1047 24 26018 https://digitalcollections.library.gvsu.edu/files/original/7c05d8bf13c222a3587147e3a500b86e.pdf 8f50368d25c7a371d7daf8e5662f20e7 PDF Text Text Wear the Rainbow: A Trans* and Gender Queer Clothing Swap Join us for a free clothing swap and evening of workshops. All sizes, shapes, styles and gender expressions welcome. Monday, October 20 · 9 p.m. - LGBT Resource Center 1161 Kirkhof For more information, contact the LGBT Resource Center at lgbtcenter@gvsu.edu � 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 GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_LGBTQ_2014_Wear-the-Rainbow-Clothing-Swap.pdf Date A point or period of time associated with an event in the lifecycle of the resource 2014-10-20 Title A name given to the resource Wear the Rainbow: A Trans* and Gender Queer Clothing Swap Description An account of the resource Poster with the location, date and time of the clothing swap. Subject The topic of the resource Sexual minorities Community centers Transgender people Gender-nonconforming people Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Source A related resource from which the described resource is derived The Rainbow Resource Center Creator An entity primarily responsible for making the resource The Rainbow Resource Center https://digitalcollections.library.gvsu.edu/files/original/c9be140c69f15bfbf5683e50bb5c206d.pdf 53d5e6389e68bffda893c465da28daab PDF Text Text Call for Donations! Wear the Rainbow is a free event that creates access for trans and queer people to explore gender expressions across the spectrum in a safe and celebratory environment! Please donate clean and gently used: •clothing •shoes •larger size heels •unopened makeup •lingerie •accessories •binders •business casual/professional clothing Drop donations off at: •Career Services (101 B DeVos Center) on Pew Campus in Grand Rapids •LGBT Resource Center (1161 Kirkhof Center) in Allendale. For more information, contact Marla at wickm@gvsu.edu or call the LGBT Resource Center at (616) 331-2530. Donation cutoff is November 3rd! LGBT (/f- ~~ GRAND RAPIDS ~ Trans Foundation � 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 GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_LGBTQ_2017_Wear-the-Rainbow-Call-for-Donations.pdf Date A point or period of time associated with an event in the lifecycle of the resource 2016 Title A name given to the resource Wear the Rainbow: Call for Donations! Description An account of the resource Poster asking people to donate specific clothes and accessories. No date printed on poster, assumed to be from 2016. Subject The topic of the resource Sexual minorities Community centers Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Source A related resource from which the described resource is derived The Rainbow Resource Center Creator An entity primarily responsible for making the resource The Rainbow Resource Center https://digitalcollections.library.gvsu.edu/files/original/3ce1155cde707de1b16d26dcafcc0726.jpg 25ab09ee5bf25f5a6f2b12c7a7c17ba8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_A011-0992 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1960-04-09 Title A name given to the resource Weathered beach stairs of Castle Park Description An account of the resource Black and white photograph of a series of weathered beach stairs among the waterfront homes of Castle Park of the Holland, Michigan area as taken on April 9, 1960. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Holland (Mich.) Buildings Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/deade774494f98623711b388895d27d1.jpg 5e10552fdb40446735ef8813e849dca8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_A011-0988 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1960-04-09 Title A name given to the resource Weathered building of Castle Park Description An account of the resource Black and white photograph of what appears to be a weathered waterfront building in Castle Park of the Holland, Michigan area as taken on April 9, 1960. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Holland (Mich.) Buildings Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0a0f1cab05c3a0d5bdb24cb55cbe9de3.jpg 3a00492bcacf647a4cca422084804142 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_J276-0034 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1969-11-10 Title A name given to the resource Weathered Farm in St. Charles, Illinois Description An account of the resource Black and white photograph of an aging and weathered farm in the countryside of St. Charles, Illinois. In the photograph, an old gated fence is seen blocking off the dirt road drive to the farm buildings, including a large barn and silo, and a large bare tree is situated in the foreground of the property. Scanned from the negative. Subject The topic of the resource Farms--Illinois Saint Charles (Ill.) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b5c1fbee3340ab678dfe0a1ac517dc3d.jpg 8789c960d21dbdc7efa2afb9b63aafd5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_J276-0042 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1969-11-10 Title A name given to the resource Weathered Farm in St. Charles, Illinois Description An account of the resource Black and white photograph of an aging and weathered farm in the countryside of St. Charles, Illinois. In the photograph, an old gated fence is seen blocking off the dirt road drive to the farm buildings, including a large barn and silo, and a group of large bare trees are situated in the foreground of the property. Scanned from the negative. Subject The topic of the resource Farms--Illinois Saint Charles (Ill.) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/990d6dcfa70a7538aa8cd9703d36c22c.mp4 df45e81997145e1afb6ef3c061235957 https://digitalcollections.library.gvsu.edu/files/original/1b0564904df3d50d547591ef1ba56ff5.pdf 84bdd856282918b2808fc21008537689 PDF Text Text Grand Valley State University Veterans History Project Interview World War II: Europe Ted Weatherhead Length of interview 1:14:54 (0:00:10- 0:04:25) Pre-Enlistment Ted was born in Columbus, Ohio on March 14th, 1923. (00:13- 00:19) He lived in Columbus for a short time until moving to Cleveland, Ohio. (00:19- 00:22) After living in Cleveland for a while he moved to Cincinnati, Ohio. (00:29- 00:39) He then moved to South Bend, Indiana and later moved to Lakewood, Ohio. (00:41- 00:49) He graduated high school in Euclid, Ohio. (00:49- 00:55) Ted moved around a lot due to his parents being divorced. His mother went to go job searching and his father went to places not mentioned. (00:56- 01:07) He stayed with his mother. (01:09- 01:10) He had one older sister named Mary. Mary was sent to a private school while Ted stayed with his mother. (01:17- 01:27) He was a little above average student despite being frequently relocated. (01:32- 01:40) He finished high school in 1941 where he was an active member of the National Honors Society and many different sports such as: basketball, football, and track. (01:40- 01:57) After graduation he went to Ohio University where he wanted to play basketball. He went there for a short time until Pearl Harbor (02:02- 02:15) Before Pearl Harbor, Ted knew little about the war in Europe. He was more interested in the basketball world. (02:25- 02:32) Ted learned about Pearl Harbor coming home from church over the radio. Every radio in his dorm was playing the news full blast. (02:35- 02:54) Upon hearing the news Ted, like most of the men in his dorm, wanted to go out and get the Japanese. He went home and enlisted into the Army Air Corps. (02:58- 3:21) The recruiter told him that he was going to have to wait for a little while so he stayed in school until fall of 1942. (03:30- 04:05) (0:04:25-0:19:00) Enlistment and Training Ted was sent to the Classification Center in San Antonio, Texas. He was at the center for about eight or nine weeks and was put through many different physical and mental tests. He wanted to become a fighter pilot. From there they took him to pre-flight in San Antonio. (04:25- 05:55) The main things that Ted learned in pre-flight consisted of the physics of flight, the theory of flying, navigation training, and figuring weather patterns. (06:13-06:28) He was in pre-flight for nine weeks. (06:47- 6:57) He then went into primary flight, basic flight, and advanced flight. All of these lasted nine weeks. (06:57- 07:03) Primary flight training was in Uvalde, Texas. It was a very small facility with one hundred or less planes. (07:26- 08:00) He started off on a PT-19A. It was a low winged, single engine plane. (08:04- 08:14) �During the primary flight training about fifty percent of the recruits would wash-out. The main causes were flight nervousness and disagreements between training pilot and student. (08:5009:09) Ted remembers his instructors as good people, not the best pilots but average, good people. They were all civilian pilots but the flight check people were military. (09:19- 10:01) After primary training Ted was moved to Waco, Texas for basic flight training where he flew a BT-13A. This plane was a single engine plane with a five-hundred horsepower engine. This allowed Ted to perform slow loops and other acrobatics. (10:25- 10:52) He stayed with the same group of guys throughout training. (11:17- 11:19) All of his flying was done during the day. He would fly cross-country, stop for lunch, and then fly back. (11:48- 12:18) Ted was in group 44A for his advanced flying training. (13:00- 13:03) January 7th was his flight school gradutation. (13:04- 13:15) He was put into a two engine plane against his wishes. He flew this plane for three to four weeks. His next plane was a C-47 which he flew for three to four weeks. His next plane was a B-25. (13:36- 14:12) During his training, Ted had little time away from his studies because quizzes were common. (15:18- 15:43) He was not given any time off during his schooling. (16:51- 17:18) Before being deployed Ted was given four weeks of vacation. He was sick for the first three. (17:22- 17:36) He and his group got their new C-47s in South Bend, Indiana and flew the southern route to Europe. (17:36- 17:49) (0:19:00-1:02:54) Active Duty Pre D-Day Drop (19:00-29:19) Ted was not given the usual nine week transition period due to an incident over Italy where our Navy shot down nineteen C-47s filled with paratroopers. He was only given four and a half weeks. (19:00-19:42) Ted’s crew consisted of himself, a co-pilot, a radio operator, and a crew chief; though flying over seas he was given a navigator. (19:45-19:59) During his flight overseas German submarines would send out homing signals in order to lure planes away from base and shot them down with anti-aircraft guns. So having a good navigator was important. (20:18-20:30) From the first base he went to Marrakech, Morocco in northern Africa where he stayed for about a week. From there he went to Egypt and then to the base in Cottesmore, England. (21:0021:50) His training at Cottesmore centered mainly on night flying. (22:40- 22:55) To train the pilots for night flying they set up a night vision school in one of the gymnasiums. Each night they would tests the pilots vision while dimming the lights. (24:05-24:36) Ted and the other pilots were trained how to carry paratroopers and tow gliders. These gliders would sometimes cause problems with the plane by not staying in the propwash and spreading out. (24:40-26:00) �Every day Ted would go through the routines, without the path of flight, which he would have to do for his missions. They would have sessions to learn what to do in certain situations. (27:5128:21) Ted was not told the path of flight until the night of the briefing. This was when he found out that the routines that he had been doing were the exact opposite of what the mission was. (28:5629:19) D-Day (29:19- 37:35) Ted left the base at midnight with nineteen paratroopers of the 505th Parachute Infantry Regiment, 82nd Airborne Division. (29:40-30:20) After taking off the planes took twenty or so minutes to get into formation and took off to Normandy. (31:27- 31:59) To avoid detection from the Germans each plane had only three blue/purple lights on top of each wing and three blue/purple lights on top of the plane. (32:26-32:50) They flew northeast to south west over the Cotentin Peninsula. (33:49- 34:00) The pilots knew to drop their paratroopers when the lead planes light turned from red to green. (34:14- 34:25) After dropping the paratroopers the pilots, flying low, went back to base. They flew low so then they were faster than the anti-aircraft guns. (36:23-36:57) They then went back to drop off the gliders, which was a lot tamer than the paratroopers. (36:5637:35) After the Drop: Normandy Campaign (37:35-48:16) After the drop, Ted did glider snatching. There would be two poles attached to the ground and around the poles would be the nylon glider cord. The plane would come in, lower a hook, and snatch the nylon cord. (37:30-39:04) He also transported injured troops. He would bring a flight nurse and pick up about fourteen or fifteen litter patients and take them to a hospital in England. Due to everywhere being closed in, Ted had to land in Lands End in the southern end of England. (39:17- 41:08) He also carried supplies such as: gasoline, ammunition, and food. He always had a load going over. (41:57-42:05) It took ten days or so after D-Day for the steel landing mats in France to be set up so Ted and the other pilots could send supplies and transport wounded. (42:57-43:07) Ted also pulled British gliders though he never went to a British sector in France. (43:15-43:46) This pattern continued until the breakout of Normandy in early August. (44:00-44:20) After the breakout Ted flew in many different parts of France and Belgium. As time grew on the destinations became a great deal different. (44:36-44:51) The most prevalent thing that planes would carry was gasoline though they also carried a lot of food and ammunition. (45:16-45:24) The C-47, according to Ted, was a marvelous airplane. It was hard to imagine a plane built more safely. It landed better, it took off better, and it carried heavier loads. That plane rarely caused you to have a forced landing. (46:20- 46:40) Market Garden Operation (48:16-53:01) While flying over the English channel to get to Holland Ted and his fellow pilots had an issue �with Germans who got wind that they were coming. So they complained enough to get P-47 and P-51 escorts who would rip the Germans to shreds. (48:24-48:59) For the operation Ted carried paratroopers for a couple of trips, then gliders for a couple of trips, and then more paratroopers. (49:24-49:30) He carried the men from the 101st Airborne Division and one or two loads of British