527 24 26018 https://digitalcollections.library.gvsu.edu/files/original/7cef672f6257ac6496bd3a44a62e9dc9.pdf 3603cbc1012f888a99cc00d537614325 PDF Text Text & EN Ml ^ � 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 Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</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 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 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 BTS00058-02 Creator An entity primarily responsible for making the resource Young Lords (Organization) Title A name given to the resource Manuel Ramos Y Pancho Lind and Young Lords Logo banner Description An account of the resource Poster reading "Manuel Ramos Y Pancho Lind" in large lettering below the Young Lords logo. Subject The topic of the resource Lincoln Park (Chicago, Ill.) Civil Rights -- United States -- History Community activists Puerto Ricans -- United States Social justice Relation A related resource Young Lords in Lincoln Park interviews Rights Information about rights held in and over the resource In Copyright 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 spa Source A related resource from which the described resource is derived Young Lords in Lincoln Park collection (RHC-65) 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/11a4bdbc718e4660f0b9311b7f10b4e2.jpg 98acee8ee40ff188efb0fb35808de9be https://digitalcollections.library.gvsu.edu/files/original/3c7c8ca0511c84d28799e16e5f006d39.jpg e912463bc59a1d5a690e6637dc025db7 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 Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</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 1804-1897 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; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Map of battle of Pittsburgh, Tennessee Description An account of the resource Design shows map and "Corinth, the scene of the great Battle at Pittsburgh, Tenn." Design in red on white envelope. Envelope is addressed to Oscar Tillotson, stamped and cancelled. J. G. Wells, 106 Fulton St., N.Y. Identifier An unambiguous reference to the resource within a given context RHC-49_PE156 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 Subject The topic of the resource United States--History--Civil War, 1861-1865 Postal service--United States--History Covers (Philatety)--United States--History Patriotic envelopes Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War patriotic envelopes, (RHC-49)</a> 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/debc5311dd8001b0108d2e8bc302bb52.jpg 77b6640d3b656fa30dede67c6bab6504 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00379 Date A point or period of time associated with an event in the lifecycle of the resource circa 1937 Title A name given to the resource Map of Bay of Naples--Baedeker Description An account of the resource Black and white lantern slide copy of a map of the Bay of Naples by Baedeker. Subject The topic of the resource Lantern slides Maps Naples (Italy) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1664a4841d39bf8801970ac29aabf5ac.jpg ddfc13a2d657e8d21522ad25bc22e17e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00029 Date A point or period of time associated with an event in the lifecycle of the resource circa 1918 Title A name given to the resource Map of China Great Wall Description An account of the resource Black and white lantern slide copy of a sketch map of northern China showing the meanderings of the Great Wall, from an unidentified publication. Subject The topic of the resource Lantern slides Maps Geography China Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/2818e78e15b0544b358e4e287edc38fb.jpg a622b3149a4b35f7e96486bdb43349f7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00031 Date A point or period of time associated with an event in the lifecycle of the resource circa 1918 Title A name given to the resource Map of China Hai Ho conservancy Description An account of the resource Black and white lantern slide copy of a map of the Plan of Hai-Ho from Tientsin City to Sea from the Hai Ho Conservancy Commission. Much of the small text of the map is illegible due to the low quality of the image. Subject The topic of the resource Lantern slides Maps Geography China Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/dd06962fbbb3a5edd8d0b0c417b6c9a4.jpg 7246ac5c7197a4ee099f1d0c1793c1f7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00032 Date A point or period of time associated with an event in the lifecycle of the resource circa 1918 Title A name given to the resource Map of China Hai Ho native Description An account of the resource Black and white lantern slide copy of a sketch map of Hai-Ho, labeled "Partie Dasse Du Hia-Ho," from an unidentified publication. Subject The topic of the resource Lantern slides Maps Geography China Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f12cc3b34894b8f30b728bdeb0d6f934.jpg c4b1dc25c5a2ed887403c1c8c211ff41 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00033 Date A point or period of time associated with an event in the lifecycle of the resource circa 1918 Title A name given to the resource Map of China Hai Ho native in flood Description An account of the resource Black and white lantern slide copy of a sketch map of Hai-Ho flooded, labeled "Du Fleuve Bleu a Tsing-Kiang," from an unidentfied publication. Subject The topic of the resource Lantern slides Maps Geography China Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/11cbccf2d7812e2d2f62d90c04fe2b02.jpg 142f7f19ab4a173cce17b5073bdee2a0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00028 Date A point or period of time associated with an event in the lifecycle of the resource circa 1918 Title A name given to the resource Map of China physiographic divisions Description An account of the resource Black and white lantern slide copy of a map of China's physiogrpahic divisions, from an unidentified publication. Subject The topic of the resource Lantern slides Maps Geography China Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c01762bfeef0ca2191100853696131dd.jpg 610ba0b4cabbec384b034b8b6d389eb8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00030 Date A point or period of time associated with an event in the lifecycle of the resource circa 1918 Title A name given to the resource Map of China Shantung Description An account of the resource Black and white lantern slide copy of a map of Shantung, China, from an unidentified publication. Subject The topic of the resource Lantern slides Maps Geography China Shandong Sheng (China) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a8d2c2990a85dea4394eee330d491047.pdf 3b95e4298fa3eed1a4cb4d1bb623f3e1 PDF Text Text - ' f,jl,/1., OP \ CTHNJ(A ·' •· ,,, .,. .. ·•. 0 • ~ ~-- • ':'.· .. • Vya~ka • Vologda L:eningrad • 0 Yaroslavl• • ' Rz.hev • Klaipe<ia Karan • • iCMOSCOW Serpuk.hov• •Smo\ens" Munster • ,- •Diisseldorf ~fen • '. 1· .Gome! '2-1' .S. { ( .r·· ./·-"· 1,r··\,"'"·\,\ Cologne -· ✓- /·,._, \ .,,. . . ( • Saratov • ("':') •Kursk • •Chern19ov •".-. -~ '·~- '-'"-" ,.. ., BAY • / C ./ . .Voronezh I ' I . , .l \\ . ', I I ~ • \. ..... ...,. 0 Kharkov • • Kiev •lhitomir Rerdichev l/KR.,AJN/AN s. J. Dnepropet Uman• .. Penza • Kozlov • .Orel .1: ,-.-J •Tula Kaluqa f-t ' ·-. .M.ogile~ N"\.-". •Minsk I ~ ). a. Simbirsk • Kolomna • <" .... Vladimir • 0 .r~. ,· • "I J J • Niz.hn;; Novgoro • 'I.,. • .. ,·. • • •.Rybinsk ..· ' Stdltnqrad ...._ . , ..... . ,J ( .., • a. • t • Rostov C L • OIi Nikolaev ... ·-· • Knerson • ' Sebasropoi 8elqrad~ . .. •Tifl 1: Nis. • •• ' ' . i/~ ,. rr ., -, S1zertt:1. ·' FN..MOR,O (iC o HO.l>EJ'. A L E .. ( I yP • ,. ,· ·• As the war began Germany, shown in red, had invaded Poland, which, with its allies, is shown in blue. Allegiance of Italy and Spain to Germa~y seemed doubtful, as indicated by diagonal white lines: but the adherence of Ireland and Portugal to the British cause was regarded as a probability. A•~ Maginot Line •••• Siegfried Line • .,... Alexandria � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Rapids Boat and Canoe Club collection Creator An entity primarily responsible for making the resource Grand Rapids Boat and Canoe Club Description An account of the resource Scrapbooks of newsclippings, photographs, postcards, and ephemera of the Grand Rapids Boat and Canoe Club. Photos were taken at regattas on Reeds Lake; the Grand River; Peoria, Illinois; and in Chicago of club members, and events. Historical articles, reports of regatta events, and articles featuring members Charles McQuewan and Jack Corbett are included. Programs include the First Grand Regatta on Great Salt Lake 1888, and Peoria Rowing Festival, and banquet and music programs and the GR Log, a publication of the Grand Rapids Boat and Canoe Club. Materials from the Central States Amater Rowing Association, and the National Association of Amateur Oarsmen are also included. Date A point or period of time associated with an event in the lifecycle of the resource circa 1980s to 1940s Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481">Grand Rapids Boat and Canoe Club scrapbooks, (RHC-54)</a> Subject The topic of the resource Grand Rapids (Mich.) Outdoor recreation Boats and boating Racing shells Publisher An entity responsible for making the resource available Grand Valley State University Libraries Identifier An unambiguous reference to the resource within a given context RHC-54 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 RHC-54_Ephemera-GRRC_F105 Creator An entity primarily responsible for making the resource Chicago Tribune Date A point or period of time associated with an event in the lifecycle of the resource no date Title A name given to the resource Map of Europe during WWII Description An account of the resource Map of Europe during WWII, year unclear, emhasizing the French Maginot Line and german Seigfried Line. Subject The topic of the resource Maps World War, 1939-1945 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481">Grand Rapids Boat and Canoe Club scrapbooks (RHC-54)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">No Known 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 https://digitalcollections.library.gvsu.edu/files/original/b5ef3df12f0b0b6477878f735de55591.jpg 848fe2d2f669b25ac52ab54cc895b83b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00585 Date A point or period of time associated with an event in the lifecycle of the resource 1938-10-19 Title A name given to the resource Map of Maritime Canada from AAA Description An account of the resource Black and white lantern slide copy of a map of Maritime Canada from AAA. Subject The topic of the resource Lantern slides Maps Canada Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng 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/744b7649241cd0b1b80cb394568a7d1d.jpg 94dc965dd6074b0019bc7440d14d8a06 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000510 Title A name given to the resource Map of sites selected for the Grand Valley campus Description An account of the resource Map of original sites selected for the Grand Valley campus, published in the Grand Rapids Press, Jan 8, 1961. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1961 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/227a8f9c95d03b2559b66d09087836e2.jpg 5ac4e93412d063e364313f18f8c6c6c1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00282 Date A point or period of time associated with an event in the lifecycle of the resource circa 1930 Title A name given to the resource Map of Yucatan Sites Description An account of the resource Black and white lantern slide sketch map of archaeological sites in Yucatan, Mexico. Subject The topic of the resource Lantern slides Archaeology Yucatán (Mexico : State) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4d6c2466684bdcba0b6f721f798efa55.jpg 6add9669d6edfce00bead2ce6df380d7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00483 Date A point or period of time associated with an event in the lifecycle of the resource 1937-11-05 Title A name given to the resource Map of Zion, Bryce and Grand canyons Description An account of the resource Black and white lantern slide copy of a map of roads connecting Zion, Bryce Canyon National Parks and Cedar Breaks National Monument. Subject The topic of the resource Lantern slides Maps Zion National Park (Utah) Bryce Canyon National Park (Utah) Cedar Breaks National Monument (Utah) Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng 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/94082fb06861a04c247073380c74b03c.jpg 8bd638f9fd376ade557df44659f8c841 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-Otsego-01 Creator An entity primarily responsible for making the resource Otsego Library Title A name given to the resource Map Postcard Description An account of the resource A a hand-drawn map divided into numbered segments. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Maps Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center 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 Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/49c2a77f3f7c813041145db83c354a58.mp4 91f1e549f5a80852b37463d1acebbf03 https://digitalcollections.library.gvsu.edu/files/original/9e6ba4ec4717e2b4df24ee8471a23587.pdf d67300a16d90ffd7d7a893c93d95283f PDF Text Text Grand Valley State University Veterans History Project Oral History Interview Veteran: Mathias Mapes-Pearson Interview Length: (1:31:22) Interviewed by James Smither Transcribed by Chloe Dingens Interviewer: We're talking today with Mathias Mapes-Pearson of Grand Rapids, Michigan and the interviewer is James Smither of the Grand Valley State University Veteran’s History project. Okay so begin with some background, where and when were you born? I was born July 16th, 1995 in Burlington, Vermont. Interviewer: Alright and how long did you live there? We were only there for about a year and then my family moved to the West Michigan. Interviewer: Okay and- and then did you grow up in West Michigan then? Yep I grew up in Rockford, Michigan for all my life, went to Rockford high school. Interviewer: Okay and what we were parents doing for a living when you were growing up? My mom is a high school teacher and professor at East Grand Rapids High School and Grand Rapids Community College and my dad works for Wolverine Worldwide as a, like a software business, kind of like run supply and demand for their system. Interviewer: Okay, okay something that pays decently. Yeah. Interviewer: Yeah, okay alright and where'd you go to high school? I went to Rockford High School. Interviewer: Okay and when did you graduate? 