Life Enricher Certificate of Appreciation
Life Enricher Certificate of Appreciation awarded to Peter Termaat by Rich DeVos, President of Amway Corporation
Amway Corporation
Adriana B. and Peter N. Termaat collection (RHC-144)
Grand Valley State University. University Libraries. Lemmen Library and Archives
In Copyright
Islam
College students
Belonging
Participating in the Kaufman Interfaith Institute's Photovoice project provided me with an invaluable experience. It offered a safe and welcoming space for discussing a sensitive topic like religion openly. Sharing my beliefs without fear of judgment allowed me to explore my spirituality and share a deeper aspect of myself with others. It made me realize that behind every face we encounter lies a unique story, full of personal practices and challenges. Learning about others' experiences was truly enlightening. I deeply appreciate the opportunity to engage in such meaningful dialogue, and I will miss the sense of safety and community that this space provided. Moving forward, I believe it's crucial to expand such initiatives to involve more people. As a Muslim, I often feel the weight of being a minority, facing judgment and criticism when discussing religion. Having a platform like this to address misconceptions and foster understanding was invaluable to me. I hope to see more opportunities like this in the future, where individuals from diverse backgrounds can come together, share their stories, and build bridges of empathy and understanding.
Anam
Grand Valley State University. Kaufman Interfaith Institute
Kaufman Interfaith Institute (exhibitor)
Believing and Belonging on Campus: An Interfaith Photovoice Project (project)
This poignant image depicts the tranquil moment of sunset, marking the time when Muslims break their fast during the holy month of Ramadan. Despite the demands of classes, navigating through the dusk hours proves challenging as I momentarily leave the classroom to partake in this sacred ritual. Breaking fast is not merely a physical act but a profound spiritual experience, often accompanied by a sense of gratitude and reflection. Following this, the call to prayer resonates, guiding into a moment of devotion and connection with the divine.
In Islam, observing dietary laws, particularly the consumption of halal meat, is fundamental. "Halal" refers to food that is permissible or lawful according to Islamic law. Halal food, prepared in accordance with religious guidelines, carries immense significance for many followers. Unfortunately, the absence of halal meat options on campus poses a challenge for students like myself who strictly adhere to these dietary restrictions. Despite raising this concern, dining options often provide alternatives such as vegetarian or seafood dishes, which, while appreciated, don't fully accommodate the dietary needs of those requiring halal meat. This experience underscores the importance of promoting inclusivity and diversity within campus dining services, ensuring that all students have access to food options aligning with their cultural and religious beliefs.
This image captures the essence of a halal restaurant, where adherence to Islamic dietary laws ensures that the food served meets the requirements of Muslim consumers. The absence of halal meat options on campus remains a significant concern for me. The availability of halal restaurants off-campus underscores the demand for such options among students who adhere to Islamic dietary restrictions. This gap in dining offerings on campus highlights the need for greater inclusivity and accommodation of diverse dietary preferences and religious practices within university dining services.
At GVSU, I struggle finding suitable spaces to practice my religious rituals. The random room captured in the photo symbolizes the challenges I encounter in accessing dedicated areas for prayer on campus. As a student navigating these constraints, I yearn for GVSU to allocate more dedicated spaces across its buildings to facilitate the seamless practice of diverse religious observances. This need for expanded accommodation underscores the importance of fostering inclusivity and support for religious expression within the university community.
This photograph captures a moment of tranquility within one of the Interfaith Reflection Rooms at GVSU, where individuals from diverse backgrounds come together to pray. In Islam, prayer, being the second pillar of the faith, holds significant importance. Muslims adhere to a disciplined practice of praying five times a day, each within specific time windows. There are 17 obligatory units of Salah spread throughout these five daily prayers, and each unit consists of two sajdah (prostrations). This image not only signifies the personal devotion of individuals but also highlights the inclusive environment fostered by the university, providing a space for spiritual reflection and connection regardless of one's faith tradition. For me, Salah (prayer) is a profound experience where I feel deeply connected to God. It's a time when I am away from all worldly tensions, allowing me to find peace and solace for my soul. Each prostration (sajdah) during prayer brings immense benefits, including physical relaxation, mental clarity, and spiritual elevation. It's a moment of submission and humility before the Divine, offering a sense of renewal and inner tranquility that carries me through the challenges of daily life.
The Holy Quran holds a special place in my life as a practicing Muslim. Revealed to Prophet Muhammad (PBUH) by God, it serves as the center of my faith and a constant source of guidance. Each day, I strive to deepen my understanding of its teachings, which encompass all aspects of life—from matters of faith and practice to moral conduct and interpersonal relationships. Its verses offer invaluable lessons on how to be a better human being, addressing topics ranging from personal conduct and familial relationships to societal ethics and religious obligations like prayer, fasting, pilgrimage, and marriage. This photo captures the essence of the Quran's first lesson, which begins with praise for God and a plea for His guidance—a ritual that forms an integral part of my daily life and spiritual journey. This first lesson is recited in all the prayers, which total 17 obligatory units spread out over five times a day, a practice I faithfully observe.
