Admiral Raymond Spruance in World War II

Admiral Raymond Spruance in World War II Raymond Spruance - Early Life Career: The son of Alexander and Annie Spruance, Raymond A. Spruance was born at Baltimore, MD on July 3, 1886. Raised in Indianapolis, IN, he attended school locally and graduated from Shortridge High School. After further schooling at the Stevens Preparatory School in New Jersey, Spruance applied to and was accepted by the US Naval Academy in 1903. Graduating from Annapolis three years later, he served two years at sea before receiving his commission as an ensign on September 13, 1908. During this period, Spruance served aboard USS Minnesota during the cruise of the Great White Fleet. Arriving back in the United States, he underwent additional training in electrical engineering at General Electric before being posted to USS Connecticut in May 1910. Following a stint aboard USS Cincinnati, Spruance was made commander of the destroyer USS Bainbridge in March 1913 with the rank of lieutenant (junior grade). In May 1914, Spruance received a posting as Assistant to the Inspector of Machinery at the Newport News Shipbuilding and Dry Dock Company. Two years later, he aided in the fitting out of USS Pennsylvania, then under construction in the yard. With the battleships completion, Spruance joined its crew and remained aboard until November 1917. With World War I raging, he became Assistant Engineer Officer of the New York Navy Yard. In this position, he traveled to London and Edinburgh. With the end of the war, Spruance aided in returning American troops home before moving through a succession of engineering postings and destroyer commands. Having attained the rank of commander, Spruance attended the Senior Course at the Naval War College in July 1926. Finishing the course, he completed a tour in the Office of Naval Intelligence before being posted to USS Mississippi in October 1929 as executive officer. Raymond Spruance - War Approaches: In June 1931, Spruance returned to Newport, RI to serve on the staff of the Naval War College. Promoted to captain the following year, he departed to take the position of Chief of Staff and Aide to Commander Destroyers, Scouting Fleet in May 1933. Two years later, Spruance again received orders for the Naval War College and taught on the staff until April 1938. Leaving, he assumed command of USS Mississippi. Commanding the battleship for nearly two years, Spruance was aboard when World War II began in Europe. Having been promoted to rear admiral in December 1939, he was directed to assume command of the Tenth Naval District (San Juan, PR) in February 1940. In July 1941, his responsibilities were expanded to include oversight of the Caribbean Sea Frontier. After working to defend neutral American shipping from German U-boats, Spruance received orders to take over Cruiser Division Five in September 1941. Traveling to the Pacific, he was in this post when the Japanese attacked Pearl Har bor on December 7 forcing the US to enter the war. Raymond Spruance - Triumph at Midway: In the opening weeks of the conflict, Spruances cruisers served under Vice Admiral William Bull Halsey and took part in raids against the Gilbert and Marshall Islands before striking Wake Island. These attacks were followed by a raid against Marcus Island. In May 1942, intelligence suggested that the Japanese were planning on assaulting Midway Island. Critical for the defense of Hawaii, the commander of the US Pacific Fleet, Admiral Chester W. Nimitz, intended to dispatch Halsey to block the enemy thrust. Falling ill with shingles, Halsey recommended that Spruance lead Task Force 16, centered on the carriers USS Enterprise and USS Hornet, in his stead. Though Spruance had not led a carrier force in the past, Nimitz agreed as the rear admiral would be aided by Halseys staff, including the gifted Captain Miles Browning. Moving into position near Midway, Spruances force was later joined by Rear Admiral Frank J. Fletchers TF 17 which included the carrier USS Yorktown. On June 4, Spruance and Fletcher engaged four Japanese carriers at the Battle of Midway. Locating the Japanese carriers as they were rearming and refueling