Chief reolies: 

Warrant Officer Training 

Is Professional and Extensive 

by CW4 Eugene F. Thompson 

E(iito,"s Not?: Thi,,jr,llnrr.i~ig is n 

wsponsr to fh~FOYIC~I~ f~r.ticlr. 

"E~~uij~n~errt Rrpnir 

Tc,c.c/iJI ici~niis-O~rr Forgoftrri 

I.'~~.qiw,,rs!''h~ CW.9 (C~rr'tis R. 

M~ill~t~~r. wtrihfl./~peai.~,d ii!

I~NGINEI.~RINI~ rnber I. I!~s:i.

For the most part. CW3 Curtis 

R. Millner's comments on the as 

s~gnmentand training policy 

problems for engineer warrant 

officers are good. We would be well 

advised to heed this warning. 

Exception must be taken, however 

to his blanket indictment of 

training provided in the warrant 

officer hasic and advanced courses. 

The Basic Course 

To understand how the basic 

course content was derived, one 

must first understand its purpose. 

It was never intended that the 

course replace the prerequisite of 

being fully qualified for 

appointment. It should, however. 

provide the warrant officer with 

the skills and knowledge requircd 

of an officer and technical 

supervisor. The course should also 

fill technical knowledge ~aps that 

ma:, exist as a result of 

specialization in the enlisted ranks. 

The qualification requirements 

for appointment to warrant officer 

are spelled out in AR 135-100. 

Ap),oinfment r!f Coin~ilissio?~ednrrd 

WI~I-rant Ofliicers of ttiv Ai.?n~ The

regulation specifies that to be 

eligible for appointment, each 

applicant must have education, 

technical training and practical 

experience sufficient for the rank. 

This is further amplified in DA 

Pamphlet 600-1 1. tVn.rraiit Ojjiccr 

I'r(!fcessionnl Dri,rlop~r~eirt which 

says, "Prerequisite to appoint is the 

prior attainment of full 

qualification." 

The purpose of the basic course, 

then, is not to be MOS-producing 

but to supplement or hone existing 

skills and knowledge. To 

accomplish this, an ll-week course 

was developed that covers supply 

and maintenance management, 

engines, power trains, construction 

equipment, power generation 

equipment, and special purpose 

equipment. 

Obviously, it is not possible to 

provide training on each of the 

many systems and pieces of 

equipment in the engineer 

inventory. Nor is it possible to 

develop a course that totally meets 

all the needs of a student 

population with varying levels of 

military experience and expertise. 

The basic course as presently 

configured, however, does as much 

as possible to meet DA training 

requirements. 

What is viewed by CW3 Millner 

as "a little training" is actually a 

substantial amount for a newly 

appointed warrant officer. If a 

W01 cannot function satisfactorily 

in his first assignment, the 

individual's personal qualifications 

should be examined, not the Army 

training he receives as a warrant 

officer. 

It is true that not all newly 

appointed warrant officers attend 

the basic course, and this is 

probably a mistake. Attendance 

should he mandatory for ail 

warrant officers prior to their first 

assignment. 

The Advanced Course 

CW3 Millner's statement 

regarding the scarcity of technical 

material in the Warrant Officer 

Advanced Course was undoubtedly 

true at one time, but it is no longer 

the case. Unlike the Warrant 

Officer Senior Course, which is not 

MOS related and is, in fact. 

designed to develop senior warrant 

officers for high-level staff 

positions, the Mechanical 

Maintenance Warrant Officer 

Advanced Course is technically 

oriented and is MOS specific. To 

ensure each mechanical 

maintenance MOS is adequately 

covered, the course is divided into 

two phases. 

Phase I is taught at the U.S. 

Army Ordnance Center and School. 

Aberdeen Proving Ground, 

Maryland, and covers both common 

military subjects and technical 

subjects that are common to all 

MOSS in the mechanical 

maintenance field. Phase I1 of the 

course covers technical subjects 

that pertain to specific MOSS. 

The engineer equipment repair 

technician (MOS 621A) receives 

five weeks of Phase I1 training at 

the U.S. Army Training Center 

Engineer, Fort Leonard Wood, 

Missouri. The training is 

technically oriented with emphasis 

on support-level maintenance. 

(Please turn to page 9.) 
13 ?l \i MI I FALL 1983 -

UNITED STATES ARMY FEATURES 

ENGINEER CENTER 9 How to Prepare for Your SQT 

AND FORT BELVOIR, VA 10 Evaluating Soldier Proficiency 

by MAJ Tlzomns J. Aztbin. 

11 Training Mine Improvements Underway 

COMMANDER/COMMANDANT hy MAJ Joseph G. PnpaFnetro 

MC JamesN. Ellis 12 The Engineer School is Reorganizing 

ASSISTANT COMMANDAN1 Building Supervisors 

COL James W. Ray by ILTAlbert G. Mnrin 111 

Engineer NCOES 

CHIEF OF STAFF/DEPUTY 

INSTALLATION COMMANDER Between a Rock and a Hard Place 

COL Paul 1. Higgins by CPT Clfarles R. Mciggio 

Getting Up to Speed 

COMMAND SERGEANT MAJOR by LTC John Menniy 

CSM Orville W. Troesch Ir. 

Call Your Readiness Group 

b.y LTCJall~esL. Campbell EDITOR 

John Florence On Time, Under Budget 

by CPT Frank A. Liebner 

ASSISTANT EDITORS 

2LT David J. Arter Writing for Publication 

Sue Wilborne bg Albert N. Garland & Mnric 8.Eclgerton 

The Digital Landscape DESIGN DIRECTOR 

Bill Behring by MAJ David R. Bowen 

STUDENT PRODUCTION INTERN 

Shawn S. Lachica 

DEPARTMENTS 

On The Cover Inside Front Cover: Forum 

An M9 Bradlev infantry fiahtina . . ve- 2 News &Notes 23 Hotline &&A 

hicle is transported across Tompkins 

Basin by the 902nd EngineerCo. (Assault 

Float Bridge) (Ribbon). 11th Engineer 

4 

5 

Clear The Way 

Bridge The Gap 

26 

31 

Engineer Problem 

Engineer Solution 

Bn. (Combat) (Heavy), Engineer School 

Bde. Photo by SSG Rick Maleck. 6 School News 35 Career Notes 

ENGINEER is an authorized ~uhlication of the U.S. Army Enaineer Center and Fort Relvoir. Va. Unless s~ecificallv stated. 

m;itvrl.t. appenrlng herrlndotrnc,l iw#.ass;tr~ly n.11c.c 1 i,i!l<.t:iil'c,l. y.tl!~nklncIr~ndorsemenrby an) iigc.nr, uitl~i. l1.S Arky..l'hv 

\r.< rll; hv, h~m, and hls are USP~10 reprrsenl prr><>nnc.(11 ~1111tr 9t.x .All ~~I~oto~raph~ conlalned hcrrln an. uiticiirl 0.S. Army 

phologr:iphs unlestotherw~sr credltrd .'I'Itc tusr .~iiu~,<l.. :~.z.pr~nttng th~.I,U~I.IC;,IIO~ was .~pproved h) llra~l~l~ilrtt.rs. I)~.p;trtme.nt 111 thr Arm\..c>n Julv22. Irhl *Mutcrl.rl itt.rrln m:a\ ur ret,rll>r.cl 11 < rc.cllt !-rl\c7n to E:\GISEERand lht auih~,r..EN\'(;lNk:El~ 5 

objectives are to probidea forum for the exchanpe of<deas, foinform and motiGateand to promote the professional development of all 1111 inl~rsof tl~rArmy engrnerr community. .I)tre,t ,.r,rrt cp ,tl.lrntt. \r lrll ES~iISEEK 1s .luthur~ird2nd enrourilgwi Ioqu~r~ts 

ltttltcmmnta m s p t I I i t . r p d i l ~ ~ ~ . ~ I hcsen~tt, k~N(;INl:t:lI hl.ap.4~1tt~ \.l.5t I lo l o 2 . 11. - .: *idi.Jt,hL :\\'.~~~J..~ul~;ir~vtton*t~~EX(;INt:t:H;,r~~ir\;~~l.ablrtl,r~u~l~ 

the Superintendent ofDocuments, U.S. Government printing- Offick, Washinaton, Dc 20402. A check or money order ~avable"to 

Sup~~rl"len~l6~nl <nf 1)orurnrnls musl accompany all uljs<.rlpt! in I. .l!l.-sts IIntcs nn. S6 :,, fclr al,,mr~l~cltncludtng :\l2<).:~nrl 11'0 

ncldrrcscs anal $10 65 for iorr~gnaddresses. 1nd1vt~lu.t. C<.I,~C-.arc. .~v.~~Ial~Ic .If>1 13, r ropy Tor dovnest~r ndnrcjses .mrl 3; 6.i lor

iore!gn :addrrssrs *5econrl (:.ass pwtnpt paicl ar I:,rt Iit,Iv jlr. \':, :~nrl ,ddltlot>nl n>n,ltngvlfices I.SSI\' O~lltii:~~~~ 
Six Engineer MOSs Are Reopened to Women 

Femalrenlistedengineerscannoa steps to move from one of the reserve in six of ten recently closell mil- opened MOSs will be permitted to 

itaryoccupationalspecialties(MOSs). return if thev wish. OPEN AGAIN 

combat probability codingsystem has closed to women will be transferred 

resulted in the rc!openingof six of the outofthcunitduringthenextsereral 

MOSS. years, in accordance with normal 

Soldiers who have already taken reassignment policies. 

Earlier this year, ten Engineer 

MOSS Some units that contain the re- were closed to womcn as a 

reslllt of the Army,s In The opened MOSS will still be closed to 

Army Policy Review (;roup report, women. The csclusion is due to those 

units' high probability of direct com- which was approved by Army Secretary John 0. Marsh Jr. But a six- bat 

month Army staff review of the direct Female soldiers serving in a unit 

Link Reinforcement Set Extends 

Length of Medium Girder Bridge 

Thecapabilityorthc mcliiumgirder The 1,RS was studied recently by test 

bridge (MGB) is exp:mding with the teams from the 264th Engineer Co.. 

aid of a link reinforcement set (LRS). Ft. I>ragg,N.C. The tests were coniloctcd at Aberdeen Proving (;round. 

hld. 

With the aid of the LRS, the 102-

foot MGB can beextended to 163feet. 

The bridge is used lo transport tanlcs 

andotherheavyequipmentoverlarge 

terrain depths. Thr bridge can be 

quickly erected and dismantled by 

soldiers under the direction of one 

senior NCO. 

51 8 Carpenter & Masonry 

Repairer 

62E Heavy Construction 

Equipment Operator 

62G Quarrying Specialist 

62H Concrete & Asphalt 

Eouioment Ooerator 

A hr.i(iqc (,t.i:~.fioil hiiiit (riialloi~~(lr.(~R) t,-rr~isl~oi.tsn sectioti i~frrr.ih11oir 

bridge. MorliS.iecrtions to the iiont nr.6. scheduled .for npplientio~iuert 

year. 

. . 62J General Construction 

Equipment Operator 

828 Construction Surveyor 

STILL CLOSED 

OOB Diver 

51 K Plumber 

51 R Interior Electrician 

52G Transmission & 

Distribution S~ecialist 

Boat Improved 

Improvelnents are being made on 

the bridge erection boat (sh:rllow 

draft), following recommendations 

from the field. 

Thc boat is beingref~tteutoemploy 

the ribbon bridge more efficiently. 

The boat will decreasc launch and 

retrieval time and offct arr uPt.tating 

draft which is more compatible with 

that of the ribbon bridge. Thus. constraints on the selection of crossing 

sites will be reduced. 

Modifications to the boat consist of 

a reinforced push knee assembly, a 

hose kit for out-of-water engine operation, an improved fuel filter pipe, a 

fore deck grab rail, and rubber sleeving for the cradle stanchions. 

The changes are scheduled to appear on the boats in USAREUR by 

June, and on CONUS-hased boats by 

September 1984. 

The 27-foot boat has been fielded 

since February 1982.Currently, there 

are about 250 such boats in the U.S. 

inventory. 
School Route 

Made Safer 

Combat engineers stationed in 

Korea made a school route safer for 

children while gaining experience in 

construction. 

Soldiers of 2nd Plt.. B Co., 2nd 

Engineer Bn., 2nd Infantry Div., 

Camp Casey, Korea recently constructed a stairway along a cliff and a 

footbridge across a stream near the 

San KwangOrphanage in ChunhyonMyon. The orphanage houses about 

80 children who range from toddlers 

to teens. 

Before the bridge was constructed, 

thechildren weregetting toschool by 

"wading through the stream after 

scrambling down the cliff," according to SFC James P. Schaller. 

The project involved constructing 

20 meters of footbridge and pouring 

POLE: I'OSITION-SPA Riissi~llDukes (left) and PI<'CCutl~irA t.c/iie prii,,f 60 meters of concrete for the sidethe d0i~mitoi~:7~fI~igpo1ein San F,,nncisco, as part ofn reno~.ntio?rproject. On walkandstairway. Holesweredrilled 

this site, the first US. flag raising in Northern California occurred in into thefaceof thecliff andsteel bars 

1846. Theflagpole islocated in the city's Chinatown district. Dukes and were used to stabilize the concrete, 

A,rchie serve in D Co., 864th Engineer Bn., Presidio of San Francisco, Cali$ which was mixed nearby and carried 

(Tim Dewar photo) in buckets to the construction site. 

Microcomputer Selection Guide Available to Buyers 

Information to assist Army engineers in selecting microcomputers 

for managing construction activities 

at field offices has been published by 

the U.S. Army Construction Engineering Research Laboratory 

(CERL) in Champaign. Ill. 

The Microcomputer Selection 

Guide for Construction Field Offices 

is designed to assist managers in 

deciding what microcomputer systems and software oackazes - should

be purchased to improve their operations. According to Glenn Colwell, 

one of its authors, the selection guide 

"provides a single source of information on microcomputers for construction managers, many of whom have 

little time to keep up withthe rapidly 

changing computer field." 

The guide takes a prospective purchaser of a microcomputer system 

through the selection of a system. It 

presents an overview of microcomputer systems, available software packages, and examples of their use in the 

field. The guide helps the field manager assess office needs for automation and determine which 

microcomputer system would meet 

his needs best. Construction managers can then select a microcomouter 

system and software from a list of 

those available. 

The microcomputer selection 

guide will be updated periodically to 

keep up with changes in the microcomputer field. Copies of the selection guide can be purchased in hard 

copy or on microfiche from the 

National Technical Information Center. 5282 Port Royal Road, Springfield, VA 22161, or by contactingthe 

Publications Branch at the U.S. 

Army Construction Engineering 

Research Laboratory at (217) 352-

6511. ext. 354, FTS 958-7354. Individuals ordering the selection guide 

from NTIS should identify it by its 

accession number-ADA130245. 

The complete bibliographic reference is: 

Francois Grobler, Michael J. O'Conner and Glenn E. Colwell, Microcomputer Selection Guide for Construction Field Offices. Technical 

Report P-146 (U.S. Army Construction Engineering Research Laboratory, June 1983). 
LEAR THE WAY 

by MG James N Ell~s,Commandant. U S Army Eng~neerSchool 

NCO training is an investment 

that benefits-all of us. 

