The U.S. Marshallese population is one of the fastest growing Pacific Islander populations in the United States. The purpose of this study was to identify how U.S. Marshallese students could be empowered and engaged in their learning through clearly identified indicators that educators could apply within their classrooms and schools. The indicators have been established on a historical, cultural, and linked perceptions of student learning as identified by U.S. Marshallese students and teachers. Pacific Islanders consisted of a variety of populations with varying cultures and ethnic diversity. This study has been conducted using a postpositivism worldview, Marshallese migration is not a limited phenomenon of displacement, but a migratory change that must be embraced by communities and educators. Educators must understand how to empower and engage U.S. Marshallese students in their learning. This study was designed utilizing an interpretative descriptive naturalistic ethnography qualitative research design with middle school students and teachers to gather qualitative data from U.S. Marshallese students that will lead to a contextual understanding of empowering and engaging U.S. Marshallese students in their learning. The findings of this qualitative research study can be applied by educators to empower and engage U.S. Marshallese students in their learning on a daily …

This report presents Congress with a diverse array of policy issues regarding Pacific Islands region, also known as the South Pacific or Southwest Pacific.

This report provides background on the Pacific Islands region and discusses related issues for Congress. It discusses U.S. relations with Pacific Island countries as well as the influence of other powers in the region, including Australia, China, and other external actors. It includes sections on U.S. foreign assistance to the region, the Compacts of Free Association, and issues related to climate change, which has impacted many Pacific Island countries.

Recent decades have marked growing academic and scientific attention to the role of indigenous knowledge in climate change adaptation, mitigation, and detection strategies. However, how indigenous knowledge is incorporated is a point of contention between self-identifying indigenous groups and existing institutions which combat climate change. In this thesis, I argue that the full inclusion of indigenous knowledge is deterred by certain aspects of modernity. In order to overcome the problems of modernity, I argue that a recognition theory of justice is needed as it regards to indigenous knowledge. Recognition justice calls for indigenous groups to retain meaningful control over how and when their indigenous knowledge is shared. To supplement this, I use the Marshall Islands as a case study. The Marshall Islands afford a nice particular case because of their longstanding colonial relationship with the United States and the impending danger they face of rising sea levels. Despite this danger, the Republic of the Marshall Islands calls for increased recognition as leaders in addressing climate change.

The National Museum of the Pacific War presents an interview with Adolph Krchnak. Krchnak joined the Army in December of 1944. He completed parachute school. In late 1944, early 1945 he was stationed in the Philippines with the 11th Airborne Division. They served in a traditional infantry role in the Philippines. His division participated in the Liberation of Manila in the spring of 1945. In August of 1945 they traveled into southern Japan as part of the occupation force. He was honorably discharged in 1946.

The National Museum of the Pacific War presents an interview with Adolph Krchnak. Krchnak joined the Army in December of 1944. He completed parachute school. In late 1944, early 1945 he was stationed in the Philippines with the 11th Airborne Division. They served in a traditional infantry role in the Philippines. His division participated in the Liberation of Manila in the spring of 1945. In August of 1945 they traveled into southern Japan as part of the occupation force. He was honorably discharged in 1946.

The National Museum of the Pacific War presents an oral interview with Al Jowdy. Jowdy enlisted in the Navy in July 1942 at the age of 15, with his parents’ consent. His first assignment was pulling bodies out of sunken ships in Pearl Harbor. At Guadalcanal, his ship was torpedoed. Due to the presence of enemy subs, he could not be rescued initially and spent two weeks floating in a raft. Then he joined a rescue effort to aid the USS Wasp (CV-7), only to be torpedoed again, spending another four days in the water. Jowdy was then assigned to the USS Salt Lake City (CA-25), patrolling the Bering Sea and participating in the Battle of the Komandorski Islands as a second loader on a 40-millimeter. After witnessing the Marianas Turkey Shoot and also seeing MacArthur film his famous return, Jowdy participated in the bombardment of Iwo Jima, amidst kamikazes and suicide boats. After the war, he survived a typhoon and served occupation duty in Japan, later transporting troops as part of the demobilization effort before being discharged in January 1946.

The National Museum of the Pacific War presents an oral interview with Al Jowdy. Jowdy enlisted in the Navy in July 1942 at the age of 15, with his parents’ consent. His first assignment was pulling bodies out of sunken ships in Pearl Harbor. At Guadalcanal, his ship was torpedoed. Due to the presence of enemy subs, he could not be rescued initially and spent two weeks floating in a raft. Then he joined a rescue effort to aid the USS Wasp (CV-7), only to be torpedoed again, spending another four days in the water. Jowdy was then assigned to the USS Salt Lake City (CA-25), patrolling the Bering Sea and participating in the Battle of the Komandorski Islands as a second loader on a 40-millimeter. After witnessing the Marianas Turkey Shoot and also seeing MacArthur film his famous return, Jowdy participated in the bombardment of Iwo Jima, amidst kamikazes and suicide boats. After the war, he survived a typhoon and served occupation duty in Japan, later transporting troops as part of the demobilization effort before being discharged in January 1946.

Interview with Cleatus A. LeBow, a serviceman in the U. S. Navy during World War II. LeBow joined the navy in 1943 and went from Lubbock, Texas to San Diego for recruit training. He shipped out to Pearl Harbor aboard an LST from San Francisco. At Pearl Harbor, he was assigned to a work detail aboard the USS Oklahoma, which had just been righted. Shortly thereafter, he boarded the USS Indianapolis to serve as a range finder operator on one of the gun turrets. Upon leaving Hawaii, the Indianapolis went to Tarawa and then the Marshall Islands. LeBow witnessed Japanese civilian suicides on Saipan. He also witnessed the flag-raising on Iwo Jima from his range finder position aboard the ship. LeBow describes being hit by a kamikaze off Okinawa. He also discusses delivering atomic bomb components to Tinian and being torpedoed on the way to the Philippines. He describes abandoning the ship and spending five days in the water, including his faith in God, hallucinations, rescue, and his recovery.

The National Museum of the Pacific War presents an interview with Albert Finley. Finley joined the Marine Corps around December of 1943. He provides vivid details of his boot camp experiences. He served with Headquarters Company, 4th Marines, as a radar mechanic on Corsairs, repairing radio and radar gear. Beginning in September of 1944 they traveled to Guam, Kwajalein, Pearl Harbor and Majuro in the Marshall Islands. Finley shares a number of anecdotal stories, including working with POWs. He was discharged in the fall of 1946.

The National Museum of the Pacific War presents an interview with Albert Finley. Finley joined the Marine Corps around December of 1943. He provides vivid details of his boot camp experiences. He served with Headquarters Company, 4th Marines, as a radar mechanic on Corsairs, repairing radio and radar gear. Beginning in September of 1944 they traveled to Guam, Kwajalein, Pearl Harbor and Majuro in the Marshall Islands. Finley shares a number of anecdotal stories, including working with POWs. He was discharged in the fall of 1946.

This report summarizes U.S. nuclear testing on the Marshall Islands, U.S. compensation efforts to date, relevant provisions in the Compact of Free Association, and the Changed Circumstances Petition. It analyzes several issues related to the personal injury, health care, and property damages claims in the Petition.

This treaty governs mechanisms designed to ensure long-term conservation and sustainable use of certain species of fish, including tuna, swordfish, and marlin.

The National Museum of the Pacific War presents an oral interview with Franklin B. Murphy of Milford, Maine. He discusses enlisting in the U.S. Marines and going through basic training in South Carolina before completing his communications training in North Carolina. He also talks about his journey from Hawaii to Tarawa and the horrors he saw when they arrived and started to set up communication lines. Mr. Murphy was assigned to the twenty-fourth marines as their communication before being sent to Iwo Jima. He was in Guam for some recreational time when the bombs were dropped on Japan and the war ended, he was then discharged December of 1945.

The National Museum of the Pacific War presents an oral interview with Franklin B. Murphy of Milford, Maine. He discusses enlisting in the U.S. Marines and going through basic training in South Carolina before completing his communications training in North Carolina. He also talks about his journey from Hawaii to Tarawa and the horrors he saw when they arrived and started to set up communication lines. Mr. Murphy was assigned to the twenty-fourth marines as their communication before being sent to Iwo Jima. He was in Guam for some recreational time when the bombs were dropped on Japan and the war ended, he was then discharged December of 1945.

This treaty further develops relationships between the United States and Pacific nations in the areas of fisheries management and conservation.

The National Museum of the Pacific War presents an interview with Alan Fouts. Fouts joined the Navy in 1939 and trained in San Diego. Upon completion of basic training, Fouts joined the USS Argonne (AG-31). Later, he was stationed at the submarine base at Pearl Harbor when the war started. He recalls witnessing the Japanese attack Pearl Harbor. He managed to get guns operational on the USS Widgeon (AM-22) before it got underway during the attack. Between the attacks, Fouts went alongside the USS Arizona (BB-39) and measured the holes in the hull. He continued serving as a diver at Noumea and Samoa in 1942-1943. He volunteered for submarine duty and was made five war patrols aboard the USS Pogy (SS- 266). Fouts tells several submarine stories. After the war, Fouts remained in the Navy for thirty years.

The National Museum of the Pacific War presents an interview with Abe Santos. Santos joined the Navy in November of 1939. He served as a Fireman aboard the USS Astoria (CA-34). They participated in the battles of the Coral Sea, Midway and Savo Island, where the ship was sunk. He traveled back to Pearl Harbor aboard the USS Wharton (AP-7). Santos was placed on tugboat duty for six months, then transferred to Johnston Island as a Second-Class Machinist’s Mate. He assisted with airstrip construction. He later transferred back to headquarters at Pearl Harbor, and worked on staff for Admiral Robert L. Ghormley. He continued his service after the war ended.

The National Museum of the Pacific War presents an interview with Abe Santos. Santos joined the Navy in November of 1939. He served as a Fireman aboard the USS Astoria (CA-34). They participated in the battles of the Coral Sea, Midway and Savo Island, where the ship was sunk. He traveled back to Pearl Harbor aboard the USS Wharton (AP-7). Santos was placed on tugboat duty for six months, then transferred to Johnston Island as a Second-Class Machinist’s Mate. He assisted with airstrip construction. He later transferred back to headquarters at Pearl Harbor, and worked on staff for Admiral Robert L. Ghormley. He continued his service after the war ended.

The National Museum of the Pacific War presents an oral interview with Jack Kleiss. Kleiss discusses training for carrier landings on USS Enterprise; the arrival of VMF-211 aboard Enterprise and their delivery to Wake Island; and the attack on Pealr Harbor on 7 December 1941. Kleiss was in a dive bomber and attacked Japanese carriers at the Battle of Midway, where he earned the Navy Cross.

The South Pacific Regional Environment Programme is to promote cooperation in the South Pacific islands region and to provide assistance in order to protect and improve the environment and to ensure sustainable development.

From objectives and scope of work: The objective of this report is to provide a comprehensive review of the biology and population status of sea turtles potentially subject to entanglement in North Pacific high-seas driftnet fisheries. The report will assist National Marine Fisheries Service efforts to assess the impacts of the driftnet fisheries on threatened and endangered sea turtle populations.

This booklet is the fifth unit of a training course developed for Air Reserve personnel about countries and territories in the Pacific. This unit discusses the Trust Territory of the Pacific Islands (TTPI) and includes background information, review questions, and a list of readings for further study.

Technical report regarding the evaluation of body burdens of radionuclides in large populations in a large-scale survey.