benefit associated
therewith.
23. The method as set forth in claim 16, wherein the behavior is an
improper behavior such that in step (d) the student better
understands the improper behavior and a consequence associated with
it.
24. A method of teaching a skill to a student, whereby the student
is exposed to two or more perspectives of two or more persons
relevant to the skill, the method comprising the steps of: (a)
identifying a behavior of one of the two or more persons, wherein
the behavior is related to the skill; (b) modeling a first
perspective of a first one of the two or more persons related to
the behavior; (c) modeling a second perspective of a second one of
the two or more persons related to the second behavior; (d)
implementing the model using a mechanism suitable for imparting to
the student the first perspective and the second perspective; and
(e) allowing the student to experience via the mechanism the first
perspective and the second perspective and thereby better
understand the behavior and the fundamental skill.
25. The method as set forth in claim 24, wherein the first person
is selected from the group consisting of: law enforcement
personnel, military personnel, private security personnel, prison
security personnel, bank security personnel, airline flight
personnel, mass transportation personnel,
26. The method as set forth in claim 24, wherein the second person
is selected from the group consisting of: terrorists, criminals,
enemy military personnel.
27. The method as set forth in claim 24, wherein a role-playing
scenario is the mechanism for implementing the model and imparting
the first perspective and the second perspective.
28. The method as set forth in claim 24, wherein virtual reality is
the mechanism for implementing the model and imparting the first
perspective and the second perspective.
29. The method as set forth in claim 28, wherein the student is
required to mimic the behavior in a virtual reality environment
wherein the first person and the second person are
superimposed.
30. The method as set forth in claim 24, wherein the behavior is a
proper behavior such that in step (e) the student better
understands the proper behavior and a benefit associated
therewith.
31. The method as set forth in claim 24, wherein the behavior is an
improper behavior such that in step (e) the student better
understands the improper behavior and a consequence associated with
it.
Description
RELATED APPLICATIONS
[0001] The present application is a continuation and claims
priority benefit, with regard to all common subject matter, of an
earlier-filed U.S. patent application titled METHOD OF TEACHING
THROUGH EXPOSURE TO RELEVANT PERSPECTIVE, Ser. No. 09/998,990,
filed Nov. 29, 2001, which is itself a continuation-in-part of an
earlier-filed U.S. patent application titled METHOD OF TEACHING
THROUGH EXPOSURE TO RELEVANT PERSPECTIVE, Ser. No. 09/990,649,
filed Nov. 20, 2001. The identified earlier-filed applications are
hereby incorporated by reference into the present application.
BACKGROUND OF THE INVENTION
[0002] 1. FIELD OF THE INVENTION
[0003] The present invention relates to methods of teaching wherein
the student is exposed to or experiences the perspective of a
relevant person, animal, or object. More particularly, the present
invention concerns a method of teaching a skill, such as, for
example, hunting, tracking, law enforcement, terrorist response,
self-defense, or game-playing technique, whereby the student is
exposed to or otherwise experiences the perspective of a relevant
person, animal, or object, such as, for example, a game player,
victim, criminal, terrorist, animal, or ball, whose identity is
determined by the nature of the skill, and wherein a mechanism,
such as, for example, prerecorded video, computer animation,
virtual reality, role-playing, or a similar mechanism, is used to
impart the perspective to the student.
[0004] 2. DESCRIPTION OF THE PRIOR ART
[0005] It is often helpful when learning a skill to consider and
appreciate the environment and context in which the skill is
performed. A hunter learning proper duck hunting techniques, for
example, must learn to properly camouflage a blind or other
concealed shelter or area from which the hunter will observe and
shoot; arrange duck decoys in a realistic and effective pattern on
a pond or other body of water; and make realistic and appropriate
duck calls at the proper times. Unfortunately, the hunter will
typically be taught such techniques from a two-dimensional human
perspective which may provide inadequate insight into the efficacy
of the hunter's endeavors and any actual effects stemming
therefrom.
[0006] Similarly, a golfer, for example, may intellectually
comprehend a need to account for wind shear when driving or to
account for ground contours when putting, but may lack a
fundamental understanding or appreciation of potential forces which
might act on the ball. Without such understanding, the golfer can
never fully learn or appreciate proper driving or putting
techniques.
[0007] Similarly, in law enforcement or terrorist response, for
example, a number of techniques, including, for example,
close-quarter combat with edged weapons, suspect interrogation, and
arrest procedures, are taught from a third-party perspective,
wherein a law enforcement officer or other student merely observes
participants demonstrating proper movements, actions, or other
techniques. Unfortunately, though the law enforcement officer may
comprehend these lessons on a sterile intellectual level, it is
unlikely that such passive, non-participatory observation will
impart a fundamental understanding or appreciation of the victim's,
aggressor's, criminal's, or terrorist's view, behavior, or
thoughts. Without such a fundamental understanding or appreciation,
it is further unlikely that the law enforcement officer will
develop the insight and intuition needed to maximize his or her
performance of a wide variety of law enforcement skills, including,
for example, self-defense, investigatory, and procedural
skills.
[0008] Due to the above-identified and other problems and
disadvantages in the art, a need exists for an improved method of
teaching a skill such as hunting or sporting techniques.
SUMMARY OF THE INVENTION
[0009] The present invention provides a distinct advance in the art
of teaching. More particularly, the present invention concerns a
method of teaching a skill, such as, for example, hunting,
tracking, law enforcement, terrorist response, self-defense, or
game-playing technique, whereby a student is exposed to or
otherwise experiences a perspective of a relevant thing, whether
person, animal, or object, such as, for example, a game player,
victim, criminal, terrorist, animal, or ball, whose identity is
determined by the nature of the skill, and wherein a mechanism,
such as, for example, prerecorded video, computer animation,
virtual reality, role-playing, or a similar mechanism, is used to
impart the perspective to the student.
[0010] In a preferred embodiment, the method broadly comprises the
general steps of identifying a behavior of the thing, wherein the
behavior is related to the skill; modeling a perspective of the
thing related to the behavior in terms understandable by the
student; implementing the model using an appropriate mechanism; and
introducing the student to the mechanism such that, through the
mechanism, the student is exposed to or otherwise experiences the
perspective of the thing and is thereby better able to understand
the behavior. It will be appreciated that an understanding or
better understanding of the behavior will result in the learning of
or improvement in performance of the skill.
[0011] As mentioned, in prior art teaching methods the student is
faced with learning the skill without truly understanding or
developing a fundamental appreciation of why certain things are
done the way they are. The present invention advantageously
provides exposure to and appreciation of a perspective which is
helpful to the student in performing the skill. In duck hunting,
for example, it is advantageous to understand the behaviors and
perspectives of a duck. Similarly, in the game of golf it is
advantageous to understand the behaviors and perspectives of a
skilled player. Similarly, for the law enforcement officer,
soldier, prison guard, security guard, airline pilot, and airline
flight attendant it is advantageous to understand and appreciate
the perspectives of victims, criminals, terrorists, enemy soldiers,
or aggressors, as applicable, in order to develop the insight and
intuition needed to maximize his or her performance of a wide
variety of relevant skills. Furthermore, as provided for by the
present invention, it is even more beneficial to experience the
perspectives of both of two or more persons involved in an event,
such as, for example, the perspectives of both the attacked person
and the attacker.
[0012] These and other important features of the present invention
are more fully described in the section titled DETAILED DESCRIPTION
OF A PREFERRED EMBODIMENT, below.
BRIEF DESCRIPTION OF THE DRAWINGS
[0013] A preferred embodiment of the present invention is described
in detail below with reference to the attached drawing figures,
wherein:
[0014] FIG. 1 is a flowchart showing a first sequence of general
steps in a preferred embodiment of the present invention;
[0015] FIG. 2 is a perspective view looking down on an area of land
associated with duck hunting, wherein the perspective is that of a
flying duck;
[0016] FIG. 3 is a flowchart showing a second sequence of
example-specific steps based upon the general steps of FIG. 1;
[0017] FIG. 4 is a perspective view looking down on an area of land
associated with putting a golf ball, wherein the perspective is
that of a golfer;
[0018] FIG. 5 is a flowchart showing a third sequence of
example-specific steps based upon the general steps of FIG. 1;
[0019] FIG. 6 is a perspective view of a flight attendant being
attacked by a knife-wielding terrorist onboard an airplane; and
[0020] FIG. 7 is a perspective view of a criminal suspect
undergoing an interrogation by two law enforcement officers.
DETAILED DESCRIPTION OF A PREFERRED EMBODIMENT
[0021] The present invention concerns a method of teaching a skill,
such as, for example, hunting, tracking, law enforcement, terrorist
response, self-defense, or game-playing technique, whereby a
student is exposed to or otherwise experiences a perspective of a
relevant thing, whether person, animal, or object, such as, for
example, a game player, victim, criminal, terrorist, animal, or
ball, whose identity is determined by the nature of the skill, and
wherein a mechanism, such as, for example, prerecorded video,
computer animation, virtual reality, role-playing, or a similar
mechanism, is used to impart the perspective.
[0022] Referring to FIG. 1, the method broadly comprises the
general steps of identifying a behavior of the thing, wherein the
behavior is related to the skill, as depicted in box 10; modeling
the perspective of the thing related to the behavior in terms
understandable by the student, as depicted in box 12; implementing
the model using an appropriate mechanism, as depicted in box 14;
and introducing the student to the mechanism such that, through the
mechanism, the student is exposed to or otherwise experiences the
perspective of the thing and is thereby better able to understand
the behavior, as depicted in box 16. It will be appreciated that an
understanding or better understanding of the behavior will result
in the learning of or improvement in the performance of the
skill.
[0023] The step of identifying the behavior of the thing, wherein
the behavior is related to the skill, as depicted in box 10,
involves identifying one or more actions or reactions or other
behaviors exhibited by the thing in relation to the skill. It is
this behavior that the student must experience and understand in
order to improve in the skill. For example, referring also to FIG.
2, if the skill to be taught is duck hunting, including creating
and camouflaging a blind 20 and lying-in-wait near a pond 22 or
other potential landing area, then the thing is a duck 24 and the
behavior is the duck's behavior in relation to the blind 20 and the
hunter's efforts at lying-in-wait. This behavior might include, for
example, the duck's propensity to circle the pond 22 prior to
landing; the duck's propensity to call to one or more decoys 26 it
perceives to be other live ducks; and the duck's reactions to
certain duck calls made by the hunter.
[0024] The step of modeling the perspective of the thing related to
the behavior in terms understandable by the student, as depicted in
box 12, involves generating or obtaining a model operable to
accurately describe the perspective, particularly visual, audible,
tactile, and olfactory sensory cues, of the thing with regard to
the behavior of interest. The model may take any form which is
appropriate and suitable for communicating the perspective of the
thing to the student given the mechanism for implementing the
model. In some cases, the model will dictate the nature of the
mechanism, as, for example, when the model relates to visual
perspectives, in which case the mechanism must have a display
component; in other cases, the mechanism will dictate the nature of
the model, as, for example, when the only cost effective mechanism
is prerecorded video, in which case the model must be adapted to a
provide a presentation using only a visual and audible format.
[0025] Referring also to FIG. 2, continuing the duck hunting
example, the duck 24, while circling the pond 22 or other potential
landing area, may see a variety of views of the blind 20, including
a backside, rather than just a side of the blind 20 facing the pond
22. If the student does not know of the duck's circling behavior,
then he or she may not anticipate a need to camouflage all sides of
the blind 20. Similarly, being familiar with only a two-dimensional
human perspective, it may not occur to the hunter to camouflage a
top side of the blind 20. Furthermore, when calling to the numerous
decoys 26, the duck may hear only one return call coming from the
blind 20 rather than from the decoys 26. If the student does not
appreciate the duck's changing perspective as it circles, then he
or she may not anticipate that the duck 24 may locate the return
call as being from a source or location other than the decoys 26.
Additionally, if the student does not know of the significance
associated with decoy numbers and arrangement, then he or she may
not anticipate the duck's reaction to the decoys 26. Additionally,
the duck's call may have a particular meaning which is incompatible
with the return call, or the return call may be inappropriate for
the situation. If the student does not appreciate the variety and
complexity of the duck's calls, then he or she may not understand
that an incompatible or inappropriate return call may be
interpreted by the duck 24 as an indication of danger. Thus, the
student stands to gain great insight into duck behavior by exposure
to the duck's perspective, and, through such insight and
understanding, improve tremendously in hunting skill and
technique.
[0026] The step of implementing the model using an appropriate
mechanism, as depicted in box 14, involves selecting an appropriate
mechanism, based potentially upon a variety of considerations, and
implementing the model using the mechanism such that the
perspective may be effectively communicate to the student. Thus, it
is through the mechanism that the student experiences and gains a
better understanding of the thing's perspective, thereby improving
the student's skill. As mentioned, the nature of the mechanism may
depend at least partly upon the nature of the model, but may also
depend upon or be dictated by a variety of other considerations,
including, for example, cost, space, location, and student ability.
