Kristofferson trained as a Ranger and a helicopter pilot, eventually reaching the rank of Captain while stationed in Germany. But then he received orders to West Point to teach English.
A Rhodes Scholar educated at Oxford, Kristofferson was more interested in creative writing and music than the military, so, rather than accept orders to West Point, Kristofferson chose to leave the Army.
The move allegedly caused his family to sever ties with him, and he is rumored to not have spoken to his mother for over twenty years as a result.
Leaving the Army did not immediately pay off for Kristofferson. He found himself struggling to make ends meet in Nashville and working as a janitor at a recording studio. It was there that Kristofferson first came across June Cash. He gave her a demo tape and asked her to pass it on to Johnny Cash, which she did…but the tape went unheard.
Kristofferson, struggling to support his growing family, then briefly served in the Tennessee National Guard.
That’s when Kristofferson did something that would land most service members today in the brig:
He stole a helicopter.
“I flew in to John’s property,” Kristofferson recalls. “I almost landed on his roof.”
The country music legends Kris Kristofferson (left) and Lyle Lovett (right) performed in the East Room of The White House for D.C. schoolchildren on Nov. 22, 2011. (Image by Flickr user John Arundel | (CC BY-NC 2.0)
Kristofferson notes that he was lucky Johnny Cash didn’t shoot down the old helicopter with his shotgun.
The risk payed off, though, as Johnny Cash wound up recording the song Kristofferson was trying to get him to listen to: “Sunday Morning Coming Down.” That recording “lifted me out of obscurity,” Kristofferson admits.
Cash was a fan of Kristofferson’s bravado, and the two would go on to work together many times. With publicity help from Cash, Kristofferson penned dozens of hits, including “Vietnam Blues,” “Help Me Make it Through the Night,” and “Me and Bobby McGee.” Together with Willie Nelson and Waylon Jennings, Cash and Kristofferson completed the group “Highwaymen.”
Kristofferson wrote songs for the likes of Waylon Jennings, Jerry Lee Lewis, Johnny Cash, Sammi Smith, Ray Price, and Janis Joplin (with whom he had a brief relationship before her death).
His bravado served him well on screen, too, and Kristofferson has enjoyed a long running acting career in addition to his music career.
He appeared with Wesley Snipes in the “Blade” movies and even had a song on “Grand Theft Auto.” Kristofferson worked alongside Martin Scorsese, starring in “Alice Doesn’t Live Here Anymore,” and with Barbra Streisand in “A Star is Born,” for which he won a Golden Globe for Best Actor.
Kristofferson went on to work with Matthew McConaughey, Mel Gibson, and Tim Burton.
In 2014, Kristofferson received a Lifetime Achievement Grammy Award to go along with his many awards, gold records, and top 40 hits.
Grace Hopper, WAVE mathematician, assigned to Harvard University to work on the computation project with a Mark I computer, was instrumental in ushering in the computer age. Hopper went on to become a Rear Admiral, held a Ph.D. from Yale, and tried to enlist during WWII but was rejected because of her age. As a computer scientist, Hopper made significant strides in coding languages. Here’s a profile of her life and how she directly impacted yours.
Who was she?
The fact that you’re able to read any of these words on your device is thanks, in part, to Grace Hopper, one of the most formidable American computer scientists. Serving as a Navy Rear Admiral, Hopper was one of the first programmers of the Harvard Mark I computer. Her impact on our modern lives is significant and nothing to be trifled with; let’s take a look at how Hopper directly impacted everything we do today.
In 1934, Hopper earned a Ph.D. in math from Yale. Her dissertation was published the same year. By 1941, she was an associate professor at Vassar.
Hopper’s great grandfather was an admiral in the U.S. Navy and fought in the Battle of Mobile Bay during the Civil War. At the onset of WWII, Hopper tried to enlist in the Navy but was turned away because of her age. At 34, she was too old, and her height to weight ratio was too low for Navy standards. Hopper’s enlistment was also denied based on the criteria that her job as a mathematician was valuable to the war effort.
Undeterred, Hopper took a leave of absence from Vassar in 1943 and then joined the United States Navy Reserve. She was one of several women who volunteered to serve in WAVES (Women Accepted for Volunteer Service), as part of the US Naval Reserve.
What were her contributions?
Hopper had to receive an exemption to enlist because she was fifteen points underweight. After training at the Naval Reserve Midshipmen’s School at Smooth College, Hopper graduated first in her class in 1944. She was assigned to the Bureau of Ships Computation Project at Harvard. There, she and Howard Aiken co-authored three papers on the Automatic Sequence Controlled Calculator, also known as Mark I.
Mark I was used during the war effort during the latter part of WWII. It helped compute and print mathematical tables and directly contributed to the Manhattan Project. Specific sets of problems were run through the Mark I to help create simulation programs to study the atomic bomb’s implosion.
Despite her contributions, Hopper was denied a transfer to the Navy at the end of the war because of her “advanced” age of 38.
Hopper moved on to the private sector and set at work recommending the development of a new programming language that would entirely use English words. She was told that this was impossible since computers didn’t understand English and it took three years for the idea to be accepted. That was the beginning of COBOL – Common Business Oriented Language, a computer language for data processors. During this time, Hopper served as the director of the Navy Programming Languages Group and was promoted to the rank of captain in 1973.
What was her impact?
Hopper retired from the Naval Reserve as a commander in 1966 at the age of 60. She was then recalled to active duty in August 1967 for what started as a six-month assignment but turned into an indefinite appointment. Then in 1971, she retired again … only to be called back once more to active duty. Admiral Elmo Zumwalt presided over her promotion in 1973.
A joint resolution originating in the House of Representatives led to her promotion in 1983 to commodore by special appointment from President Reagan. Hopper remained on active duty for several years after the mandatory retirement age. IN 1985, the rank of commodore was renamed rear admiral, and Hopper became one of the Navy’s few female admirals.
Admiral Hopper’s career spanned more than four decades, and she retired in 1986. She was awarded the Defense Distinguished Service Medal, the highest non-combat decoration awarded by the DoD.
