Where Potential Soars

Total Page:16

File Type:pdf, Size:1020Kb

Where Potential Soars WHERE POTENTIAL SOARS 2018 ANNUAL IMPACT REPORT Through God’s Harvey Booms help and love, AN ALUMNUS STORY we serve, value, and Twenty years after leaving Eagle Mr. Drue, an Eagle Village staff Now Harvey is the manager of Village as a teenager, Harvey member who worked with Harvey, two restaurants, and is raising his walked back through the front remembers what he was like. two sons. Even though at times, doors of the main administration “Harvey did really well at Eagle his time spent at Eagle Village equip children and building. When the receptionist Village. He was a leader in the was challenging, without it he asked, “Can I help you?” Harvey group during Project Survive,” wouldn’t be the man he is today. said, “You already have.” Mr. Drue says. “He always had a really good spirit.” “I read through my Bible for the families for success. Harvey came to Eagle Village at first time at Eagle Village. I have 17 years old because of various After leaving Eagle Village, all good memories from my time struggles, and spent a month in Harvey struggled for several there,” Harvey says. “There was THIS IS OUR MISSION. the Assessment Center. “I thought more years until he was 24. nothing I would have changed it was tough to be there,” Harvey “That’s when I realized how the about it.” remembers. “But when we went seeds planted in me through on Project Survive, I realized it what I did at Eagle Village were hadn’t been that hard after all.” still affecting me,” Harvey says. “I would look at what I was doing Project Survive, a 9-day intensive and realize it was something they wilderness experience, teaches taught me at Eagle Village. All youth respect and responsibility this stuff kept coming back to me through decision making and and helped me become the man I natural consequences. am today.” When the receptionist asked, “Can I help you?” Harvey said, “You already have.” 2 3 2. ANSWERING TOUGH QUESTIONS IN 2018 YOU HELPED ASSESSMENT CENTER: Boys and girls who suffer from mental health and behavioral issues come stay here for 30–90 days. While here, together with their therapist, they develop a plan of action for the future that will help US CHANGE MORE stabilize them at home. THAN 6,600 LIVES 3. TEACHING POSITIVE HABITS CHALLENGE WEEKENDS: SUMMER CAMPS: Families, or just youth, Adolescents who are can attend these weekends struggling to manage year-round. Through their emotions, or activities and therapy engaging in risky they’ll learn healthy skills behaviors, attend such as communication, these summer camps. boundaries, conflict They’ll practice better 232 PEOPLE resolution, and respect. 136 KIDS communication, learn ATTENDED ATTENDED natural consequences, and find ways to manage their emotions. 4. BRINGING FAMILIES TOGETHER FOSTER CARE: ADOPTION: 75 KIDS Safe foster care families are When parental rights PLACED essential for kids while their have been terminated, own families work toward we work to find adoption reunification. We recruit, 27 matches and give every license, and train families SUCCESSFUL child a forever family. to provide a temporary home for kids in need. ADOPTIONS 1. GIVING A SAFE PLACE TO LIVE 5. TRAINING AND HOSTING CAPABLE LEADERS VICTORS EDGE Teams, schools, groups, and organizations can receive training to help 1,548 PASSAGES: CONNECTIONS: them reach their full potential. In Victors Edge they build confidence PARTICIPANTS 133 KIDS Teens are equipped with the necessary tools Youth who need it and mental resilience, strengthen character, and learn the importance IN RESIDENTIAL for life after foster care. They earn their high receive additional of grit and tenacity in overcoming challenges together. FOSTER CARE school diploma or GED, learn practical skills support, including a necessary for independent living, and are psychiatric evaluation enrolled into our Vocational Tech Program and intensive medical EVENTS & RETREATS to practice a trade and develop job skills. review. Staff to youth All kinds of groups take advantage of our meeting spaces, overnight 4,578 Staff to youth ratio is 1:6. ratio is 1:3. accommodations, and adventure facilities. GUESTS 4 5 Carissa A GRADUATE’S STORY “My mom had trouble with money, so we never She was smart, and she understood the difference stayed in one place for long.” Moving from place to between right and wrong,” Mr. Jason remembers. place kept Carissa from making long-term friends. “She just needed the motivation and needed to have She began to fight with her mother and spend time her confidence built.” with the wrong crowd. Often hungry, she stole food, got caught, and was put on probation. As family Carissa was in the Passages Program for older issues continued, the decision was made to remove teenagers. Mr. Brian, in charge of student employees Carissa from her home and place her at Eagle Village. in the program, assigned her a job on campus. “My first job was helping the experiential staff. I “I was so happy when I arrived at Eagle Village,” didn’t really want the job when Mr. Brian told me Carissa remembers. “I was so thankful to have food that’s where they would put me, but he pushed me to eat and a bed to sleep on.” to do it,” Carissa remembers. “And when I actually did it, I really enjoyed it. Mr. Brian had a good idea Her first day in the house, the residents went around of where I needed to be.” in a circle and introduced themselves, telling Carissa things about themselves. Carissa also gained valuable job experience by working as a receptionist on campus during her last “Even though I was so happy to be there, I was few months at Eagle Village. “I didn’t think I had also nervous and uncomfortable,” she recalls. “I enough potential to get a job, and I never thought “I was so happy when I arrived said something about liking to listen to old music. I would graduate from high school. But because After the introductions were over, I had a long of Eagle Village, I now have an awesome resume.” conversation with one of the staff members about Carissa has applied to college and plans to earn her at Eagle Village,” Carissa old music.” bachelor’s degree. That staff member, Mr. Jason, became one of Beyond finishing her high school education and remembers. “I was so thankful Carissa’s advocates over the ten months she spent discovering her potential, one issue remained in at Eagle Village, as she began to break the habits Carissa’s life: her relationship with her mother. Eager she’d formed over the past few years. to restore their relationship, Carissa’s mother chose to have food to eat and a bed to attend all of the Family Legacy Weekends, a time Holding only two high school credits, Carissa wasn’t for residents and their families to grow together, eager to pursue her diploma. “He spent months learn communication skills, and repair broken to sleep on.” trying to convince me to work on my diploma,” relationships. “We learned to resolve our arguments Carissa says. “When I decided to go for it, he even in a healthy way,” Carissa says. “My mom changed helped me through math class. Without him, I never as a person through the weekends, and I think Eagle CARISSA RECEIVING HER DIPLOMA FROM OUR SCHOOL PRINCIPAL, MR. DAN. would have graduated. He believed in me, and he Village really just got to her. We took in everything showed it.” Eagle Village had to offer.” Carissa’s potential had shown through, even though, Her time at Eagle Village brought about a complete like so many kids at Eagle Village, she’d arrived from turnaround for Carissa. “Eagle Village gave me an difficult circumstances. “Carissa had all the basics. opportunity at life that I never thought I would have. They showed me I’m worth it.” 6 7 EAGLE VILLAGE WITH YOU EDUCATION AND We changed lives through our education and treatment programs TREATMENT 67 of 83 MICHIGAN COUNTIES SERVED CREATING A WHOLE PERSON IN BODY, MIND AND SPIRIT. • ACADEMIC • COMMUNITY SERVICE • VOCATIONAL • LIFE SKILLS • SOCIAL • EMOTIONAL • PHYSICAL • EXPERIENTIAL • SPIRITUAL 8 9 Denny Lerner A DONOR’S STORY I first came into contact with Eagle Village When our business moved to a new location, sometime in the early seventies when I heard the donating the real estate from the former location founder, Kermit Hainley, speak at a lunch meeting. was an easy decision for my wife, Cindy, and I to I remember how his description of Eagle Village make. The Village could use it for counseling, foster impacted me as he spoke about their mission and care, adoption, and for carrying out their mission the children they were serving. with kids and families. It was the perfect thing for us to do. Up until that time, I hadn’t really thought about the issues these children faced each day. I thought I feel so good about my involvement with all families were like mine. It broke my heart and Eagle Village. I encourage everyone to give this I wanted to help. It just didn’t seem fair and I felt place all their love and support—it will make you obligated to get involved. feel good also! Through my years of involvement and support, I was honored to serve on the Board of Directors. The difficult task of mending broken families—and giving neglected and abused children a decent shot “I couldn’t imagine at life—was worthy of my time, talents, and financial backing. It has always felt, to me, like the right thing growing up and not to do.
