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|Anthony P. Tully||Indiana University Press||ePub|
Astern, Shima was indeed closing. 2YB was driving forward at 22 knots on course 60 degrees in No. 4 approach formation as they headed for the southern entrance of Surigao Strait. Watching through the darkness outside Nachi’s bridge, Shima paced thoughtfully. At sixty-one minutes past midnight he dictated a detailed radio dispatch to be transmitted to all commands.
In it, Shima announced that 2YB would penetrate the southern entrance of Surigao Strait at 0300, then (after advancing up the strait) would pass Dulag and make his attack on Tacloban anchorage by means of a wide clockwise sweep. During this loop, 2YB’s guns and torpedoes would be fired to “annihilate the enemy” shipping there. Assuming he survived, Shima’s force would head back the way they had come, exiting south through Surigao Strait in such a way as to reach its southern exit by 0900 October 25. By that time, 2YB should have fuel remaining for two days at 18 knots.1
The importance of this signal is easy to overlook, but it provides a critical window into Vice Admiral Shima’s otherwise vague intentions. The dispatch indicates Shima had no plan to seek to closely cooperate with either Nishimura or Kurita. Recall that Nishimura’s plans called for Third Section to arrive and engage the enemy off Dulag beachhead at 0400; at this time Shima would only be two-thirds up Surigao Strait. Recall that Nishimura had been ordered that—if he survived—he was to meet Kurita off Suluan island at 0900. Yet Shima’s plan called for his fleet to withdraw back through Surigao Strait after attacking the anchorages. In fact 2YB would be exiting at the exact moment Nishimura supposedly would be rejoining Kurita for 1YB’s attack on the anchorage—this despite the fact Shima knew Kurita’s schedule and conceivably could follow Nishimura to the Suluan rendezvous point.See All Chapters
|Carol A. Grund||Pauline Books and Media||ePub|
Anna Mei had hoped the weather would have cleared up by now, so she and Emily could go outside. But it was still raining, which meant she was stuck in Aunt Karen’s living room for a while longer, doing whatever her cousin wanted. So far that included playing three different board games, doing four puzzles, and building a castle out of hundreds of little blocks.
Now they were reading Emily’s favorite book, all about the adventures of red fish and blue fish. At age six she could read some of the words on her own. The rest she’d probably just memorized after hearing them so many times. Either way, after she insisted on reading it approximately thirty-seven times, Anna Mei couldn’t take it anymore.
“Let’s do something else for a while,” she suggested. “How about picking out a movie for us watch?” A movie wouldn’t require much effort, and would kill another hour, besides.
“I know!” Emily said. “Let’s play dress up!”
She went down the hall and disappeared into her room. A minute later she was back, lugging a pile of clothes and some stuffed animals.See All Chapters
|Ace Academics||Ace Academics||ePub|
|International Journal of Educati Reform||Rowman & Littlefield Publishers||ePub|
Matthew D. Davis
At the end of August 2005, Hurricane Katrina laid bare a wide swath of the U.S. Gulf Coast. The devastation left in the wake of this natural disaster and the all-too-slow governmental response to it shocked the nation. Perhaps most disturbing to many Americans was the recognition that a group of Americans, with numbers that never fully registered in the national psyche, lived in heartbreaking and soul-depleting poverty. Resentment erupted when in the midst of these emotions, many Americans found the only referent available to them for the visible nature of poor victims was the label Third World. For an all-too-brief moment, the moving pictures from urban Louisiana and rural Mississippi humbled the nation’s citizens living elsewhere (e.g., Dyson, 2006).
Hidden even deeper in the media aftermath of Katrina were the stories of the particularly harsh fury that the hurricane had visited upon the region’s children. The refusal by many Americans to recognize the stark abjection of all-too-real American poverty continues to be overwhelmed by their shared elision of the experiences of poor children, particularly African Americans. Indeed, in the modern rush toward the “one best system” of education (Tyack, 1974), the schooling of poor children and youth remain principally outside the collective American eyesight. Recent attempts at the illumination of their stories by David C. Berliner (2005) and Jonathan Kozol (2005) may keep alive for some of the better-off Americans the shame at the nation’s near-total exclusion of these students from the reality of contemporary public school reform efforts (see also Anyon, 1997). Most Americans, like most politicians and educators, may also need suggestions toward meaningful action so that their awakened recognition persists long enough to foster real educational reforms to affect the lives of these all-but-forgotten pupils in our midst. To aid in that important effort, this article draws on the history of African American school reform on which to base three modest suggestions to reform the schooling experienced by poor children.See All Chapters
|The Herald-Times||Indiana University Press||ePub|
Indiana Hoosiers forward Christian Watford (2) is fouled by Butler Bulldogs forward Khyle Marshall (23) as he attempts to dunk the ball during the Indiana Butler men’s basketball game at Assembly Hall in Bloomington, Ind., Sunday, Nov. 27, 2011.
By Dustin Dopirak
It is standard procedure to describe sixth men as catalysts, to speak of them providing sparks or injections of energy and scoring.
But as much as Indiana sophomore swingman and first man off the bench Will Sheehey sparked the Hoosiers on Sunday night, he also steadied them during what was unquestionably the most turbulent stretch of basketball the Hoosiers have played this year. In large part because of Sheehey, the Hoosiers never trailed during a slump of 10 minutes and 21 seconds without a field goal. He finished with a career-high 21 points, helping Indiana hold off a gritty Butler squad and run away with a 75-59 win in front of 17,265 at Assembly Hall on Sunday night.
The game served as the de facto championship game of the Hoosier Invitational, a round-robin event that included IU, Butler, Chattanooga, Savannah State and Gardner-Webb but did not have a tournament setup. Indiana (6-0) claimed a trophy for the victory, however, and Sheehey was named tournament MVP.See All Chapters
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