1027 24 26018 https://digitalcollections.library.gvsu.edu/files/original/ae90d0e0ed47abe32ebbaf650abb26db.jpg a70c3e85db3204f855e648751eefdfdf 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 VandenWyngaard_Julianne_Photo07 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanden Wyngaard, Julianne Description An account of the resource Julianne Vanden Wyngaard, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/b3b2850c8b44fbcf240282d129baffaa.jpg 3a056559701163c70dceb96ac4d02cb3 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 VandenWyngaard_Julianne_Photo08 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanden Wyngaard, Julianne Description An account of the resource Julianne Vanden Wyngaard, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/a7ef93f3f1678504d3b774f28f53fcc3.jpg 7e6b71604a90f11fcbf46717c0c2b136 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 VandenWyngaard_Julianne_Photo09 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanden Wyngaard, Julianne Description An account of the resource Julianne Vanden Wyngaard, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/0a71b24b5d40bda94d078333e26fc154.jpg f511277336d59f66c96c53d5dd56f74c 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 VandenWyngaard_Julianne_Photo10 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanden Wyngaard, Julianne Description An account of the resource Julianne Vanden Wyngaard, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/9e495c2afd5ba736f4ca07259189f69b.jpg a88ae44ed3af4b58880b1fe6bed5fbcc 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 VandenWyngaard_Julianne_Photo11 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanden Wyngaard, Julianne Description An account of the resource Julianne Vanden Wyngaard, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/a6113d43ec08373124d0e936d40a71d9.jpg 32b8a0aab9b4c90cc5bdef10c36b0f3e 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 VandenWyngaard_Julianne_Photo12 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanden Wyngaard, Julianne Description An account of the resource Julianne Vanden Wyngaard, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/038b9dee656a2f59f277e097030a2be6.jpg 54a1137197a6096c2f4919d119269a22 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 VandenWyngaard_Julianne_Photo13 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanden Wyngaard, Julianne Description An account of the resource Julianne Vanden Wyngaard, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/e6b99ac8c7ca6240d6f8de06429905f7.jpg dd6c9f671a94c75dc045fd7a0098081e 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 VandenWyngaard_Julianne_Photo14 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanden Wyngaard, Julianne Description An account of the resource Julianne Vanden Wyngaard, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/a3d03fb56fa72b3087aef1c2492ee228.jpg 67fe9dbfb2ff7457d820b4a1b4d50204 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 VandenWyngaard_Julianne_Photo15 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanden Wyngaard, Julianne Description An account of the resource Julianne Vanden Wyngaard, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/8f27d5c9cda23b606b7186032bd14be6.jpg 405c6949c7e00e8c68600cc4915f9036 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 VandenWyngaardJulianne_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanden Wyngaard, Julianne Description An account of the resource Julianne Vanden Wyngaard, Music Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/477456467f891c0a199346fbd5fa8d24.mp4 08a5145afd65f2b69cb514a2ccd0acae https://digitalcollections.library.gvsu.edu/files/original/60e8d80bcf22a0a0d973d15d6e46cf54.pdf c4046b118b9f88e198a58b897231a8fc PDF Text Text Grand Valley State University Veterans History Project Interview Cold War Era Interviewee: Ken Vandenberg Length of Interview: 00:23:25 Background:          Born in Grand Rapids, Michigan, in 1938. Mother was a homemaker and his father was a farmer He as 3 brothers and 3 sisters. One of his brothers passed away when his was only 4 months old. Before he entered the service, he worked at a dairy, bottling milk and processing different dairy products. After the war, he worked at a delivery man and delivered dairy products for 22 years. His uncle served as a sergeant major in the Dutch military during WWII. He was a very educated man, and a high officer. Ken spent some time with his uncle while he was in the service and he thought that his uncle was top notch and a great man. (2:05) He was once told that his uncle was wanted by Hitler. Nazi soldiers came to his grandmother’s house and asked for him. She said he was not there. They told her if she was lying they would kill her too. However, they did not find him, as she kept him well hidden. He also had a brother that was stationed in Korea during the Korean War. Ken was drafted for service in the Army in December and entered in January, 1962. Training (3:35)           Early days of training were busy. They were doing so many things that it seemed like such a short time. He was hoping things would slow down and they eventually did when he got stationed in Fort Knox, Kentucky. Things started going back to normal when they settled in at Fort Knox for basic training, but that first week was hectic. He did a lot of marching while he was there. They also did a lot of target practice with the M-1 Rifle. He also did some other training, though he cannot recall what it was. After basic he was sent to Fort Gordon, Georgia, for his military police training. (5:10) There were a lot of different things he had to do for training while he was there. One thing he had to learn was map reading. Another part of his training was self-defense. He learned a lot of judo and karate. He also had to take classes while he was there on the things that military police had to do. After training was complete, he was shipped to France to serve for two years. �  Adapting to military life was not that easy. It was all about following orders. It was also about being part of a team. Sometimes you forget that you are in the military and you would be outside cleaning sidewalk cracks with a toothbrush. Active Duty France (7:10)               He served in La Rochelle, France during the Cold War Era. During his time in the military, he heard a lot about the Bay of Pigs. Russia had been sending weapons to Cuba, which the United States viewed as a threat. So he and others were preparing to leave to go to Cuba, if necessary. Where he was stationed, the MP’s were a really close unit. Most of them got along pretty good together. He stayed in touch with his friends and family back home through letters mostly. However, if it was a special occasion, like his parent’s anniversary, he phoned home. He often forgot what time it was back home because of the time difference. So when he called home, it was the middle of the night. He got it from his dad because of it. (9:15) When he was off duty, he did a lot of bowling. He really enjoyed it. He had a company commander who loved bowlers. He and his bowling buddy were invited to a tournament because of their averages. They also played softball, and a little football. He was not really scared, but mostly apprehensive, especially when the Bay of Pigs came about. However, when Russia pulled their ships out, things got back to normal. While he was in France, he worked in the military police. He did a lot of patrolling. He also did guard duty at different bases, but he mostly did patrolling. He got out of the Army on December 7,1963. Post Duty (11:49)            He thought the world of President Kennedy, and he was assassinated by Oswald. He though Kennedy was the greatest commander-in-chief. When he got out of the service to visit family and friends. His brother owned a farm and needed help picking corn, since they did not have the big combines yet. After he was done at the farm, he went back to work at the dairy as a driver/salesman. He is not a member of any veterans’ organizations. In the little village of Martin, he and other veterans from every era, get together and talk about things and march around in parades. (14:10) While he was in the service, there were no women in the MP unit. He shows some of the things he used to use while he was a military policeman. First, a nightstick. Many people think you use this to beat the bad guys up, but really it is supposed to be used to fend the guy off, so you can pull out your gun. All military police carry a .45 with 6 rounds of ammo. �                    He also has an album from his time in Europe. Some of it is from when he had some time off and took a trip to the Netherlands. There is also a photo of him when he made soldier of the month. (16:10) How you get to be the solider of the month, they ask you questions about military, civilian and other question, to make sure that you are kind of up-to-date about what is going on around the world. They also want to know how you are doing in sports or politics, or whatever. You never know what they are going to ask, but he must have done pretty well because he won it. He also has a hat from his time in the service. He used to have all of the emblems on there, which were made of gold. However, when he got out, a friend of his was going into the MP, so he sold him all of the emblems. He never had to shine them because they never corroded. He wished he would have kept it, but back then he did not think it would have made a difference. He also has his discharge papers. He ended up getting out 2 months early because his mother was sick. She was complaining to everyone that she was never going to see her youngest son again. He does not remember who told him that but he went to his company commander and they got him back home (18:50) While he was on duty one night, the transportation sergeant had been in his vehicle downtown and he had too much to drink. He was sitting in his car at a red light, and when it turned green, he did not move. So Ken and his partner went to check it out and found him sleeping. Ken decided that if he did not give him any trouble he would drive the man back to his base and get him off the road. So that’s what they did. The next morning the sergeant woke up and did not remember how he got home. Ken told him that he drove the guy back here. The guy told him that when it was time for Ken to go home to come see him, because he would make sure that Ken flew home. (20:30) So when he was ready to go home, he went back to see him and sure enough he flew home. He went to Paris and got on the plane and as they were shipping out, they were called back. Turns out that one of the planes tires blew. While they were working on the tire, they were taken to a hotel near the airfield to get some food. While they were out, it was discovered that the plane’s brakes were out. If that tire had not blown, he could have died. He was nervous after that, and the guy who was going home on emergency, because his wife was having a baby was more nervous than he was. (22:05) When he got home, arriving at Fort Dix, he was told that if he stayed an extra couple of days, he would just get discharged and he would not have to come back. So he waited. He was in the Reserves until December 1967. Then, he was truly discharged. � 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 VandenbergK0994V Title A name given to the resource Vandenberg, Kenneth (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Vandenberg, Kenneth Description An account of the resource Ken Vandenberg of Grand Rapids, Michigan, was drafted into the Army in 1961. After basic training at Fort Knox, he went to Fort Gordon, Georgia for military police training, and was then sent to La Rochelle, France, where he served until 1963. Contributor An entity responsible for making contributions to the resource Yonker, Lauren Prins, Amanda Yonker, Alyssa Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Vietnam War, 1961-1975--Personal narratives, American 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 2010-04-24 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/1960b9f91441cfe4168a59ab45e08a39.pdf c66eded7fb281d407779de9628210891 PDF Text Text Grand Valley State University Special Collections Kent County Oral History collection, RHC-23 Gerritt VandenBosch Tape # (7:54) Interviewer: When did you come over to this country? VandenBosch: We came in on, we arrived in New York on Memorial Day, 1920, in… New York and from there we went to Inwood, Iowa, where a second cousin of my father lived, and we stayed there for a few weeks until we found a place to live. Interviewer: Did you have a problem finding a place? VandenBosch: Not at that time because they arranged it, but it was right near their home in the country on a farm. Interviewer: Oh, this is of course what we have studied and we hear just the opposite. Did your father have any problems with jobs? Did you just primarily farm? VandenBosch: No it, this was after the war, after World War One and we were living in a time of inflation then as we are right now, it was a period very similar, and he did have a problem finding work because he had not farmed in the Netherlands. But he worked by the day, in Inwood, in that area. He did some construction work, helped some farmers, anything he could get a hold of at the time. Interviewer: Did the, were the people that lived around you Dutch also? I mean, was like a community? VandenBosch: Most of them were, yes. Yes, it was a smaller Dutch community. Interviewer: Let me see…did you feel discriminated at all because you were an immigrant?..maybe at that age… VandenBosch: Not there at first, remember I was only eight-years-old. Interviewer: That’s true. VandenBosch: And so I really don’t recall, but I don’t think that was true anyway. I don’t think there was discrimination as we see it in many areas since that time, other races. Interviewer: Was your family mobile, I mean was there the ability to move around the country? Of course, like you say it was a time of inflation. VandenBosch: You mean as far as transportation was concerned, or…? Interviewer: Right, and well did you move like from city to city, like in years…? �VandenBosch: Yes, but not as often. The rate of people moving I think today, is something like the every five years, the average isn’t it? At that time I don’t think it was anywhere near that, probably once in every ten or twelve years. But we moved to Inwood and lived there for a very short time and then we moved to Steam Minnesota, and we lived there for a very short time and we moved Sault Center, Iowa. And that was, all these communities were not too far apart, but we lived in Sault Center Iowa for only a very short time and my father died. See we arrived in 1920, and in January of 1922 my father died, and he didn’t like this country. He would’ve moved back for anything in the world. Interviewer: Why? Do you know? VandenBosch: Well I think for one reason was that he couldn’t find the kind of work that he was accustomed to in the Netherlands. And it was a time of inflation, prices were skyrocketing. They had just a little money when they came and everything was used up on just the necessary things to start a home, and so he couldn’t find the work, I think this was mostly it. And he had intentions of going to Chicago, finding something to do and earning enough money to go back, but he died. Interviewer: How, who took care of you? VandenBosch: Well my mother was left alone of course with five of us, I was the oldest and the neighbors were very good, they understood he was thirty-six-years-old when he died, see. So they were sympathetic and helpful. But at the same time it was a real struggle for her. And we, I remember that we got assistance from the county, as a widow’s pension, she got a widow’s pension. Which was a very small pension, but it helped. Interviewer: Well sure. How, boy in your case, how did the Depression affect you? I mean, what