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Infanteria Romana, Armata Romana

Transcript of Infanteria Romana

INFANTERIA ROMN MODERN 180 ANI

EDIIE OMAGIALEDITAT DE CENTRUL DE INSTRUIRE PENTRU INFANTERIE I VNTORI DE MUNTE nr. 1 / 2010

Viitorul este un edificiu misterios pe care-l construim astzi pentru mine...; s-l furim deci din ceea ce avem mai bun n suflet, s-l furim cu dragoste. Albert Einstein

REVISTA INFANTERIEI - nr. 1 / 2010

Revist de specialitate militar pentru infanterie sub egida Statului Major al Forelor Terestre Fondat n anul 1887 sub denumirea de Revista Infanteriei Serie nou, nr. 1 / 2010 (18), anul X, 2010.

LA CEAS ANIVERSAR - pag. 3 INFANTERIE I INFANTERITI - pag. 5 LOCUL I ROLUL N FORMAIE - pag. 7

REVISTA INFANTERIEIeditat de CENTRUL DE INSTRUIRE PENTRU INFANTERIE I VNTORI DE MUNTE

180 DE ANI DE INFANTERIE ROMANA MODERNA - pag. 9 INFANTERIA I PROVOCRILE MILENIULUI III - pag. 13 INFANTERIA ROMN Este i va fi - pag. 16 SCORPIONII ROII - pag. 21

Apare de dou ori pe an. Responsabilitatea pentru coninutul articolelor revine autorilor. Reproducerea articolelor este permis cu specificarea sursei. Manuscrisele nu se napoiaz I.S.S.N. 1842-1660

COLECTIV DE ELABORARE Lt. col. Stelian PANTAZI Lt. col. Gheorghe BANCIU Lt.col. Eugen TAMBA Mr. Mihai STANCU P.c.c. Elisabeta IZOTA P.c.c. Ctlina POPESCU P.c.c. Veronica BRATU DIFUZARE Plt. adj. Gheorghe VDUVA ADRESA Fgra Str. Tudor Vladimirescu nr. 66 Telefon: 0268/ 214042/145,105 Fax: 0268/21.33.77 mail: eliandrei2003@yahoo.com Tiparul este executat la Centrul Tehnic-Editorial al Armatei B 630/0409 din 26.03.2010 Tel. 021/224.26.34 Fax. 021/224.04.05

PARTICIPAREA STRUCTURILOR DE INFANTERIE LA MISIUNI EXTERNE - pag. 25BRIGADA 282 INFANTERIE MECANIZAT UNIREA PRINCIPATELOR - pag. 29INFLUENA MEDIULUI OPERAIONAL ACTUAL ASUPRA OPERAIILOR MARILOR UNITI I UNITI DE INFANTERIE DIN FORELE TERESTRE - pag. 32

PLANIFICAREA-SUFLETUL CONDUCERII - pag. 35 INSURGENA / ACIUNILE TERORISTE - pag. 37 FIECARE ZI N CINCU E O ZI N TEATRUL DE OPERAII - pag. 41 INFANTERIA ROMN CONTRIBUIE DECISIV LA ELIBERAREA ULTIMEI BRAZDE DE PMNT - pag. 44 BINECUVNTARE - pag. 47 SCRISOARE ACAS - pag. 48

180 DE ANI DE INFANTERIE MODERN

EditorialLA CEAS ANIVERSARNumirea mea la comanda Centrului de Instruire pentru Infanterie i Vntori de Munte, mi-a oferit prilejul de a face o comparaie, oarecum expertizat, ntre abordarea nvmntului militar romnesc prin prisma Universitii Naionale de Aprare Carol I, pe de o parte i prin prisma celorlalte instituii militare de nvmnt din Ministerul Aprrii Naionale, care formeaz i perfecioneaz personalul militar din acest minister. n linii mari, a dori s prezint doar dou aspecte: organizarea nvmntului i desfurarea cercetrii, respectiv activitatea de elaborare a manualelor militare. Legat de primul aspect, racordarea la nvmntul naional romnesc, prin acreditarea programelor de studii de ctre structuri abilitate n acest sens, ale Ministerului Educaiei i Cercetrii, confer Universitii Naionale de Aprare Carol I, dar nu numai (Academiile Categoriilor de Fore, Academia Tehnic Militar), noi i remarcabile modaliti de exprimare i afirmare, att n planul instituiei, ct i n planul studenilor/cursanilor. Planurile de nvmnt sunt mai flexibile iar disciplinele programelor analitice converg ctre modelul prestabilit al absolventului. La noi (i m refer aici la Centrul de Instruire pentru Infanterie i Vntori de Munte i instituiile similare), planurile de nvmnt sunt prea ncrcate (ritm de 35 de ore pe sptmn) fapt care duce la comprimarea orei convenionale, lucru ce afecteaz inevitabil ndeplinirea obiectivelor operaionale ale disciplinelor. Acelai aspect l-am constatat la programele analitice. Disciplinele conin prea multe teme, sau mai bine zis timpul alocat temelor nu asigur participanilor la procesul de nvmnt (instructor i cursant) ndeplinirea corespunztoare a obiectivelor. O alt problem pe care am sesizat-o ca ineficient n procesul de nvmnt o constituie dimensionarea grupelor de studiu. Sunt discipline la care un numr mai mare de 5-6 cursani pentru un instructor afecteaz clar ndeplinirea obiectivelor operaionale din cadrul temelor. Sunt cteva probleme pe care eu le consider eseniale n buna desfurare a procesului educaional din armat, i, care pot fi rezolvate ntr-un timp relativ scurt. Modificarea percepiei beneficiarilor produsului acestei instituii ine n exclusivitate de noi i spun acest lucru avnd n vedere faptul c am gsit o susinere total din partea Direciei Instrucie i Doctrin. n ceea ce privete activitatea de elaborare a manualelor militare, PIMurilor i ASIE corespunztoare armei, consider c implicarea structurilor care folosesc aceste documente, la nceputul demarrii procedurilor de elaborare, pentru clarificarea unor aspecte fundamentale (termeni i concepte de baz) este absolut necesar i benefic. i asta deoarece acetia sunt cei mai n msur s prezinte aspectele neclare, poate chiar contradictorii, cuprinse n manualele i documentele n vigoare i s propun soluii viabile. mbucurtor este faptul c acest aspect a fost nsuit rapid la nivelul ealoanelor superioare i sperm ca rezultatele s fie pe msura ateptrilor tuturor prilor. Recent am desfurat o conferin de lucru avnd ca subiect elaborarea noului manual pentru lupt al batalionului de infanterie, la care au participat comandanii de batalioane de infanterie. Majoritatea dintre acetia urmnd cursuri de carier i la Fgra, este evident c ne-am amintit cu toii de aspectele mai puin plcute ale vieii din centru. Trecnd peste lipsurile care afectau traiul zilnic din unitate, au existat i unele probleme generate de o anumit rigiditate n exercitarea actului de comand la nivelul instituiei. Un simplu am neles la primirea unui ordin nu este baza unei execuii corespunztoare, dac, n fapt, ordinul nu a fost neles. De aceea, consider c ndemnuri de genul spui am neles i treci la execuie trebuie terse din vocabularul oricrui comandant, la oriceREVISTA INFANTERIEI NR. 1

Lt. col. dr. Stelian PANTAZI

AT ANNIVERSARY TIME My appointment at the command of the Training Centre for Infantry and Mountain Troops offered me the occasion to make a comparison, rather experienced, between the approach of the Romanian military education, through the angle of the National Defense University, on the one hand, and on the other hand, through the point of view of other military educational institutions in the Ministry of National Defense, which form and perfect military personnel in this ministry. Generally speaking, I would like to present only two aspects: the organization of education, and the progress of research, respectively the military manuals elaboration activity. Referring to the first aspect, the accreditation of curricula by structures within the Ministry of Education and Research confers the National Defense University Carol I, new and remarkable expression and affirmation modalities, both for the institution and the students. The educational curricula are more flexible, and the subject-matters rely on the preestablished graduate's model. To us (and I here refer to the Training Centre for Infantry and Mountain Troops and other institutions of the same kind), the curricula are overloaded (35 hours per week), which leads to compressing the conventional class hour, inevitably affecting the accomplishment of objectives. Another issue in the education process is represented by the size of the study groups. At certain subject matters, an exceeding number of students for one instructor greatly affects the accomplishment of operational objectives. There are a few problems that I consider essential for the good functioning of the military educational process, and which may be solved in a relatively short period of time. The perception upon this institution is up exclusively to us, and I say this considering the fact that I have received total support from the Training and Doctrine Direction. With regard to the elaboration of military handbooks, I consider that the involvement of structures using the handbooks is absolutely necessary and beneficial. And this because they are the most appropriate to point out the ambiguous, perhaps even contradictory aspects in the present handbooks and documents, and to bring forth viable solutions. We have recently deployed a work conference on the elaboration of the new infantry battalion's combat handbook, to which all infantry battalion commanders attended. The majority of them having once attended certain career courses in Fagaras, we all remembered a few unpleasant aspects in the centre's life, most of them connected to a sort of rigidity in exercising the command process at institutional level. A simple Yes, sir when receiving an order does not necessarily lead to its proper carring out, if the order has not been in fact understood. Therefore, I believe that a commander's challenge does not reside upon issuing orders, but upon issuing fundamental orders. Furthermore, an incomplete, or even wrong pagina 3

180 DE ANI DE INFANTERIE MODERN

order should be modified or changed, without negativelly affecting the resoluteness of the command process, or the commander's credibility. My perception upon the institution as student and now, as commander, obviously differs. It is normal, I believe, regarding things from totally different angles. Even more interesting would be a student's perception who trained in this institution ten tears ago, and presently attends a course here. If this would be positively different, then things go for the better. Infantry is a branch of toughness and much privation. Fundamentally, war means toughness and privation. A lot might be said on this subject, but I will sum up everything to only a few words: we'll continue to train infantrymen in tough conditions but only during training classes. The celebration of 180 years of Romanian modern infantry brings to our attention the importance of this branch. Beyond the technique, technology and innovation, the power of infantry results from three interco