John F. Kennedy and PT-109 in WWII

PT-109 was a PT-103 class motor torpedo boat built for the US Navy in 1942. Entering service later that year, it served in the Pacific Theater of World War II. PT-109 earned famed under the command of Lieutenant (junior grade) John F. Kennedy when it was rammed by the Japanese destroyer Amagiri on August 2, 1943. In the wake of the sinking, Kennedy worked tirelessly to get the survivors ashore and endeavored to get them rescued. Successful in his efforts, he received the the Navy and Marine Corps Medal. Design Construction PT-109 was laid down on March 4, 1942, in Bayonne, NJ. Built by the Electric Launch Company (Elco), the boat was the seventh vessel in the 80-ft. PT-103-class. Launched on June 20, it was delivered to the US Navy the following month and fitted out at the Brooklyn Navy Yard. Possessing a wooden hull constructed of two layers of mahogany planking, PT-109 could achieve speeds of 41 knots and was powered by three 1,500 hp Packard engines. Driven by three propellers, PT-109 mounted a series of mufflers on the transom to reduce engine noise and allow the crew to detect enemy aircraft. Typically manned by a crew of 12 to 14, PT-109s main armament consisted of four 21-inch torpedo tubes which utilized Mark VIII torpedoes. Fitted two to a side, these were swung outboard before firing. PT-109 stowed on board the Liberty Ship Joseph Stanton, at the Norfolk Navy Yard, Virginia, 20 August 1942. Note heavy bracing at the PT boats stern and on her deck, to prevent movement as she is transported to the Pacific. Also note her torpedo tubes, engine mufflers and 20mm gun mount, with 109 painted on it. US Naval History and Heritage Command In addition, PT boats of this class possessed a 20 mm Oerlikon cannon aft for use against enemy aircraft as well as two swivel mounts with twin .50-cal. machine guns near the cockpit. Completing the vessels armament were two Mark VI depth charges which were placed forward of the torpedo tubes. After work was complete in Brooklyn, PT-109 was dispatched to Motor Torpedo Boat (MTB) Squadron 5 in Panama. PT-109 Nation: United StatesType: Patrol Torpedo BoatShipyard: Elco - Bayonne, NJLaid Down: March 4, 1942Launched: June 20, 1942Fate: Sunk August 2, 1943SpecificationsDisplacement: 56 tonsLength: 80 ft.Beam: 20 ft. 8 in.Draft: 3 ft. 6 in.Speed: 41 knotsComplement: 12-14 menArmament4 x 21 torpedo tubes ( 4 x Mark VIII torpedoes)4 x .50 cal. machines guns1 x 20 mm cannon1 x 37 mm cannon Operational History Arriving in September 1942, PT-109s service in Panama proved brief as it was ordered to join MTB 2 in the Solomon Islands a month later. Embarked aboard a cargo ship, it arrived at Tulagi Harbor in late November. Joining Commander Allen P. Calverts MTB Flotilla 1, PT-109 began operating from the base at Sesapi and conducted missions intended to intercept the ships of the Tokyo Express, which were delivering Japanese reinforcements during the Battle of Guadalcanal. Commanded by Lieutenant Rollins E. Westholm, PT-109 first saw combat on the night of December 7-8. PT-109 stowed on board the Liberty Ship Joseph Stanton for transportation to the Pacific. Photographed at the Norfolk Navy Yard, VA, August 20, 1942. US Naval History and Heritage Command Attacking a group of eight Japanese destroyers, PT-109 and seven other PT boats succeeded in forcing the enemy to withdraw. Over the next several weeks, PT-109 took part in similar operations in the region as well as conducted attacks against Japanese shore targets. During such an attack on January 15, the boat came under fire from enemy shore batteries and was holed three times. On the night of February 1-2, PT-109 took part in a large engagement involving 20 Japanese destroyers as the enemy worked to evacuate forces from Guadalcanal. With the victory on Guadalcanal, Allied forces began the invasion of the Russell Islands in late February. During these operations, PT-109 aided in escorting transports and provided security offshore. Amid the fighting in early 1943, Westholm became the flotilla operations officer and left Ensign Bryant L. Larson in command of PT-109. Larsons tenure was brief and he departed the boat on April 20. Four days later, Lieutenant (junior grade) John F. Kennedy was assigned to command PT-109. The son of prominent politician and businessman Joseph P. Kennedy, he arrived from MTB 14 in Panama. Under Kennedy Through the next two months, PT-109 conducted operations in the Russell Islands in support of the men ashore. On June 16, the boat, along with several others, moved to an advanced base on Rendova Island. This new base became a target of enemy aircraft and  on August 1, 18 bombers struck. The raid sunk two PT boats and disrupted operations. Despite the attack, a force of fifteen PT boats was assembled in response to intelligence that five Japanese destroyers would be conducting a run from Bougainville to Vila, Kolombangara Island that night (Map). Prior to departing, Kennedy ordered a 37 mm gun field mounted on the boat. Deploying in four sections, PT-159 was the first to make contact with the enemy and attacked in concert with PT-157. Expending their torpedoes, the two boats withdrew. Elsewhere, Kennedy patrolled without incident until spotting firing along the south shore of Kolombangara. Lieutenant (j.g.) John F. Kennedy aboard PT-109. US Naval History and Heritage Command Rendezvousing with PT-162 and PT-169, he soon received orders to maintain their normal patrol. Due east of Ghizo Island, PT-109 turned south and led the three-boat formation. Moving through the Blackett Straits, the three PT boats were spotted by the Japanese destroyer Amagiri. Turning to intercept, Lieutenant Commander Kohei Hanami bore down on the American boats at high speed. Spotting the Japanese destroyer at about 200-300 yards, Kennedy attempted to turn to starboard preparatory to firing torpedoes. Too slow, PT-109 was rammed and cut in half by Amagiri. Though the destroyer suffered minor damage, it safely returned to Rabaul, New Britain the following morning while the surviving PT boats fled the scene. Thrown into the water, two of PT-109s crew were killed in the collision. As the forward half of the boat remained afloat, the survivors clung to it until daylight. Rescue Aware that the forward section would soon sink, Kennedy had a float fashioned using a timber from the 37 mm gun mount. Placing badly burned Machinists Mate 1/c Patrick MacMahon and two non-swimmers aboard the float, the survivors succeeded in evading Japanese patrols and landed on uninhabited Plum Pudding Island. Over the next two nights, Kennedy and Ensign George Ross unsuccessfully attempted to signal patrolling PT boats with a salvaged battle lantern. With their provisions exhausted, Kennedy moved the survivors to nearby Olasana Island which possessed coconuts and water. Seeking additional food, Kennedy and Ross swam to Cross Island where they found some food and a small canoe. Using the canoe, Kennedy came into contact with two local islanders but was unable to get their attention. These proved to be Biuku Gasa and Eroni Kumana, who had been dispatched by Sub Lieutenant Arthur Reginald Evans, an Australian coastwatcher on Kolombangara, who had seen PT-109 explode after the collision with Amagiri. On the night of August 5, Kennedy took the canoe into the Ferguson Passage to try to contact a passing PT boat. Unsuccessful, he returned to find Gasa and Kumana meeting with the survivors. After convincing the two men that they were friendly, Kennedy gave them two messages, one written on a coconut husk, to take to the coastwatchers at Wana Wana. The next day, eight islanders returned with instructions to take Kennedy to Wana Wana. After leaving supplies for the survivors, they transported Kennedy to Wana Wana where he made contact with PT-157 in the Ferguson Passage. Returning to Olasana that evening, Kennedys crew was ferried to the PT boat and transported to Rendova. Aftermath of the Sinking For his efforts to rescue his men, Kennedy was awarded the Navy and Marine Corps Medal. With Kennedys political ascent after the war, the story of PT-109 became well known and was the subject of a feature film in 1963. When asked how he became a war hero, Kennedy replied, It was involuntary. They sank my boat. The wreck of PT-109 was discovered in May 2002 by noted underwater archaeologist and oceanographer Dr. Robert Ballard.

Life and Experiences of Tragey in Poes Poetry and Stories...