really…? VandenBosch: Well the Depression of course came a little later for us, and the height of the Depression was just prior to the Roosevelt administration in 1932, it was when Hoover was president and yes it affected everyone there, the farmers as well. Then I recall that when Roosevelt was elected, the farm program at that time was that all the farmers because the price of the meat and pork and everything was so low that all the farmers should kill all the little pigs that they raised. And many people, there were conservative areas there, a conservative Dutch community, and many people didn’t go along with that, and so they didn’t all participate in that program because they couldn’t see killing these little pigs. But they did. After this became a policy I remember that the farmer that I happened to be with, decided the following year not to raise any pigs, that’s how he cooperated with it. Interviewer: Boy, this is really interesting. Tell me about your experiences with World War II. Did you serve…? �VandenBosch: I was too young to really know what world, what? World War II? Oh, that’s different. Interviewer: You probably were… VandenBosch: Well yes, I was married and we had a family then. And I was classified 3A, because of my family and because I had worked in the defense plan. I was working at the Winters and Crampton Company at that time, as a Precision Inspector in Grandville, Michigan. Later on this became known as the Jervis (?) Corporation, but I worked as an inspector there. Interviewer: Are you a member of the Dutch Immigrant Society? VandenBosch: No I am not. Interviewer: Oh, I just wondered. I was just curious. Man: He was. He didn’t pay his dues. VandenBosch: I was. I slipped, I slipped, I didn’t pay my dues and I was expelled. Man: Yep…(muffled laugh) Interviewer: I’m sorry I didn’t mean to…I was just…I was.. VandenBosch: No, we were just having a little fun here. Interviewer: Do you make any trips back to the Netherlands? VandenBosch: I never have, no I’ve never gone back, I hope sometime to get back. Interviewer: What are your feelings about America today, as opposed, I mean do you feel any differently as opposed to Depression times, I mean as far as any more loyalty to the Netherlands then than you do now, or just because you’ve been, were so young and raised here, do you feel, you don’t feel any different? VandenBosch: Well I think that, as your parents trained you of course, you never lose that, well that feeling for your place of birth, no matter where that is or how long you’ve departed from it, it’s always been your place of birth and you have a certain loyalty to that. But being only eightyears-old, or seven when I arrived here you don’t have the same feeling as, for example, an older person who has gone through all the political programs and knows more about the country than I do. Interviewer: Do you find any, this will kind of wind us up now I think, do you find any problems now at all with any discrimination? Of course, nobody really knows that you’re, I mean, do you think the Dutch right now, like for instance the members of the society, do they find any problems? �VandenBosch: I, I doubt it. Interviewer: I mean accepting… VandenBosch:I think there is a real acceptance on the part of the people of this area to the Dutch. I think this would be true of other nationalities as well. I think there is a very good understanding amongst the people here in that respect. Interviewer: Very good. Thank you very much. VandenBosch: You are welcome. D Depression, the · 2, 3 Dutch Immigrant Society · 3 W Winters and Crampton Company · 3 � https://digitalcollections.library.gvsu.edu/files/original/64a9d667c17d048346729ff669aeedce.mp3 cb090309654996c7d6d1244abef0da02 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 Grand Rapids Oral Histories Subject The topic of the resource Heritage Hill (Grand Rapids, Mich.) Local histories Memoirs Michigan--History Oral histories (document genre) Description An account of the resource Taped and transcribed interviews conducted in the early 1970s primarily of the children and grandchildren of many of the founders of Grand Rapids, Michigan; many of whom were residents of the Heritage Hill neighborhood. Interviews were collected to develop a significant collection of oral resources that would supplement other primary and secondary local history materials. Initially funded as a private project, Grand Valley State College (now University) assumed responsibility for continuing the project until 1977. Creator An entity primarily responsible for making the resource Various Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/452">Grand Rapids oral history collection (RHC-23)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf; audio/mp3 Language A language of the resource eng Type The nature or genre of the resource Text; Sound Identifier An unambiguous reference to the resource within a given context RHC-23 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1971 - 1977 Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. 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-23_VandenBosch Title A name given to the resource VandenBosch, Gerritt Creator An entity primarily responsible for making the resource VandenBosch, Gerritt Description An account of the resource Gerritt VandenBosch arrived in New York on Memorial Day, 1920. From there he moved to Inwood, Iowa. He discusses being a Dutch immigrant during the Depression. Subject The topic of the resource Michigan--History Local histories Memoirs Oral histories (document genre) Grand Rapids (Mich.) Personal narratives Heritage Hill (Grand Rapids, Mich.) Grand Valley State University 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 Text Sound Format The file format, physical medium, or dimensions of the resource application/pdf audio/mp3 Source A related resource from which the described resource is derived Grand Rapids oral history collection (RHC-23) 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/a11b0e05747e04102ce38200b116404a.mp4 fddb3c959cb41891a931e71f0d18ff9b https://digitalcollections.library.gvsu.edu/files/original/cacc46adab1f95fe668a02620045fb2c.pdf bfd5d144de3aa2de40581dca080dd89b PDF Text Text GrandValleyStateUniversity Veterans History Project Vietnam War James VandenBosch Pt. I () Background Information (00:01)        Born and raised in AdaMichigan. (00:02) He was in ROTC at CrestonHigh School from 1958-1959. (00:09) After moving, James attended Grand RapidsJunioCollege. (00:34) James briefly attended Michigan State University and then Western Michigan University. After finding he did not like school he joined the Navy in 1966. (00:41) He remembers at the age of 12 the Korean Conflict was occurring. He was worried of events that were to come. (1:44) When James joined the Navy he joined as a hospital corpsman. (4:17) James was placed in the navy at a higher rank than normal cadets due to his 2 year degree. (4:34) Basic Training (5:09)       Attended boot camp at Great LakesNavalAcademy in the summer of 1966. (5:09) Men were taught discipline, physical skills as well as how to tie knots or patch a hole in a ship. (5:45) Because of his ROTC training James not only knew most of the basic military knowledge, but he liked the order of the military. (7:08) Men are taught, above all, how to be a part of a team and the importance of team work. This was helpful to James in his career latter in his life. (8:15) In boot camp, James was made a 1st platoon Commander. (9:05) He was under a lot of stress. James found that this made him stronger. (9:43) Hospital Corps School ()    Next James attended hospital corps school. This was designed to transform men into hospital corpsmen. (10:17) Men were trained to use their skills in many different environments such as a hospital, a ship, or in the field. (10:51) The first ship James served on was an aircraft carrier. (12:54) First Cruise (USS Shangri La) (14:50)     During his first cruise, James and his wife got engaged. (14:52) James was flown from Grand Rapids to New Jersey. He was then flown on a military flight to Spain. He was then flown to Italy, then to Turkey were he Shangri La was anchored. (15:24) The USS Shangri La was a World War II carrier. (16:41) He learned a lot about basic information of being a medical corpsman. He also preformed basic medical aid such as stitches. (17:42) �    The cruise lasted 7 months. He visited NaplesFrance, Spain and Italy. (18:00) He very much loved seeing as much of the world as he did during this part of his service. (19:20) While in Naples, James and a friend saw an opera. (20:28) In most places the civilians were very welcoming of the sailors. In Rome, However, there were protesters there to meet them. (21:19) Service at Camp Lejeune (22:50)            After his service on the USS Shangri La ended he was sent to Camp LejeuneNorth Carolina. He believed it very likely that he was about to be sent to Vietnam. (23:41) At CampLejeune, the men spent 8-9 weeks being turned from fleet sailors into grunt corpsmen. The men were taught how to use weapons and firearms. The men were taught on the Colt 45. And the M14. (24:41) They were taught on how to stage an ambush and fight one off. They were also taught how to build shelters, dig foxholes, ext. (25:43) There was a Vietnamese village set up at CampLejeune. (26:06) The men were taught to function as a Marine rather than a sailor. Maries dressed differently, talked differently, and were more macho. (26:52) He was honored when the Marines started to see him as one of their own. (29:10) After completing his training, James was sent on a shakedown cruise on a troop ship from World War II. (30:00) James did become sea sick on this cruise. There were many men that James had to check with colds or sea sickness. (31:38) When James returned to the states after this cruise, he was given his orders for Vietnam in October of 1968. (32:55) He did enjoy his service up to this point very much. (33:44) Combined Action Platoon (34:20)           James did not believe he was going to come back from Vietnam. His wife was 5 months pregnant at the time. (34:58) He was sent to a combined action platoon training program once arriving in Vietnam. This training focused mostly on civil action and peace keeping. The men were taught some of the language, customs, and traditions. (35:35) The platoon was placed with a CAP Unit. These consisted of some Vietnamese citizens who were too young or too old to enter the military and were commanded by James’s platoon. (37:45) After having grown used to the conditions that he was in, James was transferred to another unit in early 1969. (39:00) The Vietnamese civilians thought that James was a doctor. He constantly reminded them that he was not. He also recalled how awful the Vietnamese peoples’ teeth were. (42:02) When large groups were sent into a village for the civil program, it was effective. Having one medic treat an entire village, however, was ineffective and impractical. (43:19) It was difficult to see who the enemy was. (44:25) Most men that James served with were 18. James was 24. (45:30) Through news papers and especially letters, men knew how the country felt about the war in the late 1960s. (46:51) Because the CAP Unit lived off the land, many of them were off on their own and seemed to be �much like hippies in James’s eyes. (48:35) Arrival in the 26th Marines (50:00)           James was forced to compete with his friend for a spot working in the office, and another working in the bush. James took the bush job because he thought he was better prepared for that type of combat. (51:04) James was sent from the HQ to De Nang and then was taken to the 26th Marine Regiment. He was handed an M16 which he had never used before. (52:24) When he arrived at his company, the area looked very bleak and plain with little vegetation. (54:49) When James arrived he met the senior corpsman whose place he was taking. He introduced him to all his subordinate corpsmen and gave him a minor surgery kit. The entire switching over process took 30 minutes. (56:08) Because of James's superior age and training, he believed he was better equipped to deal with the challenge of caring for other men than the average soldier. (59:01) James's CO was a mustang officer who had worked his way through the ranks. When James met him he was 1st lieutenant. He was a charismatic leader who was very easy to follow. He was also the only man that James met that was older than him. (1:00:49) The Gunny [Gunnery Sergeant], the one James started out with, was on his 3rd tour in Vietnam. He had a poster child appearance and easy to listen to and trust due to performance and experience. (1:03:40) The Gunny also told James to cut his dog tag chain and make it half the size. This would stop the tags from snagging on the bush while the men were crawling through the jungle. He also told James how to keep his pants perfectly straight so that the extra fabric would not snag traps. (1:05:44) Situational awareness was highly emphasized. Gunny ultimately died after he stepped on a booby trap. While dying, his last wish was to have a cigarette. (1:07:51) James feels fairly extensive survival guilt for the death of his Gunny. He copes with it by telling the stories of the dead as a way of honoring the lives of the dead. (1:10:41) Action with the 26th Marines (1:12:30)        James's CO was also hit by some hostiles that were entrenched at the top of a hill. The CO charged up the hill causing James followed him. By the time James got to the top of the hill the marines had overrun the men that were defending the hill. The CO had been shot however, at the top of the hill. (1:12:35) The CO asked if he was not going to have children due to his injury. James lied and said yes. He lied often in the field as to not deter men’s hope. (1:17:22) The first time James traveled into the bush with his new company was in late December of 1968. This was the first time he had been shot at. (1:18:11) The reason that the unit was in the camp that James found them in was to regroup and supplying the platoon with replacements to get them battle ready. (1:20:00) The men were flown by chopper without being told where they were headed. They landed on an LPH off shore. (1:21:24) As a Senior Corpsman, James was included in on many informative briefings on the environment that the Marines were going to be sent into. (1:22:54) All of the men, when hearing about going into battle, were worried about self preservation. But �men also contemplated as to whether or not the men would be able to perform in combat. (1:25:09) Operation Russell Beach (1:26:45)                  The first operation lasted 1 month. There were lots of casualties due to booby traps. However, the men did not have any enemy encounters during this first operation. (1:27:34) After finding a man in the unit with appendicitis, James had to order an emergency medevac in bad weather to save his life. This gained him respect of his peers and CO. (1:28:27) Because the men went over as individuals there was not a sense of camaraderie even amongst units or platoons. (1:31:30) While traveling on the beach and a hill, one segment of the platoon encountered a very large mine field that was undetected. (1:32:53) When the mine field was discovered, there was one Vietnamese taken prisoner that James was assigned to watch. After several explosions that resulted in casualties, the prisoner was lost. (1:35:33) A U.S. tank then began to move up the left side of the hill. The troops moved through the field behind the tank, thinking that the tank would deploy a mine before the men did. (1:36:11) John Fogarty, a fellow Marine, was the first man that James knew in his platoon. (1:38:09) To make hot water, men would drop small cubes of C4 into their cups. (1:39:35) The tank that the men followed up the hill deployed a Bouncing Betty mine that ultimately resulted in John Fogarty’s death. (1:40:35) An Amtrack was sent to use C4 line charges to detonate the mine field. The C4 detonated before it got out of the Amtrack. This resulted in several casualties in the Amtrak crew. (1:42:28) James was told years after that choppers were used after the explosion to look for casualties but were unable to find any. (1:45:55) They believed that 10 men were involved in the Amtrack accident. However, when the site was cleaned up, there were only ever parts found not whole bodies. (1:47:28)] On the operation the men were used to cut off any VC that were located on the Batangan Peninsula. While the men were blockading the area, the monsoons hit. The men could not move and simply sat in the rain. (1:49:30) The men did undercover an extensive tunnel system that was under the men’s feet. They sent “tunnel rats” or the smallest marines, down the hole. The tunnel rats brought out approx. 