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The bow of a US Navy cruiser damaged in a World War II battle in the Pacific has shone new light on one of the most remarkable stories in the service’s history.

More than 80 years ago, the crew of the USS New Orleans, having been hit by a Japanese torpedo and losing scores of sailors, performed hasty repairs with coconut logs, before a 1,800-mile voyage across the Pacific in reverse.

The front of the ship, or the bow, had sunk to the sea floor. But over the weekend, the Nautilus Live expedition from the Ocean Exploration Trust located it in 675 meters (2,214 feet) of water in Iron Bottom Sound in the Solomon Islands.
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Using remotely operated underwater vehicles, scientists and historians observed “details in the ship’s structure, painting, and anchor to positively identify the wreckage as New Orleans,” the expedition’s website said.

On November 30, 1942, New Orleans was struck on its portside bow during the Battle of Tassafaronga, off Guadalcanal island, according to an official Navy report of the incident.
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The torpedo’s explosion ignited ammunition in the New Orleans’ forward ammunition magazine, severing the first 20% of the 588-foot warship and killing more than 180 of its 900 crew members, records state.

The crew worked to close off bulkheads to prevent flooding in the rest of the ship, and it limped into the harbor on the island of Tulagi, where sailors went into the jungle to get repair supplies.

“Camouflaging their ship from air attack, the crew jury-rigged a bow of coconut logs,” a US Navy account states.
With that makeshift bow, the ship steamed – in reverse – some 1,800 miles across the Pacific to Australia for sturdier repairs, according to an account from the National World War II Museum in Louisiana.

Retired US Navy Capt. Carl Schuster described to CNN the remarkable skill involved in sailing a warship backwards for that extended distance.

“‘Difficult’ does not adequately describe the challenge,” Schuster said.

While a ship’s bow is designed to cut through waves, the stern is not, meaning wave action lifts and drops the stern with each trough, he said.

When the stern rises, rudders lose bite in the water, making steering more difficult, Schuster said.

And losing the front portion of the ship changes the ship’s center of maneuverability, or its “pivot point,” he said.

“That affects how the ship responds to sea and wind effects and changes the ship’s response to rudder and propellor actions,” he said.

The New Orleans’ officers would have had to learn – on the go – a whole new set of actions and commands to keep it stable and moving in the right direction, he said.

The ingenuity and adaptiveness that saved the New Orleans at the Battle of Tassafaronga enabled it to be a force later in the war.

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That insight is part of the value of having kids play with dolls that have disabilities, said Dr. Sian Jones, co-founder of the Toy Box Diversity Lab at Queen Margaret University in Edinburgh, Scotland.
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Jones and her colleague Dr. Clare Uytman study how playing with dolls and toys with a range of physical challenges can reduce systemic inequality for disabled people.
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It’s based on a theory of mirrors and windows by Rudine Sims Bishop, a professor emerita of education at Ohio State University. Bishop realized that having diverse characters in books was good for all kids: It helps children from minority groups see themselves mirrored in the lives of book characters, and it gives kids a window into the lives of others, helping them build empathy.

Jones says that when kids play with dolls that have mobility challenges, for example, it helps them identify and understand the struggles of people with disabilities whom they meet in real life.
“Barbie in a wheelchair cannot use the doll’s house in their kindergarten classroom, so they have to build a ramp in order for her to be able to access the door to their doll’s house, for example,” said Jones, who lives with cerebral palsy.

When she started her work incorporating disabled dolls into school curricula, Jones said, there were few available for purchase. She mostly had to make them herself. Now, she can buy them from big companies like Lego and Mattel, “which is wonderful.”
Mazreku says the work to design the doll was well worth it. She recently got to bring one home to give to her 3-year-old daughter.

“I brought Barbie home to her and gave her a chance to interact with her and see her things,” Mazreku said. “And she looked at me and she said, ‘She looks like Mommy.’ And that was so special for me.”

Her daughter doesn’t have type 1 diabetes, she said. “But she sees me every day, living with it, representing and understanding and showing the world and wearing my devices confidently, and for her to see Barbie doing that was really special.”