1068 24 26018 https://digitalcollections.library.gvsu.edu/files/original/52e2a6941b234f7ac6a6d51328256da3.jpg 4e17dbb15d8891a49dccf27c271b301c 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 WongHelen Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Wong, Helen Description An account of the resource Helen Wong, Special Materials Librarian Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/b0991b5f2ab06a92c800ceb90f08bd71.jpg c9e57b1f47304d679637d822fd388852 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Oxbow-18-04 Creator An entity primarily responsible for making the resource Ox-Bow School of Art and Artists' Residency Title A name given to the resource Wooden Waterfront Buildings at Ox-Bow Description An account of the resource Black and white photograph of wooden buildings along the Kalamazoo River at Ox-Bow "Summer School of Painting" in Saugatuck, Michigan. They appear to be the studio buildings at Ox-Bow. Several large trees can be seen framing the buildings in the foreground and a hint of the river can be seen in the background. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Kalamazoo River (Mich.) Art school Buildings Source A related resource from which the described resource is derived Digital file contributed by Mike Van Ark for the Stories of Summer Project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource 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 https://digitalcollections.library.gvsu.edu/files/original/36d137b9467158ff386a2898cf8bf807.jpg a2be0394e0fa35ce149a2056779a56ca 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 WoodinNorm 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 1991 Title A name given to the resource Woodin, Norm Description An account of the resource Norm Woodin Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng 1991s https://digitalcollections.library.gvsu.edu/files/original/77e8de5a60fa7f7810d9085e0458506a.pdf 53158145f2f8c9a921bdfddb0784cac6 PDF Text Text r:.Qe> C> ~Q{) (}fJ ~ ~ oo~ C> <:) D ~ 0 WOODLAND INDIAN ASSOCIATION D A MC E ON OCT. 13 , 1930 AT 9:00 p.m. to 1 :30 a.m. after the Pow-wow at the Muskegon College. A Dance at the Grange Hall on Apple Ave. and Walker Rd. at which the admissions will be $3.00 for Adults, Children 16& under $1 .50 LUfilCH FOR SALE Proceeds to be used for Children Citizens Christmas Party. Donations can be sent to: 2506 JAMES STREET MUSKEGON Ml 49442 0 0 & Senior � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf 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 RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 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. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_woodland-indian-dance_1980-10 Title A name given to the resource Woodland Indian Association Dance, October 1980 Date A point or period of time associated with an event in the lifecycle of the resource 1980-10 Description An account of the resource Woodland Indian Association Dance flyer, Muskegon MI, October 18, 1980, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Woodland Indian Association Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/d014b2a3b54c135dd27c925feb23a703.jpg 8a059da9af7a3fedfb635e919e075a8f 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 WoodruffWilliam Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Woodruff, William Description An account of the resource William Woodruff, Mathematics Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/5db81797ccddd93ddb81caa3713740ab.jpg 4caef7288290c283843ab2699c7b7f61 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0111 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1957 Title A name given to the resource Woods and Crandell families on the Eddy cottage beach Description An account of the resource The Crandells on the right and the Woods on the left (except for Rob Plummer on far left). Barbara Paton Eddy on the right with the straw hat. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Beaches Outdoor recreation Families Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource 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 https://digitalcollections.library.gvsu.edu/files/original/c83107253ffb81f56e74036995926a33.jpg 91f1ca483013f894bebbb0b3c6cbcbd4 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 WoodsDoug_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Woods, Doug Description An account of the resource Doug Woods, Athletics Trainer and Softball Coach Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/ef33b81e5b20fa7ff01947596d98f27b.jpg 398518f0b84c45a94e00deb17a9dff31 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 WoodsDoug_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Woods, Doug Description An account of the resource Doug Woods, Athletics Trainer and Softball Coach Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/5640dad3e92042e2ae33d086218c5064.jpg f4e5bc93ea404b81fd430a5e841abe69 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 WoodsMichael Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Woods, Michael Description An account of the resource Michael Woods, Director 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/bd79b9c5b9a382e1cad25e63eef0d1ba.mp4 518a004e3ba621b6d7ccb90eca8ffd85 https://digitalcollections.library.gvsu.edu/files/original/fb39d8abf117ce1a1590f29c35b68c82.pdf 160864586cbf7ec2d299df8709eac64d PDF Text Text ORAL HISTORY INTERVIEW MICHAEL WOODS Born: Natchez, Mississippi Resides: Alto, Michigan Interviewed by: James Smither PhD, GVSU Veterans History Project, Transcribed by: Joan Raymer, February 18, 2012 Interviewer: Can you begin for us by filling in a little bit of your own background? To start with, where and when were you born? I was born in a small town called Natchez, Mississippi, and it‘s famous today for tourists who like to tour southern mansions, and it‘s called the pilgrimage. I was born in 1943, and my family left Natchez and moved to New Orleans when I was about seven years old, so I grew up in New Orleans, Louisiana. I dropped out of high school in the twelfth grade. The principal and I had a discussion on how the school should be run, and I lost. So, I-Interviewer: Up to that point had you been doing relatively well in school or... I played football, and sports kept me in school. The schools were in poor neighborhoods. The idea of not being able to dress appropriately for school was embarrassing to a number of us, so the sports kept us in school until something happened and then we dropped out. 1:11 I tried to join the Marine Corps when I was fifteen, I came from a very poor background, and when you live in poor neighborhoods it‘s extremely difficult not to be in trouble. My friends were being killed just before I got there, right after I‘d left, so I knew it was a matter of time before I would be involved in something, so I wanted to get out of New Orleans as quickly as possible. The only escape for me, as I could see it, was the Marine Corps; so at fifteen I went down to enlist. I had to fill out a 1 �mountain of paperwork, of course, and I had to lie about my birthday. I was caught because I put two different dates on two different pieces of paperwork, so obviously I didn‘t go. 1:59 As soon as I turned seventeen--Interviewer: Let’s back up for just a moment. What motivated you to chose the Marine Corps? My dad had been in the Marine Corps, was in the Marine Corps, and he had been one of the longest serving black Marines at the time. He had gone through the Marine boot camp during WWII, so he was a role model for me. My family wasn‘t together, but my dad, I saw him twice a year, at Christmas time and during the summer, so that was the motivating factor for me in choosing the Marine Corps. Besides, the group of kids that I hung around with were tough kids, so that was a challenge for us. Interviewer: Go back to seventeen. At seventeen, if my mother signed for me I could enlist, and I talked her into signing. I enlisted and went to San Diego for Marine basic training. From there to Marine recruit regiment, which teaches you infantry tactics, and from there into a Marine Corps warrior combat outfit. 3:07 Interviewer: Describe a little bit the actual physical training process. What are you doing at these different stages and how well did you do with the different parts of it? I actually graduated from Marine Corps boot camp as a platoon honor man. The platoon honor man is awarded a set of dress blues by the Leatherneck Magazine if you were the top recruit in your platoon, and I was. Coming from the segregated south, the psychological experience of basic training was extremely challenging. Here‘s a white guy with a ―Smokey Bear‖ hat who's in your face twenty-four seven. What I didn‘t 2 �realize at the time, of course, was it wasn‘t just my face he was in, he was in everybody‘s face, but I took it personally, so it was a psychological challenge. Physically, I‘d been an athlete, played football, basketball, and ran track, so it wasn‘t challenging physically, but certainly psychologically. 4:05 At that time Marine Corps basic training was sixteen weeks, and I think the infantry training regiment training may have been six weeks. That was the period of time that you were away from home before you could return. Interviewer: What did you do to sort of cope with, or deal with, the stress of that situation you were in? I mean, being treated in this boot camp fashion. How did you handle that? In my platoon there were—I think we may have started out with about forty-eight recruits. Of the forty-eight recruits there were only three blacks, maybe eight Hispanics, two native Americans, so human argues [?], when you had opportunity, you talked to others who were going through the same stressful situation as you were, and that helped. 5:02 Letters from home, that helped, and being put in a leadership role early, believe it or not, also helped, and as the platoon honor man, that was the right guy position, the drill instructors held you accountable for the behavior of others. So, there wasn‘t a lot of time to concentrate on your situation. It was a busy time, and I‘m not sure that boot camp isn‘t set up for—in just that manner, you know, to keep the recruit's mind off those things that don‘t have anything to do with the Marine Corps, and you are busy twenty-four seven. You are told when to sleep, when to eat, etc. Interviewer: Do you think it helped to have recognition? You're being treated in badly on one level, but somebody must have thought you were worth something at the same time. How early did they single you out a little bit? 3 �When you initially report into the recruit regiment, you are in a holding situation until there are enough recruits to form three platoons to start training. 