At the time of her retirement, Admiral Hopper was the oldest active-duty commissioned officer in the Navy. To commemorate her 42 years of service, Hopper’s retirement ceremony was held aboard the oldest commissioned ship in the US Navy. Admiral Hopper is interred with full military honors in Arlington National Cemetery.
One of Russia’s most advanced warships is sailing around in the Caribbean, but it’s not alone, as the US Navy has dispatched a destroyer to keep a close eye on it.
The Admiral Gorshkov, the first of a new class of Russian frigates built for power projection, arrived in Havana on June 24, 2019, accompanied by the multipurpose logistics vessel Elbrus, the sea tanker Kama, and the rescue tug Nikolai Chiker, The Associated Press reported.
The Russian warship made headlines earlier this year when Russia reported that it was arming the vessel with a new weapon — the electro-optic Filin 5P-42 — that emits an oscillating beam of high-intensity light designed to cause temporary blindness, disorientation, and even nausea.
The US military said on June 26, 2019, it was monitoring the Russian ship’s activities.
The Arleigh Burke-class guided-missile destroyer USS Jason Dunham was operating roughly 50 miles north of Havana as of June 25, 2019, USNI News reported, citing ship-tracking data. The Navy told the outlet that it was monitoring the situation.
The Admiral Gorshkov entered the Caribbean Sea via the Panama Canal on June 18, 2019. The ship departed its homeport of Severomorsk in February 2019 and has since traveled more than 28,000 nautical miles, making stops in China, Djibouti, Sri Lanka, Colombia, and now Cuba.
The warship is preparing to make port calls at several locations across the Caribbean, the AP reported, citing the Russian Navy, which has not disclosed the purpose of the trip.
Over the past decade, Russia has occasionally sent warships into the Caribbean. While these deployments are typically perceived as power plays, Russia characterizes them as routine. Russia has also sent Tu-160 strategic bombers into the area, most recently in December 2018.
Russian Tupolev Tu-160.
(Photo by Vitaly V. Kuzmin)
While Russian ships have made visits to the Caribbean in the past, this trip comes at a time when the US militaries are finding themselves in close proximity. For instance, earlier this month, a Russian destroyer nearly collided with a US cruiser in the Pacific, an incident that came just a few days after a Russian fighter jet aggressively buzzed a Navy aircraft over the Mediterranean Sea.
Russia also sent ships from its Baltic Fleet to monitor the NATO Baltops 2019 exercises held in mid-June 2019 near Russia. These exercises involved ships and aircraft from 16 NATO allies and two partner countries.
This article originally appeared on Business Insider. Follow @BusinessInsider on Twitter.
It’s no secret that military recruitment numbers have been on the decline in recent years. There’re many factors that play into this, but one of the main reasons is eligibility. According to Tim Kennedy, however, the military isn’t out of luck just yet. And his solution doesn’t (and none should ever) involve lowering the standards.
On a recent appearance on the Joe Rogan Experience Podcast, Kennedy discussed, at great depth, the problems that plague recruiting depots, specifically recruitment within the Special Forces community. There simply aren’t enough able-bodied recruits. Obesity remains the leading disqualifying factor among young Americans.
(Photo by Pfc. Kelcey Seymour)
Recruits need to be able to meet physical requirements. While basic training and boot camp help slim down prospective troops, recruits must join up at a trainable level — after all, a drill sergeant isn’t a miracle worker.
“It’s harder to get into the military than it is to get into college,” says Kennedy. “You can’t go into the military if you smoke weed. You can’t go into the military if you have bad eyes. You can’t go into the military if you’re diabetic,” and the list goes on. “You can go to college if you have all those things.”
(Photo by Airman 1st Class Alyssa M. Akers)
Those factors above disqualify, off the bat, roughly 71 percent of young adults. Then, when you factor in the willingness to join among the remaining 29 percent, you’re stuck with the headache-inducing task of bringing in just 182,000 new troops this year. “The perception of the military is way less of an issue than us just having a qualified population of viable candidates to chose from.”
The obvious solution is to tell young adults to get healthy. But, as anyone who has had any sort of interaction with young adults can tell you, you’d be better off asking a brick wall to do something. Being unfit for service is a cultural problem that no amount of snazzy recruitment videos can fix.
Kennedy’s suggestion makes far more sense — and it was how he was brought into the military: selectively recruiting physically fit student athletes. Convincing a small subset of students to join is a much easier task than convincing the youth at large to slim down.
(Photo by Airman 1st Class Adam R. Shanks)
Back in Tim Kennedy’s high school wrestling days, he was approached by an Army Special Forces recruiter in a really bad suit. All it took was for the recruiter to show up and say, “hey guys, ever thought about Army Special Forces?” He handed Kennedy the card and took off.
That’s all it took to snag the most-beloved Green Beret of our generation.
To watch the rest of The Joe Rogan Experience Podcast, check out the video below.
Air Force veterans and other military members from other branches rushed to their keyboards to inform the world of how basic training was back in their day, as a female trainee at Lackland was outed using her cell phone to post on Snapchat during training. Current and former service members were quick to criticize the unidentified young woman for her phone usage in basic training, despite the fact that nothing could be more basic than these Snaps.
Other eagle-eyed former airmen, who presumably went through BMT before the widespread use of mobile phones, were quick to ask why her key is hanging on the outside of her PC uniform as other branches questioned what “PC” is and if it’s anything like PT, if BMT is like what the Air Force calls boot camp, and do all airmen trainees wear their hair down like that?
The biggest questions on everyone’s minds were how she managed to keep her phone while the others were presumably locked away and how she was able to sit on the dayroom furniture (while eating!) without moving the chairs or invoking the wrath of the dayroom crew, the dorm chief, or even the house mouse. Meanwhile, Air Force veterans at We Are The Mighty are concerned about the fate of her wingman, who was probably recycled into oblivion, only to emerge just before mandatory retirement.
Of course, everything about the photos (posted for public consumption in the Air Force Facebook Group Air Force amn/nco/snco, who ratted her out to Air Force Basic Training’s Facebook page) is wrong; from her hair and key, to eating in the dayroom while sitting on the g*ddamn furniture. Air Force basic training is just as strict about its cell phone policy as it was in the days of payphones – airmen make three mandatory calls on their personal phones over the course of their training.
The collective selective memories of Air Force veterans from all over came down hard on the young trainee as the shade thrown at the woman was enough to blot out the sun. Of course, no one in the history of the Air Force has ever messed up as hardcore as this airman trainee, who is obviously the worst person ever and doesn’t belong in MY Air Force. #LiterallyHitler.
In all seriousness, every time I’m tempted to comment on what happened back in MY Air Force days, I’m quick to remind myself that Basic Military Training – aka BMT – in MY day was only six and a half weeks, consisted of one week of anything related to carrying a firearm in a deployed location (that was still a rubber-coated M-16, the military equivalent of pinning oven mitts on my hands), and that my first PT test in the active Air Force was on a stationary bike where push-ups and sit-ups were done, but not counted in my final score.
Lighten up, Air Force-trained killers.
As for this airman, luckily an MTI was on hand to fill the world in about current Air Force BMT phone policy. This girl probably just smuggled her phone in using the old prison-style method – and if so, let’s make sure she’s promoted ahead of peers, maybe even give her a BTZ to staff.
In 2017, Puerto Ricans battled economic hardship and the lasting effects of Hurricane Maria at home as they celebrated 100 years of American citizenship. On March 2, 1917, the Jones-Shafroth Act was passed by Congress, making the island a U.S. territory and guaranteeing citizenship to all Puerto Ricans born after April 25, 1898. With citizenship came all the requirements of citizenship: serving on juries, paying taxes, and being drafted for military service.
Just in time for World War I.
Welcome to the party, pal.
It was just twenty years after the United States usurped the island’s Spanish rulers in the Spanish-American War and annexed Puerto Rico as a territory of the United States. By the end of the United States’ participation in World War I, the Selective Service Act would draft some 2.8 million men, sending an estimated 10,000 troops to France every day. The U.S. Army had come a long way from the third-rate militia it was before the war. To meet the requirements of becoming a great, global power, it needed the manpower of one.
American territories, which at the time included Alaska, Hawaii, Guam, Puerto Rico, and others, were exempt from the draft. The legislature of Puerto Rico immediately asked Congress to extend conscription to American territories – namely Puerto Rico. But this was purely at the request of the Puerto Ricans.
Puerto Rican Cpl. Ricardo LaFontaine in 1917.
In all, some 236,000 Puerto Ricans from the island signed up for selective service for a potential draft notice. Of those, 18,000 would go on to serve in the war. But they weren’t always welcome. African-American Puerto Ricans, like many minorities in the U.S., weren’t entirely welcome and ended up in segregated units. For those Puerto Ricans not of African descent, they would be assigned to some regular units in the U.S. military. Still, President Wilson, in the face of discouragement from the War Department, created a Puerto Rican Division.
A full 70 percent of those Puerto Ricans who signed up for service in World War I were rejected for no other reason than the War Department didn’t know what to do with them in a segregated Army. Despite this, there has long been a conspiracy theory that held Puerto Rico was only granted citizenship so they could fight in the war. If that were true, the U.S. would have sent a lot more Puerto Ricans than it did.
The first Joint Light Tactical Vehicles (JLTVs) fielded in the Army began arriving on Fort Stewart in January 2019 and the first six trucks were delivered to their respective battalions Jan. 28, 2019.
“This program has been working towards fielding trucks to soldiers for ten years,” said Col. Shane Fullmer, Project Manager for the Joint Program Office, Joint Light Tactical Vehicles. “The entire program office has been focused on getting soldiers improved tactical mobility, with better off road, better cross country, higher reliability, more comfort inside the vehicle, and significantly higher protection.”
Before the first of the brigade’s trucks arrived, Raider soldiers were already learning how to take care of and drive the Army’s newest vehicle during Field Level Maintenance and Operator New Equipment Training.
Soldiers from the 1st Armored Brigade Combat Team, 3rd Infantry Division and the team from Oshkosh Defense pose in front of the first Joint Light Tactical Vehicles (JLTV) that were delivered to the battalions, Jan. 28, 2019.
(Photo by Maj. Pete Bogart)
Sgt. Brian Wise, from B Company, 1st Battalion, 41st Field Artillery Regiment, was one of the first soldiers in the brigade to go through the operator training and said he enjoys the new features and capabilities of the JLTV and is looking forward to training the rest of his company.
“It will be different for soldiers, it’s something new and unique,” said Wise. “I see us getting stuck in the mud way less than we usually do.”
The JLTV program is a U.S. Army-led, joint modernization program to replace many existing HMMWVs. The JLTV family of vehicles is designed to provide a leap ahead in protection, payload, and performance to meet the warfighters needs.
Sgt. 1st Class Randall Archie, the JLTV fielding lead for the 10th Engineer Battalion, said he especially likes being able to adjust the vehicle ride height on the move to adapt to different terrain. Archie was also impressed by the numerous comfort features that make it easier for operators to focus on doing their job.
The first of six Joint Light Tactical Vehicles (JLTV) to be delivered to Soldiers from the 1st Armored Brigade Combat Team, 3rd Infantry Division, departs for the 1st Battalion, 41st Field Artillery Regiment motorpool.
(Photo by Maj. Pete Bogart)
“There is a ton of leg room and head room and it’s easier to get in and out of the vehicle,” said Archie. “You also don’t have to lean forward in the seat when you wear a CamelBak since the seat is designed with a spot cut out for it.”
A team from Oshkosh Defense has been working with Raider Brigade soldiers harvesting communication equipment from turn-in vehicles and installing them into the JLTVs. The first six to complete the process were signed over to battalion representatives after the final inventories and paperwork were completed.
While the fielding will continue through spring, Fullmer said that seeing the first JLTV in the unit’s hand was a significant moment that his team has been working towards for quite a while.
“We’re just so glad we’re finally going to have these in the hands of soldiers so we can improve some of their ability to do their job.”
Best known as the doctor who pioneered doctor-assisted suicide for terminally ill and elderly patients in the 1990s, Dr. Jack Kevorkian’s biggest breakthrough was engineering new sources of blood for transfusions to wounded troops in Vietnam.
The U.S. news media dubbed Kevorkian “Dr. Death” for his work in helping patients who wanted to end their suffering die with dignity — for it, he went to prison for eight years after being convicted of second-degree murder in 1999. This is where his notoriety began. Even though he paved the way for a later “right-to-die” legislation, helping create the right of voluntary euthanasia isn’t even his most astonishing accomplishment.
Kevorkian earned the “Dr. Death” moniker long before the media gave it to him.
In his Biography.com story, Kevorkian is quoted as saying he found death very interesting extremely early in his medical career. More than that, he was fascinated because the subject of dying was so taboo. He went on to suggest that criminals on death row should give something back to society before being executed by being the subject of medical experiments. This fascination with terminal illness and death is where he earned the “Dr. Death” nickname — not from the media, but from his peers. This is why he was forced out of the University of Michigan Medical Center.
But he stayed in Michigan and went to Pontiac General Hospital in suburban Detroit. It was there that he heard of Russian teams who pioneered the transfusion of blood from corpses into live subjects, especially during World War II. So, he reproduced those experiments, publishing a paper on the subject in the American Journal of Clinical Pathology in 1961, thinking the technology could be used on the battlefields when no other source of blood was available.
The Soviets, Kevorkian claimed, had been doing postmortem blood transfusions since the 1930s.
“The idea has an ostensible undercurrent of
repugnance which makes it difficult to view
objectively; but it also has obvious advantages,” he wrote.
Kevorkian’s method was to remove the blood from the corpse via the neck within six hours of death, a death that would have to be sudden and unexpected — such as one from combat — to avoid postmortem clotting. The dead would be held at a 30-degree angle, drawing the blood through standard equipment. The blood in Kevorkian’s experiments was thoroughly tested to be of a matching type, free of diseases, and clean for transfusion.
The only hitch was the owner had just died — a pretty big hitch. He conducted four experiments on infirm patients who were already looking pretty bad
His first transfusion donor was a 51-year-old male who died suddenly while mowing his lawn. The recipient was an 82-year-old woman who received three pints of donor blood over three days, dying after the third day.
The second donor died in a car accident, a 44-year-old white male. The recipient was a 78-year-old white male with heart disease, intestinal cancer, and congestive heart failure. He received two pints of donor blood but died nine days after being admitted.
Kevorkian’s third corpse donor was a 46-year-old white male who was dead on arrival at the hospital. The recipient was a 56-year-old female intestinal cancer patient with severe anemia. She was discharged from the hospital three days after receiving a pint of corpse blood.
His fourth donor was a 12-year-old boy who drowned suddenly. Two pints of his blood were given to a 41-year-old woman who left the hospital “alert, cheerful, comfortable.”
Kevorkian noted that the presence of increased sugar, potassium, and non-protein nitrogen in cadaver blood is less than optimal in — but not a major roadblock to — transfusions. He also noted that corpse blood is usually “washed down the drain” anyway and no toxins were present in the blood. He wrote:
“Most of these objections are more imaginary than real — a sort of emotional reaction to a new and slightly distasteful idea… Our 8
pints (on a short-term basis) and over
27,000 transfusions in Russia bear this out.
Not a single hint of a reaction or other ill
effect was observed by us personally on
very close clinical observation, despite the
fact that 2 of the patients were already
moribund and very toxic and none of the 4
had any anti-allergic therapy.
His research and experiments found cadaver blood perfectly suitable for donation to living patients, so long as it was drawn less than six hours after death and used within 21 days. It is perfect for people with severe anemia or those requiring massive, continuous blood transfusions.
What are the most important lessons to teach children about money? It’s a good question to consider, particularly because, thanks to a distinct lack of a broad financial literacy curriculum in schools, it falls on parents to be the ones who instill the core concepts of spending, saving, and handling money in general. While there are certainly lessons all parents should be teaching kids about money, we wondered, what do financial planners, accountants, and others who work in the financial industry teach their kids about money? What concepts are essential and how do they distill them down so they can be understood by, say, a seven-year-old? That’s why we asked a broad array of financial professionals, “What lessons do you teach your kids about money?” The varied responses include everything from envelope systems and understanding wants versus needs to the creation fake debit cards and engineering simple lessons about compound interest. All provide inspiration and instruction on how to help kids get a head start on the road to financial success and serve as a reminder that it’s never too early to begin teaching kids about money.
Try the Sticker Chart Reward System
“We use a sticker chart reward system with our young ones, who are in Kindergarten and second grade. You get a sticker for doing homework, practicing, household chores, and the like. After earning 20 stickers each child then gets to pick out a toy, experience, goodies, etc. of their choosing (up to a $ value). This is a foundational value in our household; to instill that effort and hard work is required to earn many of the ‘wants’ in life. And that it takes time.” — Ronsey Chawla, Financial Advisor at Per Sterling Capital Management.
Incorporate Financial Topics into Everyday Life
“This can be as simple as taking my kids to the bank to open a checking/savings account, involving my two kids — I have a 14-year-old son and 11-year-old daughter — in household budgeting conversations during a trip to the store, or planning for a family vacation. It’s important to share lessons and what you learned from your experiences with money management, with the depth of that conversation being up to your individual family. It’s also a good idea to start them saving early. Developing smart saving habits is the first step to becoming money-wise. Encouraging children to contribute a realistic amount to savings, even if it’s just a month, is an easy way to put them on the right track for future financial success.” —Daniel Cahil, SVP, North Dallas Bank Trust Co.
Trust the Lemonade Stand
“With my own kids, who were four and six at the time, we opened lemonade stands, as cliché as it may be. It teaches them literally the fruits of their labor. The help made the lemonade, with real lemons, at every step, until they have the product ready for market. They learn the lessons of “location, location, location,” understanding that where they set up can make a big difference in the traffic they can expect. Setting up on the corner brings some traffic, but not nearly as much as by a nearby field on a hot day where a bunch of kids are at soccer practice.
When they’re done, they bring their profits back home and count it up. This helps them identify and understand what different coins and paper currency mean. They also have piggy banks that are broken up into four different chambers – save, invest, spend and donate. This helps them understand the different utilities of money, immediate gratification, delayed gratification and being a contribution to others.” — Chet Schwartz, RICP, registered representative with Strategies for Wealth, a Financial Advisor with Park Avenue Securities, and a Financial Representative of Guardian Life Insurance
Teach Them to Save — But Also Enjoy the Rewards
“To clarify, this all starts with being responsible, working hard, and earning some dough. But this particular piece of advice is about what I do with that earned money. When I come into some kind of bonus or non-recurring income, I always, without fail, carve off some small-ish amount of that bonus for me, my wife, and my daughter, and we all go out together and buy something fun for ourselves, something that we would not otherwise have bought because we thought it was frivolous or hard to justify. We save the bulk, but the rule is that we have to spend that smaller allocated amount on something fun, and we have to do it together as a family.
This is important to me because one, if you don’t enjoy some part of your money “now,” you may never get the chance, and two, it gets us out, as a family, doing something that breaks the normal rules of saving and spending. I’m all about saving of course, but I’m also about enjoying the rewards of hard work, and that’s what this is really all about. If you don’t treat yourself well, you sure as heck shouldn’t expect anyone else to.” — Dan Stampf, VP, Personal Capital Cash
Use “Skip Counting”
There’s more than one way to count to 100. You can take the long way, starting with the number one. Or you can also count by twos, tens, twenties, even fifties to get there faster. Learning to “skip count” is an important precursor to developing fluency in calculation, number sense, and the basis for multiplication and division — not to mention counting money. Just pour a bunch of coins on the table and put them into piles by coin type (pennies, nickels, dimes, and quarters). Work with your child to “skip count” using different coins and values, reinforcing what they’ve learned. For example, ask them if they notice any patterns (e.g. while counting by 2s, 5s, and 10s). If “skip counting” is still too complex for your kids, continue practicing by changing the number of coins they are counting. That will encourage your children to figure out another total value.” —Jeremy Quittner, Resident Money Expert Editorial Director, Stash
Put Pocket Money to Good Use
“It’s important to teach your children about saving, and the potential benefits. I think a fun way to do this is with their pocket money. Say you give your child for the weekend. Once its spent, it is gone. But I like to introduce the offer that if, for every change they bring back at the end of each week, that change is matched from my money, and saved until it reaches 0, and they can buy themselves something special. For example, if they bring me change, I put aside for them, and this pot grows until it hits 0. The opportunity here is for the children to really think about what they are spending their money on, while also seeing that saving can result in a better purchase that is actually wanted at the end.” — Andrew Roderick, CEO of Credit Repair Companies
Use The Token Economy with Toddlers
“Make money fun. Toddlers can start to experience a ‘token economy’ by pretending to play in grocery stores or banks: games that can actively involve your child in playing and beginning to understand money. It’s also important to recognize that it may be more constructive to create other activities for older kids, by introducing them to easy-to-read financial books, like this one. Explain to them how your family approaches investing, paying for taxes, and seeking financial advice from an advisor” – Dillon Ferguson, CFP, Head of Product, Zoe Financial
Make the Concept of Prioritization Crucial
“We ask our three kids to do certain activities at home that are outside of their normal chores for which we compensate them with small amounts of money. This way they learn that to make money they need to put extra effort and work hard. They also learn that the money they make at home can be spent on a variety of different things, but we teach them about the concept of prioritization, since money is a scarce resource. Most importantly, we teach them that the best investment they can ever make is their own education, since education leads to better job opportunities and better quality of life.
We opened college savings accounts for all three kids via UNest and our older one is already contributing into her own account. We show her how money grows over time and teach about the concept of investing, compound interest and tax-free growth. In addition, we emphasize that lack of savings can lead to the student debt. Money that is borrowed can be very expensive and the need to pay off student loans would create setbacks in life and delay other important decisions like buying a house or starting a family. Putting a small amount aside each month and investing for education teaches our kids discipline and motivates them to think long-term.” — Ksenia Yudina, CEO and Founder of UNest
Teach them About Coins — And the Four Pillars
“I think that six years old is a good age to start teaching kids about money. A great first objective is teaching them about coins. While that might seem simple, it is not as easy a subject as you might think. Take a step back and think this through: Why is the big nickel worth less than the small dime? I think it’s fun to play games with kids once they understand the value of each coin by having them make different combinations to get to one dollar. 10 dimes. 20 nickels. Four quarters. One-hundred pennies. Fifty pennies and two quarters.
Start with teaching them one of the four pillars of financial literacy: save, spend/budget, invest and charity. For younger children, savings is the easiest as you can simply use a clear jar where they can put loose coins and see them build up. Remember to keep lessons age-appropriate and that developing money-smarts is not an exercise in trying to create the next Warren Buffet. It is about making them feel comfortable talking about money, understanding basic money vocabulary, and eventually starting good habits that will last a lifetime. You want to avoid the firehose method of teaching where you pile on too much information too soon. Rather consider using the drip-drip-drip method that starting them at a young age gives you plenty of time for them to build a great foundation.” — Thomas J. Henske, Partner, Lenox Advisors
Be Open About Your Financial Goals
“When my kids were younger, my wife and I agreed on an aggressive goal to pay off our house in a set number of years. When that goal was reached, we agreed to take the family on a trip to Disney World. We bought a Mickey Mouse puzzle, assembled it, and disassembled it in a way that for each id=”listicle-2646259052″,000 we reduced principal on the loan, we put so many pieces of the puzzle together. It created a visual representation of our progress. We explained our goal to the kids in terms they could understand so they saw the progress and the reward at the end after several years of work. While the kids now understand the financial side of the goal, it is the visual representation of the puzzle they recall most.” — Phil Kernen, CFA | Portfolio Manager, Mitchell Capital
Teach Them About Compound Interest
“As a financial planner and fastidious investor, my kids are being taught about compound interest at a young age. When my five-year-old daughter receives birthday money from our relatives, I show her how putting 25 percent of her money away can give her many more Barbies and dolls in the future. Would you rather buy one Barbie today, or be able to buy five Barbies later, I ask? Even a child can understand that by deferring some instant gratification today, they can enjoy greater luxuries later.” — Thanasi Panagiotakopoulos, Financial Planner, Life Managed
Never Say ‘There is No Money’
“Say instead, money is valuable and needs to be used wisely. Or money is not to be wasted. The reason is that children should not grow up with a limitation mindset but an abundance mindset while learning to be careful with money. Saying ‘there’s is no money,’ tells the child that when they get money in their hands, they can throw it away, and that’s not a good thing.” — Kokab Rahman, author of Author of Accounting for Beginners
Don’t Forget the Power of Delayed Gratification
“My children are 2 and 4 years old currently, and while it’s definitely too early to teach any significant money lessons to the two-year-old (aside from showing him how to put coins in a piggy bank), the four-year-old is another story. I recently tried this simple method of teaching savings and it worked well. Each night, I gave her a quarter for straightening up her toys before bed. She could choose to use a quarter to get a treat from the candy dish, but if she saved five of her quarters, we could do something special that weekend (go to the zoo, a favorite restaurant, etc.). Delayed gratification is such a valuable skill to learn at a young age, and I plan to use more complex ways to incentivize saving as she gets older.” — Matt Frankel, CFP, The Ascent
Turn Financial Mistakes into Teachable Moments
“We don’t pay our kids for daily chores like making their bed, feeding the dogs, or picking up after themselves. But I do pay them for mowing the yard (my 10-year-old) or helping cut firewood (all my children), things that are above and beyond their normal family contributions that they worked hard to attain. It’s also important to let them make mistakes. Recently my 10-year-old wanted to purchase a new movie release for .99, so I let him. The next day he wanted to buy a video game. I said sure pay me and he could buy it. He then realized he spent all his money on the movie. That’s the time to have a good conversation around it. Was it worth it? What could you do differently?” — Joel Hodges, CPA, Intuit, Tax Content Group Manager
Explain The Difference Between Needs and Wants
One of the most important money lessons I’m already teaching my young children is the difference between needs and wants. If she holds up something at a store — say, something from the candy aisle — I’ll ask ‘Do you need that, or do you want that?’ It took a few tries, but she got the hang of it. It can be helpful to set a firm cap on the ‘wants,’ such as one per week, while showing that we always take care of our needs.”— Matt Frankel, CFP, The Ascent
Introduce the idea of Money Early and Often
“At home, we value speaking openly about our financial lives and the value of saving such that our kids learn by example. A great way we teach our 4-year old about money is to have them understand the value of a purchase. The other day my son wanted us to buy him a new game for his iPad. To ‘convince us,’ we had him walk through the value in relation to the actually cost of the game. It’s never too early for your children to understand the cost of things. “- Andres Garcia-Amaya, Founder, Zoe Financial
Enlist the Envelope System
“Kids are never too young to learn how to handle money, one fun way for them to learn about money is to have them separate their allowances on what they want to spend. They can do this by having small envelopes and placing a certain amount from their allowances. This helps them learn about budgeting and the value of money when that certain envelope reaches the goal amount. Children are also allowed to have bank accounts, so it is good for them to have their accounts so that they can start learning to save early. — Leonard Ang, CMO, iProperty Management
Try The “Bank of Dad” Approach
“By the time my daughter started elementary school, she had a few chores each week for which she got a small allowance and she might get the odd bill in an Easter card from her grandparents. Instead of a piggy bank, we went forward looking and with the ubiquity of debit cards, I created ‘The Bank of Dad.’ Using an old hotel key card I made a make-believe Bank of Dad debit card and she opened an ‘account.’
At 12 years old and a long-time Bank of Dad customer, she was definitely ready for a real account. With our bank, the account was connected to a parent’s account so we had visibility into everything. At the start, we sat down and introduced the basics of a budget. We talked about understanding how much she “made,” how everyone needed savings for an emergency/rainy day, and how to also save for something “big” like those fancy new embroidered and bedazzled jeans she just had to have.
Now at 24 years old, my daughter came to me and asked if I could help her fix a spreadsheet she made because she wanted to try and pay off her student loans early, but couldn’t make the formulas work. If there’s anything that makes an accountant parent happier than hearing ‘Hey dad, will you check my spreadsheet?’ Turns out she was very close, but having her do the work and walk me through it, made fixing her error make sense to her and empowered her. — Gregg Gamble, Intuit, Lacerte Tax Content Development Manager
Built in the early 1930s, the 165-foot “B”-Class cutters were often referred to as the Thetis-Class. The Thetis-class cutters proved good sea boats becoming the backbone of the Coast Guard’s coastal patrol and convoy force during World War II.
Among these cutters was the Argo, which escorted Nazi Germany’s last surrendered U-boats into captivity and the Thetis, one of 11 Coast Guard cutters credited with sinking a U-boat. However, the most honored of these cutters was Icarus, which sank U-352 and captured its crew at the beginning of World War II.
Icarus and its sister cutters were designed for Prohibition enforcement, specifically tracking down rum running ships outside U.S. territorial waters. These cutters required excellent sea-keeping qualities, long-term accommodations for crew, and greater fuel capacity. Icarus was built by Bath Iron Works in Maine and commissioned on April 1, 1932.
The cutter reported for duty at Stapleton, New York, on Staten Island, and served as part of the New York Division’s Special Patrol Force, which conducted law enforcement patrols in support of Prohibition regulations. After passage of the 21st Amendment repealing Prohibition, Icarus continued sailing out of Stapleton on law enforcement and search and rescue patrols.
After war erupted in Europe in 1939, the Coast Guard assigned Icarus to Neutrality Patrols protecting merchant vessels from attacks by European combatants. With the 1941 U.S. entry into World War II, Icarus joined its sister cutters in escorting coastal convoys and anti-submarine patrols in American waters.
On the morning of Friday, May 8, 1942, Icarus departed Staten Island for Key West, Florida. On Saturday at about 4:20 p.m., while off the coast of North Carolina, Icarus’s sonar operator picked up a “mushy” contact 2,000 yards off its port bow. The cutter’s crew went to general quarters and assumed battle stations.
Ten minutes after the first sonar contact, an explosion believed to be a torpedo rocked the cutter about 200 yards off the port side. Reversing course, Icarus sped toward the contact, which was heading toward the spot where the explosion had occurred. The underwater contact sharpened and, for the first time, propeller sounds were heard by the sonarman. The contact was lost at 180 yards but, after a calculated interval, Icarus dropped five depth charges in a diamond shape with one charge in the center.
The sonar operator next determined that the contact was slowly moving west, so the cutter altered course to intercept it. Two more charges were dropped in a “V” pattern at a point leading the contact’s underwater track and, as roiling water from the explosions subsided, large bubbles were observed on the surface. Icarus reversed course again and dropped a single charge on the spot where the air bubbles had surfaced. Six minutes later, the cutter dropped a second charge in the same location.
At 10 minutes past 5:00 p.m., shortly after the last charge had been dropped, a U-boat broke the surface 1,000 yards from Icarus. The heavily armed sub emerged bow first and down by the stern. The cutter’s crew was ready, opening fire with all machine guns that could bear on the sub. Meanwhile, the U-boat’s crew began abandoning ship. Icarus’s commanding officer, Lt. Maurice Jester, altered course to ram and the cutter’s 3-inch main battery was brought to bear on the submarine. The first 3-inch round fell short ricocheting off the water and through the conning tower. The second round overshot the sub, but the next 12 rounds hit the U-boat or came close, with seven of them hitting home. Minutes later, the damaged U-boat began to subside into the sea.
As the submarine sank, Icarus ceased firing, but the cutter circled the spot where the U-boat had disappeared. Icarus re-established sonar contact with the submerged sub and the cutter’s sonarman heard propeller noises again. Taking no chances, Jester ordered one last depth charge dropped over the U-boat, which brought a large air bubble to the surface. No further noises were heard from sub; the vessel had finally been vanquished. Meanwhile, 35 Germans were struggling on the surface to avoid the cutter’s path and its deadly depth charges. Expecting to be machine-gunned in the water, many yelled, “Don’t shoot us!”
At 5:50 p.m., the Icarus crew began rescue operations and retrieved Germans from the water. Except for the wounded survivors, the prisoners were placed under guard in the cutter’s forward crew compartment. The U-boat’s commanding officer, Kapitänleutnant Helmut Rathke, was among the survivors. At this point, it was learned that the submarine was U-352, carrying a complement of 48 men. Seven of the crew went down with the U-boat while others died in the water after abandoning ship. By 6:05, 33 survivors had been rescued and the cutter proceeded to Charleston Navy Yard as ordered.
The German prisoners exhibited good discipline and were surprised by the fine treatment they received on board Icarus. Several of the U-boat’s crew spoke English and talked freely on personal matters, but disclosed no military information. Three of Icarus’s crew also spoke German and conversed with the prisoners. The prisoners wished to know how much money the Coast Guard crew would receive for sinking a submarine and if crewmembers received promotions for doing so. The Germans related that they received medals and bonuses for sinking ships, the amount depending on the size and tonnage of their victims. Four of the prisoners also mentioned they had relatives living in the U.S.
On Sunday morning, Icarus arrived at the Navy Yard. There, the cutter delivered 32 prisoners and one prisoner who died of his wounds en route to Charleston. To keep the enemy in doubt about the U-boat’s fate, naval authorities did not disclose the sinking of U-352 until almost a year later, on May 1, 1943. For the remainder of the war, Icarus continued its convoy escort work, search and rescue duties and anti-submarine patrols. In the fall of 1946, the ship was placed in reserve status and stored at Staten Island. The Coast Guard decommissioned Icarus in 1948 and sold it to the Southeastern Terminal and Steamship Company.
Icarus was the second American warship to sink a U-boat and the first to capture German combatants. For his command of Icarus in the attack and sinking of U-352, Jester received one of only six Navy Cross Medals awarded to Coast Guardsmen during the war. Icarus was one of numerous combat cutters that served the heroic Coast Guardsmen of the long blue line during World War II.
The most important difference between 1944 and today would be in the realm of guided munitions. I once heard that a single F-15 packs as much firepower as an entire squadron of WWII era bombers, when you take into account explosive weight and the percentage of ordnance you can get on target (Keep in mind, the F-15 is a Fighter/Bomber, not a dedicated bomber. If we start talking about the B-52, things get even crazier). Additionally, Naval Gun Fire support has come a long way since the 1940’s. US destroyers and cruisers now only come equipped with one or two 5″ main guns. In the 1940’s, 5″ guns were almost considered an afterthought. With improved fuses and nearly automatic rates of fire that can be achieved with today’s weapons, you wouldn’t need the hours and hours of shelling they used during WW2 landings.
As far as the landings go, with today’s amphibious landing tactics and equipment, you wouldn’t NEED to land at Omaha beach at all.
This is an LCAC (Landing Craft Air Cushioned). It is just one of the many ways the US Navy and US Marine Corps get troops from ship to shore. The main difference between an LCAC and the landing craft of yore is the fact that the LCAC can access almost any beach in the world, and can travel across dry land. Furthermore, it can achieve incredible rates of speed compared to the Amtracks of WW2 (I think around 70 knots when not weighed down much). Today the US would be able to basically avoid any defensive strongpoints and just stick their landing forces where ever they figured was the least defended.
Helicopters, in widespread use since the Vietnam War, allow entire infantry companies and battalions to be shuffled about at incredible speed compared to the 1940s.
The M1A2 Abrams Main Battle Tank would probably be as close to invulnerable as anything ever employed in warfare. The only reasonable option for destroying one with 1944 equipment would be swarming it with infantry and trying to get a grenade inside. This technique was costly during WW2. Against an Abrams, with a wingman that can just shower his buddy with HE rounds that do nothing substantial to the armor…
As far as the individual soldier is concerned, the primary difference is the body armor. Ceramic plates and flak jackets have greatly increased the survivability of the infantryman. Back in WW2, your armor was a millimeter of cloth. Today it contains plates that would actually be capable of stopping pretty much any small arms round the Wehrmacht utilized (7.62 AP is the limit, I believe). A quick look at the WW2 Killed/Wounded ratio [1:1.65] versus the Operation Iraqi Freedom Killed/Wounded ratio [1:7.3] shows that even if nothing but the current body armor was added to the equation, it is likely that the US would have reduced the number of soldiers killed on D-Day from 2,500 to probably around 700. On the flip side, the infantry of WW2 would be much faster and more agile, as they weren’t towing around 50+ lbs of gear. So you have a classic heavy infantry vs light infantry situation here.
