Colonel Gregory Pappy Boyington

Colonel Gregory Pappy Boyington Early Life Gregory Boyington was born December 4, 1912, in Coeur dAlene, Idaho. Raised in the town of St. Maries, Boyingtons parents divorced early in his life and he was raised by his mother and an alcoholic stepfather. Believing his step-father to be his biological father, he went by the name Gregory Hallenbeck until graduating from college. Boyington first flew at age six when he was given a ride by famed barnstormer Clyde Pangborn. At age fourteen, the family moved to Tacoma, WA. While in high school, he became an avid wrestler and later gained admission to the University of Washington. Entering UW in 1930, he joined the ROTC program and majored in aeronautical engineering. A member of the wrestling team, he spent his summers working in a gold mine in Idaho to help pay for school. Graduating in 1934, Boyington was commissioned as a second lieutenant in the Coast Artillery Reserve and accepted a position at Boeing as an engineer and draftsman. That same year he married his girlfriend, Helene. After a year with Boeing, he joined the Volunteer Marine Corps Reserve on June 13, 1935. It was during this process that he learned about his biological father and changed his name to Boyington. Early Career Seven months later, Boyington was accepted as an aviation cadet in the Marine Corps Reserve and assigned to Naval Air Station, Pensacola for training. Though he had not previously shown an interest in alcohol, the well-liked Boyington quickly became known as a hard-drinking, brawler among the aviation community. Despite his active social life, he successfully completed training and earned his wings as a naval aviator on March 11, 1937. That July, Boyington was discharged from the reserves and accepted a commission as a second lieutenant in the regular Marine Corps. Sent to the Basic School in Philadelphia in July 1938, Boyington was largely uninterested in the mostly infantry-based curriculum and performed poorly. This was exacerbated by heavy drinking, fighting, and failure to repay loans. He was next assigned to Naval Air Station, San Diego where he flew with the 2nd Marine Air Group. Though he continued to be a discipline problem on the ground, he quickly demonstrated his skill in the air and was one of the best pilots in the unit. Promoted to lieutenant in November 1940, he returned to Pensacola as an instructor. Flying Tigers While at Pensacola, Boyington continued to have problems and at one point in January 1941 struck a superior officer during a fight over a girl (who was not Helene). With his career in shambles, he resigned from the Marine Corps on August 26, 1941, to accept a position with the Central Aircraft Manufacturing Company. A civilian organization, the CAMCO recruited pilots and staff for what would become the American Volunteer Group in China. Tasked with defending China and the Burma Road from the Japanese, the AVG became known as the Flying Tigers. Though he frequently clashed with the AVGs commander, Claire Chennault, Boyington was effective in the air and became one of the units squadron commanders. During his time with the Flying Tigers, he destroyed several Japanese aircraft in the air and on the ground. While Boyington claimed six kills with the Flying Tigers, a figure accepted by the Marine Corps, records indicate that he may actually have scored as few as two. With World War II raging and having flown 300 combat hours, he left the AVG in April 1942 and returned to the United States. World War II Despite his earlier poor record with the Marine Corps, Boyington was able to secure a commission as first lieutenant in the Marine Corps Reserve on September 29, 1942 as the service was in need of experienced pilots. Reporting for duty on November 23, he was given a temporary promotion to major the next day. Ordered to join Marine Air Group 11 on Guadalcanal, he briefly served as the executive officer of VMF-121. Seeing combat in April 1943, he failed to register any kills. Late that spring, Boyington broke his leg and was assigned to administrative duties. The Black Sheep Squadron During that summer, with American forces requiring more squadrons, Boyington found that there were many pilots and aircraft dispersed around region not being utilized. Pulling these resources together, he worked to form what would ultimately be designated VMF-214. Consisting of a mix of green pilots, replacements, casuals, and experienced veterans, the squadron initially lacked support personnel and possessed damaged or distressed aircraft. As many of the squadrons pilots had previously been unattached, they first wished to be called Boyingtons Bastards, but changed to Black Sheep for press purposes. Flying the Chance Vought F4U Corsair, VMF-214 first operated from bases in the Russell Islands. At age 31, Boyington was nearly a decade older than most of his pilots and earned the nicknames Gramps and Pappy. Flying their first combat mission on September 14, the pilots of VMF-214 quickly began accumulating kills. Among those adding to their tally was Boyington who downed 14 Japanese planes a 32-day span, including five on September 19. Quickly becoming known for their flamboyant style and daring, the squadron conducted a bold raid on the Japanese airfield at Kahili, Bougainville on October 17. Home to 60 Japanese aircraft, Boyington circled the base with 24 Corsairs daring the enemy to send up fighters. In the resulting battle, VMF-214 downed 20 enemy aircraft while sustaining no losses. Through the fall, Boyingtons kill total continued to increase until he reached 25 on December 27, one short of Eddie Rickenbackers American record. On January 3, 1944, Boyington led a 48-plane force on a sweep over the Japanese base at Rabaul. As the fighting began, Boyington was seen downing his 26th kill but then became lost in the melee and was not seen again. Though considered killed or missing by his squadron, Boyington had been able to ditch his damaged aircraft. Landing in the water he was rescued by a Japanese submarine and taken prisoner. Prisoner of War Boyington was first taken to Rabaul where he was beaten and interrogated. He was subsequently moved to Truk before being transferred to Ofuna and Omori prisoner camps in Japan. While a POW, he was awarded the Medal of Honor for his actions the previous fall and the Navy Cross for the Rabaul raid. In addition, he was promoted to the temporary rank of lieutenant colonel. Enduring a harsh existence as a POW, Boyington was liberated on August 29, 1945 following the dropping of the atom bombs. Returning to the United States, he claimed two additional kills during the Rabaul raid. In the euphoria of victory, these claims were not questioned and he was credited with a total of 28 making him the Marine Corps top ace of the war. After being formally presented with his medals, he was placed on a Victory Bond tour. During the tour, his issues with drinking began to reemerge sometimes embarrassing the Marine Corps. Later Life Initially assigned to Marine Corps Schools, Quantico he was later posted to Marine Corps Air Depot, Miramar. In this period he struggled with drinking as well as public issues with his love life. On August 1, 1947, the Marine Corps moved him onto the retired list for medical reasons. As a reward for his performance in combat, he was advanced to the rank of colonel at retirement. Plagued by his drinking, he moved through a succession of civilian jobs and was married and divorced several times. He returned to prominence during the 1970s due to the television show Baa Baa Black Sheep, starring Robert Conrad as Boyington, which presented a fictionalized story of VMF-214s exploits. Gregory Boyington died of cancer on January 11, 1988, and was buried at Arlington National Cemetery.

Free Essays on Life As An Alma Mater

A college education should not be the primary source for intellectual growth. There is an entire world around us that can teach us just as much if not more than any structured curriculum. With the innate ability for understanding, the chance for learning is endless. Malcolm X, a Muslim minister of the Nation of Islam, had an eighth grade education, but he had the vocabulary and articulate speaking ability of a Yale Grad, with only a self taught education acquired while incarcerated. There’s too much emphasis on what university should one attends, instead of, what one gets out of that university upon graduation. Freshman students are in the worst predicament. They’re enrolled in classes that are taught by smart grad students the university uses as cheap labor, while qualified professor are allowed to write books and research articles. A University’s focus isn’t on the professor’s ability to teach, but the ability to produce published works. According to Anne Matthew first and second year students never speak directly to a professor and are funneled into huge impersonal lecture courses that are sometimes depressing. Faculty get tenured on the basis of research and not their teaching skills, some deans will admit that bad teaching almost never prevents a good researcher from being almost kept, but a wondrous lecturer who doesn’t publish is usually doomed. While a student is stuck in an over crowed lecture hall attempting to memorize word for word what the student aid is teaching, they could have attained more information by simply sitting on a park bench and observing the world around them. â€Å"My homemade education gave me, with every additional book that I read, a little bit more sensitivity to the deafness, dumbness, and blindness†¦Ã¢â‚¬  (Homemade Education Malcolm X p.762-763). College shouldn’t be a place where the main objective is graduating with a degree, a degree that in time will not be as adequate in future com... Free Essays on Life As An Alma Mater Free Essays on Life As An Alma Mater A college education should not be the primary source for intellectual growth. There is an entire world around us that can teach us just as much if not more than any structured curriculum. With the innate ability for understanding, the chance for learning is endless. Malcolm X, a Muslim minister of the Nation of Islam, had an eighth grade education, but he had the vocabulary and articulate speaking ability of a Yale Grad, with only a self taught education acquired while incarcerated. There’s too much emphasis on what university should one attends, instead of, what one gets out of that university upon graduation. Freshman students are in the worst predicament. They’re enrolled in classes that are taught by smart grad students the university uses as cheap labor, while qualified professor are allowed to write books and research articles. A University’s focus isn’t on the professor’s ability to teach, but the ability to produce published works. According to Anne Matthew first and second year students never speak directly to a professor and are funneled into huge impersonal lecture courses that are sometimes depressing. Faculty get tenured on the basis of research and not their teaching skills, some deans will admit that bad teaching almost never prevents a good researcher from being almost kept, but a wondrous lecturer who doesn’t publish is usually doomed. While a student is stuck in an over crowed lecture hall attempting to memorize word for word what the student aid is teaching, they could have attained more information by simply sitting on a park bench and observing the world around them. â€Å"My homemade education gave me, with every additional book that I read, a little bit more sensitivity to the deafness, dumbness, and blindness†¦Ã¢â‚¬  (Homemade Education Malcolm X p.762-763). College shouldn’t be a place where the main objective is graduating with a degree, a degree that in time will not be as adequate in future com...

ACID and Normalization Assignment Example | Topics and Well Written Essays - 750 words

ACID and Normalization - Assignment Example Equally, Isolation states that the concurrent occurrence of multiple transactions should not impact each other’s transactions. Finally, Durability guarantees that any modifications to the database are not lost. Normalization is a method of reducing or removing data redundancies in the database. Four goals are attained after normalization. First, there is the reduction of the number of duplicated data in the database. Additionally, there is ordering of data into logical groupings in such a way that each and every group describes a small part of the complete data. Thirdly, there is the building of a database in which manipulation and access to data is rapid and proficient, while still maintaining the integrity of the stored data. Lastly, the data is organized such that one can edit and make changes in one part of the data without affecting other parts. In this exercise, normalization of the database up to the third normal form is achieved. In addition, there is an ERD (entity-relation diagram) and an Oracle database with execution of SQL statements using PHPMYADMIN. The disadvantages of normalization include difficulty and increased costs required to implement, and extra skill requirement to offer functional views and maintain the database. In addition, extra skills are needed to create OLAP

Human Resource Management Essay Example | Topics and Well Written Essays - 500 words - 6

Human Resource Management - Essay Example The main argument is that the framework for a diverse workplace is contingent on the successful development of these three categories. The article indicates that the motivating and controlling factor for diversity in the workforce is the headquarters. In this way there is the recommendation to begin planning diversity at this stage and then extend it to subsidiary organizations. Diversity variables are also noted as an important notion in that they consider the changing nature of diversity based on region. The author indicates that multicultural teams are effective as the multiplicity of perspectives creates opportunities for increased innovation. To a large part the article downplays reasons against diversity, although there are a few instances. For instance, while multicultural teams may be good for innovation, it is also possible that the divergence of viewpoints and backgrounds causes increased troubles for collaboration. Ultimately I found this article insightful in the way that it attempted to establish a framework for implementing diversity in the workforce. Still, I believe that the article lacks the detail that is needed to truly enact change, as there will be different challenges for different labor environments. Linda Gravett’s article ‘Diversity Efforts Can Support Business Imperatives’ considers diversity in terms of diverse business operations. For instance, there is the indication that businesses that are able to expand into international markets receive a greater competitive advantage. The author also makes the point that for organizations to increasingly survive they must consider diversity as a strong part of their missions and values. This vision of diversity refers to establishing a workforce with diverse talents and skills. Gravett later relays a story about working in Japan. During this period she was tasked with conducting a training program for her organization. The students were Japanese and refrained

The Holocaust Essay Example for Free

The Holocaust Essay The pain and conditions experienced by the victims is unimaginable by any standards. (spicenter. org) In the early 1930’s, Eastern Europe was on the verge of power, and in a small western European country called Germany, trouble was occurring. In 1933, Europeans had no worries beyond their daily struggle to earn money, put food on their familys table, and clothes on their childrens backs. This would all change in a matter of months. Whatever type of life a person had built for themselves, it was all to come to a crashing down, if they did not conform to Hitler’s specifications. www. ushmm. org) On January 30, 1933 Adolf Hitler was appointed chancellor of Germany. In March 1933, with the building of the Dachau concentration camp, (thinkquest. org) Adolf Hitlers rising became one of the most destructive leaderships in recorded human existence. After his inception as ruler of Germany, Adolf Hitler had one thing on his mind, a pure Aryan race with complete world domination. Jews were subjected to humiliation through the Anti-Jewish Laws. (theholocaustexplained. rg) The seven most established laws in Germany were: Jews were forced from jobs in civil service and history, Jews were barred from most other professions, Jews were excluded from schools and universities, Jews were forced to carry cards identifying themselves as Jews, Jews were forced to have a J stamped on their passports, Jews were excluded from dining and sleeping cars on German trains, and Jews were barred from public areas such as parks, sporting arenas, and baths. (theholocaustexplained. org) Hit ler’s goal was to eliminate all of the things he did not desire for Europe. worldpress. com) This included: Jews, mentally and physically ill, non supporters of Nazism, gypsies, homosexuals, and anyone else who did not fit the mandatory code. (www. ushmm. org) He wanted to create a â€Å"superior race† called the Aryan Nation. To accomplish his mission he had concentration camps created. (library. thinkquest. org) The most significant sign of the troubles looming ahead was the â€Å"Kristallnacht-night of the broken glass. † On November 9, 1938, Nazis attacked Jewish communities; destroying, and burning over 1000 synagogues. (theholocaustexplained. rg) Over 700 businesses were wrecked, as were hospitals, schools, cemeteries, and homes. From Poland, Czechoslovakia, eastern European provinces, and of course Germany, a great migration was going to begin. (worldpress. com)Nazis transported victims to concentration camps by means of railroad, which was the cheapest a nd easiest method. The trip was horrible. People were packed in as tightly as possible. In the summer, the cars became sweaty, smelling, and seriously hot. Many died of heat stroke. On the other hand, winter was even worse. When the temperatures decreased, these cars were sent place to place without heat. Death from hypothermia and starvation was common. (spicenter. org) Camps were set up for various purposes. These included labor, medical experiments, and death. Transition camps were set up as holding places for death camps. (Saucher) At the beginning of camp, prisoners usually had marks on their clothes or numbers on their arms to identify them. Things such as: jewelry, clothes, shoes, gold fillings, eyeglasses, shawls, baby bottles, and anything with value was taken and sold. (Saucher) They were then put into the inhumane conditions of the camps. Many times families would be split up. Women and men were separated, and grouped according to age. (library. thinkquest. org) There was only one bathroom for hundreds of people. At some camps these were long wooden boards with round holes. While they are in the bathroom, they would be watched by the soldiers to make sure they would not stay in too long. (Saucher) There was no toilet paper, so the prisoners used the linings of jackets. If they did not have one, they often stole one from someone else. Sleeping conditions were equally bad. The beds of the prisoners were usually wooden boards. The diet of the prisoners was poor. (thinkquest. rg) A standard daily meal would consist of watery soup and a piece of bread. Occasionally, an extra allowance was permitted and prisoners received a piece of cheese, some margarine, or some watered jam. (thinkquest. org) The prisoners had to stand for hours in snow, rain, heat, or cold for role-call, which occurred twice a day. Within the first few days of being at a camp many people woul d die of hunger, disease, or a beating. (thinkquest. org) The main disease was typhus, which was carried by flies. When infected by disease, prisoners were still required to work. They did not see that sickness necessarily meant death. spicenter. org) If the prisoners did not obey the guards every order then they would be beaten, put in solitary confinement or shot. It was extremely hard for prisoners to escape these camps. If caught, a prisoner was either shot or beaten severely. (Saucher) Many times, when someone escaped from a camp, all of the prisoners in that group would be shot. (Dinnerstein) If a person was caught planning a rebellion or escape, and the prisoner refused to give the names of the other associates, the Nazis would bring everyone from his or her barracks and force him or her to watch to mutilation of the others. Dinnerstein) When a prisoner died, the remains were usually thrown on the side of the street. Later, most of the bodies were burned. (library. thinkquest . org) There was often a severe lack of food. This was overcome by the cooks, who sometimes used the dead bodies as food for the prisoners. (thinkquest. org) Many of the activities practiced by the Nazi soldiers were horrifying. (thinkquest. org) Prisoners were fed to bears in private zoos. Husbands were forced to have sex with others men’s wives in front of their children. Women were forced to have sexual relations with animals. thinkquest. org)Jewish babies were launched into the air and fasten together by bayonets in front of their mothers. Soldiers practiced their gunmanship by shooting the Jews finger tips and noses. Prisoners were put through terrifying experiments without their consent. The first tests performed were sterilization tests. (A,2) Three methods were tried, including sterilization by medication, sterilization by x-rays, and sterilization by injection. Next came saltwater tests. Prisoners were forced to drink saltwater until they went insane. They were performed in order to find a way for downed pilots and sailors to drink the surrounding sea water. The third set of tests were high altitude tests. (A,4) Test subjects were put in low pressure chambers and then the oxygen was slowly removed. After the subject died, the Nazis put the body under water and did an autopsy to find out how much oxygen was left in the brain cavity. (B,2) Another set of tests were performed to find information on hypothermia. The Nazis took subjects and put flight suits on them. After being properly adjusted, the men were put in 36 degree Fahrenheit water. Then they would be able to find a way to save pilots stranded in the North and Baltic Seas. (thinkquest. org) Before they could be revived, many of the men died of severe brain excessive bleeding. The Nazis used quite a few methods of extermination, but the most common were gassing, burning, shooting, beating, and inhumane testing. (spicenter. org) Gassing was the easiest, cheapest, and most efficient way of destruction. Jews were put in chambers disguised as showers and then gas was let in. They were all sent to the showers, naked with a bar of soap, so as to deceive them into believing that they were truly going into a shower. B,1) Most people smelled the burning bodies and knew the truth. To most people the Holocaust represents an extremely harmful event, and perhaps the cruelest crime in history. (thinkquest. org) What many fail to consider is the pain and misery these prisoners endured throughout these unfortunate times. The truth is that all prisoners were treated wrongly; from the time that they were captured and separated from their family, until the moment they were forced into death. Concentration camps were camps that the Jewish, Gypsies, or other people were forced to go to, to be tortured or forced to do work. Adolf Hitler and the German Nazi Soldiers did not like those kinds of people so they decided to put them in camps, called Concentration camps. They put them in these camps mostly because of their looks and their religion. By 1942, Germans had built 6 death camps. Some death camps were located in Auschwitz, Belzec, Chelmno, Majdanek, Sobibor, and T. II. Some other concentration camps were Bergen-Belsen, Buchenwald, Dachau, Sachsenhausen, Treblinka, and Theresienstadt. These camps were work camps not killing camps. The worst death camp was Auschwitz. (thinkquest. org) It was the largest concentration camp. Auschwitz was located in Poland. It was made up of 3 concentration camps in one. About 1 ? million people were killed at Auschwitz during World War II. (C,2) The second camp was Bergen-Belsen. It was built in 1943 as a prison camp. It was meant for 10,000 people, but it held 41,000. (thinkquest. org) There were no gas chambers but 37,000 prisoners died from either diseases or just being overworked. Anne Frank, one of the most famous victims died there. The third camp was Dachau. This was the first concentration camp built in 1933. This camp was meant to perform experiments on prisoners but it wasn’t meant for a killing camp. It was still known as one of the harshest camps because of its horrible living conditions and experiments. (thinkquest. org) The fourth camp was Sachsenhausen. This camp was built in 1936. It was apart of three camps, including Buchenwald and Dachau. (thinkquest. org) Early prisoners were 10,000 Jews from Berlin and Hamburg. 200. 000 people were in the camp. 100,000 ended up dying from diseases, exhaustion, or over working. (C,3) The fifth camp was Theresienstadt. 33,500 people died from the crowding in the ghetto. 