their aircraft, American bombers inflicted massive damage and sank three. Though the fourth, Hiryu, managed to launch bombers which caused critical damage to Yorktown, it too was sunk when American aircraft returned later in the day. A decisive victory, Spruance and Fletchers actions at Midway helped turn the tide of the Pacific war in favor of the Allies. For his actions, Spruance received the Distinguished Service Medal and, later that month, Nimitz named him as his Chief of Staff and Aide. This was followed by a promotion to Deputy Commander in Chief, US Pacific Fleet in September. Raymond Spruance - Island Hopping: In August 1943, Spruance, now a vice admiral, returned to sea as Commander Central Pacific Force. Overseeing the Battle of Tarawa in November 1943, he guided Allied forces as they advanced through the Gilbert Islands. This was followed by an assault on Kwajalein in the Marshall Islands on January 31, 1944. Successfully concluding operations, Spruance was promoted to admiral in February. That same month, he directed Operation Hailstone which saw American carrier aircraft repeatedly strike the Japanese base at Truk. During the attacks, the Japanese lost twelve warships, thirty-two merchant ships, and 249 aircraft. In April, Nimitz divided command of the Central Pacific Force between Spruance and Halsey. While one was at sea, the other would be planning their next operation. As part of this reorganization, the force became known as the Fifth Fleet when Spruance was in charge and the Third Fleet when Halsey was in command. The two admirals presented a contrast in styles as Spruance tended to be quiet and meticulous while Halsey was brash and more impetuous. Moving forward in mid-1944, Spruance embarked on a campaign in the Marianas Islands. Landing troops on Saipan on June 15, he defeated Vice Admiral Jisaburo Ozawa at the Battle of the Philippine Sea a few days later. In the fighting, the Japanese lost three carriers and around 600 aircraft. The defeat effectively destroyed the Japanese Navys air arm. Following the campaign, Spruance turned the fleet over to Halsey and began planning operations to capture Iwo Jima. As his staff worked, Halsey used the fleet to win the Battle of Leyte Gulf. In January 1945, Spruance resumed command of the fleet and began moving against Iwo Jima. On February 19, American forces landed and opened the Battle of Iwo Jima. Mounting a tenacious defense, the Japanese held out for over a month. With the islands fall, Spruance immediately moved forward with Operation Iceberg. This saw Allied forces move against Okinawa in the Ryukyu Islands. Close to Japan, Allied planners intended to use Okinawa as a springboard for the eventual invasion of the Home Islands. On April 1, Spruance began the Battle of Okinawa. Maintaining a position offshore, the Fifth Fleets ships were subjected to relentless kamikaze attacks by Japanese aircraft. As Allied forces battled on the island, Spruances ships defeated Operation Ten-Go on April 7 which saw the Japanese battleship Yamato attempt to break through to the island. With Okinawas fall in June, Spruance rotated back to Pearl Harbor to begin planning the invasion of Japan. Raymond Spruance - Postwar: These plans proved moot when the war came to an abrupt end in early August with the use of the atom bomb. For his actions at Iwo Jima and Okinawa, Spruance was awarded the Navy Cross. On November 24, Spruance relieved Nimitz as Commander, US Pacific Fleet. He remained in the position only briefly as he accepted a posting as President of the Naval War College on February 1, 1946. Returning to Newport, Spruance remained at the college until retiring from the US Navy on July 1, 1948. Four years later, President Harry S. Truman appointed him as Ambassador to the Republic of the Philippines. Serving in Manila, Spruance remained abroad until resigning his post in 1955. Retiring to Pebble Beach, CA, he died there on December 13, 1969. After his funeral, he was buried at Golden Gate National Cemetery near the grave of his wartime commander, Nimitz. Selected Sources HistoryNet: Raymond Spruance - Modest Victor of Midway California Military Museum: Raymond Spruance