6:15 One of the things that you recognize early on is, if you are assigned the task, you are held responsible for doing that task. If you fail, you are punished to some degree, and if you succeed, you are rewarded to some degree. The system, in the military, though stressful and demanding, was the fairest system that I had been exposed to at the time. I think when you look back at that, that‘s really what you‘re looking for. You‘re looking for—where can my ability take me? Just based on my personal ability, nothing else, just my ability. 7:04 I think boot camp is one of those places, or the military itself, is one of those places that operates under that principle. Interviewer: So you caught on to that fairly quickly and then used it? Yeah, sure—it was a matter of getting over having this guy in my face twenty-four seven, and that didn‘t happen right away. About halfway through training you started to understand that you weren‘t in that boat by yourself, there are forty-eight people here, and some of them are hurting worse than I am, and they‘re not black, ok? So once you catch on to that, then you understand you‘re being judged on your leadership qualities, your perseverance, and your ―can do‖ attitude. Those were the people that were awarded the promotions to PFC, and given the responsibilities. Interviewer: So you had sixteen weeks of basic and some additional infantry training beyond that. You did six weeks, or whatever, and that’s all in one place? 8:13 No, basic training was in San Diego, in the city of San Diego, down town. Infantry regiment training was at Camp Pendleton, in the mountains of Camp Pendleton, if you 4 �can think of California having mountains in that area. That training was about infantry tactics. What are the duties of a squad leader? How does a squad work as a unit of a platoon? What is the smallest unit in the Marine Corps, which is the fire team, how does interlocking fire work? How is that integrated into artillery fire etc? So, you go through six weeks of that, and you are exposed to the gas chamber, and you understand that right quick. So, it was quite different and you were treated a little bit above a recruit, and you are now called a Marine, but your activities are still controlled twenty-four hours seven. 9:07 You did have the opportunity to have liberty. That means to go into town, and I think of the six weeks we may have had the opportunity to do that two or three times. Interviewer: Once you complete that course, what happens next? Then you are given twenty days leave, so you can go back home. The experience of leaving this training and going back to be with your buddies after this period of time is amazing. You find you don‘t have anything in common with them any more. You find that the things they are doing seem childish and not grown up, so you lose that connection that you had with these friends, they‘re still your friends, but you look at them in a different way, and you start feeling differently about yourself. You see yourself as a cut above, maybe, and maybe that‘s arrogance, but it‘s true. 10:08 It‘s true not only from my perspective, but form others that I‘ve shared this with. Interviewer: You have that moment—did your family notice the difference? Yeah, they did, but my mother thought I should still be in my ten o‘clock at night, and we had to have a discussion about that, you know. Yeah, the difference was noticed by my family, and obviously they were pretty proud. I graduated from one of the toughest basic 5 �trainings in the military service and I had done it with honors, so not only were my parents proud, but they managed to get it in the local newspaper. Interviewer: Now where did they send you next? From there I was sent to –I‘m trying to remember—each battalion, or regiment, has a different area of Camp Pendleton, so I went to Camp Pendleton to Delta 1-7, which is Delta Company, First Battalion, Seventh Marine Regiment, which is part of the First Marine Division. The First Marine Division home is at Camp Pendleton, California. 11:11 Bur there are different camps. There‘s Margarita, which is the home of the 5th Marine Regiment, there‘s Onofre, which is where Seventh Marines were located, and then there‘s another area for the 1st Marines, so I think I was at camp Onofre. During this time I‘m a new recruit reporting into a combat unit, and there‘s a cycle that you must go through, and the way that cycle works is that the guys that had just come from a thirteen month tour, in Okinawa, or in the West Pac, stay behind to train the new recruits that come in, and that‘s called a six-week lock on phase. Again, it‘s integrating the squad tactics into platoon tactics, into company tactics up to battalion and regiment. So you pull operations, combat operations against other units at Camp Pendleton. 12:04 That lasts about six weeks during this lock on phase, and you are actually preparing to make your thirteen-month tour overseas. Once that six-week lock on phase is over, then the guys that stayed behind to train you are transferred out of the infantry into support units. So, after we finished the lock on phase, I was then transferred, the whole unit, was then transferred from the 1st Marine Division to the 3rd Marine Division, which is in Okinawa. The company then became I Company, 3rd Battalion, 3rd Marines. 6 �Interviewer: Ok now, when you were in this lock on phase doing this six-weeks, when you were with the returning back from overseas, what was this, 1963 or was this still 1962? Do you remember roughly when that was? Yeah, I said we actually left to go over to Okinawa in January of 1963 because I was married and my daughter was born several days before I got on the ships. 13:13 We went overseas in 1963. Interviewer: The reason I’m asking that—when the veterans giving you additional sort of tactical training etc., these were not really people that were combat veterans yet, were they? They had still been on peacetime duty--had anybody been to Vietnam by then? No, there was a presence in Vietnam, but it was mostly Army and they were trainers rather than combat troops. There was a term used by them, which I can‘t remember right now. No, they were not combat troops, and I don‘t think the Marine Corps had seen combat, maybe since the Korean conflict. Interviewer: So, that would mean that the kind of tactics you were learning were still conventional warfare, what would have been done in Korea or even in WWII. That is correct. 14:01 Interviewer: All right, so now you’re sent over and you go to Okinawa. How did they get you physically out to Okinawa? The USS Mann, which is considered a troop transport, and at that time everyone that went over, went over by ship, and you were part of a fleet, which was usually carriers, battleships, and the troop transport ship. So, the whole regiment went over by ship. Interviewer: What was that trip like? 7 �For a person that had never been on a ship before it was exciting, and it was sickening. One of the duties—when you‘re on ship, of course the navy is in charge, but the Marines have duties on ship. I was assigned to the laundry, and the laundry is in the very bottom of the ship where it‘s always hot and sweaty, and steaming. On the way over you go through what‘s called typhoon alley, so if you take this trip at a certain time of the year, you can pretty much bet that you‘re going to hit a typhoon, and we did. 15:06 When you hit a typhoon the ship‘s bow moves up and down in the water, and if you‘re down in a very hot steamy area, you will learn quickly what seasickness really is. So, needless to say, I got seasick, and I was in my bunk, and I thought I was going to die, and I was so sick, it was the first time I refused an order. When I was told that it was time to go to work, I said, ―I‘m not getting out of this rack‖. Well, they figured out I was sick, so I didn‘t get court martialed or anything, and I was sick for two days before I could finally get out of bed. So, that was a thirty-day voyage, I think, and it‘s a straight through voyage, and after the storm, and after the seasickness, then you spend your time on ship playing Whist, that‘s the card game of choice until you get over. 16:05 You bond during that time, with a lot of people. Interviewer: You get over to Okinawa, then what kind of a setup did you have there, what kind of duties did you have? Okinawa‘s an island that‘s about twelve miles wide and about sixty miles long. I actually think it‘s the most populated area per square mile on earth. During that time your money had to be converted to Yen, and there was 360 Yen to a dollar, to show you, with the way the economy is now and how far they have come. There were no paved roads, and most of the roads—the main road was paved, but all the other roads were dirt roads. There 8 �were areas in Okinawa that catered to white military, and areas that catered to black military. There was only one area for the blacks and it was called ―4-Corners‖, or Koza, Okinawa. 17:08 Koza was quite a taxi drive from where my unit was, so the idea was to make sure the last taxi doesn‘t leave at night, so you can get back to the base before morning. It was the first experience with a foreign culture, primarily Japanese, but they are really Ryukyus not Japanese. I picked up a little bit of the language, enjoyed the people, but at seventeen or eighteen you are about learning the wild side of life, so not too much cultural experience, but certainly some. From Okinawa you will become what‘s called a float battalion. The Marine Corps had a battalion that‘s on the water twenty-four seven year around, and they‘re ready to hit any hot spot in the fat east, so you are a ready battalion. 