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POST SOLANT AMITY with the Members of “G” Company, 2Nd Battalion, 6Th Marine Regiment Volume 7, Issue 3
POST SOLANT AMITY With the Members of “G” Company, 2nd Battalion, 6th Marine Regiment Volume 7, Issue 3 September 2009 Trivia Question 2: Uh, on a Sailor’s Unfaded Memories of Solant Amity I anchor at the mouth to the harbor, effectively blocking her escape, lighter note: Did Chesty Puller (Editor’s note: The PSA newsletter clear submarine, USS Nautilus, had should she try. have a tattoo? (Answer 2, page 4) is now in its seventh year of publica- been tailing the Santa Maria at the tion. Before that only emails flashed time. The next day we docked and stayed The only radio traffic that I passed back and forth among our lot. A few there for four days, where a drink was a request for the whale boat to months back, Tom DeLange reached We at first and unexpectedly en- cost 100 cruzeiros...a DIME? come back and pick us up. Again, out to our website and when asked countered Vera Cruz, the Santa no answers were provided and to provide thoughts of our distant Maria‘s sister ship. The result: a questions were discouraged. The yesteryear connection he responded full and resounding ―General Quar- upside? Well, I didn‘t have to dig a with a flood of “stuff” both interest- ters! General Quarters! All hands foxhole. :-) ing and instructional of those six man your battle stations. This is not months we all shared so VERY long a drill.‖ From my station as star- Speaking of jogging memories, ago. Enjoy!) board lookout I watched the pas- wasn‘t it in Dakar, Senegal that a The Belgian Congo was where I got certain group of Marines dropped During the Santa Maria incident I sengers of the Vera Cruz happily to go ashore and play Marine. -
Eugene B. Sledge MBM August 2020 FINAL.Pdf (3.688
HISTORY | LEGENDS Eugene B. Sledge and Mobile: 75 Years After “The War” Mobilian Eugene Sledge is recognized the world over as a USMC combat veteran of World War II, but there is even more to know, and admire, about “Ugin” of Georgia Cottage. text by AARON TREHUB • photos courtesy AUBURN UNIVERSITY LIBRARIES xactly 75 years ago this spring, in May and June 1945, Mo- bile native and U.S. Marine Corps PFC Eugene Bondurant Sledge was fighting on Okinawa as a mortarman with Com- pany K, 3rd Battalion, 5th Marine Regiment of the 1st Ma- Erine Division. Sledge was already a combat veteran by this time, having received his baptism of fire on Peleliu in September and October 1944. He was 21 years old. Years later, Sledge described the fighting on Okinawa in mid-May 1945 and the recurring nightmares that it inspired. “The increasing dread of going back into action obsessed me,” he wrote. “It became the subject of the most tortuous and persistent of all the ghastly war nightmares that have haunted me for many, many years. The dream is always the same, going back up to the lines during the bloody, muddy month of May on Okinawa. It remains blurred and vague, but oc- casionally still comes, even after the nightmares about the shock and violence of Peleliu have faded and been lifted from me like a curse.” Nightmares haunted Sledge for decades after the war: as a com- bat veteran and student attending Alabama Polytechnic Institute (Auburn University) on the G.I. Bill in the late 1940s; as a young husband and father pursuing graduate degrees at API and the Uni- versity of Florida in the late 1950s; and as a professor of biology at the University of Montevallo from the 1960s through the 1980s. -
The History/Literature Problem in First World War Studies Nicholas Milne-Walasek Thesis Submitted to the Faculty of Graduate
The History/Literature Problem in First World War Studies Nicholas Milne-Walasek Thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for a doctoral degree in English Literature Department of English Faculty of Arts University of Ottawa © Nicholas Milne-Walasek, Ottawa, Canada, 2016 ii ABSTRACT In a cultural context, the First World War has come to occupy an unusual existential point half- way between history and art. Modris Eksteins has described it as being “more a matter of art than of history;” Samuel Hynes calls it “a gap in history;” Paul Fussell has exclaimed “Oh what a literary war!” and placed it outside of the bounds of conventional history. The primary artistic mode through which the war continues to be encountered and remembered is that of literature—and yet the war is also a fact of history, an event, a happening. Because of this complex and often confounding mixture of history and literature, the joint roles of historiography and literary scholarship in understanding both the war and the literature it occasioned demand to be acknowledged. Novels, poems, and memoirs may be understood as engagements with and accounts of history as much as they may be understood as literary artifacts; the war and its culture have in turn generated an idiosyncratic poetics. It has conventionally been argued that the dawn of the war's modern literary scholarship and historiography can be traced back to the late 1960s and early 1970s—a period which the cultural historian Jay Winter has described as the “Vietnam Generation” of scholarship. -
Nielsen Collection Holdings Western Illinois University Libraries
Nielsen Collection Holdings Western Illinois University Libraries Call Number Author Title Item Enum Copy # Publisher Date of Publication BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.1 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.2 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.3 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.4 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. BS2625 .F6 1920 Acts of the Apostles / edited by F.J. Foakes v.5 1 Macmillan and Co., 1920-1933. Jackson and Kirsopp Lake. PG3356 .A55 1987 Alexander Pushkin / edited and with an 1 Chelsea House 1987. introduction by Harold Bloom. Publishers, LA227.4 .A44 1998 American academic culture in transformation : 1 Princeton University 1998, c1997. fifty years, four disciplines / edited with an Press, introduction by Thomas Bender and Carl E. Schorske ; foreword by Stephen R. Graubard. PC2689 .A45 1984 American Express international traveler's 1 Simon and Schuster, c1984. pocket French dictionary and phrase book. REF. PE1628 .A623 American Heritage dictionary of the English 1 Houghton Mifflin, c2000. 2000 language. REF. PE1628 .A623 American Heritage dictionary of the English 2 Houghton Mifflin, c2000. 2000 language. DS155 .A599 1995 Anatolia : cauldron of cultures / by the editors 1 Time-Life Books, c1995. of Time-Life Books. BS440 .A54 1992 Anchor Bible dictionary / David Noel v.1 1 Doubleday, c1992. -
WWII Pacific PP.Pdf
Short Documentaries on War in the Pacific • The Pacific: Historical Background Part 1 (HBO) • The Pacific: Anatomy of a War (HBO) Japanese Aggression Builds • In the early 1900s Japan had a severe lack of natural resources. • Their plan was to invade and conquer neighboring lands that had the natural resources that they wanted. • Japanese expansion in East Asia began in 1931 with the invasion of Manchuria and continued in 1937 with a brutal attack on China. • On September 27, 1940, Japan signed a pact with Germany and Italy, thus entering the military alliance known as the “Axis Powers.” • The United States wanted to curb Japan Vs. the Japan’s aggressive actions. • They also wanted to force a United States withdrawal of Japanese forces from Manchuria and China. • So, the United States imposed economic sanctions on Japan. • Japan now faced severe shortages of oil, along with their shortage of other natural resources. • The Japanese were also driven by the ambition to displace the United States as the dominant Pacific power. • To solve these issues, Japan decided to attack the United States and British forces in Asia and seize the resources of Southeast Asia. Japan Attacks Pearl Harbor • However, because America is bigger and more powerful than Japan, a surprise assault is the only realistic way to defeat the U.S. • Japanese planes attacked Pearl Harbor in the Hawaiian Islands on December 7, 1941. • When the first Japanese bombs struck Pearl Harbor shortly before eight in the morning, the American forces were utterly unprepared. • Anchored ships, such as the Nevada, the Utah, and the Arizona, provided easy targets for bombs and torpedoes. -
Hemingway: Works and Days
English Language and Literature Studies; Vol. 3, No. 1; 2013 ISSN 1925-4768 E-ISSN 1925-4776 Published by Canadian Center of Science and Education Hemingway: Works and Days Shahla Sorkhabi Darzikola1 1 Department of English, Payame Noor University, Iran Correspondence: Shahla Sorkhabi Darzikola, Payame Noor University, Firozkooh, Tehran, Iran. Tel: 98-912-238-4192. E-mail: [email protected] Received: December 9, 2012 Accepted: January 11, 2013 Online Published: January 29, 2013 doi:10.5539/ells.v3n1p77 URL: http://dx.doi.org/10.5539/ells.v3n1p77 Abstract Considering Hemingway’s life and activities in different period of his life is one of the important legal issues that have gained particular significance of the reflection on his life on his works. So the later years of Hemingway’s life (1948-1962) are examined. The important fact that Hemingway was included in American Literature collected works cannot be overvalued. His style and theme issue are both conventional and classic of American text and he broke different fictional ground when he started printing his short stories. This article tries to delve more deeply how Hemingway's life impacted on his works. Keywords: existentialism, identity, nihilist, struggle, human belief, responsibility 1. Introduction Twentieth century has been at the mercy of various events which have been illustrated by intellectuals in different fields. Ernest Hemingway, the illustrious novelist has dealt with the question of existence in his works. In this article among the many characteristics revealing existence, the major ones including the themes of identity and existence have been analyzed with regard to the techniques of the writer in his major works. -
With the Old Breed: at Peleliu and Okinawa PDF Book
WITH THE OLD BREED: AT PELELIU AND OKINAWA PDF, EPUB, EBOOK Professor of Biology E B Sledge | 384 pages | 05 Sep 2011 | Random House Publishing Group | 9780891419198 | English | New York, United Kingdom With the Old Breed: At Peleliu and Okinawa PDF Book Jocko Podcast Boo There were funny moments as well—the men reminding their green lieutenant of his earlier pledge to charge the Japanese with his knife and pistol and turn the tide of war all by himself, as said lieutenant is frantically digging a really deep foxhole after his first taste of combat. Eugene Sledge's book didn't lessen my love for that time period, nor my awe and gratitude for the men who served Another loss for my reading enjoyment is they also have such a close order view of what is going on, that you loose any big picture overview. But what really sets this apart are the author's honest descriptions of how he felt and his motivations in combat - comradeship, bravery, anger, You've read the other reviews, so you already know how good this is. Aug 16, Kate rated it it was amazing Shelves: war , history , wwii. His story was later central to Ken Burns' series, "The War. So all the armchair generals who think we messed up by dropping the A-Bomb need to read this book and remember that it took more than 80 days and over , dead Japanese to get a six mile island named Okinawa. Use your imagination, but add "hungry, tired, exhausted to the limits of your endurance, need to shit and there is no toilet or TP or privacy or even a trench anywhere and several thousand men are all crowded together in the same situation and also you're under heavy shelling and your buddies are getting blown to bits right and left. -
Filosofická Fakulta Masarykovy Univerzity
Masarykova univerzita Filozofická fakulta Katedra anglistiky a amerikanistiky Bakalářská diplomová práce Monika Křižánková 2014 2014 Křižánková Monika 2014 Monika Křižánková Hřbet Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Monika Křižánková Pacific War Experience of E.B. Sledge and R. Leckie: US Marines, Suffering Heroes, and Brave Victims Bachelor’s Diploma Thesis Supervisor: Mgr. Dušan Kolcún 2014 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature 1 I would like to thank my supervisor, Mgr. Dušan Kolcún; for his insightful comments, suggestions, and advice that were guiding my every step, thought, and word. But the greatest and the deepest gratitude is dedicated to my father who introduced me to the compelling stories hidden behind names such as Guadalcanal or Midway. Table of Contents Introduction .................................................................................................................. 5 1 The Second World War in American Literature ....................................................... 8 1.1 War Memoirs ................................................................................................... 10 1.2 With the Old Breed and Helmet for My Pillow ................................................ 14 2 Beyond the U.S. Marine Corps ............................................................................... 21 2.1 Robert -
“Lest We Forget”: Canadian Combatant Narratives of the Great War by Monique Dumontet a Thesis Submitted to the Faculty of G
“Lest We Forget”: Canadian Combatant Narratives of the Great War by Monique Dumontet A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba In partial fulfillment of the requirements of the degree of Doctor of Philosophy Department of English, Film, and Theatre University of Manitoba Winnipeg, Manitoaba Copyright © 2010 by Monique Dumontet Library and Archives Bibliothèque et Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l’édition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-70307-6 Our file Notre référence ISBN: 978-0-494-70307-6 NOTICE: AVIS: The author has granted a non- L’auteur a accordé une licence non exclusive exclusive license allowing Library and permettant à la Bibliothèque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l’Internet, prêter, telecommunication or on the Internet, distribuer et vendre des thèses partout dans le loan, distribute and sell theses monde, à des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, électronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L’auteur conserve la propriété du droit d’auteur ownership and moral rights in this et des droits moraux qui protège cette thèse. Ni thesis. Neither the thesis nor la thèse ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent être imprimés ou autrement printed or otherwise reproduced reproduits sans son autorisation. -
Paul Fussell, "Thank God for Atom the Bomb" in Thank God for the Atom Bomb and Other Essays (New York: Summit Books, 1988)
Paul Fussell, "Thank God For Atom The Bomb" in Thank God for the Atom Bomb and Other Essays (New York: Summit Books, 1988). First published as "Hiroshima: A Soldier's View," New Republic (August 1981) (Page 13) Many years ago in New York I saw on the side of a bus a whiskey ad I've remembered all this time. It's been for me a model of the short poem, and indeed I've come upon few short poems subsequently that exhibited more poetic talent. The ad consisted of two eleven-syllable lines of "verse," thus: In life, experience is the great teacher. In Scotch, Teacher's is the great experience. (Page 14) For present purposes we must jettison the second line (licking our lips, to be sure, as it disappears), leaving the first to register a principle whose banality suggests that it enshrines a most useful truth. I bring up the matter because, writing on the forty-second anniversary of the atom-bombing of Hiroshima and Nagasaki, I want to consider something suggested by the long debate about the ethics, if any, of that ghastly affair. Namely, the importance of experience, sheer, vulgar experience, in influencing, if not determining, one's views about that use of the atom bomb. The experience I'm talking about is having to come to grips, face to face, with an enemy who designs your death. The experience is common to those in the marines and the infantry and even the line navy, to those, in short, who fought the Second World War mindful always that their mission was, as they were repeatedly assured, "to close with the enemy and destroy him." Destroy, notice: not hurt, frighten, drive away, or capture. -
Thank God for the Atom Bomb?
THANK GOD FOR THE ATOM BOMB? By Richard Rice Images in the above collage: Background image of the Hiroshima Prefectural Industrial Promotion Hall after the blast (National Archives). Left: 1926 photo of Emperor Hirohito (Library of Congress). Right: Churchill, Truman, and Stalin at the Potsdam Conference (Imperial War Museum, London, England). Photomontage created by Willa Davis. once received a call from the concerned editor of This minor incident is indicative of a much wider reluctance among many in the academic and teaching community to consider an education journal: “Could you find a source all historical aspects of a morally difficult topic. The horror of the bomb, both real and in our conscience, has led to a debate that con- Iother than Thank God for the Atom Bomb? We feel tinues today. As teachers who want to foster critical thinking skills in our students, we must expose them to facts and interpretations that it inappropriate for teachers to see it in a journal dedi- may not be politically correct. It is easy to condemn a weapon of mass destruction, but more difficult to understand why Truman and cated to international understanding.” Since the essay his inner circle made the decision to use it. Understanding both sides on travel versus tourism that I wanted to cite of the debate is critical to developing a more nuanced understanding of the bomb decision. appeared only in this provocatively titled collection of Within the limits of this brief essay I will cite arguments against the bomb more fully articulated elsewhere in this issue, and place Paul Fussell essays, they finally did allow it to appear Truman’s decision in the historical context of a bitter war. -
Literature for Composition Reading and Writing Arguments About Essays, Stories, Poems, and Plays
BARN.2138.bkfm.i-xxvi_BARN.2138.bkfm.i-xxvi 2/27/13 1:27 PM Page i INSTRUCTOR’S HANDBOOK TO ACCOMPANY Literature for Composition Reading and Writing Arguments About Essays, Stories, Poems, and Plays TENTH EDITION Edited by Sylvan Barnet Tufts University William Burto University of Massachusetts at Lowell William E. Cain Wellesley College Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo BARN.2138.bkfm.i-xxvi_BARN.2138.bkfm.i-xxvi 2/27/13 1:27 PM Page ii Vice President and Editor in Chief: Joseph P. Terry Senior Supplements Editor: Donna Campion Electronic Page Makeup: Grapevine Publishing Services, Inc. Instructor’s Handbook to Accompany Literature for Composition: Essays, Stories, Poems, and Plays, Tenth Edition, by Sylvan Barnet, William Burto, and William E. Cain. Copyright © 2014, 2011, 2007 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may re- produce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. 1 2 3 4 5 6 7 8 9 10–online–15 14 13 12 ISBN 10: 0-321-84213-8 www.pearsonhighered.com ISBN 13: 978-0-321-84213-8 BARN.2138.bkfm.i-xxvi_BARN.2138.bkfm.i-xxvi 2/27/13 1:27 PM Page iii Contents Preface xv Using the “Short Views” and the “Overviews” xvii Guide to MyLiteratureLabTM xix The First Day 1 PART I Getting Started: From Response to Argument CHAPTER 1 How to Write an Effective Essay: A Crash Course 4 CHAPTER 2 The Writer as Reader 5 KATE CHOPIN Ripe Figs 5 LYDIA DAVIS City People 6 RAY BRADBURY August 2026: There Will Come Soft Rains 7 MICHELE SERROS Senior Picture Day 8 GUY DE MAUPASSANT The Necklace 9 GUY DE MAUPASSANT Hautot and Son 13 T.