Biography of Fleet Admiral Chester W. Nimitz

Chester Henry Nimitz (February 24, 1885–February 20, 1966) served as Commander in Chief of the U.S. Pacific Fleet during World War II and was later promoted to the new rank of Fleet Admiral. In that role, he commanded all land and sea forces in the central Pacific area. Nimitz was responsible for the victories at Midway and Okinawa among others. In later years, he served as chief of naval operations for the United States. Fast Facts: Chester Henry Nimitz Known For: Commander in Chief, U.S. Pacific Fleet during World War IIBorn: February 24, 1885 in Fredericksburg, TexasParents: Anna Josephine, Chester Bernhard NimitzDied: February 20, 1966 in Yerba Buena Island, San Francisco, CaliforniaEducation: U.S. Naval AcademyPublished Works: Sea Power, a Naval History (co-editor with E.B. Potter)Awards and Honors: (list includes only American decorations) Navy Distinguished Service Medal with three gold stars, Army Distinguished Service Medal,  Silver Lifesaving Medal, World War I Victory Medal,  Secretary of the Navy Commendation Star, American Defense Service Medal, Asiatic-Pacific Campaign Medal, World War II Victory Medal, National Defense Service Medal with service star. In addition (among other honors) namesake of the USS  Nimitz, the first nuclear-powered supercarrier. The Nimitz Foundation funds the National Museum of the Pacific War and the Admiral Nimitz Museum, Fredericksburg, Texas.Spouse: Catherine Vance FreemanChildren: Cat herine Vance, Chester William Jr., Anna Elizabeth, Mary MansonNotable Quote: God grant me the courage not to give up what I think is right even though I think it is hopeless. Early Life Chester William Nimitz was born in Fredericksburg, Texas, on February 24, 1885, and was the son of Chester Bernhard and Anna Josephine Nimitz. Nimitzs father died before he was born and as a young man, he was influenced by his grandfather Charles Henry Nimitz, who had served as a merchant seaman. Attending Tivy High School in Kerrville, Texas, Nimitz originally wished to attend West Point but was unable to do so as no appointments were available. Meeting with Congressman James L. Slayden, Nimitz was informed that one competitive appointment was available to Annapolis. Viewing the U.S. Naval Academy as his best option for continuing his education, Nimitz devoted himself to studying and succeeded in winning the appointment. Annapolis Nimitz departed high school early to commence his naval career. Arriving at Annapolis in 1901, he proved an able student and showed a particular aptitude for mathematics. A member of the academys crew team, he graduated with distinction on January 30, 1905, ranked seventh in a class of 114. His class graduated early, as there was a shortage of junior officers due to the rapid expansion of the U.S. Navy. Assigned to the battleship USS Ohio (BB-12), he traveled to the Far East. Remaining in the Orient, he later served aboard the cruiser USS Baltimore. In January 1907, having completed the required two years at sea, Nimitz was commissioned as an ensign. Submarines Diesel Engines Leaving the USS Baltimore, Nimitz received command of the gunboat USS Panay in 1907 before moving on to assume command of the destroyer USS Decatur. While conning Decatur on July 7, 1908, Nimitz grounded the ship on a mud bank in the Philippines. Though he rescued a seaman from drowning in the wake of the incident, Nimitz was court-martialed and issued a letter of reprimand. Returning home, he was transferred to the submarine service in early 1909. Promoted to lieutenant in January 1910, Nimitz commanded several early submarines before being named Commander, 3rd Submarine Division, Atlantic Torpedo Fleet in October 1911. Ordered to Boston the following month to oversee the fitting out of USS Skipjack (E-1), Nimitz received a Silver Lifesaving Medal for rescuing a drowning sailor in March 1912. Leading the Atlantic Submarine Flotilla from May 1912 to March 1913, Nimitz was assigned to oversee the construction of diesel engines for the tanker USS Maumee. While in this assignment, he married Catherine Vance Freeman in April 1913. That summer, the U.S. Navy dispatched Nimitz to Nuremberg, Germany and Ghent, Belgium to study diesel technology. Returning, he became one of the services foremost experts on diesel engines. World War I Re-assigned to Maumee, Nimitz lost part of his right ring finger while demonstrating a diesel engine. He was only saved when his Annapolis class ring jammed the engines gears. Returning to duty, he was made the ships executive officer and engineer upon its commissioning in October 1916. With the U.S. entry into World War I, Nimitz oversaw the first underway refuelings as Maumee aided the first American destroyers crossing the Atlantic to the war zone. Now a lieutenant commander, Nimitz returned to submarines on August 10, 1917, as an aide to Rear Admiral Samuel S. Robinson, commander of the U.S. Atlantic Fleets submarine force. Made Robinsons chief of staff in February 1918, Nimitz received a letter of commendation for his work. The Interwar Years With the war winding down in September 1918, he saw duty in the office of the Chief of Naval Operations and was a member of the Board of Submarine Design. Returning to sea in May 1919, Nimitz was made executive officer of the battleship USS South Carolina (BB-26). After brief service as the commander of USS Chicago and Submarine Division 14, he entered the Naval War College in 1922. After graduating he became chief of staff to Commander, Battle Forces and later Commander-in-Chief, U.S. Fleet. In August 1926, Nimitz traveled to the University of California-Berkeley to establish a Naval Reserve Officer Training Corps Unit. Promoted to captain on June 2, 1927, Nimitz departed Berkeley two years later to take command of Submarine Division 20. In October 1933, he was given command of the cruiser USS Augusta. Principally serving as flagship of the Asiatic Fleet, he remained in the Far East for two years. Arriving back in Washington, Nimitz was appointed Assistant Chief of the Bureau of Navigation. After a brief time in this role, he was made Commander, Cruiser Division 2, Battle Force. Promoted to rear admiral on June 23, 1938, he was transferred to be Commander, Battleship Division 1, Battle Force that October. World War II Begins Coming ashore in 1939, Nimitz was selected to serve as Chief of the Bureau of Navigation. He was in this role when the Japanese attacked Pearl Harbor on December 7, 1941. Ten days later, Nimitz was selected to replace Admiral Husband Kimmel as Commander-in-Chief of the U.S. Pacific Fleet. Traveling west, he arrived at Pearl Harbor on Christmas Day. Officially taking command on December 31, Nimitz immediately began efforts to rebuild the Pacific Fleet and halt the Japanese advance across the Pacific. Coral Sea and Midway On March 30, 1942, Nimitz was also made Commander-in-Chief, Pacific Ocean Areas giving him control of all Allied forces in the central Pacific. Initially operating on the defensive, Nimitzs forces won a strategic victory at the Battle of the Coral Sea in May 1942, which halted Japanese efforts to capture Port Moresby, New Guinea. The following month, they scored a decisive triumph over the Japanese at the Battle of Midway. With reinforcements arriving, Nimitz shifted to the offensive and began a protracted campaign in the Solomon Islands in August, centered on the capture of Guadalcanal. After several months of bitter fighting on land and sea, the island was finally secured in early 1943. While General Douglas MacArthur, Commander-in-Chief, Southwest Pacific Area, advanced through New Guinea, Nimitz began a campaign of island hopping across the Pacific. Rather than engage sizable Japanese garrisons, these operations were designed to cut them off and let them wither on the vine. Moving from island to island, Allied forces used each as a base for capturing the next. Island Hopping Beginning with Tarawa in November 1943, Allied ships and men pushed through the Gilbert Islands and into the Marshalls capturing Kwajalein and Eniwetok. Next targeting Saipan, Guam, and Tinian in the Marianas, Nimitzs forces succeeded in routing the Japanese fleet at the Battle of the Philippine Sea in June 1944. Capturing the islands, Allied forces next fought a bloody battle for Peleliu and then secured Angaur and Ulithi. To the south, elements of the U.S. Pacific Fleet under Admiral William Bull Halsey won a climactic fight at the Battle of Leyte Gulf in support of MacArthurs landings in the Philippines. On December 14, 1944, by Act of Congress, Nimitz was promoted to the newly created rank of Fleet Admiral (five-star). Shifting his headquarters from Pearl Harbor to Guam in January 1945, Nimitz oversaw the capture of Iwo Jima two months later. With airfields in the Marianas operational, B-29 Superfortresses began bombing the Japanese home islands. As part of this campaign, Nimitz ordered the mining of Japanese harbors. In April, Nimitz began the campaign to capture Okinawa. After an extended fight for the island, it was captured in June. End of the War Throughout the war in the Pacific, Nimitz made effective use of his submarine force, which conducted a highly effective campaign against Japanese shipping. As Allied leaders in the Pacific were planning for the invasion of Japan, the war came to an abrupt end with the use of the atom bomb in early August. On September 2, Nimitz was aboard the battleship USS Missouri (BB-63) as part of the Allied delegation to receive the Japanese surrender. The second Allied leader to sign the Instrument of Surrender after MacArthur, Nimitz signed as the representative of the United States. Postwar With the conclusion of the war, Nimitz departed the Pacific to accept the position of Chief of Naval Operations (CNO). Replacing Fleet Admiral Ernest J. King, Nimitz took office on December 15, 1945. During his two years in office, Nimitz was tasked with scaling back the U.S. Navy to a peacetime level. To accomplish this, he established a variety of reserve fleets to ensure that an appropriate level of readiness was maintained despite reductions in the strength of the active fleet. During the Nuremberg Trial of German Grand Admiral Karl Doenitz in 1946, Nimitz produced an affidavit in support of the use of unrestricted submarine warfare. This was a key reason why the German admirals life was spared and a relatively short prison sentence was given. During his term as CNO, Nimitz also advocated on behalf of the U.S. Navys relevancy in the age of atomic weapons and pushed for continuing research and development. This saw Nimitz support Captain Hyman G. Rickovers early proposals to convert the submarine fleet to nuclear power and resulted in the construction of USS Nautilus. Retiring from the U.S. Navy on December 15, 1947, Nimitz and his wife settled in Berkeley, California. Later Life On January 1, 1948, Nimitz was appointed to the largely ceremonial role of Special Assistant to the Secretary of the Navy in the Western Sea Frontier. Prominent in the San Francisco-area community, he served as a regent of the University of California from 1948 to 1956. During this time, he worked to restore relations with Japan and helped lead fundraising efforts for the restoration of the battleship Mikasa, which had served as Admiral Heihachiro Togos flagship at the 1905 Battle of Tsushima. Death In late 1965, Nimitz suffered a stroke that was later complicated by pneumonia. Returning to his home on Yerba Buena Island, Nimitz died on February 20, 1966. Following his funeral, he was buried at Golden Gate National Cemetery in San Bruno, California.

The Spiritual Assessment Of A Medical Caretaker - 1419 Words

Spiritual Assessment Tool I, being a medical caretaker, have the aim of providing healing to the patients whom I attend in my hospital. I, being a catholic have the strong faith that every human being is of body, soul and mind. It is true that the developments in the medical field can provide healing to the patient to a certain extent. But at the same it is true that one’s spiritual dispositions are also important in the process of healing. So when one medical caretaker attends a patient, it is a necessity to attend the needs of his spiritual needs too. So I make the spiritual assessment of my patient. I use here the assessment tool of FACT which was developed by LaRocca- Pitts M. It will serve to find out the faith formulations of my†¦show more content†¦More than that it asks the clinician to make a judgment upon this information and make a decision for intervention. It is short in one way as it requires a very short first time interview. It provides the option for prayer section or encouraging the patient, which will alleviate the difficulties of the patient. Otherwise when it needs more time there is option for a long staying and make follow up visits. Interview I would like to interview Mrs. Catherine Thomason aged 78. She is a house wife and widow with three children. She is suffering from malfunctioning of her kidneys and is hospitalized for the last 5 days of dialysis and other problems concerned with breathing. I have chosen this person for my interview because I have always found this patient as so pleasant and cheerful. This has attracted me a lot. She is suffering from so much pain and difficulties. But nothing can be read from her face. Question #1 Q : What is your Faith? Do you practice it? What things do you believe that give your life meaning and purpose? A : I am a Christian by religion. I am a practicing Catholic. I used to go to church everyday till I was sick. It was my strength. I believe that I have a purpose in this world and I am fulfilling it living it everyday. Question #2 Q : How do you find your faith accompanying you in this journey of hospitalization and how you are supported by the community that belongs to your faith? A