2013. Interviewer: Okay now you were pretty young when 9/11 happened but what do you remember about that event? I remember everyone's being, was really scared. I was in first grade and my mom picked me up from school early that day. I remember everyone was- was running around and- and was scared, I didn't quite understand why at the time and I didn't learn until a few years later exactly what was going on. But I thought it was kind of a free day off from school so. (1:26) Interviewer: Okay now as you were getting older though we had wars going on in Afghanistan and Iraq, did you pay any attention to them by the time got in high school? Before high school not really, we did some, a little bit in middle school and stuff and I didn't quite understand why everyone hated Saddam Hussein and other people like that so much and like most Americans at the time, I actually did believe that Saddam had something to do with 9/11. But I didn't pay attention much to the wars, I did what, I would watch like documentaries on 9/11 and the planes hitting the towers growing up on National Geographic and Discovery Channel and they would put them out usually around the anniversary. (2:04) Interviewer: Okay so how did you wind up going in the military? I was coming out of high school and I really didn't enjoy school. I struggled in high school academically, I just- just wasn’t a good fit for me. I wasn't focused and I didn't really want to do it and I also didn't on the flip side want to be a guy who just sits in his hometown, works, and �you know is there forever. So, for me the military was kind of the best option, I had a close friend of mine that I played rugby with in high school that was joining the military and he came from a military family and he suggested I talk to a recruiter and talked to a recruiter and liked what he had to say and brought it home to my parents. Interviewer: Okay and then which service did you join? United States Marine Corps. Interviewer: Okay and why did you pick them? I always knew, I knew of the Marines growing up. I kind of knew the prestige and kind of the ‘we’re kind of better than everyone mentality’ they had kind of more discipline and stuff like that and I didn't talk to any of the branches and so when I heard what the Marines had to say, I liked what they had to say and I just, I decided I, that was what I was gonna do. Interviewer: Okay now when you were first talking to the recruiter where they offering you options for what kinds of training you could get? Or how do they present things? (3:14) He made you pick certain traits from like, almost like a deck of cards that had words on them and- and then you would kind of sift through them and figure out where he thinks you would fit. They obviously had quotas for certain jobs that they still had to push you towards, but I told him first I, at first I wanted to be an MP when I first went in but unfortunately that quota at the time was full and the best they could give me was Security Forces. And so, he offered that, you can go do a Security Forces for two and a half years and get solid training and actually get better promotions and then we'll go to the infantry for two and half years. Interviewer: Okay so what's the difference between Security Forces/ Military Police? So Military Police are strictly base guards and they run what the base security of running the- the checkpoint, stuff like that, and respond to call, you know issues on base. Security Forces is a- a group that was created in the ‘80s that was used to, for deployments in certain situations around the world to strategic locations to reinforce embassies if they want extra security or need help. (4:16) Interviewer: Okay so you’re one kind of step past, so you're doing things that are equivalent of what Marine Guards would traditionally do with embassies or? Yeah, we would reinforce them and they, but mine, Marine Guards, there's only like there's only half a dozen of them at each embassy. We had a platoon of 32 and we were fully equipped with squads and- and we were infantry Marines at heart but then we also had later on training thatthat allowed us to be in a fixed site type of environment. Interviewer: Alright and so when do you actually go in? I actually leave for boot camp in- in September 2013. Interviewer: Okay and where do you go for boot camp? I went to San Diego, California. Interviewer: Okay now how did they get you there? We flew, I flew from Detroit, Michigan straight to California. I went through the MEPS process in Lansing and then they send you to- to Detroit and they fly you out and then you land and as soon as you get off at the airport you get picked up by buses and they bring you to the, there's an area the USO right outside there. They bring you to there where you mill around until the general structure show up and then they put you on a bus, and then the game, then the- the boot camp begins. (5:29) Interviewer: Okay what time of day was it that you actually got on the bus? �When we got on the- to go to boot camp or to go? Interviewer: To go to boot camp, yeah from the airport, yeah. It was- was maybe nine o'clock at night something like, it was dark out I remember that it was about nine or ten. Interviewer: Alright now once you get on the bus what happens? You're told to put your head between your knees and not to look up, where, no matter what and supposedly they drive around in circles to kind of disorient people, because the airport is literally right next to me the MCRD right there. So, supposedly they do that, I don't quit remember how long the trip was but yeah you just put your head down and wait for the bus to stop. Interviewer: Okay and when the bus does stop then what? A drill instructor comes out and he’ll give you a set of instructions that you're gonna yell everything you say, you're gonna move quickly, and you're gonna refer to them by sir and ma’am, and then you’re gonna get outside and stand on the yellow footprints, and then we get another set instructions, and then says “go” and everyone gets up out of their seats as fast as possible. (6:31) Interviewer: Okay now the recruits on the bus, were there some women there or, because women means I guess go to Parris Island normally? Yeah no, but we still had some that- some women there that were personnel there. So, if you ever encountered them whether they were officers of some kind or something like that, but no at- at my- my time there was strictly men, that was all- all men there. Interviewer: Okay and then what kind of processing do you go through? You're up for about 24-48 hours after you get there. You are constantly, you get your haircut, they go through- they go through all your stuff, you call your family and tell them that you made it there safely, and that you'll contact them through a letter at some point. And then you start getting issued your gear, start getting put into basically you're holding platoon for- for a week where they’ll kind of get you a little bit acclimated to what the- what military life is about to be like. And it's just, it's a long 24-48 hour process where you don't get sleep, you're up the entire time doing something. (7:26) Interviewer: Okay how much of that were you expecting? I was expecting some sleep deprivation, the initial start I didn't quite expect it to be quite so constant. I thought they would get tired and we would get breaks, but you don't and they, it was constant. I mean you were just trying to fill out paperwork with no sleep is a- is a difficult process to do. Interviewer: Alright and then- and then are they giving you, are you doing any kind of tests or did they do all that already before you got there? They did all that at- at- at MEPS they do all your phys- all your blood work, make sure everything with you is healthy. You eventually do, once you get to your- your- your platoon you do your- your physical fitness tests and stuff like that. And that's when they start keeping track of you know who needs more work out, you know PT and who doesn't. Who can, you know manage themselves and stuff like that. (8:19) Interviewer: Alright so now how is the boot camp set up? How long is it? Does is it have phases? �It's three months long and there's- there's three phases, might be four now. First phase is- is just drill and it's- it's constant and it's you're- you're building that discipline and they're teaching you how to be a Marine, you know- you know that you're one together, you can't do everything on your own and stuff like that and the drill instructors are with you all the time, 24/7. They will never leave your side, there's always one that is up and around with you and they're not a setup, you know called Fire Watch and the squad base, stuff like that and you're just you're with- with them the entire time and it's a lot of physical training, breaking you down and constantly getting yelled at, working with your rifle and all that stuff. Then the second phase they start to build on that, they teach you about your uniforms, you go through rifle qual, stuff like that. Then you start going through the obstacle courses and you start doing martial arts and stuff like that and so you start building what you, the basic Marine needs to be. And then the third phase is the kind of culmination of everything, you do your rifle range and your qualification and then you do a qualification for your- for your tan belt for your martial arts and do your final drills and inspections and stuff like that. And then at the last bit of it you have The Crucible which is a three-day long event, where you, basically you essentially are sleep-deprived and food deprived for three days, while you do various events that Medal of Honor recipients in the past have had to do. And they set them up to build camaraderie and kind of build that Marine that you mount. And then you hike up a massive mountain or hill, I guess depending on how high you think it is but you hike that to the- to the edge of the water and then you- you finally receive the Globe and Anchor and your officially made a- a Marine. Interviewer: Okay now is all this at the Depot in San Diego or are parts of it at Camp Pendleton? The first- first phase and that is at MCRD and then the second phase and part of third phases isis out at Camp Pendleton. (10:18) Interviewer: Okay now how easy or hard was all this for you? For me it was fairly easy, I come from a- come from a family where it’s kind of structured so I- I took to authority pretty well, some other people didn’t, and I was already physically fit after playing rugby in high school and stuff like that going into it. So, I didn't have any issues with that, the biggest issue I was just constantly getting yelled and treated like nothing, you know, you do the right thing, you still get in trouble and I think one of the things I came to hate the most about it was mass punishment. When one guy messes up everyone gets punished and trying to keep people in line and in check within your platoon. But overall, I did, it was a lot more of a mental game than physical game. The physicalness of it was, they build you to that, to that standard. Interviewer: Yeah, okay and then how well did the other recruits respond to that, I mean were there people who wash out or get hurt? (11:11) Yeah you do some people that end up getting hurt and having to stay. Some people just decide they don't want to do it and almost that process is longer than going through boot camp. They tell you at the beginning the quickest way out of boot camp is you don't want to be there is to graduate, just to get through it and do it. You get guys that don't want to do it, the like we had one guy that just refused to do anything, and he ended up, I don't know what actually happened to him, they just took him away. But I mean they- they filter out and even ones that do struggle they don't- they don't let you fall. Like you'll, they'll keep you around unless you physically can't �do it, or you just mentally won't do it. But if, even if you're struggling with certain things, they help you and you'll- you'll graduate if you want to. Interviewer: Alright, yeah, I mean in- in the old days at least say Vietnam era and that kind of thing, there was a certain amount of physical violence that went along with it too. I mean the drill instructors officially didn't hit people, but they did, was that a thing of the past or was that still around? (12:11) Some of it was, I mean obviously on paper nowadays you can't lay your hands on a recruit, but I know that some instances where if they were being extremely insubordinate or just they were just doing it to cause trouble and just do what they wanted, they would- they would do it and they would sometimes get their hands thrown on you but most of the time it was just a guy spitting and screaming in your face. I mean the amount of times I was spit on in boot camp it was just, yeah. Or had dirt kicked in your face when getting ITEed, stuff like that so it was, I was, there wasn't much physical violence and even among the recruits either that when they would get mad at each other. I mean some people would get in each other's faces and- and get close to fights but there were never anything- anything too crazy. Interviewer: Now when you had the sort of mass punishment situation, I mean would the other recruitments kind of get on the guy who had screwed up or? Yeah I was a- I was a squad leader in boot camp for a little bit and they come and go very quickly, but one of my jobs was to make sure my squad was squared away for the next day and so the amount of times I would have to get my other team leaders and my squad up in the middle of the night to square away at one of our guys or two or guys that didn't get their stuff done and wanted to go to sleep, and didn't think anything of it because they were gonna in trouble regardless but then we all didn't want to get in trouble the next day for it. So, we would stay up whether it's like, you know tightening pack straps or taping ‘em down, stuff like that, you getget crucified for, we would- we would end up having to do it and so we tried to help ‘em along but it was honestly it was just they either got it or they didn't and some people just, they slipped through the cracks and just never again. They just they- they go through boot camp just messing up the entire time, but drill instructors can't fail them I mean for just messing up. I mean they get the program eventually, but they were not the- the most stellar Marines coming out of boot camps sometimes. (13:52) Interviewer: Okay now did you understand the logic, did you realize they were trying to break you down and build you up again, or do you just figure that out after the fact? I think partially both cause we, cause when I was part of the delayed Entry Program beforehand for quite a while and that whole thing is geared towards getting you to boot camp, getting you ready, the knowledge base, and all that stuff. And so, we had Marine, guys that grad- that wouldthat were in the- the dep with us that then would grad- graduate boot camp and come back and see us. And they would tell us stories about it and how- how to do it, they wouldn't tell us everything cause it’s you know also the experience of it. But I could see like the change in them and how they carried themselves and stuff so I kind of understood what it was, what the purpose was and just was a lot of anxiety and stress going through it that wasn't so much fun. Interviewer: Okay so you get through the first three months, now what happens to you? I actually got out at, or I graduated boot camp at a really good time, it was right before Christmas. And so they gave us, you get ten days of leave right afterwards and so it just worked out that the- the leave blocks for the Marine Corps at then so since you're technically like a �Marine you rate those leave blocks with the- the new year and Christmas. And so, ours got extended, I think I got extended like two weeks or something like that to be with my family and stuff but then January 3rd or 4th I flew back to California to Camp Pendleton and there I went to School of Infantry. (15:09) Interviewer: Okay and what was that like? That was hard, that was three months and that was- that was difficult, that was learning how tohow to truly become a grunt. I mean boot camp you get some taste of that by living in the field but the infantry or Infantry School is a lot different, the- the other MOSs that aren't combat related go through MCT for a month long and ours is three months and I would say major- about, probably ten weeks out of that, those twelve weeks is spent you live in the field. Interviewer: Okay. Two weeks is about classroom training and stuff like that and the rest is you’re on a range running different types of maneuvers or you're patrolling or you're setting a, you know learning different things that you need to become an Infantryman. And hiking all the time, everywhere you go and just, it teaches you how to- how to do the job of be an Infantry Marine and it sucks, and you deal with whatever you got to deal with. (16:04) Interviewer: Okay. But I would definitely take it over the East Coast. Interviewer: Okay lower humidity maybe. Yeah and not as many swamps or marshes you have to walk through, and I'd rather be dry than wet, and I'll take the- the desert heat and the- the swamp and humidity and sand fleas and stuff like that. Interviewer: Right, okay what- what kind of people were training you there? They were combat veterans, three of- three of my instructors all both have been to Iraq and Afghanistan. One was a Marine, was MARSOC, he was MARSOC at the time and came back and went- went back through, he got it's called the hiss list and it’s basically a list that pulls people around the Marine Corps to come be instructors, whether a drill instructor, recruiter, or combat instructor and he got pulled to do that. Interviewer: So, the acronym, he was a reservist basically who got called up or? (16:57) No so he was- he was MARSOC so what that, he was Special Forces in the Marine Corps. Interviewer: Okay. And then he got, came, got pulled down to that because he was injured and then he rehabilitated there and he, yeah, he told us a lot of stories. And I mean they were all combat veterans whichwhich helped a lot with- with painting the idea that you’re, if you're an Infantry Marine at some point in your career you're probably gonna be at war. And so they- they treat you and they- they make the scenarios as realistic as they can and they really make you understand that yeah you're sitting on a hilltop in the middle of California patrolling and you think it's, you know a fun time, but in reality you're training for what you might have to do in- in Afghanistan. And they would tell stories about guys I mean back in Iraq and stuff where they would get out of school theirtheir Infantry School and two months later they're in Iraq and driving a Humvee or you know patrolling or whatever they’re doing. So, it was, they tried to paint the scenarios realistic as possible and they were very good instructors for us. �Interviewer: Okay what was the kind of hardest or most challenging thing you had to do there? (17:55) I think adjusting to the way of life of living dirty and in the field. I- I very much enjoy a hot shower every night and so having to- to clean yourself with baby wipes or you know eat MREs all the time was probably the hardest adjustment for me. The hikes hurt after a while just cause your body kind of breaks down but it's, it was definitely getting adjusted to what that life was like and what the next five years of my life where gonna be like because you know you are an Infantryman, you take pride in that and so as a Infantryman you train like one constantly and so understanding that living in the field was going to be my way of life for the next five years. Interviewer: Okay alright now do you get specialized schooling after the Infantry School? Yes, so I went from San Diego direct lab tours I got orders to Chesapeake, Virginia for basic security guard school. Which is not the same as what Embassy Guards go through, they go through a different school, this is for called 81 52 Security Force Marine. And that schooling was- was a lot of hands-on with pistols, we were issued pistols the M10 shotguns, semiautomatic shotguns. We had more extensive work with machine guns, 249 and 240, and then we had work through basic procedures of how to run guard mount, how to set up, you know your, line up your Marines for guard. Make sure they have all their gear, you know go through all the procedures, all that stuff. How to run a fixed site security, how to basically how to function as a security officer and- and understand that you're gonna be entrusted with a lot of power because you're gonna be alone most of the time when you're on post. (19:40) Interviewer: Okay was there much classroom for this or was it… It was a lot of classrooms- a lot of classroom, a lot of range time, and a lot of physical training because there was a lot of classroom time, they- they would- they would whoop us and- and ourour, we’d PT in the morning and then we would have classroom in the afternoon or in the late morning and afternoon. And the mornings were always it was- it was rough stuff. It was- it was bear crawls with buddies on your back, I mean it was just, it was constant- constant PT and stuff like that to keep you in shape. Interviewer: And was this facility just a Marine facility? Where there Navy people there too? No, it was an actual Navy base, I think it was a communications base but there were Navy sailors that were there and stuff. It wasn't a very big base there and then our school was just there, we literally just had the schoolhouse, the barracks there, and then they had the ranges and stuff like that, and that was all that we had there for our- our disposal. (20:37) Interviewer: And how many of you were going through that program at that time? There were quite a lot, I was actually in holding for three months to get into training there. Interviewer: Okay. I graduated from SOI in March and I didn't get to training for security guard school until about end of May/ June/ Ju- or June about that. And I was stuck there just waiting and you're just, the hardest part was kind of waiting for your time to come and maintain your kind of physical training because they can't watch everyone the entire time. So, some guys kind of lose their- lose their edge after coming from entry school and aren't- aren't in too hot of shape, stuff like that, or don't keep up on their knowledge. �Interviewer: So how did you spend your time while you were holding? Sometimes you would- you would try to avoid your higher-ups and hide out and relax for the day or they would- they would do like Brailler classes with us called kind of like hip-pocket classes, really just a Marine that has been in for a while will take a lot of the newer- newer guys and- and go over things that you- you’ve already know but you need to perfect them over time and you need to know them, whether it's weapons handling or how to do some of the training you're about to do. They would give us some of the manuals and stuff like that that you're gonna need to know to graduate and so some guys tried to hide out all the time and or you just do what they call working parties where you're helping out around the base whether you're cleaning the barracks or the bathrooms stuff like that, so. (21:57) Interviewer: Okay and could you get off base? We could on the weekends, but you only had an extended amount of time you were allowed to be gone and then you had to be back at base. We had formations every Friday afternoon and then Sunday night there would be a formation that you had to be that. Interviewer: Okay. So… Interviewer: And if you go off base, how do people in the community treat Sailors and Marines? Well we were, yeah Virginia that portion of the area, of Virginia, Chesapeake and then up to like Norfolk is all- all Military. It's the whole area is just one giant Navy base, so a lot of people treat everyone pretty much with respect there. I don't think the civilians in the surrounding area really, really enjoyed the Military because they usually destroy stuff, or you know are kind of mean to everyone or think they’re the best. But overall, I mean the, I would say the majority of the people that live in that area are all Military themselves so they- they kind of know how the games played with- with dealing with everyone. But I mean you always get the- the sleazy car salesman trying to sell you a car, stuff like that or the mall trying to sell you crap you don't need, trying to appeal to you, but next point in the Military something new, nothing new. Interviewer: Yeah, so they- they could look at you coming down the street… Oh yeah. Interviewer: …with your hair cut and they know who you were. Yep, they know exactly what you're doing. There's been a million guys before you. Interviewer: Alright so then when do you actually finish the school itself then? (23:21) I finished in July right before, yeah right before my birthday. Interviewer: Okay now what year? Oh 2014. Interviewer: ‘14 okay, yeah so you've been in about, yeah about nine months at that point or ten. Okay, alright so you do that and now what happens to you? After graduation my- my next unit platoon Sergeant was actually at our graduation and Charlie Company and Alpha Company FAST were housed together in the middle of Norfolk at a place called Camp Allen and I think it's condemned now, gone. Condemned when we were there, but anyways so he was there, and he loaded the guys that were picked for- for FAST for those two units. Load up on a bus and we went there and we did our started our in-dock process where we process all our paperwork, we do our audit of where what unit we're with now and all that kind of stuff, got issued our rooms, and then the next following days’ we got issued our gear from �there, stuff like that. And then my unit was- was rebuilding essentially my- my platoon and so they were, they just gotten the- the platoons started, and a few NCOs and they were still kind of gathering the ‘us’ from- from the training house. Interviewer: Now explain what FAST is. (24:30) FAST, yeah stands for Fleet Anti-terrorism Security Team and it was created in the ‘80’s and their job was to for deploy to- to strategic locations to reinforce embassies. So, my area for Alpha was Rota, Spain and our area of operation was Europe and Africa. Charlie Company went to Bahrain and they were kind of the- the Central Asian step there in the Middle East and then we had a company in Japan, and they did Asia. Interviewer: Okay now you were talking, your- your company - is rebuilding. Why are they rebuilding? It would, our company wasn’t rebuilding, it was just our platoon, sorry. Interviewer: Okay. Just our platoon was rebuilding and so how it works is the platoons rotate out through Spain and there's two platoons that, at Spain at all times, but there's like four or five platoons back in Norfolk. And they constantly are in training and they're constantly rotating out and moving around, and so our unit just got done. The guys that just finished their deployment where now on PCSing to their- their infantry units. So, we were replacing them and so the unit at that time barely existed, there was maybe just a handful of us that were in it and so over the next few months, I got there in July and September is when our training started, really kicked off. So, for those two months we would PT with NCOs, get to know our NCOs and they would kind of train us on what we’re gonna need to know soon, but during that entire time we were getting guys that were behind in training that I knew, that- that eventually caught up to me, or guys that were from the- the schoolhouse that were in classes behind me that got- that got orders to our unit. And so, we were constantly getting influx of guys and then by September we had our- our platoon of about thirty, thirty-five guys that were gonna be our- our, that was gonna be our family for the next two years. (26:17) Interviewer: Okay now when you're training with- with this group, what are you doing with them that's different from what you've had already? This train was much more specialized, once we started in September we immediately went to non-lethal course, which was riot control techniques to work with riot shields, you work with non-lethal ammunition, from shotguns, M203s, all that, and then they also used the- the spike ball grenades which are not fun when they get thrown at you. And on top of that we also got O.C. sprayed which is the most painful experience I’ve ever had in my life. After that we went to Advanced Urban Combat School back in Chesapeake, Virginia which is where I was at and there, we shot more rounds of my entire Marine Corps career than I ever have. The entire week from sunup to sundown we got up at like 4:00 in the morning to be at the range by the time the sun came up and we didn't stop shooting until the sun went down and you shot all day, all the time. It was just constant rotations of close quarters shooting and then you did house clearing and then we did live- live ammunition house training and stuff like that which really helped kind of build a lot of cohesion in the unit and when and it's very nice when everyone's on the same page and understandinging and knows what's going on to make it look fancy. After that, beforehand I was- I was very good at PT and I was really good with my knowledge, I was selected before that to go to Des-A Marksman School and there were only four of us out of our platoon that got �selected to go to that. And that was directly after Advanced Urban Combat School in November. My unit was in the field training and we went to Des-A Marchman School in Dam Neck, Virginia which is a- a Special Forces like Navy SEAL base there. And we trained, we were trained there under a bunch of snipers that had served in Afghanistan and Iraq and they, it wasn't, you weren't a sniper and they make sure you knew you weren't a sniper, but it was only a month long. I think snipers’ course is like- is like six or seven months long, but it was only a month long, but they trained you like you're a sniper. They taught us how to- how to make ghillie suits, how to stalk, how to precision style shoot, how to be able to shoot you know with the wind, you know stuff like that, how to make adjustments like that. And we shot up to about a thousand yards away and our- our weapon system was the M110 SASS which is a semi-automatic scout sniper rifle that- that the scout snipers used, but you ruck ran everywhere with a pack on your back, you learned how to, you know crawl on the beach, water, all that stuff, through the swamps, and all that, that's probably the best course I ever went through with the Marine Corps. And then after that once I was a DM, that's when my weapon system changed to that in the actual unit itself, I would carry an- an M4 with me, but I would also have the M110 with me. (29:10) Interviewer: You said you were a DM? Yes. Interviewer: That's a beta marksman? Yep. Interviewer: Okay. Yes. Interviewer: Alright and now by the time you get through all of that schooling, what date roughly are we at? Through that so, non-lethal was September and then Advance Urban Combat was October and then Des-A Marksman School was November. And so, November of 2014 yeah it was right after Thanksgiving, or right before Thanksgiving we finished and then directly after that is when we were getting ready for our four-month deployment to Cuba, so. Interviewer: Okay, alright do you get off for the holidays in there anywhere? We did, we got off for Thanksgiving. I got to go home for- for the allotted time they gave us and they accompanied- they accompanied the, I think it's a 96 you get with the- with our pre deployment leave for that and so they gave us I think only a week off so, I got to go home for a week and get ready for my- my first deployment. Interviewer: Alright so Cuba, how do you get down to Cuba? We chartered straight from, there's an airbase that's right next to Norfolk there, we got on a- on a plane there and flew straight to Gitmo, there's a landing strip on the other half of the- the… Interviewer: Guantanamo. Guantanamo Bay, yeah. Interviewer: Civilians, yes okay. (30:30) On the other side there and yeah, we got on a ship once and then we got on a little boat there that ferried us to the- the main side of the base. Interviewer: Alright and what's your first impression of Guantanamo? It was hot and I didn't realize it was, there were two sides of the bay, I thought we only owned half of it, but it was- it was a lot more kind of built up than I thought it was. I thought it was kind of, there wasn't gonna be much there, but I mean there was a whole giant massage [mass of �buildings, not massage parlors] in there, bars, everything. I mean there was a lot on that base, but other than that I just noticed it was really hot and it was nice because it was winter back in Virginia and it was kind of cold and rainy, so I enjoyed the- the weather. Interviewer: And so what do you actually do while you're at Guantanamo? Our job there was to guard the perimeter fence line, part of our basic security guard training was to be able to stand post and we guarded the- the fence line between the Cubans and- and the base itself and these massive towers they had, I mean my tower’s probably- probably a hundred, almost 200 feet up in the air on a bluff. And it would, basically your job was to track and you kept a log book, you kept track of the Cuban’s movement, stuff like that, and then you also were lookout for Cuban asylum seekers that would try and cross through the- the fence line. Usually they try to cross around the ocean or through the bay, so and that was basically your primary mission with that. And when you weren't on post, you're on post for eight hours when you got off you were on what they call QRF, Quick Reaction Force and you were basically the- the Quick Reaction Force for if we got a Cuban asylum seeker, you would drive out and you would have to go deal with that- that- that person at that time and we would run scenarios almost every time you run on it where one of our NCOs would probably end up being the Cuban asylum seeker and you have to tackle him or yeah trying to fight grown men like that is, grown Marines is not the same as you’ve had to do with some starved Cuban. (32:27) Interviewer: Why- why would you have to tackle an asylum seeker? They- they, well they want us to- to- to search them and stuff like that and so for whatever reason the scenarios they would paint us were they were trying to fight us, or they were trying to be dangerous, and they would be swinging logs, or throwing rocks at us, or trying to run away and so oftentimes when we were doing these drills we would just end up tackling the guy into the ground. Interviewer: Alright was there ever anything that wasn't a drill? We didn't always, now we didn't have anything really crazy happen. They had at one time, it wasn't a quite a BMP, it was like a Soviet-style gunboat truck thing that they had driving at one point and that caused an alarm for the base because they drove that right next to the- the- the fence line, but other than that we didn't have any asylum seekers while we were down there, we were only down there for four months. Interviewer: Okay now were there a Cuban military personnel on the other side looking at you? (33:24) Yep, they, the Cubans just like, I don't know who built the towers first, but the towers usually look directly in front of each other. And yet big ole binoculars on posts that you would look at ‘em all day and they would look right back at you and you knew when their chow trucks came and brought them food every day, and they knew when ours came, and they probably logged it just like we did so, it's very structured. Interviewer: Alright and then did you ever get sent anyplace else during those four months or were you just there the whole time? We were there the whole time, there was a another platoon that was down there with us and they would, we would rotate on- on post, so one week we would be on post and we would be doing everything, running the base, and then the- the next week the other unit would do and then that week you're not doing post, you're training in the field, so. �Interviewer: Is there field training at Guantanamo? There's a little bit, there's some abandoned buildings we would use and then you would just do, you’d do other training like rifle range, stuff like that, and PT a lot- a lot and stuff like that and then you would, you’d get one or two weekends off a month, so every time you were off you got the weekend off after that and so those were times where I got to like spearfishing, and you got to go swimming, and stuff like that, and then they had you know pools and gym and stuff like that you could go to. And if you could drink which most of us couldn’t because we were 19 at the time there were bars there that you could go to. Interviewer: Alright what did you think of the leadership in your company? I really liked my- my leadership, we actually went, I liked my leadership when we left Cuba, when we first got there we went through a platoon- a platoon sergeant who had to- who had to deal with some hazing incidences and tried to- to cover it up in our platoon. And he ended up getting caught by our- our captain, we don't have- we didn't have lieutenants at the time, we had captains for us which is a little bit different from the rest of the- the Marine Corps. (35:18) Interviewer: So, the- the platoon was commanded by a captain? Yeah and I think they do that because you go to embassies if you get deployed and so they kind of want someone that has a little more expertise. Interviewer: Right. And experience and time and grade there, versus a fresh lieutenant and so and then you generally have a pretty senior staff sergeant which is what ours was at the time. But he tried covering up an all- a hazing allegation within the platoon and he, yeah, he- he disappeared really quickly. And then we had another guy come in who was gonna deploy with us to Spain. Interviewer: Okay was hazing an issue in the Marine Corps at that point? Yeah I would say a lot, our- our NCOs would- would, some would were worse than others, I mean some were just kind of sadistic with it and- and they ended up getting in trouble too when the- the whole hammer came down and they ended up going away too and getting kicked out of the Marine Corps. But there were small things where you just had to do a lot of PT or stuff like that, it was kind of almost a little bit of kind of boot camp thing with it. But some of them werewere like they would hit- they would hit guys, or one instance was these guys were drunk and they smashed these bottles in front of this guy's room and then woke him up and made him clean it up and then dumped a beer all over his rack where he- where he sleeps and it was just- it was just stupid stuff like that that it’s just, you just don't get why people do it, it’s just kind of a power thing I guess. So, they- they went away but after that we really didn't have any hazing, I think the other NCOs that were in our platoon learned really quickly that if- if, everyone's got to be on the same page, you know, so. (36:50) Interviewer: Okay anything else about the stay in Guantanamo that kind of stands out for? We had to search for a dead guy at one point, it was in the news that the base commander therethere I guess was sleeping with a contractor’s wife there and then he ended up dead floating in the Guam- in Guantanamo Bay. And so that was, we had to the search for him at one point when we were on liberty which was not fun because we all got called back and had to go literally just walk through the countryside of Guantanamo Bay looking for this guy, that we didn't know who he was and stuff. But other than it was- it was pretty uneventful, it was actually pretty nice, it was, a lot of time you got to work on your discipline and you were alone in a- in a box for eight hours a day with a loaded pistol and loaded rifle and as a 19 year old you're expected not to �shoot, you know at another foreign person that’s at- at an international border and so it train- it made us become very disciplined in what we did. (37:50) Interviewer: Because you have to stay alert at that point? Yeah- yup and we were there 24 hours a day and so I was- I was the day shift so I actually got the better shift, which was nice because the weather was nice but at night, I mean it's- it's pitch black. I mean you have a red light up there that you can use but you're alone in the dark for eight hours, so. Interviewer: Alright, did you get false alarms? No, not really the only thing that would happen was someone would- would call out a vehicle that- that, you had like a list of vehicles that were kind of like higher alert if you saw them on the Cuban side and some guys would call out what they thought they would, what they think they saw and everyone would kind of scramble and figure out what's going on and then NCO or a captain would come out and look at it and stuff like that, so. Interviewer: Alright okay so four months there and is Rota, Spain the next stop? Yes, we got back in March and then directly after that we started our- our training again for, we did like VIP training with Humvees which is an experience in itself trying to, basically you have to guard the van with these Humvees but it's, it was- it was kind of like you have to practice going from like an embassy to where the- the- the ambassador would live, maybe out in town or something like that in the city. So, you have to protect both locations, so we had to train to transport him there while also protecting his- his residence there and also protecting the base itself, or the embassy itself there. So, we had a lot of training with that, a lot of training with FIX X security and then we went to our evaluations where we were evaluated both by our company and then the regimental level and those ones were big exercises where they had role players and everything like that and all- all every type of scenario; riot scenario, sniper scenario for the designated marksman's, drones scenarios, I mean everything. All these scenarios preparing you and then- then you pass and then- then you get your- your stuff ready and you- you head to Spain. (39:42) Interviewer: Okay do you fly there, or do they put you on a boat? We flew charter through Virginia the same- same airstrip we took off from Cuba and then we landed in Rota, Spain two or three in the morning, so. Interviewer: Okay and what was the duty there like? It was really relaxed, you have two platoons there and just like in Cuba you have one that's on call and then you have one that is training and were doing things for- for liberty and it was- it was a very relaxing deployment, it was we, oh I got put on- on alert for the Paris bombings in 2015. That was the only time we ever got put on alert, the rest of the time there were never ever any times, and we paid attention to- to like the news and stuff like that to- to check out what was going on in- in our areas. But overall we trained a lot and we trained just infantry tactics because we knew after that deployment, our NCOs knew after our, after that deployment, that we would all be going to infantry units and by that time you're an NCO pretty much by the end of your time in that unit because you get extra points being in security forces to be promoted and so you know that you're probably going to be a team leader or a squad leader when you get to infantry and so if you don't know your stuff, your lance corporal is gonna be in charge of a corporal in the infantry and that's not a good look and it makes you look bad if you're not leading Marines as an NCO. So, we spent a lot of time there working on land nav, working on patrolling, working on �everything you, the in- the basics of the infantry because the last year and a half you haven't been training with those, you’ve been training with, oh I need to go to a certain area I'm gonna put up C, you know C wire and- and barbed wire and I'm gonna defend this perimeter and that's what you've been trained to do. But yes, Spain was a lot of a- lot of drinking, I played rugby there on the- on the Navy team against Spanish leagues and stuff like that and met a lot of Navy sailors there, became good friends with them and yeah it was a very lowkey… (41:39) Interviewer: Now here you could go off base, like Guantanamo I guess you couldn't really go off base. Yes, yeah here we could, you could actually put in special liberty if you were trusted enough to go and you can actually take leave at times when you're off rotation, to go to places around Europe if you wanted to. No one really did, mainly because they, I don’t think we really initially had all the money to do so, or really wanted to, but guys yeah, every, I mean Thursday nights people would go out and get drunk on the town. I mean it was a, if you’re on, if you're not on rotation or on call then you can essentially do what you want as long as your- you have a curfew. Interviewer: Okay but there is- there is a town there, it’s not just a base. Yes, yeah Rota, Spain's a- a very big beach town for the Spaniards and they, we were there in the summer and that place is nuts in the summer but- but by the time when we left in November it was like a ghost town usually. And so, but yeah it was- it was a big town and I mean you have the Strait of Gibraltar right there, I can, I saw the bridges and stuff there. I would- I would, we would travel around a little bit too with the- the- the Navy team when they would go play rugby and stuff so I got to see a little bit of southern Spain but other than that people just- just drank and hung out and played video games, sports, stuff like that so. (42:47) Interviewer: Alright okay and then so now you go- you go back home again and then start preparing for the next deployment. Yep, right at the end of Spain is when everyone got orders of where they were going and originally I was supposed to go to 1/7 out in Twenty- Twentynine Palms, California but I wanted to stay on the east coast and I had a buddy of mine that had family in- in California and really wanted to go back there and he got stuck with East Coast and so since we were essentially on paper the same Marines, your- you have the ability to switch orders. And so we- we were able to do that and I got orders, we got back in November and I didn't leave for my next unit until about March, yeah and we got, you saved up our leave and you get PCS leave and you can take up to a month off which I took I think three weeks off and I was home for three weeks before I went to my next unit. Interviewer: Okay but in the meantime did you spend time on another base or? Nope we were back home or back in Norfolk and we would help out, train the next units by like playing- playing as role players, stuff like that, but the majority of time was you were just, you were just getting ready for your next unit, you were doing what you needed to do personally to get yourself ready. Interviewer: Alright, okay and so what- what unit do you join then? I ended up going to 1st battalion, 2nd Marines in Camp Lejeune, North Carolina. Interviewer: Okay and when you come into that unit where they also in the process of rebuilding and rotating people in and out? (44:17) �They were- they were- they were really low on NCOs at the time when I first got there. I think they were only probably like eight of us in the entire, our entire company and there's three platoons so there's not many of us for each platoon. And they were still getting guys that were fresh out of Infantry School that went straight to the infantry and they were getting guys and it was our job to take them and help process them into the unit and- and start kind of training them and building our- our camaraderie and stuff with them and understanding, and you know the guys that you're gonna end up deploying there in about a year and a half. And you get same thing as the last unit, you get patrolling gear issued and you go through your audit and all that stuff and you get everything set up so you're ready to- to be in the unit and that took, I think it took us about two months to get all the- the guys we needed for our unit. Interviewer: Okay and are your training together in the meantime? Yeah we would go on field ops, we would go do patrolling on the- the North Carolina Forest which is whole ‘nother beast, and we would do, they were, they had that whole training regimen set up for us by the division that you have standards you have to meet as an infantry unit before you can deploy and so it's very, very structured and it- it wasn't as intense as- as FAST because FAST is such a short rotation, where like every month you're doing some, here you would haveyou would have some weeks off where you'd have a medical stand down where everyone has to get the shots, or to go to dental, or you know whatever, or like an admin standdown where you getting everything set up for training stuff like that. Which you didn't have very often in- in FAST but you were training majority of the time, every- every other week, or every two weeks you were going to the field and doing a range of some kind, or working on marksmanship, or whatever tactic you were working on at the time. (45:58) Interviewer: Okay what proportion of the unit had actually gone into a combat zone before? When I got there, there was only the platoon sergeants, the gunnies, and the first Sarge and the NCO, all that higher echelon officers and staff, NCOs there had all been to like Iraq and Afghanistan and then there were a few NCOs but the majority of the unit was just like me theythey joined after 2013 and they- they were as fresh as I was when it came to going to a combat zone. Interviewer: Okay alright and now at what point do you find out where you're going? We knew first, you know kind of, almost kind of the- the deployment prior knows where the next deployment’s going and so at first they were the, it's called the Black Sea rotation and it's where you have, your unit goes to, we had one unit, one company that went to Norway, one company goes to Romania, and then the other one goes to you Africa. And my unit was supposed to go to Africa or my company was and we had trained all year- all year long in 2016 and we were going through our culmination event just like in FAST where you get evaluated at a place where it's called Combined Arms out in Cal- Twentynine Palms, California. And it's like a- like a six to eight-week month exercise where you're working with tanks, and tracks, mortars, artillery, everything, even close air support and stuff like that. And right at the end of that was when General Kneller, our commander at the time got the word that they wanted to send 300 Marines back to Afghanistan to help trai- help train and advise. And we were the- the unit that was the most ready and I guess it was kind of cliché that 1/2was the last combat unit in Afghanistan in 2014 when the Marines left, and so it was kind of I guess cliché to be the first, you know, 1/2’s the first unit back to do any type of Marine operations there. (47:53) �Interviewer: So, we had army personnel over there… Yes. Interviewer: …still, but not Marines. Yep- yep- yep, the Army ran everything along with the- the OTAs and Rangers ran everything there as well. So, we, but the rest of our unit was just our company that was going, Bravo Company and Alpha Company of our unit were still going to Norway and Romania. Just that Romanian forces getting broken in half to help cover Africa as well. Interviewer: Okay. And as soon as we found out we were going there, everyone was trying to come to our unit. Everyone in the Marine Corps was trying to come because we were the first Marine Corps unit to go into comb- like at least go to a combat zone since 2014, unless you were MARSOC of some kind. And so, you had infantry guys from all over trying to- trying to get orders to come to our unit because in the infantry it's kind of a- a pride thing, you want to go do your job and so youyou want to go to war. Interviewer: So, you have morale at a high enough level you've got people who willing to go and take the dangerous assignments. Oh yeah, it's, I would say morale in the Marine Corps is at least in the infantry, you- you really aren’t anything until you've been to comb- until you've been to combat in the infantry. And so, you get guys that are- that are straight infantry men that are young and hungry and they want, I mean I- I remember one of the- the most ridiculous things in boot camp, me and my buddies were asking each other like you know, “why- why'd you join?” And I was like, “oh you know, kind of joined for college, stuff like that.” And this guys like, just straight up told me, was like “I just want to kill people.” And I was like, “joined a good place to do it. Glad you're doing it here and not the- not on the streets or anything like that,” but he, that's what he wanted, he wanted to be a machine gunner in- in the Marine Corps and do that and- and so you had guys like that, allall of our unit that they- they were all gung-ho about it, they wanted to go and they're excited to go and they were, you know I remember my- my platoon Sarge, he was in Marjah in 2010 and the push for Afghanistan. I remember him pulling out cigars and we were all smoke cigars because we found out we were going to Afghanistan and that was kind of like the- the best thing that could happen for us at that time, so. (49:47) Interviewer: Okay now did, what did they do to prepare you to go to Afghanistan? Right afterwards we got, we had to like, they kind of like described our mission, kind of got centralized for us, you know. At first, we were like, we didn't really know exactly what we were gonna go to do there. We didn’t know if we were doing combat operations, they only told us we were taking our company so we kind of had a hint that it wasn't gonna be like heavy combat operations cause you would take the entire battalion if you were gonna do something like that. And then it came down that we were doing, then we were gonna be security for an adviser package that was going there and so they immediately started shifting that towards kind of what I did in- in security forces which was you're security, you’re guarding, and you have to, you run post, you run the base, you have to guard personnel, and so they did rely, there was a lot of our security force guys were in my unit with me and they relied heavily on us to help train and kind of describe what you're going to have to do as a security Marine. And so we did big oper- we did a lot of ranges and- and fixed size security stock type of stuff, kind of stuff that we did in- in security forces and then we also trained with the advisor group a lot that was gonna be with us and they were all, I don't want to say there was any, well there might, there was probably only �two lieutenants and the rest of it was either a captain, major, lieutenant colonel, colonel, Master Sergeant, gunnie, all- all very high ranking personnel that have a lot of experience in differentdifferent jobs in the Marine Corps, and they- they were all good people and we trained with them extensively beforehand. We did big operations in- in Camp Lejeune where we would take over a very, an area like the base we were gonna be taking over from the Army and- and running in, running operations, going through different scenarios, like an IED or a V bid trying to blow up, or- or entry control point, or sniper, stuff like that so. (51:34) Interviewer: Okay so how long did you spend training before you went? We got the word in November and then we left in April, so we had only about four months to train. Interviewer: Okay. But we- we still had the basics down, we- we had gone through ITR or Combined Arms and we had done all the training in the year prior, the training regimen that- that infantry has to go through. So, they knew all the basic- the basics it was just getting that kind of security mentality, you know you're not going to Afghanistan to hunt down the Taliban, you're going there to make sure the Taliban can't touch these advisors that are trying to help out so, and then we’d had extensive training with- with like green-on-blue attacks, you know a Afghan Taliban member infiltrating the Afghan Army, getting to the base, and then getting a weapon and trying to- to kill one of us, or- or another coalition member there. And so, we had a lot of training, that was our biggest threat in Afghanistan was that happening and the base we were, when we went to Leatherneck, I can save that story for when we get there. Interviewer: Okay, alright so you're doing this, so now is it 2015 that you go over? (52:38) Oh no this is 2016 with the training. Interviewer: Oh 2016, okay yeah. And then 2017, April 2017 is when we left. Interviewer: Alright. I was part of the advon package that was sent before our unit got there. Interviewer: Okay so you're an advanced party? Yes. Interviewer: Essentially, okay now how- what's the process for getting you out there? We flew, my unit, my guy, since we were the advanced party, we took a different route- a little bit different than they did. We went to, we drove to Washington DC and we flew out of DC to Germany and then Germany to Incirlik, Turkey, or the big- the big Air Force Base in Turkey. Interviewer: Yeah, Incirlik or… Incirlik, I don't how to say it but in southern Turkey there and then Turkey to Kuwait and then we spent about two weeks in Kuwait, just kind of getting acclimated to the desert and kind of finalizing everything with your gear and stuff like that and figuring out the timeline. And then we flew to Kabul, Afghanistan in Kandahar and we stayed a day there at the Kandahar Air Base and then from there we got- we got in Chinook helicopters and flew to Leatherneck in Helmand Province. Interviewer: Okay and describe Leatherneck as a base. It was really big and it was like a ghost town because the Afghans when they took it over they didn't upkeep the maintenance of it because they don't know how to and so you have these giant tents everywhere with just giant holes in them because the Afghans ripped into them to see what �was inside of it not knowing that they were like thousand dollar tents that were actually good for keeping them safe in the desert. But they, it was just, it was really rundown except for the portion that we controlled and then to our north about a half mile away there was an ODA base called Antonek that was just north of us, that an ODA team was embedded there with training, with the goal of training Special Forces type of infantry unit for the Afghans to have. And so, when we flew in it was, I didn't realize how small our portion of the base was. It was only about 500 byby 400 meters that our base was actually a part, that we controlled. The rest of it was all Afghan and they had their own checkpoints and everything around the entire base and they ran the security into the base as well. But we also had our own security to our portion of the base as well with cameras everywhere and stuff like that, so. (54:57) Interviewer: Okay and so what are the first couple days like there? First couple days were kind of getting acclimated to it. They- they took us around and showed us where everything was, they showed us where like the- the indirect fire bunkers were you know, this is the- the drill if you know we- we're getting over ran or VBID, it's the- it's the ECPs. They would go through the kind of those procedures, show you where everything was, the gym, chow hall, and kind of what the daily routine was, and then after about two days we kind of our- ourour highest-ranking, our Gunny was with us and he was starting to figure out, okay what platoon is going to take over which portion of the base, which one is gonna be base defense, which one is gonna be flight line security, which one is gonna be you know, the advising security and- and all these things. And figuring out that and then once he figured out where everyone was gonna go then he had leadership from each platoon that would then go talk to the Army and work with the Army and figure out how they run operations so that way when our unit got there we can immediately get them- get them acclimated, show them, kind of give ‘em a day or two to get- get used to everything and then you start doing the, what they call the RIP which is where you're sitting alongside the Army guy doing the same job you're gonna be doing for the next six months, so. Interviewer: Okay alright how long does it take for the rest of the unit to show up? I think we were only there for about four or five days when they finally got there and they- they came in on the flight line on a- on a giant C4 plane and they, yeah they loaded them all and then they came and- and it was immediately just got ‘em their sleeping quarters and then show them where everything is, they literally had a day or two to kinda acclimate and get used to everything and then we immediately started getting to our Army counterparts that we were gonna be working with for the next week to- to conduct this RIP, to- to- to change roles with them. (56:50) Interviewer: Okay and then how does that play out? That played out well, some of the Army was not very good, it would, it was an artillery unit that was guarding the base. Interviewer: Okay. It was not an infantry unit, it was- it was weird, and they had females there and some of them did not have the same mindset we did. We were all about like anything could happen at any time, they have obviously gotten a little complacent and kind of knew how things ran. I remember being outside, we always had to wear gear when we left the base, our full body armor and helmet and there was a helicopter pad next to the Base Antonek and a month prior an Afghan Army soldier that was actually Taliban took a machine gun and shot a bunch of Special Forces guys over there and they, none of them died thankfully but we saw the guard post where that guy was �at and this Army woman was just hanging out outside with no gear on, calling in this helicopter, and it was just kind of like a mind blown for me, I was like that's where the guy shot at everyone and you're sitting out here with nothing on, acting like nothing's wrong, and we're not in Afghanistan in Helmand Province, you're acting like we're you know in California right now. And so that was a little odd to see how they do things and we kind of changed the procedures up that we didn't like that the Army did that we thought we could improve, but overall went well with them they taught us everything that they had learned over the- the previous time that they were there, and they- they made a lot of improvements to the base and stuff like that but. (58:17) Interviewer: Okay and were you staying on the base while you're training, or do you go off base for anything? We would go off base, like we had one unit, one platoon was Flight Line Security and so they would go secure the flight line which would bring in supplies, and all that stuff and then my- my platoon at first was base defense and so we ran the helipad that was next to our- our base where we would get supplies and then personnel would come as well. And so we had to train securing that LZ and- and making sure the Afghans stayed off it and you know that process for controlling the helicopters and stuff like that with our- with our base defense operations and working with the air officer and working with all these moving components at the same time while also then your- you guard the base at night. And- and just running through those procedures of- of you know if someone's trying to come over the wall, you know if you're being surrounded, or you’re being you know a V bid hits the wall and then they're rushing in fighters’, stuff like that, you go through all those type of procedures as well with them and train with them and how they do things. And it's actually kind of odd, we only did, we only guarded the- the posts at night, we had a contracting company called Triple Canopy that had Ugandan Nationals that were our base that would- that would sit in our posts during the daytime and they would sit up there with a 240 machine gun and their AKs and they were our base defense turning the day. (59:40) Interviewer: Okay what- what impression did you have of those people? I enjoyed them a lot, they were really- they were really fun guys, they were, a lot of them, as- as bad it may sound, they, a lot of them were child soldiers from Africa. And they- they just did this job for a living because they made good money and they- they, a lot of them had combat experience fighting Boko Haram in- in Africa and they were like a lot of, they remind me a lot of infantry Marines because they wanted to do a job where they got to just- they got to defend and kill people and that's what they had said, they would tell us some crazy stories and that's what they were and it was- it was wild to, I mean they were good friends with us and we really enjoyed them but it was interesting to have that. We also had cameras and stuff throughout the entire day so and they had handlers too that were America that would, that were in control of them basically. Interviewer: Yeah. That were usually retired Rangers or Special Forces and kind of got into contracting. And those guys were awesome to work with and they did really well there, but we would still be in charge of base defense… Interviewer: Right. Throughout the day, we would have an officer in there, and we had massive cameras all around the base that could see for miles around the base, as well as automated 50 caliber machine guns around the base as well. We had three of them, one at each ECP and then one on one of our �southern corners that were remote controlled from our base defense area it was almost like it was just a big joystick and it was just, it was a 50 caliber machine gun that you could shoot from there. (1:01:05) Interviewer: Alright, well this tape is just about up, so we're gonna pause here and reload and rewind. Okay so we've gotten to the point in your story now where you- you've made it to your piece of Camp Leatherneck out in Afghanistan and Helmand Province and your, the rest of your unit has arrived, what kind of just physical accommodations did you have on that base? We had a gym, we had Wi-Fi, and they had a small USO there that just had like video games and TVs and stuff that you could use, and then the chow hall which was actually really good. I don't know what company exactly they contracted for, but it was- it was pretty good food there, we weren’t MRE- eating MREs unless we- we left our portion, called Shore Ave, for any extended period of time. There's like a basketball court there and stuff like that but beyond that, we had our own repair shop there as well for our vehicles. Interviewer: So how many Marines were based there? Just you guys or? It was just us, where there were some Air Force personnel that ran some of the flights there, there was a- a few Navy and some Army that were there but I would say overall I think there was probably only 400, probably 400 actual US service members there, 300 which of were Marines and there was a, quite a few number, probably another 50 to- to 60 contract, like civilian contractors. (1:02:33) Interviewer: Okay and then your Ugandan friends? Yeah, then we had the Ugandans there as well that- that they were probable- there was a whole, there was a platoon of them that was probably like 25 strong and they rotated the posts day and night 24/7. Interviewer: Alright and- and what kind of, what did you sleep in? We slept in these big case pans that had, we didn't have AC for the first two and a half months and then we got these massive square ones that had really made the place cold which was nice but the first- first two and a half months there it was- it was hot. Interviewer: Okay well are you in- in- in tents or containers or? Yeah, they were- they were like half, like half a silo kind of thing that stuck out of the ground. It was a metal, little metal half a cylinder that would, that had a door on each end and- and some windows and that was it, with electricity, so. And then there were racks inside of there that everyone lived on and then squad leaders inside of that, and platoon leadership like myself, they had plywood walls set up for like rooms and so the squad leaders would share a room and then our platoon’s Sarge and our platoon commander got their own room. Interviewer: Okay so were you a squad leader at this point? I was. (1:03:45) Interviewer: Okay, alright so your middle management basically? Yeah, I- I make sure everything happens is my job. Interviewer: Okay now once the people, once the rest of the unit shows up and you got these higher ranking people who are supposed to be the actual advisors or whatever, once they get there, now what are they doing and what are you doing? So at first I was- I was base defense and so what my job was- was at night I was part, I would �help the watch officer and at times I was a watch officer and we ran the base. We, anyone coming in or out of the base we made sure the posts were good, I would tour the post to make sure they were awake and alert and you know the weapon was, you know in good order and they had all batteries they needed for all their optics at night and stuff like that. We would monitor the cameras in- in- in the area as well and as well as the- the caliber machine guns that were around the base and then we were also in charge of the flights that would come in. The- the air operator with us would tell us when these flights were coming in and it was our job to make sure our- our guys were ready to go provide security and- and get whatever necessary, whether it’s a forklift or a truck to carry any cargo coming off of it that we needed. And we did that for about- about three months, no about probably about two and a half months and then all the platoons rotated, except for one. Interviewer: So, during that first phase did you have any kind of problems develop? Or interesting situations? Yeah, since we weren't allowed to patrol a General actually came and talked to us and told us the worst thing that would happen would be a Marine gets killed here and I'm like, we're infantry like I understand that that would be bad but at the same time it's like everyone here is, we're doing a job and so we weren't allowed to patrol the area around Leatherneck that was dealt to the Afghans and the Afghans didn't do that. And so probably every two weeks we would take a rocket attack of some kind from the north, they would shoot off rockets and then we would send our drones to go find them and if we found them we would blow them up but usually we just find the- the site and they would just launch rockets the- the alarm would go off and you run to thethe bunker and essentially hope that the rocket doesn't fall on you. Most of the time it always hit the Afghans and would either kill some of them or they would wound some of them. But other than that we would constantly get the threats that they're trying to put, bring a dump truck with high explosives onto the base and blow us all up, or they're trying to blow a hole in the wall and flood fighters in from you know, Afghan youth, they’ve been infiltrated stuff like that. Which never came to fruition, as much as we really wanted it to kind of come to fruition, gave- gave us something to do. But on the other flipside of that if you didn't have a whole lot to do that meant you were usually doing your job pretty well. (1:06:26) Interviewer: Yeah. Security. Interviewer: Yeah so what impression did you have of the Afghan military to the extent that you observed them? The extent that I observed them to that point, was they were- they were not great, they were not very good. They were, didn't have much discipline and were really just doing this job because there was really nothing else to do in the country. Some had some pride I could tell but a lot of them were just walk around and fling the riffle wherever or not even wear body armor of any kind when on, you know when- when controlling a checkpoint or something like that. And they were just, they just weren't very disciplined, and I mean they didn't have obviously the same type of training that we did. But it was, or just they didn't really seem like they wanted to be there. (1:07:11) Interviewer: Yeah, okay so the advisers you're guarding are they going out off the base and going to other places to work with the Afghans or? Yeah so on the base itself they had a- they had different types of schools set up with some of the Afghans or with our advisers, some were like mortarman, some were regular infantry guys, and �we- we ran some of their they’re called khandaqs, which is their units there, their infantry units, we run through them kind of like a- a sped-up boot camp in a sense. They would go through rifle training, how to use mortars, and different systems like that, and we would have units that would guard that area, some of our- one of our par- our sister unit platoons would guard them. And then they also had like logistics officers, and admin officers, and intelligence officers that they would go out to different portions around the base and would work with their counter- Afghan counter partners. Interviewer: Okay. Usually an officer and part of your job they called it Guardian Angel duty which is where you'reyou're guarding this- this officer that is protecting, you know is working with this- this- this other Afghan officer and your job is to make sure no one is trying to kill him or you know bust in the room with a gun to try and kill him, stuff like that. And I think- I, every day I mean I’d say we'd have almost 15 to 20 missions that would go out and different locations around the base, all over the base that would, some of them were carrying a- a lot of advisers, some of them would just be one or two advisors, stuff like that. (1:08:36) Interviewer: Okay, but a lot of that work is being done right there on the base because you've got all the Afghans right there. Yep, yes all the Afghans there, they have the infrastructure there that we left them, like maintenance base, stuff like that, and so that's, it's all there and so they would go around there and- and conduct those operations with them and- and work through them, try and work through the corruption that was there, or you know supply, stuff like that, so. Interviewer: Okay, so after the first two and a half months when you're doing base guard duty, what do you do after that? We rotated and how it worked was we had- we had four platoons, usually you only have three in a company, but we had four with some extra guys that we needed for the- for the mission. We rotated to Guardian Angel and then the Guardian Angel rotated to flightline security, and the flightline security rotated to base defense and then we had a, our fourth platoon was in Lashkargah which is the capital of Helmand Province at a police, small police base there with a group of advisers that would advise, that were advising the police and trying to maintain some kind of stability in- in the capital. And they were, they weren't too far away from us, it was probably like a 15-minute flight by helicopter. But Guardian Angel duty, we assume the roles and my personal job was I was a personal security detail to my colonel which his name’s Colonel Gross. I had another Marine with me and then his interpreter and he was the highest-ranking adviser to- to the general of the actual infantry unit that was at- at Leatherneck and he was a really good general and he really liked him a lot. And he was a- he was a really good non-corrupt general. Interviewer: Okay. That was trying to really fix Afghanistan and really try and make progress and- and he, I- I sat in because I was guarding him, a lot of their- their operation talks on doing different operations in the province, on pushing the Taliban out of certain districts to- to gain them back that we had once owned back in 2010 to 2014. (1:10:36) Interviewer: Okay alright now did they go out on any kind of- of operations with the Afghans or do they just stay on the base? We would just stay on the base sometimes we would go on, what- what is called Expeditionary �Adviser Package and basically what it was is, we sent a very small group of Marines, usually like 25 to 30 to specific locations to help out with either operations or help try and do what we were doing at Leatherneck which was fixing kind of the- the Khandaq, the- the infantry unit that was there. So, the big one that I went on was- was to Sangin Afghanistan and we were there for about a week, helping, I was guarding them but we were in a, right- right outside the riverbed there and we were on the base there trying to help fix basically this Khandaq that had been there for years and was just basically just decimated at this point. But we went other places around too like to Marjah, a place called Fiddler's Green in the middle of the province and just different areas where they would go to different districts and- and work on them. And then they also did run big operations to kick the Taliban out of certain districts and try and- try and hold them as best they could. (1:11:50) Interviewer: Alright did you have any sense yourself of how well things were going? Or if you were making any kind of progress? They did make a lot of progress; it was just the- the idea of whether or not in six to- to ten months whether they kept it. While we were there they conducted I mean like five or six operations where they kicked the Taliban out of certain districts like- like Nawa and- and Garmshir and all these other districts around us and- and that was relatively easy because now the Taliban had kind of figured out that, oh we just run away while the Americans are here, once that, it's just the Afghans and we can just kill them because they don't patrol, they don't have the discipline that the Americans have. And so they just wait till we leave or our presence isn't there as well and then they just go and attack ‘em again and so we accomplished a lot, I haven't heard a whole lot recently about what was kept but we did take a lot of districts there and did disrupt the- the flow of- of the fighting season by being there and- and helping them, in terms of like Sangin and Marjah I don't think we had much of an impact. When they saw us, they really were like happy to see us and I think they thought like it was gonna be like 2010-2011 again where we were bringing in thousands of Marines to systematically, you know take out the- the Taliban which we were not there to do. A lot of them were happy to see us but they were not happy with the fact that we brought maybe 20 or so guys. (1:13:20) Interviewer: Yeah. And not a whole lot of firepower with, other than drones and Apaches so. Interviewer: Okay so- so- so you did the base security, you did the Guardian Angel duty, and then did you rotate into other duties after that, or did you go back? No, we just switch, yeah we just switched back to base defense duty and we just rotated like that and it was- it was kind of a good mix. It got you, the- the base defense didn’t keep you on base the entire time so you get super complacent which was nice and then the Guardian Angel duty kind of kept you on your toes because you would be out with the Afghans and that's when really things would happen is if you were- if you were gonna be attacked it would have been when you were with an adviser and a Taliban member that disguised himself got a hold of a weapon somehow. Interviewer: Okay and did you unit have any incidents like that while you were there? No we got, we I mean we would constantly be getting intel from our- our human intelligence guys that were with us about them trying to do it and they would pick up- pick a little icon chatter which is the little- little telephones that they like to use there, about them trying to do it but we had- we had one big attack that wasn't us, but it was a base that was by Lashkargah where �it was four Af- Taliban put on just regular Afghan uniforms, walked onto an Afghan base andand blew up their mess hall and it- it killed like I think over 50 Afghan soldiers. And so I mean we knew it was a threat and- and I mean the- the March prior to us going there, I mean they had that attack on the- the base itself by Antonek where a soldier tried to kill the- the Special Forces guys there so we knew it was a threat, but we never really had any intimate issues with it. (1:14:57) Interviewer: Okay and did see much of the civilian population at all? Not really, there were none on base unless they worked for the government. When we were out in Sangin and Marjah we saw a little bit of the population and they would just go about their daily lives, I never interacted with them personally because we never left really the confines of our- our area there. But as far as I saw they went out- out daily life despite the fact that a war was still going on, I mean they would, women and children just walking around, walking with water, stuff like that. And they usually knew when to- when to hide when they heard gunfire and stuff like that coming off. Interviewer: Now when you were out there traveling around where IEDs a problem there or not? No, we flew in to everywhere we went and we didn't have, we had some vehicles with us that we would get from the Afghans they were like these little dingy Ford Ranger things that had no armor on them, that we would ride around in usually around there. And there were some stretches that they told us to avoid because the Afghans knew that there were IEDs on them, but the majority of it was we would be walking around on- on a actual Afghan base. So usually IIEDs weren't our big threat for us there because if they were there than someone else probably would have hit ‘em by now. Interviewer: Yeah, and you- you weren't doing road patrols and things like that? No, we weren't, yeah, we weren't- we weren't allowed to- to conventionally patrol like the Army was allowed to for whatever reason they were allowed to. To the south of us there's a base called Dwyer that they were at and we would get calls all the time about them hitting IEDs down there at our base defense and it was frustrating for some of us, it was like why does the Army get to patrol and we don't, we’re getting shot with rockets, they're not, it was just, it was an interesting political kind of concept. (1:16:40) Interviewer: Alright so how long was this total stay in Afghanistan then? April to October so about six/ seven months we were there. Interviewer: Alright, anything else stand out in your memory from that particular stay? When talking to some of the- the Afghan soldiers they would often, I mean they- they, a lot of them had learned English over time from- from us being there so long, they- they would ask about your family and I remember asking one guy about his family and he mentioned how when he's home, when- when he goes on leave and it's not fighting season he sees his brother there, his brother fights for the Taliban, but he fights for the Army. And when they're home, they're fine, they’re friends, you know they're brothers, but once fighting season kicks off his brother leaves to go fight and he is in the Army, and it was just an interesting complex almost, you know have a family where it's divided, that one fights for you know the Taliban and the other fights for the Army and you know, both fight against each other. Interviewer: Yeah. And it was interesting, it was also cool to have a lot of very high key figures come to our base, like we had General Dumfer come to our base, we had a German general that was in charge of all �of Operation Freedom’s Sentinel which was the operation that we were there with, that's the coalition force. And speaking with them it's kind of seeing their different points of view with Afghanistan and- and listening to the General and kind of see what the Afghan General there, what his actual, what he saw was the problem, he didn't see that the fight, he kinda, he understood that just pushing the Taliban out wouldn't work, you know just push ‘em out like this they were just always gonna come back. And he would always constantly complain a- about Pakistan and the border between Afghanistan and Pakistan is very free-flowing and what he always complained about was- was how in- in Afg- in Pakistan there the- the called Mujas thethe clergy there. Interviewer: Mullahs. Rad- yeah, radicalize the- the youth there and then in fight season they’re, you know get- get their weapons and stuff and hop the border to Afghanistan to fight and then unless you are able to stop that then the war in Afghanistan is probably never gonna end. And it was just kind of an interesting insight into… Interviewer: Yeah. As much progress as you wanted to make, you kinda in the back of your mind are just, can only do so much. You know I did my job there and that was the best I could do, so. (1:18:52) Interviewer: Okay, alright now when you come back to the States from that kind of situation does the- the Marines they do anything to kind of help reorient you to being, you know back in- in this end of the world? Or coming off a deployment like that or they just bring you back and leave you to your own devices? No we- we had some formal training afterwards kind of, you know- you know if you needed treatment of some kind for mental issues, if you had ‘em, or PTSD issues, which I don't- I don't know any of my guy- my buddies that have any issues there, we didn’t get shot at that much there. But I mean they had resources, stuff like that, but afterwards you- you have about a- a few months where it's kind of you're winding down and- and at that point everyone is starting to leave, it's whether you- you know like for me exam- my example was like I'm- I'm getting out and so I, but I still had close to a year left. Interviewer: Yeah. At that point, a little bit less and so for me it was I can't go to another unit cause I don't have time to deploy again with another unit so I will be stay in this unit, but I won't deploy, but I will train, help train the next group of people that you know are gonna come through and stuff. And it's- it’s kind of an interesting mixture you constantly have in an infantry, you have the guys that are going to deploy and are training their new Marines, and then you have guys that are essentially waiting their time to get out. They'll help train and they'll do different things for the unit, but they help. They- they- they just essentially sit there and- and basically wait their time. And so, at that point once we got back everyone's just kind of figuring out okay am I gonna reenlist? You know, for like my- my platoon Sargeant and- and officer which have longer contracts and they’re obviously some of them were lifers, they were figuring out what unit they’re gonna go to next. And my o- and my- my lieutenant was, got orders to go be a- a platoon commander down at Parris Island and stuff like that. And so, you get guys, everyone's doing different things at this time, and old all you're also still getting, you're getting new- new- new Marines from Infantry School. Interviewer: Sure. �That you're gonna start, you gotta start building up and we trained them initially, we went on some ranges and some- some field ops with them but then eventually we started getting the NCOs that were gonna be going on the next deployment and stuff like that. And then essentially hand off the reins, being like here this is your platoon now, this is your squad now, you need to train with them because I'm leaving in eight months. Does me no good for them to get used to my leadership style and how I operate when I'm not going on the deployment with them, and so. Interviewer: Okay. Some of it’s just sitting around, I mean you kind of do your own thing and you- you do your own device which is nice too because it kind of lets you get to your transition. Interviewer: Okay. It kind of lets you set up things. (1:21:29) Interviewer: Now at some point in- in your- your time there you wind up in Ukraine, don't you? Yeah so that was back in Rota, Spain. Interviewer: Okay. We, part of an operation there was, what was it called? It's basically, it's a- it's an annual operation with Ukrainia, with Ukraine and Moldova in central Ukraine, we were essentially a big training operation and we were training them and it was kind of big deal because it was- it was recently after Putin had invaded Crimea and a lot of the Ukrainian Marines that we were working with there were, right before they, right after us they were going to Crimea to fight the- the Russian separatists and they had veterans there that were, that fought there before and told us how the Russians operated. And working with them for a few weeks was really awesome, I, it was cool to kind of, it was interesting to see them having to go fight someone that was as powerful as the US and their military is a complete mess, I mean it's not as bad as the Afghans but it's not much better. And seeing them try and go fight a superpower was- was insane and kind of like the courage that they, that those Marines had because knowing that a lot of them were probably gonna get killed because the- the Russians were essentially supplying these, Ru- you know separatists and I, still convinced they use unmarked soldiers but. (1:22:46) Interviewer: Oh, but that- that- that seems pretty likely… Yeah. Interviewer: Given the- the full range of available evidence but it… they do seem to limit how far they go or- or what they do if you look at the size of Ukraine as a whole it’s still, but yeah, they're still invading somebody else's country. Yeah, I remember yeah I was talking to one Marine and he was, when we- when we would ask him about Crimea he would start crying because his family was there and he couldn't go visit them, if he went and visited his family, he would get killed and then they would kill his family. And so, you know, it was a you know it was extremely personal for- for people like that that live there. And- and talking with like their- their- their EOD techs there was interesting because thethe Russians did, at least they would tell us did some really crazy stuff to them, like put, they put stakes in a field there, and they would run, they would put grenades and they would run fishing line on them and then the- the fishing line would hold the spoon of the grenade, and they pull the pin. As soon as you walk over and you hit the line, it’s clear fishing line you don't see it, soon as you notice it- it falls off the spoon and falls- and the spoon falls out and the grenade explodes. They- they showed us this, how it worked, and it was pretty effective, and it was kind of- kind of �crazy to see like a conventional military using very insurgency type tactics to attack and- and stuff. So, it was- it was interesting, and it was- it was a really good learning experience for me and kind of opened my view of the world up and how crazy it can be, so. (1:24:10) Interviewer: Alright so we've got, in the meantime so you're basically back at- at Camp Lejeune at this point and…. Yes. Interviewer: Yeah and- and just kind of waiting… Waiting my time yeah, I yeah, I would help training then once the NCOs got there that picked up for- for where I was gonna leave ‘em. They went on their training route and I essentially just made sure that I was accounted for every day, and did my process for checking out of the Marine Corps and made sure I set myself up for success by getting a job or going to school, stuff like that. Interviewer: Alright now how long did you actually enlisted for? Eight years, so you do, I- usually it’s four and four so you do four active and then four in the inactive reserve. Interviewer: Okay. Or you can do Reserve Component if you want to, but mine since I did five, mine was five and three. Interviewer: Okay. So technically right now I'm still part of the inactive reserve, but they as long as you, I mean if you're going to school or you're doing whatever you want you don't have to do anything for them, they don't, you're basically just if World War three kicks off and we need everyone you're getting called up… (1:25:10) Interviewer: Alright, now why did you, now did you assume when you went in you were just gonna do the one hitch and then that would be it? Or did you consider staying longer? I considered, after training the Ukrainians in Vietnam I kind of, or not Vietnam, Ukraine I had a lot of I guess motivation to kind of maybe do it- maybe do another enlistment but after- after the enlist- after being in Afghanistan and kind of getting back and- and some of us weren't treated so well by our unit afterwards, it kind of reminded me that, yeah the Marine Corps will still find its way to- to mess you over. And so I decided I was like I did my time, I got what I wanted out of it, you know I decided I was ready to go back to school and I think I had the motivation and thethe right mindset to go to college and- and actually pass verses going right outta high school and possibly just flunking out. And I mean you can't really beat the GI Bill which is a nice incentive to going. Interviewer: Alright so when do you actually get out? I got out, I actually ended up getting out before my actual date because Hurricane Florence hit in September of 2018 and so I was supposed to get out the 16th, but the hurricane was supposed to hit like the 13th or 12th or something like that. So, I ended up actually getting out about a week prior, and they were pushing people out to get ‘em out before the storm hit. And so that's why I got out and immediately just tried to get out of Dodge because everyone was evacuating and so I was just flying through North Carolina and West Virginia to get home. (1:26:40) Interviewer: Alright and then what did you do once you got back home? �I immediately, I- I moved in with my parents, I didn’t have that much stuff, but so I just stayed with them, stayed with them for about a month, and then I got my own place in downtown Grand Rapids. I got a job with Loomis Armored in Comstock Park. And then I decided- I decided that in January I was gonna go back to school and the- the summer prior to that, summer 2018 I came home for leave and actually went to school- toured colleges and stuff like that. Interviewer: Okay. Figure out where I was gonna go, and I decided on Grand Valley and they actually offered me to come here in September, I would have started really late and they said they could work around that somehow, but I wanted the time to kind of decompress. Interviewer: Yep. And- and you know transition a little bit and just work and kind of just enjoy- enjoy the freedom that I, you know I kind of being able to do what I want, when I want now. But yeah and then in January I started school. Interviewer: Alright now what are you majoring in? Right now management information systems is what I'm doing. (1:27:44) Interviewer: Okay and- and you bravely signed up for an upper-level history course your first semester. I did, I actually, when I signed up for it the person that was- my advisor that was helping me was asking me like, “are you sure you want to take that?” It was History of Warfare”, I was like, “I was just in the Marine Corps, like this is right up my alley, what do you mean?” And she was like “you're- it's not gonna be easy.” And I was like, “well it’s college, right.” And yeah and then getting in the class, it- with you speaking about it in the beginning I kind of knew I was, a little bit tougher than I was expecting but I think overall it helped me out a lot, kind of getting into college. Interviewer: It was academic boot camp. Yeah, yeah it's getting into it and kind of being able to write bigger papers that I'm gonna have to do later on and kind of, versus like writing 150 which is you know three five-page papers I was writin’ those while I was writing the- the 17 pages for this class, I was just like these are nothing. Interviewer: Yeah okay so, I guess now do you, you- you said- talked a little bit about that already, what do you think overall you sort of took out of the Marine Corps experience? I think just a sense of purpose in life and kind of a- a- a view of life that- that it's not really a, every day’s not a given type of thing, because you see around the world all over how quickly and how bad things can be very quickly and it kind of makes you, you know appreciate everything you have in America where you don't have to worry about a constant war you know or anything like that. It just gave me a sense of purpose and I think really kind of drives me to- to want to graduate and stuff like that. And kind of just, you know always be striving for something better and you know in the Marine Corps you're always working towards your next promotion, or you're always trained to- to, you know perfect, or you know, so you can't get something wrong and I kind of take that to my daily life where every day you kind of try to improve in some- some aspect of your life every day whether it's just simply working out or you're doing school or someyou know working, school, or something like that… (1:29:36) Interviewer: Do you still see much of the people who were your friends before you left? Or have they all gone off in different directions now? �A few, I think that's- that is also one thing that I did enjoy about the Marine Corps is that it really did show me who my true friends coming out of high school were, because when you're gone, there's only so many people that really want to reach out to you and actually care about you. And I have a core group of friends here, about five or six friends that I played rugby with and was very close to in high school and they kept tabs on me while I was gone and even would send me stuff when I was deployed and wrote me in boot camp and stuff like that. And- and I'm still friends with them and they're still around here, a lot of them graduated now and are doing, are working and stuff like that, but a majority of the people that I knew in high school I've never heard of from again and don't really care to. Interviewer: That can be true- true for a lot of us, I guess. Do you find there is sort of a gap between you and them in the sense you've gone and done all of this stuff or do they, did you, do they know enough about what you did that that gap isn't so big? I've told them a lot about things and stuff I've experienced throughout my entire time and I talked to them throughout the time too so they’ve kind of seen me evolve over- over the time too as well. But I- I don't think there's a huge gap, I think they, if I were to sit down and like have a conversation with a Marine and them there's a very distinct difference in what we would joke about, what we would talk about, and you know things like that, but I don't feel like I can't relate to them in any way, I mean I still feel like a normal, you know 23 year old just like they’re a normal 23 or 24 year old. (1:31:07) Interviewer: Yeah, I think speaking as your professor you seem to be highly functional. Yeah. Interviewer: So, yeah, no, okay look this is- this is a very good story and you tell it well, so just thank you very much for taking the time to share it. Thank you. � 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 Mapes-PearsonM2304V Creator An entity primarily responsible for making the resource Mapes-Pearson, Matthias Date A point or period of time associated with an event in the lifecycle of the resource 2019-04 Title A name given to the resource Mapes-Pearson, Matthias (Interview transcript and video), 2019 Description An account of the resource Mathias Mapes-Pearson was born on July 16, 1995 in Burlington, Vermont, but grew up in Rockford, Michigan. He immediately enlisted in the Marine Corps after high school. After basic, he went to Infantry School and then Basic Security Guard School. For his first deployment, he was flown to Guantanamo Bay, Cuba, later serving in Spain and Ukraine. He was deployed to Afghanistan in 2016. After two and a half months of guard duty, his platoon rotated to Guardian Angel duty in Lashkar Gah, the capital of the province, to advise the local police, maintain civil order, and work to push Taliban forces out of the area. He believed that the American military made significant strides to better and pacify the region, but that the long-term stability of the region depended upon the continued presence of American forces and discipline. Mapes-Pearson was in Afghanistan for six months before opting to help train the replacements for his platoon back in the United States for his last year of service. He left the service in September of 2018 and flew back to Michigan where he moved to Grand Rapids and began work for Loomis Armored transport services. He then attended GVSU, majoring in management information systems. Mapes-Pearson believed that his service gave him a sense of purpose in life and appreciation for his fortunate life in the US. It also helped him realize who his true, core group of friends was. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States—History, Military Veterans Video recordings Iraq War, 2003-2011—Personal narratives, American Afghan War, 2001-2021—Personal narratives, American Source A related resource from which the described resource is derived Veterans History Project collection, (RHC-27) Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/17eac532f9bf05a2ed6b4f54a70377dc.jpg 02eeba0706752bea04de9a3ecb8664f6 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 MapesLynn Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Mapes, Lynn Description An account of the resource Lynn Mapes, History 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/f57873d2b4c2a40eb5f2873888611a83.pdf 931cc4c357fcac87c19d38e569ddfeb3 PDF Text Text < < < _j- R·I Q. L-- :,: --t- R·I (I) z 3' 0 .... @ R·I ONE FAMILY RESIDENTIAL @ R-2 ONE FAMILY RESIDENTIAL @ R-3 ONE FAMILY RESIDENTIAL (8 R-4 ONE FAMILY RESIDENTIAL ~ MHP MOBILE Q RM-I MULTIPLE FAMILY (LOW RISE) C:, RM· 2 MULTIPLE FAMILY (LOW RISE) ( ] ) RM ·3 MULTIPLE FAMILY oo OFFICE II @& B-1 LIMITED ·1 • B-2 GENERAL @ SP SPECIAL Q FP FLOODPLAIN 0 "' 0 HOME PARK ~ QC 7 OF PONTIAC SP Oolllond "' Un1vers,1y (HIGH RISE) BUSINESS BUSINESS PURPOSE @T8R TECHNOLOGY QI-I LIGHT ~ I-2 GENERAL • HEAVY * 8 RESEARCH i \: INDUSTRIAL 0 CIC ~' T8R . ., I:•/ •/ I-3 INDUSTRIAL INDUSTRIAL SP @LF T8R * LANDFILL THE ~LOOOPLAIN BOUNOARY 1S GENERAL:ZEO ON THIS MAP EXACT BOUNDA"11ES CAN BE :lETERM!~EO BY CONTACTING THE MICHIGAN OEPARl MENT OF NATURAL RE~CUR:ES OR THE U S ARMY CORPS OF ENGtNEERS I, VERONICA C NEW, CLERK OF THE CITY OF" ~UBURN HILLS. DO HEREBY CERTIFY ThAT THJS MAP IS A TRUE COPY OF THE ZONING MAP ADOPTED BY THE CITY COUf-..CIL OF THE ClTY OF AUBURN HILLS ON• THE !6 TH DAY OF ..Q.E':l'.MBER , ~ A O AND All SU85FOUENT AMENDMENTS ADOPTED AS Qf:" OCTOBER 17 1qsa ~ ~...2k,.,- 1ERVN ;A 1..,1TY -.irw , C - ~ AUBURN ERi( HII tS OFFICIAL ZON ING CITY OF AUBURN CITY OF AUBURN Scale £ aoo A I 1•00 :1•00 no<1 (iJwyie~i« ~Ianni>'? ,.#~i.aleJ~ fl'.~ BLOOM FIELD tObt 911 ~ IPUIH ILYP , C ~ BL OO M , i [ L O TO WNSHIP I I HILLS HILLS PLANNING Feet ,....._ o MAP HfLLS . MIC HIGAN COMMISSION �DUTTON DEVELOPMENT C:» RESIDENTIAL .SIGNIFICANT NON - RESIDENTIAL • SIGNIFICANT DEVELOPMENT 0 PUBLIC l z SIGNIFICANT PROPOSALS ;o 0 City of Loke Angelus 0 .cJ LA K PROBLEMS £ .4NGELVS " ARROWHEAD GOLF COURSE 7 ~ ,.. .,.. _ / ! PONTI A C 0 F II ... I ,.~✓===~--== • 0 • , ". . .t? .. ( ';. :., ;; -~ THIS PLAN IS NTENDEO TO SHOW GENERAL1ZED LANO USE ANO JS NOT INTENOEO TO INDICATE PREC ISE SIZE, SHAPE OR DIMENSION THESE PROPOSALS REFLECT FUTURE LONG RANGE LANO USE RECOMMENDAT IONS ANO 00 NOT NECESSARILY IMPLY SHORT RANGE REZONING PROPOSALS PURSUANT TO THE PROVISIONS OF ACT 285 OF THE M,CH l GAN PUBLIC ACTS OF 1931 , AS AMENDED, THE CITY OF AUBURN HILLS PLANNING COMMISS I ON HAVING DULY HELD A PUBLIC HEARING ON SEPTEMBER 25, 19B6 . DOES HEREBY OFFICIALLY ADOPT SAID MASTER PLAN FOR LAND USE ~ _, r 1. OAKL.A ND ', t . .· ?,;}=. ··:, ;:.-:(. .• ..... :·~·=-o -~ I. '• ~ ·. • . UNIVERSITY ' , . . . rr ., . 0 "' ... "' "'uI DECEMBER . . . ' . ~ ~· . ) 4 , 19B6 ADOPTED 0 a: 0 ATT ESTED ...u Cv o, .;,,Q CHAIRMAN • I\ 0 a: :...~.-: ~ JlY ~ ~~~~/ SECREARY ,, <" L GENERALIZED LONG RANGE MASTER LAND USE PLAN CITY AUBURN OF CITY OF AUBURN HILLS HILLS PLANNING NOVEMBER • 19B6 PUBLIC HEARING SEPTEMBER ::. ~ ----,oo 0 25 , 19B6 A F111 11100 1400 i 3100 BLOOMFIELD GQLF QR .-F" SOUTH IILYO ~ BLOOMFIELD TOWNSHI P H ILLS. MICHIGAN COMMISSION � 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 Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 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 Auburn-Hills_Maps_1986-1988 Creator An entity primarily responsible for making the resource City of Auburn Hills Planning Commission, City of Auburn Hills, Oakland County, Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1986-1988 Title A name given to the resource Maps Description An account of the resource The Generalized Long Range Master Land Use Plan and Zoning Ordinance maps were prepared by the City of Auburn Planning Commission with the assistance of Progressive Planning Associates, P.C. The Land Use Map was adopted on December 4, 1986, and the Zoning Ordinance map was adopted on October 17, 1988. Contributor An entity responsible for making contributions to the resource Progressive Planning Associates, P.C. (consultants) Subject The topic of the resource Zoning--Michigan Land use--planning maps Auburn Hills (Mich.) Oakland County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b365f8264c46d3ed0a1e2ed4caf6dfea.jpg 05c70a16fb0af64255cf5999f5014f63 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_1181 Title A name given to the resource Marathon II transport Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Marathon II British transport, September 1, 1952. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides Great Britain 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 1952-09-01 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/464d8ae8597320d0cc81edb376742a18.jpg fa1d23a013fab9f12ce2e55276cf6e66 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00118 Date A point or period of time associated with an event in the lifecycle of the resource circa 1918-1921 Title A name given to the resource Marble Boat at Summer Palace Description An account of the resource Black and white lantern slide of a marble boat at the Summer Palace in Beijing, China's Forbidden City. Subject The topic of the resource Lantern slides China Forbidden City (Beijing, China) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b79328206530ed61af8bd8099fbabd9d.pdf 24611a3bf384fddb08ba23281efcd23d PDF Text Text Young Lords In Lincoln Park Interviewee: Marcelo Jiménez Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 5/12/2012 Biography and Description Marcelo Jiménez, or “Chelo,” is one of the younger sons of Cristina (Tino) and Gregorio Jiménez. Mr. Jiménez grew up in San Salvador, Caguas, Puerto Rico and did work in that mountain barrio like the others, laboring on different farms or helping to construct neighbors’ homes, and migrating back and forth to the United States to work in fields, factories, and hotels. Mr. Jiménez also worked in a foundry on Armitage Avenue by the Chicago River branch in Lincoln Park for many years. Back in Puerto Rico he continued to help his father plow or turn the soil on the farm, using two bulls and a small plow. He also hung tobacco to dry in the tall rancho that they made from the bamboo that grew next to the creek. The creek served as the boundary of the farm in the 1940s through the 1980s when some of the plots were sold by some of the family. Mr. Jiménez would load the produce in his truck, or a cow when money was needed, and head to La Plaza Mercado in Caguas, near La Salida, or exit, to Aguas Buenas. When José “Cha-Cha” Jiménez lived in Puerto Rico in 1963-64, he became Mr. Jiménez’s assistant in his cow feed distribution business. Each morning they would fill up Mr. Jiménez truck with 100 lbs. bags of cow feed. They would then drink their coffee with cow’s milk from the can, a few soda crackers and butter and Tino and Don Goyo would wave them on. The two of them would leave in darkness and travel to nearly every town on the Island, delivering and selling the bags of feed, and would not return until late. When business was slow Mr. Jiménez and Cha-Cha would hang out with the Titeres de La Plaza, or the �Huckleberry Finns clique, of San Salvador, sometimes even barefoot. The youth clique is centuries old. No one is excluded. It is like a life passage that exists today in a varied fashion. There was rarely any harm done. Everyone knew them, and then there was no police to bother them. But back In Chicago Mr. Jiménez would sometimes hang out with his cousins of the Hacha Viejas. Most of the time they did the same thing but in a rougher manner. In Chicago the neighborhood was unstable and transient. There was prejudice and hunger (poverty). The culture in Chicago was “everyone for themselves,” as Mr. Jiménez recalls. And then there was police intimidation and many times unnecessary arrests that served to served as bragging points and hardened the group. For Mr. Jiménez, he was lucky to join with other groups for support, like the Caballeros de San Juan. And most of the time he just worked long hours and enjoyed his children and family. His relatives were also part of the Caballeros and Damas de María. He became one of the first immigrants to Chicago during what some called the Great Migration of Puerto Ricans, between 1950 and 1960. This was the era when Puerto Ricans were going back and forth from Puerto Rico to Chicago. Mr. Jiménez built a mansion in San Salvador and today lives content in the town of Caguas. � https://digitalcollections.library.gvsu.edu/files/original/ce63e47b2950c0dd9d380a41a9d3ed46.mp4 fc32d0fbb486c60edce5f0d3faab69e9 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 Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</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 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Marcelo Jiménez vídeo entrevista y biografía Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</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-65_Jimenez_Marcelo Title A name given to the resource Marcelo Jiménez video interview and biography Creator An entity primarily responsible for making the resource Jiménez, Marcelo Description An account of the resource Marcelo Jiménez, or “Chelo,” is one of the younger sons of Cristina (Tino) and Gregorio Jiménez. Mr. Jiménez grew up in San Salvador, Caguas, Puerto Rico and did work in that mountain barrio like the others, laboring on different farms or helping to construct neighbors’ homes, and migrating back and forth to the United States to work in fields, factories, and hotels. Mr. Jiménez also worked in a foundry on Armitage Avenue by the Chicago River branch in Lincoln Park for many years. Back in Puerto Rico he continued to help his father plow or turn the soil on the farm, using two bulls and a small plow. He also hung tobacco to dry in the tall rancho that they made from the bamboo that grew next to the creek. The creek served as the boundary of the farm in the 1940s through the 1980s when some of the plots were sold by some of the family. Mr. Jiménez would load the produce in his truck, or a cow when money was needed, and head to La Plaza Mercado in Caguas, near La Salida, or exit, to Aguas Buenas. When José “Cha-Cha” Jiménez lived in Puerto Rico in 1963-64, he became Mr. Jiménez’s assistant in his cow feed distribution business. Each morning they would fill up Mr. Jiménez truck with 100 lbs. bags of cow feed. They would then drink their coffee with cow’s milk from the can, a few soda crackers and butter and Tino and Don Goyo would wave them on. The two of them would leave in darkness and travel to nearly every town on the Island, delivering and selling the bags of feed, and would not return until late. When business was slow Mr. Jiménez and Cha-Cha would hang out with the Titeres de La Plaza, or the Huckleberry Finns clique, of San Salvador, sometimes even barefoot. The youth clique is centuries old. No one is excluded. It is like a life passage that exists today in a varied fashion. There was rarely any harm done. Everyone knew them, and then there was no police to bother them. But back In Chicago Mr. Jiménez would sometimes hang out with his cousins of the Hacha Viejas. Most of the time they did the same thing but in a rougher manner. In Chicago the neighborhood was unstable and transient. There was prejudice and hunger (poverty). The culture in Chicago was “everyone for themselves,” as Mr. Jiménez recalls. And then there was police intimidation and many times unnecessary arrests that served to served as bragging points and hardened the group. For Mr. Jiménez, he was lucky to join with other groups for support, like the Caballeros de San Juan. And most of the time he just worked long hours and enjoyed his children and family. His relatives were also part of the Caballeros and Damas de María. He became one of the first immigrants to Chicago during what some called the Great Migration of Puerto Ricans, between 1950 and 1960. This was the era when Puerto Ricans were going back and forth from Puerto Rico to Chicago. Mr. Jiménez built a mansion in San Salvador and today lives content in the town of Caguas. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Spanish language--Personal narratives Social justice Community activists--Illinois--Chicago Language A language of the resource spa 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 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-12 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/b8f54d3c536577ffc54c682e989b294f.jpg 4e18b7cc6cd40c76a6a08b8e81d21c02 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000891 Title A name given to the resource Marching band Description An account of the resource Marching band, September 15, 1979. Subject The topic of the resource Students Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/ce049a63f82946a652e8f4e2903035b8.jpg a940b0d109dde98bcf9b5310c8fbe552 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1980s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001201 Title A name given to the resource Marching Band and the Color Guard Creator An entity primarily responsible for making the resource Grand Valley State University Description An account of the resource Marching Band, Color Guard on the field. Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Marching bands Music ensembles Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/af9dff1d92cb07a28fceb0e7fff351ac.jpg 6b7faa3cdcbf88cf417cfc615dc2b18d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001196 Title A name given to the resource Marching Band Drum Majors Creator An entity primarily responsible for making the resource Grand Valley State University Description An account of the resource Marching Band, drum majors in parade block. Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Marching bands Music ensembles Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo