I Had Well Over 1000 Hours of Time in the Air Before I
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2014 Ships and Submarines of the United States Navy
AIRCRAFT CARRIER DDG 1000 AMPHIBIOUS Multi-Purpose Aircraft Carrier (Nuclear-Propulsion) THE U.S. NAvy’s next-GENERATION MULTI-MISSION DESTROYER Amphibious Assault Ship Gerald R. Ford Class CVN Tarawa Class LHA Gerald R. Ford CVN-78 USS Peleliu LHA-5 John F. Kennedy CVN-79 Enterprise CVN-80 Nimitz Class CVN Wasp Class LHD USS Wasp LHD-1 USS Bataan LHD-5 USS Nimitz CVN-68 USS Abraham Lincoln CVN-72 USS Harry S. Truman CVN-75 USS Essex LHD-2 USS Bonhomme Richard LHD-6 USS Dwight D. Eisenhower CVN-69 USS George Washington CVN-73 USS Ronald Reagan CVN-76 USS Kearsarge LHD-3 USS Iwo Jima LHD-7 USS Carl Vinson CVN-70 USS John C. Stennis CVN-74 USS George H.W. Bush CVN-77 USS Boxer LHD-4 USS Makin Island LHD-8 USS Theodore Roosevelt CVN-71 SUBMARINE Submarine (Nuclear-Powered) America Class LHA America LHA-6 SURFACE COMBATANT Los Angeles Class SSN Tripoli LHA-7 USS Bremerton SSN-698 USS Pittsburgh SSN-720 USS Albany SSN-753 USS Santa Fe SSN-763 Guided Missile Cruiser USS Jacksonville SSN-699 USS Chicago SSN-721 USS Topeka SSN-754 USS Boise SSN-764 USS Dallas SSN-700 USS Key West SSN-722 USS Scranton SSN-756 USS Montpelier SSN-765 USS La Jolla SSN-701 USS Oklahoma City SSN-723 USS Alexandria SSN-757 USS Charlotte SSN-766 Ticonderoga Class CG USS City of Corpus Christi SSN-705 USS Louisville SSN-724 USS Asheville SSN-758 USS Hampton SSN-767 USS Albuquerque SSN-706 USS Helena SSN-725 USS Jefferson City SSN-759 USS Hartford SSN-768 USS Bunker Hill CG-52 USS Princeton CG-59 USS Gettysburg CG-64 USS Lake Erie CG-70 USS San Francisco SSN-711 USS Newport News SSN-750 USS Annapolis SSN-760 USS Toledo SSN-769 USS Mobile Bay CG-53 USS Normandy CG-60 USS Chosin CG-65 USS Cape St. -
Wisconsin Veterans Museum Research Center Transcript of An
Wisconsin Veterans Museum Research Center Transcript of an Oral History Interview with WESLEY S. TODD Fighter Pilot, Marine Corps, World War II. 1997 OH 337 1 OH 337 Todd, Wesley S b. (1921) Oral History Interview, 1997. User Copy: 1 sound cassette (ca. 90 min.), analog, 1 7/8 ips, mono. Master Copy: 1 sound cassette (ca. 90 min.), analog, 1 7/8 ips, mono. Transcript: 0.1 linear ft. (1 folder) Abstract: Wesley Todd, a Wauwatosa, Wisconsin native, discusses his service as a Marine Corps fighter pilot in the Pacific during World War II. A student at the Citadel Military Academy (Charleston, South Carolina) when the war began, Todd talks of learning to fly through the Hawthorne Flying Service, his freshman orientation course, cadet training, and joining the Navy V5 program during his junior year. He mentions regional tensions, being considered a “Yankee,” and not being allowed to eat one night after a showing of “Gone With the Wind.” He received pre-flight instruction in Iowa City (Iowa), primary training at Glenview, advanced flying in Corpus Christi (Texas), and his commission as a Marine Corps second lieutenant. Volunteering to fly fighter aircraft, he learned to fly F4U Corsairs in the Mojave Desert. He speaks briefly of his first assignment to a torpedo-bomber squadron in Jacksonville, Florida. Joining the USS Essex, he comments on flying strikes against the Tokarizawa and Koisumi airfields near Tokyo, providing air cover for the landing at Iwo Jima, and covering the landing at Okinawa. He details the Okinawa campaign and tells of dropping important messages on the USS El Dorado during the struggle for Iwo Jima. -
Hearing Nostalgia in the Twilight Zone
