428 24 26018 https://digitalcollections.library.gvsu.edu/files/original/62ee5370a9f5837a1da9599eed06bda2.jpg 45a8da35c784a00a62d78deff650dd09 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_H184-0028 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1967-08 Title A name given to the resource Janis Ian sitting on bed Description An account of the resource Black and white photograph of Janis Ian sitting on a bed in front of a wall covered in posters and drawings. Photograph taken in August 1967 by Douglas R. Gilbert for LIFE magazine. Scanned from the negative. Subject The topic of the resource Ian, Janis Folk singers Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/2d9567cbef0970377375dcfc4d667c93.jpg ffd834f53249b6de02730ae3a62df85d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_H192-0010 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1967-08 Title A name given to the resource Janis Ian tuning guitar Description An account of the resource Black and white photograph of Janis Ian tuning an accoustic guitar. Photograph taken in August 1967 by Douglas R. Gilbert for LIFE magazine. Scanned form the negative. Subject The topic of the resource Ian, Janis Folk singers Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/87e4215b0b96c6001279fc22d3801f7b.jpg 73e4eb3f5d15ede590ae544b6b26bc58 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_H203-0012 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1967-08 Title A name given to the resource Janis Ian with spring Description An account of the resource Black and white photograph of Janis Ian standing next to a window, holding a spring under her nose. Photograph taken in August 1967 by Douglas R. Gilbert for LIFE magazine. Scanned form the negative. Subject The topic of the resource Ian, Janis Folk singers Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7600366fb362af4350574a711b6b2e1d.pdf e857f4cb4c276e4dd027efe53f703e31 PDF Text Text ·· ( J ~ (/ Guesthouse Bed and Breakfast Accomodations Built in 1879 I Round the Comer Ice Cream Shoppe Serving 50 Flavors 132 Mason Street Saugatuck, Michigan 49453 Phone (616) 857-8851 Bill and Joyce Jann �Rates Rooms 1 and 3 ..................................................................... $40.00 (One full bed) Shared Bath X Room 2 ......... ~ .. ~ ........................................ $46.00 (Two full beds) Private Bath Room 4 ........ ········································· ······················ ......... $44.00 (Two twin beds) Private bath Room 5 ................................................................................ $44.00 (One full bed) Private Bath Room 6 - Apartment with cooking facilities ......................... $49.00 (One full bed) Private Bath 1986 Rates - Subject To Change Our building was built in 1879 and has been a guest house for over 75 years. We are located downtown in the heart of Saugatuck, within walking distance of all shops and restaurants. You can find us by looking for 'Round the Corner Ice Cream Shoppe, the only pink building in town. Our guest rooms are beautifully furnished with a blend of antique and wicker furniture. Rooms have private baths and air conditioning. Complimentary bakery goods are served each morning in our Country Breakfast Room. Children welcome. Reservations recommended. Open all year. All rooms are non-smoking. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Walsh-J_0021 Creator An entity primarily responsible for making the resource Jann, Bill and Joyce Title A name given to the resource Jann's Guesthouse pamphlet and rates of stay Description An account of the resource Notecard advertisement for Jann's Guesthouse Bed and Breakfast featuring their rates of stay, origin in 1879, and location adjacent to 'Round the Corner Ice Cream Shoppe. In the bottom right hand corner of the advertisement are the names "Bill and Joyce Jann" and in the lefthand side there is the address of the location: 132 Mason Street Saugatuck, Michigan 49453. Phone (616) 857-8851. The pamphlet has the rates of stay listed on the interior and at the bottom there is a message describing the establishment. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Bed and breakfast accommodations Advertising fliers Source A related resource from which the described resource is derived Digital file contributed by Jerri Walsh as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/6118a9682d44d06bac564b406a594497.m4v 6730bea2b3a189061abea05102197ab2 https://digitalcollections.library.gvsu.edu/files/original/135cc00d5d00aa7f6ebcdee77f93e70a.pdf dd07be137732f4ec412addf827a57c12 PDF Text Text Grand Valley State University Veterans’ History Project Donald Jansen Cold War; Vietnam War 28 minutes 9 seconds *Note: Times in outline correspond with timecode on video (01:59:23) Early Life -Born in Holland, Michigan, on May 6, 1937 -Grew up in Holland and lived there until he was 29 years old -Moved back to Holland in 2011 (02:00:07) Joining the Army & Becoming a Chaplain -Joined the Army in 1967 -Graduated from seminary in June 1967 -Spent the summer at Detroit General Hospital studying clinical pastoral education -There during the riots -Ordained in September 1967 -Went on active duty at Fort Hamilton, New York, in October 1967 -Part of the Reformed Church in America -Graduated from Western Theological Seminary -Took his basic chaplain’s course at Fort Hamilton (02:01:00) Stationed at Fort Bliss -Sent to Fort Bliss, Texas -Assigned to basic training brigade and had some duties at the reception center -Most soldiers went to advanced infantry training, and the majority went on to Vietnam -Caused the men and their families a lot of stress and anxiety -Parents called to ask questions, and the some of the men were married -He did more individual counselling than marriage counselling -Spent a year at Fort Bliss (02:02:23) Tour in Vietnam -Deployed to Vietnam in fall 1968 -Assigned to the 184th Ordnance Battalion -Second largest ammunition dump in Vietnam (had 120 “pads” of ammunition) -Supplied outlying areas -He had area coverage including a maintenance battalion and the 84th Combat Engineers -Travelled by convoy or helicopter -Went to Dak To on the Cambodian border -Base was located southwest of Qui Nhon -Travelled as far north as An Khe and Pleiku -Experienced ambushes on convoys -Travelled in a ¼ ton jeep covered in sandbags �-Went through the Mang Yang Pass -Viet Cong stayed on the cliffs and dropped grenades on the convoy -Travelled via the 8th Transportation Group -Gun trucks went with the convoy to offer better protection -Never stopped to engage the enemy, just kept shooting and driving -Their base camp was vulnerable to sappers -One night, they lost $20-30 million worth of ammo, and a lot of troops -Constantly dealt with penetrations -Rocket and mortar attacks -Saw the devastating aftermath of the Tet Offensive -Not safe anywhere in Vietnam -Had friends in the infantry who experienced a lot of combat -The best memory of Vietnam was the camaraderie he experienced with the troops -Saw evidence of PTSD long before effective treatment was implemented -He is active with the Vietnam Veterans of America and veterans’ support groups (02:07:54) First Tour in West Germany -Sent to West Germany and attached to the largest armored maneuver brigade in the Army -Had four battalions of armor, artillery, and other support units -A lot of the men had been to Vietnam and suffered from PTSD -No treatment options available to them in Germany -Operated 30 miles north of Frankfurt -Did a lot of field duty -Tanks from his unit were sent to the Middle East during a conflict -Note: Most likely the Jordanian-Palestinian Civil War -Stationed in Germany for three years (02:09:23) Stationed at Fort McPherson -Due to his interest in training and the war on drugs, he was sent to Fort McPherson, Georgia -Took drug & alcohol abuse classes, and developed a treatment and prevention program -Got his doctorate of ministry degree with a focus on pastoral counselling -Focused primarily on family counselling -Paid for by the GI Bill -At Fort McPherson at the beginning of the all-volunteer Army -Felt that it shouldn’t have happened -Saw a lot of soldiers take advantage of the high enlistment bonuses (02:11:14) Advanced Chaplain’s Course and South Korea -Sent to the advanced chaplain’s course at Fort Wadsworth, New York -Deployed to South Korea for two years (02:11:41) More CPE & Stationed at Fort Sam Houston -Sent to Yale New Haven Hospital, Connecticut, for further clinical pastoral education -Utilized that training at Brooke Army Medical Center at Fort Sam Houston, Texas -Spent most of his time in the burn ward -Had 75 beds -Felt like being back in combat �-Nothing more horrifying than severe burns -Sent to the main post chapel at Fort Sam Houston -Served there for six (or eight) months (02:12:33) Final Tour in Germany -Returned to Germany for his final tour -Attached to the 207th Military Intelligence Brigade (largest MI unit in the Army at the time) -Had a battalion that flew out of an airport near Stuttgart for recon flights -Had a human intelligence battalion -Monitored communications -Served with the 207th for three years -Served at the Pattonville chapel for most of a year -Note: Pattonville was a large housing area for Army personnel near Stuttgart -Had a community of 5,000 residents during his time there -1,000 students attended the local school -The 207th gathered top secret information from East Germans and other communist states -Sifted through the raw intelligence to try and find anything noteworthy -He did a lot of family counselling and held a lot of family retreats -Had a “rolling retreat” for the soldiers -Started with a prayer breakfast, then a tour down the Autobahn to Munich -Pointing out different kinds