CHAPTER 1 - jdfweb.com€¦ · Web viewThere is still another version which holds that the word Moneague came from the word "Moniqua" a word commonly used in Cuban dialect meaning

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CHAPTER 1

A SHORT HISTORY OF THE MONEAGUE TRAINING CAMP AND THE CARIBBEAN JUNIOR COMMAND AND STAFF COURSE (CJCSC) (extracted from the Jamaica Defence Force website).

101. Moneague Training Camp

1. The Moneague Training Camp is the home of the Second Battalion, The Jamaica Regiment and is located 46 miles to the north west of the capital, Kingston and 12 miles to the south of Ohio Rios (a tourist resort town). The camp has gone through many changes. As a training area and camp site, its history dates as far back as the eighteenth century.

2. An island village in the parish of St Ann, there are various theories put forward to explain the name "Moneague". One version is that the name dates back to the time of the Tainos and that "Moneague" is the modern name derived from the Taino word "Monique" - an old Taino settlement. Another version is that the name is a corruption of the archaic Spanish form "Monagua", meaning lonely water, and so named by the early Spanish settlers after an underground lake in the area which used to rise and fall periodically. Yet another version is that the word was derived from a combination of two Spanish words, "Monte" and "Aqua" meaning mountain water - another reference to the lake which is indeed nestled in the mountains. There is still another version which holds that the word Moneague came from the word "Moniqua" a word commonly used in Cuban dialect meaning bush and jungle.

3. Whatever the true meaning might be, the old town has surely had Taino and Spanish influence. It is believed that the area was populated from before the discovery of the island by Columbus. The main part of the town, as it stands today, was laid out by the early Spanish settlers at a time when there were but a few main roads in the island. The town was in fact built on the only trans-island road which ran from Spanish Town to the north coast at the time.

4. The Spaniards are known to have settled in the area where they engaged in cattle rearing on the large, open undulating pasture lands around. Cattle rearing is to this day continued as one of the economic ventures of the area engaged in by large and small farmers alike. Following the invasion of Jamaica by the English in 1655 and the subsequent fall of Spanish Town, Christoval Arnaldo de Yassi, the last Spanish Governor of the island, was said to have made a stand in the Moneague area where he set up his new and temporary Headquarters. Here he set about organizing the freed slaves into fighting bands with instruction to take to the hills and from there to attack and harass the British. These freed slaves later became the famous Maroons. However, despite his valiant rear-guard actions, Ysassi was beaten in subsequent battles fought with the English in the Moneague/St Ann area and fled to the north coast, and onwards to Cuba, in a canoe in 1660.

Caribbean Junior Command and Staff Course

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5. The question of why Moneague has been a training area for so long naturally arises. The fact that it was, and still is, in a convenient location with regards to travel between Kingston, Spanish Town and the North Coast, is no doubt, one of the reasons. Another is the fact that Moneague was a strategic barrack location for British Troops during the time of the Maroon Wars. At that time also, attention had to be paid to the protection of the coast from French or Spanish invasions and many island barracks were built to house British troops for this purpose. The cool climate and open undulating terrain also lends itself to military training and must have figured in the early choice of this area as a place to billet troops.

6. The Moneague area has been used by the Military from as far back as the middle of the eighteenth century. To deal more effectively with the Maroons during the first Maroon War (1734 to 1738), the British constructed eleven barracks across the three counties of the island; six in Middlesex, two in Surrey and three in Cornwall.

7. The barrack in Moneague was one of the six built in the county of Middlesex. At the beginning of the conflict with the Maroons, the British Troops were quite unaccustomed to the country, the climate and the method of ambush warfare so skilfully practiced by the Maroons. The soldiers were often worn out and exhausted by the long marches that were necessary before they could make contact with these bush fighters. They were therefore at a disadvantage whenever they encountered the Maroons and suffered early losses in their clashes with them. The building of a series of barracks and fortified posts with connecting roads as close as possible to the main Maroon settlements coupled with the use of dogs and Mosquito Coast Indians, for tracking and fighting, had some positive effects on the campaign of His Majesty's troops against the Maroons and eventually led up to the Peace Treaty of 1739.

8. After the first Maroon War, the barracks were still in use. According to CUNDALL'S Historic Jamaica' an extract from the Journal of the House of Assembly on the state of forts and barracks in the Island in May 1745, the barrack in Moneague was described as: " a Barrack which now lodges twenty men and capable of holding thirty... is at present water tight but will soon require new shingling... as informed by Lt TROAH." By 1774 twenty-six more barracks had been built across the island in addition to the original eleven. The old barracks were said to have served their purpose well in strategically dispersing His Majesty's troops to deal with the threats to the island which were not so much from the French or the Spanish, but rather the machinations of the many thousands of slaves who by then greatly outnumbered the whites. All the Moneague barracks built during these years have long since crumbled into ruins, but the continued use of the area by the military remains to this day.

9. The camp was not always where it now stands as troops on exercise in the Moneague area used to be based at the old Moneague Hotel from as early as the 1920s. The Hotel was used by companies of the Jamaica Battalion while they were on training in Moneague during the 1920s and 30s.


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10. The Battalion used to train extensively in Shettlewood and Montpelier areas but those areas were found to be too far away and Moneague was the preferred alternative as it offered similar terrain closer to Kingston. The Jamaica Battalion was then based on grounds of what is now the Mona Campus of the University of the West Indies (UWI), and it would usually have one company undergoing training in Moneague while the remainder of the battalion was on duty in Kingston. Many British and Canadian Regiments conducted field training in Moneague at the time as well.

11. The Canadians did in fact use Moneague Camp extensively throughout the years of the Second World War. The Winnipeg Grenadiers trained in Jamaica for about a year at the start of World War II. Before then, the British had a regiment (The Kings Shropshire Light Infantry) here for eighteen months. Of all the Canadian Regiments to have stayed here, the Argyle and Sutherland Highlanders were billeted there for over two years during the War. In 1944 'The Brocks' (another Canadian Unit) came to Jamaica relieving in the process, the Irish Fusiliers of the United Kingdom. The Fusiliers left after the War in 1945. The reasons for maintaining a Unit in the colony of Jamaica have varied over the War years. At first when the Germans were over-running North Africa, and were intent on establishing a bridge-head in South America, the island outposts in the West Indies were vital to the defence of the North American Continent. However, by the time the 'Brocks' had arrived 'D' Day had come and gone and the reasons for billeting troops here became fourfold: to be ready for operational duty, to assist in the training of local forces, to provide the perimeter guard for the internment Camp for POWs and to provide aid to the civil power in dealing with so-called “negro uprisings”.

12. While the companies stationed in Up Park Camp were occupied with camp duties, range work and platoon and company bivouacs, each rifle company was billeted in turn at Moneague for a period of four weeks. After two weeks training on battle drills in the area, each company then completed field exercise under battalion supervision. They experienced, as with all others who have trained in the area, the effects in the field of tropical days and nights, the occasional irritation from poisonous plants, wood ticks and grass lice. One consolation was that Jamaica had no poisonous snakes as usually found in other tropical countries.

13. During the 1950s the Moneague Hotel saw less service as a barrack for troops as in 1948/49 the military gradually transferred to its present location near Walton. This movement of the camp was as a result of the hotel changing hands in 1948 when it was leased by a new proprietor, who did extensive renovations and re-started the hotel business. This venture did not last for very long as in 1956, the Moneague Hotel changed hands again, was again remodelled and became the Moneague Teachers' College, and more recently, the Moneague College. It has so remained to this day. The side near Walton was an obvious one as water for the Camp (and also the Moneague Village) was provided by a well in the vicinity which had been dug by soldiers in 1943 and was operated and maintained by the army up until recent times. Situated right next to the camp, this well is still in service today supplying water to the camp and the town of Moneague. The well is now the responsibility of the National Water Commission.


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The newly established camp near Walton was nothing more than a plot of land with little development.

14. Tents were used to house troops and continued to be used right up to the beginning of the 1980s. The Camp is situated in an area known as Sewell's Piece which is part of a piece of land known as Moneague Hotel lands. The new lands was said to measure "24 acres, 3 roods and 13.4 poles save and except for one rood and 14.8 poles which was handed over to the Government for road improvement." This land includes the Airstrip near Walton, the Riverhead and Endeavour areas.


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102. Caribbean Junior Command and Staff Course

1. The first serial of the Caribbean Junior Command and Staff Course (then the Jamaica Junior Command and Staff Course (JJCSC)) was held at the JDF Training Depot Newcastle from 12 September to 17 December 1993. From 1993 to 2006, there has been a serial of CJCSC conducted each autumn or spring. A total of 200 officers of the CARICOM Defence Forces, Jamaica Constabulary Force, Department of Correctional Services, Fire Brigade and the Canadian Forces have graduated from the course and been awarded the post nominal symbol of “pjsc”.

2. During the graduation ceremony of the 1999 serial of JJCSC, the Chief of Staff of the Jamaica Defence Force announced that effective the year 2000, the course will be titled the Caribbean Junior Command and Staff Course to better reflect the Caribbean participation and support of the staff and command training activity.

3. In 2009, the course was moved to its present facility at Moneague Training Camp.


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CHAPTER 2

JOINING INSTRUCTIONS

201. Location

1. The Caribbean Junior Command and Staff Course (CJCSC) is co-sponsored by the Jamaica Defence Force (JDF) and the Canadian Forces (CF) and is conducted at the Caribbean Junior Command and Staff College.

2. The college is located at the JDF’s Moneague Training Camp, Moneague, St Ann, approximately 14 km south of the coastal resort town of Ocho Rios.

202. Personal History Form

As service records are not forwarded to the course, there are no means of obtaining information on students for syndicate selection, etc. except through the enclosed Student Personal History Form attached at Annex A. Students are to forward the completed form, to arrive no later than two weeks prior to the commencement of training, to:

HQ Jamaica Defence ForceUp Park CampKingston 5JamaicaAttention: SO3 J7 (Trg and Doc).

NOTE: FAX submissions are acceptable. HQ JDF Fax number is 876-926-8243.


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203. Pre-Course Preparation

1. In preparation for Part 1, the Staff portion, students are well advised to review a basic grammar book or programmed text on grammar to help prepare for the comprehensive writing package covered in the curriculum. The CJCSC places a great deal of emphasis on effective written communication and expects students to have a good foundation in the basic principles and rules of grammar. The course uses the Little, Brown Handbook and the workbook The Bare Essen tials Form B Second Edition by Sarah Norton and Brian Green.

2. In addition, the course includes the reading of a considerable amount of reference material, both in book and electronic form. It is therefore recommended that you become familiar with the computer word processing programme “MICROSOFT WORD” and make a substantial effort to enhance your reading comprehension skills and speed. A little pre-course effort will pay dividends.

3. Finally, if you pursue a self-development programme of professional reading (e.g. National/International Military Journals and other professional readings), you will find it a useful framework for many CJCSC discussions and exercises. In any event, your CJCSC experience should help you to become more aware of the requirement for a continuing programme of professional reading.