Anderson, Doug (Interview outline and video), 2004
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
Video recordings
United States. Navy
World War, 1939-1945--Personal narratives, American
Doug Anderson was born and raised in Grand Rapids, Michigan and graduated from Union High School in 1943. He enlisted in the Navy and began training one month after graduation. Doug went through accelerated college courses at Oakland College in Ohio and was then sent to mid-shipman school in New York. After going through training, the war was already over and Doug was sent to work in salvage and preservation in Guam. Doug spent the extent of his service in Guam and eventually became an Executive Officer when he was only 19 years old.
Anderson, Doug
Veterans History Project collection, (RHC-27)
Anderson, George (Interview outline and video), 2005
Korean War, 1950-1953--Personal narratives, American
George Anderson was born on February 5, 1931 in Coopersville, Michigan. He enlisted in the Navy in 1951. He was sent to the Great Lakes training center in Chicago, and then transferred to Newport, Rhode Island, where he took torpedo training. He was sent to San Francisco and assigned to the USS Curtis. He did not see any combat, but he went through patrols that took him all across the country and to Pearl Harbor. He worked in the armory of the ship.
Anderson, George
Nixon Found a Close Friend in Romanian Nazi
Nixon, Richard M. (Richard Milhous), 1913-1994
United Feature Syndicate article about President Richard Nixon's personal associations.
Anderson, Jack
Anderson, Nicholas "Nick" (Interview outline and video), 2013
Afghan War, 2001--Personal narratives, American
United States. Marine Corps
Nick Anderson was born in Minnesota in 1989 and moved to Grand Haven, Michigan three years later. He had given thought to joining the military before 9/11 and, during his senior year of high school, decided that he wanted to be a Marine. Nick swore into the military in Lansing, Michigan and then went to San Diego, California for Basic Training. He was then sent to Camp Pendleton, California for Infantry Training. His first deployment was on an MEU (Marine Expeditionary Unit) until he returned to America for Mountain Warfare Training. Nick was then deployed to Afghanistan and landed at Camp Leatherneck. His unit served in Sangin where there was a constant threat of IED's. He remembers his experiences on patrols and the routines of finding abandoned compounds.
Anderson, Nicholas
Anderson, Bob (Interview transcript and video), 2011
Vietnam War, 1961-1975--Personal narratives, American
United States. Army
Bob Anderson was born in August 1948 in Kalamazoo, Michigan. While growing up, his father re-enlisted in the military, meaning Anderson and his family moved constantly, although Anderson's father stayed at Andrews Air Force Base in Maryland long enough for Anderson to attend school and graduate. After graduating, Anderson attended a junior college in Mississippi and went to Michigan State University for a year before the university kicked him out for low grades. Once he left Michigan State, Anderson received his draft notice and following completion of basic training at Fort Benning, Georgia and AIT at Fort Dix, New Jersey, Anderson went back to Fort Benning to attend OCS. After completing OCS, Anderson deployed to Vietnam and joined the 1st Air Cavalry Division as a platoon leader. During his tour, Anderson served as a platoon leader, worked as part of base defense for a position and as a company executive officer. Once his tour in Vietnam ended, Anderson returned to the United States and went back to Michigan State.
Anderson, Robert
Kentwood Historic Preservation Commission (Kentwood, Mich.)
Anderson, Robert (Interview transcript and video), 2005
Robert Douglas Anderson, born near Grand Rapids, Michigan. in 1926, was drafted into the Army in 1945 after the war had already ended. After training at Fort Sheridan, Illinois, and Fort Meade, Maryland, he was sent to Yokohama, Japan to identify and sort war materiel.
Anderson, Sarah (Interview transcript and video), 2019
Sarah Anderson was born in 1990 in Muskegon, Michigan, and lived in the same house for her entire childhood. Anderson graduated high school in 2009 and immediately joined the Marine Corps since she disliked the mundane environment of the classroom, was energetic, and saw the positive impact the Corps had upon her brother. During the 9/11 attacks, Anderson was in the fifth grade and remembers being sent home early after hearing of the attacks over the radio, later influencing her decision to join the service. She attended Marine Boot Camp in August of 2009 at Parris Island, South Carolina, where male recruits were separated from female recruits, even though training standards were equal between the sexes. In addition to basic training, recruits were instructed on hand-to-hand combat in the Marine Martial Arts Program and Anderson recalled how all training was meant to break down recruits to build them up again as skilled, devoted, proud soldiers. After Boot Camp, Anderson transferred into Marine Combat Training in Fort Johnson, North Carolina, where she chose her career within the Corps, and then to Fort Meade, Maryland, for her Marine Occupational Specialty schooling in public affairs. She then chose her occupation within the Corps as a Combat Correspondent, or Strategic Communications and Mass Communicator, and described her occupational schooling as greatly constructive due to her greater exposure to the experiences of other branches of the U.S. Armed Forces. Anderson's first base assignment was in Twentynine Palms, California, where she interviewed Marines before they were deployed to Afghanistan, growing attached to her work and to the stories of these men. When her first four years of service ended, Anderson was encouraged to reenlist by her fellow Marines as well as an underlying dread that she had not seen enough of the Corps or the world. Once reenlisted, she opted to be stationed in bases on Oahu Island, Hawaii, where she continued her media work online and through interviews. She became exposed to working with military personnel of all ranks, urging her to quickly develop proper etiquette for addressing high ranking soldiers and commanders. She also acquired opportunities to work with military personnel from other nations from across the globe, allowing her to see into the military cultures of other countries. Anderson concluded that her work on Oahu taught her the values of working individually, thus independently, and problem solving between the needs of various specializations within the military. Later, she transferred to Darwin, Australia, for Marine Rotational Force Darwin, a unit deployment program, and Talus Mu Saber, a two-week training exercise held every other year between the American and Australian militaries. Anderson became more of a 'brand marketer' than a Combat Correspondent, focusing on both media and public relations through working with major media outlets, social media, and other forms of press coverage. With this new focus, she became more integrated with the history of the Corps in the Second World War, Vietnam, as well as current conflicts. After eight years in the service, Anderson made the difficult decision to leave the Corps in 2016 since she never acquired the deployment opportunities she strived for. From there, she attended Grand Valley State University for a degree in PR, advertising, and photography. She commended her recent academic ventures for teaching her the technical skills that the Corps could not provide her while also commending the Corps for teaching her discipline and responsibility. Reflecting upon her service, Anderson believed she grew tremendously as a person through the Corps by doing her best, especially in the face of subtle, underlying sexism or gender stereotypes. Ultimately, these subtle tensions in gender relations remained constant during her service. She also adhered to the moral and ethical teachings of various mentors and instructors who helped her build a stronger character and skills in leadership. Pre-Enlistment: (00:00:52:00) Enlistment/Training: (00:06:30:00) Service: (00:29:48:00) Post-Service Life: (01:07:17:00) Reflections: (01:09:43:00)
Anderson, Sarah
Veterans History Project collection, RHC-27
Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401.
Anderson, Wayne S. (Interview outline and video), 2007
United States. Army. Air Corps
Wayne Anderson served as an armorer in the Army Air Corps from 1942 to 1945. He was based in England and serviced fighter planes, primarily P-51 Mustangs, that escorted bombing missions. At the time of the Battle of the Bulge, he was assigned to infantry training in France, but was not needed for combat. He served as a prison camp guard before being sent back to the US for his discharge.
Anderson, Wayne S.
Indians of North America -- Michigan -- Periodicals
Indians of North America
Michigan
Michigan -- Grand Rapids
1st Annual Odawa Homecoming Pow Wow flyer, Harbor Springs MI, August 7-9, 1992, collected by Edward Gillis included as part of his Native American publication collection.
Andrew J. Blackbird Museum
Andrews, Howard (Interview transcript and video), 2017
United States—History, Military
World War, 1939-1945—Personal narratives, American
Howard Andrews was born on November 1st, 1926 in Meadville, Pennsylvania. After graduating high school in January 1944, he began taking classes at Allegheny College. In October 1944, Andrews enlisted in the Navy and reported to Sampson, New York for both basic training and electrician school. After that, he went to Shoemaker, California to be shipped overseas. He briefly stopped in Eniwetok before arriving in the Philippines in the Leyte Gulf. There, he was assigned to a repair ship called the Vulcan, where he worked in the engine room. He remained there until World War II ended. On September 4th, 1945, he went to Okinawa and stopped at other Japanese ports as well, the most memorable of which was Hiro Wan because he visited Hiroshima while he was there. After that, he stopped at Kure for about three months and set sail for home on March 4th, 1946. Andrews stopped at Pearl Harbor and went through the Panama Canal before arriving at Brooklyn Navy Yard on April 15th. He stayed there for three months on leave until he was discharged on July 3rd, 1946.
Andrews, Howard
Michigan. Round Lake Harbor in Charlevoix
Photographs
Photography
Charlevoix (Mich.)
Southwest corner of Round Lake harbor, Charlevoix, MI (?).
Angus, Donald James (D. J.)
Grand Valley State University Libraries, Special Collections and University Archives
Round Lake, Charlevoix, MI. Patrol Boat #1 is the dark boat at the end of the dock.
Michigan. Charlevoix Yacht Club on Round Lake
Round Lake, Charlevoix, MI with the Charlevoix Yacht Club in the background.
Angus docked at Round Lake harbor, Charlevoix, MI.