paratroopers. (49:35-49:49) After two or three jumps his plane encountered a lot of enemy fire but due to its sealed gas tanks it was safe. No planes were lost due to loss of fuel. (50:46-51:06) Supplies were dropped every jump by using para racks. After the paratroopers jumped the pilots would release the para racks which were kept under the plane. (51:25- 51:45) During one of the jumps a para rack filled with landmines got caught up on Ted’s plane. After a few failed attempts at getting the landmine out from underneath the plane, the crew chief cut a hole in the bottom of the plane and shot the lines off with a small machine gun. (51:46-53:01) After the Market Garden Operation (53:01-58:42) It wasn’t long after the Market Garden Operation that the war in Europe was over. (53:16-53:22) During the Battle of the Bulge the weather was so rotten that he barely flew at all but when the weather first got better the pilots dropped their para racks as quickly as possible in order to reload more racks. (54:19-54:32) On the days that he was not flying Ted was playing poker on base and watch for the weather. (54:50-55:02) After waiting for a month to get his four day pass Ted would go into London and went sightseeing. (55:14-55:32) Towards the end of the war his base was switched to a base in France. He was there for the last three or four weeks. (56:51-56:56) On May 3rd or 4th, before the German surrender, Ted was on a ship to get a new plane to go to Japan. (56:59-57:09) His base in France was lousy. They lived in tents and the toilets were terrible. Everyone wanted to go back to England. (57:12-57:23) Back in the States (58:42-1:02:54) As soon as he got to the states he was transported to a base in Pope Field, North Carolina. (58:45-58:51) Before he got to the base Ted’s whole group spent about three or four weeks getting their teeth fixed because the dental officer lived in Lester or Nottingham the whole time he was in Europe. (58:54-59:15) On the base he would deliver packages and mail across the United States. (59:16- 59:32) He was in Richmond, Virginia delivering a package when the A-bomb hit. (1:00:07-1:00:27) He flew a total of eight combat missions and two hundred and fifty supply missions. (1:00:471:01:04) At the end of the war Ted thought he had enough flying for a while and chose to go back to school. (1:01:43-1:02:32) (1:02:54-1:14:54) After the Service �Ted married his wife on the eighth of September, 1945. (1:02:55-1:03:01) He went back to Ohio University even though his wife wanted him to go to the University of Michigan. (1:03:15-1:03:23) Ohio University was very good to its veterans. Their housing was flourished and living was good. (1:04:07-1:04:19) He graduated with an engineering degree with a specialty in industrial engineering. (1:04:211:04:31) Due to the flooding of veterans wanting to get an education, Ohio University had to build new buildings. (1:05:08-1:05:17) His father-in-law got him a job in a sheet metal company. He worked for him for three or four years and then he started working at his family’s company in Cleveland, Ohio. (1:06:091:06:32) He was transferred to a little town called Antwerp, Ohio where they were building a new cement plant that needed an engineer. So he started working at the cement plant. (1:06:33-1:06:54) He worked at the plant for thirty years. (1:06:54-1:07:10) Ted and his wife moved to the Grand Rapids area because eleven of their family went to Aquinas and they wanted to be close to their family. (1:07:35-1:08:22) Ted believes that his time in the service matured his thinking. (1:08:50-1:09:17) He remembers the segregation on the base. How blacks had different eating places and dormitories. This was strange for Ted since he was from Ohio. (1:10:30-1:11:39) � 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 WeatherheadT1169V Title A name given to the resource Weatherhead, Edward "Ted" (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Weatherhead, Edward "Ted" Description An account of the resource Ted Weatherhead was attending college at Ohio University when Pearl Harbor was attacked in 1941. He immediately enlisted in the Army Air Corps, but had to wait for some time before starting his training. After surviving the initial screening and tests at San Antonio, he made it successfully through pilot training, only to be assigned to fly transport planes rather than fighters. Assigned to a transportation squadron early in 1944, he flew his C-47 to North Africa and then to England, where he underwent an accelerating training program to prepare him to drop paratroopers into Normandy. Between June, 1944 and May, 1945, he flew eight combat missions as part of the D-Day and Market Garden operations, as well as over 250 supply missions. 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. Army Air Corps 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 2011-07-19 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/b021b6ba5bd7c6b242a8760c12c04bfc.mp4 1321475171fd08962e5d0dfcd39a89a4 https://digitalcollections.library.gvsu.edu/files/original/86283095a83a16a9e661628f62572323.pdf 0a45e0b89fcece92e54f8f0b08310e4f PDF Text Text Grand Valley State University Veterans History Project Interview World War II Bruce Weaver 1:52:06 Introduction (02:15)         Bruce was born April 16, 1922 in Detroit, Michigan. He went to school in Fowler, Michigan, which is in Clinton County. Bruce grew up there and graduated from Fowler High School. His father played a lot of cards downtown, and when Bruce’s mother passed away his father did not do much with the family. The family operated the Fowler Gas Station. As a boy, Bruce worked there pumping gas using the old style visible gas pumps. (04:23) Bruce was about twelve or thirteen when his mother passed away. He was an only child with one sister who died at birth. His high school graduating class had about twelve or thirteen people. He lived right in the village of Fowler, and during the summers he worked out in the farms picking sugar beets. (06:16). They used machines to pull them out of the ground and Bruce would come by and throw the beets into the truck. Military Life (07:37)          Bruce was drafted into the Army Air Corps on February 12, 1942. For induction, he was sent to Fort Custer and remained there for about six months. This was a supply point and he worked at keeping the fires going to keep the barracks warm. (09:26) Bruce was there with a couple hundred other men doing the same thing he was. They did not have any uniforms, so they were issued a barracks bag and all of their uniforms. He was sent to Weems, Utah for his basic training. About fifty of the men from Fort Custer went with Bruce to Utah. They took a train until they reached Utah, then they were loaded into trucks that brought them into Salt Lake City. (11:25) They were met by a very prosperous man who brought them to the hotel and bought them the best steak they ever had. While in Weems, they did marching and spent time in the mud. Bruce pulled late duty one time with three other men, and patrolled around the water reservoir. After they were done, the sergeant came out and told them that they had done a good job but they had to do another shift because he didn’t have any one to replace them. (13:14) Weems was about 15-20 miles from Salt Lake City. They had a man from Brooklyn, New York and he had never fired a rifle before. Suddenly, bullets came from inside the barracks and the man was firing through the wall on accident. No one was injured. (15:22) Life at Fort Custer was like going to a basketball game. They all knew where it was and they simply waited there for a full unit to form. �          One of Bruce’s drill sergeants was named Frenchy. He really knew his business. Once, they had a wall they had to climb over, and Bruce couldn’t get over it. Frenchy came over and yelled at him and gave him ten seconds to get over the wall. He finally got over it after great effort. (17:25) One man that was his friend and that he served with at Weems was killed during a beach landing. The landing barge was riddled with bullets from the Germans. His name was John and he was the best soldier that Bruce ever knew. John’s wife called Bruce after the war and told him that he had been killed. One lesson that he learned while at Weems was that they couldn’t go after the Salt Lake City girls, because they were Mormons. (19:34) While at a casino, he started talking to a beautiful woman, and all of a sudden a man the size of an ox-cart came up and said “Soldier, that’s my daughter, leave her alone.” And he did. Some soldiers were not allowed to enter the casino, but Bruce was. Once at the casino, Bruce was approached by a woman about sixty years old, she bought the men breakfast; she then asked if they went to church and knew the Lord. (22:50) After church, they could smell the mutton being cooked at the mess hall. Instead of going there and eating it, most men, including Bruce went to the PX and bought food rather than eat the mutton. (23:41) Bruce was at Weems for about eight months. After the wall climbing incident, Bruce remembers that Frenchy came up to him and asked if he was a draftee. He answered that he was, and Frenchy told him that all the draftees had problems getting over the wall because they had been at home having their mothers take care of them. (27:08) One man named Jim bought cigarettes for everyone at the PX one day. Bruce told him that he didn’t smoke and went in and bought some rolls instead. While there, they could smell mutton stew being made at the mess hall and they both decided to eat at the PX again. (29:23) Coral Gables, Florida (29:42)         Coral Gables was an Air Corps base, and they were greeted by the lieutenant in charge and he welcomed them to the base. He told them to leave the nurses alone. Within twenty four hours, Bruce had gotten involved with a nurse from New Rochelle, New York. She was a lieutenant and he was a corporal. The nurses were well trained by Major Whitney. (31:31) Bruce was put into the Post Office and worked as a postal clerk. To get around the ban on dating the nurses, Bruce met her out in town. The nurse’s name was Kay, and Major Whitney treated them both well. (33:46) A stream went through the base, and it often had an alligator sitting there. One day, an alligator was chasing a nurse and her boyfriend. Bruce saw it, so he jumped in a golf cart and went after them. He came up on the alligator and picked up the nurse and her boyfriend. (35:24) They had a pool there at the base, and the enlisted men were not allowed to swim when the nurses were. Bruce checked for alligators in the pool before they went swimming. (39:42) �     Bruce was sent to Coral Gables to take his hospital training because he was a medic. At 7am he had to be up at the hospital as the medic on duty. He once went to the Nautilus Hotel in Miami Beach to train some new medics. (43:28) They learned nicely, some of them were already trained at Coral Gables. Bruce was lucky because all of his officers that he served with were real nice to work for. (47:03) One officer that he knew was very nice, and the man turned out to be a general and Bruce never knew it because he didn’t wear his rank. Overseas (49:31)                       Bruce was then sent to Fort Dix, New Jersey and spent six weeks there. While there, the only training he received was marching and drill. He later came back to Fort Dix when he got out of the Army. After leaving the United States, Bruce was sent to Scotland. There they received wounded from Europe. The flight nurses would take care of the wounded while they were being flown to the hospital. Bruce was assigned to take care of the wounded while in the barracks. (52:06) One of the men that he was watching hadn’t seen his brother in five or six years and he found him there at the barracks. Bruce also assigned flights home for the wounded soldiers going back to the states. Most of the men who were wounded were sent home and Bruce always thought that was very decent. (55:37) Bruce was in Selkirk, Scotland which was in the southern part of the country. He was there with about a dozen other soldiers. While overseas, he never saw any combat, he was never wounded, and he was never a prisoner of war. (57:40) His stepbrother, Richard Barnes, was on a landing barge that went ashore in Europe; everyone in the barge was killed except him. (59:34) Bruce was never awarded any individual citations or medals. He didn’t really have any family or friends back home, so he did not receive any letters so he did not send any either. (1:01:25) The food was good, lots of goulash dishes. Most people still went to the PX for food. His unit was always well supplied. (1:03:20) When the wounded would come in from Europe, they would stay in the barracks there for three to four weeks at the most until they could find a flight home for them. The wounded would come in on C-47’s. (1:05:22) While in Scotland, they were not able to see any USO shows. He was in Europe for about a month, and while there he saw Bob Hope. Three of them went and performed the same duties of assisting the wounded to get home. They assisted the flights going out. (1:07:54) Bruce was in Scotland for over a year and was in France for his month in Europe. He was never able to take leave or liberty. (1:09:05) When he went to Poland, he was there for about two months after VE-Day. The Polish women made the best meals for them. At that time, he wasn’t doing much. His C-47 �  crashed while flying over Poland because it ran out of gas. It was really more of a rough landing in a field. (1:11:18) Bruce was never able to take any photographs while in Europe. He has high regards for his fellow soldiers that he served with; he never had to worry about them not watching his back. (1:13:45) After the War (1:15:12)               When he came back to the United States, he was able to fly. His brother however, had to take a ship and he later said it was the worst trip he ever took. Bruce’s flight home was onboard a flight of twelve wounded, he is not sure exactly when he came home. He was given his discharge at Fort Dix, New Jersey and was only there a week or two. After that, he and another soldier went to New York City and toured around. He was discharged on February 12, 1946. (1:17:17) Thinking back on his time in Coral Gables, Florida, he was once approached by Major Whitney and she asked if he was from Michigan, he said that he was. She then asked him to take three black soldiers down to Miami, but told him to be careful because “They don’t like the niggers down here”. She sent a man to protect them; he was a shore patrolman with a rifle and bayonet. While down there some kids came up and started yelling “Niggers! Niggers!” The patrolman with