C17 Aircraft Cost Of Spare Parts Higher Than Justified Report To The Honorable Charlie Rose House Of Representatives

Contents: (1) Intro.: Alternate Engine Program; (2) Background: The F-35 In Brief; Three Versions; Alternate Engine Program; Program Origin and Milestones; Procurement Quantities; Program Mgmt.; Internat. Participation; Cost and Funding; Mfg. Locations; Proposed FY 2010 Budget; Proposed Termination of Alternate Engine; (3) Issues for Congress: Alternate Engine Program; Summary of Arguments; Admin. Perspective; Studies on F-35 Alternate Engine; Recent Developments; Development Status and Readiness for Production; Admin. Perspective; Affordability and Projected Fighter Shortfalls; Implications for Industrial Base; (4) Legislative Activity for FY 2010; Summary of Quantities and Funding; FY 2010 Defense Author. Bill. Illus.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Legacy describes what Canada must do to overcome the schools’ tragic legacy and move towards reconciliation with the country’s first peoples. For over 125 years Aboriginal children suffered abuse and neglect in residential schools run by the Canadian government and by churches. They were taken from their families and communities and confined in large, frightening institutions where they were cut off from their culture and punished for speaking their own language. Infectious diseases claimed the lives of many students and those who survived lived in harsh and alienating conditions. There was little compassion and little education in most of Canada’s residential schools. Although Canada has formally apologized for the residential school system and has compensated its Survivors, the damaging legacy of the schools continues to this day. This volume examines the long shadow that the residential schools have cast over the lives of Aboriginal Canadians who are more likely to live in poverty, more likely to be in ill health and die sooner, more likely to have their children taken from them, and more likely to be imprisoned than other Canadians. The disappearance of many Indigenous languages and the erosion of cultural traditions and languages also have their roots in residential schools.

n this extremely comprehensive overview of airlift and air mobility, Colonel Miller shows how the worldwide orientation of American foreign policy, the numerous threats to free-world interests, and the speed and complexity of modern warfare have combined with political and resource constraints to produce today's airlift doctrine and force structure. Airlift is the movement of goods and people to where they are needed, when they are needed there. Since the 1920s there has been an evolving awareness and articulation of how to best organize, train, and equip airlift forces for that mission. The worldwide orientation of American foreign policy, the numerous threats to free world interests, and the speed and complexity of modern warfare have combined with political and resource constraints to produce today's airlift doctrine and force structure. Colonel Miller's study traces these many interrelationships to discover what critical airlift decisions were made, why they were made, and what they may mean in the future. Airlift is the backbone of deterrence. A properly structured and equipped airlift force is critical to the successful execution of the national military strategy. How we think about airlift and how we translate those thoughts into a meaningful expression of how to develop, deploy, and employ airlift forces is vital to the national defense. Colonel Miller's study is a definitive step in that important process.

The NACA and aircraft propulsion, 1915-1958 -- NASA gets to work, 1958-1975 -- The shift toward commercial aviation, 1966-1975 -- The quest for propulsive efficiency, 1976-1989 -- Propulsion control enters the computer era, 1976-1998 -- Transiting to a new century, 1990-2008 -- Toward the future

In 1995, two significant aircraft made aviation history as they lifted off runways in different parts of the country. One, the Boeing 777, a wide-bodied, two-engine passenger plane created by private enterprise, made its first commercial transoceanic flight in June 1995. The other, the C-17, a military cargo plane created by the Department of Defense (DOD), received initial operating certification in January 1995. Each aircraft exhibited innovative design and high-tech features, but neither boasted an unprecedented level of untried technology. They were similar in many ways-both intended to ferry passengers or cargo with appropriate ease from one point to another. Yet each of these aircraft had a unique story of development-one a straightforward narrative of almost 9 years, the other a complex, convoluted yarn spanning 24 years. Even after Congress approved funding, the C-17 time table was greater than the Boeing 777. This study compares and contrasts the histories of these two aircraft to determine why a private-sector company was able to develop and produce the 777 in significantly less time than the government took to develop and produce the C-17. The 777 originated in the late 1980s during market research by the Seattle-based Boeing Company. To determine what the market would bear, Boeing solicited input from commercial airlines, asking them what they wanted in a new aircraft. Once Boeing determined the type of aircraft to build, the company set a timeline, initiated innovative development procedures, and then followed a set of guidelines to produce the aircraft.