Counseling Processes Essay Example For Students

Counseling Processes Essay II. DEFINITION OF TERMS Counseling the act or process of giving counsel the process of assisting and guiding clients, especially by a trained person on a professional basis, to resolve personal, social, or psychological problems and difficulties a generic term that is used to cover the several processes of interviewing, testing, guiding, advising, etc. designed to help an individual solve problems, plan for the future, etc. Process a systematic series of actions directed to one end a continuous action or series of changes taking place in a definite manner III. PRESENTATION AND DISCUSSION In counseling, there are many processes used by a counselor in his sessions with a client. 1.Before meeting a counselee, the counselor tries to find out as much as he can about the former. This is done so that he may discern what will help the client most. Also, he has to fathom the counselees past so that he will know beforehand how he can help him. 2.The counselor and the counselee take some time to get to know each other. This is a process that works both ways, as does the entire counseling process upon which they are about to embark. In the process, the counselees needs are assessed and appropriate therapy may be chosen. 3.Questionnaires or tests may be given to the counselee to prove or disprove the counselors initial findings. It may be too early to judge the counselee right away but this may help the counselor in the totality of the sessions. 4. The counselor needs to determine, with greater accuracy, the nature of the emotion and experience that is behind the counselees current difficulties by further detailed examination of the latters history. Some of the issues and patterns raised in the questionnaires or tests may be raised and any relationships that may be analogous to initial observations may be noted with the behaviors and feelings involved. 5.The counselor tries to give a summary of some of the findings and also some instruction regarding specific actions to be taken or thoughts that need to be changed. He may ask the client to compile a journal so that the latter may elaborate upon the area of emotion that he feels is central to his problems. The counselee may be asked to look in some detail at the problems he faces on a day-to-day basis and explore all the emotions that he feels are associated with these problems as they arise. 6.The counselor and the client look in some more detail at the problems reported and the emotions surrounding them. They are now better equipped to look in greater depth at the counselees problems. Relevant issues will be approached and any patterns that can be discerned are raised and related to the counselees background life and history as a whole. During the course of this process, major underlying driving factors are identified and these factors are often learnt as a result of past experiences. 7. Role-playing may be used to help the counselee react to experiences that seem to bother him. The interaction will help the original experience to resurface and be better understood, enabling the counselee to learn from it and gain a better understanding of the emotional forces that have lead to his current feelings or behaviors. 8.The counselee should be active in the interpretation of raised issues. He should be able to provide explanations foe each emotion or behavior based on the insight he has gained to date. 9. Farwell To Arms EssayProgress may be discussed by the counselor and counselee and recommendations for the future may be made. 10.Each session may be recorded for further reference. To summarize, the different counseling processes which may be used during counseling sessions are: 3.initial assessment of the counselee by the counselor Counseling takes place on several levels. One level is where insight is the goal. Skills for life management are developed. Problem solving, negotiating, and communication skills are taught. Another level of counseling work is where relationship skills are developed. On this level, the relationship between the counselor and the counselee may become a representational model for the relationships the counselee has with other people. .

Media Essays (1245 words) - Violence In Video Games,

Media Ethics in Media Violence Tatiana Y Craft Social Psychology Opposing View Points in Social Psychology Capella University September, 2013 Introduction There are always been violence in our world from ancient times when cavemen fought with tribes who came into their domain, the crusades in the 11-13 centuries, to the Iraq war in current days. At what point do we decide what violence is and is not, at what point do we decide what is better for our children to see, violence on television or video games and movies. We see in the news all the time reports about children shooting up schools, like Columbine, and Sandy Brook elementary. In both cases the media and video games were to blame for these tragedies, people have always been tied in their thoughts about why these things happen. At what point do we take responsibility for the way we raise our children? And at what point do we stop the media from depicting horrible images that may cause harm to our children? The Studies on Violence Several theoretical models describe the psychological mechanisms through which media violence can influence later behavior. Fundamentally, the psychological process all rely on learning. With repeated exposure to media violence, one can guess that one will be more aggressive. Many studies have been done the effects of media violence and videos games on the young human mind. Most of the studies done show that after time of playing violent video games many childrens aggressive side came out more. One study that was done showed that aggression could even arise 3-6 months later after the child was exposed to the game. Though it is equally possible in these studies that people who are more aggressive tend to navigate to more violent video games and movies. With that thought that people who tend to be more violent who gravitate to violent sources, why are those people able to obtain or access violent games or watch violent movies? Several studies have shown that in the long run, habitual exposure to media violence may actually reduce anxious arousal in response to depictions of violence. Research has found that the more time individuals spent time watching violent media depictions, the less emotionally responsive they become too violent stimuli. What the Media Thinks As Hilary Clinton pointed out in her book, the more children see violence, the more numb they are to the deadly consequences of violence. Now, video games like Mortal Kombat, Killer Instinct, and Doom, the very games played obsessively by the two young men who ended so many lives in Littleton, make our children more active participants on simulated violence. Bill Clinton made a statement on April 24, 1999 after the shootings in Littleton, Colorado he stated that Playing a violent video game wont turn you into a psycho, a murderer or a serial killer. Most studies show that very clearly on the contrary violent video games allow players to express themselves. Its like an outlet for them in a way. All these violent actions that are said to have been inspired by playing video games are nothing but the expressions of issues unrelated to video games. Our own ex-president down plays the effects for video games on the young mind. The ex-president had a great thought on the subject, All these violent actions that are said to have been inspired by playing video games are nothing but the expressions of issues unrelated to video games. If you look at the recent case of the Sandy Brook shootings, people instantly wanted to blame video games, it came to light that the young man was autistic and had many emotional issues. Now not all cases are like this one, the Columbine shootings no one knew what to pin point that on, but once again video games and movies were to blame. The Blame on Media? With all the blame on media on the movies, video games, and TV shows they put on the air, does the blame really need to fall completely on them? In the 1950s this sort of media violence was unheard of, parents raised their children differently, and they were raised to respect others. Generations later kids now are shooting up schools, running the streets, and not going to school. At