100 people, dogs, and chickens. (1:51:10) The people were soon interrogated to see if they were VC or VC sympathizers. After the men and women were removed, the Marines spent several days packing the tunnel with charges and destroying the tunnels. (1:53:45) Most casualties were due to booby traps. (1:55:11) The operation was eventually called off due to lack of results seen by HQ. (1:56:03) Operation Taylor Common (1:56:57)     The men were given 1 week to regroup before being sent back on another operation. (1:57:00) James was sent south of De Nang. The Marines were given the task of keeping the VC out of the city. (1:58:25) The Marines spent much of their time on search and destroy type maneuvers. If an enemy unit or resource was located, it was often detonated using explosives. (1:59:26) The operation consisted simply of par tolling the area in random patterns, hoping to stumble �upon any VC. (2:00:44) Disk 2 (2:56:55) Note: new disc, time coding restarts            The men were moved into the combat zone via helicopter. (Vertically inserted). (2:53) The land was very flat with little to no hills. There were many rice paddies. (3:28) In these operations, the marines began running into enemy soldiers who were better equipped than what they had encountered previously and wore uniforms. (5:12) When James landed during operation Taylor Common there was no bombardment to prepare a landing zone. (6:45) The environment was difficult to adapt to and added to the psychological distress of combat. (8:49) James felt rather detached from his job and his men after having been in combat. The reason for this was that if James got involved with every situation it would have been too emotionally exhausting. (11:28) The men were sent out on one trip through a rice paddy at night. The Marines had difficulty moving and were very loud. (14:00) Somehow, another company had been caught by surprise on the other side of the rice paddy. A fire fight soon broke out. The fire fight lasted in total 15 minutes. Several casualties were taken. (16:02) One man that James had to treat from the fire fight was gut shot. As James talked to him awaiting his medevac. James believed the man would be fine but he later found that he had died. (19:20) During his time in the Marines, James had to medevac 150-200 marines. (19:40) This experience with the gut shot wound, gave James greater perspective on how serious particular wounds actually were. (22:03) Fire Fight at “The Rock Pile” (23:20)        The company then moved into an area deemed “The Rock Pile” named so due to the amount of very large rocks that coated the ground. As the CP group began approaching the rocks they began to take rounds from mortars. Here James did come under fire and take minor shrapnel wounds. (23:25) Once the men got used to being in combat they could adjust to the stress of battle fairly easily. The most important thing a man could do was keep moving. (26:15) This fire fight resulted in many casualties, most of which had rather serious wounds. (27:28) James had to perform a procedure on one marine where a new airway was created y poking a hole in the trachea just below the Adam’s apple. (28:50) The man with the trachea procedure did eventually die. (30:38) The fire fight lasted several hours. Upon its completion the helicopters moved in and evacuated all the casualties. As one helicopter was lifting off, it was shot down 100 yards from the landing zone. (31:02) As emergency platoon was sent over to secure the crash site. The men in the helicopter simply laid on the floor trying hard not to be shot by any machine gun fire they were taking. All the men on the helicopter survived. (32:12) �         A4s were called in to destroy the helicopter so that it could not be picked apart by any VCs who may find it. (33:35) The night after the fire fight, the unit slept in the rock field due to its value as natural cover. The men were attacked by a few mortars while staying there. (35:00) As the men traveled the next day they found blood trails where they were VC bodies on the previous day. As they continued and followed the trails the marines stumbled upon a mass grave that had uniformed VCs in it. (36:55) The marines continued to chase the VCs they were tracking until approx. 6 PM. At this time the men ran into an enemy line. (39:15) It was at this battle that the CO was hit. (41:32) At this point in time the unit had been in 2 fire fights without being resupplied and was running low on things such as ammunition. (41:50) The men were in contact with regular VC groups but had very little ammunition to defend themselves with. Because it was past dark, a helicopter could not be sent out to resupply the marines. (43:57) During the night, the sound of an aircraft could be heard. Then the men saw circles of fire go up in the sky. This was a C-130 that protected the Marines perimeter for the entire night until the men could be resupplied. (46:18) James believes that if it were not for the C-130s defending them, he would not have survived. (48:10) Mortar Bombardment (49:29)          After the fire fight, the Marines were pulled back. The men were given some fairly good food and a chance to rest. (49:30) The men never particularly had problems with morale due primarily to the CO and his attitude towards combat. (53:52) When James slept in Vietnam he thought it was more like half sleep. This was due primarily to the constant threat of violence particularly at night. (56:14) In the middle of the night, James herd several mortar rounds being fired. James jumped into another man’s fox hole in order to find cover. (57:30) James had to wake up the CO. (59:45) There were no casualties that were taken from this mortar bombardment. (1:01:18) In the morning, the men evaluated the damage of the attack. There were no casualties. Several were lost that day though due to sniper fire. (1:01:47) After approx. 50 days involved in the operation the morale was devastatingly low. The men were then taken to an outpost where they were given steak dinners, ice cream, and beer. (1:02:53) The men were then moved to hill 51 were they were stationed for some rest. (1:03:57) Operation Oklahoma Hills (1:04:20)    The men flew west away from the coast (to a location that James believes was out of the country). (1:04:33) The men were sent into a very mountainous area. To James's surprise the unit was sent into the valleys rather than up mountains. (1:06:36) The valleys had elephant grass at their base. The men used machetes to hack through the grass. This exhausted the marines. After several hours of travel, the CO decided to take another route �         around the grass. (1:07:00) The men were picked up after several days and moved to another part of the mountains. This time as the Marines traveled they were going uphill. (1:09:46) As the men continued to travel they entered the triple canopy. This area consisted of jungle with vegetation so thick that it created a sense of twilight during the middle of the day. (1:10:40) An artillery strike was called before entering the triple canopy. When the artillery strike came in, it struck the U.S. unit. Several casualties were taken. (1:11:40) Because the closest LZ was 5 miles down the mountain the unit was faced with 2 options. One, to go down the mountain and evacuate the wounded. The other was to continue up the trail and complete the missions with the casualties. The unit chose the latter. (1:13:37) The men continued up the mountain and set up a camp. After collecting every man’s poncho, a small field hospital was constricted for the wounded. (1:15:00) The following morning, a vertical evacuation was conducted. This was a skill that James learned in his training but never expected to put into practice. The men were strung out along the trail in order from most urgent injuries to least. (1:16:50) As each casualty was lifted out of the jungle, the rope and apparatus that they were attached to started to swing the man into the foliage. To correct this problem, ropes were attached to the casualties so that marines on the ground could keep the apparatus still. (1:19:30) It took approx. 1 hour to evacuate every casualty. (1:20:17) To compensate for the lack of LZ to evacuate the injured as well as get supplies, one was created by clearing a space on the top of the mountain. (1:21:43) Rest and Recuperation (1:22:51)         As a result of yelling at his CO due to his foolish artillery call, James was ordered to take some time for R and R. (1:22:52) James was picked up 2 days later at the newly constructed LZ. (1:24:41) This ended James's time in the bush. (1:25:00) When returning back to base he was given a clean uniform, a shower, a haircut, and prepared to meet his wife in Hawaii. (1:25:20) James had mixed emotions about leaving his company. He was very thankful to get out of the bush; however he did not like the idea of letting his unit go out into the jungle without him. (1:26:00) When in the bush the only thing he could think about was his wife and his former life back home. He spent a week in Hawaii and very much enjoyed it. (1:27:26) Before leaving for Vietnam, James was drunk on Scotch. He did not like the idea of returning to the war. (1:28:36) When he returned he was assigned to a base hospital. This was after 8 months in the Bush. (1:29:12) Thoughts on Service (1:30:00)     There was talk of James being sent back to Okinawa where the men would get retrained and sent out on another mission or assignment. (1:30:03) James was sent to Da Nang where he finished the rest of his service. (1:31:08) There was an enlisted men’s club that James had access to. Pallets of beer were taken in daily. (1:31:50) James believes that Vietnam was a mess, particularly in the way it affected the enlisted men �    psychologically. (1:33:40) James has been to the Vietnam memorial in Washington DC nine times. (1:34:39) There are more men that committed suicide during the Vietnam era then there are names on the Vietnam memorial wall. It is because of this statistic that James gets involved to help veterans and talk to them about any problems they may have. (1:35:18) James does not like how there was no connection between soldiers. However at the same time, he believes that if he had been more emotionally involved he would not have lasted as long as he did. (1:37:15) The average soldier (young high school graduate) was emotionally unstable and more easily affected by combat. (1:38:30) Vietnamese People and Culture (1:40:35)           There was the idea in the bush that every person that James ran into was a VC. (1:40:55) James and some men were invited in to a village by the village headman. This was a great honor. (1:41:38) Many of the people that James saw lived in small little huts. Each hut often housed an entire extended family. (1:44:21) To tolerate all of the emotional pain and torment of constant war, James believes that the people were very strong willed and loyal. (1:45:00) While in the bush the men herd stories of Vietnamese ambushes where men were killed, had their genitals cut off, and then stuck in their mouth. Other calling cards, such as leaving an Ace of spades with a body, were meant to deter the military from entering an area. (1:46:45) Because field doctors were put through medical school at the navy’s expense, they owed the military a certain amount of time as pay. Because of this, field doctors were very disgruntled and rebellious. (1:48:43) The field doctors had not been out of medical school any more than a year before being deployed. (1:51:00) Several doctors went to the Pink Elephant, an officer’s club, in De Nang. Because they had never been in the bush, they would not go unless some marines (including James) went with them. While the doctors were in the officers club James was in an enlisted men’s club. When the club closed, James was ordered to leave. The Doctors did not want to leave. In order to stay longer, the doctors temporarily promoted James to lieutenant for 3 hours until the doctors wanted to leave. (1:52:20) The officers club was very well accommodated with leather chairs, little cocktail tables, waitresses, and other luxurious amenities. (1:57:32) At approx. 2-3 o’clock in the morning, a truck was sent to the officer’s club to take the officers back to their station of duty. (1:58:29) End of Enlistment (2:00:10)     James was offered a second R&R before he was to leave Vietnam. After he received his orders to leave he soon canceled it. (2:00:19) James was required to turn all his gear in before leaving the country. (2:00:45) James was sent to the air port via truck. After turning in his gear, James felt very venerable being in a combat zone without his gear. (2:01:13) The transition back to being a civilian took a long while to set in for James and other soldier. (2:02:12) �  James arrived in Long Beach California. At that point he began the process of being discharged from the Navy. This process took approx. 1 week. (2:03:03) James flew to Grand Rapids, Michigan, after being discharged. He we met at the air port by his wife, child and parents. (2:04:08) Life after Service (2:04:35)          James was out of the military but still had 2 years on the inactive reserve. (2:04:40) James ad his family rented a house in Rockford, Michigan, for some time while he looked for a job. (2:06:11) At the time James did not realizes that he had some problems, but James was very moody and anxious. These were being signs of PTSD. (2:06:45) James began working with his dad as a belt sander in a clock factory. (2:07:38) One of the men that James worked with in the reserve suggested that James should go into a nursing program. (2:08:45) The degree was 3 years. The class work was done at Grand Rapids Community College and the clinical work at Butterworth Medical Hospital. (2:11:00) 3 out of 5 days of class were spent in the hospital with patients. (2:12:28) James worked on the ambulance crew during school in order to make some extra money. (2:13:40) After James graduated, military recruiters came in to recruit for the nurse corps. James had been evolved in the Navy for 6 years now. (2:15:08) Service in the Nurse Corps (2:16:10)          Because Nurses were officers, James had to go through “fork and knife school” where men are taught protocol and logistics of being an officer. (2:16:45) This training was in Newport, Rhode Island. The training lasted 6-8 weeks. (2:17:47) After his training was complete, James’s first active duty station was Great Lakes Naval Base. (2:18:30) He began working in a combination orthopedic and neurological ward. (2:19:00) James’ experience in active duty and as a nurse helped him become a leader in the hospital as well and understand and treat his patients more effectively. (2:20:03) James was stationed at Great Lakes Naval Base for approx. 2 years. In the 1970s the military was beginning to be down sized. James was not taken out but was sent to Philadelphia. (2:23:12) He worked in surgical and intensive care unit. (2:24:18) James was later made the head nurse of his unit. At this time he was promoted to a first lieutenant. (2:24:40) He was then sent to Guam (2:25:31) Life in Guam (2:25:40)    The Navy shipped all of James’s and his family’s belongings to Guam. The Navy even shipped one of James’s cars. (2:25:45) Guam was a very secluded and remote area. Because it was more primitive it was approx. 