of religious architecture -Always stopped at the Dachau concentration camp -Never got any easier to see that place -Worked with Lieutenant Colonel John Koehler -Became the White House Director of Communications during the Reagan administration -Learned a lot about the lives of the troops he ministered to -Multi-ethnic, multi-religious environment and he thrived in it (02:17:25) Life after Service Pt. 1 -Retired from the Army in late 1987 after 20 years of service -Ministered at three churches over the span of 10 years -There was an opening at the VA Hospital in Battle Creek, Michigan, so he took it -Worked there for 10 years then permanently retired -Saw the VA make progress -Veterans received good care, but still had to wait a long time to actually get that care -Mostly did psychological work -Had four nursing homes -Two that specialized in hospice and dementia/Alzheimer’s care -State-of-the art facilities -Had a psychological ward -Dealt with PTSD and substance abuse -Learned a lot from the veterans -Incorporated skills he’d learned in the chaplaincy to connect with them (02:20:50) Work with the 3rd Armored Division & Memory from German Tour -Worked with a lieutenant colonel in the 1st Brigade of the 3rd Armored Division �-Went on to become the commander of forces in Europe -Had a high expectation of the chaplains under his command -Expected them to know the Bible and preach a positive message -During a tour in Germany, he remembers when his chapel almost burned down -His chaplain’s assistant accidentally left the stove on while they were gone -When they returned, the stove pipe was red hot and the room felt like an oven (02:23:22) Reflections -Feels it’s important for chaplains and other troops to tell their stories -Helps humanize soldiers and remind people that soldiers have lives before the military -Always played on softball teams as a way of bonding with troops -Needed good stamina as a chaplain to keep up with the rest of the soldiers (02:25:04) Marriages -Married to his first wife 19 or 20 years, but divorced 10 years after he left the Army -Single for 13 or 14 years, then he married a former Army chaplain -Have been married for 12 years (as of the interview) -She worked on the Family Advocacy Council and taught noncommissioned officers -Did that for 12 years in the Army -Still a very patriotic couple (02:26:10) Life after Service Pt. 2 -Still does committal (burial) services for the Veterans of Foreign Wars and American Legion -Remembers doing 30 committal services in two months at the VA Hospital in Battle Creek -There was a national cemetery conveniently located next to the hospital -At one time, he had four remains in need of a burial -Not one family member came to claim them or be part of the burial -Always committed to ensuring those veterans were buried with full military honors < Tape ends before the interview does > � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_JansenD2061V Title A name given to the resource Jansen, Donald J (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-10-29 Description An account of the resource Donald Jansen was born in Holland, Michigan, on May 6, 1937. He graduated from Western Theological Seminary in June 1967, was ordained in September, and went on active duty at Fort Hamilton, New York, in October 1967. He was sent to Fort Bliss, Texas, to serve as the chaplain for a basic training brigade and did that until he was deployed to Vietnam in the fall of 1968. He served with the 184th Ordnance Battalion and operated out of Qui Nhon. He ministered to soldiers in his unit as well as troops in a maintenance battalion and the 84th Combat Engineers. Despite being a chaplain, he experienced ambushes on convoys, rocket and mortar attacks on the base, and sapper attacks. After Vietnam, he was sent to West Germany for three years, then returned to the United States for service at Fort McPherson, Georgia. He also served at Fort Wadsworth, New York, and in South Korea for two years. Donald served at Brooke Army Medical Center then at the main post chapel in Fort Sam Houston, Texas, before doing a final tour in West Germany with the 207th Military Intelligence Brigade. He retired in 1987. Creator An entity primarily responsible for making the resource Jansen, Donald J. Contributor An entity responsible for making contributions to the resource Keizer, Herman Jr. (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/bc367cc9704d97db109f624931822d38.mp4 e3297fd7c9d1bb34140779423a4a630d https://digitalcollections.library.gvsu.edu/files/original/f0cd69a4ccab40bbd6aee4b05543a56b.pdf 80c05bb4f7d3c55789b57fd5c04a036b PDF Text Text Grand Valley State University Veterans History Project John Janssen (53:28) (00:25) Background Information • • • • • John was born on April 30, 1922 in Wisconsin His father bought a farm in Michigan in 1928 and they moved John graduated from high school in 1940; before that he had never paid attention to the news of what was going on in Europe He began working in a factory for 35 cents an hour and then moved to Kalamazoo, MI John enlisted in the Marine Corps on October 29, 1941 (4:20) Basic Training • • • Training was a big change in John’s life and it was hard for him to get used to They spent time drilling, doing calisthenics, and marching through swamps in South Carolina John was in South Carolina for about 3 months and then was shipped to Quantico, Virginia for guard duty at a Marine Corps base (8:40) Quantico • John was in Quantico from January 1942 through March 1943 • He helped directed traffic in five lanes by the main gate • In the year that he was in Virginia, he was on liberty once in Washington, DC (10:15) Working on an Air Craft Carrier • John was working with the gunnery crew on a Navy ship • They left from Virginia and traveled to South America to drop off supplies • They crossed through the Panama Canal while headed towards Pearl Harbor • John worked with Air Group 5 in Pearl Harbor and then headed towards Marcus Island (17:05) Marine Gunner • John remembered many kamikaze attacks while fighting in the Pacific • They hit back with radar-guided missiles, automatic rifles, and armor piercing shells • John felt all the men he worked with performed well while under attack (25:05) Ship Life • John spent two years altogether on a ship and found it to be very boring �• • He was a sergeant and had to guard deck every three days John spent his spare time reading and boxing (33:10) Time on Leave • While on leave John visited the New Hebrides and the Philippines • They brought their own beer because there were no bars on some of the islands • John really enjoyed spending time in the New Hebrides because they were many nice and interesting people • There were many USO shows on the islands (38:40) Okinawa • Near the end of the was kamikaze attacks increased • The US had been planning the invasion of Japan • No one had known anything about the atomic bomb and they all heard the surprising news on the radio • John landed in Japan to help take over an arsenal after the bombing • They took over Yokosuka and took all the arms away from Japanese soldiers • When they left Japan, they all had to strip down and were deloused with DDT (45:30) Traveling Back to the US • John rode in a small ship, stopping in Pearl Harbor, and then San Diego • The weather was rough for such a small ship and John was sick most of the time • John waited at the Great Lakes naval base in Chicago for two months; they had lost his papers and was not able to be discharged without them • Afterwards John began working in a factory and then started driving trucks � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JanssenJ Title A name given to the resource Janssen, John (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Janssen, John Description An account of the resource John Janssen was born on April 30, 1922 in Wisconsin and moved to Michigan in 1928. He graduated from high school in 1940 and joined the Marine Corps on October 29, 1941. John went through basic training in South Carolina, where they spent a lot of time marching through swamps. John then began working on an aircraft carrier as an anti-aircraft gunner and served in a series of battles in the Pacific, concluding with Okinawa. After Japan was bombed, John worked there breaking down an arsenal and taking weapons away from Japanese soldiers. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Marine Corps World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-08-05 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/70f81937519714ae928e15875039ae14.mp4 e0866bcec35f5e93511e5af18b692b0b https://digitalcollections.library.gvsu.edu/files/original/5e762643ee4dcdfdd9f3113141ca34a2.pdf fd74b4b7863ff8f908808f064b70d3a8 PDF Text Text Grand Valley State University Veterans History Project Ray Janssen (00:47:03) (00:15) Background Information • Ray was born in Wisconsin in 1923 • They later moved to Michigan and his father bought a 40 acre farm, and also worked in a factory • They had almost lost the farm during the depression • Ray graduated in 1942 and began working until he was drafted in 1943 • He had not paid much attention to the news before Pearl Harbor was attacked (5:00) Training in Alabama • Ray trained at Camp Rucker in Alabama; the camp was very large and the weather was terribly hot • The marched and did many other activities while wearing gas masks • Ray trained for eight months in ordinance duties • Most of the sergeants were easy to work with as long as you did what you were supposed to do (11:20) Australia • Ray took a train from Alabama to San Francisco • They trained in California for another three weeks • They then boarded a liberty ship and headed for Australia • The trip lasted 30 days through the month of October, and they had to travel in a zigzag path the whole way • Ray lived in a tent with the 168th ordinance company outside of a large city in Australia • They were working with Australian civilians in supply warehouses and had nights off (18:50) Leyte • Ray left Australia after one year and headed for a Leyte in the Philippines, arriving a few weeks after the initial landing there • Their ship was attacked by kamikazes that caused great damage to the engine of the ship and killed their captain • Ray was hit in the thigh with shrapnel and taken to an old school house on the shore • He then stayed on a hospital ship for three days and was transferred to and aid center in New Guinea for four months (24:50) Philippines • Ray went back to work with his company and was working in light duty and supplies �• • • • He worked with civilians at the air port, who he though were all very nice people and all spoke perfect English Ray had time off to visit his brother in the Navy as his ship passed by From August till December Ray worked to evacuate all US supplies from the area They were breaking down the base and actually sunk or destroyed many of their supplies (34:05) Discharged • Ray boarded a ship and reached California on December 24th • He arrived in Fort Sheridan on January 4th and was discharged • Ray worked many odd jobs after his time in the service • He worked for three years in a muffler company and then was dye casting for another 5 years • He later went into manufacturing for 27 years before retiring � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JanssenR Title A name given to the resource Janssen, Raymond (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Janssen, Raymond Description An account of the resource Ray Janssen was born in Wisconsin in 1923 and then grew up on a farm in Michigan. He graduated from high school in 1942 and was drafted shortly after in 1943. Ray trained in terribly hot weather in Alabama for eight months and then trained in California for about three weeks before leaving for Australia. Ray worked with Australian civilians in supply warehouses for one year before traveling to Leyte, where he was wounded in a kamikaze attack on his ship. He recuperated on New Guinea and returned to duty in the Philippines at the end of the war, where he helped to destroy leftover supplies and munitions. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-08-15 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1a3280d4730b5f9222b3a8a308d70716.jpg 408a565dd8416d08b273359641e7aaf4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. DS810.H43 1904 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0462 Title A name given to the resource Japan: An Attempt at Interpretation Description An account of the resource Binding of Japan: An Attempt at Interpretation, by Lafcadio Hearn, published by Macmillan Company, 1904. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1904 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/cb83e3400583282a3b3b6d8f804b0052.jpg 72b1550d2e71c888659fcc73f06e88fd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M4016 Title A name given to the resource Japanese 25-NF, night fighter aircraft Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Irving, Japanese 25-NF (night fighter aircraft), reconnaissance, November 20, 1944. Subject The topic of the resource United States. Navy Japan World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-11-20 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e065c6c52a95abb431597fe28f4dc0a7.jpg 44ca97b1b5d94890e1e1ef7d87e1273f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M1899 Title A name given to the resource Japanese bomber, Aichi 99, "Val" Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Japanese ND/B bomber, Aichi 99, "Val", June 30, 1943. Subject The topic of the resource United States. Navy Japan World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1943-06-30 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c4afc5b8fea340b87764ba5845fdda6c.jpg da8add2f14dd43bed5ff372dec26536a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M2927 Title A name given to the resource Japanese dive bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource T-2 Judy, Japanese reconiassance dive bomber, May 15, 1944. Subject The topic of the resource United States. Navy Japan World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-05-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/669f8607f042b71ab3fa69f3e03f6158.jpg 4fbc840a10defa0ce3988da6da8dc8be Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M4362 Title A name given to the resource Japanese dive bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Judy, Japanese reconnaissance dive bomber, February 1, 1945. Subject The topic of the resource United States. Navy Japan World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-02-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/abcb80ed7f8dfc7a2160a8e4ae57a2f4.jpg c929b6b0be21d0594495766a66a6e143 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M1909A Title A name given to the resource Japanese flying boat Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Japanese NPB, flying boat, Kawanishi 97, "Mavis", June 30, 1943. Subject The topic of the resource United States. Navy Japan World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1943-06-30 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a8c387e20dff52693dd0683ae10f7977.jpg 08fa18c7996f9559c255f2726b889662 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_MX1729 Title A name given to the resource Japanese Kaibokan No. 2 class Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Kaibokan No. 2 class, Japanese PF, May 15, 1945. Subject The topic of the resource United States. Navy World War, 1939-1945 Japan Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-05-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7cbf31393beff24a775326e0e4ef1676.jpg f07ba911c4f836e5a9232bf426ad0fa3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M1990 Title A name given to the resource Japanese medium bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Japanese ANMB, medium bomber Mitsubishi 1, "Betty", July 5, 1943. Subject The topic of the resource United States. Navy Japan World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1943-07-05 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e54ab8372bc633b1d72b25eab1650f6d.jpg 6e0911298dcc0537840a2f6f8eeaf9e4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M1704 Title A name given to the resource Japanese single-seated fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Japanese single-seated fighter, Oscar T-1, November 1, 1943. Subject The topic of the resource United States. Navy Japan World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1943-11-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/626f1ee0b346ad74c11f90143cc81e48.jpg 4f3789da668fc32c5f561ae38601757e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M4025 Title A name given to the resource Japanese torpedo bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Japanese torpedo bomber, Kate, November 20, 1944. Subject The topic of the resource United States. Navy Japan World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-11-20 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/85bd77542f010a80866c860b761aea3a.jpg ed5b137e00ead39fd6585d39488d98f2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_P49 Title A name given to the resource Japanese Zero fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Mitsubishi A6M Reisen (Zero Fighter). Subject The topic of the resource United States. Navy Japan World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/72ed04632718ec99400d0213cda51514.jpg b50273e372831c8bfe9b7c52d4049b48 https://digitalcollections.library.gvsu.edu/files/original/f6e54c7e1b6fc75b43fa26292009250b.jpg b4d5ad5dc703ad4116726de81b8ed0bc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Insel-Bücherei Series Description An account of the resource The German publishing company Insel Verlag was founded in 1899 by Anton Kippenberg in Leipzig. In its early years the firm only printed expensive, beautifully-produced volumes, until demand led to the publication of the more modest Insel-Bücherei series in 1912. Relatively inexpensive but with the same careful sense of design and typography, these smaller-format books reprinted shorter works from a variety of German, European, and world authors. The series numbers considerably more than a thousand titles and is still being issued. The Digital Collection contains the scanned covers of 140 titles held by Grand Valley State University Libraries. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1904-1987 Source A related resource from which the described resource is derived Seidman Rare Books Collection Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-05 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource ger Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-05_IB0611 Title A name given to the resource Japanische Farbenholzschnitte Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</A> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1955 Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Description An account of the resource Cover of Japanische Farbenholzschnitte, by Emil Preetorius, published by Insel-Verlag, 1955. Insel-Bücherei Nr. 611 Source A related resource from which the described resource is derived Seidman Rare Books. Insel-Bücherei. Z315.I5 B83 no.611 Language A language of the resource de Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9ecb48097a7bcd3f6fa0f0a159432627.jpg 008f93009ad8fb309d905e6ee0343505 https://digitalcollections.library.gvsu.edu/files/original/27450342dc211e8d68dace78f0c3cdb1.jpg 2ed3e7f2a798da04585264018fd0a8aa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Insel-Bücherei Series Description An account of the resource The German publishing company Insel Verlag was founded in 1899 by Anton Kippenberg in Leipzig. In its early years the firm only printed expensive, beautifully-produced volumes, until demand led to the publication of the more modest Insel-Bücherei series in 1912. Relatively inexpensive but with the same careful sense of design and typography, these smaller-format books reprinted shorter works from a variety of German, European, and world authors. The series numbers considerably more than a thousand titles and is still being issued. The Digital Collection contains the scanned covers of 140 titles held by Grand Valley State University Libraries. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1904-1987 Source A related resource from which the described resource is derived Seidman Rare Books Collection Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-05 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource ger Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-05_IB0492 Title A name given to the resource Japanischer Frühling: Nachdichtungen japanischer Lyrik Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1936 Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Description An account of the resource Cover of Japanischer Frühling: Nachdichtungen japanischer Lyrik, by Hans Bethge, published by Insel-Verlag, 1936. Insel-Bücherei Nr. 492 Source A related resource from which the described resource is derived Seidman Rare Books. Insel-Bücherei. Z315.I5 B83 no.492 Language A language of the resource de Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/fad650b272318fee55255de984710d8e.mp3 fee504ce3d90034500781df0a2da72f6 https://digitalcollections.library.gvsu.edu/files/original/df6721a84db782119235a8e64a147a8d.pdf 8ec90d9cfd90413b57cc62a97d32ae6d PDF Text Text GV043-07 Connected Exhibit Interviews Interviewee: Ja-Queshia Allen Interviewers: Gayle Schaub Date: April 21, 2016 Gayle: Ja-Queshia: If you just want to tell me a little bit about yourself to begin with… 0:06 Gayle: Ja-Queshia: This campus? 0:45 Gayle: Ja-Queshia: 0:57 I lived in North B and I know the name changed. I don’t know what the named changed to, but it was North B. Yeah, they, yeah a whole bunch of them are changing. 1:08 Gayle: Ja-Queshia: Yeah, so the downtown campus and then I just wanted to stay in Allendale because I was afraid and I didn’t know anyone and I didn’t want to get lost. Where did you live when you first got here? Gayle: Ja-Queshia: Okay, so my name is Ja-Queshia Allen and I am from Flint, Michigan and I am also a first-generation college student. So coming into college was like really different for me and I felt a wide array of emotions. So when I first got on campus I was nervous. I was afraid. I was scared. I didn’t know anyone at all, so in my mind I’m like “I’m in this new city. The campus is really big.” Now I’m a senior and I’m like “This campus isn’t that big,” but when I was a freshman I was like scared because there’s two campuses and I was like “I don’t know about the other campus, but I’m just going to stay on this campus.” Yeah, so all of the names are changing. But I was just really scared because I didn’t know anyone and I was just, I felt very alone, too. So I had… You didn’t know anybody from Flint coming? You didn’t connect – 1:20 No, I didn’t know anyone, so it was really scary. So I had to meet people and I met my RA and she was a sophomore, so she introduced me to people and then – sophomore or junior, it was one of the two – but she introduced me to people, I met people on the floor, and after I met people, I felt not so alone. My homesickness went away. Because I used to go home all the time when I was like just feeling sad and feeling like I didn’t know anyone. But she introduced me to people around campus, and that made that feeling go away. So then I start feeling more positive about being on campus, and not feeling so afraid and nervous to meet new people. And then my sophomore year I ended up getting involved in a co-ed business fraternity, Alpha Kappa Psi, and so I got really involved in that and met a lot of people. And started attending more campus events and now, being a senior, I wish I would have done that my first semester �as a freshman instead of my second semester going into my sophomore year. Because the difference was just, and emotions, like I felt really depressed freshman year and then now I’m just like really happy and I can go to people and I can call people and I have friends. And even though I still really don’t know anyone from Flint, I just know people from everywhere now because I just put myself out there to meet new people and not stay, I guess, in that box. Gayle: Ja-Queshia: So when you say at the beginning, you went home a lot, for – like, you went home every weekend? 2:59 Gayle: Ja-Queshia: For how long, would you say? Would you say like weeks, months, the whole year? 3:07 Gayle: Ja-Queshia: That repeated cycle of going home? It was probably the whole semester. Ok. Like until Christmas? 3:13 Gayle: Ja-Queshia: It was probably like every other weekend. Yeah, until Christmas. And then when I got back I was just like “I need to meet new people.” And I took that step because it’s kind of a hard step when you just don’t know anyone and you’re nervous about it. So I took that step to just put myself out there and meet people and I think that’s advice that I would give someone coming in, to meet people and even though you’re going to be nervous and afraid, still take that step because you don’t want to be sitting in your room, sitting there depressed and sad like I was the whole semester. So do you remember like a specific, I mean outside of your RA, do you remember a specific, like, event you went to for the first time that kind of made a difference? I mean, besides the business fraternity, was there something else? 3:59 Umm, I have went to a couple – what was that event called? – it was put on by the Black Student Union, because she was black, so she took me to events that I would probably like. And that’s when I met more people. That was, I would say, similar to me, and was also some were first generation college students, too. So just finding those people who you relate to, also, and yeah, and after that I just kept attending, like, those events. And then, I had attended, it was, I can’t even remember all of the events I’ve attended because I just kept going. I had started looking on the GV page and looking at the different events that were taking place. And I went to an event that was put on by the LGBT resource center and they had a speaker there, so just still getting out and meeting new people at the different events that I probably thought that I wouldn’t even attend. Because, coming from a small city like Flint, there’s not really events �that go on. So coming to campus and seeing that “Oh my god, there’s so many events.” Gayle: Ja-Queshia: Too many sometimes. 5:12 Gayle: Ja-Queshia: Yeah, there were Sunday night ones at the Connection. Where they do the food of a country. 5:40 Gayle: Ja-Queshia: 5:50 Gayle: Social work. So did you declare that right away, or did it take you some time to figure out? 5:55 Gayle: Ja-Queshia: Really? Yeah, and so just even just that small little event, just tasting food, you’re meeting people who are different from you, but you can learn so much from them. So what’s your major? Gayle: Ja-Queshia: Yeah, and there’s so many events and then I wanted to meet different people, like from myself, so I would go to any type of event honestly. There was one event that I went to and I was just tasting food, I can’t remember the event, but it was tasting food of a different culture. And I met people through that, and I was like “Oh my god, college is awesome now.” So I was thinking about criminal justice when I first came to college because I knew I wanted to go into a helping profession, but when I like really talked to someone about social work and how a wide array of like different jobs you can get from it, I was just like “This is for me.” Because I don’t want to be a police officer, because I don’t have the heart to you know, arrest someone, shoot someone, tackle someone, but social work I can go and I can help older adults, I can help children, I can help teenagers, I can help anyone. So I declared social work, I would say, my first semester. So yeah, a few months into the first semester I declared social work. And never wavered? 6:40 No, I didn’t. And then I was also afraid to deter, and that’s probably bad, but I knew social work was for me, but I didn’t want to deter from my declared major because I had talked to someone who had been here for about six years because they changed their major. So I wanted my declared major to be the only major and I wanted to really like it and I love it now. And now I’m going to get my masters in social work. So I feel like I’m a social worker at heart now. Have you always lived on campus, or do you live in some of the – where do you live right now? �Ja-Queshia: 7:12 Gayle: Ja-Queshia: Because all of your classes are downtown? 7:16 Gayle: Ja-Queshia: 7:48 No, not so much with activities. I do have an internship with the Grand Rapids Housing Commission right now. My last day is Monday because I’m graduating, but I’ve been at the internship for my whole senior year. So I’ve really been able to get experience from working in housing. So now I want to move on to work in a different area of social work. So with the master’s program I’m hoping to get an internship in hospice because I really want to do that because I went through things with my grandmother, and end of life, and the social worker was there like along the way. So I want to be that social worker for another family. So I really want to get an internship in that field so I can know for sure if I would want to have my career in that area. So how’d you get this job? Student and Academic Success Center? 8:43 Gayle: Ja-Queshia: Yeah, I moved downtown last year, so my junior year. And my first trip downtown was, I believe, my sophomore year was my first trip downtown to the downtown campus, and I didn’t get lost. So I was surprised and then after that I was like “Oh yeah I want to stay downtown and that’s going to be really different for me.” So I moved downtown and I love staying down there now. Have you gotten involved in anything like beyond campus, with activities just going on in Grand Rapids, or any kind of? Gayle: Ja-Queshia: I stay downtown now. I got it my freshman year actually. So Marnie Parris-Bingle, she is my advisor for TRiO Student Support Services. And so when I first met with her, she could tell that I was really nervous and everything. And she was talking to me about jobs and I had told her I have been working since I was 15 and I’m not used to just not working at all. And I was asking her about any job openings she may know of. And a few weeks later she emailed me and said “We have a job opening here and I would really like if you would work for us.” And so I came in and I talked to her about it and I was hired. So I just think that was like a godsend job because I was really stressing out about trying to find employment, especially not knowing Grand Rapids or the campus. I didn’t know how to get a job. But I knew I needed one because, yeah tuition is pretty expensive. And buying books and supplies and everything else. So how did you get involved with TRiO, then? 9:49 They sent me a letter over the summer like before I came to start my freshman year. They sent me a letter and asked me if I wanted to be in the program. And I had known about TRiO previously because in high school there was a program �called Gear Up and I was really involved in Gear Up all of my high school years and they always told me about TRiO. So when I saw the word TRiO I was like “Of course I want to be with TRiO.” It’s for first generation college students and I’m that. And I got a lot of help from being involved in Gear Up, so I want to be in TRiO. So that’s really how I got involved with TRiO. They sent me a letter and I signed it and then when I got to campus I had to meet with an advisor. So I met with Marnie and I felt at home with the program I would say. And I actually met people from being in the program, too. Some of my friends, my best friends, are actually in the program also. So TRiO has been a really big part of like my education here, because so many resources that they have connected me with. And just being that support system along the way, or like that family away from home. Because the advisors there, they build a relationship with you, they don’t just like, oh, this is all school related. No, they want to know about your emotional state of mind and everything that’s going on in your life. Gayle: Ja-Queshia: Gayle: Ja-Queshia: So do you think that help comes to those who ask for it, more? I mean if you were to kind of talk to a new student, would you say, “Ask for help if you need it?” 11:21 Yes, I would definitely say that because I know I used to didn’t want to go to the writing center because I thought “I don’t know, I don’t need the writing center.” But when I went I got so much help and I didn’t even, like, they would tell me to go in a different perspective, different route with my paper that I never knew I could even go in. So help is, if it’s free on campus, utilize all of the resources. I’ve utilized the Speech Lab, the Writing Center, the library, checking out books. Yeah, just in general the Knowledge Market. I’ve utilized all free resources. The printing labs. Some people don’t go up to the computer labs, and I tell them you can print for free, you can do your work in the computer labs. There are so many computer labs around campus. So utilize those free resources and also, there are like the counseling center, career center, and then you got the student academic success center and the tutoring center. I’ve had tutoring plenty of times. And I think it’s a pride thing sometimes with tutoring because I know before I first signed up I was like “I don’t need a tutor. I’m smart. I can do this.” And then I just finally gave in and that tutor really helped me. So just all of those free resources. What specific classes? 12:37 It was economics. Microeconomics. Yeah, that class like killed me. And I believe it was another math class. But if I didn’t have my tutors, I probably wouldn’t have got through the class. So getting over that pride and just using all those free resources. I never thought I would use the career center or the counseling center, but I did my freshman year. So… �Gayle: Ja-Queshia: Gayle: Ja-Queshia: So give me like, if you can, give me either a really, a stand out memory. Either because it was so great or because it was so frustrating or because it was so, so something. Like your best day, your worst day. 13:16 I can say my worst time I was, just being, was when I couldn’t pay the rest of my tuition fees. That was like a really scary and bad feeling. So I had to reach out to different family members, friends, and reach out to everyone to get donations. So I vowed that I never wanted to be in that position again. So I applied for as many scholarships as I could last year for my senior year. And my senior year is literally paid off with no loans at all because I filled out so many scholarships, like I was really dedicated because just that, that feeling of “Oh my gosh, I’m not going to be able to complete school if I don’t pay this tuition. I’m going to be a failure.” Just all of those negative thoughts running through your head and then you’re just, you’re sad and you’re feeling so bad. You’re just depressed. And I never wanted to feel like that again. So that was my motivation to reach out to scholarships and even if they need a few essays, I will write those essays. How’d you find them? How’d you find the scholarships? 14:25 On the GVSU website. The My Scholarships page. I literally went through all of the scholarships and wrote down which ones applied to me and which ones I would be able to apply for. And it was really surprisingly a lot of scholarships that applied to me. It was minority scholarships, first-generation, social work, just freshman or sophomore, like it’s literally so many categories of scholarships. And I didn’t know any of those scholarships even existed. So I wouldn’t have known that if I hadn’t reached out to the career center or financial aid or the TRiO. I reached out to MarcQus Wright and he gave me an entire list of scholarships and I literally spent weekends just going through scholarships and writing essays and sending them out. So I would say even though that was the worst feeling I’ve ever felt being on this campus, it really motivated me to get money from – Gayle: The letters must have been the best part. Ja-Queshia: Yeah! Gayle: Congratulations! Ja-Queshia: 15:28 Thank you. It just motivated me to get that free money that’s out there because a lot of times there’s a lot of scholarships that go, you know, unfulfilled, like people don’t apply. And even now, the School of Social Work are sending out emails saying “We don’t have enough applicants,” and I’m like “I applied for that scholarship, so I’m in there.” But that money is just going to, and then people �could lose grants from not giving away money, too. I found that out. Yeah I would definitely tell someone, you know, even though you feeling like “Scholarships, ugh, that’s extra work.” I would say “Do that work because not being able to pay for your books or tuition is the worst feeling ever.” Especially when you have so many goals to be successful. Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Is anybody coming to – are you going to walk? 16:22 Yes, I’m gonna walk. Yes I, like, my family is already emotional. Like, my mother is already crying because I took Grad Fest photos and sent them to them, put them on Facebook and everything. So all my family is already emotional. So next week is going to be very emotional. And then you move? Or are you staying where you’re living? 16:43 I’ll stay where I’m living – downtown campus. Because your classes will be downtown? 16:52 Mmmhmm. And you’ll start right away in May? 16: 54 Yup, I start right away. Nope, I get a week, a week to get ready for graduate school. But I’m still in the mindset of schoolwork, so I believe that’s the best bet. Not taking any breaks, just going straight through. It will be quite a change. It’s interesting. The grad school experience is different. 17:15 Yeah, I’m kind of nervous about it, but I’m excited at the same time, because I’m like “Oh my gosh, I can’t believe I’m getting a bachelor’s degree, first, and now I’m going on to get my master’s degree.” And I’m first in my family and I feel like I’m just creating this new pathway for people that, people in my family who thought that they couldn’t do it. Like, my little brother looks up to me. Like when I go home now he’s just like “You know I’ve been applying to colleges.” And I’m like “Really?” He’s like “Yeah, I see you, you’re graduating.” How old is he? 17:50 He’s, I don’t even remember, I’m sorry. He’s going to be a senior next year. So he’s already like getting his goals together for college. So I’m really proud of myself for creating that positive image for him. Because I don’t even know if he was thinking about college before. Because I feel like boys more so focus on sports and so he was focused on sports, but now he’s focused on college and �getting that career. He also wants to go into criminal justice. So I feel like our fields are kind of connected, too. Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: So when you were in high school, what made you think “Oh, where should I go to school?” 18:29 It was really interesting because – Did you have student advisors, and things? 18:33 Yeah, I did have, they were called counselors. It was really weird transitioning from counselors to advisors. Yeah, I just sort of looked up colleges and applied and then with Gear Up we went to college visits. So I have visited almost all the schools in Michigan, well not almost all of them, but it was a really good amount of colleges that I visited. So CMU, Oakland, Ferris, Eastern, like all of those – Western? 19:06 Yeah, Western, then Grand Valley. So U of M. I visited so many colleges. So I just narrowed it down to which ones I guess I felt more at home with. And I felt more at home at Grand Valley’s campus. Why? 19:20 I don’t know. Honestly it was just that feeling of “I need to be here.” And then the campus was beautiful. Oh my God, it was – I think it was the most prettiest campus I have seen. It was just so beautiful. And I was like “Yeah, I can see myself here.” And then they had my program, criminal justice, even though I didn’t know I wanted to go into social work. I’m glad they had social work. And then I, this is really weird, I looked up the criminal rates, like not criminal, but – The crime rates in the city? 19:51 The crime rates. And so when I was telling some of my peers that I looked up crime rates, they were like “Why did you look up crime rates?” and I’m like “Because I want to know where I’m going to be going.” And coming from Flint, there’s crime everywhere. I don’t want to be going to college where there’s crime everywhere. And Grand Valley had the lowest crime rates out of the schools that I was applying to. So that was another factor. Wow. 20:17 Yeah, and I was just always on the Grand Valley page looking at all the resources and things that was available to students. So I just figured this was the place to be. And I’m glad I chose this school because I don’t regret it at all. And we have �two campuses, I feel like that’s a big thing. Because I can go downtown and come here. And both campuses have different stuff, I feel like. Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: You like living downtown? 20:43 Yeah, I like living downtown. Do you live near the campus, or do you live – 20:46 Yeah I live on campus downtown. So I live in Winter Hall. Oh, ok. 20:50 Yeah. So I, my classes are right there, and then if you ever want to go like get something to eat, you can just walk down the street. I feel like in Allendale you need a car in order to get places and I don’t like that feeling of, I feel like I was in a box, kind of, on the Allendale campus. So downtown campus is like you can just walk everywhere and walk anywhere you need to. And you can go – Have you gotten to know downtown? Like, do you hang out downtown? Do you – 21:19 I’ve went to like the Rosa Parks Circle and I walked around downtown, but I haven’t really like, I feel like I haven’t really been downtown and just walked around the whole downtown area. But I’m pretty familiar with the areas that I do go to. So like Division and Fulton and then Rosa Parks Circle. I really love that yogurt place that’s over there. It’s kind of expensive. 21:48 Yeah, but it’s so good! Yeah, it is pretty expensive. It is just so good. And I just give in every time. I’m like “I’m just going to give in.” We have a librarian downtown who I work with who always wants Froyo for lunch, like that’s her lunch that’s what she eats. 22:05 Yogurt? Yeah. 22:06 Oh my gosh. Really? It like, it gets you so full, but it’s so good! It’s probably unhealthy, too, because you load up on the sugar and toppings. Well I live close to downtown, well more on the west side. If you take Stocking, do you know where Stocking is? 22:21 Uhhh, probably. �Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Stocking is like, it’s called Lexington, but then if you head north it turns into Stocking and, like, kind of angles off and leads over to the west side. Like there’s Stocking School. 22:37 A lot of the streets do that, they like do this little – And they change names? 22:43 Yeah, it’s kind of confusing. You’ll get there. 22:48 Yeah, but being in college has been awesome. Yeah I wouldn’t trade this experience for anything. Even though I’ve had a variety of emotions, it’s okay. Does your family ever come and visit you? 23:00 No. Or do you not want family to come and visit you? 23:05 They can come, I don’t mind. But my mother, she is a caregiver, she’s a caregiver for my grandparents, so, yeah she’s very limited into how much she can travel. But she really wants to travel, but she has, like, that responsibility. So my dad – Speaking of travel, did you ever consider traveling abroad? Doing study abroad? 23:29 I wanted to. I wanted to do it with the master’s program. But I just didn’t want to extend, like, the year, because I know study abroad will probably be a few weeks or a semester, and I really didn’t want to extend the, I guess I’m graduating. Have you checked it out though? Have you talked to anybody? Because they can sometimes work with you and tell you what credits you can get abroad. 23:52 Yeah I didn’t even think about that because I was always looking on the website and then it would say “Oh, this is a certain amount of weeks,” and I’m like “Oh my gosh, this is going to put me back.” So – Well sometimes if you take a semester, you actually take your classes there and you get credit. 24:05 Oh really? Yeah, you should definitely talk to somebody. �Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: 24:11 Because I wanted to study abroad, so bad, because I feel like that would be an awesome experience. I actually just did a service learning trip in Mississippi. Biloxi, Mississippi. For a week. With Anne London and Quincy Williams. So that was really great. And that, that made me want to travel more. For what class? 24:31 It was public and nonprofit. PA 380. Who taught that? 24:36 Anne London and Quincy Williams. Oh you just said that… 24:41 Yeah so that was a really great experience and now it makes me want to travel more. Yeah, study abroad, I’m going to have to check into that, because study abroad would be awesome. But I know that the program is advanced and so I don’t know if I can wiggle things in there. But they can answer your questions. 25:04 Yeah. So any faculty really stand out to you? Anybody that you had that was like – who was your favorite professor in 4 years? 25:13 My favorite professor? The social work professors are so good. I couldn’t chose one. I would say Sally Pelon because I had her class actually three times because, when I had her the first time, she was amazing. So I had, registered for her other classes that I knew I needed to take and she was an instructor. I’m like “She’s an awesome professor.” And no matter what the topic she was still an awesome professor. And she was really open to like office hours and she would work with you around like if you couldn’t make it to office hours. And she also just would talk to you in general about how you were doing and if you needed help with anything else, not just pertaining to the class, but just anything in general. And she, she wrote letters of recommendation for me for grad school, too. And she was just awesome. I would just say, she’s awesome. She’s awesome. She was just – she’s so helpful. She’s all around great. She’s a really great professor. But honestly, I would say all of my social work professors have been great. Because they’re, I feel like they are social workers at heart. Like, they’re just there to help you get that knowledge so you can be a great social worker. And all of them have been helpful and supportive and they work with you. Yeah. And I know some people say some of their professors haven’t been good, but the social work professors are awesome. �Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: So how has your experience been just taking sort of the liberal arts classes? Sort of the gen eds? I mean are you glad that you – 26:53 I’m glad I don’t have to take them anymore. No, it was – different professors made the classes harder than they should have been, I would say. Just, I guess, because my class is a gen ed, so it’s not going to be easy. But the class like, they just made it harder than what it was sometimes. So like I had a geography class and that class was maybe harder than what it should have been. It was harder than classes that I really needed to take, like psychology and social work and everything. And that class was just harder than any other class. And I kind of feel like it shouldn’t be that way because it’s a geography class. I don’t know if I’m explaining that right, but I feel like, the difference in professors can be a hit or miss. That’s true. Yeah, that’s true. 27:51 And so I’ve had my share of good professors and bad professors I would say. Well not bad, but not so well, I guess. But you just kind of, you got to work with it. You just got to keep going because you know you need that class and you know if you drop that class you’re probably going to have to retake that class with a different professor, so just stick it out and don’t waste your money or credits. Kind of like with bosses. You’re going to have good bosses and bad bosses. 28:18 Yeah, you kind of just got to go with it. And attend to their rules and regulations and do all of the work, no matter how unnecessary you think it is. Do you have roommates? 28:30 No, I had roommates freshman and sophomore year, but junior and senior year I’ve been in the one-bedroom. So, yeah. My roommate freshman year was really great, but my roommate sophomore year, it was a crazy experience. Kind of like the professor thing. Were they assigned? Or did you – 28:54 It was random assigned. Yeah, random assigned. Yeah, just different personalities, different backgrounds, experience and everything. It was just really, really different for me. So I didn’t want to be random assigned again. So I kind of just – I need a single. I don’t need any more roommates. Well you made it through, you dealt with it. 29:17 Yeah, I just stuck with it and made the best out of it that I could. Yeah. We’ve all been there. �Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: 29:29 Yeah, I just like make the best of it. I try. I had a roommate who had a bird. I hated having that bird in the room. 29:37 Really? Is it allowed to even have – This was years ago… It was then! 29:44 Yeah, it was just miserable. I made it through. Looks like it. And then some. 29:50 Yeah. So I don’t know what else to ask you. I don’t know. You seem like you are quite successful. You made the most of these four years. 30:00 Yeah and it’s from help from different people too. Because you always need support, you always need help. You can’t figure out everything, you don’t know everything, so reach out to people, get help from people, learn from people. Do you think you’ve had a chance to be a mentor for somebody? Maybe even if you didn’t intend to be? Do you think there’s someone out there who could say “Oh she really helped me.”? 30:25 I hope so. I have helped people, like, by working at TRiO, I’ve helped people, I talked to people, I’ve given advice to people, and shared like my experiences and my story. So I would hope there’s people that have been impacted from my help and my experiences. But I can’t give you a name right off the – Well you didn’t do any formal mentoring? 30:50 No, not formally. That’s okay. I’m sure you did, I’m sure there are people – 30:57 Yeah, I hope so. And then this. 31:01 Yeah, I hope I can inspire some people. No that’s great. I don’t know if there’s anything you want to add, but this is, I love hearing these stories. 31:11 I would just say keep pushing through all of the trials and tribulations, your challenges. And get help when you need help, use resources, and connect with people. Because people around campus know things that you don’t know. So �using those connections. And not just with students, but with faculty and staff. Because they have other connections that they can direct you to, also. So utilize everything on this campus, including everyone. Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: Gayle: Ja-Queshia: End Are you going to maintain any friendships, do you think? 31:40 Yeah, I think I am. Because I feel like you make friendships in college and it’s like for a lifetime. And – But you’re staying. And some are moving on? 31:52 Yeah, so I’m going to make an effort to keep in touch with people who are moving and traveling. Because those relationships are like what makes your experience better. I have to admit, things like Facebook help a lot. I didn’t have that, you know, when I graduated 30 years ago. 32:17 Yeah it does, because then you – You had to write letters. 32:20 Really? Yeah, Facebook is going to come in handy especially with everyone graduating. It’s definitely going to come in handy, so I guess that’s a good thing about technology. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Connected Exhibit Interviews Creator An entity primarily responsible for making the resource Grand Valley State University. University Libraries Description An account of the resource Collection of audio recordings and transcripts of Grand Valley State University students sharing their stories and experiences. The recordings were conducted as part of an exhibit created by the University Libraries in fall semester of 2016 titled "Connected" which featured short audio clips of students. The clips were combined with watercolor portraits of GVSU students by Ellie Lubbers and an interactive watercolor painting activity. Students were encouraged to paint 3" circles of paper to illustrate their current feelings about the college experience and attach them to the gallery wall. The aim of the exhibit was to inspire feelings of community, connectedness, and welcome to new and returning students. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/626">University Libraries. Connected exhibit files</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Universities and colleges Michigan College students Oral histories Education, Higher--United States--Anecdotes Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Cadena, Cara; Schaub, Gayle; Frigo, Emily; Lubbers, Ellie; Fisher, Erin Identifier An unambiguous reference to the resource within a given context GV043-07 Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Type The nature or genre of the resource Sound Text Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2016 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Allen, JaQueshia Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-21 Title A name given to the resource JaQueshia Allen interview (audio and transcript) Type The nature or genre of the resource Sound Text Contributor An entity responsible for making contributions to the resource Schaub, Gayle (interviewer) Identifier An unambiguous reference to the resource within a given context GV043-07_AllenJ_2016-04-21 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/626">University Libraries. Connected exhibit files</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Relation A related resource Grand Valley State University Libraries. Connected Exhibit, September 2016 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Description An account of the resource Interview with JaQueshia Allen conducted by Gayle Schaub for the GVSU Libraries' Connected Exhibit, displayed in September 2016. Edited clips of interviews accompanied watercolor portraits of students and an interactive watercolor activity for exhibit visitors. Ja-Queshia is an April graduate now enrolled in the Advanced Standing Master of Social Work program. A first-generation college student from Flint, Michigan, Ja-Queshia decided early on at GVSU to step outside of her comfort zone and get involved on campus. She got a job with TRiO Student Support Services in her freshman year, joined Alpha Kappa Psi, a co-ed business fraternity, and actively sought out events and opportunities to connect with other students. Interested in working in a helping profession, Ja-Queshia took advantage of a service-learning experience in Mississippi, interned with the Grand Rapids Housing Commission, and intends to use her degrees to eventually work in hospice care. She wants to encourage other students to keep moving forward and accomplishing their goals, no matter what they may face, and not let anything stop them from being successful. Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Subject The topic of the resource Universities and colleges Michigan College students Oral histories Education, Higher--United States--Anecdotes https://digitalcollections.library.gvsu.edu/files/original/19f5a09be86e323d30089c19169aad36.mp4 78b1f1f52f2e9e35572d87061d40bc17 https://digitalcollections.library.gvsu.edu/files/original/965764cce73b108c28ccc21cf8e947e0.pdf 2e7670f6cb5ccab79fa80beaac23d05e PDF Text Text Grand Valley State University Veterans History Project Interview Notes Length: (58:55) Charles Jarocki Persian Gulf War, June 1986 to March 1997 United States Air Force (00:05) Pre-War Training • • • • • • • Enlisted in the United States Air Force in 1986 Was sent to a military processing station in Fresno, CA He had been living in Clovis, CA, but had been bored with life and getting nowhere Had dropped out of college before enlisting and he felt that he had to get his life back together He wanted to follow in his father’s footsteps, who had fought in the Korean War Charles did well on his first test, so he was asked to take an electric data processing test Afterwards, he was chosen to go into the computer programming field (01:36) The Training Process • • • • On June 3rd, 1986 he left for the Air Force base in San Antonio, TX He went to basic military training in the 3707th training squadron with 50-60 other men Basic training lasted one and a half months and Charles found training enjoyable He next went to Keisler Air Force base in Biloxi, MS (02:25) Computer Programming School • • • • • Charles attended programming school for three months after he had gotten orders for his first permanent duty station at the Holloman Air Force base in New Mexico He was assigned to the 6585th test crew, in the computer science division, which did not pay well, but was a fun job Charles provided support to a central inertia test facility where they test inertial guidance systems for Air Force platforms There was a test range and a high speed test track Charles stayed in New Mexico for four years and had planned on going back to college (4:00) Re-enlistment • • In 1990 the Air Force had convinced Charles to stay longer in the same career field He then dropped out of New Mexico State University (4:35) Training Culture Shock • • Charles was from a large family and he was used to being around lots of people, but it was hard for him to get used to military life Everyone was made to be, act, and look the same in the Air Force �• • New Mexico had a much more different climate than he was used to, with very high humidity and equally high temperatures His job in basic training was to do typing in the office area where the drill instructors worked because he had learned to type in high school (6:30) Jeff Barkley • • • • • • Jeff was his assistant in San Antonio Jeff’s nickname was the “rat” and Charles’ nickname was the “house mouse” Charles had to study a lot in training in such areas as jobs, politics, insignia, and physical training There were some people that hated physical training so much that they would hide in the bathroom or the barracks for hours No one really wanted to do the running for miles really early in the morning Charles trained and had classes with females, who were called the “sister flight” (9:30) Pickles • • • • • • • Men became pickles after three days of training in which they would be allowed to obtain their fatigues Then they would go to the barber, get all their hair cut off, so that everyone looked completely different and Charles could not recognize anyone They then became “canned pickles” once the tailor sewed their nametag onto their uniform Air Force training is less physical than other armed forces, but there is more mental training Many people could not past their mental tests because they had not studied enough They were not allowed to make phone calls very often, which left Charles feeling very alienated The highlight of the day was receiving mail (12:40) Graduation • Graduation was a big deal, in which everyone got all dressed up and lots of guests attended (13:15) Tech School • • • • • • After graduation, Charles was shipped to Biloxi, MI where he spent three months in computer programming classes He had classes all day long, yet he felt he had more freedom on that base He did well on all of his tests and graduated from his computer programming classes There are only 20 bases world wide in which programmers can work He was then sent back to Holloman Air Force base in New Mexico for air fighter training Charles was in the 6585th test group for munitions and electronics on air-craft navigation systems �(16:50) One Stripe • • • • Charles started off as a one stripe, E-1 airman, and became a first class airman after a couple of years He also did test group photography and gained much experience in that field Charles went to the Air Force Community College for skill levels in his career field Charles won lots of competitions, such as Airman of the Quarter (19:15) White Sands Missile Range, New Mexico • • • • • A very large range with lots of space There was great flying weather so that plains could fly about 350 days/year Charles liked to take pictures while flying Once a pilot did an aerial Dive-Bomb, which made him feel like he was sick and suffocating They had been flying in a T-38 because Charles had won a competition (22:00) Animal Experiments • • • • • • • • Charles had gained a bonus for re-enlisting He went to the Air Force base in Dayton, OH There he worked on the Harry G. Armstrong Medical Research Laboratory They did tests to find out what would effect the Air Force personnel For example, they would do research on chemicals to learn what, if any, were the effects of exposure They experimented on animals: rats and mice Yet they wanted to do less experiments on animals, so they wanted to use computers for simulation Charles’ job was to support mini main frames which they were running simulations on (24:20) Wright State University • • • • While working in Ohio, Charles also attended classes to work on his Bachelors Degree in computer programming He went back to New Mexico to marry his wife Liz When they got back from their honeymoon, Charles received orders to travel over seas He had earlier volunteered for world wide extended tours (25:10) The Gulf War • • • • His lab in Ohio began to focus on chemicals to send to the war zone Everyone was constantly watching CNN and Charles felt very patriotic He was amazed at the sheer force applied and how quickly the Iraqis had given up There was a very decisive bombing campaign and the problems quickly deteriorated (26:45) Rhamstein Air Force base, Germany �• • • • • • The headquarters for the Unites States Air Force base in Europe were located in Germany Charles was assigned to the 1856 computer systems group, which provided all the computer support for the command Liz went with him to Germany, in which they both experience an immediate culture shock They both took two months worth of German lessons They lived near a massive military community with 35,000 Americans Charles and Liz had to live off the base because there was no vacant housing for them, which left them feeling isolated (31:10) 3186 Computer Systems Group • • • • • • • • They provided lots of support for the Air Force in the Persian Gulf However, they were not as busy when Charles arrived because the war was winding down There were lots of programmers with not much to do, which left many of them disgruntled, bored, with no work There was about twenty computer programmers and they were all experiencing low morale Charles found this to be a bad environment that did not sit well with him He worked on a system for the Surgeon General in order to manage their personnel He also worked on a mapping system for the air crafts called the Advanced Planning System He then began learning new types of programming and new languages (35:00) Real Work • • • • • • • • • He finally felt like he was actually part of the Air Force in Germany, whereas earlier he had just assisted in research There was new concern regarding the civil war in Yugoslavia, between the Serbs and the Croatians, in which many were left starving The Advanced Planning System helped air drops of food for relief, called “Provide Promise” They dropped Meals Ready to Eat, or MREs, off a C-130 aircraft It felt good to contribute and save lives He also worked on Operation “Deny Flight” to keep others from flying over Yugoslavia He worked on operating programs in Northern Italy He helped to keep the system up and running, wrote programs to extend the functionality of the system He spent five months in Italy and then went back to Germany (40:28) Joint Forces Air Commander • Charles helped to keep track of whom was flying in a particular area • The computer system helped him in air campaigns • He received good training in Germany and good discipline �(41:50) His Brother Larry Joins the Navy • Larry flew EP-3s for the Navy • They needed linguists in Yugoslavia, and Larry spoke Russian, which was similar • Larry traveled to Germany to receive more language training • There was a shortage of dictionaries from Yugoslavian to English • His brother liked the Air Force base better than his previous Navy base • In Germany, there were many universities to take classes at • The Air Force paid for Charles’ and his wives’ education; Charles finally received his Bachelor’s degree in Germany • He also received an Accommodation Medal and Meritory Service Medal • They made good friends in Germany and in France • Altogether he had traveled to the Netherlands, Austria, Switzerland, Belgium, Lichtenstein, Germany, and France (46:30) New Mexico • He received a binding request for employment from old officers in New Mexico • Began doing operational testing of C-Taps and other new systems • With the birth of both his children, he decided that he finally wanted out of the Air Force • He began taking classes for his Masters degree when officers asked him to work for the company TRW, on C-Taps, modeling and simulation (49:00) New Options after the Air Force • Charles became a Republican and greatly values the Department of Defense • He has a high opinion of people in the Armed Forces, especially those in combat • He was proud to be part of the greatest Air Force in the world • He is now a Department of Defense contractor and works for other aero-space companies • He lost his sense of security when he left the Air Force, which was difficult for him because he had been in the Air Force for eleven years • He was eventually awarded ten percent disability because he had got asthma from being stationed in high altitude areas � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JarockiC Title A name given to the resource Jarocki, Charles (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Jarocki, Charles Description An account of the resource Charles Jarocki joined the United States Air Force in 1986 and was stationed in many different parts of the United States and Europe for eleven years. While in the Air Force, Charles received his Bachelors degree and his Masters degree in computer programming. He never experienced hands on combat because he had been called out over seas just as the Persian Gulf War was ending. Charles still works in the computer programming and engineering field and believes that the Air Force was a great experience for him. Contributor An entity responsible for making contributions to the resource Olson, Katie (Interviewer) Schiller-Jarocki, Elizabeth (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Persian Gulf War, 1991--Personal narratives, American Michigan--History, Military United States. Air Force Other veterans & civilians--Personal narratives, American Veterans Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-06-03 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/bbc2344c01ae2cf613596d63f167279c.jpg f87cb0cbe40c84b55577a06ce7ba772a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JarrettJanice_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Jarrett, Janice Description An account of the resource Janice Jarrett Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/20d801c640549b1979d4b412b149c103.jpg 6d84f4329b0a4893de9710d692a1383e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JarrettJanice_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Jarrett, Janice Description An account of the resource Janice Jarrett Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng