Benjamin O. Davis - Tuskegee Airmen - World War II

Benjamin O. Davis - Tuskegee Airmen - World War II Benjamin O. Davis, Jr. (born December 18,  1912  at Washington, DC)  earned fame as the leader of the Tuskegee Airmen during World War II. He had a decorated thirty-eight-year career before he retired from active duty. He died on July 4, 2002, and was buried at Arlington National Cemetery with much distinction. Early Years Benjamin O. Davis, Jr. was the son of Benjamin O. Davis, Sr. and his wife Elnora.  A career US Army officer, the elder Davis later became the services first African-American general in 1941. Losing his mother at age four, the younger Davis was raised on various military posts and watched as his fathers career was hampered by the US Armys segregationist policies. In 1926, Davis had his first experience with aviation when he was able to fly with a pilot from Bolling Field. After briefly attending the University of Chicago, he elected to pursue a military career with the hope of learning to fly. Seeking admission to West Point, Davis received an appointment from Congressmen Oscar DePriest, the only African-American member of the House of Representatives, in 1932. West Point Though Davis hoped that his classmates would judge him on his character and performance rather than his race, he was quickly shunned by the other cadets. In an effort to force him from the academy, the cadets subjected him to the silent treatment. Living and dining alone, Davis endured and graduated in 1936. Only the academys fourth African-American graduate, he ranked 35th in a class of 278. Though Davis had applied for admission to the Army Air Corps and possessed the requisite qualifications, he was denied as there were no all-black aviation units. As a result, he was posted to the all-black 24th Infantry Regiment. Based at Fort Benning, he commanded a service company until attending the Infantry School. Completing the course, he received orders to move to Tuskegee Institute as a Reserve Officers Training Corps instructor. Learning to Fly As Tuskegee was a traditionally African-American college, the position allowed the US Army to assign Davis somewhere where he could not command white troops. In 1941, with World War II raging overseas, President Franklin Roosevelt and Congress directed the War Department to form an all-black flying unit within the Army Air Corps. Admitted to the first training class at nearby Tuskegee Army Air Field, Davis became the first African-American pilot to solo in an Army Air Corps aircraft. Winning his wings on March 7, 1942, he was one of the first five African-American officers to graduate from the program. He would be followed by nearly 1,000 more Tuskegee Airmen. 99th Pursuit Squadron Having been promoted to lieutenant colonel in May, Davis was given command of the first all-black combat unit, the 99th Pursuit Squadron. Working up through the fall of 1942, the 99th was originally scheduled to provide air defense over Liberia but later was directed to the Mediterranean to support the campaign in North Africa. Equipped with Curtiss P-40 Warhawks, Davis command began operating from Tunis, Tunisia in June 1943 as part of the 33rd Fighter Group. Arriving, their operations were hampered by segregationist and racist actions on the part of 33rds commander, Colonel William Momyer. Ordered to a ground attack role, Davis led his squadron on its first combat mission on June 2. This saw the 99th attack the island of Pantelleria in preparation for the invasion of Sicily. Leading the 99th through the summer, Davis men performed well, though Momyer reported otherwise to the War Department and stated that African-American pilots were inferior. As the US Army Air Forces were assessing the creation of additional all-black units, US Army Chief of Staff General George C. Marshall ordered the issue studied. As a result, Davis received orders to return to Washington in September to testify before the Advisory Committee on Negro Troop Policies. Delivering impassioned testimony, he successfully defended the 99ths combat record and paved the way for the formation of new units. Given command of the new 332nd Fighter Group, Davis prepared the unit for service overseas. 332nd Fighter Group Consisting of four all-black squadrons, including the 99th, Davis new unit began operating from Ramitelli, Italy in late spring 1944. Consistent with his new command, Davis was promoted to colonel on May 29. Initially equipped with Bell P-39 Airacobras, the 332nd transitioned to the Republic P-47 Thunderbolt in June. Leading from the front, Davis personally led the 332nd on several occasions including during an escort mission which saw Consolidated B-24 Liberators strike Munich. Switching to the North American P-51 Mustang in July, the 332nd began to earn a reputation as one of the best fighter units in the theater. Known as the Red Tails due to the distinctive markings on their aircraft, Davis men compiled an impressive record through the end of the war in Europe and excelled as bomber escorts. During his time in Europe, Davis flew sixty combat missions and won the Silver Star and Distinguished Flying Cross. Postwar On July 1, 1945, Davis received orders to take command of the 477th Composite Group. Consisting of the 99th Fighter Squadron and the all-black 617th and 618th Bombardment Squadrons, Davis was tasked with preparing the group for combat. Beginning work, the war ended before the unit was ready to deploy. Remaining with the unit after the war, Davis shifted to the newly formed US Air Force in 1947. Following President Harry S. Trumans executive order, which desegregated the US military in 1948, Davis aided in integrating the US Air Force. The next summer, he attended the Air War College becoming the first African-American to graduate from an American war college. After completing his studies in 1950, he served as chief of the Air Defense Branch of Air Force operations. In 1953, with the Korean War raging, Davis received command of the 51st Fighter-Interceptor Wing. Based in Suwon, South Korea, he flew the North American F-86 Sabre. In 1954, he shifted to Japan for service with the Thirteenth Air Force (13 AF). Promoted to brigadier general that October, Davis became vice commander of 13 AF the following year. In this role, he aided in rebuilding the Nationalist Chinese air force on Taiwan. Ordered to Europe in 1957, Davis became chief of staff for the Twelfth Air Force at Ramstein Air Base in Germany. That December, he began service as chief of staff for operations, Headquarters US Air Forces in Europe. Promoted to major general in 1959, Davis returned home in 1961 and assumed the office of Director of Manpower and Organization. In April 1965, after several years of Pentagon service, Davis was promoted to lieutenant general and assigned as chief of staff for the United Nations Command and US Forces in Korea. Two years later, he moved south to take command of the Thirteenth Air Force, which was then based in the Philippines. Remaining there for twelve months, Davis became deputy commander in chief, US Strike Command in August 1968, and also served as commander-in-chief, Middle-East, Southern Asia, and Africa. On February 1, 1970, Davis ended his thirty-eight-year career and retired from active duty. Later Life Accepting a position with the US Department of Transportation, Davis became Assistant Secretary of Transportation for Environment, Safety, and Consumer Affairs in 1971. Serving for four years, he retired in 1975. In 1998, President Bill Clinton promoted Davis to general in recognition of his achievements. Suffering from Alzheimers disease, Davis died at Walter Reed Army Medical Center on July 4, 2002. Thirteen days later, he was buried at Arlington National Cemetery as a red-tailed P-51 Mustang flew overhead. Selected Sources US Air Force: General Benjamin O. Davis, Jr.Aviation History: Benjamin DavisNational Park Service: Benjamin O. Davis

Sound Of Waves Dont Use Essays

Sound Of Waves Dont Use Essays Sound Of Waves Dont Use Essay Sound Of Waves Dont Use Essay Students will be divided into four groups. After group assignment, each student in the group will select ONE topic on which to do outside research. Two deferent sources must be found and the articles must be printed and brought to class In order to receive credit for this assignment. Step 2: Each student must find at least one passage In the novel about the topic they have chosen In their assigned section. Students will write UT or paraphrase the reference and indicate the page number where the quote is found. (The number of topics required for each group will be the same as the number of students found in their group. This assignment must be written in the literary Journal. Step 3: Each student must find at least two literary features in the passage they have found from the novel about their topic. Students will write a sentence explanation in their literary Journal about how these literary features are helping explain or describe their topic. Step 4: Each group will orally present the connection between Information in the research articles and the references found In the novel. Additionally, each individual must explain the Impact of their topic on the novel. All students will also take notes on all topics that are not their own. Time and Place: Orally of the Japanese people Geography influence on the economy and livelihood of autism The climate and weather conditions of ATA-Jim The history of pearl diving Means of travel, communication, world influence on island community Social and Cultural Influence: (A)Religions/Beliefs: Religious holidays and pilgrimages Japanese deities and religious beliefs Buddhist temples Death and memorial rites Worship rituals and objects of worship (talismans) (B) Social: Traditional Japanese clothing Traditional interior design of Japanese houses The importance of punctuality Proper social etiquette for adolescents Japanese bathhouses and their etiquette (C) Gender Roles: The role of the Japanese woman and the Japanese man Japanese arranged marriages (D) Education: The Japanese educational system Apprenticeships to train young people Concept of Individual versus Cooperative behavior In social groups Education in the United States versus Japan- curriculum the student Occupations for men and women: Japanese versus American Family roles and responsibilities (adults and children) Religious views Authorial Style.

The Islam and its Concept of Jihad and Jihadism Essay - 1

The Islam and its Concept of Jihad and Jihadism - Essay Example In order to understand the concepts of Jihad as outlined in the Islam and as they are being practiced now, it is really critical to understand the overall concept of Jihad and how it has been outlined by the Islam in it original principles. Further, it is also critical to explore as to how the Jihad is being conceived and practiced now and whether there is a drift from the earlier established principles or not. It has been argued that the Jihad as it is practiced now is a complete shift from the earlier traditions of Islam and is now believed to be practiced in a manner which marks a complete shift from the same. Whether this is the case or not or whether Jihad is exactly practiced the way earlier traditions outlined is the topic which this paper will attempt to explore and discuss. The literal meaning of the word Jihad in Arabic is struggle and is a noun in Arabic language. The word Jihad has appeared in the Quran for more than 40 times however, indirect references to the metaphysical meanings of the word have also been made in Quran on various occasions. Quranic interpretation of Jihad therefore indicates a struggle in the way of Allah and is considered as one of the important religious duties for the Muslims. There are various instances in Muslim history in which Prophet (PBUH) has considered doing Jihad under different conditions. The overall importance which has been attached to it is because it is not only mentioned in Quran but it was also practiced by the Prophet (PBUH) himself. (Burgat & Dowell, 1993) There are various instances in the Islamic history wherein Prophet (PBUH) has specifically mentioned that the greater Jihad is the struggle against one’s own desires. Based on this, Jihad is therefore often divided into two categories i.e. lesser Jihad and greater Jihad or Jihad e Akbar.

Why did Menocchio die (in The Cheese and the Worms) Essay

Why did Menocchio die (in The Cheese and the Worms) - Essay Example He also regarded himself as holding occupations as a â€Å"carpenter, sawyer, mason and other things.†1 What made this miller extraordinary were his unique ideas which a typical man, uneducated and of lowly status as he was, does not usually possess. He claimed that he has an â€Å"artful mind† that wanted to seek out higher things that he did not know.2 His extraordinary ideas were the fusion of the ideology derived from his great passion for reading books, especially those that were highly prohibited during his time. The wide circulation of different types of publications and the Roman Catholic Reformation had become catalysts in the formulation of Mennocchio’s belief. The invention of the printing press, which was a significant historical event in Mennocchio’s time had facilitated the publishing of new books and their distribution to the society. This in turn, led to the influx of books and other publications, which reached even the common man like Menocchio.3 The easy access to these sources of new information made knowledge readily available to the people in almost all social classes. Menocchio shared and loaned books with his friends in the village and gained a vast array of new knowledge, as he was always absorbed in reading.4 This new knowledge became a threat to Mennocchio’s life as his new ideology went beyond what the society could and was willing to accept, especially the religious authorities. His voracity for reading had established extremely radical religious philosophies, which were lifted from the books that were prohibited by the priests to be ingested by common individuals. He communicated his opposition to the village, which caused a stir and confusion among them. He was branded as a heretic and was brought to court for inquisition. The court found him guilty of heresy and was punished by lifetime imprisonment. However, he did not stay long in the prison. Three years after, he had convinced the authorities that he had changed. He was

What caused Microsoft to stumble and lose billions in market Essay

What caused Microsoft to stumble and lose billions in market capitalization - Essay Example This is evident in a new world of information in social media and entertainment. The company failed to adjust to the post-PC world, and this saw companies such as Google, Samsung, and Apple gain more ground in the digital world. Another cause of the stumble of Microsoft has been a lack of diversity in the digital service and technology line that they boosted of controlling. For a company to adequately control the market it operates and increase the market share; diversity in service and product provision is necessary. This goes a long way in spreading risks being digital service industry is dynamic. Microsoft as a company avoided this and concentrated on creating software that make PC run. Microsoft didn’t take advantage of their market strength and assuming the role of full-line digital device and Service Company. For instance, the company relied heavily on other companies such Dell, Nokia, HP to develop PCs, phones and Tablets that run their Software due to company’s inability to develop their hardware. Eventually, Microsoft lost a lot of billions in market capitalization

What Are The Qualities Of A Trainer Education Essay

What Are The Qualities Of A Trainer Education Essay A good trainer will have good communication skills which means that they will have a good standard of written and verbal skills where the  subject matter can be demonstrated and explained in a clear, accurate manner. A person who can communicate well with certain groups may not be so  successful when dealing with others.  Your trainer will be able to  adapt quite easily and differentiate the training to suite the needs and aspiration of the trainees. They should be able to convey  the subject matter to beginners without the need for unnecessary jargon and also be able  to adjust the level of  training to suite the more advanced trainees too. Additionally, your trainer will offer constructive feedback without directly criticising the individuals concerned.  Nothing can demotivate a trainee quicker than a trainer who shows a lack of tact in this manner. b) Should be Organized Your trainer will be organised to the extent where the training session has been planned in advance.   Also a good trainer will have the session organised so that all of the intended topics have been covered within the time schedule.  Seifert and Stacey, elaborate by saying: The successful trainer is well organized, and has clear  scripts and well-defined aims and objectives which enable individuals and groups to  bring to the surface abilities and skills that they may not have  recognised in themselves. During the session your trainer will have put together assessments so  that the individuals can track their own progress  throughout the training session. c) Good Patience An important part of learning is having the opportunity to make mistakes, learn from them, and correct them the  next time you  try.  Trainers need a  great deal of  patience.  Often it is  easier  to jump in and correct  the mistake rather than let the  person you are training learn. Therefore your trainer should have plenty of patience to  ensure that all individuals complete the course satisfactorily.   They will have the flexibility to respond to trainees different learning styles and be skilled enough to differentiate the training sessions so that the slower ones reach their goals while the more advanced trainees will be  given more challenging exercises to get to master.  In this way, none of  them will be overwhelmed and but everyone will have  successfully completed the training session with a sense of  personal pride and achievement. d) Good Training Skills There is so much more to training than just reciting theory or facts and lecturing trainees.  A good communicator with no training experience would not do justice to anyone.  Training sessions work much effectively when there is a  healthy interaction between the trainers and the trainees. Good trainers will also  hold a professional qualification which formalises their experience  and also makes it so  much easier for any hiring organisation to filter out inexperienced trainers. Trainers should also be  good performers and make the training sessions interesting or even entertaining.  In this way it becomes evident that the trainer is genuinely interested in learning and teaching their subject e) Empathy A good trainer should have a genuine interest in people and easily relate to their needs, aspirations and frustrations.  Having such an interest the trainer will be able to get on well with them regardless of status, age, abilities or backgrounds. The trainer will have an  aptitude for noticing whenever a trainee has a  problem or difficulty but are too shy or afraid to ask for assistance.  The problem will be resolved at the earliest opportunity or at  least the trainer will refer them  to someone who is competent to deal  with the matter. A good trainer will have a warm and approachable manner which make the trainees feel completely at ease and  will be particularly skilled in motivating others to achieve their goals. f) Results Focussed Although your trainer will focus on the needs of the  trainees they will fully understand that you have your own targets to meet . One of the key  factors of good training events is the  motivation of trainees. A good trainer will ensure that this is achieved regardless of the individuals self-esteem or confidence. The trainer  will actively encourage collaboration and team work between them to the extent where  they are actively involved in idea generation and  problem solving. 2. Professor Some of the important qualities possessed by a professor are: a) Passion : The best teachers arent just interested in their subject, they are passionate about it. They are also passionate about teaching and many other things. They have an energy that almost makes them glow and that you want to emulate as much as possible. They approach tasks with a sense of challenge rather than routine. b) Successful teachers/professors hold very high expectations: Most of the teachers expect great results from their students, and they dont accept anything less than that. The education in the present age, expectations form a self-fulfilling prophecy. Teachers have to believe that each and every student can soar past various limits and restrictions; and they will also have the confidence and work with the teachers to make it happen. c) Creativity: The best teachers are those who make their students think outside the box, outside the classroom, and outside the norms. The teachers make sure that the classroom experience is well understood by the students by educating them while also keeping them interested in the work at hand. They provide the students with real world applications for improving their knowledge and also taking their learning to the next action packed level. d) Patience : The best teachers were those who were willing to keep explaining, knowing that eventually it would make sense to their students. They were willing to wait until a distraction calmed students down, or abandon a lesson entirely if it was clear material needed to be revisited. The best teachers just stuck with it, willing to do what it took, no matter how long it took. e) Teachers / Professors should be Learners:   These exemplary teachers described themselves as learners, each making it a priority to keep their teaching information current and updated. As teachers, they must continue