JPTV 6 (1) pp. 59–80 Intellect Limited 2018 Journal of Popular Television Volume 6 Number 1 © 2018 Intellect Ltd Article. English language. doi: 10.1386/jptv.6.1.59_1 Reba A. Wissner Montclair State University No time like the past: Hearing nostalgia in The Twilight Zone Abstract Keywords One of Rod Serling’s favourite topics of exploration in The Twilight Zone (1959–64) Twilight Zone is nostalgia, which pervaded many of the episodes of the series. Although Serling Rod Serling himself often looked back upon the past wishing to regain it, he did, however, under- nostalgia stand that we often see things looking back that were not there and that the past is CBS often idealized. Like Serling, many ageing characters in The Twilight Zone often sentimentality look back or travel to the past to reclaim what they had lost. While this is a perva- stock music sive theme in the plots, in these episodes the music which accompanies the scores depict the reality of the past, showing that it is not as wonderful as the charac- ter imagined. Often, music from these various situations is reused within the same context, allowing for a stock music collection of music of nostalgia from the series. This article discusses the music of nostalgia in The Twilight Zone and the ways in which the music depicts the reality of the harshness of the past. By feeding into their own longing for the reclamation of the past, the writers and composers of these episodes remind us that what we remember is not always what was there. -
By Jennifer M. Fogel a Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy
A MODERN FAMILY: THE PERFORMANCE OF “FAMILY” AND FAMILIALISM IN CONTEMPORARY TELEVISION SERIES by Jennifer M. Fogel A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Communication) in The University of Michigan 2012 Doctoral Committee: Associate Professor Amanda D. Lotz, Chair Professor Susan J. Douglas Professor Regina Morantz-Sanchez Associate Professor Bambi L. Haggins, Arizona State University © Jennifer M. Fogel 2012 ACKNOWLEDGEMENTS I owe my deepest gratitude to the members of my dissertation committee – Dr. Susan J. Douglas, Dr. Bambi L. Haggins, and Dr. Regina Morantz-Sanchez, who each contributed their time, expertise, encouragement, and comments throughout this entire process. These women who have mentored and guided me for a number of years have my utmost respect for the work they continue to contribute to our field. I owe my deepest gratitude to my advisor Dr. Amanda D. Lotz, who patiently refused to accept anything but my best work, motivated me to be a better teacher and academic, praised my successes, and will forever remain a friend and mentor. Without her constructive criticism, brainstorming sessions, and matching appreciation for good television, I would have been lost to the wolves of academia. One does not make a journey like this alone, and it would be remiss of me not to express my humble thanks to my parents and sister, without whom seven long and lonely years would not have passed by so quickly. They were both my inspiration and staunchest supporters. Without their tireless encouragement, laughter, and nurturing this dissertation would not have been possible. -
World War Ii in the Philippines
WORLD WAR II IN THE PHILIPPINES The Legacy of Two Nations©2016 Copyright 2016 by C. Gaerlan, Bataan Legacy Historical Society. All Rights Reserved. World War II in the Philippines The Legacy of Two Nations©2016 By Bataan Legacy Historical Society Several hours after the bombing of Pearl Harbor on December 7, 1941, the Philippines, a colony of the United States from 1898 to 1946, was attacked by the Empire of Japan. During the next four years, thou- sands of Filipino and American soldiers died. The entire Philippine nation was ravaged and its capital Ma- nila, once called the Pearl of the Orient, became the second most devastated city during World War II after Warsaw, Poland. Approximately one million civilians perished. Despite so much sacrifice and devastation, on February 20, 1946, just five months after the war ended, the First Supplemental Surplus Appropriation Rescission Act was passed by U.S. Congress which deemed the service of the Filipino soldiers as inactive, making them ineligible for benefits under the G.I. Bill of Rights. To this day, these rights have not been fully -restored and a majority have died without seeing justice. But on July 14, 2016, this mostly forgotten part of U.S. history was brought back to life when the California State Board of Education approved the inclusion of World War II in the Philippines in the revised history curriculum framework for the state. This seminal part of WWII history is now included in the Grade 11 U.S. history (Chapter 16) curriculum framework. The approval is the culmination of many years of hard work from the Filipino community with the support of different organizations across the country. -
How Superman Developed Into a Jesus Figure
HOW SUPERMAN DEVELOPED INTO A JESUS FIGURE CRISIS ON INFINITE TEXTS: HOW SUPERMAN DEVELOPED INTO A JESUS FIGURE By ROBERT REVINGTON, B.A., M.A. A Thesis Submitted to the School of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Master of Arts McMaster University © Copyright by Robert Revington, September 2018 MA Thesis—Robert Revington; McMaster University, Religious Studies McMaster University MASTER OF ARTS (2018) Hamilton, Ontario, Religious Studies TITLE: Crisis on Infinite Texts: How Superman Developed into a Jesus Figure AUTHOR: Robert Revington, B.A., M.A (McMaster University) SUPERVISOR: Professor Travis Kroeker NUMBER OF PAGES: vi, 143 ii MA Thesis—Robert Revington; McMaster University, Religious Studies LAY ABSTRACT This thesis examines the historical trajectory of how the comic book character of Superman came to be identified as a Christ figure in popular consciousness. It argues that this connection was not integral to the character as he was originally created, but was imposed by later writers over time and mainly for cinematic adaptations. This thesis also tracks the history of how Christians and churches viewed Superman, as the film studios began to exploit marketing opportunities by comparing Superman and Jesus. This thesis uses the methodological framework of intertextuality to ground its treatment of the sources, but does not follow all of the assumptions of intertextual theorists. iii MA Thesis—Robert Revington; McMaster University, Religious Studies ABSTRACT This thesis examines the historical trajectory of how the comic book character of Superman came to be identified as a Christ figure in popular consciousness. Superman was created in 1938, but the character developed significantly from his earliest incarnations. -
Reminiscences of Vice Admiral Andrew Mcburney Jackson, Jr. US
INDEX to Series of Interviews with Vice Admiral Andrew McBurney JACKSON, Jr. U. S. Navy (Retired) ADEN: p. 274-5; AEC (Atomic Energy Commission): Jackson to AEC (Military Application Division), p. 154-5; works with Admirals Hooper and Withington, p. 157; setting up Sandia base, p. 158-9; defense of AEC budget before Congressional Committees, p. 162-3; p. 170-1; discussion of clearances at AEC p. 165-6; p. 167-8; AIR GROUP 8: Jackson ordered (1943) to re-form air group p. 93; duty on INTREPID, p. 96; component parts in Norfolk area, p. 96-7; Air Group 5 substituted for Air Group 8 - Marshall Islands operation, p. 103 ff; Air Group 8 put aboard BUNKER HILL when INTREPID goes home for repairs, p. 105; ANDERSON, Admiral George: p. 313 p. 315; p. 321; ARAB-ISRAELI HOSTILITY: p. 298-9; ARAMCO: p. 279-80; ATOM BOMB: an exercise with aircraft carrier, p. 182-3; AUSTIN, VADM Bernard (Count): President of the Naval War College (1961), p. 299-300; BAHREIN: p. 253-4; p. 280; p. 282-4; BALL, The Hon. George: U. S. Representative to the United Nations, p. 377; BATON ROUGE, La.: family home of Adm. Jackson, p. 2-4; BETHPAGE, N.Y.: location of Grumman plant on Long Island - see entries under BuAir; BOGAN, VADM Gerald F.: succeeds Adm. Montgomery as skipper of BUNKER HILL, p. 118; BuAIR: Jackson ordered to Bureau (June 1941) to fighter desk (Class Desk A), p. 70 ff; plane types, p. 73-4 ff; his great desire to go with Fleet after Pearl Harbor, p. -
Production Notes
PUBLICITY CONTACTS LA NATIONAL Karen Paul Anya Christiansen Chris Garcia – 42 West (310) 575-7033 (310) 575-7028 (424) 901-8743 [email protected] [email protected] [email protected] NY NATIONAL Sara Groves – 42 West Tom Piechura – 42 West Jordan Lawrence – 42 West (212) 774-3685 (212) 277-7552 (646) 254-6020 [email protected] [email protected] [email protected] REGIONAL Gillian Fischer Linda Colangelo (310) 575-7032 (310) 575-7037 [email protected] [email protected] DIGITAL Matt Gilhooley Grey Munford (310) 575-7024 (310) 575-7425 [email protected] [email protected] Release Date: May 31, 2013 (Limited) Run Time: 92 Minutes For all approved publicity materials, visit www.cbsfilmspublicity.com THE KINGS OF SUMMER Preliminary Production Notes Synopsis Premiering to rave reviews at the 2013 Sundance Film Festival, THE KINGS OF SUMMER is a unique coming-of-age comedy about three teenage friends – Joe (Nick Robinson), Patrick (Gabriel Basso) and the eccentric and unpredictable Biaggio (Moises Arias) - who, in the ultimate act of independence, decide to spend their summer building a house in the woods and living off the land. Free from their parents’ rules, their idyllic summer quickly becomes a test of friendship as each boy learns to appreciate the fact that family - whether it is the one you’re born into or the one you create – is something you can't run away from. ABOUT THE PRODUCTION The Kings of Summer began in the imagination of writer Chris Galletta, who penned his script during his off hours while he was working in the music department of “The Late Show with David Letterman.” After some false starts in screenwriting, Galletta shunned his impulse to write a high-concept tentpole feature and craft something more character-driven and personal. -
INSTITUTION Congress of the US, Washington, DC. House Committee
DOCUMENT RESUME ED 303 136 IR 013 589 TITLE Commercialization of Children's Television. Hearings on H.R. 3288, H.R. 3966, and H.R. 4125: Bills To Require the FCC To Reinstate Restrictions on Advertising during Children's Television, To Enforce the Obligation of Broadcasters To Meet the Educational Needs of the Child Audience, and for Other Purposes, before the Subcommittee on Telecommunications and Finance of the Committee on Energy and Commerce, House of Representatives, One Hundredth Congress (September 15, 1987 and March 17, 1988). INSTITUTION Congress of the U.S., Washington, DC. House Committee on Energy and Commerce. PUB DATE 88 NOTE 354p.; Serial No. 100-93. Portions contain small print. AVAILABLE FROM Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402. PUB TYPE Legal/Legislative/Regulatory Materials (090) -- Viewpoints (120) -- Reports - Evaluative/Feasibility (142) EDRS PRICE MFO1 /PC15 Plus Postage. DESCRIPTORS *Advertising; *Childrens Television; *Commercial Television; *Federal Legislation; Hearings; Policy Formation; *Programing (Broadcast); *Television Commercials; Television Research; Toys IDENTIFIERS Congress 100th; Federal Communications Commission ABSTRACT This report provides transcripts of two hearings held 6 months apart before a subcommittee of the House of Representatives on three bills which would require the Federal Communications Commission to reinstate restrictions on advertising on children's television programs. The texts of the bills under consideration, H.R. 3288, H.R. 3966, and H.R. 4125 are also provided. Testimony and statements were presented by:(1) Representative Terry L. Bruce of Illinois; (2) Peggy Charren, Action for Children's Television; (3) Robert Chase, National Education Association; (4) John Claster, Claster Television; (5) William Dietz, Tufts New England Medical Center; (6) Wallace Jorgenson, National Association of Broadcasters; (7) Dale L. -
World at War and the Fires Between War Again?
World at War and the Fires Between War Again? The Rhodes Colossus.© The Granger Collection / Universal Images Group / ImageQuest 2016 These days there are very few colonies in the traditional sense. But it wasn't that long ago that colonialism was very common around the world. How do you think your life would be different if this were still the case? If World War II hadn’t occurred, this might be a reality. As you've already learned, in the late 19th century, European nations competed with one another to grab the largest and richest regions of the globe to gain wealth and power. The imperialists swept over Asia and Africa, with Italy and France taking control of large parts of North Africa. Imperialism pitted European countries against each other as potential competitors or threats. Germany was a late participant in the imperial game, so it pursued colonies with a single-minded intensity. To further its imperial goals, Germany also began to build up its military in order to defend its colonies and itself against other European nations. German militarization alarmed other European nations, which then began to build up their militaries, too. Defensive alliances among nations were forged. These complex interdependencies were one factor that led to World War I. What Led to WWII?—Text Version Review the map description and the descriptions of the makeup of the world at the start of World War II (WWII). Map Description: There is a map of the world. There are a number of countries shaded four different colors: dark green, light green, blue, and gray. -
Picturing the War in the Pacific a Visual Time Line
LESSON PLAN: Picturing the War in the Pacific A Visual Time Line (National Archives and Records Administration, WC 1221.) INTRODUCTION By analyzing photographs and building a time line, students will be able to identify, discuss, and analyze the major events of World War II in the Pacific. First, students must match iconic images from the war in the Pacific with their captions. Then, they will place each image and caption in the correct chronological order to build a comprehensive time line of the war in the Pacific from the Japanese invasion of Manchuria to their surrender aboard the USS Missouri. Students will view the raising of the American flag on Mount Suribachi, look for a kamikaze attack on a US aircraft carrier, and identify the first Navajo code talkers sworn into the US Marine Corps. OBJECTIVES • By analyzing photographs and building a time line, students will be able to identify, discuss, and analyze the major events of World War II in the Pacific. • Students will also be able to identify the temporal structure of a historical narrative. GRADE LEVEL 7–12 TIME REQUIREMENT 1 class period MATERIALS • This lesson plan uses photographs and date and caption strips that are included as inserts with the printed guide and online at ww2classroom.org. • You may also need string and clothespins for this lesson. ONLINE RESOURCES ww2classroom.org The photographs, datelines, and captions used in this lesson are available online. LESSON PLAN PICTURING THE WAR IN THE PACIFIC The War in the Pacific 93 TEACHER STANDARDS COMMON CORE STANDARDS CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. -
Manila American Cemetery and Memorial
Manila American Cemetery and Memorial American Battle Monuments Commission - 1 - - 2 - - 3 - LOCATION The Manila American Cemetery is located about six miles southeast of the center of the city of Manila, Republic of the Philippines, within the limits of the former U.S. Army reservation of Fort William McKinley, now Fort Bonifacio. It can be reached most easily from the city by taxicab or other automobile via Epifanio de los Santos Avenue (Highway 54) and McKinley Road. The Nichols Field Road connects the Manila International Airport with the cemetery. HOURS The cemetery is open daily to the public from 9:00 am to 5:00 pm except December 25 and January 1. It is open on host country holidays. When the cemetery is open to the public, a staff member is on duty in the Visitors' Building to answer questions and escort relatives to grave and memorial sites. HISTORY Several months before the Japanese attack on Pearl Harbor, a strategic policy was adopted with respect to the United States priority of effort, should it be forced into war against the Axis powers (Germany and Italy) and simultaneously find itself at war with Japan. The policy was that the stronger European enemy would be defeated first. - 4 - With the surprise Japanese attack on Pearl Harbor on 7 December 1941 and the bombing attacks on 8 December on Wake Island, Guam, Hong Kong, Singapore and the Philippine Islands, the United States found itself thrust into a global war. (History records the other attacks as occurring on 8 December because of the International Date Line.