Question:
Holland Smith was born on April 20, 1882 in Hatchechubbee, Alabama to John V. Smith and his wife Cornelia Caroline McTyeire. He received a Bachelor of Science degree from Auburn University (then known as Alabama Polytechnic Institute) in 1901. He had already decided on a military career and had become first sergeant of a cavalry company in the Alabama National Guard. However, he obtained his Bachelor of Laws degree from the University of Alabama in 1903 and practiced law in Montgomery, Alabama for a year.
After the latter assignment, General Smith assumed command of the 1st Marine Brigade at Quantico, taking that unit to Guantanamo Bay, Cuba, for extended amphibious training in October 1940. In February 1941, when the brigade was redesignated the U.S. 1st Marine Division, he became that organization's first commander. He returned with the division to Quantico in April 1941, and in June of that year he was detached from it to take command of the organization that eventually became the Amphibious Force, Atlantic Fleet. Under this command, the 1st Marine Division and the 1st and 9th Army Divisions received their initial training in amphibious warfare. Moving to San Diego in August 1942, the general took command of the Amphibious Corps, Pacific Fleet, under which he completed the amphibious indoctrination of the 2d and 3d Marine Divisions before they went overseas, and the 7th Army Division and other units involved in the Aleutians operation. The Amphibious Corps, Pacific Fleet, was later redesignated the V Amphibious Corps, and in September 1943, as commander of that unit, General Smith arrived at Pearl Harbor to begin planning for the Gilbert Islands campaign. He continued to head the V Amphibious Corps until August 1944, when he was named Commanding General, Fleet Marine Force, Pacific, at Pearl Harbor. Subsequently, he commanded the Fleet Marine Force. In addition to that post, he commanded Task Force 56 in the Battle of Iwo Jima before returning to the United States in July 1945, to head the Marine Training and Replacement Command at Camp Pendleton, California. Holland was known for the quote "In our corps without responsibility and discipline we would not have won the Battle of Iwo Jima." U.S. Navy Admirals Raymond Spruance and Richmond Turner wanted General Smith to command the Okinawa invasion forces. They were overruled by CinCPac, Admiral Nimitz because General Smith had sacked a U.S. Army General, Ralph Smith, during the Saipan campaign, and justifiable animosity between senior U.S. Army staff existed towards General Smith due to his service chauvinism. U.S. Army General Simon Bolivar Buckner, Jr. was appointed to command the Okinawa invasion in his place. Coincidentally, General Roy Geiger USMC, was placed in command of Tenth Army in June, 1945 when General Buckner was killed in Action.
Answer this question using a quote from the text above:

What else did he do during this time?

Answer:
They were overruled by CinCPac, Admiral Nimitz because General Smith had sacked a U.S. Army General,

input: In January 1919 Hamilton accepted a position as assistant professor in a newly-formed Department of Industrial Medicine (and after 1925 the School of Public Health) at Harvard Medical School, making her the first woman appointed to the Harvard University faculty in any field. Her appointment was hailed by the New York Tribune with the headline: "A Woman on Harvard Faculty--The Last Citadel Has Fallen--The Sex Has Come Into Its Own". Her own comment was "Yes, I am the first woman on the Harvard faculty--but not the first one who should have been appointed!" During her years at Harvard, from 1919 to her retirement in 1935, Hamilton never received a faculty promotion and held only a series of three-year appointments. At her request, the half-time appointments for which she taught one semester per year allowed her to continue her research and spend several months of each year at Hull House. Hamilton also faced discrimination as a woman. She was excluded from social activities, could not enter the Harvard Union, attend the Faculty Club, or receive a quota of football tickets. In addition, Hamilton was not allowed to march in the university's commencement ceremonies as the male faculty members did. Hamilton became a successful fundraiser for Harvard as she continued to write and conduct research on the dangerous trades. In addition to publishing "landmark reports for the U.S. Department of Labor" on research related to workers in Arizona copper mines and stonecutters at Indiana's limestone quarries, Hamilton also wrote Industrial Poisons in the United States (1925), the first American textbook on the subject, and another related textbook, Industrial Toxicology (1934). At tetraethyl lead conference in Washington, D.C. in 1925, Hamilton was the most prominent critic of adding tetraethyl lead to gasoline. Hamilton also remained an activist in social reform efforts. Her specific interests in civil liberties, peace, birth control, and protective labor legislation for women caused some of her critics to consider her a "radical" and a "subversive." From 1924 to 1930, she served as the only woman member of the League of Nations Health Committee. She also visited the Soviet Union in 1924 and Nazi Germany in April 1933. Hamilton wrote "The Youth Who Are Hitler's Strength," which was published in The New York Times. The article described Nazi exploitation of youth in the years between the two world wars. She also criticized the Nazi education, especially its domestic training for girls.

Answer this question "Did she win any awards while at Harvard?"
output:

Answer the question at the end by quoting:

The Tlingit language (English: , ; Tlingit: Lingit [linkit]) is spoken by the Tlingit people of Southeast Alaska and Western Canada. It is a branch of the Na-Dene language family. Extensive effort is being put into revitalization programs in Southeast Alaska to revive and preserve the Tlingit language and culture. Missionaries of the Russian Orthodox Church were the first to develop a written version of Tlingit, using the Cyrillic script to record and translate it, when the Russian Empire had contact with Alaska and the coast of North America down to Sonoma County, California.
Tlingit has a complex system of pronominals, which vary depending on their relationship to the verb. The subject pronominals are incorporated into the verb in its subject slot. The object pronominals are also technically incorporated into the verb (i.e. the verb "complex"), but most are graphically independent. They are divided into three classes, the verbal object, nominal object, and postpositional object. There are also the independent pronominals which are completely separate from the verb and can be used in dependent clauses or in subject or object position. The pronominals all have related semantic values, and their organization can hence easily be visualized in a table. The numbers in the first column represent the usual concept of person, i.e. first, second, or third. Story and Naish identified a fourth person, but this term is inappropriate since they did not describe a clear separation between the so-called fourth person and the other impersonal pronominals. When analyzing a sentence, the pronominal type is given first, then the form (subject, object, independent) is given following a period. This uniquely represents the pronominal as a two dimensional unit. Thus 1SINGULAR SUBJECT is the first person singular subject pronominal, realized as xhat. The RECIPROCAL does not uniquely identify one of the two reciprocal pronominals, but since they are both phonetically identical as woosh, it is generally unnecessary to uniquely identify them. There is also a notional zeroth person which can be of subject, object, or independent form. This is not realized in Tlingit, instead it is an empty placeholder for analysis.

What is the 1st class?
first column represent the usual concept of person,