The following are the combined personal diaries of the last World War II combat flight crew of the Boeing B-17-F Flying Fortress named "Out House Mouse". Each of these diaries has been transcribed from the original or from a first generation copy of the original provided to me by the crewmember or his immediate family. My father was 1Lt. E.J. ("Joe") Harvey, the pilot on this crew and it was the transcription of his diary that began this project. Lt. Harvey's notes were hand-printed in block capital letters and an effort has been made to retain that personality in this transcription. For each combat mission, Lt.Harvey also included carefully cut and folded newspaper accounts, which have also been transcribed and where possible, the source newspaper identified. An effort has been made to duplicate the newsprint type, column size and position as much as possible to retain the look of his original diary. From his diary, I learned the names of the other members of his crew and their hometown at that time. Using that information, I've been able to locate all the members of the crew or their family. Six others have provided me with copies of their diary for which I am most grateful and I have included transcriptions of these diaries in this combined record. Because Lt. Harvey provided an entry for every day, even when not flying, and because his diary covers the greatest period of time, from the first of January through the middle of June 1945, his diary provides the date stamp and serves as the basis for all of the other records. This combined chronological record includes the seven available records of all 9 members of this last combat crew of the "Out House Mouse". Thus, this record includes the diary of 2Lt. Phil Darby, the co-pilot, provided by Mr. Darby; the diary of 2Lt. Marty Raber, the bombardier who actually sent me his original diary and his scrapbook for my use in preparing this book; the diary of 2Lt. Paul Katz, the navigator for the crew, provided by his wife, Joan Katz; the diary of S/Sgt Niel C. Jorgenson, the crew's flight engineer, which has been provided by his daughter, Ms. Susan Lunt who also provided the computer scans of the photographs of the flight crew and their signatures at the beginning of this book. The remaining records are the "Mission Sheets" of the ball turret gunner, S/Sgt George H. Odenwaller and the diary of the tail-gunner S/Sgt Walter M. Limberger. Both of these gentlemen provided me with a hand-written reproduction of their diary. The last record of course is that of Lt. Harvey from which all of this has grown. Following the entries of the pilot and co-pilot, the entries from the other five diaries are arranged in a nose-to-tail order of that crewmember's position aboard the "Out House Mouse". Each of these records is separated from the others by a break line (----) with each contributing member identified. In addition, the individual contributions also use a different type font. A sincere effort has been made to replicate the handwriting and format the diarist used in each of the original records. For example, while most of the diary authors established a format for reporting the specific important facts of their missions and recorded these facts in hand-printed letters, Paul Katz wrote his diary in long-hand using a narrative style and addressed it to his wife, Joan. Consequently, for Lt. Katz, I chose a script font to replicate the transcription of his diary. "Mission days" are preceded by a small pilot's wing prior to the diary date and conclude with the transcription of the newspaper account (or accounts) that Lt. Harvey had so carefully cut, folded, and pasted into his diary. Photographs from these articles have been electronically scanned and reproduced here.

The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.

"After spending summers in rural West Virginia in her youth, the author enjoyed a twenty-year dream-come-true career as an executive at the Walt Disney Company. Inspired to share her experiences to help others, she created this book of career empowerment. She provides proactive ways to deal with issues such as long hours and the dreaded "reorganization" while reminding readers to be true to themselves and never give up on being the person they wanted to be when they grew up"--

An illustrated account of the dramatic engagement between the Luftwaffe's Me 163 units and Allied bombers during the closing years of World War II. In the summer of 1944, US Army Air Force (USAAF) aircrews flying over the Third Reich reported observing small, high-speed 'batlike' aircraft flying close to their formations. The Luftwaffe's extraordinary Messerschmitt Me 163 rocket-powered interceptor was making its devastating debut with Jagdgeschwader (JG) 400. Capable of reaching high altitudes in the shortest possible time by using a volatile rocket fuel, the Me 163 was the Luftwaffe's most impressive yet dangerous aircraft, and the fastest in the world. Luftwaffe expert Robert Forsyth details the testing of the aircraft and its lethal SG 500 'Fighter Fist' weapons system, as well as its deployment against the B17s and B24s of the USAAF's Eighth Air Force and, from late 1944, the Lancasters and Halifaxes of RAF Bomber Command. These duels started a deadly form of warfare, with the bomber squadrons striking at Germany's synthetic oil refineries and jet airfields, and the Me 163s of JG 400 trying to stop them using cutting-edge aeronautical technology. Using specially commissioned artwork, original photographs and rare first-hand interviews with the pilots that fought the decisive dogfights, this exciting book describes the pivotal encounters over Northern Europe.

Months after an ancient rage virus erupts from the depths of Yellowstone, survivors find themselves scattered. Clinging to life in clusters, hiding from the infected and scavenging from the remnants of humanity, life has evolved to mere survival. The United States government has attempted to reestablish itself in the last safe place on earth…an offshore flotilla of naval vessels. The last of the CDC’s disease researchers work tirelessly to find a cure, but the virus keeps mutating. They need the original strain from Yellowstone. Only one man knows the park well enough to escort the military to the source of the virus. Daniel Hatcher is called upon once more to face the threat of Yellowstone. Follow along as they try to survive ground zero.

The Mouse in Biomedical Research, Volume I: History, Genetics, and Wild Mice focuses on the utility of the mouse as a laboratory animal in biomedical research. A historical perspective on the development and origins of the laboratory and wild mouse is given. The diversity of inbred strains of mice as well as the methods of developing and the genetic monitoring and testing of these strains are discussed. This volume consists of 14 chapters and begins with an overview of mice of the genus Mus and problems concerning evolution within the genus. The following chapters focus on taxonomy, nomenclature, and breeding systems, together with recombinant inbred and congenic resistant mouse strains. Methods of constructing, testing, and monitoring strains are described. Congenic strains, gene mapping, cytogenetics, and murine experimental studies are also considered, along with the histocompatibility-2 complex and radiation genetics. The final chapter is devoted to the pharmacogenetics of the laboratory mouse, paying particular attention to intoxication and detoxication pathways, genetically determined differences in xenobiotic metabolism, and pharmacogenetic polymorphisms. This book will be a useful reference for investigators using mice in many areas of research.