to re-engineer the curriculum, experiment with new and different methods of delivering course content, and bring emerging technologies into our classrooms. f) Good teachers/professors are sensitive and versatile: The teachers who consider other peoples needs more than their own are the ones who strive to create a difference. These teachers are sensitive to the needs of students and their parents, colleagues and the community. This is a challenging process as each and every individual is unique in his behaviour and character, and the teachers have to play a multitude of different roles in a day while remaining true to themselves. g) Successful teachers emphasize the fun of learning: There are many different learning styles. Bad teachers only look a subject matter one way. They teach based on how they learn. This works for some people, but fails for others. The good teachers are ones that are able to teach to different learning styles. If students dont understand a subject, they teach it a different way. Instead of looking at abstract formulas, they explain with images what the formulas represent. This requires a thorough understand of their subject, as well as the ability to consider that subject in different ways, which not all teachers are able to do. This principle applies whether a teacher or professor teaches Organic Chemistry or  business classes online; it comes down to their ability to be flexible. 3. Call Centre Executive a) Communication Skills Call centres can be high pressure, fast-paced environments where you may have to deal with hundreds of people in one day. That is why it is so important to fine tune your communication skills. This will help in handling different personalities, questioning skills, and telephone skills. These skills are essential to help you to communicate effectively and professionally with your call centre customers. He/She should practise good communication focusing on speed, volume , clarity of voice , voice modulation and tone of voice . b) Listening skills Listening is one of the most valued skills companies seek in employees working in call centres . Develop listening skills through clarifying questions. Gain information to understand the speaker. For instance, a call centre employee may ask the customer to describe the problem in detail. Acquire feedback from your clients to develop listening skills. c) Multitasking ability Todays call-centre reps have to pat their heads and rub their stomachs at the same time. They need to be capable of handling more responsibilities because of increased economic, regulatory and customer demands. For instance, agents need to be able to handle calls, answer emails and assist clients via Web chat. If they cant handle multiple tasks or are easily frustrated by pressure, they probably arent going to stick around for long. d) Computer Literacy Computer literary is an important requirement for working with modern customer service facilities. Most centres now use web-based software like predictive dialers. Operators would have to be computer-savvy, particularly in Word processing, and use the internet to be able to work efficiently. e) Good Customer Care Skills Call agents are supposed to be people who possess the requisite customer care skills necessary for meeting the objective of maximising sales and productivity through excellent customer relations. Having an outgoing and friendly personality is an asset in the field of customer relations contact centres. A good agent must have a people-oriented attitude that enables him or her to handle customers as though they are the most important people in their (the agents) lives. Good agents are those who are able to use their unique customer relations qualities to turn every inbound or outbound call into an opportunity for having another customer. Adequate knowledge of phone etiquette is crucial for excellent customer care. A good agent therefore needs to be a master of phone manners. Q2. Design an orientation program for college students. Introducing students to college life requires presenting as full a view as possible of all that the university has to offer. Therefore, academics as well as extracurricular activities should be presented. If students do not become socially integrated within the first few weeks of their arrival, they are less likely to stay at that institution. 1. Orientation program can start with a welcome presentation , where the faculty or the dean will give the new students an insight into the student life at the college, gives them a strong overview of academic expectations, the different social setups on campus . This gives the advantage for students in making the transition from high school to college. 2. The new students will be put in small groups , and will have an orientation leader to take them around . The orientation leaders can give the new students the inside scoop on college life since they too have been in the new students shoes. Many institutions use orientation leaders to lead the new students through a series of workshops, campus tours, and social activities. New students may be more open to receive information from the orientation leaders than from a lecturer in a main auditorium. Orientation leaders can also explain some of the details of university life that some administrators would never think of telling them.   3. A campus tour would be a very important aspect of orientation program. acclimating students to their new environment . For some students, going to college is their first time away from home, so orientation should give them time to become familiar with their new surroundings. Through guided campus tours orientation provides a safe avenue for new students to find their way around campus.  This helps students to become familiar with important locations on campus like the library , administration offices canteen, computer labs, auditoriums , hostel facilities..etc . 4.Friendly interaction sessions with seniors and faculties ( over dinner or lunch )should also be arranged for the new students to feel completely at ease on campus. Illegal activities of ragging should be strictly prohibited on campus instead the new students should have a friendly association with their seniors and faculty members. These are some of the activities to be included at a good orientation program for the new college students .