The life and experiences of Poe are all incorporated into his poetry and stories. His life was filled with tragedy. Poe’s parents died when he was young, his foster mother, siblings and wife all died as well. On top of this throughout his life he accumulated debt and was constantly criticized by those around him. Dreamland is a journey alone in the world of dreams searching for something greater in life within what seems like a nightmare. Poe wrote this poem to show that people are constantly searching for a certain aspect to make their lives better. Poe shows the importance of this search by his use of imagery/symbols, sounds/words and figurative devices. The objects seen by the speaker and what they represent help define the mood and†¦show more content†¦It is a very intense and has a dreamlike feel to it. Everything has no bottom or end, it is all limitless and helps prove the strange place the speaker has come to. The intensity and mass of everything shows how th e speaker is alone and small in the new place. This hyperbole or exaggeration was used by Poe to further prove the way the stranger in the new world feels overwhelmed and lost by the sights. â€Å"Lone waters- lone and dead†(18) shows an emotion of suffering and a greif of some kind. Poe uses a lot of strong words to create the mood of alone and darkness in the poem. Figurative devices are used in this poem to further develop the tone/mood, the environment/setting and the senses the speaker is feeling in the poem. Poe gives the water an emotion. The â€Å"sad waters† is a personification of the water being sad. This helps further explain the way the speaker is grieving or suffering. Personification is also used when Poe describes the spirits and beings in the poem to be human. This is shown in the lines â€Å"Where an Eidolon, named NIGHT, on a black throne reigns

What Have the Attitudes and Actions of People free essay sample

Both these experiences can be observed through the lives of the characters in the film, Billy Elliot, directed by Stephen Daldry. These can also be seen mirrored in the novel, The clan of the cave bear, written by Jean M. Auel as well as the short story Triple word score by Peter Goldsworthy. Collectively, these composers utilise many filmic and linguistic techniques in communicating these characters’ attitudes and actions to the responder. Gender stereotyping is explored through the protagonist, Billy Elliot, as he overcomes the sexual prejudices of Durham and fulfils his dream of moving into the world as a professional dancer. These gender stereotypes are initially suggested towards the beginning of the film in the actions of Billy’s boxing coach. He informs the boys that half the boxing hall is being used for ballet lessons and warns them to stay away from the girls, â€Å"No hanky panky is that understood? † This rhetorical question acts as an overlay to jump shorts between the girls in their tutus and the boys in their boxing gloves. The composer’s use of these techniques together is suggestive of the notion that only girls do ballet and only boys do boxing and as a result alludes to gender stereotyping. Further into the film we are again presented with another representation of gender stereotyping in the attitudes expressed in a conversation between Debbie and Billy. In this instance Billy is clearly conflicted with the stereotypes he has been raised with and his innate desire to learn ballet. He maintains the belief that men who do ballet are â€Å"poofs†, however Debbie assures him that men who do ballet are â€Å"not necessarily poofs† and â€Å"as fit as an athlete†. In addition to this dialogue the composer has employed the use of a tracking mid-shot in filming this scene to reveal the setting as well as reinforce the existing prejudices regarding male ballet dancers within Durham. The sexual prejudices of Durham are later blatantly presented to us when Billy is eventually caught dancing by his father, Jackie Elliot. Billy is confronted face to face with his father at his dinner table. In this scene Daldry has employed the technique of a close up of Jackie’s face as he says â€Å"†¦ lads do football or boxing or wrestling not friggin’ ballet†. This allows the audience to clearly see his facial expression of disgust has he spits out the word â€Å"ballet† reinforcing to the audience the gender stereotypes which Billy is expected to abide to. Daldry’s various uses of camera angles and filmic techniques combined with the dialogue of the characters successfully present to us the gender challenges and sexual stereotypes Billy must overcome in order to enter the world of dance. The novel, The clan of the cave bear also explores experiences of sexual prejudices through the attitudes and actions of the various characters. The protagonist of the book is a young girl called Ayla , who has been adopted by a clan with attitudes concentrated around a strong male bias. Throughout the book as Alya experiences stages of transition into the world she is exposed to these prejudices and often challenges them. Towards the beginning of the novel the clan’s attitudes of gender bias were quickly the established as seen in the line â€Å"no disaster could be so great as that of a women seeing the men’s secret rites. † Here the composer’s clear use of hyperbole, greatly exaggerates what may occur if a female is in the presence of a male gathering. This presents to the reader the overwhelming sexual prejudices and patriarchal ways within the clan. Another experience of such prejudice can be perceived in the actions of the mother of Vorn, a boy within the clan. She encourages her son to give orders to Alya she believes that he is learning to behave â€Å"just like a man†. The composer’s use of verbatim in this line encapsulates the strong sexual bias held against women within the tribe as well as supports the stereotypical roles of males and females. Furthermore the composer demonstrates another representation of gender stereotypes in the actions of Iza, the woman who adopted Alya. In a conversation between Iza and Creb, Iza expresses her concern for Alya’s future. She states that â€Å"she’s not attractive† and asks â€Å"What chance will she ever have to mate? What will happen to her when she becomes a woman? If she doesn’t mate, she will have no status. † The composer has clearly again expressed the tribe’s attitudes through the repetition of rhetorical questions. This underscores the towns gender stereotyping as Iza demonstrates a clear concern that Alya will not fulfil her role in society. Together, these three experiences of gender prejudice and a clear male bias reveal to us a holistic understanding of the attitudes encountered when entering into a society of sexual injustice, such as Ayla’s world. Moreover another experience of venturing into society revealed within the film Billy Elliot is the experience of dealing with the death of a loved one or family member. Towards the beginning of film we are informed that the Elliot family has recently lost the mother, Jenny Elliot leaving Jackie Elliot a widow. He is evidently still in a state of grief and struggling to carry a family of four whilst dealing with the pressures of the miner strike. This is revealed to us through his actions in the scene of Billy playing a fragmented refrain on the piano. Daldry employs the use of a close up to highlight Jackie’s facial expression where he is seen to be repressing emotions of great sadness. This is then followed by a violent outburst in slamming the piano shut. This foreshadows the family’s damaged state as a result of the loss. Another demonstration of the family struggling to deal with the loss of their mother can be seen in the actions of Billy. After Billy and grandma Elliot visit Jenny’s cemetery the direct cuts to a mid-shot of Billy and his brother about to sleep, before Billy sleeps he asks his brother â€Å"do you ever think about death? † in a soft voice to which Tony replies â€Å"fuck off†. This indicates that billy is clearly facing difficulties in coming to terms with the death of his mother and is attempting to reach of for some guidance. Additionally Billy’s experience of dealing with the family’s loss can again be seen in the scene where Billy wakes up in the middle of the night for a drink of milk. The director employs an over the shoulder point of view shot when Billy turns around to see a hallucination of his mother telling him to put the milk bottle back in the fridge, he does not realise that she is in fact not there and when he turns back she has vanished. This use of a point of view shot suggests that Billy is still not accustomed to not having his mother around and has not fully adapted to the loss of his mother and in fact still mistakenly feels as if he is in her presence. Throughout these three scenes the attitudes and actions of Billy and Jackie towards death are revealed and are evidently struggling with transition into a new phase without a member of the family. Furthermore, this experience of dealing with the loss of a loved one is echoed in the short story Triple word score. The short story begins with the mother telling the narrator about the death of his father. Clearly the death has caused a variety of differing emotions between the two. This can be seen in the line â€Å"†¦he searched his repertoire for further consolatory noises. At Least He Felt No Pain? It Could Have Been Much Worse? † Goldsworthy’s use of capital letters suggests that the narrator is struggling to find a way to comfort his mother, without resorting to and cliches. This suggests that he is has neglected his own emotional response to the loss and more focused on his mother’s. In addition, the mother’s experience in coming to terms with the father’s death can be seen in the game of scrabble. This can be seen in the line â€Å"feelings she was unable to speak of, to actually fit into speech – were sometimes, oddly, hinted at through those hard wooden letters. Here the composer employed the use of a dash to indicate a continuous flow of thought, as if the narrator is slowly deduce how his mother is communicating her feelings. The reminder of the story revolves around the scrabble board game, during this game various words are accentuated through the use of capital letters. This can be observed in the words â€Å"† Goldwor thy’s use of key words creates an atmosphere of tension within the texts and reveals to the audience that the grief brought about from the death father has now lead to conflict regarding the future between the mother and the narrator. These three instances focus on the experiences of two people as a result of one death, the consolatory actions of the narrator and the tight-lipped attitude of the mother demonstrate differing emotions being experiences by two individuals in the a phase of transition into a world without a husband and a father. Overall, these three texts display distinct notions of moving into the world which are revealed through the composers’ usage of textual and camera techniques. These present to us differing attitudes of characters and as a result reveal experiences of overcoming gender expectations and dealing with a loss of a family member. Billy Elliot from the film directed by Stephen Daldry, overcame both these obstacles in his journey into the world of dance. Similarly Alya from The clan of the cave bear is all so being expected to adhere to female stereotypes. In dealing with death the mother and son from Triple word score experience the transition into the world without a father in the family.

Moghul Dynasty Essays - Descendants Of Genghis Khan, Mughal Emperors

Moghul Dynasty The Moghul Dynasty changed India into one of the greatest empires. It was stretched out over almost two centuries. During this rule, the emperors turned an un-unified nation into a prosperous country. I will discuss the rulers of the Moghul Dynasty and how they changed Indian society. More specifically I will talk about Akbar and what he did for the government and religious institutions and the role of women during this period. The Moghul Dynasty ruled India from 1527 to 1857. The founder of the Moghuls was Babur, who was born in 1483 of a ruler in a small Asian state, Ferghana. At the young age of eleven, Babur inherited the throne from his father. After a long period of hardship and grave danger, Babur detained the Afghanistan throne in 1504. Twenty years later, Babur and 12,000 soldiers embarked to India. He and his men battled against Afghan King of Delhi and triumphed, even though they were outnumbered. Babur was only the emperor of India for four years before his untimely death in 1530. The next emperor was Baburs son, Humayun, who reigned from 1530 to 1556. Humayun showed no relation to Babur in any way. He was an alcoholic and was addicted to opium. The only use Humayun was to India was that he was the father of Akbar, the greatest ruler of India. Akbar reigned from 1557 to 1605, like his grandfather, he took the throne at a very young age. Even though he never learned to read, he was very interested in learning. He would have others read to him from his books that he collected. Akbar was most famously known for his acceptance of all religions. He died in 1605, but not before building a secure government that he worked diligently to create. After the next two emperors, Jahangir and Shan Jahan, two good rulers, Aurengzeb followed them. Aurengzeb overthrew his father Shan Jahan in 1627. He killed his brothers and imprisoned his father. He persecuted the Hindus and re-established taxes on the Hindus. These discriminatory acts made the Hindus revolt, leaving the empire fragile. This was the beginning of the end of The Great Moghul Empire. The situation only worsened. Years and years of internal fighting between the Hindus and Muslim weakened the government so much that in 1739, the Persians invaded and annex Delhi, giving this per iod the name Time of Troubles. It was only with Britains help that order was reinstated. Great Britain got rid removed the Moghul emperor, ending the Moghul Dynasty in 1857. Akbar created an absolute government, which controlled everything, and he was in charge. His word was law, which was the Moghul theory. He commanded the military and believed that a strong nation has a strong military. He required all officials sign up for the military, but didnt create a navy. The Indians lived by a caste system. There were four groups; the priests and teachers (Brahmins), the warriors and administrators, the merchants, artisans and farmers and the sharecroppers/ farm workers (sudras). The initial two owned land, demanded services from sudras and were privileged in religion and education. Akbar had great, loyal subjects, who he hand picked based on ability and merit. According to custom, the emperor was to present himself in public on a daily basis. So almost every morning, Akbar gathered the public to receive petitions and gave orders. He was even known to put on disguises and go into the marketplace to listen to peoples points of view. For most citizens the payment of land taxes was their only contact to the government. The principle function of the government was the collection of taxes, maintaining order, enforcing the law, and the creation and uptake of roads and bridges. The government did not care about irrigation and water concerns; relief for those is trouble and didnt even reduce taxes during times of famine. A comprehensive land register, when one documents everything on ones land, is the foundation of taxation. Taxation of the land was about a third of Indias gross product. If Akbar were to be remembered for only one accomplishment, it would have been his religious tolerance. Over ? of Indians were Hindus, and the others were