Potential mechanisms include, for example, prerecorded video,
computer animation, virtual reality, and role-playing.
[0027] Continuing the duck hunting example, the duck 24 and one or
more simulated hunting environments may be created using computer
animation and presented as an interactive computer-based
presentation. An interactive ability allows the student a measure
of control over the presentation, thereby increasing its efficacy.
The student may, for example, be provided with an ability to skip,
speed up, or review sections of the presentation. In more complex
computer-based presentations, the student may be provided with an
ability to change features of the hunting environment, including,
for example, tree and vegetation density, land contour, and pond
shape; rearrange or add to or subtract from the decoys 26; and
return different calls in response to the duck's calls, thereby
adapting the presentation to more accurately reflect an actual
hunting area and allowing the student to test a variety of
scenarios.
[0028] The step of introducing the student to the mechanism such
that through the mechanism, the student is exposed to and can
experience the perspective of the thing and thereby better
understand the behavior, as depicted in box 16, involves immersing
the student in the perspective of the thing so that the student
gains a better understanding of the behavior of the thing through
first-hand experience. This step will depend greatly on the nature
of the mechanism. Prerecorded video, relatively simple computer
animation, and, in some cases, role-playing mechanisms may be
provided to the student for use without further instruction or
interaction. Relatively complex computer animation and virtual
reality mechanisms may require that the student be introduced to
the mechanism at a special facility where additional instruction or
interaction may be provided.
[0029] Continuing the duck hunting example, the interactive
computer-based presentation may be provided to the student via a
local area network or a wide area network, such as the Internet. A
computer program underlying the computer-based presentation may
comprise a combination of code segments written in any suitable
programming language, such as, for example, Java or C++, and stored
in or on any suitable computer-readable memory medium, such as, for
example, a hard drive or compact disk on a conventional server for
access via the network by a conventional personal computer. This
allows students, wherever they may be, to logon to the presentation
and benefit therefrom.
[0030] Referring also to FIGS. 3 and 4, in another example, given
the general steps heretofore described, the method may be used to
teach a skill involving an aspect of playing a game, such as, for
example, golf, tennis, or poker, whereby the student experiences
the perspective of a player 121 concerning the aspect of playing
the game. Implementation of the method begins by identifying a
behavior of the player 121 related to the aspect of playing the
game. For example, where the game is golf and the aspect is
putting, the behavior may include kneeling or lying down in order
to better inspect the contours of the land 123 over which a golf
ball 125 must travel, as depicted in box 110. The behavior may then
progress to adopting an appropriate stance given the contours of
the land 123 and other considerations, as depicted in box 111.
[0031] Once the behavior is identified, the player's perspective
must be modeled in terms understandable by the student. Thus, a
player's-eye-view of the contours of the land 123 may first be
shown, and then, once the player has adopted the proper stance, a
player's-eye-view of the golf ball 125, the player's shoes 127, the
player's grip 129; a golf club 131, and a cup 133 may be shown, as
depicted in boxes 112 and 113.
[0032] Next, an appropriate mechanism must be selected and used to
implement the model, wherein the mechanism is suitable for
imparting to the student the perspective of the player 121. A video
mechanism, for example, may be used to show the views discussed
above, as depicted in box 114. Optionally, while watching the video
the student may be required to role-play wherein the student adopts
the behaviors to result in the student having the same perspectives
shown on the video. Thus, in this latter embodiment, student will
adjust his or her stance until he or she sees the same view as the
player 121, as shown on the video, as depicted in box 115.
[0033] Lastly, the student must be introduced to the mechanism so
that, through the mechanism, the student is able to experience the
perspective of the player and to thereby better understand the
behavior. Where the mechanism is a simple video, the student may
watch it and learn in the privacy of their own home and at their
own convenience. Alternatively, the student may travel to a
facility wherein an instructor is able to assist the student while
watching the video, as depicted in box 116.
[0034] Referring also to FIGS. 5-7, in another example, given the
general steps heretofore described, the method may be adapted and
used to teach a skill involving an aspect of law enforcement,
terrorist response, or self-defense, such as, for example,
close-quarter self-defense techniques against edged weapons,
suspect interrogation, arrest procedures, terrorist recognition and
identification, facial expression interpretation, traffic stop
procedures, hand gun confrontation training, crime scene
investigation training, cover and concealment training, hostile
confrontation training (crowd and individual control), or personal
protection and prevention measures. It will be appreciated that
such training has application in a variety of fields and contexts,
including, for example, law enforcement, military, private
security, prison (guards), bank security, and airlines (pilots and
flight attendants). As such, the relevant perspective may be that
of one or both of the victim or the aggressor.
[0035] Adaptation of the above-described general method to the
particular applications mentioned and to other applications is
considered to be well within the abilities of one with ordinary
skill in the relevant art. Thus, it is considered unnecessary to
provide a detailed description of the steps in teaching these
techniques. Nevertheless, an exemplary description is hereafter
provided wherein the method has been adapted to teach an airline
pilot or flight attendant how to respond to a knife-wielding
terrorist assailant.
[0036] Referring particularly, to FIGS. 5 and 6, in accordance with
the general steps heretofore described, implementation of the
present method begins by identifying relevant potential behaviors
of one or both of an attacked flight attendant 221 and one or more
attacking terrorist assailants 223 in an airplane 225 environment,
as depicted in box 210. These behaviors may include, for example,
identifying the number of and location of the one or more
assailants 223; identifying objects which may be used as weapons
(e.g., a fire extinguisher 227) in self-defense; identifying
potential objects (e.g., a removable panel door or cover 229) which
may be used as shields; and identifying potential communications
means (e.g., an intercom system 231) which may be used to notify or
signal a pilot, another flight attendant or a passenger of the
situation, as depicted in box 210. Then, from the identified
potential behaviors, proper or common actual behaviors may be
identified, as depicted in box 211.
[0037] Once the behaviors are identified, both the flight
attendant's perspective and the terrorist assailant's perspective
must be modeled in terms understandable by the student, as depicted
in box 212. Thus, for example, the flight attendant's visual
perspective of the airplane 225 and the assailant 223 may be
considered important in such a model.
[0038] Next, an appropriate mechanism must be selected and used to
implement the model, wherein the mechanism is suitable for
imparting to the student the perspective of the flight attendant
221. A virtual reality mechanism, for example, may be used to
create the airplane environment, as depicted in box 214, possibly
superimposing the flight attendant 221 or terrorist assailant 223
over the student. Thus, the student can experience the same
perspectives as the flight attendant 221 or the terrorist assailant
223. It may also be desirable to have the student mimic the actions
of the superimposed flight attendant 221 or terrorist assailant
223, as depicted in box 216.
[0039] Lastly, the student must be introduced to the mechanism so
that, through the mechanism, the student is able to experience the
perspective of one or both of the flight attendant 221 or terrorist
assailant 223, and thereby better understand and appreciate the
proper behavior and skill, as depicted in box 218.
[0040] As mentioned, the student may be exposed to the flight
attendant's perspective or to the assailant's perspective or both.
Where both perspectives are used, the student may gain greater
insight into the actions and behaviors of both parties.
[0041] Also as mentioned, a large variety of related or other
techniques may be similarly taught using the present invention.
Referring to FIG. 7, for example, interrogation or interview
techniques may be taught from, again, the perspective of one or
more law enforcement officers 321 conducting the interrogation, the
perspective of a suspect 323 being interrogated, or both.
[0042] For the preceding description, it will be appreciated that
the present invention provides a method of teaching a skill whereby
a student is exposed to or otherwise experiences a perspective of a
relevant thing, whether person, animal, or object, as determined by
the nature of the skill, and wherein a mechanism is used to impart
the perspective, thereby advantageously providing a better
understanding of the behavior and an improvement in performance of
the skill.
[0043] Although the invention has been described with reference to
the preferred embodiments illustrated in the attached drawings, it
is noted that equivalents may be employed and substitutions made
herein without departing from the scope of the invention as recited
in the claims. For example, as mentioned, suitable and appropriate
mechanisms, such as prerecorded video, computer animation, virtual
reality, and role-playing, may be employed for conveying to the
student the perspective of the thing, and the present invention is
generally independent of any particular mechanism.
[0044] Having thus described the preferred embodiment of the
invention, what is claimed as new and desired to be protected by
Letters Patent includes the following:
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