Military Engineering 5-6 Syllabus
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Formation of the Corps of Engineers
Formation of the U.S. Corps of Engineers Father of the Corps of Engineers At age 16 he was engaged by Lord Fairfax as a surveyor’s helper to survey 1.5 million acres of the Northern Neck of Virginia, which extended into the Shenandoah Valley At 17 he began surveying lots in Alexandria for pay, and became surveyor of Culpepper County later that summer. At age 21 he was given a major’s commission and made Adjutant of Southern Virginia. Six months later he led the first of three English expeditions into the Ohio Valley to initially parlay, then fight the French. Few individuals had a better appreciation of the Allegheny Mountains and the general character of all the lands comprising the American Colonies First Engineer Action Battle of Bunker Hill in Boston in 1775 Washington’s First Chief Engineer In 1775 Putnam entered the Continental Army as a lieutenant colonel. He was involved in the organization of the batteries and fortifications in Boston and New York City in 1776 and 1777, serving as Washington’s first chief Engineer. He went on to greater successes commanding a regiment under General Horatio Gates at the Battle of Saratoga in September 1777. He built new fortifications at West Point in 1778 and in 1779 he served under General Anthony Wayne. He was promoted to brigadier general four years later. Rufus Putnam 1738-1824 Chief Engineer 1777 - 1783 Washington pleaded for more engineers, which began arriving from France in 1776. In late 1777 Congress promoted Louis Duportail to brigadier general and Chief Engineer, a position he held for the duration of the war. -
DAO Level 3 Certificate in Military Engineering (Armoured) Titan and Trojan Crew Supervision
Qualification Handbook DAO Level 3 Certificate in Military Engineering (Armoured) Titan and Trojan crew supervision QN: 603/3232/3 The Qualification Overall Objective for the Qualifications This handbook relates to the following qualification: DAO Level 3 Certificate in Military Engineering (Armoured) Titan and Trojan crew supervision Pre-entry Requirements Learners are required to have completed the Class ME (Armd) Class 0-2 course, must be fully qualified AFV crewman and hold full category H driving licence Unit Content and Rules of Combination This qualification is made up of a total of 6 mandatory units and no optional units. To be awarded this qualification the candidate must achieve a total of 13 credits as shown in the table below. Unit Unit of assessment Level GLH TQT Credit number value L/617/0309 Supervise Titan Operation and 3 25 30 3 associated Equipment L/617/0312 Supervise Titan Crew 3 16 19 2 R/617/0313 Supervise Trojan Operation and 3 26 30 3 associated Equipment D/617/0315 Supervise Trojan Crew 3 16 19 2 H/617/0316 Supervise Trojan and Titan AFV 3 10 19 2 maintenance tasks K/617/0317 Carry out emergency procedures and 3 7 11 1 communication for Trojan and Titan AFV Totals 100 128 13 Age Restriction This qualification is available to learners aged 18 years and over. Opportunities for Progression This qualification creates a number of opportunities for progression through career development and promotion. Exemption No exemptions have been identified. 2 Credit Transfer Credits from identical RQF units that have already been achieved by the learner may be transferred. -
18News from the Royal School of Military
RSME MATTERSNEWS FROM THE ROYAL SCHOOL OF MILITARY ENGINEERING GROUP 18 NOVEMBER 2018 Contents 4 5 11 DEMS BOMB DISPOSAL TRAINING UPDATE Defence Explosive Ordnance Disposal (EOD), It’s the ten-year anniversary of the signing of the Munitions and Search Training Regiment (DEMS RSME Public Private Partnership (PPP) Contract Trg Regt) operates across two sites. The first is and that decade has seen an impressive amount the more established... Read more on page 5 of change. A casual.. Read more on page 11 WELCOME Welcome to issue 18 of RSME Matters. Much has 15 changed across the RSME Group since issue 17 but the overall challenge, of delivering appropriately trained soldiers FEATURE: INNOVATION and military working animals... The Royal School of Military Engineering (RSME) Private Public Partnership (PPP) between the Secretary of State for Defence and... Read more on page 4 Read more on page 15 We’re always looking for new parts of the RSME to explore and share Front cover: Bomb disposal training in action at DEMS Trg Regt – see story on page 9. within RSME Matters. If you’d like us to tell your story then just let us know. Back cover: Royal Engineers approach the Rochester Bridge over the river Medway during a recent night exercise. Nicki Lockhart, Editor, [email protected] Photography: All images except where stated by Ian Clowes | goldy.uk Ian Clowes, Writer and Photographer, 07930 982 661 | [email protected] Design and production: Plain Design | plaindesign.co.uk Printed on FSC® (Forest Stewardship Council) certified paper, which supports the growth of responsible forest management worldwide. -
Weapon Group Feats for Pathfinder: Class: Weapon Group Proficiencies
Weapon Group Feats for Pathfinder: Class: Weapon Group Proficiencies at 1st Level: Alchemist Basic weapons, Natural, Crossbows, any other 1 Barbarian Basic weapons, Natural, any other 4 Bard Basic weapons, Natural, any other 3 Cavalier Basic weapons, Natural, Spears, any other 3 Cleric Basic weapons, Natural, deity’s weapon group, any other 2(3 groups if not following a deity) Druid Basic weapons, Natural, druid weapons, any other 1 Fighter Basic weapons, Natural, any other 5 Gunslinger Basic weapons, Natural, firearms, any other 3 Monk Basic weapons, and all monk weapons Inquisitor Basic weapons, Natural, deity’s weapon group, Bows or Crossbows, any other 3 (4 groups if not following a deity) Magus Basic weapons, Natural, any other 4 Oracle Basic weapons, Natural, any other 1 (+3 if taking Skill at Arms) Paladin/AntiPaladin Basic weapons, Natural, any other 4 Ranger Basic weapons, Natural, any other 4 Rogue Basic weapons, Natural, any other 3 Sorcerer Basic weapons, Natural, spears, crossbows , any other 1 Summoner Basic weapons, Natural, spears, crossbows , any other 1 Witch Basic weapons, Natural, spears, crossbows , any other 1 Wizard Basic weapons, Natural, spears, crossbows This system doesn’t change Racial Weapon Familiarity. Weapon Group Name: Weapons In Group: Axes bardiche, battleaxe, dwarven waraxe, greataxe, handaxe, heavy pick, hooked axe, knuckle axe, light pick, mattock, orc double axe, pata, and throwing axe Basic club, dagger, quarterstaff, and sling Blades, Heavy bastard sword, chakram, double chicken saber, double -
The Roman Army in the Third Century Ad Lukas De Blois My Issue In
INTEGRATION OR DISINTEGRATION? THE ROMAN ARMY IN THE THIRD CENTURY A.D. Lukas de Blois My issue in this paper is: what was the main trend within the Roman military forces in the third century ad? Integration, or disintegration into regional entities? This paper is not about cultural integration of ethnic groups in multicultural parts of the Roman Empire, such as the city of Rome, thriving commercial centres, and border regions to which the armies had brought people from various parts of the Empire, and where multicultural military personnel lived together with indigenous groups, craftsmen from different origins, and immigrants from commercially active regions, either in canabae adjacent to castra stativa, or in garrison towns, as in the Eastern parts of the Empire. In variatio upon an issue raised by Frederick Naerebout in another paper published in this volume, I might ask myself in what sense an army, which in the third century ad was progressively composed of ethnically and culturally different units, kept functioning as an integrated entity, or in actual practice disintegrated into rivalling, particularistic regional forces whose actual or potential competition for money and supplies con- stantly threatened peace and stability in the Empire, particularly in times of dangerous external wars, when the need for supplies increased. The discussion should start with Septimius Severus. After his victories over Pescennius Niger, some tribes in northern Mesopotamia, and Albinus in Gaul, Severus had to replenish the ranks of his armies, for example at the Danube frontiers, which had yielded many men to Severus’ field armies and his new praetorian guard. -
A Reconstruction of the Greek–Roman Repeating Catapult
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Archivio della ricerca - Università degli studi di Napoli Federico II Mechanism and Machine Theory 45 (2010) 36–45 Contents lists available at ScienceDirect Mechanism and Machine Theory journal homepage: www.elsevier.com/locate/mechmt A reconstruction of the Greek–Roman repeating catapult Cesare Rossi *, Flavio Russo Department of Mechanical Engineering for Energetics (DIME), University of Naples ‘‘Federico II”, Via Claudio, 21, 80125 Naples, Italy article info abstract Article history: An ‘‘automatic” repeating weapon used by the Roman army is presented. Firstly a short Received 21 February 2009 description is shown of the working principle of the torsion motor that powered the Received in revised form 17 July 2009 Greek–Roman catapults. This is followed by the description of the reconstructions of these Accepted 29 July 2009 ancient weapons made by those scientists who studied repeating catapults. The authors Available online 4 September 2009 then propose their own reconstruction. The latter differs from the previous ones because it proposes a different working cycle that is almost automatic and much safer for the oper- Keywords: ators. The authors based their reconstruction of the weapon starting from the work of pre- History of Engineering vious scientists and on their own translation of the original text (in ancient Greek) by Ancient automatic weapons Mechanism reconstruction Philon of Byzantium. Ó 2009 Elsevier Ltd. All rights reserved. 1. Introduction Among the designers of automata and automatic devices in ancient times Heron of Alexandria (10 B.C.–70 A.D.) was probably the best known. -
DIY Science Catapult
DIY Science Catapult How can making a catapult help you prove something that it took mankind millennia to work out? Look at the science behind siege engines in the DIY Catapult! Historical Overview On War Machines and Mangonels One of the problems with warfare throughout history was that enemies had the annoying habit of hiding behind fortifications. The solution: to find a way of beating down, piercing or otherwise destroying part of the wall so as to gain entry. Alternatively, it was equally important to be able to keep others intent on destroying your walls at bay. Enter the one- armed throwing engine. What’s a Mangonel? The Greeks c200 BC referred to these one-armed machines as among numerous devices that could be used by the defence against a besieger’s machinery. People from the Mediterranean to the China Sea developed war machines that operated using the elasticity of various materials. The term catapult is used to describe all of the different types of throwing machines. What you and I know as a catapult is actually a mangonel, otherwise known as an onager. Onager was the slang term derived from the Greek name for ‘wild donkey’. This referred to the way the machine ‘kicks’ when it’s fired. The correct term for the machine is mangonel - derived from the ancient Greek term “manganon” meaning “engine of war”. Historical Evidence There is very little archaeological or historical evidence on the mangonel. However, the Roman, Ammianus, does describe one in his writings, but the proportions of the machine are unknown. There remain some medieval illustrations of the machines and some speculative drawings from the 18th and 19th centuries. -
Hungarian Archaeology E-Journal • 2018 Spring
HUNGARIAN ARCHAEOLOGY E-JOURNAL • 2018 SPRING www.hungarianarchaeology.hu PLUMBATA, THE ROMAN-STYLE DARTS. A Late Antique Weapon from Annamatia TAMÁS KESZI1 It is possible to view an unusual object in the display showing Roman military equipment at the permanent exhibit of the Intecisa Museum, a special weapon of the army in Late Antiquity, the plumbata.2 The meaning of the Latin word is ‘leaden’, but if the construction and use of the implement is taken into account it could be called a dart in English. With this ca. 50 cm long, hand-thrown weapon the heavy infantry could have begun to disrupt the diployment of the enemy from a distance. WRITTEN SOURCES The name and description of the projectile weapon called a plumbata in Latin is known from numerous sources from Antiquity and the Early Middle Ages. (VERMAAT 2015) (Fig. 1) Fig. 1: Depiction of a plumbata tribolata and mamillata. The lead weight is missing from the latter (Source: http:// rekostwargames.blogspot.hu/2016/11/roman-unit-menapii-seniores.html, date of download: 19 April 2018) According to Flavius Vegetius Renatus, who lived in the Late Imperial period, the expert soldiers of two legions in Illyricum used the plumbata, and so they were called Mattiobarbuli (I 17. II 15. 16. 23. III 14. IV 21. 44.). The emperors Diocletian (284–305) and Maximian (286–305) honored the two units with the title Jovian and Herculean for their prowess. From Vegetius’s description it seems that the two units used the plumbata prior to Diocletian coming to power, but it is perhaps only after this, in the last decades of the 3rd century, that its use spread to the other units of the empire as well. -
Inventor Center the Catapult Forces Challenge EDUCATOR’S GUIDE
Hands-On in the Inventor Center The Catapult Forces Challenge EDUCATOR’S GUIDE Complex Spring Catapult, Leonardo daVinci from Leonardo’s Catapults , http://members.iinet.net.au/~rmine/Leonardo.html WHATWHAT’’’’SSSS INSIDE? • Essential Questions • Glossary • Making thethethe Most ofofof Your Visit • Resources • CorrelationCorrelationssss tototo Standards • Activities (Coming Soon) • Facilitation ESSENTIAL QUESTIONS During your facilitated hands-on experience in the Inventor Center: Catapult Forces Challenge , the facilitator will be posing essential questions to your students in two categories: The In- ventive Process and the Science of Catapults and Trebuchets. These questions may also be use- ful for you as a teacher to gain background information as well as for facilitating higher order thinking during class discussions. The Inventive Process Inventor Center encourages students to explore the thrilling process of invention. The Inventor Center includes a series of participatory stations: build, experiment, learn and share. Students will define the problem, build a prototype, experiment with the prototype, learn how well the prototype works (solves the problem), and share their ideas or inventions with others. Who is an inventor? An inventor is someone who uses technology in a new way to solve a problem. An invention is a unique or novel device, method, or process. Inventions are different than discoveries because a discovery is detecting something that already ex- ists. In the Inventor Center everyone is an inventor. What is the inventive process? There are many ways to invent. Most inventive processes consist of four main parts: learning, building, testing (or exper- imenting), and sharing. These four parts of the inventive process can happen in any order. -
Catapult to the Front of the Line
Name: Date: Catapult to the Front of the Line GOAL Create a catapult that will hurl a penny through a target from the furthest distance away. MATERIALS TIME TO CREATE r!,rP!vlDu4! Acr,turY Read the following, hightighting important information, and answer the questions. lmagine that you are in the midst of a snowball fight. ln addition to preparing for battle, you also need to think about protection. Hiding behind something is helpfu[, but what if your enemy is able to break down your barrier? Throughout history, finding a way to destroy the enemy's protection while maintaining a safe distance was cha[[enging-untilthe invention of the catapult, the one-armed throwing machine. Ancient Greeks referred to the catapult as a mangone[, meaning "engine of war." The mangonel, weighing approximately z tons, functioned by ftinging heavy objects over and through walls. Because of its powerful kicking motion, mangonels were also referred to as onagers, a name derived from onagros, meaning "wild donkey." A ballista was another type of catapult. lt was designed similarty to the crossbow. Ballistas relied on the work of torsion to release ammunition that looked like giant arrows. Over time, gravity catapults, such as the trebuchet, were invented. Trebuchets were designed to hur[ a heavy object into a high arc, which was quite useful for breaking down castle walls, especially if the ammunition involved fire. Catapults have been one of the most effective weapons for warfare. A sling is attached to the end of the catapult's arm. ln lowering the arm, the user stores energy in the ropes, and when the arm is released, the arm is flung forward. -
Department of Defense Roles in Stabilization
C O R P O R A T I O N Finding the Right Balance Department of Defense Roles in Stabilization Linda Robinson, Sean Mann, Jeffrey Martini, Stephanie Pezard For more information on this publication, visit www.rand.org/t/RR2441 Library of Congress Cataloging-in-Publication Data is available for this publication. ISBN: 978-1-9774-0046-8 Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2018 RAND Corporation R® is a registered trademark. Limited Print and Electronic Distribution Rights This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions. The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest. RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors. Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org Preface This report comes at an important juncture for U.S. policymaking. The report evaluates the nature and appropriateness of tasks the U.S. -
The Impact of the Roman Army (200 BC – AD 476)
Impact of Empire 6 IMEM-6-deBlois_CS2.indd i 5-4-2007 8:35:52 Impact of Empire Editorial Board of the series Impact of Empire (= Management Team of the Network Impact of Empire) Lukas de Blois, Angelos Chaniotis Ségolène Demougin, Olivier Hekster, Gerda de Kleijn Luuk de Ligt, Elio Lo Cascio, Michael Peachin John Rich, and Christian Witschel Executive Secretariat of the Series and the Network Lukas de Blois, Olivier Hekster Gerda de Kleijn and John Rich Radboud University of Nijmegen, Erasmusplein 1, P.O. Box 9103, 6500 HD Nijmegen, The Netherlands E-mail addresses: [email protected] and [email protected] Academic Board of the International Network Impact of Empire geza alföldy – stéphane benoist – anthony birley christer bruun – john drinkwater – werner eck – peter funke andrea giardina – johannes hahn – fik meijer – onno van nijf marie-thérèse raepsaet-charlier – john richardson bert van der spek – richard talbert – willem zwalve VOLUME 6 IMEM-6-deBlois_CS2.indd ii 5-4-2007 8:35:52 The Impact of the Roman Army (200 BC – AD 476) Economic, Social, Political, Religious and Cultural Aspects Proceedings of the Sixth Workshop of the International Network Impact of Empire (Roman Empire, 200 B.C. – A.D. 476) Capri, March 29 – April 2, 2005 Edited by Lukas de Blois & Elio Lo Cascio With the Aid of Olivier Hekster & Gerda de Kleijn LEIDEN • BOSTON 2007 This is an open access title distributed under the terms of the CC-BY-NC 4.0 License, which permits any non-commercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.