88,000 Jews were sent to killing camps. (thinkquest. org) The sixth camp was Treblinka and T. II. In 1941 it opened to be a slavery camp. Close by another camp called T. II opened in 1942. That camp was meant to be a killing camp. (thinkquest. org) In Treblinka, there were bath houses which were used to kill people by a poisonous gas called carbon monoxide. About 700,000 to 900,000 were killed. (thinkquest. org) In 1943, a group of prisoners tried to escape but some were killed or recaptured. T. II camp was closed in October of 1943. (thinkquest. org) Treblinka was closed in July of 1944. In 1945, the war ended. Many died due to the harsh conditions of the camps. (thinkquest. org) Very few survived. If you survived you were very lucky! (C,4) There is a lot of information about the Holocaust. Some propagandists use partial knowledge to suggest that it didnt happen and they have their own statistics to make their audience believe so. Some people feel guilty. It was a very dark time and lots of lives were lost. (library. thinkquest. org) Others would like to escape from what they did because I think deep down they all knew it was wrong. Some people are just ignorant and feel superior and are racist so they dont regard it as something bad but something that should have continued happening. (spicenter. rg) Those types of people are horrible. Then, there are always skeptics. I believe the holocaust happened because first of all, who would fake something like that? And second of all, if people dont learn the lessons of history, people will be forced to repeat them. And who would want to repeat that? Maybe some people are just scared and dont quite understand what the holocaust was. I m ean, there are even some people who called Anne Franks diary fake and thats just wrong. (Saucher) But its not necessarily that people are stupid or idiotic but they just werent taught the normal way. Maybe they were taught to ignore things like that. Fear things like that. Laugh, gloat, and cheer at things like that. (Saucher) What disgusts me is that, people should know to frown upon those things but also have to accept them too to make sure that nothing like that ever occurs again. The Holocaust was absolutely real. Did they starve people and pile their bodies just to take convincing pictures? Theres real evidence. What about all the concentration camps? There are millions of bodies there. (Saucher) Im sure its possible to count them all, and the numbers would be well into the millions, of course, not all Jews died in concentration camps, but the numbers are very high. Prisoners liberated from camps. (Dinnerstein) It means Jews were alive and being fed. You don’t feed or protect a person you want to kill. If they were killed then who was liberated. (thinkquest. org) There are countless testimonies to see that the Holocaust did happen. Just go to Poland, Germany and other European countries in order to see the horror that the Nazis had made. (Saucher) The same people who say the Holocaust never happened are called Holocaust deniers. Holocaust denial is the act of denying the genocide of Jews during World War II, Holocaust denial is a criminal offense, punishable by fine and imprisonment in different countries in the world. Israel, Austria, Czech Republic, France, Germany, Spain and Belgium have enacted laws prohibiting Holocaust denial. Italy has a similar law that is being ratified. Quite simply the reason that many people no longer believe the holocaust happened is the fact that there is absolutely no evidence that it did. (Dinnerstein) The proof is always on those making the accusations. Many of the photos that were taken intentionally held those showing diseased prisoners were released. The fact that there was allied bombings and lack of food was the true reason for the deaths of those at the concentration camps. The scale of which has dropped at first being as high as 6 million people to the now accepted number of 200,000 to 1 million. (thinkquest. org) Quite simply we dont know exactly how many people died in the camps in Poland because there was never an investigation allowed. However the thing that many people dont understand is that there were no death camps or gas chambers. Even at the most horrific camp, Auschwitz, the only proof of there being a gas chamber was a reconstructed air raid shelter made by the Russians post war. (thinkquest. org) That right there is opinions being listed. (spicenter. org) People don’t believe the Holocaust never happened because of the facts not being more clear and official. What else do people want? Humans just like us suffered a tragic death or memory from the Holocaust and because evidence was either destroyed or just not there anymore people want to question or doubt that the Holocaust never happened. That’s wrong. (thinkquest. rg) What about Anne Frank’s diary. Is that fake? Did someone just waste their time faking a diary and going fully out of their way to express deep feelings on something so horrific? There’s a museum in Germany and a website to the people that they have identified and found during the Holocaust. Real people look for their loved ones or a family member that they lost o r may have an idea that the person was involved during the Holocaust. (Saucher) You can go online send whatever information you know and if they have the information you can find out a family member that was in the Holocaust. C,5) If people want to deny it because the number is too big and they think it’s impossible that a human can ever pull something like that off their wrong. Pearl Harbor, Princess Diana, Twin Towers, etc. Were those wrong was that a lie? It was right. It’s a lie because so many lies are said about it. Does it mean that we need to agree with what everyone else says or look up things and educate yourself more about a subject you’re not so sure about? The Holocaust will forever be in our history for many more generations to come. It doesn’t matter if lies are said or doubts. There is no person that can change the fact that the Holocaust did happen. Since there are some that deny it, we can’t change it. Jews are not known for lying there are known for their honesty, But the person who started the Holocaust Denial was Harry Elmer Barnes. He was a respected historical revisionist known for his anti-war perspectives. He was warned against placing an amount of blame on the Nazis during the early 1960s. He says the World Wars were aggression against Germany, and that the Holocaust was propaganda for aggression. He then joined with European deniers in order to spread it; unfortunately, their efforts were successful. B,4) The Holocaust happened. It has been proven, many times over. But some people, American Nazis for example, claim that it never happened. It is easy to say things that are not true. It is easy to believe things that are not true. What kind of evidence is there, at this late date? There is a lot. There are eyewitness accounts, of Jews and N azis and bystanders. There are confessions. There are mountains of documents. There are graves and crematoriums. And there are missing people, individuals and huge parts of populations, gone, murdered. A person, who says that the Holocaust did not happen, says more about himself/herself than about history. You can claim that man never walked on the moon, and that Jesus never existed, that Mohamed was a pedophile and that the CIA killed JFK, yet if you claim that Jews were not murdered in gas chambers, you are facing a criminal record. The Holocaust was a major event in history. The millions of Jews who were tortured and killed by the Nazi are still being remembered today. The Holocaust was a terrible genocide and it leaves an impact on modern day history event, though it was a long time ago, before my time, it hurts. Even today, the damage still has not been repaired. It can’t be. No amount of money or anything can equal what was done. When I look back and identify with the holocaust, reading the history of the holocaust I could identify with what was happening and it was and still is horrifying. Never again, should this ever happen! I believe that if anyone knew what was to come, they would rather die than go through  the torture that they went through. Death was the only choice once in the hands of the enemy. The Nazis at that time  brutalized the idea of a Jewish person being a human being. It scares me to think that a world would allow such a horrible thing, but they went along with it. It makes me wonder, where God was when this happened. Any belief was judged if not deleted at a time like this. To look at the past, and see the live tapes of how it was, makes me want to close my eyes and pretend it didnt really happen, because to believe it shows just how evil,  a  man can be when given the opportunity. Families destroyed, records destroyed, being pulled apart, burned, shot, babies being cut out of the tummy of mothers and the wars. (library. thinkquest. org) My opinion on the holocaust is that it happened, and it is real. As horrible as it was, it happened. We as a nation and as people should never give anyone the power to do what was done. Just like slavery in America. It sickens me to say the least, that a man can justify killing another. They didnt just kill them, that would have been better if they just killed them, but that wasnt good enough. They had to torture  them, a  race of people who didnt deserve it. To those who deny the holocaust, well they will face serious consequences when it comes to the government. It’s a law that any person who denies the holocaust will be punished. There is no point in denying the Holocaust. (worldpress. com) After the Holocaust, the aftermath with the Jews, they were terrified after everything. So terrified they did not want to return back to their homes. (Dinnerstein) Some Jews were murdered when they tried to return to their homes in Poland. The problem was complicated because many countries refused to allow the survivors to enter. (Dinnerstein) A large number of Jewish survivors wanted to go to Palestine; the British were against such immigration and allowed fewer than 100,000 Jews to enter before Israel declared its independence in May, 1948. Looking for new homes approximately 137,000 Jews came to the United States (which admitted almost 400,000 refugees). Other countries where Jews found new homes were France, Canada, Great Britain, and Israel. The two countries receiving the largest numbers were the United States and Israel. (Dinnerstein) Works Cited Dinnerstein, Leonard. Survivors of the Holocaust. New York, 1982. Print. library. thinkquest. org. n. d. Saucher, Abraham. The Redemption OfThe Unwanted. 1987. Print. spicenter. org. 2013. theholocaustexplained. org. n. d. thinkquest. org. 2001. worldpress. com. n. d. www. ushmm. org. n. d.

