The National Museum of the Pacific War presents an oral interview with John G. Solis of Irving, Texas. He discusses enlisting in the U.S. Navy on September 17, 1942, and was sent to the Naval Air Station in Corpus Christi, Texas for bootcamp. In bootcamp Mr. Solis talks about learning to shoot rifles by shooting clay pigeons and presentations held to teach how to identify enemy aircraft. While learning to fly, Mr. Solis was assigned to Bombing Squadron 1. In 1944 Mr. Solis ended up with the Torpedo Squadron 100 flying torpedo planes in Oahu, Hawaii. His squadron never saw combat, but he did witness U.S. ships getting destroyed by Kamikaze planes during the Okinawa invasion. He helped in some Naval strikes in Japan from March to June of 1945 before returning to the states for leave. Mr. Solis was still at home on leave when the war officially ended, and he was discharged on September 14th of 1948 due to signing up for a 6-year contract instead of the normal 4-year one.

The National Museum of the Pacific War presents an oral interview with John G. Solis of Irving, Texas. He discusses enlisting in the U.S. Navy on September 17, 1942, and was sent to the Naval Air Station in Corpus Christi, Texas for bootcamp. In bootcamp Mr. Solis talks about learning to shoot rifles by shooting clay pigeons and presentations held to teach how to identify enemy aircraft. While learning to fly, Mr. Solis was assigned to Bombing Squadron 1. In 1944 Mr. Solis ended up with the Torpedo Squadron 100 flying torpedo planes in Oahu, Hawaii. His squadron never saw combat, but he did witness U.S. ships getting destroyed by Kamikaze planes during the Okinawa invasion. He helped in some Naval strikes in Japan from March to June of 1945 before returning to the states for leave. Mr. Solis was still at home on leave when the war officially ended, and he was discharged on September 14th of 1948 due to signing up for a 6-year contract instead of the normal 4-year one.

Article describes the Peace Corps training program in the 1960s-80s at the University of Oklahoma, which included language, technical, and cultural training. Experienced international trainer Richard H. Hancock relates stories from his own travels as well as those gained while working with the recruits at OU.

Article describes the experiences of the author, Denzil D. Garrison, during his service in the Forty-fifth Infantry Division during the Korean War. Garrison provides historical context and also recounts personal stories, which vary from humorous to death-defying.

Article documents the life of Oscar Jacobson, an artist and world art historian who ran the School of Art at the University of Oklahoma. He was the first art authority to recognize Native American painting as fine art and introduced it to the international market. The article also details the efforts of the Jacobson House Committee in the 1980s to restore and preserve the house as a Native American Arts Center.

Article presents a biography of William Cunnigham and reveals the ways in which his novels, poetry, and other writings championed the industrial-agricultural working class of his native state of Oklahoma.

Article discusses the University School at the University of Oklahoma as a model of progressive education. Ellsworth Collings founded University School in 1917, a junior high and later high school. For fifty-six years it was to be a nexus of experimentation, observation, and practice exemplifying the ideals of Progressive education.

The second part of this two-part article examines the government reaction in 1941 that led to the Oklahoma Senate Committee on Elections and Privileges' mandated investigation of alleged Communist activity in Oklahoma colleges and universities.

The first part of this two-part article examines citizen action in Oklahoma initiated in the fall of 1940 by the creation of the Oklahoma Federation of Constitutional Rights to preserve and defend freedom of speech, which later faced investigation by the legislature.

Article expanding on the previous 2004 article on Oklahoma's reaction to the depression era banking crisis of early 1933. In this article, Gatch ties the origin of the scrip movement to the writings of Yale University's professor Irving Fisher and traces the implementation of scrip schemes in nearly three dozen Oklahoma towns and explains the reasons for scrip's early success and rapid demise.

Article detailing the University of Oklahoma's reaction and response to the declaration of World War I in 1917. This includes the University of Oklahoma's administration, faculty, and students' actions to support the war effort. The revamped campus included barracks and military-training facilities. A Student Army Training Corps, precursor to ROTC, was born, and numerous students and faculty entered the armed services.

Interview with James Koger, Army veteran, concerning his memories of childhood in Des Moines, Iowa, Peoria, Illinois, San Antonio, Texas, and Oklahoma City, Oklahoma; decision to enroll at University of Oklahoma; being drafted in 1945; training in Army Corps of Engineers; service in postwar occupation of Japan; decision to return to University of Oklahoma; career as aviation engineer with General Dynamics in Fort Worth, Texas. Appendix includes photo of interviewee.

Photograph of back hoe placing rip rap at EWP bridge project.

Photograph of back hoe placing rip rap at EWP project.

Photograph of strata for height on upstream side of bridge EWP.

Photograph of rip rap placed on S. abutment EWP bridge project.

Photograph of front loader placing rip rap at EWP project.

Photograph of back hoe placing rip rap at EWP project.

Photograph of back hoe placing rip rap at EWP project.

Photograph of back hoe placing rip rap at EWP project.

Photograph of rip rap placed on S. abutment EWP bridge project.

Photograph of upstream end of rip rap completed at EWP.

Photograph of front loader placing rip rap at EWP project.

Photograph of back hoe placing rip rap at EWP project.