An effective noncommissioned officer corps is 

central to a ready Army. The level of our NCOs' 

dedication and the extent of their ability as 

trainers determine the quality of our Army. 

Trainers in peacetime and combat leaders in 

wartime, NCOs are a reflection of the Army's 

health. They must be the focal point upon which 

we develop new initiatives and the base upon 

which we expand during mobilization. 

How do NCOs attain these required levels of 

performance? By experience on the job, 

supplemented with formal schooling. 

Over the past few years, formal schooling for 

NCOs has evolved into an extensive system of 

courses called the Noncommissioned Officers 

Education System (NCOES). The NCOES 

provides leadership training and MOS specific 

training. But having a system is not enough. For 

the quality combat leaders needed to fight and 

win the AirLand Battle, soldiers and leaders at 

every level must make a strong commitment to 

supporting the NCOES. 

Investing for the Future 

The system is only as good as the individual, 

his associates, and his leaders make it. 

Investments made today will bring dividends for 

years to come. As with any investment, some 

current resource must be saved and a little 

"pain" felt so that the account can grow. In the 

case of the NCOES, investments must be made 

by a number of people. The commander must 

make the hard decision to reduce his "presentfor-duty" strength, while simultaneously 

competing for training funds and allocations 

needed for each course. A platoon may lose a key 

NCO for a while; other soldiers in the unit will 

have to pick up the extra work load. Command 

sergeants major and first sergeants will have to 

go that extra mile to recommend the best student 

for each course, and then assure backfilling of 

vacant positions during the schooling. An up-todate order of merit list at unit level is a must. 

The soldier-student, however, makes one of the 

biggest investments by attending a distant 

school away from his family and friends at some 

cost and hardship. 

Selecting and sending a student to an NCOES 

course is only a part of the unit's responsibility. 

The battalion commander and command 

sergeant major must ensure that the best NCOs 

are selected and prepared, both mentally and 

physically, to attend. Lack of math and reading 

comprehension, weight problems, and poor 

physical condition are the most common student 

shortcomings. These problems need to be 

overcome before the student leaves for the 

school. 

Courses On-Line 

Development of the NCOES is a priority at 

TKADOC. The article beginning on page 14 

provides detailed information about the NCOES. 

The Engineer School has just launched at Fort 

Leonard Wood, Missouri, the 51H (Construction 

Engineering Supervisor) Basic Technical Course 

(BTC). An article about the 51H BTC appears on 

page 13. In about a year, another BTC will begin 

at Fort Leonard Wood, this one for the 62N 

(Construction Equipment Supervisor). Other 

specialized training for engineer tracked vehicle 

crewmen is under way at the Seventh Army 

Training Command; similar training will start 

at Fort Leonard Wood in late 1984. Also, the 

Defense Mapping School recently began offering 

advanced schooling for cartographers and 

terrain analysts. 

The Engineer NCOES is moving forward to 

lead the way in Army NCO training. The quality 

of the Engineer NCO Corps, and of the entire 

Army, will improve in direct proportion to the 

amount of effort we all put into the system. 
BRIDGE THE GA 

by CSM O.W. Troesch Jr., U.S. Army Engineer Center & School 

Sometimes we're not. NCOs mi st be in the front rank 

helping to correct the situat~ 'on. 

As the Army moves forward with the 

development of high-technology weapons 

systems and equipment, there is an increasing 

need for a well-trained noncommissioned officer 

corps to conduct individual soldier training. But 

are we, as noncommissioned officers, prepared to 

accept this awesome responsibility and to live up 

to our reputation as the trainers of soldiers? 

Priority to NCOs 

When I visit units, I review unit order of merit 

lists for NCO professional development 

schooling at the Primary NCO Course, the 

Primary Leadership Course, the Basic NCO 

Course, the Primary/Basic Technical Courses 

and other NCOES courses. I continually ask, 

"When will we give attendance priority to 

noncommissioned officers who, for whatever 

reason, have never attended NCOES courses?" 

Every unit has reasons for not training its 

noncommissioned officers, reasons ranging from 

preparing for an upcoming ARTEP or AGI to 

"some specialists four are better soldiers and 

deserve the opportunity to attend first." 

Don't discount these reasons, but rather 

consider the reason the Army approved the 

NCOES development system and the program's 

purpuse: to trnin n1rncon~niissionec1 irfficrrs to be 

snlall-unit lenilcrs. 'l'hc. NCOES -;\.stern was set 

up so NCOs could help soldiers "lqridge the gap" 

from what they learned at Initial Entry and One 

Station Unit Training to the additional training 

needed to survive and to win on the battlefield. 

If we continue to train the wrong soldier in our 

NCOES system, the noncommissioned officer 

corps will fail to accomplish its second most 

important task, to develop a professional NCO 

corps. 

No Control? 

You may say that we NCOs have no control 

over who goes to NCO schools. I say, not true. 

Have we lost the moral courage to stand by 

our convictions? Are we unable to tell our 

commanders that we are sending to courses 

students who do not fill leadership positions, 

who are not promotable (on a promotion 

standing list to the pay grade of SGT/SP5), who 

are overweight, who cannot pass the PT test, 

who are not qualified with their basic weapons, 

or who have not mastered at least 70 percent of 

the tasks in their job books? 

Do we look our commander in the eye and say 

that noncommissioned officers must go to 

school? Or do we just turn away, as untrained 

NCOs are promoted and are expected to learn 

how to be effective leaders and trainers through 

on-the-job training only? 

Are we willing to accept short-term goals as a 

substitute for the long-term benefit to the Army 

of a properly trained and professionally 

developed NCO corps? 

If you are a part of the NCO support channel 

but are not actively involved in selecting 

NCOES students, then you are shirking one of 

the responsibilities given to us by the chain-ofcommand. This responsibility is second in 

importance to our performance as promotion 

board members. 

If we are to become an Army of excellence and 

if Engineer branch noncommissioned officers 

are to continue the tradition of being standard 

setters for the Army, then we must rededicate 

ourselves to becoming personally involved with 

selecting the students sent to NCOES courses 

and to becoming personally involved with the 

training of our soldiers and units. 

Strive for excellence. In your efforts to educate 

and to develop junior noncommissioned officers, 

help them to "bridge the gap" between being a 

soldier and being a leader of soldiers. 
School News
 -1 I 


Directorate of 


Combat Developments (DCD) 


Product Improvements There's good news for users of the ribbon bridge. The 

Proposals (PIP): TRADOC-DARCOM Spring 1983 Product Improvement Program 

(PIP) Review conditionally approved PIPS for the bridge. The 

condition for approval is completion of required coordination and 

staffing. The PIP includes adding a steel cap to the ramp bay 

tie-down pin: reducing the size of the roadway dog-bone connector: 

and elimination of hydraulic fluid leakage from the ramp bay 

hydraulic system. These improvements address complaints often 

heard from engineers in the field. 

Maneuver Control An operational capability for automated engineer command and 

System (MCS): 	 control may be nearing reality. The MCS consists of a tactical 

computer terminal and tactical computer system. MCS offers a 

responsive capability for battlefield management of engineer 

assets, instantaneous situation assessments and immediate transfer 

of information between the maneuver force and its supporting 

engineers. Although engineer requirements are not included in the 

initial MCS buy, they are considered in the follow-on program. 

Armored Combat The first four M9s of the initial production contract are being 

Earthmover (ACE) M9: 	 assembled at the PACCAR Company plant in Renton, Wash. These 

M9s will be delivered to Aberdeen Proving Ground, Md., by April 

1984 where they will undergo vigorous testing. Successful 

completion of this testing will lead to a competitive full production 

contract award in July 1984. The remaining M9s from initial 

production will be used for force development testing at Ft. Hood 

during late 1984 and at Fort Lewis during early 1985. 

Countermohility-Demolitions: This fiscal year, DCD focuses attention on engineer operational 

requirements for demolitions. DARCOM will examine 

state-of-the-art demolition technology to satisfy engineer 

requirements for improved one-step systems for producing 

obstacles. 

Already underway is preparation of a requirement document for 

a bridge, road and tunnel (BRAT) munition. Plans are to review 

bulk explosives. Atomic demolition munitions (ADM) in the force 

structure are under review. There is a possibility of identifying a 

"special conventional" demolition role. Thus, the MOS 12E (ADM 

specialist) faces the prospect of considerably increased 

responsibility. 
Defense Mapping School (DMS) 

Terrain Analysis Seminar: The first Terrain Analysis Seminar was held in July at Ft. 

Belvoir. The working seminar was attended by 99 people, 25 of 

whom were terrain analysis technicians from theater, corps and 

division terrain teams from Europe to Korea. The seminar grew 

out of an idea discussed at the 1982 DoD Mapping, Charting and 

Geodesy Conference. 

The first half of the seminar was devoted to briefings to update 

the 841A (Training Analysis Technician) personnel on such topics 

as the Engineer Mission Area Analysis, DMA Production 

Program, CMF 81 and 841A career fields, topographic equipment, 

the Topographic Support System, the Digital Topographic Support 

System, and the quick response multicolor printer. 

The second portion of the conference was dedicated to 

discussions among the terrain analysts on techniques employed in 

their un~ts to support commanders with terrain analysis, mobil~ty 

operations on urban terrain, weather effects, and trafficability. By 

consensus of participants, there will be another terrain analysis 

seminar in 1984. 

Directorate of 


Training and Doctrine (DOTD) 


Engineer Drills: The Directorate of Training and Doctrine (DOTD) has recently 

developed 23 engineer drills which initially will be published as 

three separate field circulars titled Mobility Drills, 

Countermobility Drills, and General Engineer Drills. After 

publication as field circulars, these engineer drills will be revised 

to include comments from the field, and will eventually be 

incorporated into appropriate field manuals. 

Also DOTD is programming to develop survivability and 

topography drills. The coordinating drafts for mobility and 

countermobility drills are now in production and should reach 

field units by the end of December 1983. 

Engineer drills are the link between individual and collective 

proficiency. They are standardized techniques and procedures of 

engineer training. 

Drills include combat, administrative and logistical actions 

relating to fighting, fueling, fixing and supplying units on the 

battlefield, as well as other important collective tasks which should 

be trained repetitively. They also include those few, highly critical 

actions which must be taken in combat in response to an For information on the 


reorganization of the Engineer emergency situation. 


School, see page 12. Engineer drills provide small units with a courses of action that 

can be taken immediately without waiting for detailed orders. 
Directorate of 


Training and Doctrine (continued) 


ADSPEC 23 Course: The Facilities/Contract Construction Management Engineer 

(additional specialty 23) course is available for officers 

programmed for assignments in facilities engineering or in 

engineer districts and divisions. The course consists of three 

modules: the Common Core Module, the Facilities Engineering 

Management Course (FEMC), and the District/Division Engineer 

Course. 

The Common Core Module is designed to provide training in a 

variety of engineering disciplines. Both subject matter and 

practical applications in civil engineering, building construction 

technology, architectural engineering, electrical engineering, and 

mechanical engineering are discussed. Emphasis is also placed on 

construction management techniques, contract administration 

and other information appropriate to the role of the 

Facilities/Contract Construction Manager. 

Upon completion of the Common Core Module, officers will 

attend either the FEMC or the District/Division Engineer Course. 

Those officers who will be assigned to a Directorate of 

Engineering and Housing attend the FEMC. Officers assigned 

within the Office of the Corps of Engineers (OCE) attend the 

District/Division Engineer Course, which is taught by instructors 

from OCE and the Huntsville District. This course provides 

detailed information on contract construction administration, 

how to be a contracting officer's representative, and general 

inspection techniques and procedures in accordance with OCE 

specifications and standards. 

The next class is scheduled to begin on January 27,1984. 

Directorate of 


Evaluation and Standardization (DOES) 


Follow-Up The Engineer School is placing additional emphasis on 

Training Evaluation: 	 determining whether the training received by soldiers in OSUT 

(One Station Unit Training) is meeting the needs of the field. 

Units in the field can expect to receive questionnaire packets 

asking the units about the quality of the OSUT graduates they are 

receiving. 

12Es to Recruiting Force: In an effort to provide CONUS stabilization for atomic 

demolition munitions (ADM) personnel, 12E personnel will become 

part of the Detailed recruit in^ Force in the near future. A total of 

22 E6 and 36 E5 12Es will be selected for a three-year tour with 

Recruiting Command. Personnel may volunteer by submitting a 

DA Form 4187 to MILPERCEN, ATTN: DAPC-EPL-E, 200 

Stovall St.. Alexandria. VA 22332. 
To prepare for the SQT, you must 

first know whattostudy. Thisinformation is provided in the SQT 

notice. The notice identifies all the 

areas on which you could be tested 

and lists appropriate references. 

Each task listed in the SQT notice 

identifies the technical manual 

and/or field manual that explains 

how to perform the task correctly. 

The new editions of thesoldier's manual also provide a checklist which 

your supervisor can use to determine 

your task proficiency. 

After you have obtained the correct, current reference publications, 

the next thing to do is Study! Study! 

Study! By using the notice and soldier's manual, you can determine 

which section of the technical manual 

or field manual applies to the task 

you are studying. Here is one place 

where a lot of something may not be 

the best thing; study only those parts 

of the manual which are needed for 

the test. Save the rest for "light reading" when you have free time. 

At the test site. make sure you have 

all the items needed for the test (pencils, scratch paper, test book, etc.) 

before yon begin the test. This will 

prevent interruptions that mightdistract you while you are taking the 

test. 

When you receive your testbooklet, 

lightly read over the entire test toget 

a feel for what types of questions are 

Forum, continued 

Phase I1 technical training for 

the 621A advanced course student 

is as broad in scope as possible. The 

student receives instruction on 

diesel engine repair, including 

repair of diesel fuel pumps and 

operation of a diesel fuel pump 

calibrating stand. The course also 

covers diagnostic procedures for 

construction equipment; operational 

and DAIBS maintenance 

characteristics (including 

warranties) of commercial 

construction equipment: and 

troubleshooting AC and DC 

electrical circuits, semi-conductors, 

and electronic components. 

Performance tests and 


paralleling procedures for pourer 


generator sets are also studied at 


Phase 11, along with: water 


diagnostic maintenance and 


How to Prepare 

For Your Pp,T 

, I 

Follow these simple 


guidelines to improve your SQT score. 


being asked. Then take the test. Here 

is where your studying pays off. 

When you look at the list of possible 

answers. you will see that one or two 

of the choices have the leastchanceof 

being correct. After you eliminate 

these, you will narrow your choices to 

two or three possible answers. Now, 

select the correct answer. Once you 

make your selection DO NOTchange 

it! In most cases, the answer you 

select first is the correct answer. 

As you take the test, you will probably come across some questions that 

you won't be able to answer quickly. 

Skip these questions for now. By 

doing this, you won't waste time that 

you could be using to answer quesrepairing water purification units; 

diagnosis and repair of gas turbine 

engines: and use of test, 

measurement, and diagnostic 

equipment. including the simplified 

test equipment/internal combustion 

engine. In the area of maintenance 

manaeement. the student .. receives 

instruction on the Army Oil 

Analysis Program, production 

control, quality control, material 

classification, and preparation of a 

DS/GS maintenance standing 

operating procedure. 

While this list of subjects is not 

all inclusive, it should be sufficient 

to indicate the dearee - of technical 

training a 621A advanced course 

student receives during Phase 11. 

The basic and advanced are 

under continual review by the 

Engineer Equipment Committee as 

tions you know (remember, this is a 

timed test). 