10 years behind the rest of the U.S. (2:26:34) Because the area was so small, James was involved with the native population more than if he was working in a large city. (2:28:34) �      Due to the hospital being smaller in size, there were no separate wards; instead all patients were placed in one large holding room. (2:29:05) For the most part, the people of Guam were very welcoming to the military. Some did not like the Military’s presence and would beat up Marines. (2:29:41) James was invited to several civilian homes for dinner. The food was very good. (2:30:41) James invited a civilian he had eaten with to one of his parties to cook. (2:33:05) One of the things there was to do in Guam was snorkel. When James snorkeled off World War II beaches there were wrecks, such as a Japanese Zero that was shot down. (2:34:11) He was in Guam for 3 years. His family loved being there. (3:35:30) Service in Oakland, California (2:36:05)         James was given orders to work at the Oakland Naval Hospital. While there he and his family lived on the island of Anita. (3:36:12) San Francisco was fascinating. He loved living in California, except for how expensive it was. (2:37:35) James lived in Naval housing in Anita. (3:38:20) James became charge nurse of an orthopedic ward in Oakland. He then switched over to the education department and began working as an instructor. (3:38:50) James applied for duty under instruction which was a program orientated toward public health that would improve his “outdated” education. (2:40:00) James desired to instruct corpsmen. Instead he was ordered to 29 Palms, California, to a small hospital. (2:51:45) Living in 29 Palms was like living on the surface of the moon. He did not enjoy his time there. His 3 kids however, did enjoy it. (2:43:50) James was happy to retire after his service in 29 Palms. He retired in 1989. (2:45:36) Life After Military Service (2:46:00)         He began working in occupational health at Butterworth Hospital. He believes health care became under influence by so many outside organizations that it was seen as difficult to excursive one’s profession. (2:47:00) At the age of 62 in January of 2007, James retired. (2:47:42) Because the nurse corps is made up of people who were civilians for most of their lives, they refuse to follow military order as much. (2:49:17) James realizes that the stresses placed on combat soldiers are almost the same regardless of where or when they served. (2:50:47) He thinks that the psychologists that work with soldiers with PTSD have trouble because the soldiers feel uncomfortable talking to someone who has not had the same experience. (2:51:23) He is very interested in U.S. military and the psychological effects of combat. (2:53:43) He liked his experience, and was very glad that he joined the military. (2:55:25) � 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 VandenboschJ0851V1 Title A name given to the resource VandenBosch, James (Interview outline and video, 1 of 2), 2007 Creator An entity primarily responsible for making the resource VandenBosch, James Description An account of the resource James VandenBosch, born in Ada, Michigan, enlisted in the Navy in 1966 and trained as a medical corpsman. After a cruise aboard the aircraft carrier USS Shangri La in the Mediterranean, he trained for combat duty with the Marines at Camp Lejeune and was sent to Vietnam in 1968. After a short stint with a Civil Action Patrol working in the villages near Da Nang, he became the senior corpsman for a rifle company of the 26th Marines, and participated with them in a series of combat operations. He spent the last part of his tour at a hospital in Da Nang. After his discharge, he eventually decided to go to nursing school and re-enlist in the Navy, this time as a nurse and officer. He did so, and retired from the Navy in 1989. 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 Video recordings United States. Navy Vietnam War, 1961-1975--Personal narratives, American 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 2007-06-28 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/4a6991e1d8c7607173a43310d4ab8fb6.mp4 31f9e6513ac8b7c50cdf42a18c84c717 https://digitalcollections.library.gvsu.edu/files/original/bfd29236862738115f7facd2f889c3fa.pdf 4b0243df787453f961f50f07ce6a1eea PDF Text Text Grand Valley State University Veterans History Project Vietnam War James VandenBosch Pt. I (2:02:41) Background Information (00:01)        Born and raised in Ada, Michigan. (00:02) He was in ROTC at Creston High School from 1958-1959. (00:09) After moving, James attended Grand Rapids Junio College. (00:34) James briefly attended Michigan State University and then Western Michigan University. After finding he did not like school he joined the Navy in 1966. (00:41) He remembers at the age of 12 the Korean Conflict was occurring. He was worried of events that were to come. (1:44) When James joined the Navy he joined as a hospital corpsman. (4:17) James was placed in the navy at a higher rank than normal cadets due to his 2 year degree. (4:34) Basic Training (5:09)       Attended boot camp at Great Lakes Naval Academy in the summer of 1966. (5:09) Men were taught discipline, physical skills as well as how to tie knots or patch a hole in a ship. (5:45) Because of his ROTC training James not only knew most of the basic military knowledge, but he liked the order of the military. (7:08) Men are taught, above all, how to be a part of a team and the importance of team work. This was helpful to James in his career latter in his life. (8:15) In boot camp, James was made a 1st platoon Commander. (9:05) He was under a lot of stress. James found that this made him stronger. (9:43) Hospital Corps School (10:15)    Next James attended hospital corps school. This was designed to transform men into hospital corpsmen. (10:17) Men were trained to use their skills in many different environments such as a hospital, a ship, or in the field. (10:51) The first ship James served on was an aircraft carrier. (12:54) First Cruise (USS Shangri La) (14:50)     During his first cruise, James and his wife got engaged. (14:52) James was flown from Grand Rapids to New Jersey. He was then flown on a military flight to Spain. He was then flown to Italy, then to Turkey were he Shangri La was anchored. (15:24) The USS Shangri La was a World War II carrier. (16:41) He learned a lot about basic information of being a medical corpsman. He also preformed basic medical aid such as stitches. (17:42) �    The cruise lasted 7 months. He visited Naples, France, Spain and Italy. (18:00) He very much loved seeing as much of the world as he did during this part of his service. (19:20) While in Naples, James and a friend saw an opera. (20:28) In most places the civilians were very welcoming of the sailors. In Rome, However, there were protesters there to meet them. (21:19) Service at Camp Lejeune (22:50)            After his service on the USS Shangri La ended he was sent to Camp Lejeune, North Carolina. He believed it very likely that he was about to be sent to Vietnam. (23:41) At Camp Lejeune, the men spent 8-9 weeks being turned from fleet sailors into grunt corpsmen. The men were taught how to use weapons and firearms. The men were taught on the Colt 45. And the M14. (24:41) They were taught on how to stage an ambush and fight one off. They were also taught how to build shelters, dig foxholes, ext. (25:43) There was a Vietnamese village set up at Camp Lejeune. (26:06) The men were taught to function as a Marine rather than a sailor. Maries dressed differently, talked differently, and were more macho. (26:52) He was honored when the Marines started to see him as one of their own. (29:10) After completing his training, James was sent on a shakedown cruise on a troop ship from World War II. (30:00) James did become sea sick on this cruise. There were many men that James had to check with colds or sea sickness. (31:38) When James returned to the states after this cruise, he was given his orders for Vietnam in October of 1968. (32:55) He did enjoy his service up to this point very much. (33:44) Combined Action Platoon (34:20)          James did not believe he was going to come back from Vietnam. His wife was 5 months pregnant at the time. (34:58) He was sent to a combined action platoon training program once arriving in Vietnam. This training focused mostly on civil action and peace keeping. The men were taught some of the language, customs, and traditions. (35:35) The platoon was placed with a CAP Unit. These consisted of some Vietnamese citizens who were too young or too old to enter the military and were commanded by James’s platoon. (37:45) After having grown used to the conditions that he was in, James was transferred to another unit in early 1969. (39:00) The Vietnamese civilians thought that James was a doctor. He constantly reminded them that he was not. He also recalled how awful the Vietnamese peoples’ teeth were. (42:02) When large groups were sent into a village for the civil program, it was effective. Having one medic treat an entire village, however, was ineffective and impractical. (43:19) It was difficult to see who the enemy was. (44:25) Most men that James served with were 18. James was 24. (45:30) Through news papers and especially letters, men knew how the country felt about the war in the late 1960s. (46:51) � Because the CAP Unit lived off the land, many of them were off on their own and seemed to be much like hippies in James’s eyes. (48:35) Arrival in the 26th Marines (50:00)           James was forced to compete with his friend for a spot working in the office, and another working in the bush. James took the bush job because he thought he was better prepared for that type of combat. (51:04) James was sent from the HQ to De Nang and then was taken to the 26th Marine Regiment. He was handed an M16 which he had never used before. (52:24) When he arrived at his company, the area looked very bleak and plain with little vegetation. (54:49) When James arrived he met the senior corpsman whose place he was taking. He introduced him to all his subordinate corpsmen and gave him a minor surgery kit. The entire switching over process took 30 minutes. (56:08) Because of James's superior age and training, he believed he was better equipped to deal with the challenge of caring for other men than the average soldier. (59:01) James's CO was a mustang officer who had worked his way through the ranks. When James met him he was 1st lieutenant. He was a charismatic leader who was very easy to follow. He was also the only man that James met that was older than him. (1:00:49) The Gunny [Gunnery Sergeant], the one James started out with, was on his 3rd tour in Vietnam. He had a poster child appearance and easy to listen to and trust due to performance and experience. (1:03:40) The Gunny also told James to cut his dog tag chain and make it half the size. This would stop the tags from snagging on the bush while the men were crawling through the jungle. He also told James how to keep his pants perfectly straight so that the extra fabric would not snag traps. (1:05:44) Situational awareness was highly emphasized. Gunny ultimately died after he stepped on a booby trap. While dying, his last wish was to have a cigarette. (1:07:51) James feels fairly extensive survival guilt for the death of his Gunny. He copes with it by telling the stories of the dead as a way of honoring the lives of the dead. (1:10:41) Action with the 26th Marines (1:12:30)      James's CO was also hit by some hostiles that were entrenched at the top of a hill. The CO charged up the hill causing James followed him. By the time James got to the top of the hill the marines had overrun the men that were defending the hill. The CO had been shot however, at the top of the hill. (1:12:35) The CO asked if he was not going to have children due to his injury. James lied and said yes. He lied often in the field as to not deter men’s hope. (1:17:22) The first time James traveled into the bush with his new company was in late December of 1968. This was the first time he had been shot at. (1:18:11) The reason that the unit was in the camp that James found them in was to regroup and supplying the platoon with replacements to get them battle ready. (1:20:00) The men were flown by chopper without being told where they were headed. They landed on an LPH off shore. (1:21:24) �  As a Senior Corpsman, James was included in on many informative briefings on the environment that the Marines were going to be sent into. (1:22:54) All of the men, when hearing about going into battle, were worried about self preservation. But men also contemplated as to whether or not the men would be able to perform in combat. (1:25:09) Operation Russell Beach (1:26:45)                  The first operation lasted 1 month. There were lots of casualties due to booby traps. However, the men did not have any enemy encounters during this first operation. (1:27:34) After finding a man in the unit with appendicitis, James had to order an emergency medevac in bad weather to save his life. This gained him respect of his peers and CO. (1:28:27) Because the men went over as individuals there was not a sense of camaraderie even amongst units or platoons. (1:31:30) While traveling on the beach and a hill, one segment of the platoon encountered a very large mine field that was undetected. (1:32:53) When the mine field was discovered, there was one Vietnamese taken prisoner that James was assigned to watch. After several explosions that resulted in casualties, the prisoner was lost. (1:35:33) A U.S. tank then began to move up the left side of the hill. The troops moved through the field behind the tank, thinking that the tank would deploy a mine before the men did. (1:36:11) John Fogarty, a fellow Marine, was the first man that James knew in his platoon. (1:38:09) To make hot water, men would drop small cubes of C4 into their cups. (1:39:35) The tank that the men followed up the hill deployed a Bouncing Betty mine that ultimately resulted in John Fogarty’s death. (1:40:35) An Amtrack was sent to use C4 line charges to detonate the mine field. The C4 detonated before it got out of the Amtrack. This resulted in several casualties in the Amtrak crew. (1:42:28) James was told years after that choppers were used after the explosion to look for casualties but were unable to find any. (1:45:55) They believed that 10 men were involved in the Amtrack accident. However, when the site was cleaned up, there were only ever parts found not whole bodies. (1:47:28)] On the operation the men were used to cut off any VC that were located on the Batangan Peninsula. While the men were blockading the area, the monsoons hit. The men could not move and simply sat in the rain. (1:49:30) The men did undercover an extensive tunnel system that was under the men’s feet. They sent “tunnel rats” or the smallest marines, down the hole. The tunnel rats brought out approx. 100 people, dogs, and chickens. (1:51:10) The people were soon interrogated to see if they were VC or VC sympathizers. After the men and women were removed, the Marines spent several days packing the tunnel with charges and destroying the tunnels. (1:53:45) Most casualties were due to booby traps. (1:55:11) The operation was eventually called off due to lack of results seen by HQ. (1:56:03) Operation Taylor Common (1:56:57)  The men were given 1 week to regroup before being sent back on another operation. (1:57:00) �   James was sent south of De Nang. The Marines were given the task of keeping the VC out of the city. (1:58:25) The Marines spent much of their time on search and destroy type maneuvers. If an enemy unit or resource was located, it was often detonated using explosives. (1:59:26) The operation consisted simply of par tolling the area in random patterns, hoping to stumble upon any VC. (2:00:44) Disk 2 (2:56:55) Note: new disc, time coding restarts            The men were moved into the combat zone via helicopter. (Vertically inserted). (2:53) The land was very flat with little to no hills. There were many rice paddies. (3:28) In these operations, the marines began running into enemy soldiers who were better equipped than what they had encountered previously and wore uniforms. (5:12) When James landed during operation Taylor Common there was no bombardment to prepare a landing zone. (6:45) The environment was difficult to adapt to and added to the psychological distress of combat. (8:49) James felt rather detached from his job and his men after having been in combat. The reason for this was that if James got involved with every situation it would have been too emotionally exhausting. (11:28) The men were sent out on one trip through a rice paddy at night. The Marines had difficulty moving and were very loud. (14:00) Somehow, another company had been caught by surprise on the other side of the rice paddy. A fire fight soon broke out. The fire fight lasted in total 15 minutes. Several casualties were taken. (16:02) One man that James had to treat from the fire fight was gut shot. As James talked to him awaiting his medevac. James believed the man would be fine but he later found that he had died. (19:20) During his time in the Marines, James had to medevac 150-200 marines. (19:40) This experience with the gut shot wound, gave James greater perspective on how serious particular wounds actually were. (22:03) Fire Fight at “The Rock Pile” (23:20)      The company then moved into an area deemed “The Rock Pile” named so due to the amount of very large rocks that coated the ground. As the CP group began approaching the rocks they began to take rounds from mortars. Here James did come under fire and take minor shrapnel wounds. (23:25) Once the men got used to being in combat they could adjust to the stress of battle fairly easily. The most important thing a man could do was keep moving. (26:15) This fire fight resulted in many casualties, most of which had rather serious wounds. (27:28) James had to perform a procedure on one marine where a new airway was created y poking a hole in the trachea just below the Adam’s apple. (28:50) The man with the trachea procedure did eventually die. (30:38) �           The fire fight lasted several hours. Upon its completion the helicopters moved in and evacuated all the casualties. As one helicopter was lifting off, it was shot down 100 yards from the landing zone. (31:02) As emergency platoon was sent over to secure the crash site. The men in the helicopter simply laid on the floor trying hard not to be shot by any machine gun fire they were taking. All the men on the helicopter survived. (32:12) A4s were called in to destroy the helicopter so that it could not be picked apart by any VCs who may find it. (33:35) The night after the fire fight, the unit slept in the rock field due to its value as natural cover. The men were attacked by a few mortars while staying there. (35:00) As the men traveled the next day they found blood trails where they were VC bodies on the previous day. As they continued and followed the trails the marines stumbled upon a mass grave that had uniformed VCs in it. (36:55) The marines continued to chase the VCs they were tracking until approx. 6 PM. At this time the men ran into an enemy line. (39:15) It was at this battle that the CO was hit. (41:32) At this point in time the unit had been in 2 fire fights without being resupplied and was running low on things such as ammunition. (41:50) The men were in contact with regular VC groups but had very little ammunition to defend themselves with. Because it was past dark, a helicopter could not be sent out to resupply the marines. (43:57) During the night, the sound of an aircraft could be heard. Then the men saw circles of fire go up in the sky. This was a C-130 that protected the Marines perimeter for the entire night until the men could be resupplied. (46:18) James believes that if it were not for the C-130s defending them, he would not have survived. (48:10) Mortar Bombardment (49:29)          After the fire fight, the Marines were pulled back. The men were given some fairly good food and a chance to rest. (49:30) The men never particularly had problems with morale due primarily to the CO and his attitude towards combat. (53:52) When James slept in Vietnam he thought it was more like half sleep. This was due primarily to the constant threat of violence particularly at night. (56:14) In the middle of the night, James herd several mortar rounds being fired. James jumped into another man’s fox hole in order to find cover. (57:30) James had to wake up the CO. (59:45) There were no casualties that were taken from this mortar bombardment. (1:01:18) In the morning, the men evaluated the damage of the attack. There were no casualties. Several were lost that day though due to sniper fire. (1:01:47) After approx. 50 days involved in the operation the morale was devastatingly low. The men were then taken to an outpost where they were given steak dinners, ice cream, and beer. (1:02:53) The men were then moved to hill 51 were they were stationed for some rest. (1:03:57) Operation Oklahoma Hills (1:04:20) �            The men flew west away from the coast (to a location that James believes was out of the country). (1:04:33) The men were sent into a very mountainous area. To James's surprise the unit was sent into the valleys rather than up mountains. (1:06:36) The valleys had elephant grass at their base. The men used machetes to hack through the grass. This exhausted the marines. After several hours of travel, the CO decided to take another route around the grass. (1:07:00) The men were picked up after several days and moved to another part of the mountains. This time as the Marines traveled they were going uphill. (1:09:46) As the men continued to travel they entered the triple canopy. This area consisted of jungle with vegetation so thick that it created a sense of twilight during the middle of the day. (1:10:40) An artillery strike was called before entering the triple canopy. When the artillery strike came in, it struck the U.S. unit. Several casualties were taken. (1:11:40) Because the closest LZ was 5 miles down the mountain the unit was faced with 2 options. One, to go down the mountain and evacuate the wounded. The other was to continue up the trail and complete the missions with the casualties. The unit chose the latter. (1:13:37) The men continued up the mountain and set up a camp. After collecting every man’s poncho, a small field hospital was constricted for the wounded. (1:15:00) The following morning, a vertical evacuation was conducted. This was a skill that James learned in his training but never expected to put into practice. The men were strung out along the trail in order from most urgent injuries to least. (1:16:50) As each casualty was lifted out of the jungle, the rope and apparatus that they were attached to started to swing the man into the foliage. To correct this problem, ropes were attached to the casualties so that marines on the ground could keep the apparatus still. (1:19:30) It took approx. 1 hour to evacuate every casualty. (1:20:17) To compensate for the lack of LZ to evacuate the injured as well as get supplies, one was created by clearing a space on the top of the mountain. (1:21:43) Rest and Recuperation (1:22:51)         As a result of yelling at his CO due to his foolish artillery call, James was ordered to take some time for R and R. (1:22:52) James was picked up 2 days later at the newly constructed LZ. (1:24:41) This ended James's time in the bush. (1:25:00) When returning back to base he was given a clean uniform, a shower, a haircut, and prepared to meet his wife in Hawaii. (1:25:20) James had mixed emotions about leaving his company. He was very thankful to get out of the bush; however he did not like the idea of letting his unit go out into the jungle without him. (1:26:00) When in the bush the only thing he could think about was his wife and his former life back home. He spent a week in Hawaii and very much enjoyed it. (1:27:26) Before leaving for Vietnam, James was drunk on Scotch. He did not like the idea of returning to the war. (1:28:36) When he returned he was assigned to a base hospital. This was after 8 months in the Bush. (1:29:12) Thoughts on Service (1:30:00) �        There was talk of James being sent back to Okinawa where the men would get retrained and sent out on another mission or assignment. (1:30:03) James was sent to Da Nang where he finished the rest of his service. (1:31:08) There was an enlisted men’s club that James had access to. Pallets of beer were taken in daily. (1:31:50) James believes that Vietnam was a mess, particularly in the way it affected the enlisted men psychologically. (1:33:40) James has been to the Vietnam memorial in Washington DC nine times. (1:34:39) There are more men that committed suicide during the Vietnam era then there are names on the Vietnam memorial wall. It is because of this statistic that James gets involved to help veterans and talk to them about any problems they may have. (1:35:18) James does not like how there was no connection between soldiers. However at the same time, he believes that if he had been more emotionally involved he would not have lasted as long as he did. (1:37:15) The average soldier (young high school graduate) was emotionally unstable and more easily affected by combat. (1:38:30) Vietnamese People and Culture (1:40:35)           There was the idea in the bush that every person that James ran into was a VC. (1:40:55) James and some men were invited in to a village by the village headman. This was a great honor. (1:41:38) Many of the people that James saw lived in small little huts. Each hut often housed an entire extended family. (1:44:21) To tolerate all of the emotional pain and torment of constant war, James believes that the people were very strong willed and loyal. (1:45:00) While in the bush the men herd stories of Vietnamese ambushes where men were killed, had their genitals cut off, and then stuck in their mouth. Other calling cards, such as leaving an Ace of spades with a body, were meant to deter the military from entering an area. (1:46:45) Because field doctors were put through medical school at the navy’s expense, they owed the military a certain amount of time as pay. Because of this, field doctors were very disgruntled and rebellious. (1:48:43) The field doctors had not been out of medical school any more than a year before being deployed. (1:51:00) Several doctors went to the Pink Elephant, an officer’s club, in De Nang. Because they had never been in the bush, they would not go unless some marines (including James) went with them. While the doctors were in the officers club James was in an enlisted men’s club. When the club closed, James was ordered to leave. The Doctors did not want to leave. In order to stay longer, the doctors temporarily promoted James to lieutenant for 3 hours until the doctors wanted to leave. (1:52:20) The officers club was very well accommodated with leather chairs, little cocktail tables, waitresses, and other luxurious amenities. (1:57:32) At approx. 2-3 o’clock in the morning, a truck was sent to the officer’s club to take the officers back to their station of duty. (1:58:29) End of Enlistment (2:00:10) �      James was offered a second R&R before he was to leave Vietnam. After he received his orders to leave he soon canceled it. (2:00:19) James was required to turn all his gear in before leaving the country. (2:00:45) James was sent to the air port via truck. After turning in his gear, James felt very venerable being in a combat zone without his gear. (2:01:13) The transition back to being a civilian took a long while to set in for James and other soldier. (2:02:12) James arrived in Long Beach California. At that point he began the process of being discharged from the Navy. This process took approx. 1 week. (2:03:03) James flew to Grand Rapids, Michigan, after being discharged. He we met at the air port by his wife, child and parents. (2:04:08) Life after Service (2:04:35)          James was out of the military but still had 2 years on the inactive reserve. (2:04:40) James ad his family rented a house in Rockford, Michigan, for some time while he looked for a job. (2:06:11) At the time James did not realizes that he had some problems, but James was very moody and anxious. These were being signs of PTSD. (2:06:45) James began working with his dad as a belt sander in a clock factory. (2:07:38) One of the men that James worked with in the reserve suggested that James should go into a nursing program. (2:08:45) The degree was 3 years. The class work was done at Grand Rapids Community College and the clinical work at Butterworth Medical Hospital. (2:11:00) 3 out of 5 days of class were spent in the hospital with patients. (2:12:28) James worked on the ambulance crew during school in order to make some extra money. (2:13:40) After James graduated, military recruiters came in to recruit for the nurse corps. James had been evolved in the Navy for 6 years now. (2:15:08) Service in the Nurse Corps (2:16:10)          Because Nurses were officers, James had to go through “fork and knife school” where men are taught protocol and logistics of being an officer. (2:16:45) This training was in Newport, Rhode Island. The training lasted 6-8 weeks. (2:17:47) After his training was complete, James’s first active duty station was Great Lakes Naval Base. (2:18:30) He began working in a combination orthopedic and neurological ward. (2:19:00) James’ experience in active duty and as a nurse helped him become a leader in the hospital as well and understand and treat his patients more effectively. (2:20:03) James was stationed at Great Lakes Naval Base for approx. 2 years. In the 1970s the military was beginning to be down sized. James was not taken out but was sent to Philadelphia. (2:23:12) He worked in surgical and intensive care unit. (2:24:18) James was later made the head nurse of his unit. At this time he was promoted to a first lieutenant. (2:24:40) He was then sent to Guam (2:25:31) �Life in Guam (2:25:40)          The Navy shipped all of James’s and his family’s belongings to Guam. The Navy even shipped one of James’s cars. (2:25:45) Guam was a very secluded and remote area. Because it was more primitive it was approx. 