204. Exercise SEMPER VERITAS

Exercise SEMPER VERITAS is an essay that is to be prepared by students prior to course commencement and submitted on arrival at Moneague. The purpose of the essay is to assist Directing Staff in getting to know their students and, therefore, it will not be graded. Each student is to prepare an AUTOBIOGRAPHICAL sketch of 800 to 1,000 words in length, double-spaced, describing his/her family background and pre-enrolment/enlistment experience, military/work experience and qualifications/skills, expectations of CJCSC and future career aspirations. The essay should be typewritten if possible, but legible longhand is acceptable. It is to be submitted not later than 1700 hours on the Sunday preceding Day 1 of the course.

205. National Perspectives

During Part 1 of the course, all students will be required to present a short briefing on their Country, their “Service” and/or their Defence Force. It is strongly recommended that students acquire and bring with them videos, slides, brochures etc that may be of assistance in their presentations.

206. Transportation and Arrival Procedures


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1. All overseas students will be picked up by JDF transport at the Norman Manley International Airport in Kingston and bussed to Up Park Camp. Once all the overseas students are assembled, they will be bussed directly to their quarters at the college. Timings will be in accordance with the student’s notification to the SO3 J7 of arrival date, time and flight. Overseas students should arrive by Friday, 03 February 2012, to allow for personal administration (04/05 February) prior to course commencement on Monday, 06 February 2012.

2. Transport will be available for Jamaican students at 1200 hours the day prior to the start of the course (Sunday 05 February 2012), at the JDF Conference Room, Up Park Camp, for transport to the college.

3. Overseas students are requested to inform HQ JDF of their flight number, date and time of arrival when they return their Personal History Form. Jamaican students must indicate their requirement for transport from Up Park Camp on Sunday 05 February by contacting the CJCSC Admin Offr by telephone at 876-847-7022. All students must be present at the college, not later than 1600 hours the day prior to commencement of classes.

4. A Student Temporary Issue Card will be located at each student’s bed space. Each officer is to confirm that the quarters’ allocation of furniture and effects and each publication has been accurately reflected and sign the card. The signed cards are to be turned in to the Training Officer during the first morning of the course. Any deficiencies must be pointed out to the Training Staff at that time.

207. Accommodation and Messing

1. Rations and quarters are provided at the college, and all students are required to live-in. Daily commuting between Moneague and major towns or cities is NOT ENCOURAGED, as students will miss the opportunity of enhancing a cohesive learning experience on weekday evenings. Personal toilet items, such as towels, are an individual responsibility.

2. You are advised not to leave personal valuables insecure. Use should be made of the safes provided in your room. The college will not accept liability for any such loss incurred.

208. Financial Arrangements

1. You are well advised to have your bank manager make arrangements which will enable you to cash cheques at one of the following banks in Kingston or Ocho Rios:

a. Bank of Nova Scotia (JA) Ltd125 Old Hope Road OR 6 Oxford Road OR Main Street


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Kingston 6 Kingston 5 Ocho Rios

b. First Caribbean International Bank (associated with Barclays Bank PLC and Canadian Imperial Bank of Commerce)60 Knutsford Blvd OR 78 Halfway Tree RoadKingston 5 Kingston 10

c. National Commercial Bank Jamaica Ltd133 Old Hope Road OR 1 Knutsford Blvd OR 40 Main StKingston 6 Kingston 5 Ocho Rios

d. RBC Ltd17 Dominica Drive OR Up Park Camp OR 2 Newlin StreetKingston 5 Kingston 5 Ocho Rios

2. If you wish pay, or in the case of overseas students, to cash travelers’ cheques, notify the Admin Offr before 0800 hours on Thursday mornings with the details of your requirements. The Admin Offr will then make the necessary arrangements. Overseas students are advised to bring sufficient money in $US travelers cheques to meet their needs for the duration of the course. It is almost impossible to cash off-shore (i.e. non-Jamaican) personal cheques.

209. Dress and Equipment

1. Students will bring the following:

a. No 6 (Service Dress) or equivalent (Distinctive Environmental Uniform);

b. Mess Kit;

c. Combat Clothing/Field Clothing;

d. Stable Belt if appropriate;

e. KP Working Dress;

f. military rainwear;

g. military sweater/pullover;

h. physical fitness dress;

i. civilian suit, sports jacket and standard civilian wear;

j. normal writing and drawing equipment; and


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k. a torch or flashlight with batteries.

2. Combat/Field Clothing will normally be the Dress of the Day. Changes of dress will be promulgated in the weekly timetable. For VIP Guest Lecturers and special activities, such as Opening Ceremonies, Graduation and Formal Presentations, students will wear Service Dress/Distinctive Environmental Uniform (DEU) with tunic and tie. On other occasions, as indicated on the weekly timetable, dress will be KP shirt and slacks or Canadian Forces (CF) Tropical Short Sleeve Order.

3. Arms and ammunition are NOT to be brought. Camp/Field equipment is not required.

4. Students will be issued with the following:

a. quarters (accommodation);

b. laptop computer, CD Rom with reference material and all necessary publications; and

c. locker, sheets, blankets and pillow cases, etc as per Annex E.

5. A map board, compass, and binoculars, etc for field use in Part Two will be issued at the appropriate time. Many students find that personal media players, and personal laptop computers are useful on the course. Note that electrical service in the student accommodation is 110 volts only.

6. Headdress will not be worn on a daily basis between the student quarters, the classroom building and the Mess/Dining Facility. Anyone leaving this area however, will wear headdress.

210. Postal Address and Telephone Numbers


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1. The postal address for personal mail during the Course is:

Caribbean Junior Command and Staff CourseC/O Jamaica Defence Force Up Park CampKingston 5, Jamaica

2. Further details on postal arrangements during the course can be found at Article 1114.

3. Telephone numbers will be published by the commencement of the course.

4. See paragraph 1108 for further details on telephone use within the college.

211. Identification Cards.

All officers are required to carry identification cards at all times.

212. Military Sponsors

Each overseas student will be assigned a Jamaican student as his sponsor. The sponsor’s duties are to assist the overseas student where possible, especially concerning such matters as local customs, shopping locations, services and JDF military procedures.

213. Return Transportation

Individuals are free to travel from 1200 hours on the last day of the course,20 June 2012. Note that it will take over two hours to reach the airport; therefore the earliest flight timing possible would be 1730 hours. Students are requested to vacate quarters as soon as convenient after the course to allow sufficient time for clean-up prior to the close out of the course.


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CHAPTER 3

THE CARIBBEAN JUNIOR COMMAND AND STAFF COURSE

301. General

The CJCSC is conducted annually. This chapter will communicate the basic purposes and principles for the conduct of CJCSC.

302. CJCSC Organization

1. Commandant (Comdt). The Comdt is responsible for the conduct of CJCSC.

2. Chief Instructor (CI). The CI is responsible to the Comdt for all staff matters within the school. He is responsible for the coordination between the Directing Staff, the Standards Officer, the Administrative Staff and Headquarters, JDF.

3. Directing Staff (DS). The DS comprises six majors, two for each syndicate. The DS provide the majority of instruction and guidance to students in their studies and performance. Members of the DS staff are responsible to the CI for assigned duties and tasks.

4. Standards Officer (Stds O). The Stds O is responsible to the Comdt and CI for the revision of instructional material and the review and coordination of standards and assessment procedures as recommended by DS or as directed by the Comdt.

5. Training Officer (Trg O). The Trg O is responsible to the CI/Stds O for all aspects of training support for the CJCSC and the coordination of course requirements.

6. Training NCO. The Trg NCO is responsible to the CI for all aspects of Canadian Administration (Finance and Supply) and to the Trg O for all aspects of training support for the CJCSC and the coordination of course requirements.

7. Administrative/Support Staff. The Administrative/Support Staff comprises the Administrative Officer (Admin O), the Course Warrant Officer Class 2/Sergeant-Major, the Chief Clerk, the Stores NCO, the Transport NCO, the Maintenance NCO, the Chief Cook and their staffs. The support staff is responsible for all administration and day-to-day support to the course. The Admin Offr is responsible to the CI for all aspects of Admin Support for the CJCSC.

303. Aim

The aim of the CJCSC is to prepare junior officers to perform junior/intermediate staff functions at the unit and force headquarters levels and command functions at the sub-unit and unit levels within the context of the force/brigade.


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304. Objectives

1. The CJCSC constitutes an important step in the military education of junior officers. The course is designed to enable officers to:

a. solve problems logically, make decisions or recommendations and communicate effectively orally and in writing;

b. understand and apply the principles, techniques and doctrine for joint army/air tactical operations in a mechanized environment;

c. understand and apply the functions of command and staff up to and including battle group level;

d. read and consider in depth a range of relevant and current subjects; and

e. be aware of the military profession in contemporary society and the professional subjects that affect the profession.

2. It is emphasized that students are not in competition with one another, but each must be self-motivated. Each student is encouraged to attain his or her full potential while on the course. In this respect, the CJCSC is a self-development programme.

305. Reading Assignments

As a guide in the preparation of work, the following terms are used to indicate the amount of time and degree of effort to devote to study/reading assignments:

a. Study. A detailed knowledge of the specified reference material is required (Estimated to require seven minutes per page);

b. Read. A good general knowledge of the specified reference material is required but not to the point of memorizing detail (Estimated to require five minutes per page); and

c. Skim. Students are required to acquaint themselves with the broad content of the specified reference material, e.g., to skim one or more chapters to become acquainted with the broad contents, for purposes of possible future reference (Estimated to require two minutes per page).

306. Organization of Instruction

1. The instruction is based upon the syndicate tutorial method, which provides learning situations in which students gain from the experience of others. The learning process will normally follow the sequence of:


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a. reading of reference material to gain an understanding of the material;

b. a lecture-demonstration/film to explain or to expand understanding of the material;

c. a discussion to confirm that the material has been understood; and/or

d. a tactical exercise without troops (TEWT), map exercise (MEX), computer assisted exercise (CAX) or command post exercise (CPX) to practice what has been learned via oral or written responses or presentation of estimates and orders to ensure understanding and ability.

2. Daily Timings. Daily, organized time will normally be subdivided as follows:

Period Time

1 0800-0850

2 0855-0945

0945-1005 Coffee Break

3 1005-1055

4 1100-1200

1200-1300 Lunch

5 1300-1350

6 1355-1445

7 1450-1540

8 1630-1730 Sports or Individual PT

Changes to this schedule will be noted in the weekly timetable.

3. Student Body. Students are organized into syndicates of up to eleven officers under the guidance of two DS. The syndicates will usually remain unchanged throughout the course but the DS will change between the Staff and Tactical parts of the course.

4. Instruction. The course is 19 weeks in length. The first eight weeks comprise: Part I, an adjusted Canadian Forces Staff School Course; while Part II is a tactics package based largely on the Army Tactical Operations Course from the Combat Training Centre,


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Gagetown, New Brunswick, Canada with additional material to reflect the requirements of Caribbean Defence Forces. These additional areas of study include jungle operations, brigade level operational staff work and internal security. Additionally, there are a number of guests from the Caribbean, Canada, the US and the UK who lecture on various subjects of significance to officers’ professional development. The course is composed of the following major subject areas:

PART 1 – STAFF AND COMMUNICATIONS SKILLS

INFORMATION TECHNOLOGY

ICT-01 INTRODUCTION TO COMPUTERS. Provides an introduction to the use of computers as an aid to staff work.

ICT-02 INTRODUCTION TO MS WORD AND OUTLOOK. Provides an introduction to a word processor and email client as an aid to staff work.

COURSE ADMINISTRATION

CADM-01 INTRODUCTION. An introduction to CJCSC and the course content by the Comdt and CI

CADM-02 ORGANIZATION OF THE JDF. An introduction to the organization and roles of the Jamaica Defence Force.

CADM-12 SPORT AND PHYSICAL FITNESS TRAINING. An integrated and comprehensive sport and physical fitness programme to include military skills related activity.

CADM-15 JAMAICA SECURITY BRIEFING. An overview of the security and crime situation in Jamaica.

COMMUNICATION

COM-10 EFFECTIVE COMMUNICATIONS. Aim of this series is to familiarize students with the concepts and problems associated with effective communication.

COM-11 WORD CHOICE AND TONE. The aim of this series is to familiarize the student with the concept of good tone and word choice in communication.


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COM-12 EFFECTIVE LISTENING. The aim of this series is to introduce to the student the art of effective listening with a view to better preparing him to get the most out of lectures and discussions.

COM-13 STRAIGHT THINKING (LOGIC). The aim of this series is to develop familiarity with the principles of inductive and deductive reasoning towards producing valid, sound i.e. reliable arguments.

COM-14 CROOKED THINKING (LOGIC). The aim of this series is to confirm the student's ability to analyse arguments critically, and to recognize the most common forms of fallacious reasoning.

COM-15 PERSUASIVE REASONING. The aim of this series is to develop the students’ ability to prepare persuasive correspondence using the principles of tone and sound argument.

COM-16 INTRODUCTION AND THANKING OF GUEST SPEAKERS. This aim of this lecture is to provide the student with the rules governing speeches of introduction and thanks.

COM-17 ENGLISH GRAMMAR INSTRUCTION. The aim of this series is to reacquaint students with the rules of English Grammar.

COM-18 SECURITY CLASSIFICATION SYSTEM. The aim of this lecture is to provide the student with an explanation of the Security Classification System and the system’s rules and uses.

COM-20 EFFECTIVE MILITARY WRITING. This series will highlight the principal characteristics of effective military writing and their importance. It will also produce many opportunities for the students to practice using the different formats of military writing.

COM-21 MINUTE GUIDE. The aim of this series is to develop the student's capability of conducting the duties of a secretary at a conference/meeting and then produce legible, properly formatted minutes of the meeting.

COM-22 MESSAGE. The aim of this series is to develop the student's ability to write effective and persuasive military messages using the correct formats and conventions.

COM-23 MEMORANDUM. The aim of this series is to further develop the student's understanding of how to write an effective military memorandum.


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COM-24 LETTER. The aim of this series is to develop the students' ability to write an effective service letter.

COM-25 BRIEF. The aim of the COM-25 series is to develop the student's understanding of the conventions pertaining to the preparation of a written military brief and the writing of a point-form brief.

COM-26 SERVICE PAPER. The aim of this series is to familiarize the student with the conventions and construction of a service paper and provide an opportunity to write a persuasive paper.

COM-27 ORGANIZATION OF WRITING. The aim of this series to develop the student’s familiarity with the principles of organizing written work.

COM-30 EFFECTIVE SPEAKING. The aim of this series is to develop the student’s ability to be an effective speaker.

GENERAL

GEN-01 PEACE SUPPORT OPERATIONS. The aim of this series of lectures is to provide the student with an introduction to the role, organization and structure of a Peace Support Operation (UN/NATO).

LAW OF ARMED CONFLICT

LOAC LAW OF ARMED CONFLICT. The Aim of the three-day Law of Armed Conflict (LOAC) seminar is to familiarize the student with the LOAC at the Operational and Tactical level and with the International Code of Conduct.

LEADERSHIP STUDIES

LS-01 HUMAN BEHAVIOUR. The aim of this series is to give the student an opportunity to become familiar with the problems encountered in achieving effective communication and how assumptions affect human behaviour.

LS-03 SERVICE INTERVIEWS. The Aim of this series is to develop the student’s understanding of the techniques of interviewing and counselling and provide practice in the application of these methods.


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LS-04 SHARP LEADER. The aim of this exercise is to give the student an opportunity to discuss, with experienced Warrant Officers and/or Senior NCOs of the Jamaica Defence Force, the important subject of Leadership and their approach to Officer/NCO working relationships.

PROFESSIONAL MILITARY STUDIES

PMS-01 THE PROFESSIONAL MILITARY ETHIC. The aim of this series is to provide an opportunity for students to achieve a better understanding of military ethics.

PMS-03 NATIONAL PERSPECTIVES. The aim of this exercise is to provide the students with an opportunity to present a twenty-minute informative briefing on their country to their syndicates.

PMS-04 PUBLIC AFFAIRS - SPOTLIGHTS AND NEWS TODAY (SLANT). The aim of this exercise is to familiarize students with significant issues of current national and international concern.

PMS-05 BOOK WORM. The aim of this exercise is to provide the student with an opportunity to further develop familiarity with military history and contemporary military thought by producing a book report.

PMS-06 DEALING WITH THE MEDIA: JDF Media Policy. The aim of this exercise is to prepare students to relate and operate with the media.

STAFF PROCEDURES

SP-01 MILITARY LAW. The aim of this series is to provide the student with an introduction to The JDF Manual of Military Law and Queen’s Regulations for the Army.

SP-40 PROBLEM SOLVING. The aim of this series is to develop familiarity with the problem-solving process and logical thinking techniques

SP-41 TIME MANAGEMENT. The aim of this series is to develop familiarity with techniques of effective time management.

SP-42 PRINCIPLES OF LINE AND STAFF. The aim of this series is to develop an understanding of the functions of staff and the principles relating to line and staff organizations.


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SP-43 PAPER CHASE. The aim of this exercise is to provide an opportunity for the student to develop an understanding of how to locate and apply military orders and regulations and how to take appropriate staff action.

CJCSC PART 2 – TACTICS

AIR OPERATIONS

AIR-01 TACTICAL AVIATION IN THE BRIGADE GROUP. The aim of this topic is to describe the role of Tactical Aviation in the Brigade Group and identify key features and limiting factors associated with land/air ops.

AIR-02 CLOSE AIR SUPPORT. The aim of this topic is to describe the capabilities and basic planning factors for Offensive Air support (OAS) to the Battle Group (BG).

BATTLE PROCEDURE

BP-01 BATTLE PROCEDURE REVIEW. The aim of this topic is to review the fundamentals of Battle Procedure.

BP-02 MISSION ANALYSIS. The aim of this topic is to teach the mission analysis process, understanding the higher commander’s intent and from the higher commander’s design for battle developing a concept of operations, scheme of manouevre and end state at the sub-unit level.

BP-03 RECONNAISSANCE PLANNING. The aim of this topic is to teach the reconnaissance planning process to enable students to make best use of available time while gaining information toward the production of a tactical plan.

BP-04 THE COMBAT ESTIMATE. The aim of this topic is to teach the combat estimate process to enable students to solve tactical problems in a logical manner.

BP-05 BATTLE GROUP/COMBAT TEAM COMMAND AND CONTROL. The aim of this topic is to teach battle group/combat team command and control to enable students to effectively employ the vehicles and weapons within the combat team given a tactical scenario.


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BP-06 WARNING ORDERS. The aim of this topic is to review the content of a Warning Order (Wng O), providing students with an opportunity to prepare a Battle Group Wng O using a tactical scenario.

BP-07 OPERATIONS ORDERS (OP O). The aim of this topic is to introduce students to the content, format and uses of the Operation Order, both written and verbal and give them an opportunity to prepare written orders based on a tactical scenario.

BP-08 FRAGMENTARY (FRAG O), RADIO AND OVERLAY ORDERS. The aim of this topic is to provide students with an explanation of the various methods of producing and presenting tactical orders.

BP-09 BASIC MAP READING. The aim of this TOPIC is to provide students with an introduction or review of the method of reading a military topographical map.

BP-10 VERBAL ORDERS. The aim of this topic is to, through demonstration teach students how to receive Battle Group Orders, extract Combat Team Orders and issue Combat Team Orders.

BP-11 ORDERS GROUP PROCEDURE. The aim of this topic is to teach students, through a demonstration how the planning and preparation of orders is conducted, the duties and responsibilities of the staff and how orders are delivered.

BP-12 SUPPORT PLANS. The aim of this topic is to provide students with an understanding of the plans that supplement and support the Op O.

BP-13 GROUND ANALYSIS. The aim of this TOPIC is to provide students with an understanding of Terrain/Ground Analysis - FLOCARK and its application in the Estimate process.

BP-14 TACTICAL MOVEMENT AND MANOEUVRE. The aim of this topic is to explain the relationship of manoeuvre to tactical movement, methods of tactical movement, staff responsibility for planning and methods of control, reconnaissance and waiting area drills and radio method of controlling tactical movement.

BP-15 MAP MARKING. The aim of this topic is to confirm students’ understanding of map marking symbols.


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COMBINED ARMS

CA-01 ORGANIZATION OF THE BRIGADE GROUP. The aim of this topic and subsequent syndicate discussions is to ensure an understanding of the roles, organizations, capabilities and major equipment of 10 CARICOM Mechanized Brigade Group (CMBG) and its subordinate units.

CA-02 INTRODUCTION TO THE MECHANIZED INFANTRY BATTALION. The aim of the Infantry series is help the student develop a good understanding of the role, organization and characteristics of the Infantry Battalion, focussing on the Mechanized Infantry Battalion.

CA-03 INTRODUCTION TO THE ARMOURED REGIMENT. This aim of this series is to explain the organization, roles and characteristics and employment of Armour units.

CA-04 INTRODUCTION TO FIELD ARTILLERY. The aim of this series is to explain the characteristics, capabilities, command and control and fire planning techniques of the field artillery.

CA-05 USE OF RECONNAISSANCE. The aim of this lecture is to explain the employment, organization and roles of reconnaissance sub-units of 10 CMBG and the characteristics of reconnaissance.

CA-06ELEMENTS OF THE COMBAT TEAM. The aim of this series is to explain the concept of the Combat Team, define terminology and outline the composition and employment of the Combat Team. A cloth model exercise will demonstrate the layout of the elements of a combat team.

CA-07 FIELD ARTILLERY COMMAND AND CONTROL. The aim of this lecture is to familiarize the student with the command and control system and terminology presently in use by the field artillery.

CA-08 CAPABILITIES OF FIELD ARTILLERY. The aim of this lecture is to familiarize the student with the employment of Fire Support and the capabilities of the Field Artillery in order to accomplish their stated role.

CA-09 ARTILLERY FIRE PLANNING. The aim of this lecture is to introduce the student to the basic principles of creating and employing artillery fire plans.


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CA-10 AIR DEFENCE ARTILLERY. The aim of this lecture is to confirm the student's understanding of the principles of employment and deployment of Air Defence Artillery in the forward area at Battle Group (BG) level.

CA-11 INTRODUCTION TO THE FIELD ENGINEERS. The aim of this lecture is to develop the students’ understanding of Combat Engineer Support in the Brigade Group.

COMBAT SERVICE SUPPORT

CSS-01/02/03 COMBAT SERVICE SUPPORT. The aim of this topic is to familiarize students with combat service support at the battle group and combat team levels including an introduction to the lines of support and the echelon system, the brigade group service battalion and battle group and combat team service support operations.

COMMAND POST

CP-01 COMMAND POST OPERATIONS. The aim of this topic is to provide students with an introduction to the organization and operation of a Tactical Command Post (CP) at the Battle Group (BG) level.

DEFENCE

DEF-01 PRINCIPLES AND FUNDAMENTALS OF THE DEFENCE. The aim of this topic is to provide students with an introduction to defensive doctrine with an emphasis on the combat team in the defence.

DEF-02 CONCEPTS OF THE DEFENCE. The aim of this topic is to develop the student's understanding of defensive concepts focussing on types of defensive operations.

DEF-03 CONDUCT OF THE DEFENCE. The aim of this topic is to teach students the methodology used in the conduct of the defensive battle. The series is supported by formal presentations, syndicate discussions, cloth model exercises, Tactical Exercises Without Troops (TEWTs) and computer assisted review (TacOps) of student solutions to problems presented during TEWTs.


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DEF-04 KEY TASKS OF COMMANDERS. The aim of this topic is to teach students the duties and tasks of commanders at the combat team level.

DEF-05 DIRECT FIRE PLANNING. The aim of this topic is to familiarize students with the capabilities of the direct fire weapons systems available at the combat team level.

DEF-06 COVERING FORCE OPERATIONS. The aim of this topic is to familiarize students with the concept, conduct and combat elements of covering force operations.

DEF-07 COUNTER MOVES. The aim of this topic is to provide students with an understanding of the planning and conduct processes of countermove operations.

DEF-08 OBSTACLE PLANNING. The aim of this topic is to provide the students with an understanding of the planning process for the creation of an obstacle plan at the Battle Group level.

DEF-09 ANTI-ARMOUR PLANNING. The aim of this topic is to provide students with an understanding of the role and functions of available anti-armour resources and how these resources are integrated into the Battle Group direct fire plan.

DEF-10 INTELLIGENCE, SURVEILLANCE, TARGET ACQUISITION AND RECONNAISSANCE (ISTAR). The aim of this topic is to give students an understanding of the ISTAR process, how the ISTAR plan is developed, its importance to the commander’s decision cycle and ISTAR planning and co-ordination at the battle group level.

DEF-11 RESERVE DEMOLITION. The aim of this topic is to describe the command and staff aspects for the selection, control, security and firing of reserve demolitions.

DEF-17 COMBAT ESTIMATE – DEFENCE. The aim of this topic is to teach the process of completing a combat estimate within a defensive scenario and to ensure students fully understand the process using tools previously studied within the estimate process such as ground analysis (FLOCARK).


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DEF-20 WRITTEN ESTIMATE – DEFENCE. Exercise IRON TARGE (DEF-20.EX is a tutorial exercise which provides students with an opportunity to practice the estimate process in written format and confirm their understanding of the estimate process in defensive operations. It is a staff writing activity that prepares them for the production of a written estimate within an internal security scenario, EX IRON SHIELD (IS-01.EX).

DELAY

DEL-01 THE DELAY. The aim of this topic is to teach students the principles, fundamentals and concepts of the delay battle at the battle group and combat team levels.

DEL-02 THE DELAY CONDUCT. The aim of this topic is to teach students how to plan, coordinate, support and conduct delay operations at the battle group and combat team levels.

DOCTRINE

DOC-01/02/03 INTRO TO TACTICAL DOCTRINE. The aim of this TOPIC is to provide the student with an introduction to current tactical doctrine and ensure that the student understands the evolution, status and current terminology of doctrine, command and command relationships.

FIGHTING IN BUILT UP AREAS

FIBUA-19 FIGHTING IN BUILT UP AREAS (FIBUA). The aim of this series is to provide the student with an understanding of the principles and fundamentals of FIBUA.

GENERAL

GEN-04 AIRMOBILE OPERATIONS. The aim of this topic is to familiarize students with the aspects of planning and execution of an airmobile operation through the use of formal presentations and a map exercise.


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GEN-08 EXERCISE CROCODILE ROCK (CR). Exercise CROCODILE ROCK is the culminating exercise of the CJCSC. The aim of the exercise is to practice students in the planning and conduct of battle group and combat team operations in a command post exercise (CPX) and war game, providing students with an opportunity to apply the staff and command skills acquired throughout the course. The exercise is a computer assisted CPX using the wargame TacOps as the exercise driver. It ties in staff duties and communications skills learned during Part One of the course.

GEN-10 INTRODUCTION TO JUNGLE OPERATIONS. The aim of the Jungle Operations series is to provide an introduction to jungle operations and discuss the practical limitations on operating in a unique environment. The series includes formal presentations and demonstrations both in the classroom and in a jungle training area conducted by a jungle warfare instructor team from the British Army Training Support Unit Belize (BATSUB). The series culminates with a jungle operations TEWT given a tactical scenario.

GEN-20 EXERCISE IRON FIST (TEWT’S). The aim of EX IRON FIST exercises is to apply the theory of offensive and defensive operations at cbt tm/coy levels in a series of Tactical Exercises Without Troops (TEWTs) covering:Offensive Operations, Defensive Operations, and Operations Other Than War (Internal Security Operations and Jungle Operations).

INTELLIGENCE

INT-01 THREAT. The aim of this topic is to familiarize students with the organization and doctrine of the Generic Enemy (Granovian) Forces.

INT-02 COMBAT INTELLIGENCE CYCLE. The aim of this topic is to teach the fundamentals of the combat intelligence system.

INTERNAL SECURITY OPERATIONS

IS-01 INTERNAL SECURITY OPERATIONS. The Aim of the Internal Security (IS) Operations series is to provide the student with an overview of IS Tactics and Operating Procedures within the context of a Caribbean setting.


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OFFENCE

OFF-01 OFFENSIVE OPERATIONS. The aim of this topic is to teach students current offensive doctrine and tactics.

OFF-03 OBSTACLE BREACHING. The aim of this series is to introduce and explain to students, breaching operations at the combat team and battle group levels. Students will become familiar with staff planning and tactical aspects of minefield breaching and water crossing.

OFF-05 HASTY ATTACK. The aim of this topic is to teach the student the fundamentals of the hasty attack including the use of the combat estimate and the production and issue of verbal and radio orders, through formal presentations, syndicate discussions, cloth model exercises, Tactical Exercises Without Troops (TEWTs) and computer assisted review (TacOps) of student solutions to problems presented during TEWTs.

OFF-06 DELIBERATE ATTACK. The aim of this topic is to introduce the student to the fundamentals and process of the deliberate attack and emphasize the differences between deliberate and hasty attacks.

TRAINING

TRG-02 SUB UNIT TRAINING PLANS. The aim of the exercise BE PREPARED is to discuss the content of a sub-unit trg plan and prepare a detailed plan based on a given scenario.

TRANSITIONAL OPERATIONS

TR-01 ADVANCE TO CONTACT. The aim of this topic is to teach students the purpose of the advance to contact and the fundamentals, planning considerations and conduct of the advance to contact by a combat team.

TR-02 THE MEETING ENGAGEMENT. The aim of this topic is to teach students the fundamentals and planning considerations of the meeting engagement at the combat team level.


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TR-03 THE LINK UP. The aim of this topic is to teach students the fundamentals and planning considerations of link up operations at the combat team level.

TR-04 WITHDRAWAL. The aim of this topic is to teach students how to conduct a withdrawal at the sub-unit level. The topic is supported by a cloth model exercise explaining the process and drills.

TR –05 RELIEF IN PLACE. The aim of this topic is to develop students’ understanding of Relief Operations and the Passage of Lines at the battle group and combat team levels. Learning is reinforced through application of principles and planning on a number of exercises.

THE OPERATIONAL PLANNING PROCESS

OPP 1.1 INTRODUCTION TO THE OPERATIONAL PLANNING PROCESS (OPP). Provides an introduction to the Operational Planning Process and explain how it allows the staff to assist the commander in producing timely, efficient battle plans.

OPP 1.2 OPP – INITIATION. Explicates the first step of the OPP; to give the students an understanding of how operational planning is initiated at various levels in response to events.

OPP 2 OPP – ORIENTATION. Explicates the second step of the OPP; to give the students an understanding of how the commander orients his staff towards the requirements of a new operation.

OPP 3 OPP – COURSE OF ACTION DEVELOPMENT. Explicates the third step of the OPP and give the students an understanding of how the staff will develop appropriate courses of action for the commander’s consideration.

OPP 4 OPP – PLAN DEVELOPMENT AND REVIEW. Explicates the last two steps of the OPP; to give the students an understanding of how the staff will develop a CONOPS into an approved plan or Operations Order, how they will review a plan to evaluate its viability and the process for updating plans.

BRI 1 INTRODUCTION TO BRIEFINGS. Introduces the student to the proper presentation of oral briefings. This will be reinforced and practiced as part of the Operational Planning Process (OPP) during


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the final exercise.

BRI 2 THE INFORMATION BRIEFING. Presents the organization and presentation of an Information Briefing as part of the OPP.

BRI 3 THE DECISION BRIEFING. Presents the organization and presentation of a Decision Briefing as part of the Operational Planning Process (OPP).

CP-01 COMMAND POST OPERATIONS. Introduces the students to Command Post operating procedures.

IPB INTELLIGENCE PREPARTION OF THE BATTLEFIELD. Explicates the Intelligence Preparation of the Battlefield (IPB) process, and explains how it is employed in a Peace Support Environment (PSE) and show how it is related to the Operational Planning Process (OPP).

5. Coding System. Each period and issue of information during the course is designated by its series title, for example, COM (Communication Studies), which is followed by a number such as COM-10 (Effective Communications). Periods of instruction, discussion or exercise will share the COM-10 designation, in which case, a suffix is then added, such as COM-10.LDE (lecture/demonstration). The complete code will be found on the course timetable indicating the series, number and suffix. Suffixes currently in use are as follows:

a. LDE - Lecture/Demonstration;b. DI - Discussion (can be numbers DI1, DI2, etc);c. BFG - Briefing;d. P - Précis;e. FLM - Film;f. GEN - General;g. IPT - Individual Preparation Time;h. ENT - Entertainment/Social;i EX - Exercisej. CPX - Command Post Exercisek. MEX - Map Exercisel. CAX - Computer Assisted Exercise; andm. TEWT - Tactical Exercise Without Troops

307. Course Work

During the course, there will be heavy emphasis on:

a. writing effectiveness, including most common forms of military writing;


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b. speaking effectiveness, including oral briefings and formal speaking;

c. syndicate work, including informal discussions;

d. reading reference material for various discussions and assignments; and

e. exercises.

308. Extra-Curricular Studies/Activities

The CJCSC programme is sufficiently challenging to fully involve students for the 19 weeks of the course. Students cannot properly prepare for, nor devote the time to write, other military or civilian examinations or complete outside courses.

309. Publication of Student Material

The CJCSC encourages students to submit articles for publication in their various national or service periodicals both during and after the course. The best student Service Papers from EXERCISE OPUS MAJOR may be considered for publication in an edition of the Professional Journal of the Jamaica Defence Force, "The Military Review".


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CHAPTER 4

THE SYNDICATE FORUM

401. General

1. The syndicate is the key to the CJCSC learning experience. It is based on the Oxford tutorial system and the composition of the syndicate is thus of the utmost importance. Syndicates are formed using such criteria as nationality, military occupation, commissioning plan and experience to provide a broad spectrum of viewpoints for discussions.

2. This chapter is designed to outline the purpose, techniques, and benefits of syndicate discussion and work during the CJCSC.

3. Syndicate discussion may be defined as the planned exchange of ideas among syndicate members for the purpose of reaching a better understanding of a subject of common interest. Besides gaining knowledge from a discussion, students will find that they gain confidence in speaking and enjoy an opportunity to test their personal opinions on a critical but receptive audience.

4. To achieve the ends sought by syndicate discussion, participants must develop a questioning attitude. Other points of view should be examined critically as possible sources of knowledge. Sometimes the examination can lead to a strong difference of opinion; however, while each student has the right to disagree, no student has the right to be disagreeable. In short, each student must respect the other person’s right to a well-reasoned opinion and should try to appreciate and evaluate the views of others in relation to his/her own.

402. Discussions

1. Students should prepare themselves to contribute to syndicate discussions by finding out as much as possible about the subject. Reference articles should be read thoroughly and with a critical eye, testing them against the student’s own opinions and beliefs. This kind of critical appraisal will often help to clarify and shape their thinking. Finally, they should prepare a discussion outline, based on the guideline questions, containing the points of view to be offered.

2. Students should function effectively both as a speaker and a listener. As a speaker, they should:

a. present their points of view as clearly as possible;

b. explain the reasoning for each point of view;


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c. discuss opinions unemotionally and without dogmatism; andd. avoid monopolizing the conversation.

3. As a listener, practice the ordinary rules of courtesy by giving others a chance to speak and by resisting the temptation to interrupt. When listening, do more than just mark time between contributions and pay real attention to what the speaker is saying and try to understand him/her.

403. Chairing a Discussion

Each student will have the opportunity to chair at least one syndicate discussion during the course.

404. Benefits from Discussion

The syndicate forum on the CJCSC presents each officer with a unique opportunity to test personal ideas and opinions. To achieve maximum benefit, however, each must participate; in each discussion period, you should aim to do your proportionate share of the talking as well as your share of active listening.


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CHAPTER 5

ASSESSMENT OF STUDENT PERFORMANCE

501. General

Guiding the student and reporting on his/her performance is vitally important. CJCSC is one of the few training opportunities where the capabilities and limitations of prospective staff officers and commanders can be examined and reported on by a diversified group of experienced senior officers. It is also important that students be kept aware of their performances and debriefed on their strengths and weaknesses.

502. Guidance and Interviews

1. Syndicate Discussions and Exercises will provide opportunities for the DS to assess students’ performances. Effective and critical guidance may have a lasting effect on the student’s career. Since the object of guidance is to improve the student’s performance, it must be given in a constructive manner. An atmosphere of trust must be developed so that students will turn to DS for assistance.

2. DS will advise students of their shortcomings and suggest means of improving their performance. Such advice will not be left until the scheduled DS - student interviews. Weak students will be checked from day to day on all below-standard work.

3. DS - student interviews give DS an opportunity to summarize the progress, good points and shortcomings of students during the tutorial period. Interviews will be conducted in syndicate rooms to avoid having students in the DS office area.

503. Assessment Procedures

1. Assessment procedures comprise two parts. The first aims at assisting students to correct their weaknesses and develop their strengths. This is referred to as ’formative assessment’ and is conducted primarily through the teaching and interview process. No grades are assigned to formative assessments. 2. The second part of the assessment procedure reports the students’ success or how much they have developed professionally. This part of the process results in a grading and will be done twice - at the end of Part I and again at the end of Part II.

504. Functions of Assessment

Assessment serves a wide range of functions, some of which are:

a. to inform students of their achievements. Knowing whether one has achieved, fallen short or exceeded the goal is an important


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incentive to learning, especially when assessment quickly follows the performance;

b. to diagnose areas of strength and weakness. The student and instructor must identify the weak areas if remedial action is to be successful. They must also recognize the strong areas if assessment is to be effective and balanced;

c. to guide decisions about the student’s future. Academic and career guidance must be based in part on the student’s aptitudes, interests and attainments. If course reports are to be used by the student’s Armed Forces to make these decisions, they cannot be left open to interpretation or question. Assessments are a useful instrument for predicting the rate of growth of a student’s ability to handle increasing responsibility;

d. to inform interested agencies of student competence. The JDF or guest nation Headquarters has the right to know what their officers have learned while on the course. Student assessments serve this purpose; and

e. to provide feedback to the instructional system. Results must be monitored and corrective action taken where necessary. Professional instruction demands a continuing cycle in which learner deficiencies are remedied and instruction revised.

505. Unsatisfactory Performance

DS will bring to the attention of the CI, as early as possible, the name of any student whose progress is unsatisfactory. This is extremely important during Part I. If the CI considers it necessary, he will interview the student and warn him/her of the poor performance - Verbal Warning. Interviews with the CI will be recorded in the student’s file. Should this corrective action not prove successful/sufficient, then the student will be again interviewed by the CI and administered a Formal Warning. As a last resort an Academic Review Board (ARB), comprising the CI, Stds Offr and all DS, will meet to recommend the final student disposition to the Commandant.

506. Grading Students

The grading of students is based on the DS observation of syndicate discussions, student briefings, answers to impromptu questions, written work and the presentation of estimates and plans. The course norm is expressed as a C. Plus or minus may be used with a C grading to distinguish between above average, average and barely acceptable levels of performance.


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Letter Grading MeaningA Outstanding A rare high standard which far exceeds the

required standard and is considered exceptional performance.

B Superior A superior or better than most performance which was consistently much higher than the required standard.

C+ Easily Met Standard Performance which was frequently above the required standard and can be described as above average to very good.

C Met Standard Performance which fully met the required standard. The terms satisfactory or good are used to differentiate the level of performance within this range.

C- Barely Met Standard Performance which just met the required standard is fair or barely acceptable.

F Below Standard/ Failed

An unsatisfactory level of performance which did not meet the required standard. Unsuitable for staff qualification. The student will normally be returned to his parent unit as soon as the grading is assigned

507. Assessment of Written Assignments

1. To assist DS in assessing written work, the following guidance will be used:

Acceptable

A Complete and accurate. Commander would sign without changes.B A very good paper but capable of improvement in minor areas.C+ Acceptable as it stands but lacks polish.C Acceptable standard for a first draft. Commander would require changes.C- A fair attempt, which would require major re-drafting.

Unacceptable

F Below standard.

2. After marking all written assignments, the DS shall send the “best” and “worst” examples to the CI for review by the CI and the Stds Offr. They will note and pass them to the Commandant for perusal and comment. The purpose of this exercise is to ensure standardization of assessment within the course.

3. Students are permitted to retain their assessment sheet and marked written assignments.


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4. On occasion, DS may encounter particularly poor work on the part of a student. Under such circumstances and in consultation with the CI and the Stds Offr, the DS may order that all or part of the exercise be redone.

508. Assessment of Students Filling Exercise Appointments

During exercises DS will be required to observe and assess students’ performance.

509. Academic Conduct

Students are expected to do their own work and submit individual solutions to allocated assignments. There is no prohibition on students consulting each other or seeking assistance from one another. However, the assignment/homework submitted to DS for assessment will be the individual’s own work, not a cooperative effort. Similarly, PLAGIARISM (the presentation of the writing or ideas of another as one’s own) and CHEATING (the copying of previous course solutions/submissions) will not be tolerated. Any student being found with and having made use of course “GREENS or PINKS” from the current or previous serials of JJCSC/CJCSC and/or determined to have blatantly plagiarized/cheated will be immediately referred to the ARB. Upon confirmation of the infraction he/she will be removed from the course and Returned to Unit (RTU) as a training failure.

510. Interviews

1. Provision is made in the timetable for DS to interview students bi-weekly and at the conclusion of Parts 1 and 2 of the Course.

2. During these interviews, DS must ensure that the student’s shortcomings are fully reviewed and he/she must be left in no doubt as to his/her deficiencies, means of improving his/her performance, and his/her grading and progress.

3. DS shall also conduct less formal interviews weekly to discuss students’ progress. Programmed time will be allocated specifically for this, but periods allocated as DSP or IPT may also be used if necessary.

511. Final Course Reports

1. The CJCSC Course Report is the culmination of the reporting process by DS on a student’s performance. The Course Report shall contain a specific recommendation concerning the student’s suitability for staff employment and identify students who are suitable for further staff training.

2. Content. The Course Report will consist of student results and assessment in the following three areas:

a. fundamental staff and communication skills;


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b. applied tactical knowledge; and

c. abilities and personal traits.

3. Distribution. Course Reports will be distributed as follows:

a. original to the student;

b. one copy to be retained on the student’s CJCSC file; and

c. one copy to the student’s national headquarters via JDF HQ.

512. Final Interviews

Final interviews and the signing of Course Reports by students will be conducted by the Commandant. JCF officers attending CJCSC will have a letter sent to the JCF Commissioner through JDF HQ stating the scope of the course along with a brief report on their performance. Similarly, Jamaica Fire Brigade and Department of Correctional Services students, who attend Part One only, will have a letter sent to their respective Commissioners detailing their performance.


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CHAPTER 6

INSTRUCTIONAL AND REFERENCE MATERIAL

601. General

During the course, students will receive a considerable amount of instructional material. Lost or damaged material will be reported to the Trg Offr who will arrange for a new issue. Any student returned to unit during the course will return all course material prior to leaving the CJCSC campus.

602. Colour Coding

Five colours of paper are used for instructional material:

a. WHITE - for general issue to staff and students;

b. PINK - for issue to DS only;

c. GREEN - for temporary issue to students, e.g., suggested solutions;

d. BLUE - for controlled notes for exercises; and

e. YELLOW - for student assignment, cover sheets and timetables.

603. Issue

1. Code. All material will carry a series code showing the subject heading and sequence of the paper.

2. Issue in Student Boxes. Rules for issue are as follows:

a. students shall stay away from the boxes when issues are being made;

b. material shall NOT be taken from student boxes until the issue has been completed by the staff;

c. student boxes should be cleared by students at the end of the last period in the morning and afternoon; and

d. any material required to be turned back in, such as for exercises, will be placed in a Syndicate box or handed directly to the DS.


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604. Retention of Instructional Material

Students will be allowed to retain the Part 1 and Part 2 disks. Return of material will normally be as follows:

a. Exercise Maps and Traces. Returned at the end of the course;

b. Suggested Solutions. Returned in accordance with exercise instructions or as detailed by the DS;

c. Control Papers. Returned in accordance with exercise instructions; and

d. Pamphlets and Canadian Forces Publications. All pamphlets and publications required during the course will be issued to students by the Trg Office but will remain the property of the course. These pamphlets and publications must not be mutilated in any way because they are required for issue to subsequent courses.

605. Student Comment on Instruction

1. The Course Senior is tasked with collating and submitting comments on instruction (weekly course critique forms will be provided) and administration for each week of the course

2. Mistakes in references or cross-references should be submitted in writing to the DS as they are noted; any format will do. DS will ensure they are passed to the CI for appropriate action.

3. Every student will be issued a copy of an evaluation survey/course critique at the completion of every second week. Students are to make notations on the questionnaires and submit the completed form on the Monday of the following week. Administrative concerns are to be addressed to the Course Administrative Officer by the Course Senior weekly.

606. Computers

1. Each student and member of the DS will be issued a lap top computer for use during the course. Printers are available in each syndicate room in the Lecture Training Building. This equipment is exclusively for student use. During Week 1 of CJCSC 2012, an introductory lecture on the practical use of the computers will be conducted. Those students who have little or no experience with computers will receive additional instruction during evening sessions. The periods of instruction and practice will be scheduled in the course timetable.


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2. If they so wish, students and members of the DS may bring personal computers, computer peripherals and computer software to the course; however, no ICT support for these computers will be provided by the course support or administrative personnel.

3. The power supply in the student accommodation and training building is 110 volts, 50 cycle.

607. Submission of Student Assignments

Students will submit work assignments to the DS with a correctly completed YELLOW cover sheet. These are available in syndicate rooms.


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CHAPTER 7

GUEST LECTURES

701. Lecture Room Procedures

Students are to conform to the following procedures while attending guest speaker lectures:

a. report to the main lecture room at least three minutes before the lecture time and immediately take your seat;

b. if late, enter the room by the outside door and quietly take a seat;

c. stand when the lecturer enters the room and remain standing until you are requested to be seated;

d. applaud after the introduction;

e. resume your seat quickly when you are requested to return for the question period which might follow a short break;

f. when asking questions, stand and give your rank, name and home unit; then ask your question as concisely as possible. Speak loudly enough to be heard at the rear of the room;

g. guest speakers are speaking from a privileged platform. Therefore, your question must not refer directly to any previous speaker by name;

h. the speaker is our guest and although it is permitted to challenge his/her opinions you must do so within the bounds of propriety;

i. a red light at the rear of and above the speaker’s lectern will be turned on to signify the end of the question period. No further questions are to be asked after the red light appears;

j. the thanking officer will rise and thank the speaker when the latter has fin-ished answering the last question;

k. after the thank you speech, all officers will stand and applaud. Officers will stand in place while the guest lecturer is being escorted from the room; and

l. tape recorders will not be taken to the lecture room.


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702. Question Period

1. Once the guest speaker announces that he/she is prepared to accept questions from the floor, it becomes the responsibility of all students, particularly those of the host syndicate, to ensure that the question period is a profitable one.

2. If the speaker has given an interesting or controversial talk, the question period is usually stimulating. If, however, the speaker has been rather dull because of his material, method, or personality, students will have to work to make the question period a success. It is the responsibility of all students, but particularly of the host syndicate, to have some suitable questions ready.

3. Students will be in a better position to question the speaker if they know some-thing about the subject. Ideally, before the day of the presentation, they will do some reading on the programmed topic, will discuss it among themselves and will plan questions.

703. Techniques of Questioning

1. Students must pay close attention to what the speaker says. If the treatment of the topic is “broad brush”, omits consideration of areas which may be of interest, or in-adequately explains points, students should request details with fact-finding or informa-tion seeking questions, such as:

a. where did the problem start?

b. how did it develop?

c. who were the ones responsible?

d. when did the authorities first become aware of it?

e. how much did it cost in money, manpower, and materials?

f. how many people were affected ?

g. what are the causes? or;

h. what will be the results?

Such questions should encourage the speaker, if well prepared, to explain in greater depth some of the points, which may have been mentioned only briefly during the presentation.

2. Students should not hesitate to ask for examples or illustrations of points, which the speaker has made.


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3. Students may state facts, quote an authority, or briefly outline a situation and then add: “Would you care to comment?” This approach should elicit some interesting com-ments from the speaker.

4. Questions designed to obtain an opinion or value judgement from the speaker are usually interesting to both the speaker and the audience. Questions like, “What do you think of the suggestion made by . . . . . . . . . . in today’s ’Gleaner’?”, “In your judgement, what is the best plan?”, will usually encourage the speaker to be more frank in his/her comments from a privileged platform.

5. Leading questions are valuable, but they should be used with care. They reveal that the questioner is not impartial and they may indicate to the speaker that his/her opinion is not really going to change the questioner’s attitude. Most leading questions like, “Isn’t it a fact that the plan has already failed?” or “Won’t Plan A be the best one for use after all?” can be answered with a simple “Yes” or “No”, but the speaker may seek to justify his/her answer and, in so doing, open up other areas for discussion.

704. Host Syndicate

1. Whenever a guest lecturer visits CJCSC, one of the syndicates, on a rotational ba-sis, will be designated as the host syndicate for that lecturer. Hosting syndicates will wear the dress of the day. The duties associated with hosting are as follows:

a. Host Syndicate. The host syndicate is to:

(1) provide the introducing and the thanking officer,

(2) be present at coffee, if applicable, and in the bar at lunch time when the guest arrives with either the Commandant or Chief Instructor and the host DS;

(3) plan and attend a luncheon with the guest speaker and host staff member(s), and

(4) be prepared to ask, on the basis of one per student in the syndicate, pertinent questions in the event of a lull or breakdown in the ques-tion period;

b. Introducing Officer. The introducing officer shall:

(1) ensure that the introduction of the speaker is discussed with the host DS at least the day before the lecture,

(2) on the day of the lecture, make arrangements with his/her DS to be introduced to the guest speaker before the start of the lecture,


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(3) when the speaker and hosting staff are ready, escort the speaker to the outside entrance to the lecture room and thence to the front of the room,

(4) give a brief introduction from the front centre of the room,

(5) following the introduction, occupy a seat as designated by your DS,

(6) during the break, join the speaker at the front of the room; and

(7) after the lecture, join the hosting party in the Officers’ Mess for refreshments and lunch;

c. Introductory Speeches. Speeches of introduction are so common that you, as an officer, should know what to say when you are called upon to introduce a speaker. You need to know only a few rules. Remember, your purpose is to tell the audience:

(1) what the speaker is going to talk about and to arouse a desire to hear his/her speech, and

(2) who the speaker is and how he/she has earned the right to talk on the subject he/she has selected. Don’t say: “He/she is well qualified to speak on this subject”;

d. Rules. Here are the rules you should follow to make an effective speech of introduction:

(1) Rule 1. Make your speech of introduction brief. It should be as brief and condensed as a telegram - three minutes is more than enough. Maybe, one minute is really all you need. Audiences like short speeches of introduction. They are waiting to hear the speaker, not for you to talk about him/her,

(2) Rule 2. Announce briefly the speaker’s subject and show why the subject is vital to the interest of the listeners,

(3) Rule 3. Give some correct facts about the speaker. Remember, give facts, not vague, meaningless generalities, but FACTS! Don’t say he/she is “one of our best-known speakers”, that “he/she has spoken to large and appreciative audiences”, that he/she is “well qualified to talk on this subject”. Such phrases are dull, trite, unconvincing. Give facts, which prove he/she is equipped to discuss his/her subject. What has the speaker done? What position does he/she hold? What has he/she written? Why is he/she qualified to talk on this subject? If his/her biographical sketch has


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been circulated it can be used to provide this information. Remember, use only a few career highlights from the biography. Do not repeat the biography in detail. In the case of civilian guest speakers, mention their military accomplishments and decorations where applicable,

(4) Rule 4. Announce the speaker’s name clearly and correctly. Give it so that it can’t be misunderstood. Speak with sufficient volume that the staff and students at the rear of the lecture room can hear what is said,

(5) Rule 5. Don’t try to show off. Don’t try to impress the audience with your ability or your importance. The bigger the speaker, the smaller the introduction,

(6) Rule 6. Restrain the impulse to turn to the speaker when you an-nounce his/her name - continue looking at the audience when you say "Ladies and Gentlemen, please join me in welcoming . . ."; and

(7) Rule 7. Leave the platform immediately. After you have announced the speaker’s name, turn to him/her, bow slightly. Then depart rapidly and inconspicuously! Here’s a suggestion to go with the rules: make your talks of introduction enthusiastic. Be animated. Be alive. Make your introduction sparkle. Many speakers say to themselves, “Oh this is just a speech of introduction - why get worked up over it?” That is the wrong attitude. You owe it to the person you are introducing and to your audience to put a lot of zip into your talk. Act as though it were a real privilege to introduce this speaker - feel happy about it - talk with real anima-tion;

e. Thanking Officer. The thanking officer must:

(1) occupy one of the two seats as designated by your DS,

(2) join the speaker during the break,

(3) be prepared to begin the question period with an appropriate question in the event that there is no spontaneous start of the question period by another member of the audience,

(4) when the red light is turned on to signal the end of the discussion or question period, rise and, facing the speaker and audience, give a brief “thank you” speech, and


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(5) join the other members of the hosting party in the Officers’ Mess for refreshments and lunch and assist in entertaining the guest lecturer; and

f. Thank You Speeches. You should have the speech ready before you

come in. You should then pay attention to the speaker's presentation and work in appropriate comments. As with the speech of introduction, keep it short, perhaps one half to one and a half minutes. Be formal and sincere:

(1) Acknowledge, as and when appropriate:

(a) the effort in coming to speak (used rarely),

(b) the value and/or appropriateness of the content - be precise,

(c) the contribution to the studies/education/professional development,

(d) the reinforcement created by the question period, and

(e) for a particularly good and polished speaker, the role model so provided, and

(2) Conclude by thanking the speaker on behalf of the Commandant, the staff and the students.


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CHAPTER 8

STUDENT APPOINTMENTS

801. Course Senior

1. A Course Senior will be selected by Headquarters, JDF prior to the commence-ment of the course. He/she will be briefed by the Chief Instructor during Week One and will retain his/her appointment for the duration of the course.

2. The Course Senior’s Terms of Reference are as follows:

a. represent the students and provide the link to the Chief Instructor and staff, reporting to the Chief Instructor at the commencement of each training day;

b. inform the Chief Instructor when any student has been hospitalized;

c. disseminate information to the students;

d. conduct and chair Course Council meetings on an "as required" basis;

e. be responsible for the completion of the weekly student critique during the course;

f. coordinate and publish weekly lists of Course Duty Officers one week in advance;

g. act as PMC for the Course Mess Dinner;

h. ensure that the executive members of the Council fulfill their Terms of Reference; and

i. Discipline. The Course Senior has no direct responsibility for the discipline of the student body but is expected to set the standard of deportment, particularly in student - staff relationships. Normal military courtesies will be extended to senior officers and should be expected from the subordinate members of the staff.

802. Syndicate Leaders

1. Appointment. A different Syndicate Leader will be appointed for each week of the course, on a rotational basis by the DS. The following will govern this appointment:

a. the appointment will not be based on rank or seniority;


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b. the Course Senior will not be appointed Syndicate Leader; and

c. this is not an assessed appointment.

2. Duties. He/she is responsible for:

a. liaison between students and DS or the Course Senior;

b. collecting and returning exercise papers, maps and air photos as detailed in exercises;

c. drawing maps and air photos as detailed in exercises;

d. keeping stationary stocks at a reasonable working level for syndicate requirements;

e. overseeing the tidiness of the syndicate room; and

f. checking attendance of the syndicate and informing the DS of the absence of any syndicate member. When a casualty occurs, a report shall be submitted to the Course Senior and the Chief Instructor as soon as possible after the event.

803. Course Council

1. The purpose of the Course Council is to promote cohesiveness within the course and provide students with an organized forum within which they may organize course activities and promote the welfare of course members. The Course Council will comprise seven students. Other than the Course Senior, who will be the chairperson, the other six representatives will be volunteers. If sufficient volunteers do not emerge during Week One of the course the Chief Instructor will "volunteer" individuals by name for specific appointments.

2. An effective Course Council can be an important factor in maintaining good morale; therefore, the Council’s efforts should be directed towards attaining this goal. No schedule of meetings will be dictated, however it is suggested that the Course Senior convene the Council weekly at the start of the course and less frequently as the course progresses and issues are resolved.

3. Functions. As a guide to the Council, their general functions should include:

a. making suggestions to the Chief Instructor enhancing the effectiveness of CJCSC. This will be done by way of a weekly submission giving com-ments on each scheduled activity in the course that week;


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b. recommending to the PMC, through the Admin Offr, course participation in Mess functions and improvement of the Mess operations and facilities;

c. assisting, where requested, in planning and conducting course

entertainment in the Mess;

d. making recommendations concerning sports;

e. making suggestions to the Admin Offr for the improvement of adminis-trative support; and

f. making recommendations concerning accommodations to the Admin Offr.

4. Members. The Course Council will be chaired by the Course Senior and will consist of the following members with the indicated duties:

a. Guest Student Representative. This student is responsible for voicing the guest students’ concerns to the Council. In addition, he/she has the author-ity to approach the Chief Instructor directly, without informing the Course Senior, on any matter, which warrants this communication;

b. Secretary. This student has the following duties:

(1) he/she is responsible for preparing the agenda and publishing minutes of each Council meeting; and

(2) he/she will record the action taken by the Council and the CJCSC staff in response to Council recommendations;

c. Messing/Accommodation Representative. This student has the following duties:

(1) provide suggestions to the PMC through the Admin Offr for im-provement of Messing; and

(2) provide suggestions to the Admin Offr on any deficiencies/problems with the accommodation;

d. Entertainment Representative. This student has the following duties:

(1) provide suggestions and recommendations to the PMC, through the Admin Offr, with respect to entertainment; and

(2) assist in organizing the course mess dinner as directed by the Chief Instructor and act as Vice PMC for this event;


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e. Sports Representative. The Student Sports Representative has the following duties:

(1) assist the CJCSC Sports Officer, a DS, in the implementation of the sports programme; and

(2) provide suggestions for improving the CJCSC sports programme; and

f. Course Photographer. This student has the following duties:

(1) at the direction of the Chief Instructor, maintain a photographic record of significant course events;

(2) compile a course photo album; and

(3) act as custodian for course albums.


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CHAPTER 9

COURSE SPORTS PROGRAMME

901. General

Physical fitness is a professional requirement of all ranks. The emphasis at the CJCSC is on the individual responsibility of maintaining at least an acceptable standard of fitness in accordance with the JDF Manual of Physical Fitness.

902. Outline

The daily programme will be conducted as follows:

a. an individual warm-up and callisthenic exercises programme followed by:

(1) volleyball - best of three games between two syndicates;

(2) football

(3) phlat ball (modified Ultimate Frisbee)

(4) runs/walks in the area of Moneague; or

(5) individual exercise programmes: and

b. An orienteering and a shooting competition, followed by a Sport Finals comprising potted sports will round out the sports programme. These activities will be coordinated by CJCSC Training Officer and CJCSC Senior PTI, assisted by the student Sports Representative.

903. Warm-Up and Callisthenics

The purpose of the warm-up period is to warm muscle groups in order to avoid injuries during subsequent training. The callisthenics will maintain physical fitness through a series of exercises. Prior to participation in the Sports programme, all students are encouraged to individually conduct at least 10 minutes of warm-up exercises.

904. Sport Instructions

The detailed instructions for each sporting activity will be issued under separate cover and will be briefed by the Senior PTI at the start of the course.

905. Individual Training


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1. Prior to attending the compulsory sport activities, warm-up and calisthenics is strongly recommended. It is stressed that adherence to an individual training programme will not only improve study and work habits but will also be a welcome break in an essentially academic day.

2. Individual training may include a combination of any of the following:

a. weight training - individuals must provide their own weight training equipment;

b. bicycling - individuals will have to provide their own cycles; and

c. jogging.

906. Physical Fitness Awards

On the completion of the course, awards will be presented to:

a. the winning team of the sport league;

b. the winning syndicate of the orienteering competition;

c. the winning team of the pistol shooting competition; and

d. the best pistol shot.

907. The Student Sports Representative

In order to assist in the coordination of sport activities a Student Sports Representative will volunteer from amongst the student officers. This officer, along with the Week 2 Syndicate Leaders, will meet with the Trg O (CJCSC Sports Officer) for further direction during the first week of the course. The duties of the Student Sports Representative are listed in Chapter 8.

908. Dress

Students are to be attired in suitable court/jogging shoes, shorts and jerseys and/or sweat suits as appropriate.

909. Guest Students

Overseas students and students from the Jamaica Constabulary Force, the Jamaica Fire Brigade and the Department of Correctional Services (Jamaica) attending the course have similar standards of fitness to that of the Jamaica Defence Force. It is therefore expected that all students will fully participate in the sports programme.


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CHAPTER 10

THE OFFICERS’ MESS

1001. General

1. The Officers’ Mess is shared with the Moneague-based Regular Infantry Battalion.

2. All students are honorary members of the Mess and as such may attend all Mess functions and meetings.

1002. Course Entertainment Programme

1. The course entertainment programme consists of a Meet and Greet Week One of the course, a Mid-Course Dinner in March prior to the end of Part 1 of the course, a Graduation Mess Dinner in June, and a Graduation Party scheduled for the last evening prior to Graduation. On selected Thursday evenings, a TGIT gathering will be held for all students and staff. A syndicate will be assigned as TGIT host, responsible for theme, organization and coordination with mess support staff through the course Admin Offr. These events will commence at 1930 hours with a buffet dinner being served in the dining room.

2. Students are welcome to organize any other Mess or course functions that they desire. Course generated entertainment (spontaneous or planned) is encouraged; how-ever, all activities must fall within the bounds of conventional good taste. Students are encouraged to exploit their own resources, talents, and ingenuity in promoting and or-ganizing their entertainment with due regard to the demands placed on them by the CJCSC curriculum. The Course Council must clear such requests with the course staff and the PMC.

1003. Financial Arrangements

Charges. (The following is based on past experience at the college. Any changes will be communicated to the students at the beginning of the course).

Each student will pay extra messing fees which will be charged at a rate of J$60.00 per day. These rates may be adjusted, as required. Functions will normally entail extra costs, which will be assessed as part of the monthly Mess Bill. Mess Bills will be distributed a few days after the end of each month. Payment by cash or personal cheque on a local bank must be received by the Mess Sergeant not later than the 15th of that month. Charges for June must be settled prior to departure from the course.


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1004. Messing

1. Hours. Dining room hours are as follows:

Breakfast - Monday to Friday - 0630 to 0800 hours- Saturday, Sunday and Holidays - 0900 to 1000 hours

Lunch - Monday to Friday - 1200 to 1300 hours- Saturday, Sunday and Holidays - 1300 to 1400 hours

Supper - Monday to Friday - 1830 to 2000 hours- Saturday, Sunday and Holidays - 1900 to 2000 hours

2. Dress. The dress for breakfast and lunch Monday to Friday is working dress. No combat order of uniform is permitted in the Mess after 1800 hours unless training that evening has been scheduled by the course. For supper, the dress is long sleeve dress shirt and tie (planter’s dress), with slacks and dress shoes, as a minimum - NO BLUE JEANS. This dress is the same as that worn at the Flag Staff Officers’ Mess at Up Park Camp. Female students are expected to wear the equivalent form of dress. Service Dress or KP order is also permissible. The dress on weekends is ’Casual Mufti’ for breakfast and lunch but proper Mess attire must be observed for supper.

3. Mess Kit. All students and staff members will require Mess Kit for the Mid-Course Dinner and the Graduation Mess Dinner.

1005. Guests

1. Personal guests may be invited to the Mess. Any restrictions for particular functions or entertainment will be clarified by the course staff.

2. The host is responsible for the dress and conduct of any guest.

3. Syndicates who are responsible to host Guest Speakers are to liaise with the Mess Sergeant to organize the details of the guest luncheon. On arrival at the Mess, the Guest will be invited to partake of refreshments at the Bar. All members of the host syndicate will join the Guest Speaker. The refreshments for the Guest will be charged to the Mess Guest chit, while any refreshments consumed by the host syndicate will be at their own expense. Members of the host syndicate will join the Guest Speaker for lunch and may partake in the refreshments provided during the lunch.

1006. General Points


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1. Be considerate of the staff - they will be new to the Mess and it will take time for them to be fully trained in Mess procedures.

2. Respect and care for Mess property.

3. Do not ask for or help yourself to food or drink that you are unable or do not in-tend to eat. Inform the Mess in advance, via the Sign-Out Book placed in the Main Lecture Room, if you will be absent from a meal in order that food is not wasted.

4. Stay out of the kitchen and bar area - use the bell to summon the staff.

5. Bar facilities are available on credit. Please ensure that you sign your chit after each order.

1007. Course Gifts

1. At the beginning of each course the Course Senior will seek advice from the Chief Instructor in regard to the selection of an appropriate gift for presentation to the CJCSC by course students.

2. As a general rule, course presentations should be of suitable benefit to and im-prove the standard of the main course training building.

3. Prior to Week 5, the Course Senior will meet with the Chief Instructor to discuss specific proposals for gifts. Once the Commandant and Chief Instructor have approved a specific gift, the Course Senior will ensure that the gift is purchased or manufactured. Normally, the gift selected will be presented at the Graduation Mess Dinner.


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CHAPTER 11

ADMINISTRATION

1101. The Orderly Room

Hours of operation are from 0730 to 1700 hours daily. A duty clerk will be available in the Orderly Room from 1700 to 2300 hours Sunday to Friday and from 0800 to 1700 hours on Saturdays.

1102. Attendance at Classes

1. Punctuality. Students must be punctual. Any student who is late for a period of instruction will report to the Chief Instructor.

2. Absence from Class. The following points apply:

a. In general, permission to be absent from class will be granted in cases of extreme urgency only. Permission to be excused from classes shall be sought as follows:

(1) where the need can be anticipated, the student shall submit a written request to the appropriate DS at least 48 hours prior to the commencement of the required absence. The DS will in turn seek the concurrence of the Chief Instructor;

(2) where the need cannot be anticipated but arises during duty hours, the student shall request permission from the appropriate DS and the Chief Instructor; and

(3) where the need cannot be anticipated but arises outside duty hours, the student shall request permission from the Chief Instructor. The CI can be reached either through the landline, email or by cellular telephone;

b. Time - off for compassionate reasons, such as death or serious illness in the family, or birth of a child, will be decided on a case by case basis by the Chief Instructor. Application will be made by the student to his/her DS with as many details as are available. The DS will then brief the Chief Instructor who will make a decision based on the information provided. The student will be informed and administrative action taken as required; and


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c. The student who has been granted permission to be absent from class shall ensure that the appropriate Syndicate Leader (and thus the Course Senior) is so informed.

1103. Notices

From time to time, notices requiring action by students either for course or administrative purposes will appear on the Student Notice Board located in the Main Lecture Room and/or students’ email inbox.

1104. Restricted Areas

Access to the following areas in the training building and nearby administrative building is restricted to students:

a. Commandant/Chief Instructor/Training Office/Administration Office/Directing Staff Room. These offices are OUT OF BOUNDS to students at all times. Any student who wishes to speak to a Member of the Central Staff or DS must knock, make his/her request and wait outside the office until invited to enter;

b. Orderly Room. This office is OUT OF BOUNDS to students at all times. The Orderly Room can action a limited number of photocopy requests for students. Requests are to be made to the Chief Clerk. The staff and equipment to provide word processing service for students is extremely limited. Therefore, any requests for assistance will be made through the Chief Clerk and not directly to any of the Orderly Room Clerks, despite prior acquaintance or working relationships; and

c. Stationary and Course Store Rooms. These rooms are OUT OF BOUNDS to students at all times. Any requests for stationary supplies or equipment shall be made by the Syndicate Leaders to the Training Staff.

1105. Syndicate Rooms

1. Syndicate rooms are available after duty hours for study purposes. Lights must be turned off and windows closed when leaving the rooms. All waste papers and garbage will be tidied up and put in the containers provided. Syndicate Rooms are to be kept tidy.

2. Whiteboards shall be written on with dry erase markers only.

3. Corkboards are provided in each syndicate room for mounting instructional material.

1106. Use of Names and Ranks


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1. At the beginning of the course, it is appropriate and inevitable that the DS address the students by their rank and surnames only. Later, when all first names of students are known, they will be used more and more, although surnames will always be used at the more formal central lectures.

2. Relationships between students will strictly be on a first name basis, regardless of rank.

1107. Compliments

The following rules concerning compliments shall be observed:

a. Students will rise when the DS enters a syndicate room or remain seated dependent on the DS’ wishes and direction;

b. Students shall salute members of the staff in accordance with military custom when wearing head-dress; and

c. When the Commandant visits a syndicate room, all members of the syndicate will rise and the DS or the syndicate leader will provide a brief synopsis of the subject being discussed. Should other members of the Central Staff visit the syndicate room, the DS or syndicate leader will acknowledge the presence of the visitor, students are to remain seated, and then carry on with the discussion underway.

1108. Telephone Services

1. Incoming Calls. Classes will not be interrupted for telephone calls except in emergency cases. Normally, a message will be taken on students’ behalf and communicated to students via their electronic mailbox. Dependents, units, etc should be advised to contact students at the following telephone numbers:

a. 0800 - 1700 hours each day (including weekends) and 1700 - 2300 hours Sunday to Friday - the CJCSC Orderly Room at (876) 973-0575 / (876) 973-8055;

b. 0800 - 1700 hours each working day, for pressing duty calls or emergency only, the Chief Instructor's office at (876) 973-0575 ext 3002; and

c. if no answer is received at the Orderly Room then contact the Moneague Training Camp, Moneague operator at (876) 973-0520. In an emergency, duty staff at the Camp can contact the appropriate student.

2. Outgoing Calls. Outgoing calls can be made as follows:

a. For calls within Jamaica, go through the college telephone operator;


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b. For international calls and duty FAX transmissions, TBI; and

c. Any problems concerning telephone facilities and/or services are to be referred to the Admin Offr.

1109. Medical and Dental

1. The following information is provided in the case of a medical problem:

a. For routine medical services, there is a duty medic at the medical post within Moneague Training Camp (MTC);

b. More serious problems inform the course staff; and report to the MTC med post where first aid and ambulance services to the nearest hospital can be provided.

c. helicopter MEDEVAC is available from the JDF Air Wing in the most serious cases. The contact number is 928-4981.

2. The following information is provided in the case of a dental problem:

a. Routine dental problems report to the MTC med post to make appointments for see the dentist and/or dental technicians in Up Park Camp.

b. In emergency dental situations, inform the course staff and appropriate arrangements will be made for treatment.

3. In all cases where the casualty is evacuated, the Course Senior must advise the Chief Instructor immediately.

1110. CJCSC Duty Officer

Students will be detailed as Duty Officer (DO) on a weekly duty roster published one week in advance by the Course Senior. The list will be posted on the Student Notice Board. Students will hold this appointment for a period of 24 hours with only the Course Senior excused from participating. The DO responsibilities are fully detailed in the DO Log Book, outlined as follows:

a. assisting the Course Senior by bringing the students to attention and reporting attendance to the instructor during central lectures;

b. checking and securing the Main Teaching Building at 2300 hours (paying particular attention to any fire hazards), and signing the DO Log Book; and


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c. conducting a fire check of the accommodations area before retiring for the night.

1111. Shuttle Bus Service A shuttle bus service is provided by the CJCSC for runs to and from Kingston on weekends. As a minimum, the bus will depart Moneague at 1600 hours Fridays to Up Park Camp and return 1800 hours Sundays from Up Park Camp to Moneague Training Camp. These timings are flexible based on the timetable and student wishes. Overseas students who wish to stay in Moneague during the weekend can arrange transport for Saturday shopping, library visits, Sunday Church services, etc through the Admin Offr.

1112. Parking

Students’ motor vehicles shall only be parked in the assigned parking area.

1113. Signing-Out Book

A signing-out book is located inside the Main Lecture Room. This book provides the staff of the CJCSC with the location and telephone number of students away from Moneague at any time and facilitates ration accounting. Any student departing Moneague Training Camp, for any reason – to include physical exercise activities, will sign-out before departing. The information will be used by the staff in case of an emergency and for adjusting rations and extra-messing billing at the Mess.

1114. Postal

1. Mail received will be placed in the student box. All mail is to be addressed to:

Rank, NameCaribbean Junior Command and Staff Course 2011C/O Jamaica Defence Force Up Park CampKingston 5, Jamaica

2. Stamps for outgoing mail can be purchased from the Orderly Room. Outgoing mail should be placed in the mailbox located outside the Orderly Room that will be cleared each morning and delivered to the Moneague Post Office by the duty driver.

1115. Places of Worship

The following places of worship (and many others) are available in Moneague, Ocho Rios and Kingston as indicated:

a. Anglican -


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(1) Kingston Parish Church, King St. 922-6888

(2) St. Andrew Parish ChurchVestryH W T Road (10) 926-6692

(3) St. Margaret’s Church167 Old Hope Road (6) 927-0651

b. Ocho Rios Gospel ChapelRennie Street, Ocho Rios

c. Anglican Diocese Church 974-3156Milford Road, Ocho Rios

c. Ocho Rios Baptist Church, Milford Road, Ocho Rios

d. Moneague Church of Christ, Phoenix Park, Moneague P.O.

e. Moneague Methodist Church, Main Street, Moneague

f. Moneague District Seventh Day Adventist ChurchScott Hill, Moneague

1116. Barbers

There is a military barber located in Moneague Training Camp. Arrangements can be made to visit this barber at an appropriate time, for haircuts. Students may also wish to utilize one of the many barbers available in Moneague, Ocho Rios or Kingston, which are open on Saturdays. Students are reminded that they are expected to arrive at CJCSC with a regulation military haircut and maintain that standard throughout the duration of the course.


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CHAPTER 12

LIBRARY SERVICES

1201. General

Good reference libraries are an extremely expensive proposition that require full-time staffs for proper management and large amounts of capital to maintain currency. The CJCSC still require more time to develop reference resources, which fully meet the requirements of the course. In the meantime, alternate facilities may be utilized.

1202. CJCSC Library

1. The CJCSC Library is located in the Orderly Room and consists of a complete set of military reference manuals used for the course, books and periodicals.

2. The books and periodicals have been donated to or purchased by the course. They are limited in number and must be signed out using the ledger held by the Orderly Room Clerk on duty. The Library will be available as follows:

a. Mon - Fri 1200-1300 and 1630-1800 hrs; and

b. Sat and Sun On request to the Duty Clerk.

3. Students may consider bringing their own reference material and source documents required for the completion of their major research paper, a 1500 to 2000 word persuasive service paper on a topic of the student’s choice.

1203. Public Libraries

Public libraries are available at the following locations:

a. Ocho Rios Public LibraryMilford RoadOcho Rios, St. Ann Tel: 974-2588(Open Mon-Fri 0800-1700 hrs and Sat 0900-1300 hrs. Free access, no charge for borrowing books, however there is a per page charge to photocopy)

b. The Kingston and St. Andrew Parish Library2 Tom Redcam DriveKingston 5 Tel: 926-3310


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(Open Mon-Fri 0900-1800 hrs and Sat 0900-1700 hrs. Free access, no charge for borrowing books, however there is a per page charge to photocopy);

c. The National Library of Jamaica12 East StreetKingston Tel: 922-0620/6(Open Mon-Thu 0900-1700 hrs and Fri 0900-1600 hrs. Free access, no charge for borrowing books, however there is a per page charge to photocopy); and

d. The Port Royal Branch LibraryPort Royal Tel: 924-8317(Open Mon, Wed and Fri 0900-1700 hrs. Free access, no charge for borrowing books).

1204. Other Libraries

The following higher education facilities are available at no cost to CJCSC students but only by special arrangement with the librarian. The Administrative Officer will make arrangements upon request by students. Addresses are:

a. Moneague College LibraryMoneague St. Ann Tel: 794-0965

b. University of Technology Jamaica Library237 Old Hope RoadKingston 6 Tel: 927-1680/8

c. University of the West Indies Main LibraryMona, Kingston 7 Tel: 927-1660/9

1205. Internet Research Capability

The lap top computers provided to students of CJCSC are configured to access the Internet either by a direct or wireless connection to the CJCSC network. Wireless Internet access is available in library and other selected areas at the college. This facility is to be used for course research purposes and may also be used for personal e-mail. Further Details will be promulgated to the student body during Week 1.


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Documents

CHAPTER 1 - jdfweb.com€¦ · Web viewThere is still another version which holds that the word Moneague came from the word "Moniqua" a word commonly used in Cuban dialect meaning