After you have answered all the 

easy questions, go back to those that 

gave you trouble. This is also a good 

time to check that your question and 

answer sheet numbers match. 

It is a good idea to use most or all of 

the time allotted. This will prevent 

you from hurrying through the test 

and making mistakes. After you have 

answered all the questions, reread 

your answers to make sure you have 

marked the one you intended. 

That's all there is to it! If you follow 

these simple rules, you should find 

that the time you invested preparing 

for your SQT really pays off. 

part of the effort to improve 

instruction quality and 

effectiveness. Feedback from 

former students and their 

commanders is an essential 

ingredient of the improvement 

program. Your comments are 

solicited. 

CW4 EIL~FIZP F. Ti~ornpsotr is 

chief rf tire E~rginurr Eqz~ipi>rrvf 

Comariftee, 4ti1 Tivinirtg Bde.. Ft. 

Leonurrl Wood. Mo. HP II'IIS 

pr.er~iousll~assigned as thu Bnttalbo,~ 

Mointeriarrce Officer. 15th Errgi~rcw 

Bit. (CBTI, Ft. Leivis. Wash. CW4 

Thomp.so~ris a graduate ofthe 

Wai.ra?zt Officer Basic Coi(,s;e a72d 

~istingzcishud Graduatr of the 

Warrant Ojfiepr Ad~,anced Cou.1~~. 

He has an assoeiatek degree in 

diesel teehnolog~~.fro?n the College of 

the Redu'oods. Eureka, Call:f. 
on input from major commands. The 

Army Training Support Center proEvaluating
 Soldier Proficiency 


T he "old" three-component skill .. . qual~f~cationtest (SQT) is out. A 

new program called the Individual 

Training Evaluation Program 

(ITEP) has taken its place. 

The ITEP uses a three-method system to evaluate a soldier's proficiency: the commander's year-round 

hands-on evaluation, the common 

task test, and the MOS-specific SQT. 

Commander's Hands-On 

Evaluation 

This part of the ITEP is an informal, local, hands-on evaluation of 

MOS task performance. The evaluation is ~iven by the local commander. 

It can be conducted any time during 

the year and as many times as the 

commander desires. Tasks and locations for the evaluation are also 

selected by the commander. The test 

will be evaluated according to evaluation guides found in the new soldier's manual. 

Results of the evaluation will not be 

formally reported. They are to be 

used by the local commander asdiagnostic tools to evaluate soldier training and to enhance proficiency on 

MOS tasks. 

MOS-Specific SQT 

An MOS-specific SQT will bedeveloped for each skill level of every 

MOS. The SQT will be a written test 

MOS proficiency. It will be taken 

annually during a three-month test 

period by all Active Component soldiers, El through El. Reserve Component soldiers El through El will be 

tested during a six-month test period 

every two years. 

Before each test period, an SQT 

Notice will be distributed to the unit. 

The notice lists the number and title 

of the tasks which may be tested. 

Only two-thirds of the tasks listed in 

the notice will actually be tested. 

by MAJ Thomas J. Aubin 

There will be no practicequestionson 

the notice. Local commanders will be 

able to score skill level one written 

tests using a FOR OFFICIAL USE 

ONLY printed answer key provided 

with the test. All MOS-specific written tests will be centrally scored and 

used for training decisions as well as 

for DA-level personnel management 

in the Active Component. 

Skill qualification test feedback 

reports will be provided to soldiers 

and commanders. Individual Soldier 

Reports (ISRs) will be senttosoldiers 

and commanders within 30 days 

after submission of the test for scoring. This report will identify those 

tasks on which a soldier needs additional training. Summary reports 

will be providedperiodically,orupon 

request, to the company through 

division-level commanders. This 

report will contain average SQT 

scores for all MOS skill levels tested. 

Common Task Test 

The common task test isa hands-on 

test with a written backup test which 

may be used when equipment is not 

available. The common task test is 

given annually and is used to evaluate the soldier's training on fundamental survival and combat skills. 

Selection of tasks for the test is based 

duces the common task test using 

material furnished from the Army 

service schools. FM 21-2. Soldierk 

Manual of Colnmon Tasks, is the 

basic publication for training and 

evaluating common tasks. 

All soldiers E7 and below will take 

the common task test. The results 

will be reported for diagnostic use 

only. However, commanders are 

encouraged to use test results when 

preparing enlisted evaluation 

reports and when making recommendations for promotions and other 

career decisions. 

Phase-In 

The new Individual Training Evaluation Program will be phased-in 

during FY 1981-86 as new soldier's 

manuals are published for most of 

the Corps of Engineers'37 MOSS and 

103 skill levels. When fully imulemented, the new program will provide local feedback for improving 

training, as well as a basisforequitable personnel decisions at DA level. 

For more information about ITEP, 

contact: SQT/QA Branch. Individual 

Training Division, Directorate of 

Training and Doctrine, USAES. 

Fort Belvoir, VA 22060; (703) 664-

6051, AV 354. 

.WAJThomas J. Anbinis chief ofthe 

Engineer school:^ SQTIQA Branch. 

Directorate of Training and Doctrine. 

He serced earlier with the Schooli 

Directorate of Combat Developments 

and with Computer Systems Command. He is a graduate of Co7nmand 

and General Staff College and has a 

bachelor's degree in computer science 

and statistics from the University of 

Southern Mississippi. 

ENGINEER HOTLINE 

Problems, questions, and comments relating to engineer doctrine, training, organization, andequipmentcan be addressed telephonicallytothe U.S. 

Army Engineer School's "Engineer Hotline." The Hotline's auto-answer 

recorder operates 24 hours a day, seven days a week. Callers should state 

their name, addressand telephone number. followed bva conciseouestion or 

comment. You'll receive a reply within thr tys. The HI ~ta 

receiving agency for formal requests. . **a,. .. Call commercial (7 546; WATT 3 uuu-JJO-JUYD, exrenslon ~046; 

or AV 354-3646. 
Training Center (NTC) and during 

major combined arms team exercises 

have shown, the Army is unable to 

train on real-time employment, 

breaching and tactical considerations of mine obstacles. 

The MES represents a significant 1N1NG MINE advance in adding realism nthe bab 

tlefield during training. It will cause 

commanders at all levels to consider IMPR0V EMENTS the effects of mines. Real-time. realworld casualty assessment will give

ERWAY new emphasis to employment, 

breaching and tactical considerations. ~ ~ The MES will interact with

by MAJ Joseph G. Papapietro Multiple Integrated Laser Engagement Systems (MILES) and will 

ralnlng mine deficiencies are The problems noted above identify have safer non-pyrotechnic smoke Tamong the most serious prob- several needs. and flash visual detonation cues. 

lems faced by engineers and other First, we must have mines that are For example, imagine an NTC 

members of the combined arms inexpensive and that can be pursituation where a mechanized or 

team. The recent Mission Area Anal- chased and used in large quantities. armored "lumn approaches an area 

ysis (MAA) studies for Close Combat ~h~~~ devices must be responsive, of enemy activity. The column cornHeavy, and Combat Support Engi- and they should be applicable to both mander sees the telltale engineer 

neering and Mine Warfare highligh- individual and collective tasks. Also, tape using all his of 

ted these shortcomings, and the training mines must he easily pro- deduction, smartly identifies the 

Engineer School ismovingasrapidly cured through devices channels, not area as a If there are 

as possible to provide relief. through ammunition channels. umpires present, he crosses the area. 

First, a brief look at how we Meetingall theserequirementsisa suffers no casualties nor inconvenarrived at the troublesome position tall order. The solutionsare in eachof ience, and receives no training. 

we're in today. There are several these three major developmental The MES, however, will provide a 

problems with currently-fielded efforts underway at the Engineer different scenario. Gone will be the 

training mine devices and the logisti- School: engineer tape. Instead, commanders 

cal system that supports them. will be forced to "read" the terrain. 

Most of the training mines used the mine effects simulator looking for likely areas in which the 

today are inert versionsof production (MES), enemy might employ mines. If the 

line service mines. They are old, the conventional training mine commander proceeds, he will 

many are no longer available, and (CTM), and advance knowing that real-time casthey have limited training value- * the family of scatterable mines ualties will be assessed if he errs. He 

especially for collective training (FASCAM) effects simulator and his men will have tolearn to ident.elic (FES). tify mines and minefields and know ""U..". 

Plastic molded replica mines were 

an improvement; but, unfortunately. 

production was done in a piecemeal 

fashion, to varying specificationsand 

by different agencies. 

The training mine void forced 

many units to initiate in-house, shortterm solutions. However, the lack of 

standardization and logistical support for these training mines has 

caused long-term problems. 

Finally, and certainly still a problem to overcome, numerous training 

mine components, including fuzes 

and smoke grenades, are purchased 

through ammunition channels. That 

leads us to the conflict of budgetary 

priorities between "real" versus 

training ammunition. 

By now you're probably saying, 

"Enough problems, how about solutions?" We have solutions on the way. 

how to breach or bypass them. 

Mine Effects Simulator 

The mine effects simulator (MES) Conventional Training Mine 

has priority in the Engineer School's The conventional training mine 

training device arena. Embodied as (CTM) isdesigned foruseattheother 

U.S. service minesand Threat mines. end of the traininp suectrum. -. It is for

the MES is primarily intended for the individual traininy of all mine 

use by engineer and maneuver for- users, including engi~~eers, infantry, 

ces. The MES will provide realistic armor, field artillery, and other percollective training opportunities for sonnel with mine related soldier or 

force-on-force, combined arms team ARTEP tasks. 

training. Also, it will beapplicabletn The CTM will be a family of deviboth initial institutional and to indi- ces intended to replace all existing 

vidual sustainment training. training mines. They will be exact, 

As experiences at the National inert replicas of the M14, M15, M16, 

I3ax.e a comment? 

Developing training mines is t..- . ~,,u.,,.u,..... ..:the Enginper School's 

Traininc Support Rranch, UnitTrainincDivirion,Directorate of Training 

and Doctrine. They are alwaps interested in pour suggestions and cornmcnts. Write to them or call (703) 664-4063!2465. .1T 35.1. 
M18A1, M19,and M21 service mines 

and will provide feedback tostudent 

FASCAM Effects Simulator combined arms team, unprecedented 

realism in mine and countermine 

and trainer. 

The CTM has several advantages. 

The FASCAM effects simulator 

(FES), like the MES, will give traintraining. 

First, it offers the opportunity to ing realism and casualty assessment MAJ Jos?/~hG. Pnpnpielro is 

establish a new production base. This capability to the family ofscatterable nssignc~d lo the Office 1J' thc Ikpirty 

will increase availability and reduce mines. The FES system is dependent Chief of Sfq(ffor Reserrrch D~iselopcosts. Although made of plastic or on the MES's development and the ?next and Augrrisition. He rnrlirr 

resin, CTMs will contain enough challenge to miniaturize components serced at tilu EiigirreerScirool asehipf. 

melal for normal detection and have but retain reliability. The FES isstill Nrrr Eqi~ipmeiitS~S~PIIIS B,-nach, 

ballast material for proper weight several years from being fielded. 1)i~eetorr~teof Trai~ii~?,n~i?dDoctri~te. 

and feel. Also, a bell or buzzer will The mine effects simulator, the Hrinngr<~drrnter!ff/teCo~nrnnrrdarrrl 

alert trainer and trainee of an incor- conventional training mine and the Gencrnl Stnu College, the D($cirse 

rect arming or disarming procedure FASCAM effects simulator will give Mni~ngeme~it Col1c.q~ nnd hr~s oilirrsor of an unsafe condition. ~neineers. along with the rest of the /rri riri-rrf~~oi,rIISC 

THE ENGIN ER 


IS REORGANIZING 


The U.S. Army Engineer School 

and its Engineer Training Brigade 

(ETB) has begun reorganizing in 

accordance with Training Doctrine 

Command's "School Model '83." The 

reorganization is part of a TRADOC 

vffort to inil~rovt~heopvr;~t~on ut ;ill 

TKA1)OC ,.lt,.ols. School Motl~l 'e3 

is desiened to simolifv the trainine 

the training departmknts the focus 

of the school. 

General William Richardson, 

TRADOC commander, has given top 

priority to training and also to 

expanding the responsibilities of 

school instructors. In addition to 

teaching, the instructor/subject 

matter expert will be responsible for 

writing doctrine and all training 

development material. Organizational changes at Fort Belvoir 

are: 

.Consolidation of the Engineer 

Training Brigade (ETB) with 

the Engineer Center Brigade 

(ECB) into one School Brigade. 

*Establishment of a thirdtraining 

department-the Department of 

Maintenance. 

*Establishment of a school secretarv ~.~- to centrallv manaee the " ~~ 

threetraining departments and 

to provide logistical support. 

tion (DOES). 

*Establishment of a Proponency 

Office. 

Thereorganization atFnrtBelvoir 

began October 1 and should be comnleted bv A~ril 1. These changes 

Belvoir. 

Once complete, the Engineer 

School will consist of the: 

*Office of the School Secretary 

*Departments of Maintenance, 

Combined Arms, and Military 

Engineering 

.Directorates of Training and 

Doctrine, Evaluation and Standardization. and Combat 

.~ro~onencyOffice 

f ENGINEER SCHOOL 

ORGANIZATION 
.,--. ~-~.7~w- -,,,A-new course begins for-51 Hqir .., .r'

Construction Engineering Supervisors 

by I LT Albert G.Marin I11 

onstructlon engineers play avital Crole in .' the success of the modern 

Army. Wherever United States 

troops are stationed, there is a need 

for shelter, plumbing, electricity. 

and storage facilities. Military Occupational Specialties (MOSs) 51B, 

Carpentry and Masonry Specialist: 

51C, Structures Specialist; 51K, 

Plumber; 51R, Electrician and 51H, 

Construction Engineering Supervisor exist to satisfy this need. It is 

important that soldiers with these 

MOSs be proficient in all aspects of 

construction engineering. 

To help soldiers with MOSs 51B, 

51C, 51K, and 51R become construction engineering supervisors (51H), a 

Basic Technical Course (BTC) has 

been developed. The 51H BTC is to 

teach newly, or soon to be, promoted 

51Hs the skills necessary to plan, 

supervise, and inspect vertical construction projects. The BTC is a sixweek long course which started this 

November at Fort Leonard Wood. 

Missouri. 

Course Requirements 

Recently (August 1 through September 16, 1983) a 51H BTC pilot 

course was held. Nineteen students 

participated in the trial course. The 

course design proved acceptable; 

however, the students were deficient 

in mathematics and reading. Students encountered few problems 

with the technical aspects of the 

course, which is explained by the 

nature of construction engineering. 

Carpenters, electricians, and 

plumbers require only those skills 

necessary for actual construction or 

installation. Not so with construction 

supervisors. 

Construction engineering supervisors must he capable readers. Supervising construction projects means 

dealing with construction directives, 

construction prints, construction 

details, hills of materials, and all the 

other written directivesandexplanations common to the field. It isimportant that these documents be read 

accurately and understood. 

Supervisors must also have a good 

working knowledge of basic mathematics. Addition, subtraction, multiplication. division, ratios. and basic 

geometry are essential for planning 

any construction project. Being deficient in either math or reading can 

hurt your career. 

H o w t o Improve Your Skills 

To determine your math and reading skills, contact your installation 

Army Education Center (AEC). Ask 

to take the Adult Basic Learning 

Examination (ABLE). The ABLE 

results will show your strong points 

and indicate where you may need 

refresher training. 

Based on ABLE results, the AEC 

will recommend to your unit commander that you participate in the 

Basic Skills Education Program 

(BSEP). With approval from your 

unit commander, the AEC willenroll 

you in classes to increase your basic 

mathematical and reading skills. 

Classes are normally available in the 

morning or in the afternoon,allowing 

for a workable agreement between 

you and your commander. 

Before you attend the 51H BTC, or 

any other noncommissioned officer 

course, contact your educationcenter 

to make sure you have the skills 

needed to complete the course. Don't 

be caught by surprise; prepare now 

before it is too late. 

1LTAlbert G. Marin ZZIis assigned 

to the Engineer School as MOS team 

chief of the Conrtruetion and Utilities 

Team. General Engineering Branch, 

Directorate of Training and Doctrine, 

Ft. Belvoir. He is a graduate of the 

University of Maine at Orono and the 

Engineer Officer Ba~ic Course. He 

served with the 44th Engineer Bn. 

(CBT) (HVY) in Korea as a platoon 

leader and operations officer. 
df NCQES courses for 1 r~e 


Education System (NCOES) provides job related, progressive 

training for NCOs and specialists 

throughout their careers. It applies 

to all enlisted personnel of both 

Active and Reserve Comnonei 

NCOES is ;%n integrr 11 pait of 

Enlisted Pr!rsonnel IManagem 

System. 

Theobjectives as notedin AR-351.1, 

Indiuidual Military E'ducation and 

Training, are to: 

" A".:.""" .Prepare NCOs to be LI~LLL~ID and

leaders. 

The Noncommissio~~~u v~~~st.~s *Providenecessaryjob proficien 

training to NCOs. 

*Improve unit readiness and 

collective mission proficiency 

through individual proficiency of 

NCOs and subordinate soldiers. 

VCOES is divided into four levels: 

imary, basic, advanced, and 

senior. NCOES courses focus on 

training tasks in the next higher 

skill level. For example, courses at 

the primary level prepare the skill 

level one (SL1) soldier (E4) for duty 

at SL2(E5). Courses at the basiclevel 

pare the SL2 soldier(E5) for duty 

SL3 (E6), etc. Figure 1 shows 

information about the NCOES 

courses available for engineer 

soldiers. Figure 2 shows planned 

additions to the NCOES. 

1teserh.e Component personnel arc 

~~l~aibletoa~tc~n~l ;ill rtwldrnt NC0F.S 

coirses, and they may enroll in any 

available nonresident courses. In 

addition, members of the Reserve 

Component may attend NCOES 

courses conducted by U.S. Army 

Reserve schools and National Guard 

NCO academies. 

NCOES COURSES FOR ENGINEER SOLDIERS 


Course Purpose 

Pr~maryNCO Prepares SL1 combat 

Course JPNCOC) arms soldiers (E4) 

lor duties at SL2 (E5). 

Primary Leader- Prepares SL1 CS/CSS 

shlp Course sold~ers(E4)lor SL2 

(PLC) (E5) and SL3 (E6) 

supervisor duties. 

. 


MOS 

Prerequisite 

128, 12C. 

12E, 12F 

Location/ 


Length 


NCO academ~es CONUS 

and overseas 

4 weeks 

All CS/CSS NCO academies CONUS 

MOSS and overseas 

4 weeks 

Figure 1 

Priority for 

Attendance Remarks 

E4 selected for promotion Qual~f~edsoldiers 

to E5, and E5/E6 with no selected by unlt 

prior leadership tralnlng. commander to attend. 

E3/E4 performing in E5/E6 

leadersh~p posltlons for wh~ch 

the course 1s necessary 

due to un~tNCO shortages. 

E4 selected for promoilon Qualil~ed sold~ers 

to E5, and E6 wlth no selected by un~t 

prior leadersh~p training commander to attend. 

E3/E4 perform~ng in E5/E6 

leadersh~p pos~t~ons lor whlch 

the course is necessary 

due to unlt NCO shortages. 
MOS 

Pre- Location/ Priority for 

Course Purpose requisite Length Attendance Remarks 

Primary Tech- Tra~ns crit~cal SL2 12C USAES. Ft. Beivoir Soldiers selected for Commanders nomlnate 

nlcal Course (PTC) technical tasks of 5 weeks promotion to E5, or E5s to MILPERCEN quallMOS. performing in, or asslgned tied sold~ers to attend. 

to, E6 posltlons in their MOS. 

52E Factltttes Engr E3/E4 performtng In E5 

Support Agency. posit~ons for whlch the 

Ft. Belvo~r course 1s necessary due 

52 weeks to unlt NCO shortages. 

52G USAF, Sheppard AFB. 

6 weeks 

008 USN, Port Hueneme, CA 

9 weeks 

52C USAES, Ft. Beivoir 

Ilweeks 

52D USAES, Ft. Belvoir 

I1 weeks 

62B USATC. 

Ft Leonard Wood 

4 weeks 

820 DMS. Ft. Belvo~r 

6 weeks 

Combat Engineer Prepares SL2/3 128, 12C. Fts. Bragg, Campbell. Soldters selected lor pro^ Qualilied sold~ers 

Bas~c NCO sold~ers (E53 for 12E. 51H. Ord, Hood. Polk, R~ley, motlon to E6, and E6s who selected by unit 

Course [BNCOC] dui~es at SL3 (E6). 51B. 51C. Stewart, Schoetied Bks, have not prev~ously attended commander to atDevelopsSL3 weapons 51K. 51R 7th ATC, the course. tend. 

systems and equipment 4 weeks plus Iweek 

experts who can tram local addan E4 and E5 performing in E6 E4 must be PNCOC 

and direct subord~~ posltlons lor whlch the course graduate. 

nates to matntain. is necessary due to unlt NCO 

operate, and employ shortages. Soldlers ~n CMF 51 

weapons and equlp- must be combat 

ment. Develops skilled el~g~ble. 

NCOs who can traln 

and lead subordinates 

and glve and supervise the execution 

of orders. 

12F BNCOC Trains CEV and AVLB 12F 7th ATC, USAREUR Same as Combat Engr BNCOC Qualf~edsolders 

commanders and 6 weeks selected by unit 

sergeants commander to attend. 

12F n USAREUR attend thts course In 

lleu of Combat Engr 

BNCOC. 

12F BNCOC to be 

establ~shed at Ft~ 

Leonard Wood in 4th 

quarter FY 84. 

Figure 1 (continued) 

Fall 1983 
Course Purpose 

Basic Technical 	 Prepares SL2 (E5) 

Course (BTC) 	 CS/CSS soldiers for 

supervtsory dut~es 

at SL3 (E6). 

Advanced NCO Trains SL3/4 soldiers 

Course (ANCOC] on technical and ad 

vanced leadership 

skills and subjects 

required to train 

and lead other 

soldters. Prepares SM 

for duty at SL4 (E7) 

First Sergeant Prepares SL4 soldiers 

Course (E7) and SL5 soldiers 

(E8) for duty at unlt 

Flrst Sergeant. 

Sergeants Malor Train selected soldiers 

Academy (E8) lor positions of 

hlghest responsibilily 

throughout the 000. 

MOS 


Pre-


requisite 

81C 

81Q 

820 

006 

All Englneer 

MOSS CMF 

12. 51, 81 

628,52C, 

52D, 52F 

All MOSS 

All MOSS 

Location/ 


Length 


DMS, Ft. Belvoir 

7 weeks 

OMS, Ft. Belvolr 

12 weeks. 

DMS. Ft. Belvoir 

14 weeks 

USN. Panama Clty. FI 

18 weeks. 

USAES, Ft. Belvalr 

14 weeks 

USAOS. Aberdeen 

Proving Ground 

12 weeks 

USASMA, Ft. Bliss 

7th ATC. USAREUR 

8 weeks 

USASMA. Ft. Bliss 

22 weeks 

Priority for 

Attendance Remarks 

Sold~ers selected for promotion 

to E6, or E6 in SL3 positions 

for whlch tralning 1s designed. 

Commanders nominate 

to MILPERCEN qualifled soldlers to attend. 

E4(P) to E5 performing in E6 

positlons due to unit NCO 

shortages. 

Selection for attendance made by DA 

Selection Board. 

CMF 81 soldiers must 

complete MOS BTC 

prior to attendance or 

after completing common engineer track. 

Available through 

Army Correspondence 

Course Program. 

All 1SG designees (E8, E7JP). 

E7) 1SG respons~ble for 

up to 12 MOSS. 

Commanders nominate 

soldlers to attend. 

Selection made by 

MACOM, NG, OCAR. 

MILPERCEN. 

Selection lor attendance made by DA 

selection board lor 

both resldent and nonFigure 1 (continued) 	 resident courses. 

NEW DEVELOPMENTS IN NCOES 


Course 

Primary Leadersh~p 

Development Course (PLDC) 

52F PTC 

12E BNCOC Track 

51H BTC 

62N BTC 

MOS 

All MOSS 

52F 

12E 

51H, 518, 51C. 

51K. 51R 


62N. 62E. 62F, 


62J, 62G. 62H 


Location/Length 

NCO academ~es 

CONUS and overseas 

4 weeks 

USAES, Ft. Belvoir 

11 weeks 

7th ATC, Ft. Hood 

1 weeks 

Ft. Leonard Wood 

6 weeks 

Ft. Leonard Wood 

6 weeks 

Figure 2 

Start Date 

FY 84 

Oct 83 


2d Qtr FY 84 


Nov 83 


Oct 84 


Remarks 

Combines PNCOC and PLC. 

New MOS establ~shed in Oct 83. 

Addltlonal 12E tralnlng for students 

attending Combat Engr BNCOC. 

Course is for newly promoted E6 or 

E5 promotable to MOS 51H. 

Course if for newly promoted E6 or 

E5 promotable to MOS 62N. 

4 * 
"C ongratulatlons on your . ' promotion to E6, SSG Jones, 

and good luck at your next assignment." A few months ago Jones was 

awarded that first rocker, the 

battalion commander shook his 

hand, and Jones felt proud of himself. His assignment with the 

terminal service company had been 

a good assignment for a62F(Lifting 

and Loading Equipment Operator). 

There had been plenty of oppurtunities to operate cranes and forklifts. As an operator, he was one of 

the best. 

Now at his new unit as he surveys 

the the line of dozers, graders, backhoes and other earthmoving equipment in the combat heavy batta~ 

lion's motor pool, he finds himself in 

a disturbing position. That promotion to E6 was more than just a new 

set of stripes and jumpin pay; it was 

a transfer from operator to supervisor and a changeof MOSfrom62F 

to 62N (Construction Equipment 

Supervisor). It automatically made 

Jones an "expert" in equipment 

operation. He would now beexpected 

to supervise projects and to guide 

soldiers from MOSs 62E, 62F and 

625. Though he possessed an 

engineer MOS as a 62F, he was not 

assigned to an engineer unit. Now, 

in the midst of an engineer battalion, 

he feels at a loss. What can he do? 

Can anyone help? 

The 62N is a "capper" MOS for 

MOSs 62E, 62F and 625 at the E6 

level and for 62G and 62H at the E7 

level. These MOSs are grouped 

together because they are all related 

to construction equipment operation. 

Though engineers in each of the 62N 

feeder MOSs receive specialized 

training as an operator, there is not 

yet training for the 62N supervisor. 

This dilemma is shared by other 

cappersin Career Management Field 

51. The 5lH (Construction Engineering Supervisor) is a capper for 

MOSs 51B, 51C, 5lK and 51R. The 

51T is a capper for 51G, 81B and 

H2B. The supervisors in these 

cappers are responsible for 

overseeing the actions of several 

MOSs of which they may have only 

general knowledge. 

The Engineer School is aware of 

the supervisors' dilemma andis 

developing basic technical courses 

(BTCs) for MOSs 62N and 51H to 

provide newly promoted E6 and 

promotable E5 personnel with the 

technical skills and knowledge to 

perform as supervisors. The BTCs 

will focus on training critical skill 

level three tasks. 

Both courses will cover equipment 

utilization, construction techniques, 

use of planning documents, and 

basic supervisory and management 

techniques. The courses will be held 

at Fort Leonard Wood, Missouri, 

beginning with the six-week 51H 

BTC in November 1983 and the 

by CPT Charles R. Maggio 

eight-week 62N BTC projected to 

start in October 1984. 

Commanders will nominate to 

MlLPERCEN soldiers qualified to 

attend resident BTCs within 30days 

of the soldier's attaining E6 promotion list status. E6s who havenot 

received the training will he 

scheduled by commanders for attendance within 30 days of being 

assigned to supervisory positions. 

E5s or E4s performing in E6 positions may also become eligible to 

attend. 

So, SSG Jones, you won't be stuck 

much longer between the proverbial 

rockand a hard place. Help is on the 

way. The new 51H and 62N BTCs 

will help equipment operators make 

a smoother transition to new duties 

as supervisors. 

Editor's Note: Turn to page 13 for 

more information aboutthe51H BTC. 

CPT Charles R. Maggio is 

assigned to the Directorate of 

TrainingandDoctrineas a training 

developer in the General Engineering Branch. He has serued as 

an operations and training officer 

with D Co., 1st Engineer Bn. and as 

a platoon leader with the 568th 

Engineering Co. He is a graduate of 

Drexel Uniuersity, the Engineer 

Officer Basic and Advanced 

Courses, and the Combined Arms 

and Seruices Staff School. CPT 

Maggio is a registered prof~ssional 

engineer in Virginia. 
NTC trr.,r.isc.s yivr co,ubat enginerrs the rhollct~ for r~nli.sfic coicntar~nobilify trnir 

Getting Up 

ToSpeed 

by LTC John Mennig 

Exercises at the National 


Training Center show ways to make 


engineer units more effective 


The tough, realistic training program at the National Training 

Center at Fort Irwin. California, has 

given engineers the opportunity to 

fine tune their combat support skills. 

It has also exposed deficiencies 

shared by many engineer units. 

The problem areas are grouped 

here under the basic combat engineer responsibilities of mobility, 

countermobility and survivability. 

Mobility 

Problems with using engineers in 

mobility operationsgenerally start at 

the planning phase. 

When an offensive operation at 

task force level is being planned, the 

supporting engineers, normally led 

by an engineer platoon leader, should 

be consulted. Usually, however, there 

has been no habitual association 

between the battalion and its special 

platoons at home station. In such a 
case, the platoon leader probably has 

no experience in supporting a 

maneuver task force in the field, is 

not sure how to go about it, and is 

uncomfortable dealing with a battalion commander whom he has never 

seen hefore. The result frequently is 

that the engineers travel behind the 

task force trail company instead of 

with the lead company in a direct 

support (DS) role. 

The location of engineers during 

the attack is up to the task force commander, butthe twoplacesengineers 

probably should not be are leading 

and trailing. Commanders at NTC 

who have placed engineers at the 

front quickly lost their engineer 

assets to direct and indirect fire, 

while commanders with engineers to 

the rear did not have them immediately available when minefields 

and obstacles stopped their unit'sforward momentum. 

Although thedecisionon how touse 

engineer assets rests with the task 

force commander, the engineer unit 

leader is responsible for informing 

the commander engineer of thecapabilities and limitations. That information should be furnished during 

operations planning and should 

include all aspects of engineer support, including recommended 

breaching techniques 

Countermobility 

Countermobility operations is the 

area in which engineers at the NTC 

have received their most constructive 

training. 

As with mobility operations, countermobility problems hegin during 

the planning phase. Inadequate consideration of the mission, enemy. terrain, troops and time available 

(METT-T) with respect to engineer 

support is the root of most problems. 

It is essential that the task force commander's engineer representative 

provide professional advice early. 

That advice could resolve some of 

these common problems: 

Inadequate barrier planning resulting in a shortage 

of barrier material. 

Lack of planning for transporting barrier material forward. 

Lack ofcoordination between the 

fire support officer and engineer 

platoon leader about the use of 

the family of scatterable mines 

(FASCAM). 

No priorities regarding obstacle 

construction. 

Time required to construct 

obstacles not considered. 

Engineer resources not consistently employed throughout the 

exercise. 

Obstacle completion not 

reported and minefield reports 

not made. 

FASCAM and will becoveringobstacles with indirect fire. Know the 

artillery's capabilities and limitations. If you have thought about these 

things ahead of time, they usually 

will not be forgotten during theexercise or in a real combat situation. 

Next, when you workwith thecommander to develop the plan for obstacles, develop priorities. During the 

These problems may appear simple, but they are the most common. 

Engineers understand the combat 

multiplying effect of using engineers 

correctly (a good article on that subject appeared in the January 1983 

issue of Military Re~tieicr).The difficulty comes in making the system 

work efficiently. There is always 

more work to be done than engineers 

available to do it. Lets consider each 

problem and resolve it as much as 

possible. 

First, before an NTC exercise,consider what material will be available 

and what influence you can have 

upon its availability. Then, knowing 

what you can obtain, plan ahead and 

coordinate transportation. The only 

solution may beprepositioningmines 

and barrier material. In any event. 

remember that it is much easier to 

modify an existing plan than to 

create one from scratch. 

The planning stage is also the time 

to develop procedures for coordinating minefields with the supporting 

artillery unit. They will be using 

~ ~ ~ : ? - + ';*%y?-' 

exercise, things may happen that 

prevent you from accomplishing all 

that you had planned. so have a plan 

that tells you where the emphasis is 

needed. 

Be certain the commander knows 

how long it will take to construct 

obstacles. He has to know what hecan 

expect in the time available. Do not 

forget to present options. (For example, how much longer could heexpect 

the enemy to be delayed if he supplemented the engineer mine laying 

effort with infantry? You will not be 

able to answer that question unless 

you give it some thought ahead of 

time.) 

Also, plan to use all of your resonrces. Troops cannot be expected to 

work 24 hours a day, but reports 

show that engineers arc frequently 

idle because of a lack of planning. A 

good plan will keep engineers busy 

prol~iding the commander with 

important combat multipliers. 

Finally, you must report the obstacles that you emplace. This is important so that passage lanes can be 

~-*-,=~-<- -~ -

--*.. 

A poorly constructed antitank ditch is !used by OPPOR a77nor (LSafighting 

position. The tanks are M551 s visually modijiarl to resemblr So!<ietT72 tanks. 
~ ~ 

controlled and closed at the approp- countermobility tasks. Most of the It is up to the engineer to provide his 

riate time. Lane closing has been a time spent on survivability has been expertise to avery busy commander. 

perennial problem at the NTC. Engi- to develop earth berms in front of The engineer must assist with planneers can help remedy this fighting positions. However, limited ning,andthenhemustcoordinatethe 

deficiency. consideration has been given to how engineer operating system to make 

Engineers can prevent another wide a berm must be to provide ade- sure it works effectively. 

common problem-failure to make quate protection from direct fire 

minefield reports. Our doctrine dic- weapons. Also, overhead cover and LTC John Mewnig is the project 

tates that minefield reports will be camouflageof berms has been forgot- rnnnngw foi. Lessows Learned. NTC 

made. but that has not been happen- ten. It is of little value for a defender Dii'isiow. Urrit Trninin(7 Support 

ing. The reason for the reports isvery to have a berm to his front giving him Dir~suton~tc'.Commond and Grnernl 

simple. We will likely be fighting a false sense of security or one that Stnff College. HQ Cor~~binctlArms 

over the same terrain more than one prominently marks his position for Center (CAC). Fr~rf Lrn.i:rnu.orth, 

time, and our minesarejust asdeadly the OPFOR. Knn. He has n Oochclov's rl~grr,efro>rz 

Anrericnn Trclznologieol U~iiversitj/ as theirs! 

Plan & Coordinate nrid is a gl~ndrtntegf Cornntnrrd and 

Survivability G~rrrrnl Stqf Coil~ge. He hns ser-rvd 

Engineers can be an effective com- in a r.nr.ict!/ of comtnnird nird ataf/ 

Limited time at the NTC has been bat multiplier if used properly. Engi- nssigrrnrewts itielirdiw!l n~?~irnn?trl rd

devoted to the survivability mission neers will be used properly if they J?elrl artillev.~ hattrrles ~IIlhr 5th a11ri 

of the engineers. Time during defen- make their capabilities known ahead 25th Dir,isions otid VII Corps. 

sive operations is largely spent on of time to the task force commander. 

National Training: Center 

t the National train in^ center informationformostofthemajorwea- video input (from mobile television 

A(wrc), combat engineers can ponssystemsand key playerson both cameras and a large. 4.000-

dig miles of tankditches and surviva- the "Red" and "Blue" sides in the millimeter lens camera); plus the 

ble fighting positions, erect miles of training exercise. Data is automati- observations of 30 observer/conbarbed wire obstacles, use tons of cally collectedatanumberofstations trollers are compiled to determine 

barrier material and emplace in Lhe engagement simulation area the status of the task force undergohundreds of mines. and displayed graphically on screens ing training. 

Located at Fort Irwin. California. a1 the 31 individual control stations. sophisticated electronics, a realis. 

the 660,000-acre NTC gives combat The system's ability to receive, tic OPFOR unit, and an expansive 

engineers ample room to train. The store, and replay required data at maneuver area make the ~ ~ t i 

center's wide-open spacesand sophis- any time is an invaluable tool for ~ ~ center~ the mosti unique ~ i 

ticated training support package trainers. During an after-action training ground in the world, 

gives the Army the opportunity to review (AAR), the digital input; 


conduct intense, highly realistic com- . . , . 

' . 

,a, 

"~"~-". '-., .. ... 


bat training for heavy task forces. I
 A factor adding realism to the NTC 

tra,ll:r#$! vllncc'pt is the0)11~osltigf~lrvr 

10I'I?0111 thr task force t.ticuunt(,r%. 

The NTC provides a well-trained, 

numerically superior opposing force 

using Threat tactics and replicas of 

Threat vehicles. The OPFOR is 

organized as a motorized rifle regiment and provides realism on a scale 

not possible at home stations. 

The NTC also increases realism on 

the training battlefield with the Core 

Instrumentation System (CIS). 

Within this system, 500 players and 

approximately 2.000 weapons 

equipped with the Multiple Integrated Laser Engagement System 

(MII.ES) are electronically monitored by Fort Irwin's main computer 

system. The system provides continuous positionllocation, firing information, and radio transmission 
Need to improve unit training? 

Call Your 

Readiness Group 

by LTC James L. Campbell 

L' lmlted training resources, little '. tralning time, and managing a 

unit that is often geographically 

separated, all tax the Reserve Component (RC) engineer commander's 

ability to give his soldiers quality 

training. 

How does the RC commander train 

his skill level three, four, and five 

NCOs? How does he train soldiers in 

low density MOSS whoaretheunit's 

sole representatives of that MOS? 

And what about individual training 

for officers? How does he put together a solid training program in 

NBC survivability skills? 

Assistance Available 

One solution to these training challenges is to ask your supportingreadiness group for assistance. 

Readiness groups are made up of 

branch assistance teams (BATS) for 

each major specialty such as infantry, artillery and engineer, depending on the type and number of 

RC units supported. 

In addition to the branch-oriented 

teams, there are several teams that 

havecross-branch orientations.The 

administration team provides 

finance, mess management, supply 

and administrative support. The 

"MAIT team" provides maintenance 

assistance. The Training Management Development Office provides a 

variety of assistance to all types of 

units. 

Branch assistance teams have 

several training assistance packages 

available to support RC engineer 

units. The more unusual assistance 

programs of the engineer team, 

Readiness Group Fort Snelling, are 

described here in hopes that re. 

servists and guardsmen will call 

their readiness group and request 

similar support. 

The Fort Snelling programs include the tactical bivouac model, an 

adaptation of the Combat Engineer 

Game, obstacle planning, and NBC 

team training. 

Tactical Bivouac Model 

Properly setting up a tactical bivouac siteis important. Yet, many of 

us have been in a unit that moved 

into a bivouac area, set up, then had 

to tear down and set up again hecause it wasn't done correctly the 

first time. 

One solution to this problem is to 

use a model of the terrain, vehicles, 

weapons and personnel as a walkthrough guide for tactical bivouac 

procedures. The Fort Snelling readiness group uses a 3-foot by 3-foot 

rubber terrain board with scale 

model trucks and weapons for this 

hands.on training exercise. 

First, several hours of classes are 

held toinstructleaderson theorganization and mission of the advance 

party. Then, using the terrain model, 

the leaders move their equipment 

into the area and discuss set-up 

tasks. (The sequence in which the 

set-up tasks must be performed is 

described in the soldier's manuals. 

For instance, the responsibilities of 

various leaders in setting up defensive sectors are shown as soldier's 

manualtasks.)This training session 

for leaders reduced bivouac deficiencies during annual training. 

The Combat Engineer Game was 

developed by the Engineer School 

and is being redesigned. The initial 

version was independently reworked 

by the engineer team, Readiness 

Group Fort Snelling, into a training 

device for NCOs. It is designed to 
train level three, four, and five 12B 

and 122 NCOs in certain company, 

platoon and squad-level engineer 

ARTEP tasks. 

The Combat Engineer Game is 

played on a small game board that 

fits into a small case. Markers, 

symbols and equipment areincluded 

for the players. Up to five players 

can play the game, which lasts two 

hours. Each player selects a unit 

mission and starting site on the 

board. The players state what unit 

equipment will berequired toaccomplish the mission. The mode of transportation (air or ground) is also determined by the player. 

Theplayers,in turn, beginmoving 

from the starting point to the mission 

site by answering questions about 

level one and two, 12B soldier's 

manual tasks drawn from the movement card pile. When the players 

answer correctly, they move toward 

their mission site (via supply or coordination points if the mission requires such intermediate stops). 

Once at the mission site, the 

players, in turn, must answer questions (within one to three minutes) 

about planning their unit mission, 

using FM 5-34, Engineer Field Data. 

Each correct answer earns one point. 

When ten points are accumulated, 

the player is given 20 minutes to 

prepare an oral operations order 

briefing on his unit's mission. If a 

"go" briefing is presented to the 

game board manager, the person is 

declared the winner and play continues to determine the subsequent 

order of finish. 

Typical missions of the game include bridge demolition, Bailey 

bridge construction, landing site 

preparation, mine field clearance, 

and other common engineer tasks. 

The Combat Engineer Game is a 

good way to challenge leaders to 

improve their individual training 

levels and to review FM 5-34. 

Obstacle Planning and 

Employment 

Applying the rules of obstacle 

la cement to form an integrated network of obstacles covered in depth 

by antitank fires ofTOW, DRAGON 

and tanks is a formidable task for 

the engineer officer. He rarely gets 

the chance to see the effects of his 

obstacle placement. The effects of 

obstacles with covering fires are 

demonstrated by using the DunnKempf game terrain board as a 

training aid. 

This eight-hour exercise is intended for the squad leader through 

company commander. The training 

begins with a two-hour class on the 

employment of obstacles. A threehour, hands-on drill is used to 

determinethe tactics, boundaries, weapon systems location, and obstacle 

locations on the terrain board. The 

final three hours are spent playing 

the Dunn-Kempf game to test how 

covering fires increase the value of 

the obstacles sited by the unit 

leaders. 'l'he model affords the opportunity to discuss tactics, targeting 

priorities and enemy equipment. 

This training vehicle is an excellent way to encourage unit leaders 

to site obstacles in conjunction with 

the maneuver unit's weapon systems. Using the Dunn-Kempf war 

game gives the chance to explain the 

terrain analysis and use allocation 

techniques of Command and General Staff College Reference Book 

100-9. This is an effective way to 

improve the obstacle planning and 

employment capability for all engineer units, especially those in the 

CAPSTONE program. 

NBC Team Training 

Survival on the "dirty battlefield 

mandates u high level of individual 

NBC proficiency and well-trained 

NBC teams. Each company-size unit 

should have four NBC teams. These 

are thecontrol party, the radiological 

survey and monitoring team, the 

chemical detection team, and the 

decontamination team. 

An intensive weekend training program is conducted by the readiness 

group engineer team to train these 

NBC teams. The control party 

spends all weekend training together. Each of the other teams receiveeight hours of training in their 

primary area and then three hours 

of cross training on each of the two 

other team responsibilities. 

The control party includes anNBC 

school-trained officer, NCO and an 

enlisted alternate. The training refamiliarizes the control party with 

unit NBC equipment; NBC reports; 

the operational exposure guide 

(OEG); mission-oriented protective 

posture (MOPP) tables; and consideration, plotting, and dissemination of NBC information. 

(FigureI provides a synopsis of key 

topics that are covered.) A complete 

analysis and review of the unit's 

NBC annex to its field SOP completes the weekend of NBC training. 

CONTROL PARTY 


TRAINING ITEMS 


IM93 Radiac Meter with PP1578 

Charger 

IM174 Radiac Meter 

AN/PDR27 Radiac Meter 

M15/256 Chemical Detection 

Kits 

OEG Analysis 

MOPP Analysis/Considerations 

Protective Suits On/Off 

Procedures 

NBC Reports 

NBC Advice to the Commander 

Ground Survey (T6) Practical 

Exercise 

Aerial Survey (DVC 3-3) 

Practical Exercise 

MB Chemical Alarm 

Equipment Decontamination 

Station 

Personnel Decontamination 

Stations 

Team Organization Procedures 

Unit NBC SOP 

Figure 1 

The radiological survey and monitoring team has an NCOIC, one 

primary and one alternate operator 

for each IM174 and AN/PDR27 

radiac meter. A review of basic 

radiation sources, how to conduct 

radiation surveys and how to use 

various unit equipment is included 

in the weekend of training. (The 

items covered are shown in Figure 

2.1 

The chemical detection team has 

an NCOIC and a primary and alternate operator for each M15 or 

M266 kit in the unit. The training 

familiarizespersonnel with chemical 

and biological weupons'effects, technological background data, and the 

actions of the chemical detection 

team. (The equipment covered 

during the training isnoted in Figure 

2.) 
NBC TEAM TRAINING OUTLINE 

Radiological Survey Team Chemical Detection Team Decontamination Team 

Topics: Topics: Topics: 

Radiation Sources Review Chemical Agents Review Contamination Sources Review 

Protective Suits On/Off MOPP Modes and Tables MOPP Considerations and 

Procedures Practical Exercise Practical Exercise 

NBC Reports (1, 2, 4) Protective Suit Practical Protective Suits On/Off 

Exercise Procedures 

Simplified Fallout Prediction NBC-3 Report Operate in Protective Ciothing 

OEG Analysis and Chemical Contamination Equipment Decontamination 

Recommendation, Plotting Station 

Team Organization t~ Proper Unmasking Personnel Decontamination 

Procedures Procedures Station 

Team Organization and Team Organization and 

Procedures Procedures 

Equipment: 

IM93 Radiac Meter with Equipment: Equipment: 

PP1578 Charger MI5 Chemical Detection Kit MI3 Kit 

IM174 Radiac Meter 

M256 Chemical Detection Kit M58 Kit 

AN/PDR27 Radiac Meter 

Aerial Survey Training Set M72A2 Chemical Training Kit MI1 Decontamination 

PE (DVC 3-3) Apparatus 

Ground Survey Training Set M8 Chemical Alarm M12A1 Decontamination 

PE (T6) Figure 2 Apparatus 

Thedecontamination team has an 

NCOIC and eightenlistedmembers. 

The training familiarizes personnel 

with NBC weapons' effects and the 

requirements of the decontamination team. (The hands-on training 

covers the items in Figure 2.) 

Crew Drills 

The low-density MOSs are usually 

formed into crews such as armored 

vehicle launched bridge crews, combat engineer vehicle crews and water 

purification sections. Yourreadiness 

group can assist in training these 

specialized crews. Members of your 

readinessgroup BATSare trained in 

these low-density MOSs. 

Challenge Your Readiness 

Group 

Your readinessgroupexistsfor one 

reason-to help train your unit and 

its leaders. The training assistance 

available to you is limited only by 

your imagination. Challenge your 

readiness group to conduct leader 

training, low-density MOS training 

and to help in a variety of ways. 

Readiness group training teams 0.. 1 1 h . -,..""..-."+loDi"~ 

tance early. Remember-your 

ENGINEER/Fall1983 

readiness group is there to help you. inseueralengineer troop units, with 

the Engineer Studies Center and 

LTCJnnlrs L.Ca~npbelleowirnands with the Engineer Command, Vietthe237th EngineerBn., 7thEngineer nam. LTC Campbell is agraduate of 

Bde., USAREUR. His previous as- the Command and General Staff 

signment was as chief of the En- College, has a master's degree from 

gineer Team, Readiness Group Fort Texas A&M Unioersity, and is a 

Snc~lling,Minn. He has also served registered professional engineer. 

Q. How can we obtain one of the Engineer Programmable Calculators? 

A. The calculator is still belng tested, but the read-only-memory chip 

(ROM) is available from the Construction Engineering Laboratory, 

CERL-FS, P.O. Box 4005. Champaign, lL 61820. 

Q. Has the 155mm artillery round for delivery of the family of scatterable mines (FASCAM) gone into production? 

A. The 155mm antitank and antipersonnel mines are in production and 

are being fielded in Europe. 

Q. Ineed references for the 51M (Firefighter) MOS. 

A. The National Fire Protection Agency Handbook 

TM 5-315, Firefighting Rescue Procedures in Theaters of Operations 

TM 5-51M, Firefighter 

ARTEP 5-500 Engineer Cellular Teams 
by CPT Frank A. Liebner 

what do you do with an extra 

30-ton a~rcraft control tower? 

Take it apart, move it 80 miles, and 

reassemble it as a rappelling tower. 

When theinstallationcommander 

at Fort Sheridan,Illinois, asked if 

the post's obsolete Healy Airfield 

control tower could be recycled, the 

answer was yes. The533rdEngineer 

Detachment at Fort Sheridan was 

tasked to move the control tower 80 

miles to the U.S. Army Training 

Area at Joliet, Illinois, and to turn it 

intoarappellingtowercomplete with 

cantilevered top deck for simulated 

helicopter rappelling. 

The projectwas completed on time, 

under budget, and using fewer soldiers than anticipated. 

The Healey Airfield control tower 

was madeof structural steel with an 

observation deck cupola of wood 

and glass. The tower rested on four 

massive 15.6-foot square concrete 

footings. Three-quarter inch anchor 

bolts mounted half-inch thick baseplates ateach leg. The main vertical 

elements were angles (Lx6x6x1/~), 

runningupcontinuously41 feetfrom 

the baseplates. 

Riveted and bolted splice plates 

carried additional sections to the top 

at 62 feet. Horizontal structural 

elements(W 8x31) were atelevations 

12, 25, 38, and 40 feet. One-inch 

diameter sway braces provided 

structural rigidity. The observation 

deck, perched at the 62-foot level, 

consisted of W 8x31 sections and C 

8x11.5 floor joists. The original 

decking was 2x6xRL tongue and 

groove oak with a wooden gable 

roof that had been fitted over a 

metal parapet at the 62-foot level. 

Steel stairways and handrails ledto 

the observation deck. 

The Planning Process 

The recycling project was planned 

carefully. The 533rd Engineer Detachment commander and the senior 

engineer construction supervisor 

developed an operations plan that 

included working drawings detailing 

the modifications required, site and 

movement test models, an activity 

list, duration estimates, the Critical 

Path Method (activity-on-thearrow), 

the initial construction schedule 

(resource balancing), equipment 

lists, bills of material, and required 

service contracts (i.e., soil testing). 

All structural design proposals were 

approved by a civil engineer at the 

Fort Sheridan Engineer Plans and 

Services Division, Directorate of 

Engineering and Housing (DEH). 

Timeestimates, developed through 

engineering performance standards 

(TB 5-420-series), initially called for 

45 working days and an average 

workforce of 23 soldiers. Specialized 

construction equipment was provided, by DEH and the 863rd 

Engineer Battalion(Heavy) (USAR). 

The project was divided into two 

phases: administrative and con^ 

struction. Theadministrative phase 

consisted of reviewing and approving final working drawings. 

material ordering, soil testing, re 

quisitioning equipment from parent 

organizations, and obtaining budgetary approval. 

The construction phase included 

three concurrent operations: movement operations, Joliet site preparation, and operations at Fort 

Sheridan. The movement element, 

which proved to be a limitingfactor, 

involved transporting the major 

tower structure, delivering materials 

and moving construction equipment 

between the two sites. 

Preparing the J o l i e t S i t e 

At the Joliet site, soil analysis 

identified the requirement for 5x5- 

foot spread reinforced concrete 

footings with #4 bar, 6 inch OC x 2. 

A 2x2-foot square column witheight 

#6 bars carried the structure from 

the footings to the design elevation. 

Baseplates and anchor bolts were 

duplicated from the original specifications. 

Since the proposed lfix52 foot 

rappelling surface would present 

wind loading problems, the resulting 

70-kip design load required that four 

deadmeu he placed to fix thecorners. 

Concretecubes6x6x4 feet,reinforced 

against the direction of stress, were 

buried under nine feet of compacted 

fill. In these were embedded l1/2-foot 

threaded anchor rods (A-36 steel); 

turnbuckles allowed for 14 inches of 

linear adjustment. One-inch wire 

rope tied the turnbuckles to the 

points of attachment on the tower. 

Good site drainage (a project 

priority) later prevented costly construction delays during several 

summer storms. A pneumatic sump 

.-

A rruirr, rniscs a .irrrirl,rlrrrtoiver 

section onto n ncwfi~i~ndntion. 

pump provided an additional capability for incidental water collection 

in the various excavations. 

Dismantling Begins 

To save time, a modular disassembly process was used. Safety 

was emphasized. Several 

existing structures hindered free 

movement of equipment, and a 5- 

kva powerline ran overhead. The 

parapet and the observation deck 

were freed, intact, from the structure 

and lowered to the ground. The remainingstairways, swaybraces, and 

upper angle columns were removed, 

asrequired, down to theil-foot level. 

The next step involved an innovative rotational maneuver. Lifting 

slings were attached to the lower 41 

feet of the structure, the anchor bolts 

were cut free, and the tower was 

lifted and rotated from the vertical 

position to the horizontal and onto 

waiting cribbing. 

In the horizontal position, the top 

15.5~41-foot"panel" was secured by 

lifting slings. This enabled the 

elements of theleft and right panels 

to be disassembled. The tower row 

was reduced to the upper and lower 

panels, two deck sections, and miscellaneous beams, stairs, brackets, 

and braces. 
Modification and Transporting 

While the tower was on theground, 

all components were scraped, 

primed, and painted (color specification: Engineer red, naturally). 

Onto one component were mounted 

three series of channel sections (C 

4~5.4)t h a t r a n the entire length of 

the tower on these six lag bolts. 

Pieces of pressure-treated lumber 

(2x12~16-feet)were mounted to form 

the rappelling surface. 

The upper and lower panels, deck 

sections and other elements were 

loaded onto an M870 semitrailer for 

transportation to the Joliet site. 

Since the load approached 16-feet 

wide and 44-feet long, special road 

clearance permits and route mapping were obtained from the Illinois 

State Highway Department. Escort 

vehicles and a scout vehicle were 

used. Two additional trips with the 

tractor-trailer were required to carry 

the remaining components to the 

Joliet site. 

Reassembling and Completing 

Site management was the key at 

the assembly area. Grade irregularities were first leveled with 

cribbing. Careful placement of components and equipment siting ensured rapid reassembly of the tower. 

Before lifting the lower section, two 

diaaonal braces (HP 8~36~16.8 feet) 

were fixed to the panel baseplates 

for the required compressiverigidity 

for the horizontal-to-vertical tilting 

maneuver. After the lower 41-foot 

sectio~;was set on the baseplates, 

the s~erticalalignment was 

rechecked by both instrument and 

direct measurement. 

The52-foot level deck was modified 

while on the ground to accept a 6-

foot cantilever section. Steel grating 

(1 foot by 3/16 inches type l(lW4) 

was welded in place and formed the 

new deck. Then the top section of the 

rappelling surface and the remaining two angle columns were 

married to thedeck andsecured.The 

entire subassembly was lifted into 

place, holted, and aligned, as before. 

The top deck was then completed 

on two sides with a waist.high safety 

rail. From three attachment rings, 

mounted on the deck surface, rappelling ropes would pass over a pipe 

rail. This rail, which was secured 3 

feet from the edge and at a height of 

40 inches abovethedeck, provided a 

better rope position. On the cantilevered deck, UHI skid and UH60 

door positions were fabricated. Pipes 

were welded along both deck edges 

to preclude rope damage. On either 

side, two sand pits servedas landing 

sites. Finally, chain link fencing 

was erected to secure the site. 

Training Benefits 

Besides the troop training value 

in individual skill development, 

many personal lessons were learned 

from the recycling effort. Soldiers 

had to deal with three-to-four hours 

of round trip travel daily. Construction techniques were often learn-asyou-go, and soldiers were faced with 

heat,insects, fatigue, and equipment 

breakdowns throughout the project. 

In spite of these difficulties, the 

tradesmen-soldiers of the detachment completed the project on time, 

and $8,500 below the committed 

budget. A work forceof 23 engineers 

was not needed. Instead, a dedicated 

crew of eight completed the entire 

project. The rappelling tower 

training facility, now in service at 

theU.S.Army Training Area, Joliet, 

Illinois, stands as another example 

of the esprit of the engineer soldier. 

CPTFrank A. Liebner is assigned 

to HHC, 130th Engineer Bde., in 

Germany. He served at Fort 

Sheridan, Ill., as commander of the 

533rd Engineer Det. (Utilities) and 

with the Directorate of Engineering 

and Housing. He has also served 

with mechanized, heavy and airborne combat engineer units. CPT 

Liebner hasaprofessional degreein 

architecture from the Uniuersity of 

Notre Dame, and a master's degree 

incomputer systems andoperations 

management from the Uniuersity of 

Illinois. 

-mEngineer Problem 

Given the following extract from a hasty demolition reconnaissance 

report, plan the most effectiveandefficient meansof destroying the tunnel 

and 600 meters of railway leading into the tunnel. 

Explosives available: 

-100 lbs of TNT 

-2000 lbs of C4 

Time is nor critical. 

REQUIRED TASKS: Describe the method, placement and amount of 

explosives required for destruction of (1) the 600m of track, and (2) the 

tunnel. 

/.,, ,,,,,, /, ' ? DIRECTION OF TRAVEL 

l,/,/,,,/L,,( TOP VIEW -

TOBtDESTROlED 

Solution on page 31. 
- - 

Writing 


for 


Publication 


- If you are wril ring for tio on (drafting a staff paper 

or si lIlvLY these guidelines will --I-. - . -

-

CllcvdllllK IIIGLn~), 

make yl :tive communi -

-

First, a prospectiv- -"...-.- Id reach. should always send an original 

ha aware that in a professional A prospective writer, therefore ..., -~-
 manuscript, not a copy.) But how ....

urnal of any kind the most should study the publication he can hefindoutwhatkind of mate rial 


iportant consideration is the wants to write for to se' e what kin dof each wants? 


bject matter of an article. This is material it normally ulses, and t hen He can gc , to the lil Irary, for one 
 -A- L!.... ..- L L :-- -->I. -1. ..... :. ~~ - -

pecially true of military pub- heshould write with tharpuuucauu krr8, ar~u~uuna~var~uusmaga~~ nes 

:ations. Each journal usually has in mind. Orifhealready has an idr get a feel for what they norm. ally 


3 own particular reason for for anarticleon a certain subject, t e. Ifhe doesn'tfind the magazi nes 


isting, a stated mission to ac- should look for just the rig? ere, he can at least get tt leir 


,,mplish through its pages lblication for the article. (In dresses and write or call the o..-- ,"OC 

specific category of material to c( se should he send it to more tl is considering. Most magazines 

and a specific group of reader le publication at a time. And fer samplecopies to anyone whois 

Tall 1983 
1 

interested, and most also have 

writer's guides to send along. Most 

editors are also happy to discuss 

article ideas by telephone or by mail 

and to advise a writer on the best 

approach to use. 

While a prospective writer is 

looking at various magazines to see 

what subject matter each covers, he 

should also look at the style of 

writing in .each. Style may not be 

easy for a new writer to detect, but 

he can usually tell, for example, 

whether the writing is formal or 

informal, serious or light, and 

whether the magazine uses 

scenarios, dialogue, or humor, for 

example. 

Once he has done all this, an 

author also must do his homework. 

He must become well versed in his 

subject matter, using the nearest 

library facilities to fill in any gapsin 

his own knowledge. And he should 

not select asubject that is too broad. 

It is a rare person who can write an 

article without some preparation; 

and there is not one who can solve 

all the world's problems in 2,000 

words. 

Your topic 

should meet 

the needs of 

the target 

A military writer should beaware, 

too, that writing for a military 

publication is not the same as 

"military writing."The twoarequite 

different, in fact, although we're not 

sure why that should be. Military 

writing, unfortunately, is stereotyped and usually follows certain 

prescribed steps with little deviation 

permitted. Much of it is filled with 

meaningless cliches and bureaucratic jargon that together make it 

essentially unintelligible except to 

insiders, and often even they find it 

difficult. 

Writing for publication in a 

militarv iournal. ". and esoeciallv in a 

civilianmagazine, is another matter 

entirely. The author of a magazine 

article cannot force another person 

to read his material as the author of 

a "military paper" can. The writer 

must first attract the reader's 

attention and then work hard to 

keep it. And he does this by making 

his writing tight, concise, and 

interesting-by coming through as 

a,person expressing a human 

situation, a hit of reality with which 

a reader can associate himself as a 

person. 

Warnings 

Before he begins to write, there are 

a few more things a writer should 

know: 

.Writing is noteasy for most people. 

A writer's goal should be to make 

the reading easy; as a famous editor 

once put it, "Easy writing makes 

damn hard reading." 

*Writing cannot be hurried. It must 

flow naturally in its own time. And 

it must follow the author's thoughts 

in a logical and progressive way. 

Writing is a lonely job. An author 

cannot share theexperience until he 

has completed at least one draft of 

his article. No one else can help him 

write; it is a task that he must do 

alone. 

.Writing requires patience. It 

requires the ability tositat adesk or 

the dining table, or on the floor, to 

compose draft after draft. A writer 

should not expect to produce a 

finished product on the first try. He 

has to be ready to rework it again 

and again. If he does not, he can be 

sure that an editor somewhere will 

do it for him-assuming, of course, 

that the editor sees something 

valuable enough in the manuscript 

to bother doing it. 

Even then, after all this work, his 

article may berejected. Sometimesit 

will be a good article but at the 

wrong time or the wrong place. The 

article may beon a subject that does 

not appeal to the editor who reads it 

at that particular time, or the editor 

may already have accepted a similar 

article. Rejection is a fact of life in 

the writing business. But it should 

not discourage a writer from trying 

again. 

Teehniqes 

Certain techniques are involved 

in good writing. The following are 

only a few of those we have found to 

be particularly useful. 

First, an article should be complete. It should answer all the 

1 Don't write 

for yourself. 

Write from 

the reader's 

questions it raises-all the questions 

a reader might ask in connection 

with the specific topic. The writer 

accomplishes this chiefly by 

narrowing his topic down to 

something he can deal with satisfactorily in a magazine article. 

The article should be coherent, 

meaning it should all "stick 

together." In other words, it should 

have a definite point to make, and 

everything in it should lead to or 

support that point. And along the 

way, the author should say what he 

has to say simply, clearly, and 

directly. Heshould not wander; ifhe 

does, his reader will also wander, 

never to return. 

Thelengthof an articleis a matter 

of personal choice, although 

magazines do usually have limits, 

both upper and lower, on the length 

they will consider. Conciseness 

requires planning, hut if a writer 

makes a reasonableeffort to outline 

his ideas before he starts to write, he 

should be able to stay within the 

desired limits. Onerule of thumb we 

use when talking with prospective 

authors is, "Say what you have to 

say and then stop. Don't say it over 

and over again." 

A writer should not attempt 

dialogue unless he has had a great 

deal of experience with it. Good, 

realistic dialogueis difficult to write, 
even for the most experienced writer, 

and amateurish dialogue will turn 

an editor off quickly. (For us, the 

best turn-off is an opening scenario. 

In most cases, it only indicates that 

the writer didnot know how to begin 

and used a scenario as a crutch.) 

Footnotes are useful for certain 

types of articles. Separate bibliographies are also necessary if an 

article is based on historical research 

or on the findings of a hoard. But no 

manuscriptshould be cluttered with 

long quotations that only restate 

what the author is trying to prove. 

An author should be able to make 

his own casestrongly enough with a 

minimum of outside help from 

authorities. Only especially astute 

or well-stated comments should be 

quoted directly, and the source of 

these should be given in the text. 

An author should be as objective 

as possible about his subject. He 

should be careful not to base an 

article on assumptions that may not 

hold up. If everything he writes is 

dependent upon a neatly phrased 

premise that he states in the 

beginning, then he must first 

establish that premise as a fact. 

He should be careful, too, about 

using superlatives, comparatives, 

and absolutes. Something he labels 

the best, for example, may be the 

best in his opinion only. And few 

things in the world are so absolute 

that an author can safely say that 

something is always this way or 

never that way. If he does, he must 

be prepared to support his contention. 

In regard to "forum" articles-in 

which an author expresses his 

opinion on an issue-werecommend 

that a writer avoid criticizing the 

way something is done unless he 

has a good substitute solution to 

offer. Too many writers appear to 

have a personal axe to grind without 

really helping solve the problem. 

But that is not to say that every 

article must hew to the "party line," 

the established doctrine. Most 

magazines welcome controversial 

articles, because such articles 

stimulate a healthy dialogue, not to 

mention a healthy interest in the 

magazines themselves. 

Finally, any would-be author 

should be his own copy editor. 

Although editors expect to have 

some work to do in preparing an 

article for publication, an author 

will stand a better chance of having 

his article accepted if he will look at 

it as an editor might. Besides, by 

doing this, he can often make his 

thoughts clearer and thus avoid the 

possibility that the editor may 

unintentionally change his meaning 

in the process of doing the editing 

for him. 

Over the years, we have read 

thousands of manuscripts, ranging 

from the very good to the very bad. 

As a result, we have developed a 

number of writingtipsthat we think 

will benefit any military writer-if 

he uses them properly. 

The tips that we have chosen to 

use here are especially intended to 

help a prospective author write 

simply, clearly, and concisely, 

because too much Army writing is 

the direct opposite of simple, clear, 

and concise. The examples used to 

illustrate these tips have been 

collectedover the yearsfrom military 

writing found in various documents 

and publications. 

Writing Tips 

Use the active voice. Although 

there are times when the passive 

voice is best-when, for example, 

the action itself is more important 

than who does it-theactive voiceis 

generally clearer and more concise. 

"It was ordered that. . .," without 

saying by whom, may look like a 

dodge to avoid saying who ordered 

it. In any case, it certainly does not 

tell the reader whodid it, and getting 

a real live percon into a sentence 

almost always makes it more interesting and easier to read. 

As another example, "The 

equipment was repaired by the 

soldiers," does tell who, but "The 

soldiers repaired the equipment" is 

shorter and more straightforward. 

Writers should especially avoid the 

impersonal, stilted, and typically 

Army "It is regretted that," saying 

instead simply "We regret," or "The 

Army regrets. . ." 

The use of the passive voice often 

leads to monstrous constructions 

such as this: "The mobilization of 

all availableresources will be made." 

Although it is somewhat better to 

say "All available resources will be 

mobilized," this is still in the passive 

voice. Much better is the active, "We 

(or somebody) will mobilize all 

resources." 

Once a writer consciously decides 

to use the passive voicein a sentence, 

however, he must be consistent. 

Switching from the passive to the 

active in mid.sentence leads to 

confusion, as this example illustrates: "The senior enemy air defense 

controller was taken out of the 

picture by cutting his communication cables." The word "cutting" 

clearly requires someone to do the 

cutting, and the enemy air defense 

controller probably did not cut his 

own cables to take himself out of the 

picture. 

/ otm editor. I
 / Use simple, I
 J direct L 


There are two solutions to this 

problem: In the passive voice, 

"The.. .controller was taken out of 

the picture when his communication 

cables were cut." Or, in the active 

voice, "(Someone) took the air 

defense controller out of the picture 

by cutting his communication 

cables." 

As this example alsoillustrates, it 

is sometimes im~ossible for an editor 

to convert a sentence to active voice, 

because he may not be able to figure 

out who the doer is supposed to be. 

Only the author can provide that 

information. 

Make modifiers clear. A word or 

phrase that isused to modify another 

word or phrase must be placed so 

that the relationship between them 

is clear. This example from a post 

daily bulletin will illustrate: 

"Warning: Any toy chest used for 

storing toys with a hinged lid is a 

strangulation hazard to a small 

child." The phrase "with a hinged 

lid" shouldgo after the word "chest," 

since the warning is about the chests 
with hinggdlids,not about toys with 

hinged lids. (Besides, the phrase 

"used for storing toys" is unnecessary; that is whata toy chestis 

for. In this case, then, taking out the 

intruding phrase solves the 

problem.) 

The dangling particple, which has 

plagued English students throughout their school years, also falls into 

this category of misplacedor unclear 

modifiers. For example, "Walking 

by the motor pool, the truck hit the 

fence," taken literally means that 

the truck was walking by the motor 

pool. But a more likely meaning is, 

"As I was walking by the motor 

pool, I saw the truck hit the fence." 

Use parallel construction. Parallel 

construction means putting like 

elements in a sentence in the same 

grammatical form. In "preparing, 

coordination, and evaluation," the 

word "preparing" does not agree 

with the others. All should have 

"tion" endings, or all should have 

"ing" endings. (The "ing" endings 

are best, incidentally, because verb 

forms are generally better to use 

than nouns.) 

In a description of the U.S. flag, 

"red, white, and blue" are parallelall adjectives-but "red, white, blue, 

and madeof nylon" arenot. Thelast 

item in the series is a phrase, not an 

adjective; therefore, it is not a true 

series. 

This "false series" is the single 

most common error of parallelism. 

If three or four items are involved, 

many writers tend to treat them as a 

series without analyzing them for 

logic. 

As another example, "He gave 

them orders, maps, aerial photographs and showed them a sand 

table of the command post." An 

"and" before "aerial photographs" 

to complete that series, "orders, 

maps, and aerial photographs," 

would help. (Despite popular belief, 

there is nothing wrong with using 

two ands that close together in a 

sentence as long as it is not hard to 

read.) Another example, "The new 

M1 tank runs smoother, faster, and 

responds easier," is not as easy to 

solve. It might be bettertosay, "The 

new Ml tank issmoothrunning, fast, 

and responsive." 

Faulty parallelism is fairly easy 

to detect if a writer carefully reads 

what he has written and applies 

some logic to it. For example: "His 

job is developing training, doctrine, 

materials,and trainingtheofficers" 

presumably means "His job is to 

develop training doctrine and 

materials and to train the officers." 

Usecorrectidioms. An idiom is an 

(Such lists are available in many 

grammar books and style guides.) 

Use transition devices. Transitions are words or phrases that let 

the reader know what direction the 

author is taking next. The most 

common of these are and, but, and 

for, but there are many others: 

Avoid Wordiness and Redundancies 

Instead of 

seems apparent 

new innovations 

many and numerous 

final and ultimate 

around the perimeter 

skirt around 

important essentials 

serious crisis 

at his point in time 

until such time as 

in the near future 

a sullicient amount of 

~na timely [manner 

casual factors 

make provision for 

is indicative of 

be cognizant of 

have the capability 

be in agreement 

give authorization 

be in possession 01 

give encouragement 

serve the function of being 

individual peculiarity of languagea construction that is generally 

accepted and widely understood but 

without any realgrammatical basis. 

For example, we say "instead of 

going" but ''rather than go," and 

even linguists cannot explain why. 

Many idiomatically strange 

constructions have crept into Army 

writing recently: "Officers are 

charged to satisfy" and "are responsible to satisfy" appear with 

some regularity. But the normal 

idioms are-charged with satisfying" 

and"responsib1efor satisfying," and 

it seems strange to most readers to 

see them otherwise. 

As another example, "to assist the 

boss toprevent" should heeithera'to 

assist the boss in preventing" or, 

better, "to help him prevent." We 

normally say, not "acquaint to" but 

"acquaint with," not "curiosity of' 

but "curiosity about," not "permeated with" hut "permeated by." 

Try 

appears 


innovations (they are new) 


many 


final (or) the last 


around (the line that goes around 


something is its perimeter) 


skirt (or) go around 


essentials (important by 


definition) 


crisis (serious by definition) 


now 


until 


soon 


enough 


on time 


causes 


provide for 


indicates 


know 


be able 


agree 


authorize 


possess 


encourage 


be 


consequently, therefore, however, 


nevertheless, subsequently, on the 


other hand, earlier, later, previously, 


and so on. Often entire sentences 


must be used to provide transition. 


All of these devices help the reader 


keep track of what the author is 


saying without having to reread a 


passage several times. Such devices 


shouldheusedinsentences,between 


sentences, between paragraphs, or 


between major sections of a piece of 


writing-anywhere there is a shift 


in the subject. 


Be concise. Concise doesnot mean 

necessarily brief; it means saying 

everything that needs to be said to 

make a point clear but without any 

unnecessary words or phrases. The 

examples shown above include redundancies (usingtwoor more words 

that mean the same thing) and 

general wordiness(usingmore words 

than necessary). 

These are only a few of the many 
examples of redundancy and wordiness. To change the habit of writing 

this way, a writer first has to become 

aware of the problem; then he has to 

go back over what he has written to 

see whether he has used any words 

that need to be cut. 

Use short, familiar words. Part of 

a writer's task is to choose the right 

word. And sometimes the longer 

words, such as those listed on the 

left below, are best, especially in 

formal writing. But generally, the 

shorter, more familiar versions are 

just as good, and they are more 

concise. (In formal writing, the 

longer ones sometimes sound 

pretentious and stuffy.) 

Simple Words Are Best 

Instead of Try 

numerous many 

facilitate ease 

[he remainder the rest 

individual man, woman, soldier 

sufficient enough 

provide give 

attempt try 

obtain get 

possess have 

desire want 

prior to before 

subsequent to alter 

utilize use 

endeavor try 

myriad many 

(On this last item, myriad means 

many; therefore, a myriad of, which 

is used so much, makes no sense 

whatever.) 

Above all, a writer should never 

use a word unless he is sure he 

knows the meaningofit.(If hereally 

thinks about it, he usually does 

know; misuse comes more from 

carelessness than from ignorance.) 

It is not uncommon, for example, 

to see agenda confused with 

itinerary, defuse with diffuse, glean 

with gleam, hone with home (one 

hones skills, homes in on a target), 

breach with bridge (especially in 

breaching the gap, which, of course, 

is already breached), and wreckless 

with reckless (direct opposites, in 

fact, when talking about driving.) A 

pet peeveofoursis the word enhance, 

which seems to be a favorite these 

days. Enhance means toincrease or 

augment, but normally it is applied 

to something that is already good, 

such as value or beauty. To speak of 

enhancing lethality (a questionable 

word in itself) is ludicrous. What's 

wrong with using increase? Or 

improve? 

Avoid jargon. Many people in the 

Army (and in other specialty fields 

as well) become so accustomed to 

seeing jargon, which is a specialized 

use of language, that they adopt it 

for all their writing. But the only 

timejargon of any kind is acceptable 

in writing is when the writer knows 

that all his readers will understand 

it. When a magazine goes to all 

kinds of people all over the world, he 

can be sure that many of them will 

not understand it. Any writer must 

therefore make a conscious effort to 

see that the words and phrases he 

uses are not only clear and concise 

but free of specialized uses of words 

that some will not understand. 

Read and practice. Finally, anyone 

who seriously wants to write for 

publication should make it a habit 

to read everything he can. He will 

not only be stimulated by the ideas 

of others, he will also he exposed to 

the way those ideas are put together 

in writing. This, in turn, should 

make his own writing come easier. 

He might even consider reading 

some of the many books on writing 

that are so popular now. One that 

has always been popular, and one 

that any writer would recommend, 

is TheElementsof Style, by William 

Strunk Jr., and E. B. White. It is 

concise and easytoread (its authors 

practice what they preach). 

In addition to reading, a prospective writer should practice 

writing every chance he gets. Only 

through practicecan he sharpen his 

skills. 

The most important thing about 

an article is its contents-the 

message that it has for a magazine's 

readers. If we see something good 

enough in a manuscript that is 

submitted tous,nomatter how much 

help the writing may need, we will 

help the author get it published, 

either by giving him specific instructions for rewriting it or by 

editing it for him. 

Our purpose here is to encourage 

writers, not to discourage them. 

These tips are designed to help the 

writer make that "something good" 

in a manuscript clearer and easier to 

get at so that an editor somewhere 

will want to publish it. 

This orlirir originally appearc~rlin 

the September-Octoher 198.3 issue of 

INFANTRY magazine. Albert N. 

Garland is deputy editor uj INFANTRY and Marie B. Edgurton is tho 

associate editor. 

Engineer Solution 

For destruction of the 600m of track: Given an individual rail length of 

7.5m, 80 lbs of TNT would be required to destroy 600m of track. 

1 lb TNT 

600m x -- 80 I bs TNT 

7.5m 

The one-pound charges would be placed on alternating connections of 

both tracks to economize on the amount of explosives used. Tamping is 

not required but could be used todestroy a longer length ofrailroad track. 

(Reference: FM 5-25, Explosivej and Demolitior~s.para 4-40, a, (4,p. 4-56) 

For destruction of the tunnel: Given a T-type chamber with a length of 

60', two 750-pound charges of high explosives (C4)should be used for a 

total of 1500 lbs of C4. Charges should be placed on 30' centers. 

(References: FM 5-25, para 4-41, c, p. 4-58) 
Digital technology is transforming 


topographic products from individual weapon plots 


to cruise missile guidance systems. 


Mapmaking is undergoing 

revoluntionary change, particularly within the military. The 

shift from traditional "squint and 

print" maps and charts to today's 

semiautomated topographic products is the result of several new surveying, photogrammetric, and cartographic techniques, all employing 

digital technology. 

Today's map is more than a symbolic picture of terrain and manmade features; it is a composite of 

"digits." These digits are supplied 

by the military cartographer to support weapon guidance, land navigation, terrain analysis, simulation, 

and command control systems. 

Digital Topographic Data Base 

Digits are topographic data that 

is compiled and converted into computer-compatible form. A collection 

of organized and evaluated digits 

make up a digital topographic data 

base (DTDB). The information for 

each DTDB is collected by various 

electronic methods and has recall 

capabilities for editing and updating. 

With the DTDB, military cartographers are supplying digital topographic information for weapon 

guidance and command and control 

systems. For example, support system for the Pershing 11; Firefinder 

MX; Airborne Warning and Command System (AWACS); and terrain contour matching (TERCOM) 

data for cruise missiles all use DTDB 

information. 

Computer Graphics Maps 

The traditional paper map has not 

been replaced; this critical tool will 

be used for years to come. However, 

computer-assisted cartography has 

eliminated many of the time-consuming processes of mapmaking. 

Someof the advantages are analytical stereoplotters for rapid data collection; interactive editing systems 

for updating digital information; 

and innovative programming to 

allow choice of scale, projection, 

symbolic detail and grid. There is 

another recent advantage-use of 

computer graphics. 

In computer graphics, computer 

impulses are converted into manreadable information and imaged 

instantaneously on a display device. 

It offers three-dimensional (3-D) 

displays with cultural, vegetative 

tactical and other map-related overlays for terrain and military 

analysis. 

Three dimensional maps (projections) are produced by connecting 

discrete elevation measurements 

(from the DTDB) taken at regular 

intervals along a straight line or 

profile. Theresultingfishnet appearance causes the terrain to "pop up" 

from the page, certainly adding 

dimension to the extended battlefield of the AirLand Battle concept. 

The 3-D oblique map (Figure 1)is 

constructed so that projecting rays 

are parallel, whereas a 3-D shaded 

(color) perspective map's rays come 

together at a distant point. 

These two computer-generated displays are not maps in the true sense 

of the .~ord. Even though they represent a portion of the earth's surface, 

they are not drawn to scale. However, both projections are superior to 

the standard topographic map when 

there is a requirement to visualize 

and to analyze the terrain and its 

effect on military operations. 

Terrain is generally analyzed by 

military commandersin five aspects: 

observation and fire, cover and concealment, obstacles, key terrain, and 

avenues of approach. The 3-D maps 

allow the commander to "see" the 

channelizing effect of avenues of 

approach, and they clearly emphasize key terrain features. 

Recommendations for barriers, 

minefields, and other fortifications 

can be more easily made with com- 
puter maps. Location of observation military data. interactive, and depending on the 

posts,forwardobservers,andground Today with the combination of 3- DTDB and other military or engimovement or flight routes can be D computer graphics, the DTDB, neering data available, unlimited 

analyzed more effectively since and the original imagery, users can views and combinations of overlay 

varying elevations can be easily select a specific piece of ground and information can be generated in 

seen. Also, the shaded perspective ohtain 3-D oblique or perspective graphic or tabular form. 

map's "sunagle" can be altered to by computer to produce a computer- The visual impact that 3-D comproducevariousshadingeffects,with generated map. This technology, puter graphicmaps offer toenhance 

either a gray or color-layering por- called Digital Image Analysis terrain analysis is obvious. Howtrayal, to designate graduations in Laboratory (DIAL),was first devel- ever, the primary advantage of a 

relief. Thisis a particularlyvaluable oped at the U.S. Army Engineering computer graphic map over a concharacteristic in analyzing terrain Topographic Laboratories (ETL), ventional map is that it can he profor trafficability characteristics. Fort Belvoir, to analyze digitized duced rapidly and offers unlimited 

These two 3-D computer graphic aerial photography for vegetation fields of view. The noted examples 

maps were produced from digital information. can be produced almostinstantly on 

topographic (elevation) data. Figure For example, theuser could request a display screen, and because of the 

2isanexampleof manipulatingand slope information, construct radar interactive nature of computer 

reconstructing aerial photography masking diagrams or request civil graphics, they can be altered by the 

views and extract or insert various engineering data (e.g., cut and fill user in a matter of seconds. 

elevation, planimetric(allother com- requirements and flood-peculiar This interactive advantage allows 

ponents of a map except relief) or parameters). The DIAL System is the user to rotate the map to obtain 

any desired azimuth and height of 

view. The commander can "see over 

the horizon" or visualize how an 

adversary "sees" his area of responsibility. Also, the DTDB can be 

accessed to superimpose vegetation, 

cultural features, grid lines, and 

other critical military data over the 

base elevation matrix. Overlaying 

such data (e.g., vegetation and military units) wouldcertainly assistin 

the analysis of cover and concealment as well as observation and fire 

Some areas of computer graph~c 

maps may not be visible because of 

landform obstruction or masking by 

the terrain. Also, vertical exaggeration could be applied to the display 

Figure I. S-Doblique map produced by vector (.?torngn tt~be) computer to obtain a desired false differential 

graphics. of elevation. The masking factor 
in.
 .--5 

Figure 2. 3-0 shaded ~PKS~JI~~~ re moi) 

can heovercomeinteractively at the 

computer graphics terminal by 

changing direction of view or by 

elevating the viewer's visual perspective. Vertical exaggeration, if 

applied, must he to avoid an inaccurate analysis. 

The weapon placement plot is an 

example of the application of five 

aspects of terrain analysis with 

computer graphics technology. In 

this example, (Figurez), a computergenerated two-dimensional map 

(contours only) is produced, and a 

weapon system (Me0 machine gun) 

is placed anywhere on the map to 

study the effect of terrain on the 

weapon's characteristics. 

The weapon plot, in this case, 

graphically indicates the weapon's 

effectiveness. The left and right limits of fire and range are indicated. 

Also, taking into account the height 

above ground, the kill zone (shaded 

area) and dead spaces (open areas 

in the fan) are displayed. The weapon's orientation and height above 

the ground can he changed to see 

various fans of weapon capability. 

Vegetation and cultural features 

could be added to the display to 

increase the realism of the weapon's 

effectiveness. 

The Orthophotomap 

An orthophotomap (OPM) is a 

special topographicmap particularly 

suited for ra~id-reswonse ma~oinn .. -

tional line map where total map 

detail must he transferred from 

source information, the OPM is an 

actual picture of the ground with little of the displacement inherent in 

normal aerial photography. 

There are many programs in progress to acquaint the military community withcomputergraphicmapping. The Field Exploitation of Elevation Data (FEED) system is a 

demonstration package on computer graphic mapping using a minicomputer-based graphicsystem. The 

FEED system is self-contained in a 

van and has been displayed at several Army and Air Force installattons. 

The: ('<~mt~int,d Arms C<.!itt'r.1:ort 

Leavenworth, Kansas, uses a computer graphics system called Battlefield Visualization Graphics (BVG) 

to producecomputer-generatedviews 

of terrain for simulation exercises. 

The computer graphics laboratory 

at West Point produces computer 

graphic maps to aid land navigation training. Finally, the National 

Training Center at Fort Irwin, California, uses a computer graphics 

display system so instructors and 

participants can seegraphic replays 

(computer maps overlain with military symbology) of what actually 

took place during ground exercises. 

The computer-generated maps 

noted in this article, are only a sample of some of the new mapping 

products being developed and tested. 

Computer graphics technology 

coupled with digital topographic, 

planimetric, and tactical data offer 

an innovative, rapid-response tool 

for the battlefield commander. 

MAJ Darid R. Boii~en is executii?e 

officer of the 30th Engineer Bn. (Topographic), Ft. Belooir. He has a 

mnslerP degre~ in geography from 

Arizona State UnCoersil!/ and is a 

graduate of the Infantry aad Enginrer Officer Ad~~anced Courses, the 

Command and General Staff College, 

and t/r,? Armed Forces Stdf College. 

He served at West Point ns assistant 

professor of cartography and terrain 

annl,ysis, nnrl was anoxchange officer 

from the Defense Mapping Agency to 

the Australian Survey Regiment. 

While sevuing in Ai~stralin, he conOs,~t(dr~.~~~!,~cl, iv ,,~t/un~ir~fl #.,!,~I,,O-

,.GI,,/? ,~~~d~~~~itn~~/l,t, r#!/ct,,,tgt's 


cnrtoorauhie sonadron. 


requirements. Unlike the conven- fi'igltre .i.1C;apoir jil~rre~iiuii!dvt $!,itha co~npiitrr-qc,~.,rcrnfed contour. map. 

34 ENGINEER/Fall1983 
w II +
 - Career R s .es 1 

Commissioned 

Officers' Branch 

(202) 325-7504/7505/7506, AV 221 

LTC Peter G. O'Neill MAJ John Hasilotto MAJ Steve Kust 

Branch Chiel Lientenant Cvionris Majors 

CP'I' Tlm Wood 

Caplams 

I c1 

C'I'T Bo Temple - MAJ Dennls Cochrane 

SC 49 Assrpnmenla 

1983Promotion Recap: The results of the 1983field grade officer promotion boards have 

I)(.en released. Below is a re(.apitulation of thc! promotion statistics 

for S(: 21 (Engineer) officers and 2111 Officer I'c~sonnel Management 

Directorate (OPMD) managed officers. 

Generally, the promotion rate for SC 21 majors was above the 

OPMD average, the rate for SC 21 lieutenant colonels was below the 

average, and the rate for SC 21 colonels was above the average. 

SC 21 PROMOTION RECAP (percent selected) 

RANK PC FTC PC&FTC BZ 

COL 

LTC 

MAJ 

.' 0 

11.9 

22.6 

51.8 

68.9 

81.9 

40.0 

47.0 

71.9 

3.2 

2.3 

.8 

OPMD PROMOTION RECAP (percent selected) 

RANK PC FTC PC&FTC BZ 

COL 

LTC 

MAJ 

6.9 

16.1 

22.3 

44.6 

71.7 

78.8 

25.7 

47.8 

63.9 

2.6 

2.9 

.5 

PC = previously considered 

FTC = first time considered 

!low the zone 
w %reer J Notes

Warrant Officers' Branch 

Warrant Officers Sought: More than 600 enlisted soldiers in combat service support 

specialties could s0.m exchange their stripes for bars. 

The Army is critically short of warrant officers in five technical 

fields, according to technical service managers at MILPERCEN. 

"We need about 600 NCOs in the supply and maintenance fields to 

fill our critical shortage of warrant officers in those five specialties," 

said CW4 Lloyd Washer of the Technical Services Branch, Warrant 

Officer Division, Officer Personnel Management Directorate, 

MILPERCEN. 

Washer added that interested soldiers, E5 and above, serving in 

one of the feeder fields, should contact their military personnel 

offices or personnel action centers to apply for appointment as 

warrant officers. Enlisted service members in the top three grades, 

E7 through E9, can request appointment as a chief warrant officer 

two, incurring a six-year obligation, Washer said. 

Warrant specialties to be filled under this program are 310A, 

Utilities Operatiodand Maintenance Technician: 621A, Engineer 

c:w4 ECIW~~CI Equipment Repair Technician; 630A, Automotive Repair L:~,IC 

~iirruntutticc~s Technician; 761A, General Supply Technician; and 726A, Support 

Supply Technician. 

Feeder skills for the five warrant officer fieldsinclude a variety of 

combat service support military occupational specialties. 

The Utilities Operation and Maintenance Technician (310A) 

specialty is open to soldiers serving in these MOSs: 

- 51B (Carpentry and Masonry Specialist) 

- 51G (Materials Quality Specialist) 

- 51H (Construction Engineering Supervisor) 

- 51K (Plumber) 

- 51R (Interior Electrician) 

- 62E (Prime Power Production Specialist) 

- 42C (Orthotic Specialist) 

- 42D (Dental Lab Specialist) 

Soldiers serving in the following specialties are eligible to apply 

for the 621A warrant officer program as an Engineer Equipment 

Repair Technician: 

- 52C (Utilities Equipment Repairer) 

- 52D (Power Generation Equipment Repairer) 

- 52F (Turbine-Driven Engine Generation Repairer) 

- 62B (Construction Equipment Repairer) 

For the 630A. Automotive Repair Technician, field, soldiers 

serving in the following MOSs may apply: 

- 41C (Fire Control Instrument Repairer) 

- 415 (Office Machine Repairer) 

- 44E (Machinist) 
Warrant Officers' Branch (continued) 


52C (Utilities Equipment Repairer) 

- 52D (Power Generation Equipment Repairer) 

- 52F (Turbine-Driven Engine Generation Repairer) 

- 52K (Tank Turret Repairer) 

. 	 . The following MOSS are feeder skills for the 761A, General Supply 

Technician, warrant officer program: 

- 76C (Equipment Records and Parts Specialist) 

- 765 (Medical Supply Specialist) 

- 76P (Materiel Control and Accounting Specialist) 

- 76V (Materiel Storage and Handling Specialist) 

- 76W (Petroleum Supply Specialist) 

- 76X (Subsistence Supply Specialist) 

- 76Y (Unit Supply Specialist) 

- 762 (Senior Supply Sergeant) 

Finally, soldiers in most skills listed for 761A may also apply for 

the 762A, Support Supply Technician. 

Military personnel officials emphasized that soldiers must meet 

several requirements in addition to their present MOS. 

Any soldier serving as an E5 or higher in a skill listed, should 

contact his or her local military personnel center or personnel 

actions center to look at AR 635-100 and DA Circular 601-82-13. 

NCO & Enlisted Soldiers' Branch 

(20'2)S25-7710, AV 221 

hI J I 

LTC Liston Edae S(;M John Peterson 

Branch Chlef Branch Sergeant Major 

1- -/I J 	 ,i 

MSG .James Blam SFC Richard Markie SFC Jahn Lane SFC Gary McAll~ster 

CMF XI, MOS 1 CMF 12 	 CMF51 Profe~s,onalDer~elopment