them stepped forward and lowered his rifle and said, “Who wants it first?” and they ran away. (1:20:31) After the war, he went back to his job at Oldsmobile. He had worked there for about a year before he was drafted. The plant was in Lansing, Michigan. Bruce was the general foreman in the crankshaft area and then to the axel plant. Later, he was sent to the new plant north of town. (1:22:15) His boss came up to him and asked him to pick eight men to take with him to go to the new plant. Bruce was once taken down to Buick to interview some new potential foremen. They asked him why he was so successful, he told them to treat people the way they wanted to be treated. (1:25:10) He lived and worked in Lansing, and Bruce was married to a woman named Mary Lee. (1:29:12) She worked as a telephone operator but had to leave due to health concerns. After the war, Bruce joined the VFW in Lansing, and he also joined the American Legion Post 379. He wasn’t really active in the organizations. (1:31:20) They never had any children, but he does have a step-daughter named Susie Faulker, who did not get along with her mother. Today, she lives in Denver, Colorado and is a successful artist. She just sold one painting for $5,000. (1:33:31) In Bruce’s opinion, he feels that the military in general was okay. Going back to Fort Custer, they were shipped out on the oldest train they had. The smoke from the engine was so bad it went back into the cars. (1:35:29) Bruce has never attended any reunions or kept in touch with anyone that he met while in the service. (1:38:33) �   He sent two girls through Grand Valley State University. Their mothers had helped Bruce’s wife when she had trouble getting around. One of the girls is an English teacher in Paris, France. (1:40:20) Bruce’s wife passed away in 2003. When Bruce was young, his grandparents helped get him through school, that’s why he wanted to help these two girls with their college. (1:45:30) � 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 WeaverB1527V Title A name given to the resource Weaver, Bruce (Interview outline and video), 2013 Creator An entity primarily responsible for making the resource Weaver, Bruce Description An account of the resource Bruce was born in Detroit, Michigan on April 16, 1922. He grew up in Fowler, Michigan and was drafted into the Army Air Corps on February 12, 1942. Bruce served as a medic. He was sent to Scotland during the war and helped coordinate flights home for wounded troops. He also spent some time in France and Poland. Bruce was discharged in 1946, and moved back home to Lansing where he continued his job at Oldsmobile. Contributor An entity responsible for making contributions to the resource Erichsen, Wallace (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. Army Air Corps 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 2013-06-17 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/111810ad9ce6ec5649cea231ed5cdff9.mp4 c5d709fde54dc338ca4c8b446088967a https://digitalcollections.library.gvsu.edu/files/original/9703de570e2d52618bb3b3cb1a12ef99.pdf c3dd00ab58939ee813b4d3fa0d3f7ac6 PDF Text Text Grand Valley State University Veterans History Project Interview Dale Weaver (00:50:0) (00:25) Introduction (01:02) Family and childhood • Born in Detroit, MI on Oct. 30, 1959 Weaver grew up in Livonia, MI and lived with his father, who had his own saw sharpening business, and his mother, who was a homemaker. • Attended Walk Lake Western High where he was seriously involved with football, baseball, some wrestling, and swimming of which he was state champion swim-diver his senior year. Each day after school, he spent 2-3 hours practicing with the swim team. He excelled in the making of small engines and mechanics. (07:26) Pre-enlistment • Enlisted in the navy as a junior in high school. The navy delayed his enlistment period until after he graduated from high school. • He had enlisted in the Navy by going down to the Service Center and signing up in the delayed entry program so that his enlistment was delayed until after graduation. (08:09) Enlistment and Training • Went to Great Lakes Naval Training Center where he was chosen for recruit training. Being the short and scrawny fellow that he was he was assigned to carry the company flag. Graduated the camp with Company 215. • Upon completing recruit training, he underwent boot camp training of which he did a lot of running, marching, and training with firearms. (09:09) • Weaver recounts a story regarding his gas chamber training. His superior officer would send 10 people into a gas chamber and then fill the chambers with tear gas and command them to take off their gas masks. The objective of this was to get used to breathing in the tear-gas so that one would be prepared for the experience if encountered. �• Was then sent to Lakers, New Jersey where he attended Aviation school for a month and a half and underwent aviation training. While there, his job it was to spot aircraft off the flight and hangar decks of aircraft carriers. (13:53) • After that he went to Philadelphia, PA where got additional firefight and aircraft-type training before going to the ship. (14:55) Norfolk, VA • Weaver talks about his four years serving aboard the USS Independence. • Gives a brief description of his work with V-1 division and how they were responsible for the launching and recovery of airplanes on the flight deck. At the time he had the Navy rank of an E-3. • In January, 1979 he made the first of two cruises which lasted 6 ½ months. During this time, they stopped at various ports around Spain, Italy, and Africa. While in port, he would go social-drinking with the guys at the local bars in the areas he was stationed. (17:58) • Upon finishing their first cruise they were in a standby period of about a month of which everyone took shore leave. (18:06) (18:15) Portsmouth, VA • Upon returning to duty, Weaver and his company were dispatched to Portsmouth, VA for 9 months while the ship underwent a complete over-hall. • Gives a brief description of how he met his wife, his married life, and then tells of the tragic car accident in 1985 that befell his wife and two of his kids. (19:03) (20:47) Norfolk, VA • Upon completion of repairs on the USS Independence, Weaver and his company return and go on their 2nd cruise which takes them around the Caribbean. Their cruise was cut short, however, when they returned to Norfolk. For a short time, Weaver mentions that he served aboard the USS Independence while waiting to be transferred. After about a month, Weaver is transferred to El Centro, California. (22:23) Trip to El Centro, California �• Weaver gives a detailed account of his journey to California. On the way, he stopped in Arkansas to visit his uncle and go fishing. (23:20) In Arizona, he blew his motor and arranged for his car to get fixed while he boarded a bus and journeyed the rest of the way. (25:10) Upon arriving in California, he found out that he had been transferred to El Centro for his next assignment. (21:20) El Centro, California • While stationed at the NAF base in El Centro, CA he got to know members from the RAF and the Blue Angels because they trained every winter at his base. He was assigned there to take care of the aircraft. • Weaver gives a brief description of jumping out of a RAF plane. In part it was this experience which made him want to join the Navy Seals. Upon jumping out of a RAF plane he made up his mind that he wanted to join the Navy Seals. After sending his application in and a 6-month wait he found out that he had been accepted. • Went to Pensacola, FL for SEAL training. (27:10) Pensacola, FL • Gives a brief description of how he had to do a lot of swimming, jumping out of helicopters and planes with parachutes, running, and physical fitness exercises. (27:10) • Upon completing seal training he went to Little Creek, VA of where he and his company did more training in-between assignments. (28:40)TOP Secret assignments • He couldn’t disclose the details of his combat missions but he did elaborate on where he went. • In 1983, he was involved with the hostage situation in the Beirut Airport. He mentions helping the NIS with a drug bust in Panama. (29:46) Along with this, he helped the British with something in the Falkland Islands. • Also mentions helping the Coast Guard with several search and rescue operations. • Gives a brief description of his experience aboard a submarine of which they would be dropped off in the ocean. They would then wait in their inflatable boats for the submarine to come and pick them up. (31:24) He recounts that as a Navy seal they never had to swim to shore because they had their inflatable boats. (34:50) �(35:41) Post-Service Experiences • For a brief time of about two months he mentions working at a golf course and getting paid to do yearly maintenance on golf carts. Upon getting laid off from that job, he and a friend worked on replacing wiring in conduits. While doing this one day, he gave some wiring a little tug and fell off his ladder breaking his neck and back. • He describes the difficult times that he had being a quadriplegic and the 9 months of hard work and physical therapy of which upon completing he regained the use of his arms. (38:15) • Since his injury, he was involved in wheelchair sports • Gives a brief description of his six-year history with the National Veteran’s Wheelchair Games. While participating in track and field for six years; the Wheelchair Games took him all over the U.S. They took him to Cleveland, OH, Palm Beach, CA, and Minneapolis, MN. • Went to the Para-Olympics in Athens, Greece and Torino, Italy. In fall 2000, he went to Athens where he won an individual bronze and team bronze while on the archery team. (39:44) He also participated in the 2006 games in Torino Italy where he was on the basketball team and took home a silver medal. • His health issues started around July 4, 2005 when he had a heart attack and had to go to the hospital. By August 8 of the same year he had his open-heart surgery. (43:40) • Afterwards, he was transferred to Ann Arbor V-9 for a short time before being sent to the Grand Rapids Home for Veterans where he’s been for 2 months. He briefly discussed his musical history in the service and remembers playing at the Hoedown in Detroit, MI. Finally, he wraps up his discussion by stressing that being in a wheelchair should never stop one from traveling the world. (49:36) � 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 WeaverD Title A name given to the resource Weaver, Dale A. (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Weaver, Dale A. Description An account of the resource Dale Allen Weaver is a veteran and former E-6 who served in the U.S. Navy from 1976 to 1990. In this account, Weaver briefly discusses his pre-enlistment years, his basic training and other training in the U.S. Navy. Additionally, he discusses his service assignments around the U.S. and briefly discusses his secret missions as a Navey Seal in Panama, Beirut, and Lebanon. Finally, he discusses his athletic years with the Para-Olympics following his navy service. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) Video recordings United States--History, Military Michigan--History, Military Veterans United States. Navy Iran Hostage Crisis, 1979-1981--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 2007-04-02 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/c452a6d88c2d5d9a1e2270402b0254fd.m4v 97983a86124f30b8017f635b11fdf549 https://digitalcollections.library.gvsu.edu/files/original/a75346eafe09e337e85f5f8e766cb4e4.pdf f9170f70372fbbce34a5eccb9f818a09 PDF Text Text Grand Valley State University Veterans History Project Peace-time service, 1982 David Weaver Sr. Length: 57 Minutes Pre-Enlistment Born in Madrid, Spain; 1964 (0:57) Farther was stationed at Torrejon Air force base (1:06) His father served for 22 years, retiring in Muskegon as a recruiter (1:16) His father retired in 1974 (1:24) He is the youngest, so his father did not move around as much; his brothers and sister endured more of that (1:31) They stayed in Spain for about 18 months before moving to Michigan (1:42) They moved to the southeast side of Grand Rapids, living on College Street and he went Brookside Elementary School (1:59) It was a very nice and suburban neighborhood, but they were one of the first African-American families that moved there; it had not been integrated yet (2:18) There was some tension and bullying, but he became involved in sports (2:38) �In the Fourth Grade he promoted to the Sixth Grade team, which led to him being more accepted (3:04) He had support from the teachers, specifically, Jeanne Brederland, who saw that he was troubled and took the initiative to take him to her farm, in Zeeland, Michigan (3:25) Her son, also named David, was older, bigger, and tough, which gave Weaver someone to look up to (3:35) One thing that he learned from the weekend in the farm was the importance of hard work and discipline (3:48) He went to Ottawa Hills High school, where he was on the first team to win the citywide football championship (4:04) Enlistment He joined the delayed enlistment program while in high school, so he joined the Air Force on November 30 of 1982 (4:17) At first he had wanted to go to college and got a partial scholarship to Fisk University, but he did not have the money to finish school (4:43) He decided to join the Marines (he liked the uniform), his father sat him down and asked him what he was going to do after the military (5:20) His father than pointed out that he came from a lineage of members of the Air Force, his father and uncles had all served for twenty years and his brother and cousin had also served (5:22) So Weaver decided to try to take the test for the Air Force, and he scored very well. He got into base procurement and moved to George Air Force Base, in Victorville, California (5:49) �His basic training was at Lackland in San Antonio, Texas (5:53) Boot Camp He performed with the veteran’s creative arts festival which is a way to for veterans to heal using the arts (the year before the interview) (6:29) He won awards for singing but the year before the interview he did a stand up routine about his time at boot camp (6:64) His drill instructor’s breath smelled bad, which was part of his routine (7:15) Basic Training was the beginning of the process the make his thinking more like the military (7:42) They took all of the recruits’ clothes and replaced it with a military uniform (7:50) Everything is government issued, he had been prepared because of the experiences of his brother and father, so he had already buzz cut his hair, but then they “buzz cut” his buzz cut (8:11) Important part was changing the mindset, including uniform military code of justice and the rank system, but the most important was to respect the rank even if they did not respect the person (8:48) He was there for about six weeks; they counted the working days but not the weekend (9:07) They learned how to shine shoes, through spit-shining shoes, which he had not heard of before (9:43) They did a mile run, and there was pushups and sit ups, their main goal was to control the weight to keep their frames small. (10:01) �Not as hard as the Army and Marines, but was still important for them to stay in shape (10:24) He did not know what his specialization was going to be; after he took the test he was given a multiple options (10:46) He was not sure what procurement was at first but after it was explained to him he felt it was the best option, because it was something that could be transitioned into something else in the civilian world (11:03) A procurement specialist bought goods and services for the base (11:14) They bought everything the bases needed, from fuel to the patches for the uniform (11:33) Training School His secondary training is called training school, and he was trained at Lowry Air Force Base in Denver, Colorado (11:45) It was a classroom setting and he was trained by both military and civilian teachers because of the amount of interfacing with the civilian world (12:03) There were also civilians training there to take civilian jobs in the government that served a similar procurement role (12:22) He worked with the civilian workers who managed the computers that calculated the cost to government, through computer cards (13:09) The technical school was much less restricted than the boot camp, there was more free time and he was able to go to church (14:11) �In his spare time he played basketball and was involved in a choir, which was important to him because singing helped him through the transition (14:37) He was in tech school for 18 weeks (15:03) He was given a dream sheet so he put bases in Southern California as his first three choices, because he thought it would nice to live there (15:30) George Air Force Base He got his first choice, but it was not by the beach, but in a town called Victorville, in the middle of the desert. (15:40) Initially he was involved in the follow up section, finding out why supplies had not been delivered or had to get more as needed (16:12) He was one of the first Airmen Basic to be sent to the procurement office, most who worked there were NCO who had trained in other departments then were added to procurement later (16:48) He really enjoyed the work (17:01) A lot of the job was contacting the companies the orders were from; one thing he learned was that the government got precedence in everything they were doing, to the point that they could shut down the facility until the materials were made (17:39) He did not do that while in the military but did later when working for Northrop-Grumman when a company did not deliver their landing gear for the B-2 stealth bomber (18:22) He “volunteered”; he was sent because he was new, to join the drill team that performed at parades and funerals (19:08) �He really enjoyed the experiences and felt that the drill team was exceptional (19:46) They performed largely in California but also were in several nearby states, such as Arizona (20:14) The military wanted to train him in all aspects of procurement so he was transferred to supplies buying (20:50) They purchased everything from basic supplies to fuel, and this section was all military which led it to feel different from the earlier job (21:34) He had become an airman first class by this point but most of the people he worked with were NCO’s (21:50) Problems with the Military Justice System He started to have problems in 1984 when he was sent to buy ground fuel, when found out that the contract had not be secured by the Department of Defense (22:28) This was particularly a problem because his base was contingency base which meant they were to fly sorties as part of a simulated war (22:43) The order had been coded improperly meaning that it was need now but he had no contract to refer to and his section chief was on temporary duty meaning that he was not used to the job (23:31) He had to call the Department of Defense and was given the instructions for the situation, however after the order had been filled out there were some discrepancies and some of the documentation was missing (24:19) �He had to get a letter confirming information from the company and then had to recover the letter after the military threw it away (24:54) After his supervisor returned, the supervisor said that Weaver was derelict in his duty and Weaver was sent for non-judicial punishment (25:27) He was blamed for problems with the paperwork that were outside of his control (26:39) He challenged it, but had to put together his own legal case and defend himself. He was given documentation that he needed to win the case, and he only got a letter reprimand rather than being kicked out of the Air Force (28:03) He was punished because the Air Force was unwilling to admit that they screwed up (28 34) He was temporarily removed from the drill team, for 6 months, after which he was reinstated to the drill team and he moved on to the services branch (29:29) For a short time he manned all three desks at the services branch because the other soldiers went on temporary duty (29:51) He was able to create training for the requesting agency to make their documents more accurate (30:31) He was able to work with drill team, though he later requested to leave to give someone else the experience, he worked on servicing full time (30:44) He continued working service until 1986 when he left the military for to work at NorthropGrumman (30:58) He had more issues with the military, mostly from the officer in charge of the section, possibly because of racism (31:49) �The officer began documents that would led to his expulsion, however these efforts were blocked by the base Colonel who liked Weaver and felt he was doing a good job (33:10) This meant that he was able to go to leadership school and was made Senior Airman, a junior NCO rank, but the damage had been done and he decided to leave the military (34:10) This was also partly decided because he wanted to join the ministry, and he had been licensed in 1985 (34:38) He had been treated very badly by the Air Force in his trials, which led to him dealing with PTSD. (36:13) He was sent to the correctional custody, which was based off boot camp, he was forced to run around the camp and then completely disrobe (37:13) He had never had to do anything like this before. He had to strip in front the officers that filed the complaint and read the manual of correctional custody (37:42) He broke down during this and tried to quit, but he was able to call the Base Commander who encouraged him to fight (38:17) The Commander allowed him to put his underwear back on and he finished the document, and the other prisoners said no one else had t go through out. (39:13) That experience followed him, and his performance reviews began to suffer, he married and he put himself more into biblical studies (40:13) He had more problems because even though he had done exceptionally well, he was marked down for the earlier problems (42:02) �Post Military Career When one of the NCO’s he worked with retired, he told Weaver that the NCO was going to work for Northrop-Grumman and when Weaver left the service to call him, and Weaver would have a job (42:58) He was involved in the building of the B2 Bomber, however the vendor began to fall behind so he had to take over so they could finish on time (43:40) After 2 years he transferred to General Dynamics (43:50) He worked there for about a year, while there he was he sang “The Greatest Love” by Whitney Houston and received a standing ovation (44:38) His superior suggest that he follow his music career, so Weaver did (44:43) He had a long music career, where he was involved in christian music, theatre, and had balance in his life (45:41) He created the alter ego Prophet Ramone twenty years before the interview (45:44) After he joined the Grumman he went to seminary school, where he learned that term, “reverend” was not biblical, so he wanted a term that meant something similar (47:17) He choose the term, “prophet”, because in the Old Testament it was used to mean someone who spoke for God, not someone who saw the future. (47:17) He picked Ramone because it was the Spanish version of his first name (48:46) �He did not run his church, but he produced music. He released an album, and performed at the Apollo Theater in New York City (48:15) He wrote many different motivational and faith based texts, and worked in theater (48:56) He was promoted from sales rep all the way to marketing director at the Milwaukee Repertory Theater (49:48) His PTSD continued to be a problem, though it went undiagnosed until 2011 (50:56) At the time, he had divorced his wife, suffering from drug problems, and was homeless. Someone told him he could get help from the VA (51:12) He went to the VA and was able to get treatment for depression and drug abuse, and through work with counselor realized that he had PTSD (52:05) He did not realize that he could get PTSD from a noncombat situation (52:14) He got help with his brain injury and his PTSD from the VA (52:28) His brain injury was from a head on collision while he was on the basketball team in the military (53:24) He lived in New York for some time, but had become homeless again. His estranged daughter sent him a message through Facebook, which led him to reconnect with his family (55:06) He decided to return to help his family to because father was on full time oxygen (55:34 He received help from VA to get his Masters in Divinity in Grand Rapids (56:26) � 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_WeaverD1666V Title A name given to the resource Weaver, David, Sr.(Interview outline and video), 2014 Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-04 Description An account of the resource David Weaver Sr. was born in 1964 in Madrid, Spain, where his father was in the Air Force, and grew up in Michigan. He joined the Air Force in 1982 trained at Lackland and later Lowry Air Force Bases and became a procurement specialist. He served at George Air Force base working in the procurement department and serving on the base's drill team. Conflicts with some of his superiors led to a situation in which he was mistreated badly enough to lead to PTSD, and while he worked through those problems, he chose to leave the Air Force when his enlistment ended in 1986. Creator An entity primarily responsible for making the resource Weaver, David, Sr. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) WKTV (Wyoming, Mich.) Subject The topic of the resource Other veterans & civilians--Personal narratives, American United States. Air Force Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans 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 video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/e5fdfecbaa4b60e98991c148d8862458.jpg 8f3260a1451c4afd959e1da31be6a826 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 WeaverShirley_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Weaver, Shirley Description An account of the resource Shirley Weaver, Medical Technology 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/742b9967760b71d4732f5611515f0a30.jpg de5ee2020fe955190611dc9c00c34ff7 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 WeaverShirley_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Weaver, Shirley Description An account of the resource Shirley Weaver, Medical Technology 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/f507b0cfa1ae854fea576fc16e88a5cf.mp3 eb113abf8e118eb5f28b35087094bf5f https://digitalcollections.library.gvsu.edu/files/original/d27d30490657ff2c35fad3e5fdadd494.pdf 2dedcab7843f92308542ca51a12ac7fa PDF Text Text Weaving Our Way Into God’s Story Text: Isaiah 55:11; Acts 11:17 Richard A. Rhem Christ Community Church Spring Lake, Michigan Pentecost XIX, October 18, 1992 Transcription of the spoken sermon ...so shall my word be that goes forth from my mouth; it shall not return to me empty, but it shall accomplish that which I purpose, and succeed in the thing for which I sent it. Isaiah 55:11 ...who was I that I could hinder God? Acts 11:17 The Old Testament text today is Isaiah 55. I don’t generally push you to get your Bibles out, but I might today suggest that it would be a good idea. I will give you a little Bible lesson at no extra cost. If you will open your pew Bible to page 650, you will be at Isaiah 55, I trust, if the bulletin is correct. And then if you would page back a few pages to find Isaiah 40. Biblical scholars believe that Isaiah 40 to 55 is written by a single prophet, not Isaiah of the 8th century, but a prophet who spoke to the people of Israel, the people of Judah, who were in exile in Babylon, having been taken there in 586 B.C. and this word, Isaiah 40 to 55, was addressed to those exiles in Babylon, probably sometime after 550 B.C. To a people who had lost their faith. To a people who had given up on God. To a people who were full of despair. Just ordinary people like us. They figured that their future was behind them and heard that Babylon’s gods must be supreme because the God of Abraham and Isaac and Jacob and Moses and David had allowed them to be overcome. They were strangers in a foreign land, a captive people. They simply had lost their faith. It is always to a concrete context, always to a particular people, that the Word of God is addressed. Sometimes we speak about the Bible as being the Word of God, but the Bible isn’t the Word of God. The Bible is a record of the Word of God that once has been heard, and that is heard again and again as the Holy Spirit moves upon the sacred page. But this isn’t the Word of God. We would love to have this be the Word of God, because then we could get it all between the covers of this book and we could master it. We could master the Word of God. But that is not the Word of God. It is a record of how the Word of God in the past has come to expression, around those originating events of our tradition - Israel and Jesus. And that’s all it is. © Grand Valley State University   �Weaving Our Way into God’s Story Richard A. Rhem Page 2   Yet the Word of God is always God’s word addressed to concrete people in their contemporary situation. It is a word of grace, or a word of judgment, but it is always God’s word here and now. This little section of prophecy in Isaiah 40 to 55 is a beautiful example of it. You will recognize how chapter 40 begins, from Handel’s Messiah. “Comfort ye, comfort ye, my people, says your God. Speak tenderly to Jerusalem and cry to . . . etc.” And then in the 6th verse, “A voice says, ‘Cry, and the prophet says, “What shall I cry?” And what he is really saying is, “What’s the use of crying? What’s the use of speaking? All flesh is grass. All human flesh is transient, passive, fading. Why should I cry? The grass withers, the flower fades, the breath of the Lord blows upon it. The people are grass. What is there in this call now to cry? Why should I cry?” Well, says verse 8, that’s right. The grass withers, the flower fades, but the word of our God will stand forever. So, now, get back into the cities of Judah and say, “Behold your God. Lift up your hearts. Raise your voice in the midst of that people and tell them that I’m not through. I’m not finished. There’s still something going to happen in the future, and it’s going to be a word of salvation.” It ends beautifully in the 40th chapter, verse 28: “Have you not known, have you not heard? The Lord is the everlasting God, the creator of the earth, he doth not faint or grow weary, and his understanding is unsearchable. He gives power to the faint and to him who has no might he increases strength. Even youth shall faint and be weary, and young men shall fall exhausted, but they who wait for the Lord shall renew their strength, they shall mount up with wings like eagles, they shall run and not be weary, they shall walk and not faint.” So you see, this is the Word of God addressed to this people in their situation and they are called to hope. Fear not. Hope in God. Watch. Something is going to happen. I’m not through yet. And then the 55th chapter is the concluding part of this writing, which has many beautiful passages in it. If we start at the 6th verse: “Seek the Lord while he may be found. Call upon him while he is near. Let the wicked forsake his way, and the unrighteous one his thoughts. Let him return to the Lord that he may have mercy on him and to our God, for he will abundantly pardon. For my thoughts are not your thoughts. Neither are your ways my ways, says the Lord. For as the heavens are higher than the earth so are my ways higher than your ways, and my thoughts than your thoughts. For as the rain and the snow come down from heaven and do not return thither but water the earth, making it bring forth and sprout, giving seeds to the sower and bread to the eater, so shall my word be that goes forth from my mouth. It shall not return to me empty, but it shall accomplish that which I purpose and prosper in the thing for which I sent it.” This is the word of the Lord. © Grand Valley State University �Weaving Our Way into God’s Story Richard A. Rhem Page 3   And the New Testament lesson from the Book of Acts, the 11th chapter, is Peter’s summary of what he had just been doing because he had had a vision and was sent by this vision to the house of Cornelius, the Roman leader, where he had told the story of Jesus and saw the Holy Spirit fall upon them. Now, of course, for Peter, a Jew, to go to the house of a Gentile was forbidden. And, of course, the Church then being good Jewish people, they criticized him and so he had to give account of himself, and the 11th chapter is Peter relating his experience. “Now the apostles and the brethren who were in Judea heard that the Gentiles also had received the Word of God, so when Peter went up to Jerusalem, the circumcision party criticized him saying, ‘Why did you go to uncircumcised men and eat with them?’ And Peter began to explain to them, I was in the city of Joppa praying and in a trance I saw a vision, something descending, like a great sheet let down from heaven by four corners, and it came down to me. Looking at it closely I observed animals and beasts of prey and reptiles, and birds of the air, and I heard a voice saying to me, “Rise Peter, kill and eat.” But I said, “No, Lord, for nothing common or unclean has ever entered my mouth.” But the voice answered a second time from heaven, “What God has cleansed you must not call common.” This happened three times and all was drawn up again into heaven. At that very moment three men arrived at the house in which we were, sent to me from Caesarea, and the Spirit told me to go with them, making no distinction. These six brethren also accompanied me and we entered the man’s house, and he told us how he had seen an angel standing in his house and saying, “Send to Joppa and bring Simon, called Peter. He will declare to you a message by which you will be saved, you and all your household.” As I began to speak, the Holy Spirit fell on them just as on us at the beginning and I remembered the word of the Lord how he said: “John baptized with water, but you shall be baptized with the Holy Spirit.” If then God gave the same gift to them as he gave to us when we believed in the Lord Jesus Christ, who was I that I could withstand God? When they heard this they were silent and they glorified God saying, “Then to the Gentiles also God has granted repentance unto life.” This is the word of the Lord. I suppose it’s the campaign, the political campaign, the election coming and all the issues that are constantly before us, and we are bombarded by the media from every angle, but I sense there is a lot of unrest and dis-ease, restlessness and lack of clarity in the minds of many people. Such ambiguity out there. Maybe I’m just getting old. Maybe I don’t remember any more former elections, but I don’t ever remember a time when so many people were so dissatisfied with their favorite candidate - and when it seems that so many people are going to vote for the least unliked person. However that may be, all of the issues are before us and it seems as though we are in a time of social upheaval and chaos. There is just a lot of unrest in the body politic. © Grand Valley State University �Weaving Our Way into God’s Story Richard A. Rhem Page 4   But really that isn’t so unusual. All historical times are messy, full of ambiguity. We only dream of the Golden Age and the Good Old Days and the past; they never did exist really. We are simply in the midst of times that are changing. That is always the rule, because history is an ongoing movement, this ongoing tide. We would love to be able to stop the process somehow or other. We would love to be able to have some absolutes in the midst of all the relativities. We would love to have a place to stand in the midst of shifting ground. There is that lust for certitude in our hearts - that longing for something that is more stable and something that is certain. But it’s really never that way. It never has been that way. The thing that has always tried to dislodge God’s people from that place to stand is the Word of God. The Word of God is always a word that would unshackle and set free and propel, and energize and move God’s people in accord with the purposes of God. And it seems to me that as the people of God, one of the wonderful assurances that we could have is that our life has meaning and purpose, and that our life is being woven into a tapestry that God is weaving. Well, do you believe that? Do you really believe that? Is there the uncanny that laced into our lives that we cannot explain, but in which we trust? Is there a purpose and a meaning that infiltrates history? Is there an invisible hand? Not Adam Smith’s invisible hand that drives the market, but is there an invisible presence powerful and purposeful that impacts the movement of things, that engages our willing and deciding and planning and strategizing? Is there more than meets the eye in the ongoing movement of human history? Is God “a Weaver of a tapestry vivid and warm...?” Is God able because God is a “Spinner of Chaos...” to effect God’s purposes - ultimately? That really is the question. Do you live with that kind of fundamental trust - or aren’t you so sure? Are things just up for grabs; is it chance? Is all human ingenuity and human willing? Or is there woven in and through it all the eternal God? Well, the prophet believed in the Word of God to effect history. In Hebrew it is interesting that the term for word and deed is the same word, because the Hebrew conception of God speaking of God’s word was God effecting that word. A word was not an empty word. A word was an action word. A word was the Word of God effecting the purpose of God, and so the Hebrews have given us the prophets and that dynamic sense of history moving toward its goal. Not the old cyclic eternal return, but this ongoing movement. That’s an Old Testament conception. The prophet as the spokesperson for God was the effector of those purposes. The prophet spoke to the people of God, a word from God. And that word in this case, as we saw in Isaiah 40 to 55, was a word of comfort. It was a word that said to a people in despair, “Fear not.” The people of hopelessness wait on the Lord. And that word is full of hopeful expectation. They that wait upon the Lord shall renew their strength and say to the cities of Judah, “Your God is abroad. Lift up your voice. Cry out a word of salvation.” © Grand Valley State University �Weaving Our Way into God’s Story Richard A. Rhem Page 5   This word the prophet says will be effected – it’s going to happen. Oh, you can’t get a neat blueprint of it. You can’t nail it down and be so certain it is just this way or that way, because “my ways are not your ways and my thoughts are not your thoughts. My thoughts are higher than your thoughts.” God never becomes simply accessible to our human conjure. We can never get it all clear. I smile at those who claim that there is absolute truth. Well sure there is absolute truth - but we don’t have it. We only have an approximation, a relative grasp of that which is beyond us. And we are always groping, always feeling our way, because we can only know within the rootedness of our lives in that movement of history. Sometimes, when you hear preachers talk, you would think that somehow or other they were able to get out of the stream of history and look down and see the whole picture. Not so. The Word of God comes to us and that word is released. God’s spirit breathing through that word continues to effect God’s purposes. That’s why the Reformation insight was that there was the word in the flesh of Jesus and the Word of God written, and the word preached. The preaching of the word was presumptuous. And yet right at the heart of our Reformation tradition was the belief that the Word of God preached becomes again the Word of God because it addresses concrete people in a concrete situation with a word – a word of judgment or a word of grace. So in the Old Testament in the experience of Judah there came this voice, in spite of the fact that the people were despairing, this voice speaking into that transient ambiguous human situation encouraging people to be not afraid - to trust in God. The Word of God is always calling people to trust God, not to know everything that God is doing, but just to trust God. Fundamentally to trust God, to trust that there is that invisible hand - that there is that intangible person - that there is something more than meets the eye that’s going on. But the Word of God is always a word addressed to God’s people trying to get them moving and setting them free and finding their lives caught up in this grander purpose of God. So what happens to Peter living in the wake of that time when God’s people shut down, rejected the “word made flesh,” the one whom God raised up. In the experience of that early church we see that once again that word coming, and nudging and pushing and shoving. Peter says, “Not so, Lord.” The word comes and says, “Yes, Peter.” And so Peter goes to the house of Cornelius and he says, “You know I shouldn’t be here. I am not supposed to associate with you folks. That’s what my religious tradition and my religious training has taught me, but now I am being pushed to do what breaks and shatters my neat little system of ideas.” And so there he is in Cornelius’ house and what does he do? He gives the word. He tells the story - he tells the story of Jesus. And it becomes in the telling the instrument of revelation and insight, and the Spirit of God falls on these people. So Peter goes back and they say, “What in the world are you doing traipsing with Gentiles?” And Peter says, “What in the world was I supposed to do? Here’s my story . . .” And he just throws up his hands and says, “How could I hinder God?” © Grand Valley State University �Weaving Our Way into God’s Story Richard A. Rhem Page 6   I submit to you, dear friends, that it is not the world that hinders God; it is the Church that hinders God. The Word of God has problems with the people of God because the people of God always want to shut down - always just love to have it right here. It’s not right here; it’s beyond us. It’s in things we haven’t yet dreamed of. It is the word that keeps coming to us here, and wherever, because God is always calling us to find our lives being woven into a larger pattern and a grander design in the tapestry God is weaving. We in our Reformation tradition have found our center back in the 16th century, but if you read the somewhat recent biography by William Bowsma, you find that the 16th century was a period of social chaos and unrest, probably not so different than our own period. It was a period when the Renaissance had permeated the European scene, and the Reformation was afoot and it was leading to the Age of Reason. And all of the old forms and all of the old structures were being challenged and were falling away. All kinds of new configurations were developing and our saint, John Calvin, was a man whom Bowsma says was characterized by anxiety. But some reviewer in the New York Times says that, according to the way Bowsma describes it, it wasn’t simply anxiety; it was angst, the pain of the world. John Calvin was a man torn. There were two vivid images that shaped his life: one was the abyss. He was terrified of the abyss - a kind of a free-fall without structure or order. And on the other hand the horror of the labyrinth, being entrapped in all kinds of tunnels and channels and structures. John Calvin was a man who throughout his days was filled with anxiety, with angst, with the pain of existence. He was a great Christian leader, but . . . for us today to imagine that the 16th century was some kind of century of pristine clarity and subtle truth is simply to deny reality. And for us today to think that the answer is for us to somehow or other hark back to that - to reassert it, to reaffirm it, to renew it, to revive it, to cling to old structures and old forms, to buttress them and to shore them up and to buoy them up - is to fail to see that we are God’s people today and the Word of God addresses us today for tomorrow! We’ve always got a choice. It is either to hark back, to shut down, or to trust God and open up. And it is the call of the Word of God for us to be shapers of the future, not the guardians of the past. In gratitude for what has been, it is our task to address the Word of God to shape what will be. We are at one of those interesting points in history - one of those hinge points in history. The Renaissance is past, and the Reformation is past, and the Enlightenment is past. The Modern Age has come to an end. We are in the Postmodern period and its configuration is not yet at all clear, but we are at a time when there is a shifting and a sifting. The word today is paradigm. Everybody’s looking for a new paradigm. And at such times there is a lot of fear abroad and there is a kind of desperate attempt to hunker down and hold on. © Grand Valley State University �Weaving Our Way into God’s Story Richard A. Rhem Page 7   The fundamentals of the word that some of us are looking at on Wednesday nights are indications of that social dis-ease with the chaos and the attempt to get hold of something that is tangible and something that can be grasped, and some place to stand. You can’t stand. You’ve got to move. The good news is that you don’t have to be afraid, for the Word of God is always out ahead of us, and out of the chaos God is able to create beauty. Remember the image of Brian Wren in the hymns that we have sung here “Spinner of Chaos, pulling and twisting, freeing the fibres of pattern and form, Weaver of stories, famed or unspoken, tangled or broken, shaping a tapestry vivid and warm.” Have you not heard? Have you not seen? The Everlasting God is not weary, nor is there any lack of his strength. The Creator of the ends of the earth neither slumbers nor sleeps. God is not dead, and God’s finest word was not yesterday, but tomorrow – and today . . . today. So it’s not all settled. So it’s ragged around the edges. Do you trust God - or not? Are you able to flow with it because you trust God? Or have you no faith? Do you want it nailed down - i’s dotted, t’s crossed? The last word spoken back there? Not so. God’s people are always faced with a choice - to trust God today for tomorrow on the basis of God’s steadfast love and faithfulness in the past. But it’s always before us, dear friends. And the Word of God is always “Don’t be afraid.” The best is yet to be - through ups and downs, through valleys and mountains, darkness and light, but God will not abandon us. My friend, Ernie Campbell, in his recent newsletter talks about the urge to shrink the world. And he says, “As I listen to others who speak for God professionally and I listen to the murmurings of my own heart, I am forced to conclude that many of us live with a kind of chronic sense of being overwhelmed.” Can you identify with that? A chronic sense of being overwhelmed - more questions are being raised than we can answer. Old reasoning doesn’t fit. Someone in the night moved all the landmarks. Right? Ministers in their 50s and 60s longing to retire, (Not this one, thank God, but I’ve got a lot of colleagues that can’t wait to get out. That’s too bad.) Couples, so happy that their child raising days are over. Too bad. Can’t God nurture tomorrow’s children? Is God unequal to the future? Fingers pointing in all different directions to the cause of malaise. Ernie pictures a castle turret and people going up with binoculars and one looks out in this direction and says, “The problem with our world is theological; they’re taking our © Grand Valley State University �Weaving Our Way into God’s Story Richard A. Rhem Page 8   God away.” Another looks in another direction and says, “No, no it’s cultural; where have all the values gone?” Another looking this way is saying, “No, it’s economic; the world can’t support what we’ve been used to any more.” And a fourth one looks off in the other direction and says, “No, it’s the ongoing tide of history; what is one to do?” Well, that’s what Ernie asks, “What to do?” He suggests that there is that urge in us, probably all of us at one time or another just to shrink our world. Cut it down to size. To go back inside; the cloister calls. What we ought to do is cut back. Stay home. Build a colony of faith in this benighted world. Doesn’t that sound pious? And then he says that the churches that have gone back inside are faring better, it would seem, than the congregations that are still intent upon making a difference in the world. The world of claimed absolutes tends to be quiet and reassuring, but the charged atmosphere outside where people claw and scrape for a relatively better rather than an absolutely right will always be subject to division and hostility. Shrink your world. To God, yes. To scripture, yes. To prayer, yes. To family values, yes. To growth in grace, yes. Let the church be the church. Ernie says, “I have more respect for this position every day. I watch the Orthodox Jews in my neighborhood, marked by their peculiar dress, simply doing their thing. It’s tempting.” Withdraw. Shrink to size. Shut down. Now I’m just about ready to say, “Ernie, Ernie, don’t leave me there. You know you’re my last hope.” But then in the last paragraph he says, “And yet I cannot.” (Didn’t lose a hero this time.) He said, “I’ve come too far for that. I may be short of answers, but I believe that God’s purpose for the world does not collapse when I’m confused. All change is not decay. The old is shattered that the new may come to birth. I want to help make it happen. To shrink the world to God and myself in the garden alone, or to God and the company of like-minded people meeting with closed minds behind closed doors tortures my theology to an unbearable degree.” We belong outside the camp, with Him who had the whole world in his heart when he lived and when he died. Do we shrink the world to fit our faith? Or do we pray for a faith big enough to match the hour God has given us? I know not what others may choose, but for me there is only one choice because I trust in God - the Spinner of Chaos - who says, if hope will listen, love will show and tell and all shall be well. All things shall be well! © Grand Valley State University � 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 Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> 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 Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Pentecost XIX Scripture Text Isaiah 55:11, Acts 11:17 Location The location of the interview Christ Community Church, Spring Lake, MI 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 KII-01_RA-0-19921018 Date A point or period of time associated with an event in the lifecycle of the resource 1992-10-18 Title A name given to the resource Weaving Our Way Into God's Story Creator An entity primarily responsible for making the resource Richard A. Rhem 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 Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Description An account of the resource A sermon given by Richard A. Rhem (Dick) on October 18, 1992 entitled "Weaving Our Way Into God's Story", on the occasion of Pentecost XIX, at Christ Community Church, Spring Lake, MI. Scripture references: Isaiah 55:11, Acts 11:17. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Divine Intention Prophetic Scripture Trust Word of God https://digitalcollections.library.gvsu.edu/files/original/fcb0affa5dc1caeec5dc4995d2bb622c.jpg 0257b3e2e1684affe2899915c5dbe705 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 WebbIngridScott Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Webb, Ingrid Scott Description An account of the resource Ingrid Scott Webb, Driector of Affirmative Action 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/73ee2b60796701ef83333b7aa46810c0.jpg fb139f9e2eb2c0abaeec2094fb91d6a0 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 Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. 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 Merrill_EastmanAlbum_1_1909_073 Date A point or period of time associated with an event in the lifecycle of the resource 1909-08-04 Title A name given to the resource Webb's Grader near view Description An account of the resource Black and white photograph with closer view of Webb's grader near the Erie Canal. Subject The topic of the resource Canals Erie Canal (N.Y.) Waterworks--Design and construction Horse-drawn vehicles Graders (Earthmoving machinery) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) 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/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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/921aaf201e6de827f5bf1d7322dc65af.jpg edd0ebc6839b26c08485f509ff5b2af1 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 Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. 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 Merrill_EastmanAlbum_1_1909_005 Date A point or period of time associated with an event in the lifecycle of the resource 1909-06-08 Title A name given to the resource Webb's Grader, Erie Canal Description An account of the resource Black and white photograph of a grader, a machine used to level ground, by the Erie Canal. Two wheeled vehicles, pulled by horses, are visible in the image. Subject The topic of the resource Canals New York (N.Y.) Waterworks--Design and construction Horse-drawn vehicles Graders (Earthmoving machinery) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) 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/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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/5ab2a8b1b7f51fe728d22f6cc65061ff.mp4 faeb35555a71d04e53c94f211ce3883f https://digitalcollections.library.gvsu.edu/files/original/a3134c020cd78092caf5be73806c3b97.pdf 99366bd36761b16127425e1189c3e38c PDF Text Text Grand Valley State University Veterans History Project Shirley Weber (00:52:53) (00:20) Kalamazoo, Michigan • Shirley was born December 11 1918 in Kalamazoo, Michigan. • His father worked for American Sign Company when Shirley was a child. • Shirley did graduate from high school • He joined the National Guard in 1938 because you could not find a job at that time. (2:00) Civilian Conservation Corps • From the Guard he joined the Civilian Conservation Corps. • Shirley said they paid about $2.00 more. • They spent time in the UP cutting down jack pine trees and selling off brush. They also replanted trees. He was there for 6 months. (2:40) Kalamazoo, Michigan • Shirley rejoined the Guard. He was involved in the Guard part-time. They were trained on rifles and marching at Camp Grayling. • (4:00) He says at Camp Grayling it was at least his regiment (126th Infantry) and that the 125th Regiment (the other guard regiment from Michigan) might have been there also. • During maneuvers, they did carry weapons but they were scarce. He does remember them having mortars also. (5:00) Camp Beauregard, Louisiana-October 1940 • The Army sent his division here for training once the war broke out in Europe • Shirley remembers that this camp was a WWI camp and there were swamps and rivers around the camp. • He says that Louisiana was warming in the summer than Michigan and that they had different snakes. He remembers having to shake one out of his blanket one morning. • (7:25) Shirley was a Private First Class at this point. • They were continuously getting new recruits to the camp. • Once in awhile you were able to get 48 hour passes to go to town. Once a year you could go home for a week. • Once off base many of the guys would drink. • (8:50) When Pearl Harbor was attacked, the men were really excited and were told to pack and get ready. Then they were told to unpack and repack. They didn’t know what was going to happen. • They were receiving regular equipment at this time. They had all three rifles and they were more accurate. He said they had M1’s. They had 60mm mortars and D company had 80mm mortars. • (10:40) The men would be out for a week or so training. It was almost like war and that is the way the guys acted like. They learned a lot of fighting but the army �didn’t have anything like the woods in New Guinea that they were to deal with in real battle. (12:00) Boston, Massachusetts • Shirley’s company was sent to Boston on their way to Europe but the Normandy, which they were to sail on, burned so they couldn’t go. • MacArthur asked the men to go to Australia instead of Europe so they headed off to California to ship out. (13:00) Voyage to Brisbane, Australia • Shirley remembers the trip over to Australia as being a good trip. He remembers going through the Coral Sea about the same time that the battle was going on but didn’t see anything. The men aboard were given lemon drops to aid in sea sickness. • The weather was good the whole way across • The men would play jokes on people like cutting their hair as they past the date line. (14:30) Adelaide, Australia • The town was a big town with a lot of churches. The people were very nice. • This was during the winter but they would only get about an inch of snow. • They were invited to dinner by local people once in a while. (15:30) Brisbane, Australia • They arrived there on a train. You arrived on the side unlike our trains. • There were different gauges in each state, so they had to change trains at each border. • The men did maneuvers once they arrived. • The Japanese were trying to get to Port Moresby. They were dropping bombs attempting to scare them. The Australians lost many men here. • The men were being trained to battle in jungle terrain by this point. • (17:30) Shirley arrived at Camp Cable just outside of Brisbane. There were no Australians teaching the men how to fight that Shirley could remember. The Australians needed every man they had to fight in the war. • The surroundings were not jungle terrain just trees. (17:20) Port Moresby, New Guinea • Shirley took a boat to Port Moresby. It was only twenty miles away. The boarded a plane that flew over the Owen Stanley Mountains and landed at Pongani. There were not many air strips; they landed basically in an open meadow. • Shirley went to Buna by walking over mountains. Some of the mountains were so steep they would slide down them. They were given food but most was gone before they arrived. • It rained a lot while they were there. It didn’t hinder the journey there. They were carrying their packs which weighed around 30 lbs. Some were carrying heavy machine guns and mortars. • (21:44) The entire division ran out of food five days before arriving at the camp. • They ran into the enemy. There was a river with Buna on one side and Sanananda on the other side. Shirley was on the Sanananda side. �• • • • • • • • • • • • • • • Once on the trail, they were sent in right away. They didn’t get to rest or eat before they were sent out. They received rations afterwards which consisted of a can of bully beef, a chocolate bar, and a handful of rice. These were Australian rations not American rations. They ate this for two weeks. (23:15) After this they received C rations. Shirley believes these were from WWI since they were told to eat it but once you get down to the green stuff stop. Once in the area of the Japanese it was all jungle and they had to patrol to find where they were. They dug slit trenches and never received a real meal, just bits of food here and there. They were basically eating straight from a can. (24:55) Shirley first realizes where the Japanese are and that they were out there as soon as they started firing on the Americans. This happened 2 or 3 times that he remembers. Mostly the fighting was during the day but there were few men who were out at night. Japanese soldiers were trying to get into their camps but were not succeeding. Shirley said they had a sleep and holler system from camp to camp to prevent such soldiers from breaching the camps. There were men 3 or 4 miles down from the coast looking for Japanese soldiers but not finding them. (26:30) The Japanese were trying to get back to Buna but the Australians were pushing them back. There were more companies than Shirley’s out there as he remembers both sides of his men were other men fighting with them. (27:35) The Australians linked up with the Americans in fighting. Shirley says they were really good fighters too. He jokingly says they paid attention more to orders than they did; they were stricter than the Americans seemed to be. Shirley believes they were not more than 1500 yards from their front line. He remembers hearing them chop wood at times. (29:00) Toward the end, the captain asked the men to draw fire (get the enemy to fire upon them) and Shirley did not want his men to go since there were only two of them left in the squad and the other guys were new guys. Since the new guys seemed scared, Shirley told the captain he would go. The captain said no because he was a sergeant but Shirley said it was either him or the captain so they sent Shirley. Shirley took the 8 or 9 hand grenades with him that they had left and set them off and fired out at the enemy but nothing was returned. They then sent out five men to patrol and only two made it back. Many of the men were being stricken with malaria at this time and were given tablets to help stop it. Shirley’s was so bad they sent him back to be treated for it. Many of the men, including the Japanese, were stricken with jungle diseases. (32:00) The Navy set up blockades to stop the Japanese from getting supplies. Many starved to death while out there. You would have to have 105 fever people before you could go back and see a medic so many still fought on the front lines stricken with extreme cases of malaria. Shirley was eventually sent back to medics with 107.8 degree fever. To get him out of there the natives carried him out to the planes and they were flown back to �Australia to a hospital. Shirley remembers being in a daze at this time and wasn’t sure what they did to him at the hospital. • (33:45) The natives on New Guinea had large gardens and yams were their main staple. One of the natives had a long stick of bamboo and stuffed particular things from the ground into it including leaves and cooked it. When it was done he would cut it open and eat it. Shirley ate some also. It had fish heads in it, eyes and all. • The natives helped out the soldiers by carrying out men. They were paid to do this although not much. • (36:30) Shirley received a Bronze Star for his mission to draw fire from the enemy. • Early 1945, Shirley was sent back to the states after being sick with malaria. • (39:00) Shirley remembers a mission where they were traveling across the coast in chest deep mud carrying their rifles over their head. They walked through the mud for about 100 yards before setting in for the night. Shirley was woke in the middle of the night and told they were moving out. The enemies were shooting mortars at them but Shirley had been so sound asleep he didn’t even hear them. (40:40) Saidor and Aitape • Shirley remembers fighting here but you could not see much because of the jungle. • Provisions and food seemed to be more adequate as the fighting progressed. The soldiers seemed to improve on fighting in the jungles. • The division packed to go to the Philippines but because of Shirley’s malaria he was not able to go ahead with the men. (42:15) Shirley heads home • At this point, Shirley heads home on a ship. He returned on a Liberty ship and doesn’t remember eating too well there. • He is sent to Chicago at this point. Shirley worked in the office at a prison camp for Germans. He typed up their names and hours they spent working. Shirley remembers them as good guys and many of the prisoners wished to stay here after the war was over but were not allowed to do so. He didn’t get a chance to talk to them much so didn’t know where they were captured or how they got here. • (44:10) The prisoners were assigned duties such as fixing roads or paving roads. (44:30) Shirley returned to New Guinea later in life • A family member of Shirley’s took him back to New Guinea. • Shirley visited schools and were given gifts by the children. • He says all the kids knew about the war. They were all excited and wanted to shake Shirley’s hand. They gave him a carved alligator that he donated to the museum in Kalamazoo, Michigan. • He noticed the differences such as people wore clothes now and they had roads. • He also was able to meet a lady whose father carried supplies for the military during the war. (47:00) Home again • Shirley returns home to find it hard to find a job. • He eventually works for a paper company for about two years in the offices. �Shirley went to school to become a barber and spent twenty-eight years on this occupation. • Shirley started painting houses for the next ten years. (48:20) Affects of the military of Shirley’s life • Shirley feels it was a great experience and that kid’s right out of school should do some time in the military. • He feels that it teaches young people to behave and changes them. • While visiting New Guinea, Shirley met Japanese family members trying to find grave sites of their relatives. • �Company TROOP TRAIN ROSTER DFO Bat . , 32nd Di "C", 126th Lnf antrry , Lst, v.i s Michigan Arm}T i.on , National Guard. 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Cobb 7\t-."t.-.._"'7" ~_ ""J Merr~ers ,....n .Lll... I:" '"')-, V'-l-V.1.ICJ. T""t .... _"­ 4. J. r'\_.J--_'t-.._ ........ T"'\. ~·lalker II.. l?itzgerald J. .I":l..L L..UU.L _-:V""Io l-J.<;>..J..LL 48 . Kean, Thomas B. 49 . Tr":,_ L\.'C \... \....1..l.QUL I\.UUC.L. \... "'= __,_ Capt. Glen H. .J... .J- ........ Q'h.; ~..L ~__ '~T ..L."'-1 T ...n6 . ~ ~ nco,-ucu=,c, UVOC.!:JU 0.:>. r.T...:"'O"'.J­ __'t-.."· .......,...,, 7\'~ +­ r..T ,,,..L.1.J.\...C.LJ.JU.J...1.L, .l'"'1..L.U'C'.J.. \".. n. r..'T........ ~ ..-.rt......... T n.L ..L. ~.1..1 '- , .uC YY ..L 0 _ ........ ~ _ "I rt \,... .. �THE BATTLE RECOP~ OF THE 32nd (RED Tl\.T .J....." r"f"ITTTr-. .L J. J...L L) T('1 .L ..:JI ",TTT:t ..L J. i.e. 1iT:l"""'r'\T")T'"\ L\..c. ' - V,[\..lJ !! 1"&,.AnT T""\ r'tT7\T"AT:"r'\ 7\('1 r1.a.J 1".. .' 77\ "n '- .L.U"'1.L.....,I.!.":"U n'\T .LJ J. I"'f"ITTT:' .L J..1.1..:.. ~~ROW) T"'\T'tTTCWTA1\T J.J.L V .L L;J .J.. V.L 'lI I:r~FM~TRY DIVISIO:r~,"- -~'~ORLD 32nd DIVISION T T .L .L '-'.t"U"\. nvL"\..J...J.LJ 7\1\TT"'\ .l'":U.... J-/ vlAR T"')T':'InAnrt"'T:'In s: V.1\.. J.. J..:.U..J L\.~ ...... .L.L COMBAT TIME (B) 15,696 HOURS OF ACTION --MORE WAR! Tan~J ~~IT U.S. DIVISION IN (C) THIS IS 48% OF THE TOTAL TIME THE U.S. WAS IN WORLD W~~ ~~IT II THIRTY FIVE FORTY-O:r~E (F) ..... 1\1fr'\."'TI'T"ITTt"'1 l'lVl.'1 J. ni:> 0<:..1. OF T'dErw1 "'"I\"T .Ll.'1 COMBAT. (C) 49 LEGION OF MERIT, 845 SILVER t t» ,, 78 SOLDIER'S \~ .... --.... :. Mt:i'T"'In ........... .- .... T.C! ~- ST~~S. , 11,500 PURPLE HE~~TS ' DIVISION FIRSTS (~~) THE FIRST U. S. AGAINST THE JAPAl~ESE (n'I \ '-J THE !O'TPC!'T' .L. ..L..L,"~'" TT ~. C! LJ • ~..P~1\1Y T1t.T .Ll.'1 DIVISION TO FIGHT ~TT'r.'I J. n.c. rt'7\,..II"T""\'7\Tr'"'7\T (1\ , \ '-J I IT"1\ \J:1J) J.nJ:1J ~"T"T"\nrT'1 L'.Ll'\.i:>J. fr"l\ I ,., \ \ \;J" ) rnTTT;I u • o , ~~KE ( n·7\ nTT7\ 'l\T \ .. .r.i. ... V~ll A BEACH Ln~IDING IN NEW GUINEA ~!O''I\Tt:i'O 7\ T. "'-'.L.I.&. .. .L.I.L~~ M7\ rvr. P'T'UTTD , LJ C! ...- ............ ~'".a. ...... \oj.L'" BY-PASS STP~TEGY. ~'T"'TT"T"n'T''''''''T lJ.LV.L.::>.LVl.'l rn"" J.V T"1t1.II"""''7\T'"\T' J:1Jl'10iU'\.!\. T""'I"'T"\ L'Vl'\. ""'.,.T""T"\nT""'l'7\'" VVJ:1Jl'\..::>J:1Ji-lo..::> nT"1T"\'TT"T"r'tT""l .::>J:1Jl'\.V.LL.J:1J J.nJ:1J T~T .Ll.'l ""TT""I Vl.'lJ:1J AFTER DEC. 7, 1941. ~TT"nfT't rT'Ir'\ nTTT"\,.....T~r T:lI""\T,.,..... T""'TT:I-"''''Tf'T'''T"'''T r.'7\""'U"T"'7\TTr"\1I..Trt 'r'r'\'n rT"tT'.7r\ J.n.c. .L'.Ll'\.i:>J. J.V i:>urr.wJ. .L'VUl\. .Ll... .L'i-lo.l.'1J.l\.J. DrtJ.J..t"U.J.LV.L".:> .L'Vl\. J.wvv f"'f"'I'I\TC!!O'f"'TT'T'TUP 1\7\ VC! !O'Of"'lM 7\ O'T'TT.T .!O'pv T. T 7\ T C!f"'I'I\T "f"'TTn" rrr . 7\ 'l\T!O'C! '-'....., ...... ...., ........ '-'u~~v~ ....".c. ... ...., .L.4~......, ... · ... ~'" ........ ....., ................... 'I. ... ...... ..... .c:L ..... ...,......, ....... '-olJ..., .... ~ .. .&...Il.J ~TT,...., ~~CTION • EMPLOY co~n!oy \.L'} fr'l'"7\T'1""\r"\n\ \ i:>rt.LlJVl\.) THE OFFENSIVE DIVISION TO BE (C) THE FIRST U.S. DIVISION TO L..t-U'U:'rt.L\;7l.'1 ~~J SOt.i'T'n~-mST T""'1"T"T'"tn,.,.., L'.Ll'\.'::>J. ,.,..,,..., J.V T"TTT"1IT TnTT .l:'UO.1..J.L.::>n NEWSPAPER IN THE ~"'T i-lo.l.'l "7\ft,,~T"\"T""""''7\''k'" i-lo.!YI J:1J l'\. .L L.i-lo.l.'l SOL~HWEST nT"'lT'"lo ... T"T" ....... .,..,I\."7l."'-T' ,.., '::>J:1Jl'\.V .LL.J:1Jl'!i-lo.l.'l· .::> PACIFIC. (T .!O'V'T'P \ \.&...1...................... / �CM4E ON AUGUST 15,1945. (I) ELEME~ITS OF THE 32nd DIVISION WERE ALSO ~~n"nT~~~ A~~TTn~~TA~ ~nAAn~ ~"TTr"t'l'Trn ~"" .t"1.1• .l~.1\..L.'-.l"1.J.'J , '" \ \H.) ..... ~...:J ~ J.n~ v,-\-"ur~..L ..)L.HU .t'uU\oTnJ. -LVJ.'1 ~ .. T~ ..L.1\.vvrt.J' I""f "lrt""'l J.)H.~ .L.L I -LJ."4 rT'1TT~ "T"'It,T i:J ~~n~u u~r.l'U'J T"'\~ J.n~ .LJ.\I T"'\TT~""'T ....... '71. 'ft1f'f""\"I'I. "T"r"f"'''' .l:'H..I:'UH.J.\I 1.....t-U·l.l:'H..L\oTJ.'11 (PTThT1l. \...., _........ _Qn l\T1l. l\T1l. .a. l\m1l. \ FROM SEPTEMBER 1942, TO JF~~JARY ~.a..AJ AT':' MID DTI:FEATED (n\ 'T"'''''TTT'7\T'\',. UH.J.'1U.t"U'o.~ MORE , rn \ ..... J '7\1T" '7\Tr'T"'7\'T"\'r.'I rt.l. J FROM F~PRIL 'I\/lI""\'Mo'l.'l ""'TT'7\ 'trI.T VL' nr\. rtJ.Jov UJ.\I.I..loJ.J T'trI.T Ln~GEST .I.ilJ::l 'T'7\ T"'I n U rtr 0 r'\n L.;;I, -1nJlJl T1\T -LJ.'J r'TtTTT ~ ..LJ.J..J..tJ T'I.'I""'fT"I'r.'I 'r\T':"~T:"I'7\r'T'1'1.'1r'\ "''I\Tr\. .L;;I'±'± rtTTT"'-T'I.'I'7\ UU.loUJ::lrt, L~ITIL J.J~L'J::lrt.l.J::lJ.J rtJ.\IJ.J .I.ilJ::l ..., ""'\ __ ...:J JL.Uu. L'VUUil.l. AUGUST 23, 1944 T:'Ir\T"'l L'VL\. r-,.., ~ J ~~N ONE I"T"'ITTM J.JJ::l.L.l.J::l TO J~~J~~Y k'1l. Q'T' Tl\mTk'Q ..... .... ..., ............. J.Jrt.l.O 'I.'I""""'/f L'L\.Vl·l ,,.("'1 J.Jrt.l.O DEFEF.TED 1 PACIFIC ELEMENTS r'I'I.'IT"'\""'I.'I1\/fT"''I.'IT'''l.,r.L~, o.c.r.l.J::ll·lDJ::lL\. or ..,nAA .L;;I'±'± DEFEATED PT'1Tt"'\l\T .I.ilJ::l ~ ",,_...;2 'I.'Ir'\TTrtTTr'T"t JL.Uu. L'VUUil.l. 2, 1945, ~ID JI"" '± J "{,.n lJrt.Li:J T'\'7\ 'I.'IT'\r\l\/t L'L\.Vl·l 'tI.Tr'\"rT'I.'I'I\/fT':'lT"'l J.'lVVJ::ll·lJ::lL\. AND SPENT 78 UoA.:t.::> IN THE VI LL1"~ T'7\ T'\0 U.l"'1.rtJ • VEP~E OPEP~.TION 30, .1. . -o a.a._t:; JF~~J~~Y ~TT'T",,"'7\ .L.t-U·1rtOil.lo.l.rt, THE 32nd DEFEATED MORE .., 0' "'1 L..,OJ..&.. fTlTTT':' .L J.J.~ (G) IT WAS TO THE 32nd DIVISION PHILIPPINES, JAP~~ESE I ::iviOPPING UP:: JAP REiviNANTS IN NORTHERN LUZON. T"\TTn T1\.Tr'I .LIU.1\..LJ."4\.:1' -';:"'7\ 1\1r'7\ -t r: -1 n A it .LO, .L;;I'±'±, DEFEATED 6,700 MEMBERS OF THE {!.%L..PN LUZON THE 32nd FOUGHT FOR 119 DAYS FROM rT"Il""\'I\Ir'7\ ~"TTT}",T .I.Vl·1rt~ UL\..L 1"'"\ '7\ vr.L;t~..L .LVJ.'t. VJ.\1 o nnn O,:Jvv 41l.~ID SOL~HWEST ......a.......... ... T"'\'7\,"t"'" 7\,T7\ TT '7\nT T:'I .l""1. V .l"'1.-L.1.J.l"'U,.).LJJ...:.I T~ -L tJ r\nT:"lT"') " -t "" e­ .LL.~ 'I.'Ir\TTrtTT,.,., • NETHERLF~IDS L'VUUil.l. r'T'ITT'I.'I NOVEMBER 10,1944. rtI'"\Tn.,...,.,. '-VU.1.'1..L ..; 118 DAYS '7\T"'IT"1TT rtrL\..loJ.J DEFEATED IN T":"Ir"\TTrtTTr'T'1 JL.J.J.u. "I\'TI'"\ .1."4V r\'trI.T UJ::ln ~~JMBER -''''"\_...:3 ".,TT'I.'I 1\..T'r.'I'r.T .loU 22, 1944, n ., r'l r\ ;;I, J U V .I. nrt1\1 L~ITIL ('1.'1 \ TT'tI.Tr"T1TT ON MOROTAI IN THE r"\T':" \J::lJ '7\ T rt.lo.l.rtrJ::l, THE \~ -1nllA .L;;I'±'±, o a... _, < 1049 JAPS. Tan~T l·lVL\.J::l (n\ ~ L., 1 ..... r::' THE \ '-' J 22, n"" ~,UVU .. r·10RE V.I.' THE FIRST &~ONG .. '1'7\ T"'\'7\ SL~.RE~mERED Ta1l.~~ T\~ TF~T LIEL~EN~IT GENEP~L ~T~r'I'r."I urtrrtJ.\IJ::lOJ::l "T'J\ u~.rtJ t""'TTT"\""'~'I\,/f~ OUrL\.J::ll·lJ::l r"r-.'I\Ir'I\/f'7\ 'trI.~T:'IT"'\ .....Vl·J.1·J.rtJ.\IlJJ::lL\. ON SEPTEMER 2, 1945 T~T .loJ.'1 'T'1TTT":"J .I.ilJ::l �mE SOLDIERS WHO WIN mE BATTLES DO NOT MARCH IN TRIUMPH Honoring and in Remembrance of Members of I COMPANY "C", 1261NFANTRY I 32DMSION I World War n I I I I I Who Made The Supreme Sacrifice Upon The Field of Battle NAME ABBY, RUSSELL BARBER, AMOS J. BINNS, JACK M. BONA,ARmuR COBB, WllLIAM R. COFFMAN, CLARENCE COUNTER, PETE M. DEWITT, JAMES T. DRAPER, MELVIN W. EASTWOOD, HOWARD M. FAUNCE, LEIGH c. ""~OLKERSMA, JORIS GASELL, HAR~LD R. GORDON, ROBERT W. HAMMAKER, HAROLD 1llNMAM, CHARLES JORDAN, WESLEY W. KAAZ, ELMER.J. KALIN, JOSEPH F. JR. KEAN, JACK R. KING, HASKELL D. LAMBERT, CHARLES A. LEE, FRANK H. LEWIS, HERBERT L. LINGENFELSER, JOSEPH E. LOCHEY, JOSEPH LOCKARD, EUGENE J. McCAIN, FLOYD R. McCLEARY, LYLE C. McFARLAND, RAYMOND RANK ISfLt PFC CORP. PVT SGT PVT T/SGT PVT S/SGT PVT CORP 2ND LT. SGT PFC ISf LT. PFC PFC PVT PFC CORP. PVT PVT PVT PVT PVT S/SGT S/SGT PFC 2 NDLT PVT KIA KIA KIA KIA KIA KIA KIA KIA KIA KIA DOW KIA KIA KIA KIA KIA DOW KIA DOW KIA KIA KIA KIA KIA KIA KIA KIA KIA DOW KIA �McGREW, ORVILLE F. MELODY, RAYMOND A. MEISLAHN, CHRISTIAN NAHIMAS, HERMAN ORDEWAY, GAYLORD S. RINGLER, CECIL K. RINGUS, CHARLES RITCIllE, FERRAL E. ROBERSON, JOHN G. ROSS, ELBERT M. SCHEERENBERG,DURKP. SCHEIK, JOSEPH F. SIXBURY, LOURENCE STROUD, CHARLES F. THOMPSON, JOSEPH TOPEL, RICHARD L. VANECK, MELVIN VICKERS, GEORGE PFC PFC PVT PVT PFC PFC PFC PFC PVT PFC SGT SGT PVT PVT PFC PVT SGT PVT --------,---, ---,---------­ DOW KIA KIA KIA KIA KIA KIA KIA KIA KIA KIA KIA KIA KIA KIA KIA DD DOW TRANSFERRED BEACH, CARGILL H. GRACE, ROBERT L. lSTLT lSTLT KIA KIA ----------------------------:-------------­ POST WAR DEATHS EMIG, CARL J. SGT ROSENBERGER, CARLTON S/SGT wAlKER, GLEN H. MAJOR -­ ,--­ -------­ ------------­ ------------­ Corrections, Spelling, Rank, etc. --Additions, Deletions should be given to WOSG Vern Trudell at Armory Without Delay �Btl·', . , , '" ... , . I. , '/ I. r. !. ,, '. ~ '. I ;. i. , ",, 'r • I : . ~.).:, ~~: '; ..~ . '~ ( ... ;. '" j . '. I . ", ' , ~ ., " •. • • , or. ' . .: . . < '; , I ! ,' .; :.'.~~ri~.,';>·' · ';:;, ii, . · " ~ · Mr"~ · ,: Shirley .,H. 'Weber . ' ~i~ t"' . i ·; :. ;: ; :; ~· .; ~·~,' a h4tt . t.:': ~di·, : : · ...., ,..:. ..>../~ ., 'j , . .~ . -.:;~\. '<'.. • " .. ,.::,;... t .. ' :1 i· , '. , ... :..,,\.~{ GALESBURG ~ ·: ~·MIOHIGAN . '.'.: ':>:" .', " ,t , ~ -.» 1 ' ,I, ... ~ /f .~ > ..: ,',J !" ...... ' . vi ' . J . ."1':: . ,~ .•~:t ... .. . . ., . .~ ••• " . ' • ~ 1· " \ I; . ~~ " .~ ,I• i :. r~ :.. Jo ' '' ,', »: ~. ',: . r. .. .. ..;.. .,:;::"l, . . . ; .> �� 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 WeberS Title A name given to the resource Weber, Shirley (Interview outline, video, and papers), 2008 Creator An entity primarily responsible for making the resource Weber, Shirley Description An account of the resource Shirley Weber served in the 32nd Infantry (Red Arrow) Division during WWII in New Guinea. His company teamed up with the Australians fighting Japanese soldiers on the island. He spent time fighting in Buna, Saidor and Aitape battles. He received the Bronze Star for an operation to pull out fire from the Japanese hiding in the jungle. He contracted malaria on New Guinea, which eventually led to his being sent home, where we worked with German POWs at a camp in Chicago. Military papers appended to the interview outline. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-04-01 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/62fb4d74e76a2e532d11dad34f1c1adf.jpg 4d7c6e3ba212710bd37c459d8b4d0f8d 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 WebsterRichard Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Webster, Richard Description An account of the resource Richard Webster, College Administration 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/da3e628f026a8385eafb581c1c9a20f8.pdf b582c820d63ec33df7609ea5d9d25ab9 PDF Text Text Wedding Prayer Richard A. Rhem West Olive, Michigan Eternal God, Sacred Mystery, Whose presence with us we celebrate in this Holy Season – indeed, Immanuel – God with us – a God we believe to be Love, Love we experience in our love one for another – As family and intimate friends we celebrate the love of Steffen and Debra in this their home on the shore of a seemingly boundless sea. We hold them in our hearts; we hold them in Your presence – these two now one in the bonds of Holy Matrimony. Oh God, we celebrate these two. Having found themselves, having discovered each other, let them now explore together life’s larger purpose, a purpose beyond personal ambition, beyond achieving goals of only passing value. Image in their hearts a grander picture, a larger dream, that the end of the way they travel together may be marked by deep joy and full satisfaction. We give you thanks for the generations of faith that have gone before them, for those who have birthed them, nurtured them, shaped them. We give You thanks for all that has made them who they are. Now, as the threads of each life begin to be woven into a new, single tapestry, give them wisdom, mantle them with grace, embrace them in the abyss of Your love, that their days may be full of joy, their struggles such that they are deepened in confidence, and disappointments the occasion for new accomplishments they have not yet dreamed of. � Good and gracious God, now in these beautiful and sacred moments, sear their hearts with Your love. Let them know here and now, as they are conscious of belonging to each other, that together they belong to You, and that nothing will ever separate them from Your love in Christ Jesus our Lord. And so, as family and friends gathered here, we who have loved them, we launch them into a new world, the first day of the rest of their lives. Dear God, bless these two, now one, our Steffen and our Debra. Keep them in love; keep them in Your love. Hear our prayer through Jesus Christ our Lord, who taught us to pray, Our Father, who art in heaven, Hallowed be Thy name. Thy kingdom come. Thy will be done on earth as it is in heaven. Give us this day our daily bread. And forgive us our debts, as we forgive our debtors. And lead us not into temptation, but deliver us from evil. For Thine is the kingdom, and the power and the glory, forever. Amen. The Lord bless you and keep you; the Lord make his face to shine upon you, and be gracious to you. The Lord lift up his countenance upon you and give you peace. The grace of the Lord Jesus Christ be with you now and forever. Amen. � 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 Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> 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 Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 Wedding Prayer Description An account of the resource Prayer created, delivered, or published by Richard A. Rhem (Dick) entitled "Wedding Prayer". Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context KII-01_RA-1-20150201 Format The file format, physical medium, or dimensions of the resource application/pdf Subject The topic of the resource Christ Community Church (Spring Lake, Mich.) https://digitalcollections.library.gvsu.edu/files/original/0ec88d5536ddf3959ab18919693635d8.pdf b7795dffde310f148ca82caab197bfa6 PDF Text Text Wednesday April 1. by windoworks �So this is how I’m feeling, how about you? Really though, you’ve gotta laugh - this is OB yesterday, stuck in the playpen without realizing that its open behind him. I think he’s really crying because he wants to crawl down the corridor and out the front door. I hear you buddy, I hear you. I find myself crying at the most absurd things. This morning I was looking at Instagram and I swear I saw a post from Facebook which showed a quick succession of global images and then ended with ‘You are not alone because Facebook is with you’ or so something like that. And now I can’t find it again and I’m seriously concerned - maybe an April 1 joke? No April 1 jokes please, I couldn’t cope. This just in from Auckland New Zealand: This is the intersection of Broadway and Khyber Pass, normally a jam of cars, buses, scooters and pedestrians at morning rush hour on any Wednesday. �Here is Nuffield Street Newmarket - home to many restaurants and clothes stores. Not a soul in sight. (Thank you ZL for the photos) And in other news: �Here’s how Miss Murphy Brown Benjamin is coping with home isolation. I think she might be on to something. Yesterday I was looking through my Word files of stories and ideas I have collected and I came across one tentatively titled: Now You See Me. I have included the opening paragraphs here (its my blog, indulge me) but also because its eerily familiar right now. It was when Mariella came out of the changing room that she noticed it. She had been the usual amount of time in there after her swimming exercise. First she had set the shower on the warmer side and although it was between the Spring and Summer semesters at the college and there was no one else using the changing rooms, the water had taken an unusually long time to warm up. She had showered, weighed herself (no change) then dressed, all in the strange silence that pervaded the room. When she walked along the long basement corridor and paused outside the pool area door and peered through the glass, she was surprised to see that there wasn’t a single person anywhere. ‘How odd’, she thought . ‘I’m sure there were at least two lifeguards sitting there while I was swimming laps. Where did they go? The lights were still blazing, and out of curiosity, she opened the pool door and went in. A wall of hot, steamy air hit her, but there was absolutely no one to be seen at all. Today’s flashback photo �This is Dubrovnik, Croatia. This Old Town is surrounded by massive stone walls completed in the 16th century. The city was based on maritime trade, and was noted for its wealth and diplomacy. �These are the walls of Dubrovnik. You can walk around them on the top but you have to remember that where you began by climbing up is where you will climb down at the end. In other words, once up on the walls you have to keep walking around until you get back to where you began. Dubrovnik was used extensively in the winter months to shoot scenes for Game of Thrones, and the walls featured greatly. I liked Dubrovnik a lot but by this point in our cruise I was very tired (in over 4 weeks we had 1 day at sea) and so I just managed a leisurely stroll around the main streets of the Old Town with a stop for coffee and cake. It was very hot and the streets are cobblestones which made walking uneven. CB walked around the walls and said they were so uneven with so many stairs that there were first aid posts at regular intervals for all the tourists who had injured themselves by tripping over. Also, Croatia had made it through to the final of the 2018 World Cup and were playing France that same evening we docked there. They were so excited. Sadly hey lost to France but they were still so proud that their team (largely unknown) had made it through to the final. So, tomorrow then. Keep smiling. � 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 COVID-19 Journals Creator An entity primarily responsible for making the resource Grand Valley State University. University Libraries Description An account of the resource This collection of journals and personal narratives was solicited from the GVSU community by archivists of the University Libraries during the events of the 2020 COVID-19 global pandemic. During this unprecedented crisis the university closed suddenly, following federal and state guidelines of social distancing to reduce the spread of the novel coronavirus. The university closed its campuses on March 12, 2020, and quickly moved students out of campus housing. Faculty swiftly transitioned to fully-online teaching for the remainder of the Winter 2020 semester, and all campus events, including commencement, were cancelled. The purpose of the COVID-19 Journaling Project was to document the individual and personal experiences of GVSU’s students, staff, faculty, and the wider community during this time of international crisis. Some project participants were university student employees who were compensated for their journaling. Other participants were granted stipends or extra credit for submitting entries to the archives. Still others participated without any compensation or credit. The University Archives remains grateful to all who submitted journals, for helping us to understand the impact of this crisis on our community. Date A point or period of time associated with an event in the lifecycle of the resource 2020 Source A related resource from which the described resource is derived University Archives. COVID-19 Journaling Project Subject The topic of the resource Epidemics Grand Valley State University College students Personal narratives COVID-19 pandemic, 2019-2020 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 COVID-19_2020-04-01_BenjaminPamela_PD-Day-21-Wednesday-April-1 Creator An entity primarily responsible for making the resource Benjamin, Pamela Date A point or period of time associated with an event in the lifecycle of the resource 2020-04-01 Title A name given to the resource Wednesday April 1. Description An account of the resource Daily journal entry of Pamela Benjamin, spouse of GVSU history professor, Craig Benjamin, during the COVID-19 pandemic. Originally self-published on WordPress. Subject The topic of the resource COVID-19 pandemic, 2019-2020 Epidemics Grand Valley State University Grand Rapids (Mich.) Personal narratives Source A related resource from which the described resource is derived University Archives. COVID-19 Journaling Project Publisher An entity responsible for making the resource available Grand Valley State University University Libraries. Special Collections and University Archives. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/62932ffecd176fe9a4ea555c1f5b7a6d.jpg 1cde898c578680734ae8df15a90cdb66 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 Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1980s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000321 Title A name given to the resource Weed Living Center Description An account of the resource Weed Living Center Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Facilities Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/c399998d03739e24861690af845d8e65.jpg 5d9c47df2b33c3de4243dcb4887bee78 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 WeedEllaK Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Date A point or period of time associated with an event in the lifecycle of the resource 1979 Title A name given to the resource Weed, Ella K. Description An account of the resource Ella K. Weed, Board of Control 1967-1981 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 1979s https://digitalcollections.library.gvsu.edu/files/original/8629e64864518e1cf2f1e4fb4159b731.jpg ab220cdee586c82507383f8cebe11864 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 Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. 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 Merrill_LS00040 Date A point or period of time associated with an event in the lifecycle of the resource 1918-10-01 Title A name given to the resource Wei Hai Wei boats in harbor Description An account of the resource Black and white lantern slide of steamships and smaller boats in the Weihaiwai harbor. Subject The topic of the resource Lantern slides Weihai Shi (China) Steamships Boats Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) 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/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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/b8e6357886ca0cda67ab3a4d63d3d0f9.jpg fd0da71c3c8030bcf094406365c46828 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 Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. 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 Merrill_LS00042 Date A point or period of time associated with an event in the lifecycle of the resource 1918-10-01 Title A name given to the resource Wei Hai Wei breakwater Description An account of the resource Black and white lantern slide of a breakwater structure in the Weihai harbor. Atop the brick structure is a small building, weather vane and several crane structures. Subject The topic of the resource Lantern slides Weihai Shi (China) Steamships Boats Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) 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/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives