Development
Six patterns were originally developed in early 2002 and reviewed for effectiveness, with three of the six designs being rejected due to limited effectiveness. The final three patterns were evaluated at the U.S. Army Natick Soldier Center, and four color schemes were created for each pattern. The woodland patterns consisted of tan, green, brown and black; the desert patterns tan, dark tan, khaki and brown; the urban patterns tan, light gray, medium gray and black, and the desert/urban patterns contained tan, dark tan, light gray and brown. A common ground shade, tan, was selected for all patterns to allow individual equipment to be interchangeable if more than one color scheme were adopted. The patterns were All Over Brush, Shadow Line, Track and a contractor-developed pattern, MultiCam. The goal was to develop a single pattern that would perform well in all terrains.
Read more about this topic: U.S. Army Universal Camouflage Trials
Famous quotes containing the word development:
“The man, or the boy, in his development is psychologically deterred from incorporating serving characteristics by an easily observable fact: there are already people around who are clearly meant to serve and they are girls and women. To perform the activities these people are doing is to risk being, and being thought of, and thinking of oneself, as a woman. This has been made a terrifying prospect and has been made to constitute a major threat to masculine identity.”
—Jean Baker Miller (20th century)
“Such condition of suspended judgment indeed, in its more genial development and under felicitous culture, is but the expectation, the receptivity, of the faithful scholar, determined not to foreclose what is still a question—the “philosophic temper,” in short, for which a survival of query will be still the salt of truth, even in the most absolutely ascertained knowledge.”
—Walter Pater (1839–1894)
“The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.”
—Laurent A. Daloz (20th century)