10 years behind the rest of the U.S. (2:26:34) Because the area was so small, James was involved with the native population more than if he was working in a large city. (2:28:34) Due to the hospital being smaller in size, there were no separate wards; instead all patients were placed in one large holding room. (2:29:05) For the most part, the people of Guam were very welcoming to the military. Some did not like the Military’s presence and would beat up Marines. (2:29:41) James was invited to several civilian homes for dinner. The food was very good. (2:30:41) James invited a civilian he had eaten with to one of his parties to cook. (2:33:05) One of the things there was to do in Guam was snorkel. When James snorkeled off World War II beaches there were wrecks, such as a Japanese Zero that was shot down. (2:34:11) He was in Guam for 3 years. His family loved being there. (3:35:30) Service in Oakland, California (2:36:05)         James was given orders to work at the Oakland Naval Hospital. While there he and his family lived on the island of Anita. (3:36:12) San Francisco was fascinating. He loved living in California, except for how expensive it was. (2:37:35) James lived in Naval housing in Anita. (3:38:20) James became charge nurse of an orthopedic ward in Oakland. He then switched over to the education department and began working as an instructor. (3:38:50) James applied for duty under instruction which was a program orientated toward public health that would improve his “outdated” education. (2:40:00) James desired to instruct corpsmen. Instead he was ordered to 29 Palms, California, to a small hospital. (2:51:45) Living in 29 Palms was like living on the surface of the moon. He did not enjoy his time there. His 3 kids however, did enjoy it. (2:43:50) James was happy to retire after his service in 29 Palms. He retired in 1989. (2:45:36) Life After Military Service (2:46:00)       He began working in occupational health at Butterworth Hospital. He believes health care became under influence by so many outside organizations that it was seen as difficult to excursive one’s profession. (2:47:00) At the age of 62 in January of 2007, James retired. (2:47:42) Because the nurse corps is made up of people who were civilians for most of their lives, they refuse to follow military order as much. (2:49:17) James realizes that the stresses placed on combat soldiers are almost the same regardless of where or when they served. (2:50:47) He thinks that the psychologists that work with soldiers with PTSD have trouble because the soldiers feel uncomfortable talking to someone who has not had the same experience. (2:51:23) �  He is very interested in U.S. military and the psychological effects of combat. (2:53:43) He liked his experience, and was very glad that he joined the military. (2:55:25) � 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 VandenboschJ0851V2 Title A name given to the resource VandenBosch, James (Interview outline and video, 2 of 2), 2007 Creator An entity primarily responsible for making the resource VandenBosch, James Description An account of the resource James VandenBosch, born in Ada, Michigan, enlisted in the Navy in 1966 and trained as a medical corpsman. After a cruise aboard the aircraft carrier USS Shangri La in the Mediterranean, he trained for combat duty with the Marines at Camp Lejeune and was sent to Vietnam in 1968. After a short stint with a Civil Action Patrol working in the villages near Da Nang, he became the senior corpsman for a rifle company of the 26th Marines, and participated with them in a series of combat operations. He spent the last part of his tour at a hospital in Da Nang. After his discharge, he eventually decided to go to nursing school and re-enlist in the Navy, this time as a nurse and officer. He did so, and retired from the Navy in 1989. 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 Video recordings United States. Navy Vietnam War, 1961-1975--Personal narratives, American 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 2007-06-28 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/82730b0b479e560207d2d7bd184cd2fc.jpg c05aefdb11be7404a57055131baf555e 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 VanderKolkBarb Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vander Kolk, Barb Description An account of the resource Barb Vander Kolk 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/ea1f9826bff83c5ecffac53bad4c0ce3.mp4 f7d4f81372a19c9c389653b3b7e3d2f5 https://digitalcollections.library.gvsu.edu/files/original/384e36f33eaf80fdfcaa45e03243d221.pdf f54491b97a783eaff3ab9e547ef083f4 PDF Text Text Grand Valley State University Veterans History Project Interview Robert N. Vander Laan (30:00) Introduction (00:03) Childhood and Family (00:40) • • • • • • • • • • Born in East Grand Rapids, MI on April 14, 1933. Attended Beckworth School, father would drive him there. Family farm was on Site of Meijer Gardens on East Beltline Road. Father was a farmer, raised cows and grew spinach. Recalls a bit about Pearl Harbor, remembers that it was not talked about much around the house. Grandfather served in Army in World War I, with uncles. All returned uninjured. For Kindergarten through Grade School, had 3 teachers. Played different types of sports recreationally during grade school. Recalls putting on plays during holidays. Recalls the rationing of food, tire, and gasoline during World War II. Also remembers the coupon books that were handed out. During High School, played football for the school team. Graduated High School in 1951 Enlistment (11:17) • • Voluntarily drafted for the Army in 1952, chose this option because regular Army Enlistment required two years whereas draftees were only required to serve two years. Volunteered to be Army Engineer. Basic Training (11:45) • • • • • • Trained at Fort Polk, Louisiana from March until August (12:00) Trained with full field pack. Forced march 10 miles daily. Camp was from 5:00 AM daily to dark. (12:29) Had a good Corporal. Name was Buckley. Had Served throughout World War II. Had been in the service 11 years. Corporal had own room in barracks separate from rest of outfit Inducted at Fort Custer, was only there long enough to get orders to go to Fort Polk. (14:30) Basic training and some basic engineering training at Fort Polk. �• Was then sent to Camp Kilmer in New Jersey. There he received special training. Spent some time on leave in New York City. (15:32) Active Duty (16:45) • • • • • • • • • • • Was sent to Europe. Trip took 11 days. The trip was rough. Landed in Frankfurt, Germany Moved on to Stuttgart, Germany. Time there was spent in old German Army Barracks. Had opportunity to travel around Europe while in Germany. Visited Paris, Italy, Germany, and Spain. (17:20) Army gave strict orders to behave while traveling throughout Europe. Made note that Army showed them a video about how to behave when traveling. (18:40) Saw the damage to Europe from World War II. France was very hard hit. Said he saw the devastation of the Mercedes plant in Stuttgart. It had been leveled. They were in the process of rebuilding the country when he was over there. (19:04) Visited two Concentration Camps while he was there. Dachau Concentration Camp was one of them. The Army brought them to visit to show them what had been done by the Nazis in World War II. It was a very upsetting experience for him. He states that you could almost smell death there. There were also reminders up to remember what happened there. (21:25) One thing that he thought was interesting were the beautiful gardens all around Stuttgart. Spent 18 months on tour. (22:32) At end of tour, was sent back to Camp Kilmer by boat. Trip was a little rough again. The ship held about 2000 troops. Was an army boat that was built in 1943-1944. Was given many oranges and lemons on the boat ride back to combat scurvy. (22:43) Spent 10 days at Camp Kilmer, and then was sent to Fort Sheridan to be separated. (24:50) After Separation (25:05) • • • • • Returned to Grand Rapids After separation. Attended College for one year, and then worked in a sheet metal plant and continued to work on the farm. Brother-in-Law was trained as a Tanker in Louisiana. Fought in World War II. Landed at Normandy on D-Day. Badly injured and was on 100% disability, but survived. Still alive at age 94 (as of date of interview) (26:18) Met wife at a friend’s birthday party in 1954. Married wife in 1956. Has four children, two boys and two girls. (27:30) Worked for the sheet metal company for 20 years, also farmed pairs and some apples. (29:20) Also has six grandchildren �• • Time in service did not change life very much, because of he fact he saw very little combat. Has been married 51 years. � 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 VanderLaanR Title A name given to the resource Vander Laan, Robert (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Vander Lann, Robert Description An account of the resource Robert Vander Laan is a Korean War era veteran who served in the 7th Army 966 Field Engineering Battalion. He was sent to Germany during his time in the service, and was never involved in any active combat. However, he witnessed the aftermath of WW II during his travels throughout Europe. He also discusses his reaction upon being taken by the Army to several concentration camps in the Munich are. He also recalls the difficulties of basic training during the summer in Louisiana. Contributor An entity responsible for making contributions to the resource Alvin, Warren (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 Korean War, 1950-1953--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 2007-06-25 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/0ff18baa40f4ab9e4d338eeeb7585b2e.mp4 e22f18069d9d18ce6f3f0957d0e8b223 https://digitalcollections.library.gvsu.edu/files/original/013840460b8b6b57875ab2c5a195627d.pdf 9ad19eeca9a409414700bea1cc1a008b PDF Text Text Grand Valley State University Veterans History Project Interview Name of War: World War II Interviewee name: Kenneth Vander Molen Length of total interview: 2hrs. 9mins. Pre-Enlistment (02:28) • Family (02:30) o Vander Molen was born on August 7th, 1926 as a twin in Detroit, Michigan. (02:32) • Education (02 :53) o Briefly describes early education in some depth. (03:13) o Went to SE High School in Detroit. (03:52) Relates his impression of the military from an experience he had after visiting a distant cousin in Chicago in 1933 who owned a ROTC uniform. (04:06) Mentions how seeing a ROTC uniform impressed him enough to sign up for the ROTC. (04:30) o While still in high school, he joined the ROTC. He briefly mentions the duties that he was involved with and the benefits he had as a result. (05:20) o The day Pearl Harbor was attacked he was attending a choir practice while at the age of 13. (05:22) The janitor came in and told them the news. (05:41) At the time, he had no indication of where it was or what it meant. Describes his thoughts in some detail. (06:16) o After this, he relates how his English teacher talked about the war to her students. (06:55) o Briefly discusses what the mentality was in America at the start of the war. (07:36) o As a student, he was on deferment until age 18. As he approached 18, he was eager to be called up to serve. Before hand he always watched war movies to get a picture of what war looked like. (09:31) Enlistment/Basic Training (10:05) o Why he joined (10:15) �ƒ Upon turning 18, Vander Molen and twin sign up for the draft on August 7th 1945. (10:26) Signing up for immediate induction into the service which at the earliest he could go Sept 25th. He did this without the knowledge of his parents. (11:26) o Where he went and what company he served with (12:17) ƒ Went to Michigan Central Station in Detroit and traveled by train to Chicago. (13:26) The next morning, they were marched to a building where they chose what branch they wanted to serve with. (13:45) ƒ Briefly describes in some detail the selection process for military service. (14:05) ƒ From there he reported to Fort Sheridan, Illinois, for basic training. (17:08) Briefly describes what orientation was like and what Fort Sheridan, as a reception center was like. (17:28) Troops waited at Fort Sheridan for their postings and where they would be sent for basic training. (18:30) • Briefly describes what it was like to be around German POWs who served the U.S. Army. Also relates how soldiers weren’t allowed to talk with them. (18:50) o Camp Robinson training (19:56) ƒ After a week at Fort Sheridan, Vander Molen went by train to Little Rock, Arkansas and from there to Camp Robinson for basic training. (20:30) ƒ While here, he briefly describes what living conditions and the people he stayed with were like. (21:10) ƒ Basic training consisted of training to become infantry replacements. (21:43) Briefly describes in some detail what this training entailed. (22:05) Stayed in Camp Robinson for 12 weeks. (23:06) ƒ Briefly describes his company commander and then mentions his night training upon being assigned to the Americal Division. (23:38) o Time after basic training (24:14) ƒ Upon completing basic training, he was granted a 3 day furlough in which he used to visit Little Rock. (25:15) Spending his whole time in base camp, he relates his church experience there with a fellow West Michigan native. (25:53) �ƒ Afterwards, he went by train to San Francisco. Briefly describes his train experience in some detail. (27:48) o San Francisco, CA (29:01) ƒ Reported to Fort Ord, California, with the expectations that he would leave shortly for the Pacific theater to fight. (29:10) o Voyage across the Pacific (30:06) ƒ Vander Molen relates his thoughts and experience as his squad left aboard the General H.W. Butner, AP-113, a military transport, holding 5261 troops aboard and sailed out of San Francisco Harbor. (30:41) • Briefly mentions that the only thing he lived for during his long voyage were rumors of where they were headed. (32:04) • Briefly describes his day-to-day duties aboard ship. (33:28) • Briefly describes what the King Neptune Ceremony entailed for Navy guys and men like himself plus a few other stories on his Pacific crossing. (34:25) • They traveled to Finschaefen, New Guinea where they stayed for a few short days. (35:37) • Briefly describes his experience with the local natives on New Guinea (36:41) • Joining up with a convoy of cargo and Liberty ships being the fastest ship in the convoy took the lead. (37:21) • Briefly describes what it was like to get into a LCM (landing crafts) for the first time and what the process of landing was like for him. (38:11) Active Duty (39:40) • Leyte, The Philippines (39:57) o Upon landing, Vander Molen and his unit were issued rifles. Afterwards, they boarded a LST called 777 consisting of 385 men. A few days later they went to the island of Cebu. (41:29) • Cebu, The Philippines (41:45) �o Vander Molen briefly give a history of the combat fought already by the American Division on the island before his arrival back in March, 1945. (41:59) o Arriving in April, Vander Molen’s unit came in as replacements. Mentions that it was the roughest island landing in the Pacific because the Japanese had laid land mines along the coastal areas. (42:11) ƒ American troops from the 1st landing wave had lost 12 LSMs to mines. (42:55) ƒ Vander Molen, upon landing, mentions seeing the results of blown-up vehicles and un-kept equipment. (43:07) ƒ Having been assigned to G Company, he mentions digging foxholes (44:36) and that their first night on the beach was spent in combat. (45:10) ƒ In addition to this, replacements like him were paired up with veterans who did much of the shooting while the replacements stayed hunkered down and observed. (45:29) ƒ Briefly describes his feelings of that 1st night being in combat. (46:07) ƒ The next morning he went on patrol with 11 others. He served as the man who if the others were shot was the get-away man. (47:03) ƒ As a side note, Vander Molen mentions that American soldiers fighting in the Pacific removed any insignias to identify their rank or officers to discourage the Japanese from shooting their officers and medics when they attacked. (47:38) • Briefly describes the philosophies of both the Americans and the Japanese way of fighting in the Pacific. (48:48) o During one encounter, they were on patrol and saw an empty pillbox occupied by a Japanese soldier. (51:11) Briefly describes his 1st time under fire while out on patrol. (51:25) o Briefly relates how long replacements like him lasted and if they did last 5 months were considered part of the band of brothers. (52:01) ƒ Being 18, Vander Molen learned much about being a soldier from Jack Morton. (52:44) �ƒ Briefly relates how the Americans treated dead and wounded Japanese soldiers. (53:26) o Briefly relates the events of the Americans taking of Hill 21. (55:28) o Relates seeing his twin brother and various other wounded men coming down the hill with trippy (medic) and being shipped to a hospital. (56:17) o Describes an experience of going up another ridge. Relates how individual units were focused on their own objectives. Usually with minimal knowledge of what companies were to the left and right of them. (57:53) o During one encounter going up a ridge, Murphy, his commanding officer, ordered a bayonet attack. (58:38) The Americans made it to the Japanese trenches without a shot being fired. (59:45) ƒ Anticipating a hot meal after this engagement, Vander Molen relates how a group of Filipinos were coming down the road with food and the Japanese began to open up on them and so food went every which way. (1:00:24) For the most part they ate K-rations and local foods. (1:01:05) o Vander Molen relates how later he volunteered as a 1st scout and being equipped with a Thompson sub machine gun. (1:01:45) Briefly relates what the jobs of the 1st, 2nd, and 3rd scouts squad leaders’ jobs entailed. (1:02:16) ƒ Briefly relates what indications were identifiable if a Japanese unit was in the area based on the smell of their food. (1:03:10) ƒ The selective process of scouts was usually done at random. (1:03:35) ƒ Was part of his company’s action in the splitting of the Japanese lines, to isolate them and divide the north and southern Japanese lines. (1:04:47) o Briefly relates how his military experience has shaped him today and what the service has taught him about life. (1:05:53) Interview Ends (1:08:41) CD #2 Material   Cebu, the Philippines cont. (00:07) • Vander Molen’s company was going over the high hills to Toledo and split the island to sort of  persuade the Japanese to retreat northward and contain them more. (00:37)   • Describes one encounter, while going for a hill where the velocity of Japanese machine gun fire   was so close that that he was thrown to the ground along with another soldier. (00:57) His  sergeant had ordered him to stay where he was. Being as close as he was to the Japanese  �position he should have run forward like one of his comrades and take the Japanese position but  he stayed put. (01:37)   • Vander Molen relates how in terms of disease that poisonous centipedes was the only danger to  catching a disease. (02:38)  •  From there, he mentions going to a nearby village on the western side of Cebu, to meet up with  132nd Company [Regiment?]. Stayed there 4 days. (03:21)   • As they moved back over the hills northward they faced less Japanese opposition. In one  encounter he ran into a Japanese soldier with a pistol who shot a sergeant in the stomach.  (05:21) Mentions that he crawled over there and got the wounded man out of there. Being a 1st  Scout he had a tracer in which he used to shoot the hut where the Japanese sniper was in which  lit it on fire. (06:03) That same night he could hear the sound of this wounded sergeant as he lay  wounded calling out to his mother. (06:19) Next morning they took his dead body back. (06:30)   • Cebu City (06:47)   • • o From there they went to Cebu City where he was told by Trippy (medic) that he had  come down with Hepatitis. (07:28)   o Next day, his twin‐brother Gordon returned to active duty while he was heading  towards the aid’s station. (08:01)   o Briefly relates a few short but interesting stories including running across his brother  and relating a Coca Cola experience. (09:15)   Treatment of Filipinos and Vander Molen’s recovery (11:14)   o Vander Molen mentions meeting the 85th Filipino Battalion and their Col. Cushing.  (11:22)   o While in Cebu, he mentions that Filipino girls of Spanish descent were off limits to  soldiers. (12:28)    o Briefly mentions that once he reached 2nd Battalion aid’s station that he was air  evacuated by C‐47 helicopter to Leyte (13:10) where he went to a field hospital and  spent his few days sleeping 30 hours. (14:22) The next day, his equipment and clothes  were stolen. Briefly relates his recovery and the various duties he performed while  recovering. (15:53)  o  Spent 80 days there getting well. (16:13)   Recovery and afterwards (16:28)   �• o On August 6, 1945, everybody in the hospital was in disbelief with the dropping of the A‐ bomb on Nagasaki and Hiroshima. Didn’t realize the destructive power that it had.  (16:53) What followed were celebrations with the dropping of the bomb. (17:14)  o After 80 days in the hospital, Vander Molen mentions getting new stuff, boarding a LST,  and getting back to Cebu. (18:01)  o Upon arrival in Cebu, he witnessed the sword surrender of 2,791 Japanese soldiers to  Gen. Arnold and the 132nd Regiment part of the Americal Division. Describes the  experience in some detail. (19:13)   o Afterwards, he relates how one American accompanied these POW Japanese solders  through the streets of Cebu and the Filipino hostility towards the Japanese. (21:33)   o Soon afterwards, Vander Molen left Cebu for Japan to be part of the occupation force  with the 77th Div., the Americal division, and 1st Cavalry Div. were supposed to be the  invading force of the southern island of Japan but ended up being the initial  occupational forces.  (22:14)   Japan Occupation (22:53)   o Sept. 9th, 1945—The Americal Division arrived in Tokyo Bay. (23:01) Further notes what  would have happened had the bomb not been dropped. (23:07)   o Vander Molen describes the extensive network of fortifications of Tokyo and how  American troops would not have been prepared for such resistance had the Americans  had to attack Japan. (23:21)   o Briefly discusses the raping of Nanjing by the Japanese. (24:07)   o Upon docking in Tokyo Harbor, they spent their 1st night in Yokohama itself. (25:03)  Their next morning they went by truck to an inland town named [Fusanobi]. (25:16)   o Living Conditions (25:22)   ƒ Briefly describes the living accommodations in the small engineering college  they stayed at. (25:36)    ƒ The Japanese attitude towards the Americans was gracious even as they  gathered up Japanese weapon stockpiles. (25:46)   ƒ Describes in some detail an experience he had when going to a Japanese school  and how embarrassed the Japanese teacher was of children’s pictures of  Japanese planes shooting down American ones. (26:19)   �ƒ Briefly mentions that McArthur did not allow American soldiers to fraternize  with Japanese business women. (27:21) One division that did this was removed  from Japan. (27:40)   ƒ During occupation, the Army found he could type and so he was transferred  from line company to service company for his typing abilities. (28:01) His job  entailed typing orders allowing certain American divisions to return home.  (28:15) Those he mentions with 85 points plus went home. (28:56)   ƒ • Those with a lot of points were transferred to the X Division or Americal  Division to go home. (29:11)   • Mentions that he was in Japan for 3 months. (29:54)   • Briefly describes how limited his time was for sight‐seeing and how  important his job was. (30:30)   • Mentions which type of service people had priority in going home first.  (31:14)   • Briefly describes the relationship between the other branches of service  with infantrymen. (32:07)   • Briefly reflects on various quotes of Omar Bradley and Sergeant Green  of the infantryman’s experience. (32:24)   Upon completing his typing job, he joined the U.S. Regular Army. (34:29) He  briefly relates why he joined. (34:54) Mentions that he was to get out Dec. 1,  1946. (35:08)   • • Mentions that everyone received a 90‐day furlough back in the U.S. of  which he only took a 30‐day furlough. (36:11)   Returning Home (36:27)   o Vander Molen mentions boarding a ship with the Americal Division. They were replaced  by the 77th Division. Briefly describes the crossing. (36:48)  o Upon arriving in Seattle, Washington, they were unloaded and boarded trucks headed  for Fort Lawton, Washington, a separation center. (38:12)  o From Fort Lawton; Vander Molen boarded a train to Fort Sheridan, Illinois. (39:23)   o With his return to Fort Sheridan, he spent 30 days on furlough after of which upon  walking in the service officers there did not know what to do with him since he had  served some time overseas in Japan and therefore could not be shipped back. (41:08)  �After the Service (41:22)   • Fort Sheridan, Illinois (41:27)    o Vander Molen made the decision to stay at Fort Sheridan and was selected for the job of  selecting draftees to join the Army. (41:40) Up to this point, the number of draftees was  still high and so it was his job to select up to 50 men at a time for service. (41:47)   o Briefly describes what it was like, being that the Army was still segregated up to that  point. (43:34)   o Stayed at Fort Sheridan for 10 months during which time he was only controlled by  Washington D.C’s Infantry HQ (44:10)   o For a brief period, he was assigned to the MPs. (44:33)  ƒ • o On weekends, he hitchhiked to Detroit to visit relatives. He relates in some detail  various experiences with these hitch‐hiking trips and how soldiers were given priority  over others. (45:41)   o Mentions that the usual civilian had no concept of distance or what went on while U.S.  armed forces were overseas. (49:27)   Adjusting to Home (49:46)   o • •  During one encounter, he describes how he stopped a major general’s car  because of orders to stop all vehicles coming and going from the base. (44:53)   Upon getting home, people asked his brother his story but not him. Shares his feelings  about this. (49:48)  Other stories (50:06)   o Also discusses in some depth how mail was circulated between loved ones back home  and soldiers on the frontlines. (53:18)    o Also discusses, while with a National Guard unit, what religion meant in the U.S. Army  and how the saying that there was atheism in the foxholes just was not true. (53:44)  Personal Reflection (57:01)   o Briefly relates what he learned while in the service and recommends people to join the  military for at least 2 years. (57:13)   o Briefly discusses his college experience and the significance of doing oral history  interviews so that the coming generations might remember what happened in the past.  (1:00:30) Interview ends (1:01:41)   � 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 VanderMolenK Title A name given to the resource Vander Molen, Kenneth (Interview outline and video), 2004 Creator An entity primarily responsible for making the resource Vander Molen, Kenneth Description An account of the resource Kenneth Vander Molen is a World War II veteran who served in the U.S. Army, first as an infantry replacement and then later in the regular army from August 1945 to December 1946. In this account, Vander Molen discusses his pre-enlistment, enlistment and training in the U.S. and active duty in the Philippines and Japan. Among the interesting things Vander Molen discusses is the fighting on Cebu and his time in Japan during its occupation. Contributor An entity responsible for making contributions to the resource Boring, Frank (Interviewer) Michigan Military Preservation Society (Grand Rapids, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army World War, 1939-1945--Personal narratives, American 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 2004-12-08 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/9dc89530fe67ff978bdfd16c384ec71f.mp4 9637d95922c818f96aeffdeb5c5d4ed4 https://digitalcollections.library.gvsu.edu/files/original/346e08dfc32d7c054c9f1a4095ed46d6.pdf 1548138e0b87e29f0dba587f05c2364c PDF Text Text Grand Valley State University Veterans’ History Project Name of War: World War II Interviewee’s Name: Morris Vander Veen Length of Interview: 1hr 3mins. Pre-Enlistment (00:03)  Childhood (00:12) o Vander Veen was born in Detroit, Michigan on March 20th, 1926. (00:17)  Education (00:52) o Attended St. Stephen’s Elementary in Grand Rapids and went there for eight years before moving on to Ottawa Hills Public High School and graduating from there in 1944. (01:02) o Shortly before graduation he persuaded the Marine Corps to let him join before turning 18. Once he graduated they quickly scooped him up. Describes his reactions to Pearl Harbor being attacked. (01:16) o Briefly mentions the effects that Pearl Harbor had on him personally and what had attracted a relative to join the armed services before he did. (02:04) Enlistment/Basic Training (02:21)  Why he joined the Marines (02:43) o Joined because he thought the Marines could offer him a chance to see the World. (03:02) o Briefly describes the events of 1944 in some detail. He like many other recruits feared that the war would end before they saw any combat and could serve their country. (03:37)  Where he went (04:18) o Boot Camp (04:30)  After high school, he briefly relates a brief period of time where he waited for marching orders. By June, 1944 he was sent to Parris Island, SC to the Marine Corps Recruitment Depot by train for processing. (04:38) � Upon getting off, he mentions that he was met by the sternest looking corporal he had ever seen. Briefly describes what he was like. (05:17)  Describes what the first days of basic training were like and how they were treated. Mentions the process of how they received their uniforms, and split into platoons of about 80 men. Briefly mentions their living arrangements and daily routine. (05:48)  Was in basic training for about 10 weeks during summer, 1944 at about which time their drill instructors worked them to death to quickly train them and then send them to the Pacific as fast as possible. (08:28)  Vander Veen mentions learning how to march and drill in close formation. Also took classes in grenade throwing, swimming, bayonet training, and shooting on the rifle range. Training also consisted of determining who was suitable to handle the M1 rifles and dividing up the marksmen from the snipers. (08:51)  The grueling physical and mental conditioning they put the men under helped to make them the 2nd best branch in the U.S. Armed Services behind the Paratroopers. Briefly describes what his graduation was like in July/August, 1944. Following this he took a battery of tests to determine where he could best serve. It was determined he would be suited for taking advanced infantry training to go into the Marine infantry at Camp Lejeune, NC. (10:42)  Briefly describes what his parents’ reaction was to him joining the military. (13:34) o Camp Lejeune training (13:48)  After basic training, he was sent to Camp Lejeune, North Carolina where he describes what life was like as a lowly Marine private fresh out of boot camp. The training consisted of training under-fire conditions to prepare them on how to react in combat situations. It was a rigorous process where knowing the material was more important than how much you trained. (14:09)  Following his training here, he was sent by cattle car to the Pacific. When they left Parris Island, Marines usually began to lose track of some of their buddies that they went through the training with. (15:43) �o Camp Pendleton, CA (16:48)  Describes journey in some detail to the next place he served. Ended up stationed at a base located just above Oceanside, CA near San Diego. The war mentality prevalent in the Marines during this time was not so much on the mounting casualties being accumulated with island-hopping but getting trainees through the program quickly to be sent to the Pacific. (17:22)  From Oceanside, California he was taken by cattle car to San Diego where his unit boarded an troop transport named the General HM Ernest. Left port on a Sunday. Describes the thoughts of many Marines and the seasickness running rampant among the men. (19:22) o Their journey took them past Hawaii to the Russell Islands, a branch of the Solomon Island chain. The whole time they were not aware of where they were going. (21:02) o Banika Island, Solomon[Palau?] Islands (21:24) o Was attached to the 32nd Replacement Draft which landed on an island called Banika Island, 4 miles from Peleliu, the relief island station for the 1st Division. (21:27) o Remained here for four weeks before being transferred to the 1st Division. Upon arriving here in December, 1944 he describes what the weather and his living conditions were like. Spent his time loading ammo. (22:14)  After his time here, he was put aboard a bananas boat assigned to the 4th Joint Assault Signal Company, a combined air and naval artillery liaison group. (25:30) o As a raw green recruit attached to the 1st Division the veterans in his unit didn’t accept him initially until he proved himself in combat. (26:22) o Peleliu (26:51)  Briefly describes what the camp setup was like here. Before leaving the island they practiced landing drills here and in Guadalcanal before pushing off for Okinawa. (27:39) �Active Duty (28:08)  Campaign Background (28:14) o Left the Solomon Islands on March 15th, 1944 [1945] bound for Okinawa. Their convoy met up at a little atoll called Ulithi Atoll, Yap, Micronesia. Describes how it was the largest convoy invasion fleet in the Pacific Theater of WWII. The place that they met was the sight of where the aircraft carrier, [USS Franklin] had been bombed and sunk [not sunk, but very badly damaged] killing 700 with only a handful of survivors. The fleet stayed here for two to three days before moving on. (28:15)  Okinawa Invasion (30:25) o The invasion of Okinawa began on April 1st, 1945. Vander Veen describes the opening hours of the naval barrage of the shoreline in some detail as well as where the landing site being on the north of the island and the Japanese position being on the south-side of Okinawa. (31:01) o The first couple of days were ones of difficult fighting. While the 2nd Division landed in the south and faced heavy casualties, the 1st Division faced light resistance in the jungle terrain, hills and crags of northern Okinawa. Briefly describes the grotesque sight and stench of garbage on Okinawa. (33:02) o Marching inland, their amphibious trucks got bogged down in the mud, while they took weeks to resupply. Mentions that on top of this they had to content with hundreds of flies and mosquitoes eating them alive. (34:56) o They eventually relieved the 27th Infantry on the line and encountered fierce resistance as the 27th Infantry withdrew and his unit took up their position. They faced heavy Japanese artillery bombardment. Briefly describes one encounter of the Japanese’ treatment of Okinawa’s civilians. (35:59) o Vander Veen briefly mentions how men would be shoulder to shoulder with one another at the front. Also relates how when attacking their objectives were measured in yards and destinations. To reach their objectives the Marines had to climb over crags and hills. Once they reached the southern end of Okinawa his Marine unit was told to march back to the northern end to conduct policing activities since the island was considered secure even though Japanese resistance was still prevalent in the south. (39:10) o At about this time, two atom bombs were dropped on Nagasaki and Hiroshima. Relates how he might not have been around had they been made to invade mainland Japan. With the A-bomb being dropped, he mentions that though �celebrations occurred on VE Day, there was much apprehension and suspension among the men as to whether the war had actually ended as they were being redeployed to northern China. (41:35)  Northern China (43:20) o Background (43:30)  Stayed in the area around Tientsin, China during his occupational duty. (43:43) o Occupation Duty (43:45)  Was put aboard an attack transport with the 1st Division while a typhoon hit the island they were stationed at. They then headed to Northern China in December, 1945 to restore Chinese rule there. While here it was part of his job to disarm Japanese soldiers, accept their surrender and send the Japanese settlers who had lived here for over a decade home to Japan. (43:46)  Was with the 3rd Battalion 7th Marines as he arrived in Tanggu Harbor which is 10 to 15 miles from Tientsin, China (44:46)  For the first month in China, he and his comrades were treated as liberators among the Chinese people but then the feeling fell to the wind. Spent a year in northern China where while here he describes the common Chinese stereotypes of westerners and vice versa of Chinese people. Takes a real look at these misconceptions. (45:19)  Briefly describes the smells and the daily routine that he and his comrades had while guarding a coal mine in Tientsin. Describes one episode in brief detail with some kids and the local authorities. (46:24)  For a two week period, Vander Veen’s unit spent their time warding off river pirates. Briefly relates what his living conditions were like here and that before going home was transferred to an artillery company in the 11th Marines. (48:27)  Describes one incident where a drunken kid was shot by a Marine for stealing a cookie where months before the Marine would have been given a medal for it. (50:17)  Briefly describes what the Chinese people were like and their attitudes towards Westerners. Also mentions that he turned 20 �while serving in China and that the training was more like a pleasure trip. (51:08)  Stayed in contact with his family by writing letters home. Describes the mailing system in brief detail. (54:01) o Going Home (54:29)  Was given a two week before being going home. (54:30)  For many Marines, the pull to get back to a normal life and start families was stronger than exchanging addresses to keep track of comrades afterwards. For the World War II generation this was a common mentality. (54:55)  Went home aboard a transport ship in July but was then quarantined for having scarlet fever in N. China for a month and then arrived in San Diego, California. First thing they did was go to Camp Pendleton to recuperate. (55:58)  Arrived back in the states with the option of being discharged or continuing his service. He was discharged at Great Lakes, IL in 1946. His family was aware he was coming home. (57:26) After the Service (58:10)  Adjusting to Home (58:20) o Upon being discharged, his family met him at Union Station as did many other families and salesmen who expressed their gratitude to him and his comrades. Describes the reception he received. (58:46)  Reflection (59:23) o Describes how his military experience shaped him as a person and his life today. Without his military background things probably would have been a lot different. (1:00:03) o The interviewer relates how through his various experiences how discipline was one of the things that many servicemen have taken away from their experience. (1:00:52)  Interview Ends (1:03:41) � 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 VanderVeenM Title A name given to the resource Vander Veen, Maurice (Interview outline and video), 2005 Creator An entity primarily responsible for making the resource Vander Veen, Maurice Description An account of the resource Morris Vander Veen is a World War II veteran who served in the U.S. Marines from 1944 to 1946. In this account he discusses his pre-enlistment, enlistment and training in the U.S. and the Pacific. Serving his active duty in the Pacific Theater, Vander Veen gives one a brief but detailed perspective of what island-hopping fighting was like specifically focusing on the fighting on Okinawa. He then discusses in some detail what his occupational duties and responsibilities were while stationed in northern China. Contributor An entity responsible for making contributions to the resource Boring, Frank (Interviewer) Michigan Military Preservation Society (Grand Rapids, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American Korean War, 1950-1953--Personal narratives, American United States. Marine Corps 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 2005-01-17 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/ed8007adac6587e46e7918ee74f06340.mp4 579207fff8b287e63824161b7b732167 https://digitalcollections.library.gvsu.edu/files/original/0197c2702b9dc6a2823d06947980229c.pdf 6bca15a67283fb8b73ac09bedc5fbf1f PDF Text Text Grand Valley State University Veterans History Project William Vander Wall (1:39:36) (00:15) Background Information • • • • • William was born in Spring Lake, Michigan in 1922 He grew up during the depression and his family was very poor William went to high school in Grand Haven, but flunked out during his senior year in 1940 William began working for his father, but decided that he wanted to join the Marines after Pearl Harbor was attacked William was accepted into the Army on April 1, 1942 (4:45) Training in Tennessee • William began infantry training in Tennessee for six weeks • He was training as a gunner on a mortar squad • Later on his father advised him to get out of working as a gunner • William then volunteered to take part in amphibious training (11:00) Camp Edwards, Massachusetts for 2.5 months • William began amphibious training with mock landings on the coast every day starting at 6am • They each had to carry a large box full of sand, that simulated a package of ammunition • The coast was divided up between the Army and the Navy for training • They also worked on clearing mines and barbed wire to make way for tanks and trucks (16:30) Baltimore, Maryland • William was sent to Baltimore to help clean up the ship they were going to take overseas • The ship had been rammed and needed to be cleaned up and fixed • William had fun hanging out in Baltimore during his nights off (19:45) Trip Overseas • William had been living on the ship while they were loading and getting ready to leave • They left on October 19th towards North Africa with General Patton • There were two battalions on the ship, which was a troop transport ship called the USS Harrison • They had good sea weather with few submarine alerts and no attacks • William was given five books describing all the five areas they were planning on invading �(24:45) French Morocco • They ship landed on the beach and William was chosen to carry the flag, which was a bad idea because everyone was shooting in the flag • All the men were running off the ramp of the boat and they were being shot at by the Vichy French with machine guns • The men were stuck on the beach being shot at until tanks came in to help (31:50) Traveling Through Morocco • The men got past the shooting and ended up in a small town near Casablanca • They traveled through Casablanca and across North Africa without much opposition • William traveled through Algiers and Medennine; it was the first time he had ever seen any Arabs • They helped unload supplies in port towns while the US was getting ready for the invasion of Sicily (38:40) Sicily • William traveled with many others on an LST for three days • The weather was very stormy and William was sick the whole time • After landed in Sicily they established a beachhead and were not attacked during their landing • William remembered the first time he was very scared, July 10, 1943 when a German came flying and shooting at the men • The torpedo dropped seconds too quickly and hit the water, missing the LST • The men quickly traveled North towards Palermo and then went towards Messina • Many Italians gave up and were taken prisoner (48:30) Salerno Invasion September 15 • The Germans had known the Americans were coming and met them there on the beach • William arrived two days into the invasion with fading resistance • He helped bring in supplies into the devastated area while a bulldozer cleared the way for the men • They moved on into Naples to clear a port that had been blocked up by bombed ships (53:30) Anzio Invasion January 22 • This area was very wet and it was constantly raining • There was no resistance and they set up a beachhead, but were attacked by Germans later that night • They fought the Germans for five months before finally moving on • They began working in Anzio fixing devastation caused from fighting �• They area had been hit hard by German tanks and air raids (1:07:15) Rome • Rome was already an open city and the Germans had left heading North • The men spent two days touring Rome and relaxing • They then headed North for the Germans, but had to pull all the way back to Salerno again Where they began preparing for the invasion of Southern France (1:08:40) French Invasion • They traveled through Corsica and Sardinia with very nice weather • They then landed at Saint Rafael where they ran into some German resistance • A US LST was being bombarded by Germans and later blew up on the beach • The infantry continued to fight and some Germans began surrendering near the Rhone • German resistance continued near Alsace and Lorraine • They were fighting in December and it was very cold (1:18:50) Battle of the Bulge • William and others were moving towards the Battle, but were not aware of it • They were sleeping in an old abandoned German barracks when they were ordered to immediately move out • They traveled towards the battle, still unaware of it, and began blowing up roads to slow down any German movement (1:25:20) France • The men moved back into France and were preparing to cross the Rhone with the 85th pontoon outfit, which took 9.5 hours • They crossed the river and headed towards a labor concentration camp than built underground air craft • There were many Jews and women working there with dead bodies in the streets • They finally got news of the war’s end and headed to Marseilles to leave on a hospital ship � 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_VanderWallW Title A name given to the resource Vander Wall, William (Interview outline and video), 2008 Date A point or period of time associated with an event in the lifecycle of the resource 2008-09-04 Description An account of the resource William Vander Wall was born in Spring Lake, Michigan in 1922. After Pearl Harbor was attacked, he was very anxious about joining the service and was accepted into the Army on April 1, 1942. William trained with a mortar squad in Tennessee and also went through amphibious training in Massachusetts. On October 19th, they left on the USS Harrison towards French Morocco. William proceeded to help in the invasions of Sicily, Salerno, Anzio, and Southern France. Creator An entity primarily responsible for making the resource Vander Wall, William 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 Type The nature or genre of the resource Text Moving Image 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 application/pdf video/mp4 https://digitalcollections.library.gvsu.edu/files/original/5f8fbe66382828b95e87bd19c28bbf76.jpg ea73c9f77ea51eb1a02cd5c92669d4ed 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 VanderbushKennethRay Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Vanderbush, Kenneth Ray Description An account of the resource Kenneth Ray Vanderbush, Vice President of Student Affairs Subject The topic of the resource Grand Valley State University – History College administrators 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/927364b319342b560cc3cb05b6892042.jpg a3bcab10eea386285618eb1369be6bce 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 VanderjagtDonald_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource VanderJagt, Donald Description An account of the resource Donald VanderJagt, Mathematics Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/2073f0b3abd909da707512331efda9e6.jpg 4e3322390f2ab5f99c1103b5d6860f09 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 VanderjagtDonald_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource VanderJagt, Donald Description An account of the resource Donald VanderJagt, Mathematics Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/8869508167d624f3c50fe89dcd4eda75.jpg 0fa8e51c9ba0827e773d5bafe452d423 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 VanderjagtDonald_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource VanderJagt, Donald Description An account of the resource Donald VanderJagt, Mathematics Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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/cc68a2b25230ae79bb6fde86612ee935.jpg 8be2fe96fda82679755e9a2055a0d007 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 VanderjagtDonald_Photo04 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource VanderJagt, Donald Description An account of the resource Donald VanderJagt, Mathematics Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty 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