Recommended publications
  • 10 ELA Info Booklet
    August 2004 Texas Assessment of Knowledge and Skills Information Booklet 10 English Language Arts Revised Texas Education Agency • Student Assessment Division Copyright © 2004, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from Texas Education Agency. INTRODUCTION The Texas Assessment of Knowledge and Skills (TAKS) is a completely reconceived testing program. It assesses more of the Texas Essential Knowledge and Skills (TEKS) than the Texas Assessment of Academic Skills (TAAS) did and asks questions in more authentic ways. TAKS has been developed to better reflect good instructional practice and more accurately measure student learning. We hope that every teacher will see the connection between what we test on this new state assessment and what our students should know and be able to do to be academically successful. To provide you with a better understanding of TAKS and its connection to the TEKS and to classroom teaching, the Texas Education Agency (TEA) has developed this newly revised edition of the TAKS information booklet. The information booklets were originally published in January 2002, before the first TAKS field test. Now, after several years of field tests and live administrations, we are able to provide an even more comprehensive picture of the testing program. We have clarified some of the existing material and, in some cases, provided new sample items and/or more explanations of certain item types. However, it is important to remember that these clarifications do not signify any change in the TAKS testing program. The objectives and TEKS student expectations assessed on TAKS remain unchanged.
    [Show full text]
  • Enter Wild.Indd 3 11/19/19 10:46 AM Enter Wild All Scripture Quotations, Unless Otherwise Indicated, Are Taken from the Holy Bible, New International Version , NIV
    Enter Wild.indd 3 11/19/19 10:46 AM Enter Wild All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version , NIV . Copyright © 1973, 1978, 1984, 2011 by Biblica Inc. Used by permission. All rights® reserved® worldwide. Scripture quotations marked (esv) are taken® from the Holy Bible, English Standard Version, ESV Text Edition (2016), copyright © 2001 by Crossway Bibles, a publishing ministry of Good® News Publishers.® All rights reserved. Scripture quotations marked (kjv) are taken from the King James Version. Scripture quotations marked (msg) are taken from The Message. Copyright © by Eugene H. Peterson 1993, 1994, 1995, 1996, 2000, 2001, 2002. Used by permission of NavPress. All rights reserved. Represented by Tyndale House Publishers Inc. Scripture quotations marked (ncv) are taken from the New Century Version . Copyright © 2005 by Thomas Nelson Inc. Used by permission. All rights reserved. Scripture® quotations marked (nkjv) are taken from the New King James Version . Copyright © 1982 by Thomas Nelson Inc. Used by permission. All rights reserved. Scripture ®quotations marked (nlt) are taken from the Holy Bible, New Living Translation, copyright © 1996, 2004, 2007, 2013, 2015 by Tyndale House Foundation. Used by permission of Tyndale House Publishers Inc., Carol Stream, Illinois 60188. All rights reserved. Details in some anecdotes and stories have been changed to protect the identities of the persons involved. Trade Paperback ISBN 978- 0- 525- 65400- 1 eBook ISBN 978- 0- 525- 65401- 8 Copyright © 2020 by Carlos Enrique Whittaker Cover design by Chris Pochiba All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher.
    [Show full text]
  • A Preservation Plan for the Fred Harvey Houses
    University of Pennsylvania ScholarlyCommons Theses (Historic Preservation) Graduate Program in Historic Preservation 2010 Branding the Southwest: A Preservation Plan for the Fred Harvey Houses Patrick W. Kidd University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/hp_theses Part of the Historic Preservation and Conservation Commons Kidd, Patrick W., "Branding the Southwest: A Preservation Plan for the Fred Harvey Houses" (2010). Theses (Historic Preservation). 144. https://repository.upenn.edu/hp_theses/144 Suggested Citation: Kidd, Patrick W. (2010) "Branding the Southwest: A Preservation Plan for the Fred Harvey Houses." (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/hp_theses/144 For more information, please contact [email protected]. Branding the Southwest: A Preservation Plan for the Fred Harvey Houses Keywords Historic Preservation; Southwest, Railroad Disciplines Architecture | Historic Preservation and Conservation Comments Suggested Citation: Kidd, Patrick W. (2010) "Branding the Southwest: A Preservation Plan for the Fred Harvey Houses." (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This thesis or dissertation is available at ScholarlyCommons: https://repository.upenn.edu/hp_theses/144 BRANDING THE SOUTHWEST: A PRESERVATION PLAN FOR THE FRED HARVEY HOUSES Patrick W. Kidd A Thesis in Historic Preservation Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements of the Degree of Master of Science in Historic Preservation 2010 ____________________________ Advisor Dr. Aaron V. Wunsch, PhD Lecturer in Architectural History ____________________________ Program Chair Dr. Randall F. Mason, PhD Associate Professor This work is dedicated to all those who strive to preserve and promote our rich rail heritage and to make it available to future generations.
    [Show full text]
  • PSSA Grade 6 English Language Arts Item Sampler 2018-2019
    The Pennsylvania System of School Assessment English Language Arts Item and Scoring Sampler 2018–2019 Grade 6 Pennsylvania Department of Education Bureau of Curriculum, Assessment and Instruction—September 2018 TABLE OF CONTENTS INFORMATION ABOUT ENGLISH LANGUAGE ARTS . 1 Introduction . 1 General Introduction . 1 Pennsylvania Core Standards (PCS) . 1 What Is Included . 1 Purpose and Uses . 1 Change in Test Design 2017–2018 . 1 Item Format and Scoring Guidelines . 2 English Language Arts Grade 6 . 3 PSSA ENGLISH LANGUAGE ARTS GRADE 6 . 4 English Language Arts Test Directions for Reading Passages and Questions . 4 Passage 1 . 6 Multiple-Choice Questions . 9 Evidence-Based Selected-Response Questions . 15 Multiple-Choice Question . 17 Passage 2 . 18 Text-Dependent Analysis Prompt . 21 Text-Dependent Analysis Scoring Guideline . 25 English Language Arts Test Directions for Language Questions . 40 Standalone Multiple-Choice Questions . 41 English Language Arts—Sample Item Summary Data . 45 ACKNOWLEDGEMENTS . 47 PSSA Grade 6 English Language Arts Item and Scoring Sampler—September 2018 ii INFORMATION ABOUT ENGLISH LANGUAGE ARTS INTRODUCTION General Introduction The Pennsylvania Department of Education (PDE) provides districts and schools with tools to assist in delivering focused instructional programs aligned with the Pennsylvania Core Standards (PCS) . These tools include Academic Standards, Assessment Anchor documents, assessment handbooks, and content-based item and scoring samplers . This Item and Scoring Sampler is a useful tool for Pennsylvania educators in preparing local instructional programs by providing samples of test item types and scored student responses . The Item Sampler is not designed to be used as a pretest, a curriculum, or other benchmark for operational testing .
    [Show full text]
  • ENDER's GAME by Orson Scott Card Chapter 1 -- Third
    ENDER'S GAME by Orson Scott Card Chapter 1 -- Third "I've watched through his eyes, I've listened through his ears, and tell you he's the one. Or at least as close as we're going to get." "That's what you said about the brother." "The brother tested out impossible. For other reasons. Nothing to do with his ability." "Same with the sister. And there are doubts about him. He's too malleable. Too willing to submerge himself in someone else's will." "Not if the other person is his enemy." "So what do we do? Surround him with enemies all the time?" "If we have to." "I thought you said you liked this kid." "If the buggers get him, they'll make me look like his favorite uncle." "All right. We're saving the world, after all. Take him." *** The monitor lady smiled very nicely and tousled his hair and said, "Andrew, I suppose by now you're just absolutely sick of having that horrid monitor. Well, I have good news for you. That monitor is going to come out today. We're going to just take it right out, and it won't hurt a bit." Ender nodded. It was a lie, of course, that it wouldn't hurt a bit. But since adults always said it when it was going to hurt, he could count on that statement as an accurate prediction of the future. Sometimes lies were more dependable than the truth. "So if you'll just come over here, Andrew, just sit right up here on the examining table.
    [Show full text]
  • Idioms-And-Expressions.Pdf
    Idioms and Expressions by David Holmes A method for learning and remembering idioms and expressions I wrote this model as a teaching device during the time I was working in Bangkok, Thai- land, as a legal editor and language consultant, with one of the Big Four Legal and Tax companies, KPMG (during my afternoon job) after teaching at the university. When I had no legal documents to edit and no individual advising to do (which was quite frequently) I would sit at my desk, (like some old character out of a Charles Dickens’ novel) and prepare language materials to be used for helping professionals who had learned English as a second language—for even up to fifteen years in school—but who were still unable to follow a movie in English, understand the World News on TV, or converse in a colloquial style, because they’d never had a chance to hear and learn com- mon, everyday expressions such as, “It’s a done deal!” or “Drop whatever you’re doing.” Because misunderstandings of such idioms and expressions frequently caused miscom- munication between our management teams and foreign clients, I was asked to try to as- sist. I am happy to be able to share the materials that follow, such as they are, in the hope that they may be of some use and benefit to others. The simple teaching device I used was three-fold: 1. Make a note of an idiom/expression 2. Define and explain it in understandable words (including synonyms.) 3. Give at least three sample sentences to illustrate how the expression is used in context.
    [Show full text]
  • The Complete Stories
    The Complete Stories by Franz Kafka a.b.e-book v3.0 / Notes at the end Back Cover : "An important book, valuable in itself and absolutely fascinating. The stories are dreamlike, allegorical, symbolic, parabolic, grotesque, ritualistic, nasty, lucent, extremely personal, ghoulishly detached, exquisitely comic. numinous and prophetic." -- New York Times "The Complete Stories is an encyclopedia of our insecurities and our brave attempts to oppose them." -- Anatole Broyard Franz Kafka wrote continuously and furiously throughout his short and intensely lived life, but only allowed a fraction of his work to be published during his lifetime. Shortly before his death at the age of forty, he instructed Max Brod, his friend and literary executor, to burn all his remaining works of fiction. Fortunately, Brod disobeyed. Page 1 The Complete Stories brings together all of Kafka's stories, from the classic tales such as "The Metamorphosis," "In the Penal Colony" and "The Hunger Artist" to less-known, shorter pieces and fragments Brod released after Kafka's death; with the exception of his three novels, the whole of Kafka's narrative work is included in this volume. The remarkable depth and breadth of his brilliant and probing imagination become even more evident when these stories are seen as a whole. This edition also features a fascinating introduction by John Updike, a chronology of Kafka's life, and a selected bibliography of critical writings about Kafka. Copyright © 1971 by Schocken Books Inc. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Schocken Books Inc., New York. Distributed by Pantheon Books, a division of Random House, Inc., New York.
    [Show full text]
  • Hoops-And-Freedom-Final
    Hoops and Freedom i www.neelraman.com Hoops and Freedom ii Copyright © 2007, 2012 by Home Connection Pty Ltd. All rights reserved worldwide. No part of this publication may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without permission in writing from the author, except where permitted by law. ISBN: 978-0-9803125-0-8 (E-Book) 978-0-9803125-1-5 (Paperback) www.neelraman.com Hoops and Freedom iii Praise for Hoops and Freedom “Hoops and Freedom is a great story filled with timeless success principles. Buy it and read it today!” − Ruben Gonzalez, Three-time Olympian, Author of The Courage to Succeed “This book is brilliant! It conveys powerful messages in a simple and compelling story that keeps you wanting to know more. Neel Raman has masterfully integrated universal principles in such a way that will appeal to athletes, business people, parents, teenagers and everyday people alike. I’m sure you will enjoy uncovering his password for life.” − Kris Barkway, Golf Professional, Author of The New Golf Paradigm “Hoops and Freedom is truly one of the most inspiring, encouraging, motivational books of the year. It speaks to everyone who has ever had a dream. In it, Neel Raman definitely challenges you to the next level in life and work... and that challenge is going to reach out and touch the world.” − Christopher Guerriero, Best-selling author of “Maximize Your Metabolism” and Business/ Personal Coach “A captivating, intriguing, revealing and inspiring read! It reads visually! Wow! Food for mind, body and soul! In his book, Hoops and Freedom, Neel Raman has masterfully combined: metaphysics, archetypes, street gangsters, wisdom and rap.
    [Show full text]
  • Dorothy Potter and the Wizards of Oz
    Dorothy Potter And The Wizards Of Oz Script and Lyrics by: Janinne Chadwick c. 2016 For Little People’s Repertory Theatre Script and Lyrics by: Janinne Chadwick c. 2016 Act One: Scene 1 A Nursery Lullaby A nursery that includes a crib and a shelf or dresser. Baby Dorothy is standing in her crib. Her mother is rocking in a rocking chair, knitting. Her father is off-stage. Baby Dorothy: (calling for her father) Daddy! Daddy! Bertie Beans! Lillian: No more candy, darling, it’s time for bed. Father enters. Jim: Did I hear my favorite little witch calling for me? Lillian: Say goodnight to Daddy and I’ll sing you a lullaby. Baby Dorothy: Goodnight Daddy. Lullaby Lillian: Rock a bye, Dorothy, in your baby bed One day you’ll fly on a broomstick instead When the owl comes calling you’ll study and play And learn to use magic in a school far away Veldamort enters. She has a Ruby wand. She points her wand at Father and he falls down dramatically as Mother tries to shield Dorothy. Lillian: (screams) No, not Dorothy! Curse me instead. Veldamort: Out of my way, silly woman! Veldamort waves her wand at Mother, who falls to the ground. Veldamort: (to Dorothy) And now my pretty! There’s not room in this world for the both of us! Avada Kedavra! The spell deflects onto Veldamort, who writhes in pain and staggers out of the room. Veldamort: (as she’s leaving) Ahhh, what have you done? Baby Dorothy: (reaches for her forehead where her ruby scar has appeared) Owie! Mama, Owie.
    [Show full text]
  • Court Record
    Court Record Regarding the Trials of Mills v. MacMillan III and Another, Firefighters v. Sunman, and Wiki Team v. Sunman Edited and Annotated by Cat (@CatStlats) Legend: Prosecution – red PP Defense – blue DD Court – green CC Witness – purple WW Bot – black BB ?? Some people played multiple roles throughout the proceedings. Each message is marked according to the role played at that time. Disclaimer: Wow, this is a lot of words. Hopefully, I’ve edited it down enough and marked all the important parts, and I 100% messed something up somewhere, so if you notice anything, let me know! Direct any questions or comments to @CatStlats on Twitter or @Cat#1616 on Discord. ============================================================== Guild: BLASEBALL (on Siesta) Channel: THE COURTROOM OF THE HONORABLE JUDGE SINS / the-courtroom Topic: Hellmouth Courthouse. A Fair™️ courtroom. ============================================================== Opening Notes CC [09-Nov-20 12:05 PM] bailiff_launchpad (he/him) In the Highest Court - Capitalism & Incineration Courts of The Hellmouth Business List (ChD) Outback Steakhouse, West Wing, Trombone Annex, Court 1 Before THE RIGHT HONORABLE JUSTICE JUDGE_KEEPER_SINS Monday 09 November 2020 At 02:00 PM, PST Hybrid Hearing HM-2020-TCIDAJ WMBI Mills v. MacMillan III and another HM-2020-081833 WAFD Firefighters v. Dr. Mr. U. P. Q. Sunman, Ph.D, JD, esq. HM-2020-003235 BWAT Wiki Team v. Dr. Mr. U. P. Q. Sunman, Ph.D, JD, esq. For preparatory purposes, please find here the initial paperwork issued in each of this hearing's
    [Show full text]
  • Peterson, John W OH250
    Wisconsin Veterans Museum Research Center Transcript of an Oral History Interview with JOHN W. PETERSON Naval Officer, Navy 1995 OH 250 OH 250 Peterson, John W., (c.1945-2009). Oral History Interview, 1995. User Copy: Transcript only. Abstract: John Peterson discusses his career as an officer in the Navy, focusing on his command of the landing operation of US and UN forces in Somalia around 1992. Peterson explains the tactics, strategy and goals of the effort to secure the port of Mogadishu (Somalia), the airport, and the US Embassy before rendering aid to the surrounding cities. He mentions the role of the UN, as well as the affect the media had on the operation. He explains the economic, social, and political situation in Somalia at that time, as well as the people’s interaction with the US personnel. The reaction of President George H.W. Bush upon seeing Somalia is mentioned. Peterson also explains the social and tactical changes he has seen in the culture of the Navy in his years of service. Peterson details his role in the withdrawal of UN forces in Somalia. He mentions his work as the Commanding Officer of the University of Wisconsin-Madison Naval Reserve Officers Training Corps. Biographical Sketch: John W. Peterson (c.1945-2009) served as a pilot in the Navy aboard several aircraft carriers before commanding the USS St. Louis. He was in command of the landing operation of US forces in Somalia around 1992. Interviewed by Mark Van Ells, 1995. Transcribed by Joanna D. Glenn, 1997. Transcription checked and corrected by John Pike, 2011.
    [Show full text]
  • The Japanese Fairy Bo
    TH E JAPAN ESE F A I R Y B O 0 K R e n d e r e d i n t o E n gl i s h b y YE I T HEODORA OZA KI N e w E d iti o n with a Fro nti spi e c e by T A KE SAT O C O N ST A B LE A N D C O M P A N Y LI M I T E D L O N D O N B O M B A Y S Y D N E Y E P W R K . D UT T ON A N D C O MPA N Y N E Y O L M A R I N - R A W F R D E E A N O R O C O . ’ 3 t u ate thi z fionh TO Y OU A ND T O T H E SWEET CHILD - FRIENDSHIP THA T Y OU GAV E ME I N T H E WI T H Y OU BY T H E S EA WH E N Y OU DAYS SPENT SOUTHERN , USED T O LISTEN WI T H UN FEIGNED PLEASURE T O THESE FAI RY A STORIES FROM FA R JAP AN . M Y THEY N OW REMIND Y OU OF M Y V CHANGELESS LO E AND REMEMBRANCE . Y . T . O . omo T . E P REFA C . Tm s collection of J apanese fai ry tales is the outcome of a suggestion made to me indirectly through a friend by a Mr.
    [Show full text]