Marcus Garvey Essay -- Garvey biography Biographies bio Essays

Marcus Garvey "We declare to the world that Africa must be free, that the Negro race must be emancipated (p. 137 Altman, Susan. Extraordinary Black Americans.)" are the famous words delivered by Marcus Mosiah Garvey. Born a West Indian, he later became a powerful revolutionary who led the nation into the Civil Rights Movement. Garvey dedicated his life to the "uplifting" of the Negro and to millions of Black people everywhere, he represented dignity and self-respect. Like Malcolm X of a later generation, he believed that Negroes could never achieve equality unless they became independent-founding their own nations and governments, businesses and industrial enterprises, and their own military establishments which are the same institutions by which other peoples of the world have risen to power. Marcus Gravey was the eleventh child of Marcus and Sarah Gravey. He was born in 1887 in St. Ann’s Bay, a rural town on the north coast of Jamaica in the British West Indies. Garvey learnd at a young age about the differences between the races. Being one of the few Blacks on the island, Garvey often played with the children of his white neighbors. The little girl who lived next to the Garvey’s home informed Marcus that she was being sent away to school in Scotland and that she was instructed by her parents "never to write or try to get in touch with me, for I was a ‘nigger.’" Although he was a good student, financial problems forced him to leave school at fourteen and become an apprentice. After helping organize a strike, Gravey was fired from his job. Garvey’s mind was clearly on politics and the need for organization rather than on his vocation. In 1910 Garvey helped to found a political organization named the Nation Club. He created the Watchman, the first of his many newspapers. The failure of both ventures made evident the need for money to fun his political activities and Garvey joined the stream of West Indian workers migrating to Central and South America in search of better opportunities. He worked briefly on a banana plantation in Costa Rica and for a newspaper in Panama and then went to London, England. While there, he worked for an Egyptian scholar, and learned much of the history of Africa, particularly with reference to the exploitation of black peoples by colonial powers. After reading "Up From Slavery," ... ...her leader had before him. From a more historically viewpoint, Marcus Garvey must be regarded as an incredible visionary. Marcus Garvey was a man who undertook enormous and grandiose ideas and goals to empower and rise Black people all over the world. A man literally driven by the notion that the Negro's sole means for achieving a unique culture in the 20th century was through the foundation of a unified, separatist empire in Africa. Although his ideas, in their ultimate form, may have been rejected by some of the people of his day, it is clear that, since then, these very same ideas in a different perspective have had a favorable influence on the policies of many Negro leaders throughout history. BIBLIOGRAPHY Altman, Susan. Extraordinary Black Americans. ©1989. Childrens Press: Chicago. pp. 137-138 Cronon, David E. Great Lives Observed (Marcus Garvey). ©1973, Prentice-Hall: Englewood Cliffs. Franklin, John H. Black Leaders of the Twentieth Century ©1982, University of Illinois Press: Chicago. pp. 105-138 Ploski, Harry A. The Negro Almanac. ©1971, Bellwether Publishing Company: New York. pp. 135-138 & 232