The Mk19 Automatic Grenade launcher. Designed for use against troops in the open, troops in trench-lines, light armored vehicles, urban strongpoints, and light fortifications, this 76.2 lb beast is technically man-portable (by someone’s standard) and is widely employed on mounted assets. Capable of firing 325-375 40mm grenades per minute, there is arguably no more intimidating weapon in the US arsenal that is commonly used in firefights. I have personally been within 25 meters or so of the beaten zone of someone unleashing a long burst of grenades, and it was, shall we say, disconcerting. This is probably the one weapon capable of allowing an individual to singlehandedly end a firefight.
Today many infantry companies will have communication assets down to the fire team level. This allows for much faster response times to dealing with threats or re-organizing after a firefight or simply getting troops to move around where you want them (radios at the platoon level were very rare during World War 2, and what was in play was of limited range and had no encryption capabilities. When I was in a motorized heavy weapons platoon, we had a dozen PRC-119’s, satcom radios, Blue Force Trackers, etc; we probably had comm capabilities that entire divisions during WW2 would have drooled over. And we had 40 dudes).
While the small arms themselves haven’t really come a long way, the accoutrements certainly have. Every infantryman today is probably equipped with, at minimum, a 4x scope, NVG’s, and a laser for use with night vision. One out of every 4 infantrymen will have a grenade launcher. Another one will have a light machine gun. This allows for the ability to achieve combined arms effects using just a single fire team. And the night-fighting capability, with nothing else, would be a game changer.
The one thing we would be at a disadvantage in would be combat experience. The Germans had been fighting for FIVE years by the time the US actually got into France. Of course, this was an issue during the actual D-Day landings, and didn’t hamper things too much, probably because the allies were facing off against the JV squad, so to speak. At the same time, our military back then was well trained for large scale battles, as opposed to how the US military is organized today. Whether or not the current infantryman would fare well is anyone’s guess.
Free Fun Fact:
One thing that hasn’t changed is the M2 .50 Caliber Heavy Machine Gun. Supposedly something like 95% of the M2s in use currently were originally built during World War 2. The ammunition, however, has received quite the upgrade (SLAP, API, Raufuss, all fun stuff)
Another Fun Fact:
The United States uses a military doctrine termed “Rapid Domination” (Shock and Awe for the soundbite term). The Gulf War and the initial invasion of Iraq during OIF are two examples of this doctrine in use. The basic concept involves gaining air superiority, using tactical and strategic bombers to disrupt and destroy enemy command and control, employing a wide range of offensive maneuvers (amphibious landings, paratrooper drops, armored thrusts, infantry assaults on defensive positions) simultaneously in order to paralyze any decision making ability of the opponent. This military doctrine is heavily based on the so-called Blitzkrieg doctrine of Nazi Germany.
A heavily armed man is patrolling the hallways of a Florida school. His only job? Prevent a mass shooting.
The Sarasota Herald-Tribune reports that Harold Verdecia, a 39-year-old U.S. Army veteran who served tours in Iraq and Afghanistan has been hired as the first guardian at the Manatee School for the Arts in Palmetto, Florida. Verdercia wears body armor and carries a Glock 19X handgun, but it’s his Kel-Tec “Bullpup” rifle, loaded with exploding rounds, that’s raising eyebrows.
MSA Principal Bill Jones outlined to the Herald-Tribune a specific scenario — shooter armed with a rifle, clad in body armor, looking to cause maximum damage — in justifying the unusual move of arming his school’s guardian with a rifle.
Verdercia completed 144 hours of training facilitated by the Manatee County Sherriff’s Office. He also went through extra training to carry the rifle on school grounds.
Palmetto’s Manatee School of the Arts Ramping up more Safety and Security
Security experts, however, seem skeptical of Jones’s insistence that a semi-automatic rifle is appropriate for the job. Walt Zalisko, a retired police chief and police management consultant, told the Herald-Tribune that the school would be safer with its rifles locked away and its guardian building relationships with students, not singularly focused on a mass casualty event.
Michael Dorn, president of a company that has performed security assessments of dozens of school systems in Florida, told the New York Times that a long gun is a more dangerous weapon for someone to take from an officer and that it’s harder for an officer to subdue and handcuff a suspect when he’s carrying such a gun.
Jones doesn’t seem to mind the criticism. He’s currently reviewing applications and hopes to hire a second rifle-toting guardian soon.
This article originally appeared on Fatherly. Follow @FatherlyHQ on Twitter.
Let’s face it, seagulls are pretty damn annoying in the best of times. Now, we have an even better reason to dislike “sky rats.”
On May 18, 2016, a B-52H Stratofortress with the 5th Bomb Wing was forced to abort its takeoff run. According to a report by NBCNews.com, the plane later burst into flames and was a total loss. The reason behind the destroyed plane was finally incovered by an Air Force investigation.
According to the investigation report, seagulls killed a BUFF – and it’s not the first time the military’s lost a plane to birds.
The accident report released by Global Strike Command noted that the crew observed the birds during their takeoff run, and the co-pilot felt some thumps — apparent bird strikes. Then, “the [mishap pilot] and [mishap co-pilot] observed engine indications for numbers 5, 6, and 7 ‘quickly spooling back’ from the required takeoff setting. The MP also observed high oil pressure indications on the number 8 engine and a noticeable left-to-right yawing motion. Accelerating through approximately 142 knots, the [mishap pilot] simultaneously announced and initiated aborted takeoff emergency procedures.”
The crew then tried to deploy a drag chute. The chute – and the plane’s brakes – both failed, though, and that caused the B-52 to go off the runway. The crew carried out emergency shutdown procedures and then got out of the plane. One suffered minor injuries, but the other six on board were not injured.
Bird strikes on takeoff have happened before. One of the most notorious bird strike incidents took place in September 1995 when a Boeing E-3B Sentry was hit by two Canada geese on takeoff from Elmendorf Air Force Base in Alaska. The plane crashed after briefly going airborne, killing all 24 personnel on board.
Another one took place in 2012, when Air Force Two absorbed a bird strike, according to a report by the London Daily Mail.