18:03 You‘re floating with the fleet and some of the stops that you would make would be, maybe three days in Hong Kong for R&R, rest and relaxation, you may pull jungle warfare problems in the Philippines, so you may be there for three or four weeks, so there is an opportunity to got to the Philippines, Taiwan was another port of call. That‘s exciting, so you‘re exposed to many different cultures. Cold weather training at Mount Fuji, Japan, so you get an opportunity, and at the base of Fuji is a little Japanese village called Moji, Japan, and you get a chance to pull some liberty there, and get exposed to the cuisine, which I really enjoyed. It took me a minute to eat Sushi, and I didn‘t find anything in Japan that I wouldn‘t try. I didn‘t particularly like seaweed, but in the Philippines I ran into something that I couldn‘t force myself to try. 19:03 There is what we would consider a delicacy, but they eat it on a regular basis and it‘s called a Balut. A Balut is an embryo that‘s not complete, that‘s in the egg, it‘s buried in the sand to mature, and the way you eat it is to crack the shell and there‘s this little guy looking up 9 �at you and you suck it out. So, regardless of how much Sake I drank, I couldn‘t bring myself to eat that. So, that was interesting, so I tell that story quite often. Interviewer: Did you also go to Korea, or did you not get there? We did go to Korea. We pulled a problem in Korea as an amphibious landing, we were there for maybe a week, but not outside of the field, we didn‘t pull liberty in any of the towns in Korea. Interviewer: So, you were practicing amphibious landing. Is that climbing down into landing craft? Yes it is, another experience, especially if the waters are rough. 20:12 You come down off a ship on a cargo net. Now, you are fully combat loaded, at the time I think I was in machine guns, so not only are you carrying, probably, a seventy pack, your rifle, and a machine gun, if that‘s what you‘re doing. You are fully loaded, and as you come down the waves bob up and down, so It‘s a possibility that you can put your left foot down off of this cargo net and it‘s touching the bottom of the boat, but by the time you get your next foot down the boat is down there, so needless to say, a lot of people fell off. The boat‘s interesting because they had old life preservers that you put on. The kind that was so big that the back of your head tilted forward. 21:02 The PT boats that you get in, the amphibious vehicles, they circle in the water, and they have to wait until everybody‘s loaded before they start to the beach. That‘s always good for seasickness, if not from you, from the guy that‘s pucking on you from behind or next to you. Once that signal is give, then to the beach you go. That can be another interesting experience, remember you‘re carrying this heavy equipment, and depending on how far the sand barges out, depends on how close to the beach the landing craft can get. If the sand barges out when 10 �you jump off you could be in water to your chin, or land right on the beach, and I was always the unfortunate guy. Interviewer: Now, were these kind of old-fashioned WWII style landing craft with the door that drops down in the front? Yes Interviewer: So, you weren’t going in on tracks or amphibious vehicles? No, this was 1963 and we were still a conventional warfare force. 22:04 Interviewer: So, did you spend a full year based in Okinawa or were you using it as your central base and then going out? How much time do you think you spent on the ships as a battalion at sea or in foreign places rather than on Okinawa? I think the floating battalion phase of that tour, maybe three or four months. I don‘t remember exactly, maybe three or four months, and during that floating phase you stop at these different ports, Hong Kong, Korea, the Philippines and Taiwan. The time that you spend ashore was really based on how long the operation would be. It wasn‘t—you weren‘t there any great length of time, most of your time was actually spent on the water. When President Kennedy was assonated we were a floating battalion at that point. 23:03 I remember being woke up early that morning, two or three o‘clock in the morning, and being told that the president was assassinated, and I rolled over and went back to sleep. I didn‘t—guys were playing jokes on each other all the time, so I didn‘t believe it. Of course, the next morning there was a formation on the deck to tell us that had really happened. Now, during that floating battalion phase also, is our first introduction to Vietnam. The new regime was in place, they had just overthrown the old regime, junta, that was there, and because we were the floating battalion, our mission was to go in and 11 �pull out the American civilians. We had actually been transferred to an aircraft carrier, we had been issued five rounds of ammunition and flack gear, we were on the deck of the Oriskany and ready to board helicopters when the new regime had promised American civilians safety, and we called off the operation, and that was 1963. 24:09 So, that was our first experience with Vietnam, and I had never even heard of the country before that. Interviewer: How much longer were you in Okinawa after that? After the floating battalion, you come back and you are probably the senior residents on the island in your preparation for leaving. When we came back and I was involved in track and field, I ran a relay, I was a member of the Marine Corps, they had three football teams over there, the Streaks, the Strikers, and the Royals, and I played for the Streaks. So, it‘s sort of a down time, you do some operations, but you‘re not in the field nearly as much. It‘s a good time, a time to get out and mingle with the public, and if you‘re an athlete you can participate, and that sort of thing. 25:07 So, maybe we were rotated within the next three or four months. Interviewer: Now, when they rotate you out, what happens to you then? Remember, at this time you‘re part of a unit. You‘re a regimental unit that‘s moving from place to place, so on your rotation back to the states, the first thing that happens if you have thirty days leave coming, so you‘re on vacation for twenty or thirty days. Interestingly enough, I found if I took a twenty day vacation and went back to New Orleans, I was so bored that I would stay fifteen days and go back to the base, you know, or if I took thirty days, I would maybe stay twenty and go back. Once you get back you are the senior people in the company and you are waiting for the recruits to come in, so you can take them through their six-week lock on phase, so you have completed a cycle. 12 �26:00 Now, once that cycle is completed, what is supposed to happen is you are to now receive orders out of a combat unit and into a support type unit, a truck company or supply type unit. Most of my friends that came back with me—we had taken the new recruits through their lock on cycle and we were waiting for orders, and most of my friends had received their orders. I was waiting, kind of alphabetical, I guess, Woods, you know—well, while I‘m waiting for my orders—BOOM—Vietnam, so the first combat unit of any size to leave, Marine unit to leave, was about to happen. They were now filling these units. We weren‘t the first unit to go to Vietnam; the first unit had come from the Brigade in Hawaii. They had already gone, so this was the stateside unit, and what they were doing was beefing up the 7th Marine Regiment. That‘s where I started off, I had gone to Okinawa and I had become a 3rd Marine Regiment, I came back and I was in the 5th Marine Regiment, and now I receive orders right back to the same company, the same battalion, and the same division where I started, Delta Company, 1st battalion, 7th Marines. 27:16 So, a tour of duty overseas is thirteen months, and at this point I had about eight months to do in the Marine Corps, so how can you send me back over for a thirteen month tour? So, when I reported in, the first thing I did was request ―mass‖, that means you want to see the CO, and my complaint was that I had just come back from an overseas tour, I shouldn‘t be here, I have only eight months to do, and he looked up from his desk and said, ―I‘m in the same boat, report in to your platoon‖, so I did. The Marine Corps solved the problem for me though, what they did was to give everyone in the Marine Corps a four month involuntary extension, so I had my thirteen months to do. 28:04 From there I reported in to Delta 1/7, obviously, and back to Okinawa we went. Because we were the first group to leave the states to go over, and 13 �remember, as I mentioned before, we were a conventional warfare organization, we had to quickly learn jungle warfare tactics. There is a part of Okinawa that‘s in the northern portion, in the hills, and it‘s called the Northern Training Area, NTA. So, NTA had trainers set up to teach guerilla training, expose you to what a punji pit is and some of the booby traps that the Vietnamese had set up. My company was the first company to go through the training, and as a result of that we became the host company; we trained the rest of the battalion and the regiment that moved up. After NTA, we then went to Vietnam, and the area for us was Chu Lai area in Vietnam. 29:07 Chu Lai was on the Song Tan River and our job was to control the river. The river had a small island in the middle, so boats going on the river would go one way on one side and come the other way on the other side. We had a 106 [recoilless rifle?], which is a big artillery piece, set up on a hill, and the way you aim a 106 is with a .50 caliber [machine gun] that sits on the top and fires tracer rounds, so if you want to hit something, you shoot the 50 caliber with a tracer round, and wherever that tracer round hits, you fire the gun, and that‘s where it will land too. To give you an idea of the impact of a 106, if you are lying on the ground next to one that goes off, you rise up off it, so it‘s a heavy weapon. There would be a squad that‘s down on the island and they would search the boats and check identification. Occasionally, you would get a boat that would run the block, so you would call up to the 106, and you would identify the boat and then the 106 would take care of that. 30:17 So, we stayed on the Song Tan River, and pulled operations from there, and he interesting part about that set up is that the first night that we moved in to relieve Charlie company, who had been there before us, the VC came over our radio signals and told us that they would see us tonight. Well, we haven‘t had combat, and we 14 �were young and ―gung ho‖, so we welcomed them. That night they came in, they came in through barbed wire, conertina wire, trip flares, Claymore mines, mosquitoes as big as helicopters, and they came in nude with the exception of their cartridge belts and weapons. 31:08 They reason they were nude is because you can feel what touches your skin as you move, so they didn‘t set off anything. We knew they had come in. They were in our command post throwing grenades into tents, and needless to say, that was a tense night. The next morning there were bodies everywhere. We repelled them with a minimal amount of casualties. From there we went on two sweeps where we backed the North Vietnamese up to a river, they had no escape, so they came out and that was conventional warfare, that‘s a Marine Corps game, so that was over. Another operation that we went on that sticks in my mind more than the others is—one morning we were to mount the helicopters in a battalion size operation, hit a LZ, a landing zone, and sweep an area. 32:16 Well, we got to the landing zone about dusk, we ran some patrols to see what was in the area, we ran into a unit, and this was my squad that was on patrol, and we couldn‘t tell how large it was because we were approaching a rice paddy dyke and turning left. One of the guys picked up a Vietnamese unit on the other side of the dyke turning left also, going in the opposite direction. Got on the radio to find out if we had friendly troops, we did not, so we engaged them in fire, they did not return fire, so we didn‘t know what size unit it was. You have to report that to intelligence, after, our patrol, were back in the area, and some snipers fire is coming off the hill, my team goes up, we look for the sniper, we can‘t find him, but he knows where we are because you can hear bullets whizzing past your ear, and even hear them as they cut the air, it makes a whizzing sound. 33:19 So, we thought that he won that day, so we came back off the 15 �hill without finding him. When we gave our report we saw the Hueys some miles away, over a hill, and there were about five of them and they were lighting the hill up, so we knew somebody is in trouble. There was a term used in Vietnam, and the term was called ―Sparrow Hawk‖, and ―Sparrow Hawk‖ is a rescue unit, and that title is assigned to different units at different time. What that means is , if there is an organization in the field and they run into more than they can handle, they get on the radio and they call ―Sparrow Hawk‖. Your unit then is supposed to go to their rescue, and we were the ―Sparrow Hawk‖ for this unit that was being hit. 34:04 So, even before we could eat, we had to pack up and start up that hill. As we moved up the hill in the twilight, it‘s a good thing we had to move because we could see that the unit that we had shot up was a massive size unit, and they were moving in on our positions as we were moving up the hill. We held most of the night and those hills were extremely steep. The guy in front of me was carrying a three front fire rocket launcher, and I know he was hurting because in addition to that he had to carry his rifle and his rifle ammo and stuff, so at times I thought I should help him, but I was hurting myself. We took several breaks and we got to the unit at dawn the next day. These guys had walked into, or been lured into and ambush that had been pulled off by a battalion the size of Vietnam, and they had destroyed this unit, there were bodies everywhere. 35:04 There was one guy in this unit who was hiding behind a rock and he was saying, ―don‘t go over there, they‘re over there too, they‘re all over the place, they‘re everywhere‖, and when the corpsmen got to him, they had to evacuate him, he was—you know, what he had seen upset him quite a bit. Interviewer: Was this a company size unit? It was a company size unit. 16 �Interviewer: How much of it was left do you think? What we saw, what I saw, were maybe eight guys. What we picked, my squad, I was squad leader at the time, and we were assigned an area to pick up bodies and load them on the LZ. We must have picked up eighteen bodies. Now, there were other squads doing the same thing, and you didn‘t see the whole area. 36:04 My memory hits me because I thought I had assigned my squad to do—everybody had an assignment and we lost one that we later saw in the bush, so a team leader of mine and I had to carry this guy, and we carried him on a poncho. I was in the front and his arm fell out of the poncho and every time I took a step his arm hit the back of the leg. His arm was hanging by a thread and he was shot from his feet to his head. It must have been one hell of a battle because no one had any ammo left. This was a serious fight. For a long time I would wake up at night and feel that arm hitting in the back of my leg. Where his blood had gotten on my utility, it was there, and when I got the opportunity to throw it away I did, because I could always smell it. 37:06 You can‘t get rid of the smell of death. Another incident that sticks out in my mind was maybe a week before it was time for me to rotate out of the unit—when we reported onto the 7th Marines out of Camp Pendleton, and proud of going to Vietnam, your unit cohesion was broken because you‘re pulling Marines from all over the Marine Corps to fill a unit, not a unit that you have been with. So, you go overseas with some new guys that you have to bond with, and the ones that you bond with best are those that you work closely with, which is your fire team, four guys, and your squad, which is thirteen guys. So, my squad, before I was promoted to squad leader, which was a result of an ambush, my team consisted of a guy named ―Tihi‖, a native American from a reservation in Arizona, I think, John J. Gianelli, a 17 �boxer, Italian, from Hoboken New Jersey, O‘Brien, a big real strong Irish guy that smoked cigars, and me, so they kind of called us the ―mod squad‖. 38:18 We were real proud of that, and in fact; we would volunteer to take the duties that others didn‘t want because we knew a secret. We would volunteer for point on all patrols, and we ran patrols every third day. The reason we volunteered for the points is because when you walk into an ambush, unless it‘s an L shaped ambush, they usually let the point pass and hit the main body. In addition to that we are the eyes and ears of the squad or the platoon, so you know what‘s going on and you have control and direction, and we enjoyed that, so we volunteered for the point. This patrol that we went on was an interesting patrol because the last time we had moved into this same area we could see where the VC had been improving their position, and we got hit every time we went into this village. 39:16 this time it was different. The hit us, and you could see that the position were being improved. So, the night before the patrol is when the squad leaders would meet with the platoon commander, we would get our marching orders, who‘s going to be flank, who‘s going to be point, what direction we‘re taking etc. When the squad leader came back to meet with the team leaders, me, he gave us this patrol route, and I said, ―Does Lieutenant remember they‘re improving their positions, and we‘re walking into this stuff? ―If we take this route it‘s going to be Purple Heart day did you tell him that?‖ And the squad leader said, ―No, you go tell him‖, and I said, ―Ok, I will‖, so I did. 40:02 I went to talk to the Lieutenant and made a suggestion on how we might avoid this, and he gave me a lesson on military tactics, and my suggestion, we were going to split machine guns, and you never split your machine gun, so we‘re up and we have point again. So, I met with my team, and we had to go across this rice paddy dyke, which 18 �is only three feet wide, maybe, and once you‘re on the other side of the dyke you‘re in the village. The idea was for us to run as fast as we could across this dyke. As soon as we get on the other side, rather than proceeding to the core of the village, we‘re going to set up a perimeter until the rest of the platoon gets over, and then we‘ll pick point up again, but we don‘t want to get this separated, not with these improvements that we‘ve been seeing. 41:01 So, we set up on the side of the dyke before the run, and I said, ―go‖, and for some reason Gianelli‘s the point, Tihi‘s behind him, and they ran halfway to the dyke and stopped, and as soon as they stopped the 4th of July happened, and everything just broke loose. The first round got Gianelli, we use to wear our magazines upside down, we had M14s, not 16s, and it was easier to get them out that way. The first round hit him and took the magazine guide into his leg, so it got him right in the—hit the femur vein, bleeding quite a bit, and when things calmed down we—it took us a while to get the helicopter in, it was extremely hot, like it always was, gangrene had already started to set in, and finally we got him evacuated. 42:09 I never saw him again, but it is my understanding that he lost part of his leg. The reason that bothers me is, Gianelli came from a fighter family. His dad, his uncle, his cousins, they were all boxers, so when his tour was up that‘s what he was going to do. Now, he had been training since he was a young kid, and he was good, he was good, and Gianelli never realized his dream, you know. The squad leader got killed that day, so I got promoted to squad leader. Before the day was over we walked into three ambushes, two going out and one coming back. The one coming back was the one that was a surprise. We had taken the route out several times, but we had a different route coming back, because it looked like they were setting up for us again, so we changed the route, and they still hit us. 43:00 What we found out 19 �later was that our interpreter was a VC, so they had signals and knew everything we were doing. That was maybe four or five days before we were supposed to rotate. At that time you rotated by numbers. If five new guys came in, and your number was one to five, then you were on your way out. If your relief was in, then you didn‘t have to go on this patrol, your relief would go on that patrol. So, for my team, all of us had a relief that was in, so this was it, this was the last patrol for us. So, to be on your last patrol and it was a weird time in America. Interviewer: So, you were there, in this area, for thirteen months? No, out of the thirteen months came the training cycle on Okinawa, so we probably actually did, in country, maybe ten months. 44:04 Interviewer: And over the course of that time, were you kind of repeating all of the same activities, patrolling the same areas, and doing the same things? Yes, most of the time that we were there. A day went like—you came off patrol, and there was always a poker game or a dice game or some sort of a gambling game going. Many guys would come off patrol and sit in a game, and they may stay there until its time for the next patrol. If you were in a quiet are, and we did move to other areas from time to time, and engineers had blown out a swimming hole for us, so you could go swimming. There was a softball field that was set up back in that area, so unless intelligence was telling you that your unit is going to be attacked, you try to make life as normal as possible. 45:00 Occasionally, like when they came in through the barbed wire, you would be hit, and occasionally you would get snipers or mortars. There was a village that was maybe a half-mile from us, and occasionally we would send a squad out to set up ambushes to see if we could catch anything coming into the village. 20 �Occasionally on their way out to set up an ambush, they would walk into an ambush. Sometimes we would go on a patrol and drop off part of the unit, say maybe in a hedgerow to set up an ambush, and then you come out that way. You were supposed to be fooling the local populace, so they didn‘t know you were dropping them off, but five minutes later the kids are out looking at you, so they knew that you were there. Then occasionally there would be a large operation that your unit would be a part of, so some of your unit would go. We were also doing some stuff in Laos at the time, and we weren‘t doing this as a unit. They were pulling some people out of units, putting them in units, and sending them to Laos, and we weren‘t supposed to be there. 46:11 In fact, if my rotation replacement hadn‘t come in I was scheduled to be one of those. There were occasions when we worked with what was called Katusas, which was with the South Korean military, we pulled operations with them, and they were an interesting group. They were extremely disciplined, and we worked with the ROK Marines, its what they were called, it was the Korean Marines. We would exchange emblems, and theirs were a little different than ours. That was an interesting experience. Interviewer: Did you have any sense whether or not you were really accomplishing anything or changing anything, or did you not have enough of an understanding of the larger political situation to think like that? I was an eighteen year old that was uneducated, that had the broad stroke, and was here to stop communism so there wouldn‘t be a domino effect. What does that mean? I don‘t have a clue, and neither did anyone else, you know. 47:25 You got more of a picture of what Vietnam was about when you came back to the states. No, I had no clue; I remember I was in Vietnam when Ali refused the draft. I said, ―If I‘m here, he should be 21 �here. I don‘t know what the heck they‘re talking about‖. Of course, we were getting daily news of what was going on back in the states; you were getting bits and pieces of the news. So no, from a political perspective, I had no clue. I was eighteen years old and an uneducated person. 48:04 Interviewer: Now, what impression did you have of the Vietnamese population generally? Did they—was it positive or negative, or just didn’t understand them, or what? I didn‘t personalize the war against the Vietnamese people. I did understand that these are governments that went to war for whatever their government ends are. The Vietnamese that we worked with, I didn‘t treat them any differently than I would treat anyone else. In fact, I will give you another funny story. Highway One was the major highway through Vietnam, and there were a lot of buses that went through, and we had a check point there for a while. Everyone had to get off the bus and we had to check their ID cards, check the bus, and let them go on their way. We were set up near a village, our campsite was set up near a village, and the Mamasans would have to go out and gather wood, and they had these yokes that would go around their neck and they balanced them with their hands. 49:05 There were big baskets on both ends of these yokes, and they would fill them up with firewood and bring them back every evening. Well, one evening this Mamasan had this big heavy lead of wood, and I can‘t let this woman carry this big heavy load of wood up that hill, so at least I can carry it to the top of the hill for her. She couldn‘t speak English, but through gestures I told her I was going to carry the wood for her. She gestured no, no, no, but I communicated that I would carry it to the top of the hill and then she could have it. I got under this yoke, and I couldn‘t lift it, and I couldn‘t 22 �believe that. I tried, and again I couldn‘t lift it, she laughed, got under the yoke, and trotted to the top of the hill, so I was real impressed. Interviewer: So, when, then, did you leave Vietnam off that tour? 50:02 Well, when you leave Vietnam is based on your number. You go to Okinawa, and from Okinawa is when you come back to the states. Interviewer: Was it 1964 when you left, or was it 1965 by then? I‘m pretty sure it must have been 1964, yes 1964 [Presumably 1966, since the Marines did not land until 1965]. So, processed out of Okinawa, and then flying back, I think I came in through San Francisco, and then on leave before you‘re put into your next unit. The next unit was Quantico, Virginia. The rule was, you got on this four-month extension, and when you got back to the states, and I can‘t remember exactly what the time frame was, but it was either if it was less than thirty days you had left to do, you could be discharged or it was less than sixty days you could be discharged. I had either thirty-four or sixty-four days, so I couldn‘t be discharged, so they sent me to Quantico, Virginia, to the Casual Company there, and there were two events of interest there. 51:10 Disbursing is where you settle all the pay issues, so once I got to Quantico I had some pay issues, and I had to turn in my records. I‘m walking to Lejeune Hall where disbursement is, and coming toward me are two women Marines. There‘s a car parked on the curb, and right across the street is the 45-pistol range. So, as I‘m walking toward these women, going to Lejeune Hall, they open fire at the pistol range, and under that car I went. The women thought that was funny, but that was survival reaction. Initially I was a little bit embarrassed, but after—I really wasn‘t because that was what I had been doing for almost a year. Another thing that happened at Quantico was that they made me 23 �this cross-country chaser. 52:03 I was given an assignment to go and pick up a deserter, so they give you a little history of why the guy deserted. This guy was a tough guy and he had attacked some guards etc. You have to go to the armory, you check out a weapon, you had five rounds of ammo, but you‘re not supposed to load the ammo etc. So, there is a driver of the vehicle, when we picked him up, the vehicle is covered in the back, and you and the prisoner sit in the back. They told me about how bad this guy was, so I put a magazine in my chamber, jacked around and took the safety off. By this time the guy is panicky, ―hey, you‘re not supposed to do that‖, and I said, ―just sit in the corner and be still, and you don‘t have anything to worry about as long as you are still‖. When we got back and I turned him in he reported me, and they asked me if I put a round in the chamber? Did I take the safety off? I said, ―yeah‖, and they said, ―Why?‖ I said, ―This guy has attacked other people, and he‘s a bad guy, and I just wanted to make sure he wasn‘t going to attack me, you know‖. 53:06 That was the last time they sent me out to pick up anyone. I just waited for my thirty-four days to be up, and I was discharged. I got out of the Marine Corps, and the Urban League got me a job at D.H. Holmes, which was a large department store. What I did was finish shoes that had been purchased and returned, so you had to sand the bottoms and put them back on the shelf. The first payday came around and you didn‘t get a check, you got a pay envelope. The supervisor that I had gave me the pay envelope, and when I looked at my pay I was missing money. I said, ―Don‘t we get x amount of dollars an hour?‖ And he said, ―that‘s right‖, and I said, ―Other than taxes is there something else being taken out? 54:02 He said, ―no‖, and I said, ―this isn‘t right, that‘s not enough money‖, and he said, ―I don‘t know about that‖, and he turned around and walked away. The guys told me that occasionally this 24 �guy takes money out of your pay envelope, well, I worked one more week there and I quit. The next job that I got was at the top of the International Trade Mart at the end of Canal Street, a big tall building, as a dishwasher. We had to argue whether or not I would be paid minimum wage because for that sort of job you don‘t have to pay minimum wage, and I‘m not going to work for less than minimum wage. Even minimum wage was not enough to get paid on a Friday, take a girl friend to a movie, give my mother some help out money at home, and have a nickel left in my pocket, that didn‘t work. The only thing I could think of was, ―let me go back in the Marine Corps to kind of figure this out—what am I to do in life? This isn‘t working. 55:03 So, I came back into the Marine Corps for a change of MOS, Military Occupational Specialty is O-311. I came back in for O-361, which is postal. I was sent to El Toro California, which is no longer there, expensive property, stayed an El Toro for a while and from there another overseas tour. Interviewer: Where did you go on the overseas tour? You go to Okinawa, but let me tell you what happened. Most of the Marine Corps that serves in the Far East is from Okinawa, but there‘s a wing in Iwakuni, Japan. By this time I have been overseas three or four times, and they have all been in Okinawa. This set of orders is for Iwakuni, Japan, and I‘m happy because I‘m going to see something else. 56:04 I was to transfer, go to Okinawa, transfer to another jet that‘s going to take me to Iwakuni, Japan. When I get to Okinawa I‘m met at the airport by an old postal friend of mine by the name of Guy Olegallo,, and the last time I saw Olegallo he was an enlisted man, and now he‘s a warrant officer. He said, ―Woods, man, I‘m glad to see you. I heard you were coming over, and that‘s why I came down to meet you. Guess 25 �what I‘ve done?‖ I said, ―What have you done?‖ He said, ―I got your orders changed‖, and I said, ―You what?‖ He said, ―I got your orders changed and you‘re going to work for me‖, and I said, ―look, look, I got a chance to go to Iwakuni and you got my orders changed?‖ He said, ―Yeah, yeah, let me tell you what I‘m going to do for you. You‘re going to be the postal inspector for the island‖, well, that calmed me down a little bit. That was an interesting job, and I had two guys working for me, so I ended up staying in Okinawa. 57:03 My last overseas tour was in 1979. From there I came back to San Diego, and from San Diego I was discharged. I had some interesting duties, I was a recruiter, so you go to recruiter school in Parris Island, South Carolina. It was my first introduction to the Midwest, my original orders sent me to Chicago, and Chicago had a sub-station in Michigan City, Indiana, so they sent me there, and I was there for about four days, and because it was called Michigan City I didn‘t realize I was in Indiana, so the first letter I wrote home I told them I was in Michigan City, Michigan. From there— Michigan City had a permanent contact station in Benton Harbor, Michigan, so I ended up spending three and a half years in Benton Harbor, Michigan. 58:04 Once you have done independent duty, which is the drill field, I had been on drill field, I was hand selected to be an instructor at drill instructor school, I taught the leadership package, and once you have those kind of duties you can pretty much choose where the duty station is that you want, so San Diego was the choice for me. I enjoyed the environment, the economy was bad, my wife to be, had visited me there for a number of times, and she wanted to leave Michigan when I got out of the Marine Corps, and live in San Diego, but she was not really mobile here. We had gas lines, Carter was the president at the time, so we decided to settle in Grand Rapids, Michigan until we decided where we wanted to live 26 �when the economy got better. Once I got here I saw how far a dollar could go and this was a community unlike others in Michigan, so we built a home and got a job at Grand Valley, and here we are. 59:06 Interviewer: Let’s back up a little to the point where you had re-entered the Marine Corps etc. You’re in the Marine Corps, kind of the late sixties on into 1982, and did you ever have any pressure to go back to Vietnam, or was there any prospect of going back to Vietnam in say the late 60’s, 69, 70, in there, when we had a lot of soldiers over there? There were a lot of things going on at that time and there was some pressure to go back to Vietnam. There was an old saying that said, ―there are only three types of Marines, those in Vietnam, those leaving, and those coming‖, so it was pretty much like it is now. There were not as many tours, guys spend as many as five tours in Iraq, but three and four were not unheard of in Vietnam, it was the same situation. Interviewer: You managed to stay out of that. I didn‘t, actually, and once I got back to camp Lejeune, North Carolina I was there for a while stationed with my dad. 0:06 My dad was in the Marine Corps for a while. I‘m in postal, and I got orders to go overseas. Now, there had been a gunnery sergeant I had been working for that he and I did not get along at all, I mean not at all. In the morning when I was sitting at my desk doing the mail, out of the corner of my eye I could see this guy standing in the door watching me, and he would find something to say to me daily. If it took me too long to find a parking place he would be waiting for me at the door. Well, he got transferred to Washington D.C., and he became a monitor in Washington D.C. A monitor the person that makes assignments for all of the people in the Marine 27 �Corps in their field, so if you‘re a postal monitor and there needs to be a person in Japan, your monitor will pick a person to go to Japan, ok? That would be based on how long you have been in the states and the rotation cycle etc. 1:03 I got orders to go back to Vietnam, but before I left Camp Lejeune my orders were modified to put me back into an infantry unit. I went to see the colonel and I told him that I had just come back into the Marine Corps for a change of MOS from infantry to postal, so this is a mistake, and to put me back in postal. He agreed, and changed my orders back to postal. The staging station for everyone going back to Vietnam is Okinawa, you leave the states, you go to Okinawa, and from Okinawa to Vietnam, and when I got to Okinawa my orders had been changed back to infantry. Now you‘re in a casual company, you‘re waiting for a flight to Vietnam, so every morning you fall out for formation, the people that are going to leave that day, they call your name and tell you what time to get your gear ready and where you‘re going to depart from. 2:04 So, the lieutenant that was running the information called me and told me what infantry outfit I was going to etc. I said, ― wow, mistake‖, and he said, ―what do you mean mistake?‘ I said, ―I‘m postal, and I just got this changed before I left stateside, so somebody changed it back, so we need to change that back‖, and he said, ―take care of that when you get in country‖, and I said, ―no, we‘re going to take care of this before I get in country, we‘re going to take care of that right here in Okinawa‖, and he said, ―Marine, I‘m not asking you, I‘m telling you‖, and I said, ―yes sir I understand, but if you don‘t take care of it here then I‘m going to request mass with the President of the United States, and it will be thirteen months before I see him and then I‘ll rotate, so we take care of this here or I‘m going to ask to see the president‖, so he put me in a casual company until they could work this out. The casual company was a postal 28 �casual, and what we were doing was handling the mail from the deceased people in Vietnam, and there was loads of that, so I spent that thirteen months in Okinawa, and I had a monitor that was trying to get me killed, I‘m sure of it, but I tricked him and I‘m still here. 3:06 A number of things were going on at that time. We can‘t talk about the Vietnam experience without talking about the environment that that operation took place in. That was only one thing that was happening in America. There was the civil rights movement that overlapped this, we had a president who had been assassinated, a candidate for president assassinated, two major civil rights leaders that had been assassinated, the woman‘s movement was burning their bras, there was a hippie movement that was taking place, the Democratic National Convention in Chicago was a siege, people were demonstrating against an oppressive government as they saw it. Every serviceman that came back experienced the hatred that many Americans showed them. For the black serviceman it was a little different. 4:06 The difference is as Muhammad Ali said, ―I haven‘t lost anything in Vietnam, and there‘s a civil rights movement going on here, and there are dogs being put on black people, and there are hoses being put on black people, you fight is here on the streets of America, not in Vietnam. You‘re fighting for Vietnamese rights when you don‘t have those same rights here at home. Why are you in that uniform?‖ So, your own community had ostracized you. Processing that was not easy. On the one hand you had to understand that didn‘t really have a lot to do with the military. The military was just seen as the symbol of American power, so you are attacking the symbol, it‘s not the war, and it‘s the symbol that you are attacking. I kind of worked my way to understanding that. 5:02 The other thing I understood was that what I‘m seeing here was a better equal opportunity program 29 �in the military than the one that I have in the south, but you still have to deal with being ostracized by your own community. It wasn‘t an easy time for black military people. I guess people handles that in different ways, some went AWOL, some would have stayed in the military, but got out, some turned around and demonstrated against the military, from a civil rights perspective, not from a Vietnam perspective, some did both, and it was an individual thing on how you processed that and how you dealt with it. Interviewer: And you of course stayed, once you went back in. You went back in and you stayed in. Yes, I stayed for—I got a twenty-year retirement, but you could actually retire on twenty years, at that time, with nineteen years and six months. If you had a four year enlistment and you re-enlisted at three and a half years, then that other six months was given as admin time, so it counted, but you can no longer do that. 6:14 That was grandfathered in, so I retired at nineteen years and six months. I had planned on staying longer, and I enjoyed the military, some of it. the spit and polish, the competition, who can look the best at formation in the morning, I had friends, you had fourteen set of utilities, you had one set that you would get in on a foot locker and step in, so you wouldn‘t break the crease in the back, you spent all night spit shinning your shoes, you had starched and blocked your cover, and then at the one o‘clock formation you would change out of that into a new set. That was for me, and I really enjoyed that, and my friends did also, so we ran that competition. When I decided to get out of the Marine Corps I had a moment. If you are a field grade officer you have awesome responsibilities. 7:12 Major, Lieutenant Colonel and Colonel, a full regiment or battalion, and the lives of everyone of theirs is right in the palm of their hand. Not only do you control the lives of these people, but the 30 �amount of equipment, the tactics that you could put—it‘s awesome, it‘s really awesome. So, I have always thought of these guys as super smart guys, right? When I was in San Diego I ran the non-commissioned officers school when I got there. I was given a choice of three positions, go to my field postal, run the field house, or I could run the NCO school, so I selected the non-commissioned officers school, and I had five young sergeants that worked for me. The non-commissioned officers school will take corporals and sergeants and teach them how to be non-commissioned officers. The school was six weeks long I think, so we would run a six-week class, a two-week break, and run another six -week class. 8:10 There were other schools in San Diego, there was drill instructors school, which I had been a part of that, I had been an instructor there, there was recruiters school, and I had been a part of that, there was C school, spit and polish, these are the guys that put on a performance when you‘re base is visited by heavy brass, shoot the canons etc, and the lost school on that totem pole was the non commissioned officers school, and that doesn‘t work very well for me. So, I thought, ―what can I do to move the school into the spotlight, so when people speak of schools, they will speak of us in the same breath they speak of the other schools?‖ So, what I decided to do is—right next door to us was an Air Force station, and the ships come into San Diego, and there are Marines on ships, so if you‘re in port and that coincides with our school cycle, and then send your guys to our school. There was also a Navy group that was close to us. 9:06 so, I went to them and said, ―if you want to send your guys to our school, send them‖, and the very first group that took me up on that was the Air Force. They sent a young man over that embarrassed all of the Marines. We went to the rifle range and fired and he fired the highest at the rifle range, he wiped them all out on the PFT test, right? So 31 �that was newsworthy for the base paper, so my boss wasn‘t aware of what I was doing, and when I reported in he had two hats. One hat was C school, and one hat was NCO school. NCO school-- he said, ―Gunny, you run the NCO school, keep me out of trouble and it‘s your school, I have to focus my attention over here‖. He ran the C school, so when he read about this in the paper he said, ―What‘s going on?‖ I said, ―I invited the Air Force over and I‘ve invited the Navy over, and my people have to learn their regulations for inspections, and I‘m trying to get some publicity for the school‖. He said, ‗this is great, this is great, you know‖. 10:07 Well, the commanding general got a hold of it too, so during an officers meeting the colonel, who reports to the general, asked my boss to come to the next meeting and explain to the general what‘s going on. Well he couldn‘t, so he said, ―you‘re going‖, and I said, ―ok‖, so I‘m on the agenda to go back, and I‘m the last person on the agenda. There were Majors, Lieutenant Colonels, and Colonels, and at the time there was a Professor Bloom that I think was out of Wisconsin and come up with a learning program that was called the Bloom's Theory of Mastery. Students didn‘t compete against other students; they competed against a list of learning objectives. The Marine Corps had said, ―this is what we‘re going to do‖, and I had instituted that into NCO school, but many of the schools didn‘t like it and they hadn‘t instituted it, which is interesting to me because there was an order that you do it. 11:03 At this meeting we had people telling the general why this wouldn‘t work. I had been working that for six months, so what do you mean why won‘t work; it‘s a perfect program? So, my mouth kind of fell open, and first, I never would have dreamed these guys would give any sort of excuse, second, they certainly wouldn‘t have been accepting that kind of excuse from me, so I found that these Captain Kirk Star Trek guys had clay 32 �feet. On that day I decided, I had to get out of the Marine Corps because they make more money, they have more responsibility, and the only difference between them and me is a sheepskin, so I got to go do that, I‘ve got to go do that. At that point I had seventeen years in the Marine Corps, and I never thought of myself as college material. I came from a poor background and we never talked college in my house. I thought you had to be a real smart guy to go to school, but if these guys can do it, I can do it that standing on my head, so I had seventeen years in and I had three more years to do. 12:08 I did it and by 1980 I got out on Friday and enrolled in college on Monday, so my life changed. Interviewer: Did the Marine Corps itself change at all during the time when you were in it? Was it a different sort of organization, or attitude, or way of doing things in 1980 than it was in 1963? There was some change going through the Marine Corps, but you had older guys that— and the Bloom Theory of Mastery is an example, it‘s an order, but this is the way we‘ve been doing it for a hundred years. It had to be jammed down their throat, so change was real slow. You could see some changes at the top, and one of the changes that took place because of the Marine Corps TO pride of tactical readiness number, the pride of Vietnam was 175 thousand, and of course, the Marine Corps number went up to over 200 thousand during the height of Vietnam. Well, prior to that, the commandant of the Marine Corps sat as a joint member of the chiefs of staff, but didn‘t have a vote unless it was a matter involving the Marine Corps, so he wasn‘t a co-equal at that point. 13:11 Once the Marine Corps strength went up over 200 thousand, then he became a co-equal partner on the joint chiefs of staff, so that was a change, and put much pride in the Marine Corps forward to see that happen. There were other changes taking place, certainly we had to 33 �adapt to jungle warfare training, and I heard some officers talking on time, and I don‘t know if this is true, but this is a story I will relate to you. When we first got into Vietnam we went to the French and asked the French for the manuals that they used to fight to fight the insurgents in Vietnam. Well, the French were using the same manuals that we were using to fight jungle warfare in WWII. It was jungle warfare, but it was a different type, for example, if you were fighting jungle warfare in the Philippines, you were a foreign power fighting another foreign power in the Philippines. In Vietnam you weren‘t fighting a foreign power, you were fighting the people in that country, the indigenous population. 14:09 So, it wasn‘t the same. We had to kind of learn on the job, so there were some changes, but a lot of things died hard, and over time, so there was some change, but not a lot of change by the time I got out of the Marine Corps. Interviewer: Was there change, do you think, in the sorts of people who were joining the Marines, or why they were going in or anything like that? There are recruit categories, there‘s a category three, a category two, and a category one, I guess, and that‘s based on the score that you make on an ASTRAP test. When I came in the Marine Corps, the Marine Corps was taking people that scored in the lower percentile, cat fours is what they were called. Anytime there‘s a military buildup the requirements change. There was also a draft during Vietnam, so the kind of people that were coming in may not have been the most desirable. 15:11 The Marine Corps was processing people out of the Corps for bad conduct discharges on a regular basis, a regular basis. Casual companies had just about every base that was filled with undesirables that would be let out. Some of that had to do with the civil rights things that were taking place. There was a rebellion within the Corps, and some of it was that. I 34 �think now you have a more educated military. There may even be a requirement for senior enlisted men to have some college, maybe even an associates degree for certain ranks. If you don‘t make a certain rank by a given time in the military, you have to get out. That‘s good and also poses some questions, and it‘s good because you can think through tactical situations better for your unit leaders. 16:13 At the same time that you start to think through these tactical situations, it poses questions if this is the best thing to do, that you‘re being told to do. So, I haven‘t seen this, but I would assume, given the way that I think, even when I was an uneducated person I raised questions of some of the things we were doing, and now as an educated person now, I raise a lot of questions about things that should be done, so that may be a double edged sword, I don‘t know, I haven‘t seen any reports to see how the military responds to that. Let me give you an example of that let me give you an example of that. The Marine Corps has a silent drill team and these guys are sharp. They do sunset parades in Washington D.C., and they perform all over the country. If you haven‘t seen them, you should because they are seriously impressive. 17:11 Each member of the silent drill team is probably five deep, make a mistake and somebody‘s going to take your place, right? But they only take young Marines for this because of the discipline that‘s required and the demand that‘s put on them. the younger they are, the less they will rebel against this, so you have to think about that, and that‘s why the military, up until recently, we‘re in combat, take a person that‘s a certain age to go through basic training. Once you get older and more mature there are things that you rebel against. I think the education process is like that too, and I would be interested to see any reports that the military may have done on something like that. 35 �Interviewer: If you look back on the career that you had in the Marine Corps, what do you think the main effects of that experience were on you? 18:08 The Marine Corps makes you responsible. I find that responsibility is something that a lot of people try to avoid. I don‘t mind being held accountable. I am responsible for my actions, and what I expect as a result of being accountable is recognition when I do well, and if punishment is necessary when I do poorly, it‘s all on me. It gave me self assurance, it gave me early exposure to leadership, it made me understand the real meaning of friendship, everybody is not your friend. Friends are a special category, and I met people in the Marine Corps that are my friends today. It made me know that I am capable of competing in any environment that I decide to compete in. 19:12 Before I went in the Marine Corps I had nowhere near that type of insurance. Society had told me that there were only certain things I could do and a lot of things I couldn‘t do, and the Marine Corps changed that for me. Interviewer: All right, the whole thing makes for a very good story, so I would like to close here by thanking you for coming in and telling it today. Thank you very much for having me. 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 WoodsM Title A name given to the resource Woods, Michael (Interview transcript and video), 2010 Creator An entity primarily responsible for making the resource Woods, Michael Description An account of the resource Michael Woods grew up in a poor neighborhood in New Orleans and enlisted in the Marine Corps in 1960 at the age of 17. He was based on Okinawa in the early 1060s, and was sent to Vietnam with one of the first Marine units assigned there, and participated in a number of combat actions of varying size. After his tour in Vietnam was over, he stayed in the Marines until 1979, but did not return to Vietnam. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Kentwood Historic Preservation Commission (Kentwood, Mich.) WKTV WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Marine Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2010-06-08 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/103fc48a3622b2be7e49eaa99094345b.jpg 002fa7d61475ef24f310bac51460049f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0065 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1954 Title A name given to the resource Woods, Plummers and Eddys on the beach Description An account of the resource Photograph of Pat and Frank Woods with Pat's cousin Joyce Plummer watching the preparation of the kayak by Frank Woods and Ben Eddy. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Beaches Outdoor recreation Families Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource 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 https://digitalcollections.library.gvsu.edu/files/original/b3a2ba525b0b2dceb95ebfcdddd91d40.jpg 25a0fc3ec851f663a6f33235538d2f7d 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 WoodsThomasF Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Woods, Thomas F. Description An account of the resource Thomas F. Woods, English 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/978a0cb6a23f24df1e8e18858ba6ad4b.jpg f0138a680246df75528fd65854f8e55a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_776 Title A name given to the resource Worcester class light cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Worcester class, US CL (light class), April 1, 1952. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1952-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b0ea165777ad77c52be4c36b9519b855.jpg 82d0c53ad27467c7dfb01c265f8f21f2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_777 Title A name given to the resource Worcester class light cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Worcester class, US CL (light cruiser), April 1, 1952. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1952-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9c9a5846b82b011b033f89d625e0d47e.jpg 087d585b9206e665fef913ff952d8003 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_809 Title A name given to the resource Worcester class light cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Worcester class US CL (light cruiser), December 1, 1949. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1949-12-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/5a6081cd33ad764a93c44475a224567c.jpg 78fee8f7fb341ddfb001f6070cb26dbd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X775 Title A name given to the resource Worcester class, light cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Worcester class, US CL (light cruiser), September 1, 1953. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0c92cf1074994cc38888df6b220ab1ee.mp3 10002a8515e86bf435d73c143c41492e 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 Reformation Day & All Saints Day, Pentecost XXII Scripture Text Jeremiah 31:31, 33, II Corinthians 3:3, 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-0-19931031 Date A point or period of time associated with an event in the lifecycle of the resource 1993-10-31 Title A name given to the resource Word and Wind and World 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 Format The file format, physical medium, or dimensions of the resource audio/mp3 Description An account of the resource A sermon given by Richard A. Rhem (Dick) on October 31, 1993 entitled "Word and Wind and World", on the occasion of Reformation Day & All Saints Day, Pentecost XXII, at Christ Community Church, Spring Lake, MI. Scripture references: Jeremiah 31:31, 33, II Corinthians 3:3, 17. 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/6a0b70a07e5827bf16719c6890e5ca00.jpg b20539886c09c7eb0ad35564e129ad40 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 WordenGerald_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Worden, Gerald Description An account of the resource Gerald Worden, Director of Lakeshore Center 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/688048ad622ddc29548b175340c507df.jpg 46418a924d722de31e32cd6ab597e5f5 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 WordenGerald_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Worden, Gerald Description An account of the resource Gerald Worden, Director of Lakeshore Center 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/61a3f8c26b827ce7565f498a66abdf8f.jpg 646d776372909f81ff4c926cc6e9e7dd 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 WordenGerald_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Worden, Gerald Description An account of the resource Gerald Worden, Director of Lakeshore Center 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/6f9c41207c1c18a65742baa17f8b9daf.jpg 836ebfdb43d60270f211b0bc0e08b623 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 WordenGerald_Photo04 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Worden, Gerald Description An account of the resource Gerald Worden, Director of Lakeshore Center 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/02737f83f42e73309fb5dbdfa92c413a.jpg 96434ffccd5050b00da6990d92deeeb1 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 WordenGerald_Photo05 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Worden, Gerald Description An account of the resource Gerald Worden, Director of Lakeshore Center 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/8de907f5aa24515a5bef5e54d8713387.jpg 40a5d107a08f7909e71ad216bc7180a9 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 WordenGerald_Photo06 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Worden, Gerald Description An account of the resource Gerald Worden, Director of Lakeshore Center 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/dc6343a66dfffdfcf4b827e695ec3f5c.pdf 25e12bc7dd401264bd9c1f1e3f8fa9db PDF Text Text Presented by the Women & Gender Studies Program and the Women's Center Monday March 17 Tuesday March 18 Wednesday March 19 2003 �Monday, March 17 10:00-10:50 Muscllng Women Into Soclal and llt•r•ry History : Moderator: Mary Seeger, Academk Resources & Special Programs Presenters: Rosemary Johnsen, English Department,GVSU Jo Ellyn Clarey, Greater Grand Rapids Women's History Council 11:00-1 1:50 StorlesfromWom• nWhoWork Moderator: Presenter: Jo Ann Wasserenaar, Women's Center Lols Owens, Socia I Work 11:30-12:45 Work-work and House Work: Who does what7 Moderator: Presenters: Sue Martin, Interim Assistant Vice President, Academic Affairs Yan Yu, Sociology Depa rtment -chores and Childcare: Domesric Work Time among Men and Women In Dual-Earner Households• Working Wo men and Hlstorlcal Mystery 12:00-12:50 Women In th• Workplace Moderator: Presenter: Yan Yu.Sociology Department Sharon Caldwell-Norton, Women's Resource Center.Grand Rapids. -Workplace lnlrfotf~ The Starus of Women In the Worlcpface• 1 :00-1 :50 Moderator. Work and Sod a I Justice Coell Fitzpatrick, Philosophy Department Marta Johnson, GVSU, "Peace and Rage: The Work of Palesrlnlon Feminists• Presenters: 6:00-7:00 Open ing Ceremony for GVSU Women's Center West Michigan Girls Choir Honoring Women's Commission and Its role In creating the GVSU Women's Center Sonia Da1mia, Economks Department 1.abor Force Portldpotfon and Household {);vfs/on of Labor In West Michigan• 1:00-2:15 Working at Grand Valley: Views from African American Women Moderator: Presenters: Veta Tucker, English Department Arnie Smith-Alexander, Director of TRIO Programs, GVSU Harriet Singleton, Senior CounS4Mor, GVSU Koleta Moore, Associate Director of Career Servkes, GVSU Vanessa Greene,Coordlnator of Student Services, Continuing Education,GVSU Utitia Scott, GVSU Moralma Rulz.GVSU Vorn Vogel, GVSU JasmineOwens,GVSU 2:30--4:30 Keynote Address lntroducbon Contes red Peripherle: Violence In Antloqula and Colombia, 1946-2003 7:00-8:00 Keynote Address Dr.Mary Roldan, History Department.Cornell University Co-sponsored with Latin American Studies Introduction: Gayle Davis, Provost Cook-DeWitt Center "The Reality of Equality: The Value and Promise of Grand Valley's Women's Center• Katha Kissman, President and CEO of Leadership America 8:00-9:00 R.c:eptlon Tuesday, March 18 10:00-11 :15 Working Women In History Moderator: Presenters: Grace Coolidge, History Department Tracy Nitz, History Department. Denice Durkee. History Department Heather Ludden, History Department 7:00-10:00 Performance "Women, Voices of the Land"' Claudia Gomez. Colomblan singer and songwrrter Panel Discussion: Dr. Mary Roldan, History Department. Cornell University Members of West Mkhigan Cok>mblan Community Co-sponsored wrth Latm Amencan Studies Loosemore Auchtoriurn DeVos Center Wednesday, March 19 12:00-12 :S0 HerJtory: International Students-Work In ProgNss Moderator: Presenters: Kate Stoetzner, Barba ra H. Padnos lnternatlonal Center Selene Lacayo Anna Mukibl Ho ng Zhao Ql hang Zhang �1 :00-1 :S0 Civic Work: Volunteerism and Community M oderator: Presenters: Adrienne Trier Hannah Shatz, Planned Parenthood Stephanie Kuhlman. Athletes Who Care Uri Martinez-Ormsby.Athletes Who Care 2:00-2:50 Stepping out of Gender Roles in the Business World Moderator: Presenters: Maureen Wolverton, Uberal Studies Brenda Kading-Payne, Edward Jones Heather Boivin, Edward Jones Lisa Rios, Edward Jones 3:00-3:50 Creative Work: Writing the Vagina Monologues Members of the cast 4:00-S:00 Gender 11nd Sex Work 5:30-7:00 Women's Commission Reception and Awards Ceremony FORGE (Focus On Ret hinklng Gender Equality) 7:00-8:00 Keynote Address Introduction: Gayle Davis, Provost ~Half the Workforce Doesn 't Have a Wife: Work-Life Issues in the New Mil/ennium u Stephanie Coontz, Department of History, Evergreen College 8:00-9:00 Reception Special Thanks to Members of Festival Planning Committees Melissa Bouwman, Grace Coolidge, Sonia Dalmia, Joyce deVries, Khedija Gadhoum, Tanya Howell, Gayla Jewell, Valerie Munguia, Peter Porter, Lynda Rymbrandt, Carolyn Shapiro-Shapin, Liz Smith, Adrienne Trier, Veta Tucker, Judy Whipps, Maureen Wolverton, and Yan Yu Thanks to: President Mark A. Murray, Provost Gayle Davis, Kathleen Adams, Jean W. Enright. Erika King, Patricia Oldt, Nancy Willey, The Women's Commission, WGVU,and Lisa Klynstra Yarost � 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_WGS_2003_Work_GenderFestival.pdf Creator An entity primarily responsible for making the resource Women & Gender Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 2003-03-17/2003-03-19 Title A name given to the resource Work & Gender Description An account of the resource Pamphlet for the three day festival. Details the events for each day, including dates, times and locations of discussions and speakers. Contributor An entity responsible for making contributions to the resource Women's Center Subject The topic of the resource Women's studies Festivals Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department 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