Greater Underwater Propulsion Power Program
The Greater Underwater Propulsion Power Program (GUPPY) was initiated by the United States Navy after World War II to improve the submerged speed, maneuverability, and endurance of its submarines. (The "Y" in the acronym was added for pronounceability.)
The Navy began the program by testing and reverse engineering two captured German Type XXI U-boats: U-2513 and U-3008. That analysis led to four goals — increasing the submarines' battery capacity, streamlining the boats' structures, adding snorkels, and improving fire control systems. The Navy immediately focused on designing a new class of submarines, but the Bureau of Ships believed that the vast fleet of existing Gato, Balao, and Tench class submarines could be modified to incorporate the desired improvements. In June 1946, the Chief of Naval Operations approved the GUPPY project. The initial two boat test program, implemented by the Portsmouth Naval Shipyard, eventually grew into several successive conversion programs. Those upgrades proceeded in seven variants, in the following order: GUPPY I, GUPPY II, GUPPY IA, Fleet Snorkel, GUPPY IIA, GUPPY IB, and GUPPY III. Some boats that went through an early phase were then upgraded further in a later phase.
Read more about Greater Underwater Propulsion Power Program: GUPPY I Program, GUPPY II Program, GUPPY IA Program, Fleet Snorkel Program, GUPPY IIA Program, GUPPY IB Program, GUPPY III Program
Famous quotes containing the words greater, power and/or program:
“Every community is an association of some kind and every community is established with a view to some good; for everyone always acts in order to obtain that which they think good. But, if all communities aim at some good, the state or political community, which is the highest of all, and which embraces all the rest, aims at good in a greater degree than any other, and at the highest good.”
—Aristotle (384–323 B.C.)
“Quintilian [educational writer in Rome about A.D. 100] hoped that teachers would be sensitive to individual differences of temperament and ability. . . . Beating, he thought, was usually unnecessary. A teacher who had made the effort to understand his pupil’s individual needs and character could probably dispense with it: “I will content myself with saying that children are helpless and easily victimized, and that therefore no one should be given unlimited power over them.””
—C. John Sommerville (20th century)
“The principal saloon was the Howlin’ Wilderness, an immense log cabin with a log fire always burning in the huge fireplace, where so many fights broke out that the common saying was, “We will have a man for breakfast tomorrow.””
—For the State of California, U.S. public relief program (1935-1943)