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Close Quarter Battle - A (Thankfully) Changing ParadigmCQB TEAM
Ever thought all those courses you took in Close Quarter Battle just got you hurt? They didn't quite make sense? Buttonhook and hope? Here's a better way.
By Rye from CQB-TEAM.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2. Military History Preservation
• Cobb Memorial Archives Mission
• Military History Preservation Project Mission
• Part I: War Service Center Records
• Part 2: Veterans History Project
• Project Participation
• Project Promotion
• Q&A
6. Military History Preservation
Mission:
To collect, manage, preserve and make
accessible historical military documents,
photographs, and oral histories
7. Military History Preservation
Part 1: War Service Center Records
Soldier files include photos, cards, and Lanny Bledsoe, local American Legion Post
letters to and from the soldiers. Commander, reviews some War Service Center
documents.
10. Project Participation
WWII Northern
Africa
Enlisted
Korean
On the Front Lines War Battle of the Bulge
Navy
Prisoners of War Germany
Gulf War
Air Force
Drafted
Operation Army
Iraqi France
Freedom Vietnam Marine Corp
Laos
Reserves Belgium
Afghanistan Italy
On the Home Front
11. James Nix
Most Memorable Experience
Amphibious Personell Carrier ,
USS Lubbock
Mount Suribachi
First flag raising Second flag raising
U.S. Navy Reserve, WWII 1944-1946
Radio Operator, 3rd Class
12. PFC Mack Lett
Most Memorable Experience
Heartbreak Ridge The Iron Triangle
14-year old Korean translator
U.S. Army, Korean War 1950-1952
Telephone & Radio Communications
13. Sergeant Yancy Sanders
Most Memorable Experience
U.S. Army Air Force, WWII 1943-1945
Nose Gunner
Guard Tower Prisoner Barracks Old Glory Flies
Over Stalag VIIA
15. Military History Preservation at
Cobb Memorial Archives
Paula Kirkpatrick
334-768-2050
paulakirkpatrick@chamberscountylibrary.org/archives
Editor's Notes
Thank you. I’m so happy to be here.
Today I want to share information on our military history preservation efforts. But before I begin, I’d like to make sure you are all familiar with Cobb Memorial Archives.
Cobb Memorial Archives was built as a memorial to George S. and Edna L. Cobb, the parents of George S. Cobb, Jr., who was chairman of Coca Cola Bottling Company of West Point-LaGrange. He was also the chairman of the George S. and Edna L. Cobb Foundation. The Cobb Foundation provided funding for the building of the Archives which adjoins the H. Grady Bradshaw Chambers County Library. The Archives was dedicated on June 13, 1976 and houses a collection of local history and genealogical materials. All materials are carefully inventoried and stored in acid-free folders and boxes. The nucleus of the collection is the twenty-four year accumulation of historical materials donated by the Chattahoochee Valley Historical Society. The Archives also serves as the headquarters of the Chattahoochee Valley Historical Society. The Archives collection policy focuses primarily on materials from Chambers County and West Point. The main function of the Archives is to serve as a repository for area historical and genealogical documents, photographs, newspapers, maps, oral histories, videos and reference books. Rotating exhibits feature local history and folk-life. In July 1998, space was renovated and the Archives moved into its current home.
The Archives has an abundance of genealogical resources for anyone doing ancestral research and for historians. Family histories, books, maps, newspapers, church transcriptions, cemetery surveys, estates and wills. Some resources trace English ancestors back to 1020. We have the most resources for Chambers County and Alabama, as well as Troup County and Georgia. In addition we have historical reference books for Kentucky, Tennessee, Maryland, the Carolina’s, and Virginia. Some researchers come from out-of-town, spending several days with us; and some pop in and out several times a week.