Catcher :: essays research papers

Catcher in the Rye Holden Caulfied: Saint, Snob, or Somewhere In-between? Although J.D. Salinger has only one novel to his credit, that novel, The Catcher in the Rye, is recognized as an exceptional literary work. The key to the success of The Catcher in the Rye is the main character, Holden Caulfield. There are many different critics that view Holden in many different ways. Some believe Holden to be a conceited snob, while others see Holden as a Christ-like figure. It is my opinion, however, that Holden is somewhere in the middle. Holden Caulfield is a character who has a definite code of honor that he attempts to live up to and expects to as abide by as well. Since the death of his brother Allie, Holden has experienced almost a complete sense of alienation from the world around him. This alienation is evident in every part of his life. Holden is unable to relate to anyone at the three prep schools he has attended. While standing on Thomsen Hill, Holden cannot help but feel isolated when he observes t he football game, â€Å"you were supposed to commit suicide or something if Old Pencey didn’t win† (Salinger 2). Not only does Holden feel isolated at the schools he has attended; he has this feeling when it comes to his family as well. Upon his return to New York City, Holden does not go home. Instead, he chooses to hide out from his family. According to Ernest Jones, â€Å"with his alienation go assorted hatreds – of movies, of night clubs, of social and intellectual pretension, and so on. And physical disgust: pimples, sex, an old man picking his nose are all equal cause for nausea† (Jones 7). Holden feels Previts 2 as though all of these people have failed him in some way or that they are all â€Å"phonies† or â€Å"corny† in some way or another. It is Holden’s perception of those around him as â€Å"phonies† and again according to Jones; â€Å"Holden’s belief that he has a superior moral standard that few people, o nly his dead brother, his 10-year-old sister, and a fleeting friend [Jane] can live up to† that make him a snob (7). Presenting Holden as â€Å"snobbish† hardly does him justice. Critics such Frederick L. Gwynn, Joseph L. Blotner, and Frederic I. Carpenter view Holden as a character who is â€Å"Christ-like in his ambition to protect children before they enter the world of destruction and phoniness† (Carpenter 24).