A Teenagers Challenge Professor Ramos Blog

A Teenagers Challenge As a teenager, learning how to drive a vehicle is one of the most difficult and exciting challenges. Ever since I was younger, I always had a fear about driving a car and the open road. I would always watch my father when he was driving, so that I could learn. But someday I knew that the time would come when I would practice driving and have my own vehicle. When I was seventeen, I made the decision that I wanted to learn how to drive. Likewise, before I could get into the aspects of driving I would have to first get my permit. In order to do so, I had to complete 30 hours in an online drivers ed course named mycaliforniapermit. On this course, it basically taught me about the details of the road. For instance, how to switch lanes, proper speed, and also what specific signs meant. After each chapter, I would take a test and If I did good I would move forward. After two months, I had completed all the requirements of the driver’s ed course. In order to take my permit test, I would have to go to a place that nobody enjoys, the â€Å"DMV.† After forty minutes of waiting in line, I was able to take my permit test. I remember feeling very anxious before the test. Realizing, that if I would get my permit, I could start driving. I took the exam, and got four questions incorrect, at this point I really thought I would fail. Instead, I remained calm and proceeded to answering the last 36 questions correctly. A fter passing the test, I   was excited and now realized that I can begin to practice driving with my father. Moreover, my father drove me with his 2007 blue Ford Explorer to an empty parking lot of Kimberly Elementary. As he had agreed to teach me about the basics of driving a car. First off, we switched seats and he taught me about the basics of the car. For instance, in order to drive I would have to hit the break and then shift the gears. He also told me, â€Å" Only use blinkers when turning, and also to go slowly with the gas pedal until you get used to it.† After the basic fundamentals he told me to drive around the parking lot. It was a very weird feeling at first, because you are moving about two tons of metal with the push of your foot. After driving up and down the parking lot, I began to think that driving is actually not that hard. Suddenly, my father said, â€Å"Now let’s try to park the vehicle.†I remember that I kept parking the vehicle over the line, but after a few tries, my parking was perfect. It made me realize that when you think about something too much, you make mistakes. When you make mistakes, you will only become better at whatever you are trying to accomplish. In addition, after a couple days of practicing in the parking lot my father said it was time to hit the open road. We drove around the city as my dad was like a coach. When I would make a fast turn, he would get mad and tell me â€Å"to make a slower and precise turn.† One day I was driving and I was going 20 mph faster than the posted speed limit. My father got mad, and said â€Å"if you ever speed like this you would automatically fail exam.† Every time he said something I realized that accepting criticism is what makes us smarter. Sometimes we can be self-centered, and that’s where we become cocky. After a few weeks, I was able to drive around the city of Redlands with ease. I made sure I was going the appropriate speed, using my blinkers, keeping space between vehicles, and using my mirrors. Now I would realize that the next thing would be to get my license. Furthermore, after six months of practicing it was now time for me to take my driver’s test. This would mean, I would have to go back to the annoying DMV. It was a cold Friday morning, and my dad was driving me to the DMV. I remember feeling a little nervous that I might fail. My dad told me, â€Å"When you take your test, just remember the practice† After we checked off paperwork with the front desk, I drove the car to the testing lane and waited for the instructor to come. When the instructor came, she said â€Å"turn your car off,†Ã‚   so that she can check the car and also test my knowledge. She asked me to turn my blinkers on, hit the breaks, and also show her arm signals. Finally, she was in the car with me and from that point she told me where to drive. I drove away from the DMV, and everything was going smooth until I had made, one mistake. My instructor told me to make a turn at a turn lane, and I slightly went passed it. My instructor was furious, and s aid, â€Å"DID YOU NOT HEAR ME?† At this point, I realized that I might have just failed the test already. I replied, and said â€Å"I’m sorry I didn’t hear your correctly.† We proceeded to drive, as in my mind I thought that I had failed the test from that point. She then told me to park on the side of the road, and said, â€Å"Ok now back-up in a straight line.† This was probably the most easiest part of the test. After this, we had returned back to the main road and finally back to the DMV.   I was nervous that I might have failed, but she said â€Å"Congratulations† and gave me a paper that said I had passed with 10 errors. I was extremely excited, because I thought I had failed the test after my mistake. Sometimes, when we expect something to be bad, it turns out to be good.   Hence after passing the test, I finally had the feeling of driving a car all by myself. It is one of the best feelings for a teenager the first time hitting the road by yourself. I realized driving was simple now, because of the fact that I had practiced so many times on how to drive with my father. If it wasn’t for my father’s criticism, I would have probably never got my license. As a senior in high-school I was driving back and forth to school, which was one of the greatest feelings. After all, driving can be one of the most difficult challenges for a teenager. Every teen wants the feeling of having their own vehicle. In order to do so, we have to realize that learning how to drive requires patience and dedication. I’m glad that I had passed my driver’s test, and not have to worry about this obstacle anymore. In life, it’s good to make mistakes and accept criticism, because its what makes us better.