We house nearly 500 Collections in the Archives. They range from ledgers to scrapbooks, from family bibles to military records, photographs and property deeds. Some items date back to the 1800’s. An unexpected “find” last year is a collection of original Margaret Bourke-White photographs taken at West Point Manufacturing in 1936, as well as some of the correspondence that took place between Ms Bourke-White and West Point Manufacturing. She is best known as the first foreign photographer permitted to take pictures of Soviet Industry, the first female war correspondent (and the first female permitted to work in combat zones) and the first female photographer for Henry Luce's Life magazine, where her photograph appeared on the first cover. So we are extremely pleased to have this Collection on site.
Now to the Military History Preservation Project… The mission of this project is to collect, manage, preserve and make accessible historical military documents, photographs, and oral histories. The local area has served our country well through generations of military service and volunteerism. This project enables Cobb Archives to play a valuable role in capturing these efforts for posterity.
This project consists of two parts: The first being the digitization of the War Service Center records. War Service Centers were established in every Valley town during WWI and WWII. They were headed by a secretary who corresponded regularly with every serviceperson from the Valley. The War Service Centers also housed the Red Cross Work Rooms. Records from the Centers document many of the activities that took place such as bandage rolling, gift box shipments, fund drives for tin and paper. Scrapbooks were created by some and photographs taken of various events and activities. We are fortunate to have in our possession the War Service Center records for Shawmut and Lanett.These files document our area’sgreat history of local military participation. We are working to digitize soldier and War Service Center files so they can be viewed easily on our website.
The second part of this project is participation in a larger national initiative called the Veterans History Project. The United States Congress created the Veterans History Project in 2000 as part of the American Folklife Center at the Library of Congress.The mission of this project is to collect, preserve, and make accessible the personal accounts of American war veterans so future generations may hear directly from those serving on behalf of our country and better understand the realities of war.We held our first veteran interview in November of last year. To date, we have interviewed morethan 30 veterans, and we have many more yet to do.
The interviews are conducted by myself, with all videotaping done by Mr. Crew Pitts. Mr. Crew is a real champion of this project, volunteering his time and equipment to ensure that the technology requirements of this project are met.By far the most important participants in this project are the soldiers themselves.
These veterans represent all wars or conflicts from WWII to Afghanistan. They may have served on foreign soil or at home. Some enlisted, some were drafted. They represent every branch of the military. From Northern Africa to France to Laos, some saw parts of the world they never would have otherwise. Some fought in the Battle of the Bulge, and one was a Prisoner of War.Many of theses veterans you all know. Some you may not. Each has an interesting story to tell. Some never saw combat, some were fired upon nearly every day for months at a time. Regardless of the roles they played or the duties they performed, they accepted their orders and carried them through. Each and every veteran did what was necessary to help our country ensure our freedom and democracy. I want to give you a glimpse into a few of the stories that local veterans have shared with me over the past few months.
First up is Mr. James Nix. who served as a radio operator during WWII. When Mr. Nix was drafted in 1944, he began his military career in the U.S. Navy Reserve. After basic training, he went on to study radio communications. On February 19, 1945, he was aboard the USS Lubbock, an Amphibious Personnel Carrier, which transported troups to take part in the invasion of Iwo Jima. Mount Suribachi, a dormant volcanic cone on the southern tip of the island, dominated Iwo Jima. With his ship anchored offshore, he was able to periodically look out and see troups landing and scrambling up toward Mount Suribachi. In the early morning hours of February 23, four days after the battle began, from aboard the USS Lubbock,James Nix witnessed a U.S. flag being raised atop Mount Surbachi – a signal to others that it had fallen. Then, around noon that same day, he witnessed a second, much larger flag, being raised. What he didn’t know was why. Apparently, the first flag was too small to be seen easily from the nearby landing beaches and a larger one was ordered to be raised. But what he absolutely knew was that the flag raising signified the FIRST Japanese island captured by US troups. In WWII.Photographer Joe Rosenthal took the photo of the second flag raising and it became an iconic image that most of us recognize immediately. It has been regarded as one of the most significant images of World War II and possibly the most reproduced photograph of all time. As Americans we admire the photographic splendor of both flag raisings and honor and respect what had to take place to make this capture possible, but Radio Operator 3rd Class James Nix was there. He saw this with his own eyes on that day in February 1945 – the FIRST Japanese island taken by U.S. forces in WWII. VJ day would take place 6 months later.
Now, imagine it’s 1950. A political action is underway in Korea. A 21-year old Mack Lett is drafted into the U.S. Army. After much training, he becomes atelephone and radio communications specialist, assigned to 58th Armed Artillery Battalion and Headquarters Battery. He keeps communications between Headquarters and the Battilion operational during the month-long Battle at Heartbreak Ridge where 3700 American and French troups and an estimated 25,000 North Korean and Chinese are killed. He also supported communications in the Iron Triangle the summer of 1951. But what he remembers most fondly is a young boy who was found by his platoon ondering the countryside. He had lost his entire family to the war. All he had were the clothes on his back. He was an intelligent 14- year old, speaking English quite well. Lett and his fellow soldiers befriended this young boy, naming his Schocie, which means “Everlasting Friend”. Schochie soon became a constant companion to the soldiers. He was bright and always learning something new. In fact, he even learned to translate various languages that were being used by warring factions. When Lett’s commander learned of Schochie’s translation abilities, he became one of his platoon’s most valuable translators . Schocie left a lasting impression which Mac Lett will never forget. His fondest memory of his time in Korea is of young Schochieand hopes one day to return to Korea with dreams of seeing how this child has grown into a man.
Our last profile is of William Yancy Sanders who was a Nose Gunner in WWII. He flew aboard a B-24, and with each mission hoped that his position underneath the front body of the plane would not be taken out by enemy fire. On March 22, 1945, his plane went on what was to become its last mission – Mission No. 163. Their mission that day was to bomb a train yard in Vienna, Austria. While the bombing mission itself was a success, the plane was badly damaged by enemy fire. The Commander had given orders for the crew to bail out, but then spotted a field that they thought was behind the Russian lines so thepilot attempted a crash landing. Although they suffered some minor injuries, they landed safely BUT they landed BETWEEN the Russians and the Germans in the vicinity of Budapest, Hungary. As he and the rest of the crew d deplaned, they were almost immediately surrounded by Germans. Now Prisoners of War, Yancy Sanders and his fellow crew members were forced to march for days from Budapest, Hungary to Nuremberg, Germany. They slept in fields, ate whatever food they could find along the way, but finally they reached Nuremberg exhausted and hungry. Merely a week later, Americans were advancing toward Nuremberg, so the POW’s were forced to march again, this time to Moosburg, Germany. No POW’s were allowed to bathe, there were no changes of clothes, therewas little food, and the food they had gave him food poisoning. On April 29, 1945, the sound of Patton’s third Army was heard coming into Moosburg. Nearly 80,000 POW’s cheered and were moved to tears as the German flag was lowered and “Old Glory” was raised. Recalling this event brings tears to Mr. Sanders today. After 40 days in captivity, he was more than excited to get a bath, some good cooking and a 30-day furlough when he returned home.I hope you enjoyed these profiles, and there are so many more wonderful stories – real events that happened in the lives of local veterans.
We are fortunate to have received consistent publicity of this project through various venues. We started off with a presentation to the local American Legion Post, which was followed up with letters to the veterans who attended that meeting. Lanny Bledsoe, Commander of the local American Legion, was included in an article which was picked up by both the Valley Times-News and The LaFayette Sun. An article appeared in the October issue of the Chattahoochee Valley Historical Society’s newsletter. In November, we featured an exhibit called The Valley at War which promoted this project. Then in January another article appeared in The Valley Times-News that profiled an interview done with Sergeant First Class DarylEaslick. We also have on-site promotion which includes signs and posters in the Archives, on the Library bulletin board, and outside the interview room when we are videotaping interviews. All of thispublicity has been helpful in generating interest among veterans to participate in this project, and positive word-of-mouth from participating veterans has resulted in additional interviews.If you know any veterans whomyou would like me to contact, please let me know. I want to capture as many of these oral military histories as possible while the veterans are still able to participate.
Thank you for allowing me to present this project to you today. Do you have any questions?