Educational policies Essay

Thus, educational policies in the country instigate the development of learning programs developed with the ultimate purpose of improving English proficiency and academic performance among students. Perhaps the most significant policy is the No Child Left Behind Act implemented in 2001 that includes guidelines on language learning. This policy mandates that all school evaluate the English language competencies of students, and students who will not meet set standards will undergo fast track educational programs that will help them learn adequately and cope with their peers. (EPE Research Center, 2004) By and large, the entire point of the issue is that government policies concerning language education affects the success and achievement of ELLs. A government that supports bilingual education helps ELLs to obtain access to quality education and emerge successful from their undertakings. Changes in political and social trends influence the learning content of ESOL programs simply because the practical use of the English language by ELLs in the real world requires that they are also aware of current social and political issues. Their awareness of social and political trends allow them to not only use the English language but to use the language to relate with other people, especially since societal and political issues are two of the most common topics of conversation. At present time, for instance, most people use the Internet for socialization through social networking sites such as Facebook. To familiarize ELLs with social networking, learning content should include English terms used in cyberspace or in Facebook for that matter, so that they would be able to participate in the online community. In terms of student factors, the cultural backgrounds of ELLs may significantly influence their ability to adjust, learn, and participate in the ESOL program. There are various stages in cultural adjustment wherein one initially experiences feelings of enthusiasm and elation. When an individual begins to realize the great differences between the old and new culture and has trouble of coping or adjusting to unfamiliar cultures, he experiences hostility and loneliness. Through time, an individual learns to adjust until he finally adapts to and accepts the new culture. At times, people undergo re-entry when they climb down to their old ways or culture. (Hernandez-Gantes & Blank, 2008) For ELLs, it is extremely important to understand these four stages of cultural adjustment in the beginning of the ESOL program in order for them to become aware of what they will come to experience as time passes. In doing so, ELLs know the challenges and difficulties that lie ahead and thus, are prepared to handle and overcome them. Consequently, language learning becomes less stressful or complex. However, cultural adjustment, as well as student participation and learning involvement of ELLs, are influenced by their beliefs, ideologies, values, attitudes, etc. as dictated by their culture. For example, ELLs who belong to cultures that value family ties and tradition may experience difficulties in adjusting to a new culture and thus, affect how their participate in class and adapt to the learning process. This is especially the case for ELLs who go to other countries to learn the English language. The distance between them and their families may become a source of distraction due to loneliness and depression that ELLs might feel, disabling them to focus on their studies, learning, and adapting to a new culture. For ELLs, understanding the roles of culture in cultural adjustment, student participation, and learning, enables them to assess or evaluate what part of their culture interferes with their learning of English. In doing so, they will be able to realize the importance of setting aside cultural differences and prioritize their personal learning goals and objectives. The last sub-competency requires ELLs to determine strategies and methods to increase their multicultural sensitivity. Multicultural sensitivity refers to an individual’s responsiveness to cultural differences, allowing him to understand that change and diversity are unalterable. This also allows him to understand his own culture in relation to other cultures as a means to reconcile differences. (Dana, 2005) By and large, multicultural sensitivity influences the achievement of other competencies already mentioned. When an individual learns to understand, accept, and respect other cultures, it will allow him to appreciate his own culture, adapt to a new culture that speeds up cultural adjustment, and ultimately, embrace his learning tasks and responsibilities increasing his student participation, learning, and chances for success. Furthermore, it is also important that in discussing issues in multicultural sensitivity in an ESOL class, the topics of universal ethics and human rights should be discussed to enrich the learning process by means of making it globally relevant and practical. Conclusion Ultimately, the competency and sub-competencies previously discussed covers the social, cultural, and political aspects of ESOL due to their roles in making English language learning relevant, efficient, practical, and purposeful. These competency and sub-competencies do not dwell too much on the technical aspects of learning the English language but on its practical uses as a means to express and communicate with other people, and understand current global or local issues and situations that are affecting the state of the people. Although these competency and sub-competencies were intended for the accomplishment of ELLs, these are also important pieces of information that the teachers and educational institutions should be aware of. These competencies not only ensure that ELLs will be able to achieve learning goals and objectives of ESOL but also ascertain that the teaching process designed, including the learning content, instructional design, teaching strategies and approaches, and so on, are in line with the competencies in order to directly help students in accomplishing them. References Corson, D. (2001). Language Diversity and Education. Hoboken, NJ: Lawrence Erlbaum Associates. CePH. (2006). Competencies and Learning Objectives. Retrieved from Council on Education for Public Health, 1 Aug 2009. http://www. ceph. org/files/public/Competencies. pdf Dana, R. H. (2005). Multicultural Assessment: Principles, Applications, and Examples. New York, NY: Routledge. http://old.collierschools.com/hr/certification/studyguides/ESOL%20K-12.pdf

The defining feature of Modern culture

Modern culture is a direct derivative of and at the same time antithesis of co-existence with nature. The defining feature of Modern culture (adopting the Herder’s definition as â€Å"the practices and beliefs which form the self-identity of a tribe† and not the Humboldt’s version of distinguishing common and high cultures)(Scruton 2) is its increasing distance from the nature and its attempts to understand and divulge the secrets or facets of nature, hither to left unappreciated or not understood.In the history of human civilization (ironically, Civilization means the history of city dwelling population) the pace at which technology improved has grown exponentially since the late 19th century. This growth in technology has spurred the redefining of central values attached to human life. The beneficiaries of the technological advances, the huge sections of societies, seldom bother themselves with the philosophical depths of questions that the increasing use of te chnology and the alienation form nature poses to their central core.However, the tension that resonates between nature and technology is a legacy of inherited historical human values pitted against the negation of the basis of these values in technology. Technology seeks to explore and lay bare while a co-existence with nature demands a certain amount of surrender. Since these two approaches have to be combined in the modern life, there is ambivalence in the approach people are forced to take to their existence.As George Simmel mentions in his work â€Å"The Metropolis and Mental Life†, the deepest problems of modern life are because of the attempts of man to maintain his individuality in the face of changing historic and technological perspectives. (Simmel 11) One basic shift in the modern life to the other forms of society which had a greater correlation with nature is the change in approach to Life in general. Modern life, with it increasing use of technology aims to quant ify everything while co-existence with nature left a lot of qualitative and subjective parameters in place.The resultant void is generally seen as the force that generates the tension between nature and technology. (The dismantling of the religious structure by socialist countries without placing an alternate belief system in place, which saw a huge spurt in religious activity once the socialist structures themselves, crumbled, is an example of a void based on qualitative beliefs and necessity of such beliefs).Modern culture instills a sense of measurement to everything involved in daily life, while co-existence with nature demands suspension of reason to a certain extent. There is an Indian Proverb which roughly translates to â€Å"Plucking the petals of the Rose will not reveal where its beauty lies†. Same is the case with the stimuli caused by nature where suspension of reason is a primary requisite to respond to them. A magnificient sunset is a visual pleasure accorded by nature which cannot be deciphered by any technological quantification measures.â€Å"Whilst Man involuntarily moulds his Life according to the notions he has gathered from his arbitrary views of Nature, and embalms their intuitive expression in Religion: these notions become for him in Science the subject of conscious, intentional review and scrutiny. † (Richard Wagner, 73). In trying to explain the basic differences between Nature and technology Wagner also indicates almost accurately at the reasons for conflict. When viewed in the light of Simmel’s description of man’s emotional responses as he says â€Å"Man is a creature whose existence is dependent on differences, i.e. his mind is stimulated by the difference between present impressions and those that have preceded. † (Simmel 325). But the rapidity with which a person part of the modern culture is accosted by such stimuli is what differentiates his responses. The increasing proximity to his species and in a way that would not have been possible to any of his preceding generations creates a sense of detachment from most stimuli and prevents him from reacting with the same intensity compared to only a few generations earlier. In short, modern culture forces man to react with his head than his heart.This, Simmel argues creates a blase attitude – a defining characteristic of modern culture. â€Å"†¦incapacity to react to new stimulations with the required amount of energy constitutes in fact that blase attitude which every child of a large city evinces hen compared with the products of the more peaceful and more stable milieu† Simmel 14 Advancement in technology creates increased urbanization where people are removed from nature and so closely compressed with one another that their nervous stimulation is hyper excited to become blase.This leads to a state of denial to all other impulses accorded by nature, which are inherently non-quantifiable. Wagner articulate s this alienation of Science and nature in more vocal and less scientific terms. Technology, as mentioned earlier is a result of efforts to understand and harness the energies available in nature, acquires arrogance through its practitioners that it tries to rob the soul of all human interactions with nature. â€Å"And truly Science, in her overweening arrogance, has dreamed of such a triumph; as witness our tight-reined State and modern Art, the sexless, barren children of this dream.† This tension between nature and its instincts as expressed in human emotions and the increasing needs of rational responses conditioned by a technology-driven society are reflected in the probing questions of the late nineteenth and the early twentieth century literature and art forms. Kafkaesque depictions of society not recognizing its traditional pains and bonds due to the demands of the modern culture are common in most art forms. To drive the point home, in his novella â€Å"Metamorphosi s† Kafka paints a picture of the emptiness of modern existence.Seen by many as the gateway to modern literature, it justifies Simmel’s views that the values of modern culture create certain bluntness to responses to stimuli. While it is important to acknowledge the tension between technology (or the changes in life due to technology) and nature as an essential part of the modern cultural set up, it is a learning to understand how this disparity or tension is dealt with. The creation of the modern idiom is largely an effect of the interplay between nature and technology. Additionally, the increased integration of technology has made people more used to viewing their renewed values in a different light.In fact most surviving sensibilities are modern in nature and the exotic feel accorded to romantic art of the previous generations is precisely the result of the contrast. Besides, modern art does adopt the modern life and especially urban living aspect of modern life more readily than was anticipated by the early proponents of modernism. As Wagner argues, Art as an expression of man’s interaction with nature and the resultant emotions – awe or aversion, hope or despair, love or revulsion, harmony or agitation- has in fact been aided by the modern culture. In his typically poetic prose Wagner describes,â€Å" This did the life-force, the life-need, of telluric Nature nurture once those baleful forces – or rather the potentiality of those alliances and, offspring of the elements – which blocked her way in giving true and fitting utterance to the fullness of her vital energy†(Wagner 9) He also seems to say that the potential for abundance brought on by the revolutionary availability of technology affords the luxury of pursuing art for art’s sake for people pf the modern era – all the while remembering that art is the truest form of depicting or connecting with Nature, both internal and external.Besides, a fuller and more complete appreciation of Nature as a separate entity and an ally has blossomed after the initial years of tension with Technology. Though initial years of modern culture and civilization were alarming in the fact that the alienation with nature was at once complete and seemingly irreparable, yet the situation has changed. As with everything and as Darwin would have proudly pointed out, mankind has adapted quite well to this dichotomy of Nature and Technology and has realized the necessity to keep both these aspects of his existence in good humor – all the time.Though it can be argued that most ailments of modern society, like the environmental degradation, lack of trust in human interactions, increasing and pointless violence, or the break down of civilized society in some pockets are essentially the manifestations of the tension between a nature-embracing living and Technology dependent living, it is the way forward. As Man has learnt continuously from all h is endeavors both successful and perilously unsuccessful, modern culture has given a unique perspective to watch Nature in all its glory and make it an ally in pursuing higher spiritual goals.Works Cited Wagner, Richard. The Art Work of the Future. Montana: Kessinger Publishing, 2004. Kafka, Franz. The Metamorphosis. Montana: Kessinger Publishing, 2004 Simmel, Georg & Kurt Wolff. The sociology of Georg Simmel. Translated by kurt Wolff Washington DC: Free Press, 1950 Scruton, Roger. Modern Culture. NewYork: Continuum International Publishing Group, 2007

How to Scale Your Business Reach a Larger Audience [PODCAST]

How to Scale Your Business Reach a Larger Audience [PODCAST] How can you scale a business with marketing? To answer that question, we’re going to be talking to Brandon Andersen, the chief strategist at Ceralytics. He’s going to share with us why failure helps you improve, how to overcome your marketing challenges, and how to position your business differently than your competition does. Brandon has focused on some key marketing tactics that have really paid off, and today you’re going to learn how to implement some of them to begin reaching a much larger audience. Some of the highlights of the show include: Some information about Ceralytics and what Brandon does there as the chief strategist, as well as what Brandon did before Ceralytics. Some of the marketing challenges that Brandon faced as he moved Ceralytics from a startup to a successful company, as well as how they got past those challenges. The concept of a blue ocean: what it is and why it’s important. Successful things that Brandon did right away to build an audience in the early days of the company. How focusing on influencer is a great marketing tactic. A step-by-step way to build relationships with influencers. Tips on getting into guesting. Brandon’s best tips on marketing strategy and how to build one as a new marketer. Links: Brandon Andersen Ceralytics Content Marketing Institute research The 10x Marketing Formula If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Brandon: â€Å"Marketing strategy will impact every piece of your business and it should be tied to every piece of your business.† â€Å"Those early days are going be really rough. You’re all gonna be trying to finding your way. You need to communicate with each other and really listen to what each other has to say.†

Obasan essays

Obasan essays Obasan is a great book so far; I cant seem to put it down. It had a lot of emotion that touched me. The way that the point of view was presented really emphasized the emotion in the beginning. It also used a lot of great visual imaging to make me feel as if I was there with the charters. At one point in chapter three I almost began to cry. The charters in the book were all very easy to visualize due to the way the description was presented. Naomi, the women that was the narrator in this book was an easygoing, loving teacher. The book is going backwards in time, meaning telling her life as it is now and slowly expressing why it is that way (due to the past.) She was a lonely 35 year old looking for happiness. Then theres Naomis uncle. He was a wise, quiet Japanese man who took care of Naomi. His wisdom and silence said more than words spoke. He died in chapter three. Last person is Obasan; she wasnt really talked about in the first two chapters but then introduced in chapter three. She was Naomis aunt, whos personality was sweet and when she delivered her wisdom onto Naomi is never discrete and to the point. She was partically deaf and was full of interesting quotes to say about life that really made you think. The way the book is presented gives a lot of vivid symbolism. Its almost as if the book is written in poetic sensibility, for example, Naomi says (1) the hill, surface, as if responding to a command from Uncles outstretched hand, undulates suddenly in a breeze, with ripple after ripple of grass shadows, rhythmical as ocean waves. The point of view is also very good for this type of book, it really able the readers to feel the emotions of the person. The whole book so far is really emotionally touching and as I read on I surmise that more heartache and will be experienced for Naomi. ...

Individual Case Study - Managing under uncertainty

Individual - Managing under uncertainty - Case Study Example Another major difference identified is the way by which the companies want to cater to their target segment. Boeing emphasized on the use of point-to-point system whereas Airbus authorities judged hub-and-spoke system to be more effective for the company and deemed it as the future of the airline industry. 1.0 INTRODUCTION This report attempts to investigate the decision making agenda of the two multinational Aerospace and Defence Corporations namely Airbus and Boeing Airlines Company. The case made it evident that the aerospace industry has been witnessing colossal growths since the last few decades as a result of that rivalry among the established players of the industry also reached an intense state. Despite that, the concern of both the companies was associated with the ways by which they can satisfy the rapidly growing market of aerospace. It has been observed that till the late 1990s, the size of aircrafts grew at an even rate, but since then trend begun to shift drastically an d companies started to manufacture both smaller and jumbo aircrafts (Hitt, Ireland and Hoskisson, 2009; Ward and Tripp, 2013). The motive of the companies operating in the aircraft industry also shifted from enhancing market share to increase the profit. The companies are now apprehensive over the decision pertaining to the way they can capitalize on the opportunities provided by the industry and market. There were clear indications of the differences between the two companies pertaining to the area of concern. According to the authorities of Airbus, the hub-and-spoke system is the future of the airline industry and is probably the most viable option for successfully catering to the needs of the customers. On the contrary, Boeing emphasized on the use of point-to-point system, which they consider to be the pragmatic approach to satisfy the multi dimensional needs of the consumers. Therefore, a great deal of divergence among the decision making parameter exists between the two establ ishments. This report will make use of the sociological perspective to discover the challenges faced by the companies and on the basis of that companies will be subsequently recommended about the line of attack they should undertake to confront the issues. 2. THE DECISION MAKING FRAMEWORK AT BOEING The history of Boeing goes back to the year 1916, when the company begun its operation in Seattle, Washington, U.S. The company was founded by William Boeing and it is currently headquartered at Chicago, Illinois, United States (Pasiuk, 2005). The company was initially incorporated under the name of Pacific Aero products Company, but within one year of operation the name was changed to Boeing Airplane Company. Due to the previous experience of working in timber industry and knowledge on wooden structure, the designing and manufacturing of airplanes was not at all a complicated task for him. Some of the products manufactured by the company include commercial airlines, military aircrafts, s pace systems, and computer systems. 2a. A sociological perspective The parameters on the basis of which the decisions are made have an insightful impact on the efficacy of the decision (Bryant, 2011; Gates, 1999). Scholars have even mentioned that a number of paradigm have profound impact on the decision

Birthing Environments Essay Example | Topics and Well Written Essays - 1250 words

Birthing Environments - Essay Example The design of the birth environment has remained a great concern in the society right from the olden days when maternity hospitals were scarce and unpopular for many societies in the world. The essence of this paper is to evaluate the social and cultural aspects associated with childbirth as a normal life event and to which these aspects are integrated while designing the physical birth environment. Childbirth as an ordinary life event has a great significance in all societies of the world because it provides the society with the capacity to propagate its generations into the future. Even long before the invention of medicine, earlier generations regarded childbirth as a sensitive and attention-demanding process that required proper preparation right from the pregnancy period up to the moment of child delivery. In fact, the modern design of physical child birth environment has borrowed a lot of its features from the traditional practices. Emphasis of nursing care during childbirth to day can be perceived as an improved version of mid-wifely that was common in the past and is still persistent today in some cultures. Although medical practice has refined the childbirth process, there is still much that remains unsatisfying among many women who still feel the need for improvement of the design of the birth environment. Even with the introduction of maternity facilities in the medical sector, women are still yet to be contented with the birth environment provided in these hospital facilities (Squire, 2009). The social and cultural aspects of childbirth define the ideal environment that birthing should take place. While the older generations experienced home birth, currently a great number of women populations receives medical pregnancy care and deliver on the maternal environment. For instance, Australia recorded 0.2% home births among all women who delivered in 2004, while the rest delivered maternity care units in the country (Foureur, Leap, & Homer, 2013). Whethe r childbirth occurs at home or in the hospital, the serenity and the conduciveness of the environment during this process will determine the comfort that the woman receives while delivering. For instance, the privacy and freedom of the woman during the process are paramount and in some extent determines the ease of delivery. The environment, to some extent, determines the nature of the birth process, whether natural or caesarean. In this view, the physical environment where a woman delivers affects the ease of the process, comfort and care that are available for a woman to deliver successfully. The cultural perspective of child birth is historical and varies from society one society to another, but it is indisputable that each society accords great significance to the process. For instance, in the Hawaiian society, the birthing stones provided a physical environment for birth among Wahianas. In this society, childbirth was a process that started right from the time a woman became pr egnant and ended when the baby was delivered. The cultural significance that this society attached to the entire process emanates from equal importance that is accorded to the child that is delivered in the process. The Wahianas believed that Kukaniloko was a birth environment who those children who had a spiritual tie