Our Society after September 11, 2001 essays

Our Society after September 11, 2001 essays Our Society after September 11, 2001 On September 11, 2004 thousands of United States citizens and servicemen died at the hands of terrorists. In the beginning, the United States and the world grieved for the lost citizens and servicemen. Eventually, thoughts turned to retaliation as a means to strike back against the group that killed so may of their loved ones. After weeks of contemplation, President Bush announced that it was time to go to war to bring the terrorist to justice. Many people did not realize that the troops would still be fighting and defending themselves two years later. Watching Fahrenheit 9/11 gave me such a different view of the President and the war on terrorism. Fahrenheit 9/11 has a major impact on our society as it relates to the pipeline/Enron scandal, the amount of funds the Saudis have invest in the United States banks, the injured troops, and money that was cut from the troops and their family. Terrorist has been attacking various countries for decades, if not centuries. Most people believe that it was just a matter of time before they targeted America on a larger scale. The world has been fighting the war against terrorism for decades; it just doesnt seem to go away. For the last three and a half years or since the 9/11 terrorist attack, President Bush has pounded the thought that Sudam had weapons of mass destruction in the heads of the American people and yet no weapons have been found. President Bush has long announced that the war was over and the American Troops were in Iraqi solely to rebuild and to hand the new government over to the Iraqi people. Now, months after the new government was handed over to the Iraqi people, the troops are still stationed in Iraqi. Yet there has been more blood shed now than during the war. How can that be? Many people believe that the war is over oil and not Osama bin Laden and his weapons of mass destruction. ...

Speech Disfluencies in Individuals with Tourette Syndrome Assignment - 1

Speech Disfluencies in Individuals with Tourette Syndrome - Assignment Example The authors concluded that, despite there being no difference in self-reporting, the children with Tourette's syndrome did have a higher level of developmental stuttering, and that this is in line with previous studies. The introduction section of the article provides a basic overview of Tourette's syndrome, which the authors abbreviate as TS. This section of the paper does a good job of setting the current study within the wider conversation around Tourette's syndrome, arguing that "TS and developmental stuttering seem to share a number of other characteristics," suggesting that they share "etiological factors" in their origin (97). The authors also point out that studies on this topic are not widespread, with most studies focusing on other aspects of Tourette's syndrome, and that those which do focus on speech disfluencies often have flaws such as "variations in the definition of studying" or a lack of evaluation by speech-language pathologists (98). It is this lack of direct study on speech disfluency that the authors hope to address. For their study, the authors recruited children with Tourette's syndrome from a clinic at a Toronto hospital which specializes in treating it (98). Specifically, the study focused on 69 children with Tourette's syndrome, ranging in age from 4 to 18 years, and with varying degrees of Tourette's syndrome and other disorders such as Obsessive-compulsive disorder and Attention deficit hyperactivity disorder (98). Beyond these children, the authors recruited a control group of 27 children ranging in age from 6 to 17 years from the general clinic at the same hospital (98). In order to achieve sensible results, the authors also split the children into age groups. The study itself had two parts. The first of these was filling out a questionnaire for the child to answer questions on "self-reported presence, nature, and familial incidence of speech and language difficulties" such as stuttering, voice problems, and so on (98).

G H 402 Assignment Example | Topics and Well Written Essays - 1500 words

G H 402 - Assignment Example Most malarial deaths occur to the pregnant women and young children because of the inability to access proper medical care and poor sanitation services that lead to the breeding of mosquitos. Global malaria prevalence is also due to poor and limited information on malaria and the possible preventive methods. Most of the affected groups have a wrong perception on Indoor Residual Spraying (IRS) and therefore they don’t control the vector causing malaria (McCracken and Phillips 75) Malaria has become a global concern because it is considered to be both a disease of poverty and a major cause of poverty mostly in the developing countries. This is because the developing countries do not have the sufficient and proper medication for the disease. It has therefore been considered to be a major constraint to economic development in the developing countries as it has both high social and economic costs that cause a wider gap in the GDP of the developed and developing countries (McCracken and Phillips 78). This has therefore led to a big global dilemma for the affected communities. Environmental sanitation is another major global concern due to the rising environmental degradation. For a proper and safe environment, there should be minimal sharing of the sanitation services such as the toilets as recommended by the World Health Organization (McCracken and Phillips 76). This improves the security and safety of the services and enables accessibility and proper maintenance. If sanitation facilities are highly shared, it becomes a challenge to maintain their cleanliness, and this may turn them to be breeding places for disease-transmitting parasites and pathogens. The global concern for environmental sanitation is causing the dilemma because of the rising number of people that have limited access to improved sanitation making them prone to diseases (McCracken and Phillips 84). Due to the rising

Tea Culture between Asian and Western Countries Essay

Tea Culture between Asian and Western Countries - Essay Example British afternoon tea was the most popular during ceremonies. Anna the Duchess of Bedford was the inventor of the afternoon teas. At the time it was only the wealthy individuals who could manage to buy tea. The wealthy individuals could then invite their friends so as to celebrate the festivities. The tea was later stored in the Chinese porcelain and served with other delicate goodies like sandwiches, cakes, scones, tarts, cream, biscuits and bread. Tea from India was stored in silver tea-pots which was later poured into bone-china cups. This was symbolic in terms of the economic wealth of an individual. The Britons also had the high tea which was taken during dinner time and tea breaks which was normally during mornings as part of their strict customs. In all the occasions, the European took tea when celebrating with friends and families.In Chinese, the tea was taken in a special environment. During the large parties and the imperial tea festivities, it usually involved many partici pants.

Lessons Plan Essay Example | Topics and Well Written Essays - 1000 words

Lessons Plan - Essay Example Introduction to Computers is a beginning college course for intermediate level English students. The course takes place in the classroom and the computer laboratory with the instructor acting as a meeting facilitator, content presenter, and tutor. Although the course is documented online and uses the Internet, it is traditional face-to-face pedagogy (Wuensch, Aziz, Ozan, Kishore, & Tabrizi, 2008). Because students come from different national educational systems and they have different computer skills already, the course has to make room for these differences. Giving choices of which learning objectives to work on helps students develop their computer literacy as well as demonstrate practical skills. The topics for the class meetings show the general scope of the course. The student chooses one or more of the objectives for each meeting. If the objectives and their learning activities for a meeting do not give the student something new to learn , he or she can work with the instructor and decide what is best. 1. Course Overview, Computers and the Internet: The learner should be able to design a directory structure for a student taking three courses, or for an office worker involved in three projects. The design should include folder and file naming, the types of files included, and sample content for each. 3. Word Processing: The learner should be able to create and print or upload a one-page, double-spaced text document showing as many features of the program as possible--fonts, point size, tables, columns, pagination, and so forth. 5. Spreadsheets: The learner should be able to create two original spreadsheets, one showing a personal or project budget with monthly and annual sample numbers and one showing the formulae for the calculations. To show how this course uses the Internet to meet learning goals or aims for different students, the first thing